Teachers' Manual

New
School Maths - 8
Author:
Mrs. Neeti Kanungo
(B.Sc, B.Ed, MA)

Good Luck Publishers Limited

 Introduction To Teachers' Manual
Students need a variety of experiences in learning Mathematics. These experiences are
gained not just from the textbook or in the classroom, but from multiple resources from
the environment.
A teacher is the best judge for students' needs. The lessons planned by you, the
innovation incorporated and the assessment you follow open up the world of learning
for the students for the subject, which is often considered scary by students.
A teacher is a facilitator, motivator, mentor and a manager. To play these multiple roles,
the teacher must acquire a focussed and professional approach to enhance the learning of
Mathematics.
The fundamental principles of teaching Mathematics involve:
• concrete experience
• investigation and discovery
• developing conceptual structures
• being aware of one's own thinking
• developing reliable personal methods of working
• using tools and technology
• integrating knowledge with other subjects
• seeing the relevance by application
The above fundamentals are easily achieved, when the teaching is interactive and
learning is cooperative and collaborative. The Teacher's Manual series will help you in
achieving just that!
 Integrating the Teachers' Manual in Teaching Practice
This Teachers' Manual has been designed to support and comprehensively cover all the chapters
in the textbook New School Maths 8. It works under the following framework—
1. Learning Objective: An overview of the knowledge and skills that students are expected to
develop in the lesson.
2. Vocabulary: Words and terminologies that should be used in teaching. Students should also
be encouraged to use the same.
3. Teaching Ideas and Strategies: These help teachers in selecting appropriate
activities/combination of methods to maximise learning in the classroom. It includes ideas for
induction, discussions, group work and application, keeping in mind varied abilities of
students in a classroom.
4. Assessment Samples: An array of a variety of sample questions for the Periodic Tests and
Term-end Examinations.
It is up to the teachers to decide which chapters are to be included for the Periodic Test (i.e.,
Periodic Test 1 or Periodic Test 2) and the Term-end examination (i. e., Half Yearly or Yearly
Examination). For guidance, we have given a sample question paper for each of these test papers
in the textbook.
The above framework can be used to design and customise a teacher's own lesson plan. The
plans are created for easy and timely execution, so that the teacher can keep pace with the
syllabus, without compromising on innovation.
Keeping a connectivity with commitment towards NCF 2005 and the latest Assessment
Structure (including Periodic Tests) formulated by the CBSE in 2017-18, the manual offers a
multitude of teaching strategies, assignments and assessment choices, which are based on the
successful classroom experiences in learning. The choices have been specially designed to cater
to various learning styles and multiple intelligences— A feature never seen before! These help
teachers to make teaching-learning a refreshing exercise in the classroom.
This book encourages integrated learning by linking the topics in mathematics to subjects as
varied as art, linguistics, sciences and kinesthetics. This enriches the students' perception of the
subject to accept Mathematics as an enjoyable subject.

NOTE
The way of solving a question differs from teacher to teacher. Also, there can be various
methods to solve a question. Teachers should motivate students to adopt their own ways to
solve questions. In this regard, we have given a sample Solution of each chapter in this
manual for reference, where exercises in our Textbook are fully solved.
 The Maths Lab
A Maths Lab is the action ground of observation, exploration and discovery. It also provides a
break from the monotony of regular classroom learning by allowing movement, creative
expression and motivation to the students. Now-a-days, a maths lab is an asset to any
progressive institution. It is required to execute hands on experiences in learning
Mathematics.
Many schools find limitations in space and resources to create the lab. With a little creativity,
such a lab can be designed in a number of flexible ways, utilizing classroom space itself and
naturally found materials like stones and leaves. Even objects from the class room can be a
great resource, it is all up to your imagination!
An ideal math Lab is a spacious room, which can hold up to six groups of four students each.
It should have group seating, sufficient light and working counters. There should also be
enough space to store resources and projects. A bulletin board should be put up to display
work, schedules and plans. A coordinator may be made responsible for taking care of the lab
facilities and interact with the teachers and students to ensure the smooth functioning of
the lab.
Apart from conducting activities, the Math Lab can also be used for display of work,
exhibitions, books related to maths, puzzles and technology aided learning devices.
Maths Lab Activity
Activities must be structured to be executed effectively. For example—
Am I clear about the objective and expected learning outcome of this activity?
• Have I planned the activity thoroughly?
• Have I worked out the time plan for executing it?
• Have I decided on clear cut instructions for the activity?
Once the above is in order, involve yourself with the students in the activity-give a helping
hand and interact with them in their thought processes. Check if they are following the
process correctly. Help them make a connection between the concept and the activity.
Keeping records of the activity and maintaining math lab file helps students to recall and
consolidate their learning.
 Assessment Structure and Examination as per the Latest CBSE Guidelines
As per the latest CBSE guidelines, the assessment structure and examination for classes VI to VIII comprising of two
terms, i.e., Term-1 and Term-2 are explained as given below:
Subjects Term-1 (100 Marks) Term-2 (100 Marks)
(1st half of the session) (2nd half of the session)
20 marks for Periodic Assessment + 20 marks for Periodic Assessment +
80 marks for Half Yearly Exam 80 marks for Yearly Exam
Language -1 PA 20 marks Half Yearly Exam PA 20 marks Yearly Exam
• Periodic Test • Written exam for • Periodic Test Written exam for
Language -2 10 marks with syllabus 80 marks with 10 marks with 80 marks with
Language -3 covered till syllabus covered syllabus covered till syllabus coverage as
announcement till announcement announcement of below:
Mathematics of test dates by of Half Yearly test dates by school Class VI: 10% of
school exam dates by 1st term covering
Science • Note Book
school significant topics +
• Note Book submission
Social Science Submission 5 marks at term-end Entire syllabus of
5 marks at term-end 2nd term
Any other • Subject Enrichment
Subjects • Subject Enrichment 5 marks at term-end Class VII: 20% of
5 marks at term-end 1st term covering
significant topics +
Entire syllabus of
2nd term
Class VIII: 30% of
1st term covering
significant topics +
Entire syllabus of
2nd term

Distribution of Questions in Mathematics Test Papers

VSA: Very Short Answer Type questions of 1 Mark each
SA: Short Answer Type questions of 2 or 3 Marks each
LA: Long Answer Type questions of 4 Marks each
C
O 1. Rational Numbers ... 7
N 2. Powers or Exponents ... 38
T 3. Squares and Square Roots ... 51

E 4. Cubes and Cube Roots ... 82

F Periodic Test 1 ... 97
N 5. Playing with Numbers ... 101

T 6. Algebraic Expressions and Identities ... 115

7. Linear Equations in One Variable ... 151
S F Half yearly Examination ... 179
8. Applications of Percentage ... 185
9. Direct and Inverse Variations ... 218
10. Quadrilaterals ... 240
11. Visualising Solid Shapes ... 264
F Periodic Test 2 ... 272
12. Area, Volume and Surface Area ... 277
13. Data Handling ... 301
14. Introduction to Graphs ... 322
F Yearly Examination ... 335
 1 Rational Numbers
Chapter

Learning Objectives
While studying this chapter, the students would learn to–
• Define rational numbers.
• Define positive and negative rational numbers.
• Define equivalent rational numbers.
• Perform operations on rational numbers.
• Understand properties of the four basic operations, namely addition, subtraction,
multiplication and division.
• Verify the properties of given rational numbers.
• Understand terms associated with the properties.
• Represent rational numbers on the number line.
• Find rational numbers between given rational numbers.
Vocabulary
• Rational Numbers—Numbers which can be expressed in the
p
form q , where p and q are integers and q ¹
0.
• Positive Rational Numbers—A rational number in which both the numerator and
denominator are of the same sign.
• Negative Rational Numbers—A rational number in which the numerator and denominator
are of opposite sign.
• Equivalent Rational Numbers—Rational numbers which are equal to each other.
• Closure Property—Two rational numbers, on being operated, remain rational numbers.
• Commutative Property—Two rational numbers may be operated (added or multiplied) in
any order.
• Associative Property—Three rational numbers may be operated (added or multiplied) by
grouping them in any order.
• Additive Identity—0 (zero) is called the additive identity, as its sum with a rational number is
the rational number itself.
• Additive Inverse—The rational number itself, but with opposite signs.

7
• Multiplicative Identity—1 is the multiplicative identity of rational numbers, as the product of
1 and any rational number is the rational number itself.
• Multiplicative Inverse—That number, which when multiplied by a given rational number,
results in 1.
• Distributive property of multiplication over addition—If a, b, c are three rational numbers,
then a × (b + c) = (a × b) + (a × c)
Teaching Ideas / Strategies
• Rational numbers may be recalled as the numbers that lie between integers on the number line,
hence they can be both positive or negative.
• Apart from defining rational numbers, they must be differentiated from fractions. Students
often get confused between rational numbers and fractions due to their common written form.
Explain to the students that:
Fractions cannot be negative.
All fractions are rational numbers, but all rational numbers are not fractions.
• Properties of operations of rational numbers may be explained by using general form and
substituting different rational numbers for verification. Terms like additive identity, additive
inverse etc can be quickly consolidated by oral testing.
• Students should be explained in steps how to represent rational numbers on the number line.
Help them making correct no. of divisions in the required direction on number line.
• Explain students how to find rational numbers between given rational numbers both by
finding the mean and equivalent rational numbers
Suggested Activity
1. Ask the students to work in pairs.
2. Tell each pair to consider a positive rational number like 3/5. Ask one of the students to
represent it as a rational number on a number line and the other to represent it as a fraction
by shading figure.
i) 3 as a rational number.
5
3
5

0 1
3
ii) as a fraction.
5

8
Assessment Samples

SAMPLE QUESTIONS FOR PERIODIC TEST

1 –4
1. Verify the commutative property for multiplication of rational numbers 2 and 5 .
2. Verify that:
LMF
2 –1 2 I OP LM F I OP
2 –1 2
5 6NH 
3 KQ N H KQ

5 6

3
3. Evaluate by using distributive property.
13 F I
–1 13 F I
–3
19

H K
2
–
19

H K
2
4. Write a rational number, which has no reciprocal or multiplicative inverse.
1 –3
5. Find the sum of multiplicative inverse of and the additive inverse of .
2 4

SAMPLE QUESTIONS FOR TERM -END EXAMINATION

1. Write a number, which is equal to its additive inverse.
1 1
2. Find a rational number between and by method of mean.
4 5
1
3. Find three rational numbers between 1 and .
5
4. Find a rational number between 0 and the multiplicative inverse of 2.
9
5. Find five rational numbers between and 1.
10

9
 S O L U T I ON
HOTS
l Rational numbers:
–3 6 19 –2 52 –15 –7
, , , , , , ,8
11 5 17 13 67 43 9
l Fractions:
p
Fractions are in the form of q , where p, q are integers, q ≠ 0 and fractions can't be negative.
Hence, out of the above rational numbers, the fractions are picked out as follows:
6 19 52
, , ,8
5 17 67
l The basic difference between rational number and fraction is as follows:
A rational number may be positive or negative, but fraction can't be negative, it is always
positive. All fractions are rational numbers, but all rational numbers are not fractions.
l Yes, the four basic operations like addition, subtraction, multiplication, division of rational
numbers are same as that of fractions.
Exercise 1(a)
5 –7
1. (i) +
8 8
Here, the denominators of both the rational numbers are same. So, we add the
numerators retaining the denominator.
5 –7 5 – 7 –2 –1
ˆ+ = = =
8 8 8 8 4
–8 3
(ii) +
19 19
Here, the denominators of both the rational numbers are same. So, we add the
numerators retaining the denominator.
–8 3 –8  3 –5
ˆ + = =
19 19 19 19
19 –9
(iii) +
30 30
Here, the denominators of both the rational numbers are same. So, we add the
numerators retaining the denominator.

30 30 ( )
19 + –9 = 19 – 9 = 10 = 1
ˆ
30 30 3

10
 8 –22
(iv) +
25 25
Here, the denominators of both the rational numbers are same. So, we add the
numerators retaining the denominator.
8
ˆ + –22 = 8 – 22 = –14
( )
25 25 25 25
2. (i) 1 and 8
4 13
Here, the denominators are different. So we first convert them to have a common
denominator. For this, we find the LCM of denominators, i.e., 4 and 13.
The LCM of 4 and 13 is 52.
2 4 13
We write =1 1  13 = 13
2 2 13
4 4  13 52
8 = 8  4 = 32 13 1 1
and
13 13  4 52 1 1
ˆ 1 + 8 = 13 + 32 LCM = 2 × 2 × 13
4 13 52 52 = 52
= 13  32 = 45
52 52
(ii) 7 and –3
16 4
Here, the denominators are different. So we first convert them to have a common
denominator. For this, we find the LCM of denominators, i.e., 16 and 4.
The LCM of 16 and 4 is 16.
7 7 1 7
We write = = 2 16 4
16 16  1 16
–3 = –3  4 = –12 2 8 2
and
4 44 16 2 4 1
ˆ
7 –3 7
+ = + FH IK
–12 2 2 1
16 4 16 16
1 1
= 7 – 12 = –5 . LCM = 2 × 2 × 2 × 2
16 16
= 16
(iii) –4 and –6
5 20
Here, the denominators are different. So we first convert them to have a common
denominator. For this, we find the LCM of denominators, i.e., 5 and 20.
The LCM of 5 and 20 is 20.

11
 We write –4 = –4  4 = –16 2 5 20
5 54 20
2 5 10
and –6 = –6  1 = –6
20 20  1 20 5 5 5

ˆ FH IK FH IK FH IK FH IK
–4 + –6 = –16 + –6 1 1
5 20 20 20 LCM = 2 × 2 × 5
11
= –16 – 6 = –22 = – . = 20
20 20 10
–17 –3
(iv) and
20 7
Here, the denominators are different. So we first convert them to have a common
denominator. For this, we find the LCM of denominators, i.e., 20 and 7.
The LCM of 20 and 7 is 140.
2 20 7
We write –17 = –17  7 = –119 2 10 7
20 20  7 140
5 5 7
and –3 = –3  20 = –60
7 7  20 140 7 1 7

ˆ FH IK FH IK
–17 + –3 1 1
20 7 LCM = 2 × 2 × 5 × 7
FH
=
–119IK FH IK
+
–60
=
–119 – 60 –179
= . = 140
140 140 140 140
7 –4 –9 2 10 5 10
3. (i) + +
10 5 10 5 5 5 5
= 7 – 8 – 9 = 7 – 17 1 1 1
10 10 LCM = 2 × 5 = 10
–10
= = –1.
10 2 7 6 2
21 8 –3 3 7 3 1
(ii) + +
7 6 2 7 7 1 1
= 126  56 – 63 1 1 1
42 LCM = 2 × 3 × 7 = 42
= 119 2 6 8 4
42
2 3 4 2
(iii) –7 + 3 + 1 2 3 2 1
6 8 4
3 3 1 1
= –28  9  6 1 1 1
24
–13 LCM = 2 × 2 × 2 × 3
= = 24
24
12
 1 5 –1
( iv) + + 2 8 12 9
8 12 9
2 4 6 9
9  30 – 8
= 2 2 3 9
72
3 1 3 9
= 31 3 1 1 3
72
1 1 1
4. (i) Commutative property LCM = 2 × 2 × 2 × 3 × 3
(ii) Additive identity = 72
(iii) Associative property
(iv) Commutative property
3 11 7
5. (i) + = +a 2 4 2
4 2 12
2 2 1
Þ 3  22 = 7 +a 1 1
4 12
25 – 7 = a LCM = 2 × 2 = 4
Þ
4 12
75 – 7 = a 2 4 12
Þ 2 2 6
12
68 = a 3 1 3
Þ 1 1
12
Þ a = 17 LCM = 2 × 2 × 3
3 = 12

(ii) a + 7 = 5
4 7
2 7 4
Þ a= 5– 7 2 7 2
7 4
7 7 1
Þ a = 20 – 49
28 1 1
Þ a = –29 LCM = 2 × 2 × 7
28 = 28
(iii) 0 + 16 = a
3
Þ a = –16
3
(iv) 1 – a = 22
2 25

13
 a = 1 – 22
Þ 2 2 25
2 25 5 1 25
a=
Þ 25 – 44 5 1 5
50 1 1
a=
Þ –19
50 LCM = 2 × 5 × 5
= 50
–8
6. (i) –8 + 0 =  0 is Additive identity
11 11
(ii) 0 + 5 = 5  0 is Additive identity
12 12
5
(iii) + –5 = 5 – 5 LM –5 5 OP
3 3 3 N 3
is the additive inverse of
3 Q
= 0=0
3
7 7 7 7  –1 LM –7 is the additive inverse of 7 OP
(iv) +
11 –11 11
= +
–11  –1 N 11 11Q
7 –7
= + =0
11 11
7. Verify:
2 –5 –5 2
(i) + = +
3 8 8 3
2 3 8
2 –5
LHS = + 2 3 4
3 8
16 – 15 1 2 3 2
= =
24 24 3 3 1
–5 2
RHS = + 1 1
8 3
–15 16 1 LCM = 2 × 2 × 2 × 3
= =
24 24 = 24
‡ LHS = RHS
Hence, verified.

(ii) –4 + –5 = –5 + –4
9 7 7 9
LHS = –4 + –5
9 7
= –28 – 45 = –73
63 63
14
 RHS = –5 + –4 3 9 7
7 9
3 3 7
–45 – 28 –73
= = 7 1 7
63 63
‡LHS = RHS 1 1
Hence, verified. LCM = 3 × 3 × 7 = 63

1 –1
8. (i) The additive inverse of is . (ii) The additive inverse of –3 is 3 .
9 9 11 11
3 –3 2 –2
(iii) We can write as . (iv) We can write as .
–19 19 –17 17
–2 2
So, the additive inverse of –3 is 3 . So, the additive inverse of is .
19 19 17 17
23 –19 –19 23 –7 –7
9. (i)    (ii)  (–5)  –5 
118 29 29 118 11 11

(iii)   FH
–2 7 –9

–2 7
 
–9 IK FH IK FH
(iv) –4 
IK
1

–6 FH
1 –6
 –4   IK
5 6 11 5 6 11 3 13 3 13
10. Total thickness of the desktop
= 5 + 3 = 5  12 2 16 4
16 4 16 2 8 2
17 1
= = 1 cm. 2 4 1
16 16
2 2 1
1 1
LCM = 2 × 2 × 2 × 2 = 16

Exercise 1(b)
1. Subtract:
(i) –3 from 7
11 11
FH IK
7 – –3 = 7 + 3 = 7  3 = 10 .
11 11 11 11 11 11

(ii) 5 from –1
13 13
–1 – 5 = –1– 5 = –6 .
13 13 13 13

15
 (iii) –17 from –31 2 18 36
18 36
FH IK
–31 – –17 = –31 + 17 2 9 18
36 18 36 18 3 9 9
–31 34
= 3 3 3
36
3 1 1 1
= = .
36 12 LCM = 2 × 2 × 3 × 3 = 36
2 –13
(iv) from 3 9 15
15 9
–13 – 2 = –65 – 6 3 3 5
9 15 45 5 1 5
= –71 . 1 1
45
LCM = 3 × 3 × 5 = 45

FH IK
2. (i) –6 – –11 = –6 + 11 = –6 11 = 5 . 2 36 24
13 13 13 13 13 13 2 18 12
(ii) 13 – 9 = 26 – 27 2 9 6
36 24 72
3 9 3
=– 1 .
72 3 3 1
1 1
LCM = 2 × 2 × 2 × 3 × 3
= 72
–7 23
(iii) –
16 36
–63 – 92 2 16 36
=
144 2 8 18
155 2 4 9
=– .
144
2 2 9
3 1 9
7 4
(iv) – 3 1 3
3 13 3 3 13
91 – 12 1 1
= 13 1 13
39 LCM = 2 × 2 × 2 × 2 × 3 × 3
1 1
79 = 144
= . LCM = 3 × 13 = 39
39

16
 2 –6 1 3 3 7 21
3. (i) + –
3 7 21
14 – 18 – 1 7 1 7 7
= 1 1 1
21
5 LCM = 3 × 7 = 21
=– .
21
–5 8 3 11
(ii) + – +
21 9 8 28
2 21 9 8 28
–120  448 – 189  198
= 2 21 9 4 14
504
–309  646 2 21 9 2 7
=
504 3 21 9 1 7
337
= . 3 7 3 1 7
504
7 7 1 1 7
1 1 1 1
LCM = 2 × 2 × 2 × 3 × 3 × 7
5 = 504
(iii) – 4 – 23 + 26
3 5 6 15
50 – 24 – 115  52 2 3 5 6 15
=
30 3 3 5 3 15
102 – 139
= 5 1 5 1 5
30
–37 7 1 1 1 1
= = –1 .
30 30 LCM = 2 × 3 × 5 = 30

4. Given: a = 3 , b = –7
5 5
We have to show that a – b ¹
b–a
LHS = a – b
3
–= FH IK
–7 3 7
= +
5 5 5 5
3  7 10
= = =2
5 5
RHS = b – a
–7 3 –7 – 3 –10
= – = = = –2
5 5 5 5
LHS ¹ RHS
Hence, a – b ¹
b–a

17
5. Given: a = –4 , b = 7 and c = 11 3 9 3
9 3 6
We have to show that (a – b) – c ¹ a – (b – c) 3 3 1

FH
LHS = (a – b) – c = –4 – 7 – 11IK 1 1
9 3 6 LCM = 3 × 3 = 9
FH
= –4 – 21 – 11IK
9 6 2 9 6
= FH IK
–25
–
11 3 9 3
9 6 3 3 3
25 11
= – – 1 1
9 6
LCM = 2 × 3 × 3 = 18
–50 – 33 –83
= =
18 18
RHS = a – (b – c) =
–4 FH
–
7 11
– IK 2 3 6
9 3 6
=
–4
– FH
14 – 11 IK 3 3 3
9 6 1 1
=
–4
–FH IK
3 LCM = 2 × 3 = 6
9 6
–4 3
= –
9 6
= –8 – 9 = –17 [‡ LCM of 9 and 6 is 18]
18 18
LHS ¹ RHS
Hence, (a – b) – c ¹
a – (b – c).
FH
6. 2 – 4 – 7 IK FH IK
= 2 – 12 – 7
9 5 15 9 15
FH IK FH IK
= 2 – 5 =2– 1
9 15 9 3
= 2 – 1 = 2–3 = – 1
9 3 9 9
FH 2 – 4IK FH IK
– 7 = 10 – 36 – 7
9 5 15 45 15
FH IK
= –26 – 7 = –26 – 7 = –26 – 21 = –
47
45 15 45 15 45 45
Both, the results are not equal.

18
 7. By adding additive inverse we get the sum zero, i.e., 14 .
11
8. To get the required number, we have to subtract –5 from 1 .
8 8
Þ
1 –5
– FH IK 1 5 1 5 6 3
=    
8 8 8 8 8 8 4
Hence, 3 should be subtracted.
4
9.
–14
– FH IK
–4
=
–14 4 –14 12 –2
+ = =
15 5 15 5 15 15
FH IK
and –4 – –14 = –4 +
14 –12 14 2
= =
5 15 5 15 15 15
Hence, both the results are not same.
10. Let the other rational number be x. Then:
3 + x = 11
7 14 2 14 7
11 3 7 7 7
Þ x= –
14 7 1 1
11 – 6 5
Þ x= = LCM = 2 × 7 = 14
14 14
5
Hence, the other rational number is .
14
14 13
11. Sum of and
11 33 11 11 33
14 13 42  13 55 5 3 1 3
=    
11 33 33 33 3
1 1
8 3
Sum of and LCM = 11 × 3 = 33
11 22
8 3 16  3 19
=   
11 22 22 22 11 11 22
5 19
Now subtract from , 2 1 2
3 22
1 1
19 5 57 – 110 –53
–   LCM = 11 × 2 = 22
22 3 66 66
a c 2
12. Given:+ = ...(i)
b d 15
a c e 13
and + + = ...(ii)
b d f 60

19
 From (i) and (ii) equations: 2 60 15
2 e 13 2 30 15
+ =
15 f 60
3 15 15
e 13 2
= – 5 5 5
f 60 15
13 – 8 5 1 1 1
= = =
60 60 12 LCM = 2 × 2 × 3 × 5
e 1 = 60
Hence, =
f 12
–11 F
11 5 I –11 FG
33 – 5IJ 3 7 21
13. (i)
5
–
H7
–
21 K=
5
–
H21 K 7 7 7
–11 28 1 1
= –
5 21 LCM= 3 × 7 = 21
– 231 – 140
=
105 3 5 21
–371 5 5 7
=
105 7 1 7
12 F 6 I
–4 12 F 6 4I
(ii)
13
–
H 11 13
–
K =
13 H
– 
11 13 K 1 1

12 FG 78  44IJ LCM= 3 × 5 × 7 = 105

=
13
–
H 143 K 13 13 143
12 122
= – 11 1 11
13 143
1 1
132 – 122
= = 10 LCM= 13 × 11 = 143
143 143
–5 23
14. (i) –x = 2 72 36
36 72
2 36 18
–23 5
Þ
x = – 2 18 9
72 36
3 9 9
–23 – 10
Þ
x = 3 3 3
72
1 1
–33
Þ
x = LCM = 2 × 2 × 2 × 3 × 3
72
= 72
–11
Þ
x =
24

20
 –4 3
(ii) – =x
9 7 3 9 7
–4 3 3 3 7
Þ x= –
9 7 7 1 7
–28 – 27 1 1
Þ x=
63 LCM = 3 × 3 × 7
–55 = 63
Þ x=
63
–9 –61
(iii) –x =
10 40
61 F I9 2 40 10
Þ x=
40
–
H K
10 2 20 5
61 9 2 10 5
Þ x= –
40 10 5 5 5
61 – 36 1 1
Þ x=
40 LCM = 2 × 2 × 2 × 5
25 5 = 40
Þ x= =
40 8
–6 –2
(iv) –x =
7 7
–6 2
Þ x= +
7 7
–6 2 –4
Þ x= =
7 7
55
15. Width of a page = cm
4
7
Left margin = cm
16
1
Right margin = cm
2
55 F 7 1 I
Width of the page inside the margin =
4
–
H 
16 2 K
55 F I
7 8 55 15
=
4
–
H 16K = –
4 16
220 – 15 205
= = cm
16 16
21
 Exercise 1(c)
26 27 26 3 26 1 23 –23
1. (i) × = × = × =2 (ii) –9 × =
9 39 1 39 1 13 11 36 44
11 –24 –88
(iii) × = (iv) –7 × (–12) = –7 × –6 = –7 × –3 = 21
27 5 45 8 4 2 2
(v) 3 × 33 × 24 = 27 (vi) –10 × 72 = –2 × 8 = –16 = 16
7 8 11 7 9 –35 –7 –7 7
2. (i) Commutative property
(ii) Multiplicative inverse
(iii) Distributive property of multiplication over addition
(iv) Associative property.
F –3  13I + F 2  13I 2 18 5
3. (i)
H 5 3 K H9 4 K 3 9 5

= F  I + F  I
1 13 3 3 5
–1 13
H 5 1K 9 2K
H 5 1 5
1 1
–13 13 –234 65 –169
= + = = LCM = 2 × 3 × 3 × 5 = 90
5 18 90 90
F I F
14 24 3 5 I
(ii)
H 
15 7K H
– 
16 11 K
F 2  8I – F 3  5 I
=
H 5 1K H 16 11K
16 15 2816 – 75 2741
= – = = [LCM of 5 and 176 is 880]
5 176 880 880
F –11 17 I × F 7 – 23I + F 3  1 I
(iii)
H 9 12 K H 3 7 K H 5 6 K
–44 51I F 49 – 69 I F 1 I
= F
H 36 K × H 21 K + H 10K
= F 
7 –20 I 1
1 5
–5 1 –50 27 –23

4. Verify that:
H 9
36 21 K +
3
=
10 27 10
+ =
270
=
270

–25 I F –8 I F –8 I F –25 I
(i) F
H 4 K × H 75 K = H 75 K × H 4 K
22
 –25 –8 2 3 2 F 3 2 I F I
LHS =
4
× =
75 3 16
×
3 H
(ii) –4 
= –4 × 
16 3 K H K
–8 –25 2 3 2 –3 2 F 1 I
RHS =
75
×
4
=
3
LHS = –4 
16
× =
3 4 3 H
× =–
2 K
3 2 1 1 F I
‡
LHS = RHS, hence verified. RHS = –4 × 
16 3
= –4 × = –
8 2 H K
‡LHS = RHS, hence verified.
F 5  –10I × 9 = 5 × F –10  9 I
(iii)
H 2 3 K 4 2 H 3 4K
LHS = F 
5 –10 I 9 –25 9 –75
H2 3 K × 4 = 3 × 4 = 4
RHS = × F
5 –10 9 I 5 F –5 3 I 5 –15 –75
2 H 3 4 K 2 H 1 2K 2
 = ×  = × =
2 4
‡
LHS = RHS, hence verified.

F –2I × LM 2 F –7 I OP = LMF –2I  2 OP + LMF –2I  F –7 I OP

(iv)
H 7 K N 5 H 15 K Q NH 7 K 5 Q NH 7 K H 15 K Q
LHS = F I × LM F I OP = F I × L – O =
–2 2 –7 –2 2 7 –2 L 6 – 7 O –2 –1
= 2
M P
H 7 K N 5 H 15 K Q H 7 K N 5 15 Q 7 MN 15 PQ 7 15 105 × = ×

RHS = LMF I  OP + LMF I  F I OP = L  O + L  O =

–2 2 –2 –7 –2 2 –2 –7 –4 14
M P
NH 7 K 5 Q NH 7 K H 15 K Q N 7 5 Q N 7 15 Q 35 105 M P
–12 14 2
= 
105 105
LHS = RHS, hence verified.

F 5  1I – F 10  5 I = 5 × F 1 – 10I
(v)
H 6 9K H 9 6 K 6 H 9 9 K
LHS = F  I – F  I =
5 1 10 5 5 25 5 – 50 –45 –15 –5
H 6 9K H 9 6 K 54 27 = 54 = 54 = 18 = 6
–

5 F 1 10 I 5 F 1 – 10 I 5 –9 –5
6 H9 9 K 6 H 9 K 6 9
RHS = × – = × = × =
6

‡
LHS = RHS, hence verified.

23
 17 17 14 –14 –11 –11 6
5. (i) ×1= (ii) –1 × = (iii) 1 × = (iv) ×0=0
18 18 27 27 23 23 5
6. (i) The multiplicative inverse of 1 is 1, as 1 × 1 = 1.
9 8 –9 –8
(ii) The multiplicative inverse of – is – , as × = 1.
8 9 8 9
–3 8 –3 8
(iii) The multiplicative inverse of is , as × = 1.
–8 3 –8 3
1 –16 3 –16 –3
(iv) The multiplicative inverse of –5 or is , as × = 1.
3 3 –16 3 16
–24 –45 –24 –45
7. Reciprocal of is , as × =1
45 24 45 24
–8 –45
Now, × =1
15 24
7 4 7 –5 F I LM
7 4 5 7 OP LM8 – 5 OP = 7  3 = 21
8. (i) × +
16 11 16
×
22 H K N
= –
16 11 22
=
16 Q N 22 Q 16 22 352
3 F –9 I 3 F –3 I 3 L –9 3 O 3 L –18 – 3 O 3 –21 –9
3

7 H 23 K 7 H 46 K 7 MN 23 46 PQ 7 MN 46 PQ 7 46 46
(ii) × + × = – = =  =

(iii) × + × F I =
7 1 7 –1 7 L 1 1 O 7 L 2 – 1O 7 1 7
3 2 3 H 4 K 3 MN 2 4 PQ 3 MN 4 PQ 3 4 12
– = =  =

(iv) F I ×
8 F –9 I F –1I –9 L 8 1 O –9 L16 – 1O –9 15 –27
3
–9
H 5 K 17 + H 5 K × H 34 K = 5 MN17 – 34 PQ = 5 MN 34 PQ = 5  34 = 34
1
–1 –1
9. Reciprocal of –6 is , as –6 × =1
6 6
–141 –18 –141 –18
Reciprocal of is , as × =1
18 141 18 141
–1 –18 3 1
Now, × = =
6 141 141 47
7 1 –13
10. (i) Given: a = , b = and c =
13 7 15
We have to show that a × (b × c) = (a × b) × c
LHS = a × (b × c)
7 F1 –13 I
7 –13 –1
=
13
×
H 
7 15
=
K× =
13 105 15

24
 RHS = (a × b) × c
F 7  1 I × –13 = 1 × –13 = –1
=
H 13 7 K 15 13 15 15
‡
LHS = RHS, hence verified.
3 5 1
(ii) Given: a = , b = and c =
4 6 3
We have to show that a × (b × c) = (a × b) × c
LHS = a × (b × c)
3 F
5 1
3
I
3 5 5
= ×
4 H

6 3
= ×
K =
4 18 6 24
RHS = (a × b) × c
F
3 5 I
1 5 1 5
=
H

4 6 K
× =  
3 8 3 24
‡LHS = RHS, hence verified.
1 3 5
11. (i) Given: a = , b = and c =
2 7 14
We have to show that a × (b + c) = (a × b) + (a × c)
LHS = a × (b + c)
1 F
3 5 1 I
6 5 F
1 11 11 I
= ×
2 H
7 14
= ×
2 K14
=
H
× =
2 14 28 K
RHS = (a × b) + (a × c)
F 1  3 I + F 1  5 I = 3 + 5 = 6 5 = 11
=
H 2 7 K H 2 14 K 14 28 28 28
‡LHS = RHS, hence verified.
–7 –4 3
(ii) Given: a = ,b= and c =
8 5 10
We have to show that a × (b + c) = (a × b) + (a × c)
LHS = a × (b + c)
–7 –4 3F –7I –8 3 F–7 –5 I F I
–7 –1 7
=
8
×
H

5 10
=
8K×
10
=
H 8
×
10
=
K8
×
H K
=
2 16
RHS = (a × b) + (a × c)
F
–7 –4 I F
–7 3 I
28 21 56 – 21 35 7
=
8H 
5
+
K H 
8 10
=
K
–
40 80
=
80
= =
80 16
‡LHS = RHS, hence verified.
25
 7 55
12. Cost of one metre cloth = ` 16 or `
3 3
9 55 9 495
Cost of metre cloth = × = = 15
11 3 11 33
9
Hence, the cost of metre cloth is ` 15.
11
79 –1
13. Distance covered by the car in 1 hour = kmh
3
79 711
Distance covered by the car in 9 hours = ×9= = 237 km
3 3
Hence, the distance covered by the car in 9 hours is 237 km.

Exercise 1(d)
–3 1 –3 3 –9 8 8 8 11 11
1. (i) ¸ = × = (ii) ¸ = × =
7 3 7 1 7 15 11 15 8 15
–7 –3 –7 6 7 21 –30 21 –44 7 –11 –77
(iii) ¸ = × = (iv) ¸ = × = × =
8 6 8 –3 4 36 44 36 30 3 30 90

F 13 39 I × –7 = F 13  42I × –7 = 2 × –7 = –14

2. (i) H 21 42K 9 H 21 39 K 9 3 9 27
–5 F 2 4 I –5 F 8 I = –5 × 33 = – 15
(ii)
11 H
¸ 
3 11 K =
11
¸
H 33K 11 8 8
(iii) F  I × F  I ¸ F  I
45 15 –7 21 3 5
H 11 22K H 11 33K 4 6 K H
= F  I × F  I ¸F  I = 6 × (–1) ¸ = –6 × =
45 22 –7 33 3 5 5 8 –48
H 11 15 K H 11 21K H 4 6 K 8 5 5

3. F  I ¸ = F  I 
–4 3 6 –4 4 6
H 9 4 K 11 H 9 3 K 11
–16 6 –16 11 –8 11 –88
= ¸ = × = × =
27 11 27 6 27 3 81
–3 F 6 22 I –3 F
6 23 –3 I
69 –3 121 –121
And
7
¸
H 
11 23 K =
7
¸
H

11 22
=
7
¸
K
121
=
7
×
69
=
161
Both results are not same.

26
 –3 F
–7 3 I = F –3 –7 I ¸3
4.
4
¸
H

2 4 K H 4 2K 4
–3 F –7 3 I –3 F –7 4 I –3 –14 –3 –3 9
LHS =
4
¸
H 2 4 K 4 H 2 3 K 4 3 4 × 14 = 56
 = ¸  = ¸ =

F –3 –7 I ¸3 = F –3  –2I ¸3 = 3 × 4 = 2
RHS =
H 4 2 K 4 H 4 7 K 4 14 3 7
‡
LHS ¹
RHS
Hence, the statement is false.
–4 7
5. Sum of and
9 3
F –4 7 I F
–4 21 I
17
H  =
9 3 K H 9
=
K9
According to the question:
17 5 17 6 34
9 ¸6 = 9 × 5 = 15
5
6. We will get other number on dividing 0 by .
5 9 9
0¸ =0× =0
9 5
Hence, the other number is 0.
1 411
7. Cost of 12 bags = 205 or
2 2
411 411 1 411 3 1
Cost of 1 bag = ¸12 = × = = 17 = 17
2 2 12 24 24 8
1
Hence, the cost of each bag is ` 17 .
8
–54 –3
8. We will get the required number on dividing by .
56 7
–54 –3 –54 –7 18 9
¸ = × = =
56 7 56 3 8 4
9
Hence, the required number is .
4

27
 9. Verify:
F –2 3 I ¸3 = LMF –2I 3 OP + LM 3 3 OP
H 7 4 K 7 NH 7 K 7 Q N 4 7 Q
LHS = F  I ¸ = F
–2 3 3 –8 21I 3 13 3 13 7 13 1 13
H 7 4 K 7 H 28 K ¸7 = 28 ¸7 = 28 × 3 = 4 × 3 = 12
RHS = LMF I  OP + L  O = L  O + L  O =
–2 3 3 3 –2 7 3 7 –2 7 –8 21 13
M P M P M P
NH 7 K 7 Q N 4 7 Q N 7 3 Q N 4 3 Q 3 4 12 12
+ = =

‡
LHS = RHS
Hence, verified.

1 906
10. Cost of 18 books = ` 181 or
5 5
906
Cost of 1 book = ¸18
5
906 1 453 1 453 151 1
= × = × = = = `10
5 18 5 9 45 15 15
1
Hence, the price of 1 book is ` 10 .
15
F 1 1 I
H
11. Number of pieces = 77 5
2 6 K
F155 31 I F 155 6 I
=
H 2
 =
6 K H 
2 31 K
= (5 × 3) = 15 pieces

Hence, 15 pieces can be cut.

2 18002
12. Cost of 12 tables = 3600 or
5 5
18002
Cost of 1 table = ` ¸12
5
18002 12 18002 4 18002
Cost of 4 tables = ` ¸ =` × =`
5 4 5 12 15
12003 6 12003 4 4001
Cost of 4 chairs = ` ¸ =` × =`
4 4 4 6 2
Cost of 4 tables and 4 chairs altogether
F 18002 4001I = ` F 36004 60015I = ` F 96019I = ` 3,200.63
=`
H 15 2 K H 30 K H 30 K
Hence, the cost of 4 chairs and 4 tables altogether is ` 3,200.63.

28
 2 –1 252 –1
13. Uniform speed of car = 50 km h = km h
5 5
252
(i) Time taken by car to cover km = 1 h
5
252 5
Time taken by car to cover 1 km = 1 ¸ h=1× h
5 252
5
Time taken by car to cover 200.1 km = 200.1 × h
252
10005 667
= h= h
2520 168
252
(ii) Distance covered by car in 1 hour = km
5
21 252 21
Distance will be covered by car in hours = × km
2 5 2
2646
5292 2646
= km = km
5 10 5
1
= 529 km
5

Daily Life Application

1 181
(i) Given– Length of a larger stone block (L) = 30 cm = cm,
6 6
1 106
Breadth of a larger stone block (B) = 21 cm = cm,
5 5
1 106
Length of a smaller stone block (l) = 25 cm = cm,
4 4
1 37
Breadth of a smaller stone block (b) = 18 cm = cm.
2 2
On combining length-wise
When a larger block and a smaller block are joined together length-wise, the combined
length of the structure
L l
181 101 362 303
=L+l = cm + cm =
6 4 12
665 5 B
= = 55 cm. b
12 12

Combined length (L + l)

29
 On combining breadth-wise B b

When a larger block and a smaller block are joined together

breadth- wise, the combined length of the structure L
l
106 37 212 185 397 7
=B+b = cm + cm = = = 39 cm.
5 2 10 10 10
Combined length (B + b)
5
(ii) To cover a length of 55 cm, a pair of 2 blocks (1 larger block and 1 smaller block) are put
together (length-wise). 12
1
To construct a wall of length of 554 cm, the no. of blocks put together in this manner
6
F 1 5 I F
3325 665 I
3325 12 F 39900 I
H
= 554 55
6 12 K
2 =
6 H
12
2 =
K 6

665 H2 =
3990 K
 2 = 10 × 2 = 20.
1
This means that to construct a wall of length of 554 cm, 10 larger and 10 smaller stone blocks
6
(total 20 block stones) would be put together length-wise.
(iii) If 36 pairs of these stone blocks (each pair comprises of 1 larger and 1 smaller block) are put
together breadth-wise (along the width), the length of the wall
7 397 14292 14292
= 39 cm × 36 = × 36 = cm = m = 14.292 m = 14.3 m.
10 10 10 1000

Exercise 1(e)
1. The rational numbers are represented on the number line as given below.
O P
5 1
(i) =2 5
2 2 0 1 2 3
2

O A
2
(ii) 2
3 0
3
1

A P O
–2
(iii) –2
3 –1
3
0

–9 4 3 8 3
2. (i) = –1 (ii) (iii) =1
5 5 5 5 5
C O A B
–2 –9 –1 0 3 1 8 2
5 5 5

3 8 –9
OA = , OB = and OC =
5 5 5
30
 –7 1 A O
3. (i) = –2
3 3 –3 –7 –2 –1 0
3

15 1 O A
(ii) =2
7 7 0 1 2 15 3
7

–11 5 O
(iii) = –1
6 6 –2 –11 –1 0
6

Project
(i) Note : From the question given in the Textbook (Edition 2015), we have–
–11 11
 0
6 5
This is a wrong operation and hence can't be represented on number line.
–11 11
It is corrected as
  0 (Edition 2016 onward)
6 6
–11 11 5 5
We have,  0 Þ –1 1  0
6 6 6 6
The above operation can be represented on a number line as given below.
5
+1
6

–2 5 –1 0 1
–1
6 –2

5
–1
6

(ii) The following number line shows the operation

2 2 2 2
   2 or 3   2
3 3 3 3
2 2 2
3 3 3

–1 0 2 1 2
3

(iii) –6 –6  –12 or 2  –6  –12  –1 5

–6 –6
7 7 7 7 7 7 7 7
It can be represented on a number
line as given in the following.
–2 5 –1 –6 0 1
–1
7 7

31
 –20
(iv) ¸4 = –1 or –4 ¸4 = –1
5
We can represent the above –5 –4 –3 –2 –1 0 1
operation on a number line as
shown alongside.

Exercise 1(f)
1. One rational number between 5 and 6
11
= (5 + 6) ¸2 = 11 ¸2 =
11 2
Thus, lies between 5 and 6.
2
1
2. The rational number which lies between –4 and –2 = (–4 – 2) ¸2 = –6 ¸2 = –6 × = –3
2
Now, we will find the second rational number between –4 and –3 in the same way.
1 –7
= (–4 – 3) ¸2 = –7 × =
2 2 –7
Hence, the two rational number between –4 and –2 are –3 and .
1 5 2
3. The rational number which lies between and
3 6
F
1 5 I F
2 5 7 1 7 I
=
H
 ¸2 =
3 6 K 6H ¸2 = × =
6 2 12K
–1 7
Now, we will find the second rational number between and
3 12
1 7F I 4 7 F 11 I1 11
ˆ The required rational number =  2 =
H
3 12 K 12 H
2 =
12 K
=× =
2 24
7 5
Now, we will find the third rational number between and
12 6
F
7 5 I 7 10 F 17 1 17 I
ˆ The required rational number =
H
12 6
 2 =
K 12 H
2 = × =
12 2 24 K
1 5 11 7 17
Hence, the three rational numbers between and are , and .
3 6 24 12 24
–1 –2
4. To find a rational number between and, first we will add these rational numbers and
1 6 5
then multiply by .
2
1 F I
–1 2 1 –5 –12 F I
ˆ The required rational number = ×
2 H K
6 5
– = ×
2 30 H K
1 F I
–17 1 –17 –17
= ×
2 H K
30
= ×
2 30
=
60
–17 –1 –2
Hence, lies between and .
60 6 5
32
 –4 –6
5. A rational number lies between and
5 7
F
–4 –6 I F
–4 6 I 1
=
H5

7 K
¸2 =
H
5 7
–
K
×
2
F
–28 – 30 I1 –58 1 –29
=
H 35 K
× =
2 35 2 35
× =

–4 –29
Now, we will find the second rational number between and in the same way.
5 35
F–4 –29 I F
–4 29 1 I F
–28 – 29 1 I
ˆThe required rational number =
H5

35 K
¸2 =
H –
5 35
 =
2K H 35

2 K
–57 1 –57
= × =
35 2 70
–29 –6
Now, we will find the third rational number between and .
35 7
F
–29 –6 I F
–29 6 1 I F
–29 – 30 1 I
ˆThe required rational number =
H
35

7 K
¸2 =
H
35 7
– × =
2 K 35H ×
2 K
–59 1 –59
= × =
35 2 70
–4 –6 –29 –57 –59
Hence, the three rational numbers between and are , and .
5 7 35 70 70
–5 2
6. A rational number which lies between and
7 7
F –5 2 I ¸2 = F –5 2I × 1 = –3 × 1 = –3
=
H 7 7 K H 7 K 2 7 2 14
–3
Now, we will find the second rational number between –5 and in the same way.
7 14
F –5 –3 I F I
–5 3
ˆThe required rational number =
H 
7 14 K H
¸2 =
K–
7 14
¸2

=F
–10 – 3 I 1 –13 1 –13
H 14 K × 2 = 14 × 2 = 28
–5 2 –3 –13
Hence, the two rational numbers between and are and .
7 7 14 28
7. There are countless rational numbers between 1 and 0.

33
Mental Maths
3 –6F I F I F I F I F
–8 5
= 3– 6 +
–8 5 I
1.
7
+
11H K H K H K H K H
+
21
+
22 7 11

21 22 K
= F
33 – 42 I F –176 105 I –9 –71 –54 – 71 –125
H 77 K + H 462 K = 77 + 462 = 462 = 462
2. We have to show that x = –(–x)
13 –21
(i) Given: x = (ii) Given: x=
17 31
x = –(–x) x = –(–x)
13 13 F I
–21 –21 F I
Þ
17
=– –
17
Þ
31H K
= – –
31 H K
13 13 –21 –21
Þ = Þ =
17 17 31 31
Hence, x = –(–x) Hence, x = –(–x)
3 3
3. To find ten rational numbers between and , first we change the denominators of both
5 4
rational numbers.
3 3  16 48
\ = =
5 5  16 80
3 3  20 60
and = =
4 4  20 80
3 3 49 50 51 52 53 54 55 56 57
Hence, the ten rational numbers between and are , , , , , , , ,
5 4 80 80 80 80 80 80 80 80 80
58
and .
80
4. No, because the product is not 1. 5. (i) 0 (ii) 1 and (–1) (iii) 0
6. 1 7. Yes, 0

48000
8. Length of a rectangular park = m
3
24000
Breadth of a rectangular park = m
6

34
 Area of rectangular park = length × breadth
48000 24000 2
= × = 16000 × 4000 = 6,40,00,000 m
3 6
2
Hence, the area of the park is 6,40,00,000 m .

11 6 66 2
9. Area of first plywood = m× m= m
5 5 25
66 2
Þ Area of 10 pieces of first plywood = m
25
66 66
Area of 1 piece of first plywood = ¸10 = m2
25 25  10
66 33 2
ˆArea of 5 pieces of first plywood = ×5= m
25  10 25
16 12 192 2
Area of second plywood = m× m= m
5 5 25
192 2
Þ Area of 10 pieces of second plywood = m
25
192 192
Area of 1 piece of second plywood = ¸10 = m2
25 25  10
192 576 288 2
Area of 3 pieces of second plywood = × 3 m2 = = m
25  10 250 125
33 288 165 288 453 2
Area of combined piece of plywood = + = = m
25 125 125 125
453 2
Hence, the area of the combined piece of plywood = m.
125
Worksheet
2 3
1. Identity element 2. Given: a = and b =
3 5
2 3 10 9 19 4
Hence, (b) is correct. \a + b = + = = =1
3 5 15 15 15
Hence, (c) is correct.
–2 2
3. The additive inverse of is . 4. The identity element of addition is 0.
7 7
Hence, (b) is correct. Hence, (a) is correct.

35
 2 3 3 7
5. Given: x = and y = 6. The multiplicative inverse of is .
3 4 7 3
3 3 9–8 1
\y – x = – = = Hence, (a) is correct.
4 4 12 12
Hence, (b) is correct.
7. The product of one and a rational number is the number itself.
Hence, (c) is correct.
8. The identity element of multiplication for a rational number is 1.
Hence, (b) is correct.
9. When a rational number is divided by another rational number, the quotient is always a rational
number.
Hence, (c) is correct.
2
10. We will get the required number on dividing –1 by .
5
2 5 –5
–1 ¸ = –1 × =
5 2 2
–5
The required number is .
2
Hence, (b) is correct.
2 8
11. We will get the required number on dividing by .
9 3
2 8 12 3 1
¸ = × =
9 3 3 9 8 4 12
Hence, (d) is correct.
12. Let the other number be x.
–8 –32
\ ×x =
3 9
–32 –8 4–32 3 4
Þ x = ¸ = × =
9 3 39 –8 3
Hence, (d) is correct.
11 12 4 6 4
13. × × =
18 3 33 3 25 75
Hence, (d) is correct.

36
 F 1I F 21 I F
2 4 I
H
14. Number of pieces = 42 5
4K H K H
= 42  = 42 
4 21 K
= 8 pieces

Hence, (d) is correct.

15. We will get the required number on dividing –15 by 5 .

22 11
–15 5 –15 11 –3
¸ = × =
22 11 22 5 2
Hence, (d) is correct.

37
 2 Powers or Exponents
Chapter

Learning Objectives
While studying this chapter, the students would learn to—
• Understand what is meant by ‘power’ of a number.
• Define terms like base, exponent, power and index.
• Write the numbers in exponential notation.
• Find exponential values by evaluating exponential notation.
• Understand the value of power 0 as 1.
• Understand the use of negative exponents.
• Remember laws of exponents.
• Write standard form of very small or very large numbers.
Vocabulary
• Power—The number of times a number is multiplied by itself. Also it is called exponent.
• Index—The power when the number is written in exponential notation.
• Base—The number which is being multiplied.
• Square—A number obtained by raising a base to power 2. For example, 16 is the square of 4.
• Cube—A number obtained by raising a base to power 3. For example, 27 is the cube of 3.
• Exponential notation—The short form of writing the continued product of a number (base).
For example, 55. Also it is called the power notation.
• Exponential value—The result obtained by expanding and multiplying an exponential
notation. For example, 63 = 6 × 6 × 6 =216. Here 216 is the exponential value of 63.
• Zero exponent—Any number (base) raised to power 0, always results in 1.
• Negative exponent—A negative exponent is a representation of reciprocal of an exponent.
4 1 –4
For example, reciprocal of 3 = 4 , which can be written as 3 .
3
• Laws of Exponents—If a and b are any two real numbers and m and n are positive integers,
then –
m n m+n m n m–n m n m×n
(i) a × a = a (Product Law) (ii) a ÷ a = a (iii) (a ) = a

(v) F I
m
a am
H bK
m m m
(iv) (a × b) = a × b  m
b

38
• Exponential Equation—An equation with an unknown element as an exponent.
• Standard form (of writing numbers)—Method of writing very large or very small numbers in
terms of positive or negative powers of 10.
Teaching Ideas and Strategies
Students are already familiar with exponents . So, they should be encouraged to write expanded
and exponential notations again.
The validity of laws of exponents may also be proved by solving expanded notation. For example –
5 3 5–3 2
By Laws of exponents, 6 ÷ 6 = 6 = 6
5
6 ×6 ×6 ×6 ×6
This can be proved by: 63 = = 62
6 6 ×6 ×6
Students should be reminded that the power of 0 always results in 1, irrespective of the base
number. Many of them make the mistake of assuming the power of 0 as value 0.
To solve exponential equations, it may be asserted that ‘power may be equated if bases are the
same’. For example:
2x 24
If, 25 = 25
then, 2x = 24
x = 12
Þ
Make students know how to put zeroes followed by decimal point while expressing a number as
the standard form.
Suggested Activity
1. Ask the students to work in pairs.
2. Ask each pair to note down the distances between their city and 10 other cities outside India
from the atlas / internet.
3. Ask them to tabulate these distances and also express them in standard form.

39
Assessment Samples
SAMPLE QUESTIONS FOR PERIODIC TEST
1. Prove the law a × a = am + n for a = 3, m = 2 and n = 1.
m n

F 5I  F 7I .
–6 6

2. Show that
H 7K H 5K
5
3. Express (10) as the product of 2 and 5 in exponential form.
4. Express 12 × 36 as the product of prime factors in the exponential form.
343
5. Express in power notation.
729
SAMPLE QUESTIONS FOR TERM-END EXAMINATION
1. Simplify using the laws of exponents:
(5)8 (5)3 FG IJ
2 –2
–3
2 –5  10 –5  125
(i)
(5)2
(ii)
H K
7
(iii)
5 –7  4 –5
LF 3 I F 3 I O F 3 I
15

2. Simplify MH K H K P H K
13 2

N 11 11 Q 11
–1 –1 –1
3. Simplify (4 – 7 ) ÷ 28
F xI y

4. Find the value of G J , if x = –1 and y = –3.

H yK
5. Write 0.00000096 in the standard form.

S O L U T I ON
Integrated Learning
Mass of an electron = 0.00000000000000000000000000000091 kg
–31
= 9.1 × 10 kg
Mass of a proton = 0.00000000000000000000000000167 kg
–27
= 1.67 × 10 kg
Mass of a neutron is almost equal to that of a proton
= 1.67 × 10–27 kg
Mass of an atom
Note: Mass of an atom is the sum of the mass of the no. of protons and that of neutrons present
inside its nucleus. So, to find the mass of an atom, first we have to know how many protons and
neutrons are there in an atom. Since mass of an atom differs from atom to atom, it has no
constant value as that of electron or proton or neutron.

40
 Exercise 2(a)
1. (i) Base = 5, Exponent = 7 (ii) Base = 7, Exponent = –4
4
(iii) Base = , Exponent = 2 (iv) Base = 2 , Exponent = 6
3
(v) Base = 26, Exponent = 0
2. (i) (–3) × (–3) × (–3)× (–3) × (–3) = (–3)5 (ii) 7 × 7 × 7 × 7 × 7 × 7 = c 7h 6

1 1 1 1 FI
1
4

HK
5 5 5 5 5 4
(iii) 3 × 3 × 3 × 3 = (3 ) = 320 (iv) × × × =
9 9 9 9 9
–243
3. (i) 3 243 5 3125
3125
3 81 5 625
 –35 3 27 5 125
= 5
5 3 9 5 25
F I
–3
5

= H K
5
3 3
1
5 5
1
5 5
243 = 3 × 3 × 3 × 3 × 3 = (3) 3125 = 5 × 5 × 5 × 5 × 5 = (5)

512
(ii) 8 512 11 1331
1331
8 64 11 121
83
= 8 8 11 11
113 1 1
=F I
3
8 512 = 8 × 8 × 8 = (8)3
H 11K 3131 = 11 × 11 × 11
= (11)3

2187 3 2187 4 16384

(iii) –
16384 3 729 4 4096
 –37 3 243 4 1024
=
af4
7
3 81 4 256

=F I
–3 7 3 27 4 64
H 4K 3 9 4 16
3 3 4 4
1 1
2187 = 3 × 3 × 3 × 3 × 3 16384 = 4 × 4 × 4 × 4 ×
× 3 ×3 = (3)7 4 × 4 × 4 = (4)7

41
 343 3437 10 1000
(iv)
1000 497 10 100
 7 3 7
7 10 10
=
103 1 1
F 7I 3 343 = 7 × 7 × 7 = (7)3 1000 = 10 × 10 × 10
=
H 10K = (10)3

(i) F –1I × F I
18 4 3
 –14 183
4.
H 12 K H –5K = ×
124  –53
–1  –1  –1  –1 18  18  18 1 9 –9
= × = × =
12  12  12  12 –5  –5  –5 32 –125 4000
5 9 –7 5–9 –7 –4 –7 –4 –7 (–4)+(–7) –4 –7 –11
(ii) (2 ¸2 ) × 2 = (2 ) × 2 = (2 ) × 2 = 2 × 2 = 2 =2 =2
3 –1 –3 –3 –3 –3 –3
(iii) {(–3) } × (–7) = (–3) × (–7) = (–3 × –7) = (21)
–5 2 0 –5 2 0 –5+2+0 –3 1 1 1 1 1
(iv) (3) .(3) .3 = (3) × (3) × 3 = 3 =3 = = × × =
33 3 3 3 27
3 4 3+4 7
5. 125 × 625 = (5) × (5) = (5) =5
6. Express each of the following as a product of prime factors:
(i) 125 × 216 = (5)3 × (2)3 × (3)3 = 23 × 33 × 53

5 125 2 216
5 25 2 108
5 5 2 54
1 3 27
3 9
3 3
(ii) 81 × 256 = 34 × 28 1

2 256
2 128
3 81
2 64
3 27
2 32
3 9
2 16
3 3
2 8
1
2 4
2 2
1

42
 (iii) 216000 × 729000 = 216 × 1000 × 729 × 1000
= 23 × 33 × 23 × 53 × 33 × 33 × 23 × 53 = 29 × 39 × 56
2 216 3 729 2 1000
2 108 3 243 2 500
2 54 3 81 2 250
3 27 3 27 5 125
3 9 3 9 5 25
3 3 3 3 5 5
1 1 1

F 2I ¸ F 2I × F 2I
7 4
F 2I × F 2I –2 7–4 –2
7. (i)
H 5K H 5K H 5K H 5K H 5K =

F 2I × F 2I = F 2I = F 2I = F 2I3 –2 3  –2  3– 2 1
2
=
H 5K H 5K H 5K H 5K H 5K =
5
F –9I × F 5I × F 1I = F –9  5I × F 1I
–5 –5 –2 –5 –2

(ii)
H 5 K H 3K H 3K H 5 3K H 3K
F –45I × F 1I = (–3) × (3) = F 1 I –5 –2 5

H 15 K H 3K H –3K
–5 2
= × (3)2

11111 3  3 1
= =–
–3  –3  –3  –3  –3 27
0 0 0 –5 0 –5 0
(iii) (3 – 2 ) – 5 ¸7 = (1 – 1) ¸7 = 0 ¸7 = 0 ¸1 = 0
3 –4  a –3  b –4 3 –4  b –4  a –3 –4 + 5 –3+ 5 –4–2 2 –6 3a 2
(iv) = = 3 × a × b = 3 × a × b =
3 –5  a –5  b 2 3 –5  a –5  b 2 b6
F 1 – 1I + F 1 – 1I
H 3 6K H 2 6K
–1 –1 –1 –1
(v) (3 – 6 ) + (2 – 6 ) =

2 – 1I F 3 – 1I 1 2 1  2 3 1
= F
H 6 K + H 6 K =6 +6 = 6 =6 =2
F 1 – 1I ¸45
H 5 9K
–1 –1 –1 –1
(vi) (5 – 9 ) ¸45 =

= F
9 – 5I 4 45
H 45 K
–1
¸45 = × =4
45 1

43
 x+y–z x–y+z x+y–z x–y+z x+y–z+x–y+z 2xy
8. (i) (a .a )y = (a ×a )y = (a )y = (a2x)y = a

(ii)
ca h  ca h  ca h
x y y z z x

=
a xy  a yz  a zx
ca h  ca h  ca h
y x z y x z
a xy  a yz  a zx
= axy–xy × ayz–yz × azx–zx = a0 × a0 × a0 = 1 × 1 × 1 = 1

FI FI FI FI F I = FG a IJ = F a I
5 –5 5 5 5 5 10
2
a b 7 a a a a 7

HK HK HK HK H K H b K H bK
7 7 7 7 7
(iii) × = × =  2
b a b b b b
FH 1 IK –F I
–3

H
1 –3

2 K = 4 – 2 = 64 – 8 = 56 = 7
3
3
4
(iv)
FH 1IK –3
8 64  8 64  8 64 3

8
9. (i) False (ii) True (iii) True (iv) True (v) False (vi) False

HOTS
1. We have,
9 25 – 16 25 16 1 1 1 F I – F 1I
2 2

400
=
400
 –  –
400 400 16 25

4 H K H 5K  4 –2 – 5 –2

9 –2 –2
Þ = 4 – 5 , which is the required answer.
400
2. We have,
64 4  4  4 4 4 4 4 FI 3

    
27 3  3  3 3 3 3 3 HK
3. 32 as a product of a whole number = 2 × 2 × 2 × 2 × 2.
–5
Half of 32 raised to the power –5 = 16 .

