Foreword

Enthusiasm, zeal, anxiety, anguish, frustration...

Words rarely used by competent adults in ordinary life, stream forth when people
are asked to describe feelings evoked by Mathematics. It is strange that Mathe-
matics, which is thought to be a rational subject, should elicit such emotion-laden
language.

This book has been compiled keeping in mind the student’s need to
understand the concept and to reinforce it in a gradual manner. Most of us do re-
alize that practice makes a man perfect and to avoid the above said anxiety and
anguish it befits us to put in enough hours of work as drill and practice to achieve
excellence.

The very idea of reinforcement of concepts and practice of questions from

previous examinations have been kept foremost before making the assign-
ments. A synopsis at the beginning of each chapter helps you
recall the chapter at a glance.

A successful completion of the assignments will be very beneficial as it will help

you to tackle any question with confidence and clarity.

Design and Conceptualization by

Anubha Kalra
Sr. Supervisor ICT

Content Development by
Ms. Neetika Thakur & Ms. Ameena Soni
RnR Mathematics Department

Graphic Designing by
Mohamed Fareeth
ICT Department

2
The questions under each section have been categorized into

HAD AN IDEA - Conceptual

NEARLY THERE - Understanding

NAILED IT! - Application

VALUE BASED

CHALLENGE YOURSELF!!

MONTH-WISE SYLLABUS
S.NO CHAPTERS MONTH PAGE NUMBER

1. Rational Numbers April 6

2. Visualising Solid Shapes April 19

3. Mensuration April 31

4. Squares and Square Roots May 39

5. Cubes and Cube Roots May 50

6. Algebraic Expressions June 60

7. Data Handling June 68

8. Question Papers - 83

9. Learning Outcome - 102

10. PAT - 118

3
 TIME MANAGEMENT FOR TERMINAL EXAM
TYPE OF QUES- TIME TAKEN MAXIMUM TIME TAKEN FOR EACH SEC-
TION =
TION
(No. of Ques. × Max.Time taken)
Reading + Writing Time Total Time
Comprehending-
Time
1 Mark 30 sec + 1 min 30 sec 2 minutes 4 × 2 = 8 minutes
Section A
2 Mark 30 sec + 30 sec 2 min 3 minutes 6 × 3 = 18 minutes
Section B
3 Mark 40 sec + 1 min 3 min 20 sec 5 minutes 7 × 5 = 35 minutes
Section C
3 Mark 40 sec + 4 min 20 sec 5 minutes 1 × 5 = 5 minutes
Section E
4 Mark 40 sec + 1 min 4 min 20 sec 6 Minutes 10 × 6 = 60 minutes
Section D
TOTAL TIME TAKEN 28 Questions = 2hr 6 min
TIME LEFT FOR REVISION 24 minutes

TIME MANAGEMENT FOR PERIODIC TEST

TYPE OF QUES- TIME TAKEN MAXIMUM TIME TAKEN FOR EACH SEC-
TION =
TION
(No. of Ques. × Max.Time taken)
Reading + Writing Time Total Time
Comprehending
Time
1 Mark 30 sec + 1 min 30 sec 2 minutes 3 × 2 = 6 minutes
Section A
2 Mark 30 sec + 30 sec 2 min 3 minutes 3 × 3 = 9 minutes
Section B
3 Mark 40 sec + 1 min 3 min 20 sec 5 minutes 2 × 5 = 10 minutes
Section C
3 Mark 30 sec + 4 min 30 sec 5 minutes 1 × 5 = 5 minutes
(2 parts)
Section E
4 Mark 40 sec + 1 min 4min 20 sec 6 Minutes 3 x 6 = 18 minutes
Section D
TOTAL TIME TAKEN 4 12 Questions = 48 minutes
TIME LEFT FOR REVISION 22 minutes
Students should keep the following points in mind:

Practice: -The more you practice writing math problems, the better.
The GOLDEN RULE to master Math is by writing.

