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 Mathematics
Class VI (Part-2)
TEXTBOOK DEVELOPMENT & PUBLISHING COMMITTEE

Chief Production Officer : Smt.B. Seshu Kumari

Director, SCERT, Hyderabad.

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Executive Chief Organiser : Sri. B. Sudhakar,
Director, Govt. Text Book Press, Hyderabad.

Organising Incharge : Dr. Nannuru Upender Reddy

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Prof. Curriculum & Text Book Department,

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SCERT, Hyderabad.
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Asst. Organising Incharge : Sri. K. Yadagiri
Lecturer, SCERT, Hyderabad.
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QR CODE TEAM
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Published by:
The Government of Telangana, Hyderabad

Respect the Law Grow by Education

Get the Rights Behave Humbly

[i] Free distribution by T.S. Government 2022-23

 © Government of Telangana, Hyderabad.

First Published 2012

New Impressions 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2021, 2022

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All rights reserved.

No part of this publication may be reproduced,

stored in a retrieval system, or transmitted, in

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any form or by any means without the prior
permission in writing of the publisher, nor be

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otherwise circulated in any form of binding or
cover other than that in which it is published
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and without a similar condition including this
condition being imposed on the subsequent
purchaser.
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The copy right holder of this book is the

Director of School Education, Hyderabad,
Telangana.
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This Book has been printed on 70 G.S.M. Maplitho

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Title Page 200 G.S.M. White Art Card

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Free distribution by T.S. Government 2022-23

Printed in India
at the Telangana Govt. Text Book Press,
Mint Compound, Hyderabad,
Telangana.

–– o ––

Free distribution by T.S. Government 2022-23 [ ii ]

 Textbook Development Committee Members
Writers
Sri. Dr. P. Ramesh, Lecturer, Govt. IASE, Nellore
Sri. M. Ramanjaneyulu, Lecturer, DIET, Vikarabad, Ranga Reddy
Sri. T.V. Rama Kumar, HM, ZPHS, Mulumudi, Nellore
Sri. P. Ashok, HM, ZPHS, Kumari, Adilabad
Sri. P. Anthoni Reddy, HM, St. Peter’s High School, R.N.Peta, Nellore
Sri. S. Prasada Babu. , PGT, APTWR School, Chandrashekarapuram, Nellore

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Sri. Kakulavaram Rajender Reddy, SA, UPS Thimmapur, Chandampet, Nalgonda
Sri. G.V.B.Suryanarayana Raju, SA, Municipal High School, Kaspa, Vizianagaram

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Sri. S. Narasimha Murthy, SA, ZPHS, Mudivarthipalem, Nellore
Sri. P. Suresh Kumar, SA, GHS, Vijayanagar Colony, Hyderabad
Sri. K.V. Sunder Reddy, SA, ZPHS, Thakkasila, Alampur Mdl., Mababoobnagar
Sri. G. Venkateshwarlu, SA, ZPHS, Vemulakota, Prakasham

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Sri. Ch. Ramesh, SA, UPS, Nagaram (M), Guntur.
Sri. P.D.L. Ganapathi Sharma, SA, GHS, Jamisthanpur, Manikeshwar Nagar, Hyderabad
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Co-ordinators
Sri. K.K.V. Rayalu, Lecturer, Govt., IASE, Masabtank, Hyderabad.
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Sri. Kakulavaram Rajender Reddy, SA, UPS Thimmapur, Chandampet, Nalgonda
Editors
Smt.B. Seshu Kumari, Director, SCERT, Hyderabad.
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Sri. K. Bramhaiah, Professor, SCERT, Hyderabad

Sri. P. Adinarayana, Retd., Lecturer, New Science College, Ameerpet, Hyderabad
Chairperson for Position Paper and
Mathematics Curriculum and Textbook Development
Professor V. Kannan, Dept. of Mathematics and Statistics, University of Hyderabad
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Chief Advisor
Dr. H. K. Dewan , Education Advisor, Vidya Bhavan Society, Udaipur, Rajasthan.
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Academic Support Group Members

Smt. Namrita Batra, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Sri. Inder Mohan, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Sri. Yashwanth Kumar Dave, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
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Smt. Padma Priya Sherali, Community Mathematics Centre, Rishi Vally School, Chittoor
Kumari. M. Archana, Dept. of Mathematics & Statistics, University of Hyderabad
Sri. Sharan Gopal, Dept. of Mathematics & Statistics, University of Hyderabad
Sri. P. Chiranjevi, Dept. of Mathematics & Statistics, University of Hyderabad
Illustration & Design Team
Sri. Prashanth Soni, Artist, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Sri. S.M. Ikram, Operator, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Sri. R. Madhusudhana Rao, Computer Operator, SCERT, A.P., Hyderabad.
COVER PAGE DESIGNING
Sri. K. Sudhakara Chary, HM, UPS Neelikurthy, Mdl.Maripeda, Dist. Warangal

[ iii ] Free distribution by T.S. Government 2022-23

 FOREWORD

State Curriculum Frame Work (SCF-2011) recommends that childrens’ life at schools must be linked to
their life outside the school. The Right To Education Act (RTE-2009) perceives that every child who enters the
school should acquire the necessary skills prescribed at each level upto the age of 14 years. Academic
standards were developed in each subject area accordingly to maintain the quality in education. The syllabi
and text books developed on the basis of National Curriculum Frame work 2005 and SCF-2011 signify an
attempt to implement this basic idea.
Children after completion of Primary Education enter into the Upper Primary stage. This stage is a

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crucial link for the children to continue their secondary education. We recognise that, given space, time and
freedom, children generate new knowledge by exploring the information passed on to them by the adults.

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Inculcating creativity and initiating enquiry is possible if we perceive and treat children as participants in
learning and not as passive receivers. The children at this stage possess characteristics like curiosity, interest,
questioning, reasoning, insisting proof, accepting the challenges etc., Therefore the need for conceptualizing
mathematics teaching that allows children to explore concepts as well as develop their own ways of solving

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problems in a joyful way.
We have begun the process of developing a programme which helps children understand the abstract

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nature of mathematics while developing in them the ability to construct own concepts. The concepts from the
major areas of Mathematics like Number System, Arithmetic, Algebra, Geometry, Mensuration and Statistics
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are provided at the upper primary stage. Teaching of the topics related to these areas will develop the skills
prescribed in academic standards such as problem solving, logical thinking, expressing the facts in mathematical
language, representing data in various forms, using mathematics in daily life situations.
The textbooks attempt to enhance this endeavor by giving higher priority and space to opportunities for
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contemplation and wondering, discussion in small groups and activities required for hands on experience in
the form of ‘Do This’ , ‘Try This’ and ‘Projects’. Teachers support is needed in setting of the situations in the
classroom. We also tried to include a variety of examples and opportunities for children to set problems. The
book attempts to engage the mind of a child actively and provides opportunities to use concepts and develop
their own structures rather than struggling with unnecessarily complicated terms and numbers. The chapters
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are arranged in such a way that they help the Teachers to evaluate every area of learning to comperehend the
learning progress of children and in accordance with Continuous Comprehensive Evaluation (CCE).
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With an intention to help the students to improve their understanding skills in both the languages i.e.
English and Telugu, the Government of Telangana has redesigned this book as bilingual textbook in two
parts. Part-1 comprises 1 to 7 lessons and Part-2 comprises 8 to 14 lessons.
I wish to thank the national experts, university teachers, research scholars, NGOs, academicians,
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writers, graphic designers and printers who are instrumental to bring out this textbook in present form.
I hope the teachers will make earnest effort to implement the syllabus in its true spirit and to achieve
academic standards at the stage.
The process of developing materials is a continuous one and we hope to make this book better. As an
organization committed to systematic reform and continuous improvement in quality of its products, SCERT,
welcomes comments and suggestions which will enable us to undertake further revision and refinement.

B. Seshu kumari
Place: Hyderabad DIRECTOR
Date: 28 January 2012 SCERT, Hyderabad

Free distribution by T.S. Government 2022-23 [ iv ]

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[v] ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

 Energized Text Books facilitate the students in understanding the concepts clearly, accurately and effectively.
Content in the QR Codes can be read with the help of any smart phone or can as well be presented on the Screen
with LCD projector/K-Yan projector. The content in the QR Codes is mostly in the form of videos, animations and
slides, and is an additional information to what is already there in the text books.
This additional content will help the students understand the concepts clearly and will also help the teachers in
making their interaction with the students more meaningful. At the end of each chapter, questions are provided in
a separate QR Code which can assess the level of learning outcomes achieved by the students. We expect the
students and the teachers to use the content available in the QR Codes optimally and make their class room
interaction more enjoyable and educative.
Let us know how to use QR codes

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In this textbook, you will see many printed QR (Quick Response) codes, such as
Use your mobile phone or tablet or computer to see interesting lessons, videos, documents, etc. linked to the QR

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code.

Step Description
A. Use Android mobile phone or tablet to view content linked to QR Code:

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1. Click on Play Store on your mobile/ tablet.
2. In the search bar type DIKSHA.
3.
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will appear on your screen.

4. Click Install
5. After successful download and installation, Click Open
6. Choose your prefered Language - Click English
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7. Click Continue
8. Select Student/ Teacher (as the case may be) and Click on Continue
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9. On the top right, click on the QR code scanner icon and scan a QR code printed
in your book
OR
Click on the search icon and type the code printed below the QR code, in the search bar ( )
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10. A list of linked topics is displayed

11. Click on any link to view the desired content
B. Use Computer to view content linked to QR code:
1. Go to https://diksha.gov.in/telangana
2. Click on Explore DIKSHA-TELANGANA
3. Enter the code printed below the QR code in the browser search bar ( )
4. A list of linked topics is displayed
5. Click on any link to view the desired content

Free distribution by T.S. Government 2022-23 [ vi ]

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bÕsƒ¡´|ü⁄düÔø£eTT˝À eTTÁ~+#·ã&çq ≈£L´ÄsY ø√&é qT kÕÿHé #˚j·T+&ç. (˝Ò<ë)

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1 https://diksha.gov.in/telangana nqT *+ø˘qT zô|Hé #˚jT· +&ç.
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4 á ø√&é≈£î »‘·#˚j·Tã&çq $wüj·÷\T ø£ì|ækÕÔsTT.
5 ø±e\dæq $wüj·÷\qT MøÏå+#·T≥≈£î *+øô̆|’ øÏ¢ø˘ #˚j·T+&ç.

[ vii ] ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

 NATIONAL ANTHEM
- Rabindranath Tagore

Jana-gana-mana-adhinayaka, jaya he
Bharata-bhagya-vidhata.
Punjab-Sindh-Gujarat-Maratha

A
Dravida-Utkala-Banga

AN
Vindhya-Himachala-Yamuna-Ganga
Uchchhala-jaladhi-taranga.

G
Tava shubha name jage,
Tava shubha asisa mage,
N
Gahe tava jaya gatha,
LA
Jana-gana-mangala-dayaka jaya he
Bharata-bhagya-vidhata.
TE

Jaya he! jaya he! jaya he!

Jaya jaya jaya, jaya he!!
T,

PLEDGE
ER

- Pydimarri Venkata Subba Rao

“India is my country. All Indians are my brothers and sisters.

SC

I love my country, and I am proud of its rich and varied heritage. I

shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect, and treat
everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion. In their
well-being and prosperity alone lies my happiness.”

Free distribution by T.S. Government 2022-23 [ viii ]

 C≤rj·T ^‘·+
` s¡M+Á<äHê<∏é sƒê>∑÷sY
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uÛ≤s¡‘· uÛ≤>∑´ $<Ûë‘ê!
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»j·TùV≤! »j·TùV≤! »j·TùV≤!

»j·T »j·T »j·T »j·TùV≤!!
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|Á ‹ü »„
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` ô|’&çeTÁ] yÓ+ø£≥ düTu≤“sêe⁄

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dü+|ü<ä Hê≈£î >∑s¡«ø±s¡D+. BìøÏ ns¡Ω‘· bı+<ä&ÜìøÏ düs¡«<ë H˚qT ø£èwæ #˚kÕÔqT.
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Hê <˚X¯+|ü≥¢, Hê Á|ü»\|ü≥¢ ùdyêìs¡‹‘√ ñ+{≤qì Á|ü‹»„ #˚düTÔHêïqT.
yê] ÁX‚jÓ÷_Ûeè<äTΔ˝Ò Hê Äq+<ëìøÏ eT÷˝+.

[ ix ] ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

 PREAMBLE

THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a

SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to
secure to all its citizens:

JUSTICE, social, economic and political;

A
LIBERTY of thought, expression, belief, faith and worship;

AN
EQUALITY of status and of opportunity; and to promote among them all

FRATERNITY assuring the dignity of the individual and the unity and integrity of the
Nation;

G
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do

N
HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
LA
|”]øƒ £
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uÛ≤s¡‘·<˚X¯ Á|ü»\yÓTÆq y˚TeTT uÛ≤s¡‘·<˚XÊìï düs¡«dü‘êÔø£, kÕeT´yê<ä, ˝ÖøÏø£,

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sê»ø°jT· Hê´j·÷ìï, Ä˝À#·q, uÛ≤eÁ|øü ≥£ q, $XÊ«dü+, <Ûsä à¡ +, Äsê<Ûqä \˝À kÕ«‘·+‘Á ê´ìï,
ER

n+‘·düTÔ˝À¢q÷, neø±XÊ˝À¢q÷, düe÷q‘ê«ìï #˚≈£Ls¡TÃ≥≈£î, yês¡+<ä]˝À e´øÏÔ

>ös¡yêìï, C≤rj·T düyÓTÆø£´‘·qT dü+s¡øÏådü÷Ô, kÂÁuÛ≤‘·è‘ê«ìï ô|+bı+~+#·&ÜìøÏ 1949
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qe+ãsY 29q eTq sêC≤´+>∑ |ü ] wü ‘ Y ˝ À m+|æ ø £ #˚ d ü T ø=ì XÊdü q eTT>±

s¡÷bı+~+#·T≈£îqï á sêC≤´+>±ìï e÷≈£î y˚Ty˚T Ç#·TÃ≈£î+≥THêï+.
Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Sovereign Democratic
Republic” (w.e.f. 3.1.1977)

Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Unity of the Nation”
(w.e.f. 3.1.1977)

Free distribution by T.S. Government 2022-23 [x]

 CONTENTS
$wüjT· dü÷∫ø£

A
S. No. Name of the chapter Month Page No.

AN
Áø£.dü+. bÕsƒ+¡ ù|s¡T e÷dü+ ù|õ HÓ+.

8. Data Handling October 2

3

G
<ä‘êÔ+X¯ ìs¡«Vü≤D nø√ºãsY

9. Introduction to Algebra November 26

;»>∑D‘Ï · |ü]#·jT· + N qe+ãsY 27
LA
10. Perimeter and Area November, December 50
#·T≥Tºø=\‘·\T eT]j·TT yÓX’ Ê˝≤´\T qe+ãsY, &çôd+ãsY 51
TE

11. Ratio and Proportion December 78

ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT &çôd+ãsY 79

12. Symmetry January 104

T,

kÂwüe˜ + »qe] 105

ER

13. Practical Geometry February 124

ÁbÕjÓ÷–ø£ C≤´$T‹ |òÁæ ãe] 125
SC

14. Understanding 3D and 2D Shapes February 144

Á‹$Trj·T ` ~«$Trj·T Äø±sê\ ne>±Vü≤q |òÁæ ãe] 145
 CHAPTER - 8
Data Handling

8.1 INTRODUCTION

A
Siri's father wants to buy a mobile phone. He asks his friends about the

AN
different types of models available in the market and writes their prices and features
in the form of table:
Features Brand-1 Mobile Brand-2 Mobile Brand-3 Mobile
Price `1500 ` 1200 `2000

G
MP3 3 3 3
Camera 2 2 3
Bluetooth 2 N 2 3
LA
Alarm 3 3 3
FM 3 2 3
Guarantee period 1 year 3 months 6 months
TE

Siri asked her father, why he prepared the table? Her father replied, "I want to buy a
mobile. To find a model that suits my needs, I have to compare the features of the different models.
So I have collected all the information and then organised in the form of a table." Siri liked the idea.
For taking the right decision it is often necessary to collect information and organise it.
T,

Numeric data is a collection of numbers gathered to give some information.

Information either in the form of numbers or words, which helps us to take decisions
is called data.
ER

In the above example, the price of the mobile phones, the presence or absence of a
camera in cell phone, the presence and absence of FM in cellphones etc., is all data. In our daily
life we come across several situations where we collect information to take decisions.
SC

Let us consider one more example.

Manager of a shoe factory decided to increase his sales. He has to decide the size of shoe
is to be produced in more number. For this he conducted a survey among 500 people and got the
data like this.
Shoe size 7 8 9 10 11 Total
Number sold 42 126 278 44 10 500
Looking at the data the manager can decide the size of the shoes to be produced in more
number and the size of the shoe to be produced in less number.
2
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
 n<Ûë´j·TeTT ` 8
<ä‘êÔ+X¯ ìs¡«Vü≤D

8.1 |ü]#·j·T+

A
dæ] yêfi¯fl Hêqï>±s¡T ˇø£ yÓTTu…˝’ Ÿb˛ò Hé ø=Hê\ì nqTø=Hêïs¡T. <ëìø=s¡≈î£ Äj·Tq $TÁ‘·T\
qT+&ç s¡øs£ ø¡ ±\ yÓTTu…˝’ Ÿ bò˛Hé\≈£î dü+ã+~Û+∫q $esê\qT ùdø£]+∫ ÁøÏ+~ $<Û+ä >± |ü{øºÏ £ s¡÷|ü+˝À sêXÊs¡T.

AN
\ø£åD≤\T yÓTT<ä{Ï s¡ø£eTT ¬s+&Ée s¡ø£eTT eT÷&Ée s¡ø£eTT
<Ûäs¡ `1500 ` 1200 ` 2000
MP3 3 3 3

G
¬øyÓTsê 2 2 3
2 2 3
ã÷¢≥÷‘Y
n˝≤s¡yéT 3 N 3 3
LA
FM πs&çjÓ÷ 3 2 3
>±´¬s+{° ø±\eTT 1 dü+e‘·‡s¡eTT 3 HÓ\\T 6 HÓ\\T
Ç˝≤ |ü{Ϻø£ m+<äT≈£î ‘·j·÷s¡T #˚j·÷\ì dæ] ÄyÓT Hêqï>±]ì Á|ü•ï+∫+~. <ëìøÏ Äj·Tq ªªH˚qT ˇø£
TE

yÓTTu…’˝Ÿ bò˛Hé ø=Hê\qT≈£îHêïqT ø£<ë! Hê nedüsê\≈£î @ bò˛Hé dü]b˛‘·T+<√, @j˚T bò˛Hé\˝À @j˚T kÂø£sê´\T
ñHêïjÓ÷ b˛\TÃø√yê\+fÒ Ç˝≤ |ü{Ϻø£ s¡÷|ü+˝À $esê\T sêdüTø=+fÒ dü]>±Z ìs¡í+sTT+#·Tø√>∑\eTTμμ nì düe÷<Ûëq
$T#êÃ&ÉT. dæ]øÏ á ñbÕj·T+ m+‘√q∫Ã+~.
ø=ìï dü+<äs¡“¤eTT\˝À dü]jÓÆTq ìs¡íj·T+ rdüTø=qT≥≈£î $esê\qT ùdø£]+#·&É+, Ä $esê\qT Áø£eT|üs¡#·&É+
T,

m+‘√ nedüs¡+. ø=+‘· düe÷#ês¡+ ø=s¡≈£î ùdø£]+∫q dü+K´\ düeTT<ëj·÷ìï dü+U≤´ <ä‘êÔ+X¯+ n+{≤s¡T.
ˇø£ ìs¡j
í T· + rdüTø=qT≥≈£î düV‰ü j·T|ü&TÉ dü+U≤´‘·àø£ ˝Òø£ $es¡D≤‘·àø£ düe÷#ês¡eTTqT ª<ä‘êÔ+X¯+μ n+{≤eTT.
ER

ô|’ ñ<ëVü≤s¡D\˝Àì s¡ø£s¡ø±\ yÓTTu…’˝Ÿ bò˛qT\ jÓTTø£ÿ <Ûäs¡\T, eT]j·TT Ç‘·s¡ \ø£åD≤\jÓTTø£ÿ $esê\qT
nìï+{Ïì ø£*|æ <ä‘êÔ+X¯+ n+{≤+. Ç<˚ $<Ûä+>± MTs¡T ì‘·´J$‘·+˝À ìs¡íj·÷\T rdüTø√e&ÜìøÏ düe÷#êsêìï
ùdø£]+#˚ $$<Ûä dü+<äsꓤ\qT >∑eTì+#·>∑\s¡T.
SC

eTs=ø£ ñ<ëVü≤s¡DqT #·÷<ë›+.

bÕ<äs¡ø£å\T ‘·j·÷s¡T#˚ùd ˇø£ ø£sêà>±s¡eTT jÓTTø£ÿ j·T»e÷ì ‘·eT ñ‘·Œ‘·TÔ\ neTàø±\qT ô|+#·T≥≈£î @
ø=\‘· bÕ<äs¡ø£å\T mìï nedüs¡eTÚ‘·Tqïy√ ‘Ó\TdüTø=qT≥≈£î ˇø£ düπs« ìs¡«Væ≤+#ê&ÉT. 500 eT+~ nedüs¡eTT\qT
ùdø£]+∫ á $<Ûä+>± |ü{Ϻø£ ‘·j·÷s¡T #˚kÕ&ÉT.
bÕ<äs¡ø£å ø=\‘· 7 8 9 10 11 yÓTT‘·Ô+
ø±e\dæq dü+K´ 42 126 278 44 10 500

ô|’ <ä‘êÔ+XÊìï #·÷dæ y˚TH˚»sY @j˚T ø=\‘·\T >∑\ bÕ<äs¡ø£å\T m≈£îÿe, @ ø=\‘·\T >∑\ bÕ<äs¡ø£å\T ‘·≈£îÿe>±
‘·j·÷s¡T#˚j·÷\H˚ ìs¡íj·T+ #˚j·T>∑\&ÉT.
3
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
8.2 RECORDING OF DATA
Laxmi is preparing to go for a picnic with her friends. She has to take fruits for everybody
in the picnic. Laxmi's mother asked her to find the required number of fruits of each type. Laxmi
prepared a list like this:
Person Like to have
Laxmi Orange
Preeti Guava TRY THESE

A
Radha Orange • Give two examples of data in
Uma Custard apple numerical figures.

AN
Reshma Guava • Give two examples of data in
Mary Orange words.
Latha Orange

G
Gouri Banana
Salma Custard Apple
Rita Guava
N
She gave the list to her mother. Her mother read the list. To find the number of fruits required for
LA
each type, first counted the number of oranges by going overall names in the list. She then repeated
this process for Guavas, then bananas and then custard apples. She finally wrote as
Oranges - 4, Guava - 3, Banana - 1, Custard apple - 2
TE

Here Oranges came 4 times. So 4 is called the frequency of an Orange. Similarly frequency
of Guava is 3 ................
Would it have been so easy for Laxmi's mother to count if the number of children in class
T,

had been 50? What do you think?

Laxmi's mother needs a way in which she can count all the fruits simultaniously.
ER

8.3 ORGANISATION OF DATA

In Census 2001, an enumerator collected information about the family size of 55 families
in a habitation. He asked some students to help him to organise the data.
All students used tally marks to organize the data, but used them differently.
SC

Poorna made tally marks like this:

Family size Tally marks Number of families
2 6
3 19
4 23
5 5
6 2

4
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
8.2 <ä‘êÔ+X¯ ùdø£s¡D, qyÓ÷<äT
\øÏåà ‘·q ùdïVæ≤‘·Tsêfi¯fl‘√ $Vü‰s¡ j·÷Á‘·≈£î yÓfi≤fl\ì ‘·\∫+~. $Vü‰s¡ j·÷Á‘·˝À ùdïVæ≤‘·Tsêfi¯fl+<ä]øÏ |ü+&ÉT¢
Çyê«\ì nqTø=qï~. ‘·*¢ dü\Vü‰ô|’ me¬se]øÏ @j˚T |ü+&ÉT¢ ÇwüºyÓTÆqy√ ùdø£]+∫+~. \øÏåà Ç˝≤ ˇø£ C≤_‘êqT
‘·j÷· s¡T#˚d+æ ~.
e´øÏÔ Çwüº|ü&˚ |ü+&ÉT
\øÏåà ø£eT˝≤|ü+&ÉT
Á|”‹ C≤eT |ü+&ÉT
Á|üj·T‹ï+#·+&ç

A
sê<Ûä ø£eT˝≤|ü+&ÉT
• dü+U≤´‘·àø£ $\Te\T >∑\ <ä‘êÔ+X¯eTTq≈£î
ñeT d”‘ê|òü\+

AN
¬s+&ÉT ñ<ëVü≤s¡D\ìe«+&ç.
πswüà C≤eT|ü+&ÉT
• $es¡D≤‘·àø£ $\Te\T >∑\ <ä‘êÔ+X¯eTT
y˚TØ ø£eT˝≤|ü+&ÉT
q≈£î ¬s+&ÉT ñ<ëVü≤s¡D\ìe«+&ç.
\‘· ø£eT˝≤|ü+&ÉT

G
>ö] ns¡{Ï|ü+&ÉT
dü˝≤à d”‘ê|òü\eTT
Ø{≤ C≤eT|ü+&ÉT
N
LA
ô|’ C≤_‘êqT \ø°Î yêfi¯fleTà≈£î Ç∫Ã+~. ô|’ <ä‘êÔ+X¯eTTqT \ø°Î yêfi¯fl neTà |ü]o*+∫+~. C≤_‘ê˝Àì
n+<ä] ù|s¡¢ m<äTs¡T>±qTqï |ü+&É¢qT #·÷düT≈£î+≥÷ yÓTT<ä≥ ø£eT˝≤|ü+&É¢qT ˝…øÏÿ+∫+~. Ç<˚ |ü<äΔ‹ì ø=qkÕ–dü÷Ô,
‘·s¡Tyê‘· C≤eT|ü+&É¢qT, Ä ‘·s¡Tyê‘· ns¡{Ï|ü+&É¢qT eT]j·TT Ä ‘·s¡Tyê‘· d”‘ê|òü˝≤\qT ˝…øÏÿ+∫+~. $esê\qT
TE

∫es¡≈£î á $<Ûä+>± sêdæ+~.

ø£eT˝≤|ü+&ÉT `4, C≤eT|ü+&ÉT `3, ns¡{Ï|ü+&ÉT `1, d”‘ê|òü\eTT `2.
ô|’ <ä‘êÔ+X¯|ü⁄ es¡Tdü˝À ø£eT˝≤|ü+&ÉT 4 kÕs¡T¢ e∫Ãq~. á 4 qT ø£eT˝≤|ü+&ÉT jÓTTø£ÿ ªbÂq'|ü⁄q´eTTμ
n+{≤s¡T. nfÒ¢ C≤eT|ü+&ÉT bÂq'|ü⁄q´eTT 3............
T,

\ø°åà ùdïVæ≤‘·Tsêfi¯fl dü+K´ 50 nsTT ñ+fÒ ÄyÓT ‘·*¢ Ç+‘· düT\uÛÑ+>± ˝…øÏÿ+#·>∑*π><ë? Ä˝À∫+#·+&ç.
n≥Te+{Ï dü+<äs¡“¤+˝À düT\uÛÑ+>± ˝…øÏÿ+#·T≥≈£î, ìs¡íj·T+ rdüTø=qT≥≈£î eTs=ø£ |ü<äΔ‹ >∑T]+∫ #·]Ã<ë›+.
ER

8.3 <ä‘êÔ+X¯ e´ed”úø£s¡D

2001 »HêuÛ≤ >∑Dq j·T+<äT ˇø£ >∑D≈£î&ÉT ‘·q Äyêdü ÁbÕ+‘·+˝Àì 55 ≈£î≥T+ãeTT\qT+&ç ≈£î≥T+ã
düuÛÑT´\ dü+K´\qT ùdø£]+#ê&ÉT. <ä‘êÔ+X¯+ e´ed”úø£s¡D≈£î ø=+<äs¡T $<ë´s¡Tú\ düVü‰j·T+ n&ç>±&ÉT. n+<äs¡T $<ë´s¡Tú\T
SC

>∑Dq ∫Vü‰ï\qT|üjÓ÷–+∫ <ä‘êÔ+X¯ e´ed”úø£s¡D #˚XÊs¡T. ø±ì yê{Ïì $$<Ûä s¡ø±\T>± ñ|üjÓ÷–+#ês¡T.
|üPs¡í á$<Ûä+>± sêdæq~.
≈£î≥T+ã |ü]e÷D+ >∑Dq ∫Vü‰ï\T ≈£î≥T+u≤\ dü+K´
2 6
3 19
4 23
5 5
6 2
5
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
 Rahim encircled every ten tally marks into a group:
Family size Tally Marks Number of families
2 6
3 19
4 23
5 5
6 2

A
Dinesh encircled 5 tally marks into a group.

AN
Family size Tally Marks Number of families
2 6

G
3 19
4 23
5
6
N 5
2
LA
Chetan also encircled 5 tally marks but did so differently. He marked 4 tally marks as a
square and the fifth tally mark as a diagonal.
TE

Family size Tally Marks Number of families

2 6
3 19
T,

4 23
5 5
ER

6 2

Sarala made tally marks by crossing every four tally marks with a fifth tally mark.
SC

Family size Tally Marks Number of families

2 6
3 19
4 23
5 5
6 2

6
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
s¡V”≤yéT Á|ü‹ 10 >∑Dq ∫Vü‰ï\≈£î #·T≥Tº ^‘· ^dü÷Ô á $<Ûä+>± sêXÊ&ÉT.
≈£î≥T+ã |ü]e÷D+ >∑Dq ∫Vü‰ï\T ≈£î≥T+u≤\ dü+K´
2 6
3 19
4 23
5 5

A
6 2

AN
~H˚wt Á|ü‹ 5 >∑Dq ∫Vü‰ï\≈£î #·T≥Tº ^‘· ^dü÷Ô á $<Ûä+>± sêXÊ&ÉT.
≈£î≥T+ã |ü]e÷D+ >∑Dq ∫Vü‰ï\T ≈£î≥T+u≤\ dü+K´
2 6

G
3 19
4 23
5 N 5
LA
6 2

#˚‘·Hé Á|ü‹ Hê\T>∑T >∑Dq ∫Vü‰ï\‘√ ˇø£ #·‘·Ts¡ÁdüeTT‘√ dü÷∫dü÷Ô, ◊<äe >∑D ∫Vü‰ïìï ø£s¡í+>± dü÷∫+∫
TE

<ä‘êÔ+X¯eTTqT ≈£î~+|ü⁄ #˚XÊ&ÉT.

≈£î≥T+ã |ü]e÷D+ >∑Dq ∫Vü‰ï\T ≈£î≥T+u≤\ dü+K´
2 6
3 19
T,

4 23
5 5
ER

6 2

düs¡fi¯ Á|ü‹ Hê\T>∑T >∑Dq ∫Vü‰ï\qT ◊<äe >∑Dq ∫Vü≤ï+‘√ ø£≥ºø£≥Tº‘·÷ <ä‘êÔ+X¯eTTqT ≈£î~+|ü⁄ #˚dæ+~.
SC

≈£î≥T+ã |ü]e÷D+ >∑Dq ∫Vü‰ï\T ≈£î≥T+u≤\ dü+K´

2 6
3 19
4 23
5 5
6 2

7
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
 The manner in which Sarala has made the tally marks is generally used to obtain the
frequency or the count of the data items. A table showing the frequency or count of various items
is called a frequency distribution table.

Example-1. 25 students in a class got the following marks in an assignment- 5, 6, 7, 5, 4, 2, 2,

9, 10, 2, 4, 7, 4, 6, 9, 5, 5, 4, 7, 9, 5, 2, 4, 5, 7. The assignment was for 10 marks.
(i) Organise the data and represent in the form of a frequency distribution table using
tally marks.
(ii) Find out the marks obtained by maximum number of students.

A
(iii) Find out how many students received least marks.
(iv) How many students got 8 marks?

AN
Solution:
(i) Marks obtained Tally Marks Number of Students
2 4

G
4 5
5
6
N 6
2
LA
7 4
9 3
TE

10 1
(ii) Marks obtained by maximum number of students (6) = 5
(iii) Number of students received least marks (2) was obtained = 4
(iv) Number of students got 8 marks = 0.
T,

EXERCISE - 8.1
ER

1. A child's Kiddy bank is opened and the coins collected are in the following
denomination.
Type of coin Number of coins
SC

50 Piasa

1 Rupee

2 Rupees

5 Rupees
Represent the data in a frequency distribution table using tally marks.
8
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
 kÕ<Ûës¡D+>±, düsfi¡ ¯ #·÷|æq $<Û+ä >±, >∑Dq ∫Vü‰ï\qT dü÷∫dü÷Ô ˇø=ÿø£ÿ n+X¯eTTq≈£î ‘·–q bÂq'|ü⁄q´eTT\qT
dü÷∫kÕÔeTT. á $<Ûä+>± <ä‘êÔ+X¯eTT˝Àì $$<Ûä (n+X¯eTT\T) sêX¯ó\qT yê{Ï bÂq'|ü⁄q´eTT\‘√ dü÷∫+#·T≥qT
ªbÂq'|ü⁄q´ $uÛ≤»q |ü{Ϻø£μ n+{≤s¡T.
ñ<ëVü≤s¡D 1 :10 e÷s¡Tÿ\≈£î Çe«ã&çq |üØø£å˝À ˇø£ ‘·s¡>∑‹˝Àì 25eT+~ $<ë´s¡Tú\T bı+~q e÷s¡Tÿ\T á
$<Ûä+>± ñqï$. 5, 6, 7, 5, 4, 2, 2, 9, 10, 2, 4, 7, 4, 6, 9, 5, 5, 4, 7, 9,5,2,4,5, 7.
i) ô|’ <ä‘êÔ+X¯eTTqT ≈£î~+|ü⁄ #˚dæ bÂq'|ü⁄q´ $uÛ≤»q |ü{Ϻø£˝À #·÷|ü+&ç.
ii) ‘·s¡>∑‹˝À m≈£îÿe eT+~ bı+~q e÷s¡Tÿ˝…ìï?

A
iii) m+‘· eT+~ ø£ìwü˜ e÷s¡Tÿ\qT bı+<ës¡T?
iv)

AN
8 e÷s¡Tÿ\T bı+~q $<ë´s¡TΔ˝…+‘· eT+~?
kÕ<Ûäq :
i) bı+~q e÷s¡Tÿ\T >∑Dq ∫Vü‰ï\T $<ë´s¡Tú\ dü+K´
2 4

G
4 5
5
6 N 6
2
LA
7 4
9 3
10 1
TE

ii) ‘·s¡>∑‹˝À m≈£îÿe eT+~ (6eT+~) bı+~q e÷s¡Tÿ\T R 5

iii) ø£ìwü˜ e÷s¡Tÿ\T (2 e÷s¡Tÿ\T) bı+~q $<ë´s¡TΔ\T R 4
iv) 8 e÷s¡Tÿ\T bı+~q $<ë´s¡Tú\ dü+K´ R 0
T,

nuÛ≤´düeTT 8.1
1. ˇø£ |æ\¢yêì jÓTTø£ÿ øÏ&û¶ u≤´+ø˘qT ‘Ós¡∫, HêD…eTT\T nìï{Ïì ˝…øÏÿ+#·>± øÏ+~ $<ÛäeTT>± qTqï$.
ER

HêD…eTT s¡ø£eTT HêD…\ dü+K´

j·÷uÛ…’ ô|’dü\T
SC

ˇø£ s¡÷bÕsTT

¬s+&ÉT s¡÷bÕj·T\T

◊<äT s¡÷bÕj·T\T
>∑Dq ∫Vü‰ï\T ñ|üjÓ÷–+∫ <ä‘êÔ+XÊìï bÂq'|ü⁄q´ $uÛ≤»q |ü{Ϻø£˝À sêj·T+&ç.
9
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
2. The favourite colours of 25 students in a class are given below:
Blue, Red, Green, White, Blue, Green, White, Red, Orange, Green, Blue, White, Blue,
Orange, Blue, Blue, White, Red, White, White, Red, Green, Blue, Blue, White.
Write a frequency distribution table using tally marks for the data. Which is the least favourite
colour for the students?
3. A TV channel invited a SMS poll on 'Ban of Liquor' giving options :
A - Complete ban B - Partial ban C - Continue sales
They received the following SMS, in the first hour-

A
A A B C A B B C A A
A A C C B A A C B A

AN
A A A B B C C A A C
C B B B A A A A A C
Represent the data in a frequency distribution table using tally marks.
4. Vehicles that crossed a checkpost between 10 AM and 11 AM are as follows:

G
car, lorry, bus, lorry, auto, lorry, lorry, bus, auto, bike, bus, lorry, lorry, zeep,
lorry, bus, zeep, car, bike, bus, car, lorry, bus, lorry, bus, bike, car, zeep, bus,
N
lorry, lorry, bus, car, car, bike, auto.
Represent the data in a frequency distribution table using tally marks.
LA
Play the game
TE

Take a die. Throw it and record the number. Repeat the activity 40 times and record the
numbers. Represent the data in a frequency distribution table using tally marks.

8.4 REPRESENTATION OF DATA

Data that has been organised and presented in frequency distribution tables can also be
T,

represented using pictographs and bar graphs.

ER

8.4.1 Pictographs
A book-shelf has books of different subjects. The number of books of each subject is
represented as a picto graph given below. Observe them.
SC

Subject Number of books

Telugu
English
Hindi
Maths
Science
Social

10
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
2. 25 eT+~ $<ë´s¡TΔ\≈£î ÇwüºeTsTTq s¡+>∑T\T es¡Tdü>± Ç≥T¢qï$— ˙\+, ms¡T|ü⁄, Ä≈£î|ü#·Ã, ‘Ó\T|ü⁄, ˙\+,
Ä≈£î|ü#·Ã, ‘Ó\T|ü⁄, ms¡T|ü⁄, Hê]+», Ä≈£î|ü#·Ã, ˙\+, ‘Ó\T|ü⁄, ˙\eTT, Hê]+», ˙\+, ˙\+, ‘Ó\T|ü⁄,
ms¡T|ü⁄, ‘Ó\T|ü⁄, ‘Ó\T|ü⁄, ms¡T|ü⁄, Ä≈£î|ü#·Ã, ˙\+, ˙\+, ‘Ó\T|ü⁄. >∑Dq ∫Vü‰ï\qT ñ|üjÓ÷–+∫ bÂq'|ü⁄q´
$uÛ≤»qeTTqT ‘·j·÷s¡T#˚j·T+&ç. n‹ ‘·≈£îÿe eT+~øÏ ÇwüºeTsTTq s¡+>∑T @~?
3. kÕsêìùw<Ûä+ ô|’ ˇø£ TV #ÛêHÓ˝Ÿ yês¡T SMS b˛˝Ÿ ìs¡«Væ≤dü÷Ô ÁøÏ+~ yêì˝À ˇø£<ëìøÏ z≥T y˚j·TeTì
ø√]+~. A |üP]Ô ìùw<ÛäeTT, B bÕøÏøå £ ìùw<Ûeä TT, C neTàø±\T ø=qkÕ–+#ê*. #ÛêHÓ˝Ÿ yês¡T yÓTT<ä{Ï >∑+≥˝À
n+<äTø=qï SMS \T á $<Ûä+>± ñqï$.

A
A A B C A B B C A A
A A C C B A A C B A

AN
A A A B B C C A A C
C B B B A A A A A C
ô|’ <ä‘êÔ+X¯eTTqT >∑Dq ∫Vü‰ï\qT ñ|üjÓ÷–+∫ bÂq'|ü⁄q´ $uÛ≤»qeTT |ü{Ϻø£˝À #·÷|ü+&ç.

G
4. s¡V≤ü <ë]ô|’ ˇø£ ‘·ìF øπ +Á<äeTT e<ä› ñ<äjT· + 10 >∑+ˆˆ\T qT+&ç 11>∑+ˆˆ\ eT<Û´ä Á|üj÷· DÏ+∫q yêVü≤qeTT\T.
ø±s¡T, ˝≤Ø, ãdüT‡, ˝≤Ø, Ä{À, ˝≤Ø, ˝≤Ø, ãdüT‡, Ä{À, u…’≈£î, ãdüT‡, ˝≤Ø, ˝≤Ø, J|ü⁄, ˝≤Ø, ãdüT‡, J|ü⁄,
N
ø±s¡T, u…’≈£î, ãdüT‡, ø±s¡T, ˝≤Ø ãdüT‡, ˝≤Ø, ãdüT‡, u…’≈£î, ø±s¡T, J|ü⁄, ãdüT‡, ˝≤Ø, ˝≤Ø, ãdüT‡, ø±s¡T, ø±s¡T,
u…’≈£î, Ä{À.
LA
<ä‘êÔ+X¯eTTqT >∑Dq ∫Vü‰ï\qT ñ|üjÓ÷–+∫, bÂq'|ü⁄q´ $uÛ≤»q |ü{Ϻø£˝À #·÷|ü+&ç.
Ä{≤&ÉT<ë+
TE

ˇø£ bÕ∫ø£qT rdüTø=ì, <=]¢+∫, dü+K´qT sêdüTø√+&ç. Ç˝≤ 40 kÕs¡T¢ bÕ∫ø£qT <=]¢+∫ dü+K´\qT
sêdüTø√+&ç. Ädü+K´\qT bÂq'|ü⁄q´ $uÛ≤»q |ü{Ϻø£qT ‘·j·÷s¡T #˚j·T+&ç.
8.4 <ä‘êÔ+X¯eTTqT dü÷∫+#·T≥
T,

bÂq'|ü⁄q´ $uÛ≤»q |ü{Ϻø£ s¡÷|ü+˝Àì <ä‘êÔ+X¯eTTqT <äèX¯´s¡÷|üeTT˝À ≈£L&Ü #·÷|üe#·TÃ. |ü≥ ∫Á‘ê\T,
ø£MTàπsU≤∫Á‘ê\T, yÓTT<ä\>∑Tq$ <ä‘êÔ+X¯eTTqT dü÷∫+#·T $<ÛëHê˝Ò.
ER

8.4.1 |ü≥ ∫Á‘ê\T

ˇø£ |ü⁄düÔø±\ n\eTs¡ q+<äT >∑\ $$<Ûä düã®≈£îº\≈£î #Ó+~q |ü⁄düÔø£eTT\T, Á|ür düã®≈£îº jÓTTø£ÿ |ü⁄düÔø±\ dü+K´
øÏ+~ |ü≥ ∫Á‘·eTT˝À #·÷|üã&çq~. |ü]o*+#·+&ç.
SC

$wüj·TeTT |ü⁄düÔø±\ dü+K´

‘Ó\T>∑T
Ç+^¢wüß
Væ≤+B
>∑DÏ‘·+
kÕe÷q´ XÊÁdüÔ+
kÕ+|òæTø£ XÊÁdüÔ+
11
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
 i) Which books are more in number?
ii) Which books are least in number?
iii) How many books are there in all?
We can answer these questions by studying the pictograph. A pictograph uses pictures or
symbols to represent the frequency of the data.
Now, let us represent the strength of a school in the form of a pictograph.
Class VI VII VIII IX X

A
Number of Students 28 30 35 25 22

AN
Is it reasonable to represent 35 students using 35 symbols? To draw the pictograph
conveniently, in such situations we can assume that 5 students can be represented by one symbol.
This is called scaling .Generally the scale must be the Greatest Common Divisor of all the frequencies.
In case the frequency is less than the scaling unit, we must make appropriate assumptions.

G
In the above example:

If represents 5 students

represents 4 students N
LA
represents 3 students

represents 2 students
TE

represents 1 student.

Now, let us construct a pictograph for the data given above-

Class Number of Students
T,

VI

VII
ER

VIII

IX
SC

X
Game Number of Students
Example-1. In a class of 25, students like various Kabaddi
games. The details are shown in the following pictograph.
(No student plays more than one game). Tennikoit
i) How many students play badminton?
Badminton
ii) Which game is played by most number of
students? Cricket

12
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
 i) @ |ü⁄düÔø±\T m≈£îÿe dü+K´˝À ø£\e⁄?
ii) @ |ü⁄düÔø±\T ‘·≈£îÿe dü+K´˝À ø£\e⁄?
iii) n\eTs¡˝Àì yÓTT‘·Ô+ |ü⁄düÔø±\ dü+K´ m+‘·?
|ü≥∫Á‘êìï n<Ûä´j·Tq+ #˚j·T&É+ <ë«sê Á|üX¯ï\≈£î düe÷<ÛëHê\T #Ó|üŒ>∑\eTT. |ü≥∫Á‘·+˝À <ä‘êÔ+X¯+ jÓTTø£ÿ
bÂq'|ü⁄Hê´ìï dü÷∫+#·&ÜìøÏ |ü{≤\qT ˝Ò<ë >∑Ts¡TÔ\qT ñ|üjÓ÷–kÕÔs¡T.
ˇø£ bÕsƒ¡XÊ\˝À $<ë´s¡Tú\ dü+K´qT |ü≥ s¡÷|ü+˝À #·÷|ü⁄<ë+.
‘·s>¡ ‹∑ VI VII VIII IX X

A
$<ë´s¡Tú\ dü+K´ 28 30 35 25 22

AN
|ü≥∫Á‘·+˝À 35 eT+~ì dü÷∫+#·T≥≈£î 35 u§eTà\T y˚j·T&É+ düeT+»düy˚THê? |ü≥∫Á‘êìï nqTe⁄>±
^j·T&ÜìøÏ n˝≤+{Ï dü+<äsꓤ\˝À Á|ü‹ 5 eT+~ $<ë´s¡Tú\qT 1 u§eTà‘√ dü÷∫+#·e˝…qT. |ü≥∫Á‘·+ jÓTTø£ÿ ùdÿ\T
n+{≤eTT. kÕe÷q´+>± <ä‘êÔ+X¯+˝Àì bÂq'|ü⁄q´eTT\ìï+{Ï jÓTTø£ÿ >∑.kÕ.uÛ≤. qT ùdÿ\T>± rdüT≈£î+{≤eTT. ø±˙

G
bÂq'|ü⁄q´+ ùdÿ\T ø£Hêï ‘·≈î£ ÿe $\Te\qT dü÷∫+#·T dü+<äs“¡ +¤ ˝À, eTq+ ø=ìï düs¬ q’ }Vü≤\T #˚dTü ø√yê*.
ô|’ ñ<ëVü≤s¡D˝À
5 eT+~ $<ë´s¡Tú\qT N
LA
q\T>∑Ts¡T $<ë´s¡Tú\qT
eTT>∑TZs¡T $<ë´s¡Tú\qT
TE

Ç<ä›s¡T $<ë´s¡Tú\qT
ˇø£ÿ $<ë´]úì dü÷∫düTÔ+<äì nqT≈£î+fÒ
ô|’ <ä‘êÔ+X¯+ jÓTTø£ÿ |ü≥∫Á‘·+ ÁøÏ+~ $<Ûä+>± ñ+≥T+~.
T,

‘·s¡>∑‹ $<ë´s¡Tú\ dü+K´

VI
ER

VII

VIII
SC

IX
Ä≥ Ä≥>±fi¯fl dü+K´
X
ø£ã&û¶
ñ<ëVü≤s¡D 1 : 25 eT+~ >∑\ ‘·s¡>∑‹˝Àì $<ë´s¡Tú\T $$<Ûä
Ä≥˝≤&ÉT‘ês¡T. Ä≥>±fi¯fl dü+U≤´‘·àø£ $esê\qT |ü≥ ∫Á‘·eTT>± f…ìïø±sTT{Ÿ
#·÷|üã&ç+~. (ˇø=ÿø£ÿ $<ë´]ú ˇø=ÿø£ÿ Ä≥qT e÷Á‘·y˚T Ä&ÉT‘ê&ÉT) u≤´&çà+≥Hé
i) m+‘· eT+~ $<ë´s¡Tú\T u≤´&çà+≥Hé Ä&ÉT‘ês¡T?
ÁøϬø{Ÿ
ii) @ Ä≥qT m≈£îÿe eT+~ $<ë´s¡Tú\T Ä&ÉT‘ês¡T?
13
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
iii) What is the game in which least number of students are interested?

iv) How many students do not play any game?

Solution: i) 5 students play badminton.

ii) Kabaddi is played by most number of students i.e. 7.

iii) Tennikoit is played by least number of students i.e. 4.

iv) Total number of players = 7 + 4 + 5 + 6 = 22

A
Number of students in the classroom = 25

AN
Thus, number of student who do not play any game = 25 - 22 = 3

Example-2. The following pictograph shows the number of tractors in five different villages.

G
Scale : = 2 Tractors

Village

A
N Number
LA
B
TE

D
T,

E
ER

(i) Which village has the minimum number of tractors?

(ii) Which village has the maximum number of tractors?

(iii) How many more tractors does village C has when compared to village B.
SC

(iv) What is the total number of tractors in all the five villages?

Solution: (i) Village B and E have the minimum number of tranctors, 8 tractors each.

(ii) Village D has the maximum number of tractors, 20 tractors.

(iii) Village C has 10 tractors more than B.

(iv) There are 66 tractors in all in the village.

14
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
 iii) n‹ ‘·≈£îÿe eT+~ $<ë´s¡Tú\≈£î ÄdüøÏÔ ñqï Ä≥ @~?
iv) @ Ä≥qT Ä&Éì yês¡T m+<äs¡T?
kÕ<Ûäq : i) 5 eT+~ $<ë´s¡Tú\T u≤´&çà+≥Hé Ä&ÉT‘ês¡T.
ii) m≈£îÿe eT+~ $<ë´s¡Tú\T (7eT+~) ø£ã&û¶ Ä&ÉT‘ês¡T.

iii) f…ìïø±sTT{ŸqT n‹ ‘·≈£îÿe eT+~ (4 eT+~) Ä&ÉT‘ês¡T.

iv) yÓTT‘·Ô+

A
Ä≥>±fi¯fl dü+K´ R 7 G 4 G 5 G 6 R 22
yÓTT‘·Ô+ $<ë´s¡TΔ\ dü+K´ R 25

AN
@ Ä≥qT Ä&Éì $<ë´s¡Tú\ dü+K´ R 25 ` 22 R 3
ñ<ëVü≤s¡D 2 : øÏ+~ |ü≥ ∫Á‘·eTT ◊<äT Á>±e÷\˝Àì Á{≤ø£ºs¡¢ dü+K´qT #·÷|ü⁄‘·Tqï~.

G
ùdÿ\T: = 2 Á{≤ø£ºs¡T¢

Á>±eTeTT
N Á{≤ø£ºs¡¢ dü+K´
LA
A

B
TE

D
T,

E
ER

i) @ Á>±eT+˝À ø£ìwü˜ dü+K´˝À Á{≤ø£ºs¡T¢ ø£\e⁄?

ii) @ Á>±eT+˝À >∑]wü˜ dü+K´˝À Á{≤ø£ºs¡T¢ ø£\e⁄?
iii) Á>±eT+ B ø£Hêï Á>±eT+ C q+<äT mìï m≈£îÿe Á{≤ø£ºs¡T¢ ø£\e⁄?
SC

iv) ◊<äT Á>±e÷\˝Àì yÓTT‘·Ô+ Á{≤ø£ºs¡T¢ mìï?

kÕ<Ûäq : i) B, E Á>±e÷\˝À ø£ìwü˜ dü+K´˝À (ˇø=ÿø£ÿ <ëì˝À 8) Á{≤ø£ºs¡T¢ ø£\e⁄.

ii) Á>±eT+ D q+<äT >∑]wü˜ dü+K´˝À (20) Á{≤ø£ºs¡T¢ ø£\e⁄.
iii) Á>±eT+ B ø£Hêï Á>±eTeTT C ˝À >∑\ n~Ûø£ Á{≤ø£ºs¡T¢ 10.
iv) ◊<äT Á>±e÷\˝Àì yÓTT‘·Ô+ Á{≤ø£ºs¡¢ dü+K´ 66.
15
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
 EXERCISE - 8.2
1. The number of wrist watches manufactured by a factory in a week are as follows:
Day Monday Tuesday Wednesday Thursday Friday Saturday
No.of
watches 300 350 250 400 300 275
Represent the data using a pictograph. Choose a suitable scale.
2. Details of fruits sold in a week by Ahmed, a fruit vendor are given here under. Prepare a

A
pictograph for the data: [ Scale: Represent 5 fruit with a symbol]

AN
Day Sunday Monday Tuesday Wednesday Thursday Friday Saturday

No.of 100 85 90 80 60 95 70
fruits sold

G
Answer the following questions:
i) How many symbols represent the fruits sold on Tuesday?

3.
ii)
N
How many symbols represent the fruits sold on Friday?
Votes polled for various candidates in a sarpanch election are shown below, against their
LA
symbols in the following table.

Symbol
TE

Number of votes 400 550 350 200

Represent the data using a pictograph. Choose a suitable scale.

Answer the following questions:
T,

i) Which symbol got least votes? ii) Which symbol's candidate won the election?
4. The following pictograph shows the number of students have cycles, in five classes of a school.
ER

Class Number of cycles

VI
VII
SC

VIII
IX
X
Answer the following questions based on the pictograph given above-
i) Which class students have the maximum number of cycles?
ii) Which class students have the minimum number of cycles?
iii) Which class students have 9 cycles?
iv) What is the total number of cycles in all the five classes?
16
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´düeTT ` 8.2
1. ˇø£ #˚‹ >∑&çj·÷s¡eTT\ ø£sêà>±s¡eTT ˇø£ yês¡eTT˝À ‘·j·÷s¡T#˚j·TT >∑&çj·÷s¡eTT\ dü+K´ øÏ+~ $<Ûä+>±
Çe«ã&ç+~.
yês¡+ k˛eTyês¡+ eT+>∑fi¯yês¡+ ãT<Ûäyês¡+ >∑Ts¡Tyês¡+ X¯óÁø£yês¡+ X¯ìyês¡+
yêN\ dü+K´ 300 350 250 400 300 275
ô|’<ä‘êÔ+X¯eTTqT |ü≥ ∫Á‘·+>± #·÷|ü+&ç. dü¬s’q ùdÿ\TqT m+#·Tø√+&ç.

A
2. ˇø£|ü+&É¢ <äTø±D≤<ës¡T&ÉT nVü≤à<é ˇø£ yês¡+bÕ≥T n$Tàq |ü+&É¢ dü+K´ øÏ+~ $<Ûä+>± Çe«ã&ܶsTT. á
<ä‘êÔ+X¯+qT |ü≥∫Á‘·+>± #·÷|ü+&ç. (ùdÿ\T: 5 |ü+&É¢qT ˇø£ u§eTà‘√ #·÷|ü+&ç.)

AN
yês¡+ Ä~yês¡+ k˛eTyês¡+ eT+>∑fi¯yês¡+ ãT<Ûäyês¡+ >∑Ts¡Tyês¡+ X¯óÁø£yês¡+ X¯ìyês¡+
n$Tàq
|ü+&É¢ dü+K´ 100 85 90 80 60 95 70

G
øÏ+~ Á|üX¯ï\≈£î düe÷<ÛëHê\T ø£qT>=q+&ç.
i) eT+>∑fi¯yês¡+ n$Tàq |ü+&É¢qT mìï u§eTà\T dü÷∫kÕÔsTT?

3. N
ii) X¯óÁø£yês¡+ n$Tàq |ü+&É¢qT mìï u§eTà\T dü÷∫kÕÔsTT?
ˇø£Á>±eTeTT˝À düs¡Œ+∫ mìïø£\˝À $$<Ûä nuÛÑ´s¡Tú\T bı+~q z≥¢ dü+K´\qT øÏ+~ |ü{Ϻø£˝À yê] yê]
LA
>∑Ts¡TÔ\ ÁøÏ+<ä Çe«ã&çq$.
>∑Ts¡TÔ
TE

z≥¢ dü+K´ 400 550 350 200

ô|’ <ä‘êÔ+X¯eTTq≈£î dü]jÓÆTq dü÷∫ø£qT mqTïø=ì |ü≥∫Á‘·+ ^j·T+&ç.
øÏ+~ Á|üX¯ï\≈£î düe÷<ÛëHê\T ‘Ó\Œ+&ç
T,

i) @ >∑Ts¡TÔq≈£î n‹‘·≈£îÿe z≥T¢ \_Û+#êsTT? ii) @ >∑Ts¡TÔ >∑\ nuÛÑ´]ú mìïø£\˝À ¬>*#ê&ÉT?
4. ˇø£ bÕsƒ¡XÊ\˝Àì $$<Ûä ‘·s¡>∑‘·T\˝Àì $<ë´s¡Tú\≈£î >∑\ ôd’øÏfi¯fl dü+K´qT øÏ+~ |ü≥ ∫Á‘·+˝À #·÷|üã&çq~.
ER

‘·s>¡ ‹∑ ôd’øÏfi¯fl dü+K´

VI
VII
SC

VIII
IX
X
ô|’ |ü≥∫Á‘·eTTqT |ü]o*+∫ ÁøÏ+~ Á|üX¯ï\≈£î »yêãT*e«+&ç.
i) @ ‘·s¡>∑‹ $<ë´s¡Tú\≈£î >∑]wü˜ dü+K´˝À ôd’øÏfi¯ófl ø£\e⁄?
ii) @ ‘·s¡>∑‹ $<ë´s¡TúΔ\≈£î ø£ìwü˜ dü+K´˝À ôd’øÏfi¯ófl ø£\e⁄?
iii) @ ‘·s¡>∑‹ $<ë´s¡Tú\ e<ä› 9 ôd’øÏfi¯ófl ø£\e⁄?
iv) nìï ‘·s¡>∑‘·T\˝Àì $<ë´s¡Tú\≈£î >∑\ yÓTT‘·Ô+ ôd’øÏfi¯ófl mìï?
17
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
5. The sale of television sets of different companies on a day is shown in the pictograph given
below.

Scale : = 5 televisions
Company Number of television sets

A
B

A
C

AN
D
E

Answer the following questions:

G
(i) How many TVs of company A were sold?
(ii) Which company's TVs did people like more?
(iii) N
Which company sold 15 TV sets?
LA
(iv) Which company had the least sale?
6. Monthly salaries of 5 workers are shown in the pictograph given below:
Scale : = 1000 rupees
TE

Worker Salary

Ramesh
Vilas
T,

Venkat
Dinesh
ER

Sachin

Answer the following questions:

(i) What is the scale used in the pictograph?
SC

(ii) How much is Sachin's salary?

(iii) Who earns more salary?
(iv) How much is Ramesh's salary more than Vilas's?
PROJECT WORK
Collect as many pictographs as possible from news papers and
magazines and study them carefully.

18
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
5. ˇø£ <äTø±D+˝À ˇø£ s√E˝À neTTà&ÉsTTq $$<Ûä s¡ø±\ TV \ $esê\T øÏ+~ |ü≥∫Á‘·+˝À Çe«ã&ܶsTT.
ùdÿ\T: = 5 {Ï.$.\T
ø£+ô|˙ n$Tàq {Ï.$.\T
A
B
C

A
D
E

AN
øÏ+~ Á|üX¯ï\≈£î »yêãT*e«+&ç.
i) ø£+ô|˙ A jÓTTø£ÿ TV \T mìï neTTà&ÉT b˛sTTq$?

G
ii) @ ø£+ô|˙ TV \ô|’ Á|ü»\≈£î m≈£îÿe ÇcÕºìï #·÷|ü⁄‘·THêïs¡T?
iii) @ ø£+ô|˙ TV \T 15 neTTà&ÉT b˛sTTq$?
iv) N
@ ø£+ô|˙ TV \ neTàø±\T ø£ìwü˜eTT>± ñqï$?
LA
6. øÏ+~ |ü≥∫Á‘·+ <ë«sê ◊<äTeT+~ ø±]à≈£î\ HÓ\ J‘·eTT\T Çe«ã&ܶsTT.
ùdÿ\T: = 1000 s¡÷bÕj·T\T
ø±]à≈£î&ÉT HÓ\ J‘·eTT
TE

s¡y˚Twt
$˝≤dt
T,

yÓ+ø£{Ÿ
~H˚wt
ER

dü∫Hé
ô|’ |ü≥ ∫Á‘·eTT qT+&ç øÏ+~ Á|üX¯ï\≈£î »yêãT*e«+&ç.
i) ô|’ |ü≥ ∫Á‘·+˝À ñ|üjÓ÷–+∫q ùdÿ\T (dü÷#·q) @~?
SC

ii) dü∫Hé jÓTTø£ÿ HÓ\ J‘·eTT m+‘·?

iii) n+<ä]˝À m≈£îÿe J‘·eTT dü+bÕ~+#·T yês¡T mes¡T?
iv) $˝≤dt J‘·+ ø£Hêï s¡y˚Twt J‘·eTT m+‘· m≈£îÿe?
ÁbÕC…≈£îº |üì
$$<Ûä ~q |üÁ‹ø£\T, |ü⁄düÔø±\˝Àì $$<Ûä |ü≥ ∫Á‘ê\qT ùdø£]+#·+&ç. yê{Ïì #·~$, MT
n_ÛÁbÕj·TeTT\qT ‘Ó\|ü+&ç.
19
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
8.4.2 Bar Graph

Akash collected data about the qualifications of 275 persons in his locality. He organised
the data into a frequency distribution table:
Education Level Number of Persons 120

100
Primary Education 109
80
Secondary Education 72
60
Intermediate 56 40

A
Graduation 31 20

Post graduation 7

AN
0

He tried to represent the data using a Primary

Educatioin
Secondary
Education
Intermediate Graduation Post
Graduation

pictograph. But he found that this is not only

time consuming but also difficult. So he decided
to use bar graph, which is shown aside.

G
Generally bar graphs are used to represent independent observations with frequencies.
In bar graph, bars of uniform width are drawn horizontally or vertically with equal spacing
N
between them. The length of the bars represents the frequency of the data items
From the above bar graph we can observe that most people have not studied beyond
LA
school. It also shows that a very few people hold post graduate degrees.
THINK, DISCUSS AND WRITE
TE

In what way is the bar graph better than the pictograph?

Construction of a bar graph

The professions of people living in a colony are given in the following table:
T,

Profession Farmers Businessmen Private Govt. Labourers

Employee Employee
ER

No. of persons 40 10 15 35 5
y 1 cm = 5 persons
To represent the above data in the
9
form of a vertical bar diagram, the steps are
given below: 8
SC

7
Number of persons

(i) Draw two perpendicular lines-one

horizontal (X-axis) and one vertical 6
(Y-axis). 5
4
(ii) Along the Y-axis mark 'number of
people' and along the X-axis mark 3
'professions'. 2
(iii) Select a suitable scale on the Y-axis, 1
x
say 1 cm = 5 persons. 0 Farmers Business- Private Govt. Labourers
men Employees Employees
Professions
20
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
8.4.2 ø£MTà πsU≤ ∫Á‘·eTT
Äø±wt ‘·q Äyêdü ÁbÕ+‘·eTT˝Àì 275 eT+~ e´≈£îÔ\ jÓTTø£ÿ $<ë´s¡Ω‘·\ $esê\T ùdø£]+∫ bÂq'|ü⁄q´ $uÛ≤»q
|ü{Ϻø£ ‘·j·÷s¡T #˚kÕ&ÉT.
$<ë´kÕúsTT e´≈£îÔ\ dü+K´
ÁbÕ<∏ä$Tø£ $<ä´ 109
ôdø£+&ÉØ $<ä´ 72

A
Ç+≥Øà&çj·T{Ÿ 56
31

AN
&çÁ^ kÕúsTT
ÁbÕ<∏$ä Tø£ ôdø£+&ÉØ Ç+≥Øà&çjT· {Ÿ &çÁ^ |æ.õ
|æ.õ. kÕúsTT 7 $<ä´ $<ä´ kÕúsTT kÕúsTT

Äø±wt ‘·qTùdø£]+∫q <ä‘êÔ+X¯eTTqT |ü≥∫Á‘·+>± #·÷bÕ\ì yÓTT<ä≥ Á|üj·T‹ï+#ê&ÉT. ø±˙ n~ m≈£îÿe

G
düeTj·T+ |ü&ÉT‘·T+<äì, Ç+ø£qT m≈£îÿe ‘˚&Ü\T >∑\ bÂq'|ü⁄q´eTT\qT dü÷∫+#·T≥≈£î nqTe⁄>± ˝Ò<äì uÛ≤$+#ê&ÉT.
ø£qTø£ ô|’ |ü≥+˝À e˝… ø£MTà πsU≤∫Á‘·eTT>± #·÷|æ+#ê&ÉT.
N
kÕ<Ûës¡D+>± <ä‘êÔ+X¯eTT˝Àì $uÛÑø£Ô sêX¯ó\qT yê{Ï bÂq'|ü⁄q´eTT\‘√ b˛\Ãe\dæq dü+<äs¡“¤eTT\˝À
LA
ø£MTàπsU≤∫Á‘·eTTqT ñ|üjÓ÷–kÕÔeTT.
ˇø£ ø£MTà πsU≤∫Á‘·+˝À, düe÷q yÓ&É\TŒ>∑\ ø£MTà\qT ì\Te⁄>± ˝Òø£ n&ɶeTT>± ì]àdü÷Ô yê{ÏeT<ä´ düe÷q
U≤∞\T ñ+&ÉTq≥T¢>± #˚kÕÔeTT. ø£MTà\ bı&Ée⁄\T n$ dü÷∫+#˚ sêX¯ó\ bÂq'|ü⁄q´eTT\≈£î nqTbÕ‘·eTT˝À ñ+&ÉTq≥T¢>±
TE

ì]àkÕÔeTT.
á ø£MTà πsU≤∫Á‘·+ qT+&ç ªª#ê˝≤ m≈£îÿe eT+~ ÁbÕ<∏ä$Tø£ $<ä´qT e÷Á‘·y˚T ø£*– ñHêïs¡ì, j·T÷ìe]‡{°
kÕúsTT $<ä´ #ê˝≤ ‘·≈£îÿe eT+~ bı+<ës¡ìμμ düT\uÛÑeTT>± ns¡ú+ #˚düTø=qe#·TÃqT.
Ä˝À∫+∫ #·]Ã+∫, sêj·T+&ç
T,

|ü≥ ∫Á‘·+ ø£Hêï ø£MTà πsU≤∫Á‘·eTT @ $<Ûä+>± yÓTs¡T¬>’q<√ #·]Ã+#·+&ç.

ø£MTà πsU≤∫Á‘· ìsêàDeTT
ER

ˇø£ ø±\˙˝Àì e´≈£îÔ\ jÓTTø£ÿ eè‘·TÔ\T ÁøÏ+~ |ü{Ϻø£˝À Çe«ã&çq$.

eè‹Ô ¬s’‘·T\T yê´bÕs¡T\T Áô|’y˚≥T ñ<√´>∑T\T Á|üuÛÑT‘·« ñ<√´>∑T\T ø±]à≈£î\T
40 10 15 35 5
SC

e´≈£îÔ\ dü+K´
y
1 ôd+.MT.R5>∑Ts¡T e´≈£î\Ô T
ô|’ <ä‘êÔ+X¯eTTqT ì\Te⁄ ø£MTà πsU≤∫Á‘·+>± #·÷|ü&ÜìøÏ, ìsêàD 9
1 ôd+.MT. R 5 >∑Ts¡T e´≈£îÔ\T

k˛bÕHê\T ÁøÏ+<ä Çe«ã&ܶsTT: 8

7
i) ˇø£ Á>±|òü⁄ ø±–‘·+ô|’ |ü≥+˝À #·÷|æq≥T¢>± ˇø£ øÏå‹»düe÷+‘·s¡ πsK 6
e´≈£î\Ô dü+K´

(X- nø£åeTT) ˇø£ \+ãπsK (Y-nø£åeTT) \qT ^j·T+&ç.

Áô|’y˚≥T ñ<√´>∑T\T

5
Á|üuÛÑT‘·« ñ<√´>∑T\T

4
ii) Y-nø£åeTT yÓ+ã&ç e´≈£îÔ\ dü+K´qT, X-nø£åeTTyÓ+ã&ç eè‘·TÔ\qT 3
yê´bÕs¡T\T

ø±]à≈£î\T

>∑T]Ô+#·+&ç.
¬s’‘·T\T

iii) nìï bÂq'|ü⁄q´eTT\qT dü÷∫+#·T≥≈£î nqTe⁄>± Y-nø£åeTTô|’ 1

x eï‹Ô
0 ¬s’‘·T\T Á|üuÛÑT‘·« ø±]à≈£î\T
eè‘·T\Ô T yï´bÕs¡+ Áô|’ẙ≥T
ñ<√´>∑T\T ñ<√´>∑T\T
1ôd+.MT. R 5 eT+~ e´≈£îÔ\T nqT dü÷∫ø£qT rdüTø=q+&ç.
21
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
(iv) Calculate the heights of the bars by dividing the frequencies with the scale:
Farmers 40 ÷ 5 = 8 Businessman 10 ÷ 5 = 2
Private Employees 15 ÷ 5 = 3 Govt. Employees 35 ÷ 5 = 7
Labourers 5÷5 =1
(v) Draw rectangular, vertical bars of same width on the X-axis with heights calculated above.
Similarly we can construct a horizontal bar diagram for the data given above.
Steps of construction:
( i) Draw two perpendicular lines on a graph sheet -one horizontal (X-axis) and one vertical

A
(Y-axis).
(ii) Along the X-axis mark 'number of persons' and along the Y-axis mark 'professions'.

