Class VIII Chapter 1 – Rational Numbers Maths

Exercise 1.1
Question 1:
Using appropriate properties find:

(i)

(ii)
Answer:
(i)

(ii)

(By commutativity)

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Class VIII Chapter 1 – Rational Numbers Maths

Question 2:
Write the additive inverse of each of the following:

(i) (ii) (iii) (iv) (v)

Answer:

(i)

Additive inverse =

(ii)

Additive inverse =

(iii)

Additive inverse =

(iv)

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Class VIII Chapter 1 – Rational Numbers Maths

Additive inverse

(v)

Additive inverse
Question 3:
Verify that −(−x) = x for.

(i) (ii)
Answer:

(i)

The additive inverse of is as

This equality represents that the additive inverse of is or it

can be said that i.e., −(−x) = x

(ii)

The additive inverse of is as

This equality represents that the additive inverse of is − i.e.,

−(−x) = x
Question 4:
Find the multiplicative inverse of the following.

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Class VIII Chapter 1 – Rational Numbers Maths

(i) (ii) (iii)

(iv) (v) (vi) −1

Answer:
(i) −13

Multiplicative inverse = −

(ii)

Multiplicative inverse =

(iii)
Multiplicative inverse = 5

(iv)

Multiplicative inverse

(v)

Multiplicative inverse
(vi) −1
Multiplicative inverse = −1
Question 5:
Name the property under multiplication used in each of the following:

(i)

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Class VIII Chapter 1 – Rational Numbers Maths

(ii)

(iii)
Answer:

(i)
1 is the multiplicative identity.
(ii) Commutativity
(iii) Multiplicative inverse
Question 6:

Multiply by the reciprocal of .

Answer:

Question 7:

Tell what property allows you to compute .

Answer:
Associativity
Question 8:

Is the multiplicative inverse of ? Why or why not?

Answer:
If it is the multiplicative inverse, then the product should be 1.
However, here, the product is not 1 as

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Class VIII Chapter 1 – Rational Numbers Maths

Question 9:

Is 0.3 the multiplicative inverse of ? Why or why not?

Answer:

0.3 × = 0.3 ×

Here, the product is 1. Hence, 0.3 is the multiplicative inverse of .

Question 10:
Write:
(i) The rational number that does not have a reciprocal.
(ii) The rational numbers that are equal to their reciprocals.
(iii) The rational number that is equal to its negative.
Answer:
(i) 0 is a rational number but its reciprocal is not defined.
(ii) 1 and −1 are the rational numbers that are equal to their reciprocals.
(iii) 0 is the rational number that is equal to its negative.
Question 11:
Fill in the blanks.
(i) Zero has __________ reciprocal.
(ii) The numbers __________ and __________ are their own reciprocals
(iii) The reciprocal of − 5 is __________.

(iv) Reciprocal of , where is __________.

(v) The product of two rational numbers is always a __________.
(vi) The reciprocal of a positive rational number is __________.

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Class VIII Chapter 1 – Rational Numbers Maths

Answer:
(i) No
(ii) 1, −1

(iii)
(iv) x
(v) Rational number
(vi) Positive rational number

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Class VIII Chapter 1 – Rational Numbers Maths

Exercise 1.2
Question 1:
Represent these numbers on the number line.

(i) (ii)
Answer:

(i) can be represented on the number line as follows.

(ii) can be represented on the number line as follows.

Question 2:

Represent on the number line.

Answer:

can be represented on the number line as follows.

Question 3:
Write five rational numbers which are smaller than 2.
Answer:

2 can be represented as .

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Class VIII Chapter 1 – Rational Numbers Maths

Therefore, five rational numbers smaller than 2 are

Question 4:

Find ten rational numbers between and .

Answer:

and can be represented as respectively.

Therefore, ten rational numbers between and are

Question 5:
Find five rational numbers between

(i)

(ii)

(iii)
Answer:

(i) can be represented as respectively.

Therefore, five rational numbers between are

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Class VIII Chapter 1 – Rational Numbers Maths

(ii) can be represented as respectively.

Therefore, five rational numbers between are

(iii) can be represented as respectively.

Therefore, five rational numbers between are

Question 6:
Write five rational numbers greater than − 2.
Answer:

−2 can be represented as − .
Therefore, five rational numbers greater than −2 are

Question 7:

Find ten rational numbers between and .

Answer:

and can be represented as respectively.

Therefore, ten rational numbers between and are

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Exercise 2.1
Question 1:

Solve:
Answer:
x−2=7
Transposing 2 to R.H.S, we obtain
x=7+2=9
Question 2:

Solve:
Answer:
y + 3 = 10
Transposing 3 to R.H.S, we obtain
y = 10 − 3 = 7
Question 3:

Solve:
Answer:
6=z+2
Transposing 2 to L.H.S, we obtain
6−2=z
z=4
Question 4:

Solve:
Answer:

Transposing to R.H.S, we obtain

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Question 5:

Solve:
Answer:
6x = 12
Dividing both sides by 6, we obtain

x=2
Question 6:

Solve:
Answer:

Multiplying both sides by 5, we obtain

Question 7:

Solve:
Answer:

Multiplying both sides by , we obtain

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Question 8:

Solve:
Answer:

Multiplying both sides by 1.5, we obtain

Question 9:

Solve:
Answer:
7x − 9 = 16
Transposing 9 to R.H.S, we obtain
7x = 16 + 9
7x = 25
Dividing both sides by 7, we obtain

Question 10:

Solve:
Answer:
14y − 8 = 13
Transposing 8 to R.H.S, we obtain

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

14y = 13 + 8
14y = 21
Dividing both sides by 14, we obtain

Question 11:

Solve:
Answer:
17 + 6p = 9
Transposing 17 to R.H.S, we obtain
6p = 9 − 17
6p = −8
Dividing both sides by 6, we obtain

Question 12:

Solve:
Answer:

Transposing 1 to R.H.S, we obtain

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Multiplying both sides by 3, we obtain

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Exercise 2.2
Question 1:

If you subtract from a number and multiply the result by , you get . What is the
number?
Answer:
Let the number be x. According to the question,

On multiplying both sides by 2, we obtain

On transposing to R.H.S, we obtain

Therefore, the number is .

Question 2:
The perimeter of a rectangular swimming pool is 154 m. Its length is 2 m more than
twice its breadth. What are the length and the breadth of the pool?
Answer:
Let the breadth be x m. The length will be (2x + 2) m.
Perimeter of swimming pool = 2(l + b) = 154 m
2(2x + 2 + x) = 154
2(3x + 2) = 154

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Dividing both sides by 2, we obtain

3x + 2 = 77
On transposing 2 to R.H.S, we obtain
3x = 77 − 2
3x = 75
On dividing both sides by 3, we obtain

x = 25
2x + 2 = 2 × 25 + 2 = 52
Hence, the breadth and length of the pool are 25 m and 52 m respectively.
Question 3:

The base of an isosceles triangle is cm. The perimeter of the triangle is cm.
What is the length of either of the remaining equal sides?
Answer:
Let the length of equal sides be x cm.

Perimeter = x cm + x cm + Base = cm

On transposing to R.H.S, we obtain

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

On dividing both sides by 2, we obtain

Therefore, the length of equal sides is cm.

Question 4:
Sum of two numbers is 95. If one exceeds the other by 15, find the numbers.
Answer:
Let one number be x. Therefore, the other number will be x + 15.
According to the question,
x + x + 15 = 95
2x + 15 = 95
On transposing 15 to R.H.S, we obtain
2x = 95 − 15
2x = 80
On dividing both sides by 2, we obtain

x = 40
x + 15 = 40 + 15 = 55
Hence, the numbers are 40 and 55.

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Question 5:
Two numbers are in the ratio 5:3. If they differ by 18, what are the numbers?
Answer:
Let the common ratio between these numbers be x. Therefore, the numbers will be
5x and 3x respectively.
Difference between these numbers = 18
5x − 3x = 18
2x = 18
Dividing both sides by 2,

x=9
First number = 5x = 5 × 9 = 45
Second number = 3x = 3 × 9 = 27
Question 6:
Three consecutive integers add up to 51. What are these integers?
Answer:
Let three consecutive integers be x, x + 1, and x + 2.
Sum of these numbers = x+ x + 1 + x + 2 = 51
3x + 3 = 51
On transposing 3 to R.H.S, we obtain
3x = 51 − 3
3x = 48
On dividing both sides by 3, we obtain

x = 16
x + 1 = 17
x + 2 = 18
Hence, the consecutive integers are 16, 17, and 18.

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Question 7:
The sum of three consecutive multiples of 8 is 888. Find the multiples.
Answer:
Let the three consecutive multiples of 8 be 8x, 8(x + 1), 8(x + 2).
Sum of these numbers = 8x + 8(x + 1) + 8(x + 2) = 888
8(x + x + 1 + x + 2) = 888
8(3x + 3) = 888
On dividing both sides by 8, we obtain

3x + 3 = 111
On transposing 3 to R.H.S, we obtain
3x = 111 − 3
3x = 108
On dividing both sides by 3, we obtain

x = 36
First multiple = 8x = 8 × 36 = 288
Second multiple = 8(x + 1) = 8 × (36 + 1) = 8 × 37 = 296
Third multiple = 8(x + 2) = 8 × (36 + 2) = 8 × 38 = 304
Hence, the required numbers are 288, 296, and 304.
Question 8:
Three consecutive integers are such that when they are taken in increasing order
and multiplied by 2, 3 and 4 respectively, they add up to 74. Find these numbers.
Answer:
Let three consecutive integers be x, x + 1, x + 2. According to the question,
2x + 3(x + 1) + 4(x + 2) = 74
2x + 3x + 3 + 4x + 8 = 74
9x + 11 = 74

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

On transposing 11 to R.H.S, we obtain

9x = 74 − 11
9x = 63
On dividing both sides by 9, we obtain

x=7
x+1=7+1=8
x+2=7+2=9
Hence, the numbers are 7, 8, and 9.
Question 9:
The ages of Rahul and Haroon are in the ratio 5:7. Four years later the sum of their
ages will be 56 years. What are their present ages?
Answer:
Let common ratio between Rahul’s age and Haroon’s age be x.
Therefore, age of Rahul and Haroon will be 5x years and 7x years respectively. After
4 years, the age of Rahul and Haroon will be (5x + 4) years and (7x + 4) years
respectively.
According to the given question, after 4 years, the sum of the ages of Rahul and
Haroon is 56 years.
∴ (5x + 4 + 7x + 4) = 56
12x + 8 = 56
On transposing 8 to R.H.S, we obtain
12x = 56 − 8
12x = 48
On dividing both sides by 12, we obtain

x=4
Rahul’s age = 5x years = (5 × 4) years = 20 years

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Haroon’s age = 7x years = (7 × 4) years = 28 years

Question 10:
The number of boys and girls in a class are in the ratio 7:5. The number of boys is 8
more than the number of girls. What is the total class strength?
Answer:
Let the common ratio between the number of boys and numbers of girls be x.
Number of boys = 7x
Number of girls = 5x
According to the given question,
Number of boys = Number of girls + 8
∴ 7x = 5x + 8
On transposing 5x to L.H.S, we obtain
7x − 5x = 8
2x = 8
On dividing both sides by 2, we obtain

x=4
Number of boys = 7x = 7 × 4 = 28
Number of girls = 5x = 5 × 4 = 20
Hence, total class strength = 28 + 20 = 48 students
Question 11:
Baichung’s father is 26 years younger than Baichung’s grandfather and 29 years
older than Baichung. The sum of the ages of all the three is 135 years. What is the
age of each one of them?
Answer:
Let Baichung’s father’s age be x years. Therefore, Baichung’s age and Baichung’s
grandfather’s age will be (x − 29) years and (x + 26) years respectively.
According to the given question, the sum of the ages of these 3 people is 135 years.
∴ x + x − 29 + x + 26 = 135

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

3x − 3 = 135
On transposing 3 to R.H.S, we obtain
3x = 135 + 3
3x = 138
On dividing both sides by 3, we obtain

x = 46
Baichung’s father’s age = x years = 46 years
Baichung’s age = (x − 29) years = (46 − 29) years = 17 years
Baichung’s grandfather’s age = (x + 26) years = (46 + 26) years = 72 years
Question 12:
Fifteen years from now Ravi’s age will be four times his present age. What is Ravi’s
present age?
Answer:
Let Ravi’s present age be x years.
Fifteen years later, Ravi’s age = 4 × His present age
x + 15 = 4x
On transposing x to R.H.S, we obtain
15 = 4x − x
15 = 3x
On dividing both sides by 3, we obtain

5=x
Hence, Ravi’s present age = 5 years

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Question 13:

A rational number is such that when you multiply it by and add to the product,

you get . What is the number?

Answer:
Let the number be x.
According to the given question,

On transposing to R.H.S, we obtain

On multiplying both sides by , we obtain

Hence, the rational number is .

Question 14:
Lakshmi is a cashier in a bank. She has currency notes of denominations Rs 100, Rs
50 and Rs 10, respectively. The ratio of the number of these notes is 2:3:5. The total
cash with Lakshmi is Rs 4, 00,000. How many notes of each denomination does she
have?

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Answer:
Let the common ratio between the numbers of notes of different denominations be x.
Therefore, numbers of Rs 100 notes, Rs 50 notes, and Rs 10 notes will be2x, 3x, and
5x respectively.
Amount of Rs 100 notes = Rs (100 × 2x) = Rs 200x
Amount of Rs 50 notes = Rs (50 × 3x)= Rs 150x
Amount of Rs 10 notes = Rs (10 × 5x) = Rs 50x
It is given that total amount is Rs 400000.
∴ 200x + 150x + 50x = 400000
⇒ 400x = 400000
On dividing both sides by 400, we obtain
x = 1000
Number of Rs 100 notes = 2x = 2 × 1000 = 2000
Number of Rs 50 notes = 3x = 3 × 1000 = 3000
Number of Rs 10 notes = 5x = 5 × 1000 = 5000
Question 15:
I have a total of Rs 300 in coins of denomination Re 1, Rs 2 and Rs 5. The number of
Rs 2 coins is 3 times the number of Rs 5 coins. The total number of coins is 160.
How many coins of each denomination are with me?
Answer:
Let the number of Rs 5 coins be x.
Number of Rs 2 coins = 3 × Number of Rs 5 coins = 3x
Number of Re 1 coins = 160 − (Number of coins of Rs 5 and of Rs 2)
= 160 − (3x + x) = 160 − 4x
Amount of Re 1 coins = Rs [1 × (160 − 4x)] = Rs (160 − 4x)
Amount of Rs 2 coins = Rs (2 × 3x)= Rs 6x
Amount of Rs 5 coins = Rs (5 × x) = Rs 5x
It is given that the total amount is Rs 300.
∴ 160 − 4x + 6x + 5x = 300
160 + 7x = 300

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

On transposing 160 to R.H.S, we obtain

7x = 300 − 160
7x = 140
On dividing both sides by 7, we obtain

x = 20
Number of Re 1 coins = 160 − 4x = 160 − 4 × 20 = 160 − 80 = 80
Number of Rs 2 coins = 3x = 3 × 20 = 60
Number of Rs 5 coins = x = 20
Question 16:
The organizers of an essay competition decide that a winner in the competition gets
a prize of Rs 100 and a participant who does not win gets a prize of Rs 25. The total
prize money distributed is Rs 3000. Find the number of winners, if the total number
of participants is 63.
Answer:
Let the number of winners be x. Therefore, the number of participants who did not
win will be 63 − x.
Amount given to the winners = Rs (100 × x) = Rs 100x
Amount given to the participants who did not win = Rs [25(63 − x)]
= Rs (1575 − 25x)
According to the given question,
100x + 1575 − 25x = 3000
On transposing 1575 to R.H.S, we obtain
75x = 3000 − 1575
75x = 1425
On dividing both sides by 75, we obtain

x = 19

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Hence, number of winners = 19

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Exercise 2.3
Question 1:
Solve and check result: 3x = 2x + 18
Answer:
3x = 2x + 18
On transposing 2x to L.H.S, we obtain
3x − 2x = 18
x = 18
L.H.S = 3x = 3 × 18 = 54
R.H.S = 2x + 18 = 2 × 18 + 18 = 36 + 18 = 54
L.H.S. = R.H.S.
Hence, the result obtained above is correct.
Question 2:
Solve and check result: 5t − 3 = 3t − 5
Answer:
5t − 3 = 3t − 5
On transposing 3t to L.H.S and −3 to R.H.S, we obtain
5t − 3t = −5 − (−3)
2t = −2
On dividing both sides by 2, we obtain
t = −1
L.H.S = 5t − 3 = 5 × (−1) − 3 = −8
R.H.S = 3t − 5 = 3 × (−1) − 5 = − 3 − 5 = −8
L.H.S. = R.H.S.
Hence, the result obtained above is correct.
Question 3:
Solve and check result: 5x + 9 = 5 + 3x
Answer:
5x + 9 = 5 + 3x
On transposing 3x to L.H.S and 9 to R.H.S, we obtain

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

5x − 3x = 5 − 9
2x = −4
On dividing both sides by 2, we obtain
x = −2
L.H.S = 5x + 9 = 5 × (−2) + 9 = −10 + 9 = −1
R.H.S = 5 + 3x = 5 + 3 × (−2) = 5 − 6 = −1
L.H.S. = R.H.S.
Hence, the result obtained above is correct.
Question 4:
Solve and check result: 4z + 3 = 6 + 2z
Answer:
4z + 3 = 6 + 2z
On transposing 2z to L.H.S and 3 to R.H.S, we obtain
4z − 2z = 6 − 3
2z = 3
Dividing both sides by 2, we obtain

L.H.S = 4z + 3 = 4 × +3=6+3=9

R.H.S = 6 + 2z = 6 + 2 × =6+3=9
L.H.S. = R.H.S.
Hence, the result obtained above is correct.
Question 5:
Solve and check result: 2x − 1 = 14 − x
Answer:
2x − 1 = 14 − x
Transposing x to L.H.S and 1 to R.H.S, we obtain

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

2x + x = 14 + 1
3x = 15
Dividing both sides by 3, we obtain
x=5
L.H.S = 2x − 1 = 2 × (5) − 1 = 10 − 1 = 9
R.H.S = 14 − x = 14 − 5 = 9
L.H.S. = R.H.S.
Hence, the result obtained above is correct.
Question 6:
Solve and check result: 8x + 4 = 3(x − 1) + 7
Answer:
8x + 4 = 3(x − 1) + 7
8x + 4 = 3x − 3 + 7
Transposing 3x to L.H.S and 4 to R.H.S, we obtain
8x − 3x = − 3 + 7 − 4
5x = − 7 + 7

L.H.S = 8x + 4 = 8 × (0) + 4 = 4
R.H.S = 3(x − 1) + 7 = 3 (0 − 1) + 7 = − 3 + 7 = 4
L.H.S. = R.H.S.
Hence, the result obtained above is correct.
Question 7:

Solve and check result:

Answer:

Multiplying both sides by 5, we obtain

5x = 4(x + 10)
5x = 4x + 40

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Transposing 4x to L.H.S, we obtain

5x − 4x = 40
x = 40
L.H.S = x = 40

R.H.S = =
L.H.S. = R.H.S.
Hence, the result obtained above is correct.
Question 8:

Solve and check result:

Answer:

Transposing to L.H.S and 1 to R.H.S, we obtain

Multiplying both sides by 5, we obtain

x = 10

L.H.S = =

R.H.S =

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

L.H.S. = R.H.S.
Hence, the result obtained above is correct.
Question 9:

Solve and check result:

Answer:

Transposing y to L.H.S and to R.H.S, we obtain

Dividing both sides by 3, we obtain

L.H.S =

R.H.S =
L.H.S. = R.H.S.
Hence, the result obtained above is correct.
Question 10:

Solve and check result:

Answer:

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Transposing 5m to L.H.S, we obtain

Dividing both sides by −2, we obtain

L.H.S =

R.H.S =
L.H.S. = R.H.S.
Hence, the result obtained above is correct.

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Exercise 2.4
Question 1:

Amina thinks of a number and subtracts from it. She multiplies the result by 8.
The result now obtained is 3 times the same number she thought of. What is the
number?
Answer:
Let the number be x.
According to the given question,

= 3x
8x − 20 = 3x
Transposing 3x to L.H.S and −20 to R.H.S, we obtain
8x − 3x = 20
5x = 20
Dividing both sides by 5, we obtain
x=4
Hence, the number is 4.
Question 2:
A positive number is 5 times another number. If 21 is added to both the numbers,
then one of the new numbers becomes twice the other new number. What are the
numbers?
Answer:
Let the numbers be x and 5x. According to the question,
21 + 5x = 2(x + 21)
21 + 5x = 2x + 42
Transposing 2x to L.H.S and 21 to R.H.S, we obtain
5x − 2x = 42 − 21
3x = 21
Dividing both sides by 3, we obtain

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

x=7
5x = 5 × 7 = 35
Hence, the numbers are 7 and 35 respectively.
Question 3:
Sum of the digits of a two digit number is 9. When we interchange the digits it is
found that the resulting new number is greater than the original number by 27. What
is the two-digit number?
Answer:
Let the digits at tens place and ones place be x and 9 − x respectively.
Therefore, original number = 10x + (9 − x) = 9x + 9
On interchanging the digits, the digits at ones place and tens place will be x and 9 −
x respectively.
Therefore, new number after interchanging the digits = 10(9 − x) + x
= 90 − 10x + x
= 90 − 9x
According to the given question,
New number = Original number + 27
90 − 9x = 9x + 9 + 27
90 − 9x = 9x + 36
Transposing 9x to R.H.S and 36 to L.H.S, we obtain
90 − 36 = 18x
54 = 18x
Dividing both sides by 18, we obtain
3 = x and 9 − x = 6
Hence, the digits at tens place and ones place of the number are 3 and 6
respectively.
Therefore, the two-digit number is 9x + 9 = 9 × 3 + 9 = 36

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Question 4:
One of the two digits of a two digit number is three times the other digit. If you
interchange the digit of this two-digit number and add the resulting number to the
original number, you get 88. What is the original number?
Answer:
Let the digits at tens place and ones place be x and 3x respectively.
Therefore, original number = 10x + 3x = 13x
On interchanging the digits, the digits at ones place and tens place will be x and 3x
respectively.
Number after interchanging = 10 × 3x + x = 30x + x = 31x
According to the given question,
Original number + New number = 88
13x + 31x = 88
44x = 88
Dividing both sides by 44, we obtain
x=2
Therefore, original number = 13x = 13 × 2 = 26
By considering the tens place and ones place as 3x and x respectively, the two-digit
number obtained is 62.
Therefore, the two-digit number may be 26 or 62.
Question 5:
Shobo’s mother’s present age is six times Shobo’s present age. Shobo’s age five
years from now will be one third of this mother’s present age. What are their present
ages?
Answer:
Let Shobo’s age be x years. Therefore, his mother’s age will be 6x years.
According to the given question,

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

x + 5 = 2x
Transposing x to R.H.S, we obtain
5 = 2x − x
5=x
6x = 6 × 5 = 30
Therefore, the present ages of Shobo and Shobo’s mother will be 5 years and 30
years respectively.
Question 6:
There is a narrow rectangular plot, reserved for a school, in Mahuli village. The
length and breadth of the plot are in the ratio 11:4. At the rate Rs 100 per metre it
will cost the village panchayat Rs 75, 000 to fence the plot. What are the dimensions
of the plot?
Answer:
Let the common ratio between the length and breadth of the rectangular plot be x.
Hence, the length and breadth of the rectangular plot will be 11x m and 4x m
respectively.

Perimeter of the plot = 2(Length + Breadth)

It is given that the cost of fencing the plot at the rate of Rs 100 per metre is Rs 75,
000.
∴ 100 × Perimeter = 75000
100 × 30x = 75000
3000x = 75000
Dividing both sides by 3000, we obtain
x = 25
Length = 11x m = (11 × 25) m = 275 m
Breadth = 4x m = (4 × 25) m = 100 m
Hence, the dimensions of the plot are 275 m and 100 m respectively.

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Question 7:
Hasan buys two kinds of cloth materials for school uniforms, shirt material that costs
him Rs 50 per metre and trouser material that costs him Rs 90 per metre. For every
2 meters of the trouser material he buys 3 metres of the shirt material. He sells the
materials at 12% and 10% profit respectively. His total sale is Rs 36660. How much
trouser material did he buy?
Answer:
Let 2x m of trouser material and 3x m of shirt material be bought by him.

Per metre selling price of trouser material = = Rs 100.80

Per metre selling price of shirt material = = Rs 55

Given that, total amount of selling = Rs 36660
100.80 × (2x) + 55 × (3x) = 36660
201.60x + 165x = 36660
366.60x = 36660
Dividing both sides by 366.60, we obtain
x = 100
Trouser material = 2x m = (2 × 100) m = 200 m
Question 8:
Half of a herd of deer are grazing in the field and three fourths of the remaining are
playing nearby. The rest 9 are drinking water from the pond. Find the number of
deer in the herd.
Answer:
Let the number of deer be x.

Number of deer grazing in the field =

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Number of deer drinking water from the pond = 9

Multiplying both sides by 8, we obtain

x = 72
Hence, the total number of deer in the herd is 72.
Question 9:
A grandfather is ten times older than his granddaughter. He is also 54 years older
than her. Find their present ages
Answer:
Let the granddaughter’s age be x years. Therefore, grandfather’s age will be
10x years.
According to the question,
Grandfather’s age = Granddaughter’s age + 54 years
10x = x + 54
Transposing x to L.H.S, we obtain
10x − x = 54
9x = 54
x=6
Granddaughter’s age = x years = 6 years

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Grandfather’s age = 10x years = (10 × 6) years = 60 years

Question 10:
Aman’s age is three times his son’s age. Ten years ago he was five times his son’s
age. Find their present ages.
Answer:
Let Aman’s son’s age be x years. Therefore, Aman’s age will be 3x years. Ten years
ago, their age was (x − 10) years and (3x − 10) years respectively.
According to the question,
10 years ago, Aman’s age = 5 × Aman’s son’s age 10 years ago
3x − 10 = 5(x − 10)
3x − 10 = 5x − 50
Transposing 3x to R.H.S and 50 to L.H.S, we obtain
50 − 10 = 5x − 3x
40 = 2x
Dividing both sides by 2, we obtain
20 = x
Aman’s son’s age = x years = 20 years
Aman’s age = 3x years = (3 × 20) years = 60 years

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Exercise 2.5
Question 1:

Solve the linear equation

Answer:

L.C.M. of the denominators, 2, 3, 4, and 5, is 60.

Multiplying both sides by 60, we obtain

⇒ 30x − 12 = 20x + 15 (Opening the brackets)

⇒ 30x − 20x = 15 + 12
⇒ 10x = 27

⇒
Question 2:

Solve the linear equation

Answer:

L.C.M. of the denominators, 2, 4, and 6, is 12.

Multiplying both sides by 12, we obtain
6n − 9n + 10n = 252
⇒ 7n = 252

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Question 3:

Solve the linear equation

Answer:

L.C.M. of the denominators, 2, 3, and 6, is 6.

Multiplying both sides by 6, we obtain
6x + 42 − 16x = 17 − 15x
⇒ 6x − 16x + 15x = 17 − 42
⇒ 5x = −25

Question 4:

Solve the linear equation

Answer:

L.C.M. of the denominators, 3 and 5, is 15.

Multiplying both sides by 15, we obtain
5(x − 5) = 3(x − 3)
⇒ 5x − 25 = 3x − 9 (Opening the brackets)
⇒ 5x − 3x = 25 − 9
⇒ 2x = 16

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Question 5:

Solve the linear equation

Answer:

L.C.M. of the denominators, 3 and 4, is 12.

Multiplying both sides by 12, we obtain
3(3t − 2) − 4(2t + 3) = 8 − 12t
⇒ 9t − 6 − 8t − 12 = 8 − 12t (Opening the brackets)
⇒ 9t − 8t + 12t = 8 + 6 + 12
⇒ 13t = 26

Question 6:

Solve the linear equation

Answer:

L.C.M. of the denominators, 2 and 3, is 6.

Multiplying both sides by 6, we obtain
6m − 3(m − 1) = 6 − 2(m − 2)
⇒ 6m − 3m + 3 = 6 − 2m + 4 (Opening the brackets)
⇒ 6m − 3m + 2m = 6 + 4 − 3
⇒ 5m = 7

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Question 7:

Simplify and solve the linear equation

Answer:
3(t − 3) = 5(2t + 1)
⇒ 3t − 9 = 10t + 5 (Opening the brackets)
⇒ −9 − 5 = 10t − 3t
⇒ −14 = 7t

Question 8:

Simplify and solve the linear equation

Answer:
15(y − 4) − 2(y − 9) + 5(y + 6) = 0
⇒ 15y − 60 − 2y + 18 + 5y + 30 = 0 (Opening the brackets)
⇒ 18y − 12 = 0
⇒ 18y = 12

⇒
Question 9:

Simplify and solve the linear equation

Answer:
3(5z − 7) − 2(9z − 11) = 4(8z − 13)−17
⇒ 15z − 21 − 18z + 22 = 32z − 52 − 17 (Opening the brackets)
⇒ −3z + 1 = 32z − 69
⇒ −3z − 32z = −69 − 1
⇒ −35z = −70

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

⇒
Question 10:

Simplify and solve the linear equation

Answer:
0.25(4f − 3) = 0.05(10f − 9)

Multiplying both sides by 20, we obtain

5(4f − 3) = 10f − 9
⇒ 20f − 15 = 10f − 9 (Opening the brackets)
⇒ 20f − 10f = − 9 + 15
⇒ 10f = 6

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Exercise 2.6
Question 1:

Solve:
Answer:

On multiplying both sides by 3x, we obtain

8x − 3 = 6x
⇒ 8x − 6x = 3
⇒ 2x = 3

Solve:
Answer:

Onmultiplying both sides by 7 − 6x, we obtain

9x = 15(7 − 6x)
⇒ 9x = 105 − 90x
⇒ 9x + 90x = 105
⇒ 99x = 105

⇒
Question 3:

Solve:

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

Answer:

On multiplying both sides by 9(z + 15), we obtain

9z = 4(z + 15)
⇒ 9z = 4z + 60
⇒ 9z − 4z = 60
⇒ 5z = 60
⇒ z = 12
Question 4:

Solve:
Answer:

On multiplying both sides by 5(2 − 6y), we obtain

5(3y + 4) = −2(2 − 6y)
⇒ 15y + 20 = − 4 + 12y
⇒ 15y − 12y = − 4 − 20
⇒ 3y = −24
⇒ y = −8
Question 5:

Solve:
Answer:

On multiplying both sides by 3(y + 2), we obtain

3(7y + 4) = −4(y + 2)

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

⇒ 21y + 12 = − 4y − 8
⇒ 21y + 4y = − 8 − 12
⇒ 25y = −20

⇒
Question 6:
The ages of Hari and Harry are in the ratio 5:7. Four years from now the ratio of
their ages will be 3:4. Find their present ages.
Answer:
Let the common ratio between their ages be x. Therefore, Hari’s age and Harry’s age
will be 5x years and 7x years respectively and four years later, their ages will be (5x
+ 4) years and (7x + 4) years respectively.
According to the situation given in the question,

Hari’s age = 5x years = (5 × 4) years = 20 years

Harry’s age = 7x years = (7 × 4) years = 28 years
Therefore, Hari’s age and Harry’s age are 20 years and 28 years respectively.
Question 7:
The denominator of a rational number is greater than its numerator by 8. If the
numerator is increased by 17 and the denominator is decreased by 1, the number

obtained is . Find the rational number.