Exercise 2(b)
1. (i) Given: x = –2 and y = 5
F x I F –2I
\G J =
–x –  –2 
F –2I 2
 –22 –2  –2 4
H yK H 5 K =
H 5K =
5 2
=
55
=
25
(ii) Given: x = –1 and y = –3

\ F I = FG
– –3 I
= F I
–  –3 

H x K H –1 JK
–y –y
3 3
33 333
H –1K =
 –1 3 =
–1  –1  –1
= –27

44
 (iii) Given: x = 4 and y = –7
F x I y 4 –7 4 F 4 I = F 4 I = F –4 I
\G J × F I = F I × F I = F I ×
x y 4 –7 4 7 47 11

H y K H z K H –7 K H 4 K H –7 K H –7 K H –7 K H 7 K
2. (i) 2x = 128
2 128
By prime factorization, we have:
7
2 64
2x = 2 2 32
Since the bases of both the numbers are 2 16
equal, the exponents must 2 8
be equal. 2 4
x=7 2 2
1 1
(ii) 53x =
625
By prime factorization, we have: 5 625
3x –4 5 125
5 = (5)
5 25
Since the bases of both the numbers are
5 5
equal, the exponents must
be equal.
3x = –4
4
Þx =–
3
(iii) c 3 h = 27x

3 27
By prime factorization, we have: 3 9
c 3h = c 3h
x 6 3 3
1
Since the bases of both the numbers are equal, so the
exponents must be equal.
x=6
x–1
(iv) 7 =1
x–1 0
7 =7
Since the bases of both the numbers are equal, so the
exponents must be equal.
ˆ
x–1 =0
x =1
Þ

45
 1 11 1331
(v) (11x)2 =
1331 11 121
By prime factorization, we have: 11 11
112x = (11)–3 1
Since the bases of both the numbers are equal, so the exponents must be equal.
ˆ 2x = –3
–3
Þ x =
2
2x + 3 –3 4
–5
4
–4
F I F I F I
4
3x
(vi) 5 = 25
By prime factorization, we have:
(vii)
11

11 H K H K H K
=
11
52x + 3 = (52)–3 F 4I = F 4I
–5– 4 3x

Since the bases of both the numbers

Þ
H 11K H 11K
are equal, so the exponents must be
F 4I = F 4I
–9 3x

equal. Þ
H 11K H 11K
ˆ
2x + 3 = –6 Since the bases of both the numbers
Þ 2x = –6 – 3 are equal, so the exponents must be
equal.
Þ 2x = –9
–9 Þ 3x = –9
Þ x=
2 Þ x = –3

F 6I  F 6I = F 6I
5 –8 2 x –3
(viii)
H 5K H 5K H 5K
F 6I = F 6I
5–8 2 x –3
Þ
H 5K H 5K
F 6I = F 6I
–3 2 x –3
Þ
H 5K H 5K
Since the bases of both the numbers are equal, so the exponents must be equal.
ˆ 2x – 3 = –3
Þ 2x = –3 + 3
Þ 2x = 0
0
x =
Þ
2
x =0
Þ

46
 Exercise 2(c)
1
1. (i) 4.02 × 10–5 = 4.02 ×
105
1 1 1 1
= 4.02 × × × × × = 0.0000402
10 10 10 10
–9 1
(ii) 3 × 10 = 3 × 9 = 0.000000003
10
–11 1
(iii) 5.8 × 10 = 5.8 × 11 = 0.000000000058
10
1
2. (i) 0.0000081= 8.1 × 6 = 8.1 × 10–6
10
1
(ii) 0.0000386 = 3.86 × 5 = 3.86 × 10–5
10
1
(iii) 0.0000007= 7 × 7 = 7 × 10–7
10
1 –6
3. (i) 1 micron = m = 1 × 10 m
1000000
(ii) 0.000, 000, 000, 000, 000, 000, 16 Coulomb = 1.6 × 10–19 C
(iii) 0.00,00,005 m = 5 × 10–7 m
–5
(iv) 0.00001275 m = 1.275 × 10 m
–2
(v) 0.07 mm = 7 × 10 mm

Project
1 1 –2 1 5 –1 5
1. We have, 5 = 5, 5 = ,5 = , 2 = 32, 1 = 1
5 25
1 1
Since < < 1 < 5 < 32, we get
25 5
–2 –1 5 1 5
5 5 1 5 2
It is the required ascending order.
1
2. We have, 20 = 1, 3–1 = , 23 = 8, 51 = 5, 42 = 16
1 3
Since < 1 < 5 < 8 < 16, we get
3
3–1 20 51 23 42
It is the required ascending order.

47
3. We have,
1 1
31 = 3, 1–3 = = = 1,
13 1
1
2–1 = , 01 = 0,
2
–2 1 1
3 = 2 =
3 9
1 1
Since 0 < < < 1 < 3, we get
9 2
1 –2 –1 –3 1
0 3 2 1 3
It is the required ascending order.
1
4. We have, 13 = 1, 33 = 27, 23 = 8 = 4–3 = , 53 = 125
64
1
Since < 1 < 8 < 27 < 125, we get
64
4–3 13 23 33 53
It is the required ascending order.
1 1 1
5. We have, 60 = 1, 06 = 61 = 6, 6–1 = , 2–3 = 3 =
6 2 8
1 1
Since 0 < < < 1 < 6, we get
8 6
06 2–3 6–1 60 61
It is the required ascending order.

Mental Maths
–4 4
1. (i) The multiplicative inverse of 2 is 2 .
(ii) The multiplicative inverse of 10–5 is 105.
(iii) The multiplicative inverse of 7–2 is 72.
(iv) The multiplicative inverse of 4–3 is 43.
25  t –4 52  t –4
2. (i) –3 =
5  10  t –8 5 –3  10  t –8
= 52 + 3 × 10–1 × t–4 + 8 = 55 × 10–1 × t4
5  625  t 4 625 t 4
= =
10 2

48
 3 –5  10 –5  125 3 –5  5 –5  2 –5  53
(ii) =
5 –7  6 –5 5 –7  3 –5  2 –5
–5 + 5 –5 + 7 + 3 –5 + 5
=3 .5 2

= 30. 55. 20 = 1 × 55 × 1 = 55
–5 2 0 –5 + 2 + 0 –3 1 1
3. (i) 3 . (3) . 3 = 3 =3 = 3
=
3 27
R 1 F 1I UV
(ii) SF I –
–1 –1 –1

TH 2K H 3K W
–1 –1
= {2 – 3} = (–1)

F 1 I = –1
=
H –1K
4. 5m ¸5–3 = 55
m–(–3) 5
5
Þ =5
5m + 3 = 55
Þ
Since, the bases of both the numbers are same, so the exponents must be equal.
ˆ
m+3 =5
Þ m =5–3=2
6 8
5. (i) 1,025.68 = 1000 + 20 + 5 + +
10 100
= 103 + 2 × 10 + 5 × 1 + 6 × 10–1 + 8 × 10–2
2 4 9
(ii) 1,256.249 = 1000 + 200 + 50 + 6 + + +
10 100 1000
3 2 –1 –2 –3
= 10 + 2 × 10 + 5 × 10 + 6 × 1+ 2 × 10 + 4 × 10 + 9 × 10
6. Write the following numbers in standard form.
–7
(i) 0.000000564 = 5.64 × 10
7
(ii) 21600000 = 2.16 × 10
7. Total mass = 5.97 × 1024 kg + 7.35 × 1022 kg
= 597 × 1022 kg + 7.35 × 1022 kg
= 1022 (597 + 7.35) kg
22
= 604.35 × 10 kg

49
Worksheet
F –2I = –2  –2  –2 = –8
3
F 3 I ¸F 3 I = F 3 I = F 3 I
12 5 12 – 5 7
1.
H 9 K 9  9  9 729 2.
H 4K H 4K H 4K H 4K
Hence, (d) is correct. Hence, (d) is correct.
F 2I ¸F 2I = F 2I = F 2I
8 0 8–0 8
LMF 5 I OP = F 5 I
0 29 0
3.
H 8K H 5K H 8K H 5K 4.
NH 7 K Q H 7 K
=1

Hence, (c) is correct. Hence, (c) is correct.

F 1 I + F 1I + F 1 I = 1 + 1 + 1 = 3
0 0 0
FG x IJ = 1
0

5.
H 7 K H 5K H 4 K 6.
H yK
Hence, (c) answer is correct. Hence, (a) answer is correct.
FG x IJ × FG y IJ × FG z IJ = 1 × 1 × 1 = 1
0 0 0

7.
H yK H z K H x K
Hence, (d) answer is correct.
F 5I F 5I F 5I
–4

8. G J × G J = G J
8 x

H 9K H 9K H 9K
FG 5IJ = FG 5IJ
–4  8 x

Þ
H 9K H 9K
FG 5IJ = FG 5IJ
4 x

Þ
H 9K H 9K
Since, the bases of both the numbers are same, so the exponents must be equal.
ˆ
x=4
Hence, (a) is correct.

50
 3 Squares and Square Roots
Chapter

Learning Objectives
While studying this chapter, the students would learn to—
• Define a square.
• Define a perfect square.
• Understand patterns and characteristics of squares.
• Find Pythagorean triplets by using squares.
• Find number of digits in a perfect square.
• Find perfect squares by prime factorization.
• Complete number patterns based on squares.
• Define square root.
• Find square root by prime factorization.
• Find square root of a rational number.
• Find square root of a decimal.
• Find square root by long division.
• Estimate square root.
Vocabulary
• Square—A number raised to the power 2 (i. e., a number multiplied by itself ) gives the square
of that number.
• Perfect square—Square of a natural number.
• Base—The number which is being multiplied.
• Characteristics of a perfect square—
(i) Numbers ending with 2, 3, 7 or 8 are never perfect squares.
(ii) Numbers ending with 0, 1, 4, 5, 6, 9 may or may not be perfect squares.
(iii) Numbers ending with odd number of zeros are never perfect squares.
(iv) Squares of odd numbers are odd.
(v) Squares of even numbers are even.
(vi) On prime factorization, if all the factors of the given number are paired, then it is a
perfect square.

51
• Pythagorean triplets can be obtained for any odd number ‘a’ greater than
F a2 – 1 a2  1I
GH
1 by a ,
2
,
2 JK
• Square Root—The square root of a number (say, 16) is that number (i. e., 4), which when
multiplied by itself gives the original number.
Here, 4 is the square root of 16, as 4 × 4 = 16.
Teaching Ideas / Strategies
1. Squares and square roots are understood easily by students when they are introduced both
graphically and numerically. For example—
2

2 Square of 2 = 2 × 2 = 22

Students would be able to visually relate the picture of a square with an exponential notation.
2. Squares and square roots of first 30 natural numbers put up in a table help students to
become familiar with the numbers and pick them up for quick use.
3. Make students practice extensively to find square root of natural numbers by the methods of
factorization and long division. Finding square root of rational numbers and decimals will also
require practice.
Maths Lab Activity
Look at the following pattern—

2
1=1
2
1+3=4=2
1 + 3 + 5 = 9 = 32
1 + 3 + 5 + 7 = 16 = 42
1 + 3 + 5 + 7 + 9 = 25 = 52

This pattern shows that the square of a natural number 'n' is the sum of first ‘n’ odd natural
numbers. Using this pattern, we can find the square root of a natural number by the repeated
subtraction of the consecutive odd natural numbers. For example, to find the square root of 25,
we subtract odd natural numbers from it one by one till we get 0.

52
 25 – 1 = 24 16 – 7 = 9
24 – 3 = 21 9 – 9 = 0
21 – 5 = 16
Since we subtract the odd numbers 5 times from 25, we can say that 5 is the square root of 25.
Based on the above, find the square roots of 169, 144 and 81.
Assessment Samples

SAMPLE QUESTIONS FOR PERIODIC TEST

1. Which of the following cannot be perfect squares? Give reasons.
i) 4800 ii) 23578 iii) 276000 iv) 676
2. Which of the following perfect squares are squares of odd numbers?
i) 289 ii) 144 iii) 441 iv) 324
3. If 12 is one of the Pythagorean triplets, find the other two.
4. Check whether 7921 is a perfect square (by using prime factorization).
5. Calculate the square root of 3969 by prime factorization.

SAMPLE QUESTIONS FOR TERM-END EXAMINATION

1. Find the smallest number by which 648 must be divided to make it a perfect square.
2. Find the square root of 88804 by long division.
3. Find the least number which must be subtracted from 1014677 to get a perfect square.
108
4. Find the square root of 568 .
169
2
5. The area of a circle is 200.96 cm . Find its radius.

53
 S O L U T I ON
Exercise 3(a)
2
1. (i) (12) Þ
applying 2n – 1 (ii) (32)2 Þ
applying 2n
Here, n = 2 then, 2 × 2 – 1 = 3 Here, n = 2 then, 2 × 2 = 4
Hence, (12)2 has 3 digits. Hence, (32)2 has 4 digits.
2 2
(iii) (80) Þ
applying 2n (iv) (125) Þ
applying 2n – 1
Here, n = 2 then, 2 × 2 = 4 Here, n = 3 then, 2 × 3 – 1 = 5
2 2
Hence, (80) has 4 digits. Hence, (125) has 5 digits.
(v) (425)2 Þ
applying 2n (vi) (7,258)2 Þ
applying 2n
Here, n = 3 then, 2 × 3 = 6 Here, n = 4 then, 2 × 4 = 8
2
Hence, (425) has 6 digits. Hence, (7,258)2 has 8 digits.
2. (i) 22 = 11 × 2 (ii) 34 = 2 × 17
(iii) 49 = 7 × 7 and on grouping the factors in pair, no factor is left out.
(iv) 81 = 9 × 9 and on grouping the factors in pair, no factor is left out.
(v) 146 = 2 × 73
(vi) 121 = 11 × 11 and on grouping the factors in pair, no factor is left out.
Hence, 49, 81 and 121 are perfect squares.
2 2 2
3. (12) = 12 × 12 = 144 (21) = 21 × 21 = 441 (27) = 27 × 27 = 729
2 2 2
(39) = 39 × 39 = 1,521 (45) = 45 × 45 = 2,025 (53) = 53 × 53 = 2,809
2
(68) = 68 × 68 = 4,624
4. (i) 961 ¾® It is an odd number. (ii) 1,764 ¾® It is an even number.
Hence, it is a square of odd number. Hence, it is not a square of odd number.
(iii) 2,916 ¾® It is an even number. (iv) 3,969 ¾® It is an odd number.
Hence, it is not a square of odd number. Hence, it is a square of odd number.
(v) 5,625 ¾® It is an odd number.
Hence, it is a square of odd number.
5. (i) 400 = 20 × 20 = 202 (ii) 2500 = 50 × 50 = 502
(iii) 4800 = 2 × 2 × 2 × 2 × 2 × 2 × 3 × 5 × 5 = 22 × 22 × 22 × 3 × 52
(iv) 16900 = 13 × 13 × 10 × 10 = 132 × 102
3 2
(v) 2760000 = 2 × 2 × 3 × 23 × 100 × 100 = 22 × 3 × 2 × 100

54
 (vi) 5760000 = 24 × 24 × 100 × 100 = 242 × 1002
Hence, 400; 2,500; 16,900 and 57,60,000 are perfect squares.
2 2 2 2
6. (i) 27 – 26 = (27 + 26) (27 – 26)[ a – b = (a + b) (a – b)]
= 53 × 1 = 53
(ii) 892 – 882 = (89 + 88) (89 – 88) = 177 × 1 = 177
2 2
(iii) (243) – (242) = (243 + 242) (243 – 242) = 485 × 1 = 485
2 2
(iv) (765) – (764) = (765 + 764) (765 – 764) = 1529 × 1 = 1529
7. (i) (25)2 = 2 × 3 (100) + 52 = 600 + 25 = 625
(ii) (55)2 = 5 × 6 (100) + 52 = 3000 + 25 = 3025
2 2
(iii) (85) = 8 × 9 (100) + 5 = 7200 + 25 = 7225
2 2
(iv) (95) = 9 × 10 (100) + 5 = 9000 + 25 = 9025
8. (i) (2, 2, 2) (ii) (3, 4, 5)
2 2 2
Þ 2 =2 +2 Þ (5)2 = (3)2 + (4)2
Þ 4 =4+4 Þ 25 = 9 + 16
Þ 4 ¹ 8 Þ 25 = 25
Both sides are not equal. Both sides are equal.
Hence, (2, 2, 2) are not Pythagorean Hence, (3, 4, 5) are Pythagorean
triplets. triplets.
(iii) (9, 12, 15) (iv) (6, 5, 7)
2 2 2
Þ (15) = (9) + (12) Þ (7)2 = (5)2 + (6)2
Þ 225 = 81 + 144 Þ 49 = 25 + 36
Þ 225 = 225 Þ 49 ¹ 61
Both sides are equal. Both sides are not equal.
Hence, (9, 12, 15) are Pythagorean Hence, (6, 5, 7) are not Pythagorean
triplets. triplets.
(v) (12, 5, 13)
2 2 2
(13) = (5) + (12)
Þ
169 = 25 + 144
Þ
Þ 169 = 169
Both sides are equal.
Hence, (12, 5, 13) are Pythagorean triplets.
2
9. 1 + 2 + 3 + 4 + 5 + 4 + 3 + 2 +1 = 25 = 5
2
1 + 2 + 3 + 4 + 5 + 6 + 5 + 4 + 3 + 2 + 1 = 36 = 6
55
 1 + 2 + 3 + 4 + 5 + 6 + 7 + 6 + 5 + 4 + 3 + 2 + 1 = 49 = 72
2
1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1= 64 = 8
2
1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1 = 81 = 9

10. 1234321 =
a4444f 2

1 2  3  4  3  2 1
555552
123454321 =
1 2  3  4  5  4  3  2 1

12345654321 =
a666666f 2

1 2  3  4  5  6  5  4  3  2 1
77777772
1234567654321 =
1 2  3  4  5  6  7  6  5  4  3  2 1
888888882
123456787654321 =
1 2  3  4  5  6  7  8  7  6  5  4  3  2 1
11. (i) 1 + 3 + 5 + 7 + 9 + 11 + 13 = 72 = 49
2
(ii) 1 + 3 + 5 + 7 + 9 + 11 + 13 +15 = 8 = 64
2
(iii) 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21 + 23 = (12) = 144

HOTS
For the figure at the left of top
Square = Area of the square = 9 sq. cm.
Square root = Side of the square = 3 cm.
For the figure at the right of top
Square = Area of the square
1
= 4 × 1 + 8 × = 4 + 4 = 8 sq. cm.
2
Square root (approx.) = Side of the square
1
= 1 × 1 + 4 × = 1 + 2 = 3 cm.
2
For the figure at the left of bottom
Square = Area of the square
1
= 2 × 1 + 4 × = 2 + 2 = 4 sq. cm.
2
Square root = Side of the square
1
= 1 × 1 + 2 × = 1 + 1 = 2 cm.
2

56
For the figure at the right of bottom
Square = Area of the square
1
= 4 × = 2 sq. cm.
2
Square root (approx.) = Side of the square
1
= 3 × = 1.5 cm.
2
Exercise 3(b)
1. (i) By prime factorization, we have:
3 9
9 =3×3 3 3
\ 9 =3 1
Hence, the square root of 9 is 3.
2 36
(ii) By prime factorization, we have: 2 18
36 = 2 × 2 × 3 × 3 3 9
\ 36 = 2 × 3 = 6 3 3
1
Hence, the square root of 36 is 6.
(iii) By prime factorization, we have: 2 484
2 242
484 = 2 × 2 × 11 × 11 11 121
\ 484 = 2 × 11 = 22 11 11
Hence, the square root of 484 is 22. 1
(iv) By prime factorization, we have: 2 900
2 450
900 = 2 × 2 × 3 × 3 × 5 × 5 3 225
\ 900 = 2 × 3 × 5 = 30 3 75
Hence, the square root of 900 is 30. 5 25
5 5
(v) By prime factorization, we have: 5 4225 1
4225 = 5 × 5 × 13 × 13 5 845
13 169
\ 4225 = 5 × 13 = 65 13 13
Hence, the square root of 4,225 is 65. 1
3 3969
(vi) By prime factorization, we have: 3 1323
3969 = 3 × 3 × 3 × 3 × 7 × 7 3 441
\ 3969 = 3 × 3 × 7 = 63 3 147
7 49
Hence, the square root of 3,969 is 63 7 7
1
57
(vii) By prime factorization, we have: 2 5184
5184 = 2 × 2 × 2 × 2 × 2 × 2 × 3 × 3 × 3 × 3 2 2592
2 1296
ˆ 5184 = 2 × 2 × 2 × 3 × 3 = 72 2 648
Hence, the square root of 5,184 is 72. 2 324
2 161
3 81
(viii) By prime factorization, we have: 3 27
2 8100
8100 = 2 × 2 × 3 × 3 × 3 × 3 × 5 × 5 2 4050 3 9
ˆ 8100 = 2 × 3 × 3 × 5 = 90 3 2025 3 3
3 675 1
3 225
Hence, the square root of 8,100 is 90. 3 75
5 25
5 5
2. (i) By prime factorization method, we have: 1
2 726
726 = 2 × 3 × 11  11 3 363
Here, the prime factor 11 occurs in pairs, 11 121
but there is no prime factor to form a pair 11 11
with remaining 6. Therefore, we have to 1
multiply the number by 6 so that it becomes a perfect square.
When we multiply the number by 6, we obtain
726 × 6 = 4356
ˆ
4356 = 2 × 2 × 3 × 3 × 11 × 11
= 2 × 3 × 11 = 66
Hence, the given number should be multiplied by 6 to make
the product a perfect square.
(ii) By prime factorization method, we have:
6125 = 5 × 5 × 5 × 7 × 7 5 6125
Here, the prime factors 5 and 7 occur in pairs, but there is no 5 1225
prime factor to form a pair with remaining 5. Therefore, we 5 245
have to multiply the number by 5 so that it becomes a perfect 7 49
7 7
square. When we multiply the number by 5, we obtain
1
6125 × 5 = 30625
ˆ
30625 = 5 × 5 × 5 × 5 × 7 × 7
= 5 × 5 × 7 = 175
Hence, the given number should be multiplied by 5 to make the product a perfect square.
58
3. (i) By prime factorization method, we have:
968 = 2 × 2 × 2 × 11 × 11
2 968
Here the prime factors 2 and 11 occur in pairs but there is no prime 2 484
factor to form a pair with remaining 2. Therefore, 2 242
we have to divide the number by 2 so that it becomes a perfect square. 11 121
When we divide the number by 2, we get 484 11 11
1
484 = 2 × 2 × 11 × 11
ˆ 484 = 2 × 11 = 22
Thus, the given number should be divided by 2 to make the quotient a perfect square.
(ii) By prime factorization method, we have:
3 14175
14175 = 3 × 3 × 3 × 3 × 5 × 5 × 7
3 4725
Here, the prime factors 3, 3 and 5 occur in pairs, but there is 3 1575
no prime factor to form a pair with remaining 7. Therefore, 3 525
we have to divide the number by 7 so that it 5 175
becomes a perfect square. 5 35
7 7
When we divide the number by 7, we get 2025
1
2025 = 3 × 3 × 3 × 3 × 5 × 5
ˆ 2025 = 3 × 3 × 5 = 45
Thus, the given number should be divided by 7 to make the quotient a perfect square.
4. By prime factorization method, we have:
2 23814
23814 = 2 × 3 × 3 × 3 × 3 × 3 × 7 × 7 3 11907
Here, the prime factors 3, 3 and 7 occur in pairs, but there is 3 3969
no prime factor to form a pair with remaining 2 and 3. 3 1323
Therefore, we have to divide the number by 2 × 3. So that it 3 441
becomes a perfect square. 3 147
7 49
On dividing the number by 6, we get 3969 7 7
3969 = 3 × 3 × 3 × 3 × 7 × 7 1
2 3136
ˆ 3969 = 3 × 3 × 7 = 63 2 1568
Thus, the given number should be divided by 6 to make the 2 784
quotient a perfect square. 2 392
5. (i) By prime factorization method, we have: 2 196
2 98
3136 = 2 × 2 × 2 × 2 × 2 × 2 × 7 × 7
7 49
ˆ 3136 = 2 × 2 × 2 × 7 = 56 7 7
Thus, the side of the square is 56 m. 1
59
 (ii) By prime factorization method, we have:
5329 = 73  73 73 5329
ˆ 73 73
5329 = 73 1
Thus, the side of the square is 73 m.
6. The least number divisible by each one of the numbers 8, 12, 15 and 20 is their LCM
which is 120.
2 8 12 15 20
Now 120 = 2 × 2 × 2 × 3 × 5 2 4 6 15 10
To make it a perfect square, it must be multiplied by 30. 2 2 3 15 5
3 1 3 15 5
Hence the required number is 120 × 30 = 3,600.
5 1 1 5 5
1 1 1 1
LCM = 2 × 2 × 2 × 3 × 5
Daily Life Application = 120
1. Area of the square field = 4225 sq. metres
ˆ Side of the square field = 4225
5 4225
= 5 × 13 = 65 5 845
Since the side of the square is increased by 2 m. 13 169
13 13
So, the new side = (65 + 2)m = 67 m
1
ˆ The new area of the square = 67 × 67 = 4489 sq. m.
ˆ
Increase in area = (4489 – 4225) sq. m. = 264 sq. m.
2. Let the number of plants be x in each row.
So the number of rows = x 2 33124
2 16562
Therefore, total number of plants = x × x = x2 7 8281
According to the questions, we have: 7 1183
2
x = 33124 13 169
13 13
Þ x = 33124 1
Þ x = 2  2  7  7  13  13 = 2 × 7 × 13 = 182
Hence, there are 182 plants in each row.
3. Total number of students = 6000 11 5929
Number of students left out = 71 11 539
\ Number of students to be arranged = 6000 – 71 = 5929 7 49
7 7
Number of rows = 5929 = 11 × 7 = 77 1
Hence, the number of rows are 77.

60
 Exercise 3 (C)
a a
1. (i) We know that =
b b
225 225
ˆ =
289 289
Now, we will find the square roots 225 and 289 separately.
3 225 17 289
3 75 and 17 17
5 25 1
5 5
1
Thus, 225 = 3  3  5  5 = 3 × 5 = 15
and 289 = 17  17 = 17
225 225 15
ˆ = =
289 289 17
225 15
Hence, the square root of 289 is 17 .
a a
(ii) We know that =
b b
169 169
ˆ =
625 625
Now, we will find the square root of 169 and 625 separately.
13 169 5 625
13 13 and 5 125
1 5 25
5 5
Thus, 169 = 13  13 = 13 1
and 625 = 5  5  5  5 = 25
169 169 13
ˆ = =
625 625 25
169 13
Hence, the square root of is .
625 25
4 729
(iii) 29 =
25 25
a a
We know that =
b b

61
 729 729
ˆ =
25 25
Now, we will find the square root of 729 and 25 separately.
3 729 5 25
3 243 and 5 5
3 81 1
3 27
3 9
3 3
1
Thus, 729 = 3  3  3  3  3  3 = 3 × 3 × 3 = 27
and 25 = 5  5 = 5
729 729 27 2
ˆ = = =5
25 25 5 5
4 2
Hence, the square root of 29 is 5 .
25 5
39 676
(iv) 13 =
49 49
a a
We know that =
b b
676 676
ˆ =
49 49
Now, we will find the square root of 676 and 49 separately.

2 729 7 49
2 243 7 7
13 81 and 1
13 27
1

Thus, 676 = 2  2  13  13 = 2 × 13 = 26
and 49 = 7  7 = 7
676 676 26 5
ˆ = = =3
49 49 7 7
39 5
Hence, the square root of 13 is 3 .
49 7

62
2. (i) We have, 2.56 = 0.01  256 2 256
= 2 128
0.01 × 256
2 64
= 01 . × 22222222
.  01 2 32
ˆ 2.56 = 0.1× 2 × 2 × 2 × 2 2 16
= 1.6 2 8
2 4
Hence, the square root of 2.56 is 1.6. 2 2
(ii) We have, 12.25 = 0.01  1225 1
= 0.01 × 1225 5 1225
= 01 . × 5577
.  01 5 245
ˆ 12.25 = 0.1× 5 × 7 7 49
= 3.5 7 7
1
Hence, the square root of 12.25 is 3.5.
(iii) We have, 0.0256 = 0.0001  256
= 0.0001 × 256
= 0.01  0.01 × 2  2  2  2  2  2  2  2
ˆ 0.0256 = 0.01 × 2 × 2 × 2 × 2 = 0.16
Hence, the square root of 0.0256 is 0.16.
(iv) We have, 1049.76 = 0.01  104976 2 104976
2 52488
= 0.01 × 104976 2 26244
= 01 .  01
. 2 13122
× 222233333333 3 6561
3 2187
ˆ 1049.76 = 0.1 × 2 × 2 × 3 × 3 × 3 × 3
3 729
= 32.4 3 243
3 81
3 27
3 9
3 3
Hence, the square root of 1049.76 is 32.4. 1
37 10201 101  101
3. 84 = = [Converting mixed fraction into improper fraction]
121 121 11  11
37 101  101 101  101 101 2
ˆ 84 = = = =9
121 11  11 11  11 11 11
37 2
Hence, the square root of 84 is 9 .
121 11
63
4. To find the required fraction, we will find the square root of 361 and 441 separately.
19 361 3 441
19 19 and 3 147
1 7 49
7 7
Thus, 361 = 19 and 441 = 21 1
361 361 19
ˆ = =
441 441 21
19 361
Hence, the fraction when multiplied by itself gives .
21 441
5. To get the required decimal, we will find the square root of the given number, i.e., 14.2884
14.2884 = 0.0001  142884 2 142884
2 71442
0.0001 = 0.0001 × 142884
3 35721
= 0.01  0.01 × 2  2  3  3  3  3  3  3  7  7 3 11907
= 0.01 × 2 × 3 × 3 × 3 × 7 3 3969
= 3.78 3 1323
3 441
3 147
7 49
7 7
1
Hence, the required decimal number is 3.78.
2
6. Let a be the side of the square, then its area becomes a sq cm.
According to the question, we have: 3 53361
2
3 17787
a = 533.61 7 5929
a
Þ = 533.61 7 847
11 121
= 0.01  53361
11 11
= 01.  01
.  3  3  7  7  11  11 1
= 0.1 × 3 × 7 × 11
= 23.1
Hence, the length of one side of the board is 23.1 cm.

64
7. Let a be the side of the square, then its area becomes a2 sq cm. 2 9216
According to the question, we have: 2 4608
2 2304
a2 =92.16 2 1152
Þ a = 9216. 2 576
= 0.01  9216 2 288
2 144
= 01 .  2  2  2  2  2  2 2  2  2  2  3  3
.  01 2 72
= 0.1 × 2 × 2 × 2 × 2 × 2 × 3 = 9.6 cm 2 36
Hence, the length of each side of the square is 9.6 cm. 2 18
3 9
3 3
1
Exercise 3(d)
1. By pairing the number, estimate the (ii) By long division method, we have:
number of digits in the square root of:
2 2 6
2 1 1 5 8 7 6
64   1
2 –1
3 1 22 5 8
169  2 –4 4
2
4 246 1 4 7 6
98 01   2 –1 4 7 6
2
6 0
10 82 41   3
2 Hence, 15876 = 126.
6
33 40 84   3
2
8
80 35 32 96   4
2
2. (i) By long division method, we have: (iii) By long division method, we have:

6 9 4 0 6
6 4 7 6 1 1 1 6 4 8 3 6
–1 6
–3 6
22 4 8 3 6
129 1 1 6 1
–4 8 3 6
–1 1 6 1
0
0

Hence, 4761 = 69.

Hence, 164836 = 406.

65
(iv) By long division method, we have: (vii) By long division method, we have:
5 0 8 4 0 0 6
5 2 5 8 0 6 4 41 6 0 4 8 0 3 6
–2 5 –1 6
1008 8 0 6 4 8006 0 4 8 0 3 6
–8 0 6 4 –4 8 0 3 6
0 0

Hence, 258064 = 508. Hence, 16048036 = 4006.

(v) By long division method, we have: (viii) By long division method, we have:
2 0 0 6
6 1 4 3
2 4 0 2 4 0 3 6
6 3 7 7 3 6 4 4 9
–4
–3 6
4006 0 2 4 0 3 6
121 1 7 3
–2 4 0 3 6
–1 2 1
0
1224 5 2 6 4
–4 8 9 6
Hence, 4024036 = 2006.
12283 3 6 8 4 9
–3 6 8 4 9
0
(vi) By long division method, we have:
3 1 4 2 Hence, 37736449 = 6143.
3 9 8 7 2 1 6 4
–9
61 8 7 3. (i) By long division method, we have:
–6 1 4 5 .0 1
624 2 6 2 1 4 2 0 2 5 .9 0 0 1
–2 4 9 6 –1 6
6282 1 2 5 6 4 85 4 2 5
–1 2 5 6 4 –4 2 5
0 9001 9 0 0 1
–9 0 0 1
Hence, 9872164 = 3142.
0

Hence, 2025.9001 = 45.01.

66
 (ii) By long division method, we have: (iii) By long division method, we have:
1 .0 8 2 1 .6
1 1 .1 6 6 4 2 4 6 6 .5 6
–1 –4
208 1 6 6 4 41 6 6
1 6 6 4 –4 1
0 426 2 5 5 6
–2 5 5 6
Hence, 11664
. = 1.08. 0

Hence, 466.56 = 21.6.

(iv) By long division method, we have: (v) By long division method, we have:
1 2 .0 8 6 1 .7
1 1 4 5 .9 2 6 4 6 3 8 0 6 .8 9
–1 –3 6
22 4 5 121 2 0 6
–4 4 –1 2 1
2408 1 9 2 6 4 1227 8 5 8 9
–1 9 2 6 4 –8 5 8 9
0 0

Hence, 145.9264 = 12.08. Hence, 3806.89 = 61.7.

108 96100
4. (i) 568 =
169 169
108 96100 96100
568 = =
169 169 169
3 1 0 1 3
3 9 6 1 0 0 1 1 6 9
–9
61 6 1 –1
–6 1 23 6 9
620 0 0 –6 9
–0 0 0
0
By long division method, we get:
96100 = 310 and 169 = 13
108 310 11
Hence, 568 = = 23 .
169 13 13
67
 23 246016
(ii) 2033 =
121 121
23 246016 246016
2033 = =
121 121 121
4 9 6 1 1
4 2 4 6 0 1 6 1 1 2 3
–1 6 –1
89 8 6 0 21 2 1
–8 0 1 –2 1
986 5 9 1 6 0
–5 9 1 6
0
By long division method, we get:
246016 = 496 and 121 = 11
23 496 1
Hence, 2033 = = 45 .
121 11 11
177 833569
(iii) 4252 =
196 196
177 833569 833569
4252 = =
196 196 196

9 1 3 1 4
9 8 3 3 5 6 9 1 1 9 6
–8 1 –1
181 2 3 5 24 9 6
–1 8 1 –9 6
1823 5 4 6 9 0
–5 4 6 9
0

By long division method, we get:

833569 = 913 and 196 = 14
177 913 3
Hence, 4252 = = 65 .
196 14 14

68
 25 182329
(iv) 5064 =
36 36
25 182329 182329
5064 = =
36 36 36

4 2 7 6
4 1 8 2 3 2 9 6 3 6
–1 6 –3 6
82 2 2 3 0
–1 6 4
847 5 9 2 9
–5 9 2 9
0

By long division method, we get

182329 = 427 and 36 = 6
25 427 1
Hence, 5064 = = 71 .
36 6 6

5. By long division method, we have: 6. By long division method, we have:

2 3 4 2 2 2
2 5 4 7 6 6 2 4 9 2 9 9
–4 –4
43 1 4 7 42 9 2
–1 2 9 –8 4
464 1 8 6 6 442 8 9 9
–1 8 6 6 –8 8 4
0 1 5

From the above, it is clear that if 10 is From the above, it is clear that if 15 is
subtracted from the given number, the subtracted from the given number, the
square root of the remainder will be 234. square root of the remainder will be 222.
Hence, the least number to be subtracted Hence, the least number to be subtracted
is 10. is 15.

69
7. By long division method, we have: 8. By long division method, we have:
7 0 2 3 4 4
7 4 9 3 7 2 7 3 1 1 9 0 1 9
–4 9 –9
1402 3 7 2 7 64 2 9 0
–2 8 0 4 –2 5 6
9 2 3 684 3 4 1 9
–2 7 3 6
Clearly, the given number is greater than 6 8 3
2
(702) = 4,92,804 and less than the next
perfect square, (703)2 = 4,94,209. So, the Clearly, the given number is greater than
2
number to be added to make it a perfect (344) = 1,18,336 and less than the next
square is (494209 – 493727) = 482. perfect square, (345)2 = 1,19,025. So, the
number to be added to make it a perfect
square is (119025 – 119019) = 6.

9. The smallest number of four digits = 1000 10. The greatest number of six digits =
Now, we will find the least number which 9,99,999
when added to 1000 gives a perfect square. Now, we will find the least number,
This perfect square is the required number.which when subtracted
Now, we will find the square root of 1000. from 9,99,999, gives a perfect square.
2 2 This perfect square is the required
Obviously, (31) < 1000 < (32)
2 2
number.
[‡ (31) = 961 and (32) = 1024]
Here, we have (999)2 < 999999 by 1998.
ˆThe least number to be added
\ The least number to be subtracted is
= (32)2 – 1000
1998.
= 1024 – 1000 = 24
The required number is 999999 – 1998
The required number = 1000 + 24 = 9,98,001.
= 1,024 9 9 9
Also, the square root of 1024 = 1024 99 9 9 9 9 9
= 32 –8 1
3 1 189 1 8 9 9
3 1 0 0 0 –1 7 0 1
–9 Hence, the
required number 1989 1 9 8 9 9
61 1 0 0 –1 7 9 0 1
–6 1 is 1024 and its
square root is 32. 1 9 9 8
3 9

70
 Square root of 998001 = 998001 = 999
Hence, the greatest number of six digits which is a perfect square is 998001 and its square
root is 999.
11. The greatest number of seven digits = 99,99,999 3 1 6 2
Now, we will find the least number, which when 3 9 9 9 9 9 9 9
subtracted from 99,99,999, gives a perfect square. This –9
perfect square is the required number. 61 9 9
2
Here, we have (3162) < 9999999 by 1755 –6 1
The least number to be subtracted is 1755. 626 3 8 9 9
The required number = 9999999 – 1755 = 99,98,244 –3 7 5 6
6322 1 4 3 9 9
Hence, the greatest number of seven digits which is a
–1 2 6 4 4
perfect square is 99,98,244.
1 7 5 5

Exercise 3(e)
1. To find 5 by long division method, we have:
2 .2 3 6
2 5 .0 0 0 0 0 0
–4
42 1 0 0
–8 4
443 1 6 0 0
–1 3 2 9
ˆ 5 = 2.236
4466 2 7 1 0 0
= 2.24, correct to two decimal places.
–2 6 7 9 6
3 0 4
2. To find 11 by long
division method, we have: 3 .3 1 6
3 1 1 .0 0 0 0 0 0
–9
63 2 0 0
–1 8 9
661 1 1 0 0
–6 6 1
6626 4 3 9 0 0
ˆ 11 = 3.316 –3 9 7 5 6
= 3.32, correct to two decimal places. 4 1 4 4

71
3. To find 24 by long division method, we have: 4 .8 9 8
4 2 4 .0 0 0 0 0 0
–1 6
88 8 0 0
–7 0 4
969 9 6 0 0
–8 7 2 1
ˆ
24 = 4.898 9788 8 7 9 0 0
= 4.90, correct to two decimal places. –7 8 3 0 4
9 5 9 6

4. To find 41 by 6 .4 0 3
long division 6 4 1 .0 0 0 0 0 0
method, we have: –3 6
124 5 0 0
–4 9 6
12803 4 0 0 0 0
ˆ 41 = 6.403 –3 8 4 0 9
= 6.40, 1 5 9 1
correct to two
decimal places.

5. To find 53 by long division method, we have:

7 .2 8 0
ˆ 53 = 7.280 7 5 3 .0 0 0 0 0 0
= 7.28, correct –4 9
to two decimal places. 142 4 0 0
–2 8 4
8 .5 4 4 1448 1 1 6 0 0
6. To find 73 by long 8 7 3 .0 0 0 0 0 0 –1 1 5 8 4
division method, –6 4 1 6
we have: 165 9 0 0
–8 2 5
ˆ 73 = 8.544
1704 7 5 0 0
= 8.54, correct –6 8 1 6
to two decimal
17084 6 8 4 0 0
places.
6 8 3 3 6
6 4

72
7. To find 0.7 by long division method, we have: 0 .8 3 6 6
8 0 .7 0 0 0 0 0 0 0
–6 4
163 6 0 0
–4 8 9
1666 1 1 1 0 0
–9 9 9 6
ˆ
0.7 = 0.8366 16726 1 1 0 4 0 0
= 0.84, correct to two decimal places. –1 0 0 3 5 6
1 0 0 4 4

8. To find 0.26 by long division method, we have:

0 .5 0 9 9
5 0 .2 6 0 0 0 0 0 0
–2 5
1009
0 0 0 1 0
0 8 1 –9
10189 9 1 9 0 0
ˆ
0.26 = 0.5099 –9 1 7 0 1
1 9 9
= 0.51, correct to two decimal places.

9. To find 0.00064 by long division method, we have:

0 .0 2 5 2
0 0 .0 0 0 6 4 0 0 0
0 0
02 0 6
4
45 –2 4 0
ˆ 2 2 5
0.00064 = 0.0252
502 1 5 0 0
= 0.03, correct to two decimal places.
1 0 0 4
4 9 6

73
10. To find 5.32 by long division method, we have: 2 .3 0 6
2 5 .3 2 0 0 0 0
–4
3 2 43 1
2 9 –1
3 0 0 0 0 4606
–2 7 6 3 6
ˆ
5.32 = 2.306 2 3 6 4
= 2.31, correct to two decimal places.

11. To find 17.11 by long division method, we have:

4 .1 3 6
4 1 7 .1 1 0 0 0 0
–1 6
81 1 1 1
–8 1
823 3 0 0 0
–2 4 6 9
8266 5 3 1 0 0
ˆ
17.11 = 4.136
–4 9 5 9 6
= 4.14, correct to two decimal places. 3 5 0 4

12. To find 29.2 by long division method, we have:

5 .4 0 3
5 2 9 .2 0 0 0 0 0
–2 5
2 0 104 4
1 6 –4
4 0 0 0 0 10803
–3 2 4 0 9
ˆ
29.2 = 5.403 7 5 9 1
= 5.40, correct to two decimal places.

74
 5 5 8 40 6 .3 2 4
13. = × =
8 8 8 64 6 4 0 .0 0 0 0 0 0
5 40 40 –3 6
ˆ = = 123 4 0 0
8 64 8
–3 6 9
To find 40 by long division method, we have: 1262 3 1 0 0
40 6.324 –2 5 2 4
ˆ =
8 8 12644 5 7 6 0 0
= 0.79, correct to two decimal places. –5 0 5 7 6
7 0 2 4

1 6 6 5 30 5 .4 7 7
14. 1 = = × =
5 5 5 5 25 5 3 0 .0 0 0 0 0 0
1 30 30 –2 5
ˆ 1 = = 104 5 0 0
5 25 5
–4 1 6
To find 30 by long division method, we have: 1087 8 4 0 0
30 5 .477 –7 6 0 9
ˆ = = 1.095
5 5 10947 7 9 1 0 0
= 1.10, correct to two decimal places. –7 6 6 2 9
2 4 7 1

1 13 2 26
15. 6 = × = 5 .0 9 9
2 2 2 4
5 2 6 .0 0 0 0 0 0
1 26 26 –2 5
ˆ 6 = =
2 4 2 1009 1 0 0 0 0
To find 26 by long division method, we have: –9 0 8 1
26 5.099 10189 9 1 9 0 0
ˆ = = 2.549 –9 1 7 0 1
2 2
= 2.55,correct to two decimal places. 1 9 9

75
 1 13 13 4 7 .2 1 1
16. 3 = = ×
4 4 4 4 7 5 2 .0 0 0 0 0 0
1 52 52 –4 9
ˆ 3 = = 142 3 0 0
4 16 4
–2 8 4
To find 52 by long division method, we have: 1441 1 6 0 0
52 7.211 –1 4 4 1
ˆ = = 1.803
4 4 14421 1 5 9 0 0
= 1.80, correct to two decimal places. –1 4 4 2 1
1 4 7 9

2 22 22 5 110
17. 4 = = × =
5 5 5 5 25 1 0 .4 8 8
2 110 110 1 1 1 0 .0 0 0 0 0 0
ˆ 4 = =
5 25 5 –1
To find by long division method, we have: 204 1 0 0 0
–8 1 6
110 10.488 2088 1 8 4 0 0
ˆ = = 2.098
5 5 –1 6 7 0 4
= 2.10, correct to two decimal places. 20968 1 6 9 6 0 0
–1 6 7 7 4 4
1 25 25 4 100 1 8 5 6
18. 6 = = × =
4 4 4 4 16
1 100 100 10
ˆ 6 = = =
4 16 16 4
= 2.50, correct to two decimal places.

Exercise 3(f)
1. We know that 1 < 19 <100 and 1 = 1 and 100 = 10.
So, 1 < 19 < 10
But still we are not very close to the square number. We know that 42 = 16 and 52 = 25
Therefore, 4 < 19 <5 and 16 is much closer to 19 than 25.
So, 19 is approximately 4.
2. We know that 1 < 26 < 100 and 1 = 1 and 100 = 10.
So, 1 < 26 < 10

76
 But still we are not very close to the square number. We know that 52 = 25 and 62 = 36.
Therefore, 5 < 26 < 6 and 25 is much closer to 26 than 36.
So, 26 is approximately 5.
3. We know that 1 < 47 < 100 and 1 = 1 and 100 = 10.
So, 1 < 47 < 10
But still we are not very close to the square number. We know that 62 = 36 and 72 = 49.
Therefore, 6 < 47 < 7 and 49 is much closer to 47 than 36.
So, 47 is approximately 7.
4. We know that 1 < 69 < 100 and 1 = 1 and 100 = 10
So, 1 < 69 < 10
But still we are not very close to the square number. We know that 82 = 64 and 92 = 81
Therefore, 8 < 69 < 9 and 64 is much closer to 69 than 81.
So, 69 is approximately 8.
5. We know that 100 < 425 < 900 and 100 = 10 and 900 = 30
So, 10 < 425 < 30
But still we are not very close to the square number. We know that 202 = 400 and 212 = 441
Therefore, 20 < 425 < 21 and 441 is much closer to 425 than 400.
So, 425 is approximately 21.
6. We know that 900 < 1400 < 1600 and 900 = 30 and 1600 = 40.
Therefore, 30 < 1400 < 40 and 1,600 is much closer to 1,400 than 900.
So, 1400 is approximately 40.
7. We know that 3600 < 3900 < 4900 and 3600 = 60 and 4900 = 70.
Therefore, 60 < 3900 < 70 and 3600 is much closer to 3,900 than 4,900.
So, 3900 is approximately 60.
8. We know that 4900 < 5900 < 6400 and 4900 = 70 and 6400 = 80.
Therefore, 70 < 5900 < 80 and 6,400 is much closer to 5,900 than 4,900.
So, 5900 is approximately 80.
9. We know that 14400 < 15300 < 16900 and 14400 = 120 and 16900 = 130.
Therefore, 120 < 15300 < 130 and 14,400 is much closer to 15,300 than 16,900.
So, 15300 is approximately 120.
77
Mental Maths
1. (i) 49 = 1 + 3 + 5 + 7 + 9 + 11 + 13
(ii) 121 = 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21
2. (i) (12)2 = 144 (13)2 = 169
Difference = (13)2 – (12)2 = 169 – 144 = 25
Hence, 24 numbers lie between the square of the given numbers, which is 1 less than
the difference of their squares.
2 2
(ii) (25) = 625 (26) = 676
2 2
Difference = (26) – (25) = 676 – 625 = 51
Hence, 50 numbers lie between the square of the given numbers, which is 1 less than
the difference of their squares.
(iii) (99)2 = 9,801 (100)2 = 10,000
2 2
Difference = (100) – (99) = 10000 – 9801 = 199
Hence, 198 numbers lie between the square of the given numbers, which is 1 less than
the difference of their squares.
3. Let a be the side of an equilateral triangle.
3 2
And area of equilateral triangle = a
4
3 2
\ a = 81 3
4
2 81 3  4
Þ a =
3
2
Þ a = 81 × 4
a2 = 324
Þ
a = 324
Þ
a = 18 cm
Þ
Hence, the length of side of an equilateral triangle is 18 cm.
2
4. Area of a circle = pr
According to the question, we have:
2
pr = 154
\
2 154
Þr =


78
 154  7
r2 =
Þ
22
2 1078
r =
Þ
22
2
r = 49
Þ
r = 49
Þ
r = 7 cm
Þ
Hence, the radius of a circle is 7 cm.
5. Let the number to be a.
2 2
To find pythagorean triplets, we will use 2a, a – 1 and a + 1.
First number = 2a
12 = 2a
Þ
a=6
Þ
2 2
Second number = a – 1 = (6) – 1 = 35
2 2
And third number = a + 1 = (6) + 1 = 37
Hence, 12, 35, 37 is a pythagorean triplets.
6. (a) Given: AB = 6 cm and BC = 8 cm A
By Pythagoras theorem,
2 2 2
AC = AB + BC
2 6 cm
AC = 62 + 82
Þ
90°
AC2 = 36 + 64 = 100
Þ
C B
8 cm
Þ AC = 100 = 10 cm.
(b) Given: AC = 13 cm and BC = 5 cm
2 2 2
AC = AB + BC A

AB2 = AC2 – BC2

Þ
2 2 2
AB = (13) – (5)
Þ
cm
13

2
AB = 169 – 25 = 144
Þ
AB = 144
Þ C B
5 cm
AB = 12  12 = 12 cm.
Þ
7. Total number of saplings = 9,821
Saplings are left = 20

79
 Saplings planted = 9821 – 20 = 9,801
Number of saplings in each row = 9801 = 99
Hence, the farmer planted 99 saplings in each row.
8. According to the question, we have:
Area of a square = Area of a rectangle – 84 2 5 4
2 5 4 5 1 6 2
Area of rectangle = 1615 m × 40 m = 64,600 m
2
–4
Area of Square = 64600 – 84 = 64,516 m 45 2 4 5
We know that: –2 2 5
Area of a square = (Side)
2
504 2 0 1 6
Þ 64516 = (Side)2 –2 0 1 6
0
Þ 64516 = Side
Þ Side = 254 m
Hence, the side of the square is 254 m.
9. According to the question:
3 0 .0 6
Square of a fraction + 20 = 923.6036 3 9 0 3 .6 0 3 6
The square of fraction = 923.6036 – 20 = 903.6036 –9
3006 3 6006 3 6 0 3 6
\ The fraction = 903.6036 = = 30
100 50 –3 6 0 3 6
3 0
Hence, the fraction is 30 .
50
Worksheet
9 33 3 2. Let the number to be x.
1. = =
121 11  11 11 \ x × x = 6889
Hence, (c) is correct. Þ x2 = 6889
Þ x = 6889 = 83
Hence, (d) is correct.
3. By long division method, we have:
Clearly, the given number is greater than 2 4
(24)2 = 576 and less than the next perfect 2 6 0 0
2
square, (25) = 625. –4
So, the number to be added to make it a 44 2 0 0
perfect square is (625 – 600) 25. –1 7 6
Hence, (d) is correct. 2 4
80
 4. Let the side of a square is a. 2 3 .1
Area of a square = (Side)
2 2 5 3 3 .6 1
2 –4
\ a = 533.61
43 1 3 3
Þ a2 = 533.61 –1 2 9
Þ a = 23.1 461 4 6 1
–4 6 1
Hence, (a) is correct. 0

5. 121 is a perfect square of an odd number.

Hence, (b) is correct.
2 2 2 2
6. (25) – (24) = (25 + 24) (25 – 24) = 49 × 1 = 49 [ a – b = (a + b) (a – b)]
Hence, (c) is correct.
7. 36 + 0.36 + 0.0036 = 6 + 0.6 + 0.06 = 6.66
Hence, (c) is correct.
4
8. Number of digits in the square root of 4356 = = 2
2
Hence, (a) answer is correct.
9. 100 is the smallest perfect 3-digit square number.
Hence, (a) is correct.
5 57 35 5.916
10. = = = = 0.845 or 0.85
7 77 7 7
5 .9 1 6
5 3 5 .0 0 0 0 0 0
–2 5
109 1 0 0 0
–9 8 1
1181 1 9 0 0
–1 1 8 1
10826 7 1 9 0 0
–6 4 9 5 6
6 9 4 4
Hence, (a) is correct.

81
 4 Cubes and Cube Roots
Chapter

Learning Objectives
In this chapter, students will learn to—
• Define cube and cube roots of numbers.
• Define and determine perfect cubes.
• Understand characteristics of cubes.
• Check whether the given number is a perfect cube using prime factorization.
• Understand properties of cube roots.
• Find cube roots by estimation.
• Determine cube and cube roots of negative integers.
Vocabulary
• Cube—The cube of a number is obtained on multiplying it thrice.
• Perfect Cube—A cube of a natural number.
• Characteristics of a cube—
(i) Cubes of odd numbers are odd.
(ii) Cubes of even natural numbers are even.
(iii) The product of perfect cubes is a perfect cube.
• Radical—The form expressing the cube root as 3 n .
• Radicand—The number ‘n’ in the radical 3 n .
• Index—The number in the radical which expresses the order of the root. For example, in 5 n ,
th
5 is the index and that stands for 5 root of n.
• Cube roots—Cube roots of positive numbers, negative numbers and rational numbers can be
found by the method of prime factorization.
Teaching Ideas
1. Illustrate the graphical and numerical concept of a ‘cube’ as follows—

3
3 3 × 3 × 3 = 3 = Cube of 3
3
3

82
 2. Ask students to draw a table of cubes and cube roots for first 20 rational numbers for easy
reference.
3. The process of finding cubes and cube roots is very similar to that of squares and roots.
Students should be reminded to make groups of three prime factors in case of cubes and
cube roots.
4. Estimating the cube roots requires some practice. The procedure for grouping and finding
the squares and cubes should be explained with examples.
Suggested Activity
Paper Folding Activity—To find the values of powers of 2 and 3 using associated number of
paper folds.
1. Ask the students to cut out a piece (6 × 10 cm) of rectangle, preferably on a thin paper.
2. Take the sheet and fold it once to get 2 divisions.

21 = 2
In the above, number of folds represents the power (exponent) and number of divisions
obtained gives the exponential value, i. e., 21 = 2..
2 3
Similarly, 2 and 2 can be determined as shown below.

2 folds = 22 = 4 3 folds = 23 = 8
As the students increase number of folds (the power), the number of divisions (i. e., the
exponential values) will increase accordingly.
Maths Lab Activity
To find cube roots of given cube by repeated subtraction.
After the cube of 1, successive cubes are formed by adding the numbers in the following
sequence:
1, 7, 19, 37, 61 ................. i. e., 1, (1+7), (1+7+19), (1+7+19+37), (1+7+19+37+61), ......
i. e., 1, 8, 27, 64, 125, ....
Hence, to find cube root of a given number, we repeatedly subtract these numbers. For example –
On finding the cube root of 125, we have the following:
125 – 1 = 124
124 – 7 = 117
117 – 19 = 98
83
 98 – 37 = 61
61 – 61 = 0
The subtraction was performed 5 times till we obtained zero. Hence, the cube root of 125 = 5.
In a similar manner, find the cube root of:
(i) 343 (ii) 729
Assessment Samples
SAMPLE QUESTIONS FOR PERIODIC TEST
3 3 3
1. Evaluate 20 × 7
2. Find the cube root of –1728 by prime factorization.
3. Find the smallest number by which 2560 should be multiplied to form a perfect cube.
4. Use the method of estimation to find the cube root of 912673.

SAMPLE QUESTIONS FOR TERM-END EXAMINATION

3
1. A cubical container has the volume of 13824m .
(i) Find the length of one side of the container.
(ii) What will be the volume of the container, if the side is halved?
–729
3
2. Find the value of –125 .

3. Find the cube root of 0.000001.

84
 S O L U T I ON
HOTS
The cubes of 5 even natural number are:
3 3
2 = 2 × 2 × 2 = 8 . Also, 8 = 8 × 1. 4 = 4 × 4 × 4 = 64. Also, 64 = 8 × 8.
63 = 6 × 6 × 6 = 216. Also, 216 = 8 × 27. 83 = 8 × 8 × 8 = 512. Also, 512 = 8 × 64.
103 = 10 × 10 × 10 = 1,000. Also, 1000 = 8 × 125.
Hence, the cubes of an even natural number are multiple of 8.

