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KHYBER PAKHTUNKHWA TEXTBOOK BOARD,

PESHAWAR

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Model Textbook

m
Mathematics
' y(yV

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Grade 8

0.
Based on Single National Curriculum 2022

36
One Nation, One Curriculum
/.

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st
Ijl
U

KHYBER PAKHTUNKHWA TEXTBOOK BOARD,

PESHAWAR

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. -th Association For Academic Qual.ty (AFAQ). Lahore Content
All rights reserved w.tn
, nf Curriculum and Teachers Education (DCTE), Khyber Sr.No Unit Page
Approved by the Directorat 2438.42/SNC-2022/Maths Dated 12-05-2022.
Pakhtunkhwa Abbottabad vide NOC, •
1 Approximation and Estimation 1

m
'"'.'"Ms MadeehaNuzhatVaraich 2 Real Numbers 8
. Ms. Sadia Manzoor

co
3 Financial Arithmetic 33
MrJaffaSMansoorAbbasi. Director, DCTE Khyber Pakhtunkhwa Abbottabad
4 Square Roots and Cube Roots 60

Syed Amjad Ali, Additional Director (CTR), DCTE Khyber Pakhtunkhwa Abbottabad 5 Sets 86

0.
6 Sequences and Algebra 104
. Mr. Abdussalam, Principal GHSS Kokal Berseen Abbottabad
. Mr AzharQayyum, Lecturer, GPGCMansehra

36
. Mr Amer Khan, SS, GHSS No. 2 Cantt Peshawar 7 Exponents and Laws of Exponents 147
. Mr Abbas Khan, Desk Officer, DCTE Khyber Pakhtunkhwa Abbottabad
. nr Muhammad Shah, Khyber Pakhtunkhwa Textbook Board, Peshawar 8 Simultaneous Linear Equations 163

Mr. Nasir Kamal, Desk Officer (Maths)

Khyber Pakhtunkhwa Textbook Board, Peshawar
ad 9

10
Surface, Area and Volume

Geometry
208

238
st
Printing Supervision: 11 Data Management and Probability 275
Arshad Khan Afridi. Chairman
Abdul Wali Khan, Member (E&P) Answers 308
Khyber Pakhtunkhwa Textbook Board. Peshawar
U

Academic Year 2022-23

Email: mcmbertbK'fl vahoo.com
Website: www.kDibb.gov.pk
Phone:091-9217714-15

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zm.—^

Approximation and Estimation ^Introduction^

In many daily life situations, we are not able to calculate the exact amount or
quantity of something. We need an answer that is close to the actual calculation. In
such situations we need to estimate and get an approximate answer. While
Aft-v tompU" *.* * "..r-rr'
shopping, we need to estimate how much total bill we have to pay. This answer
. Round off numbers up to 5 sign.ficant figures may not be the actual sum but it can be something around the actual bill. Similarly
. Analyze approx.mat.on error when numbers are rounded off.
in mathematical calculations, we need to estimate the calculation before actually

m
. Solve real-world word problems involving approx.mat.on.
calculating and finding the exact result.

1.1 Estimation and Approximation

co
The most common and easiest type of estimation is
rounding off. We know that rounding off helps us quicklv < ^ ^
Qft ; . the number
estimate . we need, to use in various Round
x n. off
u 34.672
. to.
u
a) The whole number
calculations. It helps us make a complicated number much j b) The nearest tenth
i c) The nearest hundredth

0.
simpler to work with. This include rounding off whole
numbers to the nearest 10.100, and so on.
Similarly rounding a decimal includes rounding it off to the nearest whole number, tenth,
hundredths etc. This is where you make a long number simpler by 'rounding', or expressing

36
in terms of the nearest unit ten. hundred, tenth, or a certain number of decimal places.
Approximation Error
The difference between an exact value and the approximated value of something is known
as approximation error.

I
ad
i
: •%
i
For example, the mass of a sugar bag is 40.53 to be exact but the weighing
scale allows to weigh only up to one decimal place or nearest 0.1. So, the
approximate mass will be mentioned as 40.5 kilogram.
Similarly, the exact length of an electric wire is 25.82 metres. But when
st
measured with measuring tape that only allows to measure to the nearest ^
tenths. So, the approximate length will be mentioned as 25.8 metre.
1.1.1 Significant Figures
U

Significant figures are the number of figures or digits that indicate the accuracy of any
calculation or measurement.
The capacity of an oil tanker is 24567.57 litres. What is this capacity to the
nearest whole number? ifr^i Ask students to analyze the rounding and approximation error by taking approximate
I V "—rementsdengths, masses, capacities, and then using tools to verify the exa« ones

fO 6A-P
- - t

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Le,s recall how to determine .he number of significant
Round 372345 to 5 significant figures.
The closeness of a measured Round off 789265 to:
• Wl'norvzero d'igils^re significant figures. For examgle, value and a true(aclual) value of Solution:
something is known as a) 3 significant figures
.^^^S-never significant. For Here we consider five leftmost digits which are 37234. The digit next b) 4 significant figures
measurement accuracy.
to the digit 4 is 5. So. we will round up. We will add 1 to the digit 4 c) 5 significant figures
and replace next digits by zeros.
. ^elo dS: are sign.cant, for example, B9.04S has 5 So, 372345 rounded to 5 significant figures is 372350.

m
Example 4:
. zrosanie end of a number after the decimal point are significant. For example, 9.500
Round 1365831 to 5 significant figures.
. Zeros I".The end of Te whole numbers are note significant. For example. 9500 has 2 Solution:

co
significant figures. Here we consider the five leftmost digits which are 13658. The digit next to the digit 8 is 3
which is smaller than 5. So, we will round down. So, keep 13658 as it is and replace next
rheTctua'cr exact mass of a watermelon is 4.04 kilogram. When we round off it to digits by zeros.
,he nearest whole number (kilogram), we get its mass equal to 4 kilogram and if we So, 1365831 rounded to 5 significant figures is 1365800.
measure it to the nearest tenth, we get its mass equal to 4.0 kilogram. It means: Example 5:

0.
The mass of watermelon is 4 kilograms rounded to one significant figure and the The exact length of a rope is 452.129 metre.
mass of watermelon is 4,0 kilogram rounded to two significant figures. Round this length off to four significant figures.
1.1.2 Rules to round to the specified number of significant figures Solution:

36
Here we consider 452.1. The next digit to 1 is 2 which is smaller than 5. So, we will round
When rounding to the specified number of significant digits, round down if the next digit is
down. Keep 452.1 as it is and drop next digits.
less than 5 and round up when the next digit is greater than or equal to5^^^^^
So, 452.129 rounded to 4 significant figures is 452.1
Example 6:
There are 657238 trees in forest. Round this off to 4 IBffilOl jlM
Round 87.23178 to 5 significant figures.
Solution:
ad
■sPBg r\ lUfl
. j- • o
Here we consider the four leftmost digits which are 6572. The digit next to the digit 2 is 3
Solution:
Here we consider 87.231. The next digit to 1 is 7 which is
greaterthan 5. So, we will round up. Add 1 to the digit 1 and Round off 44.89216 to:
which is smaller than 5. So, we will round down. So, keep 6572 as it is and replace next a) 3 significant figures
drop the next digits. b) 4 significant figures
digits by tetos. So, 657238 rounded to 4 significant figures is 657200.
st
So, 87.23178 rounded to 5 significant figures is 87.232. c) 5 significant figures
Example 2:
Round 872698 to 4 significant figures.
Solution: n k- h
U

I lere we consider four leftmost digits which are 8726. The digit next to the digit 6 is w ic
is greater than 5. So. we will round up. So. we will add 1 to the digit 6 and replace next
digits by zeros. So, 872698 rounded to 4 significant figures is 872700. | Round the following whole numbers to 3 significant figures.
\ Ask the students to collect information about population and areas of different cities of Pakistan, and a) 67245 b) 99244 c) 6378 d) 8230 e) 53772 f) 238796
^ C " different countries of the world and then round the values to different numbers of significant igures.

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7

D
045705 • The most common and easiest type of estimation is • Rounding off
j„M6, B,7.9» C) 873572 «93«2 .) S3476 rounding off. • Estimation 5
• The difference between an exact value and the • Approximation
nj Round .he following whole numbers to 5 significant figures. • Rounding Error
approximated value of something is known as
3,8723451 b) 5362852 0 9024691 d) 8348347 e) 4528409 0 5245891 approximation error.
gg Round .he following decimal numbers .o 3 significant figures.
Significant figures are the number of figures or digits that indicate the accuracy of

m
a| 87.256 b) 58.2672 0 9.24578 d) 2.6572 e) 4.8235 any calculation or measurement
B Round the following decimal numbers to 4 significant figures. The closeness of a measured value and a true(actual) value of something is known
a) 72 5623 b) 89.0367 0 56.8926 d) 6.09871 e) 23.23232 as measurement accuracy.

co
yy Round the following decimal numbers to 5 significant figures,
a) 4 10987 b) 65.23689 c) 872.12345
d) 0 234877 e) 65.72045

g]} There are 87234 English language books and 63245

0.
Art book.s in a library. Round off these quantities to I Encircle the correct option.
4 significant figures and then add to find the
approximate number of total books. a) How many significant figures are there in the number 3746000?

36
4
0 ii) 5 iii) 6 iv) 7
p Zaeem want to buy a flat costing Rs 2.237,750. Round this
amount off to 5 significant figures. -J ' b) Which of these have 3 significant figures?
2378
0 ii) 67.07 jji) 0.350 iv) 680

pi t he mass of a bag of cement is 23.765 gram. Round this mass

rff to 4 significant figures.
ad &■svV>
c) How many significant figures are there in the number 0.00589?
') 3
ii) 4
iii) 5 jv) 6

IP, The volume of water in a water tank is 6723.855 litres. Round this volume off d) Which of these has 5 significant figures?
st
to 5 significant figures.
i) 0.0560 ii) 8.0560 ijj) 81.0500 iv) 9.060
rhe
[0 grocery bill has an exact amount of Rs 723.657. Round this off to 5
significant figures. e) How many significant figures are in 209110?
U

0 4
■') 5 iii) 6 jv) 7
Think higher
Wi t? r.%o decimals having 3 decimal places Then multiply them and round the answer
t- 4 s»gr r .ant figures

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[*in
Real Numbers
——— 4 significant 5 significant TlTT^"
2 significant 3 significant figures
Numbers figures figures
figures | Student Learning Oi itcomes 1
After completing this unit, students will be able to:
a) 6729001 • Differentiate between rational and irrational numbers.
• Represent real numbers on a number line and recognise the absolute value of a real number.
b) 7609168

m
• Demonstrate the ordering properties of real numbers.
• Demonstrate the following properties:
c) 23.8712 • closure property -associative property-existence of identity element
• existence of inverses -commutative property -distributive property
!451 |
d) 0.672451 • Solve real-world word problems involving calculation with decimals and fractions.

co
e)45.76217 • Identify and differentiate between decimal numbers as terminating (non-recurring) and non-terminating
(recurring).
A library has 127462 monthly visitors. Round this value to:
' a) 2 significant figures b) 3 significant figures
c)4 significant figures d) 5 significant figures

0.
- • 070,45 and that of Town B is 624509. Round off
^ and then add to find the approximate population.
H The distance between two landmarks is 452.9872 km Round thrs off to

36
a) 3 significant figures. b) 4 significant figures. c) 5 significant figures.

Math
Project A
Material Required: ad
. Two types of calculators (four function and scientific) for each group
• Paper chits
L Jfcj
■nw ■! J 11 JJIIVVH

• Baskets
st
• Recording sheet
Procedure:
• Work in groups.
• Teacher will put paper chits having various sums having non- VSSS6)
U

terminating decimal results in a basket.

• Each pairs picks S chits randomly from the basket. A certain road that is 812.5 kilometres long, has rest area after every ^ kilometres
2
• Then they calculate the answers using both types of calculators. How many rest areas are on this road?
• Then record the results from each calculator for the same question and analyze
the rounding and approximating errors.

HO FO - MiE

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In the above examples, the division process is complete with the remainder zero. So, these
mtrodurtion/ the.r representa,ion on a number hne, are terminating decimals,
We have learnt about rational num . ^ we wi|| ,earn about the real b) Non-Terminating Decimal Numbers
comparison and also about their pr P and represen,ation on a number Many times when converting a fraction to a decimal by division method, the division
numbers (rational and irrational) P numbers which wil| he|p us process does not end and we do not get a remainder equal to zero. In such a case, the
line but before it, let's learn about the types
obtained decimal as quotient is called the non-terminating decimal.
understanding the concept of irrational numbers.

m
Non-terminating decimal numbers are those decimal numbers that have an infinite number
2.1 Types of Decimal Numbers of digits after the decimal point.

There are two types of decimal numbers. ,! Mnrnhpre Example 1:

co
a) Terminating Decimal Numbers b) Non-Terminatmg Dec.mal Numbers Expressy?- as a decimal number. 3.142
a) Terminating Decimal Numbers Solution: 22.000
When converting a fraction to a decimal by division method we mostly notice that the • First divide the dividend 22 by the divisor 7. 7 goes into 22 three -.21
division is complete after certain steps and we get the remainder zero. In such cases, the times with 1 leftover, i.e. 7 x 3 = 21 r 1. 10

0.
quotient obtained as the decimal is called the terminating decimal. • Now the remainder 1 is less than the divisor 7. So, put a decimal -7
So. the terminating decimal numbers are those decimal numbers that have a finite point after 3 in the quotient. Also, put a decimal point after the 30,
number of digits after the decimal point. Let's consider a few examples. dividend 22 and write an additional zero after it. So, 22 will be

36
Example 1: written as 22.0 (22 is same as 22.0). The decimal point in the 20
Express -y- as a decimal number. quotient and dividend must be aligned. -14
Solution: • Bring down the 0. The remainder 1 will become 10.
Carry on the division process. We can see that the division process continues infinitely
- First divide the dividend 43 by the divisor 5. 5 goes into 43 8.6 and we cannot get the remainder of zero.
eight times with 3 leftover, i.e. 5 * 8 = 40 r 3
• Now the remainder 3 is less than the divisor 5. So, put a
ad
decimal point after 8 in the quotient. Also put a decimal point
■-
43.0
40
30
So —
' 7~= 3.142... is a non-terminating decimal number.
Few more examples of non-terminating decimals include;
-g- - 0 1666..., -|- = 0.833..., J-= 0.333..., = 0.7777...
after thedividend43 and write an additional zero after it. So. 43 -30
will be written as 43.0 (43 is same as 43.0). The decimal point in In the above examples, 'he digits are infinite after the decimal point.
st
the quotient and dividend must be aligned. So, these are non-terminating decimals.
• Bring down the 0. The remainder 3 will become 30. We can further classify the non-terminating decimals in 2 types-
• 5 goes into 30 six times, so the quotient is 8.6 with zero remainder now. a) Repeating or Recurring Decimals b) Non-recurring Decimals
U

• The division process ends here. a) Repeating or Recurring Decimals

So,-y-= 8.6 is a terminating decimal number. lamt,m nUmbe ,hat haS 3 Sin9,e di9it 0r 3 b,0Ck 0f di ,,S that
number of;'t^es after
; the decimal point is called a repeating
9 or recurring decimal
itself annumber
infinite
Few more examples of terminating decimals include:

-1- = 0.5,-J- = 0.25, -|- = 2.5,-y- = 13.5 the repeated

ren!??part after
^ the ^ deClmal
u" decimal point.
be
^presented by putting a bar on

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We can represent it as 0.666... = 0.6 or 0.6
Similarly,-^ = 0.636363... « 0.63.
b) Non-Recurring Decimal Numbers
nrL...d-e^rr-'--4"de"d4i! r 4.00 0 A non-terminating decimal number that continues endlessly, with no digit or a block of digits
- 0 j repeating, is called a non-recurring decimal number.
40
-36 Example 1:

m
point in the quotient. Als P ^ 4 wjll be written as 4.0 (4 is Express Jli_ as a decimal fraction.
4C 4.571...
trXint.^ -d d^na Solution:7
-3e 71 32.000
By performing the division, we can see that the remainder is not
zero. In the quotient the digits after the decimal point are not

co
-36
repeating themselves.
. carry on the division process. We can see '^t.hed'-0 -35
continues infinitely and we cannot get the remainder So,-y-= 4.571... is a non-recurring decimal number. 50
Few more examples of non-recurring decimals include: - 49
10

0.
SOi_4_ = 0444... is a repeating or recurring decimal A small bar over the repeated -|-= 1.1428571..,= 1.05263157. = 0.7142857.
number as the number 4 is infinitely repeated digit(s) after the decimal point is -7
.4«. In the above examples, the division process is not complete with
We can mrtracont
represent itit ^ 0.444... == 0.4.
as 0.444... 0.4. used to represent the repeating or a remainder of zero and in the quotient, the digits after the
Few more examples of recurring decimals include: recurring decimals.

36
decimal point are not repeating themselves. So. these are
12 = 1 333... = 1 3, TT
11 = 0.727272... = 0.72" non-recurring decimal numbers.
9
Identify the recurring decimal 2.1.1 Standard form of a rational number
In the above examples, a digit or a block of digits is
infinitely repeating after the decimal point. So, these a) 0.34567S4 b) 0 66666 A rational number -H- where p, q e Z and q * 0 is said to be in the standard form if q is a
are recurring decimals.

Example 2:
ad C) 0.343434 d) 0.123123

0 666.
2 000
positive integer, and p and q have no common factor other than 1.
For example. A and ^ are in standard form.

The r^nnal numbers j§, 5^, IS. and M are not in slandard form
'j
Express—as a decimal fraction. -0 I
st
20 Example 1;
Solution: Convert the rational number to standard form.
-18
By performing the division, we can see that: To convert it to standard form we need to make the denominator positive and bring the
20
U

— = 0.666... is a repeating or recurring decimal number as the -18 rational number to its simplest form.
number 6 is infinitely repeated. 12 _ 12 x -1 , .....
20 -20 -20 X -1 ^'"P'yng numerator and denominator by -1)
-18

The dot over the repealed d»g.t(s) after the decimal point is also used to show
thai the digit or blocks of digits repeats itself an infinite number of limes.

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Example le 2z:
-12 Find if ■^q" 's a terminating decimal or not without dividing. Then verify your answer by
division.
=
(dividing numerator and denominatof by 4) Solution
(ion:
"20^4
_ Here ^is"u already' 'in standard form.-j^
io "has the denominator 10 whose factors are 2 anc
r
5. So,, it is a terminatino
terminating decimal numhpr
number
So, the standard form of ^ 15 "f ^ TerlTlinating or Not Verification:
a To verify our answer, let's divide.

m
2.,.2 Ru.es .0 find whether ^ numbers are terminating or non-
By division process we can fmd ^he g v n mt ^ number js terminating or t
Identify the terminating rational
terminating decimals. But there rs a ru e o ^ ^^ a H numbers.
number ,n ,and d
ioI rTo a)
10 K. 11 . BB
without actually dividing. It states that, It the then the rat(onal number 18 15 20

co
form has no prime factor other than 2. 5 or 2 and 5,
10
is a terminating decimal".
-10

. terminating dee- o, no, — d-ng. Tden ^ ,odr an^r b, As

8 '-|y = 11 (a terminating decimal), so our answer is correct.

0.
division.
Example 3:
iS no. in etenderd t.rm. Fit.. con«,d «» .tand.td fomt. Find "f-—- is a terminating decimal or not without dividing. Then verify your answer by
8
division.

36
28 - 28-^4 = _Z_
8
' ^ h fformJof Solution:
The standard 0, —
28 is J_ • The
js -y ' "lc denominator 2 of ^
2 has only one factor i.e. 2.
28 is a terminating decimal number. nere fS 15 not in standard form. The standard form of The denominator
S0i _£2_
8 3 of — has a factor 3, ^O,
idLlur O. So, • is not a terminating decimal number.
Verification:
To verify our answer, let's divide.
3.5
ad Verification:
To verify our answer, let's divide.
4.666...
8 / 28.0
st
7
Z24l

o
cr>
1
40 100
-40 - 90
0 Too
U

- 90

As. — = 3.5 (a terminating decimal), so our answer is correct. -90

8
10
^ Explain to the students that by dividing rational numbers we can convert them i",o d^™l | As,-I5_ = 4,656... (a non-terminating decimal), so our answer is correct.
52 \ numbers. Guide them by finding the factors of the denominator. We can guess if the rationa
• number is terminating or not.

—-

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cgz:

IS Identify the rational numbers which are not in standard form and given reason.
Then convert them into standard form.
a)^R b)-£L c)^|l d)-l_ e)_l_ f) g)-^- h)^Zi
a
16 -61 2 4 15 4 -88 135
cJivsiQ". . 6 6^, Find if the following are terminating decimals or not without dividing. Then
verify your answer by division.
He're'-^"^ in standard lorm. It has a denominator whose factors • ■ 7
is a non-terminating decimal number.
5 ■ g) JJL
a) b
9 ) -75-
13 .c) —2—
-6 d) J0_
11 e) -zl.
12 f) _7_ 10 h) -25_
15

m
Verification:
To verify our answer, lets divide. 1 2.2 Word Problems Involving Decimals and Fractions
0.857...
6.000 Identify the non-terminating rational A non-terminating decimal number that continues endlessly, with no digit or a block ot

co
v numbers. digits repeating, is called a non-recurring decimal number.
-0I
60 a b
>T Example 1; ^
)-f
A jug can hold 1~litres of water. How much water can 8 such jugs hold?
-56
40 Solution:

0.
-35 I 1 jug holds = 1-1- litres = 4" litres
4 4
50
-49 8 such jugs hold = — x 8 = 10 litres
4
1

36
So, 8 jugs can hold 10 litres of water.
= 0.857... (a non-terminating decimal), so our answer is correct. Example 2:
A cook has 18 — kg of minced beef. How many — kg packets of beef can be
Exercise 2.1 4
made out of it?

1 Identify terminating and non-terminating decimal numbers.

a) 0 45 b) 2.6 c)0.12 d) 3.67 e) 8.3
ad f) 0.26
Solution:
Total weight of beef = 18 — kg
4
g) 1.2747 h) 2.63 00.123 j)3.12 k) 9.62 1)8.71 Packets of beef in — kg = 18 — —
4 4 ' 4
st
2 Identify recurring and non-recurring decimal numbers.
" a)0 561345... b) 0.4324567... 0 0.123123... d) 0.1289765... = lixA
4 1
e) 0.9999999... f) 4.231... g) 0.781... h) 8.1454545... ^ 300
U

3 Convert the following to decimals and identify which type of decimal it is 4

13 9) = 75 packets
d)-V- e)-|2_ f) 8
^ 4" b)Jf 7 8 Thus, 75 packets can be made out of this.
4 Write the following in short form.
a) 0.353535 b) 0.1272727 c) 7.44444 d) 8.123123123
e) 0.666666 f) 3.46464646 g) 1233333 h) 9.333333

16 -
, 0 SA ;
15

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 Scanned with CamScanner
Examp'e 3: ^ ^ of 17 kg of dates.
il Mahad ran 3 rounds of a jogging track in the morning and covered a
One kg of dates costs Rs 44i. total distance of 4 j km. What is the length of the jogging track?
Solution:
4j Adeela and her family travel to another town at a distance of 60.27 km. On
Cost of 1kg of dates = «s^3-
their way back, they choose another route which is 12.B km shorter than the
Cost of 17 kg of dates = R^3f X 17
previous one.
= Rs 7543.75
a) How much distance did they coveron their way back?
b) Find the total distance covered by them.

m
Thus, 17 kg of dates cost Rs 7543.75,
The distance of Saafi's home to the masjid is 2.2 km. If Saafi offers all his 5
prayers regularly, how much distance does he cover every day from the masjid
EXamPle
^ preparedd 6.4
For iftar. Sama 64 litres
litres of
o orange
y juice. If she poured it into 8 jugs to home and home to the masjid? Estimate the answer to check its

co
equally, how much juice is poured m each jug. reasonableness.
Ii Haadia bought 2.5 kg of honey. She used it equally to make 2 different
Solution:
desserts. How much honey did she use in each dessert.
Total litres of orange juice = 6.4 litres
Number of jugs = 8

0.
Each jug can hold = 6.4 + 8 2.3 Rational and Irrational Numbers.
We know that Natural numbers and 0 make the set of whole numbers. "
= ii + 8 -jr.r
10 The set of whole numbers along with the negative integers make the set

36
MHOM1
= ii x — of integers. Integers along with fractions and decimals make the set of (• WhOM
10 8
rational numbers.
_ _8_ A rational number is a number (positive or negative) that can be
10
represented as a fraction or quotient of two integers. In general, we
_ _4_
5
= 0.8 litre
ad express rational numbers in the form of where p and q are integers and q*0. For
example. -2", -g-# "f"' ' 0-25/12, -15, etc. all are rational numbers as they can be
represented in the form of .The set of rational numbers include whole numbers, positive
So, 0 8 litre of juice is poured in each jug. and negative integers, decimals and fractions. We represent the set of rational numbers
st
with letter Q.
Exercise 2.2 j An irrational number is a number that cannot be
represented as a fraction or quotient of two integers i.e.
U

Irrational numbers cannot be presented in the form Every natural number, whole
1 Saafi bought 3 jlitres of mango juice and 2litres of orange juice. where p and q are integers and q * 0. We represent tfie set number, and integer is a rational
number with a denominator of 1.
of irrational numbers with letter Q'.
How much more mango juice did he buy than orange juice?
0n the table h
Zrz rr ^n9 Atonal and irrational numbers. Show the cards one
2 Adeela bought 6 packets of dates for Ramadan. If the mass of one
packet is 3 ^ kg, find the total mass of dates she bought.
2
17

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 n= 3,141592...as it is non-terminating and
2.4 Real Numbers
. (Pi. i' i^op., npmPP^ P. the, ceno, be
non-recurring
nnn.rMirnnQ -Stmilariy.Jf
p P- ■ The sets of rational and irrational numbers Real Numbers
represented in the form— together make up the set of real numbers.
All these natural numbers, whole numbers, lirationji
Type and Explanation integers, decimals, fractions, irrational W-c »■
Number
numbers etc. are subsets of the set of real
Irrntionai 2 is not a perfect square.
IT numbers.
'Rational: 9 is a perfect square, V9 ^ N
The set of real numbers is represented by R.

m
PntinnaU repeating decimal, it has apattem R = Q U Q*
0.01010101...
P..4.1 Number Line
0.01001000100001.. Irrational: non-repeating, non-terminating decima
We know that a number line helps us represent and display numbers by linking each

co
number with a unique point on it.
We can represent real number on numbers line by drawing a horizontal line with arrows on
II a decimal number has endless number of digits with no Which of the following are both ends. These arrows indicate that the number line keeps extending on both sides
repeating pattern after the decimal, it is an irrational irrational? endlessly, as there are infinite positive and negative real numbers. As in the set of real

0.
number, e g 2.151155515555111... 1.10101100111101...- i)-L ii)jr iii)-|- numbers, we have positive, negative and zero, so we must choose a point to represent the
Also. the square root of any prime, the sum of a Rational number zero on it. For a real number line, this point zero acts as an origin.
and an Irrational number, and the product of a rational

36
and an irrational number are always irrational

Mark the positive numbers to the right side and the negative numbers to the left of 0.

Exercise 2.3
ad
Which of the following are rational and which are irrational numbers? Justify
-6
"S-
-5
Negative Direction

-4 -3 -2 -1 0 +1
Positive Direction

+2*
H
+3
1-
44
I
+5
t
+6
your answer. Nc^jitive Integers Positive Integers
st
' 1 ^
Origin
a) 5 e) f)JT
< r|
Next mark points on both sides of the origin with equal distances between them.
U

g) 2.25 h) 1.75 On/TT j)>/r k) - 23

"i
■»-f
ml^/T -e -s -4 ^ .ii ^
n)
T o)6.3B

20

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 marl« is always 1. It can be altered based
0.2 v/T
lt IS not necessary that the distance be^en WO ^ for greater number, we —T— -•
-6 -5 -4 -3 -2 +1 +2 +3 +4 +5 +6

n Represent -1.8, 4.5.>/S"-L. 1 JL

1C 15 ?n 6 3
-20 -15 -1° - ... on number line
• . anri irrational numbers on number line, we 2.4.2 Absolute value of a Real Number
Sometimes when representing rationa nu mbers before plotting them on

m
need to firs, converted them to ^lvalen Zs it is not possible ,o The absolute value of a real number a is defined as the distance between zero (the
number line. As there can be h0""3 '"9 ' estimated vaiue of numbers to plot origin) and that real number on the number line. Since it is a distance, it is always positive
mark a number on the exact point. In such cases. or zero.

co
on the number line.
The symbol \x\ means the absolute value of x
Example 1:
Let's represent-4, —.>711 on number line. For example, the absolute value of-5 is 5 and also,
4 absolute value of 5 is 5. Absolute value of any numbers is
Solution:

0.
I-51=5 and 151 =5 simply its distance from 0 and it is
First we will convert^— andx/vf to decimal equivalents. Both 5 and -5 are "five" units away the origin 0. always positive.
4
75=2.2360 * 2.24

36
Absolute Value = distance from zero
7)1=3 3166 = 3.32 9 +1 +2 +3 +4 +5 +6
T ^ ^
^ ♦ C—1 1♦ I C 1 1 t—►

Example 2:
-5 -5

^
-4 -3 -2 -1 0 +1 ad
+2 +3 +4 +5 +6

Example 1:
5 units
-5, =5
What is the absolute value of - TTandTT ?
5 units
I 's =5 1
Let's represent - —, 0.2 and^on a number line.
Solution:
st
Solution;
Both -TFandTTaare same distance away from the origin on a number line. Therefore,
Here
l->£l =72
U

-T"-« I72| =72

71=1,4142 = 1.41
on ,he board say a rand m
© ° - ^ «rendomly to show it

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 l(61^ ^' '•
EMample 2: a) Reflexive Property
Find is the absolute value
What is the absolute value of .iiand#?
of-1.5 and -1.5? This property states that V a e R: a=a i.e. a number or value is equal to itself.. This property
Solution: .
Both-f and fare saute Cstance away from the oriqjn on
the states that for all real numbers.
For example,
a number line. Therefore, 3=3
sfT'-JT
1,-221- il
7 ' " 7 -1.3=-1.3
I 22 | 22 1.3 +n/7~ = 1.3 and so on.

m
lyl-T
Exercise 2.4 ) b) Symmetric Property
This property states that V o G R: if a=b then b=a.
] Represent the following real numbers on a number line.

co
i.e. interchange the sides of an equation doesn't affect the result.
a)-1.7,0.2, 2.-3.2,4. b)-/2,-/5, 2/7,
For example:
If o + b = c, then c = a + b
c)-2.-1-|-.d,2.2.-2
30 If 2 + o = b, then b= 2+a

0.
e) 2,4,0,1,5,4-,01
e, 2,4,0, I.S.f-,—|- f .2.5,3,5,-2.2,-4T,-T 8 - j: = c then c = 8 and so on.
| Find the Absolute value of the following real numbers. ^ 3
c) Transitive Property
4^4 This property states that V a. b, c e R, if a = b and b = c, then a = c. i.e. if a is related to b
a) v/iT and -Jv b) 3.18 and - 3.18 O-jand-j
under a rule, and b is related to c under the same rule, then a is related to c under the same

36
f) 1.44 and -1.44
d) -18.9 and 18.9 e) v/fand --JT rule. For example.
3a: + 5 = y and y = .* - 1, then 3x +5 = x - 1.
2.5 Properties of real Numbers
d) Addition Property
2.5.1 Properties of inequality
Trichotomy Property of Inequality
V a, b e R. one of the following can be
true.
ad
Transitive Property of Inequality
V a, b e R,
i)a>bAb>c=>a>c
on both sides of equation,
For example:
If a- = 5, then x + 1 = S + I
doesn't change the equation
T"^9.1.. ..»» number

Either a = bora>bora<b ii)a<bAb<c=>a<c

e) Subtraction Property
st
Multiplication Property of Inequality
Addition Property of Inequality
a) V a, b, c e R and c > 0, This property states that V a, b, c e R, if a = b then a - r - h
v a. b, c g R.
i) a > b => ac > be number born bo.H «„
•) i) a>b=^a + c>b + c For example:
U

ii) a < b => ac < be

ii)a<b=>a + c<b + c Hx = 6, then x-2 = 6- 2.
b) V a, b, c e R, and c < 0.
b)i) a>bAC>d=5a + c>b + d
i) a > b => ac < be
ii)a<bAC<d=>a + c<b + d
ii) a < b => ac > be _—

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 d) Additive Identity Property
„ i tce , ,.t, .K.n . " ■ b . c. U. -i^ng by th. This property states that VoGR.o + 0 = o i.e. If we add 0 to a real number, the sum will be
™ ''^"«tJ^;-n,do«n,cb.n9e«,..bba.«.. the real number itself.
same number on both staes
For Example:
For example: 10 + 0= 10
It i = 8, then a: * 3 = 8 * 3. -4 + 0 = -4
g) Division Property c R and C # 0 if 0 = ^ then "T = "c"' i■e■, dlVld,n
9 W 'He
This property states that V a, b c e R and 1-H
same number on both sides of equation, doesn 9 -3.4 + 0 = -3.4

m
For example: e) Additive Inverse Property
lfx= 10, then This property states that Vo G R. o + {-a) = 0 i.e. If we add a real number and its opposite,
2.5.2 Properties of Addition the result will always be 0 (the additive identity).

co
a) Closure Property of Addition For Example:
This property states that Vo.b e R. a + b e R i.e. The sum of two real numbers is also a 10 + (-10) = 0
real number. -4 + 4 = 0
For Example:

0.
T+(f)=o
3 +4= 7 G R
J_ 1 -_L (Z R iz +(-/r)= 0
5 5 " 5
b) Commutative Property of Addition 2.5.3 Properties of Multiplication

36
This property states that v a. b e R, a + b = b + a i.e. If we add two real numbers in any a) Closure Property of Multiplication
order, the sum will always be the same. This property states that Va,beR.a*bSR i.e. The product of two real numbers is also a
For Example: real number.
_L+_L = _L +-L For Example:
2 4

JT* 8 = 6+JT
4 2 ad 3 x 4 = 12 G R
2-x±-2_
5 5 _ 25
(=a

4.5 + 3.9 = 3.9 + 4.9 b) Commutative Property of Multiplication

st
c) Associative Property of Addition This property states that V0. be R,axb = bxa i.e. If we multiply two real numbers in any
This property slates that Va<bGR.(a + b) + c = a + (b + c) i.e. If we are adding three real order, the product will always be the same.
numbers, the sum is always the same regardless of the grouping of numbers. For Example:
U

For Example. ±x±=±x±

2 4 4 2
(3 ♦ 9) +1 =3+(9 + 1)
(1.35 ♦ 0.2) ♦ 2.1 = 1.35 + (0.2 +2.1) fS x 8 = 8 x J~S
4.5 x 3.9 = 3.9 x 4.5
rrr - + -L)+ ±

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 t, Prop*'*! «' de.» « .» "•*

1 Identify and the properties used in the following.

For Example;
a) 17 +t/7"=t/7'+ 17 b) 12 x 3.5 = 3.5 x 12 c) 7 x -1= 1
(3 x 9) « 1 = 3 » (9 - D
c + =
(1.35 . 0.2) « 2.1 = 1 35 * (0-2 * 2.1) ^"3" 0 "3" e) yj x 0 = 0 f) -y + 4= 4+(-y)
9)8.9x1=8.9 h) ^13 x 0 = 0 i) --lx-4=l
j) (8 + 4) + 5 = 8 + (4 + 5) k) (/Fx 2) x 5 = /Fx (2 x 5)
d) Multlpllci.lve Identity Property f^ , by a real number, the product 2 Find the additive inverse of each number.

m
This property states that V o e R. o * 1 "
a) 9 b) -3.4 c)-|- d) jl-
will be the real number itself.
For Example 0 "6 g)^- h) 0 i)1

co
10 * 1 = 10 13 _ Find the multiplicative inverse of each number.
-4 * 1 = -4
a) -10 b)-i- C) 81 d){L.
T-'-T^
e) 0 14 g) o

0.
h)

i) 1
4 State and prove the following properties for any real numbers of your own choice:

36
reciprocal, the result will always be 1 (the multiplicative identity). a) The transitive property b) The reflexive property c) The symmetric property
d) Addition property e) Subtraction property f) Multiplication property
For Example
g) Division property
10.(^=1

J-. (J-) = 1
ad Think Higher

Complete the flow chart by 1

[ REAL NUMBERS ]

I
IT« (jj-)= i filling in the boxes. ^ 1 I 1 \
st
I) Distributive Property of Multiplication over Addition
This property states that V o, 6. c G R. a (b + C) = ob + oc or (a*b)C = oc * be.
For example:
U

2 * (3*1) = 2 * 3 ♦ 2 * 1
(4*5) *2 = 4*2 + 5x2

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 1
• Terminating Decimals
1
• Recurring decimals
" . The tenninating decimal numbers are those decimal , . Repeating Decimals
numbers that have a finite number of digits after i • Rational Numbers Encircle the correct option.
* • Irrational Numbers
, • Real Numbers a) Terminating decimal numbers are those decimal numbers that have a
the decimal point.
t • Absolute Value number of digits after the decimal point.
.• NOn-iermn
Non-.erminating -—
decimal numbers are those
decimal numbers that have an infinite number of 0 lnfinite
ii) finite iii) even iv) Odd
b) Decimal numbers that have an infinite number of digits after the decimal point,
digits after the decimal point.

m
i) non-terminating ii) terminating iii) like iv) unlike
. If a decimal number that has a single digit or a Mode of digits that repeats ttself an
c) A decimal number that has a single digit or a block of digits repeat itself an infinite
infinite number of times after the decimal point is called a repeating or recurring number of times after the decimal point is called a/an decimal number.

co
decimal number.
9
. a non-terminating decimal number that continues endlessly, with no digit or a JUTT"" ^ Unlike
d) Which of these is an irrational
iii)
number?
recurrin
9 iv) non-recurring
block of digits repeating, is called a non-recurring decimal number. i) 2.5
iO-f "0 0.2B232323.... iv) 1.01001110110111....
. A rational number is a number (positive or negative) that can be represented as a e) Q+Q' makes

0.
fraction or quotient of two integers. In general, we express rational numbers in the i) The set off natural numbers
ii) The set of real numbers
iii) The set of rational numbers
form of wherep and q are integers and q*0 iv) The set of Integers
f) The absolute value of-3 is:

36
. An irrational number is a number that cannot be represented as a fraction or
0
quotient of two integers i.e. Irrational numbers cannot be presented in the form-y "1 ") -3 iii) 3 iv) -6
9) Reflexive property of real numbers states that V a e R-
where p and q are integers and p * 0. 0 a+b=b+a ■ „) a=_a
iii) a=a iv) a+3=a

denominator of 1.
ad
• Every natural number, whole number, and integer is a rational number with a

• The sets of rational and irrational numbers together make up the set of real
h) Symmetric property is shown by:
i) If a+2=10, then-10=a-2
iii) If a+2=10, then 10= 2-a
yw u
lf a+
„
2=f0. then 10=a+2
iv) If a+2=10, then -10=-a+2
numbers.
st
De ne
• The absolute value of a real number a is defined as the distance between zero (the 'ill fi the following with examples.
a) Terminating Decimals
origin) and that real number on the number line. b)
c) Recurring Decimals Non-Terminating Decimals
U

• Absolute value of any numbers is simply its distance from 0 and it is always e) Standard form of rational numbers d) Non-Recurring Decimals
positive. 9) Irrational Numbers f) Rational Numbers
h) Real Numbers
i) Absolute value of a Real Numbers

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 ■

d) 2.3456 Math
3 identify «^inating"on-term.natmg h) 16.51... Project
Material Required:
^ ^ "d non-recurring ded^l numbers d) 3.141645 • Real number charts for each pair(blank)
4 identify recurring and n c) 0454545... • Glu stick
h) 7.6751053. • Real numbers cards (Multiple cards for each pair)
a) 0.1111- b0
' f' 3 g) 04535353...
e) 9.9999... « 3 4343 " • Scoring sheet
which are irrational numbers? Justify

5 Which of the following are rat.on Procedure;

m
your answer. Jzs • Work in pairs.
-8n
5.7 • Each member will get a real number Venn diagram sheet and a set of cards having
-3 J- ^2 variety of real numbers.
15. 5.2 JVT- -^6 Each pair will paste the correct real number in the correct circle of the Venn
12

co
38 diagram,
5 At the end, each pair will present their work and justify why have they chosen each
6 Represent the following real numbers on a number line. number for each category.
a) 2.4. -1.9. 3. .i. The correct and wrong answers will be recorded in the scoring sheet.
• The pair with the greatest number of correct answers wins.

0.
b)jrr-vtb-B,
REAL NUMBERS (R)
c) 6, 0, 0.5, J-.-L
■lipnal Numbers (Q)
V Intern (Z)

36
7 Find the absolute value of the following real numbers. ItTjIinrvjl No-bt'S
Whole Numbers (wT^X
aj/TTand -/T/
b) -0.06 and 0.06 Natural Numbers (N
c) z* and A
8 Identify and write the properties used in the following,
a) 12 +/2_= JT* 12
d) 2.5 x 0 = 0
b) 3*5 = 5x3
ad
e) (1 +6) + 2 = 1 + (6 + 2)
c)-2*-T

9 Find the additive and multiplicative inverse of each number. 2.5

st
1
a) 10 b) 2.5 c)-l- d) 7T
PD
e)^L f) -io g) o h) 1
chc 4.4
10 State and prove the following properties for any real numbers of your own VT6
U

a) The transitive property b) The reflexive property

ED
c) The symmetric property d) Addition property
ED
e) Subtraction property f) Multiplication property
g) Division property
wO 31

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 ^ Introduction
Financial Arithmetic In the previous class we have learned about profit, loss, discount and type*; of different
taw
taxes. Now we will learn about direct and inverse proportion, compound p roportion
using table, equation and graph, markup, markup rate, insurance, inheritan ce and
partnership. We will also learn about conversion of Pakistani currency to w ell-known
. ^ real-world word problems related to international currencies.

dl,Pft,
inverse .nd compould^po en|age and discount iHSSSSSSI
t>p,. mand calculate inlema„onal currencies and «ce versa. Equality of two ratios is called proportion. We use the double colon :: to shov v equality of
Convert ^""^adcup. pnndpa. amount and markup rate.

m
ratios.
(.plain insurance, partnership and -hemance ^^ profit markup, insurance, partnership For any four quantities or numbers a, b. c and d, if the ratio of a : b = c : d. tfren a ; b is
Solve real world word problems involving p proportional to c: d.
and inheritance — '•*
a : b:: c: d

co
There are four terms in a proportion, a is the first term, b is the means
second term, c is the third term and d is the fourth term.
The first and the fourth terms of a proportion are called extremes and 3 "
the second and the third terms are called the means.
3.1.1 Direct and Inverse Proportion

0.
eixtrttmes
Two qucrtjiiBs will be called directly proportional to each other when;
, ncrease of ne
^^
• With the decrease
j of°onequantity,
quantity,the
theother
otherquantity
quantityalso
alsoincreases.
decreases

36
Two quantities will be called inversely proportional to V
each other when: L \
With the increase of one quantity, the other If the ratio a : b is the same as x the
quantity decreases. ratio of c: d, then:
With the decrease of one quantity, the other a;b:;c:doraxd = b*c
ad quantity increases.
Example 1:
If the ratio a : b is the inverse of t».V9
ratio c ; d. then:
a:b::d;coraxc = b*d
rr ™h he
^
st
Solution:
We can solve this problem using two methods
Unitary Method
Earnings in 25 days = Rs 43000 Unitary method is a method in \«hich ws
U

Iftikhar ordered a wrist watch from an online shopping site. The price of watch is [ calculate the value of a number of thing
Earnings in 1 day = Pc 43000
28.50 USD. How much he will have to pay in Pakistani Rupees? by finding the value of one thing.
25

to- &v -
33

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 43000x4 _ rs 6880 If 12 men complete the construction of a wall in 6 days. in nuw inai ly
Earnings in 4 days = Rs — 25
construct the same wall?
So the worker will earn Rs 6880 in 4 days. Solution:
Proportion method amount earned. We know that number of men is inversely proportional to time. So,
Here the days are directly proportional to Days : Men
Rupees Days
: 12
25 _ ii IS 18 iI
43000 6 ~ 18
18 x = 12x6

m
4 =4
43000 25 |f the price of 25 books is Rs 1525, Hence. 18 men will construct the same wall in 4 days.
x x 25 = 4 x 43000 find the price of 18 books.

co
Example 4:
4 x 43000 In a library, 11 persons arranged 319 books. How many persons are required to arrange
25 725 books in the same time duration?
x = 6880 Solution:
Hence the worker will earn Rs 6880 in 4 days. Here the number of persons is directly proportional to the number of books arranged.

0.
Example 2: , -4 Persons Books arranged■
Grade VIII students are packing gifts for needy children. If they pack 128 gift boxes in 4 r . 319
hours, how many gifts will they pack in 7 hours? 725 725

36
11 319
Solution:
x= I?? x 11
As we know that time is directly proportional to the task (packing). So, 319
= 25
Gifts Packed Time (In hours) So. 25 persons are required to arrange 725 books.
3.1.2 Graphical Representation of Direct Proportion
t

128 " T
128
^ 1 ad
12 men water the field in 9 hours.
™hi«PvreT Pr0p°rtions throu9h graphs. If the two
i y clx the" 7^ Ctly pr0portiona 10
l each other
Two quantities that are in direct
4 x = 128x7 How many men will be required to y = kx (where k is a constant)
proportion will always produce
st
896 water the same field in 4 hours? Let's learn to graph proportions by the following examples a straight-line graph that passe-
X=
— Example 1: through the origin.
x =224
So, they will pack 224 gifts in 7 hours.
U

Explain to the students about the relationship between time, work and the number of workers by We use symbol 'c for 'is
" presenting different real life examples. proportional to".

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 Let the number ofdays
The number of pag^ We can see that the graph is a straight line,
sTwecan write this relation as y increases as x increases shows direct proportion,
If two quantities are directly
y decreases as x increases shows inverse proportion. proportional to each other,
3.1.3 Graphical Representation of Inverse Proportion they will always result in a
We will find a few pa'" " straight-line graoh uiat passes
If the two quantities x and y are inversely proportional to through the origin
Put * = 0 in y = 2*; each other i.e. y « -1. then:
y = 2(0) = 0
y = (where k is a constant)
=
Put x 1 in y = 2*; Let's learn to proportion graph by the following examples.

m
y = 2(1) = 2 Example 1:
The following table shows the relationship between speed of vehicle and the time taken to
Put * = 2 in y = 2« cover a distance of 90 km. Plot this on graph and identify the proportion.

co
y = 2(2) = 4 Solution;
Put x = 3 in y = 2jr;
y = 2(3) = 6 Speed(km/hr)x 5 10 I 15 | 20 1
25 30 ] 40 45 ] 50 j 60
Put x = 4 in y = 2x:
Time taken(hr)y 18 9 J 6 4.5
y = 2(4) = 8 3.6 3 2-25 J 2 | 1.8 [ 1.5 ]
Wp ran coo th-sf *u_.

0.
and so on. K
thJc ic representing inverse
th.s IS caacu,Let's
proportion. me lime xaxen
plot the to cover
point x andthe
y indistance de
the graph.
1 2 3
! 4
x (No. of days) 0

36
y (No. of pages) 0 2 4 6
I 8

If we plot these points on the graphs we get:

9

Q
ad
10 20
st
-Q We can see that it's a curve. Speed

j^Noto it down '

U

Two quantities that are in inverse

1.5 2 2.5 3 proportion will always produce a
Number of days curved graph.

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 Previously we have learnt the concept of profit and loss. When a person runs a business or
HX 5
- 4 is involved in some activities of purchasing or selling goods or items we use the terms profit
Find the value of y 'n the fo'lowing- * 20 " v or loss.
g)125;15::y.60 h) 70; 14;; 40 :y The price of goods or items at which it is purchased by a shopkeeper or wholesaler from
e) = «^-T the manufacturer is known as cost price. We can represent cost price by CP.
2A T6
i) y: 32 :: 8 :16 J) ^J ^ ratio to 70i what will be the The price of goods or items at which it is sold by a wholesaler or a shopkeeper to the

m
Pi In 21 ; 28, if we change the first term customer is known as selling price. We represent selling price by SP,
second term? 10.11 •• 16'x?
"Z1 What is the missing term in the proportiona 3.2.1 Profit and loss

co
RS . ..... i» 2 d.,.. H.W day. "• <" If the selling price (SP) of the things or goods are more than
the same task by 1 man? . its cost price (CP), we can say that there is a gain or a profit.
B IJ« ...d. 20 pag.. .. .0. Holy 0«..n IP 5= m.pu.a.. How man, pages »,« he If the selling price of the things or goods is less than its cost Cost price and selling price lell
read in 120 minutes? price, we can say that there is a loss. us how much profit or loss a
person gets when selling items

0.
|3 9 footballs cost Rs 3500. How much will 4 footballs cost? Therefore,
Profit = SP-CP (if SP > CP)
|2 The cost of 145 kg of rice is Rs 6743. How many kg of rice can be purchased
for Rs 98767

36
Pr ,,%
P If 5 boxes occupy a space of 750 cm1, how much space will be required for ° "srsk»™
180 such boxes? Loss = CP - SP (ifSP<CP)
Selling price is always greater
Jp: If 8 workers can do a job in 16 days, how many workers will it take to do the Loss Loss than the cost price when
x 100
Cost price profit is earned.
job in 32 days?
ad
A man cleans 1450 clothes in 90 minutes. How many clothes will he wash in
18 more minutes?
3.2.2 Overheads

Rabia irons 7 scarves in 12 minutes. How long will she take to iron 45 scarves?
st
the eOS, pric
extra expense, adding , surp|Us »' T,,»se
14 tube wells can fill a water tank in 45 minutes. If 4 tube wells are out of
order, how long will the remaining tube wells take to fill the tank?
U

Identify the proportion from the given table and then plot the graphs. SP = CP + Overheads

X i 3 9 5 -35 [210 55

y 2 6 , 18 10 -4 -11

^ fO 39
,

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 Selling price = 14 x Rs 50 = Rs 700
Here, SP > CP. so there is a profit
Profit = SP - CP
Solution: = Rs 700 - Rs 630 = Rs 70
Cost price = Rs 560
Selling Price = Rs 600 Profit % = ^x 100 = 11.11%
Profit = SP - CP
= Rs 600 - Rs 560 A shopkeeper bought a crate of cold
= Rs 40 drinks in Rs 950 and sold it for Rs 1100. Fill in the blanks in the following:

m
Profit % = ^ Pr°flt x 100 What is the profit or loss percent?
Cost price C.P S.P Profit or Loss %Profit or %Loss
40
Profit % = bbU Rs. 1500 Rs. 1200
560 xx 100

co
= 7.14% Rs. 4000 Rs. 4800
Example 2: ^^ . . Profit = Rs. 112
Salman bought a deep freezer for Rs 52000. He spends Rs 950 on the transportation. Later Rs. 2500 Rs. 672 %Loss = Rs. 16%
he sold it for Rs 56250. Find his profit or loss. Also find the percentage of profit or loss.
Solution: 3.2.4 Discount

0.
Cost price = Rs 52000 Usually, at the time of off-season and on the occasion of religious festivals like Eid, the
Overhead charges (transportation) = Rs 950 shopkeepers announce reduction in the marked price of articles to increase their sale. Such
Total amount paid = Cost price + Overhead charges (transportation)
a reduction in the marked price is called 'Discount'.
= Rs 52000 + Rs 950 = Rs 52950

36
Since the selling price is more than the cost price, so Salman earned a profit. Actual selling price = Marked price - Discount
Percentage discount can be found by using the following formula.
Profit = S.P-CP
= 56250 - 52950 = 3300 % Discount = Discount x 100%
Marked price
Pro ,%
« = dSb'100
Profu % = Wlo'100
= 6.2%
ad Now we explain the use of the above formula with the help of the following examples.
Example 1;

Si^ PriCe 0f 3 Shirt iS RS-450-11 is s°,d at 20% discount. Find the actual selling price of
Example 3:
st
A shopkeeper bought 14 packs of crayons at the rale of Rs 40 per pack. He spent Rs 70 on Solution:
Marked price of shirt =Rs. 450
the transportation. He sold each pack at Rs 50. Calculate his profit or loss %.
Discount =20% of Rs.450
Solution: 20
U

Cost of 14 packs = Rs 40 x 14 = Rs 560 too x 450

Faisal sells a television for Rs 52500 and Discount =Rs. 90
Overhead charges (transportation) = Rs 70
he earns a profit of 8%. Find the cost Actual selling price
Total cost = Cost price * Overhead charges price of the television. = Rs. 450-Rs. 90
Total cost = Rs 560 + Rs 70 = Rs 630 = Rs. 360

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 mommmmmm
1 V

A shopkeeper sold a wnstwatch (or Rs. 1485 after giving a discount of 10% to the customer. Find
the marked price of the watch. H Jamil purchased a house for Rs g^snnnn ar. SOnie,,nle
Solution: Find the selling price of the house - ^ SOld * * 8% Pr0fi,•
Actual SP = Rs. 1485
Suppose marked price of the watch = Rs. x ^ madlldpriceofVhefan0' ^ 19516 9iVin9
" diSC0Unt 01 U%- Find ,he
10% discount means that if marked price is Rs. 100. then discount is Rs. 10 and therefore
actual SP = Rs. too-Rs. 10 =Rs.90 ^ 5^discount PThe sfl3 Ph0t0"COpier ma<;hine '» 72000. The machine was sold at
Sh0pkeeper stil1
If actual SP is Rs. 90. then marked price = Rs. 100 RSI Th T. » Prof., of 14%. Find it, cost price.
If actual SP is Re. 1, then marked price Ph0ne 24S00 The Shopkeeper of1 n
cus^o^^two'succe'
SUCCessive
" - *
if actual SP is Rs. 1485. then marked price = -xl485 = Rs. 1650 , phone. «l'«ount, of 10% and 6%. Find the final S.P of the mobile

m
Example: m
discoun't'of £? 13 y r " RS- 42000- A -hol"aler buys 20 TV sets at a
flic marked price of a coat is Rs. 2000. The shopkeeper offers his customer two successive TV set. 0 m at 10% prof,t 0n each TV set Find the SP of each
-
discounts of 10% and 5%. Find the final selling price of the coat.

co
lm Zain sold a can of oil for Rs 7780 at a loss of 15%. Calculate his cost price.
Solution:
Marked price of the coat = Rs. 2000 an, bOU9h t SOme 900ds for
ouTrl u . ^ 650.000- He spent Rs 12.000 on
1st Discount ■ 10% of Rs. 2000 RS
Rs 770.000. S nClUd n9 lab0r and transpor,a,ion He s ld
770 000 Find
Knd his
h' profit
r or loss percentage. - ° goods for
1
-wx2000

0.
The marked price of a suitcase is rf r
" ^ it for
° ** 8 40 000 and su,fered a lo
' -
= Rs. 200 Rs. 1750. The shopkeeper offers a have sold to achieve a profit of 10.5%?« of 18%. How much
Selling price after Isl discount = Rs. 2000 - Rs. 200 discount of 4%. but still earns a
» Rs. 1800 profit of 5%. Find the cost price of ® •hr "■!400-h-6% - "■ -
2nd discount = 5% of Rs. 1800 the suitcase.