AN
(iii) Select a suitable scale on the X-axis, say 1 cm = 5 persons.
(iv) Calculate the lengths of the bars by dividing the frequencies with the scale:
Farmers 40 ÷ 5 = 8 Businessmen 10 ÷ 5 = 2

G
Private Employees 15 ÷ 5 = 3 Govt. Employees 35 ÷ 5 = 7
Labourers 5÷5 =1
(v)
N
Draw rectangular, horizontal bars of same width on the Y-axis with lengths calculated
above.
y
LA
1 cm = 5 persons

Labourers
TE

Govt.
Employees

Private
Employees
T,

Business-
men
ER

Farmers

x
0 1 2 3 4 5 6 7 8 9
Number of persons
SC

EXERCISE - 8.3
1. The life span of some animals is given as follows:
Bear - 40 years, Bull - 28 years, Camel - 50 years, Dog - 22 years, Cat - 25 years,
Donkey - 45 years, Goat - 15 years, Horse - 10 years, Cow - 22 years, Elephant - 70
years.
Draw a horizontal bar graph to represent the data.

22
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
iv) dü÷∫ø£ _ÛqïeTT#˚ Á|ü‹ bÂq'|ü⁄q´eTTqT uÛ≤–dü÷Ô ø£MTà\ bı&Ée⁄\qT ˝…ø£ÿø£≥º+&ç.
¬s’‘·T\T 40 ÷ 5 = 8 yê´bÕs¡T\T 10 ÷ 5 = 2
Áô|’y˚≥T ñ<√´>∑T\T 15 ÷ 5 = 3 Á|üuÛÑT‘·« ñ<√´>∑T\T 35 ÷ 5 = 7
ø±]à≈£î\T 5÷5 =1
v) nqTyÓ’q yÓ&É\TŒ (ñ<ë : 1ôd+.MT), ˝…øÏÿ+∫q bı&Ée⁄\T >∑\ ì\Te⁄ ø£MTà\qT X-nø£åeTTô|’ ì]à+#·+&ç.
Ç<˚ $<Ûä+>± á <ä‘êÔ+X¯eTTq≈£î n&ÉT¶ ø£MTà πsU≤∫Á‘·eTTqT ^j·Te#·TÃqT.
ìsêàD k˛bÕqeTT\T

A
i) ÁøÏ+~ |ü≥eTT˝À #·÷|æq $<Ûä+>± ˇø£ Á>±|òü⁄ ø±–‘·eTTô|’ ˇø£ øÏå‹» düe÷+‘·s¡ πsK (X-nø£åeTT), ˇø£

AN
\+ãπsK (Y-n≈£åeTT) \qT ^j·T+&ç.
ii) X-nø£åeTT yÓ+ã&ç e´≈£îÔ\ dü+K´qT, Y-nø£åeTT yÓ+ã&ç eè‘·TÔ\qT >∑T]Ô+#·+&ç.
iii) nìï bÂq'|ü⁄q´eTT\qT dü÷∫+#·T≥≈£î nqTe⁄>± X-nø£åeTTô|’ 1ôd+.MT. R 5 eT+~ e´≈£îÔ\T nqT dü÷∫ø£qT

G
rdüTø√+&ç.
iv) dü÷∫ø£ _Ûqï+#˚ Á|ü‹ bÂq'|ü⁄q´eTTqT uÛ≤–dü÷Ô ø£MTà\ bı&Ée⁄\qT ˝…øÏÿ+#·+&ç.
¬s’‘·T\T 40 ÷ 5 = 8
15 ÷ 5 = 3
N yê´bÕs¡T\T 10 ÷ 5 = 2
35 ÷ 5 = 7
LA
Áô|’y˚≥T ñ<√´>∑T\T Á|üuÛÑT‘·« ñ<√´>∑T\T
ø±]à≈£î\T 5÷5 =1
v) nqTyÓ’q yÓ&É\TŒ (ñ<ë : 1ôd+.MT) ˝…øÏÿ+∫q bı&Ée⁄\T >∑\ n&ÉT¶ ø£MTà\qT Y-nø£å+ e<ä›qT+&ç ÁbÕs¡+_Û+∫
TE

y 1 ôd+.MT.R5>∑
ì]à+#·+&ç. 1 ôd+.MT. IT5s¡>∑TTs¡e´≈£
T e´≈£îî\
ÔÔ\TT

ø±]à≈£î\T\T

Á|üuTÑÛ ‘·«
T,

ñ<√´>∑T\T
Áô|’y˚≥T
ñ<√´>∑T\T
ER

yê´bÕs¡T\T

s¬ ‘’ T· \T
x
SC

0 1 2 3 4 5 6 7 8 9
e´≈£î\Ô dü+K´
nuÛ≤´düeTT ` 8.3
1. ø=ìï »+‘·Te⁄\ jÓTTø£ÿ J$‘· ø±˝≤\T á $<Ûä+>± Çe«ã&ܶsTT.
m\T>∑Tã+{Ï ` 40dü+ˆˆ\T, m<äT› ` 28 dü+ˆˆ\T, ˇ+f… ` 50 dü+ˆˆ\T, ≈£îø£ÿ ` 22 dü+ˆˆ\T, |æ*¢ ` 25 dü+ˆˆ\T,
>±&ç<ä ` 45 dü+ˆˆ\T, y˚Tø£ 15 dü+ˆˆ\T, >∑Ti¿eTT ` 10 dü+ˆˆ\T, Äe⁄ ` 22dü+ˆˆ\T, @qT>∑T ` 70 dü+ˆˆ\T.
á <ä‘êÔ+X¯eTTqT n&ÉT¶ø£MTà πsU≤∫Á‘·+>± #·÷|ü+&ç.
23
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
2. The following table shows the monthly expenditure of Imran's family on various items:
Item House Rent Food Education Electricity Transport Misc.
Expenditure (`
`) 3000 3400 800 400 600 1200
Construct a vertical bar diagram to represent the above data.
3. Travelling time from Hyderabad to Thirupathi by different means of transport are-
Car - 8 hours, Bus - 15 hours, Train - 12 hours, Aeroplane - 1 hour. Represent the information
using a bar diagram.
4. A survey of 120 school students was conducted to find which activity they prefer to do in

A
their free time.

AN
Preferred activity Playing Reading story Watching Listening Painting
books TV to music
Number of students 25 10 40 10 15

G
Draw a bar graph to illustrate the above data.

PROJECT WORK
1. N
Collect different kinds of bar graphs from news papers, magazines etc. and make an
album. Try to interpret each of the bar graphs.
LA
2. Go round your colony. Note how many houses of different kinds i.e. thatched houses, tiled
housed, RCC slab houses, apartments are there. Tabulate the findings and represent the
data as a bar graph.
TE

WHAT HAVE WE DISCUSSED?

1. We have seen that data is a collection of numbers gathered to
give some information.
T,

2. To get a particular information from the given data quickly, the

data can be arranged in a tabular form using tally marks.
ER

3. We learnt how a pictograph represents data in the form of

pictures, objects or parts of objects. We have also seen how to interpret a pictograph and
answer the related questions. We have drawn pictographs using symbols to represent a
certain number of items or things. For example, = 100 books.
SC

4. We have discussed about representation of data by using a bar diagram or a bar graph. In
a bar graph, bars of uniform width are drawn horizontally or vertically with equal spacing
between them. The length of each bar represents the respective frequency.

P. C. Mahalanobis (India)
1893 - 1972
Founder of Indian Statastical Research Institute in Kolkatta.
He is known as father of Indian statistics. His 'National
sample surveys' have gained international recognition.

24
DATA HANDLING Free distribution of Govt. of Telangana 2022-23
2. ÇÁe÷Hé jÓTTø£ÿ HÓ\dü] ≈£î≥T+ã Ks¡Tà ÁøÏ+~ $<Ûä+>± Çe«ã&çq~.
|ü<Tä › Ç+{Ïn<Ó› ÄVü‰s¡eTT #·<äTe⁄\T $<äT´‘Y s¡yêD≤ Ç‘·s¡ Ks¡TÃ\T
Ks¡TÃ (`) 3000 3400 800 400 600 1200
ô|’ <ä‘êÔ+X¯eTTqT ì\Te⁄ ø£MTà πsU≤∫Á‘·eTT>± #·÷|ü+&ç.
3. $$<Ûä s¡yêD≤ kÂø£s¡´eTT\ <ë«sê ôV’≤<äsêu≤<äT qT+&ç ‹s¡T|ü‹øÏ Á|üj·÷D ø±\eTT\T
ø±s¡T ` 8 >∑+≥\T, ãdüT‡ ` 15 >∑+≥\T, ¬s’\T ` 12 >∑+≥\T, $e÷q+ ` 1>∑+≥ nì Çe«ã&ç+~. á

A
<ä‘êÔ+X¯eTTqT ø£MTà πsU≤∫Á‘·eTT>± #·÷|ü+&ç.
4. $<ë´s¡TΔ\T ‘·eT r]ø£ düeTj·÷ìï m˝≤ >∑&ÉT|ü⁄‘ês¡T? nH˚ düπs« 120 eT+~ $<ë´s¡TΔ\ô|’ »s¡T|ü>± ÁøÏ+~

AN
$esê\T \_Û+#·ã&É‘êsTT.
Çwüº|ü&ÉT |üì Ä{˝≤&É≥+ |ü⁄düÔø±\T TV #·÷&É&+É dü+^‘·+ ∫Á‘·˝ÒKq+
#·<äe&É+ $q&É+

G
$<ë´s¡Tú\ dü+K´ 45 30 20 10 15
á <ä‘êÔ+X¯eTTqT dü÷∫+#·Tq≥T¢>± ø£MTàπsU≤ ∫Á‘·eTT ì]à+#·+&ç.
ÁbÕC…≈£îº |üì N
LA
1. ~q |üÁ‹ø£\T, yês¡|Áü ‹ø£\T, yê´bÕs¡ Á|üø≥£ q\ ø£s|¡ Áü ‘·eTT\qT+&ç M\sTTqìï ø£MTàπsU≤
∫Á‘·eTT\qT ùdø£]+∫, MT $TÁ‘·T\‘√ #·]Ã+∫, MT n_ÛÁbÕj·TeTT\qT ‘Ó\|ü+&ç.
2. MT Äyêdü ÁbÕ+‘·eTT˝À $$<Ûä s¡ø±\ Ç+&É¢qT (|üP]fi¯ófl, ô|+≈£î{Ïfi¯ófl, RCC kÕ¢ãT >∑\
TE

Çfi¯ó¢ .... yÓTT<ä\>∑Tq$) ˝…øÿÏ +∫, Ä <ä‘êÔ+X¯eTTqT ø£MTàπsU≤ ∫Á‘·+>± #·÷|ü+&ç.

eTq+ H˚s¡TÃ≈£îqï$
1. ˇø£ ìs¡íj·T+ rdüTø=qT≥≈£î düVü‰j·T|ü&ÉT dü+U≤´‘·àø£ ˝Òø£ $es¡D≤‘·àø£
T,

düe÷#êsêìï ª<ä‘êÔ+X¯eTTμ n+{≤+.

2. ˇø£ <ä‘êÔ+X¯eTT qT+&ç nedüs¡eT>∑T $wüj·TeTTqT ‘·«s¡>± ns¡Δ+#˚düTø=qT≥≈£î
ER

Ä <ä‘êÔ+X¯eTTqT >∑Dq ∫Vü‰ï\T ñ|üjÓ÷–+∫ bÂq'|ü⁄q´ $uÛÑ»q |ü{Ϻø£

s¡÷|ü+˝À sêkÕÔ+.
3. |ü≥ ∫Á‘·eTT\ <ë«sê <ä‘êÔ+X¯ $esê\qT m˝≤ dü÷∫+#·e#√à H˚s¡TÃ≈£îHêï+. |ü≥ ∫Á‘·+˝À sêX¯ó\qT ∫qï
SC

u§eTà\‘√ >±ì ˝Òø£ bÕøÏåø£ u§eTà\‘√ >±ì dü÷∫kÕÔ+. m≈£îÿe bÂq'|ü⁄q´eTT\qT dü÷∫+#·T≥≈£î nqTe⁄>±
dü÷∫ø£ (ùdÿ\T)qT ìs¡ísTT+#·Tø=+{≤+. ñ<ë : = 100 |ü⁄düÔø±\T.
4. ø£MTàπsK ∫Á‘ê\ ñ|üjÓ÷>±\ >∑T]+∫ ‘Ó\TdüTø=Hêï+. ø£MTàπsU≤ ∫Á‘·+˝Àì ø£MTà\˙ï ˇπø yÓ&É\TŒqT
ø£*–j·TT+&ç yê{Ï bı&Ée⁄\T n$ dü÷∫+#˚ sêX¯ó\ jÓTTø£ÿ bÂq'|ü⁄q´eTT\≈£î nqTbÕ‘·eTT˝À ñ+{≤sTT.
|æ.dæ. eTVü‰\H√_dt 1893 ` 1972
uÛ≤s¡‘· kÕ+K´ø£XÊg |æ‘êeTVüQ&ÉT. ø£\ø£‘êÔ˝À uÛ≤s¡‘· kÕ+K´ø£ XÊg |ü]XÀ<Ûqä dü+düqú T
kÕú|æ+#ês¡T. áj·Tq s¡÷bı+~+∫q ªC≤rj·T XÊ+|æ˝Ÿ düπs«\îμ Á|ü|ü+#· Á|üU≤´‹
bı+<ësTT.
25
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 <ä‘êÔ+X¯ ìs¡«Vü≤D
 CHAPTER - 9
Introduction to Algebra

9.1 INTRODUCTION

A
Our study so far has been with numbers and shapes. What we have learnt so far comes
under arithmetic and geometry. Now we begin the study of another branch of mathematics called

AN
Algebra.
The main feature of algebra is the use of letters or alphabet to represent numbers. Letter
can represent any number, not just a particular number. It may stand for an unknown quantity. By
learning the method of determining unknowns we develop powerful tools for solving puzzles and

G
many problems in our daily life.
Consider the following
N
Damini and Koushik are playing a game.
LA
Koushik : If you follow my instructions and tell me the final result, then I will tell you your age.
Dhamini : But you know my age, so what is new?
Koushik : Ok, take the age of a person who is unknown to me. Do not reveal me the age but still
TE

I will tell you the age.

Dhamini : Alright, what are your instructions? Let me see how you do it.
Koushik : First, double the age.
Dhamini : Done.
T,

Koushik : Add 5 to the result and tell me the final result.

Dhamini : Ok, the result is '27'.
ER

Koushik : Good! Your friend's age is 11 years.

Dhamini was surprised. She thought for a while and said 'I know how you found the age'.
Do you know how it was done? You too can try!!!
SC

9.2 PATTERNS - MAKING RULES

9.2.1 Pattern-1
Praveen and Moulika were making human faces as shown in the
following figures. They use black stickers for eyes. Moulika took two
black stickers and formed a human face as shown in the figure.
Praveen also took two black stickers to form a human face and
put it next to the one made by Moulika.
26
INTRODUCTION TO ALGEBRA Free distribution of Govt. of Telangana 2022-23
 n<Ûë´j·TeTT ` 9
;»>∑D‘Ï · |ü]#·jT· +

9.1 |ü]#·j·T+
eTq+ Ç+‘·es¡≈î£ dü+K´\qT >∑T]+∫, C≤´$Trj·T Äø±sê\qT >∑÷]à H˚sT¡ Ã≈£îHêï+. dü+K´\q÷, yê{Ï <Ûsä êà˝qT

A
>∑T]+∫ ‘Ó*ù| >∑D‘Ï · XÊKqT n+ø£>D∑ ‘Ï e· TT nì, C≤´$T‹ Äø±sê\qT yê{Ï <Ûsä êà\qT >∑T]+∫ ‘Ó*ù| >∑D‘Ï $· uÛ≤>±ìï
sπ U≤>∑D‘Ï +· nì ‘Ó\TdüT≈£îHêï+. Ç|ü&ÉT >∑D‘Ï +· ˝À ;»>∑D‘Ï +· nH˚ eTs=ø£ >∑D‘Ï · $uÛ≤>±ìï >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.

AN
;»>∑DÏ‘·+˝À eTq+ Á|ü<Ûëq+>± ª‘Ó*j·Tì sêX¯ó\qTμ ;Jj·T nø£åsê\#˚ dü÷∫kÕÔ+. ø=ìï >∑DÏ‘· düeTdü´\˝À
‘Ó*j·Tì sêX¯ó\qT ;Jj·T nø£så ê\‘√ dü÷∫+∫ Ä düeTdü´\qT $$<Ûä |ü<‘Δä T· \˝À kÕ~ÛkÕÔeTT. á |ü<‘Δä T· \qT ‘Ó\TdüT≈£î+fÒ
eTq+ ì‘·´J$‘·+˝Àì nH˚ø£ >∑DÏ‘· düeTdü´\qT eT]j·TT |üõ˝Ÿ‡qT düT\uÛÑ+>± kÕ~Û+#·e#·TÃ.

G
øÏ+~ dü+uÛ≤wüD |ü]o*+#·+&ç.
<ë$Tì, øö•ø˘\T ˇø£Ä≥ Ä&ÉT‘·THêïs¡T.
N
øö•ø˘ : Hê dü÷#·q\T bÕ{Ï+∫, ∫e] |òü*‘·+ #Ó_‘˚, ˙ ej·TdüT‡ m+‘√ #ÓãT‘êqT.
LA
<ë$Tì : Hê ej·TdüT‡ ˙≈£î ‘Ó\TdüTø£<ë! Bì˝À ø=‘˚ÔeTT+~?
øö•ø˘ : düπs. Hê≈£î ‘Ó*j·Tì ˙ ùdïVæ≤‘·Tì ej·TdüT‡ rdüTø√. qTe⁄« n‘·ì ej·TdüT‡ #Ó|üŒø£b˛sTTHê H˚qT Ä
TE

ej·TdüT‡ #ÓãT‘ê.
<ë$Tì : n˝≤π>. ˙ dü÷#·q\T @$T{Ï? ˙e⁄ m˝≤ #˚kÕÔy√ >∑eTìkÕÔqT.
øö•ø˘ : yÓTT<ä≥, ˙e⁄ rdüT≈£îqï ej·TdüT‡qT ¬s{Ϻ+|ü⁄ #˚j·TT.
<ë$Tì : düπs. #˚XÊqT.
T,

øö•ø˘ : <ëìøÏ 5 ø£\T|ü⁄. m+‘· |òü*‘·+ e∫Ã+<√ #Ó|ü⁄Œ

<ë$Tì : u≤>∑T+~. |òü*‘·+ ª27μ
ER

øö•ø˘ : Ç~>√, ˙ ùdïVæ≤‘·Tì ej·TdüT‡ 11 dü+e‘·‡sê\T.

<ë$Tì ÄX¯Ãs¡´b˛sTT+~. ÄyÓT ø=+#Ó+ Ä˝À∫+∫ yÓ+≥H˚ n+~. ªªHê≈£î ej·TdüT‡ m˝≤ ø£qTø√ÿyê˝À ‘Ó*dæb˛sTT+~μμ.
SC

eT]˙≈£î ≈£L&Ü Ä˝À#·q e∫Ã+<ë? MTs¡÷ Á|üj·T‹ï+#·+&ç.

9.2 neT]ø£\T ` dü÷Á‘ê\T s¡÷|üø£\Œq
9.2.1 neT]ø£ ` 1
Á|üMDY eT]j·TT eTÚ[ø£ eTìwæ Äø±s¡+˝À >∑\ eTTU≤\qT á |ü{≤\˝À #·÷|æq≥T¢>±
‘·j·÷s¡T#˚düTÔHêïs¡T. yês¡T ø£fi¯ófl #·÷|æ+#·&ÜìøÏ q\¢u§≥Tº _fi¯fl\T yê&Üs¡T. eTÚ[ø£ 2 u§≥Tº
_fi¯fl\T rdüTø=ì eTTU≤ìï ‘·j·÷s¡T#˚dæ+~.
Á|üMDY ≈£L&Ü 2 u§≥Tº _fi¯fl\T rdüTø=ì eTTU≤ìï ‘·j÷· s¡T#˚d,æ eTÚ[ø£ eTTU≤ìï
‘·j÷· s¡T#˚dqæ <ëìøÏ Á|üMDY eTs=ø£{Ï »‘·#X˚ Ê&ÉT.
27
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
 Then Moulika added one more

and Praveen also

Soon after their friend Rahim joined them. He asked them, " How many black stickers will
be required to form 8 such shapes". Immediately Moulika counts the number of black stickers in

A
four shapes, doubles the number and says 16.

AN
"Well" Rahim said and asks them, " How many black stickers will be required to form 69
such human faces". Moulika and Praveen feel this method of counting stickers is a bit laborious
and time consuming, specially when the number of faces are very large. They decide to find a new
way. They think a while and make the following table.

G
Number of human faces formed 1 2 3 ...

N
Number of black stickers required 2 4 6 ...
LA
Also represented as (pattern formation) 2 × 1 2×2 2×3 ...
Do you notice a relation between the number of faces formed and the number of black
stickers required? Moulika says that there is a relationship between the number of faces to be
TE

formed and the number of black stickers required.

For example to make 1 face, the required stickers are 2 i.e. 2 × 1 or 2 × the number of
faces formed. Let us see if it works for larger number of faces.
T,

For 2 faces, the required stickers are 4 = 2 × 2 = 2 × number of faces formed.

For 3 faces, the required stickers are 6 = 2 × 3 = 2 × number of faces formed.
ER

Moulika said that the number of black stickers required is twice the number of faces
formed i.e. number of black stickers required = 2 times the number of faces formed.
Now for the number of faces to be 69 we require. 2 × 69 = 138 black stickers.
SC

9.2.2 Pattern-2
To make a triangle, 3 match sticks are used.
If we want to make two triangles we need 6 match sticks.

28
INTRODUCTION TO ALGEBRA Free distribution of Govt. of Telangana 2022-23
 eTÚ[ø£ eTs=ø£{Ï »‘·#˚dæq~.

eT]j·TT Á|üMDY ≈£L&Ü

yê]øÏ ‘√&ÉT>± yê] ùdïVæ≤‘·T&ÉT s¡V”≤+ ‘√&Éj·÷´&ÉT. Ç˝≤ 8 eTTU≤\qT ‘·j·÷s¡T#˚j·T&ÜìøÏ mìï q\¢u§≥Tº
_fi¯fl\T nedüs¡+ ne⁄‘êsTT? nì s¡V”≤+ n&ç>±&ÉT. eTÚ[ø£ yÓ+≥H˚ 4 eTTU≤\˝À >∑\ q\¢u§≥Tº _fi¯fl\T ˝…øÏÿ+∫,

A
<ëìì ¬s{Ϻ+|ü⁄ #˚dæ yÓ+≥H˚ ª16μ nì #Ó|æŒ+~.
u≤>∑T+~. nsTT‘˚ 69 eTTU≤\qT ‘·j·÷s¡T#˚j·T&ÜìøÏ mìïu§≥T¢ nedüs¡eTÚ‘êj·Tì s¡V”≤+ Á|ü•ï+#ê&ÉT.

AN
Bìì ˝…øÏÿ+#·&É+ ø£wüº+>± eTÚ[ø£, Á|üMDY uÛ≤$+#ês¡T. eTTU≤\ dü+K´ ô|]π> ø=\B, Ç~ >∑DÏ+#·&É+ ø±\+ eè<Ûë
nì|æ+∫+~. <ëìø√dü+ yês¡T ˇø£ |ü<䛋 m+#·Tø=Hêïs¡T. ÁøÏ+~ $<Ûä+>± |ü{Ϻø£ s¡÷bı+~+#·T≈£îHêïs¡T.
eTTU≤\ dü+U´ 1 2 3 .......

G
ø±yê*‡q u§≥Tº _fi¯fl\T 2 4 6 ........
neT]ø£ m˝≤ @s¡Œ&ç+~! 2I1 2I2
N 2I3 ..........
LA
eTTU≤\ dü+K´≈£î, ø±e*‡q q\¢u§≥Tº _fi¯fl\ dü+K´≈£î @yÓTHÆ ê dü+ã+<Û+ä MTs¡T >∑T]Ô+#êsê? M{Ï dü+ã+<Ûëìï
eTÚ[ø£ >∑T]Ô+∫+~.
TE

ñ<ëVü≤s¡D≈£î 1 eTTK+ ‘·j·÷ØøÏ ø±e*‡q u§≥Tº _fi¯fl\T R 2. m≈£îÿe dü+K´˝À eTTU≤\T >∑\ dü+<äs¡“¤+˝À
Ç~ m˝≤ |üì #˚düTÔ+<√ #·÷<ë›+.
2 eTTU≤\ ‘·j·÷ØøÏ ø±yê*‡q u§≥Tº _fi¯fl\T R 4, n+fÒ 2I2 nq>± 2IeTTU≤\ dü+K´
T,

3 eTTU≤\ ‘·j·÷ØøÏ ø±yê*‡q u§≥Tº _fi¯fl\T R 6, n+fÒ 2I3 nq>± 2IeTTU≤\ dü+K´
Bì qT+&ç eTTU≤\ dü+K´qT ¬s{Ϻ+|ü⁄ #˚ùdÔ ø±yê*‡q q\¢u§≥Tº _fi¯fl\ dü+K´ edüTÔ+<äì eTÚ[ø£ #Ó|æŒ+~.
ER

n+<äT#˚ ø±yê*‡q q\¢ u§≥Tº _fi¯fl\ dü+K´ R eTTU≤\ dü+K´≈£î ¬s{Ϻ+|ü⁄.

Bì Ä<Ûës¡+>± 69 eTTU≤\≈£î ø±yê*‡q u§≥Tº _fi¯fl\ dü+K´ R 2 I 69 R 138.
9.2.2 neT]ø£ ` 2
SC

Á‹uÛÑT»+ @s¡Œs¡T#·T≥≈£î 3 n–Z|ü⁄\¢\T nedüs¡+.

¬s+&ÉT Á‹uÛÑTC≤\T @s¡Œs¡T#·T≥≈£î 6 n–Z|ü⁄\¢\T nedüs¡+.

29
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
 The following table gives the number of match sticks required and the number of triangles
to be formed:
Number of triangles to be formed 1 2 3 4 5 6 ...
Number of match sticks required 3 6 9 12 15 18 ...
Observation (Pattern) 3×1 3×2 3×3 3×4 3×5 3×6 ...

What is the rule for the number of triangles formed and the match sticks needed?
The rule is number of match sticks required = 3 times the number of triangles to be formed.

A
9.2.3 Pattern-3

AN
To make a square, 4 match sticks are needed.

G
If we want to make two squares we need 8 match sticks
N
LA
If we want to make three squares we need 12 match sticks
TE
T,

Let us arrange the above information in the following table

Number of squares to be formed 1 2 3 .…….
ER

Number of match sticks required 4 8 12 . …….

Observation (Pattern) 4×1 4×2 4×3 …..….
i.e. number of match sticks required = 4 times number of squares to be formed.
SC

9.3 VARIABLE
Let us consider the table in pattern-1
Number of human faces to be formed 1 2 3 ...
Number of black stickers required 2 4 6 ...
Pattern 2×1 2×2 2×3 ...
In the table as the number of human faces formed goes on increasing the number of black
stickers required also goes on increasing. Also notice that in each case the number of stickers
required is twice the number of human faces formed.
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INTRODUCTION TO ALGEBRA Free distribution of Govt. of Telangana 2022-23
 øÏ+~ |ü{øºÏ ˝£ À Á‹uÛTÑ C≤\qT @s¡Œs¡#&· ÜìøÏ ø±yê*‡q n–Z|⁄ü \¢\ dü+K´ eT]j·TT Á‹uÛTÑ C≤\ dü+K´≈£î dü+ã+~Û+∫q
düe÷#ês¡+ Çe«ã&ç+~.
Á‹uÛÑTC≤\ dü+K´ 1 2 3 4 5 6 .......
ø±yê*‡q n–Z|ü⁄\¢\ dü+K´ 3 6 9 12 15 18 .......
neT]ø£ (|ü]o\q) 3I1 3I2 3I3 3I4 3I5 3I6 .......
Á‹uÛÑTC≤\ dü+K´≈£î ø±yê*‡q n–Z|ü⁄\¢\ dü+K´≈£î >∑\ dü+ã+<ÛëìøÏ dü÷Á‘·+ @eTÚ‘·T+~?

A
ø±yê*‡q n–Z|ü⁄\¢\ dü+K´ R Á‹uÛÑTC≤\ dü+K´≈£î eT÷&ÉT¬s≥T¢
9.2.3 neT]ø£ 3

AN
ˇø£ #·‘·Ts¡Ádü+ @s¡Œs¡T#·T≥≈£î 4 n–Z|ü⁄\¢\T nedüs¡+

G
¬s+&ÉT #·‘·Ts¡ÁkÕ\T @s¡Œs¡T#·T≥≈£î 8 n–Z|ü⁄\¢\T nedüs¡+.

N
LA
eT÷&ÉT #·‘·Ts¡ÁkÕ\T @s¡Œs¡T#·T≥≈£î 12 n–Z|ü⁄\¢\T nedüs¡+.
TE

ô|’ düe÷#êsêìï ÁøÏ+~ |ü{Ϻø£˝À neT]ùdÔ @ $<Ûä+>± ñ+≥T+<√ >∑eTì+#·+&ç.

#·‘·Ts¡ÁkÕ\ dü+K´ 1 2 3 ....
T,

ø±yê*‡q n–Z|ü⁄\¢\ dü+K´ 4 8 12 ....

ER

neT]ø£ (@s¡Œ&çq $<Ûëq+) 4I1 4I2 4I3 ....

n+<äT#˚ ø±yê*‡q n–Z|ü⁄\¢\ dü+K´ R #·‘·Ts¡ÁkÕ\ dü+K´≈£î 4 ¬s≥T¢. (4I #·‘·Ts¡ÁkÕ\ dü+K´)
9.3 #·s¡sê•
SC

eTs¡\ ˇø£kÕ] 1e neT]ø£ |ü]o*<ë›+

eTTU≤\dü+K´ 1 2 3 .......
ø±yê*‡q u§≥¢ dü+K´ 2 4 6 .......
neT]ø£ (@s¡Œ&çq $<Ûä+) 2I1 2I2 2I3 ......
|ü{Ϻø£˝À eTTU≤\ dü+K´˝À e÷s¡TŒ »s¡T>∑T‘·Tqï|ü⁄Œ&ÉT (ô|s¡T>∑T≥) ø±e*‡q u§≥Tº _fi¯fl\ dü+K´≈£L&Ü e÷s¡TŒ
»s¡T>∑T‘·Tqï~ (ô|]–+~) n<˚$<Ûä+>± Á|ürdü+<äs¡“¤+˝Àq÷ ø±e*‡q u§≥Tº _fi¯fl\ dü+K´, eTTU≤\dü+K´≈£î ¬s{Ϻ+|ü⁄
ø±e&É+ eTq+ >∑eTì+#·e#·TÃ.
31
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
 For the sake of convenience, let us write a letter say 'm' for the number of faces formed.
Therefore, number of black stickers required = 2 × m. Instead of writing " 2 × m" we write
"2m". Note that "2m" is same as "2 × m" not as 2 + m.
∴ The number of black stickers required = 2m.
If we want to make one human face,the value of m = 1. Therefore according to the rule
the number of stickers required is 2 × 1 = 2.
If we want to make two faces, the value of 'm' becomes 2. Therefore the number of
stickers required is 2 × 2 = 4.

A
Now, can you guess the number of stickers required for three faces? Obviously 6.

AN
From the above example we found relation between the number of stickers required and
the number of faces.
Number of stickers required =2m

G
Here m is the number of faces and it can take any value i.e. 1, 2, 3, 4, .....
The 'm' here is an example of a variable, the value of 'm' is not fixed and it can take

N
different values. Accordingly the number of stickers also changes.
Now consider the table of pattern-2
LA
Number of triangles to be formed 1 2 3 4 5 6 .......
Number of match sticks required 3 6 9 12 15 18 .......
Observation (Pattern) 3×1 3×2 3×3 3×4 3×5 3×6 ……
TE

Now can you frame the rule for the number of match sticks required for a given number of
triangles to be formed?
Obviously number of match sticks required = 3 y, where 'y' is number of triangles. Here
T,

also 'y' takes different values. y = 1, 2, ..... i.e. the value of 'y' changes. Hence 'y' is an example of
a variable.
ER

Go back to the table of pattern -3 and make the rule for the number of match sticks
required for a given number of squares. Take n to denote the number of squares and m to denote
the matchsticks needed.
SC

TRY THESE
1. Can you now write the rule to form the following pattern with match sticks?

2. Find the rule for required number of match sticks to form a pattern repeating 'H' . How
would the rule be for repeating the shape 'L'?

32
INTRODUCTION TO ALGEBRA Free distribution of Govt. of Telangana 2022-23
 Bìì düT\uÛÑ+>±, dü÷ø£åà+>± Áyêj·T&ÜìøÏ eTq kÂø£sê´s¡ú+ eTTU≤\ dü+K´qT 'm' >± sê<ë›+.
ø±e*‡q u§≥Tº _fi¯fl\ dü+K´ R 2 I m Bìì düT\uÛÑ+>± '2m' nì Áyêj·Te#·TÃ. 2m n+fÒ ª2 I mμ nì
>∑eTì+#ê*. Ç~ 2 G m ø±<äT.
∴ ø±yê*‡q u§≥Tº _fi¯fl\ dü+K´ R 2m
ˇø£ eTTK+ ‘·j·÷ØøÏ m R 1 nsTT‘˚, ø±yê*‡q u§≥Tº _fi¯fl\ dü+K´ 2 I 1 R 2 n>∑TqT.
¬s+&ÉT eTTU≤\ ‘·j·÷ØøÏ m R 2 nsTT‘˚ ø±yê*‡q u§≥Tº _fi¯fl\ dü+K´ 2I2 R 4 n>∑TqT.

A
Bìì ã{Ϻ 3 eTTU≤\ ‘·j·÷ØøÏ mìï u§≥Tº _fi¯fl\T nedüs¡yÓ÷ }Væ≤+#·>∑\sê? Ç~ 6 ø£<ë!

AN
ô|’ ñ<ëVü≤s¡D Á|üø±s¡+ eTTU≤\ ‘·j÷· ØøÏ ø±yê*‡q u§≥Tº _fi¯fl\T dü+K´ ‘Ó\TdüTø√e&ÜìøÏ dü÷Á‘·+ ø£qT>=HêïeTT.
ø±yê*‡q u§≥Tº _fi¯fl\ dü+K´ R 2 m
Ç#·Ã≥ 'm' nH˚~ eTTU≤\ dü+K´ nsTT‘˚, Bì $\Te\T es¡Tdü>± 1, 2, 3, 4, .... n>∑TqT.

G
n+<äT#˚ 'm' nH˚ ˇø£ #·s¡sê•. Ç~ dæús¡yÓTÆq $\Te ø£*– e⁄+&Éø£, nH˚ø£ $\Te\T rdüT≈£î+≥T+~. Bìì
ã{Ϻ ø±yê*‡q u§≥Tº _fi¯fl\ dü+K´ e÷s¡T‘·÷ ñ+≥T+~.
N
LA
Ç|ü⁄Œ&ÉT eTq+ 2 e neT]ø£qT |ü]o*<ë›+.
Á‹uÛÑTC≤\ dü+K´ 1 2 3 4 5 6 ....
TE

ø±yê*‡q n–Z|ü⁄\¢\T 3 6 9 12 15 18 .....

neT]ø£ (|ü]o\q) 3I1 3I2 3I3 3I4 3I5 3I6 ....
Bìì ã{Ϻ Á‹uÛÑTC≤\ dü+K´≈£L, yê{Ïì @s¡Œs¡#·&ÜìøÏ ø±yê*‡q n–Z|ü⁄\¢\ dü+K´≈£î dü+ã+<Ûä+ @s¡Œs¡∫
dü÷Á‘·+ ø£qT>=+<ë+.
T,

Á‹uÛÑTC≤\ dü+K´ 'y' nsTT‘˚ ø±yê*‡q n–Z|ü⁄\¢\ dü+K´ '3y' ne⁄‘·T+~. Ç#·Ã≥ 'y' nH˚ sê•øÏ $$<Ûä
$\Te\T ÇkÕÔ+. n+fÒ y R 1, 2, 3, 4, ... n+fÒ 'y' $\Te m|üŒ{Ïø£|ü⁄Œ&ÉT e÷s¡T‘·÷ ñ+≥T+~. n+<äT#˚ 'y' nH˚~
ER

#·s¡sê•øÏ ˇø£ ñ<ëVü≤s¡D n>∑TqT.

eTs¡\ ˇø£kÕ] eT÷&Ée neT]ø£qT ≈£L&Ü |ü]o*+∫ <ëì dü÷Á‘·+ ≈£L&Ü ø£qT>=+<ë+. #·‘·Ts¡ÁkÕ\T
@s¡Œs¡T#·T≥≈£î ø±yê*‡q n–Z|ü⁄\¢\ dü+K´≈£î dü]|ü&ÉT dü÷Á‘·+ ø£qT>=q{≤ìøÏ Á|üj·T‹ï+#·T. #·‘·Ts¡ÁkÕ\ dü+K´≈£î 'n'
SC

nH˚ #·s¡sê•ì rdüTø=ì dü÷Á‘·+ sêj·T+&ç.

Á|üj·T‹ï+#·+&ç
1. Á|üø£ÿ n–Z|ü⁄\¢\ neT]ø£≈£î ‘·–q dü÷Á‘·+ sêj·T+&ç.
2. 'H' nø£åsê\ neT]ø£≈£î ø±yê*‡q n–Z|ü⁄\¢\ dü+K´≈£î
dü÷Á‘·+ sêj·T+&ç. 'L' nø£ås¡+ Áø£eT+˝À neT]Ãq|ü⁄&ÉT á ìj·TeT+ @eTÚ‘·T+~?

33
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
 9.4 MORE PATTERNS
Consider the match stick pattern constructing squares

Shape-1 Shape-2 Shape-3 Shape-4

The number of squares and the match sticks required are given below:
Number of squares 1 2 3 4 5

A
Number of match sticks (m) 4 7 10 13 ---

AN
Pattern (3×1)+1 (3×2)+1 (3×3)+1 (3×4)+1 ---

Then the rule is, number of match sticks = 3 × (number of squares) + 1

Let s = number of squares, therefore number of match sticks used = (3×s) + 1 = 3s + 1

G
Here the letter 's' is an example for a variable.

TRY THESE
N
LA
A line of shapes is constructed using matchsticks .
TE

Shape-1 Shape-2 Shape-3 Shape-4

(i) Find the rule that shows how many sticks are needed to make a group of such shapes?
(ii) How many match sticks are needed to form a group of 12 shapes?
T,

We can use any letter eg. m, n, p, s, x, y, z etc. to denote a variable. Variable does not have
a fixed value or a fixed letter attached to it. A letter can denote any quantity. In the above examples
ER

we have used m, y, s to denote the number of matchsticks.

Example-1. Number of pencils with Rama is 3 more than Rahim. Find the number of pencils
Rama has in terms of what Rahim has?
SC

Solution: If Rahim has 2 pencils then Rama has 2 + 3 = 5 pencils.

If Rahim has 5 pencils then Rama has 5 + 3 = 8 pencils.
We do not know how many pencils Rahim has.
But we know that Rama's pencils = Rahim's pencils + 3
If we denote the number of pencils Rahim has as n, then the number of pencils of Rama
are n+3
Here n = 1, 2, 3 .................therefore 'n' is a variable.

34
INTRODUCTION TO ALGEBRA Free distribution of Govt. of Telangana 2022-23
9.4 eT]ìï neT]ø£\T
øÏ+~ n–Z|ü⁄\¢\ neT]ø£ |ü]o*+#·+&ç.

Äø±s¡+`1 Äø±s¡+`2 Äø±s¡+`3 Äø±s¡+`4

Äø±sê\ neT]ø£≈£î ø±yê*‡q n–Z|ü⁄\¢\ dü+K´ |ü]o*<ë›+.

A
@s¡Œ]#˚ Äø±sê\T 1 2 3 4 5

AN
ø±yê*‡q n–Z|ü⁄\¢\T 4 7 10 13 .....
neT]ø£ (3I1)G1 (3I2)G1 (3I3)G1 (3I4)G1 .....
ø±yê*‡q n–Z|ü⁄\¢\ dü+K´ ø£qTø√ÿe&ÜìøÏ dü÷Á‘·+ R 3 I (#·‘·Ts¡ÁkÕ\ dü+K´) G 1

G
#·‘·Ts¡ÁkÕ\ dü+K´ 's' nsTTq ø±yê*‡q n–Z|ü⁄\¢\ dü+K´ R (3 I s) G1 R 3s + 1
's' nH˚ #·s¡sê•ì Äø±sê\ dü+K´qT dü÷∫+#·T≥≈£î yê&ÜeTT.
Á|üj·T‹ï+#·+&ç N
LA
øÏ+~ Äø±sê\qT neTs¡Ã&ÜìøÏ n–Z|ü⁄\¢\ dü+K´qT |ü]o*+#·+&ç.
TE

Äø±s¡+`1 Äø±s¡+`2 Äø±s¡+`3 Äø±s¡+`4

(i) ô|’ neT]ø£˝À Á|ür Äø±sê\ düeT÷Vü‰ìøÏ ø±yê*‡q n–Z|ü⁄\¢\ dü+K´≈£î dü÷Á‘·+ ø£qT>=q+&ç.
(ii) ô|’ $<Ûä+>± ñ+&˚ 12 Äø±sê\ düeT÷Vü‰\ neT]ø£≈£î ø±yê*‡q n–Z|ü⁄\¢\ dü+K´qT ‘Ó\Œ+&ç.
T,

#·ss¡ êX¯ó\qT dü÷∫+#·&ÜìøÏ eTq+ m, n, p, s, x, y, z e+{Ï nø£så ê\qT ñ|üj÷Ó –kÕÔ+. #·ss¡ ê•øÏ K∫ä‘y· TÓ qÆ
$\Te e⁄+&É<äT. @ nø£ås¡eTT @ dü+K´qsTTHê dü÷∫+#·e#·TÃ. ô|’ ñ<ëVü≤s¡D\˝À n–Z|ü⁄\¢\ dü+K´\qT ‘Ó\T|ü&ÜìøÏ
ER

eTq+ m,y,s e+{Ï nø£åsê\qT #·s¡sêX¯ó\T>± dü÷∫+#êeTT.

ñ<ëVü≤s¡D 1 : s¡eT e<ä› s¡V”≤+ e<ä› ø£Hêï 3 ô|ì‡fi¯ófl m≈£îÿe ñHêïsTT. s¡V”≤+ e<ä›>∑\ ô|ì‡fi¯¢qT ã{Ϻ s¡eT e<ä› >∑\
ô|ì‡fi¯¢ dü+K´≈£î dü÷Á‘·+ sêj·T+&ç.
SC

kÕ<Ûäq : s¡V”≤+ e<ä› 2 ô|ì‡fi¯ó¢ ñ+fÒ s¡eT e<ä› ñ+&˚$ 2G3 R 5 ô|ì‡fi¯ó¢.
s¡V”≤+ e<ä› 5 ô|ì‡fi¯ó¢ ñ+fÒ s¡eT e<ä› ñ+&˚$ 5G3 R 8 ô|ì‡fi¯ó¢
s¡V”≤+ e<ä› mìï ô|ì‡fi¯óflqïy√ ‘Ó*j·T<äT
ø±ì eTq≈£î ‘Ó*‡+~ s¡eT e<ä› >∑\ ô|ì‡fi¯ófl R s¡V”≤+ô|ì‡fi¯ó¢ G3
n+<äT#˚ s¡V”≤+ e<ä›>∑\ ô|ì‡fi¯¢dü+K´qT 'n' nqT≈£î+fÒ s¡eT e<ä› >∑\ ô|ì‡fi¯¢ dü+K´ R n + 3 n>∑TqT.
Ç#·Ã≥ n = 1, 2, 3 ....... n>∑TqT. n+<äT#˚ 'n' nH˚~ ˇø£ #·s¡sê•.
35
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
 Example-2. Hema and Madhavi are sisters. Madhavi is 3 years younger to Hema. Write
Madhavi's age in terms of Hema's age?
Solution: Given that Madhavi is younger to Hema by 3 years,
If Hema is 10 years old then Madhavi is 10-3 = 7 years old.
If Hema is 16 years old, Madhavi is 16-3= 13 years old.
Here we don't know the exact age of Hema. It may take any value.
So let the age of Hema be 'p' years, then Madhavi's age is "p - 3" years.
Here 'p' is also an example of a variable. It takes different values like 1,2,3… As you

A
would expect when 'p' is 10, 'p-3' is 7 and when 'p' is 16, p-3 is 13.

AN
EXERCISE - 9.1
1. Find the rule which gives the number of match sticks required to make the following match
sticks patterns.

G
(i) A pattern of letter 'T' (ii) A pattern of letter 'E' (iii) A pattern of letter 'Z'
2. Make a rule between the number of blades required and the
number of fans (say n) in a hall? N
LA
3. Find a rule for the following patterns between number of shapes
formed and number of match sticks required.
(a)
..........
TE

(b) ..........
4. The cost of one pen is ` 7 then what is the rule for the cost of 'n' pens.
T,

5. The cost of one bag is ` 90 what is the rule for the cost of 'm' bags?
6. The rule for purchase of books is that the cost of q books is ` 23q ; then find the price of
ER

one book?
7. John says that he has two books less than Gayathri. Write the relationship using letter x.
8. Rekha has 3 books more than twice the books with Suresh. Write the relationship using
letter y.
SC

9. A teacher distributes 6 pencils per student. Can you find how many pencils are needed for
the given number of students ( use 'z' for the number of students).
10. Complete each table to generate the given functional relationship.
i) x 1 2 3 4 5 9 ........
3x+2 5 ........ ........ ........ ........ ........ 38

ii) a 1 3 6 7 9 8 ........
5a-1 4 ........ ........ ........ ........ ........ 49
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INTRODUCTION TO ALGEBRA Free distribution of Govt. of Telangana 2022-23
ñ<ë 2 : ùV≤eT, e÷<Ûä$ Ç<ä›s¡T nø£ÿ#Ó˝…¢fi¯ó¢. e÷<Ûä$, ùV≤eTø£Hêï 3 dü+e‘·‡sê\T ∫qï~. e÷<Ûä$ ej·TdüT‡qT ùV≤eT
ej·TdüT‡‘√ b˛*à dü÷Á‘·+ sêj·T+&ç.
kÕ<Ûäq : e÷<Ûä$, ùV≤eTø£Hêï 3dü+e‘·‡sê\T ª∫qï~μ nì Çe«ã&ç+~.
ùV≤eT ej·TdüT‡ 10 dü+e‘·‡sê\T nsTT‘˚ e÷<Ûä$ ej·TdüT‡ 10`3 R 7 dü+e‘·‡sê\T
ùV≤eT ej·TdüT‡ 16 dü+e‘·‡sê\T nsTT‘˚ e÷<Ûä$ ej·TdüT‡ 16`3 R 13 dü+ˆˆ
ùV≤eT ej·TdüT‡ K∫Ñ·+>± ‘Ó*j·Tq|ü⁄Œ&ÉT, @ ej·TdüT‡qT rdüT≈£îqïq÷, e÷<Ûä$ ej·TdüT‡ ‘Ó\TdüTø√yê*.
ùV≤eT ej·TdüT‡ 'p' dü+e‘·‡sê\T nsTT‘˚ e÷<Ûä$ ej·TdüT‡ "p-3" dü+e‘·‡sê\T n>∑TqT.

A
Ç#·Ã≥ 'p' nH˚~ #·s¡sê•øÏ ñ<ëVü≤s¡D. BìøÏ 1, 2, 3, ... e+{Ï $\Te\T ÇkÕÔ+. Bì qT+&ç 'p' = 10

AN
nsTTq p - 3 = 7 eT]j·TT p = 16 nsTTq p - 3 = 13 nì ‘Ó\TdüTÔ+~.
nuÛ≤´dü+ 9.1
1. øÏ+~ Äø±sê\qT @s¡Œs¡#·&ÜìøÏ ø±yê*‡q n–Z|ü⁄\¢\ dü+K´ ø£qT>=q&ÜìøÏ dü÷Á‘·+ sêj·T+&ç.

G
(i) T nø£åsê\ neT]ø£ (ii) E nø£åsê\ neT]ø£ (iii) Z nø£så ê\ neT]ø£
2. >∑~˝À ñ+&˚ bòÕ´q¢ dü+K´≈£î, Á|ü‹ bòÕ´Hé≈£î ñ+&˚ uÒ¢&É¢ dü+K´≈£î >∑\ dü+ã+<ÛëìøÏ dü÷Á‘·+
sêj·T+&ç. N
LA
3. øÏ+~ Äø±sê\ neT]ø£≈£î ø±yê*‡q n–Z|ü⁄\¢\ dü+K´≈£î dü÷Á‘·+ sêj·T+&ç.
(a) ...........
TE

(b) ...........
4. ˇø£ ô|qTï <Ûäs¡ ` 7 nsTTq 'n' ô|qTï\T ø=q&ÜìøÏ dü÷Á‘·+ sêj·T+&çç?
5. ˇø£dü+∫ <Ûäs¡ ` 90 nsTTq 'm' dü+#·T\T ø=q&ÜìøÏ dü÷Á‘·+ sêj·T+&çç?
T,

6. 'q' |ü⁄düÔø±\T ø=q&ÜìøÏ ` 23q nedüs¡+. nsTT‘˚ ˇø=ÿø£ÿ |ü⁄düÔø£+ <Ûäs¡ m+‘·?
>±j·TÁ‹ <ä>∑Zs¡ ñqï |ü⁄düÔø±\ø£Hêï C≤Hée<ä› 2 |ü⁄düÔø±\T ‘·≈£îÿe ñHêïsTT. á dü+ã+<Ûëìï #·s¡sê• 'x'
ER

7.
ñ|üjÓ÷–+∫ #Ó|üŒ+&ç.
8. düTπswt e<ä› >∑\ |ü⁄düÔø±\ dü+K´≈£î ¬s{Ϻ+|ü⁄ø£Hêï eT÷&ÉT |ü⁄düÔø±\T m≈£îÿe>± πsKe<ä› ñHêïsTT. ádü+ã+<Ûëìï
#·s¡sê• 'y' ñ|üjÓ÷–+∫ sêj·T+&ç.
SC

9. Á|ü‹ $<ë´]ΔøÏ 6 ô|ì‡fi¯¢ #=|ü⁄Œq ñbÕ<Ûë´j·TT&ÉT |ü+#ê&ÉT. ‘·s>¡ ‹∑ ˝À $<ë´s¡T\Δ dü+K´ 'z' nsTTq ñbÕ<Ûë´j·TTìøÏ
mìïô|ì‡fi¯ó¢ nedüs¡+ ne⁄‘êsTT?
10. øÏ+~ |ü{Ϻø£ |ü]o*+∫, dü+ã+<Ûä+ Ä<Ûës¡+>± U≤∞\T ì+|ü+&ç.
i) x 1 2 3 4 5 9 ........
3x+2 5 ........ ........ ........ ........ ........ 38
ii) a 1 3 6 7 9 8 ........
5a-1 4 ........ ........ ........ ........ ........ 49
37
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
 11. Observe the following pattern.

Shape-1 Shape-2 Shape-3 Shape-4 Shape-5

Count the number of line segments in each shape.
i) How many line segments will the ninth shape contain?
ii) Write the rule for the above pattern.

9. 5 EXPRESSIONS WITH VARIABLES

A
Recall that in arithmetic we have come across expression like 5 + 4, 11 - 9, 3 + 0 etc.

AN
These are all formed using numbers. Observe the following.
Ram says that he has scored five marks more than Tony. Can you find the marks scored
by Ram? Here we do not know the marks of Tony. We proceed by supposing Tony's marks.

G
Suppose Tony scored 45 marks. Then marks scored by Ram would be 45+5= 50
If Tony scored 56 marks. Then marks scored by Ram would be 56+5= 61
N
Now let us suppose Tony scored 'x' marks. Can you say the marks scored by Ram?
LA
The marks scored by Ram would be x+5, which is an expression with variable 'x'.
In fact, we have seen expressions like 2m, 3y, 4z, 2s+1, 3s+1, 8p, n+3, p-3 in the earlier
discussion. Those expressions are obtained by using operations of addition, subtraction, multiplication
TE

and division of variables. For example, the expression 'p-3' is formed by subtracting 3 from the
variable 'p' and the expression '8 p' is formed by multiplying the variable 'p' by '8'.
We know that variables can take different values; they have no fixed value, but they are
numbers. That is why operations of addition, subtraction, multiplication and division can
T,

be done on them.
We have already come across daily life situation in which expressions are useful. Let us
ER

recall some of them:

S.No. Situation Variable Statement using
Expression
SC

(i) 'n' divided by 7

(ii) ` 5 more than what Geeta has Geeta has ` y y+5

(iii) Perimeter is 4 times the side in a square
(iv) Price of apple is twice the price of guava
(v) Renu's height is 3 feet less than Leela's height
1
(vi) I have scored of the runs scored by you.
3

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INTRODUCTION TO ALGEBRA Free distribution of Govt. of Telangana 2022-23
11. øÏ+~ neT]ø£ |ü]o*+#·+&ç.

Äø±s¡+`1 Äø±s¡+`2 Äø±s¡+`3 Äø±s¡+`4 Äø±s¡+`5

Á|ür Äø±s¡+˝À mìï πsU≤ K+&Ü\THêïjÓ÷ $&ç$&ç>± ˝…øÏÿ+#·+&ç.
i) Ç≥Te+{Ï 9e Äø±s¡+˝À mìï πsU≤K+&Ü\T ñ+{≤sTT?
ii) ô|’ neT]ø£≈£î ‘·–q dü÷Á‘·+ sêj·T+&ç.
9.5 #·s¡sêX¯ó\‘√ düe÷dü+

A
n+ø£>∑DÏ‘·+˝À eTq+ dü+K´\‘√ @s¡Œ]∫q n+ø£ düe÷kÕ\T 5G4, 11`9, 3G0 e+{Ï yêìì »„|æÔøÏ

AN
‘Ó#·TÃø√. ~>∑Te yêø±´\qT |ü]o*+#·+&ç.
{Àì ø£Hêï 5 e÷s¡Tÿ\T ‘·q≈£î m≈£îÿe e#êÃj·Tì sêeTT #ÓbÕŒ&ÉT. sêeTT≈£î mìï e÷s¡Tÿ\T e#êÃjÓ÷
#Ó|üŒ>∑\yê? ø±ì Çø£ÿ&É {Àì e÷s¡Tÿ\T eTq≈£î ‘Ó*j·Te⁄ ø£<ë! {Àì e÷s¡Tÿ\qT }Væ≤+#·T≈£î+≥÷ ø=qkÕ–<ë›+.

G
ˇø£y˚fi¯ {ÀìøÏ 45 e÷s¡Tÿ\T e#êÃj·TqT≈£î+<ë+. n|ü⁄Œ&ÉT sêeTT≈£î e∫Ãq e÷s¡Tÿ\T 45G5 R 50.
ˇø£y˚fi¯ {À˙øÏ 56 e÷s¡Tÿ\T eùdÔ, sêeTT≈£î 56G5R61 e∫Ãq≥T¢.

N
Ç<˚ $<Ûä+>± ˇø£y˚fi¯ {À˙øÏ 'x' e÷s¡Tÿ\T eùdÔ, sêeTT≈£î mìï e∫Ãq{À¢ #Ó|üŒ>∑\yê?
sêeTT≈£î e÷s¡Tÿ\T x+5 ne⁄‘êsTT. Ç~ 'x' #·s¡sê•˝À Áyêdæq ˇø£ düe÷dü+.
LA
eTq+ eTT+<äT #·]Ã+∫q n+XÊ\˝À 2m, 3y, 4z, 2s + 1 3s+1, 8p, n+3, p-3 e+{Ï düe÷kÕ\T
e#êÃsTT. á $<Ûä+>± #·s¡sêX¯ó\‘√ dü+ø£\q+, e´eø£\q+, >∑TDø±s¡+, uÛ≤>∑Vü‰s¡ Á|üÁøÏj·T\‘√ ≈£L&çq yê{Ïì ;Jj·T
düe÷kÕ\T n+{≤s¡T. ñ<ëVü≤s¡D≈£î p nH˚ #·s¡sê•qT+&ç 3 rdæy˚dæq 'p-3' nH˚ düe÷dü+ p qT 8 #˚ >∑TDÏ+∫q '8p'
TE

nH˚ düe÷dü+ e#êÃsTT.

#·s¡sê•øÏ nH˚ø£ s¡ø±\ $\Te\T ñ+{≤j·Tì eTq≈£î ‘Ó\TdüT. M{ÏøÏ K∫Ñ·yÓTÆq $\Te e⁄+&É<äT. ø±˙ Ç$
≈£L&Ü dü+K´˝Ò. n+<äT#˚ dü+U≤´ Á|üÁøÏj·T˝…’q dü+ø£\q+, e´eø£\q+, >∑TDø±s¡+, uÛ≤>∑Vü‰s¡+ M{ÏøÏ ≈£L&Ü e]ÔkÕÔsTT.
eTq ì‘·´J$‘·+˝À düe÷kÕ\qT @$<Ûä+>± ñ|üjÓ÷–+#êyÓ÷ Ç~es¡πø ‘Ó\TdüT≈£îHêï+. eT]ø=ìï+{Ïì
T,

>∑Ts¡TÔ≈£î ‘Ó#·TÃ≈£î+<ë+.
Áø£.dü+. düeTdü´ yêø£´+ ˝Ò<ë dü+<äs¡“¤+ #·ss¡ ê• ;Jj·T düe÷dü+
ER

ñ|üjÓ÷–+∫ Á|üe#·q+
1. 'n' nqTq~ 7 #˚ uÛ≤–+#·ã&ç+~
2. ^‘·ø£Hêï ` 5 m≈£îÿe ^‘·e<ä› ` y. ñqï#√ y+5
SC

3. #·‘·Ts¡Ádü+˝À #·T≥Tºø=\‘· uÛÑTC≤ìøÏ 4 ¬s≥T¢

4. Ä|æ˝Ÿ<Ûäs¡, C≤eT <Ûäs¡≈£î ¬s{Ϻ+|ü⁄

5. πsDT m‘·TÔ, ©\ m‘·TÔø£Hêï eT÷&ÉT
n&ÉT>∑T\T ‘·≈£îÿe
1
6. ˙e⁄ #˚dæq s¡H釽À e
3
e+‘·T H˚qT #˚XÊqT.
39
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
Example-3. Write a statement for the following expressions:
(i) 2p (ii) 7 + x
Solution: (i) Raju has twice the money than Seema.
(ii) I have 7 marbles more than Dilip.

Example-4. Madhu plants 5 more Groundnut seeds than Bean seeds. How many Groundnut
seeds does he plant (take number of Bean seeds as 'm')
Solutioin: Let the number of Bean seeds = m
Therefore number of Groundnut seeds = 'm+ 5'

A
AN
EXERCISE -9.2
1. Write the expressions for the following statements
(i) q is multiplied by 5

G
(ii) y is divided by 4
(iii) One fourth of the product of numbers p and q
(iv)
(v) N
5 is added to the three times z
9 times 'n' is added to '10'
LA
(vi) 16 is subtracted from two times 'y'
(vii) 'y' is multiplied by 10 and then x is added to the product
2. Write two statements each for the following expressions
TE

x
(i) y - 11 (ii) 10a (iii) (iv) 3m + 11 (v) 2y - 5
5
3. Peter has 'p' number of balls. Number of balls with David is 3 times the balls with Peter.
Write this as an expression.
T,

4. Sita has 3 more note books than Githa. Find the number of books that Sita has? Use any
letter for the number of books that Gita has.
ER

5. Cadets are marching in a parade. There are 5 cadets in each row. What is the rule for the
number of cadets, for a given number of rows? Use 'n' for the number of rows.

9.6 RULES FROM GEOMETRY/MENSURATION

SC

Perimeter of a square
We know that perimeter of a polygon is the sum of the lengths of all its sides.
A square has 4 sides and they are equal in length.
Therefore the perimeter of a square = Sum of the length of the sides of the square.
= (side + side +side + side) = 4 × length of the side = 4 × s = 4s
Thus we get the rule for the perimeter of the square. The length of the square can have any
value, its value is not fixed. It is also a variable. The use of the variable allows us to write the
general rule in a way that is concise and easy to remember. We wrote the rule for perimeter of a
square. What would be the rule for perimeter of an equilateral triangle?
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INTRODUCTION TO ALGEBRA Free distribution of Govt. of Telangana 2022-23
ñ<ëVü≤s¡D 3 : øÏ+~ düe÷kÕ\≈£î yêø±´\qT sêj·T+&çç.
(i) 2 P (ii) 7 + x
kÕ<Ûqä : (i) sêE e<ä› d”eT e<ä› ñqï &ÉãT“≈£î s¬ {Ï+º |ü⁄ &ÉãT“ ñ+~ ˝Ò<ë d”eT e<ä› ñqï &ÉãT“≈£î s¬ {Ï+º |ü⁄ &ÉãT“ sêE e<ä› ñ+~.
(ii) ~©|t e<ä› ø£+fÒ Hê e<ä› 7 >√∞\T m≈£îÿe>± ñHêïsTT.
ñ<ëVü≤s¡D 4 : eTH√CŸ ∫≈£îÿ&ÉT $‘·ÔHê\ ø£Hêï, y˚s¡TXËq>∑ $‘·ÔHê\qT 5 m≈£îÿe>± Hê{≤&ÉT. nsTTq y˚s¡TXËq>∑
$‘·ÔHê\T mìï?
kÕ<Ûäq : Hê{Ïq ∫≈£îÿ&ÉT $‘·ÔHê\T R m nqTø=qTeTT

A
n+<äT#˚ Hê{Ïq y˚s¡TX¯q>∑ $‘·ÔHê\ dü+K´ R m + 5 n>∑TqT.
nuÛ≤´dü+ ` 9.2

AN
1. øÏ+~ yêø±´\≈£î ‘·–q düe÷kÕ\T sêj·T+&ç.
(i) 'q' nH˚ dü+K´qT 5 >∑TDÏdüTÔqï~.
(ii) 'y' nH˚~ 4 #˚ uÛ≤–+|üã&ÉT‘·Tqï~.

G
(iii) p,q dü+K´\ \ã›+˝À 4ee+‘·T
(iv) 'z' jÓTTø£ÿ eT÷&ÉT ¬s≥¢dü+K´≈£î 5 ø£\T|üã&ç+~.
(v) 'n' ≈£î 9 ¬s≥¢ dü+K´≈£î 10 ø£\|üã&ç+~. N
LA
(vi) y jÓTTø£ÿ ¬s{Ϻ+|ü⁄ dü+K´qT+&ç 16 rdæy˚j·Tã&ç+~.
(vii) 10 #˚ y qT >∑TDÏ+∫ \u≤›ìøÏ 'x' ø£\T|üã&ç+~.
2. øÏ+~ düe÷kÕ\≈£î dü]|ü&ÉT ¬s+&ÉT yêø±´\T sêj·T+&ç.
TE

x
(i) y - 11 (ii) 10a (iii) (iv) 3m + 11 (v) 2y - 5
5
3. |”≥sY e<ä› 'p' dü+K´ >∑\ ã+‘·T\T ø£\e⁄. &˚$&é e<ä› |”≥sY ø£Hêï n<˚s¡ø£yÓTÆq ã+‘·T\T eT÷&ÉT ¬s≥T¢ ø£\e⁄.
Bìì düe÷dü+>± sêj·T+&çç.
T,

4. ^‘· e<ä› ñqï |ü⁄düÔø±\ ø£Hêï d”‘·e<ä› 3 |ü⁄düÔø±\T m≈£îÿe>± ñHêïsTT. d”‘· e<ä› >∑\ |ü⁄düÔø±\T mìï? (^‘·
e<ä› ñ+&˚ |ü⁄düÔø±\ dü+K´qT @<Ó’Hê #·s¡sê•‘√ >∑T]Ô+#·T)
ER

5. ˇø£ ø£yê‘·T˝À Á|ü‹ es¡Tdü≈£î 5 >∑Ts¡T ôd’ì≈£î\T ñHêïs¡T. yÓTT‘·Ô+ ø£yê‘·T˝À bÕ˝§Zqï ôd’ì≈£î\ dü+K´
‘Ó\TdüTø√e&ÜìøÏ dü÷Á‘·+ ø£qT>=qTeTT. (es¡Tdü\ dü+K´qT 'n' nH˚ #·s¡sê•‘√ >∑T]Ô+#·T)
9.6 πsU≤>∑DÏ‘·+, πøåÁ‘·$T‹øÏ dü+ã+~Û+∫q dü÷Á‘ê\T
SC

#·‘·Ts¡Ádü #·T≥Tºø=\‘·
@<Ó’Hê uVüQuÛÑTõ jÓTTø£ÿ #·T≥Tºø=\‘· n+fÒ, ãVüQuÛÑTõ˝Àì nìï uÛÑTC≤\ yÓTT‘·Ô+ bı&Ée⁄ nì ‘Ó\TdüT.
#·‘·Ts¡Ádü+˝À 4 uÛÑTC≤\ bı&Ée⁄\T düe÷q+ ø±e⁄q,
#·‘·Ts¡Ádü #·T≥Tºø=\‘· R #·‘·Ts¡Ádü uÛÑTC≤\ bı&Ée⁄\ yÓTT‘·Ô+
R (uÛÑT»+GuÛÑT»+GuÛÑT»+GuÛÑT»+) R 4 I uÛÑT»+ bı&Ée⁄ R 4 I s R 4s
Ç#·Ã≥ #·‘·Ts¡Ádü #·T≥Tºø=\‘· 4s nsTTq~. 's' jÓTTø£ÿ $\Te\T 1, 2, 3, ... rdüT≈£î+fÒ ø±yê*‡q #·‘·Ts¡Ádü
#·T≥Tºø=\‘· edüTÔ+~. Ç#·Ã≥ 's' #·s¡sê• $\Te e÷s¡T‘·÷ ñ+≥T+~. Bì $\Te dæús¡+ ø±<äT. #·s¡sê•‘√ ≈£L&çq
düe÷dü+ e\q eTq+ dü÷Á‘ê\qT düT\uÛÑ+>± >∑Ts¡TÔ+#·Tø√e#·TÃqT. eTq+ #·‘·Ts¡Ádü #·T≥Tºø=\‘·≈£î ìj·TeT+ sêXÊ+.
düeTu≤VüQ Á‹uÛÑT»+ #·T≥Tºø=\‘·≈£î ìj·TeT+ @eTe⁄‘·T+~?
41
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
 TRY THESE
1. Find the general rule for the perimeter of a rectangle. Use variables 'l' and
'b' for length and breadth of the rectangle respectively.
2. Find the general rule for the area of a square by using the variable 's' for
the side of a square.
3. What would be the rule for perimeter of an Isoscelese triangle?

9.7 RULE FROM ARITHMETIC

A
Observe the following even number pattern
2, 4 , 6 , 8 , 10 , .. . . . . . . . . . . . . . . . .

AN
To find the nth term in the given pattern, we put the sequence in a table
Even no.position 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
Even Number 2 4 6 8 10 12 14 16 18 20

G
Pattern 2×1 2×2 2×3 2×4 2×5 ..... 2×7 ..... 2×9 .....

N
From the table it is clear that the first even number is 2 × 1, the second even number is
2 × 2 and so on. Using the above logic, we can fill up the blanks in the table and find the pattern for
LA
'nth' even number. It is 2 × n i.e., '2n'.
So the nth term of the pattern 2,4,6,8,10,…… is 2n.
DO THIS
TE

1. Find the nth term in the following sequences

i) 3 , 6 , 9 , 12 , …………..
ii) 2 , 5 , 8 , 11 , …………...
T,

iii) 1 , 8 , 27 , 64 , 125 …………...

ER

9.8 SIMPLE EQUATIONS

Let us recall the face pattern.
We know that the number of black stickers required is given by the rule 2m, if m is taken
SC

to be the number of faces to be formed.We can find the number of stickers required for a given
number of faces.
What about the other way? How to find the number of faces formed when the number of
stickers are given. This mean, we have to find the number of faces (i.e. m) for the given number of
stickers 10.
For 10 stickers we know 2m = 10. Here we have a condition to be satisfied by the
variable m.