Answer:
Let the numerator of the rational number be x. Therefore, its denominator will
be x + 8.

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Class VIII Chapter 2 – Linear Equations in One Variable Maths

The rational number will be . According to the question,

⇒ 2(x + 17) = 3(x + 7)

⇒ 2x + 34 = 3x + 21
⇒ 34 − 21 = 3x − 2x
⇒13 = x
Numerator of the rational number = x = 13
Denominator of the rational number = x + 8 = 13 + 8 = 21

Rational number

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Class VIII Chapter 3 – Understanding Quadrilaterals Maths

Exercise 3.1
Question 1:
Given here are some figures.

(1) (2) (3)

(4) (5) (6)

(7) (8)

Classify each of them on the basis of the following.

(a) Simple curve
(b) Simple closed curve
(c) Polygon
(d) Convex polygon
(e) Concave polygon

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Class VIII Chapter 3 – Understanding Quadrilaterals Maths

Answer:
(a) 1, 2, 5, 6, 7
(b) 1, 2, 5, 6, 7
(c) 1, 2
(d) 2
(e) 1
Question 2:
How many diagonals does each of the following have?
(a) A convex quadrilateral
(b) A regular hexagon
(c) A triangle
Answer:
(a) There are 2 diagonals in a convex quadrilateral.

(b) There are 9 diagonals in a regular hexagon.

(c) A triangle does not have any diagonal in it.

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Class VIII Chapter 3 – Understanding Quadrilaterals Maths

Question 3:
What is the sum of the measures of the angels of a convex quadrilateral? Will this
property hold if the quadrilateral is not convex? (Make a non-convex quadrilateral
and try!)
Answer:
The sum of the measures of the angles of a convex quadrilateral is 360° as a convex
quadrilateral is made of two triangles.

Here, ABCD is a convex quadrilateral, made of two triangles ∆ABD and ∆BCD.
Therefore, the sum of all the interior angles of this quadrilateral will be same as the
sum of all the interior angles of these two triangles i.e., 180º + 180º = 360º
Yes, this property also holds true for a quadrilateral which is not convex. This is
because any quadrilateral can be divided into two triangles.

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Class VIII Chapter 3 – Understanding Quadrilaterals Maths

Here again, ABCD is a concave quadrilateral, made of two triangles ∆ABD and ∆BCD.
Therefore, sum of all the interior angles of this quadrilateral will also be 180º + 180º
= 360º
Question 4:
Examine the table. (Each figure is divided into triangles and the sum of the angles
deduced from that.)

Figure

Side 3 4 5 6

2 × 180° 4 × 180°
Angle 3 × 180°
180° = (4 − 2) × = (6 − 2) ×
sum = (5 − 2) × 180°
180° 180°

What can you say about the angle sum of a convex polygon with number of sides?
(a) 7
(b) 8
(c) 10
(d) n
Answer:

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Class VIII Chapter 3 – Understanding Quadrilaterals Maths

From the table, it can be observed that the angle sum of a convex polygon of n sides
is (n −2) × 180º. Hence, the angle sum of the convex polygons having number of
sides as above will be as follows.
(a) (7 − 2) × 180º = 900°
(b) (8 − 2) × 180º = 1080°
(c) (10 − 2) × 180º = 1440°
(d) (n − 2) × 180°
Question 5:
What is a regular polygon?
State the name of a regular polygon of
(i) 3 sides
(ii) 4 sides
(iii) 6 sides
Answer:
A polygon with equal sides and equal angles is called a regular polygon.
(i) Equilateral Triangle

(ii) Square

(iii) Regular Hexagon

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Class VIII Chapter 3 – Understanding Quadrilaterals Maths

Question 6:
Find the angle measure x in the following figures.

(a) (b)

(c) (d)

Answer:
(a)
Sum of the measures of all interior angles of a quadrilateral is 360º. Therefore, in
the given quadrilateral,
50° + 130° + 120° + x = 360°
300° + x = 360°
x = 60°
(b)

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Class VIII Chapter 3 – Understanding Quadrilaterals Maths

From the figure, it can be concluded that,

90º + a = 180º (Linear pair)
a = 180º − 90º = 90º
Sum of the measures of all interior angles of a quadrilateral is 360º. Therefore, in
the given quadrilateral,
60° + 70° + x + 90° = 360°
220° + x = 360°
x = 140°
(c)

From the figure, it can be concluded that,

70 + a = 180° (Linear pair)
a = 110°
60° + b = 180° (Linear pair)
b = 120°
Sum of the measures of all interior angles of a pentagon is 540º.
Therefore, in the given pentagon,
120° + 110° + 30° + x + x = 540°
260° + 2x = 540°
2x = 280°

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x = 140°
(d)
Sum of the measures of all interior angles of a pentagon is 540º.
5x = 540°
x = 108°
Question 7:

(a) find x + y + z
(b) find x + y + z + w
Answer:
(a) x + 90° = 180° (Linear pair)
x = 90°
z + 30° = 180° (Linear pair)
z = 150°
y = 90° + 30° (Exterior angle theorem)
y = 120°
x + y + z = 90° + 120° + 150° = 360°
(b)

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Sum of the measures of all interior angles of a quadrilateral is 360º. Therefore, in

the given quadrilateral,
a + 60° + 80° + 120° = 360°
a + 260° = 360°
a = 100°
x + 120° = 180° (Linear pair)
x = 60°
y + 80° = 180° (Linear pair)
y = 100°
z + 60° = 180° (Linear pair)
z = 120°
w + 100° = 180° (Linear pair)
w = 80°
Sum of the measures of all interior angles = x + y + z + w
= 60° + 100° + 120° + 80°
= 360°

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Exercise 3.2
Question 1:
Find x in the following figures.

(a) (b)

Answer:
We know that the sum of all exterior angles of any polygon is 360º.
(a) 125° + 125° + x = 360°
250° + x = 360°
x = 110°
(b)

60° + 90° + 70° + x + 90° = 360°

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310° + x = 360°
x = 50°
Question 2:
Find the measure of each exterior angle of a regular polygon of
(i) 9 sides
(ii) 15 sides
Answer:
(i) Sum of all exterior angles of the given polygon = 360º
Each exterior angle of a regular polygon has the same measure.
Thus, measure of each exterior angle of a regular polygon of 9 sides

=
(ii) Sum of all exterior angles of the given polygon = 360º
Each exterior angle of a regular polygon has the same measure.
Thus, measure of each exterior angle of a regular polygon of 15 sides

=
Question 3:
How many sides does a regular polygon have if the measure of an exterior angle is
24°?
Answer:
Sum of all exterior angles of the given polygon = 360º
Measure of each exterior angle = 24º

Thus, number of sides of the regular polygon

Question 4:
How many sides does a regular polygon have if each of its interior angles is 165°?
Answer:
Measure of each interior angle = 165°
Measure of each exterior angle = 180° − 165° = 15°

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The sum of all exterior angles of any polygon is 360º.

Thus, number of sides of the polygon

Question 5:
(a) Is it possible to have a regular polygon with measure of each exterior angle as
22°?
(b) Can it be an interior angle of a regular polygon? Why?
Answer:
The sum of all exterior angles of all polygons is 360º. Also, in a regular polygon,
each exterior angle is of the same measure. Hence, if 360º is a perfect multiple of
the given exterior angle, then the given polygon will be possible.
(a) Exterior angle = 22°
360º is not a perfect multiple of 22º. Hence, such polygon is not possible.
(b) Interior angle = 22°
Exterior angle = 180° − 22° = 158°
Such a polygon is not possible as 360° is not a perfect multiple of 158°.
Question 6:
(a) What is the minimum interior angle possible for a regular polygon?
(b) What is the maximum exterior angel possible for a regular polygon?
Answer:
Consider a regular polygon having the lowest possible number of sides (i.e., an
equilateral triangle). The exterior angle of this triangle will be the maximum exterior
angle possible for any regular polygon.

Exterior angle of an equilateral triangle

Hence, maximum possible measure of exterior angle for any polygon is 120º. Also,
we know that an exterior angle and an interior angle are always in a linear pair.
Hence, minimum interior angle = 180º − 120° = 60º

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Exercise 3.3
Question 1:
Given a parallelogram ABCD. Complete each statement along with the definition or
property used.

(i) AD = …
(ii) ∠DCB = …
(iii) OC = …
(iv) m∠DAB + m∠CDA = …
Answer:
(i) In a parallelogram, opposite sides are equal in length.
AD = BC
(ii) In a parallelogram, opposite angles are equal in measure.
∠DCB = ∠DAB
(iii) In a parallelogram, diagonals bisect each other.
Hence, OC = OA
(iv) In a parallelogram, adjacent angles are supplementary to each other.
Hence, m∠DAB + m∠CDA =180°
Question 2:
Consider the following parallelograms. Find the values of the unknowns x, y, z.

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(i) (ii)

(iii) (iv)

(v)

Answer:
(i) x + 100° = 180° (Adjacent angles are supplementary)
x = 80°
z = x = 80º(Opposite angles are equal)
y = 100° (Opposite angles are equal)
(ii) 50° + y = 180° (Adjacent angles are supplementary)
y = 130°
x = y = 130° (Opposite angles are equal)
z = x = 130º (Corresponding angles)
(iii) x = 90° (Vertically opposite angles)
x + y + 30° = 180° (Angle sum property of triangles)
120° + y = 180°
y = 60°
z = y = 60° (Alternate interior angles)

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(iv) z = 80° (Corresponding angles)

y = 80° (Opposite angles are equal)
x+ y = 180° (Adjacent angles are supplementary)
x = 180° − 80° = 100°
(v) y = 112° (Opposite angles are equal)
x+ y + 40° = 180° (Angle sum property of triangles)
x + 112° + 40° = 180°
x + 152° = 180°
x = 28°
z = x = 28° (Alternate interior angles)
Question 3:
Can a quadrilateral ABCD be a parallelogram if
(i) ∠D + ∠B = 180°?
(ii) AB = DC = 8 cm, AD = 4 cm and BC = 4.4 cm?
(iii) ∠A = 70° and ∠C = 65°?
Answer:
(i) For ∠D + ∠B = 180°, quadrilateral ABCD may or may not be a parallelogram.
Along with this condition, the following conditions should also be fulfilled.
The sum of the measures of adjacent angles should be 180º.
Opposite angles should also be of same measures.
(ii) No. Opposite sides AD and BC are of different lengths.
(iii) No. Opposite angles A and C have different measures.
Question 4:
Draw a rough figure of a quadrilateral that is not a parallelogram but has exactly two
opposite angles of equal measure.
Answer:
Here, quadrilateral ABCD (kite) has two of its interior angles, ∠B and ∠D, of same
measures. However, still the quadrilateral ABCD is not a parallelogram as the
measures of the remaining pair of opposite angles, ∠A and ∠C, are not equal.

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Question 5:
The measures of two adjacent angles of a parallelogram are in the ratio 3:2. Find the
measure of each of the angles of the parallelogram.
Answer:
Let the measures of two adjacent angles, ∠A and ∠B, of parallelogram ABCD are in
the ratio of 3:2. Let ∠A = 3x and ∠B = 2x
We know that the sum of the measures of adjacent angles is 180º for a
parallelogram.
∠A + ∠B = 180º
3x + 2x = 180º
5x = 180º

∠A = ∠C = 3x = 108º (Opposite angles)

∠B = ∠D = 2x = 72º (Opposite angles)
Thus, the measures of the angles of the parallelogram are 108º, 72º, 108º, and 72º.
Question 6:
Two adjacent angles of a parallelogram have equal measure. Find the measure of
each of the angles of the parallelogram.
Answer:
Sum of adjacent angles = 180°
∠A + ∠B = 180º

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2∠A = 180º (∠A = ∠B)

∠A = 90º
∠B = ∠A = 90º
∠C = ∠A = 90º (Opposite angles)
∠D = ∠B = 90º (Opposite angles)
Thus, each angle of the parallelogram measures 90º.
Question 7:
The adjacent figure HOPE is a parallelogram. Find the angle measures x, y and z.
State the properties you use to find them.

Answer:
y = 40° (Alternate interior angles)
70° = z + 40º (Corresponding angles)
70° − 40° = z
z = 30°
x + (z + 40º) = 180° (Adjacent pair of angles)
x + 70º = 180°
x = 110°
Question 8:
The following figures GUNS and RUNS are parallelograms. Find x and y. (Lengths are
in cm)

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(i) (ii)

Answer:
(i)We know that the lengths of opposite sides of a parallelogram are equal to each
other.
GU = SN
3y − 1 = 26
3y = 27
y=9
SG = NU
3x = 18
x=6
Hence, the measures of x and y are 6 cm and 9 cm respectively.
(ii)We know that the diagonals of a parallelogram bisect each other.
y + 7 = 20
y = 13
x + y = 16
x + 13 = 16
x=3
Hence, the measures of x and y are 3 cm and 13 cm respectively.

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Question 9:

In the above figure both RISK and CLUE are parallelograms. Find the value of x.
Answer:
Adjacent angles of a parallelogram are supplementary.
In parallelogram RISK, ∠RKS + ∠ISK = 180°
120° + ∠ISK = 180°
∠ISK = 60°
Also, opposite angles of a parallelogram are equal.
In parallelogram CLUE, ∠ULC = ∠CEU = 70°
The sum of the measures of all the interior angles of a triangle is 180º.
x + 60° + 70° = 180°
x = 50°
Question 10:
Explain how this figure is a trapezium. Which of its two sides are parallel?

Answer:
If a transversal line is intersecting two given lines such that the sum of the measures
of the angles on the same side of transversal is 180º, then the given two lines will be
parallel to each other.
Here, ∠NML + ∠MLK = 180°

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Hence,NM||LK
As quadrilateral KLMN has a pair of parallel lines, therefore, it is a trapezium.
Question 11:

Find m∠C in the following figure if

Answer:

Given that,
∠B + ∠C = 180° (Angles on the same side of transversal)
120º + ∠C = 180°
∠C = 60°
Question 12:

Find the measure of ∠P and ∠S, if in the following figure. (If you find m∠R,
is there more than one method to find m∠P?)

Answer:
∠P + ∠Q = 180° (Angles on the same side of transversal)
∠P + 130° = 180°
∠P = 50°

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∠R + ∠S = 180° (Angles on the same side of transversal)

90° + ∠R = 180°
∠S = 90°
Yes. There is one more method to find the measure of m∠P.
m∠R and m∠Q are given. After finding m∠S, the angle sum property of a
quadrilateral can be applied to find m∠P.

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Exercise 3.4
Question 1:
State whether True or False.
(a) All rectangles are squares.
(b) All rhombuses are parallelograms.
(c) All squares are rhombuses and also rectangles.
(d) All squares are not parallelograms.
(e) All kites are rhombuses.
(f) All rhombuses are kites.
(g) All parallelograms are trapeziums.
(h) All squares are trapeziums.
Answer:
(a) False. All squares are rectangles but all rectangles are not squares.
(b) True. Opposite sides of a rhombus are equal and parallel to each other.
(c) True. All squares are rhombuses as all sides of a square are of equal lengths. All
squares are also rectangles as each internal angle measures 90°.
(d) False. All squares are parallelograms as opposite sides are equal and parallel.
(e) False. A kite does not have all sides of the same length.
(f) True. A rhombus also has two distinct consecutive pairs of sides of equal length.
(g) True. All parallelograms have a pair of parallel sides.
(h) True. All squares have a pair of parallel sides.
Question 2:
Identify all the quadrilaterals that have
(a) four sides of equal length
(b) four right angles
Answer:
(a) Rhombus and Square are the quadrilaterals that have 4 sides of equal length.
(b) Square and rectangle are the quadrilaterals that have 4 right angles.

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Question 3:
Explain how a square is.
(i) a quadrilateral
(ii) a parallelogram
(iii) a rhombus
(iv) a rectangle
Answer:
(i) A square is a quadrilateral since it has four sides.
(ii) A square is a parallelogram since its opposite sides are parallel to each other.
(iii) A square is a rhombus since its four sides are of the same length.
(iv) A square is a rectangle since each interior angle measures 90°.
Question 4:
Name the quadrilaterals whose diagonals.
(i) bisect each other
(ii) are perpendicular bisectors of each other
(iii) are equal
Answer:
(i) The diagonals of a parallelogram, rhombus, square, and rectangle bisect each
other.
(ii) The diagonals of a rhombus and square act as perpendicular bisectors.
(iii) The diagonals of a rectangle and square are equal.
Question 5:
Explain why a rectangle is a convex quadrilateral.
Answer:
In a rectangle, there are two diagonals, both lying in the interior of the rectangle.
Hence, it is a convex quadrilateral.
Question 6:
ABC is a right-angled triangle and O is the mid point of the side opposite to the right
angle. Explain why O is equidistant from A, B and C. (The dotted lines are drawn
additionally to help you).

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Answer:
Draw lines AD and DC such that AD||BC, AB||DC
AD = BC, AB = DC
ABCD is a rectangle as opposite sides are equal and parallel to each other and all the
interior angles are of 90º.
In a rectangle, diagonals are of equal length and also these bisect each other.
Hence, AO = OC = BO = OD
Thus, O is equidistant from A, B, and C.

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Class VIII Chapter 4 – Practical_Geometry Maths

Exercise 4.1
Question 1:
Construct the following quadrilaterals.
(i) Quadrilateral ABCD
AB = 4.5 cm
BC = 5.5 cm
CD = 4 cm
AD = 6 cm
AC = 7 cm
(ii) Quadrilateral JUMP
JU = 3.5 cm
UM = 4 cm
MP = 5 cm
PJ = 4.5 cm
PU = 6.5 cm
(iii) Parallelogram MORE
OR = 6 cm
RE = 4.5 cm
EO = 7.5 cm
(iv) Rhombus BEST
BE = 4.5 cm
ET = 6 cm
Answer:
(i) Firstly, a rough sketch of this quadrilateral can be drawn as follows.

(1) ∆ABC can be constructed by using the given measurements as follows.

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(2) Vertex D is 6 cm away from vertex A. Therefore, while taking A as centre, draw
an arc of radius 6 cm.

(3) Taking C as centre, draw an arc of radius 4 cm, cutting the previous arc at point
D. Join D to A and C.

ABCD is the required quadrilateral.

(ii)Firstly, a rough sketch of this quadrilateral can be drawn as follows.

(1) ∆ JUP can be constructed by using the given measurements as follows.

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(2) Vertex M is 5 cm away from vertex P and 4 cm away from vertex U. Taking P and
U as centres, draw arcs of radii 5 cm and 4 cm respectively. Let the point of
intersection be M.

(3) Join M to P and U.

JUMP is the required quadrilateral.

(iii)We know that opposite sides of a parallelogram are equal in length and also these
are parallel to each other.
Hence, ME = OR, MO = ER
A rough sketch of this parallelogram can be drawn as follows.

(1) ∆ EOR can be constructed by using the given measurements as follows.

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(2) Vertex M is 4.5 cm away from vertex O and 6 cm away from vertex E. Therefore,
while taking O and E as centres, draw arcs of 4.5 cm radius and 6 cm radius
respectively. These will intersect each other at point M.

(3) Join M to O and E.

MORE is the required parallelogram.

(iv)We know that all sides of a rhombus are of the same measure.
Hence, BE = ES = ST = TB
A rough sketch of this rhombus can be drawn as follows.

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(1) ∆ BET can be constructed by using the given measurements as follows.

(2) Vertex S is 4.5 cm away from vertex E and also from vertex T. Therefore, while
taking E and T as centres, draw arcs of 4.5 cm radius, which will be intersecting each
other at point S.

(3) Join S to E and T.

BEST is the required rhombus.

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Exercise 4.2
Question 1:
Construct the following quadrilaterals.
(i) Quadrilateral LIFT
LI = 4 cm
IF = 3 cm
TL = 2.5 cm
LF = 4.5 cm
IT = 4 cm
(ii) Quadrilateral GOLD
OL = 7.5 cm
GL = 6 cm
GD = 6 cm
LD = 5 cm
OD = 10 cm
(iii) Rhombus BEND
BN = 5.6 cm
DE = 6.5 cm
Answer:
(i) A rough sketch of this quadrilateral can be drawn as follows.

(1) ∆ ITL can be constructed by using the given measurements as follows.

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(2) Vertex F is 4.5 cm away from vertex L and 3 cm away from vertex I. Therefore,
while taking L and I as centres, draw arcs of 4.5 cm radius and 3 cm radius
respectively, which will be intersecting each other at point F.

(3) Join F to T and F to I.

LIFT is the required quadrilateral.

(ii)A rough sketch of this quadrilateral can be drawn as follows.

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(1) ∆ GDL can be constructed by using the given measurements as follows.

(2) Vertex O is 10 cm away from vertex D and 7.5 cm away from vertex L.
Therefore, while taking D and L as centres, draw arcs of 10 cm radius and 7.5 cm
radius respectively. These will intersect each other at point O.

(3) Join O to G and L.

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GOLD is the required quadrilateral.

(iii) We know that the diagonals of a rhombus always bisect each other at 90º. Let us
assume that these are intersecting each other at point O in this rhombus.
Hence, EO = OD = 3.25 cm
A rough sketch of this rhombus can be drawn as follows.

(1) Draw a line segment BN of 5.6 cm and also draw its perpendicular bisector. Let it
intersect the line segment BN at point O.

(2) Taking O as centre, draw arcs of 3.25 cm radius to intersect the perpendicular
bisector at point D and E.

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(3) Join points D and E to points B and N.

BEND is the required quadrilateral.

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Exercise 4.3
Question 1:
Construct the following quadrilaterals.
(i) Quadrilateral MORE
MO = 6 cm
OR = 4.5 cm
∠M = 60°
∠O = 105°
∠R = 105°
(ii) Quadrilateral PLAN
PL = 4 cm
LA = 6.5 cm
∠P = 90°
∠A = 110°
∠N = 85°
(iii) Parallelogram HEAR
HE = 5 cm
EA = 6 cm
∠R = 85°
(iv) Rectangle OKAY
OK = 7 cm
KA = 5 cm
Answer:
(i)
(1)A rough sketch of this quadrilateral can be drawn as follows.

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Class VIII Chapter 4 – Practical_Geometry Maths

(2) Draw a line segment MO of 6 cm and an angle of 105º at point O. As vertex R is

4.5 cm away from the vertex O, cut a line segment OR of 4.5 cm from this ray.

(3) Again, draw an angle of 105º at point R.

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Class VIII Chapter 4 – Practical_Geometry Maths

(4) Draw an angle of 60º at point M. Let this ray meet the previously drawn ray from
R at point E.

MORE is the required quadrilateral.

(ii)
(1)The sum of the angles of a quadrilateral is 360°.
In quadrilateral PLAN, ∠P + ∠L + ∠A + ∠N = 360°
90° + ∠L + 110° + 85° = 360°
285° + ∠L = 360°

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Class VIII Chapter 4 – Practical_Geometry Maths

∠L = 360° − 285° = 75°

(2)A rough sketch of this quadrilateral is as follows.

(3) Draw a line segment PL of 4 cm and draw an angle of 75º at point L. As vertex A
is 6.5 cm away from vertex L, cut a line segment LA of 6.5 cm from this ray.

(4) Again draw an angle of 110º at point A.

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Class VIII Chapter 4 – Practical_Geometry Maths

(5) Draw an angle of 90º at point P. This ray will meet the previously drawn ray from
A at point N.

PLAN is the required quadrilateral.

(iii)
(1)Firstly, a rough sketch of this quadrilateral is as follows.

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Class VIII Chapter 4 – Practical_Geometry Maths

(2) Draw a line segment HE of 5 cm and an angle of 85º at point E. As vertex A is 6

cm away from vertex E, cut a line segment EA of 6 cm from this ray.

(3) Vertex R is 6 cm and 5 cm away from vertex H and A respectively. By taking

radius as 6 cm and 5 cm, draw arcs from point H and A respectively. These will be
intersecting each other at point R.

4. Join R to H and A.

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Class VIII Chapter 4 – Practical_Geometry Maths

HEAR is the required quadrilateral.

(iv)
(1)A rough sketch of this quadrilateral is drawn as follows.

(2) Draw a line segment OK of 7 cm and an angle of 90º at point K. As vertex A is 5

cm away from vertex K, cut a line segment KA of 5 cm from this ray.

(3) Vertex Y is 5 cm and 7 cm away from vertex O and A respectively. By taking

radius as 5 cm and 7 cm, draw arcs from point O and A respectively. These will be
intersecting each other at point Y.

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Class VIII Chapter 4 – Practical_Geometry Maths

(4) Join Y to A and O.

OKAY is the required quadrilateral.

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Class VIII Chapter 4 – Practical_Geometry Maths

Exercise 4.4
Question 1:
Construct the following quadrilaterals,
(i) Quadrilateral DEAR
DE = 4 cm
EA = 5 cm
AR = 4.5 cm
∠E = 60°
∠A = 90°
(ii) Quadrilateral TRUE
TR = 3.5 cm
RU = 3 cm
UE = 4 cm
∠R = 75°
∠U = 120°
Answer:
(i)
(1)A rough sketch of this quadrilateral can be drawn as follows.

(2) Draw a line segment DE of 4 cm and an angle of 60º at point E. As vertex A is 5

cm away from vertex E, cut a line segment EA of 5 cm from this ray.

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Class VIII Chapter 4 – Practical_Geometry Maths

(3) Again draw an angle of 90º at point A. As vertex R is 4.5 cm away

from vertex A, cut a line segment RA of 4.5 cm from this ray.

(4) Join D to R.

DEAR is the required quadrilateral.

(ii)
(1)A rough sketch of this quadrilateral can be drawn as follows.

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Class VIII Chapter 4 – Practical_Geometry Maths

(2) Draw a line segment RU of 3 cm and an angle of 120º at point U. As vertex E is 4

cm away from vertex U, cut a line segment UE of 4 cm
from this ray.

(3) Next, draw an angle of 75º at point R. As vertex T is 3.5 cm away from vertex R,
cut a line segment RT of 3.5 cm from this ray.

(4) Join T to E.

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TRUE is the required quadrilateral.

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Class VIII Chapter 4 – Practical_Geometry Maths

Exercise 4.5
Question 1:
Draw the following:
The square READ with RE = 5.1 cm
Answer:
All the sides of a square are of the same measure and also all the interior angles of a
square are of 90º measure. Therefore, the given square READ can be drawn as
follows.
(1)A rough sketch of this square READ can be drawn as follows.

(2) Draw a line segment RE of 5.1 cm and an angle of 90º at point R and E.

(3) As vertex A and D are 5.1 cm away from vertex E and R respectively, cut line
segments EA and RD, each of 5.1 cm from these rays.

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Class VIII Chapter 4 – Practical_Geometry Maths

(4) Join D to A.

READ is the required square.

Question 2:
Draw the following:
A rhombus whose diagonals are 5.2 cm and 6.4 cm long.
Answer:
In a rhombus, diagonals bisect each other at 90º. Therefore, the given rhombus
ABCD can be drawn as follows.
(1)A rough sketch of this rhombus ABCD is as follows.

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Class VIII Chapter 4 – Practical_Geometry Maths

(2) Draw a line segment AC of 5.2 cm and draw its perpendicular bisector. Let it
intersect the line segment AC at point O.

(3) Draw arcs of on both sides of this perpendicular bisector. Let the
arcs intersect the perpendicular bisector at point B and D.

(4) Join points B and D with points A and C.

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ABCD is the required rhombus.

Question 3:
Draw the following:
A rectangle with adjacent sides of length 5 cm and 4 cm.
Answer:
Opposite sides of a rectangle have their lengths of same measure and also, all the
interior angles of a rectangle are of 90º measure. The given rectangle ABCD may be
drawn as follows.
(1)A rough sketch of this rectangle ABCD can be drawn as follows.

(2) Draw a line segment AB of 5 cm and an angle of 90º at point A and B.

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(3) As vertex C and D are 4 cm away from vertex B and A respectively, cut line
segments AD and BC, each of 4 cm, from these rays.

(4) Join D to C.

ABCD is the required rectangle.

Question 4:
Draw the following:
A parallelogram OKAY where OK = 5.5 cm and KA = 4.2 cm.
Answer:
Opposite sides of a parallelogram are equal and parallel to each other. The given
parallelogram OKAY can be drawn as follows.
(1)A rough sketch of this parallelogram OKAY is drawn as follows.

(2) Draw a line segment OK of 5.5 cm and a ray at point K at a convenient angle.

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(3) Draw a ray at point O parallel to the ray at K. As the vertices, A and Y, are 4.2
cm away from the vertices K and O respectively, cut line segments KA and OY, each
of 4.2 cm, from these rays.

(4) Join Y to A.

OKAY is the required rectangle.

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 Class –VIII Mathematics (Ex. 5.1)
Questions

1. For which of these would you use a histogram to show the data:
(a) The number of letters for different areas in a postman’s bag.
(b) The height of competitors in an athletics meet.
(c) The number cassettes produced by 5 companies.
(d) The number of passengers boarding trains from 7.00 a.m. to 7.00 p.m. at a station.
Give reason for each.
2. The shoppers who come to a departmental store are marked as: man (M), woman (W), boy (B)
or girl (G). The following list gives the shoppers who came during the first hour in the morning.
WWWGBWWMGGMMWWWWGBMWBGGMWWMMWWWMWBWGMWW
W W G W M M W M W G W M G W M M B G G W.
Make a frequency distribution table using tally marks. Draw a bar graph to illustrate it.
3. The weekly wages (in `) of 30 workers in a factory are:
830, 835, 890, 810, 835, 836, 869, 845, 898, 890, 820, 860, 832, 833, 855, 845, 804, 808, 812,
840, 885, 835, 835, 836, 878, 840, 868, 890, 806, 840.
Using tally marks, make a frequency table with intervals as 800 – 810, 810 – 820 and so on.
4. Draw a histogram for the frequency table made for the data in Question 3 and answer the
following questions.
(i) How many workers earn ` 850 and more?
(ii) How many workers earn less than ` 850?
5. The number of hours for which students of a particular class watched television during
holidays is shown through the given graph.
We draw the histogram for above frequency table:
Answer the following:
(i) For how many hours did the
maximum number of students
watch T.V.?
(ii) How many students watched TV
for less than 4 hours?
(iii) How many students spent more
than 5 hours in watching TV?
 Class –VIII Mathematics (Ex. 5.1)
Answers

1. Since, Histogram is a graphical representation of data, if data represented in manner of class-

interval.
Therefore, for case (b) and (d), we would use a histogram to show the data, because in these
cases, data can be divided into class-intervals.
In case (b), a group of competitions having different heights in an athletics meet.
In case (d), the number of passengers boarding trains in an interval of one hour at a station.
2. The frequency distribution table is as follows:

The illustration of data by bar-graph is as follows:

3. The representation of data by frequency distribution table using tally marks is as follows:
4. (i) 830 – 840 group has the maximum number of workers.
(ii) 10 workers can earn more than ` 850.
(iii) 20 workers earn less than ` 850.