36
63
xl800 "" " ""l-" h. »« rt.. ,o
100
Rs. 90
Final selling price = Rs. 1800 - Rs. 90 = Rs. 1710
m
IZZZZZT170s",i"9 ■ " "•5M- Fi~,r-

ad 13

m
—^ ,t"° ■nd ■0,,l»•

Rs 52500 and suffered a loss of 10%."'•

I'SoTr k
What" ■was the^
original
^
""I"" p«"»

price
^ of the
^television?
P~m

Find percentage profit or percentage loss if:

st
a) Cost price = Rs. 3900 Selling price = Rs. 3800
When someone borrows money from a bank, the
b) Cost price = Rs. 14500 Selling price = Rs. 14000 borrower has to pay an extra amount when repaying
the borrowed amount. Similarly, when services or goods
U

c) Cost price = Rs. 67800 Selling price = Rs. 68900 are sold to customers by the seller, he must charge a
f^Noto it down
price greater than the actual cost of goods or services
d) Cost price = Rs. 1500 Selling price = Rs. 2550 An amount that is added to the
m order to earn a profit. In simple words the price at
wh.ch the merchant or seller buys a product/service cost price to calculate the sale price
is called markup.

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 Example 1:
is the cost price, while the amount in which they increase
the price by is called the markup or simple interest. This A person who borrows the money is Son|duttihoenmarkUP/intereSt ^ ^ 80000 f0r 5 yearS 31 ,he rate of 7% Per annum
amount depends upon the amount borrowed and the known as the debtor and the person
who lends the money is called the Principal = Rs 80000
time period for which it was borrowed. creditor. Rate = 7%
The money borrowed by a person is known as the principal, Time = 5 years
and the additional amount which is repaid by the borrower to the lender is known as the Markup = ?
markup or simple interest Suppose "P" is the principal. "T" is the time period and "R" is the
markup rate, then the Formula for calculating the amount of markup/simple interest will be: Markup = —RxI
100
Principal x Rate of markup x Time duration

m
Markup/simple interest = 100 _ SOOOOxTx";
=Rs 28000
PxRxT Example 2:
Markup =
100

co
P Ce 0 an air condi,ioner is Rs
IlLn!l |i ! of. Rs 6000 each.
equal installments 65000. It is sold for 20% down payment and 10
If A denotes the amount to be paid in the future, then a) Find the cost of the air conditioner.
A = Principal Amount + Markup
A = P + Markup
in)sSdmtehnetsdifferenCe betWeen ^ ^ PriCe and ,he ^ amount Paid th
™9h
Markup = A - P Solution:

0.
3.3.1 Installments Cash price of the air conditioner = Rs 65000
Sometimes a person cannot buy an article or a property Down payment = 20% of 65000
on cash payment at the time of purchase. For example, Installments can be paid monthly, 20
quarterly, half yearly or even yearly. =
Too x 65000 = Rs 13000

36
refrigerator,television, motorbike, car. plot.land.etc. To purchase
these types of goods or things a scheme was introduced, known as installment scheme. In Number of equal installments = 10
an installment scheme, the customer is not required to pay the full payment of the articles Amount of each installment = 6000
at the time of purchase, but is allowed to pay a part of it at that time and the rest of the Total installments payment = 10 x 6000= Rs 60000
money can be paid in easy installments. The installment must be paid with an additional Total payment a customer will have to pay = down payment + total amount of .nstallments
amount as the purchasing amount This amount is the markup. ad
To calculate the markup, we subtract the cash price from the total payment.
Markup = Total payment - Cash price
payment a customer will have to pay = Rs 13000 + Rs 60000 = Rs 73000
ence the cost of the air conditioner bought on installments is Rs 73000
Difference between the total payment and cash price
= Rs 73.000 - Rs 65000 = Rs 8000
st
rTT3: Example 4;
The full payment that a customer has The amount a customer has to pay at
to pay to purchase an article is called the beginning of an installment plan is rat time wii1 rs 600 amount
10
rs
^-
the cash price. called the down payment T = 3 years % per annum mark up? :
U

.. . " P = Rs 600
Markup = Rs 4500 Rate =10%
- Explain to the students how to find markup, rate, principal and time by using the formula, Rate =5% .
!? .O ^ Write some examples on the board and ask them to solve them and share their rresults with Time =3 years P = *-P(vA = P ^ Markup)
V Z their class-fellows. Rs
i Principal = ? Time = - ^ 600 = Rs 240

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 P x RxT PxRxT
Markup = Markup =
100 100
Px5x3 600 x 10 x T
4500 = 240 =
100 ^saM'",hi ,i™
100
Px 15 _ 4500 x 100 240 x 100
= T =4 years = T am0Unt
4500 = =P
6000 amwm^orVyears" ' ^ RS 95-400 ^ ,he ra,e of 13% per
100 15
= Rs 30000 = P So, the required lime is 4 years. ^ per 6 indUdin9 marku is
^2156
per arimjm'find
annum, f.nd thl'
the amount of mark upP for 10- " the markup rate is 7%
years.
Example 5:
m0 ,0rb ke for
Haris bought a laptop having a cash price of Rs 10000 on installments at the markup rate ^2 years. What markup
year^VVhaV . rate
' did **he 125
pay?.000 and paid a markup of Rs 25.000 for

m
of 7% per annum. Find the price Haris paid if the time period is 2 years.
Solution: 3.4 Compound Proportion
Cash price (P) = Rs 10000

co
Markup rate = 7% per annum Find the missing quantity.
Time period (T) = 2 years a) If P = Rs 900. Markup = Rs 6000. ^comnS? be,Ten ,W0 0r m0re ProPorli°n5 is known as compound proportion
Amount paid = ?
R = 3% and T = ? required ' P0rt,0n tW0 " m0re qUan,i,ieS are invo,ved- the quantity
b) If P = Rs 500, T = 3 years.
Using the formula, Quantlty1
R = 12% and Markup = ? Quantity 2 Quantity 3
10000 7 2

0.
Markup = * "
100
Markup = 140000 = Rs 1400 ion and qL antity 2quantity 3
' --
Amount paid = cash price + markup

36
= Rs 10000 + Rs 1400 = Rs 11400 — =-^ X —
Thus, Haris paid Rs 11,400 for the laptop.
pr p r,i n b ,
' ° ° - " 2
^ ^3 ■"
Exercise B.3 —= — x A

Find the missing quantities by using the formula.

a) If P = Rs 400, T= 2 years, R = 8%. Markup = ?
ad c ——
d X -j-
e
propp i n 1
"° - ^1 -
b) If Markup = Rs 1900, T= 3 years. R = 4%, P = ? "£■
3-4.1 Partnership and Inheritance
st
c) If P = Rs 4000. R = 10%. Markup = Rs 12500, T= ?
d) If P = Rs 700 . T= 3.5 years. R = 12%, Markup = ?
fcjl The cash price of a washing machine is Rs 19500. Iqra buys it on installments by
U

paying Rs 4500 as down payment and the rest by 9 monthly installments of

Rs 2000 each. If she buys it using cash payment, how much money will she save?
81 A microwave oven is available for Rs 17000 in cash or Rs 2000 down payment
partnership and inheritance. The method of soiving such question and problems is
'followed by 7 equal monthly installments of Rs 2500 each. Compute the
total payment. illustrated in the following examples.
—
47

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 Example 1:
" 30 persons can consume 20 Kg of flour in 25 days, how much of flour will 15 persons
consume in 30 days? Solution:
Solution:
Let the flour consumed = x kg Total value of property = ^20,000,000
Widowi sha,. . 1 of 20,000 0M= X „ _
Persons Days Flour (kg)
Remaining vakje of pro,,.,!, = rs 20,000,000 - 2,500.000
3° s 2°
=
25
According to the condi.ion- ^ ,7'50(J'000
15 30 I Daughter's share : Son's Share

m
x = IQIxlL 3 1 r
2
20 s 25 30 Sum of ratios = 1+2 = 3
1
= 420 x-l-
-5

co
6 =
=> x = 12 kg Jr
Sons r'
share = | ^^
0f Rs 17,500,000
1 (appro.)
So. 15 persons will consume 12 kg flour in 30 days.
= |xRsl7SOOOO = i-x 17,500,000 = Rs 11,666.666 (apporx)
Example 2:
Zubair and Mumtaz started a business by investing Rs. 80,000 and Rs.60,000 respectively. At

0.
the end of the year they earned a profit of Rs.42,000. Find the share of Zubair and Mumtaz
in the profit.
Solution: Rs. 40000 will be sufficient for afamSyVfTmemLm?25 dayS' ^ ^ ^ dayS

36
To find their shares, we first have find the ratio of their investments. L2J An inheritance of Rs. 500.000 is to be HiuWej
Zubair's Share ; Mumtaz's Share such that ratio among their share is 2 : 2 :^
80,000 : 60,000
80
4
Sum of the ratios = 4 + 3 = 7
Total profit = 42,000
; 60
: 3
ad
4 6,000 UJ Saleem left a property of value Rs. 150 000 If hie
st
Zubair s Share= X 42000 = Rs. 24,000 1/8 0f the
value and son gets twice than a daughtt find ^
3 6,000 daughter. 9
' d the share of his widow, a son and a
Mumtaz's Share= y^ * 42000 = Rs. 18,000
Example 3:
U

Imran passed away leaving a property of value Rs. 20,000,OOO.This amount is to be shared
among his heirs including a widow, one daughter and one son, in such a way that the widow
gets -g of the property and the daughter gets half of son's share.
-

49

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 Rs. 30000 = Ij^xRs. 950000
uLr J a well-being ot an individual or a company in case
Rs. 30000x100 = rate xRs. 950000 Depreciation is the
insurance is designed .o protect the fi nc. po|icy creates a contract between the
Rs. 3000000 = rate xRs. 950000 decreasing rate of a
o( unexpected loss (accidents, deaths, nre ' bound t0 pay an amount in the vehicle or property
insured and the insurer. According .0 this con act. rate = (^00000)
v
form of installments (monthly, quarterly, or yearly). 950000 1
These installments are called premiums. „ftup ohiec,The rate and timeofapremiumis rate = 3%(approx.)
3.5.2 Vehicle Insurance or Property Insurance
When depreciation
already decided in the agreement at the time or Insurance that covers the risk of fire, accidents, etc rate is not given,

m
here we discuss only two types. Vehicle Insurance against vehicles or property is known as vehicle insurance then we consider it
Life Insurance rwath History 1 or property insurance. 10% yearly
3.5.1 Life Insurance , x. The concept of life A person or a company gets insurance to secure their property or vehicles.
The life insurance is generally used to describe a form of insurance insurance was In vehicles or property insurance, the premium is some percentage of the actual amount of

co
that pays for medical expenses. It is sometimes used more broad y proposed in 1694 by the object.
to include insurance covering disability or long-term nursing. Hugh, the Elder In this type of insurance, depreciation is allowed after every premium. Depreciation rate is
Chamberlen from
In other words we can say that the life insurance covers the unexpected the Peter Chamber- also decided accordingly as rules of the company at different rates.
event like death, accidental death or sickness. , | |en famiiy. i. e.

0.
Now. we solve some examples. We solve questions in the following steps.
Example 1: 1-premium = rate of premium x tota, price of po,jcy The amount of the
Akram insured his life for Rs. 800,000. Find out the amount of premium at the rate of 3 %. 100
last premium is

36
Solution: Depreciated price always equal to zero
Total amount of policy = Rs. 800.000
rate of
rate of premium =3% 2* premium = x depreciate price
100 after 1st premium
amountof premium = x total amount of policy
1UU Depreciated price
= Rs. — x 800.000
100
= Rs. 24,000
ad 3^ premium = rat6 of premium x depreciate price
Last premium =0 100 a ter 2nd
^ Premium
Example 2: The above procedure is illustrated by the following examples.
A person insures his life for Rs. 950,000 and he pays annual premium Rs. 30,000. Find the
st
Example 1:
rate of the premium. Amir insured his car worth Rs, 685000 at a rate of 3.5% for 4 years Find thB w i
Solution:
P as Premium-if ^ did not claim any damages during the period m h amOUnt
Total amount of insurance = Rs. 950,000 rate is 10%). "unng me period. (If the depreciation
U

amount of premium = Rs. 30000 Solution:

rate of premium = ? Value of car = Rs. 685.000
Rate of premium = 3.5%
amount of premium = — x total amount of insurance
100 Tenure = 4 years

BSr:

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 Depreciation rate = 10%
10
•
Depreciation -- RS
R«;--joo x 685.000

= Rs. 68.500 D3 Najnra insured her life for Rs.650,000. Find the amount of premium at a rate of 5%.
[23 P'nd the rate of premium if a person insured his life for Rs.500,000 and he pays
annual premium Rs. 25,000.
—^---i^sr685001
m Anwar insured his rickshaw at a rate of 4.2%. He paid an annual premium Rs. 6500.
2"a premium = Rs. ^ x 616,500 Find the actual price of the rickshaw.

m
= Rs, 21577.5 [jU Hamid brought a car for Rs. 700,000. He insured it at a rate of 3.5% for 3 years.
>< 616 500 Find the total amount paid as premium, while the rate of depreciation is 5% yearly.
Depreciation = Rs-^ '
[£[! A person insured his vehicle worth Rs. 450,000 at a rate of 2.5% for 4 years. After 3

co
= Rs. 61,650 years he got a claim of damages worth Rs. 750,000. How much loss had he
Depreciated price after 2 years = Rs. (516,500 - 61,650) recovered through insurance.
= Rs. 554,850

B'0 premium = Rs. x 554,850 3.6 Converting Currencies

0.
= Rs. 19419.75
When we want to know the value of a currency with respect to any other currency, we need
4,n premium = 0 to know the exchange rate. By knowing the exchange rate, we can easily convert any
The total amount paid as insurance = Rs. 23975 + Rs. 21577.5 + Rs. 19419.75 currency to other currencies.

36
. ^ = Rs. 64972.25
txample 2: PKR to USD (United States Dollar)
A person insured his property at a rate of 2%. He paid an annual premium of Rs. 13,000. 1 Pakistani Rupee = 0.0055809287 United States Dollar (USD)
How much is the price of his property? 1 United States Dollar = 179.181648 Pakistani Rupee (Rs)
Solution: ... , n Example 1;
Let total price of property = Rs. ;c
Amount of premium = Rs.13000
Rate of premium = 2%
ad
rate of premium ... .
convert 6S0 Pakistani Rupee to United States Dollar
Solution:
1 Pakistani Rupee = 0.0055809287 USD
Amount of premium = x total price 650 Pakistani Rupee = 650 x 0.0055809287 USD
st
= 3.627 USD (approx.)
Rs. 13000 = —xRsx USD to PKR
100 Example 2:
Rs. 13000 x 100 = Rs. 2x Convert 50 United States Dollar to Pakistani Rupee
U

Rs. 1,300,000 = Rs. 2x Solution: r

Rs. x = Rs. (1.300,000 1 United States Dollar = Rs 179.181648

50 United States Dollar = Rs 179.181648 x 50
Rs. x = Rs. 650,000
Which is the actual price of property. = Rs 8959.08

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 PKR to GBP (British pound sterling) PKR to CAD (Canadian Dollar)
, pKR = 0.0042 GBP 1 PKR = 0.0069 CAD
1 GBP (British pound sterling) = 239.66 PK 1 CAD = 144.45 PKR
PKR to CAD ♦.
PKR to GBP
Example:
Convert 2IM Pakistani Rupee to British pound sterling convert 100 Pakistani Rupee to CAD
Solution: Solution:
1 Pakistani Rupee = 0.0042 GBP 1 PKR = 0.0069 CAD

m
200 Pakistani Rupee = 200 * 0.0042 GBP 100 Pakistani Rupee = 100 x 0.0069 CAD
= 0.83 GBP = 0.69 CAD
GDP to PKR CAD to PKR

co
Example 4: Example:
Convert 100 GBP to Pakistani Rupee Convert 50 CAD to Pakistani Rupee
Solution: Solution:
1 GBP = 239.6635 PKR
1 CAD = 144.45 PKR

0.
100 GBP= 239.6635 PKR x 100
50 CAD = 50 x 144.45 PKR
= Rs 23966.35
= 7222.71 PKR
PKR to Euro
1 PKR = 0.0050 EUR

36
1 EUR = 199.64 PKR
PKR to FUR
Example 5:
Convert 100 Pakistani Rupee to EURO
Solution:
1 PKR = 0.0050 EUR
ad ^ internet)"16 ,0 PKR ,U
" "P^.ted crr.ney re,„ from

100 Pakistani Rupee = 100 x 0.0050 EUR

™d n™
t) 45 CAD
8EuR
r444
g)
st
= 0.50 EUR EUR h) 654 GBp

EUR to PKR
|2S Convert the following amounts given in PKR tn »ho
Example 6: updated currency rates from the internet) ™nt.oned currencies. (Use
U

Convert 50 EUR to Pakistani Rupee

a) 600 PKR to USD u.
Solution;
C) 897 PKR to EUR ^ ^5 PKR to CAD
1 EUR = 199.64 PKR e) 425 PKR to USD ,, 600 PKR to GBP
50 EUR = 50 * 199.64 98 PKR
9) 326 PKR to EUR to CAD
h) 562 PKR to GBP
= Rs 9981.89

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 Direct Review Exercise
:
Indirect
ah c*doraxd= bxc Compound pi] Encircle the correct option.
Inheritance a) If the ratio a : b is the same as the ratio of c : d, then:
. „ the ratio a : b is the inverse of the ratio
a:b::d:coraxC = bxcl Partnership a . c.. b . d a : b :: c: d Hi. a : d :: c : b iv. a : b ;: a : d
Insurance b) A method in which we calculate the value of a number of things by finding the value
• Unitary method is a method in which we calculate
Profit of one thing is called:
the value of a number of things by finding the value
Loss

m
of one thing. i. Direct Method ii. Inverse method iii. Unitary Method iv. Indirect Method
Discount
• Two quantities that are in direct proportion will c) If the two quantities x and y are directly proportional to each other i.e. y oc x. then;
always produce a straight-line graph that passes
i y = k+
through the origin. - ' v = -ir fi. y = ' -v. y = icr

co
• We use symbol "cc" for 'is proportional to, of a th,n
• If two quantities are directly proportional to each other, they will always result in ^ can say that there is^
a: 9 or goods is more than its cost price (CP), we
a straight-line graph that passes through the origin.
'■ L0SS "■ Pro'it ill. Discount iv. Tax
• If the graph goes up as x increases (left to right) then the relationship is direct If e) An amount that is added to the cost price to calculate the sale price is called-

0.
the graph shape goes down as x increases then the relationship is inverse. Profit
iii- Markup iv. Principal
• Two quantities that are in inverse proportion will always produce a curved graph.
• Cost price and selling price tells us how much profit or loss a person gets when f) Markup =

36
selling items.
Ca h iCe
• Selling price is always greater than the cost price when profit is earned. Cash price -
Hi Sh Total
Tn trpayment i"•v. Total payment - Cash price
payment-Discount
• An amount that is added to the cost price to calculate the sale price is called
markup. 39^mer^tocanstruct^e same road?StrUCt 3 r0ad in 13
^ how long will it take
• A person who borrows the money is known as the debtor and the person
who lends the money is called the creditor. ad
• Installments can be paid monthly, quarterly, half yearly or even yearly.
• The full payment that a customer has to pay to purchase an article is called
f3] A bus runs at an average speed of 35kin no.

45km per hour? 9

i
hours 12 minutes. How long will it take to mu "♦i!" COmplGtes a Journey in 4
^ t0 COVer the sa™ Stance at a speed of
the cash price.
st
01 ,o d
• The amount a customer has to pay at the beginning of an installment plan is - -h- ^ ^
called the down payment.
121
• Depreciation is the decreasing rate of a vehicle or property. s .?rrCoorten,>"—7.5«,0o„ .nd
U

• When depreciation rate is not given, then we consider it 10% yearly.

• The amount of the last premium is always equal to zero.
-...a..... md of y„,

57

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 n. leaving property worth Rs- 962.000. Distribute property
D Zubair Passed aWaywife a daUghter and two sons. Square Roots and Cube Roots::
among h.s he.rs. io% ^ by selling them.
B3 A person bought 35 books for RS.7.0U
Find out the selling price. xrrtr~ Student Learning Outcomes
• c to PKR (Use updated currency rates from the Altrr completing this unit, ttudenti will bt able to;
EX Convert the following currencies to PK . ( . Find the square root of natural numbers, common fractions and decimal numbers (up to 6-digit)
internet) d. 85 GBP . Solve real-world word problems involving squares and square roots.
b. 556 CAD c 67 EUR
a. 23 USD h. 456 GBP • Recognise perfect cubes and find;
g. 23 EUR
e. 455 U5L;
USD •f. 890 CAD • /.. • cubes of up to 2-digit numbers

m
. cube roots of up to 5-digit numbers which are perfect cubes
EH Convert the following amounts given in PKR to the mentioned currencies, se . Solve real-world word problems involving cubes and cube roots
updated currency rates from the internet) d128pKRtoGBp

co
a. 456 PKR to USD b. 777 PKR to CA PKR to GBP
e. 778 PKR to USD f. 765 PKR to CAD 9- 200 PKR to tUK

6 12 8
UJ

.inxix

0.
-3 -24
, 19 12 j 15 j 18

36
Math r>/ l
Project [J_j

Material Required:
• Graph paper
• Paper sheets
• Scoring sheet
Procedure:
ad
• Work in groups.
st
• Each group will draw one table and equation for direct proportion and one table
and equation for inverse proportion on a paper.
• Then they will exchange their paper with other groups.
• The groups will then draw a graph based on the information and interpret it
U

A cube shaped ballot box has a capacity of 27000 centimeter cube. What is i
Its height?

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 4.1.2 Perfect Squares 1' 1 X 1 •
. .nuare roots of numbers, fractions 2' 2 *2 4
We have already learnt about ^ When a number is multiplied by itself, the
we are going to ,eam about finding 3' 3x3 9
and Decimals (up to 3numbers.
d.g.ts), We will also
^ |Q=fri about cubeS and cube roots
learn 3bolJt product is called the square of that number. A 4x4 16
4'
the square of larger number will be called a perfect square if it is a 5x S 25
5'
of different numbers. square of any number. A perfect square has a 6*6 36
6'
pair of the same factors. r 7x7 49
In the above examples. 16.25.49. 81. etc.. are 8' 8x8 64
4.1 Squares and Square Roots perfect squares as they are squares of 4, 5. 7, 9' 9x9 81

m
9, etc. respectively. 10' 10 x 10 100
We know that we can find the area of a sguare by multip.y ng ^ w^h ^ g b.
If we observe the pattern of perfect squares 11' 11 x 11 121
We also know about exponents where repeated mutapBcabon of nu^e 5 'S
closely, we can note that 12' 12 x 12 144
the form of power to make calculation simpler. Now we w.11 learn about the perfect

co
square and square root of natural numbers. • Numbers that have 2. 3,7 or 8 in their ones place can never be perfect squares
• Only the numbers ending with the digits 1.4, 6. 9. 00 and 25 can be perfect squares Bu
not all numbers ending with the digits 1.4. 6. 9. 00 and 25 are perfect squares.
1.1.1 Square of a Number Numbers ending in an odd number of zeros can never be perfect squares.

0.
When we multiply a number by itself, we can write that number to the power of 2. We can use the above facts to quickly tell if a number
For example, when we multiply 2 by itself i.e. 2 x 2 = 22 we read it as 2 raised to the can be a perfect square or not. We can also identify a
perfect square by finding its prime factors. If all its A perfect square is also called
power of 2 or 2 to the power 2 or square of 2.
factors can be written in the form of pairs, then the a square number
When a number is multiplied by itself, the value (result) we get is called the square of

36
given number is a perfect square. In other words, if all There are an infinite numbei
that number. of perfect squares as they are
the factors have even exponents (indices/powers), the infinite natural numbers
Consider the following number sequence, 1,4.9.16,25, 36 number will be a perfect square.
Can you describe the rule of this sequence? The square of any two
Observe that each term of the sequence is obtained by integers is always positive. Example 1:
multiplying the respective natural number with itself.
We can write the pattern as:
ad Check whether the following numbers are a perfect square or not.
a) 4356 b) 14175
2 4356
2 2178
3 1089
1 x 1.2x2. 3x3.4x4.5x5,6x6
Solution: 3 363
st
or 11 121
Find the square of these a) The prime factors of 4356 = 2x2x3x3x11x11
(1)2.(2)2.(3)2.(4)2.(5)2.(6)2...... 11
numbers; = 22x 3'x 11J
a) 18 b) 20
U

All factors of 4356 can be written in the form of pairs, so 4356 is a perfect square.
c) 55 d) 100
(fT\ Maktr 9'OUPS 0f the SlUdentS-Give one 9rouP number cards and the other orouo oHH
b ,hem ,0 f nd the square 01
f
V—-? ) :r
blank ::^T ' with their teacher
sheet. Then share the answers ^ ^en numbers and writhe answer en 1
and class-fellows

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 3x3*3x3x5x5x7 We can match from above pattern that every square numbers can be written as the sum of
b) The prime factors of 14175 consecutive odd numbers starting from 1. The number of odd numbers which are being
= B'xS'x? added is same as the number being squared.

The prime factors 3. 5 can be

written in the form of pairs.
All prime factors can be written in Complete the pattern for the given numbers.
But 7 cannot be written in the the form of pairs if a number is a
form of a pair. perfect square. Number Square Addition Pattern
So, 14175 is not a perfect square 1 1' 1

m
4 1+2 + 1
? 1+2+3+2+1
16 4'

co
The square of an even number is even. 25
The square of an odd number is odd.
36 S*
The square of a proper fraction is less than itself.
The square of a decimal less than 1 is smaller than the decimal. 7'
64 -

0.
81
Example 2: IC
Express the following numbers as perfect squares,

36
i) 64 ii) 169 iii) 62 iv) 1024
4.1.3 Square Root
Solution:
Observe the square in
figure. It is formed of four A square is a four sided closed figure
i) 64 = 8. 8 = (8)' ii) 169 = 13*13 = (13)'
iii) 625 = 25 * 25 = (25)'
ad
iv) 1024 = 32 x 32 = (32)'

We can find various patterns in squares of natural numbers.

equal sides each having the
length n.

Area of the square = nx n

with each side having the same length
and each angle between the two sides,
the right angle.
st
Adding of odd numbers:
I2 = 1 = 1 (1° odd number) ■ -n is the root of the square.
When we talk of square root of a number, we say that;
2' = 4 = 1 + 3 (T two numbers)
U

Square root of a number is a factor of the number] -J 9 - Radical

32 = 9 = 1 + 3 + 5 (l" three numbers) J "= Radical sign
that when multiplied by itself, gives the number.
4; = 16 = 1+ 3 + 5 + 7 (l" four numbers) 9 = Radicand
and so on.

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 For example, 3 is the square root of 9 As we know that square root of a fraction is obtained by finding the separate square
Finding square root is the roots of the numerator and denominator of the fraction. Let us follow some examples.
because 3x3 = (3)2 = 9. Inverse process of squaring
the number. Example 2:
We wnteiF = 3- The numbers that read same
onward and backward are Find the square roots of the following fractions.
Square Root by Prime Factorization Method called palindromes.
aa\_49_ l\ 64 B rime ac:tor za
To find the square root of the numbers using ' 121 256 ( y P f i tion method)
C Math History }-
factorization method, we follow these steps.
Al-Nasawi (1010- 1075AD), explained Solution:

m
Step I: First find the prime factors of the given
the extraction of square and cube roots
numbers and write them in pairs. almost in the modern manner. 49 149
a) 49 = 7 x 7
Step II: From each pair, take only one number and 121 " Jizi 121 = 11 x 11
find their product. This product will be the

co
square root of the given number.
Example 1: The factors of a number that are = JzZL
divisible by 1 and the number itself irnrn
Find the square root of the following numbers.
a) 81 b) 19.6 c) 2304 are called prime factors.

0.
Solution:
a) ifji b) J196
3 81
=J3x3x3x3 3 27 = J2x2x7x7

36
3 9 b) 64 _ j64
= Js'xS' s J 2J x 72
3 3 256
" J256
=3«3=9 3 1 = 2x7 = 14

. JiT = 9 JT96 =14 J2x2x2x2x2x2 2 64 2 256

0 J2304
=j2»2»2x2x2 x 2 *2x2x3x3
2 2304
2 1152
ad If the prime factors of
J2x2x2x2x2x2x2x2

J 2' x 2' x 2'

2
2
2
32
16
8
2
2
2
128
64
32
2 576 2 2 16
the given number 4
2 288 JFTFTFT?
st
= J2' « 2' « 2' x 2' x 3' cannot be written in 2 2 2 8
2 144 pairs, the given 2 4
= 2x2*2x2x3 2x2x2 1
2 72 number is not a 2 2
= 48 2 36 perfect square. 2x2x2x2
1
U

• J2304 = 48 2 18
8
3 9 16

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 Square Root by Division Method
Example 3:
F,nd the square root of the following
decimal fractions, using the prime factorization method. The square root of the numbers can also be found by division method. Consider the
following examples.
a) 121 b) 0.1089 c) 47.61
Example 1:
i^Tr=ns Find the square root of 236196 by division method.
10C
Solution:
i?i 236196
10 Step I: First make pairs of the digits of the number 236196
100 -16
from the right to the left.

m
1.21 = 1.' 3 1089 We have. 23 61 96 .
1089 3 363 Step II: Try to find the greatest number whose square is less
b) Jo 1089 = 10000 11 121
than or equal to the number in the leftmost pair i.e. 23.

co
J 3x3x11x11 11 11 236196
1089 2x2 = 4, 3x3 = 6, 4*4 = 16< 23, 5x5 = 25 >23
10000 1 -16
J 2x2x2x2x5x5x5x5 Here the number we need is 4.
Step III: Take this number 4 as the divisor and the quotient 761
2 10000
J 3' * 11 2 5000 and write the product 16 below the number in the leftmost

0.
J 2' x 2' x 5' x 5' 2 2500 pair i.e. 23. We get the remainder 7.
3x11 2 1250 Step IV: Take down the next pair 61. Add the divisor with the
2x2x5x5 5 625 quotient (or double the quotient 4) 4 + 4 = 8 and enter it with
48

36
33 5 125 a blank to its right.
4 2361 96
100 5 25 Step V: Find the greatest possible digit to fill the blank that
-16
s 5 will also be the next digit in the quotient, so when the divisor
Jo 1089 = 0.33 88 761
1 (made Up of 8 and the new digit) .s mu|t|.p|.ed to ^ ^
- 704
m the quotient, the product is less than or equal to the
:) 47 61
J47 61 4761
■J 100
ad3 4761
dividend 761. Here 88 x 8 = 704 < 761, so 8 is the required
digit here. The remainder will be 57.
Step V: Take down the next pair 96. Add the divisor 88 with
57

4761 J3x 3x23x23 486

100 3 1587 the new quotient 8 i.e. 88 + 8 = 96 (or double the quotient 4
st
J2x2x5x5 236196
23 23 48) and enter it with a blank to its right. -16
J 3' x 23'
23 1 Step VI: Find the greatest possible digit to fill the blank that 88 761
-I also be the next digit in the quotient, so when the diWsor - 704
U

. 3 x 23 _ 09
2x5 in 966 5796
and the new di9it) iS mul,iplied to the new
digit in
in",I!
the quotient, the product is less than or equal to the - 5796
J47.61 = 6.9

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 required digit here. The remainder will
Solution:
iVidpnd 5796 Here 966 x 6 = 5796, Procedure:
a) Make pairs of the whole part of the number from right to left
The^uowrn 486 IS the square root of 236196.
and that of decimal part of the number from left to right 1
So. 1236196 = 486
In division method, the quotient is b) When a pair of digits after the decimal point is brought down -1
Verification place the decimal point in the quotient. ?0 02
the square root of the given -00
486 x 486 = 236196 p..mhAf c) Solve, like the whole numbers as explained before in division 201 201
method for finding the square root of whole numbers. 201
Example 2:

m
r,,,,) the square root of ^|| by division method.
b) 18.4041 c) 904.2049
htdle square root of the given fraction by division method, we find the square root
4.29 30 07

co
of fhc numerator and denominator separately. In decimal fraction, if the number of
4 18.4041 3 §04.2049' digits after the decimal point is odd.
1136 -- Fl 31 -16 -9
82 240 60 04 we place, '0' to make complete pairs.
-164 -00
Nowfollow^he same steps as in the previous example and find the square root of 3136 849 7641 600 420 fa' > n - / , v-h \ -
and 4096 -7641 - 000

0.
0 6007 42049 1. Find the square root of the
56 64 following fractions by division
4096 Find the square root of the 0 method.
5 1 3136 Jl 8,4041 =4.29
following numbers by division a) h\ 1521

36
2S -36 method. J904.2049 = 30.07
a)
121 b)
2809
1 0 61| 6 36 124 496 a) 2209 b) 4624 2. Find the square root of the
_ 496 c) 10816 d) 13225 following decimal numbers by
636 division method.
0 I 0 a) 0.81 b) 0.02304

Hie square root of 4095 =

64
Verification:
56 x 56 = 3136
ad 4.1.4 Number of Digits in the Square Root of a Perfect Square

64 x 64 = 4096 While finding square roots of large numbers, it is useful to determine the number of diqits
st
y
m the square root.

Example 3: fraction's' ^ ^ ^ COnfUSi0n' When brin9in9 ^ ^ ,0ge,her 0r Solving ^imal

U

find the square root of the following decimal fractions using the division method, We use the following rule to determine the number of digits in the square root of a perfect

all 0201 b) 18.4041 c) 904.2049

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 perfect square, than its square root contains. 1 414
1 2:000000
This means JTis equal to a non-terminating and non-recurring -1
^dislBi(„jsodd 24 100
ry digits if/ "is
_ m/on decimal. Such decimal fractions represent irrational numbers. If
JL even And
and 9
we continue the process, we get J2"= 1.4142135 -96
281 400
-281
Example 1: of the following numbers in perfect square form. We round off the answer to three decimal places. 2824 11900
Find ihe number of digits I" H16 S£lllare .-.JT = 1.414 -11296
,)15OT C,2M310 604
•••
1.7320...

m
Tdtll, o, di9i» in 157609 »«». " f «• — ■—» b)3 1 3.00000000 c) 2.5 1.5842
=
1 2.500000
a) J157609 contains y "f"= 3 dt9ltS
' -1 Li
27 200 25 150 V means
b) The number of digits in 1,014,049 is 7. i.e n = 7 (odd) -189 -125 "approximately equal'

co
343 1100 308 2500
Therefore, the number of digits in J 1.014,049 -1029 -2464
3462 7100 3164 13600
n+ 1 7+ 1 -6924
2 2 =f =
4
24640 -12656
17600 31682 94400
0 -63364

0.
The number of digits in the decimal 20.331081 is 8.
17600 31036
Here n = 8 (even) ••JT = 1.732
Number of digits in J20.331081 .'.JU « 1.584
d) 4.225
iL = JL = 4 2.0554

36
2 4.225000
-4
4.1.5 Square Root of a Number v/hich is not a Perfect Square 405 2250
-2025 While finding the square root of
Let us find the square root of numbers or fractions which are not perfect square; 4105 22500 a number other than perfect
-20525 square, we round off the decimal
Example 1:
Find (he square root of:
Solution:
a) 2 b) 3 c) 2.5
ad
d) 4.225
41104 197500
-.164416
33084
to 3 decimal places.

a) 2 2.055
st
Using the division method,
^ Exercise 4.1 J
in the second trial, the divisor is less than the dividend. So to continue the
process, we place a decimal point afer 2 along with three pairs of zeros as
follows; tS Hnd -h. !q„are rao, of lhe following numbere by
U

We observe that the process does not end. and if we continue the process, no 1)36 il 10
' ° i8!240' iv) 409600
digit or block of digits will repeat.
" f lHJr vii) 1444
1764 viij) 29 45-
49

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 \0 1>01|«
n.M>
1-0 lUViM I Hrtinple Ji
Aioaol rt m|Uiiii< ploioul vviind 1% oqual
I- i«o« »'»«•««• to I he 11 (»(»•! m'
n nn.t tho ..(u.'i"1 1 ,
110 •'(•o i I (in 1o
.o-n.-io ,w.-ooo I Ind Iho lomilh u| Ihc side n| llio (ilr, o o|
,n .M '■ • Wiuul I 1 1 00
Solution: -1 1
As the letuilh ul (niu sides nl „ sip i'O o i r. 20 000
looo o •;»Mo •w
01)11.11, '.o 0 000
,0o H-I'l Alfa ol squriio IcMigths |<Mujth - t' 1 (»O 4
.U)!!

m
I Id.o-I in' r' I 664
[ ! t Ind «hr tquan> tvot of tho tollovvlng dodnwl muubors by dlvWon moH.od. 0
ill 1 lake the squaie unit o( Imih sides.
.0 0 10.00 lOOOiVS ll

co
.(ll (.(.-I
H j Find tho squ.ro root of .ho following non-porf.ct squon-s up to tbrvo J I Ih.h-I
JToiT
decimal place*.
Now llnd the squan- hhiI of 1,,|U| mo,
.OS 10; 0 7 am ouo
-lllbb;! .10(1 UU1
|0,,

0.
JTixr to
[7: Find tho squ.ro root of tho following doclmol fractions up to 2 dodmnl places.
So, the length ol the side of the wooden piece Is 10.8 m
.0 1 21 10 So So c) -HvS dl 11.5 ol 5.770
Example 3:

36
The area of .1 square shaped plot Is 5929 square metres. 77
Find Its perimeter. 7 5929
4.2 Re.il-Lifo Problems of Square Root Solution: 49
Example 1: We know that area ol a square Is obtained by multiplying 147 1029
1029
.no equal how m.in\ tiles sire there in each row?
ad
•MOO tilos aro loquiio.i tor tilm.i tho floor of a masjid. It the length and width of the masjid

97
9 9409
its length by its length.
Length x length = Area
Jlengtlr = J 5929
0

Solution: Length =J5929

As the length and width are equal the masjid is in square -81 = 77 m y1
st
shape To find the number of tiles in each row. we have to 187 1309 So, length 01 the plot i: 77 metres.
find the square root of 9409 -1309 Perimeter of the plot = 4 x Length 1 The ariM Of the squwd shaped
So there are 97 tiles in each row. 0 = 4 x 77 m ground of the Mjspd is 11S6 m
U

Find the length of the ground

= 308 m 2. Area of the squared shaped room
tNvo O'Cctps o' the students and instruct them to make real-life problems of finding square is 9dOI nv Fmd the ^nnseter of
:
^ ^ root uvm tc^ Sv^i\e them and share their answers with their class-fellows. So. the perimeter of the square shaped plot is 308 m.
the room

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 Example 4:
4.3.1 Cube
sssssss—-r~
4 2025 Consider the following products-
Solution: -16 2x2x2 = (2)s = 8 and
425 3x3x3 = (S)1 = 27 similarly
85
number of rows, square root of ZO^b w -425 4x4x4 = (4)' = 64
We observe that;
0
Since J 2025 = 45

m
3' - 27 is obtained by11
^i^obta^ned'bv '11!'^^3tWICe
multiplying twice^by'tse
itself,
"' ^'i.es27
means
is the8cube
Is theofcube
3. of 2.
Hence, The number of students in each row = 45
The cube of a number is that number raised to the power 3.
^Exercise 4.2 ]

co
4.3.2 Perfect cube

There are 102400 chairs in a hall arranged in such a ^rjpnr"is ■"id"■per,!e, a,bi!"«"
way that the chairs in each row are equal to the 27 = (3)' =, 27 is a perfect cube, similarly
total number of rows. Find the number of rows.

0.
125 - (5)' => 125 is a perfect cube.
The following table represent the values of perfect
The area of a rectangular field is equal to the area of another square shaped
cubes of natural numbers from 1 - 20. If volume of cube is a\ length of each
field. Find the length of the square shaped field if the length and w.dth of the of its dimensions is o.

36
rectangular field are 675 m and 147 m respect.vely. X X
1 x1
h 1 Find the length of the square shaped masjid if its area is 722,500 square meter. i 11 1331
2 8 12
3. 1728
The length and width of a rectangular plot is 27 13 2197
500 m and 125 m respectively. If a square shaped . ^ 4
plot has the same area as the rectangular plot, find
the cost of fencing the square plot at the rate of
Rs 150 per metre. ^
ad I
5
6
7
64
125
216
343
14
15
16
17
2744
3375
4096
4913
8 512 18 5832
st
The length of the base and altitude of a triangle is 220 cm and 55 cm respectively. 9 729 19 6859
If the area of a square is double the area of this triangle, find the length of the 10 1000 20 8000
square.
The square shaped parking area is 10404 m2. Find the cost of constructing a
U

numbers?
tiled path around it at the rate of Rs 435 per metre.

* ; The area of a square shaped garden is 9801 square metres. Find the perimeter
of the garden.

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 Example 1:
Find the cube root of the following numbers,
Example 1: 2 2744
a) 2744 b) 46,656 2 1372
Examine that the numbers.
Solution: 2 656
a) ,3824 blSIZSarepeffectcubesornot 7 343
a) 2744 7 49
Solution: 2 13824 To find the cube root of 2744, we do the following steps; 7 7
6912 i. Resolve the number into its prime factors. 1
a) 13824 ? 3456
2 1728 ii. Form groups of three like factors.
Resolving 13824 into prime factors. 2 864 iii. The product of single factor from each group is the required cube root.

m
2 432
13824 = 2 x 2 x 2 x 2 x 2 x 2 x 2 x 2 x 2 x 3 x 3 x3 2 216 2744 = 2 x 2 x 2 x 7 x 7 x7
= 2' » 2" « 2' x 3" 2 108
2 54 = 2,x7J
Since 13824 is expressible as the product of the cubes 27

co
3 ••• if2744 = jfFTF
of prime factors. 3 9
It is a perfect cube. 3 3 = 2x7
= 14
5 6125
b)6125 5 1225 2 46656

0.
Resolving 6125 into prime factors. 5 245 b) 46,656 2 23328
7 49 2 11664
6125 = 5x5x5x7x7 7 7 !j46,656 2 5832
1 2 2916
= 5,x7'

36
46656 = 2x2x2x2x2x2x3x3x3x3x3x3 2 1458
Since 6125 cannot be expressed as the product of cubes of prime factors, = 25 x 2J x 3' x 3' 3 729
3 243
.. 6125 is not a perfect cube. = i|46656 = JFTFTlNi7 3 81
3 27
4.3.3 Cube Root of a Number = 2x2x3x3 3 9

For example:
ad
The cube root of a number is a number whose cube is that number.
Math History
Al-Uqlidisi worked on square
J
= 36
j46656 = 36
3 3

8 = (2)' 2 is the cube root of 8. Example 2:

and cube roots in AI-FusuL
st
Similarly 27 = (3)' 3 is the cube root of 27. Find the cube root of ^25
ii. Al-Baghdad, worked on cube 343
The cube root of a number is denoted by the symbol' roots in Al-Takmila. Solution:
For any number n. cube root of n is denoted by l] n . {Sr
U

w. Al-Samawal. worked on nth S

HereJTT = radical 125
j— = radical sign roots in a treatise on Indian s 25
5 5
3 = index of the radical arithmetic _ J5 x 5 x 5
1
J7 x 7 x 7

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 Example 1:

.$'W- contahlei?6 ^ 3 Shaped conta,ner

« 17576 cubic metres. What is the length of the
» "T Solution:
•• •J34B ^
The volume of cube = length x length x length
Since 5 =
7 343 , To find the length, we need to find the cube root of its volume i.e. 17576 m'.
_7 49 _
and 7 = tj343
71[ 7 Cube root of 17576 = 4/17576
[ 1 2 17576

m
IS1-&
11343 J343 8788
= y^x4ix<ixi3x13x13 2 4394
In general; = 2x13 13 2197
a li- 13 169
For rational number — i a1^ =

co
b b. - bIT = 26 13 13
So, the length of the container is 26 metre. 1
Example 3:
Find the cube root of 4/5.832
Volume of solids is always measured in cubic units.

0.
Solution: A cube has all edges of equal length i.e.
length = width = height
1000
?
- 5832 So, we can find the volume of a cube multiplying its length three time.

36
4/5832 2 2916 Volume of cube = length x width x height
2 1458
4/1000 3 729 Volume of cube = length x length x length
4/2x2x2^3x3x3x3x3x3 3 243 =lxlxl
3 81 f
4/2x2x2x5x5x5 3 27
2x3x3
2x5
^8_ = 1
ad 3
3
9
3
Example 2:

^^ cm..

10 Solution:
4.3.4 Properties of Cubes of f lumbers
st
i) The cube of an even number is even.
ii) The cube of an odd number is odd. «saaaasa5sssaas,»-
iii) The cube of a positive number is positive. , 3
29791
U

iv) The cube of a negative number is negative. 31 29791

= \/31 x 31 x 31 31 961
31 31
v) For any rational number — « ^ = nQL . = 31 1
b jy
.h. dim.„sions 0,Ws cube itapes ^ bm are 31 cm „ 3i Em ^
vi) For any rational number ija x b=-lfa x .

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 Exercise 4.3 When a number is multiplied by itself, the value
(result) we get is called the square of that number. Square
A number will be called a perfect square if it is a Square root
cube root of the following if possible. e) 21952 square of any number. Cube
d) 15625
b) 1728 c) 6859 A perfect square is also called a square number. Cube root
a) 512
i) 85184 Jn Radical
h) 59319 ' 4096 All prime factors can be written in the form of square
f) 32768 g)46656 Radicand
o) 64 x 1728 if a number is a perfect square.
Index

m
2197 m)
ra" Tnr The square of an even number is even and an odd
k) 6859 '' 8000
t) 1000 number is odd.
r) 1331 s) 3375
p) 12167 q)42875
When the numerator of a fraction is less than the denominator then that fraction is
2 A cube shaped iron container has a volume of 6859 metre cube. Find the

co
called a proper fraction.
dimensions of the container. The square of a proper fraction is less than itself.
The square of a decimal less than 1 is smaller than the decimal.
3 The volume of a cube shaped hall is 74088 n.'. Find the length of the hall. We use the symbol J""' to represent square root. It is called the radical sign.
There are two methods to find the square root of numbers.

0.
4 The volume of a cubic room is 926! m\ Find the area of the roof of this room i) Factorisation method ii) Division method
In division method the quotient is the square root of the given numbers.
| 5 1 Find the cubes of the following numbers; The cube of a number is that number raised to the power 3.

36
a) 67 b) 12 0 98 d) 50 e) 44 f)73 A natural number is said to be a perfect cube if it is the cube of some natural
number.
If a number is expressible as the product of cubes of the prime factors, the number
is a perfect cube.
Think Higher The cube root of a number is denoted by the symbol11|
1
a) Find out: ad
. the smallest number to be added to 1752 to make it a perfect square.
the smallest number to be subtracted from 11500 to make it a perfect square.
For any number n. cube root of n is denoted by ] n .
HereJTT" = radical
J = radical symbol
b) The given cube and cuboid have the same volume. Find the dimensions of the • 3 = radical index
st
cube.
71
U

64 cm
J

■ 81

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 i ;
Review Exercise Find the square root of the following natural numbers by division method.
a) 5929 b) 4096 c)2704 d)
b/b
Encircle the correct option. 1444
e)
irr f) 47.61 9)146.41
factors ox
a) If the prime factors of me
the ygiven number cannot be written -n pairs, the Find the cube of the following numbers:
given number is: ... not a perfect SqUare a) 65 b) 77 c) 30 d) 18 e) 22 f) 99
i) a perfect square
iv) not a perfect cube Find the cube root of the following numbers by factorization method,

m
iii) a perfect cube
a) 64 b) 125 c) 512 d) 1331 e) 74088
b) Finding square root is the inverse process of: _ Find the cube root of the following numbers by division method,
ii) perfect cube of a number
i) adding a number

co
a) 27 b) 216 c) 729 d) 2744 e) 13824
iv) division of a number
iii) squaring the number
1681 blocks have been arranged in such a way that the number
c) The square root of 4096 is: of rows and the number of blocks in each roware equal. Find the
iii) 74 iv) 84 number of blocks in each row. «
i) 54 ii) 64

0.
1
Area of a square field is 50625 m . Find the total length of a . 1
d) 104 is the square root of.
j) 10806 ii) 10836 iii) 10826 iv) 10816 fencing wire which is required to cover its boundary. kli - I

36
e) Square root of 21609 is:
iii) 107 iv) 147 A positive number when multiplied by itself is 13225. Find the number.
i) 1047 ii) 247
f) The cube of a number is that number raised to the power. Area of the floor of a square hall is 97344 m'. Find the dimensions of the floor.

0 1 ii) ^ iii) B iv) 9

9) (17)'=
i) 4195 ii) 4133
adiii) 4913 iv) 4193
A cube shaped plastic container has a volume of
8000 metre cube. Find the dimensions of the container.
^
Iflift" — -^a

h) 40 is the cube root of

st
i) 64000 ii) 6400 iii) 16000 iv) 80000
i) Cube root of 729 is;
The capacity of a cube shaped swimming pool is
i) 6 ii) 7 iii) 8 iv) 9 85184 m1. What is the cost of tiling its base floor
U

Find the square root of the following numbers by factorization method. at the rate of Ra 850 per square metre.
a) 841 b) 1225 c) 1764 d)^
d e) ^
)%T
3366 g) 1.2321 h) 0.0676 h fi/nna
2401

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 Math
ath Cby 1
Project
liect ^LJ IfflTsefs

Student Learning Outcomes

• Pencils After completing this unit, students will be able to:
• Colours
• Describe sets using language (tabular, descriptive, and set- builder notation) and Venn d'agrams.
• Sconng sheet • Find the power set (P) of set A where A has up to four elements.
Procedure: • Describe operations on sets and verify commutative, associative, distnbutrve laws wth respect to union
and intersection.

m
! r . proVided w. a ^ • Verify De Morgan's laws and represent through Venn Diagram.
• Apply sets in real-life word problems.
. Scu,ate them and colour the correct path towards

co
. The pair with accurate solutions done in minimum time wins.

Start
Jl21

0.
[if 12
Jl44

10 i!" I? K IK m m

36
100 J25" 11
K^)-] J64
»mm iHlnte
14 [l

JTIT 1*9 JT
ad 2

::
J3
I
st
i l ii
jioo JT Jui
rmKiRi
U

Out of 154 racks in a library, 24 racks have Mathematics books. 38 racks have
English books 12 racks having both Mathematics and English Books, and the rest
have other miscellaneous books. How can you represent this information via Venn
Finish <-0- -Jii" — HJ)— Jii" Diagram?

85

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 Introduction/ , aholJt sets its types and how we can represent N = (f is a natural number! N = Ul*iLN,)
"i^T^ous grade we have teant a ^ ConcJtiton , Condition
We leamt about few more
different sets and their eiements using ^ ^ ^ unlon# intersection, i
All elemrnu \
Such tnat
■OP- related to ^suchas.oper ^ sets usi different Some examples are given below. <- 'h tha'
difference and comp'ement Now^^ ^ ^ ^ about power set ^Note it downj
in Ven 9 a) Y = {* | * is an integer, x > -4}, or
language and by ^ 9 s ome pertieS with respect to union and
more operations on sets, vemy ^ r Y = {x|xeYAx>-4) A set can be written by using
intersection and verify De Morgan's laws. We read it as: "Y is the set of all elements x such that x is instead of '|'. For example, set
an integer and it is greater than -4". We can write it in builder notation of natural numbers
5.1 Set Notations is; N = U ^ x is a natural number)
tabular form as: Y = {-3, -2. -1, 0. +1. +2. +3....},

m
5.1.1 Set Builder Form b) T = {x | x is an odd number. 5 ^ x s 11} or
Set builder notation is another form to represent ...i-, lUty-c1-- ■'■T-y \- T = {x|x e T a 5 2ax < 11) •
Think of a set of your own choice and
a set. In set builder form, instead of listing the Define equal and equivalent sets We read it as; "T is the set of all elements x such that x is ( then write it in descriptive, tabular

co
elements, a common rule, characteristic or and give example. an odd number which is greater than or equal to 5 and and set builder forms
formula is written in the shortest possible form Write a set and write one subset less than or equal to 11.
and one super set of that set
that describes the elements of the set. Write an example of disjoint and Thus, we write it in tabular form as: T = {5. 7, 9.11}
overlapping set. c) F = {x | x = vowels in the English alphabet)
For example,

0.
Thus, we write it in tabular form as: F = {a. e. i, o, u) Which of the following sets is in set
• N =The set of natural numbers" is the descriptive builder form?
form, whereas U= {1.2.3,4} V= fx |x e Z a* >3)
<db®t5i \ — Express the following sets in set builder notation: F = the set of seven colours of the
N = (1, 2, 3, 4. 5,...) is the tabular form. rainbow

36
i. {3. 5.7, 9 21} ii. {3.6, 9.12. ..,.30)
The same set can be written in set builder form as: I Are the following sets in descriptive iii. {2, 3, 5, 7,11,17) iv. {a, e. i, o. u}
1
form or tabular form? v. {1,2, 3.4. 5. 6. 7. 8, 9. 10}
N = {i | .* is a natural number} or A = {10, 20. 30.40}
N = (t 11 e N} B = {0} S.I .2 Set Notation through Venn Diagram
D = {1} Let's represent one set contains odd numbers from 1
We can read it as, "set N is a set of all elements x, to 15 and factors of 24 between
such that x is a natural number"'.
Here, the elements of the set are denoted by the
letter v followed by a vertical line "|" which is read
ad 1 to 15.
IfG ={A:|j:eO a 1 <*£ island
F = {*1*6 factors of 24 a 1 <*i 15}
| means "such that"
as "such that". After the "such that" sign, the e means "belongs to" 13 15
st
e means "does not belong to"
specific characteristic of the elements is written. ^ means "greater than or equal to"
Also the whole description is to be enclosed S means "less than or equal to" Odd numbers less
a means "and" 11 12 Factors of 24 less
within the curly brackets "{)". We can label it as: than or equal to 15
U

v means "or" than or equal to 15

Both odd and factors of 24
w" p % Teaching Point: Write some examples of tabular and descriptive forms of sets on the board and less than or equal to 15
t ask the students to write them as set builder form.
Similarly, we can represent different sets in Venn diagram.