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 Á|üj·T‹ï+#·+&ç
1. Bs¡#È ‘· T· s¡Ádü #·T≥Tºø=\‘· ø£qT>=q&ÜìøÏ kÕ<Ûës¡D dü÷Á‘·+ ø£qT>=q+&ç. (bı&Ée⁄≈£î l, yÓ&\É TŒ≈£î
b nH˚ #·s¡sêX¯ó\qT rdæø√+&ç)
2. #·‘·Ts¡Ádü yÓ’XÊ\´+ ø£qT>=q&ÜìøÏ kÕ<Ûës¡D dü÷Á‘·+ sêj·T+&ç. (#·‘·Ts¡Ádü uÛÑTC≤ìï s nH˚
#·s¡sê•‘√ >∑T]Ô+#·+&ç.)
3. düeT~«u≤VüQ Á‹uÛÑT» #·T≥Tºø=\‘·≈£î dü÷Á‘·+ @eTe⁄‘·T+~?
9.7 n+ø£>∑DÏ‘·+≈£î dü+ã+~Û+∫q dü÷Á‘·+

A
AN
ÁøÏ+~ dü]dü+K´\ neT]ø£qT |ü]o*+#·+&ç.
2, 4, 6, 8, 10, ...
á neT]ø£˝À n e |ü<ä+ ø£qTø√ÿe&ÜìøÏ ÁøÏ+~ |ü{Ϻø£ #·÷&É+&ç.

G
dü]dü+K´\ kÕúq+ 1e 2e 3e 4e 5e 6e 7e 8e 9e 10e
dü]dü+K´ 2 4 6 8 10 12 14 16 18 20
neT]ø£ N
2I1 2I2 2I3 2I4 2I5 .... 2I7 .... 2I9 ....
LA
ô|’ |ü{Ϻø£qT ã{Ϻ yÓTT<ä{Ï dü]dü+K´ 2I1, ¬s+&Ée~ 2I2, eT÷&Ée~ 2I3, ....... á neT]ø£˝À 6e, 8e,
10e ô|’ $es¡D ã{Ϻ n e dü]dü+K´≈£î düe÷dü+ ‘Ó\TdüTÔ+<ë? U≤∞\T ô|’ ‘ê]ÿø£ Ä<Ûës¡+‘√ ì+|üe#·Tà neT]ø£˝Àn
e |ü<ä+ sêj·Te#·TÃ. Ç~ 2 x n n+fÒ 2n ne⁄‘·T+~.
TE

ø±e⁄q dü]dü+K´\ neT]ø£˝À n e |ü<ä+ 2, 4, 6, 8, 10, ... nH˚~ 2n ne⁄‘·T+~.

Ç$ #˚j·T+&ç
ÁøÏ+~ dü+K´\ neT]ø£≈£î n e |ü<ä+ sêj·T+&çç.
T,

i) 3,6,9,12 ..............................
ii)
ER

2,5,8,11 ..............................
iii) 1,8,27,64 ............................
9.8 kÕe÷q´ düMTø£s¡D≤\T
SC

eTq+ ˇø£kÕ] eTTU≤\ neT]ø£qT >∑Ts¡TÔ≈£î ‘Ó#·TÃ≈£î+<ë+.

@s¡Œ&˚ yÓTT‘·+Ô eTTU≤\ dü+K´ m nqTø=+fÒ, yê{ÏøÏ dü]|ü&˚ u§≥Tº _fi¯fl\T dü+K´ ø£qT>=q&ÜìøÏ nedüse¡ Tj˚T´
ìj·TeT+ 2m nì eTq≈£î ‘Ó\TdüT ø±e*‡q eTTU≤\ dü+K´≈£î mìï u§≥Tº _fi¯fl\T ø±yê˝À eTq+ ø£qT>=qe#·TÃ.
Ç+ø√ $<Ûä+>±, u§≥Tº_fi¯fl\ dü+K´ ÇùdÔ, mìï eTTU≤\T m @s¡Œ&É>∑\y√ ‘Ó\TdüTø√e#êÃ? n+fÒ, 10
u§≥Tº_fi¯fl\T ÇùdÔ, yê{Ï‘√ mìï eTTU≤\T ‘·j·÷s¡e>∑\e⁄.
10 _fi¯fl\≈£î, eTTU≤\ dü+K´qT ‘Ó\TdüTø√yê\+fÒ, 2m R 10 ne⁄‘·T+~. m dü+‘·è|æÔ|ü&˚ ìj·TeT+
yÓ<äø±*.
43
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
 The condition to be satisifed that 2 times m must be 10 is example of an equation.
Our question can be answered by observing the table.

m 2m Condition satisfied? Yes/No.

2 4 No
3 6 No
4 8 No
5 10 Yes
6 12 No

A
7 14 No

AN
The equation 2m = 10 is satisfied only when m = 5.

9.8.1 L.H.S & R.H.S of an Equation

If we observe the equation 2m = 10 we can find that equation has sign of equality between

G
its two sides. The value of expression to the left of the equal its sign in an equation is called Left
Hand Side (LHS) and the value of which is right side of the equal its sign is called Right Hand Side
(RHS).
N
LA
An equation says that the value of the LHS is equal to the
value of RHS. This condition of an equation is often compared
with a simple balance with equal weights on both pans.
TE

LHS RHS
If LHS is not equal to RHS we do not get an equation. For
example 4 + 5 on one side and 7 on the other side is not an equation.
We would write 4 + 5 ≠ 7 or 4 + 5 > 7. Similarly x + 5 > 6, y - 1< 10 are not equations.

DO THIS
T,

1. Write LHS and RHS of following simple equations:

ER

(i) 2x + 1 = 10 (ii) 9 = y - 2 (iii) 3p + 5 = 2p + 10

2. Write any two simple equations and give their LHS & RHS.

9.8.2 Solution of an equation (Root of the equation)- Trial & Error Method
SC

Let us take the other example considered at the beginning of the chapter. We observed a
conversation between Damini and Kowshik. In that conversation Damini said that the final result
was 27 and Kowshik told her friend's age as 11 years.
Let us see how he found the age.
Let Damini friend's age be 'x' years. Doubling it we get '2x'. After adding 5 to it, it becomes
'2x + 5', which is equal to the final result 27 given by Damini.
∴ 2x + 5 = 27
Let us take the above equation: Check for what value of x it is satisfied.

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INTRODUCTION TO ALGEBRA Free distribution of Govt. of Telangana 2022-23
 Ç≥Te+{Ï dü+<äs¡“¤+˝À yê&çq ìã+<Ûäq m ≈£î ¬s+&ÉT ¬s≥T¢ 10 nyê«* nH˚~ ˇø£ düMTø£s¡D+ nqe#·TÃ.
ÁøÏ+~ |ü{Ϻø£qT |ü]o*ùdÔ eTq Á|üX¯ï≈£î »yêãT \_ÛdüTÔ+~.
m 2m ìã+<Ûäq ‘·è|æÔ nsTT+<ë? (ne⁄qT / ø±<äT)
2 4 ø±<äT
3 6 ø±<äT
4 8 ø±<äT
5 10 ne⁄qT

A
6 12 ø±<äT

AN
7 14 ø±<äT
Bìì ã{Ϻ düMTø£s¡D+ 2m R10 nqTq~ m =5 nH˚ $\Te≈£î ‘·è|æÔ #Ó+~+~.
9.8.1 düMTø£s¡D≤ìøÏ L.H.S. eT]j·TT R.H.S.

G
eTq+ 2m = 10 nH˚ düMTø£s¡D≤ìï |ü]o*ùdÔ, Çs¡TyÓ’|ü⁄\ >∑\ düe÷kÕ\≈£î
eT<Ûä´ düe÷q‘·« >∑Ts¡TÔqT #·÷&Ée#·TÃ. á düe÷q‘·« >∑Ts¡TÔ≈£î m&ÉeT #˚‹yÓ’|ü⁄≈£î >∑\

(10) qT R.H.S. (Right hand side) n+{≤s¡T. N

düe÷kÕìï (2m) L.H.S. (Left hand side) nìj·T÷, ≈£î&ç#‹˚ yÓ|’ ⁄ü q>∑\ düe÷kÕìï LHS
RHS
LA
n+<äT#˚ düMTø£s¡D+ nq>± L.H.S. $\Te, R.H.S. $\Te≈£î düe÷qeTj˚T´~ nqe#·TÃ. á dü+<äs¡“¤+>±
eTq+ düMTø£s¡D≤ìï ¬s+&ÉT |üfi≤fl\˝À düe÷q ãs¡Te⁄\T >∑\ kÕe÷q´Á‘êdüT‘√ b˛\Ãe#·TÃqT.
TE

L.H.S. eT]j·TT R.H.S. \T düe÷q+ ø±q≥Te+{Ï yê{Ïì düMTø£s¡D≤\T nq˝ÒeTT. ñ<ëVü≤s¡D≈£î ˇø£
yÓ’|ü⁄ 4G5 eTs=ø£yÓ’|ü⁄ 7 >∑\~ düMTø£s¡D+ ø±<äT. <ëìì eTq+ 4G5 ≠ 7 nì ˝Ò<ë 4G5>7 nì Áyêj·Te#·TÃ.
n˝≤π> x + 5>6, y-1<10 \T ≈£L&Ü düMTø£s¡D≤\T ø±e⁄.
Á|üj·T‹ï+#·+&ç
T,

1. ÁøÏ+~ düMTø£s¡D≤\˝À L.H.S. eT]j·TT R.H.S. \qT >∑T]Ô+∫, sêj·T+&çç.

(i) 2x + 1 = 10 (ii) 9 = y - 2 (iii) 3p + 5 = 2p + 10
ER

2. @yÓ’Hê ¬s+&ÉT kÕe÷q´ düMTø£s¡D≤\T Áyêdæ, yê{Ï jÓTTø£ÿ L.H.S. eT]j·TT R.H.S. \qT
‘Ó\|ü+&ç.
9.8.2 düMTø£s¡D kÕ<Ûäq (düMTø£s¡D eT÷\+) ` j·T‘·ï<√wü |ü<䛋
SC

á n<Ûë´j·T+ ÁbÕs¡+uÛÑ+˝À eTq+ <ë$Tì, øöwæø˘\ dü+uÛ≤wüD |ü]o*+#êeTT. Bì˝À ÄKs¡T|òü*‘·+ 27

nì <ë$Tì #Ó|üŒ>±H˚, øöwæø˘, ÄyÓT ùdïVæ≤‘·Tì ej·TdüT‡ 11 dü+e‘·‡sê\T nì #ÓbÕŒ&ÉT.
n‘·qT m˝≤ ej·TdüT‡ #Ó|üŒ>∑*>±&√ Ç|ü⁄Œ&ÉT ‘Ó\TdüT≈£î+<ë+.
<ë$Tì ùdïVæ≤‘·Tì ej·TdüT‡ 'x' dü+e‘·‡sê\T nqT≈£î+<ë+. <ëìì ¬s{Ϻ+|ü⁄ #˚ùdÔ '2x' ne⁄‘·T+~ ø£<ë!
<ëìøÏ 5 ø£*|æ‘˚ '2x + 5' n>∑TqT. n+<äT#˚‘· <ë$Tì #Ó|æŒq ÄKs¡T|òü*‘·+ 27≈£î Ç~ düe÷q+.
∴ 2x + 5 = 27.
ô|’ düMTø£s¡D≤ìï rdüT≈£î+<ë+. 'x' jÓTTø£ÿ @ $\Te≈£î Ç~ ‘·è|æÔ #Ó+<äTH√ |ü]o*<ë›+.
45
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
 Here 'x' is a variable and can take any value like 1, 2, 3, ….
If x = 1 then the value of 2x + 5 = 2 × 1 + 5 = 7
If x = 2 then the value of 2x + 5 = 2 × 2 + 5 = 9
If x = 3 then the value of 2x + 5 = 2 × 3 + 5 = 11 and so on.
Writing 1,2,3 ..... in the place of 'x' is called "Substitution".
Let us examine the values of LHS and RHS by substituting values for the variable 'x'
Substituting value Value of LHS Value of RHS Whether LHS and
(x) (2x+5) 27 RHS are equal

A
1 2 × 1+5 = 7 27 Not equal

AN
2 2 × 2+5 = 9 27 Not equal
3 2 × 3+5 = 11 27 Not equal
4 2 × 4+5 = 13 27 Not equal
5 2 × 5+5 = 15 27 Not equal

G
6 2 × 6+5 = 17 27 Not equal
7 2 × 7+5 = 19 27 Not equal
8 N
2 × 8+5 = 21 27 Not equal
LA
9 2 × 9+5 = 23 27 Not equal
10 2 × 10+5 = 25 27 Not equal
11 2 × 11+5 = 27 27 Equal
TE

12 2 × 12+5 = 29 27 Not equal

From the table it is obvious that when 'x = 11' the both LHS and RHS are equal. Therefore
x = 11 is called the solution of equation 2x + 5 = 27.

Solution of an equation is the value of the variable for which LHS and RHS
T,

are equal. The solution is also called as root of the equation.

Algebra is a powerful tool for solving puzzles, riddles and problems in our daily life.
ER

Consider the second equation 3m = 15

The following table shows for different values of 'm', the value of LHS and the comparison
SC

with the RHS.

Substituting value Value of LHS Value of RHS Whether LHS and

(m) (3m) (15) RHS are equal
1 3×1=2 15 Not equal
2 3×2=6 15 Not equal
3 3×3=9 15 Not equal
4 3 × 4 = 12 15 Not equal
5 3 × 5 = 15 15 Equal
6 3 × 6 = 18 15 Not equal
46
INTRODUCTION TO ALGEBRA Free distribution of Govt. of Telangana 2022-23
 x nH˚~ #·s¡sê• ø±ã{Ϻ, <ëìøÏ 1, 2, 3, ..... $\Te\T rdüT≈£î+<ë+.
x = 1 nsTT‘˚ 2x + 5 = 2 × 1 + 5 = 7 n>∑TqT.
x = 2 nsTT‘˚ 2x + 5 = 2 × 2 + 5 = 9 n>∑TqT.
x = 3 nsTT‘˚ 2x + 5 = 2 × 3 + 5 = 11 n>∑TqT.
Ç˝≤ 1, 2, 3, ... $\Te\qT x ≈£î ã<äT\T>± sêdæ 2x + 5 jÓTTø£ÿ $\TeqT dü]#·÷&É&Üìï ªÁ|ü‹øπ |å Dü μ n+{≤+.
á $<Û+ä >± x jÓTTø£ÿ $$<Ûä $\Te\T 2x + 5 = 27 düMTø£sD¡ +˝À Á|ü‹øπ |å +æ ∫, LHS eT]j·TT RHS \qT |ü]o*<ë›+.
Á|ü‹πøå|æ+∫q $\Te LHS $\Te RHS $\Te LHS, RHS \T

A
x 2xG5 27 düe÷qy˚THê?
x=1 2I1G5 R 7 27 düe÷q+ ø±<äT.

AN
x=2 2I2G5 R 9 27 düe÷q+ ø±<äT.
x=3 2I3G5 R 11 27 düe÷q+ ø±<äT.
x=4 2I4G5 R 13 27 düe÷q+ ø±<äT.
x=5

G
2I5G5 R 15 27 düe÷q+ ø±<äT.
x=6 2I6G5 R 17 27 düe÷q+ ø±<äT.
x=7
x=8
x=9
2I7G5 R 19
2I8G5 R 21 N 27
27
düe÷q+ ø±<äT.
düe÷q+ ø±<äT.
LA
2I9G5 R 23 27 düe÷q+ ø±<äT.
x = 10 2I10G5 R 25 27 düe÷q+ ø±<äT.
x = 11 2I11G5 R 27 27 düe÷q+
x = 12 2I12G5 R 29 27 düe÷q+ ø±<äT.
TE

ô|’ |ü{Ϻø£qT |ü]o*ùdÔ x = 11 $\TeqT Á|ü‹πøå|æ+#·Tq|ü⁄Œ&ÉT L.H.S. eT]j·TT R.H.S. \T düe÷q+

nsTTq$. n+<äT#˚ x = 11 nH˚ $\TeqT 2x +5 = 27 düMTø£s¡D≤ìøÏ kÕ<Ûäq n+{≤s¡T.
@ #·s¡sê• $\Te≈£î ˇø£ düMTø£s¡D+˝À L.H.S. eT]j·TT R.H.S. \T düe÷q+ n>∑TH√ <ëìì düMTø£s¡D
T,

kÕ<Ûäq n+<äTs¡T. BìH˚ düMTø£s¡D eT÷\+ nì ≈£L&Ü n+<äTs¡T.

>∑DÏ‘·+˝À ∫qï∫qï kÕyÓT‘·\T, |üõ˝Ÿ‡, ì‘·´J$‘· düeTdü´\ kÕ<Ûäq\≈£î X¯øÏÔe+‘·yÓTÆq ñ|üø£s¡DyÓTÆq
ER

;»>∑DÏ‘êìï ñ|üjÓ÷–+∫ düT\uÛÑ+>± kÕ~Û+#·e#·TÃ.

ñ<ë : 3m = 15 nH˚ düMTø£s¡D≤ìï |ü]o*<ë›+.
'm' nH˚ #·s¡sê• jÓTTø£ÿ @ $\Te≈£î düMTø£s¡D+˝À L.H.S. eT]j·TT R.H.S. \T düe÷qyÓTÆHêjÓ÷ #·÷<ë›+.
SC

Á|ü‹πøå|æ+∫q LHS $\Te RHS $\Te LHS eT]j·TT

$\Te (m) 3 (m) (15) RHS düe÷qy˚THê?
m=1 3I1 R 3 15 düe÷q+ ø±<äT.
m=2 3I2 R 6 15 düe÷q+ ø±<äT.
m=3 3I3 R 9 15 düe÷q+ ø±<äT.
m=4 3I4 R 12 15 düe÷q+ ø±<äT
m=5 3I5 R 15 15 düe÷q+
m=6 3I6 R 18 15 düe÷q+ ø±<äT.
47
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
 From the table we find that for m=5 both LHS and RHS are equal. Therefore m = 5 is the
solution of the equation.
The method we followed in the above is called Trial and Error Method.
DO THIS
Find the solution of the equation 'x - 4 = 2' by Trial and Error method.

EXERCISE - 9.3
1. State which of the following are equations.

A
(i) x-3=7 (ii) l+5>9 (iii) p-4 < 10

AN
(iv) 5 + m = -6 (v) 2s - 2 = 12 (vi) 3x +5 > 13
(vii) 3x < 15 (viii) 2x - 5 = 3 (ix) 7y + 1 < 22
(x) -3z + 6 = 12 (xi) 2x - 3y = 3 (xii) z=4
2. Write LHS and RHS of the following equations.

G
(i) x-5 =6 (ii) 4y = 12 (iii) 2z + 3 = 7
(iv) 3p = 24 (v) 4=x-2 (vi) 2a - 3 = -5
3.
x+3=5 N
Solve the following equation by Trial & Error Method.
(i) (ii) y-2=7 (iii) a- 2 = 6
LA
(iv) 5y = 15 (v) 6n = 30 (vi) 3z = 27

WHAT WE HAVE DISCUSSED?

TE

1. We looked at the patterns arising from making of many identical

letters or shapes using match sticks. We learnt to write general
realtion between the number of matchsticks required for making
a number of identical shapes. Since the number of times the
T,

shape is repeated is a variable, we denote it by an alphabet in

writing the rule.
2. A variable takes different values. Its value is not fixed.
ER

3. We may use any letter a, b, m, n, p, q, x, y, z etc., to represent a variable.

4. A variable allows us to express relations in any practical situation.
5. Variables are numbers, although their value is not fixed. We can do operations on them just
as in the case of fixed numbers.
SC

6. We can form expressions with variables using different operations. Some examples are 2m,
3s+1, 8p, x/3 etc.
7. Variables allow us to express many common rules of geometry and arithmetic in a general way.
8. An equation is a condition on a variable. Such a condition limits the values the variable
can have.
9. An equation has two sides, L.H.S. and R.H.S., on both sides of equality sign.
10. The L.H.S. of an equation is equal to its R.H.S. only for definite values of the variable in the
equation.
11. To get the solution of an equation, one of the methods used is the Trial and Error method.

48
INTRODUCTION TO ALGEBRA Free distribution of Govt. of Telangana 2022-23
 |ü{øºÏ ˝£ À m = 5 $\Te≈£î LHS eT]j·TT RHS \T düe÷q+ nsTTq$. n+<äT#˚ m =5 $\TeqT düMTø£sD¡ +
jÓTTø£ÿ kÕ<Ûäq n+{≤s¡T.
á $<Ûä+>± #·s¡sê• $\Te\T Á|ü‹πøå|æ+∫ kÕ<Ûäq ‘Ó\TdüTø=qT≥qT j·T‘·ï<√wü |ü<äΔ‹ n+<äTs¡T.
Ç$ #˚j·T+&ç
'x - 4 = 2' düMTø£s¡D≤ìøÏ kÕ<Ûäq ø£qT>=q+&ç.

nuÛ≤´dü+ ` 9.3

A
1. øÏ+~yêì˝À @$ düMTø£s¡D≤˝À ‘Ó\|ü+&ç.
(i) x-3=7 (ii) l+5>9 (iii) p-4 < 10

AN
(iv) 5 + m = -6 (v) 2s - 2 = 12 (vi) 3x +5 > 13
(vii) 3x < 15 (viii) 2x - 5 = 3 (ix) 7y + 1 < 22
(x) -3z + 6 = 12 (xi) 2x - 3y = 3 (xii) z=4
2. øÏ+~ düMTø£s¡D≤\˝À LHS eT]j·TT RHS \qT ‘Ó\|ü+&ç.

G
(i) x-5 =6 (ii) 4y = 12 (iii) 2z + 3 = 7
(iv) 3p = 24 (v) 4=x-2 (vi) 2a - 3 = -5
3.
x+3=5 (ii) N
øÏ+~ düMTø£s¡D≤\qT j·T‘·ï`<√wü |ü<䛋˝À kÕ~Û+#·+&ç.
(i) y-2=7 (iii) a- 2 = 6
LA
(iv) 5y = 15 (v) 6n = 30 (vi) 3z = 27
eTq+ H˚s¡TÃ≈£îqï$
TE

1. eTq+ n–Z|ü⁄\¢\T ñ|üjÓ÷–+∫ $$<Ûä s¡ø±\ neT]ø£\T nø£åsê\T m˝≤

s¡÷bı+~+#·e#√à ‘Ó\TdüT≈£îHêï+. ˇø£ neT]ø£˝À, |ü⁄\¢\ dü+K´≈£î, |ü{≤\
dü+U´≈£î eT<Ûä´ >∑\ dü+ã+<Ûëìï sêã{≤º+. ˇø£ neT]ø£˝À $$<Ûä |ü{≤\ eT<Ûä´
>∑\ dü+ã+<Ûëìï ‘Ó*ù| sê•øÏ 1, 2, 3, ... yÓTT<ä\>∑T $\Te\T Ç#êÃ+. Bìì
T,

eTq+ #·s¡sê• n˙, Bìì ˇø£ nø£ås¡+‘√ dü÷∫+#ê+.

2. #·s¡sê•øÏ nH˚ø£ $\Te\T Çe«e#·TÃ. Bì$\Te dæús¡+ ø±<äT.
ER

3. #·s¡sê•ì ‘Ó\T|ü&ÜìøÏ kÕ<Ûës¡D+>± a, b, m, n, p, q, x, y, z yÓTT<ä\>∑T nø£åsê\T yê&É‘êeTT.

4. ˇø£dü+ã+<Ûëìï Á|üjÓ÷>±‘·àø£+>± ‘Ó\|ü&ÜìøÏ #·s¡sê• ñ|üjÓ÷>∑|ü&ÉT‘·T+~.
5. #·s¡sê• ≈£L&Ü ˇø£dü+UÒ´. ø±ì Bì$\Te dæús¡+ ø±<äT. nsTTqq÷ dü+K´\‘√ #˚ùd Á|üÁøÏj·T\T nìïj·T÷
SC

#·s¡sêX¯ó\‘√ #˚kÕÔ+.
6. #·s¡sêX¯ó\‘√ $$<Ûä Á|üÁøÏj·T\T $ìjÓ÷–+∫ eTq+ 2m, 3s+1, 8p, x/3 e+{Ï düe÷kÕ\T s¡÷bı+~kÕÔ+.
7. πsU≤>∑DÏ‘·+, n+ø£>∑DÏ‘·+\˝À >∑\ $$<Ûä dü÷Á‘ê\qT s¡÷bı+~+#·&ÜìøÏ #·s¡sêX¯ó\T nH˚ø£ $<Ûë\T>±
ñ|üjÓ÷>∑|ü&É‘êsTT.
8. ˇø£ #·s¡sê•‘√ s¡÷bı+~+∫q ìã+<ÛäqqT düMTø£s¡D+ nqe#·TÃ.
9. Á|ür düMTø£s¡D≤ìøÏ düe÷q‘·« >∑Ts¡TÔ≈£î Çs¡TyÓ’|ü⁄˝≤ >∑\ düe÷kÕ\qT LHS eT]j·TT RHS n+{≤+.
10. düMTø£s¡D+˝À #·s¡sê•øÏ @ $\Te Á|ü‹πøå|æ+∫q|ü⁄Œ&ÉT LHS eT]j·TT RHS \T düe÷q+ n>∑TH√ Ä$\TeqT
düMTø£s¡D+ kÕ<Ûäq n+{≤s¡T.
11. düMTø£s¡D+ kÕ<Ûäq j·T‘·ï<√wü |ü<äΔ‹˝À ø£qT>=qe#·TÃqT.
49
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;»>∑DÏ‘· |ü]#·j·T+
 CHAPTER - 10
Perimeter and Area

10.1 INTRODUCTION

A
We studied about different shapes in chapter "Basic Geometrical Shapes". When we talk
about plane figures, we think of regions covered by them and their boundaries. We need some

AN
measures to compare their sizes. Let us look into this now.

10.2 PERIMETER

G
Think of the following situations:
1. A boy is running around a circular path. He starts running from point A and stops at A.

N
Then the distance covered by the boy is the perimeter of the circular path.
LA
TE
T,

2. A man wants to fence his field with wire. To find the length of wire needed he would have
to measure the sides of the field.
ER

This will give the perimeter of the field. The length of the boundary of a closed figure is
called its perimeter. We use perimeter in many situations of our daily life.

TRY THESE
SC

Give five examples of situations where you need to know the perimeter.

We can look at perimeter in another way.

Look at the figures given below:
B A
D E E D
C B F D
C
C C

A C E A B
A B A B
D
50
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
 n<Ûë´j·TeTT ` 10
#·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T

10.1 ñb˛<ëÈ‘·+

A
eTq+ Ç+‘·≈£î eTT+<äT #·]Ã+∫q ªªÁbÕ<∏ä$Tø£ C≤´$Trj·T Äø±sê\Tμμ nH˚ n<Ûë´j·T+˝À $$<Ûä s¡ø±\
Äø£è‘·T\qT >∑T]+∫ H˚s¡TÃø=Hêï+. Ç˝≤+{Ï düeT‘·\ Äø£è‘·T\qT >∑T]+∫ #·]Ã+#˚ düeTj·T+˝À n$ ÄÁø£$T+∫q

AN
ÁbÕ+‘·+ eT]j·TT yêì dü]Vü≤<äT\› qT >∑T]+∫ Ä˝À∫kÕÔ+. $$<Ûä Äø£è‘·T\ |ü]e÷D≤\qT b˛\Ãe˝…qqï ø=ìï ø=\‘·\T
nedüs¡eTÚ‘êsTT. Ç˝≤+{Ï ø=\‘·\qT >∑T]+∫ Á|üdüTÔ‘·+ eTq+ H˚s¡TÃ≈£î+<ë+.
10.2 #·T≥Tºø=\‘·

G
á øÏ+~ dü+<äsꓤ\qT |ü]o*<ë›+.
1. ˇø£ nu≤“sTT |ü≥eTT˝À #·÷|æq $<Ûä+>± eè‘êÔø±s¡u≤≥ô|’ |üs¡T¬>‘·TÔ‘·THêï&ÉT. n‘·&ÉT A qT+∫ ÁbÕs¡+_Û+∫
N
‹]– A e<ä≈› î£ e∫Ãq|ü⁄&ÉT |üsT¡ >¬ ‘·≥Ô + Ä|æyd˚ Hæ ê&Éì nqTø=+<ë+. á dü+<äs“¡ e¤ TT˝À Ä nu≤“sTT |üsT¡ >¬ ‹Ôq
LA
yÓTT‘·Ô+ <ä÷s¡eTTH˚ Ä eè‘·Ô+ jÓTTø£ÿ #·T≥Tºø=\‘· n+{≤+.
TE

A
T,

2. ˇø£ e´øÏÔ ‘·q bı\+ #·T≥÷º |ü≥+˝À #·÷|æq $<Ûä+>± ø£+#Ó y˚j·÷\qT≈£îHêï&ÉT. nsTT‘˚ yÓTT‘·Ô+ m+‘·
bı&ÉyÓ’q r>∑ nedüs¡eTÚ‘·T+<√ ø£qT>=q&ÜìøÏ n‘·qT ‘·q bı\+ jÓTTø£ÿ uÛÑTC≤\ bı&Ée⁄\qT ø£qT>=Hê*.
ER

á uÛÑTC≤\ bı&Ée⁄\ yÓTT‘·Ô+ bı\eTT jÓTTø£ÿ #·T≥Tºø=\‘·qT ÇdüTÔ+~. ˇø£ dü+eè‘· |ü≥eTT˝À <ëì dü]Vü≤<äT›
jÓTTø£ÿ yÓTT‘·Ô+ bı&Ée⁄qT <ëì #·T≥Tºø=\‘· n+{≤+. eTq+ á #·T≥Tºø=\‘· nH˚ uÛ≤eqqT ì‘·´J$‘·+˝À nH˚ø£
dü+<äsꓤ\˝À ñ|üjÓ÷–dü÷Ô e⁄+{≤+.
SC

Á|üj·T‹ï+#·+&ç
#·T≥Tºø=\‘· nH˚ uÛ≤eqqT ñ|üjÓ÷–+#˚ dü+<äsꓤ\qT ◊~+{Ïì ù|s=ÿqTeTT.

#·T≥Tºø=\‘·qT Ç+ø=ø£ $<Ûä+>± |ü]o*<ë›+.

øÏ+~ |ü{≤\qT |ü]o*+#·+&ç.
B A
D E E D
C B F D
C
C C

A C E A B
A B A B
D
51
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
 Take a wire or a string. Break the string into pieces of appropriate lengths, start placing the
string pieces along the sides. When all the sides are covered, we can put the string together and
measure its length. The length of the string is equal to the distance in going around the shape once.
This length is known as the perimeter of the closed figure. It is the length of the wire to form the
figures.
We can say that perimeter is the distance covered along the boundary forming a
closed figure when you go around the figure once.

DO THIS

A
What would be the perimeter of these shapes?

AN
Fill in the blanks given and in each case start from the point A.
i) Perimeter = AB + .......... + .......... +.......... D 40m C
= ..........+.......... + .......... + ..........

10m

10m
G
= .......... m
A 40m B
ii) Perimeter = AB + .......... + ..........
N
+ .......... + .......... + ..........
A 100m B
80m
LA
= .......... + .......... + ..........

12 0
+ .......... + .......... + .......... F 60m E
m
45

= .......... m
m

D C
TE

90m

We see that to find the perimeter of a closed figure made up

130m
entirely of line segments we find the sum of the lengths of all the sides. D C

Example-1. Ritu went to a park 130m long and 90m wide. She
T,

90m

90m
took one complete round of it. What distance did she cover?
Solution: Total distance covered by Ritu = Perimeter of the park ABCD
ER

A 130m B
= AB + BC + CD + DA
= 130 m + 90 m + 130 m + 90 m = 440 m
L 4m K
Example-2. Find the perimeter of given shape. 1m
SC

I J
Solution: IJ = DC = 3 m EF = HG = 2 m
2m

H 2m G
AB = LK = 4 m FG = KJ = CB = 1 m
E F
AL = BC + DE + FG + HI + JK
2m

=1m+2m+1m+2m+1m 3m
D C
=7m A B

Perimeter = AB + BC + CD + DE + EF + FG + GH + HI + IJ + JK + KL + LA
=4m+1m+3m+2m+2m+1m
+ 2 m + 2 m + 3 m + 1 m + 4 m + 7 m = 32m
52
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
 ˇø£ r>∑qT rdüTø=ì ˇø=ÿø£ÿ |ü{≤ìøÏ nedüs¡yÓTÆq+‘· y˚Ts¡ eTTø£ÿ\T>± dü]|ü&˚≥T¢ ø£‹Ô]+#·+&ç á r>∑
eTTø£ÿ\qT ˇø=ÿø£ÿ dü+eè‘· |ü≥+ jÓTTø£ÿ nìï uÛTÑ C≤\ô|’ neTs¡Ã+&ç. á $<Û+ä >± Äø±s¡+ jÓTTø£ÿ uÛTÑ C≤\˙ï r>∑eTTø£ÿ\#˚
neTs¡Ãã&çq ‘·s¡Tyê‘· yê{Ïì ‘=\–+∫ ˇø=ÿø£ÿ Äø±s¡+ jÓTTø£ÿ r>∑ eTTø£ÿ\ yÓTT‘·Ô+ bı&Ée⁄qT ø£qT>=q+&ç. á
ø=\‘· Ä |ü≥+ #·T≥÷º ˇø£kÕ] r>∑qT #·T≥Tº≥≈£î ø±e\dæq r>∑ bı&Ée⁄qT ÇdüTÔ+~. á r>∑ bı&Ée⁄H˚ Ä dü+eè‘·
|ü≥eTT jÓTTø£ÿ #·T≥Tºø=\‘· n+{≤+. n~ |ü{≤\qT @s¡Œs¡#·&ÜìøÏ ø±e\dæq r>∑ bı&Ée⁄.
#·T≥Tºø=\‘· nq>± ˇø£ dü+eè‘· |ü≥+ #·T≥÷º, <ëì jÓTTø£ÿ n+#·T yÓ+ ≥ ˇø£kÕ] #·T≥÷º ‹]– sêe&ÜìøÏ
Á|üj·÷DÏ+#·e\dæq yÓTT‘·Ô+ <ä÷s¡+ jÓTTø£ÿ ø=\‘·.
Ç$ #˚j·T+&ç

A
Á|üø£ÿ |ü{≤\ #·T≥Tºø=\‘·\T m+‘·?

AN
D 40 MT. C
ÁøÏ+~ U≤∞\qT |üP]+#·+&ç eT]j·TT Á|ü‹ dü+<äs“¡ +¤ ˝À _+<äTe⁄

10 MT.

10 MT.
A e<ä› ÁbÕs¡+_Û+#·+&ç.
i) #·T≥Tºø=\‘· = AB + .......... + .......... +.......... A B

G
40 MT.
= ..........+.......... + .......... + ..........
A 100 MT. B
= .......... MT
ii) #·T≥Tºø=\‘·
N
= AB + .......... + ..........

80 M
T.

120
+ .......... + .......... + .......... E

MT.
LA
F
= .......... + .......... + .......... 60 MT.

45
+ .......... + .......... + ..........
MT.
D 90 MT. C
= .......... MT
TE

πsU≤K+&Ü\#˚ @s¡Œ&çq dü+eè‘· |ü≥eTT jÓTTø£ÿ #·T≥Tºø=\‘·qT ø£qT>=qT≥≈£î <ëì uÛÑTC≤\ bı&Ée⁄\ yÓTT‘·Ô+
ø£qT>=qe˝…qT.
ñ<ëVü≤s¡D 1 : Ø‘·T 130 MT. bı&Ée⁄ 90 MT. yÓ&É\TŒ >∑\ ˇø£ bÕs¡Tÿ≈£î yÓ[fl+~. D 130 MT.
C
T,

ÄyÓT bÕs¡Tÿ #·T≥÷º ˇø£ #·T≥Tº ‹]–q ÄyÓT Á|üj·÷DÏ+∫q <ä÷s¡+ m+‘·?
90 MT.

90 MT.

kÕ<Ûäq : Ø‘·T Á|üj·÷DÏ+∫q <ä÷s¡+ R bÕs¡Tÿ ABCD jÓTTø£ÿ #·T≥Tºø=\‘·

ER

= AB + BC + CD + DA
A B
= 130 MT. + 90 MT. + 130 MT. + 90 MT. = 440 MT. 130 MT.

ñ<ëVü≤s¡D 2 : Á|üø£ÿ|ü≥+˝Àì Äø±s¡+ jÓTTø£ÿ #·T≥Tºø=\‘·qT ø£qT>=qTeTT

SC

kÕ<Ûäq : IJ = DC = 3 MT. EF = HG = 2 MT.

AB = LK = 4 MT. FG = KJ = CB = 1 MT. L 4 MT K
1 MT
AL = BC + DE + FG + HI + JK I J
2 MT

= 1 MT. + 2 MT. + 1 MT. + 2 MT. + 1 MT. = 7 MT. H 2 MT G

#·T≥Tºø=\‘· = AB + BC + CD + DE + EF + FG + GH + HI + IJ + JK + KL + LA E F
2 MT

= 4 MT. + 1 MT. + 3 MT. + 2 MT. + 2 MT. + 1 MT. D

3 MT
C
A B
+ 2 MT. + 2 MT. + 3MT. + 1 MT. + 4 MT. + 7 MT. = 32 MT.
53
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
 TRY THESE
Find the perimeter of the following:
1. A table with sides equal to 30 cm, 15 cm, 30 cm and 15 cm respectively.
2. Measure the length of the sides of your text book cover. What is the perimeter?
3. Around a rectangular park of sides 100 meter and 70 meters a wire has to be put. The cost
of the wire is ` 20 per meter. What is the total cost of the wire?

10.2.1 Perimeter of a Rectangle

A
D 15cm. C
Let us consider a rectangle ABCD whose length and breadth are

AN
15 cm and 10 cm respectively. What will be its perimeter?

10 m.

10 m.
Perimeter of the rectangle = Sum of the lengths of its four sides
= AB + BC + CD + DA A 15cm. B

G
= AB + BC + AB + BC
= 2 × AB + 2 × BC
= 2 × (AB + BC)
= 2 × (15 cm + 10 cm) N We know that the opposite sides of a
rectangle are equal
LA
= 2 × 25 cm so AB = CD, AD = BC
= 50 cm
We see that
TE

perimeter of a rectangle = length + breadth + length + breadth D l C

i.e. perimeter of a rectangle = 2 × (length + breadth)
b b
Perimeter of a rectangle P = 2 (l + b)
T,

where l = length, b = breadth and p = perimeter. A l B

ER

TRY THESE
Find the perimeter of the following rectangles.
Length of Breadth of Perimeter by Perimeter by the formula
SC

rectangle rectangle adding all the sides 2 × (Length+Breadth)

20 cm 15 cm = 20 cm + 15 cm = 2×(20 + 15)
+ 20 cm + 15 cm = 2 × (35)
= 70 cm = 70 cm
0.7 m 0.3 m
22 cm 18 cm
12.5 cm 7.5 cm

54
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
 Á|üj·T‹ï+#·+&ç
øÏ+~ yêì #·T≥Tºø=\‘·\T ø£qT>=q+&ç?
1. ˇø£ fÒãT˝Ÿ ô|’ uÛ≤>∑eTT jÓTTø£ÿ n+#·T\ ø=\‘·\T es¡Tdü>± 30 ôd+.MT 15 ôd+.MT 30 ôd+.MT—
15 ôd+.MT nsTTq <ëì ô|’ uÛ≤>∑eTT jÓTTø£ÿ #·T≥Tºø=\‘· m+‘·?
2. ˙ ˝…ø£ÿ\ |ü⁄düÔø£+ yÓTT<ä{Ïù|õ jÓTTø£ÿ n+#·T\ bı&Ée⁄\T ø=\e+&ç? Bì #·T≥Tºø=\‘· m+‘·?
3. 100MT.— 70 MT. ø=\‘·\T>∑\ ˇø£ Bs¡È#·‘·Ts¡ÁkÕø±s¡ bÕs¡Tÿ #·T≥÷º r>∑qT ˇø£kÕ] #·T{≤º*. 1 MT. r>∑
KØ<äT ` 20\ #=|üq nj˚T´ yÓTT‘·Ô+ Ks¡TÃ m+‘·.

A
10.2.1 Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ #·T≥Tºø=\‘·
D C

AN
15 ôd+.MT.
|ü≥+˝À #·÷|æq $<Û+ä >± ˇø£ ABCD Bs¡#È ‘· T· s¡ÁdüeTTqT rdüT≈£î+<ë+. Bì bı&Ée⁄,

10 ôd+.MT.
10 ôd+.MT.
yÓ&\É TŒ es¡Tdü>± 15 ôd+.MT, eT]j·TT 10 ôd+.MT nsTTq Bì #·T≥Tºø=\‘· m+‘·?
Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ #·T≥Tºø=\‘· = 4 uÛÑTC≤\ bı&Ée⁄\ yÓTT‘·ÔeTT A B

G
= AB + BC + CD + DA
15 ôd+.MT.

= AB + BC + AB + BC
= 2 × AB + 2 × BC
= 2 × (AB + BC) N
LA
= 2 × (15 ôd+.MT + 10 ôd+.MT) Bs¡È #·‘·Ts¡ÁdüeTT˝À m<äT¬s<äTs¡T uÛÑTC≤\T
= 2 × 25 ôd+.MT düe÷qeTT. ø±e⁄q
= 50 ôd+.MT AB = CD, AD = BC
TE

ô|’ #·s¡Ã qT+∫ l

D C
Bs¡È#·‘·Ts¡Ádü+ jÓTTø£ÿ #·T≥Tºø=\‘· R bı&Ée⁄ G yÓ&É\TŒ G bı&Ée⁄ G yÓ&É\TŒ
Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ #·T≥Tºø=\‘· R 2I(bı&Ée⁄ G yÓ&É\TŒ) b b
T,

Bs¡È#·‘·Ts¡Ádü #·T≥Tºø=\‘· P = 2 (l + b) A B
l
Ç#·Ã≥ l = bı&Ée⁄ b = yÓ&É\TŒ P = #·T≥Tºø=\‘·
ER

Á|üj·T‹ï+#·+&ç
ÁøÏ+~ Bs¡È#·‘·Ts¡ÁkÕ\ #·T≥Tºø=\‘·\qT ø£qT>=qTeTT.
Bs¡È#·‘·Ts¡Ádü+ Bs¡È#·‘·Ts¡Ádü+ uÛÑTC≤\ yÓTT‘·Ô+ ø£qT>=qT≥ 2 × (l + b) qT|üjÓ÷–+#·T≥
SC

bı&Ée⁄ yÓ&É\TŒ <ë«sê #·T≥Tºø=\‘· <ë«sê #·T≥Tºø=\‘·

20 ôd+.MT 15 ôd+.MT = 20 ôd+.MT + 15 ôd+.MT = 2×(20 + 15)
+ 20 ôd+.MT + 15 ôd+.MT = 2 × (35)
= 70 ôd+.MT = 70 ôd+.MT
0.7 MT. 0.3 MT.
22 ôd+.MT 18 ôd+.MT
12.5 ôd+.MT 7.5 ôd+.MT

55
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
Example-3. Find the perimeter of a rectangular field which is 36 m long and 24 m wide.
Solution: Length of the field ( l ) = 36 m
Breadth of the filed ( b ) = 24 m
Therefore, perimeter of the field (P) = 2 (l + b)
= 2 (36 + 24) m
= 2 × 60 m
= 120 m
Example-4. Find the breadth of a rectangle whose perimeter is 76 cm and length is 26 cm

A
Solution: Perimeter of the rectangle (P) = 76 cm
Length of the rectangle (l) = 26 cm

AN
Perimeter of the rectangle = 2 (length + breadth)
So, 76 = 2 (26 + breadth)
26 + breadth = 76 ÷ 2 = 38

G
Breadth = 38 – 26 = 12 cm
Hence, breadth of the rectangle = 12 cm
N
Example-5. The length and breadth of a rectangular field are 22.5 m and 14.5 m respectively.
LA
Find the cost of fencing its four sides at the rate of ` 6 per meter.
Solution: Length of the field (l) = 22.5 m
Breadth of the field (b) = 14.5 m
TE

Perimeter of the filed (P) = 2 (l + b)

= 2 (22.5 + 14.5) m
= 2 × 37 m
T,

= 74 m
Thus, cost of fencing at ` 6 per meter.
ER

= ` (6 × 74)
= ` 444
Example-6. How many different rectangles with integral measurements can be drawn with
perimeter as 32 cm?
SC

Solution: Perimeter = 32 cm
32
Half of the perimeter = cm = 16 cm
2
Now, we have to find the number of rectangles that can be drawn, the sum of whose length
and breadth is 16 cm. Keeping in mind that the sides are positive integers in cm,
all possible pairs of length and breadth are
(15, 1) (14, 2) (13, 3) (12, 4) (11, 5) (10, 6) (9, 7) (8, 8)
Hence, eight rectangles can be drawn.
56
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
ñ<ëVü≤s¡D 3 : 36 MT. bı&Ée⁄, 24 MT. yÓ&É\TŒ >∑\ Bs¡È#·‘·Ts¡ÁkÕø±s¡ bı\eTT jÓTTø£ÿ #·T≥Tºø=\‘·qT ø£qT>=qTeTT?
kÕ<Ûäq : bı\eTT jÓTTø£ÿ bı&Ée⁄ (l) = 36 MT.
bı\eTT jÓTTø£ÿ yÓ&É\TŒ ( b ) = 24 MT.
bı\eTT jÓTTø£ÿ #·T≥Tºø=\‘· (P) = 2 (l + b)
= 2 (36 + 24) MT.
= 2 × 60 MT.
= 120 MT.
ñ<ëVü≤s¡D 4 : ˇø£ Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ #·T≥Tºø=\‘· 76 ôd+.MT Bì bı&Ée⁄ 26 ôd+.MT nsTTq yÓ&É\TŒ m+‘·?

A
kÕ<Ûäq : Bs¡È#·‘·Ts¡Ádü jÓTTø£ÿ #·T≥Tºø=\‘· (P) = 76 ôd+.MT

AN
Bs¡È#·‘·Ts¡Ádü bı&Ée⁄ (l) = 26 ôd+.MT
Bs¡È#·‘·Ts¡Ádü #·T≥Tºø=\‘· = 2 (bı&Ée⁄ G yÓ&É\TŒ)
ø±e⁄q 76 = 2 (26 + yÓ&É\TŒ)

G
26 + yÓ&É\TŒ = 76 ÷ 2 = 38
yÓ&É\TŒ = 38 `26 = 12 ôd+.MT

N
ø±e⁄q Bs¡È#·‘·Ts¡Ádü yÓ&É\TŒ = 12 ôd+.MT.
ñ<ëVü≤s¡D 5 : ˇø£ Bs¡È#·‘·Ts¡ÁkÕø±s¡ bı\+ jÓTTø£ÿ bı&Ée⁄, yÓ&É\TŒ\T es¡Tdü>± 22.5 MT eT]j·TT 14.5 MT. Bì
LA
#·T≥÷º ø£+#Ó y˚j·TT≥≈£î MT≥s¡T≈£î ` 6 e+‘·Tq m+‘· Ks¡Tà n>∑TqT?
kÕ<Ûäq : bı\eTT jÓTTø£ÿ bı&Ée⁄ (l) = 22.5 MT.
yÓ&É\TŒ (b) = 14.5 MT.
TE

bı\eTT jÓTTø£ÿ #·T≥Tºø=\‘· (P) = 2 (l + b)

= 2 (22.5 + 14.5) MT.
= 2 × 37 MT.
T,

= 74 MT.
MT≥s¡T≈£î ` 6 e+‘·Tq nj˚T´ yÓTT‘·Ô+ Ks¡TÃ
ER

= ` (6 × 74)
= ` 444
ñ<ëVü≤s¡D 6 : #·T≥Tºø=\‘· 32 ôd+.MT nj˚T´ $<Ûä+>± y˚s¡Ty˚s¡T bı&Ée⁄\T, yÓ&É\TŒ\T >∑\ Bs¡È#·‘·Ts¡ÁkÕ\qT
mìï+{Ïì ^j·T>∑\eTT. (uÛÑTC≤\ bı&Ée⁄\T <Ûäq|üPs¡í dü+K´\T)
SC

kÕ<Ûäq : #·T≥Tºø=\‘· R 32 ôd+.MT

32
#·T≥Tºø=\‘·˝À dü>∑eTT = ôd+.MT = 16 ôd+.MT
2
nq>± bı&Ée⁄, yÓ&É\TŒ\ yÓTT‘·Ô+ 16 ôd+.MT nj˚T´ $<Ûä+>± mìï Bs¡È#·‘·Ts¡ÁkÕ\qT ì]à+#·>∑\yÓ÷
|ü]o*+#ê*. Ç+ø=ø£ $<Ûä+>± #ÓbÕŒ\+fÒ MTs¡T ¬s+&ÉT dü+K´\ yÓTT‘·Ô+ 16 nj˚T´ $<Ûä+>± dü+K´\ »‘·\qT
ø£qT>=Hê*. n$
(15, 1), (14, 2), (13, 3), (12, 4), (11, 5), (10, 6), (9, 7), (8, 8)
nq>± Ç˝≤+{Ï Bs¡È#·‘·Ts¡ÁkÕ\qT ª8μ ^j·T>∑\eTT.
57
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
 DO THIS
1. A square picture frame has sides of 0.75 meters. If the cost of a coloured
paper is ` 20 per meter, what is the cost of putting coloured paper around the
frame?
2. There is a string of length 44 cm. How many different rectangles with posi-
tive integers as length and breadth can be made with this string?
3. If I have a string 41 cm long can I make a rectangle using the string com-
pletely? Give reasons.

A
10.2.2 Perimeter of Regular shapes
Polygons are the simple closed plane figures bounded by line segments. A polygon is

AN
called a regular polygon, if all its sides are of equal length and all angles are of equal measure.
Equilateral triangle is a regular three sided polygon.
Square is a regular four sided polygon. Now let us try to find the a

G
perimeter of a square.
Since the sides of a square are equal. a a

So, perimeter = a + a + a + a N a
LA
= 4 × a = 4a
Perimeter of a square = 4 × length of anyside.
Now, look at equilateral triangle with each side equal to 4 cm
TE

C
Can we find its perimeter?
Perimeter of this equilateral traingle
m.

= (4 + 4 + 4) cm 4c
4c

m.
= 3 × 4 cm = 12 cm
T,

A B
In general if 'a' represents the side of an equilateral triangle then 4 cm.
the perimeter is 3 × a = 3a.
ER

Perimeter of an equilateral triangle = 3 × length of any side

TRY THESE
SC

1. Find the perimeter of the following squares. Figures are drawn on 1 cm grids.

D C S R H G
Z Y

W (iv) X
A B
(i)
E (iii) F
P (ii) Q

2. Find various objects from your surroundings which have regular shapes and their perimeters.
58
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
 Ç$ #˚j·T+&ç
1. ˇø£ #·‘·Ts¡ÁkÕø±s¡ bòı{ÀÁù|òeTT uÛÑT»+ R 0.75 MT≥s¡T¢ <ëì #·T≥÷º s¡+>∑T ø±–‘·eTT #·T≥Tº≥≈£î
1 MT≥s¡T ø±–‘êìøÏ ` 20 e+‘·Tq m+‘· Ks¡Ã>∑TqT?
2. ˇø£ r>∑ bı&Ée⁄ 44 ôd+.MT á r>∑qT |üjÓ÷–+∫ y˚s¡Ty˚s¡T bı&Ée⁄, yÓ&É\TŒqï Bs¡È#·‘·Ts¡ÁkÕ\qT mìï+{Ïì
ì]à+#·>∑\eTT?
3. Hê <ä>∑Zs¡ 41ôd+.MT, bı&Ée⁄ >∑\ r>∑e⁄+~. Bì‘√ bı&Ée⁄\T <Ûäq|üPs¡í dü+K´\j˚T´ $<Ûä+>± Bs¡È#·‘·TÁdüeTTqT
‘·j·÷s¡T#˚j·T>∑\Hê? ø±s¡D≤\T ‘Ó*j·TCÒj·T+&ç.

A
10.2.2 Áø£eTs¡÷|ü Äø£è‘·T\ #·T≥Tºø=\‘· ˝Ò<ë Áø£e÷ø±s¡ Äø£è‘·T\ #·T≥Tºø=\‘·

AN
πsU≤ K+&Ü\#˚ @s¡Œ&çq dü+eè‘· |ü{≤\qT ãVüQuÛÑTE\T n+{≤eTT. ˇø£ ãVüQuÛÑTõ a
jÓTTø£ÿ nìï uÛÑTC≤\T, nìï ø√D≤\T düe÷qyÓTÆq <ëìì Áø£eTãVüQuÛÑTõ n+{≤s¡T.
düeTu≤VüQ Á‹uÛÑT»eTH˚~ eT÷&ÉT uÛÑTC≤\T ø£*–q ˇø£ Áø£eTãVüQuÛÑTõ a a

G
#·‘·Ts¡ÁdüeTH˚~ Hê\T>∑T uÛÑTC≤\T ø£*–q ˇø£ Áø£eTãVüQuÛÑTõ. Ç|ü&ÉT #·‘·Ts¡Ádü+
#·T≥Tºø=\‘·qT ø£qT>=+<ë+. a

#·‘·Ts¡ÁdüeTT˝À uÛÑTC≤\˙ï düe÷q+ ø±e⁄q

#·‘·Ts¡Ádü+ jÓTTø£ÿ #·T≥Tºø=\‘· NR a+a+a+a
LA
R 4Ia R 4a
#·‘·Ts¡Ádü+ #·T≥Tºø=\‘· R 4 I uÛÑT»eTT
TE

Ç|ü⁄&ÉT 4 ôd+.MT uÛÑT»+ >± >∑\ düeTu≤VüQ Á‹uÛÑT»eTTqT |ü]o*<ë›+. Bì jÓTTø£ÿ #·T≥Tºø=\‘·qT eTqeTT
C
ø£qT>=q>∑\e÷? T.

4 ôd
á düeTu≤VüQ Á‹uÛÑT»eTT jÓTTø£ÿ #·T≥Tºø=\‘·
+.M

+.M
4 ôd

= (4 + 4 + 4) ôd+.MT T.
T,

= 3 × 4 ôd+.MT = 12 ôd+.MT A B
4 ôd+.MT.
nq>± 'a' uÛTÑ »+>± >∑\ @<˚ì düeTu≤VüQ Á‹uÛTÑ »+ jÓTTø£ÿ #·T≥Tºø=\‘· 3 × a = 3a nì kÕe÷˙´ø£]+#·e#·TÃ.
ER

düeTu≤VüQ Á‹uÛÑT»+ jÓTTø£ÿ #·T≥Tºø=\‘· R 3IuÛÑT»+ bı&Ée⁄

Á|üj·T‹ï+#·+&ç
SC

1. øÏ+~ #·‘·Ts¡ÁkÕ\ #·T≥Tºø=\‘·\qT ø£qT>=qTeTT. |ü{≤\˙ï 1 ôd+.MT Á–&é (e\) ô|’ ì]à+#·ã&çq$.

D C S R H G
Z Y

W (iv) X
A B
(i)
E (iii) F
P (ii) Q

2. ˙ |ü]düsê\˝À Áø£e÷ø±s¡ edüTÔe⁄\qT >∑T]Ô+∫ yêì #·T≥Tºø=\‘·\qT ø£qT>=qTeTT

59
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
Regular Polygon
Geometrical shapes that have all the sides equal and all angles equal are called regular poly-
gon. Square and equilateral triangles are examples of regular polygon. There can be
5-sided, 6-sided or more sided regular figures. Their perimeters are the sum of their sides.
We can thus see that in general
perimeter of a regular 5-sided polygon (pentagon) = 5 × length of any side
perimeter of a regular 6-sided polygon (Hexagon) = 6 × length of any side
perimeter of a regular 8-sided polygon (Octagon) = 8 × length of any side

A
DO THIS

AN
Find the perimeter of a regular pentagon of side 8 cm

Example-7. Find the cost of fencing a square park of side 250 m at the rate of ` 20 per meter.

G
Solution: Perimeter of the square park = 4 × length of a side

Rate of fencing the park

N = 4 × 250 m = 1000 m
= ` 20 per meter
LA
Thus, total cost of fencing the park = ` 1000 × 20 = ` 20,000

Example-8. Find the side of the equilateral triangle whose perimeter is 54 cm

TE

Solution: Perimeter of an equilateral traingle = 3 × length of a side

Perimeter 54 cm
Thus, length of a side = = = 18 cm
3 3
T,

Example-9. A piece of wire is 24 cm. long. What will be the length of each side, if the wire is
used to form.
ER

(i) an equilateral triangle? (ii) a square? (iii) a regular hexagon?

Solution:
(i) An equilateral traingle has 3 equal sides, so we can divide the length of the wire by 3
SC

to get the length of one side.

24 cm
Each side of the equilateral triangle = = 8 cm
3
(ii) A square has 4 equal sides, so we can divide the length of the wire by 4 to get the
length of one side.
24 cm
So each side = = 6 cm
4
(iii) A regular hexagon has 6 equal sides, so we can divide the length of the wire by 6 to get
the length of one side.
24 cm
Each side of the hexagon = = 4cm
6
60
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
Áø£eTø±s¡ Äø£è‘·T\T ˝Ò<ë Áø£e÷ø±s¡ ãVüQuÛÑTE\T
nìï uÛÑTC≤\T, nìï ø√D≤\T düe÷q+>± >∑\ C≤´$Trj·T Äø£è‘·T\qT Áø£e÷ø±s¡ Äø£è‘·T\+{≤s¡ì >∑Ts¡TÔ≈£î
‘Ó#·TÃø√+&ç. #·‘·Ts¡Ádü+, düeTu≤VüQ Á‹uÛÑTC≤\T Áø£e÷ø±s¡ Äø£è‘·T\≈£î ø=ìï ñ<ëVü≤s¡D\T. nsTT‘˚ 5 uÛÑTC≤\T,
6 uÛÑTC≤\T >∑\ Áø£e÷ø±s¡ Äø£è‘·T\T (Áø£e÷ø±s¡ ãVüQuÛÑTE\T) ≈£L&Ü ø£\e⁄.
ø£qTø£ eTq+ kÕ<Ûës¡D+>± #·÷&É>∑*–q~
Áø£eT|ü+#·uÛÑTõ (5 uÛÑTC≤\T) jÓTTø£ÿ #·T≥Tºø=\‘· R 5 I uÛÑT»+ bı&Ée⁄
Áø£eTwü&ÉT“õ (6 uÛÑTC≤\T) jÓTTø£ÿ #·T≥Tºø=\‘· R 6 I uÛÑT»+ bı&Ée⁄

A
Áø£eT nwüºuÛÑTõ (8 uÛÑTC≤\T) jÓTTø£ÿ #·T≥Tºø=\‘· R 8 I uÛÑT»+ bı&Ée⁄

AN
Ç$ #˚j·T+&ç
8 ôd+.MT. uÛÑT»+>± >∑\ ˇø£ Áø£eT|ü+#·uÛÑTõ jÓTTø£ÿ #·T≥Tºø=\‘·qT ø£qT>=qTeTT.
ñ<ëVü≤s¡D 7 : 250 MT. uÛÑT»+ >∑\ ˇø£ #·‘·Ts¡ÁkÕø±s¡ bÕs¡Tÿ #·T≥÷º ø£+#Ó y˚j·TT≥≈£î MT≥s¡T≈£î ` 20 e+‘·Tq

G
m+‘· Ks¡TÃ n>∑TqT?
kÕ<Ûäq : #·‘·Ts¡ÁkÕø±s¡ bÕs¡Tÿ jÓTTø£ÿ #·T≥Tºø=\‘·
N R 4 I uÛÑT»+ bı&Ée⁄
R 4 × 250 = 1000 MT
LA
1 MT ø£+#Ó y˚j·TT≥≈£î nj˚T´ Ks¡Tà R ` 20
yÓTT‘·Ô+ nj˚T´ Ks¡TÃ R ` 1000 × 20 = ` 20,000
TE

ñ<ëVü≤s¡D 8 : ˇø£ düeTu≤VüQ Á‹uÛÑT»+ jÓTTø£ÿ #·T≥Tºø=\‘· 54 ôd+.MT nsTTq <ëì uÛÑT»eTTqT ø£qT>=qTeTT
kÕ<Ûäq : düeTu≤VüQ Á‹uÛÑT»+ jÓTTø£ÿ #·T≥Tºø=\‘· R 3I uÛÑT»+ bı&Ée⁄
#·T≥Tºø=\‘· 54 ôd+.MT.
uÛÑT»+ bı&Ée⁄ = = = 18 ôd+.MT
T,

3 3
ñ<ëVü≤s¡D 9 : 24 ôd+.MT bı&Ée⁄ >∑\ r>∑‘√ á ÁøÏ+~ Áø£e÷ø±s¡ Äø£è‘·T\qT ‘·j·÷s¡T#˚dæq Á|ü‹ |ü≥+ jÓTTø£ÿ
uÛÑTC≤ìï ø£qT>=qTeTT.
ER

i) düeTu≤VüQ Á‹uÛÑT»eTT ii) #·‘·Ts¡ÁdüeTT iii) Áø£eTwü&ÉT“õ

kÕ<Ûäq :
i) düeTu≤VüQ Á‹uÛÑT»eTT jÓTTø£ÿ #·T≥Tºø=\‘· R 3 I uÛÑT»eTT bı&Ée⁄
SC

24 ôd+.MT.
uÛÑT»+ bı&Ée⁄ = = 8 ôd+.MT
3
ii) #·‘·Ts¡ÁdüeTT 4 uÛÑTC≤\T >∑\ Áø£eTãVüQuÛÑTõ ø£qTø£ Bì #·T≥Tºø=\‘· R 4I uÛÑT»+ bı&Ée⁄
24 ôd+.MT.
uÛÑT»+ bı&Ée⁄ = = 6 ôd+.MT
4
iii) Áø£eTwü&ÉT“¤õ˝À 6 uÛÑTC≤\T+{≤sTT. ø£qT≈£ Bì #·T≥Tºø=\‘· R 6 I uÛÑT»+bı&Ée⁄
24 ôd+.MT.
uÛÑT»+ bı&Ée⁄ = R 4 ôd+.MT
6
61
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
 EXERCISE - 10.1
1. Find the perimeter of each of the following shapes:
H G
H G
H 2cm G

4cm
D 2cm
35c 3cm J

2cm
m m E I 4cm E
60c I F 2cm E J
F

5cm
C F 2cm 4cm

6cm
L

2cm
E D
L 3cm D 2cm C K C
50cm
C

4cm
cm K D

2cm
3cm
45

A
A
A 40cm B A 8cm B A 6cm B 2cm B

AN
2. Find the perimeter of each of the following figures.

cm 35c

30cm
20cm
30 m

G
55cm 40cm 30cm 24cm

N
What would be the cost of putting a wire around each of these shapes given that 1cm wire
costs ` 15?
LA
3. How many different rectangles can you make with a 24 cm long string with integral sides and
what are the sides of those rectangles in cm?
4. A flower bed is in the shape of a square with a side 3.5 m Each side is to be fenced with 4
TE

rows of ropes. Find the cost of rope required at ` 15 per meter.

5. A piece of wire is 60 cm long. What will be the length of each side if the string is used to
form:
T,

i) an equilateral triangle ii) a square.

iii) a regular hexagon iv) a regular pentagon.
ER

6. Bunty and Bubly go for jogging every morning. Bunty goes around a square park of side
80m and Bubly goes around a rectangular park with length 90m and breadth 60m. If they
both take 3 rounds, who covers more distance and by how much?
7. The length of a rectangle is twice of its breadth. If its perimeter is 48 cm, find the dimensions
SC

of the rectangle?
8. Two sides of a triangle are 12 cm and 14 cm. The perimeter of the triangle is 36 cm. What
is the length of third side?
9. Find the perimeter of each of the following shapes:
(i) A triangle of sides 3 cm, 4 cm and 5 cm
(ii) An equilateral triangle of side 9 cm
(iii) An isosceles triangle with equal sides 8 cm each and third side of 6 cm
62
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´düeTT ` 10.1
1. øÏ+~ Äø±sê\ #·T≥Tºø=\‘·\qT ø£qT>=q+&ç?
H G
H G

4 d+.MT
D 3 2 d+.MT H 2 d+.MTG
J

2 d+.MT
5 d+
60 d
+.MT .MT I 3 d+.MT E 3 d+.MT F 2 d+.MT E J 4 d+.MT I 4 d+.MT E
C F

5 d+.MT
F

6 d+.MT
L

2 d+.MT
E D
K C
50 d+
L 3 d+.MT D C 2 d+.MTC

4 d+.MT
T
K D

3 d+.MT

2 d+.MT
+.M
.MT

5d

A
4
A 40 d+.MT B A 8 d+.MT B A 6 d+.MT B A 2 d+.MTB

AN
2. øÏ+~ |ü{≤\ #·T≥Tºø=\‘·\qT ø£qT>=q+&ç.

20 ôd+.MT.

30 ôd+.MT.
T. 35 ô
ôd+.M d+.M
30 T.

G
55 ôd+.MT. 40 ôd+.MT. 30 ôd+.MT. 24 ôd+.MT.
á |ü{≤\ #·T≥÷º r>∑qT neTs¡Ãe˝…qqï 1 ôd+.MT r>∑ KØ<äT ` 15 e+‘·Tq m+‘· Ks¡Tà n>∑TqT?
3. N
24 ôd+.MT bı&Ée⁄ >∑\ r>∑‘√ bı&Ée⁄, yÓ&\É TŒ\T |üPs¡dí +ü K´\T>± ø£\ y˚sT¡ y˚sT¡ ø=\‘·\T >∑\ Bs¡#È ‘· T· s¡ÁkÕ\qT
LA
mìï+{Ïì ˙e⁄ #˚j·T>∑\e⁄.
4. ˇø£ |üP\#·Á≥+ #·‘T· s¡ÁkÕø±s¡+˝À e⁄+~. Bì uÛTÑ »+ bı&Ée⁄ 3.5MT Bì #·T≥÷º 4 es¡Tdü\T ‘ê&ÉT #·T≥ºe˝…qqï
MT≥s¡T ‘ê&ÉT KØ<äT ` 15 #=|üq m+‘· Ks¡TÃ n>∑TqT.
TE

5. 60 ôd+.MT bı&Ée⁄ >∑\ r>∑‘√ á ÁøÏ+~ Áø£e÷ø±sê\qT @s¡Œ]∫q yêì uÛÑT»+ bı&Ée⁄qT ø£qT>=q+&ç?
i) düeTu≤VüQ Á‹uÛÑTeTT ii) #·‘·Ts¡Ádü+
iii) Áø£eTwü&ÉT“¤õ iv) Áø£eT|ü+#·uÛÑTõ
T,

6. ã+{Ï eT]j·TT ã;¢ Á|ürs√p ñ<äj·TeTT C≤–+>¥≈£î yÓfi¯ó‘ês¡T. ã+{Ï 80 MT. uÛÑT»+ >∑\ #·‘·Ts¡ÁkÕø±s¡
bÕs¡Tÿ #·T≥÷º |üs¡T¬>‘·TÔ‘ê&ÉT. ã;¢ 90 MT. bı&Ée⁄, 60 MT. yÓ&É\TŒ >∑\ Bs¡È#·‘·Ts¡ÁkÕø±s¡ bÕs¡Tÿ #·T≥÷º
ER

|üs¡T¬>‘·TÔ‘√+~. Ç<ä›s¡÷ 3 kÕs¡T¢ |üs¡T¬>‹Ôq m≈£îÿe <ä÷s¡eTT |üs¡T¬>‹Ôq yês¡T mes¡T? m+‘· <ä÷s¡eTT m≈£îÿe
|üsT¡ >¬ ‘êÔsT¡ .
7. ˇø£ Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ bı&Ée⁄ <ëì yÓ&É\TŒ≈£î ¬s+&ÉT ¬s≥T¢ e⁄+~. Bì #·T≥Tºø=\‘· 48 ôd+.MT nsTTq
SC

Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ ø=\‘·\qT ø£qT>=qTeTT?

8. ˇø£Á‹uÛÑT»eTT jÓTTø£ÿ ¬s+&ÉT uÛÑTC≤\T es¡Tdü>± 12 ôd+.MT, 14 ôd+.MT eT]j·TT Bì #·T≥Tºø=\‘· 36 ôd+.MT
nsTTq eT÷&Ée uÛÑT»eTTqT ø£qT>=qTeTT.
9. á ÁøÏ+~ Äø±sê\ #·T≥Tºø=\‘·\qT ø£qT>=qTeTT.
i) 3 ôd+.MT— 4 ôd+.MT— 5 ôd+.MT \ uÛÑTC≤\T >∑\ Á‹uÛÑT»+
ii) uÛÑT»eTT 9ôd+.MT \T>± >∑\ düeTu≤VüQ Á‹uÛÑT»+
iii) s¬ +&ÉT düe÷q uÛTÑ C≤\ bı&Ée⁄ 8 ôd+.MT, eT÷&Ée uÛTÑ »+ bı&Ée⁄ 6 ôd+.MT \T>± >∑*–q düeT~«u≤VüQ
Á‹uÛÑT»+
63
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
10.3 AREA
Look at the closed figures given below. All of them occupy some region of a flat surface.
Can you find which one occupies more region? Mark a tick (3 3) on them:

(a) (b) (a) (b)

A
AN
(a) (b)
(a) (b)
The amount of surface enclosed by a closed figure is called its area.