5. (i) The maximum number of students watched T.V. for 4 – 5 hours.

(ii) 34 students watched T.V. for less than 4 hours.
(iii) 14 students spent more than 5 hours in watching T.V.
 Class –VIII Mathematics (Ex. 5.2)
Questions

1. A survey was made to find the type of music that a certain

group of young people liked in a city.
Adjoining pie chart shows the findings of this survey.
From this pie chart, answer the following:
(i) If 20 people liked classical music, how many
young people were surveyed?
(ii) Which type of music is liked by the maximum
number of people?
(iii) If a cassette company were to make 1000 CD’s,
how many of each type would they make?

2. A group of 360 people were asked to vote for their favourite season from the three seasons
rainy, winter and summer.
(i) Which season got the most votes?
(ii) Find the central angle of each sector.
(iii) Draw a pie chart to show this information.
Season No. of votes

Summer 90

Rainy 120

Winter 150

3. Draw a pie chart showing the following information. The table shows the colours preferred by
a group of people.
Colours No. of people
Blue 18
Green 9
Red 6
Yellow 3
Total 36
4. The adjoining pie chart gives the marks scored in an
examination by a student in Hindi, English, Mathematics,
Social Science and Science. If the total marks obtained by
the students were 540, answer the following questions:
(i) In which subject did the student score 105 marks?
(Hint: for 540 marks, the central angle = 360 . So,
for 105 marks, what is the central angle?)
(ii) How many more marks were obtained by the
student in Mathematics than in Hindi?
(iii) Examine whether the sum of the marks obtained in
Social Science and Mathematics is more than that in
Science and Hindi.
(Hint: Just study the central angles)

5. The number of students in a hostel, speaking different languages is given below.

Display the data in a pie chart.
Language Hindi English Marathi Tamil Bengali Total
No. of
40 12 9 7 4 72
students
 Class –VIII Mathematics (Ex. 5.2)
Answers

1. (i) 10% represents 100 people.

100 × 20
Therefore 20% represents = = 200 people
10
Hence, 200 people were surveyed.
(ii) Light music is liked by the maximum number of people.
10 × 1000
(iii) CD’s of classical music = = 100
100
20 × 1000
CD’s of semi-classical music = = 200
100
40 × 1000
CD’s of light music = = 400
100
30 × 1000
CD’s of folk music = = 300
100
2. (i) Winter season got the most votes.
90 × 360
(ii) Central angle of summer season = = 90
360
120 × 360
Central angle of rainy season = = 120
360
150 × 360
Central angle of winter season = = 150
360
(iii)

3. Here, central angle = 360 and total number of people = 36

No. of In
Colours Central angles
people fraction
18 1 1
= × 360 = 180
Blue 18 36 2 2
9 1 1
Green 9 = × 360 = 90
36 4 4
6 1 1
Red 6 = × 360 = 60
36 6 6
3 1 1
Yellow 3 = × 360 = 30
36 12 12
4. Sol.
Subject Central Angle Marks obtained
Mathematics 90 90
× 540 = 135
360
65
Social Science 65 × 540 = 97.5
360
80
Science 80 × 540 = 120
360
70
Hindi 70 × 540 = 105
360
55
English 55 × 540 = 82.5
360

(i) The student scored 105 marks in Hindi.

(ii) Marks obtained in Mathematics = 135
Marks obtained in Hindi = 105
Difference = 135 – 105 = 30
Thus, 30 more marks were obtained by the student in Mathematics than in Hindi.
(iii) The sum of marks in Social Science and Mathematics = 97.5 + 135 = 232.5
The sum of marks in Science and Hindi = 120 + 105 = 225
Yes, the sum of the marks in Social Science and Mathematics is more than that in
Science and Hindi.
5. Sol.
Language No. of In fraction Central Angle
students
Hindi 40 40 5 5
= × 360 = 200
English 12 72 9 9
Marathi 9 12 1 1
Tamil 7 = × 360 = 60
72 6 6
Bengali 4 9 1 1
= × 360 = 45
72 8 8
7 7 7
= × 360 = 35
72 72 72
4 1 1
= × 360 = 20
72 18 18
Total 72

Pie chart at above given data is as follows

 Class –VIII Mathematics (Ex. 5.3)
Questions

1. List the outcomes you can see in these experiments.

(a) Spinning a wheel (b) Tossing two coins together

2. When a die is thrown, list the outcomes of an event of getting:

(i) (a) a prime number (b) not a prime number
(ii) (a) a number greater than 5 (b) a number not greater than 5

3. Find the:
(a) Probability of the pointer stopping on D in (Question 1 (a)).
(b) Probability of getting an ace from a well shuffled deck of 52 playing
cards.
(c) Probability of getting a red apple. (See figure alongside)

4. Numbers 1 to 10 are written on ten separate slips (one number on one slip), kept in a box and
mixed well. One slip is chosen from the box without looking into it. What is the probability of:
(i) getting a number 6.
(ii) getting a number less than 6.
(iii) getting a number greater than 6.
(iv) getting a 1-digit number.

5. If you have a spinning wheel with 3 green sectors, 1 blue sector and 1 red sector, what is the
probability of getting a green sector? What is the probability of getting a none-blue sector?

6. Find the probability of the events given in Question 2.

 Class –VIII Mathematics (Ex. 5.3)
Answers

1. (a) There are four letters A, B, C and D in a spinning wheel. So there are 4 outcomes.
(b) When two coins are tossed together. There are four possible outcomes HH, HT, TH, TT.
(Here HT means head on first coin and tail on second coin and so on.)
2. (i) (a) Outcomes of event of getting a prime number are 2, 3 and 5.
(b) Outcomes of event of not getting a prime number are 1, 4 and 6.
(ii) (a) Outcomes of event of getting a number greater than 5 is 6.
(b) Outcomes of event of not getting a number greater than 5 are 1, 2, 3, 4 and 5.
3. (a) In a spinning wheel, there are five pointers A, A, B, C, D. So there
are five outcomes. Pointer stops at D which is one outcome.
1
So the probability of the pointer stopping on D =
5
(b) There are 4 aces in a deck of 52 playing cards. So, there are four
events of getting an ace.
4 1
So, probability of getting an ace = =
42 4
(c) Total number of apples = 7
Number of red apples = 4
4
Probability of getting red apple =
7
4. (i) Outcome of getting a number 6 from ten separate slips is one.
1
Therefore, probability of getting a number 6 =
10
(ii) Numbers less than 6 are 1, 2, 3, 4 and 5 which are five. So there are 5 outcomes.
5 1
Therefore, probability of getting a number less than 6 = =
10 2
(iii) Number greater than 6 out of ten that are 7, 8, 9, 10. So there are 4 possible outcomes.
4 2
Therefore, probability of getting a number greater than 6 = =
10 5
(iv) One digit numbers are 1, 2, 3, 4, 5, 6, 7, 8, 9 out of ten.
9
Therefore, probability of getting a 1-digit number =
10

5. There are five sectors. Three sectors are green out of five sectors.
3
Therefore, probability of getting a green sector =
5
There is one blue sector out of five sectors.
Non-blue sectors = 5 – 1 = 4 sectors
 4
Therefore, probability of getting a non-blue sector =
5
6. When a die is thrown, there are total six outcomes, i.e., 1, 2, 3, 4, 5 and 6.
(i) (a) 2, 3, 5 are prime numbers. So there are 3 outcomes out of 6.
3 1
Therefore, probability of getting a prime number = =
6 2
(b) 1, 4, 6 are not the prime numbers. So there are 3 outcomes out of 6.
3 1
Therefore, probability of getting a prime number = =
6 2

(ii) (a) Only 6 is greater than 5. So there is one outcome out of 6.

1
Therefore, probability of getting a number greater than 5 =
6
(b) Numbers not greater than 5 are 1, 2, 3, 4 and 5. So there are 5 outcomes out of 6.
5
Therefore, probability of not getting a number greater than 5 =
6
Class VIII Chapter 6 – Squares and Square Roots Maths

Exercise 6.1
Question 1:
What will be the unit digit of the squares of the following numbers?
(i) 81 (ii) 272
(iii) 799 (iv) 3853
(v) 1234 (vi) 26387
(vii) 52698 (viii) 99880
(ix) 12796 (x) 55555
Answer:
We know that if a number has its unit’s place digit as a, then its square will end with
the unit digit of the multiplication a × a.
(i) 81
Since the given number has its unit’s place digit as 1, its square will end with the
unit digit of the multiplication (1 ×1 = 1) i.e., 1.
(ii) 272
Since the given number has its unit’s place digit as 2, its square will end with the
unit digit of the multiplication (2 × 2 = 4) i.e., 4.
(iii) 799
Since the given number has its unit’s place digit as 9, its square will end with the
unit digit of the multiplication (9 × 9 = 81) i.e., 1.
(iv) 3853
Since the given number has its unit’s place digit as 3, its square will end with the
unit digit of the multiplication (3 × 3 = 9) i.e., 9.
(v) 1234
Since the given number has its unit’s place digit as 4, its square will end with the
unit digit of the multiplication (4 × 4 = 16) i.e., 6.
(vi) 26387
Since the given number has its unit’s place digit as 7, its square will end with the
unit digit of the multiplication (7 × 7 = 49) i.e., 9.
(vii) 52698

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Since the given number has its unit’s place digit as 8, its square will end with the
unit digit of the multiplication (8 × 8 = 64) i.e., 4.
(viii) 99880
Since the given number has its unit’s place digit as 0, its square will have two zeroes
at the end. Therefore, the unit digit of the square of the given number is 0.
(xi) 12796
Since the given number has its unit’s place digit as 6, its square will end with the
unit digit of the multiplication (6 × 6 = 36) i.e., 6.
(x) 55555
Since the given number has its unit’s place digit as 5, its square will end with the
unit digit of the multiplication (5 × 5 = 25) i.e., 5.
Question 2:
The following numbers are obviously not perfect squares. Give reason.
(i) 1057 (ii) 23453
(iii) 7928 (iv) 222222
(v) 64000 (vi) 89722
(vii) 222000 (viii) 505050
Answer:
The square of numbers may end with any one of the digits 0, 1, 5, 6, or 9. Also, a
perfect square has even number of zeroes at the end of it.
(i) 1057 has its unit place digit as 7. Therefore, it cannot be a perfect square.
(ii) 23453 has its unit place digit as 3. Therefore, it cannot be a perfect square.
(iii) 7928 has its unit place digit as 8. Therefore, it cannot be a perfect square.
(iv) 222222 has its unit place digit as 2. Therefore, it cannot be a perfect square.
(v) 64000 has three zeros at the end of it. However, since a perfect square cannot
end with odd number of zeroes, it is not a perfect square.
(vi) 89722 has its unit place digit as 2. Therefore, it cannot be a perfect square.
(vii) 222000 has three zeroes at the end of it. However, since a perfect square
cannot end with odd number of zeroes, it is not a perfect square.

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Class VIII Chapter 6 – Squares and Square Roots Maths

(viii) 505050 has one zero at the end of it. However, since a perfect square cannot
end with odd number of zeroes, it is not a perfect square.
Question 3:
Find the smallest number by which each of the following numbers must be multiplied
to obtain a perfect cube.
(i) 243
(ii) 256
(iii) 72
(iv) 675
(v) 100
Answer:
(i) 243 = 3 × 3 × 3 × 3 × 3
Here, two 3s are left which are not in a triplet. To make 243 a cube, one more 3 is
required.
In that case, 243 × 3 = 3 × 3 × 3 × 3 × 3 × 3 = 729 is a perfect cube.
Hence, the smallest natural number by which 243 should be multiplied to make it a
perfect cube is 3.
(ii) 256 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2
Here, two 2s are left which are not in a triplet. To make 256 a cube, one more 2 is
required.
Then, we obtain
256 × 2 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 512 is a perfect cube.
Hence, the smallest natural number by which 256 should be multiplied to make it a
perfect cube is 2.
(iii) 72 = 2 × 2 × 2 × 3 × 3
Here, two 3s are left which are not in a triplet. To make 72 a cube, one more 3 is
required.
Then, we obtain
72 × 3 = 2 × 2 × 2 × 3 × 3 × 3 = 216 is a perfect cube.

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Class VIII Chapter 6 – Squares and Square Roots Maths

Hence, the smallest natural number by which 72 should be multiplied to make it a

perfect cube is 3.
(iv) 675 = 3 × 3 × 3 × 5 × 5
Here, two 5s are left which are not in a triplet. To make 675 a cube, one more 5 is
required.
Then, we obtain
675 × 5 = 3 × 3 × 3 × 5 × 5 × 5 = 3375 is a perfect cube.
Hence, the smallest natural number by which 675 should be multiplied to make it a
perfect cube is 5.
(v) 100 = 2 × 2 × 5 × 5
Here, two 2s and two 5s are left which are not in a triplet. To make 100 a cube, we
require one more 2 and one more 5.
Then, we obtain
100 × 2 × 5 = 2 × 2 × 2 × 5 × 5 × 5 = 1000 is a perfect cube
Hence, the smallest natural number by which 100 should be multiplied to make it a
perfect cube is 2 × 5 = 10.
Question 4:
Observe the following pattern and find the missing digits.
112 = 121
1012 = 10201
10012 = 1002001
1000012 = 1…2…1
100000012 = …
Answer:
In the given pattern, it can be observed that the squares of the given numbers have
the same number of zeroes before and after the digit 2 as it was in the original
number. Therefore,
1000012 = 10000200001
100000012 = 100000020000001

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Question 5:
Observe the following pattern and supply the missing number.
112 = 121
1012 = 10201
101012 = 102030201
10101012 = …
…2 = 10203040504030201
Answer:
By following the given pattern, we obtain
10101012 = 1020304030201
1010101012 = 10203040504030201
Question 6:
Using the given pattern, find the missing numbers.
1 2 + 2 2 + 2 2 = 32
2 2 + 3 2 + 6 2 = 72
32 + 42 + 122 = 132
42 + 5 2 + _ 2
= 212
52 + _ 2
+ 302 = 312
62 + 7 2 + _ 2
= __2
Answer:
From the given pattern, it can be observed that,
(i) The third number is the product of the first two numbers.
(ii) The fourth number can be obtained by adding 1 to the third number.
Thus, the missing numbers in the pattern will be as follows.

42 + 5 2 + = 212

52 + + 302 = 312

62 + 7 2 + =
Question 7:
Without adding find the sum

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(i) 1 + 3 + 5 + 7 + 9
(ii) 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19
(iii) 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21 + 23
Answer:
We know that the sum of first n odd natural numbers is n2.

(i) Here, we have to find the sum of first five odd natural numbers.
Therefore, 1 + 3 + 5 + 7 + 9 = (5)2 = 25
(ii) Here, we have to find the sum of first ten odd natural numbers.
Therefore, 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 = (10)2 = 100
(iii) Here, we have to find the sum of first twelve odd natural numbers.
Therefore, 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 +17 + 19 + 21 + 23 = (12)2 = 144
Question 8:
(i) Express 49 as the sum of 7 odd numbers.
(ii) Express 121 as the sum of 11odd numbers.
Answer:
We know that the sum of first n odd natural numbers is n2.
(i) 49 = (7)2
Therefore, 49 is the sum of first 7 odd natural numbers.
49 = 1 + 3 + 5 + 7 + 9 + 11 + 13
(ii) 121 = (11)2
Therefore, 121 is the sum of first 11 odd natural numbers.
121 = 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21
Question 9:
How many numbers lie between squares of the following numbers?
(i) 12 and 13 (ii) 25 and 26 (iii) 99 and 100
Answer:
We know that there will be 2n numbers in between the squares of the numbers n
and (n + 1).
(i) Between 122 and 132, there will be 2 × 12 = 24 numbers

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(ii) Between 252 and 262, there will be 2 × 25 = 50 numbers

(iii) Between 992 and 1002, there will be 2 × 99 = 198 numbers

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Class VIII Chapter 6 – Squares and Square Roots Maths

Exercise 6.2
Question 1:
Find the square of the following numbers
(i) 32 (ii) 35
(iii) 86 (iv) 93
(v) 71 (vi) 46
Answer:
(i) 322 = (30 + 2)2
= 30 (30 + 2) + 2 (30 + 2)
= 302 + 30 × 2 + 2 × 30 + 22
= 900 + 60 + 60 + 4
= 1024
(ii) The number 35 has 5 in its unit’s place. Therefore,
352 = (3) (3 + 1) hundreds + 25
= (3 × 4) hundreds + 25
= 1200 + 25 = 1225
(iii) 862 = (80 + 6)2
= 80 (80 + 6) + 6 (80 + 6)
= 802 + 80 × 6 + 6 × 80 + 62
= 6400 + 480 + 480 + 36
= 7396
(iv) 932 = (90 + 3)2
= 90 (90 + 3) + 3 (90 + 3)
= 902 + 90 × 3 + 3 × 90 + 32
= 8100 + 270 + 270 + 9
= 8649
(v) 712 = (70 + 1)2
= 70 (70 + 1) + 1 (70 + 1)
= 702 + 70 × 1 + 1 × 70 + 12
= 4900 + 70 + 70 + 1

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= 5041
(vi) 462 = (40 + 6)2
= 40 (40 + 6) + 6 (40 + 6)
= 402 + 40 × 6 + 6 × 40 + 62
= 1600 + 240 + 240 + 36
= 2116
Question 2:
Write a Pythagorean triplet whose one member is
(i) 6 (ii) 14
(iii) 16 (iv) 18
Answer:
For any natural number m > 1, 2m, m2 − 1, m2 + 1 forms a Pythagorean triplet.
(i) If we take m2 + 1 = 6, then m2 = 5
The value of m will not be an integer.
If we take m2 − 1 = 6, then m2 = 7
Again the value of m is not an integer.
Let 2m = 6
m=3
Therefore, the Pythagorean triplets are 2 × 3, 32 − 1, 32 + 1 or 6, 8, and 10.
(ii) If we take m2 + 1 = 14, then m2 = 13
The value of m will not be an integer.
If we take m2 − 1 = 14, then m2 = 15
Again the value of m is not an integer.
Let 2m = 14
m=7
Thus, m2 − 1 = 49 − 1 = 48 and m2 + 1 = 49 + 1 = 50
Therefore, the required triplet is 14, 48, and 50.
(iii) If we take m2 + 1 = 16, then m2 = 15
The value of m will not be an integer.
If we take m2 − 1= 16, then m2 = 17

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Again the value of m is not an integer.

Let 2m = 16
m=8
Thus, m2 − 1 = 64 − 1 = 63 and m2 + 1 = 64 + 1 = 65
Therefore, the Pythagorean triplet is 16, 63, and 65.
(iv) If we take m2 + 1 = 18,
m2 = 17
The value of m will not be an integer.
If we take m2 − 1 = 18, then m2 = 19
Again the value of m is not an integer.
Let 2m =18
m=9
Thus, m2 − 1 = 81 − 1 = 80 and m2 + 1 = 81 + 1 = 82
Therefore, the Pythagorean triplet is 18, 80, and 82.

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Class VIII Chapter 6 – Squares and Square Roots Maths

Exercise 6.3
Question 1:
What could be the possible ‘one’s’ digits of the square root of each of the following
numbers?
(i) 9801 (ii) 99856
(iii) 998001 (iv) 657666025
Answer:
(i) If the number ends with 1, then the one’s digit of the square root of that number
may be 1 or 9. Therefore, one’s digit of the square root of 9801 is either 1 or 9.
(ii) If the number ends with 6, then the one’s digit of the square root of that number
may be 4 or 6. Therefore, one’s digit of the square root of 99856 is either 4 or 6.
(iii) If the number ends with 1, then the one’s digit of the square root of that number
may be 1 or 9. Therefore, one’s digit of the square root of 998001 is either 1 or 9.
(iv) If the number ends with 5, then the one’s digit of the square root of that number
will be 5. Therefore, the one’s digit of the square root of 657666025 is 5.
Question 2:
Without doing any calculation, find the numbers which are surely not perfect
squares.
(i) 153 (ii) 257
(iii) 408 (iv) 441
Answer:
The perfect squares of a number can end with any of the digits 0, 1, 4, 5, 6, or 9 at
unit’s place. Also, a perfect square will end with even number of zeroes, if any.
(i) Since the number 153 has its unit’s place digit as 3, it is not a perfect square.
(ii) Since the number 257 has its unit’s place digit as 7, it is not a perfect square.
(iii) Since the number 408 has its unit’s place digit as 8, it is not a perfect square.
(iv) Since the number 441 has its unit’s place digit as 1, it is a perfect square.
Question 3:
Find the square roots of 100 and 169 by the method of repeated subtraction.

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Answer:
We know that the sum of the first n odd natural numbers is n2.

Consider .
(i) 100 − 1 = 99 (ii) 99 − 3 = 96 (iii) 96 − 5 = 91
(iv) 91 − 7 = 84 (v) 84 − 9 = 75 (vi) 75 − 11= 64
(vii) 64 − 13 = 51 (viii) 51 − 15 = 36 (ix) 36 − 17 = 19
(x) 19 − 19 = 0
We have subtracted successive odd numbers starting from 1 to 100, and obtained 0
at 10th step.

Therefore,
The square root of 169 can be obtained by the method of repeated subtraction as
follows.
(i) 169 − 1 = 168 (ii) 168 − 3 = 165 (iii) 165 − 5 = 160
(iv) 160 − 7 = 153 (v) 153 − 9 = 144 (vi) 144 − 11 = 133
(vii) 133 − 13 = 120 (viii) 120 − 15 = 105 (ix) 105 − 17 = 88
(x) 88 − 19 = 69 (xi) 69 − 21 = 48 (xii) 48 − 23 = 25
(xiii)25 − 25 = 0
We have subtracted successive odd numbers starting from 1 to 169, and obtained 0
at 13th step.

Therefore,
Question 4:
Find the square roots of the following numbers by the Prime Factorisation Method.
(i) 729 (ii) 400
(iii) 1764 (iv) 4096
(v) 7744 (vi) 9604
(vii) 5929 (viii) 9216
(ix) 529 (x) 8100
Answer:
(i) 729 can be factorised as follows.

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Class VIII Chapter 6 – Squares and Square Roots Maths

3 729

3 243

3 81

3 27

3 9

3 3

729 = 3 × 3 × 3 × 3 × 3 × 3

∴ = 27
(ii) 400 can be factorised as follows.

2 400

2 200

2 100

2 50

5 25

5 5

400 = 2 × 2 × 2 × 2 × 5 × 5

∴ = 20
(iii) 1764 can be factorised as follows.

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2 1764

2 882

3 441

3 147

7 49

7 7

1764 = 2 × 2 × 3 × 3 × 7 × 7

∴ = 42
(iv) 4096 can be factorised as follows.

2 4096

2 2048

2 1024

2 512

2 256

2 128

2 64

2 32

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2 16

2 8

2 4

2 2

4096 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2

∴ = 64
(v) 7744 can be factorised as follows.

2 7744

2 3872

2 1936

2 968

2 484

2 242

11 121

11 11

7744 = 2 × 2 × 2 × 2 × 2 × 2 × 11 × 11

∴ = 88
(vi) 9604 can be factorised as follows.

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2 9604

2 4802

7 2401

7 343

7 49

7 7

9604 = 2 × 2 × 7 × 7 × 7 × 7

∴ = 98
(vii) 5929 can be factorised as follows.

7 5929

7 847

11 121

11 11

5929 = 7 × 7 × 11 × 11

∴ = 77
(viii) 9216 can be factorised as follows.

2 9216

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2 4608

2 2304

2 1152

2 576

2 288

2 144

2 72

2 36

2 18

3 9

3 3

9216 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 3× 3

∴ = 96
(ix) 529 can be factorised as follows.

23 529

23 23

529 = 23 × 23

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(x) 8100 can be factorised as follows.

2 8100

2 4050

3 2025

3 675

3 225

3 75

5 25

5 5

8100 = 2 × 2 × 3 × 3 × 3 × 3 × 5 × 5

∴ = 90
Question 5:
For each of the following numbers, find the smallest whole number by which it
should be multiplied so as to get a perfect square number. Also find the square root
of the square number so obtained.
(i) 252 (ii) 180
(iii) 1008 (iv) 2028
(v) 1458 (vi) 768

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Answer:
(i)252 can be factorised as follows.

2 252

2 126

3 63

3 21

7 7

252 = 2 × 2 × 3 × 3 × 7
Here, prime factor 7 does not have its pair.
If 7 gets a pair, then the number will become a perfect square. Therefore, 252 has to
be multiplied with 7 to obtain a perfect square.
252 × 7 = 2 × 2 × 3 × 3 × 7 × 7
Therefore, 252 × 7 = 1764 is a perfect square.

∴
(ii)180 can be factorised as follows.

2 180

2 90

3 45

3 15

5 5

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180 = 2 × 2 × 3 × 3 × 5
Here, prime factor 5 does not have its pair. If 5 gets a pair, then the number will
become a perfect square. Therefore, 180 has to be multiplied with 5 to obtain a
perfect square.
180 × 5 = 900 = 2 × 2 × 3 × 3 × 5 × 5
Therefore, 180 × 5 = 900 is a perfect square.

∴ = 30
(iii)1008 can be factorised as follows.

2 1008

2 504

2 252

2 126

3 63

3 21

7 7

1008 = 2 × 2 × 2 × 2 × 3 × 3 × 7
Here, prime factor 7 does not have its pair. If 7 gets a pair, then the number will
become a perfect square. Therefore, 1008 can be multiplied with 7 to obtain a
perfect square.
1008 × 7 = 7056 = 2 × 2 ×2 × 2 × 3 × 3 × 7 × 7
Therefore, 1008 × 7 = 7056 is a perfect square.

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∴ = 84
(iv) 2028 can be factorised as follows.

2 2028

2 1014

3 507

13 169

13 13

2028 = 2 × 2 × 3 × 13 × 13
Here, prime factor 3 does not have its pair. If 3 gets a pair, then the number will
become a perfect square. Therefore, 2028 has to be multiplied with 3 to obtain a
perfect square.
Therefore, 2028 × 3 = 6084 is a perfect square.
2028 × 3 = 6084 = 2 × 2 × 3 × 3 × 13 × 13

∴ = 78
(v) 1458 can be factorised as follows.

2 1458

3 729

3 243

3 81

3 27

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3 9

3 3

1458 = 2 × 3 × 3 × 3 × 3 × 3 × 3
Here, prime factor 2 does not have its pair. If 2 gets a pair, then the number will
become a perfect square. Therefore, 1458 has to be multiplied with 2 to obtain a
perfect square.
Therefore, 1458 × 2 = 2916 is a perfect square.
1458 × 2 = 2916 = 2 × 2 × 3 × 3 × 3 × 3 × 3 × 3

∴ = 54
(vi) 768 can be factorised as follows.

2 768

2 384

2 192

2 96

2 48

2 24

2 12

2 6

3 3

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768 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 3
Here, prime factor 3 does not have its pair. If 3 gets a pair, then the number will
become a perfect square. Therefore, 768 has to be multiplied with 3 to obtain a
perfect square.
Therefore, 768 × 3 = 2304 is a perfect square.
768 × 3 = 2304 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 3 × 3

∴ = 48
Question 6:
For each of the following numbers, find the smallest whole number by which it
should be divided so as to get a perfect square number. Also find the square root of
the square number so obtained.
(i) 252 (ii) 2925
(iii) 396 (iv) 2645
(v) 2800 (vi) 1620
Answer:
(i) 252 can be factorised as follows.

2 252

2 126

3 63

3 21

7 7

Here, prime factor 7 does not have its pair.

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If we divide this number by 7, then the number will become a perfect square.
Therefore, 252 has to be divided by 7 to obtain a perfect square.
252 ÷7 = 36 is a perfect square.

(ii) 2925 can be factorised as follows.

3 2925

3 975

5 325

5 65

13 13

Here, prime factor 13 does not have its pair.

If we divide this number by 13, then the number will become a perfect square.
Therefore, 2925 has to be divided by 13 to obtain a perfect square.
2925 ÷13 = 225 is a perfect square.

(iii)396 can be factorised as follows.

2 396

2 198

3 99

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3 33

11 11

Here, prime factor 11 does not have its pair.

If we divide this number by 11, then the number will become a perfect square.
Therefore, 396 has to be divided by 11 to obtain a perfect square.
396 ÷11 = 36 is a perfect square.

(iv) 2645 can be factorised as follows.

5 2645

23 529

23 23

Here, prime factor 5 does not have its pair.

If we divide this number by 5, then the number will become a perfect square.
Therefore, 2645 has to be divided by 5 to obtain a perfect square.
2645 ÷5 = 529 is a perfect square.

(v)2800 can be factorised as follows.

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2 2800

2 1400

2 700

2 350

5 175

5 35

7 7

Here, prime factor 7 does not have its pair.

If we divide this number by 7, then the number will become a perfect square.
Therefore, 2800 has to be divided by 7 to obtain a perfect square.
2800 ÷7 = 400 is a perfect square.

∴
(vi)1620 can be factorised as follows.

2 1620

2 810

3 405

3 135

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3 45

3 15

5 5

Here, prime factor 5 does not have its pair.

If we divide this number by 5, then the number will become a perfect square.
Therefore, 1620 has to be divided by 5 to obtain a perfect square.
1620 ÷5 = 324 is a perfect square.

∴
Question 7:
The students of Class VIII of a school donated Rs 2401 in all, for Prime Minister’s
National Relief Fund. Each student donated as many rupees as the number of
students in the class. Find the number of students in the class.
Answer:
It is given that each student donated as many rupees as the number of students of
the class. Number of students in the class will be the square root of the amount
donated by the students of the class.
The total amount of donation is Rs 2401.

Number of students in the class =

∴
Hence, the number of students in the class is 49.
Question 8:

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2025 plants are to be planted in a garden in such a way that each row contains as
many plants as the number of rows. Find the number of rows and the number of
plants in each row.
Answer:
It is given that in the garden, each row contains as many plants as the number of
rows.
Hence,
Number of rows = Number of plants in each row
Total number of plants = Number of rows × Number of plants in each row
Number of rows × Number of plants in each row = 2025
(Number of rows)2 = 2025

∴
Thus, the number of rows and the number of plants in each row is 45.
Question 9:
Find the smallest square number that is divisible by each of the numbers 4, 9, and
10.
Answer:
The number that will be perfectly divisible by each one of 4, 9, and 10 is their LCM.
The LCM of these numbers is as follows.

2 4, 9, 10

2 2, 9, 5

3 1, 9, 5

3 1, 3, 5

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5 1, 1, 5

1, 1, 1

LCM of 4, 9, 10 = 2 × 2 × 3 × 3 × 5 =180
Here, prime factor 5 does not have its pair. Therefore, 180 is not a perfect square. If
we multiply 180 with 5, then the number will become a perfect square. Therefore,
180 should be multiplied with 5 to obtain a perfect square.
Hence, the required square number is 180 × 5 = 900
Question 10:
Find the smallest square number that is divisible by each of the numbers 8, 15,
and 20.
Answer:
The number that is perfectly divisible by each of the numbers 8, 15, and 20 is their
LCM.