^ • ..CTiBMP-
87 88 ~

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 5.2 Some Common Sets
We have studied sets, types of sets and operations on sets in the previous classes. We have
--hnirp in the following three ways:
also learnt to represent basic operations on sets with the help of Venn diagrams.
WritC fiVe
*■ :: :
j. Descriptive 0Tii Tabular form
form Hi. Set builder notation
descriptive form: Let us define some common sets.
gj Express the following sets in tabular to A;t<20}
a A Sets
{,U€N ^9} jv {a:U: s C 1 < * < 15}
1. N = {1.2.3.4.5....) Set of natural numbers
■■ !:!:s6wA-5i"r * "• W = {0.1.2.3.4.5....} Set of whole numbers

m
B w„.. .K. .o,lo«.n, in ». builder .ornv ^^ iii. Z = {0. ± 1, ± 2, ± 3....) Set of integers
a) E = Set of even numbers u
' iv. r= {+1,+2,+3f+4,+5...) Set of positive integers
C, A = (0,1. 2, 3, 4, 5....) d) V= {a, e, i, o, u) v. r ={-1.-2.-3,-4.-5....) Set of negative integers
vi. E= {0,12.14.16.18,110....}

co
e)D = {1.4, 9.16,25) Set of even numbers
vii. O = (l1,±3,±5,±7,i9,...) Set of odd numbers
0 F = Set of natural numbers greater than or equal to 11 vili.P = {2, 3. 5. 7. 11,...) Set of prime numbers
g) G = {1. 3. 5. 7. 9} h) B = (22. 33. 44, 55.}
i) E = {April. June, September. November) All the above sets are infinite sets. The set of integers Z can be

0.
j) The set of common factors of 18. 30, 42. separated into three sets;
k) The set of numbers which are divisible by both 3 and 4. i. Z* = {+1, +2, +3. +4, +5. )
I) The set of factors of 81 between 5 and 30. H. Z- = {-1,-2.-3.-4.-5 )
ill. Singleton set zero = (0) The numbers which can be written

36
m) The set of prime numbers between 11 and 13. In the form of where p and q
Another set is the set of rational numbers.
n) The set of even numbers less than or equal to 100. Q = {-^- |pe Z, q € Z a q * 0) are integers and q * 0 are known
o) 1 «: s 4 .,f consonants in English alphabets. Can you list some elements of this set? as rational numbers, other wise.
they are called irrational numbers.
p) The set ol whole numbers between 20 and 50. 5.2.1 Subset of a Set
q) The set of factors of 24.

£| Represent the following pair of sets using Venn diagram.

ad We know that a set A is called a subset of B if every element of A is also
an element of B. We write A e B. If A is not a subset of a set B, we write
Aa B.
Example I :
a)A={\|.\6EAl £ at £ 10) Find at least three subsets of B = {2.3,5.7.9)
st
Solution:
B = (r | a: e N A 1 S -r £ 10) A = {2.3,5). is a subset of B
b)F = {v | .v e Z A-10 < a-^ - 5} F = {3.7.9) is also a su bset of B
U

Another su bset of B is D = {2,5,7,9).

G = {.y | .r € W A 1 Zx Z 15) Subsets can be divided into proper and improper subsets.
c) U = {*1 * P a 1 < * < 20) ■fl \ Explain the set and subset of a set by giving different examples. Instruct each of them tn
t0
C / of your own choice and write two subsets of set. write a set
V ={x\xeZ- Al *x<20)

89

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 S.t.c ruwtrr
Le, us now find all possible subsets The set that consists of all the suhs^tc
sets m
of a set •is called
.... the power set of that set. For any set X:
Example2: v, ... n the power set of X is written as P (X).
List all possible subsets of the set X = {1.2. Example 1:
Solution:
i. ,1. is the subset of the set X. Find the power set of the set Y = {0,1}
Singleton subsets of X are, (1), (2). (3) If A is an infinite set
Solution;
in. Subset of X having two elements are; then P(A) is also infinite
Y = {0,1}
Power set of Y = P (Y) = ft fO}, (!}, (0, i)
iv Since'each set Is an improper subset of itself, therefore the set itself i.e. (1.2, 3, is also a Note:

m
Number of elements of the set Y = 2
Now colmThetbsl of X. These are 8. We can organise the subsets as follows; Number of possible subsets of Y = 2' = 4
(D (1. 2,}
Find the power set of.

co
{1.2. 3} Example 2: M = ((r|. {s). (tfj
,a><n.3, Find the power set of the set A = {a. e. i)

(3) (2,3) Solution:

^ Note it downj P (A) = ffe (a}, {e}, (i), (a, e), {a, i). (e, i), {a, e, i)}

0.
Observe that the set X has 3 elements and the number of Observe that the elements of power set are all subsets themselves.
I. An infinite set has an infinite
subsets of X is 2' = 8. number of subsets.
ii. <ti is the subset of every set Example3;
ExampleB: Find the power set of the set X = {a, b, c, d)

36
Find all the possible subsets ofthesetB = {2,4,6.8}
Solution: Symbol Meaning
Solution: € belongs
The power set ofXis; e does not belong
All possible subsets of the set B are listed as; P (X) = {<k {a)( {b}, {c}. {d), {a. b}, {b, c}, {b. d}, {a, c}. c proper subset
{a. d), {c. d}. {a. b. c}, {a. b. d}r {a. c, d}. {b. c d}f C improper subset
(K {2|( (4>, {6), (8}, {2.4}, {2.6}, {2,8}. {4.6), {4.8}.
(6,8}. |2.4,6}, {2,4,8}, {2.6.8}. {4.6.8}, {2,4,6,8}.
These are 16. Observe that the set B has 4 elements and 24 = 16
ad iteto <Clh«dk ^
{a, b. c, d}}
S
*-*
3
not a subset
equrvalent to
superset

nd the power set of the null set using the rule. Is it a null set'
From the above two examples; we see that the set having Find all the subsets of the
st
following sets; nd the power set of;
3 elements has 2' = 8 subsets and the set having i. A = {a, b, c} {0.1.2}
4 elements has 24 = 16 subsets. ii. B = {2. 3. 5.7} {1.3.5}
J = {y\y e P a;'<9}
U

In general:
XPlai
A set having n elements has 2° possible subsets. (faS\
I ^ fformula? to find theSet 0f Set t0 S,UdenlS by SOlvin9 exam ,es on
number of possible subsets of set. AskP ,hem the boarda se,
to wnte and,ha
tell hav^
them rh* a
ve 3 to 4
elements and then find the power set of that set

92
91

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 5.3.2 Commutative Property o, Sets (wlth . „
For any two sets A and B, AnB = Br\A
Example 1:
For the sets F = (2,3,4,5,6} and
EB Write T for true statement and F for false stat G = (2r 3,5,7.11}
Prove that FnG = GnF
° — I Solution:
iij) If X € X then X e P(X) - FnG = (2,3,4.5,6} n (2,3.5,7,11)
iv) If A c B. then P (A) c P (B) = {2,3,5.} (0
and

m
V) The set X = H, 0,1. following sets? Find all the subsets cf
3 How many subset can be made out GnF = (2.3,5,7.11} o (2,3,4.5,6}
each of the following sets. = (2,3.5) (ii)
Equations (i) and (ii) imply FnG = GnF.
Q) F = (4.81 fflM-H.0,1,2, .^SM)

co
5.3.3 Associative Property of Sets (with respect to Union)
v) B = 15.10, ,5} .l,X,R3.5.7,"l For any three sets A, B and C, Ao (Bl-C) = (AwB) yjQ
viii) T=W* € Z a-2<x<2) Example 1:
3 Find the power sets of the following sets; A = (2,3,5,7,9}, B = (1.2,3,4,5} and F = (2,4,6,8).

0.
Prove the associative property with respect to union.
i) X = ft, y, r) ii) A = {+,-.x.+) "i) L = {U/, o,iv) B = {0} v)T = {-M Solution:
We have to prove that Au (Bu F) = (AwB) uF

36
LH.S = AU(BvjF)
We have learnt about the commutative, associative and distributive properties of whole BWF = {1,2,3,4,5)u(2,4,6,8}
numbers with respect to addition and multiplication. While manipulating sets the above = {1,2,3,4,5,6,8}
properties also hold for the operations on union and intersection. Let us learn. So,
5.3.1 Commutative Property of Sets (with respect to Union)
For any two sets A and B, AwB = BuA
Example 1:
ad Au (BuF) = {2,3,5,7.9) u{1,2,3.4,5,6,8}
= {1,2.3,4,5,6,7,8,9}
R-H.S = (AuB)uF
(j)

For the sets S = {1, 3, 5, 7, 9} and T = {5,6,7.8,9}. Av-'B = {2,3,5,7,9)u {1,2,3,4,5}

= {1,2,3,4,5,7,9}
st
Prove that SuT - TwS (AoB) oF = {1,2,3,4,5.7,9) o{2,4.6,8}
Solution: = {1,2,3,4,5,6,7,8,9} (ii)
SwT = (1,3,5.7,9) w {5.6.7.8.9) Equation (i) and (ii) imply,
U

Sol = (1.3,5,6.7.8,9) (i)

Ao(BoF) = (AuB)oF
and
R>S = {5,6.7,8,9) vj {1,3,5,1,9) Make two groups of students. Instruct each group to write two sets of vour own ^ •
% instruct first group to find the commutative property of sets with resoe^t t T ,hpn
TuS = {1,3,5.6,7.8.9) (ii) •?; other group find the commutative property of set with respect to union 0 erSeC,IOn and ,he
Equations (i) and (ii) imply SuT = TuS

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 „ „„„,S.U,VVi.K-P".'-1"'—«i0n'
R.H.S = (XwY)n(XwT)
X wY = (0,3.6,9,12,1S)u(-5, -3, -1,0,1 3 5,
-rr
For the sets; F-11 5 9 13171. G = (3.6,9,12.15)andH = {2.4.6.8,10) = {-5.-3.-1.0.1.3,5,6,9,12.15)
Prove that XuT = (0,3.6,9,12,15)^(2.4,6 16)
Fn(GoH) = (FnG)nH = (0,2.3.4,6,8,9.10,12,14.15 16)
(XuYWXuT) = (-5. -3. -1.0.1.3.5,6,9.12,15)0(0,2,3.4.6,8,9.10.12,14.15.16)
Solution:
L H.S = Fr.(GnH) = {0.3,6.9,12,15) (ii.
= {3.6,9,12.15) n (2,4,6,8,10) Equation (i) and (ii) imply.
Xw(YnT) = (XwY)n(XwT)

m
= (6)
Fr<(GoH)=(1.5,9.13.17)n{6) 5.3.6 Distributive Property of Intersection of Sets Over Union
=( ) 0) For any three sets A, B, and C. Ar,(BwC) = (AoB) o(AoC)
and Example 1:

co
R.H.S = (Fr^GjriH Forthe sets; O = Set of odd Integers,W= Set of whole numbers, P = Set of prime numbers
F^G = (1.5,9.13,17)r.(3,6.9,12,15) Prove that,On (WwP) = (OnW) u (O^P)
= {9| Solution:
(FoG)oH=(9) 0(2,4,6,8,10) First we write the given sets in tabular form as*

0.
=( ) -■(") 0 = {± 1, ± 3, ± 5 )
Equation (i) and (ii) imply. W= {0.1.2.3.4 } Complement of a set A with
Fr.(G^H) = (FoG)nH P = {2.3.5.7.11 ) respect to a universal set U is the
Now; L H. S = On(Ww P) difference of the set A from the
set U i.e. A' = U - A

36
5.3.5 Distributive Property of Union of Sets Over Intersection
Wi_/P = (0,1,2.3,4, —)vj(2.3,5.7,11 ,)
For any three sets A. B. and C. Aw (BnC) = (AwB) n(AwC)
= {0,1,2.3,4, .)
Example 1; O ri (Ww P) = (± 1. ± 3, ± 5, ._„.) ri (0,1 2 3 4 1
For the sets; X = (0.3.6.9.12.15). Y = (-5. -3. -1.0,1.3.5} and T = {2.4.6 16}
On(WuP)=(l,3,5,7 J...(i)
Prove that; and
Xw(YnT) = (XwY)n(XwT)
Solution:
LH.S = X^(YnT)
ad R
. H. S = (OnW) u (OnP)
OnW= {± 1. ± 3. ± 5.._) n {0.1.2.3,4 )
= {1.3.5.7 )
YoT = {- 5. -3. -1,0.1.3.5) n {2.4.6 16) Or->P = (± 1, ± 3,± 5,..-..}n{2,3,5.7,11,...}
st
=1 ) = {3,5.7.11.13,19 )
PnW)u(OnP) = {i.3,5 ) 0(3,5.7,11,13 ,
So.
. . ={1,3,S,7,9,_}._(ij)
Xw(YnT) = {0.3.6.9.12.15)u{ ) equations (i) and (ii) imply
U

= 10.3.6,9,12.15) (i) On (Wu P) = (OnW)w(OnP)

j+g * Make t^o groups of students Instruct each group to write three sets of your own choice and
- ^ ~ ,hen ,ns,ruct ',rs, grouP10 find the associative property of sets with respect to intersection and and the other group find the distributive propeny o. IrsetZ oler u'oT,merSeC,,0n 0' sets
the Other group f.nd the associative property of set with respect to union.

95

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 5.3.7 De-Morgan's Law 5.3.8 Real life Situation •
It has two parts: I) (A^B)' = A There are many si^^^ vingseu
Math History consider the example. "y ,,,e where the concepts of sets can be used, lefs
Example 1: Augustus De-Morgan Example 1:
For U = {1.2.3..-, 12} (1806 - 1871) a British
Mathematician The data of 225 people who bough, various i..
A = {7.8.9.10.11.12}
formulated the ndvors is grven b
B = {3.5.7,9.11} De-Morgan's Laws. People who
(A^ B) and A' B' are shown below. People who People who
bought only
bought only bought
u 1 2 Vanilla strawberry both

m
7 8 /A 76
3 \ 92 32
10
4 10
f 9
( ) /
12 Create a Venn diagram to illustrate this information.

co
12
\ 6
_^
—rfi Solution:
Let's denote each set first
Fig. 1.15 (A^B)' Fig. 1.16 A'nB' A= People who bought only vanilla flavour
The shaded region in above diagrams show that (A u B)' = A' n B'.
LPe^rgboush,o"^r-^«—

0.
ii) (AoB)' = A'^B*
Example 2:
ISnoSdS.UfhXVUm 0, ,h
'" ^ ^ ^ P-OPI. »>.. - P.
For the above sets A, B, C this law is demonstrated through the following figures; The quantity outside the circles= 225-200= 25

36
U 1 So, the Venn diagram for the above information is given below.
U 1 2 2
V 8 \B NvB
8 /A
3 / 3 \ ,,
/A | 4 . U
10 9) 10 91 4
f (
\iy \iy A
V 12

Fig. 1.17 (A r. B)'

5
/ 6
\ ad
12 5 /
^7 6

Fig. 1.18 A'u B'

/
^ _
76
/AnB

32
B

92
J
The shaded region in both figures show that (A n B)' = A' u B'.
st
25
U

If A = {*r€NAi:<6), B = {x|x€Wa3SjS5}, F = {x|*€Za-1$x<4}

Venfy the fcllo//'ng using the Venn diagrams,
i A rMB r\ F) « (A ^ B) ^ F
ii. A w (B ^ Fj = (A ^ B) ^ (A o F)
in A (B ^ F) = (A ^ B) w (A rt F) share the problems with their class-fellows and teacher, involved Ask them to

97

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 *1 Given A = (1.4. 7). B = {5. 7. 11). DM3.7.10)
ii- U = Z (Set of integers), A== E (Set of p ^B = ,2 4 6 8
' ' - 26)

Use Venn diagrams to represent /D ^ ua a B ■ Z » of in^ ■" ,„d

o AwB^D ii) A-BOD ...) A^{BoD) .v) Ao(BUD)
fFor the sets; pi Verify;
A = (1. 3. 5. 7. 9), B = 11. 2. 3,4. 5) and C = (5. 6. 7. 8, 9) i- ><MYoT) = (XuY)o(XvT)
Use Venn diagrams to verify; Xn(Yv_< T) = (Xny)i_)(X/-iT)
For X = {-9.-7.-S,-3._1.o.i,3)
.) Ao(BwD) = (AwB)oD ii) A n (B ri D) = (A o B) n D

m
Y
iii) A^ (Br,D) = (A■_>B)(A<_<D) iv) Ari (B vj D) - (Ai~i B) u (An D) " {-5' "3. -1. 0,1. 3. 5 )
and T = (-10,-5.0,+5,-10)
fl For the following sets verify the above mentioned properties with the help m and th. di!tHbot(v> |im ^ ^

co
of Venn diagrams: '■ t = (2, 4, 6, 8 }
0
X = (0. 2. 4 6. 8, 10}. Y = {4. 8. 12.16. 20). T = {6. 12, 18. 24. 30) *= (1, 3, 5, 7 )
Q Let A = n.2i.B={ 2.3). D={3,4). Use Venn diagrams to represent: P = (2,3,5.7,11, )
iL M = r
i) A ^ B w D ii) A r» B r\ D <- l-»e WAl <i<10)

0.
N = {* |J: e p A2<,<13)
Ml) A fB o D) iv) A r\ (B VJ D) T
= (*1* e N A 1 <*<8)
Pi For the sets:

36
A- n.3.5,7.9.11.13.15) B= {1.2.3.4.5.6.7) and D= {7.8.9.10.11.12) 653
o^.. boo9h,
Use Venn diagrams to verify; Remaining customer bouoht nth ♦ - OU9
pencils and erasers.
U9
Venn dlag„„. '" 0,her ^ «. I„,U!,ng
A (B D) = (A B) ^ D ii) A n (B o D) = (A o B) o D
ii.)A^(B^D) = (AwB)r>(AuD) iv)An(BuD) =(AoB)^(AnD) HQ In a math book there are total is unit, c
ad
pH Find the complement of the following sets with respect to the universal set
U = M0.- 9.-8 .0 +9,+ 10)
a- based on numbers and opem.H IZTl
numbers operation. Other units are based on oth "r
through Venn diagram.
^^^5
b0th al9ebra and

strands. Show this information

i. A = {0 1.2.3.4.5). ii. B = {-10.-8,-6,^.. +.8. + 10} m T^oM^od^ „ho ,ite ^ siieTO J[<d ^ ^
st
in X = {1.2.3.4. 5.7.8.9) iv. Y = {-5.-4.-3.-2.-1.0,+1.+2.+3.+4.+5) Students who Students who Students who like
v M = {-1,0.1) vi. T = {-10/-9.-8 -1.+1.+2 +10} • like Maths Students who like
like Science Maths and science subjects other than math
U

gl If A = { 0, 4, 8, 12, 16, 20), B = { 0, 2, 4, 6, 8. 10} and

both and science
D = (0. 2, 4. 6, 8, 10, 12 20). Verify the following: 70 50 20
A .8 = BoA AnD= Or,A iii. Au(B^D) = (A^BJuD 20
Create a Venn diagram ,o illustrate this information.
>V B ' 'D- A) = (B-"! DK.A v BvjD = DuB vi. A- B * B-A.

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 rg state and verify the De Moraan'c
Mor a
I, x .
. ,. to a r g n s laws for the following sets:
261
{3.7.10)
mD =
RB - Z7 (Set
rcpt ^
of .negative " ( et of even integers) and
A integers)
Given A = (1.4. 7).B = {5. 7.11J'
Use Venn diagrams .o represent: Ao(BoD) iv) Ao(BoD)
AOB £3 Verify;
A v_/ B o D "
i. X^(YnT) = (XvJY)n(XuT)
For the sets; ^ r - (5 6, 7, 8, 91
A = ,..3.5,7.91,B = «1.2:3.4.5)andC-l5. ii. Xo(YuT) = (x^Y)u(XnT)
For

m
B n D X = (-9,-7,-5,-3,-1, o, 1,3)
Use Venn diagrams to verify: A n (g 0 D) = (A ^ ) Y
= (-5, -3, -1, o, 1, 3, S )
,) A w (B w D) = (A ^D iv )An(BoD) = (AnB)u(AnD) and T = ( -10, -5, 0, +5, +10)
ill) A S.' (B r-1 D) = (A ^ B) r-i (A ^ D) Em s,.,e .„d the .„d dl!tribut.ve liw! for the ^
above mentioned properties with the help

co
E
For the following sets verify the '• = ( 2. 4, 6, 8 J
of Venn diagrams: 0*= (1, 3, 5, 7, j
P
= (2, 3, 5, 7, 11 ,
M
ii- = U|,re WaI'<jc<10}

0.
ii) AnBnD N = (j:|J:e Pa2<,<13)
i) Av^B^D T
jv) A n (B u D) = (jrU6NAl<^<8)
III) A V^; (B o D)

36
K9 For the sets: 1:3
:r h30——
A= ,1.3.5,7,9,11,13.151. B= (1,2,3,4,5,6,7) and D= (7.8,9,10,11.12) Remaining customer bouoht nth ♦ • ou
9ht both pencils and erasers.
Use Venn diagrams to verify: ,. ^ R, ^ n Venn diagram. " Stat,0nary items-sh°w this information using

DH1 In a math book there are total 15 units 6 units ar* h ^

ad
P Find ,h. t=mpl.d,». of .h. Mldwlng .eU with reSpect .= th. unlv.rspl s«.
are based on numbers and operation 2 »
numbers operation. Other uniu are baSed ^ ^h
through Venn diagram.
I
^
3 9ebra and 5

b0th al9ebra and

" strands- show this information

U = (-10. - 9, - 6 0 +9,+10)
st
132 S UdentS Wh0 like ma
i A = (0.1,2,3,4,5). ii- 8 = (-10,-8,-6 +.8,+ 10} ^ sc'ence, and other subjects.
itj X = (1,2,3,4,5.7,8.9) iv. Y = (-5,-4,-3,-2,-1,0, +1, +2, +3, +4, +5) Students who Students who Students who like
v m = (-1,0,1) vi. T = (-10,-9,-8 -1, +1, +2 +10}- like Maths like Science Students who like
Maths and science
subjects other than math
U

{gj If A = ( 0, 4, 8, 12, 16. 20). B = { 0, 2. 4, 6, 8, 10) and both and science

D = {0, 2, 4, 6. 8.10. 12, 20). Verify the following:
20
i A\_B = B^A •! An D= Dn A iii. Au(BuD) = (AuB)uD
Create a Venn diagram to illustrate this information,
iv. Bn(DnA) = (BnD)nA v. BvjD = DvjB vi. A-B^B-A.

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 of students and their favourite b) The set of days of week is the form of set:
Shows the data of number
i) descriptive ihtaK..!^
a, How many students like only P^a. burger 0 ^ a set has three elements then th "l) ^ iv Venn
) diagram
the nu
jj 6 mber of subsets of that set is:
b, How many students like only sandw,c .
c, How many students like both pi^a and bu g- d) Thepowe,Se,0f,h,.SI.tA = i34)j'>12 "'13
eandwich 10
d, How many studenu like both sandwich and p:^ .
pizza '!!-;3U4Ui4» ' law, ,3.4,,
e) How many students like only Pi^ and sandw. "I I®, (3}, (4). {3,3}, {3,4)p {4,4,) K, W, (4U3,4,. ,4. 3„

- . is not the subset of prime numbers up to 10.

m
0 How many students like all three types of foo .
a B f) The tabular form of the set A = {x\xe z fx > -4} Is: ^^
Think Higher

co
Observe .he given Venn diagram and write the information rl H ~1 01 2
' ' ' ^ "'1 ii) {(3
>- W- (3. 41}
given below: ^ ,4,
3} {3
'^ ' '^ - {4 4,1 iv
' ^ f3l. H). (B. 4). ,4. 3„
Write the elements of sets A, B and C. he C0
Write sets of AnB, BrC, AoC and AnBrtC. ~tlVe °f sets with respect to intersection is:
i) AuB = B^A ... . „
n) AuB = AnB

0.
.. AnB-BuA iv) AnB = BnA

4 10, and A = <4 6 81 then com

oi) n.
(1 Vg c','
2, 3, 5, ""
7, 9.1°) ' ' ii) (3, 5, 7, 9)
Plement of A is:
Set builder notation

36
in set builder form, instead of listing the elements, a Tabular form
common rule, characteristic or formula is written in ^{1'2'3, 10} iv) (1, 2, 3, 5, 6, ...10))
Descriptive form 0 The De-Morgan's law is:
the shortest possible form that describes the Commutative property (A'nB)' = A'nB' ii, (AnB," = A'uB'
elements of the set. Associative property 1
in) (AnB )' = AVib' iv) (A'oB4)' = A'nb1
The set that consists of all the subsets of a set is
called the power set of that set For any set X; the
power set of X is written as P (X).
ad Distributive property
De-Morgan's Law L£J Define the following:

Wdeseriptafom, 0setbuiMernotition
st
IS] Write the given set in set builder notation.
a) (2, 4, 6, 8, 10,24) b, thp . .
Choose the correct option. c)^..o(„aMnumb„lupto20 0
U

a) In form of set characteristics of numbers or elements of a particular set

til] Write the given set in descriptive form.
are described,
i) descriptive ii) power iii) tabular iv) set builder a) {x/x6Wax< 20) b) {7, 9,11, 13....)
c) {4, 8, 12,16, 20) d) {y is a Comp0site number. 24> y s11)

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 6
K3 writ.... ^ ^00 ^ Sequences and Algebra
Ji Tt* >.: --' ^ul-1 ^ .; Set 0( edd numbers up to - 0

B Write^po^rsetsofthegiven^ ^^ dHU ,3) ,,n

"- """.n,. vrin „
bl l S to
* „ : 3. -_ , ^ 3 ...10) and U = set of integers . Diflerentiale between an arithmetic SeQ,.en.„ _
3
(Hll if A = {-4. -3. -2. -.4) B
_ _ ' ,■ by using Venn diagram. . Find terms o( an arithmetic sequence us.nn 9eomel„c sequence
• term to term rule
Verify the De-Morgan s law ^ t to intersection if set are; • position to term rule
B Verify the associative property „ and S = (2, 4, 6, 8, 10. U) • Construct the formula for the oenprai

m
0f
. Solve real life problems involving number sea!!! ^ ar,thm^ sequence
• Recall the difference between sequences and patterns.
Verify the commutative property • open and close sentences
X = (1. 2 3) V = {' 2 4 5. 6.-10) • expression and equation

co
Shew the ccmmutative property through Venn diagram. • equation and inequality
• Recall the addition and subtraction of oolv™ • .
Verify distributive property of union of sets over intersection.
G= 14 8 12. 16 20) 0 = 1 1.2,3.4.-111 {-1. 0,1, 2. 3, 4) *eCa," ,he
•• Divide 7"iplKat,on
a polynomial of polynomials
of degree up to 3 by
y
Bl On a day during Ramaxan 40 people bought different items from a store. 22 • a monomial
• a binomial

0.
people bough, dates and 8 people bought fruits and 6 bought both dates and
fruits. Show this information through Venn diagram.

• (a-b),=a'+b,-2ab
Math

36
• (a+bKa-b^a'-b'
Project $

Material Required:
• Required Material
• Two baskets • ac ♦ ad + be ♦ bd
• Flash cards of different sets
• Flash cards of different operations on sets
Procedure:
ad • z'iZab + b'
• a'-b'
• a' ± 2ab ♦ b' - c2 ' -frT

• Make small groups of students.

st
• Put flash cards of sets in one basket and operation on set in the second basket -• ^' ^b-1 i- %,
• Instruct each group to select three cards from the set card basket and two cards
from operations on sets.
U

• Instruct them apply the operations on that sets and then show that operations u
through Venn diagram. -i*'-
• Then instruct them to share their findings with each other.
• The group with accurate v/orking in short time is winner. VMr, 1700 cars

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 j Introduction^ —*+3 -
+7
1
'n the previous classes we learnt about patterns, number patterns and algebraic ' 4. 9
'^ ' 16,...
expressions. Now in our daily life in many situations we will learn arithmetic and
Define the rules of the
geometric sequences and will use them. We will also learn factorization of algebraic Can you describe the rule of this nan fl
* 3 * 5Ul + 3 ♦ 5 + 7),._
paiiernnow' following patterns:
expressions. What will be the 7th term?
1/ 8. 27. 64
6.1 Number Sequences VVhat will be the 10th term? "• 3,7.10,17.27....
j"- A. C, F, J
We are familiar with a variety of patterns. Each pattern follows a unique rule. We can also present the pattern
Let us observe the following pattern. It is made by starting with a single dot. then adding two
dots to the second row, three dots to the third row and so on. We can also list these triangular

m
arrays using numbers numerically. ? ^ w m
4 9
o oo - - 16,..
The sequence can also be representeH ac .
oo ooo

co
ooo oooo I " = 1 x ! - 1' squares of natural numbers.
1, 6. 10, 4 = 2x2 = 2'
3. 9 = 3x3 = 3' ,, ,
16= 4x4 = 4'
This list is known as a number sequence Since the numbers forming the sequence can ha ra.
and the particular numbers are called re
called square numbers. sente as squares, so these numbers are

0.
triangular numbers. Find the rule of the patterns in the given patterns of You can recognize the following interesting sequence;
Can you describe the rule of this pattern? numbers. Find the next,three terms of the pattern.
Observe; a) 1.5. 9.13....
b) 98. 81. 64....

36
1. 3. 6. 10,
—* +2 * +3 * +4
Begin with the number 1, the rule of the pattern is to add 2 to the first term to get the second
term and then add 3 to the second term to get the third term, and so on.
Consider another sequence;

□
1,
□
□□□ □□□□□
4, 9
ad 6.1.1 Arithmetic and Geometric Sequence

(known as5 'the

xed number"T"""'
tzr; n common difference)
^ ne
""""'s inob,
"nprevious
the term ■»
", b' •*"■*> is called an •
Extend the pattern to the next two terms. What is the rule of the sequence? arithmetic sequence.
st
Observe that similar to the above sequence, each term is made by adding a row beneath Example 1:
the previous pattern. 1-Sequence of even numbers; 2. Sequence of odd numbers-
8
We can restate the above sequence as; , ' ' ' 10'- 1, 3, 5, 7, 9
U

, ,/2-+2 -»+2 -*+2 -*+2-*+2

-jpHc* explain students what is sequence. Write different sequence of numbers on the board and ask equence of multiples of 3. 4. Sequence of decreasing numbers
6
2 n \ them to observe the sequence and tell the rule of this sequence and difference between two te . 9, 12,... 100, 97. 94, - 91....
C of sequence Ask them use the same rule to make another sequence. +
3 +3 +3 +3 -*-3 - -3 ->-3 - -3

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 Example 4:
Similarly, the sequence of square number.
The term-to-term rule of a
multiplying or dividing the preceding term by a h pattern describes how to get i.e. 1,4. 9,16. 25.
number (known as the common ratio, is called a geometric or (1)', (2)', (3)', (4)', (5)',...
next term in that specific pattern.
implies
sequence .. .
a, = (1)'
Note that in these examples of sequences, we have app a. = (2)'
Term-to-Term rule to find each next term. a. = (3)' If a, = n;. find the value
of 13th and 20th terms
Example 2: of the sequence
20. 40. a. = nJ

m
1. 5, 10.
—>x2 _*x2-*x2 So. this sequence can be generated bv
y
outtinn
9 different values of n in n'. We have;
Here, each term is obtained by multiplying the previous term by 2.
2. 4. 8, 16. 32 3 '

co
i. Describe the rule of this pattern? What will be the next term?
16 25 36
We know that position to terms rule helps us to find out what number is in a pattern if its We can find the 10th term of this sequence such as
position in the pattern is given. Using this rule, we can compute the value of any term in a a10 = (10) = 100
Similarly, the 17th term of this sequence is:
sequence by finding the nth term.
a,7 = (17)2 = 289

0.
Let's find the lO"' term of this sequence.

Example 3: The fixed number which is added or subtracted

in an arithmetic sequence is called common

36
Consider the sequence of even numbers: difference because if we find the difference of
2.4,6,8,10. any two successive terms, we will always get
Here. First term = o, = 2 x 1 this common difference. 83
Second term = o, = 2 x 2 The number multiplied to each term of the r" rrr ssr9 ",u'nc"
Third term = o, = 2 x 3 geometric sequence is known as the common
ratio, because if we divide any two successive if' 56, 52-- ^ 729' 243. 81.-
General Term = nth term = on = 2 x n = 2n
Since = 2n . this mean;
ad
terms, we will always get this common ratio.
i. We can generate the sequence by substituting n = 1, 2, 3.4,.... in o,.
ii. We can find any specific term of the sequence by substituting the term number
53
ix. 6. 12. 18, 24, 30. 36.
fcr;... .
^
x-25,50. 100.200,...
b«w..n
Starting number Pattern rule
instead of n. in the formula 2n.
st
We have; i. 2 add 3
ii. 5 multiply by 2
n 1 2 3 4 5 6 iil 3 multiply by 3
iv. 1 add 4
U

2n 2 4 6 8 10 12
v. 80 subtract 8
Put n = 10 in an = 2n, ^et $"jdents 1,1,0 g'ovps Instruct them to write some arithmetic sequences and rh. „.k
^ group write some geometric sequence and then tell the diHerence between arithmetic and ^
a10 = 2 (10) = 20 geometric sequences.
So, the lO1* term is 20.

107

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 (23 ,s the following sequence arithmetic or geometnc? A sequence of numbers in which the different between a
ny two consecutive numbers is the
3,11.19,27,35,...
Find the 8.h term of the sequence? same, is called an arithmetic sequence Fore^mnio ♦u
amp,e the
' sequence of odd numbers, i.e. 1.3.5,7.
9,... is an arithmetic sequence.
[S3 State the rule of the following sequence:
Inthe previous class, we have learnt to find the general lerm of various sequences by breaking
17.28,39.50....
What is the 6th term of the sequence. .h. in . u„fcm „s, u, U! now ^^ ^ ^^^
^ u ■ ir m„f the following number patterns and apply the rule to sequence.
[23 Write the numerical form of the ton y

m
find the 7th term of each. In the above sequence of odd numbers; 1.3.5.7 g
i) OOO ooooo oeo.... First term = 0, = 1
O OOO OOOOO

co
o OOO Common difference = d = 3-1 = 5-3 = 7_5;=2
o
We can write the terms of this sequence as;
ii) ooo oooo ooooo
oeo oooo ooooo oooooo 1. 1 +2 . 3 + 2 . 5 + 2 , 7 + 2
oooo ooooo ®®®®®®
ooooo oooooo or 1,1 + 1(2), 1+2(2). 1+3(2), 1+4(2),
oooooo

0.
J3] Observe the following sequences, discuss the rules and sort out the sequences Replacing .h. «,™ and ,h. common by ^^ ^ ihe
which are neither arithmetic nor geometric. progression in general as;
1)4,7,10.13,16.... ii) 5, 9.13,17,21,... ba+d.a+Zd.a+Sd,^

36
iii) 6, 9,14. 21, 30,... iv) 0. 3, 8,15, 24,... What would be the nth term of the sequence?
vi 5 10 15 25 40
v) 2, 5,10, 17, 26,... ) . - - ' '" We can write,
vii) 10.12.16, 22,... viii) 128, 64, 32,... a, = a
ix) 1,3,4, 7,11,... x) 15, 30, 60,120,...
yi Fill in the missing terms of the following sequences:
i) 5, 8,...,17. 20. ii) 40, 34, ...,-22,16.
ad iii) 1. 3 27 243
ai = a + d = o + (2 - 1) d
Of = o + 2d = o + (3 — l)d
O. = o + 3d = O + (4 - 1) tf, etc.
iv) 324, 108 12,4. v) 64 16, 8, 4... In each of these terms, the co-efficient of d is 1 less then the index of the term. Therefore
st
Differentiate between an arithmetic and geometric sequence. Give examples. for the nth term a„ the co-efficient of d would be (n - 1), so we have,

oB = o + (n-l)d
pi What is the 7* term of the sequence having o„ = 3n + 5. w
hich is the general term of an arithmetic sequence
U

The fo,,ow
'ng examples help to understand the concept.
m What is the 11* term of the sequence having oB = n (n - 1).
wr,te sorne
arithmetic sequences on the board and ask students to find the qeneral term n# »Kic
sequence of the these arithmetic sequences and also find the 23rd and 18th term of the ah,**
m Find the 9*. IS0' and lO01 term of the sequence generated by an = 4n + 1. V - sequence.

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 Example 2: Solution.
Example 1; *, . For the sequence given below. Since the difference between any two siirrpcc;v.« . •
Find the general term of the following 3, -1,-5,-9.-13,... sequence with common difference 1500. ,S
^ ^ ^ f0rm an arithmetic
arithmetic sequence, i Find the general term,
-2, 3.8. 13. 18..., i'i. Find the 16th, 20th and 27th terms. Hereo, = 7500 and d = 1500
Also find the 9th and the 19th terms. Solution: To find th :ost for twelve months.
Solution: i. Here a, = 3 and d = - 4 Formula for nth term
In the sequence, Therefore.
^sa.+ fn-^d.
-2, 3. 8, 13, 18,... an = o, +(n - 1) d
o. = -2 Putn = 12. o, = 7500, d = 1500
= 3 +(/7-1)(-4)

m
d = 5 (v 3-(-2) = 8-3 = 13 -8 = 5) = 3 - 4n + 4 a12 = o, + (12 - 1)d
Therefore, => fln = 7 - 4n £7,2 = 7500 +(12 - 1) 1500
a„ = a, + (n - 1) d ii. at6= 7-4(16)
= -2 + (n - 1) (5) = 24000

co
= 7-64
= -2 + 5n - 5 It would cost Rs 24000 to rent the car for twelve months, "
= 5n - 7 => 0.6= " 57
a20= 7 -4 (20)
Hence, o9 = 5(9) - 7
= 45-7 => g2O= 7-80
o, = 38 a2o=-73

0.
and o27= 7 - 4(27)
o,, =5(19)-7 o27= 7-108 a
' "n"11 gi™-
5 , common
= 95-7 => a„= -101
13
o,, = 88 *•""01 "th

36
Example 3: *re63j«4MlM fa b
'Ml. ".a. 29,... fa,,.,.).
The given table shows the costs paid by a customer for renting a car for some period of .) 7, -2,1, I 20 Vs(''"fa°J' « 11' 9,... faj.
(
time. If the sequence continues, how much would it cost the customer if he rent the car for twin, . ' ")- f) 1,11,21,31,41, 51,... (o,, a„).
12 months? ad a differenCe
^ ^ arithme,iC ^term is

^ differtnVe7?.16™ ^ ^ arith,netiC SeqUenCe with first term 2 and common

Month Charges (in Rs)
st
^ Madeeha's starting salary in 2012 was Rs 25000. The company
1 7500 raised the salary each year by an increment of Rs 4000. Find
2 9000 salary in 11th year of her job.
U

3 10500 KS In first year of tree planting campaign, 6000 plants were

4 12000 planted and each year there is an increase of 2200 plants. S
'f the sequence continues, how many plants will be
Planted in 7,h year of the campaign? *

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 * —
rtmoml .... M tht ^ of ^m
by 2.5 X.- If the average temp „
"-ye.- «... .. 0„h. .,geb,.ie ^ ^^
27 'C. what will
" """0n>l •"«■»•»» b'tb. IM Con.,d.r lh.
examples, i. 5 ii. x - y ^ x1 - 2r' + 3* - 5
PI After every ki-ome.er, .here is Degree of a Polynomial
width of a canal. What is the width of can of . p^omuiK9h,„ d.g^ 0( ^ |eTO ^ thi ^
g-jc I the degree of 7x -15 is 2 and that of 2xi -3x' +4 is 5.
.om. and ,n. operation o. poUmo™... before teaming Coefficients of a Polynomial

m
about further concepts related to algebra. The coefficients of the terms of a oolvnnmiAi
po ynomial aro
are called .u rr-
the coefficients of that polynomial.
6 3.1 Open and close sentences 1
for example; the coefficients of the polynomial Ax - 3/ + 7x - 10 are 4. - 3. 7 and - 10.
A mathematical sentence is called a closed sentence if that is known to be e.ther true or

co
false while an open sentence has variables whose values is not known. Polynomials in one, two and more Variables
For example, 60 - -r = 2. This is an open sentence as the value of Polynomials in one Variable
V is unknown and its not possible for us to say if it is true or Polynomials that consist of only one variable are called polynomials in one variable For
A slalement (or sentence)
false. Similarly, r - 4 = 10. 5 + x = 20. y - 7 = 22 etc. are open that does not include example; the polynomials 2o -3 and 5x'-7x' - 4r are in one variable.

0.
sentences because we do not know the value of the unknown.. enough information
required to decide whether Polynomials in two Variables
In the first example if we replace x with the number '58', it
it is true or false is known Polynomials that consist of two variables is called polynomials in two variables The
becomes true. i.e. 60 - 58 = 2. In such cases, the sentence will be as an open statement
polynomials 2x + 3y and S * 20?-/ are the examples of polynomials in two variables.

36
called a closed sentence
6.3.2 Algebraic Expression, Equation and Inequality Polynomial in more than two Variables
An algebraic expression is a combination of variables, constants, coefficients, exponents A polynomial can have more than two variables. A polynomial that has three variables is
and symbols of operations i.e. + and -. 0 e a po, nomial
* y i" ,hree variables and so on. Some examples of this are given belov,
For example:
aj 3 r b) 9 c) 5x + 4y
ad
d) 2a - 3b + 4. etc.
An equation is a mathematical statement that shows the equality of two expressions while
<• 41 + 3m-n
iii. p* + pq-rs
ii. mp + mg + nc + nd
iv. x* +/ + 2'-2xyz

Polynomials of Various Degrees

an inequality shows that an expression is less than or more than A polynomial may have 0.1.2, 3 or even more variables. Similarly, there exist polynomials o
st
the other. An equation shows the equality of two variables while various degrees. A polynomial may have 0.1. 3.4 or even a higher degree.
In an equation both sides Let us now study the various kinds of polynomials with respect to their degrees.
an inequality shows the inequality of two variables.For example, of the equation must be
2 r ♦ 6 = 9, 5* - 5 = 10. * = 3 etc all are equations while 2x - 1 < 7, same, if one side is not L-inear Polynomials
U

.r * 3 < 9. * ♦ 4 > 1, 3* < 9 etc all are inequalities. equal to the other
A polynomial whose degree is one (1) is known
as a linear polynomial.
^ Ask students to write some algebraic expression, equation and inequality in their notebooks.

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 . + 4 are linear polynomials. A linear polynomial may be ,n
Fo, example, 2x . 3. x - 5 and z + 4 are I P ia|s are linear polynomials in c) Trinomials
one or more variables, The above —nedthr ^ + y +z _ p are the linear polynomials which contain three terms arP t™,.
one variable The polynomials Zx + reSpectively. A linear polynomial may be even
and x'-ty + 1 are examples of trinomials. "tnn0mials- For examPle; 3u ^ Sv 1
+
polynomials in iwo. three and four van ^ ^ ^ linear polynomial in one variable is ax + 5
in more than four variables. The genera
where 'a' and 'b' are real numbers and a *
Quadratic Polynomials
A polynomial whose degree is two is known as
The concept of polynomials helps us " , P y ™alin
5j ,sa 0, nor

m
a quadratic polynomial. ill The denrppnftw
9 eofthe 0,. ^ n variables.
to translate many mathematical and iiv. tk W P y omialx i^-6x + 9is
The degree of the polynomialx1+-7is--
A quadratic polynomial may be in one, two or more real life problems into algebraic v. The polynomial 7* ♦ 11 is a po|ynom.a|'
variables. In the following, we shall discuss the quadratic expressions and equations. In this po nomial
y ^ - 2x -3 is a D0|vnnmia,

co
polynomials in a bit more detail. way, this concept helps us to solve
the problems by using algebra. Cubic Polynomials
Quadratic Polynomials in One Variable
A polynomial „i,|, deg,.e ^ as a ^ p<j|yntim,a|
A polynomial with degree two and consisting of only one
variable is known as a quadratic polynomial in one variable.

0.
In general form of a quadratic polynomial in one variable is; ax + bx + c
Where 'o', 'b' and 'c' are real numbers and 'a' can take any value except zero i.e, a -/ 0.
Quadratic Polynomial in more than one Variables

36
A polynomial with degree two and consisting of two variables
is known as a quadratic polynomial in two variables.
A quadratic polynomial may comprise of more than two variables. Thus there exist
The general form of a cubic polynomial in one variable is Px'+ qx'+ ^ where ^ ,
mnumerous quadratic polynomials in two or more variables. Some examples of such

a) Monomials
Polynomials which contain only one term are known as monomials.
ad
quadratic polynomials are x' + y, x2 + 2xy + /.x' -/^x2 +/ + z2 and p2 + q* - 2pq.

Biquadratic Polynomials
p
'0 ie; ^may - - - e
pt o-. -tu

"Mono" means one.

For example, 3x, 4y, and 6a' are all examples of monomials. "Bi" means two. I A polynomial withdegreefourislnown as a biquadratic polynomial. '
st
"Tri" means three.
b) Binomials
y
Polynomials which contain only two terms are known as binomials For example; 4x + 3 and Strtt ' ' 7 and X'~y' are biqUadra,iC Po|ynomials. A biquadratic
+ / , f' mfy be ln one or rnore var'ables. The polynomials Sx' + 2x! - + ^ _ 15 - ,
a' - b are examples of binomials.
U

The
Polynomial's ^ ly ^ '
j>L \ Tell students about polynomial and its types. Instruct them to write two examples of each type of
polynomial in their notebook. Also mention the polynomial types with each examples. variab^:.'3'5 i" ^"^^^imilt^^q^dr^c p^tmials m^ybeln more thiantw^''"

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 6.4.1 Addition of Polynomials
We have learnt in grade 7th the addition nf r^u ■ . .
and the horizontal form. Both of these methods n ^ ^ Ver,iCal f0rm
eqUally
these methods as and when required To 'tj.? ^ ^^
n ' '-"W ^ us consider the following examples.
COnCeP, addi,i0n
^ Po|yn°mials-leX
from each expression: . . 53 + 3b + 2 v) 2p - 3 Example 1:
i) Ax *3 ii) 5y 2* * * Find the sum of 2o - 36 + Ac, 56 - 4c and 3o + 5c.

U Con.W.f .He Mlowin, po.yno^.s and answer ^ons^n He.ow: Solution:

2o - 36 + 4c

m
I V.T* V, Oo + 56 - 4c (The vertical form)
vii) J206 * 3bc * Acd viii) 5r'- 46 + 2t-3o. + 3a * Ob * 5c
a) Which of the above polynomials are in one vanab e.^ 5o + 26 + 5c
(20 - 36 + 4c) + ,56 - 4c) ♦ (3o + 5c) (The horizontal form)

co
b) Which of the above polynomials are in two variables A'so,
c) Which of the above polynomials are in three vanables. = 2o - 36 + 4c + 56 - 4c + 3o + 5c
d) Which of the above polynomials are in more than t ree vana e . = 2o + 3o - 36 + 56 + 4c - 4c + 5c
= 5o + 26 + 5c
EH Read the following and classify as linear polynomials, quadratic polynomials, Example 2: Only like terms can

0.
be combined
cubic polynomials or biquadratic polynomials Find the sum of the following polynomials.
together to form a
iii) x' + y' + 2xy 7x - Sx1 + 2xJ - 5.4x4 - 2x, +4x and 7x, - 2/ ♦ 3x + 11 single term
i) 5*-2 ii) 3*'-15
vi) 5x4 + Sx1 +• Zr2 - 11x + 16 Solution: Be careful about the
iv) y' -xz V) Zx'-iy'+Myt

36
= (7x - Sx1 + 2x2 - 5) + (4x4 - 2x, +4x)+(7x, - Zx' + 3x + 11) signs of the various
vii) x* -y* viii) Za + 3b* Ac- Sd ix) S-if + Zgs
= 7x'-Sx'*2x'-5 + 4x4-2x1+4x + 7x,-2x, + 3x+11 terms of the answer
x) m'-n' + Anp xii) x'-ex'-ie. xii) 7.12x + 3.2y + 1.5z
= ^x'*4x'-Sx?-2x•* If + 2x'-2x' + 4x + 3i-5 + 11
xiii) rr -♦—/-yz. xiv) + y' xv) 2x, + 4x,-5x +3. = 11x4 - Ox' + Ox2 + 7x + 6
= 1 Ix4 + 7x + 6
xvi) x* + 15x' - 16
ad
pi Which of the above polynomials are quadratic polynomials in one variable?

Q Which of the above polynomials are quadkratic in two variables?

[TI Find the sum of the polynomials in each of the following questions.
st
pi Which of the cubic polynomials are in more than one variable? i. J-2xy*/, x2-/, 4xy+y*.
ii. P1 + + 5pg2, 4p,-g, + 6pg2. Z(f + 5p2g-11p^
p| Which of the above polynomials have the degree higher than a biquadratic
iii. 7x -3* + 11x1 +12, 2x,-4x4-6x2 + 5x-10, 6xs-8x, + 7
s 4
U

polynomial?
iv* 12x, + 4x2y-5xy + 15y. 10^-11/ 14x^-5*^-4/
6.4 Operations on Polynomials
\ Explain the sum of polynomial by solving different examples on the board. Put card of different
The four most basic operations of arithmetic are addition (+), subtraction (-), muhipRcatJO U polynomials and ask each student to come forward, select two cards and then add that polynomials
(x) and division (+). All of these basic operations are also applicable to polynomials.

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 . C ^ Sx'-^ + ex-V, Ux'-lx'-Z*-*

5
* W-*,.¥■/■*-'<■ '"-,''li'* Subtract the first polynomial from , ..
i.■ 15(3-186
mia
viii. 1Su-Z0ij + 7iv, 1IW-15U + 12W, 15U* fo-ISW nc in. + 24c, 35o-406
, ' "Qm
+ 34CIhe second in each of the following questions.
Simplify the following: i. a' + a'b * ab' + b', Ao' * a'b * 2ab' - b'
i. 3(x'-xy + yV5(x' + 2*y+3/> ii.p' - Sp' * 3p'- 15, p! + p4 + 5p> + 3p' + 15

m
li. 7(pq + (jr-«) + 4(qr-rs-7)
Iv. 9*' - 16*' + 12* + 17, 25*' - 36*' + 12*' + 2o, + 4o
iii. lO(4x'-Bx- + 5x-7) + 2(5x'-12) + 3(7xl + 5x'-4x)
v. 10*'-13*y + 33*y, 37*'-33*y +20*y/ + 31/

co
6.5 Subtraction of Polynomials
6.6 Multiplication of Polynomials
Polynomials can also be subtracted from one another. We have learnt the subtraction of
polynomials in detail in grade V.I, We learnt that like addition, subtraction of polynomials
we hew, tan,m„„ipltotion of s ^ Gtld< m ^ one o(
can also be performed in two ways; the vertical form and the horizontal form. Let us
0
consider the following examples to refresh this concept. | a,gebra. To recell ,he concept o, nnultiplicahon of polynomial consider the

0.
Example 1: following examples.
Subtract Ax - By + 7z from 15.v - 8y + 7z Example 1:
Solution:
Multiply (*-2) and (* + 3)

36
15x-8y + 7z Two or more polynomials can be
Solution:
+ 4* - By + 7z multiplied with each other.
(* - 2)(* + 3) The answer obtained by multiplying two
llx- 5y + Oz
= -v (v + 3) - 2(* + 3) or more polynomials is called their
Example 2:
= x2 + 3* - 2* -6 product
Subtract the second polynomial from the first polynomial.
ISt'-Sx'-er't 10* + 25, 7*1 -4*' ♦ 12** + 6*-11
Solution:
ad = *' + *-6
Example 2:
The polynomials being multiplied are
the factors of the product.
The degree of a product of two or more
Multiply (2* + 3)and(*'-7*+5) polynomials can never be smaller than
(15*4- 3z4 - 6*' + 10* + 25) - (7xs-4xi+IZx' + ex-ll) any of its factors.
st
Solution: The degree of a product of two or more
= 15xs-3/-6/-f 10x + 25 - {7xs - 4** + 12^ + 6x - 11
(2* + 3)(/-7* + S) polynomials is equal to the sum of the
= IS*1- 7S - 3/ -»■ 4*' - 6*' - 12*2 + 10* - 6* + 25 + 11 degree of the polynomials being
s 4 , = 2x (*' - 7* + 5) + 3(*! -7* + 5)
= 8* -3* +4* -18*' + 4* + 36 multiplied,
U

= ^'-14*' + 10* + 3*'-21*+15

Aj*6*- Explain the multiplication of polynomial by solving different examples on the board. Put card of = 2*' -14/ + 3^' + io*- 21* +15
i ^ ^ \ different polynomials and ask each student to come forward, select two or three cards and then
find the multiply them to find the product Repeat this activity to random students of the class. = 2jt,-n/-11*+ T5

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 it is the simplest form of the division of th* o«i. .
P0lyn0mial Can be divided by
3 monomial. Actual working of this type ofdivl u
following examples. dw^on (s being expiated with the help of the
Solution: -..a
Example 1: Divide Sx*~ 15* by 5*.
Solution:
= zS-eS * at * sSy-W *12y'3(*'~*xy +2^
x-3
= 2x'-6x'* 8.t + 3*'y-9*y*12y~3x *Wxy'%
= 2t1-er'-3t'+8t+Bx'/-9xy*18<y^2y-27/ 5* J ^-15x
IhL If the division is exact the divisor
= Zr,-9x,+ ar^3xV + 9x>/ + 12y"27^ and the quotient are the

m
polynomials whose product is equal
to the dividend. Hence, the divisor
and the quotient are the factors of
Thus, (5*' - 15*) + 5* = * - 3 the dividend in such a case

co
0 Simplify: ii. (5x - 2y) (2x - 3xy + 5y)
I. (2r + 3) (3x + 2y) Here, the dividend = (5*' - 15*)
iii. (7f*Sg)l7f-Sg) iv. (2p + 3(j-r)(5p-4r) The divisor = 5*
v. (p'*2p) Ip' + q'-r1) vi. (:t-2)V-4* + 4) The quotient = *-3
And the remainder = 0

0.
B Multiply the polynomials given in each of the following cases. Dividend = divisor x quotient
M >2 . . fsA
i. X, (-t-5) and (.r+-7) 3x, {x' * /) and (*'-/)
an
iii. 2b, (10c-o), {a-2c) iv. (p +p), (p-<?) d (p'-q') Example2: DivideUx" * 26x'- 12x'-6xby2x.