G
In the above pair of figures you can tell, which has
more area but is that always possible?
Now look at the adjecent figures.
N
Which has more area? It is not easy to say. Let us
LA
use a graph paper to help. (i) (ii)
Take the shape (ii) and place it on a squared paper or graph paper where every square
measures 1 cm × 1 cm. Make an outline of the figure.
TE

Look at the squares covered by the figure. Some of them are

completely covered, some half, some less than half and some more
than half. The completely covered squares are shown shaded in picture
(iii).
(ii)
T,

We know that the area is the number of centimeter squares that are
needed to cover the shape.
ER

But as we can see there is a small problem. The squares do not always
(iii)
fit exactly into the area you measure. Some fit completely, some are
marginally covered and some are largely included in the shape. We get over this difficulty by
SC

adopting some rules:

• Ignore portions of the area that are less than half a square.
• If more than half of a square is in the region, just count it as one square.
• If exactly half the square is covered, take its area as ½ square unit.
• The area of one full square is taken as 1 square unit. If it is a centimeter square sheet, then
the area of one full square will be a square centimeter.
Such a rules give a fair estimate of the desired area as the ignored ones balance out the
incomplete ones included.
64
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
10.3 yÓ’XÊ\´eTT
ÁøÏ+~ dü+eè‘· |ü{≤\qT |ü]o*<ë›+. Çe˙ï düeT‘·\+ô|’ ø=+‘· Á|ü<˚XÊìï ÄÁø£$TkÕÔsTT. Mì˝À @$
m≈£îÿe Á|ü<˚X¯eTTqT ÄÁø£$TkÕÔjÓ÷ ˙e⁄ #Ó|üŒ>∑\yê? |ü{≤\ »‘·\qT |ü]o*+∫, m≈£îÿe Á|ü<˚X¯eTTqT ÄÁø£$T+#˚
|ü{≤ìï (33 ) e÷s¡Tÿ#˚ >∑T]Ô+#·+&ç.

A
(a) (b) (a) (b)

AN
(a) (b)
(a) (b)

G
@<Ó’Hê ˇø£ dü+eè‘· |ü≥+ ÄÁø£$T+#˚ Á|ü<˚XÊH˚ï <ëì yÓ’XÊ\´+ n+{≤+.
ô|’q ù|s=ÿqï |ü{≤\˝À @~ m≈£îÿe yÓ’XÊ˝≤´ìï ø£*–e⁄+≥T+<√
N
˙e⁄ #Ó|üŒ>∑\e⁄. nsTT‘˚ á $<Ûä+>± nìï dü+<äsꓤ\˝À #Ó|üŒ>∑\e÷?
á Á|üø£ÿ |ü{≤\qT >∑eTì+#·+&ç.
LA
Mì˝À <˚ì yÓ’XÊ\´eTT m≈£îÿe? Ç~ #Ó|üŒ≥+ düT\uÛÑy˚THê?
Bìì ‘Ó\TdüTø=qT≥≈£î ˇø£ Á>±|òt ù||üs¡TqT ñ|üjÓ÷–<ë›+. (i) (ii)

Á>±|òt ù||üs¡T˝À 1 ôd+.MTI 1 ôd+.MT ø=\‘·\T >∑\ #·‘·Ts¡ÁkÕ\T+{≤j·Tì eTq≈£î ‘Ó\TdüTø£<ë! á Á>±|òt
TE

ù||üs¡Tô|’ ô|’ Äø±s¡+ (ii) ì ñ+∫ n+#·T yÓ+ã&ç ^j·T+&ç.

nsTT‘˚ á Äø±sê\#˚ ÄÁø£$T+#·ã&çq Á|ü<˚XÊ\qT |ü]o*+∫q yêì˝À
ø=ìï #·‘·Ts¡ÁkÕ\˝À |üP]Ô Á|ü<˚X¯eTT Äø±s¡+ ˝À|ü˝Ò e⁄+~. ø=ìï #·‘·Ts¡ÁkÕ\˝À
T,

dü>∑+ Á|ü<˚X¯eTT, ø=ìï+{Ï˝À dü>∑+ ø£+fÒ m≈£îÿe eT]ø=ìï+{Ï˝À dü>∑+ ø£+fÒ ‘·≈£îÿe
Á|ü<˚X¯+ Äø±s¡+ ˝À|ü\ ñ+~.
ˇø£ Äø±sêìï, 1 ôd+.MT uÛ Ñ T »+ >∑ \
ER

#·‘T· s¡ÁkÕ\#˚ |üP]Ô>± ì+|ü&ÜìøÏ mìï #·‘T· s¡ÁkÕ\T (ii)

nedüs¡eTÚ‘êjÓ÷ Ä dü+K´qT Ä Äø±s¡+ jÓTTø£ÿ
yÓ’XÊ\´+ n+{≤eTì eTq≈£î ‘Ó\TdüT.
ø±ì Ç+<äT˝À ∫qï düeTdü´ ñ+~. MTs¡T yÓX’ Ê\´+ ø£qT>=H˚ Á|ü<X˚ +¯ ˝ÀøÏ #·<sä ê\T
SC

(iii)
dü]>±Z Ç$T&çq≥T¢ ñ+&Ée⁄. ø=ìï |üP]Ô>±qT, ø=ìï m≈£îÿe>±qT, ø=ìï ‘·≈£îÿe>±qT
neTs¡T‘êsTT. á düeTdü´qT n~Û>∑$T+#·&ÜìøÏ eTq+ ø=ìï ìj·Te÷\qT bÕ{ÏkÕÔ+.
• kÂ\uÛÑ´+ ø=s¡≈£î dü>∑+ ø£+fÒ ‘·≈£îÿe Á|ü<˚X¯eTTqï #·‘·Ts¡ÁkÕ\qT ˝…øÏÿ+#·≈£î+&Ü e<ä*y˚kÕÔ+. dü>∑+ ø£+fÒ m≈£îÿe
Á|ü<˚X¯eTT Äø±s¡+ ˝À|ü˝Ò e⁄+fÒ yêìì |üP]Ô #·‘·Ts¡ÁkÕ\T>± |ü]>∑DÏ+∫ ˝…øÏÿkÕÔ+.
• dü>∑+ Á|ü<˚X¯+ e÷Á‘·y˚T Äø±s¡+ ˝À|ü˝ ñ+&˚ n˝≤+{Ï ¬s+&ÉT #·‘·Ts¡ÁkÕ\qT ø£*|æ ˇø£ #·‘·Ts¡Ádü+>± ˝…øÏÿkÕÔ+.
• dü]>±Z dü>∑ Á|ü<˚X¯+ e÷Á‘·y˚T Äø±s¡+ ˝À|ü\ ñ+fÒ, <ëì yÓ’XÊ\´+ ½ #·<äs¡|ü⁄ j·T÷ì{Ÿ>± rdüT≈£î+{≤eTT.
• ˇø£ |üP]Ô #·<äs¡+ yÓ’XÊ\´+ ˇø£ #·<äs¡|ü⁄ j·T÷ì{Ÿ. n~ #·<äs¡|ü⁄ ôd+{ÏMT≥s¡¢ ø±–‘·yÓTÆq ˇø£ |üP]Ô #·<äs¡+, 1
#·<äs¡|ü⁄ ôd+{ÏMT≥s¡T ne⁄‘·T+~.
Ç˝≤ n+#·Hê y˚j·T&É+ e\q dü>∑+ ø£Hêï ‘·≈£îÿe ñqï #·‘·Ts¡ÁkÕ\qT e~* y˚j·T&É+ dü>∑+ ø£Hêï m≈£îÿe
e⁄qï #·‘·Ts¡ÁkÕ\qT |üP]Ô>± >∑Dq˝ÀìøÏ rdüTø=q&É+ dü]‘·÷–qf¢e⁄‘·T+~.
65
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
 Now count the squares in the figure (iii) and fill in the information in the table.

Covered Area No. of squares Estimated Area (sq units)

(i) Fully-filled squares 11 11
(ii) Half-filled squares 2 2×½
(iii) More than half-filled squares 8 8
(iv) Less than half filled squares 3 0

Total area = 11 + 2 × ½ + 8 = 20 sq units

A
We can thus compare any two shapes by counting the squares covered by their outline on

AN
the graph or square paper grid.
TRY THIS
Find the areas of the following figures by counting squares.

G
Area of each square is 1 sq.cm.

N
LA
(i) (iii)
(iv) (v)
TE

(ii)

(vi) (vii) (viii) (ix)

T,

DO THIS
ER

1. Trace shapes of leaves, flower petals and other such objects on the graph
paper and find their area approximately.
2. Draw any line diagram on a graph sheet. Count the squares and use them to
SC

estimate the area of the region.

10.3.1 Area of the rectangle

7cm.
With the help of the graph paper, can we tell the area
of a rectangle whose length is 7 cm and breadth is 4 cm?
4cm.

Draw the rectangle on a graph paper having

1 cm × 1 cm squares. The rectangle covers 28 squares
completely. ∴ The area of the rectangle = 28 sq cm

66
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
 á $<Ûä+>± |ü≥eTT (iii) ˝Àì Äø±s¡eTT ÄÁø£$T+∫q #·‘·Ts¡ÁkÕ\qT ˝…øÏÿ+∫ øÏ+~ |ü{Ϻø£˝À ì+|ü⁄<ë+.
ÄÁø£$T+∫q Á|ü<˚X¯eTT yê{Ï dü+K´ n+#·Hê yÓ’XÊ\´+
(#·.j·T÷ì≥¢˝À)
i. |üP]Ô #·‘·Ts¡ÁkÕ\T 11 11
ii. dü>∑+ Á|ü<˚X¯+ e÷Á‘·y˚T ÄÁø£$T+#·ã&çq #·‘·Ts¡ÁkÕ\T 2 2×½
iii. dü>∑+ ø£+fÒ m≈£îÿe Á|ü<˚X¯eTT ÄÁø£$T+#·ã&çq #·‘·Ts¡ÁkÕ\T 8 8
iv. dü>∑+ ø£+fÒ ‘·≈£îÿe Á|ü<˚X¯eTT ÄÁø£$T+#·ã&çq #·‘·Ts¡ÁkÕ\T 3 0

A
yÓTT‘·Ô+ yÓ’XÊ\´eTT = 11 + 2 × ½ + 8 = 20 #·. ôd+.MT

AN
á $<Ûä+>± Á|ür Äø±s¡+ jÓTTø£ÿ yÓ’XÊ\´eTTq÷ n+#·Hê y˚j·Te#·Tà |ü≥eTT˝À ¬s+&Ée Äø±s¡+ jÓTTø£ÿ
yÓ’XÊ\´eTTqT Ç<˚ $<Ûä+>± ˝…øÏÿ+∫ ¬s+&ç+{Ï˝À @~ m≈£îÿe yÓ’XÊ\´eTT ø£*–e⁄+<√ ìs¡ísTT+#·TeTT
Á|üj·T‹ï+#·+&ç

G
#·‘·Ts¡Ádü >∑fi¯flqT ˝…øÏÿ+#·T≥ <ë«sê øÏ+~ |ü{≤\ yÓ’XÊ˝≤´\T ø£qT>=qTeTT?
ˇø=ÿø£ÿ >∑&ç yÓ’XÊ\´eTT 1 #·.ôd+.MT
N
LA
(iii)
TE

(i)
(iv) (v)
(ii)
T,

(vi) (vii) (viii) (ix)

Ç$ #˚j·T+&ç
ER

1. Ä≈£î\qT, |üP\πs≈£î\qT >∑fi¯fl ø±–‘·+ ô|’ ñ+∫ yê{Ï n+#·T\ yÓ+ã&ç ^∫ yêì yÓ’XÊ\´eTT\qT
ø£qT>=qTeTT?
2.
SC

Á>±|òt ù||üs¡T ô|’ πsFj·T Äø£è‘·T\qT ^∫, Ä Äø£è‘·T\T ÄÁø£$T+∫q #·‘·Ts¡ÁkÕ\qT ˝…øÏÿ+#·T≥
<ë«sê yêì yÓ’XÊ\´eTTqT n+#·Hê y˚j·TTeTT.
10.3.1Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´eTT
>∑fi¯fl ø±–‘·eTTqT ñ|üjÓ÷–+∫ bı&Ée⁄ 7 ôd+.MT, yÓ&É\TŒ 4 ôd+.MT ø=\‘·\T >∑\ 7 ôd+.MT.
Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ yÓ’XÊ\´eTTqT ø£qT>=q>∑\e÷?
4 ôd+.MT.

1ôd+.MT uÛTÑ »+ >∑\ #·‘T· s¡ÁkÕ\qT ø£*–q >∑fifl¯ ø±–‘·eTT ô|’ ô|’ ø=\‘·\÷
ˇø£ Bs¡È#·‘·Ts¡ÁdüeTTqT ì]à+∫q n~ 28 >∑fi¯flqT ÄÁø£$T+#·≥+ >∑eTì+#·e#·TÃ.
ø£qTø£ á Bs¡È#·‘·Ts¡ÁdüeTT yÓ’XÊ\´eTT R 28 #·.ôd+.MT.
67
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
 We can see that there are 7 squares in each row and there are 4 rows. This can be
written as 7 × 4 = 28 sq. cm.
Here, area of the rectangle in 28, length of the rectangle is 7 and breadth of the
rectangle is 4.
With the following measurements draw rectangles on a graph paper and find their area by
counting the completely covered squares. Also find the product of length and breadth. What can
you think from the results obtained?

A
AN
(i) (ii) (iii)

G
S.No. Length Breadth Area (Total no. of squares) length × breadth
1.
2.
4 3 N 12 4 × 3 =12 sq. cm.
LA
3.

Thus from the above discussion and the results we can establish that
TE

Area of rectangle = length × breadth

Without using the graph paper, we can now able to find the area of a rectangle. For
T,

example if the length of a rectangle is 6 cm and breadth is 4 cm then the

Area of the rectangle = Length × breadth = 6 × 4 = 24 sq. cm.

ER

TRY THESE
1. Draw two different rectangles having the same perimeter. Compare their areas.
SC

Are they same? Can you draw two different squares having the same perimeter.

DO THIS
1. Find the area of:
(i) The floor of your classroom. (ii) A door in your house
(iii) The black board in your classroom.

68
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
 |ü≥eTTqT |ü]o*+∫q Bs¡È#·‘·Ts¡ÁdüeTT ÄÁø£$T+∫q Á|ü<˚X¯eTT˝À es¡Tdü≈£î 7 #·‘·Ts¡ÁkÕ\T #=|üq 4
es¡Tdü\T ø£\e⁄. ø£qTø£ yÓTT‘·Ô+ #·‘·Ts¡ÁkÕ\ (>∑fi¯fl) dü+K´ R 7I4R 28
Ç#·Ã≥ 28qT Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ yÓ’XÊ\´eTT. 7qT Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ bı&Ée⁄, 4qT Bs¡È#·‘·Ts¡ÁdüeTT
jÓTTø£ÿ yÓ&É\TŒ >± >∑eTì+#·e#·TÃ.
øÏ+~ ø=\‘·\˝À Bs¡È#·‘·Ts¡ÁkÕ\qT >∑fi¯fl ù||üs¡T (Á>±|òt ù||üs¡T) ô|’ ì]à+∫ n~ ÄÁø£$T+∫q >∑fi¯flqT
(#·‘·Ts¡ÁkÕ\qT) ˝…øÏÿ+#·T≥ <ë«sê Bs¡È#·‘·Ts¡ÁkÕ\ yÓ’XÊ˝≤´ìï ø£qT>=qTeTT eT]j·TT Bs¡È#·‘·Ts¡ÁkÕ\ bı&Ée⁄, yÓ&É\TŒ\
\u≤›ìï ø£qT>=qTeTT. |òü*‘ê\ qT+∫ ˙y˚$T }Væ≤+#·>∑\e⁄.

A
AN
G
(i) (ii) (iii)
N
LA
Áø£.dü+K´ bı&Ée⁄ yÓ&É\TŒ #·<äsê\ dü+K´ (yÓ’XÊ\´+) bı&Ée⁄ I yÓ&É\TŒ

1. 4 3 12 4 × 3 = 12 #·. ôd+.MT.
TE

2.
3.
ô|’ |òü*‘ê\T eT]j·TT #·s¡Ã qT+∫
T,

Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´eTT R bı&Ée⁄ I yÓ&É\TŒ nì ìsêΔ]+#·>∑\eTT.

ER

Ç|ü⁄&ÉT eTqeTT Á>±|òt ù||üs¡T (>∑fi¯flø±–‘·eTT) ñ|üjÓ÷–+#· ≈£î+&Ü Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´+ ø£qT>=+<ë+.
ñ<ëVü≤s¡D≈£î bı&Ée⁄ 6ôd+.MT, yÓ&É\TŒ 4 ôd+.MT ø=\‘·\T >∑\ Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´eTTqT ø£qT>=+<ë+.
Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´+ R bı&Ée⁄IyÓ&É\TŒ R 6I4 R 24 #·.ôd+.MT
SC

Á|üj·T‹ï+#·+&ç
ˇπø #·T≥Tºø=\‘· ø£*–q ¬s+&ÉT y˚s¡Ty˚s¡T Bs¡È#·‘·Ts¡ÁkÕ\qT ^j·TTeTT. yêì yÓ’XÊ˝≤´\qT b˛\TÃeTT n$
düe÷qy˚THê? ˇπø #·T≥Tºø=\‘· ø£*–q ¬s+&ÉT y˚s¡T y˚s¡T #·‘·Ts¡ÁkÕ\qT ˙e⁄ ^j·T>∑\yê?
Ç$ #˚j·T+&ç
yÓ’XÊ\´+ ø£qT>=q+&ç.
(i) ˙ ‘·s¡>∑‹ >∑~ jÓTTø£ÿ H˚\. (ii) MT Ç+{Ï˝À ˇø£ ‘·\T|ü⁄.
(iii) ˙ ‘·s¡>∑‹ >∑~˝À q\¢ã\¢.

69
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
10.3.2 Area of the Square 4 cm
Let us consider a square of side 4 cm. If we place it on a
centimeter graph paper then we observe that it covers 16 squares.

4 cm

4 cm
So the area of the square = 4 × 4 sq cm = 16 sq. cm.

There are four squares in each row and there are four rows.
So the area is 4 × 4 sq cm. We know that a square is just like a 4 cm
rectangle with the special condition that its length is equal to the

A
breadth.

AN
TRY THESE
The length of one side of few squares are given. Find their areas using graph papers

G
also find side x side. What do you notice from the results obtained?
i) 4 cm ii) 6 cm iii) 2 cm iv) 8 cm
N
LA
From the above discussion
Area of the square = Side × Side
= (Side)2
TE

Example-10. How many tiles with dimensions 12 cm and 5 cm will be needed to fit a region
whose length and breadth are 144 cm and 100 cm respectively.
T,

Solution: Length of the region = 144 cm

Breadth of the region = 100 cm
ER

Area of the region = 144 cm × 100 cm

= 14,400 sq cm
SC

Length of 1 tile = 12 cm
Breadth of 1 tile = 5 cm
Area of 1 tile = 12 cm × 5 cm
= 60 sq cm

area of region 14400

∴ Number of tiles required = =
area of 1 tile 60

= 240 tiles
70
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
10.3.2 #·‘·Ts¡Ádü yÓ’XÊ\´eTT
4 ôd+.MT uÛÑT»eTT >∑\ ˇø£ #·‘·Ts¡ÁkÕìï rdüT≈£î+<ë+. Bìì >∑fi¯fl 4 ôd+.MT
ø±–‘·eTTô|’ (Á>±|òt ù||üsY ô|’) |ü≥eTT˝À #·÷|æq $<Ûä+>± neT]à |ü]o*ùdÔ n~

4 ôd+.MT

4 ôd+.MT
es¡Tdü≈î£ 4 >∑fió¯ fl #=|üq 4 es¡Tdü\T nq>± yÓTT‘·eÔ TT 16 >∑fifl¯ qT ÄÁø£$T+∫q≥T¢>±
>∑eTì+#·e#·TÃ.
ø£qTø£ Bì yÓ’XÊ\´eTT R 16 #·.ôd+.MT = 4 × 4 #·.ôd+.MT

A
Ç#·Ã≥ #·‘T· s¡Ádü uÛTÑ »eTT 4 >± >∑eTì+#·>\∑ s¡T. eT]j·TT bı&Ée⁄, yÓ&\É TŒ\T 4 ôd+.MT

AN
düe÷q+>± >∑\ Bs¡È#·‘·Ts¡ÁdüeTTH˚, #·‘·Ts¡ÁdüeT+{≤s¡ì ≈£L&Ü >∑eTì+#·>∑\s¡T.
á |òü*‘·+ qT+&ç #·‘·Ts¡Ádü yÓ’XÊ˝≤´ìøÏ dü÷Á‘·eTTqT }Væ≤+#·>∑\yê?
Á|üj·T‹ï+#·+&ç

G
#·‘·Ts¡ÁkÕ\ uÛÑTC≤\ ø=\‘·\T ÁøÏ+<ä Çe«ã&çHêsTT yêìì Á>±|òt ù||üsY ô|’ ^∫ >∑fi¯flqT ˝…øÏÿ+#·T≥
<ë«sê yÓ’XÊ\´eTTqT ø£qT>=qTeTT uÛÑT»eTTIuÛÑT»eTT jÓTTø£ÿ $\TeqT ø£qT>=qTeTT? á |òü*‘ê\ qT+∫
˙y˚$T }Væ≤+#·>∑\e⁄. N
LA
i) 4 ôd+.MT ii) 6 ôd+.MT iii) 2 ôd+.MT iv) 8 ôd+.MT
ô|’ #·s¡Ã eT]j·TT |òü*‘ê\ qT+∫
TE

#·‘·Ts¡Ádü yÓ’XÊ\´eTT R uÛÑT»eTT I uÛÑT»eTT nì ìsêú]+#·>∑\eTT.

= (uÛÑT»eTT)2
ñ<ëVü≤s¡D 10 : 144 ôd+.MT, 100ôd+.MT ø=\‘·\T es¡Tdü>± bı&Ée⁄, yÓ&É\TŒ\T>± >∑\ Á|ü<˚XÊìï bı&Ée⁄ 12
T,

ôd+.MT, yÓ&É\TŒ 5 ôd+.MT >∑\ f…Æ˝Ÿ‡‘√ ì+|üe˝…qqï mìï f…Æ˝Ÿ‡ ø±e˝…qT?

kÕ<Ûäq : f…Æ˝Ÿ‡ ì+|üe\dæq Á|ü<˚X¯eTT jÓTTø£ÿ bı&Ée⁄ = 144 ôd+.MT
ER

yÓ&É\TŒ = 100 ôd+.MT

f…Æ˝Ÿ‡ ì+|üe\dæq Á|ü<˚X¯eTT jÓTTø£ÿ yÓ’XÊ\´eTT = 144 ôd+.MT × 100 ôd+.MT
= 14,400 #·. ôd+.MT
SC

ˇø=ÿø£ÿ f…Æ˝Ÿ jÓTTø£ÿ bı&Ée⁄ = 12 ôd+.MT

yÓ&É\TŒ = 5 ôd+.MT
ˇø=ÿø£ÿ f…Æ˝Ÿ jÓTTø£ÿ yÓ’XÊ\´eTT = 12 ôd+.MT. × 5 ôd+.MT
= 60 #·.ôd+.MT
f…Æ˝Ÿ‡ ì+|üe\dæq Á|ü<˚X¯ yÓ’XÊ\´+ 14400
∴ ø±e\dæq f…Æ˝Ÿ‡ dü+K´ = =
ˇø£ f…Æ˝Ÿ yÓ’XÊ\´+ 60
= 240 f…Æ˝Ÿ‡
71
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
Example-11. The perimeters of a rectangle and a square are same. If the length and breadth of
the rectangle are 35 cm and 25 cm respectively. Find which figure has greater area and by
how much.
Solution: Perimeter of the rectangle = 2 (length + breadth)
= 2 (35 + 25) = 2 × 60 = 120 cm
∴ So perimeter of the square = 120 cm
120
Now side of the square = = 30 cm
4

A
∴ Area of the square = (side)2 = (30)2 = 900 sq cm
Area of the rectangle = length × breadth

AN
= 35 × 25 = 875 sq cm
Thus the square has greater area by (900 - 875) sq cm = 25 sq cm

G
Example-12. Find the area of a rectangle whose length is 4 m and breadth is 68 cm.
Calculate the area in sq cm.
Solution: Breadth of the rectangle
Length of the rectangle
N
= 68 cm
= 4m = 400 cm
LA
Area of the rectangle = length × breadth
= 400 × 68 sq cm
= 27, 200 sq cm
TE

Example-13. The area of a rectangular garden which has 40 meter length is 1120 sq m. Find the
width of the garden?
Solution: Area of the rectangle = 1,120 square meters
T,

Length of the rectangle = 40 meters

Area of the rectangle = length × width
ER

Area 1120
So width = = = 28 meters
Length 40
SC

Example-14. Five square flower beds each of side 1m are dug on a piece of land 5m long and
4 m wide. What is the area of the remaining part of the land?
Solution: Area of the piece of land = length × breadth
= 5 × 4 sq meters
= 20 sq meters
Area of each square flower bed = 1 × 1 sq meter
So area of 5 square flower beds = 5 sq meters

Land remaining = 20 - 5 = 15 sq meters

72
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
ñ<ëVü≤s¡D 11: ˇø£ Bs¡È#·‘·Ts¡ÁdüeTT, ˇø£ #·‘·Ts¡ÁdüeTT #·T≥Tºø=\‘·\T düe÷qeTT. Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ bı&Ée⁄,
yÓ&É\TŒ\T es¡Tdü>± 35 ôd+.MT, eT]j·TT 25 ôd+.MT nsTTq ¬s+&ç+{Ï˝À <˚ì yÓ’XÊ\´eTT m≈£îÿe? m+‘· m≈£îÿe?
kÕ<Ûäq : Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ #·T≥Tºø=\‘· = 2 (bı&Ée⁄+ yÓ&É\TŒ)
= 2 (35 + 25) = 2 × 60 = 120 ôd+.MT
∴ ø£qTø£ #·‘·Ts¡ÁdüeTT jÓTTø£ÿ #·T≥Tºø=\‘· = 120 ôd+.MT
120
#·‘·Ts¡Ádü uÛÑT»eTT = = 30 ôd+.MT
4
∴ #·‘·Ts¡Ádü yÓ’XÊ\´eTT = (uÛÑT»eTT)2 = (30)2 = 900 #·. ôd+.MT

A
eT]j·TT Bs¡È #·‘·Ts¡Ádü yÓ’XÊ\´eTT R bı&Ée⁄ I yÓ&É\TŒ

AN
= 35 × 25 = 875 #·. ôd+.MT
nq>± #·‘·Ts¡Ádü yÓ’XÊ\´eTT, Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´+ ø£+fÒ (900 - 875) #·. ôd+.MT = 25 #·. ôd+.MT
m≈£îÿe.

G
ñ<ëVü≤s¡D 12 : 4 MT. bı&Ée⁄, 68 ôd+.MT.\ yÓ&É\TŒ >∑\ ˇø£ Bs¡È #·‘·Ts¡ÁdüeTT jÓTTø£ÿ yÓ’XÊ\´eTTqT #·. ôd+.MT.
\˝À ø£qT>=qTeTT.
kÕ<Ûäq : Bs¡È #·‘·Ts¡ÁdüeTT jÓTTø£ÿ bı&Ée⁄
N R 4 MT. R 400 ôd+.MT
LA
yÓ&É\TŒ R 68 ôd+.MT.
Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´eTT R bı&Ée⁄ I yÓ&É\TŒ
R 400 I 68
TE

R 27,200 #·.ôd+.MT
ñ<ëVü≤s¡D 13 : 40 MT. bı&Ée⁄ >∑\ ˇø£ Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ yÓ’XÊ\´eTT 1,120 #·.MT. nsTTq <ëì yÓ&É\TŒqT
ø£qT>=qTeTT.
kÕ<Ûäq : Bs¡È#·‘·Ts¡ÁdüeTT bı&Ée⁄ R 40 MT.
T,

Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´eTT R 1,120 #·.MT

ø±˙ Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´eTT R bı&Ée⁄ I yÓ&É\TŒ
ER

yÓX’ Ê\´+ 1120

ø±e⁄q yÓ&É\TŒ = = = 28 MT
bı&Ée⁄ 40
ñ<ëVü≤s¡D 14 : 5 MT. bı&Ée⁄, 4 MT.\ yÓ&É\TŒ >∑\ düú\eTT˝À 5 yÓTTø£ÿ\ bÕ<äT\T rj·Tã&çHêsTT. yÓTTø£ÿ\
SC

bÕ<äT\˙ï 1 MT. uÛÑT»+ >∑\ #·‘·Ts¡ÁkÕ˝…’q $T–*q Á|ü<˚X¯+ jÓTTø£ÿ yÓ’XÊ\´eTTqT ø£qT>=qTeTT.
kÕ<Ûäq : düú\eTT jÓTTø£ÿ yÓ’XÊ\´eTT R bı&Ée⁄ I yÓ&É\TŒ
R 5 I 4 #·.MT.
R 20 #·.MT.
ˇø=ÿø£ÿ yÓTTø£ÿ bÕ<äT jÓTTø£ÿ yÓ’XÊ\´eTT R 1 I 1 R 1 #·.MT.
5 yÓTTø£ÿ\ bÕ<äT\ jÓTTø£ÿ yÓTT‘·Ô+ yÓ’XÊ\´eTT R 5 #·.MT.
$T–*q Á|ü<˚X¯eTT jÓTTø£ÿ yÓ’XÊ\´eTT R 20 ` 5 R 15 #·.MT.
73
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
 EXERCISE - 10.2
1. Find the area of the rectangles with the given sides:
i) 50 cm and 20 cm ii) 65 m and 45 m
iii) 25 cm and 16 cm iv) 7 km and 19 km

2. Find the area of squares with the given sides:

i) 26 m ii) 17 m

A
iii) 52 cm iv) 8 cm

AN
3. The area of rectangular frame is 1,125 sq cm. If its width is 25 cm, what is its length?
4. The length of a rectangular field is 60 m and the breadth is half of its length. Find the area
of the field.

G
5. A square sheet of paper has a perimeter of 40 cm. What is the length of its side? Also find
the area of the square sheet?

6. N 1
The area of rectangular plot is 2400 square meters and it's length is 1 times to it's breadth.
2
LA
What is the perimeter?

7. The length and breadth of a room are 6 m and 4 m respectively. How many square meters of
carpet is required to completely cover the floor of the room? If the carpet costs `240 a square
TE

meter, what will be the total cost of the carpet for completely covering the floor?

8. Two fields have the same perimeter. One is a square of side 72m and another is a rectangle
of length 80 m. Which field has the greater area and by how much?
T,

9. The area of a square is 49 sq cm A rectangle has the same perimeter as the square. If the
length of the rectangle is 9.3 cm, what is its breadth? Also find which has greater area?
ER

10. Rahul owns a rectangular field of length 400 m and breadth 200 m. His friend Ramu owns
a square field of length 300 m. Find the cost of fencing the two fields at `150 per meter. If
one tree can be planted in an area of 10 sq m. who can plant more trees in his field? How
SC

many more trees can he plant?

11. The length of a rectangular floor is 20 m, more than its breadth. If the perimeter of the floor
is 280 m, what is its length?

12. A rectangular plot of land is 240 m by 200 m. The cost of fencing per meter is `30. What
is the cost of fencing the entire field?

13. The side of a square field is 120 meters. The cost of preparing a grass lawn is `35 per
square meter. How much will it cost, if the entire field is converted into a lawn?
74
PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´düeTT ` 10.2
1. ÁøÏ+~ ø=\‘·\T >∑\ Bs¡È#·‘·Ts¡ÁkÕ\ yÓ’XÊ˝≤´\qT ø£qT>=qTeTT.
i) 50 ôd+.MT eT]j·TT 20 ôd+.MT ii) 65 MT eT]j·TT 45 MT
iii) 25 ôd+.MT eT]j·TT 16 ôd+.MT iv) 7 øÏ.MT eT]j·TT 19 øÏ.MT
2. øÏ+~ ø=\‘·\T uÛÑTC≤\T>± >∑\ #·‘·Ts¡ÁkÕ\ yÓ’XÊ\´eTTqT ø£qT>=qTeTT.
i) 26 MT ii) 17 MT

A
iii) 52 ôd+.MT. iv) 8 ôd+.MT
3. ˇø£ Bs¡È#·‘·Ts¡ÁkÕø±s¡ |ü≥eTT jÓTTø£ÿ yÓ’XÊ\´eTT1,125 #·. ôd+.MT <ëì yÓ&É\TŒ 25 ôd+.MT nsTTq <ëì

AN
bı&Ée⁄qT ø£qT>=qTeTT?
4. ˇø£ Bs¡È#·‘·Ts¡ÁkÕø±s¡ bı\eTT jÓTTø£ÿ bı&Ée⁄ 60 MT eT]j·TT Bì yÓ&É\TŒ, Bì bı&Ée⁄˝À dü>∑eTT nsTTq
<ëì yÓ’XÊ\´eTTqT ø£qT>=qTeTT?

G
5. ˇø£ #·‘·Ts¡ÁkÕø±s¡ ø±–‘·eTT jÓTTø£ÿ #·T≥Tºø=\‘· 40 ôd+.MT. nsTTq Bì uÛÑTC≤ìï eT]j·TT yÓ’XÊ˝≤´ìï

6.
ø£qT>=qTeTT?
N 1
ˇø£ Bs¡È#·‘·Ts¡ÁkÕø±s¡ bòÕ¢≥T jÓTTø£ÿ yÓ’XÊ\´eTT 2400 #·.MT. Bì bı&Ée⁄, yÓ&É\TŒq≈£î 1 ¬s≥T¢ ñqï bòÕ¢≥T
2
LA
#·T≥Tºø=\‘·qT ø£qT>=qTeTT?
7. ˇø£ >∑~ jÓTTø£ÿ bı&Ée⁄, yÓ&É\TŒ\T es¡Tdü>± 6 MT. eT]j·TT 4 MT. nsTT‘˚ Bì H˚\+‘·{ÏøÏ ø±¬sŒ{Ÿ
|üs¡T#·T≥≈£î ø±e\dæq ø±¬sŒ{Ÿ yÓ’XÊ\´+ m+‘·? 1 #·.MT. ø±¬sŒ{Ÿ KØ<äT ` 240 #=|üq m+‘· Ks¡TÃ
TE

ne⁄‘·T+~?
8. ˇø£ #·‘·Ts¡Ádü+ eT]j·TT ˇø£ Bs¡È#·‘·Ts¡ÁkÕ\ #·T≥Tºø=\‘·\T düe÷q+. #·‘·Ts¡Ádü+ jÓTTø£ÿ uÛÑT»+ 72 MT.
eT]j·TT Bs¡È #·‘·Ts¡Ádü+ jÓTTø£ÿ bı&Ée⁄ 80 MT. nsTTq <˚ì yÓ’XÊ\´+ m≈£îÿe? m+‘· m≈£îÿe?
T,

9. ˇø£ #·‘·Ts¡Ádü+ jÓTTø£ÿ yÓ’XÊ\´+ 49 #·.ôd+.MT. Bì #·T≥Tºø=\‘·˝À düe÷qyÓTÆq #·T≥Tºø=\‘· >∑\ Bs¡È#·‘·Ts¡Ádü+
jÓTTø£ÿ bı&Ée⁄ 9.3 ôd+.MT. nsTTq Bs¡È#·‘·Ts¡Ádü+ jÓTTø£ÿ yÓ&É\TŒ m+‘·? <˚ì yÓ’XÊ\´+ m≈£îÿe?
ER

10. sêVüQ˝Ÿ≈£î 400 MT. I 200 MT. ø=\‘·\T >∑\ Bs¡È#·‘·Ts¡ÁkÕø±s¡ bı\+ ø£\<äT. Ç‘·ì $TÁ‘·T&ÉT sêeTT≈£î
300 MT. uÛÑT»+>± >∑\ #·‘·Ts¡ÁkÕø±s¡ bı\+ ø£\<äT. á ¬s+&ç+{Ï #·T≥÷º ø£+#Ó y˚j·TT≥≈£î MT≥s¡T≈£î s¡T.
150 e+‘·Tq m+‘· Ks¡Ã n>∑TqT. 10 #·.MT.\ Á|ü<˚X¯eTT˝À ˇø£ #Ó≥TºqT Hê{Ïq me] bı\+˝À m≈£îÿe
SC

#Ó≥¢qT Hê≥e#·TÃ? mìï m≈£îÿe #Ó≥¢qT Hê≥e#·TÃ?

11. ˇø£ Bs¡È#·‘·Ts¡ÁkÕø±s¡ H˚\ jÓTTø£ÿ bı&Ée⁄ <ëì yÓ&É\TŒ ø£+fÒ 20 MT. m≈£îÿe. <ëì #·T≥Tºø=\‘· 280 MT.
nsTTq <ëì bı&Ée⁄ m+‘·?
12. 240 MT. I 200 MT. ø=\‘·\T >∑\ Bs¡È#·‘·Ts¡ÁkÕø±s¡ düú\eTTq≈£î ø£+#Ó y˚j·TT≥≈£î MT≥s¡T≈£î ` 30 e+‘·Tq
m+‘· Ks¡TÃ n>∑TqT?
13. 120 MT. uÛÑT»+>± >∑\ ˇø£ #·‘·Ts¡ÁkÕø±s¡ bı\eTTqT >∑&ç¶ yÓTÆ<ëq+>± e÷s¡TÃ≥≈£î #·<äs¡|ü⁄ MT≥s¡T≈£î ` 35
e+‘·Tq m+‘· Ks¡Tà ne⁄‘·T+~?
75
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
14. What will happen to the area of rectangle, if
i) Its length and breadth are doubled?
ii) Its length is doubled and breadth is tripled?

15. What will happen to the area of a square if its side is:
i) doubled ii) halved

WHAT HAVE WE DISCUSSED?

A
1. Perimeter is the distance covered along the boundary forming a

AN
closed figure when you go round the figure once.

2. i) Perimeter of a rectangle = 2 × (length + breadth)

ii) Perimeter of a square = 4 × length of its side

G
iii) Perimeter of an equilateral triangle = 3 × length of any side

3. i)
ii)
N
Figures in which all sides and angles are equal are called regular closed figures.
The perimeter of a regular figure is equal to the number of sides times the size of each
LA
side.

4. The amount of surface enclosed by a closed figure is called its area.

TE

5. To calculate the area of a figure using a graph paper, the following conventions are adopted:
i) Ignore portions of the area that are less than half a square.
ii) If more than half a square is in the region. count it as one square.
1
T,

iii) If exactly half the square is covered, take its area as sq units.
2
6. i) Area of a rectangle = length × breadth
ER

ii) Area of square = side × side

iii) The area of a square is more than the area of any other rectangle having the same
perimeter.
SC

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PERIMETER AND AREA Free distribution of Govt. of Telangana 2022-23
14. á øÏ+~ dü+<äsꓤ\˝À Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ yÓ’XÊ\´+ @ $<Ûä+>± e÷s¡T‘·T+~.
i) bı&Ée⁄, yÓ&É\TŒ\T ¬s+&ÉT ¬s≥T¢ nsTTq
ii) bı&Ée⁄ 2 ¬s≥T¢, yÓ&É\TŒ 3 ¬s≥T¢ nsTTq
15. á øÏ+~ dü+<äs¡“¤eTT\˝À #·‘·Ts¡ÁdüeTT jÓTTø£ÿ yÓ’XÊ\´eTT @ $<Ûä+>± e÷s¡T‘·T+~.
i) uÛÑT»eTT bı&Ée⁄ ¬s{Ϻ+|ü⁄ nsTTq ii) uÛÑT»eTT bı&Ée⁄ dü>∑+ nsTTq

eTq+ H˚s¡TÃ≈£îqï~

A
1. ˇø£ dü+eè‘· |ü≥+ #·T≥÷º <ëì dü]Vü≤<äT› yÓ+≥ ˇø£kÕ] ‹]– sêe&ÜìøÏ
Á|üj·÷DÏ+#·e\dæq <ä÷s¡eTTH˚ <ëì #·T≥Tºø=\‘· n+{≤s¡T.

AN
2. i) Bs¡È#·‘·Ts¡ÁdüeTT jÓTTø£ÿ #·T≥Tºø=\‘· R 2 I (bı&Ée⁄ G yÓ&É\TŒ)
ii) #·‘·Ts¡ÁdüeTT jÓTTø£ÿ #·T≥Tºø=\‘· R 4 I uÛÑT»+ bı&Ée⁄
iii) düeTu≤VüQ Á‹uÛÑT»+ jÓTTø£ÿ #·T≥Tºø=\‘· R 3 I uÛÑT»+ bı&Ée⁄

G
3. i) nìï uÛÑTC≤\T, ø√D≤\T düe÷q+>± >∑\ dü+eè‘· |ü{≤\qT Áø£eTãVüQuÛÑTE\T n+{≤eTT.
ii) ˇø£ Áø£eTãVüQuÛÑTõ jÓTTø£ÿ #·T≥Tºø=\‘·, <ëì uÛÑTC≤\ dü+K´ eT]j·TT uÛÑT»eTT jÓTTø£ÿ bı&Ée⁄\
\u≤›ìøÏ düe÷qeTT. N
LA
4. ˇø£ dü+eè‘· |ü≥eTT ÄÁø£$T+∫q Á|ü<˚X¯eTTH˚ <ëì yÓ’XÊ\´eTT n+{≤eTT.
5. >∑fifl¯ ø±–‘·eTT ˝Ò<ë Á>±|òt ù||üsT¡ qT ñ|üj÷Ó –+∫ ˇø£ dü+eè‘· |ü≥eTT jÓTTø£ÿ yÓX’ Ê\´eTTqT n+#·Hêy˚jT· T≥≈£î
á ÁøÏ+~ |ü<äΔ‘·T\qT ñ|üjÓ÷–kÕÔeTT.
TE

i) dü>∑+ ø£+fÒ ‘·≈£îÿe uÛ≤>∑eTTqï #·‘·Ts¡ÁkÕ\qT e<ä*y˚j·TTeTT.

ii) dü>∑+ ø£+fÒ m≈£îÿe uÛ≤>∑eTTqï #·‘·Ts¡ÁkÕ\qT |üP]Ô #·‘·Ts¡ÁkÕ\T>± |ü]>∑DÏ+∫ ˝…øÏÿ+#·TeTT.
1
iii) dü>∑uÛ≤>∑+ e⁄qï #·‘·Ts¡ÁkÕ\ yÓ’XÊ\´eTTqT 2 #·.ôd+.MT >± uÛ≤$+∫ Ç˝≤+{Ï ¬s+&ÉT #·‘·Ts¡ÁkÕ\qT
T,

ø£*|æ ˇø£{Ï>± ˝…øÏÿ+#·TeTT.

6. i) Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´eTT = bı&Ée⁄ I yÓ&É\TŒ
ER

ii) #·‘·Ts¡Ádü yÓ’XÊ\´eTT = uÛÑT»eTT I uÛÑT»eTT

iii) ˇπø #·T≥Tºø=\‘·\T >∑\ ˇø£ Bs¡È#·‘·TÁs¡dü+, ˇø£ #·‘·Ts¡Ádü+\˝À #·‘·Ts¡Ádü yÓ’XÊ\´+ m≈£îÿe>± e⁄+≥T+~.
SC

77
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·T≥Tºø=\‘·\T eT]j·TT yÓ’XÊ˝≤´\T
 CHAPTER - 11
Ratio and Proportion

11.1 INTRODUCTION
In our day to day life, we compare quantities in different ways. In the market, we compare

A
which vegetables look fresh, which are expensive, which are reasonably priced etc. Let us consider
some examples.

AN
Every day Satya and Madhukar
drink milk before going to school. Satya
adds 2 spoons of sugar to 1 cup of milk.
Madhukar adds 1 spoon of sugar in same

G
sized cup of milk.
Which milk will be sweeter? Can we say without tasting the milk?
N
Sharada has 3 spoons of sugar in 2 cups of milk. How do we compare the sweetness of
milk in the three cases?
LA
Consider the following situation.
Siri has 8 note books and Ravi has 16 note books.
To compare the
TE

I have eight more

Oh! It means you have twice
books, Ravi compared them note books.
s than
to me.
note book sthen me.
by finding their difference.
And Siri compared them by
division. One quantity is how
T,

much more or how much less

than the other quantity is
comparison by subtraction.
ER

And one quantity is how many

times more or less than the other is comparison by division.
Give 3 instances where we compare quantities by subtraction and by division.
SC

If we wish to compare the length of an ant and a grasshopper. The difference in length
does not express the comparison. The grasshopper's length, which is approximately 4 cm to
5 cm, is too long in comparison to an ant's length which
is just a few mm. The difference in length would be
around 4cm only. That by itself does not appear to be a
big difference. Comparison will be better if we try to
find out how many ants can be placed one behind the
other to match the length of the grasshopper. So we
may say that 15 to 20 ants together have the same length
of a grasshopper.

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RATIO AND PROPORTION Free distribution of Govt. of Telangana 2022-23
 n<Ûë´j·TeTT ` 11
ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT

11.1 ñb˛<ëÈ‘·+

A
ì‘·´J$‘·+˝À eTq+ sêX¯ó\qT $$<Ûä s¡ø±\T>± b˛\TkÕÔeTT. e÷¬sÿ{À¢ @ ≈£Ls¡>±j·T\T ‘êC≤>± ñHêïsTT,
y˚{Ï <Ûäs¡ m≈£îÿe>± ñ+~ e+{Ï yÓTT<ä\>∑T $wüj·÷\qT b˛\TÃ≈£î+{≤+. ø=ìï ñ<ëVü≤s¡D\qT #·÷<ë›+.

AN
Á|ü‹ s√E dü‘´· eT]j·TT eT<ÛTä ø£sY dü÷ÿ˝Ÿ≈î£
yÓfi‚fleTT+<äT bÕ\T ‘ê>∑T‘ês¡T. dü‘·´ ¬s+&ÉT #Ó+#ê\
#·¬øÿs¡qT ˇø£ ø£|ü⁄Œ bÕ\≈£î ø£\T|ü>±, eT<ÛäTø£sY ˇø£

G
#Ó+#ê #·¬øÿs¡qT ˇø£ ø£|ü⁄Œ bÕ\≈£î ø£*bÕs¡T.
me] ø£|⁄ü Œ˝Àì bÕ\T ‹j·T´>± ñ+{≤sTT?
s¡T∫#·÷&É≈£î+&Ü eTq+ #Ó|üŒ>∑\e÷? N
LA
XÊs¡<ä 3 #Ó+#ê\ #·¬øÿs¡qT 2 Hê e<ä› ˙e<ä› ø£qï mì$T~ zôVA! ˙ e<ä› Hê e<ä› |ü⁄düÔø±\T ø£Hêï
m≈£îÿe |ü⁄düÔø±\T ñHêïsTT. s¬ {Ï+º |ü⁄ ñqïfÒ¢
ø£|ü⁄Œ\ bÕ\˝À ø£*|æ+~. eTT>∑TZ] ø£|ü⁄Œ˝
˝Àì bÕ\ ‹j·T´<äHêìï b˛\Ã+&ç?
TE

øÏ+~ dü+<äsꓤìï |ü]o*+#·+&ç.

dæ ] e<ä › 8 H√{Ÿ | ü ⁄ dü Ô ø ±\T
eT]j·TT s¡$ e<ä› 16 H√{Ÿ|ü⁄düÔø±\T
ñHêïsTT.
T,

b˛\Ã&ÜìøÏ s¡$ yê{Ï dü+K´˝À¢ì ‘˚&Ü\‘√ b˛*Ñ˚, dæ] uÛ≤>±Vü‰s¡+ <ë«sê b˛*Ã+~. ˇø£ sê• Ç+ø=ø£
sê•ø£Hêï m+‘· m≈£îÿe ˝Ò<ë m+‘· ‘·≈£îÿe nì b˛\Ã&Üìï e´eø£\q+‘√ b˛\Ã&É+ n+{≤+. n˝≤π> ˇø£sê•eTs=ø£
ER

sê•øÏ mìï ¬s≥T¢ m≈£îÿe ˝Ò<ë mìï¬s≥T¢ ‘·≈£îÿe nì b˛\Ã&Éy˚T uÛ≤>∑Vü‰s¡+‘√ b˛\Ã&É+ n+{≤+.
sêX¯ó\qT e´eø£\q+‘√ b˛\Ã&É+ eT]j·TT uÛ≤>∑Vü‰s¡+‘√ b˛\Ã&ÜìøÏ dü+ã+~Û+∫ eT÷&ÉT dü+|òüT≥q\qT
ñ<äVü≤]+#·+&ç.
SC

eTq+ ˇø£ $T&ÉT‘· eT]j·TT ˇø£ NeT bı&Ée⁄\qT b˛\Ã&ÜìøÏ yê{Ï bı&Ée⁄\ ‘˚&ÜqT ø£qTø√ÿe&É+ <ë«sê
b˛\Ã&É+ kÕ<Ûä´+ ø±<äT. 4 ˝Ò<ë 5 ôd+.MT. bı&Ée⁄+&˚ $T&ÉT‘·qT, #ê˝≤ ø=~› $T.MT. bı&Ée⁄+&˚ NeT bı&Ée⁄‘√
b˛\Ã&É+ dü]ø±<äT. yê{Ï bı&Ée⁄\ ‘˚&Ü <ë<ë|ü⁄ 4 ôd+.MT. e÷Á‘·yT˚
ñ+≥T+~. Ç~ yê{ÏeT<Ûä´ ô|<䛑˚&ÜqT >∑T]Ô+|üCÒj·T<äT. Bìø£Hêï
ˇø£ NeT yÓqTø£ eTs=ø£ NeTqT neTs¡Ã&É+ <ë«sê mìïNeT\
bı&Ée⁄ $T&ÉT‘· bı&Ée⁄≈£î dü]b˛‘·T+<√ b˛\Ãe#·TÃ. Ç˝≤ 15 qT+∫
20 NeT\ bı&Ée⁄ ˇø£ $T&ÉT‘· bı&Ée⁄≈£î düe÷qeTe⁄‘·T+<äì
uÛ≤$+#·e#·TÃ.
79
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
 Consider another example.
The cost of a car is ` 2,50,000 and that of a motorbike is ` 50,000. If we compare the
cost by taking the difference between the costs, the difference is ` 2,00,000. This does not help us
2,50, 000 5
to understand the extent of difference. If we compare by division; then = which tells
50, 000 1
us that for cost of every car we can buy 5 motorcycles.
Thus, in certain situations, comparison by division makes better sense than comparison by
taking the difference.

A
Let us consider one more example.
Latha is 3 years old and Kareem is 18 years old.We can say that Kareem is 15 years older

AN
than Latha. Compare this with Rahim being 65 years old and Reshma 50 years. In both the cases
the difference in the ages is 15 years. It is obvious however, the difference in Latha and Kareem is
of a different kind. It is much better to say that Kareem is six times older than Latha.
This type of the comparison where we compare things by division is called ratio. In this

G
chapter we will learn about ratio in detail.
Another example where we use such comparison is in making maps.
Look at the map: N N
MAP
LA
The places on a map are very
close by as compared to the actual Political
distance between them. The scale of SCALE : 1 Cm. = 300 Km.
Scale: 1 cm = 100 m
map tells us that the comparison
TE

between the actual distance and the

distance shown in the map. For example,
a map of a street or a market, the scale
says 1 cm = 100 m, then we know that
T,

the distance on the map is ten thousandth

of the actual distance. In other words
actual distance is 10,000 times the
ER

distance on the map. If we compare the

distance on the map to the actual
distance represented we would say that
5 cm represents 500 meters. Comparison by subtraction would tell us that the actual distance is
SC

499 meters 95 cm more than the distance on the map. Compared to the statement that the actual
distance is 10,000 times the distance on the map, this statement does not convey much.
16 2
In the first example ratio of Siri's books to Ravi's books is = = 2 :1
8 1
We read it as 2 is to 1.
If we change the comparison order and ask for the ratio of Ravi's books to Siri's books,
8 1
the answer will be = = 1:2
16 2
When we compare two quantities, we have to take care of order of the quantities.
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RATIO AND PROPORTION Free distribution of Govt. of Telangana 2022-23
eTs=ø£ ñ<ëVü≤s¡DqT #·÷&É+&ç.
ˇø£ ø±s¡T <Ûäs¡ ` 2,50,000 eT]j·TT ˇø£ yÓ÷≥s¡T u…’ø˘ <Ûäs¡ ` 50,000 yê{Ï eT<Ûä´>∑\ ‘˚&ÜqT b˛\Ã&É+
<ë«sê ‘˚&Ü ` 2,00,000 nì #Ó|üŒe#·TÃ. á ‘˚&Ü m+‘· $düÔs¡D ø£*–e⁄+<√ ns¡Δ+ #˚düTø√˝Ò+. n<˚ uÛ≤>∑Vü‰]ø£ b˛*ø£
2,50, 000 5
<ë«sê nq>± = Á|ü‹ ˇø£ ø±s¡T <Ûäs¡≈£î eTq+ 5 yÓ÷≥s¡T u…’ø˘\qT ø=q>∑\eTì ‘Ó\TdüTÔ+~.
50, 000 1
á $<Ûä+>±, ø=ìï dü+<äsꓤ˝À¢ uÛ≤>∑Vü‰s¡+‘√ b˛\Ã&É+ nH˚ Á|üÁøÏj·T e´eø£\q+‘√ b˛\Ã&É+ ø£Hêï eT]+‘·
ns¡Δe+‘·+>± e⁄+≥T+<äì ‘Ó\Tk˛Ô+~.

A
eTs=ø£ ñ<ëVü≤s¡DqT #·÷<ë›+.

AN
\‘· ej·TdüT‡ 3 dü+ˆˆ\T, ø£ØyéT ej·TdüT‡ 18 dü+ˆˆ. Bì qT+&ç ø£Ø+, \‘· ø£Hêï 15 dü+ˆˆ\T ô|<ä› nì
‘Ó\TdüTÔ+~. s¡V”≤yéT ej·TdüT‡ 65 dü+ˆˆ\T, πswüà ej·TdüT‡ 50 dü+ˆˆ\T. yê] ej·TdüT‡\ ‘˚&Ü ¬s+&ÉT dü+<äsꓤ˝À¢q÷
15dü+ˆˆ˝Ò. \‘·, ø£ØyéT\ ej·TdüT‡\ ‘˚&Ü 15 dü+ˆˆ\T nsTTq|üŒ{Ïø° á ¬s+{Ï˙ ˇπø s¡ø£+>± b˛\Ã˝Ò+. Bìø£Hêï, ø£Ø+
ej·TdüT‡ \‘· ej·TdüT‡≈£î Äs¡T ¬s≥T¢ nì #Ó|üŒ&É+ y˚T\T.

G
á $<ÛäyÓTÆq uÛ≤>∑Vü‰s¡+ <ë«sê b˛\Ã{≤H˚ï ìwüŒ‹Ô n+{≤+. á n<Ûë´j·T+˝À ìwüŒ‹Ô >∑T]+∫ $es¡+>±
‘Ó\TdüT≈£î+<ë+.
N
Ç<˚ $<Ûä+>± b˛\Ã{≤ìøÏ eTs=ø£ ñ<ëVü≤s¡Dì e÷´|tì ‘·j·÷s¡T #˚j·T&É+ <ë«sê |ü]o*<ë›+.
LA
|ü{≤ìï #·÷&É+&ç.
yêdüÔe <ä÷sê\‘√ b˛*ùdÔ e÷´|ü⁄ ô|’
N
MAP
Political
ùSCALE : 1RCm.
dÿ\T: 1ôd+MT = 300 Km.
100MT
TE

Á|ü<X˚ Ê\T #ê˝≤ <ä>sZ∑ >¡ ± #·÷|üã&çq$. |ü≥+˝À

<ä÷sêìøÏ, Á|ü<˚XÊ\ eT<Ûä´ yêdüÔe <ä÷sêìøÏ >∑\
dü + ã+<Û ë ìï ªªùdÿ\Tμμ ‘Ó * j· T CÒ d ü T Ô + ~.
ñ<ëVü≤s¡D≈£î |ü≥+˝À 1ôd+.MT. <ä÷s¡+ 100
T,

MT.\ yêdüÔe <ä÷sêìøÏ düe÷qeTsTT‘˚ ùdÿ\T

1ôd+.MT. R 100 MT. n+{≤s¡T. n+fÒ |ü≥+˝À
ER

s¬ +&ÉT Á|ü<X˚ Ê\ eT<Û´ä <ä÷s¡+ yêdüeÔ +˝À 10000

e e+‘·T ñ+≥T+~. n+fÒ |ü≥+˝À 5 ôd+.MT.
>± #· ÷ |ü ã &ç q <ä ÷ s¡ + ìC≤ìøÏ 500MT.
ñ+≥T+~. e´eø£\q b˛*ø£ <ë«sê #Ó|æŒqf…¢Ì‘˚
SC

yêdüÔe <ä÷s¡+ |ü≥+˝À <ä÷sêìø£Hêï 499 MT. 95 ôd+.MT. m≈£îÿe ñ+≥T+~. ø±˙ yêdüÔe <ä÷s¡+ |ü≥+˝À
<ä÷sêìøÏ 10,000 ¬s≥T¢ m≈£îÿe nì #Ó|üŒ&Éy˚T ns¡úe+‘·+>± ñ+≥T+~.
16 2
ø±ã{Ϻ yÓTT<ä{Ï ñ<ëVü≤s¡D˝À s¡$, dæ] e<ä› ñqï |ü⁄düÔø±\ ìwüŒ‹Ô R = =2 :1
8 1
Bìì 2 : 1 nì #·<äTe⁄‘êeTT.
8 1
b˛*ø£˝À es¡Tdü e÷]Ãq, dæ], s¡$ e<ä› ñqï |ü⁄düÔø±\ ìwüŒ‹Ô R = =1 :2
16 2
¬s+&ÉT sêX¯ó\qT b˛\TÃq|ü⁄&ÉT Ä sêX¯ó\ Áø£e÷ìï <äèwæº˝À ñ+#·Tø√yê*.
81
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
 TRY THESE

Observe the example and

fill in the blanks.

S. No First Second Comparing Ratio Comparison by Ratio

Quantity Quantity statement changing
the order

A
1 2 apples 6 apples Apples in the first 1:3 Apples in the 3:1

AN
basket are one-third second basket
of the apples in the are 3 times the
second basket. apples in the
first basket.

G
2 500g of 1000g of
Copper Iron
3 Cost of
T-Shirt
Cost of a
Coat N
LA
` 200 `1000

11.2 Comparing quantities with different units

TE

The height of a tree is 13m and its picture in the book is 26cm long. Can we say that the
height of the tree in the picture is twice that of the actual tree? Obviously not, as we know actual
tree is taller than the tree shown in the picture.
Height of the tree is 13m i.e. 1300 cm and the height of tree in the
T,

picture is just 26 cm
1300
Now the ratio between two heights R R 50 : 1
ER

13 m

26
So we can say that the tree's actual height is 50 times than that of the
picture in the book.
When we compare two quantities, they must be in the same units.
SC

In general the ratio of two quantities a and b is written as a : b and we read it as a is to b

The two quantities a and b are called terms of the ratio. First quantity 'a' is called first
term or antecedent and second quantity 'b' is called second term or consequent.

Example-1. Rafi has 16 red marbles and 4 blue marbles. Find the ratio of red marbles to blue
marbles Rafi has?
Solution: Red marbles : Blue marbles = 16: 4
=4:1
Number of red marbles are 4 times than that of blue marbles.
82
RATIO AND PROPORTION Free distribution of Govt. of Telangana 2022-23
 Á|üj·T‹ï+#·+&ç
ñ<ëVü≤s¡DqT |ü]o*+∫ |ü{Ϻø£qT ì+|ü+&ç.

Áø£.dü+. yÓTT<ä{Ï ¬s+&Ée b˛*ø£ ìwüŒ‹Ô es¡TdüqT e÷s¡TÃ≥ ìwüŒ‹Ô

ãT≥º˝Àì ãT≥º˝Àì Á|üe#·qeTT <ë«sê b˛*ø£

A
edüTeÔ ⁄\sê• edüTeÔ ⁄\sê•

AN
1. 2 Ä|æ˝Ÿ‡ 6 Ä|æ˝Ÿ‡ yÓTT<ä{Ï ãT≥º˝Àì Ä|æ˝Ÿ‡ 1:3 ¬s+&Ée ãT≥º˝Àì 3:1
dü+K´, ¬s+&Ée ãT≥º˝Àì Ä|æ˝Ÿ‡ dü+K´,
Ä|æ˝Ÿ‡˝À eT÷&Ée yÓTT<ä{Ï ãT≥º˝Àì

G
e+‘·T ñ+≥T+~. Ä|æ˝Ÿ‡ dü+K´≈£î3 ¬s≥T¢
2. 500 Á>±.\ 1000 Á>±.\

3.
sê– ÇqTeTT
ˇø£ T wüsYº ˇø£ ø√≥T N
LA
yÓ\ ` 200 yÓ\ `1000
11.2 $$<Ûä Á|üe÷D≤\˝À ñqï sêX¯ó\qT b˛\TÃ≥
TE

ˇø£ #Ó≥Tº bı&Ée⁄ 13 MT. |ü≥eTT˝À Ä #Ó≥Tº 26ôd+.MT. >± #·÷|üã&çq~. |ü≥+˝À Ä #Ó≥Tº bı&Ée⁄
yêdüÔe bı&Ée⁄≈£î ¬s{Ϻ+|ü⁄ nqe#êÃ? nq≈£L&É<äì eTq≈£î ‘Ó\TdüT. m+<äTø£+fÒ yêdüÔe+>± #Ó≥Tº, |ü≥+˝Àì #Ó≥Tº
ø£+fÒ bı&Ée⁄>± ñ+≥T+~.
T,

#Ó≥Tº bı&Ée⁄ 13MT. n+fÒ 13I100 R 1300 ôd+.MT.

|ü≥+˝À bı&Ée⁄ R 26 ôd+.MT. 13 MT.
ER

1300
n+fÒ yêdüÔe m‘·TÔ≈£î, |ü≥+˝À m‘·TÔ≈£î >∑\ ìwüŒ‹Ô R R 50 : 1
26
n+fÒ yêdüÔe m‘·TÔ |ü≥+˝À #·÷|üã&çq m‘·TÔ≈£î 50 ¬s≥T¢ ñ+≥T+~.
SC

n+fÒ ªªb˛\Ãã&˚ sêX¯ó\T m\¢|ü⁄Œ&É÷ ˇπø Á|üe÷D≤\˝À ñ+&Ü*μμ.

kÕ<Ûës¡D+>± ¬s+&ÉT sêX¯ó\T a, b \ìwüŒ‹Ô a : b nì sêkÕÔs¡T. a, b \ ìwüŒ‹Ô nì #·<äTe⁄‘ês¡T.
a : b ˝À a, b \qT ìwüŒ‹Ô˝Àì |ü<ë\T n+{≤s¡T. a ì Á|ü<∏äeT |ü<äeTì (|üPs¡« |ü<äeTT), b ì ~«rj·T
|ü<äeTì (|üs¡ |ü<äeTT) n+{≤s¡T.
ñ<ë 1 : s¡|”ò e<ä› 16 mÁs¡ >√∞\T, 4 ˙\+ s¡+>∑T >√∞\T ø£\e⁄. s¡|”ò e<äq› Tqï mÁs¡ì, ˙\+ s¡+>∑T >√∞\ ìwüŒ‹Ô m+‘·?
kÕ<Ûäq : mÁs¡ >√∞\T : ˙\+ >√∞\T R 16 : 4
R4:1
mÁs¡ >√∞\T ˙\+ s¡+>∑T >√∞\≈£î Hê\T>∑T ¬s≥T¢.
83
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
 EXERCISE - 11.1
1. Complete the following table.
S. No. First quantity Second quantity Ratio

(i) 3:5

(ii)

A
(iii)

AN
(iv)

G
(v)

2. Compare:

(i)
N
Number of blue coloured squares is ________ times of the number of
LA
red colour squares.
(ii) Number of red coloured squares is ________ times of the number of
blue coloured squares.
TE

(iii) Find the ratio of number of blue squares to the number of red squares.

3. Solve the following:

(i) A milk man adds 250 ml of water to 1 litre of milk. Find the ratio of water to milk.
T,

(ii) Satya's mother bought 4 kg pulses and 50g chilli powder. Find the ratio of weights
of chilli powder to pulses. What is the ratio of weights of the pulses to chilli powder?
ER

(iii) Rani takes 30 minutes to reach school from home. Ismail takes ½ an hour to cover
the same distance. Find the ratio of time taken by Rani to the time taken by Ismail.
11.3 Ratio in different situation
SC

Sloka is in class VI. She has `50 with her. Mahesh is also in the same class. He has `100
with him. Both of them decided to save their amounts in 'Sanchayika', a savings programme in their
school. After depositing their amounts, they came to know that total money saved by their class
students is ` 2000. They want to compare their amount to the total amount saved.

The ratio of savings of Sloka to savings of Mahesh = 50:100

The ratio of savings of Sloka to the total money saved = 50:2000
The ratio of savings of Mahesh to the total money saved. = 100: 2000

84
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 nuÛ≤´düeTT ` 11.1
1. |ü{Ϻø£qT ì+|ü+&ç.
Áø£.dü+. yÓTT<ä{Ï |ü]e÷DeTT ¬s+&Ée |ü]e÷DeTT ìwüŒ‹Ô

i) 3:5

ii)

A
iii)

AN
iv)

G
v)

2. b˛\Ã+&ç.
(i)
N
LA
˙\+ >∑&ÉT\ dü+K´ mÁs¡ >∑&ÉT\ dü+K´≈£î ........................... ¬s≥T¢
(ii) mÁs¡ >∑&ÉT\ dü+K´ ˙\+ s¡+>∑T >∑&ÉT\ dü+K´˝À .................... e+‘·T.
(iii) ˙\+ >∑&ÉT\ dü+K´≈£î, mÁs¡ >∑&ÉT\ dü+K´≈£î >∑\ ìwüŒ‹Ô ....................
TE

3. øÏ+~ yê{Ïì kÕ~Û+#·+&ç.

(i) ˇø£ bÕ\ yê´bÕ] Á|ü‹ ©≥s¡T bÕ\≈£î 250 MT.©. ˙{Ïì ø£\T|ü⁄qT. n‘·qT ny˚Tà bÕ\˝À ˙{Ï,
bÕ\ ìwüŒ‹Ôì ø£qT>=qTeTT.
T,

(ii) dü‘·´ ‘·*¢ 4 øÏ˝À\ ø£+~ |ü|ü⁄ŒqT, 50Á>±. $Ts¡|ü bı&çì ø=qï~. $Ts¡|ü bı&ç, ø£+~|ü|ü⁄Œ ãs¡Te⁄\
ìwüŒ‹Ô m+‘·? ø£+~|ü|ü⁄Œ, $Ts¡|übı&ç ãs¡Te⁄\ ìwüŒ‹Ô m+‘·?
ER

(iii) sêDÏ ‘·q Ç+{ÏqT+&ç bÕsƒ¡XÊ\≈£î 30 ì$TcÕ\˝À q&Ée>∑\<äT. n<˚ <ä÷sêìï ÇkÕàsTT˝Ÿ 1/2
>∑+≥˝À q&Ée>∑\&ÉT. sêDÏ q&Éø£ düeTj·÷ìøÏ, ÇkÕàsTT˝Ÿ q&Éø£ düeTj·÷ìøÏ >∑\ ìwüŒ‹Ô m+‘·?
SC

11.3 $$<Ûä dü+<äsꓤ\˝À ìwüŒ‹Ô

Äs¡e ‘·s¡>∑‹ #·<äTe⁄#·Tqï XÀ¢ø£, eTùV≤wt \T dü+#êsTTø£ bı<äT|ü⁄ |ü<∏äø£+˝À es¡Tdü>± ` 50, ` 100
bı<äT|ü⁄ #˚XÊs¡T. ‘·s¡>∑‹˝Àì $<ë´s¡TΔ\+<äs¡÷ ø£\dæ ` 2000 \qT bı<äT|ü⁄ #˚kÕs¡T. yês¡T bı<äT|ü⁄ #˚dæq yÓTT‘êÔìï
‘·s¡>∑‹ yÓTT‘·Ô+‘√ b˛˝≤Ãs¡T.
XÀ¢ø£, eTùV≤wt bı<äT|ü⁄ #˚dæq yÓTT‘êÔ\ ìwüŒ‹Ô R 50 : 100
XÀ¢ø£, ‘·s¡>∑‹ yÓTT‘·Ô+ bı<äT|ü⁄#˚dæq yÓTT‘êÔ\ ìwüŒ‹Ô R 50 : 2000
eTùV≤wt, ‘·s¡>∑‹ yÓTT‘·Ô+ bı<äT|ü⁄ #˚dæq yÓTT‘êÔ\ ìwüŒ‹Ô R 100 : 2000
85
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
ACTIVITY
Take a square ruled paper. Throw a dice and note the number on the dice.
Fill as many squares as the number noted with your favorite colour.
Ask your
friend to throw a dice and colour as many squares as the number on
the dice with some other colour.
1. Find the ratio of number of squares coloured by you to the

A
number of squares coloured by your friend?
2. Find the ratio of number of squares coloured by you to the

AN
total number of squares coloured?
3. Find the ratio of number of squares coloured by your friend
to the total number of squares coloured?