2 8, 15, 20

2 4, 15, 10

2 2, 15, 5

3 1, 15, 5

5 1, 5, 5

1, 1, 1

LCM of 8, 15, and 20 = 2 × 2 × 2 × 3 × 5 =120

Here, prime factors 2, 3, and 5 do not have their respective pairs. Therefore, 120 is
not a perfect square.
Therefore, 120 should be multiplied by 2 × 3 × 5, i.e. 30, to obtain a perfect square.
Hence, the required square number is 120 × 2 × 3 × 5 = 3600

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Class VIII Chapter 6 – Squares and Square Roots Maths

Exercise 6.4
Question 1:
Find the square root of each of the following numbers by division method.
(i) 2304 (ii) 4489
(iii) 3481 (iv) 529
(v) 3249 (vi) 1369
(vii) 5776 (viii) 7921
(ix) 576 (x) 1024
(xi) 3136 (xii) 900
Answer:
(i) The square root of 2304 can be calculated as follows.

48

704
88
704

∴
(ii) The square root of 4489 can be calculated as follows.

67

889
127
889

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∴
(iii) The square root of 3481 can be calculated as follows.

59

981
109
981

Therefore,
(iv) The square root of 529 can be calculated as follows.

23

129
43
129

∴
(v) The square root of 3249 can be calculated as follows.

57

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749
107
749

∴
(vi) The square root of 1369 can be calculated as follows.

37

469
67
469

∴
(vii) The square root of 5776 can be calculated as follows.

76

876
146
876

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∴
(viii) The square root of 7921 can be calculated as follows.

89

1521
169
1521

∴
(ix) The square root of 576 can be calculated as follows.

24

176
44
176

∴
(x) The square root of 1024 can be calculated as follows.

32

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124
62
124

∴
(xi) The square root of 3136 can be calculated as follows.

56

636
106
636

∴
(xii) The square root of 900 can be calculated as follows.

30

00
60
00

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∴
Question 2:
Find the number of digits in the square root of each of the following numbers
(without any calculation).
(i) 64 (ii) 144
(iii) 4489 (iv) 27225
(v) 390625
Answer:
(i) By placing bars, we obtain

Since there is only one bar, the square root of 64 will have only one digit in it.
(ii) By placing bars, we obtain

Since there are two bars, the square root of 144 will have 2 digits in it.
(iii) By placing bars, we obtain

Since there are two bars, the square root of 4489 will have 2 digits in it.
(iv) By placing bars, we obtain

Since there are three bars, the square root of 27225 will have three digits in it.
(v) By placing the bars, we obtain

Since there are three bars, the square root of 390625 will have 3 digits in it.
Question 3:
Find the square root of the following decimal numbers.
(i) 2.56 (ii) 7.29
(iii) 51.84 (iv) 42.25
(v) 31.36

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Answer:
(i) The square root of 2.56 can be calculated as follows.

1. 6

156
26
156

∴
(ii) The square root of 7.29 can be calculated as follows.

2. 7

329
47
329

∴
(iii) The square root of 51.84 can be calculated as follows.

7.2

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284
142
284

∴
(iv) The square root of 42.25 can be calculated as follows.

6.5

625
125
625

∴
(v) The square root of 31.36 can be calculated as follows.

5.6

636
106
636

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Class VIII Chapter 6 – Squares and Square Roots Maths

Question 4:
Find the least number which must be subtracted from each of the following numbers
so as to get a perfect square. Also find the square root of the perfect square so
obtained.
(i) 402 (ii) 1989
(iii) 3250 (iv) 825
(v) 4000
Answer:
(i) The square root of 402 can be calculated by long division method as follows.

20

02
40
00

The remainder is 2. It represents that the square of 20 is less than 402 by 2.

Therefore, a perfect square will be obtained by subtracting 2 from the given number
402.
Therefore, required perfect square = 402 − 2 = 400

And,
(ii) The square root of 1989 can be calculated by long division method as follows.

44

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389
84
336

53

The remainder is 53. It represents that the square of 44 is less than 1989 by 53.
Therefore, a perfect square will be obtained by subtracting 53 from the given
number 1989.
Therefore, required perfect square = 1989 − 53 = 1936

And,
(iii) The square root of 3250 can be calculated by long division method as follows.

57

750
107
749

The remainder is 1. It represents that the square of 57 is less than 3250 by 1.

Therefore, a perfect square can be obtained by subtracting 1 from the given number
3250.
Therefore, required perfect square = 3250 − 1 = 3249

And,
(iv) The square root of 825 can be calculated by long division method as follows.

28

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425
48
384

41

The remainder is 41. It represents that the square of 28 is less than 825 by 41.
Therefore, a perfect square can be calculated by subtracting 41 from the given
number 825.
Therefore, required perfect square = 825 − 41 = 784

And,
(v) The square root of 4000 can be calculated by long division method as follows.

63

400
123
369

31

The remainder is 31. It represents that the square of 63 is less than 4000 by 31.
Therefore, a perfect square can be obtained by subtracting 31 from the given
number 4000.
Therefore, required perfect square = 4000 − 31 = 3969

And,

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Class VIII Chapter 6 – Squares and Square Roots Maths

Question 5:
Find the least number which must be added to each of the following numbers so as
to get a perfect square. Also find the square root of the perfect square so obtained.
(i) 525 (ii) 1750
(iii) 252 (iv) 1825
(v) 6412
Answer:
(i) The square root of 525 can be calculated by long division method as follows.

22

125
42
84

41

The remainder is 41.

It represents that the square of 22 is less than 525.
Next number is 23 and 232 = 529
Hence, number to be added to 525 = 232 − 525 = 529 − 525 = 4

The required perfect square is 529 and

(ii) The square root of 1750 can be calculated by long division method as follows.

41

81 150

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81

69

The remainder is 69.

It represents that the square of 41 is less than 1750.
The next number is 42 and 422 = 1764
Hence, number to be added to 1750 = 422 − 1750 = 1764 − 1750 = 14

The required perfect square is 1764 and

(iii) The square root of 252 can be calculated by long division method as follows.

15

152
25
125

27

The remainder is 27. It represents that the square of 15 is less than 252.
The next number is 16 and 162 = 256
Hence, number to be added to 252 = 162 − 252 = 256 − 252 = 4

The required perfect square is 256 and

(iv) The square root of 1825 can be calculated by long division method as follows.

42

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225
82
164

61

The remainder is 61. It represents that the square of 42 is less than 1825.
The next number is 43 and 432 = 1849
Hence, number to be added to 1825 = 432 − 1825 = 1849 − 1825 = 24

The required perfect square is 1849 and

(v) The square root of 6412 can be calculated by long division method as follows.

80

012
160
0

12

The remainder is 12.

It represents that the square of 80 is less than 6412.
The next number is 81 and 812 = 6561
Hence, number to be added to 6412 = 812 − 6412 = 6561 − 6412 = 149

The required perfect square is 6561 and

Question 6:
Find the length of the side of a square whose area is 441 m2.
Answer:
Let the length of the side of the square be x m.
Area of square = (x)2 = 441 m2

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The square root of 441 can be calculated as follows.

21

041
41
41

∴
Hence, the length of the side of the square is 21 m.
Question 7:
In a right triangle ABC, ∴B = 90°.
(a) If AB = 6 cm, BC = 8 cm, find AC
(b) If AC = 13 cm, BC = 5 cm, find AB
Answer:
(a) ∆ABC is right-angled at B.
Therefore, by applying Pythagoras theorem, we obtain
AC2 = AB2 + BC2
AC2 = (6 cm)2 + (8 cm)2
AC2 = (36 + 64) cm2 =100 cm2

AC =
AC = 10 cm
(b) ∆ABC is right-angled at B.
Therefore, by applying Pythagoras theorem, we obtain
AC2 = AB2 + BC2
(13 cm)2 = (AB)2 + (5 cm)2
AB2 = (13 cm)2 − (5 cm)2 = (169 − 25) cm2 = 144 cm2

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Class VIII Chapter 6 – Squares and Square Roots Maths

AB =
AB = 12 cm
Question 8:
A gardener has 1000 plants. He wants to plant these in such a way that the number
of rows and the number of columns remain same. Find the minimum number of
plants he needs more for this.
Answer:
It is given that the gardener has 1000 plants. The number of rows and the number
of columns is the same.
We have to find the number of more plants that should be there, so that when the
gardener plants them, the number of rows and columns are same.
That is, the number which should be added to 1000 to make it a perfect square has
to be calculated.
The square root of 1000 can be calculated by long division method as follows.

31

100
61
61

39

The remainder is 39. It represents that the square of 31 is less than 1000.
The next number is 32 and 322 = 1024
Hence, number to be added to 1000 to make it a perfect square
= 322 − 1000 = 1024 − 1000 = 24
Thus, the required number of plants is 24.

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Class VIII Chapter 6 – Squares and Square Roots Maths

Question 9:
These are 500 children in a school. For a P.T. drill they have to stand in such a
manner that the number of rows is equal to number of columns. How many children
would be left out in this arrangement?
Answer:
It is given that there are 500 children in the school. They have to stand for a P.T.
drill such that the number of rows is equal to the number of columns.
The number of children who will be left out in this arrangement has to be calculated.
That is, the number which should be subtracted from 500 to make it a perfect square
has to be calculated.
The square root of 500 can be calculated by long division method as follows.

22

100
42
84

16

The remainder is 16.

It shows that the square of 22 is less than 500 by 16. Therefore, if we subtract 16
from 500, we will obtain a perfect square.
Required perfect square = 500 − 16 = 484
Thus, the number of children who will be left out is 16.

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Class VIII Chapter 7 – Cubes and Cube Roots Maths

Exercise 7.1
Question 1:
Which of the following numbers are notperfect cubes?
(i) 216
(ii) 128
(iii) 1000
(iv) 100
(v) 46656
Answer:
(i) The prime factorisation of 216 is as follows.

2 216

2 108

2 54

3 27

3 9

3 3

216 = 2 × 2 × 2 × 3 × 3 × 3 = 23 × 33
Here, as each prime factor is appearing as many times as a perfect multiple of 3,
therefore, 216 is a perfect cube.
(ii)The prime factorisation of 128 is as follows.

2 128

2 64

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2 32

2 16

2 8

2 4

2 2

128 = 2 × 2 × 2 × 2 × 2 × 2 × 2
Here, each prime factor is not appearing as many times as a perfect multiple of 3.
One 2 is remaining after grouping the triplets of 2. Therefore, 128 is not a perfect
cube.
(iii) The prime factorisation of 1000 is as follows.

2 1000

2 500

2 250

5 125

5 25

5 5

1000 = 2 × 2 × 2 × 5 × 5 × 5
Here, as each prime factor is appearing as many times as a perfect multiple of 3,
therefore, 1000 is a perfect cube.

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(iv)The prime factorisation of 100 is as follows.

2 100

2 50

5 25

5 5

100 = 2 × 2 × 5 × 5
Here, each prime factor is not appearing as many times as a perfect multiple of 3.
Two 2s and two 5s are remaining after grouping the triplets. Therefore, 100 is not a
perfect cube.
(v)The prime factorisation of 46656 is as follows.

2 46656

2 23328

2 11664

2 5832

2 2916

2 1458

3 729

3 243

3 81

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3 27

3 9

3 3

46656 = 2 × 2 × 2 × 2 × 2 × 2 × 3 × 3 × 3 × 3 × 3 × 3
Here, as each prime factor is appearing as many times as a perfect multiple of 3,
therefore, 46656 is a perfect cube.
Question 2:
Find the smallest number by which each of the following numbers must be multiplied
to obtain a perfect cube.
(i) 243
(ii) 256
(iii) 72
(iv) 675
(v) 100
Answer:
(i) 243 = 3 × 3 × 3 × 3 × 3
Here, two 3s are left which are not in a triplet. To make 243 a cube, one more 3 is
required.
In that case, 243 × 3 = 3 × 3 × 3 × 3 × 3 × 3 = 729 is a perfect cube.
Hence, the smallest natural number by which 243 should be multiplied to make it a
perfect cube is 3.
(ii) 256 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2
Here, two 2s are left which are not in a triplet. To make 256 a cube, one more 2 is
required.
Then, we obtain
256 × 2 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 512 is a perfect cube.

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Hence, the smallest natural number by which 256 should be multiplied to make it a
perfect cube is 2.
(iii) 72 = 2 × 2 × 2 × 3 × 3
Here, two 3s are left which are not in a triplet. To make 72 a cube, one more 3 is
required.
Then, we obtain
72 × 3 = 2 × 2 × 2 × 3 × 3 × 3 = 216 is a perfect cube.
Hence, the smallest natural number by which 72 should be multiplied to make it a
perfect cube is 3.
(iv) 675 = 3 × 3 × 3 × 5 × 5
Here, two 5s are left which are not in a triplet. To make 675 a cube, one more 5 is
required.
Then, we obtain
675 × 5 = 3 × 3 × 3 × 5 × 5 × 5 = 3375 is a perfect cube.
Hence, the smallest natural number by which 675 should be multiplied to make it a
perfect cube is 5.
(v) 100 = 2 × 2 × 5 × 5
Here, two 2s and two 5s are left which are not in a triplet. To make 100 a cube, we
require one more 2 and one more 5.
Then, we obtain
100 × 2 × 5 = 2 × 2 × 2 × 5 × 5 × 5 = 1000 is a perfect cube
Hence, the smallest natural number by which 100 should be multiplied to make it a
perfect cube is 2 × 5 = 10.
Question 3:
Find the smallest number by which each of the following numbers must be divided to
obtain a perfect cube.
(i) 81
(ii) 128
(iii) 135
(iv) 192

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(v) 704
Answer:
(i) 81 = 3 × 3 × 3 × 3
Here, one 3 is left which is not in a triplet.
If we divide 81 by 3, then it will become a perfect cube.
Thus, 81 ÷ 3 = 27 = 3 × 3 × 3 is a perfect cube.
Hence, the smallest number by which 81 should be divided to make it a perfect cube
is 3.
(ii) 128 = 2 × 2 × 2 × 2 × 2 × 2 × 2
Here, one 2 is left which is not in a triplet.
If we divide 128 by 2, then it will become a perfect cube.
Thus, 128 ÷ 2 = 64 = 2 × 2 × 2 × 2 × 2 × 2 is a perfect cube.
Hence, the smallest number by which 128 should be divided to make it a perfect
cube is 2.
(iii) 135 = 3 × 3 × 3 × 5
Here, one 5 is left which is not in a triplet.
If we divide 135 by 5, then it will become a perfect cube.
Thus, 135 ÷ 5 = 27 = 3 × 3 × 3 is a perfect cube.
Hence, the smallest number by which 135 should be divided to make it a perfect
cube is 5.
(iv) 192 = 2 × 2 × 2 × 2 × 2 × 2 × 3
Here, one 3 is left which is not in a triplet.
If we divide 192 by 3, then it will become a perfect cube.
Thus, 192 ÷ 3 = 64 = 2 × 2 × 2 × 2 × 2 × 2 is a perfect cube.
Hence, the smallest number by which 192 should be divided to make it a perfect
cube is 3.
(v) 704 = 2 × 2 × 2 × 2 × 2 × 2 × 11
Here, one 11 is left which is not in a triplet.
If we divide 704 by 11, then it will become a perfect cube.
Thus, 704 ÷ 11 = 64 = 2 × 2 × 2 × 2 × 2 × 2 is a perfect cube.

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Hence, the smallest number by which 704 should be divided to make it a perfect
cube is 11.
Question 4:
Parikshit makes a cuboid of plasticine of sides 5 cm, 2 cm, 5 cm. How many such
cuboids will he need to form a cube?
Answer:
Here, some cuboids of size 5 × 2 × 5 are given.

When these cuboids are arranged to form a cube, the side of this cube so formed will
be a common multiple of the sides (i.e., 5, 2, and 5) of the given cuboid.
LCM of 5, 2, and 5 = 10
Let us try to make a cube of 10 cm side.
For this arrangement, we have to put 2 cuboids along with its length, 5 along with its
width, and 2 along with its height.
Total cuboids required according to this arrangement = 2 × 5 × 2 = 20
With the help of 20 cuboids of such measures, a cube is formed as follows.

Alternatively
Volume of the cube of sides 5 cm, 2 cm, 5 cm
= 5 cm × 2 cm × 5 cm = (5 × 5 × 2) cm3
Here, two 5s and one 2 are left which are not in a triplet.
If we multiply this expression by 2 × 2 × 5 = 20, then it will become a perfect cube.
Thus, (5 × 5 × 2 × 2 × 2 × 5) = (5 × 5 × 5 × 2 × 2 × 2) = 1000 is a perfect cube.
Hence, 20 cuboids of 5 cm, 2 cm, 5 cm are required to form a cube.

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Class VIII Chapter 7 – Cubes and Cube Roots Maths

Exercise 7.2
Question 1:
Find the cube root of each of the following numbers by prime factorisation method.
(i) 64
(ii) 512
(iii) 10648
(iv) 27000
(v) 15625
(vi) 13824
(vii) 110592
(viii) 46656
(ix) 175616
(x) 91125
Answer:

(i) Prime factorisation of

(ii) Prime factorisation of

(iii) Prime factorisation of

(iv) Prime factorisation of

(v) Prime factorisation of

(vi) Prime factorisation of

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Class VIII Chapter 7 – Cubes and Cube Roots Maths

(vii) Prime factorisation of

(viii) Prime factorisation of

(ix) Prime factorisation of

(x)Prime factorisation of

∴
Question 2:
State true or false.
(i) Cube of any odd number is even.
(ii) A perfect cube does not end with two zeroes.
(iii) If square of a number ends with 5, then its cube ends with 25.
(iv) There is no perfect cube which ends with 8.
(v) The cube of a two digit number may be a three digit number.
(vi) The cube of a two digit number may have seven or more digits.
(vii) The cube of a single digit number may be a single digit number.
Answer:
For finding the cube of any number, the number is first multiplied with itself and this
product is again multiplied with this number.
(i) False. When we find out the cube of an odd number, we will find an odd number
as the result because the unit place digit of an odd number is odd and we are
multiplying three odd numbers. Therefore, the product will be again an odd number.
For example, the cube of 3 (i.e., an odd number) is 27, which is again an odd
number.

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(ii) True. Perfect cube will end with a certain number of zeroes that are always a
perfect multiple of 3.
Foe example, the cube of 10 is 1000 and there are 3 zeroes at the end of it.
The cube of 100 is 1000000 and there are 6 zeroes at the end of it.
(iii) False. It is not always necessary that if the square of a number ends with 5, then
its cube will end with 25.
For example, the square of 25 is 625 and 625 has its unit digit as 5. The cube of 25
is 15625. However, the square of 35 is 1225 and also has its unit place digit as 5 but
the cube of 35 is 42875 which does not end with 25.
(iv) False. There are many cubes which will end with 8. The cubes of all the numbers
having their unit place digit as 2 will end with 8.
The cube of 12 is 1728 and the cube of 22 is 10648.
(v) False. The smallest two-digit natural number is 10, and the cube of 10 is 1000
which has 4 digits in it.
(vi) False. The largest two-digit natural number is 99, and the cube of 99 is 970299
which has 6 digits in it. Therefore, the cube of any two-digit number cannot have 7
or more digits in it.
(vii)True, as the cube of 1 and 2 are 1 and 8 respectively.
Question 3:
You are told that 1331 is a perfect cube. Can you guess without factorization what is
its cube root? Similarly, guess the cube roots of 4913, 12167, 32768
Answer:
Firstly, we will make groups of three digits starting from the rightmost digit of the

number as .
There are 2 groups, 1 and 331, in it.
Considering 331,
The digit at its unit place is 1. We know that if the digit 1 is at the end of a perfect
cube number, then its cube root will have its unit place digit as 1 only. Therefore, the
unit place digit of the required cube root can be taken as 1.
Taking the other group i.e., 1,

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The cube of 1 exactly matches with the number of the second group. Therefore, the
tens digit of our cube root will be taken as the unit place of the smaller number
whose cube is near to the number of the second group i.e., 1 itself. 1 will be taken
as tens place of the cube root of 1331.

Hence,
The cube root of 4913 has to be calculated.
We will make groups of three digits starting from the rightmost digit of 4913,

as . The groups are 4 and 913.

Considering the group 913,
The number 913 ends with 3. We know that if the digit 3 is at the end of a perfect
cube number, then its cube root will have its unit place digit as 7 only. Therefore, the
unit place digit of the required cube root is taken as 7.
Taking the other group i.e., 4,
We know that, 13 = 1 and 23 = 8
Also, 1 < 4 < 8
Therefore, 1 will be taken at the tens place of the required cube root.

Thus,
The cube root of 12167 has to be calculated.
We will make groups of three digits starting from the rightmost digit of the number

12167, as . The groups are 12 and 167.

Considering the group 167,
167 ends with 7. We know that if the digit 7 is at the end of a perfect cube number,
then its cube root will have its unit place digit as 3 only. Therefore, the unit place
digit of the required cube root can be taken as 3.
Taking the other group i.e., 12,
We know that, 23 = 8 and 33 = 27
Also, 8 < 12 < 27

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2 is smaller between 2 and 3. Therefore, 2 will be taken at the tens place of the
required cube root.

Thus,
The cube root of 32768 has to be calculated.
We will make groups of three digits starting from the rightmost digit of the number

32768, as .
Considering the group 768,
768 ends with 8. We know that if the digit 8 is at the end of a perfect cube number,
then its cube root will have its unit place digit as 2 only. Therefore, the unit place
digit of the required cube root will be taken as 2.
Taking the other group i.e., 32,
We know that, 33 = 27 and 43 = 64
Also, 27 < 32 < 64
3 is smaller between 3 and 4. Therefore, 3 will be taken at the tens place of the
required cube root.

Thus,

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Exercise 8.1
Question 1:
Find the ratio of the following:
(a) Speed of a cycle 15 km per hour to the speed of scooter 30 km per hour.
(b) 5 m to 10 km
(c) 50 paise to Rs 5
Answer:

(a) Ratio of the speed of cycle to the speed of scooter

(b) Since 1 km = 1000 m,

Required ratio
(c) Since Re 1 = 100 paise,

Required ratio
Question 2:
Convert the following ratios to percentages.
(a) 3:4 (b) 2:3
Answer:

(a)

(b)

Question 3:
72% of 25 students are good in mathematics. How many are not good in
mathematics?

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Answer:
It is given that 72% of 25 students are good in mathematics.
Therefore,
Percentage of students who are not good in mathematics = (100 − 72)%
= 28%

∴Number of students who are not good in mathematics =

=7
Thus, 7 students are not good in mathematics.
Question 4:
A football team won 10 matches out of the total number of matches they played. If
their win percentage was 40, then how many matches did they play in all?
Answer:
Let the total number of matches played by the team be x.
It is given that the team won 10 matches and the winning percentage of the team
was 40%.
Therefore,

Thus, the team played 25 matches.

Question 5:
If Chameli had Rs 600 left after spending 75% of her money, how much did she have
in the beginning?
Answer:
Let the amount of money which Chameli had in the beginning be x.
It is given that after spending 75% of Rs x, she was left with Rs 600.
Therefore,

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(100 − 75)% of x = Rs 600

Or, 25 % of x = Rs 600

Thus, she had Rs 2400 in the beginning.

Question 6:
If 60% people in city like cricket, 30% like football and the remaining like other
games, then what per cent of the people like other games? If the total number of
people are 50 lakh, find the exact number who like each type of game.
Answer:
Percentage of people who like other games = (100 − 60 − 30)%
= (100 − 90)% = 10 %
Total number of people = 50 lakh

Therefore, number of people who like cricket = 30 lakh

Number of people who like football = 15 lakh

Number of people who like other games = 5 lakh

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Exercise 8.2
Question 1:
A man got a 10% increase in his salary. If his new salary is Rs 1,54,000, find his
original salary.
Answer:
Let the original salary be x. It is given that the new salary is Rs 1,54,000.
Original salary + Increment = New salary
However, it is given that the increment is 10% of the original salary.
Therefore,

Thus, the original salary was Rs 1,40,000.

Question 2:
On Sunday 845 people went to the Zoo. On Monday only 169 people went. What is
the per cent decrease in the people visiting the zoo on Monday?
Answer:
It is given that on Sunday, 845 people went to the zoo and on Monday, 169 people
went.
Decrease in the number of people = 845 − 169 = 676

Percentage decrease =

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Question 3:
A shopkeeper buys 80 articles for Rs 2,400 and sells them for a profit of 16%. Find
the selling price of one article.
Answer:
It is given that the shopkeeper buys 80 articles for Rs 2,400.

Cost of one article =

Profit percent = 16

Selling price of one article = C.P. + Profit = Rs (30 + 4.80) = Rs 34.80

Question 4:
The cost of an article was Rs 15,500. Rs 450 were spent on its repairs. If it is sold for
a profit of 15%, find the selling price of the article.
Answer:
Total cost of an article = Cost + Overhead expenses
= Rs 15500 + Rs 450
= Rs 15950

∴Selling price of the article = C.P. + Profit = Rs (15950 + 2392.50)

= Rs 18342.50

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Question 5:
A VCR and TV were bought for Rs 8,000 each. The shopkeeper made a loss of 4% on
the VCR and a profit of 8% on the TV. Find the gain or loss percent on the whole
transaction.
Answer:
C.P. of a VCR = Rs 8000
The shopkeeper made a loss of 4 % on VCR.
This means if C.P. is Rs 100, then S.P. is Rs 96.

When C.P. is Rs 8000, S.P. = = Rs 7680

C.P. of a TV = Rs 8000
The shopkeeper made a profit of 8 % on TV.
This means that if C.P. is Rs 100, then S.P. is Rs 108.

When C.P. is Rs 8000, S.P. = = Rs 8640

Total S.P. = Rs 7680 + Rs 8640 = Rs 16320
Total C.P. = Rs 8000 + Rs 8000 = Rs 16000
Since total S.P.> total C.P., there was a profit.
Profit = Rs 16320 − Rs 16000 = Rs 320

Therefore, the shopkeeper had a gain of 2% on the whole transaction.

Question 6:
During a sale, a shop offered a discount of 10% on the marked prices of all the
items. What would a customer have to pay for a pair of jeans marked at Rs 1450 and
two shirts marked at Rs 850 each?
Answer:
Total marked price = Rs (1,450 + 2 × 850) = Rs (1,450 +1,700) = Rs 3,150

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Given that, discount % = 10%

Discount =
Also, Discount = Marked price − Sale price
Rs 315 = Rs 3150 − Sale price
∴ Sale price = Rs (3150 − 315) = Rs 2835
Thus, the customer will have to pay Rs 2,835.
Question 7:
A milkman sold two of his buffaloes for Rs 20,000 each. On one he made a gain of
5% and on the other a loss of 10%. Find his overall gain or loss.
(Hint: Find CP of each)
Answer:
S.P. of each buffalo = Rs 20000
The milkman made a gain of 5% while selling one buffalo.
This means if C.P. is Rs 100, then S.P. is Rs 105.

C.P. of one buffalo = = Rs 19,047.62

Also, the second buffalo was sold at a loss of 10%.
This means if C.P. is Rs 100, then S.P. is Rs 90.

∴C.P. of other buffalo = = Rs 22222.22

Total C.P. = Rs 19047.62 + Rs 22222.22 = Rs 41269.84
Total S.P. = Rs 20000 + Rs 20000 = Rs 40000
Loss = Rs 41269.84 − Rs 40000 = Rs 1269.84
Thus, the overall loss of milkman was Rs 1,269.84.
Question 8:
The price of a TV is Rs 13,000. The sales tax charged on it is at the rate of 12%. Find
the amount that Vinod will have to pay if he buys it,

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Answer:
On Rs 100, the tax to be paid = Rs 12

On Rs 13000, the tax to be paid will be

= Rs 1560
Required amount = Cost + Sales Tax = Rs 13000 + Rs 1560
= Rs 14560
Thus, Vinod will have to pay Rs 14,560 for the T.V.
Question 9:
Arun bought a pair of skates at a sale where the discount given was 20%. If the
amount he pays is Rs 1,600, find the marked price.
Answer:
Let the marked price be x.

Also,
Discount = Marked price − Sale price

Thus, the marked price was Rs 2000.

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Question 10:
I purchased a hair-dryer for Rs 5,400 including 8% VAT. Find the price before VAT
was added.
Answer:
The price includes VAT.
Thus, 8% VAT means that if the price without VAT is Rs 100, then price including
VAT will be Rs 108.
When price including VAT is Rs 108, original price = Rs 100

Thus, the price of the hair-dryer before the addition of VAT was Rs 5,000.

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Class VIII Chapter 8 – Comparing Quantities Maths

Exercise 8.3
Question 1:
Calculate the amount and compound interest on

(a) Rs 10800 for 3 years at per annum compounded annually.

(b) Rs 18000 for years at 10% per annum compounded annually.

(c) Rs 62500 for years at 8% per annum compounded half yearly.

(d) Rs 8000 for 1 year at 9% per annum compound half yearly.
(You could use the year by year calculation using SI formula to verify)
(e) Rs 10000 for 1 year at 8% per annum compounded half yearly.
Answer:
(a) Principal (P) = Rs 10, 800

Rate (R) = = % (annual)

Number of years (n) = 3

Amount, A =

C.I. = A − P = Rs (15377.34 − 10800) = Rs 4,577.34

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(b) Principal (P) = Rs 18,000

Rate (R) = 10% annual

Number of years (n) =

The amount for 2 years and 6 months can be calculated by first calculating the
amount for 2 years using the compound interest formula, and then calculating the
simple interest for 6 months on the amount obtained at the end of 2 years.
Firstly, the amount for 2 years has to be calculated.

By taking Rs 21780 as principal, the S.I. for the next year will be calculated.

∴ Interest for the first 2 years = Rs (21780 − 18000) = Rs 3780

And interest for the next year = Rs 1089

∴ Total C.I. = Rs 3780 + Rs 1089 = Rs 4,869
A = P + C.I. = Rs 18000 + Rs 4869 = Rs 22,869
(c) Principal (P) = Rs 62,500
Rate = 8% per annum or 4% per half year

Number of years =

There will be 3 half years in years.

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C.I. = A − P = Rs 70304 − Rs 62500 = Rs 7,804

(d) Principal (P) = Rs 8000

Rate of interest = 9% per annum or % per half year

Number of years = 1 year
There will be 2 half years in 1 year.

C.I. = A − P = Rs 8736.20 − Rs 8000 = Rs 736.20

(e) Principal (P) = Rs 10,000
Rate = 8% per annum or 4% per half year
Number of years = 1 year
There are 2 half years in 1 year.

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C.I. = A − P = Rs 10816 − Rs 10000 = Rs 816

Question 2:
Kamala borrowed Rs 26400 from a Bank to buy a scooter at a rate of 15% p.a.
compounded yearly. What amount will she pay at the end of 2 years and 4 months
to clear the loan?
(Hint: Find A for 2 years with interest is compounded yearly and then find SI on the

2nd year amount for years.)