Exercise 4(a)
1. 53 = 5 × 5 × 5 = 125 133 = 13 × 13 × 13 = 2,197
233 = 23 × 23 × 23 = 12,167 783 = 78 × 78 × 78 = 4,74,552
1003 = 100 × 100 × 100 = 10,00,000
2. Cubes of natural numbers from 11 to 25.
Odd numbers Even numbers
3 3
11 = 11 × 11 × 11 = 1,331 12 = 12 × 12 × 12 = 1,728
133 = 13 × 13 × 13 = 2,197 143 = 14 × 14 × 14 = 2,744
153 = 15 × 15 × 15 = 3,375 163 = 16 × 16 × 16 = 4,096
173 = 17 × 17 × 17 = 4,913 183 = 18 × 18 × 18 = 5,832
3
193 = 19 × 19 × 19 = 6,859 20 = 20 × 20 × 20 = 8,000
3 3
21 = 21 × 21 × 21 = 9,261 22 = 22 × 22 × 22 = 10,648
3 3
23 = 23 × 23 × 23 = 12,167 24 = 24 × 24 × 24 = 13,824
253 = 25 × 25 × 25 = 15,625
(i) Yes, the cubes of odd natural numbers are odd.
(ii) Yes, the cubes of even natural numbers are even.
3. (i) Resolving 54 into prime factors, we have:
2 54
54 = 2 × 3 × 3 × 3 3 27
If we group equal factors in threes, we are left 3 9
with a single factor 2. Therefore, 54 is not a 3 3
perfect cube. 1

85
(ii) Resolving 250 into prime factors, we have: 2 250
250 = 2 × 5 × 5 × 5 5 125
5 25
If we group the equal factors in threes, we are left with 5 5
a single factor 2. Therefore, 250 is not a perfect cube. 1

(iii) Resolving 512 into prime factors, we have: 2 512

512 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 2 256
The prime factors of 512 can be grouped into 2 128
2 64
groups of three equal factors and no
2 32
factor is left over. 2 16
2 8
2 4
2 2
1

Hence, 512 is a perfect cube. 11 1331

(iv) Resolving 1331 into prime factors, we have: 11 121
11 11
1,331 = 11 × 11 × 11 1
The prime factors of 1,331 can be grouped into groups
of three equal factors and no factor is left over.
Hence, 1,331 is a perfect cube.
(v) Resolving 3375 into prime factors, we have: 5 3375
3,375 = 3 × 3 × 3 × 5 × 5 × 5 5 675
5 135
The prime factors of 3,375 can be grouped into 3 27
groups of three equal factors and no 3 9
factor is left over. 3 3
1 2 24000
Hence, 3,375 is a perfect cube.
2 12000
2 6000
(vi) Resolving 24,000 into prime factors, we have: 2 3000
2 1500
24,000 = 2 × 2 × 2 × 2 × 2 × 2 × 3 × 5 × 5 × 5
2 750
If we group equal factors in threes, we are left 3 375
with a single factor 3. 5 125
Therefore, 24,000 is not a perfect cube. 5 25
5 5
1

86
4. The prime factors of 5,400 are as follows: 2 5400
5,400 = 2 × 2 × 2 × 3 × 3 × 3 × 5 × 5 2 2700
2 1350
Here, 2 and 3 occurs as a prime factor thrice but 5 3 675
occurs as a prime factor only twice. So, if we 3 225
multiply the given number by 5, we will get 3 75
5,400 × 5 = 2 × 2 × 2 × 3 × 3 × 3 × 5 × 5 × 5 5 25
5 5
which is a perfect cube, i.e., 27,000.
1
Hence, to make the given number a perfect cube, it
should be multiplied by 5.
5. Resolving 5,632 into prime factors, we find that: 2 5632
2 2816
5,632 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 11 2 1408
Now, if we try to group triples of equal factors 2 704
together, we are left with a single factor 11. If we 2 352
divide this by 11, the quotient would be a perfect cube. 2 176
Hence, 5,632 should be divided by 11 to make it a perfect cube. 2 88
2 44
6. Side of a cube = 19 cm 2 22
Volume of a cube = (Side)3 = (19)3 = 19 × 19 × 19 = 6,859 cm3 11 11
1
Hence, the volume of cube is 6,859 cm3.

Exercise 4(b)
1. (i) By prime factorization, we have:
7 343
343 = 7 × 7 × 7 = 73 7 49
\ 3
343 = 7 7 7
2 5832
1
Hence, the cube root of 343 is 7. 2 2916
2 1458
(ii) By prime factorization, we have:
3 729
5832 = 2 × 2 × 2 × 3 × 3 × 3 × 3 × 3 × 3 3 243
3 3 3
=2 ×3 ×3 3 81
\ 3 5832 = 2 × 3 × 3 = 18 3 27
3 9
Hence, the cube root of 5,832 is 18. 2 97336
3 3
(iii) By prime factorization, we have: 1 2 48668
97336 = 2 × 2 × 2 × 23 × 23 × 23 2 24334
3 3 23 12167
= 2 × 23
23 529
\3 97336 = 2 × 23 = 46 23 23
Hence, the cube root of 97,336 is 46. 1
87
 (iv) By prime factorization, we have: 2 27000
27000 = 2 × 2 × 2 × 3 × 3 × 3 × 5 × 5 × 5 2 13500
2 6750
= 23 × 33 × 53 3 3375
\ 3 27000 = 2 × 3 × 5 = 30 3 1125
3 375 2 110592
5 125 2 55296
5 25 2 27648
Hence, the cube root of 27,000 is 30. 5 5 2 13824
1 2 6912
2 3456
(v) By prime factorization, we have: 2 1728
110592 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 2 864
2 432
×2×2×2×3×3×3
3 3 3 3 3
2 216
=2 ×2 ×2 ×2 ×3 2 108
\3 110592 = 2 × 2 × 2 × 2 × 3 = 48 2 54
3 27
3 9
Hence, the cube root of 1,10,592 is 48. 3 3
(vi) By prime factorization, we have: 2 1331000 1
1331000 = 2 × 2 × 2 × 5 × 5 × 5 × 11 × 11 × 11 2 665500
2 332750
= 23 × 53 × 113 5 166375
\ 3
1331000 = 2 × 5 × 11 = 110 5 33275
5 6655
11 1331
11 121
11 11
1
Hence, the cube root of 13,31,000 is 110.

2. (i) 3
433 = 3
43  43  43 = 43
(ii) 3
163  73 = 3 16  16  16  7  7  7 = 16 × 7 = 112
(iii) 3
9261 × 3 3375 = 3
213 × 3 153 21 9261 15 3375
21 441 15 225
= 3 21  21  21 × 3 15  15  15 21 21 15 15
= 21 × 15 = 315 1 1

88
 (iv) 3
200  1080 = 3 216000 2 216000
By prime factorization, we have: 2 108000
2 54000
3
216000 = 2  2  2  2  2  2  5  5  5  3  3  3 2 27000
= 23  23  53  33 = 2 × 2 × 5 × 3 2 13500
= 60 2 6750
3 3375
3 1125
3. (i) 4,096 3 375
Given number is: 5 125
4 096 (= 96) 5 25
5 5
second group first group 1
From first group 96, we take the one’s place of the required cube root as 6.
Now from second group, i.e., 4
We know that 1 < 4 < 8 [13 = 1 and 23 = 8]
So, we get 3 4096 = 16
(ii) Given number is:
12 167

second group first group

From first group 167, we take the one’s place of the required cube root as 3.
Now from second group, i.e., 12
3 3
We know that 8 < 12 < 27 [2 = 8, 3 = 27]
So, we get 3 12167 = 23
(iii) Given number is:
17 576

second group first group

From first group 576, we take the one’s place of the required cube root as 6.
Now from second group, i.e., 17
3 3
We know that 8 < 17 < 27 [2 = 8, 3 = 27]
So, we get 3 17576 = 26
(iv) Given number is:
857 375

second group first group

89
 From first group i.e., 375, we take the one’s place of the
required cube root as 5.
Now from second group, i.e., 857
We know that 729 < 857 < 1000 [93 = 729, 103 = 1000]
So, we get 3 857375 = 95
4. Volume of a cube = 4913 m3 17 4913
3
Length of its side = 4913 17 289
= 3 17  17  17 17 17
1
= 17 m
Hence, the length of the side of cube is 17 m.
5. 32000 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 5 × 5 × 5
If this number has to be a perfect cube, each of its prime factors must occur thrice. Here as
2 occurs only twice, the given number can be a 2 32000
perfect cube only if it is multiplied by 2 once. 2 16000
\ The product 32000 × 2 = 64000 2 8000
2 4000
Hence, the required smallest number is 64,000. 2 2000
Arranging this in prime factors, we get: 2 1000
64000 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 5 × 5 × 5 2 500
2 250
\ 3 64000 = 2 × 2 × 2 × 5 5 125
= 40 5 25
5 5
1
Hence, the cube root of the required number is 40.
6. 88209 = 3 × 3 × 3 × 3 × 3 × 3 × 11 × 11
If this number has to be a perfect cube, each of its prime 3 88209
factors must occur thrice. Here as 11 occurs only twice, 3 29403
the given number can be a perfect cube only if it is 3 9801
divided by 11 twice, i.e., 11 × 11 = 121. 3 3267
3 1089
\The quotient = 88209 ¸121 = 729 3 363
Hence, the required smallest number is 729. 11 121
Arranging this in prime factors, we get: 11 11
1
729 = 3 × 3 × 3 × 3 × 3 × 3
\ 3 729 = 3 × 3 = 9
Hence, the cube root of the required number is 9.
90
7. (i) Volume of a cube = 21952 m3 2 21952
3
Side of a cube = 21952 2 10976
2 5488
= 3 222222777 2 2744
= 2 × 2 × 7 = 28 m 2 1372
2 686
7 343
7 49
7 7
1 2 46656
2 23328
2 11664
2 5832
2 2916
Hence, the side of the cube is 28 m. 2 1458
3
(ii) Volume of a cube = 46656 cm 3 729
Side of a cube = 3 2  2  2  2  2  2  3  3  3  3  3  3 3 243
3 81
=2×2×3×3 3 27
= 36 cm 3 9
Hence, the side of the cube is 36 cm. 3 3
1
Exercise 4(c)
3 3
1. (i) (–7) = (–7) × (–7) × (–7) = –343 (ii) (–9) = (–9) × (–9) × (–9) = –729
(iii) (–10)3 = (–10) × (–10) × (–10) = –1000 (iv) (–21)3 = (–21) × (–21) × (–21) = –9261
(v) (–52)3 = (–52) × (–52) × (–52) = –140608

2. (i) –2197
By prime factorization, we have:
–2197 = (–1) × 2197 13 2197
3 3 13 169
= (–1) × 13
3
13 13
ˆ
3
–2197 = 3 –1 133 = –1 × 13 1
= –13
3
Hence, –2197 = –13.

91
(ii) –3375
By prime factorization, we have:
3 3375
–3375 = (–1) × 3375
3 1125
3 3
= (–1) × 3 × 5
3
3 375
5 125
ˆ
3
–3375 = 3 
–13
33  53 5 25
= –1 × 3 × 5 5 5
= –15 1
Hence, 3
–3375 = –15.
(iii) –35937 3 35937
By prime factorization, we have: 3 11979
3 3993
–35937 = (–1) × 35937
11 1331
= (–1)3 × 33 × 113 11 121
ˆ 3
–35937 =  3 3
–1 3  11 3 11 11
1
= –1 × 3 × 11 = –33
Hence, 3 –35937 = –33.
(iv) –729000 2 729000
By prime factorization, we have: 2 364500
2 182250
–729000 = (–1) × 729000
3 3 3 3 3
5 91125
= (–1) × 2 × 5 × 3 × 3 5 18225
ˆ 3 3 3 3
–729000 = (–1)  2  5  3  3
3 3 3 5 3645
3 729
= –1 × 2 × 5 × 3 × 3 3 243
= –90 3 81
3 27
3 9
3 3
Hence, 3 –729000 = –90. 1
(v) –39304
2 39304
By prime factorization, we have:
3 3 3
2 19652
–39304 = (–1) × 2 × 17 2 9826
ˆ 3
–39304 = 3  3 3
–1 2  17 3 17 4913
17 289
= –1 × 2 × 17 = –34
17 17
Hence, 3 –39304 = –34. 1

92
 (vi) –132651 3 132651
By prime factorization, we have: 3 44217
3 14739
3
–132651 = (–1) × 132651 17 4913
= (–1)3 × 33 × 173 17 289
17 17
\ –132651 = 3 
3
3
–1 33  173 1
= –1 × 3 × 17 = –51
Hence, 3
–132651 = –51.
3. (i) Since, 8 × (–343) = (–1) × (8 × 343) =(–1)3 × (2)3 × 73
3
\ 3 8  (–343) =
–1 23  73 = (–1) × 2 × 7 = –14
3

Hence, the cube root of 8 × (–343) is –14.

3 3 3
(ii) Since, –512 × 1000 = (–1) × (512 × 1000) = (–1) × (8) × (10)
3 3
\ 3
–512 1000 = 3 
–1 83  
10 = (–1) × 8 × 10 = –80
Hence, the cube root of –512 × 1000 is –80.
3 3 3
(iii) Since, –64 × –729 = (–1) × (–1) × (64 × 729) = (1) × (4 × 9 )
3
\ –64  –729 = 3 
3 1 43  93 = 1 × 4 × 9 = 36
Hence, the cube root of –64 × (–729) is 36.
(iv) Since, –125 × (–27)= (–1) × (–1) × (125 × 27) = (1)3 × (53 × 33)
\ 3
–125  –27 =
13  53  33 = 1 × 5 × 3 = 15
3

Hence, the cube root of –125 × (–27) is 15.

3
4. (i) 3
64  –1 = 3
43  
–1 = 4 × (–1) = –4

(ii) 3
a–4913f  8 = 3 3
–1
 3
17
 23 = –1 × 17 × 2 = –34
3 3
(iii) 3 –1000=
5832   3
–1
 18
 103 = –1 × 18 × 10 = –180.

(iv) 3 –729
 a
 –15625 = 3 
–1
–1 f
 729  15625 a f
3
= 3
1
 93 
 3
25 = 1 × 9 × 25 = 225

93
Project
The table is completed as given below.
Radical Radicand Index Cube roots
3
2197 2197 3 13
3
–1728 –1728 3 –12
3
1728 1728 3 12
3
–729 –729 3 –9
3
0.001331 0.001331 3 0.11

Exercise 4(d)

F 2I = 2 × 2 × 2 = 8
3
(ii) F
–10 I –10 –10 –10 –1000 3
1. (i)
H 3 K 3 3 3 27 H 7 K = 7 × 7 × 7 = 343
(iii) –4 = F I =
3
1 –9 –9 –9 –9 –729 1
2 H 2K
× × = = – 91
2 2 2 8 8

(iv) F I =
3
–1 –1 –1 –1 –1
H 13 K 13 13 13 2197 .
× × =

(v) F –2 I = F I =
3 3
1 –9 –9 –9 –9 –729 25
H 4 K H 4 K 4 4 4 64 × × = = –11
64
3
2. (i) 0.4 = (0.4) = 0.4 × 0.4 × 0.4 = 0.064
3
(ii) 1.01 = (1.01) = 1.01 × 1.01 × 1.01 = 1.030301
(iii) –0.06= (–0.06)3 = –0.06 × (–0.06) × (–0.06) = –0.000216
(iv) –0.011= (–0.011)3 = –0.011 × (–0.011) × (–0.011) = –0.000001331
64 4  4  4 43 –1 –1  –1  –1 –13
3. (i) = = (ii) = = 3
27 3  3  3 33 216 666 6
3
64 43 43 4 –1 –13 3
–13 –1
\ 3 =3 3 = = \3 = 3 = =
27 3 3
33
3 216 63 3
6 3
6
–8 –2  –2  –2 –23 27 333 33
(iii) = = 3 (iv) = = 3
343 777 7 1331 11  11  11 11

–8 –23
3
–23 –2 27 33 3 3
3 3
\3 = 3 = = \3 = 3
3
= =
343 73 3
73 7 1331 11 3
113 11

94
 2197 13  13  13 133
(v) = =
1000 10  10  10 103

2197 133 3 133 13

\3 = 3 = =
1000 103 3 103 10
3 3
4. (i) 0.008 = 0.2 × 0.2 × 0.2 = (0.2) (ii) 0.000027 = 0.03 × 0.03 × 0.03 = (0.03)
3 3
\ 3 0.008 = 3  0.2 = 0.2 0.00027 = 3 
\ 3
0.03 = 0.03
3 3
(iii) 0.729 = 0.9 × 0.9 × 0.9 = (0.9) (iv) 0.000001 = 0.01 × 0.01 × 0.01 = (0.01)
3
\ 3 0.729 = 3 3
0.9
 = 0.9 \ 3 0.000001 = 3
0.01
 = 0.01

166375 5  5  5  11  11  11
5. (i) 3 =3
681472 2  2  2  2  2  2  2  2  2  11  11  11
53  113 3
53  113 5  11 5
= 3 = = =
23  23  23  113 3 3 3
2  2  2  11 3 3
2  2  2  11 8
216 222333
(ii) 3
15625 × 3 = 3 555555 × 3
1000 10  10  10

= 23  33 = 5  5  2  3 = 15
3
53  53 × 3
103 10
3
490  3 700 3
2577 3 22557 3
23  53  73 257
(iii) 3
= 3
= = = 10
343 777 3
7 3 7

Mental Maths
1. x3 = 21,952 2 21952
2 10976
Þ x = 3 21952 2 5488
Þ x = 3 222222777 2 2744
2 1372
Þ x =2×2×7 2 686
Þ x = 28 7 343
7 49
Hence, the value of x is 28. 7 7
2. (i) 73 – 63 = 1 + 7 × 6 × 3 = 1 + 126 = 127 1
(ii) 123 – 113 = 1 + 12 × 11 × 3 = 1 + 396 = 397
3 3
(iii) 20 – 19 = 1 + 20 × 19 × 3 = 1 + 1140 = 1141
3 3
(iv) 51 – 50 = 1 + 51 × 50 × 3 = 1 + 7650 = 7651
3. (i) True (ii) False (iii) False (iv) False (v) False (vi) True
95
Worksheet
8 222 2 3 3
1. 3 =3 = 2. 216 = 666 = 6
1331 11  11  11 11
Hence, (c) is correct. Hence, (b) is correct.
3
3. 3
125 = 3 5  5  5 = 5 4. (–7) = (–7) × (–7) × (–7) = –343
3
343 = 3 7  7  7 = 7 Hence, (b) is correct.
3
512 = 3 8  8  8 = 8 5. 3
0.027 = 3
0.3  0.3  0.3 = 0.3
3
729 = 3 9  9  9 = 9 Hence, (b) answer is correct.
8 is an even number. 6. 2.283 = 3 13168
3
.  13168
.  13168
. = 1.3168
Hence, (c) is correct. Hence, (c) is correct.
7. (a) multiple of 8
729 333333 3 729 2 1728
8. 3 =3 3 243 2 864
1728 222222333
3 81 2 432
33 9 3 27 2 216
= =
2  2  3 12 3 9 2 108
3 3 2 54
1 3 27
3 9
Hence, (a) is correct. 3 3
9. Resolving 53240 into prime factors, we have: 1
53240 = 2 × 2 × 2 × 5 × 11 × 11 × 11
If this number has to be a perfect cube, each of its prime 2 53240
factors must occur thrice. Here as 2 26620
5 occurs only once, the given number can be a 2 13310
perfect cube only if it is divided by 5. 5 6655
11 1331
So, the required number is 5.
11 121
Hence, (a) is correct. 11 11
10. Resolving 68600 into prime factors, we have: 1
2 68600
68600 = 2 × 2 × 2 × 5 × 5 × 7 × 7 × 7 2 34300
If this number has to be a perfect cube, each of its prime 2 17150
factors must occur thrice. Here as 5 8575
5 occurs only twice the given number can be a 5 1715
7 343
perfect cube only if it is multiplied by 5.
7 49
So, the required number is 5. 7 7
Hence, (d) is correct. 1
96
 Periodic Test – 1
(Based on Chapters 1-4)
Section - A
3
1. 0.027 = 3 0.3  0.3  0.3 = 0.3 Hence option (b) is correct answer.
5 + 6 11
2. One rational number between the numbers 5 and 6 = =
2 2
Section - B
3. 6 7 .3 5
6 4 5 3 6 .0 2 2 5
3 6
127 9 3 6
8 8 9
1343 4 7 0 2
4 0 2 9
13465 6 7 3 2 5
6 7 3 2 5
0 Therefore 4536.0225 = 67.35
4. 5 274625
5 54925
5 10985
13 2197
13 169
13 13
1 ˆ 3
274625 = 3 5  5  5  13  13  13 = 5 × 13 = 65
900 2
5. Area of the square field = m.
625
900 30  30 30
Side of the square field = m= m= m = 1.2 m
625 25  25 25
Perimeter of the square field = 1.2 m × 4 = 4.8 m

13
6. (i) Given, x=
17
13 F I 13
ˆ –(–x) = –
17 H K
=
17
[‡
–×– = +]

ˆ (–x) = x (verified)
–21
(ii) Given, x =
31
97
 21 21LM F I OP L O
–21
ˆ
–(–x) = – –
31
=–
31 N H K Q MN PQ
=
31
ˆ
–(–x) = x (Not verified)

F 3I  F 4 I
2 2
–3
 2
4 2 9 4  4 36
7. H 2 K H 5K  2  2  
2 5

4 5  5 25
Section - B
F 2I LMF 2I  F 2I OP
3 2 4

8. H 5 K NH 5 K H 5 K Q
2
3
L 2 O 2 2 2
= F I MF I P  F I F I  F I  F I
2 4 3
2
6 3 6 –3

H 5 K NH 5 K Q H 5 K H 5 K H 5 K H 5 K
=F I 
3
5 125 5
H –2K 8  –15
8

9. (i) F I 
1 F 18 I 1 18 –1  –1  –1  –1 18  18  18 1 9 –9
4 3 4 3

H 12 K H –5K = 12 –5 12  12  12  12  –5  –5  –5  32  –125  4000

4 3

(ii) m 3r  
3 1 3 3 3 3 –3
7  3  
7   3  7  (21)
10. (i) False (ii) True (iii) True

11. To get the required decimal, we will find the square root of the given number i.e., 14.2884
2 142884 ˆ
14.2884 = 0.0001  142884
2 71442 = 0.01  0.01  2  2  3  3  3  3  3  3  7  7
3 35721
= 0.01 × 2 × 3 × 3 × 3 × 7 = 3.78
3 11907
3 3969
3 1323
3 441
3 147
7 49
7 7 2 2 2 2
1 2 4 9 3 7 2 9 6
4
12. Let us first find the square root of 4937296 using long 42 0 9 3
division method. 8 4
Therefore required number is 12 which when subtracted 442 0 9 7 2
8 8 4
from the given number 4937296, the square root of
4442 0 8 8 9 6
remaining number will be 2222. Hence, the least 8 8 8 4
number to be subtracted is 12. 0 0 1 2
98
13. (i) 3
a43f3
= 3 43  43  43 = 43
(ii) 3
163  73 = 3 16  16  16  7  7  7 = 16 × 7 = 112
(iii) 3
9261  3 3375 = 3
21  21  21  3 15  15  15 21 9261 15 3375
3 3 3 3 21 441 15 225
=  21 15

21 21 15 15
= 21 × 15 = 315 1 1
Section - D
14. Let the number of column be y then number of row = y 4 1936
And the total students = y × y = y 2 4 484
11 121
Now according to question, we have 11 11
y 2  1936  y  1936  4  4  11  11  4  11  44 1
15. 32000 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 5 × 5 × 5
If this number has to be a perfect cube, each of its prime factors must occur thrice. Here 2
occurs only twice the given number can be a
perfect cube only if it is multiplied by 2 once. 2 32000
2 16000
\ The product 32000 × 2 = 64000 2 8000
Hence, the required smallest number is 64,000. 2 4000
Arranging this in prime factors, we get: 2 2000
2 1000
64000 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 5 × 5 × 5 2 500
\ 64000 = 2 × 2 × 2 × 5
3 2 250
= 40 5 125
5 25
5 5
Hence, the cube root of the required number is 40. 1
16. Area of first plywood = 11 m× m= 6 66 m
2

5 5 25

Þ Area of 10 pieces of first plywood = 66 m2

25

Area of 1 piece of first plywood = 66 ¸10 = 66 m2

25 25  10
ˆArea of 5 pieces of first plywood = 66 × 5 = 33 m2
25  10 25
Area of second plywood = 16 m × 12 m = 192 m
2

5 5 25
99
 192 2
Þ Area of 10 pieces of second plywood = m
25
192 192
Area of 1 piece of second plywood = ¸10 = m2
25 25  10
192 2 576 288 2
Area of 3 pieces of second plywood = ×3m = = m
25  10 250 125
33 288 165 288 453 2
Area of combined piece of plywood = + = = m
25 125 125 125

Hence, the area of the combined piece of plywood = 453 m2.

125
1
17. (i) 1 micron = m = 1 × 10–6 m
1000000
(ii) 0.000, 000, 000, 000, 000, 000, 16 Coulomb = 1.6 × 10–19 C
–7
(iii) 0.00,00,005 m = 5 × 10 m
(iv) 0.00001275 m = 1.275 × 10–5 m
18. The smallest number of eight digits = 10000000
Now, we find the least number which when added to 10000000 gives a perfect square.
This perfect square is the required number.
Now, we will find the square root of 10000000.
2 2
Obviously, (3162) < 10000000 < (3163) (3162)2 = 9998244 and (3163)2 = 10004569]
[‡
ˆ
The least number to be added
= (3163)2 – 10000000
= 10004569 – 10000000
= 4569 3 1 6 2
The required number 3 1 0 0 0 0 0 0 0
–9
= 10000000 + 4569 64 1 0 0
= 10004569 –6 1
Also, the square root of 10004569 626 3 9 0 0
= 10004569 = 3163. –3 7 5 6
6322 1 4 4 0 0
Hence, the required number is 10004569 and its
–1 2 6 4 4
square root is 3163. 1 7 5 6

100
 5 Playing with Numbers
Chapter

Learning Objectives
In this chapter, students will learn to—
• Determine missing digits during addition and subtraction of numbers using their place values.
• Find unknown numbers by making algebraic equations under given conditions.
• Find value of algebraic expressions as per given value of the literal.
• Find missing digits during multiplication and division of numbers by deduction.
• Find missing numbers according to given pattern.
• Test given numbers for divisibility by 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.
• Fill in the numbers under given arrangements as per specified conditions.
• Solve some interesting puzzles related to numbers.
Vocabulary
• Place value—Value of a digit in a number at a particular place.
• Literal—An alphabet which represents an unknown number.
• Magic Square—A square, in which sums of numbers in all rows, columns and diagonals
are equal.
Teaching Ideas
1. Numbers can be fun through puzzles and riddles. Students can be encouraged to ‘play and
enjoy’ with numbers through various brain teasers of varying complexity.
2. Start with simple puzzles like missing numbers in addition of two 2-digit numbers. Then
move on to subtraction, multiplication and division of two 2-digit numbers. Then take
them through simple ways. Algebraic expressions and equations may also be evaluated.
3. A plethora of activities can be conducted. For example, Creation of magic squares and
solving ‘sudoku’. Solving puzzles becomes easier when students learn to create them on their
own. Ask them to create their own puzzles in groups and ask other groups to solve it.
4. This chapter allows students to apply their knowledge of numbers and hence is best taught
as part of their projects and activities.
Suggested Activity
Solving a Sudoku number puzzle— The word ‘sudoku’ means ‘single digits’. It contains a 9 × 9
square grid, with numbers written in some of the cells.

101
 1. Students have to fill the empty cells with single digit from 1 to 9 (not zero) in such a way
that each of the nine vertical columns, horizontal columns and each of 3 × 3 boxes within
the grid are filled with digits from 1-9 without repetition.

7 2 3 9 8 9
5 2
9 4
9 6 2
3 5 7 9
4 3
8 2
9 7
6 7 4 5

2. Divide the class into pairs of students (let the pair be of varying ability in mathematical
intelligence). Ask them to get a cut-out of a ‘sudoku’ or copy it from a newspaper or
magazine. Let the pair work together to solve the puzzle.
Maths Lab Activity
Construction of a magic square of order 4 using the numbers1 – 16 by using the cup method.
1. Draw a 4 × 4 grid.
2. Fill the grid with numbers 3. Retain the top and bottom rows as they
1 to 16 as shown— are. Invert the middle rows from right to
left as shown—

1 8 12 13 1 8 12 13

2 7 11 14 14 11 7 2

3 6 10 15 15 10 6 3

4 5 9 16 4 5 9 16

(The first 8 numbers are written as This gives us a magic square of order 4.
open cup and next 8 are written as an This method can be used to construct
inverted cup) magic squares of the order 22, 23 .....etc.

102
Assessment Samples
SAMPLE QUESTIONS FOR TERM-END EXAMINATION
1. Find the value of in the following:
(i) 5 = 5 × 100 + 7 × 10 + 2 (ii) 8602 = × 1000 + 6 × 100 + +
2. Replace the letters by suitable digits.
(i) a b (ii) 6 5 1
× a –p q r
105 2 3 4
3. Check whether 61506 is divisible by 4.
4. Find the smallest and the greatest number to be added to or subtracted from 3725, such
that the number formed is divisible by 3.
5. Write down all possible numbers divisible by 5, using the digits 2, 0, 8, 5 (using each digit
only once).
6. Complete the table by finding the values 7. Find the numbers in the circles, such
of a, b, c, d and e. that the numbers written in squares
represent their products.
n 3n+7 a
a 7
b 16 60 –10
20 c
2 d b c
3 67

103
 S O L U T I ON
Exercise 5(a)
1. (i) 186 = 16, 96, 74
Hence, the three numbers are
16, 96 and 74.
(ii) 370 = 95, 120, 155
Hence, the three numbers are
95, 120 and 155.
2. Let a = 100p + 10q + r
and b = 100x + 10y + z
Then, according to the questions, we have:
H T O
p q r
+ x y z
8 2 0

H T O
p q r
– x y z
8 0
Step 1: As a and b are even numbers, so r + z = 0. It means both the digits are 0.
Step 2: q – y = 8 Þ y is greater than q because in the subtraction of two positive numbers,
we have no digit at hundreds place.
Also, q + y = 2. Thus, (5, 7) satisfies the given condition.
Step 3: p – x = 0 and p + x = 8, therefore, p = 4 and x = 3 satisfy the given condition.
Hence, a = 450 and b = 370.
3. Let a = 100p + 10q + r
and b = 100x + 10y + z – 40 Þ 100 p + 10 (q – 4) + r

104
 Then, according to the question, we have:
H T O
p q r
+ p q–4 r
4 8 0
Step 1: In ones place, we have r + r = 0
Therefore, r should be either 0 or 5.
Step 2: In the tens place, we have (q + q – 4) = 8 which is an even number.
So, we take r = 0
Step 3: q + q – 4 = 8 an even number.
Þ q+q =8+4
Þ 2q = 12
Þ q =6
Thus, we take q = 6.
Step 4: In hundreds place: p + p = 4, thus, (2, 2) satisfies the given condition.
Hence, a = 260 and b = 220.
4. (i) 8 a (ii) a 7 4 7
+ 5 6 + 6 b = + 6 4
1 4 1 1 1 1 1 1 1
Þ 141 – 56 = 85
Hence, a = 5
We have to find a number which when added to 7 gives 1 at ones place. Thus, when 4
added to 7, it gives 1 at ones place and 1 is carried over to tens place. Now, we have to
find a number which when added to (6 + 1) gives 11. Thus, 4 is that number.
Hence, a = 4 and b = 4.
(iii) 4 b 6 4 7 6
+c 7 a = + 9 7 8
14 5 4 1 4 5 4
Thus, a = 8, b = 7 and c = 9.

105
5. (i) c 3 8 6 3 8
– 2 9 a = – 2 9 3
3 b 5 3 4 5
We have to find a number which when subtracted from 8 gives remainder 5 at ones
place. Thus, when 3 is subtracted from 8, it gives 5 at ones place. Borrow 1 from c to
make 3 as 13. Now, subtracting 9 from 13, the remainder will be 4. Now, we have to
find a number which leaves remainder 3, when 2 is subtracted from c – 1. Thus that
number is 6.
Hence, a = 3, b = 4 and c = 6.
(ii) 8 a 5 8 9 5
– b 8 6 = – 7 8 6
1 0 c 1 0 9
Hence, a = 9, b = 7 and c = 9.
(iii) 7 b a 7 9 8
– c 9 9 = – 2 9 9
4 9 9 4 9 9
Hence, a = 8, b = 9 and c = 2.
6. Let the number be a.
Then, on adding 18, we get a + 18.
Now, on multiplying (a + 18) with 7, we get:
7 (a + 18) = 182
Þ 7a + 126 = 182
Þ 7a = 182 – 126 = 56
56
Þ a=
7
Þ a =8
Hence, the required number is 8.
7. (i) 2 a 2 4
× b 9 = × 5 9
2 1 6 2 1 6
1 2 0 × 1 2 0 ×
1 4 1 6 1 4 1 6
We have to find a number which when multiplied by 9 gives 6 at ones place. Then 9 × 4
= 36, and when the carried over is added, we get 9 × 2 + 3 = 21.

106
 Therefore a should be 4. Similarly, we can find b which on multiplying with 24 gives
120, i.e., 24 × 5 = 120. So, the value of b is 5.
Hence, a = 4 and b = 5
(ii) a b 8 5
× 7 6 = × 7 6
5 1 0 5 1 0
5 9 5 × 5 9 5 ×
6 4 6 0 6 4 6 0
Hence, a = 8 and b = 5.
(iii) 8 b 8 8 8 8
× a 7 c = × 4 7 9
7 9 9 2 7 9 9 2
6 2 1 6 × 6 2 1 6 ×
3 5 5 2 × × 3 5 5 2 × ×
4 2 5 3 5 2 4 2 5 3 5 2
Hence, a = 4, b = 8 and c = 9.
8. Let the number be p.
Then, on adding 7, we get p + 7.
Now, on multiplying (p + 7) with 9, we get:
9 (p + 7) = 216
Þ 9p + 63 = 216
Þ 9p = 153
153
Þ p =
9
Þ p = 17
Hence, the value of p is 17.
9. (i) ad = 70 ...(i)
dc = –50 ...(ii)
bc = –90 ...(iii)
70 is the product of a and d, so a and d are common factors of 70.
Therefore, a can be 2, 5, 7, 10, 14 or 35
70
If a = 14, then d = =5
14

107
 Now, putting the value of d in equation (ii), we get:
cd = –50
Þ c × 5 = –50
–50
ˆ c= = –10
5
Now, on putting the value of c in equation (iii), we have:
bc = –90
Þ b(–10) = –90
–90
ˆ b= =9
–10
Hence, a = 14, b = 9, c = –10 and d = 5.
(ii) ab = –20 ...(i)
ac = –64 ...(ii)
bc = 80 ...(iii)
–20 is the product of a and b, so a and b are common factors of –20.
Therefore, a can be 1, 2, 4, 5 or 10
–20
If a = –4, then b = =5 [from equation (i)]
–4
Now, on putting the value of a in equation (ii), we have:
ac = –64
–64
ˆ c= = 16
–4
Hence, a = –4, b = 5 and c = 16.
10. Complete the tables by finding the values of a, b, c, d and e:
(i) n 8n + 3 n 8n + 3
a 3 0 3
b 43 5 43
11 c 11 91
17 d 17 139
e 203 25 203
For a : 8a + 3 = 3 Þ 8a = 3 – 3 Þ a = 0
For b : 8 × b + 3 = 43 Þ 8b = 43 – 3 Þ 8b = 40 Þ b = 5
For c : 8 × 11 + 3 = c Þ 88 + 3 = c Þ 91 = c
For d : 8 × 17 + 3 = d Þ 136 +3 = d Þ 139 = d
For e : 8e + 3 = 203 Þ 8e = 203 – 3 Þ 8e = 200 Þ e = 25
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 (ii) n 5n – 6 n 5n – 6
a 19 5 19
b 74 16 74
30 c 30 144
35 d 35 169
e 194 40 194
For a : 5a – 6 = 19 Þ 5a = 19 + 6 Þ 5a = 25 Þ a = 5
For b : 5b – 6 = 74 Þ 5b = 74 + 6 Þ 5b = 80 Þ b = 16
For c : 5 × 30 – 6 = c Þ 150 – 6 = c Þ c = 144
For d : 5 × 35 – 6 = d Þ 175 – 6 = d Þ d = 169
For e : 5e – 6 = 194 Þ 5e = 194 + 6 Þ 5e = 200 Þ e = 40
(iii) n 9n + 10 n 9n + 10
a 19 1 19
b 64 6 64
19 c 19 181
25 d 25 235
e 280 30 280
For a : 9a + 10 = 19 Þ 9a = 19 – 10
Þ 9a = 9 Þ a = 1
For b : 9b + 10 = 64 Þ 9b = 64 – 10
Þ 9b = 54 Þ b = 6
For c : 9 × 19 + 10 = c Þ 171 + 10 = c
Þ c = 181
For d : 9 × 25 + 10 = d Þ 225 + 10 = d
Þ d = 235
For e : 9e + 10 = 280 Þ 9e = 280 – 10
Þ 9e = 270 Þ e = 30
Exercise 5(b)
1. Possible four digit numbers formed from the given digits 4, 5, 9 and 0 are 4,590; 5,904;
9,054; 5,490; 5,409; 9,504; 9,540 which are divisible by 3.
2. Possible numbers formed from the given digits 3, 9, 0 and 2 are 3,902; 3,920; 9,320; 9,302;
3,290; 3,092; 9,032; 9,230 which are divisible by 2.
109
3. Possible 6 three-digit numbers formed from the given digits 5, 0, 8 and 9 are 580; 590; 890;
980; 950; 850 which are divisible by 10.
4. Possible 8 four-digit numbers formed from the given digits 5, 0, 3 and 7 are 5,370; 5,730;
3,750; 7,350; 3,570; 7,530; 3,705; 7,305 which are divisible by 5.
5. The numbers between 1,001 to 1,050 are 1,002; 1,005; 1,008; 1,011; 1,014; 1,017; 1,020;
1,023; 1,026; 1,029; 1,032; 1,035; 1,038; 1,041; 1,044; 1,047 which are divisible by 3.
6. 8 consecutive numbers between 501 and 550 are 502; 504; 506; 508; 510; 512; 514; 516
which are divisible by 2. Obviously, these are even numbers.
Note: Also, there are other consecutive even numbers between 501 and 550, which are
divisible by 2.
7. Using divisibility test:
(i) 1258 = 1 + 2 + 5 + 8 = 16
Since, 16 is not a multiple of 9, therefore 1,258 is not divisible by 9.
(ii) 4338 = 4 + 3 + 3 + 8 = 18
Since, 18 is a multiple of 9, therefore 4,338 is divisible by 9.
(iii) 7905 = 7 + 9 + 0 + 5 = 21
Since, 21 is not a multiple of 9, therefore 7,905 is not divisible by 9.
(iv) 63909 = 6 + 3 + 9 + 0 + 9 = 27
Since, 27 is a multiple of 9, therefore 63,909 is divisible by 9.
8. (i) Since the number a6724 is divisible by 3.
ˆ
Sum of digits = a + 6 + 7+ 2 + 4
= a + 19
Now, a6724 is divisible by 3.
If a = 2 then a + 19 = 2 + 19 = 21
If a = 8 then a + 19 = 8 + 19 = 27
Hence, the smallest value is 2 and greatest value is 8.
(ii) Since the number 4765a2 is divisible by 3.
ˆ
Sum of digits = 4 + 7 + 6 + 5 + a + 2
= a + 24

110
 Now, 4765a2 is divisible by 3
If a = 0, then a + 24 = 0 + 24 = 24
If a = 3, then a + 24 = 3 + 24 = 27
If a = 9, then a + 24 = 9 + 24 = 33
Hence, the smallest value is 0 and the greatest value is 9.
9. (i) Since the number 7a25 is divisible by 5 as the ones digit is 5.
ˆ
Sum of digits = 7 + a + 2 + 5
= 14 + a
Now, 7a25 is divisible by 3
If a = 1, then 14 + a = 14 + 1 = 15
If a = 4, then 14 + a = 14 + 4 = 18
If a = 7, then 14 + a = 14 + 7 = 21
Hence, the values of a are 1, 4 and 7.
(ii) Since the number 8ab4b is divisible by 5, therefore, b should be either 0 or 5.
But the number 8ab4b is an odd number, therefore b = 5.
ˆ
Sum of digits = 8 + a + b + 4 + b = 8 + a + 5 + 4 + 5
= 22 + a
Now, 8ab4b is divisible by 3
If a = 2, then a + 22 = 2 + 22 = 24
If a = 5, then a + 22 = 5 + 22 = 27
If a = 8, then a + 22 = 8 + 22 = 30
Hence, the value of a are 2, 5, 8 and b is 5.
10. (i) 450x
ˆ
Sum of digits = 4 + 5 + 0 + x = 9 + x
Now, 450x is divisible by 3
if x = 3, i.e., 9 + x = 9 + 3 = 12, which is divisible by 3.
Hence, x = 3.
(ii) 3x58
ˆ Sum of digits = 3 + x + 5 + 8 = 16 + x

111
 Now, 3x58 is divisible by 3
if x = 2, i.e., 16 + x = 16 + 2 = 18, which is divisible by 3.
Hence, x = 2.
(iii) 40x9
ˆ
Sum of digits = 4 + 0 + x + 9 = 13 + x
Now, 40x9 is divisible by 3,
if x = 2, i.e., 13 + x = 13 + 2 = 15, which is divisible by 3.
Hence, x = 2.
(iv) 95x0
ˆ
Sum of digits = 9 + 5 + x + 0 = 14 + x
Now, 95x0 is divisible by 3,
if x = 1, i.e., 14 + x = 14 + 1 = 15, which is divisible by 3.
Hence, x = 1. Examine that for x = 4, the number 95x0 is also divisible by 3.
(v) x397
ˆ
Sum of digits = x + 3 + 9 + 7 = 19 + x
Now, x397 is divisible by 3,
if x = 2, i.e., 19 + x = 19 + 2 = 21, which is divisible by 3.
Hence, x = 2.
Daily Life Application
1. I merely cut a piece out of the square as shown and then reinserted it upside down.
4 15 10 5 4 15 10 5
14 1 11 8 14 1 8 11
7 12 13 2 7 12 13 2
9 6 3 16 9 6 3 16
A
Mental Maths 7
1. 1 4 2.
10 B3 C 1 4 D
9

7 12 5 F
E5 8 G 6
3 2
8 11 2
H
112
3. The two smallest numbers are 6 and 10.
(i) 102 – 62 = 100 – 36 = 64 = 43 (ii) 103 – 63 = 1000 – 216 = 784 = 282
1578
4. 94 +
263
5.

6. (i) 3, 5, 10, 17, 26, 37

Each term is one plus the next highest square.
2
(ii) 81, 54, 36, 24, 16, 10
3
Each term is two-thirds of the preceding one.
(iii) 0, 1, 10, 11, 100, 101, 110, 111, 1,000
Each term is the next highest number using only 0’s and 1’s.
(iv) 2, 5, 17, 65, 257, 1025
Each term is one more than the next highest even power of 2.
(v) 1, 2, 3, 5, 7, 11, 13, 17, 19
Each term is the next highest prime number.
7. 1
3
14
8
5

13

12 2
10

9 6 11 4
7

113
Worksheet
1. The next number is 2n + 1, where n is the previous number in the given series. So, the
number in the place * = 2 × 15 + 1 = 30 + 1 = 31.
Hence, the option (a) is correct.
2. Let the required number be x.
Then, we have
–1 –1 –1
x÷ = –x Þ x × (–2) = –x
2 2 2
–1 –1 1
Þ – 2x + x = Þ –x= Þx=
2 2 2
Hence, the option (b) is correct.
3. Let x be the position of the last men finished the race.
Then, according to question, we have
x–2=5–1 Þ x=4+2=6
So, the position of the last men finished the race is 6th, i.e., the total no. of men finished
the race is 6.
Hence, the option (a) is correct.
4. The number 2.3 shows that it is greater than 2, but less than 3.
Hence, the option (d) is correct.
5. Let x be the no. of grapes eaten on the first day.
Then, (x) + (x + 6) + (x + 12) + (x + 18) + (x + 24) = 100
Þ 5x + 60 = 100 Þ 5x = 40 Þ x = 40 ÷ 5 Þx=8
Hence, the option (a) is correct.
6. (b)
72 is divisible by 4.
7. (c)
The values of a and b are respectively 1 and 3.
8. (c)

114
 6 Algebraic Expressions and Identities
Chapter

Learning Objectives
In this chapter, students will learn to—
• Define an algebraic expression.
• Differentiate between terms as numerical factor and literal factor.
• Recognise and define variables and constants.
• Define and differentiate between monomials, binomials, trinomials and polynomials.
• Define and differentiate between like and unlike terms.
• Identify degree of a polynomial.
• Add and subtract algebraic expressions.
• Multiply a monomial by a monomial.
• Multiply a monomial by a binomial.
• Multiply a binomial by a binomial.
• Multiply a trinomial by a binomial.
• Divide a monomial by a monomial.
• Divide a polynomial by a monomial.
• Divide a polynomial by a polynomial.
• Learn and use algebraic identities to expand algebraic expressions.
• Experimentally verify some identities.
• Define factorization.
• Find Greatest Common Factor (GCF) of two or more monomials.
• Factorize by finding GCF.
• Factorize by grouping the terms.
• Factorize by using standard identities.
• Factorize by splitting the middle term.
Vocabulary
• Algebraic Expression—A combination of literals or variables and constants connected by
symbols of operations.
• Terms—Parts of an algebraic expression separated by ‘+’ or ‘–’ sign.
• Variable—An alphabet or literal used to represent a variable number.

115
• Numerical factor—A constant term (a number).
• Literal factor—A literal (an alphabet) in a term.
• Monomial—An expression with one term only.
• Binomial—An expression with two terms.
• Trinomial—An expression with three terms.
• Polynomial—An expression with two or more terms.
• Like terms—Terms with the same literals in same power.
• Unlike terms—Terms with the different literals or literals with different powers.
• Algebraic Identity—An equality which is true for all values of variables.
(i) (a + b)2 = a2 + 2ab + b2 (ii) (a – b)2 = a2 – 2ab + b2
2 2 2
(iii) (a + b) (a – b) = a – b (iv) (x + a) (x + b) = x(x + b) + a(x + b) = x + (a + b) x + ab
• Factorization—Resolving a given polynomial expression into parts whose product is the
polynomial itself.
• G.C.F (Greatest Common Factor)—The greatest numerical values and variables which are
common in two or more expressions. Also, it is called the H.C.F (Highest Common Factor).
Teaching Ideas
1. Revise basic concepts like terms, coefficient, variable, constant etc related to algebraic
expressions for refreshing students' memory. Give them a quick short oral test for addition
and subtraction of algebraic expressions.
2. In this chapter, students have to focus on learning multiplication and division of algebraic
expressions. Explain students how often do they make mistakes in multiplying variables.
For example, 4ab × 2ab = (4 × 2) × (a × a) × (b × b)
= 8a2b2
But, students may interpret it as, 8 × a × b, or 8ab, which is incorrect.
They should be reminded to use the product law of exponents and add powers of similar
bases. They should also be told that same variables with different powers cannot be added
or subtracted, but can be multiplied.
3. Division of a polynomial by another polynomial by long division should be repeatedly
explained, as it takes more time to settle in student’s minds.
4. Algebraic identities should be introduced experimentally and then put in use to expand
given expressions. In this way, students consolidate the knowledge associated with the
identities better.
5. Factorization of algebraic monomials may be introduced as an extension to factorization of
whole numbers, which the students are already familiar. For example, let us consider the
number 12. What are the numbers, which on multiplying give 12?

116
 They are 1, 2, 3, 4, 6, 12. So 12 can be factorized as (1 × 12), (2 × 6), (3 × 4).
Similarly, let us consider the algebraic expression 10x2y. What are the numbers, which on
2
multiplying give 10x y?
These are 1, 2, 5, 10, x, x, y. So 10x2y can be factorized as (2 × 5 × x2 × y).
6. Factorization done by finding G.C.F needs the skill of breaking up the factors of the
monomials as mentioned above and then recognising the highest common factors. This can
be achieved by sufficient practice.
7. Factorization by using identities can be effectively explained by helping students to compare
each term of the given expression with the terms of the identity. If required, the terms of the
expression may be factorized further to resemble the structure of the identity. Once the
similarity is established, students will find it easier to rewrite the expression as an identity.
Suggested Activity
1. Divide the students in pairs. Write down 10 numerical factors and variable factors, for
2
example – 3, x, 8, 6x, y , z, 15, –10 etc. on the board.
2. Ask each pair to select the factors randomly and create 10 different expressions.
3. Now, ask one of the pairs to write the 10 expressions made by them on the board. Ask other
students to resolve them into factors.
4. Repeat for other pairs as well.
Through this activity, students will easily learn to put factors together as well as resolve them.
2 2 2
Experimental verification of (a + b) = a + 2ab + b
1. Let a = 5 cm, b = 3 cm.
As per the above identity, a2 = 52, ab = 5 × 3 and b2 = 32.
2
2. Cut out a square of side 5 cm (which represents 5 ).
Cut out two rectangles of length 5 cm and width 3 cm (which represents 2 × 5 × 3).
Cut out a square of side 3 cm (which represents 32).
3. Arrange and paste the four cut-outs as follows –
8

3 5×3 32

52 5×3 5

3
117
 4. The above arrangement shows that:
2 2 2
5 + 2 (5 × 3) + 3 = 8
Þ 52 + 2 (5 × 3) + 32 = (5 + 3)2
Þ a2 + 2 (a × b) + b2 = (a + b)2
2 2 2
Þ (a + b) = a + 2ab + b
Assessment Samples

SAMPLE QUESTIONS FOR PERIODIC TEST

1. Add the following algebraic expressions –
2 2 2 2 2 2
(i) 15p q + p – q r and 10p + 5p q + 2p
(ii) 8x – 10y, 16y – 5x, – 2x + 5y, – 7x + 10y, 15x + 10y
2 2 2 2 2 2
2. What should be added to 2x + 6x y – 8xy to get 13y + 5x y + 8xy
3. Find the area of a rectangle, whose length = (a2 – b2 + 1) and breadth = (a3 – ab2 + b3).
4. Simplify: xy2(x2 + 1) + yx2 (y2 + 1) – x2y2 (x + y)
5. Use suitable identities to evaluate the following:
2
(i) 99
2 2
(ii) (x + 1) (x – 5)
(iii) 58 × 58 – 42 × 42
(iv) 1.1 × 0.9

SAMPLE QUESTIONS FOR TERM-END EXAMINATION

1. Simplify— (a – 2b)2 + (a + 2b)2
2. Show that— (x2 + y2)(x2 – y2) = x4 – y4
3. Factorize the following using appropriate identity –
2 2
(i) 16x – 56xy + 49 y
2
(ii) m + 2m + 1
4. Factorize by using the identity, a2 – b2 = (a + b) (a – b)
(i) 81p2 – 64q2
2 2
(ii) (a + b + c) – (a – b – c)

118
 5. Factorize by using appropriate identities –
2 2
(i) 16(x + y) – 9 (x – y)
(ii) a2 – 10 + 25 – b2
6. Factorize by splitting the middle term –
(i) a2 – 5a – 300
2
(ii) m – 3m – 54
2 2
7. Show that (6a + 5b) – 120ab = (6a – 5b) .

S O L U T I ON
Project
The table is completed as given below.
2 2 2
× x xy 3x 2y 7xy 9x y
2 2 3 2 2 3
2x 2z 2z y 6x 4xy 14x y 18x y
3y 3xy 3xy2 9x2y 6y3 21xy2 27x2y2
2 2 2 3 3 2 2 3 2
5xy 5x y 5x y 15x y 10xy 35x y 45x y
x2 x3 x3y 3x4 2x2y2 7x3y 9x4y
2 2 3 2 2 4 3 2 3
6y 6xy 6xy 18x y 12y 42xy 54x y

Exercise 6(a)
2
1. (i) The coefficients of the terms in the expression 6xyz – 3zy are 6 and –3.
a b 1 1
(ii) The coefficients of the terms in the expression + – ab are , and –1.
4 3 4 3
(iii) The coefficients of the terms in the expression 0.4x – 0.7xy + 0.8y are 0.4, –0.7 and 0.8.
2. Monomials = pqr, 5,000
2 2
Binomials = 3p + 2q, x y + xy
2 3
Trinomials = 5b – 3b +4b
Quadrinomials = a + a2 + a3 + a4, pq + qr + rs + st
7
3. (i) The degree in the term x + y + 1 is 1.
2
(ii) The degree in the term 4a2 + 2 is 2.
4 2
(iii) The degree in the term 2x – x y + 4xy is 4.
2 3 3 2 3 3 2 2
4. (i) Unlike term = –2a b c , b c a (ii) Like term = 4a x, –9xa

119
5. (i) Arrange the like terms columnwise and add:
3ab – 2bc
4bc + 2ac,
+ 2ab + 3bc – 5ac
5ab + 5bc – 3ac
(ii) Arrange the like term columnwise and add:
2 2
l + m
m2 + x2
2 2
+ l + x
2l 2 + 2m2 + 2x2
6. (i) Arrange the like terms columnwise and add:
– 2ab – 2bc + 8ca + 12abc
4ab – 2bc + 6ca
– + –
– 6ab + 0 + 2ca + 12abc
2 2
(ii) 4p q + 3pq – 7p q + 8p – 7q – 10 from
14 – 4p – 11q + 4pq – 3pq2 – 4p2q
Arrange the terms in descending powers of p and put like terms under each other and
add columnwise we have:
– 4p2q – 3pq2 + 4pq – 4p – 11q + 14
2 2
4p q – 7pq + 3pq + 8p – 7q – 10
– + – – + +
2 2
– 8p q + 4pq + pq – 12p – 4q + 24
7. (i) 3 × 6xy2 × ax = (3 × 6) × x × y2 × a × x (ii) a5 × a–2 × a7 = a5 × a–2 × a7
1+1 2 5–2 7 3+7
= 18 × x × y × a =a ×a =a
= 18ax2y2 = a10
3 2 1 3 14 2 6 3 1 14 F I
H K
2 3 2 6
(iii) xy × x z × y z =   ×x×y ×x ×z×y ×z
7 2 3 7 2 3
42 F I
H K
1+3 2+2 1+2 4 4 7 4 4 7
= ×x ×y ×z =1×x ×y ×z =x y z
42
7 8 2 7 8 2
(iv) 823x y × 23xy × 0 = (823 × 23 × 0) × x × y × x × y
7 +1 8+2
=0×x ×y
8 10
=0×x y
=0
120
 (v) (1.1x2) × (2.3y) × (3xy) = (1.1 × 2.3 × 3) × x2 × y × x × y
2+1 1+1
= 7.59 × x ×y
3 2
= 7.59 × x × y
3 2
= 7.59x y
8. (i) (5x3y2) × (–8xy7) = (5 × –8) × x3 × y2 × x × y7
= –40 × x3 + 1 × y2 + 7
4 9 4 9
= –40 × x × y = –40x y
F 2 I F 2 I
H K H K
2 3
(ii) xyz × (9x y z) =  9 x × y × z × x2 × y3 × z
3 3
1+2 1+3 1+1 3 4 2
= 6 × x × y × z = 6x y z
F 4 I FH 15 I F
K H
–4 –15 I
H K
(iii) – a 2b 3c × – ab 2c 3 =
K
2 3 2 3
 ×a ×b ×c×a×b ×c
5 8 5 8
3 3
= × a2 + 1 × b3 + 2 × c1 + 3 = a3b5c4
(a + b) (b + c) (c + a) a+b+b+c+c+a 2 2
9. x ×x ×x =x
2a + 2b + 2c
=x
2(a + b + c)
=x
3 2 3 2
10. (i) (8xy) × (–4x y ) = (8 × –4) × x × x × y × y
= –32 × x3 + 1 × y2 + 1
= –32x4y3
F
–1 2 2 –5 I F I
(ii) (12pqr) ×
4Hpqr ×
6 K H
pqr
K
–1 2 2 –5
= 12pqr ×
p q r × pqr
4 6
–1 –5 F I
H K
2 2
= 12   ×p×q×r×p ×q ×r×p×q×r
4 6
5 FI
HK
1+2+1 1+2+1 1+1+1
= ×p ×q ×r
2
5 5
= × p4 × q4 × r3 = p4q4r3
2 2
F 4 a I F –22 b I F 14 I F
4 –22 –14 I
H3 KH 7 KH K H × a 2 × b2 × c × a
K
2 2
11. – ca =  
11 3 7 11
16 2+1 2 16 3 2
= ×a ×b ×c = ×a ×b ×c
3 3
16 16 32
= × (1)3 × (–1)2 × 2 = ×2=
3 3 3
121
 F –2 xz I F 1 x y zI = F –6  –2  1 I × x × y × x × z × x × y × z
H 3 K H 4 K H 3 4K
2 3 3 2 2 3 3 2
12. (–6x y)

=F I ×x
12
H 12K
2+1+3 1+2 3+1
×y ×z
= 1 × x6 × y 3 × z 4
6 3 4
=xy z
1 4
When x =
, y = and z = 1
2 5
1 6
4 FI FI
3
ˆ
HK HK
6 3 4 4
xyz = × × (1)
2 5
1 64 1
= × ×1=
64 125 125

Exercise 6(b)
1. (i) 2x(3y + 5z) = 2x × 3y + 2x × 5z = 6xy + 10xz
(ii) 5pq (p2 – q2) = 5pq × p2 – 5pq × q2 = 5p3q – 5pq3
2 2 2 2
(iii) a (3b2 – 9ab) = a 2 × 3b2 – a 2 × 9ab = 2a2b2 – 6a3b
3 3 3
3 F 5 2 2 I F 3 5 I 3 2 F I
H x y  xy 2 =
K H K H K
2 2
(iv) xy  × xy × x y +  × xy × xy
10 6 9 10 6 10 9
1 1
= x3y2 + x2y3
4 15
2. (i) 7xy(x3y2 – 2xy3) = 7xy × x3y2 – 7xy × 2xy3
= 7x4y3 – 14x2y4 ...(i)
Verification: When x = 1 and y = 2
7xy = 7 × 1 × 2 = 14 ...(ii)
3 2 3 3 2 3
and x y – 2xy = 1 × (2) – 2 × 1 × (2)
= 4 – 2 × 8 = 4 – 16 = – 12 ...(iii)
Now, from eq. (i), we have:
3 2 3
LHS = (7xy) (x y – 2xy )
= 14 × (–12) = –168 [From (ii) and (iii)]
RHS = 7x4y3 – 14x2y4
= 7 × (1)4 × (2)3 – 14 × (1)2 × (2)4
= 7 × 1 × 8 – 14 × 1 × 16 = 56 – 224
= –168
‡
LHS = RHS
Hence, verified.
122
 2 3 3 2 3 2 3
(ii) 3x y(x – y ) = 3x y × x – 3x y × y
2+3 2 1+3
= 3x × y – 3x × y
5 2 4
= 3x y – 3x y ...(i)
Verification: When x = 1 and y = 2
2 2
3x y = 3 × (1) × 2 = 6 ...(ii)
3 3 3 3
and x – y = (1) – (2) = 1 – 8 = –7 ...(iii)
Now, from eq. (i) we have:
2 3 3
LHS = 3x y(x – y )
= 6 × (–7) = –42 [From (ii) and (iii)]
5 2 4
RHS = 3x y – 3x y
= 3 × (1)5 × 2 – 3 (1)2 × (2)4
= 3 × 1 × 2 – 3 × 1 × 16
= 6 – 48 = –42
‡
LHS = RHS
Hence, verified.
3. 3x2 – 2x(x – 3) + 3x(2x + 3) = 3x2 – 2x × x + 2x × 3 + 3x × 2x + 3x × 3
2 1+1 1+1
= 3x – 2 × x + (2 × 3) × x + (3 × 2) × x + (3 × 3) × x
2 2 2
= 3x – 2x + 6x + 6x + 9x
2
= 7x + 15x
4. pq(p – q) + p2(p2 – q2) = pq × p – pq × q + p2 × p2 – p2 × q2
= p1+1 × q – p × q1+1 + p2+2 – p2q2
2 2 4 2 2
= p q – pq + p – p q
5. (i) (x + 3) (x + 6)
x + 3
× x + 6
x2 + 3x
+ 6x + 18
2
x + 9x + 18

123
 (ii) (3x – 4)(5x – 6)
3x – 4
× 5x – 6
2
15x – 20x
– 18x + 24
2
15x – 38x + 24
6. (i) (4x + 7) (3x + 2) = 4x (3x + 2) + 7 (3x + 2)
= 12x2 + 8x + 21x + 14
= 12x2 + 29x + 14
(ii) (2x + 5y)(–3x – 8) = 2x (–3x – 8) + 5y (–3x – 8)
= –6x2 – 16x – 15xy – 40y
2 2 F 2 I
(iii) (7x2 + 8y2)(7x + 8y) =
5 5 H
 7 x 2   8 y 2 (7x + 8y)
5 K
F
14 2 16 2 I
=
5 Hx  y (7x + 8y)
5 K
14 2 16 2
= x (7x + 8y) + y (7x + 8y)
5 5
98 3 112 2 112 2 128 3
= x + xy+ xy + y
5 5 5 5
(iv) 18x6(x3 – 3x2)(x4 – x) = (18x6 × x3 – 18x6 × 3x2)(x4 – x)
9 8 4
= (18x – 54x ) (x – x)
9 4 8 4
= 18x (x – x) –54x (x – x)
13 10 12 9
= 18x – 18x – 54x + 54x
7. (i) (1.5x + 0.5y)(1.5x – 0.5y) = 1.5x (1.5x – 0.5y) + 0.5y (1.5x – 0.5y)
2 2
= 2.25x – 0.75xy + 0.75xy – 0.25y
= 2.25x2 – 0.25y2
(ii) (a2 + b2)(a3 – b3) = a2 (a3 – b3) + b2 (a3 – b3)
= a2 + 3 – a2b3 + b2a3 – b2 + 3
5 2 3 3 2 5
=a –ab +ab –b
2 2 2 2
8. 5(7x + 3x )(6x – x) = (5 × 7x + 5 × 3x )(6x – x)
2 2
= (35x + 15x ) (6x – x)
= 35x (6x2 – x) + 15x2 (6x2 – x)

124
 = 210x3 – 35x2 + 90x4 – 15x3
3 2 4
= 195x – 35x + 90x
4 3 2
= 90x + 195x – 35x
Verification: When x = 2
2 2
LHS = 5(7x + 3x ) (6x – x)
2 2
= 5[7 × 2 + 3 (2) ] [6 × (2) – 2]
= 5(14 + 12) (24 – 2)
= 5 × 26 × 22 = 2,860 ...(i)
RHS = 90x4 + 195x3 – 35x2
4 3 2
= 90(2) + 195 (2) – 35(2)
= 90 × 16 + 195 × 8 – 35 × 4
= 1440 + 1560 – 140 = 2,860 ...(ii)
From (i) and (ii), we get:
5(7x + 3x2) (6x2 – x) = 90x4 + 195x3 – 35x2
Hence, verified.
FG x – y IJ FG x y IJ = FG18xy  x – 18xy  y IJ FG x y IJ
4 2 3 3 4 2 3 3
9. 18xy
H 4 3KH 2 9K H 4 3K H 2 9K
9 Fx y I
= F x y – 6 xy I G  J
3 3

H2 KH 2 9K
5 3

9 Fx y I Fx y I
= x y G  J – 6xy G  J
3 3 3 3

H 2 9K H 2 9K
5 3

2
9 8 9 54 6 43 6 6
x y + x y – x y – xy =
4 18 2 9
9 8 1 54 4 3 2 6
= x y + x y – 3x y – xy
4 2 3
Verification: When x = –1 and y = 3
FG x – y IJ FG x y IJ
4 2 3 3
LHS = 18xy
H 4 3KH 2 9K
= 18 × (–1) × 3 M
L –1– 3 O L
P M  P
–1  3 O
4 2  3

N 4 3 QN 2 9 Q
= –54 L – 3O L 3O = –54 L
MN 4 OPQ LMN 2 OPQ
1 –1 1 – 12 –1 6
MN 4 PQ MN 2 PQ
–11 5 1485
= –54 × × =
4 2 4
125
 9 8 1 54 2
RHS = x y + x y – 3x4y3 – xy6
4 2 3
9 8 1 5 4 4 3 2 6
= × (–1) × 3 + × (–1) × (3) – 3 ×(–1) × (3) – × (–1) × (3)
4 2 3
9 1 2
= × 1 × 3 + × –1 × 81 – 3 × 1 × 27 – × –1 × 729
4 2 3
27 81 27 – 162 – 324 1944 1971 – 486 1485
= – – 81 + 486 = = =
4 2 4 4 4
‡
LHS = RHS
Hence, verified
Exercise 6(c)
1. (i) (3a + 5ab + 7b ) by (7a + 2b) = (3a2 + 5ab + 7b2) (7a + 2b)
2 2

= 21a3 + 35a2b + 49ab2 + 6a2b + 10ab2 + 14b3

= 21a3 + 41a2b + 59ab2 + 14b3
2 2
(ii) (2x + 3x – 5) by (3x – 2) = (2x + 3x – 5) (3x – 2)
3 2 2
= 6x + 9x – 15x – 4x – 6x + 10
3 2
= 6x + 5x – 21x +10
2 2 2 2 2 2 2 2
(iii) (3x + 2xy – 4y ) by (xy + x y) = (3x + 2xy – 4y ) (xy + x y)
= 3x3y2 + 2x2y3 – 4xy4 + 3x4y + 2x3y2 – 4x2y3
= 5x3y2 – 2x2y3 – 4xy4 + 3x4y
2. (i) (x2 + 5x + 3)(x + 5) = x3 + 5x2 + 3x + 5x2 +25x + 15
= x3 + 10x2 + 28x + 15
1 2 2 2 3 3 5 2 3 3 2
(ii) ab × (3a – 5b a + 10a b) = a b – a b + 5a b
2 2 2
F 1 2 1 2 2 2 I 5 5 2
H K
2 3 2 4 3 3
(iii) x – y  x y × 5xy = x y – xy + × 5x y
5 3 5 5 3 5
3 2 5 4 3 3
= x y – xy + 2x y
3
3 2 1 2
3. (i) (8x – 4x + 5) × x + (3x – 5x + 1) × 4x
2
4 3 5x 3 2
= 4x – 2x + + 12x – 20x + 4x
2
4 3 2 13 LM 5 x 4 x 5 x 8 x 13 OP
= 4x + 10x – 20x +
2
x
N 
2
 
1 2

2
x
Q

126
 1 –2
(ii) (5a3 – 18a2 – 25a) × a – (9a2 – 6a + 11) × a
5 3
4 18 3 2 3 2 22
=a – a – 5a + 6a – 4a + a
5 3
4 18 3 3 2 2 22
=a – a + 6a – 5a – 4a + a
5 3
4 FG –18a 30a IJ – 9a + 22 a
3 3
2
=a +
H 5 K 3
12 3 22
= a4 + 2
a – 9a + a
5 3
Daily Life Application
(a) Area of the rectangle of length (3x – y) and breadth (2x – 2y) units
= (3x – y)(2x – 2y) = 3x(2x – 2y) – y(2x – 2y)
2 2 2 2
= 6x – 6xy – 2xy + 2y = 6x – 8xy + 2y sq. units.
(b) Area of the square of side (a + 2b) units
= (a + 2b)(a + 2b) = a(a + 2b) + 2b(a + 2b)
= a2 + 2ab + 2ab + 4b2 = a2 + 4ab + 4b2 sq. units.
(c) Area of the triangle of base (2m + 2n) and its corresponding altitude (4m + 3n) units
1
= (2m + 2n)(4m + 3n) = (m + n)(4m + 3n)
2
= m(4m + 3n) + n(4m + 3n)
= 4m2 + 3mn + 4mn + 3n2 = 4m2 + 7mn + 3n2 sq. units.
VBE
2
Area of the plot of the farmer = 9y + 12y + 4 sq. units.
l If he gives away half of area of the plot to his brother, area remained left

2 1 2
= 9y + 12y + 4 – (9y + 12y + 4)
9 2 9
= 9y2 – y2 + 12y – 6y + 4 – 2 = y2 + 6y + 2 sq. units.
2 2
The values depicted by the farmer in doing so can be Honest and Rational, as he takes half
of the total area of the plot and gives away rest half plot to his brother.
2
l Area of the original plot of land = 9y + 12y + 4 sq. units.

