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MATHEMATICS
rece Olasyiee ta)

R S Aggarwal, MSc, PhD

Bharati Bhawan
PUBLISHERS & DISTRIBUTORS
Published by

BHARATI BHAWAN (Publishers & Distributors)

23286557
4271/3 Ansari Road, Daryaganj, NEW DELHI 110 002, Phone:
A-61 B/2 Sector 63, NOIDA 201 307, Phone: 4757400
Thakurbari Road, PATNA 800 003, Phone: 2670325
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834 001, Phone: 2361066
Hemsee Heights, Kutchery, Circular Road, RANCHI

© Author

First edition 1993

Eighth edition 2010
Revised print 2012
2016 print

Every genuine copy of the book has a hologram sticker that is different
from ordinary stickers.
1. By moving the book you can see motion in the elements in the upper
part of the hologram.
. There are microscopic letters in the balls in the upper part of the
hologram.
. The lower part has round mirrors in which you can see your
reflection.
. Each hologram has its own number.

Mathematics for Class 8

Printed at B B Printers, Patna-800 006
 Preface

It gives me great pleasure in presenting the new edition of this book. It is in

accordance with the latest syllabus.

In the books of this series, the emphasis is on the fundamentals.

Mathematical ideas have been explained in the simplest possible way. The
text is lucid and to the point. Each chapter has a large number of
self-explanatory solved problems to illustrate the concepts and methods.
The solved problems are followed by an adequate number of exercises.
Care has been taken to grade the problems in such a way that students
move from basic to intricate problems with ease.

A large number of objective questions have been included, which will help
students quickly test their knowledge and skill. Also included are test
papers for CCE.

Over the years I have received a number of suggestions from teachers. I am

grateful to all of them. I also thank my sons Deepak and Vikas for assisting
me in revising the books of this series.

Author

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 Contents

Rational Numbers
Exponents

Squares and Square Roots

Cubes and Cube Roots
Playing with Numbers
Operations on Algebraic Expressions
Factorisation

. Linear Equations 103

YN
MONONA
© . Percentage 115
10. Profit and Loss 125

. Compound Interest 141

. Direct and Inverse Proportions 156

. Time and Work 167

. Polygons 175

. Quadrilaterals 182

. Parallelograms 185

. Construction of Quadrilaterals 194

. Area of a Trapezium and a Polygon 202

. Three-Dimensional Figures 211

Volume and Surface Area of Solids 216

. Data Handling 230

. Constructing and Interpreting Bar Graphs 235

2 rie Chatts 244

. Probability 251

. Graphs 258

. Activities 266

Answers
285

(v)
 7 2

7 - |
a0 ss 2

4 at) eae
sano _)

-
 Rational Numbers

In our previous class we have studied about natural numbers, whole numbers, integers and
fractions. We have also studied about various operations on rational numbers. In this chapter
we shall study the properties of these operations on rational numbers.
: a
Rational numbers The numbers of the form Bb’where aand bare integers and b + 0, are called
rational numbers.
5e SB e7, -
EXAMPLES Each of the numbers —, —_,—_~ and sil is a rational number.
8 14 -15 —11
Positive rationals A rational number is said to be positive if its numerator and denominator
are either both positive or both negative.
5 e
Thus, = and = are both positive rationals.

Negative rationals A rational number is said to be negative if its numerator and denominator .
are of opposite signs.
a 5
‘ Thus, a and ey are both negative rationals.

Three Properties of Rational Numbers:

a ; , a axm
Property 1. If ‘5is a rational number and m is a nonzero integer then ee

sera Boar 3) 2 2 8X eh Cx
= ax 2 4x3 4x4
-3 -6 -9 -12
ae a ia) 16
=>

Such rational numbers are called equivalent rational numbers.

a ; ne a a+m
Property 2. If is a rational number and mis a common divisor of a and b, then fe: b+m
=32.-02 +401, 43
Thus, we can write,
AeA 5

Standard form of a rational number

integers having no common
A rational number ~is said to be in standard form if a and b are

divisor other than 1 andb is positive.

2 Mathematics for Class 8

33
EXAMPLE1. Express Hin in standard form.
7 33, 833 x21) gees”
Solution AL = (-44)
Aay x(-1)
ED) “A4

The greatest common divisor of 33 and 44 is 11.

=33 21533) lle Oe
Aa aa le PA
Hence, aoe = Se (in standard form).
44 4 ps F
ge {8
Property 3. Let = and = be two rational numbers. Then, ae = (aed) = (Dc) ae
axd=bxc
COMPARISON OF RATIONAL NUMBERS
It is clear that:
(i) every positive rational number is greater than O,
(ii) every negative rational number is less than O.

GENERAL METHOD OF COMPARING RATIONAL NUMBERS

Step 1: Express each of the two given rational numbers with positive denominator.

Step 2: Take the LCM of these positive denominators.

Step 3: Express each rational number (obtained in Step 1) with this LCM as the common
denominator.

Step 4: The number having the greater numerator is greater.

3 =
EXAMPLE2. Which of the numbers st and 2 is greater?

Solution First we write each of the given numbers with positive denominator.
COS Tber ee ee eo
-4 (-4)x(-1l) 4

The other number = = :

LCM of 4 and 6 = 12.

=32
=
4(3) 3) eo
see d = = ’
4 4x3 12 a 6 6x2 12

Clearly, —9 > -10. eS > rane

12 12
-3 -5. 3 —5
Hence, — > —,i.e., — > —.-
4 6 -4 6

EXAMPLE3. Arrange the numbers =, -_ and = in ascending order.

Solution First we write each of the given numbers with positive denominator. We have:
ff 7 x (-1) -7
=16° (10)
=(elton
Thus, the given numbers are = — and
LCM of 5, 10 and 8 is 40.
 Rational Numbers

New -3 _ (-3)x8 t.a OT ETOR SE _ 728 el Boe). 20

28 ox 8 40 10° 104-40 8 8x5 40
Clearly, ace < = < =24
40 40 £40
Hence, ail< ze ee Sion i < ae < a
LOR GS aso Oem cy

EXERCISE 1A
-3
1. Express 7 as a rational number with denominator

(i) 20 - (ii) -30 (iii) 35 (iv) -40 .

2. Express On as a rational number with denominator 7.

—48
3. Express m0 as a rational number with denominator 5.

4. Express each of the following rational numbers in standard form:

». 12 ay 714 24 —-36
30 bag eon esc
(i) ii see s

5. Which of the two rational numbers is greater in the given pair?

ae. 2 =
(i) 8 or O (ii) ia, or O (iii) = or ,

-5 .-4 JAS =]
Vee OL7
liv on TS
Okage sivpgetas
vi) — or -1

.6. Which of the two rational numbers is greater in the given pair? ,
seg as ey =
(i}3=—.0r a (ii) ae or ER (iii) =) or a
3 fe =9 8 3 =5
9 ih. 4 =7 —12
iv) —— or —— V) = ofS vi) —— or -3
LUE UE Ne
7. Fill in the blanks with the correct symbol out of >, = and <:
£3 6 5 -35 -13
i 7eada16
iW) eerste ac em
GD aaa T 291
A cate a ii) —2..... eee
5
= 5 -3 -8 =—9)
(iv) eT ose
ae oe 3 the cers
5 LOVi) OUSE ee10
8. Arrange the following rational numbers in ascending order:
4°57 -2 ee a ae Ae
arr ; [Eh roe
-9 12 -18 3 4 -12 16 -24
on fel 11S e s 2 18 GUN Be =235
oe eeee ei (iv) Se Se ’
(iii) pears
-5
Tee
10 15 20 7 14 -28 42
9. Arrange the following rational numbers in descending order:
-13 8 l ee ret ea Ley,
(ii) ’ ’ ’
(i) —2, Se ee
6. -3,3
ee
10 -15 20 -30
-5 -7 -13 23 -10 -19 -23 -39
sueGe 13 18 224 eee 50 38) Ad
10. Which of the following statements are true and which are false?
(i) Every whole number is a rational number.
(ii) Every integer is a rational number.
4 Mathematics for Class 8

(iii) O is a whole number but it is not a rational number.

REPRESENTATION OF RATIONAL NUMBERS ON THE REAL LINE

In the previous class we have learnt how to represent integers on the number line.
Let us review it.
as
Draw any line. Take a point O on it. Call it 0 (zero). Set off equal distances on the right as well
on the left of O. Such a distance is known as a unit length. Clearly, the points A, B, C, D and E
represent the integers 1, 2, 3, 4 and 5 respectively and the points A ' B',C',D' and E' represent the
integers —1, -2,—3, —4 and -5 respectively.

Ene Dace Bs A O A B Cc D E
5 -4 -3 -2 -1 0 1 2 3 4 5

Thus, we may represent any integer by a point on the number line. Clearly, every positive integer
lies to the right of O and every negative integer lies to the left of O.
Similarly we can represent rational numbers.
Consider the following examples.
1 1
EXAMPLE1. Represent 5 and ay on the number line.

Solution Draw a line. Take a point O on it . Let it represent O. Set off unit lengths OA and OA’
to the right as well as to the left of O.
Then, A represents the integer 1 and A’ represents the integer —1.

A’ Pl O 2 A
1 -1/2 0 1/2 1

Now, divide OA into two equal parts. Let OP be the first part out of these two parts.
Then, the point P represents the rational number >

Again, divide OA' into two equal parts. Let OP’ be the first part out of these 2 parts.
Then, the point P’ represents the rational number -)

D)
EXAMPLE2. Represent 3 and -;on the number line.

Solution Draw a line. Take a point O on it. Let it represent 0. From O set off unit distances OA
and OA’ to the right and left of O respectively.
Divide OA into 3 equal parts. Let OP be the segment showing 2 parts out of 3. Then,
the point P represents the rational number — -

A p’ (e) P A
2 tt tt —_p_ + —__ +?
=fjen Saye 0 2/3 1

Again divide OA’ into 3 equal parts. Let OP’ be the segment consisting of 2 parts out
of these 3 parts. Then, the point P' represents the rational number se
3
 Rational Numbers 5

EXAMPLE3. 13 =
Represent 5 and aly on the number line.
5
Solution Draw a line. Take a point O on it. Let it represent 0.
Loo 3
5 5 5
From O, set off unit distances OA, AB and BC to the right of O. Clearly, the points A, B
and C represent the integers 1, 2 and 3 respectively. Now, take 2 units OA and AB,
and divide the third unit BC into 5 equal parts. Take 3 parts out of these 5 parts to
reach at a point P Then, the point P represents the rational number =

CG’ B’ rN fe) A B 1G
_$ASpSJ4o4 a fH fp] $f +0 4
SI | = 0 1 a iS 3

Again, from O, set off unit distances to the left. Let these segments be OA’, A'B’, B'C’,
etc. Then, clearly the points A’, B’ and C’ represent the integers -1, -2,-3
respectively.

Now, a. = -[2+3):
5 5
Take 2 full unit lengths to the left of O. Divide the third unit B’C’ into 5 equal parts.
Take 3 parts out of these 5 parts to reach a point P’.

Then, the point P’ represents the rational number =

Thus, we can represent every rational number by a point on the number line.

EXERCISE 1B
1. Represent each of the following numbers on the number line:
3 2
(i) (ii) = (iii) - (iv) Oe

1 5
(v) 3-9 i)
(vi) 5=4 vii)
(vii) 4=23 viii)
(viii) 8

2. Represent each of the following numbers on the number line:

- - 2 1
(i) > (ii) = Gy 3 (iv) a

3 5 re w
(vill) —2—8
(v) =4—= i) = 2—6
(vi) (vii) —3

3. Which of the following statements are true and which are false?
(i) = lies to the left of O on the number line.

(ii) = lies to the right of O on the number line.

line.
~ (iii) The rational numbers ;and ; are on opposite sides of 0 on the number

line.
(iv) The rational number — lies to the left of O on the number
6 Mathematics for Class 8

ADDITION OF RATIONAL NUMBERS

a rational number
If two rational numbers are to be added, we should convert each of them into
with positive denominator.

CASE: When Given Numbers have Same Denominator:

ae a+c
In this case, we define : + ‘I= ( b .

EXAMPLE 1. Find the sum:

“ages Sy HA
Solution We have:
7 17 +e-1)]) “4
(i) —+ = =—-
9 9 9 9
ieee | 8 x (-1) —8
(ii) —— = ——————_ = ‘
ahh Siren eae
8 3 -8 3). (-8)+3 -5
-11 ll 11 aT 1] aE

CASE 2. When Denominators of Given Numbers are Unequal:

Method In this case we take the LCM of their denominators and express each of the given
numbers with this LCM as the common denominator. Now, we add these numbers
as shown above.

EXAMPLE2, Find the sum: —+4.

(ey 2)
Solution The denominators of the given rational numbers are 6 and 9 respectively.
LCM of 6 and 9 = (3x23) =18.
-5 (-5)x3 -15 4 4x2 ee8 Sig
2 3
Now, — = =—— and =
6 6x3 18 Dee Steen oe: :
(3 +3)-(Geta —(ippae.
GawO ole 18 eel Se 18 418. 3
Short-Cut Method
EXAMPLE3. Find the sum: ee + SA
16 12
Solution LCM of 16 and12 =(4x 4x3) = 48. 4/16, 12
Toe _ 3x(-9)+ 4x5 (-27)+20 ~ -7 5
16 412 48 38 eles
PROPERTIES OF ADDITION OF RATIONAL NUMBERS
Property 1 (Closure Property): The sum of two rational numbers is always a rational number.
a é aoe
If = and 5 are any two rational numbers, then @ + 7 is also a rational number.

EXAMPLES (i) Consider the rational numbers 5and sd- Then,

1.3) (4+9) 13
+—|= Th ek whic: h is a rational number.
gy
 Rational Numbers

(ii) Consider the rational numbers ae, and 4 - Then,

(SF+2)- Cor) 2
par ame ae = Thal Mich
ich F
is a ration al number.

(iii) Consider the rational numbers = and ae - Then,

(= . = _£5+(-3
ree 15 )} -8
= fey -2
exe which is a rational number.
3
Property 2 (Commutative Law): Two rational numbers can be added in any order.

Thus for any two rational numbers iaand be we have

i.A = nice
bd) \d b)
EXAMPLES (i) (5+9)-29) naar tore (+5) 3.
4 4 4°2 4 4
E a C |
~+—|=|—+—].
a AI-lA 2
, (ao {9+(-20)} -11 ew {-20+9} -1l
ii) cx
(ii) {—+—}=
| ot = an and — - +=} = —_— =.
(3) fe! 24 24
e - | = |=
— + — —
=||.
+ —
8. 6 Gaara
aay (-l .-2) {(-3)+(-4} -7 = = 1(—4)
4.(-3)) 7
(iii) | — +— | = ——————_
= — and pe eg
PAL ee) 6 6 Fat G5 6 6
—] =4 2 -l
[| |
Zan =3 our 42

Property 3 (Associative Law): While adding three rational numbers, they can be grouped in
any order.
Thus, for any three rational numbers = = and a we have

ae e. 7ae(-c™ re
—+—/|/+— =—+| — +— |-
i A 'f 2b C )
4 —25 1
EXAMPLE Consider three rationals aa 7 and re Then,

—2 5 1 (-14+15) 1 1 5) (2+7) 9 3
— + — |}4+ —) = + —- 27 =|] = tT WIE = — =
SF S746 2 6 215-6 42 42 14
Soe || eee OUT G) * Se eee
ue ve) 13 Amen l38 42 42 42 14

SST) eBy) OW 7~ 6
ty of Additive Identity): 0 is a rational number
4 (Existence
Proper such that the sum of any
rational number and 0 is the rational number itself.
a >

Thus, 2 + 0|= [o+ 4 = ~ for every rational number a

0 is called the additive identity for rationals.

8 Mathematics for Class 8

3 30 (3+0) 3 ae [ a
EXAMPLES “lle
F +0]= c ae 2]= 5 = 5— and similarly,y |0+—|=—
5 =-
5

- - —2
=( - 243 |=" ED - andsimilarly, (0+) =
ns
|

a , :
Property 5 (Existence of Additive Inverse): For every rational number —, there exists a rational
-a a oo O J +E)=0
number a0 such that (E+ 5 5 5
=—=0O and d similarly
si ilarl ; [Ts

a -a -aa
aphus { ae = + )= 0;

= is called the additive inverse of 7 .

-4 4+(-4 -4 4
EXAMPLE (+s = ¥ = 2 =O andsimilarly, [+30
ta cat

—4
Thus, £ and —— are additive inverses of each other.

SUBTRACTION OF RATIONAL NUMBERS

For rational numbers = and = we define:

& =) paLter Dd Be ae [adaitive inverse of 5

d b d

SOLVED EXAMPLES |
EXAMPLE1. Find the additive inverse of:
5 -15 9 -~6
(i) =9 ii) —3
(ii) (iii)La
— iv) —
iss
f ? MA Apes 5. -5
Solution (i) Additive inverse of 9 is fg

(ii) Additive inverse of ah is os

8 8
(iii) In standard form, we write =) as a '

Hence, its additive inverse is = :

(iv) We may write, ae = fiat = 2 ;

+1) «(=7) (=) a7

Hence, its additive inverse is — -

tie
 Rational Numbers 9

: #) 4 a
EXAMPLE 2. (i) Subtract A from F. (ii) Subtract aufrom ea :
7 5
Are Ss\ 2
Solution (i) - A =—+ [adative inverse of 2
oS 4 m3) 4
(2 - = ‘ {8+(-9)} -1
Gl Comme (2,
.
(ii) |-2 xu —5 is —2 eto oe —5
5 Z } 5 +{adaitive inverse of 7’

Jen ; aearee
=| —+4+— ‘: additive inverse of — is 5
7 Ti Fear
_ (-14+25) 11
35° 485
EXAMPLE 3. The sum of two rational numbers is —5. If one of them is = find the other.

Solution Let the other number be x. Then,

-13 -13
xX+ as =-—5 => x=-5+| additive inverse of =|

[ = |= = (-30 +13)
=> x=|-54+—]=|/—+ =
il 6 6

Hence, the required number is = .

—7 4
EXAMPLE 4. What number should be added to e to get me

Solution Let the required number to be added be x. Then,

eS é =X = a + [adastve inverse of a)
8 9 9 8
ls 4 (32+63) 95
ayxX=|— ts |= eee
Oe Se Sav 72
295
Hence, the required number is =

Proirte s! Mrnalucatet
Dalidte = a wea
+f t=
Deo) oo 3
Solution Using the commutative and associative laws, it follows that we may arrange the
terms in any manner suitably. Using this rearrangement property, we have:
3 7? (2.242)
Be! Bees 5s 5 Be hs
ise Moe 2)h) — 8 /5
3 3 5a 3
(245-25) ee
| SMEG werer 15.
EXAMPLE 6. Simplify: (¢“F =e as a st : }
eiG? <9, 212.3
Solution Using the rearrangement property, we have:
10 Mathematics for Class 8

4 =657-5 s1e-G4 =) -8 5)
= +— +— 4 — =| — + — |+] FH
7 Gaol 3 ie 21 . 3
_ {12 +(-5)}
158 +3)
a | 9
: mas ie} _ 121+(-35)} _-14_ -2)
; BPN be ts ey) 63 any oe)
~=5
EXAMPLE7. What should be subtracted from 7 to get -1?

Solution Let the required number be x. Then,

—-5 Se et
Sc -5
Be
2 x= = 7 x ra

. (—Deeer) ee
> x=|—++1/= ==
7
;
Hence, the required number is a
pire

EXERCISE 1C
1. Add the following rational numbers:
= ~ —4 4
(i) + and = (ii) F and = (iii) apy SE

—7 1 5 —l -17 —]
iv) — and —
Eg Aa — and —
re aad og i) —— and —
lage ans
2. Add the following rational numbers:
Ny 3 -3
rie thy ts) eee
-7 Aran =
eee 11
(i) qn = (ii) g an ia (iii) and il5
—5 if WE 8 1 2
iv) —~ and—
meee sae54 OO —— and ==
ee sr 827 Wi
— —
2" ais
3
(vii) —1 and —
= ms
(viii) var (ix) Granda
4 4 5
3. Verify the following:

Led 2-12 a5 “On

(i) ‘SY
“+5254 —4%
Ana fae ais)
(it) eee eS
SH A tance Bs ea |
—-7 -7 212 | Py
CSRAID es12 Ty fas ae
4. Verify the following:
Ogee? O(a ~ = 4 =
(i) GE) e(S +z) (ii) (74S ieee
45 10 4 5 10 se sa
ll -5 22 11 Neb e220
(iii) —1 (F+F)-(4+2) ze
ay 3
5. Fill in the blanks.

(i) [s)+
17 ete
5 |folaie + (
goth. ) (il) -9+
—— =(...... )+(-9)
 Rational Numbers an

rt 3 -13 3 (-13
i
(iii) [+e5|lea
“i = ‘Es Slee
Serer cet

; 7 -9 7
(iv) -124{ Bi749= =| - 1247)
== 4( See )

19
(v) Os
+(-3MlileSd -&Sot eC—5 ge a ie8
(vi) LCR Sree SMe etn) = 28
ts 7 fi
6. Find the additive inverse of each of the following:
i! 23
(i) 3 (ii) s (iii) -18 (iv)
-16 3
(Vi ea
5 (vii) ) —
ll (viii) O (ix)

Subtract:

3 1 -5 1 -8 =s)
()-— from
A —
3 ii) —6 ten—
(ii) (iii) =a
5 from we
5 (iv)

-18 -13 —32 —6

oy esa
(v) 1
il rom 1 (vi) — 5 from O (vii) —13 from ms
5 (viii)i

Using the rearrangement property find the sum:

4 38 -2 -11 =o eaa Ss
ee
ceils UUs,ene seks
a omens
—-—l3grrhise 5: a7 fi)
-6
ose
-5 -4
ee -15
i es
bat S0gMiae 705 10 OD 7G agar
. The sum of two rational numbers is —2. If one of the numbers is = find the other.

. The sum of two rational numbers is = -If one of the numbers is 2.find the other.

. What number should be added to > so as to get =

. What number should be added to —1 so as to get 29

13. What number should be subtracted from = to get =?

14. (i) Which rational number is its own additive inverse?

(ii) Is the difference of two rational numbers a rational number?
(iii) Is addition commutative on rational numbers?
(iv) Is addition associative on rational numbers?
(v) Is subtraction commutative on rational numbe rs?
(vi) Is subtraction associative on rational numbers?
(vii) What is the negative of a negative rational number?
12 Mathematics for Class 8

MULTIPLICATION OF RATIONAL NUMBERS

a Cc :
For any two rationals a and a’ we define:

Coane
b d) (bxd)

SOLVED EXAMPLES
EXAMPLE1. Find each of the following products:
=6: jue (ges pte —3
(Vox 2 UO ee (iii) as

Solution We have:
2 -5 2x(-5) -10
(i) a = — .

30) BF 335% 7 al
PS (enn (7 bXioan = 2.)
Gi) —x= = = :
‘Sy Ss 8x5 40
(iii) -15 ‘ =oue (19) olan foe
nem se 32
EXAMPLE2. Find each of the following products:
.-3 14 Sloe =o _.-ll -5l1
OTe (ti) Scat (iii) 5 SR

Solution We have:
, -3 14 (-3)xl4?_ -6
CU er tear hs = e
Te SS ae 5 5
13-18 _13x(-18) _ -(43' x16) _-3
(ii)
6 aol | 1691. ~~ (691,) 7
(ii) et Soot GLU CSY Pee ele
OQ 4459.44) Oo ase 2
PROPERTIES OF MULTIPLICATION OF RATIONAL NUMBERS
Property 1 (Closure Property): The product of two rational numbers is always a rational
number.
If = and - are any two rational numbers then \ x = is also a rational number.

EXAMPLES (i) Consider the rational numbers ;and 2- Then,

;= (lx5)" 5
2° 7)~ = (x7) = ene
—,, whichiis
a rational
tional number:
ber.

(ii) Consider the rational numbers a and 7 - Then,

-3.7 5 _ ©3)x5 ~=15 bee '
z x =) S 7M 98 , Which is a rational number.
—~4 a
(iii) Consider the rational numbers —— and z - Then,

ae
5 3 mia)
= *(=7)
5x3 7 28
Stee hich
1cn i1S tional
a ration b
number.
 Rational Numbers 13

Property 2 (Commutative Law): Two rational numbers can be multiplied in any order.

Thus, for any rational numbers >and a we have

(F«
a £AG &
c a
bad db

EXAMPLES (i) Let us consider the rational numbers - and = - Then,

een : (2x2) 6x81

a7) S(4x7) 98 TAA) 808.
E. = 5 3
a7 7 4
(ii) Let us consider the rational numbers tie and S - Then,

a aE (-2)x6 -12 6 -2 6x(—2) —12

——
Se | = ——— and 34 = = .
ay ¥/ 5 ee 35 (es) (as 35
=e es -2
yet a.7- (0a)
(iii) Let us consider the rational numbers = and ba - Then

a i (-2)x(-5) 10 —5 —2 (-5)
x (=2) 10
— |x| — | = —————. = — _ and |— {|x| — | = ———— =— .
3 vf 3x7 21 7 3 7x3 21

ig aes,
3
x
7
=
i
x
ae)
:

Property 3 (Associative Law): While multiplying three or more rational numbers, they can be
grouped in any order.

Thus, for any rationals = +and =s we have

ae e afeoe
—x — |x— =—x| —x—
c z f b E a
’ ; —5 -7 1
EXAMPLE Consider the rationals Ce — and — - We have

7 ea Biecpans (ee NE (35x1) 35

Se am omim 3i se) 3) exo) 2
Seer) 5 X87) x1 ce ue (-5)x(-7) _35
2x12) 24
é

DE Wiest e 2))
x

[
x x = x - =

=) 4=/)\ 1 2-5 [2 1
x—|x—= x ale
2 4 31 2 4 3

Property 4 (Existence of Multiplicative Identity):

a a a\a
For any rational number B’ we have & x 1|= [ax 4 cia

1 is called the multiplicative identity for rationals.

3
EXAMPLES (i) Consider the rational number Fi- Then, we have

3 Sok pS) 8 3 (2 S) 2x8).

eeblcenarenme oa x3 )- Tl) a(icay 4
 Go)-b-5)-4
14 Mathematics for Class 8

(ii) Consider the rational number ae - Then, we have

-9 -—9 1 (-9) x1 ar) [ |

i]
— x a SS ll a
©
eee Ss and |1x— Il {—

[Fx1)- ae :)= 13c1er 13) 13 ice

ice)Se
aN ese

-9
aoa Hf GPS=9\ |e,
eo
F-) aes 13
a
5 (Existence of Multiplicative Inverse):
Property Every monzero rational number i has its

multiplicative inverse me

Thus, ($2 =(2. a= 1.

a a b

p is called the reciprocal of - .

a
Clearly, zero has no reciprocal.
Reciprocal of 1 is 1 and the reciprocal of (-1) is (-1).

EXAMPLES (i) Reciprocal of iis fo since 3 x z)= izx aE 1.

5 (aes cmap
=f aes “9..—8
(ii) Reciprocal of aa is ae since |—— x mle —z x — |=1.
9 8’ 28 Bai 9

(iii) Reciprocal of -3 is >. since

=3
iy—- =X —_i | = ——_
x—
Wea See= -—- = Ey x — =) —reir
—
yey
x — | = ——_ =
[ aE 3 eS ee 1 and( : 3) [ ) parr 6
-1
REMARK We denote the reciprocal of = by ( .
@\ke D
Clearly, (< =—-
a

Property 6 (Distributive Law of Multiplication Over Addition): For any three rational numbers G
b
’

e QA/o
and —, we have
jj
a. ct e -($. 5 . ave
b ld “'e b ad b oF.
; i -3 2 —5
EXAMPLE Consider the rational numbers —, — and 7 - We have

Pst stl) At GG) (Z)- a-ak.

aes weeded 6 4) \6 4x6 24 8
Avis (F)5- Ge - 8-2 ee (2)-(2)- (-3)x(-5)_ 15 5

()-31- (SG) -G-)-52-8

4 3 4x3 12 » 4 6 4x6 24, 8

were (2)4(5-3) (2) (2S)

 Rational Numbers

Property 7 (Multiplicative Property of 0): Every rational number multiplied with O gives 0.

Thus, for any rational number Fswe have: (¢x 0|= fox 2 = 0.

5 5 O (5x0) O 5
EXAMPLES (i) (38 x 0}= -
181 aE Ses = 0. Similarly, |O x anag
i 0.
(18x1) 18

-12 =12 2 = (=12)0) 0 -12

7 17 or Tan 7 O. Similarly, | O x = O.

SOLVED EXAMPLES
EXAMPLE1. Find the reciprocal of each of the following:

Gi) (ii) -8 (iii) 2. (bo) =

Solution (i) Reciprocal of 12 is of

(ii) Reciprocal of -8 is =. i.e. ’ 3

= 7

(iii) Reciprocal of > is 16—

1G 95

(iv) Reciprocal of is Si enat

-14 14
EXAMPLE2. Verify that:

(i) =o. i ie) (wy «(3x5 )=& ae

16 “15 15 16 OM BLS SWS 15

(i) >x aco Glan ea (3x4

lay ake) 655 6 10

rae Bel Gs) | et at

Solution (i) LHS = =
16.15) 16x15 240 10
= =)- Om (20) gy2ae ol
rl eg
Lo eet 15x16 240 10

ae corte. 16)
eee
.15. 16
Zz 6 ee 2 6x(-14)_2
-84
(ii) Ls = =| 5% 15
Beebe S105
2 -4 2x(-4) -8
B25 YE Se 5 15
2 -14_ (2x6) -14_ 12-14
RHS = (. 2)Psi henaeeie Ibe all 1S:
3
_4,, 214 TAR ED eke =5
7 15 (7x15) 105 ~ 15

LHS = RHS.
2 (6 -14 -(3.=) -14
Hence, 5 —
745
— XY ——————
3° 7 15 toa)
16 Mathematics for Class 8

5 f= 42557))\ eben 858) Roehl

(iii) LHS = x oe =—xX == x
6 De LLO 6 10 Cm LO

5 -3 5x(-3)
-15 -5
5G 6x2 aioe

nus=(3«=]+( x5)
ey) 6 10
5 x (—4) SEO 5 520 S85 set Rel
6x5 6x10 30 60 OF al
(-8)+(-7)_-15 -5
12 12 4
LHS = RHS.

geG 5. 10)ete . 5) le. 10

EXERCISE 1D
1. Find each of the following products: |
= =65 25

ga ala 5i, 38 2G EG
(vii) —— a) (viii) 713 ~25 (ix) 16 14
-18 20 15 26 —21 5

(x) = x24 (xi) aa (-48) (xii) x (-10)

2. Verify each of the following:

oss OOS We Oe Selo Ss
Dee a? ae (ii) =
‘7 9 ee OS® 47, Lr age eet L
see —12 i | To ye: * —8 =—13 -13
Sees —8

LS seieeG e235 6 a5 ee: yagi apeor.

3. Verify each of the following:
ma ee,
f S13)
(On
(i) |}=x — |x — ==x]
R18) 7
ol
—x—
VIS) 4S
Pee tos
(ii)
24
x
Lae
9)
x
OO
36
=|
ies
——~x
24
=12
5
)»36
35

ey fo PLO 2 eee ee | One

(iii) x x = x x
5 3 -4 5 3 —4
4. Fill in the blanks:
Peacom lS 718 a -7 -7
(i) ie tan aaa ates ) (ii) Seo Bice . )

(15, =2i, -5 -21 -5 =e (eae a2 —12

= ‘ 15ee
iii = (2.saee ora
Nese ( «(Fox ZF]ow Vt
5 te
— x —— | =| —

5. Find the multiplicative inverse (i.e., reciprocal) of:

Pals
Nee iipre 17, =&
etaiar
(i) 25 (ii) io (iii) aa (iv) 18
xe, a O 2
5
WD ga (vii) —1 viii) —9
(viii) (eo —
5
 Rational Numbers ily

6. Find the value of:

5)" 4) =]
(i) 3)
8 | (ii) FF
9 (iii) (-7)7 ji (=)
(iv)
7. Verify the following:
4 7(etigl=(3*2
(i) ees : 312
av OowelS inG fa a3
(ii)
ve Sees
els - iE a 15 3 is ae15 ze 12
4 Thay as) 4} 4 5
ar ea = =:
as [ + pares oe + a2
3 12 6 3. 6 L236
-16 (-8 — = - ns =
(iv) +( 2 f = teh é + Me é
7 9 6 7 9 7 6
8. Name the property of multiplication illustrated by each of the following statements:
(i) -15 ; aie 2s alo
x
8 16 it 8

Se Ore Ome s aoe oe

i —— ——— — —
se wiles) Gre Bees

(iv) cate opere wr Aen ato)

9 9
-11 15 1b =11
CC ——— —
15 -11 -11 15
—7
vi) —x0O=0
(vi) 5 x

9. Fill in the blanks:

(i) The product of a rational number and its reciprocal is ...... ;
(ii) Zero has...... reciprocal.
(iii) The numbers...... avidias.:.. are their own reciprocals.
LIVE ZELO IS occae the reciprocal of any number.
(v) The reciprocal of a, where a #0,is...... .
1
(vi — The reciprocal of —, where a #0,is...... :
a
(vii) The reciprocal of a positive rational number is...... :
(viii) The reciprocal of a negative rational number is...... ;

es

DIVISION OF RATIONAL NUMBERS

d
If 3 and - are two rational numbers such that - # 0, we define, E = 2 = = x .)

When = is divided by * then © is called the dividend; : is called the divisor and the result is
known as quotient.
we
18 Mathematics for Class 8

SOLVED EXAMPLES
EXAMPLE 1. Divide:

ue &
Bat
See as
pork
iiss
yl) =
Re — by —ics:
iv)
OTE Ys (i) o5 PU s (i) oY 3 (io) 49 OY 3
Solution We have:
Ay weg le hi oe)
168 16 5 16x5 80 10
ay 7843-78, 5 8)*5
_30 _2.
B58 Abts GR ee Oo a" © 75 mass
bl =5) 11s 11x8 28S — —-l1l
0 ea a rs
24 8 24 -5 24x(-5) ee ks
=—Omie3 0 Se ee O)Bee 72
CVs ei 6 Sie
iat an
AOue GAG 8s Oe ey 120
—28
EXAMPLE2. The product of two numbers is 57 If one of the numbers — etna the other.

Solution Let the other number be x. Then,

-4 -28
SS
9 OH,
=28 -4 -28 9 _(-28)x9 _-~(28x9)
Die Out ae O70 (-4\> —(97 <4)

Hence, the other number is i.

EXAMPLES. Fillin the blanks: 24+ ,..)=—!5.

16 8
PHL Meta -15
olution
Soluti Let 16
— + eS
— | 8 . T hen,
= ——

27 b -15 b -15 16 -10

a > (eS ==9 a ——
>=
16 a 8 a S727 9
a 9 -9
=» — SS
b -10 10
wee
Hence, the missing -9
number is —.

PROPERTIES OF DIVISION

Property 1 (Closure Property): Cc

If a and a are any two rational numbers such that Z #0 then
a d
& a 5)is also a rational number.

Property 2 (Property of 1): For every rational number a we have:

a a

‘ b
 Rational Numbers 19

Fe)"
Property 3: For every nonzero rational number “swe have:

EXERCISE 1E
1. Simplify:
4 -5 7
(i) 9°12 (ii) “Gite (iil) ——
+ (=18)

Uegleess
to -16 -15
v= 65° igen
UE 13
10 5 Nf 35 14 Sie 14 7
2. Verify whether the given statement is true or false:
also 2Oer 205 13 3a ea
(i) Ser
5 =
ftom 10.98
oe i) © se
ay Sang aisteded
-8 -4 -4 -8 S =
(iii) —— + — = — + —— igi ee
9 3 3 2) 24 -16 -16 24
3. Verify whether the given statement is true or false:

(i)yih2 Ee
oe ee: 2
: =)* Deb He i {161+}
(ii) nO +P
ease = 16) +ie, =e
[2+>

tebe eae 2 | + —dees ae + —

= — =| ——
eee,
(iii) | —— + ——
5 35 14-5 35 14
4. The product of two rational numbers is -9. If one of the numbers is -12, find the other.
= -4
5. The product of two rational numbers is -If one of the numbers is Ze find the other.

-15 =)
6. By what rational number should we multiply 56 to get 7 e

~8
7. By what rational number should a be multiplied to obtain 38ig

— -11
8. By what number should = be divided to get > 7

~ -31 1
9. Divide the sum of = and = by the product of ioe and isd

; 65 8 at
10. Divide the sum of 15 and a by their difference.

11. Fill in the blanks:

9 -3 Rigs
(ii) ea liane
WN Odie
D
(iii) Cr dpled)is FR: ae (iv)
iv (-12)+(..)=—
ae

12. (i) Are rational numbers always closed under division?

(ii) Are rational numbers always commutative under division?
(iii) Are rational numbers always associative under division?
(iv) Can we divide 1 by 0?
20 Mathematics for Class 8

An Important Result: ;
between
If x and y be two rational numbers such that x < y then 5 (x + y) is a rational number
x and y.

EXAMPLE1. Find a rational number lying between 5and ;:

ae Al
Solution Required number = Ale+ A

o ee ee .
2\ 6 Px Keyl 3122
1 1
Hence, = is a rational number lying between 3 and oe

EXAMPLE2. Find three rational numbers lying between 3 and 4.

1 V/.
Solution A rational number between 3 and 4 is 3 (3 +4) = 3 :

Then, 3<i< 4.

Pap rational
aifonal number between
number between Sena
es
Sabshhates5d |e eke
age:

_1 O47 \ {i i383 13
FON OR MEY Oy sr
li Lk Les, = 4
A rational
ional number
ber b EN oa 1 (| 4b Ale
2) S54 AG
|S Sy)Se 7

hg esse pay Cee) ys

TDi OPA I Sie CGP aie el

A ae

Hence, the required numbers are =. an 2:

ALTERNATIVE METHOD OF FINDING LARGE NUMBER OF RATIONAL NUMBERS BETWEEN TWO GIVEN
RATIONAL NUMBERS

EXAMPLE 3. Find 20 rational numbers between 2 and 2.

Solution _LCM of 6 and 8 is 24.

-5 -5x4_ -20 - Leailey
i aol Mp
Now,
6 6x4 24 8 8x324
Rational numbers lying between 2 and :are —

=l9> lon 12-16 Oe ol eae 14

Out of these 20 may be taken.

EXAMPLE 4. Find 15 rational numbers between —2 and O.

Solution We may write, —2 = =e and O= os

10 10
Rational numbers lying between —2 and O are
 - Rational Numbers 21

-1OMS 1S) S71 6ee 15 40S abet 274 ~9

LORG. Opel pl Olwel OnitilO-aeil Ons LO ~ 110 hae ¢108
SO (fe- Ome 4 feo]
10) 10 “10430-1010
10°H0 -
Out of these 15 may be taken.
EXAMPLE 5. Write 9 rational numbers between 1 and 2.

Solution We may write 1 = 1s and -2=——

P .. rational numbers between 1 and 2 are

Lt @l2e13 514; 1561651 7418el9
1010210
10°10 10° len 1010.
REMARK Suppose we have to write 99 rational numbers between 1 and 2.

Then, we may write, 1 = oy and ses

100 1005
rational numbers between 1 and 2 are
101 102 103 198 199
100’ 100’ 100°’
100’ 100

EXERCISE 1F

1. Find a rational number between ;and .

2. Find a rational number between 2 and 3.

3. Find a rational number between = and 5 .

4. Find two rational numbers between —3 and —2.

5. Find three rational numbers between 4 and 5.

2 3
6. Find three rational numbers between a and Fi.

—3 5
7. Find 10 rational numbers between rf and 6 .

8. Find 12 rational numbers between —1 and 2.

WORD PROBLEMS

EXERCISE 1G

3 3
1. Froma rope 11 m long, two pieces of lengths oe:mand3 Ta m are cut off. What is the length
of the remaining rope?
of rice
2. Adrum full of rice weighs 40+ge If the empty drum weighs 132Tae find the weight
in the drum.
one of these be apples,
3. A ae contains three types of fruits weighing 194ae in all. If gt
basket?
33— kg be oranges and the rest pears, what is the ari of the ie in the
6 :
22 Mathematics for Class 8
3
5 on tea and
On one day a rickshaw puller earned % 80. Out of his earnings he spent 713
save on that
snacks, ¢ 25 on food and& a2on repairs of the rickshaw. How much did he
day?
3
. Find the cost of 32 metres of cloth at & ori per metre.

5 ak a is moving at an average speed of 40= km/hr. How much distance will it cover in
7 hours?
2
3 2
Find the area of a rectangular park which is 36 5 m long and 16 = m broad.

. Find the area of a square plot of land whose each side measures 85 metres.

. One litre of petrol costs % 16 What is the cost of 35 litres of petrol?

6 hours?
. An aeroplane covers 1020 sahin an hour. How much distance will it cover in Ae

. The cost of 35 metres of cloth is ¢ 575 - What is the cost of one metre of cloth?

. Acord of length 715 m has been cut into 26 pieces of equal length. What is the length of
each piece?
if
. The area of a room is 65A—
Pn’, If its breadth is 5 ie metres, what is its length?
3
. The product of two fractions is 9=-If one of the fractions is 9 7 find the other.

. Ina school, 2 of the students are boys. If there are 240 girls, find the number of boys in
the school.
. After reading 9 of a book, 40 pages are left. How many pages are there in the book?
1
. Rita had ~ 300. She spent ms of her money on notebooks and : of the remainder on
stationery items. How much money is left with her?
18. Amit earns ¥ 16000 per month. He spends ;of his income on food; Beof the remainder on
5
house rent and a of the remainder on the education of children. How much money is still
left with him?
3
19. If 5 of a number exceeds its -by 44, find the number.
Zz
20. Atacricket test match 7 of the spectators were in a covered place while 15000 were in open.
Find the total number of spectators.

EXERCISE 1H
OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:

1 1 13 1
(a) foes
48 bese
(b) vi (c) aoe
18 (d) ba5
 Rational Numbers 23

8 4
Bae
28 -28 —4 _4
(a) ==
15 be
(b) if : (c) a; (d) eo
7

(5+)?

-26 39)
ll =]| JI ile =]
(3) cee b) — ne ee
78 (b) 78 (c) 39 (d) 39

[s+3)=2
-7
-16 16 -96 aa
EW are
- b) —=
(b) Sas
(lee COeae
31 -5
Sake
67 57 -—57 -67
(a) ) =8 b) —5
(b) (c) ae
5 (d) et
=

7 17, z _7
(a) eee
20 (b)
b
50
Casas
(c) —
20 (d) —
50

-] -4 =18 2;
— b) — — ——
2 5 ou LS i) 60 id) 30
—4
. The sum of two numbers is eat -If one of the numbers is —5, what is the other?

-11 11 19 19
(a) =
3 (b)
b)-—=
3 (c) 3
———
(d) 5
aaa

=5 —2
. What should be added to 7 to get sar
-29
ial 5) 29
— 1
peti -1
d)ree=
Lom ary aa Oley
10. What should be subtracted from > to get 9
5 3 5 -5
(a) a5 (b) =3 (c) as
ri ad) =
(d) 5
1
11.
ff
iT -7 3
(a) =3 Dia3
(b) Chie7
(c) (d) none of these

—28 _ 14
iW The product of two rational numbers is sSie If one of the numbers is 7 then the other
one is
—-2 2 3 -3
(a) —3 (b) —3 (c) ~9 d) —5
(d)

-16 -15
13. The product of two numbers is ee If one of the numbers is pe the other is
-2 8 . 32 -8
Cage mg Ce 3
24 - Mathematics for Class 8

-3
14. What should be subtracted from er to get -2°?

a7 = 13 ee5
(a) S (b) Tae (c) 5

-10
one is
15. The sum of two rational numbers is —3. If one of them is Pea then the other

-13 -19 ui 3
(a) Adee
3 (b) sees
3 (c) =3 (d) —3

16. Which of the following numbers is in standard form?

=e —49 a) 28
—— b) —— c) — (d) =———

17. fo
L6G. 15
=o —4 -9 —2
(a) ea
10 b) =
(b) i5 (c) —
95 el)
(d) 5

18. [Se l-
9) 3
5 —5 -10 -—6
(a) 5 (b) 6 (c) 57 (d) 5

-8
19. bs eam
9 15
—32 -8 -9 al —5
(a) Sete
45 hy ee
(b) 5 (c) Ears
10 (d) 6

20. Additive inverse of = is

-9 5 9
(a) ex,
5 b) O
(b) (c) bes
9 (d) st5

i =o.
21. Reciprocal lS is
ae yh :
(a) aa
3 b)ee=
(b) (c) oes
3 (d) O

; —2 1
22. A rational number between — and — is

5 —5 5 =5
(a)-—— b) — a <<
12 (b) 12 tc) 24 (d) 24

23. The reciprocal of a negative rational number

(a) is a positive rational number
(b) is a negative rational number
(c) can be either a positive or a negative rational number
(d) does not exist
 Rational Numbers 25

Things to Remember

1. The numbers of the form mewhere a and b are integers and b #0, are called rational numbers.

2. (i A rational number is said to be positive if its numerator and denominator are either both
positive or both negative.
(ti) Arational number is said to be negative if its numerator and denominator are of opposite signs.

a
3. (i es is a rational number and m is a nonzero integer then eee
bxm
a
(ti) If isis a rational number and m is a common divisor of both a and b then Gh (oh yaa
:
+m
a, is said: to
4. Arational number 5 :
be in standard form if a and b are integers having no common divisor
other than 1 and b is positive.

5. 5 gon when (a x d) =(b xc).

6. To compare two or more rational numbers, express each of them as rational number with positive
denominator. Take the LCM of these positive denominators and express each rational number with
this LCM as denominator. Then, the number having the greater numerator is greater. .

Chae a - and = are any two rational numbers then

() ( + <)is also a rational number. [closure property]

(ii) g - be ah + ae [commutative law of addition]

ja) (el Gl ip

(iii) [e+s +£=%4/£4'1. [associative law of addition] ’

iy Gly ap le Gly

(iv) oF Os Or ==:
lay 18)

oe is called the additive inverse of - :

Sai ® and © are any two rational numbers then x

oF. 5 and a are any two rational numbers then

(i) ( x A is also a rational number. [closure property]

(ii) ( x <)-(<x 2)- [commutative law of multiplication]

isp ia

(iti) (<x <)eres [sx £)- [associative law of multiplication]

Dard ee Dad af

(iv)ae Tec:
(21}=(1x¢)eee5

1 is called the multiplicative identity for rationals.

a
usis called the multiplicative inverse or reciprocal of ra
a
26 Mathematics for Class 8 ee
ee

(Ol) Rae -($x5)- 2x4). [distributive law]

Bald ef jb. a ii
(vii) (2x0)-(0x2) =0.
a Cc
10. pe and < are two rational numbers such that © Othen ( + <)= (¢x 4).
b d d ba lay We

ih, (a) agp 3 and 7 are two rational numbers and = #0 then (<+ <)is also a rational number.

(ii) For every rational number 2s we have (2+ 1= 2 and (¢+ 2)=].
b b b b b
12. If x and y be two rational numbers such that x < y then 5 +y) is a rational number between
x and y.
 Rational Numbers 27

CCE TEST PAPER-1

Find the additive inverse of: (i) a (ii) ::

The sum of two rational numbers is —4. If one of them is > find the other.

What number should be added to 2 to get :i?

What number should be subtracted from > to get > ip

Find the multiplicative inverse of: (i) 3 (ii) =.

6. The product of two numbers is -8. If one of them is —12, find the other.
Evaluate:
qs -3 10
eee ii -5\"
Fas Fee) 7 @y-l
ne a (>) (iii) (-6)

Name the property of multiplication shown by each of the following statements:

i -—12 3
ee 3 eo-12 -8 shes
Tip ee -8
ene ae =e TS ote
(iii) Bok py ha ivi S050
6 Poe es! Th 3 Sy A7, 3
OR [eb 2 —-4 2—
=x
(v) —x| —+— |=] —x—|/4+]/
5 We 210 5 5 5 10
-l
Find two rational numbers lying between ae and Ly
2

. Mark (/) against the correct answer in each of the following:

2 =i
10. What should be added to = to get = ?

4 8 4 d)= 2
ES
faye eo
OYT5 (C) it
5 he
=2 3
11. What should be subtracted from ey to get Te
11 -13 —5 alZ
di: ==
(a) Loa
2 (b) Sows
19 (c) =A (d) eo

(al4
ei
12. BE ne

(b) a
-4 (c) 2
vi . (a)
Me
(a) =
= =
13. The product of two numbers is = -If one of them is Gt then the other is

5 —5 2 (d) “8
5
(a) 6 (b) 6 (c) 3
28 Mathematics for Class 8
A CA, A
scccmesewstenereeeteesemmsmmmmmmata matt

"3
=o 5 a? (d) a
(a) 73 (b) 4 (c) 5 i

| 4
SERrenlay 5
teat
15. 3 9

=
(a) 3S (b) ee (c) ae
15 (d) Ay
15

—7
16. Reciprocal of es is

9 -9 Wi
(a) =7 (b) —7 (c) =5 (d) none of these

—2 l=
17. Arational number between op and 3 is

= | —] —5. 5
(a) fie;
6 (b) Sete)
2 (c) pore
. (ae
M5

C. 18. Fill in the bianks.

25
(i) —8 +(......
( ) =-10

je5
(ii) <¢ (Wereers = ae3
—2
iii) (—1)
(iii) (—1) ++ {(.....: ) =—.-
5

(iv) 3 (eee ) Rodi:

Te

D. 19. Write ‘T’ for true and ‘F’ for false for each of the following:

(i) Rational numbers are always closed under subtraction.

(ii) Rational numbers are always closed under division.
(iii) 1+ O0=0.
(iv) Subtraction is commutative on rational numbers.
 Exponents

Let us recall that for positive integers a and n, we have:

n
n a ’ when n is even
(-a)" =
—a", when n is odd.

EXAMPLES (i) (—2)* = (—2) x (-2) x (-2) x (-2) =16 =2%,

(itt 2) e= (2) x (-2) x 2 )= oS = 2.
In this chapter, we shall be dealing with the exponents of rational numbers.

Positive Integral Exponent of a Rational Number

¥
Let — be any rational number and'n be a positive integer. Then,

eR gh Foie ies axaxax...ntimes a” ;

— Bes ke =
Daexd bxbxbx..ntimes p™

ay ac
LUIS; (<) = ar for every positive integer n.

EXAMPLE1. Evaluate:
(ame
(i) (Z)
EON ogeecuoisa
(ii) (=) (|

Solution We have:

te eso ee
Gi Te Ties}
Weta egipo) 7 poe Ol)
Wa hs 42h) at 256
Fs 2s ae pe ekO27
3) 38 35! «243
Negative Integral Exponent of a Rational Number

Let = be any rational number and n be a positive integer.

Q)\ oe -(2)| :
Then, we define, (<)
: 4 -6 l 6
: -5 4 5
(ii) 4 6 (=) = vr :
EXAMPLES (i) (3) -(4)

(0)
Also, we define, (=) =.
29
30 : Mathematics for Class 8
SS
EXAMPLE 2. Evaluate:
oe 4 Live ere ?
3
(Uv a= (ii) 4 = 6
(iii) ad, ( Dv 3
oe

Solution We have:

ay(2) eee eee 27.

ype ao) 22 8
yc oe ae |
Ree 4) ~ 42 16
-2 2

diy {+ ay = 6? =36.
6 1
0

(iv) 5 =I,

SOLVED EXAMPLES
EXAMPLE1. Evaluate:
" hee 5)3 =4
(ipa (ij (iii) |= (ie) (2) 2) eee
3 2 (v) 4

Solution We have:

(i) 5° = ee = & :
5 125
1 -4 3 4
li)}=|3
(ii) =|/=|; =3%=
3 81.

Mild2 =8
|5 3 ee
3

5° 125
 31
Exponents
ee

(iv) (-2) = 1 jWaaces

(-2)8 25 -32 32
= (4) 44 _ 256
(v) (3) -(4) -(4)
4 28 3
ie ah ee ieil
EXAMPLE 2.

oF ol mele
Evaluate:

ee)
SOEORGR
Solution We have:

my -2 (-3)+(-2)
(iii) (5) y 5) Z &
) 2 D)

-2 =3
4
EXAMPLE 3. Evaluate (3) (2) :

Solution We have:

()(5)
bo ide)

I x
Oo
|9
aNSee ana
ee Ol
|

pees (S3 28).oO

Weegee"OF 64_)

Bont 0 5 2
(=) |=) 7
EXAMPLE4. -- Evaluate

Solution We have:
 32 Mathematics for Class 8
a
eects
le
(Oey Sige ie go f (-7)4 =74 and (-5)? =5?]
4 : 2 4 2

De 7 ote gif o
_7?x5? 49x25 1225
ps t= EG =HIG
-1)33 24)
EXAMPLE 5. Evaluate +) (=) :
4 4

Solution We have:

9) -3
EXAMPLE 6. Evaluate (ey ;

Solution We have:

Gy} -@T"
GY -@)
EXAMPLE7. Simplify:
=i

(i gesoe jin 4 5 (ii) (47 +8) +(2|

Solution We have:
ai
(i) Q2 x57) 241 = (;, | P

-1
(ii) (47 +8)+(2) -[5+5

oe 5S S)-(S*2)-3
S104 QakS irae Wes 3) 4)
Are Gin hie
EXAMPLE8. Simplify a +(3| (4) ,

Solution We have:

@) +3) +) -@-B-8
2 3 4 1 1 1
= (2° 43° 447y=(4 2 9816) 90,
1a _e\-l
EXAMPLE9. By what number should =) be multiplied so that the product is (=) ?
4
 Exponents 33

Solution Let the required number be x. Then,

xx|—|

2
XX aes
Hone
2
4
=| —
4

| aXe
—4

Hence, the required number is =

ea =—2
= 9
EXAMPLE 10. By what number should (=) be divided so that the quotient is () e

Solution Let the required number be x. Then

=) -(3) = (3) -G)=

x SA. 3 SAGO

(2am =8:°16
erg — =—xXx
83 e202 we Th
f a) 28
mer Boy oa '5
Hence, the required number is = :

EXERCISE 2A
1. Evaluate: :
1)? 4)3 i one
[eAan (ii) (3 (iii) (3) (iv) (-3) (v) (=)
2. Evaluate:
2 2 5)6 -4 3 79) -3 9)?
(ii) (2) (8) (iii) =) x 3 (iv) S x eS
(i) (2) (3

3. Evaluate:

w (8) : en x (2) (i) (2) ; Gel = el (2)

4. Evaluate:

(i) el

6. Evaluate

Pe ivaluate. [oS 216. ol.

gs. Find the value ct: ea 2074) 1)2

(i) (2° +37) x3" (ii) tres)

>2= (iii) a a |
34 Mathematics for Class 8

5 -4 5 -5 5 b.5

Find the value of x for which E x (5) = 5) ‘

4 4 4 -7 2x-1
4
. Find the value ofx for which () x (=) = (=) ;
e) ~)
9°!?
. By what number should (6)! be multiplied so that the product becomes
so 4\2
12. By what number should (=) be divided so that the quotient may be (=)
ts

13. If 52%*! + 25 =125, find the value of x.

NUMBERS IN STANDARD FORM A number written as (mx10") is said to be in standard form

if m is a decimal number such that 1<m<10 and n is either a positive or a
negative integer.

|. EXPRESSING VERY LARGE NUMBERS IN STANDARD FORM

SOLVED EXAMPLES
EXAMPLE1. Express each of the following numbers in standard form:
(i) 6872 (ii) 140000 (iii) 15360000000
Solution We may write:
(i) 6872 = 6.872 x 1000 = (6.872 x 10°).
(ii) 140000 = 14 x 10000 = (1.4x10x10*) = (1.410%).
(iii) 15360000000 = 1536 x 10000000 = (1.536 x 1000 x 107)
= (1.536 x10° x10’) = (1.536 x10°).
EXAMPLE2. The diameter of the sun is (1.4x10°)m and the diameter of the earth is
(1.2756 x10’) m. Show that the diameter of the sun is nearly 100 times the
diameter of the earth.
Solution We have:
diameter of thesun __1.4x10° 1.4x107 14000
x 100 = 100 (nearly).
diameter of the earth 1.2756x10’ 1.2756 12756
(diameter of the sun) = 100 x (diameter of the earth).

EXAMPLE3. In a stack there are 4 books each of thickness 24 mm and 6 paper sheets each of
thickness 0.015 mm. What is the total thickness of the stack in standard form?
Solution Total thickness of the stack
= (24 x 4) mm + (0.015 x 6) mm
= 96 mm + 0.090 mm = (96.090) mm |

100 100

9.609 x 10?
“ale Pann Paes (9.609 x10) mm.

Hence, the total thickness of the stack is (9.609 x10) mm.

 ‘ Exponents
es 35
EXAMPLE 4. The distance between sun and earth is (1.496 x 101") m and the distance between
earth and moon is (3.84x10°) m. During solar eclipse moon comes in between
earth and sun. At that time what is the distance between moon and sun?
Solution Required distance
= {(1.496 x10"") -(3.84x10°)} m
ea(pee
—(3.84 x 108 m
—te, 103
= {(1496 x 10°) -(3.84x10°)} m
= {(1496 —-3.84) x10} m = (1492.16 10°) m.
Hence, the distance between moon and sun is (1492.16 x 10°) m.

EXAMPLES. Write each of the following numbers in usual form:

(i) 4.61x10° (ii) 2.514x10" (iii) 2.0001 x 10°
Solution We have:
461 461x10°
(4G 10 oh
fn ee 02 461x10 aed)

= (461 x10?) = (461 x 1000) = 461000.

2514 2514x107
(i1):2.514 x10" =——=—x)
1000 x 0! 3 a 108 951 4x10 i)

= (2514x10*) = (2514 x 10000) = 25140000.

8

(iii) 2.0001 x10® = eee x108 = ele eee 20001 x 10'8-*?

10000 LO.
= (20001 x 10*) = 200010000.
ll. EXPRESSING VERY SMALL NUMBERS IN STANDARD FORM

EXAMPLE6. Express each of the following numbers in standard form:

(i) 0.00002 (ii) 0.00O0000061 (iii) 0.00000000837
Solution We may write:
2
(i) 0.00002 = at) =.(201037))
61 =—~—,—
(ii) 0.000000061 = —> 61x10 =_—¢
6.1 =(6.1x10°*).
:
Toe 10 0 ,
837 8.37x100 _ 8.37x10*
(iii) O.O0000000837 =
162 10 de 101
O37 aetay is

EXAMPLE7. The size of a red blood cell is 0.000007 m and that of a plant cell is 0.00001275 m.
Show that a red blood cell is half of plant cell in size.
Solution We have:
7 }
Size of a red blood cell = 0.000007 m = Saalm =(7x10°°) m.
1275 (are)
cell == 0.0000
Size of a plant 0.00001275 mm = 108 m = |————_———__
108 |m

275-1275
Sees ri ee m = (1.275 x10~°) m.
108?) 10 5
36 Mathematics for Class 8

~ Z =i
Size ofared blood cell 7x10 e _ 7x roses? _ 7x10
Size ofa plant cell WP.275x10°° | BHLID75 1.275

i Sesh = ae (nearly)
~ (1.275x10) 12.75 13
= (approximately).

1
size of a red blood cell = 5 x (size of a plant cell).

EXAMPLE8. Express the following numbers in usual form:

(i) 2x10~° (ii) 6.32 x10~* (iii) 1.596 x10~°
Solution We have:
2
alge, “Tees = 0.00002.
ae eee TOG000
632 1 632 632
eee
ii) 6.32x107* = x =
(ii) . 100104 102x104 10°
MES Se ORIG OCEaD:
1000000
-6
qipisce.t0° 2 sy wala = cae = 0.000001596.
1000 10? x10 10

EXERCISE 2B
1. Write each of the following numbers in standard form:
(i) 57.36 (ii) 3500000: (iii) 273000
(iv) 168000000 (v) 4630000000000 (vi) 345 x10°
2. Write each of the following numbers in usual form:
(i) 3.74x10° (ii) 6.912 x108 (iii) 4.1253 x107
(iv) 2.5x10+ (v) 5.17x10° (vi) 1.679 x109
3. (i) The height of Mount Everest is 8848 m. Write it in standard form.
(ii) The speed of light is 300000000 m/sec. Express it in standard form.
(iii) The distance from the earth to the sun is 149600000000 m. Write it in standard form.
4. Mass of earth is (5.97 x 10**) kg and mass of moon is (7.35 x 107”) kg. What is the total mass
of the two?
Hint. Total mass = [(5.97 x 107 x 1072 +(7.35x1077)} kg
= [(597 x10?) +(7.35x1077)] kg = [(597 +7.35) x 107] kg.
5. Write each of the following numbers in standard form:
(i) 0.0006 (ii) O.00000083 (iii) O0.0000000534
(iv) 0.0027 (v) 0.00000165 (vi) 0O.OOOOOO000689
1
6. i) 11 micron
(i) micron = 1000000
——~——— m.
m. E Express it
it in
i standard form.

(ii) Size of a bacteria = 0.0000004 m. Express it in standard form.

(iii) Thickness of a paper = 0.03 mm. Express it in standard form.
7. Write each of the following numbers in usual form:
(i) 2.06x10~° (if) 5s Ox (iii) 6.82 x10
(iv) 5.673 x10* (v) 1.8x107 (vi) 4.129x10%
 Exponents hr 37
252

EXERCISE 2C
OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
9\-3
1. The value of(2 is

(a)
oes”
125 (b)
25
A
125
(c) eae (d) “5
y)

2. The value of (—3)~* is

1 il
(a) 12 b)
(b) 81 Se
Ch a
(d) ae

3. The value of(-2)~° is

(ajy-32 (b) — (c) 32 (dy

32 oy)

ARE 2o 2) ye
1 —l 1
et) gxiay ests d)-=1
(a) 128 (b) 128 te) 8 fe 8

Be the value ors 64 ') +25 ‘is

7 60 W 7
(a) ae (b) = (c) 5 cy a

“(8-0 2

(a) pe
WE
—2

61
3
-2

(b) <=
i
2

144
(c) 29 cl) ==
(d) 39
i

1\3 1\3 1)3

2 Ghats ss = pe srt)
cles Ae

19 Dif 64 16
a4 2% bias d) ==
ei 6 () 79 ie
é whe =]

4 (4 ! |es D

:
(a) iG (b) 16 (c) Aue
ve a
(d) 06
7 -4 7 3x i 5

9. The value of x for which (4) Ges _ ,is

(a) -1 (b) 1 (@) 2 (d) 3

10. If (2°*! +10) +7 =6, then x is equal to
(b) O (c) 1 (d) 2
(a) -2
2 0)
1-4 = 7
3)
(a) : »-{b) a (c) 1 (d) O
38 Mathematics for Class 8

5
(a) 3 (b) 3
5 (c) BT
5 (d) none of these

13. [-5) =
: =] 1 1 - 1
(a) cee
6 (b) eS (c) =3 all 8

14. =)
4
=?
~9 9 16 -16
— 5b) c) — C—
(a) 76 (D) 36 (c) 9 9
15. 3670000 in standard form is
(a) 367x104 (b) 36.7x10° (c) 3.67 x10° (d) none of these
16. 0.0000463 in standard form is
(a) 463x1077 (b) 4.63x10~° (c) 4.63x10°9 (d) 46.3x10~°
17. 0.000367 x10* in usual form is
(a) 3.67 (b) 36.7 (c) 0.367 (d) 0.0367

|Things to Remember -

I, Let 5 be any rational number, and m and n be any integers. Then, we have:

CC ae a(S) Gales
5. {(a/b)|" _(a/b)" £ (2)" -(
(c/d)} — (c/d)" ONE
10)
7. (2) osI
b

Il. Numbers in standard form: A number written as (m x 10") is said to be in standard form
ifm is a decimal
number such that 1<m<10and n is either a positive ora negative integer.

|
EXAMPLES (i) 160000 =(1.6 x 10°)
(ii) 1548000 =(1.548 x 10°)
 Exponents
eee MN Oo 39

CCE TEST PAPER-2

. Evaluate:
=O) -5 0
(i) 374 (ii)ii) (-4)°(—4) (iii) (=)
i (iv) (=)
3 (v) (=)
7

Evaluate: (2b |
=)
Simplify: (37! + 671) + (5)

=3 -2
By what number should (=) be divided so that the quotient is (2) fe

5. By what number should (-3)"' be multiplied so that the product becomes 67! ?
6. Express each of the following in standard form:
(i) 345 (ii) 180000 (iii) 0.000003 (iv) 0.000027

B. Mark (/) against the correct answer in each of the following:

7. The value of (-3)~° is

=! (d) i1
Lape 2i0 (b) 9 (c) of

3 -3

8. The value of (3) is

27 64 -~9 27
(a) ——
6A (b) ee
37 (c) pas
A (d\ | —=
ea

9. (822434 =,0
(a) 3— (b) 37 (c) 371° (d) 3°°
—4 3x 5

(=) (=) -(5| , then x =?

12 Ps 12
(b) 1 (c) 2 (d)3

eI -
(a) -1
(@)
ll.

(a) 2 (b) : (c) 1 (d) O

-1
12.
ae
5

(a) : (b) >6 (c) 25 (a) ==5

aie
Sine
13.