Answer:
Principal (P) = Rs 26,400
Rate (R) = 15% per annum

Number of years (n) =

The amount for 2 years and 4 months can be calculated by first calculating the
amount for 2 years using the compound interest formula, and then calculating the
simple interest for 4 months on the amount obtained at the end of 2 years.
Firstly, the amount for 2 years has to be calculated.

By taking Rs 34,914 as principal, the S.I. for the next will be calculated.

Interest for the first two years = Rs (34914 − 26400) = Rs 8,514

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And interest for the next year = Rs 1,745.70

Total C.I. = Rs (8514 + Rs 1745.70) = Rs 10,259.70
Amount = P + C.I. = Rs 26400 + Rs 10259.70 = Rs 36,659.70
Question 3:
Fabina borrows Rs 12,500 at 12% per annum for 3 years at simple interest and
Radha borrows the same amount for the same time period at 10% per annum,
compounded annually. Who pays more interest and by how much?
Answer:

Interest paid by Fabina =

Amount paid by Radha at the end of 3 years = A =

C.I. = A − P = Rs 16637.50 − Rs 12500 = Rs 4,137.50

The interest paid by Fabina is Rs 4,500 and by Radha is Rs 4,137.50.
Thus, Fabina pays more interest.
Rs 4500 − Rs 4137.50 = Rs 362.50
Hence, Fabina will have to pay Rs 362.50 more.
Question 4:
I borrowed Rs 12000 from Jamshed at 6% per annum simple interest for 2 years.
Had I borrowed this sum at 6% per annum compound interest, what extra amount
would I have to pay?

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Answer:
P = Rs 12000
R = 6% per annum
T = 2 years

To find the compound interest, the amount (A) has to be calculated.

∴ C.I. = A − P = Rs 13483.20 − Rs 12000 = Rs 1,483.20

C.I. − S.I. = Rs 1,483.20 − Rs 1,440 = Rs 43.20
Thus, the extra amount to be paid is Rs 43.20.
Question 5:
Vasudevan invested Rs 60000 at an interest rate of 12% per annum compounded
half yearly. What amount would he get
(i) after 6 months?
(ii) after 1 year?
Answer:
(i) P = Rs 60,000
Rate = 12% per annum = 6% per half year
n = 6 months = 1 half year

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(ii) There are 2 half years in 1 year.

n=2

Question 6:
Arif took a loan of Rs 80,000 from a bank. If the rate of interest is 10% per annum,

find the difference in amounts he would be paying after years if the interest is
(i) Compounded annually
(ii) Compounded half yearly
Answer:
(i) P = Rs 80,000
R = 10% per annum

n= years
The amount for 1 year and 6 months can be calculated by first calculating the
amount for 1 year using the compound interest formula, and then calculating the
simple interest for 6 months on the amount obtained at the end of 1 year.
Firstly, the amount for 1 year has to be calculated.

By taking Rs 88,000 as principal, the SI for the next year will be calculated.

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Interest for the first year = Rs 88000 − Rs 80000 = Rs 8,000

And interest for the next year = Rs 4,400

Total C.I. = Rs 8000 + Rs 4,400 = Rs 1,2400
A = P + C.I. = Rs (80000 + 12400) = Rs 92,400
(ii) The interest is compounded half yearly.
Rate = 10% per annum = 5% per half year

There will be three half years in years.

Difference between the amounts = Rs 92,610 − Rs 92,400 = Rs 210

Question 7:
Maria invested Rs 8,000 in a business. She would be paid interest at 5% per annum
compounded annually. Find.
(i) The amount credited against her name at the end of the second year
(ii) The interest for the 3rd year.
Answer:
(i) P = Rs 8,000
R = 5% per annum
n = 2 years

(ii) The interest for the next one year, i.e. the third year, has to be calculated.
By taking Rs 8,820 as principal, the S.I. for the next year will be calculated.

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Question 8:

Find the amount and the compound interest on Rs 10,000 for years at 10% per
annum, compounded half yearly. Would this interest be more than the interest he
would get if it was compounded annually?
Answer:
P = Rs 10,000
Rate = 10% per annum = 5% per half year

n= years

There will be 3 half years in years.

C.I. = A − P
= Rs 11576.25 − Rs 10000 = Rs 1,576.25
The amount for 1 year and 6 months can be calculated by first calculating the
amount for 1 year using the compound interest formula, and then calculating the
simple interest for 6 months on the amount obtained at the end of 1 year.
The amount for the first year has to be calculated first.

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By taking Rs 11,000 as the principal, the S.I. for the next year will be calculated.

∴ Interest for the first year = Rs 11000 − Rs 10000 = Rs 1,000

∴ Total compound interest = Rs 1000 + Rs 550 = Rs 1,550
Therefore, the interest would be more when compounded half yearly than the
interest when compounded annually.
Question 9:

Find the amount which Ram will get on Rs 4,096, he gave it for 18 months at
per annum, interest being compounded half yearly.
Answer:
P = Rs 4,096

R= per annum = per half year

n = 18 months
There will be 3 half years in 18 months.
Therefore,

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Thus, the required amount is Rs 4,913.

Question 10:
The population of a place increased to 54000 in 2003 at a rate of 5% per annum
(i) find the population in 2001
(ii) what would be its population in 2005?
Answer:
(i) It is given that, population in the year 2003 = 54,000
Therefore,

54000 = (Population in 2001)

Population in 2001 = 48979.59

Thus, the population in the year 2001 was approximately 48,980.

(ii) Population in 2005 =

Thus, the population in the year 2005 would be 59,535.

Question 11:
In a laboratory, the count of bacteria in a certain experiment was increasing at the
rate of 2.5% per hour. Find the bacteria at the end of 2 hours if the count was
initially 5,06,000.
Answer:
The initial count of bacteria is given as 5,06,000.

Bacteria at the end of 2 hours =

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Thus, the count of bacteria at the end of 2 hours will be 5,31,616 (approx.).
Question 12:
A scooter was bought at Rs 42,000. Its value depreciated at the rate of 8% per
annum. Find its value after one year.
Answer:
Principal = Cost price of the scooter = Rs 42,000
Depreciation = 8% of Rs 42,000 per year

Value after 1 year = Rs 42000 − Rs 3360 = Rs 38,640

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Class VIII Chapter 9 – Algebraic Expressions and Identities Maths

Exercise 9.1
Question 1:
Identify the terms, their coefficients for each of the following expressions.
(i) 5xyz2 − 3zy
(ii) 1 + x + x2
(iii) 4x2y2 − 4x2y2z2 + z2
(iv) 3 − pq + qr − rp

(v)
(vi) 0.3a − 0.6ab + 0.5b
Answer:
The terms and the respective coefficients of the given expressions are as follows.

- Terms Coefficients

(i) 5xyz2 5
− 3zy −3

(ii) 1 1
x 1
x2 1

(iii) 4x2y2 4
− 4x2y2z2 −4
2
z 1

(iv) 3 3
− pq −1
qr 1
− rp −1

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(v)

− xy −1

(vi) 0.3a 0.3

− 0.6ab − 0.6
0.5b 0.5

Question 2:
Classify the following polynomials as monomials, binomials, trinomials. Which
polynomials do not fit in any of these three categories?
x + y, 1000, x + x2 + x3 + x4, 7 + y + 5x, 2y − 3y2, 2y − 3y2 + 4y3, 5x − 4y + 3xy,
4z − 15z2, ab + bc + cd + da, pqr, p2q + pq2, 2p + 2q
Answer:
The given expressions are classified as
Monomials: 1000, pqr
Binomials: x + y, 2y − 3y2, 4z − 15z2, p2q + pq2, 2p + 2q
Trinomials: 7 + y + 5x, 2y − 3y2 + 4y3, 5x − 4y + 3xy
Polynomials that do not fit in any of these categories are
x + x2 + x3 + x4, ab + bc + cd + da
Question 3:
Add the following.
(i) ab − bc, bc − ca, ca − ab
(ii) a − b + ab, b − c + bc, c − a + ac
(iii) 2p2q2 − 3pq + 4, 5 + 7pq − 3p2q2
(iv) l2 + m2, m2 + n2, n2 + l2, 2lm + 2mn + 2nl

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Answer:
The given expressions written in separate rows, with like terms one below the other
and then the addition of these expressions are as follows.
(i)

Thus, the sum of the given expressions is 0.

(ii)

Thus, the sum of the given expressions is ab + bc + ac.

(iii)

Thus, the sum of the given expressions is −p2q2 + 4pq + 9.

(iv)

Thus, the sum of the given expressions is 2(l2 + m2 + n2 + lm + mn + nl).

Question 4:

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Class VIII Chapter 9 – Algebraic Expressions and Identities Maths

(a) Subtract 4a − 7ab + 3b + 12 from 12a − 9ab + 5b − 3

(b) Subtract 3xy + 5yz − 7zx from 5xy − 2yz − 2zx + 10xyz
(c) Subtract 4p2q − 3pq + 5pq2 − 8p + 7q − 10 from 18 − 3p − 11q + 5pq − 2pq2 +
5p2q
Answer:
The given expressions in separate rows, with like terms one below the other and
then the subtraction of these expressions is as follows.
(a)

(b)

(c)

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Exercise 9.2
Question 1:
Find the product of the following pairs of monomials.
(i) 4, 7p (ii) − 4p, 7p (iii) − 4p, 7pq
(iv) 4p3, − 3p (v) 4p, 0
Answer:
The product will be as follows.
(i) 4 × 7p = 4 × 7 × p = 28p
(ii) − 4p × 7p = − 4 × p × 7 × p = (− 4 × 7) × (p × p) = − 28 p2
(iii) − 4p × 7pq = − 4 × p × 7 × p × q = (− 4 × 7) × (p × p × q) = − 28p2q
(iv) 4p3 × − 3p = 4 × (− 3) × p × p × p × p = − 12 p4
(v) 4p × 0 = 4 × p × 0 = 0
Question 2:
Find the areas of rectangles with the following pairs of monomials as their lengths
and breadths respectively.
(p, q); (10m, 5n); (20x2, 5y2); (4x, 3x2); (3mn, 4np)
Answer:
We know that,
Area of rectangle = Length × Breadth
Area of 1st rectangle = p × q = pq
Area of 2nd rectangle = 10m × 5n = 10 × 5 × m × n = 50 mn
Area of 3rd rectangle = 20x2 × 5y2 = 20 × 5 × x2 × y2 = 100 x2y2
Area of 4th rectangle = 4x × 3x2 = 4 × 3 × x × x2 = 12x3
Area of 5th rectangle = 3mn × 4np = 3 × 4 × m × n × n × p = 12mn2p
Question 3:
Complete the table of products.

2x − 5y 3x2 − 4xy 7x2y − 9x2y2

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2x 4x2 … … … … …

− 5y … … − 15x2y … … …

3x2 … … … … … …

− 4xy … … … … … …

7x2y … … … … … …

− 9x2y2 … … … … … …

Answer:
The table can be completed as follows.

2x − 5y 3x2 − 4xy 7x2y − 9x2y2

2x 4x2 − 10xy 6x3 − 8x2y 14x3y − 18x3y2

− 5y − 10xy 25 y2 − 15x2y 20xy2 − 35x2y2 45x2y3

3x2 6x3 − 15x2y 9x4 − 12x3y 21x4y − 27x4y2

− 4xy − 8x2y 20xy2 − 12x3y 16x2y2 − 28x3y2 36x3y3

7x2y 14x3y − 35x2y2 21x4y − 28x3y2 49x4y2 − 63x4y3

− 9x2y2 − 18x3y2 45 x2y3 − 27x4y2 36x3y3 − 63x4y3 81x4y4

Question 4:
Obtain the volume of rectangular boxes with the following length, breadth and height
respectively.
(i) 5a, 3a2, 7a4 (ii) 2p, 4q, 8r (iii) xy, 2x2y, 2xy2

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(iv) a, 2b, 3c
Answer:
We know that,
Volume = Length × Breadth × Height
(i) Volume = 5a × 3a2 × 7a4 = 5 × 3 × 7 × a × a2 × a4 = 105 a7
(ii) Volume = 2p × 4q × 8r = 2 × 4 × 8 × p × q × r = 64pqr
(iii) Volume = xy × 2x2y × 2xy2 = 2 × 2 × xy ×x2y × xy2 = 4x4y4
(iv) Volume = a × 2b × 3c = 2 × 3 × a × b × c = 6abc
Question 5:
Obtain the product of
(i) xy, yz, zx (ii) a, − a2, a3 (iii) 2, 4y, 8y2, 16y3
(iv) a, 2b, 3c, 6abc (v) m, − mn, mnp
Answer:
(i) xy × yz × zx = x2y2z2
(ii) a × (− a2) × a3 = − a6
(iii) 2 × 4y × 8y2 × 16y3 = 2 × 4 × 8 × 16 × y × y2 × y3 = 1024 y6
(iv) a × 2b × 3c × 6abc = 2 × 3 × 6 × a × b × c × abc = 36a2b2c2
(v) m × (− mn) × mnp = − m3n2p

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Class VIII Chapter 9 – Algebraic Expressions and Identities Maths

Exercise 9.3
Question 1:
Carry out the multiplication of the expressions in each of the following pairs.
(i) 4p, q + r (ii) ab, a − b (iii) a + b, 7a2b2
(iv) a2 − 9, 4a (v) pq + qr + rp, 0
Answer:
(i) (4p) × (q + r) = (4p × q) + (4p × r) = 4pq + 4pr
(ii) (ab) × (a − b) = (ab × a) + [ab × (− b)] = a2b − ab2
(iii) (a + b) × (7a2 b2) = (a × 7a2b2) + (b × 7a2b2) = 7a3b2 + 7a2b3
(iv) (a2 − 9) × (4a) = (a2 × 4a) + (− 9) × (4a) = 4a3 − 36a
(v) (pq + qr + rp) × 0 = (pq × 0) + (qr × 0) + (rp × 0) = 0
Question 2:
Complete the table

--- First expression Second Expression Product

(i) a b+c+d -

(ii) x+y−5 5 xy -

(iii) p 6p2 − 7p + 5 -

(iv) 4p2q2 p2 − q2 -

(v) a+b+c abc -

Answer:
The table can be completed as follows.

- First expression Second Expression Product

(i) a b+c+d ab + ac + ad

(ii) x+y−5 5 xy 5x2y + 5xy2 − 25xy

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(iii) p 6p2 − 7p + 5 6p3 − 7p2 + 5p

(iv) 4p2q2 p2 − q2 4p4q2 − 4p2q4

(v) a+b+c abc a2bc + ab2c + abc2

Question 3:
Find the product.
(i) (a2) × (2a22) × (4a26)

(ii)

(iii)
(iv) x × x2 × x3 × x4
Answer:
(i) (a2) × (2a22) × (4a26) = 2 × 4 ×a2 × a22 × a26 = 8a50

(ii)

(iii)
(iv) x × x2 × x3 × x4 = x10
Question 4:

(a) Simplify 3x (4x −5) + 3 and find its values for (i) x = 3, (ii) .
2
(b) a (a + a + 1) + 5 and find its values for (i) a = 0, (ii) a = 1, (iii) a = − 1.
Answer:
(a) 3x (4x − 5) + 3 = 12x2 − 15x + 3
(i) For x = 3, 12x2 − 15x + 3 = 12 (3)2 − 15(3) + 3
= 108 − 45 + 3
= 66

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(ii) For

(b)a (a2 + a + 1) + 5 = a3 + a2 + a + 5
(i) For a = 0, a3 + a2 + a + 5 = 0 + 0 + 0 + 5 = 5
(ii) For a = 1, a3 + a2 + a + 5 = (1)3 + (1)2 + 1 + 5
=1+1+1+5=8
(iii) For a = −1, a3 + a2 + a + 5 = (−1)3 + (−1)2 + (−1) + 5
=−1+1−1+5=4
Question 5:
(a) Add: p (p − q), q (q − r) and r (r − p)
(b) Add: 2x (z − x − y) and 2y (z − y − x)
(c) Subtract: 3l (l − 4m + 5n) from 4l (10n − 3m + 2l)
(d) Subtract: 3a (a + b + c) − 2b (a − b + c) from 4c (− a + b + c)
Answer:
(a) First expression = p (p − q) = p2 − pq
Second expression = q (q − r) = q2 − qr
Third expression = r (r − p) = r2 − pr
Adding the three expressions, we obtain

Therefore, the sum of the given expressions is p2 + q2 + r2 − pq − qr − rp.

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(b) First expression = 2x (z − x − y) = 2xz − 2x2 − 2xy

Second expression = 2y (z − y − x) = 2yz − 2y2 − 2yx
Adding the two expressions, we obtain

Therefore, the sum of the given expressions is − 2x2 − 2y2 − 4xy + 2yz + 2zx.
(c) 3l (l − 4m + 5n) = 3l2 − 12lm + 15ln
4l (10n − 3m + 2l) = 40ln − 12lm + 8l2
Subtracting these expressions, we obtain

Therefore, the result is 5l2 + 25ln.

(d) 3a (a + b + c) − 2b (a − b + c) = 3a2 +3ab + 3ac − 2ba + 2b2 − 2bc
= 3a2 + 2b2 + ab + 3ac − 2bc
4c (− a + b + c) = − 4ac + 4bc + 4c2
Subtracting these expressions, we obtain

Therefore, the result is −3a2 −2b2 + 4c2 − ab + 6bc − 7ac.

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Class VIII Chapter 9 – Algebraic Expressions and Identities Maths

Exercise 9.4
Question 1:
Multiply the binomials.
(i) (2x + 5) and (4x − 3) (ii) (y − 8) and (3y − 4)
(iii) (2.5l − 0.5m) and (2.5l + 0.5m) (iv) (a + 3b) and (x + 5)
(v) (2pq + 3q2) and (3pq − 2q2)

(vi)
Answer:
(i) (2x + 5) × (4x − 3) = 2x × (4x − 3) + 5 × (4x − 3)
= 8x2 − 6x + 20x − 15
= 8x2 + 14x −15 (By adding like terms)
(ii) (y − 8) × (3y − 4) = y × (3y − 4) − 8 × (3y − 4)
= 3y2 − 4y − 24y + 32
= 3y2 − 28y + 32 (By adding like terms)
(iii) (2.5l − 0.5m) × (2.5l + 0.5m) = 2.5l × (2.5l + 0.5m) − 0.5m (2.5l + 0.5m)
= 6.25l2 + 1.25lm − 1.25lm − 0.25m2
= 6.25l2 − 0.25m2
(iv) (a + 3b) × (x + 5) = a × (x + 5) + 3b × (x + 5)
= ax + 5a + 3bx + 15b
(v) (2pq + 3q2) × (3pq − 2q2) = 2pq × (3pq − 2q2) + 3q2 × (3pq − 2q2)
= 6p2q2 − 4pq3 + 9pq3 − 6q4
= 6p2q2 + 5pq3 − 6q4

(vi)

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Question 2:
Find the product.
(i) (5 − 2x) (3 + x) (ii) (x + 7y) (7x − y)
(iii) (a2 + b) (a + b2) (iv) (p2 − q2) (2p + q)
Answer:
(i) (5 − 2x) (3 + x) = 5 (3 + x) − 2x (3 + x)
= 15 + 5x − 6x − 2x2
= 15 − x − 2x2
(ii) (x + 7y) (7x − y) = x (7x − y) + 7y (7x − y)
= 7x2 − xy + 49xy − 7y2
= 7x2 + 48xy − 7y2
(iii) (a2 + b) (a + b2) = a2 (a + b2) + b (a + b2)
= a3 + a2b2 + ab + b3
(iv) (p2 − q2) (2p + q) = p2 (2p + q) − q2 (2p + q)
= 2p3 + p2q − 2pq2 − q3
Question 3:
Simplify.
(i) (x2 − 5) (x + 5) + 25
(ii) (a2 + 5) (b3 + 3) + 5
(iii) (t + s2) (t2 − s)
(iv) (a + b) (c − d) + (a − b) (c + d) + 2 (ac + bd)
(v) (x + y) (2x + y) + (x + 2y) (x − y)
(vi) (x + y) (x2 − xy + y2)
(vii) (1.5x − 4y) (1.5x + 4y + 3) − 4.5x + 12y
(viii) (a + b + c) (a + b − c)
Answer:
(i) (x2 − 5) (x + 5) + 25
= x2 (x + 5) − 5 (x + 5) + 25
= x3 + 5x2 − 5x − 25 + 25
= x3 + 5x2 − 5x

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(ii) (a2 + 5) (b3 + 3) + 5

= a2 (b3 + 3) + 5 (b3 + 3) + 5
= a2b3 + 3a2 + 5b3 + 15 + 5
= a2b3 + 3a2 + 5b3 + 20
(iii) (t + s2) (t2 − s)
= t (t2 − s) + s2 (t2 − s)
= t3 − st + s2t2 − s3
(iv) (a + b) (c − d) + (a − b) (c + d) + 2 (ac + bd)
= a (c − d) + b (c − d) + a (c + d) − b (c + d) + 2 (ac + bd)
= ac − ad + bc − bd + ac + ad − bc − bd + 2ac + 2bd
= (ac + ac + 2ac) + (ad − ad) + (bc − bc) + (2bd − bd − bd)
= 4ac
(v) (x + y) (2x + y) + (x + 2y) (x − y)
= x (2x + y) + y (2x + y) + x (x − y) + 2y (x − y)
= 2x2 + xy + 2xy + y2 + x2 − xy + 2xy − 2y2
= (2x2 + x2) + (y2 − 2y2) + (xy + 2xy − xy + 2xy)
= 3x2 − y2 + 4xy
(vi) (x + y) (x2 − xy + y2)
= x (x2 − xy + y2) + y (x2 − xy + y2)
= x3 − x2y + xy2 + x2y − xy2 + y3
= x3 + y3 + (xy2 − xy2) + (x2y − x2y)
= x3 + y3
(vii) (1.5x − 4y) (1.5x + 4y + 3) − 4.5x + 12y
= 1.5x (1.5x + 4y + 3) − 4y (1.5x + 4y + 3) − 4.5x + 12y
= 2.25 x2 + 6xy + 4.5x − 6xy − 16y2 − 12y − 4.5x + 12y
= 2.25 x2 + (6xy − 6xy) + (4.5x − 4.5x) − 16y2 + (12y − 12y)
= 2.25x2 − 16y2
(viii) (a + b + c) (a + b − c)
= a (a + b − c) + b (a + b − c) + c (a + b − c)
= a2 + ab − ac + ab + b2 − bc + ca + bc − c2

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= a2 + b2 − c2 + (ab + ab) + (bc − bc) + (ca − ca)

= a2 + b2 − c2 + 2ab

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Class VIII Chapter 9 – Algebraic Expressions and Identities Maths

Exercise 9.5
Question 1:
Use a suitable identity to get each of the following products.
(i) (x + 3) (x + 3) (ii) (2y + 5) (2y + 5)

(iii) (2a − 7) (2a − 7) (iv)

(v) (1.1m − 0.4) (1.1 m + 0.4) (vi) (a2 + b2) (− a2 + b2)
(vii) (6x − 7) (6x + 7) (viii) (− a + c) (− a + c)

(ix) (x) (7a − 9b) (7a − 9b)

Answer:
The products will be as follows.
(i) (x + 3) (x + 3) = (x + 3)2
= (x)2 + 2(x) (3) + (3)2 [(a + b)2 = a2 + 2ab + b2]
= x2 + 6x + 9
(ii) (2y + 5) (2y + 5) = (2y + 5)2
= (2y)2 + 2(2y) (5) + (5)2 [(a + b)2 = a2 + 2ab + b2]
= 4y2 + 20y + 25
(iii) (2a − 7) (2a − 7) = (2a − 7)2
= (2a)2 − 2(2a) (7) + (7)2 [(a − b)2 = a2 − 2ab + b2]
= 4a2 − 28a + 49

(iv)

[(a − b)2 = a2 − 2ab + b2]

(v) (1.1m − 0.4) (1.1 m + 0.4)

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= (1.1m)2 − (0.4)2 [(a + b) (a − b) = a2 − b2]

= 1.21m2 − 0.16
(vi) (a2 + b2) (− a2 + b2) = (b2 + a2) (b2 − a2)
= (b2)2 − (a2)2 [(a + b) (a − b) = a2 − b2]
= b 4 − a4
(vii) (6x − 7) (6x + 7) = (6x)2 − (7)2 [(a + b) (a − b) = a2 − b2]
= 36x2 − 49
(viii) (− a + c) (− a + c) = (− a + c)2
= (− a)2 + 2(− a) (c) + (c)2 [(a + b)2 = a2 + 2ab + b2]
= a2 − 2ac + c2

(ix)

[(a + b)2 = a2 + 2ab + b2]

(x) (7a − 9b) (7a − 9b) = (7a − 9b)2

= (7a)2 − 2(7a)(9b) + (9b)2 [(a − b)2 = a2 − 2ab + b2]
= 49a2 − 126ab + 81b2
Question 2:
Use the identity (x + a) (x + b) = x2 + (a + b)x + ab to find the following products.
(i) (x + 3) (x + 7) (ii) (4x +5) (4x + 1)
(iii) (4x − 5) (4x − 1) (iv) (4x + 5) (4x − 1)
(v) (2x +5y) (2x + 3y) (vi) (2a2 +9) (2a2 + 5)
(vii) (xyz − 4) (xyz − 2)
Answer:
The products will be as follows.
(i) (x + 3) (x + 7) = x2 + (3 + 7) x + (3) (7)
= x2 + 10x + 21

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(ii) (4x + 5) (4x + 1) = (4x)2 + (5 + 1) (4x) + (5) (1)

= 16x2 + 24x + 5

(iii)
= 16x2 − 24x + 5

(iv)
= 16x2 + 16x − 5
(v) (2x +5y) (2x + 3y) = (2x)2 + (5y + 3y) (2x) + (5y) (3y)
= 4x2 + 16xy + 15y2
(vi) (2a2 +9) (2a2 + 5) = (2a2)2 + (9 + 5) (2a2) + (9) (5)
= 4a4 + 28a2 + 45
(vii) (xyz − 4) (xyz − 2)

=
= x2y2z2 − 6xyz + 8
Question 3:
Find the following squares by suing the identities.
(i) (b − 7)2 (ii) (xy + 3z)2 (iii) (6x2 − 5y)2

(iv) (v) (0.4p − 0.5q)2 (vi) (2xy + 5y)2

Answer:
(i) (b − 7)2 = (b)2 − 2(b) (7) + (7)2 [(a − b)2 = a2 − 2ab + b2]
= b2 − 14b + 49
(ii) (xy + 3z)2 = (xy)2 + 2(xy) (3z) + (3z)2 [(a + b)2 = a2 + 2ab + b2]
= x2y2 + 6xyz + 9z2
(iii) (6x2 − 5y)2 = (6x2)2 − 2(6x2) (5y) + (5y)2 [(a − b)2 = a2 − 2ab + b2]
= 36x4 − 60x2y + 25y2

(iv) [(a + b)2 = a2 + 2ab + b2]

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(v) (0.4p − 0.5q)2 = (0.4p)2 − 2 (0.4p) (0.5q) + (0.5q)2

[(a − b)2 = a2 − 2ab + b2]
= 0.16p2 − 0.4pq + 0.25q2
(vi) (2xy + 5y)2 = (2xy)2 + 2(2xy) (5y) + (5y)2
[(a + b)2 = a2 + 2ab + b2]
= 4x2y2 + 20xy2 + 25y2
Question 4:
Simplify.
(i) (a2 − b2)2 (ii) (2x +5)2 − (2x − 5)2
(iii) (7m − 8n)2 + (7m + 8n)2 (iv) (4m + 5n)2 + (5m + 4n)2
(v) (2.5p − 1.5q)2 − (1.5p − 2.5q)2
(vi) (ab + bc)2 − 2ab2c (vii) (m2 − n2m)2 + 2m3n2
Answer:
(i) (a2 − b2)2 = (a2)2 − 2(a2) (b2) + (b2)2 [(a − b)2 = a2 − 2ab + b2 ]
= a4 − 2a2b2 + b4
(ii) (2x +5)2 − (2x − 5)2 = (2x)2 + 2(2x) (5) + (5)2 − [(2x)2 − 2(2x) (5) + (5)2]
[(a − b)2 = a2 − 2ab + b2]
[(a + b)2 = a2 + 2ab + b2]
= 4x2 + 20x + 25 − [4x2 − 20x + 25]
= 4x2 + 20x + 25 − 4x2 + 20x − 25 = 40x
(iii) (7m − 8n)2 + (7m + 8n)2
= (7m)2 − 2(7m) (8n) + (8n)2 + (7m)2 + 2(7m) (8n) + (8n)2
[(a − b)2 = a2 − 2ab + b2 and (a + b)2 = a2 + 2ab + b2]
= 49m2 − 112mn + 64n2 + 49m2 + 112mn + 64n2
= 98m2 + 128n2
(iv) (4m + 5n)2 + (5m + 4n)2
= (4m)2 + 2(4m) (5n) + (5n)2 + (5m)2 + 2(5m) (4n) + (4n)2
[ (a + b)2 = a2 + 2ab + b2]

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Class VIII Chapter 9 – Algebraic Expressions and Identities Maths

= 16m2 + 40mn + 25n2 + 25m2 + 40mn + 16n2

= 41m2 + 80mn + 41n2
(v) (2.5p − 1.5q)2 − (1.5p − 2.5q)2
= (2.5p)2 − 2(2.5p) (1.5q) + (1.5q)2 − [(1.5p)2 − 2(1.5p)(2.5q) + (2.5q)2]
[(a − b)2 = a2 − 2ab + b2 ]
= 6.25p2 − 7.5pq + 2.25q2 − [2.25p2 − 7.5pq + 6.25q2]
= 6.25p2 − 7.5pq + 2.25q2 − 2.25p2 + 7.5pq − 6.25q2]
= 4p2 − 4q2
(vi) (ab + bc)2 − 2ab2c
= (ab)2 + 2(ab)(bc) + (bc)2 − 2ab2c [(a + b)2 = a2 + 2ab + b2 ]
= a2b2 + 2ab2c + b2c2 − 2ab2c
= a2b2 + b2c2
(vii) (m2 − n2m)2 + 2m3n2
= (m2)2 − 2(m2) (n2m) + (n2m)2 + 2m3n2 [(a − b)2 = a2 − 2ab + b2 ]
= m4 − 2m3n2 + n4m2 + 2m3n2
= m4 + n4m2
Question 5:
Show that
(i) (3x + 7)2 − 84x = (3x − 7)2 (ii) (9p − 5q)2 + 180pq = (9p + 5q)2

(iii)
(iv) (4pq + 3q)2 − (4pq − 3q)2 = 48pq2
(v) (a − b) (a + b) + (b − c) (b + c) + (c − a) (c + a) = 0
Answer:
(i) L.H.S = (3x + 7)2 − 84x
= (3x)2 + 2(3x)(7) + (7)2 − 84x
= 9x2 + 42x + 49 − 84x
= 9x2 − 42x + 49
R.H.S = (3x − 7)2 = (3x)2 − 2(3x)(7) +(7)2
= 9x2 − 42x + 49