= 9y2 + 6y + 6y + 4 = 3y (3y + 2) + 2(3y + 2)

= (3y + 2) (3y + 2) = (3y + 2) (3y + 2)
= (3y + 2)
2 (3y + 2)
It shows that the shape of the original plot of land is a square, whose
length of side is (3y + 2) units. (3y + 2)
127
l The shape of the original plot of land is a square. Since it is divided
by a diagonal, two plots of same area and shape are formed, each one
is an isosceles right triangle.

Exercise 6(d)
2 2
1. (i) 2x – 3x (ii) –x – 3x +2
3 2 2 4 3 2
19x 38x – 57x –23x 23x + 69x – 46x
3 4
–38x –23x
– 57x2 + 69x3 – 46x2
2
+– 57x – 69x3
0 – 46x2
2
+– 46x
0
Hence, (38x3 – 57x2) ÷ 19x = 2x2 – 3x Hence, (23x4 + 69x3 – 46x2) ÷ (–23x2)
= –x2 – 3x + 2
(iii) 2xy + 3yz – 4x
2 2 2 2 2
xyz 2x y z + 3xy z – 4x yz
2 2
–2x y z
+ 3xy2z2 – 4x2yz
– 3xy2z2
2
– 4x yz
2
+– 4x yz
0
2 2 2 2 2
Hence, (2x y z + 3xy z – 4x yz) ÷ xyz = 2xy + 3yz – 4x
2. (i) x – 4 (ii) y + 18
2 2
x–5 x – 9x + 20 y+3 y + 21y + 54
2 2
– x –+ 5x –
y +
–
3y
– 4x + 20 18y + 54
– 4x + 20 18y + 54
+ – – –
0 0
Hence, (x2 – 9x + 20) ÷ (x – 5) = x – 4 Hence, (y2 + 21y + 54) ÷ (y + 3) = y + 18

128
 (iii) 2x + 3
2
7x – 1 14x – 19x – 3
2
–14x –+ 2x
21x – 3

–21x +– 3
0
2
Hence, (14x + 19x – 3) ÷ (7x – 1) = 2x + 3
3. (i) 6x – 5
2
8x + 9 48x + 14x – 55
2
– 48x +– 54x
– 40x – 55
– 40x – 45
+ +
–10
Verification:
Dividend = Divisor × Quotient + Remainder
2
48x + 14x – 55 = (8x + 9) × (6x – 5) + (–10)
2
= 48x – 40x + 54x – 45 – 10
2
= 48x + 14x – 55 = dividend
Hence, the result is correct.
3
(ii) x – x + 5
x2 + x + 2 x5 + x4 + x3 + 4x2 + 5x + 3
5 4 3
–x –+ x –+ 2x
– x3 + 4x2 + 5x + 3
3 2
+– x +– x +– 2x
2
5x + 7x + 3
2
5x + 5x + 10
– – –
2x – 7
Verification:
Dividend = Divisor × Quotient + Remainder
x5 + x4 + x3 + 4x2 + 5x + 3 = (x2 + x + 2) × (x3 – x + 5) + (2x – 7)
5 3 2 4 2 3
= x – x + 5x + x – x + 5x + 2x – 2x + 10 + 2x – 7
5 4 3 2
= x + x + x + 4x + 5x + 3 = dividend
Hence, the result is correct.
129
 2
(iii) 2y – 8
3 5 3 2
y + y – 1 2y – 6y + y – 8y
5 3 2
–2y –+ 2y –+ 2y
– 8y3 + 3y2 – 8y
– 8y3 – 8y + 8
+ + –
2
3y – 8
Verification:
Dividend = Divisor × Quotient + Remainder
5 3 2 3 2 2
2y – 6y + y – 8y = (y + y – 1) × (2y – 8) + 3y – 8
5 3 3 2 2
= 2y – 8y + 2y – 8y – 2y + 8 + 3y – 8
5 3 2
= 2y – 6y + y – 8y= Dividend
Hence, the result is correct.
2
4. (i) x + 2x + 1 (ii) 2y – 5
3 2 2
x–1 x + x – x – 1 2y – 5 4y – 20y + 25
3 2 2
–x +– x –4y +– 10y
2x2 – x – 1 – 10y + 25
2
–2x +– 2x –+ 10y +– 25
x – 1 0
x –+ 1
0
3 2 2
Since, x – 1 divides x + x – x – 1 completely, Since, 2y – 5 divides 4y – 20y + 25 completely,
therefore (x – 1) is a factor of x3 + x – x – 1.
2
therefore (2y – 5) is a factor of 4y2 – 20y + 25.
(iii) 6c + 3
2
6c + 1 36c + 24c + 1
36c2 + 6c
– –
18c + 1
18c + 3
– –
–2
2
Since, 6c + 1 does not divide 36c + 24c + 1 completely, therefore (6c + 1) is not a factor of
36c2 + 24c + 1.

130
 5x 3 x – 3 5x
2
+ 5x + 6
5. (i)
x –1 x –1
3
5x + 0x
2
+ x – 3
Writing the terms of dividend in 3 2
–5x –+ 5x
descending order and using 0 as the
5x2 + x – 3
coefficient of missing term, we have: 2
3 2
5x + 0x + x – 3 –5x +– 5x
2 6x – 3
Hence, quotient = 5x + 5x + 6 and remainder = 3.
6x – 6
6 x 2 15x 9 – +
(ii) 3
2x 3
3x + 3
2
2x + 3 6x + 15x + 9
2
6x + 9x
– –
6x + 9
6x + 9
––
0
Hence, quotient = (3x + 3) and remainder = 0.
HOTS
2 2
We have to prove the Identity 3, i.e., a – b = (a – b) (a + b) graphically as given below. Take
a = 5 cm and b = 3 cm.
(i) (ii) (iii) b
a b
a a
a
b
b

a b b
a b

To prove the given Identity, we have drawn the Fig. (iii) using the two squares of sides a (take
a = 5 cm) and b (take b = 3 cm) as shown in Fig. (i) and (ii).
From Fig. (iii), we have
Area of the square of side a = Area of the square of side b + Area of the
rectangle of length a and breadth (a – b) +
Area of the rectangle of length b and
breadth (a – b)

131
 2 2
Þ a = b + a (a – b) + b (a – b)
Þ a2 – b2 = a (a – b) + b (a – b) = (a – b) (a + b)
Þ a2 – b2 = (a – b)(a + b)
Hence proved.

Exercise 6(e)
1. (i) (2x + 1)2 = (2x)2+ 2(2x)(1) + (1)2 (ii) (3x + 2y)2 = (3x)2 + 2(3x)(2y) + (2y)2
= 4x2+ 4x + 1 = 9x2+ 12xy + 4y2
2. (i) (3x – 2)2 = (3x)2 – 2(3x)(2) + (2)2 (ii) (4x – 3y)2 = (4x)2 – 2(4x)(3y) + (3y)2
2 2 2
= 9x – 12x + 4 = 16x – 24xy + 9y
2 2
3. (i) (3x – 2y)(3x + 2y) = (3x) – (2y)
2 2
= 9x – 4y
F2a 1 I F2a 1 2 1 I F I F I 2 2

H9 K H9 K H K H K
2
(ii)  b2 2
– b2 = a2 – b2
3 3 9 3
4 1
= a4 – b 4
81 9
4. (i) We split the given number into the sum or difference of two factors where it becomes
easy to find squares of both.
(23)2 = (20 + 3)2 [Using identity (a + b)2 = a2 + 2ab + b2]
= (20)2 + 2 × 20 × 3 + (3)2
= 400 + 120 + 9 = 529
(ii) We can write 998 = 1000 – 2
\ 9982 = (1000 – 2)2 2
[Using identity (a – b)2 = a2 – 2ab + b ]
2 2
= (1000) – 2 × 1000 × 2 + (2)
= 1000000 – 4000 + 4
= 9,96,004
(iii) We can write 61 = 60 + 1
\ 612 = (60 + 1)2 [Using identity (a + b)2 = a2 + 2ab + b2]
2 2
= (60) + 2 × 60 × 1 + (1)
= 3600 + 120 + 1
= 3,721

132
 (iv) We can write 56 = 60 – 4
\ 562 = (60 – 4)2 [Using identity (a – b)2 = a2 – 2ab + b2]
2 2
= (60) – 2 × 60 × 4 + (4)
= 3600 – 480 + 16
= 3,136
5. (i) We can write 28 = (30 – 2) and 32 = (30 + 2)
\ 28 × 32 = (30 – 2) (30 + 2)
2 2
= (30) – (2)
= 900 – 4
= 896
(ii) We can write 102 = (100 + 2) and 98 = (100 – 2)
\ 102 × 98 = (100 + 2) (100 – 2)
2 2
= (100) – (2)
= 10000 – 4
= 9,996
2 2 2 2
6. (i) (69) – (59) = (69 + 59) (69 – 59) (ii) 101 – 91 = (101 + 91) (101 – 91)
= 128 × 10 = 1,280 = 192 × 10 = 1,920
(iii) 10022 – 9982 = (1002 + 998) (1002 – 998)
= 2000 × 4 = 8,000
7. (i) 999 × 999 – 2 × 999 × 989 + 989 × 989
= (999)2 – 2 × 999 × 989 + (989)2
= (999 – 989)2 [Using identity (a2 – 2ab + b2) = (a – b)2]
= (10)2 = 100
(ii) 5.68 × 5.68 – 2 × 5.68 × 2.68 + 2.68 × 2.68
= (5.68)2 – 2 × 5.68 × 2.68 + (2.68)2
= (5.68 – 2.68)2 [Using identity (a2 – 2ab + b2) = (a – b)2]
2
= (3) = 9
2 2
9.37  9.37 – 7.17  7.17 9.37
 –7.17
(iii) =
9.37 7.17 9.37 7.17
9.37 7.17 9.37 – 7.17
=
9.37 7.17
= 9.37 – 7.17 = 2.20

133
 8. (i) x + y = 7 and xy = 10
2 2 2
We know that (x + y) = x + 2xy + y
Þ (7)2 = x2 + 2 × 10 + y2 [Substituting the given values]
2 2
Þ 49 = x + 20 + y
2 2
Þ 49 – 20 = x + y
Þ 29 = x2 + y2
\ x2 + y2 = 29
(ii) x – y = 11 and xy = 17
We know that (x – y)2 = x2 – 2xy + y2
(11)2 = x2 – 2 × 17+ y2 [Substituting the given values]
2 2
Þ 121 = x – 34 + y
2 2
Þ 121 + 34 = x + y
Þ 155 = x2 + y2
\ x2 + y2 = 155
9. x + y = 9 and xy = –22
(i) (x – y)2 = x2 + y2 – 2xy (ii) (x + y)2 = x2 + 2xy + y2
2 2 2 2
= (x + y) – 2xy – 2xy Þ (9) = x + 2 × (–22) + y
= (9)2 – 4 × –22 Þ 81 = x2 – 44 + y2
Þ (x – y)2 = 81 + 88 Þ 81 + 44 = x2 + y2
2 2
Þ (x – y) = 169 Þ 125 = x + y
\ x – y = 13 \ x2 + y2 = 125

10. F a  I = a + 2 × a × +
2
1 1 1
H aK
2
2
a a
1 F
= a– I –2
2
1
H aK
2
Þ a + 2
a
1
Þ 2
a2 +
= (11)2 – 2 [Substituting the given values]
a
2 1
Þ a + 2 = 121 – 2
a
2 1
\ a + 2 = 119
a
F 1 2 2I 1 1
H
11. a –
a K
=a –2×a× + 2
a a 2
1 1 F I
H K
2
Þ a + 2 = a– +2
a a
134
 1
2 2
Þ a +
2
= (–6) + 2 [Substituting the given values]
a
a + 12 = 36 + 2
2
Þ
a
\ a + 12 = 38
2

a
F I
1 2= a2 + 1 + 2 × a × 1
12. (i)
H
a
a K a2 a
F
1 2
a = a + 1 +2 I
H K
2
Þ
a a2
F
1 2
I
Þ
H
a = 7+2
a K [Substituting the given values]

F
1 2= 9 I
Þ a
H
a K
1
Þ a+ = 9
a
\ a+ 1 =3
F I
1 2 2 1
a
1
(ii)
H K
a– =a + 2 –2×a×
a a a
F 1 2
I 1
Þ a–
H a K
= a2 + 2 – 2
a
F 1 2
I
Þ a–
H a K
=7–2 [Substituting the given values]

F 1 2 I
Þ a–
H a K
=5
1
1
\ a– = 52
a
13. (x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz + 2zx
Þ (9)2 = 29 + 2(xy + yz + zx)
[Substituting the given values]
Þ 81 = 29 + 2(xy + yz + zx)
81 – 29
Þ = xy + yz + zx
2
Þ 26 = xy + yz + zx
\ xy + yz + zx = 26

135
14. Using identity (x + a) (x + b) = x2 + (a + b)x + ab
(i) We can write 26 as (20 + 6) and 23 as (20 + 3)
\ 26 × 23 = (20 + 6) (20 + 3)
2
= (20) + (6 + 3) 20 + 3 × 6
= 400 + 180 + 18 = 598
(ii) We can write 46 as (40 + 6) and 48 as (40 + 8)
\ 46 × 48 = (40 + 6) (40 + 8)
2
= (40) + (6 + 8) 40 + 6 × 8
= 1600 + 560 + 48
= 2,208
(iii) We can write 102 as (100 + 2) and 104 as (100 + 4)
\ 102 × 104 = (100 + 2)(100 + 4)
= (100)2 + (2 + 4) 100 + 2 × 4
= 10000 + 600 + 8
= 10,608
(iv) We can write 106 as (100 + 6) and 102 as (100 + 2)
\ 106 × 102 = (100 + 6) (100 + 2)
2
= (100) + (6 + 2) 100 + 2 × 6
= 10000 + 800 + 12
= 10,812
15. (i) (x + 3)(x + 4) = x2 + (4 + 3)x + 3 × 4
2
= x + 7x + 12
(ii) (x + 4)(x + 6) = x2 + (4 + 6)x + 4 × 6
2
= x + 10x + 24
(iii) (a – 3)(a – 8) = [a + (–3)] [a + (–8)]
2
= a + [(–3) + (–8)]a + (–3) (–8)
2
= a – 11a + 24
(iv) (x – 9)(x + 6) = [x + (–9)] (x + 6)
2
= x + [(–9) + 6] x + (–9)6
= x2 – 3x – 54
16. Given: x = 2, a = 1 and b = 3
2 2
x + 5(a + b) + ab = (2) + 5(1 + 3) + 1 × 3
= 4 + 20 + 3 = 27
136
 Exercise 6(f)
2 2 3
1. (i) x y , xy
The greatest common factor is xy2.
2 2
(ii) 2x y, 14xy
The greatest common factor is 2xy.
(iii) 5x2y3, –15x4y4, 20x3y2
2 2
The greatest common factor is 5x y .
2 2 2
(iv) 6x , 15xy , 18x y
The greatest common factor is 3x.
2. (i) 5a + 10 = 5(a + 2)
(ii) 14x2 – 7x5 = 7x2(2 – x3)
3 2 2
(iii) m – 16m n = m (m – 16n)
2 3 3 2 4 2 2 2
(iv) 18x y – 21x y + 30x y = 3x y(6y – 7xy + 10x )
3. (i) y(x + 3) + 3(x + 3) = (x + 3)(y + 3)
(ii) mx + ny – nx – my = mx – my + ny – nx
= m(x – y) + n(y – x)
= m(x – y) – n(x – y)
= (m – n)(x – y)
(iii) 7a(3x + 2) – 8b(3x + 2) = (3x + 2)(7a – 8b)
(iv) 4(p – 4q) – 8a(p – 4q) = (p – 4q)(4 – 8a)
= (p – 4q) 4(1 – 2a)
= 4(p – 4q) (1 – 2a)
2 2 2
4. (i) p + 2p q = p (1 + 2q)
2 2 2
(ii) 5a – 25a b = 5a (1 – 5b)
3 2 2 3 2 2 3
(iii) 3x + 6a x – 3a x = 3x(x + 2a x – a )
2 3 4 2 2
(iv) 7p – 7p + 14p = 7p (1 – p + 2p )
(v) 4b5 + 6a2b3 – 2b2 = 2b2(2b3 + 3a2b – 1)
(vi) 2a + 4b – 8c + 10d = 2(a + 2b – 4c + 5d)
(vii) 3(a + b)2 – 2(a + b) = (a + b)[3(a + b) – 2]
= (a + b)(3a + 3b – 2)
7 10 5 15 4 20 4 10 3 5 10
(viii) –56c x + 42c x – 70c x = –14c x (4c – 3cx + 5x )

137
 2 3 3 2 2 2
(ix) 21x y – 42x y + 14xy = 7xy(3xy – 6x y + 2)
5 4 3 3 2 2 2 2 3 2
(x) 85m n – 34m n + 17m n = 17m n (5m n – 2mn + 1)
2 2 2
(xi) 6x (x – z) + 2(x – z) = 2(x – z) (3x + x – z)
5. (i) x2 + xy + xz + yz = (x2 + xy) + (xz + yz)
= x(x + y)+ z (x + y)
= (x + z)(x + y) [Taking (x + y) common]
2 2
(ii) x – xz + xy – yz = (x – xz) + (xy – yz)
= x(x – z) + y(x – z)
= (x + y)(x – z) [Taking (x – z) common]
2 2
(iii) 2a + 3ab – 2ac – 3bc = (2a + 3ab) – (2ac + 3bc)
= a(2a + 3b) – c(2a + 3b)
= (2a + 3b)(a – c)
[Taking (2a + 3b) common]
2 2 2 2
(iv) ac + b + bc + a = (ac + bc ) + (b + a)
= c2(a + b) + 1(a + b)
= (a + b)(c2 + 1) [Taking (a + b) common]
(v) axy + bcxy – az – bcz = (axy + bcxy) – (az + bcz)
= xy(a + bc) – z(a + bc)
= (a + bc) (xy – z)
[Taking (a + bc) common]
2 2
(vi) x – (a + b)x + ab = (x – ax) – (bx + ab)
= x(x – a) – b(x – a)
= (x – a) (x – b) [Taking (x – a) common]
2 2 3 3 2 2 3 3
(vii) p q + pq – q – p = (p q – q ) – p + pq
= q2(p2 – q) – p(p2 – q)
= (p2 – q) (q2 – p) [Taking (p2 – q) common]

Exercise 6(g)
2 2 2
1. (i) a + 2a + 1 = (a) + 2(a)(1) + (1)
= (a + 1)2 [Using a2 + 2ab + b2 = (a + b)2]
2 2 2 2
(ii) a + 6ab + 9b = (a) + 2(a) (3b) + (3b)
= (a+ 3b)2 [Using a2 + 2ab + b2 = (a + b)2]

138
 (iii) 25x2 + 4y2 + 20xy = (5x)2 + (2y)2 + 2(5x)(2y)
= (5x + 2y)2 [Using a2 + 2ab + b2 = (a + b)2]
(iv) 1 – 4x + 4x2 = (1)2 – 2 × (2x) + (2x)2
= (1 – 2x)2 [Using a2 – 2ab + b2 = (a – b)2]
2 2 2 2
(v) 25a – 70ab + 49b = (5a) – 2 × (5a) × (7b) + (7b)
= (5a – 7b)2 [Using a2 – 2ab + b2 = (a – b)2]
2
2. (i) 25x – 4
2 2
We know that a – b = (a + b)(a – b)
2 2 2
\ 25x – 4 = (5x) – (2) = (5x + 2)(5x – 2)
(ii) 9a2 – 16b2
We know that a2 – b2 = (a + b)(a – b)
\ 9a2 – 16b2 = (3a)2 – (4b)2 = (3a + 4b) (3a – 4b)
(iii) 4 – 49x2
2 2
We know that a – b = (a + b)(a – b)
2
\ 4 – 49x = (2 + 7x) (2 – 7x)
2 2
(iv) 16x – 121y
2 2
We know that a – b = (a + b) (a – b)
2 2 2 2
\ 16x – 121y = (4x) – (11y) = (4x + 11y)(4x – 11y)
2
(v) 64 – 81y
We know that a2 – b2 = (a + b)(a – b)
\ 64 – 81y2 = (8)2 – (9y)2 = (8 + 9y) (8 – 9y)
(vi) 49l2 – 36n2
We know that a2 – b2 = (a + b) (a – b)
\ 49l2 – 36n2 = (7l)2 – (6n)2 = (7l + 6n) (7l – 6n)
2 2
3. (i) x – (y + z) = (x + y + z)(x – y – z)
[Using a2 – b2 = (a + b) (a – b)]
(ii) (a + b)2 – c2 = (a + b + c) (a + b – c)
(iii) x2 + 6x + 9 – 25b2
= [x2 + 2 × x × 3 + (3)2] – (5b)2
[Using (a + b)2 = a2 + 2ab + b2]
= (x + 3)2 – (5b)2 [Using a2 – b2 = (a + b) (a – b)]
= (x + 3 + 5b) (x + 3 – 5b)

139
 2 2 2 2 2
(iv) x – 8xy + 16y – 81= [x – 2 × x × 4y + (4y) ] – (9)
= (x – 4y)2 – (9)2 [Using a2 – b2 = (a + b) (a – b)]
= (x – 4y + 9)(x – 4y – 9)
3 2
(v) 2x – 8x = 2x(1 – 4x )
= 2x[(1)2 – (2x)2]
= 2x(1 + 2x)(1 – 2x)
(vi) 16x2 – x4 = x2[(4)2 – x2]
2
= x (4 + x)(4 – x)
(vii) (2x + 3y)2 – 1 = (2x + 3y)2 – (1)2
= (2x + 3y + 1) (2x + 3y – 1)
(viii) 9x2 – (2y + z)2 = (3x)2 – (2y + z)2
=(3x + 2y + z) (3x – 2y – z)
(ix) 121 – (a – 3b)2 = (11)2 – (a – 3b)2
= (11 + a – 3b) (11 – a + 3b)
(x) (4a + b) – 16 = (4a + b)2 – (4)2
2

= (4a + b + 4) (4a + b – 4)
2 2 2 2
(xi) (a – b) – 9c = (a – b) – (3c)
= (a – b + 3c) (a – b – 3c)
(xii) 81a – a = a(81a2 – 1)
3

= a[(9a)2 – (1)2]
= a(9a + 1) (9a – 1)
2 2 2
4. (i) 64 – x = (8) – x
= (8 + x)(8 – x) [Using a2 – b2 = (a + b) (a – b)]
2 2 2
(ii) 4a – 25 = (2a) – (5)
= (2a – 5) (2a + 5)
(iii) a + 2ab + b2 – c2
2

= (a2 + 2ab + b2) – c2 [Using (a + b)2 = a2 + 2ab + b2]

= (a + b)2 – c2 [Using a2 – b2 = (a + b) (a – b)]
= (a + b + c) (a + b – c)
(iv) 25x2 – 10x + 1 – 36y2 = [(5x)2 – 2 × 5x +(1)2] – (6y)2
= (5x – 1)2 – (6y)2
= (5x – 1 + 6y) (5x – 1 – 6y)

140
 3 2
(v) x – 3x – x + 3
3 2
= x – x – 3x + 3
2 2
= x (x – 1) – 3(x – 1)
= (x – 3) [x2 – (1)2] [Using a2 – b2 = (a + b) (a – b)]
= (x – 3) (x + 1) (x – 1)
2 2 2 2
(vi) 48ax – 75ay = 3a[(16x – 25y )]
2 2
= 3a[(4x) – (5y) ]
= 3a(4x – 5y)(4x + 5y)
(vii) 81x – 64y = (9x)2–(8y)2
2 2

= (9x + 8y)(9x – 8y)

(viii) a – 10a + 25 – b2 = [a2 – 2 × 5a + (5)2] – b2
2

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

= (a – 5)2 – b2
= (a – 5 + b)(a – 5 – b)
2 2 2 2 2 2
(ix) x + y – 2xy – 4z = [(x) + (y) – 2xy] – (2z)
[Using (a – b)2 = a2 – 2ab + b2 and a2 – b2 = (a + b) (a – b)]
2 2
= (x – y) – (2z)
= (x – y – 2z)(x – y + 2z)
2 2
(x) (a + b + c) – (a – b – c) [Using a2 – b2 = (a + b) (a – b)]
= (a + b + c – a + b + c) (a + b + c + a – b – c)
= (2a) (2b + 2c)
= 2a.2 (b + c) = 4a(b + c)
(xi) a2 – b2 + c2 – 1 + 2b – 2ac
= [a2 + c2 – 2ac] – [b2 + 1 – 2b]
2 2 2
= (a – c) – [b + (1) – 2b]
= (a – c)2 – (b – 1)2 2 2
[Using a – b = (a + b) (a – b)]
= (a – c + b – 1) (a – c – b + 1)
2 2 2
(xii) 16a – 24a + 2bc + 9 – b – c
= [16a2 – 24a + 9] – [b2 + c2 – 2bc]
2 2 2 2
= [(4a) – 2 × 4a × 3 + (3) ] – [b + c – 2bc]
= (4a – 3)2 – (b – c)2
= (4a – 3 – b + c)(4a – 3 + b – c)

141
 (xiii) 25(a + b)2 – 49(a – b)2 = [5(a + b)]2 – [7(a – b)]2
= (5a + 5b)2 – (7a – 7b)2
= (5a + 5b – 7a + 7b)
(5a + 5b + 7a – 7b)
= (12a – 2b) (–2a + 12b)
= 2(6a – b) 2(6b – a)
= 4(6a – b) (6b – a)
8 8 4 2 4 2
(xiv) a – 81b = (a ) – (9b )
4 4 4 4
= (a + 9b ) (a – 9b )
= (a4 + 9b4) [(a2)2 – (3b2)2]
4 4 2 2 2 2
= (a + 9b ) (a + 3b ) (a – 3b )
(xv) 4a2 – 9b2 – 2a – 3b = (2a)2 – (3b)2 – 2a – 3b
= (2a – 3b) (2a + 3b) – (2a + 3b)
= (2a + 3b) [(2a – 3b) – 1]
= (2a + 3b) (2a – 3b – 1)
(xvi) 16(2x – 1)2 – 25y2 = [4(2x – 1)]2 – (5y)2
2 2
= (8x – 4) – (5y)
= (8x – 4 + 5y) (8x – 4 – 5y)
2 2 2
(xvii) 1 – (b – c) = (1) – (b – c)
= (1 + b – c) (1 – b + c)
(xviii) x4 – 8x2y2 + 16y4 – 256
2 2 2 2 2 2 2
= [(x ) – 2 × 4y × x + (4y ) ] – (16)
2 2 2 2
= (x – 4y ) – (16)
2 2 2 2
= (x – 4y – 16) (x – 4y + 16)
= [{(x)2 – (2y)2} – 16] [{x2 – (2y)2}+ 16]
= [(x + 2y) (x – 2y) – 16] [(x + 2y)(x – 2y) + 16]

Exercise 6(h)
1. (i) (x – 3) (x + 5)
Using (x + a) (x + b) = x2 + (a + b)x + ab
We have:
2
(x – 3) (x + 5) = x + (–3 + 5)x + (–3) × 5
2
= x + 2x – 15
142
 (ii) (x + 5) (x + 20)
2
Using (x + a) (x + b) = x + (a + b)x + ab
We have:
(x + 5) (x + 20) = x2 + (5 + 20)x + 5 × 20
= x2 + 25x + 100
(iii) (x – 8) (x + 4)
2
Using (x + a) (x + b) = x + (a + b)x + ab
We have:
(x – 8) (x + 4) = x2 + (–8 + 4)x + (–8) × 4
= x2 – 4x – 32
(iv) (x + 10) (x – 3)
2
Using (x + a) (x + b) = x + (a + b)x + ab
We have:
(x + 10) (x – 3) = x2 + [10 + (–3)]x + 10 × (–3)
= x2 + 7x – 30
(v) (x + 7)(x + 11)
2
Using (x + a) (x + b) = x + (a + b)x + ab
We have:
2
(x + 7)(x + 11) = x + (7 + 11)x + 7 × 11
= x2 + 18x + 77
2. The table is completed as given below.
Algebraic Sum of the Product of the Numbers Factorization
Expression numbers (S) numbers (P)
2
(ii) x – 25x – 150 –25 –150 –30, 5 (x – 30)(x + 5)
2
(iii) x + 5x – 6 5 –6 6, –1 (x + 6)(x – 1)
2
(iv) x – 5x + 6 –5 6 –3, –2 (x – 3)(x – 2)
2
(v) x – 5x – 6 –5 –6 –6, 1 (x – 6)(x + 1)
2
(vi) x – 13x + 42 –13 42 –7, –6 (x – 7)(x – 6)
2
(vii) x + 11x – 60 11 –60 15, –4 (x + 15)(x – 4)
(viii) x2 – 4x – 96 –4 –96 –12, 8 (x – 12)(x + 8)
2
(ix) x + 33x + 200 33 200 25, 8 (x + 25)(x + 8)
2
(x) x + 22x – 48 22 –48 24, –2 (x + 24)(x – 2)
143
3. (i) x2 – 8x + 15
Here, sum of numbers = –8
and product of numbers = 15
Factors of 15 = 1, 3, 5, 15
So, the numbers are –3 and –5.
\ x2 – 8x + 15 = x2 – 3x – 5x + 15
= x(x – 3) –5 (x – 3)
= (x – 3)(x – 5)
2
(ii) x – 16x + 63
Here, sum of numbers = –16
and product of numbers = 63
Factors of 63 = 1, 3, 7, 9, 21 and 63
So, the numbers are –7 and –9.
\ x2 – 16x + 63 = x2 – 7x – 9x + 63
= x(x – 7) – 9(x – 7)
= (x – 7) (x – 9)
2
(iii) a – 5a – 300
Here, sum of numbers = –5
and product of numbers = –300
Factors of 300 =1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 25, 30, 50, 60, 100, 150, and 300
So, the numbers are –20 and 15.
\ a2 – 5a – 300 = a2 – 20a + 15a – 300
= a(a – 20) + 15(a – 20)
= (a – 20) (a + 15)
2
(iv) a – 16a + 39
Here, sum of numbers = –16
and product of numbers = 39
Factors of 39 = 1, 3, 13, 39
So, the numbers are –13 and –3.
2 2
\ a – 16a + 39 = a – 13a – 3a + 39
= a(a – 13) – 3(a – 13)
= (a – 3) (a – 13)
144
 2
(v) x + 5x – 84
Here, sum of numbers = 5
and product of numbers = –84
Factors of 84 = 1, 2, 3, 4, 6, 7, 12, 14, 21, 42, 84
So, the numbers are 12 and –7.
2 2
\ x + 5x – 84 = x + 12x – 7x – 84
= x(x + 12) – 7(x + 12)
= (x – 7)(x + 12)
2
(vi) x – 3x – 54
Here, Sum of numbers = –3
and product of numbers = –54
Factors of 54 = 1, 2, 3, 6, 9, 18, 27, 54
So, the numbers are 6 and –9.
\ x2 – 3x – 54 = x2 + 6x – 9x – 54
= x(x + 6) – 9(x + 6)
= (x + 6) (x – 9)
Mental Maths
4 3 2
1. (i) Length of the rectangle = 4l m n
2 2 2
Breadth of the rectangle = l m n
Area of the rectangle = length × breadth
4 3 2 2 2 2
= 4l m n × l m n
4+2 3+2 2+2
= 4l × m × n
6 5 4 6 5 4
= 4l × m × n = 4l m n
6 5 4
Hence, the area of the rectangle is 4l m n .
10
(ii) Length of the rectangle = xyz5
3
2
Breadth of the rectangle = 3y xz
Area of the rectangle = length × breadth
10 5
= xyz × 3y2xz
3
F
10 I
H K
1+1 1+2 5+1
= 3 × x × y × z
3
= 10 × x2 × y3 × z6
= 10x2y3z6
Hence, the area of the rectangle is 10x2y3z6.
145
2. (i) Length of the cuboidal box = m2n2
Breadth of the cuboidal box = n2p
Height of the cuboidal box = p2m
Volume of the cuboidal box = length × breadth × height
2 2 2 2
=mn ×np×pm
= m2+1 × n2+2 × p1+2
= m3n4p3
Hence, the volume of the cuboidal box is m3n4p3.
(ii) Length of the cuboidal box = 2pq
2 2
Breadth of the cuboidal box = 4p q
Height of the cuboidal box = 8q3
Volume of the cuboidal box = length × breadth × height
2 2 3
= 2pq × 4p q × 8q
1+2 1+2+3
= (2 × 4 × 8) × p × q
3 6
= 64p q
Hence, the volume of the cuboidal box is 64p3q6.
F 7 a bc I FH –1 abcIK
H 3 K 14
2 2
3. (i) (–3ab2c2)

F 7 –1I × a
H 3 14 K
1+2+1
= –3   × b2+1+1 × c2+2+1
1
= × a4 × b4 × c 5
2
1 4 45
= abc
2
–7 2F I
H K
2
(ii) (8p q)(–2pqr) qr
16
F –7 I
H K
2+1 1+1+1 1+2
= 8  (–2)  ×p ×q ×r
16
3 3 3
=7×p ×q ×r
3 3 3
= 7p q r
4. Area of a rectangular park = (x2 – 19x + 90)m2
Length of a rectangular park = (x – 9)m
Area of a rectangle = length × breadth

146
 2
x – 19x + 90 = (x – 9) × breadth x – 10

Þ breadth =
cx 2
– 19x 90 h x–9 x
2
2
– 19x + 90
x – 9 –x –+ 9x
= (x – 10)m – 10x + 90
Hence, the width of the park is (x – 10)m. – 10x + 90
2 + –
5. One adjacent sides of rectangle = 4r – 2s + 1 0
Second adjacent side of rectangle = 3r2 – 2s + 2
\ Perimeter of a rectangle = 2(one side + second side)
= 2[(4r2 – 2s + 1) + (3r2 – 2s + 2)]
2
= 2(7r – 4s + 3)
= 14r2 – 8s + 6
Hence, the perimeter of a rectangle = 14r2 – 8s + 6.
6. 4pyr
2 3 3 4 2
8y p r 32y p r
3 4 2
– 32y p r
0
Hence, the quotient is 4ypr.
2
7. Given: 4x – 3 is a factor of 16x – 24x + q.
2
\ (4x – 3)(4x – 3) = (16x – 24x + q)
Þ 16x2 – 12x – 12x + 9 = 16x2 – 24x + q
Þ 16x2 – 24x + 9 = 16x2 – 24x + q
Þ q = 9
Hence, the value of q is 9.
8. (i) (3x + 7)2 – 84x = (3x – 7)2
2
LHS = (3x + 7) – 84x
2 2
= (3x) + 2 × 3x × 7 + (7) – 84x
2 2
= 9x + 42x + 7 – 84x
2 2
= 9x + 7 – 42x
= (3x – 7)2 = RHS
Hence, proved.
2 2
(ii) (9p – 5q) + 180pq = (9p + 5q)
2
LHS = (9p – 5q) + 180pq
2 2
= (9p) – 2 × 9p × 5q + (5q) + 180pq

147
 = 81p2 – 90pq + 25q2 + 180pq
2 2
= 81p + 90pq + 25q
2
= (9p + 5q) = RHS
Hence, proved.
2 2 2
(iii) (4pq + 3q) – (4pq – 3q) = 48pq
2 2
LHS = (4pq + 3q) – (4pq – 3q)
= [(4pq)2 + 2 × 4pq × 3q + (3q)2]
– [(4pq)2 – 2 × 4pq × 3q + (3q)2]
= (16p2q2 + 24pq2 + 9q2) – (16p2q2 – 24pq2 + 9q2)
2 2 2 2 2 2 2 2
= 16p q + 24pq + 9q – 16p q + 24pq – 9q
2
= 48pq = RHS
Hence, proved.
2 2
9. Given: 8x = (33) – (25)
Þ 8x = (33 + 25)(33 – 25)
Þ 8x = 58 × 8
Þ 8x = 464
464
Þ x =
8
Þ x = 58
Hence, the value of x is 58.
3 2 2 2
10. (i) 11x + 22x – 33x = 11x(x + 2 – 3x) = 11x(x – 3x + 2)
2
= 11x(x – x – 2x + 2)
= 11x[x(x – 1) – 2(x – 1)]
= 11x(x – 2)(x – 1)
3 2 2 2
(ii) (x + 7) – 8x (x + 7) = (x + 7) [(x + 7) – 8x ]
[Using a2 – b2 = (a + b) (a – b)]
= (x + 7) (x + 7 + 8x) (x + 7 – 8x)
2
(iii) a x – aby + 2ax – 2by = a(ax – by) + 2(ax – by)
= (ax – by) (a + 2)
4 4 2 2 2 2 2 2 2 2
(iv) a – 81b = (a ) – (9b ) = (a – 9b ) (a + 9b )
= [(a)2 – (3b)2] (a2 + 9b2) = (a + 3b) (a – 3b) (a2 + 9b2)

148
 (v) x4 – y4 = (x2)2 – (y2)2 = (x2 – y2) (x2 + y2)
2 2
= (x + y) (x – y) (x + y )
49 2 1 7 F I FI
2
1 2
(vi)
81
a – = a –
4 9 H K HK
2
[Using a2 – b2 = (a + b) (a – b)]

7 F IF
1 7 1 I
=
9
a
H KH
2 9
a–
2 K
98 2 1 LM
49 2 1 LMF 7 x I – F 1 I OP
OP 2 2

N NH 11[Using
Q K H 2K Q
(vii) x – =2 x – =2
121 2 121 22
2 2
a – b = (a + b) (a – b)]

= 2 LMF x  I F x – I OP
7 1 7 1
NH 11 2K H 11 2K Q
=2 F x I F x – I
7 1 7 1
H 11 2K H 11 2K
ab 2 a 2b 2ab 2 2 – a b aba2b – a f
(viii) – = =
2 4 4 4
(ix) –x – 19x – 88 = –[x + 19x + 88] = –[x2 + 8x + 11x + 88]
2 2

= –[x(x + 8) + 11(x + 8)]

= –[(x + 8) (x + 11)]
= –(x + 8) (x + 11)
4 4 2 2 2 2 2 2 2 2
(x) x – (x – z) = (x ) – [(x – z) ] = [x – (x – z) ] [x + (x – z) ]
2 2 2
= [x – (x – z)] [x + (x – z)][x + x + z – 2xz]
= z (2x – z) (2x2 + z2 – 2xz)
(xi) (6.8)2 – (2.2)2 = (6.8 + 2.2) (6.8 – 2.2)
= 9 × 4.6 = 41.4
Worksheet
2 11 10
1. The degree of polynomial x – 7 + x – 2x is 11.
Hence, (d) is correct.
2. To get the required number, we subtract 3x2 – 2x + 9 from x2 – 3x + 8.
\ x2 – 3x + 8 – (3x2 – 2x + 9) = x2 – 3x + 8 – 3x2 + 2x – 9
= –2x2 – x – 1
Hence, (a) is correct.
3. 2x – 3y + 4z is a trinomial expression.
Hence, (d) is correct.

149
 2 3 2 3
4. 2x y × –6xy = [2 × (– 6) × x × y × x × y ]
3 4
= –12x y
Hence, (b) is correct.
5 3 –26 3 F
5 –26 3 3 I
5.
13
a ×
25
b =
H 
13 25
ab
K
–2 3 3
= ab
5
Hence, (b) is correct.
2 2 2 2 2 2
6. (x + 2) = x + 2 × x × 2 + (2) 7. (4x – 5y) = (4x) – 2 × 4x × 5y + (5y)
2 2 2
= x + 4x + 4 = 16x – 40xy + 25y
Hence, (c) is correct. Hence, (a) is correct.
8. Given: x + 2y = 9 and xy = 7 9. The greatest common factor is 4x.
2 2 2
Now, (x + 2y) = x + 2 × x × 2y + (2y) Hence, (a) is correct.
2 2 2
Þ (9) = x + 4y + 4 × 7
Þ 81 – 28 = x2 + 4y2
\ x2 + 4y2 = 53
Hence, (b) is correct.
10. 15xy – 6x + 5y – 2 = 15xy + 5y – 6x – 2 11. x2yz + xy2z + xyz2 = xyz(x + y + z)
= 5y (3x + 1) – 2(3x + 1) Hence, (c) answer is correct.
= (3x + 1) (5y – 2)
Hence, (c) is correct.
3 4 2 2 2
12. 7x – 14x = 7x3 (1 – 2x) 13. 49x – 100 = (7x) – (10)
Hence, (a) is correct. = (7x – 10) (7x + 10)
So, the factors are (7x – 10) and
(7x + 10). Hence, (b) is correct.
14. 5b + 2
2a + 1 10ab + 5b + 4a + 2
10ab + 5b
– –
4a + 2
4a + 2
– –
0

\ The other factor is (5b + 2)

Hence, (a) is correct.

150
 7 Linear Equations in One Variable
Chapter

Learning Objectives
In this chapter, students will learn:
• The meaning of linear equations in one variable.
• To solve the linear equations in one variable by the method of Transposition and Cross-
multiplication.
• To find the value of an unknown quantity (or root) on solving an equation.
• How to solve word problems.
Vocabulary
• Equation—A mathematical statement equating two quantities.
• Terms of an equation—Expressions on either side of the ‘=‘ sign.
• Solutions of an equation—The value of the variable which satisfies the equation. It is also
called the ‘root’ .
• Numerical factor—A constant term (a number).
• Degree/Power of an equation—The highest degree occurring in the equation.
• Linear Equation—An equation in which power/degree of the variable is 1.
Teaching Ideas
• Students are already familiar with equations and finding their solutions. To recall, the teacher
should help them find solutions of simple linear equations by transposition. Also recall that the
same number may be added, subtracted, multiplied or divided on both sides of an equation
simultaneously, to enable finding the solution. Change of sign from + to – (and vice versa) and
× to ÷ (and vice versa) should also be demonstrated.
• Some equations in one variable may need to be first converted into linear equations before
being solved. For example, a + 7 = 1.
4 12
To convert such equations into linear form, students may need revision of finding LCM and
also cross-multiplication.
• Word problems are often written in a form of language which confuses the students. Read such
problems aloud and explain the exact meaning of the sentences. Accordingly, help students to
choose a variable and build the required relationship in form of an equation.
151
• A more effective way of handling word problems is by ‘problem reversal’. Give simple linear
equations to the students and a few key words and ask them to create a word problems around
it. Once students are able to do this, they will find it much easier to tackle word problems.
Suggested Activity
1. Divide students in groups of 3.
2. Distribute task cards with a simple equation, key words and visual clues to each group.
x + 3x – 6 = 2
Chocolates

Meena

Leena

3. Ask each group to attempt creating a question based on the card. Ask them to frame a
rough question and gradually modify the words to get the perfect ‘question’.
4. Ask the group to write the final question behind the card.
5. Ask each group to present their card and the sequence of framing the question to the class.
Assessment Samples
SAMPLE QUESTIONS FOR TERM-END EXAMINATION
1. Solve and check your answer –
2
(i) x + 1 = (ii) 8x – (2x + 4) = 20
2 3
2. What should be divided by 2 to get 3 ?
3 10
3. Two numbers are in the ratio 7 : 3. If their sum is 70, find the numbers.
4. Sunil and Anil have to divide ` 12,500 between themselves, such that Sunil’s share is
` 500 more than twice of Anil’s share. Construct an equation and find their respective
shares.

152
5. The sum of digits of a 2-digit number is 5. The given number exceeds the number
obtained on interchanging the digits by 9. Find the given number.
6. Solve the following –
(3x + 2) – 5 3
(i) =
(x + 5) 4
0.3 + 0.7x – 5
(ii) = 0.85x
2
7. The three angles of a triangle are (2x – 5), (3x + 20) and
(10x + 15). Use the angle-sum property of triangles to find the measures of three angles.

153
 S O L U T I ON
Exercise 7(a)
13x – 8
1. The given equation is = 2.
4 x 1
Multiplying both sides of the equation by 4x + 1, we get:
13x – 8

a
4 x 1 f
× (4x + 1) = 2(4x + 1)

Þ 13x – 8 = 8x + 2
Þ 13x – 8x = 2 + 8 [By transposing the terms 8x and –8]
Þ 5x = 10
10
Þ x =
5
Þ x =2
Thus, x = 2 is the solution of the given equation.
Check: When x = 2
13  2 – 8 26 – 8 18
LHS = = = = 2 = RHS
4  2 1 8 1 9
Hence, the solution x = 2 is correct.
4x – 3
2. The given equation is = 5.
x 3
Multiplying both sides of the equation by (x + 3), we get:
a4x – 3f × (x + 3) = 5(x + 3)
x 3

Þ 4x – 3 = 5x + 15
Þ 4x – 5x = 15 + 3 [By transposing the terms 5x and –3]
Þ –x = 18
Þ x = –18
Thus, x = –18 is the solution of the given equation.
Check: When x = –18

154
 4  –18 – 3 –72 – 3 –75
LHS = = = = 5 = RHS
–18 3 –18 3 –15
Hence, the solution x = –18 is correct.
4 x 1
3. The given equation is = 3.
x 4
Multiplying both sides of the equation by (x + 4), we get:
4 x 1
× (x + 4) = 3(x + 4)
x 4
Þ 4x + 1 = 3x + 12
Þ 4x – 3x = 12 – 1 [By transposing the terms 3x and 1]
Þ x = 11
Thus, x = 11 is the solution of the given equation.
Check: When x = 11
4 x 1 4  11 1 45
LHS = = = = 3 = RHS
x 4 11 4 15
Hence, the solution x = 11 is correct.
5x 3
4. The given equation is = 7.
9– x
Multiplying both sides of the equation by (9 – x), we get:
5x 3
× (9 – x) = 7(9 – x)
9 – x

Þ 5x + 3 = 63 – 7x
Þ 5x + 7x = 63 – 3 [By transposing the terms –7x and 3]
Þ 12x = 60
60
Þ x =
12
Þ x =5
Thus, x = 5 is the solution of the given equation.
Check: When x = 5
5x 3 5  5 3 28
LHS = = = = 7 = RHS
9– x 9–5 4
Hence, the solution x = 5 is correct.