(a) ce
“i (b) 9
1 el
(c) 57
Es
(d) 37
40 Mathematics for Class 8

C. 14. Fill in the blanks.

(i) 360000 written in standard form is ...... ;

(ii) 0.0000123 written in standard form is ...... :

eo
(iii) [3
anShechie :

(iv) 3x 10~° in usual form is ...... ;

(v) 5.32 x10~ in usual form is ......
 3 oquares
and
Square Roois

SQUARES
Square The square of a number is the product of the number with the number itself.
For a given number x, the square of x is (x x x), denoted by x”.

EXAMPLES (i) 4? =(4x 4) =16 and we say that the square of 4 is 16.
(ii) 9? =(9x 9) = 81 and we say that the square of 9 is 81.

PERFECT SQUARES OR SQUARE NUMBERS

A natural number is called a perfect square or a square number if it is the square of some
natural number.

EXAMPLES We know that 1 = 17; 4 = 27; 9 = 37;16 = 47; 25 = 5”, and so on.
Thus 1, 4, 9, 16, 25, etc., are perfect squares.

Test: A perfect square number is always expressible as the product of pairs of equal
factors.

EXAMPLE 1. Is 196 a perfect square? If so, find the number whose square is 196.

Solution Resolving 196 into prime factors, we get

196=2x2x7xF
Thus, 196 can be expressed as a product of pairs of equal factors.
196 is a perfect square.
Also, 196 = (2? x 77) = (2x7)? =(14)’.
Hence, 14 is the number whose square is 196.

EXAMPLE 2. Show that 1764 is a perfect square. Find the number whose square is 1764.

Solution - Resolving 1764 into prime factors, we get

1764 =2x2x3x3x7x/7.
Thus, 1764 is the product of pairs of equal factors.
1764 is a perfect square.
Also, 1764 = (2? x3? x 77) =(2x3x 7)" =(42)’.
Hence, 42 is the number whose square is 1764.

41
42 Mathematics for Class 8

EXAMPLE 3. Show that 6292 is not a perfect square.

Solution Resolving 6292 into prime factors, we get
6292 =2x2x11x11x13 = (2? x11? x13).
Thus, 6292 cannot be expressed as a product of pairs of equal factors.
Hence, 6292 is not a perfect square.

EXAMPLE 4. By what least number should 3675 be multiplied to geta perfect square number?
Also, find the number whose square is the new number.
Solution Resolving 3675 into prime factors, we get
3675 =3x5x5x7x7 =(3x5* x7").
Thus, to get a: perfect square number, the given number
should be multiplied by 3.
New number = (3? x 52 x 77) =(3x5x 7)” = (105)?
Hence, the number whose square is the new number = 105.

EXAMPLE 5. By what least number should 6300 be divided to get a perfect square number?
Find the number whose square is the new number.

Solution Resolving 6300 into prime factors, we get

6300 =3x3x7x5x5x2x2 = (37 x7x5? x2”).
Thus, to get a perfect square number, the given number
should be divided by 7.
New number obtained = (3? x 52 x 27) =(3x5 x2)? =(30)
Hence, the number whose. square is the new number = 30.

EXERCISE 3A
1. Using the prime factorisation method, find which of the following numbers are perfect
squares:
(i) 441 (ii) 576 (iii) 11025 (iv) 1176
(v) 5625 (vi) 9075 (vii) 4225 (viii) 1089
2. Show that each of the following numbers is a perfect square. In each case, find the number
whose square is the given number:
(i) 1225 (ii) 2601 (iii) 5929 (iv) 7056
(v) 8281 .
3. By what least number should the given number be multiplied to get a perfect square
number? In each case, find the number whose square is the new number.
(i) 3675 (ii) 2156 (iii): 3332 (iv) 2925
(v) 9075 (vi) 7623 (vii) 3380 (viii) 2475
4. By what least number should the given number be divided to get a perfect Square number?
In each case, find the number whose square is the new number.
(i) 1575 (ii) 9075 (iii) 4851 (iv) 3380
(v) 4500 (vi) 7776 (vii) 8820 (viii) 4056
5. Find the largest number of 2 digits which is a perfect square.
6. Find the largest number of 3 digits which is a perfect square.

a
 Squares and eanare:!Roots 43

PROPERTIES OF PERFECT SQUARES

Property 1. A number ending in 2, 3, 7 or 8 is never a perfect square.

EXAMPLES The numbers 82, 93, 187, 248 end in 2, 3, 7, 8 respectively.

So, none of them is a perfect square.

Property 2. A number ending in an odd number of zeros is never a perfect square.

EXAMPLES The numbers 160, 4000, 900000 end in one zero, three zeros and we zeros
respectively.
So, none of them is a perfect square.

Property 3. If a number when divided by 3 leaves a remainder 2, then it is nota perfect

square.

EXAMPLES 170,076; 617,722, etc.

Property 4. If a number when divided by 4 leaves a remainder 2 or 3, then it is not a perfect

square.

EXAMPLES 578, 654, 798, 1002, etc.

Property 5. The square of an even number is always even.

EXAMPLES 2? = 4, 4? =16, 6” =36, 8” = 64, etc.

Property 6. The square of an odd number is always odd.

EXAMPLES ele 3 = 057.25, 77 =49) Ossie:

Property 7. The square of a proper fraction is smaller than the fraction.

2
ee
(2
ee
2)= And
and =e
2 since (4 x 3) < (9x 2).
EXAMPLE
3 Sf COpAto OFS

Property 8. For every natural number n, we have

(n +1)? —n?'=(n+1l+n)(n+1—-n) ={(n +1) +n}.
{(n +1)? -n7} ={(n
+1) +n}. 2

EXAMPLES (i) {(36)? —(35)?} = (364+35)=71 (ii) {(89)* —(88)?} = (89 + 88) =? 7;
Property 9. For every natural number n, we have
sum of first n odd natural numbers = n?,

EXAMPLES (i) {11+3+5+7+9} =sum offirst 5odd numbers = 5”.

(ii) 11+34+5+7+9+4114+13 +15} =sum of first 8odd numbers= Se.

Property 10 (Pythagorean Triplets): Three natural Panes m, n, p are said to forma

Pythagorean triplet (m, n, p) if (m?+n7) =p

An Important Result For every natural number m >, we have (2m,m?—1,m?+1) as a

Pythagorean triplet.

m = 4 in (2m, m Sil m +1), we get (8, 15, 17) as a Pythagorean triplet.

EXAMPLES (i) Putting
m = 5 in (2m, m? —1, m” +1), we get (10, 24, 26) as a Pythagorean triplet.
(ii) Putting
non-perfect
Property 11. Between two consecutive square numbers n2 and (n +1)”, there are 2n
square numbers.
44 Mathematics for Class 8

SOLVED EXAMPLES

EXAMPLE1. | Give reason to show that none of the numbers given below is a perfect square:
(i) 2162 (ii) 6843 (iii) 9637 (iv) 6598

Solution We know that a number ending in 2, 3, 7 or 8 is never a perfect square.

Hence, none of the numbers 2162, 6843, 9637 and 6598 is a perfect square.

EXAMPLE2, Give reason to show that none of the numbers 640, 81000 and 3600000 is a
perfect square.

Solution We know that a number ending in an odd number of zeros is never a perfect square.
So, none of the numbers 640, 81000 and 3600000 is a perfect square.

EXAMPLE3. State whether the square of the given number is even or odd:
(i) 523 (ii) 654 (iii) 6776 (iv) 7025
Solution We know that the square of an odd number is odd and the square of an even number
is even.
(i) 523 isodd => (523)? is odd.
(ii) 654 iseven = (654)? is even.
(iii) 6776 is even = (6776) is even.
(iv) 7025 isodd = (7025)? is odd.
EXAMPLE4. Without adding, find the sum:
(J) 1+34+54+7+94+11) (ii) 1+34+5+7+4+9411413+15+417)

“Solution We have
(i) 1+3+5+7+9+11) =sum offirst 6odd numbers = 67 = 36.
(ii) 1+34+54+749411413+15+17) =sum of first 9odd numbers
= 9” = 81.

EXAMPLE5. Express:
(i) 64 as the sum of 8 odd natural numbers.
(ii) 121 as the sum of 11 odd natural numbers.

Solution We know that n? is equal to the sum of first n odd natural numbers.
(i) 64 = 8° = sum of 8 odd natural numbers
= (1+3+5+7+9+114+13 +15).
(ii) 121 = (11)? = sum of first 11 odd natural numbers
=(114+34+54+7+9411413+4+154+174+19421).

EXAMPLE6. Find the Pythagorean triplet whose smallest member is 12.

Solution For every natural number m > 1, (2m, m? -1, m2 +l)isa Pythagorean triplet.
Putting 2m =12, we get m = 6.
Thus, we get the triplet (12, 35, 37).

EXAMPLE7. Evaluate [(337)? —(336)°].

Solution We have (n +1)” —n? =(n +1) +n.
Taking n = 336 and (n +1) = 337, we get
(337)? — (336)? = (337 +336) = 673.
EXAMPLE8. Using the identity (a + b)* =(a? +2ab+b?), evaluate:
(i) (609)? — (ti) (725)?
 Squares and Square Roots 45

Solution We have:
(i) (609)* = (600 + 9)? = (600)? +2 x 600 x 9 +(9)?
= (360000 + 10800 + 81) = 370881.
(ii) (725)? = (700 +25)? = (700)? +2 x 700 x 25 + (25)?
= (490000 + 35000 + 625) = 525625.
EXAMPLE9. Using the identity (a — b)* =(a” -2ab +b”), evaluate:
(i) (491)? — (ii) (289)?
Solution We have:
(i) (491)? = (500 - 9)? = (500)? -2x 500x 9 +(9)2
= (250000 -— 9000 + 81) = 241081.
(ii) (289)? = (300 -11)? = (300)? -2x 300x11+(11)2
= (90000 — 6600 +121) = 83521.
PRODUCT OF TWO CONSECUTIVE ODD OR CONSECUTIVE EVEN NUMBERS
EXAMPLE 10. Evaluate (i) 49x51 ~— (ii) 30 x 32.
Solution We have:
(i) 49x51 =(50-1)x (50 +1)
= [(50)? —17] = (2500 —1) = 2499.
(ii) 30x32 = (31-1) x(3141)
= [(31)? —17] = (961-1) = 960.

SU MMARY —
PROPERTIES OF PERFECT SQUARES

.The square of an even number iseven,ae

_
4, The square of an odd number isodd.
tion - _
The Squayre ofa proper fraction is smaller than the frac
:: 5,
6. For ever
¢ natural number n,we have {(n.ds . _

Sum of firstn odd natural numbers =ne

_ Pythae _snipe
_ : | i _
or 1,(mnm? el nm +0 isa Pythagorean tiple. :

EXERCISE 3B

1. Give reason to show that none of the numbers given below is a perfect square:
(i) 5372 (ii) 5963 (iii) 8457 (iv) 9468
(v) 360 (vi) 64000 (vii) 2500000
2. Which of the following are squares of even numbers?
(i) 196 (ii) 441 (iii) 900 (iv) 625
(v) 324
46 Mathematics for Class 8

3. Which of the following are squares of odd numbers?

(i) 484 (ii) 961 (iii) 7396 (iv) 8649

(v) 4225
4. Without adding, find the sum:
(i) 0+34+5+7+94+114+13) (ii) (14+34+5+7+94114+13+154+17+19)
(ii) (14+345+74+94114134154+17+19+21+23)
5. (i) Express 81 as the sum of 9 odd numbers.
(ii) Express 100 as the sum of 10 odd numbers.
6. Write a Pythagorean triplet whose smallest member is
(i) 6 (ii) 14 (iii) 16 (iv) 20
7. Evaluate:
(i) (38)? - (37)? (ii) (75)? - (74)? (iii) (92) — (91)?
(iv) (105)? - (104)? (v) (141)? - (140)? (vi) (218)? -(217)?
8. Using the formula (a +b)? =(a? + 2ab +b”), evaluate:
(i) (310)? (ii), (508)? (iii) (630)?
9. Using the formula (a - b)? = (a? —2ab + b”), evaluate:
(i) (196)? (ii) (689)? (iii) (891)?
10. Evaluate: (i) 69x71 (ii) 94 x 106.
11. Evaluate: (i) 88x92. (ii) 78x 82.
12. Fill in the blanks:
(i) The square of an even number is...... ;
(ii) The square of an odd number jis.......
(iii) The square of a proper fraction is...... than the given fraction.
(iv) n? =the sum of first n...... natural numbers.
13 Write (T) for true and (F) for false for each of the statements given below: |
(i) The number of digits in a perfect square is even.
(ii) The square of a prime number is prime.
(iii) The sum of two perfect squares is a perfect square.
(iv) The difference of two perfect squares is a perfect square.
(v) The product of two perfect squares is a perfect square.

SHORT-CUT METHODS FOR SQUARING A NUMBER

1. Column method for squaring a two-digit number
Let the given number have the tens digit = a and the units digit = b.
Then, we have to square this number.

Step 1. Make three columns, I, II and III, headed by a”, (2x a x b) and b2 respectively.
’ Write the values of a”, (2 x a x b) and b? in columns I, II and II respectively.
Step 2. In Column III, underline the units digit of b? and carry over the tens digit of it to
Column II and add it to the value of (2 x a x b). ;
 Squares and Square Roots 47

Step 3. In Column II, underline the units digit of the number obtained in Step 2 and
carry
over the tens digit of it to Column I and add it to the value ofa”,
Step 4. Underline the number obtained in Step 3 in Column I.
The underlined digits give the required square number.
EXAMPLE 4. Find the square of (i) 47 (ii) 86.
Solution (i) Given number = 47. (ii) Given number = 86.
“ Q@=4an
b=d7. “. a=8andb=6.

(47)? = 2209. “. (86)? = 7396.

2. Diagonal method for squaring a number

EXAMPLE 2. Find the square of 39 by using the diagonal method.

Solution

Step 1. The given number contains two digits. So, draw a square and divide it into 4
subsquares as shown below. Write down the digits 3 and 9, horizontally and
vertically, as shown below.

Step 2. Multiply each digit on the left of the square with each digit on the top, one by one.
Write the product in the corresponding subsquare.
If the product is a one-digit number, write it below the diagonal and put O above the
diagonal.
In case the product is a two-digit number, write the tens digit above the diagonal and
the units digit below the diagonal.

Step 3. Starting below the lowest diagonal, sum the digits diagonally.
If the sum is a two-digit number, underline the units digit and carry over the tens
digit to the next diagonal.

Step 4. Underline all the digits in the sum above the topmost diagonal.

Step 5. The underlined digits give the required square number.

3 9

oo

0
+1 Ko}

Fie

(39)? =1521.
48 Mathematics for Class 8

EXAMPLE3. |Find the square of 72 by using the diagonal method.

Solution

(72)2= 5184)
EXAMPLE4. Find the square of 527 by using the diagonal method.

Solution

(527)? = 277729.

EXAMPLE5. Find the square of 689 by using the diagonal method.

6 8 9

ip)(o>) = In jI—

(689)? = 474721.

EXERCISE 3C
Find the value of each of the following, using the column method:
Wen(2o)q oye (lay 3. (b2)- 4. (96)?
 Squares and Square Roots 49

Find the value of each of the following, using the diagonal method:
5. (67)? 6. (86)? (Pale: 8. (256)?

SQUARE ROOTS
Square root The square root of a number x is that number which when multiplied by itself
gives x as the product.
We denote the square root of a number x by Vx.

Clearly, /4 = 2, /9 =3, V16 = 4, V25 =5, etc.

Square Root of a Perfect Square by the Prime Factorisation Method

When a given number is a perfect square, we find its square root by the following steps:

Step 1. Resolve the given number into prime factors.

Step 2. Make pairs of similar factors.

Step 3. Take the product of the prime factors, choosing one factor out of every pair.

ILLUSTRATIVE EXAMPLES
EXAMPLE1. Find the.square root of 324. 2|324
j 2|162
Solution By prime factorisation, we get 3l 81
O24 12 2X OO KOO. SIL OWL
oil)
W324 =(2*3x<'3)=18: Slams
1
EXAMPLE2. Find the square root of 1764.
Solution By prime factorisation, we get
17/64 =2 x2 x3. x3 ci
V1764 =2x3x7 = 42.

EXAMPLE3. Evaluate 4356.

Solution By prime factorisation, we get

A356 —=2>.2%0x%ax%l
1x11.

J4356 = (2x 3x11) = 66.

EXAMPLE4. Evaluate 111025.

Solution By prime factorisation, we get

11025 =5x5x3x3x7x/7.

7) =105.
V¥11025 =(5x3x
50 Mathematics for Class 8

EXAMPLES, In anauditorium, the number of rows is equal to the number of chairs in each row.
If the capacity of the auditorium is 2025, find the number of chairs in each row.
Solution Let the number of chairs in each row be x.
Then, the number of rows = x.
Total number of chairs in the auditorium = (x x x) = x”.
But, the capacity of the auditorium = 2025 (given).
x* = 2025
=5x5x3x3x3x3
=> x=(5x3x3)= 45.
Hence, the number of chairs in each row = 45.

EXAMPLE6. Find the smallest number by which 396 must be multiplied so that the product
becomes a perfect square.

Solution By prime factorisation, we get

396 =2x2x3x3x11.
It is clear that in order to get a perfect square, one more 11 is required.
So, the given number should be multiplied by 11 to make the product a
perfect square.

EXAMPLE7. Find the least square number divisible by each one of 8, 9 and 10.
Solution The least number divisible by each one of 8, 9, 10 is their LCM.
Now, LCM of8, 9, 10 = (2x 4x 9x5) = 360.

By prime factorisation, we get

S00 =252%2%SxX0%0

To make it a perfect square it must be multiplied by (2 x 5), i.e., 10.

Hence, required number = (360 x 10) = 3600.

EXERCISE 3D
Find the square root of each of the following numbers by using the method of prime
factorisation: :
teeaco 2. 441 3. 729 4. 1296
S$. 2025 6. 4096 7. 7056 8. 8100
9. 9216 10. 11025 11. 15876 12. 17424 .
. Find the smallest number by which 252 must be multiplied to get a perfect square. Also,
find the square root of the perfect square so obtained.
. Find the smallest number by which 2925 must be divided to obtain a perfect square. Also,
find the square root of the perfect square so obtained.
- 1225 plants are to be planted in a garden in such a way that each row contains as
many plants as the number of rows. Find the number of rows and the number of plants in
each row.
16. The students of a class arranged a picnic. Each student contributed as many rupees as
the number of students in the class. If the total contribution is = 1156, find the strength of
the class.
17. Find the least square number which is exactly divisible by each of the numbers
6, 9, 15
and 20.
/
 Squares and Square Roots 51

18. rea the least square number which is exactly divisible by each of the numbers 8,
12, 15
and 20,

SQUARE ROOT OF A PERFECT SQUARE BY THE LONG-DIVISION METHOD

When numbers are very large, the method of finding their square roots by factorisation
becomes lengthy and difficult. So, we use the long-division method which is explained in the
following steps.

Long-Division Method for Finding Square Roots

Step 1. Group the digits in pairs, starting with the digit in the units place. Each pair and
the remaining digit (if any) is called a period.
Step 2. Think of the largest number whose square is equal to or just less than the first
period. Take this number as the divisor and also as the quotient.
Step 3. Subtract the product of the divisor and the quotient from the first period and bring
down the next period to the right of the remainder. This becomes the new
dividend.
Step 4. Now, the new divisor is obtained by taking two times the quotient and annexing
with it a suitable digit which is also taken as the next digit of the quotient, chosen
in such a way that the product of the new divisor and this digit is equal to or just
less than the new dividend.
Step 5. Repeat steps (2), (3) and (A) till all the periods have been taken up.
Now, the quotient so obtained is the required square root of the given number.

SOLVED EXAMPLES
EXAMPLE1. Find the square root of 784 by the long-division method.

Solution Marking periods and using the long-division method, we have:

2| 7 84(28
te
48| 384
-384

V784 = 28.

EXAMPLE2, Evaluate /5329 using long-division method.

Solution . Marking periods and using the long-division method, we have:

7| 53 29(73
-49
143| 429
-429

V5329 = 73.
52 Mathematics for Class 8
jn i SESS

EXAMPLE 3. Evaluate ¥16384.

Solution Marking periods and using the long-division method, we have:

22 63
—44
248 1984
—-1984
x

V¥16384 =128.

EXAMPLE 4. Evaluate 410609.

Solution Marking periods and using the long-division method, we have:

1| 1 06 09(103

203 609
—609
x

V¥10609 =103.

EXAMPLE 5. Evaluate (66049.

Solution Marking periods and using the long-division method, we have:

2| 6 60 49 (257
ad
45| 260
2995
507| 3549
-3549

V¥66049 = 257.

EXAMPLE 6. Find the cost of erecting a fence around a square field whose area is 9 hectares if
fencing costs = 35 per metre.

Solution Area of the square field = (9 x 10000) m? = 90000 m2.

Length of each side of the field = (90000 m = 300 m.
Perimeter of the field = (4 x 300) m = 1200 m.
Cost of fencing = € (1200 x 35) = = 42000.

EXAMPLE 7. What least number must be subtracted from 7250 to get a perfect square?
Also,
find the square root of this perfect square.
 Squares and Square Roots 53

Solution Let us try to find the square root of 7250.

8| 72 50(85
-64
165| 850
-825
25
This shows that (85) is less than 7250 by 25.
So, the least number to be subtracted from 7250 is 25.
Required perfect square number = (7250 — 25) = 7225.
And, ¥7225 = 85.

EXAMPLE 8. Find the greatest number offour digits which is a perfect square.
Solution Greatest number of four digits = 9999.
Let us try to find the square root of 9999.

9] 99 99(99
AS
189] 1899
740)
-| 198
This shows that (99)? is less than 9999 by 198.
So, the least number to be subtracted is 198.
Hence, the required number is (9999 — 198) = 9801.

EXAMPLE 9. What least number must be added to 5607 to make the sum a perfect square?
Find this perfect square and its square root.

Solution We try to find out the square root of 5607.

7| 56 07(74
-49
144| 707
576
131
We observe here that (74)? < 5607 < (75)*.
The required number to be added = (75)* —5607 = (5625 — 5607) =18.
_ Clearly, the required perfect square = 5625 and V¥5625 = 75.

EXAMPLE 10. Find the least number of six digits which is a perfect square. Find the square root
of this number.

Solution The least number of six digits = 100000, which is nota perfect square.
Now, we must find the least number which when added to 100000 gives a perfect
square. This perfect square is the required number.
Now, we find out the square root of 100000.
54 Mathematics for Class 8

3| 10 00 00(316
-9
61 100
—61
626 3900
-3756
144
Clearly, (316)” < 100000 < (317).
the least number to be added = (317)* — 100000 = 489.
Hence, the required number = (100000 + 489) = 100489.
Also, 4100489 = 317.

EXERCISE 3E
Evaluate:
1. ¥576 2. v1444 3. V4489 4. V6241

5. V7056 6. ¥9025 7. v11449 8. v14161

9. V10404 10. ¥17956 11. ¥19600 12. 492416

13. Find the least number which must be subtracted from 2509 to make it a perfect square.

14, Find the least number which must be subtracted from 7581 to obtain a perfect square. Find
this perfect square and its square root.

15. Find the least number which must be added to 6203 to obtain a perfect square. Find this
perfect square and its square root.

16. Find the least number which must be added to 8400 to obtain a perfect square. Find this
perfect square and its square root.

17. Find the least number of four digits which is a perfect square. Also find the square root of
the number so obtained.

18. Find the greatest number of five digits which is a perfect square. Also find the square root of
the number so obtained.

19. The area of a square field is 60025 m”. A man cycles along its boundary at 18 km/h. In how
much time will he return to the starting point?

aa ee

SQUARE ROOTS OF NUMBERS IN DECIMAL FORM

Method: Make the number of decimal places even by affixing a zero, if necessary. Now,
mark periods and find out the square root by the long-division method. Put the
decimal point in the square root as soon as the integral part is exhausted.
 Squares and Square Roots 55

SOLVED EXAMPLES
EXAMPLE1. Evaluate /42.25.
Solution Using the division method we may find the square root of the given number as
shown below.

6| 42.25 (6.5
-36
125 625
—625
x

V42.25 =6.5

EXAMPLE2, Evaluate V1.96.

Solution Using the division method we may find the square root of the given number as
shown below.

1} 1.96 (1.4
-l
24 96
-96
x

v1.96 =1.4

EXAMPLE3. Evaluate 6.4009.

Solution Using the division method we may find the square root of the given number as
shown below.

2| 6.40 09 (2.53
—4
45 | 240
—225
503 1509
-1509
x

V6.4009 = 2.53

EXAMPLE4. Evaluate V0.4225.

Solution Using the division method we may find the square root of the given number as
shown below.

6 | 0.42 25 (.65
—36
125 625
—625
x

V0.4225 = 0.65

To find the value of square root correct up to certain places of decimal

places of
If the square root is required correct up to two places of decimal, we shall find it up to 3
decimal and then round it off up to two places of decimal.
we shall find it up
Similarly, if the square root is required correct up to three places of decimal,
of decimal, and so on.
to 4 places of decimal and then round it off up to three places
56 Mathematics for Class 8

EXAMPLES. Evaluate J2 correct up to two places of decimal.

Solution Using the division method we may find the value of /2 as shown below.

1| 2.0000 00 (1.414
Ei
24| 100
~96
281 400
-281
2824 11900
-11296

J2=1.414 = 2 =1.41 (correct up to 2 places of decimal)

EXAMPLE6. Evaluate V0.8 correct up to two places of decimal.

Solution Using the division method, we may find the value of V0.8 as shown below.

8 |0.80 00 00(0.894
-64
169| 1600
-1521
1784 7900
-7136
764
/0.80 = 0.894 => V0.8 = 0.89 (correct up to 2 places of decimal)

EXERCISE 3F
Evaluate:

1. v1.69 2. /33.64 3. /156.25 4. /75.69

5. /9.8596 6. 410.0489 7. V1.0816 8. J0.2916
9. Evaluate /3 up to two places of decimal.

10. Evaluate V2.8 correct up to two places of decimal.

11. Evaluate V0.9 correct up to two places of decimal.

12. Find the length of each side of a square whose area is equal to the area of a rectangle of
length 13.6 metres and breadth 3.4 metres.

SQUARE ROOTS OF FRACTIONS

For any positive numbers a and b, we have:

(i) Jab =(Ja x Vb) (iy [S=

 Squares and Square Roots 57

SOLVED EXAMPLES

EXAMPLE 1. Evaluate ial .

961

Solution We have eels Rees

961 961
Now, we find the square roots of 441 and 961, as shown below.

21 441 (21 359 61131

—4 -9
41 41 61 61
il 61
x x

Thus, 441 =21 and 961 =31

441 V441 ool
961'—J961 31.
EXAMPLE 2. Find the square root of 1 BOM
169
56 225
Solution
169 169
565 = [222 = 2S
2
169
We find the square roots of
ae and 169 separately, as given below.

1} 225 (15 1} 169 (13

24) —1
25 |_-125 23 69
=195 -69
x x

" =15 and v169

56 225 Ss fy
ns2 pBbio
= 1169 ~Vi69~ 13
V243 |
EXAMPLE 3. Find the value of
V363

Solution We have
= _ [243 _ 81
[81 oe
363 121 11

EXAMPLE 4. Find the value of ¥45 x V20.

Solution We have
45 x J/20 = 745 x20 =V3x3x5x2x2x5
= /3x3x2x2x5x5 =(3x2x5)=
58 Mathematics for Class 8

EXERCISE 3G
Evaluate:

pees. Pp i Pie 4 ne
625
729
81 225 256

13 4 73 Sic 33 we v¥80
5. 336 Ee \eao TV 289 ’ 405
1183
9. 10. /98 x V162
V¥2023
ee

EXERCISE 3H

OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:

1. Which of the following numbers is not a perfect square?

(a) 7056 (b) 3969 (c) 5478 (d) 4624
HInt. The number 5478 ends in 8.
2. Which of the following numbers is not a perfect square? .
(a) 1444 (b) 3136 (c) 961 (d) 2222
Hint. The number 2222 ends in 2.
3. Which of the following numbers is not a perfect square?
(a) 1843 (b) 3721 (c) 1024 (d) 1296
Hint. The number 1843 ends in 3.

4. Which of the following numbers is not a perfect square?

(a) 1156 (b) 4787 (c) 2704 (d) 3969
Hint. The number 4787 ends in 7.

5. Which of the following numbers is not a perfect square?

(a) 3600 (b) 6400 (c) 81000 (d) 2500
Hint. The number 81000 ends in an odd number of zeros.

6. Which of the following cannot be the unit digit of a perfect square number?
(a) 6 (b) 1 (c) 9 (d) 8
7. The square of a proper fraction is .
(a) larger than the fraction (b) smaller than the fraction
(c) equal to the fraction (d) none of these
8. Ifn is odd, then (1+3+5+7+... ton terms) is equal to
(a) (n? +1) (bis(as 1) (c) n® (d) (2n* +1)
9. Which of the following is a Pythagorean triplet?
(aya( 27325) (Dy(S,97e-9) (ce) (6,95 11) (Sal 5E7)
10. What least number must be subtracted from 176 to make it a perfect square?
(a) 16 (b) 10 er (d) 4
11. What least number must be added to 526 to make it a perfect square?
(a) 3 (b) 2 (c) I (d) 6
 Squares and Square Roots 59
12. What least number must be added to 15370 to make it
a perfect square?
(a) 4 (b) 6 (c) 8 (d) 9
13. V0.9 =?
(a) 0.3 (b) 0.03 (200738 (d) 0.94
14. 01 =?
(a) O.1 (b) 0.01 (c) 0.3816 (d) none of these
15. J0.9 x V1.6 =?
(a) 0.12 (byele2 (cP OL75 (dye?
x /16 = V144 =12.
Hint. /0.9
V288
16. ——— =?
Vv128

/3 3 3
(a) —9 (b) ) —
1B (c) —5 (d) 1.49

/288 (288 [9 3
ate ae ie = 2-8.
Ly: ee
4

;
(a) ys -
(b) ea 5
(c) ee (d) none e of
of th these

Hint. pi - 2-312
4 4 2 2)
18. Which of the following is the square of an even number?
(a) 196 (b) 441 (c) 625 (d) 529
19. Which of the following is the square of an odd number?
(a) 2116 (b) 3844 (c) 1369 (d) 2500

(Thi
1. The square of a number is the product of the number with the number itself.
Thus, square of x =(x x x), denoted by Nee
2. Anatural number n is a perfect square ifn = m2 for some natural number m.
3. A number ending in 2, 3,7 or 8 is never a perfect square.
4. A number ending in an odd number of zeros is never a perfect square.
5. (i) The square of an even number is even.
(ii) The square of an odd number is odd.
6. For any natural number n, we have
n2 = (sum of the first n odd natural numbers).
7. For any natural number m greater than 1, (2m, m? --1,m? +1) is a Pythagorean triplet.
8. The square root of a number x is that number which when multiplied by itself gives x as the product,
and we denote the square root of x by Vx.
of
9. In order to find the square root of a perfect square, resolve it into prime factors; make pairs
similar factors, and take the product of prime factors, choosing one out of every pair.
60 Mathematics for Class 8

places even by
10. For finding the square root of a decimal fraction, make the number of decimal
out the square root, putting the decimal
affixing a zero, if necessary; mark the periods, and find
point in the square root as soon as the integral part is exhausted.
11. For positive numbers a and b, we have:

(i) Jab =JaxvVb (ii) ae

SOME INTERESTING PATTERNS (JUST FOR FUN)

PATTERN’. (11)* =121
(101)? =10201
(1001)? =1002001
(10001)? =......
(100001)? =......
(1000001)? =......
(10000001)? =......
Solution Clearly, we have:
(10001)? =100020001
(100001)? = 10000200001
(1000001)? = 1000002000001
(10000001)? = 100000020000001
PATTERN2. (11)? =121
(101)? =10201
(10101)? =102030201
(1010101)? = 1020304030201
(101010101)? =......
Solution Clearly, we have 5 ones. So, we take counting up to 5 and then in reverse order
putting O in between each pair.
(101010101)? = 10203040504030201.

PATTERNG) @ 17 $27 402=.97

263" 6 = 76
32 A 4 (12)2 = (13)-
Lis Coan ae ae.

Solution We have.a74+-b7.4-62 = (c +1)”, where c=axb.

AA 52 4 (20) (21)
5? +67 +(30)? = (31)?
677 £42) (a
PATTERN4, (1) = 1
‘aye = 121
ain eS Ws ah
(1111)? = 1234321
ie = 12845439]
(111111)? =12345654321
(LUL1 11 a ee eee
 Squares and Square Roots 61

Solution In the given number we have 8 ones, so we write numbers from | to 8 and then in
reverse order up to 1.
(11111111)? =123456787654321.

PATTERNS. (7)* = 49
(67)” = 4489
(667)? = 444889
(6667)? = 44448889
(66667)” = 4444488889
(666667)? = See ewe eee weer eres

Solution Clearly, we have (5 sixes and one seven).

So, the square must have 6 fours 5 eights and 1 nine.
(666667)? = 444444888889.
62 Mathematics for Class 8

CCE TEST PAPER-3

A. 1. Evaluate ¥11236.
2. Find the greatest number of five digits which is a perfect square. What is the square root
of this number? ' .

3. Find the least number of four digits which is a perfect square. What is the square root of
this number?
4. Evaluate 0.2809.
5. Evaluate /3 correct up to two places of decimal.
48
6. Evaluate :
V243
B. Mark (/) against the correct answer in each of the following:

7. Which of the following numbers is not a perfect square?

(a) 529 (b) 961 (c) 1024 (d) 1222

8. ji->
(a) 34 (b) ive (c) fe (d) none of these
2 - 7)
9. Which of the following is the square of an even number?
(a) 529 (b) 961 (c) 1764 (d) 2809
10. What least number must be added to 521 to make it a perfect square?
(a) 3 (b) 4 ceo (d) 8
11. What least number must be subtracted from 178 to make it a perfect square?
(a) 6 (b) 8 (ec) 9 (day.
12. /72 x /98 =?
(a) 42 (b) 84 (c) 64 (d) 74
C. 13. Fill in the blanks.

(ety oar 67 Ole Ble 1 (eee ie

(i) vil6Gsil=—... ;

(iii) The smallest square number exactly divisible by 2, 4, 6 is eeeeee o

(iv) A given number is a perfect square having n digits, where n is odd. Then, its
square root will have ...... digits.
 4 Cubes
and
Cube Roots

CUBES
CUBE OF A NUMBER
For a given number x, we define, cube of x = x x x x x, denoted by x?.

EXAMPLES (i) 2° =(2x2x2)=8. Thus, cube of 2 is 8.

(ii) 3° =(3x 3x3) =27. Thus, cube of 3 is 27.
Perfect cube A natural number is said to be a perfect cube if it is the cube of some natural
number.

EXAMPLES 1° =1,2° = 8,3° =27, 4° =64,5° =125, etc.

Thus 1, 8, 27, 64, 125, etc., are perfect cubes.

Test: A given natural number is a perfect cube if it can be expressed as the product of
triplets of equal factors.

SOLVED EXAMPLES
EXAMPLE1. Show that 189 is not a perfect cube.

Solution Resolving 189 into prime factors, we get:

189 =3x3x3 x7.
Making triplets, we find that one triplet is formed and we are left with
one more factor.
Thus, 189 cannot be expressed as a product of triplets.
Hence, 189 is not a perfect cube.

EXAMPLE2. Show that 216 is a perfect cube. Find the number whose cube is 216.

Solution Resolving 216 into prime factors, we get:

BiG 2e2 e253 63 xo
= (2x 3)x (2x 3) x (2x3) =(6x 6x6) = (6)°.
Thus, 216 is a perfect cube.
And, 6 is the number whose cube is 216.

EXAMPLE3. |What is the smallest number by which 3087 may be multiplied so that the product
is a perfect cube?
63
64 Mathematics for Class 8

Solution Writing 3087 as a product of prime factors, we have:

30877 3or ax Cx 7.
Clearly, to make it a perfect cube, it must be multiplied by 3.

EXAMPLE 4. |What is the smallest number by which 392 may be divided so that
the quotient is a perfect cube?

Solution Writing 392 as a product of prime factors, we have:

BO2 = 2x2 xXcoax |
Clearly, to make it a perfect cube, it must be divided by (7 x 7), i.e., 49.

CUBES OF NEGATIVE INTEGERS

The cube of a negative integer is always negative.

EXAMPLES (—1)° = (-1)(-1)x (<1) ==1, (-2)° = (-2)x (-2) x2) ==8,
(23) = (-3)<(-3) x (-3), 27, ete,
CUBE OF A RATIONAL NUMBER
3 3
a a a ataxaxaiia
Wehaver = — <= = SS
S Pr hb: bs
3
Hence, (=) aes
b
3 3
oo Sa, 27
EXAMPLES (i) (=)
5 53 5x5x5 125
ae (2) _ (2)? _ (-2)x(-2)x(-2)_ =8
3 ae Bees} 97,

EXAMPLE 5. Find the cube of each of the following:

2
(i) (-7) (ii) 8 (iii) 2.5 (iv) 0.06

Solution We have:
(i) (-7)° = (-7) x (-7) x (-7) = -343.
tf 2) -(2) Bib? 5 Kb ore1o5
3 3° 35 5517
3 3 3
(iii) (2.5)3 -(=) -(3) wo _5x5x5 125
2 92. 297 oes
3 3 3

100 50 (50)? 50x50x50 125000

PROPERTIES OF CUBES OF NUMBERS
(i) The cube of every even number is even.
(ii) The cube of every odd number is odd.

EXERCISE 4A
1. Evaluate:

(i) (8)° (ii) (15)° (iii) (21)° (iv) (60)°

2. Evaluate:
(i) (1e2)2 (ii) (3.5)? (iii) (0.8)° (iv) (0.05)°
 Cubes and Cube Roots 65

3. Evaluate:
an 10)\° Is ae
(i) 6 ii a i i) |— ji —
: 7 eC Ua ee 15 ae ‘To
4. Which of the following numbers are perfect cubes? In case of perfect cube, find the number
whose cube is the given number.
(i) 125 (ii) 243 (iii) 343 (iv) 256
(v) 8000 (vi) 9261 (vii) 5324 (viii) 3375
5. Which of the following are the cubes of even numbers? :
(i) 216 (ii) 729 (iii) 512 (iv) 3375 (v) 1000
6. Which of the following are the cubes of odd numbers?
(iiei25 (ii) 343 (iii) 1728 (iv) 4096 (v) 9261
7. Find the smallest number by which 1323 must be multiplied so that the product is a
perfect cube.
8. Find the smallest number by which 2560 must be multiplied so that the product is a
perfect cube.
9. What is the smallest number by which 1600 must be divided so that the quotient is a
perfect cube?
10. Find the smallest number by which 8788 must be divided so that the quotient is a
perfect cube.

SHORT-CUT METHOD FOR FINDING THE CUBE OF A TWO-DIGIT NUMBER

We have: (a+b)® =a* +3a7b+3ab? +b’.

METHOD For finding the cube of a two-digit number with the tens digit =a
and the units digit = b, we make four columns, headed by

a®, (3a? x b), (3a x b?) and b?.

The rest of the procedure is the same as followed in squaring a number by the
column method. We simplify the working as
b2 b2

x 3a xb
b?
3ab2

EXAMPLE1. | Find the value of (29)° by the short-cut method.

Solution Here, a =2 and b =9.

b2 b2

x 3a xb
b?
3a <b

(29)? = 24389.
66 Mathematics for Class 8

EXAMPLE2. Find the value of (71)° by the short-cut method.

Solution Here, a =7 and b=1.

x a x Ba
3a2xb | 3axb?

(71)° = 357911.

EXERCISE 4B
Find the value of each of the following using the short-cut method:
iL, (eave 2. (47)° 3. (68)? 4. (84)°
Role el

CUBE ROOTS

Cube Root The cube root of a number x is that number whose cube gives x.
We denote the cube root of x by Vx.

EXAMPLES (i) Since (2x2x2)=8,wehave 3/8 =2

(ii) Since (5x5x5)=125,we have 3125 =

Method of Finding the Cube Root of a Given Number by Factorisation:

Step 1. Express the given number as the product of primes.

Step 2. Make groups in triplets of the same prime.

Step 3. Find the product of primes, choosing one from each triplet.

Step 4. This product is the required cube root of the given number.

SOLVED EXAMPLES
EXAMPLE1. Evaluate ¥/216.
Solution By prime factorisation, we have
216 22% 2 Mao
= (2x2 x 2) x (SroSeas).
9/216 = (2x3) =

EXAMPLE2. Evaluate 3/2744.

Solution By prime factorisation, we have
2744 =2x2x2x7x7x7
sitorx 2X 2)« (7% 7 & 7);
92744 =(2x 7) =14.
 Cubes and Cube Roots 67

CUBE ROOT OF A NEGATIVE PERFECT CUBE

Let a be a positive integer. Then, (—a) is a negative integer.
We know that (—a)? = -a°.
3
-a°® =~a.
Thus, cube root of (-a*) = - (cube root of a®*).
Thus, 3-x =-3/x,
EXAMPLE3. Find the cube root of (—1000).
Solution We know that 3/-1000 = —3/1000.
Resolving 1000 into prime factors, we get
1000 =2x2x2x5x5x5
=(2*%2«2)< x5).
<5(5

¥1000 = (2x5) =10.

3/-1000 = —(2/1000) = -10.

CUBE ROOT OF PRODUCT OF INTEGERS

We have, Vab = (3/a x 3/b).
EXAMPLE 4. Evaluate 125 x64.
Solution We have:
3/125 x 64 = 3/125 x 64
=¥5x5x5x%/4x4x4
= (57.4
i= 20)

EXAMPLE5. Evaluate 3/216 ~x(-343).

Solution We have:
3/216 x (-343) = 9/216 x 3/-343
= 3/6 x 6x6 x 3/(-7) x (-7) x (-7)
= [6 x (—7)] = — 42.

CUBE ROOT OF A RATIONAL NUMBER

a Ya
We define: 3/— =——-
: \b 3b
nea Th oe gai:
EXAMPLE 6. valuate: l 9197 512

Solution We have:
( ,{216 _ V216 7 3/6 x6x6 _
) Vo197 Ya197 Yisxi3x13 13
-125 ¥-125 9(-5)x(-5)x(-5) _ -5
(ii) 3
512 ¥512 Y8x8x8 8
EXERCISE 4C
Evaluate:
1. 7/64 2. 7/343 3. 7/729 4. 11728

5. 3/9261 . 6. 3/4096 7. ¥8000 8. 3375

68 Mathematics for Class 8

[27
9. 3/-216 10. 3/-512 11. ¥-1331 12.43) o
64
os 125 13 4{-27
i \216 * V¥125

729 [-512
17. 3;——— 18. 3
V¥1000 343

EXERCISE 4D
OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. Which of the following numbers is a perfect cube?
(a) 141 (b) 294 (c}e216 (d) 496
. Which of the following numbers is a perfect cube?
(a) 1152 (b) 1331 (c) 2016 (d) 739
5 SEP
(a) 6 (b) 7 (c) 8 (d) 9
212564 = ?
(a) 100 (b) 40 (c) 20 (d) 30

us ee
343
+ = 8 aeee8
(a) 5
a4
(b)
Die
7 (c) fi7 Ch
—512 ae
729
-7 0 ui
a)9
(a) Dies9
(b) _(c) =9 ae 8
(5
. By what least number should 648 be multiplied to get a perfect cube?
(a) 3 (b) 6 (c) 9 (d) 8
. By what least number should 1536 be divided to get a perfect cube?
(a) 3 (b) 4 (c) 6 (d) 8
3
aioe
10
27 27
(a) 1 1000 ae
1000
(Clade
1000
(d) none of these

10. (0:8 atare

(aj ab 1.2 (Dy aml2 (c) 0.512 (d) none of these

ee
 Cubes and Cube Roots 69

_ Things to Rememb

i . The cube of a number is that number raised to the power

3.
2 - Anatural number n is a perfect cube ifn =m? for some natural
number m.
3 . The cube of an even natural number is even.
4 . The cube of an odd natural number is odd.
5 . The cube root of a number x is the number whose cube is x. It is denoted by
3/x.
6 . For finding the cube root of a perfect cube, resolve it into prime factors; make triplets of similar
factors and take the product of prime factors, choosing one out of every triplet.
7. For any positive integer x, we have 3/—x =—3/x.

8. For any integers a and b, we have:

y)
(i) SeipVab = Si)axWb
3/ ii) ioe
3/

(ii) He

To eriaat ane
70 Mathematics for Class 8

CCE TEST PAPER-4

2 3

. Evaluate t=|s

2. Evaluate 3/4096.
3. Evaluate 9/216 x 343.

4. Evaluate 3Eee .
125

B. Mark (/) against the correct answer in each of the following:

5.
(3)
(a) iyi (b) sea (c) ae (d) none of these
64 64 64
. Which of the following numbers is a perfect cube?
(a) 121 (b) 169 (c) 196 (d) 216
pe2l6 x64 =?
(a) 64 (b) 32 (c) 24 (d) 36
-343
729
(a) < (b) = () = (a) 2
. By what least number should 324 be multiplied to get a perfect cube?
(a) 12 (b) 14 (c) 16 (d) 18

10.
7128 _
250
(a) : (b) : (c) 2 (d) none of these

11. Which of the following is a cube of an odd number?

(a) 216 (b) 512 (c) 343 (d) 1000
. Fill in the blanks.

(i) ab = @/a)x(......).

(iii) 3/—x =:..... :

(iv) (0.5)? =...... ;
 D Playing
with
Numbers

Numbers in Generalised Form

A number is said to be in a generalised form if it is expressed as the sum of the products of its
digits with their respective place values.

Two-digit Numbers Consider a 2-digit number having the digit a at its tens place and the digit b
at its units place.
This number is (10a + b), where a can be any whole number from 1 to 9 and b can be
any whole number from 0 to 9.
a

EXAMPLES (i) 36 =10x3+6 (ii) 74 =10x7+4

(iii) 90 =10x9+0 : (iv) 99 =10x9+9

Three-digit Numbers Consider a 3-digit number having a, b, c as its hundreds digit, tens digit and
units digit respectively.
This number is (100a +10b +c), where a can be any whole number from 1 to 9,
b can be any whole number from 0 to 9 and c can be any whole number from 0 to 9.

EXAMPLES (i) 137 =100x1+10x3+7 (ii) 465 =100x 4+10x6+5

(iii) 850 =100x 8+10x5+0 (iv) 900 =100x9+10x0+0

SOLVED EXAMPLES

EXAMPLE’. In a 2-digit number, the units digit is four times the tens digit and the sum of the
. digits is 10. Find the number.

Solution Let the tens digit be x. Then, the units digit = 4x.
GAL Om GOs =a X= 2.

tens digit = 2 and units digit = (4 x 2) = 8.

Hence, the required number is (10 x 2 + 8) = 28.

71
72 Mathematics for Class 8

EXAMPLE2, The sum of the digits of a two-digit number is 8. The number obtained by
interchanging its digits is 18 more than the original number. Find the original
number.
Solution Let the tens and units digits of the required number bea and b respectively. Then,
a+b=8 + (i)
Original number = 10a + b
Number obtained by interchanging its digits =10b + a.
(10b+a)-(10a+b)=18 > 9b-a)=18
=> beae2 Zee ULL)
Adding (i) and (ii), we get: 25=10 > b=5.
Puttingb =5 in (i), we get: a+5=8 > a=3.
the original number = (10a + b) = (10x 3 +5) = 35.

EXAMPLE3. Ina 3-digit number, the hundreds digit is twice the tens digit while the units digit
is thrice the tens digit. Also, the sum of its digits is 18. Find the number.

Solution Let the tens digit be x. Then, the hundreds digit = 2x and the units digit = 3x.
2Xx¢x+3x=18 => 6x =18 => x =3.
hundreds digit = (2 x 3) = 6, tens digit = 3 and units digit = (3 x 3) =9.
Hence, the required number = (100 x6+10x3+9) = 639.

EXERCISE 5A
. The units digit of a two-digit number is 3 and seven times the sum of the digits is the
number itself. Find the number.
. Inatwo-digit number, the digit at the units place is double the digit in the tens place. The number
exceeds the sum of its digits by 18. Find the number.
. A two-digit number is 3 more than 4 times the sum of its digits. If 18 is added to the
number, its digits are reversed. Find the number.
. The sum of the digits of a two-digit number is 15. The number obtained by interchanging its
digits exceeds the given number by 9. Find the original number.
- The difference between a 2-digit number and the number obtained by interchanging its
digits is 63. What is the difference between the digits of the number?
In a 3-digit number, the tens digit is thrice the units digit and the hundreds digit is four
times the units digit. Also, the sum of its digits is 16. Find the number.

TESTS OF DIVISIBILITY
I. Test of Divisibility By 2
Consider a 2-digit number having b and c as the tens digit and units digit respectively.
Then, this number. is (10b + c).
Clearly, this number is divisible by 2, when c is divisible by 2.
This happens when c = 0, 2, 4, 6 or 8.
 Playing with Numbers 73

Again, consider a 3-digit number having ga,

He sperdess a, b and c as the e hundreds
hundreds digit,
digi tens digit
igi and ones

Then, this number is (100a +10b + c).

Clearly, this number is divisible by 2, when c is divisible by 2.
This happens when c = 0, 2, 4, 6 or 8.

Rule: In general, a given number is divisible by 2 only when its units digit is O, 2, 4, 6
or 8.

EXAMPLE Each of the numbers 60, 72, 84 , 96, 108 is divisible by 2.

li. Test of Divisibility By 3

Consider a 2-digit number having b and c as the tens digit and units digit respectively.
Then, this number is (10b +c) = 9b+(b+c).
Clearly, this number is divisible by 3 only when (b + c) is divisible by 3.
Thus, a 2-digit number is divisible by 3 only when the sum of its digits is divisible by 3.
Again, consider a 3-digit number having a,b and c as the hundreds digit, tens digit and ones
digit respectively.
Then, this number is (100a +10b+c) =99a+9b+(a+b+c).
Clearly, this number is divisible by 3 only when (a + b + c) is divisible by 3.
Thus, a 3-digit number is divisible by 3 only when the sum of its digit is divisible by 3.
In general, we have the following rule:

Rule: A given number is divisible by 3 only when the sum of its digits is divisible by 3.

EXAMPLE1. Test the divisibility of each of the following numbers by 3:

(i) 16785 (ii) 976485 © (iii) 367205

Solution (i) The given number is 16785.

Sum of its digits = (1 + 6 + 7 + 8 + 5) = 27, which is divisible by 3.
16785 is divisible by 3.
(ii) The given number is 976485.
Sum of its digits = (9 + 7+ 6+ 4+ 8+ 5) = 39, which is divisible by 3.
976485 is divisible by 3.
(iii) The given number is 367205.
Sum of its digits = (3 + 6 + 7+ 2 +0 + 5) = 23, which is not divisible by 3.
367205 is not divisible by 3.

EXAMPLE2. Find all possible values of x.for which the 4-digit number 754x is divisible by 3.
Also, find each such number.

Solution It is given that the number 754x is divisible by 3.

sum of its digits = (7 +5 + 4 +x) = (16 +x) must be divisible by 3.
This happens when x = 2 or 5 or 8.
Since x is a digit, it cannot be more than 9.
x =2 or x =5 or x = Bare only required values of x.
Hence, all required numbers are 7542, 7545, 7548.
74 Mathematics for Class 8

lll. Test of Divisibility By 5

Consider a 2-digit number having b and c as tens digit and units digit respectively.
Then, this number is (10b + c).

Clearly, this number is divisible by 5 only when c is divisible by 5.

This happens when c = 0 or c =5.
Thus, a 2-digit number is divisible by 5 when its unit digit is O or 5.
Again, consider a 3-digit number having a, b and c as hundreds digit, tens digit and units digit
respectively. :
Then, this number is (100a +10b +c).
Clearly, this number is divisible by 5 only when c is divisible by 5.
This happens when c = 0 or c =5.
Thus, a 3-digit number is divisible by 5 only when its units digit is 0 or 5.
In general, we have the following rule:

Rule: A given number is divisible by 5 only when the units digit is 0 or 5.

EXAMPLES Each of the numbers 67230 and 83715 is divisible by 5.

And, none of the numbers 136, 247, 158, 373, 419, 241, 514, 632 is divisible by 5.

IV. Test of Divisibility By 9

Consider a 2-digit number having b and c as tens digit and units digit respectively.
Then, this number is (10Ob + c) = [9b + (b+ c)].
Clearly , this number is divisible by 9 when (b + c) is divisible by 9.
Thus, a 2-digit number is divisible by 9 only when the sum of its digits is divisible by 9.
Again, consider a 3-digit number having a, b and c as hundreds digit, tens digit and units digit
respectively.
Then, this number is (l00a +10b+c) =99a+9b+(a+b+c).
Clearly, this number is divisible by 9 only when (a + b + c) is divisible by 9.
Thus, a 3-digit number is divisible by 9 only when the sum of its digit is divisible by 9.
In general, we have the following rule:

Rule: A given number is divisible by 9 only when the sum of its digits is divisible by 9.

EXAMPLE3. Test the divisibility of each of the following numbers by 9:

() 27891 (ii) 865917 (iii) 934576

Solution (i) The given number is 27891.

Sum of its digits = (2 + 7 + 8 + 9 + 1) = 27, which is divisible by 9.
27891 is divisible by 9.
(ii) The given number is 865917.
Sum of its digits = (8 + 6 +5 +9+4 1 + 7) = 36, which is divisible by 9.
865917 is divisible by 9.
(iii) The given number is 934576.
 Playing with Numbers 75

Sum of its digits = (9 +3 +4+5 +7 +6) = 34, which is not divisible by 9.

934576 is not divisible by 9.

EXAMPLE 4. Find all possible values of y for which the 4-digit number 51y3 is divisible by 9.
Also, find each such number.
Solution The given number is 51y3.
Sum of its digits = (5 + 1+ y + 3) = (9 + y), which must divisible by 9.
This happens when y =O or y =9.
the required numbers are 5103 and 5193.

EXERCISE 5B
1. Which of the following numbers are divisible by 2?
(i) 63 (ii) 192 (iii) 720 (iv) 917 (v) 2398
(vi) 179832 (vii) 468230 (viii) 579321 (ix) 379514
2. Which of the following numbers are divisible by 5?
(i) 42 (ii) 95 (iii) 270 (iv) 856 (v) 1065
(vi) 5739210 (vii) 6550753 (viii) 876945
3. Which of the following numbers are divisible by 10?
(i) 45 (ii) 90 (iii) 905 (iv) 1174 (v) 20345
(vi) 729304 (vii) 3759210
4. Which of the following numbers are divisible by 3°?
(i) 83 (ii) 78 (iii) 474 (iv) 1693 (v) 267144
(vi) 372416 (vii) 1248965 (viii) 9412503
5. Which of the following numbers are divisible by 9?
(i) 91 (ii) 306 (iii) 1526 (iv) 730143 (v) 568711
(vi) 862497 (vii) 966333 (viii) 1257777
6. Find all possible values of x for which the number 7x3 is divisible by 3. Also, find each
such number.
7. Find all possible values of y for which the number 53y] is divisible by 3. Also, find each
such number.
gs. Find the value of x for which the number x806 is divisible by 9. Also, find the number.

9. Find the value of z for which the number 47128 is divisible by 9. Also, find the number.

REPLACING ALPHABETS BY SUITABLE NUMERALS

SOLVED EXAMPLES

EXAMPLE1. Replace A, B, C, D by suitable numerals in the following:

 76 Mathematics for Class 8

6AB5
+D5.8,Ce
CTY
' Solution Clearly, C = 6. Now, (5 + 6) = 11.
So, 1 is carried over.
(1 + 8+ 6) = 15. So, B =6 and 1 is carried over.
(1 +5 +7) = 13. So, A =7 and 1 is carried over.
(1+ 6+ 2) =9. So, D=2.
A=, Bi=6, C= Gandy
=:

EXAMPLE 2. Find the values of A, B and C in the following:

35A
-CB8
183

Solution Since (11 - 8) = 3, so, A =1 and 1 is taken away from 5.

Now, (14 —- 6) = 8. So, B=6 and 1 is taken away from 3.
Now, 2-1 = 1.S0,C =1.
A=1,B=6
and C =1.

EXAMPLE 3. Find the values of A and B in the following:

4A
x6
2B4

Solution Clearly, 6 x 4 =24. So, A = 4. Carry over 2.

6x 4+2 =26. So, B=6.
A=4andB=6.

EXAMPLE 4. Find the values of A, B, C; when

AB
xBA
BCB

Solution AXB,=B.=> A=;

Thus, we have:

|apilng 3)
Boy
lone
BB? x
B(1+B’)B

Now, (1 + B*) is 1-digit number and B # A =1.

Bren:
 Playing with Numbers Ue

Also, C = (1+B”) =(1+ 4) =5.

A=1,B=2andC=5.

EXAMPLE 5. Find the values of A, B, C in the following:

9)4AB(5C
—-45
3B
—-36
O
Solution Her
(Aj e
5) 3e=7A— c

Also,9x4=36 => C=4and B=6.

A=8, B=6andC=4.

EXAMPLE 6. Find the values of A, B, C, D, E, F, G in the following:

AB)4CDE(1FG
-28
Vom ®)
-140
16E
-16E
x

Solution ClearlyA= 2B= 8:

Now, (13 - 8) = 5. So, C =3. 28)4CD EX156
-28
Now, (28 x5) =140 => F=5. 5D
(D-0)=6 > D=6. -140
16E
Also, (28 x 6)=168 > G=6and E =8. 168
A=2,B=8,G=3,D=6,E =8, F =S.andG =6. x

EXERCISE
5C

Replace A, B, C by suitable numerals.

1 5A 2. 4CB6 3. A A aA.
Ptah 6 OO A +A -AB
CB3 Sulir3 +A OL.
BA

SOR she) 6. AB re AB 8. 6)5AB(9C

-28A x3 2d apy _-54 ©
25a9 CAB (B+1)CB 3B
- 36
x
 Mathematics for Class 8

Find two numbers whose product is a 1-digit number and the sum is a 2-digit number.
10. Find three whole numbers whose product and sum are equal.

11. Complete the magic square given below, so that the sum of the numbers in each row or in
each column or along each diagonal is 15.

12. Fill in the numbers from 1 to 6 without repetition, so that each side of the triangle adds up to 12.

13. Fibonacci numbers Take 10 numbers as shown below:

a, b,(a+b),(a +2b),(2a + 3b), (3a + 5b), (5a + 8b), (8a +13b), (13a +21b), and (2la +34b).
Sum of all these numbers = 11(5a + 8b) = 11x 7th number.
Taking a = 8, b =13; write 10 Fibonacci numbers and verify that sum of all these numbers
=11x 7th number.
Hint. I, II, (I + II), (III + IL), (tV + II), (V + IV), and so on.
14. Complete the magic square:

EXERCISE 5D

OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. If 5x6 is exactly divisible by 3, then the least value of x is
(a) O (b) 1 (c) 2 (d) 3
2. If 64y8 is exactly divisible by 3, then the least value of y is
(a) O (b) 1 (c) 2 (d) 3
3. If 7x8 is exactly divisible by 9, then the least value of x is
(a) O (b) 2 (c) 3 (d) 5
 Playing with Numbers 79

- If 37y4 is exactly divisible by 9, then the least value of y is

(a) 2 (b) 3 (cy yi (d) 4
. If 4xy7 is exactly divisible by 3, then the least value of (x +y)is
(a) 1 (b) 4 (c) 5 Lae 7
. If x7y5 is exactly divisible by 3, then the least value of (x + y) is
(a) 6 (b) O (c) 4 (d) 3
. If x4y5z is exactly divisible by 9, then the least value of (x + y+z)is
(a) 3 (b) 6 (cleo (d) O
- If 1A2B5 is exactly divisible by 9, then the least value of (A +B) is
(a) O (b) 1 (c) 2 (d) 10
. If the 4-digit number x27y is exactly divisible by 9, then the least value of (x + y) is
(a) O. (b) 3 (c) 6 (d) 9

1. (i) A 2-digit number is of the form 10a + b, where a is any whole number from 1 to 9 and b is any
whole number from 0 to 9.
(ii) A 3-digit number is of the form 100a +10b +c, where a is any whole number from 1 to 9, b is any
whole number from 0 to 9 and c is any whole number from 0 to 9.
2. Tests of divisibility:
(i) A number is divisible by 2 only when its units digit is even.
(ii) A number is divisible by 5 only when its units digit is O or 5.
(iii) A number is divisible by 3 only when the sum of its digits is divisible by 3.
(iv) A number is divisible by 9 only when the sum of its digits is divisible by 9.
80 Mathematics for Class 8

CCE TEST PAPER-5

A. 1. Find all possible values of x for which the 4-digit number 320x is divisible by 3. Also,
find the numbers.
2. Find all possible values of y for which the 4-digit number 64y3 is divisible by 9. Also,
find the numbers.
3. The sum of the digits of a 2-digit number is 6. The number obtained by interchanging its
digits is 18 more than the original number. Find the original number.
4. Which of the following numbers are divisible by 9°
(i) 524618 (ii) 7345845 (iii) 8987148
5. Replace A, B, C by suitable numerals:
5 mA
-CB8
29:3
6. Replace A, B, C by suitable numerals:
7)6AB(8C

7. Find the values of A, B, C when

A B
es A

ie) (O48)

B. Mark (/) against the correct answer in each of the following:

8. If 7x8 is exactly divisible by 3, then the least value of x is

(a) 3 (b) O (c) 6 (a9
9. If6x5 is exactly divisible by 9, then the least value of x is
(a) 1 (b) 4 (¢) 7, (d) O
10. If x48y is exactly divisible by 9, then the least value of (x + y) is
(a) 4 (b) O (¢} 6 (d) 7
11. If 486*7 is divisible by 9, then the least value of * is
(a) O (by (c) 3 (d) 2
 6 Operations on
Algebraic Expressions

In our previous class we have learnt about the addition and subtraction of algebraic expressions.
However, we shall give a quick revision of the same and extend the ideas of multiplication and
division on algebraic expressions.

ADDITION OF ALGEBRAIC EXPRESSIONS While adding algebraic expressions we collect the

like terms and add them. The sum of several like terms is the like term whose
coefficient is the sum of the coefficients of these like terms.

EXAMPLE 1. Add: 6a+8b-—-—5c,2b+c-—4aanda-—-3b-2c.

Solution Writing the terms of the given expressions in the same order in form of rows with
like terms below each other and adding columnwise, we get:
6a + 8b —-5c
—4a+2b +4 ¢€
G30 ee
3a+7b-—6c
EXAMPLE2, Add: 5x?2+3x-—8, 4x+7-2x? and6-5x+4x?.

Solution Writing the given expressions in descending powers of x in the form of rows with like
terms below each other and adding columnwise, we get:
5x*+3x-8
-2x°+4x+7
4x*-5x +6
7x7+2x +5
EXAMPLE3. Add: 8x?—5xy +3y”, 2xy —6y°+3x° and y*+xy —6x’.,
Solution Arranging the given expressions in descending powers of x with like terms under
each other and adding columnwise, we get: :
8x?-—5xy + 3y”
3x?+2xy —6y?
—6x? + xy ty?
5x?-2Qxy —2y’

SUBTRACTION OF ALGEBRAIC EXPRESSIONS

Steps: (i) Arrange the terms of the given expressions in the same order.
one
(ii) Write the given expressions in two rows in such a way that the like terms occur
below tie other, keeping the expressi on to be subtract ed in the second row.

81
82 Mathematics for Class 8

(iii) Change the sign of each term in the lower row from + to — and from - to +.
(iv) With new signs of the terms of lower row, add columnwise.
EXAMPLE4. Subtract 4a +5b—-—3c from 6a —3b+c.
Solution We have:
6a-3b+c
+4a+5b-3c
=
mmaeEnte
EXAMPLES. Subtract 3x” -6x —4 from5+x-—2x’.
Solution Arranging the terms of the given expressions in descending powers of x and
subtracting columnwise, we get:
—2x*+ x+5
+3x?-6x -—4
- + +
-5x°+7x +9

EXERCISE 6A
Add:
1. 8ab, —-5ab, 3ab, —ab 2. 1X, —3X, OX, —X, —2X
3 . 8a-4b+4c,2a+3b-8c,a-6b+c

4. 5x —-8y + 2z, 3z — 4y — 2x, 6y —z-—x and 3x —2z-3y

5. 6ax —2by +3cz, 6by —1lax — cz and 10cz

— 2ax — 3by

6. 2x°-9x? +8, 3x?-6x —5, 7x°-10x +1 and 3 +2x -5x?-

4x?
7. 6p +4q-r+3, 2r-5p-6,llq-7p+2r-—1land2q-3r+4
8. 4x?-7xy
+ 4y*-3,5+6y*- 8xy +x” and
6 —-2xy +2x*-5y”
Subtract:
9. 3a*b from -5a’b 10. —8pq from 6 pq
11. —2abc from —8abc 12. -—16p from -1llp
13. 2a-5b+2c-—9
from 3a -4b-c+6
14. -6p+q+3r+8
from p-2q-5r-8

15. x°+3x? —5x +4 from 3x° —x?+2x-4

16. 5y*-3y° +2y? +y—1 from 4y*-2y*-6y?-y+5
17. 4p*+5q*-6r*+7
from 3p’- 4q’-5r*-6
18. What must be subtracted from 3a*-6ab — 3b’-1 to get 4a?- 7ab — 4b? +1?
19. The two adjacent sides of a rectangle are 5x*-—3y’ and x”+2xy. Find the perimeter.
20. The perimeter of a triangle is 6p’-4p+9 and two of its sides are p?-2 pt+l1 and
3p°-5p +3. Find the third side of the triangle.
 Operations on Algebraic Expressions 83

MULTIPLICATION OF ALGEBRAIC EXPRESSIONS

Before taking up the product of algebraic expressions, let us look at two
simple rules.
(i) The product of two factors with like signs is positive, and the product of two
factors with unlike signs is negative.
(ii) If x is a variable and m, n are positive integers thendc, 1, )=”,
Mhuss(xexliavn P= x8 (ot x= xe) = x1? eK,
I. MULTIPLICATION OF TWO MONOMIALS

Rule Product of two monomials

= (product of their numerical coefficients) x (product of their variable parts)

EXAMPLE1. Find the product of:

(i) 6xy and -3xy* (ii) 7ab*, — 4a*b and -5abc
Solution We have:
(i) (6xy) x (-3x7y*) = {6 x (-3)} x {xy x x?y°}
= =[Ssyr 2) Uae = -18x*y*.