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L.H.S = R.H.S
(ii) L.H.S = (9p − 5q)2 + 180pq
= (9p)2 − 2(9p)(5q) + (5q)2 − 180pq
= 81p2 − 90pq + 25q2 + 180pq
= 81p2 + 90pq + 25q2
R.H.S = (9p + 5q)2
= (9p)2 + 2(9p)(5q) + (5q)2
= 81p2 + 90pq + 25q2
L.H.S = R.H.S

(iii) L.H.S =

(iv) L.H.S = (4pq + 3q)2 − (4pq − 3q)2

= (4pq)2 + 2(4pq)(3q) + (3q)2 − [(4pq)2 − 2(4pq) (3q) + (3q)2]
= 16p2q2 + 24pq2 + 9q2 − [16p2q2 − 24pq2 + 9q2]
= 16p2q2 + 24pq2 + 9q2 −16p2q2 + 24pq2 − 9q2
= 48pq2 = R.H.S
(v) L.H.S = (a − b) (a + b) + (b − c) (b + c) + (c − a) (c + a)
= (a2 − b2) + (b2 − c2) + (c2 − a2) = 0 = R.H.S.
Question 6:
Using identities, evaluate.
(i) 712 (ii) 992 (iii) 1022 (iv) 9982
(v) (5.2)2 (vi) 297 × 303 (vii) 78 × 82
(viii) 8.92 (ix) 1.05 × 9.5

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Answer:
(i) 712 = (70 + 1)2
= (70)2 + 2(70) (1) + (1)2 [(a + b)2 = a2 + 2ab + b2 ]
= 4900 + 140 + 1 = 5041
(ii) 992 = (100 − 1)2
= (100)2 − 2(100) (1) + (1)2 [(a − b)2 = a2 − 2ab + b2 ]
= 10000 − 200 + 1 = 9801
(iii) 1022 = (100 + 2)2
= (100)2 + 2(100)(2) + (2)2 [(a + b)2 = a2 + 2ab + b2 ]
= 10000 + 400 + 4 = 10404
(iv) 9982 = (1000 − 2)2
= (1000)2 − 2(1000)(2) + (2)2 [(a − b)2 = a2 − 2ab + b2 ]
= 1000000 − 4000 + 4 = 996004
(v) (5.2)2 = (5.0 + 0.2)2
= (5.0)2 + 2(5.0) (0.2) + (0.2)2 [(a + b)2 = a2 + 2ab + b2 ]
= 25 + 2 + 0.04 = 27.04
(vi) 297 × 303 = (300 − 3) × (300 + 3)
= (300)2 − (3)2 [(a + b) (a − b) = a2 − b2]
= 90000 − 9 = 89991
(vii) 78 × 82 = (80 − 2) (80 + 2)
= (80)2 − (2)2 [(a + b) (a − b) = a2 − b2]
= 6400 − 4 = 6396
(viii) 8.92 = (9.0 − 0.1)2
= (9.0)2 − 2(9.0) (0.1) + (0.1)2 [(a − b)2 = a2 − 2ab + b2 ]
= 81 − 1.8 + 0.01 = 79.21
(ix) 1.05 × 9.5 = 1.05 × 0.95 × 10
= (1 + 0.05) (1− 0.05) ×10
= [(1)2 − (0.05)2] × 10
= [1 − 0.0025] × 10 [(a + b) (a − b) = a2 − b2]
= 0.9975 × 10 = 9.975

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Class VIII Chapter 9 – Algebraic Expressions and Identities Maths

Question 7:
Using a2 − b2 = (a + b) (a − b), find
(i) 512 − 492 (ii) (1.02)2 − (0.98)2 (iii) 1532 − 1472
(iv) 12.12 − 7.92
Answer:
(i) 512 − 492 = (51 + 49) (51 − 49)
= (100) (2) = 200
(ii) (1.02)2 − (0.98)2 = (1.02 + 0.98) (1.02 − 0.98)
= (2) (0.04) = 0.08
(iii) 1532 − 1472 = (153 + 147) (153 − 147)
= (300) (6) = 1800
(iv) 12.12 − 7.92 = (12.1 + 7.9) (12.1 − 7.9)
= (20.0) (4.2) = 84
Question 8:
Using (x + a) (x + b) = x2 + (a + b) x + ab, find
(i) 103 × 104 (ii) 5.1 × 5.2 (iii) 103 × 98 (iv) 9.7 × 9.8
Answer:
(i) 103 × 104 = (100 + 3) (100 + 4)
= (100)2 + (3 + 4) (100) + (3) (4)
= 10000 + 700 + 12 = 10712
(ii) 5.1 × 5.2 = (5 + 0.1) (5 + 0.2)
= (5)2 + (0.1 + 0.2) (5) + (0.1) (0.2)
= 25 + 1.5 + 0.02 = 26.52
(iii) 103 × 98 = (100 + 3) (100 − 2)
= (100)2 + [3 + (− 2)] (100) + (3) (− 2)
= 10000 + 100 − 6
= 10094
(iv) 9.7 × 9.8 = (10 − 0.3) (10 − 0.2)
= (10)2 + [(− 0.3) + (− 0.2)] (10) + (− 0.3) (− 0.2)
= 100 + (− 0.5)10 + 0.06 = 100.06 − 5 = 95.06

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

Exercise 10.1
Question 1:
For each of the given solid, the two views are given. Match for each solid the
corresponding top and front views.

Answer:
The given solids, matched to their respective side view and top view, are as follows.
Object Side view Top view

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

Question 2:
For each of the given solid, the three views are given. Identify for each solid the
corresponding top, front and side views.

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

Answer:
(a)

(i) Front (ii) Side (iii) Top

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

(b)

(i) Side (ii) Front (iii) Top

(c)

(i) Front (ii) Side (iii) Top

(d)

(i) Front (ii) Side (iii) Top

Question 3:
For each given solid, identify the top view, front view and side view.
(a)

(b)

(c)

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

(d)

(e)

Answer:
(a)

(i) Top (ii) Front/Side (iii) Side/Front

(b)

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

(i) Side (ii) Front (iii) Top

(c)

(i) Top (ii) Side (iii) Front

(d)

(i) Side (ii) Front (iii) Top

(e)

(i) Front/Side (ii) Top (iii) Side/Front

Question 4:
Draw the front view, side view and top view of the given objects.

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

(a) A military tent (b) A table

(c) A nut (d) A hexagonal block

(e) A dice (f) A solid

Answer:
(a)

A military tent

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

Front View

Top View

Side View

(b)

A table

Front View

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

Top View

Side View

(c)

A nut

Front View

Top View

Side View

(d)

A hexagonal block

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Front View

Top View

Side View

(e)

A dice

Front View

Top View

Side View

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

(f)

A solid

Front View

Top View

Side View

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

Exercise 10.2
Question 1:
Look at the given map of a city.

Answer the following.

(a) Colour the map as follows: Blue − water plant, red − fire station, orange −
library, yellow − schools, green − park, pink − college, purple − hospital, brown −
cemetery.
(b) Mark a green ‘X’ at the intersection of Road ‘C’ and Nehru Road, Green ‘Y’ at the
intersection of Gandhi Road and Road A.
(c) In red, draw a short street route from library to the bus depot.
(d) Which is further east, the city park or the market?
(e) Which is further south, the Primary School or the Sr. Secondary School?
Answer:
(a) The given map coloured in the required way is as follows.

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

(b)The marks can be put at the given points as follows.

(c) The shortest route from the library to bus depot is represented by red colour.

(d) Between the Market and the City Park, the City Park is further east.
(e) Between the Primary School and the Sr. Secondary School, the Sr. Secondary
School is further south.

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

Exercise 10.3
Question 1:
Can a polyhedron have for its faces
(i) 3 triangles? (ii) 4 triangles?
(iii) a square and four triangles?
Answer:
(i) No, such a polyhedron is not possible. A polyhedron has minimum 4 faces.
(ii) Yes, a triangular pyramid has 4 triangular faces.

(iii) Yes, a square pyramid has a square face and 4 triangular faces.

Question 2:
Is it possible to have a polyhedron with any given number of faces? (Hint: Think of a
pyramid).
Answer:
A polyhedron has a minimum of 4 faces.
Question 3:
Which are prisms among the following?

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

(i) (ii)

(iii) (iv)

Answer:
(i) It is not a polyhedron as it has a curved surface. Therefore, it will not be a prism
also.
(ii) It is a prism.
(iii) It is not a prism. It is a pyramid.
(iv) It is a prism.
Question 4:
(i) How are prisms and cylinders alike?
(ii) How are pyramids and cones alike?
Answer:
(i) A cylinder can be thought of as a circular prism i.e., a prism that has a circle as
its base.
(ii) A cone can be thought of as a circular pyramid i.e., a pyramid that has a circle as
its base.
Question 5:
Is a square prism same as a cube? Explain.
Answer:
A square prism has a square as its base. However, its height is not necessarily same
as the side of the square. Thus, a square prism can also be a cuboid.
Question 6:
Verify Euler’s formula for these solids.

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Class VIII Chapter 10 – Visualising Solid Shapes Maths

(i) (ii)

Answer:
(i) Number of faces = F = 7
Number of vertices = V = 10
Number of edges = E = 15
We have, F + V − E = 7 + 10 − 15 = 17 − 15 = 2
Hence, Euler’s formula is verified.
(ii) Number of faces = F = 9
Number of vertices = V = 9
Number of edges = E = 16
F + V − E = 9 + 9 − 16 = 18 − 16 = 2
Hence, Euler’s formula is verified.
Question 7:
Using Euler’s formula, find the unknown.

Faces ? 5 20

Vertices 6 ? 12

Edges 12 9 ?

Answer:
By Euler’s formula, we have
F+V−E=2

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(i) F + 6 − 12 = 2
F−6=2
F=8
(ii) 5 + V − 9 = 2
V−4=2
V=6
(iii) 20 + 12 − E = 2
32 − E = 2
E = 30
Thus, the table can be completed as

Faces 8 5 20

Vertices 6 6 12

Edges 12 9 30

Question 8:
Can a polyhedron have 10 faces, 20 edges and 15 vertices?
Answer:
Number of faces = F = 10
Number of edges = E = 20
Number of vertices = V = 15
Any polyhedron satisfies Euler’s Formula, according to which, F + V − E = 2
For the given polygon,
F + V − E = 10 + 15 − 20 = 25 − 20 = 5 ≠ 2
Since Euler’s formula is not satisfied, such a polyhedron is not possible.

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Class VIII Chapter 11 – Mensuration Maths

Exercise 11.1
Question 1:
A square and a rectangular field with measurements as given in the figure have the
same perimeter. Which field has a larger area?

Answer:
Perimeter of square = 4 (Side of the square) = 4 (60 m) = 240 m
Perimeter of rectangle = 2 (Length + Breadth)
= 2 (80 m + Breadth)
= 160 m + 2 × Breadth
It is given that the perimeter of the square and the rectangle are the same.
160 m + 2 × Breadth = 240 m

Breadth of the rectangle = = 40 m

Area of square = (Side)2 = (60 m)2 = 3600 m2
Area of rectangle = Length × Breadth = (80 × 40) m2 = 3200 m2
Thus, the area of the square field is larger than the area of the rectangular field.
Question 2:
Mrs. Kaushik has a square plot with the measurement as shown in the following
figure. She wants to construct a house in the middle of the plot. A garden is
developed around the house. Find the total cost of developing a garden around the
house at the rate of Rs 55 per m2.

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Answer:
Area of the square plot = (25 m)2 = 625 m2
Area of the house = (15 m) × (20 m) =300 m2
Area of the remaining portion = Area of square plot − Area of the house
= 625 m2 − 300 m2 = 325 m2
The cost of developing the garden around the house is Rs 55 per m2.
Total cost of developing the garden of area 325 m2 = Rs (55 × 325)
= Rs 17,875
Question 3:
The shape of a garden is rectangular in the middle and semi circular at the ends as
shown in the diagram. Find the area and the perimeter of the garden [Length of
rectangle is 20 − (3.5 + 3.5) metres]

Answer:
Length of the rectangle = [20 − (3.5 + 3.5)] metres = 13 m

Circumference of 1 semi-circular part = πr

Circumference of both semi-circular parts = (2 × 11) m = 22 m

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Class VIII Chapter 11 – Mensuration Maths

Perimeter of the garden = AB + Length of both semi-circular regions BC and

DA + CD
= 13 m + 22 m + 13 m = 48 m
Area of the garden = Area of rectangle + 2 × Area of two semi-circular regions

Question 4:
A flooring tile has the shape of a parallelogram whose base is 24 cm and the
corresponding height is 10 cm. How many such tiles are required to cover a floor of
area 1080 m2? (If required you can split the tiles in whatever way you want to fill up
the corners).
Answer:
Area of parallelogram = Base × Height
Hence, area of one tile = 24 cm × 10 cm = 240 cm2

Required number of tiles =

= 45000 tiles
Thus, 45000 tiles are required to cover a floor of area 1080 m2.
Question 5:
An ant is moving around a few food pieces of different shapes scattered on the floor.
For which food − piece would the ant have to take a longer round? Remember,

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Class VIII Chapter 11 – Mensuration Maths

circumference of a circle can be obtained by using the expression c = 2πr, where r is

the radius of the circle.

Answer:

(a)Radius (r) of semi-circular part =

Perimeter of the given figure = 2.8 cm + πr

(b)Radius (r) of semi-circular part =

Perimeter of the given figure = 1.5 cm + 2.8 cm + 1.5 cm +π (1.4 cm)

(c)Radius (r) of semi-circular part =

Perimeter of the figure(c) = 2 cm + πr + 2 cm

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Class VIII Chapter 11 – Mensuration Maths

Thus, the ant will have to take a longer round for the food-piece (b), because the
perimeter of the figure given in alternative (b) is the greatest among all.

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Class VIII Chapter 11 – Mensuration Maths

Exercise 11.2
Question 1:
The shape of the top surface of a table is a trapezium. Find its area if its parallel
sides are 1 m and 1.2 m and perpendicular distance between them is 0.8 m.

E
Answer:

Area of trapezium = (Sum of parallel sides) × (Distances between parallel sides)

Question 2:
The area of a trapezium is 34 cm2 and the length of one of the parallel sides is 10 cm
and its height is 4 cm. Find the length of the other parallel side.
Answer:
It is given that,area of trapezium = 34 cm2 and height = 4 cm
Let the length of one parallel side be a. We know that,

Area of trapezium = (Sum of parallel sides) × (Distances between parallel sides)

Thus, the length of the other parallel side is 7 cm.

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Class VIII Chapter 11 – Mensuration Maths

Question 3:
Length of the fence of a trapezium shaped field ABCD is 120 m. If BC = 48 m, CD =
17 m and AD = 40 m, find the area of this field. Side AB is perpendicular to the
parallel sides AD and BC.

Answer:
Length of the fence of trapezium ABCD = AB + BC + CD + DA
120 m = AB + 48 m + 17 m + 40 m
AB = 120 m − 105 m = 15 m

Area of the field ABCD

Question 4:
The diagonal of a quadrilateral shaped field is 24 m and the perpendiculars dropped
on it from the remaining opposite vertices are 8 m and 13 m. Find the area of the
field.

Answer:
It is given that,

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Length of the diagonal, d = 24 m

Length of the perpendiculars, h1 and h2, from the opposite vertices to the diagonal
are h1 = 8 m and h2 = 13 m

Area of the quadrilateral

Thus, the area of the field is 252 m2.

Question 5:
The diagonals of a rhombus are 7.5 cm and 12 cm. Find its area.
Answer:

Area of rhombus = (Product of its diagonals)

Therefore, area of the given rhombus

=
= 45 cm2
Question 6:
Find the area of a rhombus whose side is 6 cm and whose altitude is 4 cm. If one of
its diagonals is 8 cm long, find the length of the other diagonal.
Answer:
Let the length of the other diagonal of the rhombus be x.
A rhombus is a special case of a parallelogram.
The area of a parallelogram is given by the product of its base and height.
Thus, area of the given rhombus = Base × Height = 6 cm × 4 cm = 24 cm2

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Class VIII Chapter 11 – Mensuration Maths

Also, area of rhombus = (Product of its diagonals)

Thus, the length of the other diagonal of the rhombus is 6 cm.

Question 7:
The floor of a building consists of 3000 tiles which are rhombus shaped and each of
its diagonals are 45 cm and 30 cm in length. Find the total cost of polishing the floor,
if the cost per m2 is Rs 4.
Answer:

Area of rhombus = (Product of its diagonals)

Area of each tile

= 675 cm2
Area of 3000 tiles = (675 × 3000) cm2 = 2025000 cm2 = 202.5 m2
The cost of polishing is Rs 4 per m2.
Cost of polishing 202.5 m2 area = Rs (4 × 202.5) = Rs 810
Thus, the cost of polishing the floor is Rs 810.
Question 8:
Mohan wants to buy a trapezium shaped field. Its side along the river is parallel to
and twice the side along the road. It the area of this field is 10500 m2 and the
perpendicular distance between the two parallel sides is 100 m, find the length of the
side along the river.

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Answer:
Let the length of the field along the road be l m. Hence, the length of the field along
the river will be 2l m.

Area of trapezium = (Sum of parallel sides) (Distance between the parallel sides)

Thus, length of the field along the river = (2 × 70) m = 140 m

Question 9:
Top surface of a raised platform is in the shape of a regular octagon as shown in the
figure. Find the area of the octagonal surface.

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Class VIII Chapter 11 – Mensuration Maths

Answer:

Side of regular octagon = 5 cm

Area of trapezium ABCH = Area of trapezium DEFG

Area of rectangle HGDC = 11 × 5 = 55 m2

Area of octagon = Area of trapezium ABCH + Area of trapezium DEFG
+ Area of rectangle HGDC
= 32 m2 + 32 m2 + 55 m2 = 119 m2
Question 10:
There is a pentagonal shaped park as shown in the figure.
For finding its area Jyoti and Kavita divided it in two different ways.

Find the area of this park using both ways. Can you suggest some other way of
finding its area?
Answer:
Jyoti’s way of finding area is as follows.

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Class VIII Chapter 11 – Mensuration Maths

Area of pentagon = 2 (Area of trapezium ABCF)

= 337.5 m2
Kavita’s way of finding area is as follows.

Area of pentagon = Area of ∆ABE + Area of square BCDE

Question 11:
Diagram of the adjacent picture frame has outer dimensions = 24 cm × 28 cm and
inner dimensions 16 cm × 20 cm. Find the area of each section of the frame, if the
width of each section is same.

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Answer:

Given that, the width of each section is same. Therefore,

IB = BJ = CK = CL = DM = DN = AO = AP
IL = IB + BC + CL
28 = IB + 20 + CL
IB + CL = 28 cm − 20 cm = 8 cm
IB = CL = 4 cm
Hence, IB = BJ = CK = CL = DM = DN = AO = AP = 4 cm
Area of section BEFC = Area of section DGHA

Area of section ABEH = Area of section CDGF

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Class VIII Chapter 11 – Mensuration Maths

Exercise 11.3
Question 1:
There are two cuboidal boxes as shown in the adjoining figure. Which box requires
the lesser amount of material to make?

Answer:
We know that,
Total surface area of the cuboid = 2 (lh + bh + lb)
Total surface area of the cube = 6 (l)2
Total surface area of cuboid (a) = [2{(60) (40) + (40) (50) + (50) (60)}] cm2
= [2(2400 + 2000 + 3000)] cm2
= (2 × 7400) cm2
= 14800 cm2
Total surface area of cube (b) = 6 (50 cm)2 = 15000 cm2
Thus, the cuboidal box (a) will require lesser amount of material.
Question 2:
A suitcase with measures 80 cm × 48 cm × 24 cm is to be covered with a tarpaulin
cloth. How many metres of tarpaulin of width 96 cm is required to cover 100 such
suitcases?
Answer:
Total surface area of suitcase = 2[(80) (48) + (48) (24) + (24) (80)]
= 2[3840 + 1152 + 1920]
= 13824 cm2
Total surface area of 100 suitcases = (13824 × 100) cm2 = 1382400 cm2
Required tarpaulin = Length × Breadth
1382400 cm2 = Length × 96 cm

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Length = = 14400 cm = 144 m

Thus, 144 m of tarpaulin is required to cover 100 suitcases.
Question 3:
Find the side of a cube whose surface area is 600 cm2.
Answer:
Given that, surface area of cube = 600 cm2
Let the length of each side of cube be l.
Surface area of cube = 6 (Side)2
600 cm2 = 6l2
l2= 100 cm2
l = 10 cm
Thus, the side of the cube is 10 cm.
Question 4:
Rukhsar painted the outside of the cabinet of measure 1 m × 2 m × 1.5 m. How
much surface area did she cover if she painted all except the bottom of the cabinet?

Answer:
Length (l) of the cabinet = 2 m
Breadth (b) of the cabinet = 1 m
Height (h) of the cabinet = 1.5 m
Area of the cabinet that was painted = 2h (l + b) + lb
= [2 × 1.5 × (2 + 1) + (2) (1)] m2
= [3(3) + 2] m2
= (9 + 2) m2
= 11 m2

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Class VIII Chapter 11 – Mensuration Maths

Question 5:
Daniel is painting the walls and ceiling of a cuboidal hall with length, breadth and
height of 15 m, 10 m and 7 m respectively. From each can of paint 100 m2 of area is
painted. How many cans of paint will she need to paint the room?
Answer:
Given that,
Length (l) = 15 m, breadth (b) = 10 m, height (h) = 7 m
Area of the hall to be painted = Area of the wall + Area of the ceiling
= 2h (l + b) + lb
= [2(7) (15 + 10) + 15 ×10] m2
= [14(25) + 150] m2
= 500 m2
It is given that 100 m2 area can be painted from each can.
Number of cans required to paint an area of 500 m2

=
Hence, 5 cans are required to paint the walls and the ceiling of the cuboidal hall.
Question 6:
Describe how the two figures at the right are alike and how they are different. Which
box has larger lateral surface area?

Answer:
Similarity between both the figures is that both have the same heights.
The difference between the two figures is that one is a cylinder and the other is a
cube.
Lateral surface area of the cube = 4l2 = 4 (7 cm)2 = 196 cm2

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Class VIII Chapter 11 – Mensuration Maths

Lateral surface area of the cylinder = 2πrh cm2 = 154 cm2

Hence, the cube has larger lateral surface area.
Question 7:
A closed cylindrical tank of radius 7 m and height 3 m is made from a sheet of metal.
How much sheet of metal is required?
Answer:
Total surface area of cylinder = 2πr (r + h)

m2
= 440 m2
Thus, 440 m2 sheet of metal is required.
Question 8:
The lateral surface area of a hollow cylinder is 4224 cm2. It is cut along its height
and formed a rectangular sheet of width 33 cm. Find the perimeter of rectangular
sheet?
Answer:
A hollow cylinder is cut along its height to form a rectangular sheet.
Area of cylinder = Area of rectangular sheet
4224 cm2 = 33 cm × Length

Thus, the length of the rectangular sheet is 128 cm.

Perimeter of the rectangular sheet = 2 (Length + Width)
= [2 (128 + 33)] cm
= (2 × 161) cm
= 322 cm
Question 9:

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Class VIII Chapter 11 – Mensuration Maths

A road roller takes 750 complete revolutions to move once over to level a road. Find
the area of the road if the diameter of a road roller is 84 cm and length is 1 m.
Answer:
In one revolution, the roller will cover an area equal to its lateral surface area.
Thus, in 1 revolution, area of the road covered = 2πrh

In 750 revolutions, area of the road covered

=
= 1980 m2
Question 10:
A company packages its milk powder in cylindrical container whose base has a
diameter of 14 cm and height 20 cm. Company places a label around the surface of
the container (as shown in the figure). If the label is placed 2 cm from top and
bottom, what is the area of the label.

Answer:
Height of the label = 20 cm − 2 cm − 2 cm = 16 cm

Radius of the label

Label is in the form of a cylinder having its radius and height as 7 cm and 16 cm.

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Area of the label = 2π (Radius) (Height)

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Class VIII Chapter 11 – Mensuration Maths

Exercise 11.4
Question 1:
Given a cylindrical tank, in which situation will you find surface area and in which
situation volume.
(a) To find how much it can hold
(b) Number of cement bags required to plaster it
(c) To find the number of smaller tanks that can be filled with water from it.
Answer:
(a) In this situation, we will find the volume.
(b) In this situation, we will find the surface area.
(c) In this situation, we will find the volume.
Question 2:
Diameter of cylinder A is 7 cm, and the height is 14 cm. Diameter of cylinder B is 14
cm and height is 7 cm. Without doing any calculations can you suggest whose
volume is greater? Verify it by finding the volume of both the cylinders. Check
whether the cylinder with greater volume also has greater surface area?

Answer:
The heights and diameters of these cylinders A and B are interchanged.
We know that,

Volume of cylinder
If measures of r and h are same, then the cylinder with greater radius will have
greater area.

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Class VIII Chapter 11 – Mensuration Maths

Radius of cylinder A = cm

Radius of cylinder B = cm = 7 cm
As the radius of cylinder B is greater, therefore, the volume of cylinder B will be
greater.
Let us verify it by calculating the volume of both the cylinders.

Volume of cylinder A

Volume of cylinder B

Volume of cylinder B is greater.

Surface area of cylinder A

Surface area of cylinder B

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Thus, the surface area of cylinder B is also greater than the surface area of cylinder
A.
Question 3:
Find the height of a cuboid whose base area is 180 cm2 and volume is 900 cm3?
Answer:
Base area of the cuboid = Length × Breadth = 180 cm2
Volume of cuboid = Length × Breadth × Height
900 cm3 = 180 cm2 × Height

Thus, the height of the cuboid is 5 cm.

Question 4:
A cuboid is of dimensions 60 cm × 54 cm × 30 cm. How many small cubes with side
6 cm can be placed in the given cuboid?
Answer:
Volume of cuboid = 60 cm × 54 cm × 30 cm = 97200 cm3
Side of the cube = 6 cm
Volume of the cube = (6)3 cm3 = 216 cm3

Required number of cubes =

Thus, 450 cubes can be placed in the given cuboid.

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Class VIII Chapter 11 – Mensuration Maths

Question 5:
Find the height of the cylinder whose volume is 1.54 m3 and diameter of the base is
140 cm?
Answer:
Diameter of the base = 140 cm

Radius (r) of the base

Volume of cylinder

Thus, the height of the cylinder is 1 m.

Question 6:
A milk tank is in the form of cylinder whose radius is 1.5 m and length is 7 m. Find
the quantity of milk in litres that can be stored in the tank?
Answer:
Radius of cylinder = 1.5 m
Length of cylinder = 7 m

Volume of cylinder

1m3 = 1000 L
Required quantity = (49.5 × 1000) L = 49500 L
Therefore, 49500 L of milk can be stored in the tank.
Question 7:
If each edge of a cube is doubled,
(i) how many times will its surface area increase?

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Class VIII Chapter 11 – Mensuration Maths

(ii) how many times will its volume increase?

Answer:
(i) Let initially the edge of the cube be l.
Initial surface area = 6l2
If each edge of the cube is doubled, then it becomes 2l.
New surface area = 6(2l)2 = 24l2 = 4 × 6l2
Clearly, the surface area will be increased by 4 times.
(ii) Initial volume of the cube = l3
When each edge of the cube is doubled, it becomes 2l.
New volume = (2l)3 = 8l3 = 8 × l3
Clearly, the volume of the cube will be increased by 8 times.
Question 8:
Water is pouring into a cubiodal reservoir at the rate of 60 litres per minute. If the
volume of reservoir is 108 m3, find the number of hours it will take to fill the
reservoir.
Answer:
Volume of cuboidal reservoir = 108 m3 = (108 × 1000) L = 108000 L
It is given that water is being poured at the rate of 60 L per minute.
That is, (60 × 60) L = 3600 L per hour

Required number of hours = 30 hours

Thus, it will take 30 hours to fill the reservoir.

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Class VIII Chapter 12 – Exponents and Powers Maths

Exercise 12.1
Question 1:
Evaluate

(i) 3−2 (ii) (−4)−2 (iii)

Answer:

(i)

(ii)

(iii)
Question 2:
Simplify and express the result in power notation with positive exponent.

(i) (ii)

(iii) (iv)

(v)
Answer:
(i) (−4)5 ÷ (−4)8 = (−4)5 − 8 (am ÷ an = am − n)
= (− 4)−3

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(ii)

(iii)

(iv) (3− 7 ÷ 3−10) × 3−5 = (3−7 − (−10)) × 3−5 (am ÷ an = am − n)

= 33 × 3−5
= 33 + (− 5) (am × an = am + n)
= 3−2

(v) 2−3 × (−7)−3 =

Question 3:
Find the value of.
(i) (30 + 4−1) × 22 (ii) (2−1 × 4−1) ÷2−2

(iii) (iv) (3−1 + 4−1 + 5−1)0

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Class VIII Chapter 12 – Exponents and Powers Maths

(v)
Answer:

(i)

(ii) (2−1 × 4−1) ÷ 2− 2 = [2−1 × {(2)2}− 1] ÷ 2− 2

= (2− 1 × 2− 2) ÷ 2− 2
= 2−1+ (−2) ÷ 2−2 (am × an = am + n)
= 2−3 ÷ 2−2
= 2−3 − (−2)
(am ÷ an = am − n)
= 2−3 + 2 = 2 −1

(iii)

(iv) (3−1 + 4−1 + 5−1)0

= 1 (a0 = 1)

(v)

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Class VIII Chapter 12 – Exponents and Powers Maths

Question 4:

Evaluate (i) (ii)

Answer:

(i)

(ii)

Question 5:
Find the value of m for which 5m ÷5−3 = 55.
Answer:
5m ÷ 5−3 = 55
− (− 3)
5m = 55 (am ÷ an = am − n)
5m + 3 = 5 5
Since the powers have same bases on both sides, their respective exponents must
be equal.
m+3=5
m=5−3
m=2

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Class VIII Chapter 12 – Exponents and Powers Maths

Question 6:

Evaluate (i) (ii)

Answer:

(i)

(ii)

Question 7:

Simplify. (i) (ii)

Answer:

(i)

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(ii)

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Class VIII Chapter 12 – Exponents and Powers Maths

Exercise 12.2
Question 1:
Express the following numbers in standard form.
(i) 0.0000000000085 (ii) 0.00000000000942
(iii) 6020000000000000 (iv) 0.00000000837
(v) 31860000000
Answer:
(i) 0.0000000000085 = 8.5 × 10−12
(ii) 0.00000000000942 = 9.42 × 10−12
(iii) 6020000000000000 = 6.02 × 1015
(iv) 0.00000000837 = 8.37 × 10−9
(v) 31860000000 = 3.186 × 1010
Question 2:
Express the following numbers in usual form.
(i) 3.02 × 10−6 (ii) 4.5 × 104
(iii) 3 × 10−8 (iv) 1.0001 × 109
(v) 5.8 × 1012 (vi) 3.61492 × 106
Answer:
(i) 3.02 × 10−6 = 0.00000302
(ii) 4.5 × 104 = 45000
(iii) 3 × 10−8 = 0.00000003
(iv) 1.0001 × 109 = 1000100000
(v) 5.8 × 1012 = 5800000000000
(vi) 3.61492 × 106 = 3614920
Question 3:
Express the number appearing in the following statements in standard form.