36
Solution:
7x' + 13x'-6x-3
Simplify the following:
2x 14x4 + 26x,-12x,-6x
i. 5 (o - 2)(o + 3) - 2(o + 2) ( o - 3) ii. 7t(t!+ 4y - z) + 4(x + 2z)(xi-x) In each step, the lower
t14x' 4 j, ^
iii. 9 (3p - 1) (2p + 2) - 7(3p - 2)' iv. 5(x-2x+5) (x - 5) - 2(x + 5)' polynomial is subtracted from
2'6x'-12x'-6x
v. 4(2t*5y)i-2(3t-2y)' ad
vi. (2x + 3y)! + (3x - 2y)2 - (4x + Sy)'
± 26x' i j
- 12x'-6x
the upper polynomial.
Don't forget to change the
sign(s) of the polynomial
being subtracted.
- 6* In case of exact division the
remainder is zero.
st
Division of a polynomial by another ^ ."-IT 'PffirV *6x
Zero (0) is also considered a
0
polynomial is the reverse process of the polynomial in Algebra.
Division of polynomials is the reverse Thus, (14x* + 26x,-12x,-6x) + 2x = (7x!+Bx'-Sx-S)
multiplication of two polynomials. The division process of multiplication of polynomials.
U

of polynomials is a bit different from the If we know that the product of any two
division of numbers. However, the basic terms polynomials and one of the two
of 'dividend', 'quotient' and 'divisor' are also polynomials, we can find the other 5Xlplain divi!ion of Po|ynomial by so,vlng different examples on the board. Put card of different
used in the same sense in algebra. polynomial by dividing the productbythe ^ / poljnom'al5 aSk eaCh SlUdent ,0 f0rWard
' ^ CardS and then find !he division of

121

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 Let us consider the following examples:
nr1-+10*+ 50) by (*-5)
Example 3: Divide (3*-
When the division of
3/ - 4<-10 polynomials is not exact, pivide (x3-6x2+5x-4) byx
(W+^O
- 19x' +10.X+50 the divisor and the
*-5 -Sytx-S) quotient are not the Solution:
t3X* IS/ factors of the dividend. If the product of two polynomials is
10x+50 * *-6*2+5*-4 4
* ♦7x,-15/ and one of the
<- -3x (x-5) ix*
4/ ? 20x polynomials is (*+3), find the second
- 6*'+5*-4 polynomial.
+ 6x2 If the product of two polynomials is
5x-4 Za'-lla' -11 a* 15 and one of the

m
Thus. Ox' - 19x' +10*+50) + (x - 5) = (3x - 4* - 10) polynomials is (2a+3). find the other.
± 5x
We stop the process of
division when the degree
Example 4: Divide xi-yi by x-y of the remainder is smaller Note that in the last step, the degree of thn nnUm^s~,. •

co
,S
than the divisor. divisor is 1. So, we stop here and say .ha, ' ' ' ^ While ,he ^the
2 2
*+.rV+*y+*/•»/ (x'-Sx + 5*-4) -.* = (x -6* +S) + H)
Where V denotes the remainder.
r-y| y- /
Now. the divisor x the quotient + the remainder
±zv_f_*y__ <-^(*-y)
= x(x2-6x + 5) + (-4)

0.
*^- /
t/y t *y <-•*'/(■*-y) = x' -6x2 + 5* - 4
vV- / = The dividend
±/y - *y <-*y u-y) This observation leads us to discover an important fact that

36
The dividend =*fhe divisor x the quotient + t'he !
t>4y T ry4 <-V(*-y)
Example 6;
Divide 5x + 11 by (*-3)
y
J:/ <-/(*-y) x-2
Solution:
o ad *-3 x2- 5* + 11
±x*73x
- 2* +11
■x(x-3)

Thus, (*'-/) + (f -y> = (x'+xV+xV+V+Z) T2x ± 6 2(x-3)

Thus, (*'-5* + I!) + (j; ■3) = (i-2)+-i,
Note that:
st
ie. Quotient =x-2, remainder = 5 X~
1. Only like terms can be written one below the other.
2. It is necessary to arrange the terms In descending order with respect to *. That is why*/
has been written first instead of-/ in the third line. The same principle has been used in
U

the 5th. 7th and the 9th lines. Solve and verify that Dividend = Divisor x Quotient
Sometimes, while dividing a polynomial by another polynomial, we obtain a certain non- Of*'-12*+12)+(*-10)
zero polynomial whose degree is smaller than that of the divisor. Hence the process of Solve and verify that Dividend = D«visor x Quotient +
division can't be kept continued any more. Remainder

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 fT example 2:
First solve the operation wiNn
! + 5x' -l((2x + 5x')(5x + 7)} - {(U 3x). ^ _ ^f))] parentheses.
•5! + 5x? -1(1 Ox' + 14x + 25xi + 35x'} - (1 ♦ 3^ 7x. ^ Now solve the like lem** m
cuhy brackets
Divide the first polynomial by the secon p ^ ga^+30ab+25b!3a+5b s 1 + 5x' - I(+14x + 25X1 + 45x'} - {1- 4*4. 8x')] ^
I— Then open the curly bracket and charge
i Zt>-4x*Sx.x iv x'_2xy + /.x~y s 1 + 5x' - I+14x ♦ 25* + 45x' - 1 + 4x- 8x^)1 the sign
Hi. 8p: -1 ZpQ' 4P Then open the SQua'e bracket and change
vi. x'-Z.x-Y = 1 + 5x' - l+18x + 25xJ + 45x' - 1- fa']
v. .r' + Zry+yU+y the sign.
viii. 6x2 + 27x + 30,3x + 6
vii. x'-/.x + y = 1 + 5x' - (ISx +25** + 37x2 - 1]
ix. Z+y+y* i.y+1 Next simpTify the like terms

m
, 2
Divide the secon s'\ + 5x'-18x-25x -37x + 1

iv. 5x-3.20.1-17x' + a4,+ 15 = 2-18x-32x^-25x,

in. a
Hi. n + b.a'+b*
h .a +d

co
v. Ip-Zq.Sp2 + pq-2q' Simplify the following.
U Solve the following. a) 2y-(2^4yV2l4{4i/C7,.9yiH
i. x'+5x+6+(x+2)
ii. (2/^ - 3rs - 20s') + (r-4s) b) 6ab - 12b' •Sal C7ab« 2b)(1 ♦ b))]
iii. (x'-/)-Cx-y) iv. (p4-<?4) + (P + 9)
v. (Zx'-Sx'y + 5xy-3y,)-(Zr-3y)

0.
Example 3:
First solve the operafoo withm
7 - I4.t' + ((4. + 7.')(-3t) - (8. + S.'Ml + fa'))) ^ — parentheses

36
Like whole numbers to simplify the algebraic expression involving brackets, we follow the = 7 - [4.' + {-12jr' + 21.' - (8. *48.' + 3.' +18.')I] Now solve the Lke tenrs m
curty brackets
BODMAS rule in order of operations so that no miscalculations are made. Let s recall ,
= 7 - [4.' * (-12.' * 21.' - 8. - 48.'-3. -18.'))]
simplification of algebraic expressions involving the 4 operations. Then open the curly bracket and chance
= 7 - [4.' * {- 8x - 15.' - 27.' - IS.*)] the sign

Example 1:

4.r + [2(4. + 3H( 2 + 2*- 7x')l5 * 4.'))] -

ad
First solve the operation within
parentheses.
=
7 - [4.' - 8. - 15.' - 27.' - 18.']

= 7-(-a.-11.'-27.'-is.*] 1
Then open the square bracket and chance
the sign.

Next simplify the like terms

y

2 J 2 4
= 4x + {2(4x + 3)-{(10 + 8x + 10x + 8x -35x - 28x ))] Now solve the like terms in curly brackets
= 7*8.+ ii.' 27.' + 18<
st
+
1 , i
= 4x + [8x + 6 -10-8x^-1 Ox- Sx * 35x + 28x ) —I Then open the curly bracket and change
the sign.
= 4x + I -4-2x-8x,+ 27x2 + 2atT -•
U

Then open the square bracket and change ^ .p 1 Wrile different questions related to BODMAS on the board and ask the students to simplify
= 4x - 4-2x-8.r,+ 27x + 28x4 ^ the sign.
• algebraic expressions according to the rule.
= -4 + 2x + 27x- 8xJ+ 28x' Next simplify the like terms

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 Identity I: (.v+aKr+b) = *'+(a + b).*+ab
First solve the operation within Algebraic Proof:
Example 4: parentheses,
t5,) (r + a) (a: + b) = /+(a+b)*-».ab
, c, .3, ,45'- «9s * 9,S)" 3tl1 Now solve the like terms in
LHS = (v + a)(A- + b)
, 5, t + 3s'H — curly brackets. s .t (a + b) + a (.v + b)
= 41 - 5s (3t -4s ^ Then open the curly bracket and chang,
- x* + bv + ar + ab
= 4t + Ss (3t +4s' - 9s - 5t -t'_ 3s 1 lhesign. - x1 + (b + a) .r + ab
2 2
= 4, . 5s (-2t ♦ s' - 9S -n Then open the square bracket and change = x + (a + b).r + ab = RHS
— the sign.
sian. Hence proved (.r+a)(.r+b)= A:'+(a+b)x+ab
= 4t - lOsl ♦Ss' - 45s' -5st' ♦ Thus LHS. = RHS.
Next simplify the like terms

m
= 4i - 45s; ♦Ss' - lOst -5st' Geometric Proof:
Look at the figure ABCD. It is divided into 4 portions
Now Area of ABCD = Length of ABCD x Width of ABCD

co
= C*+a)(r+b)
But Area of ABCD= Area of EFJD + Area of FGCJ +
yi Simplify the following. Area of AHFE + Area of HBGF
So.
i) 2ab ♦ 2b(5a ♦ b)

0.
(v+a) (v+b) = x2 + ax + bv + ab
ii) 4« ♦ [ 2y - ((2*y ♦ 5v)(1 + 2vy))]
(r+a) (v+b) = x2 + (a + b)A: +ab
in) 4c - 2d { 4cd - 4c(l > 2d))
Hence proved.
iv) 6m-(2 ♦ 5m)- H2m + n)(5m + 2n)) -4ml Example 1:

36
v) 2j 15y - {Sty ♦ (4/ ♦3*')}) Simplify the binomials by using the identity.
vi) 9e' ♦5f-(4e (e + 01 (a- + 2) (* + 3)
vii) 24a - I4b' |(a *b) (b; ♦ a) -{a' -f b! + c)}] Solution:
viii) 4y - 2yz ( 4 -|(8y ♦ 2z',) - 4y(5z + 2y))] (v + 2) Or + 3)

6.9 Algebraic Identities

ad By using the identity,
(t + a)(.Y + b) = jr2 + (a+ b)^ + ab
(l +
+ 3) = y + (2 + 3)v + (2 x 3)
An equation is true conditionally, whereas the identity is always true. We know that an = a:2 + S.t + 6
st
equation is true for specific values of the variable(s) involved. On the other hand, an identity Example 2:
is true for all values of the variable(s) involved. For example, Zv+5=9 is an equation. It is true Eind the unknown term.
only if v = 2. It cannot be true for values of * other than 1. - 1) (v -2) = x' * ( ) + ab
Here we will discuss the following 4 basic identities.
U

Solution;
Identity I: (.v + a)(.r + b) = .v' + (a + b).v + ab Identity II: (a + b)2 = a2+2ab+ b2 By using the identity,
+
Identity III; (a - b)' = a' - 2ab + b' Identity IV: a2 - b2 = (a - b) (a + b) a)(.r + b) = .t' + (a + b),Y + ab

urr rn pa

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 I
3 /_ 3x + 2
Example 4: Example 5:
So, -3* is the required term. ^ Solve: i. 52 x 52 ii. (102)2
Identity II: (a + b)' = a' + 2ab + b If x-i = 4, find the value ^ -p
Solution:
Algebraic Proof:
i. 52 x 52
(a + b)' = a' + 2ab ♦ b' Solution: x+4-=4
A
=(52)2
Proof:
= (50+2)2 (*+-J-)2 = (4)2 (taking square on both sides)
LHS. = (a + b)'
= (50)2 + 2(50) (2) +(2)2
= (a + b) (a + b) n x2+2+ ^=16
= a' + ab + ba + b' = 2500 + 200 + 4
= 2704 x2 +1 =16-2 = 14

m
= a1 + ab ♦ ab + b2
ii. (102)2
= a2 + 2ab + b2 = RHS.
= (100 + 2)2
Thus LHS. = RHS. = (100)2 +2(100) (2) + (2)2
Hence proved (a + b)2 = a2 + 2ab b2 = R.H.S

co
= 10000 + 400 + 4
Geometric Proof: = 10404
Look at the figure ACFD. Its length and width is a+b. It is divided into 4 portions.
Identity III: (a - b)2 = a2 - 2ab + b2
Now Area of ACFD = Length of ACFD x Width of ACFD
= (a+b)(a+b)= (a + b)2 Algebraic Proof:

0.
(a - b)2 = a2 - 2ab + b2
But Area of ACFD = Area of ABIG + Area of IHCB + Area of DE1G + Area of EFHl
Proof;
a+b
So. B LHS. = (a - b)2

36
(a + b)2=a2+ab+ba+b2 r = (a - b) (a - b) = a2 - ab - ba + b2
{a + b)2= a2+2ab ^-b2 (because ab=ba) .= a2-ab-ab + b2 = a2- 2ab + b2
Hence proved. =RHS
ab.
Hence proved (a-b)2 = a2-2ab+b2
Example 3:
Find the squares of
\.a + 2b
Solution:
ii. 4p + Sq iii. 2 +5xy
ad ba b2
Thus LHS = RHS
Geometric Proof:
Look at the figure ACFD. Its length and width is a. It is
a-b—
i. (0+26)'= o'* 2(0) (26) + (26)' divided into 4 portions.
Now Area of ACFD = Length of ACFD x Width of ACFD
st
= o2 + 4ob + 4b2 b"
ii. (4p + 8q) =(4p)2 + 2(4p) (8q) + (8q)'
2 = a x a = a'
But Area of ACFD = Area of ABIG + Area of IHCB + (a-b)1
= 16p2 + SApq + 64q2
Area of DEIG + Area of EFHl
U

iii. iZ+Sxy)' = (2)' + 2(2) (5xy) + (5xy)2

= 4 + 20xy + 25xV So,
3'= (a-b)2 + b(a-b) + b(a-b) + b2
a,= (a-b)2 + b2+ 2b(a-b) b(a-b)
a?
= (a-b)2 + b2 + 2ab - 2b2 a-b

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 Example 8: Example 9:
- o bi l- • 2ab Ifx-y = 4 and xy=:2,find*V
J . IJ bi t> * 2ab Solution: If»--l = 4,findx'+-l>
Solution: *
ia b . a - L. 23b *-y = 4 (given)
Hence coved (x-y)' = (4)' (taking square ,-1 = 4
x' - 2xy + / = 16 of both sides)
Geometric Proof; . (*-i2 - W (takin9 square
x,-2(2)+/ =16 ^ " 1 ' of both sides)
, a. .be ...lu.e ACFD Its length and width ,s a
x2-4+y?= 16 x
~2Cx^ (-j) + -^5=16 /
• "ed in.O 3 portions , .^cn 2 , l^—\
x + y = 16 + 4

m
, , o, ACf D = Length of ACFD « Width of ACFD x'-2+ 1=16 | , 7
/ = 20 * If *♦ — = 6.
" ,1 • J * 2 2
Identity IV: a - b = (a - b)(a + b) 1
Hut Area el ACFD = Area of ABlG * Area of IHCB ♦ + 2 = 16+2
7
find the value of
Algebraic Proof: . f

co
if,-.) of DEIG • Area of EFHI
RHS. = (a - b)(a + b) 7+1 =18
= a(a + b) - b(a + b)
i - j b) • bla b) ♦ b(a-b) ♦ b (a-bl = a2 + ab - ba - b2
, b . b • 2b;a-bi = a2 + ab - ab - b2
b • b • 2.ib 2b = a2-b2

0.
» b» b ^ 2ab =LHS
j b» b • iab b(a bl Hence proved (a - b)(a + b) = a2 - b2
i y a b iab Thus, LHS. = RHS.

36
_
•i .e proved a b Geometric Proof:
ixjmple 6. Look at the figure ABCD. Its length and width is a. It is
, , •* following divided into 4 portions.
»;> - lq) II t» - Jy) Now Area of ABCD = Length of ABCD x Width of ABCD b a-b » c
Solution;

..
i/.1- 2qy =lp) -2fp)(2q) ♦ (2g)
= p-4;;(7*Aq
Ur-4y) sW-2WW<4y)
ad But Area of ABCD = Area of EFHD + Area of FGCH
= t -8» y ♦ 16y + Area of ABGE
st
Example?: So,
So've a'= b'+b(a-b) +a(a-b)
i (97) M 988' 988 a!= b'+(a+b)(a-b) a(a-b]
ii (998 x 998) I3
U

Solutions: i
= (998)' a -b'=(a+b)(a-b) —a ►B
• (97) = (ICO - 3)
= (1000 - 2)' Hence proved.
-- (100) -2 (100) (3) * (3)
= (1000)' - 2 (1000) (2) + (2T
= 1C0C0 - 600 ♦ 9 sf* p % ^Plain the geometric and algebraic proofs of the identity with the help of examples. Make small
= 1000000-4000 + 4 • 9roups of students and ask them to make one example of each identity and then solve it
= 9409
= 996004

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 PS Find the value of xr'f 1 whenx+±=3
Example 10: • ,r + 6)(x-6) "• (2P + 551 (2p Sp5
S.mplify the following'i. (x + «U ^q
Example 11- 0 Find the value of **+ ^ whenx:+ 4-= 7.
Solution: Simplify: 108 x 92 with the help of form^
i. (» * 6) (r - 6) ii. (2p ' 55) <2P ' 2g' solution: 0 Find the value of a:'+^ when -1 = ,0.
= Ir) ,6)
'- ' = (2p)'-(5l:)'
q ,08 x 92 = 000 + 8) (100 - 8)
= x '-36 /o\'
= (100)2 - (8)' 0 Find the value of b"+ ^ when 6 - = 4.
= V 4(7' = 10000-64 =9936

m
EE Prove that' + T = *'+ 7 = ,% -1 when ,+ 4-= 2.

fg Find the value of p'+1 when p' + -L = 30

P p ' .

co
Kf Simplify the following binomials by using the identity. 03 Evaluate the following by using appropriate algebraic formulae.
ii
i) t« + 5) Or * 4) ii)(y-i)(y-2) ^ + 6)i^7) ^ a) (98) b) (0.98)' c) (15)t d) .
iv) (b • 5) (b - 7) v) (2a + 4) (2a-5) v.) (5m + 1) (5m+5) e) (0.05)' f) (1205)' g) (3200)' h) (3900,1
vil) (4z - 1) (4z - 4) viii) (3n + 6) (3n + 3) ix) (7( - 1) (7f + 9)

0.
0 (1-10) j) 105x95 k) 325x275 I) 1010x990
fp. Evaluate the following by using the algebraic identity.
a) 34 x 34 b) 103 *103 c) 121 x 121 d) 7.8 x 7.8 6.10 Factorization
;
e) (204)' 0 (1005)' g) (164) h) (302)' Factorization is the reverse process of multiplication. Like numbers, algebraic expression's

36
can also be factor,zed. Factors of an algebraic expression are such algebra e ^ ions
F nd b2
' *' * ' 'f a"b = 8 and ab s 3
*
+ = 4
whose product ,s the given algebraic expression. aic expressions
fC Find A ~T *
The process of finding factors of an algebraic
P Find the unknown terms. expression is called factorization.
2
a) r + J. = t' ^

c) (5p ♦Sq)' =
*4
* 30pq+9q ;
ad
b) a' - b; = (a + b) (a -
d) (6a - 4b)'= 36a'- 48ab+( )
)
conce^of alaebra'^9
faZzed
e><pre5Sion as a rodu
ln ar thme,lc ou have
f example,
P " ^ factors is an important
e) (v ♦ 4) (* + 5) = / + + 20 « nzed. For | 'factors of
' y21 are 3 and
learnt that all
7 and, composite
therefore, numbers
we can write can
21 =be
3x7
st
P, Expand the following by using basic algebraic formulae.
S,and al9ebraiC faCl0riZali0n 161 US COnsider an exam le
ExampLl" ' P -
a)(2o^); b) (3fl + 4b)' c)(f
'"7), d
) f^ (a) Find the product of (x+Z) and (x+3).
(b) Factorise jr2 + 5x + 6.
U

e)(p'-4g)' glU-T'" h) (/ +-p-)! Solution:

Factors of a number are
numbers by which it is exactly
(a) (* + 2)(jf + 3) divisible.
j) o' - 49 k)25x'-9/ 1)1-25^ A number is a multiple of all of
= * (* + 3) + 2(x + 3)
=
+ 3A: + 2x + 6 its factors.
m) (x ♦ 5)' - (» ♦ 3)' n)81p'-49(7i = The above two concepts are
*' + SA- + 5

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 6 10.2 Factor.zat.on of Algebraic Expressions of the form ac+ad + bc + bd
* 5,1 +6
(b) AS For this type of algebraic expressions, all terms do no, have a common factor However,
',1 !■ *! 5* *6 = u + 2) (t + 3)J , +6 so factors of x' + 5x + 6 are
sowe ) certain groups of terms possess a common factor By taking such factors as common, there
As the proT«Z.»*"'
u ^3}'sequa,tox divjde algebraic expressions into appears a common ac or in a terms The process of factorization is completed by taking
common factors. The following example may help to understand the concept.
Different'rnethods, formulae and and effective learning, let us discuss the
tbeir factors. Fo, the expressions one by one. Example 1: Factorize:
factorization of different m Expressions of the form ka + kb + kc oc +od +6c +6d

m
6.10.1 Factorization of A gc r ^ ^ ^ variable or a product of a number and a
Solution:
In this type of sentences, there is a num^r exp,eSsion. For such type of algebraic
_^ + be_ +bd
ac +oa . uj There
, are certain
, which
. . do not
variable common to all terms of the give | polynomials
factor of ai, terms and the other is = a t +d) +b ip +d) ] havefaaors

co
expressions, there are two factors: one is expression by the common factor,
= Ip +d)(p +b)
ihe quotient obtained by dividing the given algebraic P
:.ac + ad +bc + bd - k +d)ip +b)
Example V.Factorize;
Note that:
a) b) 2x0 + 6vb + avc The product of all factors of a

0.
polynomials is always equal to a. AN four terms of the given algebraic expressions do not possess a common factor.
Solution:
the polynomial itself. b. The first two terms possess V as the common factor and the third and fourth terms
a) Z* ♦ ^ ^ ^ possess '6' as a common factor.
= 2(\ *y * z) . ,, th ee terms of the given algebraic
• c. By taking a' and 'b' as common, the given algebraic expression reduces to two terms

36
(from 4 terms) and thus there appears (c + d) as the common factor in these two
exptesron'^find the other factor, we divided ^
terms.
^Ze^mt^^i^n^ chapterS^of thrbook. However, for your convenience, d. The process of factorization comes to its logical end when this newly appeared
common factor '(c+d)' is taken as common from the two terms.
here is another way for division which is as under:
i i, l
(2v»2y.2z)^ 2=1^ f * J- = (x * y + z)
ad
b) 2x0 ♦ 6xb ♦ 8xC 1 Factorize the following algebraic expressions.
st
Note that 3,20 + 6
b) 5x-10 t)x'_x
i The HCF of 2. 6 and 8 is 2. T Zv' e) 7a-7b * 7c Dib' + Sb-^
ii «is common to all terms of the given algebraic expression.
U

3 2SaZ
V Ir J)tuob
lob - Z'
226c '+ 33cd ^ o7P
k) 1 '' 1V" 21P
+ ab * 3a + 36
0 10piq + 25W
' " +35b^
|) 40- t 46' + oV c'
(2vo ♦ 6x6 + 8xc) + 2v = -r^ ♦ = (o + 36 + 4c)
Zt Zv Zr ^ax + Boy - 14z - 14y n) 20xz-lOxy-15^ o) 26 + 6fy - 3g.v - gqyt 6
i i i
Explain the students how to (actonze algebraic expression by solving different examples. Then P 4 y
° 20l>y-az*Sbz q) pr * ps * qr * qs r)su-sv-tu * tv
: p - make two gioups of students and given each group 5 flash card of algebraic expression a s) 6x' - 4,vy - 9vy +6/ t) 15ox'+21 oy,-206x'-286/'
^ mstiuct them to factonze and share the result with whole class.

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 f
«?)(<• 5) = A
... ■ "'c lorm ac + ad*bc*bd
for ,h,s type of algebraic expressions, all tc-rm-. do not have , common facto,
'• *51 certain groups of terms possess a common (actor By lak.ra «.rh t-„
appears a common factor ,n all terms The- process oo fac J,za, c
aa0 |
^ f0n"T'0n' 'he,e
" ^r,h, common (actors. The following example may help to understand the concept bv taFmo
" ' M"on is completed

Example 1: Faclorize:
k kb k
oc +od +bc *bd

m
,n .h-s .ype of expression. For such type of algebraic Solution:
ven a|gebraic
oc +nd +bc +bd There are cprtatn
variable common to ^ js the common (actor of all terms and the other is polynomials which do not
= a 1c *d) +b 1c *d) have factors

co
ZZn ZZ :y dividing the given algebra.c expression by the common factor. = t +d)(a +b)
:.ac + ad +bc +bd - 1c *d)(o +b)
Example 1: FdCtonze
Z,.2y'2J b) Z.a»6rbt8rc The product of all factors of a Note that:
Solution: polynomials is always equal to

0.
a)lx • 2y * 2/
the polynomial itself. : illZ'ZZ*""d°"'«s'"""""
possess -
o as a common
^ ^ " "hc e'>mmo" lac,0■
factor. ,he
^
Bv observation, le'see thai 2 is common to all three terms of the given algebraic

36
C
expression To find the other (actor, we divided the given algebraic expression by 2 and ge, rz3' Td H K COmm0n',he 9iven al9ebraiC expressi0n reduc« 'wo terms
aPPearS (C +
.he quotient (. • y • A which is the other factor. Note that (2., + 2y + 2z) = 2(.r + y + z). terms ^ 35 ,he C0mm0n ,ac,or in lhese ^
you have loarnt algebraic division in chapter 5 of this book. However, for your conven.ence, d. The process of factorization comes to its logical end when this newly appeared
here is another way (or division which is as under: common factor (c+dy ,s taken as common from the two terms.

(2t » 2y * 2/) ' 2 = 1^

b) 2\o ♦ 6»b A
8«c
=U>yw)
ad
[3j Factorize the following algebraic expressions.
Note that
st
3)20 + 6
b) Sx - 10 C) -x
i The H C F of 2. 6 and 8 is 2.
<1)3*'+ 12*' e) lo-lb * 7c
n * is common to all terms of the given algebraic expression. f) 36; + 66 - 15
9) 5o.r » 1 Qoy - ,25oz h) 7p' - 14p' - 2Tp
y i i) lOp'g ♦ 25pq' - 35pqr
U

(2\o ♦ b\b ♦ 8ic)2.\ = + "zr~" = (o + 3b + 4c) j) Hab - 22bc + 33cd k) o' + ob + 3o + 3b

Zx Zx Zx I) 4a: + 46' + oV + 6V
i i i m) 3ot + 3ay - 14, - 14y n) 20,z -10<y-l 5yz
o) 2fx + Sty-Zqx -9qyl6
Explain thp students how to (actonze algebraic expression by solving different examples. Then P) 4oy - 20by - oz + 5bz q) pr * ps * qr + qs
i p I msfce two groups of students and given each group S (lash card of algebraic expression and r) su-sv-tu + tv
s) 6,'-4,vy-9.ty + 6/ t) 15o,'+21oy-20b.vi-28by'
instruct them to factonze and sharp the result with whole class.

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 ^ple 1: Factorize the following algebraic expressions.
^ a) Ao' - 256' b) 49p' - lOQq'
c0|utio":
g) Aa' - 2Sb
= (2a)'-(5b)'
Vou have learnt three most basic algebraic tormulae in Grade VII. You also revised them in the = (2o - 56) (2a * 56)
beginning o. this chapter. Let us recall once agam. These are^
Thus, factors of 4o' - 256' are (2o - 5b) and (2o + 5b).
Thele formulae*can a^ed to facile a'n algebraic expression of the form ^ 2ob + b,
b) 49p'-100qf
Consider, = (7p)'-(10<7)'
(o + b)'= o2 + 2ob + b

m
= (7p - 10p) (7p + lOq)
a' + 2ob +b2= (a +b)2 0)
Thus, 49p' - 1009'= (7P " 109) (7P + 10q)
6.11.2 Factorization ofAlgcbralc Expressions of Form a'±2ab+b'-c':

co
way, the algebraic expression o'*2ab*b has been expresseu « y ,
For this type of algebraic expressions, the part 0' ± 2ob + b' of the given algebraic expression
Is g perfect square and the last term c? is also a perfect square. Thus, such expressions can be
the basic algebraic formulas. The following example may help you to understand the concept reduced to form a'-b'.
Example 1: Factorize the following algebraic expressions. Consider the following example:

0.
a) Ax' + 12* + 9/ X
I (a+6)' is the perfect square Example 1: Factorize the following algebraic expressions.
■?4.
b) 250 -2ob+25 -1-bh' '. of the surn of
^ numl*n
lts expanded form lsal + i. o't lOob + 256'-49c'
Solution; 2ab + b'. ii. B6x' - 108xy + 81y! - 225z'

36
a) Ax1 + IZr + 9/ 1,
= (Zx)2+2(2x) (By) + (3y)2 Solution;
= (2*-By)' i. 0' + lOob + 256' - 49e? ii. 36:t> _ 108iy + 81y _ 22Sz.
= (2^-By) {2x + By) = o' + 2 (o) (56) + (56)' - (7c)' = (6x)'-2(6x) (9y) -r (Syl'-dSz)'
/^:®asC»c®c!te\
1
b) 25oi - 2ob + 25^

= (So)' - 2 (So) b) + (-^-b)' t

ad
I. Evaluate (1 -y)1 by using an algebraic formula

3.Fac,oriz.25-10y+y
= (o + 56)' - (7c)'
= (o + 5b-7c) (o + 56 + 7c)
= (6x - 9y)' - (1 Sz)'
= (6x-9y-15z) (6x-9y+15z)

= (So-yb)' 4. Factorize r;+2tq-q, 5. Factorize Qx'+BOxy^S/

st
Factorize the following algebraic expressions.
= (So --y b) (5a - b)
a) a'+ 6a +9 b) 4o'+ 20ob + 256'
6.11.1 Factorization of Algebraic Expre: .ions of Form a'- b2:
U

0 $*' + 12xy + 4/ d) 4o' - 12o + 9

Recall the third basic algebraic formula which is as under:
e) 9a' - 30 ab + 256' f) 25p' + 70pq + 49q
a' - b' = (o - b) (o - b)
9) 49p' - I26pq + 81 q' h) 49t' + 154(v + 121^
It can also be considered that a1- b2 is an algebraic expression whose factors are (o -
la - b). That is why this formulae helps us to factorize algebraic expressions of form o' - b
The following example may further explain the idea.

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 These formulae can also help us to solve certj.^ „ u.
]) iGx' - 56vy ♦ 49/ and factorization. Let us study some e.mples to^
.,r
I) 4b - 81 formulae.
k)u-2^ ' Example 1:
9 , 25 .
m) 9r -490 Expand the following: The formulae of la»b) and (a-b)'
p) o + 5) - c
o) 225\ - 256/ a)(2o 4- Bb)1 b) {Ax + y)' are called perfect cubes Be
o 25p" - 7Opt? • 49t? - 2Sr careful about vgns of the terms
q) 9b ♦ 42b ♦ 49 - d Solution: .while using the formula la -bl
a) (2d 4- Bb)'
b) (4t ♦ y)'
= (20)' 4- 3 (2o)' (3b) + 3(2o) (35)' -v 135)'
IS = (Ax)' ♦ 3 (4xy (y) 4. 3 (40 (/) ♦ /
= Sd' + 3 (40') (3b) + 60 (9b') + 27b'
,ou have .earn, .o.e most has.c a.gebra,c .otmu.ae in Gtade VH. You not on y tev.sed these = 64*' ♦ 3 (16\) (y) 4 12x/ ♦ /
= So' 4- 36o'b 4. 54ob' + 27b'

m
=
64t' ♦ 48x'y ♦ 12jr/ ♦ /
lormuloe m Gtade V... but oiso lea.n, the application o. these (otmuiae -
Example 2: Expand the following.
problems involv.n, evaluat.on and lac.onza.ion o. a.gebratc e.ptess.ons. Let us .earn t.0 a) (5a - 3)' b) (4p - Sg)"
more algebraic formulae, which ate: Solution: Fvalaate

co
a) (rj ♦ b)' = o' ♦ 3<i b ♦ Bob ♦ b ai (10.51 bl (TO -5)
Consider a) (5o - 3)'
b) (4p - 5q)'
b) (a - b)' ^ a' '3a b * Sab - b U*bV = = (So)' - 3 (5a)' (3) + 3 (5o) (3)' - (3)'
a » Ta'b »3ab ♦ b' = 1250' - 3 (25o') (3) 4- 15a x 9 - 27 = (4pV - 3 (4p) (Sq) . 3 (4p) (Sq) - (SqV
6.12.1 Proof of the First Formula (a 4 6)' - = 64p' - 3 (16p? (5q) * 12p (25q ) - t25q'
= 125a'-225o'4 135o-27
a* ♦ Bab (a4b) ♦ b'

0.
We know lhal Example 3: = 64p' - 240p q . 300pq - 125q
Similarly.
(o.b) = la*b) (a*b) , L (a-b)' = Find the value of /+ -L when v + =3
x
(a»bl' = (o'W (a i2ob*b ) l : (a+b) = a+2ab*b] a' -Ba b^Bab -b' x*
(a-b)' = Solution:
(a»b)'= o(o . 2ob . b) tb (a ♦ 2ob + b) As. x 4- J_= 3

36
a' -Bab(a- bl-b' The po.ser or exponent B
(o^b) = a * 2a b * ab * a b * 2ab * b' Thus, these formulae
So. (x - -1)' = 3' ^Take the Cube of the both s,des> of a number is called cube
(o ^b) = o ♦ 2o b + o b » ob; ♦ 2ab + b' also be wntten as. So. 5 is read as 5 cube and
{a* b)' = a * Sab * Sob * b (a^b)' = 1 » "S read as \ cube
a* 4 b* 4Bab(a+b) + 3W' (1) + 3W (1)' + (I)' = 27
Thus, (o• b)' - a + Sab * Bob > b (a - bV = ill
x* 4 3 x .v x *• x -1 + 3 xx y ~
6.12.2 Proof of the Second Formula
Wo also know thai,
ad a'-b' - Bab (a-b) x— + __ -27
jt .x J c'
x' + 3x + 3 «y + — = 27
* X
(o -b) = (fl -b) (o -b) ■t' + 3 u + 7) + p = 27
st
(a -b) = (o -b) (o - 2ob 4 b) I v (a - by' = a -2ab + b\ y' + 3 x 3 +1 = 27 (Put (*+1) = 31
(a - b) = a (a - 2ab 4 b ) - b (a' - 2ob *■ b')
Y + 9 +p= 27
(n - b) = a -2nb s ob - o'b + 2flb' - b'
U

(a b) a - 2nb-n b *ob * 2ob - b •x' + p= 27 - 9

(d - b) - n - Bd b 4 idb - b
■t'+1= ts
Thus (a b) a So b * Sab b

O FO 'A E
139 140

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 Example 4: . 1 . _L _ 7
thA value of x ♦ -r W*160 * " x
Find the Higher
Solution:
As, x-v — —=
^ 7
= 7-aaWe cube o. .he both sides of the equation)

x'-aw'^3^''1^243
x'_ 3 ,jrx 1 x^,3«J(-« 7 - 7." 243
x"-3x
-3x++ 3xl-l = 243 Write and memorize the cubes!
-1)-1=243 of first 10 natural numbers.

m
x1- 3*7-7 = 243 lPutx-7=71
•x'-21-V243

co
x1-7= 243+21

Thus, i,-7=264
. Observe .he figure given above and find .he area o. ^e pint green and orange shapes

0.
. Do orange and blue shapes have same area?
Do green, pink and yellow shapes have same area?
pi Expand the following algebraic expressions by using the algebraic formulae. 1

36
b) U + Sy)1 0 (a -
a) (la * 3 b)' fUZt-Bu)1
d) (3p + 4q)' e)(5p-7qy
•o(4p-^y ■ - 02^53^^
g)U+TV h)(.<-^'
The term-to-term rule of a pattern describes how to get • Anthmetic sequence
j)(Sx+^)' , • Geometnc sequence
next term in that specific pattern.
k) Find the value of xJ + 7 when x + "

I) Find the value of x1 + -\ when x +

= a

= 7
ad The Fixed number which is added or subtracted in an
anthmetic sequence is called common difference because if
we find the difference of any two successive terms, we will
always get this common difference.
1
• Polynomial
, • Constant
*1 • Vanable
, • Biquadratic
st
m) Find the value of x1 when x--f = 3 The number mul.iplied .0 each .erm of .he 9eome.hc sequence is known as .he common „.,o
ecause ,1 we divide any two successive .ems, we will always ge. Ihis common raho
n) Find the value of x* -when x--7 = 5 A s.a.emenl (or sentence) that does no. include enough intormation required to decide whether „
"S true or false is known as an open statement
U

o) Find the value of x + A when x + 7 = 8 The concept of polynomials helps us to translate many mathematical and real life problems into
a gebraic expressions and equations. In this way. this concept helps us to solve the problems bv
7
p) Find the value of x* -when x-7 =10 using algebra.

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 I) (z1.! /
l)' h .•qu.il to;
,nrjn% 0,
-Mono' * U 1
Bt" "' '' i»M , 1(,
M.." . ,f„lr,hrI »„ foiin » vn'J,r **"" f
'it"' 1 "ii10 iv.-W K,;,
OMy BV« t-nm c»».^ (|1 fIlUtwp|.r*i«on of polynomlaU
(j) fhe far tori/at ion of / 1 ^ j.;
0«H«« -I P-.W--'1 " ' ' ...0 n.- "I '""1
J) i)
II,. .,»>« P',l/t..n».lby'1'" ""^ ^ ^ ^ ih» pil/nonHih wh'.-.- pc'luM f. - -in.,! i,, C« 1 d) (x i 3) iv, (, 4, ^ , })
.1 ii» dMnvm ««•'«" "•r "' n,., ilw In mkIi .i 'Ir/i.lu.j
lh» rtivnb'"'! H*"* il,. fl"'"-''1 ""I " li) (in n)' i'. nqual lo

m
il* pn^Kl by «h» <l""' h, .ml tti» qgo«l.nt »'.»ibn If lnn „| i, rn' 3m'ri i Jrnn' n" „11 „■. ■. . . ,
. //h.n.i*rt.v^nnlP",y'"""1"h ' "» » irn n ♦ Jrnn - n
/
ill. rn' Srn'n 3rnn -n' ,•v7 ffl
rn « virn
ffo, , ^j x
r rnn' 4ni

co
i) An is a rornbination of variablf /r.r.M .. //
/rixtdnt, coefhnent, e/ponent and symbol
of operations.
. a • b .4ahU»W
. (4 W •» **U{* i. wpri.'v.ion ii. equation lu.eguah.y ,v.iWqual.hy
j) are the algebraic e/prev/tons in which the power-, of variable-, are whole

0.
numbers.
i. expressions ii. arithmetic sequences
ill. open -.entencM iv. polynomial-,

36
Chooto the correct option.
The g-n-ral te«m to. the sequence /. 19. P Find the 27th and B4th term of the given sequence 31, 21, 11, 1,9...
, an -i.liln.l) O.V(n.l)
■. IZfnO) "-if, r
'' 1
)
hi The 11'h lerrnthe vequeno: i, 11,19,'/ /, - I'-
, yj .. V. in 91 W 79
ad 0
So"
2200 onT"''
the second
RS 87800 0n inSU
h";-month, 2900 on third""
^n,
■"^
month.
15 ,
! 0 in one
If he keeps increasing
Installment money. How much will he pay on 11th month andlSth month?
themonth,

C1 a y.T.ence ol mimh'-r. m wh^h each term is obtained by multiplying or dividing

in a race FOr thiS he is oi
^ rrr -
practice. First day he runs for 15 minutes, '
second 9 "9
day he to nearby
runs for 30park for running
minutes, third
st
»• p precechr.q term b/ a ii/eri number is calU-d
ay e runs for 45 minutes. He keeps increasing the time for practice. For how
» Arithmetic sequence » Geometric series
much time will he run on 12th and 19th day.
m Fibonacci sequence 1/ term to term rule
U

(li A polynomial /nth degree three is Irnown as a polynomial. til. Rabia gave donation to an Eidi centre. First month she donated Rs 3000. next
™onth she donate the money with increase of Rs750 that is Rs 3750, third month
, linear •» quadratic hi cubic iv. biquadratic
* e donated Rs 4500. If she keeps donating on next months in the same pattern,
r-, The resuH of multiplication of (2r ♦ and (1 4
Ai) is ow much she will donate in 7th month and 11th month.
1 ?>i ♦ 14t ♦ } 11 14t ♦ 3 111 ♦ 14* 3 •'/ 8' T4^ ♦ 3
■ C- F .^£
143

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 Math
project 'IK'S
El Find the 21st term of an arithmetic sequence with first term -9 and the common
difference is 11. Material Required:
# Flash cards of algebraic identities
. Blank papers
|1 Find the sum of Sx-3y+ Sz. 2c + 7y and 7y + 12z . Scoring sheet

U Find the difference of 15* + Ay1 + 10* + 5 and 7*4- 8*" + 7y,-8
a* a- + 2ab + b'

m
(a-b)' = a'-2ab*bf

ft Find the product of {*' + yz + 2y') and *' + 2y

co
a- (x * a) (x + b) =
Simplify the following. x* + (a+ b)x + ab
a) 5v - v[ 4u' + 5w( (4v +2w) (u' + 2v))] Procedure:
b) 6y +3A-yI 7/- (5A•, +(6y + Ba-V))] . Get students into 4 small groups.

0.
. Put the card upside down on the table. Instruct each group to come forward and
1
| Divide 6* y +3*y + 3/ by 3xy choose one card and go back to their position.
. When each group has one card of algebraic identities. Now instruct them to show

36
Simplify the following. their cards.
• Ask them to show algebraic and geometric proof of these identities with the help
a) (y + 5)(y - 5) b) (4t + 5u)J c) (102)'
of example.
Each group will complete the challenge and then get it checked by the other
P • Find the value of *' + -^
AT
when
*■ + = 4
ad group.
• Record the time to complete the task for each group.
• The group with most accurate and quick response wins.
P Factorize the following expression.
a) 9v7 + 6.ry ^ 6xy + 6/ c) b2 + 6ab (3a)2
st
b) 3s + 6t +

{D I.Find the value of .t1 +

U

a) a + —= 6 b) x- —= 12

KD An arithmetic sequence has the first term 7 and the common difference between
the terms is 9, find the general term, also find the 11,h and 12,h term.

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 Exponents and

Laws of Exponents Ill III«'V — KV ,,c,,l w erew

ca culation muchU easier.
• We use it when 'wp f.«H"^ e want
^ to make lenathv
engrny

Atfr co^p^g tha uoit. ftud^iO ^ •** to

. icJenrfy base mdex/ exponent and .ts value.
. Deduce and app / tfe 'oMo^ng laws of Exponents/ Ind.ces

m
• Product Law 7.1 Ease, Exponent and Vatue
• Guor.enr Law
• Po-^er Law
Several mathematical calculations require writing a number in the form of repeated

co
multiplication when it is being multiplied by itself multiple times. To write lengthy repeated
multiplication, we need a lot of space and ifs a cumbersome activity. To make repeated
multiplication easier to express, we use exponential notation. It shows how many times a
number, variable or expression is being multiplied by itself using an exponent that is raised

0.
a little when writing it
exponent (power)
For example:
4 times 2
16 can be written as: 2^2 = f =16 rvalue

36
2 x 2 x 2 x 2 = 24 (2 to the power 4) |-
baSe
The numbers on the left side of the above example are in expanded
form while the number on the right is in exponential form, .t represents the same repeated
multiplication in short and precise form.
ad In 2*= 16,
2 is called the base of 24
4 is called the exponent of 24 Exponents are also called Powers or
4 Indices.
16 is the value of 2
st
Similarly,
Planet Mars is at an estimated average distance of 228,000,000 million kilometer. 25 can be written as:
Can this distance be written in any shorter form?
U

5
x 5 = 5' (5 to the power 2).

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 .n the same ^ay,^ can be written as:

_L J_ x-2- = (4-)' t '«d 35 T",0 the power 3) 5' D J 125

5 " 5 5 *5
In general, we can write, (-f) is the base, 3 is the exponent, and ^ is the value of(^.
a * a * a * ... * e (n times) = a"- Exponent
a" |n words (f)' is read as:" f cubed or-|- to the power 3.
It says: When a number a is multiplied by itself 1
n number of times, it can be written in t Similarly, 169 can be written as 13 x 13 or 13'
81 v r9x9x ,9x2 / Cwtde CiicJi:\
exponential form as a" where a is the base and J Also. ^"54"' "8x8 8 '
Base —
the superscript number rt written above the J Exponential expressions can also be written as Wnte in exponential form.

m
base is called the exponent. —-Ggneralfbrm Exponential form
rational numbers. 5x5*5x5*5 •
bxbxb*b*b*b
Wenhfythe base and exponent in each of the following.

co
4-*^-*-7.
o (f)' 9 9 9
b)be
a) 6'
Solution; b = base ■b = base
6 = base
t = exponent 4 = exponent

0.
7 = exponent

Example 2: identify its base, exponent, and value. Also tell 113
oul ^ eXPO^en, and ^ ^the ,0l,0Wi^ — ^ write the va.ue
Write the following in exponential form ana laemuy

36
b> <
the way to read the exponential form. adc _\ * ^ ^")! C) (5)! d
)34 e) (1)' f, (8)'
Solution: Label the exponent, base and value. g)^-)' h) (12)'
k) 144'
a) 7 x 7 r 0 ("f )5
.
7 x 7 = 7" = 49 2
54 = 625
7 is the base. 2 is the exponent and 49 is the value of 7 .
In words 7' is read as: "7 to the power 2" or simply
7 squared".
ad m
«":rg"p°,"n,i"',om-1,» '•ii
3)4x4x4x4x4 bjnxnxnxnxnxn c)abxabxab
«»

3) 3 x 3 x 3 ci)exexexe eX^x^jx^j ,)
L ^ — x (_!_) x (_!_) x
st
3 x 3 x 3 = 3' = 27 The result of any calculation is gHfjx^jx^x^)
I is the base, 3 is the exponent and 27 is the value of 3 . called its value. h) (-by) x (-by) x (-by) x (-by) x (-by) x (-by)
n words 3' is read as; "3 cubed" or "3 to the power 3". 0 (-9) x (-9) x (-9) x (_9)
U

10
<i
[H] Prove the following equalities.
f \ Write 4 to 5 numbers with powers on the board. Now call the students one by one and ask them
' f ^ to ideniify the base and exponent of the numbers. a) (y)5 = 3125 b) (7)" = 117649
d)(S)J = l25

149

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 we —K-ymg two or more rat.no.i
h),1), = 1
e)lly.^) OO)'^ gX^'-^oooo'
tt:r^f^nen,s■we can add ,he exponen,5 whiie ^base ^
i, (I-y.(J^-) j) (12)'= 1728
I„ is any rational number and m.nez, then o" x o" -
n^— r""** ^ case |l: When bases are different but exponents are the same
e
a) 196 b) 64 c) 729 d) ) 44! 16 216 Example 1: Consider the product of B'and 2'
^2'.(3X3)X(2X2)
7.2 Laws of Exponents =:3x3x2x2
= (3 x 2) x (3 x 2)
The laws of exponents help us to simplify expressions involving exponents. We will ,earn = (3 x 2)'

m
about the following laws of exponents in detail.
1. Product Law yye can observe that the product of two numbers 3' and P1 hawinn tK
2. Quotient Law : written as the product of numbers with the common exponTm ^
3. Power Law

co
4. Zero Exponent Law Example 2: (yj'x (^-J1
5. Negative Exponent Law
(y),x(|-),= (yxy'<j)x(yxi-xi.) Apply the product law and find the
value of the following.
IL! lawTatTcalled the law for multiplication of exponents. This law addresses the
а) 3 times 3* d) 2' x 2-
=(TxT)x(TxT)x(T,tT)

0.
following two cases. б) 5* x 5* e)2*x2*
Case I When bases are the same but exponents are different. OZ'xZ* 0(|)'.(1)'
='lxi)'
Case II When bases are different but exponents are the same.
Case I: When bases are the same but exponents are different. So, we can say that when multiplying two or more rational numbers having the same

36
Example 1; Consider the product of 5' and 5'. exponents but different bases, we can write it as the product of the bases with the common
5' . S' = (5 x 5 x 5 x 5) x (5 x 5) exponent.
=5x5x5x5x5x5 General form:
If a and b are any two rational numbers and m e Z, then om x bm= (o x bf.

of 5' and 5'.

So, we can wnte that 5 ^ 5' = |41 = 5
^
ad
We can"observe .hat the exponent 6 of the product 5' is the sum of the exponents 4 and 2.
2) Quotient Law
This law is also called the law for division because it deals with division of exponents and
addresses the following two cases.
Example 2: Consider (-^-) x(—) If the exponents are negative Case I: When bases are the same but exponents are different
integers, they will be added
st
Case II: When bases are different but exponents are the same.
li.i-xAxi-xi. ; of integers. Case I: When bases are the same but exponents are different.
=
Example 1: Consider the division of 6s and 6*.
U

= 'T>1
0
j* - Wnte the e* ^mples of product law with both conditions on the board. Now call the students blyr,anlhe xa P eS 0f C 0tient law wit
ne and® ask
7 them
l to^differentiate them
h both conditions
according on the
to both board. Now
conditions and call
thenthesolve
students
the one
i O - by one and ask them to differentiate them according to both conditions and then so ve e examples using the laws.
v examples using the laws

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 power Law
3)
Thl5
law"
^ |e 1; Simplify the expression (SY,
fyL&mP
f"3 , j_, c'
msider ac fho
5' as the base iwith
with pvnn
exponent 3.
6'*(>' = First we co Solve;
6^6 Solution'^
^ (S'J'-S1 (applying product law) a) or b)l(-|-)T
6'
(5r=5' 0 vy d) 1(^)1'
we can can write 6' + 6" = ^= 6
djffe[ent e)(ponents, we can note that (5Y:5'=5-
shows that if a number has two or more exponents (powers), we multiply the powers
subtract the exponent of the □ together while keeping the same base.
keepmg base same, n- + 0^^.

m
Example 2: Simplify K^)']'
-1 -(Zl)2-2
Solution: K^n 3
-1N4

co
E ample 1 D,V d
' . ; ; ^2b.y24.2) + (4x4x4) =(
Solution: 2 +1 i
General form:
=-^ If a is any rational number and m, n e Z, then (am)n= cT"* a"

0.
4) Zero Exponent Law
Example l:Divide 2" by 2\
Solution: 24+24 = (2 x2x2x 2)+ (2 x2x2x 2) When multiplying two numbers m
and n, m x n is same as m.n or mn.