(ii) (7ab*) x (— 4a7b) x (-Sabc) = {7 x (-4) x (-5)} x {ab? x a”b x abc}

=140a"*?*?p?*!*2-=140a*b*c.
?

Il. MULTIPLICATION OF A POLYNOMIAL BY A MONOMIAL

Rule Multiply each term of the polynomial by the monomial, using the distributive law
ax(b+c)=axb+axc.
EXAMPLE2. Find each of the following products:
(i) 5a*b? x (3a? — 4ab + 6b?) (ii) (-3x?y) x (4x?y — 3xy” + 4x —5y)

Solution We have:
(i) 5a?b? x (3a?— 4ab + 6b”) = (5a*b”) x (3a”) + (5a7b?”) x (-4ab) + (5a*b”) x (6b”)
=15a*b? —20a*b*® +30a7b*.
(ii) (-3x?y)x (4x?y —3xy? + 4x —5y) ;
= (-3x?y) x (4x 7y) + (-3x7y) x (-3xy”) + (-3x7y) x (4x) + (-3x7y) x (-5y)
= —-12x*y? +9x*y* —12x°y +15x7y’.
Ill. MULTIPLICATION OF TWO BINOMIALS
Suppose (a + b) and (c + d) are two binomials. By using the distributive law of multiplication over
addition twice, we may find their product as given below.
(a+b)x(c+d)=ax(c+d)+bx(c+d)
=(axc+axd)+(bxc+bxd)=ac+ad+bc+bd.
This method is known as the horizontal method.
EXAMPLE3. - Multiply (3x + 5y) and (5x —7y).
Solution We have:
(3x + 5y) x (5x — 7y) = 3x x (5x — 7y) + Sy x (5x — 7y)
= (3x x 5x —3x x 7y) + (5y x 5x — Sy x 7y)
= (15x? —21xy) +(25xy - 35y”)
=15x? -21xy + 25xy - 35y”
=15x? +4xy -35y”.
84 Mathematics for Class 8

Columnwise multiplication
The multiplication can be performed columnwise as shown below.
3x + 5y
(Bie e714}
15x*+25xy multiplication by 5x
=21xy = 35y7 multiplication by —7y
Adding the like terms: _15x*+ 4xy -35y’ multiplication by (5x — 7y)

EXAMPLE 4. Multiply (3x?+ y*) by (2x7 +3y”).

Solution Horizontal method
We have:
(3x?
+ y?) x(2x?
+ 3y7) = 3x7(2x? +3y7)+y7(2x7+
3y”)
= (6x4+9x"y”) +(2x7y*+3y*)
= 6x4+9x72y?4+2x7y7?+3y* =6x*4+11x7y*+
3y*.
Column method We have:
3x7+y?
x (2x*+3y7)
6x 4o2x7y7 multiplication by 2x?
+ 9x?y?+3y* multiplication by 3y7
Adding: 6x*+11x’y?+3y* multiplication by (2x?+3y7)
IV. MULTIPLICATION OF TWO POLYNOMIALS
We may extend the above result for two polynomials, as shown below.
EXAMPLE 5. Multiply (5x*-6x +9) by (2x -3).
Solution By column method
5x*-6x +9
2x —3
10x*° -12x?+18x multiplication by 2x
~15x7+18x —27 multiplication by -3
Adding: 10x°—27x7+ 36x - 27 multiplication by (2x — 3)
(5x”?—6x +9) x (2x —3) =10x°-27x7+
36x — 27.
EXAMPLE 6. Multiply (2x*-—5x + 4) by (x*+7x — 8).
Solution By column method
2x?-5x+4
x7?+7x -8
2x*— 5x*4+ 4x? multiplication by x?
+14x°-—35x7+28x multiplication by 7x
—~16x*+ 40x - 32 multiplication by -8
2x*+9x* —47x?+68x —32 multiplication by (x?+ 7x — 8)
EXAMPLE 7. Multiply (2x°-—5x?-x +7) by (3 —2x + 4x”).
Solution Arranging the terms of the given polynomials in descending powers of x and then
multiplying, we get:
2x°=5x? = x7
4x?-2x+3
8x°— 20x *- 4x°+28x?
—~4x*+10x°+2x?-14x
+6x°-15x?-3x +21
8x°—24x44+12x°4+15x7-17x +21
 Operations on Algebraic Expressions 85

EXERCISE 6B
Find each of the following products:
1. (5x +7) x (3x + 4) 2. (4x +9) x(x —6) 3. (2x +5) x (4x —3)
4. (3y — 8)x(5y
-1) 5. (7x +2y)
x(x + 4y) 6. (9x +5y) x (4x +3y)
7. (3m —4n) x (2m —3n) 8. (x? -a”)x(x-a) 9. (x*—y”)
x(x + 2y)
10. (3p*+q’)x(2p?-3q”) Wi 2Xe = Ota (a 82) elena) (cee Ue)
13. (x*+y*)x(x?-y?) 14. [t+ )x(x+5)]
eo x
Find each of the following products:
15. (x?—3x +7) x(2x +3) 16. (3x7+5x —9) x (3x —5)
17. (x?-xy +y”)x (x+y) 18. (x*+xy +y”)x(x-y)
19. (x°-2x7+5)x(4x-1) 20. (9x?-x +15) x (x?-3)
21. (x?-5x + 8)x(x74+2) 22. (x°-5x7+3x +1)x (x?=3)
23. (3x +2y — 4) x(x -y +2) 24. (x*—5x + 8)x(x?+2x -3)
25. (2x°+3x —7)x(3x?—5x +4) 26. (9x*—x +15)x(x?-x-1)

DIVISION OF ALGEBRAIC EXPRESSIONS

Rule If x is a variable and m, n are positive integers such that m>n then
(se = x") ye

I. DIVISION OF A MONOMIAL BY A MONOMIAL

Rule Quotient of two monomials

= (quotient of their numerical coefficients) x (quotient of their variables)

EXAMPLE 1. Divide:
(i) 8x?y* by -2xy (ii) -15x°yz* by —-5xyz?
Solution We have:
(i) 8x7y° |S = —Axy?.
—2XY —2

(ii) S50 UZ =|S2 Rees

—5xyz” -5
23x, Z = GX Z.

Il. DIVISION OF A POLYNOMIAL BY A MONOMIAL

Rule For dividing a polynomial by a monomial, divide each term of the polynomial by
’ the monomial.
Divide: ; vee
EXAMPLE 2.
(i) 6x°+18x4-3x? by 3x” (ii) 20x°y +12x7y*-10xy by 2xy

Solution (i) (6x°+18x4-3x7)+3x?

s 6x° hs18x* 7 3x?
maken Bxrviir3sx<?
= 9x94 6x? —1.
86
gi Mathemat
nsSiS ics for Class 8

(ii) (2Ox°y +12x?y? -10xy) + 2xy

20% Ul 2k yal OXU

=10x*+6xy —5.
Ill. DIVISION OF A POLYNOMIAL BY A POLYNOMIAL
We may proceed according to the steps given below:
(i) Arrange the terms of the dividend and divisor in descending order of their
degrees.
(ii) Divide the first term of the dividend by the first term of the divisor to obtain the
first term of the quotient.
(iii) Multiply all the terms of the divisor by the first term of the quotient and subtract
the result from the dividend. |
(iv) Consider the remainder (if any) as a new dividend and proceed as before.
(v) Repeat this process till we obtain a remainder which is either 0 or a polynomial of
degree less than that of the divisor.

EXAMPLE3. Divide 2x*+3x +1 by (x +1).

Solution We have:
x +1)2x?4+3x4+1(2x +1
Dy "ax

x+1
x+1

0)
quotient = (2x +1) and remainder = 0.

EXAMPLE 4. Divide 9x —6x?+x°-2 by (x —2).

Solution Arranging the terms of the dividend and the divisor in descending order and then
dividing, we get:

x —2)x°-6x?2+9x -2(x?- 4x41

x7 =oxe

—4x7+9x
= ANABe

quotient = (x* — 4x +1) and remainder = 0.

EXAMPLES. Divide (29x —6x”— 28) by (3x — 4).

Solution Arranging the terms of the dividend and the divisor in descending order and then
dividing, we have:
 Operations on Algebraic Expressions 87

3x — 4) -6x?+29x —-28(-2x +7
—6x*+ 8x
+ =

21x -28
21x —28
- +
x

(29x —6x?- 28) + (3x -— 4) =(-2x +7).

EXAMPLE6. Divide (5x°*-4x
+18) by(3-2x+
?+3x x?).
Solution Clearly, the terms of the dividend are in descending order.
Arranging the terms of the divisor in descending order and then dividing, we get:
x?-2x +3)5x°- 4x?+ 3x+18(5x+6
5x°-10x?+15x
= 8 =

6x?-12x +18
6x?-12x +18
oS ets =
x

(5x°-— 4x?4+3x +18) +(x?-2x

+3) =(5x +6).
EXAMPLE7. Using division, show that (x —1) is a factor of (x°-1).
Solution We have:

1) xen +01 exe

x2 - x?

(x —1) completely divides (x*-1).

Hence, (x —1) is a factor of (x°-1).
EXAMPLE8. Find the quotient and. remainder when (7 +15x — 13x7+5x°) is divided by
(4-3x +x).
Solution Arranging the terms of the dividend and the divisor in descending order and then
dividing, we get:
x?—3x +4) 5x°-13x?+15x +7 (5x +2
5x?-15x7+20x
= a6 =
2x?-5x+7
2x?-6x+8
= + =
x-1
quotient = (5x +2) and remainder = (x — 1).
88 Mathematics for Class 8 .

EXAMPLE9. Divide (10x*+17x°-62x?+30x — 3) by (2x7+7x —1).

Solution The terms of the dividend and that of the divisor are in descending order. So, we
divide them as under:
30x -3 (5x?-9x +3
2x2 +7x —1)10x*+17x°-62x7+
10x. £355 xe
- = +
—18x*—57x7+30x'=3
~18x°?-63x7+9x
+ + =
6x? +21x=3
6x7+21x-3
i
x

(10x*+17x°?-
62x? + 30x —3) +(2x?+7x -1) = (5x?-9x +3).

EXERCISE 6C
1. Divide:
(i) 24x*y° by 3xy (ii) 36xyz* by -9xz
(iii) -72x?y?z by -12xyz (iv) -56mnp* by 7mnp
2. Divide:
(i) 5m°-30m?+ 45m by 5m (ii) 8x?y?-6xy*+10x*y* by 2xy
(iii) 9x?y —6xy +12xy” by —3xy (iv) 12x*+ 8x°-6x? by -2x?
Write the quotient and remainder when we divide:
3. (x?- 4x + 4) by (x —2) 4. (x* — 4) by (x +2)
5. (x?+12x +35) by (x +7) 6. (15x7+x —6) by (3x +2)
7. (14x?-53x + 45) by (7x -9) 8. (6x?—31x + 47) by (2x —5)
9. (2x°+x?-5x
—2) by (2x +3) 10. (x°+1)
by (x +1)
11. (x*-2x°+2x7+x + 4) by (x7+x +1) 12. (x°—6x7+11x —6) by (x?-5x +6)
13. (5x°-12x7+12x +13) by (x*-3x + 4) 14. (2x°-5x*+ 8x —5) by (2x?-3x +5)
15. (8x*+10x°-5x?—- 4x +1) by (2x74x -1)

borer

SOME SPECIAL PRODUCTS

(SPECIAL IDENTITIES)
An identity is an equality, which is true for all values of the variables.
The following three identities are very important.

Identity 1: (a+b)? =a*+2ab+b?’.

Proof We have:
(a+b)? =(a+b)(a+b)
=a(a+b)+b(a+b)
=a’+ab+ba+b?
= a’*+2ab+b? [since ba = ab]
(a+b)? =a? +2ab+b?.
 Operations on Algebraic Expressions 89
Identity 2: (a-b)’ =(a?-2ab+b?).
Proof We have:
(a —b)* =(a—b)(a
-b)
= a(a—b)-b(a-b)
=a" —ab=bartep*
=Q -ab—ab+p- = ab]
[since ba
= 2ab 4 b-.
(a —b)? =(a*-2ab+b?).
Identity 3: (a +b)(a —b) =(a?-b?).
Proof We have:
(a+b)(a
—-b) = a(a —b)+b(a —b)
=a’*-—ab+ba-—b?
=a’-ab+ab-—b? [since ba = ab]
= =D
(a+ b)(a —b) =(a?-b?).
REMARK We may write these identities as:
(i) (a+ b)* =a7+b? 42ab
(ii) a — b)” = a*+b*—2ab
(iii) (a + b)(a
— b) = (a?-b’)

APPLICATIONS OF THE ABOVE IDENTITIES

EXAMPLE 1. Find each of the following products:
(i) (8x + 2y)(3x + 2y) (ii) (4x7 +5)(4x74+5)
Solution We have:
(i) (8x +2y)(3x + 2y) = (3x +2y)’
j = (3x)?+(2y)?+2x3xx2y [using (a + b)? =a?+b?+2ab]
= 9x74 4y7+12xy.
(3x + 2y)(3x + 2y) =9x?+ 4y7+12xy.
(ii) (4x? +5)(4x745) =(4x7+5)?
= (4x7)?+57+2x«4x?x5 [using(a + b)? =a?+b*+2ab]
=16x*+25+ 40x’.
: mises: Bir)
EXAMPLE 2. Expand: (i) (2x +5y) (ii) gue

Solution We have:
(i) (2x +5y)? = (2x)? + (Sy)? +2 x 2x x 5y [i (a+b)? =a’+b’+2ab]
= 4x?4+25y*+20xy.
3
Es ie
Pe
2 |e
2 aera
—b| +2x—ax—b
Dep <3 Rg
(x+y)? =x7+y7+2xy]
ae (Fa+3b) (Fa) (3 aed

EXAMPLE 3. Find each of the following products:

(i) (4x —7y)(4x — 7y) (ii) (8x?—4y?)(3x?- 4y”)
90 Mathematics for Class 8

Solution We have:
(i) (4x —7y)(4x - 7y) = (4x - 7y)?
= (4x)?+(7y)?-2 x 4x x Ty [ (a—b)? =a’+b*-2ab]
=16x?+ 49y*—56xy.
(4x — 7y)(4x — 7y) = 16x? + 49y*- 56xy.
(ii) (8x?- 4y?)(3x?- 4y”) = (3x?- 4y”)?
= (3x7)? + (4y7)-- 2x 3x 6 4y
[. (a—b)? =a’?+b’-2ab]
=9x*+16y*-24x7y’.
(3x?- 4y?)(3x?- 4y7) = 9x*+16y*-24x7y’.
? So a5i-ay
EXAMPLE 4. Expand: (i) (3x —2y) (ii) 7 er:

Solution Wehave:
(i) (8x —2y)? = (3x)? + (2y)?-2x
3x x 2y [. (a-—b)? =a?+b?-2ab]
=9x7+ 4y?-12xy.

Hie pee. (3 )+(2 ) -2%8 2

Game) ela) led aP*64
Aaa recalee Maapc
Fig? 367% vate
EXAMPLES 5. Find each of the following products:
(i) (4x + 5y)(4x
— 5y) (ii) (3x7 + 2Qy?)(38x?-2y”)
Solution We have:
(i) (4x + 5y)(4x —5y) = (4x)?- (5y)? [. (a+b)(a—b) =(a*-b?’)]
= (16x?-25y”).
(ii) (8x7+ Qy?)(3x?-2y”) = (3x7)?-(2y”)? [. (a+b)(a—b) =(a?-b?)]
= (9x* — 4y*).
EXAMPLE 6. Evaluate the following, using identities:
(i) (105)? (ii) (47)? (iii) (8.3 x 7.7)
Solution We have:
(i) (105)? = (100 +5)?
= (100)*+ (5)? +2x100x5 [using
(a + b)? =a’*+b*+2ab]
= 10000 + 25 +1000 =11025.
(it) (47)? = (50-3)?
= (50)*+(3)?-2x50x3 [using
(a — b)? = a?+b?-2ab]
= 2500 + 9 — 300 = 2209.
(iii) (8.3 x 7.7) = (8 + 0.3)(8 — 0.3)
= (8)?-(0.3)? [using (a + b)(a
— b) = (a?- b”)]
= 64 -0.09 = 63.91.
EXAMPLE 7. Find the value of the expression 25x’ +9y*+30xy, when x = 8 and y =10.
Solution We have:
25x*+9y?+30xy = (5x)? +(3y)?+2 x 5x x 3y
= (5x +3y)? [. a*+b?+2ab =(a+b)?]
= (5x 8+3.x10)’, when x = 8 and y =10
= (70)” = 4900.
 Operations on Algebraic Expressions 91

EXAMPLE8. Find the value of the expression (81x2+ 16y*-72xy), when x = Fand y = =.

Solution We have:
(81x*+16y*-72xy)= (9x)?+(4y)?-2 x 9x x 4y
= (9x —4y)? [. a?+b?-2ab =(a—b)’]
2 4 —3); ; 2 3
= [ 3
9 x= <4) when x =—_— ae =— 4

=(6-—3)° =(3)? =
1
EXAMPLE9. If x im = 5, find the values of (i) x? ee and (ii) x* A!
x ve
Solution We have:

W) 9 x42 ic ee Ly" _
ln colonia 6 [on squaring both sides]

= xy ehoneuy Sos
x x
= x24 +2=25
x
= ote = (25
- 2)
x
vase - =23
x

(ii)akx aea! Say Ss: [xmelas

aes) = (23) 2 [on squaring both sides]

=
nn
Kate, + 2 XX
oS Ae = 029
x Ne
=> x*+ a: 2 =529
x
=> xt+— x = (529-2)
= oe= 527.
oe;

EXERCISE 6D

1. Find each of the following products:

(i) (x« +6)(x +6) (ii) (4x +5y)(4x + 5y) +a
(iii) (7a + 9b)(7 9b)
Dea 2. ood 5 5
(vite ee lak aoe W) (x*+ DEE (vi) [Za?+2)(Za%2]

2. Find each of the following products:

Fal iees 5 3 5
(i) (x -—4)(x - 4) (ii) (2x —3y)(2x —3y) an ($x-2y]($x-2y)
3 3
1 1 ial ce aE
(iv) (xol a

3. Expand:
(i) (8a + 3b)? (ii) (7x +2y)? (iii) (5x +11)?
92 Mathematics for Class 8

2 2

(iv) eS (v) ee al (vi) (9x —10)?

4 9
2

(vii) (x*y
—yz")? (viii) (X_Y) us [3m-2n]
yar 5
4. Find each of the following products:
(i) (x +3)(x -3) (ii) (2x +5)(2x -5) (iii) (8 + x)(8 —x)

)
(iv) (7x +11ly)(7x : -—11y) (v) [5x tau Mees J[s« eae
au yf asst
(vi ins z os2
a

(vii) [x2 ale £ 2) (viii) e : Fle : a (ix) [20s =b |(24z a

b
x x X. BU) Oe
5. Using the formula for squaring a binomial, evaluate the following:
(i) (54)? (ii) (82)? (iii) (103)? (iv) (704)?
6. Using the formula for squaring a binomial, evaluate the following:
(i) (69)? (ii) (78)? (iii) (197) (iv) (999)?
7. Find the value of:
(i) (82)?-(18)? e238)
2 72)- (iii) 197
x 203
(iv) 198x198-102x102 (vy) (14.7x15.3) (vi) (8.63)?
—(1.37)?
96
8. Find the value of the expression (9x7 + 24x +16), when x = 12.
4
9. Find the value of the expression (64x*+ 81y?+144xy), when x =11 and y = ae

10. Find the value of the expression (36x* + 25y” —60xy), when x = :and y = :

11. Ut x+ |=4,find thevaluesof «w(x? +5) and ai) (x*+—5).

x x x4

12. Ut x=1 =5,find thevalues of w(x? +5) and an) x*+—5

x xX

13. Find the continued product:

(i) (x +1)(x -1)(x?+1)
(ii) (x —3)(x +3)(x7+9)
(iii) (8x —2y)(38x + 2y)(9x7+ 4y’)
(iv) (2p +3)(2p -3)(4p7+9)
14. Ifx+y =12 and xy =14, find the value of(x?+y’).
15. Ifx—y =7 and xy =9, find the value of(x?+y’).

EXERCISE 6E
OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. The sum of(6a + 4b —c +3), (2b —3c + 4), (11b —7a + 2c -1) and (2c—5a —6) is
(a) (4a -6b +2) (b) (-3a+14b-3c+2) (c) (-6a+17b) (d) (-6a+6b+c-—4)
 Operations on Algebraic Expressions 93
2. (3q+7p? -2r* + 4)-(4p? -2q+7r? -3) =?
(a) (p? +2q+5r°
+1) (b) (l11p*+q+5r°* +1)
(c) (-3p”? —5q+9r* -7) (d) (3p? +5q—-9r* +7)
- (x +5)(x
—3) =?
(a) x* $5x=15 (Die 320245 (c) Meron 15 (d) x? +2x-15
-1)x=?
- (2x +3)(8
(a) (6x7 +8x-3) (b) (6x? + 7x —3) (c) 6x? -7x -3 (d) (6x? — 7x +3)
- (x +4)(x
+4) =?
(a) (x? +16) (b) (x?
+ 4x +16) (c) (x* + 8x +16) (d) (x? +16x)
. (x —6)(x
—6) =?
(ayetx 136} (b) (x? +36) (c) (x* —-6x +36) (d) (x? -12x +36)
. (2x+5)(2x -—5) =?
(a) (4x? +25) (D425) (c) (4x? -10x +25) (d) (4x? +10x —25)
.8a-b* =(—2ab).=.?
(a) 4ab’ (b) 4a7b (c) —4ab’ (d) —4a’b
Mieke Ox 81) = Oe +1) =?
(a) (< +1) (b) (2x +1) (c) (x +3) (d) (2x +3)
2 (C7 = 49)
c= 2) =?
(a) (x-2) (Db) ta 2) (c) (22x) _ (d) (2+x+x7)
. (a+l1)(a-1)(a? +1) =?

Stee
(a) (a*-2a’-1) (b) (a*-a? -1) (c) (a* -1) (d) (a* +1)

nfs] od)
12.
x YX Y

(d)

13. u(x+2)=5,then{ x? +2 |=7

Ms x
(a) 25 (b) 27 (c) 23 (d)

14. u{x-2)=6 then x?toa}?

x x
(a) 36 (b) 38 (c) 32 (d)

15. (82)? -(18)? =?

(a) 8218 (b) 6418 (c) 6400 (d)
16. (197
x 203) =?
(a) 39991 (b) 39999 (c) 40009 (d)
17. If(a +b) =12 and ab =14, then (a* +b’) =?
falas 2 (b) 116 (c) 162 (d)
18. If (a — b) = 7 and ab =9, then (a” + b*) =?
(a) 67 (b) 31 (c) 40 (d)
If x= 10, then the value of (4x* + 20x +25) =?

I
19.

(a) 256 (b) 425 (c) 625 (d) 575

94 Mathematics for Class 8
a
en a A AAT ES

1. While adding algebraic expressions, we add the like terms. The sum of several like terms is another
like term whose coefficient is the sum of the coefficients of those like terms.
2. For subtraction, change the sign of each term to be subtracted and then add.
3. Product of two monomials = (product of their coefficients) x (product of their variables).
_ 4, For multiplying two polynomials, multiply each term of the multiplicand by each term of the
multiplier and take the algebraic sum of these products.
5. Quotient of two monomials = (quotient of their coefficients) x (quotient of their variables).
6. For dividing a polynomial by another polynomial, proceed according to the following steps:
(i) Arrange the terms of the dividend and divisor in descending order of their degrees.
(ii) Divide the first term of the dividend by the first term of the divisor to obtain the first term of
the quotient.
(iii) Multiply all the terms of the divisor by the first term of the quotient and subtract the result from
the dividend.
(iv) Consider the remainder (if any) as a new dividend and proceed as before.
(v) Repeat the process till we obtain a remainder which is either 0 or a polynomial of degree less
than that of the divisor.
7. (i) (a+b)? =a? +2ab+b?
(ii) (a —b)? =a? —2ab+b’
(iii) (a + b)(a — b) =(a” — b”)
 Factorisation

FACTORS When an algebraic expression can be written as the product of two or more
expressions, then each of these expressions is called a factor of the given
expression.

FACTORISATION The process offinding two or more expressions whose product is the given
expression is called _factorisation.

NOTE Factorisation is the reverse process of multiplication.

EXAMPLE Look at the examples given below:

| a - Product .
(i) 3x(4x —5y) =12x7 —-15xy 12x? -15xy =3x(4x — 5y)

(li) (x +3)(x —2) =x? +x =6 x + X—6.= (x +3)(x—2)

(iii) (2a + 3b)(2a -3b) = 4a? —9b’ 4a* -9b? =(2a+3b)(2a —-3b)

1. FACTORISATION WHEN A COMMON MONOMIAL FACTOR OCCURS IN EACH TERM

METHOD -_ Step 1. Find the HCF of all the terms of the given expression.
Step 2. Divide each term of the given expression by this HCF.
Step 3. Write the given expression as the product of this HCF and the quotient
obtained in step 2.

EXAMPLE1. | Factorise each of the following:

(i) 5x +20 Ai) 2n7-43n (iii) 3x?y —6xy? —9bc
(iv) Gab

Solution We have:
: (i) 5x +20 =5(x + 4) (ii) 2n? +3n =n(2n +3)
(iti) 38x?y — 6xy? = 3xy(x - 2y) (iv) 6ab —9bc = 3b(2a - 3c)

EXAMPLE2. Factorise: (i) 18a°*—27a°b (ii) 12a*b —Q9ab? + 6ab

Solution (i) HCF of 18a° and 27a’b is 9a’.

18a° —27a’b = 9a’(2a — 3b).
(ii) HCF of 12a”b, ab’, Gab is 3ab.
12a*b —Q9ab? +6ab = 3ab(4a — 3b + 2).
95
96 Mathematics for Class 8

2. FACTORISATION WHEN A BINOMIAL IS COMMON

METHOD -__ Step 1. Find the common binomial.

Step 2. Write the given expression as the product of this binomial and the
quotient obtained on dividing the given expression by this binomial.

EXAMPLE 3. Factorise:
(i) 5a(2x — 3y) + 2b(2x — 3y) (ii) 8(4x + 5y)” -12(4x + 5y)
Solution We have:
(i) 5a(2x — 3y) + 2b(2x — 3y) = (2x —3y)(5a + 2b).
(ii) 8(4x +5y)? —12(4x +5y) = 4(4x + 5y) -{2(4x + 5y) — 3}
= 4(4x + 5y)(8x +10y — 3).

3. FACTORISATION BY GROUPING
Sometimes the terms of the given expression need to be arranged in suitable groups in
such a way that all the groups have a common factor. After this arrangement factorisation
becomes easy.

METHOD Step1. Arrange the terms of the given expression in groups in such a way that
all the groups have a common factor.
Step 2. Factorise each group.
Step 3. Take out the factor which is common to all such groups.

EXAMPLE 4. Factorise:
(i) a” +bc+ab+ac (ii) ax* + by” + bx? + ay?
Solution By suitably rearranging the terms, we have:
(i) aX +bc+ab+ac=a’*+ab+ac+bc
=a(a+b)+c(a+b)
=(a+b)(a+c).
(ii) ax* + by* + bx” +ay? =ax? +ay” + bx*® + by’
= a(x? +y7)+Db(x? +y7)
=(< +y (a+b).
EXAMPLE 5. Factorise:
(J1+a+act+a’c (ii) xy — pq + qy — px
Solution We have:
(i) 1+a+ac+a’c =(1+a)+(ac+a?’c)
=(1l+a)+ac(l+a)
=(l+a)(l+ac).

(ii) xy — pq + qy — px = (xy — px) +(qy — pq)

wxXU qip)q(y =p)
=(y — p)(x +q).
EXAMPLE6. Factorise: ab(x* +y*)+xy(a? +b’).
Solution We have:
ab(x* +y*)+xy(a” +b?) = abx? + aby” +a?xy + b2xy
= (abx* + a’xy) +(aby? + b?xy)
= ax(bx + ay) + by(ay + bx)
= ax(bx + ay) + by(bx + ay)
= (bx + ay)(ax + by).
 Factorisation
ence rr—Ci 97
ee

EXERCISE 7A
Factorise:
tei) 12x--15 (ii) 14m-21 (iii) 9n —12n?
2. (i) 16a* —24ab (ii) 15ab? -20a?b (ii) 12x7y* -21x%y?
3. (i) 24x° —36x7y (il s1Ox>—15x7 (iii) 36x°y —60x?y*z
4. (i) 9x* —6x? +12x (ii) 8x7 —72xy +12x (iii) 18a°b*® —27a7b*® +36a°b?
5. (i) 14x° +21x4y-28x2y? (ii) -5 -10t + 20¢2
6. (i) x(x +3) +5(x +3) (ii) 5x(x - 4) - 7(x - 4) (iii) 2m(1 —n) + 3(1 —n)
7. 6a(a —-2b)+5b(a —- 2b) 8. x°(2a—b)+x?(2a—b) 9. 9a(3a —5b) -12a?(3a —5b)
10) (x725)*—4(x +5) 11. 3(a—2b)? —5(a-2b) 12. 2a+6b-3(a+3b)?
13. 16(2p-—3q)* -4(2p-—3q) 14. x(a-3)+y(3-a) 15. 12(2x —3y)” -16(3y — 2x)
16. (x +y)(2x +5)-(x+y)(x +3)17. ar+br+at+bt 18. x* —ax —bx +ab
19. ab* —bc* —ab+c’ 20. x* —xz+xy -YyZ 21. Gab — b? +12ac -2bc
22. (x -2y)* + 4x - 8y 23. y* —xy(1-x)-x* 24. (ax + by)* + (bx — ay)?
25. ab* +(a-1)b-1 26. x° —3x7 42-3 27. ab(x” +y7)-—xy(a +b”)
’
28. x* —x(a+2b)+2ab

SOLVED EXAMPLES
EXAMPLE 1. Factorise:
(i) 49x? -16y” (ii) 64 — x? (iii)
y? -121
Solution We have:
(i) 49x? —16y? =(7x)? —(4y)? = (7x + 4y)(7x - 4y).
(ii) 64 —x? =(8)? —x” =(8+x)(8-x).
(iii) y? -121 = y? -(11)* =(y +1 1)(y -11).

EXAMPLE 2. Factorise: :
(i) 48a” —243b? (ii) x? —25x (iii) 3x? — 48x

Solution We have:
(i) 48a? —243b? = 3(16a? — 81b”) = 3 -{(4a)* -(9b)”} = 3(4a + 9b)(4a — 9b).
(ii) x? —25x = x(x? —25) = x(x +5)(x —5).
(iii) 3x° — 48x = 3x(x? —16) = 3x(x + 4)(x — 4).

EXAMPLE3. Factorise: 25(x +y)* —36(x -2y)’.

Solution We have: ‘ ;
95(x + y)? —36(x —2y)? = {5(x + y)}* —{6(x - 2y)}
= {5(x + y) + 6(x — 2y)H{5(x + y) — 6(x — 2y)}
=(llx —7y)(17y —x).
98 Mathematics for Class 8

EXAMPLE 4. Factorise: 4x” —y* +6y-9.

Solution We have:
4x? -y? +6y —9 = 4x? -(y* -6y +9)
= (2x)? -(y -3)?
= (2x + y —3){2x -(y —3)}
=(2x+y-3)(2x-y +3).

EXAMPLES. Evaluate: (i) (502)? — (498)? (ii) (8.6)? — (1.4)?

Solution We have:
(i) (502)* —(498)” = (502 + 498)(502 — 498)
= (1000 x 4) = 4000.
(ii) (8.6)? -(1.4)? =(8.6+1.4)(8.6 -1.4)
=(10 x 72)=

EXERCISE 7B
Factorise:
1. x? -36 2. 4a? -9 3. 81-49x?
4. 4x? -Q9y’ 5. 16a? —225b? 6. 9a*b’? —-25
7. 16a? -144 8. 63a? -112b? 9. 20a? - 45b?
10. 12x? -27 11. x° -64x 12. 16x° -144x°
18. 3x° — 48x° 14. 16p° —4p 15. 63a"b* —7
16. 1-—(b-c)? 17. (2a+3b)? -16c? :e 18. (+m)? —(l-—m)?
19. (2x +5y)* -1 20. 36c? —-(5a+b)? 21. (3x — 4y)? — 252?
22. x?-y*-2y-1 23. 25-a*—b? -2ab 24. 25a”? — 4b? + 28bc — 49c?
25. 9a” -b* +4b-4 26. 100 —(x —5)?
27. Evaluate {(405)” —(395)”}. 28. Evaluate {(7.8)” —(2.2)}.

5. FACTORISATION WHEN GIVEN EXPRESSION IS A PERFECT SQUARE

FORMULAE:
(a? +b? +2ab =(a+ by? (ii) a 4 pb?-2ab ala
= - b)?

SOLVED EXAMPLES
EXAMPLE 1. Factorise:
(i) x? +10x +25 (ii) x? —-20x +100

Solution We have:
(i) x7 +10x +25 =x? +(5)?4+2xxx5 =(x +5)?,
(ii) x? —-20x +100 = x? +(10)? =2«
x «10 = (x -10)?.

EXAMPLE 2. Factorise:
(i) 4x* + 9y? +12xy (ii) a* +25b* -10a*b?
 Factorisatio
ee ee n t—t—i—C 99

Solution We have:

(Max +9y* +12xy =(2x)? + (By)? 42% 2x x By

(2x +3u)2,
(ii) a* + 25b* -10a?b? =(d°) (obd) 2) %.d.u% bbe
= (a? -5b?)?.

EXERCISE 7C
Factorise:
1. x7 +8x+16 2. x° +14x +49 3.14+2x+x?
4. 9+6z+2" 5. x* +6ax+9a’? 6. 4y? +20y +25
7. 36a? +36a +9 8. 9m? +24m+16 9. zat
10. 49a’ + 84ab + 36b? 11. p?-10p+25 12. 121la”— 88ab +16b”
13. 1-6x +9x? 14. 9y? -12y+4 15. 16x? —24x +9
16. m* —4mn+4n? 17. a*b” —6abc +9c” 18.m 42mn+n
19. (l+m)?-—4lm_ Hint. Given exp. =1? +m? +2Im-—4Im =(l? +m? -2Im).

6. FACTORISATION OF QUADRATIC TRINOMIALS

For factorising
(x* + px + q), we find two numbers a and b such that(a + b) = pand ab = q. Then,
x? 4+px+q=x* +(at+b)x+ab =(x +a)(x +b).

SOLVED EXAMPLES

EXAMPLE1. Factorise: (i) x*+8x+15 (ii) x? +15x +56

Solution (i) The given expression is x” + 8x +15.
Find two numbers whose sum = 8 and product = 15.
Clearly, the numbers are 5 and 3.
x? +8x4+15=x74+5x+3x+15
= x(x +5)+3(x +5)
=(x +5)(x +3).
(ii) The given expression is x* +15x +56.
Find two numbers whose sum = 15 and product = 56.
Clearly, such numbers are 8 and 7.
x? +15x +56 =x? +8x+7x +56
= x(x + 8) +7(x + 8)
=(x + 8)(x +7).

EXAMPLE2, Factorise: (i) x* —7x +12 (ii) x? +x -56

Solution (i) The given expression is x* — 7x +12.

Find two numbers whose sum = —7 and product = 12.
Clearly, such numbers are (—4) and (-3).
100 Mathematics for Class 8

x7 7x $12 =x? = 4x 3x $12 =) le)

= (x —4)(x -3).
(ii) The given expression is x? +x —-56.
Find two numbers whose sum = 1 and product = -56.
Clearly, such numbers are 8 and —7.
+ 8)—7(xx+ 8)
x? +x -56 =x? + 8x —7x —56=x(
= (Xx -10) (Xie 0):

METHOD _ Split b into two parts whose sum = b and product = ac.
Now, we proceed as above to factorise, as shown below.

EXAMPLE3. Factorise: (i) 2x? +9x+10 (ii) 6x? +7x-3

Solution (i) The given expression is 2x* +9x +10.
Find two numbers whose sum = 9 and product = (2 x 10) = 20.
Clearly, such numbers are 5 and 4.
2x7 +9x +10 =2x* +5x+4x+10
= x(2x +5) +2(2x +5)
= (2x +5)(x +2).
(ii) The given expression is 6x* + 7x -3.
Find two numbers whose sum = 7 and product = 6 x (—3) = -18.
Clearly, such numbers are 9 and —2.
6x? +7x -3 =6x? +9x-2x-3
=3x(2x +3) —(2x +3)
= (2x +3)(3x —1).
EXAMPLE4. Factorise: (i) 15x” —26x+8 livor —4x—4
Solution (i) The given expression is 15x* — 26x +8.
Find two numbers whose sum = —26 and product = (15 x 8) = 120.
Clearly, such numbers are -20 and -6.
15x* —26x +8 =15x? -20x -6x +8
= 5x(3x — 4) —2(3x - 4)
= (3x — 4)(5x — 2).
(ii) The given expression is 3x* — 4x — 4.
Find two numbers whose sum = —4 and product = 3 x (— 4) = -12.
Clearly, such numbers are -6 and 2.
3x? -4x -4.=3x? -6x +2x-4
= 3x(x —2)+2(x -—2)
= (x —2)(8x +2).

EXERCISE 7D
Factorise:
1. x7 +5x+6 2. y> +10y+24 3. z* +122427
4. p’>+6p+8 5B. x> +15x +56 6. y* +19y.+60
7. x? +13x +40 8. q* -10q+21 9. p> +6p-16
10. x? -10x +24 11X72 938x449 12° X72 17x 416
 Factorisation 101

13. y* -21ly
+90 14. x? -22x +117 15. x’ -9x +20
16. x? +x -132 17. x? +5x-104 18. y? +7y -144
19. z? +19z-150 20. Yor yn. 21.a’+6a-91
22. p’ -4p=77 23. Ke 1080 24. x* -11x -42
25x 5x24 26. y” —6y -135 272 127 45
28x Ax 12 29. 8x? +10x +8 30. 3y* +14y +8
SI,-3z -10z+8 32. 2x7 +x-—45 33. 6p? +11p-10
34. 2x” -17x —30 35. 7y* -19y-6 36. 28 -31x —-5x?
37. 34+23z- 82? 38. 6x? -5x-6 39. 3m? +24m+36
40. 4n* —-8n+3 41. 6x? -17x-3 42.71X2—=19xX=6
saat
Ue es vem |

EXERCISE 7E
OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. (7a” -63b”) =?
(a) (7a —9b)(9a + 7b) (b) (7a —9b)(7a + 9b)
(c) 9(a —3b)(a + 3b) (d) 7(a —3b)(a +3b)
2. (2X=32x*) =?
(a) 2(x — 4)(x + 4) (b) Ox(B 2x)-
(c) 2x(1+2x)? (d — 2x(1 — 4x)(1 + 4x)
3. x° -144x =?
(a) x(x —-12)? (b) x(x +12)?
(c) x(x —12)(x +12) (d) none of these
4. (2=50x?)=?
(a) 20. —5x)? 2(1+5x)?
(c) (2-—5x)(2 + 5x) 2(1-—5x)(1+ 5x)
5. a? +bc+ab+ac=?
(a) (a+b)(a+c) (a+b)(b+c)
(c) (b+c)(c+a) a(a+b+c)
6. pq? +q(p-l1)-1=?
(a) (pq +1)(q -1) P(g +1\(q—-1)
(c) q(p-1)(q +1) (pq -1)(q +1)
7. ab—mn+an-—bm=?
(a) (a—b)\(m—-n) (a -—m)(b+n)

(c) (a —n)(m + D) (m-—a)(n — b)

8. ab-a-b+l=?
(a) e(Qy1)(D.= 1) (1—a)(1 — b)
(claia ijl 5b) US a}(b-1)
9. x? -xz+xy-Yyz=?
(a) (x —y)(x +2) (x —y)(x - Z)

(c) (x +y)(x
- 2) (x —y)(Z-x)
102 Mathematics for Class 8

10. (12m = 27) =:0

(a) (2m -—3)(3m -9) (b) 3(2m —9)(3m -1)
(c) 3(2m -3)(2m +3) (d) none of these
11. x°*-x=?
(a) x(x? -x) -x”)
(b) x(x
(c) x(1+x)(1-x) (d) x(x +1)(x -1)
12. 1—2ab—(a@i-bi) =?
(a) l+a-—b)(l+a+b) (b) (l+a+b)1-a+b)
(c) l+a+b)(l-—a-—b) (d) (l+a-—b)(1-a+b)
13. x7 +6x+8=?
(a) (x +3)(x +5) (b) (x +3)(x + 4)
(c) (x +2)(x + 4) (d) (x +1)(x + 8)
14. x? +4x-21=?
(a) (x —7)(x +3) (b) (x +7)(x -3)
(eC) ea) (cr3) taser (x43)
15. y?+2y-3=?
(a) (y-1)(y +3) (b) (y+1)(y -3)
(c) (y-1)(y -3) (d) (y+2)(y -3)
16. 40+3x=-x"? =?
(a) (x +5)(x
- 8) (b) (5-x)(8 +x)
(c) (5 +x)(8 -x) (d) (5 —x)(8 — x)
17. 2x7 4+5x+3=?
(a) (x +3)(2x +1) (b) (x +1)(2x +3)
(c) (2x +5)(x -3) (d) none of these
18. 6a? -13a+6=?
(a) (2a +3)(3a -2) (b) (2a —3)(8a + 2)
(c) (3a —2)(2a —3) (d) (3a +1)(2a - 3)
19. 4z* -82+3=?
(a) (2z-1)(2z-3) (b) (2z +1)(3 -2z)
(c) (2z2+3)(3z-1) (d) (z-1)(4z -3)
20. 3+23y —8y? =?
(a) (1— 8y)(3 + y) (b) (1+ 8y)(3 -y)
(c) (1- 8y)(y - 3) (d) (8y —1)(y +3)
 8 Linear
Equations

In the previous class, we had learnt about linear equations and their solutions. However, we will
review these facts again and also take up new types of linear equations.

Equation An equation is a statement of equality of two algebraic expressions involving one

or more unknown quantities, called variables.
An equation involving only linear polynomials is called a linear equation.
Some examples of linear equations are given below:
(Neco oa 72x (ii) 3(y -5) =6
Hilbeeopeeo
ee (iv) 22° peeee.
5 4 2 5
Rules for solving a linear equation
(i) We can add the same number on both sides of the equation.
(ii) We can subtract the same number from both sides of the equation.
(iii) We can multiply both sides of the equation by the same nonzero number.
(iv) We can divide both sides of the equation by the same nonzero number.

then q(ax + b) = p(cx + d).

cx+d q
This process is called cross multiplication. |
(vi — Transposing: Any term of an equation may be taken to the other side with a change
in its sign.
This process is called transposition.
Soe
Thus, 5x+7=2x+1 => 5x-2x=(1-7); 5xx7y=9x => 5x =9x+7y Err

ILLUSTRATIVE EXAMPLES
EXAMPLE 1. Solve: 8x =20 + 3x.

Solution 8x =20+3x => 8x-3x =20

=> ebx=220
20
x=—=4
=% 5
103
104 Mathematics for Class 8

EXAMPLE 2 olve:
Sol =reat camee
fi
3 3

Solution 25 eS
oe)

| —

* I EAwOlN
|

3
Y pas Il x [multiplying both sides by 3!
WI)
maEb» tS
| Sy

EXAMPLE 3. Solve: ag + Lay ajes

4 6

Solution Lipase 7
4
=> 3x+2x=12x —84 [multiplying both sides by 12, the LCM of 4 and 6]
=n 5x = 12x — 84
=> 12x -5x = 84 [by transposition]
=> 7x = 84

—.2G= (S) =12.

ff
Hence, x = 12.

EXAMPLE 4” |GofpoteuanGy USS oSuc4

5 8

Solution y+6 y-3 = Sy-4

4 5 8
=> 10(y +6)+ 8(y —3) =5(5y - 4)
[multiplying throughout by 40, the LCM of 4, 5 and 8]
=> 10y +60+8y -24=25y - 20
=> 25y -10y —- 8y =60 - 24+ 20 [by transposition]
SCY =.50

= yams
7
Hence iS

EXAMPLES. /Golte, = ene

2x+1 3

Solution ae = t
2xX+1 3
=> 3(3x +5) =(2x +1) [by cross multiplication]
= 9x +I15>2x +1
= 9x —2e=-15
=> 77x=-14
 Linear Equations 105

= a
7
Hence,
x = - 2.

EXAMPLE 6. _ 6x+7 4x45

Solve
Bx42 2x43

Solution 6x +7 _ 4x+5
3x42 2x43
Y (6x + 7)(2x + 3) =(4x + 5)(8x + 2) [by cross multiplication]
=> 12x” + 32x +21 =12x? +23x +10
el 2G Ol 12x — 23x =10 alk
=O Xele

EXERCISE 8A
Solve:
i. 8x +3=27+2x 2. 5x+7=2x-8 8. 2z-1=14-2Zz

4. 9x +5 = 4(x -2)+8 5. Hay 6. Bx +5 =2x +1

. 15(y — 4) -—2(y —9) + 5(y +6) =O 8. 3(5x — 7) —2(9x -11) = 4{8x -13)-17

x0 XS oe sk 10 st-2 2t43 27,

2 5 2 4 3 3
ax+7 Sx+11_2x+8 | By acidic bYis 1 _ 3x +10
11.
5 2 3 6 2
1 1 2(z-—4) 1
13. 5x aay
gt) a (x+35
phd | 14. 4- 3 =—(2z+5
5 | )

3(y —5) a (y —3) ie 8x-3_,

15.
eR a5 3x
6y-5 7
17. oe ate (pe ao aemn Tog
7 -—6x 5x +2 2y 9

2-92 ie 1 4x+7 1 22. tyra

20.
17-4z 5 9=3x 4° y+2 3

15(2-y)-5(y+6) _ 15 owt 2X LOX) a5. _(m=1)_,_(m-2)

23.
1-—3y 9x -(3+4x) 6 2 3

38x+5 3x+4 7 OX ao ge aal 2-7x _3+7x

26.
Ax+2 4x+7 5 LO 1-5x 44+5x
106 Mathematics for Class 8

APPLICATIONS OF LINEAR EQUATIONS

EXAMPLE 1. Two numbers are in the ratio 5: 8. If the sum of the numbers is 182, find the
numbers.
Solution Let the numbers be 5x and 8x.
Then, 5x + 8x =182
=> 13x =182
182
= =|—— |=14
a Ge
: one number = (5 x 14) = 70.
Other number =(8 x 14) =112.

’ EXAMPLE 2. The sum of the digits of a two-digit number is 15. If the number formed by
reversing the digits is less than the original number by 27, find the original
number. Check your solution.
Solution Let the digit in the units place be x.
Then, the digit in the tens place = (15 — x).
original number = 10 x (15 — x) + x = (150 — 9x).
On reversing the digits, we have x at the tens place and (15 — x) at the units place.
new number = 10x + (15 — x) = (9x +15).
Now, (original number) — (new number) = 27
= (150 -9x) - (9x +15) =27
=> 135 -18x =27
=> 18x =(135 - 27)

x= (ae) =6.
18
. in the original number, we have units digit =.6 and tens digit = (15 — 6) =9.
Hence, the original number is 96.
CHECK: The sum of the digits in the original number = (9 + 6) = 15.
The new number obtained on reversing the digits = 69.
(original number) — (new number) = (96 — 69) = 27.
Thus, both the given conditions are satisfied by 96.
Hence, the original number = 96 is correct.

EXAMPLE 3. The denominator of a rational number is greater than its numerator by 3. If 3 is

subtracted from the numerator and 2 is added to its denominator, the new
1
number becomes 5. Find the original number. Check your solution.

Solution Let the numerator be x.

Then, the denominator = (x + 3).
3) Se I
(x+3)+25
Xe
=> = =
x+5 5
= ¢9(x =3) =(x +5) [by cross multiplication]
=> 5x-15=x+5
 Linear Equations 107

=> 4x=20
= 35 lee
numerator = 5 and denominator = (5 + 3) = 8.

Hence, the original fraction is 2

CHECK: Original fraction = z.

’ (denominator) - (numerator) = (8 — 5) =3.

Thus, the denominator is 3 more than the numerator.
Piteh Vel

5
Thus, 5 satisfies each of the given conditions.

Hence, the original fraction is

EXAMPLE 4. The length of a rectangle exceeds its breadth by 9 cm. If the length and breadth
are each increased by 3 cm, the area of the new rectangle will be 84cm” more
than that of the given rectangle. Find the length and breadth of the given
rectangle. Check your solution.
Solution Let the breadth of the given rectangle = x cm.
Then, its length = (x + 9)cm.
Area of the given rectangle = [x(x + 9)]cm?’.
New breadth = (x +3) cm.
New length = [(x + 9) + 3]cm =(x +12)cm.
Area of the new rectangle = [(x +12)(x + 3)]cm’.
(Area of new rectangle) — (Area of given rectangle) = 84 cm’
=> (x +12)(x +3)-—x(x
+9) = 84
=> (x? +15x +36) -—(x” + 9x) = 84
=> 6x +36
= 84

<(f)-
=> 6x=48

Thus, breadth = 8 cm.

And, length =(8+9)cm =17 cm.

CHECK: In the given rectangle, we have

length = 17 cm, breadth = 8 cm.
Area of the given rectangle = (17 x 8) cm? = 136 cm’.
The new length = (17 + 3) cm = 20 cm, new breadth = (8 + 3).cm =11cm.
‘The area of the new rectangle = (20 x 11) cm” = 220 cm’.
Now, (area of new rectangle) — (area of given rectangle)
= (220 -136) cm” = 84cm’, which is the same as given.
length = 17 cm, breadth = 8 cm.
in 4 hours
EXAMPLE 5. Asteamer goes downstream and covers the distance between two ports
hours. If the speed of the stream is
while it covers the same distance upstream in 5
.
2 km/h, find the speed of the steamer in still water. Check your solution
108 Mathematics for Class 8

Solution Let the speed of the steamer in still water be x km/h. Then,
the speed downstream = (x + 2) km/h
and the speed upstream = (x — 2) km/h.
The distance covered in 4 hours while going downstream = 4(x + 2) km.
The distance covered in 5 hours while going upstream = 5(x — 2) km.
But, each of these distances is the distance between the two ports which is the same.
A(x + 2) =5(x - 2)
=> 4x+8=5x-10
=> 8)
speed of the steamer in still water = 18 km/h.

CHECK: The speed of the steamer in still water = 18 km/h.

The speed downstream = (18 + 2) km/h = 20 km/h.
The speed upstream = (18 — 2) km/h = 16 km/h.
The distance covered in 4 hours while going downstream = (20 x 4) km = 80 km.
The distance covered in 5 hours while going upstream = (16 x 5) km = 80 km.
Thus, both the distances are equal.

EXAMPLE 6. The distance between two stations is 425 km. Two trains start simultaneously
from these stations on parallel tracks to cross each other. The speed of one of
them is greater than that of the other by 5 km/h. If the distance between the two
trains after 3 hours of their start is 20km, find the speed of each train. Check
your solution.

Solution Let the speed of one train be x km/h.

Then, the speed of the other train = (x + 5) km/h.
The distance travelled by the first train in 3 hours = (3x) km.
The distance travelled by the second train in 3 hours = 3(x + 5) km.
425 — [8x + 3(x + 5)] =20
|-————»
—_»—_________»____1
— _—___|

=> 425-3x-3x-15=20 A t+ 20 km 4 B
=> 6x =390
=X = 65.
So, the speed of the first train = 65 km/h.
Speed of the second train = (65 + 5) km/h = 70 km/h.

CHECK: As obtained, the speed of the first train is 65 km/h and the speed of the second train
is 70 km/h.
The distance travelled by the first train in 3 hours = (65 x 3) km = 195 km.
The distance travelled by the second train in 3 hours = (70 x 3) km = 210 km.
The distance between the two trains after 3 hours
= [425 — (195 + 210)] km = 20 km, which is the same as given.
Hence, the speeds of the trains are 65 km/h and 70 km/h respectively.

EXAMPLE 7. Two years ago, Dilip was three times as old as his son and two years hence, twice
his age will be equal to five times that of his son. Find their present ages. Check
your solution.

Solution Let Dilip’s son’s age 2 years ago be x years.

Then, Dilip’s age 2 years ago = (3x) years.
the son's age 2 years hence = (x + 4) years.
Dilip’s age 2 years hence = (3x + 4) years.
 Linear Equations 109

2(3x + 4) = 5(x +4)

=> 6x+8=5x+20
= Pe
Dilip’s son’s age 2 years ago = 12 years
and Dilip’s age 2 years ago = 36 years.
son's present age = 14 years, and
Dilip’s present age = 38 years.

CHECK: As obtained, the son’s present age is 14 years and Dilip’s present age is 38 years.
(i) Son’s age 2 years ago = (14 — 2) years = 12 years.
Dilip’s age 2 years ago = (38 — 2) years = 36 years.
2 years ago, Dilip’s age = 3 x (son’s age).
Thus, the first condition is verified.
(ii) Son’s age 2 years hence = (14 + 2) years = 16 years.
Dilip’s age 2 years hence = (38 + 2) years = 40 years.
2 years hence,
2 x (Dilip’s age) = (2 x 40) years = 80 years, and
5 x (son’s age) = (5 x 16) years = 80 years.
2 years hence, 2 x (Dilip’s age) = 5 x (son’s age).
Thus, the second condition is also verified.

EXERCISE 8B
. Two numbers are in the ratio 8 : 3. If the sum of the numbers is 143, find the numbers.
2
- — of a number is 20 less than the original number. Find the number.

. Four-fifths of a number is 10 more than two-thirds of the number. Find the number.
4. Twenty-four is divided into two parts such that 7 times the first part added to 5 times the
second part makes 146. Find each part.
Find the number whose fifth part increased by 5 is equal to its fourth part diminished by 5.
6. Three numbers are in the ratio of 4: 5 : 6. If the sum of the largest and the smallest equals
the sum of the third and 55, find the numbers.
If 10 be added to four times a certain number, the result is 5 less than five times the
number. Find the number.
Two numbers are such that the ratio between them is 3 : 5. If each is increased by 10, the
ratio between the new numbers so formed is 5 : 7. Find the original numbers.
Find three consecutive odd numbers whose sum is 147.
Hint. Let the required numbers be (2x +1), (2x +3) and (2x +5).
. Find three consecutive even numbers whose sum is 234.
Hint. Let the required numbers be 2x, (2x +2) and (2x +4).
. The sum of the digits of a two-digit number is 12. If the new number formed by reversing the
digits is greater than the original number by 54, find the original number. Check your
solution.
12. The digit in the tens place of a two-digit number is three times that in the
units place. If the
digits are reversed, the new number will be 36 less than the original number. Find the
original number. Check your solution.
110 Mathematics for Class 8

r
13. The denominator of a rational number is greater than its numerator by 7. If the numerato
2. Find
is increased by 17 and the denominator decreased by 6, the new number becomes
the original number.
14. In a fraction, twice the numerator is 2 more than the denominator. If 3 is added
to the
2
numerator and to the denominator, the new fraction is 34 Find the original fraction.

15. The length of a rectangle exceeds its breadth by 7 cm. If the length is decreased by 4 cm and
the breadth is increased by 3 cm, the area of the new rectangle is the same as the area of the
original rectangle. Find the length and the breadth of the original rectangle.
16. The width of a rectangle is two-thirds its length. If the perimeter is 180 metres, find the
dimensions of the rectangle.
17. An altitude of a triangle is five-thirds the length of its corresponding base. If the altitude be
increased by 4 cm and the base decreased by 2 cm, the area of the triangle remains the
same. Find the base and the altitude of the triangle.
18. Two angles of a triangle are in the ratio 4 : 5. If the sum of these angles is equal to the third
angle, find the angles of the triangle.
19. A steamer goes downstream from one port to another in 9 hours. It covers the same
distance upstream in 10 hours. If the speed of the stream be 1 km/h, find the speed of the
steamer in still water and the distance between the ports.
20. The distance between two stations is 300 km. Two motorcyclists start simultaneously from
these stations and move towards each other. The speed of one of them is 7 km/h more than
that of the other. If the distance between them after 2 hours of their start is 34 km, find the
speed of each motorcyclist. Check your solution.
21. Divide 150 into three parts such that the second number is five-sixths the first and the third
number is four-fifths the second.
22. Divide 4500 into two parts such that 5% of the first part is equal to 10% of the second part.
23. Rakhi’s mother is four times as old as Rakhi. After 5 years, her mother will be three times
as old as she will be then. Find their present ages.
24. Monu’s father is 26 years younger than Monu’s grandfather and 29 years older than Monu.
The sum of the ages of all the three is 135 years. What is the age of each one of them?
25. A man is 10 times older than his grandson. He is also 54 years older than him. Find their
present ages.
26. The difference between the ages of two cousins is 10 years. 15 years ago, if the elder one was
twice as old as the younger one, find their present ages.
27. Half of a herd of deer are grazing in the field and three-fourths of the remaining are playing
nearby. The rest 9 are drinking water from the pond. Find the number of deer in the herd.
Hint. Let the number of deer in the herd be x.
=
Number of those who are grazing = 4

Remaining = 5:

Number of those who are playing = (3x *)cote

8

|
sinh +9 =x. Find x.
Ph vets}
 Linear Equations ce

EXERCISE 8C

OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. If2x-3=x+2, then x =?
(a) 1 (b)s3 (c) 5 (d) 7

2.5 1,5x'+ x -14, then x =?

NIN NW
|0

(a) 5 (b) -5 (c) 6 (d) -6

3. Ifz = =(z+10) then

z =?

(a) 40 (b) 20 (c) 10 (d) 60

4. If3m = 5m —=, then m =?

: 3 4 1
2
(a) =5 b
(b) 4
5 (c) at
5 (d) ee5

Sot oe = 8 =3t— 5; then t=?

(a) 1 (b) -1 (c) .2 (d) -2
526 |
6. If HS —- = 3 y, theny =?

2 6 7
(a) 1 bb)3
(b) : (c) iB
re (d) os:

a: [eel ee ena se
i 6

(a) l (b) -1 (c) 3 (d) -3

8. Femi soy then =e

ie 6

(a) 30 (b) 42 (c) 36 (d) 28

9. xi BS -wneie =?
2x+3 8

1 1 1 ; d
1
es,
(a) as
A (b) eee
3 (c) P=
6 (d) 9

4x+8 5
10. If By a8 paee , thenx =?

(a) 4 (b) 6 (c) 8 (d) 12

n
11 : ney = —,th enn ==?

(a) 4 (b) 6 (c) 9 (d) 12

12. If 3(t —3) =5(2t +1), thent =?

(a) -2 (b) 2 (c) -3 (d) 3
by 4. The number is
13. Four-fifths of a number is greater than three-fourths of the number
(a) 12 _~ (b) 64 (c) 80 (d) 102
112 Mathematics for Class 8

be
14. The ages of A and Bare in the ratio 5 : 7. Four years from now the ratio of their ages will
3: 4. The present age of B is
(a) 20 years (b) 28 years (c) 15 years (d) 21 years
15. The base of an isosceles triangle is 6 cm and its perimeter is 16 cm. Length of each of the
equal sides is
(a) 4cm (b)5cm (c) 3cm (d) 6cm
16. Sum of three consecutive integers is 51. The middle one is
(a) 14 (b) 15 (c) 16 (d) 17
17. The sum of two numbers is 95. If one exceeds the other by 15, then the smaller of the two is
(a) 40 (b) 35 (c) 45 (d) 55
18. Number of boys and girls in a class are in the ratio 7 : 5. The number of boys is 8 more than
the number of girls. The total class strength is
-(a) 56 (b) 52 (c) 48 (d) 36

1. An equation is a statement of equality of two algebraic expressions involving one or more unknown
quantities.
2. An equation involving only linear polynomials is called a linear equation.
3. Rules for solving a linear equation:
(i) The same number can be added to both sides of the equation.
(ii) The same number can be subtracted from both sides of the equation.
(iii) Both sides of the equation can be multiplied by the same nonzero number.
(iv) Both sides of the equation can be divided by the same nonzero number.
4. Any term of an equation may be taken to the other side with the sign changed.
This process is called transposition.

5. If Ges Dia B then q(ax + b) = p(cx +d).

cx+d q
This process is called cross multiplication.
 Linear Equations
aaa,
co 113
ti‘C‘C‘
CCE TEST PAPER-8
A. 1. Subtract 4a” + 5b? - 6c? +8 from 2a2 — 3b? — 4c? —5,.

2. Find each of the following products:

(i) (4a + 5b) x (5a — 6b) (ii) (6x? — x + 8) x (x? - 3)
3. Divide (5a° — 4a” + 3a +18) by (a? - 2a +3).
1 ; 1
Anant [x= +)= 4, find the value of (i) Le a “ak (ii) ee +=};

5. Evaluate {(83)? — (17)?}.

6. Factorise:

eee OX tC 3 (il) 638x242 = 7

(iii) 1 -6x + 9x? (iv) 7x? -19x -6
Q2x+7
7. Solve: aol ees
3x+5 17

8. 5 years ago a man was 7 times as old as his son. After 5 years he will be thrice as old as
his son. Find their present ages.
B. Mark (/) against the correct answer in each of the following:

9. ab-a-b+l=?
fa) l=a)T—b) (by) (—a)iba1) (c) (a —1)(b =) (d)s(as (eer)
10. 3 +23x
- 8x? =? |
(a) (1-8x)(3 +x) (b) (1+ 8x)(3 - x) (c) (l-—8x)(3-—x) . (d) none of these
ll. 7x” —-19x—6=?
(a) (x —3)(7x +2) (b) (x + 3)(7x - 2) (c) (x — 3)(7x - 2) (d) (7x — 3)(x + 2)
12. 12x? +60x +75=?
(a) (2x + 5)(6x +5) (b) (3x +5)?
(c) 3(2x +5)? (d) none of these
13,10p"+11p+3=?
+1)
(a) (2p + 3)(5p +1)
(b) (5p +3)\(2p
(c) (5p —3)(2p —1) (d) none of these
14.48X° —2x= 2
(a) (4x —1)(2x -1)x (b) (2x* +1)(2x -1)
(c) 2x(2x —1)(2x +1) (d) none of these
ieee Oe Xe 2
5 ~ aa 6 gives

(Alexa (b) x =4 (c)ix=5 (Dae

C. 16. Fill in the blanks.

(1) NE 1Sxe Sly(...22)

(ii) 4 = B67 = (oie... Naeeeas Nese)
(fil) X= 14x 7 13-24.42)(.....-)
liv\ Gaze eee ee xy = (ieee. )U.:...)
(v) abc -ab—-c+1=( ee \ ee )
114 Mathematics for Class 8

D. 17. Write ‘T’ for true and ‘F’ for false for each of the following:

(i) (5 - 3x”) is a binomial.

(ii) —8 is a monomial.
(iii) (5a — 9b) —- (-6a + 2b) =(-a — 7b).
-8 —64
(iv) When x = 2 and y =1, the value of —x°y" Bri
 Percentage

INTRODUCTION
We have introduced the concept of percentage in Class VII. In this chapter we would review the
work done earlier and discuss some more problems on percentage.

PERCENT: By a certain per cent we mean that many hundredths.

We denote x per cent by x%.

x% =x hundredths = —
100

SOLVED EXAMPLES
EXAMPLE1. Express each of the following as a fraction:
(i) 36% (ii) 120% (iii) 0.8%

Solution We have

(i) 36%, = ee =—-

120 6
(ii) 120% G0 ne

0.8 8 1
% = — = ——_ = ——_
it) 2-8 100 +1000 ~125
EXAMPLE2. Express each of the following as a decimal:
(i) 80% (ii) 8% (iii) 205%

' Solution We have

80 4
(1) °80% = ——= =—= — (0.8.
100 5
8
(ii) 8%(ay = —
i100 =0.08.

205
(iii) 205%% =-—
100 =2.05.