(i) 1 micron is equal to m.

(ii) Charge of an electron is 0.000, 000, 000, 000, 000, 000, 16 coulomb.
(iii) Size of a bacteria is 0.0000005 m

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Class VIII Chapter 12 – Exponents and Powers Maths

(iv) Size of a plant cell is 0.00001275 m

(v) Thickness of a thick paper is 0.07 mm
Answer:

(i) = 1 × 10−6
(ii) 0.000, 000, 000, 000, 000, 000, 16 = 1.6 × 10−19
(iii) 0.0000005 = 5 × 10−7
(iv) 0.00001275 = 1.275 × 10−5
(v) 0.07 = 7 × 10−2
Question 4:
In a stack there are 5 books each of thickness 20 mm and 5 paper sheets each of
thickness 0.016 mm. What is the total thickness of the stack?
Answer:
Thickness of each book = 20 mm
Hence, thickness of 5 books = (5 × 20) mm = 100 mm
Thickness of each paper sheet = 0.016 mm
Hence, thickness of 5 paper sheets = (5 × 0.016) mm = 0.080 mm
Total thickness of the stack = Thickness of 5 books + Thickness of 5 paper sheets
= (100 + 0.080) mm
= 100.08 mm
= 1.0008 × 102 mm

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Class VIII Chapter 13 – Direct and Inverse Proportions Maths

Exercise 13.1
Question 1:
Following are the car parking charges near a railway station up to
4 hours Rs 60
8 hours Rs 100
12 hours Rs 140
24 hours Rs 180
Check if the parking charges are in direct proportion to the parking time.
Answer:
A table of the given information is formed as

Number of hours 4 8 12 24

Parking charges (in Rs) 60 100 140 180

The ratio of parking charges to the respective number of hours (Rs/ hour) can be
calculated as

As each ratio is not same, therefore, the parking charges are not in a direct
proportion to the parking time.
Question 2:
A mixture of paint is prepared by mixing 1 part of red pigments with 8 parts of base.
In the following table, find the parts of base that need to be added.

Parts of red pigment 1 4 7 12 20

parts of base 8 … … … …

Answer:
The given mixture of paint is prepared by mixing 1 part of red pigments with 8 parts
of base. For more parts of red pigments, the parts of the base will also be more.

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Therefore, the parts of red pigments and the parts of base are in direct proportion.
The given information in the form of a table is as follows.

Parts of red pigment 1 4 7 12 20

Parts of base 8 x1 x2 x3 x4

According to direct proportion,

The table can be drawn as follows.

Parts of red pigment 1 4 7 12 20

Parts of base 8 32 56 96 160

Question 3:
In Question 2 above, if 1 part of a red pigment requires 75 mL of base, how much
red pigment should we mix with 1800 mL of base?
Answer:
Let the parts of red pigment required to mix with 1800 mL of base be x.
The given information in the form of a table is as follows.

Parts of red pigment 1 x

Parts of base (in mL) 75 1800

The parts of red pigment and the parts of base are in direct proportion.
Therefore, we obtain

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Thus, 24 parts of red pigments should be mixed with 1800 mL of base.

Question 4:
A machine in a soft drink factory fills 840 bottles in six hours. How many bottles will
it fill in five hours?
Answer:
Let the number of bottles filled by the machine in five hours be x.
The given information in the form of a table is as follows.

Number of bottles 840 x

Time taken (in hours) 6 5

The number of bottles and the time taken to fill these bottles are in direct proportion.
Therefore, we obtain

Thus, 700 bottles will be filled in 5 hours.

Question 5:
A photograph of a bacteria enlarged 50,000 times attains a length of 5 cm. What is
the actual length of the bacteria? If the photograph is enlarged 20,000 times only,
what would be its enlarged length?
Answer:
Let the actual length of bacteria be x cm and the enlarged length of bacteria be y
cm, if the photograph is enlarged for 20,000 times.
The given information in the form of a table is as follows.

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Length of bacteria (in cm) 5 x y

Number of times photograph of Bacteria was enlarged 50000 1 20000

The number of times the photograph of bacteria was enlarged and the length of
bacteria are in direct proportion.
Therefore, we obtain

Hence, the actual length of bacteria is 10−4 cm.

Let the length of bacteria when the photograph of bacteria is enlarged 20, 000 times
be y.

Hence, the enlarged length of bacteria is 2 cm.

Question 6:
In a model of a ship, the mast is 9 cm high, while the mast of the actual ship is 12 m
high. If the length of the ship is 28 m, how long is the model ship?
Answer:
Let the length of the mast of the model ship be x cm.
The given information in the form of a table is as follows:

- Height of mast Length of ship

Model ship 9 cm x

Actual ship 12 m 28 m

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We know that the dimensions of the actual ship and the model ship are directly
proportional to each other.
Therefore, we obtain:

Thus, the length of the model ship is 21 cm.

Question 7:
Suppose 2 kg of sugar contains 9 × 106 crystals.
How many sugar crystals are there in (i) 5 kg of sugar? (ii) 1.2 kg of sugar?
Answer:
(i) Let the number of sugar crystals in 5 kg of sugar be x.
The given information in the form of a table is as follows.

Amount of sugar (in kg) 2 5

Number of crystals 9 × 106 x

The amount of sugar and the number of crystals it contains are directly proportional
to each other. Therefore, we obtain

Hence, the number of sugar crystals is 2.25 × 107.

(ii) Let the number of sugar crystals in 1.2 kg of sugar be y. The given information in
the form of a table is as follows.

Amount of sugar (in kg) 2 1.2

Number of crystals 9 × 106 y

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Hence, the number of sugar crystals is .

Question 8:
Rashmi has a road map with a scale of 1 cm representing 18 km. She drives on a
road for 72 km. What would be her distance covered in the map?
Answer:
Let the distance represented on the map be x cm.
The given information in the form of a table is as follows.

Distance covered on road in (in km) 18 72

Distance represented on map (in cm) 1 x

The distances covered on road and represented on map are directly proportional to
each other. Therefore, we obtain

Hence, the distance represented on the map is 4 cm.

Question 9:
A 5 m 60 cm high vertical pole casts a shadow 3 m 20 cm long. Find at the same
time −
(i) the length of the shadow cast by another pole 10 m 50 cm high
(ii) the height of a pole which casts a shadow 5 m long.
Answer:
(i) Let the length of the shadow of the other pole be x m.
1 m = 100 cm

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The given information in the form of a table is as follows.

Height of pole (in m) 5.60 10.50

Length of shadow (in m) 3.20 x

More the height of an object, more will be the length of its shadow.
Thus, the height of an object and length of its shadow are directly proportional to
each other. Therefore, we obtain

Hence, the length of the shadow will be 6 m.

(ii) Let the height of the pole be y m.
The given information in the form of a table is as follows.

Height of pole (in m) 5.60 y

Length of shadow (in m) 3.20 5

The height of the pole and the length of the shadow are directly proportional to each
other. Therefore,

Thus, the height of the pole is 8.75 m or 8 m 75 cm.

Question 10:
A loaded truck travels 14 km in 25 minutes. If the speed remains the same, how far
can it travel in 5 hours?
Answer:
Let the distance travelled by the truck in 5 hours be x km.
We know, 1 hour = 60 minutes

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Class VIII Chapter 13 – Direct and Inverse Proportions Maths

∴ 5 hours = (5 × 60) minutes = 300 minutes

The given information in the form of a table is as follows.

Distance travelled (in km) 14 x

Time (in min) 25 300

The distance travelled by the truck and the time taken by the truck are directly
proportional to each other. Therefore,

Hence, the distance travelled by the truck is 168 km.

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Class VIII Chapter 13 – Direct and Inverse Proportions Maths

Exercise 13.2
Question 1:
Which of the following are in inverse proportion?
(i) The number of workers on a job and the time to complete the job.
(ii) The time taken for a journey and the distance travelled in a uniform speed.
(iii) Area of cultivated land and the crop harvested.
(iv) The time taken for a fixed journey and the speed of the vehicle.
(v) The population of a country and the area of land per person.
Answer:
(i) These are in inverse proportion because if there are more workers, then it will
take lesser time to complete that job.
(ii) No, these are not in inverse proportion because in more time, we may cover
more distance with a uniform speed.
(iii) No, these are not in inverse proportion because in more area, more quantity of
crop may be harvested.
(iv) These are in inverse proportion because with more speed, we may complete a
certain distance in a lesser time.
(v) These are in inverse proportion because if the population is increasing, then the
area of the land per person will be decreasing accordingly.
Question 2:

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Class VIII Chapter 13 – Direct and Inverse Proportions Maths

In a Television game show, the prize money of Rs 1,00,000 is to be divided equally

amongst the winners. Complete the following table and find whether the prize money
given to an individual winner is directly or inversely proportional to the number of
winners?

Number of winners 1 2 4 5 8 10 20

Prize for each winner (in Rs) 100000 50000 … … … … …

Answer:
A table of the given information is as follows.

Number of winners 1 2 4 5 8 10 20

Prize for each winner (in Rs) 100000 50000 x1 x2 x3 x4 x5

From the table, we obtain

1 × 100000 = 2 × 50000 = 100000
Thus, the number of winners and the amount given to each winner are inversely
proportional to each other. Therefore,
1 × 100000 = 4 × x1

1 × 100000 = 5 × x2

1 × 100000 = 8 × x3

1 × 100000 = 10 × x4

1 × 100000 = 20 × x5

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Class VIII Chapter 13 – Direct and Inverse Proportions Maths

Question 3:
Rehman is making a wheel using spokes. He wants to fix equal spokes in such a way
that the angles between any pair of consecutive spokes are equal. Help him by
completing the following table.

Number of spokes 4 6 8 10 12

Angle between a pair of consecutive spokes 90° 60° … … …

(i) Are the number of spokes and the angles formed between the pairs of
consecutive spokes in inverse proportion?
(ii) Calculate the angle between a pair of consecutive spokes on a wheel with 15
spokes.
(iii) How many spokes would be needed, if the angle between a pair of consecutive
spokes is 40°?
Answer:
A table of the given information is as follows.

Number of spokes 4 6 8 10 12

Angle between a pair of consecutive spokes 90° 60° x1 x2 x3

From the given table, we obtain

4 × 90° = 360° = 6 × 60°
Thus, the number of spokes and the angle between a pair of consecutive spokes are
inversely proportional to each other. Therefore,
4 × 90° = x1 × 8

Similarly, and

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Thus, the following table is obtained.

Number of spokes 4 6 8 10 12

Angle between a pair of consecutive spokes 90° 60° 45° 36° 30°

(i) Yes, the number of spokes and the angles formed between the pairs of
consecutive spokes are in inverse proportion.
(ii)Let the angle between a pair of consecutive spokes on a wheel with 15 spokes be
x. Therefore,
4 × 90° = 15 × x

Hence, the angle between a pair of consecutive spokes of a wheel, which has 15
spokes in it, is 24°.
(iii) Let the number of spokes in a wheel, which has 40º angles between a pair of
consecutive spokes, be y.
Therefore,
4 × 90° = y × 40°

Hence, the number of spokes in such a wheel is 9.

Question 4:
If a box of sweets is divided among 24 children, they will get 5 sweets each. How
many would each get, if the number of the children is reduced by 4?
Answer:
Number of remaining children = 24 − 4 = 20
Let the number of sweets which each of the 20 students will get, be x.
The following table is obtained.

Number of students 24 20

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Number of sweets 5 x

If the number of students is lesser, then each student will get more number of
sweets.
Since this is a case of inverse proportion,
24 × 5 = 20 × x

Hence, each student will get 6 sweets.

Question 5:
A farmer has enough food to feed 20 animals in his cattle for 6 days. How long would
the food last if there were 10 more animals in his cattle?
Answer:
Let the number of days that the food will last if there were 10 more animals in the
cattle be x. The following table is obtained.

Number of animals 20 20 + 10 = 30

Number of days 6 x

More the number of animals, lesser will be the number of days for which the food will
last.
Hence, the number of days the food will last and the number of animals are inversely
proportional to each other.
Therefore,
20 × 6 = 30 × x

Thus, the food will last for 4 days.

Question 6:
A contractor estimates that 3 persons could rewire Jasminder’s house in 4 days. If,
he uses 4 persons instead of three, how long should they take to complete the job?

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Answer:
Let the number of days required by 4 persons to complete the job be x.
The following table is obtained.

Number of days 4 x

Number of persons 3 4

If the number of persons is more, then it will take lesser time to complete the job.
Hence, the number of days and the number of persons required to complete the job
are inversely proportional to each other.
Therefore,
4×3=x×4

Thus, the number of days required to complete the job is 3.

Question 7:
A batch of bottles was packed in 25 boxes with 12 bottles in each box. If the same
batch is packed using 20 bottles in each box, how many boxes would be filled?
Answer:
Let the number of boxes filled, by using 20 bottles in each box, be x.
The following table is obtained.

Number of bottles 12 20

Number of boxes 25 x

More the number of bottles, lesser will be the number of boxes.

Hence, the number of bottles and the number of boxes required to pack these are
inversely proportional to each other.
Therefore,
12 × 25 = 20× x

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Hence, the number of boxes required to pack these bottles is 15.

Question 8:
A factory required 42 machines to produce a given number of articles in 63 days.
How many machines would be required to produce the same number of articles in 54
days?
Answer:
Let the number of machines required to produce articles in 54 days be x. The
following table is obtained.

Number of machines 42 x

Number of days 63 54

More the number of machines, lesser will be the number of days that it will take to
produce the given number of articles. Thus, this is a case of inverse proportion.
Therefore,
42 × 63 = 54× x

Hence, the required number of machines to produce the given number of articles in
54 days is 49.
Question 9:
A car takes 2 hours to reach a destination by travelling at the speed of 60 km/h. how
long will it take when the car travels at the speed of 80 km/h?
Answer:
Let the time taken by the car to reach the destination, while travelling with a speed
of 80 km/hr, be x hours.
The following table is obtained.

Speed (in km/hr) 60 80

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Time taken (in hours) 2 x

More the speed of the car, lesser will be the time taken by it to reach the destination.
Hence, the speed of the car and the time taken by the car are inversely proportional
to each other. Therefore,
60 × 2 = 80× x

The time required by the car to reach the given destination is hours.
Question 10:
Two persons could fit new windows in house in 3 days.
(i) One of the persons fell ill before the work started. How long would the job take
now?
(ii) How many persons would be needed to fit the windows in one day?
Answer:
(i) Let the number of days required by 1 man to fit all the windows be x. The
following table is obtained.

Number of persons 2 1

Number of days 3 x

Lesser the number of persons, more will be the number of days required to fit all the
windows. Hence, this is a case of inverse proportion. Therefore,
2 × 3 = 1× x
x=6
Hence, the number of days taken by 1 man to fit all the windows is 6.
(ii) Let the number of persons required to fit all the windows in one day be y. The
following table is formed.

Number of persons 2 Y

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Number of days 3 1

Lesser the number of days, more will be the number of persons required to fit all the
windows. Hence, this is a case of inverse proportion. Therefore,
2×3=y×1
y=6
Hence, 6 persons are required to fit all the windows in one day.
Question 11:
A school has 8 periods a day each of 45 minutes duration. How long would each
period be, if the school has 9 periods a day, assuming the number of school hours to
be the same?
Answer:
Let the duration of each period, when there are 9 periods a day in the school, be x
minutes. The following table is obtained.

Duration of each period (in minutes) 45 x

Number of periods 8 9

If there is more number of periods a day in the school, then the duration of each
period will be lesser. Hence, this is a case of inverse proportion. Therefore
45 × 8 = x× 9

Hence, in this case, the duration of each period will be 40 minutes.

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Class VIII Chapter 14 – Factorisation Maths

Exercise 14.1
Question 1:
Find the common factors of the terms
(i) 12x, 36
(ii) 2y, 22xy
(iii) 14pq, 28p2q2
(iv) 2x, 3x2, 4
(v) 6abc, 24ab2, 12a2b
(vi) 16x3, −4x2, 32x
(vii) 10pq, 20qr, 30rp
(viii) 3x2y3, 10x3y2, 6x2y2z
Answer:
(i) 12x = 2 × 2 × 3 × x
36 = 2 × 2 × 3 × 3
The common factors are 2, 2, 3.
And, 2 × 2 × 3 = 12
(ii) 2y = 2 × y
22xy = 2 × 11 × x × y
The common factors are 2, y.
And, 2 × y = 2y
(iii) 14pq = 2 × 7 × p × q
28p2q2 = 2 × 2 × 7 × p × p × q × q
The common factors are 2, 7, p, q.
And, 2 × 7 × p × q = 14pq
(iv) 2x = 2 × x
3x2 = 3 × x × x
4=2×2
The common factor is 1.
(v) 6abc = 2 × 3 × a × b × c
24ab2 = 2 × 2 × 2 × 3 × a × b × b

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12a2b = 2 × 2 × 3 × a × a × b
The common factors are 2, 3, a, b.
And, 2 × 3 × a × b = 6ab
(vi) 16x3 = 2 × 2 × 2 × 2 × x × x × x
−4x2 = −1 × 2 × 2 × x × x
32x = 2 × 2 × 2 × 2 × 2 × x
The common factors are 2, 2, x.
And, 2 × 2 × x = 4x
(vii) 10pq = 2 × 5 × p × q
20qr = 2 × 2 × 5 × q × r
30rp = 2 × 3 × 5 × r × p
The common factors are 2, 5.
And, 2 × 5 = 10
(viii) 3x2y3 = 3 × x × x × y × y × y
10x3y2 = 2 × 5 × x × x × x × y × y
6x2y2z = 2 × 3 × x × x × y × y × z
The common factors are x, x, y, y.
And,
x × x × y × y = x2y2
Question 2:
Factorise the following expressions
(i) 7x − 42
(ii) 6p − 12q
(iii) 7a2 + 14a
(iv) −16z + 20z3
(v) 20l2m + 30 alm
(vi) 5x2y − 15xy2
(vii) 10a2 − 15b2 + 20c2
(viii) −4a2 + 4ab − 4 ca
(ix) x2yz + xy2z + xyz2

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Class VIII Chapter 14 – Factorisation Maths

(x) ax2y + bxy2 + cxyz

Answer:
(i) 7x = 7 × x
42 = 2 × 3 × 7
The common factor is 7.
∴ 7x − 42 = (7 × x) − (2 × 3 × 7) = 7 (x − 6)
(ii) 6p = 2 × 3 × p
12q = 2 × 2 × 3 × q
The common factors are 2 and 3.
∴ 6p − 12q = (2 × 3 × p) − (2 × 2 × 3 × q)
= 2 × 3 [p − (2 × q)]
= 6 (p − 2q)
(iii) 7a2 = 7 × a × a
14a = 2 × 7 × a
The common factors are 7 and a.
∴ 7a2 + 14a = (7 × a × a) + (2 × 7 × a)
= 7 × a [a + 2] = 7a (a + 2)
(iv) 16z = 2 × 2 × 2 × 2 × z
20z3 = 2 × 2 × 5 × z × z × z
The common factors are 2, 2, and z.
∴ −16z + 20z3 = − (2 × 2 × 2 × 2 × z) + (2 × 2 × 5 × z × z × z)
= (2 × 2 × z) [− (2 × 2) + (5 × z × z)]
= 4z (− 4 + 5z2)
(v) 20l2m = 2 × 2 × 5 × l × l × m
30alm = 2 × 3 × 5 × a × l × m
The common factors are 2, 5, l, and m.
∴ 20l2m + 30alm = (2 × 2 × 5 × l × l × m) + (2 × 3 × 5 × a × l × m)
= (2 × 5 × l × m) [(2 × l) + (3 × a)]
= 10lm (2l + 3a)
(vi) 5x2y = 5 × x × x × y

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Class VIII Chapter 14 – Factorisation Maths

15xy2 = 3 × 5 × x × y × y
The common factors are 5, x, and y.
∴ 5x2y − 15xy2 = (5 × x × x × y) − (3 × 5 × x × y × y)
= 5 × x × y [x − (3 × y)]
= 5xy (x − 3y)
(vii) 10a2 = 2 × 5 × a × a
15b2 = 3 × 5 × b × b
20c2 = 2 × 2 × 5 × c × c
The common factor is 5.
10a2 − 15b2 + 20c2 = (2 × 5 × a × a) − (3 × 5 × b × b) + (2 × 2 × 5 × c × c)
= 5 [(2 × a × a) − (3 × b × b) + (2 × 2 × c × c)]
= 5 (2a2 − 3b2 + 4c2)
(viii) 4a2 = 2 × 2 × a × a
4ab = 2 × 2 × a × b
4ca = 2 × 2 × c × a
The common factors are 2, 2, and a.
∴ −4a2 + 4ab − 4ca = − (2 × 2 × a × a) + (2 × 2 × a × b) − (2 × 2 × c × a)
= 2 × 2 × a [− (a) + b − c]
= 4a (−a + b − c)
(ix) x2yz = x × x × y × z
xy2z = x × y × y × z
xyz2 = x × y × z × z
The common factors are x, y, and z.
∴ x2yz + xy2z + xyz2 = (x × x × y × z) + (x × y × y × z) + (x × y × z × z)
= x × y × z [x + y + z]
= xyz (x + y + z)
(x) ax2y = a × x × x × y
bxy2 = b × x × y × y
cxyz = c × x × y × z
The common factors are x and y.

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Class VIII Chapter 14 – Factorisation Maths

ax2y + bxy2 + cxyz = (a × x × x × y) + (b × x × y × y) + (c × x × y × z)

= (x × y) [(a × x) + (b × y) + (c × z)]
= xy (ax + by + cz)
Question 3:
Factorise
(i) x2 + xy + 8x + 8y
(ii) 15xy − 6x + 5y − 2
(iii) ax + bx − ay − by
(iv) 15pq + 15 + 9q + 25p
(v) z − 7 + 7xy − xyz
Answer:
(i) x2 + xy + 8x + 8y = x × x + x × y + 8 × x + 8 × y
= x (x + y) + 8 (x + y)
= (x + y) (x + 8)
(ii) 15xy − 6x + 5y − 2 = 3 × 5 × x × y − 3 × 2 × x + 5 × y − 2
= 3x (5y − 2) + 1 (5y − 2)
= (5y − 2) (3x + 1)
(iii) ax + bx − ay − by = a × x + b × x − a × y − b × y
= x (a + b) − y (a + b)
= (a + b) (x − y)
(iv) 15pq + 15 + 9q + 25p = 15pq + 9q + 25p + 15
=3×5×p×q+3×3×q+5×5×p+3×5
= 3q (5p + 3) + 5 (5p + 3)
= (5p + 3) (3q + 5)
(v) z − 7 + 7xy − xyz = z − x × y × z − 7 + 7 × x × y
= z (1 − xy) − 7 (1 − xy)
= (1 − xy) (z − 7)

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Class VIII Chapter 14 – Factorisation Maths

Exercise 14.2
Question 1:
Factorise the following expressions.
(i) a2 + 8a + 16
(ii) p2 − 10p + 25
(iii) 25m2 + 30m + 9
(iv) 49y2 + 84yz + 36z2
(v) 4x2 − 8x + 4
(vi) 121b2 − 88bc + 16c2
(vii) (l + m)2 − 4lm (Hint: Expand (l + m)2 first)
(viii) a4 + 2a2b2 + b4
Answer:
(i) a2 + 8a + 16 = (a)2 + 2 × a × 4 + (4)2
= (a + 4)2 [(x + y)2 = x2 + 2xy + y2]
(ii) p2 − 10p + 25 = (p)2 − 2 × p × 5 + (5)2
= (p − 5)2 [(a − b)2 = a2 − 2ab + b2]
(iii) 25m2 + 30m + 9 = (5m)2 + 2 × 5m × 3 + (3)2
= (5m + 3)2 [(a + b)2 = a2 + 2ab + b2]
(iv) 49y2 + 84yz + 36z2 = (7y)2 + 2 × (7y) × (6z) + (6z)2
= (7y + 6z)2 [(a + b)2 = a2 + 2ab + b2]
(v) 4x2 − 8x + 4 = (2x)2 − 2 (2x) (2) + (2)2
= (2x − 2)2 [(a − b)2 = a2 − 2ab + b2]
= [(2) (x − 1)]2 = 4(x − 1)2
(vi) 121b2 − 88bc + 16c2 = (11b)2 − 2 (11b) (4c) + (4c)2
= (11b − 4c)2 [(a − b)2 = a2 − 2ab + b2]
(vii) (l + m)2 − 4lm = l2 + 2lm + m2 − 4lm
= l2 − 2lm + m2
= (l − m)2 [(a − b)2 = a2 − 2ab + b2]
(viii) a4 + 2a2b2 + b4 = (a2)2 + 2 (a2) (b2) + (b2)2
= (a2 + b2)2 [(a + b)2 = a2 + 2ab + b2]

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Class VIII Chapter 14 – Factorisation Maths

Question 2:
Factorise
(i) 4p2 − 9q2
(ii) 63a2 − 112b2
(iii) 49x2 − 36
(iv) 16x5 − 144x3
(v) (l + m)2 − (l − m)2
(vi) 9x2y2 − 16
(vii) (x2 − 2xy + y2) − z2
(viii) 25a2 − 4b2 + 28bc − 49c2
Answer:
(i) 4p2 − 9q2 = (2p)2 − (3q)2
= (2p + 3q) (2p − 3q) [a2 − b2 = (a − b) (a + b)]
(ii) 63a2 − 112b2 = 7(9a2 − 16b2)
= 7[(3a)2 − (4b)2]
= 7(3a + 4b) (3a − 4b) [a2 − b2 = (a − b) (a + b)]
(iii) 49x2 − 36 = (7x)2 − (6)2
= (7x − 6) (7x + 6) [a2 − b2 = (a − b) (a + b)]
(iv) 16x5 − 144x3 = 16x3(x2 − 9)
= 16 x3 [(x)2 − (3)2]
= 16 x3(x − 3) (x + 3) [a2 − b2 = (a − b) (a + b)]
(v) (l + m)2 − (l − m)2 = [(l + m) − (l − m)] [(l + m) + (l − m)]
[Using identity a2 − b2 = (a − b) (a + b)]
= (l + m − l + m) (l + m + l − m)
= 2m × 2l
= 4ml
= 4lm
(vi) 9x2y2 − 16 = (3xy)2 − (4)2
= (3xy − 4) (3xy + 4) [a2 − b2 = (a − b) (a + b)]
(vii) (x2 − 2xy + y2) − z2 = (x − y)2 − (z)2 [(a − b)2 = a2 − 2ab + b2]

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Class VIII Chapter 14 – Factorisation Maths

= (x − y − z) (x − y + z) [a2 − b2 = (a − b) (a + b)]
(viii) 25a2 − 4b2 + 28bc − 49c2 = 25a2 − (4b2 − 28bc + 49c2)
= (5a)2 − [(2b)2 − 2 × 2b × 7c + (7c)2]
= (5a)2 − [(2b − 7c)2]
[Using identity (a − b)2 = a2 − 2ab + b2]
= [5a + (2b − 7c)] [5a − (2b − 7c)]
[Using identity a2 − b2 = (a − b) (a + b)]
= (5a + 2b − 7c) (5a − 2b + 7c)
Question 3:
Factorise the expressions
(i) ax2 + bx
(ii) 7p2 + 21q2
(iii) 2x3 + 2xy2 + 2xz2
(iv) am2 + bm2 + bn2 + an2
(v) (lm + l) + m + 1
(vi) y(y + z) + 9(y + z)
(vii) 5y2 − 20y − 8z + 2yz
(viii) 10ab + 4a + 5b + 2
(ix) 6xy − 4y + 6 − 9x
Answer:
(i) ax2 + bx = a × x × x + b × x = x(ax + b)
(ii) 7p2 + 21q2 = 7 × p × p + 3 × 7 × q × q = 7(p2 + 3q2)
(iii) 2x3 + 2xy2 + 2xz2 = 2x(x2 + y2 + z2)
(iv) am2 + bm2 + bn2 + an2 = am2 + bm2 + an2 + bn2
= m2(a + b) + n2(a + b)
= (a + b) (m2 + n2)
(v) (lm + l) + m + 1 = lm + m + l + 1
= m(l + 1) + 1(l + 1)
= (l + l) (m + 1)
(vi) y (y + z) + 9 (y + z) = (y + z) (y + 9)

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Class VIII Chapter 14 – Factorisation Maths

(vii) 5y2 − 20y − 8z + 2yz = 5y2 − 20y + 2yz − 8z

= 5y(y − 4) + 2z(y − 4)
= (y − 4) (5y + 2z)
(viii) 10ab + 4a + 5b + 2 = 10ab + 5b + 4a + 2
= 5b(2a + 1) + 2(2a + 1)
= (2a + 1) (5b + 2)
(ix) 6xy − 4y + 6 − 9x = 6xy − 9x − 4y + 6
= 3x(2y − 3) − 2(2y − 3)
= (2y − 3) (3x − 2)
Question 4:
Factorise
(i) a4 − b4
(ii) p4 − 81
(iii) x4 − (y + z)4
(iv) x4 − (x − z)4
(v) a4 − 2a2b2 + b4
Answer:
(i) a4 − b4 = (a2)2 − (b2)2
= (a2 − b2) (a2 + b2)
= (a − b) (a + b) (a2 + b2)
(ii) p4 − 81 = (p2)2 − (9)2
= (p2 − 9) (p2 + 9)
= [(p)2 − (3)2] (p2 + 9)
= (p − 3) (p + 3) (p2 + 9)
(iii) x4 − (y + z)4 = (x2)2 − [(y +z)2]2
= [x2 − (y + z)2] [x2 + (y + z)2]
= [x − (y + z)][ x + (y + z)] [x2 + (y + z)2]
= (x − y − z) (x + y + z) [x2 + (y + z)2]
(iv) x4 − (x − z)4 = (x2)2 − [(x − z)2]2
= [x2 − (x − z)2] [x2 + (x − z)2]

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Class VIII Chapter 14 – Factorisation Maths

= [x − (x − z)] [x + (x − z)] [x2 + (x − z)2]

= z(2x − z) [x2 + x2 − 2xz + z2]
= z(2x − z) (2x2 − 2xz + z2)
(v) a4 − 2a2b2 + b4 = (a2)2 − 2 (a2) (b2) + (b2)2
= (a2 − b2)2
= [(a − b) (a + b)]2
= (a − b)2 (a + b)2
Question 5:
Factorise the following expressions
(i) p2 + 6p + 8
(ii) q2 − 10q + 21
(iii) p2 + 6p − 16
Answer:
(i) p2 + 6p + 8
It can be observed that, 8 = 4 × 2 and 4 + 2 = 6
∴ p2 + 6p + 8 = p2 + 2p + 4p + 8
= p(p + 2) + 4(p + 2)
= (p + 2) (p + 4)
(ii) q2 − 10q + 21
It can be observed that, 21 = (−7) × (−3) and (−7) + (−3) = − 10
∴ q2 − 10q + 21 = q2 − 7q − 3q + 21
= q(q − 7) − 3(q − 7)
= (q − 7) (q − 3)
(iii) p2 + 6p − 16
It can be observed that, 16 = (−2) × 8 and 8 + (−2) = 6
p2 + 6p − 16 = p2 + 8p − 2p − 16
= p(p + 8) − 2(p + 8)
= (p + 8) (p − 2)