36
=
^' 1
., tof2. and 4'can be written as the quotient of 2 and 4 with (2x2x2x2)
l—
We can obse.e that the quotrent of 2 and (2x2x2x2)
■be same exponent 3^ =1
<ample2: Apply the quotient law and find the But according to quotient law, 24+24 = 24~4 = 2°
value of the following. So. we can see that 20=1.
slution: + =
^TX'4'>< 4 ^ ^ 1-44'
n 1
T" 5
b) a"+b"
c) P**qw
ad
a) x,,4■y,, f) 4*+6'
g)<T)lt(T,>
So. we observed that a number having 0 as its exponent Is always equal to 1.
General form:
djz'+a' hK-f-MT'' If a is any non-zero rational number, then o0= I
e) 4s+54 5) Negative Exponent Law
st
1x4''
Find the value of the following.
Example 1: Divide 33 by 35.
Solution: ^ _ a) 101® b)2( c)(f)0
5
r=r.-'=r.tri;';:==r 3V3 = x 3 x 3) d)(1)' e) 100" f) 5*+ 54
U

(3x3x3x3x3)
General form:
If a and b are any tv/o rational numbers and m e Z, then a ~o - {Of
f ^ ) wll^U^tudenK
the students on ^ z®rouexponent law arld negative exponent Lw on the board Now
W e by one and ask them to solve the questions us.ng the laws.

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 e 1:
Examp'

(A) Find the value of the following, Simplify (-|-) '-(-y) 2

a) (B-Y)'" UW b) ( Solution:
But according to quotient law:
3V3% = 3" = 3' (B >
_ 4x4x4 4x4
From (A) and (B). we can observe that: 3 ' ="3?" 3x3x3 5x5
So. in a rational number, if the numerator having a negative exponent moves to the = 1024
denominator, its exponent becomes positive (and vice versa). 675
General form ^7 . m 7

m
6)Rower (exponent) of Negative Integers (bases)
If a is any non-zero rational number and m e Z then 0^= ^ and a ' ' Multiplication of negative integers can also be wrl,,. -
n ln
Reciprocal of numbers with positive exponents examples: exponential form. Consider these

co
(-2) x (-2) = {-2)'= 4 (minus x minus = p|us)
The reciprocal of 3 is-j--
(.2) x (-2) x (-2) = (-2)'= -.8
or 4
The reciprocal of (-j-)' is ( -y) • (Here, minus x minus= plus. Another minus turns the result
(sDsat'
1
One raised to any power is always into minus). 'esult
The reciprocal of 2 is -jr equal to one.

0.
Similarly, Solve;
s
Any number raised to the power i a) (-9) x (-9) „ (.g)
The reciprocal of ( "2" ) 'S ( ~f) • is the number itself. (-2)X(-2)X(-2)X(-2) = (-2)'=16 b) (-5) x (-5) x (-5) x (-5) x (-5!
(-2) x (-2) x (-2) x (-2) x (-2) = (_2)s= _ 32 0 (-6) m M)«
The reciprocal of (- -j-)' »s (--g-) ■ e)(-7)'

36
From these examples, we can observe that
Reciprocal of numbers with negative exponents • If a negative base has an even exponent tho ,
be P0SitiVe
The reciprocal of 5 ' is yr • • If a negative base has an odd exponent the val ^^
Find the reup.ocal of the following.
Example 1: Find the value of M)1. Ue answer Wl11

iT = i r
= 5"' " (Applying quotient law)
ad
a) b) 7 cH-i)'
(-4)' = (-4) x (-4) x (-4) = _64
Example 2: Find the value of (-B)4 x (-3)'
' ) always be negative

=5' (-3)s = (-3) x (-3) x (-3) x (-3) x (-3) = _243 Following are the sign rules.
st
H)' = (-3) x (-3) x (-3) x (-3) x (-3) x (-3) x (-3) = -2W Ox© = ©
So reciprocal of 5 ' is 5*. G xO = 0
So. © x© = 0
Similarly, the reciprocal of 5; is 5
A number having a negative exponent (-3)lx(-3)'= {_3)u = 531441 ©x©= ©
The reciprocal of (-y)s is (-y)S-
U

is equal to its reciprocal having a

positive exponent i.e. a" = •
The reciprocal of (—|-)'is ^"5"^ Example 3: Find the value of (-2)' x (-2)'.
(
-2),x(-2)' = (-2)'-' = {_2)s = _32

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 b] 36x'yv + 12-/y,z
36xV!i =-f|-x"/V-' ,
Applying quotient law)
P simplify - following Hy ^ - P^oc. = BxYz'
8
a) (-8)'«I- )' b)x ** , .z!) = Sx*z ^Plying zero exponent law)
, J
c)(S'+5 )x3
e
d)(3,'X.6)' ' 5'* 3' * 'sX,3
i)(-r),x(Tr S
(5 -f 5J) x 3' = {5s S2) x 3'
= ra12"'x 23' ,Ao„, -
E3 Simplify uSing .He guo.en. iaw. ^ ^ +^ ^ ^ = (5) x 3 ^Plyin9 ^ent law; same base

m
d)
= (5 x 3y different exponents)
-=^.v* = (15)' (Applying product law of same exponents,
37 / _ 225 different bases)

co
,, WvW' j)
n Express .he following as single exponents. d)(6!)4 e) [-{A)1]1
0
.,MT MM* "T" 'e1 ,<
(6)+(7)x(7) "("e") +
(-|-)w (Applying product law; same base
i) Kf )t
4,,.. g)[(-a)Y h)(aY
<)'r 3

0.
-1 »° + 4 , different exponents)
-( 6 > (—)
pT> Simplify using laws of exponents.
Mfrnff »<-"■ mwxs- «(-}r.(fr"w =(
T)°+(T)'
67 6'3 x 5'J

36
h) S^xS"4
=14 (applying zero exponent law)
0 k)(-4)3x(-4)2 ,7+4
j) (4° X 5°x e") + (7° X 8 x 9°)
i) * ^y' 7
m)(7')' v
5 o)4r
i)i(4)t -11
pjHJ'xM)'
q)(-7)4x(-7)s

7.3 Application of Exponent Laws

ad e)(f)4x(f)-'x[(^n-.
"7

(Applying product law)

We know how to simpii^xpressions. Here we wi„ apply the .aws of exponents to evaluate
st
various expressions. Consider the following examples. ,_5 xJ f_e (Applying power law)
Example 1: Evaluate the following by applying laws of exponents. = (f)3x(f)2
= ( 7 )3 2 (Applying product law)
aH-UvT
U

(_Ury = 1 (Applying zero exponent law)

Write different laws on the board and ask the students to identify
lYp % one sum on each law and solve them. Lastly ask them to share their finding with the others , -7776 Solve:
V • class and ask them if il is right or wrong. 16807 a) (4a'b) x (-7a4b) b) 7x' (-^

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 her

^ Evaluate x.
a) 4^ = 2'
b) 9**3*
c) 412-= I5
pn Simplify the following using laws of exponents. ^
2. Prove that: I(-5-) ' - (-^-) 'j"' = -}
3,^ ^ C)
^a■, ^
3. Umair is making different objects us.ng lego blocks He 4^

m
row. 33 blocks in third row and so on Keepinq th ^ ^fOW- 32 t>kxkS 10 ^
6 Same pal,ern ,n
will he use in the 11" row? mind, calculate how many blocks

Pi] prove the following by evaluating both sides.

co
a)9'.9' = 9- b) 4'+e*=("g")' cn-ey^r

d)(-f(f)'
To make repealed multiplication Paci«r ^
T* eXPOnentii"

0.
When a number a is mumpliX^f
r0 S
EJ Evaluate the following using the laws of exponents. exponential form as a" where a is thp ha ' ^ Can be wntten in
.bo.. .he b.ie "" " ■ " ""mb" "
^ Pe SC,,
b)|^ d)(f)-
a) —gs 2x4x3 Following are the basic exponential laws-

36
/ oa5 v (4"' x B1) u\ (2 x y > Product Law
h)
e,^)xBx5 - 0 9)W SVPf a x a" = a"'".
a" x tT = (ab)".
i, ,4' „ 2"4 x 7-V 4' x 2^ 7 j) -(4' =< 5' x 4' x ST W +M > Quotient Law

p| Prove that:

a)3a-.Ba-=1 b) p^x p-x p-= 1

ad > Power Law
aw -r an = an'n.
a". b-= if)'.

(aT = a"".
st
1 1 > Zero Exponent Law
o (4rx(frx<£)' = i d) (xv )x(xV)-^ =
a0 = 1.
>
Negative Exponent Law
0 Express the following expressions having only positive exponents.
U

a"= -jr.
a) (-9)5 x (-4)' s' s
b) (-|-)' c)
/^7 One raised to any power is always equal to one.
'Any number raised to the power 1 is the number itself.
d) 4<yM'. e) (4- x 5 ') fH-W
X Xy XZ

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 Review Exercise

Choose the correct option.

a) an x b" = j^ate'ia' Required;
. Exponent sheet for each pair(as shown in imaqe)
i. (abr Mb)" Hi. (a+brn iv. (a + b)ft
. Question chits (same questions as in exponentials sheet)
b) 41 = sr,ee,
, Basket for each pair )
i. 16 ii. 12 iii. 64 iv. 32
. Markers (2 colours for each pair)
c) x1 x x4 =

m
procedure;
i. x 7 ii.x1 iii.i
X
iv. x
, Work in pairs.
d) (7)° = . Teacher will provide exponent sheet to each pair.

co
i. 0 ii. 1 iii. 7 iv. 0.7 . Same question in chits will be put in basket for
. Members of each pair will pick a chit ranrinrw .
tn
3-

II

question. ' Chlt by ,um and solve the

iv
'• 125 "m "'sk -4k
relevant bo'in the expo^e^TsTlrwlthmarrrcrur^gneT ^

0.
f) (-4a')1 =
6 s iv. -16a'* • Repeat it turn by turn.
i. 16a' ii. -64a iii. -64a I

g) The reciprocal of (■§")" 'S, . The member who filled four in the same row. column or diagonal wins
. If no row of 4 can be made, keep solving till all (squares are crossed.

36
.. 1 iv. 0
i- "• a iii.(f)2

Define exponent, base and value using examples.

(xV)"1 (3xV)3
(ab2)3 (2p2) (3p')
2xy
{pB Find the value of the following exponential expressions.
3)4' b) 5' C) 7'

pi Apply the law of exponents to simplify the following.

d)110
ad e)(-|-)4
(7x) (11x7) 2 (a3)3 X3 (-X7)2 (IT8)'

3) r X T b) (x' X y'1)1 C) (4b,){4b4) d)(

st
(4a3)2 (-9bc)2
(-y!)3+ y3
ys Evaluate the following using laws of exponents. c8
a) (44 + 41) *2' b) (-j J'1 x (-j-)' + (y*)5 x
(y)"4
73xy -lOx2/
U

7xJy (m'xn"2)6 5a3(-a'!)

C) (f)' X (^)-'x K^J- d) u^)']' X (iJo)" Sx'y4

e)I(-l-)Yxl{-l-)T + (-l-)" f) (f)' - (f)4

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 Simultaneous Linear Equations have learnt how to construct linear equations in *
var|
, par equations in one and two variables and ni -• ables( solving
Now we wil, iearn about ^ ^^
Student Learning Outcomes e qUa, 0nS and ,heir
options through various methods. We will also leam . '
Dout slnl
and th?'"' solution. Ple inequalities
BBBBBEB
Construct simultaneous linear equations in two variables 1
Solve simultaneous linear equations in two variables using
• elimination method

m
• •ii-r-on method
• 'r 5Ph' J method we know that at -f by - c is the linear equation in two
-n and factorisation method
Sol rd problems involving two simultaneous linear equations in two variables, fables. Now we will learn about simultaneous linear
Solve simpl r inequalities i.e..

co
equations (or system of linear equations) in two
• ax > b o < d
• ax + b < variables. It includes two linear equations in two (or
• ax + b > more) variables which are solved to find a common
Represent the sblution of linear inequality on the number line.
Recognise the gradient of a straight line solution (if any)-

0.
Recall the e ion of horizontal and vertical lines i.e. y = c and x = a
Find the^al f yjwhfilL*.is given irom the equation and vice versa, We know that the general form of a linear equation in two variables is:
Plot graphs ear equations in two variables i.e., y = rax and y -mx + c „ . by = c. where x and y are variables, a and b are non-zero coefficients and c
Interpret th dient/slope of the straight line.
Determine -intercept of a straight line. is a constant

36
-• Now observe these equations:
a,* + = c,
i, j = c2
ad ^ U
i
These two are a pair of simultaneous linear equations in two variables. ^ and y.
8.1.1 Constructing Simultaneous Linear Equations
We can construct simultaneous linear equations in
two variables for many real-life situations.
st
Observe these examples. A solution for a single equation
Example 1: is any point that lies on the line
Arsalan is 4 times as old as his son. After 12 years the for that equation. A solution for
U

Two groups of students with teachers visited the museum. Group A paid Rs 3250 for a system of equations is any
Sum of their
10 students and 3 teachers. Group B paid Rs 4390 for 12 students and 5 teachers. ages will be 69 years. Construct point that lies on each line in the
s,
What is the cost of each student ticket and each teacher ticket? nuiltaneous linear equations for the given conditions. system.

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 Solution: 8.2 The Solution of Two mu u
Linear Fma**:
J-inear Equations-in Two
_ ltaneous
Variables 1
Let Arsalan's age be = ^ years The? general form of simultaneous linear equations is
Let his son's age be = y years a.* ♦ b,y = c, discussion of the previous section leads to the result th., .r
According to the given conditions; a,* ♦ b-y = c, eqUa,IOntvv0
riables is satisfied by as many values as required l p,
x = 4y — -CO I where x and y are variables, a,, b,. a2. b, are non-2erQ
coefficients and c.. c. are the constants. 2x-y~ 4 —3a: - 2y = 5 ^<:onsider two iinear equations.
x + 12 + y + 12 = 69
^ have disced „r,ier, equation 2, - y is satisted ^ ^ ^ ^
or
x + y = 69 — 24 V.
or

m
x + y = 45 -00
-2
So. (i) and (ii) are the required simultaneous linear equations for the given conditions.
Example 2: Some values ofx and y for

co
Med have been
The cost of 3 textbooks and 5 notebooks is Rs 1325 and the cost of 4 textbooks and 2 .....
in the following
fnllowina table,
table displayed
notebooks and is Rs 1230. Construct simultaneous liner equations for the given condition. X 1 2 3 4 5 6 7
Solution: y 1 7
2 5 13
Let the price of a textbook be = Rs x 2 2 8
- 2 .

0.
Let the price of a notebook be = Rs y
According to the given conditions; only pair of values of x and y that satisfies both equations
3v + 5y = 1325 CO Thus, we say that the pair of equations (1) and (2) constitute The values of * and y can also be

36
a pair of simultaneous linear equations and their solution is written in the form of an
4t + 2y = 1230 M ordered pair.
So. (i) and (u) are the required simultaneous linear equations for the given condition. " 3 and y = 2- This discussion 'eads us to an important result Tor example;
that a pair of simultaneous linear equations always has a
U. y) = (5. - 3) means x = 5 and
unique solution i.e; they are satisfied by a single pair of y = -3.
rci^e 8.1 ad
[ The cost of a bag is three times the cost of a geometry box. The cost of 2 bags
values of the variables involved.
To solve simultaneous linear equations means to find the unique pair of values of the
variables involved that satisfy both equations and this unique pair of values of variables is
and 3 geometry boxes is Rs 3960. Construct simultaneous linear equations for known as the solution of the simultaneous equations.
st
these conditions. Meth0ds of So,vin
Ther g Simultaneous Linear Equations
6 comrnon me
!] The volume of apple juice is 3 liters less than the column of orange juice and the are.
are; thods of solving a pair of simultaneous linear equations. These
total volume of apple and orange juice is 11 liters. Construct simultaneous linear
U

^ Elimination Method 2. Substitution Method 3. Graphical Method

equations for these conditions. 4
-Vision Method 5. Factorization Method
U The sum of two numbers is 82 and their difference is 23. Construct simultaneous
linear equations for these conditions.

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 "Tjbtract equation (1) from equation (2).
8.2.2 Elimination Method (x + 3y) - (* + V) = 52-28
In this method, we eliminate one of the variables in the given simultaneous l.near equations x+ 3y-*-y= 24
and hence get a third linear equation in only one variable. By solving the th.rd linear
equation, we get the value of one of the variables involved. By substituting this value of one
variable in any of the given equations, the value of the other variable can be found. The y= 12
following examples may help you to learn this method.
Example 1: puty = 12 in equation (1).
x+ 12= 28
Solve the following simultaneous equations.
x= 28-12
4x + 3y = 26, 2x-3y = 4 x= 16
j

m
Solution: 4* + 3y = 26 (1)
In example 1. we found x = 5 Thus x =16 and y = 12 is the solution of the given equations.
2*-3y = 4 (2)
and y = 2. It can be written as Example 3:
Add equations (1) and (2),
(x. y) ■ (5. 2) and is called the

co
(4x + 3y) + (2x - 3y) = 26 + 4 Solve the following simultaneous equations. 2T + 5y=l6. 3x -2y = 5
solution of the given equations. Solution:
4x + 3y + Zr - 3y = 30
Sometimes, this solution is 2x + 5y =16 (1) 3.t - 2y = 5 (2)
6* = 30 written in the form of a set and
Multiply equation (1) by 3 and equations (2) by 2,
x = ki is called the solution set. The

0.
3(2x + 5y) = 3 x 16 2(3x-2y)= 2x5
solution set of examplel is ((5.2))
x = 5 6x + 15y = 48 (3) 6x-4y = 10 (4)
Substitute this value ofx in equation (1), Subtract equation (4) from equation (3),

36
4(5) + 3y = 26 (6x+ 15y) - (6x - 4y) = 48-10
20 + 3y = 26 6x + 15y - 6x + 4y = 48-10
3y = 26-20 19y = 38
3y = 6 2
v= m
y = k.

y = 2
ad y

y= 2
^

Substitute y = 2 in equation (2).

Thus x= 5 and y = 2 is the solution of the given simultaneous equations. — 2(2) = 5
st
3x - 4 = 5
Example 2:
3x = 5 + 4
Solve the following simultaneous linear equations. 3x= 9.
jr + y = 28, jr + 3y = 52
U

Solution:
-I
x + y = 28 (1) x= 3
^+ 3y = 52 (2) Thus
* = 3 and y = 2 is the solution of the given equations.

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 2 + 2y = 12
2y = 12-2
2y = 10
□ In each of the following questions, you have been given a pair of linear equations in
one variable. Solve both equations separately and tell which of them are
simultaneous equations and which are not.
a) a + 3= 9 b) £ + 2= 11 c) P-15 = 15 y=5
a-2=S A - 5= 4 p + 7 = 37 Substitute y = 5 in equation (3),
d) x - 3 = 10 e) z -8= 12
2-7 = 6 z - 4= 11 x= 2 + 5
] Solve the following simultaneous equations by using the elimination method: x= 7

m
a) a + b = 7 b) m + n = 10 c) p + 9 = 14 Thus., = 7 and y = 5 is the solution of the given equations.
a - h= 3 m - 7? = 4 p -q= 4 Example 2:
d) 2 + >• = 25 e) x + y = '\'\ 0 2X + 3^ = 65 Solve the following simultaneous equations.

co
2 - ;• = 5 x +3y = 25 Sx + 3y= 95 72-4y=10,Z2 + 3y = 65
g) 2p - 3q= 13 h) Sa + 2h = 23 i) 7x-6>' = 54 Solution:
7p + 2q= 8 2a* 7b = 3 Zx + 3y = 39
7* -4y = 10 (i) 2x + 3y = 65 — (2)

0.
From equation (1), we get,
In this method, we take any one of the given equations first and find the value of one of the
7x = 10 + 4y
variables in terms of the other. Then we substitute this value of the variable in the second
equation. In this way. the second equation reduces to a third equation which is a linear

36
10 +
or * _ 4y _
equation in one variable. Hence, the value of one of the variables is found by solving the third (3)
7
equation. Finally, we substitute (put) this value of one variable in any of the given equations Substitute this value of x in equation (2)
that gives us the value of the other variable on solving it. This method has ben further explained
2*[——']
/10 + 4yi +3y = 65
with the help of the following examples.
Example 1:
Solve the following simultaneous equations:
2 + y = 12, 2-y = 2
ad 20 + 8y

20 + 8y
,
+ By = 65
21y = 65 x 7
+
Solution:
st
20
2 + y = 12 (1) 2-y = 12 (2) + 29y = 455
2
From equation (2), we get 9y = 455 - 20
*= 2+y (3) 2
9y = 435
U

Put this value of r in equation (1),

(2+y) + y = 12
2 + y + y = 12

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 4 |n the same way, find coordinates of at least 3 points for the
second equation.
Substitute^ = 15 in equation (3). , plot the points for both equations and if needed extenH th i—IT ^uau"M-
^ et ^ length of the lines until they7
10 + 4(15) The subject of mathematics has played a pivotal role in me -
x =
7 10 the advancement of science and technology. That is why r i nok at the point at which the 2 lines meet Thoc* ^
6 POim US
10 + 60 it is said that mathematics is the language of science. - the solution of the given simultaneous linear equations ^
However, it is also said that algebra is the grammar of Y
x = 10 mathematics. The solution of equations is an important
field of algebra. One point of intersection- One solution
Thus. * = 10 and y = 15 is the solution
of the given simultaneous equations. ({the lines intersect at one common point, this shows that

there is only one solution for the simultaneous linear

m
a
Exercise 8.3 equations. -a Hb ^ -2
--4 .
I - l-.
fn solve the following simultaneous equations by using the substitution method.

co
a) a + fc = 9 b) 2a + /> = 5 c) x + >■ = 7 d)x + >.= l6
a-b=S a - 36 = 17 x-y=3 x-y = 4
e) x + >> = 4 f)P + 9=-12 g) 2m + Bv = 52 h)15x + 6y = 9
,-^ = -10 P-1 =2 5u -2v = 16 lOx-18^ = 28 1 H'l -P
rr --

0.
" 2 1 Solve the following simultaneous equations by using either the elimination or
substitution method. No point of Intersection (parallel lines) - No Solution
b) 5/ + 2m= 54 0 13u - lOv = 11 d) 2y + z =30
a) 12;> - 7q= 20 If the lines do not intersect at all i.e. they are parallel to

36
Mp + 137= 16 3/ + 5m = 59 5w - 7v= 20 3y-2z = 17
each other, then there js no solution.
e) 5.r + 3^= 95 f) 8x - 3y = 6 g) 11x + 2.y = 73 h) 4x + Sy = -31
3x + Sy= 105 15x - 7y = -8 15x- 7y=-\2 Sx+ISyrlS

8.4 Graphical Method]

ad
Solving simultaneous equations using graphical method means to solve two or more
simultaneous linear equations that share a common point drawing their graphs. The point i-r-f-r J 1 ! ir\ I j i
(or points) of intersection represents the solution(s) of the given simultaneous linear
11 same lines
st
(coincident lines) - Many Solutions
Tbsolve Simultaneous Linear Equations Using Graphical Method, follow these steps, Both ec uat Txrs.
1. Write the first linear equation. This will 1 'ons give the same line, then there are R-
■mtely many solutions.
2. Use Trial and error method and put any value of x (or y) and solve the equati .
-r , -•«
U

give the value of y(or x). This will give us the values of the coordinates of the tirs p
3. Similarly, put a few more values of x or y and get corresponding values o y or x. .:
4H0
"• r -M-'h
I/ \ Tell the students that there are a few other methods of solving simultaneous
^ ^ ^ example the cross-multiplication method, the division method, and the factonzatio J

Wr
-.171

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 (0) = 2
Example 1: . u au
Arham and Ahad have 8 marbles. Ahad has 2 more marbles than Arham.
a) Construct a simultaneous equation for this condition. (x,2y) =
b) Find how many marbles does each of them have. put* = 1 in (l)
Solution: >-y=22
a) Let the number of marbles Ahad has be = x (i)-y = 2
Let the number of marbles Arham has be = y -y =2 "
According to the given condition: -y=l
*♦y=8 (i) y = -1
* = y +2 or * - y = 2 (ii) , (*.y) = (i.-i)

m
So. (i) and (ii) are the required equations for this condition. So. we. get the coordinates as follows.
b) The equations are:
*+y=8 (i) x-y = 2 (ii)
-2

co
Put x = 0 in (i)
Now plot the coordinates of points we get from the two equations
x+y=8
The lines intersect at point (5, 3), so this is the solution of tho „■
0+y=8
y=8 equations. This shows that Ahad has 5 marbles and Arham has B marbles'3"60115 ,'near
/. (x. y) = (0. 8) Y

0.
Put y = 0 in (i)
x ♦y=8
x + (0) = 8

36
x=8
.. (x. y) = (8.0)
Put x = 1 in (i)
x+y=8 \
1 +y=8
y = 8-1 = 7
(x. y) = (1J)
ad /
So, we get the coordinates of x + y = 8 as follows.
1 -
st
X 0 8 -I
y 8 0 7
Now calculate values of x and y for equation x - y = 2.
U

Put x = 0 in (ii) -3
x-y = 2
(0) - y = 2
y = -2
(v, y) = (0, -2)
174

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 Verification:
We must verify the solution to avoid any mistake. x + 4(0)=2
Put x = 5 and y = 3 in both equations.
x+y=8 ' x-y = Z
5+3=8 5-3=2 putx=1in(n)
8=8 2=2 , + 4y = 2

As the solution satisfies both the equations, so (8,5) is the solution for the given 1 + 4y = 2
simultaneous linear equation. 4y=1
Example 2: 1

m
y=T 1
Solve the following system of linear equations graphically.
Solution: So, we get (0. -). (2,0) and (1. -J-) as the coordinates of ^
+y=4 (i) Plotting the coordinates of both equations on the graph, we get

co
x + 4y = 2 (ii) Y
Using trial and error method, put values of x or y to get the corresponding values. -9-
* —ft-
Put x = 0 in (i) we get;
7

0.
2(0) + y = 4
ft; —f-
y=4
Put y = 0 in (i), we get: \

36
2* + 0 = 4 \
2x = 4 -> \
x=2 \
Put x = 1 in (i), we get: L
1
2(1) + y = 4
2 + y =4
y=2
ad ) -i - ' b - _4 _ I _ 0
2.0
«

—cr
st
So, we get (0.4). (2 ,0) and (1. 2) as the coordinates of the line in equation (i).
Similarly find three points for (ii).
Put x = O in (ii)
J
U

x + 4y = 2 1 —fr
0 + 4y = 2
eouaf GS lntersect at
Point (2, 0), so this is the solution of the given simultaneous linear

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 Verification: - OinAr + 2y = 3
puty
We must verify the solution to avoid any mistake. 3
Put x = 2 and y = 0 in both equations. X + 2(0)'
2x + y = 4 x + 4y = 2 ^ ^ in x + 2y - 3
putx -
4+0=4 2-0=2 + 2y ^ 3
4=4 2=2
2y s4
As the solution satisfies both the equations, so (2. 0) is the solution for the given =2
simultaneous linear equation. SO, (0, \). (3. 0) and (-1. 2) are the ordered pairs satisfying ,he equation , + 2y = 3.
Example 3:

m
Now plotal1 the points of both et1uations on the graph.
Solve the following system of linear equations graphically.
3x + 6y = 9
x + 2y = 3

co
Solution:
First find the ordered pairs satisfying these equations. •
Put x = 0 in 3x + 6y = 9 N

0.
3(0) + 6y = 9 V
s —i♦ X
6y = 9 > - i J - - o —
" k
y
■ t —x
=t k

36
•v,
Put y = 0 in 3x + 6y =9 ■
3x + 6(0) = 9 —-
3x = 9 1—
x=3 i
Put x = -1 in 3x + 6y = 9
3 (-1) + 6y = 9
-3 + 6y = 9
ad inese simultaneous equations.
—s-

Example 4:
st
6y = 12
Solve the following system of linear equations graphically.
y
=2 2r-4y = 5
So (o, J-), (3, o) and (-1,2) are the ordered pairs satisfying the equation 3* + 6y
*-2y = 6
U

Now put x = 0 in x + 2y = 3.
Solution:
0 + 2y = 3 s f nd
' some ordered pairs satisfying equation 2x - 4y = 5
2y = 3 ut t :
- = 0inZr-4y = 5
2
(0) - 4y - 5

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 -4y = 5

y-i-
Put y = 0 in 2* - 4y = 5.
x+y=7 b) 2*-y = 4 c
2x - 4(0) = 5 > 3x-y = o d) aT_ 5y = $
x-/=5 x-2y = 7 Zr + =5
2x = 5 >' 2x - 3y = 5
f+f=2
e) 4-+c=2 f) -f-+5=16
" 3 +5=16 g) 2x + 5y = 12 h) 5^_y = 4
x=
5
2 2x-y= 1 i + y= 6 4x + By = _4 lOx - 4y = 6
Put x = 1 in 2x - 4y = 5.

m
8.5 Factorization and Division Method
2(1) - 4y = 5
Let us h e<,ua,ion by ,actori iio
2 - 4y = 5 rTi
Example 1: 2* !+ TTT'T'r
by - 10 , 3x + 9y = 12 " "

co
^y = 3 Solution:
2x + 6y = 10 (i)
y
= -t In this equation 2 is the common factor so take 2 common.
So. (0.-^-). (-|- . 0) and (1. - -|-) are the ordered pairs satisfying the equation 2(x + 2y) = 10

0.
2x - 4y = 5. Dividing both side by 2 we get
Now find some ordered pairs satisfying equation x - 2y = 6 -|-U + 2y)=^
Put x = 0 in x - 2y = 6. * + 2y = 5 (ii)
Y

36
0 - 2y = 6 Now take second equation. In this equation 3 is a common factor
3(x +3y) = 12
y = -3 Sf Dividing both side by 3 we get:
Put y = 0 in x - 2y = 6.
•y (* + 3y) = -y-
x - 2(0) = 6
x=6
Put x = 1 in x - 2y = 6.
1 - 2y = 6
*
- 2 -

P"
0 ad
-
--
A
x + 3y = 4 Oii)
Now subtract equations (ii) and Oii):
1
♦ 2y - (* + 3y) = 5 _ 4
k i+
2y-x-3y = 1
-2y = 5
st
"V = 1 or y = _i
--4-
Put the value of
-,4- •* in the equation (ii) we have
So, (0, -3), (6, 0) and (1, - -|-) are ■* + 2 (-1) = 5
U

the ordered pairs satisfying the equation x - 2y = 6 2=5

adding 2 on both side we have;
We can see that the lines of the given equations are parallel to each other and there is no
*-2 + 2 = 5 + 2
point of intersection. Hence these equations have no solution.
*=7

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 Example 2: Let us solve the simultaneous linear equation by division method.
e uatio
x + 2y = 2: x-3y = 6 The formation of linear q "^ndZsSnS5!n
eqUa,,0ns is a ver
important concept of algebra which has wide application in rt « V
Divide first equation by second equation.
» well -e in solving
x + 2y
x-3y 6 discUSs that how simultaneous linear equations in two variables clnTT ^ ^ ^

By cross multiplying we get: ^0"OW'n^ examp'es may further help you to underetand thi^
6 (x +2y) = 2 (x- 3y) The3 sum of two numbers is 30 and their difference is 16. Find the numbers
6 x +12 y = 2x-6y Solution:

m
6x-2x = -12y - 6y step I: Conversion of the given information into a pair of simulun.
0US e, uat,ons:
Let the required larger number = * 1
4x = -18y
And let the required smaller number = y
According to the statement of the question.

co
Put the value of x in first equation we have: (Thesum) x+y= 30 (i)
^.y + 2y = 2 (The difference) .r-y = 16 (2)
Step II: Solve the simultaneous linear equations formed in step I The solution of rh
Dividing by 2 we have:

0.
W.»7iv^
-9y + y = 1
-8y = 1
x+S+x-y =46

36
"i- 2jr = 46
Put the value of y in the value of x we have: 23
x
- 2 8 16 "f Whenever you want to solve a
real life problem with the help of
Exercise 8.5 ad Put
x = 23
^ = 23 in equation (1).
23 + y = 30
the solution of simultaneous
linear equations, the first and the
most basic step is to translate
correctly the problems into an
Solve the following simultaneous linear equation using division method. y = 30 - 23 algebraic equation.
st
a) 5x +10 y = 15; 3* + 12 y = 9 b) 4a: + 8y = 12; 7* + 14y = 14
c) 9x + 9y = 18 ; 2x + 8y = 4 d) Bx + 12y = 3; 6x + 12y = 24 p^5, the recluired numbers are 23 and 7
wample 2:
e) 11x + 33y = 44; Sx + 15 y = 30 f) x + y = 2; 4x + 2y = 4
U

Solve the following simultaneous linear equation using factorization method- tables ofThTf0Ur ChairS and 3 tab'e for Rs-1800 while Eh,isham bou9ht si,< chai's and two
So Same k nd
a) x + y = 4; x-y = 8 b) 3x + 5y = 2; 4x-3y = 5 lution- ' ^ RS" 3000"f:ind the pr'ce of a chair and a tab,e'
St(?
c)x + 4y = 1; 3x-7y = 5 d) 6x+ 7y = 10; 2x-5y = 7 P*:Conv,ers
ion given information into simultaneous linear equations:

1181;

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 Let the price of 1 chair = Rs x
Then the price of 4 chairs = Rs x x 4 = Rs 4x share is equal to ^ of the other. Find their shares.
And the price of 6 chairs = Rs x x 6 = Rs 6x
Solution:
Also let the price of 1 table= Rsy
Let the shares = x and y
Then the price of 2 tables = Rs, y « 2 = Rs 2y
K per given conditions
According to the statement of the question, x+y= 3280
(The price of 4 chairs) + (The price of 1 table) = Rs 1800
Rs 4x + Rs y = Rs 1 BOO i'-h
4.v + y = 1800 (1) 6x = 4y (cross-multiplication)

m
6x - 4y = 0
Also, (The price of 6 chairs) ♦ (The price of 2 tables) = Rs 3000
Rs 6x + Rs 2y = Rs 3000 2(3x - 2y) = 0
6x + 2y = 3000 (2) 3x-2y=0 .(ji)

co
x + y = 3280
Step II: To find the required prices, we solve the equation,
3x - 2^ = 0
y = 1800-4x (3)
Put this value of y in equation (2), ^ * W ~ 6560 (multiplying equation (i) by (ii)
5x = 6560
6x ♦ 2 (1800 - 4x) = 3000

0.
6x + 3600 - 8x = 3000 * -^=1312
substituting the value of* in equation (I)
3600 - Zx = 3000
* + y = 3280
3600 = 3000 + 2x

36
y= 3280-*
3600 - 3000 = Zx
= 3280-1312
600 = Zx = 1968
Shares = Rs 1312 and Rs. 1968
Example 4:

x = 300
Put x = 300 in equation (3),
ad In an isosceles triangle, the length of equal sides are given
« shown in the figure. Find the value of* andy, if the sum
of these sides is 12cm.
y = 1800 - 4 (300) Solution: x-y+7
st
Then
y = 1800- 1200 3*- 2y + 2 = * -y + 7
y = 600 3*-*-2y + y + 2-7 = 0
U

Thus, the price of one char = Rs 300

and the price of one table = Rs 600 .
3* - 2y + 2 + x -y + 7 =12
Note: While actually solving this type of problems, It is not compulsory to show t
4x-3y + 9 = 12
and II separately.

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 ^number = x + 10y
4* - 3y = 12 - 9 = 3 + 10y 5
4.* - By = 3 (ii) = 3 ♦ 50 = 53
Multiplying equation (i) by 3 and subtracting equation (ii) from the result:
6r-3y = 15
± 4r ^ 3y = ±3
p The sum of hvo numbers is 15 and .Heir difference is 3. Find th. numbers
~x ri2
.t = T -6 — There is a certa.n pair of numbers such that the sum of k.- nu
^ and thrice the second number is 61. However when u* mb"
Zr - y = 5 second number from four times the first number .h SUb,ract ,iv
* bmes the
2(6) - y = 5

m
-y = 5 - 12 m zara bough, five penci.s and two sharpeners for r! eVT,". ^ Find
Madeeha
-y = -7 ^ eight pencils and two sharpeners for Rs 92. Find the bought
pr,ce of a
sharpener. pencil and a
y=7
m Ahmad bought 6 chairs and 2 tables for Rs 6300 whiU an u u

co
Hence, the sides are x_y + 7 = 6_7 + 7 and
one table of the same quality from the same shop for Rs Ktoti
= 6 cm each chair and a table. 2600. Find the price of a
Examples 5: m A shopkeeper has prepared baqs of Dot^to«»c
ba9 A COntains 5 k
potatoes and 2 kg carrots while the bag B contains . 9
The sum of digits of a 2-digit number is 8. When the number with the same digits is reversed potatoes a
If the cost of the packet A is Rs 850 and that of th ^ nd 3 kg carrots,

0.
and subtracted from the original numbers, the difference is 18. What is the number? price of 1 kg of potatoes and 1 kg of carroU PaCke, B
' ^ 1200- Find
Solution Let unjt p|ace digit = x [|] The present age of a man is four times that of his sob r
b. ...... .hj. of his ^n. Find ,1,.
Let ten's place digits = y \

36
*+y= S W \n the number 63.6 is ten's
The number = a + 10y P'ace digit and 3 is unit place
, digit. While making the number
The reversed number = 10.tr + y 3 + 6 (10) « 3 + 60 = 63
As per conditions
x + 10y-(10x +y) = 18
x + 10y- lO.v-y = 18
- 9v + 9y = 18
ad 55S~~==SKS!SSSr-
65136
"letric mlerpretahons
geometric'inlerDret", of The f0ll0Win9 table deSCribe5 both algebraic and
the inequality
?' symbols,"
=> - * + y = 2
x+y=8 .^I^Slatement Equival
st
-x + y = 2 tement
—27^T0 a is less than b a lies to the left b.
v- 10 a is greater than b a lies to the right of b.
y
U

~ 2 a is less than or
y=5 equal to b a coincides with b or lies to the left
For x a is greater than or
.t y=8 a coincides with b or lies to the right
5=8 equal to b
x=8-5
v= T

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 pump le 3:
Example 1: 6.
Solved
Solve; x ♦ 1 < 4 n:
50|utio
Solution: . . are used in solving linear equal>ons. isolate the variable.
,0 110,3,6 first-
To solve .his ^^ ^
pividc holh sides of the ,necluality by 2:
Subtract 1 from both sides:

So * < 3 is the solution for this inequality- We can say that the solution of this inequality are

m
a"'the "^^owThrsdution of an inequality on a number line. So. x
W
^•s represent ° < 3 on a on it. Then look for the portion of number line that •all the numbers greater than 3".
Draw number line and ^ numbers less than 3 are the soluhons. So, colour Let's show this solution on a number line.
represents the solution. Here*"

co
the correct portion. x>3
X<3
+-^-4-4 fTt I I5 ' i I f-
6I 7' 8' 9I 10 -10 -9 -8 -7-6-5-4 -3 -*2 -1^ qI 1i -f
1 I I -I- \3/ 4 5
-10 .V -6 -5 -4 -3 -2 -1 0 6 7 8 9 10
Example 4:

0.
Example 2: Solve: 4x < 8.
Solve: * - 2 > 4 Solution; Solve and represent the
Solution solution using a number line
First isolate the variable.

36
a) 3* - 2 > 7
First isolate the variable. b)-5x > 10
Divide both sides of the inequality by 4- 0 * ♦ 2 < -4
Add 2 to both sides;
4 ii-< J_
x-2+2> +2 4 4
x<2
*>6
So. * > 6 is the solution for this inequality. We can say
"all the numbers greater than 6 .
ad
that the solution of this inequality Is

let's show this solution on a number line. x>6

st
2 3 4 5 \6 7 8 9 10
-10 T -8 -7 -6 -5 -4-3-2-1 0 1 x<2
U

■I I
10
bies involve - -9 -8 J7 I n-+
-6 -5 -4 -3 -2-1 o 1 V2y 3
E,plain the students we can find the solution of an inequality by isolating the vanat 5 6 7 8 9 10
I- ^ -j towards one side ol the inequality

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 8.9 Gradient ofaStrai.i,.,
Example 5:
Solve: -3* * 1 < 7. Multiplying or dividing an . , is simplythe measure of steepness. When we ^
inequality by a negative value fl adie
' p a W'y road 0r drivin9 Uphil1,11 is rnuch
' more
Solution:
changes the direction of the What is Cartesian coordinate
First isolate the variable. ^ taking than driving or walking on a straight road or ' plane'
inequality. e
qhill- Mathematically, we define gradient (also called • Draw a graph of l.near
Subtract 1 from both sides ad0
* as -the rise over run". The vertical change between equation 2x* 3y= 5
-B** 1-1 <7-1 is called the rise, and the horizontal change is * Write two linear equations
«n one and two vanables
-3x < 6 the run. _
nhsetva,he f'gUreS belOW'ln the ri9ht"side 'mage, the hill is a lot steeoer than th. i r.

m
Divide both sides by -3. one
Obviously its much difficult to ride the bicycle there. -

co
(as we divided by a negative number, the equality sign will be reversed)
x > -2

So. x > -2 is the solution for this inequality. We can say that the solution of this inequality is
Run

0.
"all the numbers greater than -2". un
Let's show this solution on a number line. The gradient is positive when the line The gradient is negative when it
moves upward from left to right. moves downwards from left to right.
X>-2

36
1—i—i \—i—i—i—i—i \ i I ■! ' '
-tO -9 -8 -7 -6 -5 -4 -3 V^-l 0 1 7 8 9 10

Exercise 8.7
ad
Solve the following linear inequalities. Also represent the solution on a number line.
The gradient is 0 when the line is
horizontal.
The gradient is undefined and can't
be calculated when the line is vertical.
a)-3x-2>8 b) 4x <- 8 c)6x-2>12 d) 7x + 3 < 2
st
e) 8x > 16 f) 2(i + 2) >10 g)5x-2<8 h) -5x > 15
U

^ Tell them that l.ke equations, adding and subtracting the same number on both side oHlw , the rad,ent of lhe
^ various rpai I f |9 straight line and how to find the value of gradient. Use
'^inequality does not change the inequality. Similarly multiplying and dividing by a Posl"ue ? and asic th 1 e exarn les t0
P
c,en ts how
explain the concept Practically move a line to change the gradients
V c /does not change the inequality. But when we multiply or divide the inequality by a negative ^ y to finH th/ ,
wt,n , does it effect on x and y coordinates. Then plot a graph and ask students
d the value of gradient from the graph.
number, the equality sign will be reversed.

189:
190 r—

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 B.9.1 CalcuUting the Gradient of a Straight iine colution:
l, straigM l» ■!« »»'« »' ^
To calculate the gradient oi a straight line The gradient of a straight line can be ca\cu\ated by y
we simply calculate the ratio of vertical drawing a right-angled triangle between any two t
change o the horizontal change. 1 points lying on the line t0 find the gradient, choose any
So.
points on the line and calculate
"T rtical and horizontal rise. We choose
/\ \ r*ertical change point A and B. Draw a right-angled

m
Vertical change 1
Gradient of a straight line Horizontal change I triangle, so that the straight line is the
hypotenuse of the triangle.

co
Example 1:
Look at the straight line and find its gradient.

0.
Calculate the vertical change and horizontal change.
Therefore:
Vertlcal chan e
— Gradient of a straight line = Q

36
Horizontal change
kill
-4-
I
Draw a line for the equation -i-*
?
- y a -i
and find its gradient

i -I
ad >X So, the gradient of the given line is -1-

8.9.2 x and y intercepts

rrrr
st
The ^ ^ Where 3 9raPh 0f 30 equati0n intersects the coordinate axes are called intercepts
and ihC00rd,nale 3 0f the PO,nt
V coordinate b of the point
31 WhiCh the 9raph interSGCts x axis is
^ (O.b) - y-axis is called
at which the graph intersects x-intercepts.
y-intercept
U

tS th l 9 rad,ent 0n a
^ V t'CU-n Ihem that grad.ent w.ll be 0 when the line is horizontal as it is the ratio 0^ha^n V? ) a:t:rr l line
poi is on the i constant
and make a nght-angle tnangle to findthroughout
the change so
m kthey
andcan choose
change m y.
i p \ change «n . Practically show them a few examples of positive, negative. 0 and umdenu ea
^ gradient

NO FO
191

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 r--"
a) —4- /
"pi
/
3
Ad
1/L
7
I 0 3 31

m
J - 2 7 —1- ♦»
—
L s
—a-

co
Solution:
In (a), the gradient is positive as the line is going upward
from left to right.
Observe the graph of equation 2x - y= -2. Vertical change 3

0.
Gradient - Horizontal change 2" What is the» intercepts
y 'or these graphs'
The line is crossing the y-axis at (0.1), so the y-intercept is 1
1I 1 ,b). the gradient is negative as the line is going downward from left to right

36
- A- Gradient = Vertical ^ange _ =
Horizontal change 3 ~
J The line is crossing the y-axis at (0.3), so the y-intercept is 3.
crn Example 2:

(-1. J
n ad Find the x and y intercepts of the graph of y = , - 4
Soluttion:
We have y = x - 4
> J\ 0 To find x-intercept, put y = 0
st
—t- y = t-4=>0=jt-4orJ = 4 Plot the graph 'or y s « - 4

!
T
J o find y-intercept, putx = 0 and venfy the intercepts
*" graphicalty

IJ
y = f-4=.y = o-4ory _4
U

=
1 1
1—3-
y mterce ts Tel1 ,hem that x and
^ C00rdin^rOc X an! y and n0t the *^ P - V 'ruercepts are actually the
point!: where they meet on ,he x and ax,s For
Here the x intercept is -1 and the y-intercept is 2. V ty mtprcort
cts y axis at (0. -B). the y-intercept will be -3 and not (0. -3) y example if the line

lMM6iBfi5aS»i93S5

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 a.9.3 Equation of horiiontal and Vertical Lines Exercise 8.8
The equation of a vertical line is in the form x = o. In a
vertical line, the .-intercept is constant. The vertical line * « a, represents the equation of
Find and interpret the gradient of the fo,lowing s,ralght |inej
goes through a on the jr-axis. a vertical line where a is a Also describe the
constant " y.lntercept.
This graph is showing an equation of a vertical Iinex=2

• v
r- -
&

m
_ .1 1 2
4- The general form of equation of
_ a straight line is a*: ♦ by ♦ c s o

co
a 01 If a = 0 then the line is /
-- — horizontal, and if b e 0 then the
a line is vertical.
—-

0.
■ 7-
L J—

36
The equation of a horizontal line is in the
form y = b In a horizontal line, the
y-intercept is constant. The horizontal line
goes through b on the y-axis. This graph is
showing an equation of a horizontal liney=4 ad i /

t
y = b. represents the
■>x
st
lal
equation of a horizontal
ant
line where b is a constant -f
i-
U

, Have .hem recall .he equation of a horizonttl and vertical line. Tell .hem ,hat when x is consun.
J p 5 and y ,s changing, we ge. an equation of a vertical line and when y is constant and x chang n»
• then we gel an equation of horizontal line.

NO ro rv. r
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 1
( 8 10 Graphs of eqUat|0n
Write the equation for the following vertical lines.
Observe the line y = x Here the y coordinate is
Lets find a few ordered pairs for the equation wNch'slttl6 X;C00rdlna,e
method. Put values of* and find the correspondino va, . eqUa,'0n Use Trial ^ ^
y vdiues of y or vice
versa
i

We can see that the graph is a straight line passing through

m
3 origin (0, 0j

!
1

co
—

0.
y=*

i Write the equation for the following horizontal lines.

36
-i -- - I/O
■
|
it. l
ad Again, consider y = Here the y coordinate is
equal to half the x-coordinate.
Let's find a few ordered pairs for the equation which y = mx represents the equation
st
satisfy the equation. Use Trial and Error method Put of a straight li^e with gradient n
values of x and find the corresponding values of y or passing through the ongm
vice versa.
U

9 ^ Similarlu wf ^ PUt ValueS 01,10

9" ,he corr«pond,ng values ol Y and
ma 1y Values 0f Y t0 9et ,he corfes ordir
smallpr nnumbers
K"^ ' P 9 values
like 0, -1.1,-2,2 etc; when finding the ordered of x Tell them
parrs safistymg that try to put
an equahon

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 N0w observe an equation, y*.!, ,
f„d »ma orta.ad p.lu
gei the corresponding valuer ol yoi , vi liny a ^

X 0

y i
We can see that the graph is a
straight line passing through the plot these ordered pairs to got tire required graph of •■qu.ninn

m
Qnq.n (0 0) Similarly, tor equations —t—\
of the typo y = mx we will get a
graph of a straight line that passes <1 -
through the origin. In such equations

co
-i- /
m" shows the gradient

/
(otm 1c f. (SMGfe

0.
1
-' -> _1 0
f —
Use the formula-. —-—
Vertical change 7
Gradiente=
Horizontal change

36
——— r
-
And check the gradients of the lines:
. y=x
.y = t x
T
Gradiente = V^ical change _ 2
I—S
Horizontal change s
ft-

Graph ot Equations ol the form y = m>.

ad
.y=5x
«««.he y i„terc,pt Whe„ „ „ the va|ue of y ,
ary - -l. So, the y intercept is -1.
^^
cuts th»» y AXIS

8.10.1 Graphs of equation of the form y = mx+c Observe the equation again:
st
y=2x+(-l)
We know lhat the standard form ot linear equation in two variables is ax + by = c. We have
also learn, how to draw a graph of this type of equation. Let's lean about the graphs of ararT"^6? that ^ ,hlS f0rm' 2 iS rePresenting the y ■ m* ♦ c
U

straight line when the equation is in the form of y - mx + c. straight line.^ ^^ repreSentin the
9 y^^pl of .he m ■ gradient
y inti-rirpt
^ Explain the students that y = rm ,s another form of the the y _9^eral' when the equation of a straight line is in the form
; p- i snaight line always passes through the origin. Ask the students , ^ lesu|ts.
< / equation y = mt and putting various values ol m in it Then ask them to interpret tnei 'eprespnt''therepresents ,he 9radient (or slope) and c
y-mtercept of the line.

199

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 T(,verify the gradient and y-mtercepts, choose anv rwo
0n d ,W
rinIght triangle and calculate the gradient, e g fo.l, ( , s, "
Ex.implr1: „lvln|oi«optwill.oul|>lollincj.
The (•(|ii.illon y m, i , is known
^ , ind v(.rl,y volue •>s "tlio slope* Inlcrcopi form- ol Vorticril change 3
I hi'ii |)l<il llii' (iriip'l •<" V ^ sli.ilrihl line, wlu-ro m r».pr, =
Gradient - Horizontal change* * TT ^
,111(1 Ilu-y inK'iii'pl. Hie slope of Hie line, nrul c
Solution: lepresenf. Hie y roordln/ilo of ih,,
y liiler<ept NoW find the y intercept When , = 0 the value of y ,s 3 So th.s l.ne cuts th. y axe
Id lind llu> (iradiiMil ..n.l y inUMccpl. tompaio lh<-
..iv...ho aH..l..r<l ^p.-i"tercc.pl riir slope inlerrepi lorm of o ||n|l(1| ,,, y = 3. So, the y intercept is 3. Hence verified

m
foi III of |||(MM|U.iIIOIH IV y l"» • C e(|ii'iHoM helps us e.islly Ulonllfy^
rjr.icflenl (I.e. how sleep a |ino ^
Y /'Nil Exercii* 8.9
.ind the y Inlercepl (i.e. wlioro It
liytoinpari'ion, w.m.im see lh.it:

co
crosses Hie y axis).
in ^ .md y int^'tcpl ^ [ 1 ] Find the value of .v or y and complete the tables.
Now Ifl's <ir.iw .1 (Jiaph (of this cciualion.
X 0 -1
,u,,., id's find ..dmo oidoicd [i-iif. s-.tislylncj this equation by putting a (ew values ol

0.
y - 2X ? 0
, d. y .ind gel the (oiicspoiiding values ol y or v. 2

\ 0 1 X 0 2

36
?. 1
y A • I J 0 b 0
'2771

PI,,i il,.'■.(■ ordcied 11.ins to ()■ I Hie i('quired (jr.iph ol equnllon

r
tr—*
I ( orn[)|ele I he lahle
ad y i* b
0
0 2
1

1 c|iialioii GM(Jic*nl y Inlnrrnpt Plot the graphs for the following equations of straight lines.
st
y 1. 1 / ,l)
y 1
h) y = 3, c) y -j" d) y
r
y >» 2
'•) y v () y * - 2.x g) y • 3,
y 1 'I
U

p
'ot the graphs for the following equations of straight lines.
an(
h II ihe iii.f. i.i . that y rrn • c is another form of the ec|iialiori of a stralcjhl line ' ''' y ''i 11 h) y - di ? c) y " 3v - 1 (|) y \ * y
O y.llfl lop- inlerc epi (orin In slope inlercepl form, m represents the slop" or fjrddlWtO
/ .md . r. (in . i.i . Hie y mti rcept of the line v/hich c.m he rale ulalerl hy pulHnrj x 0 In the ''1
") V I X f) y . 4, 3

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 . V intercept for the following equations without plottint Review Exercise

^ Choose the correct option.

o
y-,„L'p.,»»."«»" " a) The measure of steepness is known as:
intercept form and then solve). i) Angle ii) Gradient lij) ^ ^ ^
v.5 b|2..y.-. cMx-V-2 ®V.1..3
b) The gradient is positive when:
c) y ' < = 2 f) y » -2x -3
i) The line moves downwards from left to right
m Find the Slope intercept form of equation of the straight lines described below. ii) The line moves downwards from right to left

m
a) gradient 2. y-intercept -1 b) gradient -2, y-intercept 2 iij)The line moves upward from left to right
c) gradient 2. y-intercept -1 d) gradient ^ . y-intercept -2 iv)The line moves upward from right to left

e) gradient -j, passing through the origin c) If the horizontal change is 3 and the gradient is 2 then vertical change is

co
02 10 3
0 gradient 3. passing through (0, 0) g) gradient -3. y-intercept 1 HO 5 K/) 6
Think Higher d) If a straight line is crossing the y-axis at (0.-2), the y-intercept is
' W .r-cti. plotting graph how can you tell if the point (6. -4) is on the graph of the equation 5y=2t-3: ') 0 ii) 2 jjj) _2 iv) -1

0.
you' amwer ... ——,
e) To find x-intercept of a line, we put:
i) a: = 1 ii) y = 0 iii) x = 0
iv) y = 1
f) In ax by + c = 0, the line will be a horizontal line if;

36
The orad-ent of a straight line can be calculated by • Linear equation a 0
drawing a right -angled triangle between any two # Simultaneous linear equation ') = ii) b = 0 jji) a = 1 iv) b = 1
pomts lying on the line. |, Intercept
\ - a represents the equation of a vertical line is ^ Gradient g) Which, of these line passes through the origin?
where a is a constant. ... '. Linear inequality i) y = 2x + 6 ii) y = Bx iii)y = 3r-4 iv) y =-i. 1
The general form of equation of a straight line is
ai* by • c = 0 if a = 0 then the line is horizontal, and •
•f b = 0 then the line is vertical.
ad Stra, ht ,ine
g h) The equation of horizontal line is;
') y = c
ii) x = c iii) X = y iv) y = mx
V - m* represents the equation of a straight line with gradient m passing ') The equation of a straight line is:
st
through the origin
A solut'on for a single equation is any point thai lies on the line for that ') x = / ii) y = mx + c iii)y' = -|- + c iv) x = cy
equation A solution for a system of equations is any point that lies on each line j) The gradient of the line y=x is;
in the system.
U

0 1
The general form of simultaneous linear equations is; ^ ii) iii) -I- iv) -6
a x ♦ b y = c ax - by = c. where x and y are variables, a., b,. a:, b^ are non-zero k
coeffic
fficients and c . c are the constants. ) A number y is of another number x is shown by.