EXAMPLE3. |Express each of the following fractions as a percentage:

fg 5 11
(i) ety
95 (ii) —8 ti6
(iii)

115
116 Mathematics for Class 8

Solution We have

(i) xe = os x 100 )%= 28%.

25 25
1
(ii) S = [3«100 }%= 128 Yoi= 62 Po.
8 88 2 2
550 1
(iii) = = cex 100 )%= % PISA It

EXAMPLE 4. Convert the ratio 3 : 4 to percentage.

Solution We have
3
3:4=2 =(4«100]% = 75%.
4 4

EXAMPLE 5. Express 36% as a ratio.

Solution BO eg 905
100 25

2,
EXAMPLE 6. Which is largest in 16 5%, i5 and 0.12?

Solution We may write

miei sis
6
2
15 = 0.133... and third number is 0.12.

Clearly, 0.166... is the largest.

Hence, 16 ;% is largest.

EXAMPLE 7. () What per cent of 120 is 90?

(ii) What per cent of 1 kg is 5 g?
(iii) What per cent of 3.5 L is 150 mL?

Solution (i) Required percentage = (= x 100)% = 75%.

(ii) Required percentage = ; x 100)% =0.5%.

000
aes . 150 2.
(iii) Required percentage = |—————— x 100 |% = 4—=%.
lode a8 Cease )x 47%
' 1
EXAMPLE 8. Find Ws % of = 2400.

Solution We have
1 1
7—% of ¥2400 = “(2 0 x 2400|=< 180.
2 2 16
 Percentage 1a,
EXAMPLE9. If 26% of a number is 65, find the number.
Solution Let the required number be x. Then,

260 70100X%= 655 => deh =65

100

= x =(65x2>]=250
26

Hence, the required number is 250.

EXAMPLE 10. Sarita spends 65% of her salary and the rest she saves. If she saves = 2940 per
month, what is her monthly salary?
Solution Let her monthly salary be x.

Money spent by her = 65% of= x aie: x 65 )_z 18x

100 20

Money saved = & [x~ =) a x

20 20
7 20
9940, =>. xo [2040. * = 8400.
20
Sarita’s monthly salary = ¥ 8400.

EXAMPLE 11. In aclass, the girls are 60% of the total number of students and the boys are 18 in
number. How many students are there in the class?

Solution Let the total number of students in the class be x.

Percentage of girls = 60%.
Percentage of boys = 40%.
40 2x
number of boys = 40%
O% ofofxx = [xx =—5

5 2
Hence, the total number of students in the class is 45.

EXAMPLE 12. A number is increased by 20% and then decreased by 20%. Find the net increase
or decrease per cent?

Solution Let the given number be x.

Increased d ber
number == 120% Cy ofx =
= xxie
100 |=
5

6x 6x 80 24x
.
Decreased number = 80%
= 1)
5
of ———— oe —— =|
5 x SS = 35

et d decrease
Net ase = pane= ae
eye on

xl
Net decrease per cent = = x s x 100)% = 4%.

Hence, net decrease per cent = 4%.

118 Mathematics for Class 8

EXAMPLE 13. In an examination, one requires 40% marks to pass. Rahul gets 185 marks and
fails by 15 marks. What are the maximum marks?

Solution Let the maximum marks be x.

Pass marks = (185 +15) = 200.

40
40% of x = 200 = PAO ie

aie =| [200 |100

x—— |=500.

Hence, maximum marks = 500.

EXAMPLE 14. Out of her total monthly salary, Mrs Gupta spends 20% on house rent and 60%
of the rest on household expenditure. If she saves ~ 2800, what is her total
monthly salary?

Solution Let the total monthly salary of Mrs Gupta be € x.

Money spent as house rent = 20% of = x

28 (xe =e &.
100 5

Remainder
x
= e(x-=| Me Ax)
5

Money spent on household expenditure = 60% of € =

(2 22, 12x
5 100 25
=< SK SS =

_¢ BX.
25
maeeonnoie = x =(2800 2° ~ 8750.
25 8
Hence, the total monthly salary of Mrs Gupta is = 8750.

EXAMPLE15. The price of sugar goes up by 20%. By how much per cent must a housewife
reduce her consumption of sugar so that the expenditure on sugar remains
the same?

Solution Let the consumption of sugar originally be 1 unit and let its cost be = 100.
New cost of 1 unit = ¥ 120.
Now, ¥ 120 yield 1 unit of sugar.
1 5
¥ 100 will yiyield (a3
|}—~ xx 100 unitit = 6— unituni of sugar.

; 5 1 Ge.
Reduction in consumption = [1
_ =|a6 unit

reduction % in consumption = (-x :x 100)% = a %= 162 %,

3 3
 Percentage
ee —“‘“‘(‘“‘<‘“ 119
EXAMPLE 16. The population of a town increases by 6% annually. If the present population is
17490, what was it a year ago?
Solution Let the population of the town a year ago be x.
Then, its present population = 106% of x = [xx | 53x

100)
53x 50
—50 =17490 =e = t7490 x —
=) |= 16500

Hence, the population of the town a year ago was 16500.

EXAMPLE 17. The value of a machine depreciates every year by 10%. If the present value of the
machine be ¥ 99000, what was its value last year?

Solution Let the value of the machine last year be & x.

Then, its present value = 90% of % x

SF (
et aa) 9x
ce
100 10
“ = 99000 ee oe TT OOOG
value of the machine last year = ¥ 110000.

EXAMPLE 18. A’s income is 60% more than that of B. By what per cent is B’s income less than
A’s?

Solution Let B’s income be & 100.

Then, As income = & 160.
If As income is = 160, then B’s income = & 100.
100
If As income is = 100, then B’s income = & a0 x 100)= 62.50.

B’s income is less than A's income by (100 — 62.50) = 37.5%.

EXERCISE 9A

1. Express each of the following as a fraction:

(i) 48% (ii) 220% (iii) 2.5%
2. Express each of the following as a decimal:
(i) 6% (ii) 72% (iii) 125%
3. Express each of the following as a percentage:
9 3 eet
=o ieee (iije—,
i 25 ey 125 5

4. Convert the ratio 4 : 5 to percentage.

5. Express 125% as a ratio.
2 3
6. Which is largest in ae %, 50 and 0.14?
120 Mathematics for Class 8

7. (i) What per cent of 150 is 96?

(ii) What per cent of 5 kg is 200 g?
(iii) What per cent of 2 litres is 250 mL?

Find 45% of F 3600.

If 16% of a number is 72, find the number.

10. A man saves 18% of his monthly income. If he saves % 1890 per month, what is his monthly
income?

11. A football team wins 7 games, which is 35% of the total games played. How many games
were played in all?

12. Amit was given an increment of 20% on his salary. If his new salary is ¥ 15300, what was his
salary before the increment?

13. Sonal attended her school on 204 days in a full year. If her attendance is 85%, find the
number of days on which the school was opened.

14. A’s income is 20% less than that of B. By what per cent is B’s income more than A’s?

15. The price of petrol goes up by 10%. By how much per cent must a motorist reduce the
consumption of petrol so that the expenditure on it remains unchanged?

16. The population of a town increases by 8% annually. If the present population is 54000,
what was it a year ago?
17. The value of a machine depreciates every year by 20%. If the present value of the machine be
= 160000, what was its value last year?

18. An alloy contains 40% copper, 32% nickel and rest zinc. Find the mass of zinc in one kg of
the alloy. |
19. Balanced diet should contain 12% of proteins, 25% of fats and 63% of carbohydrates. If a
child needs 2600 calories in his food daily, find in calories the amount of each of these in .
his daily food intake.

20. Gunpowder contains 75% nitre and 10% sulphur. Find the amount of gunpowder which
carries 9 kg nitre. What amount of gunpowder would contain 2.5 kg sulphur?
21. Divide ¥’ 7000 among A, B and C such that A gets 50% of what B gets and B gets 50% of what
C gets.

22. Find the percentage of pure gold in 22-carat gold, if 24-carat gold is 100% pure.
Hint. 22-carat gold contains 22 parts out of 24 parts.

percentage of pure gold in it = (= x 100| =91 =%.

23. The salary of an officer is increased by 25%. By what per cent should the new salary be
decreased to restore the original salary?
 Tale
paPercentage rrr 121

EXERCISE 9B
OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:

3
ats 5 ?

(a) 30% (b) 40% (c) 45% (d) 60%

. 0.8% when expressed as a decimal, is
(a) 0.08 (b) 0.008 Ken te) (d) 0.8
. 6: 5 when expressed as a percentage, is

(a) 83 —% (b) 90% (c) 120% (d) 6.5%

- 5% of a number is 9. The number is

(a) 45 (b) 90 (c) 135 (d) 180
. What per cent of 90 is 120?

(a) 75% (b) 33% (c) 133% (d) none of these

. What per cent of 10 kg is 250 g?

(a) 25% (b) 5% (c) 10% (d) 2.5%
- 40% of ? = 240 ~ :
(a) 60 (b) 600 (c) 6000 (d) 960
. ?% of 400 = 60
(a) 6 (b) 12 (c) 15 (d) 20
. (180% of?) + 2 =504
(a) 400 (b) 480 (c) 600 (d) 560
10. 20% of ¥ 800 = ?
(a) = 160 (b) 16 (c) ¥ 1600 (d) none of these
11. In an examination, Nitin gets 98 marks. This amounts to 56% of the maximum marks.
What are the maximum marks?
(a) 75 (b) 150 (c) 175 . (d) 225
12. A number is first increased by 10% and then reduced by 10%. The number
(a) does not change (b) decreases by 1% (c) increases by 1% (d) none of these

13. A period of 4 hours 30 min is what per cent of a day?

' 2
(a) 182% (b) 20% (c) Mes (d) 19%

14. In an examination, 65% of the total examinees passed. If the number of failures is 420, the
total number of examinees is
(a) 500 (b) 1000 (c) 1200 (d) 1625

Hint. 35% of x = 420. Find x.

122 Mathematics for Class 8
een ee te a
15. Anumber exceeds 20% of itself by 40. The number is
(a) 50 (b) 60 (c) 80 (d) 320

16. A number decreased by 27% gives 87. The number is

(a) 58 (b) 110 (c) 120 (d) 135

17. 0.05 is what per cent of 20?
(a) 25% (b) 2.5% (c) 0.25% (d) 0.025%
18. One-third of 1206 is what per cent of 134?
(a) 3% (b) 30% (c) 20% (d) 300%
19. x% of y is y% of?
x U]
(a) x (b) 100x (c) 100 (d) 100

20. What per cent of 2 is ee,

16 ‘ais
(a) 2.5% (b) 10% (c) 20% (d) 25%
 Factorisation 123

CCE TEST PAPER-9

A. 1. Express: |
(i) 24% as a fraction;
(ii) 105% as a decimal;
(iii) 4 : 5 as a percentage;
(iv) 56% as a ratio.
2. If 34% of a number is 85, find the number.
3. The value of a machine depreciates every year by 10%. If the present value of the
machine is ¥ 54000, what was its value last year?
4. An alloy contains 30% copper, 42% nickel and rest zinc. Find the mass of zinc in 1 kg of
alloy.
5. In a class, 60% of the total number of students are boys and there are 14 girls. How
many students are there in the class?

6. Which is largest in 85%, - and 0.15?

B. Mark (/) against the correct answer in each of the following:

7. What per cent of 2 is se 0

9 45
(a) 2.5% (b) 5% (c) 7.5% (d) 10%
8. A number decreased by 30% gives 84. The number is
(a) 90 (b) 110 (c) 120 ee djels5
9. (?)% of 320 is 48?
(a) 25% (b) 15% (c) 14% (d) 9%
10. What per cent of 45 is 54?

(a) 83% (b) 104% (c) 108% (d) 120%

11. A number exceeds 25% of itself by 60. The number is

(a) 75 (b) 45 (c) 80 (d) 65
25x
Hint. | x — —— | = 60.
100

12. 5% of which number is 12?

(a) 120 (b) 180 (c) 240 (d) 320

C. 13. Fill in the blanks.

(i) 75% Of< 1200=...4.;; ;

(ii), 240 mit is.<..... % of 3 L.

(iii) If x% of 35 is 42, thenx =.......

(vy) 120°] ox )% of 80.

124 Mathematics for Class 8

D. 14. Write ‘T’ for true and ‘F’ for false for each of the following:

(i) 6% of8 is 48.

(ii) 6:5 = 30%.
3
(iii) Bie 60%.

(iv) 6 hours = 25% ofa day.

 10
Profit and Loss

We have learnt sbout the basics of profit and loss in Class 7. Let us review the facts and formulae
studied earlier.

Cost price (CP) The amount for which an article is bought is called its cost price.

Selling price (SP) The amount for which an article is sold is called its selling price.

Profit or gain When (SP) > (CP) then there is a gain.

Gain = (SP) — (CP).

Loss When (SP) < (CP) then there is a loss.

Loss = (CP) — (SP).

An important fact: The gain or loss is always reckoned on the cost price.

FORMULAE
I. Gain = (SP) -— (CP) II. Loss = (CP) — (SP)

Ill. Gain% = ees : 100)% IV. Loss% = (es : 100)%

CP CP
V. To find SP when CP and gain% or loss% are given:
(100 + gain%) y (100 — loss%)
(i) SP = 100 CP li)
(ii) SP = TOG x CP
VI. To find CP when SP and gain% or loss% are given:
100 100
i ey
Se ROP (ii). CP = SS
al (100 + gain%) S (100 — loss%)

SOLVED EXAMPLES
EXAMPLE’. Mohit bought a CD for = 750 and sold it for ¥ 875. Find his gain per cent.

Solution CP = = 750 and SP = < 875.

Since (SP) > (CP), Mohit makes a gain.
Gain = = (875 — 750) = ¥ 125.
ain
Gain% = ( «100 |
CP.
2
= 128 100 |%eee, =16—-%.
750 3 3
125
126 Mathematics for Class 8

EXAMPLE 2. Rahul purchased a table for 1260 and due to some scratches on its top he had to
sell it for ¥ 1197. Find his loss per cent.
Solution CP = = 1260 and SP = & 1197.
Since (SP) < (CP), Rahul makes a loss.
Loss = f (1260 — 1197) = 7 63.

Loss% = (a x 100%
CP

J 63 «100 ]%= 5%.

1260
OVERHEADS: Sometimes, after purchasing an article, we have to pay some more money for
things like transportation, labour charges, repairing charges, local taxes, etc.
These extra expenses are called overheads.
For calculating the total cost price, we add overheads to the purchase price.

EXAMPLE 3. Mohan Lal purchased an old scooter for ¥ 12000 and spent ¥ 2850 on its
overhauling. Then, he sold it to his friend Sohanbir for ¥ 13860. How much per
cent did he gain or lose?
Solution Cost price of the scooter = = 12000, overheads = ¥ 2850.
Total cost price = % (12000 + 2850) = & 14850.
Selling price = ¥ 13860.
Since (SP) < (CP), Mohan Lal makes a loss.
Loss = % (14850 -— 13860) = % 990.
los Ss
=
Loss% = [ xLOO 19
total CP :
-( 990
+100] % = 62%,
~ (14850
EXAMPLE 4, Raghu bought an almirah for ¥ 6250 and spent ¥ 375 on its repairs. Then, he sold
it for ¥ 6890. Find his gain or loss per cent.
Solution CP of the almirah = ¥ 6250, overheads = = 375.
Total cost price = ¥ (6250 + 375) = % 6625.
Selling price = ~ 6890.
Since (SP) > (CP), Raghu gains.
Gain = ¢ (6890 — 6625) = = 265.
gain
Gain% -( «100%
total CP
_( 265
“(gee
x 100)% = 4%.

EXAMPLE 5. A vendor bought oranges at 20 for = 56 and sold them at = 35 per dozen. Find his
gain or loss per cent.
Solution LCM of 20 and 12 =(4x5~x3)=60
Let the number of oranges bought be 60. 4/20, 12
CP of 20 oranges = = 56. 5, 3
56
CP of 1 orange = (55).
20
 Profit and Loss 127

CP of 60 oranges = & (= x 60)== 168.

SP of 12 oranges = = 35

SP of 1 orange = & (=)

2

SP of 60 oranges = & & x 60]=< 175.

CP = ¥ 168 and SP = f 175.

Since (SP) > (CP), the vendor gains.
Gain = § (175 - 168) = = 7.

Gane ee «100 %
CP

7 25 1
=|——x100|% =—_ % 24 =$
ae )» 6 ‘4 mone:
EXAMPLE6. If the cost price of 10 greeting cards is equal to the selling price of 8 greeting
cards, find the gain or loss per cent.
Solution Let the cost price of each card be & x.
Then, CP of 8 cards. =¥% 8x.
SP of 8 cards = CP of 10 cards = & 10x.
Thus, CP = % 8x and SP = Z 10x.
Since (SP) > (CP), there is a gain.
Gain = = (10x — 8x) = 2x.
ai
Gain% -(

= & $ 100|%= 25%.

8x

EXAMPLE7. By selling 33 m of cloth, a draper loses an amount equal to the selling price of 3m
of cloth. Find his gain or loss per cent.
Solution Loss = (CP of 33 m) - (SP of 33 m)
=> (SP of 3 m) = (CP of 33 m) — (SP of 33 m)
=> (SP of 33 m) + (SP of 3 m) = (CP of 33 m)
= (SP of 36 m) = (CP of 33 m).
Let the CP of 1 m be € x.
Then, CP of 36 m = % 36x
SP of 36 m = (CP of 33 m) = € 33x.
Thus, CP = = 36x and SP = & 33x.
Since (CP) > (SP), there is a loss.
Loss = & (36x — 33x) =& 3x.

Loss% = eS ‘ 100)%
CP
= (3% x100 ]xEL eee
36x 3 3
128 Mathematics for Class 8

1
EXAMPLE 8. Rohit buys a geyser for = 3680 and sells it at a gain of 7 5 %. For how much does he
sell it?
Solution CP of the geyser = ¥ 3680.
1 LS
in% = 7 =5
Gain% = 0.
5

(100 + gain%)
SP Of the: SeVSC Gee oe
100

[100+ >] 915

Sh zg a x 3680 =t e x 3680

= 3956.
Hence, Rohit sells the geyser for ¥ 3956.
2
EXAMPLE 9. Rashmi buys a calculator for ¥ 720 and sells it at a loss of Sip %. For how much
does she sell it?
Solution CP of the calculator = = 720.

Loss% = = %.

- fo)
(100 —loss%) y oP|
SP of the calculator =
100

= § 672.
Hence, Rashmi sells it for ¥ 672.
EXAMPLE 10. On selling a fan for ¥ 810, Sunil gains 8%. For how much did he purchase it?
Solution SP of the fan = 810, gain% = 8%.

CP of the fan= aoa UNE Ser

(100+ gain%)

100 100
= <, ———_ x 810} =| ——x 810 | =? 750.
aosear” foe
Hence, Sunil purchased the fan for ¥ 750.
EXAMPLE 11. On selling a table for ¥ 987, Ramesh loses 6%. For how much did he purchase it?
Solution SP of the table = % 987, loss% = 6%.

CP of the table = a x SP
(100 — loss %)

= 100
oP 100
On e e pe
wena” c «987
= ~ 1050.
Hence, Ramesh purchased the table for = 1050.
 Profit and Loss
ed 129
EXAMPLE12. On selling a bat for = 371, a man gains 6%. For how much
should he Sell it to
gain 8%?
Solution SP of the bat = = 371, gain% = 6%.

CP of the bat = |a0 ena x se|

(100
+ gain%
100 100
=f aoeea? 371); iE
==| “(i
— «371 = 22350)

Now, CP = ¥ 350 and the desired gain% = 8%.

100 9
100
> oe +8) 108
x 350} =z «350 =S378:
100 100
Hence, the selling price to obtain the desired gain is 378.
EXAMPLE 13. By selling a T-shirt for ¥ 432, a shopkeeper loses he: For how much should he sell
it to gain 6%?
Solution SP of the shirt = ¥ 432.
Loss% = 4%.

CP of the shirt = pe a) OU eae x SP

(100 —loss%)

=< Freer x 432|=< x 432 =z 450.

(100 — 4)

Now, CP = & 450, desired gain% = 6%.

(100 + gain%)
Desired SP = ,————————_ x CP
100
z feces ‘ 450} =z : 450)=Z A477.
100 100
Hence, the desired selling price is ¥ 477.
EXAMPLE 14. Harish sold a bicycle at 8% gain. Had it been sold for ¥ 75 more, the gain would
have been 14%. Find the cost price of the bicycle.

Solution Let the cost price of the bicycle be ¥ x.

(100 + gain%)
in 9
Rap
SP of the bicycle at 8% gain =
100

(100
se 8)
+ ey wa 108 =I
(2).
| 100 xf = (00°xx) 25
et eapaacs oun eS (L00+14) = seal
eee
SP of the bicycle a Oe ST007 aire cae

57x 27x _75 = (57x —54x) _75

50 25 50
=> 3x=(50x75) => x =(50x 25) =1250.
Hence, the.CP of the bicycle is ¥ 1250.
130 Mathematics for Class 8

EXAMPLE 15. Manish sold a watch at 5% loss. Had he sold it for ¥ 104 more, he would have
gained 8%. Find the selling price of the watch.
Solution Let the selling price of the watch be ¢ x.
Loss% = 5%.
100
CP of the watc h = \a55 Fibees) xX SP
¢———————__

= Cee100 y+ Se 100 x =°(2)

OES 20x
{aera «| = 4 19
Now, CP =% () and gain% = 8%.

ae + gain%)
Then, SP = ;———————_ x CP
100

Be (100+8)
ee es20x eee
108 20x| ae 108x
TOO tt 100 19 95
Sex = 104 => (108x -—95x) = (104 x 95)

(104x 95)
= 13x
xX ==(104x95)
( x 95) => 13 SSS
CS eS SS 760.

Hence, the selling price of the watch is ¥ 760.

EXAMPLE 16. Gurpreet sells two watches for ¥ 1955 each, gaining 15% on one and losing 15%
on the other. Find her gain or loss per cent in the whole transaction.
Solution SP of the first watch = = 1955.
Gain% = 15%.

CP of the first watch = = 80s a x SP

(100 + gain %)

See100 1955 Re 100

ber
aoe” ee 955|
=< 1700.
SP of the second watch = ¥ 1955.
Loss% = 15%.

CP of the second watch = LGEINO tyres. x SP

(100 — loss %)

eee100 1058 We 100

|aoa” 5} ie «1956 |
= § 2300.
Total CP of the two watches = = (1700 + 2300) = = 4000.
Total SP of the two watches = ¥ (1955 x 2) = % 3910.
Since (SP) < (CP), there is a loss in the whole transaction.
Loss = ~ (4000 — 3910) = & 90.

loss% = ee
1
100 |% =2—%.
4000 - )x ly
1
Hence, Gurpreet loses 2 rr% in the whole transaction.
 Profit and Loss ey

EXAMPLE 17. Manohar purchased two handbags for = 750 each. He sold these bags, gaining 6%
on one and losing 4% on the other. Find his gain or loss per cent in the whole
transaction.

Solution CP of the first handbag = = 750.

Gain% = 6%.
fe)

SP of the first handbag = a

(100 + 6) 106
= =, Tootac
——__—_ 750) = < e x 750 = x £95.

CP of the second handbag = & 750.

Loss% = 4%.
(100 —loss%)
SP of the second handbag = See
a a GR
100

aa 3 erty =z ay «750 =< 720.

100 100
Total CP of the two handbags = % (750 x 2) = % 1500.
Total SP of the two handbags = ¥ (795 + 720) = = 1515.
Since (SP) > (CP), there is a gain in the whole transaction
Gain = € (1515 — 1500) = @ 15.
gain
Gain% -| «100%
total CP

= (seesx 100 \%=1%.

1500
Hence, Manohar gains 1% in the whole transaction.

EXAMPLE 18. A reduction of 20% in the price of sugar enables Mrs Shah to buy an extra 3 kg of it
for = 360. Find (i) the original rate, and (ii) the reduced rate per kg.

Solution Let the original rate be ¥ x per kg.

80
Reduced rate = (80% of = x) per kg =% [xx per kg
100

=< = per kg.

' 360
Quantity of sugar for ¥ 360 at the original rate = are kg.
360 | _(360x5), 450
Quantity of sugar for = 360 at the new rate ee
es)k g ay k
g LPé.
2 ae k
g.
5
450 360
=3 = 3x =(450-360)
x x
=> 3x=90 = x=30.
(i) Original rate = ¥ 30 per kg.
4
(ii) Reduced rate = & (2x 30 per kg = % 24 per kg.
132 Mathematics for Class 8

EXERCISE 10A
. Find the gain or loss per cent when:
(i) CP = ¥ 620 and SP = 713 (ii) CP = ¥ 675 and SP = ¥ 630
(iii) CP = % 345 and SP = ¢ 372.60 (iv) CP = = 80 and SP = & 76.80
. Find the selling price when: 5
(i) CP = = 1650 and gain% = 4% (ii) CP = ¥ 915 and gain% = ee
1
(iii) CP = % 875 and loss% = 12% (iv) CP = = 645 and loss% = HOGS
. Find the cost price when: :
(i) SP = % 1596 and gain% = 12% (ii) SP = ¥ 2431 and loss% = OR
1
(iii) SP = ¥ 657.60 and loss% = 4% (iv) SP = = 34.40 and gain% = (ee

. Manjit bought an iron safe for = 5580 and paid € 170 for its transportation. Then, he sold it
for ¥ 6440. Find the gain per cent earned by him.
. Robin purchased an old car for ¥ 73500. He spent = 10300 on repairs and paid ¥ 2600 for
its insurance. Then he sold it to a mechanic for ¥ 84240. What was his percentage gain or
loss?
Hint. Overheads = % (10300 + 2600) = ¥ 12900.

. Hari bought 20 kg of rice at ¥ 18 per kg and 25 kg of rice at ¥ 16 per kg. He mixed the two
varieties and sold the mixture at ¥ 19 per kg. Find his gain per cent in the whole transaction.
. Coffee costing ¥ 250 per kg was mixed with chicory costing ¥ 75 per kg in the ratio 5:2 fora
certain blend. If the mixture was sold at ¥ 230 per kg, find the gain or loss per cent.
Hint. Let 5 kg of coffee be mixed with 2 kg of chicory.

. If the selling price of 16 water bottles is equal to the cost price of 17 water bottles, find the
gain per cent earned by the dealer.
. The cost price of 12 candles is equal to the selling price of 15 candles. Find the loss
per cent.

10. By selling 125 cassettes, a man gains an amount equal to the selling price of 5 cassettes.
Find the gain per cent.
11. By selling 45 lemons, a vendor loses a sum equal to the selling price of 3 lemons. Find his
loss per cent.
12. Oranges are bought at 6 for ¥ 10 and sold at 4 for € 9. Find the gain or loss per cent.
13. A vendor purchased bananas at ~ 16 per dozen and sold them at 10 for = 18. Find his gain
or loss per cent.
14. A man bought apples at 10 for ¥ 25 and sold them at € 25 per dozen. Find his gain or loss
per cent.

15. A man purchased some eggs at 3 for = 5 and sold them at 5 for = 12. Thus, he gained ¥ 143
in all. How many eggs did he purchase?
Hint. Let the number of eggs bought be x.

Then, CP = e(2xx]=e and SP = (Bex |- 2%.

5
 Profit and Loss 133

16. 1
A dealer sold a camera for = 1080 gaining ms of its cost price. Find (i) the cost price of the
camera, and (ii) the gain per cent earned by the dealer.
Hint. Let CP = % x. Then, gain = 2 .- Therefore, SP = [x+*)=X oe
8 8
17. Meenakshi : sells a pen for = 54 and loses fe
1
of her outlay. Find (i) the cost price of the pen,
and (ii) the loss per cent.
18. A dealer gets ¥ 470 more if instead of selling a table at a loss of 10%, it is sold at a gain of
10%. Find the cost price of the table.
19. A dealer gets ¢56 less if instead of selling a chair at a gain of 15%, it is sold ata gain of 8%.
Find the cost price of the chair.
20. A cycle was sold at a gain of 10%. Had it been sold for ¥ 65 more, the gain would have been
14%. Find the cost price of the cycle.
21. Sundaram buys 40 kg of wheat at = 6.25 per kg and 30 kg of wheat at? 7 per kg. At what rate
per kg should he sell the mixture to gain 5% on the whole?
22. Wasim bought two cricket bats for ¥ 560 and & 240 respectively. He sells the first bat at a
gain of 15% and the second one at a loss of 5%. Find his gain or loss per cent in the whole
transaction.
23. Hema bought two pairs of jeans for ¥ 725 each. She sold one of them at a gain of 8% and the
other at a loss of 4%. Find her gain or loss per cent in the whole transaction.
24. A grocer purchased 200 kg of rice at ¥ 25 per kg. He sold 80 kg of it at a gain of 10% and
40 kg at a loss of 4%. At what rate per kg should he sell the remainder to gain 8% on his total
investment? i
25. If the selling price of an air conditioner is equal tol 3 of its cost price, find the gain per cent.
Hint. Let CP be = x. Then, SP = = = .
4
26. If the selling price of a flower vase is 5 of its cost price, find the loss per cent.
Hint. Let CP be = x. Then, SP =& =.

27. By selling an umbrella for ¥ 115.20, Kishan loses 10%. At what price must he sell it to
gain 5%?
28. By selling a bouquet for = 322, a florist gains 15%. At what price should he sell it to
gain 25%?
29. Aradio is sold for ¥ 3120 at a loss of 4%. What will be the gain or loss per cent if it is sold for
= 3445?
30. Luxmi sold two sarees for = 2185 each. On one she lost 5%, while on the other she gained
15%. Find her gain or loss per cent in the whole transaction.
31. A shopkeeper sold two fans for ¥ 990 each. On one he gains 10% and on the other he loses
10%. Calculate his gain or loss per cent in the whole transaction.
32. A grocer bought sugar worth € 4500. He sold one-third of it at a gain of 10%. At what gain
per cent must the remaining sugar be sold to have a gain of 12% on the whole?
2 ;
33. Ahmed buys a plot of land for ¥ 96000. He sells 5 of it at aloss of 6%. At what gain per cent
should he sell the remaining part of the plot to gain 10% on the whole?
If
34. Vinod sold a watch to Alex at a gain of 12% and Alex had to sell it to Shweta at a loss of 5%.
Shweta paid = 1330 for it, how much did Vinod pay for the watch?

————
134 Mathematics for Class 8

DISCOUNT

MARKED PRICE: In big shops and departmental stores, every article is tagged with a card
and its price is written on it. This is called the marked price of that article,
abbreviated as MP.
For books, the printed price is the marked price.

LIST PRICE: Items which are manufactured in a factory are marked with a price according to
the list supplied by the factory, at which the retailer is supposed to sell them. This
price is known as the list price of the article.

DISCOUNT: In order to increase the sale or clear the old stock, sometimes the shopkeepers
offer a certain percentage of rebate on the marked price. This rebate is known as
discount.

An important fact: The discount is always reckoned on the marked price.

Selling price = (marked price) - (discount).

ILLUSTRATIVE EXAMPLES
EXAMPLE 1. The marked price of a ceiling fan is = 1250 and the shopkeeper allows a discount
of 6% on it. Find the selling price of the fan.
Solution Marked price = = 1250 and discount = 6%.
Discount = 6% of MP
= (6% of $ 1250) = <(1250 x =) = %75.
100
Selling price = (MP) — (discount)
= % (1250 - 75) = € 1175.
Hence, the selling price of the fan is ¥ 1175.

EXAMPLE 2. A trader marks his goods at 40% above the cost price and allows a discount of
25%. What is his gain per cent?
Solution Let the cost price be = 100.
Then, marked price = ¥ 140.
Discount = 25% of MP
= (25% of ¥140) =F [140x = = 35:
100 }
Selling price = (MP) — (discount)
= § (140 - 35) = = 105.
Gain% = (105 - 100)% = 5%.
Hence, the trader gains 5%.

EXAMPLE 3. A dealer purchased a washing machine for = 7660. He allows a discount of 12% on’
its marked price and still gains 10%. Find the marked price of the machine.
Solution Cost price of the machine = % 7660, gain% = 10%.
(100 + gain%)
selling price =
100
_z {°00 +10) 110
100 x 7660) =< G x 7660 |== 8426.
 Profit and Loss 135

Let the marked price be & x.

Then, the discount = 12% of x
_z [x‘ ss) _ 2 3X,
100 25
SP = (MP) — (discount)

— [x SE)a Be

But, the SP = & 8426.

22x
—— = 8426 > x = [8426 x =| = 9575.
25
Hence, the marked price of the washing machine is = 9575.
EXAMPLE 4. How much per cent above the cost price should a shopkeeper mark his goods so
that after allowing a discount of 25% on the marked price, he gains 20%?
Solution Let the cost price be = 100.
Gain required = 20%.
selling price = ~ 120.
Let the marked price be & x.
Then, discount = 25% of = x

=2 [xx = Pt Ge
100 4
selling price = (MP) — (discount)

See IE —s x =(120x) =160

4 2
marked price = = 160.
Hence, the marked price is 60% above the cost price.

SUCCESSIVE DISCOUNTS: Suppose a discount of 25% is given on an article. Then, on the

reduced price a discount of 15% is given.
In such a case, we say that successive discounts of 25% and 15% are given.

EXAMPLE 5. Find the single discount equivalent to two successive discounts of 20% and 10%.

Solution Let the marked price of an article be ¥ 100.

Then, first discount on it = = 20.
Price after the first discount = ¥ (100 — 20) = = 80.
Second discount on it = 10% of = 80

Price after the second discount = f (80 - 8) = ¢ 72.

Net selling price = ¢ 72.
Single discount equivalent to given successive discounts = (100 — 72)% = 28%.
 Mathematics for Class 8

EXERCISE 10B
The marked price of a water cooler is ¥ 4650. The shopkeeper offers an off-season discount
of 18% on it. Find its selling price.
. The price of a sweater was slashed from ¥~ 960 to = 816 by a shopkeeper in the winter
season. Find the rate of discount given by him.
. Find the rate of discount being given on a shirt whose selling price is ¥ 546 after deducting a
discount of € 104 on its marked price.
Hint. MP = (SP) + (discount).
. After allowing a discount of 8% on a toy, it is sold for ¥ 216.20. Find the marked price of the
toy.
. Atea set was bought for = 528 after getting a discount of 12% on its marked price. Find the
marked price of the tea set.
. Adealer marks his goods at 35% above the cost price and allows a discount of 20% on the
marked price. Find his gain or loss per cent.
. Acellphone was marked at 40% above the cost price and a discount of 30% was given on its
marked price. Find the gain or loss per cent made by the shopkeeper.
. Adealer purchased a fan for = 1080. After allowing a discount of 25% on its marked price,
he gains 25%. Find the marked price of the fan.
. Adealer bought a refrigerator for ¥ 11515. After allowing a discount of 16% on its marked
price, he gains 20%. Find the marked price of the refrigerator.
. Ajeweller allows a discount of 16% to his customers and still gains 20%. Find the marked
price of a ring which costs the jeweller ¥ 1190.
. After allowing a discount of 10% on the marked price, a trader still makes a gain of 17%. By
what per cent is the marked price above the cost price?
. How much per cent above the cost price should a shopkeeper mark his goods so that after
allowing a discount of 10% on the marked price, he gains 8%?
13. The marked price of a TV is = 18500. A dealer allows two successive discounts of 20%
and 5%. For how much is the TV available?
14. Find the single discount which is equivalent to two successive discounts of 20% and 5%.

SALES TAX (ST)/ VALUE ADDED TAX (VAT)

SALES TAX (ST) ST is charged by the shopkeeper from the customer on selling price of an item
and is added to the value of the bill.
Sales tax is paid in a state to the respective state government.

VALUE ADDED TAX (VAT) These days, the prices of the articles include the tax, called VAT.
Different items carry VAT at different rates.

SOLVED EXAMPLES
EXAMPLE 1. The cost of a TV set at a showroom was ¥ 36500. The sales tax charged was 8%,
Find the bill amount.

Solution Cost of TV set = % 36500.

Sales tax = 8% of ¥36500 = & [36500 x a) =< 2920.

bill amount = % (36500 + 2920) = % 39420.

 Profit and Loss
eee CL t—(“(‘i(i:‘Csi‘(‘“ (a
137
EXAMPLE2. Raman bought an air cooler for = 5400 including VAT at 8%. Find the
original price
of the air cooler.
Solution Let the original price of the air cooler be = x.

VAT = 8% of Fx = eae |e.

100 25

price including VAT = = [x+ ss =< ees

25 25
—=—=5400 = x =(5400 x °°) =e Xe D000,

Hence, the original price of the air cooler is 5000.

EXAMPLE 3. A colour TV is available for ¥ 26880 inclusive of VAT. If the original cost of the TV is
~ 24000, find the rate of VAT.
Solution Let the rate of VAT be x%. Then,
24000 + x% of 24000 = 26880

s x 24000 |= (26880 — 24000)

100
=> 240x =2880 => x eee? ai.
240
rate of VAT is 12%.

EXERCISE 10C
. The list price of a refrigerator is ¥ 14650. If 6% is charged as sales tax, find the cost of the
refrigerator.
Reena bought the following articles from a general store:
(i) 1 tie costing ¥ 250 with ST @ 6%
(ii) Medicines costing ¥ 625 with ST @ 4% -
(iii) Cosmetics costing ¥ 430 with ST @ 10%
(iv) Clothes costing ¥ 1175 with ST @ 8%
Calculate the total amount to be paid by Reena.
. Tanvy bought a watch for = 1980 including VAT at 10%. Find the original price of the watch.
Mohit bought a shirt for ¥ 1337.50 including VAT at 7%. Find the original price of the shirt.
Karuna bought 10 g of gold for ¥ 15756 including VAT at 1%. What is the rate of gold per 10 g?
hae
ae}
eh Mohini purchased a computer for ¥ 37960 including VAT at 4%. What is the original price of
the computer?
. Sajal purchased some car parts for ¥ 20776 including VAT at 12%. What is the original cost
of these spare parts?
The sale price of a TV set including VAT is ¥ 27000. If the VAT is charged at 8% of the list
price, what is the list price of the TV set?
Rohit purchased a pair of shoes for % 882 inclusive of VAT. If the original cost be ¥ 840, find
the rate of VAT.
10. Malti bought a VCR for = 19980 including VAT. If the original price of VCR be ¥ 18500, find
the rate of VAT.
11. The value of a car including VAT is = 382500. If the basic price of the car be = 340000,
find
the rate of VAT on cars.
138 Mathematics for Class 8

EXERCISE 10D

OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. Rajan buys a toy for % 75 and sells it for 100. His gain per cent is
1 1
(a) 25% (b) 20% (c) She We (d) eligi:

. Abat is bought for ¥ 120 and sold for ¥ 105. The loss per cent is
2 1
(a) 15% (b) 125% (c) 165% (d) 142%

. A bookseller sells a book for ¥ 100, gaining ¥ 20. His gain per cent is
(a) 20% (b) 25% (c) 22% (d) none of these
. On selling an article for ¥ 48, a shopkeeper loses 20%. In order to gain 20%, what would be
the selling price?
(ajax 52, (b) ¥ 56 (c) ¥ 68 TaD elk al
. On selling an article at a certain price a man gains 10%. On selling the same article at
‘double the price, gain per cent is
(a) 20% (b) 100% (c) 120% (d) 140%
. Bananas are bought at 3 for ¥ 2 and sold at 2 for § 3. The gain per cent is
(a) 25% (b) 50% (c) 75% (d) 125%
Hint. Suppose 6 bananas are bought. Then, CP = ¥ 4 and SP =79.
. Ifthe selling price of 10 pens is the same as the cost price of 12 pens then gain per cent is
(a) 2% (b) 12% (c) 20% (d) 25%
. On selling 100 pencils a man gains the selling price of 20 pencils. His gain per cent is

(a) 20% (b) 25% (c) 22% (d) 162%

Ravi buys some toffees at 5 for a rupee and sells them at 2 for a rupee. His gain per cent is
(a) 30% (b) 40% (c) 50% (d) 150%
10. Oranges are bought at 5 for ¥ 10 and sold at 6 for = 15. His gain per cent is
(a) 50% (b) 40% (cy 35% (d) 25%
. By selling a radio for ¥ 950, a man loses 5%. What per cent shall he gain by selling it for
= 1040?
(a) 4% (b) 4.5% (c) 5% (d) 9%
6
12. The selling price of an article is 5 of the cost price. The gain per cent is

(a) 20% (b) 25% (c) 30% (d) 120%

13. On selling a chair for ¥ 720, a man loses 25%. To gain 25% it must be sold for

(a) ¥ 900 (b) ¥ 1200 (c) ¥ 1080 (d) ¥ 1440

14. The ratio of cost price and selling price of an article is 20 : 21. What is the gain per cent
on it?
1
(a) 5% (b) B53? (c) 6% (d) oiy
4
15. A man sold two chairs for ¥ 500 each. On one he gains 20% and on the other he loses 12%.
His net gain or loss per cent is
(a) 1.5% gain (b) 2% gain (c) 1.5% loss (d) 2% loss
 Profit and Loss 139

16. The profit earned on selling an article for ¥ 625 is the same as loss on selling it for ¥ 435.
The cost price of the article is
(a) ¥520 (b) ¥530 (c) £540 (d) ¥550
Hint. Let the CP be % x. Then, 625-x =x —435, Find x.
17. Aman buys an article for = 150 and makes overhead expenses which are 10% of the cost
price. At what price must he sell it to gain 20%?
(ayax.182 (b) ¥ 192 (c) 198 (d) ¥ 208
18. Ifan article is sold at a gain of 5% instead of being sold at a loss of 5%, a man gets € 5 more.
What is the cost price of the article?
(a) ¥ 50 (b) ¥ 40 (c) ¥60 (d) ¥ 80
' Hint. Let the CP be % x. Then, (105% of x) -(95% of x) =5.
19. A dealer lists his articles at 20% above cost price and allows a discount of 10%. His gain
per cent is

(a) 10% (b) 8% (c) 9% (d) 8%

20. The marked price of an article is 10% more than the cost price and a discount of 10% is
given on the marked price. The seller has
(a) no gain and no loss (b) 1% gain
(c) 1% loss (d) none of these
21. The price of watch including 10% VAT is ¥ 825. What is its basic price?
(a) ¥ 742.50 (b) 775 (c) % 750 (d) ~¥ 907.50

RETR

1. Gain or loss is always reckoned on the CP.

2. (i) Gain = (SP) - (CP) (ii) Loss = (CP) - (SP)

3. (i) Gain% -(= : 100 (ii) Loss% -(e ‘ 100

CP CP
4. (i). SP (100 + gain%) x CP (ii) SP = (100 —loss%) x CP
i 0 100

4) Cpt lOO pase (WiC Ea ne 5. sp

(100 + gain%) (100 — loss%)
6. The discount is allowed on the marked price.
7. SP = (marked price) — (discount).
as
8. If two or more discounts are allowed one after the other then such discounts are known
successive discounts or discounts in series.
to the state
9. VAT (Value Added Tax): It is charged by the shopkeeper. from the customer and given
and is added to the value of the bill.
government. It is charged on selling price of the item
140 Mathematics for Class 8

CCE TEST PAPER-10

A. 1. By selling a flower pot for ¥ 322, aman gains 15%. At what price should he sell it to gain
20%?
2. Ifthe cost price of 12 pens is equal to the selling price of 16 pens, find the loss per cent.
3. A dealer gets 30 less if instead of selling a chair at a gain of 12% he sells it at a gain of
8%. Find the cost price of the chair.
4. A trader marks his goods at 30% above cost price and allows a discount of 10%. What is
his gain per cent?
5. Find the single discount equivalent to two successive discounts of 20% and 10%.
6. Rajan bought a watch for ¥ 1870 including VAT at 10%. Find the original price of the
watch.

B. Mark (/) against the correct answer in each of the following:

7. On selling 100 pens, a man gains the selling price of 20 pens. The gain per cent is

(a) 20% (b) 25% (c) 165% (d) 15%

8. Aman sells a bat for ~ 100 gaining ¥ 20. His gain per cent is
(a) 20% (b) 22% (c) 18% (d) 25%

9. The selling price of an article is :of the cost price. The gain per cent is

(a) 15% (b) 20% (c) 25% (d) 30%

10. On selling a chair for ¥ 680, a man loses 15%. To gain 15%, it must be sold for
(a) ¥ 800 (b) ¥ 860 (c) € 920 (d) ¥ 884
11. A dealer lists his goods at 20% above cost price and allows a discount of 10%. His gain
per cent is
(a) 10% (b) 9% (c) 8% (d) 12%
12. The price of a watch including 8% VAT is ¥ 810. What is its basic price?
(a) 675 (b),.<'729 (ce) £750 (d) ¥ 745

C. 13. Fill in the blanks.

(i) The discount is reckoned on the ...... price.

(ii) Gain or loss is always reckoned on the ...... ‘
(iii) SP = (Marked price) —(...... )
(iv) VAT is charged on the ...... of the article.
D. 14. Write ‘T’ for true and ‘F’ for false for each of the following:

(100 + loss%)
WGP) sie ts eee
100
100
ii) CP = SP
ot (100
+ gain%) —
(iii) Gain is reckoned on the selling price.
(iv) The discount is allowed on the marked price.
11 Compound
Interest

INTRODUCTION
When money is borrowed on simple interest then the interest is calculated uniformly on the
original principal throughout the loan period.
However, in post offices, banks, insurance corporations and other companies which lend money
and accept deposits, the method of calculating interest is quite different.
Under this method, the borrower and the lender agree to fix a certain unit of time, say one year or
a half-year or one quarter of a year (i.e., 3 months), to settle the previous account.
In such cases, the interest accrued during the first unit of time is added to the original principal
and the amount so obtained is taken as the principal for the second unit of time. The amount of
this principal at the end of the second unit of time becomes the principal for the third unit of
time, and so on.
After a certain specified period, the difference between the amount and the money borrowed is
called the compound interest (abbreviated as CI).
The fixed unit of time is known as the conversion period.

TO FIND CI WHEN INTEREST IS COMPOUNDED ANNUALLY

In such cases where interest is compounded yearly, the interest accrued during the first year is
added to the principal and the amount so obtained becomes the principal for the second year.
The amount at the end of the second year becomes the principal for the third year, and so on.

EXAMPLE1. Find the compound interest on % 25000 for 3 years at 10% per annum,
compounded annually.

Solution Principal for the first year =< 25000.

Interest for the first year NE (eee Xe 0):

Amount at the end of the first year = F (25000 + 2500) = ¢ 27500.

‘Principal for the second year ~ =< 27500:

Interest for the second year EG ae =< 2750)

Amount at the end of the second year = % (27500 + 2750) = ¥ 30250.

Principal for the third year =<, 30250.

141
142 Mathematics for Class 8

30250 x10x1
Interest for the third year ze (2280) =F 3025.

Amount at the end of the third year = ¥ (30250 + 3025) = & 33275.
compound interest = % (33275 — 25000) =f 8275.

TO FIND Cl WHEN INTEREST IS COMPOUNDED HALF-YEARLY

R
In such cases, if the rate of interest is R% per annum then it is clearly Gi per half-year.

The amount after the first half-year becomes the principal for the next half-year, and so on.
The method for calculating the compound interest in such cases is shown in the example
given below.

EXAMPLE2. Find the compound interest on % 5000 for 1 year at 8% per annum, compounded
half-yearly.

Solution Rate of interest = 8% per annum = 4% per half-year.

Time =1 year = 2 half-years.
Original principal = ~ 5000.
5000 x 4x1
Interest for the first half-year =< [ =<. 200,
100
Amount at the end of the first half-year = = (5000 + 200) = ¥ 5200.
Principal for the second half-year = ¥ 5200.

Interest for the second half-year = € [ 5200x4x1 )=14 Ae

100
Amount at the end of the second half-year = = (5200 + 208) = f 5408.
compound interest = ¥ (5408 — 5000) = ¥ 408.

EXERCISE 11A

. Find the amount and the compound interest on ~ 2500 for 2 years at 10% per annum,
compounded annually.
. Find the amount and the compound interest on = 15625 for 3 years at 12% per annum,
compounded annually.
. Find the difference between the simple interest and the compound interest on % 5000 for 2
years at 9% per annum.
. Ratna obtained a loan of ¥ 25000 from the Syndicate Bank to renovate her house. If the rate
of interest is 8% per annum, what amount will she have to pay to the bank after 2 years to
discharge her debt?
. Harpreet borrowed ¥ 20000 from her friend at 12% per annum simple interest. She lent it
to Alam at the same rate but compounded annually. Find her gain after 2 years.

. Manoj deposited a sum of ¥ 64000 in a post office for 3 years, compounded annually at 7 ly
2
per annum. What amount will he get on maturity?
. Divakaran deposited a sum of % 6250 in the Allahabad Bank for 1 year, compounded
half-yearly at 8% per annum. Find the compound interest he gets.
 Compound Interest 143

8. Michael borrowed ¥ 16000 from a finance company at 10% per annum,

compounded
half-yearly. What amount of money will discharge his debt after 1;years?

CALCULATING COMPOUND INTEREST BY USING FORMULAE

The methodof calculating the compound interest discussed previously is quite long and
cumbersome, especially when the time period is large.
We can derive general formulae for calculating compound interest in various cases, as given
below. It is very easy to calculate compound interest by using these formulae.

CASE 1. When the interest is compounded annually

Let principal = % P, rate = R% per annum and time = n years.
Then, the amount A is given by the formula

A=< P(1+i%) E
100

EXAMPLE1. Find the amount of ¥ 8000 for 3 years, compounded annually at 10% per annum.
Also, find the compound interest.
Solution Here, P =< 8000, R =10% per annum and n = 3 years.
R n

Using the formula A = P f+ sae) , we get

LOS)
amount after 3 years =< {2000x f+ et |
100

= 8000x755 «15x75 |
10 10 10

= f 10648.

Thus, amount after 3 years = ~ 10648.

And, compound interest = ® (10648 — 8000) = ¥ 2648.
1
EXAMPLE2. Find the compound interest on ¥ 6400 for 2 years, compounded annually at 7 5 %

per annum.
15
Solution Here, P= % 6400, R= a % p. a. andn = 2 years.
% R mn

Using the formula A = Pi+ x) , we get

f=
IS iey
1 + Ox ~
amount after 2 years=¢ [6400+(

43 43
at [6400 « aes *

=< 7/396.
compound interest = = (7396 — 6400) =< 996.
144 Mathematics for Class 8

CASE 2. When the interest is compounded annually but rates are different for
different years
Let principal = P, time = 2 years, and let the rates of interest be p% p.a. during the
first year and q% p.a. during the second year.

=% [Poef+ ;
Pp ):[+ ; q J
Then, amount after 2 years

This formula may similarly be extended for any number of years.

EXAMPLE 3. Find the amount of % 50000 after 2 years, compounded annually; the rate of
interest being 8% p.a. during the first year and 9% p.a. during the second year.
Also, find the compound interest.

Solution Here, P = = 50000, p = 8% p.a. and q = 9% p.a.

Using the formula A = Px|1+ wih ox f+ | we have:

100 100

8 9
amount after 2 years =< {50000 x [+ a) x [ }
100 100
+ a

_z [50000 poe a |~ € 58860.

25 “100
Thus, amount after 2 years = ~ 58860.
And, compound interest = = (58860 — 50000) = ¥ 8860.
CASE 3. When interest is compounded annually but time is a fraction
3
For example, suppose time is 2 5 years. Then,

R 2 3 oR
amount =% Px(1+ 5% x 1+2
100 100

The idea will be more clear from the example given below.

EXAMPLE 4. Find the compound interest on = 31250 at 8% per annum for 2= years.

Solution Amount after 2 = years

8 2 —x8
=< 31250%(1+ =| x hie do Ba
100

-+{s1250.(22)'
83}
-z [31250 27 27 =)
25° 25°50
= { 38637.
amount = ¥ 38637.
Hence, compound interest = = (38637 — 31250) = = 7387.
 Compound Interest 145

SOME MORE EXAMPLES

EXAMPLES. The simple interest on a sum of money Jor 3 years at 12% per annum is % 6750.
What will be the compound interest on the same sum at the same rate for the
same period, compounded annually?
Solution Given, SI = ¥ 6750, R =12% p.a. and T = 3 years.
Ae =|
sum = | ————
Rx T
_z (oe x 6750
)=< 18750,
12x3
Now, P = £18750, R =12% p.a. and T = 3 years.
amount after 3 years

-@ {18750%(1+12)
i

100,

=a [18750 Ze x oe =|
55°05 OF
=z ae) = % 26342,40.
amount = < 26342.40.
And, compound interest = ¥ (26342.40 — 18750) =% 7592.40.

EXAMPLE6. The difference between the compound interest, compounded annually and the
simple interest on a certain sum for 2 years at 15% per annum is = 180. Find
the sum.
Solution Let the sum be ¥ 100. Then,
eee
SI = = |—————__ )=¥30
100

and cl =< 100%(1+ 75) —100

E 100
2
=8 {(100%.23 « 3-100} = (532-100) —« 2
20 #20 4
129 9
(Cy — (st) = =| [
—A - 30 |= —A

If (CI — SI) is = . then the sum is = 100.

4
If (CI — SI) is ¥ 180, then the sum = <(100. ae 180)= ¥ 8000.

Hence, the required sum is ~ 8000.

Alternative method

Let the sum be 2 P.

15
h
Then, SI=<|P
= x 100
— x 2)=i and
10

And, cl=% px(1+ 7) -P

OS ale 100
146 Mathematics for Class 8

(tarp oP
400 400

=a =
IZ9PPe3P
Se ——
oP
Keds </400 a) 400

9P =180 => p — 480% 400) _ s000.

400 9
Hence, the required sum is ¥ 8000.

EXAMPLE7. Acertain sum amounts to % 72900 in 2 years at 8% per annum compound interest,
compounded annually. Find the sum.
Solution Let the sum be = 100. Then,
8 2

amount = = /100
x f+ a)
100

—}

m5°25)"*(35-)
PA A
<
2916

916
If the amount is z2
“25 then the sum = Z 100.

If the amount is f 72900 then the sum = & [100x sa x 72900|= ¥ 62500.
916
Hence, the required sum is ¥ 62500.
Alternative method

Let the sum be € P. Then,

8 2

amount = ~ Px(1+s
100

=t{Pxi ae ¢|625
25 25
a
729P 5909 => pul (2900625
625 729
=> P=62500.
Hence, the required sum is ~ 62500.
EXAMPLE8. At what rate per cent per annum willasum of ¥ 6250 amount to = 7840 in 2 years
compounded annually?
Solution Let the required rate be R% per annum.
Here, A =< 7840, P = % 6250 and n = 2 years.

Using the formula A = P i7 i , we get

R 2

7840 = 6250 x f+ a
100

=
(
SSS
R ) 7840 =
784 =
(28)?
100 6250 625 (25
 Compound Interest 147

= + oa = e8
[1
100) 25

ee eee
100, (25 | yS O65

= R =[ 2x10 = iD
25 ight
Hence, the required rate is 12% per annum.

EXAMPLE9. In what time will £1000 amount to 1331 at 10% per annum, compounded
annually?
Solution Let the required time be n years. Then,

amount =< 1000 «(1+755) = +1000x hts .

100 10

Pie
1000 x (3 31331 [." amount = ¥ 1331 (given)]

(2) = 2382 en -(2)

10) 1000 10x10x10 (10
(4) (2)
= dal oe kal end
10 10

=) f aey

Waines,
eS S.

Hence, the required time is 3 years.

APPLICATIONS OF COMPOUND INTEREST FORMULA

In each of the following situations we use the CI formula:

(i) Increase (or decrease) in population

(ii) The growth of bacteria when the rate of growth is known

(iii) Depreciation in the values of machines, etc., at a given rate

EXAMPLE 10. The population of a town was 176400 in the year 2009. It increases at the rate of
5% per annum.
(i) What would be its population in the year 2011?
(ii) What was its population in the year 2007?

Solution Population in the year 2009 = 176400.

Rate of increase = 5% per annum.
148 Mathematics for Class 8

(i) Population in the year 2011 = population after 2 years

5 2

= 179400 “(
it+ e~
aae rey |

216 21
= i76400 x —
ae Sx —
=) |=194481.

Hence, the population of the town in 2011 would be 194481.

(ii) Let the population in the year 2007 be x. Then,
5 2

population in 2009 = {1of 5)

100
91 21) 441x
tl |, ae < x = :
90-20} 400
mee TG4008S x = 176400 x 40° = 160000.
400 44]
Hence, the population of the town in 2007 was 160000.

EXAMPLE 11. In a certain experiment the count of bacteria was increasing at the rate of 2.5%
per hour. Initially, the count was 512000. Find the bacteria at the end of 2 hours.
2

Solution Bacteria at the end of 2 hours = ,512000 x f+ 2

2x100

= [512000 x oa sc=) = 537920.

40 40
Hence, the bacteria at the end of 2 hours = 537920.

Note: For decrease (or depreciated value), we use the formula:

Decreased value (or depreciat

ed value) = Pi.7 a)

EXAMPLE12. The population of a town 2 years ago was 62500. Due to migration to cities it
decreases every year at the rate of 4% per annum. Find its present population.
Solution Population 2 years ago = 62500.
Rate of decrease = 4% per annum.
2

present population = 62500 x t= i

24 24
=| 62500 xx —
= xx —
ae)| = 57600.
0O

Hence, the present population of the town is 57600.

EXAMPLE13. A motorcycle is bought at ~ 160000. Its value depreciates at the rate of 10%
per annum. Find its value after (i) 1 year, (ii) 2 years.
Solution (i) Value of the motorcycle after 1 year

=f (160000 x [1
= al
100 J

=z [60000 x =) = % 144000.
}

value after 1 year = 144000.

 Compound Interest 149

(ii) Value of the motorcycle after 2 years

B ®{160000.(1- 1)
2

100

Dee
= ~| [
160000 <a
x— x— ||= 7 12 9600 :

value after 2 years = ¥ 129600.

EXERCISE 11B

By using the formula, find the amount and compound interest on:
1. ~ 6000 for 2 years at 9% per annum compounded annually.
2. ~ 10000 for 2 years at 11% per annum compounded annually.
3. ~ 31250 for 3 years at 8% per annum compounded annually.
1
4. ~ 10240 for 3 years at12 3 % per annum compounded annually.

5. ~ 62500 for 2 years 6 months at 12% per annum compounded annually.

6. ~ 9000 for 2 years 4 months at 10% per annum compounded annually.

7. Find the amount of ~ 8000 for 2 years compounded annually and the rates being 9% per
annum during the first year and 10% per annum during the second year.
8. Anand obtained a loan of ¥ 125000 from the Allahabad Bank for buying computers. The
bank charges compound interest at 8% per annum, compounded annually. What amount
will he have to pay after 3 years to clear the debt?
9. Three years ago, Beeru purchased a buffalo from Surjeet for € 11000. What payment will
discharge his debt now, the rate of interest being 10% per annum, compounded annually?
10. Shubhalaxmi took a loan of = 18000 from Surya Finance to purchase a TV set. If the
il
company charges compound interest at 12% per annum during the first year and 7 %

per annum during the second year, how much will she have to pay after 2 years?

11. Neha borrowed % 24000 from the State Bank of India to buy a scooter. If the rate of interest
‘be 10% per annum compounded annually, what payment will she have to make after 2
years 3 months?
Hint. 2 years 3 months =2 7years.

12. Abhay borrowed ¥ 16000 at 7 :% per annum simple interest. On the same day, he lent it to

Gurmeet at the same rate but compounded annually. What does he gain at the end of
2 years?

13. The simple interest on a sum of money for 2 years at 8% per annum is =~ 2400. What will be
the compound interest on that sum at the same rate and for the same period?
for
14. The difference between the compound interest and the simple interest on a certain sum
2 years at 6% per annum is % 90. Find the sum.
certain sum for
15. The difference between the compound interest and the simple interest on a
3 years at 10% per annum is % 93. Find the sum.
150 Mathematics for Class 8

2 annually.
16. A sum of money amounts to ¥ 10240 in 2 years at6 5 % per annum, compounded

Find the sum.

ded
17. What sum of money will amount to = 21296 in 3 years at 10% per annum, compoun
annually?
18. At what rate per cent per annum will = 4000 amount to ¥ 4410 in 2 years when compounde
d
annually?
19. At what rate per cent per annum will ~ 640 amount to = 774.40 in 2 years when
- compounded annually?
20. In how many years will = 1800 amount to ¥ 2178 at 10% per annum when compounded
annually?
21. In how many years will 6250 amount to f 7290 at 8% per annum, compounded annually?
22. The population of a town is 125000. It is increasing at the rate of 2% per annum. What will
be its population after 3 years?
23. Three years ago, the population of a town was 50000. If the annual increase during
three successive years be at the rate of 5%, 4% and 3% respectively, what is its present
population?
24. The population of a city was 120000 in the year 2009. ifetig next year it increased by 6%
but due to an epidemic it decreased by 5% in the following year. What is its population in the
year 2011?
25. The count of bacteria in a certain experiment was increasing at the rate of 2% per hour.
Find the bacteria at the end of 2 hours if the count was initially 500000.
26. The bacteria in a culture grows by 10% in the first hour, decreases by 10% in the second
hour and again increases by 10% in the third hour. Find the bacteria at the end of 3 hours if
the count was initially 20000.
27. A machine is purchased for ¥ 625000. Its value depreciates at the rate of 8% per annum.
What will be its value after 2 years?
28. A scooter is bought at ¥ 56000. Its value depreciates at the rate of 10% per annum. What will
be its value after 3 years?
29. A car is purchased for ¥ 348000. Its value depreciates at 10% per annum during the first
year and at 20% per annum during the second year. What will be its value after 2 years?
30. The value of a machine depreciates at the rate of 10% per annum. It was purchased 3 years
ago. If its present value is ¥ 291600, for how much was it purchased?

INTEREST COMPOUNDED HALF-YEARLY

Let principal = ¢ P, rate = R% per annum, time = n years.

Suppose that the interest is compounded half-yearly. Then,

R\, P R 2n
rate = 5 % per half-year, time = (2n) half-years, and amount =z P x f+
steal

‘Compound interest = (amount) - (principal).

 Compound Interest 151 |

EXAMPLE1. Find the compound interest on % 15625 for 1S years at 8% per annum when
compounded half-yearly.
Solution Here, principal = = 15625, rate = 8% per annum = 4% per half-year,
1
time = 1 3 years = 3 half-years.

amount = = 15025x [1
+ 4) |
100
= (15625 x22«28 28
25 25 25
=% 17576.
compound interest = % (17576 — 15625) = $1951.
EXAMPLE2. Find the compound interest on % 160000 for 2 years at 10% per annum when
compounded semi-annually.
Solution Here, principal = ¥ 160000, rate = 10% per annum = 5% per half-year,
time = 2 years = 4 half-years.
4

amount = % ;160000 x i~ a)
100

= {160000 x 35x 24
x 52x31\=8194481,
20 20 20 20
compound interest = ¥ (194481 — 160000) = ¥ 34481.

INTEREST COMPOUNDED QUARTERLY

Let principal = = P, rate = R% per annum, time = n years.

Suppose that the interest is compounded quarterly. Then,

is
R 4n

rate al (Fe per quarter, titime == (4n) quarter

ters,
s, and and amou nt = Px)1+
x [ Aiseie 5 | .

Compound interest = (amount) - (principal).

EXAMPLE3. Find the compound interest on ~125000 for 9 months at 8% per annum,
compounded quarterly.

_ Solution Here, principal = ¥ 125000,

rate = 8% per annum = (Ss per quarter = 2% per quarter,

time = 9 months = 3 quarters.

3

amount = = 125000 x .+ as) |

100

Blyvod. Ol
aay [125000% 5°»25%=)

= 132651.
compound interest = (132651 - 125000) = ¢ 7651.
152 Mathematics for Class 8
ee SS SS SSS

EXERCISE 11C

1. Find the amount and the compound interest on 8000 for 1 year at 10% per annum,
compounded half-yearly.

2. Find the amount and the compound interest on ~ 31250 for 1 years at 8% per annum,

compounded half-yearly.

3. Find the amount and the compound interest on ¥ 12800 for 1 year at 75% per annum,

compounded semi-annually.
4. Find the amount and the compound interest on ~ 160000 for 2 years at 10% per annum,
compounded half-yearly.
1
5. Swati borrowed = 40960 from a bank to buy a piece of land. If the bank charges 12 3 % per
1
annum, compounded half-yearly, what amount will she have to pay after a years? Also,

find the interest paid by her.

6. Mohd. Aslam purchased a house from Avas Vikas Parishad on credit. If the cost of the
house is = 125000 and the Parishad charges interest at 12% per annum compounded
half-yearly, find the interest paid by Aslam after a year and a half.
7. Sheela deposited ¥ 20000 in a bank, where the interest is credited half-yearly. If the rate of
interest paid by the bank is 6% per annum, what amount will she get after 1 year?

8. Neeraj lent ¥ 65536 for 2 years at 125% per annum, compounded annually. How much

more could he earn if the interest were compounded half-yearly?

9. Sudershan deposited ¥ 32000 in a bank, where the interest is credited quarterly. If the rate
of interest be 5% per annum, what amount will he receive after 6 months?
10. Arun took a loan of ¥ 390625 from Kuber Finance. If the company charges interest at 16%
per annum, compounded quarterly, what amount will discharge his debt after one year?