G
4. Can you find any other ratios in this activity? Think and discuss with your friend.

TRY THESE
In the given figure, find the ratio of N
LA
(i) Shaded parts to unshaded parts
(ii) Shaded parts to total parts
(iii) Unshaded parts to total parts
TE

11.4 Same ratio in different situations

Consider the following:
• Length of a room is 30 m and its breadth is 20 m. So, the ratio of length of the room to the
T,

30 3
breadth of the room = = is same as 3 : 2
20 2
ER

• There are 24 girls and 16 boys going for a picnic. Ratio of the number of girls to the number
24 3
of boys = = is the same as 3 : 2
16 2
SC

The ratio in both the examples is 3 : 2.

• Note, the ratio 30 : 20 and 24 : 16, in lowest form are same as 3 : 2. These are equivalent
ratios.
Can you think of some more examples having the ratio 3 : 2?
It is fun to write situations that give rise to a certain ratio. For example, write situations that
give the ratio 2 : 3. We have given two examples, you write 3 more.
• Ratio of the breadth of a table to the length of the table is 2 : 3.
• Sheena has 2 marbles and her friend Shabnam has 3 marbles. The ratio of marbles with
Sheena and Shabnam is 2 : 3.
86
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ø£è‘·´eTT
ˇø£ >∑fi¯fl ø±–‘·+ rdüTø=qTeTT. ˇø£ bÕ∫ø£qT $düTs¡TeTT. bÕ∫ø£ eTTK+ô|’ ø£qã&çq dü+K´≈£î
düe÷q dü+K´˝À >∑fi¯¢ ø±–‘·+ô|’ >∑fi¯flqT ˙≈£îq∫Ãq s¡+>∑T‘√ ì+|ü⁄eTT.
Ç|ü⁄Œ&ÉT ˙ $TÁ‘·Tìe+‘·T : ˙ $TÁ‘·T&ÉT bÕ∫ø£ $düs¡&É+ <ë«sê e∫Ãq dü+K´≈£î
düe÷qyÓTÆq >∑&ÉT\qT n‘·ìøÏ q∫Ãq s¡+>∑T‘√ ì+bÕ*.
1. ˙e⁄ ì+|æq >∑&ÉT\ dü+K´≈£î, ˙ $TÁ‘·T&ÉT ì+|æq >∑&ÉT\ dü+K´≈£î >∑\
ìwüŒ‹Ô m+‘·?

A
2. ˙e⁄ ì+|æq >∑&ÉT\ dü+K´≈£î, yÓTT‘·Ô+ s¡+>∑T ì+|æq >∑&ÉT\ dü+K´≈£î

AN
>∑\ ìwüŒ‹Ô m+‘·?
3. ˙ $TÁ‘·T&ÉT s¡+>∑Tì+|æq >∑&ÉT\ dü+K´≈£î, yÓTT‘·Ô+ s¡+>∑T ì+|üã&çq
>∑&ÉT\ dü+K´≈£î >∑\ ìwüŒ‹Ô m+‘·?

G
4. Ç+ø£q÷ á Ä≥˝À ìwüŒ‘·TÔ\T $T–*j·TTqïyê? ˙ $TÁ‘·Tì‘√ #·]Ã+#·TeTT.
Á|üj·T‹ï+#·+&ç
Ç∫Ãq |ü≥eTT˝À N
LA
(i) s¡+>∑T #˚j·Tã&çq, s¡+>∑T #˚j·Tã&Éì uÛ≤>±\≈£î
(ii) s¡+>∑T #˚j·Tã&çq, yÓTT‘·Ô+ uÛ≤>±\≈£î
(iii) s¡+>∑T #˚j·Tã&Éì, yÓTT‘·Ô+ uÛ≤>±\≈£î >∑\ ìwüŒ‘·TÔ\qT ø£qT>=q+&ç.
TE

11.4 $_Ûqï dü+<äsꓤ\˝Àì düe÷q ìwüŒ‘·TÔ\T

øÏ+~ yêìì >∑eTì+#·+&ç.
30 3
• = n+fÒ 3 :2
T,

ˇø£ >∑~ bı&Ée⁄ 30MT. eT]j·TT yÓ&É\TŒ 20MT. nsTTq >∑~ bı&Ée⁄, yÓ&É\TŒ\ ìwüŒ‹Ô
20 2
24 3
• =
ER

ˇø£ $Vü‰s¡ j·÷Á‘·˝À 24 eT+~ u≤*ø£\T, 16 eT+~ u≤\Ts¡T bÕ˝§ZHêïs¡T. u≤*ø£\T, u≤\Ts¡ ìwüŒ‹Ô R
16 2
n+fÒ 3 : 2
ô|’ ¬s+&ÉT dü+<äsꓤ\˝Àq÷ ìwüŒ‹Ô 3 : 2 ne⁄‘·T+~.
SC

• ø±e⁄q 30 : 20 eT]j·TT 24 : 16 nqT ìwüŒ‘·TÔ\qT ø£ìwü˜ |ü<ë\˝À ‘Ó*|æq 3 : 2 ne⁄‘·T+~. Ç$ düe÷q

˝Ò<ë ‘·T\´ ìwüŒ‘·TÔ\T.
ìwüŒ‹Ô 3 : 2 nj˚T´ dü+<äsꓤ\≈£î eT]ø=ìï ñ<ëVü≤s¡D\qT #Ó|üŒ>∑\yê?
ˇø£ ì]Δwüº ìwüŒ‹ÔøÏ nqT≈£L\yÓTÆq dü+<äsꓤ\qT sêj·T&É+ ‘·e÷cÕ>± ñ+≥T+~. 2 : 3 ìwüŒ‹ÔøÏ øÏ+~ ¬s+&ÉT
ñ<ëVü≤s¡D\T áj·Tã&ܶsTT. MTs¡T eTs√ eT÷&ÉT ñ<ëVü≤s¡D\T sêj·T+&ç.
• ˇø£ ã\¢ jÓTTø£ÿ yÓ&É\TŒ, bı&Ée⁄\ ìwüŒ‹Ô 2 : 3
• w”Hê e<ä› 2 >√∞\T, ÄyÓT $TÁ‘·Tsê\T wüãïyéT e<ä› 3 >√∞\Tø£\e⁄. w”Hê eT]j·TT wüãïyéT e<ä› >∑\ >√∞\
ìwüŒ‹Ô 2 : 3
87
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
Example-2. In a mathematics class there are 16 boys and 20 girls. Find the ratio of number of
boys to the number of girls and express it in the simplest form.

Solution: Ratio of number of boys to number of girls = 16: 20

16 2× 2× 2× 2 4
= = =
20 2× 2×5 5
The simplest form is 4 : 5

A ratio is said to be in the simplest form or in the lowest terms when it is written in terms

A
of whole numbers with no common factors other than 1.

AN
TRY THESE
1. Complete the following tables
Ratio 1:2 2:3 5:7

G
1 time 1:2
2 times 4:6
3 times
4 times
N
15:21
12:16
LA
5 times 20:25

2. Complete the following table.

TE

S.No. First Second Ratio Simplified Remember:

Fill this first quantity quantity ratio Ratio is
1 rupee = ..... paisa 1. 20 paise `1 comparison
T,

1000g = .......... kg 2. 800 g 1 kg of quantities

expressed in
1 hour = ........... min 3. 1 hr 30 min
ER

same units
100cm = ........... m 4. 2m 125 cm
1 minute = ........ sec 5. 3 min 45 sec
10 mm = ......... cm 6. 30 mm 1 cm
SC

3. In the following figures, express the ratio of shaded parts to unshaded parts in the simplest
terms.

(i) (ii) (iii)

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ñ<ë 2 : ˇø£ >∑DÏ‘· ‘·s¡>∑‹˝À 16 eT+~ u≤\Ts¡T, 20 eT+~ u≤*ø£\T ø£\s¡T. ‘·s¡>∑‹˝Àì u≤\Ts¡ dü+K´≈£î,
u≤*ø£\ dü+K´≈£î >∑\ ìwüŒ‹Ôì ø£qT>=ì <ëìì ø£ìwü˜ |ü<ë\˝À ‘Ó\Œ+&ç.
kÕ<Ûäq : nì˝Ÿ á düeTdü´H˚ Ç˝≤ kÕ~Û+#ê&ÉT.
u≤\Ts¡ dü+K´≈£î u≤*ø£\ dü+K´≈£î >∑\ ìwüŒ‹Ô R 16 : 20
16 2 × 2 × 2 × 2 4
R = =
20 2× 2×5 5
ø£ìwü˜ |ü<ë\˝À ‘Ó*Œq ìwüŒ‹Ô R 4 : 5

A
ˇø£ ìwüŒ‹Ô˝Àì |ü<ë\≈£î 1 ‘·|üŒ eTπs Ç‘·s¡ ñeTà&ç ø±s¡D≤+ø£eTT\T ˝Òì#√ Ä ìwüŒ‹Ô dü÷ø£åà s¡÷|ü+˝À

AN
˝Ò<ë ø£ìwü˜ |ü<ë\˝À ñ+~ n+{≤s¡T.
Á|üj·T‹ï+#·+&ç
1. øÏ+~ |ü{Ϻø£˝Àì U≤∞\qT |üP]+#·+&ç.

G
ìwüŒ‹Ô 1:2 2:3 5:7
ìwüŒ‹ÔøÏ 1¬s≥T¢ 1:2
2¬s≥T¢ 4:6 N
LA
3 ¬s≥T¢ 15:21
4 ¬s≥T¢ 12:16
TE

5 ¬s≥T¢ 20:25
2. |ü{Ϻø£qT |üP]+#·+&ç.
Áø£.dü+. yÓTT<ä{Ï sê• ¬s+&Ée sê• ìwüŒ‹Ô ø£ìwü˜ |ü<ë\˝À >∑Ts¡TÔ+#·Tø√+&ç.
|üP]+#·+&ç. ìwüŒ‹Ô
T,

ˇπø
s¡÷.1 R .......... ô|’dü\T 1. 20 ô|’dü\T `.1 Á|üe÷D≤\˝À
ER

ñqï sêX¯ó\qT
1000Á>±. R ........øÏ.Á>±. 2. 800 Á>±. 1 øÏ.Á>±. b˛\Ã≥y˚T
1 >∑+≥ R ...........ì$TcÕ\T 3. 1 >∑+≥ 30숈\T ìwüŒ‹Ô
100 ôd+.MT. R ........MT≥s¡T¢. 4. 2MT. 125 ôd+.MT.
SC

1 ì$Twü+ R ........ ôdø£+&ÉT¢ 5. 3숈\T 45ôdˆˆ

10 $T. MT. R ........ ôd+.MT. 6. 30 $T.MT. 1ôd+.MT.
3. øÏ+~ |ü≥+˝À s¡+>∑Ty˚j·Tã&çq, s¡+>∑Ty˚j·Tã&Éì uÛ≤>±\≈£î >∑\ ìwüŒ‹Ôì ø£ìwü˜ |ü<ë\˝À ‘Ó\Œ+&ç.

(i) (ii) (iii)

89
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
 (vi)
(iv) (v)

EXERCISE - 11.2

A
1. Among the following, which ratios are in the simplest form? If not, convert them into the

AN
simplest form.
i) 2:3 ii) 16:20 iii) 5:6 iv) 20:60 v) 8:15 vi) 19:2
2. A bag contains 20kg of rice and another bag contains 60 kg of wheat. Find the ratio of the
amount of rice to that of wheat? What is the ratio of rice to the total weight?

G
3. There are 32 students in a class of which 12 are girls. Find:
i) The ratio of number of boys to number of girls
ii) N
The ratio of number of boys to total number of students
LA
iii) The ratio of number of girls to total number of students.
4. Draw a four sided closed figure and divide it in to some number of equal parts.Shade the
figure with any colour so that the ratio of shaded parts to unshaded parts 1: 3. Draw two
more different figures and do the same.
TE

5. Imran bought 2 liters of oil and Vijay bought 500ml of oil. Find the ratio of quantities of oil
bought by Imran to oil bought by Vijay.
6. Weight of Abraham is 20 kg and his father's weight is 60kg. Find the ratio of weight of
Abraham and his father. Express it in the simplest form.
T,

2
7. Ramu spent th of his money on a story book. Find the ratio of money spent to the money
5
with him at the beginning.
ER

11.5 Division of a given quantity in a given ratio

Example-3. On Snigdha's birthday, her father brought a flower bouquet that contain 18 flowers
SC

in all.If the ratio of red flowers to yellow is 1 : 2. Find their number.

Solutioin: Ratio of red flowers to yellow flowers = 1: 2

Total parts = 1+2 = 3 parts
Total number of flowers = 18 flowers
3 parts = 18 flowers
Each part = 18/3=6 flowers
Red flowers = 1 part = 1 × 6 flowers = 6 flowers
Yellow flowers = 2 parts = 2 × 6 flowers = 12 flowers.
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 (iv) (v) (vi)

nuÛ≤´dü+ ` 11.2
1. øÏ+~ yêì˝À ø£ìwü˜ |ü<ë\˝À ñqï ìwüŒ‘·TÔ\T @$? ˝Òì yê{Ïì ø£ìwü˜ |ü<ë\˝À ‘Ó\Œ+&ç.

A
i) 2:3 ii) 16:20 iii) 5:6 iv) 20:60 v) 8:15 vi) 19:2

AN
2. ˇø£ dü+∫˝À 20 øÏ˝À\ _j·T´+ eTs=ø£ dü+∫˝À 60øÏ˝À\ >√<ÛäTeT\T ø£\e⁄. nsTTq _j·T´+ eT]j·TT
>√<ÛäTeT\ ãs¡Te⁄\ ìwüŒ‹Ô m+‘·? _j·T´+ ãs¡Te⁄≈£î, _j·T´+, >√<ÛäTeT\ ¬s+&ç+{Ï yÓTT‘·Ô+ ãs¡Te⁄≈£î >∑\
ìwüŒ‹Ôì ø£qT>=q+&ç.
3. ˇø£ ‘·s¡>∑‹˝Àì yÓTT‘·Ô+ 32 eT+~ $<ë´s¡TΔ\˝À 12 eT+~ u≤*ø£\T ø£\s¡T. nsTTq

G
i) ‘·s¡>∑‹˝Àì u≤\Ts¡, u≤*ø£\ ìwüŒ‹Ô m+‘·?
ii) u≤\Ts¡ dü+K´≈£î yÓTT‘·Ô+ $<ë´s¡Tú\ dü+K´≈£î >∑\ ìwüŒ‹Ô m+‘·?
N
iii) u≤*ø£\ dü+K´≈£î, yÓTT‘·Ô+ $<ë´s¡TΔ\ dü+K´≈£î >∑\ìwüŒ‹Ô m+‘·?
LA
4. ˇø£ #·‘·Ts¡T“¤õì ^j·T+&ç. <ëìì ø=ìï düe÷q uÛ≤>±\T>± $uÛÑõ+#·+&ç. s¡+>∑T y˚j·Tã&çq uÛ≤>±\≈£î, s¡+>∑T
y˚j·Tã&Éì uÛ≤>±\≈£î ìwüŒ‹Ô 1 : 3 ñ+&ÉTq≥T¢>± ø=ìï uÛ≤>±\≈£î s¡+>∑T\T y˚j·T+&ç.
Ç<˚$<Ûä+>± eTs√ ¬s+&ÉT |ü{≤\qT ^∫ s¡+>∑T\T y˚j·T+&ç.
TE

5. ÇÁe÷Hé 2 ©≥s¡¢ q÷HÓqT, $»jYT 500$T.©. \ q÷HÓqT ‘Ó#ÓÃqT. ÇÁe÷Hé, $»jYT\T ‘Ó∫Ãq q÷HÓ\
ìwüŒ‹Ôì ø£qT>=q+&ç.
6. nÁãVü‰+ ãs¡Te⁄ 20 øÏ.Á>±. eT]j·TT n‘·ì ‘·+Á&ç ãs¡Te⁄ 60 øÏ.Á>±. nsTTq nÁãVü‰+ eT]j·TT n‘·ì
‘·+Á&ç ãs¡Te⁄\ ìwüŒ‹Ôì ø£qT>=q+&ç. eT]j·TT Ä ìwüŒ‹Ôì ø£ìwü˜ |ü<ë\˝À ‘Ó\Œ+&ç.
T,

2
7. sêeTT ‘·q e<ä› ñqï &ÉãT“˝À ˇø£ ø£<∏ä\ |ü⁄düÔø£+ô|’ Ks¡TÃô|f…ºqT. nsTTq sêeTT Ks¡Tà ô|{Ϻq &ÉãT“≈£î
5
ER

eT]j·TT yÓTT<ä≥ n‘·ì e<ä› >∑\ &ÉãT“≈£î >∑\ìwüŒ‹Ô m+‘·?

11.5 ˇø£sê•ì Ç∫Ãq ìwüŒ‹Ô˝À $uÛÑõ+#·T≥
ñ<ë 3 : dæï>∑Δ |ü⁄{Ϻq s√Eq ÄyÓT ‘·+Á&ç ˇø£ |üP\ >∑T‹Ôì ‘Ó#ÓÃqT. <ëì˝Àì yÓTT‘·Ô+ 18 |üP\˝À ms¡T|ü⁄ s¡+>∑T,
SC

|üdüT|ü⁄ s¡+>∑T |üP\≈£î >∑\ìwüŒ‹Ô 1 : 2 nsTTq ms¡T|ü⁄s¡+>∑T, |üdüT|ü⁄ s¡+>∑T |üP\ dü+K´qT ø£qT>=q+&ç.
kÕ<Ûäq : ms¡T|ü⁄ s¡+>∑T |üP\≈£î, |üdüT|ü⁄ s¡+>∑T |üP\≈£î >∑\ ìwüŒ‹Ô R 1 : 2
ìwüŒ‹Ô˝Àì uÛ≤>±\ yÓTT‘·Ô+ R1G2R3
yÓTT‘·Ô+ |üP\ dü+K´ R 18
3 uÛ≤>±\T R 18 |üP\T
ˇø=ÿø£ÿ uÛ≤>∑+ R 18/3 R 6 |üP\T
ms¡T|ü⁄ s¡+>∑T |üP\T R 1 uÛ≤>∑+ R 1I6 R 6|üP\T
|üdüT|ü⁄ s¡+>∑T |üP\T R 2 uÛ≤>±\T R 2I6 R 12 |üP\T
91
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
Example-4. A goldsmith mixes gold and copper in the ratio 7:2 to prepare an ornament. If the
ornament weighs 45gms, find the weight of gold and copper in it.
Solution: Ratio of gold and copper = 7: 2
Sum of the ratio terms = 7+2 = 9
Weight of 9 parts = 45 gm
Weight of Each part = 45 ÷ 9 = 5 gm
Part of gold weighs = 7 parts × 5 gm = 35 gm
Part of copper weighs = 2 parts × 5 gm = 10 gm

A
Example-5. Line segment AB is divided into five equal parts.

AN
X
A B
i) In what ratio does X divides line segment AB?
ii) If the length of the line segment AB is 15 cm, find

G
the length of the line segments AX and XB.
Solution: i) X divides AB in the ratio 3:2
TRY THESE
ii)
N
Total parts = 3 + 2 = 5 parts
Length of line segment AB = 15 cm Make a pattern with
LA
squared tiles using black and
Length of 5 parts = 15 cm
white tiles in the ratio 2 : 5.
15 There are many possible ways.
Length of each part = = 3 cm
5
TE

Length of line segment AX = 3 parts = 3 x 3 cm = 9 cm

Length of line segment XB = 2 parts = 2 x 3 cm = 6 cm

Example-6. Hari and Teja won a Lottery, which they agreed to share in the ratio of 5:3. If
T,

Teja received `150, how much did Hari receive? Also find the total amount.
Solution: Ratio of Hari's amount to Teja's amount is = 5 : 3
ER

Teja's share = 3 parts = `150

150
1 part = = `50
3
SC

So, Hari's share = 5 parts = `50 × 5 = `250

Hari will receive `250 and the total amount = 250 + 150 = `400

EXERCISE - 11.3
1. A bag of 25 marbles is shared between Rahul and Kiran in the ratio 2: 3
i) How many marbles does Kiran receive?
ii) How many marbles does Rahul receive?
2. A point X on AB = 14 cm divides it in the ratio 3 : 4. Find the length of AX and XB.

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RATIO AND PROPORTION Free distribution of Govt. of Telangana 2022-23
ñ<ë 4 : ˇø£ dü«s¡íø±s¡T&ÉT ÄuÛÑs¡D≤\ ‘·j·÷Ø˝À ã+>±sêìï, sê–ì 7 : 2 ìwüŒ‹Ô˝À ø£\T|ü⁄‘ê&ÉT. ˇø£ ÄuÛÑs¡D+
ãs¡Te⁄ 45 Á>±. nsTTq <ëì˝Àì ã+>±s¡+, sê–˝ ãs¡Te⁄\qT ø£qT>=q+&ç.
kÕ<Ûäq : ÄuÛÑs¡D+˝Àì ã+>±s¡+, sê–\ ìwüŒ‹Ô R 7 : 2
ìwüŒ‹Ô˝Àì |ü<ë\ yÓTT‘·Ô+ R 7G2 R 9
9 uÛ≤>±\ ãs¡Te⁄ R 45 Á>±.
1 uÛ≤>∑+ ãs¡Te⁄ R 45 ™ 9 R 5 Á>±.
ã+>±s¡+ ãs¡Te⁄ R 7 uÛ≤>±\T R 7I5 R 35Á>±.

A
sê– ãs¡Te⁄ R 2 uÛ≤>±\T R 2I5 R 10 Á>±.
ñ<ë 5 : πsU≤ K+&É+ AB , 5 düe÷q uÛ≤>±\T>± $uÛÑõ+#·ã&çq~.

AN
X
A B
i) πsU≤K+&É+ AB ì X $uÛÑõ+#·T ìwüŒ‹Ôì ø£qT>=qTeTT.
ii) πsU≤K+&É+ AB bı&Ée⁄ 15 ôd+.MT. nsTTq AX eT]j·TT XB πsU≤K+&Ü\ bı&Ée⁄˝…+‘Ó+‘·?

G
kÕ<Ûäq : i) πsU≤ K+&É+ AB qT X $uÛÑõ+#·T ìwüŒ‹Ô R 3 : 2
Á|üj·T‹ï+#·+&ç
ii) yÓTT‘·Ô+ uÛ≤>±\ dü+K´ R 3 G 2 R 5
AB bı&Ée⁄ = 15 ôd+.MT.
N q\T|ü⁄, ‘Ó\T|ü⁄ |ü\ø£\qT 2:5 ìwüŒ‹Ô˝À
LA
rdüTø=ì ˇø£ neT]ø£ #˚j·T+&ç. #ê˝≤
5 uÛ≤>±\T R 15 ôd+.MT. s¡ø±\ neT]ø£\T ñ+{≤j·Tì
15 ‘Ó\TdüTø√+&ç.
ˇø=ÿø£ÿ uÛ≤>∑+ bı&Ée⁄ R = 3 ôd+.MT.
TE

5
AX bı&Ée⁄
R 3 uÛ≤>±\T R 3 I 3 R 9 ôd+.MT.
XB bı&Ée⁄ R 2 uÛ≤>±\T R 2 I 3 R 6 ôd+.MT.
ñ<ë 6 : Vü≤] eT]j·TT ‘˚» ø=+‘· kıeTTàqT ˝≤≥Ø˝À ¬>*#ês¡T. yês¡T <ëìì 5:3 ìwüŒ‹Ô˝À |ü+#·Tø=q>± ‘˚»≈£î
T,

s¡÷.150 \T e∫Ãq$. nsTTq Vü≤]øÏ e#·Tà yê{≤ m+‘·? ¬>*∫q yÓTT‘·Ô+ m+‘·?
kÕ<Ûäq : Vü≤] eT]j·TT ‘˚»\T |ü+#·Tø=ìq ìwüŒ‹Ô R 5 : 3
ER

‘˚» yê{≤ R 3 uÛ≤>±\T R ` 150

150
1 uÛ≤>∑+ R R ` 50
3
SC

ø±e⁄q Vü≤] yê{≤ R 5 uÛ≤>±\T R 5I50 R ` 250

yÓTT‘·Ô+ kıeTTà R 250 G 150 R ` 400
nuÛ≤´dü+ ` 11.3
1. ˇø£dü+∫˝Àì 25 >√∞\qT sêVüQ˝Ÿ eT]j·TT øÏs¡DY\T 2 : 3 ìwüŒ‹Ô˝À |ü+#·Tø=HÓqT. nsTTq
i) øÏs¡DY≈£î e#·Tà >√∞˝…ìï?
ii) sêVüQ˝ŸøÏ e#·Tà >√∞\T mìï?
2. πsU≤ K+&ÉeTT AB bı&Ée⁄ 14 ôd+.MT. AB ô|’ ˇø£_+<äTe⁄ X, AB qT 3:4 ìwüŒ‹Ô˝À $uÛÑõ+∫q AX
eT]j·TT XB bı&Ée⁄\qT ø£qT>=q+&ç.
93
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
3. Geetha and Laxmi won ` 1050 in a game. They agreed to share the amount in the ratio of
3:4. How much does each person receive?
4. Divide ` 3600 between Satya and Vishnu in the ratio of 3:5.
5. Two numbers are in the ratio 5:6. If the sum of the numbers is 132, find the two numbers.
6. Estimate the ratio in which X divides AB and then check your estimation by measuring it.

A X B
7. The income and savings of an employee are in the ratio 11:2. If his expenditure is `5346,
then find his income and savings.

A
11.6 PROPORTION

AN
3
Observe the following figures. Do you find any changes in the shape?
2
3 6

G
6
4 4
2 N
LA
(i) (ii) (iii)

What difference do you find in the figures? The figures (i) and (ii) look different and their
TE

shapes have changed. Figure (iii) is enlarged but it does not look different. This is because there is
a change in the size, but not in the shape.
Let us find the ratio of length and breadth in all the three cases
Ratio of length and breadth in the original picture = 3:2
T,

Ratio of length and breadth in picture (i) = 6 : 2 i.e. simplest form is 3 : 1

ER

Ratio of length and breadth in picture (ii) = 3 : 4 i.e. simplest form is 3: 4

Ratio of length and breadth in picture (iii) = 6 : 4 i.e. simplest form is 3:2 which is as same
as the ratio in the original picture. We can say picture (iii) is proportionate to the original picture
SC

and that's why their ratios are same. This equality of ratios is Proportion.
In general if the ratio of 'a' and 'b' is equal to the ratio of 'c' and 'd', we say that they are
in proportion. This is represented as a : b : : c : d.
Consider another example.
Bhavika has 28 marbles and Vinila has 180 flowers. They want to share these among
themselves. Bhavika gave 14 marbles to Vinila, and Vinila gave 90 flowers to Bhavika. But Vinila
was not satisfied. She felt that she had given more flowers to Bhavika and the marbles given by
Bhavika to her were much less.
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RATIO AND PROPORTION Free distribution of Govt. of Telangana 2022-23
3. ^‘· eT]j·TT \ø°åà ˇø£ Ä≥˝À ` 1050 qT ¬>\T#·Tø=Hêïs¡T. yês¡T Ä yÓTT‘êÔìï 3:4 ìwüŒ‹Ô˝À |ü+#·Tø=q
<ä\∫q ˇø=ÿø£ÿ]øÏ e#·TÃ kıyÓTà+‘·?
4. ` 3600 qT dü‘·´ eT]j·TT $wüßí\≈£î 3 : 5 ìwüŒ‹Ô˝À |ü+∫q ˇø=ÿø£ÿ] yê{≤ m+‘·?
5. ¬s+&ÉT dü+K´\ yÓTT‘·Ô+ 132 eT]j·TT yêì ìwüŒ‹Ô 5:6 nsTTq Ädü+K´˝Ò$?
6. ÁøÏ+~ |ü≥eTT˝À X _+<äTe⁄ AB qT $uÛÑõ+#·T ìwüŒ‹Ôì n+#·Hêy˚j·T+&ç. yêdüÔe+>± ø=*∫ #·÷&É+&ç.
MT düe÷<ÛëqeTTqT dü]#·÷&É+&ç.

A
A X B
7. ˇø£ ñ<√´– sêã&ç eT]j·TT bı<äT|ü⁄\ ìwüŒ‹Ô 11:2 ñ<√´– Ks¡Tà ` 5346 nsTTq n‘·ì sêã&ç,

AN
bı<äT|ü⁄˝…+‘·?
3
11.6 nqTbÕ‘·eTT
2

G
øÏ+~ u§eTà\qT #·÷&É+&ç. yê{Ï Äø±sê\˝À @yÓ’Hê e÷s¡TŒ\qT MTs¡T >∑eTì+#ê?
3 6

6
4 N 4
LA
2

(i) (ii) (iii)

TE

ô|’q u§eTà\˝À MTs¡T >∑eTì+∫q e÷s¡TŒ\T @$T? 1, 2 |ü{≤\T Äø±sê\˝À e÷s¡TŒ\T bı+~q$. ø±ì
3 e |ü≥+ ªªndü\Tμμ ‘√ b˛*Ñ˚ ô|<ä›~>± e÷Á‘·y˚T #˚j·Tã&çq~. ø±˙ Äø±s¡+˝À e÷s¡TŒ˝Ò<äT. m+<äTø£+fÒ
|ü]e÷D+˝À e÷s¡TŒ ø£*– Äø±s¡+˝À e÷s¡TŒqT bı+<äø£ b˛e&Éy˚T.
T,

eT÷&ÉT |ü{≤\ bı&Ée⁄, yÓ&É\TŒ\ ìwüŒ‘·TÔ\qT ø£qT>=ì #·÷<ë›+.

ndü\T |ü≥+˝À bı&Ée⁄, yÓ&É\TŒ\ ìwüŒ‹Ô R 3 : 2
ER

yÓTT<ä{Ï|ü≥+˝À bı&Ée⁄, yÓ&É\TŒ\ ìwüŒ‹Ô R 6:2 n+fÒ ø£ìwü˜ |ü<ë\˝À 3 : 1

¬s+&Ée |ü≥+˝À bı&Ée⁄, yÓ&É\TŒ\ ìwüŒ‹Ô R 3 : 4
SC

eT÷&Ée |ü≥+˝À bı&Ée⁄ eT]j·TT yÓ&\É TŒ\ ìwüŒ‹Ô R 6:4 ø£ìwü˜ |ü<ë\˝À 3:2. á ìwüŒ‹Ô ndü\T |ü≥+˝À ìwüŒ‹ÔøÏ düe÷q+.
ø£qTø£ eT÷&Ée |ü≥+ yÓTT<ä{Ï |ü{≤ìøÏ nqTbÕ‘·+˝À ñ+~ nì #Ó|Œü e#·TÃ. n+fÒ ìwüŒ‘·T\Ô düe÷q‘ê«ìï nqTbÕ‘·eTT #ÓbÕÔ+.
kÕ<Ûës¡D+>± ¬s+&ÉT |ü<ë\T 'a', 'b' \ìwüŒ‹Ô 'c', 'd' \ìwüŒ‹ÔøÏ düe÷qyÓTÆ‘˚ 'a', 'b', 'c', 'd' \T
nqTbÕ‘·+˝À ñHêïj·Tì n+{≤+. Bìì a:b :: c : d >± sêkÕÔ+.
ÁøÏ+~ ñ<ëVü≤s¡DqT >∑eTì+#·+&ç.
uÛ≤$ø£ e<ä› 28 >√∞\T, $˙\ e<ä› 180 |üP\T ø£\e⁄. yês¡T M{Ïì |ü+#·Tø=Hêïs¡T. uÛ≤$ø£ 14 >√∞\qT
$˙\øÏ Ç∫Ã+~. $˙\ ‘·qe<ä› ñqï 180 |üP\˝À 90 |üP\qT uÛ≤$ø£≈£î Ç∫Ã+~. ø±˙ Ç˝≤ |ü+#·Tø√e≥+ <ë«sê
‘·q≈£î dü]jÓÆTq Hê´j·T+ \_Û+#·˝Ò<äì $˙\ nqTø=+~. uÛ≤$ø£ ‘·q≈£î ‘·≈£îÿe >√∞\qT Ç∫Ã+<äì $˙\ nqTø=+~.
95
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
What do you think? Is Vinila correct?
To solve this, both went to Vinila's mother Pooja.
Pooja explained that out of 28 marbles Bhavika gave 14 marbles to Vinila.
Therefore, ratio is 14 : 28 = 1 : 2
And out of 180 flowers, Vini had given 90 flowers to Bhavika.
Therefore, ratio is 90 : 180 = 1 : 2.
Since both the ratios are the same, the distribution is fair. Do you agree with Pooja's vertion?

A
Example-7. Raju and Bharath add their money and bought 20 pencils. Raju contributed `12
and Bharath `18. They wanted to distribute the pencils between them.

AN
(i) Bharath said 10 pencils for each
(ii) Raju said 12 pencils for Bharath and 8 pencils for him.

G
Who is correct? justify your answer.
Solution: Ratio of amounts given by Raju and Bharath = 12:18

N = 12 ÷ 6 : 18 ÷ 6
=2:3
LA
(i) According to Bharath, Ratio of pencils = 10 : 10
= 10 ÷ 10 : 10 ÷ 10
TE

=1:1
Equal distribution of pencils is not proportional to the amount contributed.
(ii) According to Raju, Ratio of pencils = 8 : 12
T,

= 8 ÷ 4 : 12 ÷ 4 [HCF=4]
=2:3
ER

For fair distribution the ratio of number of pencils should be the same as the ratio of
amounts contributed. So it can be said that Raju is correct and 8 pencils should go to Raju and 12
pencils to Bharath.
TRY THESE
SC

In the given square rule paper with 5 squares, colour 3 squares

red and 2 squares green.
If 10 squares are given, find how many are to be red and how
many of them are to be green so that it becomes proportionate to the
figure.
If there are 15 squares then colour them accordingly.

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RATIO AND PROPORTION Free distribution of Govt. of Telangana 2022-23
˙ n_ÛÁbÕj·T+ @$T{Ï? $˙\ Ä˝À#·q dü]j˚THê?
$˙\ eT]j·TT uÛ≤$ø£\T |ü]cÕÿs¡+ ø√dü+ $˙\ neTà |üP»qT n&ç>±s¡T.
|üP» Ç˝≤ $e]+∫+~. uÛ≤$ø£ ‘·q e<ä› ñqï 28 >√∞\˝À 14 >√∞\qT $˙\≈£î Ç∫Ã+~.
ø±e⁄q >√∞\ ìwüŒ‹Ô 14:28 R 1:2
eT]j·TT $˙\ ‘·q e<ä› ñqï 180 |üP\˝À 90 |üP\qT uÛ≤$ø£≈£î Ç∫Ã+~.
ø±e⁄q |üP\ ìwüŒ‹Ô 90 : 180 R 1:2

A
¬s+&ÉT ìwüŒ‘·TÔ\T düe÷q+ ø±e⁄q |ü+#·Tø=qT≥˝À nHê´j·Ty˚TMT ˝Ò<äT. MTs¡T |üP» $es¡D‘√ @ø°uÛÑ$kÕÔsê?
Ä˝À∫+#·+&ç.

AN
ñ<ë 7 : sêE e<ä› ` 12 eT]j·TT uÛÑs¡‘Y e<ä› ` 18 ø£\e⁄. yês¡T ø£\dæ yÓTT‘·Ô+ &ÉãT“‘√ 20 ô|ì‡fi¯flqT ø=ì‘Ó#êÃs¡T.
i) uÛÑs¡‘Y Ç<ä›]øÏ #Ó] 10 ô|ì‡fi¯ófl nHêï&ÉT.
ii)

G
sêE ‘·q≈£î 8, uÛÑs¡‘Y≈£î 12 ô|ì‡fi¯ófl nHêïs¡T.
me] ˝…ø£ÿ dü]jÓÆTq~? $e]+#·+&ç.

N
kÕ<Ûäq : sêE, eT]j·TT uÛÑs¡‘Y\ &ÉãT“\ ìwüŒ‹Ô R 12 : 18
LA
R 12 ™ 6 : 18 ™ 6
R 2:3
i) uÛÑs¡‘Y Á|üø±s¡+ ô|ì‡fi¯fl ìwüŒ‹Ô R 10 : 10
TE

R 10 ™ 10 : 10™10
R 1:1
ô|ì‡fi¯flqT düe÷q ìwü¸‹Ô˝À |ü+#·Tø=+fÒ n~ &ÉãT“\ ìwüŒ‹ÔøÏ nqTbÕ‘·+˝À ˝Ò<äT.
T,

ii) sêE Á|üø±s¡+ ô|ì‡fi¯fl ìwüŒ‹Ô R 8 : 12

ER

R 8™4 : 12™4 (>∑.kÕ.uÛ≤ R 4)

R 2:3
dü]jÓÆTq |ü+|üø£+ »s¡>±\+fÒ &ÉãT“\ ìwüŒ‹Ô, ô|ì‡fi¯fl ìwüŒ‹ÔøÏ düe÷q+ ø±yê*. n+fÒ sêE $es¡D
SC

dü]jÓÆTq~. sêE≈£î 8 ô|ì‡fi¯ófl, uÛÑs¡‘Y≈£î 12 ô|ì‡fi¯ófl sêe&É+ dü]jÓÆTq~.

Á|üj·T‹ï+#·+&ç
5 >∑&ÉT\T ø£*–q >∑fi¯fl ø±–‘·+ rdüTø√+&ç. 3 >∑fi¯fl≈£î ms¡T|ü⁄s¡+>∑T, 2 >∑fi¯fl≈£î
|ü#·Ãs¡+>∑TqT y˚j·T+&ç.
10 >∑fi¯ófl ø±–‘·+˝À mìï >∑fi¯ófl ms¡T|ü⁄ s¡+>∑T‘√, mìï >∑fi¯ófl |ü#·Ã s¡+>∑T‘√
ì+|æ‘˚ n$ yÓTT<ä{Ï |ü{≤ìøÏ nqTbÕ‘·+˝À ñ+{≤sTT.
ˇø£ y˚fi¯ 15 >∑fi¯ófl Ç∫Ãq≥¢sTT‘˚, <ëì Á|üø±s¡+ s¡+>∑T\T ì+|ü+&ç.
97
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
11.7 Unitary Method
Ravi went to purchase 3 kg of tomatoes. One shop keeper told him that the cost of
tomatoes is ` 40 for 5 kg. Another shop keeper gave the price as ` 42 for 6 kg.
What should Ravi do? Should he purchase tomatoes from the first shop keeper or from
the second? How much he has to pay for 3 kg in each case?
Sreedevi helped him. She said, "Find the price of one kg of tomatoes in each shops
and compare".
In the first shop 1 kg of tomatoes cost ` 40/5 = ` 8 per kg

A
In the second shop 1 kg of tomatoes cost ` 42/6 = ` 7 per kg

AN
She advised Ravi to purchase tomatoes from the second shop-keeper. Do you agree with
her?
In the second shop, price of 3 kg of tomatoes = ` 7 × 3
= ` 21.

G
The method in which we first find the value of one unit and then the value of the
required number of units is known as the unitary method.
Example-8. N
If the cost of 12 pencils is ` 24, then find the cost of 10 pencils.
LA
Solution: First we find the cost of 1 pencil by dividing ` 24 by 12.
Cost of 12 pencils = ` 24
Cost of 1 pencil = 24 ÷ 12 = ` 2
TE

Cost of 10 pencils = 2 × 10 = ` 20
Example-9. If the cost of 6 bottles of juice is ` 210, then what will be the cost of 4 bottles
of juice?
T,

Solution: Cost of 6 bottles of juice = ` 210

Cost of 1 bottle of juice = 210 ÷ 6 = ` 35
ER

Cost of 1 bottle of juice is ` 35

To find the cost of 4 bottles of juice, multiply the cost of 1 bottle of juice by 4
Cost of 4 bottles of juice = 4 × 35 = ` 140
SC

EXERCISE - 11.4
1. If three apples cost ` 45, how much would five apples cost?
2. Laxmi bought 7 books for a total of ` 56. How much would she pay for just 3 books?
3. Reena wants to prepare vegetable pulao. she needs 300 grams of rice. If she has to feed 4
people. How much of rice is needed if the same pulao is prepared for 7 people?
4. The cost of 16 chairs is ` 3600. Find the number of chairs that can be purchased
for ` 4500.
5. A train moving at a constant speed covers a distance of 90 km. in 2 hours. Find the time
taken by the train to cover a distance of 540 km at the same speed.
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11.7 @ø£edüTÔ e÷s¡ZeTT
s¡$ 3 øÏ˝À\ ≥e÷{≤\T ø=+<ëeTqTø=Hêï&ÉT. ˇø£ yê´bÕ] ` 40 øÏ 5 øÏ˝À\ì #Ó|üŒ>± eTs=ø£ yê´bÕ]
6 øÏ˝À\T ` 42 #ÓbÕŒ&ÉT.
s¡$ me] e<ä› ø=Hê*? yÓTT<ä{Ï yê´bÕ] e<ä›qT+&Ü? ¬s+&Ée yê´bÕ] e<ä›qT+&Ü? Á|ür dü+<äs¡“¤+˝À n‘·&ÉT
3 øÏ˝À\≈£î #Ó*¢+#·e\dæq yÓTT‘·Ô+ m+‘·?
l<˚$, s¡$ düeTdü´≈£î Ç˝≤ dü\Vü‰Ç∫Ã+~. Á|ür cÕ|ü⁄˝À ˇø£ øÏ˝À ≥e÷{≤\ <Ûäs¡qT ø£qT>=ì, yê{Ïì
b˛\ÃeT+~.

A
yÓTT<ä{Ï yê´bÕ] e<ä› 1 øÏ˝À ≥e÷{≤\T yÓ\ R ` 40 ™ 5 R ` 8

AN
¬s+&Ée yê´bÕ] e<ä› 1 øÏ˝À ≥e÷{≤\ yÓ\ R ` 42 ™ 6 R ` 7
¬s+&Ée yê´bÕ] qT+&ç ≥e÷{≤\T ø=qeTì ÄyÓT dü\Vü‰ Ç∫Ã+~. MTs¡T ÄyÓT n_ÛÁbÕj·T+‘√ @ø°uÛÑ$kÕÔsê?
¬s+&Ée yê´bÕ] e<ä› 3 øÏ˝À\ ≥e÷{≤\ yÓ\ R ` 7 I 3

G
R ` 21

N
á $<Ûä+>± eTT+<äT>± ˇø£ j·T÷ì{Ÿ $\Te ø£qT>=ì ø±e\dæqìï j·T÷ì≥T¢ $\TeqT ø£qT>=H˚ |ü<äΔ‹ì
@ø£edüTÔe÷s¡Z+ n+{≤s¡T.
LA
ñ<ë 8 : 12 ô|ì‡fi¯fl <Ûäs¡ ` 24 nsTTq 10 ô|ì‡fi¯fl <Ûäs¡ m+‘·?
kÕ<Ûäq : yÓTT<ä≥>± 1 ô|ì‡˝Ÿ <Ûäs¡qT ø£qT>=Hê*.
R ` 24
TE

12 ô|ì‡fi¯fl <Ûäs¡
1 ô|ì‡˝Ÿ <Ûäs¡ R 24 ™ 12 R ` 2
10 ô|ì‡˝Ÿ <Ûäs¡ R 10I2 R ` 20
ñ<ë 2 : 6 d”kÕ\ |ü+&É¢ s¡dü+ ` 210 nsTTq 4 d”kÕ\ |ü+&É¢ s¡dü+ yÓ\ m+‘·?
T,

kÕ<Ûäq : 6 d”kÕ\ |ü+&É¢ s¡dü+ yÓ\ R ` 210

R 210 ™ 6 R ` 35
ER

1d”kÕ |ü+&É¢ s¡dü+ yÓ\

4 d”kÕ\ |ü+&É¢ s¡dü+ yÓ\qT bı+<äT≥≈£î 1 d”kÕ yÓ\qT 4 #˚ >∑TDÏ+#ê*.
ø±e⁄q 4 d”kÕ\ |ü+&É¢s¡dü+ yÓ\ R 4I35 R ` 140
SC

nuÛ≤´dü+ ` 11.4
1. 3 Ä|æ˝Ÿ‡ <Ûäs¡ ` 45 nsTTq 5 j·÷|æ˝Ÿ‡ yÓ\ m+‘·?
2. \ø°åà 7 |ü⁄düÔø±\≈£î ` 56 #Ó*¢+#ÓqT. πøe\+ 3 |ü⁄düÔø±\≈£î m+‘· #Ó*¢+#ê*?
3. ØHê 300 Á>±. _j·T´eTT‘√ q\T>∑T]øÏ dü]|ü&Ü |ü˝≤e⁄ e+&É>∑\<äT. 7 eT+~øÏ dü]|ü&Ü |ü˝≤yé e+&ÉT≥≈£î
nedüs¡yÓTÆq _j·T´+ mìï?
4. 16 ≈£îØÃ\ <Ûäs¡ ` 3600 nsTTq ` 4500 ≈£î ø=q>∑*Zq ≈£îØÃ\ dü+K´ m+‘·?
5. dæús¡ y˚>∑+‘√ Á|üj·÷DÏdüTÔqï ˇø£ ¬s’\Tã+&ç 2 >∑+≥\˝À 90 øÏ.MT. <ä÷s¡+ Á|üj·÷DÏ+#·>∑\<äT. n<˚ y˚>∑+‘√
540 øÏ.MT. Á|üj·÷DÏ+#·T≥≈£î |ü≥Tº düeTj·TyÓT+‘·?
99
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
6. The income of Kumar for 3 months is ` 15000. If his montlhy income remains the same then,
(i) How much will he earn in 5 months?
(ii) In how many months will he earn ` 95000?
7. If the cost of 7 meters of cloth is Rs 294, find the cost of 5m of cloth.
8. A farmer has sheep and cows in the ratio 8 : 3.
(i) How many sheep has the farmer, if he has 180 cows?
(ii) Find the ratio of the number of sheep to the total number of animals the farmer has.
(iii) Find the ratio of the total number of animals with the farmer to the number of

A
cows with him.

AN
9. Are 3, 5, 15, 9 in proportion? If we change their order, can we think of proportional pairs?
Write as many proportionality statements as you can for the above example.?
10. The temperature has dropped by 15 degree Celsius in the last 30 days. If the rate of
temperature drop remains the same, how much more will the temperature drop in the next

G
10 days?
11. Fill in the following blanks:
15
= =
10
= N
LA
18 6 30

12. (i) Ratio of breadth and length of a hall is 2: 5. Complete the following table that
shows some possible breadths and lengths of the hall
TE

Breadth of the hall(in m) 10 ? 40

Length of the hall(in m) 25 50 ?
Add 3 more of your choice.
T,

(ii) Find the ratio of length to breadth of your classroom.

13. Geetha earns ` 12000 a month, out of which she saves ` 3000. Find the ratio of her
ER

(i) Expenditure to savings (ii) Savings to her income

(iii) Expenditure to her income.
14. There are 45 persons working in an office. The number of females is 25 and the remaining
SC

are males. Find the ratio of

(i) The number of females to number of males
(ii) The number of males to the number of females.
15. A bag of sweets contain yellow and green sweets. For every 2 yellow sweets, there are 6
green sweets.Complete this table based on the above information.
Yellow 4 6
Greeen 6 12 24
Total Sweets 8 24 40

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6. ≈£îe÷sY Ä<ëj·TeTT 3 HÓ\\≈£î ` 15000. Ç<˚ $<Ûä+>± n‘·ì HÓ\dü] Ä<ëj·T+ e÷s¡≈£î+&Ü ñ+fÒ,
(i) 5 HÓ\\≈£î e#·Tà Ä<ëj·TyÓT+‘·?
(ii) ` 95,000 \qT mìï HÓ\\≈£î dü+bÕ~+#·>∑\&ÉT?
7. 7 MT≥s¡¢ eÁdüÔ+ yÓ\ s¡÷.294 nsTTq n<˚ eÁdüÔ+ 5 MT≥s¡¢ <Ûäs¡ m+‘·?
8. ˇø£ ¬s’‘·T e<ä› >∑\ >=i…¿\T, Äe⁄\ ìwüŒ‹Ô 8:3
(i) Äe⁄\ dü+K´ 180 nsTTq|ü⁄Œ&ÉT >=i…¿\ dü+K´ m+‘·?
(ii) >=Á¬s\ dü+K´≈£î yÓTT‘·Ô+ |üX¯óe⁄\ dü+K´≈£î >∑\ ìwüŒ‹Ô m+‘·?

A
(iii) yÓTT‘·Ô+ |üX¯óe⁄\ dü+K´≈£î, Äe⁄\ dü+K´≈£î >∑\ ìwüŒ‹Ô m+‘·?

AN
9. 3, 5, 15 eT]j·TT 9 \T nqTbÕ‘·+˝À ñqïyê? M{Ï es¡düqT e÷]à nqTbÕ‘·+˝À ñ+&˚≥T¢ M˝…’qìï
$<Ûë\T>± sêj·T+&ç.
>∑&ç∫q 30 s√E\˝À ñc˛íÁ>∑‘·\T 15oC y˚Ts¡ |ü&çb˛sTTq~. Ç<˚ $<Ûä+>± ‘·>∑TZ#·÷ b˛sTTq sêuÀj˚T 10

G
10.
s√E\˝À m+‘·y˚Ts¡≈£î ñc˛íÁ>∑‘· ‘·>∑TZ‘·T+~?
11. U≤∞\qT |üP]+#·+&ç.
15 10
N
LA
= = =
18 6 30
12. (i)yÓ&É\TŒ eT]j·TT bı&Ée⁄\ ìwüŒ‹Ô 2:5 nì áj·Tã&çq~. ÁøÏ+~ |ü{Ϻø£qT |üP]+#·+&ç.
TE

>∑~ yÓ&É\TŒ (MT.\˝À) 10 ? 40

>∑~ bı&Ée⁄ (MT.\˝À) 25 50 ?
MT≈£î q∫Ãq eTs√ 3 sêj·T+&ç.
T,

(ii) MT ‘·s¡>∑‹ >∑~ bı&Ée⁄ yÓ&É\TŒ\ ìwüŒ‹Ôì ø£qT>=q+&ç.

13. ^‘· HÓ\≈£î ` 12000 dü+bÕ~+#·TqT. <ëì˝À ` 3000 \qT bı<äT|ü⁄ #˚dæq
ER

(i) Ks¡TÃ, bı<äT|ü⁄ (ii) bı<äT|ü⁄, dü+bÕ<äq

(iii) Ks¡TÃ, dü+bÕ<äq\ ìwüŒ‘·TÔ\T ø£qT>=q+&ç.
14. ˇø£ ø±sê´\j·T+˝À |üì#˚j·TT#·Tqï 45 eT+~˝À 25 eT+~ Ád”Ô\T, $T–*q yês¡T |ü⁄s¡Twüß\T nsTTq
SC

(i) Ä ø±sê´\j·T+˝Àì Ád”Ô, |ü⁄s¡Twüß\ ìwüŒ‹Ô m+‘·?

(ii) |ü⁄s¡Twüß\ dü+K´≈£î, Ád”Ô\ dü+K´≈£î>∑\ ìwüŒ‹Ô m+‘·?
15. ˇø£ dü+∫˝À ø=ìï |üdüT|ü⁄ s¡+>∑T $TsƒêsTT\T, ø=ìï Ä≈£î|ü#·Ãs¡+>∑T $TsƒêsTT\T ø£\e⁄. Á|ü‹ ¬s+&ÉT |üdüT|ü⁄
s¡+>∑T $TsƒêsTT\≈£î 6 Ä≈£î|ü#·Ãì s¡+>∑T $TsƒêsTT\T ø£\e⁄. á düe÷#ês¡+ Ä<Ûës¡+>± |ü{Ϻø£qT ì+|ü+&ç.
|üdüT|ü⁄ 4 6
Ä≈£î|ü#·Ã 6 12 24
yÓTT‘·Ô+ 8 24 40

101
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
 Answer the following questions.
i) What is the ratio of green to yellow sweets?
ii) If you have 8 yellow sweets, how many green sweets will you have?
iii) If there are 32 sweets in the medium sized bag, how many will be yellow?
iv) In the super fat size bag there are 40 sweets. How many will be green?
v) In a bag if there are 16 yellow sweets. How many total sweets are in the bag?

16. In a school survey it was found that for every 4 girls there were 5 boys.

A
Fill in the following table.
Girls 4 8

AN
Boys 15 20
Total 45
Now answer these questions:

G
i) What is the ratio of girls to boys?
ii)
iii)
N
In a class of 27 children, how many would be girls?
There are 54 children in a class. How many are boys?
LA
iv) If 20 girls join in a year. How many boys would join?

WHAT HAVE WE DISCUSSED?

TE

1. A Ratio is an ordered comparison of quantities of the same units

2. The ratio of two quantities 'a' and 'b' can be given in any one of the following ways.
T,

a
i) Symbolic form a : b ii) Fractional form iii) Verbal form a is to b
b
ER

3. The two quantities 'a' and 'b' are called terms of the ratio. First quantity 'a' is called first term
or antecedent and second quantity 'b' is called second term or consequent.
SC

4. A ratio is in the simplest form or in the lowest terms when it is written in terms of whole
numbers having no common factors other than 1.

5. Equality of ratios is called Proportion.

6. The method in which we first find the value of one unit and then the value of the required
number of units is known as unitary method.

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øÏ+~ Á|üX¯ï\≈£î düe÷<ÛëHê\T ‘Ó\Œ+&ç.
i) Ä≈£î|ü#·Ã, |üdüT|ü⁄s¡+>∑T $TsƒêsTT\ ìwüŒ‹Ô m+‘·?
ii) |üdüT|ü⁄ s¡+>∑T $TsƒêsTT\ dü+K´ 8 nsTTq|ü⁄Œ&ÉT Ä≈£î|ü#·Ã $TsƒêsTT\ dü+K´m+‘·?
iii) ˇø£ ∫qï dü+∫˝À yÓTT‘·Ô+ $TsƒêsTT\ dü+K´ 32 nsTTq|ü⁄Œ&ÉT |üdüT|ü⁄s¡+>∑T $TsƒêsTT\ dü+K´ m+‘·?
iv) ˇø£ ô|<ä› dü+∫˝À yÓTT‘·Ô+ $TsƒêsTT\ dü+K´ 40 nsTTq|ü⁄Œ&ÉT Ä≈£î|ü#·Ã $TsƒêsTT\ dü+K´m+‘·?
v) ˇø£ dü+∫˝À |üdTü |ü⁄ s¡+>∑T $TsƒêsTT\ dü+K´ 16 nsTTq|ü⁄Œ&ÉT dü+∫˝Àì yÓTT‘·+Ô $TsƒêsTT\ dü+K´ m+‘·?

A
16. ˇø£ bÕsƒ¡XÊ\˝À #Ó|ü{Ϻq düπs«˝À Á|ü‹ 4eT+~ u≤*ø£\≈£î 5 eT+~ u≤\Ts¡T qyÓ÷<äT nsTTq≥T¢>± ‘Ó*dæ+~.
Bì Ä<Ûës¡+>± |ü{Ϻø£qT ì+|ü+&ç.

AN
u≤*ø£\T 4 8
u≤\Ts¡T 15 20
45

G
yÓTT‘·Ô+
i) u≤*ø£\ eT]j·TT u≤\Ts¡ ìwüŒ‹Ô m+‘·?
N
ii) ‘·s¡>∑‹˝Àì $<ë´s¡TΔ\ dü+K´ 27 nsTTq u≤*ø£\ dü+K´m+‘·?
LA
iii) 54 eT+~ $<ë´s¡Tú\T >∑\ ‘·s¡>∑‹˝À u≤\Ts¡ dü+K´ m+‘·?
iv) 20 eT+~ u≤*ø£\T qyÓ÷<äT nsTTq qyÓ÷<äT ø±ã&çq u≤\Ts¡ dü+K´m+‘·?
TE

eTq+ H˚s¡TÃ≈£îqï~
1. ˇπø Á|üe÷D≤\˝À e´ø£Ô|üs¡#·ã&çq sêX¯ó\ b˛*ø£\qT ìwüŒ‹Ô n+{≤+.
2. ¬s+&ÉT sêX¯ó\T 'a', 'b' \ ìwüŒ‹Ôì á ÁøÏ+~ $<Ûä+>± #·÷|üe#·TÃ.
T,

a
i) dü+πø‘· s¡÷|ü+˝À a : b ii) _Ûqï+ s¡÷|ü+˝À iii) yêø£´s¡÷|ü+˝À a, b \ ìwüŒ‹Ô
b
ER

3. ¬s+&ÉT sêX¯ó\T a, b \qT ìwüŒ‹Ô |ü<ë\T n+{≤s¡T. a : b ìwüŒ‹Ô˝À 'a' qT ìwüŒ‹Ô Á|ü<∏äeT |ü<äeTì 'b' ì
ìwüŒ‹Ô jÓTTø£ÿ ~«rj·T |ü<äeTì n+{≤s¡T.
SC

4. ìwüŒ‹Ô˝Àì |ü<ë\≈£î 1 ‘·|üŒ y˚πs ñeTà&ç ø±s¡D≤+ø£+ ˝Òì#√ Ä ìwüŒ‹Ô ø£ìwü˜ |ü<ë\˝À ñ+~ ˝Ò<ë kÕe÷q´
s¡÷|ü+˝À ñ+~ nì n+{≤s¡T.
5. ìwüŒ‘·TÔ\ düe÷q‘ê«ìï nqTbÕ‘·+ n+{≤s¡T.
6. ˇø£ sê• $\TeqT ø£qT>=ì <ëì <ë«sê ø±e\dæqìï sêdüT\ $\TeqT ø£qT>=qT $<ÛëHêìï @ø£edüTÔ e÷s¡Z+
n+{≤s¡T.

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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT
 CHAPTER - 12
Symmetry

12.1 INTRODUCTION

A
Sirisha was getting ready in front of a mirror.
She noticed something interesting written on her

AN
T-shirt.
Of the three words written on her T-shirt "THE
WOW FACTOR", only "WOW" was looking the
same in the mirror.

G
She then took out some old alphabet cards
and started checking to find which alphabet remained
the same in their mirror image.
N
Sirisha started playing with mirror. She kept
LA
the mirror along different letters and saw their reflection.
TE

DO THIS
T,

Match each letter with its mirror image. The dotted line with every letter
shows the mirror.
ER

Alphabet Image

(i)
SC

(ii)

(iii)

(iv)

(v)

(vi)
Can you think of more such alphabets and words which will remain the same in their mirror
image?
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 n<Ûë´j·TeTT ` 12
kÂwü˜e+

12.1 ñb˛<ëÈ‘·eTT

A
•Øwü n<ä›+ eTT+<äT ì\ã&ç ‘·j·÷s¡e⁄‘√+~. ÄyÓT

AN
‘·q {° wüsYº ô|’ e⁄qï yêø£´+ ÄdüøÏÔ ø£s¡+>± e⁄+&É&Üìï
>∑eTì+∫+~.
ÄyÓT {° wüsYº ô|’ sêdæ e⁄qï eT÷&ÉT |ü<ë\T "THE
WOW FACTOR" \˝À πøe\+ "WOW" nH˚~

G
e÷Á‘·y˚T n<ä›+˝À wüsYº ô|’ ñqï $<Ûä+>± ø£ì|æk˛Ô+~.

N
ÄyÓT ‘·qe<ä›qTqï nø£åsê\ ø±s¡T¶\qT ãj·T≥≈£î
rdæ yê{Ï˝À @ nø£så ê\≈£î n<ä+› ˝À n<˚ Á|ü‹_+ãeTT+≥T+<√
LA
qì |üØøÏå+#·&É+ yÓTT<ä\Tô|{Ϻ+~.
•Øwü Ç˝≤ n<ä›+ eTT+<äT $$<Ûä nø£åsê\ qT+∫ yê{Ï Á|ü‹_+u≤\qT #·÷dü÷Ô Ä&ÉTø√kÕ–+~.
TE
T,

Ç$ #˚j·T+&ç
ÁøÏ+<ä Ç∫Ãq Á|ür nø£åsêìï yê{Ï n<ä›+˝Àì Á|ü‹_+ã+‘√ »‘·|üs¡#·+&ç. #·Tø£ÿ\ ^‘· n<ä›+ ñ+∫q
ER

kÕúHêìï dü÷∫düTÔ+~.
nø£ås¡+ Á|ü‹_+ã+
SC

Ç+ø± @j˚T nø£åsê\T eT]j·TT |ü<ë\T n<ä›+˝À ny˚ Á|ü‹_+u≤ìï ø£*–e⁄+{≤jÓ÷ MTs¡T Ä˝À∫+#·>∑\sê?
105
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwü˜e+
 TRY THESE
1. Place a mirror along the dotted lines and draw their mirror images.

(i) (ii) (iii)

A
Do you observe any change?
Are angles in the images equal to the angles in the given figures?

AN
While getting the reflection you might also observed that with the verticle line of axis of
reflection symmetry the left hand side angle becomes right hand side angle in the image. similarly
with the horizontal line of axis of reflection symmetry top and bottom interchange with each other.

G
12.2 LINE SYMMETRY
Observe the following figures. What do you notice?
N
LA
TE

The above figures are beautiful because they are symmetric i.e. if the figure is folded along
T,

the given dotted line each part coincides with the other part exactly. It is called line symmetry and
the line along which the paper is folded is called line of symmetry or axis of symmetry.
ER

DO THIS
In the figures given below find which are symmetric figures.
Mohit places a
SC

mirror on the
dotted line and
finds if the
figure is
completed by
the image or
not. Do you
think what
Mohit is doing
right?
Can we find line of symmetry for every figure?
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SYMMETRY Free distribution of Govt. of Telangana 2022-23
 Á|üj·T‹ï+#·+&ç
1. #·Tø£ÿ\ ^‘· yÓ+ã&ç n<ë›ìï ì{≤s¡T>± ñ+∫ |ü{≤\ Á|ü‹_+u≤\qT >∑eTì+#·+&ç eT]j·TT
Á|ü‹_+u≤\qT ^j·T+&ç.

(i) (ii) (iii)

A
MTs¡T @<Ó’Hê e÷s¡TŒqT |ü]o*+#êsê?

AN
Á|ü‹_+u≤\˝À @s¡Œ&çq ø√D≤\T, Ç∫Ãq |ü{≤\˝Àì ø√D≤\T ˇπø $<Ûä+>± ñHêïj·÷?
Ç˝≤ |üsêes¡Ôq+ #Ó+<˚≥|ü⁄&ÉT, eTq+ ì\Te⁄>± n<ä›+ e⁄+∫q Ç∫Ãq ∫Á‘·+˝Àì m&ÉeT #˚‹ yÓ’|ü⁄ø√D+,
Á|ü‹_+ã+˝À ≈£î&ç#˚‹ yÓ’|ü⁄ ø√D+>±qT, n˝≤π> n&ɶ+>± ñ+∫q|üŒ{Ïø° ÁøÏ+~ yÓ’|ü⁄øÏ e⁄qï ø√D+ ô|’ yÓ’|ü⁄øÏ e⁄qï≥T¢

G
>±qT ø£ì|ækÕÔsTT.
12.2 πsU≤ kÂwü˜e+
N
øÏ+~ ∫Á‘ê\qT |ü]o*+#·+&ç MTs¡T @$T >∑eTì+#ês¡T?
LA
TE
T,

ô|’ ∫Á‘ê\T kÂwü˜e+>± e⁄+&É&É+ e\¢ n+<ä+>± ø£ì|ædüTÔHêïsTT. á ∫Á‘êìï Ç∫Ãq #·T≈£ÿ\ ^‘· yÓ+ã&ç
eT&çùdÔ ˇø£ uÛ≤>∑+ y˚s=ø£ uÛ≤>∑+‘√ K∫Ñ·+>± @ø°uÛÑ$kÕÔsTT. BìH˚ |üsêes¡Ôq kÂwü˜eeT˙, eTqeTT @ πsK yÓ+ã&ç
ER

ø±–‘êìï eT&ç#êyÓ÷ Ä πsKqT kÂwü˜eπsK ˝Ò<ë kÂwü˜yêø£åeTT n˙ n+{≤s¡T.

Ç$ #˚j·T+&ç
SC

øÏ+<ä sTT∫Ãq ∫Á‘ê\˝À @$ kÂwü˜e |ü{≤˝À ø£qT>=q+&ç.

yÓ÷Væ≤‘Y #·Tø£ÿ\ ^‘·
yÓ+ã&ç n<ë›ìï e⁄+∫,
Á|ü‹_+ã+ e\q ∫Á‘·+
|üPs¡ÔsTT´+<ë ˝Ò<ë nì
#·÷düTÔHêï&ÉT. yÓ÷Væ≤‘Y
sTT˝≤ #˚j·T&É+
dü]jÓÆTq<äì ˙e⁄
eTqeTT Á|ür |ü{≤ìøÏ kÂwü˜e πsKqT ø£qT>=q>∑\e÷? uÛ≤$düTÔHêïyê?

107
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwü˜e+
 Observe the following figures

(i)
M (ii)
G (iii)

We can see that the first and the third figures are symmetric. First figure M has a line of
symmetry vertically at its middle and third figure bird has a line of symmetry, horizontally.

A
Any line along which we can fold a figure so that the two parts of it coincide
exactly is called a line of symmetry. It can be horizontal, vertical or diagonal.

AN
Play with alphabet

A
Write English alphabet A on a tracing paper, draw a dotted line vertically on it

G
at the centre and fold it along the dotted line. Do the two parts coincide? The dotted
line is a line of symmetry and the alphabet has vertical symmetry.
N
Similarly let us check the line of symmetry in the case of the alphabet B. Here

B
LA
we can see that the alphabet has horizontal line of symmetry.

TRY THIS
TE

Write the letters of English alphabet A to Z and find out which have
(i) Vertical lines of symmetry.
(ii) Horizontal lines of symmetry.
(iii) No lines of symmetry.
T,

DO THIS
ER

Check whether the dotted line represents the line of symmetry or not.
SC

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SYMMETRY Free distribution of Govt. of Telangana 2022-23
 øÏ+~ ∫Á‘ê\qT >∑eTì+#·+&ç.

(i)
M (ii)
G (iii)

yÓTT<ä{Ï eT]j·TT eT÷&Ée ∫Á‘ê\T kÂwü˜e |ü{≤\T. ô|’ ñ<ëVü≤s¡D˝À ªM q≈£î kÂwü˜eπsK ì\Te⁄>± e⁄+fÒ
|üøÏå ∫Á‘·+˝À kÂwü˜eπsK n&ɶ+>± e⁄+~.
@ ^‘· yÓ+ã&ç eTqeTT ∫Á‘êìï eT&ç∫q|ü⁄&ÉT ¬s+&ÉT uÛ≤>±\T ˇø£<ëì‘√ ˇø£{Ï dü]>±Z @ø°uÛÑ$kÕÔjÓ÷ Ä

A
πsKH˚ kÂwü˜eπsK n+{≤eTT. Ç~ n&ÉT¶>±, ì\Te⁄>± ˝Ò<ë ˇø£ eT÷\>± (ø£s¡í+ yÓ+ã&ç) e⁄+&Ée#·TÃqT.

AN
nø£åsê\‘√ Ä≥
ˇø£ ñ*¢bıs¡ ø±–‘·+ ô|’ Ä+>∑¢ nø£ås¡+ A ì sêj·T+&ç. Bì eT<Ûä´˝À ì\Te⁄>± ˇø£ #·Tø£ÿ\
A
G
^‘·qT ^dæ, Ä ^‘· yÓ+ã&ç ø±–‘êìï eT&Ée+&ç. ¬s+&ÉT uÛ≤>±\T @ø°uÛÑ$düTÔHêïj·÷? Ä #·Tø£ÿ\ ^‘·
kÂwü˜e πsK ne⁄‘·T+~ eT]j·TT Ä+>∑¢ nø£ås¡eTT A øÏ ì\Te⁄ kÂwü˜e πsK e⁄+≥T+~.