155
 x – 11
5. The given equation is = –5.
x –5
Multiplying both sides of the equation by (x – 5), we get:
x – 11
× (x – 5) = –5(x – 5)
x –5
Þ x – 11 = –5x + 25
Þ x + 5x = 25 + 11 [By transposing the terms –5x and –11]
Þ 6x = 36
36
Þ x =
6
Þ x =6
Thus, x = 6 is the solution of the given equation.
Check: When x = 6
x – 11 6 – 11 –5
LHS = = = = –5 = RHS
x –5 6–5 1
Hence, the solution x = 6 is correct.
8b – 3
6. The given equation is = –19.
2b 5
Multiplying both sides of the equation by 2b + 5, we get:
a8b – 3f
a2b 5 f × (2b + 5) = –19(2b + 5)

Þ 8b – 3 = – 38b – 95
Þ 8b + 38b = –95 + 3 [By transposing the terms –38b and –3]
Þ 46b = –92
–92
Þ b =
46
Þ b = –2
Thus, b = –2 is the solution of the given equation.
Check: When b = –2
8b – 3 8  –2 – 3 –16 – 3 –19
LHS = = = = = – 19 = RHS
2b 5 2  –2 5 –4 5 1
Hence, the solution b = –2 is correct.
2x 1
7. The given equation is = – 6.
2– x
Multiplying both sides of the equation by (2 – x), we get:
2x 1
× (2 – x) = –6(2 – x)
2 – x

156
 Þ 2x + 2 = –12 + 6x
Þ 2x – 6x = –12 – 2 [By transposing the term 6x and 2]
Þ –4x = –14
–14
Þ x =
–4
7
Þ x =
2
7
Thus, x = is the solution of the given equation.
2
7
Check: When x =
2
7
2  2 92
2 x 1 2 9
LHS = = = = = –6 = RHS
2– x 7 4–7 –3
2–
2 2
7
Hence, the solution x = is correct.
2
4x
8. The given equation is = –9.
5– x
Multiplying both sides of the equation by (5 – x), we get:
4xa f × (5 – x) = –9(5 – x)
5 – x
Þ 4x = –45 + 9x
Þ 4x – 9x = – 45 [By transposing the term 9x]
Þ –5x = –45
–45
Þ x =
–5
Þ x =9
Thus, x = 9 is the solution of the given equation.
Check: When x = 9
4x 4  9 36
LHS = = = = –9 = RHS
5– x 5 – 9 –4
Hence, the solution x = 9 is correct.
5y – 2 7
9. The given equation is = .
3 y 2 5
Multiplying both sides of the equation by 5 × (3y + 2), we get:
b5y – 2 g 7
b3 y 2 g
× 5 × (3y + 2) = × 5 × (3y + 2)
5

157
 Þ (5y – 2) × 5 = 7 × (3y + 2)
Þ 25y – 10 = 21y + 14
Þ 25y – 21y = 14 + 10 [By transposing the term 21y and –10]
Þ 4y = 24
24
Þ y =
4
Þ y =6
Thus, y = 6 is the solution of the given equation.
Check: When y = 6
5y – 2 5  6 – 2 30 – 2 28 7
LHS = = = = = = RHS
3 y 2 3  6 2 18 2 20 5
Hence, the solution y = 6 is correct.
a 5 3
10. The given equation is = .
a 3 2
Multiplying both sides of the equation by 2 × (a + 3), we get:
a 5 3
× 2 × (a + 3) = × 2 × (a + 3)
a 3 2
Þ (a + 5) × 2 = 3 × (a + 3)
Þ 2a + 10 = 3a + 9
Þ 2a – 3a = 9 – 10 [By transposing the terms 3a and 10]
Þ –a = –1
Þ a =1
Thus, a = 1 is the solution of the given equation.
Check: When a = 1
a 5 1 5 6 3
LHS = = = = = RHS
a 3 1 3 4 2
Hence, the solution a = 1 is correct.
2x 1 2
11. The given equation is = .
6x – 1 5
Multiplying both sides of the equation by 5 × (6x – 1), we get:
2x 1 2
× 5 × (6x – 1) = × 5 × (6x – 1)
6x – 1 5
Þ (2x + 1) × 5 = 2 × (6x – 1)
Þ 10x + 5 = 12x – 2
Þ 10x – 12x = –2 – 5 [By transposing the terms 12x and 5]
158
 Þ –2x = –7
7
Þ x =
7 2
Thus, x = is the solution of the given equation.
2
7
Check: When x =
2
7
2x 1 2  2 1 8 2
LHS = = = = = RHS
6 x – 1 6  7 – 1 20 5
2
7
Hence, the solution x = is correct.
2
2t – 5 –11
12. The given equation is = .
t 20 17
Multiplying both sides of the equation by 17 × (t + 20), we get:
2t – 5 –11
× 17 × (t + 20) = × 17 × (t + 20)
t 20 17
Þ (2t – 5) × 17 = –11 × (t + 20)
Þ 34t – 85 = –11t – 220
Þ 34t + 11t = –220 + 85 [By transposing the terms –11t and – 85]
Þ 45t = –135
–135
Þ t =
45
Þ t = –3
Thus, t = –3 is the solution of the given equation.
Check: When t = –3
2t – 5 2  –3 – 5 –6 – 5 –11
LHS = = = = = RHS
t 20 –3 20 17 17
Hence, the solution t = –3 is correct.
2 y – 15 –29
13. The given equation is = .
1– 3y 22
Multiplying both sides of the equation by 22 × (1 – 3y), we get:
2 y – 15 –29
× 22 × (1 – 3y) = × 22 × (1 – 3y)
1– 3y 22
Þ (2y – 15) × 22 = –29 × (1 – 3y)
Þ 44y – 330 = –29 + 87y

159
 Þ 44y – 87y = –29 + 330
[By transposing the terms 87y and – 330]
Þ –43y = 301
301
Þ –y =
43
Þ y = –7
Thus, y = –7 is the solution of the given equation.
Check: When y = –7
2 y – 15 2  –7 – 15 –14 –15 –29
LHS = = = = = RHS
1– 3y 1 – 3  –7 1 21 22
Hence, the solution y = –7 is correct.
HOTS
1. Let the digit in the unit’s place be x.
Then the digit in the ten’s place will be 7 – x. As the place value of the digit in the ten’s place
is ten times itself, the given number is (7 – x)10 + x or 70 – 9x.
The number formed on reversing the digits will be 10x + (7 – x) i e. (9x + 7)
Since the reversed number is 45 more than the original number,
\ 9x + 7 = 45 + 70 – 9x
Þ 9x + 9x = 45 + 70 – 7 [By transposing the terms –9x and 7]
Þ 18x = 115 – 7
108
Þ x= =6
18
Thus the original number has 6 in the units place and (7 – 6) = 1 in the ten’s place.
Hence, the original number is 1 × 10 + 6 × 1 = 16.
2. Let the digit in the unit’s place be x.
Then the digit in the ten’s place will be 12 – x.
As the place value of the digit in the ten’s place is ten times itself, the given number is
(12 – x) 10 + x or 120 – 10x + x or 120 – 9x.
The number formed on reversing the digits will be 10x + (12 – x), i.e., 9x + 12
According to the question, we have:
4
(120 – 9x) = 9x + 12
7
Þ 480 – 36x = 63x + 84

160
 Þ –99x = –396
–396
Þ x = =4
–99
Thus, the original number has 4 in the unit’s place and (12 – 4), i.e., 8 in the ten’s place.
Hence, the original number is 10 × 8 + 4 × 1 = 84.
3. Let the digit in the unit’s place be x.
Then the digit in the ten’s place will be 9 – x.
As the place value of the digit in the ten’s place is ten times itself, the given number is
(9 – x)10 + x or 90 – 10x + x or 90 – 9x
The number formed on reversing the digits will be 10x + (9 – x), i.e., 9x + 9
According to the question, we have:
9x + 9 = 90 – 9x + 9
Þ 9x + 9x = 90
Þ 18x = 90
90
Þ x = =5
18
Thus the original number has 5 in the unit’s place and (9 – 5), i.e., 4 in the ten’s place.
Hence, the original number is 10 × 4 + 5 × 1 = 45.
4. Let the denominator of a fraction be x.
Then its numerator will be x – 8.
x –8
\ The fraction becomes .
x
According to the question, we have:
x – 8 1 2
=
x –2 7
x –7 2
Þ =
x –2 7
Þ 7x – 49 = 2x – 4 [By cross multiplication]
Þ 7x – 2x = –4 + 49 [By transposition]
Þ 5x = 45
45
Þ x = =9
5
9–8 1
Hence, the original fraction is = .
9 9
161
Daily Life Application
1. Let the side of the square be x cm.
2 2
Then its area will be x cm .
New side of the square = (x + 5) cm
2
Its new area = (x + 5)
According to the question, we have:
(x + 5)2 = x2 + 135
Þ x2 + 25 + 10x = x2 + 135
Þ 25 + 10x = 135
Þ 10x = 135 – 25 [By transposition]
Þ 10x = 110
Þ x = 11
Hence, the side of the square is 11 cm.
2. Let the length of the rectangular field = x m
Given: Perimeter = 100 m
We know, 2(length + breadth) = 100
Þ 2(x + b) = 100
Þ x + b = 50
Þ b = (50 – x)
So, the breadth of the field = (50 – x) m
2
Its area = x (50 – x)m
New length of the rectangular field = (x – 2) m
Its new breadth = (50 – x + 3) = (53 – x) m
2
Its new area = (x – 2) (53 – x) m
According to the question:
(x – 2) (53 – x) – x (50 – x) = 44
Þ 53x – 106 – x2 + 2x – 50x + x2 = 44
Þ 5x = 44 + 106 [By transposition]
Þ 5x =150
Þ x = 30
Hence, the length of rectangular field = 30 m
And its breadth = 20 m.
162
 3. Let the three angles of the triangle are ÐA, ÐB, and ÐC.
According to the question:
Let ÐA = 5x and ÐC = 7x.
\ ÐB = 3(7x – 5x) = 3(2x) = 6x
We know, ÐA + ÐB + ÐC = 180°
Þ 5x + 6x + 7x = 180°
Þ 18x = 180°
Þ x = 10°
Hence, ÐA = 5x = 5 × 10° = 50°, ÐB = 6x = 6 × 10° = 60° and ÐC = 7x = 7 × 10° = 70°.
Project
1. Let the cost of prizes are ` 5x, ` 4x, ` 3x and ` 2x.
According to the question, we have
5x + 4x + 3x + 2x = 280
Þ 14x = 280
280
Þ x= = 20
14
Hence, the cost prizes are— 5x = 5 × 20 = 100,
4x = 4 × 20 = 80,
3x = 3 × 20 = 60
2x = 2 × 20 = 40.
2. Let area of one part of land = x acres
The cost of x acres = ` (x × 5000) = ` 5,000 x
Area of remaining land = (100 – x) acres
The cost of this land = ` 1800 (100 – x)
According to the question, we have:
5000x + 1800 (100 – x) = 3,88,000
Þ 5000x + 180000 – 1800x = 3,88,000
Þ 3,200x = 2,08,000
208000
Þ x = = 65
3200
Hence, the farmer bought 65 acres of land at ` 5000 per acre and 35 acres of land at ` 1800
per acre.

163
 –1
3. Let the speed of one train was = x km h
–1
Then the speed of other train = (x + 5) km h
After two hours:
Distance covered by one train = 2x km
and distance covered by other train = 2(x + 5) km
Distance between the trains after two hours = 50 km
According to the question, we have:
2x + 2(x + 5) + 50 = 200
Þ 2x + 2x + 10 + 50 = 200
Þ 4x = 200 – 60
140
Þ x= = 35
4
Hence, the speed of one train = 35 km h–1
and the speed of other train = 35 + 5 = 40 km h–1
Exercise 7(b)
1. Let one number be x, then the other number will be x + 8.
x
The ratio of the numbers =
x 8
According to the question, we have:
x 9
=
x 8 13
Þ 13x = 9(x + 8) [By cross multiplication]
Þ 13x = 9x + 72
Þ 13x – 9x = 72 [By transposing the term 9x]
Þ 4x = 72
72
Þ x = = 18
4
\ One number = 18 and the other number = 18 + 8 = 26
Hence, the numbers are 18 and 26.
2. Let one number be x, then the other number will be 160 – x.
x
The ratio of the numbers =
160 – x
According to the question, we have:
x 5
=
160 – x 11
164
 Þ 11x = 5(160 – x) [By cross multiplication]
Þ 11x = 800 – 5x
Þ 11x + 5x = 800 [By transposing the term –5x]
Þ 16x = 800
800
Þ x = = 50
16
Hence, one number is 50 and the other number is (160 – 50)= 110.
3. Let the number be x.
According to the question, we have:
5x – 1 4
=
2x 3 5
Þ 5(5x – 1) = 4(2x + 3) [By cross multiplication]
Þ 25x – 5 = 8x + 12
Þ 25x – 8x = 12 + 5 [By transposing the term 8x and –5]
Þ 17x = 17
17
Þ x = =1
17
Hence, the number is 1.
4. Let the three consecutive odd numbers are (x + 1), (x + 3) and (x + 5).
\ x + 1 + x + 3 + x + 5 = 51
3x + 9 = 51
3x = 42
x = 14
Hence, the numbers are 15, 17 and 19.
5. Let the three consecutive multiples of 4 are 4x, 4(x + 1) and 4(x +2).
According to the question, we have:
4x + 4(x + 1) + 4(x + 2) = 252
Þ 4x + 4x + 4 + 4x + 8 = 252
Þ 12x + 12 = 252
Þ 12x = 252 – 12 [By transposing the term 12]
Þ 12x = 240
240
Þ x= = 20
12
165
 Hence, the first multiple of 4 = 4 × 20 = 80
second multiple of 4 = 4(20 + 1) = 84
and third multiple of 4 = 4(20 + 2) = 88.
6. Let the number to be x.
According to the question, we have:
2
x × + 24 = x
5
2x
Þ + 24 = x
5
2x
Þ 24 = x –
5
5x – 2x
Þ 24 =
5
Þ 24 × 5 = 3x
24  5
Þ x= = 40
3
Hence, the number is 40.
7. Let the number to be x.
1 x 3 F I1 3 x 3x
Then, its th = , and th of
5 5 4 H K5
th = × =
4 5 20
According to the equation, we have:
3 1
x × × = 60
4 5
3x
Þ = 60
20
Þ 3x = 60 × 20
60  20
Þ x = = 400
3
Hence, the number is 400.
8. Let the first number be x.
and the second number will be 6x.
According to the question, we have:
x + 6x = 56
Þ 7x = 56
56
Þ x = =8
7
Hence, the first number is 8 and the second number is 6 × 8 = 48.
166
 9. Let B gets an amount of ` x. Then,
7
A gets = ` x
8
2 F 7 I F 2 8x 7 x I
3 H
and C gets =  x  x =
8 K H 3 8 K
2 15x 5x
=  =`
3 8 4
According to the question, we have:
7 x 5x
x+ + = 25000
8 4
8x 7 x 10x
Þ = 25000
8
Þ 25x = 25000 × 8
25000  8
Þ x =
25
Þ x = 8000
7
Hence, A gets = × 8000 = ` 7,000; B gets = ` 8,000;
8
5
and C gets = × 8000 = ` 10,000.
4
10. Let the three parts are x1, x2 and x3. Then:
According to the question, we have:
x1 x 2 x
= = 3 ...(1)
2 3 6
and x1 + x2 + x3 = 1870 ...(2)
2x 3x
From equation (1), x1 = 3 and x2 = 3 .
6 6
On putting these value of x1 and x2 in equation (2), we have:
2x 3 3x 3 2x 3 3x 3 6 x 3
+ + x3 = 1870 Þ = 1870
6 6 6
Þ 11x3 = 1870 × 6
1870  6
Þ x3 = = 170 × 6 = 1,020
11
\ x3 = ` 1,020
2  1020 3  1020
x1 = = ` 340 and x2 = = ` 510
6 6
Hence, the three parts are ` 340, ` 510 and ` 1020.

167
11. Let one part be x.
Then the other part is (90 – x).
The sum of these two parts = x + 90 – x = 90
And their difference = x – (90 – x)= x – 90 + x = 2x – 90
According to question, we have:
2x – 90 1
=
90 9
Þ 2x – 90 = 10
Þ 2x = 10 + 90
Þ 2x = 100
100
Þ x = = 50
2
Hence, one part is 50 and second part is 90 – 50 = 40.
12. Let the numerator of a fraction be x.
Then its denominator will be x + 12.
x
\ The fraction becomes
x 12
According to the question, we have:
x 16 10
=
x 12 16 13
x 16 10
Þ =
x 28 13
Þ 13x + 208 = 10x + 280 [By cross multiplication]
Þ 13x – 10x = 280 – 208 [By transposition]
Þ 3x = 72
72
Þ x = = 24
3
24 24
Hence, the original fraction is i.e., .
24 12 36
13. We have:
5x – 2 8
=
4 x 7 15
Þ 75x – 30 = 32x + 56 [By cross multiplication]
Þ 75x – 32x = 56 + 30 [By transposition]

168
 Þ 43x = 86
86
Þ x = =2
43
Hence, the value of x is 2.
14. According to the question, we have:
2x 1 3x – 4
=
3x – 2 x 8
Þ (2x + 1) (x + 8) = (3x – 4) (3x – 2)
[By cross multiplication]
2 2
Þ 2x + x + 16x + 8 = 9x – 6x – 12x + 8
Þ 2x2 + 17x + 8 = 9x2 – 18x + 8
2 2
Þ 9x – 2x – 18x – 17x + 8 – 8 = 0
2
Þ 7x – 35x = 0
Þ 7x (x – 5) = 0
Either 7x = 0 or x – 5 = 0
Þ x=0 or x = 5
When x = 0, the fraction is:
2x 1 3x – 4
=
3x – 2 x 8
2  0 1 30– 4
Þ =
30– 2 0 8
–1 –4
Þ =
2 8
–1 –1
Þ =
2 2
Neglect the negative fraction.
When x = 5, the fraction is:
2x 1 3x – 4
=
3x – 2 x 8
2  5 1 35– 4
Þ =
35– 2 5 8
11 11
Þ =
13 13
11
Hence, when x = 5, the fraction is .
13

169
15. Let Seema’s present age be x years.
then Gaurav’s present age will be (31 – x) years.
After 10 years, Seema’s age would be (x + 10) years.
Gaurav’s age would be (31 – x + 10) years = (41 – x) years
According to the question, we have:
x 10 8
=
41 – x 9
Þ 9x + 90 = 328 – 8x [By cross multiplication]
Þ 9x + 8x = 328 – 90 [By transposition]
Þ 17x = 238
Þ x = 14
Hence, Seema’s present age is 14 years.
and Gaurav’s present age is (31 – 14) = 17 years.
16. Let Renu’s present age be x years.
then Balu’s present age will be (x + 15) years.
After 2 years, Renu’s age would be (x + 2) years.
Balu’s age would be (x + 15 + 2) = (x + 17) years.
According to the question, we have:
x 2 4
=
x 17 7
Þ 7x + 14 = 4x + 68 [By cross multiplication]
Þ 7x – 4x = 68 – 14 [By transposition]
Þ 3x = 54
54
Þ x = = 18
3
Hence, Renu’s present age is 18 years.
and Balu’s present age is 18 + 15 = 33 years.
17. Let Mahesh’s present age be x years.
Then Anita’s present age will be 2x years.
10 years ago,
Mahesh’s age was (x – 10) years.
Anita’s age was (2x – 10) years.
According to the question, we have:

170
 7(x – 10) = 2x – 10
Þ 7x – 70 = 2x – 10
Þ 7x – 2x = 70 – 10 [By transposition]
Þ 5x = 60
60
Þ x = = 12
5
Hence, Mahesh’s present age is 12 years.
and Anita’s present age is 2 × 12 = 24 years.
18. Let the age of B be x years.
Then the age of A will be 4x years.
10 years ago,
B’s age was (x – 10) years.
A’s age was (4x – 10) years.
According to the question, we have:
10(x – 10) = 4x – 10
Þ 10x – 100 = 4x – 10
Þ 10x – 4x = 100 – 10 [By transposition]
Þ 6x = 90
90
Þ x = = 15
6
Hence, B’s present age is 15 years.
19. Let the present age of son be x years.
Then, the present age of father will be 7x years.
4 years later,
Son’s age would be (x + 4) years.
Father’s age would be (7x + 4) years.
According to the question, we have:
(7x + 4) = 4(x + 4)
Þ 7x + 4 = 4x + 16
Þ 7x – 4x = 16 – 4 [By transposition]
Þ 3x = 12
12
Þ x = =4
3
171
 Hence, the present age of son is 4 years.
and the present age of father is 7 × 4 = 28 years.
20. Let the father’s present age be x years.
x
Then son’s present age will be years.
3
After 12 years,
Father’s age would be (x + 12) years.
Fx I
Son’s age would be
H3 K
12 years.
According to the question, we have:
x 12 x
= + 12
2 3
x 12 x 36
Þ =
2 3
Þ 3x + 36 = 2x + 72 [By cross multiplication]
Þ 3x – 2x = 72 – 36 [By transposition]
Þ x = 36
Hence, the present age of father’s is 36 years.
36
and the present age of son is = 12 years.
3
21. Let the number of boys = x
1 x
Then, the number of girls = × x =
7 7
According to the question, we have:
x
x + = 48
7
7 x x
Þ = 48
7
Þ 8x = 336 [By cross multiplication]
336
Þ x =
8
Þ x = 42
Hence, the number of boys = 42
42
and the number of girls = = 6.
7
22. Let the number of 10-paise coins = x
Then, the number of 25-paise coins = (40 – x)

172
 10x
\ The value of 10-paise coins = `
100
25( 40 – x )
The value of 25-paise coins = `
100
According to the question, we have:
10x 25( 40 – x )
+ = 7.75
100 100
10x + 25(40 – x) = 775
10x + 1000 – 25x = 775
15x = 1000 – 775
15x = 225
x = 15
Hence, the number of 10-paise coins = 15
and the number of 25-paise coins = (40 – 15) = 25.
23. Let the equal sides of the isosceles triangle = x cm
Then its base = x + 15 cm
According to the question, we have:
Perimeter of an isosceles triangle = 75 cm
x + x + x + 15 = 75
Þ 3x = 60
60
Þ x = = 20
3
Hence, each of equal sides = 20 cm
and base = 20 + 15 = 35 cm.
24. Let the breadth of rectangle be x cm.
Then its length will be x + 5 cm
\ Area of rectangle = (x)(x + 5) cm2
Now, its new breadth = x + 1
its new length = x + 5 + 1 Þ x + 6
and its area = (x + 1) (x + 6)
According to the question, we have:
(x + 1) (x + 6) – x(x + 5) = 34
Þ x2 + x + 6x + 6 – x2 – 5x = 34
Þ 7x – 5x = 34 – 6 [By transposition]
173
 Þ 2x = 28
Þ x = 14
Hence, the breadth of rectangle is 14 cm
and its length is (14 + 5) cm = 19 cm.
25. According to the question:
The acute angle = 13x
Then, the obtuse angle = 13x + 10x = 23x
We know that the sum of two supplementary angles is 180°.
Þ 13x + 13x + 10x = 180°
Þ 36x = 180°
Þ x = 5°
Hence, the obtuse angle = 23 × 5 = 115°.
26. Let ÐB = 4x and ÐC = 5x, as these angles are in the ratio of 4 : 5.
Then, ÐA = ÐB + ÐC = 4x + 5x = 9x
\ ÐA + ÐB + ÐC = 180° [Angle sum property of a triangle]
Þ 9x + 4x + 5x = 180°
Þ 18x = 180
Þ x = 10°
Hence, ÐA = 9 × 10° = 90°
ÐB = 4 × 10° = 40°
ÐC = 5 × 10° = 50°
Mental Maths
1. Let the one number be x, then the other number will be 50 – x.
x
The ratio of the numbers =
50 – x
According to the question, we have:
x 21
=
50 – x 4
Þ 4x = 1050 – 21x
Þ 4 + 21x = 1050
Þ 25x = 1050
1050
Þ x = = 42
25
Hence, one number is 42 and the other number is (50 – 42) = 8.

174
2. Let the angles of a quadrilateral are 3x, 4x, 5x and 6x.
\ 3x + 4x + 5x + 6x = 360° [Angle sum property of a quadrilateral]
Þ 18x = 360°
Þ x = 20°
Hence, the angles of a quadrilateral are 3 × 20° = 60°, 4 × 20° = 80°, 5 × 20° = 100° and
6 × 20° = 120°.
1
3. Let ` x is invested at 6 % for 1 year. Then:
x  13  1 13 2
SI = = ` x
2  100 200
Remaining amount = ` (8000 – x)
1 9
Rate = 4 % = %
2 2
8000 – x  9
\SI =
2  100
According to the question, we have:
13x (8000 – x )9
 = 420
200 200
13x 72000 – 9x
= 420
200
Þ 4x + 72000 = 84000
Þ 4x = 84000 – 72000
Þ 4x = 12000
Þ x = 3,000
1 1
Hence, the investment at rate 6 % and 4 % should be 3,000 and 5,000 respectively.
2 2
4. 40 litres of milk contains 10% water.
10
Quantity of water in the milk = 40 × = 4 litres
100
Let the quantity of water to be added be x litres.
According to the question, we have:
20
(40 + x) × =4+x
100
1
Þ (40 + x) = 4 + x
5
Þ 40 + x = 20 + 5x

175
 Þ 40 – 20 = 5x – x [By transposition]
Þ 4x = 20
20
Þ x= =5
4
Hence, the quantity of water to be added to the milk is 5 litres.
5. Let the property was ` x.
According to the question:
1 x
Property of wife = x × = `
2 2
1 x
Property of son = x × = `
3 3
F x x I = x – FG 3x 2x IJ
Property of daughter = x –
H 2 3K H 6 K
5x 6 x – 5x x
=x – = =
6 6 6
Now, daughter’s property = ` 15000
x
\ = 15000
6
Þ x = 6 × 15000 = 90,000
Hence, the total property is 90,000,
90000
Wife’s share = = ` 45,000
2
90000
and son’s share = = ` 30,000.
3
6. Let the usual speed of student was = x m/min
and his usual time to cover the distance = t min
Then, distance covered by him = xt m
3
His new speed = x m/min
4
Time taken = (t + 10) min
3
Distance covered = (t + 10) x
4
But the distance remains the same,
3
\ xt = x (t +10)
4
3 30
Þ t= t+
4 4
176
 3 30
Þ t– t=
4 4
4t – 3t 30
Þ =
4 4
Þ t = 30
Hence, his usual time to cover the distance is 30 min.

Worksheet
1. Sum of two numbers = 15
One number = x
\ Other number = 15 – x
Hence, (c) is correct.
2. Sunita’s present age is 22 years.
After x years, Sunita’s age will be 22 + x years.
Hence, (c) is correct.
3. Let the three consecutive numbers be x, (x + 1) and (x + 2).
According to the questions, we have:
x + x + 1 + x + 2 = 504
Þ 3x + 3 = 504
Þ 3x = 501
Þ x = 167
\ The numbers are 167, 168 and 169.
Hence, (a) is correct.
4. Two years ago, Let Kiran’s age was = x years
Priya’s age was = 2x years
According to the question,
2x – x = 10
Þ x = 10
\ Kiran’s present age is (10 + 2) = 12 years.
Priya’s present age is (2 × 10 + 2) = 22 years.
Hence, (b) is correct.

177
 x 4 4
5. The given equation is  .
2x – 7 3
Multiplying both sides of the equation by 3(2x – 7), we get:
x 4 4
× 3(2x – 7) = × 3(2x – 7)
2x – 7 3
Þ 3x + 12 = 8x – 28
Þ 3x – 8x = –28 –12 [By transposing the terms 8x and 12]
Þ –5x = –40
Þ x =8
Hence, (c) is correct.
6. Let one number be x, then the other number will be 160 – x.
x
The ratio of the numbers =
160 – x
According to the question, we have:
x 5
=
160 – x 11
Þ 11x = 5(160 – x) [By cross multiplication]
Þ 11x = 800 – 5x
Þ 11x + 5x = 800 [By transposition the term –5x]
Þ 16x = 800
Þ x = 50
\ One number = 50 and the other number = 160 – 50 = 110.
Hence, (b) is correct.
7. Let one whole number be x.
Then, the other whole number will be x + 66.
x
The ratio of the numbers =
x 66
According to the questions, we have:
x 2
=
x 66 5
Þ 5x = 2x + 132 [By cross multiplication]
Þ 5x – 2x = 132 [By transposition the term 2x]
Þ 3x = 132
Þ x = 44
\ One whole number = 44
and the other whole number = 44 + 66 = 110.
Hence, (a) answer is correct.
178
 Half Yearly Examination
(Based on Chapters 1-7)
Section A
1. Let one number be x, then the other number will be 160 – x.
x
The ratio of the numbers =
160 – x
According to the question, we have:
x 5
=
160 – x 11
Þ 11x = 5(160 – x) [By cross multiplication]
Þ 11x = 800 – 5x
Þ 11x + 5x = 800 [By transposition the term –5x]
Þ 16x = 800
Þ x = 50
\ One number = 50 and the other number = 160 – 50 = 110. Hence, (b) is correct.
2. Let x be the position of the last men finished the race.
Then, according to question, we have
x–2=5–1 Þ x=4+2=6
So, the position of the last men finished the race is 6th, i.e., the total no. of men finished
the race is 6. Hence, the option (a) is correct.
–2
3. Any four rational numbers between and 4 can be found out as follows
7
FG
1 –2 I FG I FG I
1 –2 28 1 26 13
2 7H K
4 =
2 H 7K H K =
2 7
=
7
FG
1 –2 13 I FG I
1 11 11
2 7 H 
7 K
=
2 7H K =
14
Similarly, find other rational numbers.

179
 4. Perimeter of the rectangle of length 3m + n and breadth 8m + 2n units
= 2(3m + n + 8m + 2n) = 22m + 6n units.
5. We have,
3 6 2 3 6 2 2 3 6 4
(–5) × 5 ÷ 25 = (–5) × 5 ÷ (5 ) = (–5) × 5 ÷ 5
3 6–4 3 3 2 5
= (–5) × 5 = (–1) × 5 × 5 = 1 × 5 = –3125
6. Let the three consecutive even numbers be x, x + 2 and x + 4.
Then, x + x + 2 + x + 4 = 108
Þ 3x = 108 – 6 = 102
Þ x = 102 ÷ 3
Þ x = 34
Hence, the required even numbers are 34, 34 + 2 = 36 and 34 + 4 = 38.
Section B
7. Given digits, 0, 3, 6, 7.
An even 4-digit number with these digits contains either 0 or 6 as ones digit. So, the even 4-
digit numbers are 3670, 3760, 3076, 7360, 7630, 7036, 7306 etc.
–343 (–7)  (–7)  (–7) (–7)3 –7
3
F I
8. We have,
512
=
888
= 3 =
8 8 H K 2 1764
9. 1764 = 223377 2 882
=2×3×7 3 441
3 147
= 42
7 49
7 7
1

10. Since the measures of four angles of the quadrilateral are in the ratio 2 : 4 : 5 : 7, let the
angles be 2x, 4x, 5x and 7x.
Then, 2x + 4x + 5x + 7x = 360°
Þ 18x = 360°
Þ x = 360° ÷ 18
Þ x = 20°
Hence, measures of the angles are —
2x = 40°, 4x = 80°, 5x = 100°, 7x = 140°

180
 F I
11. We have, 3  5 3  –2  3  5 – 2  3  35 – 18 F I F I
14 9 14 7 14 9 7 H K
14 63 H K H K
3 17 17 F I
 
14

63 294 H K
9261 3 3 9261
12. Volume of the cube = 9.261 cm3 = cm
1000
3 3087
9261
Side of the cube = 3 cm 3 1029
1000
3
FG
333777 IJ 7 147
= 3
H
10  10  10 K 7 49
3  7 21 7 7
= = = 2.1 cm.
10 10
1

Section C
2 2
13. (i) We have, 30 – 26 = (30 – 26)(30 + 26) [Using the Identity
a2 – b2 = (a – b)(a + b)]
= 4 × 56 = 224
(ii) (99) = (100 – 1)2
2

= 10000 – 200 + 1
= 9801
3m 4 12 2m
14. Given, = Þ 5 (3m + 4) = 10 (12 + 2m)
10 5
Þ 15m + 20 = 120 + 20m Þ 20m – 15m = 20 – 120
Þ 5m = –100 Þ m = –100 ÷ 5 Þ m = –20
2 2
15. (i) x – 5x – 6 = x – 6x + x – 6 = x (x – 6) + 1 (x – 6) = (x – 6) (x + 1)
(ii) y8 – 81b8 = (y4)2 – (9b4)2 = (y4 + 9b4) (y4 – 9b4)
4 4 2 2 2 2 4 4 2 2 2 2
= (y + 9b )[(y ) – (3b ) ] = (y + 9b )(y – 3b )(y + 3b )
2 2 2 2
16. 3x × (2x +1) × (4x – x) = [3x × (2x +1)] × (4x – x)
3 2 2 3 2 2 2
= (6x + 3x )(4x – x) = 6x (4x – x) + 3x (4x – x)
= 24x5 – 6x4 + 12x4 – 3x3 = 24x5 + 6x4 – 3x3
–3 1 1 18
17. The numbers to be represented on a number line are = –1 , 2 , = 6.
1 1 2 2 4 3 18 = 6
–1 2
2 4 3

–2 –1 0 1 2 3 4 5 6
181
18. (i) Given number is 519A, whose sum of the three digits is 5 + 1 + 9 = 15, which is
divisible by 3.
Since A is the ones digit, its only value would be 0, so that the number, i.e., 5190 would be
divisible by both 3 and 5. Hence, the smallest and greatest value of A would be same, i.e., 0.
(ii) For 2A760
Sum of the digits except A = 2 + 7 + 6 + 0 = 15, which is divisible by 3. So, the smallest
value of A in the number 2A760 should be 0, so that the number 20760 would be
divisible by both 3 and 5.
Since 15 + 9 = 24 and it is divisible by 3, the greatest value of A in the number 2A760
should be 9, so that the number 29760 would be divisible by both 3 and 5.
For 2A765
Sum of the digits except A = 2 + 7 + 6 + 5 = 20. Since 20+1 = 21 is divisible by 3, the
smallest value of A in the number 2A765 should be 1, so that the number 21765 would
be divisible by both 3 and 5.
Since 20 + 7 = 27 and it is divisible by 3, the greatest value of A in the number 2A765
should be 7, so that the number 27765 would be divisible by both 3 and 5.
19. On dividing 4b2 – 20b + 5 by 2b – 5, we find 2b – 5
2
that remainder is not 0. Hence, (2b – 5) is not a 2b – 5 4b – 20b + 5
2
factor of 4b – 20b + 5. 2
–4b +– 10b
20. Total no. of students in the class = 30. – 10b + 5 2 256
3 –+ 10b +– 25 2 128
No. of students enrolled for skating = × 30 = 18.
5 2 64
– 20
No. of students enrolled for karate = 30 – 18 = 12.
2 32
21. On prime factorising, we get
2 16
256 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2
2 8
Making a group of three 2s, we see that one 2 is required
rd
for the 3 group. So to get perfect cube, 256 should be 2 4
multiplied by 2, i.e., 256 × 2 = 512 = 83. 2 2
9 1
22. Side of the square field = × 1000 m = 900 m or 0.9 km.
10
Perimeter of the square field = 4 × 900 m = 3600 m = 3.6 km.
2
Area of the square field = side × side = 0.9 km × 0.9 km = 0.81 km .
Cost of fencing @ ` 24.50 per km = ` 24.50 × 3.6 = ` 88.20.
Cost of leveling the ground @ ` 75 per km2 = ` 75 × 0.81 = ` 60.75.

182
 Section D
23. The Pythagorian triplets can be found out using the formula
2 2
2m, m – 1, m + 1
Here, the smallest number given is 16, i.e., 2m = 16 Þm=8
2 2 2 2
Now, m – 1 = 8 – 1 = 64 – 1 = 63 and m + 1 = 8 + 1 = 64 + 1 = 65.
Hence, (16, 63, 65) are the required Pythagorian triplets, 16 is smallest number.
LMF 1 I – F 1I OP  F 1 I
–3 –2 –3

NH 2K H 3K Q H 4 K
24. (i) We have,

LM OP
=M P
1 1 1 3 2 3

MM F 1 I F 1I PP F 1 I  (2 – 3 )  4
3– 
2 3

N H 2K H 3K Q H 4 K
= (8 – 9) × 64 = – 64
3 x–2 –2 3+x–2 –2
(ii) We have, 7 × 7 =7 Þ7 =7
Þ 7x+1 = 7–2 Þ x + 1 = –2
Þ x = –2 – 1 Þ x = –3
25. If a, b and c are three rational numbers, then the Associative property of multiplication for
rational numbers is given by
(a × b) × c = a × (b × c)
–12 –33 21
Given: a = , b= ,c= ,
11 42 8
–12 –33F 21 6 21 I FI
L.H.S. = (a × b) × c =
11

H
42

8

7

8
9
K HK 2 1728
–12 –33 21 F
–12 –33 9 I 2 864
R.H.S. = a × (b × c) =
11

42

8

11 H

16

4 K 2 432
Since L.H.S. = R.H.S., hence the Associative property is verified. 2 216
1728 3
26. Volume of the cube = 1.728 cm3 = cm . 2 108
1000
3 2 54
1728 1728
Length of its edge = 3 cm = 3 cm 3 27
1000 1000
12 3 9
= cm = 1.2 cm
10 3 3
1 1

183
 On doubling its edge, we have
New length of the edge = 2 × 1.2 cm = 2.4 cm
New volume = (2.4 cm)3 = 13.824 cm3 = 8 × 1.728 cm3 = 8 times the original volume.
2 2 2 2 2 2 2 2 2 2
27. Sum of (5xy – y + xy) and (6xy – 7y ) = 5xy – y + xy + 6xy – 7y = 11xy – 8y + xy.
Sum of (2xy2 + y2) and (3xy + 4y2) = 2xy2 + y2 + 3xy + 4y2 = 2xy2 + 5y2 + 3xy.
On subtracting the sum of (2xy2 + y2) and (3xy + 4y2) from the sum of (5xy2 – y2 + xy) and
2 2
(6xy – 7y ), we get
11xy2 – 8y2 + xy – (2xy2 + 5y2 + 3xy) = 11xy2 – 8y2 + xy –2xy2 – 5y2 – 3xy = 9xy2 – 13y2 – 2xy
2 47
28. Side of the square = 15 cm = cm.
3 3
47 2 47 47 2 2209 2 4 2
Area of the square = ( cm) = × cm = cm = 245 cm .
3 3 3 9 9
1 25 1 25
Length of the rectangle = 6 cm = cm, its breadth = 4 cm = cm.
4 4 6 6
25 25 2 625 2 1
Area of the rectangle =  cm = cm = 26 cm2.
4 6 24 24
Clearly, the square has more area than the rectangle.
29. 4.5 6.3
4 20.25 6 39.69
– 16 – 36
85 425 123 369
– 425 – 369
× ×

20.25 20.25 4.5 45 5

= = = =
39.69 39.69 6.3 63 7
30. Let x be the ones digit, then 2x will be the tens digit, hence the 2-digit number will be
10 × 2x + x = 21x.
After reversing its digits, the new number would have x as tens digit and 2x as ones digit,
hence the number would be 10 × x + 2x = 12x.
Then according to question, we have
21x + 12x = 66 Þ 33x = 66
Þx=2
Hence, the number is 21x = 21 × 2 = 42.

184
 8 Applications of Percentage
Chapter

Learning Objectives
While studying this chapter, the students would learn to—
• Recall the meaning of ‘per cent’.
• Recall the conversion of percentage into fraction, ratio and decimal.
• Apply the concept of percentage to solve problems related to simple interest, profit and loss,
discount, overhead expenses and taxes.
• Understand and define Simple Interest (S.I.)
• Define terms associated with borrowing / lending of money, namely Amount, Principal, Rate,
Time.
• Learn the relationship between the above terms.
• Calculate S.I. with given information.
• Understand and define Compound Interest (C.I.)
• Calculate C.I. when interest is compounded half yearly or quarterly.
• Calculate Amount, Compound Interest, principal, Time and rate using the formulae—
F r n I
H
A = P 1
100
and
K
LMF1  r I – 1OP
n

C.I. = P
NH 100K Q
• Apply the C.I. formula in daily life situations.
Vocabulary
• Per cent—A word derived from the latin phrase ‘per centum’ meaning ‘by the hundred’.
• Cost Price (C.P.)—The price at which an article is bought.
• Selling Price (S.P.)—The price at which an article is sold.
• Overhead charges—The money spent on (other than the money spent on production of an
article) transportation, repairs etc.

185
• Profit—The extra money made by selling an article at a price more than the cost price.
Profit = S.P – C.P
Profit % = Profit × 100
CP
When Profit % is given,
SP × 100
C.P. =
(100 + Profit%)
S.P. = (100 + Profit%) × C.P
100
• Loss—The money lost when an article is sold at a price less than cost price.
Loss = C.P. – S.P.
Loss% = Loss × 100
CP
When Loss % is given,

S.P. = (100 – Loss%) × C.P.

100
C.P. = S.P. × 100
(100 – Loss%)
• Discount—The amount by which the regular price is reduced.

Discount = Discount% × Marked price

100
• Marked Price—The price which the manufacturer fixes for an article. Also called the list price.
M.P. = 100 × S.P.
100 – Discount%
100 – Discount%
• Relation among Discount, Marked Price and Selling Price—S.P. = × M.P.
100
S.P. = M.P. – Discount
• Value Added Tax (VAT)—A tax on the value added to each transfer of goods from the original
manufacturer to the final customer.
• Sales Tax—An indirect tax imposed on the public by the govt. This tax is different for different
items and also varies from state to state.
• Simple Interest (S.I)—The extra money paid over the borrowed money after a stipulated
period of time.
• Principal—The original money borrowed / lent.
• Amount—The final amount to be paid back.
• Rate / Rate percent—The interest paid for `100 for 1 year.

186
Abbreviations used—
(i) Principal ® P
(ii) Time period ® T
(iii) Rate ® R
(iv) Simple Interest ® S.I.
(v) Compound Interest ® C.I.
(vi) Amount ® A
P×R×T
Formulae—(i) S.I. =
100
S. I. × 100
P=
R×T
R = I. × 100
S.
P×T
T = I. × 100
S.
P×R
(ii) In case of S.I. —
A = P + S.I.
P = A – S.I.
S.I. = A – P
(iii) In case of C.I. —
F r I n

H
A =P 1
100 K , r = rate of interest
n = time in years
LF r I – 1OP
C.I. = P MH1 
n

N 100K Q
(iv) When C.I. is compounded half yearly,
r = half of the annual rate
n = number of conversion periods
(for 6 months, n = 1, for 1 year, n = 2, for 1.5 years, n = 3 etc)
(v) When C.I. is compounded quarterly,
r = one-fourth of the annual rate
n = number of conversion periods (for 3 months, n = 1, for 6 months,
n = 2, for 9 months, n = 3, for 1 year, n = 4, etc)

187
Teaching Ideas
1. The concept of percentage may be recalled by doing some quick conversion questions.
For example –
7
(i) makes what percentage?
100
6
(ii) How can we write as percentage?
25
(iii) Convert 35 % into decimal.
(iv) Convert 0.62 into fraction and percentage.
(v) Convert 50 % into ratio.
(vi) What percentage of 72 is 6?
2. Next, demonstrate examples of finding percentage of a given quantity. For example—
30
30% of 150 Kg = × 150 = 45 kg
100
12% of 40 cm = 12 × 40 = 4.8 cm
100
3. Now, take the students one level up by introducing word problems with calculation of
percentage. Two effective methods of understanding the word problems are—
(i) Reading and re-reading the sentences till the meaning is very clear.
(ii) Visualising the situation in form of pictures and numerical figures. (Refer to Maths
Lab Activity, Chapter 8)
4. The concepts and calculations for Profit, Loss and Discount are very well transacted by
organising a ‘Role Play’.
5. The concept of taxes is well understood by students by collecting and studying bills for
various commodities and services.
6. Students may be first introduced to the idea of how and why money is borrowed or lent.
Give them examples of banking operations, business investments and how money is
transacted. Talk to them about various types of loans available and the concept of EMI.
7. With this background, students will find it easier to understand the terms and formulae
involved in calculating S.I. and C.I.
8. Using the formula for C.I., converting rate and period for half yearly and quarterly will need
practice. Encourage students to substitute simple values and practise using the formula to
gain confidence.
9. Ask students to speak to their parents about the taxes they pay. Ask them to prepare a list of
various taxes and describe each one briefly.
(They may also collect information from a relative or acquaintance who is dealing with taxes
or is a Chartered Accountant)

188
10. Divide students in groups of 4. Ask each group to collect the following information—
(i) What is a personal loan? What is its current rate of interest?
(ii) What is a home loan? What is its current rate of interest?
(iii) What is an education loan? What is its current rate of interest?
Based on the above, let the students calculate S.I for 1 year for ` 10,00,000 and C.I.
Maths Lab Activity
1. Prepare a slide show with pictures of 10 commodities (soap, coke, biscuits etc). Also insert
the approximate Cost Price and Selling Price of each item on the slide.
2. Arrange for the students to move to the Maths lab/Computer lab/AV Room. Copy the
slide show on the computers there. Divide students in groups of 3-4 and let each group
view the slide show.
3. Based on the information in the slide show, ask each group to complete the following
table—
S/No Product C.P S.P Profit Profit% Loss Loss%
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

189
Assessment Samples
SAMPLE QUESTIONS FOR PERIODIC TEST
1. Find the value of x, if 6 : x = 3 : 4.
2. What is the value of x, if x % = 0.05.
3. 20 % of apples bought were found rotten. If the number of rotten apples is 8, find the
total number of apples bought.
4. After reduction of 15%, the cost of a sofa set is ` 41,370. What was the original price?
5. Anita’s salary was increased from ` 28,000 p.m to ` 32,000 p.m. What is the percentage of
the increment?
6. A shopkeeper sold a cycle for ` 2,500 and suffered a loss of 10 %.
(i) Find the cost price of the cycle. (ii) Find the gain %, if he would have sold it for ` 3035.
7. An art dealer purchased 2 antiques for ` 25,000 each. One of the pieces got damaged
during transportation and he had to sell it at a loss of 25%. How much should he sell the
other antique to make an overall profit of 30%?
8. A shirt is marked at ` 500 and sold for ` 350. Find the discount and rate of discount.
SAMPLE QUESTIONS FOR TERM-END EXAMINATION
1. A television is marked at ` 26,800 with a discount of 12%. The shopkeeper still makes a
profit of 8%. What is the C.P. of the television?
2. During Diwali sale, a retailer marks his goods 30% above the C.P. and offers a discount of
10%. Find his profit%.
3. A certain sum of money at 6.5% p.a. for 5 years yields S.I of
` 325. Find the sum invested.
4. Calculate the Amount and C.I on ` 20,000 for 2 years at 2% p.a. compound interest.
5. Tina took a loan of ` 15,000 from a bank, which charges 6.5% p.a. interest compounded
annually. What amount does she have to return to the bank at the end of 3 years?
6. The C.I. on a sum of ` 18,500 is ` 8140. Find the time for which the sum was borrowed, if
the rate of interest was 20% p.a.
7. Which investment is more profitable for an investor?
` 80,000 at 8% for 2 years on S.I.
OR
` 80,000 at 10% for 1½ years on C.I.
8. Navjot bought a motorcycle 3 years ago for ` 65,000. Its value has been depreciating at
the rate of 10% p.a. If he sells the motorcycle now, how much money will he get for it?

190
 SOLUTION
Project
120
(a) 120% of 100 = × 100 = 120
100
45
(b) 45% of four times 50 = 45% of 4 × 50 = × 200 = 45 × 2 = 90
100
(c) 20% of x = ` 12000
20
Þ × x = ` 12000
100
100
Þ x = ` 12000 × = ` 12000 × 5 = ` 60000
20
2
(d) The required percentage = × 100% = 10%
20
72
(e) 72% of 200 = × 200 = 144
100
(f ) 60% of x = 90
60
Þ × x = 90
100
100
Þ x = 90 ×
60
5
Þ x = 90 × = 30 × 5 = 150
3
5
(g) 5 apples out of 50 = × 100% = 10%
50
(h) Let the required percentage is x. Then, we have
x % of 25 oranges = 12 oranges
x
Þ × 25 = 12
100
1200
x=
Þ = 48
25
Hence, 48% of 25 oranges = 12 oranges.

191
 Exercise 8(a)
15
1. (i) 15% of 80 = × 80
100
24
= = 12
2
20
(ii) 20% of ` 600 = × 600
100
= 20 × 6 = ` 120
5 485
(iii) 5% of 48.5 cm = 
100 10
97
5  485 97
= = = 2.425 cm
100  102 40
20
7.5
(iv) 7.5% of 120 kg = × 120
100
75  120 900
= = = 9 kg
1000 100
2. (i) 25% of a is ` 75.
25
Þ × a = 75
100
75  100
Þ a = = ` 300
25
Hence, the value of a is 300.
(ii) 6% of a is 45 kg.
6
Þ × a = 45
100
45  100
Þ a = = 750 kg
6
Hence, the value of a is 750 kg.
(iii) 10.5% of a is 21.
105
Þ × a = 21
1000
21  1000
Þ a = = 200
105
Hence, the value of a is 200.
(iv) 120% of a is 216 m.
120
Þ × a = 216
100

192
 216  100
Þ a = = 180 m
120
Hence, the value of a is 180 m.
3. Let the maximum score in the examination was x marks.
Then 40% of x = 72
40
Þ × x = 72
100
72  100
Þ x = = 180
40
Hence, the maximum score in the examination was 180 marks.
4. Let the score of the team was x runs.
Then 40% of x = 128
40
Þ × x = 128
100
210  100
Þ x = = 320 runs
30
Hence, the score of the team was 320 runs.
5. Sita’s salary was ` 2,000.
Increment in salary = 20% of 2000
20
= × 2000 = ` 400
100
Increased salary = 2000 + 400 = ` 2400
Decrease in the salary = 10% of 2400
10
= × 2400 = ` 240
100
Revised salary = 2400 – 240 = ` 2,160
Hence, Sita’ salary will be ` 2,160.
6. Let the population one year ago was x.
5 5x
Population increases every year = 5% of x = x × =
100 100
According to the question:
5x
x+ = 94500
100
105x
Þ = 94500
100
94500  100
Þ x = = 90000
105
Hence, one year ago the population was 90,000.
193
 7. Vessel contains quantity of brass = 500 g
60
Vessel contains quantity of copper = 500 × = 300 g
100
Vessel contains quantity of zinc = 500 – 300 = 200 g
Hence, the quantities of copper and zinc are 300 g and 200 g respectively.
8. Weight of crude rubber = 800 g
94
Weight of hydrocarbon = 94% of 800 = × 800 = 752 g
100
4
Weight of rubber proteins = 4% of 800 = × 800 = 32 g
100
2
Weight of resins = 2% of 800 = × 800 = 16 g
100
9. Total number of scouts = 70 + 80 + 150 = 300
70 70
Percentage of school A = × 100 = %
300 3
80 80
Percentage of school B = × 100 = %
300 3
150 150
Percentage of school C = × 100 = % = 50%
300 3
10. Vicky’s annual income = ` 52,000
His taxable income = 52,000 – 38,000 = ` 14,000
20
He has to pay tax = 14000 × = ` 2,800
100
Hence, Vicky should pay ` 2,800 as tax.
Exercise 8(b)
1. CP of 1 metre wire = ` 14.50
SP of 1 metre wire = ` 15.75
Gain = SP – CP
= 15.75 – 14.50 = ` 1.25
Hence, gain of 24 metre wire = ` 1.25 × 24 = 30
2. CP of 90 kg tea = ` 2,700
Expected profit = ` 450
SP of 90 kg tea = 2700 + 450 = ` 3,150
3150
SP of 1 kg tea = = ` 35
90
Hence, he should be sold at ` 35 per kg.

194
3. CP of 20 dozen pencils = ` 100
Gain = ` 20
ˆ SP of 20 dozen pencils = 100 + 20 = ` 120
120
SP of 1 dozen or 12 pencils = =`6
6 20
SP of 1 pencil = ` = ` 0.50 = 50 paise
12
Hence, SP of a pencil should be 50 paise.
4. CP of 1 litre milk = ` 6.50
CP of 40 litre milk = 6.50 × 40 = ` 260
Remaining quantity of milk = 40 – 6 = 34 litres
SP of 34 litres milk = 34 × 8.25 = ` 280.5
Gain = SP – CP = 280.5 – 260 = ` 20.50
Hence, his gain is 20.50.
5. CP of 1 quintal rice = ` 486
SP of 1 quintal rice = ` 500
Profit = 500 – 486 = 14 per quintal
Total profit = ` 56
56
Quantity of rice = = 4 quintals
14
Hence, he buy and sell 4 quintals rice
Exercise 8(c)
1. CP of watch = ` 350
SP of watch = ` 420
Profit = SP – CP = 420 – 350 = ` 70
Profit 70
ˆ Profit % = × 100 = × 100 = 20%
CP 350
Hence, his profit was 20%.
2. CP of land = ` 8,400
SP of land = ` 9,408
Profit = SP – CP = 9408 – 8400 = ` 1,008
Profit 1008
ˆ Profit % = × 100 = × 100 = 12%
CP 8400

195
3. Total rice = 50 kg
SP of 1 kg = ` 5.40
SP of 50 kg rice = 5.40 × 50 = ` 270,
Loss = 10%
SP × 100 270 × 100
CP of the total rice = = = ` 300
100 – Loss% 100 – 10
Hence, cost of the bag of rice is ` 300.
4. CP of a carpet = ` 2,400, Loss = 12%
(100 – loss%) × CP (100 – 12)  2400 88  2400
ˆSP = = = = ` 2112
100 100 100
Hence, the selling price of the carpet was ` 2,112.
5. CP of 12 packets of chocolates = ` 60
60
CP of 1 packet of chocolate = `
12
60
CP of 300 packets of chocolates = ` × 300 = `1500
12
Remaining number of packets = 300 – 20 = 280
SP of 280 packets = 280 × 7.50 = ` 2,100
‡ SP > CP
ˆ Profit = SP – CP = 2100 – 1500 = ` 600
Profit 600
Profit % = × 100 = × 100 = 40%
CP 1500
6. CP of a house = ` 56,500 + ` 3500 = ` 60,000
SP of a house = ` 72,000
‡ SP > CP
ˆ Profit = SP – CP = 72,000 – 60,000 = ` 12,000
Profit 1200
Profit % = × 100 = × 100 = 20%
CP 60000
Hence, there is a profit of 20%.
7. CP of 150 packets of biscuits = ` 21,750
Transport charge = ` 150
Total CP of 150 packets of biscuits = ` 21750 + ` 150 = ` 21,900
12
Profit = 12% of 21900 = 21900 × = ` 2628
100
ˆ SP of 150 packets of biscuits = ` 21900 + ` 2628 = ` 24,528
24528
SP of 1 packet of biscuits = = ` 163.52
150
Hence, he should sell the biscuit packets at ` 163.52 for each.
196
 8. Given: SP = ` 250 and Profit = 15%
SP × 100 250  100
ˆ CP = =
100 + Profit% 100  15
25000 5000
=` =`
115 23
Desired profit = 38%
(100 + Profit%) × CP (100  38)  5000
ˆ SP = =
100 100  23
5000  138
SP =
100  23
SP = ` 300
Hence, the article should be sold for ` 300.
9. CP of a book = ` 4.80
10
Expenses of sale = 10% of CP = × 4.80 = ` 0.48
100
Total CP = ` 4.80 + ` 0.48 = ` 5.28
Desired gain = 20%
(100 + Profit %) × CP (100  20)  5.28
ˆ SP = =
100 100
120 63.336
=` × 5.28 = ` = ` 6.34.
100 10
Hence, the retail price of the book would be ` 6.34.
10. SP of an article = ` 184
and profit = 15%
SP × 100 184  100
ˆCP = =`
100 + Profit % 100  15
18400
= = ` 160
115
When CP = ` 160 and SP = ` 168,
then, profit = SP – CP = ` 168 – ` 160 = ` 8.
Profit
ˆ Profit % = × 100
CP
8
= × 100 = 5%
160
Hence, the profit will be 5%.

197
11. SP of 1000 metres cloth = ` 24,000
24,000
SP of 1 metre cloth = ` = ` 24
1000
Loss = 4%
SP × 100 24  100
ˆ CP = =
100 – loss % 100 – 4
2400
= = ` 25
96
Hence, the cost price of cloth is ` 25 per metre.
12. SP of 7 oranges = ` 6.45
Profit = 29%
SP × 100 6.45  100
ˆ CP = = =`5
100 + Profit 100  29
Desired gain = 47%
(100 + gain %) × CP
ˆ SP =
100
(100  47)  5 147  5
= =
100 100
SP = ` 7.35
SP of 7 oranges = ` 7.35
7.35
SP of 1 orange = = ` 1.05
7
SP of 12 oranges = 1.05 × 12 = 12.60
Hence, Sambhu should sold the oranges for ` 12.60 per dozen.
Exercise 8(d)
1. MP of a dining set = ` 920
10
Discount = 10% of 920 = × 920 = ` 92
100
ˆ
SP = MP – Discount = ` 920 – ` 92 = ` 828
Hence, the selling price of the dining set is ` 828.
2. Given: MP = ` 300
15
Discount = 15% of 300 = × 300 = ` 45
100
ˆ
SP = MP – Discount = ` 300 – ` 45 = ` 255

198
3. (i) Given: SP = ` 380 and discount = 5%
SP × 100 (380  100)
ˆ MP = = = ` 400
(100 – Discount %) 100 – 5
Hence, the marked price is ` 400.
1 11
(ii) Given: SP = ` 13230 and discount = 5 % = %
2 2
SP × 100
ˆMP =
(100 – Discount %)
13230  100 13230  100
= =
11 200 – 11
100 –
2 2
13230  100  2
= = ` 14,000
189
Hence, the marked place is ` 14,000.
4. SP of a table = ` 552
Discount = 20%
SP × 100 552  100 552  100
ˆ MP = = = = 690
(100 – Discount %) 100 – 20 80
Hence the marked price of table is ` 690.
5. MP of the cooler = ` 2,500
Discount = ` 250
Discount × 100 250  100
ˆ Discount % = = = 10%
MP 2500
Hence, the discount is 10%.
6. (i) Given: MP = ` 500 and SP = ` 425
Discount = MP – SP = 500 – 425 = ` 75
Discount × 100 75
ˆ Discount % = = × 100 = 15%
MP 500
Hence, the discount is 15%.
(ii) Given: MP = ` 2,540 and SP = ` 2,159
Discount = MP – SP = 2540 – 2159 = ` 381
Discount × 100 381
ˆ Discount % = = × 100 = 15%
MP 2540
Hence, the discount is 15%.

199
7. Given: MP = ` 470 and SP = ` 376
Discount = ` 470 – ` 376 = ` 94
Discount × 100 94  100
ˆ Discount % = = = 20%
MP 470
Hence, the discount is 20%.
8. Given: MP = ` 320
20
Discount = 20% of MP = × 320 = ` 64
100
Hence, the amount of the discount is ` 64.
Exercise 8(e)
1. VAT is calculated on the list price.
F 327 I
So, rate of VAT% =
H 2700 K
 100 % = 12%
2. Let the list price be ` 100
Now, when price including VAT is ` 100, listed price = ` 108
Hence, when price including VAT is ` 4,32,000,
100
listed price = ` × 4,32,000 = ` 4,00,000
108
3. List price of the saree = ` 5,800
Sales tax = 5% of ` 5,800
F 5 I
=`
H 100 K
 5800 = ` 290

Total cost of the saree = ` (5800 + 290) = ` 6,090

Hence, the total amount paid by Anita is 6,090.
4. Given: List price of washing machine = ` 8,800
8 F I
VAT = 8% of list price = `
100H K
 8800 = ` 704

Hence, the amount customer had to pay = List price + VAT

= ` 8,800 + ` 704
= ` 9,504
5. Let the rate of sales tax be x %.
x  12500
Sales tax on ` 12,500 = = ` 125 x
100
Total cost inclusive of sales tax = ` (12,500 + 125 x)

200
13,700 = 12500 + 125 x
Þ
13700 – 12500 = 125 x
Þ
1200 = 125 x
Þ
1200
Þ x= = 9.6
125
Hence, the rate of sales tax is 9.6%.
Exercise 8(f)
1. Principal for the first year = ` 1500
Rate = 7% p.a.
FG
1500  7  1 IJ
ˆ
Interest for the first year ` =
H 100 K
= ` 105

ˆ
Amount at the end of the first year = ` 1500 + ` 105
= ` 1,605
Principal for the second year = ` 1,605
FG
1605  7  1 IJ
ˆ Interest for the second year = `
H 100 K
= ` 112.35

ˆ Compound interest at the end of the second year

= Interest for the first year + Interest for the second year
= ` 105 + ` 112.35
= ` 217.35
2. Principal for the first year = ` 800
Rate = 10% p.a.
FG
800  10  1 IJ
ˆ
Interest for the first year = `
H 100
= ` 80
K
ˆ
Amount at the end of the first year = ` 800 + ` 80
= ` 880
Principal for the second year = ` 880
FG
880  10  1 IJ
ˆ Interest for the second year = `
H 100
= ` 88
K
ˆ Compound interest at the end of the second year
= Interest for the first year + Interest for the second year
= ` 80 + ` 88 = ` 168

201
3. Principal for the first year = ` 3,600
Rate = 5% p.a.
FG
3600  5  1 IJ
ˆ
Interest for the first year = `
H 100 K
= ` 180

ˆ
Amount at the end of the first year = ` 3600 + ` 180
= ` 3,780
Principal for the second year = ` 3,780
FG
3780  5  1 IJ
ˆ Interest for the second year = `
H100
= ` 189
K
ˆ Compound interest at the end of the second year
= Interest for the first year + Interest for the second year
= ` 180 + ` 189 = ` 369
Total amount = Compound interest + principal for the first year
= ` 369 + ` 3600 = ` 3,969
4. Principal for the first year = ` 12,000
1 13
Rate = 6 % = % p.a.
2 2
F 12000  13  1 I
ˆ Interest for the first year = `GH 100  2
= ` 780 JK
Principal for the second year = ` (12000 + 780) = ` 12,780
F
12780  13  1I
ˆ Interest for the second year = ` GH100  2 JK = ` 830.7

Principal for the third year = ` (12780 + 830.7) = ` 13610.7

F 13610.7  13  1I = ` 884.69
Interest for the third year = ` G
ˆ
H 100  2 JK
ˆ
Amount to be paid at the end of third year
= ` (13610.7 + 884.69)
= ` 17795.39
5. Principal for the first year = ` 4800
1 15
Rate = 7 % = % p.a.
2 2 F 4800  15  1 I
ˆ GH
Interest for the first year = `
100  2 JK
= ` 360

Principal for the second year = ` (4800 + 360) = ` 5,160

202
 5160  15  1 F I
ˆInterest for the second year = `
100  2 GH
= ` 387 JK
Amount at the end of the second year = ` (5160 + 387) = ` 5,547
And compound interest at the end of the second year
= Interest for the first year + Interest for the second year
= ` 360 + ` 387 = ` 747
6. Principal for the first year = ` 11,000
Rate = 12.5% p.a.
F
11,000  12.5  1 I
ˆ Interest for the first year = ` GH
100
= ` 1,375 JK
Principal for the second year = ` (11,000 + 1375) = ` 1,2375
F
12375  12.5  1 I
ˆ Interest for the second year = `
100 GH JK
= ` 1546.87
Principal for the third year = ` (12375 + 1546.87) = ` 13921 . 87
1392187 F
.  12.5  1 I
ˆ
Interest for the third year = `
100 GH JK
= ` 1740.23
ˆ
Compound interest that Urmila will get at the end of 3 years
= ` (1375 + 1546.87 + 1740.23)
= ` 4662.11
Exercise 8(g)
1. (i) Given: P = ` 500, rate = 4% p.a. and n = 2 years
F r n I
ˆ A= P 1
H 100 K
F 4
2
I
= 500 1 
H 100 K
2
= 500 (1.04)
= 500 × 1.04 × 1.04 = ` 540.80
Hence, the amount for 2 years is ` 540.80.
(ii) Given: P = ` 640, rate = 5% p.a. and n = 3 years
F r n I
ˆ A =P 1
H 100 K
203
 F5 I 3
= 640 1 
H
100 K
= 640 (1.05)3
= 640 × 1.05 × 1.05 × 1.05 = ` 740.88
Hence, the amount for 3 years is ` 740.88.
(iii) Given: P = ` 1200, rate = 10% p.a. and n = 2 years
F r n I
ˆ A =P 1
H 100 K
F 10
2

I
= 1200 1  H100 K
2
= 1200 (1.01)
= 1200 × 1.01 × 1.01 = ` 1,452
Hence, the amount for 2 years is ` 1,452.
2. Given: P = ` 4,500, rate = 3.5% p.a. and n = 2 years
F r n I
ˆ
H
A =P 1
100 K
F 3.5 2 I
H
= 4500 1 
100 K
= 4500 × 1.035 × 1.035

= ` 4820.51
Hence, the amount to be paid by him at the end of 2 years is ` 4,820.51.
3. Given: P = ` 4800, rate = 20% p.a. and n = 3 year
F r n I
ˆ
H
A =P 1
100 K
F 20 3 I
H
= 4800 1 
100 K
= 4800(1.2)3 = 4800 × 1.2 × 1.2 × 1.2
= ` 8294.40
Hence, the required amount is ` 8,294.40.
4. Given: P = ` 64,000, rate = 12.5% p.a. and n = 3 years
F r n I
ˆ
H
A =P 1
100 K
F 12.5 3 I
= 64000 1 
H 100 K
= 64000(1.125)3

= 64000 × 1.125 × 1.125 × 1.125 = ` 91,125

204
 ˆ
Compound interest = A – P
= ` 91125 – ` 64000
= ` 27,125
Hence, the compound interest to be paid by Anubhav is ` 27,125.