EXERCISE 11D

OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. The compound interest on $5000 at 8% per annum for 2 years, compounded annually, is
(a) ¥ 800 (b) ¥ 825 (c) ¥ 832 (d) ¥ 850
2. The compound interest on ¥ 10000 at 10% per annum for 3 years, compounded annually, is
(a) ¥ 1331 (DJ 3310 (c) 3130 (d) € 13310
3. The compound interest on 10000 at 12% per annum for 1 5years, compounded annually,
is
(a) ¥ 1872 (b) € 1720 (c) ¥ 1910.16 (d) ¥ 1782
 Compound Interest 153

. The compound interest on = 4000 at 10% per annum for 2 years 3 months, compound
ed
annually, is
(a) 916 (b) ¥ 900 (c) ¥ 961 (d) ¥ 896
- A sum of ~ 25000 was given as loan on compound interest for 3 years compounded
annually at 5% per annum during the first year, 6% per annum during the second year and
8% per annum during the third year. The compound interest is
(a) $5035 (b) ¥5051 (e) >< 5072 (d) ¥ 5150
. The compound interest on % 6250 at 8% per annum for 1 year, compounded half yearly, is
(a) ¥500 (b) ¥510 (c) $550 (d) $512.50
. The compound interest on = 40000 at 6% per annum for 6 months, compounded quarterly,
is
(a) ¥ 1209 (b) ¥ 1902 (Cc) <21200 (d) ¥ 1306
. The present population of a town is 24000. If it increases at the rate of 5% per annum, what
will be its population after 2 years?
(a) 26400 (b) 26460 (c) 24460 (d) 26640
. The value of a machine depreciates at the rate of 10% per annum. It was purchased 3 years
ago for ¥ 60000. What is the present value of the machine?
(a) ¥ 53640 (b) ¥ 51680 (c) ¥ 43740 (d) € 43470
10. The value of a machine depreciates at the rate of 20% per annum. It was purchased 2 years
ago. If its present value is ¥ 40000, for how much was it purchased?
(a) ~ 56000 (b) ~ 62500 (c) ¥ 65200 (d) ~¥ 56500
11. The annual rate of growth in population of a town is 10%. If its present population is 33275,
what was it 3 years ago?
(a) 25000 (b) 27500 (c) 30000 (d) 26000
12. If the simple interest on a sum of money at 5% per annum for 3 years is ~ 1200 then the
compound interest on the same sum for the same period at the same rate will be
tajexcl2 25 (b) < 1236 (c) ¥ 1248 (d) ¥ 1261

13. If the compound interest on a sum for 2 years at 125% per annum is % 510, the simple

interest on the same sum at the same rate for the same period of time is

(a) ~ 400 (b) 450 (c) ¥ 460 (d) ¥ 480

14. The sum that amounts to ¥ 4913 in 3 years at 6 ;% per annum compounded annually, is

(a) ¥ 3096 (b) ¥ 4076 (c) ¥ 4085 (d) ¥ 4096

15. At what rate per cent per annum will a sum of ¥ 7500 amount to ~ 8427 in 2 years,
compounded annually?
(a) 4% (b) 5% (c) 6% (d) 8%

1. Amount after n years is given by

2. Compound interest = (amount) — (principal).

154 Mathematics for Class 8 e eee
es OE Ee

3. If the rates be p%, q% and r% during the Ist, 2nd and 3rd year respectively, then
Pp
=P) (1+—— q |) ah
||1+——
wall 1+ 100
amount afte
3 yea
rrs ma ll

4. If principal =* P, rate =R% per annum and time =n years, then

(i) amount after n years (compounded annually)

(ii) amount after n years (compounded half-yearly)

2n

=tP(1+
ae .
(iii) amount after n years (compounded quarterly)
4n

=<=P (pee :
4x100
5. If the present population of.a place is P and it increases at the rate of R% per annum, then

(i) Population after n years = ae+ oa :

100
P
(ii) Population n years ago = _—_——_—_ -

(1500) 100
6. If the present population of a place is P and it decreases at R% per annum, then

population after n years = A - a] :

100
7. If the present value of a machine is % P and it depreciates at the rate of R% per annum then its value
Ra.
after n years == P|}1-——_ | -
uf 4 ( a
 Compound Interest 155

CCE TEST PAPER-11

Find the amount and the compound interest on = 3000 for 2 years at 10% per annum.

Find the amount of = 10000 after 2 years compounded annually; the rate of interest
being 10% per anum during the first year and 12% per annum during the second year.
Also, find the compound interest.
Find the amount and the compound interest on = 6000 for 1 year at 10% per annum
compounded half-yearly.
A sum amounts to ¥ 23762 in 2 years at 9% per annum, compounded annually. Find the
sum.
A scooter is bought for ¥ 32000. Its value depreciates at 10% per annum. What will be its
value after 2 years?
‘

B. Mark (/) against the correct answer in each of the following:

6. The compound interest on = 5000 at 10% per annum for 2 years is

(a) ¥ 550 (b) ¥ 1050 (c) € 950 (d) ¥ 825
The annual rate of growth in population of a town is 5%. If its present population is
4000, what will be its population after 2 years?
(a) 4441 (b) 4400 (c) 4410 (d) 4800
At what rate per cent per annum will ¥ 5000 amount to ¥ 5832 in 2 years, compounded
annually?
(a) 11% (b) 10% (c) 9% (d) 8%
If the simple interest on a sum of money at 10% per annum for 3 years is = 1500, then the
compound interest on the same sum at the same rate for the same period is
(a) ¥ 1655 (b) $1155 (c) ¥ 1555 (d) ¥ 1855
10. If the compound interest on a certain sum for 2 years at 10% per annum is ~ 1050, the
sum is
(a) ¥ 3000 (b) = 4000 (c) 5000 (d) ¥ 6000

. Fill in the blanks:

(i) A= P14 se) :

(ii) (Amount) — (Principal) = ...... :

(iii) If the value of a machine is € P and it depreciates at R% per annum, then its
value after 2 years is ...... :
(iv) If the population P of a town increases at R% per annum, then its population
after 5 years is...... :
12 Direct and
Inverse
Proportions _®
@

INTRODUCTION

Suppose 2 pencils cost € 8, then 4 pencils will cost % 16.

Clearly, more pencils will cost more.
Again, if 3 men can do a piece of work in 8 hours, then 1 man alone can do it in 24 hours.
Thus, less men at work, more will be the time taken to finish it.
Thus, change in one quantity brings out a change in the other.

Variation If two quantities depend on each other in such a way that the change in one
results in a corresponding change in the other, then the two quantities are said to
be in variation.
There are many situations in our daily life where the variation in one quantity brings
a variation in the other.

EXAMPLES (i) More articles will cost more.

(ii) More is the money deposited in a bank, more is the interest earned in a fixed
period.
(iii) More is the distance covered by a car, more is the petrol consumed by it.
(iv) More is the speed of a car, less is the time taken to cover a fixed distance.
(v) More is the number of workers at a work, less is the time taken to complete
the work.

Direct Proportion (or Direct Variation) Two quantities x and y are said to be in direct proportion
if whenever the value of x increases (or decreases), then the value of y increases

(or decreases) in such a way that the ratio edremains constant.

Thus, x and y are in direct proportion, if Be k, where k is a constant, i.e.,

y

Examples (i), (ii) and (iii) given above are the cases of direct proportion.

REMARK When x and y are in direct proportion, we also say that x and y have a direct
variation.

156
 Direct and Inverse Proportions 157

SOLVED EXAMPLES
EXAMPLE1. Observe the tables given below and find whether x and y are directly proportional:

Ae Omer 807 ae Olen LD)

Solution (i) Clearly, — = — =—- = — =—_= = — (constant
sy 6 10 14 18 24 iq
x and y are directly proportional.
(ii) We have:
Ae el le her al
et ee and Sea -
SS SS
je Ts owes 60 4
oe
iy ee bal ee a)
x and y are not directly proportional.

EXAMPLE 2. If x and y are directly proportional, find the values of x,, X2 and y, in the table
given below.

EE 86 60) | 969m gai

Solution Since x and y are directly proportional, we have:
Ot xy eg ALLO
36 60 96 yy,
3 xX es: iL
Now, — = — —= => m=(3x60]=5.
OWE 60 1atwEO , be
a pie Stipe Ys x, = [75x96] 8.
3696 12 96 12
eoee en er elya(l 2 <10)s> 1, =120:
36 yy lQay 41 ;
x, =5, xX, = Sandy;
=120.

EXAMPLE3. Acar covers 432 km in 36 litres of petrol. How much distance would it cover in
25 litres of petrol?

Solution Let the required distance be x km. Then, we have:

Quantity of petrol (in litres)
|Distance (in km) 432
Clearly, less is the quantity of petrol consumed, less is the distance covered.
So, it isa case of direct proportion.

= => (xxl)=(12x25) > x =300.

required distance is 300 km.

158 Mathematics for Class 8

EXAMPLE 4. If 50 metres of a cloth costs ¥ 3725, how much cloth can be purchased for ¥ 1788?

Solution Let the required length of cloth be x metres. Then, we have:

|
Length of cloth (in metres) 50_ [x_|
Its cost (in rupees) 1788 3725

Clearly, less is the cost, less is the length of cloth.

So, it is a case of direct proportion.
1788 x2
BO hn HA AS gg ex) TSS a) ee es
3725 1788 149 1788 149
required length of cloth = 24 m.

EXAMPLE 5. If the weight of 9 sheets of thick paper is 30 grams, how many sheets of the same
paper would weigh 1 kilograms?

Solution Let the required number of sheets be x.

1 kg = = x 1000 grams= 1250 grams.

Thus, we have:

‘Number ofsheets —s_|

‘Weight of sheets (a Bae. EECCA
More is the weight, more is the number of sheets.
So, it is a case of direct proportion.
Cw es 3 x [3
ae
Bomes00 a 7 ° =|«\10° 1950) 50 =a75.
10° 1950 Ae
Hence, the required number of sheets is 375.

EXAMPLE 6. A train is moving at a uniform speed of 75 km/hr.

(i) How far will it travel in 24 minutes?
(ii) In how much time will it cover 175 km?

Solution Let the distance covered by the train in 24 minutes be x km and let it cover 175 km
in y minutes.
Then, we have:

‘Distance covered (in km)

Time taken (in minutes)

Since the speed is uniform, more distance will be covered in more time.
So, it is a case of direct proportion.
ee 5 ahs
60 mite y
on x a ees
i) Now,— eee
. 60 — 24 me 4 24
2
=> xxX =|—<24
(=. )= 30,
O

distance covered in 24 minutes is 30 km.

 Direct and Inverse Proportions 159
75.175 5 175
(ii) Also, BOgeh
— =—— = —=——
eae => 5y = =(175x4)

175x4
> Y= 5 = 140.

time taken to cover 175 km is 140 min, i.e., 2 hours 20 minutes.

EXAMPLE7. <A vertical pole 5 m 60 cm high casts a shadow 3 m 20 cm long. Find at the same
time (i) the length of shadow cast by another pole 10 m 50 cm high, (ii) the height
of a pole which casts a shadow 5 m long.

Solution Let the required length of shadow be x cm and the required height of the pole be
y cm. Then, we have:

More is the height of pole, more is the length of its shadow.

So, it is a case of direct proportion.
560 1050 y
320. x 500.
560 1050 7 _ 1050
WwW, = =

320 x = 4 BG

Se X= (4 OO aan
_ 4x1050 = 600.

the required length of shadow = 600 cm = 6 metres.

UTD hireWeg pe arearge e P

590-7 500-84. 500
= ey (zx 500 =10,/0:

the required length of pole = 875 cm = 8m 75cm.

EXAMPLE8. The scale of a map is1:3x10’. Two cities are 5 cm apart on the map. Find the
actual distance between them in kilometres.

Solution Let the required distance be x cm. Then, we have:

[Distance on the map (in cm)

More is the distance on the map, more is the actual distance.
So, it is a case of direct proportion.
- me, = (xx1)=5x3x10’ => x =(15x10").
SalGua x
15x10’
Required actual distance = (15 x10’) cm = 100
x 1000

_{ 15x10 ifiG 15x10 if

)
102 x10 10°
= (15 x10?) km = (15 x 100) km = 1500 km.
Hence, the actual distance between the two cities is 1500 km.
160 Mathematics for Class 8

EXAMPLES. If 5 men or 7 women can earn & 875 per day, how much would 10 men and
5 women earn per day?

Solution 5 men = 7 women

Ti
=> lman= 5 women

=> 10men= (Zx 10|women = 14 women

= (10 men + 5 women) =(14 women + 5 women) = 19 women.

Let 10 men and 5 women would earn & x per day. Then, we have:

Earning per day (in rupees)

Clearly, more women will earn more per day.

So, it is a case of direct proportion.

es = Batti SL PS (P2519 Sx E2375}

875 x 12> xX |
10 men and 5 women would earn ¥ 2375 per day.

EXERCISE 12A
1. Observe the tables given below and in each one find whether x and y are proportional:

ee
_ SSS Sees

» as Ta Te TasTaeTas
2. Ifx and y are directly proportional, find the values of x,, x. and y, in the table given below:

_) EECSCe
re
3. Atruck covers a distance of 510 eshain 34 litres of diesel. How much distance would it cover
in 20 litres of diesel?

4. A taxi charges a fare of ¥ 1275 for a journey of 150 km. How much would it charge for a
journey of 124 km?
5. A loaded truck covers 16 km in 25 minutes. At the same speed, how far can it travel in
5 hours?
6. If 18 dolls cost ¥ 630, how many dolls can be bought for = 455?
7. If 9 kg of sugar costs = 166.50, how much sugar can be bought for = 259?
8. The cost of 15 metres of a cloth is ¥ 981. What length of this cloth can be purchased for
= 1308?
 Direct and Inverse Proportions 161
a
9. In a model of a ship, the mast is 9 cm high, while the mast of the actual ship
is 15 m high. If
the length of the ship is 35 metres, how long is the model ship?
10. In 8 days, the earth picks up (6.4 x10’) kg of dust from the atmosphere. How much dust
will it pick up in 15 days?
11. A car is travelling at the average speed of 50 km/hr. How much distance would it travel in
1 hour 12 minutes?
12. Ravi walks at the uniform rate of 5 km/hr. What distance would he cover in 2 hours
24 minutes?

13. If the thickness ofa pile of 12 cardboards is 65 mm, find the thickness of a pile of 312 such
cardboards.
3
14. 11 men can dig 6 jp eS nS trench in one day. How many men should be employed for

digging 27-metre-long trench of the same type in one day?

15. Reenu types 540 words during half an hour. How many words would she type in 8 minutes?

INVERSE PROPORTION
We know that with more speed, a car will take less time to cover a fixed distance.
Similarly, more workers will finish a work in less time.
Thus, there are cases wherein two variables are related to each i in such a way that on
increasing the one, the other decreases proportionally and vice versa.

Inverse proportion Two quantities x and y are said to be in inverse proportion if xy = k, where
k is a constant.
Thus, X,Y) =X qq =X3Y3 =-.--- =k.

SOLVED EXAMPLES

EXAMPLE’. Observe the tables given below and find whether x and y are inversely
proportional:

Solution (i) Clearly, we have

xy =6x24 =3x 48 =36x 4=72x2=16x9 = 144 = constant.
x and y are inversely proportional.
(ii) Clearly, we have
xy =9x 4=12x3 =2x18 =1x36 46x8.
x and y are not inversely proportional.
162 Mathematics for Class 8

EXAMPLE 2. If x and y are inversely proportional, find the values of xX, X2,Yy, and y, in the
table given below:

Solution Since x and y are inversely proportional, we must have xy = constant.

12x 8=16xy, =x, x4=X, x16 = 48x
Yo.
96
Now, 12x 8=16xy, => 16y, =96 => Ui ee

96
12x8=x,x4 > 4x, =96 => Sie ie

96
12 8 xp X16 16x5
= 96> oehank (ke

96
12x8=48xy, > 48y, =96 => Ue ee

x, =24, x. =6,y, =6andy, =2.

EXAMPLE 3. If 45 men can doa piece of work in 49 days, in how many days will 35 men do it?

Solution Let the pequired number of days be x. Then, we have:

Namberofmen | 45 | 35
(Number ofdays [49 | x
Clearly, less men will take more days to finish the work.
So, it is a case of inverse proportion.

ABx
49 = Bho > 35K
245x49 SS x= 2 = 68
required number of days = 63.

EXAMPLE 4. If 14 workers can build.a wall in 45 hours, how many workers will be required to
do the same work in 35 hours?

Solution Let the required number of workers be x. Then, we have:

Number
of workers _
‘Number of hours
For finishing the work in less hours, more workers will be needed.
So, it is a case of inverse proportion.
14x
45 _
14x 45=xx35 => 35x =14x45 => x=
25
Hence, the required number of workers = 18.
EXAMPLE 5. 6 pipes can fill a tank in 1 hour 24 minutes. How long will it take to fill the tank if
7 pipes of the same type are used?

Solution It is given that 6 pipes can fill the tank in 84 minutes.

Let 7 pipes fill the tank in x minutes. Then, we have:

Number of pipes
‘Time taken to fill the ak aee ae
 Direct and Inverse Proportions 163

Clearly, more pipes will fill the tank in less time.

So, it is a case of inverse proportion.
6x84=7xx =>: 7x =6x84

a4 x = X84 72.
required time to fill the tank = 72 minutes = 1 hour 12 minutes.

EXAMPLE 6. In a fort, 300 men had provisions for 90 days. After 20 days, 50 men left the fort.
How long would the food last at the same rate?
Solution Clearly, the remaining food is sufficient for 300 men for (90 — 20) days = 70 days.
But, remaining number of men = (300 — 50) = 250.
Let the remaining food be sufficient for 250 men for x days.
Then, we have: ;

‘Number of men
Number of days
Clearly, less men will have food for more days.
So, it is a case of inverse proportion.
300% 70 = 290xx => 250x =300x70
300 x 70
SC SS SS SS 84.
250
the required number of days = 84.

EXERCISE 12B
1. Observe the tables given below and in each case find whether x and y are inversely

reap the same field?

3. 1f 35 ea can reap a field in 8 days, in how many days can 20 men
4. 12 men can dig a pond in 8 days. How many men can dig it in 6 days?
164 Mathematics for Class 8

6 cows can graze a field in 28 days. How long would 14 cows take to graze the same field?
Acar takes 5 hours to reach a destination by travelling at the speed of 60 km/hr. How long ~
will it take when the car travels at the speed of 75 km/hr? |

A factory requires 42 machines to produce a given number of articles in 56 days. How many
machines would be required to produce the same number of articles in 48 days?
7 taps of the same size fill a tank in 1 hour 36 minutes. How long will 8 taps of the same size
take to fill the tank?
. 8 taps of the same size fill a tank in 27 minutes. If two taps go out of order, how long would
the remaining taps take to fill the tank?
10. A farmer has enough food to feed 28 animals in his cattle for 9 days. How long would the
food last, if there were 8 more animals in his cattle?

11. A garrison of 900 men had provisions for 42 days. However, a reinforcement of 500 men
arrived. For how many days will the food last now?
12. In a hostel, 75 students had food provision for 24 days. If 15 students leave the hostel, for
how many days would the food provision last?
13. A school has 9 periods a day each of 40 minutes duration. How long would each period be,
if the school has 8 periods a day, assuming the number of school hours to be the same?
14. If x and y vary inversely and x = 15 when y = 6, find y when x = 9.
15. If x and y vary inversely and x = 18 when y = 8, find x when y = 16.

EXERCISE 12C

OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
Ihe If 14 kg of pulses cost ¥ 441, what is the cost of 22 kg of pulses?

(a) 627 (b) ¥ 649 (ej-<, 671 (d) 693

. If 8 oranges cost ¥ 10.40, how many oranges can be bought for = 33.80?
(a) 13 (b) 18 (c) 26 (d) 24
. Amachine fills 420 bottles in 3 hours. How many bottles will it fill in 5 hours?
(a) 252 (b) 700 (c) 504 (d) 300
- A car is travelling at a uniform speed of 75 km/hr. How much distance will it cover in
20 minutes?
(a) 25 km (b) 15 km (c) 30 km (d) 20 km
. The weight of 12 sheets of a thick paper is 40 grams. How many sheets would weigh 1 kg?
(a) 480 (b) 360 (c) 300 (d) none of these
. Apole 14 m high casts a shadow of 10 m. At the same time, what will be the height of a tree
>

the length of whose shadow is 7 metres?

(a) 20m (DT 9.8 om (c) Sm (d) none of these
 Direct and Inverse Proportions 165
Oe
7. A photograph of a bacteria enlarged 50000 times attains a length of 5 cm. The actual length
of bacteria is
(a) 1000 cm (b) 10°° cm (c) 10°* cm (d) 10°? cm
Hint. Let the actual length be x cm. Then, x x 50000 = 5.
Se ee
10000 104
8. 6 pipes fill a tank in 120 minutes, then 5 pipes will fill it in
(a) 100 min (b) 144 min (c) 140 min (d) 108 min
9. 3 persons can build a wall in 4 days, then 4 persons can build it in
1 1
(a) Dis days (b) 3 days (c) on days (d) none of these

10. A car takes 2 hours to reach a destination by travelling at 60 km/hr. How long will it take
while travelling at 80 km/hr?
(a) 1 hr 30 min (b) 1 hr 40 min (c) 2 hrs 40 min (d) none of these

1. Direct proportion:
(i) Two quantities x and y are said to be in direct proportion if whenever the value of x increases
(or decreases), then the value of y increases (or decreases) in such a way that the ratio s
y
remains constant.
(ii) When x and y are in direct proportion, we have:

2. Inverse proportion:
(i) Two quantities x and y are said to be in indirect proportion if whenever the value of x
increases (or decreases), then the value of y decreases (or increases) in such a way that xy
remains constant.
(ii) When x and y are in inverse proportion, then
XX Yy = XQ X Yo = X3 X Y3, and so on.
166 Mathematics for Class 8

CCE TEST PAPER-12

> i . 350 boxes can be placed in 25 cartons. How many boxes can be placed in 16 cartons?

The cost of 140 tennis balls is ¥ 4900. Find the cost of 2 dozen such balls.
The railway fare for 61 km is = 183. Find the fare for 53 km.
10 people can dig a trench in 6 days. How many people can dig it in 4 days?
cet 30 men can finish a piece of work in 28 days. How many days will be taken by 21 men to
Ne
Ee
finish it?
6. A garrison of 200 men had provisions for 45 days. After 15 days, 40 more men join the
garrison. Find the number of days for which the remaining food will last.

B. Mark (/) against the correct answer in each of the following:

7. 6 pipes can fill a tank in 24 minutes. One pipe can fill it in

(a) 4 minutes (b) 30 minutes (c) 72 minutes (d) 144 minutes
8. 14 workers can build a wall in 42 days. One worker can build it in
(a) 3 days (b) 147 days (c) 294 days (d) 588 days
9. 35 men can reap a field in 8 days. In how many days can 20 men reap it?

(a) 14 days (b) 28 days (c) 875 days (d) none of these

10. A car is travelling at an average speed of 60 km per hour. How much distance will it
cover in 1 hour 12 minutes?
(a) 50 km (b) 72 km (c) 63 km (d) 67.2 km
11. Rashmi types 510 words in half an hour. How many words would she type in 10
minutes?
(a) 85 (b) 150 (c) 170 fd) 153
12. x and y vary directly. When x = 3, then y = 36. What will be the value of x when y = 96?
(a) 18 (b) 12 (c) 8 (d) 4

13. x and y vary inversely. When x = 15, then y = 6. What will be the value of y when x = 9?
(a) 10 (b) 15 (c) 54 (d) 135

C. 14. Fill in the blanks.

Rieta persons can do a piece of work in 4 days, then 4 persons can do itin...... days.
(ii) If 5 pipes can fill a tank in 144 minutes, then 6 pipes can fill it in ...... minutes.
(iii) A car covers a certain distance in 1 hr 30 minutes at 60 km per hour. If it moves at
45 km per hour, it will take ...... hours.
(iv) If 8 oranges cost ¥ 20.80, the cost of 5 oranges is @...... d
(v) The weight of 12 sheets of a paper is 50 grams. How many sheets will weigh 500
grams?
Ave
Time and Work

INTRODUCTION
(i) Suppose A can finish a piece of work in 8 days.
Then, work done by A in 1 day = ‘ [by unitary method].

(ii) Suppose that the work done by A in 1 day is =

Then, time taken by A to finish the whole work = 6 days.

GENERAL RULES
(i) Suppose A can finish a work in n days.
Then, work done by A in 1 day = AS
n
(ii) Suppose that the work done by A in 1 day is L.
n
Then, time taken by A to finish the whole work = n days.

ILLUSTRATIVE EXAMPLES
EXAMPLE1. A alone can finish a piece of work in 12 days and B alone can do it in 15 days. If
both of them work at it together, how much time will they take to finish it?

Solution Time taken by A to finish the work = 12 days.

_ Time taken by B to finish the work = 15 days.
|
Work done by A in 1 day = a

1
Work done by B in 1 day = ie.

1 5) S) 3
Work done by (A + B) in 1 day = & + — <-o

12 15 RO) BIE
20 poke
Time taken by (A + B) to finish the work = oF days, i.e., on days.
Z
Hence, both can finish the work in 6 3 days.

167
168 Mathematics for Class 8

EXAMPLE 2. Aand B together can do a piece of work in 12 days, while B alone can finish it in
30 days. In how many days can A alone finish the work?
Solution Time taken by (A + B) to finish the work = 12 days.
Time taken by B alone to finish the work = 30 days.
1
(A +B)’s 1 day's work = o

d B’s s 1 ay’sday’s work =—-

:
or y 30
As 1 day’s work = {(A + B)’s 1 day’s work} — {B's 1 day’s work}
Pe( aliaa in oe ae
PSN se Fe
A alone can finish the work in 20 days.

EXAMPLE 3. A can do a piece of work in 25 days and B can finish it in 20 days. They work
together for 5 days and then A leaves. In how many days will B finish the
remaining work?
Solution Time taken by A to finish the work = 25 days.
Time taken by B to finish the work = 20 days.
1 i
As 1 day’s work = — and B’s 1 day’s work = —_ -
25 20
1 1 S
(A + B)’s 1 day’s work = - = :
25 20) 100

(A + B)’s 5 day’s work = [5x | = —-

100) 20
I
Remaining work = [1
= =) :

1 ae ;
Now, an work is done by B in 1 day

11
30 work will be done by B in ideex 20 days = 11 days.

Hence, the remaining work is done by B in 11 days.

EXAMPLE 4. A and B can do apiece of work in 12 days; B and C can do it in 15 days while C
and A can finish it in 20 days. In how many days will A, B, C finish it, working
together? In how many days will each one of them finish it, working alone?
Solution Time taken by (A + B) to finish the work = 12 days.
Time taken by (B + C) to finish the work = 15 days.
Time taken by (C + A) to finish the work = 20 days.

(A + B)’s 1 day’s work = =

(B+C)’s 1 day’s work = rt

(C + A)’s 1 day’s work = -

20
Adding, we get:
2(A +B+C)s 1 day’s work = [
it ae
i 4
ee =
LP Ney HA) 60 5
 Time and Work 169
[DDL LP ...

=> (A+B+Cy)s 1 day's work = Gs] Pec

275
= A,B, C together can finish the work in 10 days.
Now, As 1 day’s work
={(A +B+Cj)s 1 day’s work} —{(B+C)’s 1 day’s work}
a
TO 15), 30
Hence, A alone can finish the work in 30 days.
B’s 1 day’s work
={(A+B+C)s 1 day’s work} —{(C + AJ's 1 day’s work}
-(il a 1 )Lge)
103420) 20
Hence, B alone can finish the work in 20 days.
C’s 1 day’s work
={(A+B+Cy)s 1 day’s work} -{(A +B)’s 1 day’s work}
=(55-in)"<0
10.12.) 60
Hence, C alone can finish the work in 60 days.

PROBLEMS ON PIPES AND CISTERN

A cistern or a water tank is connected with two types of pipes.

(i) Inlet: The pipe which fills the tank is called an inlet.
(ii) Outlet: The pipe which empties the tank is called an outlet.

Rule 1. Suppose a pipe fills a tank in n hours.

1
Then, part of the tank filled in 1 hour = —,i.e., work done by the inlet in 1 hour = a
n n

Rule 2. Suppose an outlet empties a full tank in m hours.

=
Then, part of the tank emptied in 1 hour = ia i.e., work done by the outlet in 1 hour = =
m m

EXAMPLE 5. A tap A can fill a cistern in 8 hours while tap B can fill it in 4 hours. In how much
time will the cistern be filled if both A and B are opened together?

Solution Time taken by tap A to fill the cistern = 8 hours.

Time taken by tap B to fill the cistern = 4 hours.

Work done by tap A in 1 hour =

Work done by tap B in 1 hour =

1 1 we]
Work done by (A + B) in 1 hour ={=+.) = Fi

8 ie
Time taken by (A + B) to fill the cistern = 3 hours = 2 hours 40 min.
170 Mathematics for Class 8 eee
EE
EXAMPLE6. A tap Acan fill a cistern in 4 hours and the tap B can empty the full cistern in
6 hours. If both the taps are opened together in the empty cistern, in how much
time will the cistern be filled up?

Solution Time taken by tap A to fill the cistern = 4 hours.

Time taken by tap B to empty the full cistern = 6 hours.
1
Work done by tap A in 1 hour = al

1
Work done by tap B in 1 hour = a (.. tap B empties the cistern).

Tal 1
Work done by (A+B)
in 1 hour=(4-2 |=

Time taken by (A + B) to fill the cistern = 12 hours.

EXAMPLE7. Acistern can be filled by two taps A and B in 12 hours and 16 hours respectively.
The full cistern can be emptied by a third tap C in 8 hours. If all the taps are
turned on at the same time, in how much time will the empty cistern be filled up
completely?
Solution Time taken by tap A to fill the cistern = 12 hours.
Time taken by tap B to fill the cistern = 16 hours.
Time taken by tap C to empty the full cistern = 8 hours.

As 1 hour’s work = a :
12

B’s 1 hour’s work = Es

16

C’s 1 hour’s work = > (cistern being emptied by C).

(A +B+C)’s 1 hour’s net work = (+ -5)os

129 164n8
Time taken by (A + B+C) to fill the cistern = 48 hours.

EXERCISE 13A
1. Rajan can do a piece of work in 24 days while Amit can do it in 30 days. In how many days
can they complete it, if they work together?
2. Ravi can do a piece of work in 15 hours while Raman can do it in 12 hours. How long will
both take to do it, working together?
3. A and B, working together can finish a piece of work in 6 days, while A alone can do it in
9 days. How much time will B alone take to finish it?
4. Two motor mechanics, Raju and Siraj, working together can overhaul a scooter in 6 hours.
Raju alone can do the job in 15 hours. In how many hours can Siraj alone do it?
5. A, B and C can do a piece of work in 10 days, 12 days and 15 days respectively. How long
will they take to finish it if they work together?
6. A can do a piece of work in 24 hours while B alone can do it in 16 hours. If A,
B and C
working together can finish it in 8 hours, in how many hours can C alone finish the work?
7. A, B and C working together can finish a piece of work in 8 hours. A alone can do it
in
20 hours and B alone can do it in 24 hours. In how many hours will C alone do the
same work?
 Time and Work ivf

A and B can finish a piece of work in 16 days and 12 days respectively. A started the
work
8.

and worked at it for 2 days. He was then joined by B. Find the total time taken to finish the
work.
- Acan do a piece of work in 14 days while B can do it in 21 days. They began together and
worked at it for 6 days. Then, A fell ill and B had to complete the remaining work alone. In
how many days was the work completed?
2
10. A can do 3 of a certain work in 16 days and B can do ;of the same work in 3 days. In how
many days can both finish the work, working together?

ll. A, Band C can do a piece of work in 15, 12 and 20 days respectively. They started the work
together, but C left after 2 days. In how many days will the remaining work be completed by
A and B?
12. A and B can do a piece of work in 18 days; B and C can do it in 24 days while C and A can
finish it in 36 days. In how many days can A, B, C finish it, if they all work together?
13. A and B can do a piece of work in 12 days, B and C in 15 days, and C and A in 20 days. How
much time will A alone take to finish the job?
14. Pipes A and B can fill an empty tank in 10 hours and 15 hours respectively. If both are
opened together in the empty tank, how much time will they take to fill it completely?
15. Pipe A can fill an empty tank in 5 hours while pipe B can empty the full tank in 6 hours. If
both are opened at the same time in the empty tank, how much time will they take to fill it
up completely? ‘
16. Three taps A, B and C can fill an overhead tank in 6 hours, 8 hours and 12 hours
respectively. How long would the three taps take to fill the empty tank, if all of them are
opened together?
17. A cistern has two inlets A and B which can fill it in 12 minutes and 15 minutes respectively.
An outlet C can empty the full cistern in 10 minutes. If all the three pipes are opened
together in the empty tank, how much time will they take to fill the tank completely?

18. A pipe can fill a cistern in 9 hours. Due to a leak in its bottom, the cistern fills up in
10 hours. If the cistern is full, in how much time will it be emptied by the leak?
eel=| |=—--
501
the leakleak
by the
Hint. . Work done by i 1 hour =|E
in —-——

19. Pipe A can fill a cistern in 6 hours and pipe B can fill it in 8 hours. Both the pipes are opened
and after two hours, pipe A is closed. How much time will B take to fill the remaining part of
the tank?
et | @
5
Hint. Work done by (A+B) in 1 hour -(é+ =
6 8) 24
Work done by both in 2 hours = & ID) aaa
24 1

Remaining part = e-2) Pye

NAD We
S
part.
Now, 1 part isfilled by B in 1 hour. Find how much time B will take tofill is
8
ELLE
ee
172 Mathematics for Class 8

EXERCISE 13B

OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. A alone can do a piece of work in 10 days and B alone can do it in 15 days. In how many
days will A and B together do the same work?
(a) 5 days (b) 6 days (c) 8 days (d) 9 days
. Aman can do a piece of work in 5 days. He and his son working together can finish it in
3 days. In how many days can the son do it alone?
1
(a) 65 days (b) 7 days (c) 15 days (d) 8 days

. Acan do a job in 16 days and B can do the same job in 12 days. With the help of C, they can
finish the job in 6 days only. Then, C alone can finish it in
(a) 34 days (b) 22 days (c) 36 days (d) 48 days
. To complete a work, A takes 50% more time than B. If together they take 18 days to
complete the work, how much time shall B take to do it?
(a) 30 days (b) 35 days (c) 40 days (d) 45 days
Hint. Suppose B takes x days. Then, A takes a = = days.

bles pee 1 5
+ => —s=
Sen eye ils) 3x 18

. A works twice as fast as B. If both of them can together finish a piece of work in 12 days,
then B alone can do it in
(a) 24 days (b) 27 days (c) 36 days (d) 48 days
Hint. Let B’s 1 day’s work = x. Then, A’s 1 day’s work = 2x.
vee ee => ee => x=—-
12 12 36
. Aalone can finish a piece of work in 10 days which B alone can do in 15 days. If they work
together and finish it, then out of total wages of ¥ 3000, A will get
(a) = 1200 (b) % 1500 (c) ¥ 1800 (d) ~ 2000
Hint. Ratio of the wages of Aand B = a : = =O 2.

. The rates of working of A and B are in the ratio 3 : 4. The number of days taken by them to
finish the work are in the ratio
(a) 3:4 (b) 9:16 (c) 4:3 (d) 16:9
Hint. Ratio of times taken by Aand B= 7:7 =4:3.

- A and B together can do a piece of work in 12 days; B and C can do it in 20 days while
C and A can do it in 15 days. A, B and C all working together can do it in

(a) 6 days (b) 9 days (c) 10 days (d) 105 days

- 3 men or 5 women can do a work in 12 days. How long will 6 men and 5 women take to
do it?
(a) 6 days (b) 5 days (c) 4 days (d) 3 days
10. A can do a piece of work in 15 days. B is 50% more efficient than A. A can finish it in
ii
(a) 10 days (b) us days (c) 12 days (d) 105 days

Hint. A’s 1 day’s work = fe, B’s 1 day’s work = 150% ope ep te ys thay
15
 Time and Work iB
a a I a

11. A does 20% less work than B. If A can finish a piece of work in 7 hours, then B can
finish it in
1
(a) 5 hours (b) e hours (c) 6 hours (d) 65 hours
Hint. Ratio of work done by A and B = inverse ratio of time taken by A and B.
Be ae! = cSGinieg
5 Is) 5%
12. A can do a piece of work in 20 days which B alone can do in 12 days. B worked at it for
9 days. A can finish the remaining work in
(a) 3 days (b) 5 days (c) 7 days (d) 11 days
13. A can do a piece of work in 25 days, which B alone can do in 20 days. A started the work and
was joined by B after 10 days. The work lasted for
it
(a) i days (b) 15 days (c) 16= days (d) 14 days

14. Two pipes can fill a tank in 20 minutes and 30 minutes respectively. If both the pipes are
opened simultaneously, then the tank will be filled in
(a) 10 minutes (b) 12 minutes (c) 15 minutes (d) 25 minutes
15. A tap can fill a cistern in 8 hours and another tap can empty the full cistern in 16 hours. If
both the
i taps are open, the time taken to fill the cistern is ,
(a) De hours (b) 10 hours (c) 16 hours (d) 20 hours

16. A pump can fill a tank in 2 hours. Due to a leak in the tank it takes 2 5hours to fill the tank.
The leak can empty the full tank in

(a) 2- hours (b) 7 hours (c) 8 hours .(d) 14 hours

Hint. Work done by the leak in 1 hour = (5-3)eae

De Sify Gilg!
17. Two pipes can fill a tank in 10 hours and 12 hours respectively, while a third pipe empties
the full tank in 20 hours. If all the three pipes operate simultaneously, in how much time
will the tank be full?
(a) 7 hrs 15 min (b) 7 hrs 30 min (c) 7 hrs 45 min (d) 8 hrs

1 . Suppose A can finish a piece of work in n days.

Then, work done by A in 1 day =— -
n
; 1
2. Suppose that the work done by A in 1 day = , .

Then, time taken by A to finish the work = n days.

3. (i) A pipe that fills a tank is called an inlet.
(ii) A pipe that empties a tank is called an outlet.
4. Suppose a tap fills a tank in n hours.
1
Then, part of the tank filled by the tap in 1 hour = ps

5. Suppose an outlet empties a full tank in n hours.

—1
Then, work done by it in 1 hour =— -
n

SRS
a ES
——
174 Mathematics for Class 8

CCE TEST PAPER-13

A. 1. Acandoa piece of work in 10 days while B alone can do it in 15 days. In how many days
can both finish the same work?
2. Aand B can do apiece of work in 15 days; B and C in 12 days; C and A in 20 days. How
many days will be taken by A, B and C working together to finish the work?
3. Tap A can fill a cistern in 8 hours and tap B can empty it in 12 hours. How long will it
take to fill the cistern if both of them are opened together?
4. 2menor 3 women can do apiece of work in 16 days. In how many days can 4 men and 6
women do the same work?
5. A pipe can fill a cistern in 9 hours. Due to a leak in its bottom, the cistern fills up in
10 hours. If the cistern is full, in how much time will it be emptied by the leak?

B. Mark (/) against the correct answer in each of the following:

6. The rates of working of two tapes A and Bare in the ratio 2 : 3. The ratio of the time taken
by A and B respectively to fill a given cistern is
(a) 2:3 (b) 3:2 (c) 4:9 (d) 9:4
7. Acan finish a piece of work in 12 hours while B can finish it in 15 hours. How long will
both take to finish it, working together?

(a) 9 hours (b) 6=hours (c) 65 hours (d) 8. hours

8. Acandoa piece of work in 14 days and B is 40% more efficient than A. In how many days
can B finish it?
1 1
(a) 10 days (b) ae days (c) a days (d) 5= days

Hint. A’s 1 day’s work = 2ie

14
B’s 1 day’s work (is x a f {ty
100 14) 10

9. A pump can fill a cistern in 2 hours. Due to a leak in the tank it takes 2-hours to fill it.
The leak can empty the full tank in
(a) 7 hours (b) 14 hours (c) 8 hours (d) 3 hours
10. Aworks twice as fast as B. If both of them can together finish a piece of work in 12 hours,
then B alone can do it in
(a) 24 hours (b) 27 hours (c) 36 hours (d) 18 hours

C. 11. Fill in the blanks.

(i) A tap can fill a tank in 6 hours. The part of the tank filled in 1 hour is ...... .
(ii) A and B working together can finish a piece of work in 6 hours while A alone can do
it in 9 hours. B alone can do it in ...... hours.
(iii) A can do a work in 16 hours and B alone can do it in 24 hours. If A, Band’ ©
working together can finish it in 8 hours, then C alone can finish itin ...... hours.
: ‘ Pee,
(iv) If A’s one day’s work is ish then A can finish the whole work in ...... days.
14
Polygons

INTRODUCTION
Starting with the definitions of simple open curves and simple closed curves, we shall
define polygons. Our main emphasis in this class lies on special types of polygons, called
quadrilaterals.

Curve A figure traced out on a plane surface with the help of a sharp pencil without
lifting it, is called a curve.

Open curve A curve that does not end at the starting point is called an open curve.

© =e
Each of the figures shown below is an open curve.

Closed curve A curve that begins and ends at the same point is called a closed curve.
Each of the figures given below is a closed curve.

(v) (vi)

curve which does not intersect itself is called a simple

Simple closed curve A closed
closed curve.
(vi) are
In the above figures (i), (ii) and (iii) are simple closed curves while (iv), (v) and
closed curves which are not simple.
175
176 Mathematics for Class 8

Polygons A simple closed curve made up of only line segments is called a polygon.
Each straight line in a polygon is called its side.
A polygon is called a triangle, quadrilateral, pentagon, hexagon, heptagon,
octagon, nonagon and decagon according as it contains 3, 4, 5, 6, 7, 8, 9 and 10
sides respectively.
B
There are two types of polygons.
(i) Concave polygon: A polygon in which at least
- one angle is more than 180° is called a concave
polygon. Cc
A
In the given figure, ABCD is a concave polygon.
Clearly, ZBCD is more than 180°, as shown in Z
the figure.

(ii) Convex polygon: A polygon in which each angle is

less than 180° is called a convex polygon.
R
In the given figure, PQRS is a convex polygon.
Here in this chapter, by a polygon we would mean a
convex polygon only.
cS Q
Pp

z=
Regular polygon A polygon having all sides equal and all angles
equal is called a regular polygon.
An equilateral triangle and a square are examples of
regular polygons.

i
Irregular polygon Polygons which are not regular are called
irregular polygons.
A rectangle and a rhombus are examples of
irregular polygons.

For a regular polygon of n sides, we have

(i) each exterior angle = I
(ii) each interior angle = 180° — (each exterior angle).

In a convex polygon of n sides, we have

(i) sum of all exterior angles = 4 right Zs.
(ii) sum of all interior angles =(2n- 4) right Zs.

n(n —3)
Number of diagonals in a polygon of n sides = eer

SOLVED EXAMPLES
EXAMPLE 1. Find the measure of each exterior angle of a regular polygon of:
(i) 8 sides (ii) 9 sides (iii) 12 sides
ee ee Polygonsee s—“‘“‘C*stC 177

Solution (i) Each exterior angle of a regular polygon of 8 sides = Lal = 45°.

(ii) Each exterior

exterior angl ides
angle of a regular polygon of 9 sides =| =( ——
28°) — 40°
| = 40°.

4
(iii) Each exterior angle of a regular polygon of 12 sides = el
360 \e
= 30°.

EXAMPLE 2, Is it possible to have a regular polygon each of whose exterior angles is 25°?

Solution Let the number of sides of the given polygon be n.

each of its exterior angles = Caak

360 360
Now, 5 =25. =" n= 5. 2 14, which is not a whole number.

So, it is not possible to have a regular polygon each of whose exterior angles is 25°.
EXAMPLE 3. Is it possible to have a regular polygon each of whose interior angles is 45°?

Solution Each interior angle = 45°.

each exterior angle = (180° — 45°) = 135°.
Let the number of sides of the polygon be n.
Then, 135 xn =360 [. sum of all exterior Zs is 360°]
360
= L= = 3 =D z , Which is not a whole number.
13533 3

So, it is not possible to have a regular polygon each of whose interior angles is 45°.

EXAMPLE 4. Find the measure of each interior angle of a regular

(i) pentagon (ii) hexagon (iii) octagon (iv) polygon of 12 sides

360 )°
Solution (i) Each exterior angle of a regular pentagon = = = 72°.

each of its interior angles = (180° — 72°) =108°.

360 \°
(ii) Each exterior angle of a regular hexagon = ee = 60°.

each of its interior angles = (180° — 60°) =120°.

360 \°
(iii) Each exterior angle of a regular octagon = ia 45°.

each of its interior angles = (180° — 45°) =135°.

360
(iv) Each exterior angle of a regular polygon of 12 sides = | = 30°.

each of its interior angles = (180° — 30°) =150°.

EXAMPLES. | What is the minimum interior angle possible for a regular polygon?

Solution As the number of sides of a regular polygon decreases, each of its exterior angles
increases and therefore each interior angle decreases.
- Thus, an equilateral triangle will have minimum interior angle, which is 60°.
178 Mathematics for Class 8

EXAMPLE6. What is the maximum exterior angle possible for a regular polygon?

Solution As the number of sides of a regular polygon decreases, each of its exterior angles
increases.
So, it is maximum in case of an equilateral triangle, which is 120°.
EXAMPLE7. What is the sum of all interior angles of a polygon of
(i) n sides (ii) 7 sides (iii) 8 sides (iv) 10 sides?

Solution (i) Sum of all interior angles of a polygon of n sides = (2n — 4) right angles.
(ii) Sum of all interior angles of a polygon of 7 sides
= (2x 7-4)right Zs =10 right angles.
(iii) Sum of all interior angles of a polygon of 8 sides
= (2x 8-4) right Zs =12 right angles.
(iv) Sum of all interior angles of a polygon of 10 sides
=(2x10-4)right Zs =16 right angles.

EXAMPLE8. What is the number of diagonals ina

(i) quadrilateral (ii) pentagon (iii) hexagon (iv) polygon of 10 sides?

Solution Number of diagonals in a polygon of n sides = oo ;

(i) Number of diagonals in a quadrilateral = eee a(2 1) 2,

5x(5-3) 5x2 _
(ii) Number of diagonals in a pentagon = aoe pee 5.

(iii) Number of diagonals in a hexagon = eee = oes =9

(iv) Number of diagonals in a polygon of 10 sides = wee = “s u = 35.

EXAMPLE9. Find the number of sides of a regular polygon whose each exterior angle
measures 45°.

Solution Sum of all exterior angles of a regular polygon = 360°.

Each exterior angle = 45°.

Number of exterior angles = = =8

number of sides in the given polygon = 8.

EXAMPLE 10. What is the measure of

(i) each exterior angle of a regular hexagon?
(ii) each interior angle of a regular hexagon?

Solution (i) Sum of all exterior angles = 360°.

Each exterior angle = ree = 60°.

(ii) Each interior angle = (180° — 60°) = 120°.

ae Polygons 179
EXAMPLE 11. Find the angle measure x in each of the following:

(ii)

Solution (i) We know that

the sum of all interior angles of a polygon of n sides = (2n — 4) right Zs.
sum of all interior angles of a quadrilateral = (2 x 4 - 4) right Zs = 4 right Zs.
60+110+120+x =360 => x =(360-290)=70.
x = 70.
(ii) In the given pentagon, we have
ZABC = (180° — 60°) = 120° and ZBCD = (180° — 50°) =130°.
Sum of all interior 2s of a pentagon = (2 x 5 - 4) right Zs
= 6 right Zs = (6 x 90°) = 540°
50+x+x+120+130=540 > 2x =(540-300)=240 => x=120.
x =120.

EXAMPLE 12. Look at the figures given below:

(ii)

In figure (i), find x+y +z.

In figure (ii), findx+y+zr+t.

Solution (i) Sum of all interior angles of a triangle = (2 x 3 — 4) right 7s = 180°.

90° + 40° + ZC =180° = ZC =(180° -130°) = 50°.
x = (180° — 40°) = 140°, y = (180° — 50°) = 130°, z = (180° - 90°) = 90°.
x+y+Z =(140° +130° + 90°) = 360°.
(ii) Sum of all interior angles of a quadrilateral
=(2x 4-4)right Zs = 4right Zs = 360°.
130° +90° +50° + 2D = 360° = ZD =(360° -270°) =90°.
x = (180° —130°) = 50°, y = (180° — 90°) = 90°, z = (180° — 50°) = 130°
and t = (180° - 90°) = 90°.
x+y+z+t =(50° + 90° +130° + 90°) = 360°.
180 Mathematics for Class 8
eee

EXERCISE 14A
1. Find the measure of each exterior angle of a regular
(i) pentagon (ii) hexagon (iii) heptagon (iv) decagon
(v) polygon of 15 sides.
2. Is it possible to have a regular polygon each of whose exterior angles is 50°?
3. Find the measure of each interior angle of a regular polygon having
(i) 10 sides (ii) 15 sides.
4. Is it possible to have a regular polygon each of whose interior angles is 100°?
5. What is the sum of all interior angles of a regular
(i) pentagon (ii) hexagon (iii) nonagon (iv) polygon of 12 sides?
6. What is the number of diagonals in a
(i) heptagon (ii) octagon (iii) polygon of 12 sides?
7. Find the number of sides of a regular polygon whose each exterior angle measures:
(i) 40° (ii) 36° (iii) 72° (iv) 30°
8. In the given figure, find the angle measure x.

9. Find the angle measure x in the given figure.

D

a
B

EXERCISE 14B

OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. How many diagonals are there in a pentagon?
(a) 5 (b).0/ (c) 6 (d) 10
2. How many diagonals are there in a hexagon?
(a) 6 (b) 8 (c) 9 (d) 10
3. How many diagonals are there in an octagon?
(a) 8 (b) 16 (c) 18 (d) 20
4. How many diagonals are there in a polygon having 12 sides?
(a) 12 (b) 24 (c) 36 (d) 54
5. A polygon has 27 diagonals. How many sides does it have?
(a) 7 (b) 8 (c) 9 (d) 12
 Polygons
ES
a it 181
6. The angles of a pentagon are x°, (x + 20)°, (x + 40)°, (x +60)° and (x + 80)°. The smallest
angle of the pentagon is
(aj Miog (b) 68° (C)e 737s (d) 85°
. The measure of each exterior angle of a regular polygon is 40°. How many sides does it have?
(a) 8 (b) 9 (c) 6 (d) 10
. Each interior angle of a polygon is 108°. How many sides does it have?

(a) 8 (b) 6 (c) 5 (d) 7

. Each interior angle of a polygon is 135°. How many sides does it have?
(a) 8 (b) 7 (c) 6 (d) 10
10. In a regular polygon, each interior angle is thrice the exterior angle. The number of sides of
the polygon is
(a) 6 (b) 8 (CRLO (d) 12
11. Each interior angle of a regular decagon is

(a) 60° (b) 120° (c) 144° (d) 180°

12. The sum of all interior angles of a hexagon is
(a) 6 right Zs (b) 8 right Zs (c) 9right Zs (d) 12 right Zs
13. The sum of all interior angles of a regular polygon is 1080°. What is the measure of each of
its interior angles?
(a) 135° (b) 120° (c) 156° (d) 144°
Hint. Each exterior angle = [180- aa
n
1080 _ 360
180 — ————_—_=—_ => M= os.
n n

Each interior angle = (=) =i6by.

n

14. The interior angle of a regular polygon exceeds its exterior angle by 108°. How many sides
does the polygon have?
(a) 16 (b) 14 (c) 12 (d) 10
Hint. Let each exterior angle be x°. Then x +(x +108)=180 => x=36.
360
n= — =10.
36

ee

Things to Remember _
1. (i) A polygon in which at least one angle is more than 180° is called a concave polygon.
(ii) A polygon in which each angle is less than 180° is called a convex polygon.
(iii) A polygon having all sides equal and all angles equal is called a regular polygon.
(iv) Polygons which are not regular are called irregular polygons.
2. For a regular polygon of n sides:

(i) each exterior angle = (= :

(ii) each interior angle =180° - (each exterior angle).

3. For a convex polygon of n sides:
(i) sum of all exterior angles = 4 right angles.
(ii) sum of all interior angle =(2n — 4) right angles.
of n sides = e 18) se
4. Number of diagonals in a polygon
 19
Quadrilaterals

Quadrilateral
Let A, B, C, D be four points in a plane such that no three of them are collinear and the line
segments AB, BC, CD and DA do not intersect except at their end points. Then, the figure
formed by these four line segments is called the quadrilateral ABCD.
In a quadrilateral ABCD
(i) the four points A, B, C, D are called its vertices, "
(ii) the four line segments AB, BC, CD and DA are called its
sides,
(iii) ZDAB, ZABC, ZBCD and ZCDA are called its angles, to be
denoted by ZA, 2B, ZC and ZD respectively, and A B
(iv) the line segments AC and BD are called its diagonals.

Adjacent Sides of a Quadrilateral

Two sides of a quadrilateral which have a common end point are called its adjacent sides.
In the given figure, (AB, BC), (BC, CD), (CD, DA) and (DA, AB) are four pairs of adjacent sides of
quad. ABCD.

Opposite Sides of a Quadrilateral

Two sides of a quadrilateral are called its opposite sides if they do not have a common end
point.
In the given figure, (AB, DC) and (AD, BC) are two pairs of opposite sides of quad. ABCD.

Adjacent Angles of a Quadrilateral

Two angles of a quadrilateral having a common arm are called its adjacent angles.
In the given figure, (ZA, 2B), (ZB, ZC),(ZC, ZD) and (ZD, ZA) are four pairs of adjacent angles
of quad. ABCD.

Opposite Angles of a Quadrilateral

Two angles of a quadrilateral which are not adjacent angles are known as opposite angles.
In the given figure, (ZA, ZC) and (ZB, 2D) are two pairs of opposite angles of quad. ABCD.

Angle Sum Property of a Quadrilateral

Prove that the sum of the angles of a quadrilateral is 360°.

PROOF Let ABCD be a quadrilateral. Join AC.

182
 Quadrilaterals 183

Clearly, 41+ 22 = ZA ‘cont ))

And, 23+ 24 = ZC ..+ (ii)
We know that the sum of the angles of a triangle is 180°.
from A ABC, we have
42+ 24+ ZB =180°.
From A ACD, we have
41+ 23+ ZD =180°.
Adding the angles on either side, we get:
42+ 24+ /2B23++1+ ZD = 360°
=> (41+ 22)+ 2B+(23+
24)+ ZD =360°
=> 4A+2B+2ZC+ZD=360° [using (i) and (ii)].
Hence, the sum of the angles of a quadrilateral is 360°.
EXAMPLE1. Three angles of a quadrilateral are 54°, 80° and 116°. Find the measure of the
fourth angle.
Solution Let the measure of the fourth angle be x°.
We know that the sum of the angles of a quadrilateral is 360°.
54 +80+116+x =360
= 250+x =360
=> x =(360-250) =110.
Hence, the measure of the fourth angle is 110°.
EXAMPLE2. The four angles of a quadrilateral are in the ratio2:3:5: 8. Find the angles.

Solution Let the measures of angles of the given quadrilateral be (2x)°, (3x)°, (5x)° and (8x)°.
We know that the sum of the angles of a quadrilateral is 360°.
~ 2xX+3x+5x+8x =360 ’
=> 18x =360
eX = 20;
So, the measures of angles of the given quadrilateral are
(2 x 20)°, (3 x 20)°, (5 x 20)° and (8 x 20)°
i.e., 40°, 60°, 100° and 160°.
EXAMPLE3. The measures of two angles of a quadrilateral are 115° and 45°, and the other two
angles are equal. Find the measure of each of the equal angles.

Solution Let the measure of each of the equal angles be x°.

We know that the sum of all the angles of a quadrilateral is 360°.
115+45+x+x = 360
=> 160+2x =360
=> 2x =(3860-160) = 200
= X= 100.
Hence, the measure of each of the equal angles is 100°.

EXERCISE 15
1. Fill in the blanks:
(i) A quadrilateral has...... sides.
(ii) A quadrilateral has...... angles.
(iii) A quadrilateral has...... vertices, no three of which are...... :
(iv) A quadrilateral has...... diagonals.
of the
(v) A diagonal of a quadrilateral is a line segment that joins two...... vertices
quadrilateral.
(vi) The sum of the angles of a quadrilateral is...... :
184 Mathematics for Class 8

2. In the adjoining figure, ABCD is a quadrilateral. D

_ (i) How many pairs of adjacent sides are there? Name them.
(ii) How many pairs of opposite sides are there? Name them.
(iii) How many pairs of adjacent angles are there? Name them.
(iv) How many pairs of opposite angles are there? Name them.
(v) How many diagonals are there? Name them. A
3. Prove that the sum of the angles of a quadrilateral is 360°. :
4. The three angles of a quadrilateral are 76°,54° and 108°. Find the measure of the
fourth angle.
5. The angles of a quadrilateral are in the ratio 3 : 5: 7 : 9. Find the measure of each of
these angles.
6. A quadrilateral has three acute angles, each measuring 75°. Find the measure of the
fourth angle.
7. Three angles of a quadrilateral are equal and the measure of the fourth angle is 120°. Find
the measure of each of the equal angles.
8. Two angles of a quadrilateral measure 85° and 75° respectively. The other two angles are
equal. Find the measure of each of these equal angles.
9. In the adjacent figure, the bisectors of ZA and 4B meet in a point P.
If ZC =100° and 24D = 60°, find the measure of ZAPB.
Hint. 60°+100°+2A + 2B = 360° => ZA+ZB=200°
SEA re 2B=1008
2 2
= ZBAP +ZABP = 100°
But, ZBAP + ZABP + ZAPB=180° (why?)
Now, find ZAPB.

(Things toRemember }
1. If A, B, C, Dare four points in a plane such that no three of them are collinear and the line segments
AB, BC, CD and DA do not intersect except at their end points, the figure formed by these four line
segments is called a quadrilateral.
2. The sum of the angles of a quadrilateral is 360°.
16
Parallelograms

SPECIAL TYPES OF QUADRILATERALS

0 [o)
Parallelogram A quadrilateral is called a parallelogram if both pairs
of its opposite sides are parallel. oS ee
In the adjoining figure, ABCD is a quadrilateral in which
AB || DC and AD || BC. > wo
So, ABCD is a parallelogram.
iw) i?)

Rhombus’ A parallelogram having all sides equal is called a rhombus.

In the adjoining figure, ABCD is a rhombus in which
AB || DC, AD || BC and AB = BC =CD = DA. on Ce A B
Rectangle A parallelogram in which each angle isarightangleiscalled , | &
a rectangle. ; ae
In the adjoining figure, ABCD is a quadrilateral in which
AB || DC, AD || BC and ZA = 2B=ZC = ZD =90°.
So, ABCD is a rectangle. i

Square A parallelogram in which all the sides are equal and each angle D c
measures 90° is called a square.
In the adjoining figure, ABCD is a quadrilateral in which
AB || DC, AD || BC, AB = BC =CD=DA
andZA =2B ='ZC' = ZD =90*. L 1
So, ABCD is a square.

Trapezium A quadrilateral having exactly one pair of parallel sides is 2 S

called a trapezium.
In the adjoining figure, ABCD is a quadrilateral in which
_AB|| DC.
So, ABCD is a trapezium. Ri ive}

isosceles
Isosceles Trapezium A trapezium whose non-parallel sides are equal is called an
trapezium.
Thus, in the above figure, ABCD will be an isosceles trapezium if AB ||DC and
AD = BC.
: 185
186 Mathematics for Class 8

Kite A quadrilateral is called a kite if it has two pairs of equal A

| adjacent sides but unequal opposite sides.
In the adjoining figure, ABCD is a quadrilateral in which B D
AB = AD, BC = DC, AD # BC and AB # DC.
So, ABCD is a kite.

PROPERTIES OF A PARALLELOGRAM

Result 1. Prove that in a parallelogram: C

(i) the opposite sides are equal;
(ii) the opposite angles are equal;
(iii) diagonals bisect each other.

PROOF Let ABCD be a parallelogram. Draw its diagonal AC.

In A ABC and ACDA, we have:
41= 24 (alternate angles)
£3 = £2 (alternate angles)
and AC =CA (common)
> wo
AABC=ACDA _ (by ASA congruence)
= AB=CD,BC=DA and 4B= ZD.
Similarly, by drawing the diagonal BD, we can prove that
A ABD = ACDB.
ZA = 26
Thus, AB = CD, BC = DA, 7B = ZD and ZA = ZC.
This proves (i) and (ii).
In order to prove (iii) consider parallelogram ABCD and draw D c
its diagonals AC and BD, intersecting each other at O.
In AOAB and AOCD, we have
AB=CD. (opposite sides of a parallelogram)
ZAOB = ZCOD (vertically opposite angles)
ZOAB = ZOCD (alternate angles)
“. MAOAB = AOCD (by ASA property)
=> OA=OC and OB=OD.
This shows that the diagonals of a parallelogram bisect each other.
The converse of the above result is also true, i.e., -
(i) A quadrilateral is a parallelogram if its opposite sides are equal.
(ii) A quadrilateral is a parallelogram if its opposite angles are equal.
(iii) A quadrilateral is a parallelogram if its diagonals bisect each other.

REMARK A rectangle, a square and a rhombus are special types of parallelograms. So, all
the properties of a parallelogram are satisfied by each one of them.

DIAGONAL PROPERTIES OF A RECTANGLE

Result 2. Prove that the diagonals of a rectangle are equal and bisect each other.

PROOF Let ABCD be a rectangle whose diagonals AC and BD intersect at the point O.
From A ABC and ABAD, we have D Cc
AB = BA (common) ee
ZABC = ZBAD (each equal to 90°)
BC = AD (opposite sides of a rectangle). spo" SN
.. MAABC = ABAD (by SAS congruence)
=> AC=BD. : ‘
 Parallelograms 187

Hence, the diagonals of a rectangle are equal.

From AOAB and AOCD, we have
ZOAB = ZOCD (alternate angles)
ZOBA = ZODC (alternate angles)
AB =CD (opposite sides of a rectangle)
AOAB = AOCD (by ASA congruence)
= OA=OC and OB=OD.
This shows that the diagonals of a rectangle bisect each other.
Hence, the diagonals of a rectangle are equal and bisect each other.

DIAGONAL PROPERTIES OF A RHOMBUS

Result 3. Prove that the diagonals of a rhombus bisect each other at right angles.

PROOF Let ABCD be a rhombus whose diagonals AC and BD intersect at the point O.
We know that the diagonals of a parallelogram bisect each other.
Also, we know that every rhombus is a parallelogram.
So, the diagonals of a rhombus bisect each other. 2 .
OA=OC and OB=OD ee
From ACOB and ACOD, we have:
CB =CD (sides of a rhombus) La
CO =CO (common) A B
OB = OD (proved)
ACOB = ACOD (by SSS congruence)
= ZCOB= ZCOD.
But, ZCOB + ZCOD= 2 right angles (linear pair)
ZCOB = ZCOD= 1 right angle.
Hence, the diagonals of a rhombus bisect each other at rightangles.
DIAGONAL PROPERTIES OF A SQUARE
Result 4. Prove that the diagonals of a square are equal and bisect each other at right
angles.

PROOF We know that the diagonals of a rectangle are equal.

Also, we know that every square is a rectangle.
So, the diagonals of a square are equal.
Again, we know that the diagonals of a rhombus bisect each other at right angles.
But, every square is a rhombus.
So, the diagonals of a square bisect each other at right angles.
Hence, the diagonals of a square are equal and bisect each other at right angles.
NOTE 1. If the diagonals of a quadrilateral are equal then it is not
necessarily a rectangle.
In the adjacent figure, ABCD is a quadrilateral in which
diagonal AC = diagonal BD, but ABCD is not a rectangle.

NOTE2, If the diagonals of a quadrilateral intersect at right angles 5

then it is not necessarily a rhombus.

In the adjacent figure, ABCD is a quadrilateral in which diagonals

m :
AC and BD intersect at right angles. But, it is not a rhombus.
188 Mathematics for Class 8

_
SUMMARY
ina parallelogram: —
(i) opposite sides are equal: .
(ii) opposite angles are equal; i= _. _ . . _
oo diagonals bisect each other. _ _ i@@@@ii—=£§.|.
itisa parellelowran
_ (i) If the opposite .sides ofa quadrilateral are equal then i
i) Ifthe opposite angles of a quadrilateral are equal then itis aparallelogr:
oS Ifthe diagonals ¢of a quadrilateral bisect each other then itis a parallelc
w Diagonals of a rectangle are equal and bisect each other.
(it) Diagonals of a rhombus bisect each other at right angles, CC
(it) Diagonals of a square are equal and bisect each other at right angles.

SOLVED EXAMPLES
EXAMPLE1. Prove that any two adjacent angles of a parallelogram are aOR oe ae

Solution Let ABCD be a parallelogram.

Then, AD ||BC and AB is a transversal.
. ZA+2ZB=180° [. sum of interior angles on the
same side of the transversal is 180°] 4
Similarly, 7B + ZC =180°, ZC + ZD =180° and ZD + ZA =180°.
Thus, the sum of any two adjacent angles of a parallelogram is 180°.
Hence, any two adjacent angles of a parallelogram are supplementary.

EXAMPLE2. Two adjacent angles of a parallelogram are as 2 : 3.Find the measure of each of
its angles.