N
n<˚ $<Û+ä >± Ä+>∑¢ nø£så e¡ TT B øÏ kÂwüe˜ sπ KqT ø£qT>=q+&ç. <ëìøÏ n&ÉT¶ kÂwüe˜ sπ K e⁄+≥T+<äì
>∑eTì+#·>∑\+. B
LA
Á|üj·T‹ï+#·+&ç
Ä+>∑¢ nø£ås¡e÷\qT A qT+&ç Z es¡≈£î sêj·T+&ç. yê{Ï˝À @ nø£åsê\T
TE

i) ì\Te⁄ kÂwü˜eπsKqT
ii) n&ÉT¶ kÂwü˜eπsKqT
iii)
T,

kÂwü˜e πsK\T ˝Ò≈£î+&Ü e⁄+{≤jÓ÷ ø£qT>=q+&ç.

Ç$ #˚j·T+&ç
ER

ÁøÏ+<ä sTT∫Ãq |ü{≤\˝À #·Tø£ÿ\ ^‘· kÂwü˜e πsK ne⁄‘·T+<√, ˝Ò<√ dü] #·÷&É+&ç.
SC

109
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwü˜e+
 TRY THESE
Draw any five objects which have a line of symmetry.
Draw any five objects which are not symmetric.

ACTIVITY
Take a piece of paper. Fold it in half and open.
Spill a few drops of ink and fold.

A
Press the halves together. Now open the fold.
Will you find a symmetric design?

AN
Draw a line of symmetry for the figure.
Make some more such symmetric figures with different colours.

Inked-string Patterns

G
Fold a paper into half and open. On one half-portion, place short length of string, which is

N
dipped in different coloured inks or paints. Now press the two halves and pull the string slowly.
Study the figure you obtain. Is it symmetric? Identify the line of symmetry.
LA
TE

EXERCISE - 12.1
T,

1. Check whether the given figures are symmetric or not? Draw the line of symmetry as well.
ER
SC

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SYMMETRY Free distribution of Govt. of Telangana 2022-23
 Á|üj·T‹ï+#·+&ç
πsU≤ kÂwü˜yêìï ø£*–q ◊<äT ∫Á‘ê\qT ^j·T+&ç.
kÂwü˜e+>± ˝Òì ◊<äT ∫Á‘ê\qT ^j·T+&ç.
ø£è‘·´eTT
ˇø£ ø±–‘êìï rdüTø=ì, <ëìì eT<Ûä´≈£î eT&ç∫, ‘Ós¡e+&ç.
ø=ìï dæsê #·Tø£ÿ\qT #·*¢ eTs¡\ eT&Ée+&ç.

A
¬s+&ÉT dü>∑uÛ≤>±\qT <ä>∑Zs¡≈£î e‹Ô eTs¡\ ø±–‘êìï ‘Ós¡e+&ç.

AN
kÂwü˜e Äø±s¡+ @s¡Œ&ç+<ë?
Ä |ü{≤ìøÏ kÂwü˜e πsK ^j·T+&ç.
$$<Ûä s¡+>∑T dæsê\qT e⁄|üjÓ÷–dü÷Ô sTT≥Te+{Ï nH˚ø£ kÂwü˜e |ü{≤\qT ‘·j·÷s¡T#˚j·T+&ç.

G
s¡+>∑T ` <ës¡+ neT]ø£\T

N
ˇø£ ø±–‘êìï eT<Ûä´≈£î eT&Ée+&ç. ø±–‘êìï ‘Ó]∫ ˇø£yÓ’|ü⁄ dü>∑uÛ≤>∑+˝À s¡+>∑T dæsê˝À ˝Ò<ë $$<Ûä s¡+>∑T\
ô|sTT+≥¢˝À eTT+∫q <ësêìï neTs¡Ã+&ç. sTT|ü&ÉT ø±–‘êìï eT&ç∫ eT<Ûä´˝À <ës¡+ e⁄+∫q uÛ≤>±ìï ˇ‹Ô |ü≥Tºø=ì
LA
<ës¡|ü⁄ ø=qqT HÓeTà~>± ãj·T≥≈£î ˝≤>∑+&ç. e∫Ãq ∫Á‘êìï |ü]o*+#·+&ç. Ç~ kÂwü˜e |ü≥y˚THê? kÂwü˜e πsKqT
>∑T]Ô+#·+&ç.
TE
T,

nuÛ≤´dü+ ` 12.1
1.
ER

ÁøÏ+<ä Ç∫Ãq |ü{≤\T kÂwü˜e |ü{≤˝À ø±<√ dü]#·÷&É+&ç. kÂwü˜e |ü≥yÓTÆq#√ <ëìøÏ kÂwü˜e πsKqT ^j·T+&ç.
SC

111
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwü˜e+
 2. Draw a line of symmetry for each of the figures, wherever possible.

A
AN
3. In the figure, is the line of symmetry.

G
Complete the diagram to make it symmetric.

N
LA
4. Complete the figures such that the dotted line is the line of symmetry.
TE
T,
ER

Game
SC

There are three different shapes given below. Minakshi and Rahul try to make different
symmetric shapes using the three given shapes.

Trace the three

shapes and make
different symmetric
shapes. Check with
your friends. Who
Shapes Symmetry Symmetry make more
Shapes (i) Shapes (ii) symmetric shapes.
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SYMMETRY Free distribution of Govt. of Telangana 2022-23
2. ÁøÏ+<ä Ç∫Ãq |ü{≤\˝À M˝…’qìï #√≥¢ kÂwü˜yêø£åeTT\T ^j·T+&ç.

A
AN
3. Ç∫Ãq |ü≥+˝À nH˚~ kÂwü˜e πsK. Ä |ü≥+ kÂwü˜e

G
eTj˚T´≥≥T¢ $T–*q uÛ≤>±ìï |üP]Ô#˚j·T+&ç.

N
LA
4. ÁøÏ+<ä Ç∫Ãq |ü{≤\≈£î #·Tø£ÿ\^‘· kÂwü˜e πsK nj˚T´≥≥T¢ |ü{≤\qT |üP]Ô #˚j·T+&ç.
TE
T,
ER

Ä≥
SC

á øÏ+<ä eT÷&ÉT $$<Ûä Äø±sê\T Çe«ã&ܶsTT. MTHêøÏå eT]j·TT sêVüQ˝Ÿ á eT÷&ÉT Äø±sê\‘√ $$<Ûä
kÂwü˜yêø±sê\qT ‘·j·÷s¡T#˚j·T{≤ìøÏ Á|üj·T‹ï+#ês¡T.
á eT÷&ÉT Äø±sê\qT qø£\T
^dæ, $$<Ûä kÂwü˜e Äø±sê\qT
‘·j·÷s¡T#˚j·T+&ç. MT $TÁ‘·T\T
#˚dæq yê{Ï‘√ dü]b˛\Ã+&ç.
Äø±sê\T kÂwü˜e Äø±sê\T kÂwü˜e Äø±sê\T mes¡T m≈£îÿe kÂwü˜e
(i) (ii) Äø±sê\qT ‘·j·÷s¡T#˚XÊs¡T?
113
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwü˜e+
 12.3 MULTIPLE LINES OF SYMMETRY
A KITE
There are two set square in your instrument box one has angles of
measure 30º, 60º, 90º. Take two such identical set-squares. Place them side
by side to form a 'kite' shape as shown here.
How many lines of symmetry does this shape have?
Do you think that some shapes may have more than one line of

A
symmetry?

AN
A Rectangle
Take a rectangular sheet (like a post-card). Fold it once
length wise so that one half fits exactly over the other half. Is this

G
fold a line of symmetry? Why?
Open it up now and again fold along its width in the same way. Is

N
this second fold also a line of symmetry? Why?
LA
Do you find that these two lines are the lines of symmetry?
Take a square piece of paper. Fold it into half vertically so that the
edges coincide. Open the fold and you will find that the two halves
made by the fold are congruent. The fold at the centre becomes a line of symmetry for the paper.
TE

Try to fold the paper at different angles so that it becomes a line of symmetry. How many folds are
possible?
There are four lines of symmetry for a square.
T,
ER

Square Vertical Horizontal Diagonal Diagonal Opened

paper fold fold fold 1 fold 2 appear
SC

Think of an equilateral triangle and an isosceles triangle. How many lines of symmetry, does each
of these figures have?
Paper cutting using symmetry
Remember how you decorate your class room on independence day or on republic day,
with colour papers cut in various designs. Do you know how to cut these designs?
Take a square paper and fold at the middle vertically. Draw a design on the fold as shown
in the figure and cut off the paper on edges. Then open to see a symmetric design with one line of
symmetry.
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SYMMETRY Free distribution of Govt. of Telangana 2022-23
12.3 ãVüQfi¯ kÂwü˜e πsK\T
>±* |ü≥+
MT e<ä› qTqï C≤´$Trj·T ô|f…º˝À ¬s+&ÉT eT÷\ eT{≤º\T e⁄+{≤sTT. <ëì˝À ˇø£
eT÷\ eT≥º+˝Àì ø√D≤\T 30º, 60º, 90º Ç≥Te+{Ï ¬s+&ÉT eT÷\ eT{≤º\qT |ü≥+˝À
#·÷|æq≥T¢ ˇø£<ëì Á|üø£ÿq ˇø£{Ï e⁄+∫‘˚ >±*|ü≥+ Äø±s¡+ @s¡Œ&ÉT‘·T+~.
á Äø±sêìøÏ mìï kÂwü˜e πsK\T e⁄HêïsTT?
ø=ìï Äø±sê\≈£î ˇø£{Ï ø£+fÒ m≈£îÿe kÂwü˜e πsK\T e⁄+{≤j·Tì uÛ≤$düTÔHêïyê?

A
Bs¡È#·‘·Ts¡Ádü+

AN
ˇø£ Bs¡È#·‘·Ts¡ÁkÕø±s¡ ø±–‘êìï (b˛dtºø±sY¶ e+{Ï~) rdüTø=+&ç. <ëì bı&Ée⁄ yÓ+ã&ç
eT<Ûä´≈£î eT&Ée>± ˇø£ dü>∑uÛ≤>∑+‘√ K∫Ñ·+>± @ø°uÛÑ$+#ê*. nsTT‘˚ á eT&É‘· yÓ+ã&ç
@s¡Œ&çq πsK kÂwü˜eπsK ne⁄‘·T+<ë? m+<äT#˚‘·?

G
ø±–‘·+ eT&É‘·qT $|æŒ eTs¡\ yÓ&É\TŒ yÓ+ã&ç eT<Ûä´≈£î eT&Ée+&ç. Ç|ü&ÉT @s¡Œ&çq
¬s+&Ée eT&É‘· yÓ+ã&ç πsK ≈£L&Ü kÂwü˜eπsK ne⁄‘·T+<ë? m+<äT≈£î?
N
Ç˝≤ @s¡Œ&çq ¬s+&ÉT πsK\T k˜wüe πsK\ì ˙e⁄ ø£qT>=Hêïyê?
LA
ˇø£ #·‘T· s¡ÁkÕø±s¡ ø±–‘êìï rdüTø√+&ç. <ëìì eT<Û´ä ≈£î eT&Ée+&ç. eT&É‘· ‘Óse¡ +&ç.
eT&É‘· yÓ+ã&ç kÂwüe˜ sπ K ñ+≥T+<ë? m+<äT#˚‘?· s¬ +&ÉT dü>±\T düs«¡ düe÷qeTì >∑T]Ô+#·+&ç.
á ø±–‘êìï M˝…’qìï $<Ûë\T>± eT&Ée+&ç. @s¡Œ&çq kÂwü˜e πsK\qT ø£qT>=q+&ç. mìï kÂwü˜e πsK\T ñ+{≤sTT?
TE

Ç≥Te+{Ï mìï eT&É‘·\T kÕ<Ûä´|ü&É‘êsTT.

ˇø£ #·‘·Ts¡ÁkÕìøÏ Hê\T>∑T kÂwü˜e πsK\T e⁄+{≤sTT.
T,
ER

#·‘T· s¡Ádü ì\Te⁄ n&ÉT¶ ◊eT÷\ ◊eT÷\ n+‹eT s¡÷|ü+

ø±–‘·+ eT&É‘· eT&É‘· eT&É‘· eT&É‘2·
Ç<˚ $<Ûä+>± ˇø£ düeTu≤VüQ Á‹uÛÑT»eTT, düeT~«u≤VüQ Á‹uÛÑT»eTT\ >∑T]+∫ Ä˝À∫+#·+&ç. mìï kÂwü˜e
SC

πsK\T @s¡Œ&É‘êjÓ÷ Ä˝À∫+#·+&ç?

ø±–‘·+ ø£fi¯ ` kÂwü˜e‘·
MTs¡T kÕ«‘·+Á‘·´~H√‘·‡e+, >∑D‘·+Á‘· ~H√‘·‡yê\≈£î MT ‘·s>¡ ‹∑ >∑~ì m˝≤ n\+ø£]+#ês√ >∑Ts¡T‘Ô #Ó T· Ãø=+&ç.
eT] á &çC…’Hé\qT m˝≤ ø£‹Ô]+#ê˝À MT≈£î ‘Ó\TkÕ?
ˇø£ #·‘·Ts¡ÁkÕø±s¡|ü⁄ ø±–‘êìï rdüTø=ì <ëìì ì\Te⁄>± eT<Ûä´≈£î eT&Ée+&ç. |ü≥+˝À #·÷|æq≥T¢, eT&ç∫q
ø±–‘·+ ô|’ &çC…’HéqT ^dæ n+#·T\ yÓ+ã&ç ø£‹Ô]+#·+&ç. ø±–‘êìï ‘Ós¡∫ #·÷&É>± ˇø£ kÂwü˜e πsKqT ø£*–q kÂwü˜e
|ü{≤ìï #·÷&Ée#·TÃqT.

115
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwü˜e+
 Take a square paper and fold at the middle vertically and horizontally. Draw a design on
the fold as shown in the figure and cut off the paper on edges. Then open to see a symmetric design

A
with two lines of symmetry.

AN
G
Take a square paper and fold it into half vertically, horizontally and diagonally. Draw a

N
design on the fold as shown in the figure and cut off the paper on edges. Then open to see a
symmetric design with four lines of symmetry. Create more such designs.
LA
TE

THINK, DISCUSS AND WRITE

T,

1. If the paper is folded four times how many lines of symmetry can
be formed with paper cutting.
ER

2. To cut four similar figures side by side by folding the paper, how many folds are needed?

HOW TO DRAW A SYMMETRIC FIGURE? m

(i) Let us start drawing a figure as shown in the adjacent figure.

SC

(ii) We want to complete it so that we get a figure with two lines of

symmetry. Let the two lines of symmetry be and m. m

(iii) Draw a curve so that it is a mirror image of the previous curve in line .
(iv) Draw a curve so that it is a mirror image of the previous curves in
the symmetric line m. m
Try to make some more figures that have two lines of symmetry. Think of
a figure that has six lines of symmetry.

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SYMMETRY Free distribution of Govt. of Telangana 2022-23
 ˇø£ #·‘·Ts¡Ádü ø±–‘êìï rdüTø=ì eT<Ûä´˝ÀøÏ n&ÉT¶>±qT, ì\Te⁄>±qT eT&Ée+&ç. eT&É‘·ô|’ |ü≥+˝À #·÷|æq≥T¢

A
ˇø£ &çC…’HéqT ^dæ n+#·T\ yÓ+ã&ç ø£‹Ô]+#·+&ç. ø±–‘êìï ‘Ó]∫ #·÷&É>± ¬s+&ÉT kÂwü˜e πsK\qT ø£*–q kÂwü˜e
|ü{≤ìï #·÷&Ée#·TÃqT.

AN
G
ˇø£ #·‘·Ts¡ÁkÕø±s¡ ø±–‘êìï rdüTø=ì n&ÉT¶>±qT, ì\Te⁄>±qT, eT÷\>±qT eT&Ée+&ç. eT&É‘· ô|’ |ü≥+˝À
N
#·÷|æq≥T¢ &çC…’HéqT ^dæ n+#·T\ yÓ+ã&ç ø±–‘êìï ø£‹Ô]+#·+&ç. ø±–‘êìï ‘Ó]∫ #·÷&É>± Hê\T>∑T kÂwü˜e πsK\qT
ø£*–q kÂwü˜e |ü{≤ìï #·÷&Ée#·TÃqT. Ç<˚ $<Ûä+>± nH˚ø£ &çC…’Hé\qT ‘·j·÷s¡T#˚j·T+&ç.
LA
TE

Ä˝À∫+#·+&ç ` #·]Ã+#·+&ç
T,

1. ø±–‘êìï Hê\T>∑T kÕs¡T¢ eT&É‘· ô|{Ϻ ø£‹Ô]+∫qf…¢Ì‘˚ Ä |ü{≤ìøÏ mìï kÂwü˜e πsK\T
@s¡Œ&ÉT‘êsTT?
ER

2. Hê\T>∑T düs¡«düe÷q ∫Á‘ê\T Á|üø£ÿÁ|üø£ÿH˚ sêyê\+fÒ ø±–‘êìï mìïkÕs¡T¢ eT&É‘· ô|{Ϻ ø£‹Ô]+#ê*?
kÂwü˜e |ü{≤ìï @ $<Ûä+>± ^j·Te#·TÃ
i)
SC

|üø£ÿ |ü≥+˝À #·÷|æq ∫Á‘êìï ^j·T+&ç. m

ii) ¬s+&ÉT kÂwü˜e πsK\T ø£*–q ∫Á‘êìï eTqeTT ^j·÷*. ,m. \qT kÂwü˜e
πsK\T>± rdüTø=ì ∫Á‘êìï |üP]Ô#˚j·÷*.
m
iii) |ü≥+˝À #·÷|æq≥T¢ kÂwü˜eπsK>± e⁄+&˚≥≥T¢ eÁø±ìøÏ Á|ü‹_+u≤ìï ^j·÷*.
iv) ∫Á‘·+ |üP]Ô ø±yê\+fÒ n~ πsK m <äècÕº´ ≈£L&Ü kÂwü˜e+>± e⁄+&Ü*. ø±e⁄q <äècÕº´
Á|ü‹_+u≤ìï ^j·T+&ç. @s¡Œ&çq |ü{≤ìøÏ ¬s+&ÉT kÂwü˜e πsK\T ñ+{≤sTT. m

Ç<˚ $<Ûä+>± ¬s+&ÉT kÂwü˜e πsK\T ø£*–q |ü{≤\T ^j·T{≤ìøÏ Á|üj·T‹ï+#·+&ç. Äs¡T kÂwü˜e
πsK\T >∑\ |ü{≤ìï ^j·T&ÜìøÏ Á|üj·T‹ï+#·+&ç.
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 Exercise - 12.2

1. Write any five man made things which have two lines of symmetry.
2. Write any five natural objects which have two or more than two lines of symmetry.
3. Find the number of lines of symmetry for the following shapes.

(i) (ii) (iii)

A
AN
(iv) (v) (vi)

G
N
LA
4. Draw the possible number of lines of symmetry.
TE

(i) (ii) (iii)

T,
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Equilateral triangle Isosceles triangle Scalene triangle

(iv) (v) (vi)

SC

Rhombus Hexagon Circle

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 nuÛ≤´dü+ ` 12.2
1. ¬s+&ÉT kÂwü˜e πsK\T ø£*–q @yÓ’Hê ◊<äT e÷qe ì]à‘· edüTÔe⁄\ ù|s¡T¢ sêj·T+&ç.
2. ¬s+&ÉT ˝Ò<ë n+‘·ø£Hêï m≈£îÿe kÂwü˜e πsK\T ø£*–q @yÓ’Hê Á|üø£è‹˝À \_Û+#˚ ◊<äT edüTÔe⁄\ ù|s¡T¢ sêj·T+&ç.
3. øÏ+<ä sTT∫Ãq Äø±sê\≈£î kÂwü˜eπsK\ dü+K´qT ø£qT>=q+&ç.

A
(i) (ii) (iii)

AN
G
(iv) (v) (vi)

N
LA
4. øÏ+~ |ü{≤\≈£î kÕ<Ûä´yÓTÆqìï kÂwü˜e πsK\T ^j·T+&ç.
TE

(i) (ii) (iii)

T,
ER

düeTu≤VüQ Á‹uÛÑT»+ düeT~«u≤VüQ Á‹uÛÑT»+ $wüeTu≤VüQ Á‹uÛÑT»+

SC

(iv) (v) (vi)

düeTuÛÑT» #·‘·Ts¡“¤»+ wü&ÉT“¤õ eè‘·Ô+

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 5. From the above problem, complete the following table.

Shape Number of lines of symmetry

i) Equilateral triangle
ii) Isosceles triangle
iii) Scalene triangle
iv) Rhombus

A
v) Hexagon
vi) Circle

AN
6. A few folded sheets and designs drawn about the fold are given. In each case, draw a
rough diagram of the complete figure that would be seen when the design is cut off.

G
N
LA
TE

Paper is folded vertically once Paper is folded vertically & horizontally

Class room project

T,

Take a grid paper. A grid paper is what you would have used in your arithmetic notebook
in earlier classes. Draw a vertical line of symmetry on the paper (as shown in the figure). Colour
any one square on one side of the vertical axis. Then ask a student to find the square which is
ER

symmetrical to the first one and colour it. After she does this, she can choose any other square and
colour it also. The next student will now do the same.
SC

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SYMMETRY Free distribution of Govt. of Telangana 2022-23
5. ô|’ düeTdü´˝Àì düe÷<ÛëHê\qT ñ|üjÓ÷–+#·Tø=+≥÷ øÏ+~ |ü{Ϻø£qT ì+|ü+&ç.
Äø±s¡+ kÂwü˜e πsK\ dü+K´
i) düeTu≤VüQ Á‹uÛÑT»eTT
ii) düeT~«u≤VüQ Á‹uÛÑT»eTT
iii) $wüeTu≤VüQ Á‹uÛÑT»eTT
iv) düeTuÛÑT» #·‘·Ts¡T“¤»eTT (sê+ãdt)

A
v) wü&ÉT“¤õ
vi)

AN
eè‘·ÔeTT
6. ø=ìï eT&É‘· ô|{Ϻq ø±–‘ê\T, eT&É‘·\ô|’ ^j·Tã&çq &çC…’Hé‘√ áj·Tã&ܶsTT. Á|ü‹ dü+<äs¡“¤+˝À Ä &çC…’Hé
ø£‹Ô]+#·>±, |üP]Ô ∫Á‘·+ m˝≤ @s¡Œ&ÉT‘·T+<√ <ëì ∫‘·TÔ |ü{≤ìï ^j·T+&ç.

G
N
LA
TE

ø±–‘·+ ì\Te⁄>± eT&ç∫q|ü⁄&ÉT ø±–‘·+ ì\Te⁄>± eT]j·TT n&ɶ+>± eT&ç∫q|ü⁄&ÉT

‘·s¡>∑‹ >∑~ ÁbÕC…ø˘º
ˇø£ >∑fifl¯ ø±–‘êìï rdüTø√+&ç. Ç≥Te+{Ï ø±–‘ê\T ø£\ |ü⁄düøÔ ±ìï MTs¡T ÁøÏ+~ ‘·s>¡ ‘∑ T· \˝À >∑D‘Ï · nuÛ≤´kÕìøÏ
T,

ñ|üjÓ÷–+∫ e⁄+{≤s¡T. |ü≥+˝À #·÷|æq≥T¢, á ø±–‘·+ ô|’ eT<Ûä´˝À ì\Te⁄>± ˇø£ kÂwü˜e πsKqT ^j·T+&ç. á
ì\Te⁄ ^‘·≈£î ˇø£ yÓ’|ü⁄ ˇø£ #·<äsêìï s¡+>∑T‘√ ì+|ü+&ç. ˇø£ $<ë´]úì ì\Te⁄ ^‘·≈£î ¬s+&√ yÓ’|ü⁄ Ä #·<äsêìøÏ
ER

kÂwü˜e+>± e⁄+&˚ #·<äsêìï >∑T]Ô+∫ s¡+>∑T‘√ ì+|üeTq+&ç. ‘·s¡Tyê‘· Ä $<ë´]ú eTs=ø£ #·<äsêìï m+#·Tø=ì s¡+>∑T‘√
ì+bÕ*. n|ü⁄&ÉT y˚s=ø£ $<ë´]ú eTs¡\ kÂwü˜e #·<äsêìï >∑T]Ô+∫ s¡+>∑T‘√ ì+bÕ*.
SC

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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwü˜e+
 Home project
Collect symmetrical figures from your environment and prepare a scrap book. Also collect
Rangoli patterns and draw them in your scrap book. Try and locate symmetric portions of these
patterns alongwith the lines of symmetry. Here are few examples:

A
AN
G
N
WHAT HAVE WE DISCUSSED?
LA
1. A figure is said to have line symmetry if a line can be drawn dividing the figure into two
identical parts. This line is called a line of symmetry.
2. A figure may have no line of symmetry, only one line of symmetry, two lines of symmetry or
TE

multiple lines of symmetry. Here are some examples.

Number of lines of symmetry Example

No line of symmetry A scalene triangle
T,

Only one line of symmetry An isosceles triangle

Two lines of symmetry A rectangle
ER

Three lines of symmetry An equilateral triangle

Countless lines of symmetry A circle

3. The line symmetry is closely related to mirror reflection. When dealing with mirror reflection,
SC

we have to take into account the left ↔ right changes in orientation.

4. Symmetry has plenty of applications in everyday life as in art, architecture, textile technology,
design creations, geometrical reasoning, Kolams, Rangoli etc.

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SYMMETRY Free distribution of Govt. of Telangana 2022-23
Ç+{Ï ÁbÕC…ø˘º
MT |ü]düsê\ qT+&ç kÂwü˜e‘· ø£*–q Äø±sê\qT ùdø£]+∫ ªÁkÕÿ|tμ |ü⁄düÔø£+˝À n+{Ï+#·+&ç. n˝≤π> $$<Ûä
kÂwü˜e‘· ø£*–q eTT>∑TZ\qT ùdø£]+∫ ªÁkÕÿ|tμ |ü⁄düÔø£+˝À ^j·T+&ç. Ä neT]ø£\˝À e⁄qï kÂwü˜e πsK\qT >∑T]Ô+∫
^j·T+&ç. ÁøÏ+<ä MT≈£î ø=ìï ñ<ëVü≤s¡D\T sêj·Tã&ܶsTT.

A
AN
G
eTq+ H˚s¡TÃ≈£îqï$
1.
N
Ç∫Ãq |ü{≤ìï s¬ +&ÉT düs«¡ düe÷q uÛ≤>±\T>± $uÛõÑ +#˚≥≥T¢ ˇø£sπ KqT ^j·T>∑*–‘˚,
Ä |ü{≤ìøÏ sπ U≤ kÂwüe˜ + e⁄+~ n+{≤+. Ä sπ KqT kÂwüe˜ sπ K n+{≤s¡T.
LA
2. ø=ìï |ü{≤\≈£î kÂwü˜eπsK\T e⁄+&Éø£b˛e#·TÃqT, ø=ìï+{ÏøÏ ˇπø ˇø£ kÂwü˜e
πsK e⁄+fÒ eT]ø=ìï+{ÏøÏ ¬s+&ÉT kÂwü˜eπsK\T, eT]ø=ìï |ü{≤\≈£î ãVüQfi¯
TE

kÂwü˜e πsK\T e⁄+{≤sTT. Çø£ÿ&É ø=ìï ñ<ëVü≤s¡D\T áj·Tã&ܶsTT.

kÂwü˜eπsK\ dü+K´ ñ<ëVü≤s¡D
kÂwü˜eπsK\T ˝Òe⁄ $wüeTu≤VüQ Á‹uÛÑT»eTT
T,

ˇπø ˇø£ kÂwü˜eπsK düeT~«u≤VüQ Á‹uÛÑT»eTT

¬s+&ÉT kÂwü˜eπsK\T Bs¡È#·‘·Ts¡ÁdüeTT
ER

eT÷&ÉT kÂwü˜eπsK\T düeTu≤VüQ Á‹uÛÑT»eTT

nq+‘· kÂwü˜eπsK\T eè‘·ÔeTT
3. πsU≤ kÂwü˜eeTH˚~, n<ä›+˝À |üsêes¡ÔHêìøÏ #ê˝≤ kÕMT|ü´eTT+~. n<ä›+˝À |üsêes¡ÔHê\qT #·÷ùd≥|ü⁄&ÉT
SC

~X¯˝À @s¡Œ&˚ ≈£î&ç ↔ m&ÉeT e÷s¡TŒ\qT |ü]>∑Dq˝ÀìøÏ rdüTø√yê*.

4. eTq ì‘·´J$‘·+˝À kÂwü˜e‘·≈£î nH˚ø£ ñ|üjÓ÷>±\THêïsTT. ø£fi¯\T, ìsêàD s¡+>∑+, eg kÕ+πø‹ø£˝À, &çC…’q¢
‘·j·÷Ø˝À C≤´$Trj·T ‘ê]ÿø£‘·˝À, s¡+>∑e\T¢\T y˚j·T&É+, yÓTT<ä˝…’q $$<Ûä s¡+>±\˝À kÂwü˜e‘·
ñ|üjÓ÷>∑|ü&ÉT‘·T+~.

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 CHAPTER - 13
Practical Geometry

13.1 INTRODUCTION

A
Copy the following shapes in your notebook with a pencil.

AN
G
Do they look exactly the same? Measure their sides and angles by ruler and protractor.
What do you find? You will find their measures are not exactly the same. To make them
N
exactly same we need to draw them of accurate sizes. For this we need to use tools. We will learn
to construct such figure, in this chapter by using compasses, ruler and protractor. Ruler, compasses
LA
and protractor are our tools. These are all a part of our geometry box. Let us observe the geometry
box.
TE

What all is there in the geometry box? Besides the ruler, compasses and protractor we
have a divider and set squares. The ruler is used for measuring lines, a comapsses for constructing,
protractor measures angles and the divider is to make equal line segments or mark points on a line.
T,
ER

A B
SC

Divider Protractror Compass

13.2 A LINE SEGMENT

Let A and B be two points on a paper. Then the straight path
A B
from A to B is called a line segment AB, denoted by AB .
The distance between the points A and B is called the length of AB. Thus a line segment
has a definite length, which can be measured.

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PRACTICAL GEOMETRY Free distribution of Govt. of Telangana 2022-23
 n<Ûë´j·TeTT ` 13
ÁbÕjÓ÷–ø£ C≤´$T‹

13.1. |ü]#·j·T+
ô|ì‡˝Ÿ qT|üjÓ÷–+∫ á ÁøÏ+~ Çe«ã&çq Äø±sê\qT MT H√{Ÿ |ü⁄düÔ≈£eTT˝À ^j·TTeTT.

A
AN
MTs¡T ^∫q |ü{≤\T ô|’q Ç∫Ãq yê{Ïe˝Ò ñHêïj·÷? ùdÿ\T eT]j·TT ø√De÷ìì düVü‰j·TeTT‘√ yê{Ïì

G
ø=\e+&ç.
yê{Ï ø=\‘·\T dü]>±˝Òeì Á>∑Væ≤kÕÔs¡T Ç∫Ãq |ü{≤\ e˝… K∫Ñ·eTT>± eTqeTT ≈£L&Ü ^j·T&ÜìøÏ eTq≈£î
N
ø=ìï |ü]ø£sê\T ø±yê*. á n<Ûë´j·TeTT˝À eè‘·Ô˝Òœìì, ø√De÷ìì, ùdÿ\T qT|üjÓ÷–+∫ C≤´$Trj·T Äø£è‘·T\qT
LA
ì]à+#·&É+ H˚s¡TÃø=+<ë+. C≤´$Trj·T Äø£è‘·T\qT ì]à+#˚+<äT≈£î eTqeTT|üjÓ÷–+#˚ |ü]ø£sê\T ùdÿ\T, ø√De÷ìì
eT]j·TT eè‘·Ô˝Òœì, $uÛ≤–ì nqTq$ C≤´$Trj·T ñ|üø£s¡D≤\ ô|f…º˝Àì |ü]ø£s¡eTT\T— C≤´$Trj·T ñ|üø£s¡DeTT\
ô|f…ºqT |ü]o*<ë›+.
TE

C≤´$Trj·T ñ|üø£s¡D≤\ ô|f…º˝À @y˚T$T ñ+{≤sTT? ùdÿ\T, eè‘·Ô˝Òœì, ø√De÷ìì‘√ bÕ≥T $uÛ≤–ì
eT]j·TT eT÷\eT≥ºeTT\T ñ+{≤sTT. sπ K\T, sπ U≤K+&ÉeTT\T ø=\e&ÜìøÏ ^j·T{≤ìøÏ ùdÿ\TqT— eè‘·eÔ TT\T, #ê|üeTT\T
^j·TT≥≈£î eè‘·Ô˝Òœì— Ç∫Ãq ø=\‘·\T >∑\ ø√D≤\T ^j·T{≤ìøÏ, ø√D≤\qT ø=\e&ÜìøÏ ø√De÷ìì— Ç∫Ãq
πsU≤K+&ÉeTTqT düe÷quÛ≤>∑eTT\T>± $uÛÑõ+#·&ÜìøÏ, πsKô|’ _+<äTe⁄\qT >∑T]Ô+#·&ÜìøÏ $uÛ≤–ì ñ|üjÓ÷>∑|ü&É‘êsTT.
T,
ER
SC

A B
$uÛ≤–ì ø√De÷ì eè‘·Ô˝Òœì
13.2. πsU≤K+&ÉeTT
A eT]j·TT B nH˚ s¬ +&ÉT _+<äTe⁄\qT ø±–‘·+ô|’ >∑T]Ô+#ê+ nqT≈£î+<ë+. A B

A eT]j·TT B _+<äTe⁄\ eT<Ûä´ ø£ìwüº ãTTEe÷s¡ZeTTqT πsU≤K+&ÉeTT n+<äTs¡T. Bìì AB #˚ dü÷∫kÕÔs¡T.

A, B _+<äTe⁄\eT<Ûä´ <ä÷s¡eTT AB jÓTTø£ÿ bı&Ée⁄ n+<äTs¡T. n+<äT#˚ πsU≤K+&ÉeTT ì]Δwüº bı&Ée⁄qT
ø£*Zj·TT+≥T+~. Bìì eTqeTT ø=\e>∑\+.
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 6e ÁbÕjÓ
‘·s¡>÷∑‹–ø£` C≤´$T‹
>∑DÏ‘·+
13.2.1 Construction of a Line Segment of a given Length
We can construct a line segment of given length in two ways. A B
7.8 cm.
1. By using ruler: Suppose we want to draw a line segment of
length 7.8cm. We can do it in this way
Place the ruler on paper and hold it firmly. Mark a point with a sharpend pencil against 0
cm mark of the ruler. Name the point as A. Mark another point against 8 small divisions
just after the 7 cm mark. Name this point as B. Join points A and B along the edge of the
ruler. AB is the required line segment of length 7.8 cm
2. By using Compasses:

A
Suppose we want to draw a line segment of length 5.3 cm

AN
Steps of Constructions:
Step-1: Draw a line l. Mark a point A on the line l. l
A
Step-2: Place the metal pointer of the compasses on the zero mark of the ruler. Open the
compasses so that pencil

G
point touches the 5.3 cm
mark on the ruler.
Step-3: Place the pointer
on A on the line l and draw
N
LA
an arc to cut the line. Mark 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
SCALE

the point where the arc cuts

the line as B. B
l
TE

Step-4: On the line l, we got the line segment AB of required A

length (5.3 cm).

EXERCISE - 13.1
T,

1. Construct a line segment of length 6.9 cm using ruler and compasses.

2. Construct a line segment of length 4.3 cm using ruler.
ER

3. Construct a line segment MN of length 6cm. Mark any point O on it. Measure MO, ON
and MN. What do you observe?
4. Draw a line segment AB of length 12 cm Mark a point C on the line segment AB , such
that AC = 5.6 cm. What should be the length of CB ? Measure the length of CB .
SC

5. Given that AB = 12 cm
A B C D E
(i) From the above figure measure the lengths of the following line segments.
(a) CD (b) DB (c) EA (d) AD
(ii) Verify AE - CE = AC ?

6. AB = 3.8 cm. Construct MN by compasses such that the length of MN = 3 AB . Verify this
with the help of a ruler.
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PRACTICAL GEOMETRY Free distribution of Govt. of Telangana 2022-23
13.2.1 Ç∫Ãq ø=\‘·‘√ πsU≤K+&ÉeTTqT ì]à+#·T≥ A B
7.8 cm.
Ç∫Ãq ø=\‘·‘√ πsU≤K+&ÉeTTqT ì]à+#·T≥≈£î ¬s+&ÉT e÷sêZ\T ñqï$.
1. ùdÿ\T düV‰ü j·T+‘√ : 7.8 ôd+.MT bı&Ée⁄ >∑\ sπ U≤K+&ÉeTT ì]à+#ê\ì nqTø=+fÒ á øÏ+~$<Û+ä >± ^j·Te#·TÃ.
ø±–‘·+ô|’ ùdÿ\TqT ø£<ä\≈£î+&Ü ô|{Ϻ, 0 ôd+.MT ø=\‘· e<ä› ô|ì‡˝Ÿ qT|üjÓ÷–+∫ ˇø£ _+<äTe⁄qT ô|{≤º*.
_+<äTe⁄ø£T A nH˚ ù|s¡T ô|{≤º*. 7 ôd+.MT <ë{Ïq ‘·s¡Tyê‘· 8 ∫qï^‘·\qT ˝…ø£ÿô|{Ϻ Ä kÕúqeTT˝À eTs√
_+<äTe⁄qT ô|{≤º*. Ä _+<äTe⁄≈£î B nì ù|s¡T ô|{≤º*. ùdÿ\T düVü‰j·T+‘√ A eT]j·TT B _+<äTe⁄\qT ô|ì‡˝Ÿ‘√
ø£\bÕ*. eTqeTT ø√]q 7.8 ôd+.MT bı&Ée⁄ >∑\ πsU≤K+&ÉeTT ì]à‘·eTsTT+~.

A
2. eè‘·Ô˝Òœì ñ|üjÓ÷–+∫ :

AN
eTqeTT 5.3 ôd+.MT bı&Ée⁄ >∑\ πsU≤K+&ÉeTTqT ^<ë›+ nì nqTø=+<ë+.
ìsêàD k˛bÕqeTT\T:
l
k˛bÕqeTT 1 : A

l nH˚ πsKqT ^j·÷*. <ëìô|’ ˇø£ _+<äTe⁄qT >∑T]Ô+∫ A nì ù|s¡T ô|{≤º*.

G
k˛bÕqeTT 2 : eè‘·Ô˝Òœì jÓTTø£ÿ ˝ÀVü≤|ü⁄ eTT\T¢qT ùdÿ\T

N
jÓTTø£ÿ ª0μ ôd+.MT kÕúqeTT˝À ñ+∫ ô|ì‡˝Ÿ eTT\T¢qT 5.3 ôd+.MT
\ e<ä› qT+#ê*.
LA
k˛bÕqeTT 3 : 0
SCALE
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

eè‘·Ô˝Òœì jÓTTø£ÿ ˝ÀVü≤|ü⁄ eTT\T¢qT πsK l ô|’ qTqï

_+<äTe⁄ A e<ä› qT+∫ πsKô|’ ˇø£ #ê|üeTTqT ^j·÷*. #ê|üeTT, πsK jÓTTø£ÿ B
TE

l
A
K+&ç‘· _+<äTe⁄qT B nì ù|s¡T ô|{≤º*.
k˛bÕqeTT 4 : πsKô|’ eTqeTT ø√]q 5.3 ôd+.MT bı&Ée⁄ >∑\ πsU≤K+&ÉeTT ì]à‘·eTsTTq~.
nuÛ≤´dü+ ` 13.1
T,

1. 6.9 ôd+.MT. bı&Ée⁄ >∑\ πsU≤K+&ÉeTTqT ì]à+#·+&ç. ùdÿ\T eT]j·TT eè‘·Ô˝Òœì ñ|üjÓ÷–+#·+&ç.
ER

2. ùdÿ\T düVü‰j·TeTT‘√ 4.3 ôd+.MT. bı&Ée⁄ >∑\ πsU≤K+&ÉeTTqT ì]à+#·+&ç.

3. 6 ôd+.MT bı&Ée⁄>∑\ MN nH˚ πsU≤K+&ÉeTTqT ì]à+#·+&ç. <ëìô|’ O nH˚ _+<äTe⁄qT >∑T]Ô+∫ MO,
ON eT]j·TT MN bı&Ée⁄\qT ø=\e+&ç. MTs¡T @$T >∑eTì+#ês¡T.
AB R 12 ôd+.MT πsU≤K+&ÉeTTqT ì]à+#·+&ç. AB ô|’ C nH˚ _+<äTe⁄qT AC = 5.6 ôd+.MT.
SC

4.
nj˚T´ $<ÛäeTT>± >∑T]Ô+#·+&ç. πsU≤K+&ÉeTT CB jÓTTø£ÿ bı&Ée⁄ m+‘·e⁄‘·T+~? <ëìjÓTTø£ÿ bı&Ée⁄qT
ø=\e+&ç.
A B C D E
5. AB = 12 ôd+.MT. nì Çe«ã&çq~
(i) ô|’ |ü≥eTT˝À á øÏ+~ yêìjÓTTø£ÿ bı&Ée⁄\qT ø=\e+&ç.
a) CD b) DB c) EA d) AD
(ii) AE - CE = AC ne⁄‘·T+<ë?
6. AB = 3.8 ôd+.MT. MN R 3 AB nj˚T´ $<Ûä+>± eè‘·Ô˝Òœì qT|üjÓ÷–+∫ MN πsU≤K+&ÉeTTqT
^j·TTeTT. ùdÿ\T qT|üjÓ÷–+∫ dü]#·÷&É+&ç.
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13.3 Construction of a Circle
Look at the wheel shown here. Observe that every point on its
boundary is at an equal distance from its centre. Think of other such objects
that are of this shape.
How to draw objects and figures having this shape. We can use
many things like bangle, bowl top, plate and other things. These are however
of a definite size. To draw a circle of given radius we use the compasses.
We use the following steps to construct a circle

A
Steps of Construction:

AN
Step-1: Open the compasses for required radius. Let us say for example it is 3.7 cm
Step-2: Mark a point with sharp pencil. This is the centre. Mark it as O.
Step-3: Place the pointer of the compasses firmly at O.

G
Step-4: Without moving its metal point. Slowly rotate the pencil till it comes back to
the starting point.

TRY THESE N
LA
Construct two circles with same radii
(radius) in such a way that
(i) the circles intersect at two points
TE

(ii) touch each other at one point only. (i) (ii)

EXERCISE - 13.2
1. Construct a circle with centre M and radius 4 cm
T,

2. Construct a circle with centre X and diameter 10 cm

3. Draw four circles of radii 2cm,3cm,4cm and 5cm with the same centre P.
ER

4. Draw any circle and mark three points A, Band C such that
(i) A is on the circle
(ii) B is in the interior of the circle
SC

(iii) C is in the exterior of the circle.

ACTIVITY
Make a circle of desired radius in your note book.
Make a point on it. Put compasses on it and make a circle
without changing the radius. It will cut the circumference at
two points. On both points repeat the process again, you
will get a beautiful picture as shown . Colour it as you wish.

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13.3 eè‘·ÔeTTqT ì]à+#·&É+
Á|üøÿ£ ìe«ã&çq #·Áø£eTTqT |ü]o*+#·+&ç. <ëìjÓTTø£ÿ |ü]~Ûô|’ qTqï _+<äTe⁄\ìïj·T÷
πø+Á<ä+ qT+&ç düe÷q <ä÷s¡+˝À ñqï$. á $<Ûä+>± ñqï eT]ø=ìï Äø±sê\qT #Ó|üŒ+&ç. á
Äø±s¡+ ø£*–q |ü{≤\qT eT]j·TT edüTÔe⁄\qT ^j·T&É+ m˝≤? >±E, –HÓï jÓTTø£ÿ ô|’uÛ≤>∑eTT,
ø£+#·+ yÓTT<ä\>∑T Äø±s¡eTT\T #·Áø£eTTqT b˛*j·TT+{≤sTT. á Äø±s¡eTT\ìïj·TT ì]úwüº
|ü]e÷DeTTqT ø£*Zj·TTHêïsTT. ì]Δwüº yê´kÕs¡úeTT >∑\ eè‘·ÔeTTqT ^j·T&ÜìøÏ eè‘·Ô ˝Òœì
e⁄|üj÷Ó –kÕÔsT¡ .

A
eTq+ eè‘·ÔeTTqT ^j·T&ÜìøÏ á ÁøÏ+~ k˛bÕHê\qT nqTdü]kÕÔeTT.
ìsêàD k˛bÕqeTT\T:

AN
k˛bÕqeTT 1 : eè‘·Ô˝Òœì jÓTTø£ÿ ¬s+&ÉT eTT\T¢\ eT<Ûä´ <ä÷s¡eTTqT nedüs¡yÓTÆq+‘·>± ô|+#ê*.
yê{ÏeT<Ûä´ <ä÷s¡+ ñ<ëVü≤s¡D≈£î 3.7 ôd+.MT. ñ+&˚ $<ÛäeTT>± rdüTø=+<ë+.
k˛bÕqeTT 2 : ô|ì‡˝Ÿ eTT\T¢‘√ ˇø£ _+<äTe⁄qT >∑T]Ô+∫ <ëìøÏ O >± ù|s¡T ô|&É<ëeTT.

G
k˛bÕqeTT 3 : eè‘·Ô˝Òœì jÓTTø£ÿ ˝ÀVü≤|ü⁄ eTT\T¢qT O ô|’ qT+#ê*.

N
k˛bÕqeTT 4 : ˝ÀVü≤|ü⁄ eTT\T¢ ø£<ä\≈£î+&Ü ô|ì‡˝Ÿ eTT\T¢qT HÓeTà~>± #·T≥÷º ø£<äbÕ*. (eè‘·ÔeTTqT ^j·T&ÉeTT ˇπø
Á|üj·T‘·ïeTT˝À »s¡>±*)
LA
Á|üj·T‹ï+#·+&ç
s¬ +&ÉT eè‘·eÔ TT\T á øÏ+<ä dü÷∫+#·ã&çq $<Û+ä >± $$<Ûä
yê´kÕs¡úeTT\‘√ ^j·T+&ç.
TE

i) ¬s+&ÉT _+<äTe⁄\ e<ä› K+&ç+#·Tø=H˚ eè‘·ÔeTT\T

(i) (ii)
ii) u≤Vü≤´eTT>± düŒ]Ù+#·Tø=H˚ ¬s+&ÉT eè‘·ÔeTT\T.
nuÛ≤´dü+ ` 13.2
T,

1. 4 ôd+.MT yê´kÕs¡Δ+, M πø+Á<äeTT>± >∑\ eè‘·ÔeTTqT ì]à+#·+&ç.

2. X πø+Á<äeTT>±, 10 ôd+.MT yê´düeTT>± >∑\ eè‘·ÔeTTqT ì]à+#·+&ç.
ER

3. 2 ôd+.MT, 3 ôd+.MT, 4 ôd+.MT eT]j·TT 5 ôd+.MT yê´kÕs¡eΔ TT\T>± >∑\ Hê\T>∑T eè‘êÔ\qT 'P' øπ +Á<ä+>± ^j·T+&ç.
4. ˇø£ eè‘·ÔeTTqT ^j·T+&ç. eT÷&ÉT _+<äTe⁄\T A, B eT]j·TT C \qT á ÁøÏ+<ä dü÷∫+∫q $<ÛäeTT>± >∑T]Ô+#·+&ç.
i. A eè‘·ÔeTTô|’ ñ+&Ü*.
SC

ii. B eè‘·ÔeTT ˝À|ü\ ñ+&Ü*.

iii. C eè‘·Ô u≤Vü≤´eTT˝À ñ+&Ü*.
ø£è‘·´eTT
MTs¡T ø√]q yê´kÕs¡ΔeTT‘√ eè‘·ÔeTTqT ^j·÷*. <ëìô|’ ˇø£ _+<äTe⁄qT
>∑T]Ô+∫ eè‘·Ô˝Òœì düVü‰j·T+‘√ yê´kÕs¡ΔeTTqT e÷s¡Ã≈£î+&Ü eè‘·ÔeTTqT
^j·÷*. n~ yÓTT<ä{Ï eè‘·Ô|ü]~Ûì ¬s+&ÉT _+<äTe⁄\ e<ä› K+&çdüTÔ+~. á
¬s+&ÉT _+<äTe⁄\ qT+&ç eTs¡\ eè‘·ÔeTT\qT ^j·÷*. á $<ÛäeTTqT
ø=qkÕ–ùdÔ eTq≈£î n+<äyÓTÆq ∫Á‘·+ edüTÔ+~. yê{ÏøÏ s¡+>∑T\T y˚j·T+&ç.
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13.4 PERPENDICULARS 90°

You know that two lines (or rays or segments) are said to be perpendicular
if they intersect such that the angles formed between them are right angles. l m

In the figure, the lines l and m are perpendicular.

The corners of a foolscap paper or your notebooks indicate lines meeting
at right angles. Think other such objects where the lines meeting are perpendicular.
Give five examples.

A
1. Perpendicular through a Point on a given line
ACTIVITY

AN
Take a tracing paper and draw a line l on it.
Mark a point P lying on this line. Now, we want to draw a perpendicular
on l through P. P l

G
We simply fold the paper at point P such that the lines on both sides of
the fold overlap each other.

N
When we unfold it, we find that the crease is perpendicular to l.
LA
THINK, DISCUSS AND WRITE
How would you check whether it is perpendicular or not? Note that it
passes through P as required.
TE

13.4.1 Constructing Perpendicular Bisector of the given Line Segment

Steps of Construction:
T,

Step-1: Draw a line segment AB . A B

Step-2: Set the compasses as radius more than half of the
ER

length of AB .
A B
Step-3: With A as centre, draw arcs below and above the
M line segment.
SC

Step-4: With the

same radius and B as
centre draw two arcs above M
and below the line segment to
A B cut the previous arcs. Name
the intersecting points of arcs
N as M and N. P
A B
Step-5: Join the points M
and N. Then, the line l is the required perpendicular bisector of the
line AB. Line l intersects line AB at P.
N
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PRACTICAL GEOMETRY Free distribution of Govt. of Telangana 2022-23
13.4 \+ãπsK\T
¬s+&ÉT πsK\T (˝Ò<ë øÏs¡D≤\T ˝Ò<ë πsU≤K+&Ü\T) K+&ç+#·Tø=qï|ü⁄&ÉT, yê{Ï eT<Ûä´ ø√D+ 90°
\+ãø√D+ nsTT‘˚ n$ ˇø£ <ëìø=ø£{Ï \+ã+>± ñHêïj·Tì n+{≤+ ø£<ë!
Á|üø£ÿ |ü≥+˝À l eT]j·TT m πsK\T \+ã+>± ñHêïsTT. l m

ˇø£ kÕ<Ûës¡D |üP]Ô ‘Ó\¢ø±–‘·+ ˝Ò<ë MT H√≥T |ü⁄düÔø£+ jÓTTø£ÿ n+#·T\T, yê{Ï eT÷\\
e<ä› ø£*ùd \+ãπsK\T>± ñ+{≤sTT. Ç<˚ $<Ûä+>± Ç‘·s¡ edüTÔe⁄\˝À \+ã πsK\qT >∑T]Ô+#·&ÜìøÏ
Á|üj·T‹ï+#·+&ç. ◊<äT ñ<ëVü≤s¡D\T Çe«+&ç.

A
1. Ç∫Ãq πsK≈£î ˇø£ _+<äTe⁄ <ë«sê \+ãeTTqT ^j·TT≥
ø£è‘·´eTT

AN
ˇø£ ñ*¢bıs¡ ø±–‘·eTTqT rdüTø=ì <ëì MT<ä ªlμ nqT πsKqT ^j·T+&ç.
P l
Ä πsK MT<ä P nqT _+<äTe⁄qT >∑T]Ô+#·+&ç. Ç|ü⁄&ÉT eTq≈£î ø±e\dæq \+ãeTTqT l nqT
πsK MT<ä P _+<äTe⁄ <ë«sê ^j·÷*.

G
P øÏ Çs¡TyÓ’|ü⁄˝≤ >∑\ πsU≤K+&ÉeTT\T ˇø£<ëì‘√ eTs=ø£{Ï @ø°uÛÑ$+#·T·q≥T¢>± P e<ä› ø±–‘êìï ì\Te⁄>±
eT&Ée+&ç.
N
ø±–‘·eTTqT ‘Ó]∫ #·÷&É>± P e<ä› @s¡Œ&çq eT&É‘·, ^∫q l nqT πsK≈£î \+ã+>± ñ+&ÉTqì >∑eTì+#·+&ç.
LA
Ä˝À∫+∫, #·]Ã+∫ eT]j·TT sêj·T+&ç
\+ãπsKqT @ $<ÛäeTT>± |ü]o*kÕÔs¡T? Ä πsK P _+<äTe⁄ >∑÷+&Üb˛‘·÷ ñ+&Ü*.
13.4.1Ç∫Ãq πsU≤K+&ÉeTTq≈£î \+ã düeT~«K+&Éq πsKqT ì]à+#·T≥
TE

ìsêàD k˛bÕHê\T
k˛bÕqeTT 1 : AB nH˚ πsU≤K+&ÉeTTqT nì ^j·÷*. A B
k˛bÕqeTT 2 : AB
T,

jÓTTø£ÿ bı&Ée⁄˝À dü>∑eTT ø£+fÒ m≈£îÿe bı&Ée⁄qT

yê´kÕs¡ΔeTT>± rdüTø√yê*.
k˛bÕqeTT 3 : A qT πø+Á<äeTT>± rdüTø=ì πsU≤K+&ÉeTT ô|’q, ÁøÏ+<ä ¬s+&ÉT
ER

#ê|üeTT\qT eè‘·Ô˝Òœì‘√ ^j·÷*.

A B
k˛bÕqeTT 4 : n+‘˚ yê´kÕs¡úeTT‘√ B πø+Á<äeTT>± #˚düTø=ì eè‘·Ô˝Òœì‘√
π s U≤ K+&É e TTô|’ q øÏ + ~
SC

uÛ≤>∑eTT˝˝À #ê|üeTT\qT eTT+<äT

^∫q #ê|üeTT\qT K+&ç+#˚ $<ÛäeTT>±
M
^j·÷*. K+&Éq ã+<äTe⁄\qT M,N nì
A B
ù|s¡T ô|{≤º*.
k˛bÕqeTT 5 : M, N _+<ä T e⁄\qT P
A B
ø£\|ü⁄‘·÷ ˇø£ πsKqT ^j·÷*. MN, AB
πsU≤K+&ÉeTT jÓTTø£ÿ \+ã düeT~« K+&Éq πsK. l πsK, AB qT P
e<ä› K+&çdüTÔ+~. N
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Observe another method.

DO THIS
Measure the lengths of AP and BP
P in both the constructions. Are they equal ?
A B

THINK, DISCUSS AND WRITE

A
In the construction of perpendicular bisector in step 2. What would happen if
we take the length of radius to be smaller than half the length of AB ?

AN
13.4.2 Perpendicular to a Line, through a Point which is not on it
A
Steps of Construction:
Step-1: Draw a line l and a point A not on it.

G
A l

N Step-2: With A as centre draw an arc

LA
l which intersects the given line l
M N
at two points M and N.
Step-3: Using the same radius and with M and N A
TE

as centres construct two arcs that intersect

at a point, say B on the other side of the line.
A M N l
T,

l B
M N
ER

Step-4: Join A and B. AB is a perpendicular

of the given line l.
B
SC

EXERCISE - 13.3

1. Draw a line segment PQ = 5.8cm and construct its perpendicular bisector A

using ruler and compasses.
2. Ravi made a line segment of length 8.6 cm. He constructed a bisector of AB C
on C. Find the length of AC & BC.
3. Using ruler and compasses, draw AB = 6.4 cm. Find it's mid point. B

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PRACTICAL GEOMETRY Free distribution of Govt. of Telangana 2022-23
eTs√ |ü<ä∆‹ì |ü]o*+#·+&ç.
Ç$ #˚j·T+&ç
AP eT]j·TT BP πsU≤K+&ÉeTT\ bı&Ée⁄\qT
ø=\e+&ç. ¬s+&É÷ düe÷q+>± ñHêïj·÷?
P
A B

Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç

πsU≤K+&ÉeTTq≈£î \+ã düeT~«K+&ÉqπsK ^#˚ $<ÛëqeTT˝À k˛bÕqeTT`2˝À dü>∑eTT

A
ø£+fÒ m≈£îÿe bı&Ée⁄qT rdüTø=ì #ê|üeTT\T ^#êeTT. AB jÓTTø£ÿ bı&Ée⁄˝À dü>∑eTT ø£+fÒ ‘·≈£îÿe

AN
bı&Ée⁄qT rdüTø=+fÒ @+ »s¡T>∑T‘·T+~.
13.4.2 Ç∫Ãq πsK≈£î, πsKô|’ ˝Òì _+<äTe⁄ qT+&ç \+ãπsKqT ^j·÷*
A
ìsêàD k˛bÕqeTT\T :

G
k˛bÕqeTT 1 : l nH˚ πsKqT ^∫, A nH˚ _+<äTe⁄qT πsK ô|’ uÛ≤>∑eTT˝À >∑T]Ô+#ê*. l
A
N
k˛bÕqeTT 2 : A πø+Á<äeTT>± l qT K+&ç+#˚≥≥T¢ ¬s+&ÉT #ê|üeTT\qT
LA
^j·÷*. πsK #ê|üeTT\ K+&Éq _+<äTe⁄\qT,
l M eT]j·TT N \T>± >∑T]Ô+#ê*.
M N
A
k˛bÕqeTT 3 : n+‘˚ yê´kÕs¡eΔ TT‘√ M, N _+<äTe⁄\ qT+&ç
TE

eTs√ ¬s+&ÉT #ê|üeTT\qT K+&ç+#˚≥≥T¢ ^∫

K+&Éq _+<äTe⁄≈£î B nì ù|s¡T ô|{≤º*. M N l
A
T,

B
M N l
ER

k˛bÕqeTT 4 : A eT]j·TT B \qT ø£\bÕ*.

AB nqTq~ Ç∫Ãq πsK l jÓTTø£ÿ \+ãπsK.
B
SC

nuÛ≤´dü+ ` 13.3
1. PQ R 5.8 ôd+.MT πsU≤K+&ÉeTTqT ^j·TTeTT. ùdÿ\T, eè‘·Ô˝Òœì qT|üjÓ÷–+∫ PQ q≈£î A
\+ã düeT~«K+&Éq πsKqT ì]à+#·TeTT.
2. s¡$, 8.6 ôd+.MT bı&Ée⁄ >∑\ πsU≤K+&ÉeTTqT ì]à+#ê&ÉT. _+<äTe⁄ C e<ä› düeT~«K+&Éq C
πsKqT ^#ê&ÉT. nsTTq AC eT]j·TT BC\ jÓTTø£ÿ bı&Ée⁄\qT ø£qT>=q+&ç.
B
3. ùdÿ\T eT]j·TT eè‘·Ô˝Òœì ì ñ|üjÓ÷–+∫ ABR 6.4 ôd+.MT πsU≤ K+&ÉeTTqT ^j·T+&ç
BìøÏ eT<Ûä´_+<äTe⁄qT ø£qT>=qTeTT.
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13.5 DRAWING ANGLES USING PROTRACTOR
Let us construct ∠PQR = 40°.
Steps of construction:
Step-1: Draw a ray QR of any length. Q R

Step-2: Place the centre point of the protractor at Q and

JJJG
the line aligned with the QR Q

A
R
Step-3: Mark a point P at 40°.

AN
P
Step-4: Join QP. Then ∠RQP is the required angle.

Q 40°

G
Q
R R

13.6 CONSTRUCTING A COPY OF AN ANGLE OF UNKNOWN MEASURE

N
Suppose an angle (whose measure we do not know) is given
LA
and we want to replicate this angle.
C
Let ∠A is given, whose measure is not known.
Step-1: Draw a line l and choose a point P on it.
TE

l A
P B
Step-2: Now place the compasses at A and draw an arc
C
to cut the rays AC and AB.
T,
ER

A
B
Step-3: Use the same compasses setting to draw an arc with
P as centre, cutting l at Q.
P l
Q
SC

Step-4: Set your compasses with BC as the radius.

R

A
B
Step-5: Place the compasses pointer at Q and draw an arc to
cut the existing arc at R.
P l
Q

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13.5 ø√De÷ì qT|üjÓ÷–+∫ ø√DeTTqT ^j·TT≥
∠PQR = 40°. ø√DeTTqT ì]à+#·TeTT.
ìsêàD k˛bÕqeTT\T :
Q
JJJG R
k˛bÕqeTT 1 : ø=+‘· bı&Ée⁄ ø£*Zq QR nH˚ øÏs¡DeTTqT ^j·TTeTT.
k˛bÕqeTT 2 : ø√De÷ìì jÓTTø£ÿ eT<Ûä´_+<äTe⁄qT Q e<ä› ñ+#ê*.
k˛bÕqeTT 3 : 400 e<ä› _+<äTe⁄ P qT >∑T]Ô+#ê*.

A
Q
R
k˛bÕqeTT 4 : Q,P \qT

AN
ø£\bÕ*. Ç|ü&ÉT eTqeTT ø√]q ∠RQP P
ø√DeTT @s¡Œ&ÉT‘·T+~.
Q
40°

G
R Q
R
13.6 ø=\‘· ‘Ó*j·Tì ø√DeTTq≈£î düe÷qyÓTÆq ø√DeTTqT ì]à+#·T≥
N
eTq≈£î ø=\‘· ‘Ó*j·Tì ø√DeTT Ç#êÃs¡T nqTø=+<ë+. Ä ø√DeTTq≈£î düe÷qeTT nsTTq ø√DeTTqT
LA
eè‘·Ô˝Òœì ùdÿ\TqT|üjÓ÷–+∫ eTqeTT ì]à+#ê*.
(ø=\‘· ‘Ó*j·Tì) ∠A ø√DeTT Çe«ã&ç+~.
l
P
TE

k˛bÕqeTT 1 : l nH˚ πsKqT ^∫ <ëìô|’ P nH˚ _+<äTe⁄ qT+#ê*. C

k˛bÕqeTT 2 : A _+<äTe⁄ e<ä› eè‘·Ô˝Òœì jÓTTø£ÿ ˝ÀVü≤|ü⁄ eTT\T¢ qT+∫ ∠A

ø√DeTT jÓTTø£ÿ ¬s+&ÉT uÛÑT»eTT\qT K+&çdü÷Ô #ê|üeTTqT ^j·÷*.
A
T,

K+&Éq _+<äTe⁄\qT B eT]j·TT B

C \T>± >∑T]Ô+#ê*.
C
ER

k˛bÕqeTT 3 : n<˚ eè‘·Ô˝Òœì

qT|üjÓ÷–+∫ P πø+Á<äeTT>± πsK
l ô|’ ˇø£ #ê|üeTTqT ^∫ K+&Éq P l
A Q
SC

B _+<äTe⁄qT Q nì ù|s¡T ô|{≤º*.

C k˛bÕqeTT 4 : BC bı&Ée⁄qT yê´kÕs¡ΔeTT>± rdüTø√yê*.

R
A
B

k˛bÕqeTT 5 : eè‘·Ô˝Òœì jÓTTø£ÿ ˝ÀVü≤|ü⁄ eTT\T¢qT Q e<ä› qT+∫ #ê|üeTTqT

P l
K+&ç+#ê*. K+&Éq _+<äTe⁄≈£î R nì ù|s¡T ô|{≤º*. Q
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 R Step-6: Join PR. This gives us ∠RPQ. It has the same measure as
∠CAB.
This means ∠QPR has same measure as ∠BAC.

P l
Q

13.7 CONSTRUCTION TO BISECT A GIVEN ANGLE

A
Take a tracing paper. Mark a point O on it. With O as A
JJJG JJJG C
initial point, draw two rays OA and OB . You get ∠AOB.

AN
JJJG JJJG
Fold the sheet through O such that the rays OA and OB
JJJG
coincide. Let OC be the crease of paper which is obtained O B

G
after unfolding the paper.
HJJG
OC is clearly a line of symmetry for ∠AOB.

N HJJG
Measure ∠AOC and ∠COB. Are they equal? OC the line of symmetry, is therefore
known as the angle bisector of ∠AOB.
LA
Let an angle say ∠MON be given.
M
Steps of Construction:
TE

Step-1: With O as centre and any convenient radius, draw an arc

p cutting OM and ON at P
PQ
M
and Q respectively.
P O
N
T,

Step-2: With P as centre

and any radius slightly more than half of the length of PQ,
ER

O Q N
draw an arc in the interior of M
the given angle. Z
P
Step-3: With Q as centre
SC

and without altering radius (as in

step 2) draw another arc in the
interior of ∠MON. O Q N
Let the two arcs intersect at Z.
M
JJJG JJJG
Z Step-4: Draw ray OZ . Then OZ is the desired bisector
P
of ∠MON.
Observe ∠MOZ = ∠ZON.

O Q N
136
PRACTICAL GEOMETRY Free distribution of Govt. of Telangana 2022-23
 k˛bÕqeTT 6 : P eT]j·TT R \qT ø£\bÕ*. eTq≈£î ø√]q ø√DeTT ∠P
R
ì]à‘·eTe⁄‘·T+~.
∠QPR eT]j·TT ∠ABC ø√DeTT\ ˇπø ø=\‘·\qT ø£*Z j·TT+{≤sTT.

P l
Q

13.7 Ç∫Ãq ø√DeTT jÓTTø£ÿ düeT~«K+&Éq πsKqT ì]à+#·T≥

A
ˇø£ ø±–‘·eTTqT rdüTø=ì <ëìô|’ ‘O’ nH˚ _+<äTe⁄qT >∑T]Ô+#ê*.
JJJG JJJG A

AN
‘O’ _+<äTe⁄ >∑T+&Ü OA eT]j·TT OB nqT øÏs¡DeTT\qT ^j·÷*. C
JJJG JJJG
eTq≈£î ∠AOB ø√DeTT ì]à‘·eTe⁄‘·T+~. O _+<äTe⁄ e<ä› OA , OB
\T @ø°u$ÑÛ +#˚≥≥T¢ ø±–‘·eTTqT eT&Éyê*. eT&Éeã&çq ÁbÕ+‘·eTT˝À ˇø£ sπ KqT
JJJG

G
^j·÷*. <ëì OC >± >∑T]Ô+#ê*. O B
JJJG
OC , ∠AOB jÓTTø£ÿ kÂwüºeπsK
∠AOC eT]j·TT ∠COB \T düe÷qy˚THê? OC ,N JJJG
∠AOB jÓTTø£ÿ kÂwüºeπsK. <ëìì eTqeTT
LA
ø√DdüeT~«K+&Éq πsK>± >∑T]ÔkÕÔeTT.
M
∠MON ø√DeTTqT rdüTø=+<ë+.
TE

ìsêàD Áø£eT+
k˛bÕqeTT 1 : O qT πø+Á<äeTT>± #˚düTø=ì eTq≈£î kÂ\uÛÑ´yÓTÆq yê´kÕs¡ΔeTT‘√
M #ê|üeTT PQ qT ^j·÷*. #ê|üeTT OM, O N
ON P Q
T,

P
\qT eT]j· TT e<ä› K+&çdüTÔ+~.
k˛bÕqeTT 2 : P øπ +Á<äeTT>± PQ jÓTTø£ÿ bı&Ée⁄˝À dü>e∑ TT ø£+fÒ ø=+#ÓeTT
ER

m≈£îÿe yê´kÕs¡eΔ TT‘√ Ç∫Ãq ø√DeTT jÓTTø£ÿ n+‘·se¡ TT˝À #ê|üeTTqT ^j·÷*.
M
O Q N Z
P
k˛bÕqeTT 3 : Q πø+Á<äeTT>±, yê´kÕs¡ΔeTT˝À e÷s¡TŒ˝Ò≈£î+&Ü ∠MON
SC

jÓTTø£ÿ n+‘·s¡eTT˝À eTs√ #êbÕìï eTT+<äT #êbÕìï

K+&ç+#˚≥≥T¢ ^j·÷*. ¬s+&ÉT #ê|üeTT\ jÓTTø£ÿ K+&Éq
O
_+<äTe⁄≈£î Z nì ù|s¡T ô|{≤º*. Q N

M
Z
P JJJG
k˛bÕqeTT 4 : OZ , ∠MON jÓTTø£ÿ ø√D düeT~«K+&Éq πsK
∠MOZ R ∠ZON >∑eTì+#·+&ç.

O Q N
137
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 EXERCISE - 13.4

1. Draw the following angles with the help of a protractor .

i) ∠ABC = 65° ii) ∠PQR = 136° iii) ∠Y= 45° iv) ∠
∠O = 172°
2. Copy the following angles in your note book and draw their bisector:

A
AN
13.8 CONSTRUCTING ANGLES OF SPECIAL MEASURES

G
There are some elegant and accurate methods to construct some angles of special sizes
which do not require the use of the protractor. A few have been discussed here.