Exercise 8(h)
1. Here: P = ` 800, n = 2 conversion periods
1
and r = × 4% = 2% per conversion period
2
F r n I
ˆ A =P
H
1 
100 K
F 10 3 I
H K
2
= 800 1  = 800(1.02)
100
= 800 × 1.02 × 1.02 = ` 832.32
Hence, the amount for 1 year is ` 832.32.
2. Here: P = ` 1600
r = 10% p.a. = 5% per conversion period
1 3
n = 1 years = × 2 = 3 conversion periods
2 2
F r n I
ˆ A =P 1
H 100 K
F
5 3 I
= 1600 1 
H
100
= 1600(1.05)3
K
= 1600 × 1.05 × 1.05 × 1.05 = ` 1852.20
Hence, the amount after years is ` 1,852.20.
3. Here: P = ` 20,000.
1 25 1 25
r = 12 % p.a. = × = % per conversion period
2 2 2 4
n = 1 year = 2 conversion periods
F r n I
ˆ A =P 1
H 100 K
F25
2
I
= 20,000 1  GH
4  100 JK
= 20,000(1.0625)2

= ` 22,578.13
Hence, the amount after 1 year is ` 22,578.13.

205
4. Here: P = ` 6,000, n = 3 conversion periods
1
and r = × 10 = 5% per conversion periods
2
F I
r n
ˆ
H
A =P 1
100 K
F 5 3I
H K
3
= 6000 1  = 6000(1.05)
100
= 6000 × 1.05 × 1.05 × 1.05 = ` 6945.75
ˆ
Compound interest = A – P = ` (6945.75 – 6000)
= ` 945.75
1
Hence, the compound interest for 1 years is ` 945.75.
2
5. Here: P = ` 12,000, n = 4 conversion periods
1
and r = × 16 = 4% per conversion period
4
F I
r n
ˆ
H
A =P 1
100K
F 4
4
I
H
= 12000 1 
100 K
= 12000(1.04)4
= 12000 × 1.04 × 1.04 × 1.04 × 1.04 = ` 14038.30
ˆ
Compound interest = A – P = ` 14038.30 – ` 12000
= ` 2038.30
Hence, he has to pay ` 2,038.30.
Exercise 8(i)
1. Here: n = 2 years, r = 4% and CI = ` 81.60.
LMF I OP r n
‡ HN K Q
CI = P 1 
100
–1

LF 4 I – 1OP
81.60 = P MH1 
2

Þ
N 100K Q
81.60 = P[1.0816 – 1]
Þ
Þ 81.60 = P[0.0816]
8160
.
Þ P = = ` 1000
0.0816
Hence, the sum is ` 1,000.

206
2. Here: A = ` 898.88, n = 2 years and r = 6% p.a.
F I
r n
‡
H A =P 1
K
100
F I
6
2
Þ
H
898.88 = P 1 
K
100
Þ 898.88 = P × 1.1236
898.88
Þ P = = ` 800
11236
.
Hence, the sum is ` 800.
3. Here: A = ` 13,310, P = ` 10,000, r = ` 10% p.a.
F I r n
‡
H A= P 1
K
100
F I
10 n
Þ
H
13,310 = 10,000 1 
100K
(1.1)n
13,310 = 10,000
Þ
13,310
Þ (1.1)n =
10,000
n
Þ (1.1) = 1.331
Þ (1.1)n = (1.1)3
Þ n= 3
Hence, the required time is 3 years.
4. Here: A = ` 68,921, P = ` 64,000
3
and n = × 2 = 3 conversion periods
F
2
I r n
‡
H A= P 1
K100
F I
r 3
Þ
H
68,921 = 64000 1 
100K
F 68921 I r 3
Þ
H 64000
= 1
K 100
F I F 41
3
I r 3
H K H
Þ
40
= 1
K 100
41 r
Þ –1=
40 100
41 – 40 r
Þ =
40 100
207
 1 r
Þ =
40 100
100
Þ = r
40
Þ r = 2.5%
Hence, the rate of interest is 2.5% half yearly.
5. Here: A = ` 9261, P = ` 8000, and n = 9 months = 3 quarters
F r n I
‡ A= P 1
H K
F
100
r 3 I
Þ 9,261 = 8000 1 
H 400 K
F 9261 I F r 3
I
Þ
H8000 K H
= 1
400 K
F I
21 3
F r 3 I
Þ
H K
20 H
= 1
400 K
21 r
Þ –1=
20 400
21 – 20 r
Þ =
21 400
1 r
Þ =
20 400
400
Þ r=
20
Þ r = 20%
Hence, the rate is 20% p.a.
6. Let P be the principal. Then:

SI = P × R × T = P × 5 × 2 = P ...(i)
100 100 10
LMF r n
I OP
NH K Q
CI = P 1  –1
100
LMF 5 2 I OP LMF I OP
105 2
NH K Q NH K Q
=P 1 –1 = P –1
100 100

=P F – 10000I = P F
11025 1025 I
H 10000 K H 10000K
CI = 41P
Þ ...(ii)
400
208
 According to the question, we have:
CI – SI = ` 12

Þ41P – P = ` 12 [From (i) and (ii)]

400 10
41P – 40P = ` 12
Þ
400
P
Þ = ` 12
400
Þ P = 400 × 12
Þ P = ` 4800
Hence, the required sum is ` 4,800.
Exercise 8(j)
1. The population of the village at the end of 2 years
F 5 n I
H
= 18000 1 –
100 K
= 18000(1.05)2
= 18000 × 1.05 × 1.05
= 19,845
Hence, the population of the village after 2 years will be 19,845.
2. As the value is depreciating the rate is taken as negative.
F 12 nI
ˆThe value of machine after 2 years = 7000 1 –
H 100
2
K
= 7000(0.88)
= 7000 × 0.88 × 0.88
= 5420.80
Hence, the value of machine after 2 years will be ` 5,420.80.
3. Present count of bacteria = 12,00,00,000
Bacteria count at the end of the first hour
F
9 I
= 12,00,00,000 1 – H
100 K
= 12,00,00,000 × 1.09
Bacteria count at the end of the second hour
F10 I
= 12,00,00,000 × 1.09 1 – H
100 K
= 12,00,00,000 × 1.09 × 0.90
209
 Bacteria count at the end of the third hour
F 11 I
H
= 12,00,00,000 × 1.09 × 0.9 1 
100 K
= 12,00,00,000 × 1.09 × 0.9 × 1.11
= 13,06,69,200
Hence, the count of bacteria after 3 hours will be 13,06,69,200.
4. Here: P = ` 2,00,000, A = 20,00,00,000 and n = 25 years.
F r n I
‡ A =P 1
H 100 K
F r 25 I
Þ 200000000 = 200000 1 
H 100 K
F I
r 25
Þ
H 1
K
100
= 1000
1
r
Þ 1 = (1000) 25
100
r
Þ 1 = (1000)0.04 [Given (1000)0.04 = 1.31826]
100
r
Þ = 1.31826 – 1
100
Þ r = 0.31826 × 100 = 31.826%
Hence, the required rate is 31.826%.
5. Here: A = ` 4000, P = ` 1000 and n = 11 years
F r n I
‡ A =P 1
H 100 K
F r 11 I
Þ 4000 = 1000 1 
H 100 K
4000 F
= 1 r
11
I
Þ
1000 H 1
100 K
r
Þ 1+ = ( 4)11
100
r 1
Þ 1+ = 1.1343 [Given: ( 4)11 = 1.1343]
100
r
Þ = 1.1343 – 1
100
r
Þ = 0.1343
100
Þ r = 0.1343 × 100 = 13.43%
Hence, the rate of interest is 13.43%.
210
Mental Maths
1. Two years ago, Sita’s salary was ` 2,000.
20
Her increment = 20% of ` 2000 = × ` 2000 = ` 400
100
After one year, her salary = ` 2000 + ` 400 = ` 2400
20
In the next year, her increment = 20% of ` 2400 = × ` 2400 = ` 480
100
Total salary = ` 2400 + ` 480 = ` 2,880
Hence, his salary will be ` 2,880 now.
2. Monthly income of a man = ` 12,000
Amount spent on rent = 15% of 12000
15
= × 12000 = ` 1,800
100
Amount spent on food = 40% of 12000
40
= × 12000 = ` 4,800
100
Amount spent on transport = 5% of 12000
5
= × 12000 = ` 600
100
Amount spent on clothing = 10% of 12000
10
= × 12000 = ` 1,200
100
Amount spent on miscellaneous exp = 20% of 12,000
20
= × 12,000 = ` 2,400
100
Total amount spent = 1800 + 4800 + 600 + 1200 + 2400
= ` 10,800
He saves = ` 12000 – ` 10800 = ` 1,200
3. CP of 12 pens = ` 40
40
CP of 1 pen = `
12
SP of 10 pens = ` 48
48
SP of 1 pen = `
10
48 40 576 – 400 176 22
Gain = – = = =`
10 12 120 120 15

211
 gain 22
Gain % = × 100 = × 100 × 12 = 44%
CP 15  40
4. CP of an article = ` 800
Profit = 25%
(100 + Profit %) × CP (100 + 25) × 800
SP= =
100 100
125  800
= = ` 1,000
100
Hence, the selling of an article was ` 1,000.
5. (100 + 15)% or 115% of the cost price = selling price
115% of the cost price = ` 2,990
F 100 I
ˆ
H
The cost price = ` 2990 
115 K
CP of 26 metres of silk = ` 2,600
2600
CP of 1 metre of silk = = ` 100
26
Hence, the cost price of silk was ` 100 per metre.
6. Amount of sales tax on cosmetics = 5% of ` 345
5
= 345 × = ` 17.25
100
5
Amount of sales tax on books = 5% of 95 = 95 × = ` 4.75
100
Amount of sales tax on medicines = 10% of 250
10
= 250 × = ` 25
100
Total amount of sales tax = ` (17.25 + 4.75 + 25) = ` 47
Total amount of goods = ` (345 + 95 + 250 + 228) = ` 918
Total amount paid by a person = ` (918 + 47) = ` 965
7. Principal for the first year = ` 2500
Rate = 4%
2500  4  1
Interest for the first year = ` = ` 100
100
Principal for the second year = ` (2500 + 100) = ` 2,600
2600  4  1
ˆ Interest for the second year = ` = ` 104
100
Principal for the third year = ` (104 + 2600) = ` 2,704

212
 2704  4  1
ˆ
Interest for the third year = `
100
10816
=` = ` 108.16
100
ˆ
Amount at the end of the third year = ` (2704 + 108.16)
= ` 2812.16
8. Principal for the first year = ` 48,400
Rate = 7.5%
48400  7.5  1
ˆ
Interest for the first year = `
100
= ` 3,630
Principal for the second year = ` (48400 + 3630) = ` 52,030
52030  7.5  1
ˆ Interest for the second year = ` = ` 3902.25
100
ˆ Amount to be paid at the end of 2 years = ` (52030 + 3902.25)
= ` 55932.25
1
9. Here: P = ` 5000, r = 18% = × 18 = 9% per conversion period and n = 2 conversion
periods 2

F r n I
ˆ A =P 1
H 100 K
F 9 2 I
= 5000 1 H 100 K
= 5000 × (1.09)2 = ` 5940.50

Hence, Rohan will have to pay ` 5,940.50.

10. Here: P = ` 5000, CI = ` 624.32, and r = 4% p.a.
Now, A = P + CI
A = 5000 + 624.32
Þ
= ` 5624.32
r n F I
‡ A =P 1
100 H K
4
n
F I
ˆ
5624.32 = 5000 1 
100 H K
5624.32F I 4
n
Þ
5000 H= 1
K 100
17576 F 26 I
n

15625 H 25 K
Þ =

213
 26 = 26 F I F I
3 n
Þ
25 25 H K H K
Þ n =3
Hence, the required time is 3 years.
Worksheet
1. CP of goods = 2,565
SP of goods = 2,052
Loss = CP – SP = 2565 – 2052 = ` 513
Loss 513
Loss % = × 100 = × 100 = 20%
CP 2565
Hence, (c) is correct.
2. SP of a sewing machine = ` 850
Profit = 16%
(100 + Profit %) × CP (100  16)  850
ˆ SP = =
100 100
116  850
= = ` 986
100
Hence, (b) is correct.
3. SP of a pen = ` 42
Profit = 5%
SP × 100 42  100 42  100
ˆ CP = = = = ` 40
100 + Profit % 100  5 100  5
Hence, (a) is correct.
4. MP of an article = ` 750
30
Discount = 30% of 750 = 750 × = ` 225
100
ˆ
Net price of the article = MP – Discount = 750 – 225 = ` 525
Hence, (b) is correct.
5. Let the cost price of an article to be ` 100.
3 3
Then, SP of an article = of the CP = × 100 = ` 60
5 5
Loss = CP – SP = 100 – 60 = ` 40
Loss 40
ˆ Loss % = × 100 = × 100 = 40%
CP 100
Hence, (a) is correct.
214
 6. MP of a cooler = ` 1800
18
Discount = 18% of 1800 = 1800 × = ` 324
100
ˆ
SP = MP – Discount = 1800 – 324 = ` 1476
Hence, (c) is correct.
7. List price of a sofa set = ` 10,000
SP of a sofa set = ` 8,400
Discount = ` (10000 – 8400) = ` 1,600
Discount
ˆDiscount %= × 100
List Price
1600
= × 100 = 16%
10000
Hence, (b) is correct.
8. Given: P = ` 400, r = 6% and T = 2 years
P × R × T 400  6  2
ˆSI = = = ` 48
100 100
Hence, (b) is correct.
9. Given: P = ` 3,000, r = 5% and n = 3 years
F r n I
ˆ A =P 1
H 100 K
F 5 3 I
= 3000 1 
H100 K
3
= 3000 × (1.05)
= 3000 × 1.157625 = 3472.88
ˆ
CI = A – P = 3472.88 – 3000
= ` 472.88
Hence, (c) is correct.
10. Given: P = ` 16,000, n = 2 conversion periods
and r = 15% p.a. Þ 7.5% per conversion periods
FG16000  7.5  1 IJ
ˆ Interest for the first year = `
H 100 K
= ` 1,200

Principal for the second year = ` (16000 + 1200) = ` 17,200

FG
17200  7.5  1 IJ
ˆ Interest for the second year = `
H 100 K
= ` 1,290

215
 ˆCompound interest at the end of the second year
= ` (1200 + 1290)
= ` 2,490
Hence, (b) is correct.
11. Given: P = ` 2,000, A = ` 2,662, and r = 10% p.a.
F r n I
ˆ A =P 1
H

100 K
F 10 n I
Þ 2662 = 2000 1 
H100 K
F I 2662 11 n
Þ
H K 2000
=
10
1331 F 11I n

1000 H 10 K
Þ =

F 11I = F 11I 3 n

H 10K H 10K
Þ

n = 3 years
Hence, (a) is correct.
12. Given: CI = ` 205, r = 5% p.a. and n = 2 years
LMF I OP r n
NH K Q
ˆ CI = P 1  –1
100
L 5 I – 1OP
205 = P MF1 
2

NH 100K Q
Þ

L 105I – 1OP
205 = P MF
2

NH 100K Q
Þ

205 = P F
11025 I
Þ
H 10000 – 1K
205 = P F
1025 I
Þ
H 10000K
P =G
F 205  10000IJ = ` 2,000
Þ
H 1025 K
Hence, (a) is correct.
13. Let r be the rate of interest compounded semi-annually. Given: P = 16000, A = 18522 and
1
n = 1 years = 3 conversion periods
2
F r n I
‡ A =P 1
H

100 K
216
 r 3 F I
18522 = 16000 1 
Þ
9261 100 H K
18522 F
= 1 r I 3
Þ
16000
8000
H 100K
F 21I = F1  r I 3 3

H 20K H 100K
Þ
r 21
Þ 1 =
100 20
r 21
Þ = –1
100 20
21
Þ r = = 5%
20
Hence, (a) is correct.
14. Let the sum be ` x.
P × R × T x  9  3 27 x
ˆ
SI = = =
100 2  100 200
LF 9 I OP 3

CI = P MG1 
MNH 2  100JK PQ
LF 9 I OP = x LF 209I – 1O
= x MG1 
3 3

MNH 2  100JK – 1PQ MNH 200K PQ

=x G
F 9129329 – 1IJ = 11,29,329x
H 80,00,000 K 80.00.000
11,29,329x 27 x
Difference between SI and CI =
–
80,00,000 200
11,29,329x – 10,80,000
493.29 =
Þ
80,00,000
493.29  80,00,000
x=
Þ
49329  100
x = ` 80,000
Þ
Hence, (d) is correct.

217
 9 Direct and Inverse Variations
Chapter

Learning Objectives
While studying this chapter, the students would learn to—
• Understand and define ‘direct variation’.
• Generate examples of two quantities which are in direct variation. Define the ‘constant of
proportionality / variation’.
• Solve problems based on direct variation.
• Understand and define ‘inverse variation’.
• Generate examples of two quantities which are in inverse variation.
• Solve problems based on inverse variation.
• Identify whether the variation between two given quantities is direct or inverse.
• Represent direct and inverse variation graphically.
• Solve problems based on ‘Time and work’ and ‘Time and distance’.
Vocabulary
• Proportion—A statement of equality between ratios.
• Direct Variation—A type of proportion in which increase in one variable causes proportionate
increase in the other quantity.
x
If x and y are the two quantities, then, in direct variation, = k (constant).
y
• Constant of Proportionality—An unchanging value of ratio between two variables, irrespective
of changing values of the two variables.
• Inverse Variation—A type of proportion in which increase in one variable cause proportionate
decrease in the other quantity.
If x and y are the two quantities, then, in inverse variation, xy = k (constant).
• Speed—The rate at which a moving body covers a given distance.
Distance
Speed =
Time
Distance = Speed × Time
Distance
Time =
Speed

218
Teaching Ideas
1. Inductive method: Start by writing two simple quantities on the board. For example—

Number of Apples (x) and Cost of Apples (y)

Ask the students whether,

(i) y will increase if x increases? or

(ii) y will decrease if x increases?

Once students understand the idea that y increases with x, emphasize on the fact that y
increases proportionally (and not randomly) with x, with the help of a table as given below.

No. of Apples (x) 1 3 10

Cost of Apples (y) 20 60 200
This table clarifies that y does not increase randomly, but in proportion to the increase in x .
x
From the same table, now show that the ratio = constant,
y
x 1 3 10
i.e., = = = .
y 20 60 200
Now, give one more example which has more complex quantities. For example —

Amount deposited in a bank (x) and Interest (y) on that deposit Ask the students how y is
affected when x increases.

Finally, introduce the term ‘Direct Variation’. By using this inductive method, the concept is
consolidated easily.

2. The concept of ‘Inverse variation’ may also be inducted similarly.

3. Students tend to start using unitary method to solve problems based on direct and inverse
variation. Instead, they should be encouraged to draw tables, list the quantities and find
solutions based on ratio method.

4. While solving problems based on ‘Time and Work’ and ‘Time and Distance’, students will
have to be reinforced with operations of fractions, LCM and the formula for Speed.

5. Simple graph work based on direct and inverse variation may also be introduced.

219
Suggested Activity
1. Divide all students in the class into pairs of students.
2. Ask one student of the pair to prepare a list of any 5 quantities (x) in a tabular form as
given below.

S.No. x y
1. Number of books
2. Petrol used
3. Number of girls
4. Number of holidays
5. Length of cloth

3. Now, ask the second student in the pair to fill up the column under y with quantities which
will be directly proportional to each of the given quantities under x.
4. Next, let the second student prepare another list of any 5 quantities (x) in a tabular form.
Ask the first student to fill up the column under y with quantities which will be inversely
proportional to each of the given quantities under x.

Maths Lab Activity

Show that the given quantities x and y vary directly by using a graphical representation.
A B C D E F
x 1 2 3 4 5 6
y 2 4 6 8 10 12

Directions
1. Mark x-axis and y-axis on a graph paper.
2. Choose a scale and mark the divisions on both the axes.
3. Plot the corresponding values of (x, y) for the points A, B, C, D, E and F on the graph
paper. (Take your teacher’s help to do so)
4. Check whether the points A, B, C, D, E and F lie on a straight line.
5. Join these points. The formation of a straight line proves that the variation is direct.

220
Assessment Samples
SAMPLE QUESTIONS FOR TERM-END EXAMINATION
1. If 2 students complete 15 assignments in 6 months, how many assignments will be
completed by 8 students in 6 months?
2. The weight of 10 flower pots is 2800 g. How many flower pots will weigh 3640 g?
3. 60 bottles of mineral water can be packed in 5 cartons of the same size. How many such
cartons are required to pack 180 bottles?
4. If 20 workers finish a job in 20 days working together, how many days will be taken by
25 workers to complete the same job?
5. A ship is sailing at the speed of 256 km/h. How much distance will it cover in 360 seconds?
6. A gardener trims 26 plants in 2 hours. How many plants can he trim in 40 minutes?
7. 80 men can consume a food provision for 150 days. For how many days will the food last
longer, if 20 men are asked to leave?

221
 S O L U T I ON
Exercise 9(a)
1. x 2 9 8 11 14 17
y 6 27 24 33 42 51

2. a 4 12 28 16 76 92
b 19 57 133 76 361 437
3. Let the car will go x km.
Here, the distance and the quantity of petrol are in direct variation.
Distance (km) 336 x
Quantity (l) 21 3.9
21 3.9
ˆ =
336 x
Þ 21x = 336 × 3.9
336  3.9
Þ x = = 62.4 km
21
Hence, the car will be go 62.4 km in 3.9 l of petrol.
4. Here, packet of nails and number of nails are in direct variation.
Packet of nails 1 x
Number of nails 79 8058
1 x
ˆ =
79 8058
8058
Þ x= = 102
79
Hence, 102 packets of nails contain 8,058 nails.
5. Here, the quantity of water and time are in direct variation.
Quantity (l) 300 2220
Time (min) 5 x
300 2220
ˆ =
5 x
Þ 300 x = 2220 × 5

222
 2220  5
Þ x = = 37
300
Hence, it will take 37 min to empty 2,220 l of water.
6. Here, the number of students and the quantity of wheat are in direct variation.
Number of students 150 375
Quantity of wheat(kg) 38 x
150 375
ˆ =
38 x
Þ 150 x = 375 × 38
375  38
Þ x =
150
Þ x = 95 kg
Hence, the consumption of wheat in a hostel of 375 students will be 95 kg.
7. Here, the length of cloth and the cost are in direct variation.
length of cloths (in m) 23 35
Cost (in `) 839.50 x
23 35
ˆ =
839.50 x
Þ 23 x = 839.50 × 35
839.50  35
Þ x =
23
Þ x = 1277.50
Hence, the cost of 35 m of cloth will be ` 1,277.50.
8. Here, spending and the number of workers are in direct variation.
Spending (in `) 25272 x
No. of workers 78 60
25272 x
ˆ =
78 60
25272  60
Þ =x
78
Þ x = 19440
Hence, the company has to spend ` 19,440.
9. Here, the number of buckets and quantity are in direct variation.
Number of buckets 22 x
Quantity (l) 121 605
223
 22 x
ˆ =
121 605
Þ 22 × 605 = x × 121
22  605
Þ x =
121
Þ x = 110
Hence, 110 buckets can hold 605 litres of oil.
10. Here, the number of jam bottles and the cost are in direct variation.
Number of bottles 19 x
Cost (in `) 617.50 1040
19 x
ˆ =
617.50 1040
19  1040
Þ x = = 32
617.50
Hence, 32 jam bottles can be bought for ` 1,040.
11. Here, the number of teachers and the number of students are in direct variation.
Number of students 7525 3010
Number of teachers 215 x
7525 3010
ˆ =
215 x
Þ 7525 × x = 3010 × 215
3010  215
Þ x = = 86
7525
Hence, there will be 86 teachers in another college with 3,010 students.
12. (a) Here, the weight of oranges and the cost are in direct variation.
Weight (in kg) 7 x
Cost (in `) 210 638.40
7 x
ˆ =
210 638.40
7  638.40
Þ x = = 21.28 kg
210
Hence, the cost of 21.28 kg of oranges will be ` 638.40.
(b) Here, the weight of oranges and the cost are in direct variation.
Weight (in kg) 7 15
Cost (in `) 210 x
224
 7 15
ˆ =
210 x
Þ 7x = 210 × 15
210  15
Þ x = = 450
7
Hence, the cost of 15 kg of oranges will be 450.
13. Here, the weight and piece of iron sheet are in direct variation.
Piece of iron sheet 4 3
9 7
Weight (in kg) 7 x
4 3
ˆ =
9 7
7 x
4 3
Þ =
97 7x
Þ 4×7×x =3×9×7
397 3
Þ x = = 6 kg
47 4
3
Hence, the weight of 3 of the iron sheet will be 6 kg.
7 4
14. Here, the number of storybooks and the cost are in direct variation
Number of storybooks 18 x
Cost (in `) 510 935
18 x
ˆ =
510 935
18  935
Þ = x Þ x = 33
510
Hence, 33 books can be bought for ` 935.
15. (a) Here, the distance and the quantity of petrol are in direct variation.
Distance (in km.) 160.5 192.8
Quantity (in litres) 2.5 x
160.5 192.8
ˆ =
2.5 x
Þ 160.5 x = 192.8 × 2.5
192.8  2.5
Þ x = = 3 l (approx)
160.5
Hence, 3 l of petrol will be required to travel 192.8 km.
225
 (b) Here, the distance and the quantity of petrol are in direct variation.
Distance (in km) 160.5 x
Quantity (in litres) 2.5 4.5
160.5 x
ˆ =
2.5 4.5
160.5 
Þ x= = 288.9 km
2.5
Hence, it will be travel 288.9 km in 4.5 litres of petrol.
Exercise 9(b)
1. If x varies inversely as y, fill in the blanks in the following table:
x 4 2 1 16 6 48
y 12 24 48 3 8 1
2. a varies inversely as b. Given : a = 20 and b = 0.35
Here, the value of a and b are in inverse variation.
ˆ
a × b = 20 × 0.35 = 7
3. Here, the number of men and days are in inverse variation.
Number of men 12 m
Number of days 10 8
ˆ
12 × 10 = m × 8
3 5
12  10
Þ =m
82
Þ m = 15
4. Here, the value of P and V are in inverse variation.
Value of P 84 63
Value of V 30 V
ˆ
84 × 30 = 63 × V
4 10
84  30
Þ =V
21 63
Þ V = 40
5. Here, the number of machines and time are in inverse variation.
Number of machines 5 (5+3) = 8
Time (in hours) 18 x
ˆ
5 × 18 = 8 × x
226
 5  18
Þ =x
8
Þ x = 11.25
Hence, 250 garments can be made in 11.25 hours.
6. Here, the number of students and days are in inverse variation.
Number of men 420 600
Days 30 x
ˆ
420 × 30 = 600 × x
21
420  30
Þ =x
600201
Þ x = 21
Hence, the food will be stored for 21 days.
7. Here, the number of men and days are in inverse variation.
Number of students 6 x
Days 15 10
ˆ
6 × 15 = x × 10
3
6  153
Þ =x
102
Þ x =9
Hence, 9 workmen can complete a job in 10 days.
8. Here, the number of frocks and the length of cloth are in inverse variation.
Number of frocks 180 x
Length of cloth (in m) 1.5 2.5
ˆ
180 × 1.5 = x × 2.5
180  15
.
Þ x =
2.5
Þ x = 108
Hence, the number of frocks is 108.
9. (a) The no. of scouts and the number of days that food will last are in inverse variation.
No. of Scouts 156 (156 + 39) = 195
No. of days that food will last 15 x
ˆ
156 × 15 = 195 × x

227
 156  15
Þ =x
195
Þ x = 12 days
(b) No. of scouts and the number of days that food will last are in inverse variation.
No. of Scouts 156 x
No. of days that food will last 15 26
ˆ
156 × 15 = x × 26
156  15
Þ =x Þ x = 90 scouts
26
HOTS
(i) Here, x and y are in direct variation.
x 10 20 30 50 70 90
y 3 6 9 15 21 27
(ii) Here, x and y are in inverse variation.
x 2 4 8 40 8 20
y 20 10 5 1 5 2
(iii)Here, x and y are in inverse variation.
x 3 18 6 9 36 9
y 12 2 6 4 1 4
(iv) Here, x and y are in direct variation.
x 4 8 16 12 20 20 24
y 7 14 28 21 35 35 42
(v) Here, x and y are in inverse variation.
x 24 4 8 72 6 18 12
y 3 18 9 1 12 4 6

Exercise 9(c)
1. 3 Sweaters knitted by Virti = 21days
21
1 Sweater knitted by Virti = days
3
21  5
5 Sweater knitted by Virti = days = 35 days
3
Hence, she will take to knit 5 sweaters in 35 days.

228
2. Plough a field by 10 men = 7days
Plough a field by 1 man = 10 × 7 days
7  10
Plough a field by 14 men = days = 5 days
14
Hence, 14 men can plough a field in 5 days.
3. A worker unloads 125 crates = 28 days
28
A worker unloads 1 crate = days
125
28  375
A worker unloads 375 crates = days = 84 days
125
Hence, he can unload 375 crates in 84 days.
4. 8 women earn money in 6 days = ` 2,880
` 2880
1 woman earn money in 1 day =
8×6
2880  15  5
15 women earn money in 5 days = = ` 4,500
86
Hence, 15 women will earn money ` 4,500 in 5 days.
5. 4 soldiers dig a trench = 5 days
1 soldier digs a trench = (4 × 5) days = 20 days
20
10 soldiers dig a trench = = 20 days
7
Hence, 10 soldiers can dig a trench in 2 days.
1
6. Work done by Arpit in 1 hour = part
3
1
Work done by Ankur in 1 hour = part
5
1
Work done by Akash in 1 hour = part
6
1 1 1
Work done by (Arpit+Ankur+ Akash) in 1 hr = + +
3 5 6
10 6 5
=
30
7
= part
10
10 3
Work done by (Arpit+Ankur+Akash) = or 1
7 7
3
Hence, they can fence the garden in 1 hours.
7

229
7. Ramu and Balu paint the house in 20 days.
1
ˆ Work done by Ramu and Balu in 1day = part
20
1
ˆ Work done by Ramu alone in 1 day = part
30
1 1 3–1 1
ˆ Work done by Balu alone in 1 day = – = = part
20 30 60 60
Hence, Balu will complete the work in 60 days.
1
8. (a) Work done by A and B in 1 day = part
6
1
Work done by B and C in 1 day = part
10
1
Work done by C and A in 1 day = part
15
1 1 1
ˆ Work done by 2 (A + B + C) =  
6 10 15
5 3 2 10 1
= = 
30 30 3
1 1
Þ Work done by (A + B + C) = = part
32 6
Hence, A, B and C will complete the work in 6 days.
1 1
(b) Work done by A alone in 1day = –
6 10
5–2 2 1
= = = part
30 30 15
Hence, A will complete the work in 15 days.
1 1
Work done by B in 1 day = –
6 15
5–2 3 1
= = = part
30 30 10
Hence, B will complete the work in 10 days.
9. Time taken by 60 men working 8 hours a day to complete the work = 30 days
ˆ
Time taken by 60 men working 1 hour a day to complete the work = 30 × 8 days
ˆ
Time taken by 1 man working 1 hour a day to complete the work = 30 × 8 × 60 days
ˆ
Time taken by 120 men working 1 hour a day the work
30 8 60
= days
120

230
 ˆTime taken by 120 men working 6 hours a day the work
30  8  60
= days = 20 days.
120  6
10. Dinu and Hemu plough a field in 15 days
1
Work done by both in 1 days = part
15
1
Work done by Dinu alone in 5 days =
8
1 1 1
Work done by Dinu alone in 1 day =  part = part
8 5 40
1 1 8–3 5 1
ˆWork done by Hemu alone in 1 day = – = = = part
15 40 120 120 24
Hence, Hemu will plough the same field in 24 days.
11. Time taken for Shashi working 5 hours daily to embroider 3 saris = 21 days.
Time taken for Shashi working 5 hours daily to embroider 1 sari = 21 ÷ 3 = 7 days.
Time taken for Shashi working 1 hour daily to embroider 1 sari = 7 × 5 = 35 days.
Time taken for Shashi working 7 hours daily to embroider 1 sari = 35 ÷ 7 = 5 days.
Time taken for Shashi working 7 hours daily to embroider 6 saris = 5 × 6 = 30 days.
12. One pipe filled the tank in 18 hours.
1
Water filled in the tank by one pipe in 1 hour = part
18
Other pipe emptied the tank in 12 hours.
1
Water emptied by other pipe in 1 hour = part
12
Water emptied when both the pipes are kept open simultaneously
1 1 3–2 1
= – = = part
12 18 36 36
Hence, time taken by both the pipes to empty the tank is 36 hours.
13. 4 women = 3 men
3
1 woman = men
4
3
ˆ 5 men and 4 women = 5 men + 4 × men = 8 men
4
‡ Time taken by 3 men = 8 days
ˆTime taken by 1 man = 3 × 8 = 24 days
24
ˆTime taken by 8 men = = 3 days.
8
Hence, 5 men and 4 women do the same job in 3 days.

231
Integrated Learning (IL)
(i) Gravity is a force, whereas weight is a measurement related between our mass and
gravitational pull.
More is gravity more is weight of an object.
Therefore, weight of an object is directly proportional to gravity.
Distance
(ii) Speed =
Time
If speed of an object would be more, time to cover a distance would be less.
If speed of an object would be less, time to cover a distance would be more.
Therefore, speed is inversely proportional to time.
(iii) If we go up higher, temperature goes on decreasing.
Therefore, temperature is inversely proportional to altitude.
(iv) More is the no. of working days, more is the salary.
Therefore, salary is directly proportional to the no. of working days.
(v) More is the no. of people working on a job, less is the time taken to complete the job.
Therefore, no. of people working is inversely proportional to the time taken to complete
a job.
(vi) More is the length of cloth purchased, more is the price to be paid.
Therefore, price is directly proportional to the length of cloth purchased.

Exercise 9(d)
1 3
1. Given : Time = 1 hours = hours, speed = 3 km h–1
2 2
3 9
ˆ Distance= Speed × Time = 3 × = = 4.5 km
2 2
Hence, he runs daily 4.5 km.
–1
2. Given : Speed = 70 km h and time = 3 h 15 min = 3.25 hours
ˆ
Distance= Speed × Time = 70 × 3.25 = 227.5 km
Hence, he will cover 227.5 km in 3 hours 15 minutes.
1 3
3. Given : Speed = 40 km h–1 and time = 1 h = h
2 2
3
ˆDistance = Speed × Time = 40 × = 60 km
2
–1 3 1
When speed = 60 km h and time = 2 – = h, we have
2 2

232
 1
Distance = Speed × Time = 60 × = 30 km
2
Total Distance = 60 km + 30 km = 90 km
Hence, Rita travelled 90 km to reach her aunt's house.
4. We know that 1 km = 1,000 m and 1 hour = 3,600 s.
36  1000
(i) 36 km h–1 = = 10 ms–1
3600
–1 18  1000 –1
(ii) 18 km h = = 5 ms
3600
–1 90  1000 –1
(iii) 90 km h = = 25 ms
3600
–1 300  1000 250 –1
(iv) 300 km h = = ms
3600 3
1
5. We know that 1 m = km
1000
1
and 1 s = hour.
3600
–1 12.5  3600 –1
(i) 12.5 ms = = 45 km h
1000
–1 10  3600 –1
(ii) 10 ms = = 36 km h
1000
–1 105  3600 –1
(iii) 105 ms = = 378 km h
1000
160  3600
(iv) 160 ms–1 = = 576 km h–1
1000
6. Given : Distance = 3549 km and time = 42 h 15 min 42.25 hours
Distance 3549 –1
ˆSpeed = = = 84 km h
Time 42.25
Hence, the speed of the train is 84 km h–1.
1
7. Given : Distance = 240 km and time = 10 am to 12.30 pm = 2 hours
2
Distance 240  2 –1
ˆSpeed = = = 96 km h
Time 5
Hence, the speed of the train is 96 km h–1.
–1 6h – 30min
8. Given : speed = 60 km h and time =
2
h 12 – h
6h –
= 2 = 2 = 11
2 2 4
233
 11
ˆ Distance= Speed × Time = 60 × = 165 km
4
Hence, the distance between Mumbai and Pune is 165 km.
9. Given : Distance between A and B = 1400 km
Time = 4 pm to 8 am = 16 hours
Distance 1400 175 –1
ˆ Speed = = = km h
Time 16 2
175 –1
Hence, the speed of the train is km h .
2 1 7
10. Given: Speed = 42 km h–1 and time = 2 hours 20 min = 2 = h
3 3
7
ˆ Distance = Speed × Time = 42 × = 98 km
3
When distance = 98 km and speed = 28 km h–1
98 1
ˆ Time = Distance = = 3 hours
Speed 28 2
1
Hence, it will take 3 hours.
2
11. Given: distance = 190 m
–1 38  1000 –1
and speed = 38 km h = = 10.56 ms
3600
Distance 190
ˆ Time = = = 18 sec
Speed 10.56
Hence, it will take 18 sec to cross a pole.
12. Given: distance = 250 m and speed = 60 km h–1
Distance 60  1000 600
ˆTime = = = = 16.67ms–1
Speed 3600 36
250
= = 15 sec
16.67
Hence, the train will take 15 sec to cross a pole.
13. Given: distance = 300 m and time = 20 sec
15
Distance 300 –1
ˆ Speed = = = 15 ms
Time 20
–1
To convert the speed into km h , we shall divide metres by 1,000 and seconds by 3,600.
15 m 15  3600
ˆ Speed = = km h–1 = 54 km h–1
1s 1000
Hence, the speed of the train is 54 km h–1.
234
14. Given: Time = 12 sec and
45  1000
speed = 45 km h–1 = = 12.5 ms–1
3600
ˆ Distance = Speed × Time = 12.5 × 12 = 150 m
Hence, the length of the train is 150 m.
–1 50  1000 –1
15. Given: Speed= 50 km h = = 13.89 ms
3600
and time = 36 sec
ˆ
Distance = Speed × Time = 13.89 × 36 = 500 m
ˆ
The length of the platform = (500 – 200)m = 300 m.
Hence, the length of the platform is 300 m.
Daily Life Application
1. Let the distance between office and home be x km.
–1
Then, the time taken to reach office at the speed of 30 km h .
x
= hr
30
–1 x
ˆ Time taken to reach office at the speed of 40 km h = hr
4 x – 3x x 40
x x
Difference in both the times = – = = [LCM of 30 and 40 = 120]
30 40 120 120
4 x – 3x x
= =
120 120
30 1
Difference in both the times = 20 + 10 = 30 min = = hour
60 2
Now according to the question, we have :
x 1
=
120 2
120
Þ x = = 60 km
2
Hence, the distance between office and home is 60 km.
2. Let the distance between school and house be x km.
–1 x
Then, the time taken to reach school at the speed of 3 km h = hr
3
–1 x
ˆ Time taken to reach school at the speed of 4km h = hr
4
x x 4 x – 3x x
Difference in both the times = – = =
3 4 12 12
[LCM of 3 and 4 = 12]

235
 15 1
Difference in both the times = 5 + 10 = 15 min = = hr
60 4
Now according to the question, we have :
x 1 12
– Þx= Þ x = 3 km.
12 4 4
Hence, the distance between the school and the house is 3 km.

Mental Maths
1. A tailor stitch 28 frocks = 20 days
20
A tailor stitch 1 frock =
28
20  154
A tailor stitch 154 frocks = = 110 days.
28
Hence, he will take to stitch 154 frocks in 110 days.
2. Books bound with 48 sheets = 120
120
Books bound with 1 sheet =
48
120  80
Books bound with 80 sheets = = 200 books
48
Hence, 200 books can be bound with 80 sheets.
3. ` 2000 received as a commission for = 3 machines
3
` 1 received as a commission for =
2000
3 6
` 12000 received as a commission for =  12000
2000
= 18 machines
Hence, the salesman will sell 18 machines.
4. The cost of 28 kg of rice = ` 336
336
The cost of 1 kg of rice = ` = ` 12
28
The cost of 24 kg of rice = ` 336
336
The cost of 1 kg of rice = ` = ` 14
24
Increase in price = ` 14 – ` 12 = ` 2 per kg
Hence, the increase in price of rice is ` 2 per kg.

236
 2
5. X filled a tank = part
3
1
Y filled a tank = part
2
1
Z filled a tank = part
3
2 1 1 4 3 2
ˆ They filled the tank in 1 hour = + + =
3 2 3 6
9 3
= = part
6 2
2
Hence, X, Y and Z together filled the tank = hours
3
2  60
Þ = 40 min.
3 1 5
6. Given: Distance = 1500 km and time = 2 hours = hours
2 2
Distance 1500  2
ˆ Speed = = = 600 km h–1
Time 5
Hence, the speed of the aeroplane is 600 km h–1.
–1 45  1000 –1
7. Given: speed = 45 km h = = 12.5 ms
3600
and time = 44 sec
ˆ
Distance = Speed × Time = 12.5 × 44 = 550 m
ˆ
The length of the train = 550 – 400 = 150 m
Hence, the length of the train is 150 m.

Worksheet
1. The cost of 15 pens = ` 195
195
The cost of 1 pen = ` = ` 13
15
ˆThe cost of 12 pens = ` (13 × 12) = ` 156
Hence, (b) is correct.
2. We know that 1 km = 1000 m
and 1 hour = 3600 s
–1 1000 –1 –1
ˆ54 km h = 54 × ms = 15 ms
3600
Hence, (d) is correct.

237
 –1 3600 –1 –1
3. 105 ms = 105 × km h = 378 km h
1000
Hence, (a) is correct.
4. Here, the speed of the train and time are in inverse variation.
Speed (km h–1) 36 42
Time (in hr) 7 x
ˆ 42 × x = 36 × 7
36  7
Þ x = = 6 hours
42
Hence, (d) answer is correct.
5. The cost of 12 notebooks = ` 72
72
The cost of 1 notebook = ` =`6
12
ˆThe cost of 24 notebook = ` (6 × 24) = ` 144
Hence, (d) is correct.
6. The cost of 12 bananas = ` 24
24
The cost of 1 banana = ` =`2
12
ˆThe cost of (5 × 12) 60 bananas = ` (2 × 60) = ` 120
Hence, (d) is correct.
7. Here, the number of chapattis and men are in direct variation.
No. of chapattis 45 x
No. of men 25 15
x 45
ˆ =
15 25
45  15
Þ x= = 27
25
Hence, (c) is correct.
8. Let CP of a book= ` 1
CP of 8 books = ` 8
CP of 10 books = ` 10
According to the question,
CP of 10 books = SP of 8 books
ˆ
SP of 8 books = ` 10

238
 Profit = SP – CP = 10 – 8 = ` 2
Distance 2
Profit % = × 100 = × 100 = 25%
Time 8
Hence, (b) is correct.
9. The cost of 8 pens = ` 40
40
The cost of 1 pen = =`5
8
ˆ The cost of (5 × 12) 60 pens = ` (5 × 60) = ` 300
Hence, (d) is correct.
1
10. Work done by Shruti in 3 days = part
5
1 1
Work done by Shruti in 1 day = = part
5  3 15
1
Work done by Dipika in 4 days = part
6
1 1
Work done by Dipika in 1 day = = part
6  4 24
1 1 8 5 13
Work dobe by Shruti and Dipika in 1 day = + = =
15 24 120 120
120 3
ˆThey will complete the work in or 9 days.
13 13
Hence, (a) is correct.

239
 10 Quadrilaterals
Chapter

Learning Objectives
While studying this chapter, students will learn to:
• Define a quadrilateral. • Identify parts of a quadrilateral.
• Prove the angle-sum property of a quadrilateral. • Name and define types of quadrilaterals.
• List properties of each type of quadrilaterals. • Use the properties to solve problems.
• Construct quadrilaterals, when length of four sides and a diagonal are given.
• Construct a quadrilateral, when its three sides and two diagonals are given.
• Construct a quadrilateral, when its three sides and two included angles are given.
• Construct a quadrilateral, when three angles and their two included sides are given.
• Construct quadrilaterals like rhombus, square and rectangle, which need less than 5
measurements to be specified.
Vocabulary
• Quadrilateral—A polygon with 4 sides.
• Adjacent sides—Two sides with common end points.
• Opposite sides—Sides which are not adjacent.
• Adjacent angles—Two angles which have a common side.
• Opposite angles—Angles which are not adjacent.
• Convex quadrilateral—A quadrilateral in which measure of each angle is less than 180°.

1 4

Here, Ð1, Ð2, Ð3,

2
4 are each less than 180°.
3

• Concave quadrilateral—It is a a type of quadrilateral, in which measure more than 180°.

4
1
3 Here, Ð3 is more than 180°.
2

240
• Angle-sum property—The sum of all angles of a quadrilateral is 360°.
• Parallelogram—A quadrilateral in which both the pair of opposite sides are parallel and equal.
• Rhombus—A parallelogram with all 4 sides equal and angles not equal to right angles.
• Rectangle—A parallelogram with each angle as a right angle.
• Square—A rhombus with each angle as a right angle.
• Trapezium—A quadrilateral in which one pair of opposite sides are parallel.
• Kite—A quadrilateral with 2 pairs of equal adjacent sides.
The relationship between types of quadrilaterals.
Quadrilaterals

Trapezium Kite Other

(which are neither
Parallelogram parallelograms, trapeziums nor kites)

Rectangle Rhombus

Square
• Rhombus, rectangle and square are types of parallelograms.
• A square is also a rectangle or a rhombus.
• 10 elements of a quadrilateral—These are its 4 sides, 4 angles and 2 diagonals.
• Diagonal—A line segment which joins two opposite vertices in a quadrilateral.
A quadrilateral has 2 diagonals.
• Included Side—A side enclosed by two adjacent angles.
• Included Angle—An angle formed by two sides with a common end-point.
Teaching Ideas
1. Start by revising the concept of closed shapes and polygons. Also recall the concept of
convex, concave, regular and irregular polygons. Students may be asked to draw various
types of polygons and name their sides and diagonals.
2. Next, ask students to draw 4-sided polygons as many types as possible. Help them to classify
these on bases of common characteristics. Finally, introduce their names and the term
‘quadrilateral’.
3. Properties and relationships of types of quadrilaterals should be written and discussed.
Encourage students to apply these properties in solving problems.

241
 4. Tell students to revise various parts of a quadrilateral. Ensure that they identify adjacent
sides, opposite sides, adjacent angles, opposite angles and diagonals correctly.
This can be done by drawing various quadrilaterals on the board and asking students to
name a particular part.
5. Revise properties of each type of quadrilateral, as their knowledge is essential during
construction.
6. Encourage students to maintain their geometrical instruments properly and use them
correctly. The importance of using a sharpened pencil and drawing lines of consistent
darkness should be emphasised.
7. Share with students that accuracy in labelling and neatness are the evaluation parameters in
geometrical construction.
8. Guidelines for students to keep the geometrical construction accurate and neat—
a) Use a pencil of medium darkness like HB. Keep it sharpened properly not too less, not
too more.
b) Hold the pencil vertically while drawing lines. Apply uniform pressure throughout to
get a consistent line.
c) Ensure that the edges of the scale are not jaggered. Change the defective scale.
d) Check whether the measurement of angles marked on the protractor both ways.
e) Draw arrow heads neatly in a small size. Label all verticies, angles and given
measurements.
f ) As a general rule, all construction lines like angles, arcs and supporting lines should be
drawn light. Obviously, the quadrilateral should be drawn darker.
g) Always draw a rough labelled sketch before commencing the construction.

Suggested Activity
1. Make groups of 5 students each. Provide them with a cardboard sheet and a chart paper.
2. Ask each member of the group to cut out a quadrilateral from the cardboard sheet — a
parallelogram, a rectangle, a rhombus, a square and a kite.
3. On a chart paper, let them place these cut outs and outline them to form a design. Ask the
students to colour up and decorate their design.
4. Put up the charts in the class.
(While cutting out the shapes and outlining them, students will understand some properties
of these quadrilaterals. When they see their hand-made designs frequently, this
understanding will be reinforced).
242
Maths Lab Activity
To prove experimentally the sum of 4 angles of a quadrilateral is 360°
1. Cut out a quadrilateral from a white sheet and mark its 4 angles.

2 3

1 4

2. Cut the quadrilateral along the dotted lines, such that all 4 angles are separate.
3. Now draw a line and mark a point O on it. Place the cut-outs for Ð1, Ð2, Ð3 and Ð4
around point O, such that vertex of each angle is on O. No part of the cut-outs should
overlap.

2 1
O 4
3

4. We observe that all 4 angles exactly fit around point O, completing a circular angle = 360°.
This is true for all quadrilaterals.
5. Hence, it has been proven that Ð1 + Ð2 + Ð3 + Ð4 = 360°.
Assessment Samples

SAMPLE QUESTIONS FOR TERM-END EXAMINATION

1. Construct a quadrilateral ABCD, in which AB = 3.5 cm, BC = 6 cm, CD = 4.5 cm,
DA = 6 cm and AC = 6.5 cm. Write the steps of construction.
2. Construct a quadrilateral PQRS, in which QR = 4 cm,
RS = 4.5 cm, SP = 3 cm, PR = 6 cm and QS = 6.8 cm. Draw a rough sketch first.
3. Construct a quadrilateral MNOP, in which MN = 3 cm, NO = 5 cm, OP = 5.5 cm and
angle N and ÐO = 90° each.
4. Construct a parallelogram, whose two adjacent sides measure 3 cm and 5 cm and the
included angle = 60°. Show calculations for finding other angles.
5. Construct a rhombus with diagonals measuring 4 cm and 7 cm each. Mention the
properties used during the construction.

243
 S O L U T I ON
HOTS
The figures (a), (c), (d) and (e) are convex quadrilaterals, whereas figures (b) and (f ) are concave
quadrilaterals.
A quadrilateral has ten parts, i. e., four sides, four angles, two diagonals.
Name these parts of each quadrilateral yourself.
Exercise 10(a)
1. (a) Sum of angles = 100° + 110° + 60° + 90°
= 360° (Angle sum property of a quadrilateral)
ˆ
They form a quadrilateral.
(b) Sum of angles = 90° + 103° + 97° + 40°
= 330°
Sum of the angles is less than 360°, so they do not form quadrilateral.
2. Let the four angles of the quadrilateral be ÐA, ÐB, ÐC and ÐD, in which ÐA = 40°,
ÐB = 120° and ÐC = 100°. Then :
40° + 120° +100° + ÐD = 360°
Þ 260° + ÐD = 360°
Þ ÐD = 360° – 260°
Þ ÐD = 100°
Hence, the fourth angle is 100°.
3. Let the four angles of the quadrilateral be ÐA, ÐB, ÐC and ÐD in which ÐA = ÐB = 70°.
Then:
ÐA + ÐB + ÐC + ÐD = 360°
Þ 70° + 70° + 2ÐC = 360° [Given ÐC = ÐD]
Þ 140° + 2ÐC = 360°
Þ 2ÐC = 360° – 140°
Þ 2ÐC = 220°
220
Þ ÐC =
2
Þ ÐC = 110°
Hence, each of the equal angles is 110°.

244
4. Let the measures of the four angles be 3x°, 4x°, 5x° and 6x°.
Then:
3x + 4x + 5x + 6x = 360°
Þ 18x = 360°
360
Þ x= = 20°
18
ˆ 3x° = 3 × 20° = 60°
4x° = 4 × 20° = 80°
5x° = 5 × 20° = 100°
6x° = 6 × 20° = 120°
Hence, the angles of the quadrilateral are 60°, 80°, 100° and 120°.
5. Let the fourth angle be x°.
The sum of three angles will be 5x°.
ˆ
5x + x = 360°
6x = 360°
x = 60°
Hence, the fourth angle is 60°.
6. Given : ÐROQ = 45°, ÐPBO = 90° and ÐPAO = 90°
ÐROQ + ÐPBO + ÐPAO + ÐAPB = 360° [Angle sum property of quadrilateral]
Þ 45° + 90° + 90° + ÐAPB = 360°
Þ 225° + ÐAPB = 360°
Þ ÐAPB = 360° – 225°
Þ ÐAPB = 135°
Hence, the measure of ÐAPB is 135°.
7. In the quadrilateral ABCD,
70° + 100° + 80° + q° = 360° [Angle sum property of quadrilateral]
Þ 250° + q° = 360°
Þ q° = 360° – 250° = 110°
Now from figure
70° + r = 180° [Linear pair]
Þ r = 180° – 70° = 110°
And 80° + p = 180°

245
 Þ p = 180° – 80° = 100°
Similarly 100° + s = 180°
s = 180° – 100° = 80°
8. Let the measures of two angles be 4x° and 5x°. Then :
4x° + 5x° + 70° + 110° = 360° [Angle sum property of quadrilateral]

Þ 9x° + 180° = 360°

Þ 9x° = 360° – 180°
180
Þ x= = 20°
9
ˆ 4x°= 4 × 20° = 80°
5x° = 5 × 20° = 100°
Hence, the two angles of the quadrilateral are 80° and 100°.

Exercise 10(b)
1. Given: ABCD is the parallelogram.
ˆ
ÐA = ÐC [Opposite angles are equal]

and ÐD = ÐB
ÐD = 180 – 75° = 105° [Linear pair]

ˆ
ÐB = 105°
As ÐA + ÐB + ÐC + ÐD = 360°
Þ ÐA + ÐC + 105° + 105° = 360°
Þ 2ÐA + 210 = 360° [‡
ÐA = ÐC]

Þ 2ÐA = 360° – 210°

Þ 2ÐA = 150°
Þ ÐA = 75°
ˆ
ÐC = 75°
Hence, ÐA = 75°, ÐB = 105°, ÐC = 75° and ÐD = 105°.
2. Let ABCD be the parallelogram in which ÐA = x° and ÐB = 3x°. Then:
ÐA = ÐC = x° [Opposite angles are equal]
ÐB = ÐD = 3x° [Opposite angles are equal]

246
 Now, ÐA + ÐB + ÐC + ÐD = 360° D C
Þ x° + 3x° + x° + 3x° = 360°
Þ 8x° = 360° 3x°
x°
Þ x° = 45° A B
Hence, ÐA = ÐC = 45° and ÐB = ÐD = 45 × 3 = 135°.
3. Let ABCD be the parallelogram in which AB = 5 cm and BC = 6 cm.
Then:
DC = AB = 5 cm [Opposite sides are equal]
AD = BC = 6 cm [Opposite sides are equal]
ˆ Perimeter of ABCD = 5 + 6 + 5 + 6 = 10 + 12 = 22 cm
Hence, the perimeter of a parallelogram is 22 cm.
4. Let ABCD be the parallelogram in which AB = 3a and BC = 4a.
Then:
AD = BC = 4a [Opposite sides are equal]
DC = AB = 3a [Opposite sides are equal]
ˆ Perimeter of ABCD = 3a + 4a + 3a + 4a
Þ 21 cm = 14a [Given that perimeter = 21cm]
21 C B
Þ a= = 1.5 cm
14
3a

D A
Hence, AB = DC = 1.5 × 3 = 4.5 cm and AD = BC = 4 × 1.5 = 6 cm.
5. Let ABCD be the parallelogram in which AB = x cm and BC = (x + 5 )cm.
Then:
DC = AB = x cm [Opposite sides are equal]
AD = BC = (x + 5) cm [Opposite sides are equal]
ˆ Perimeter of ABCD = x + x + 5 + x + x+ 5
Þ 22 = 4x + 10 C B [Given that perimeter = 22cm]
Þ 22 – 10 = 4x
Þ 12 = 4x x

Þ x =3 x+5
D A
Hence, AB = DC = 3 cm and AD = BC = 3 + 5 = 8 cm.

247
 6. Given: Two adjacent sides of a quadrilateral are equal,
D C
i. e. ,
AB = BC and BC = CD ...(i)
Also, CD = DA and DA = AB ...(ii)
From (i) and (ii), we have: A B
AB = BC = CD = DA
Hence, the quadrilateral with all four equal sides is known as rhombus.
7. Given: Two adjacent angles of a quadrilateral are equal.
Hence, the quadrilateral is rectangle or square.
8. Given: Two adjacent angles and adjacent sides of a quadrilateral equal.
AB = BC, BC = CD and CD = DA
So, AB = BC = CD = DA
and ÐA = ÐB = ÐC = ÐD
Hence, the quadrilateral having four sides and adjacent angles equal is known as square.
9. Given: In a parallelogram ABCD
AB = CD, AB || CD, AD = BC and AD || BC
(i) In DAOB and DCOD,
AB = CD [Sides of || gm]
ÐCDO = ÐOBA [Alternate angles]
ÐDCO = ÐOAB [Alternate angles]
ˆ
DAOB @DCOD [By ASA rule]
(ii) Equal sides of DAOD and DAOB are
OA = OC, OD = OB, AD = BC
10. Given: ABCD and CDEF are parallelograms.
In ABCD,
AD = BC = 3.2 cm [Opposite sides are equal]
and CD = AB = 4.4 cm ...(i)
In CDEF,
DE = CF = 2 cm
DC = 4.4 cm [From (i)]
EF = DC = 4.4 cm

248
11. As the diagonals of a parallelogram bisect each other.
1
So, OD = OB = BD
2 D C
1
and OA = OC = AC
2
OD 1 OA 1
ˆ = and = .
OB 1 OC 1
A B
Hence, diagonals of a parallelogram intersect each other in 1 : 1.
12. Given: ABCD is a parallelogram.
P D Q C
AP and BQ are perpendicular to CD.
To prove: AP = BQ
Proof: In DAPD and DBQC,
A B
ÐAPD = ÐBQC [Each 90°]
AD = BC [Opposite sides of || gm]
ÐADP = ÐBCQ [Corresponding angles ˆ
AD || BC]
ˆ
DAPD @DBQC [By ASA rule]
So, AP = BQ Proved. [By CPCT]
13. Given: ABCD is a parallelogram, in which E and F are the mid-points of the sides AB and
CD respectively.
We have to determine whether (i) DF = EB and (ii) AF = EC with the reasons.
In || gm ABCD, AB = CD [opposite sides of || gm]
1 1
AE = EB = AB, CF = DF = CD ...(1) [using given statements]
2 2
1 1
Also, AB = CD Þ AB = CD ...(2)
2 2
From (1) and (2), we get
DF = EB
Similarly, we can get CF = AE.
In triangles ADF and CBE, we have
AD = BC (Opposite sides of || gm ABCD)
ÐADF = ÐCBE (Opposite angles of || gm ABCD)
DF = EB (Proved above)
Thus by SAS congruency, we get
DADF @DCBE
Hence, AF = EC (by c.p.c.t.e.)