OV^+jr ii)y = 4-"v iii) V = "J* iv)y = -j**

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I

lil . CO
(IV
Mr O

m
s
H

co
,£

0.
36
CD
O
CN

ad
st
a\
U

vZ.
rV-
i

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 Math 0f ' Surface, Area and Volume
Project
Material Required:
p1 J **1 ■ «. hM
• Equation cards
rTompl®tin9 lhis unlt' students wi'l be able to:
• Boxes with labels '"'Ite the Pythagoras theorem and use it to solve right angled triangles
9
• Graphing paper * ieal life word problems using Pythagoras theorem
Calculate the arc length and the area ot the sector ol a circle
Procedure: Calculate the surface area and volume of the pyramid, sphere hemisnhe,.
• Work in pairs. Soive real li'e word problems involving the surface area and volume pyramidltphem, hemisphere and
cone.

m
• Teacher will prepare multiple equation cards each having 2 simultaneous linear
equations (including the ones having no solution, infinite solutions and unique
solution).
• Each pair will graph the equations and check if they have a unique solution or •r

co
not. n
• Then they will put the card in the relevant box.
• The pair with quick and accurate solutions wins.
. •

0.
L

36
r

mLM
ad
0
st
f
^ • V>-•s F
distance from the center of a circular park to its boundary is 200 metres. If a person
U

a
es 3 rounds the park, how much distance will he cover?

208

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 iroyuciionj -
\ Introduction nf square •vwm
1In previous
"Tnr.HP,
9ra<area we have leantt how
*"' and to calculateright
the prisms,
circumference and area of
oirelo surface volume o cube. cuboids, of and cylinders. Now
some other solids |ike spher
^ (square with length 3cm = 3cm x 3cm
A,ea
= w
^ ,r from the above result that:
ltiSCe
SSSSds etc. We will also learn about Pythagoras theorem 25cm2 = 16cm'+
(AD2 = (AB)! +(BC)!
and its application in solving right-angle related problems. 2 2 2
(Hypotenuse) = (Base) + (Altitude)
9.1 Pythagoras Theorem X; ■■
yyith the help of the Pythagoras theorem, we can find the C 4rm 1
Pythagoras theorem plays an important role in the geometry. This theorem explain the rela,i0[ B Bern
between the length of the right angled triangle. The statement of the Pythagoras theorem , length of any side of a right angled triangle when we have the

m
length of other two sides. 4cm
stated as:
In a right angle triangle the square of the length of the hypotenuse Example 1:
is equal to the sum of the squares of the lengths of the other two sides. Find the length of VZ in the given figure.

co
Solution:
For example, ABC is a right angled triangle and AC! is the hypotenuse. According to the Pythagoras theorem.
According to the Pythagoras theorem. CaMJW + fTZ)2
m* = (AB)' + (BC)2
(13cm)2 = (5cm)2 + (a:)2

0.
9.1.1 Informsl Proof of Pythagoras Theorem: 169cm2 = 25cm2 +*2
We shall consider the following steps to prove the Pythagoras theorem in an informal way. 5cm
Math History 1 => j«:2 = 169cm2-25cm2 = 144cm2

36
A Greek mathematician Taking square root on both sides, we get
Draw a right angle triangle Pythagoras discovered Draw a right angled A PQR whose
ABC in which; the Pythagoras theorem J7~ = J 144cm2 hypotenuseTR = Scm.TQ =3cm, QR
AC (hypotenuse) - 5cm 2500 years ago. => x = 12cm 4cm and ZQ=90o. Prove Pythagoras
3cm
AB (base) = 4cm theorem is also true for this triangle
Hence, YZ = 12cm
BC (altitude) =3 cm 4cm ad %

C
With the help of the Pythagoras theorem, we can find the length of any side of a right
ang ed triangle when we have the length of other two sides..
Sample 2:
Draw a square with length of a side equal to n
d t^e 'en9th of BC in the given figure.
st
the length of the hypotenuse (i.e AC = 5cm). b a
Solution:
cording to the Pythagoras theorem:
(A(: 2
) MSB)2 + (BC)2
U

iii. Similarly, draw squares on the other sides of AABC.

{ZScr*)' = (24cm)' 2
As we observed that: + W
24cm
2
^Scm = 576cm +x 2 2 ■#
Area of square with length 5cm = 5cm x 5cm = 25cm2
*= 625cm2- 576cm2
^ ^ = 49cm2

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 Taking square-root on both sides, we get
By applying Pythagoras theorem w.
[P - J49cmj find the measurement of an | (
(x)' = (5m)'M12m)'
side when the lengths of the oth®,^
x ' 7cm sides are known. x* s 25m'+ 144 m'
EC = 7cm x» = 169m'
rtking square root on both sides
p" = Jl69m' 12m
Construct a nght-angled tr.angle in which the length of the hypotenuse is 10cm and the lengthy x = 13rn

m
other two sides are 8cm and 6cm Verify the Pythagoras theorem by constructing squares on its sides The length of the ladder is 13m.
9., 2 ctic; i application of Pythagoras Theorem Example 3:
Now. we shall explain the practical application of the Phythagoras theorem through ^ The hypotenuse of a nght-angled triangular held is 30m. If the length of its one side « 24m,

co
following examples: then find the length ot its other side.
Example 1: Solution: let the length of the unknown side be x m
A ladder is 10m long and reaches the top of a wall. If the distance between the wall and ihelo* Length of hypotenuse = 30 m
of the ladder is 6m, find the height of the wall. Length of base = 24 m

0.
Length of altitude = xm
Solution:
According to the Pythagoras theorem.
Let AC be the ladder. BC be the height of the wall and AB be the 10m (Base)' + (Altitude)'= (Hypotenuse)'
distance between the fool of the ladder and the wall. (24)' + (x)' =(30)'

36
576 + x' = 900
According to the Pythagoras theorem. x' = 900 - 576= 324
Sii
(AC)' = (AB)' + (BC)' Taking square-root on both sides.
(10m)' = (6m)' + (x)2
i? = 1124
100m'= 36m'+ x2
100m'-36m' = x1
=» x' = 64cm'
Taking square root on both sides
ad Always draw rough figure Wc»
solving the given proWem
x - 18
Length of the unknown side = 18m.
Example 4:
,n
d the length of the diagonal of a square-shaped room whose each side is 10 metres
st
on
J7 = i64 g (Give your answer correct to one decimal point)
=5 * = 8m Solution:
Hence, height of the wall = 8m An electric pole breaks at
U

I and its top touches the g'cor 'S S90°

^uare"s^aAccording
Pe^' Therefore each angle is 90°. So AABC is a right-angled triangle
the distance 3m «ssh<:wnVt as angle. to the Pythagoras theorem
Example 2: figure. If height of broken^
A ladder touches the top of a wall whose height is 12m. Find pole from the ground is ^ (S
^' = (Ag)' + (SC)' (i)
the length of the ladder if the distance between the foot of the Let S? ,
j the total height oHh*P^ - x m eq(i) becomes.
ladder and wall is 5m.

212

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 Square Room
x'
= 10' * 10' length of the missing side: e
YPOtenus^ then find the
x' = 100 + 100 = 200 . y 0 = 12cm. c = 9cm ii) b = 24. 0 7crn
Taking square-root on both sides,
xtr\ iii) a = 2cm c = 1.5cm iv) 6 =licm, c= 12 cm
17' = J200
n
!
In a right Bnglcd triangle, the length of its altftude is 15m and ht bise
h. • 8m
.
=> .r = lOfT length of its hypotenuse. mandns « - rind *he
=> .T = 10x1.414
=» x = 14.14 10m m A 3.4m iong ladder touches the top of a wail. Find the heigh, of the wa.l H the
distance between the foot of the ladder and the wall is 2.4m

m
Length of the diagonal of the room = 14.1 m Mosaue
j rJ: th.'-dh y Observe the given figure and find the distance between
SMC is a right-angled triangle with 4A=9(r. Find the value of the 35m
the school and home.

co
unknowns in the following parts.
Note: In AABC. the side opposite to the ZA will be denoted by a, the School
side opposite the ZB will be denoted by b and the side opposite the
ZC will be denoted by c.
top of the tree
i) a = 6cm, c = 4cm ii) b = 10cm. c = 15cm hi) c = 12cm. a = 8cm

0.
m The distance between the top of a tree and a point on the
ground is 7.5m. Find the height of the tree if the distance
Exercise
ise 9.1 ) between the point of the ground and the tree is 4.5m.

36
A Sm
1 Find the value of x in each figure.
9 The length of the hypotenuse of a right angled isosceles triangle is 32 cm1.
Find the length of its side.
in) x i 10 A ladder which is 9m long touches the top of the wall when its foot is Bm away
10m
25m
ad from the wall. Find the height of the wall.
DS The distance between the top of a hill and a point on the ground is 400m. The
distance between the point on the ground and the hill is 300m. Find the height of
2 Find the value of x in each of the following figures: the hill. air port
st
ii)
43n
12m 10m
i 12 See the figure shown here and find the distance between // iskm
the office and the airport.
U

TOni
16m 20m
3
In AXYZ, ZY ~ 90°. Find the length of the missing side in each of the following . office^ Li home
The altitude of a right-angled triangle is 12cm and its
i) XZ = 15cm, YZ = 10cm ii) XY = 16cm. YZ = 8cm
hypotenuse is 18cm long. Find the length of the base of the triangle.
iii) XY = 2.5cm. XZ = 5cm
nt -msk
213

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 n
Arcs and Sectors of a Circle Central Angle of an angle formed by The GreeV letter 0 (theta) is used «
jwo radii having the center of circle as math as a variable to represent a
A part or portion of the circumference of a its vertex.
circle is called an arc. Look at the circle. The q ^lajor Arc measured angle
arc AB has two end points A and B. It is
denoted by AB. Example 1:
An arc which is smaller than half of the A circular park has a radius of 18 m. A portion of the park is
constructed in shape of a sector making an angle of 45° at center.
circle is called a minor arc. An arc which is

m
more than half of the circle is called a major Find the length of the curved path of this sector.
arc. Look at the circle. BC is the minor arc Minor Arc Use n = 3.14.
and the arc BDC is the major arc as it is Solution: 4S
more than half of the circle.

co
Here. f/
r = 18 m
Sector of a Circle 0 = 45°
A sector is the part of a circle enclosed by two radii and an Sector The arc length of circle = x 2xr
• ■ ---

0.
arc. In the figure. AB is the arc. OA and OB are two radii. The
area enclosed is representing a sector of the circle. The 45<
360° 2x3.14x18
symbol ^ is used to denote a sector.
= 14.13 m

36
Look at the circle in the figure. The shaded region enclosed by the two radii OA and OB and So. the curved path is 14.13 m long.
the minor arc AB is the minor sector of the circle. The unshaded region enclosed by the two
radii OA and OB and the major arc ADB is the major sector-of the circle. Example 2: Find the arc length if the radius of the circle is 4 cm and the central angle
is 30°.
Arc length of a Circle
Here,
We know that the circumference of a circle having
radius r and central angle 360° is 27ir (where r is the
radius of the circle the value of k is 3.1415).
ad
When the central angle formed by the
two radii is 90°. the sector is called a
quadrant.
r = 4 cm
0 = 30°
The arc length of circle = 0
2itr
360°
st
Let's find its arc length formula using unitary method: 30°
2x3.14x4
360°
The arc length(circumference) of circle with central angle 360°= 2rcr
= 2.09 cm
U

The arc length of circle with central angle 1°= x 2iir So, the curved path is 14.13 cm.
Area of a sector of a circle
x L
So. the arc length of circle with central angle 0 = 0 2iir (where 0 is ook at the circle. Here is the radius and 0 is the central angle. Let's find the areaof the
the angle subtended at the center, given in degrees and r is the radius of the circle). shaded region (sector) enclosed by the two radii OA and OB and the minor arc AB.

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 E*ercis« 9.2

We know
and that
area of a complete
a circle circle angle
with central has a central
3bO is angle
q ^ ^ / . / >v \
[-j-] Find the area and arc length of the following circles.
is the radius of the circle the value of n.s 3.1415). , O/N^\b

Using unitary method: \ ; 11 TV /XfiO' 10 cm \

2
Area of circle with central angle 360° = nr 3m
Area of sector with central angle 1° = 315° ISO
2
. with
fh ^otrai annip ft0 -- ^gg x 0 nr
11 (where
k 0 is the angle subtended at the

m
So, Area off sector central angle
the central, given in degrees and r is the radius of the circle).
Example 1:
IV) V) vi)

co
A wiper of a windshield of car is 82 cm long. The angle within which it moves while wiping is
120 . Find the area it wipes. ISO

Solution:
Here,
r = 82 cm

0.
0 = 120°
x
So. Area of sector = VII) viii)
80-

36
crn
360^ " 3'1^ * (8^)2 7
^0
= 7037.7 cm2
So, the area it wipes is 7037.7 cm2
Example 2:
Find the area of a wooden sector of a circular hall whose diameter is 40 metre and the
central angle is 80rt.
ad [X]

i)
the length and area of the following measurements of a circle.

r = 3 cm ii) r = 12 m "0 r =10 cm

Solution; 0 = 80° 0 = 120° 6 = 55°
Here,
st
r = 40 cm iv) r = 3 cm v) r = 12 m vi) r =10 cm
0 = 80° 0 = 80° 0 = 120° 0 = 55°
A
So, Area of sector with central angle 80° = x nr2 vii)
U

r = 20 cm viii) r = 15 m ix) r = 56 cm
or\o
= 3,1415 X(40) 2 0 = 110° 0 = 120° 0 = 100°
x) r = 21 cm xi) r= 6m xii) r = 43 cm
= 1116.98 m2 0 = 150° 0 = 75° 0 = 90°
So, the area of the wooden sector of hall is 1116.98 m2.

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 A sphere is a solid round figure which is generated
by the rotation of circle on fixed point

Find the area of a s«ctor of a C'r'U'"'■) go'""^ distance between all the points of outer surface and the fixed
Th
diameter 120 metre and the central angle 1 |nt of a sphere is equal. This fixed point is called centre of a sphere
p
°' djStance between centre and outer surface points of a sphere is
^d radius of a sphere.
here is shown in the figure. Here, O is the centre and OA
Represents the radius of the sphere, cenue
Find the area of a piece of pizza having radius
8 cm and the central angle 45°. If the pizza g 3 1 Surface Area and Volume of Sphere

m
Surface Area of Sphere: ( Math History V
has 8 such identical pieces, what is the total 8 cm J
area of the pizza. Archimedes discovered that the surface area of V— Archimedes (287BC - 21260,
a sphere is equal to the curved surface area of
a Greek mathematician,
A pendulum-like swing at an amusement park moving discovered the relationship

co
the cylinder having the same radius as the between the surface area of
in a circular arc at the end of a 40 metre arm. Find the sphere and its height is equal to the diameter of sphere and cylinder
distance travelled by a rider at the end of the swing s the sphere.
arm if the angle made between the two extreme points
Let, r be the radius of both sphere and cylinder, as shown in the
is 150°. r figure. Here, h is equal to 2r.

0.
Now, as we know that,
•U) Curved surface area of the cylinder = Znrh
= 2nr{2r) {..h = 2r) Sphere Cylinder
150 a sphere and a cylinder
= AnrJ

36
of the same radius
According to the Archimedes' statement.
Surface area of the sphere = 4 W when we div,de a sphere inI0 tvv0 fqual
r, a circular ground has been divided into three parts for Volume of Sphere: parts, each pan is called a hemisphere
different type of activities. Find the area of each part if Put the sphere into the cylinder and fill the cylinder with4vaterrNDW,Temove the sphere
the diameter of this ground is 220 metre.

f 9:3 Sphere
ad if
from the cylinder. We will observe that the remaining water in the
cylind^ • will be equal to one third of water which is already measured.
Thus, the voume of a ."nhere is equal to the two-thirds volume of a
cylinder having the same radius as the sphere and its height is equal to
st
We have observed round solid objects in our daily life. For the cylinder of the sphere. It is also Archimedes' statement for volume of
examples, a cricket ball, football, round piece of marble etc. Solid sphere is not a
empty from inside e.g. a sphere.
s
cricket ball. A sphere that o. volume of a sphere = volume of a cylinder
is hollow from inside is
U

o = x 7ir' h
r called hollow sphere e.g.
v.. = nr* (2r) (;. h - 7r)
an ordinary ball or
ftj football. Volume of a sphere = m

219 220

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 of the sphere -±nS
ooluf*1®
Surface area and volume of Hemisphere = -y (-y-) (3.5)'
Hemisphere is half of the sphere, so: Curved surface 4 ??
= -yx-^x 3.5x3.5x3.5
The curved surface area of hemisphere - Int* area
= iTg-eem1
= y (total surface area of the sphere)
Base area = nr2
= y (4nr'> I'ndthe r®dius of sphere w,th surface a,ea of 616 m'- Find the radius ol a
= 2m' olo'ion; sphere whose sur+ace
iurfacearea of sphere =4^ area is 64^ m'
The total surface area of the hemisphere = Curved surface area + base area 616m' = Ani'

m
As the base of the hemisphere is circular in shape, use the area of the circle. Anr* = 616m?
Base area of hemisphere= nr2 616
Therefore. -^r

co
The total surface area of the hemisphere = Curved surface area + base area 4 22
= Znr2 + nr' 2
=> r* = 49m
= 3 nr2
r = 7m (taking square root on both sides)
The volume of a hemisphere is half the volume of a sphere, therefore,

0.
The radius of the given sphere is 7m.
Volume of hemisphere =y (volume of sphere)
a. calculate the surface area and volume of the spheres for the following rad.i

36
4-H i. 21cm ii. 3.5m iii, 4.2m
b. Find radius of the sphere with a surface area of.
4,. I. 54^ \i. 6.16m2 iii. 385m'

93.2 Practical Application of Surface Area and Volume of a Sphere

formula.
Example 1:
ad
We can solve the problems related to the surface area and volume of the sphere using the
We shall explain the use of the surface area and volume of a sphere in the following examples;
Example 1:
The radius of a spherical water tank is 2.5m.
'• Calculate the cost of painting water tank at a rate of Rs. 175 per m2. (n = 3 44)
A solid sphere has a radius of 3.5m. Calculate the surface area and volume of the sphere.
st
Find the capacity of the water tank.
Solution: ^("=-¥-)
' ' Solution:
Th
e radius of the water tank (r) = 2.5m
Surface area of the sphere = Anr*
U

1
Surface area of the water tank = 4iir'
=4» (3.5)'
= 4 (3.14) (2.5)'
= 4 x^-x 3.5x3.5 = 15401' = 12.56x2,5x2.5

-MO, ro S\ -
221

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 m
co
0.
36
ad
st
U

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 Each lateral face is a triangle with height h and base length "b".
So. the area of each such lateral triangular face is;
=:
Area of each lateral(trlangular) face "T>< baSe " Slant hei9ht 3:
sample ^
= -j-x b x h
^ s""re p,"m'a" "s b"' '•'* -
Total surface area of lateral (triangular) faces = 4 x (-i- x b x h ) Solution:
= 2 x b * h = 2bh
Here:
Base(square) area of pyramid = length x length h=?
=bxb
b = 10m
= b'

m
So. the total surface area of pyramid = Lateral Surface Area Base Area Total surface area = 1000 m2
= 2bh + b2 Total lateral surface area = 2bh + b2
Example 1: 1000 m2 = 2 x 10 m x h + (10 m)2

co
Students are making a square pyramid shaped wooden model for 1000 m2 = 20 m x h + 100 m2
their project. If the length of the square base is 50 cm and the
Solving for h, we get:
slant height is 72 cm. find how much wooden sheet they used
1000 m2 - 100 m2 = 20 m x h
to cover all the sides.
Solution: L 900 m2

0.
= _20^n-
Here base length = b = 50 cm
= 45 m
Slant Height = h = 72 cm
So, the slant height of the pyramid is 45 m.
The total surface area of pyramid = Lateral Surface Area + Base Area \

36
= 2bh + b2 9.4.2 Volume of Square Pyramid 1
11
1• > \\\
= 2 x 50 cm x 72 cm +(50 cm)2 The volume is the space occupied by any Slar •• Iv \\
•V ^ Perpendicular
= 9700 cm2 object. The volume of a square pyramid means Hei
- \ height a
I1 1\
So. they use 9700 cm2 wooden sheet to cover all the sides. the space occupied by its square base and the •• 1\
•1 Ik
Example 2: ad
Find the lateral surface area of a square pyramid if the length of the base is 8 metres and
the slant height is 11 metres.
four triangular lateral surfaces.

i-et us consider a square pyramid whose base's

••
■
\\

Solution: ength or length of one side of the square is 'b'. ,—Base

Here: "ne slant height (lateral face height) T.The
st
b=8m de or height of the pyramid "a".
h = 11 m Eacb ,atera
' face is a triangle with height h and base length "b".
Total lateral surface area = 2bh
U

So area 0
= 2 x 8 m x 11 m ' f this square pyramid can be calculated using the following formula:
= 176 m2 ol
tJrne of a square pyramid = x base area y
perpendicular height (altitude)

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 are familiar with the term 'cone. We have also observed
^ne shaped objects in our daily life. For example,
C
ice.cream cone. Joker's cap, etc
Cone 5 * solid region. A right circular cone of radius r with vert**
centre O is shown in the figure. The right circular cone has a
16 cm 12m 15m

m
flat circular shaped end which is called the base of the cone
height \ slam
# k \ height
An oil bottle is in the shape of a square pyramid.

co
What is the capacity if its bas length is 22 cm and / \ The vertex of a cone is the farthest
point from the base of the cone. O
the perpendicular height (altitude) is 30 cm.
' V orcu'or bo%c

This cone has also a corner C which is called the vertex of the cone. The height of the cone is the

0.
A hall is in square pyramid shape. Its base length is 30 metre, the slant height is distance between the base and the vertex of the cone. Here, SC represent the height of the
42 metre and the altitude is 40 metres. cone. The distance AC is known as the slant height of the right circular cone.
We have noticed that in the given figure of cone, COB is a right angled triangle. Because of this
a) What is the cost of painting its outer triangular walls if the rate of painting is Rs
the given cone is called a right circular cone. We can find the length of the slant he.ght of the

36
975 per square metre? cone using the Pythagoras theorem.
b) What is the capacity of this building?
For comparing, a square pyramid shaped tent is Assume that slant height = I, then
prepared. How much fabric is used for making K (BC)'= (OB)' + (OC)'
the four triangular surfaces if the base of this
square pyramid is 4 metres and the slanting
height is 6 metres. Also find its capacity if the
altitude is 5 metres.
ad l'= (^ + h'
I = r1 + h'
Slant height =]r' + h'

Surface Area of a Right Circular Cone:

fight circular cone with circular base of radius r is shown in the figure, h P
st
6 e height and (be the slant height of the cone,
circulor bose
Find the surface area and volume of a pyramid
tel surface area of the right circular cone =
shaped marble decoration piece if its base length
■ dM
U

is 20 cm slant height i.s 23 cm and the altitude is ^ Area of the curved surface + Area of the base.—(i)
and altitude is 23 cm. / a of
the curved surface =(perimeter of the base) x slant height of the right circular cone
/•-
Also find the cost of polishing ; v outer surface
'■ ths rste of polishing ,is Rs *r square = -i- x (Ziir)/
centimetre.
= nrl (ii)

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 The radius of the conical roof of a theminar of a m

^r m'.iS 5m' F COSt

^the meta, ShW " C0Ver ^
Ce'ant height of a conical funnel is ft on. H™ much meta, piate is reguire. to
Solution:
cover a conical funnel, if the diameter of its base is 8.2 cm.^=^
Height of a conical flask (/)) = 6cm
Now, first we find radius (f) and slant height (0 of the conical flask. | The radius of a cone is 6 cm and its slant height is 10 cm.
Area of the base of the conical flask = How much paper is required to cover the cone?
50 cm2 = or* ii) Find the cost of the cone at a rate of Rs. 0.09 per cm'
(3.14)r: = 50cm2 ] A conical vessel has a radius 5 cm and its slant height is 12 cm.
,) Find its curved surface area.

m
r2 = 16cm2 ii) Calculate its total surface area.
iii) Find the capacity of the conical vessel.
r2 = 16cm2

co
r = 4cm
Slant height of the conical flask (0 =J^+ ^
=J(4)2 + (6)' • Pythagoras theorem
• Arc length
=Jl6 + 36
By applying Pythagoras theorem we can find the • Sector

0.
=J52 measurement of an unknown side when the lengths • Pyram<J
ii. Volume of the
I = 7.21cm conical flask =-j- ^ of the other two sides are known. • Sphere
Always draw rough figure before solving the given • Hemisphere
i. Total surface area of conical flask = Ttr (/ + r)

36
-JL
= ^-(3.14) (4m • Cone
= 3.14 (4) (7.21 + 4) problem.
= 3.14 (4) (11.21) = (3.14) (4) (4) (2) When the central angle formed by the two radii is 90°. the sector is called a
2 = 100.48cm i quadrant.
= 140.79cm

Exercise 9.5
ad Central Angle of an angle formed by two radii having the center of circle as its
vertex.
The Greek letter 0 (theta) is used in math as a variable to represent a measured
angle.
st
The faces of solid other than the base is called the lateral faces of the solid
| Find the curved surface area and total surface area of cones for the following meet at a common vertex.
measurements: (it = 3.14) The vertex of a cone is the farthest point from the base of the cone.
U

0 r = 5cm, / = 8cm ii) r = 8.2cm./ = 20cm

ii) r = 3m, h = 4m iv) r = 6cm, h = 8cm
Calculate the total surface area and volume for the following measurements.
Or = 3.14)
i) r = 2.5cm, h = 12cm ii) r = 3.2cm. h = 8.5cm
ii) r= 1.25 m, /i = 3m iv) r = 5cm,/ = 13cm

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 jgg]® Geometry

Find the surface area and volume of cones.

rr leting this unit, students will be able to:
ii) Snv
iii) 50m Aft® f comp
») 8m an object and find the centre of rotation by construction.
^large » figure (with the 9,ven SCa,e fact0r) and f,nci the Centre and scale factor 01 enlarg-meAi
" cribe chord, arcs, major and minor arc, semi-circle, segment of a circle, sector, central a^g'c secant
I Find the surface area and volume of hemispheres: lament and conccntrie circles.
nstruct a triangle when; -three sides (SSS) -two sides and included angle iSAS^ -t*o angles and
i) Radius 6 cm ii) diameter 24 m included side - a right-angled triangle when hypotenuse and one s«de (HS) are g.ven

m
I Spherical water tank whose radius is 3.5 m. Construct different types of quadrilaterals (square, rectangle, parallelogram trapez-um rhombus a-*!
i) Find the cost of painting water tank aUhe rate of Rs 135 per m ,
Draw angle and line bisectors to divide angles and sides of triangles and quadrilaterals
ii) Find the capacity of water tank, (it = —) Identify congruent and similar figures (in your surroundings), apply properties of two figures to be

co
50 cm2. congruent or similar and apply postulates for congruence between tnangles.
1 The height of a conical flask is 10 cm and its area of the circular base 78.
i) Find the curved surface area of the conical flask.
flask.
ii) Calculate is its total surface area. iii) Find the capacity of the conical /S ■ ~ Z -
| Jamal wants to make a tent. For this he wants to bought a high-quality

0.
fabric. Find the surface area of the tent including the floor of the tent
below. Find the cost of the cloth if per square metre doth is in Rs 450.
4 - -* •
Also find the volume of the tent.

36
Math
Project
- ,T
Material Required:
• Cardboard
Procedure:
• Work in pairs.
• Scissors ® Pins
ad ® Markers

r
t^I"
• Use card board to cut circular pieces and two arcs which will act as radius.
a*?
st
• Take print our of a protractor or draw it (not necessarily to the scale) on the circul i.
piece. It will be showing the central angle as the arms of the angle(radiO move'
• Mention the radius for each circle.
U

• One member from each pair will show an angle to the other and the other memt
will calculate the sector area or arc length accordingly ^an you identify the center of rotation in a Ferris wheel?

N a ^
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 5
Exa .
^Ylntroduction/ rotate the given image ABCD through 90" counterclockwise about the orig.n,
— . »o* an nhiect and find center and scale factor of Soluti
on

quadrilateral and identify congruent and s.milar figures. To rotate the rectangle ABCD about the origin
10.1 Rotation of objects 90° counterclockwise we would follow the rule
(x.y) - W)' where the y~value of the original
Rotation is a type of a transformation. Rotation means .Pieuious Knowledge Check tea
point becomes the new x-value with opposite H a? c
turning a shape around a fixed point (centre of rotation). Draw a pentagon on a coordinate * ..V

m
sign and the x-value of the original point 1. '■ i _■ 11 r
It can be clockwise or anticlockwise. For rotation, wehave ^plane. Rotate it through 90*
to specify the angle of rotation and rotation point. When counierclockwise about the origia
becomes the new y-value.
_J
no direction is specified, it can be assumed that a rotation 1 Let's apply the.rule to the vertices to create the
is counterclockwise (unless otherwise mentioned.)

co
new rectangle A'B'CD': to
11
A (2, 6) becomes A" (-6. 2)
B (7,6) becomes B' (-6, 7) Y h, s
C (7.2) becomes C (-2. 7)
□

0.
D (2, 2) becomes D' (-2, 2)
Mark the coordinates which will be the vertices
nnu\ of the reflected object/image.

36
IwUi iruiA
Join the vertices. ; i i
0
The rectangle A'B'CD' is the required rotated
BanodJ image of rectangle ABCD. rq"

10.1.1 Rotating an object about Origin

ad .'A ^0x1.2 Centre of Rotation
ITLJJ-J-L

Step I identify the coordinates of the vertices of the a) Rotating 90' counterclockwise The point around which a shape rotates around is called Centre of rotation. For example,
st
given shape. or ZTO'clockwise about theongm* center of a wheel, a fan, Ferris wheel, spinner etc.
Step II: Figure out the coordinate of the points in which P (*,y) P'(-y,x).i.e.Changed
sign of y and switch x, y
it will be reflected. b) Rotating 180"clocW«e orW
Step III. Mark the coordinates which will be the vertices counterclockwise aboc the
U

of the reflected object/image. 0 *

Pty) P'K-vUe.*^
Join the vertices. The object/image thus formed will be the sign of x and y. .
the reflected object/image for the original c) Rotating onf"
counterclockwise abouv"^^
object/image.

O FC £
239 240

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 Cons truct the perpendicular bisector of these segments AA. BE and CC
10.1.3 Finding n 1 • I 4
—J \y t TT; "
Let's find the centen frota iont ortne row '1 V
f s i u
1 XI M 1
n —■ A ; 1.
1 s 1 1 -A 1 1

I i J LI 1

[ — / 1 \ IN. 1 |
-

m
1
— .1 X
_ X /j V
i \7t
L 'I ■ \
1I'N ^3- r

co
1 —
i— k M
1
1 1 , i
1
1 1 . | i i
1

0.
1, _ 1 ! | B.The point X(1,1) where the three perpendicular bisectors meet is the center of rotation.
Draw a line joining the corresponding points i.e. AA^BB^ndCC^respectively. r
, 1
i i r I

36
—
1 1 \
• 5 1 SI Draw a Square on coordinate plane. Then rotate it through 90° clockwise
i ✓ about the origin.
i— -2- 1 -"t|
« i i : \jl] Draw a triangle on the coordinate plane. Then rotate it through 180° clockwise
•
i _i
*— 1
-? i
1
i
l £
\ s
/
s
s •

1
ad .
about the origin.

133 What will be the values of x and y for P" if an image having point P (2.-9)
Is rotated:
/ A' a
st
i ! ) 90° clockwise
y 1 I 1 1800
! { 1 c
counterclockwise
1 1 ) 270° clockwise
1
l
U

X i I i C33 What will be the values of x and y for P* if an image having point P (-5.-3) Is
l 11 1
1 i rotated:
fs~\ Explain the centre of rotation of objects by drawing an object on the Cartesian coordinate P,ane f! 90° counterclockwifise
' ^ " then rotate the object and then finding the angle of rotation. Instruct students to work in pain a 1800
draw shape of your own choice on Cartesian plane and then rotate and find the centre of rotation c
. clockwise
) 270° counter clockwise

241 242

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 ■2 1), 6(3/1) and C(2,3) are the coordinates of the vertices of the given tnangle.
Here' er ' f enlargement C is given i.e.Cd.O).
The cent
the following figures.
of rotation for Count and note the distance of each
pi Find the center SteP 2:
rTTTTe 7 8 * the center of enlargement.
Lr.tr.v.
nsider Vertex A. Let's find the i.
G" J- FirSt
foms for A' of the enlarged shape.

J ^Tance of C from A is; (2-1, 1-0) or (1,1).

N, O 1 ■
: 6, T^n.
! . '■ JTscalo factor is 3 here, multiply the coordinates
c: t this distance by 3. U_ e ■ -i. |

m
0
- 4 Distance of C from A' is: (1 x 3,1 x 3) or (3,3). Si SH
1 2 3 4 5 67 89
So A'
will be at the distance of (3, 3) from C. Kt=r
2 -: n

co
Count and mark point A'. Similarly find the
coordinates for B' of the enlarged shape.
1 2 3 4 5 c (1.0)
-5 -4 -3 -2 -1
Distance of C from B is: (3-1, 1-0) or (2,1). As scale factor is 3 here, multiply the coordinates
10.2 Enlargement of this distance by 3.

0.
Distance of C from B' is: (2 x 3,1 x 3) or (6, 3).
We know that a transformation is a way of If a shape is enlarged, it is So, B' will be at the distance of (6, 3) from C.
changing the size or position of a shape or object. similar to the original shape. Count and mark point B.'.

36
Enla.gement is a type of transformation where the Similar shapes are the same shape Similarly, C will be at a distance of (3, 9) from C. Mark it and join the vertices.
shape of the objects remains the same but not the same size.
A'B'C is the required enlarged figure.
but the size increases.
For enlargement of a figure, we need the center of .u0 10.2.1 Finding the scale factor and center of enlargement

?.n enlargemenl. For example, a scale factor of 3

means that the new shape is three times the size of
y
ad
enlargement and the scale factor for the enlargement. The scale factor describes the

nuLiuutfl
Look at the shape ABC and its enlarged shape A' B'C.
Y . v

ihe original cine.

st
10.2.1 Enlcirgement of a Shape
let's learn how to enlarge a shape.
Fxample 1:
U

Enlarge the given triangle by a scale factor of 3

about the centre of enlargement (1. 0).
Solution:
Step 1: 'dentify and note the coordinates of the
•shape to be enlarged.

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 finding the scale factor and center of enlargement of these shapes.
"ginai Y-ax'S
nt join its vertices by the coftesponding vertices of the oiv< UE
To find Its centre of enlargement join opt is the cents, ot enlargement. So, Pont C is the -
shape. The point where three vertices meet is the
L
of enlargement. _ that AC is one unit long and. thpthe f orresponciing side A'C of enlar gedf»9U'e
nt2 5

9/
•z
a
^ ^ .tnr of 2 about the centre of enlargem^

m
rrr. Enlarge the given figure by a sca.e a
Y a,is
' (l.-D- 9i -
iiiiiiiiiilllli 10.3 Circle and its Parts

co
.M noints that are equidistant from a fixed point from a drde. The
ted point is called the centre of the circle and the fixed d.stance rs
Id the radius of the circle. O is the centre of the circle and the
m
distance OA is the radius of the circle, where A is a point on the
circumference of the circle.

0.
X-axis

Chord

36
A line segment with end points on the circle is called chord.
(51 Enlarge the given figur V Y-axis In fig. 10.6, AB. CQ. and E£ are chords.
n.D-
Arc
Arc

m
ad A part or portion of the circumference of a circle is called an arc.
look at the circle. The arc AB has two end points a
denoted by AB.
DwajorArc
An arc which is smaller than half of the circle is ca,,ec| J
st
arc. An arc which is more thanhalf of the arc e is c ^
ar ar
X-axis major arc. Look at the circle. BC is the minor ^ \
BDC is the major arc as it is more than half of t e
\
U

Mtno' AfC
Draw a cir■de and label minor and maj '
0 8,0
mo «>

^ and scale factor of the enlargement.

245
N'

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 r nCycliC PointS
Semicfd® nq on the circumference of the circl
e are called concycUc
Semicircle .. tMO
points ^ the figure, A, B, C, D. E are all concydic points

gSTt" a Circle
equal parts. Both equal parts of. intersects a circle at two
semicircles. "^TtP-nts, then this line is
0,erBC divides the circle into c
C secant tothedrc'e. in the
figure, ^ line AB is secant to the The potnts on the
orcumfetence ot the cude
are netttver mduded m the
circle- intenor nor m the exteno*
of the ordt

m
circle is cut into unequal parts V a Tanged to a Circle H pomts A and B on the
of the circle is called the
lfa iine touches a circle at only circumference of the orde
ca„ed the minor segment and ** a segmen.. Look at the divide it into two equal
one point, then this line is called arcs then each arc is called

co
tangent to the circle, in the figure. a semi-cirde
the line PQ is tangent to the circle.

Concentric Circles
segment of the circle.
Sector of a Circle 0 the circ,e is
divided Two or more circles with the same centre but different radii are called

0.
If we join points A and B of and the 0,her is an unshaded
concentric circles. In the figure, all circles are concentric circles
r
into two regions. One is a s smaller region is called the \ - "T*

36
Observe the given figure and sort out the following.
I. Secants ii. tangents

An angle formed by two radii having the center of circle

is called central angle. Here /AOB .s the central angle. ad •E
Interior of a Circle Sort out points from the given figure. •D
st
•- interior points ii. exterior points B
The poMT I,in, In* «. d.cnmfen.nee of. <he M"" "
the circle. In the figure, the interior of the circle is shaded. iii. concydic points
•F
U

Exterior of a Circle /^o Draw a circle on the board with the help of board geometry and lhen la^'pa?? ^
- -g 5 about each part of the circle. Then ask them to draw circle in the. notebooks and label its parts
The points which lie outside the circle form the exterior of the and discuss with each other about its parts.
circle. In the figure the exterior of the circle is shaded.

247

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 traction OI many.es
COn
- Observe .he given figure and write the name of secants and tangents. rtnle has six elements, its three sides and three a™, ,
A
'I not need all six elements at a time. Before learn,^ COns,'ua »'"an,
^t an important property of triangles which is called tnang "
^ng,e incqua'ity Property 'ne^«y P-openy.

Ts draw a triangle ABC, where AB = 6 cm and BC = 4 cm and CA = 7 cm

We can verify'he following:

, m AB + ^ BC > mCA
. 6 + 4 > 7 or10>7_ h it posstbl« to draw «tnarvotc
pi Match the labels with the correct part of the circle + mCA> mAB •n which AB = 4 cm.'BC s 2 cm, 7^
, mBC 7 cm B
t cm'

m
^"traUn^j . 4 + 7 > 6 or 11 >6 4 cm
Minor Arc
, iriCA + mAB> mBC
, 7 + 6 > 4 or 13 >4 6 cm

co
Secant Sector
Hence, in any triangle, the sum of the length of any two sides is always greater than the
Chord length of the third side.
Segment
GoRstructicn c .~lc when three sides irt - (SSS)

0.
Major Arc | Construct triangle XYZ in which"*? = 5 cm.?!= B.5 cm.xZ = 2 cm.
Tangent
Step I: Draw a line segment"*? = 5 cm. ^
5 cm

36
Step II: Place the pointer of the compass at point X
and draw an arc of length 3.5 cm.
A geometrical shape that has 3 sides and three angles is called
a triangle. The word triangle is made up of two words tri and K
ad
angle.Tri means three so, it's a figure that has three angles.
Look at the triangle ABC.
The line segments AB, BC and AC are known as three sides of
Step HI: Place the pointer of the compass at point Y
n
d draw an arc of radius 2 cm that cuts the previous
5 cm
Z "-4r- '

the triangle ABC. ZABC. ZACB, ZBAC are the three angles. The arc
at point Z. 1
st
sum of the angles of a triangle is 180°. A triangle is denoted by 5 cm
the symbol A. So. this is a AABC. s,e
P IV: Join Z to X and Y.
Types of Triangles
U

cm
0,aXYZ 15 the
Triangles are classified in two ways: squired triangle.
a) With respect to their sides (equilateral triangle, isosceles triangle, scalene triangle)- ^
M X S cm
b) With respect to their angles (acute angled triangle, obtuse angled triangle, right ang ^ ^ them ^ 9rOUpS 0f the students and
distribute flash cards of different types of triangles and ask
o sort them according to their sides and angles.
triangle).

In!
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 . place the pointer of the compass at point M and draw
. _ two sides and one angle is given (SAS) Step III
Construction 0^"an® 3 cm. =
/IMP 75°.
and MP cut to each other at point O. So. AIMO is the required
Construct triangle STV in which ST LN
4 cm iriangle
Step 1: Draw a line segment ST of 4 cm. %-
4.S cm

ec- Construction of triangles when Hypotenuse and

Step II: Draw an arc of angle 60° at point S. . S 4 cm t In a right angle triangle, the
one side of a right angled^triangle is given (HS)

m
Construct triangle EDF in which DE = 5.5 cm andlf side opposite to the right angle
is called the hypotenuse
(hypotenuse) = 6 cm.

co
Step .1.: Place the pointer of the compass a. point Sof Step I: Draw a line segment DE of length 5.5 cm. p 5.5 cm
G
the angle SlTat point V.
S 4 cm T Step 11: Draw an angle of 90° at point D.

0.
/

"1 90*

36
Step IV: Using ruler join V to T. Draw a triangle ABC if AB = 5 an | 5.5 cm
BC = 4 cm and 4B = 75*. gT
So. ASTV is the required triangle. Step III: Place the pointer of the compass at
HE T
S 4 cm point E and draw an arc of length 6 cm that cuts
arm DG at point F.

Step I: Draw a line segment LM of length 4.5 cm

ad
Construction n, .ri.ng,o, »h.n Wo angles >nd on. sido is given ,ASA,
Construct triangle LMO in which LM = 4.5 cm. ZL = 60° and ZM - 75 .
4.5 cm M
5.5 cm
with the help of a ruler.
st
s,e
P IV: Join the point E to F. So, AEDF is the
^"ired triangle.
«r
U

Step II: Draw an angle of 60° at point L

4.5 cm 9Cr
D 5,5 cm E
c- Explain to the students how to construct a triangle with the help of pair of com^aSSe!r^gies i" 4^. .
i o s E'p'ain to the students how to construct a right angled triangle with the help of a pair of
r .O ^ sides are given Write some examples on the board and ask them to construct t es
• their notebook V.~.Ch0mpaSSes
em ,0 con
vvhen one
^de and hypotenuse is given. Write some examples on the board and ask
struct these triangles in their notebook.

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 trudion of square when difference of diagonal and tide i, gj
given
Cot]5 . • explained in the following example.
The^h0
PI Draw the following triangles using a com^« and ruler ^ a square ABCD when the difference of its diagonal and side is 3cm.
a,AB = 4cm.AC = 9cm.BC * cm - = 7 cm T^ = 7 cm. MN = 8 cm
c)XY = 3 cm. YZ = 6cm. ^^ ^pq = 9cm.QR = 4cm."PR =4cm ^o--0n: Z
e) DE = 6 cm. DF = 8 cm, EF - 5 cm ^ , nrawa|ineXY' —
ch05e a pointB on XY and draw
Hi Draw the following triangles using a compass an ruer. •D c
— 7 uir c rm /G - 45° b) XY = 4 cm. YZ = 6 cm. ZY - 30°

m
/XBZ = 90"
= 8c" MN'= Scrn d, DE = 9cm. ZE = 10S«, EF = 7 cm markapointL5UCh ,hat
i,|0nX7
e) ZP = 15°. QR = 4 cm, PR = 3 cm [B = 3cm.
^ onIZ mark a point M such that /M

co
P Draw the following triangles using a compass and ruler. ^
Bf5l=3cm where 3cm is the difference
a) AB = 3 cm. ZA = 45°, /B =30' b) ZX = 45«, ZY = 75». XZ = 7 cm / 3cfn
between the diagonal and the side of the zl w
C)LN = 7 cm, ZL - 60-, ZN = 105' d) ZE = 15«, ZF = 105'. EF = 5 cm
required square, L 3an B
e) ZR = 15'. QR = 4 cm. ZQ = 30'
v, Join LM and mark a point A on XY, such

0.
" Draw the following right angle triangles using a compass and ruler.
that LA = LM.
a) AB = 4 cm, AC (Hypotenuse) = 5 cm b) XY = 2 cm, YZ (Hypotenuse) = 4 cm
c) [N = 7 cm. LM (Hypotenuse) = 9 cm d) DE = 4 cm, DF (Hypotenuse) = 6 cm vi) Taking AB as one side, complete the square ABCD.
Here, ABCD is the required square in which AC - AB = 3cm.

36
e) PQ = 5 cm. QR (Hypotenuse) = 7 cm
KB Construction of Square when Sum of Diagonal and Side is Given
The method is explained as follows,
10.5.1 Construction of Square Example:
In the previous class, you learnt to draw a square when the length of its side was given. Now Construct a square ABCD when the sum of its diagonal and side is 5cm.
you will learn the following cases of construction of a square.
Constfuction of Square When its Di igonal is Given
ad
The length of the diagonal of a square is 3.5cm. Construct the square.
Solution:
Steps of construction:
") Draw a line XY.
R

Solution: ■) Mark a point P on XY.

st
Step4 of Conslrucx on ■ODraw ZXPZ = 90°.
i) Draw AC = 3 5cm. *) As the sum of the diagonal and a side is 5cm, so cut
ii) Draw PQ the right bisector of AC which cuts AC at point-M. off
PB = 5cm on"PX and cut off PQ = 5cm on PZ.
U

in) With M as centre, draw a circle with radius MA which cuts PQ V) Marka
Point A onXYf such that PA = BQ.
at points B and D On side AB. construct a square ABCD
Her
iv) Join A with B. B with C. C v/ilh D and D with A. e( ABCD is the required square in which AC + AB =5cm.
Here. ABCD is the required square

MO
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 5 3 construction —
ra ln vvl t 0 are
arallelog " " "^ «l"al inin measurement ^
A —,
'Wln9 cases of rcor
. < call^ a rhombus. We shall learn the following ^the an9les is
CdSC'l 90 ' side and a base angle are given. onslr
e •i) n
in One
„. .side
:j and a diagonal
"ction of
arerhombus:
given.
Cons.ruc.ion of a Recang.e when te Two Sides are G.ven:
Example 1: __ _ _
^ 'one Side and a Base Angle are Given.
Construct a rectangle ABCD. when AB = 5cm and BC=3.5cm.
Solution: lei:
Steps of construction: I Scm Const""13 rhombUS WhOSe 0ne Side is 4 Scm and a base angle is 75°,
D
Solution:

m
i) Draw~AB=5cm.
4icra
ii) Draw an angle of 90° at B. ij DrawAB=4-5cm-
iii) With B as centre, draw an arc of radius 3.5cm 3.5cin ascm
j) Draw / BAX = 75 .
which cuts BX at point C 4.5cm

co
ji) With A as centre, draw an arc of radius 4.5cm which 9i—,
iv) Using the same opening of the compasses draw an A cuts AX at point D.
Scm
arc with A as centre. iv) With the same opening of compasses, with centre B
V) With C as centre, draw an arc of radius Scm which cuts the previous arc at point D. and D. draw arcs which cut each other at point C.
vi) Join A with D and C with D. So, ABCD is the required rectangle. 4 5an

0.
v) Join C with D and C with B.
Case-ll ABCD is the required rhombus.
Construction of a Rectangle When the Diagonal and a Side are Given: Case II
Example 2: When One Side and Diagonal are Given:

36
Construct a rhombus for the following
Construct a rectangle PQRS. when PQ=5.5cm and the Example 2: measurements:
length of its diagonal is 7cm. Construct the rectangle PQRS for the 0 PQRS in which PQ = 4.6cm and ZQ = 45*
Construct a rhombus JKLM in which
Solution: following measurements: ii) EFGH in which EF = 5.2cm and ZE = 60'
i) PQ = 4.8cm. QR = 3.2cm JK= Scm and JL= 6.4cm. iii) ABCD when AB = Scm and diagonal A? = 6.8 cm
Steps of Construction: Solution:
i) Draw PQ = 5.5cm.
ii) Draw an angle of 90° at point P.
iii) With Q as centre, draw an arc of radius 7cm which
ad
ii) PQ = 62cm.
iii) PQ = 6.5cm.

5.5cm
QR = 4.5cm
PS = 4.4cm Steps of Construction:
0 Drawjt = 6.4cm.
I '' With J as centre, draw arcs of radius Scm above C
cuts PX at S. .cr. 5:t
and below TL
st
iv) With S as centre, draw an arc of radius 5.5cm.
^ With L as centre and with the same opening as
v) Measure the length PS and taking point Q as
'n (ii). draw arcs above and belowTL
centre, draw an arc of radius equal to PS. Mark the
U

^ ^rk point of intersection of the two pairs of

point of intersection of these two arcs as R. arc
* as K and M. 5cm
vi) Join R with S and join R with Q.
J with K. K with L, L with M and M with J.
Here PQRS is the required rectangle. '
5.5cm e r
' hornbus JKLM is complete.

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 T
rh.—-s ABCD „h.„ th.
its side
Pare given. ^ * •,,a inaudcd
Included angle

10.5.4 Construction of a Paral1®' ® ||e|0gram when its two adjacent sides ^.5 cm. ZA 0i)AB = 5.8cm, ^= U5.

In the previous class,we learnt to con to construct a parallelogram when struct rhombus ABCD when measure of its side and a diagonal are
and their included angle were given. Now we wm ^ j Jg s 5.4 cm AC (diagonaO = 5cm.
the lengths of its two diagonal and their mduded angle are BD
.jj s 6 cm (diagonal) = 7.2cm

Constnlct^a parallelogram EFGH when the lengths o, its diagonals are 7cm and 5cm and the p EM a
' ™» ■ ™ ^
included angle of the diagonals is 30.
0 Construct a square ABCD when the difference of iu diagonal and a side is 4cm.

m
Solution: I A parallelogram is a quadrilateral in
which opposite sides are parallel. P Construct a square PQRS when the sum of its diagonal and a side is 6cm.
Steps of Construction
i) Draw*EG = 7cm and bisect it at point M.

co
ii) Draw an angle of 30° at point M and
25cm/
produce the arm of this angle on both sides of M Xvf X. Draw trapezium RSTU such that
M to form XY. . 7cm / RU = 1.5 cm and Ut||rs.
iii) with M as centre, draw arcs of radius 2.5cm RS.Scm, UT = 3 cm, ZURS = 75°
x. /2.5cm Step 1:
(half of 5cm) which cut XY at points F and H.

0.
iv) Join E with F. F with G. G with H and E with s* Draw line RS = 5 cm. r
j/X
H. Parallelogram EFGH is complete now.
Step 2:
Draw an angle of 75° taking R as a vertex using a protractor.

36
Construct a parallelogram when: 75
1. Diagonals of a parallelogram are unequal. i) Lengths of its diagonals are 6cm and 4.8cm
5 cm
2. Diagonals of a parallelogram bisect each other. and included angle of the diagonals \sAS\
3. Opposite sides of a parallelogram are equal. ii) Lengths of its diagonals are 6.8cm and 5.2cm
4. Opposite angles of a parallelogram are equal. and included angle of the diagonals is ISO'. Step 3:
ad Mark point U such that RU = 1.5 cm.
5 cm

Step 4:
0 Construct squares when the lengths of their diagonals are given below:
st
Use
u>e a set sc
i) 4.8cm ii) 5.2cm "0 5.6cm lU3re and ruler to draw a line paraflel to
^through U.
gJJ Construct a rectangle ABCD when AB= 4.4cm and BC=3.2cm. 5 cm
U

Steps: 3 cm T
(£J Construct a square EFGH whose diagonal EH= 6cm.
Make Point T
such that UT = 3 cm.
Construct rectangles ABCD when
i) AB = 5.6cm, AC (diagonal) = 6.4cm ii) AB = 5.2cm. AC (diagonal) = 7.2cm

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 3 cm
Step 6:
Join S to T. 75° •ogle bisector of an angle divides the angle into two equal angles. In
5 cm figure given, KM is the angle bisector of ZUK, which .s dMdinq ZLKG
the
RSTU is the required trapezium. equal angles ZLKM and ZMKJ. ^
into

.q|e and Line Bisectors

, . that WX 11YZ, ZY = 4.8 cm, WX = 7 cm. WZ = 2.6
rrjj Draw a trapezium WXYZ such that WX triangle, the angle bisector of an angle divides the
Ingle into two equal angles.
cm and aX ar 11 DC AB = 8.2 cm. BC = 6 cm. AD = 7.5 cm

m
Q Draw a trapezium ABCD in wh.ch AB [ | DC, AB
and zB = 75°
^ • use-w pn RS FQ = 7.5 cm. QS = 5.9 cm, PR = 4.5 cm Constructing Angle Bisectors of a Triangle
PI Draw a trapezium PQRS In wh.ch PQ11 RS. FU
and zQ = 60°

co
Let's construct the angle bisector for a triangle ABC.
10.7 Construction of a Kite
A quadrilateral with two pairs of equal adjacent sides with unequal /OX c Steps of Construction:
a
diagonals
in is called
the figure shownahere.
kite. ABCD is a kite with-AB=BC and AD
ah - fD
C . \\ // Step 1:
Draw a triangle ABC.