Solution Let ABCD be the given parallelogram.

Then, ZA and ZB are its adjacent angles.
Let ZA =(2x)° and £B = (3x)°. Then,
ZA + ZB =180° [. sum of adjacent angles of a ||gm is 180°]
=> 2x+3x =180
=> 5x=180 > x =36. P i
“ ZA=(2x36)°=72° and ZB=(3 =108°.
36°)~x
Also, ZB + ZC =180° [.. ZBand ZC are adjacent angles]
= 108° + ZC =180° [.. 2B =108°] .
=) £C =|(1808-108°) = 72%, A B
Also, ZC + ZD =180° [.. ZC and ZD are adjacent angles]
=e (22 2D = 180"
=> 2D = (180°—/22)— 1082.
ZA.=72°, 2B =108", Z7C = 72° and ZD =108".
EXAMPLE3. In the adjoining figure, ABCD is a parallelogram in which r ag

ZA = 75°. Find the measure of each of the angles ZB, ZC and

ZD.

Solution It is given that ABCD is a parallelogram in which 7A =75°. *%

Since the sum of any two adjacent angles of a parallelogram is 180°, we have
ZA + ZB =180°
= 75° + ZB=180°
 Parallelograms 189

=> ZB=(180° —-75°) =105°.

Also, 2B + ZC =180° [. Band ZC are adjacent angles]
=> 105°+ ZC =180°
=> ZC =(180° -105°) = 75°.
Further, ZC + ZD =180° [.. ZC and ZD are adjacent angles]
= 75° +ZD =180°
=> 4D =(180° —75°) =105°.
ZB=%¥65°, ZC = 75° and ZD =105°.
EXAMPLE 4. In the adjoining figure, ABCD is a parallelogram in which
ZBAD = 75° and ZDBC = 60°. Calculate
() ZCDB and (ii) ZADB.
Solution We know that the opposite angles of a parallelogram are equal. LN Gi
ZBCD = ZBAD = 75°. .
(i) Now, in ABCD, we have
ZCDB + ZDBC + ZBCD =180°
[. sum of the angles of a triangle is 180°]
=> ZCDB+60°+75°= 180°
=> -2CDB+135°=180°
= ZCDB =(180°=135°) = 45°.
(ii) AD ||BC and BD isa transversal.
-. ZADB = ZDBC = 60° [alternate interior angles]
Hence, ZADB = 60°.

EXAMPLE 5. In the adjoining figure, ABCD is a parallelogram in which

ZCAD = 40°, ZBAC = 35° and, ZCOD =65°.
Calculate: (i) ZABD (ii) ZBDC (iii) ZACB (iv) ZCBD.
Solution We have:
(DeZAOB— ZCOD ='65- (vertically opposite angles)
Now, in AOAB, we have:
ZOAB + ZABO + ZAOB =180° [-. sum ofthe angles ofa triangle is 180°]
35°+ZABO + 65° = 180°
ZABO +100°= 180°
ZABO = (180°—100° )= 80°
YUYNYZABD = ZABO = 80°.
(ii) AB ||DC and BD is a transversal.
ZBDC = ZABD = 80° [alternate interior angles]
Hence, ZBDC = 80°.
(iii) AD ||BC and AC is a transversal.
‘. ZACB = ZCAD = 40° [alternate interior angles]
Hence, ZACB = 40°.
(iv) ZBCD = ZBAD = (35° +40°)=75° [opposite angles of a parallelogram]
Now, in ACBD, we have
/BDC + ZBCD + ZCBD =180° [sum of the angles of a triangle is 180°]
=> 80°+75° + ZCBD =180°
=> 155° + ZCBD =180°
=> ZCBD =(180° -155°) = 25°.
Hence, ZCBD = 25°.
190 Mathematics for Class 8

In the adjoining figure, ABCD is a parallelogram, AO D Cc

EXAMPLE 6.
and BO are the bisectors of ZA and ZB respectively.
Prove that ZAOB = 90°.

Solution We know that the sum of two adjacent angles of a 1a

parallelogram is 180°. n
ZA + ZB =180° seed ow
Since AO and BO are the bisectors of 7A and ZB respectively, we have
1
ZOAB ==ZA and ZABO moe

From AOAB, we have

ZOAB + ZAOB + ZABO = 180° [.. sum of the angles of a triangle is 180°]

= 5 ZA+ ZAOB += 2B =180"

= 5(ZA+ £B) + ZAOB = 180°

> ; x 180°]+ ZAOB = 180° [using (i)]

=> 90° + ZAOB =180°

=> ZAOB = (180° —- 90°) =90°.
Hence, ZAOB = 90°.

EXAMPLE 7. The ratio of two sides of a parallelogram is 4 : 3. If its perimeter is 56 cm, find the
lengths of its sides. :
Solution Let the lengths of two sides of the parallelogram be 4x cm and 3x cm respectively.
Then, its perimeter = 2(4x + 3x) cm = 14x cm.
14x =56 => eee
14
one side = (4x 4) cm = 16 cm and other side = (3 x 4) cm = 12 cm.

EXAMPLE 8. The length of a rectangle.is 8 cm and each of its diagonals measures 10 cm. Find
its breadth.
Solution Let ABCD be the given rectangle in which lengthAB = 8cmand op Cc
diagonal AC = 10 cm.
Since each angle of a rectangle is a right angle, we have
ZABC = 90°.
From the right A ABC, we have
AB? + BC? = AC” [Pythagoras’ theorem]
=> BC’* =(AC?’ - AB’) ={(10)” —(8)?} cm? = (100 - 64) cm? = 36 cm?
=> BC= 36 cm=6cm. 4
Hence, breadth = 6 cm.

EXAMPLE 9. In the adjacent figure, ABCD is a rhombus whose diagonals 2 Cc

AC and BD intersect at a point O. If side AB=10cm and NK
diagonal BD = 16 cm, find the length of diagonal AC. S
Solution We know that the diagonals of a rhombus bisect each other at aes
right angles. , - z
1
BO => BD =(5x16]em = 8 cm, AB =10cm
and ZAOB
= 90°.

From the right AOAB, we have

 Parallelograms
ee
a (‘COCs 191
AB’ = AO? +BO?, = AO? = (AB? — BO?) = {(10)? —(8)?} cm?
= (100
- 64) cm’ = 36 cm?
=> AO=7V36 cm = 6cm.
AC =2~x AO =(2x6)cm = 12 cm.

EXERCISE 16A
. ABCD is a parallelogram in which ZA = 110°. Find the measure of each of the angles ZB, ZC
and ZD.
. Two adjacent angles of a parallelogram are equal. What is the measure of each of
these angles?
- Two adjacent angles of a parallelogram are in the ratio 4 : 5. Find the measure of each of
its angles.
- Two adjacent angles of a parallelogram are (3x — 4)° and (3x +16)°. Find the value of x and
hence find the measure of each of its angles.
. The sum of two opposite angles of a parallelogram is 130°. Find the measure of each of
its angles.
. Two sides of a parallelogram are in the ratio 5 : 3. If its perimeter is 64 cm, find the lengths
of its sides.
. The perimeter of a parallelogram is 140 cm. If one of the sides is longer than the other by
10 cm, find the length of each of its sides.
D Cc
. In the adjacent figure, ABCD is a rectangle. If BM and DN are
perpendiculars from B and D on AC, prove that A BMC = A DNA. Is it head
true that BM = DN? re
Hint. In triangles BMC and DNA, we have . in B
BC = DA, ZBCM = ZDAN (alternate angles) and ZDNA = ZBMC = 90°.

. In the adjacent figure, ABCD is a parallelogram and line segments AE and CF bisect the
angles A and C respectively. Show that AE ||CF. D E 6
Hint. In triangles ADE and CBF, we have AD = BC, ZB= ZD
and ZDAE = ZBCF. i Lai
(AG 5 A=—L0 > ZDAE
= ZBCF]

-- AADE = A CBF. And therefore, CD—- DE = AB- BF.

> n
So, CE = AF. wo

.. AECF is a parallelogram.
Hence, AE || CF.
10. The lengths of the diagonals of a rhombus are 16 cm and 12 cm respectively. Find the
length of each of its sides. D
Ii. In the given figure ABCD is a square. Find the measure of ZCAD. H
Hint. DA=DC => ZACD=ZDAC=x° (say)
Then, x° +x°+90° = 180°. Find x.

12. The sides of a rectangle are in the ratio 5 : 4 and its perimeter is 90cm. Find 4 B
its length and breadth.
13. Name each of the following parallelograms.
(i) The diagonals are equal and the adjacent sides are unequal.
(ii) The diagonals are equal and the adjacent sides are equal.
(iii) The diagonals are unequal and the adjacent sides are equal.
(iv) All the sides are equal and one angle is 60°.
(v) All the sides are equal and one-angle is 90°.
(vi) All the angles are equal and the adjacent sides are unequal.
192 Mathematics for Class 8

14. Which of the following statements are true and which are false?
(i) The diagonals of a parallelogram are equal.
(ii)— The diagonals of a rectangle are perpendicular to each other.
(iii) ‘The diagonals of a rhombus are equal.
(iv) Every rhombus is a kite.
(v) Every rectangle is a square.
(vi) Every square is a parallelogram.
(vii) —
Every square is a rhombus.
(viii) Every rectangle is a parallelogram.
(ix) Every parallelogram is a rectangle.
(x) Every rhombus is a parallelogram.

EXERCISE 16B
OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
ule The two diagonals are not necessarily equal in a
(a) rectangle (b) square (c) rhombus (d) isosceles trapezium
. The lengths of the diagonals of arhombus are 16 cm and 12 cm. The length of each side of
the rhombus is
(a) 8cm (b) 9cm (c) 4LO.em (d) 12 cm
. Two adjacent angles of a parallelogram are (2x + 25)° and (3x —5)°. The value of x is
(a) 28 (b) 32 (c) 36 (d) 42
. The diagonals do not necessarily intersect at right angles ina
(a) parallelogram (b) rectangle (c) rhombus (d) kite
. The length and breadth of a rectangle are in the ratio 4 : 3. If the diagonal measures 25 cm
then the perimeter of the rectangle is
(a) 56 cm (b) 60 cm (c) 70 cm (d) 80cm
. The bisectors of any two adjacent angles of a parallelogram intersect at
(a) 30° (b) 45° (c) 60° (d) 90°
. If an angle of a parallelogram is two-thirds of its adjacent angle, the smallest angle of the
parallelogram is
(a) 54° (b) 72° (c) 81° (d) 108°
The diagonals do not necessarily bisect the interior angles at the vertices in a
(a) rectangle (b) square (c) rhombus (d) all of these
In a square ABCD, AB = (2x + 3) cm and BC = (3x — 5) cm. Then, the value ofx is
(a) 4 (b) 5 (c) 6 (d) 8
10. If one angle of a parallelogram is 24° less than twice the smallest angle then the largest angle
of the parallelogram is
(a) 68° (DieLO2e (Cle) Loe (d) 176°
 Parallelograms 193

1. (i) A quadrilateral which has exactly one pair of parallel sides, is called a trapezium.
(ii) A quadrilateral in which both pairs of opposite sides are parallel, is called a parallelogram.
(iii) A parallelogram in which all the sides are equal, is called a rhombus.
(iv) A parallelogram in which each angle is a right angle, is called a rectangle.
(v) A parallelogram in which all the sides are equal and each angle is a right angle, is called
a square.
(vi) A quadrilateral which has two pairs of equal adjacent sides but unequal opposite sides, is called
a kite.
2. A quadrilateral is a parallelogram if
(i) its opposite sides are equal, or
(ii) its opposite angles are equal, or
(iii) its diagonals bisect each other, or
(iv) it has one pair of opposite sides equal and parallel.
3. The diagonals of a rhombus bisect each other at right angles.
4. The diagonals of a rectangle are equal.
5. The diagonals of a square are equal and bisect each other at right angles.
 17 Construction of
Quadrilaterals

We know that a quadrilateral has ten parts in all: four sides, four angles and two diagonals.
To construct a quadrilateral, we shall need data about five specified parts of it.
We consider the following five cases and illustrate the construction in each case by an example.
We divide the required quadrilateral into two triangles which can be easily constructed.
These two triangles together will form a quadrilateral.

1. To Construct a Quadrilateral When 4 Sides and One Diagonal are Given:

EXAMPLE1. Construct a quadrilateral ABCD in which AB = 4.8 cm, BC = 4.3 cm,CD = 3.6 cm,
AD = 4.2 cm and diagonal AC =6 cm. D_ 36cm _¢
Solution First we draw a rough sketch of quad. ABCD and write down its’ ¢ a
dimensions, as shown. s &
We may divide it into two triangles, namely AABC and AACD.
Steps of construction A 4.8cm B
Step 1. Draw AB = 4.8 cm. Bei iaeten
Step 2. WithA as centre and radius equal to 6 cm, draw an arc.
Step 3. With B as centre and radius equal to 4.3 cm, draw
another arc, cutting the previous arc at C.
Step 4. Join BC.
Step 5. With A as centre and radius equal to 4.2 cm, draw
an arc.
Step 6. With C as centre and radius equal to 3.6 cm, draw
another arc, cutting the previous arc at D.
Step 7. Join AD and CD.
Then, ABCD is the required quadrilateral, shown %* ge B
alongside.

il. To Construct a Quadrilateral When 3 Sides and 2 Diagonals are Given:

EXAMPLE2. Construct a quadrilateral ABCD in which AB = 4 cm,

BC =3.8cm, AD=3cm, diagonal AC =5 cm and diagonal
BD = 4.6 cm.
Solution First we draw a rough sketch of quad. ABCD and write down
its dimensions, as shown. x Ts.Ocm B
We may divide it into two triangles, namely AABC and AABD. * (Rough sketch)

194
 Construction of Quadrilaterals 195

Steps of construction
Step 1. Draw AB = 4 cm.
Step 2. WithA as centre and radius equal to 5 cm, draw an arc.
Step 3. With B as centre and radius equal to 3.8 cm, draw
another arc, cutting the’ previous arc at C.
Step 4. Join BC.
Step 5. WithA as centre and radius equal to 3 cm, draw an arc.
Step 6. With B as centre and radius equal to 4.6 cm, draw
another arc, cutting the previous arc at D. A 4.0 om B
Step 7. Join AD and CD.
Then, ABCD is the required quadrilateral, shown alongside.

Ill. To Construct a Quadrilateral When 3 Sides and 2 Included Angles are Given: \Y \X
\

EXAMPLE 3. Construct a quadrilateral ABCD in which AB =3.6 cm,

ZABC = 80°, BC = 4cm, ZBAD = 120° and AD =5 cm.
Solution First we draw a rough sketch of quad. ABCD and write down
its dimensions, as shown.
2) A
A 3.6cm B
Steps of construction
(Rough sketch)
Step 1. Draw AB = 3.6 cm.
Step 2. Make ZABX = 80°. . x
Step 3. With B as centre and radius equal to 4cm, drawan
arc, cutting BX at C.
Step 4. Make ZBAY =120°.
Step 5. With A as centre and 5 cm as radius, draw an arc, ae
cutting AY at D.
Step 6. Join CD. 4
Then, ABCD is the required quadrilateral, drawn alongside. oT

IV. To Construct a Quadrilateral When 2 Adjacent Sides and 3 Angles are Given:

EXAMPLE4. Construct a quadrilateral PQRS in which PQ =4.5cm,

ZPQR =120°, QR = 3.8 cm, ZQRS =100° and ZQPS = 60°.
Solution First we draw a rough sketch of quad. PQRS and write down its
dimensions, as shown.
Steps of construction
Step 1. Draw PQ = 4.5 cm. Pp agem O
Step 2. Make 2PQX =120°.
Step 3. With Q as centre and radius 3.8 cm, draw an arc,
cutting QX at R.
Step 4. Make ZQRY =100°.
Step 5. ' Make ZQPZ =60° so that PZ and RY intersect each
other at the point S.
Then, PQRS is the required quadrilateral, drawn
alongside.
196 Mathematics for Class 8

V. To Construct a Quadrilateral When 4 Sides and One Angle are Given:

EXAMPLES. Construct a quadrilateral ABCD in which AB =3.8cm,

BC =3.4cm,CD =4.5cm, AD =5cmand ZB= 80°. |

Solution First we draw a rough sketch of quad. ABCD and write

down its dimensions, as shown.

Steps of construction a er eee

Step 1. Draw AB = 3.8 cm. (Roughisketch|
Step 2. Make ZABX = 80°. x
Step 3. From B, set off BC = 3.4 cm. ;
Step 4. With A as centre and radius equal to 5 cm, draw 4.5 om
an arc.
Step 5. With C as centre and radius equal to 4.5 cm, draw
another arc, cutting the previous arc at D. Bi0iGns ftom
Step 6. Join AD and CD.
Then, ABCD is the required quadrilateral, shown :
alongside. A 3.8.cm B

EXERCISE 17A

1. Construct a quadrilateral ABCD in which AB = 4.2 cm, BC =6 cm,CD =5.2 cm, DA =5cm
and AC = 8cm.

. Construct a quadrilateral PQRS in which PQ=5.4cm, QR=4.6cm, RS =4.3 cm,

SP = 3.5 cm and diagonal PR = 4 cm.
. Construct a quadrilateral
ABCD in which
AB = 3.5 cm, BC = 3.8 cm,CD = DA = 4.5 cmand
diagonal BD = 5.6 cm.
. Construct a quadrilateral ABCD in which AB = 3.6 cm, BC = 3.3 cm, AD = 2.7 cm, diagonal
AC = 4.6 cm and diagonal BD = 4 cm.
. Construct a quadrilateral PQORS in which QR=7.5cm, PR = PS =6cm, RS =5cm and
QS =10cm. Measure the fourth side.

. Construct a quadrilateral ABCD in which AB = 3.4 cm,CD = 3 cm, DA = 5.7 cm, AC = 8cm
and BD = 4 cm.

. Construct a quadrilateral ABCD in which AB=BC=3.5cm, AD=CD=5.2cm and

ZABC =120°.
- Construct a quadrilateral ABCD in which AB=2.9cm, BC =3.2cm, CD =2.7cm,
DA =3.4cm and ZA = 70°.

. Construct a quadrilateral ABCD in which AB = 3.5 cm, BC = 5 cm, CD = 4.6 cm, ZB = 125°
and ZC = 60°.
10. Construct a quadrilateral PQRS in which PQ = 6 cm, QR = 5.6 cm, RS = 2.7 cm, ZO =45°
and ZR = 90°.
11. Construct a quadrilateral ABCD in which AB = 5.6 cm, BC = 4cm, ZA = 50°, 2B =105:
and ZD = 80°.
 Construction of Quadrilaterals 197

12. Construct a quadrilateral PQRS in which PQ =5cm, QR=6.5cm, ZP = ZR =100° and

£9= 75°.
Hint. ZQ =[360° — (100° + 100° + 5?) Sts

13. Construct a quadrilateral ABCD in which AB=4cm, AC =5 cm, AD=5.5cm and

ZABC = ZACD = 90°.

| CONSTRUCTION OF SPECIAL TYPES OF QUADRILATERALS

EXAMPLE1. Construct a parallelogram ABCD in which AB = 6 cm,

BC = 4.5 cm and diagonal AC = 6.8 cm.
Solution Draw a rough sketch of the required parallelogram
and write down the given dimensions.
Steps of construction A 6.0 cm B
(i) Draw AB =6 cm. (Rough sketch)

(ii) With A as centre and radius 6.8 cm, draw an arc.

(iii) With B as centre and radius 4.5 cm draw another arc, D _ 6.0 om Cc
cutting the previous arc at C.
(iv) Join BC and AC. 45cm ce
(v) With A as centre and radius 4.5 cm, draw an arc.
A 6.0 cm B
(vi) With C as centre and radius 6 cm draw another arc,
cutting the previously drawn arc at D.
(vii) Join DA and DC.
Then, ABCD is the required parallelogram.

EXAMPLE 2. Construct a parallelogram, one of whose sides is 5.2 cm and whose diagonals are
6cmand 6.4 cm. D C

Solution We know that the diagonals of a parallelogram bisect each & ye /

other.
Make a rough sketch of the required parallelogram, as shown. ~ &

Steps of construction . A Son B

(Rough sketch)
(i) Draw AB = 5.2 cm.

(ii) With A as centre and radius 3.2 cm, draw an arc.

(iii) With B as centre and radius 3 cm draw another arc, cutting the D c
previous arc at O.
(iv) Join OA and OB. O
a4 B
(v) Produce AO to C such that OC = AO and produce BOtoDsuch
that OD = OB.
(vi) Join AD, BC and CD.
Then, ABCD is the required parallelogram, shown in the figure.
198 Mathematics for Class 8

EXAMPLE3. Construct a parallelogram whose diagonals are 5.4cm and

6.2 cm and an angle between them is 70°.

Solution We know that the diagonals of a parallelogram bisect each other.

So, we may proceed according to the steps given below.

Steps of construction
(i) Draw AC =5.4 cm.
(ii) Bisect AC at O.
(iii) Make ZCOX = 70° and produce XO to Y.
1 yf
(iv) Set off OB=- (6.2) cm = 3.1 cm and Des (6.2) cm = 3.1 cm, as shown.

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

Then, ABCD is the required parallelogram.

EXAMPLE 4. Construct a rectangle ABCD in which side BC = 5 cm and diagonal BD = 6.2 cm.
Solution First draw a rough sketch of the required rectangle and write 5
down its dimensions.
Now, we may construct it by following the steps given below. ay
Steps of construction B 5.0 cm (ce
(Rough sketch)
(i) Draw BC =5 cm.
(ii) Draw CX | BC.
(iii) With B as centre and radius 6.2 cm draw an arc, cutting CX
at D.
(iv) Join BD.

(v) With D as centre and radius 5 cm, draw an arc.

(vi) With B as centre and radius equal to CD draw another arc, B 5.0 cm Cc
cutting the previous arc at A.
(vii) Join AB and AD.
Then, ABCD is the required rectangle.

EXAMPLES. Construct a square ABCD, each of whose diagonals is 5.2 cm.

Solution We know that the diagonals of a square bisect each other at right angles. So, we
proceed according to the following steps.
Steps of construction X
(i) Draw AC = 5.2 cm.
D

(ii) Draw the right bisector XY of AC, meeting AC at O.

A
(iii) From O set off OB = 5(5.2) cm = 2.6 cm along OY and
OD = 2.6 cm along OX. e
(iv) Join AB, BC, CD and DA.
B
Then, ABCD is the required square. y
 Construction of Quadrilaterals 199
EXAMPLE6. Construct a rhombus with side 4.2 cm and one of its angles equal to 65°.

Solution Clearly, the adjacent angle = (180° — 65°) =115°. So, we may proceed according to
the steps given below.
Steps of construction
(i) Draw BC = 4.2 cm.
(ii) Make ZCBX =115° and ZBCY = 65°.
(iii) Set off BA = 4.2 cm along BX and CD = 4.2 cm along CY.
(iv) Join AD.
Then, ABCD is the required rhombus.

EXERCISE 17B
Construct a parallelogram ABCD in which AB = 5.2 cm, BC = 4.7 cm and AC =7.6 cm.
Construct a parallelogram ABCD in which AB = 4.3 cm, AD = 4cm and BD =6.8 cm.
Construct a parallelogram PQRS in which QR = 6 cm, PQ = 4cm and ZPQR = 60°.
Construct a parallelogram ABCD in which BC = 5 cm, ZBCD = 120° and CD = 4.8 cm.
ot
Baa
A
PE Construct a parallelogram, one of whose sides is 4.4 cm and whose diagonals are 5.6 cm
and 7 cm. Measure the other side.
Construct a parallelogram ABCD in which AB = 6.5 cm, AC = 3.4 cm and the altitude AL
from A is 2.5 cm. Draw the altitude from C and measure it.
Construct a parallelogram ABCD, in which diagonal AC =3.8 cm, diagonal BD = 4.6 cm
and the angle between AC and BD is 60°.
8. Construct a rectangle ABCD whose adjacent sides are 11 cm and 8.5 cm.
Construct a square, each of whose sides measures 6.4 cm.
Construct a square, each of whose diagonals measures 5.8 cm.
. Construct a rectangle PQRS in which QR = 3.6 cm and diagonal PR = 6 cm. Measure the
other side of the rectangle.
Construct a rhombus the lengths of whose diagonals are 6 cm and 8 cm.
. Construct a rhombus ABCD in which AB = 4 cm and diagonal AC is 6.5 cm.
Draw a rhombus whose side is 7.2 cm and one angle is 60°.
. Construct a trapezium ABCD in which AB = 6 cm, BC = 4cm, CD = 3.2 cm, ZB = 75° and
DC
|| AB.
. Draw a trapezium ABCD in which AB||DC, AB=7cm, BC =5cm, AD =6.5cm and
ZB =60°.
200 Mathematics for Class 8
TT —_—$_—_—_—

CCE TEST PAPER-17

. Define the terms:
(i) Open curve (ii) Closed curve (iii) Simple closed curve
2. The angles ofa quadrilateral are in the ratio 1: 2:3: 4. Find the measure of each angle.
3. Two adjacent angles of a parallelogram are in the ratio 2 : 3. Find the measure of each of
its angles.
The sides of a rectangle are in the ratio 4 : 5 and its perimeter is 180 cm. Find its sides.
5. Prove that the diagonals of a rhombus bisect each other at right angles.
6. The diagonals of a rhombus are 16 cm and 12 cm. Find the length of each side of the
rhombus.

B. Mark (/) against the correct answer in each of the following:

7. Two opposite angles of a parallelogram are (3x — 2)° and (50 — x)°. The measures of all its
angles are
(ays 972-837};972 583° (b) 37°, 143°, 37°, 143°
(c) 76°, 104°, 76°, 104° (d) none of these
The angles of quadrilateral are in the ratio 1 : 3: 7 : 9. The measure of the largest angle is
(a) 63° (b) 72 (c) 3¥° (d) none of these
The length of a rectangle is 8 cm and each of its diagonals measures 10 cm. The breadth
of the rectangle is
(a) 5cm (b) 6cm (c) 7cm (d) 9cm
10. In a square PQRS, if PQ = (2x + 3) cm and QR = (3x — 5) cm then
(a) x =4 (b) x =5 fc) = 6 (d)
x =8
11. The bisectors of two adjacent angles of a parallelogram intersect at
(a) 30° (b) 45° (c) 60° (d) 90°
12. How many diagonals are there in a hexagon?
(a) 6 (b) 8 (c) 9 (d) 10
13. Each interior angle of a polygon is 135. How many sides does it have?
(a) 10 (b) 8 (c) 6 (d) 5
C. Fill in the blanks.

14. For a convex polygon of n sides , we have:

(i) Sum of all exterior angles = ...... .
(ii) Sum of all interior angles = ...... ;
(iii) Number of diagonals = ...... :
15. For a regular polygon of n sides, we have:
(i) Sum of all exterior angles = ...... :
(ii) Sum of all interior angles = ...... :
16. (i) Each interior angle of a regular octagon is (...... ee
(ii) The sum of all interior angles of a regular hexagon is (...... ie
(iii) Each exterior angle of a regular polygon is 60°. This polygonisa.......
(iv) Each interior angle of a regular polygon is 108°. This polygon is a eeeeee
(v) A pentagon has ...... diagonals.
 Construction of Quadrilaterals
201

D. 17. Write ‘T’ for true and ‘F’ for false for each
of the following:
(i) The diagonals of a parallelogram are equal.
(ii) The diagonals of a rectangle are perpendicular to each
other.
(iii) The diagonals of a rhombus bisect each other at right
angles.
(iv) Every rhombus is a kite.
E. 18. Construct a quadrilateral PQRS in which
QR =5 cm and PS =6cm.
PQ = 4.2 cm, ZPQR = 60°, ZQPS =120°,
18 Area of
a Trapezium and
a Polygon

AREA OF A TRAPEZIUM

Trapezium <A trapezium is a quadrilateral having one pair of

parallel opposite sides.
In the given figure, ABCD is a trapezium in which
AB ||DC.
Each of the two parallel sides of a trapezium is called
its base.
Thus, AB and DC are the bases of trap. ABCD.
Draw CL | AB and DM AB.
Let CL = DM = Rh. Then, h is called the height or altitude of trap. ABCD.
A trapezium ABCD is said to be an isosceles trapezium if its nonparallel sides AD
and BC are equal.

Area ofa Trapezium Let ABCD be a trapezium in which AB || DC and let h be the height.

Then, area of trap. ABCD = izx (AB + DC) x n}sq units.

PROOF Join AC. Draw CL | AB and AM 1 CD (produced).

Let CL = AM =h.
Area of trap. ABCD = ar(A ABC) + ar(A ACD)
={5xaBxor} +{5xDexam|

1
=(5x4Bxh)+(5xDexh)
2 2

1
= 13x (AB + DC) x h|Sq units.

2 1
area of a trapezium = a x (sum of parallel sides) x (distance between them).

202
 Area of a Trapezium and a Polygon 203

SOLVED EXAMPLES
EXAMPLE 1. Two parallel sides of a trapezium are of lengths 27 cm and 19 cm respectively,
and the distance between them is 14 cm. Find the area of the trapezium.
Solution Area of the trapezium
1
= 3 x (sum of parallel sides) x (distance between them)

1 1
= {5 x (27 +19) x 14}cm? = cE x 46 x 14]em? = (23x14) cm? = 322 cm?.

EXAMPLE 2. The area of a trapezium is 352 cm” and the distance between its parallel sides is
16 cm. If one of the parallel sides is of length 25 cm, find the length of the other.
Solution Let the length of the required side be x cm.
Then, area of the trapezium = {5x (25 +x) x 16)cm? = (200+ 8x) cm?.
But, the area of the trapezium = 352 cm? (given)

200+ 8X= 352 = 8x =(352—200)=152 => x= ee =19.

Hence, the length of the other side is 19 cm.

EXAMPLE 3. The area of a trapezium is 168 cm?” and its height is 8 cm. If one of the parallel
sides is longer than the other by 6 cm, find the length of each of the parallel sides.
Solution Let the lengths of the parallel sides be x cm and (x +6) cm.
Then, area of the trapezium = c x (x +x +6) x 8|cm’= 4(2x +6) cm?
= (8x +24) cm’.
But, area of the trapezium =168 cm” (given)
144
8x +24=168 => 8x =(168-24)=144 = ee rae els

lengths of the parallel sides are 18 cm and (18 +6) cm = 24 cm.

EXAMPLE 4. The parallel sides of a trapezium are 25 cm and 13 cm; its nonparallel sides are
equal, each being 10 cm. Find the area of the trapezium.

Solution Let ABCD be the given trapezium in which AB||DC, AB=25 cm, DC =13 cm
AD = BC =10cm.
Draw CL | AB and CM ||DA, meeting
AB at L and M respectively.
Clearly, AMCD is a||gm.
AM = DC =13 cm. ' ‘
MB = (AB
— AM) = (25-13) cm = 12 cm.
Now, CM = DA =10cm and CB = 10cm.
ACMB is an isosceles triangle and CL | MB
- => Lis the midpoint of MB A Via ar |

=> ML =LB=(5 MB) =(5x12}em = 6m.

From right ACLM, we have:

CL? = (CM2 — ML?) = {(10)? —67} cm? = (100 - 36) cm” = 64 cm*
=> CL=VJ64cm = 8&cm
=> height of the trapezium = 8 cm.
204 Mathematics for Class 8
ee
ee ET e
1
area of trap. ABCD = : x (25 +13) x 8|cm? = LCx 38 x 8)cm?”

= (38 x 4) cm? =152 cm’.

EXAMPLES. ABCD is a trapezium in which AB||DC, AB =78cm,CD =52 cm, AD =28 cm
and BC = 30 cm. Find the area of the trapezium.

Solution Draw CL | AB and CM ||DA, meeting AB at L and M respectively.

Clearly, AMCD is a parallelogram. B
«. MC=ADand =28cm
AM = DC =52cm
=> MB=(AB- AM) =(78-52) cm = 26 cm.
Thus, in ACMB, we have:
CM = 28cm, MB = 26 cm and BC = 30 cm.
—=——— 78 cm ———
1
piety cee ae) cm = 42 cm, (s—a) = (42 —-28) cm = 14cm,

(s
— b) = (42 —26) cm = 16 cm and (s —c) = (42 —-30) cm =12 cm.
ar(A CMB) = ./s(s — a)(s — b)(s —c)
= /42x14x16x12 cm? = (14x 4x6) cm” = 336 cm”.
336
5x MBxCL = 336 cm? => 5x 26 «CL = 336 cm? = cx =|= Jem.

area of trap. ABCD = 5 x (AB + DC) x cL}Sq units

ae (78 +52) x aul cm?

2 13
= =
5 x 130 x Bee cm? =1680 cm”.
13

EXAMPLE6. The adjacent figure shows the diagram of a picture

frame having outer dimensions 28 cm x 32cm and
inner dimensions 20 cm x 24 cm. If the width of each
section is the same, find the area of each section of
the frame.

Solution Width of section AEFB = width of section CGHD

1
= pe —24)cm = 4cm.

Width of section AEHD = width of section BFGC

1
= ae —20)cm = 4 cm.

Clearly, each section of the frame is a trapezium.

Area of section AEFB = area of section CGHD
1
= ier(28 + 20)x 4|cm? = 96 cm?.
Area of section AEHD = area of section BFGC
1
= {5x82 +24) x 4|em? =112cm?.
 Area of a Trapezium and a Polygon 205

EXERCISE 18A
1. Find the area of a trapezium whose parallel sides are 24 cm and 20 cm and the
distance
between them is 15 cm.
2. Find the area of a trapezium whose parallel sides are 38.7 cm and 22.3 cm, and the
distance between them is 16 cm.
3. The shape of the top surface of a table is trapezium. Its parallel ; oe |
sides are 1 m and 1.4 m and the perpendicular distance between
them is 0.9 m. Find its area. Bes

|< im 1.4m il

4. The area ofa trapezium is 1080 cm”. If the lengths of its parallel sides be 55 cm and 35 cm,
find the distance between them.
5. A field is in the form of a trapezium. Its area is 1586 m? and the distance between its
parallel sides is 26 m. If one of the parallel sides is 84 m, find the other.
6. The area of a trapezium is 405 cm’. Its parallel sides are in the ratio 4 : 5 and the distance
between them is 18 cm. Find the length of each of the parallel sides.
7. The area of a trapezium is 180 cm? and its height is 9 cm. If one of the parallel sides is
longer than the other by 6 cm, find the two parallel sides.
8. In a trapezium-shaped field, one of the parallel sides is twice the other. If the area of the
field is 9450 m? and the perpendicular distance between the two parallel sides is 84 m, find
the length of the longer of the parallel sides. ;
9. The length of the fence of a trapezium-shaped field ABCD is 130 m A D
and side AB is perpendicular to each of the parallel sides AD
and BC. If BC = 54m,CD =19mand AD = 42m, find the area of the
field.

10. In the given figure, ABCD is a trapezium in which AD]|| BC, Tec ep
ZABC = 90°, AD =16 cm, AC = 41 cm and BC = 40 cm. Find the ~

area of the trapezium. qjp~~

lon a
Hint. AB’ = (AC? - BC”).
B 40 cm C

11. The parallel sides of a trapezium are 20 cm and 10 cm. Its nonparallel sides are both equal,
each being 13 cm. Find the area of the trapezium.
12. The parallel sides of a trapezium are 25 cm and 11 cm, while its nonparallel sides are
15 cm and 13 cm. Find the area of the trapezium.

AREA OF A POLYGON
We
We know that the plots and fields are generally in the form of regular or irregular polygons.
find their areas by dividing them into triangles, rectangles, parallelog rams and trapeziums .

AREA OF A QUADRILATERAL
Let ABCD be a given quadrilateral in which BD is one of its diagonals.
Let AL | BD and CM _ BD.
Let AL = h, and CM =h,. Then, é
206 Mathematics for Class 8
TS

area of quad. ABCD

= ar(A ABD) + ar(A BCD)
-{3xppxat} +{>xBDxcM|
2 2
1 1
= eee te Ps ce

= {5x BD x(hy +ha)}sq units.

EXAMPLE1. In the given figure, ABCD is a quadrilateral in which

BD =14cm, AL | BD,CM 1 BD such that AL =6 cm
and CM = 8 cm. Find the area of quad. ABCD.
Solution Area of quad. ABCD = ar(A ABD) + ar(A BCD)

-(5«BD AL)+(5xBDxCM |

= G x1l4~x 6)+(5* 14x 3]|

cm? = (42 +56) cm? = 98 cm?.

AREA OF IRREGULAR POLYGONS

EXAMPLE2. Find the area of the given pentagon ABCDE in B
which each one of BF, CH and EG is
perpendicular to AD such that AF =9cm, A
AG = 13cm, AH= 19cm, AD = 24cm, BF = 6cm,
CH = 8cmandEG = 9 cm.
Solution Area of the given pentagon ABCDE
= ar(A ABF) + ar(trap. BCHF) + ar(ACHD) + ar(A ADE)
=|5 APxBF| +5 x (BF +CH)x FH}+{5x HD CH} +{7x ADx EG|

=| APx BF|+]5X(BF +CH)<(aH - aP)}+{> «(AD - at xcui}

+ {5x AD»Bc}

1
-|[2*9%6)+{5%(6+81<09-9} + {5«(24-19)x8} +{2 249} lem’

= (27+70+20+108) cm? = 225 cm’.

EXAMPLE3. Find the area of the given hexagon ABCDEF in B Cc

which each one of BG, CI, EJ and FH is Ae eep

perpendicular to AD and it is being given that A H D
AG = 6 cm, AH = 10cm,
AI= 18cm,
AJ = 21cm, Pelipsesepe ne
AD = 27 cm, BG = 5 cm,
CI = 6 cm, EJ= 4 cm
and FH = 6 cm. s :
Solution Area of the given hexagon ABCDEF
= ar(4 AGB) + ar(trap. BCIG) + ar(ACID) + ar(A DJE) + ar(trap. EFHJ) + ar(A AHF)
1 1
=[g*AGxBa} +) «0B@ +enxar|+{F 1x1 +{2.up xB}

1
+ [px(ey + Fix Ha} + {2 an rH
 Area of a Trapezium and a Polygon 207

1 1
{px A@xea} +{7 xine +c1 xtar—aa] +{2 <ap~anxcr}
L

1
+{pxtap—asyx eu} + {Fcc +r xtas — arn)+ [Scan x rH

=|{Fxoxst
9 {2x6
5 6)
+6)x(18 x(18-6
-— If : xt27
+15 -18)x6h + {7
: x(27-21)x4l

1
“a{5x(4+6)x(21 -10)} +45 x10 <6 cm?

= (15 +66 +27 +4+12+55+30) cm? = 205 cm”.

EXAMPLE 4. In the given figure ABCDE is a pentagonal park =|

insiwhich® DE =DC,AB =BC=CE=EA=25 m
and its total height is 41 m. Find the area of
the park.
eA Cc
Solution Draw DL L EC. L |‘e
Clearly, DL = (41-25)m=16 m.
E
area of the park = ar(sq. ABCE) + ar(A DEC) < r

=|
(25x25)+(5 «25 x16)|m? | ||
A 95m eB
= 825 m”.

AREA OF REGULAR POLYGONS

EXAMPLE5. Find the area of the given hexagon ABCDEF in Soll pone ace
which each side measures 5 cm, height BE =11
cm and width FD = 8 cm.
11: cm
Solution Join BE. Then,
ar(hexagon ABCDEF)
= ar(trap. ABEF) + ar(trap. BCDE)
= 2 xar(trap. ABEF)
= 2x5 (AF + BE) FL,where FL 1 BE

1
= fax5(6 +11) x4}om” k FL -}rp=4em|

= 64 cm?.

EXAMPLE6. Find the area of an octagon ABCDEFGH having

each side equal to 5cm,HC=1lcm and
- AL | HC such that AL = 4 cm.

Solution Area (octagon ABCDEFGH)

= ar(trap. ABCH) + ar(rect. HCDG) + ar(trap. GDEF)
= 2x ar(trap. ABCH) + ar(rect. HCDG)

= faxdx(AB + HC)x AL}+(HG x HO

= [{(5.-+11) x 4}+(5 x1) cm? = (64 +55) cm? =119 cm’.

208 Mathematics for Class 8

EXERCISE 18B
1. In the given figure, ABCD is a quadrilateral in which
AC =24cm, BL | AC and DM 1 AC such that BL = 8 cm and
DM =7 cm. Find the area of quad. ABCD.

. In the given figure, ABCD is a quadrilateral-shaped field in

which diagonal BD is 36 m, AL | BD and CM 1 BD such that
AL =19m and CM =11m. Find the area of the field.

. Find the area of pentagon ABCDE in which BL | AC, DM 1 AC

and EN
| AC such that AC =18cm, AM =14cm, AN =6cm,
BL =4cm, DM =12 cmand EN =9 cm.

. Find the area of hexagon ABCDEF in which BL | AD, CM 1 AD,

EN 1 AD and FP | AD such that AP = 6 cm, PL = 2 cm,
LN = 8 cm, NM = 2 cm, MD = 3 cm, FP = 8 cm, EN = 12 cm,
BL = 8cm and CM = 6cm.

. Find the area of pentagon ABCDE in which BL | AC,CM 1 AD

and EN
| AD such that AC =10 cm, AD =12 cm, BL =3 cm,
CM =7cmand EN =5cm.

. Find the area enclosed by the given figure ABCDEF as per E 6cm D
dimensions given herewith.

A|~——20 cm——+|B
 Area of a Trapezium and a Polygon 209
7. Find the area of given figure ABCDEFGH as per dimensions
given in it.
Hint. AC = HF = 5? —4” cm = V9 cm =3cm.
Given area = ar(rect. ADEH) + 2ar(A ABC).

8. Find the area of a regular hexagon ABCDEF in which each side

measures 13 cm and whose alent is 23 cm, as shown in the
given figure.
Hint. Let AL = DM = x, LM = BC = 13cm.
px eIS¥X =23 'S> Qx=10 S ¥='5.
L? = AF? - AL? = (13)? -5? = (169-25) =144
a2 em:
. area of the given hexagon = 2x (area of trap. ADEF).

EXERCISE 18C
OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. The parallel sides of a trapezium measure 14 cm and 18 cm and the distance between them
is 9 cm. The area of the trapezium is
(a) 96 cm? (b) 144 cm? (c) 189 cm? (d) 207 cm?
2. The lengths of the parallel sides of a trapezium are 19 cm and 13 cm and its area is
128 cm”. The distance between the parallel sides is
(a) 9cm (b) 7 cm (c) 8cm (d) 12.5 cm
3. The parallel sides of a trapezium are in the ratio 3 : 4 and ie perpendicular distance
between them is 12 cm. If the area of the trapezium is 630 cm’, then its shorter of the
parallel sides is
(a) 45 cm (b) 42 cm (c) 60 cm (d) 36 cm
4. The area of a trapezium is 180 cm? and its height is 9 cm. If one of the parallel sides is
longer than the other by 6 cm, the length of the longer of the parallel sides is
(a) 17cm (b) 23 cm (c) 18cm (d) 24cm

5. In the given figure, AB||DC and DA1AB. If DC=7 cm, D_7m_

AB =13 cm and CL L AB, the area of trap.
BC =10cm, ABCD is !
(a) 84 cm? (b) 72 cm? :
(c) 80 cm? (d) 91 cm? !
EE
L
ee

1. Trapezium is a quadrilateral.having one pair of parallel opposite sides.

2. Area of a trapezium =;x sum of parallel sides x distance between them.

/
210 ~ Mathematics for Class 8
a SNS

CCE TEST PAPER-18

A. 1. The base of a triangular field is three times its height and its area is 1350 m7”. Find the
base and height of the field.
2. Find the area of an equilateral triangle of side 6 cm.
3. The perimeter of arhombus is 180 cm and one of its diagonals is 72 cm. Find the length
of the other diagonal and the area of the rhombus.
4. The area of a trapezium is 216 m? and its height is 12 m. If one of the parallel sides is
14 m less than the other, find the length of each of the parallel sides.
5. Find the area of a quadrilateral one of whose diagonals is 40 cm and the lengths of the
perpendiculars drawn from the opposite vertices on the diagonal are 16 cm and 12 cm.
6. A field is in the form of a right triangle with hypotenuse 50 m and one side 30 m. Find the
area of the field.
B. Mark (/) against the correct answer in each of the following:

7. The base of a triangle is 14 cm and its height is 8 cm. The area of the triangle is
(a) 112 cm? (b) 56 cm? (c) 122 cm? (d) 66 cm?
8. The base of a triangle is four times its height and its area is 50 m’”. The length of its
base is
(a) 10m (b) 15m (c).20 mi (d) 25m
9. The diagonal of a quadrilateral is 20 cm in length and the lengths of perpendiculars on it
from the opposite vertices are 8.5 cm and 11.5 cm. The area of the quadrilateral is
(a) 400 cm? (b) 200 cm? (c) 300 cm? (d) 240 cm?
10. Each side of arhombus is 15 cm and the length of one of its diagonals is 24 cm. The area
of the rhombus is
(a) 432 cm? (b) 216 cm? (c) 180 cm? (d) 144 cm?
11. The area of a rhombus is 120 cm” and one of its diagonals is 24 cm. Each side of the
rhombus is
(a) 10cm (b) 13 cm (c) 12cm (d) 15cm
12. The parallel sides of a trapezium are 54 cm and 26 cm and the distance between them is
15 cm. The area of the trapezium is
(a) 702 cm? (b) 810 cm? (c) 405 cm? (d) 600 cm?
13. The area of a trapezium is 384 cm’. Its parallel sides are in the ratio 5 : 3 and the
distance between them is 12 cm. The longer of the parallel sides is
(a) 24cm (b) 40 cm (c) 32 cm (d) 36 cm
C. 14. Fill in the blanks.

(i) Area of triangle = 5% (goae. VO Geek ).

(ii) Area of aigm = 5x| veten e.g ores he

(iii) Area of a trapezium = ;re Pern } 3 ones i

(iv) The parallel sides of a trapezium are 14 cm and 18 cm and the distance between
them is 8 cm. The area of the trapezium is
19 Three-Dimensional
Figures

Solids Objects having fixed shape and size, and occupying fixed space are called solids.
Solids occur in various geometrical shapes. These shapes are known as
3-dimensional figures.
Some 3-dimensional figures, namely cuboids, cubes, cylinders and cones have
already been discussed in class VII.
In this chapter, we shall discuss some 3-dimensional figures having flat faces,
namely cubes, cuboids, prisms, pyramids and tetrahedrons.

Faces, Vertices and Edges of a 3-dimensional Figure

(i) Faces Each flat part of a solid is called its face.
(ii) Vertices Each corner where three faces of a solid meet is called its vertex. The plural of
vertex is vertices.
(iii) Edges The two faces of a solid meet ina line, called an edge.
Now, we shall discuss about the faces, vertices and edges of some 3-dimensional figures having
flat faces.
1.CUBOID A solid bounded by six rectangular plane faces is called a cuboid.
A box, a matchbox, a book, a brick, a tile, etc., are all in the shape of a cuboid.
In the adjoining figure, ABCDEFGH is a cuboid.
(i) Faces of a cuboid:
A cuboid has 6 faces.
In the given figure, the 6 faces of the cuboid are:
ABCD, EFGH, ADHE, BCGF, ABFE and DCGH.
(ii) Vertices of a cuboid:
Cuboid
A cuboid has 8 vertices.
In the given figure, the 8 vertices of the cuboid are:
fu, Ca. Hus G,. A:
(iii) Edges of a cuboid:
A cuboid has 12 edges.
In the given figure, the 12 edges of the cuboid are:
AB, BC, CD, DA, EF FG, GH, HE, AE, DH, BF, CG.
il. CUBE A cuboid whose length, breadth and height are equal is called a cube.
Dice, sugar cubes, ice cubes, etc., are all examples of a cube.
In the adjoining figure, ABCDEFGH is a cube.
(i) Faces of a cube:
A cube has 6 faces.
In the given figure, the 6 faces of the cube are:
ABCD, EFGH, ADHE, BCGF, ABFE and DCGH.
211
22 Mathematics for Class 8

(ii) Vertices of a cube:

A cube has 8 vertices.
In the given figure, the 8 vertices of the cube are:
AB, C. Ditit st) Gad:
(iii) Edges of a cube:
A cube has 12 edges.
In the given figure, the 12 edges of the cube are:
AB, BC, CD, DA, EF FG, GH, HE, AE, DH, BF CG.

Note: Here, we shall talk about right prism and regular pyramid.
lll. PRISM A solid whose two faces are parallel plane polygons and the side faces are
rectangles is called a prism.

Triangular Prism
A triangular prism is made up of two parallel end-faces each one
of which is a triangle and three lateral faces each one of whichis ,
a rectangle.
In the adjoining figure, ABCDEF is a triangular prism.
(i) Faces of a Triangular Prism:
A triangular prism has 2 triangular faces and 3 rectangular faces.
In the given figure,
2 triangular faces are AABC and ADEF,
3 rectangular faces are ABED, ADFC and CBEF-
(ii) Vertices of a Triangular Prism:
A triangular prism has 6 vertices.
In the given figure, the 6 vertices of the Gagnecies prism are A, B, C, D, E, F-
(iii) Edges of a Triangular Prism:
A triangular prism has 9 edges.
In the given figure, the 9 edges of the triangular prism are:
AB, BC, CA, DE, EF, FD, AD, BE, CF:
Note: A cuboid is also called a rectangular prism.
IV.PYRAMID A pyramid is a solid whose base is a plane rectilinear figure and whose side
faces are triangles having a common vertex, called the vertex of the pyramid.
(a) Square Pyramid
It is a solid whose base is a square and whose side faces are triangles having a
common vertex.
In the adjoining figure, OABCD is a square pyramid with its vertex at O.
(i) Vertices of a square pyramid:
A square pyramid has 5 vertices. o
In the given figure, OABCD is a square pyramid having O, A, B, C, D as its
vertices.
(ii) Faces of a square pyramid:
A square pyramid has 5 faces one of which is a square face and the
rest four are triangular faces.
In the given figure, OABCD is a square pyramid having ABCD as its ;
square face and OAD, OCD, OBC and OAB as its triangular faces.
(iii) Edges of a square pyramid:
A square pyramid has 8 edges.
In the given figure, the square pyramid OABCD has 8 edges, namely, AB, BC, CD, DA,
OA, OB, OC and OD. |
 Three-Dimensional Figures 213

(b) Rectangular Pyramid

.
It isa solid whose base is a rectangle and whose side faces are triangles
having a common vertex.
In the adjoining figure, OABCD is a rectangular pyramid.
(i) It has 5 vertices, namely O, A, B, C, D.
(ii) It has 1 rectangular face, namely ABCD, and 4 triangular faces,
namely OAD, ODC, OAB, OBC. i be
(iii) It has 8 edges, namely AB, BC, CD, DA, OA, OB, OC, OD.

(c) Triangular Pyramid (Tetrahedron)

It isa solid whose base is a triangle and whose side faces are triangles
having a common vertex.
In the adjoining figure, OABC is a triangular pyramid.
w i?)
(i) It has 4 vertices, namely O, A, B, C.
(ii) It has 4 triangular faces, namely ABC, OAB, OAC and OBC.
(iii) It has 6 edges, namely OA, OB, OC, AB, AC, BC.

SUMMARY
Name of solid Number of faces | Number of vertices Numb er of edges
Pp Gtd ew lL LLL
omer rr Cc CL
3 rectangular _

eal Peo)
4 triangular faces

4 triangular faces
Triangular pyramid | 4 triangular faces |
(or tetrahedron)

EXERCISE 19A
1. Write down the number of faces of each of the following figures:
(i) Cuboid (ii) Cube (iii) Triangular prism
(iv) Square pyramid (v) Tetrahedron
2. Write down the number of edges of each of the following figures:
(i) Tetrahedron (ii) Rectangular pyramid (iii) Cube
(iv) Triangular prism
3. Write down the number of vertices of each of the following figures:
(i) Cuboid (ii) Square pyramid (iii) Tetrahedron
(iv) Triangular prism
4. Fill in the blanks:
(i) A cube has...... VELUICES,........ edges and...... faces.
(ii) The point at which three faces of a figure meet is known as LtSiecas: :
(iii) A cuboid is also known as a rectangular ...... :
(iv) A triangular pyramid is called a......
214 Mathematics for Class 8

EULER’S RELATION FOR 3-DIMENSIONAL FIGURES

In a 3-dimensional figure, let the number of faces be F; the number of edges be E and the
number of vertices be V.
Then, the Euler’s relation is given by
F-E+V=2.

Verification of Euler’s Relation for Various Figures

1. ACUBE OR A CUBOID: PRebyh
Number of faces = 6.
Number of edges = 12.
Number of vertices = 8.
F =6,E=12andV=8 Cube Cuboid
= (F-E+V)=(6-12+8)=2.
2. PRISM:
1. Triangular prism
Number of faces = 2 triangular + 3 rectangular = 5.
Number of edges = 9.
Number of vertices = 6.
A B
F =5, E =9 and V =6
= Ue Ek +V)=(5-946)=Z.
. Square prism
Number of faces = 2 squares + 4 rectangles = 6.
Number of edges = 12.
Number of vertices = 8.
F=6,E=12andV=8
= (F-E+V)=(6-12+8) =2.
Pentagonal prism
Number of faces = 2 pentagons + 5 rectangles = 7.
Number of edges = 15.
Number of vertices = 10.
F =7, E=15 and V =10
=> )\(B—E+V)=(7-15:4-10)
=2: > oO

B
IV. A right prism having each of the bases a polygon of n-sides Pentagonal prism

Number of faces = 2 polygons of n sides + n rectangles = (n +2).

Number of edges = 3n.
Number of vertices = 2n.
F=(n+2),
E =3n and
V =2n
=> (F-E+V)=(n+2-3n+2n)=2.

3. PYRAMIDS:
I. Triangular pyramid (Tetrahedron)
Number of faces = 4.
Number of edges = 6.
Number of vertices = 4.
A. B
Tetrahedron
 Three-Dimensional Figures 215

F=4,E=6andV=4
=> (F-E+V)=(4-6+4)
=2.,
ll. Square pyramid
i
Number of faces = 1 square + 4 triangles = 5.
Number of edges = 8.
Number of vertices = 5.
~ Lf =O,2 =SandV=5 A ps
=> (F-E+V)=(5-8+5)=2.

Ill. Pentagonal pyramid

spon prani
Number of faces = 1 pentagon + 5 triangles = 6. x
Number of edges = 10.
Number of vertices = 6. \
F=6, FE=10 and V =6 ps
Cc
=> (F-E+V)=(6-10+6)
=2. =
2
IV. A pyramid whose base is a polygon of n-sides an se
Number of faces = 1 polygon of n sides + n triangles = (n +1).
Number of edges = 2n.
Number of vertices = (n +1).
F =(n +1), E =2n and V =(n +1)
=> (F-E+V)=([(n +1) -(2n)+(n +1)] =2.

EXERCISE 19B
. Define Euler’s relation between the number of faces, number of edges and number of
vertices for various 3-dimensional figures.
. How many edges are there ina
(i) cuboid (ii) tetrahedron (iii) triangular prism
(iv) square pyramid?
. How many faces are there ina
(i) cube (ii) pentagonal prism (iii) tetrahedron
(iv) pentagonal pyramid?
. How many vertices are there in a
(i) cuboid (ii) tetrahedron (iii) pentagonal prism
(iv) square pyramid?
. Verify Euler’s relation for each of the following:
(i) A square (ii) A tetrahedron (iii) A triangular prism
(iv) A square pyramid
20 Volume and
Surface Area
of Solids

We know that bodies that have a definite shape are called solids and the space occupied by a
solid body is called its volume.
Solid bodies occur in various shapes. In our previous class, we have learnt about cuboids,
cubes, cylinders, cones and spheres.
In this chapter, we will learn about the volume and surface area of a cuboid, a cube and
a cylinder.

CUBOID AND CUBE

Cuboid A solid bounded by six rectangular plane faces is called a cuboid.
A matchbox, a chalkbox, a tea packet, a brick, a tile, a book, etc., are D c
all examples of a cuboid.
A cuboid has 6 rectangular faces, 12 edges and 8 vertices.
Any face of a cuboid may be called its base.
The four faces which meet the base are called the lateral faces of
the cuboid.
In the given figure,
6 faces are ABCD, EFGH, EFBA, HGCD, EHDA and FGCB;
12 edges are AB, CD, EF, GH, AE, DH, BF, CG, AD, EH, FG and BC; and
8 vertices are A, B, C, D, E, F, G, H.

Cube A cuboid whose length, breadth and height are all equal is called
a cube.
Ice cubes, sugar cubes, dice, etc., are all examples of a cube.
Each edge of a cube is called its side.

Volume of a Solid The space occupied by a solid body is called its volume.

Standard Unit of Volume

The standard unit of volume is cubic centimetre, written as cu em or em®.
: : : : :

‘ Er mae
D

|
The volume of a cube of side 1 cm is1 cm®*. pee all
wy

The other units of volume are mm*, dm*, m°, litre, etc. E F
216
 Volume and Surface Area of Solids 217

Conversion of units

lem? = (10x10 10) mm* = 1000 mm? =1 mL

1dm® =(10x10x10) cm® = 1000 cm® =1L
1m* = (10x 10x10) dm* = 1000 dm® = 1000L
1m® = (100 x 100 x100) cm® = 10° cm®
|
ss litre = 1.dm® = 1000 em® = 1000 mL
espe lw! ciel 1 kilolitre =.1 kL = 1000 litres

FORMULAE FOR VOLUME AND SURFACE AREA OF CUBOID AND CUBE

1. CUBOID:
(i) Volume of a cuboid = (length x breadth x height)
_ =(lx bxh) cubic units
(ii) Diagonal of a cuboid = Vl? +b? +h? units
(iii) Total surface area of a cuboid = 2(lb + bh + lh) sq units
(iv) Lateral surface area of a cuboid = [2(l + b) x h] sq units

2. CUBE:
(i) Volume of a cube = (edge)* = a®* cubic units
(ii) Diagonal of a cube = V3a units
(iii) Total surface area of a cube = (6a) sq units
(iv) Lateral surface area of a cube = (4a”) sq units

SOLVED EXAMPLES
EXAMPLE 1. Find the volume, the total surface area and the lateral surface area of a cuboid
which is 8 m long, 6 m broad and 3.5 m high.
Solution Volume of the cuboid = (Il x b x h) cubic units
=(8x6x3.5)m* =168 m’*.
Total surface area of the cuboid = 2(lb + bh + lh) sq units
= 2(8x6+6x3.5+8x3.5)m*
=194m’.
Lateral surface area of the cuboid = {2(I + b) x h} m?
= {2(8 +6) x 3.5} m?
=98 m’.
EXAMPLE 2. How many bricks will be required for a wall which is 8 m long, 6 m high and
22.5 cm thick if each brick measures 25 cm x 11.25 cm x 6 cm?
Solution Length of the wall = (8 x 100) cm = 800 cm.
Breadth of the wall = 22.5 cm.
‘Height of the wall = (6 x 100) cm = 600 cm.
Volume of the wall = (800 x 22.5 x 600) cm’.
Volume of 1 brick = (25 x 11.25 x 6) cm’.
volume of the wall
Number of bricks required =
volume of 1 brick
oS x 22.5 x a)
25x11.25x6
= 6400.
218 Mathematics for Class 8

EXAMPLE 3. Find the length of the longest pole that can be put ina room of dimensions 10 m by
10m by 5m.

Solution Here! = 10m,b = 1Omandh=5m.

Length of the longest pole = length of the diagonal
= vl? +b? +h’ units
= ,/(10)” + (10)? +57 m=~7225 m = 15 m.

EXAMPLE 4. A field is 80 m long and 50 m broad. In one corner of the field, a pit which is 10m
long, 7.5 m broad and 8 m deep has been dug out. The earth taken out of it is evenly
spread over the remaining part of the field. Find the rise in the level of the field.
Solution Area of the field = (80 x 50) m? = 4000 m?.
Area of the pit = (10 x 7.5) m? = 75 m?”.
80m
Area over which the earth is spread out
= (4000 — 75) m? = 3925 m’.
Volume of earth dug out = (10 x 7.5 x 8) m*® 50m
= 600 m’°. 10 m
volume of earth dug out
ice level ——————
area over which the earth is spread out
600 acne
— ——— = ————SS———— cm ="15.5 Cm.
3925 3925

EXAMPLE 5. The volume of a rectangular tank is 182 m°. If its length and breadth be 8 m and
6.5 m respectively, find its depth.
Solution Length of the tank = 8 m, breadth of the tank = 6.5 m.
Let the depth of the tank be x m.
Then, the volume of the tank = (8 x 6.5 x x) m®.
But, volume of the tank =182m* (given).
SxGOx M1625) = U5 2X 3182

Hence, the depth of the tank is 3.5 m.

EXAMPLE 6. The volume of a reservoir is 108 m*. Water is poured into it at the rate of 60 litres
per minute. How many hours will it take to fill the reservoir?
Solution Volume of the reservoir = 108 m®
= (108x1000) litres [. 1m* = 1000L]
Rate of flow of water = 60 litres per minute.
Time taken to fill the reservoir
x volume of the reservoir in litres
rate of flow in litres per min
= : Goa
= |——.——_| min = |————_ hours = 30 hours.
60 60x 60
EXAMPLE 7. Find the volume of wood used to make a closed rectangular box of outer
dimensions 60 cm x 45 cm x 32 cm, the thickness of wood being 2.5 cm all around.
Also find the capacity of the box.
 Volume and Surface Area of Solids 219

Solution External length = 60 cm, external breadth = 45 cm and external height = 32 cm.
External volume = (60 x 45 x 32) cm® = 86400 cm?.
Internal length = {60 — (2.5 x 2)} cm = (60 —5) cm = 55 cm.
Internal breadth = {45 — (2.5 x 2)} cm = (45 —5) cm = 40 cm.
Internal height = {32 — (2.5 x 2)} cm = (32 —5) cm = 27 cm.
Internal volume = (55 x 40 x 27) cm* = 59400 cm?.
capacity of the box = internal volume = 59400 cm®, and
volume of wood used to make the box
= (external volume) — (internal volume)
= (86400 — 59400) cm* = 27000 cm?.
EXAMPLE 8. An open rectangular cistern when measured from outside is 1.35 m long, 1.08 m
broad and 90 cm deep, and is made of iron which is 2.5 cm thick. Find the
capacity of the cistern and the volume of the iron used.
Solution External length of the cistern = 135 cm.
External breadth of the cistern = 108 cm.
External depth of the cistern = 90 cm.
External volume of the cistern = (135 x 108 x 90) cm?
=1812200 em”:
Internal length of the cistern = {135 — (2.5 x 2)} cm = 130 cm.
Internal breadth of the cistern = {108 — (2.5 x 2)} cm = 103 cm.
Internal depth of the cistern = (90 —-2.5) cm = 87.5 cm.
Internal volume of the cistern = (130 x 103 x 87.5) cm®
= 1171625 cm?.
Capacity of the cistern = its internal volume = 1171625 cm’.
Volume of iron used = (external volume) — (internal volume)
= (1312200 -1171625) cm*® =140575 cm*.
EXAMPLE 9. Find the volume, lateral surface area and the total surface area of a cube each of
whose sides measures 8 cm.
Solution Length of each edge of the cube, a = 8 cm.
Volume of the cube = a° cubic units
=(8x 8x 8)cm* =512 cm’.
Lateral surface area of the cube = 4a’ sq units
= (4x 8x 8)cm’ = 256 cm’.
Total surface area of the cube = 6a” sq units
= (6x 8x 8) cm” = 384 cm’.

EXAMPLE 10. Find the volume of a cube whose total surface area is 486 cm’,
Solution Let the length of each edge of the cube be a cm.
Then, its total surface area = (6a”) cm’.
But, the total surface area of the cube = 486 cm’.
6a” = 486 > a™%=81"> a=Vv81 =9.
Thus, the length of each edge of the cube = 9 cm.
Hence, volume of the cube = a® cubic units
=(9x9x9)cm®* = 729 cm’.

EXAMPLE 11. Find the total surface area of the cube whose volume is 343 cm’,
Solution Let the length of each edge of the cube be a cm.
Then, its volume = (a*) cm’.
220 Mathematics for Class 8

: =343;= 2x Tix Te > faa

So, the length of each edge of the cube = 7 cm.
Total surface area of the cube = (6a”) sq units
=(6x 7x7) cm? = 294 cm’.