249
 Exercise 10(c)
1. C
60°
5.5
cm

D 60° B

60° cm
5.5
A
In rhombus ABCD,
Þ ÐB + ÐA = 180° (Co-interior angles)
Þ 60° + ÐA = 180° (One of the angles of the rhombus is given as 600.)
Þ ÐA = 180° – 60°
Þ ÐA = 120°
In the rhombus ABCD, the smaller diagonal is AC and the longer diagonal is BD. Also the
diagonal AC bisects the angles A and C of the rhombus ABCD.
So, ÐBAC = ÐACB = 120°/2 = 60°.
Now in the triangle ABC, we have
ÐA =ÐC = 60° (Just proved)
ÐB = 60° (One angle of the rhombus is given as 60°.)
Since in the triangle ABC, ÐA = ÐB = ÐC, it is an equilateral triangle, hence
AB = BC = CA =5.5 cm.
Hence, the length of the smaller diagonal AC of the rhombus ABCD is 5.5 cm.
2. No, the figure will not be a rhombus always it may be a square or kite.

3. In DPOS and DROS,

S
PS = SR [sides of a rhombus]
ÐPOS = ÐROS [each 90°]
P R
O
OS = OS [Common]
ˆ
DPOS –DROS [SAS Congruencet rule] Q
Hence, yes, DPOS –DROS. By the SAS congruence rule.
250
 X
4. Steps of construction: D
(i) Draw a line segment AC = 6 cm.
(ii) Draw a perpendicular bisector XX¢
of AC, which bisect AC at O. 8cm
A 6cm C
(iii)Cut an arc OD = 4 cm from OX and OB = 4 cm from OX¢
.
(iv) Join AB, BC, CD and DA.
ABCD is the required rhombus.
X
5. Steps of construction: X¢
(i) Draw AB = 5 cm. D 5 cm
C
(ii) Draw a ray AX making an angle of 70° at A.

5 cm
(iii) Cut AD = 5 cm from AX.
(iv) Take a distance of 5 cm in compass and draw an arc 70°
taking B as centre. A 5 cm B

(v) Again taking D as centre. Draw an arc of 5 cm which cut the previous arc at C.
(vi) Join BC and DC.
ABCD is the required rhombus.
6. (i) False (ii) True (iii) False (iv) True (v) False
7. ‡
PQRS is a rhombus.
ˆ
ÐPOQ = 90°
Now, in DPOQ, S R
ÐOPQ + ÐPOQ + ÐPQO = 180°
[Sum of the angles of a triangle is 180°]
O
Þ 40° + 90° + ÐPQO = 180° 400
Þ ÐPQO = 180° – 130° P Q

Þ ÐPQO = 50°
Hence, ÐPOQ = 90° and ÐPQO = 50°
G
8. Given: ABCD is a rhombus.
AB = BC = CD = DA and D C
AE = AB = BF 4 3

To prove: ÐG = 90°
1 5 6 2
Proof: In DAED, E A B F

251
 Ð1 = Ð4 [‡
AD = AE]
Ð5 = Ð1 + Ð4 [Exterior angle property]
Þ Ð5 = Ð1 + Ð1 [From (i)]
Þ Ð5 = 2Ð1 ...(ii)
Similarly,
Ð6 = 2Ð2 ...(iii)
On adding equations (ii) and (iii), we get
Ð5 + Ð6 = 2Ð1 + 2Ð2
Þ 180° = 2(Ð1 + Ð2) (Since the angles 5 and 6 are co-interior angles)
ˆ
Ð1 + Ð2 = 90° ...(iv)
Now in ÐEGF,
Ð1 + Ð2 + ÐG = 180°
Þ 90° + ÐG = 180° [from (iv)]
Þ ÐG = 180° – 90°
Þ ÐG = 90°
Hence proved.
Exercise 10(d)
1. In DABD,
ÐA = 90° D C

BD2 = AB2 + AD2

3 cm

2 2 2 O
Þ BD = (4) + (3)
2
Þ BD = 16 + 9 A 4 cm B

Þ BD = 25 = 5
We know the diagonals of a rectangle are equal.
ˆ
BD = AC = 5 cm. D C

2. In DAOB and DCOD,

O
AB = DC
A B
AO = OC
OB = DO (Diagonals of a rectangle bisect each other.)
ˆ
DAOB –DCOD

252
3. D C

A B
Hence, the rhombus will take a square shape, if its four angles are equal.
4. Let the sides of a rectangle = 3x cm, 5x cm
ˆ
Perimeter of rectangle = 48 cm
Þ 2(5x + 3x) = 48
48
Þ 8x =
2
Þ 8x = 24
24
Þ x = Þ x =3
8
Hence, the sides of the rectangle are 3 × 3 = 9 cm and 5 × 3 = 15 cm.
5. The shorter side of a rectangle = 10 cm
7
Longer side = × 10 = 7 × 2 = 14 cm
5
Perimeter of the rectangle = 2 (10 + 14) = 2 × 24 = 48 cm
Hence, the perimeter of the rectangle is 48 cm.
6. The area of a square = 25 cm2
Area of a square = 25 (side)2
2
Þ side = 25
Þ side = 25
Þ side = 5 cm
Hence, the side of the square is 5 cm.
7. (i) False (ii) True (iii) True (iv) True (v) False
8. Since the diagonals of a square D C
intersect each other at right angles.
O
\ ÐAOB = 90°
S R
A B
9. Each angle of a rectangle is right angle.
\ ÐPQR = 90° O
or ÐPQS + ÐSQR = 90° 50°
P Q

253
 or ÐSQR = 90° – 50°
[‡
ÐPQS = 50°]
\ ÐSQR = 40°
Exercise 10(e)
1. Steps of construction: C
(i) Draw a line segment AB = 4.5 cm. 6 cm
D

5.5 cm
cm
(ii) With B as centre and radius 5.5 cm, draw

7.5
m
an arc above AB. 6.3

3.8 c
cm
(iii) With A as centre and radius 7.5 cm, draw
another arc cutting the previous arc at C. A 4.5 cm B
(iv) With A as centre and radius 3.8 cm, draw another arc above AB.
(v) With C as centre and radius 6 cm, draw another arc cutting the previous arc at D.
(vi) Join BC, AD, CD, AC and BD.
ABCD is the required quadrilateral.
Hence, the length of BD is 6.3 cm.
2. Steps of construction: D 6 cm C
(i) Draw a line segment AB = 5.3 cm. cm

4.6
(ii) With A as centre and radius 5.3 cm, draw

6
5.3

cm
cm
an arc above AB.
(iii) With B as centre and radius 4.6 cm, draw A
5.3 cm B
another arc cutting the previous arc at D.
(iv) With B as centre and radius 6 cm, draw another arc above AB.
(v) With D as centre and radius 6 cm, draw another arc cutting the previous arc at C.
(vi) Join BC, AD, BD and DC.
Thus, ABCD is the required quadrilateral.
3. Steps of construction:
(i) Draw a line segment PQ = 6.3 cm.
(ii) With P as centre and radius 3.8 cm, draw an S 6.3 cm R
arc above PQ.
3.8 cm

3.8 cm

7.2
(iii) With Q as centre and radius 7.2 cm, draw cm
another arc cutting the previous arc at S.
P 6.3 cm Q
(iv) With Q as centre and radius 3.8 cm, draw
another arc above PQ.

254
 (v) With S as centre and radius 6.3 cm, draw another arc cutting the previous arc at R.
(vi) Join PS, QS, QR and RS.
Thus, PQRS is a parallelogram. D 5.2 cm
C
4. Steps of construction:
(i) Draw a line segment AB = 5.2 cm.

5.8
c

m
(ii) With A as centre and radius 5.2 cm, draw an

5. 2

5.2 c
c m
arc above AB.
(iii) With B as centre and radius 5.8 cm, draw
A B
another arc cutting the previous arc at D. 5.2 cm
(iv) With B as centre and radius 5.2 cm, draw another arc above AB.
(v) With D as centre and radius 5.2 cm, draw another arc cutting the previous arc at C.
(vi) Join AD, BD, BC and CD.
Thus, ABCD is the required rhombus.
5. Steps of construction:
(i) Draw a line segment BD = 7.2 cm. C

3.2 cm 3.2 cm
(ii) Draw a perpendicular bisector, of BD cutting
BD at O. B 7.2 cm D
O
(iii) From the perpendicular bisector, cut OA = OC
F 1 I
H K
= 3.2 AC respectively.
2
A

(iv) Join AB, BC, CD and DA.

Thus, ABCD is the required rhombus.
Exercise 10(f)
1. Steps of construction:
(i) Draw a line segment AB = 3.3 cm. C
(ii) With A as centre and radius 2.5 cm, draw
an arc above AB. c m cm
D 6.2 cm 5.8 3
(iii) With B as centre and radius 6.2 cm, draw 2.5 cm
A 3.3 cm B
another arc cutting the previous arc at D.
(iv) With A as centre and radius 5.8 cm, draw another arc above AB.
(v) With B as centre and radius 3 cm, draw another arc cutting the previous arc at C.
(vi) Join AD, BD, BC and AC.
Thus, ABCD is the required quadrilateral.

255
 P
2. Steps of construction:
S
(i) Draw a line segment QR = 3.5 cm.
6.5
(ii) With Q as centre and radius 5.5 cm, cm
cm

3.8 cm
5
draw an arc above QR. 5.

5c
m
(iii) With R as centre and radius 3.8 cm,
draw another arc cutting the previous
Q R
arc at S. 3.5 cm
(iv) With Q as centre and radius 5 cm, draw another arc above QR.
(v) With R as centre and radius 6.5 cm, draw another arc cutting the previous arc at P.
(vi) Join PQ, RS, SP, PR and QS.
Thus, PQRS is the required quadrilateral.
D C
3. Steps of construction:
(i) Draw a line segment AB = 4.1cm. 6.6

m
cm

6c
(ii) With A as centre and radius 6 cm, draw

4.6 cm
4.5 cm
an arc above AB.
(iii) With B as centre and radius 4.6 cm, draw
another arc cutting the previous arc at C. A B
4.1 cm
(iv) With A as centre and radius 4.5 cm, draw another arc above AB.
(v) With B as centre and radius 6.6 cm, draw another arc cutting the previous arc at D.
(vi) Join AD, AC, AD, BC and DC.
Thus, ABCD is the required quadrilateral.
S 4.5 cm R
4. Steps of construction:
(i) Draw a line segment PQ = 3.6 cm.
c m
5.1

(ii) With P as centre and radius 5.1 cm, draw 4 cm

an arc above PQ. 5.8
cm
(iii) With Q as centre and radius 4 cm, draw
another arc cutting the previous arc at R. P 3.6 cm Q
(iv) With Q as centre and radius 5.8 cm, draw another arc above PQ.
(v) With R as centre and radius 4.5 cm, draw another arc cutting the previous arc at S.
(vi) Join PR, QR, QS, RS and PS.
Thus, PQRS is the required quadrilateral.

256
 Exercise 10(g) F
1. Steps of construction:
D
(i) Draw a line segment BC = 4.4 cm. E
A
(ii) At B, draw a ray BE such that ÐCBE =
60° and cut BA = 3.5 cm on BE.

cm

cm
3.5
(iii) At C, draw a ray CF such that ÐBCF =

5.4
120° and cut CD = 5.4 cm on CF.
(iv) Join AD. 600
B 1200
Thus, ABCD is the required quadrilateral. 4.4 cm C

2. Steps of construction:
C
(i) Draw a line segment AD = 5 cm.
E
(ii) At A, draw a ray AE such that ÐDAE =
45° and cut AB = 4.2 cm on AD. B

6 cm
(iii) At D, draw a ray DF such that ÐADF =

cm
4.2
120° and cut DC = 6 cm on DF.
(iv) Join BC. 450 1200
A 5 cm D
Thus, ABCD is the required quadrilateral.
3. Steps of construction:
(i) Draw a line segment QR = 5.1cm. O
T S
(ii) At Q, draw a ray QT such that ÐRQT =
90° and cut QP = 3 cm on QT. P

cm
(iii) At R, draw a ray RO such that ÐQRO = 3 cm 5.5
120° and cut RS =5.5 cm on RO.
0 0
(iv) Join PS. 90 120
Q 5.1 cm R F
Thus, PQRS is the required quadrilateral.
D
4. Steps of construction:
(i) Draw a line segment BC = 5 cm. E

(ii) At B, draw a ray BE such that ÐCBE =

5.5cm

90° and cut BA = 3 cm on BE. A

(iii) At C, draw a ray CF such that ÐBCF =

3cm

90° and cut CD = 5.5 cm on CF.

(iv) Join AD.
900 900
Thus, ABCD is the required quadrilateral. B C
5cm

257
 Exercise 10(h)
NOTE: To construct an angle, scale (or ruler) and compass should be commonly used. However,
protractor can be used to construct those angles, which can't be constructed by compass.
1. Steps of construction: F E

(i) Draw a line segment AB = 6 cm. G D C

1200
(ii) At B, draw a ray BF such that ÐABF

4c
= 60° and cut BC = 4 cm on BF.

m
450 600
(iii) At C, draw a ray CG such that ÐBCG = 120°. A B
6 cm
(iv) At A, draw a ray AE such that ÐBAE = 45° and AE intersects CG at D. F
D G
Thus, ABCD is the required quadrilateral.
E
2. Steps of construction: A 900
(i) Draw a line segment BC = 5 cm.

3.9 c
(ii) At B, draw a ray BE such that ÐCBE = 105°
and cut BA = 3.9 cm on BE.

m
105° 75°
(iii) At A, draw a ray AG such that ÐBAG = 90°. B C
5 cm
(iv) At C, draw a ray CF such that ÐBCF = 75° and CF intersects AG at D.
Thus, ABCD is the required quadrilateral. T
V
3. Steps of construction: S
R
(i) Draw a line segment PQ = 4 cm. 65°

(ii) At P, draw a ray PT such that ÐQPT = 90° U

7 cm

and cut PS = 7 cm on PT
(iii) At S, draw a ray SU such that ÐPSU = 65°.
(iv) At Q, draw a ray QV such that ÐPQV = 60°
and QV intersects SU at R.
Thus, PQRS is the required quadrilateral. 90° 60°
P 4 cm Q
4. Steps of construction:
(i) Draw a line segment AB = 6.2 cm. F
GD E
(ii) At B, draw a ray BE such that ÐABE = 120°
C
and cut BC = 6.2 cm on BE. 75°

(iii) At C, draw a ray CG such that ÐBCG = 75°.

m

(iv) At A, draw a ray AF such that ÐBAF = 45° and AF

c
6.2

intersects CG at D. 120º
45°
Thus, ABCD is the required quadrilateral. A 6.2 cm B

258
 E
5. Steps of construction: 5 cm
D C
(i) Draw a line segment AB = 5 cm.

4 cm
(ii) At A, draw a ray AE such that ÐEAB = 70°

4 cm
and cut AD = 4 cm on AE. 70°
(iii) With D as centre and radius 5 cm, draw an arc. A B
5 cm
(iv) With B as centre and radius 4 cm, draw another arc cutting the first arc at C.
(v) Join D to C and B to C.
Thus, ABCD is the required quadrilateral.

Exercise 10(i) E
6 cm C
1. Steps of construction: D
(i) Draw a line segment AB = 6cm.

6 cm

6 cm
(ii) Draw AE at A making an angle of 80°.
(iii) Cut AD = 6 cm from AE. 80°
(iv) Draw an arc of 6 cm taking D as centre. A B
6 cm
(v) Draw an arc of 6 cm taking B as centre, which cut the previous arc at C.
(vi) Join BC and CD.
Thus, ABCD is the required rhombus.
A
2. Steps of construction:
(i) Draw a line segment BD = 6 cm. m 4c
4c m
(ii) Draw an arc of 4 cm above BD taking B as centre. 6 cm
B D
(iii) Draw an arc of 4 cm taking D as centre, which cut
the previous arc at A. 4c
m
m
4c

(iv) Similarly, we will get vertex C below BD.

(v) Join AB, AD and CB, CD. C
Thus, ABCD is the required rhombus.
3. Steps of construction:
(i) Draw a line segment BD = 6 cm. E
D C
(ii) Draw a perpendicular bisector of BD, cutting BD at O. 3 cm 3 cm
(iii) At O, draw ray EF making ÐBOE = 35°. 35°
3 cm O 3
cm
(iv) Now, cut OC = OA = 3 cm from EF.
A B
(v) Join AB , BC, CD and DA. F
Thus, ABCD is the required rectangle.

259
 4. Steps of construction:
B
(i) Draw a line segment AC = 6 cm.
(ii) Draw a perpendicular bisector of AC cutting AC at O. 2cm
(iii) From the point O, cut OB = OD = 2.5 cm respectively. A 6 cm O C
2.5cm
(iv) Join AB, BC, CD and DA.
Thus, ABCD is the required rhombus. D
5. Steps of construction:
E F
(i) Draw a line segment AB = 4 cm. D 4cm C
(ii) Draw rays AE and BF making an angle of 90° at A and B respectively.

4cm

4cm
(iii) Now, cut AD = BC = 4cm from the rays AE and BF respectively.
(iv) Join BD.
Thus, ABCD is the required square. A 4cm B

Mental Maths
1. Do yourself.
2. Let ÐA = ÐB = ÐC = ÐD = x°
\ ÐA + ÐB + ÐC + ÐD = 360°
Þ x + x + x + x = 360°
Þ 4x = 360°
3600
Þ x = = 90°
4
Since, the measure of each angle is 90°, the figure may be a square or a rectangle.
3. Let the angles of the quadrilateral be 3x°, 5x°, 7x° and 9x°.

\ 3x° + 5x° + 7x° +9x° = 360°

Þ 24x° = 360°
Þ x° = 15°
Hence, the angles are 3x° = 3 × 15° = 45°, 5x° = 5 × 15° = 75°
7x° = 7 × 15° = 105° and 9x = 9 × 15° = 135° A
4. AECD is a trapezium.
5. In DABD and DXCD,
D C
AD = DX (Given) B
BD = CD (AD is median)
ÐADB = ÐXDC (Vertically opposite angles)
X
260
 Þ DADB @DXDC (SAS rule)
Þ AB = XC and ÐDAB = ÐDXC (By CPCT)
But, the angles DAB and DXC are alternate angles formed by the pair of lines AB and
XC with the transversal AX. So, AB || XC. Now, in the quadrilateral ABXC, the opposite
sides AB and XC are equal and AB || XC.
As opposite sides of the quadrilateral ABXC are equal and parallel, it is a parallelogram.
Hence proved.
6. Given: ABCD is a quadrilateral in which P, Q, R and S are the midpoints of AB, BC,
CD and DA respectively.
To prove: PQRS is a parallellogram.
D R C

S Q

A B
P

Construction: Join AC.

Proof: In DABC, P and Q are the midpoints of sides
AB and BC respectively.
1
\ PQ || AC and PQ = AC ...(i)
2
In DADC, R and S are the mid-points of CD and AD respectively.
1
\ RS || AC and RS = AC ...(ii)
2
From (i) and (ii), we have: PQ = RS and PQ || R
Thus, in quadrilateral PQRS one pair of opposite sides is equal and parallel.
Hence, PQRS is a parallelogram.
7. Given: AB = AD, BC = CD and P, Q, R and S are the mid-points of sides AB, BC, CD
and DA.
To prove: PQRS is a rectangle.
Construction: Join AC and BD.
Proof: In DABC, P and Q are the mid-points of sides AB and BC respectively.
1
\ PQ || AC and PQ = AC ...(i)
2

261
 A
In DADC, S and R are the mid-points of sides AD and DC respectively.
1 P N S
\ SR || AC and SR = AC ...(ii)
2 B D
From (i) and (ii), we have: O

PQ = SR and PQ || SR
Q R
Now in quadrilateral OMSN
ÐNOM + ÐNSM = 180° C
Þ 90° + ÐNSM = 180° (Diagonals of kite intersect at right angle)
Þ ÐNSM = 180° – 90°
Þ ÐNSM = 90°
So, PQRS is a rectangle as opposite sides are equal and one angle is right angle.
Hence proved.

Worksheet
1. (b) the adjacent sides
2. (b) 360°
3. Let the fourth angle is x°.
\ 60° + 80° + 110° + x° = 360°
Þ 250° + x° = 360°
Þ x° = 360° – 250° = 110°
Hence, (d) is correct.
4. (b) Square
5. (a) trapezium
6. We know that the measure of the opposite angles of a parallelogram is equal.
Let the second and fourth angle are x°.
\ 60° + x° + 60° + x° = 360°
Þ 2x° + 120° = 360°
Þ 2x° = 360° – 120°
2400
Þ x° = = 120°
2
\ the other angles are 60°, 120° and 120°.
Hence, (a) is correct.

262
 7. (b) Square or Rhombus
8. Let the angles are 2x, 3x, 4x and 6x.
\ 2x + 3x + 4x + 6x = 360°
Þ 15x = 360°
3600
Þ x= = 24°
15
So, the angles are 2 × 24 = 48°, 3 × 24 = 72°, 4 × 24 = 96° and 6 × 24 = 144°.
Hence, (a) answer is correct.
9. SR || PQ and PS is the transversal.
\ ÐP + ÐS = 180° (Co-interior angles)
Þ 50° + ÐS = 180° S R
Þ ÐS = 180° – 50°
Þ ÐS = 130° 500 500
P Q
Similarly ÐQ + ÐR = 180°
Þ 50° + ÐR = 180°
Þ ÐR = 180° – 50° = 130°
Hence, (b) answer is correct.
10. (a) A quadrilaterals is parallelogram, if its diagonals do not bisect each other.

263
 11 Visualising Solid Shapes
Chapter

Learning Objectives
While studying this chapter, the students would learn to—
• Define and give examples of three-dimensional figures.
• Draw the front, top and side views of three-dimensional figures on isometric or squared paper.
• Define a prism, pyramid, tetrahedron and polyhedron.
• Use Euler’s formula to calculate the number of edges, vertices and faces in a three-dimensional
figure.
• Generate simple maps, using a scale.
• Identify and draw nets for solid figures.
Vocabulary
• Three-dimensional figure—A figure with three dimensions, i.e., length, breadth and height.
Also it is called a solid figure or 3D figure.
• Prism—A solid figure that has two parallel and congruent bases in shapes of polygons.
• Pyramid—A solid figure with a triangular, square or polygonal base, with a sloping triangular
sides meeting at a common apex.
• Tetrahedron—A pyramid with a triangular base.
• Polyhedron—A solid figure in which all faces are polygons. (plural— Polyhedra)
• Euler’s Formula—A relationship between number of faces, vertices and edges in a solid figure
with flat faces.
• Map—A drawing made to scale, representing a certain area and its important landmarks
using symbols.
Teaching Ideas
1. Recall the properties of simple 3D figures like a cuboid, cube, cylinder, cone and sphere.
Also discuss how their nets are drawn.
2. Use simple objects in the classroom like a geometry box, eraser, chalk, book etc. and ask
students to draw their views from the front, side and top. Let students work in groups, such
that each group has at least one member who is good in drawing . 3D visualization is an
advanced ability shown by only a few students at this age. Be patient and encourage them to
be accurate.
264
 3. Next, help the students to visualise the three views of simple solids like a cube, cuboid and
their combinations. For accuracy in drawing the views, the following methods may be
adopted:
a) Tracing and transferring from a readymade drawing.
b) The teacher may draw the figure on the board line by line and ask students to follow
line by line.
c) Use a dot paper of a graph sheet (squared paper). In these, students can identify and
join vertices of the solids easily.
A dot paper may easily be generated on a computer.
4. Get a prism from the Physics lab and a wooden polyhedron from the Maths lab. Let each
student touch and study their edges, vertices and faces.
5. Most students enjoy Mapping. Following guidelines may be used to make it easier for them:
a) Choose a small and familiar area to draw the Map.
b) Choose appropriate symbols and colours to represent the landmarks.
c) Choose a suitable scale. Select the paper size for drawing according to the scale.
d) Start by making a rough sketch. Place important landmarks in their relative position
first. This may require some rearrangement. Then mark the finer details.
e) Finalize the drawing based on the rough sketch. Do not forget to write the title, scale
and direction on the Map.
Suggested Activity
1. Make groups of 5 students each.
2. Provide each group with 5 pieces of modelling clay/play dough in different colours.
3. Ask each member to mould the clay and prepare a different polyhedron.
4. Each group may assemble their creations on a cardboard sheet or tile.
Maths Lab Activity
Draw the following polyhedrons and name them—
a) With 3 rectangles and 2 triangles.
b) With 4 triangles and 1 square.
c) With 4 rectangles and 2 squares.

265
 d) With 6 squares.
Now, fill up the following table.
S. No. Name No. of No. of No. of
Edges (E) Vertices (V) Faces (F)
a)
b)
c)
d)
Now, check whether all four polyhedrons follow the Euler’s formula, F + V – E = 2.
Assessment Samples

SAMPLE QUESTIONS FOR TERM-END EXAMINATION

1. Draw the net for a cube of side = 4 cm.
2. Draw the three views and the isometric sketch (3D view) of an ice-cream cone.
3. Which of the following is a polyhedron?
a) A football b) A diamond
Give reasons.
4. On the given graph paper, draw a hexagonal prism.
5. Draw any one concave polyhedron.

266
 S O L U T I ON
Exercise 11(a)
1. Figure (i) represents the net of a cylinder.
2. 5 cm 3. 2 cm
5 cm 5 cm

5 cm 5 cm
5 cm 5 cm
5 cm 5 cm 2 cm 5 cm 2 cm
Net of a cube Net of a cuboid

4.

Net of the given figure

5. (i) (b) (ii) (c) (iii) (a)

6. Figure (ii) represents the net of a cube.
Exercise 11(b)
1.

267
2. (i)

Top view Side view Front view

(ii) Front view

Side view

Top view

(iii) Front view

Side view

Top view

(iv) Front view

Side view

Top view

3. (i) 5 cubes (ii) 4 cubes (iii) 4 cubes (iv) 8 cubes

268
 Exercise 11(c)
1. (i) No. of faces = 7
No. of vertices = 7
No. of edges = 12
(ii) No. of faces = 5
No. of vertices = 5
No. of edges = 8
2. (i) Number of faces = 7
Number of vertices = 10
Number of edges = 15
Using Euler's formula
F+V–E=2
Substituting the values of F, V and E in LHS, we get :
7 + 10 – 15 = 17 – 15 = 2
‡ LHS = RHS
Hence verified.
(ii) Number of faces = 6
Number of vertices = 8
Number of edges = 12
Using Euler's formula
F+V–E=2
Substituting the values of F, V and E in LHS, we get :
6 + 8 – 12 = 14 – 12 = 2
‡ LHS = RHS
Hence verified.
(iii) Number of faces = 5
Number of vertices = 6
Number of edges = 9
Using Euler's formula
F+V–E=2
Substituting the values of F, V and E in LHS, we get :
5 + 6 – 9 = 11 – 9 = 2
‡ LHS = RHS
Hence, verified.
269
3. Solid No. of No. of No. of F+V–E
faces edges vertices
(F) (E) (V)
Cube 6 12 8 6 + 8 – 12 = 2
Triangular 5 9 6 5+6–9=2
prism
Hexagonal 8 18 12 8 + 12 – 18 = 2
prism
Square 5 8 5 5+5–8=2
pyramid
Tetrahedron 4 6 4 4+4–6=2
4. Number of edges = 9
Number of vertices = 6
By Euler’s formula, we have:
Þ F+V–E =2
Þ F+6–9 =2
Þ F–3 =2
Þ F =3+2=5
Hence, the number of faces are 5.
5. Number of faces = 6
Number of vertices = 6
Þ F+V–E =2
Þ 6+6–E =2
Þ 12 – E = 2
Þ E = 10
Hence, the number of faces are 10.
6. (i) True (ii) True (iii) True (iv) False
(v) False (vi) False (vii) False

Exercise 11(d)
1. Do yourself

270
Mental Maths
1. Number of edges = 29
Number of vertices = 21
By Euler’s formula, we have:
Þ F+V–E =2
Þ F + 21 – 29 = 2 Þ F – 8 = 2 Þ F = 8 + 2 = 10
Hence, this polygon have 10 faces.
2. Solid No. of No. of No. of F+V–E
faces edges vertices
(F) (E) (V)
(a) 6 10 6 6 + 6 –10 = 2
(b) 9 16 9 9 + 9 – 16 = 2
(c) 6 12 8 6 + 8 – 12 = 2
(d) 8 18 12 8 + 12 – 18 = 2
3. (i)

Top view Front view Side view

(ii)
5 KG

Top view Side view Front view

(iii)

Top view Side view Front view

Worksheet
1. (b) Circle 2. (d) Cuboid 3. (a) 1 curved and 1 flat surface4.(d) pentagonal pyramid
5. (d) 9 6. (b) 2
7. Given, F = 6 and V = 12. Let E be the no. of edges of the solid.
Then, using Euler's formula, we have F + V – E = 2
Þ 6 + 12 – E = 2 Þ 18 – E = 2 Þ E = 18 – 2 Þ E = 16
271
 Periodic Test – 2
(Based on Chapters 8-11)
Section - A
1. List price of a sofa set = ` 10,000
SP of a sofa set = ` 8,400
Discount = ` (10000 – 8400) = ` 1,600
Discount
ˆDiscount %= × 100
List Price
1600
= × 100 = 16%
10000
Hence, (b) is correct.
2. Given, F = 6 and V = 6.
Let E be the no. of edges of the solid.
Then, using Euler's formula, we have
F+V–E=2
Þ 6+6–E=2
Þ 12 – E = 2
Þ E = 12 – 2
Þ E = 10
Section - B

3. Population after 2 years = 60000 × F1  I = 60000 × F

104 I
2 2
4
H 100K H 100 K
10816
= 60000 × = 6 × 10816 = 64,896
10000
1000 5 175
4. Speed of the train = 70 km/h = 70 × m/s = 70 × m/s = m/s
3600 18 9
Time taken to cross a platform of 600 m long
175 9 5400
= 600 ÷ = 600 × s= s = 30.85 s = 30.9 s.
9 175 175
5. Let x be the number of students in the class. Then 50% of x = 12
50 100  12
Þ x = 12 Þ x = = 24
100 50
Thus, there were 24 students in the class.
6. Time taken by Leela to complete the work is 12 days.
1
Work done by Leela in 1 day = part
12
272
 1
Work done by Leela in 9 days = × 9 part = 3 part
12 4
3
Hence, work done by Leela in 9 days is part
4
7. Given that one angle of a quadrilateral = 120°.
Let the other three angles be x° each.
Then, 120° + x° + x° + x° = 360°
120° + 3x° = 360°
360° – 120° 240°
x° = = = 80°
3 3
Hence, other three angle are 80° each.

Section - C
8. Let the measures of the four angles be 4x°, 7x°, 9x° and 10x°. Then:
4x + 7x + 9x + 10x = 360°
360°
Þ 30x = 360° Þ x = = 12°
30
\ 4x° = 4 × 12 = 48°
7x° = 7 × 12 = 84°
9x° = 9 × 12 = 108°
10x° = 10 × 12 = 120°
Hence, the angles of the quadrilateral are 48°, 84°, 108° and 120°.
9. (i) Number of faces = 7
Number of vertices = 10
Number of edges = 15
Using Euler's formula
F+V–E=2
Substituting the values of F, V and E in LHS, we get :
7 + 10 – 15 = 17 – 15 = 2
‡ LHS = RHS
Hence verified.
(ii) Number of faces = 6
Number of vertices = 8
Number of edges = 12
Using Euler's formula
F+V–E=2
273
 Substituting the values of F, V and E in LHS, we get :
6 + 8 – 12 = 14 – 12 = 2
‡ LHS = RHS
Hence verified.
(iii) Number of faces = 5
Number of vertices = 6
Number of edges = 9
Using Euler's formula
F+V–E=2
Substituting the values of F, V and E in LHS, we get :
5 + 6 – 9 = 11 – 9 = 2
‡ LHS = RHS
Hence, verified.
1
10. Here: P = ` 1000, n = 4 conversion periods, and r = × 10 = 2.5% per conversion period.
4
ˆ The amount (A) is given by,
F r n I
H
A = P 1
100 K
= 1000[1 + 2.5 × 0.01]4
4
= 1000 × (1.025)
= ` 1103.81.
ˆ
Compound interest = A – P = ` 1103.81 – ` 1000 = ` 103.81.
Thus, the compound interest for 1 year is ` 103.81.
11. Here, earnings and the number of working days are in direct variation.
No. of days: 5 x
Earnings (in `): 278.50 1448.20
x 5
ˆ =
1448.20 278.50
5  1448.20
Þ x= = 26.
278.50
Hence, the worker has to work for 26 days to earn ` 1448.20.
12. Suppose ABCD is the parallelogram with ÐA = 60°.
As ÐA = ÐC [Opposite angles are equal]

274
 ˆ
ÐC = 60° D C

We know ÐB = ÐD.
As ÐA + ÐC + ÐB + ÐD = 360°
60°
ˆ
60° + 60° + 2ÐB = 360° A B

Þ 2ÐB = 360° – 120° = 240°

ˆ
ÐB = 120° and ÐD = 120°.
R
Hence, the other angles are 120°, 60° and 120°. 60°
S

5 cm
13. The required figure is drawn alongside. For the steps of construction,
see the Textbook. Measure the other two sides i.e., PS and SR using
scale yourself. 90° 105°
P 3.5 cm Q
Section - D
14. Let the selling price of each article be ` x.
Profit on one article is 15%. If SP is ` 115, then CP = ` 100
F
110 I 100x
If SP is ` x, then CP = `
H
115
x =`
K 115
Loss on other article is 15%.
When SP is ` 85, then CP = ` 100
100 F I
100x
\ When SP is ` x, then CP = `
85 H
x =`
85K
F
100x 100x I F
20x 20x 340x 460x I F800x I F I
CP of two articles = `
H
115

85
=`
23

K H
17
=`
391 K H
=`
391 K H K
SP of two articles = ` x + ` x = 2x
800x
‡ > 2x
391
\ CP > SP
Hence, there is a loss on the whole transaction.
F 800x I F 800x 782x I 18x
Loss = CP – SP = `
H 391 K H
2x = `
391
=`
K 391
.

18x
 100
Loss 18x  100  391
ˆ Loss % = × 100 = 391 = = 2.25%. Thus, the loss is 2.25%.
CP 800x 391  800x
391
275
15. Let the distance between school and house be x km. Then, the time taken to reach school
–1 x
at the speed of 4 kmh = h .
4
–1 x
ˆ Time taken to reach school at the speed of 5 kmh = h.
x x x 5
Difference in both the times = – = h [LCM of 4 and 5 = 20]
4 5 20
9
Actual difference in both the times = 5 + 4 = 9 min = h. [Given]
60
x 9 9
Now according to the question, we have: = Þ x= × 20 = 3 km.
20 60 60
Hence, the distance between the school and the house is 3 km.
16. (i) We have:
ÐAOB = ÐCOD = 65° [Vertically opposite angles]
ˆ
ÐABO = 180° – (35° + 65°) = 80°. [Sum of angles of a triangle is 180°]
D C
(ii) ÐODC = ÐABO = 80° [Alternate interior angles]
65°
(iii) ÐACB = ÐDAC = 40° [Alternate interior angles]
40° O
(iv) Now ÐA + ÐB = 180° 35°
A B
Þ 75° + ÐB = 180° Þ ÐB = 105° Þ ÐABD + ÐCBD = 105°
ˆ
ÐCBD = 105° – 80° = 25°. [‡
ÐABO = ÐABD = 80°]
17. Diagonals of a rectangle are equal and bisect each other.
D C
‡
OA = OB
Þ ÐOAB = ÐOBA Þ ÐBAC = ÐDBA Þ ÐDBA = 32°
O
But ÐABC = 90°
ˆ
ÐDBA + ÐDBC = 90° Þ 32° + ÐDBC = 90°
32°
ˆ
ÐDBC = 90° – 32° = 58°. Hence, ÐDBC is 58°. A B

18. Number of edges = 29

Number of vertices = 21
By Euler’s formula, we have:
Þ F+V–E =2
Þ F + 21 – 29 = 2
Þ F–8 =2
Þ F = 8 + 2 = 10
Hence, this polygon have 10 faces.

276
 12 Area, Volume and Surface Area
Chapter

Learning Objectives
While studying this chapter, the students would learn to—
• Derive the formula for area of a trapezium.
• Find area of a polygon by ‘triangulation’.
• Find areas of various polygons by drawing diagonals and perpendiculars.
• Define Volume.
• Learn and use the formulae for volume of a cube, cuboid and right circular cylinder.
• Define Total Surface Area (T.S.A.), Lateral Surface Area (L.S.A.) and Curved Surface Area (C.S.A.).
• Experimentally derive the C.SA. and T.S.A. of a Right Circular Cylinder.
• Apply the formulae to Problem solving.
Vocabulary
• Basic formulae for area
a) Area of a rectangle = length × Breadth
b) Area of a square = side × side
1
c) Area of a triangle = × base × height
2
d) Area of a parallelogram = Base × Height
1
e) Area of a rhombus = × product of diagonals
2
1
f ) Area of a trapezium = × height × sum of parallel sides
2
• Triangulation—Division of a polygon into triangles by drawing diagonals.
• Volume—The amount of space contained within a solid.
i) Volume of a cube = (side × side × side) cubic units
ii) Volume of a cuboid = length × breadth × height
Volume
Length =
Breadth × Height
Volume
Breadth =
Length × Height
Volume
Height =
Breadth × Length
iii) Volume of a right circular cylinder with radius ‘r’ and height ‘h’ = pr2h
277
• Total Surface Area of a solid is the sum of areas of all surfaces.
i) Total Surface Area for a cube of side ‘a’= 6a2.
ii) Total Surface Area of a cuboid with length ‘l’, breadth ‘b’ and height ‘h’ = 2 (lb+ bh + hl).
iii) Total Surface Area of a right circular cylinder = 2pr (r + h).
• Lateral Surface Area is the area of 4 surfaces forming the sides of the solid figure.
i) Lateral Surface Area of a cuboid (or Area of 4 walls of a room) = 2h ( l + b).
ii) Lateral Surface Area of a cube with side ‘a’ = 4a2.
• Curved Surface Area is the area of the circular surface of the solid figure.
Curved Surface Area of a right circular cylinder = 2prh.
Teaching Ideas
1. Recall the definition of a trapezium. Derive the graphical proof for area of a trapezium. (See
the Maths Lab activity given in this chapter in the Textbook).
2. Recall the definition of diagonal of a polygon. Ask students to draw various polygons
(regular and irregular) and triangulate them by drawing diagonals.
3. Recall the formula for area of a triangle. This is required, since most polygons are resolved
into triangles. Help students to calculate areas of these triangles.
4. The concept of volume may be effectively explained as follows— Pour a liquid inside a
hollow solid figure till full. Then pour out this amount of liquid and measure it.
5. The concept of surface area is made clear as follows— Identify the total number of surfaces
and their respective shapes in a given solid.
i) The area of all these surfaces may be calculated and added to get the T.S.A.
ii) The area of surfaces on the sides may be calculated and added to get the L.S.A.
iii) The area of the curved surfaces may be calculated and added to get the C.S.A.
6. Students should be encouraged to touch and count the surfaces of a solid practically.
This helps them to differentiate between flat surfaces and curved surfaces.
Maths Lab Activity
A) To derive the formula for area of a trapezium.
A B E F
a a

h h

b b
D Trapezium 1 C H Trapezium 2 G

278
 1. Draw two trapeziums and cut them out.
2. Upturn the second trapezium from right to left such that point F falls on C and point G
on B to give a parallelogram ADEH.

A B (G) H
a b

h h

b a
D C (F) E

1
3. Now, Area of the Trapezium ABCD = of Area of the parallelogram AHED
2 1
= × base × height
2
1
= ×(a+b)×h
2
B) To calculate the Total Surface Area of a right Circular Cylinder with r = 3 cm and h = 10 cm.
1. On a sheet of paper, draw two congruent circles with radius, r = 3 cm each. Cut out
these circles.

r = 3 cm

Circle 1

r = 3 cm
Circumference = 2 pr

Circle 2

2. Cover the circumference of any one circle by using a thread. Cut out the piece of thread,
which completely measures the circumference. Lay it straight on a scale and measure it
in cm. Let this measurement be equal to x.

279
3. On a sheet of paper, draw a rectangle with length = x and breadth i.e., height of the
cylinder to be formed = 10 cm. Cut out this rectangle and roll it to make a curved
surface. Seal the ends of the surface with tape.
x = 2pr

h = 10 cm

4. Fix the two circular cut outs on top and bottom to complete the Right Circular Cylinder.

5. Calculation of the total surface area of the cylinder

2
a) Area of its 2 circular bases = 2 × pr
= 2 × 3.14 × 3 × 3
2
= 56.52 cm
b) Area of its curved surface = Area of the rectangle
= length × breadth
= 2 pr × 10
= 2 × 3.14 × 3 × 10
2
= 188.40 cm
c) Total Surface area = ( 56.52 + 188.40) cm2
= 244.92 cm2

280
Assessment Samples

SAMPLE QUESTIONS FOR TERM-END EXAMINATION

1. The parallel sides of a trapezium are in the ratio 2 : 3 and the distance between them is
10 cm. If the area of the trapezium is 50 cm2, find the length of the parallel sides.
2. A regular hexagon is inscribed in a circle of radius = 5 cm. Find its area.
3. Divide the following polygons into a trapezium and two triangles.
a) b)

c) d) e)

4. A sweet-box of has the dimensions 20 cm × 15 cm × 5 cm. Find the area of the cardboard
required to make 1000 such boxes.
5. A room is 8 m long, 6 m wide and 10 m high. Find the cost of painting its 4 walls at the
rate of ` 20 per m2.
6. How many cubes each of side 2 dm can be cut out from a cube of side 6 m?
2
7. Find the side of a cube, whose lateral surface area is 100 m .
8. Find the cost of digging a circular pit of diameter 14 m and depth 10 m at the rate of
2
` 10 per m .

281
 S O L U T I ON
Exercise 12(a)
1
1. Area of a trapezium = h (a + b)
2 D 12 cm C
1
= × 5 (14+12) 5 cm
2
13
1
= × 5 × 26 A 14 cm E B
2
= 65 cm2
2
Hence, the area of trapezium is 65 cm .
1
2. Area of a trapezium = h (a + b)
2 D 6 cm C
1
Þ 34 = h (6 + 11)
2
Þ 34 × 2 = 17 h B
2 A 11 cm
34  2
Þ =h
17
Þ h = 4 cm
Hence, the altitude of the trapezium is 4 cm.
11
3. The altitude of the trapezium = m = 0.11 m
100
1
Area of a trapezium = × height × sum of the parallel sides
2
1
Þ 0.55 = × 0.11 × (a + b)
2
0.55  2
Þ =a+b
011
.
Þ a + b = 10
Hence, the sum of the lengths of its parallel sides is 10 m.
4. Let the length of second parallel side is x cm and the length of first parallel side will be 2x cm.
1
Area of a trapezium = h (a + b)
2
1
Þ 180 = × 12 (x + 2x)
2
Þ 180 = 6 × 3x

282
 180
Þ = 3x
6
Þ 30 = 3x
Þ x = 10
Hence, the length of the second parallel side is 10 cm and the length of first parallel side is
2 × 10 = 20 cm.
5. Let the length of the second parallel side = x m.
Then, the length of the first parallel side = (x + 10)m
1
Area of trapezium = h (a + b)
2
1 6
Þ 120 = × 12 (x + x + 10)
2
120
Þ = 2x + 10
6
Þ 20 – 10 = 2x
Þ 10 = 2x
Þ x =5
Hence, the length of the second parallel side is 5 m,
and the length of first parallel side is 10 + 5 = 15 m.
1
6. Area of trapezium = h (a + b)
2
1
Þ 1080 = h (55.6 + 34.4)
2
Þ 2160 = h (90)
Þ h = 24
Hence, the distance between the parallel sides h is 24 cm.
7. Parallel sides of trapezium ABDE are 3 m and 4 m 2 dm or 4.2 m. Draw the altitude
AF perpendicular to base BD. Also, join AC such that ACDE is a parallelogram.
So, CD = AE = 3 m and BC = BD – CD = 4.2 m – 3 m = 1.2 m.
Perimeter of DABC = 2 + 2 + 1.2
= 5.2 m
5.2
ˆ Semi-perimeter = = 2.6 m
2
Area of triangle ABC = 2.6 (2.6 – 2) (2.6 – 2) (2.6 –1.2)
= 2.6  0.6  0.6  1.4

283
 A 3m E
= 13
.  2  0.6  0.6  0.7  2
= 1.2 0.91 m2 2m 2m 2m
1
Area of DABC = × base × height
2 B F C D
1 0.6
1.2 0.91 = × 1.2 × h 1.2 m
2 4.2 m
2 0.91 = h
1
Area of trapezium = × sum of parallel sides × height
2
1
= × (3 + 4.2) × 2 0.91
2
1 2
= × 7.2 × 2 0.91 = 7.2 0.91 m
2
Hence, the area of trapezium is 7.2 0.91 m2.
8. Area of a trapezium = h (a + b)
1 13
= × 26 (172.5 + 91.5)
2
= 13 × 264
= 3,432 cm2
Hence, the area of the trapezium is 3,432 cm2.
9. In a right angle CEB,
CB2 = EB2 + CE2
(5)2 = (4)2 + CE2
2
Þ 25 – 16 = CE
2
Þ CE = 9
Þ CE = 3
1
ˆArea of the trapezium = × h (a + b)
2
1
= × 3 × (6 + 10)
2
1 8
= × 3 × 16 = 24 cm2
2
Hence, the area of the trapezium is 24 cm2.

284
Daily Life Application
Area of the field ABCDEA
= Area of rt. DAFB of base 20 m and altitude 40 m + Area of trapezium BCHF, whose
parallel sides are 60 m and 40 m, and distance between them is 60 m + Area of rt.
DCHD of base 60 m and altitude 25 m + Area of rt.
DDEG of base 55 m and altitude 30 m + Area of rt.
DEGA of base 50 m and altitude 30 m
1 1
= × 20 m × 40 m + (60 m+ 40 m) × 60 m)
2 2
1 1 1
+ × 60 m × 25 m + × 55 m × 30 m + × 50 m × 30 m
2 2 2
= 400 m2 + 3000 m2 + 750 m2 + 825 m2 + 750 m2
= 5725 m2 D
25
H 60 C

30

E G
30
F 40
B
20

Exercise 12(b)

1. (i) Perimeter of DADE = 4 + 4 + 5 = 13 cm D

5c
13 m m
ˆ Semi-perimeter (s) = cm 5c
2 E C
4 cm

Now, area of triangle ADE = area of triangle BDC

4 cm

F I F 13 – 4I F 13 – 5I
5 cm
5c

13 13
=
H KH2 KH2 K
–4
m

2 2

13 F 13 – 8 I F 13 – 8 I F 13 – 10 I
A 5 cm B

2 H 2 K H 2 K H 2 K
=

13 5 5 3 5 2
=    = 39 cm
2 2 2 2 4
285
 Also, Perimeter of DADB = 5 + 5 + 4
= 14 cm
14
ˆSemi-perimeter (s) = = 7 cm
2
Now, area of DADB = 7( 7 – 5)( 7 – 5)( 7 – 4 )
= 7223
2
= 2 21 cm
D
m 4c
4c m
E C
5 cm

5m
c
4c

4 cm
m

A 4 cm B

ˆ Area of ABCDE = Area of DADE + Area of DBDC + Area of DADB

5 5
= 39 + 39 + 2 21
4 4
F 5 I
H K
2
= 2 21  39 cm
2
3 3 a2
(ii) Area of regular hexagon =
2
3 3 (6)2
=
2
18
3 3  36
=
2
= 54 3 cm2

Hence, the area of a regular hexagon is 54 3 cm2 .

286
2. Perimeter of DPQS = 6 + 8 + 8 = 22 cm
S
22 6c
ˆ Semi-perimeter (s) = = 11 cm m m
2 6c
T R

8 cm
Now, area of DPQS = 11 (11– 6) (11– 8) (11– 8)

8 cm
= 11  5  3  3

6 cm
6 cm
2
= 3 55 cm
P 6 cm Q
Now, perimeter of DPST = 8 + 6 + 6 = 20 cm
20
ˆ Semi-perimeter (S) = = 10cm
2
Now, area of DPST = 10 (10 – 8) (10 – 6) (10 – 6)
= 10  2  4  4
= 52244
2
= 8 5 cm
2
And, area of DQRS = 8 5 cm
ˆ
Area of PQRST = Area of DPQS + Area of DPST + Area of DQRS
= 3 55 8 5 8 5
c
= 16 5 3 55 cm2 h
3. Let ABCD be the given quadrilateral.
Area of quadreilateral ABCD = Area of DABC + Area of DACD
1 4 1 2
=  12  8   12  4
2 2
= 48 + 24
= 72 cm2
Hence, the area of the quadrilateral is 72 cm2.
4. Let ABCD be the given quadrilateral.
ˆ
Area of quadrilateral ABCD = Area of DABD + Area of DBCD
1 4.1 1 4.1 A
=  8.2  3.4   8.2  2.6
2 2
3.4

D
m
= 13.94 + 10.66 8.3 c
m
c

2.6

= 24.60 cm2
cm

B C
Hence, the area of the quadrilateral is 24.60 cm2

287
5. Let ABD be the given quadrilateral.
A D
ˆ
Area of quadrilateral ABCD = Area of DABC + Area of DACD

9m
1 1
=  18  11   18  9 18
2 2 m

m
11
= 99 + 81 = 180 m2
B
C
Hence, the area of the quadrilateral is 180 m2.
6. Area of the field ABCDEF = Area of ABDE + Area of DBCD + Area of DAFE
1
ˆ Area of DAFE = × AF × EF
2
1 2
= × 200 × 120 = 12000 m
2
Area of ABDE = AB × AE
2
= 180 × 280 = 50,400 m
1
Area of DBCD = × DC × BC
2
1 2
= × 200 × 120 = 12,000 m
2
Area of the field = 50400 + 12000 + 12000 = 74,400 m2
ˆ

Exercise 12(c)
1. (i) Given: l = 7 m, b = 6 m and h = 2 m.
ˆVolume of the cuboid = l × b × h
3 3
= (7 × 6 × 2) m = 84 m .
Hence, the volume of the cuboid is 84 m3.
(ii) Given: l = 7 m, b = 3 m and h = 8 m.
ˆVolume of the cuboid = l × b × h
3 3
= (7 × 3 × 8) m = 168 m .
3
Hence, the volume of the cuboid is 168 m .
(iii) Given: l = 5 m, b = 3 m and h = 4 m.
ˆ Volume of the cuboid = l × b × h
= (5 × 3 × 4) m3 = 60 m3.
3
Hence, the volume of the cuboid is 60 m .
2. (i) Volume of a cube = a3 = (7.5)3 cm3 = 421.88 cm3
(ii) Volume of a cube = a3 = (3.8)3 cm3 = 54.87 cm3
3 3 3 3
(iii)Volume of a cube = a = (43) mm = 79,507 mm
288
3. Given: Length = 3.8 m, breadth = 2.3 m and height = 2 m.
ˆ
Volume of a stack of wood = l × b × h
= (3.8 × 2.3 × 2) m3 = 17.48 m3
4. Given: Volume of wooden block = 1440 cm3
Length = 36 cm and breadth = 8 cm
ˆ
Volume of a wooden block = l × b × h
Þ 1440 = 36 × 8 × h
1440
Þ h= = 5 cm
36  8
Hence, the height of wooden block is 5 cm.
5. Volume of a tea box = 12 cm × 9 cm × 4 cm
3
= 432 cm
And volume of a cardboard box = 0.6 m × 0.45 m × 0.8 m
3
= 0.216 m
We know that 1m = 100 cm Þ 1 m3 = 1000000 cm3
Then, 0.216 m3 = 2,16,000 cm3
Volume of a cardboard box
ˆNumber of boxes packed in a cardboard box =
Volume of a tea box
216000
= = 500
432
Hence, 500 boxes can be packed in a cardboard box.
6. Volume of a solid metal block = 60 cm × 48 cm × 36 cm
3
= 103680 cm
2
‡ 1 cm = 9 grams
3 9
or 1cm = kg
1000
3 103680  9
ˆ 103680 cm = kg = 933.12 kg.
1000
Hence, its weighs 933.12 kg.
7. Given: l = 60 cm, b = 30 cm and h = 30 cm.
Side of the cube = 5 cm
Volume of the carton = (60 × 30 × 30) cm3 = 54,000 cm3
ˆ
Volume of a cube = (5)3 = 125 cm3
ˆ

289
 Volume of a cardboard box
Number of cubes placed inside the carton =
Volume of a tea box
54000
= = 432
125
Hence, 432 cubes can be placed inside the carton.
2
8. Area of a rectangular plot = 950 m
2
Area of a house = 140 m
Area of the remaining plot = 950 m2 – 140 m2 = 810 m2
2 3
\ Volume of soil = 810 m × 0.2 m = 162 m [‡
20 cm = 0.2 m]
3
Hence, 162 m of soil will be needed.
Exercise 12(d)
1. Given: l = 18 cm, b = 8 cm and h = 1.8 cm
\ Surface area of a geometric box = 2 (lb + bh + lh)
= 2 (18 × 8 + 8 × 1.8 + 18 × 1.8)
= 2 (144 + 14.4 + 32.4)
= 2 (190.8) cm2
2
= 381.60 cm
Hence, the surface area of a geometric box is 381.60 cm2.
2. Given: l = 10 cm, b = 8 cm and h = 6 cm.
\ Surface area of a cardboard = 2(lb + bh + lh)
2
= 2(10 × 8 + 8 × 6 + 10 × 6) cm
= 2(80 + 48 + 60) cm2
2
= 2(188) cm
= 376 cm2
2
Hence, the surface area of a cardboard is 376 cm .
3.(i) Let a be the edge of the cube. Then:
Surface area of a cube = 6 × a2 = 6 × (6)2 cm2
2
= 6 × 36 = 216 cm
Hence, the surface area of a cube is 216 cm2.
(ii) Let a be the edge of the cube. Then:
Surface area of a cube = 6 × a2 = 6 × (3.4)2 cm2.
= 69.36 cm2
2
Hence, the surface area of a cube is 69.36 cm .
290
 (iii) Let a be the edge of the cube. Then:
2 2 2
Surface area of a cube = 6 × a = 6 × (1.2) m .
= 8.64 m2
2
Hence, the surface area of a cube is 8.64 m .
(iv) Let a be the edge of the cube. Then:
Surface area of a cube = 6 × a2 = 6 × (23)2 cm2
2
= 3,174 cm
2
Hence, the surface area of a cube is 3,174 cm .
4. Surface area of tin boxes = 2 (lb + bh + hl)
= 2(45 × 30 + 30 × 30 + 30 × 45)
= 2(1350 + 900 + 1350)
2
= 7,200 cm
2
= 0.72 m Since 100 cm = 1 m
2 2
Þ 10000 cm = 1 m
2 2
Þ 7200 cm = 0.72 m
\ Surface area of tin sheets = 0.72 m2 × 25 = 18 m2
2
Hence, the surface area of tin sheets is 18 m .
5. Given: l = 3.8 cm, b = 4.5 m and h = 3.5 m
ˆ Area of four walls = 2h (l + b)
= 2 × 3.5 (3.8 + 4.5)
= 7 × 8.3 = 58.1 m2.
2
‡
Cost of panelling of 1m = ` 285
ˆ Cost of panelling of 58.1 m2 = ` (285 × 58.1)
= ` 16,558.50
Hence, the cost of panelling the walls is ` 16,558.50.
6. Given: Surface area of a cubical box = 486 cm2
Surface of a cubical box = 6a2
‡
2
ˆ 486 = 6a
486 2
Þ =a
6
2
Þ 81 = a
Þ a = 9 cm.
Hence, the length of an edge is 9 cm.
291
 7. Given: l = 90 cm, b = 60 cm and h = 45 cm
ˆ
Surface area of a rectangular truck = 2(lb + bh + hl)
= 2(90 × 60 + 60 × 45 + 45 × 90)
= 2(5400 + 2700 + 4050)
= 2 × 12150
2
= 24,300 cm
1m = 100 cm Þ 10000 cm2 = 1m2
[‡ = 2.43 m2
2 2
2 Þ 24300 cm = 2.43 m ]
‡
Cost of painting of 1m = ` 200
Cost of painting of 2.43 m2 = ` (200 × 2.43) = ` 486
ˆ
Hence, the cost of painting a rectangular truck is ` 486.
8. Given: Perimeter of the floor = 66 m and height = 5.2 m
ˆ
Area of the four walls = Height × Perimeter of the floor
= 5.2 m × 66 m
2
= 343.20 m
2
Hence, the area of the four walls is 343.20 m .
2
9. A rectangular block has a square base of area = 49 cm
ˆSide of base = 49 = 7 cm
Now, l = 7 cm, b = 7 cm and h = 10 cm.
ˆ
Total surface area of the cupboard = 2(lb + bh + lh)
= 2(10 × 7 + 7 × 7 + 10 × 7)
= 2(70 + 49 + 70)
2
= 2(189) = 378 cm
2
Hence, its total surface area is 378 cm .
10. Given: l = 22 m, b = 16 m and h = 10 m
ˆ
Surface area of the floor and four walls = lb + 2(hl + hb)
= 22 × 16 + 2(10 × 22 +10 × 16)
= 352 + 2(220 + 160)
= 352 + 2 × 380 = 1,112 m2
Cost of cementing of 1 m2 = ` 19
‡
2
ˆ
Cost of cementing of 1112 m = ` (19 × 1112) = ` 21128
Hence, the cost of cementing of four walls and floor is ` 21,128.