Review:-If you have made any mistakes, you should review them and
understand where your problem-solving skills let you down.

Understand your Doubts: - Don’t skip the questions that you didn’t
understand, clear the doubts that will help you to progress to the rest of the
questions

Apply Math to Real World – As much as possible, try to apply your

knowledge in solving real life problems.

5
 RATIONAL NUMBERS

Rational Numbers

Integers

Whole Numbers

Natural Length of table =

Numbers 5¼m

3/4 of a cup

50 fils is 1/2 of a
Weight of sweets= dirham
2 ½ kg

6
 PROPERTIES OF RATIONAL NUMBERS
( Here a,b,c are rational numbers)

PROPERTY OPERATIONS

NAME ADDITION SUBTRACTION MULTIPLICATION DIVISION

Closure a+b =a rational a-b = a rational a x b = a rational a ÷ b is not a
Property number number number rational number
always

Rational Rational Rational numbers are Rational numbers

numbers are numbers are closed under are not closed
closed under ad- closed under multiplication under division
dition subtraction

Commuta- a+b = b+a a-b ≠ b-a axb=bxa a÷b ≠ b÷a

tive Addition is Subtraction is Multiplication is Division is not com-
Property commutative for not commutative commutative for mutative for Ra-
Rational for Rational Rational numbers tional numbers
numbers numbers

Associative a+(b+c ) = (a-b)-c ≠ a-(b-c) (a x b)x c = (a÷b)÷c ≠

Property a+(b+c) a x (b x c) a ÷ (b ÷ c)

Division is not
Addition is Subtraction is Multiplication is associative for
associative for not associative associative for Rational numbers
Rational for Rational Rational numbers
numbers numbers

Multiplication & DIVISION OF INTEGERS

Distributive a x (b+c) = a x (b-c) = Not applicable Not applicable
Property axb+axc axb-axc

Distributive Distributive
property of property of
multiplication multiplication
over addition over subtraction

Identity Additive identity Not applicable Multiplicative identity Not applicable

is 0 is 1

Inverse Additive inverse Not applicable Multiplicative inverse Not applicable

of rational of rational number p/
number p/q is q is q/p
(-p/q)

where a, b, c are rational numbers

7
Representation of Rational Numbers on Number Line:

Every rational Example 1:

number can be
expressed uniquely
on a number
line.

Example 2:

Rational Numbers between two rational numbers:

There lies infinite rational numbers between any two rational numbers .
For example - Find 5 rational numbers between 3/5 and 4/5

8
 1.1 PROPERTIES OF RATIONAL NUMBERS

HAD AN IDEA
1. Which property allows you to complete the calculation? 1

1 x ( 5 x 7 ) as ( 1 x 5 ) x 79
5 6 9 5 6

(a) commutative property

(b) closure property
(c) associative property
(d) distributive property

2. Match the equations in column I with the properties in column II 4

NEARLY THERE
3. Give answers to the following: 3
(i) The rational number that does not have a reciprocal.
(ii) The rational numbers that are equal to their reciprocal.
(iii) The rational number that is equal to its negative.

9
 4. Find the additive inverse of negative of 1

5. Multiplication of -9/14 by its reciprocal will give 1

a) -9/14 b) -1 c) 1 d) -14/9

6. Find the absolute value of 2

NAILED IT
7. Using appropriate properties, evaluate: 3

1.2 Representation OF RATIONAL NUMBERS on the number line

HAD AN IDEA
8. Write down the rational numbers shown in the following number lines.
2

NEARLY THERE
9 . Which point best represents the value of C divided by F on the given 1
number line ?

10
10. Let O, P and Z represent the numbers 0, 3 and -5 respectively on the number line.

Points Q, R and S are between O and P such that OQ = QR = RS = SP.

3

a) What are the rational numbers represented by the points Q, R and S ?

b) Next choose a point T between Z and O so that ZT = TO.

c) Which rational number does T represent?