EXERCISE 20A
Find the volume, lateral surface area and the total surface area of the cuboid whose
dimensions are:
i) length = 22 cm, breadth = 12 cm and height = 7.5 cm
(ii) length = 15 m, breadth = 6 m and height = 9 dm
(iii) length = 24 m, breadth = 25 cm and height = 6 m
(iv) length = 48 cm, breadth = 6 dm and height = 1m
The dimensions of a rectangular water tank are 2m 75 cm by 1 m 80 cm by 1 m 40 cm. How
many litres of water does it hold when filled to the brim?
A solid rectangular piece of iron measures 1.05 m x 70 cm x 1.5 cm. Find the weight of this
piece in kilograms if 1 cm® of iron weighs 8 grams.
. The area of a courtyard is 3750 m?’. Find the cost of covering it with gravel to a height of
1 cm if the gravel costs ¥ 6.40 per cubic metre.
. How many persons can be accommodated in a hall of length 16 m, breadth 12.5 m and
height 4.5 m, assuming that 3.6 m°® of air is required for each person?
. Acardboard box is 1.2 m long, 72 cm wide and 54 cm high. How many bars of soap can be
put into it if each bar measures 6 cm x 4.5 cm x 4 cm?
. The size of a matchbox is 4 cm x 2.5 cm x 1.5 cm. What is the volume of a packet containing
144 matchboxes? How many such packets can be placed in a carton of size 1.5 m x 84 cm x
60 cm?
. How many planks of size 2 m x 25 cm x 8 cm can be prepared from a wooden block 5 m
long, 70 cm broad and 32 cm thick, assuming that there is no wastage?
. How many bricks, each of size 25 cm x 13.5 cm x 6 cm, will be required to build a wall 8 m
long, 5.4 m high and 33 cm thick?
10. A wall 15 m long, 30 cm wide and 4 m high is made of bricks, each measuring
1
22 cm x 12.5 cm x 7.5 cm. If ie of the total volume of the wall consists of mortar, how many

bricks are there in the wall?

Hint. Volume of bricks in the wall= {(1500 x 30 x 400) ——5G (1500 x 30 x 400)} em*®.

11. Find the capacity of a rectangular cistern in litres whose dimensions are
11.2 mx6 mx 5.8 m. Find the area of the iron sheet required to make the cistern.
12. The volume of a block of gold is 0.5 m®. If it is hammered into a Sooaueto cover an area of
1 hectare, find the thickness of the sheet.
Hint. Thickness of the sheet = volute -( oe )m= oo
area 10000 10000
13. The rainfall recorded on a certain day was 5 cm. Find the volume of water that fell on a
2-hectare field.
14. A river 2 m deep and 45 m wide is flowing at the rate of 3 km/h. Find the quantity of water
that runs into the sea per minute.
15. A pit 5 m long and 3.5 m wide is dug to a certain depth. If the volume of earth taken out of it
is 14 m°, what is the depth of the pit?
16. A rectangular water tank is 90 cm wide and 40 cm deep. If it can contain 576 litres of water,
what is its length?
 Volume and Surface Area of Solids 221

17. A beam of wood is 5 m long and 36 cm thick. It is made of 1.35 m® of wood. What is the
width of the beam?
18. The volume of a room is 378 m® and the area of its floor is 84 m2. Find the height of
the room.
19. A swimming pool is 260 m long and 140 m wide. If 54600 cubic metres of water is pumped
into it, find the height of the water level in it.
20. Find the volume of wood used to make a closed box of outer dimensions
60 cm x 45 cm x 32 cm, the thickness of wood being 2.5 cm all around.
21. Find the volume of iron required to make an open box whose external dimensions are
36 cm x 25 cm x16.5 cm, the box being 1.5 cm thick throughout. If 1 cm® of iron weighs
8.5 grams, find the weight of the empty box in kilograms.
22. A box with a lid is made of wood which is 3 cm thick. Its external length, breadth and height
are 56 cm, 39 cm and 30 cm respectively. Find the capacity of the box. Also find the volume
of wood used to make the box.
23. The external dimensions of a closed wooden box are 62 cm, 30 cm and 18 cm. If the box is
made of 2-cm-thick wood, find the capacity of the box.
24. A closed wooden box 80 cm long, 65 cm wide and 45 cm high, is made of 2.5-cm-thick
wood. Find the capacity of the box and its weight if 100 cm* of wood weighs 8 g.
25. Find the volume, lateral surface area and the total surface area of a cube each of whose
edges measures: (i)7m (ii)5.6cm (iii)8dm5cm . :
26. The surface area of a cube is 1176 cm”. Find its volume.

27. The volume of a cube is 729 cm®. Find its surface area.

28. The dimensions of a metal block are 2.25 m by 1.5 m by 27 cm. It,is melted and recast into
cubes, each of side 45 cm. How many cubes are formed?
29. If the length of each edge of a cube is doubled, how many times does its volume become?
How many times does its surface area become?
30. A solid cubical block of fine wood costs = 256 at = 500 per m®. Find its volume and the
length of each side.

RIGHT CIRCULAR CYLINDER

Every day we see around us many objects such as a road roller, a gas cylinder, a circular
storage tank, a circular pillar, a circular pipe, a circular pencil, a measuring jar, etc., which
have the same shape, known as the shape of a cylinder.
The radius of the cross section of a cylinder is called the radius of the cylinder.
A cylinder has two circular ends.
The line joining the centres of these two ends is called the axis of the cylinder.
The circular end on which the cylinder rests is called its base.
The length between the two ends is called the length or the height of the cylinder.
is
If the axis of the cylinder is perpendicular to each cross section then the cylinder
called a right circular cylinder.
Here, by a cylinder, we would mean a right circular cylinder.
222 Mathematics for Class 8

FORMULAE FOR VOLUME AND SURFACE AREA OF A CYLINDER

Let us consider a cylinder of height = h units and base radius = r units.

Then, we have:
(i) Volume of the cylinder = (nr7h) cubic units

(ii) Curved (lateral) surface area of the cylinder = (2nrh) sq units

(iii) Total surface area of the cylinder = (2nrh + 2nr”) sq units

= 2ar(h +r) sq units

SOLVED EXAMPLES

EXAMPLE 1. Find the volume, curved surface area and the total surface area of a cylinder
having base radius 10.5 cm and height 18 cm.

Solution Here, r =10.5 cm = “ cm and h=18 cm.

Volume of the cylinder = (xr7h) cubic units

a cB 2 x18)em’
henge:
= 6237 cm®.
Curved surface area of the cylinder = (2mrh) sq units

= [2x 72x 2 x18) em?

=1188 cm’.
Total surface area of the cylinder = 2xr(h +r) sq units

= 2x Fx x(18+2 | cm?”
7-2 2
29 VO 57
Gees cm” =1881cm?.
(Ae PS

EXAMPLE 2. The circumference of the base of a cylinder is 176 cm and its height is 65 cm. Find
the volume of the cylinder and its lateral surface area.
Solution Let the base radius of the cylinder be r cm.
Then, circumference of its base = (2ar) cm.
But, circumference of the base = 176 cm.

2tith= 176 2x2 xr =176

ae a -(176« 2)=28
44
Now, r=28cm andh=65 cm.
Volume of the cylinder = (zr 7h) cubic units
22
= (+ x 28 x 28 x 65 cm* =160160 cm°.
 Volume and Surface Area of Solids 223

Lateral surface area of the cylinder = (2nrh) sq units

= (2x72 «2865 |om”

=11440 cm’.
EXAMPLE 3. A cylindrical tank has a capacity of 5632 m°. If the diameter of its base is 16 m,
find its depth.
Solution Let the depth of the cylindrical tank be h metres.
Radius of its base = 8 m.
Capacity of the tank = volume of the tank = mr7h

-[Fxexsxn|m',

22
a ROK OKI =O0Gn => h=(8692% 2 x 2x2 = 28.
re 22m 8a, 8
Hence, the depth of the given cylindrical tank is 28 m.
EXAMPLE 4. A rectangular paper of width 14 cm is rolled along its width and a cylinder of
radius 20 cm is formed. Find the volume of the cylinder.
Solution By rolling the given rectangular paper along its width, we obtain a cylinder of radius
20 cm and height 14 cm.
r=20cm andh=14cm.
Volume of the cylinder = mr7h cubic units
= [J «2020%14em®
14
cm>| cm>|
14

= 17600 cm’.
Hence, the volume of the cylinder is 17600 cm®.

EXAMPLE 5. A rectangular piece of paper 22 cm x 6 cm is folded without overlapping to makea

cylinder of height 6 cm. Find the volume of the cylinder.
Solution Clearly, the length of the given rectangle is the perimeter of the base of the given
cylinder and breadth of the rectangle is the height of the cylinder.
ff J Deighio= 6= ce. = 6.cm. = ¥
wef

Let r be the radius of its base. | i hg esae

Then, 2nr =22cm => ged tae ee = Poi te

volume of the cylinder = nr*h cubic units

= 231 cm’®.
Hence, the volume of the cylinder is 231 cm’°.

EXAMPLE 6. How many cubic metres of earth must be dug out to sink a well which is 16 m
a
deep and which has a radius of 3.5 m? If the earth taken out is spread over
rectangular plot of dimensions 25 m x16 m, what is the height of the platform
so formed?
224 Mathematics for Class 8

Solution Here, r = 8.5 m= mand h=16 m.

Volume of the earth dug out = (zr*h) cubic units

= 2 x2 x7x16|m* =616m’.
TMD 2:
Area of the platform = (25 x16) m* = 400 m’.
Volume of the platform formed = volume of the earth dug out = 616 ‘a,
volume
Height of the platform =
area

= a m = 1.54 m.
400
Hence, the height of the platform formed is 1.54 m.

EXAMPLE 7. A closed metallic cylindrical box is 1.25 m high and it has a base whose radius is
35 cm. If the sheet of metal costs = 80 per m’, then find the cost of the material
used in the box. Also, find the capacity of the box in litres.

Solution Haren Mis wipes one ratarhl 2st 20Sony

100 a 100 20
Area of the metal used = total surface area of the cylindrical box
= {2nr(h+r)} sq units
PD He bles ll LA ede SOO ets
Seah x x + mS) on = ——
(= 20S UAL aZ0 Se) 25
3 88
Cost
of metal at
¥ 80 perm* = aque. = 281.60.

Now, h =125 cm andr =35 cm.

Capacity of the box = volume of the box
= (nr7h) cubic units
22
- [735 «35 «125|em® | he s
1000
= 481.25 litres.

EXAMPLE 8. An iron pipe is 21 cm long and its external diameter is 8 cm. If the
thickness of the pipe is 1 cm and iron weighs 8 g/cm’, find the
weight of the pipe.
Solution External radius of the pipe = 4 cm.
Thickness of the pipe = 1 cm.
Internal radius of the pipe = (4-1) cm = 3 cm.

External volume = EB x4x4~x 21 cm? =1056 cm?.

Internal volume = ee x3x3x 21 cm* =594 cm?®.

Volume of the metal = (external volume) - (internal volume)

= (1056 — 594) cm® = 462 cm?®.
462x8
Weight of the pipe = (462 x 8) g= TOGG ig = 3.696 kg.
 Volume and Surface Area of Solids 225

EXERCISE 20B
re Find the volume, curved surface area and total surface area of each
of the cylinders whose
dimensions are:
(i) radius of the base = 7 cm and height = 50 cm
(ii) radius of the base = 5.6 m and height = 1.25 m
(iii) radius of the base = 14 dm and height = 15 m
- Amilk tank is in the form of a cylinder whose radius is 1.5 m and height is 10.5 m. Find the
quantity of milk in litres that can be stored in the tank.
- A wooden cylindrical pole is 7 m high and its base radius is 10 cm. Find its weight if the
wood weighs 225 kg per cubic metre.
4. Find the height of the cylinder whose volume is 1.54 m° and diameter of the base is 140 cm?
5. The volume of a circular iron rod of length 1 m is 3850 cm®. Find its diameter.
6. A closed cylindrical tank of diameter 14 m and height 5 m is made from a sheet of metal.
How much sheet of metal will be required?
. The circumference of the base of a cylinder is 88 cm and its height is 60 cm. Find the
volume of the cylinder and its curved surface area.
. The lateral surface area of a cylinder of length 14 m is 220 m’. Find the volume of
the cylinder.
. The volume of a cylinder of height 8 cm is 1232 cm’. Find its curved surface area and the
total surface area.
. The radius and height of a cylinder are in the ratio 7 : 2. If the volume of the cylinder is
8316 cm’, find the total surface area of the cylinder.
. The curved surface area of a cylinder is 4400 cm’ and the circumference of its base is
110 cm. Find the volume of the cylinder.
. Aparticular brand of talcum powder is available in two packs, a plastic can with a square
base of side 5 cm and of height 14 cm, or one with a circular base of radius 3.5 cm and of
height 12 cm. Which of them has greater capacity and by how much?
13. Find the cost of painting 15 cylindrical pillars of a building at ¥ 2.50 per square metre if the
diameter and height of each pillar are 48 cm and 7 metres respectively.
14. A rectangular vessel 22 cm by 16 cm by 14 cm is full of water. If the total water is poured
into an empty cylindrical vessel of radius 8 cm, find the height of water in the cylindrical
vessel.
15. A piece of ductile metal is in the form of a cylinder of diameter 1 cm and length 11 cm. It is
drawn out into a wire of diameter 1 mm. What will be the length of the wire so obtained?
16. A solid cube of metal each of whose sides measures 2.2 cm is melted to form a cylindrical
wire of radius 1 mm. Find the length of the wire so obtained.
17. How many cubic metres of earth must be dug out to sink a well which is 20 m deep and has
a diameter of 7 metres? If the earth so dug out is spread over a rectangular plot 28 m by
11 m, what is the height of the platform so formed?
18. A well of inner diameter 14 m is dug to a depth of 12 m. Earth taken out of it has been evenly
spread all around it to a width of 7 m to form an embankment. Find the height of the
embankment so formed.
volume of earth taken out |
Hint. Required height =
mx [(14)? —(7)"]
Find the
19. A road roller takes 750 complete revolutions to move once over to level a road.
area of the road if the diameter of the road roller is 84 cm and its length is 1 m.
226 Mathematics for Class 8

diameter is
20. A cylinder is open at both ends and is made of 1 5-cm-thick metal. Its external
Also,
12 cm and height is 84 cm. What is the volume of metal used in making the cylinder?
find the weight of the cylinder if 1 cm® of the metal weighs 7.5 g.
Hint. External radius = 6 cm, internal radius = 4.5 cm.
Volume of metal = {nx (6)* x84 — 1x (4.5)” x84} cm’.
21. The length of a metallic tube is 1 metre, its thickness is 1 cm and its inner diameter is
12 cm. Find the weight of the tube if the density of the metal is 7.7 grams per cubic
centimetre.
Hint. Weight of 1cm® of metal = 7.7 g.
Its volume = {nx (7)? x 100 — nx (6)? x 100} cm’.
[once
Pat x
See

EXERCISE 20C

OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. The maximum length of a pencil that can be kept in a rectangular box of dimensions
12cm x9cm~x
8 cm, is
(a) 13 cm (b) 17 cm (c) 18cm (d) 19cm
2. The total surface area of a cube is 150 cm’. Its volume is
(a) 216 cm® (b) 125 cm® (c) 64 cm? (d) 1000 cm®
3. The volume of a cube is 343 cm’. Its total surface area is
(a) 196 cm?” (b) 49 cm? (c) 294cm? (d) 147 cm?
4. The cost of painting the whole surface area of a cube at the rate of 10 paise per cm” is
= 264.60. Then, the volume of the cube is
(a) 6859 cm® (b) 9261 cm® (c) 8000 cm® (d) 10648 cm®
5. How many bricks, each measuring 25 cm x 11.25 cm x 6 cm, will be needed to build a wall
8 m long, 6 m high and 22.5 cm thick?
(a) 5600 (b) 6000 (c) 6400 (d) 7200
6. How many cubes of 10 cm edge can be put in a cubical box of 1 m edge?
(a) 10 (b) 100 . (c) 1000 (d) 10000
7. The edges of a cuboid are in the ratio 1 : 2 : 3 and its surface area is 88 cm”. The volume of
the cuboid is
(a) 48 cm? (b) 64 cm? (c) 96 cm? (d) 120 cm?
8. Two cubes have their volumes in the ratio 1 : 27. The ratio of their surface areas is
(aj. les (b) 1:9 (c) 27 (d) none of these
Hint, - SES (2) =) ival_ in§ ld} digsb 6a gat
bea 27 b 3 bires bing) 6b? 9
9. The surface area of a (10 cm x 4 cm x 3 cm) brick is
' (a) 84 cm? (b) 124 cm? (c) 164 cm? (d) 180 cm?
10. An iron beam is 9 m long, 40 cm wide and 20 cm high. If 1 cubic metre of iron weighs 50 kg,
what is the weight of the beam?
(a) 56 kg (b) 48 kg (c) 36 kg (d) 27 kg
 Volume and Surface Area of Solids © E227

11. A rectangular water reservoir contains 42000 litres of water. If the length of reservoir
is 6 m
and its breadth is 3.5 m, the depth of the reservoir is
(a) 2m (b) 5m (c) 6m (d) 8m
Hint. 6x 2xx 1000 =42000, Find x.

12. The dimensions of a room are (10 mx 8 mx 3.3 m). How many men can be accommodated
in this room if each man requires 3 m® of space?
(a) 99 (b) 88 (c) 77(d) 75
13. A rectangular water tank is 3 m long, 2 m wide and 5 m high. How many litres of water can
it hold?
(a) 30000 (b) 15000 (c) 25000 (d) 35000
14. The area of the cardboard needed to make a box of size 25 cm x 15 cm x 8 cm will be
(a) 390 cm? (b) 1390 cm? (c) 2780 cm? (d) 1000 cm?”
15. The diagonal of a cube measures 43 cm. Its volume is
(a) 8cm® (b) 16 cm® (c) 27 cm® (d) 64 cm®
Hint. 3a=4/3 => a=4cm.

16. The diagonal of a cube is 9/3 cm long. Its total surface area is
(a) 243 cm? (b) 486 cm? (c) 324 cm? (d) 648 cm?
Hint. 3a =9/3 => a=9cm.

17. If each side of a cube is doubled then its volume

(a) is doubled (b) becomes 4 times (c) becomes 6 times (d) becomes 8 times
18. If each side of a cube is doubled, its surface area
(a) is doubled (b) becomes 4 times (c) becomes 6 times (d) becomes 8 times
19. Three cubes of iron whose edges are 6 cm, 8 cm and 10 cm respectively are melted and
formed into a single cube. The edge of the new cube formed is
(a) 12 cm (b) 14 cm (c) 16cm (d) 18cm
20. Five equal cubes, each of edge 5 cm, are placed adjacent to each other. The volume of the
cuboid so formed, is -~
(a) 125 cm® (b) 375 cm® (c)8525. cm + (d) 625 cm®
21. A circular well with a diameter of 2 metres, is dug to a depth of 14 metres. What is the
volume of the earth dug out?
(a)' 32 m° (b) 36 m° (c) 40 m® (d) 44 m°®
22. If the capacity of a cylindrical tank is 1848 m° and the diameter of its base is 14 m, the
depth of the tank is
(a) 8m (b) 12m (c) 16m (d) 18m

23. The ratio of the total surface area to the lateral surface area of a cylinder whose radius is
20 cm and height 60 cm, is
(a)ezy al (b) 3:2 (c) 4:3 (d) 5:3
a
24. The number of coins, each of radius 0.75 cm and thickness 0.2 cm, to be melted to make
right circular cylinder of height 8 cm and base radius 3 cm is
(a) 460 (b) 500 (c) 600 (d) 640

Hint. Let the number of coins be n. Then

ee = 1x 3x3x8, Find n.
100 100 10
228 Mathematics for Class 8
OO

25. 66 cm® of silver is drawn into a wire 1 mm in diameter. The length of the wire will be
(a) 78m (b) 84m (c) 96m (d) 108m
26. The height of a cylinder is 14 cm and its diameter is 10 cm. The volume of the cylinder is
(a) 1100 cm® (b) 3300 cm® (c) 3500 cm* (d) 7700 cm*
27. The height of a cylinder is 80 cm and the diameter of its base is 7 cm. The whole surface
area of the cylinder is
OF fay ele37 cur (b) 1760 cm? (c) 1942 cm? (d) 3080 cm”
28. The height of a cylinder is 14 cm and its curved surface area is 264 cm”. The volume of the
cylinder is
(a) 308 cm® (b) 396 cm® (0) 1232 7cnr (d) 1848 cm®
29. The diameter of a cylinder is 14 cm and its curved surface area is 220 cm’. the volume of
the cylinder is
(a) 270 cme (b) 1000 cm® (c) 1540 cm* (d) 6622 cm®
30. The ratio of the radii of two cylinders is 2 : 3 and the ratio of their heights is 5 : 3. The ratio
of their volumes will be
(a) 4:9 (b) 9:4 (c)"20 227 (djic27 220

Things to Remember

1 . Bodies that have a definite shape are called solids.

i) .The space occupied by a solid body is called its volume.
3. The standard unit of volume is cm*. 1 cm® is the volume of the space occupied by a cube, each of
whose edges is 1cm long.
4. 1000 mm* =1cm*, 1000 cm® =1 dm’.
1000.dm* =1m*, (10?)m*=1km?.
1 litre = 1 dm’, 1 kilolitre = 1 m*.
1L =1000cm*,1kL =1000L.
5. For a cuboid of length l, breadth b and height h, we have:
(i) Volume of the cuboid =(l x b x h) cubic units
(ii) Total surface area of the cuboid =2(lb + bh + lh) sq units
(iii) Lateral surface area of the cuboid =[2(l + b) x hl sq units
(iv) Diagonal of the cuboid =I? +b’ +h? units
6. For a cube of side a, we have:
(i) Volume of the cube =(a*) cubic units
(ii) Total surface area of the cube =(6a’) sq units
(iii) Lateral surface area of the cube =(4a’) sq units
(iv) Diagonal of the cube =(V/3a) units
7. Aroad roller, a gas cylinder, a circular storage tank, a circular pillar, a circular pipe, etc., are all
examples of solids in a cylindrical shape.
8. For a cylinder of height h and base radius r, we have:
(i) Volume of the cylinder =(nxr*h) cubic units
(ii) Curved surface area of the cylinder =(2nrh) sq units
(iii) Total surface area of the cylinder =2nr(h +r) sq units
 Volume and Surface Area of Solids 229

CCE TEST PAPER-20

Find the volume of a cube whose total surface area is 384 cm?.
How many soap cakes each measuring 7 cm x 5 cm x 2.5 cm can be placed in a box
of
size 56 cm x 40 cm x 25 cm?
The radius and height of a cylinder are in the ratio 5 : 7 and its volume is 550 cm®. Find
its radius and height.
Find the number of coins, 1.5 cm in diameter and 0.2 cm thick, to be melted to form a
right circular cylinder with a height of 10 cm and a diameter of 4.5 cm.
Find the surface area of a chalk box, whose length, breadth and height are 18 cm, 10 cm
and 8 cm respectively.
The curved surface area of a cylindrical pillar is 264 m? and its volume is 924 m°. Find
the diameter and height of the pillar. .
B. Mark (/) against the correct answer in each of the following:

7. The circumference of the circular base of a cylinder is 44 cm and its height is 15 cm. The
volume of the cylinder is
(a) 1155 cm? (b) 2310 cm? (c) 770 cm? (d) 1540 cm?
The area of the base of a circular cylinder is 35 cm’ and its height is 8 cm. The volume of
the cylinder is
(a) 140 cm? (b) 280 cm? (c) 420 cm? (d) 210 cm?
. A cuboid having dimensions 16 m x 11m x 8m is melted to form a cylinder of radius
4 m. What is the height of the cylinder?
(a) 28m (b) 14m (c) 21m (d) 32m
10. The dimensions of a cuboid are 8 m x 6 m x 4 m. Its lateral surface area is
(a) 210 m? (b) 105 m? (c) 160 m? (d) 240 m?
Hint. Lateral surface area =[2(l + b) xh] sq units.

11. The length, breadth and height of a cuboid are in the ratio 3 : 4 : 6 and its volume is
576 cm?®. The whole surface area of the cuboid is
(a) 216 cm? (b) 324 cm? (c) 432 cm? (d) 460 cm?
Hint. Whole surface area =[2(lb + bh + lh)] sq units.

12. The surface area of a cube is 384 cm”. Its volume is

(a) 512 cm* (b) 256 cm* (c) 384 cm® (d) 320 cm*
. Fill in the blanks.

(i) If, b, h be the length, breadth and height of a cuboid, then its whole surface area
= (...... ) sq units.
(ii) Ifl, b, h be the length, breadth and height of a cuboid, then its lateral surface area
=e (ieee ) sq units.
(iii) If each side of a cube is a, then its lateral surface area is ...... Sq units.
(iv) Ifr is the radius of the base and h be the height of a cylinder, then its volume is
(asians ) cubic units.
(v If r is the radius of the base and h be the height of a cylinder, then its lateral
surface
—

area is (.ac<<, ) sq units.

 21
Data Handling

INTRODUCTION
In various fields, we need information in the form of numerical figures.
Each figure of this kind is called an observation.
The collection of all the observations is called data.

Some important terms are defined below.

Data A collection of numerical facts regarding a particular type of information is

called data.
Each numerical fact of this type is known as an observation.

Raw data A collection of observations gathered initially is called raw data.

Range The difference between the highest and the lowest values of the observations ina
data is called the range of the data.

Statistics It is the science which deals with the collection, presentation, analysis and
interpretation of numerical data.

_ EXAMPLE 1. Given below are the marks (out of 100) in mathematics obtained by 20 students of
a class in an annual examination.
23 75 56 42 70 84 92 51 40 63
87 58 35 80 14 63 49 72 66 61
Arrange the above data in ascending order and find
(i) the lowest marks obtained,
(ii) the highest marks obtained,
(iii) the range of the given data.

Solution Arranging the above data in ascending order, we get:

14 23 35. 40 42 49 51 56 58 61
63 63. °06. (0 =(25./ Om GU ost eo aoe
From the above data, we make the following observations.
(i) Lowest marks obtained = 14.
(ii) Highest marks obtained = 92.
(iii) Range of the given data = (92 — 14) = 78.
230
 Data Handling 231
EXAMPLE 2. Given below are the heights (in cm) of 11 boys of a class:
146, 143, 148, 132, 128, 139, 140, 152, 154, 142, 149.
Arrange the above data in ascending order and find
(i) the height of the tallest boy,
(ii) the height of the shortest boy,
(iii) the range of the given data.
Solution Arranging the given data in ascending order, we get the heights (in cm) as
128, 132, 139, 140, 142, 143, 146, 148, 149, 152, 154.
From the above data, we get the following results.
(i) The height of the tallest boy = 154 cm.
(ii) The height of the shortest boy = 128 cm.
(iii) Range of the given data = (154 - 128) cm = 26 cm.

FREQUENCY DISTRIBUTION
Frequency of an observation The number of times a particular observation occurs in a given
data is called its frequency.
EXAMPLE3. Suppose we make a survey of 20 families of a locality and find out the number of
children in each family. Let the observations be
2) 2,73, 1, 1) 2)35. 2, 20 oe alee ee eee
State the frequency of each observation.
Solution Arranging the data in ascending order, we get the observations as
Ve Te ds tly el 222: 2062.2, 2nd Os agaaes
We find that
1 occurs 6 times;
2 occurs 10 times;
and 3 occurs 4 times.
We say that the frequency of families having 1 child is 6,
the frequency of families having 2 children is 10,
and the frequency of families having 3 children is 4.
We may represent the above data in a tabular form, showing the frequency of each observation.
This tabular form of representation is called frequency distribution.
For counting, we use tally marks ||||, and the fifth tally mark is entered as [NJ by crossing
diagonally the four tally marks already entered.
Thus, the frequency distribution table of the above data may be presented as given below.
FREQUENCY DISTRIBUTION TABLE

| Number of children | Tally marks | Number of families

(frequency)

I | 6

MW IN . 10
[1 -
: Total 20
232 Mathematics for Class 8
eee
ae

EXERCISE 21A
1. The number of members in 20 families are given below:
4,6, 5, 5, 4, 6, 3, 3P5N5NSr 57 4h 4RON ono
Prepare a frequency distribution of the data.
2. A dice was thrown 30 times and the following outcomes were noted:
2. V. 2p4h6r-192:'3,' 6x5, 4, 4, 3; 1,1, 3,dbels SeGnGu2a Zande ao, One. 4e
Prepare a frequency table.
3. The following data gives the number of children in 40 families:
1, 2;.6,5, I, 5, 1,-3,-2, 6, 2, 3,4, 2:0, 4, 4, S¥2"2) O70 nl 2, oe ae
12,453, 4.913.67-2,-2:
Represent it in the form of a frequency distribution.

GROUPING OF DATA
So far, we have considered ungrouped data. When the number of observations is large, we may
condense the data into several groups. We record the frequency of observations falling in
each group.
Presentation of data in groups along with the frequency of each group is known as the
frequency distribution of the grouped data.

EXAMPLE 1. The marks obtained by 40 students of class VIII in an examination are

given below:
LOM We OMOe Ato Oso LO, Ziel. lo, 21:15) lo, 19,24, 16,2, 23, 5,12,
LS aol 27 OFS al OOs3, 5% Ove 99,012,,.20, 10;-2723.
Divide the data into five groups, namely, O—-5, 5-10, 10-15, 15-20 and 20-25,
where 0-5 means marks greater than or equal to O but less than 5, and similarly
5-10 means marks greater than or equal to 5 but less than 10, and so on. Prepare
a frequency table for the grouped data.

Solution Arranging the given observations in ascending order, we get them as

0,15 2,25 3: Sane Os la dale Og OOOO, 12.12, 12413013. 1315216, lo:
l6n1 7 10.167 Salo, Jn ie le eons:
Thus, the frequency distribution may be given as under:

Total 40

REMARKS: Here, each of the groups 0-5, 5-10, 10-15, 15-20 and 20-25 is called a class
interval.
In class interval 10-15, the number 10 is called the lower limit and 15 is called the
upper limit of the class interval.
The difference between the upper limit and the lower limit of any class interval is
called the class size.
 Data Handling 233

Thus, the class size in the above frequency distribution is 5.

The midvalue of a class is called its class mark and is obtained by
adding its upper
and lower class limits and dividing the sum by 2.

Thus, the class mark of 0-5 is & ) = Dby.

5+10
the class mark of 5-10 is =1/.5,etc:

EXAMPLE2, The weights (in kg) of 35 persons are given below:

43,51, 47, 62, 48, 40, 50, 62, 53, 56, 40, 48, 56, 53, 50, 42, 55, 52, 48, 46, 45, 54,
52, 50, 47, 44, 54, 55, 60, 63, 58, 55, 60, 58, 53.
Prepare a frequency distribution table taking equal class size. One such class is
40-45 (where 45 is not included).
Solution We may represent the data as given below:

Weight (in kg) Tally marks Frequency

Total 35

EXERCISE 21B

1. The marks obtained by 40 students of a class in an examination are given below:

8,47, 22, 3'ol7,.13,38. 26, 3,04, 29,14 22,7, lo, 24,35, 01, 21.30, 42,245 45,23.
21, 27, 29, 49, 25, 48, 21, 15, 18, 27, 19, 45, 14, 34, 37, 34.
Prepare a frequency distribution table with equal class intervals, starting from O—10 (where
10 is not included).
2. The electricity bills (in rupees) of 25 houses of a certain locality for a month are given below:
324, 700, 617, 400, 356, 365, 435, 506, 548, 736, 780, 378, 570, 685, 312, 630, 584,
674, 754, 776, 596, 745, 565, 763, 472.
Arrange the above data in increasing order and form a frequency table using equal class
intervals, starting from 300-400, where 400 is not included.
3. The weekly wages (in rupees) of 28 workers of a factory are given below:
668, 610, 642, 658, 668, 620, 719, 720, 700, 690, 710, 642, 672, 654, 692, 706, 718,
702, 704, 678, 615, 640, 680, 716, 705, 615, 636, 656.
Construct a frequency table with equal class intervals, taking the first of the class intervals
as 610-630, where 630 is not included.
4. The weekly pocket expenses (in rupees) of 30 students of a class are given below:
62, 80, 110, 75, 84, 73, 60, 62, 100, 87, 78, 94, 117, 86, 65, 68, 90, 80, 118, 72, 95,
72, 103, 96, 64, 94, 87, 85, 105, 115.
Construct a frequency table with class intervals 60-70 (where 70 is not included), 70-80,
80-90, etc.
234 Mathematics for Class 8

under:
5. The daily earnings (in rupees) of 24 stores in a market was recorded as
736, 524, 500, 585, 723, 545, 532,
715, 650, 685, 550, 573, 530, 610, 525, 742, 680,
560, 580, 545, 625, 630, 645, 700.
550 is
Prepare a frequency table taking equal class sizes. One such class is 500-550, where
not included.
6. The heights (in cm) of 22 students were recorded as under:
125, 132, 138, 144, 142, 136, 134, 125, 135, 130, 126, 132, 135, 142, 143, 128, 126,
136, 135, 130, 130, 133.
Prepare a frequency distribution table, taking equal class intervals and starting from
125-130, where 130 is not included.

. Information in the form of numerical figures is called an observation.

. Observations gathered initially are called raw data.
. The difference between the highest and lowest values of the observations in a given data is called
its range.
. The number of times a particular observation occurs is called its frequency. ;
. A frequency table is the table showing the frequencies of various observations of a data.
. When the number of observations is large, the data is usually organised into groups, called
class intervals.
. A table showing the frequencies of various class intervals is called a frequency distribution table.
. Data in the above form is called a grouped data.
. The lower value of a class interval is called its lower limit and the upper value of the class interval is
called its upper limit.
10. The difference between the upper limit and lower limit of a class interval is called the class size.
Wh The midvalue of a class interval is called its class mark.
22 Constructing and
Interpreting
Bar Graphs

BAR GRAPH (Or COLUMN GRAPH) A bar graph is a pictorial representation of numerical data
in the form of rectangles (or bars) of equal width and varying heights. :
These rectangles are drawn either vertically or horizontally, keeping equal space between them.
The height (or length) of a rectangle depends upon the numerical value it represents.
HOW TO DRAW A BAR GRAPH?
Suppose some numerical data is given to us, and we have to represent it by a bar graph ona
graph paper.
We can draw the graph by following the steps given below.
Step1. Ona graph paper, draw a horizontal line OX and a vertical line OY. These lines are called
the x-axis and the y-axis respectively.
Step2. Mark points at equal intervals along the x-axis. Below these points write the names of
the data items whose values are to be plotted.
Step3. | Choose a suitable scale. On that scale determine the heights of the bars for the given nu-
merical values.
Step4. Mark off these heights parallel to the y-axis from the points taken in Step 2.
Step5. On the x-axis, draw bars of equal width for the heights marked in Step 4. The bars
should be centred on the points marked on the x-axis. These bars represent the given
numerical data.
Now let us look at some examples showing how bar graphs are drawn.

SOLVED EXAMPLES
EXAMPLE1. The marks obtained by Tanvy in her annual examination are shown below:

a ject English |Mathematics Social studies

[Marksobiained| 54 | 82 [| 6 | 38 | 70 |
Draw a bar graph to represent the above data.

Solution For drawing the given bar graph, we proceed as under:

Step 1. On a graph paper, draw a horizontal line OX and a vertical line OY, representing the
x-axis and the y-axis respectively.
Step 2. Along OX, write the names of the subjects at points taken at uniform gaps.
Step 3. Choose the scale: 1 small division = 1 mark.
Step 4. The heights of the various bars are:
English = 54 small divisions; Mathematics = 82 small divisions;
235
236 Mathematics for Class 8

divisions;
Hindi = 63 small divisions; Social studies = 38 small
Science = 70 small divisions.
obtained in Step 4 at the
Step 5. On the x-axis, draw bars of equal width having heights
points marked in Step 2.
The completed bar graph. is shown below.

obtained
Marks

n
2
=
©
=
a)
le
5
©
= studies
Social

Subjects = ——>

Bar graph showing marks obtained by Tanvy in five subjects

EXAMPLE 2. The number of scooters produced in a factory during five consecutive weeks is
given below:

: _| First _|Second |Third | Fourth |Fifth |

Draw a bar graph representing the above data.

Solution We can draw the bar graph by using the following steps:
Step 1. On a graph paper, draw a horizontal line OX and a vertical line OY, representing the
x-axis and the y-axis respectively.
Step 2. Along OX, mark the weeks at points taken at equal gaps.
Step 3. Choose the scale: 1 small division = 80 scooters.
Step 4. The heights of the bars are:

Production in the lst week = es x 3200) = 40 small divisions.

Production in the 2nd week = [- x 5200) = 65 small divisions.

Production in the 3rd week = [= x 4240 = 53 small divisions.

Production in the 4th week =

(59880)
80
x 3680
=
46 small divisions.

Production in the 5th week = [ x 5760) = 72 small divisions.

 Constructing and Interpreting Bar Graphs
237

Step 5. alae of equal width and of heights calculated in Step 4 at the points
marked in
ep
The required bar graph is given below.

6400 Scale:1 small division = 80 scooters

4000

3200

2400 |

Number
of
produced
scooters
1600 :

800 7

a ORS 3rd a Ati e

Week ———>

Bar graph showing the production of scooters in a factory during five consecutive weeks

EXAMPLE 3. The following table shows the annual export of an Indian company during five
consecutive pedi (in crore rupees):

| 2010-11 | 2011-12 | 2012-13 | 2013-14 | 2014-15

ee (i
in crores of
ERE
Draw a bar graph representing the above data.

Solution We can draw the bar graph by using the following steps:
Step 1. On a graph paper, draw a horizontal line OX and the vertical line OY representing the
x-axis and the y-axis respectively.
Step 2. Along OX, mark the years at points taken at equal gaps.
Step 3. Choose the scale: 1 small division = 2 crores of rupees.
Step 4. The heights of the required bars are:

Export in 2010-2011 = G x 120)= 60 small divisions.

Export in 2011-2012 = (3x a]= 77 small divisions.

Export in 2012-2013 = a = 88 ee divisions.

Export in 2013-2014 = a 64 small divisions.

xan48 small divisions.

Export in pines EMIS ‘i
238 Mathematics for Class 8
aa ES ee
e
ee

Step 5. On the x-axis, draw bars of equal width having heights obtained in Step 4 at the
points marked in Step 2.
The completed bar graph is shown below.

180

160

rupees)
(in
Export
of
crores
60

40

20

2010-11 2011-12 2012-13 2013-14 2014-15 X

Years ———>

Bar graph showing the annual export of an Indian Company during five consecutive years

Reading of bar graphs

From a bar graph, we can draw certain conclusions. This is known as reading or interpretation
of the bar graph.
EXAMPLE 4. Given below is a bar graph showing the number of electric fans sold in a shop
during a week:

sold
fans
of
Number
———>

O Mon. Tues. Wed. Thur. Fri. Sat. x

 Constructing and Interpreting Bar Graphs 239

isles: the bar graph carefully and answer the questions given below.
(i) On which day of the week was the sale maximum?
(ii) On which day of the week was the sale minimum?
(iii) What is the ratio between the maximum sale and the minimum sale?
(iv) What was the total sale duing the week?

Solution (i) From the bar graph, we find that the bar of maximum height corresponds to the sale
on Monday.
Hence, the sale was maximum on Monday.
(ii) Clearly, the bar of minimum height corresponds to the sale on Friday.
Hence, the sale was minimum on Friday.
(iii) (Maximum sale) : (Minimum sale) = 225: 75 = 3: 1.

(iv) Total sale during the week = (225 +100 +150 + 200 + 75 +100) fans = 850 fans.

EXAMPLE5. A bar graph is given below.

80

70

tonnes)
million
(in
foodgrains
of
Production

2011 2012 2013 2014 X

O 2010
Years —<——_-

Production of foodgrains in an Indian state during five consecutive years

Read the bar graph carefully and answer the questions given below.
() What information is given by the bar graph?
(ii) In which year was the production maximum?
tion?
(iii) After which year was there a sudden fall in the produc
um productions during the
(iv) Find the ratio between the minimum and maxim
given period.
(in million tonnes) of foodgrains
Solution (i) The given bar graph shows the annual production
in an Indian state during the period from 2010 to 2014.
240 Mathematics for Class 8

(ii) It is clear that the bar of maximum height corresponds to the year 2012.
So, the production was maximum in the year 2012.
(iii) From the bar graph, we find that there was a sudden fall in the production after the
year 2012.
(iv) (Minimum production) : (Maximum production) = 40: 100 = 2: 5:

EXERCISE 22
. The marks of a student in different subjects are given below:

| Subject _ Social science

J 72 [safe
pecan eto
Draw a bar graph from the above information.
. The following table shows the yearwise strength of a school.

2010-11 | 2011-12 | 2012-13 | 2013-14 | 2014-15

| No. of students 1125 1400 1750 1900
Represent the above data by a bar graph.
. The following table shows the favourite sports of 300 students of a school.

Represent the above data by a bar graph.

. The air distances of four cities from Delhi (in km) are given below:
fa

Distance from Delhi(inkm)| 1100 1340 1220 1700

Draw a bar graph to represent the above data.
. The following table shows the life expectancy (average age to which people live) in various
countries in a particular year.

asl oc igs Scouse

Country

| Life-expectancy (inyears)
Represent the above data by a bar graph.
. Various modes of transport used by 2150 students of a school are given below:

School bus. | Private bus i| ee ‘Bicycle a

Draw a bar graph to represent the above data.

. The following table shows the number of motorcycles produced by a company during six
consecutive years.

2009 2010 2011 2012 PAO NES) 2014

14000 16000 18500 21000 24000 30000
Draw a bar graph to represent the above data.
 Constructing and Interpreting Bar Graphs 241

8. The present population (in anus).¢of six Indian states is — below:

Madhya Pradesh
West Bengal
Rajasthan
Represent the above data by a bar graph.
There are 1120 creatures in a zoo as per list given below:
Beast animals | Other land animals

Represent the above data by a bar graph.

10. The following table shows the export earnings of India (in thousand crore rupees) during
five consecutive years.
Year —s_ | -2010-11 | 2011-12 | 2012-13 | 2013-14 | 2014-15
Export (in thousand
crore rupees)
eee the above data by a bar graph.
11. The Mathie data shows India’s total population (in millions) from 1961 to 2011.

oer millions) paneer

ee
Represent the above data by a bar graph.
12. In a survey of 100 families of a village, the number of members in each family was recorded,
as shown by the bar graph given below:

families
of
Number

Number of members ———>

Read the bar graph carefully and answer the following questions.
(i) What does the bar graph show?
(ii) How many families have less than five members?
(iii) How many families have more than three members?
(iv) How many families have two children?
242 Mathematics for Class 8
a aera a

13. Look at the bar graph given below:

Mathematics

o
ra)
=
2
3
a
s
3
”

Marks
———»

Subjects ——>

Read the above bar graph carefully and answer the questions given below.
(i) What does the bar graph show?
(ii) In which subject is the student very poor?
(iii) If maximum marks in each subject be 100, what is the average of his marks?
(iv) On the basis of marks obtained, find the subject in which the student has special interest.
14. Given below is a bar graph showing the heights of five mountain peaks.

8000

7000
Everest
Mount

Kanchenjunga
(o>)(=)i=)oO
Parbat
Nanga
Devi
Nanda

5000

Annapurna
4000
metres)
(in
Height
———>

3000

2000

Mountain peaks ———> , X

 Constructing and Interpreting Bar Graphs
243
Read the bar graph carefully and answer the following
questions.
(i) Name the highest peak and mention its height
.
(ii) What is the ratio between the heights of the lowest and the
highest peaks?
(iii) Arrange the heights of the given peaks in an ascend
ing order.
(iv) Which peaks differ in height by 600 metres
?
23
Pie Charts

In a pie chart, the various observations or components are represented by the sectors ofa
circle and the whole circle represents the sum of the values of all components.

The central angle for a component is given by:

Value of the componen t
br 0| °

Central angle for a componen t = = of the values of all components is

CONSTRUCTION OF A PIE CHART FOR A GIVEN DATA

STEPS OF CONSTRUCTION
1. Calculate the central angle for each component, given by
value of the component
central angle of a component = x 360 |.
total value

2. Draw a circle of convenient radius.

3. Within this circle, draw a horizontal radius.

4. Starting with the horizontal radius, draw radii making central angles corresponding
to the values of the respective components, till all the components are exhausted.
These radii divide the whole circle into various sectors.
5. Shade each sector with different design.
This will be the required pie chart for the given data.

EXAMPLE1. A man with a monthly salary of ~ 10800 plans his budget for a month as given
below:

Miscellaneous

3150 - 2100 1950 2400 1200

Represent the above data by a pie chart.

Solution Total money = ® 10800.
value of the component 0 °
Central angle for a component =
sum of the values of all components ‘i
244
 Pie Charts
ee
eS e ——C—C—“(NNNNSS MSS
245

Calculation of central angles

Central anes
Food
3150 360}= i

Hert (aan
= x 360| = 70°

Construction of pie chart |

Steps of construction:
1. Draw a circle of any convenient radius.
2. Draw a horizontal radius of this circle.
3. Starting from the horizontal radius, draw sectors whose
central angles are 105°, 70°, 65°, 80° and 40° respectively.
4. Shade the sectors so obtained differently and label each one
of them.
Thus, we obtain the required pie chart, as shown in the
adjoining figure.

EXAMPLE2. The data on the mode of transport used by 720 students are given below:

IMumber ofstudents] 120 [180 [240 | 80 [100

Represent the above data by a pie chart.

Solution Total number of students = 720.

Central angle for a mode of transport
number of students using that mode
« 360).
total number of students

Calculation of central angles

246 Mathematics for Class 8
es

Construction of pie chart

Steps of construction:
1. Draw a circle of any convenient radius.
2. Draw a horizontal radius of this circle.
3. Starting with the horizontal radius, draw sectors whose
central angles are 60°, 90°, 120°, 40° and 50° respectively.
. Shade the sectors so obtained differently and label each one
of them.
Thus, we obtain the required pie chart, as shown in the
adjoining figure.
EXAMPLE 3. There are 216 workers in a factory as per list given below:

‘Number of
workers
Represent the above data by a pie chart.
Solution Total number of workers = 216.

Central angle for a cadre = See

total number of workers

Calculation of central Pal

Number of workers | Central angle

5360
% J== 125°

Mechani 360 | =100°

o y :
[fe
386 °
Gra ey

Construction of pie chart

699)
Steps of construction:

i Draw a circle of any convenient radius.

2. Draw a horizontal radius of this circle.
3. Starting with the horizontal radius, draw sectors having
central angles of 125°, 100°, 60°, 45° and 30° respectively.
4. Shade the sectors so obtained differently and label each one
of them.
Thus, we obtain the required pie chart, as shown in the
adjoining figure.
 Pie Charts 247

EXAMPLE 4. The following table shows the expenditure in percentage incurred on the
construction of a house in a city:

| item :
Expenditure
(in percentage)
Represent the above data by a pie chart.
Solution Total percentage = 100.
Central angle for a component = value of the component
x 360),
100

Calculation of central angles

(in percentage) Cis.

Construction of pie chart

Steps of construction:
Ls Draw a circle of any convenient radius.
2: Draw a horizontal radius of the circle.
3. Starting with the horizontal radius, form sectors with central
angles of 54°, 72°, 36°, 90° and 108° respectively.
. Shade the sectors differently and label each one of them.
Thus, we obtain the required pie chart, shown in the
adjoining figure.

EXERCISE 23A

1. The monthly income of a family is ¥ 14400. The monthly expenditure of the family on
various items is given below.

Expenditure

Represent the above data by a pie chart.

248 Mathematics for Class 8

2. There are 900 creatures in a zoo as per list given below:

| Beast animals

Represent the above data by a pie chart.

. Various modes of transport used by 1260 students in a given school are given below:

[Rickshaw| On foot__
Represent the above data by a pie chart.

. The data given below shows number of hours spent by a school boy on different activities on
a working day.

others
Ps
re
Represent the above data by a pie chart.
es ae
. The data on religionwise division of 1080 workers of a factory are given below:

Draw a pie chart to represent the above data.

. The marks obtained by Sudhir in an examination are given below:

Represent the above data by a pie chart.

Hint. Total marks obtained =(105 +75 +150 +120 +90) = 540.

. The following table gives the number of different fruits kept in a hamper.

Represent the above data by a pie chart.

Hint. Total number of fruits = 90.

The following data shows the agricultural production in India during a certain year.

[eee
SS Production
Rice
Bye 76 38 19
(in millions of tonnes)

Draw a pie chart to represent the above data.

‘Hint. Total production = (57 +76 +38 +19) million tonnes =190 million tonnes.
 Pie Charts
249
9. Given below is the result of an annual examination of
a class, showing the percentage o7
students in each category.

First division Second division — Failed

Represent the above data by a pie chart.

10. The following table shows the percentages of buyers of four different brands of
bathing soaps.

Represent the above data by a pie chart.

ee

EXERCISE 23B
OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. Aman’s monthly salary is ¥ 2400 and his monthly expenses on travel are = 250. The central
angle of the sector representing travel expenses in the pie chart would be
1
(a) 30; (b) 375a
(c) 45° (d) 60°
2. If 35% of the people residing in a locality are Sikhs then the central angle of the sector
representing the Sikh community in the pie chart would be
(a) 108° ep) Wiley
(c) 126° (d) 135°
3. Ifin the pie chart representing the number of students opting for different streams of study
out of a total strength of 1650 students, the central angle of the sector representing arts
students is 48° then what is the number of students who opted for arts stream?
(a) 220 (b) 240
(c) 275 (d) 320
4. In the pie chart representing the percentages of students having interest in reading various
kinds of books, the central angle of the sector representing students reading novels is 81°.
What is the percentage of students interested in reading novels?

(a) 15% (b) 18%

i
(c) 22. % (loa, ©
250 Mathematics for Class 8

1. The pie chart is a method of representing the given numeral data in the form of sectors of a circle.

value of the component | 3 60|

2. Central angle for a component =
total value

3. If the values of components are expressed as percentage of the total value then we have:

value
percentage)
(in a0 ofthecomponent , 360/"
f

Central angle for a component -|

24
Probability

INTRODUCTION
In everyday life, we come across statements such as:
(i) Most probably it will rain today.
(ii) Chances are high that the prices of petrol will go up.
(iii) I doubt that he will win the race.
The words ‘most probably’, ‘chances’, ‘doubt’, etc., show the probability of occurrence of
an event.

EXPERIMENT An operation which can produce some well-defined outcomes is called an

experiment. Each outcome is called an event.

RANDOM EXPERIMENT An experiment in which all possible outcomes are known and the
exact outcome cannot be predicted in advance, is called a random experiment.
Thus, when we throw a coin we know that all possible outcomes are head and tail.
But, if we throw a coin at random, we cannot predict in advance whether its upper
face will show a head or a tail.
Performing a random experiment is often referred as a trial.

SOME EXPERIMENTS AND THEIR OUTCOMES

I. TOSSING A COIN: :
Suppose we toss a coin and let it fall flat on the ground. Its upper face will show either Head (H)
or Tail (T).
Whatever comes up, is called an outcome.
All possible outcomes are Head (H) and Tail (T).

ll. TOSSING TWO COINS:

Suppose we toss two coins simultaneously. Then, all possible outcomes are HH, HT, TH and TT.
Here HH means Head on 1st coin and Head on 2nd coin,
HT means Head on Ist coin and Tail on 2nd coin, etc.

Ill. THROWING A DIE:

A die is a solid cube having 6 faces, marked as 1, 2,3, 4,5, 6 respectively. Plural of die is dice.
one of the «
Suppose we throw a die and let it fall on the ground. Then, its upper face will show
numbers 1, 2, 3, 4, 5 and 6.
Whatever number comes up, is called an outcome.
All possible outcomes are 1, 2, 3, 4, 5, 6.
251
252 Mathematics for Class 8

IV. DRAWING A CARD FROM A WELL-SHUFFLED DECK OF 52 CARDS:

A deck of playing cards has in all 52 cards.
It has 13 cards of each of 4 suits, namely
spades, clubs, hearts and diamonds.
(i) Cards of spades and clubs are black cards.
(ii) Cards of hearts and diamonds are red cards.

Aa
Spades
we
Clubs
V
Hearts
F
Diamonds

(iii) Kings, queens and jacks (or knaves) are known as face cards.
Thus, there are in all 12 face cards.

Queen Jack

EVENT The collection of some or all possible outcomes is called an event.

EXAMPLES I. In throwing a coin:

(i) H is the event of getting a head;
(ii) T is the event of getting a tail.
Il. In throwing two coins simultaneously:
(i) HH is the event of getting head on each coin;
(ii) HT is the event of getting head on Ist coin and tail on 2nd coin;
(iii) TH is the event of getting tail on 1st coin and head on 2nd coin;
(iv) TT is the event of getting tail on each coin.
III. In rolling a die:
(i) getting a number, say 4, is an event;
(ii) getting an even number is an event E containing 2, 4, 6;
(iii) getting an odd number is an event F containing 1, 3, 5.

PROBABILITY OF OCCURRENCE OF AN EVENT

Let E be an event. Then, the probability of occurrence of E is defined as
Number of favourable outcomes
P(E) =
Total number of outcomes
 Probability 253

SOLVED EXAMPLES
EXAMPLE 1. The adjoining figure shows a spinning wheel divided into
eight sectors. Three of these sectors are painted red and the
remaining five are painted white, as shown. The wheel is
spinned. What is the probability of getting (i) a white sector?
(ii) a red sector?

Solution Total number of sectors = 8.

(i) Number of white sectors = 5.

P(getting a white sector) = >.

(ii) Number of red sectors = 3.
P(getting a red sector) = =

EXAMPLE 2. A coin is tossed. What is the probability of getting a head?

Solution In tossing a coin, all possible outcomes are H and T.

total number of all possible outcomes = 2.
Number of heads = 1.
1
P(getting a head) = oe

EXAMPLE 3. When 2 coins are tossed simultaneously, what are all possible outcomes? In a
single throw of 2 coins, what is the probability of getting (i) both heads?
(ii) at least 1 head?
Solution When two coins are tossed simultaneously, all possible outcomes are HH, HT,
THertT:
total number of all possible outcomes = 4.
(i) Getting both heads means HH.
Number of such outcomes = 1.
il
P(getting both heads) = a
(ii) Getting at least 1 head means HT, TH, HH.
Number of such outcomes = 3.
3
P(getting at least 1 head) = Te

EXAMPLE 4. There are 35 students in a class, of whom 20 are boys and 15 are girls. From
these students, one is chosen at random. What is the probability that the chosen
student is a (i) boy? (ii) girl?

Solution Total number of students = 35.

(i) Let the chosen student be a boy.
Number of boys = 20.
P(choosing a boy) = 28.= oe
Soe,
(ii) Let the chosen student be a girl.
Number of girls = 15.
P(choosing
ea a g pps
= 35.7 =
254 Mathematics for Class 8

ball is
EXAMPLE 5. A bag contains 6 red and 8 green balls. They are mixed thoroughly and one
drawn at random. Find the probability of getting (i) a red ball, (ii) a green ball.

Solution Total number of balls = (6 + 8) =14.

(i) Number of red balls = 6.
6 3
i
P(getting a red ball)
ball) =—=—:
viet

(ii) Number of green balls = 8.

P(getti
(getting a green ball) pai
= Sake

EXAMPLE 6. A die is thrown. What is the probability of getting (i) a prime number?
(ii) a number greater than 4? (iii) a number not greater than 5?

Solution In throwing a die, all possible outcomes are 1 2, 3, 4, 5, 6.

number of all possible outcomes = 6.
(i) Prime numbers are 2, 3, 5.
Number of prime numbers = 3.
P(getting a prime number) =

(ii) Numbers greater than 4 are 5 and

Their number is 2.
Zenil
P(getting a number greater than 4) = a ae

(iii) Numbers not greater than 5 are 1, 2, 3, 4, 5.

Their number is 5.
P(getting a number not greater than 5) = 2.

EXAMPLE 7. Ten cards are numbered as 1, 2, 3, 4, 5, ..., 10 respectively. They are kept ina box
and mixed thoroughly. One card is chosen at random from the box. What is the
probability of (i) getting the number 8? (ii) getting a number less than 5?
(iii) getting a number greater than 4? (iv) getting a 1-digit number?

Solution Total number of possible outcomes = 10.

(i) The number 8 is only one in number.
1
P(getting the number 8) = mea

(ii) Numbers less than 5 are 1, 2, 3, 4.

Their number is 4.

P(getting a number less than 5) = 3 = =.

(iii) Numbers greater than 4 are 5, 6, 7, 8, 9, 10.

Their number is 6.

P(getting a number greater than 4) = a = >

(iv) Out of given numbers, the number of 1-digit numbers = 9.

P(getting a 1-digit number) = =

 Probability 255
EXAMPLE 8. From a well-shuffled deck of 52 cards, one card is drawn at random.
What is the
probability that the card drawn is (i) a diamond? (ii) an ace? (iii) 5 of club?
Solution Total number of all cards = 52.
Total number of all possible outcomes = 52.
(i) Number of diamonds = 13.

P(getting a diamond) = 3

(ii) Number of all aces = 4.

; 4 1
P(getting an ace) = — = —.
zs 20S is
(iii) Number of 5 of club = 1.
1
g
P(getting g 55 of
of club) ) = =)

EXAMPLE9. From a well-shuffled deck of 52 cards, one card is drawn at random. Find the
probability of getting (i) ared card? (ii) a 10 of black cards? (iii) a face card?
Solution Total number of all cards = 52.
Total number of all possible outcomes = 52.
(i) Number of red cards = 26.
26 1
P(getting a red card) = — =—.-
: 2 ) Lopd dm
(ii) Number of 10s of black cards = 2.
z i|
g
P(getting g a 10 ofof black cards) )= —
Bar Er
= —.-

(iii) Number of face cards = 12.

IZ S33
P(getting a face card) = — = —.-
(g gas ) 52ers

EXERCISE 24A

(i)
A coin is tossed. What are all possible outcomes?
(ii)
Two coins are tossed simultaneously. What are all possible outcomes?
(iii)
A die is thrown. What are all possible outcomes?
(iv)From a well-shuffled deck of 52 cards, one card is drawn at random. What is the
number of all possible outcomes?
2. In a single throw of a coin, what is the probability of getting a tail?
3. In asingle throw of two coins, find the probability of getting (i) both tails, (ii) at least 1 tail,
(iii) at the most 1 tail.
. Abag contains 4 white and 5 blue balls. They are mixed thoroughly and one ball is drawn at
random. What is the probability of getting (i) a white ball? (ii) a blue ball?
. A bag contains 5 white, 6 red and 4 green balls. One ball is drawn at random. What is the
probability that the ball drawn is (i) green? (ii) white? (iii) non-red?
. Ina lottery, there are 10 prizes and 20 blanks. A ticket is chosen at random. What is the
probability of getting a prize?
. It is known that a box of 100 electric bulbs contains 8 defective bulbs. One bulb is taken
out at random from the box. What is the probability that the bulb drawn is (i) defective?
(ii) non-defective?
256 Mathematics for Class 8

8. A die is thrown at random. Find the probability of getting (i) 2 (ii) a number less than 3
(iii) acomposite number (iv) a number not less than 4.
9. In a survey of 200 ladies, it was found that 82 like coffee while 118 dislike it. From
these ladies, one is chosen at random. What is the probability that the chosen lady
dislikes coffee?
10. A box contains 19 balls bearing numbers 1, 2, 3, ..., 19 respectively. A ball is drawn at
random from the box. Find the probability that the number on the ball is (i) a prime
number (ii) an even number (iii) a number divisible by 3.
11. One card is drawn at random from a well-shuffled deck of 52 cards. Find the probability
that the card drawn is (i) aking (ii) aspade (iii) ared queen (iv) a black 8.
12. One card is drawn at random from a well-shuffled deck of 52 cards. Find the probability
that the card drawn is (i)a4 (ii) a queen (iii) a black card.

EXERCISE 24B

OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. In a spinning wheel, there are 3 white and 5 green sectors. It is spinned. What is the
probability of getting a green sector?
5 5 1 3
(ajii= (By (Ci d) —
She ae 8 5 eu 8
2. 8cards are numbered as 1, 2, 3, 4, 5, 6, 7, 8 respectively. They are kept in a box and mixed
thoroughly. One card is chosen at random. What is the probability of getting a number less
than 4?
1 3 3 3
(a) — (b= c) = d) =
2, 4 fe 8 sit 5
3. Two coins are tossed simultaneously. What is the probability of getting one head and one tail?
1 1 3 2
(a) — (b) — C)iee ih
4 2 ‘a 4 i 3
4. Abag contains 3 white and 2 red balls. One ball is drawn at random. What is the probability
that the ball drawn is red? |
1 2 1 2
(a) od) = =
2 3 Ms 5 by 5
5. A die is thrown. What is the probability of getting 6?
1 6
(a) 1 (b) A (c) = (d) none of these
6. A die is thrown. What is the probability of getting an even number?
1 z 5 1
(a) (b) = = =
2 3 if) 6 i) 6
7. From a well-shuffled deck of 52 cards, one card is drawn at random. What is the probability
that the drawn card is a queen?
] 1 ; 1
(a) — (by res 1
4 52 (c) {3 (d) 6
 Probability 257
a aaa aren
eee

8. From a well-shuffled deck of 52 cards, one card is drawn at random. What is the
probability
that the drawn card is a black 6?
3 1 1 1
(a) == (bb). —— eats pase
26 5s ae oy 52

1. (i) Experiment: An operation which can produce some well-defined outcomes is called an
experiment.
(ii) Random experiment: An experiment in which all possible outcomes are known and the exact
outcome cannot be predicted in advance, is called a random experiment.
(iii) By a trial, we mean performing a random experiment.
(iv) Event: The collection of all or some of the possible outcomes is called an event.
2. Probability of occurrence of an event:
Let E be an event, then probability of occurrence of E is defined as
P(E) = number of outcomes favourable to E
total number of possible outcomes
3. I. (i) In tossing a coin, all possible outcomes are H and T.
(ii) In tossing 2 coins, all possible outcomes are HH, HT, TH, TT.
(iii) In throwing a die, all possible outcomes are 1, 2, 3, 4, 5, 6.
(iv) In drawing a card from a well-shuffled deck of 52 cards, the number of all possible outcomes
is 52.
II. A deck of playing cards has in all 52 cards.
(i) It has 13 cards, each of 4 suits, namely
spades, clubs, hearts and diamonds.
(ii) Cards of spades and clubs are black cards.
(iii) Cards of hearts and diamonds are red cards.
(iv) Kings, queen and jacks (or knaves) are known as face cards. Thus, there are in all
12 face cards.
Zp
Graphs

COORDINATE AXES
On a graph paper draw two mutually perpendicular straight lines X'OX and YOY’, intersecting
each other at the point O.
These lines are known as coordinate axes.
The line X'OX is called the x-axis and the line YOY’ is called the y-axis, while the point O is
called the origin.
The plane of the paper containing both the coordinate axes is called the Cartesian plane.
On right-hand side of the y-axis, every end-point of a square on the x-axis, represents a positive
integer, as shown in the figure.

On left-hand side of the y-axis, every end-point of a square on the x-axis, represents a negative
integer, as shown in the figure.
Above the x-axis, every end-point of a square on the y-axis, represents a positive integer, as
shown in the figure.
Below the x-axis, every end-point of a square on the y-axis, represents a negative integer, as
shown in the figure.

Ordered pair: A pair of two numbers a and b, listed ina specific order, is called an ordered
pair (a, b) with a at the first place and b at the second place.
Note that (a, b) # (b, a). Thus, (4, 3) #(3, 4).
258
 Graphs 259

COORDINATES OF A POINT
On a graph paper, let X'OX and YOY’ be the coordinate axes.
vey P be a point on the graph paper such that P is at a distance of
a
units from the y-axis and b units from the x-axis. Then, we say that the
coordinates of P are P(a, b).
Here a is called the x-coordinate or abscissa of P, while b is called the
y-coordinate or ordinate of P.

QUADRANTS The coordinate axes divide the plane of the graph paper into four regions, called
quadrants.

SOLVED EXAMPLES
EXAMPLE1. Plot each of the following points on a graph paper:
(i) A(5, 2) (ii) B(-2, 4) (iii) C(—4, - 6) (iv) D(4, -3)
Solution Let X'OX and YOY’ be the coordinate axes.

(i) On the x-axis, take 5 units to the right of the y-axis and then on the y-axis, take
2 units above the x-axis.
Thus, we get the point A(5, 2).
(ii) On the x-axis, take 2 units to the left of the y-axis and then on the y-axis, take
4 units above the x-axis.
Thus, we get the point B(—2, 4).
(iii) On the x-axis, take 4 units to the left of the y-axis and then on the y-axis, take
6 units below the x-axis.
Thus, we get the point C(—4, — 6).
(iv) On the x-axis take 4 units to the right of the y-axis and then on the y-axis, take
3 units below the x-axis.
Thus, we get the point D(4, —3).
260 Mathematics for Class 8

EXERCISE 25A

On a graph paper draw the coordinate axes X'OX and YOY’, and plot each of the
following points:
(i) A(4, 3) (ii) B(2, 6) (iii) C(-3, 5) (iv) D(-5, 2)
(v) E(-2, -3) (vi) F(-5, -3) (vii) G(5, —4) (viii) H(3, -3)

GRAPHS OF MULTIPLES OF DIFFERENT NUMBERS

(a) Draw the graph of the function y = 3x.
(b) From the graph, find the value of y, when
j)x=4 (ii)
x =5
Solution The given function is y = 3x.
For some different values of x, the corresponding values of y are given below.

Onanese paper, plot the points O(0, 0), A(1, 3), B(2, 6) and C(3, 9). Join them
successively to obtain the required graph.

Reading off from the graph

(i) On the x-axis, take the point L at x = 4.
Draw LP | x-axis, meeting the graph at P
Clearly, PL = 12 units.
X= ares ipa 12.
(ii) On the x-axis, take the point M at x =5.
Draw MQ 1 x-axis, meeting the graph at Q.
Clearly, MQ =15 units.
xD (eS) 15.
a
Graphs 261

GRAPH OF PERIMETER VERSUS LENGTH OF THE SIDE OF A SQUARE

For a square we have, perimeter = (4 x side of the square).
(a) Consider the relation between the perimeter and the side of a square, given by
P=4a.
Draw a graph of the above function.
(b) From the graph, find the value of P,when (i)a=5 (ii)a =6.
Solution The given function is P = 4a.
For different values of a, the corresponding values of P are given below.