N
You learnt the construction of any given angle by using a protractor. Now we will learn
construction of some angles by using compasses only.
LA
13.8.1 Construction of 60° Angle
Step-1: Draw a line l and mark a point O on it. O l
TE

Step-2: Place the pointer of the compasses at O and draw an arc of

convenient radius which cuts the line l at a point say, A.
l
B Step-3: With the pointer at A (as centre) O A
and the same radius as in the step-2.
T,

Now draw an arc that passes through

O. B
l
O A Step-4: Let the two arcs intersect at
ER

B. Join OB. We get ∠AOB whose measure is 60°.

60°
Use protractor and draw 60°. Now compare two l
O A
measurements. Are they equal?
SC

13.8.2 Construction of 120° Angle

An angle of 120° is nothing but twice of an angle of 60°. Therefore, it can be constructed
as follows:
P
Step-1: Draw any ray OA. O A

Step-2: Place the pointer of the compasses at O. With O

as centre and any convenient radius draw an arc cutting O M A
OA at M.

138
PRACTICAL GEOMETRY Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 13.4
1. ø√De÷ìì ñ|üjÓ÷–+∫ á øÏ+~ ø√DeTT\qT ^j·T+&ç.
i) ∠ABC = 65° ii) ∠PQR = 136° iii) ∠Y= 45° iv) ∠
∠O = 172°
2. á øÏ+<ä Çe«ã&çq ø√DeTT\qT MT H√{Ÿ |ü⁄düÔø£eTT˝À ^∫ yê{Ï jÓTTø£ÿ ø√D düeT~«K+&Éq πsK\qT
^j·TTeTT.

A
AN
13.8 Á|ü‘˚´ø£ ø=\‘·\T >∑\ ø√D≤\ ìsêàD+
ø√De÷ìì düVü‰j·TeTT ˝Ò≈£î+&Ü ø=ìï ø√DeTT\qT Á|ü‘˚´ø£ |ü<䛑·T\˝À ì]à+#·e#·Tà yê{Ïì Ç|ü⁄Œ&ÉT

G
|ü]o*<ë›+.
eTqeTT ø√De÷ì qT|üjÓ÷–+∫ ø√DeTT\qT ì]à+#·&ÉeTT H˚s¡TÃø=Hêï+ ø£<ë ! eè‘·Ô˝Òœì düVü‰j·TeTT‘√
N
ø√DeTT\qT ì]à+#·&ÉeTT m˝≤? nqï<ëìì H˚s¡TÃø=+<ë+.
LA
13.8.1 600 ø√DeTTqT ì]à+#·T≥
k˛bÕqeTT 1 : l πsKqT ^∫ <ëìô|’ ªª0μμ _+<äTe⁄qT >∑T]Ô+#·+&ç. O
l

k˛bÕqeTT 2 : eè‘·Ô˝Òœì rdüTø=ì ø=+‘· yê´kÕs¡ΔeTT‘√ ‘O’ πø+Á<äeTT>± l qT

TE

K+&ç+#˚≥≥T¢ ˇø£ #ê|üeTT ^∫, K+&Éq _+<äTe⁄≈£î A nì ù|s¡T ô|{≤º*.

k˛bÕqeTT 3 : A qT π ø +Á<ä e TT>± #˚ d ü T ø=ì, B

A l yê´kÕs¡ΔeTTqT e÷s¡Ã≈£î+&Ü eTs√ #ê|üeTTqT ‘O’

O
T,

>∑T+&Ü yÓfi‚fl˝≤ ^j·÷*. #ê|üeTT\ K+&Éq _+<äTe⁄≈£î

B nì ù|s¡T ô|{≤º*. l
O A
ER

k˛bÕqeTT 4 : OB \qT ø£\bÕ*. eTq≈£î 600 ø√DeTT ì]à‘·eTe⁄‘·T+~.

∠AOB = 600. B
ø√De÷ìì ñ|üjÓ÷–+∫ 600 ø√DeTTqT ^j·T+&ç. ¬s+&ÉT ø√DeTT\qT
SC

b˛\Ã+&ç. ¬s+&ÉTq÷ düe÷q+>± ñHêïj·÷?

60°
0 l
13.8.2 120 ø√DeTTqT ì]à+#·TeTT O A

1200 ø√DeTT, 600 ø√DeTTq≈£î s¬ {Ï+º |ü⁄ ø£<ë! n+<äT#˚ 1200 ø√DeTTqT á ÁøÏ+~ $<Ûeä TT>± ì]à+#·e#·TÃ.
JJJG
k˛bÕqeTT 1 : OA øÏs¡DeTTqT ^j·TTeTT. O A
k˛bÕqeTT 2 : eè‘·Ô˝Òœìì O e<ä› qT+∫ ‘O’ πø+Á<äeTT>± ø=+‘· yê´kÕs¡ΔeTT‘√ P

ˇø£ #ê|üeTTqT OA qT K+&ç+#˚≥≥T¢ ^∫ OA qT K+&Éq

_+<äTe⁄qT M >± ù|s¡Tô|{≤º*. O M A

139
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Step-3: With M as centre and without altering radius (as in Q P
step 2) draw an arc which cuts the first arc at P.

O M A
•D
Q P Step-4: With P as centre and without altering the radius (as
in step 2 ) draw an arc which cuts the first arc at Q.
120°
Step-5: Join OQ and extend upto D. Then ∠AOD=120°

A
O M A is the required angle.

AN
DO THIS
Construct angles of 180°, 240°, 300°.

G
13.8.3 Construction of 30°Angle
S
Steps of Construction: R

N
Draw an angle of 60° as discussed above. Name it as ∠AOR.
LA
Bisect this angle as shown earlier to get two angles each of 30°. 60°
O A P
13.8.4 Construction of 90° Angle
TE

Look at the given figure

∠AOP = 60°, ∠POQ = 60° and
Q P
B ∠AOQ = 120°
T,

We want to construct an angle of 90°.

Q P O M A
We know that 90° = 60° + 30° and
ER

also 90° = 120° - 30°

O M A So, we need to bisect ∠POQ to get an angle of 30°.
SC

∠BOP = 30° and ∠AOB = 90°

Think of one more way to construct a 90° angle.

p.
Step-1: With 'P' as a centre and convenient radius draw an arc above PQ
Step-2: With 'Q' as a centre and with same radius draw another arc intersecting the previous arc
at 'B'.
JJJG
Step-3: Draw the ray OB . ∠AOB = 90° which is our required angle.

140
PRACTICAL GEOMETRY Free distribution of Govt. of Telangana 2022-23
k˛bÕqeTT 3 : M qT πø+Á<äeTT>± rdüTø=ì yê´kÕs¡ΔeTT˝À (OM) Q P
e÷s¡TŒ˝Ò≈î£ +&Ü eTT+<äT #ê|üeTTqT K+&ç+#˚≥≥T¢ eTs√
#ê|üeTTqT ^∫, #ê|üeTT\ K+&Éq _+<äTe⁄qT P nì
ù|s¡T ô|{≤º*. O M A

•D k˛bÕqeTT 4: P qT πø+Á<äeTT>± #˚düTø=ì, OM = OP yê´kÕs¡ΔeTT˝À

Q P e÷s¡TŒ˝Ò≈£î+&Ü eTs√ #ê|üeTTqT ^∫ K+&Éq _+<äTe⁄qT Q nì ù|s¡T
ô|{≤º*.

A
120° k˛bÕqeTT 5 : O, Q _+<äTe⁄\qT ø£*|æ D es¡≈î£ bı&ç–+#ê*. eTqeTT
O M A ø√]q ∠AOD = 1200 ø√DeTT ì]à‘·eTe⁄‘·T+~.

AN
Ç$ #˚j·T+&ç
1800, 2400, 3000 ø√DeTT\qT ì]à+#·+&ç.

G
13.8.3 eè‘·Ô˝Òœì düVü‰j·TeTT‘√ 300 ø√DeTTqT ì]à+#·T≥ S
R
ìsêàD k˛bÕqeTT\T :
N
600 ø√DeTTqT ^j·T&É+ H˚s¡TÃ≈£îHêïeTT ø£<ë ! <ëìøÏ ∠AOR >±
LA
60°
ù|s¡Tô|≥º+&ç. O A P
0
Ç|ü⁄Œ&ÉT á 60 ø√DeTTqT eTT+<äT H˚s¡TÃ≈£îqï $<Ûëq+ <ë«sê
TE

düeT~«K+&Éq #˚dæ 300 ø√D+qT @s¡Œs¡#·+&ç.

13.8.4 eè‘·Ô˝Òœì düVü‰j·TeTT‘√ 900 ø√DeTTqT ì]à+#·T≥ :
Ç∫Ãq |ü{≤ìï #·÷&É+&ç.
T,

B ∠AOP = 600 ∠POQ = 600 Q P

eT]j·TT ∠AOQ = 1200.
ER

Q P eTq+ 900 ø√D≤ìï ì]à+#ê* ø£<ë! O M A

eT]j·TT 900 R 600G300 nì eTq≈£î
O ‘Ó\TdüT. Ç+ø± 900R1200`300, n+fÒ 300 ì]à+#·&ÜìøÏ ∠POQ qT
M
SC

A
düeT~«K+&Éq #˚j·÷*. ∠BOP=300eT]j·TT ∠AOB = 900 .
Ç+ø± @ $<Ûä+>± 900 ø√D≤ìï ì]à+#·e#√Ã Ä˝À∫+#·+&ç.
k˛bÕqeTT 1 : P p ô|’ uÛ≤>∑eTT˝À
qT πø+Á<äeTT>± #˚düTø=ì eTq≈£î q∫Ãq yê´kÕs¡ΔeTT‘√ ˇø£ #ê|üeTT PQ
^j·÷*.
k˛bÕqeTT 2 : Q qT πø+Á<äeTT>± #˚düTø=ì n+‘˚ yê´kÕs¡ΔeTT‘√ eTs√ #ê|üeTT ^∫, K+&çq _+<äTe⁄qT B nì
ù|s¡T ô|{≤º*.
JJJG
k˛bÕqeTT 3 : OB øÏs¡DeTTqT ^j·÷*. eTqeTT ø√]q ∠AOB R 900 ø√DeTT ì]à‘·eTsTTq~.
141
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 DO THIS
Construct an angle of 45° by using compasses.

EXERCISE - 13.5
1. Construct ∠ABC = 60° without using protractor.
2. Construct an angle of 120° with using protractor and compasses.
3. Construct the following angles using ruler and compasses. Write the

A
steps of construction in each case.
(i) 75° (ii) 15° (iii.) 105°

AN
4. Draw the angles given in Q.3 using a protractor.
5. Construct ∠ABC = 50° and then draw another angle ∠XYZ equal to ∠ABC without
using a protractor.

G
6. Construct ∠DEF = 60°. Bisect it, measure each half by using a protractor.
WHAT HAVE WE DISCUSSED?
N
This chapter deals with methods of drawing geometrical shapes.
LA
1. We use the followng geometrical instruments to construct shapes:
i) A graduated ruler (ii) The compasses
iii) The divider (iv) Set-squares (v) The protractor
TE

2. Using the ruler and compasses, the following constructions can be made:
i) A circle, when the length of its radius is known.
ii) A line segment, if its length is given. iii) A copy of a lines segment.
T,

iv) A perpendicular to a line through a point

(a) on the lines (b) not on the line
v) The perpendicular bisector of a line segment of given length.
ER

vi) An angle of a given measure.

vii) A copy of an angle.
viii) The bisector of a given angle.
SC

ix) Some angles of special measures such as:

(a) 90° (b) 45° (c) 60° (d) 30° (e) 120° (f) 135°

Fun with curves

Mark 10 points at 1cm intervels on two lines at right angles,
numbering them 1 to 10.Join 1 to 10, 2 to 9, 3 to 8, . . .
etc.so that the sum is 11 as shown in the figure. The result is
a curve.

142
PRACTICAL GEOMETRY Free distribution of Govt. of Telangana 2022-23
 Ç$ #˚j·T+&ç
1. eè‹Ô˝Òœì ñ|üjÓ÷–+∫ 450 ø√DeTTqT ì]à+#·+&ç.

nuÛ≤´düeTT ` 13.5
1. ø√De÷ìì ñ|üjÓ÷–+#·≈£î+&Ü ∠ABC R 600 ø√DeTTqT ì]à+#·+&ç.
2. ø√De÷ìì, eè‹Ô˝ÒœìqT|üjÓ÷–dü÷Ô 1200 ø√DeTT\qT ì]à+#·+&ç.
3. Çe«ã&çq ø√DeTT\qT ùdÿ\T, eè‘·Ô˝Òœì düVü‰j·TeTT‘√ ì]à+#·+&ç. yê{ÏjÓTTø£ÿ ìsêàD k˛bÕqeTT\T

A
sêj·TeTT.
i) 75° ii) 15° iii) 105°

AN
4 ø√De÷ìì ñ|üjÓ÷–+∫ Á|üX¯ï`3˝À Ç∫Ãq ø√DeTT\qT ^j·T+&ç.
5. ∠ ABC R 50 0 ø√DeTTqT ì]à+∫ ∠ ABC q≈£ î dü e ÷qeTT nsTTq ∠ XYZ ø√De÷ì
qT|üjÓ÷–+#·≈£î+&Ü ì]à+#ê*.

G
6. ∠DEF R 600 qT ì]à+#·+&ç. Bìì düeT~«K+&Éq #˚j·T+&ç.

eTq+ H˚s¡TÃ≈£îqï$
N
á n<Ûë´j·T+˝À C≤´$Trj·T Äø±s¡eTT\ ìsêàD |ü<äΔ‘·T\qT H˚s¡TÃø=Hêï+.
LA
1. C≤´$Trj·T ìsêàDeTTq≈£î á øÏ+~ |ü]ø£s¡eTT\ qT|üjÓ÷–kÕÔ+.
i) ùdÿ\T ii) eè‘·˝
Ô œÒ ì
iii) $uÛ≤–ì iv) ø√De÷ìì v) eT÷\eT≥ºeTT\T
TE

2. ùdÿ\T, eè‘·Ô˝Òœì düVü‰j·TeTT‘√ á ÁøÏ+~ ìsêàDeTT\T #˚j·Te#·TÃ.

i) Ç∫Ãq yê´kÕs¡ΔeTT‘√ eè‘·ÔeTT ì]à+#·T≥
ii) Ç∫Ãq bı&Ée⁄‘√ πsU≤K+&ÉeTTqT ì]à+#·T≥ iii) πsU≤K+&ÉeTT jÓTTø£ÿ qø£\TqT ì]à+#·T≥
T,

iv) \+ãπsKqT ^j·T&ÉeTT

(a) Ç∫Ãq πsKô|’ ñqï _+<äTe⁄ qT+&ç (b) Ç∫Ãq πsKô|’ ˝Òì _+<äTe⁄ qT+&ç
ER

v) Ç∫Ãq πsU≤K+&ÉeTT jÓTTø£ÿ \+ã düeT~«K+&Éq πsKqT ^j·T&É+.

vi) Ç∫Ãq ø=\‘· ø£*Zq ø√DeTTqT ì]à+#·&É+
vii) Ç∫Ãq ø√DeTT jÓTTø£ÿ qø£\TqT ^j·T&É+.
viii)
SC

Ç∫Ãq ø√DeTT jÓTTø£ÿ düeT~«K+&Éq πsK ^j·T&É+

ix) ø=ìï Á|ü‘˚´ø£ ø√DeTT\qT eè‘·Ô˝Òœì‘√ ì]à+#·&É+
(a) 90° (b) 45° (c) 60° (d) 30° (e) 120° (f) 135°
eÁø±\‘√ ‘·e÷cÕ
Á|üø£ÿ |ü≥+˝À #·÷|æq $<Ûä+>± \+ã+>± ñqï ¬s+&ÉT πsK\ô|’ 1 ôd+.MT
$uÛ≤>∑+>± 10 _+<äTe⁄\qT >∑T]Ô+#·+&ç. 1 eT]j·TT 10, 2 eT]j·TT 9, 3
eT]j·TT 8 ..... Ç˝≤ nìï _+<äTe⁄\qT yÓTT‘·ÔeTT 11 e#˚Ã≥T¢ ø£\|ü+&ç.
|òü*‘·+ ˇø£ eÁø£eTT. Ç≥Te+{Ï eT] ø=ìï |ü{≤\qT Á|üj·T‹ï+#·+&ç.

143
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 CHAPTER - 14
Understanding 3D and 2D Shapes

14.1 INTRODUCTION

A
Pictures of some objects are given below.

AN
G
N
LA
Carefully study the shape of these objects. Classify them according to their shape in this
table:
TE

Table - 14.1
Shape Object
Like a match box
T,

Like a ball
Like a wooden log
Like a dice
ER

Like a cap

14.2 3D-SHAPES
SC

We have learnt about triangles, squares, rectangles etc. in the previous classes. All these
shapes spread in two directions only and thus called two-dimensional or 2D shapes.

All solid objects like above, have a length, breadth and height or depth. Thus they are
thus called three dimensional or 3D-shapes. Now, we will learn about various 3 dimensional or 3D
shapes.

144
UNDERSTANDING 3D AND 2D SHAPES Free distribution of Govt. of Telangana 2022-23
 n<Ûë´j·TeTT ` 14
Á‹$Trj·T ` ~«$Trj·T Äø±sê\ ne>±Vü≤q

14.1 |ü]#·j·T+

A
ø=ìï edüTÔe⁄\ ∫Á‘ê\T øÏ+<ä Çe«ã&çq$

AN
G
N
LA
M{Ï Äø±sê\qT C≤Á>∑‘·Ô>± |ü]o*+#·+&ç. Äø±sê\qT ã{Ϻ yê{Ïì eØZø£]+∫ øÏ+<ä |ü{Ϻø£ |üP]+#·+&ç.
|ü{Ϻø£ 14.1
TE

Äø±s¡eTT edüTÔe⁄
n–Zô|f…ºe˝… ñ+&˚$
ã+‹e˝… ñ+&˚$
T,

ø=j·T´<ä÷\eTT e˝… ñ+&˚$

ER

bÕ∫ø£\ e˝… ñ+&˚$

{À|æ Äø±s¡eTT˝À ñ+&˚$
14.2 Á‹$Trj·T Äø±sê\T
SC

øÏ+~ ‘·s¡>∑‘·T˝À¢ Á‹uÛÑTC≤\T, #·‘·Ts¡ÁkÕ\T, Bs¡È#·‘·Ts¡ÁkÕ\T yÓTT<ä\>∑T yê{Ï >∑T]+∫ H˚s¡TÃ≈£îHêï+. á

Äø±sê\˙ï ¬s+&ÉT ~X¯\˝À e÷Á‘·y˚T $düÔs¡DqT ø£*– ñ+{≤sTT. M{ÏH˚ ~«$Trj·T Äø±sê\T ˝Òø£ 2D Äø±sê\T
n+{≤+.
ô|’q Çe«ã&çq nìï |òüTHêø±s¡ edüTÔe⁄\T bı&Ée⁄, yÓ&É\TŒ eT]j·TT m‘·TÔ ˝Òø£ ˝À‘·T\T nH˚ eT÷&ÉT
ø=\‘·\T ø£*– ñ+{≤sTT. M{ÏH˚ Á‹$Trj·T Äø±sê\T ˝Òø£ 3D Äø±sê\T n+{≤+. Ç|ü&ÉT eTq+ $$<Ûä Á‹$Trj·T
˝Òø£ 3D Äø±sê\ >∑T]+∫ H˚s¡TÃ≈£î+<ë+.

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14.2.1 Cuboid Edges Faces
Vertices
The shapes like a closed match box are examples
of a cuboid. Touch your hand on the top of the match box.
This plane surface is the face of match box. How many faces
does a match box have?
The sides of the faces are the edges. How many edges does a match box have?
The corners of the edges are the vertices of the match box. How many vertices does a
match box have?

A
Now take an eraser, whose shape is similar to that of a match box. Touch your hand along
its faces, edges and vertices.

AN
Does the eraser have the same number of faces, edges and vertices as that of match box?
You will find this to be true.
Objects like match boxes, erasers etc. are in the shape of a cuboid and have 6 faces,
12 edges and 8 vertices.

G
14.2.2 Cube

N
A dice is an example of a cube. Take a dice. Locate its faces, edges and
vertices. Count them. How many faces, edges and vertices does a dice have?
LA
You will find that a die has 6 faces, 12 edges and 8 vertices, same as
that of a cuboid. Then what is the difference between a cube and a cuboid? You
will find that the length, breadth and height of a cube are all same, but in a cuboid
TE

they are different. Verify this by measuring the length, breadth and height of an
eraser and a die.

TRY THESE
T,

1. (i) What is the shape of the face of a cube?

(ii) What is the shape of the face of a cuboid?
ER

2. Ramesh has collected some boxes in his room. Pictures of

these are given here. How many are cubes and how many
are cuboids.
3. Ajith has made a cuboid by arranging cubes of 2 centimeter
SC

each. What is the length, breadth and height of the cuboid so

formed?

14.2.3 Cylinder
Objects like a wooden log, a piece of pipe, a candle, tube light are
in the shape of a cylinder. Take a candle. Slice it on the top as shown in the
fig.1. Lay it down horizontally (fig.2). Can you roll it?

Now erect candle up vertically (fig.3). Does it roll? fig.1

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UNDERSTANDING 3D AND 2D SHAPES Free distribution of Govt. of Telangana 2022-23
14.2.1 Bs¡È|òüTqeTT Edge
n+#·
T\T
Face
‘·˝≤\T
Vertices
osê¸\T
n–Zô|f…º e+{Ï Äø±s¡eTT˝À >∑\ edüTÔe⁄\T Bs¡È|òüTqeTTq≈£î
ñ<ëVü≤s¡D\T. n–Zô|f…º ô|’ uÛ≤>∑eTTqT ˙ #˚‹‘√ ‘ê≈£îeTT. á uÛ≤>±ìï
n–Zô|f…º ‘·\+ n+{≤s¡T n–Zô|f…º≈£î mìï ‘·˝≤\T+{≤sTT?
á ‘·˝≤\ uÛÑTC≤˝Ò n+#·T\T. n–Zô|f…º≈£î mìï n+#·T\T ñ+{≤sTT?
n+#·T\ eT÷\\H˚ osê¸\+{≤+. n–Zô|f…º≈£î mìï osê¸\T+{≤sTT?
Ç|ü&ÉT ˇø£ ô|ì‡˝Ÿ s¡ã“s¡TqT #˚‹‘√ ‘êøÏ n~ ≈£L&Ü n–Zô|f…º Äø±s¡+˝À ñ+≥T+<äì Á>∑Væ≤+#·+&ç. <ëì

A
‘·˝≤\qT n+#·T\qT, osê¸\qT |ü]o*+#·+&ç.

AN
n–Zô|f…º e˝… ô|ì‡˝Ÿ s¡ã“s¡T ≈£L&Ü n<˚ dü+K´˝À >∑\ ‘·˝≤\qT, n+#·T\qT, osê¸\qT ø£*– ñ+≥T+<ë?
Ç~ ì»eTì ‘Ó\TdüTÔ+~.
n–Zô|f…º, ô|ì‡˝Ÿ s¡ã“s¡T yÓTT<ä\>∑Tq$ Bs¡È|òüTqeTT Äø±s¡+˝À ñ+&ç 6 ‘·˝≤\qT, 12 n+#·T\qT, 8

G
osê¸\qT ø£*– ñ+{≤sTT.
14.2.2 düeT|òüTqeTT
N
bÕ∫ø£ Äø±s¡+˝Àì edüTÔe⁄\T düeT|òüTqeTTq≈£î ñ<ëVü≤s¡D\T. ˇø£ bÕ∫ø£
LA
‘·˝≤\qT, n+#·T\qT, osê¸\qT |ü]o*+∫ ˝…øÿÏ +#·+&ç? bÕ∫ø£\≈£î mìï ‘·˝≤\T, n+#·T\T,
osê¸\T ñ+{≤jÓ÷ #Ó|üŒ+&ç.
Bs¡È|òüTqeTTq≈£î e˝Ò BìøÏ 6 eTTU≤\T, 12 n+#·T\T, 8 osê¸\T ñ+{≤j·Tì ˙e⁄ ø£qT>=+{≤e⁄. eT]
TE

düeT|òüTqeTTq≈£î, Bs¡È|òüTqeTTq≈£î >∑\ ‘˚&Ü ˝Ò$T{Ï? ˇø£ düeT|òüTqeTT jÓTTø£ÿ bı&Ée⁄, yÓ&É\TŒ eT]j·TT m‘·TÔ\T
düe÷qeTì, n<˚ Bs¡È|òüTqeTTq¬ø’‘˚ n$ düe÷qeTT ø±<äì ˙e⁄ ø£qT>=q>∑\e⁄. ô|ì‡˝Ÿ s¡ã“s¡T, bÕ∫ø£\ bı&Ée⁄,
yÓ&É\TŒ, m‘·TÔ\qT ø=\∫ dü]#·÷&É+&ç.
Á|üj·T‹ï+#·+&ç
T,

1. i) düeT|òüTqeTT jÓTTø£ÿ eTTK Äø±s¡y˚T$T?

ER

ii) Bs¡È|òüTqeTT jÓTTø£ÿ eTTK Äø±s¡y˚T$T?

2. s¡y˚Twt n‘·ì >∑~˝Àì ø=ìï ô|f…º\qT mqTï≈£îHêï&ÉT. yê{Ï ∫Á‘·eTT\T
Á|üø£ÿq Çe«ã&çq$. yê{Ï˝À düeT|òüTHê˝…ìï, Bs¡È|òüTHê˝…ìï?
SC

3. nõ‘Y 2 ôd+.MT uÛTÑ »+ >∑\ düeT |òTü Hê\‘√ Bs¡|È Tüò Hêìï ‘·j÷· s¡T#˚XÊ&ÉT.
eT] Ä Bs¡È|òüTqeTT jÓTTø£ÿ bı&Ée⁄, yÓ&É\TŒ eT]j·TT m‘·TÔ\T m+‘·?
14.2.3 dü÷ú|üeTT
ø=j·T´ <ä÷\eTT, ô|’|ü⁄eTTø£ÿ, ø=y=«‹Ô, ≥÷´uŸ˝…’{Ÿ yÓTT<ä\>∑T edüTÔe⁄\T dü÷úbÕø±s¡+˝À
ñ+{≤sTT. ˇø£ ø=y=«‹Ôì rdæø=ì |ü≥eTT`1 ˝À #·÷|æq $<Ûä+>± ô|’ uÛ≤>∑eTT˝À ø£‹Ô]+#·TeTT.
∫qïeTTø£ÿqT bÕs¡yd˚ æ $T–*q ø=y=«‹Ôì |ü≥eTT`2 #·÷|æq≥T¢ n&É+¶ >± H˚\ô|’ ñ+∫ <=]¢+#·TeTT.
MTs¡T <ëìì <=]¢+#·>∑\sê?
Ç|ü&ÉT ø=y=«‹Ôì ì\Te⁄>± ô|’øÏ ˝Ò|ü+&ç (|ü≥+`3). Ç~ <=s¡T¢‘·T+<ë? |ü≥+. 1
147
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 Á‹$Trj·T`~«$Trj·T Äø±sê\ ne>±Vü≤q
 The surface on which the candle rolls is called
its curved surface. The surface on which the
candle does not roll, but stands on vertically is

height
the base, which is circular in shape.
Now what is the height and width of the
candle? Look at the height and width of the
fig.2 fig.3 cylinder shown in the figure.
diameter
14.2.4 Cone

A
Raju wants to buy a special cap for his birthday. He asked Leela to come along with him.
Leela said that there is no need to go to the market as they can make the cap on their own.

AN
Would you like to make a cap? Let us try.
Draw a circle on a thick paper using a compass. Draw two lines from the centre to the
circumference as shown in the fig.(ii)

G
O O O

N
LA
(i) (ii) (iii) (iv) (v)

Cut this part with scissors it will look like. (fig.iii)

TE

Now join OA and OB with adhesive tape. Your cap is ready now. Decorate it as you wish.
Raju inverted the cap and said "oh! it looks like an ice-cream C
cone."
T,

Here is a figure of a cone. OA is the radius of the circular

part and OC is the height of the cone. A O B
ER

THINK, DISCUSS AND WRITE

What is the difference between a cylinder and a cone with respect
to the number of faces, vertices and edges? Discuss with your friends.
SC

14.2.5 Sphere
Balls, laddoos, marbles etc. are all in the shape of a sphere. They roll
freely on all sides.
Can you call a coin a sphere? Does it roll on all its sides? Is the case with
a bangle?
You may have seen lemon in your daily life. When we cut it horizontally it
looks like the shape shown in the figure. The shape of such an object is called
semisphere.
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UNDERSTANDING 3D AND 2D SHAPES Free distribution of Govt. of Telangana 2022-23
 @ ‘·\+ ô|’ Áø=y=«‹Ô <=s¡T¢‘·T+<√, Ä ‘·˝≤ìï <ëì

height
m‘·TÔ
ªªeÁø£‘·\+μμ n+{≤s¡T. n~ <=s¡¢˝Òì eT]j·TT ì{≤s¡T>± ì\ã&˚
‘·˝≤ìï ªªuÛÑ÷$Tμμ n+{≤s¡T. Ç~ eè‘êÔø±s¡+˝À ñ+≥T+~.
eT] dü÷úbÕìøÏ m‘·TÔ eT]j·TT yÓ&É\TŒ\T @$T{Ï? |ü≥+˝À diameter
yê´dü+
|üfig.2
≥+. 2 |üfig.3
≥+. 3 #·÷|æq <ëì m‘·TÔ, yÓ&É\TŒ (yê´düeTT)\qT #·÷&É+&ç.
14.2.4 X¯+KTe⁄

A
sêE n‘·ì |ü⁄{Ϻqs√Eq ˇø£ Á|ü‘˚´ø£yÓTÆq {À|æì ø=q<ä\∫Hê&ÉT. ©\qT ‘·q‘√ s¡eTàì n&ç>±&ÉT. ©\
n‘·ì‘√ ªª<ëì ø√dü+ <äTø±DeTTq≈£î yÓfi¯flqedüs¡+ ˝Ò<äT, eTqy˚T Ä {À|æì ‘·j·÷s¡T#˚düTø=qe#·TÃμμ nqï~.

AN
MTs¡T ≈£L&Ü n˝≤+{Ï {À|æì ‘·j·÷s¡T#˚j·÷\qT≈£î+≥THêïsê? nsTT‘˚ Á|üj·T‹ï<ë›+!
ˇø£ #ês¡Tº ø±–‘·eTT ô|’ eè‘·˝Òœì düVü‰j·T+‘√ ˇø£ eè‘êÔìï ^j·T+&ç. eè‘·Ô πø+Á<äeTT qT+&ç <ëì |ü]~Ûì
ø£\T|ü⁄ ¬s+&ÉT πsK\qT |ü≥+ (ii) ˝À #·÷|æq≥T¢ ^j·÷*.

G
N
LA
(i) (ii) (iii) (iv) (v)
TE

ø£‘ÓÔs¡‘√ á uÛ≤>∑eTTqT ø£‹Ô]ùdÔ |ü≥+ (iii) ˝À e˝… e#·TÃqT. C

OA , OB \qT |ü≥eTT˝À #·÷|æq≥T¢ ø£*|æ fÒ|ü⁄‘√ n‹øÏ+#·+&ç. MT≈£î

q∫Ãq Ø‹˝À <ëìï n\ø£]+#·+&ç. {À|æ ‘·j·÷¬s’+~ sêE {À|æì
A O B
T,

‹|æŒ#·÷∫ ªªz! Ç~ ◊dtÁø°yéT ø√Hé ˝≤ ñ+~μμ nHêï&ÉT.

X¯+KTe⁄ Äø±sêìï Á|üøÿ£ |ü≥+˝À #·÷&Ée#·TÃ. OA ì eè‘êÔø±s¡ uÛ≤>∑ yê´kÕs¡eú Tì, OC ì X¯+≈£îe⁄ m‘·TÔ nì
ER

nqe#·TÃ.
Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç
SC

dü÷ú|üeTTq≈£î, X¯+KTe⁄q≈£î >∑\ eTTU≤\T, n+#·T\T, osê¸\ dü+K´qT ã{Ϻ yê{Ï uÒ<Ûë\qT MT
$TÁ‘·T\‘√ #·]Ã+∫ ø£qT>=q+&ç.
14.2.5 >√fi¯eTT
ã+‘·T\T, \&É÷¶\T, >√∞\T yÓTT<ä\>∑Tq$ >√fi≤ø±s¡+˝À ñ+{≤sTT. Ç$ nìï yÓ’|ü⁄\ qT+∫
düT\Te⁄>± <=s¡¢>∑\e⁄.
ˇø£ HêDÒìï ˙e⁄ >√fi¯eTT nq>∑\yê? Ç~ nìï yÓ’|ü⁄\ qT+∫ düT\uÛÑ+>± <=s¡¢>∑\<ë? ˇø£
>±E dü+>∑‹ @$T{Ï?
ì‘·´J$‘·+˝À ˙e⁄ ìeTàø±j·TqT #·÷∫ ñ+{≤e⁄. <ëìì n&ÉT¶ø√‘· ø√ùdÔ |ü≥+˝À e˝Ò
ø£ì|ædüTÔ+~. Ç~ <ë<ë|ü⁄ ns¡Δ >√fi¯eTT e˝… ñ+≥T+~.
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 DO THIS
Fill the table accordingly:
S. No. Object Shape Slides only Roll only Slides and rolls
1. Cell Cylindrical × × 3
2. Ball
3. Oil can

A
4. Biscuit packet
5. Coin

AN
6. Marble
7. Orange

G
The cylinder, the cone and the sphere have no straight edges. What is the base of a cone?
Is it a circle? The cylinder has two bases. What shape is the base? Of course, a sphere has no
face! Think about it.
N
LA
14.2.6 Prism

Here is a diagram of a prism. Have you seen it in the laboratory? Two of

its faces is in the shape of triangle. Other faces are either in the shape of rectangle
TE

or parallelogram. It is a triangular prism.

If the prism has a rectangular base, it is a rectangular prism. Can you
recall another name for a rectangular prism? Prism
T,

14.2.7 Pyramid
A pyramid is a solid shape with a base and a point vertex, the other
ER

faces are triangles. All the triangular faces meet at vertex of the prism.
Here is a square pyramid. Its base is a square. Can you imagine a
triangular pyramid? Attempt a rough sketch of it. Pyramid
SC

ACTIVITY
Take a sheet of chart. Draw a triangle with equal
sides on the chart, cut it. Then using this triangle cut out
three more triangles of exactly same size from the chart.
Join the edges of the four triangles, thus formed in order
to make a closed object. This object is in the shape of a
tetrahedron or triangular pyramid.

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UNDERSTANDING 3D AND 2D SHAPES Free distribution of Govt. of Telangana 2022-23
 Ç$ #˚j·T+&ç
øÏ+~ |ü{Ϻø£qT ì+|ü+&ç.
Áø£. dü+U´ edüTÔe⁄ Äø±s¡eTT πøe\+ πøe\+ »s¡T>∑TqT eT]j·TT
»s¡T>∑T‘·T+~ <=s¡T¢‘·T+~ <=s¡T¢qT
1. u≤´≥Ø dü÷úbÕø±s¡+ × × 3
2. ã+‹
3.

A
q÷HÓ &Éu≤“
4. _ôdÿ{Ÿ bÕ´¬ø{Ÿ

AN
5. HêD…eTT
6. >√∞
7. Hê]+» |ü+&ÉT

G
dü÷ú|üeTT, X¯+≈£îe⁄ eT]j·TT >√fi¯eTT ‹qïì n+#·T\T (Straight edges) ø£*–j·TT+&Ée⁄. X¯+≈£îe⁄ uÛÑ÷$T

N
@~? eè‘êÔø±s¡y˚THê? dü÷ú|üeTTq≈£î ¬s+&ÉT uÛÑ÷eTT\T ñ+{≤sTT. <ëì uÛÑ÷$T @ Äø±s¡+˝À ñ+≥T+~? eT],
>√fi¯eTTq≈£î m≥Te+{Ï ‘·˝≤\T ñ+&Ée⁄. Ä˝À∫+#·+&ç.
LA
14.2.6 |ü≥ºø£eTT
Á|üø£ÿq |ü≥ºø£eTT |ü≥eTT Çe«ã&çq~. Á|üjÓ÷>∑XÊ\˝À Bìì #·÷∫ ñ+{≤e⁄. Bì ¬s+&ÉT
TE

eTTU≤\T Á‹uÛTÑ C≤ø±s¡+˝À ñ+{≤sTT. $T–*q eTTU≤\T Bs¡#È ‘· T· s¡ÁkÕ ø±s¡+˝À >±ì, #·‘T· s¡ÁkÕø±s¡+˝À
>±ì ñ+{≤sTT. Ç<˚ Á‹uÛÑTC≤ø±s¡ |ü≥ºø£eTT.
ˇø£ |ü≥ºø£eTTq≈£î uÛÑ÷$T Bs¡È#·‘·Ts¡ÁkÕø±s¡+˝À ñqï <ëìï Bs¡È#·‘·Ts¡ÁkÕø±s¡ |ü≥ºø£eTT
|ü≥ºø£eTT
T,

n+{≤s¡T. Bs¡È#·‘·Ts¡ÁkÕø±s¡ |ü≥ºø±ìøÏ eTs=ø£ ù|s¡T #Ó|üŒ>∑\yê?

14.2.7 |æs¡$T&é
ER

ˇø£ uÛÑ÷$T eT]j·TT ˇø£ osê¸ìï ø£*–, $T–*q eTTU≤\T Á‹uÛÑTC≤ø±s¡+˝À ñ+fÒ n~
|æs¡$T&é ne⁄‘·T+~. <ëì Á‹uÛÑTC≤ø±s¡ ‘·˝≤\˙ï os¡¸eTT e<ä› ø£\TdüT≈£î+{≤sTT.
SC

Çø£ÿ&É #·‘T· s¡ÁkÕø±s¡ |æs$¡ T&é Çe«ã&çq~. Bì uÛ÷Ñ $T #·‘T· s¡Ádü+. Á‹uÛTÑ C≤ø±s¡ |æs$¡ T&éqT
}Væ≤+#·>∑\sê? ∫‘·TÔ |ü{≤ìï ^j·T&ÜìøÏ Á|üj·T‹ï+#·+&ç. |æs¡$T&é
ø£è‘·´eTT
ˇø£ #ês¡Tº ø±–‘·eTT ô|’ düe÷q uÛÑTC≤\T >∑\ ˇø£ Á‹uÛÑT»eTTqT
^j·T+&ç. <ëìì ø£‹Ô]+∫ y˚s¡T #˚j·T+&ç. á Á‹uÛÑTC≤qTï|üjÓ÷–+∫ Ç<˚
ø=\‘·\T >∑\ Ç+ø± eT÷&ÉT Á‹uÛTÑ C≤\qT ø£‹]Ô +#·+&ç. Ä Á‹uÛTÑ C≤\ n+#·T\qT
ˇø£<ëì‘√ ˇø£{Ï n‹øÏ+∫ ˇø£ dü+eè‘· Äø£è‹ì bı+<ä+&ç. á Äø£è‘˚ ˇø£
ª#·‘·Ts¡Tàœμ ˝Òø£ ªÁ‹uÛÑTC≤ø±s¡ |æs¡$T&é.μ
151
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 EXERCISE-14.1
1. A triangular pyramid has a triangle at its base. It is also known as a
tetrahedron. Find the number of
No. of Faces : ____________
No. of Edges : ____________
No. of Vertices : ____________

A
2. A square pyramid has a square at its base. Find the number of
No. of Faces : ____________

AN
No. of Edges : ____________
No. of Vertices : ____________

3. Fill the table

G
Shape No. of curved surfaces No. of plane surfaces No. of Vertices

N
LA
TE

4. A triangular prism is often in the shape of a kaleidoscope. It has

triangular faces.
T,

No. of triangular Faces : ____________

No. of rectangular Faces : ____________
ER

No. of Edges : ____________

No. of Vertices : ____________
SC

14.3 POLYGONS
We have learnt about open and closed figures in the chapter 'Basic Geometrical Ideas'.
See the figures given below. Which of the following figures are open and which are closed?

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

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UNDERSTANDING 3D AND 2D SHAPES Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 14.1
1. ˇø£ Á‹uÛÑTC≤ø±s¡ |æs¡$T&é uÛÑ÷$T Á‹uÛÑT»eTT. BH˚ï #·‘·Ts¡Tàœ n+{≤+. Bì˝Àì
‘·˝≤\ dü+K´ : ____________
n+#·T\ dü+K´ : ____________
osê¸\ dü+K´ : ____________
2. ˇø£ #·‘·Ts¡ÁkÕø±s¡ |æs¡$T&é uÛÑ÷$T #·‘·Ts¡Ádü+. Bì˝Àì

A
‘·˝≤\ dü+K´ : ____________

AN
n+#·T\ dü+K´ : ____________
osê¸\ dü+K´ : ____________

G
3. øÏ+~ |ü{Ϻø£qT |üP]+|ü⁄eTT
Äø±s¡eTT eÁø£‘·˝≤\ dü+K´ düeT‘·˝≤\ dü+K´ osê¸\ dü+U´
N
LA
TE

4. ˇø£ Á‹uÛÑTC≤ø±s¡ |ü≥ºø£eTT ˇø£ ¬ø*&çjÓ÷k˛ÿ|t˝≤ ñ+≥T+~. <ëìøÏ Á‹uÛÑTC≤ø±s¡ eTTU≤\T ñ+{≤sTT.
T,

Á‹uÛÑT» ‘·˝≤\ dü+K´ : ____________

: ____________
ER

Bs¡È#·‘·Ts¡ÁkÕø±s¡ ‘·˝≤\ dü+K´

n+#·T\ dü+K´ : ____________
osê¸\ dü+K´ : ____________
SC

14.3 ãVüQuÛÑTE\T
ªÁbÕ<∏ä$Tø£ C≤´$Trj·T uÛ≤eq\Tμ nH˚ n<Ûë´j·T+˝À dü+eè‘· |ü{≤\T, ndü+eè‘· ($eè‘·) |ü{≤\T >∑T]+∫
H˚s¡TÃ≈£îHêï+. øÏ+<ä Çe«ã&çq |ü{≤\qT |ü]o*+∫ @$ dü+eè‘· |ü{≤˝À? @$ ndü+eè‘· |ü{≤˝À ‘Ó\Œ+&ç?

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

153
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 Á‹$Trj·T`~«$Trj·T Äø±sê\ ne>±Vü≤q
 A figure is a polygon if it is a closed figure, formed with a definite
number of straight lines.
Some examples are shown here.

DO THIS
1. Draw ten polygons with different shapes in your notebook.
2. Use match-sticks or broom-sticks and form closed figures using:

A
(i) Six sticks (ii) Five sticks (iii) Four sticks
(iv) Three sticks (v) Two sticks

AN
In which case was it not possible to form a polygon? Why?

You will find that you could not form a polygon using two sticks. A polygon must have at
least three sides. A polygon with three sides is called a triangle. Study the table given below and

G
learn the names of the various types of polygons. Fill the blanks in the table.

Figure
N No. of sides Name
LA
3 Triangle
TE

4 Quadrilateral
T,

- Pentagon
ER

- Hexagon
SC

7 Septagon

- Octagon

154
UNDERSTANDING 3D AND 2D SHAPES Free distribution of Govt. of Telangana 2022-23
 πsU≤K+&Ü\#˚ @s¡Œ&˚ düs¡fi¯ dü+eè‘· |ü{≤\qT ãVüQuÛÑTE\T nì n+{≤s¡T.
ø=ìï ñ<ëVü≤s¡D\T ∫Á‘·+˝À #·÷|üã&çq$.

Ç$ #˚j·T+&ç
1. MT H√{Ÿ |ü⁄düÔø£+˝À 10 $$<Ûä s¡ø±\ ãVüQuÛÑTE\T ^j·T+&ç.
2. n–Z|ü⁄\¢\qT >±ì, N|ü⁄s¡T|ü⁄\¢\qT ø±ì ñ|üjÓ÷–+∫ dü+eè‘· |ü{≤\qT ‘·j·÷s¡T#˚j·T+&ç.

A
i) Äs¡T |ü⁄\¢\‘√ ii) ◊<äT |ü⁄\¢\‘√ iii) Hê\T>∑T |ü⁄\¢\‘√
iv) v)

AN
eT÷&ÉT |ü⁄\¢\‘√ ¬s+&ÉT |ü⁄\¢\‘√
@ dü+<äs¡“¤eTT˝À ãVüQuÛÑTõ @s¡Œ&É<äT? m+<äT≈£î?
¬s+&ÉT |ü⁄\¢\‘√ ãVüQuÛÑTõì ì]à+#·˝Òs¡ì Á>∑Væ≤+#·>∑\e⁄. ˇø£ ãVüQuÛÑTõøÏ ø£˙dü+ eT÷&ÉT uÛÑTC≤\T ñ+&Ü*.

G
eT÷&ÉT uÛTÑ C≤\T ø£\ ˇø£ ãVüQuÛTÑ õì Á‹uÛTÑ »eT+{≤+. ÁøÏ+~ |ü{øºÏ £ <ë«sê $$<Ûä s¡ø±\ ãVüQuÛTÑ E\qT ‘Ó\TdüTø=qe#·TÃ.
|ü{Ϻø£˝À U≤∞\qT |üP]+#·+&ç.
$$<Ûä ãVüQuÛÑTE\T N uÛÑTC≤\ dü+K´ ãVüQuÛÑTõ ù|s¡T
LA
3 Á‹uÛÑT»eTT
TE

4 #·‘·Ts¡T“¤»eTT
T,
ER

- |ü+#·uTÑÛ õ
SC

- wü&ÉT“¤õ

7 dü|üÔuÛÑTõ

- nwüºuÛÑTõ

155
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 Á‹$Trj·T`~«$Trj·T Äø±sê\ ne>±Vü≤q
 TRY THIS
Find out the differences:
D
E D

E C
C
A

A
B A B
(i) (ii)

AN
Measure the lengths of the sides and angles of (i) and (ii). What did you find?

G
14.3.1 Regular Polygon
A polygon with all equal sides, and all equal angles is called a regular polygon. Equilateral
N
traingles and squares are examples of regular polygons.
LA
TE

Equilateral triangle : A triangle with Square : A quadrilateral with

all sides and all angles equal all sides and all angles equal.

Similarly, if all the sides and all the angles of a pentagon, hexagon, septagon and octagon
T,

are equal they are called regular pentagon, regular hexagon, regular septagon and regular octagon
ER

respectively.

EXERCISE - 14.2
SC

1. Examine whether the following are polygons if not why?

(i) (ii) (iii)

156
UNDERSTANDING 3D AND 2D SHAPES Free distribution of Govt. of Telangana 2022-23
 Á|üj·T‹ï+#·+&ç
øÏ+<ä Çe«ã&çq |ü{≤\ eT<Ûä´ ‘˚&Ü\qT ø£qT>=q+&ç.

D
E D

E C
C

A
A

AN
B A B
(i) (ii)

(i) eT]j·TT (ii) |ü{≤\˝À uÛÑTC≤\ bı&Ée⁄\qT, ø√D≤\qT, ø=\e+&ç. ˙y˚$T ø£qT>=Hêïe⁄.

G
14.3.1 Áø£eTãVüQuÛÑTõ
N
nìï uÛÑTC≤\ ø=\‘·\T, nìï ø√D≤\ ø=\‘·\T düe÷q+>± >∑\ ãVüQuÛÑTõH˚ Áø£eT ãVüQuÛÑTõ n+{≤+.
düeTu≤VüQ Á‹uÛÑT»+ eT]j·TT #·‘·Ts¡ÁkÕ\T Áø£eT ãVüQuÛÑTõøÏ ñ<ëVü≤s¡D\T.
LA
TE

düeTu≤VüQ Á‹uÛÑT»eTT : nìï uÛÑTC≤\T, #·‘·Ts¡ÁdüeTT : nìïuÛÑTC≤\T, nìï ø√D≤\T

nìï ø√D≤\T düe÷q ø=\‘·\T >∑\ Á‹uÛÑT»eTT düe÷q ø=\‘·\T >∑\ #·‘·Ts¡T“¤»eTT
T,

ˇø£ |ü+#·uÛÑTõ, wü&ÉT“¤õ, dü|üÔuÛÑTõ, nwüºuÛÑTõ\˝À uÛÑTC≤\ ø=\‘·\T, ø√D≤\ ø=\‘·\T düe÷qyÓTÆq yê{Ïì
ER

es¡Tdü>± Áø£eT |ü+#·uÛÑTõ, Áø£eTwü&ÉT“¤õ, Áø£eTdü|üÔuÛÑTõ, Áø£eT nwüºuÛÑTõ n+{≤+.

nuÛ≤´dü+ ` 14..2
SC

1. øÏ+~ yêì˝À @$ ãVüQuÛÑTE˝À |ü]o*+#·TeTT. @<Ó’Hê ãVüQuÛÑTõ ø±ì#√ m+<äTø√ ‘Ó\TŒeTT?

(i) (ii) (iii)

157
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 Á‹$Trj·T`~«$Trj·T Äø±sê\ ne>±Vü≤q
2. Count the number of sides of the polygons given below and name them:

(i) (ii) (iii)

(ii) (iv)

3. Identify the regular polygons among the figures given below:

A
AN
G
WHAT HAVE WE DISCUSSED?
1.
N
Various boxes are normally in the shapes of cubes and cuboids:
LA
Shapes Faces Edges Vertices
6 12 8
TE

6 12 8

2. Ice-cream cones, joker's caps etc. are in the shape of cone.

T,

3. Tins, oil drums, wooden logs are in the shape of a cylinder.

ER

4. Balls, laddoos etc. are in the shape of a sphere.

5. A polygon is a closed figure made up of line segments.
6. If all the sides and angles of a polygon are equal, it is called a regular polygon.
SC

158
UNDERSTANDING 3D AND 2D SHAPES Free distribution of Govt. of Telangana 2022-23
2. øÏ+~ |ü{≤\˝À uÛÑTC≤\ dü+K´qT ‘Ó*|æ n~ @ s¡ø£yÓTÆq ãVüQuÛÑTCÀ ‘Ó\TŒeTT.

(i) (ii) (ii) (iv)

3.

A
øÏ+~ |ü{≤\˝À Áø£eT ãVüQuÛÑTE\qT >∑T]Ô+#·TeTT.

AN
G
eTq+ H˚s¡TÃ≈£îqï$
1. N
kÕ<Ûës¡D+>± $$<Ûä n≥ºô|f…º\T |òüTqeTT ˝Òø£ Bs¡È|òüTq+ Äø±s¡+˝À ñ+{≤sTT.
LA
Äø±s¡+ eTTU≤\T n+#·T\T osê¸\T
6 12 8
TE

6 12 8

2. ø√Hé ø£|t ◊dtÁø°yéT, CÀø£sY {À|æ yÓTT<ä\>∑Tq$ X¯+KTe⁄ Äø±s¡+˝À ñ+{≤sTT.

T,

3. {ÏqTï\T, ÄsTT˝Ÿ Á&ÉeTTà\T, ø=j·T´<ä÷˝≤\T yÓTT<ä\>∑Tq$ dü÷úbÕø±s¡+˝À ñ+{≤sTT.

4.
ER

ã+‹, \&É÷¶\T yÓTT<ä\>∑Tq$ >√fi≤ø±s¡+˝À ñ+{≤sTT.

5. ˇø£ ãVüQuÛÑTõ nH˚~ düs¡fi¯πsK\#˚ @s¡Œ&çq dü+eè‘· |ü≥eTT.
6. nìï uÛÑTC≤\ ø=\‘·\T, ø√D≤\ ø=\‘·\T düe÷qyÓTÆq{Ϻ ãVüQuÛÑTõì, Áø£eTuVüQuÛÑTõ n+{≤+.
SC

159
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 Á‹$Trj·T`~«$Trj·T Äø±sê\ ne>±Vü≤q
 EXERCISE 9.1

1. i 2m ii 4 m iii 3 m

2. 3n

3. i 2s ii 3s

4. 7n 5. 90 m 6. ` 23

A
7. (x – 2)

AN
8. 2y + 3

9. 6z

G
10. (i) 8, 11, 14, 17, 29, 12 (ii) 14, 29, 34, 44, 39, 10

11. i 19 ii 3 + 2 (n – 1) = 2n+1

EXERCISE 9.2
N
LA
y pq
1. i 5q ii iii i v 3z+5
4 4
TE

v 9n + 10 v i 2y – 16 v i i 10y + x

3. 3p 4. x + 3 5. 5n
T,

EXERCISE 9.3
ER

1. i, iv, v, viii, x, xi, xii

2. i LHS = x – 5 RHS = 6
i LHS = 4y RHS = 12
SC

iii LHS = 2z + 3 RHS = 7

iv LHS = 3p RHS = 24
v LHS = 4 RHS = x – 2
vi LHS = 2a-3 RHS = –5
3. i x=2 i y=9 iii a=8
iv p=3 v n=5 vi z=9
160
ANSWERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 9.1
1. i. 2x ii. 4 x iii. 3 x

2. 3n

3. i. 2s ii. 3s

4. 7n 5. 90 m 6. ` 23

A
7. (x – 2)

AN
8. 2y + 3

9. 6z

10. (i) 8, 11, 14, 17, 29, 12 (ii) 14, 29, 34, 44, 39, 10

G
11. i. 19 ii. 3 + 2 (n – 1) = 2n + 1

nuÛ≤´dü+ ` 9.2 N
LA
y pq
1. i 5q ii iii i v 3z+5
4 4
TE

v 9n + 10 v i 2y – 16 v i i 10y + x

3. 3p 4. x + 3 5. 5n
T,

nuÛ≤´dü+ ` 9.3
1. i, iv, v, viii, x, xi, xii
ER

2. i LHS = x – 5 RHS = 6

i LHS = 4y RHS = 12
SC

iii LHS = 2z + 3 RHS = 7

iv LHS = 3p RHS = 24

v LHS = 4 RHS = x – 2

vi LHS = 2a-3 RHS = –5

3. i x=2 i y=9 iii a=8

iv p=3 v n=5 vi z=9

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 161

»yêãT\T
 EXERCISE 10.1

1. 230 cm., 48 cm., 24 cm., 40 cm.

2. Perimeters are 120 cm, 120 cm., 120 cm., 144 cm. and cost of wire are ` 1800,
`1800, `1800, `2160 respectively.

3. 6 rectangles, measurements are (11,1) (10,2) (9,3) (8,4) (7,5) (6, 6) 4. ` 840

A
5. i 20 cm i 15 cm iii 10 cm iv 12 cm

AN
6. Bunty ; 60 m 7. length - 16 cm Breadth-8 cm 8. 10 cm

9. i 12 cm i 27 cm iii 22 cm

G
EXERCISE 10.2

1. i 1000 cm2 i 2925 m2 N iii 400 cm2 133 km2

LA
2. i 676 m2 i 289 km2 iii 2704 cm2 iv 64 cm2

3. 45 cm 4. 1800 m2
TE

5. length of side = 10 cm ; Area = 100 cm2

6. 200 m 7. 24 m2 ; ` 5760

8. Square plot ; 64m2 9. 4.7 cm, Square

T,

10. The cost of fencing Rahul’s field = ` 1,80,000

ER

The cost of fencing Ramu’s field = ` 1,80,000

Ramu can plant more trees ; 1000 trees more

SC

11. 80 m 12. ` 26,400

13. ` 5,04,000

14. i Area increases by 4 times i Area increases by 6 times

1
15. i Area increases by 4 times i Area become of the original area.
4

162
ANSWERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 10.1
1. 230 ôd+.MT, 48 ôd+.MT, 24 ôd+.MT, 40 ôd+.MT.

2. #·T≥Tºø=\‘· 120 ôd+.MT,, 120 ôd+.MT, 120 ôd+.MT, 144 ôd+.MT. eT]j·TT r>∑ KØ<äT ` 1800,
`1800, `1800, `2160 yÓTT<ä\>∑Tq$.

3. 6 Bs¡È#·‘·Ts¡ÁkÕ\ #·T≥Tºø=\‘·\T (1,11) (2,10) (3,9) (4,8), (5,7), (6,6) 4. ` 840

A
5. i 20 ii 15 ii i 10 iv 12

AN
ôd+.MT ôd+.MT ôd+.MT ôd+.MT
6. ã+{°— 60 MT 7. bı&Ée⁄ R 16 ôd+.MT yÓ&É\TŒ R 8 ôd+.MT 8. 10 ôd+.MT

9. i 12 ii 27 ôd+.MT i i i 22 ôd+.MT

G
ôd+.MT

nuÛ≤´dü+ ` 10.2
N
LA
1. i 1000 ôd+.MT2 ii 2925 MT2 iii 400 ôd+.MT2 133 øÏ.MT2

2. i 676 MT2 ii 289 øÏ.MT2 iii 2704 ôd+.MT2 iv 64 ôd+.MT2

TE

3. 45 ôd+.MT 4. 1800 MT2

5. uÛÑTC+ bı&Ée⁄ = 10 ôd+.MT yÓ’XÊ\´+ = 100 ôd+.MT2

6. 200 MT. 7. 24 MT2 ; ` 5760
T,

8. #·‘·Ts¡Ádü+; 64 MT2 9. 4.7 ôd+.MT— #·‘·Ts¡Ádü+

ER

10. sêVüQ˝Ÿ bı\+ ø£+#Ó≈£î nsTTq Ks¡Tà = ` 1,80,000

sêeTT bı\+ ø£+#Ó≈£î nsTTq Ks¡Tà = ` 1,80,000

SC

sêeTT m≈£îÿe #Ó≥T¢qT Hê≥e#·TÃ. 1000 #Ó≥T¢ m≈£îÿe Hê≥e#·TÃ.

11. 80 MT 12. ` 26,400

13. ` 5,04,000

14. i yÓ’XÊ\´+ 4 ¬s≥T¢ ô|s¡T>∑TqT ii yÓ’XÊ\´+ 6 ¬s≥T¢ ô|s¡T>∑TqT

1
15. i yÓ’XÊ\´+ 4 ¬s≥T¢ ô|s¡T>∑TqT ii yÓTT<ä{Ï yÓ’XÊ\´+˝À uÛ≤>∑+ ñ+≥T+~.
4

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 163

»yêãT\T
 EXERCISE 11.1
1. i 7 : 11 iii 2 : 3 iv 5:8 v 3:5

2. i 2 ii 1/2 iii 2:1

3. i. 1:4 ii chilli : pulses = 1 : 80 iii. 1 : 1

pulses : chilli = 80 :1

A
EXERCISE 11.2

AN
1. Simplest form- i, iii, v, vi
i 16 : 20 4 : 5
iv 20 : 60 1 : 3

G
2. Rice : wheat rice : total
1 : 3 1 : 4
3.
5.
i. 5 : 3
4:1
ii. 5 : 8
N
iii. 3 : 8
LA
6. 20 : 60, simplest form is 1 : 3 7. 2:5

EXERCISE 11.3
TE

1. i 15 i 10
2. A X = 6 cm XB = 8 cm
3. Geeta = ` 450, Laxmi = ` 600
T,

4. Satya = ` 1350, siri = ` 2250

5. numbers are 60 and 72
ER

7. income = 6534, saving = 1188

EXERCISE 11.4
SC

1. ` 75 2. ` 24 3. 525 gram
4. 20 chairs 5. 12 hrs
6. i ` 25000 i 19 months (1 year 7 months)
7. ` 210
8. i. 480 sheeps ii. 8 : 11 iii. 11 : 3
9. No, By changing the order as 3, 5, 9, 15 and 5, 3, 15, 9 10. 5oC
15 5 10 25
11. = = =
18 6 12 30

164
ANSWERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 11.1
1. i 7 : 11 iii 2 : 3 iv 5:8 v 3:5

2. i 2 ii. 1/2 iii. 2:1

3. m. 1:4 _. $Ts¡|übı&ç : ø£+~|ü|ü ø£+~|ü|ü : $Ts¡|übı&ç dæ. 1:1
80 : 1 1 : 80
nuÛ≤´dü+ ` 11.2

A
1. ø£ìwüº |ü<ë\T i, iii, v, vi

AN
ii 16 : 20 4:5
iv 20 : 60 1:3
2. _j·T´+ : >√<ÛäTeT\T _j·T´+ : yÓTT‘·Ô+

G
1 : 3 1 : 4
3. i. 5 : 3 ii. 5 : 8 iii. 3 : 8
5. 4:1 N
LA
6. 20 : 60, ø£ìwüº |ü<ë\T 1 : 3 7. 2:5

nuÛ≤´dü+ ` 11.3
1. i 15 ii 10
TE

2. A X = 6 ôd+.MT XB = 8 ôd+.MT
3. ^‘· = ` 450, \ø°Î = ` 600
4. dü‘·´ = ` 1350, dæ] = ` 2250
T,

6. dü+K´\T 60 eT]j·TT 72
ER

7. sêã&ç = ` 6534, bı<äT|ü⁄ = ` 1188

nuÛ≤´dü+ ` 11.4
1. ` 75 2. ` 24 3. 525 Á>±.
SC

4. 20 ≈£îØà 5. 12 >∑+ˆˆ
6. i. ` 25000 ii. 1 dü+. 7 HÓ\\T (19 HÓ\\T)
7. ` 210
8. i. 480 >=Á¬s\T ii. 8 : 11 iii. 11 : 3
o
9. ˝Òe⁄— Ä es¡Tdü e÷]Ã sêj·T>± 3, 5, 9, 15 eT]j·TT 5, 3, 15, 9 10. 5 C

15 5 10 25
11. = = =
18 6 12 30

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 165

»yêãT\T
12. Breadth 10 20 40
Length 25 50 100
13. i. 3 : 1 ii. 1 : 4 iii. 3 : 4
14. i. 5 : 4 ii. 4 : 5
15. Yellow 2 4 6 8 10
Greeen 6 12 18 24 30
Total Sweets 8 16 24 32 40
i. 3 : 1 ii. 24 iii. 8 iv. 30 v. 64

A
16. Girls 4 8 12 16 20

AN
Boys 5 10 15 20 25
Total 9 18 27 36 45
i 4:5 ii. 12 iii. 30 iv. 25

G
EXERCISE 12.2
3. i 4 ii 1 N
iii 2 iv 0 s
LA
v 4 vi 2
5. i 3 ii 1 ii i 0 iv 2
v 6 vi Uncountable lines which passes through the centre of the circle.
TE

EXERCISE 14.1
1. Faces Edges Vertices
T,

4 6 4
2. F E V
ER

5 8 5
3. Cone 1 1 1
Cylendre 1 2 Nil
Sphere 1 Nil Nil
SC

4. Traingular faces 2, Rectangular faces 3, edges 9, vertices 6

EXERCISE 14.2

1. i Not, because polygon is a closed figure made by straight lines i Yes

iii not, see the above answer and find.
2. i pentagon i octagon iii hexagon iv triangle

166
ANSWERS Free distribution of Govt. of Telangana 2022-23
12. yÓ&É\TŒ 10 20 40
bı&Ée⁄ 25 50 100
13. i. 3 : 1 ii. 1 : 4 iii. 3 : 4
14. i. 5 : 4 ii. 4 : 5
15. |üdüT|ü⁄ 2 4 6 8 10
Ä≈£î|ü#·Ã 6 12 18 24 30
yÓTT‘·Ô+ 8 16 24 32 40

A
i. 3 : 1 ii. 24 iii. 8 iv. 30 v. 64

AN
16. u≤*ø£\T 4 8 12 16 20
u≤\Ts¡T 5 10 15 20 25
yÓTT‘·Ô+ 9 18 27 36 45

G
i. 4 : 5 ii. 12 iii. 30 iv. 25

nuÛ≤´dü+ ` 12.2 N
LA
3. i. 4 i i. 1 i i i. 2 i v. 0
v. 4 vi. 2
TE

5. i. 3 i i. 1 i i i. 0 i v. 2
v. 6 vi. ˝…øÏÿ+#·˝ÒeTT. m+<äTø£+fÒ eè‘·Ô πø+Á<ä+ >∑T+&Ü b˛j˚T nìï πsK\T ≈£L&É kÂwüºeπsK˝Ò.
nuÛ≤´dü+ ` 14.1
T,

1. ‘·˝≤\T`4— n+#·T\T`6— osê¸\T`4

2. ‘·˝≤\T`4— n+#·T\T`8— osê¸\T`5
ER

3. X¯+K+ 1 1 1
dü÷ú|ü+ 1 2 ˝Òe⁄
>√fi¯+ 1 ˝Òe⁄ ˝Òe⁄
4.
SC

‘·˝≤\T`5— n+#·T\T`9— osê¸\T`6

nuÛ≤´dü+ ` 14.2
1. i. ø±<äT, m+<äTø£q>± ãVüQuÛÑTõ düs¡fi¯πsK\‘√ @s¡Œ&çq düs¡fi¯ dü+eè‘· |ü≥+. i i. ne⁄qT
i i i. ø±<äT, ô|’ »yêãTqT |ü]o*+∫ ‘Ó\TdüTø=qTeTT.
2. i. |ü+#·uTÑÛ õ i i. nwüºuÛÑTõ i i i. wü&ÉT“¤õ i v. Á‹uÛÑT»+

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 167

»yêãT\T
 INSTRUCTIONS TO TEACHERS

Dear Teachers ………

Greetings and a hearty welcome to the newly developed textbook Mathematics

for class VI.

• The present textbook is developed as per the syllabus and academic standards
conceived by the mathematics position paper prepared based on SCF – 2011

A
and RTE – 2009 for Upper Primary stage of education.

AN
• The new textbook constitutes 14 chapters with concepts from the main branches
of mathematics like Number system, Arithemetic, Algebra, Geometry,
Mensuration and Statistics.

G
• The concepts in these chapters emphasize the prescribed academic standards of
Problem Solving, Reasoning-proof, Communication, Connections and
N
representation. These are aimed at to develop the skills of observation of
patterns, making generalization through deductive, inductive and logical thinking
LA
finding different methods for problem solving, questioning, interaction etc.,
and the utilization of the same in daily life.
TE

• The situations, examples and activities given in the textbook are based on the
competencies acquired by the child at Primary Stage. So the child participates
actively in all the classroom activities and enjoys learning of Mathematics.

• Primary objective of teacher should be to achieve the “Academic standards” by

T,

involving students in the discussions and activities suggested in the textbook

and making them to understand the concepts.
ER

• Mere completion of a chapter by teacher doesn’t make any sense. The skills
specified in the syllabus and academic standards prescribed should be exhibited
by the student only ensures the completion of the chapter.
SC

• Students should be encouraged to answer the questions given in the chapters.

These questions help to improve logical, inductive and deductive thinking of the
child.

• Understanding and generalization of properties are essential. Student first finds

the need and then proceeds to understand, followed by solving similar problems
on his own and then generalises the facts. The strategy in the presentation of
concepts followed.

168 Free distribution of Govt. of Telangana 2022-23

 ñbÕ<Ûë´j·TT\≈£î dü÷#·q\T
Á|æj·TyÓTÆq ñbÕ<Ûë´sTT˙, ñbÕ<Ûë´j·TT\≈£î,

$<ë´_Ûe+<äHê\T eT]j·TT q÷‘·q+>± n_Ûeè~Δ |üs¡∫q q÷‘·q 6e >∑DÏ‘· bÕsƒ¡´|ü⁄düÔø±\˝ÀøÏ kÕ«>∑‘·+.

• ÁbÕ<∏ä$Tø√qï‘· kÕúsTT $<ä´ø√dü+ SCF - 2011 eTÚ[ø£ dü÷Á‘ê\T, >∑DÏ‘· Ä<Ûës¡ |üÁ‘·+, ìs¡“+<Ûä ñ∫‘·
$<ä´Vü≤≈£îÿ #·≥+º ` 2009 Ä<Ûës¡+>± dæ\ãdtqT ‘·j÷· s¡T#˚dTü ø=ì Á|üdTü ‘Ô · bÕsƒ´¡ |ü⁄düøÔ ±\qT s¡÷bı+~+#ês¡T.