1.3 OPERATIONS ON RATIONAL NUMBERS

HAD AN IDEA
11. Ramesh divides a negative integer by 0. What will be the result? 1
a) a positive rational number
b) negative rational number
c) either a positive or a negative rational number
d) not a rational number

NAILED IT
12. The teacher has 2 gallons of clay. Each child needs a gallon to make an animal. How
many children can make a clay animal? 1

13. Mani wants to find a rational number for decimal 0.789 . Which one do you think is
the correct rational number? 1
(a) (b) (c) (d)
789 789 7.89 789
100 1000 1000 10000

11
 1
14. A farmer has a field of area 49 5 ha. He wants to divide it equally among his one son
and two daughters. Find the area of each one’s share.
(ha means hectare; 1 hectare = 10,000 m2 )

44 84
a) 5 ha (b) 5 ha (c) 164000 m 2 ( d ) 166000 m2

3 2
15. Betty cut 4 m from a piece of rope 2 3 m long. Is there enough rope left for two

pieces 5 m long each? 2

6

16. On a winter day the temperature at a place in Himachal Pradesh was -160C. Convert it

C = F—32
in degree Fahrenheit ( 0 F ) by using the formula, 5 9 1
(a ) 3.3 ( b ) 3.1 ( c ) 3.0 ( d ) 3.2

17. The length of a rectangle of perimeter 64cm is 5 of its breadth. Find the area of the
3
rectangle. 1
(a) 240 sq cm (b) 150 sq cm (c) 180 sq cm (d) 200 sq cm

18. Jimmy came home and found a pizza on the table, of which one-fifth was already eaten by
his sister. He then ate one-third of the remaining pizza. Find the left-over portion of the pizza.
2

19 A train travels 1445 km in 17 hours. Find the speed of the train in km/h. 1
2 2

(a) 85 km/h (b) 75km/h (c) 67km/h (d) 78km/h

5 3
20 Sharmila walks 6 km from a point P towards East and then from there 1 8 km
towards west. Where will she be now from P? 1

(a) 0.2 km (b) 0.8 km (c) 13 km (d) 15 km

24 24

12
 1 2
21. In a bag , there are 20 kg of fruits. If 7 6 kg of these fruits are oranges and 8 3 kg
of these are apples and rest are grapes then find the weight of the grapes in the bag. 1

a) 5 1 kg (b) 4 1 kg (c) 1 5 kg (d) 3 5 kg

6 6 6 6

22 The diagram shows the wingspans of different species of birds. Use the diagram to answer
the question given below: 4
a) How much longer is the wingspan of an Albatross than the wingspan of a Sea gull?
(b) How much longer is the
wingspan of a Golden eagle
than the wingspan of a
Blue jay?

1
23. Shalini has to cut out circles of diameter 1 4 cm from an aluminium strip
3
of dimensions 8 4 cm by 1 14 cm. How many full circles can Shalini cut?
Also calculate the wastage of the aluminium strip .

13
24 One fruit salad recipe requires 1 cup of sugar. Another recipe for the same fruit salad
2
requires 2 tablespoons of sugar. If 1 tablespoon is equivalent to 1 cup, how much
16
more sugar does the first recipe require? 2

25 The following circle graph shows the five most popular snacks for people aged
20-24 years. There were 120 people in this survey.
2
a) What fractional part of people aged 20-24 years, like fruit?
b) How many people prefer chips based on the survey?

26 . George is making a picture frame. He wants the frame to be 1½ inches wide. The
picture is an 8 inch x 10 inch photo. How long should he cut the
lengths (side a and side b) of the frame? Use the diagram as a
model. 2

27. Last week, several gas stations in a neighborhood charged the same price for a gallon of
gas. The table given below shows how much gas prices have changed from last week to this
week. 3
a) Order the numbers in the table from least to greatest.
b) Which gas station has the
cheapest gas this week?