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Class VIII Chapter 14 – Factorisation Maths

Exercise 14.3
Question 1:
Carry out the following divisions.
(i) 28x4 ÷ 56x
(ii) −36y3 ÷ 9y2
(iii) 66pq2r3 ÷ 11qr2
(iv) 34x3y3z3 ÷ 51xy2z3
(v) 12a8b8 ÷ (−6a6b4)
Answer:
(i) 28x4 = 2 × 2 × 7 × x × x × x × x
56x = 2 × 2 × 2 × 7 × x

(ii) 36y3 = 2 × 2 × 3 × 3 × y × y × y
9y2 = 3 × 3 × y × y

(iii) 66 pq2 r3 = 2 × 3 × 11 × p × q × q × r × r × r
11qr2 = 11 × q × r × r

(iv) 34 x3y3z3 = 2 × 17 × x × x × x × y × y × y × z × z × z
51 xy2z3 = 3 ×17 × x × y × y ×z × z × z

(v) 12a8b8 = 2 × 2 × 3 × a8 × b8
6a6b4 = 2 × 3 × a6 × b4

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Class VIII Chapter 14 – Factorisation Maths

= −2a2b4
Question 2:
Divide the given polynomial by the given monomial.
(i) (5x2 − 6x) ÷ 3x
(ii) (3y8 − 4y6 + 5y4) ÷ y4
(iii) 8(x3y2z2 + x2y3z2 + x2y2z3) ÷ 4x2y2z2
(iv) (x3 + 2x2 + 3x) ÷ 2x
(v) (p3q6 − p6q3) ÷ p3q3
Answer:
(i) 5x2 − 6x = x(5x − 6)

(ii) 3y8 − 4y6 + 5y4 = y4(3y4 − 4y2 + 5)

(iii) 8(x3y2z2 + x2y3z2 + x2y2z3) = 8x2y2z2(x + y + z)

(iv) x3 + 2x2 + 3x = x(x2 + 2x + 3)

(v) p3q6− p6q3 = p3q3(q3 − p3)

Question 3:
Work out the following divisions.
(i) (10x − 25) ÷ 5

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Class VIII Chapter 14 – Factorisation Maths

(ii) (10x − 25) ÷ (2x − 5)

(iii) 10y(6y + 21) ÷ 5(2y + 7)
(iv) 9x2y2(3z − 24) ÷ 27xy(z − 8)
(v) 96abc(3a − 12)(5b − 30) ÷ 144(a − 4) (b − 6)
Answer:

(i)

(ii)

(iii)

(iv)

(v) 96 abc(3a − 12) (5b − 30) ÷ 144 (a − 4) (b − 6)

Question 4:
Divide as directed.
(i) 5(2x + 1) (3x + 5) ÷ (2x + 1)
(ii) 26xy(x + 5) (y − 4) ÷ 13x(y − 4)
(iii) 52pqr (p + q) (q + r) (r + p) ÷ 104pq(q + r) (r + p)

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Class VIII Chapter 14 – Factorisation Maths

(iv) 20(y + 4) (y2 + 5y + 3) ÷ 5(y + 4)

(v) x(x + 1) (x + 2) (x + 3) ÷ x(x + 1)
Answer:

(i) = 5(3x + 1)

(ii) = 2y (x + 5)
(iii) 52pqr (p + q) (q + r) (r + p) ÷ 104pq (q + r) (r + p)

(iv) 20(y + 4) (y2 + 5y + 3) = 2 × 2 × 5 × (y + 4) (y2 + 5y + 3)

(v)
= (x + 2) (x + 3)
Question 5:
Factorise the expressions and divide them as directed.
(i) (y2 + 7y + 10) ÷ (y + 5)
(ii) (m2 − 14m − 32) ÷ (m + 2)
(iii) (5p2 − 25p + 20) ÷ (p − 1)
(iv) 4yz(z2 + 6z − 16) ÷ 2y(z + 8)
(v) 5pq(p2 − q2) ÷ 2p(p + q)
(vi) 12xy(9x2 − 16y2) ÷ 4xy(3x + 4y)
(vii) 39y3(50y2 − 98) ÷ 26y2(5y + 7)

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Class VIII Chapter 14 – Factorisation Maths

Answer:
(i) (y2 + 7y + 10) = y2 + 2y + 5y + 10
= y (y + 2) + 5 (y + 2)
= (y + 2) (y + 5)

(ii) m2 − 14m − 32 = m2 + 2m − 16m − 32

= m (m + 2) − 16 (m + 2)
= (m + 2) (m − 16)

(iii) 5p2 − 25p + 20 = 5(p2 − 5p + 4)

= 5[p2 − p − 4p + 4]
= 5[p(p −1) − 4(p −1)]
= 5(p −1) (p − 4)

(iv) 4yz(z2 + 6z −16) = 4yz [z2 − 2z + 8z − 16]

= 4yz [z(z − 2) + 8(z − 2)]
= 4yz(z − 2) (z + 8)

(v) 5pq(p2 − q2) = 5pq (p − q) (p + q)

(vi) 12xy(9x2 − 16y2) = 12xy[(3x)2 − (4y)2] = 12xy(3x − 4y) (3x + 4y)

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Class VIII Chapter 14 – Factorisation Maths

(vii) 39y3(50y2 − 98) = 3 × 13 × y × y × y × 2[(25y2 − 49)]

= 3 × 13 × 2 × y × y × y × [(5y)2 − (7)2]
= 3 × 13 × 2 × y × y × y (5y − 7) (5y + 7)
26y2(5y + 7) = 2 × 13 × y × y × (5y + 7)
39y3(50y2 − 98) ÷26y2 (5y + 7)
Question 3:
Find and correct the errors in the statement: 2x + 3y = 5xy
Answer:
L.H.S = 2x + 3y ≠ R.H.S.
The correct statement is 2x + 3y = 2x + 3y
Question 4:
Find and correct the errors in the statement: x + 2x + 3x = 5x
Answer:
L.H.S = x + 2x + 3x =1x + 2x + 3x = x(1 + 2 + 3) = 6x ≠ R.H.S.
The correct statement is x + 2x + 3x = 6x
Question 5:
Find and correct the errors in the statement: 5y + 2y + y − 7y = 0
Answer:
L.H.S. = 5y + 2y + y − 7y = 8y − 7y = y ≠ R.H.S
The correct statement is 5y + 2y + y − 7y = y
Question 6:
Find and correct the errors in the statement: 3x + 2x = 5x2
Answer:
L.H.S. = 3x + 2x = 5x ≠ R.H.S
The correct statement is 3x + 2x = 5x
Question 7:
Find and correct the errors in the statement: (2x)2 + 4(2x) + 7 = 2x2 + 8x + 7

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Class VIII Chapter 14 – Factorisation Maths

Answer:
L.H.S = (2x)2 + 4(2x) + 7 = 4x2 + 8x + 7 ≠ R.H.S
The correct statement is (2x)2 + 4(2x) + 7 = 4x2 + 8x + 7
Question 8:
Find and correct the errors in the statement: (2x)2 + 5x = 4x + 5x = 9x
Answer:
L.H.S = (2x)2 + 5x = 4x2 + 5x ≠ R.H.S.
The correct statement is (2x)2 + 5x = 4x2 + 5x
Question 9:
Find and correct the errors in the statement: (3x + 2)2 = 3x2 + 6x + 4
Answer:
L.H.S. = (3x + 2)2 = (3x)2 + 2(3x)(2) + (2)2 [(a + b)2 = a2 + 2ab + b2]
= 9x2 + 12x + 4 ≠ R.H.S
The correct statement is (3x + 2)2 = 9x2 + 12x + 4
Question 10:
Find and correct the errors in the following mathematical statement. Substituting x =
−3 in
(a) x2 + 5x + 4 gives (−3)2 + 5 (−3) + 4 = 9 + 2 + 4 = 15
(b) x2 − 5x + 4 gives (−3)2 − 5 (−3) + 4 = 9 − 15 + 4 = −2
(c) x2 + 5x gives (−3)2 + 5 (−3) = −9 − 15 = −24
Answer:
(a) For x = −3,
x2 + 5x + 4 = (−3)2 + 5 (−3) + 4 = 9 − 15 + 4 = 13 − 15 = −2
(b) For x = −3,
x2 − 5x + 4 = (−3)2 − 5 (−3) + 4 = 9 + 15 + 4 = 28
(c) For x = −3,
x2 + 5x = (−3)2 + 5(−3) = 9 − 15 = −6
Question 11:
Find and correct the errors in the statement: (y − 3)2 = y2 − 9
Answer:

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Class VIII Chapter 14 – Factorisation Maths

L.H.S = (y − 3)2 = (y)2 − 2(y)(3) + (3)2 [(a − b)2 = a2 − 2ab + b2]

= y2 − 6y + 9 ≠ R.H.S
The correct statement is (y − 3)2 = y2 − 6y + 9
Question 12:
Find and correct the errors in the statement: (z + 5)2 = z2 + 25
Answer:
L.H.S = (z + 5)2 = (z)2 + 2(z)(5) + (5)2 [(a + b)2 = a2 + 2ab + b2]
= z2 + 10z + 25 ≠ R.H.S
The correct statement is (z + 5)2 = z2 + 10z + 25
Question 13:
Find and correct the errors in the statement: (2a + 3b) (a − b) = 2a2 − 3b2
Answer:
L.H.S. = (2a + 3b) (a − b) = 2a × a + 3b × a − 2a × b − 3b × b
= 2a2 + 3ab − 2ab − 3b2 = 2a2 + ab − 3b2 ≠ R.H.S.
The correct statement is (2a + 3b) (a − b) = 2a2 + ab − 3b2
Question 14:
Find and correct the errors in the statement: (a + 4) (a + 2) = a2 + 8
Answer:
L.H.S. = (a + 4) (a + 2) = (a)2 + (4 + 2) (a) + 4 × 2
= a2 + 6a + 8 ≠ R.H.S
The correct statement is (a + 4) (a + 2) = a2 + 6a + 8
Question 15:
Find and correct the errors in the statement: (a − 4) (a − 2) = a2 − 8
Answer:
L.H.S. = (a − 4) (a − 2) = (a)2 + [(− 4) + (− 2)] (a) + (− 4) (− 2)
= a2 − 6a + 8 ≠ R.H.S.
The correct statement is (a − 4) (a − 2) = a2 − 6a + 8
Question 16:

Find and correct the errors in the statement:

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Class VIII Chapter 14 – Factorisation Maths

Answer:

L.H.S =

The correct statement is

Question 17:

Find and correct the errors in the statement:

Answer:

The correct statement is

Question 18:

Find and correct the errors in the statement:

Answer:

L.H.S =

The correct statement is

Question 19:

Find and correct the errors in the statement:

Answer:

L.H.S. = ≠ R.H.S.

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Class VIII Chapter 14 – Factorisation Maths

The correct statement is

Question 20:

Find and correct the errors in the statement:

Answer:

L.H.S. =

The correct statement is

Question 21:

Find and correct the errors in the statement:

Answer:

L.H.S. =

The correct statement is

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Class VIII Chapter 15 – Introduction to Graphs Maths

Exercise 15.1
Question 1:
The following graph shows the temperature of a patient in a hospital, recorded every
hour.
(a) What was the patient’s temperature at 1 p.m.?
(b) When was the patient’s temperature 38.5°C?
(c) The patient’s temperature was the same two times during the period given. What
were these two times?
(d) What was the temperature at 1.30 p.m? How did you arrive at your answer?
(e) During which periods did the patient’s temperature show an upward trend?

Answer:
(a) At 1 p.m., the patient’s temperature was 36.5°C.
(b) The patient’s temperature was 38.5°C at 12 noon.
(c) The patient’s temperature was same at 1 p.m. and 2 p.m.
(d) The graph between the times 1 p.m. and 2 p.m. is parallel to the x-axis. The
temperature at 1 p.m. and 2 p.m. is 36.5°C. So, the temperature at 1:30 p.m. is
36.5°C.
(e) During the following periods, the patient’s temperature showed an upward trend.
9 a.m. to 10 a.m., 10 a.m. to 11 a.m., 2 p.m. to 3 p.m.

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Question 2:
The following line graph shows the yearly sales figure for a manufacturing company.
(a) What were the sales in (i) 2002 (ii) 2006?
(b) What were the sales in (i) 2003 (ii) 2005?
(c) Compute the difference between the sales in 2002 and 2006.
(d) In which year was there the greatest difference between the sales as compared
to its previous year?

Answer:
(a)
(i) In 2002, the sales were Rs 4 crores.
(ii) In 2006, the sales were Rs 8 crores.
(b)
(i) In 2003, the sales were Rs 7 crores.
(ii) In 2005, the sales were Rs 10 crores.
(c)
(i) In 2002, the sales were Rs 4 crores and in 2006, the sales were Rs 8 crores.
Difference between the sales in 2002 and 2006
= Rs (8 − 4) crores = Rs 4 crores
(d) Difference between the sales of the year 2006 and 2005
= Rs (10 − 8) crores = Rs 2 crores

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Difference between the sales of the year 2005 and 2004

= Rs (10 − 6) crores = Rs 4 crores
Difference between the sales of the year 2004 and 2003
= Rs (7 − 6) crore = Rs 1 crore
Difference between the sales of the year 2003 and 2002
= Rs (7 − 4) crores = Rs 3 crores
Hence, the difference was the maximum in the year 2005 as compared to its
previous year 2004.
Question 3:
For an experiment in Botany, two different plants, plant A and plant B were grown
under similar laboratory conditions. Their heights were measured at the end of each
week for 3 weeks. The results are shown by the following graph.
(a) How high was Plant A after (i) 2 weeks (ii) 3weeks?
(b) How high was Plant B after (i) 2 weeks (ii) 3weeks?
(c) How much did Plant A grow during the 3rd week?
(d) How much did Plant B grow from the end of the 2nd week to the end of the 3rd
week?
(e) During which week did Plant A grow most?
(f) During which week did Plant B grow least?
(g) Were the two plants of the same height during any week shown here? Specify.

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Answer:
(a)
(i) After 2 weeks, the height of plant A was 7 cm.
(ii) After 3 weeks, the height of plant A was 9 cm.
(b)
(i) After 2 weeks, the height of plant B was 7 cm.
(ii) After 3 weeks, the height of plant B was 10 cm.
(c) Growth of plant A during 3rd week = 9 cm − 7 cm = 2 cm
(d) Growth of plant B from the end of the 2nd week to the end of the 3rd week
= 10 cm − 7 cm = 3 cm
(e) Growth of plant A during 1st week = 2 cm − 0 cm = 2 cm
Growth of plant A during 2nd week = 7 cm − 2 cm = 5 cm
Growth of plant A during 3rd week = 9 cm − 7 cm = 2 cm
Therefore, plant A grew the most, i.e. 5 cm, during the 2nd week.
(f) Growth of plant B during 1st week = 1 cm − 0 cm = 1 cm
Growth of plant B during 2nd week = 7 cm − 1 cm = 6 cm
Growth of plant B during 3rd week = 10 cm − 7 cm = 3 cm
Therefore, plant B grew the least, i.e. 1 cm, during the 1st week.
(g) At the end of the 2nd week, the heights of both plants were same.
Question 4:
The following graph shows the temperature forecast and the actual temperature for
each day of a week.
(a) On which days was the forecast temperature the same as the actual
temperature?
(b) What was the maximum forecast temperature during the week?
(c) What was the minimum actual temperature during the week?
(d) On which day did the actual temperature differ the most from the forecast
temperature?

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Answer:
(a) The forecast temperature was same as the actual temperature on Tuesday,
Friday, and Sunday.
(b) The maximum forecast temperature during the week was 35°C.
(c) The minimum actual temperature during the week was 15°C.
(d) The actual temperature differs the most from the forecast temperature on
Thursday.
Question 5:
Use the tables below to draw linear graphs.
(a) The number of days a hill side city received snow in different years.

Year 2003 2004 2005 2006

Days 8 10 5 12

(b) Population (in thousands) of men and women in a village in different years.

Year 2003 2004 2005 2006 2007

Number of men 12 12.5 13 13.2 13.5

Number of women 11.3 11.9 13 13.6 12.8

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Answer:
(a) By taking the years on x-axis and the number of days on y-axis and taking scale
as 1 unit = 2 days on y-axis and 2 unit = 1 year on x-axis, the linear graph of the
given information can be drawn as follows.

(b) By taking the years on x-axis and population on y-axis and scale as 1 unit = 0.5
thousand on y-axis and 2 unit = 1 year on x-axis, the linear graph of the given
information can be drawn as follows.

Question 6:
A courier-person cycles from a town to a neighboring suburban area to deliver a
parcel to a merchant. His distance from the town at different times is shown by the
following graph.

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(a) What is the scale taken for the time axis?

(b) How much time did the person take for the travel?
(c) How far is the place of the merchant from the town?
(d) Did the person stop on his way? Explain.
(e) During which period did he ride fastest?
Answer:
(a) Scale taken for the time axis is 4 units = 1 hour
(b) The person travelled during the time 8 a.m. − 11:30 a.m.

Therefore, the person took hours to travel.

(c) The merchant is 22 km far from the town.
(d) Yes, the person stopped on his way from 10 a.m. to 10: 30 a.m. This is indicated
by the horizontal part of the graph.
(e) From the graph, it can be observed that during 8 a.m. to 9 a.m., the person
travelled the maximum distance. Thus, the person’s ride was the fastest between 8
a.m. and 9 a.m.
Question 7:
Can there be a time temperature graph as follows? Justify you’re answer:

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(i) (ii)

(iii) (iv)

Answer:
(i) This can be a time−temperature graph, as the temperature can increase with the
increase in time.
(ii) This can be a time−temperature graph, as the temperature can decrease with
the decrease in time.
(iii) This cannot be a time−temperature graph since different temperatures at the
same time are not possible.
(iv) This can be a time−temperature graph, as same temperature at different times
is possible.

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Exercise 15.2
Question 1:
Plot the following points on a graph sheet. Verify if they lie on a line
(a) A(4, 0), B(4, 2), C(4, 6), D(4, 2.5)
(b) P(1, 1), Q(2, 2), R(3, 3), S(4, 4)
(c) K(2, 3), L(5, 3), M(5, 5), N(2, 5)
Answer:
(a) We can plot the given points and join the consecutive points on a graph paper as
follows.

From the graph, it can be observed that the points A, B, C, and D lie on the same
line.
(b) We can plot the given points and join the consecutive points on a graph paper as
follows.

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Hence, points P, Q, R, and S lie on the same line.

(c) We can plot the given points and join the consecutive points on a graph paper as
follows.

Hence, points K, L, M, and N are not lying on the same line.

Question 2:
Draw the line passing through (2, 3) and (3, 2). Find the coordinates of the points at
which this line meets the x-axis and y-axis.
Answer:

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From the graph, it can be observed that the line joining the points (2, 3) and (3, 2)
meets the x-axis at the point (5, 0) and the y-axis at the point (0, 5).
Question 3:
Write the coordinates of the vertices of each of these adjoining figures.

Answer:
The coordinates of the vertices in the given figure are as follows.
O (0, 0), A (2, 0), B (2, 3), C (0, 3)
P (4, 3), Q (6, 1), R (6, 5), S (4, 7)
K (10, 5), L (7, 7), M (10, 8)
Question 4:
State whether True or False. Correct those are false.
(i) A point whose x coordinate is zero and y-coordinate is non-zero will lie on the y-
axis.

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(ii) A point whose y coordinate is zero and x-coordinate is 5 will lie on y-axis.
(iii) The coordinates of the origin are (0, 0).
Answer:
(i) True
(ii) False
The point whose y-coordinate is zero and x-coordinate is 5 will lie on x-axis.
(iii) True

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Exercise 15.3
Question 1:
Draw the graphs for the following tables of values, with suitable scales on the axes.
(a) Cost of apples

Number of apples 1 2 3 4 5

Cost (in Rs) 5 10 15 20 25

(b) Distance travelled by a car

Time (in hours) 6 a.m. 7 a.m. 8 a.m. 9 a.m.

Distance (in km) 40 80 120 160

(i) How much distance did the car cover during the period 7.30 a.m. to 8 a.m.?
(ii) What was the time when the car had covered a distance of 100 km since its
start?
(c) Interest on deposits for a year:

Deposit (in Rs) 1000 2000 3000 4000 5000

Simple interest (in Rs) 80 160 240 320 400

(i) Does the graph pass through the origin?

(ii) Use the graph to find the interest on Rs 2500 for a year:
(iii) To get an interest of Rs 280 per year, how much money should be deposited?
Answer:
(a) Taking a suitable scale (for x-axis, 1 unit = 1 apple and for y-axis, 1 unit = Rs
5), we can mark the number of apples on x-axis and the cost of apples on y-axis. A
graph of the given data is as follows.

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(b) Taking a suitable scale (for x-axis, 2 units = 1 hour and for y-axis, 2 units = 40
km), we can represent the time on x-axis and the distance covered by the car on y-
axis. A graph of the given data is as follows.

(i) During the period 7:30 a.m. to 8 a.m., the car covered a distance of 20 km.
(ii) The car covered a distance of 100 km at 7:30 a.m. since its start.
(c) Taking a suitable scale,
For x-axis, 1 unit = Rs 1000 and for y-axis, 1 unit = Rs 80
We can represent the deposit on x-axis and the interest earned on that deposit on y-
axis. A graph of the given data is obtained as follows.

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From the graph, the following points can be observed.

(i) Yes. The graph passes through the origin.
(ii) The interest earned in a year on a deposit of Rs 2500 is Rs 200.
(iii) To get an interest of Rs 280 per year, Rs 3500 should be deposited.
Question 2:
Draw a graph for the following.
(i)

Side of square (in cm) 2 3 3.5 5 6

Perimeter (in cm) 8 12 14 20 24

Is it a linear graph?
(ii)

Side of square (in cm) 2 3 4 5 6

Area (in cm2) 4 9 16 25 36

Is it a linear graph?
Answer:
(i) Choosing a suitable scale,
For x-axis, 1 unit = 1 cm and for y-axis, 1 unit = 4 cm
We can represent the side of a square on x-axis and the perimeter of that square on
y-axis. A graph of the given data is drawn as follows.

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It is a linear graph.
(ii)Choosing a suitable scale,
For x-axis, 1 unit = 1 cm and for y-axis, 1 unit = 4 cm2
We can represent the side of a square on the x-axis and the area of that square on
y-axis. A graph of the given data is as follows.

It is not a linear graph.

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Exercise 16.1
Question 1:
Find the values of the letters in the following and give reasons for the steps involved.

Answer:
The addition of A and 5 is giving 2 i.e., a number whose ones digit is 2. This is
possible only when digit A is 7. In that case, the addition of A (7) and 5 will give 12
and thus, 1 will be the carry for the next step. In the next step,
1+3+2=6
Therefore, the addition is as follows.

Clearly, B is 6.
Hence, A and B are 7 and 6 respectively.
Question 2:
Find the values of the letters in the following and give reasons for the steps involved.

Answer:
The addition of A and 8 is giving 3 i.e., a number whose ones digit is 3. This is
possible only when digit A is 5. In that case, the addition of A and 8 will give 13 and
thus, 1 will be the carry for the next step. In the next step,
1 + 4 + 9 = 14
Therefore, the addition is as follows.

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Clearly, B and C are 4 and 1 respectively.

Hence, A, B, and C are 5, 4, and 1 respectively.
Question 4:
Find the values of the letters in the following and give reasons for the steps involved.

Answer:
The addition of A and 3 is giving 6. There can be two cases.
(1) First step is not producing a carry
In that case, A comes to be 3 as 3 + 3 = 6. Considering the first step in which the
addition of B and 7 is giving A (i.e., 3), B should be a number such that the units
digit of this addition comes to be 3. It is possible only when B = 6. In this case, A =
6 + 7 = 13. However, A is a single digit number. Hence, it is not possible.
(2) First step is producing a carry
In that case, A comes to be 2 as 1 + 2 + 3 = 6. Considering the first step in which
the addition of B and 7 is giving A (i.e., 2), B should be a number such that the units
digit of this addition comes to be 2. It is possible only when B = 5 and 5 + 7 = 12.

Hence, the values of A and B are 2 and 5 respectively.

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Question 5:
Find the values of the letters in the following and give reasons for the steps involved.

Answer:
The multiplication of 3 and B gives a number whose ones digit is B again.
Hence, B must be 0 or 5.
Let B is 5.
Multiplication of first step = 3 × 5 = 15
1 will be a carry for the next step.
We have, 3 × A + 1 = CA
This is not possible for any value of A.
Hence, B must be 0 only. If B = 0, then there will be no carry for the next step.
We should obtain, 3 × A = CA
That is, the one’s digit of 3 × A should be A. This is possible when A = 5 or 0.
However, A cannot be 0 as AB is a two-digit number.
Therefore, A must be 5 only. The multiplication is as follows.

Hence, the values of A, B, and C are 5, 0, and 1 respectively.

Question 6:
Find the values of the letters in the following and give reasons for the steps involved.

Answer:

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The multiplication of B and 5 is giving a number whose ones digit is B again. This is
possible when B = 5 or B = 0 only.
In case of B = 5, the product, B × 5 = 5 × 5 = 25
2 will be a carry for the next step.
We have, 5 × A + 2 = CA, which is possible for A = 2 or 7
The multiplication is as follows.

If B = 0,
B×5=B⇒0×5=0
There will not be any carry in this step.
In the next step, 5 × A = CA
It can happen only when A = 5 or A = 0
However, A cannot be 0 as AB is a two-digit number.
Hence, A can be 5 only. The multiplication is as follows.

Hence, there are 3 possible values of A, B, and C.

(i) 5, 0, and 2 respectively
(ii) 2, 5, and 1 respectively
(iii) 7, 5, and 3 respectively
Question 7:
Find the values of the letters in the following and give reasons for the steps involved.

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Answer:
The multiplication of 6 and B gives a number whose one’s digit is B again.
It is possible only when B = 0, 2, 4, 6, or 8
If B = 0, then the product will be 0. Therefore, this value of B is not possible.
If B = 2, then B × 6 = 12 and 1 will be a carry for the next step.
6A + 1 = BB = 22 ⇒ 6A = 21 and hence, any integer value of A is not possible.
If B = 6, then B × 6 = 36 and 3 will be a carry for the next step.
6A + 3 = BB = 66 ⇒ 6A = 63 and hence, any integer value of A is not possible.
If B = 8, then B × 6 = 48 and 4 will be a carry for the next step.
6A + 4 = BB = 88 ⇒ 6A = 84 and hence, A = 14. However, A is a single digit
number. Therefore, this value of A is not possible.
If B = 4, then B × 6 = 24 and 2 will be a carry for the next step.
6A + 2 = BB = 44 ⇒ 6A = 42 and hence, A = 7
The multiplication is as follows.

Hence, the values of A and B are 7 and 4 respectively.

Question 8:
Find the values of the letters in the following and give reasons for the steps involved.

Answer:
The addition of 1 and B is giving 0 i.e., a number whose ones digits is 0. This is
possible only when digit B is 9. In that case, the addition of 1 and B will give 10 and
thus, 1 will be the carry for the next step. In the next step,
1+A+1=B

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Clearly, A is 7 as 1 + 7 + 1 = 9 = B
Therefore, the addition is as follows.

Hence, the values of A and B are 7 and 9 respectively.

Question 9:
Find the values of the letters in the following and give reasons for the steps involved.

Answer:
The addition of B and 1 is giving 8 i.e., a number whose ones digits is 8. This is
possible only when digit B is 7. In that case, the addition of B and 1 will give 8. In
the next step,
A+B=1
Clearly, A is 4.
4 + 7 = 11 and 1 will be a carry for the next step. In the next step,
1+2+A=B
1+2+4=7
Therefore, the addition is as follows.

Hence, the values of A and B are 4 and 7 respectively.

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Question 10:
Find the values of the letters in the following and give reasons for the steps involved.

Answer:
The addition of A and B is giving 9 i.e., a number whose ones digits is 9. The sum
can be 9 only as the sum of two single digit numbers cannot be 19. Therefore, there
will not be any carry in this step.
In the next step, 2 + A = 0
It is possible only when A = 8
2 + 8 = 10 and 1 will be the carry for the next step.
1+1+6=A
Clearly, A is 8. We know that the addition of A and B is giving 9. As A is 8, therefore,
B is 1.
Therefore, the addition is as follows.

Hence, the values of A and B are 8 and 1 respectively.

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Exercise 16.2
Question 1:
If 21y5 is a multiple of 9, where y is a digit, what is the value of y?
Answer:
If a number is a multiple of 9, then the sum of its digits will be divisible by 9.
Sum of digits of 21y5 = 2 + 1 + y + 5 = 8 + y
Hence, 8 + y should be a multiple of 9.
This is possible when 8 + y is any one of these numbers 0, 9, 18, 27, and so on …
However, since y is a single digit number, this sum can be 9 only. Therefore, y
should be 1 only.
Question 2:
If 31z5 is a multiple of 9, where z is a digit, what is the value of z?
You will find that there are two answers for the last problem. Why is this so?
Answer:
If a number is a multiple of 9, then the sum of its digits will be divisible by 9.
Sum of digits of 31z5 = 3 + 1 + z + 5 = 9 + z
Hence, 9 + z should be a multiple of 9.
This is possible when 9 + z is any one of these numbers 0, 9, 18, 27, and so on …
However, since z is a single digit number, this sum can be either 9 or 18. Therefore,
z should be either 0 or 9.
Question 3:
If 24x is a multiple of 3, where x is a digit, what is the value of x?
(Since 24x is a multiple of 3, its sum of digits 6 + x is a multiple of 3; so 6 + x is one
of these numbers: 0, 3, 6, 9, 12, 15, 18…. But since x is a digit, it can only be that 6
+ x = 6 or 9 or 12 or 15. Therefore, x = 0 or 3 or 6 or 9. Thus, x can have any of
four different values)
Answer:
Since 24x is a multiple of 3, the sum of its digits is a multiple of 3.
Sum of digits of 24x = 2 + 4 + x = 6 + x

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Hence, 6 + x is a multiple of 3.
This is possible when 6 + x is any one of these numbers 0, 3, 6, 9, and so on …
Since x is a single digit number, the sum of the digits can be 6 or 9 or 12 or 15 and
thus, the value of x comes to 0 or 3 or 6 or 9 respectively.
Thus, x can have its value as any of the four different values 0, 3, 6, or 9.
Question 4:
If 31z5 is a multiple of 3, where z is a digit, what might be the values of z?
Answer:
Since 31z5 is a multiple of 3, the sum of its digits will be a multiple of 3.
That is, 3 + 1 + z + 5 = 9 + z is a multiple of 3.
This is possible when 9 + z is any one of 0, 3, 6, 9, 12, 15, 18, and so on …
Since z is a single digit number, the value of 9 + z can only be 9 or 12 or 15 or 18
and thus, the value of x comes to 0 or 3 or 6 or 9 respectively.
Thus, z can have its value as any one of the four different values 0, 3, 6, or 9.

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