On a graph paper, plot the points O(0, 0), A(1, 4), B(2, 8), C(3, 12) and D(4, 16). Join
these points to get the required graph line, shown below.
oo eerie eo

Reading off from the graph

(i) On the x-axis, take the point L at a = B
Draw LE | x-axis, meeting the graph at E.
262 Mathematics for Class 8

Clearly, EL = 20 units.
@= 5) oP 20.
Thus, when a = 5, then P = 20.
(ii) On the x-axis, take the point M ata =6.
Draw MF x-axis, meeting the graph at F-
Clearly, MF = 24 units.
a =O Pi wae
Thus, when a = 6, then P = 24.

GRAPH OF AREA VERSUS SIDE OF A SQUARE

We know that area ofa square = (side)”. Thus, A = x2;
(a) Consider the relation between the area and the side of a square, given by A =x”.
Draw a graph of the above function.
(b) From the graph, find the value of A,when x = 4.
Solution The given function is A = x”.
For different values of x, we get the corresponding value of A.
= A= 0~ 50

Thus, we have the points O(0, 0), B(1, 1), C(2, 4) and D(3, 9).
Plot these points on a graph paper and join them successively to obtain the required
graph given below.

Reading off from the graph

On the x-axis, take the point L at x = 4.
Draw LP | x-axis, meeting the given graph at P
Clearly, PL = 16 units.
X24 > 4A216.
Thus, when x = 4 units, then A =16 sq units.
 Graphs 263
a

GRAPH OF SIMPLE INTEREST VERSUS NUMBER OF YEARS

Simple interest on a certain sum is = 40 per year.
Then, S = 40 x x, where x is the number of years.
(a) Draw a graph of the above function.
(b) From the graph find the value of S, when
(i)x =5 (ii)x =6
Solution The given function is S = 40x x.
Putting x = 1, 2, 3, 4 successively and getting the corresponding value of S, we get
the table given below.

Along the x-axis: Take 1 small square = 1 unit.

Along the y-axis: Take 1 small square = 10 units.
Now, on a graph paper, plot the points
A(1, 40), B(2, 80), C(3, 120) and D(4, 160).
Join them successively to get the required graph line, shown below.
264 Mathematics for Class 8

Reading off from the graph:

(i) On the x-axis, take the point L at x =5.
Draw LP | x-axis, meeting the graph at P
Clearly, PL = 200 units.
Cie ae <= = 200;
Thus, when x =5, then S = 200.
(ii) On the x-axis, take the point M at x =6.
Draw QM 1 x-axis, meeting the graph at Q.
Clearly, QM = 240 units.
fo x= 6 a S'= 240:
Thus, when x = 6, then S = 240.
READING OF DISTANCE VERSUS TIME GRAPH
Given below is the distance vs time graph d = 5t.
Read the graph carefully and answer the questions given below:
(i) Find the distance covered when time is 3 seconds.
(ii) Find the distance covered in 5 seconds.
(iii) Find the time in which the body covered 30 m.

metres)
(in
Distance
——»

3S Aus Sh eNEG
Time (in seconds) ——>

From the graph, it is clear that:

(i) When t = 3, then d =15.
(ii) When t = 5, then d = 25.
(iii) When d = 30, then t =6.

EXERCISE 25B
1. (a) Draw the graph of the function y = 3x.
(b) From the graph, find the value of y, when
(Ix S13 (jee 5 (iii) x =6

2. (a) Draw the graph of the function P = 4x.

(b) From the graph, find the value of P when
(i) x =3 (ii) x =4 (iii) x =6
aGraphs ; ; 265

3. (a) Draw the graph of the function A = x?.

(b) From the graph, find the value of A, when
Gytx=2 (ii) x =3 (iii) x = 4

ee

EXERCISE 25C

OBJECTIVE QUESTIONS
Tick (/) the correct answer in each of the following:
1. In which of the following quadrants does the point P(3, 6) lie?
(a) I (b) II (c) Il (d) IV
2. In which of the following quadrants does the point (—7, —1) lie? |
(a) I (b) II (c) Il (d) IV"
3. In which of the following quadrants does the point A(2, -3) lie?
(a) I (b) II (c) Il (d) IV
4. In which of the following quadrants does the point Q(-4, 1) lie?
(a) I (b) I (c) UI " (d) IV
5. The abscissa of a point is its distance from the
(a) origin (b) x-axis (c) y-axis (d) none of these
6. The graph of y =a is
(a) the x-axis (b) the y-axis
(c) a line parallel to the y-axis (d) a line parallel to the x-axis
7. The equation representing the y-axis is
(a) x =O (b) y=O (c) x=a (d) y=a
26
Activities

Activity-1
Objective To identify convex and concave polygons by paper folding.
Materials required (a) A plain sheet of paper
(b) A pencil
(c) Aruler
Procedure Step 1. Take a plain sheet of paper.
Step 2. Fold this sheet along 8 lines and unfold it each time.
Step 3. Draw a line along each line of fold.
The sheet may appear as shown in Figure (i).

Step 4. Locate and mark a few convex and concave polygons.

Step 5. Prepare a table of the form, as shown below.

Convex polygons (No. of sides) | Concave polygons (No. of sides)

AJIK (4) AKHU (4)
JFAL (4) IHUO (4)
KEDC (4) FXUG (4)
IGEK (4) XUOF (4)
AKCB (4) ACTRB (5)
EFWVD (5) JFKCA (5)
KFWVC (5) TQABC (5)
266
(SS
a a
Activities © 267

AFWVC (5) HEKIJ (5)

LJIKA (5) DCOIH (5)
HYXFG (5) KIGDCA (6)
HDCAd (5) AJGDRQ (6)
JGDCA (5) ALJGDB (6)
JYXVCA (6) JACRGOP (6)
QPYXVR (6) KAJGDC (6)
LABRGQP (6) JAQPLO (6)
ICRQPu (6) QACTSBR (7)

Step 6. Locate and mark more such convex and concave polygons.
268 Mathematics for Class 8

Activity-2
by paper cutting
Objective To verify that the sum of interior angles of a quadrilateral is 360°
and pasting.
Materials required (a) Sheets of plain paper—2 Nos.
(b) A pencil
(c) Aruler
(d) A pair of compasses
(e) Colour pencils
(f) Glue
Procedure Step 1. Take a sheet of plain paper. Draw any quadrilateral PQRS on it as shown in
Figure (i).
Step 2. With P as centre and taking any radius r cm (on the compass), draw an arc,
cutting the sides PS and PQ. Shade the sector containing ZQPS with a
colour pencil as shown in Figure (ii).
P P

(i)

Step 3. With Q as centre and taking the same radius r cm, draw an arc, cutting the
sides PQ and QR. Shade the sector containing 7PQR with a different colour
pencil as shown in Figure (ii).
Step 4. With R as centre and taking the same radius r cm, draw an arc, cutting the
sides QR and SR. Shade the sector containing 7QRS with a different colour
pencil as shown in Figure (ii).
Step 5. With S as centre and taking the same radius r cm, draw Ou, ¥
an arc, cutting the sides PS and SR. Shade the sector 00,
containing ZPSR with a different colour pencil as shown
in Figure (ii).
Step 6. Cut all the four sectors (coloured sectors containing
ZQPS, ZPQR, ZQRS and ZPSR). Place and paste all
these sectors together as shown in Figure (iii). What do (iii)
you observe?
Observations We observe that all the four sectors together form a circle.
ZQPS + ZPQR + ZQORS + ZPSR = 360°.
Result The sum of the four angles of a quadrilateral is 360°.
 Activities
ee ei ( Cti‘“‘(‘(‘(‘<‘ 269

Activity-3
Objective To verify that the sum of measures of the exterior angles of any polygon
is 360° by
paper cutting and pasting. Verify the result for
(i) a triangle
(ii) a quadrilateral
(iii) a pentagon
(iv) a hexagon
Materials required (a) Sheets of plain paper—5 Nos.
(b) A pencil
(c) A ruler
(d) A pair of compasses
(e) Colour pencils
(f) Glue
Procedure (i) A triangle
Step 1. Take a sheet of plain paper. Draw a triangle ABC and extend its sides AB,
BC and CA as shown in Figure (i).
Step 2. Take any suitable radius r cm and placing the compass at vertex A draw an
arc cutting the external angle at A. Shade the sector formed, with a colour
pencil, as shown in Figure (ii).

(i) (ii)

Step 3. Take the same radius r cm and placing the compass at vertex B draw an
arc cutting the external angle at B. Shade the sector formed with a different
colour, as shown in Figure (ii).
Step 4. Take the same radius r cm and placing the compass at
vertex C draw an arc cutting the external angle at C. Shade
the sector formed with a different colour, as shown in
Figure (ii).
Step 5. Cut all the three sectors and place and paste them
together as shown in Figure (iii). What do you observe?

(ii) A quadrilateral
Step 6. Take a sheet of plain paper. Draw a quadrilateral ABCD
and extend its
sides AB, BC, CD and DA, as shown in Figure (iv).
270 Mathematics for Class 8

(iv) (v)

Step 7. Taking a suitable radius r cm on the compass, draw

sectors containing the external angles at vertices A, B, C
and D. Shade these sectors using different colour pencils SRY
KOKO

as shown in Figure (v). ROY

SRR RLY
xy

Step 8. Cut all the four sectors. Place and paste these sectors
together as shown in Figure (vi). What do you observe? (vi)

(iii) A pentagon
Step 9. Take a sheet of plain paper. Draw a pentagon PQRST and extend its sides
PQ, QR, RS, ST and TP as shown in Figure (vii).

(vii)

Step 10. Taking a suitable radius r cm on the compass draw

sectors containing the external angles at vertices P Q, R,
S and T. Shade these sectors using different colour
pencils, as shown in Figure (viii).
Step 11.Cut all the five sectors and place and paste them
together as shown in Figure (ix). What do you observe?

(iv) A hexagon
Step 12. Take a sheet of plain paper. Draw a hexagon KLMNP@ and extend its sides
KL, LM, MN, NP PQ and QK as shown in Figure (x).
Step 13. Taking a suitable radius r cm on the compass, draw sectors containing the
external angles at vertices K, L, M, N, P and Q. Shade these sectors using
different colour pencils as shown in Figure (xi).
 Activities 271

(x) (xi)

Step 14. Cut all the six sectors. Place and paste them together as
shown in Figure (xii). What do you observe?
Observations In each case, the sectors placed together make a complete boa
ESOS
CxS2
R829
KR
circle. This shows that the sum of the exterior angles of each S524
polygon is 360°.
Result It is verified that the sum of measures of the exterior angles of any (xii)
polygon is 360°.
272 Mathematics for Class 8 |
nent
ne et

Activity—4
Objective To make the following geometrical shapes by paper folding and cutting:
(i) a kite
(ii) a rhombus

Materials required (a) Plain sheets of paper—2 Nos.

(b) A pencil
(c) A ruler

Theory (i) A kite has two pairs of adjacent sides equal. The two diagonals are unequal but cut
each other at right angles.
(ii) A rhombus has all four sides equal. The two diagonals are unequal but cut each
other at right angles.

Procedure (i) To make a kite

Step 1. Draw a straight line segment AB of any |

ite of fold
length (say 6 cm) on a sheet of plain paper.
Step 2. Fold the paper along a line in such a way
that the part of line segment AB that lies on
one side of the line of fold falls over the ae we

other part. Make a crease along the line of

fold and unfold the paper. Draw a line XY
along the line of fold as shown in Figure (i).
(Note here that line XY is any perpendicular
of line segment AB.)
Step 3. Mark a point C on the line XY.

x Bee
BS C Y4 Line of fold

Xo
Se B
eS
D
Line
of fold
¥ =
ee aes
|
|
(ii)

Step 4. Again fold the paper along the line segment AB. Make a second fold along a
line passing through the points A and C. Make a crease and unfold the
paper. The paper appears as shown in Figure (ii). Join lines X 1%) and X6¥,
along the lines of fold. Let these lines cut the line XY at points C and D.
Step 5. Fold the paper along a line passing through B and C. Make a crease and
unfold the paper. Draw line segment BC along the line of fold.
Step 6. Fold the paper along a line passing through B and D. Make a crease
and
unfold the paper. Draw line segment BD along the line of fold.
Step 7. A kite ADBC is formed as shown in Figure (iii).
 Activities Mails}

Line of fold

(iii)
(ii) To make a rhombus
Step 8. Draw a straight line segment AB of any length i—Line of fold
(say 7 cm) on a sheet of plain paper. Xx
Step 9. Fold the paper along a line in such a way that
the part of the line segment AB that lies on
one side of the line of fold falls exactly over the A B
other part (i.e., point A falls over the point B).
Make a crease along the line of fold and
unfold the paper. Draw a line XY along the line
of fold as shown in Figure (iv). (Note here that
line XY is the perpendicular bisector of the (iv)
line segment AB.)
Line of fold
Step 10. Mark a point C on the line XY.
Step 11. Again fold the paper along the line
segment AB. Make a second fold
along a line passing through the
points A and C. Make a crease and
unfold the paper. The paper appears
as shown in Figure (v). Join lines ry
X,Y, and X,Y, along the lines of fold. pee.
Let these lines cut the line XY at he
points C and D.
Step 12. Fold the paper along a line passing through B and C. Make a crease and
unfold the paper. Draw the line segment BC along the line of fold.
Step 13. Fold the paper along a line passing through B and D. Make a crease and
unfold the paper. Draw the line segment BD along the line of fold.
Step 14. A rhombus ADBC is formed as shown in Figure (vi).
274 ; Mathematics for Class 8

Activity-5
Objective To verify that
(i) diagonals of a rectangle are of equal length,
(ii) diagonals of a square are of equal length, and
(iii) to investigate the results for arhombus and a parallelogram, using stretched threads.
Materials required (a) Sheets of plain paper—4 Nos.
(b) A pencil
(c) A pair of set squares
(d) A ruler
(e) A non-elastic thread
Theory (i) The diagonals of a rectangle are equal in length.
(ii) The diagonals of a square are equal in length.
(iii) The diagonals of a rhombus are unequal (in general).
(iv) The diagonals of a parallelogram are unequal (in general).
Procedure (i) Rectangle
Step 1. Draw a rectangle ABCD on a sheet of plane paper, using a pair of set squares.
Step 2. Stretch a non-elastic thread along the length of the diagonal AC. Mark the
two points X and Y of the thread which lie at the points A and C. Then, the
length of the thread between the marked points represents the length of the
diagonal AC.
A D

Point
marked X
on the
thread Stretched thread
held along diagonal AC

Point marked Y
on the thread

(i)

Step 3. Place one of the marked points of the thread at vertex B of the rectangle
and stretch the thread along the diagonal BD. What do you observe?
(ii) Square
Step 4. Draw a square ABCD on a sheet of plain paper.
Step 5. Stretch a non-elastic thread along the length of the diagonal AC. Mark the
two points X and Y of the thread which lie at the points A and C. Then, the
length of the thread between the marked points represents the length of the
diagonal AC.
A D
, Point
marked X
on the
thread
Stretched thread
held along diagonal AC

Point marked Y
on the thread

(ii)
Step 6. Place one of the marked points of the thread at vertex B of the Square and
stretch the thread along the diagonal BD. What do you observe?
 Activities 2D
ii‘

(iii) Rhombus
Step 7. Draw a rhombus ABCD on a sheet of plain paper.
Step 8. Stretch a thread along the length of the diagonal AC. Mark the two points X
and Y of the thread which lie at the points A and C.
D

Stretched thread
held along diagonal AC

Point marked X
on the thread Point marked Y
on the thread

B
(iii)
Step 9. Place one of the marked points of the thread at vertex B of the rhombus
and stretch the thread along the diagonal BD. What do you observe?
(iv) Parallelogram
Step 10. Draw a parallelogram ABCD on a sheet of plain paper.
Step 11. Stretch a thread along the length of the diagonal AC. Mark the two points X
and Y of the thread which lie at the points A and C.
A D

Stretched thread
held along diagonal AC

(iv)

Step 12.Place one of the marked points of the thread at vertex B of the
parallelogram and stretch the thread along the diagonal BD. What do you
observe?
Observation Table

|no °

Result (i) The diagonals of a rectangle are equal in length.

(ii) The diagonals of a square are equal in length.
(iii) The diagonals of a rhombus are not equal (in general).
(iv) The diagonals of a parallelogram are not equal (in general).

USS
ee
 276 Mathematics for Class 8
ES See

: | Activity-6
Objective (Group Activity)
(a) To do asurvey of your class and collect the data from all those students of the class,
who spent more than 4 hours in watching TV on a particular day. Represent the
collected data, in the form of a histogram by paper cutting and pasting.
(b) To measure the time spent by you in the various activities on a particular day:
(i) school (ii) homework (iii) play
(iv) sleep (v) watching TV (vi) others
Represent the information in a pie chart.
Materials required (a) Plain sheets of paper—2 Nos.
(b) Strips of coloured papers (1 cm thick)—5 Nos.
(Strips of colours—red, blue, green, yellow and black)
(c) A pair of compasses
(d) A pencil
(e) "A ruler
(Oe. protractor
Theory (i) Histogram: A histogram is a graphical representation of a frequency distribution
in an exclusive form in the form of rectangles with class intervals as bases and the
corresponding frequencies as heights, there being no gap between any two
successive rectangles.
(ii) Pie chart: The pie chart is a method of representing a given numerical data in the
form of sectors of a circle. In a pie chart, we have
value of the component
central angle of the component = x 360
total value

Procedure Step 1. On a Monday, before your school starts, go to each student of your class
and survey as to how many hours each student of your class watched TV
on the preceding day, i.e., on Sunday.
Step 2. Make a table of the data collected by you. The table will appear as shown
below. (Here we are using any data, randomly.)
Total no. of students = 36.

Hours of watching TV No. of students

Less than 4 hours 12

4 hours

4.5 hours

5 hours

5.5 hours

6 hours

Step 3. Cut the various coloured paper strips in different lengths—red = 7 cm,
blue = 6 cm, green = 3 cm, yellow = 4 cm and black = 4 cm. Paste these
strips side by side to prepare a histogram as shown in Figure (i).
 Activities 277

pL+—

students
of
Number
———>

bes

Q
Irnicaicicec

Red

<<
Kesesaj Yellow Black
BSssss aa

(i)
Step 4. On any working day, measure the time spent by you in various activities.
Make a table of your observations as shown below.

l. School 7:30 a.m.—2:30 p.m. & x 360}=105°

2s Homework 4:00 p.m.—6:00 p.m. 2 hours (= x 360|= 30°

2 Play 6:00 p.m.-7:00 p.m.| 1 hour & x 360 |= 15°

4. Sleep 10:30 p.m.—6:30 p.m. 8 hours (5 x 360|= 120°

5. Watching TV | 8:30 p.m.-9:30 p.m. 1 hour a x 360|=15°

6. Others 5 hours —x 360|= 70s

Step 5. With the above calculate central angles for

time spent on various activities and draw a
pie chart as shown in Figure (ii).

(ii)
a edad
—_—_$$———
278 . Mathematics for Class 8

Activity-7
Objective To observe the following number patterns and generate it up to next three steps:
(i) 1? = 1
Lilie eet teal
LIne rio wal
(ii) 1+3=4=2?
1+34+5=9=37
1+3+5+7=16=4?
Materials required (a) Sheets of plain papers—2 Nos.
(b) Pencil '
Procedure Step 1. Studying the first pattern, we understand that the square of a number of
the form 111 ... n digits gives a number ofthe form (123 ...n... 321).
Step 2. The first pattern can therefore be generated up to next three steps as
shown below:
1? = 1
11? = 12
111? = 12: $23
1111? = 12043521
Mil = elo
ao vo! |
1 Bg i= es ag i ea
Step 3. On studying the second pattern, we conclude that if we add up first n odd
natural numbers, the sum obtained is equal to n*. Thus, the sum of first
two odd numbers is 2” = 4, the sum of first three odd numbers is 3” = 9,
the sum of first four odd numbers is 4? =16,..., the sum of first 10 odd
numbers is 10? =100,... .
Step 4. The second pattern can therefore be generated up to next three steps
as shown below:
L+ Si=qda=2?
1+3+5=9=37
1+3+5+7=16=4?
1+34+5+7+9=25=5?
1+3+5+7+9+11=36=67
1+34+5+7+9+4+114+13
=49 =7?
 Activities 279.

Activity—8
Objective To draw the front view, top view and side view of the two given
shapes made by unit
cubes. The two given shapes (1 and 2) are drawn on an isometric paper sheet
as
shown below: .

Shape 1

Materials required (a) Squared paper sheets—2 Nos.

(b) A pencil
(c) Aruler
Procedure Step 1. Visualise a set of four cubes stacked as shown in shape 1 in Figure (i).
Step 2. When such a stack of cubes is viewed from front, only the faces marked
X,, Y, and z, are visible, which appear as shown in Figure [(ii)a]. This is the
front view of shape 1.

eo mel
4 (ee

%4 z4
Lo all
‘ 2(a) Front view
Fig. i Flig. 2(b) Top view

=|

(ii)
280 Mathematics for Class 8
eS

When this stack is viewed from the top, only the faces marked a,, b, and c,
are visible, which appear as shown in Figure [(ii)b]. This is the top view of
shape 1.
Step 4. When this stack is viewed from the side, only the faces marked l,,m, and
n, are visible, which appear as shown in Figure [(ii)c]. This is the side view
of shape 1.
Step 5. Now, visualise the other set of four cubes stacked as shown in shape 2 in
Figure (i).
Step 6. When such a stack of cubes is viewed from front, only the faces marked x,
and y, are visible, which appear as shown in Figure [(iii)a]. This is the front
view of shape 2.
Step 7. When this stack is viewed from the top, only the faces marked a,, b, andc,
are visible, which appear as shown in Figure [(iii)b]. This is the top view of
shape 2.
Step 8. When this stack is viewed from the side, only the faces marked l1,,m,,n,
and p, are visible, which appear as shown in Figure [(iii)c]. This is the side
view of shape 2.

x2

a bo ©

Fig. 3(a) Front view Fig. 3(b) Top) view

Fig. 3(c) Side view

(iii)

REMARK The teachers must show the different views of various stacks of cubes, by physically
placing three or more dice in stacks.

_—
 Activities
ae 281

Activity-9
Objective To make cubes and cuboids of given dimensions using unit cubes and to calculate
volume of each:
ai) 4ise BD
(ii) 3x3x3

Materials required (a) Plastic cubes of same dimensions (each side = 1 cm)—100 Nos.
(b) Fevikwik (or any other glue to fix the plastic cubes together)
(c) A hardboard -
Theory Acube havinga as unit side (here a =1 cm) has a unit volume (volume = a® =1 cm?).
Any cube or cuboid formed by the combination of unit cubes has a volume which is
numerically equal to the number of unit cubes required to form it.
Procedure (i) To form a cuboid of dimensions 4 x3 x 2
Step 1. Arrange 4x3 =12 unit cubes on a hardboard as shown in Figure [(iJa]. Fix
them together with fevikwik.
Step 2. Arrange 12 unit cubes in a manner, exactly as shown in Figure [(i)a] and
place them over the first arrangement as shown in Figure [(i)b]. Fix
them together.
Step 3. The complete arrangement will form a cuboid of dimensions 4x 3x2.
Count the number of unit cubes required to construct this cuboid. Record
your observations.

(a)
(i)

(ii) To form a cube of dimensions 3 x3 x3

Step 4. Arrange 3 x 3 =9 unit cubes on a hardboard as shown in Figure [(ii)a]. Fix
them together with fevikwik.
Step 5. Arrange another set of 9 unit cubes similar to the arrangement shown in
Figure [(iija] and place them over the first arrangement as shown in
Figure [(ii)b]. Fix them together.
Step 6. Arrange another set of 9 unit cubes similar to the arrangement shown in
Figure [(iija] and place and fix it over the arrangement obtained in
Figure [(ii)b].

|
|
aaa coy
ge

(ii)
282 Mathematics for Class 8

Step 7. We get a cube with dimensions 3 x 3 x 3 as shown in Figure [(ii)c]. Count the
number of units cubes required to cosntruct this cube. Record your
observations.
Observation Table

Cuboid (4 x 3 x 2) 12+ 12=24

Cube (3 x 3 x 3) 949° 927

Result - The volume of a cube or a cuboid is numerically equal to the number of unit cubes
required to construct it.
 Activities , 283

Activity-10
Objective To explore the relationship between
(i) length (in cm) and perimenter (in cm)
(ii) length (in cm) and area (in cm?)
of 5 squares of different dimensions drawn on a Squared paper.
Materials required (a) A squared paper sheet having each square
of side 1 cm
(b) A pencil
(c) Aruler
Procedure Step 1. On the squared sheet of paper, draw the 5 squares as shown in Figure (i).

(i)

Step 2. Calculate the perimeter of each square by adding the lengths of the four
sides. Also, calculate the area of each square by counting the number of
unit squares enclosed by each square. Record your observations in
Table 1.
Step 3. Calculate the ratios perimeter/length and area/length for each square in the
observation Table 2.
Observations
Table 1

| Length of each side Area (No. of unit

a 2 squares enclosed) —
| Square is | (1+1+1+1)cm=4cm 1
Square 2 (2+2+2+2)cm=8cm 4
Square 3 (34+3+3+4+3)cm=12cm 9
Square 4 (4+4+4+4) cm=16cm 16
(64+54+5+5)cem =20cm
284 Mathematics for Class 8

Table 2

i Length of side (L)

ee
Perimeter (P)

Area (A)

Perimeter/Length (P/L)

Area/Length (A/L)

Result (i) The ratio of the perimeter and the length of a square is equal to 4, i.e., the
perimeter of a square is four times its length.
(ii) The ratio of the area and the length of a square is equal to length of the square, i.e.,
the area of a square is equal to (length) ”.
 Answers
EXERCISE 1A
—l -21
aa 2) (iii)
35

oS

—2 Be
5 (ii) (iii) (iv)

3
8 (ii) (iii) (iv)

3} 4
=A (vi)
vl

-8 =
—= (ii)
1 (iii) (iv)
7 :
—i vi
(vi)

= (ii) (iii) > (iv)

< (vi)

—2 4 -5 7
(ii)
3 -9 12 -18

-ll
a
-—7
ee
-13 3 Pha) is}
(iv) < <
15 lO 20 —5 42

SNal M7
u SSG — > =) (ii) SR g = =
6 —3 105-15 P10) 10)
7. =134 =5e 23 43) =i18) _ =8) . =110
(iv) > > >
1 18 6 -24 33 22 44 11
True (ii) True (iii) False

EXERCISE 1B
True (ii) False (iii) True (iv) False

EXERCISE 1C
—10 , —3
Z (ii) (iii) (iv)
5

2 (vi)
3

3 (ii) (iv)
20

713 (vii) (ix)

60

= (ii) (iv)
17
286 Mathematics for Class 8

(vi) O, O

(ip (iii) 18 (iv)

9
3
(vii) — (viii) O (ix)
11
ih 183 .
(ii) he
7 (iii) ae
45 (iv)

82 45
(vii) sts!
65 (yobby) ) ==
7

-—35 i7/
(ii) -
ae (iii) —
WN (iv)
i

=f =f
10. She!
5 11 = 8 12.

14. (i) O (ii) Yes (iii) Yes (iv)

(v) No (vi) No (vii) The number itself

EXERCISE 1D
—45 10
(ii) See
3 (iii) =
— (iv)
i

5 1
(vi) —6 vii) —8
(vii) viii
(viii)

(x) -28 (xi) -14 (xii)

(ii) -38 (iii) do (iv)

7
12 —24 =1
(ii) i7
ii) —— (iii)
iii) 7
—— (iv)
i
16

(vii) -1 (viii) does not exist (ix) (x)

-9 -1
(ii)
ii) —A . (iii)
i =
== (iv)

8. (i) Commutative law (ii) Associative law (iii) Distributive law

(iv) Property of multiplicative identity
(v) Property of multiplicative inverse .
(vi) Multiplicative property of 0
9. (i) 1 (ii) no (iii). 1, =1 (iv) not

(v) — (vi) a (vii) positive (viii) negative

a

EXERCISE 1E

1.
=16
(i) —
128 2
(i) ie (ii) 7
ii) —— (iii) ai
i) — (iv)
i

Sy —5
(v) 75 (vi)
vi
9
pons

2. (i) True (ii) False (iii) False (iv).

3. (i) False (ii) False (iii) False 4,

 287

=3 6.

5
2 10 ;
=3
11. (i) re (ii) (iii)

12. (i) No (ii) (iii) No

EXERCISE 1F

a 2 Bl
24 : 12
er Ys) TS) =8 —7 -6 —-5 —4 =o) 74 = 1
Sai eee 6.
42 4 12. 12 12 12 129910 12 12 12
SQmeae yy 6-5 ak
ToelOv
lO sO 10 10"

EXERCISE 1G
1
5) i401 2 S.Ceeek
10 is ©
z 12419 6 7. 610 m?
20

we 16362 10 11. Ae
4 7a
13. 12m 14. 15. 400 16.

17. = 150 18. 19. 140 20.

EXERCISE
1H
(c) 2 3. (a)
(d) 6 as (C)
(c) 10 11. (b)
(c) 14 15. (c)
17. (a) 18. 19. (d)
21. (c) 22. 23. (b)

CCE TEST PAPER-1

=o 19
(a i 15
10

(a 3 2
(ii) 11
fies (ii) ae5
: Tf

(i) Commutative law of multiplication (ii) 1 as multiplicative identity

(iii) Associative law of multiplication (iv) a xO =O for every real number a

- (v) Distributive law of multiplication over addition

12. (b) 13. (a)
Aid te 10. (c) 11. (d)
Fe Page
 Mathematics for Class 8

p {tls} (c) 16. (b) 17.

=5 3 an (iv)
- (i) —
16 4 9
F (iii) F (iv) (v) T

EXERCISE 2A

39 qi) 27
64
(iv)
= eoi)
25 243
pues (ih) == (iv)
36 32 (O10
©),
100
Seneers
. e2As
(ii) ==
81 32
1 aii) 1°
81 81
Std 7. 90
13
4 (iii) 29
z
10. a Oe Se
3 27

EXERCISE 2B
. (i) 5.736 x10! (ii) 3.5 x 10° (iii) 2.73
x10° 1.68
x 108
(v) 4.63 x10! (vi) 3.45 x10"
- (i) 374000 (ii) 691200000 (iii) 41253000 25000
(v) 5170000 (vi — 1679000000
. (i) (8.848x 10°) m (ii) (3 x 10°) m/sec (iii) (1.496 x10!!) m . (604.35
x 107”) kg
, GW) 6210 — (ii) 8.3x10~” (iii) 5.34x10°8 2.7 x1073
(v) 1.65x10° (vi) 6.89 x102
. (i) 0x10-%)m (ii) (4x10°7)m (iii) (8x 10-7)mm
. (i) 0.0000206 (ii) 0.0000005 (iii) 0.00000682 (iv) 0.0005673
(v) 0.018 (vi) 0.004129

EXERCISE 2C
o () . (d) 3. (b) (d) 5. (b)
5 (Co eal) 8. (a) Ld) 10. (d)
11. (c) . (c) 13. (d) 14. (b) 15. (c)
16. (b)

CCE TEST PAPER-2

(ie81 ~64 inpe
9
729 2 =
es rie Se
64 3 3
6. (i) 345x102 18 x 10° (iii) 3x10 (iv)
(c) (b) 9. (c)
12. (d)
 Answers ee 289
ti—(i‘CSC‘itD
ee e

14. (i) 36x10° (ii) 123x108 (iii) (iv) 0.003 (v) 0.000532

EXERCISE 3A
1. 441,576, 11025, 5625, 4225, 1089

2. (i) 35 (ii) 51 (iii) 77 (iv) 84 (v) 91

3. (i).3; 105 (ii) 11, 154 (iii) 17, 238 (iv) 13, 195
(v) 3, 165 (vi) 7,231 (vii) 5, 130 (viii) 11, 165
A (i)is7, 15 (ii) 3,55 (iii), 11521 (iv) 5, 26
(v) 5, 30 (vi) 6, 36 (vii) 5, 42 (viii) 6, 26
5. 81 6. 961

EXERCISE 3B
1. (i) ends in 2 (ii) ends in 3 (iii) ends in 7 (iv) ends in 8
(v) ends in one zero (vi) ends in 3 zeros (vii) ends in 5 zeros
2. (i) 196 (iii) 900 (v) 324
3. (ii) 961 (iv) 8649 (v) 4225
4. (i) 49 (ii) 100 (iii) 144
5. (i) 81=(14+34+54+7+94114134+15+4+17) (ii) 1OO=(1+34+5+7+4+9+4114134+15+17 +19)
6. (i) (6, 8, 10) (ii) (14, 48, 50) (iii) (16, 63, 65) (iv) (20, 99, 101)
ree AW Nyefges (ii) 149 (iii) 183 (iv) 209
(v) 281 (vi) 435
8. (i) 96100 (ii) 258064 (iii) 396900 .
9. (i) 38416 (ii) 474721 (iii) 793881
10. (i) 4899 (ii) 9964 11. (i) 8096 (ii) 6396
12. (i) even (ii) odd (iii) less (iv) odd
13. (i)F (ii) F (iii) F (iv) F Wat

EXERCISE 3C
1. 529 2. 1225 3. 2704 4. 9216
5. 4489 6. 7396 7. 18769 8. 65536

EXERCISE 3D
1. 5 2. 21 Se 4. 36
5. 45. 6. 64 7. 84 8. 90
9. 96 10. 105 11. 126 12. 132

13. 7, 42 14. 13,15 15. 35, 35 16. 34

17. 900 18. 3600

EXERCISE 3E
1. 24 2. 38 3. 67 4. 79

5. 84 6. 95 Laos 8. 119

102 10. 134 11. 140 12. 304

9.
14. 12,7569, 87 15. 38, 6241, 79 | 16. 64, 8464, 92
13. 9
17. 1024, 32 18. 99856, 316 19. 3 min 16 sec
290 Mathematics for Class 8

EXERCISE 3F
3. 12.5

5. 3.14 7. 1.04
10. 11. 0.95 12.

EXERCISE 3G

EXERCISE 3H
3. (a)
7. (b) (C)
9. (d) 11. (a) 12. (b)
13. (d) 15. (b) 16.
17. (b) 19. (c)

CCE TEST PAPER-3

1. 106 . 99856, V99856 =316 - 1024, V1024 =32

4. 0.53 5 Maths 6. . (d) 8. (c)
Ol

5 ((eb) 11. (c) - (b)

13. (i) 7 41 (iii) 36 ea

2

EXERCISE 4A
1. (i) 512 (iti) 9261 216000

2. (i) 216 (ii) S* 1

125 125 8000
64 a 1 2197
3. (i) iit)
343 3375 1000

4. (i) 125=5° (v) 8000 =(20)? 9261 =(21)°

viii) 3375 =(15)°
5. (i) 216 (v) 1000
6. (i) 125 (v) 9261
tho ff 9. 25 10.

EXERCISE 4B
1. 15625 - 103823 3. 314432 - 592704

EXERCISE 4C
3. 9 12
5. 21 16 7. 20 < AD
 Answers 291

9. -6 10. -8 IL5L, aT 12 2
5 =3 4
13. a 14 i 15.2 2
16. 36

17. ee 18. “el

10 7)

EXERCISE 4D
tke (@) 2. (b) 3. (c) 4. (c) 5. (b)
eB 7. (c) 8. (a) 9. (c) 10. (c)

CCE TEST PAPER-4

343
rT 2. 16 3. 42 Aon= 5. (c)
125
6. (d) 7. (c) 8. (b) 9. (d) 10. (b)
3
11. (c) 12. (1) Yb (ii) a (ii) 3/x (iv) 0.125:
3/b

EXERCISE 5A :
rhs 8} 224 Sy 6 4. 78
lat, ff 6. 862

EXERCISE 5B
1. 192, 720, 2398, 179832, 468230, 379514

2. 95, 270, 1065, 5739210, 876945 3. 90, 3759210

4. 78, 474, 267144, 9412503 5. 306, 730143, 862497, 1257777

G2) ( =22or 5 orn 8): (728) 753" 788)

7. (y=0 or 3 or 6 or Q); (5301, 5331, 5361, 5391)

8. x=4, 4806 9. z=7,47178

EXERCISE 5C
lee 67 5 —47 6 OL Ie Js 7, (Oat! 2h, Aa SIG=1
dl Ae DIS) 5a A-= 4 C=5
Bi6) 6}, Z\ 315,1 6)=I
=OC
(Aa 19B = 3,6 =0 Sarl] 7 B=6,C=6 9. 9 and1

10. 1,2,3 Le 12.

13. 8, 13, 21, 34, 55, 89, 144, 233, 377, 610
 Mathematics for Class 8

EXERCISE 5D
1. (b) 2. (a) 3. (c) 4. (d) 5. (a)
6. (d) Fe 8. (b) 9. (d)

CCE TEST PAPER-5

1. (x=Lor x =4or x =7), 3201, 3204, 3207 2. y=5,6453 35.24
4. (ii)and (iii) 5, A=1,B=7,C=2 6: A=2,B=3,C=9 7. A=1,B=2andC=5
8. (b) 9. (c) 10. (c) 11. (d)

EXERCISE 6A
1. 5ab 2. 6x ' 3. 6Ga—7b-—3c 4. 5x -9y+2z
5. -7ax + by +12cz Geox lle — 14007 7; 6p +17g 8. 7x7 -17xy+ 5y?+8
9. -8a”b 10. 14pq 11. -—Gabc 12. 5p
13. a+b-3c+15 14, 7p—3q-Gr=16 15. 2x% ee + Fe 28 ol6o) whe eu Gee
17. =p —9q +r =138 18. —a° +abs be 2) 019. 123° —6y74 4a), 20.,2p +3p4 5

EXERCISE 6B
1. 15x7+ 41x +28 2 Axe ib x 54 3. 8x7+14x-15 4. 15y” — 43y+8
5. 7x7 + By? + 30xy 6. 36x? + 15y” + 47 xy 7. 6m? +12n? -17mn
8. x ax=a x4 a 9. X84 By = xy = yr 10, Gpyewpq Sq.
i a 15y*+ x?y” 12. x24 xy? = xy? - oe 13. x°2 al 5 xy* = y°
ile ag
Nn 15. 2x° -3x*+5x+21 16. 9x° - 52x +45
x BX

17, (+y) 18s (eo = 1?) 19. 4x* - 9x3 +2x7+20x-—5

20). 9x" — x — 19x74 3xE45 2134 2°95 x24 10x — 10x +16
22 Bx
16x" =9x 3 23. S3= yOX = 2y + Su
24. xX 33x99 5x 4 81x = 24 25. 6x*— x3 — 28x? + 47x
- 28
26. 9x* —10%° +727 14x 15

EXERCISE 6C
(i) 8xy? (ii) —4yz (iii) 6xy (iv) -8p
(i) (mM? -6m+9) (ii) 4xy—3y+5xy? (iii) -8x+2-4y (iv) -6x2 — 4x43
3. Quotient = (x — 2), remainder =0 4. Quotient = (x — 2), remainder = 0
 Answers 293

Quotient =(x + 5), remainder =O - Quotient =(5x — 3), remainder =0

7. Quotient =(2x — 5), remainder =0 8. Quotient =(3x — 8), remainder =7
9. Quotient =(x? — x — 1), remainder =1 10. Quotient =(x? —x + 1), remainder =0
11. Quotient =(x? —3x + 4), remainder =O 12. Quotient =(x — 1), remainder =0
13. Quotient =(5x +3), remainder =(x +1) 14. Quotient =(x —1), remainder =O
15. Quotient =(4x? +3x —2), remainder = (x -l)

EXERCISE 6D
Tr (ix + 12x 436 (ii) 16x? + 25y? + 40xy (iii) 49a? +81b* +126ab
; 4 59 1692 16
ere geo a (v) x4 +49414x2 wi) Bat +4+ a?

2. (i) x7 -8x+16 (ii) 4x74.9y* -12%x, (ili hos

eee PR og
x
- 4 16 36 ce
9
(iv) x7 + -6
x? (v) 1
9 4 481-6x2 LeBy? «lage
oY au ys
3. (i) 64a” +9b? + 48ab (ii) 49x? + 4y? +28xy (ili) 25x” +110x +121
2 3 2
yeoman 9 (hae et yy +100
(vi) 81x? -180x
ty e lone Gis oS
2 ;
(vit) x4y? +y2z* -2x*y?z? (viii) is+2 -2 (ay Or? + 28? 24 an
Yue XC 25 5

4. (i) (x? -9) (ii) (4x* -25) (iii) (64 — x?) (iv) 49x? -121y?
9
taj 108s
25 25
9 (wi) 2-5x (wilt). 5-5
Koa
(ix) 4a? -— -
b
5. (i) 2916 (ii) 6724 (iii) 10609 (iv) 495616
6. (i) 4761 (ii) 6084 (iii) 38809 (iv) 998001
7. (i) 6400 (ii) 11200 (iii) 39991 (iv) 300
(v) 224.91 (vi) 72.6
8. 1600 9. 10000 10. 9 11. (i) 14 ~— (ii) 194
22 7, (ii) 727 ;
13; (i) (<=) (ii) (x* -81) (iii) (81x* -16y*) (iv) (16p* -81)
14. 116 Isss67

EXERCISE 6E
1. (c) 2. (d) 3. (d) 4. (b)
5. (c) 6. (d) 7. {b) 8. (c)
9..(b)- fh 10. (a) 11. (c) 12. (a)
13. (c) 14. (b) 15. (c) 16. (a)
17. (b) 18. (a) 19. (c)

EXERCISE 7A
1. (i) 3(4x +5) (ii) 7(2m — 3) (iii) 3n(3 — 4n)
2. (i) 8a(2a —3b) (ii) 5ab(3b — 4a) (iii)
an
3x7y7(4y
2
—7x)
 Mathematics for Class 8

(i) 12x*(2x -3y) 5x?(2x —3) (iii) 12x?y(3x — 5yz)

(i) 3x(3x? —2x + 4) 4x(2x -18y+3) (iii) 9a*b?(2ab - 3b + 4a)
(i) 7x2(2x + 3x7y - Ay”) =5(la ot 41")
(i) (x +3)(x +5) (x - 4)(5x —7) (iii) (1 —n)(2m +3)
(a —2b)(6a + 5b) . x?(2a —b\(x +1) 9. 3a(3a —-5b)(3-4a) 10. (x +5)(x +1)

. (a -—2b)(38a —6b — 5) . (a +3b)(2—-3a —-9b) 13. 4(2p —3q)(8p —12q -1)

- (a-3)(x -y) . A(2x — 3y)(6x — 9y + 4) 16. (x + y)(x +2)

- (a+b)(r +t) (= ale =D) 19. (b—1)(ab -c’) 20. (x —z)(x +y)
. (6a —b)(b + 2c) . (x -2y)(x -2y+4) 23. (y—x)(y + x)
wae Bocey7) . (b+)(ab-1) 26. (x —3)(x7 +) 27 (bx — ay)(ax — by)

- (x -a)(x —2b)

EXERCISE 7B
- (x -—6)(x +6) . (2a —3)(2a +3) 3. (9-7x)(9 +7x) 4. (2x —3y)(2x + 3y)
. (4a —15b)(4a +15b) . (3ab-5)(3ab+5) 7. 16(a-3)(a +3) 8. 7(3a — 4b)(3a + 4b)
. 5(2a —-3b)(2a + 3b) 10. 3(2x — 3)(2x +3) Ll. x(x —8)(x +8) 12. 16x3(x —3)(x +3)
~ 3x°(x — 4)(x +4) 14. 4p(2p -1)(2p +1) 15. 7(3ab-1)(38ab+1) 16. (1+b-—c)(l-b+c)
. (2a + 3b — 4c)(2a + 3b + 4c) 18. 4lm 19. (2x + 5y -1)\(2x +5y +)
. (6c + 5a +b)(6c
— 5a — b) 21. (8x —4y + 5z)(38x — 4y — 5z) 22. (x+y+D(x-y-}))
- (6+a+b)\(5-—a—b) 24. (5a +2b-7c)(5a —2b +7c) 25. (3a+b —2)(S8a —b+2)
- (5+ x)(15 — x) 27. 8000 28. 56

EXERCISE 7C
Melce 2) 2 Sts x) 4. (Gazi
. (2y +5)? 7. 9(2a +1)" 8. (3m + 4)?

. (7a + 6b)? let 5) 12. (lla — 4b)?

13. 14. (3y — 2)? 15. (4x -3) 16. (m —2n)?

17. 18. (m? +n)? 19. (l—m/)?

EXERCISE 7D
- (x +2)(x
+3) . (y +6)(y +4) 3. (z +9)(z +3) 4. (p + 4)(p
+ 2)
(x +8)(x +7) (y +15)(y + 4) 7. (x +8)(x +5) 8. (q -7)(q -3)
- (p +8)(p—2) - (x -—6)(x
- 4) LL. (x -21)(x
-2) 12 . (x -16)(x -))
- (y-15)(y
-6) . (%-13)(x -9) 15. (x —5)(x —4) 16 - (x +12)(x -11)
- (x +13)(x
-8) . (y +16)(y -9) 19. (z +25)(z -6). 20 - (y+9)(y -8)
- (a+13)(a
-7) » (p-11)(p +7) 23.°(. 10) #8) 24 - (x -14)(x +3)
- (x -—8)(x +3) ~ (y -—15)(y +9) 27. (z-15)(z +3) 28 - (x -6)(x +2)
- (x +2)(3x
+ 4) . (y +4)(8y +2) 31. (z—2)(8z — 4) 32 - (x + 5)(2x -9)
- (2p +5)(3p
— 2) 34. (x -10)(2x +3) 35. (y -3)(7y +2) 36 - (4-5x)(7 + x)
- (14+82z)(3 -z) . (2x =3)(8x +2) 39. 3(m+6)(m +2) 40 » (2n —3)(2n -1)
. (x -3)(6x+1) « (x -—3)(7x +2)
 Answers si 295
eee

EXERCISE 7E
1. (d) 2. (d) 3. (c) 4. (d) 5. (a)
6. (d) Za(D) 8. (a) 9. (c) 10. (c)
11. (d) 12. (c) 13. (c) 14. (b) 15. (a)
16. (c) 17. (b) 18. (c) 19. (a) 20. (b)

EXERCISE 8A
I. x=4 2. x=-5 o.Z—O 4. x=-1

B. y=-10 Bi ees Fae 26)

3 43 4
9. x=8 10; t=2 li. x==] 2 =

ye fe 14 fee 15. y=-3 16°22

3) 2 ?)
35 -8 9
17 x 33
=— 18. x a
=— 1 9. y — 5 20. . z=-2=i—

21. x=-1 22. -= 23. y=1 24, x=3

25. mal 26. yee 27. ree 28. ee
5 19 2 2

EXERCISE 8B
oe 104-39 2. 60 3. 75 4. 13,11
5. 200 6. 44, 55, 66 Ta S 8. 15, 25

9. 47,49, 51 10. 76, 78, 80 11. 39 12. 62

15 7
13. — 14. — 15. 16cm,9cm 16. 1=54m,b=36m
22 12
17. Base = 12cm, altitude = 20 cm 18. 40°, 50°, 90° 19. 19 km/h, 180 km
20. 63 km/h, 70 km/h 21. 60, 50, 40 ' 22. 3000, 1500 . 23. 40 years, 10 years
24. 17 years, 46 years, 72 years 25. 60 years, 6 years 26. 35 years, 25 years
af: 72

EXERCISE 8C
Ty) (c) 2. (b) 3. (a) 4. (c)
5. (b) 6. (d) 7. (b) 8. (c)
9. (d) 10. (c) 11. (d) 12. (a)
13. (e) 7 14. (b) 15. (b) 16. (d)
17. (a) 18. (c)

; CCE TEST PAPER-8

1. -2a2 8b? +2c2-13 2. (i) 20a? +ab-30b” (ii) 6x4 — x? -10x*.+3x-24
3. (5a +6) 4. (i) 18 (ii) 322 5. 6600
6. (i) (x -—3)(x? +1) (ii) 7(8xy + Y(3xy — 1) -1)”
(iii) (8x (iv) (x —3)(7x +2)
8. 40 years, 10 years 9. (c) 10. (b) 11.. (a)
7 x=4
12. (c) 13. (b) 14. (c) 15. (b)
(ii) (4)(1 —3x)(1+3x) (iti) (x —13)(x - 1) (iv) (82 +x —2y)(8z-x+2y) (v) (cC-I(ab-}
16. (i) (x- 9)?
(ii) T (iii) F (iv) T (v) T (vi) F
17. (i) T
296 Mathematics for Class 8
ne ania

EXERCISE 9A
_ ai212 a) =Wa eee Al
rh. (Ef) Be (ii) 5 (iii) —
40

2. (i) 0.06 (ii) 0.72 (iii) 1.25

3. (i) 36% (ii) 2.4% (iii) 240%

4. 80% 5. 5:4 6. Sth

20
7. (i) 64% (ii) 4% (iii) 12.5% 8. 7 162

9. 450 10. = 10500 ikiks 2X0) 12. % 12750

13. 240 days 14. 25% 15. 9 % 16. 50000

17. % 200000 18. 280g

19. Proteins — 312 calories, fats > 650 calories, carbohydrates — 1638 calories
20. 12 kg, 25 kg 21. As share = & 1000, B’s share = % 2000, C’s share = ¥ 4000

22. 912%" 23. 20%

EXERCISE 9B
1. (d) 2. (b) 3. (c) 4. (d)
5. (c) 6. (d) 7. (b) 8. (c)
9. (d) 10. (a) 11. (c) 12: (b)
13. (a) 14. (c) 15. (a) 16. (c)
17. (c) 18. (d) 19. (a) 20. (b)

a CCE TEST PAPER-9

is (6) aE (ii) 1.05 (iii) 80% (iv) 14:25 2. 250

3. % 60000 4. 280¢ DoD 6. ies 7. (d)

25
8. (c) 9. (b) 10. (d) ais. (Ke) 12. (c)
13. (i) 90 (ii) 8 (iii) 120 (iv) 240 (v) 150
14, (i) F (ii) F (iii) T (iv) T

EXERCISE 10A

1. (i) Gain = 15% (ii) Loss =6=% (iii) Gain = 8% (iv) Loss = 4%

2. (i)i< 1716 (ii) ¥ 976 (iii) ¥ 770 (iv) ¥ 559

3. (i) F 1425 (ii) ~ 2600 (iii) ¥ 685 (iv)e< 732

4. 12% 5. Loss =2.5% 6. 121% 7. Gain = 15%

2
1
8. 6—% 9. 20% 10. aia 11. 65%
4 6 4
12. Gain = 35% 13. Gain ="35% 9 14. Loss =162% 15. 195
; 8
16. (i) = 960 (ii) 125% 17. (i) = 60 (ii) 10%

18. % 2350 19. % 800 20. ~ 1625 21. %6.90 per kg

 e
Answers LL
ih 297

22. Gain = 9% 23. Gain = 2% 24. ~ 28 per kg 25. 33.1.%

3
26. 20% 27. ~ 134.40 28. % 350 29. Gain = 12%

30. Gain = 6% 31. Loss = 1% 32. 13% 33. 202%

3
34. = 1250

EXERCISE 10B
< 3813 2. 15% 3. 16% 235
= 600 6. Gain = 8% 7. Loss = 2% = 1800
- ~ 16450 10. % 1700 11. 30% 12. 20%
- ~ 14060 14. 24%

EXERCISE 10C
wae 5520 eon 3. = 1800 = 1250
- ~ 15600 6. % 36500 1s) 18950 = 25000

- 9% 10. 8% 11. 121%

9

EXERCISE 10D
= tc) 2. (b) 3. (b) (d) 5. (c)
- (d) To (Cc) 8. (b) (d) 10. (d)
- (a) 12. (a) 13. (b) 14. (a) 15. (c)
{ey 17. (c) 18. (a) 19. (b) 20. (c)
mC)

CCE TEST PAPER-10

¥ 336 2. 25% Saex 150 17%
28% 6. = 1700 7. (b) (d)
(b) 10. (c) 11. (b) 5 (Ke)

13. (i) marked (ii) cost price (iii) Discount selling price

14. (i) F (i).<F (iii) F AR

EXERCISE 11A
Amount =< 6025, Cr = < 525 2. Amount =< 21952, Cl =< 6327

3a 0150 4. ~ 29160 5. ~ 288 6. = 79507

eon te) 8. ~ 18522

EXERCISE 11B
Amount = = 7128.60, CI = = 1128.60 2. Amount = = 12321, CI = = 2321

Amount = % 39366, CI = = 8116 4. Amount = = 14580, CI = ~ 4340

Amount = = 83104, CI = ¥ 20604 6. Amount = = 11253, Cl = % 2253

= 9592 8. = 157464 9. ~ 14641 10. = 22680

“12-2 < 90 13. ~ 2496 14. = 25000

= 29766
298 Mathematics for Class 8
en

15. % 3000 16. = 9000 17. ~ 16000 18. 5% p.a.

19. 10% p.a. 20. 2 years 21. 2 years 22. 132651

23. 56238 24. 120840 25. 520200 26. 21780

27. % 529000 28. % 40824 29. = 250560 30. = 400000

EXERCISE 11C
1. Amount = = 8820, CI = ~ 820 2. Amount = % 35152, CI = ¥ 3902
3. Amount = % 14792, CI = ¥ 1992 4. Amount = = 194481, Cl = % 34481
5. Amount = = 49130, cl = *8170 6. ~ 23877 7. ~ 21218
8. %577 9. % 32805 10. ~ 456976

EXERCISE 11D
1. (c) 2. (b) 3. (a) 4. (c)
5. (b) 6. (b) 7. (a) 8. (b)
9. (c) 10. (b) 11. (a) 12. (d)
13. (d) 14. (d) 15. (c)

CCE TEST PAPER-11

| 1. % 3630, % 630 2. = 12320, ¥ 2320 3. % 6615, $615 4. % 20000 5. % 25920
6. (b) 7. (c) 8. (d) 9. (a) 10. (c)

Ti. (iR (ii) Compound interest (iii) = A - <<)

Row (iv) ae+ =)
Rae
100 100

EXERCISE 12A
1. (i) Yes (ii) No (iii) No
2. X =5, X_ =8, y, = 240 3. 300 km 4. = 1054
5. 192 km 6. 13 ; 7. 14kg 8. 20m
9. 21cm 10. (1.2x 10°) kg 11. 60km 12. 12 km
13. 1m69cm 14. 44 men 15. 144 words

EXERCISE 12B
1. (i) No (ii) Yes (iii) No
2. x, =20, xo = 40, y, =10, yo =1 3. 14 days 4. 16 men
5. 12 days 6. 4 hours 7. 49 machines 8. 1 hour 24 min
9. 36 minutes 10. 7 days 11. 27 days | 12. 30 days
13. 45 minutes 14. y=10 15. x=9

EXERCISE 12C
1. (d) 2. (c) 3. (b) 4. (a)
5. (c) 6. (b) 7. (c) 8. (b)
9. (b) 10. (a)
 Answers 299
nnn nnETEnenmemmmemmmmmmnnemmmenmne: semen

CCE TEST PAPER-12

3. ~159
7. (d) (d) 9. (a)
10. 5, (eC)
14. (ii) (iii) 2 (iv) 13 (v) 120

EXERCISE 13A
- 6 hours 40 min 3. 18 days . 10 hours

- 48 hours 7. 30 hours . 8 days

. 8 days 11. 4 days 12. 16 days
13. . 6 hours 15. 30 hours 16. 2 hours 40 min
17. - 90 hours 19. 3 hours 20 min

EXERCISE 13B
(c) 3. (d) 5 (a)
aC) 6. (c) 7. (c) GC)
(ce) 10. (a) 11. (c) 12. (b)
ils¥ 14. (b) 15. (c) 16. (d) 17 .(b)

CCE TEST PAPER-13

. 10 days 3. 24 hours . 4 days 5. 90 hours
(b) 8. (a) . (b) 10. (c)
7)
2H (ii) 18 (iii) 48 (iv) 6—
3

EXERCISE 14A
5 (Nees (ii) 60° (iii) (51.4)° (iv) 36° (v) 24°

- No, since oe is not a whole number 3. (i) 144° (ii)

. No, since 360 is not a whole number

(i) 540° (ii) 720° (iii) 1260° (iv) 1800°

« (i) 14 (ii) 20 (iii) 54

(i) 9 (ii) 10 (iii) 5 (iv) 12

ONOa
alley 9. 108°

EXERCISE 14B
(a) (c) 4. (d)

ba (Cc) 6. (b) (c)

10. (b) 12.

(a)
13. (a) 14. (d)
300 Mathematics for Class 8
Ne eee eeeeee ee eee eee eee eee ee SS ee

EXERCISE 15
aL. (G0) toyaue (ii) four (iii) four, collinear (iv) two

(v) opposite (vi) 360°

2. (i) four; (AB, BC), (BC, CD), (CD, DA), (DA, AB)

(ii) two; (AB, DC), (AD, BC)

(iii) four; (ZA, ZB),(ZB, ZC), (ZC, ZD),(ZD, ZA)
(iv) two; (ZA, ZC), (ZB, ZD) (v) two; (AC, BD)
4. 122° 545°", 75°, 105°,
135, 6. 135°
Tho tsh0 8. 100° S22005

EXERCISE 16A
I. ZB=70% ZC=110°, 2D =70° 22907 3. 80°, 100°,
80°, 100°

4. x =28; 80°, 100°, 80°, 100° 5. 65°,115°,65°,115° 6. 20cm, 12cm

7. 40cm, 30 cm 8. Yes 10. 10cm 11. 45°

12. length = 25 cm, breadth = 20 cm

13. (i) rectangle (ii) square (iii) rhombus (iv) rhombus

(v) square (vi) rectangle
14. (i) False (ii) False (iii) False (iv) False
(v) False (vi) True (vii) True (viii) True
(ix) False (x) True

EXERCISE 16B
1. (c) 2. (c) 3. (b) 4. (a)
5. (c) 6. (d) 7. (b) 8. (a)
9. (d) 10. (c)

CCE TEST PAPER-17

ZOO VEZ LOS2 AAC 3. ZA=72°, ZB =1089YC=72°2—7) =108°2 4. 40cm, 50cm
6. 10cm 7. (b) 8. (d) 9. (b)
10. (d) 11. (d) Zen (G) 13. (b)

14. (i) 4 right 4 (ii) (2n — 4) right 4 (iii) ;n(n —3)

15. (i) (= (ii) {180°(=

n n
16. (i) 135° (il) Fr7203 (iii) hexagon (iv) pentagon (v) 5
7 Gee (ii) F Ginn (iv) F

EXERCISE 18A
1. 330 cm? 2. 488 cm? 3. 1.08 m? 4. 24cm
5. 38m 6. 20cm, 25 cm 7. 17cm, 23 cm 8. 150m
9. 720m 2
10. 252 cm? 11. 180 cm2 12. 216 cm?
 ee
Answers e —(i‘C*SOL
iee 301

EXERCISE 18B
180 cm? 2. 540 m2 3. 171 cm? 4. 265 cm?
5. 87cm? 6. 504 cm? 7. 68cm? 8. 432 cm?

EXERCISE 18C
1. (b) 2. (c) 3. (a) 4. (b) 5. (c)

CCE TEST PAPER-18

1. Base = 90 m, Height = 30m : 2. 9/3 cm? 3. 54cm, 1944 cm?
4.25 m, 11 m 5. 560 cm? 6. 600 m? Zao 8. (c)
9. (b) 10. (b) 11: (6) 12. (d) 13. (b)
14. (i) base, height (ii) base, height (iii) sum of parallel sides, distance between them
(iv) 128

EXERCISE 19A
1. (i) 6 (ii) 6 (iii) 5 (iv) 5 (v) 4
2. (i) 6 (ii) 8 (iii) 12 (iv) 9
3. (i) 8 (ii) 5 (iii) 4 (iv) 6
4. (i) 8, 12,6 (ii) vertex (iii) prism (iv) tetrahedron

EXERCISE 19B
2 atihel2 (ii) 6 (iii) 9 (iv)
(i) 6 (ii) 7 (iii) 4 (iv)
4. (i) 8 (ii) 4 (iii) 10 (iv)

EXERCISE 20A
1. (i) 1980 cm, 510 cm?, 1038 cm” (ii) 81 m°, 37.8 m?, 217.8 m”
(iii) 36 m®, 291 m?, 303 m? (iv) 288000 cm?, 21600 cm”, 27360 cm?
2. 6930 litres 3. 88.2 kg 4, = 240 5. 250
6. 4320 7. 2160 cm®, 350 8. 28 9. 7040
10. 8000 11. 389760 litres, 333.92 m? 12. 0.05 mm
13. 1000 m® 14. 4500 m® 15. 80cm 16. 1.6m
17. 75cm 18. 4.5m 19. 1.5m 20. 27000 cm?
21. 3960 cm, 33.66 kg 22. 39600 cm®, 25920 cm® 23. 21112 cm®
24. 180000 cm’, 4.320 kg
25. (i) 343 m®, 196 m7, 294 m” (ii) 175.616 cm®, 125.44 cm?, 188.16 cm?
(iii) 614125 cm®, 28900 cm”, 43350 cm? 26. 2744 cm®
27. 486 cm? 28. 10 29. 8 times, 4 times 30. 512000 cm?, 80 cm

EXERCISE 20B
1. (i) 7700 cm?, 2200 cm?, 2508 cm? (ii) 123.2 m°, 44 m?, 241.12 m?
302 Mathematics for Class 8
Pee ee ee RE ee

(iii) 92.4 m°, 132 m?, 144.32 m? 2. 74250 L 3. 49.5 kg

lm 5. 7cm 6. 528 m2

7. 36960 cm®, 5280 cm? 8. 275m? 9. 352 cm”, 660 cm”

10. 3564 cm? 11. 38500 cm? 12. circular, 112 cm® 13. 396
14. 24.5 cm 15. 11m 16. 338.8 cm 17. 770 m°, 2.5m
18. 4m 19. 1980 m? 20. 4158 cm?, 31.185kg 21. 31.46 kg

EXERCISE 20C
1. (b) ee eb 3. (c) 4. (b) 5. (c)
6. (c) 7-<(a) 8. (b) 9. (c) 10. (c)
11. (a) 12. (b) 13. (a) 14. (b) 15. (d)
16. (b) 17. (d) 18. (b) 19. (a) 20. (d)
21. (d) 22. (b) 23. (c) 24. (d) 25. (b)
26. (a) 27. (a) 28. (b) 29. (a) 30. (c)

CCE TEST PAPER-20

1. 512cm? 2. 640 3. radius = 5 cm, height = 7 cm 4. 450 coins
5. 808 cm? 6. diameter = 14 m, height = 6 m 7. (b) 8. (b)
9. (a) 10. (c) 11. (c) 12. (a)
13. (i) 2(lb+bh+Ih) (ii) 2(l+b)xh (iii) 4a? (iv) xr2h (v) 2nrh

EXERCISE 21A

a Number of members es) 4) 5.|6-| al

3. |Number of children

2. |Amount ofthe bill (in 2) 400-500 500-600 600-700 700-800

Lc i ee
3. Wages (in rupees) 610-630 | 630-650 | 650-670 | 670-690

.
| 690-710 | 710-730
 Answers 303

_
eee
5. Daily earnings (in rupees) 500-550 | 550-600 | 600-650 | 650-700

6. | "Height (in cm) 125-130 130-135

pnw fs | fe |
EXERCISE 22
12. (i) The bar graph shows the number of members in each of the 100 families of a
village.
(li)90 (i1i)65 (iv) 5
13. (i) The given bar graph shows the marks obtained by a student in an examination in each of the’five subjects.
(ii) English (iii)54 (iv) Mathematics
14. (i) Mount Everest, 8800m (ii) 15:22 (iii) 6000 m < 7500 m < 8000 m < 8200 m < 8800 m
(iv) Mount Everest and Kanchenjunga

EXERCISE 23B
1. (b) 2. (c) 3. (a) 4. (c)

EXERCISE 24A :
Le Ge (ii) HA, AE TH, TE (iii) 1,2, 3,4,5,6 (iv) 52
1 1 ae Hy tied |
2. =5 3. a)
(i) A (ii) =a (iii) —ri

4 5 4 at ries=
Gili)
4. (i)(ee5 (ii)
i pies5 5. (i) ae
5 (= 3 5

1 2 ay 29
il) es
ee= NS
5 bh)
Sa
+ +1 Wh) =51 ae
(iii) =3
ech
iv)3
8. WE (ii)

9. Ti
he 10. (i)ee
7 (ii)
rei9 (iii) 2
19

EI: Oa
1 ace
(ii) z
eeta6
(iii) Wee26
(iv)

1 1 Tae=
12. (i) aoe
13 i 13
(ii) (iti) 9

EXERCISE 24B
1-(b) 2. (c) 3. (b) 4. (d)

5. (b) 6. (a) 7. (c) 8. (b)

EXERCISE 25C
1. (a) 2. (c) 3. (d) 4. (b)

5. (c) 6. (d) 7. (a)

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