0.
v*r
The diagonals are AC and BD. \ / Step 2:
Construction of kite when Its Diagonal and Sides are Given; \|/ Take B as the center and draw an arc ED of any appropriate radius using compass.
Step 3:

36
Construct'a kite ABCD when the length of its longer diagonal is 5.4cm and the length of its
two sides are 3.6cm and 5cm. Without changing the radius, mark two arcs by
taking E and D as center. The two arcs meet A line segment from the vertex to the
Solution: | The |onger diagonal of a kite bisects
opposite side such that it bisects the angle
Steps of Construction. | the shorter diagonal perpendicularly. at point F. at the vertex is called as angle bisector.
i) Draw AC = 5.4cm.
ii) With A as centre, draw arcs of radius 3.6cm above and belowAC.
iii) With C as centre, draw arcs of radius 5cm above and below AC
which intersect the previous arcs at points B and D.
iv) Join A with B. 6 with C, C with D and D with A.
ad SMm
Step 4:
Join B to F and extend it. This ray BF is the required angle bisector of angle ABC.
Similarly bisect the other two angles.
3.6cm
ABCD is the required kite. —^ bisectors meet at point O. This point O is called its incenter.
st
Perpendicular Bisector of Sides of a Triangle
^ Perpendicular bisector of a side of a triangle is a line perpendicular to the side and
0 Construct a kite PQRS in which PQ = 3cm, QR = 5cm and PR (diagonal)-7cni. Posing through its midpoint.
U

0 Construct a kite KLMN in which KL = 2.5cm, LM = 4.5cm and"KM(diagonal)=5.5cn1.

0 Construct a kite with length of diagonal 4 and length of sides are 5 cm and 6.2 cm Le,^1"9 Line Bisectors of a Triangle
instruct the line bisectors of sides of a triangle.
respectively

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 Steps of Construction:
Step 1: Figures
nt

Draw a triangle ABC. <^Ze many objects in daily life that look exactly identical For
An
& oD the blades of a fan, the two doors of the cupboard, two gles and sides of
Step 2; congruent figures
o: the cutlery set, etc. Look at the following objects dr
Take A as the center and draw two arcs on both sides of AB ® the same.
x ip00
by taking radius a little more than half of segment AB.
Step 3:
Similarly, using the same radius take B as center and draw two arcs on both sides of AC.

m
Step 4:
Join the point of intersection that cuts AB at D. This line is the perpendicular bisector of
AB.

co
These objects have the same shape and size. The objects or figures that have the same
Similarly, draw line bisectors of side AC and BC The point G where the three bisectors of
ihape and size are called congruent objects. The above pictures are showing congruent
sides of triangle meet is called the circumcenter.
objects. Congruent comes from the Latin word "congruere", which means "to agree" or
In the same way we can construct angle or perpendicular line bisectors of any shape. •correspond with". The symbol for congruence is V. The symbol is for the same shape
and ■=' for the same size. L

0.
iu; The matching sides are called corresponding
sides and the matching angles are called
corresponding angles. J
Draw angle bisectors for these shapes. Also draw perpendicular side bisectors.

36
Now observe the following figures. They have the
same shape and same size. Same size means the measurement of sides and angles are the
same.
In the above figures, JKLM = PQRS. We read it as "JKLM is congruent to PQRS".

A
rj
ad We can see that:
= PQ, la = QR, LM = ]^, JM = PS
So all the corresponding sides are equal. Hence the above figures are congruent figures.
^ 1 Similarly:
st
Two line segments of equal length are congruent.
An 1 nt> Two circles having equal radius or equal circumference are also congruent
Two angles are congruent if they have the same measurement.
U

c A o^ _!_ : nor no' n

% Ask the students to draw various types of quadrilaterals and draw angle and line bisectors for their
\ • angles and sides by following the steps given above. CsO AB = CD
ZABC s ZLMN

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 SS Sri They look similar by .heir shape but their size is
not the same So we can say that the rugs are s^'iar o each
other but they are not congruent as they have a different size
The figures that have the same shape but not the same size
called similar figures. The symbol that is used for similar figures
It is read as "is similar to'.
Properties of Similar Figures
Two figures are similar if: D 6 cm

m
2 cm 0
1. Their corresponding angles are equal.
,9 cm
2. The lengths of their corresponding sides 3 cm
are in proportion (the ratios between the

co
A 12 cm 4 err
corresponding sides are equal).
' Figure A Figure B A 4cm
Look at the following figures. 42" 4f
>Q
C 4cm 0
The corresponding angles are equal of the given figures:
/A = ZL.^B = ZM, ZC =/N and ZD = ZO

0.
jg Apply properties of similar figures and check if the triangles are similar or not
All sides of figure A are proportional to the corresponding All congruent figures are similar
sides of figure B. figures but all similar figures are not a) b)
congruent. In similar figures, the n
a 12
AB BC CD . PL - 3 ratios must compare to the correct 40

36
TBT'WW OL corresponding lengths.
24 zC
So. these figures are similar figures. 10
C 72 B

ad 10.10 Congruent Triangles and their Properties

^ know that two line segments are congruent when one of them is an exact copy of the
Tick K) the pair of congruent figures and circle the pair of similar figures. olher. Also two angles are congruent if one of them is a copy of the other. So the
st
C0n
b
gruent figures exactly match with each other when placed over the other i.e. they cover
a) )
Mother exactly.

^ the triangle ABC and DEP. These two

U

75" 7S
ihape65 are COngruent as have the same
SiZe T e Same sha e and size re ers
tothe^ ^ P ^ 60
E«p s n to '-•>« st.de-ts about co-gruem and similar figures Show some flash cards and ask the 1 3,1 its 3 corres ondin
«r
' j "" to ten •♦uch figures a-e co-gnjert ard which are similar. ^ alUK^' e ^ P g angles
corresponding sides.

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 triang|es are congruent, so all three sides of ,riangte ABC are equal to
is ^ g^g 5ides of triangle XYZ.
Properties of Congruent Triangles ,f ^ are congruen, or not, we can use I^Note it down
I, two triangles are given and we need tode ^ the congruence. So, it ,s not •fi™ «• = 5K= 8cm
^riy^ The lines ] and U represent equal'
SKJes.
necessary to measure all three si
Property t: Side-Side-Side (SSSaSSS' f'^jriangles ABD and CBD congruent?
Property 2; Side-Angle-Side (SAS = S ) Arc the
Property 3: Angle-Side-Angle (ASA "ASA) ^Wang^^DandsCBD.
Property 4; Angle-Angle-Side (AAS s )
100
Property 5: Right-Angle-Hypo.enuse-S.de (RHS - RHS) sides of the triangle ABD are equal to the three

m
Property 1: Side-Side-S.da (S5S o SSS) ^ a tr|ang|e are equal to the measure Responding sides of the triangle CBD. _
-fB (given) AD = CD (given) and BD = BD (common in both)
^nSSgth- "he Cher triangle, then the two triangles are congruenf,

co
As three sides are congruent so,
Look at the AABC and AWXY.
iABDsiCBD
The measure of all sides of the triangle
ABC are equal to the corresponding sides
Property 2: Side-Angle-Side (SAS E SAS)
of triangle WXY i.e.
aB = wx, a^ = wy.K:-X7 Tte property states that "If the measure of two

0.
. AABC = AWXY. sides and their included angle of a triangle are
Example 1: equal to the measure to the corresponding two
Check whether AABC is congruent to ARPQ. sides and their included angle of the other

36
Solution; A » . 'S,"1 tiiangle, then the two triangles are congruent."
<?/ Xfc*
Look at the given triangles:
% The measure of two sides of triangle ABC are
9cm R equal to the corresponding sides of triangle
In the triangles ABC and RPa the three sides of the triangles ABC are equal to the three sides
of mangle RPQ i.e.
AB = RP = 4.2 cm. AC = RQ = 3 cm, BC = PQ = 9 cm. Hence AABC = ARPQ.
Example 2:
ad DtF.
*b=de, bc=1f
#|
so, the included ZB of triangle ABC is equal to the corresponding included ZE of
The given triangle ABC and XYZ are congruent. Find each unknown sides of the triangles. Wangle DEF.
st
. ZB = ZE
9 cm 8 cm So. AABC s ADEF.
Sample 1;
U

AABD anci
7Cm
ACDB are congruent.
ftf-*. Explain to the students about congruent triangles. Make sure they compare the correct
• COfresPond,n9 S'dM and angles while looking for congruency in triangles.
.C-lan9,e5 are con ruen
D are ec
9 '. if two sides and included
ang|e iual to corresponding sides and included

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 > nd 5B= (common in both) ^ and AYXZ we can see that; 6S:
AB = CD (given) ZABD = ZC^B ^ a , t0 the corresponding two sides and included
W
As two sides and one included angle are equ
angle so,
AABD = ACDB. Iff
Property 3^An9'e^^^' i^tes^nd their included side of a triangle are equal to the ^ore,bolh trian9les are con3ruent by AAS Property.
riy 5- Right-Angle-Hypotenuse-Side (RHS s RHS)
t^c^
property states that "In a right-angled triangle, if the hypotenuse and one side of a
triangles are congruent". a d
Look at triangle ABC and triangle PQR- _ Se is equal to the correspond,ng hypotenuse and the side of the other triangle then
triangles are congruent .

m
The two angles ZA and ZB and their included side AB is
Look at the triangles ABC and DEF.
equal to the corresponding angle ZP and ZQ and their
included side PQ of the other triangle PQR i.e. ZA = ZP, B jhe length of one side and the hypotenuse of
ZB = ZQ and AB = PQ. triangle ABC are congruent to the corresponding side

co
A ABC = A PQR and the hypotenuse of triangle DEF i.e.
Example 1: Look at the pair of triangles and find out if these are congruent AC=DF and BC = EF. 3_
Solution; •. AABC = ADEF
A 6 cm
In AABC and AFED SO Example 1:
70"

0.
ZA = ZF = 50°. AW= FT= 6 cm Find if the AABC and ABAD are congruent triangles.
ZB = ZE = 70'. 70- SIT Solution:
So. according to ASA property, AABC is 6 cm The hypotenuse AB is the common side of both wr 9D-
congruent to AFED.

36
triangles.
Property 4: Angle-Angle-Side (AASs AAS)
The length of the base is 5 cm of both triangles. so
This property states that "If two angles and one of
In congruent triangles if the triangles AB = AB = 9 cm, AC = BD = 5 cm
the non-included sides of a triangle are equal to the
have congruent SSS and SAS then So. according to RHS property AABC s ABAD. 9 cm
two corresponding angles and one non-included
they also have fulfilled the property
sides of the other triangle, then the two triangles are
congruent".
Look at triangle ABC and triangle DEF.
ASA. ad
The two angles ZB and ZC and the non- US Apply
f
co Properties of congruent triangles and find if the following triangles are
st
included side AB is equal to the ngruent or not.
corresponding angle ZE and ZF and one
non-included side DE of the other triangle
DEF. i.e. ZB . ZE. ZC =ZF and AB = DE. if/90"
U

• A ABC = A DEF In two triangles if two angles are 60 EOT

Example 1: equal then the third angle is also
Prove that the two given triangles are congruent equal as the sum of three angles of a ^\9cr a
triangle is 180°. ——
bi. 55
c E

268

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 prove the co y . M ,dngles AIso
,he
P v prove .he congruence. P'openy ,h„ ls ^
b) f
A B

O P
|31 Find .he unknown sides or angles of .he given congruent .riangles.
8 cm

m
5 cm 7 cm
nr
20
C(T>

co
[3 Look at the figure. RS and TP bisect each other. ; isosceles triangle. Then prove that in an isosceles trianqle the hk~*n,
9 e b,sec
a) State the three pairs of equal sides in the two the riqhi bisector of the base. tor of the vertex angle i

0.
triangles POR and TOS.
b) Which of the following statements are true?
APOR s ASTO or APOR = ATOS
:

36
The measure of one angle of a triangle is 90°. The measure of its hypotenuse
and base is 6 cm and 3 cm respectively. Draw a triangle congruent to this • «. ngh. angle .Haggfe ,h. side opposte „ ^ ^ jj

triangle. hypotenuse.
Q ALMN and ADEF are congruent by Angle-Side-Angle congruence property. • Til. longen diagog.l o, a kite biseeu the ahorte, diagonal p.ip.ndlcal.H,,
Find the value of x and y.
M E
ad r-rr ,he
"> ,he opp°si" ^ ^,h''«•-* •>
x "s called as angle bisector.
• Angles and sides of congruent figures are the same.
st
?(r *♦90 5v-120
' In Zrrfi9lJreS are Similar fi9UreS but 311 Similar fl9ur« are not congruent.
,n
• con rue9 ^ the ratiOS mUSt com are t0 t e
P ^ correct corresponding lengths.
U

1 tr,an9,eS if the trian

El In triangles ABC and ADC. BC ="DC. BA Have fr gles have congruent SSS and SAS then they also
6 pro ert
. Int^ P yASA.
prove that the triangles are congruent.
9,65 tW0 an es are e ua
of thr ee a ^ ^' g ' ^en the third angle is also equal as the sum
ngles of a triangle is 180°.

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 ^ve the 9*- ,i9Ure and ^ ,he "7* -anu an(1 langents

Kl Choose the correct option.

a) The sum of the angles of the triangle is: iv. 90°
lit. 180°
i 360* 220*
b, A line which meets or touches a circle at only one point .S called: iv. Arc ^ ^
i. secant ii. tangent in. sector
c) A line which passes through a circle and intersects it at two points is called: onstruct a triangle ABC when ZB = 60*. ZA = 45* and the length of one side is
i. secant ii. tangent m. sector iv. rc

m
d) Rhombus is a quadrilateral whose four sides are equal in length but none of its
angles is: pj Construct a triangle LMN when ZL = 45* and the length of two sides are 4 cm and
i. acute ii. right i". obtuse .v. reflex
3.8 cm

co
e) a is a quadrilateral whose opposite sides are equal and angles between
their adjacent sides are 90*. Construct a triangle GHI when its three side GH = 5 cm. IG= 6.9 cm and HI = 4 cm
i rectangle ii) kite rhombus iv. triangle
Two or more circles with same centre but different __ is called concentric
|| Draw right angle triangle when the length of its hypotenuse is 7.1 cm and its base
circles.

0.
iv. Arc is 5.7 cm. Draw its angle and side bisectors as well.
i tangent ii. secant "i- radii
g) The sum of angles of the quadrilateral is: P Draw square ABCD with side AB=4.5 cm.
i 120* ii. 240* iii. 360° iv. 180°

36
h) A trapezium has pair/s of parallel sides. P Draw parralelogram PQRS such that PQ = 5 cm, QR = 2 cm, ZSPQ = 75*
i 1 ii. 2 iii.O iv. 4
The objects or shape that have same shape and size is called: (0 Draw rhombus LMNO such that LM - 6 cm and ZLMN = 60°
i. congruent ii. similar iii. sector iv. equal
J) The symbol for congruency is:
i. -t ii. o iii.«
pi Define chord, secant, arc, sector and tanget of a circle.
ad
iv.»
{H Draw trapezium STUV such that St = 7 cm. SV = 3 cm. VU = 4 cm. VST = 70' and
VU II ST.

Const jet a kite with length of diagonal 6and length of sides are 7 cm and 8 cm
st
Label the parts of the circle. "spectively

Draw an equilateral triangle and then draw angle and line bisector that divides the
Q'ven angles and sides of the triangle.
U

^ and then draw angles and line bisector to divide the ang
S,des
of the parallelogram.

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 EO Which pair of triangles is congruent?

B
A-

A 4A- A C X

m
m Find the centre of rotation.
A-
TT. ^4
i ■ -t
4

co
LT '- " rr --tj
ih
—i—*
1
■)" i
i1 1
r :4 | 'rr
^ O » -» f i » 4 J J 1 2 J « S 6 7 » » 10 * '2_*j 4 .3 -2 J1
—L -Prf Math

0.
Li _ |- +l
t ~i i r tf Project
H
■| r r L i
" I •— r- r-f 1 Material Required:
—' ~r

36
• Shapes cutouts .
• Print of coordinate plane
the origin.
• Pencils
• Ruler
0
"sin9 3

Y-axis
ad <" Procedure:
• Get students work in groups.
• Give each group print of coordinate plane and cutouts of various shapes.

• Th rUCt(| t0 paste an sha

y pe in the coordinate plane.
st
t0 P n
• Thfc" ' ^ us'ng thumb Pin and rotate it about that point.
.^"I be the center of rotation,
rernrruTt0 USe Same shaPe w'th different locations and centers and then
ervations
• SNlarl -
U

35 them t0 ex ,ore
on thJ
ne ^ ^ P enlargement of objects by using cutouts of shapes
coordinate plane.

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 fctinftvy Data Management glasses we have learnt about histogram bar graph, types of data, mean,
pr
mode of ungrouped data and frequency d.stribution table, probability of
and Probability "iedian' nt complement of an event etc.
ce,tain
Till also learn about frequency distribution table, histograms, frequency
Student Learning Outcomes j N0W We
po'ygon, Pprobability of different events, perform probability experiment and
jmenta| and theoretical probability in simple event.
After completing thi* unit, students will be able to:
^paring e*P
. select and justify the most appropr.ate graph(s) for a given data set and draw simple conclusions based on
the shape of the grapb , ..
^ 11.1 Data an

m
. Recognise the difference between d.screle, continuous, grouped and ungrouped data
. Calculate range, variance and standard deviation for ungrouped data and solve related real-world
. Construct frequency distribution tables, histograms (of equal widths) and frequency polygons and solve M,iC. is related to the gathering of data, its

co
related real-world problems. lion and investigation. The information collected Define mean, median and
. Explain and compute the probability of. mutually exclusive, independent, simple combined and equally ^ form o{ numbers, words, figures, facts, etc. is called mode.
likely events (including real-world word problems) What is the difference
. Perform probability experiments ('or example tossing a com. rolling a die, spinning a spmndr etc. for j^Jhen we present data in a meaningful way it is between bar graph and
certain number o' times) to estimate probability of a simple event mown as data handling. histogram?
• Compare experimental and theoretical probability in simple events. What are certain and

0.
H,the previous class we have learnt about data. impossible events?
The information that is collected initially without any IbT
organisation or arrangement is called raw data. For

36
eiample, the data collected about the favourite fruit of a II
group of 10 students. The data will be like "apple,
banana, apple, orange, orange, orange, pear, grapes, m
grapes, and grapes". The process of collecting
.• fTcmi'wJ*
ad information is known as data collection.
11.1.1 Presentation of Data
After the collection of data is over, the next main task is to decide how to present that
in a meaningful and easy way to let us quickly look and understand it. Data
st
Mentation is very important, because if it is not presented properly we cannot get
r
^ired result or correct information and it may lead us to a wrong or inauthentic
decision.
U

Wa
ysto collect data
Two diM are -oiled what are the chances o( roll.ng a sum of 5? What is the complement of this event? are many ways to collect data. For example;
" Nation . interview • Questionnaire • Newspapers
Ma9a2in
' « • Internet

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 Types of Data Abar ^no,cewhentu
' ^ n0 value is dependent on the other, tomph, data^ ^ .ndec^
We can classify collected data in two types:
a) Ungrouped data b) Grouped data ofa group of people, the marks of 5 students in Math ^ favouT^'
^tiple bar chart is suitabie when we have twotr* ^ ^
Grouped and Ungrouped Data
Ungrouped data is the raw data which has just been collected from any survey, experim ' (fifferent kinds of data. For example, the data of men and ^ «^ohes of
a
or study. It not grouped in any form like categories, classes, intervals etc. different candidates. n who vot^ ,ot ^
, A,ine graph is suitable when we want to show a data that is ch
Grouped data is the refined form of the data collected that has been sorted out in bundl
an9,n9 DVer Fc
eS example the rate of dollar, the temperature of a city etc ^ "

m
categories, class intervals etc '
. Apie chart is suitable when we have to show and compare the parts
Suitable Presentation for Ungrouped Data
whole. For example, the percentage of share among business partner0'PrOPOrt,0nS 01 a
» Line graph • Bar graph • Pictograph • Pie chart

co
Suitable Presentation for grouped Data
Exercise 11
Histogram . Frequency polygon V
Quantitative Data p] What do the terms discrete and continuous data mean?
Continuous Data

0.
[2] Write 2 examples each of discrete and continuous data,
Continuous i. . „ be ^ ^^
m F. uch .he fallowing, „ ,h. d.ta be ^^
. P.™,., ^ ..g ofstuOoms,,.mlly mernb,„,

36
water in a tank, temperature of a city.
a]The number of animals in a zoo uv-ru >
Discrete Data OTh. number of peg.. , book ' ^ l""ft * P™"
!)The lime taken to cook a dish ^e mess of a eh.i,
"ZTetulrT* da,a ,ha, iS C0Untable- " haS 3 limited numb- ^ Possible 9l The capacity of a pool er 0f books in a ilb
'^

1 1 C h 00Im9 an Appr0priate T
D a;;i b e ype
Graph/Chart
ad We number of mathematics questions in an exercise
lihe mass of water melon

already learnt ^ T 63515 ^ ^ ^ ^ ^ COlleCted-We have 11.2 Measure of Dispersion 1

st
9-phs, line graphs, etcTh^rr ^ eXamPle PiCtUre ra hs bar
3 P '
C escri e
a) Range ^ ^ spread of the data. They include the following:
a Var
) Range ^ >ance c) standard Deviation
U

^ range is tbe
ast and easi y unc
chart that we use from the beginning of our introduction to ^difference ' terstandable measure of dispersion. It is defined
een t e
ni ^ 9reatest and the smallest values given in the data. It gives us
\ 9 SlrT1 5 various types of nrapu ,n
• c ass .
\*y ple conclusion b ^ ' which the student is well familiar with and how to draw
S aSed 00 the shape of the
Stable for vario? 1 Q^ph. Then ask them to discuss which graph is
klnds
data values.

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 :
<0,ution
.„ H-ta is it is the difference between two extreme
the give data, greatest value is 9 and the smallest value is 5.
a decent indication ofhow We denote range by R- =5
observations in any given 59
X-
Range = K= ^ ^
gang6
s9-5
™"9,he9mnd"BV,'"ei
= Greatest value in the data a4
5athe range if this data is 4.

l\ VarianCC

m
The variance is another measure of dispersion. Variance actually tell us about the spread of

data i e- how broadly the values in a group diverge. If one or more observation within the
jtfen data values diverges significantly from the mean, the variance value increases and
versa. If all the values in a data are same, the value of variance will be zero. The value

co
8. 5. 6. 5. 9.10. 7. 8
0( variance is always positive. A small result of variance shows that the values in a data set
frTthe give data, greatest value is 10 and the smallest value dose to the mean of the data and a high variance indicates that the values of the given
x_=10 data have spreded widely around the mean.
Variance is dented by S2.

0.
x_=5
Range = x^-x^ Variance = S' -
= 10-5
Where:

36
=5
i is the mean
So, the range of this data is 5.
n is the total number of data values
Example 2: t stands for each data value.

Students
Ibrahim
ad
No. of questions solved in 1 min
8
Example 1:
The following data shows the obtained marks of 7 students
out of 30 marks in monthly test.
5 10.15.16.18. 20.22.-25
Nida
st
Rnd the variance for this data. r—
Ahad 6
Solution:
Sehrish 5 Step I:
U

9 F|
Marwa ^the mean. Add up all the data values, then divide them by the number of values.
8 s
Arham um = Lt = 10 + 15-t-16 + 18 + 20 + 22 + 25 = 126
Sidra 7
Sum of marks =18
Zaeem 6 Mean =x = n 7
Number of students
HO FO SA-E
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 JO1*'
X

II
o
r-
10 Jthe mean- Add up all the data values, then divide th^ ^

I
15 15-18 = ., Sun' 5 Zx = „ 40 + 56 ♦ ^
42 + 60 + 28 + 35 + 45 +
64 ♦+ ou
An ♦ 70 = CAflnumber of vaJues
Rnd the difference of mean and each of the 16 is-isTTT Mean=i = -iM^^ ..
values. Number ofstudentT
18 18-18 = 0
Subtract the mean from each value to get the
20 20-18 = 2 X
deviations from the mean. b~*) |
Since! = 18, take away 18 from each value. 22 22-18 = 4 42 -8
60

m
25 25-18=7 10
Step II: 28 -22
Take Square of each deviation from the mean. This will result in positive numbers. The find Fin d the difference of mean and each of the 35
values -15

co
the sum of these squares. (r-5) Subtract the mean from each value to get the 45
x (x-^ -5
10- 18 = -8 deviations from the mean. 40 -10
10 (-8)' = 64
Putting the values in the formula:^ S'ncex s 5^' ta'<e awa^ ^rom eac^ va'ue- 56 6
Ux-x) 2
15 15- 18 = -3 (-3)'= 9 ■
S = 64 14
(-2)' = 4

rL
CO
16

—M.
oi

0.
II
—*I
146 Step lll: 60 10
S' = 7 18 18-18 = 0 (-0)' = 0
j£e square of each deviation from 70
(2)! = 4 ' 20

CO
N)
0
20

II
s'= 20.85

—X1
the mean. This will result in positive

36
22 22-18 = 4 (4)' = 16
This is the required variance for the numbers. The find X U-x)
given data values. 25 25-18 = 7 (7)'= 49 the sum of these squares.
42 -8 64
I(x-*)' = 146
c) Standard Deviation Putting the values in the formula: 60 10 100

standard deviation.
Standard deviation Ilx-x)Z\2
ad
The standard deviation is another measure the dispersion of a data values (relative to its
mean). It is the positive square root of the variance. We use the symbol a or S to show
Standard deviation = / £(* ~ ^)4
riation = S =^J

S= 1730
28
35
45
-22
-15
-5
484
225
25
/I V 10
40 -10 100
st
Example 1:
Grade 8 students planted some plants during plantation campaign. The S=/i73- 56 6 36
following data shows the number of plants planted by 10 groups. 64 14 196
S = 13.15
U

42, 60. 28. 35.45. 40. 56, 64. 60, 70 60 10 100

Find the standard deviation for this data. 5o, the standard deviation of the given
da
ta is 13.15 cm (correct to 4 significant 70 20 400
Conduct a poster making competition among students for making a step by step poster for (x-x)2 = 1730
figures)
T £ y calculating vanous measures of dispersion(range, sd, variance etc)

282

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 Exercise 11.2 Frequency is a measure of the number of oc
repeating event. It is denoted by/'*** 0'3
_ . nrp and standard deviation for the following set of data.
1 Find the range, variant* ^ 450 520 jgo, 495, 575, 444
a) 35, 79, 44.63 92 28.20 ^ ^ 24 71 52 62 53 • n are the marks of 10 students in a class test out of» •
^^^13.13,14,14. nwximum marks 15.
f) 8, 9, 8,11,13.15.10,18, 20 A A 1^' ' . — *irvtoc crt frpmionr-w O t r-
^ Repeated two times so frequency of 8 is 2. Frequency of
Minor,
obtained by 11 students in mathematics ^ h cause it is repeated 3 times. 14 occurs 2 times so its
| The following data shows the marks obtained oy 1315 3 6
is 2 Frequency of 9,11 and 15 is 1 because they occur I Irst time in France.

m
1
terminal exams.
82. 83. 59, 94. 70, 76. 32,80, 87,94. 62 ^ frequency Distribution
I'-3' If we represent the values and their respective

co
a^anSr b) Variance c) Standard Deviation frequencies in a table, it is called frequency distribution table.
for this data

; The following data shows the age of 10 teachers in a school. to make frequency distribution table we arrange data in increasing order and for
28, 31,45, 35. 30, 50, 54, 38,40, 36 h observation we put a tally mark (|) opposite to the observation.

0.
ls are marked in bunches of five.
a^Rang'e b) Variance • c) Standard Deviation I,a„ observation repeats 2 times we put two tallies (||). In other words we put tally marks as
for this data.
many as the observation repeated.

36
I According to a library's weekly record. 42. 45, 58. 62. 70. 66 and 88 books were
issued during the last 7 days. Find the range and standard deviat.on for th.s data. for an observation repeated 5 times we put 4 tallies and a
ifth tally orthogonally across the four tallies (t)(|). If an
Sum of al1 ,requenc,es 15
observation is repeated 12 times, we put it in bunches of ^10
The following data shows the number of pages of 8 books.
120. 225. 100. 154. 188. 204. 212. 170
Find the variance for this data. Also calculate the range.
ad wo fives and two separate tallies (fHiWl ||). We make
frequency for ungrouped and grouped both type of data. The
total number of observations

following examples illustrate the procedure of frequency distribution table.

Example 1:
st
€ The weekly income of 10 employees of a factory is; Ihefollowing are the marks obtained by 20 students in a
Rs. 6000, Rs. 65230. Rs. 78600. Rs. 8000. Rs. 9350. nwthematics test out of total marks 50.
Rs. 9680. Rs. 1030. Rs. 1236, Rs. 14340. Rs. 15000. 45,48, 35,40, 30, 30, 48, 36, 35, 48, 47, 30,45, 38, 30, If data is arranged
U

Calculate the range, standard deviation, and variance for this data. systematically in different
<436,36. groups, it is called grouped
SoKition: data.
3 Make groups of students. Provide them with
...M. 3 dice. Ask them to roll 3 dice simultaneously- severa^
. .1 We
construct a frequency distribution table, for this we make
^ ^ limes and record the result Then ask them to calculate rang, variance and standard deviation or
data collected ^columns.
MO'fO.SAt
283
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 Frequency (f)
Tally
Marks Obtained 4 n
" iT" iiiT 2
11 The word histogram comes from the Greek word histos „ rnean
35 11 3 chart or graph. So, we can say that a "hUt,-, ''ng pol. ...
36 III 1 % to represent data where the class intervals toTho" a* "POle chair
38 I 1 L corresponding frequencies are on the v-axis tke u,sto r are ^Wen alnnn9 axis15and
40 1 « is no gap between the bars while in a har . 9 am is drawn in **
2
45 11 2 Jteen the bars. A histogram is drawn, by dividTn^^^^^ ^ ^
47 11 5 Jto a smaller .ntervals or boundaries. Let's learn about
48 m ^(amp'e1* Tarn
*
• j 2U

m
Total The data below shows the number of people of different ages
9es
^ho visited the library on the weekend.
r„-,n!co thpm into groups and obtain a grouped 12,14.15,14, 14,16.19,18,15,18. 20, 20. 20,22 2S ^n

co
32. 35, 39. 20. 24. 25, 30. 23. 30. 38. 32. 30. 25. 25 '

group. a) Construct the frequency distribution table for this data.

The difference between the b) construct the histogram for this data.
upper and lower class boundarit
C^nTtrucUhe frequency distribution of 35 persons when Solution:
,heir heights (in inches) are given below^ of the same class is called the

0.
size or width of the class. a) The data is in mixed form. First arrange it in ascending order for convenience.
60, 72. 70, 59, 58, 59, 60, 63, 62, 60, 72, 72, 70, 71. 57 65, 67,
12,14,14, 14,15,15,16,18,18,19, 20, 20,20, 20,22 23
65, 66, 53, 55. 65, 60,72,70. 69.72,72, 60, 57, 63, 65, 66,72,
24,25, 25, 25, 25, 30, 30, 30, 30, 32, 32, 35,38, 39 ' '

36
smallest height is 53 inches and the greatest height is 72 inches. ,f we take Here the lowest data value is 12 and the highest data value is 39. So
Size of class interval = 5 Range = Highest data value - Lowest data value = 39 _ 12 = 27
72-53 _._li_o8 4 Divide the data in 6 classes:
=
Then number of intervals = 5

Frequency
5

Frequency Distribution Table

Tally
ad Frequency (f) 1
Size of the class interval = Range -r No. of classes = 27 -r 6 = 4.5 == 5.
So. the required frequency distribution is given below.
Class Intervals
4 10-14 j 1111
53 — 57 1111 4 |
st
9 15-19 Httl 6 1
58 — 62 tmim
9 20-24 m\\ 7 1
63-67 mum
U

13 25-29 1111
68 — 72 tm mi 111 4
1
— 30-34 11
Total 35 5
1
- 35-39 HI
3
I 1
' L 1 If = 30 1
.285

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 frequency Polygon
3
, ■ r h the class boundaries for each class. ,i>
' iienCy Polygon is a multi-sided closed f,gure ,. •
b) To draw histogram, let s nno ^ ^ dass from the lower-class limit
Af|eq r\ps against their corresponding dass marks (mi^ cted
W plottinn ,kk i
For .his, first -b.rac.the upper-class ^ .<SSugh straight lines. I™"^.
(or the second class. Divide lower.c|aSs limit of each dass. Similarly add ,h
Subtract the result °Tst "f each class,
resuu
result ui
of uiwia.w. — the
division to — upper-class
.. limn V*
11*
In this way we will find the class boundanes.
the
ass — Height in (cm)
9.5-14.5
10-14 140 - 149

m
14.5-19.5 18 \
15-19
19.5-24.5 150-159 1
20-2^ 15 \
25-29 24.5 - 29J) 160-169
29.5 - 34.5 20 \

co
30-34 170 - 179 1
34.4 - 39.5 25 \
35-39 Zf = 30 180- 189 | 22 ^

Solution:

0.
First find the class boundaries of each interval.
b^Sror. .1.. I«w.r V.1-. of =«!. W.™;» Add two extra classes, one before 140 and one after 189 of same width but with 0
frequency.

36
""S".'o, ..cb b., should b. .,0.1 to its corresponding frequenc,. Find the mid-point (or class marks) for each dass.
y-axis Library Visitors
p^ciassjntervals Class Boundaries
j 130- 139 T 129.5- 139.5 1 134.5 r 0
ad 1 140-149
150-159
160-169
1 139.5- 149.5
149.5 - 159.5
159.5- 169.5
1
i
144.5
154.5
164.5
1
1
i
18
15
20
1
I
I
170 -179 169.5 - 179.5 ' 174.5 25 \
st
180-189 179.5 - 189.5 I 184.5 22 I
190-199 189.5- 199.5 | 194.5 I o I
U

x-axis Mark mid-points (class marks) along x-axis and frequency along y-axis using
a
—> Ppropriate scale.
34.4 39.5
45 19 5 24.5 29.5 Plot all the mid-points (class marks) against the corresponding frequencies.
Ages

288

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 m following data consists of number of
^struct a frequency polygon for ,his J* «n 3o boofe 0, a.
t 195, 206, 100, 98,150 2,0 j9 ^ "brary.
180,212.104,195,l00.216.4l026n;95-168-
206, 116,195,100,142,100,135 gg .
b0 158
.truct a frequency polygon for the gi„en data ' '
Co**
Class Interval
—
Qi-inn
5
101-110
3 \

m
111-120
|
121-130 F 1

co
131-140
154.S IMS 174.S 1S4.5 194
IMS 144 1. ^IIj
Height
This is the required frequency polygon Constr^1 a histogram and frequency polygon for the following data.

0.
Exercise 11.3 j Class Interval Frequency
4-6 4
\
| Make frequency distribution tab.e of weights in Ki.ogran. of 20 students of c.ass 7-9

36
8
m
- „ 30 3f, ? 4! 5 34.44.8, 36.2, 38, 41.5.44.8, 35,41.5, 39,42 10-12 6
13-15 12

ad
TvTs 25. 28, 25, 27.19,28, 28,19,19,15,28,19.19. 25 27,25 28
a, ■ Construci a frequency distribution table having equa, class .nterval.
b) what is total number of students having highest marks.
Construct a frequency polygon for the given data.

Class Interval Frequency

150-153 7
st
130 532 553 576 639 675 738 205 535 368 140 ^ 154-157 7
b) 18,25,21,20,27.18,16.17,19.19,19.23,45,12,32.30,31,36.28,25, , , . 158-161 15
U

162-165 10
H The following data shows the number of people who visited the park daily du
a month. Construct a histogram for this data. 166-169 5
42 64 36 62 41 47 87 69 65 55 83 7 9 3 4 6 8 25
170-173 6
28 46 51 74 27 29 44 59 96 40 20 50 88 86 93
0;.
:8s ■

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 less likely
rr>0r
0- « likely
Equally Likely
impossible

Previous Knowledge Chec? r

T
Vi/e know .ha. probability means Which of these events are 1/2
how likely sornethmg is to impossible? Which ones are certaj ?
happen. It is a measure o the >0 . A randomly chosen polygon is I 14 1 5 9 2
•ys circle. 3 2 15 12 12
likelihood or possibility of an • a right-triangle have 90' angle 15 1 8 14
7 10 14 B 14
event • A prime number has 3 factors 11
16 10
Probability line for desired outcome of.

m
The most commonly used phrase involving probability is "Picking up an even number randomly

predictions and forecasting about weather. Combined Events

11A2

co
probabilities o' Combined Events
Similarly in investment, election results sales forecasting etc, , ' n more than one event occurs, we say that a combined events have been occurred The
there is a wide-ranging use of "probability . mbability of combined events can be calculated by different methods depending upon
The environmental d^^^.f^^^^LtrTdiLster like earth quack, the type of event.

0.
predict the chance of how y ,n the countly. fore learning about calculating the probability of combined events, let's lean about
different types of events.
Mutually Exclusive Events

36
calculations involving chance and probability. Suppose you are travelling.
Th^'robabMyofarJ event is a value that is between 0 and 1. Case 1: Is11 possible that the vehicle's movement direction is
The closer the probability to 0, towards east as well as towards west at the same time?
. If the probability of an even, is 0, the event is impossible the more is the chances that
i.e., the chance of happening of that event is 0/o. Case 2: Is it possible that the vehicle's movement direction is

there is 100% chance that the event will happen.

ad
. If the probability of an event is 1, the event is certain, i.e.,
the event will not occur and
the closer the probability to 1,
the more area the chances thai
the event will occur.
towards east and you are smiling?
The two events in case 1 cannot occur simultaneously.
In case 2, the events can occur simultaneously.
• When there is 50% chance of an event, i.e., X, then the
event is said to be equally likely. So, in case 1, the events are mutually exclusive as they cannot
st
• When the probability of an event is between X and 1. we say that it is "more likely occur at the same time.
that the event will happen. • When tossing a coin, the event of getting head and tail are
mutually exclusive as we cannot get a head and tail at the •••
• If the probability of an event is between 0 andX, we say that it is "less likely" that the
U

event will happen. same time.

When a die is rolled, the events "1" and "3" are mutually
share the following link with the students to have them practice probability related vocabulary exclusive, as they both cannot be occurred at the same time.
^ online.Jittpiy^wwjfaniUiiLQigZMaths/A^ivitY/Prg^bilitY/QUcusLasB
g- ■—
c
c
c

JHF

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 rd -and" means that we are talkino ah

Independent ^ ^ ^ doesn, 3ffect ^ ,tisfyrTlore than 0ne evem at the sam°?Ut the Probabilitv of .
— outcomes
If the occurrence or happenmy are
Two or more events that cannot
the probability of another event, then these occur simultaneously are called
known as independent events. mutually exclusive events.
mp'e ^
^ 0se. A:=the vehicle,s movement is towards east
doesn't affect the outcome of the second 5JpP ' Rs
gs the vehicle's movemont
the vehicle's movement is
two events are independent event. ---towards west
that both the events
can say cannot occur at the event A occumng. wc use
. „ we toss a coin and spun the spinner, .he ou.come o
tossing a coin doesn't affect the outcome of the station PtA)
of A and B together equals 0
spinning of the spinner.
Visible)'

m
So, all such events are independent events
d B) = 0 35 A and B Can neVer OCCUr to9et^er.
Equally Likely Events we can say that "The probability of A or B equals
There are 4 red, 5 blue and 1 green colour penc.ls in a ^ of their individual probabilities". formutualVexdrnweevMrts- 1
A desired or favorable outcome

co
pouch Ali picks a pencil randomly without looking. What
the probability that he will pick a blue pencil? is an outcome which we want to ^U5P(a)+p5b) P(AandB) = P(ArN8) = o
Here the number of favorable or desired outcomes is 5, gel from an experiment or the ^ifcr the examples.
there are 5 blue pencils. one we are looking for.
Numbers of blue pencils (desired outcome) - 5 yimpie*

0.
Total number of possible outcomes= 10 ^
Probability of picking up blue pencil (desired outcome) =^
A = (an odd}

36
B=(2}
This shows that the probability of the desired outcome i.e. blue pencil isy > Solution:
SO there is a 50-50 chance for him to pick or not to pick the blue pencil as the number of the events A and B are mutually exclusive as these two events cannot happen at the same
un-desired outcome and desired outcomes is the same. Or we can say that it ,s as equally time. Either we can get an odd or we can get 2. There is no number which is both odd and 2.
likely for him to pick a blue pencil as it is for not picking a blue one.
ad
. A die is rolled. The chance of getting a number less than or equal to 3 is same as getting
a number greater than or equal to 4. So. these two outcomes are also equally likely.
Ihe intersection of these two events A and B is the empty set So. the probability of
occurring both at a time is zero.
P(Aand B) = P(AnB) = 0 (as the two events cannot have any common element).
. In this spinner, the chance of stopping at 3 is not same as the chance of stopping at 5.
So, the outcomes are not equally likely. P(AorB) = P(AUB)
st
Probability of Combined Events = P(A) + P(B) = -|- +-g-
When two or more events are combined, their probability is calculated by associating the
U

words 'and' or 'or.'

Use various suitable examples from daily life and ask the students to identify different combined
y fc events

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 , Can fi"d the Probability of ,wo '"dependent events hv
P(AandB) = p(Al yUS n9
AB. = p(A)xp '
AAB) ^formivjla:
Example 3: ts are ecorded \q 4*
Two fair dice aie 4
—— 2 T 3 ^son rolls a die and spins the spinner. Whet is ,he probah lv
(1,3) J1.4)_ ^ he wi" get a 6 on the die and landing on a yellow? ^
1 (i, i) oil. (2, 3) (2,4) (2.6)
(2,2) ^ution: a
2 _(2J)_ (3,3) (3,4)
(3, 6)
3 (3, D (3,2) (4,6)
(4,3) (4,4)
4 14,1) (4, 2)_ (5,6) Let
^A=gettinga6onthedie
(5,2) (5,3) liTT. Ending on a yellow
J (5,1)
(6, 3) (674)1 76. 5) (6, 6)
Bs n see that getting any outcome of the spinner does
e (6,1) tTTir
^die is rolled. Whauhe

m
Let the events A and B be as follows: We
? nend on the outcome of the die. So, these events probability of getting a V
(the sum is 5) - Id, 3, d
As a 5), (3,1), (3, 3). (3. 5), (5,1). (5. 3), (5.5)) «e is rolled. What the
B = (both numbers are odd} - l( . I probability of getting a
P(A)ST

co
1 I number greater than 0?
^'a) Are events A and B mutually exclusive?
= P(A) P(B) =
b) Find P(AUB) and P(AnB) ^ ^ of tw0 odd numbers is pp and IB) = i 4=^ •
s tbe probability of getting a 6 and landing on yellow is .

0.
Twod^'e are rolled. What is the probability of getting 3s on both?

There are 36 total outcomes, _ p(A) + P(b) '"'^"case, a combined event has occurred,

36
P(A or B) = P(AUB) i'j. let's find the probability of getting 3s.
=
= A + 4: 9 4 Number of Favorable outcomes
36 36 Probability of an event =
13 Total number of outcomes
" 36
Probability of an Independent Event
Consider the example. If A and B are two events where;
A= rolling a die
ad The probability of two
Probability of getting 3 (1" die) = -7
Probability of getting 3 (2"" die) =-g-
independent events can be As they are independent events, So:
8= Tossing a coin found by multiplying the
st
probability of the first event by P(AdB) = P(A) x P(B)
As we can see that the result of the first event doesn't affect the probability
the result of the second event, so these two are independent Probability of getting two B's = x-g- =^g
of the second event.
events No matter what the outcome of rolling a die is. there P(A and B) = P(A) PfB) Example 6:
U

will be no effect of it on tossing a coin. Ahad tossed a coin. Find the probability of getting a head?
Solution:
Share the foUovN.ng link with the students to have them practice probability problems through Sample space or total number of possible outcomes = H, T
' ? 7 onhne games
Number of possible outcomes = 2
0

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 Two dice are rolled.
Number of favorable (desired) (desired) outcornes^ Event A: the sum of the numbers shown on the t.
What is the d,ce
Event B; both the numbers are odd. «3
Probability of an event=P(E)= - To,ai number of possible outcomes probability of
choosing yellow Find:
Probability of an event=P(E)=-2- marble?
a) The sample space
b) If the two events m .
| « tee 1 oot of 2 ohonoos lb., th. coin will .how head. utua
c) P(A^B) d)P(AnB) "y exclusive
Example 7:
,, A coin is tossed 4 t.mes. What is the probability of everv
Sadaf has a bag with ten marbles. 2 are red. 4 are green
are yellow and 1 is blue. What is the probability that if she ^ ^ getting alaU?

m
chooses one marble randomly without seeing, will be red. trl Nida picks a card randomly. .
^ Event A: randomly selected card will have a 7. «« U U Q ft n
Solution:
Event A;a- randomly
randomly selected card will be evpn
Number of possible outcomes = 10
Find:

co
Number of favorable (desired) outcomes = 2 a) if the two events mutually exclusive
Number of favorable (desired) outcomes b) P(AUB)
Probability of an event=P(E) = Total number of possible outcomes c)P(AnB)
' 10

0.
Probability of an event=P(E) = The probability of choosing red is j.

Exercise 11.4 We have learnt that the probability of an event occurring, denoted by P(E). is-

36
—
A spinner is spun. Probability of an event=P(E)= Number
of favorable (desired) outcomes
Event A: The arrow landed on a purple Total number of possible outcomes
Event B; The arrow landed on yellow.
Find:
a) If the two events mutually exclusive
b) P(AvjB)
ad Ibis is the Theoretical probability of an event. Theoretical
probability of a single event is the ratio or comparison
of favorable (desired) outcomes to the total number of Probability of an event built
c) P(AoB)
on known facts is called
st
1 A die is rolled. What is the probability that the dots on the top are less than 3? Possible outcomes.
theoretical probability
1 A die is rolled. What is the probability of getting a 3 or 4? Are the events
mutually exclusive?
U

| A bag contains 5 blue, 7 red, 3 green and 2 yellow marbles. All picked a marble
random'y and recorded the result. Then he put the marble back in the bag. He ^Tlple V If a fj-
Te,, the events are So, le IS ed What iS the probability of
Explain vou^ I dependent or not. ution 9ettin9 a 6?

"" p^ b
° " ,il^,
' "»•'• lheoretica|
1 N
ptobability = P(6)= 'i"iber of favorable (desired) outcomes
^ Total number of possible outcomes
=
T

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 t.s find and compare the theoretical probability.
^ e otical probability of the event = ^nhLffMyrable <dair,n. outcomes
ib outcomes
Solution: to,»&<.->■ off^orable (desiredjmcome5_ \~J~/
Theoretical probability = P(3)= ^lal number ofpossible outcomes \/2 can see that the experimental probability is close to the theoretical
VVe ctly the same. P'obabilrty hut not
=i-=-L ^—
exa

we „„ «i»» « p..b.H Jo. • ^ «"•" ^ *>P",mEn,i- ™

probability is known as experimental probab.hty. ^"^'performed an experiment. He had a pack of

m
Experimental Probability can be found using the formula.
lb a
' lL containing 1 mango flavoured candy, 4 orange Ok
Number of times an event occurs C3n
' ted candies, 2 chocolate flavoured candies and 3
,laV0
Experimental Probability of an Event = ^ number 0f tria|s berry flavoured candies. He picked one candy at a

co
'"^without looking into the bag and recorded the
A single performance of an experiment is called a trial. outcone-
Probability of an event that is built
on the outcomes obtained by He put the candy back and in the same way he repeated this experiment and recorded the
performing an experiment is known results in a table.

0.
as experimental probability.
Flavour of the candy as outcome i Frequency 1
Example 3: Mango
Look at the spinner. There are 5 portions in different colours. Dan,a " 1

36
performed an experiment to find out the probability of landing on a blue. Orange
>
She spinned the wheel 40 limes and recorded the result in a table.
Chocolate 5
Colour of the portion as outcome Frequency
Strawberry 8
Blue 8 1

Green
Red
12
6
ad Find the experimental Probability of the following events;
1 = 20

Yellow 14
a) Picking a chocolate candy
st

w
o
T
b) Picking a strawberry candy

II
Compare the experimental and theocratica probabilities of the event. Wso compare the results with the theoretical probabilities of these events.

-i

-
:
Solution: Based on the experiment, the spinner landed 8 times on blue portion. So,
U

Experimental probability of the event = ^eroftimes an event occurs = J. = 1 Solution;

Total number of trials 40 S aT
l o fmd the experimental probability of Picking a chocolate candy, use the formula;
% Pr3cncally involve students in finding the experimental probability of various events and then ask
them to compare the results with the theoretical probability.
Experimental probability = dumber of times an even, occurs = 1 = _>
Total number of trials ^0 4

300

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 Let's find the theoretical probability of picking a chocolate candy ^ Nida performed an experiment. She rolled a die 40 times. The result.
Number r>ffavorable (desired) outcomes represented in the table below. ^
Theoretical probability of the event = ^ number 0fpossible outcomes
Outcome frequency 1
1 8
2 6
b) To find the experimental probability of Picking a strawberry candy, use the formula, 3 7
Number of times an event occurs = _8_ _ 2 4 9
Experimental probability = Total number of trials 20 5

m
5 4

6 6

co
a) Calculate the experimental probability of getting a 5 and compare it with the
Let's find the theoretical probability of picking a strawberry candy. theoretical probability of getting a five.
Number of favorable (desired) outcomes _ 3
Theoretical probability of the event = = b) Calculate the experimental probability of getting an odd number and compare it
w m(mber of possible outcomes 10
with the theoretical probability of getting an odd numebr.

0.
By comparison, we can see that there is more difference between the experimental and c) Calculate the experimental probability of getting a number less than 2 and compare
theoretical probabilities of "Picking a strawberry Candy" than the experimental and it with the theoretical probability of getting a number less than 2.
theoretical probabilities of "Picking a chocolate Candy" d) Calculate the experimental probability of getting a factor of 12 and compare it with

36
the theoretical probability of getting a factor of 12.
e) Calculate the experimental probability of getting a multiple of 3 and compare it with
Hjyerdsell.S jj the theoretical probability of getting a multiple of 3.
[3 Sehrish performed an experiment. She had a bag of buttons containing 3 red, 4
[T] What is the difference between theoretical and experimental probability?
ad
[T] Zara performed an experiment. She tossed a coin 50 times. The results are
represented in the table below.
yellow, 6 blue and 5 green buttons. She picked one button at a time without looking
into the bag and recorded the outcome.She put the button back and in the same way
he repeated this experiment and recorded the results in a table.

Flavour of the candy as outcome 1 Frequency 1

st
Outcome Frequency
Red 10
Head 28
Yellow 8
Tail 22
U

Blue 10
a) Calculate the experimental probability of getting a head and compare it with the Green 12
theoretical probability of getting a head. 1 = 40
b)Calculate the experimental probability of getting a tail and compare it with the
theoretical probability of getting a tail.