A
• >∑DÏ‘·+˝Àì $$<Ûä XÊK˝…’q dü+U≤´e´edüú, n+ø£>∑DÏ‘·+, ;»>∑DÏ‘·+, πsU≤>∑DÏ‘·+, πøåÁ‘·$T‹ eT]j·TT

AN
kÕ+K´ø£ XÊÁkÕÔ\≈£î dü+ã+~Û+∫q $wüj·÷\qT 14 n<Ûë´j·÷˝À¢ bı+<äT|üs¡#ês¡T.
• á n<Ûë´j·÷\T >∑DÏ‘·+˝À ìsêΔ]+∫q $wüj·T HÓ’|ü⁄D≤´\T, düeTkÕ´ kÕ<Ûäq, ø±s¡D≤\T #Ó|üŒ&É+ eT]j·TT

G
ìs¡÷|üD\T #˚j·T&É+, e´ø£Ô|üs¡#·&É+, $$<Ûä $wüj·÷\qT dü+<Ûëq+ #˚j·T&É+, ÁbÕ‹ì<Ûä´|üs¡#·&É+ e+{Ï
$<ë´ Á|üe÷D≤\qT |æ\¢\T kÕ~Û+#·&ÜìøÏ <√Vü≤<ä|ü&ÉT‘êsTT. neT]ø£\ |ü]o\q (observation of

N
patterns), Ä>∑eTq+ <ë«sê kÕ<Ûës¡D°ø£]+#·&É+, nqT>∑eTq Ä˝À#·q\T, ‘ê]ÿø£ Ä˝À#·q\T, $$<Ûä
|ü<äΔ‘·T\˝À düeTdü´\qT |ü]wüÿ]+#·&É+, Á|ü•ï+#·&É+, |üs¡düŒs¡ #·s¡Ã\T e+{Ï HÓ’|ü⁄D≤´\qT $<ë´s¡Tú\˝À
LA
n_Ûeè~Δ|üs¡#˚ ~X¯>± n<Ûë´j·÷\T s¡÷bı+~+#ês¡T.
• ÁbÕ<∏ä$Tø£ kÕúsTT˝À |æ\¢\T nuÛÑ´dæ+∫q kÕeTsêú´\qT Ä<Ûës¡+>± #˚düTø=ì ñ<ëVü≤s¡D\T, ø£è‘ê´\T,
TE

düìïy˚XÊ\qT á |ü⁄düÔø£+˝À bı+<äT|üs¡#ês¡T. Bì e\¢ |æ\¢\T ñ‘ê‡Vü≤+>± ø£è‘ê´˝À¢ bÕ˝§Zì >∑DÏ‘·

n<Ûä´j·Tq+˝À Äq+<ëìï bı+<äT‘ês¡T.
• á |ü⁄düÔø£+˝À bı+<äT|üs¡∫q $<ë´ Á|üe÷D≤\qT |æ\¢\+<äs¡÷ kÕ~Û+#·&ÜìøÏ n<Ûë´j·÷\˝À dü÷∫+∫q
T,

$<Ûä+>± #·s¡Ã˝À¢, ø£è‘ê´\˝À $<ë´s¡Tú\T ìs¡+‘·s¡+ bÕ˝§ZH˚˝≤ ñbÕ<Ûë´j·TT\T ø£èwæ #˚j·÷*.

•
ER

ñbÕ<Ûë´j·TT&ÉT øπ e\+ n<Ûë´j·÷ìï |üP]Ô #˚jT· &É+ ns¡eú +‘·+ ø±<äT. n<Ûë´j·T+ |üPs¡sÔ TT+<äì uÛ≤$+#ê\+fÒ
dæ\ãdt˝À Ç∫Ãq HÓ’|ü⁄D≤´\qT eT]j·TT ìπs›•+∫q $<ë´ Á|üe÷D≤\qT $<ë´s¡Tú\T Á|ü<ä]Ù+#·>∑\>±*.
• Á|ür n<Ûë´j·T+˝Àì Á|üX¯ï\ >∑T]+∫ |æ\¢\+<äs¡÷ Ä˝À∫+#·&ÜìøÏ, düe÷<ÛëHê\T ø£qTø√ÿ&ÜìøÏ ‘·>∑T
SC

Áb˛‘ê‡Vü≤+ Çyê«*. Ç≥Te+{Ï Á|üX¯ï\T $<ë´s¡Tú˝À¢ ‘ê]ÿø£, Ä>∑eTq, ì>∑eTq $<ÛëHê\˝À Ä˝À∫+#˚
$<Ûä+>± <√Vü≤<ä|ü&É‘êsTT.
• >∑D‘Ï · $wüj÷· \qT H˚sT¡ Ãø√e&É+˝À ns¡+ú #˚dTü ø√e&É+, yê{Ïì kÕ<Ûës¡Dø° ]£ +#·&+É Á|ü<ëÛ qyÓTqÆ $. $<ë´s¡T\ú T
yÓTT<ä≥ H˚s¡TÃø=H˚ $wüj·T+ ÄeX¯´ø£‘·qT >∑T]Ô+#·&É+, ‘·sê«‘· ne>±Vü≤q #˚düTø√e&É+ <ë«sê düeTdü´\qT
‘·eT≈£î ‘êeTT>± |ü]wüÿ]+∫ n+<äT˝Àì dü‘ê´\qT kÕ<Ûës¡D°ø£]+#·Tø=+{≤s¡T. Á|ür n<Ûë´j·T+˝À |æ\¢\T
uÛ≤eq\T @s¡Œs¡#T· ø=H˚˝≤, yê{Ïì ns¡+ú #˚dTü ≈£îì ‘·<Tä |ü] nuÛ´Ñ düq+˝À $ìjÓ÷–+#˚˝≤ Á|ü‹ n<Ûë´j·T+˝À
<äèwæº ô|{≤º*.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 169

 • Clear illustrations and suitable pictures are given wherever it was found
connection and corrects the misconnection necessary.

• Exercises of ‘Do This’ and ‘Try This’ are given extensively after completion of
each concept. Exercises given under ‘Do This’ are based on the concept taught.
After teaching of two or three concepts some exercises are given based on
them. Questions given under ‘Try This’ are intended to test the skills of
generalization of facts, ensuring correctness of statements, questioning etc.,
‘Do This’ exercise and other exercises given are supposed to be done by students

A
on their own. This process helps the teacher to know how far the students can

AN
fare with the concepts they have learnt. Teacher may assist in solving problem
given in ‘Try This’ sections.

• Students should be made to digest the concepts given in “what have we discussed”

G
completely. The next chapter is to be taken up by the teacher only after
satisfactory performance by the students in accordance with the academic

N
standards designated for them (given at the end).

• Teacher should prepare his own problems related to the concepts besides solving
LA
the problems given in the exercises. Moreover students should be encouraged
to identify problems from day- to-day life or create their own problems.
TE

• Above all the teacher should first study the textbook completely thoroughly and
critically. All the given problems should be solved by the teacher well before
the classroom teaching.

• Teaching learning strategies and the expected learning outcomes, have been
T,

developed class wise and subject-wise based on the syllabus and compiled in the
form of a Hand book to guide the teachers and were supplied to all the schools.
ER

With the help of this Hand book the teachers are expected to conduct effective
teaching learning processes and ensure that all the students attain the expected
learning outcomes.
SC

170 Free distribution of Govt. of Telangana 2022-23

 • dü+<äsꓤqTkÕs¡+>± $es¡D\T, bı+<äT|ü]∫q ∫Á‘ê\T dü¬s’q ne>±Vü≤q ø£*Œ+∫ nb˛Vü≤\qT
‘=\–+#·&ÜìøÏ <√Vü≤<ä|ü&ÉT‘êsTT.
• uÛ≤eq\ô|’ ne>±Vü≤q ø£*Œ+∫q ‘·sê«‘· yê{ÏøÏ dü+ã+~Û+∫q ªªÇ$ #˚j·T+&çμμ, ªªÁ|üj·T‹ï+#·+&çμμ ˝≤+{Ï
nuÛ≤´kÕ\qT $düÔ è‘·+>± Ç#êÃs¡T. ªªÇ$ #˚j·T+&çμμ nH˚$ H˚]Œq uÛ≤eq MT<ä Ä<Ûës¡|ü&çq$. nuÛ≤´kÕ\T
¬s+&ÉT eT÷&ÉT uÛ≤eq\T H˚]Œ+∫q ‘·sê«‘· yÓqTyÓ+≥H˚ kÕ<Ûäq ø√dü+ ñ<˚›•+∫q$. M{Ïì |æ\¢\‘√
‘·eT≈£î ‘êeTT>± >±ì, »≥¢˝À >±ì #˚sTT+#ê*. ªªÁ|üj·T‹ï+#·+&çμμ nH˚ nuÛ≤´kÕ\T |æ\¢˝À¢ dü‘ê´\≈£î

A
dü+ã+~Û+∫q kÕ<Ûës¡D°ø£s¡D\T #˚düTø√e&ÜìøÏ, dü]#·÷düTø√e&ÜìøÏ <√Vü≤<ä+ #˚kÕÔsTT. á Áø£eT+˝À
nedüs¡+ y˚Ts¡≈£î düVü‰j·T düVü‰ø±sê\qT ñbÕ<Ûë´j·TT\T |æ\¢\≈£î n+~+#ê*. Ç˝≤ #˚j·T&É+ e\¢ |æ\¢\T

AN
@ y˚Ts¡≈£î H˚s¡TÃ≈£îHêïs√ ‘Ó\TdüTø√e#·TÃ.
• n<Ûë´j·÷˝À¢ ∫es¡>± bı+<ä|sü ∫¡ q ªªeTq+ H˚sT¡ Ãø=qï$μμ nH˚ o]¸ø£ øÏ+<ä ñqï n+XÊ\T $<ë´ Á|üe÷D≤\qT

G
<äèwæ˝º À ô|≥Tºø=ì Áø√&ûø]£ +#·ã&ܶsTT. ø±ã{Ϻ M{Ïì |æ\\¢ +<äs÷¡ dü+|üPs¡+í >± kÕ~Û+#ê*. Ç˝≤ H˚sT¡ Ãø=qï
HÓ’|ü⁄D≤´\ìï+{Ïì |æ\¢\+<äs¡÷ Á|ü<ä]Ù+#·>∑\s¡ì ìsêú]+#·Tø=qï ‘·sê«‘·H˚ ‘·<äT|ü] n<Ûë´j·T+

•
ÁbÕs¡+_Û+#ê*.
N
LA
n<Ûë´j·÷˝À¢ Ç∫Ãq nuÛ≤´kÕ\‘√u≤≥T ñbÕ<Ûë´j·TT&ÉT ≈£L&Ü eT]ø=ìï düeTdü´\qT kı+‘·+>±
‘·j·÷s¡T#˚düTø√yê*. n˝≤π> |æ\¢\T ≈£L&Ü ì‘·´ J$‘·+˝À m<äTs¡j˚T´ düeTdü´\qT >∑DÏ‘êìï ñ|üjÓ÷–+∫
kÕ~Û+#˚≥T¢, kı+‘·+>± düeTdü´\T ‘·j·÷s¡T #˚ùd≥T¢ Áb˛‘·‡Væ≤+#ê*.
TE

• ô|’ n+XÊ*ï $»j·Te+‘·+>± neT\T #˚jT· &ÜìøÏ ñbÕ<Ûë´j·TT\T ‘·|Œü ì dü]>± >∑D‘Ï · |ü⁄düøÔ ±ìï düeT÷\+>±,
düeTÁ>∑+>±, $eTs¡ÙHê‘·àø£+>± n<Û´ä j·Tq+ #˚j÷· *. Ç+<äTø√dü+ |ü⁄düøÔ +£ ˝Àì nuÛ≤´kÕ\˝Àì nìï düeTdü´\qT
‘êqT #˚dæ#·÷&Ü*. Ä ‘·sê«‘·H˚ uÀ<ÛäHêuÛÑ´düq Á|üÁøÏj·T\qT ìs¡«Væ≤+#ê*.
T,

• ñbÕ<Ûë´j·TT\ e÷s¡Z<äs¡Ùq+ ø√dü+ uÀ<ÛäHêuÛÑ´düq eP´Vü‰\qT, Ä•+∫q nuÛÑ´düq |òü*‘ê\qT, ‘·s¡>∑‹

yêØ>±, $wüj·T+ yêØ>±, dæ\ãdt yêØ>± ø£s¡B|æø£ s¡÷|ü+˝À ‘·j·÷s¡T#˚dæ bÕsƒ¡XÊ\\≈£î n+~e«&É+
ER

»]–+~. á ø£sB¡ |æø£ düV‰ü j·T+‘√ ñbÕ<Ûë´j·TT\T ñ‘·eÔ T uÀ<ÛHä êuÛ´Ñ düq Á|üÁøÏjT· \qT ìs¡«Væ≤+∫ ‘·<ë«sê
$<ë´s¡Tú\+<äs¡÷ Ä•+∫q nuÛÑ´düq |òü*‘ê\T kÕ~Û+#˚˝≤ ø£èwæ #˚j·÷*.
SC

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 171

 Syllabus
Area & Chapters Syllabus Description
Number (i) Knowing our Numbers
System • Consolidating the sense ofNumber up to 99,999; Estimation of
(60 hrs) numbers,Comparison of numbers; Place value (recapitulation and
1. Knowing extension); connectives: use of symbols =, <, > ; Use of brackets.
our • Word problems on number operations involving large numbers up to a
maximum of 6 digits in the answer (This would include conversions of units

A
Numbers:
of length & mass from the larger to the smaller units).
2. Whole • Estimation of outcome of number operations.

AN
Numbers • Introduction to large numbers (a) up to lakhs and ten lakhs(b) up to crores
3. Playing and ten crores·International system of numbers (Millions..)
with (ii) Whole numbers

G
Numbers • Natural numbers, whole numbers.
6. Integers • Properties of numbers (closure, commutative, associative, distributive,

7. Fractions
and
N
additive identity, multiplicative identity).
• Number line. Seeing patterns, identifying and formulating rules to be done
by children.
LA
Decimals • Utility of properties in fundamental operations.

(iii) Playing with Numbers

• Consolidating divisibility rules of 2,3,5,6,9,10.
TE

• Discovering divisibility rules of 4,8,11 through observing patterns.

• Multiples and factors, Even/odd numbers, prime/composite numbers,
Co-prime numbers.
• Prime factorization, every number can be written as products of prime
T,

factors.
• HCF and LCM BY prime factorization and division method.
• Property: LCM × HCF = product of twonumbers.
ER

• LCM & HCF of co-primes.

• Importance of Zero, and its properties
(iv) Negative Numbers and Integers
SC

• How negative numbers arise, models of negative numbers, connection to

daily life, ordering of negative numbers, representation of negative numbers
on number line.
• Children to see patterns, identify and formulate rules.
• Understanding the definition of integers, identification of integers on the
number line.
• Operation of addition and subtraction of integers, showing the operations
on the number line (Understanding that the addition of negative integer
reduces the value of the number).
• Comparison of integers, ordering of integers.

172 Free distribution of Govt. of Telangana 2022-23

 dæ\ãdt
n<Ûë´j·÷\T $wüjT· $es¡D
dü+U≤´ e´edüú (i) dü+K´\ |ü]#·jT· +
(60 >∑+≥\T) • 99,999 es¡≈£î dü+K´\ dü«uÛ≤yêìï ne>±Vü≤q #˚düTø=qT≥. dü+K´\qT n+#·Hê y˚j·T≥+.
(i) dü+K´\ dü+K´\qT b˛\Ã≥+. kÕúq$\Te\T ` |ü⁄qX¯Ãs¡D, $düsÔ D¡ . dü+jÓ÷»ø±\T, dü+»„\ $ìjÓ÷>∑+
|ü]#·j·T+ (=, <,>)
(ii) |üPsêí+ø±\T • #·‘·T]«<Ûä Á|üÁøÏj·T\ô|’ |ü<ä düeTdü´\T. (>∑]wü̃+>± 6`n+¬ø\ dü+K´\T e#˚à es¡≈£î). bı&Ée⁄,

A
(iii) dü+K´\‘√ ãs¡Te⁄\ Á|üe÷D≤\ e÷]Œ&ç.
Ä&ÉTø√e&É+ • #·‘T· ]«<Ûä Á|üÁøÏjT· \˝Àì düe÷<ÛëHê\qT n+#·Hê y˚jT· &É+. (|ü<ä düeTdü´\ <ë«sê)

AN
(iv) |üPs¡í • ô|<ä› dü+K´\ |ü]#·jT· +. (n) ˇø£ \ø£å eT]j·TT |ü~ \ø£\ å T es¡≈î£ (Ä) ˇø£ ø√{Ï eT]j·TT |ü~
dü+K´\T ø√≥¢ es¡≈î£ • n+‘·sê®rj·T dü+U≤´ e÷qeTT ($T*j·THé\T ....)
(v) _ÛHêï\T (ii) |üPsêí+ø±\T

G
eT]j·TT <äXÊ+X¯ • düV≤ü » dü+K´\T, |üPsêí+ø±\T.
_ÛHêï\T • dü+K´\ <Ûäsêà\T (dü+eè‘·, dæú‘·´+‘·s¡, düVü≤#·s¡, $uÛ≤>∑ Hê´j·÷\T, dü+ø£\q ‘·‘·‡e÷+X¯eTT,
>∑TDø±s¡ ‘·‘‡· e÷+X¯eTT).
N
• dü+U≤´πsK : dü+U≤´ Áø£e÷\qT |ü]o*+#·≥+. dü÷Á‘ê\qT >∑T]Ô+#·≥+, ‘·j÷· s¡T #˚jT· ≥+.
LA
• #·‘T· ]«<Ûä Á|üÁøÏjT· \˝Àì <Ûsä êà\ $ìjÓ÷>∑+.

(iii) dü+K´\‘√ Ä&ÉTø√e&É+

TE

• 2,3,5,6,9 eT]j·TT 10\ uÛ≤»˙j·T‘ê dü÷Á‘ê\qT Áø√&ûø]£ +#·≥+.

• Áø£e÷\qT |ü]o*+#·T≥ <ë«sê 4, 8 eT]j·TT 11\ uÛ≤»˙j·T‘ê dü÷Á‘ê\qT ø£qT>=q≥+.
• >∑TDÏC≤\T, ø±s¡D≤+ø±\T. dü], uÒdæ dü+K´\T. Á|ü<Ûëq, dü+j·TTø£Ô dü+K´\T. |üs¡düŒs¡ Á|ü<Ûëq
dü+K´\T.
•
T,

Á|ü<ëÛ q ø±s¡D≤+ø£ $uÛ»Ñ q. ˇø£{Ï ø£Hêï ô|<ä<› q’Ó Á|ü‹ dü+K´qT Á|ü<ëÛ q ø±s¡D≤+ø±\ \ã›+>±
Áyêj·T≥+.
• >∑.kÕ.uÛ≤ eT]j·TT ø£.kÕ.>∑T. \qT ø±s¡D≤+ø£ $uÛ»Ñ q |ü<‹Δä , uÛ≤>±Vü‰s¡ |ü<‹Δä <ë«sê ø£qT>=qT≥.
•
ER

<Ûsä à¡ + : s¬ +&ÉT dü+K´\ \ã›eTT R yê{Ï ø£.kÕ.>∑T. I >∑.kÕ.uÛ≤.

• |üsd¡ Œü s¡ Á|ü<ëÛ q dü+K´\ ø£.kÕ.>∑T eT]j·TT >∑.kÕ.uÛ≤.
• düTHêï ÁbÕ<Ûëq´‘· eT]j·TT <ëì <Ûsä êà\T.
SC

(iv) ãTTD dü+K´\T eT]j·TT |üPs¡í dü+K´\T

• ãTTD dü+K´\ ÄeX¯´ø£‘.· ãTTD dü+K´\ qeT÷Hê\T. ãTTD dü+K´\≈£î ì‘·´ J$‘· nedüsê\≈£î
>∑\ dü+ã+<Û+ä . ãTTD dü+K´\ Áø£e÷qT>∑‘+· . dü+U≤´ sπ U≤ô|’ ãTTD dü+K´\qT >∑T]Ô+#·≥+.
• dü+U≤´ Áø£e÷\qT |ü]o*+#·≥+, dü÷Á‘ê\qT >∑T]Ô+#·≥+, ‘·j÷· s¡T #˚jT· ≥+.
• |üPs¡í dü+K´\ ìs¡«#·Hêìï ne>±Vü≤q #˚dTü ø=q≥+. dü+U≤´ sπ Kô|’ |üPs¡dí +ü K´\qT >∑T]Ô+#·≥+.
• |üPs¡í dü+K´\ dü+ø£\q, e´eø£Hê\T. dü+U≤´ πsKô|’ á Á|üÁøÏj·T\qT dü÷∫+#·≥+ (ãTTD
|üPs¡dí +ü K´\qT dü+K´\≈£î ø£*|æ‘˚ yê{Ï $\Te ‘·>T∑ ‘Z T· +<äì ne>±Vü≤q #˚dTü ø=q≥+).
• |üPs¡í dü+K´\qT b˛\Ã≥+, Áø£eT+˝À ñ+#·≥+.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 173

 (v) Fractions and Decimals
• Revision of what a fraction is,Fraction as a part of whole.
• Representation of fractions (pictorially and on number line)
• Fraction as a division, proper, improper & mixed fractions
• Equivalent fractions, like , unlike fractions, comparison of fractions.
• Addition and subtraction of fractions.
• Word problems (Avoid large and complicated calculations).
• Estimates the degree of closeness of a fractions (1/2, ¼, ¾ etc.,).
• Review of the idea of a decimal fraction
• Place value in the context of decimal fraction.

A
• Inter conversion of fractions and decimal fractions (avoid recurring decimals
at this stage).

AN
• Word problems involving addition and subtraction of decimals (word
problems should involve two operations) Contexts: money, mass, length
temperature.

G
Algebra Intrtoduction Algebra
(15 hrs) • Introduction to variable through patterns and through appropriate
word problems and generalizations (example 5 × 1 = 5 etc.).
Algebra N
9. Intrtoduction • Generate such patterns with more examples.
• Introduction to unknowns through examples with simplecontexts
LA
(single operations).
• Number forms of even and odd ( 2n, 2n+1).
• Solving simple equations by trial and error method.
TE

Arthematic Ratio and Proportion

(15hrs) • Concept of Ratio
• Proportion as equality of tworatios
11. Ratio and • Unitary method (with only direct variation implied)
T,

Proportion • Word problems

• Understanding ratio and proportion in Arithmetic
ER

Geometry Basic geometrical ideas (2-D)

(65 hrs) • Introduction to geometry. Itslinkage with and reflection ineveryday
experience.
4. Basic
SC

• Line, line segment, ray, open and closed figures.

geometrical • Interior and exterior of closedfigures.
ideas • Curvilinear and linear boundaries
• Angle — Vertex, arm, interiorand exterior,
• Triangle — vertices, sides, angles, interior and exterior, altitude andmedian.
• Quadrilateral — Sides, vertices,angles, diagonals, adjacent sidesand
opposite sides (only convexquadrilateral are to be discussed), interior and
exterior of aquadrilateral.
• Circle — Centre, radius,diameter, interior and exterior, arc, chord ,sector,
segment, semicircle, circumference,

174 Free distribution of Govt. of Telangana 2022-23

 (v) _ÛHêï\T eT]j·TT <äXÊ+X¯ _ÛHêï\T
• _Ûqï+ n+fÒ @$T{À |ü⁄q]«eTs¡Ù #˚jT· ≥+. _ÛHêïìï yÓTT‘·+Ô ˝À ø=+‘· uÛ≤>∑+>± #Ó|Œü ≥+
• dü+U≤´πsKô|’ |ü≥ düV‰ü j·T+‘√ _ÛHêï\qT dü÷∫+#·≥+
• _ÛHêïìï ˇø£ uÛ≤>±Vü‰s¡+>± #Ó|Œü ≥+. Áø£eT, n|üÁø£eT, $TÁX¯eT _ÛHêï\T
• düe÷q _ÛHêï\T. düC≤‹, $C≤‹ _ÛHêï\T. _ÛHêï\qT b˛\Ã&É+
• _ÛHêï\ dü+ø£\q, e´eø£Hê\T
• |ü<ä düeTdü´\T (øÏw¢ ºü eT]j·TT ô|<ä› >∑Dq\T ˝Ò≈î£ +&Ü)
• kÕMT|ü´‘· |ü]e÷D≤ìï n+#·Hê y˚jT· &É+ (¼, ¾.....)

A
• <äXÊ+X¯ _ÛHêï\ uÛ≤eq |ü⁄q]«eTs¡Ù
• <äXÊ+X¯ _ÛHêï\˝À kÕúq $\Te\T

AN
• <äXÊ+X¯ _ÛHêï\T, kÕe÷q´ _ÛHêï\ |üsd¡ Œü s¡ e÷]Œ&ç (Äeè‘· <äXÊ+XÊ\T ‘·|Œü )
• <äXÊ+XÊ\ô|’ dü+ø£\q, e´eø£\Hê\‘√ |ü<ä düeTdü´\T (¬s+&ÉT Á|üÁøÏjT· \ô|)’
(Á<äe´, uÛ≤s¡, <Ós’ ´È¡ \ô|’ düeTdü´\T)

G
;» >∑D‘Ï +· ;» >∑D‘Ï · |ü]#·jT· +
(15 >∑+≥\T) • dü+U≤´ Áø£e÷\T, |ü<ä düeTdü´\T eT]j·TT kÕ<ÛësêD°øs£ D
¡ \ <ë«sê ;C≤\ (#·ss¡ êX¯ó\) |ü]#·jT· +.
;» >∑D‘Ï · |ü]#·jT· +
(ñ<ë : 5I1R5 yÓTTˆˆq$).
N
• ‘·–qìï ñ<ëVü≤s¡D\‘√ neT]ø£\T Áø£e÷\T ‘·j÷· s¡T #˚jT· &É+.
• ñ<ëVü≤s¡D\ <ë«sê ne´ø£sÔ êX¯ó\ |ü]#·jT· + (ˇπø ˇø£ Á|üÁøÏjT· ‘√ ≈£L&çq{Ï$
LA
º )
• dü], uÒdæ dü+K´\ kÕ<Ûës¡D s¡÷bÕ\T (2n, 2n+1).
• j·T‘·ï<√wü |ü<‹Δä <ë«sê düMTø£sD¡ ≤\ kÕ<Ûqä
TE

n+ø£>∑DÏ‘·+ ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT

11. ìwüŒ‹Ô • ìwüŒ‹Ô uÛ≤eq
eT]j·TT • nqTbÕ‘êìï s¬ +&ÉT ìwüŒ‘·T\Ô düe÷q‘·«+>± dü÷∫+#·&+É
nqTbÕ‘·eTT • @ø£edüTÔ e÷s¡eZ TT (nqT˝Àe÷qT bÕ‘·+ e÷Á‘·yT˚ )
T,

(15 >∑+≥\T) • |ü<ä düeTdü´\T

• n+ø£ >∑D‘Ï +· ˝À ìwüŒ‹Ô, nqTbÕ‘ê\qT ne>±Vü≤q #˚dTü ø=q≥+.
ER

ÁbÕ<∏$ä Tø£ C≤´$T‹ uÛ≤eq\T (2-D)

sπ U≤ >∑D‘Ï +·
• C≤´$T‹ |ü]#·jT· +. ì‘·´J$‘· dü+ã+<Û+ä eT]j·TT nq«j·T+.
(65 >∑+≥\T)
•
SC

düsfi¡ sπ¯ K, sπ U≤K+&É+ eT]j·TT øÏsD¡ +. dü+eè‘· eT]j·TT $eè‘· |ü{≤\T.

(i) ÁbÕ<∏$ä Tø£
• dü+eè‘· |ü{≤\ n+‘·s+¡ eT]j·TT u≤Vü≤´+
C≤´$T‹ uÛ≤eq\T • sπ Fj·T, eÁø£sπ Fj·T n+#·T\T.
• ø√D+, os¡¸+, ø√D uÛTÑ »+, ø√D n+‘·s+¡ , ø√D u≤Vü≤´+
• Á‹uÛTÑ »eTT ` osê¸\T, uÛTÑ C≤\T, ø√D≤\T. Á‹uÛTÑ » n+‘·s+¡ , Á‹uÛTÑ » u≤Vü≤´+, \+ãπsK, eT<Û´ä >∑‘sπ· K.
• #·‘T· s¡T“¤»+` uÛTÑ C≤\T, osê¸\T, ø√D≤\T, ø£sêí\T, Ädüqï uÛTÑ C≤\T, n_ÛeTTK uÛTÑ C≤\T / ≈£î+uÛ≤ø±s¡
#·‘T· s¡T“¤C≤\≈£î e÷Á‘·yT˚ ), #·‘T· s¡T“¤» n+‘·s+¡ `u≤Vü≤´+.
• eè‘·+Ô ` øπ +Á<ä+, yê´kÕs¡+Δ , yê´dü+, eè‘·Ô n+‘·s+¡ `u≤Vü≤´+. #ê|üeTT, C≤´, ôdø£sº Y (Á‹C≤´+‘·s+¡ ),
eè‘·Ô K+&É+, ns¡eΔ è‘·+Ô , eè‘·Ô |ü]~Û.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 175

5. Measures Measures of Lines and Angles:
of Lines • Measure of Line segment.
and Angles • Measure of angles.
• Types of angles- acute, obtuse, right, straight, reflex, completeand zero angle.
12.Symmetry
• Pair of lines Intersecting and perpendicular lines Parallel lines.
13.Practical
Geometry Symmetry:
• Observation and identification of 2-D symmetrical objects for reflection
14.Understand- symmetry.
ing 3D, 2D • Operation of reflection (taking mirror images) of simple 2-D objects.

A
Shapes • Recognising reflection symmetry (identifying axes).

AN
Practical Geometry (Constructions):
• Drawing of a line segment (using Straight edge Scale, protractor,
compasses).
• Construction of circle.

G
• Perpendicular bisector.
• Construction of angles (usingprotractor)
• Angle 60°, 120° (UsingCompasses)
N
• Angle bisector - making anglesof 30°, 45°, 90° etc. (usingcompasses)
• Angle equal to a given angle(using compass)
LA
• Drawing a line perpendicular toa given line from a point
a) onthe line b) outside the line.
Understand-ing 3D, 2D Shapes:
TE

• Polygons- Introduction, regular and irregular polygons (upto pentagon).

• Identification of 3-D shapes: Cubes, cuboids, cylinder, sphere, cone, prism
(triangular), pyramid (triangular and square). Identification and locating
in the surroundings
• Elements of 3-D figures. (Faces, edges and vertices)
T,

• Nets for cube, cuboids, cylinders,cones and tetrahedrons.

Mensuration Perimeter and Area:
ER

(15 hrs) • Introduction and general understanding of perimeter using many shapes.
10. Perimeter • Shapes of different kinds with the same perimeter.
and Area • Concept of area, Area of a rectangle and a square Counter examples to
different misconnects related to perimeter and area.
SC

• Perimeter of a rectangle – and its special case – a square.

• Deducing the formula of the perimeter for a rectangle and then a square
through pattern and generalisation.
8. Data Data Handling:
Handling • What is data.
(10 hrs) • Collection and organisation ofdata - examples of organisingit in tally marks
and a table.
• Pictograph- Need for scaling inpictographs interpretation &construction.
• Making bar graphs for given data, interpreting bar graphs.

176 Free distribution of Govt. of Telangana 2022-23

5. sπ K\T eT]j·TT sπ K\T eT]j·TT ø√DeTT\ ø=\‘·\T
ø√DeTT\ ø=\‘·\T • sπ U≤ K+&É+ ø=\‘·
12. kÂwüe˜ eTT • ø√D≤\ ø=\‘·\T
(|üsêes¡qÔ +) • ø√D≤\ s¡ø±\T. n\Œ ` n~Ûø,£ \+ã, düsfi¡ ,¯ |üsêes¡qÔ eT]j·TT dü+|üPs¡í ø√D≤\T— X¯Sq´ ø√D+
• K+&Éq sπ K\T, \+ã sπ K\T, düe÷+‘·s¡ sπ K\T
13. ÁbÕjÓ÷–ø£
C≤´$T‹ kÂwü̃eeTT (|üsêes¡qÔ +)
14. Á‹$Trj·T • |üsêes¡qÔ kÂwüy ˜ êìøÏ ‘·–q ~«$Trj·T Äø£è‘·T\qT >∑T]Ô+#·≥+ eT]j·TT |ü]o*+#·≥+.
~«$Trj·T Äø£è‘·T\ • |üsêes¡qÔ Á|üÁøÏjT· \T. kÕ<Ûës¡D ~«$Trj·T Äø£è‘·T\T Á|ü‹_+u≤\T |ü≥&º +É
ne>±Vü≤q

A
• |üsêes¡qÔ kÂwü̃yêìï >∑T]Ô+#·&+É (nøå±\qT >∑T]Ô+#·T≥)

AN
ÁbÕjÓ÷–ø£ C≤´$T‹ (ìsêàD≤\T)
• sπ U≤K+&É ìsêàD+. (ùdÿ\T, eè‘·Ô ˝Òœì, ø√De÷ìì düV‰ü j·T+‘√)
• eè‘·+Ô ^j·T≥+
• \+ã düeT~« K+&Éq sπ K

G
• ø√D+ ì]à+#·T≥ (ø√De÷ìì‘√)
• 600, 1200 \qT eè‘·Ô ˝Òœì‘√ ì]à+#·T≥
•
• N
ø√D düeT~«K+&Éq sπ K\T (300, 450 eT]j·TT 900 @s¡Œ&ÉTq≥T¢, eè‹Ô ˝Òœì‘√)
eè‘·Ô ˝Òœì‘√ Ç∫Ãq ø√D≤ìøÏ düe÷qyÓTqÆ ø√D≤ìï ì]à+#·T≥
LA
• Ç∫Ãq sπ K≈£î \+ã sπ K\qT ^j·T≥+
n) sπ Kô|’ >∑\ _+<äTe⁄ e<ä› Ä) sπ Kô|’ ˝Òq{Ϻ _+<äTe⁄ qT+&ç
Á‹$Trj·T, ~«$Trj·T Äø£è‘·T\ ne>±Vü≤q
TE

• kÕ<Ûës¡D ãVüQuÛTÑ C≤\T ` |ü]#·jT· +. Áø£eT, Áø£yT˚ ‘·s¡ |ü+#·uTÑÛ E\ es¡≈î£ .

• Á‹$Trj·T Äø£è‘·T\qT >∑T]Ô+#·≥+. düeT|òTü q+, Bs¡È |òTü q+, dü÷| ú eü TT, >√fi¯eTT, X¯+KTe⁄, |ü≥øº +£
(Á‹uÛTÑ C≤ø±s¡), |æs$¡ T&é (Á‹uÛTÑ C≤ø±s¡, #·‘T· s¡Ádü)\qT |ü]düsê\˝À >∑T]Ô+#·&+É .
• Á‹$Trj·T Äø£è‘·T\ (|òTü Hê\) eT÷\ø±\T, eTTU≤\T, n+#·T\T, osê¸\T
• düeT|òTü q+, Bs¡È |òTü q+, dü÷|
T,

ú +ü , X¯+KTe⁄\ e\∫Á‘ê\T eT]j·TT #·‘T· ]àFj·÷\T.

øπ Áå ‘· >∑D‘Ï +· #·T≥Tºø=\‘· uÛ≤eq, eT]j·TT yÓX’ Ê\´+

ER

(15 >∑+≥\T) • $$<Ûä Äø±sê\ <ë«sê #·T≥Tºø=\‘· uÛ≤eq |ü]#·jT· +, ne>±Vü≤q

10. #·T≥Tºø=\‘· • ˇπø #·T≥Tºø=\‘· ø£*–q $$<Ûä Äø±sê\T
eT]j·TT yÓX’ Ê\´+ • yÓX’ Ê\´+ uÛ≤eq. #·‘T· s¡Ádü yÓX’ Ê\´+, Bs¡È #·‘T· s¡Ádü yÓX’ Ê\´+, #·T≥Tºø=\‘·, yÓX’ Ê˝≤´\≈£î dü+ã+~Û+∫q
SC

<äTs¡_ÁÛ bÕj·÷\≈£î Á|ü‘T· ´<ëVü≤s¡D\T Çe«&É+

• Bs¡È #·‘T· s¡Ádü+ #·T≥Tºø=\‘·, #·‘T· s¡Ádü+ jÓTTø£ÿ #·T≥Tºø=\‘· Á|ü‘´˚ ø£ dü+<äs“¡ +¤ >±
• Bs¡# È ‘· T· s¡Ádü+, #·‘T· s¡Ádü+ #·T≥Tºø=\‘·, yÓX’ Ê˝≤´\ dü÷Á‘ê\qT ñ<ëVü≤s¡D\ <ë«sê kÕ<Ûës¡Dø° ]£ +#·&+É

<ä‘êÔ+X¯ ìs¡«Vü≤D <ä‘êÔ+X¯ ìs¡«Vü≤D

(10 >∑+≥\T) • <ä‘êÔ+X¯+ n+fÒ @$T{Ï?
• <ä‘êÔ+X¯ ùdø£sD ¡ eT]j·TT ìs¡«Vü≤D. <ä‘êÔ+X¯ ìs¡«Vü≤D ` >∑Dq ∫Vü‰ï\T ` |ü{øºÏ \£ ≈£î ñ<ëVü≤s¡D.
• |ü≥ ∫Á‘ê\T. |ü≥ ∫Á‘ê\˝À ªªùdÿ\Tμμ ÄeX¯´ø£‘.· |ü≥ ∫Á‘ê\ ìsêàDeTT eT]j·TT, $es¡D.
• ø£MTà sπ U≤ ∫Á‘ê\qT Ç∫Ãq <ä‘êÔ+XÊìø£qT>∑TD+>± ì]à+#·≥+, ø£MTàπsK ∫Á‘ê\ $es¡D.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 177

 Academic Standards
CONTENT ACADEMIC STANDARDS
Number system Problem • Word problems on number operations involving large
Solving numbers up to a maximum of 5 digits in the answers.
1. Knowing • Conversions of units of length and mass.
our
numbers Reasoning, • Estimation of outcome of number operations.

A
Proof • Comparison of numbers up to large numbers with concept
of place value.

AN
• Formation of different numbers by using given numbers and
select biggest, smallest among them.
Communication:• Writes any five digit numbers in words and vice versa.
• Comparison of five digit numbers using the symbols <,>,=.

G
Connections: • Understands the Usage of large numbers in daily life (village
N
population, income from land, etc.)
LA
Representation:• Expresses the numbers into expanded and compact form
By using unit, ten, hundred, thousand blocks represents
numbers through them.
TE

2. Whole Problem • ____________

numbers Solving

Reasoning, • Verification of properties of whole numbers such as

T,

Proof closure, associative, inverse, identity, distributive,

commutative (+.-.x)
ER

Communication:• Understands the need of whole number instead of natural

numbers.
Connections: • Finds the usage of whole numbers from their daily life.
SC

• Understands the relation between N, and W.

Representation:• Represents the whole numbers on the number line.

3. Playing with Problem • Simplification of numerical statements involving two or

Numbers Solving more brackets
• Tests the divisibility rules
• Understands the use of LCM and HCF in different
situations and find them in division, prime factorization
method.

178 Free distribution of Govt. of Telangana 2022-23

 $<ë´ Á|üe÷D≤\T
n<Ûë´j·÷\T $wüjT· $es¡D
dü+U≤´ e´edüú düeTkÕ´ kÕ<Ûäq • düe÷<Ûëq+ >∑]wü˜+>± 5 n+¬ø\ dü+U´\ e#˚Ã≥T¢ dü+U≤´ Á|üÁøÏj·T\ ô|’ |ü<ä
1. eTq dü+K´\qT düeTdü´\T.
‘Ó\TdüTø=+<ë+ • $T‹, Á<äe´sê• Á|üe÷D≤\ e÷]Œ&ç
ø±s¡D≤\T #Ó|üŒ&É+ • dü+U≤´ Á|üÁøÏj·T\˝À |òü*‘êìï n+#·Hê y˚j·T&É+.

A
ìs¡÷|üD\T #˚j·T&É+ • kÕúq $\Te\ uÛ≤eq‘√ ô|<ä› dü+K´\qT b˛\Ã&É+
• Ç∫Ãq n+¬ø\‘√ y˚sπ «s¡T dü+K´\qT ‘·j÷· s¡T #˚dæ ô|<ä› dü+K´qT mqTïø=q&É+,

AN
∫qï dü+K´qT mqTïø=q&É+.
e´ø£Ô|üs¡#·&É+ • 5 n+¬ø\ dü+K´qT Áyêdæ yêø£´s¡÷|ü+˝À #Ó|üŒ&É+. yêø£´s¡÷|ü+˝Àì dü+K´qT

G
dü+C≤„s¡÷|ü+˝À sêj·T&É+
• 5 n+¬ø\ dü+K´\qT <,>,=. >∑Ts¡TÔ\ düVü‰j·T+‘√ b˛\Ã&É+.

N
dü+<Ûëq+ #˚j·T&É+ • ì‘·´ J$‘·+˝À ô|<ä› dü+K´\ $ìjÓ÷>±ìï ns¡ú+ #˚düTø√e&É+.
ñ<ëVü≤s¡D≈£î Á>±eT »HêuÛ≤, Ä<ëj·T+ yÓTTˆˆq$.
LA
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • dü+K´\qT $düÔs¡D s¡÷|ü+˝Àq÷, dü+øÏå|üÔ s¡÷|ü+˝Àq÷ ‘Ó\|ü&É+
• ˇø£≥T¢, |ü<äT\T, e+<ä\T, y˚\ düeTT<ëj·÷\‘√ dü+K´\qT dü÷∫+#·&É+.
TE

2. |üPsêí+ø±\T düeTkÕ´ kÕ<Ûäq • ____________

ø±s¡D≤\T #Ó|üŒ&É+ • dü+eè‘·, düVü≤#·s¡, dæú‘·´+‘·s¡, ‘·‘·‡e÷+X¯eTT, $uÛ≤>∑ Hê´j·÷\qT |üPsêí+ø±

T,

ìs¡÷|üD\T #˚jT· &É+ \˝À G, `, I\ |üs¡+>± dü]#·÷&É&É+

ER

e´ø£Ô|üs¡#·&É+ • düV≤ü » dü+K´\≈£î ã<äT\T>± |üPsêí+ø±\ ÄeX¯´ø£‘q· T ne>±Vü≤q #˚dTü ø=q&É+

dü+<Ûëq+ #˚j·T&É+ • ì‘·´ J$‘·+˝À |üPsêí+ø±\ $ìjÓ÷>±ìï ø£qT>=q&É+.

SC

• N eT]j·TT W \ eT<Ûä´ dü+ã+<Ûëìï ne>±Vü≤q #˚düTø=qT≥.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • |üPsêí+ø±\qT dü+U≤´πsKô|’ >∑T]Ô+#·T≥

3. dü+K´\‘√ düeTkÕ´ kÕ<Ûäq • ¬s+&ÉT ˝Òø£ n+‘·ø£Hêï m≈£îÿe ≈£î+&É©ø£s¡D\T ñqï dü+U≤´ Á|üe#·Hê\qT
Ä&ÉTø=+<ë+ dü÷ø°åàø£]+#·≥+.
• uÛ≤»˙j·T‘ê dü÷Á‘ê\qT dü]#·÷&É≥+.
• ø£.kÕ.>∑T eT]j·TT >∑.kÕ.uÛ≤\qT $$<Ûä dü+<äsꓤ\˝À ne>±Vü≤q #˚düTø=qT≥.
ø£.kÕ.>∑T., >∑.kÕ.uÛ≤\qT ø±s¡D≤+ø£ $uÛÑ»q <ë«sê uÛ≤>±Vü‰s¡+ <ë«sê
ø£qT>=qT≥.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 179

 Reasoning, • Finds the logic behind the divisibility rules.
Proof • Understands the relationship between LCM and HCF of
two numbers by verification, why this relation hold only
in two numbers, take more than two numbers and see the
pattern, conclude

Communication:• Uses brackets involving fundamental operations.

Connections: • Establishes the relation among factors.

A
• Under stands the use of LCM and HCF from their real
life situations.

AN
• Finds the patterns in division, multiplication tables.

Representation:•

G
6. Integers Problem • Solves the problems on addition, subtraction and
Solving multiplictation involving integers.
N
LA
Reasoning, • Compares integers, and ordering of integers.
Proof • Difference of +,_ between N, and Z.
TE

Communication:• Understands the necessity of set of integers.

Connections: • Finds the connection among N,W and Z.

T,

Representation:• Represents the integers on the number line.

ER

• Shows the addition, subtraction on the number line.

7. Fractions Problem • Adds, subtracts, multiplies like and unlike fractions (avoid
and
SC

Solving complicated, large tasks)

Decimals • Inter conversion of fractions and decimal fractions.
• Word problems involving + ,- of decimals (two operations
together on money, mass, length, temperature)

Reasoning, • ______________
Proof

Communication:• ______________

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 ø±s¡D≤\T #Ó|üŒ&É+ • uÛ≤»˙j·T‘ê dü÷Á‘ê\ yÓqTø£ >∑\ ‘ê]ÿø£‘·qT ø£qT>=qTqT.
ìs¡÷|üD\T #˚j·T&É+ • ø£.kÕ.>∑T. >∑.kÕ.uÛ≤\ eT]j·TT Ç∫Ãq ¬s+&ÉT dü+K´\ eT<Ûä´>∑\ dü+ã+<Ûëìï
dü]#·÷#·TqT. s¬ +&ÉT dü+U´\ ø£Hêï m≈£îÿe dü+K´\qT rdüTø=ì á dü+ã+<Ûëìï
|ü]o*+#·TqT.

e´ø£Ô|üs¡#·&É+ • #·‘·T]«<Ûä Á|üÁøÏj·T\˝À ≈£î+&É©ø£s¡D≤\qT $ìjÓ÷–+#·TqT.

dü+<Ûëq+ #˚j·T&É+ • ø±s¡D≤+ø±\ eT<Ûä´ dü+ã+<Ûëìï @s¡Œs¡T#·TqT

A
• ì‘·´J$‘·+˝À ø£.kÕ.>∑T. eT]j·TT >∑.kÕ.uÛ≤\ $ìjÓ÷>±ìï ne>±Vü≤q

AN
#˚düTø=qTqT.
• >∑TDø±s¡, uÛ≤>±Vü‰s¡ |ü{Ϻø£\˝À Áø£e÷ìï ø£qT>=qTeTT.
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ____________

G
6. |üPs¡í dü+K´\T düeTkÕ´ kÕ<Ûäq • |üPs¡ídü+K´\ dü+ø£\q, e´eø£\q, >∑TDø±s¡ düeTdü´\qT kÕ~Û+#·TqT.

N
ø±s¡D≤\T #Ó|üŒ&É+ • |üPs¡í dü+K´\qT b˛\TÃqT. |üPs¡í dü+K´\qT Áø£eT+˝À ñ+#·TqT.
LA
ìs¡÷|üD\T #˚j·T&É+ • N eT]j·TT Z \˝Àì G, ` \ eT<Ûä´ ‘˚&Ü\qT #Ó|ü⁄ŒqT.
TE

e´ø£Ô|üs¡#·&É+ • |üPs¡ídü+K´\ dü$T‹ ÄeX¯´ø£‘·qT ne>±Vü≤q #˚düTø=qTqT.

dü+<Ûëq+ #˚j·T&É+ • N, W eT]j·TT Z \ nqTdü+<ÛëqeTTqT ø£qT>=qTqT.

T,

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • |üPs¡í dü+K´\qT dü+U≤´πsKô|’ >∑T]Ô+#·TqT.

ER

• dü+ø£\q+, e´eø£\q+, >∑TDø±sê\qT dü+U≤´πsKô|’ #·÷|ü⁄qT.

7. _ÛHêï\T eT]j·TT düeTkÕ´ kÕ<Ûäq • düC≤‹, $C≤‹, _ÛHêï\ ≈£L&çø£\T, rdæy˚‘·\T, >∑TDø±sê\T #˚j·TTqT (∫qï
SC

<äXÊ+XÊ\T ˝…ø£ÿ\T).
• _ÛHêï\qT <äXÊ+X¯ _ÛHêï\qT |üs¡düŒs¡+ e÷]Œ&ç #˚j·TTqT.
• <äXÊ+X¯eTT\‘√ dü+ø£\q, e´eø£Hê\‘√ ≈£L&çq |ü<ä düeTdü´\qT kÕ~Û+#·TqT.
($T‹, Á<äe´sê•, Á<äe´eTT eT]j·TT ñc˛íÁ>∑‘·).
ø±s¡D≤\T #Ó|üŒ&É+ • ____________
ìs¡÷|üD\T #˚jT· &É+
e´ø£Ô|üs¡#·&É+ • ____________

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 181

 Connections: • Connections between fraction, decimal fractions, decimal
numbers

Representation:• __________________

Algebra Problem • Finds the value of the expression when substituting a value
9. Intrtoduction Solving in place of variable (Simple expressions can be taken
Algebra and single operation)

A
Reasoning, • Generalizes the given patterns and express as algebra
Proof expression.

AN
Communication:• Converts the real life simple contexts into Algebraic
expression (vice versa)

G
Connections: • Finds the usage of algebraic expression when occurring
the unknown values.
N
• Inter links the number system with algebraic system by
usage of simple contexts.
LA
Representation:• Represents the even, odd number in general form as
2n, 2n+1.
TE

Arithemetic Problem • Calculates inverse ratio, compound of two ratios.

11. Ratio and Solving • Solves word problem involving unitary method
Proportion
T,

Reasoning, • Compares the given ratios.

Proof • Verifies the rule of proportion involving the ratios.
ER

• Gives the reasons why the same units can be taken in

expressing of ratios.
SC

Communication:• Write ratios in symbols and equivalent fractional form.

Connections: • Observes the relation between time and work, time and
distance using proportions.
• Understands the usage of ratios and proportion in daily
life problems.

Representation:• ________________

182 Free distribution of Govt. of Telangana 2022-23

 dü+<Ûëq #˚j·T&É+ • _ÛHêï\T, <äXÊ+X¯eTT\T, <äXÊ+X¯ _ÛqïeTT\ eT<Ûä´ dü+<ÛëHê\T.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ____________

;» >∑D‘Ï +· düeTkÕ´ kÕ<Ûäq • #·ss¡ ê• $\TeqT Á|ü‹øπ |

å +æ #·&+É <ë«sê düe÷düeTT\ $\Te\qT ø£qT>=qTqT.
9. ;» >∑D‘Ï · (ˇπø Á|üÁøÏj·T‘√ ≈£L&çq düs¡fi¯ düe÷düeTT\T).
|ü]#·jT· +

A
ø±s¡D≤\T #Ó|üŒ&É+ • Ç∫Ãq Áø£e÷\qT kÕ<Ûës¡D°ø£]+∫ ;Jj·T düe÷dü+>± e´ø£Ô|üs¡#·TqT.
ìs¡÷|üD\T #˚jT· &É+

AN
e´ø£Ô|üs¡#·&É+ • ì‘·´ J$‘· dü+<äsꓤ\qT (düs¡fi¯yÓTÆq) ;Jj·T düe÷dü s¡÷|ü+˝Àq÷, ;Jj·T
düe÷kÕ\qT ì‘·´ J$‘· düeTdü´\ s¡÷|ü+˝ÀqT e´ø£Ô|üs¡#·TqT.

G
dü+<Ûëq+ #˚j·T&É+ • sêX¯ó\ $\Te ‘Ó*j·Tq|ü⁄Œ&ÉT ;Jj·T düe÷kÕ\ $ìjÓ÷>±ìï ne>±Vü≤q

N
#˚düTø=qTqT.
• ‘˚*ø£ dü+<äsꓤ\ <ë«sê dü+U≤´ e´edüúqT, ;Jj·T e´edüúqT |üs¡düŒs¡+
LA
dü+<Ûëì+#·TqT.
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • dü], uÒdæ dü+K´\ kÕ<Ûës¡D s¡÷bÕ\qT 2n, 2n+1 \T>± ‘Ó\TŒqT.
TE

n+ø£>D∑ ‘Ï +· düeTkÕ´ kÕ<Ûäq • $˝ÀeT ìwüŒ‘·TÔ\qT, ¬s+&ÉT ìwüŒ‘·TÔ\T Ç∫Ãq ãVüQfi¯ ìwüŒ‹Ôì ø£qT>=qTqT.
11. ìwüŒ‹Ô ` • @ø£edüTÔ e÷s¡ZeTTô|’ |ü<ä düeTdü´\qT kÕ~Û+#·TqT.
nqTbÕ‘·eTT
T,

ø±s¡D≤\T #Ó|üŒ&É+ • Ç∫Ãq ìwüŒ‘·TÔ\qT b˛\TÃqT.

ìs¡÷|üD\T #˚j·T&É+ • ìwüŒ‘·TÔ\ nqTbÕ‘· <Ûäsêàìï dü]#·÷#·TqT.
ER

• ìwüŒ‘·TÔ\qT ø£qT>=qT≥˝À sêX¯ó\T ˇπø Á|üe÷D+˝À m+<äT≈£î ñ+&Ü˝À

$e]+#·TqT.
SC

e´ø£Ô|üs¡#·&É+ • ìwüŒ‘·TÔ\qT dü+C≤„s¡÷|ü+˝À Áyêj·TTqT eT]j·TT yê{Ï düeT _ÛHêï\qT

Áyêj·TTqT.
dü+<Ûëq+ #˚j·T&É+ • nqTbÕ‘· <Ûäsêàìï nqTdü]+∫ ø±\eTT |üì, ø±\eTT ` <ä÷s¡eTT eT<Ûä´ >∑\
dü+ã+<Ûë\qT |ü]o*+#·TqT.
• ì‘·´J$‘· düeTdü´\˝À ìwüŒ‹Ô ` nqTbÕ‘·eTT\ $ìjÓ÷>±ìï ne>±Vü≤q
#˚düTø=qTqT.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ________________

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 183

Geometry Problem • _________________
4. Basic Solving
Geometrical
Ideas
Reasoning, • Differentiates the basic geometric shapes (triangle, circle,
Proof Quadrilaterals )
• Differentiates and compares the Quadrilaterals and
triangle.

A
Communication:• Gives the example of basic geometry shapes (from surface
of the surrounding objects).

AN
Connections: • Visualizes the basic geometric shapes from surroundings.
• Understands the inter relation between various
components of a circle (Circle, Semi Circle, Sector,

G
Diameter, Radius, chord etc).

Representation:• Gives pictorial representation of basic geometric shapes.

N
LA
5. Measures Problem • Measures the given line segment
of Lines and Solving
Angles
TE

Reasoning, • Compares the lengths of line segments by estimation and

Proof verification.
• Classifies the given angles.
• Differentiates the pair of lines as intersecting, perpendicular
T,

lines.
• Estimates the type of given angle.
• Compares the given angle.
ER

• Rounds off an angle to nearest measure by estimation.

Communication:• Finds the usage of elementary shapes and their

measurements in surroundings.
SC

Connections: • Draws a line segment with given measurement.

• Draws the given angle using apparatus.

Representation:• ____________________

184 Free distribution of Govt. of Telangana 2022-23

sπ U≤>∑D‘Ï +· düeTkÕ´ kÕ<Ûäq • ________________
4. ÁbÕ<∏$ä Tø£ C≤´$T‹
uÛ≤eq\T
ø±s¡D≤\T #Ó|üŒ&É+ • ÁbÕ<∏ä$Tø£ C≤´$T‹ Äø±s¡+ ‘˚&Ü\qT (Á‹uÛÑT»+, eè‘·Ô+, #·‘·Ts¡T“¤»+) #Ó|ü⁄ŒqT.
ìs¡÷|üD\T #˚j·T&É+ • Á‹uÛÑT»+, #·‘·Ts¡T“¤C≤\qT b˛\TÃqT, ‘˚&Ü\T #Ó|ü⁄ŒqT.

• |ü]düsê\˝Àì ÁbÕ<∏ä$Tø£ C≤´$Trj·T Äø±sê\≈£î ñ<ëVü≤s¡D\T Ç#·TÃqT.

A
e´ø£Ô|üs¡#·&É+

AN
dü+<Ûëq+ #˚j·T&É+ • |ü]düsê\ qT+&ç C≤´$Trj·T Äø±sê\qT <äèo´ø£]+#·Tø=qTqT.
• eè‘·Ô+ jÓTTø£ÿ $$<Ûä uÛ≤>±\ eT<Ûä´>∑\ |üs¡düŒs¡ dü+ã+<Ûëìï ne>±Vü≤q
#˚düTø=qqT. (eè‘·Ô+, ns¡ú eè‘·Ô+, ôdø£ºsY, yê´dü+, yê´kÕs¡ú+, C≤´ yÓTTˆˆq$).

G
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ÁbÕ<∏ä$Tø£ C≤´$Trj·T Äø±sê\qT |ü≥s¡÷|ü+˝À Á|ü<ä]Ù+#·TqT.
N
LA
5. sπ K\T, ø√DeTT\ düeTkÕ´ kÕ<Ûäq • Ç∫Ãq πsU≤K+&É+qT ø=\T#·TqT
ø=\‘·\T
TE

ø±s¡D≤\T #Ó|üŒ&É+ • πsU≤ K+&Ü\ bı&Ée⁄\qT n+#·Hê y˚j·TTqT, dü]#·÷#·TqT.

ìs¡÷|üD\T #˚j·T&É+ • Ç∫Ãq ø√D≤\qT eØZø£]+#·TqT
• Ç∫Ãq πsK\ »‘·qT K+&Éq πsK\T>±, \+ã πsK\T>± $uÛÑõ+#·TqT.
• Ç∫Ãq ø√D≤ìï @ s¡ø£yÓTÆq ø√DyÓ÷ n+#·Hê y˚j·TTqT.
T,

• ø√D≤\qT b˛\TÃqT
• n+#·Hê <ë«sê ø√D≤\ ø=\‘·\qT düe]+#·TqT
ER

e´ø£Ô|üs¡#·&É+ • |ü]düsê\˝À ÁbÕ<∏ä$Tø£ Äø±sê\ $ìjÓ÷>±ìï, ø=\‘·\qT ø£qT>=qTqT.

SC

dü+<Ûëq #˚j·T&É+ • Ç∫Ãq ø=\‘·‘√ πsU≤K+&Üìï ^j·TTqT.

• |ü]ø£sê\ <ë«sê Ç∫Ãq ø√D≤\qT ^j·TTqT.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ________________

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 185

12.Symmetry Problem • Finds the symmetric axis of given 2D shapes.
Solving

Reasoning, • Distinguishes symmetrical and non symmetrical shapes.

Proof • Explains the reflection symmetry in the given 2D figure

Communication:• Explains reflection symmetry with its axis in 2D objects

A
Connections: • Observes and identify the reflective symmetry from

AN
surroundings.
• Appreciates the reflection symmetric nature in
surroundings.

G
Representation:• Draws the symmetric axis in the given 2D figures

13.Practical
Geometry
Problem N
• ___________________
LA
Solving

Reasoning, • Estimates the given pair of lines whether they are

TE

Proof perpendicular or not.

• Estimates the given line whether it is angle bisector or not
Communication:• Communicate how constructions made in line sigment,
Circle, Perpendicualr bisector, angle, angle bisector.
T,

Connections: • ____________________
ER

Representation:• Draws the line segment, circle, perpendicular bisector,

angle, angle bisector.
SC

14.Understand- Problem • ___________________

ing 3D, 2D Solving
Shapes
Reasoning, • Differentiates polygon and regular polygon. Check
Proof whether given polynomial is regular or not. Give reasons.
• Differentiates the 3D shapes as per faces edges, vertices
(Cube, Cuboids, Cylinder, Sphere, Cone, Prism, Pyramid)

Communication:• __________________

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12. kÂwüe˜ eTT düeTkÕ´ kÕ<Ûäq • ~«$Trj·T Äø£è‘·T\ kÂwü˜yê\qT ø£qT>=qTqT.

ø±s¡D≤\T #Ó|üŒ&É+ • kÂwü˜e, nkÂwü˜e Äø±sê\ eT<Ûä´ ‘˚&Ü\qT $e]+#·TqT.

ìs¡÷|üD\T #˚j·T&É+ • Ç∫Ãq ~«$Trj·T Äø±s¡|ü⁄ |üsêes¡Ôq kÂwü˜yêìï $e]+#·TqT.

e´ø£Ô|üs¡#·&É+ • ~«$Trj·T |ü{≤˝À |üsêes¡Ôq kÂwü˜yêìï yê{Ï kÂwü˜e nøå±\‘√ $e]+#·TqT.

A
dü+<Ûëq+ #˚j·T&É+ • |ü]düsê\˝À |üsêes¡Ôq kÂwü˜yêìï >∑T]Ô+#·TqT, |ü]o*+#·TqT.

AN
• Á|üø£è‹˝Àì |üsêes¡Ôq kÂwü˜yêìï n_Ûq+~+#·TqT

G
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • Ç∫Ãq ~«$Trj·T |ü{≤\˝Àì kÂwü˜e nøå±\qT ^j·TTqT.

13. ÁbÕjÓ÷–ø£ düeTkÕ´ kÕ<Ûäq N

•________________
LA
C≤´$T‹

ø±s¡D≤\T #Ó|üŒ&É+ • Ç∫Ãq πsK\ »‘·\T \+u≤˝À ø±<√ n+#·Hê y˚j·TTqT.

TE

ìs¡÷|üD\T #˚j·T&É+ • Ç∫Ãq πsK, ø√D düeT~«K+&Éq πsK n>∑TH√ ø±<√ n+#·Hê y˚j·TTqT.

e´ø£Ô|üs¡#·&É+ • πsU≤K+&É+, eè‘·Ô+, \+ã düeT~«K+&Éq πsK, ø√DeTT, ø√D düeT~«K+&Éq

T,

πsK\ ìsêàD k˛bÕHê\qT e´ø£Ô|üs¡T#·TqT.

dü+<Ûëq+ #˚j·T&É+ • ___________________
ER

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • πsU≤K+&É+, eè‘·Ô+, \+ã düeT~«K+&Éq πsK, ø√D+ eT]j·TT ø√D
düeT~«K+&Éq πsK\qT ^j·TTqT.
SC

14. Á‹$Trj·T, düeTkÕ´ kÕ<Ûäq • ___________________

~«$Trj·T Äø±sê\
ne>±Vü≤q ø±s¡D≤\T #Ó|üŒ&É+ • Áø£eTãVüQuÛÑTõ, kÕ<Ûës¡D ãVüQõ\ eT<Ûä´ uÛÒ<ë\qT $e]+#·TqT. Ç∫Ãq
ìs¡÷|üD\T #˚jT· &É+ ãVüQuÛÑTõ Áø£eTyÓ÷ ø±<√ ø±s¡D≤\T #Ó|ü⁄ŒqT.
• 3D Äø±sê\qT eTTU≤\T, n+#·T\T, osê¸\ Ä<Ûës¡+>± y˚s¡T #˚j·TTqT
(düeT|òüTq+, Bs¡È |òüTq+, dü÷ú|ü+, >√fi¯+, X¯+KTe⁄, |ü≥ºø£+, |æs¡$T&é).
e´ø£Ô|üs¡#·&É+ • ___________________

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 187

 Connections: • Establish the relation between polygons and their names.
• Identifies the 3D shape by their names from surroundings.
• Understands the relation between cube, cuboid, cylinder
and their nets.
Representation:• Identifies suitable objects for drawing regular polygons.
• Represents 3D shape as 2D on paper.
Mensuration Problem • Solves the problems involving perimeter and area of
Solving rectangle and square.
10. Perimeter
• Solves word problems
and Area

A
Reasoning, • Differentiates perimeter and area of a figure.

AN
Proof • Finds the perimeter of a given figure, involving more than
2 shapes.
• Gives the measurements of rectangle/ square which have
same area but different perimeters.

G
• Identifies the same perimeter with different shapes from
given shapes.
• Finds errors in solving of perimeter, area and rectifying
N
them.
LA
Communication:• Perimeter / area of rectangle / square is expressed in
formulae and in words also
TE

Connections: • Establishes relation between units to area and perimeter.

Representation:• Shows the area of the polygon by shading the region.

T,

8. Data Problem • Organization of raw data into classified data.

Handling Solving
ER

Reasoning, • Interpretation of tabular data into verbal form.

Proof

Communication:• Merits, demerits of bar graphs and pictographs.

SC

Connections: • Understands the usage of bar graphs, pictographs in daily

life situations (Year-wise population, Annual Budget,
Production of crops etc).

Representation:• Represents data in tally marks.

• Represents data in tabular forms.
• Represents data into bar graphs and pictographs.

188 Free distribution of Govt. of Telangana 2022-23

 dü+<Ûëq #˚j·T&É+ • ãVüQuÛÑTE\≈£î, yê{Ï ù|s¡¢≈£î eT<Ûä´ dü+ã+<Ûë\qT HÓ\ø=\TŒqT.
• |ü]düsê\˝À Áø£eTãVüQuÛTÑ õ Äø±sê\ eTTU≤\T >∑\ edüTe Ô ⁄\qT |ü]o*+#·TqT.
• |òüTq+, Bs¡È |òüTq+, dü÷ú|ü+ eT]j·TT yê{Ï e\s¡÷bÕ\ eT<Ûä´ dü+ã+<Ûëìï
ne>±Vü≤q #˚düTø=qTqT.
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • Áø£eT ãVüQuÛÑTE\qT ^j·T&ÜìøÏ dü]jÓÆTq edüTÔe⁄\qT mqTïø=qTqT. ‘·q
m+|æø£≈£î ø±s¡D≤\T #Ó|ü⁄ŒqT.
#·T≥Tºø=\‘· • 3D Äø±sê\qT 2D>± ø±–‘·+ô|’ ^j·TTqT.
uÛ≤eq eT]j·TT düeTkÕ´ kÕ<Ûäq • #·‘·Ts¡Ádü eT]j·TT Bs¡È #·‘·Ts¡Ádü #·T≥Tºø=\‘·\ yÓ’XÊ˝≤´\ düeTdü´\qT
yÓX’ Ê\´+ |ü]#·jT· +

A
kÕ~Û+#·TqT.
• |ü<ä düeTdü´\qT kÕ~Û+#·TqT.

AN
ø±s¡D≤\T #Ó|üŒ&É+ • ˇø£ |ü≥+ jÓTTø£ÿ #·T≥Tºø=\‘·, yÓ’XÊ˝≤´\ ‘˚&ÜqT $e]+#·TqT.
ìs¡÷|üD\T #˚jT· &É+ • Ç∫Ãq |ü≥+ jÓTTø£ÿ #·T≥Tºø=\‘·qT ø£qT>=qTqT (2 ø£Hêï m≈£îÿe Äø±sê\T
>∑\ dü+<äs¡“¤+˝À).
• ˇπø yÓ’XÊ\´+ ø£*– y˚s¡T y˚s¡T #·T≥Tºø=\‘· ø£*–q #·‘·Ts¡ÁkÕ\≈£î, Bs¡È

G
#·‘·Ts¡ÁkÕ\≈£î ñ<ëVü≤s¡D*#·TÃqT.

N
• Ç∫Ãq |ü{≤\˝À ˇπø #·T≥Tºø=\‘· ø£*–q |ü{≤\qT >∑T]Ô+#·TqT.
• #·T≥Tºø=\‘· yÓ’XÊ˝≤´\qT ø£qT>=qT≥˝À <√cÕ\qT >∑T]Ô+∫ düe]+#·TqT.
LA
e´ø£Ô|üs¡#·&É+ • #·‘·Ts¡Ádü, Bs¡È#·T‘·s¡Ádü+, #·≥Tºø=\‘· eT]j·TT yÓ’XÊ˝≤´\≈£î dü÷Á‘ê\qT sêdæ
n+<äT˝Àì |ü<ë\qT $e]+#·TqT.
TE

dü+<Ûëq+ #˚j·T&É+ • #·T≥Tºø=\‘· eT]j·TT yÓ’XÊ˝≤´\ Á|üe÷D≤\ eT<Ûä´ dü+ã+<Ûëìï HÓ\ø=\TŒqT.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ãVüQuÛÑTõ yÓ’XÊ˝≤´ìï ùw&é #˚j·TT≥ <ë«sê dü÷∫+#·TqT.

T,

<ä‘êÔ+X¯ ìs¡«Vü≤D düeTkÕ´ kÕ<Ûäq • neØZø£è‘· <ä‘êÔ+XÊìï eØZø£è‘· <ä‘êÔ+X¯+>± ì]à+#·TqT.

ER

ø±s¡D≤\T #Ó|üŒ&É+ • |ü{Ϻø£˝Àì düe÷#êsêìï |ü<ë\˝À $e]+#·TqT.

ìs¡÷|üD\T #˚jT· &É+
SC

e´ø£Ô|üs¡#·&É+ • ~yÓTà ∫Á‘ê\, |ü≥∫Á‘ê\ >∑TD`<√cÕ\qT b˛\TÃqT, $e]+#·TqT.

dü+<Ûëq #˚j·T&É+ • ì‘·´J$‘·+˝À ~yÓTà ∫Á‘ê\, |ü≥ ∫Á‘ê\ $ìjÓ÷>±ìï ne>±Vü≤q

#˚düTø=qTqT. (dü+e‘·‡sê\ yêØ »HêuÛ≤, yê]¸ø£ Ä<ëj·T ` e´j·÷\ |ü{Ϻø£,
e«j·TkÕj·T ñ‘·Œ‘·TÔ\T yÓTTˆˆq$).
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • <ä‘êÔ+XÊìï >∑Dq ∫Vü‰ï\ <ë«sê dü÷∫+#·TqT.
<ä‘êÔ+XÊìï |ü{Ϻø£\ <ë«sê dü÷∫+#·TqT.
<ä‘êÔ+XÊìï |ü≥ ∫Á‘ê\T, ~yÓTà∫Á‘ê\˝À dü÷∫+#·TqT.

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190 Free distribution of Govt. of Telangana 2022-23