Scribd
Upload
3K views11 pages

Number System Important Questions For Class 9

The document provides 15 multiple choice questions covering various topics related to number systems including rational and irrational numbers, operations involving radicals, simplifying expressions, and representing numbers on the number line. It also includes short answer, long answer and value based questions assessing students' understanding of number systems concepts.

Uploaded by

Tharun P.Mu.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
3K views11 pages

Number System Important Questions For Class 9

The document provides 15 multiple choice questions covering various topics related to number systems including rational and irrational numbers, operations involving radicals, simplifying expressions, and representing numbers on the number line. It also includes short answer, long answer and value based questions assessing students' understanding of number systems concepts.

Uploaded by

Tharun P.Mu.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 11

Number System Important Questions For Class 9 (Chapter 1)

Below given important Number system questions for 9th class students will help them to get
acquainted with a wide variation of questions and thus, develop problem-solving skills.
Q.1: Find five rational numbers between 1 and 2. [Answer: 7/6, 8/6, 9/6, 10/6, 11/6]
Q.2: Find five rational numbers between 3/5 and 4/5. [Answer: 19/30, 20/30, 21/30, 22/30,
23/30]
Q.3: Locate √3 on the number line.
Q.4: Are the square roots of all positive integers irrational? If not, give an example of the square
root of a number that is a rational number.
Q.5: Find the decimal expansions of 10/3, 7/8 and 1/7.
Q.6: Show that 0.3333…=0.3¯ can be expressed in the form p/q, where p and q are integers
and q ≠ 0.
Q.7: What can the maximum number of digits be in the repeating block of digits in the decimal
expansion of 1/17? Perform the division to check your answer.
Q.8: Find three different irrational numbers between the rational numbers 5/7 and 9/11.
[Answer: 0.720720072000.., 0.730730073000…, 0.808008000…]
Q.9: Visualise 3.765 on the number line, using successive magnification
Q.10: Add 2√2+ 5√3 and √2 – 3√3. [Answer: 3√2 + 2√3]
Q.11: Simplify: (√3+√7) (√3-√7). [Answer: -4]
Q.12: Rationalise the denominator of 1/[7+3√3].
Q.13: Represent √(9.3) on the number line.
Q.14: Simplify:
(i)72/3.71/5
(ii)101/2/101/4
Q.15: What is the product of a rational and an irrational number?
a) Always an integer
b) Always a rational number
c) Always an irrational number
d) Sometimes rational and sometimes irrational
Q.16: What is the value of (256)0.16 X (256)0.09?
a) 4
b) 16
c) 64
d) 256.25

1. Every whole number is a natural number write true or false.

2. If find the value of x2 + y2 + xy.

3. If find the value of x2 - y2.


4. Determine rational numbers p and q if

5. Simplify:

6. Simplify:

7. Show that:

8. If: then find the value of qx2 – 2px + q.

9. Show that:

10. If 2a = 3b = 6c then show that

11. If then find the value of


Answers

Very Short Answer Type

Simplify: [{(82 + 92)2}0]2 = ____

2(2/3) x 2(1/3)

[2 + (3)1/2] [2 - (3)1/2] = ______

Let a > 0 be a real number and p and q be rational numbers. Then which of
the following statement(s) is/are correct?
(i) ap . aq = ap + q
(ii) ap bp = (ab)p
(iii) (ap)q = apq
(iv) All of these

Find the value of 1/(4)3 ÷ 1/(4)3 + 1/(1)3

Divide 10 √15 by 5 √3 .

Which of the following given statement(s) is/are correct?


(i) The sum or difference of a rational number and an irrational number is
irrational.
(ii) The product or quotient of a non-zero rational number with an irrational
number is
irrational.
(iii) If we add, subtract, multiply or divide two irrationals, the result may be
rational or
irrational
(iv) All of these statements are correct

[1/(2 + √5)] can also be written as


(a) (2 - √5)
(b) (√5 - 2)
(c) [1/(2 ÷ √5)]
(d) [1 + (2 + √5)]

π (Pi) is a rational number or irrational number?

The value of π = 22/7. 22/7 is a rational number then how come π is an


irrational number?

Simplify: (√5 + √2)2

Find the value of √(3)-2.

Identify a rational number among the following numbers :


2 + √2, 2√2, 0 and π

Express 1.8181… in the form p/q where p and q are integers and q ≠ 0.

Find the value of

Find the value of

Short Answer Type 1

Evaluate : (√5 + √22 + (√8 – √5)2

Express 23.43¯¯¯¯¯ in p/q form, where p, q are integers and q ≠ 0.


Let ‘a’ be a non-zero rational number and ‘b’ be an irrational number. Is ‘ab’ necessarily an
irrational ? Justify your answer with example.

Let x and y be a rational and irrational numbers. Is x + y necessarily an irrational number? Give
an example in support of your answer.

Short Answer Type 2

Represent √3 on the number line.

Represent √3.2 on the number line.

Express 1.32 + 0.35 as a fraction in the simplest form.

Find the square root of 10 + √24 + √60 + √40.

If x = 9 + 4√5, find the value of √x – 1/ root of x.

If x = 1/√5−2 , find the value of x3 – 32 – 5x + 3

Evaluate:

Long Answer Type

If x = √p+q + √p-q / √p+q − √p-q, then prove that q2 – 2px + 9 = 0.

If a = 1 / 3−√11 and b = 1/a, then find a2 – b2

Simplify:

Prove that:

Find a and b , if

Extra Questions HOTS

If xa = y, yb = z and zc = x, then prove that abc = 1.


Prove that:

Show that:

Extra Questions Value Based (VBQs)


Sudhir and Ashok participated in a long jump competition along a straight
line marked as a number line. Both start the jumps one by one but in
opposite directions. From ‘O’ Ashok jumps one unit towards the positive
side while Sudhir jumps double in units as Ashok jumps, along negative
side. After jumping 4 jumps each, at which point Ashok and Sudhir
reached. What is the distance between their final positions ? Ashok argue
that he is the winner since Sudhir is at negative side. Who do you think is
winner and why? What is the value of the competition ?

Manu went to his mathematics teacher and asked him “Sir, I want some
chocolates to distribute among my classmates for my birthday but I have no
money. Can you provide me some chocolates”. Teacher told Manu, I am
giving you two numbers 1/3+2√2 and 1/3−2√2 and if you can find the
value of sum of their squares, then I will provide you as many chocolates
as the resulting value of sum of squares of given numbers. Find the
number of chocolates. What value is depicted from this action?

You might also like