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 Find the experimental Probability of the following events:
a) Picking a red button.
The difference
The dlW*'*™ between the uppe, and low,, c^, ^
b) Picking a blue button. (the same class is called the or wdtholth, claw " ,
c) Not picking a green button. the closer the probability to 0. the mor, „ ,h, th4I<^ . * Vln*n"
' .he event will- . not occur and the close, the probabil,^ ,0,
d) Picking a yellow button. more area aUa. eK «r>mc that
the chances »K11 tKa>
the event will occur * ilaSOrt.
Itattoo
Also compare the results with the theoretical probabilities of these events. TvWo or more events that cannot occur s.muUaneoin»y are {•fr,c^cypohgo«
called mutually exclusive events •Histogram
»• Mutual^ eic^srve^,
5 Ahmed performed an experiment. He spun the spinner 45 times A desired or favorable outcome is an outcome wh.ch we want
^Independent

m
l0 get from an experiment or the one we are looking for
and recorded the outcomes. i •Theoretical probably |
For mutually exclusive events
Frequency p(A or B, = P(AwB) = P(A) ♦ P(B) ^Experimental probably \
Flavour of the candy as outcome P(A and B) = P(A^B) = 0 I I
18

co
Red To describe the probability of a single event A occurring, we use the nouuon
Yellow 12 The probability of two independent events can be found by multiplying the probab.. ty c* tne».-i
15 event by the probability of the second event
Blue
p(A and B) = P(A) P(B)
Z = 45 probability of an event built on known facts is called theoretical probability

0.
Calculate the probabilities and complete the table. Probability of an event that is built on the outcomes obtained by pedorm.ng an ciptnmen* *
known as experimental probability
Events Theoretical probability Experii

36
Arrow landed on red Review Exercise
Arrow landed on blue
Choose the correct option.
Arrow landed on yellow

Think Higher
ad
Think of any desired outcome and then fill in the boxes accordingly.
a) Discrete data is in the form of:
i) Fraction
iii) Rational number
ii) decimal number
iv) whole numbers
Certain b) The length of different iron rods is the example of the data:
ImpottibU Unlikely tqually l.k ly Likely
st
I 1 ! I— 1 i) Grouped data ii) ungrouped data
1 iii) Continuous data iv) discrete data
C) The presentation of frequency distribution in vertical rectangle bars with no gap is
called;
U

i) bar graph ii) multiple bar graph

"i) histogram iv) block graph
d
> The of each bar in a histogram represent the size of the class.
Probability line for desired outcome of: i) length ii) width iii) area iv hei h,
' 9

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 e)
Dually
"0 even, is not affected by the previous event. following aala snuvvi me ages or Oltterent
—T" ^nt event ") combined event
"il'Slyeyc^^n i„ equally liMy-n. 20-30 30-40
c,assintervals_ 1 40-50 SO-60 60-70 \
g) The formula to find the standarddeviation is.
Ux * xY Z{x - x) Frequency 20 \ 25
v-xY 8 1

m
l{x - xY mj 2n 1 \
i) n
,.3,^ along x-axis and frequency along y-axis and aiven data is i>"= "=-i or way is;
|Th 37 32 31, 31 34 38 40 30 32 32 33, 34, 34,33 30 3Q 3S 3a

co
" ^ po,,am ,ten
" is ed:
"" . r 35 ' ' ' ' ' ' ' ' ' ' ' ' ' .M.42,39,
^ 3 ,Q 42, 40, 41
42,
»reria"b""0" Saquw Po|y9on { quency distribution table for the given data.
„ between .be higbea. and .be lowest value o. .he da.a is tailed: histogram and a frequency polygon by using this data.
,, . „ ii) class boundary [SI Draw

0.
0VarianCe
iv) standard deviation Class intervals Frequency (/i) 1
WhenTcoin is tossed 6 times. The theoretical probability of the coin head is: 2 1
j) 4 i 25-29
. 1 .v)T

36
iil)
l) ~e 4 1
T 30-34
2 Define the following terms. 7 J
b) histogram 35-39
a) Variance
d) Standard deviation 10
c) ungrouped data | 40-44
e) polygon frequency
g) independent events
—
ad
f) Mutually exclusive Events
45-49

50-54 I
8

3 i Calculate the standard deviation for the data: 4, 9, 5, 1, 2 and 8.

st
3
55-59
41 Calculate the variance and standard deviation for the given data: 3, 5, 7. 11,13.
17, 19 and 23. ES A die is rolled. What is the probability of rolling an even or odd
U

5 Calculate the range for the following observations. Two dice are rolled. What is the probability of getting a factor
45.2. 67.9. 88.5. 33.2,11.6. 99.2.101.5
6S Ahamd is rolling dice what is probability that a dice shows
,6 Sara collected data of marks out of 50 of students off grade 8. The data «s: 32.
49. 4B( 39. 28. 35. 45. 41. 50. 47. 43. 49

305

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 R3! In a box there are 4 blue beads, 6 red beads and 2 yellow beads. Sara picked a
bead randomly and recorded the result. Then she put the bead back in the bag. 1,1

She again picked a bead randomly. Tell if the events are independent or not. ^ „ 67200 b) 99200
Explain your answer. Also calculate the probability that the first bead is blue and d) 8230 e) 53800 c)
the second bead is yellow. Outcome b) 178900 n 239000
(rsl Zaman performed an experiment. He rolled a die a) 83570
e) 83480 0
1 d) 93650 Wjsoo
30 times. The results are represented in the table 45710
a) 8723500
b) 5362900
below. 2 4 C
e) 4528400 ' 9024700
a) Calculate the experimental probability of getting a d) 8348300
3 3 b) 58.3 1 5245900
6 and compare it with the theoretical probability of 3) 87-3
getting a head. 4 e) 4.82 4) 925

m
6 • d) 2 66
b) Calculate the experimental probability of getting 5 5 b) 89.04
an odd number and compare it with the theoretical a) 72 56 0 5669
e) 2323
6 7 d) 6 099
probability of getting a tail. . b) 65.237

co
c) Calculate the experimental probability of getting a number less than 4 and 3) 4.1099 4) 872.12
i) 0.23487 e) 65.720
compare it with the theoretical probability of getting a head.
d) Calculate the experimental probability of getting a factor of 6 and compare it with 150,480 8. Rs. 2.237.800 9
- 23.77 gram
the theoretical probability of getting a tail. 6723.9 litres 11. Rs. 723.66

0.
i«w Exercise
Math rKV i
a) iv b) iii.iv c) i d) ii e) Hi
Project [J J
a) i) 6700000 ii) 6730000 iii) 6729000
Material Required; iv) 6729000

36
b) i) 7600000 ii) 7610000 iii) 7609000 iv) 7609200
• Dice
C) 0 24 ii) 23.9 iii) 23.87 iv) 23.871
• Coins
d) i) 0.67 ii) 0.672 iii) 0.6725 iv) 0.67245
• Spinners
e) i) 46 ii) 45.8 iii) 45.76 iv) 45.762
• Marbles
3. a) 130000 b) 127000
• Buttons
• Beads
• Recording sheet
Procedure:
ad *
i 1496800
5. a) 453 km b) 453.0 km
c)

c) 452.99 km
127500 d) 127460

• Work in groups. Unit 2: Real Numbers

st
• Each group will be assigned a different experiment (like choosing marbles, twrdse 2.1
spinning the spinner, tossing a coin etc.). 1
Terminating; c.f.g.j,!( Non-terminating: a, b, d. e. h. i, /
• The group will perform their respective experiments for about 40-50 times and 1
Recurring: c. e, h
Non-recurring: a, b, d. f, g
U

record the results in a table. al 0,6

' 66665 (recurring) b) 3.75 (Terminating)
• Calculate the experimental probabilities of each event. 0142857
Then calculate the theoretical probability of these events and compare them ' (Non-Terminating) d) 1.375 (Terminating)
8952380
with the experimental probabilities. , (Non-Terminating) f) 1.625 (Terminating)
571428
(Non-Terminating) h) 1.533333 (Recurring)

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 d) 8.123
a) 035
01 01
1! g, 121 h) 93 e)
346
c) 0 6 " Not in standard form: a, e. g. h
in standa'd form b. c. d f
b) il (Not in Standard Form)
_J1 0r_J-(in Standard Form) — 61
4
*' 16 d) J- (in Standard Form) 0 2S 3.S
c, "^1 (m Standard Form)
f) 11 (m Standard Form) .18 O
ceJ .L cr 4" (In Standard Form) a)
' 15 3 h) -j^Lor—|- (In Standard Form) "
9
. if c L (- Standard Form) r 5C
-83 2 h) "", commutative property of addition
D -§- = 0.615 (Non-Terminating)
' 13 ' Multiplicative inverse

m
aj .L = 0 777 (Ncn-Terminatmg)
d) 12= 0.9090 —..(Non-Terminating) ' Multiplicative inverse
C, L- 1 1666 _ (Non-Terminating) '! Multiplicative identity
' -6 ' q i - 1.4 (Terminating) t Multip'ica'ive inverse J) Distnbut'ive property 0f addix^
-J- - - 025 — fTermmating) k, Distributive property of multiplication

co
12
nj,
h 25
15-_ i fi65 ... (Non-Terminating) r, dl^ e) JJ n
fl, 11 = 1J
9 (Tenmnacng- a) - 9 b' 3 4 C)
" 9 *W JT 0 6
*1 11) 0 i)
10
4
Exerciie2 Z
- ,5. - a) 47.97 ton b) 108,24*™ 5. 22 ton b) 2 c) 8.1 d) -= e)
'-10 -fs JTT ^ 14 -9 ^ Does not exist i)1
, 2 21*? 3 if ton 4 a) 4
6

0.
r Exercise
| .. b) i 0 iii d) iv e) ii f) iii g) ya
n:" N.msers la) (b). W. (e). (gl- W. M. ")■ ("»• <0' h) fi

irratona' Njrrters (^. (•) (j,•(m, jrminating decimal numbers: a, d. e. g w.^i.h

Non-terminating decimal numbers, b, c. f.

36
id) Not poss fc'e
ecurring decimal numbers: a. b. c. e. f. g Non-recurring decimal numbers: d. hh
Non-recurring decimal numbers: d,
Exercise 2.4 02
,nal numbers: c-» 12 4 ,1 i|. 0,9.52"
5.7. ^,-1.-3-1.

onal numbers: -8«, JT2> J25' JT* JTT'

ad 1.9

-2 -1
2.4
4
st
-JT

-i
U

310

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 yerci^ 3.6
p a) Rs 60921.76 b) Rs
7. a) VT7 b) 0.06 "T e) Rs 5196.27
1733*
0
b) Commutative property of multiplication ^ "00.75 O Rj.
8 a) Commutative property of addition a) 3.3486 USD 0
d) No such property is addressed ' e) 2.3719
e) 2.3779 USD ? 0 ^ "
c) Multiplicative inverse Property
eview Exercise
e) Associative Property of Multiplication (a) a • (o),,,
-jr-™. M. ... «^ : -»»"»
9. Additive inverse g) o h) -1 h)
e) 0 10 profit Rs 1.660.000. profit percentage 3 222 14
a)-10 b)-Z5 *-i d
'-7r AhmBd share * Rs 20,000 Ha.oon
Multiplicative inverse
g) o h) 1 *1' ' RS ,20-250 d-9h.er share , ^ 8350 shar> ^ ,2 ^
09 d)72 Hvo sons share = Rs 673,400 8. Rs 7700 '«hson 8000
"A■I? "-TO
Unit 3: Financial Arithmetic

m
Exercise 3.1 perd** 4.1
b) y = 3 C>/= 10 d) y = 16 e) y s 12 (•0 10
1 a); = 12 m ("0 49
0y = 49 9) >'= 500 h)> = 8 i) >• = 16 j)y=50 Ov)
31 19
(vii) 21 M 640
n (viii) 5.442 (v)
5. 6. 15551 7. 212.37 kg W 101 '•*) 0.09

co
260 3. 22 4. 10 (b) 98
3 11 9 (a) 67 (c) 87 bO 34
(d) 168 W 896457
22500 era' 9. 16 10. 290. 98-L 11. 77-1- minutes 12. 63 minutes % 17 27 («) 35
16 (c)
3i ^
O T 13 19 (d) 14 (*) 270
Exercise 3.2 l (a) 0.33 (b) 0.05 22 (e) 65
(c) 9.6 74
(d) 10.6

0.
1. a) 2.56% loss b) 3.45% loss 0 1.622% profit d) 70% profit j (a) 2.236 (b) 1.414 (c) 2.645 (d) 3.316 (e) ijeo
2. Rs 9910000 3. Rs 22693 4. Rs 60000 5. Rs 20727 6. Rs 39501 7. Rs9153 i (a)(a) 1.79 (b) 7.52 (c) 6.81 (d) 3.36 (e) 2.40
8 16.3 % profit 9. Rs 1951440 10. Rs 8936.17 11. Rs 144 per kg 12. Rs 10130, 3.65% Exercise 4.2
I 320 2. 315m 3. 850m 4. Rs 37500

36
13. 3.1 % 14 Rs 54012 5- 110cm
Eiercise 4J 6. Rs 44370
7. 396m
Exercise 3.3 I. (a) 8 (b) 12 (c) 19
1. a) Rs 64 b) Rs 15833.34 c) 2.6 years d) Rs 294 (d) 25 (e) 28
(9) 36 (h) 39 (0 44 (•) 32
2. Rs 3000 3. Rs 19500 4. 4.48% 5. Rs 63960 6. Rs 2042.4 7. Rs12.5%
® A <") j|
Exercise 3.4
16 y days
ad Sister's share: Rs 100000
I 19m
(m) y
(s) 15
(n) 1-
(t) 10
3. 42m
(o) 48

4. 21m
(P) 23 (q) 35 W 11

2. I" brother's share; Rs 200000 Z* brother s share: Rs 200000 s

' (a)m 300763
—
Akram's share: Rs 15000 r (b) 1728 (c) 941192
3. Salman's share: Rs 10000 Ahmad's share: Rs 20000 (d) 125000
st
'"'w Exercise (e) 85184
4 243 1
Hi (b) iii
5 Widow s share: Rs 18750 Daughter s share: Rs 43750 Son's share: Rs 87500 10 i (c) ii (d) i
1 (g) iii (h) i (e) iv
6 Aleem's share: Rs7000 Riaz's share: Rs14000 W 29 (i) iv
U

(b) 35 (c) 42
7. 2 days 10 1.1840
(g) i.n Wf2 (er
Exercise 3.5 1
W 77 (h) 0.26 19
(i) 2.53
(b) 64
1. Rs 32500 2. 5% 3. Rs 154761.9 4 Rs 69886.25 5. Rs 719512.5 (c) 52

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 (d) 5832 (e) 10648 (f) 970299
456533 (c) 27000 14 (e) 24
4 (a) 274625 «» 6.(a)3 (W6 (c) 9 (d)
9. 115
,5 (a>4 (b)5(c)8 (d)11 W42 8. 900m 12. Rs 37,400
7. 41 ,1 20 by 205:bySets
20
Unit
10 312 by 312
w = {xlxew}
1 (l) w=The set of whole numbers z* = {xixeZ")
Z=The set of ♦ve integers E* = {xUet}
O* = {.tlxeO*} Vtto*-
E=The set of non-negative even numbers (ii) F (iii) T
P" = IxhstP'} ^ (OT UVj
(iv)!i
0=The set o( positive odd nembc's Number of subsets = 2 (2) M P
p=The set of prime numbers (i)
Number of subsets =4 4,. {4).{8}.(4.8)
(ii)

m
(ii) W=10.1.2.3 »
Z«(U3.4, I (iii) Number of subsets = 16 4,. |-1),(0U1),(2M., 0)
,.1A(0,11.(0,2),(Ul,(-1.0. 1),M,0,2),(-1,1,2),(O.1.21i(.1Ou;'
E* (0,2.4,6 ) Numberof subsets = 1 $
0=(1.3.5.7 ) (v) Number of subsets = 8 4».

co
Ps{2.3.5,7,11 -) (5).(10).(t5).(5.10).(5.15U10.15).(5.10.15)
0 A=(1.2.3 9) (vi) Number of subsets = 32 *, (2}.(3»5).(7),,n}.(2.3).(25) 07,„
A is a set of first nine Natural numbers (3,51.(3,7),(3.111.(5,7),(5,11).(7.111.(2.3.51.(2.3.7),(2.3,! i, )2 5 7 ,W1)'
j.) B = (2.3.5,7.11,13.17.19) (2,5,111.(2.7.111.(3,5,7),(3.5.11),(3.7.11).(5.7,111.(2,3.5,71 (2.3 5 i
B is a set of Prime numbers less than 20 (23,7.111.(2.5.7,11),(3,5,7,11),12,3,5,7,11) ' '

0.
iii) C = (4,6.8.10. U14) N Numberof subsets = 16 4., (5),(7).(11),(l3).l5,7),(5.n)(5
C is a set of Even numbers between 2 and 15 (7.131,(11,131,(5.7.111.(5.7.13),(5.11,13).{7,11,13).(5,7.II.13, ' '
iv) D = (2.4.6.8.9,10,12.14) (vS) Number of subsets = 8 4,, (-IMOl.dl.M.OJ.H.iuo.!,.,.! 01}

36
D is a set of Composite numbers between 1 and 15
(i) PW • {4|.W.W.W.Uo4.(jc.z|,{y.j|.U.>',z))
v) E=(0,1.2.—10) (ii) PW = +),(-,*). (_+}i |
E is a set of whole numbers less or equal to 10 l(''.=).(+.-.x),{+,-,+},{+,x,+),{-.x,+,,(+_„./) |
vi) Fs|-10.-9,-8, -lAU--.9) (iii) P(l) = ^,(i),{s),(/),{a),{m),(i,sl.{i,a},(i,/),(j,m),{s,a),(s,fl,
F is a set of Integers between -11 and 10 H P(8) = 14,(0,1
(a) E=(*It€E)
(c) A=(tU6W)
(e) D=(iU=nJ.W= 1,2,3,4.5)
ad
(b) T={xli6N A101<x<109}
(d) V=(*l* is a set of voxels)
(0 F={xlx€NAx>11}
is,m),(aA(a,m).{/,m),(i,s,a),(i,s,/),(i.s,m),
(i,aJ),{i,a,m),(i./,m),(s,a,l},(s,/,m).(s.a.m),(a,/,ml,
btrciie 5.3 (U''aUi's'''m,'{i-s-a'm>-WAm).{S,/,a.m).(i,s.a./,m)
(v) PCD = {'l'.{-31.l-2),{.3..2,)

(g) G=(Tlr€OAl<i<9) (h) B=(xU=n«. n=2,3,4.5) ' * = (-10,-9,-8,...-1,+6,+7,+8.+9,+10)

8
st
(i) E={xlx isa .Wda}'* monih) (j) (xlx is a common factor of 18.30.42) ' = (-9.-7.-5.-3,-1,0.+1,+3, + 5,+7+91
(k) (ill ii a common dn isor of 3,4) (I) (xlx is a factor o/81 between 5 and 30) * ' (-'0,-9.-8 0)
(m) (ilieP All<x<13) (n) (xlxeE Ax<100)
M'-Mn!'8'"7'"6,+6'+7't8'+9'+10>
(0) (rlx ii a consonant]
U

(p) (xlxeW A20<*<50) ■' ■ 8" --^+2,+3| +10)

(q) (il* is a factor of 2A]
^rwrcise
lJl(i)
11 (i) <b) W (c) (ii)
(9)
(d) (i) (e) (iv)
W (h) (i)
(') (ii)

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 (j)
Add 3 to get the next
Add 4 to gel the next term (Arithm^ Sequenc®)
(ij)
n .n| (C) (x|*=5n,n=1.23....,10} Add 3. 5. 7. 9.... to get next consecu w» Sequenc^
(b) {xtt€PAX<50) (iii)
(iV)
Add 3, 5. 7. 9.... to get next consecutive w
. |a) Se,o( Whole numb^s l«s .han 20 (V)
Add 3. 5. 7. 9.... to get next consecutive term's
Jb) Se. o< Prime numbers grea.er' (vi)
Not a sequence
innlps of 4 between 0 and 24 (vii)
Add 2. 4. 6. 8.... to get next consecutive terms
^ Jlo. compos,.e numbers between U and « ^ (d) ,0,2.4,6..., (viii)
Divide by 2 to get the next term (Geometric Sequenr x
ce
5 (a) (18,27...99, ("> I" "" ■'
5
(ix)
Not a sequence »
()()
Double the number to get the next term
6 W (♦.(UI2U31.0.2U1.^a23.1 (C){W0}} ,d)l^(l2U13,,,12.13,
0)11.14 (ii) 28 Oil) 9.81
, s 26 10. a,, = 110 11 a =37 ^ 36 W) 32

m
Unit 6: Sequences and Algebra ' -= 8,
Exercise 6.1 ^ercise 6.2
y (i) Add 3 to get the next term d=4
a, = 2
14. 17. 20 (a) <*. = 4/1-2,

co
(e) Add 3 to get the next term = 6/j-I. a, = 47, *f#= 59
(b) <*.
13.16.19 = l2rt+6, a., = 138. o,4 = 174
(c)
(iii) Add 4 to get the next term = 0.5/1+10.5, ^ = 22.5
20,24. 28 = -200
(e) *- = 16-9/1.
(iv) Multiply by 2 to get the next term a. = 81. a„ = 161

0.
(f) = 10/1-9.
32. 64.128
d=5
(v) Multiply by 3 to get the next term
243. 729. 2187 a„ = 114 an= 65.000 6
- Or = 19.200
28 120 ra

36
(vi) Multiply by 3 to get the next term
162. 486.1458 Exercise 6.3
(vii) Subtract 4 to get the next term Constant: 3
1. (i) Variable: x (ii) Variable, y Constant 0
48. 44. 40 (iii) Variable: x.y.z Constant: 0 (iv) Variable: a.b Constant 2
(vii.) Divide by 3 to get the next term (v) Variable: p Constant -3
27.9.3
(ix) Muhiply by 6 to get the next term
42.48. 54
(x) Multiply by 2 to get the next term
ad ).
(a) ii. iii, vi
Linear Polynomials;
Quadratic Polynomials;
(b) i, iv
i. viii, xii
(c) v

ii, iii, iv, ix, xiii

(d) vii, viii

400.800.1600 Cubic polynomials: v, xiv, xv

Bi Quadratic Polynomials
st
vi, vii, x, xvi
2 (i) 2.5 8 11... (Arithmetic Sequence) 00 5.10,20.40.80,,.. (Geometric Sequence)
(,ii) 3,9,27,81,... (Geometric Sequence) (iv) 1.5,9,13.... (Arithmetic Sequence) < ii 5. iii. iv. ix 6. xiv 7. xii
(v) 80.72,64. 56. .. (Arithmetic Sequence) btrd* 6.4
U

3. a, = 59 (Arithmetic Sequence) '• W ^*/*2xy

4. a, = 72 (Add 11 to get the next term) W 2V+ia,viv (ii) Spi+2pl q (iii) 5x4-7x4+3xi-6x2+?
(v) ZOx'+Sx-Sx^ex-IO (vi) Sx^&y-Ay*
5. (i) 3,9.16.25.36,49.64, — a, = 64 (ii) 6.12,20.30.42,56.72.... a, = 72 ^ V^VspW (viii) 25m
1 10
(ii) 7pq+,\-\qr--\-\rs-2B (iii) eix'-Si'+SBx-SA

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 (iii) y+IOp'+BO (0 1452025 (d) 10.240.000 (b) 15.210.000 (d) 2.25 (e) 0 0025
Exercise 6.5 (k) 89375 (1) 999900 0) 1.21 (I) 9975
! (j) 20fl-22/>+10c
(iv) 25x4-9x4'20x,>12x+8x+23 Exercise 6.10
1. (a) 2(fl+-3) (b) 5(x-2) (c) x(x-1)
Exercise 6.6 (ii) lOt'-ISx'y+Zl.yy+CV-IO/ (f) 3(62+2/>-5) (9) 5(a*:+2fly-5z) (d) BV u^4) (e) 7(a-6»0
(b) (0 5pq(2^+5(7-7r) (i) 11 (U^/T ♦ 3J)
! (j) ISx'+Axy+Gy (iv) ,0^-13^-15^-129'^' (k) (^+3)(o+t) (I) (a'+fc2 ){4+c,) (m) Cx4y)(3a-14) (n) ^[Ax2-2xy-lyz) {o) (x - >•) (2\-3q)
(iii) 49/-25/ , ^ ?n ^ (vi) x'-ex'+ifo'-z^+ie (p) {a-Sb){Ay-z) (q) (r+i)(p+<7) (0 («i-v)(5-0 (S) (3l-2y)(2x-By) (t) (3a-46)(5V >7y
(v) p'*p' J-P S^P -lPI -2Pr
(iii) 2Aabc—AObc2-2alb Exercise 6.11
(ii) 3.ts-B*y4 *1. (a) (a+b)' (b) (234 56)' (c) lBx42yy (dl (23-31'
2. (« (f) (5p+7q)'
(iv) pA-2p q +q 1 (e) {3a-Sh)z lg)C7p-9qV (hi (7f11vy
(iii) -9p +120p-46 0) (4x-7y)' (k) 0) (26-9H26+9)
f (ii) 11x,+8x,r-4x,+28A?'-15xZ a.

m
3 (j) 3fl2+7a-18 (vi) -3x-24xy+4y (m)(3/-79)(3^79) (o) (15-1 SyHI 5*416y)
(v) -2x,+ 104x>'+92>' (n)
(f,'-Tv)(T"+Tv)
* (iv) 5*j-37.A55'-175 (p) (i7+5+c)(fl+5-c) (q) (364-7-d)(36+74-d) (r) (5p-7q-Sr)(5p-7q * Sr)

Exercise 6.7 (iv) x-y (v) x+y

co
(ii) 3ti+5/) (iii) 2p-3<7 Exercise 6.12
1. (i) 2*Mx+5 (ix) y + i (c) (o-56)(a'4 5064 256' )
(vii) (viii) 2v+5 1 (a) (2o436)(4o'-6o64»962) (b) (x4 5y)(x-5x>'425>i)
(vi) x'+xy+y (iv) 4x2-x (v) p+q (d) (3/3+4^)(9p2-12^+16^) (e) (5p-79)(25y 435/39449y) (f) (2f-B»iH4r,46lii49iy)
(ii) 3*+5;' (iii) a-ab+b*
2. (0 *-3 (iii) xVy^xVW+y
(ii) 2r+Ss (gjKH^-Uj) (h)(X4)(^1 + }) «(4P-i)(l6PVP.l)
3. (i)
, a (v) x-xy+V (I) 322 (rn) 36 (n) 140 (o) 488 (p) 970

0.
(iv) p+pq-P (k) 52

Exercise 6.8 Review Exercise

(ii) -x.^-^x'y-IO.'y r (a)iv (b)ii (c) ii (d) Iii (eyi (0 " (9) "i W' 0)1 j
1. (i) 2^+12^ (iv) 5m-10iw2-9/w;7-2/i-2
(jii) 4r+8cA8c^ ^ ^

36
(vi) Se'+SfAef ,, ^, 2 229,299 3. Rs 8500, Rs 11,300 4.180 minutes. 285 minutes.
(v) 10xy- 6x ;• - Ax)'-8* (viii) 4y-4y z-yzi+A0y z ^Sy z
(vii) 24fl-W-'to65+4/»V 5. Rs 7500. Rs 10.500 6.211 7.7x+ 11y+17z 8. 8x'- By'. 8," . 10a - 3
9. x' + 2*'y + x'yz * 2yz + 2x'y' + 4y'
Exercise 6.9 (iv) b2-2b-35 (v) Aa'-a^Q
(ii) y-3>'+2 (iii) y+13^42 (ix) A9f+8I~9 10a) 5v-4vu* - 20v'u'w - 40v,w - IOvuV - 20vW b) 6y - 2lay' + IS.x'y + ISxy1 * 9.7
1. (i) x'^29x+20
(vii) 16r,-5z4.4
(vi) 5/w +6m+5
2. (a) 1156
(e) 41616
(b)10609
(viii) 9^4-9/1+18

(f) 1010025
(d) 16^
ad (C) 14641
(g) 26896
(e) 9x
(d) 6084
(h) 91204
11. 2.+1 + 4- 12.3)7-25 b) 16t! + 25u'* 40tu c)10404
14. a)(3A + 4y)' b)3(s + 2t) c) (3a + b)1
16. a„ = 7 + (n - 1)9 a„ = 97 a,. = 108
15. a) 198 b) 1692
13.14

3. 70 4. 6 5. (a) 2 (b) B (0 2Sp' 9 » 4 .-4-yJ Unit 7: Exponents and Laws of Exponents

20 25 (d) Exercise 7.1
(b) 9ai+24ah+'\6bi
st
6. (a) 4^4.-^4 — (0 ^^7 Value =49
1. (a) Exponent: 2 Base: 7
(g) ^*7"2 (W *-7-',+T Value =■£
(e) p4-8y?+16y to A4-+2 (b) Exponent: 3. Base:
x* 4v (k) (Sx^XSAT+Sy) (I) (1-5/)(1+S/) Base: 5 Value = 25
(j) (a-7){a+7) (c) Exponent: 2
U

<« 47 + 57-2y Value = 81

(m) 4x+34 (n) {9p-7q){9p+7q) (d) Exponent; 4 Base: 3
10. 322 12. 806402 Value = 1
7 8. 2207 9. 102 (e) Exponent: 9 Base: 1

318

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 Value = 64 unear
Base 8 5764601 8.1•
(f) Exponent 2 - 815730721 pw-rcise «•
Base. I ^ jj-By = 0; 2x*y = 3960
(g) Exponent 8 Value - 144
Base: 12 1 x-y = -3; x+y =11
fh) Exponent: 2 1 Value - 27
fi) Exponent 3
Base: 3 x+y = 82; x-y = 23
Value
Base- 22
(jj Exponent 2 133 Value = 20736 Not a pair of simultaneous equations
Base:
Base. 144 lb) A pa,r of
(k) Exponent: 2 243 '• ((C)
C) A
A pair
pai of simultaneous equations (d) A Bair nf Nations
Base; 3_ Vaiue = ^
(I) Exponent: 5 4 (e) Not a pair of simultaneous equations
f (h) (-*;■)' (i) (-or (b) m = 7(n = 3 (c) P = S.q = 5
2 (a)a = 5,b = 215 (d)xa
2. (a) 4' (W »' (OU)' 'd> (e>
("l) (f)
(?) <9) 4 = 10,y= (g) p = 2,q = -3 (b) a = s.b = -1 lS.y=i0 (e), 3 4, y»7
(,
(e,(i (f) n (g) (3)' ,»(|V )x = 12.y a s

m
56 8 3
4 (a) (14)' (b) (2)' (o or (dl
(4 fxert' 7. _ t
(a) a = 7.b - 2 (b) a = 5.b = -4 (c) x = 5(y - 2
Exercise 7.2 (g) u = 8,v = 12 (d)x= lo.y = 6
(c) (20)' (d) (18)' (e) (IS)1 (1 s.y'.z" (f) p = -5.q - -7 (b) X = 1fy = _! (e) * = -B y = 7
1 (aK-flT (b) ((«r 372
4 .- q = -^| (b) I = B.m = 7 (c)u = -3,v = -5
2- (a) P ' 275 '

co
(j) (3)" (k) 2'x4-'x5- W)y = ii.2 =:8 (e) x = lo.y
(g) (4) »)' '«(!)' (g) x = 5,y = 9 (h)x = -io.y = B = IS
(Ox = 6,y = 14
2 lai(3)' (-7)4 (0 (5)' <d> (-^ ">(ir ® (-fj Exercise 8.5
ig)(Bl' i- (o ur 0) (-If- 1. (a) x = 3fy = 0 (b) Solution does not exist (c) x = 2iy = 0
(d) r = 7.V = -1
(e) -(4)u (f) f 4 \* (e) Solution does not exist (f) x = 0,y = 2

0.
(-3)* (d) (6)"
3. (a) f-n)'* «(ff
(a)* = 6,y = -2 (b)a: = | y =g (c)x=^ y3 (d)x =
(gjl-ul" [or «(f) '
6561 (c) 64 (d)f (e)
65^1 (0 4096

36
4 la)
(i!) .6561 Exercise 8.6
30 (i) xV (i) 2 (k) -1024 U
(g)1679616 65536 1_ First number: 9, Second number:6
(m)5764801 1318359 (o, (p) 268435456 (q) 282475249
!l 2. First number; 20, Second number. 7
Exercise 7.3 3. price of a pencil: Rs 10,
432 b* Price of a sharpener. Rs 6
1

3
(a) ab

(a) 6
(b)_Llak

(b| 1536
c
(c) 6a'

(c) (d) 7^9

(e)^
2
(e)135
ad (0 —rr
xy
(f)-165888
(9) —r
ax
(g) 192
4. Price of a chair; Rs 10,
5. Price of Potatoes/kg: Rs 150,
Price of a table; Rs 6
Price of Carrots/kg: Rs 50
6. Present age of Father; 40 yearsPresent age of son; 10 years
(h> (1) (i»o (k) 1 5. (a) 7-^ 7 (b) (4) (C) x* x y'
y'z 896 (-9) x (c-4) 12/ Exercise 8.7
st
1. (a)x<-^ (b) x < -2 (c)x>-|- (d) x < - y (e)x>2
(dl -4- (e) 4' * 5 (0 (-6rsr (f) x >3 (9) x <2 <-3
z Exercise 8.9
teview Exercise (a) m - l.c _ -5 (b) m = 2,c = 4 (c) m =-4,c = 2 (d) m = 3,c = 3 (e) m =-1,c = 2 (f) m =-2,c ^
U

(a)i (b) m (c) iv (d) •"ii

w »c;
(e) i1 w
(f) ii11 (g) iii 3. (a) 64 (b) 78125
(b|y
(c)49 {d)1 {f) 4 r b --;L"! Wy—!■» ftiy-i. ffly=3. 9),.3
777
243 -^ ( ) -4"
y' (0 16b' (d) 9y 1
- (a) ii (b) iii
1. (a) 16 (C)
(c) iv (d) iii (e) ii (f)i (g) i' (h)i 0)i\
(4-)5 (e)(-L)39 (f)(_ incomplete (k) iii (I) ii (m) i (n) iv

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 27 Y = J*2- (d) x = 2, y = ^
n 25. ys^i
22
(Ox ir,y « gxercise 9.4
17 = T
^.y (b) * = ~ 22 - (0 2093 cm' (m) 2619 cm' ("0^904 m'
2 u» _7_ y = -32- (d) x = 3, y = Ov) 2400 m' (v) 1656m'
_3_ y=-^ (c)x = -y' is (vO 4700 cm'
43 y - - J- (0 119 cm' 00 174.25 cm' (tii) 72 m* (iv) 261 cm'
26 Y = -Ali (v) 72 cm' (vi) 825 cm1
3 ui.=-ir-y 5 J_ yYcX I0x = '7ry 31 (0 6174 m' (ii) 4224 m* (ui) 795 cm' («v) 162133 cm* (v) 552 m'
49 y - 37. (b)« = - y 3 (v0 1275 m'
4. -7r 4840 cm' 5. 0) Rs. 3334500 00 12000 i' 6 CO 48 m'
(") 26 67 m'
H.naswe^gM 4S kg (i) 1320 cm' 00 3066.67 cm' (iii) 501600
5 Anba^veight 23 kg
E*eK'se 9.5 , ; 204.1 cm'
6 - io po,
cos, ol: tomatoes
S-^^ -
k
k9 , (i) 125.6 cm 0i) 514.96 cm' ; 726.09 cm*
c,ii) 37.68 cm' ; 65.94 cm' 0v) 150.72 cm' ; 263.76 cm*
7 RoD'a s age 3».5 years (i, 113.825 cm' ; 78.5 cm' 00 117.56 cm' ; 91.10 cm1

m
Daughter sage 6 5 yeats ; 4.90 cm' 0v) 282.6 cm' 340.1Tern*
(d l = 16 x> 10. y = 8 (iii) 1668 cm'
2 rtrt
lU, * * 4" (o.>-| ' 4. 141.74 cm' 5. (0 301.714 cm' 00 Rs. 27.15
(a)«> -g- 2 j RS. 4910.714
, (i) 188.57 cm' 00 267.14 cm' Cm) 285.70 cm'
Unit 9: Surface, Area and Volume

co
Review Exercise (b) i (c) iv (d) i i (e) i i
Cli) X = lo^cm (a) |V
Exercise 9.1 fi0> = ,5cm (iii)x = 13 cm .(0 — (9) w (h) iv CO iv (0 •
1 (0 * = 6 cm cm (0 1
(i) ztfS cm 00 9.54 cm O'O 21 cm
3 (Oxygon M MV-
(nil x = 10>/^cm _, /UA Cm 5.^ m
(iv)aa = ^cm 4. 4-/4T cm 5. 75.43 cm' 6. 176 cm' 7. 4.365 cm
IS/T cm

0.
OOC^cm C'ti) b = 2,5 cm 11.264.575 m 648.79 m J (ii) 175.05 cm' ; 130.67 m'
a (0 b = 15 cm 10. &Jltn (0 495 m' : 1
7.28m 8.6m 9.1cm 52333 m' 00 4069.44 m' ; 24416064 m Cm) 1256 m' ; 418667 m*
$ 2 408 m 0) 314 m' :
; 5024 cm' 00 113.04 cm' ; 50.24 cm' Cm) 2813.44 m' ; 9847 OA m'

36
12 5N/iTkm mjsa* (0. (0 113.04 cm' 1
; 11.79 cm' 452.57 cm 00 904.32 m' ; 3620.57 cm' 12. (0 Rs. 20790 00 180m*
Exercise 9.2 Oii) 7.857 cm a 0) 22608 cm' 1
Oi) 1048 cm ; 52.38 cm 00 254.03 cm;' (iii) 261.9 cm
1 (,) 60 S m . 33275 m' (vi) 13.1 cm ; 32.74 cm' ,3. (0 175.53 cm'
lrv)44 m 264 m' (v) 22J5 cm ; 89.4 cm'
6.286 m' (ix) 8.73 m ; 17.46 m' Unit 10: Geometry
(vii)230S cm 12676 cm (viii) 4.19 m
(nO 9.603 cm ; 48.02 cm'
2. (i) 419 cm ; 6286 cm'
• (iv) 4 19 cm
lvu)3841 cm
6 286 cm'
384.13 cm4
00 25-14 m
(v) 25.14 m
(viii)31.43 m
:
;
150.86 m'
150.86
; 235.71 m'
m'
ad (vi) 9.603 cm ; 48.02 cm'
(bc> .33 cm ; 2737.78 cm'
Exercise 10.1
j. (a) (-9.-2)
Exercise 10.3
(b) (-2,9) (c) (9.2) 4. (a) (3.-5) (b) (5.3) (O (-3.5)

(xi") 7.857 m ; 23.57 m' (xii)67.57 cm ; 1452.79 cm' 1. (0 D. E 00 F. G (iiO A. B. C 2. Secants, v. y. z Tangents u. x
(x) 55 cm 577 5 cm'
Exercise 10.9
st
3 5657 14 m 4 201.14 m' 5.104.76 m
1. Congruent Figures; (bj, (d). (f). (j) Similar Figures: (a), (c). (e). (g). (h)
5 (0 17957 93 m 00 7922.62 m (iiO 12148 02 m2
2 (a) AABC-ADFE (b) AABC-AXZY
Exercise 9.3 1047816.464 cm' Exercise 10.10
U

1 (0 221 76 cm- 310 464 cm' Oi) 49896.62 cm'

1. (a) AABCsAADC (b) AABC=ADEF (c) AMJK not congruent to ALKJ (d) AGHU*
CnO 887 04 m' 2483712 m' 2 (a) x = 20®, y = 12cm (b) mTU = 8cm , mVW = 7cm
2 78 5 m' 65 42 m' 3. (0 Rs. 2587.2
i.7\ tnnziArx 3. (a) OP = or.OR = OS . RPsTS (b) ZiPOR s ATOS 5. x = -50.y = 28
4 (0 Rs 78571 43

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 d) Theoretical Probability x _5_
Experimental Probability * JL6
R«vi*^ Exercise (d). ii (e). i 10
(b). ii (0. i
j. (aj. "i (i). i (j)- iv 4. a) Experimental Probability a J.
(g) "" (h). i
(0 Theoretical Probability = JL 4
6
16 t^ABC « bDEf
Management and Probability c) Experimental Probability ^
Unit 11: Data 10
Theoretical Probability =
Exercise 11.1 18 dlErrpenmentalw^ ,
c) Discrete • d) Continuous e) Continuous Th
<to.et,catP.06abllit>_
3. a) Discrete b) Discrete rcise
q) Continuous h) Discrete i) Continuous Review Exe
f) Discrete v b) iv c) iii d) ii
1. a) ' e) iii
4. 43.93 5. 89.9 D. 9)*
Exercise 11.2 3,2.91 6 R=22 i) iii
- S^7,S-=4444 „ ,

m
$=25,076 b)R=195. $'=4018.49. S=63.39 j)»v
1. a)R=72, $'=628.81 13 .1
d) R=60, $'=448.57, 5=21.179 9
c)R = 19. $'=30.67. $=5.38 ,5. independent Events. ± Experimental Probability « 7_
$=18.31 f) R=12, $'=17.14, $=4.14
e) R=59, $'=35.53. c) $=8.21 Theoretical Probability = 4-30
c) S = 17.32 3. a) R= 26 b) S' = 67.41

co
2. a) R=62 b)S'= 300.066 D
5. R=125, $'=1737.98 6. R=64200, S'=680145468..04
4. R=46.S=14 44 b) Experimental Probability^ c) Experimental Probability = 13
Exercise 11.4 2.1/3 3.1/3 Theoretical Probability = -L Theoretical Probability =
b)P(AUB)=-|- c) P(AnB) = 0
l a) P(A)=-|-.P(B) = T

0.
4. Independent Events. P (AnB) = d) Experimental Probability =-L
Theoretical Probability = 2-
(1,1). (1.2). (1.3), (1.4). (1.5). (1.6). b) A={(1.2).(2,1)}B={(1.1),(3,3),(5,5))
5. a) S= (2.1). (2,2). (2,3), (2.4). (2.5). (2.6)
(3.1). (3,2). (3.3). (3.4). (3.5). (3.6) P,A)=^P(B)=^

36
(4.1). (4,2). (4.3), (4.4). (4.5). (4.6)
(5,1). (5.2). (5.3). (5,4), (5.5). (5.6)
(6,1). (6.2). (6.3), (6,4). (6.5). (6.6);
(0 is considered as an
c) P(AUB) = A d) P(AnB> =0 6.15 7. a| P(A| = i-,P(B) =-|- even number)

b)P(AUB)=-|-
6 c) P(AnB) =1
16 ad
Exercise 11.5
b) Theoretical Probability =
st
2. a) Theoretical Probability =
14 11
Experimental Probability = Experimental Probability =25

b) Theoretical Probability = y
U

3. a) Theoretical Probability = -i-

Experimental Probability = ^19
Experimental Probability

c) Theoretical Probability = —-
1
Experimental Probability =-^-

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 lossary
Down payment - mat is
^amountacusto-^r y 81 ,he b
anH to that real number ®gmn.ng of ,,,nil,0,W
Enlargeman, a of ,ransforma,ron ^ ^" P""
The distance from origin anoconstants, co ^nU, exponents and symbols
A comb,nation of vanables.
Absolute Value size increases ' ^
Algebraic Expression Equation a mathematical statement,ha, sh
Experimental Probabi^To estimate the probability o, a siml'lT^ ^ "fusions
nUm
Altitude Exponent ^ ab-e to the righ, o( ^ ""Vnq ou, e.per,ment
Angle bisector Exterior of a circle The points
nnmrc which i:lie outside the circle^

m
Ape* factorization The process of finding factors of an algebraic ,
Approximation Error value of something „nfa circle Pibonacci sequence A sequence in which each new term is obtamedTnT
y a<lain
previous terms together 9 the two
Arc of circle frequency distribution. Representation the values and their respective fren

co
Arithmetic sequence subtracting, fixed nomber in the previous term
Frequency polygon A multisided closed figure tha, is constructed b XT I" ',ablt-
9 cla
against their corresponding class marks " ''equenc,
B The number that is multiplied by itself frequency A measure of the number of occurrences of a repeating
Base event
polynomial which contains two terms G
Binomial
B,Puadrat.,cpolynom,a, A polynomial with degree four

0.
I Geometric Sequence A sequence of numbers in which each term is obtained by muuin.
90
dividing the preceding term by a fixed number '
The Gradient measure of steepness
Cash price A linefullsegment
paymentwith
thatend
a customer
points onhas
thetocrde
pay to purchase an art.cle
one parts out of two equal parts of the sphere
Hemisphere
• Chord

36
The relationship between two or more P">P°rt,on5 Histogram Representation of data where the class intervals (or boundaries) are taken
i Compound proportion
i along x-axis and the corresponding frequencies are on the y-axis
i Concern ric circles TWO or more circles with same centre but d,«eren.
Concyc'ic points Points lying on the circumference of the crde I
I Congruent figures The objects or figures that have same shape and Inheritance The act of giving any property or share upon the death of an individual
i ^fa. which it is purchased by a shopkeeper or Insurance To protect the financial well-being of an individual or a company in case of

i
:
Continuous data
Cost pnce

i reditor
wholesaler from the manufacturer
A person who lends money
ad Intercept
Interior of a circle
unexpected loss
The point where a graph of an equation intersects the coordinate axes
The points lying inside the circumference of a circle
Cube root A number whose cube is that number Irrational numbers The numbers that are not in the form of p/q
A number is that number faised to the power 3.
st
C ube f Kile A quadrilateral with two pairs of equal adjacent sides with unequal
Cubic polynr mials A polynomial with degree three
diagonals
O L
Data collection The process of collecting information
Lateral faces
U

Debtor A person who borrows the money The faces other than base -
Deprecia; on The decreasing rale of vehicle or property Life insurance a form of insurance that pays for medical expenses
Discount Reduction in the marked price of an item Linear polynomial A polynomial whose degree is one
Loss When cost price of good are more than the selling price
i "/

325

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 » ^ -
r Rhombus A parallelogram i„ wh,ch^
I
of the angle is 90o. 1" measurement and none
l Rise The vertical change between two points
' { potation turning a shape around a fixed point
M
Major arc j Run The horizontal change between two B0,nu
Markup I S
Minor arc | Secant of a circle A line intersect a circle at two d.stinc points
Monomials I sector of circle The part of a circle enclosed by two rad,, and an ate
N Segment of circle A region of a circle which is separated by a chord
—7dw
Non-recurring The price of goods or items a, which it is soid by a whoiesaie,
! Selling price shopkeeper to the customer or a
Decimals -risrr.
Non-terminating j set Builder Form The shortest possible form that describes the elements ot the se,

m
Decimals j significant figure The number of figures or digits that indicate the accuracy ot an
O i i calculation ot measurement
Open sentence l The objects or figures that have same shape but not same size
| similar fig"™5
A solid round figure which is generated by the rotation of c.rcie on fixed

co
Overheads , ! Sphere point.
P I A factor of a number that when multiplied by itself, gives the number
Partnership ' j square root
When a number is multiplied by itself
: | Square interchanging he sides of an equation does not affect the result
—;
Polynomials j symmetric property

0.
a,e whole numbers^ er i[se|f T
A number tha, are 'V,Sl^js gfe more than cost P'i 'ce 1 A line the touches a circle at only one point
Prime factors ; j Tangent to a circle
Decimal numbers that have finite number of digits after the decimal poir
Profit | Terminating Decimal

36
Proportion j Numbers
pyramid 1 Transformation Away of changing size or position of a shape or object
I A geometrical shape that has B sides and three angles
InZight angle triangle ;I Triangle
Pythagoras theorem . . . the square of the length of the hypo.enus
K>/n cidPS. I Trinomials polynomial which contain three terms

Q
Quadratic polynomials
, nmials A polynomial
y whose degree is two
ad titary method calculate the value of number of things by finding the value of one thi

The result of any calculation

Range
tide insurance insurance that covers the risk of fire, accidents, etc. against vehicles
Rational number
st
Raw data ume the space occupied by any object
arrangement
Real Numbers the x-coordinate of a point at which the graph intersects x-axis
U

Recurring Decimals the y-coordinate of a point at which the graph intersects y-axis
itself an inhnite number of times after the decrrtal pornt repea.mg

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 Important Formulas

selling price-cost P"« ^prlsm = balearea3" Sh o' ** P'ism = 2 bh x L | hrtps://www.math-on.y.math com/sign.fican,-flgures ^

, kilometre (km) = 1000 metres (m) j •https://www.onl.nemath4all.com/est.mation-word- ^
::: = , metre (m) = 100 centimetres (cm)
t centimetre (cm) = 10 millimetres (mm) httpsy/www.vedantu.com/maths/d.fference-betwp- ^^
"ciween-rational-anri
L05S = CP-SP
Profit 60 minutes https;//www.britannjca.com/science/real-number •,'rai,0r«'-numbers
Profit % = "cost price 1 hour 0131 1
1 minute 60 seconds I https:// ^ answers.com/questions/What_do_you -m _oy_absolute vatue ct\
so,,
loss 60 x 60 seconds = 3600 seconds
Loss% = cost price 1 hour https://P,oofwik' or9/w'ki/C"derln9-ProPerties_of.Rea|_Numbers " " ^-'""-humbe.

m
s Mp SP Distance
Discount " Speed Time httpsy/mathbitsnotebook.com/Algebra l/RealNumbers/RNProp html
; Jiscour^ x 100% Distance https/yschoolbaginfo/mathematics/basic/lAhtml
• percentage Discount = Mp Time = Speed

co
£ uoracom/Wha, i5 ,he dif,erence
| la*bY*(S*b'* 2ab
Distance = Speed « Time htips://«ri«w l - - - -beri"een-term,natinq.
^ and.nnon-recumnq-numben
„
httpSy/www.onlinemathlearning.com/proportions.html
j (a~bY * * b' - 2ob total distance covered
j (a*b)[o-b)'cf-*>' Average speed = tota| t|me taken httpsy/wWwedud0SeC0m/mathS/pr0fll',0SS'disC0unt"f0rmu,as-tr.cks/
/-ircumfefence _ Sum of interior angles = 180° « (n-2), tl„Psy/www.math-only-math.com/square-root-of-a-Perfect.squa,e.by-usm9.,he-1ong-d,vis,0n-

0.
n
' diameter <* method html
where n is number of sides of the polygon
Circumference = « * diameter Each interior angle of a regular polygon httpsy/byjus-com/maths/how-to-find-cube-root/
C = ad Sum of interior angles of the regular polygon https//www.cuemath.com/algebra/set-builder-notation/

36
Diameter = 2 * radius Number of interior angles of the regular polygon
hltpsy/www.mytutor.co uk/answers/TG^/QGSE/Maths/What-are-the-differences-between-
Area of a cirde = r.Y 180°« (n - 2) (Where n = is the number of sides
= of regular polygon) arithmetic-and-geometric-sequences/
Circumference « 2Kr n
Total soriace a.ea of a cylinder = 2.r (h ♦ r) The sum of exterior angles httpsy/wvvw.mathplanet.com/education/pre-algebra/right-triangles-and-algebra/the-
Area of each flat face of a cyfindcr = "f
Area of the curved (ace of a cylinder = 2»rh
Volume of a cylinder = nYb
Total surface area of a rectangular
ad
of an n-sided polygon
the sum of interio. and exterior _
• angles ol an n-sided polygon of an n-sded polygon
Measure of an extenor angle of any polygon
pythagorean-theorem
httpsy/www.khanacademy.org/math/cc-eighth-grade-math/cc-8th-geometry/cc-8th-
volume/e/volume-of-cylinders-spheres-and-cones-word-problems
prism « 2 k 1(1 * ^ ^ ^ ^K =
Number of sides of the polygonT httpsy/www.youtube.com/watch?v=PUNHdOI-E_w
st
Area of cube *6*l'
Area of Square prism = 6 " Ffeouency of each observation https://www.statstutor.ac.uk/resources/uploaded/varstddev.pdf
Angle of each sector = ^ of obsefvations
Total surface area of a right prism = bh • (5, • s, • sj • L https;//saylordotorg.github.io/textjntroductory-statistics/s07-01-sample-spaces-events-ar
y _Js!L
Volume of right rectanguUr pnsm = f - w . h
U

their.html
Volume of right square prism = Mean of grouped data = X = 1/
h
Probability of an event = P(E) hps//study.com/academy/lesson/comparing-theoretical-experimental-probability.html
Number of favourable fdesired) outcomes^
Total number of possible outcomes^

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 Inde*
Number sequent \0\
Enlargement 243
'•HinilM Mil nu.!.. 4/
149 III
Exponent J opensen>enee '•"MIU, hy,,,.,
22 40 M'niMiri. •liar,
Absolute value 14% ;
113 F 134 J Ovc^Mdi 25/
Algebraic expression Factorization llo.M in
127 65 I parall^*"" 40 S|.|.«,
Algebraic Identities Factorization Method I partnership
144
2 284 /b Squm* root 714
Approximation error 106 Ffequency distribution j perfect cube 62 M
288 SqiiMv
Arithmetic sequence frequency polygon | perfect square 114 41
SlancUrd

m
B 149 G 107 J polynomial 154 Subset 741
Base 116 Geometric sequence I power law 92 90
190 Substitution inetlxid
Biquadratic polynomial Gradient J power set 291 Symmetric properly 1C/#
171
c Graphical method I probability T ?A
241 151

co
Centre of rotation 246 H 286 I product law 40 Tabular form
Chord Histogram I profit 87
215 252 I 34 Terminating Decimal
Circle Hypotenous I proportion 9
113 224 Transitive Property
Closed sentence J pyramid 24
292 293 209 Trapezium
Combined event Independent event I pythagoras theorem 258

0.
48 48 Triangle
Compound Proportion Inheritance 249
248 45 • Q 115 V
Concentric circle 248 Installment 1 Quadratic pofynomral
51 277 Varience
Concyclic point Insurance ! Quantitate Data 280
230 34 Venn diagram

36
152 88
Cone 262 Inverse proportion 18 ! Quotient law
Congruent figures Irrational numbers i X
277 i R
Continuous data l 278 X-intercept 192
77 K 259 i Range
rube root Kite i Rational Numbers 18 Y
76
L 20 Y-intercept 192
polynomial
116

276
97
ad
Line bisector
Linear inequalities
Linear polynomial
260
186
114
40
j
j
i
i Real number
Recurring Decimals
Reflexive Property
Rhombus
10
24
256
gan's law Loss
87 • Rotation 239
st
live form M
34 44
iroportion Markup
42 278 j Sector of circle 215
»t Measure of dispersion
277 ! Semicircle 247
? data N
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10
167 Non-terminating Decimal
tion method

Q
332

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 Authors' Profiles

MadeehaNuzhat

Madeeha Nuzhat has done her Masters in Mathematics from the University

of Peshawar and did her B. Ed from AIOU Islamabad. She also holds a 2-

year certificate in Professional Manager in Educational Planning and

Management. She has more than 15 years of experience in the field of

education. She has taught mathematics in leading schools of Lahore. She

m
has been associated with A FAQ Research and Development department

co
since 2011. Currently she is working as a Senior Subject Head

(Mathematics) at AFAQ. Her publications include various textbooks for local

0.
and international students of mathematics including the Primary

Mathematics series (2018) and the textbooks based on the Single National
36

Curriculum (SNC 2020) approved by the Ministry of Federal Education and

Professional Training. Additionally, she has a vast experience of developing

ad

teacher training manuals, assessment papers, lesson plans, etc.

st

SadiaManzoor

Sadia Manzoor is working for AFAQ (Association for Academic Quality) R&D
U

department as a Subject Specialist in Mathematics. She has done Masters of

Science in Mathematics and MEd. She has been in the field of education for

more than 7 years. She has also worked with Dar-e-Arqam School System

as a senior mathematics teacher. She has developed 29 books on

mathematics.

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