292
 Exercise 12(e)
2
1. Given: Base area = 140 cm and h = 17 cm
ˆ
Volume of the cylinder = Base area × height
3
= 140 × 17 = 2,380 cm
3
Hence, the volume of the cylinder is 2380 cm .
2. Given: r = 10 cm, h = 10.5 cm

ˆ LM22
Lateral surface area = 2prh = 2   10  10.5 cm2 OP
N7 Q
= 660 cm2
Hence, the lateral surface area of the cylinder is 660 cm2.
3. Given: Circumference = 154 cm = 1.54 m and height = 1.5 m
Lateral surface area= (1.54 × 1.5) m2 = 2.31m2
ˆ
Hence, the lateral surface area of the cylinder is 2.31 m2.
4. Given: r = 4.2 cm and h = 12 cm
2
ˆVolume (V) = pr h
F
22
a f I
H K
2
=  4.2  12 cm3
7
F
22 I
H K
3
=  17.64  12 cm3 = 665.28 cm
7
3
Hence, the volume of a right circular cylinder is 665.28 cm .
5. Given: r = 3.5 cm and h = 6 cm
ˆ Lateral surface area = 2prh
22
= 2 × × 3.5 × 6 = 132 cm2
7
2
Hence, the lateral surface area of a right circular cylinder is 132 cm .
6. Given: diameter = 77 cm and h = 105 cm = 1.05 m
Diameter = 2 × radius
22
ˆ Radius = cm = 0.385 m
7
Area of the roller = 2prh
F 22 I
H K
= 2   0.385  1.05 m3 = 2.5410 m3
7
Total Area of the playground= 2.5410 × 600 = 1524.60 m3
Hence, the area of the playground is 1,524.60 m3.
293
 7. Given: radius = 3 m and height = 24.5 m
2
ˆVolume of the earth dug out = pr h
22 2
= × (3) × 24.5
7
22 3
= × 9 × 24.5 = 693 m
7
3
Hence, the volume of the earth dug out is 693 m .
8. Volume of a cylindrical tank = base area × height
3
= (9.63 × 4) m
3
= 38.52 m
= 38.52 kl
Hence, the tank can hold 38.52 kilolitres of water.
9. Given: Radius = 9 m and height = 21m
22 3 2
ˆ Area = 2prh = 2 × × 9 × 21 = 1,188 m
7
ˆCost of painting of 1m2 = ` 8
2
‡
Cost of painting of 1,188 m = 1188 × 8 = ` 9,504
ˆ
Hence, the cost of painting is ` 9,504.
10. Given: height = 80 cm = 0.80 m and radius = 63 cm = 0.63 m
Total surface area of a tin = 2pr(r + h)
22
=2× × 0.63 (0.63 + 0.80)
7
22 2
=2× × 0.63 × 1.43 = 5.663 m
7
‡ Cost of tin of 1 m2 = ` 5
2
ˆ
Cost of tin of 5.663 m = ` 5.6628 × 5 = ` 28.32
Hence, the cost of a tin will be ` 28.32.
11. Given: diameter = 70 cm and height = 4 m
Diameter = 2 × radius
70
ˆ Radius = = 35 cm = 0.35 m
2
Curved surface area of a cylinder = 2prh
22 0.05 2
=2× × 0.35 × 4 = 8.8 m
7
2
Cost of cementing of 1 m = ` 32

294
 2
Cost of cementing of 8.8 m = 8.8 × 32 = ` 281.60
Hence, the cost of cementing pillar is ` 281.60.
12. Given: Diameter = 0.84 cm
‡ Diameter = 2 × radius
0.84
ˆ Radius = = 0.42 cm
2
‡
Volume of cube = Volume of cylinder
3 2
ˆ
(14) = pr h

(14) = 22 × (0.42) × h
3 2
Þ
7
Þ 2744 = 0.5544 × h
Þ h = 4949.50 cm.
Hence, the length of wire is 4,949.50 cm.
13. Given: radius (r) = 140 = 70 cm = 0.70 m and height = 1.2 m
2
The drum is open at one end.
2
So, the total surface area = 2prh + pr
22 2
= pr (2h + r) = × 0.70 (2 × 1.2 + 0.70)m
7
= 2.2 (2.4 + 0.7)m2 = 6.82 m2
Cost of electroplating of 1 m2 = ` 7.50
‡
Cost of electroplating of 6.82 m2 = ` (7.50 × 6.82) = ` 51.15
ˆ
Hence, the cost of electroplating the inner surface of the drum is ` 51.15.
Mental Maths
1
1. Area of the trapezium = × height × sum of the parallel sides
2
1
Þ 22 = × h × 11
2 2
22  2
Þ =h Þ h = 4 cm
11
2. Let the first and the second side be 3x and 5x respectively.
1
Area of a trapezium = × height × sum of parallel sides
2
1
Þ 240 = × 12 × (3x + 5x)
20 2
240  2
Þ = 8x
12
295
 Þ 40 = 8x
Þ x=5
Hence, the first side of the trapezium is 3 × 5 = 15 cm
And the second side of the trapezium is 5 × 5 = 25 cm.
c h c h a6f
3. Area of regular octagon = 2 1  2 a 2 = 2 1  2
2

= 2 c1  2 h 36 = 2 c36 36 2 h
2
= 72 + 72 × 1.414 = 173.81cm
4. Let the area of a square = 3x cm2
2
And the area of a rectangle = 5x cm
Area of a rectangle = 15 × 9
Þ 5x = 135
Þ x = 27
Now, the area of a square = 3x
2
Þ (Side) = 3 × 27
Þ (Side)2 = 81
Þ side = 9
Perimeter of the square = 4 × side = 4 × 9 = 36 cm
Hence, the perimeter of the square is 36 cm.
5. S.No. Item Length Breadth Height Volume
(cm) (cm) (cm) = Length × Breadth × Height
3
(i) Sweet box 11 7 3 231 cm
(ii) Tea-pocket 8 7 9 504 cm3
(iii) Cassette 12 9 2 216 cm3
(iv) Matchbox 6 4 2 48 cm3
3
(v) Chalk box 9 3 3 81 cm
3
(vi) Calculator 13 9 3 351 cm
3 2
6. Given: Volume = 1540 m and surface area = 440 m
‡
Curved surface area of a cylinder = 2prh
ˆ 440 = 2prh
22
Þ 440 = 2 × × rh
7
296
 10
20
440  7
Þ = rh
2  22
Þ rh = 70
70
Þ h= ...(i)
r
‡ Volume of a right circular cylinder = pr2h
22 70
ˆ 1540 = × r2 ×
7 r
1540  7
Þ r = =7m
22  70
Put the value of r in (i),
70
Þ h =
r
70
Þ h = = 10 m
7
Hence, the radius of the base and height of the cylinder are 7 m and 10 m respectively.
7. Total surface area of a cylinder = 2pr(r + h)
Þ 264 = 2 × × r (10)
36
264  7
Þ r= =r
44  10
1 5 21
Þ r=
5
Þ r = 4.2 m
ˆ Height = 10 m – 4.2 m = 5.8 m
Hence, its height is 5.8 m.
8. Let the radius of the first cylinder = 4x
and the radius of the second cylinder = 5x.
Volume of the cylinder = pr2h
‡
ˆ pr2h1 = pr2h2
22 22
Þ × (4x)2 × h1 = × (5x)2 × h2
7 7
2 2 25x 2
Þ 16x × h1 = 25x × h2 =
25 16 x 2
=
16
Þ h1 : h2 = 25 : 16
Hence, the ratio of their heights is 25 : 16.
297
 9. Edge of the original cube = 6 cm
Volume of the original cube = 63 = 216 cm3
ˆ
Edges of two smaller cubes are 3 cm and 5 cm
Sum of the volumes of two smaller cubes = (3)3 + (5)3
ˆ
= 27 + 125 = 152
3
ˆ
Volume of the third cube = 216 – 152 = 64 cm
ˆEdge of the third cub = 64 = 4 cm
Hence, the side of the third smaller cube is 4 cm.

Worksheet
1
1. Area of the trapezium = h (a + b)
2 D C
1

20 cm
= × 20 (80 + 60)
2
1
= × 20 × 140 = 1,400 cm2 A 80 cm B
2
Hence, (b) is correct.
1
2. Area of a rhombus = × product of the diagonals D
2
1

7 cm
= × 10 cm × 7 cm = 35 cm2
2 A C
10 cm
Hence, (c) is correct.
3. Let the other diagonal of a rhombus be x cm.
1 B
Area of a rhombus = × Product of the diagonals
2
1
Þ 36 = × 18 × x
2
Þ 9x = 36
36
Þ x= = 4 cm
9
1
Now, length of one side = d 12 d 22
2
=
1
2
af
(18)2  4 =
2 1
2
324 16
1
= 340 = 9.22 cm
2

298
 ˆ
Perimeter of a rhombus = 4 × side
Þ = 4 × 9.22 = 36.88 cm = 37 cm
Hence, (d) is correct.
3 3a 2
4. Area of a regular hexagon =
2
3 3   92
= =
2
3  1.732  81
=
2
2
= 210.438 or 210.44 cm
Hence, (a) is correct.
5. Let the length of parallel sides are 2x and 3x.
1
Area of a trapezium = × height × sum of parallel sides
2
1
Þ 475 = × 10 × (2x + 3x)
2
1
Þ 475 = × 10 × 5x
2
Þ 25x = 475
1
Þ x = = 19 cm
2
ˆThe lengths of parallel sides are 19 × 2 = 38 cm and 19 × 3 = 57 cm. So, its longer side is 57 cm.
Hence, (b) is correct.
6. Given: r = 8 cm and h = 21 cm
2
ˆ Volume of a right circular cylinder = pr h
22 2
= × (8) × 21
7
22 3
= × 64 × 21 = 4224 cm
7
Hence, (a) is correct.
7. Volume of a circular iron rod = pr2h
22 2
Þ 1386 = × r × 100 [ˆ
1m = 100 cm]
7
2 1386  7
Þ r =
22  100
2
Þ r = 4.41
299
 Þ r = 4.41 = 2.1 cm
ˆ
Diameter = 2 × radius = 2 × 2.1 = 4.2 cm
Hence, (a) is correct.
2
8. Surface area of a cube = 6 × (side)
2
= 6 × (5)
2
= 6 × 25 = 150 cm
Hence, (b) is correct.
9. Volume of a cuboid = Length × Breadth × Height
3 3
= (6 × 3 × 4) cm = 72 cm
Hence, (c) is correct.
10. Volume of a cube = (edge)3 = (11)3 cm3
= 1331 cm3
3
= 0.001331 m [ˆ
1m = 100 cm]
Hence, (c) is correct.
2 2 2
11. Surface area of a cube = 6a = 6 × (4) = 96 cm
Surface area of 3 cubes = 3 × 96 cm2= 288 cm2
4 cm
Surface area of the cuboid so formed= Surface cm
4
area of 3 cubes joined side by side – 4 × Area of 4 cm 4 cm 4 cm
a square face of side 4 cm
2 2
= 288 cm – 4 × (4 cm)
2 2
= 288 cm – 4 × 16 cm
2 2
= 288 cm – 64 cm
2
= 224 cm
Hence, (b) is correct.

300
 13 Data Handling
Chapter

Learning Objectives
While studying this chapter, the students would learn to—
• Form class intervals for a given data and construct a grouped frequency distribution table.
• Construct Bar graphs and interpret given bar graphs.
• Define, construct and interpret Histograms.
• Understand the concept of a pie chart/graph and calculate central angles.
• Construct and read a pie chart.
• Define probability as a mathematical concept.
• Understand various terms associated with probability.
• Use definite articles like coins, dice, pack of cards and spin wheel to conduct experiments.
• Calculate all possible outcomes of a random experiment.
• Calculate the probability of a particular outcome amongst all possible outcomes.
Vocabulary
• Raw/ungrouped data—The data obtained in its original form.
• Grouped data—Data arranged in groups or class intervals.
• Frequency distribution of ungrouped data—A tabular arrangement of data, showing
frequency of each observation.
• Grouped frequency distribution—A tabular arrangement of very large data condensed into
groups, showing frequency of observations in each group.
• Range—The difference between highest and lowest values of observations in a given data.
• Class Intervals—Equal groups in which the data is distributed.
• Class Size/Width—The difference in upper and lower value of a class interval.
• Upper Class Limit—The upper value of a Class interval.
• Lower Class Limit—The lower value of a Class interval.
• Class Mark—The mean of upper and lower class limits.
• Bar Graph—A representation of numerical data by rectangles of proportionate lengths and
equal widths on a coordinate plane.
• Histogram—A variation of the Bar graph where the bars have no horizontal gap. The class
interval is continuous.
301
• Pie Chart or Pie Graph—A circle divided into sectors, whose areas are proportional to the
observations in the data. Also it is called the circle graph.
• Experiment—An action performed with the objective of getting an outcome.
• Random experiment—An action performed for repeated a number of times under the same
conditions. Its outcomes cannot be predicted.
• Event—The expected outcome of an experiment.
• Equally likely events—Events for which there is an equal expectation of occurrence of all
outcomes.
• Probability—The ratio of number of favourable outcomes to total number of possible
outcomes.
Teaching Ideas
1. Recall the concepts of data, data collection and methods of collection and compilation.
2. Grouping of observations is based on range of the data. If the range is high, greater class size
may be chosen and vice versa. Students may be given for practice for grouping data with
class size of 100, 50, 20, 10, 5 and 2.
3. Choosing a scale depends on frequency. If the frequencies are mostly multiples of 10, choose
the scale 1 cm = 10 units. If they are multiples of 5, choose 1 cm = 5 units etc.
4. Guidelines for constructing a Bar graph.
a) Use a pencil for construction and pen for labelling.
b) Choose a graph paper with a light print and fine paper. This helps the pencil lines to
look neat and pen lines do not bleed.
c) Mark 0(zero) on the x and y-axes after leaving one column and one row from the
bottom left of the graph paper. This leaves sufficient space for labelling the axes.
d) Mark frequency on y-axis and equal bar widths, with equal spacing on x-axis.
e) Keep all construction lines sharp, neat and dark. Shade the bars evenly.
f ) Always write the title and scale of the bar graph prominently on the top. Also label the
variables on x and y-axes.
5. While interpreting a given graph, calculate frequency on basis of the scale. Use a scale to
read the height of the bars accurately, by aligning the scale horizontally on top of the bar
and observing the corresponding reading on the y-axis.
6. Explain students how a histogram is different from a bar graph. As the class intervals are
chosen without gaps, the bars are drawn without gaps.

302
 7. A pie chart may be introduced as a ‘whole circle’ with divisions or sectors proportionate to
the percentage of each component. Students will need sufficient practice to calculate the
central angles. The concept of sector of a circle and a complete angle (360°) may have to
be revised.
8. The concept of probability and all related terms should be inducted with activities. Most
students find it difficult to understand this concept in theory in the beginning.
9. Start demonstrating random experiments. Prepare activity material with help of students for
these experiments. For example—
a) A discarded CD with heads and tails written on either side. You could also write names
of other pairs like ‘king-queen’, ‘day- night’ etc.
b) Cubes folded out of thick chart paper (about 5-10 cm3) with numbers 1 to 6 written
on its 6 faces. You could also colour the 6 faces in different colours and write names of
6 cities, fruits, pasting pictures of different cars etc.
c) A regular pack of playing cards or a set of cards made by students, with a students’ name
or picture on each card.
d) Guide the students to conduct experiments in groups (See suggested activity).While
conducting the experiments, introduce terms related to probability.
3. Encourage students to try more complex experiments and frame their own questions. This
will consolidate the concept.
Suggested Activity
1. Divide the students in groups of 3.
Allot letters A, B and C to each student of the group and give the following tasks.
Student A Student B Student C
Collection of Data* Make a frequency Prepare the bar
table/calculate graph/pie chart
central angles
*Some ideas for type of data to be collected—
• Favourite ice-cream flavours of 5 students
• Height of 15 students in cm
• Weight of 15 students in kg
• Grades of 15 students in a test

303
 Student groups may choose a topic of their choice and collect data for it. Let them decide
which method of representation will apply the best to the data collected (bar graph/pie
chart). The role of each member of the group should be defined, but they may help each
other, if required. Putting a time limit to the activity will enhance students’ attention and
interest.
2. Divide all the students in 3 groups and assign the following tasks—
Group1 Group 2 Group 3
Make 5 cardboard coins with Make 2 dice. Write names Make cards equal to number
pairs of names written on of 6 similar objects on the of students in the class. Write
either side/pairs of pictures 6 faces. names of boys with black
either sides and girls with red colour.
Ask each group to design experiments and a corresponding recording table around the
material made by it. For example—
Group 1, Experiment 1
Toss the coin 10 times and let it fall with one face up. Record the number of times you get each
of the two possible outcomes.
Number of times Outcome 1 Outcome 2
the coin is tossed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Repeat the experiment by tossing the coin 20 times.
Group 2, Experiment 1
Roll the die 10 times and record the number of times you get either of the outcomes. The
following table may be used.
304
 Number of times each outcome occurs
Number of times
the die is rolled. Outcome Outcome Outcome Outcome Outcome Outcome
1 2 3 4 5 6
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Group 3, Experimet 1
Shuffle the cards and let any one card be drawn. Then ask the other 2 groups to answer the
following —
a) What is probability of getting a boy’s name?
b) What is the probability of getting a girl’s name?
Draw the second card and repeat the experiment.
Assessment Samples

SAMPLE QUESTIONS FOR TERM-END EXAMINATION

1. The number of soft drinks sold in a shop on 30 days of a month is—
41, 36, 11, 21, 19, 35, 45, 9, 15, 19
11, 35, 36, 41, 43, 38, 40, 30, 21, 19
9, 32, 25, 42, 28, 16, 8, 13, 35, 37
Prepare a grouped frequency table with one of the class intervals as 30–40 and construct a
histogram.

305
2. An automobile garage has 200 workers, who perform the tasks as shown in the following
table—
Nature of work Number of workers
Painting 60
Engine repair 20
Dent Repair 15
Cleaning 50
Washing 25
Servicing 30
Represent the above information in form of a Pie Chart by calculating the central angles.
3. A basket contains 10 green apples, 15 red apples and 20 yellow apples. If one apple is
picked up, what is the probability of getting a red apple?
4. A dice has the letters of the word ‘J U N G L E’ on its 6 faces. If it is thrown once, what is
the probability of getting a vowel?
5. A man has to pack three pairs of socks for travelling. In his cupboard, there are 2 pairs of
white socks, 2 pairs of black socks and 1 pair of blue socks. If he picks up 1 piece out of
the lot in the dark, without looking, what is the probability of getting a blue piece?
6. One card is drawn from a pack of cards. It turns out to be the ace of hearts. Another card
is then drawn from the remaining pack. What is the probability of —
a) getting another ace?
b) getting an ace with red colour?
c) getting an ace with black colour?
d) a prime number?
e) a number divisible by 3, 6 and 9?
7. A spin wheel has eight numbers marked on it, which are all multiples of 3. If it is spun
over, find the probability of getting:
a) an even number.
b) a multiple of 5.

306
 S O L U T I ON
Exercise 13(a)
1. The frequency distribution is as given in the table.
Marks Tally Marks Frequency
10 – 15 | 1
15 – 20 || 2
20 – 25 || 2
25 – 30 || 2
30 – 35 ||| 3
35 – 40 |||| | 6
40 – 45 || 2
45 – 50 |||| || 7
2. The frequency distribution is as given in the table.
Class-interval Tally Marks Frequency
40 – 50 |||| | 6
50 – 60 |||| 5
60 – 70 || 2
70 – 80 ||| 3
80 – 90 || 2
90 – 100 | 1
100 – 110 || 2
110 – 120 | 1
120 – 130 | 1
130 – 140 | 1
140 – 150 | 1

307
3. The frequency distribution is as given in the table.
Class-interval Tally Marks Frequency
900 – 910 ||| 3
910 – 920 | 1
920 – 930 | 1
930 – 940 |||| 5
940 – 950 |||| || 7
950 – 960 | 1
960 – 970 ||| 3
970 – 980 | 1
980 – 990 || 2
990 – 1000 |||| | 6
4. (a) 31 is the lower limit of class 31 – 33.
(b) 37 is the upper limit of class 35 – 37.
(c) 6 is the frequency of class 29 – 31.
( 27  29) 56
(d) The class mark of class 27 – 29 = = = 28.
2 2
Exercise 13(b)
1. (i) The bar graph shows the production of computers of a factory from 2001 to 2006.
(ii) 30 thousands computers were manufactured in 2003.
(iii) 40 thousands computers were manufactured in 2005.
(iv) Equal number of computers is manufactured.
(v) Increasing every year.
2. (i) The bar graph in general gives information about the number of students and subjects
preferred by them.
(ii) Hindi is liked by maximum number of students.
(iii) English is liked by least number of students.
(iv) (60 – 20) = 40 more students liked Hindi than English.
3. (i) The bar graph illustrates the number of cars production by a factory in 4 years.
(ii) The production of cars was maximum in 2005.
(iii) The production of cars was minimum in 2002.
(iv) The difference in the numbers of cars produced in 2003 and 2004 = 20000 – 16000 = 4000.
(v) 20 thousands cars was produced in 2004.

308
4. (i) India has the highest population.
(ii) Japan has the least population.
(iii) Estimation of total population
Population of Japan = 160 millions = 200 millions (by rounding off )
Population of Brazil = 220 millions = 200 millions (by rounding off )
Population of Indonesia = 300 millions
Population of USA = 700 millions
Population of India = 1160 millions = 1200 millions (by rounding off )
Total population of the 5 countries = 2600 millions
5. (i) The bar graph shows the average result of a certain school in different five years.
(ii) In 1993, the result of the school was 95%.
(iii) In 1994, the result of the school was below 80%.
(80  95  70  85  90)
(iv) The average of the results in these five years =
5
420
= = 84%.
5
6. (i) The bar graph shows the number of toffees sold by a shop on each day of a certain week.
(ii) The sale of toffees was maximum on Sunday.
(iii) The minimum number of toffees were sold on Wednesday.
(iv) On Monday and Thursday, the sales of toffees were the same.
(v) Total no. of toffees sold during whole week
= 80 + 110 + 40 + 80 + 60 + 50 + 120 = 540 toffees were sold during the week.

Exercise 13(c)
1. (i) Y Scale
On x-axis, each 5 small divisions = 10
units and on y-axis, each 5 small divisions
= 5 units.
25
Frequency ¾®

20

15

10

O X
10 20 30 40 50 60 70
Class interval ¾®

309
 (ii) Y Scale :
On x-axis, each 10 small divisions = 5 units
and on y-axis, each 5 small divisions = 2 students.
20
18
No. of students ¾®
16
14
12
10
8
6
4
2
0 X
5 10 15 20 25
Class interval ¾®

2. Scale :
X On x-axis, each 10 small divisions = ` 5000 and
on y-axis, each 10 small divisions = 5 teachers.
25
No. of teachers ¾¾®

20

15

10

0
Y
5000 10000 15000 20000 25000 30000

Monthly earnings (in `) ¾¾®

3. Y
Scale :
On x-axis, each 5 small divisions = 5 kg and
10 on y-axis, each 5 small divisions = 1 person.

9
No. of persons ¾¾®

8
7
6
5
4
3
2
1
0 X
50 55 60 65 70 75 80 85 90 95
Weight (in kg) ¾¾®

310
4. Y Scale :
On x-axis, each 5 small divisions
44 = Rs.50 and on y-axis, each 5 small
40 divisions = 4 shops.
36
No. of shops ¾¾®

32
28
24
20
16
12
8
4
0 X
50 100 150 200 250 300
Profit per shop (in `) ¾¾®

5. (i) The total number of illiterate families = 300 + 1000 + 800 + 700 + 400 = 3200.
(ii) The (15 – 20) age group has the maximum number of illiterate families.
(iii) The number of illiterate families is minimum in the (10 – 15) age group.
Exercise 13(d)
1. Here, total value = 100.
Central angle for a component =
( Value of the component × 3600
Total value (
Calculation of central angles
Items Expenditure Central angle
(in per cent)
F25 
I
Rent 25%
H
100 K
 360 = 90°

F20 
I
Food 20%
H
100 K
 360 = 72°

F35 
I
Clothing 35%
H
100 K
 360 = 126°

F15 
I
Education 15%
H
100 K
 360 = 54°

F 5 
I
Savings 5%
H
100 K
 360 = 18°

Steps of Construction:
l Raw a circle of any convenient radius.
l Within this circle, draw a horizontal radius.
l Starting with the horizontal radius, form sectors with central angles of 90°, 72°, 126°, 54°
and 18°.
311
 lShade the sectors with different colours and label them.
Thus, we obtain the required pie graph as shown below.

od

Re
Fo

nt
°
72

90
°
18°
Savings

6°

54
12
°

E
g

d
in

uc
os

ati
Cl

n o
2. Here, total value = 200.
Central angle for a component = ( Value of the component × 3600
Total value (
Calculation of central angles
Mode of Number of Central angle
commuting children
FG 60  360IJ 

Bus 60
H 200 K = 108°

FG 20  360IJ 

Bicycle 20
H 200 K = 36°

FG 15  360IJ 

Taxi 15
H 200 K = 27°

FG 50  360IJ 
On foot 50
H 200 K = 90°

FG 25  360IJ 
Train 25
H 200 K = 45°

FG 30  360IJ 

Private car 30
H 200 K = 54°

Steps of Construction:
cle
Draw a circle of any convenient radius. cy
Bi
Bu

l
s

36°
i
Tax

10

Within this circle, draw a horizontal radius.

27°

8°

l
54°

0°
On

carate

lStarting with the horizontal radius, form sectors with

9
Priv
foo

45°
central angles of 108°, 36°, 27°, 90°, 45° and 54°.
t

Train

lShade the sectors with different colours and label them.

Thus, we obtain the required pie graph as shown above.

312
3. Here, total value = 720.

( (
0
Value of the component × 360
Central angle for a component =
Total value
Calculation of central angles
Months Number of Central angle
radios
F 160  360I = 80° 
January 160
H 720 K
F 80  360I = 40° 
February 80
H 720 K
F 100  360I = 50° 
March 100
H 720 K
F 90  360I = 45° 
April 90
H 720 K
F 150  360I = 75° 
May 150
H 720 K
F 140  360I = 70° 
June 140
H 720 K
Steps of Construction:

ry
Februa
Draw a circle of any convenient radius.

Jan
l
rch

ua
Ma

ry
40°
lWithin this circle, draw a horizontal radius.
50
° 80
°
4 5°
April

Starting with the horizontal radius, form sectors with

°
70

l75°
central angles of 80°, 40°, 50°, 45°, 75° and 70°.
ne
Ju

May
lShade the sectors with different colours and label them.
Thus, we obtain the required pie graph as shown above.
4. Here, total value = 540.

( (
0
Value of the component × 360
Central angle for a component =
Total value
Calculation of central angles
Hobbies Number of Central angle
Students

F 180  360I 
Computer 180
H 540 K = 120°

313
 F 150  360I 
Painting 150
H 540 K = 100°

F 27  360I 
Pottery 27
H 540 K = 18°

F 75  360I 
Paper cutting 75
H 540 K = 50°

F 108  360I 
Glass work 108
H 540 K = 72°

Steps of Construction:
l Draw a circle of any convenient radius.
l Within this circle, draw a horizontal radius.
l Starting with the horizontal radius, form sectors with
central angles of 120°, 100°, 18°, 50° and 72°.
l Shade the sectors with different colours and label them.
Thus, we obtain the required pie graph as shown above.
5. Here, total value = 24,000.

( (
0
Value of the component × 360
Central angle for a component =
Total value
Calculation of central angles
States Number of Central angle
People
F 8000  360I = 120°

Uttar Pradesh 8000
H 24000 K
F 7000  360I = 105°

Bihar 7000
H 24000 K
F 6000  360I = 90°
Punjab 6000
H 24000 K
F 2000  360I = 30°
Gujarat 2000
H 24000 K
F 1000  360I = 15°
Sikkim 1000
H 24000 K

314
 Steps of Construction:
lDraw a circle of any convenient radius.
lWithin this circle, draw a horizontal radius.
lStarting with the horizontal radius, form
sectors with central angles of 120°, 105°, 90°,
30°, and 15°.
lShade the sectors with different colours and label them.
Thus, we obtain the required pie graph as shown above.
6. Here, total value = 400.

( (
0
Value of the component × 360
Central angle for a component =
Total value
Calculation of central angles
Classes Number of Central angle
Students
F 40  360I = 36°

IV 40
H 400 K
F 120  360I = 108°

V 120
H 400 K
F 90  360I = 81°

VI 90
H 400 K
F 70  360I = 63°

VII 70
H 400 K
F 80  360I = 72°

VIII 80
H 400 K
Steps of Construction:
lDraw a circle of any convenient radius.
lWithin this circle, draw a horizontal radius.
lStarting with the horizontal radius, form sectors
with central angles of 36°, 108°, 81°, 63°, and 72°.
lShade the sectors with different colours and label them.
Thus, we obtain the required pie graph as shown above.

315
7. Here, total value = 20.

( (
0
Value of the component × 360
Central angle for a component =
Total value
Calculation of central angles
Days Distance covered Central angle
(in km)
F 5  360I = 90°
Monday 5
H 20 K
F 2  360I = 36°
Tuesday 2
H 20 K
F 7  360I = 126°

Wednesday 7
H 20 K
F 6  360I = 108°

Thursday 6
H 20 K
Steps of Construction:
l Draw a circle of any convenient radius.
l Within this circle, draw a horizontal radius.
l Starting with the horizontal radius, form sectors
with central angles of 90°, 36°, 126°, and 108°.
l Shade the sectors with different colours and label them.
Thus, we obtain the required pie graph as shown above.
F 90 I 
8. (i) (a) Number of workers travelled by bus =
H 360 K
 1000 = 250

F 144 I 
(b) Number of workers travelled by train =
H 360 K
 1000 = 400

F 72 I 
(c) Number of workers travelled by cycle =
H 360 K
 1000 = 200

F I
(d) Number of workers travelled on foot = 54  1000 = 150


H 360 K
250  100
(ii) Percentage of workers go to factory by bus = = 25%
1000
400  100
(iii) Percentage of workers travelled by train = = 40%
1000
200  100
Percentage of workers travelled by cycle = = 20%
1000
ˆ Ratio of percentage of these two = 2 : 1
316
9. (i) Bihar has the highest rate of illiteracy.
(ii) Number of illiterate people in Uttar Pradesh
F
110 I
=
H
360
 108000
K
= 33,000 people
F80 I
(iii) Number of illiterate people in Gujarat =
H
360
 108000
K
= 24,000 people
(iv) Punjab has minimum illiterate population.
50F I
ˆNumber of illiterate people in Punjab =
360H  108000
K
= 15,000 people
F
130 I
10. (i) Number of healthy people =
H
360 K
 216000 = 78,000 people
90 F I
(ii) Number of physically handicapped people =
360 H 216000
K
= 54,000 people
F 30  216000I
(iii) Number of mentally handicapped people =
H 360 K
= 18,000 people
F 110  216000I
(iv) Number of drug addicted people =
H 360 K
= 66,000 people

Exercise 13(e)
1. When a coin is tossed two times, all possible outcomes are HH, HT, TH, TT.
2. When a die is thrown two times, all possible outcomes are (1,1), (1,2),..., (1,6), (2,1),
(2,2),... (2,6),..., (6,1), (6,2),...,(6,6).
3. When a coin is tossed three times, all possible outcomes are HHH, HHT, HTH, THH,
HTT, THT, TTH, TTT.
4. When a coin is tossed four times, all possible outcomes are HHHH, HHHT, HHTH,
HHTT, HTHH, HTHT, HTTH, HTTT, THHH, THHT, THTH, THTT, TTHH,
TTHT, TTTH, TTTT.
5. The vowels in the word ENGLISH are E and I.
ˆ
Number of favourable outcomes = 2
Total number of possible outcomes = 7
317
 Number of favourable outcomes
P (E) =
Total number of possible outcomes
2
ˆP (a vowel) = .
7
6. The prime numbers are 2, 3, 5 and 7.
ˆ
Number of favourable outcomes = 4
Total number of possible outcomes = 9
Number of favourable outcomes
P (E) =
Total number of possible outcomes
4
ˆ P (a prime number) = .
9
7. Number of white balls = 4
Number of favourable outcomes = 4
Total number of possible outcomes = (4+19) = 23
Number of favourable outcomes
P (E) =
Total number of possible outcomes
4
ˆ P (a white ball) = .
23
8. Possible outcomes = 1, 2, 3, 4, 5, 6
Number of favourable outcomes = 10
Total number of possible outcomes = 15
10 2
ˆ P (4 will appear) = = .
15 3
9. Probability of an event = Number of favourable outcomes/Total number of possible outcomes
(i) The prime numbers are 2, 3, 5, 7.
ˆ
Number of favourable outcomes = 4
Total number of possible outcomes = 10 (1,2,3,4,5,6,7,8,9,10)
4 2
ˆ P (Prime number ball) = =
10 5
(ii) The odd numbers are 1, 3, 5, 7, 9
ˆ
Number of favourable outcomes = 5
Total number of possible outcomes = 10
5 1
ˆ P(odd number ball) = =
10 2
(iii) The multiples of 3 are 3, 6 and 9.
ˆ
Number of favourable outcomes = 3

318
 Total number of possible outcomes = 10
3
ˆ P (multiple of 3) =
10
10. Since a coin can turn up head (H) or tail (T), on tossing it the possible outcomes is H or T.
Number of favourable outcome for getting a head H = 42.
Total number of possible outcomes = 70
Number of favourable outcomes
P (E) =
Total number of possible outcomes
42 3
ˆ P (a head) = = .
70 5
Mental Maths
1. Probability of an event = Number of favourable outcomes/Total number of possible outcomes
(i) Total number of possible outcomes = 45
Number of favourable outcomes = 36 (the 2-digit numbers from 10 to 45)
36 4
ˆP (a two-digit number) = =
45 5
(ii) The numbers divisible by 5 are 5, 10, 15, 20, 25, 30, 35, 40 and 45.
Number of possible outcomes = 9
Total number of possible outcomes = 45
9 1
ˆ P(divisible by 5) = =
45 5
2. (i) Total number of possible outcomes = 6 (i. e., the letters P, Q, R, S, T, U)
Number of favourable outcomes = 1 (i. e., the letter P)
Number of favourable outcomes
P (E) =
Total number of possible outcomes
1
P (P) =
6
(ii) Total number of possible outcomes = 6 (i. e., the letters P, Q, R, S, T ,U)
Number of favourable outcomes = 1 (i. e., the letter T)
Number of favourable outcomes
P (E) =
Total number of possible outcomes
1
ˆ P (T) =
6
3. Total number of possible outcomes = 52 (as there are 52 cards)
(i) There are two red kings ( i. e., one diamond + one heart).
Number of favourable outcomes = 2
319
 Total number of possible outcomes = 52
2 1
ˆ P (a red king) = =
52 26
(ii) There are two black queens (i.e. one club + one spade).
Number of favourable outcomes = 2
Total number of possible outcomes = 52
2 1
ˆ P (black queen) = = .
52 26
Number of favourable outcomes
4. P (E) =
Total number of possible outcomes
Total number of possible outcomes = 6 (i. e., the numbers 1, 2, 3, 4, 5, 6)
(i) The prime numbers are 2, 3 and 5.
ˆ
Number of favourable outcomes = 3
Total number of possible outcomes = 6
3 1
ˆ P (Prime number) = = .
6 2
(ii) Number of favourable outcomes = 2 (i.e., the numbers 4, 5)
Total number of possible outcomes = 6
2 1
ˆ P (a number between 3 and 6) = = .
6 3
(iii) The odd number between 4 and 6 is 5.
Number of favourable outcomes = 1
Total number of possible outcomes = 6
1
ˆ P (an odd number) = .
6
Worksheet
1. (i) (a) 25 (ii) (b) 40 (iii)(d) 52.5
(iv) (c) 5 (v) (b) 6
F 16  540I = 24
2. (i) Number of students like pottery =
H 360 K
Hence, (b) is correct.
(ii) Number of students like craft work = F I
16
H 360  540K = 90
Hence, (a) is correct.
(iii) Ratio = 90 : 140 = 9 : 14
Hence, (a) is correct.

320
3. Number of favourable outcomes (i. e., the no. of aces) = 4
Total number of possible outcomes = 52
Number of favourable outcomes
P (E) =
Total number of possible outcomes
4 1
P (an ace) = = .
52 13
Hence, (d) is correct.
4. Number of favourable outcomes = 6 (i. e., the no. of blue marbles)
Total number of possible outcomes = 3 + 6 = 9
Number of favourable outcomes
P (E) =
Total number of possible outcomes
6 2
P (a blue marble) = = .
9 3
Hence, (a) is correct.
5. Number of favourable outcomes = 1
Total number of possible outcomes = 5
Number of favourable outcomes
P (E) =
Total number of possible outcomes
1
P (M) =
5
Hence, (c) is correct.
6. Number of favourable outcomes = 4 (i. e., the months Apr, Jun, Sep, Nov)
Total number of possible outcomes = 12
P (E) = Number of favourable outcomes
Total number of possible outcomes
4 1
P (a month) = = .
12 3
Hence, (a) is correct.
7. Number of favourable outcomes = 1 (i. e., the number 3)
Total number of possible outcomes = 6
Number of favourable outcomes
P (E) =
Total number of possible outcomes
1
P (getting a 3) =
6
Hence, (b) is correct.

321
 14 Introduction to Graphs
Chapter

Learning Objectives
While studying this chapter, the students would learn to—
• Understand what are coordinate axes and how they used to plot a graph.
• Define terms associated with plotting of a graph.
• Remember the sign convention used in the four quadrants.
• Plot points on a graph.
• Find the ordered pairs as per given equation and represent the relationship between two
variables on a graph.
• Draw and interpret ‘Distance - Time’ graphs.
• Interpret motion of a body by analyzing the nature of slopes in the graph.
Vocabulary
• Graph—A drawing used to show position of a point or relationship between two variables.
• Coordinate axes—Two mutually perpendicular axes (x and y) in a plane.
• Coordinates—A pair of numbers which expresses the position of a point in a plane with
respect to x and y axes.
• x-coordinate—The distance of a point on the x-axis starting from the origin.
• y-coordinate—The distance of a point on the y-axis starting from the origin.
• Origin—The point where the x and y axes intersect.
• Ordered pair—Numbers representing the coordinates, whose values are interdependent
according to the relationship between the two variables.
• Abscissa—The first number of the ordered pair. (x-coordinate)
• Ordinate—The second number of the ordered pair. (y-coordinate)
• Quadrants—Four parts of the plane, which are created by intersection of the x and y-axes.
Y
• Sign Convention—The combination of positive and negative
signs for x and y-coordinates in the four quadrants. These are Quadrant II Quadrant I
(–, +) (+, +)
as shown—
X’ X
Quadrant III Quadrant IV
(–, –) (+, –)

Y'
322
Teaching Ideas and Strategies
• This chapter lays the foundation for construction of graphs, coordinate geometry and
interpretation of slopes. Hence, make students learn it with an interest.
• Recall the concept of ‘a plane’. Ask the question— ‘ If a point A is
marked on a plane, how can we describe its position? Take help of
the following diagram— A

Now, draw a coordinate axes on this plane.

Y

X’ X

Y'
Explain that the position of point A can be described with respect to the origin of the
coordinate axes. Hence it serves as a reference grid.
• To explain the construction and gradation of the coordinate axes and the sign convention in
the four quadrants, use the following steps -
a) Construct a line XOX'. Then construct a line YOY' through O, perpendicular to XOX'.
b) Mark gradations of 1cm each on all four rays starting at O, as shown.
Y

Q
P

X' X
O

Y'

c) Now, determine the coordinates of the points P, Q, and R by using the projections to the
coordinate axes. Students should be given sufficient practice of the above. Then they will be
prepared to plot points on the coordinate plane for given coordinates.
323
• To draw graphs for linear equations, students have to learn how to make a table of ‘ordered
pairs’. For this, they should be explained how to use an equation with two variables. This too
will require sufficient practice.
• After students learn to plot graphs for linear equations, they should be explained how to
interpret given graphs and their ‘slopes’. (See conclusions from 'Distance- Time' graphs given
in the text book.
Suggested Activity
Ask students to cut out and paste linear graphs from newspapers and magazines. Ask them to
identify the types of graphs and their slopes and hence interpret the relation between the
variables.

Maths Lab Activity

To plot data on a graph paper
Amit is a student of Class VIII-B and wants to celebrate his birthday in the class by distributing
two chocolates per student.
Represent the relationship between number of students (x) and number of chocolates to be
distributed (y) by—
a) Constructing the required equation between x and y.
b) Calculating 5 ordered pairs.
c) Plotting a graph by joining the points on the coordinate axes. (Hint: If number of
students = x, then number of chocolates to be distributed is given by y = 2x.)
Use the following table to write the ordered pairs. One pair has been given.
x 1
y 2

324
Assessment Sample
SAMPLE QUESTIONS FOR TERM-END EXAMINATION
1. Draw the following points on a graph paper— (2, 2), (–3, –4) and (4, 3). Join them and
name the type of figure formed.
2. Draw the graphs for the following.
a) A body whose position is not changing with time.
b) A body which is moving away at a uniform velocity.
c) A body which is moving towards you with a uniform velocity.
d) A body is moving away with variable speeds.
e) A body whose velocity keeps changing continuously.
3. Draw a line graph for the following ordered pairs, which show the cost of mangoes for
given quantities.
Quantity 1 2 4 5 7 8 9 10
(in Kg)
Cost(in `) 30 60 110 140 200 220 250 280

325
 S O L U T I ON
Exercise 14(a)
1. (i) The given point is (4, 5).
Here, both the coordinates are positive.
ˆIt lies in quadrant I.
(ii) The given point is (–4, 7).
Here, x-coordinate is negative and y-coordinate is positive:
ˆIt lies in quadrant II.
(iii)The given point is (–2, 1)
Here, x-coordinate is negative and y–coordinate is positive.
ˆIt lies in quadrant II.
(iv) The given point is (–1, –3).
Here, both the coordinates are negative.
ˆIt lies in quadrant III.
2. Draw the following points on a graph paper.
(i) (–7, 9) (ii) (6, –2) (iii) (0, 3) (iv) (4, 5)

Y
(–7, 9)
9
8
7
6 (4, 5)
5
4
3 (0, 3)
2
1
X¢ X
–9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9
–1
–2 (6, –2)
–3
–4
–5
–6
–7
–8
–9
Y¢

326
3. The vertices of some triangles are given.
(i) A = (0, 0), B = (0, 7), C = (4, 4)
Y
(0, 7)
7
B
6
5
4 C (4, 4)
3
2
1
X¢ A (0, 0) X
0
–7 –6 –5 –4 –3 –2 –1
–1 1 2 3 4 5 6 7
–2
–3
–4
–5
–6
–7

Y¢

Here, DABC is an isosceles triangle.

(ii) A = (6, 0), B = (0, 0), C = (6, 4)
Y

6
5
C(6, 4)
4
3
2
1
B(0, 0) A(6, 0)
X¢ 0 X
–6 –5 –4 –3 –2 –1
–1 1 2 3 4 5 6
–2
–3
–4
–5
–6

Y¢

Here, DABC is a right-angled triangle.

327
 (iii) A = (3, 2), B = (7, 2), C = (5, 7)
Y
C(5, 7)
7
6
5
4
3
2
1 A(3, 2) B(7, 2)
X¢ 0 X
–7 –6 –5 –4 –3 –2 –1
–1 1 2 3 4 5 6 7
–2
–3
–4
–5
–6
–7

Y¢

Here, DABC is an isosceles triangle.

4. (i) (8, 4) ¾® Distance from y-axis is abscissa = 8 = 8 units right of y-axis.
(ii)(–2, 3) ¾® Distance from y-axis is abscissa = –2 = 2 units left of y-axis.
(iii)(–1, –2) ¾® Distance from y-axis is abscissa = –1 = 1 unit left of y-axis.
5. (i) (1, 6) ¾® Distance from x-axis is ordinate = 6 = 6 units above x-axis.
(ii) (4, –5) ¾® Distance from x-axis is ordinate = –5 = 5 units below x-axis.
(iii) (–1, –1) ¾® Distance from x-axis is ordinate = –1 = 1 unit below x-axis.
6. (i) False (ii) True (iii) False (iv) False (v) True (vi) True
Exercise 14(b)
1. We know that:
Perimeter of a square = 4 × side
Now, we calculate different values of perimeter (P) for different values of side (S).
If S = 1, P = 4 × 1 = 4.
If S = 2, P = 4 × 2 = 8.
If S = 3, P = 4 × 3 = 12.
If S = 4, P = 4 × 4 = 16.
If S = 5, P = 4 × 5 = 20.
If S = 6, P = 4 × 6 = 24.
If S = 7, P = 4 × 7 = 28.
Thus, we obtain the following table of the values of S and P,
328
 i.e., ordered pairs :
S 1 2 3 4 5 6 7
P 4 8 12 16 20 24 28
Taking side (S) on x-axis and perimeter (P) on y-axis, we plot these points on a graph paper
as shown below.
Scale
Y
x = 5 small divisions = 1 cm
y = 5 small divisions = 2 cm
30
28 (7, 28)
26
24
Perimeter (in cm) ¾¾®

(6, 24)
22
20 (5, 20)
18
16 (4, 16)
14
12 (3, 12)
10
8 (2, 8)
6
4 (1, 4)
2
0 X
1 2 3 4 5 6 7 8 9 10
Side (in cm) ¾¾®

From the graph, we observe that when we draw a perpendicular line from 7 on x – axis, the
corresponding value of y is 28.
Hence, the perimeter of the square with side 7 cm is 28 cm.
2
2. Given: The area of a triangle = 49 cm
We know that:
1
Area of triangle = × base × height
2
Let base of triangle = b and height of triangle = h
1
ˆ Area of triangle = × base × height
2
1
Þ 49 = × b × h
2
Þ 49 × 2 = b × h
98
Þ =h
b
Now we calculate different values of height (h) for different values of base (b).
98
If b = 7, h = = 14
7
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 98
If b = 14, h = =7
b
Thus, we obtain the following table for different values of b and h.
b 7 14
h 14 7
The graph of the above relation is shown below:
Y Scale
x = 5 small divisions = 2 cm
y = 5 small divisions = 2 cm
22
20
Height (in cm) ¾¾®

18
16 (7, 14)
14
12
10
8
6 (14, 7)
4
2
0 X
2 4 6 8 10 12 14 16 18 20 22 24
Base (in cm) ¾¾®

3. Given points: A(3, 2), B(–2, 2), C(–1, –2) and D(4, –2).
The following graph is obtained on plotting given points.
Y
4

3
B(–2, 2) A(3, 2)
2

X¢ X
–4 –3 –2 –1 0 1 2 3 4
–1

–2
C(–1, –2) D(4, –2)
–3

–4

Y¢

From the graph, we observe that ABCD is a quadrilateral.

330
4. Given points: A(4, 1), B(–2, 1), C(–3, –2) Y
and D(3, –2). 4

The following graph is obtained on plotting 3

given points. 2
B(–2, 1) A(4, 1)
1

X¢ X
–4 –3 –2 –1 0 1 2 3 4
–1

–2
C(–3, –2) D(3, –2)
–3

–4

Y¢

From the graph, we observe that ABCD is a parallelogram.

5. Given points: A(4, 2), B(–1, 2) and C(1, –1).
The following graph is obtained on plotting the given points:
Y
4

3
B(–1, 2) A(4, 2)
2

X¢ X
–4 –3 –2 –1 0 1 2 3 4
–1
D(–4, –1) C(1, –1)
–2

–3

–4

Y¢

Hence, the coordinates of the fourth vertex is D(–4, –1).

P×R×T
6. We know that: SI =
100
500  9  1
SI for 1 year = = ` 45
100
500  9  2
SI for 2 year = = ` 90
100
500  9  3
SI for 3 year = = ` 135
100
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 Thus, we obtain the following table of ordered pairs.
Time (in years) 1 2 3
Interest (in ) 45 90 135
Now taking years on x-axis and interest on y-axis, we plot these points on a graph paper as
shown on the next page. The graph obtained is a straight line. This is called a linear graph.
Y Scale
x = 1 cm = 1 year
y = 1 cm = ` 45
¾¾®

180
Interest (in `)

135 (3, 135)

90 (2, 90)

45 (1, 45)

0 X
1 2 3 4 5 6
Time (in years) ¾¾®

7. We represent hours along x-axis and temperature along y-axis.

The graph obtained on plotting the given data is shown below :
Y Scale
x = 1/2 cm = 1 hour
112 y = 1/2 cm = 2 °F
¾¾®

110
108
Temperature (in °F)

106

104
102

100
98

96

0 X
1 2 3 4 5 6 7 8 9 10 11
Intervals (in hours) ¾¾®

332
 Exercise 14(c)
Distance 60
1. (i) Speed = = = 10 m/s.
Time 6
(ii) Note that the downward sloping line between the period 6 s –12 s shows that the body
is returning to the starting point.
Distance 60
Speed between 6 s and 12 s = = = 10 m/s.
Time 6
(iii) The distance travelled by the body at the end of 12 s = Distance travelled after 6 s
(i. e., onward journey)– Distance travelled from 6 s to 12 s (i. e., backward / returning
journey) = 60 m + 60 m = 120 m.
2. (i) The body N started 20 sec later than the body M.
(ii) The body M was 40 m far away when the body N started.
(iii) After 40 sec, the body N overtook the body M.
Distance 50
3. (i) Speed = = = 5 m/s.
Time 10
(ii) Speed of the body is zero during the time interval 15s to 20s, as there is no change in
distance during this period (i. e., the body is at rest).
(iii) The total distance travelled by the body in 30 s
= Distance travelled 0 s to 10 s (forward journey) + Distance
travelled from 10 s to 15 s (backward journey) + Distance
travelled from 15 s to 20 s (the body is at rest) + Distance
travelled 20 s to 25 s (forward journey) + Distance travelled
from 25 s to 30 s (backward journey to come to the starting point)
= 50 m + (50 – 30) m + 0 + (60 – 30) m + (60 – 0) m
= 50 m + 20 m + 30 m + 60 m = 160 m.

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Mental Maths
1. Distance (in km) 20 40 60 80
Cost (in `) 45 55 65 75
The graph is shown below.
Y Scale
x = 1 cm = 20 km
y = 1/2 cm = ` 5
80

75
Cost (in `) ¾¾®

70
65
60
55

50
45

40

0 X
20 40 60 80 100
Distance (in km) ¾¾®

(i) The cost will be ` 70, when he drives 70 km.

(ii) He has travelled 30 km, if he spends ` 50.
2. (i) The cyclist was 60 km far from home.
Distance
(ii) (a) Speed between A and B =
Time
60 – 30 30
= =
3–0 3
= 10 km / h.
Distance
(b) Speed between C and D =
Time
30 – 0 30
= =
8–5 3
= 10 km / h.
3. (i) The displacement in first 4 sec is 3 m.
(ii) The displacement at the end of 8 sec is 7 m.
4. (i) Car B was initially ahead 100 km by car A.
(ii) 3 hours taken by car A to catch car B.
(iii) The car A will catch the car B at 150 km.
334
Worksheet
1. (a) (0, 4)
2. NOTE:
There are two options (c) and (d) given in the Textbook (Edition 2015) represent the true
statements. So, the answer to Q. 2 would be both (c) and (d).
The option (d) is changed as follows keeping the other options unchanged
(d) The point (–4, 3) lies in the first quadrant. (Edition 2016 onward)
For the option (c), i. e., ''The point (–4, 3) lies in third quadrant.'' is the right answer.
3. (b) (3, 0)
4. (i) (a) 2 km
(ii) (d) 7 km
1
(iii) (c) 2 h
2

Yearly Examination
Section A
1 1
1. Area of a trapezium = (80 + 60) × 20 = × 140 × 20 = 1400 cm2 . Hence, option (b) is correct.
2 2
4
2. No. of digit in square root of 4356 = = 2 digits. Hence, option (a) is correct answer.
2
1
3. Area of a trapezium = × altitude × (sum of parallel sides)
2
1
Þ 315 cm2 = × altitude × (20 cm + 25 cm)
2
630
Þ Altitude = cm = 14 cm
45
4. Fourth angle of the quadrilateral = 360° – 60° – 110° – 75° = 115°
5. Distance of the point (–3, –4) from y-axis
= –3 = 3 units left of y-axis.
Distance of the point (1, 0) from y-axis = 1 = 1 unit right of y-axis.
6. Favourable outcomes are 2, 4 and 6.
No. of favourable outcomes = 3 and total no. of outcomes = 6.
3 1
ˆP (of getting a multiple of 2) = = .
6 2

335
 Section B
2 1764
7. By prime factorization method, we have: 2 882
1764 = 2 × 2 × 3 × 3 × 7 × 7 3 441
3 147
ˆ 1764 = 2 × 3 × 7 = 42.
7 49
Thus, the square root of 1764 is 42. 7 7
4 b 9 3 5 4 9 3 +6 5+1 –3 9 6 1
8. x y × xy = × × x y = xy
3 8 3 8 2
9. Volume of the cuboid so formed = 10 × volume of one cube of side 2 cm
3 3 3
= 10 × (2 cm) = 10 × 8 cm = 80 cm .
2 2
10. x – 35x + 300 = x – 20x – 15x + 300 = x(x – 20) – 15(x – 20) = (x – 15)(x – 20)
F 35 3 I
H
11. Required amount = ` 3000 1 
100 K
F 3 3 I
H
= ` 3000 1 
20 K
F I
23 3
= ` 3000
H K
20
12167
= ` 3000 ×
8000
3  12167 36501
=` = ` = ` 4562.63.
8 8
12. The table is completed as given below.
x 1 3 5 9 6 12 20
y 5 15 25 45 30 60 100

Section C
1
13. Radius of the cylinder = × 6m = 3 m.
2
22 2
Volume of the cylinder = × (3 m) × 55 m
7
22  9  55 3 10890 3
= m = m
7 7
3
= 1555.714 m

Volume of water contained in the cylinder = 1555.714 × 1000 l = 1555714 l.

336
14. We have,
250
250 m = km
1000
1
= km and 15 sec.
4
15 1
= h= h.
3600 240
1
Speed of the train = Distance = 4 km/h
Time 1
240
240
= km/h = 60 km/h.
4
15. 4827
4 2 3 2 9 9 9 2 9
1 6
88 0 7 2 9
7 0 4
962 0 2 5 9 9
1 9 2 4
9647 0 6 7 5 2 9
6 7 5 2 9
0 0 0 0 0
23299929 4827
ˆ 2329.9929 =  = 48.27
10000 100
16. S.P. of the mobile set = 100 – Discounts% × M.P.
100
100 – 10
= × ` 12,500 = ` 11,250
100
Since VAT is calculated on the marked price (M.P.) or list price,
VAT = 10% of ` 12,500 = ` 1250.
Now, the price that the customer has to pay for buying the mobile set
= S.P. of the mobile set + VAT
= ` 11,250 + ` 1250 = ` 12,500.

337
17. 3x – 4y
3x – 4y 9x – 24xy + 16y2
2

2
9x – 12xy
– +
2
– 12xy + 16y
2
– 12xy + 16y
+ –
0
Since 3x – 4y divides 9x2 – 24xy + 16y2 completely, therefore, 3x – 4y is a factor of
2 2
9x – 24xy + 16y .
18. Geetika's salary after increasing by 25% = ` 28,000 + 25% × ` 28,000
25
= ` 28,000 + × ` 28,000
100
= ` 28,000 + ` 7,000 = ` 35,000.
Geetika's salary after decreasing by 5% = ` 35,000 – 5% × ` 35,000
5
= ` 35,000 – × ` 35,000
100
= ` 35,000 – ` 1,750 = ` 33,250
19. Steps of Construction:
(See the Textbook.)
C

3 cm
D 4 cm 4 cm B

3 cm

2 y 15 29
20. =
1 3 y 22
Þ 22(2y – 15) = –29(1 – 3y)
Þ 44y – 330 = –29 + 87y
Þ – 330 + 29 = 87y + 44y
301
Þ –331 = 43y Þ y = = –7
43

338
21. The histogram is drawn as given below.
Number of days in a month Y

10
8

6
4

X' 0 X
20 25 30 35 40 45
Y' Temperature (in ºC)

22. Total no. of possible outcomes = Total no. of apples = 2 + 3 + 5 = 10.

(i) No. of favourable outcomes = No. of yellow apples = 3.
No. of favourable outcomes 3
P (of getting a yellow apple) = = .
Total no. of possible outcomes 10
(ii) No. of favourable outcomes = No. of those apples which are not green
= 10 – 5 = 5.
P (of getting an apple which is not green)
No. of favourable outcomes 5 1
= = = .
Total no. of possible outcomes 10 2
(iii) No. of favourable outcomes = No. of those apples which are neither yellow nor green
= 10 – 3 – 5 = 2.
P (of getting an apple which is neither yellow nor green)
No. of favourable outcomes 2 1
= = = .
Total no. of possible outcomes 10 5

Section D
23. In || gm ABCD, ÐC = ÐA = 80° (Opp. angles of a ll gm are equal.)
In DBCD, ÐB + ÐC + ÐD = 180° (Angle-sum property of a D)
Þ 60° + 80° + ÐD =180 Þ 140° + ÐD =180°
Þ ÐCDB (i. e., ÐD) = 180° – 140° = 40°
From the Fig., we have
ÐDBA = ÐCDB = 40° (Alternate int. angles )
Now, ÐABC = ÐDBA + ÐDBC = 40° + 60° = 100°.

339
24. The question is based on the inverse variation.
Let x be the no. of people and y be the no. hours taken by them to complete a work.
(i) Here, x1 =18 men, y1 = 12 × 8 = 96 hours, x2 = 20 men, y2 = ?
x  y1 18  96
Now, x1 × y1 = x2 × y2 Þ y2 = 1 = = 86.4 hours
x2 20
Since 20 men are working 10 hours a day, the required no. of days, i. e., y2 = 86.4 ÷ 10
= 8.64 ≈ 9 days.
(ii) Here, x1 =18 men, y1 = 12 × 8 = 96 hours, x2 = 15 men, y2 = ?
x  y1 18  96
Now, x1 × y1 = x2 × y2 Þ = 1 = = 115.2 hours
x2 15
Since 15 men are working 9 hours a day, the required no. of days, i. e., y2 = 115.2 ÷ 9
= 12.8 ≈ 13 days.
252
25. (i) Speed of the car = km/h
5
Distance = 200.100 km
200100  10 2001 667
Time = = =
504  1000 504 168
2 1 252 21 126  21 1
(ii) Distance = Speed × Time = 50 × 10 =  = = 529 km
5 2 5 2 5 5
26. Steps of Construction:
D C
(See the Textbook.)
1200 4 cm

600 450
A 5.5 cm B

27. The two-digit number should have a digit in the unit’s place and a digit in the ten’s place.
Let the digit in the unit’s place be x.
Then the digit in the ten’s place will be 9 – x.
As the place value of the digit in the ten’s place is ten times itself, the given number is
(9 – x)10 + x or 90 – 10x + x or 90 – 9x.
The number formed on reversing the digits will be 10x + (9 – x), i.e., 9x + 9.
Since the reversed number is 45 more than the original number,
ˆ
9x + 9 = 45 + 90 – 9x
Þ 9x + 9x = 135 – 9 [By transposing the terms –9x and 9]
Þ 18x = 126

340
 126
Þ x= = 7.
18
Thus, the original number has 7 in the unit’s place and (9 – 7), i.e., 2 in the ten’s place.
Hence, the original number is 10 × 2 + 7 × 1 = 27.

28. To draw the pie graph, we prepare the following table by finding percentage and central
angle for each flavoured ice-cream.
Flavour of No. of Percentage Central angle
Ice-cream Students
20 50
Chocolate 20 × 100 % = 50% × 360° = 180°
40 100
10 25
Strawberry 10 × 100 % = 25% × 360° = 90°
40 100
4 10
Mango 4 × 100 % = 10% × 360° = 36°
40 100
2 5
Pista 2 × 100 % = 5% × 360° = 18°
40 100
4 10
Butterscotch 4 × 100 % = 10% × 360° = 36°
40 100

Total = 40 Total = 100 % Total = 360°

Now, the required pie chart is drawn below.

18° 36°
36°
90° 180°

341
29. Given; three points P (–1, 1), Q (2, 1), R (–1, –3) in a rectangle PQSR. We plot these
points on a graph paper as follows.

P Q
1

–2 –1 1 2 3 4

–1

–2

R –3 S

–4

On joining these three points, we get three sides of the rectangle PQSR. From the graph, we
find that the coordinates of its fourth vertex are S (2, –3).
30. Volume of a cuboidal sweet-box = 400 cm3.
3
Þ Length × Width × Height (i. e., Thickness) = 400 cm
3
10 cm × 8 cm × Height = 400 cm
400
Þ Height = cm = 5 cm
80
Total surface area of a cuboidal sweet-box = 2(10 cm × 8 cm + 8 cm × 5 cm + 10 cm × 5 cm)
= 2 × 170 cm2 = 340 cm2
Total surface area of 650 such boxes = 650 × 340 cm2
2 2
= 221000 cm or 22.1 m
2 2
Hence, the required area of the cardboard is 221000 cm or 22.1m .

342
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