14
 1.4 Rational numbers between two rational numbers

NAILED IT
-1 2
28 A rational number lying between 5 and 5 is 1
-4 9 -2 7
(a) 10 (b) 10 (c) 15 (d) 15

-11 5
29. Find 10 rational numbers between 4 and 6 3

VALUE BASED QUESTION

30. Jimmy’s mother planted a vegetable garden in her backyard to prevent soil erosion.
The vegetable garden is in the shape of a parallelogram which has the area of 96 cm 2 and
height of 8 cm.
a) Find the base of the parallelogram.
b) Why is it important to eat vegetables?

31. Ram donated 1/6 of his salary to an orphanage, 4/15 of his salary spent on food, 1/4 of salary
on rent and electricity, and 1/20 of his salary on telephone. This month he donated Rs 5000 in Prime
Minister relief fund for Uttarakhand victims. He had Rs 3000 left with him. Find his monthly salary.
4

a) What value are being promoted ?

b) Suggest an other way by which we can help needy people.

15
 Work Well Done Work Adequately Work Requires More
And Presented Attempted Practice and Effort

Remarks: _________________________________________________________________
_________________________________________________________________________

Signature:_____________________ Date:_____________

16
WORKING SPACE

17
WORKING SPACE

18
 VISUALISING SOLID SPHERES
Plane Figure Solid Figure

A plane figure is a 2 Dimensional figure. A solid figure is a 3 Dimensional figure.

The two dimensions are along the X axis The three dimensions are along X,Y and Z axis. The
third dimension, Z axis, adds the depth.
and Y axis (Horizontal and Vertical axis ).
These figures occupy space.
These are flat figures.

Cuboid Cube
Square based pyramid

Cylinder sphere
Cone

VIEWS OF 3D SHAPES
When we see a solid object, it is not necessary that whole solid object can be seen from
one position. The view of the solid depends upon the position from where it is seen.

Three standard views are : Front view, Side view and top view

Top view

Front view Side view

19
MAPPING SPACE AROUND US is a helpful tool to locate a particular place.
It is done by drawing a map using pictures or symbols.
A map is different from a picture.
We can summarise that:

FACES , EDGES & VERTICES OF SOLID SHAPES

Most polyhedrons follow the Euler’s formula

Number of Number of
Number of
edges vertices
faces

F -E+V=

NUMBER OF FACES, EDGES & VERTICES OF DIFFERENT SOLIDS:

VERTI-
SHAPE FIGURE FACES EDGES
CES

1) Cube 6 12 8

2) Cuboid 6 12 8

20
 Square based
3) 5 8 5
pyramid

Triangular
4) 5 9 6
Prism

5) Hexagonal Prism 8 18 12

POLYHEDRONS are hollow solids in which each face is a polygon

If face(s) are curves then it is not a polyhedron. A polyhedron is named after the number
of faces it has.
 Polyhedron which has 4 faces is called a tetrahedron
Eg. triangle based pyramid
 Polyhedron which has 5 faces is called a pentahedron
Eg. triangular prism
 Polyhedron which has 6 faces
is called a hexahedron
Eg. cube,cuboid
 Polyhedron which has 7 faces
is called as heptahedron
 Polyhedron which has 8 faces
is called as octahedron
 Polyhedron which has 9 faces
is called as Enneahedron
 Polyhedron which has 10 faces
is called as
decahedron
 Polyhedron which has 12 faces
is called as dodecahedron
 Polyhedron which has 20 faces
is called a Icosahedron
21
Regular polyhedron: A polyhedron is regular if its faces are congruent regular pol-
ygons and the same number of faces meet at each vertex.

A prism is a polyhedron whose bottom and top faces (known as bases) are
congruent polygons and faces known as lateral faces are parallelograms.

(when the side faces are rectangles, the shape is known as right prism).

22
A pyramid is a

polyhedron whose base is a

polygon and lateral faces
are triangles.

10.1 Introduction

HAD AN IDEA

1 Which of the following is not a regular polyhedron? 1

a) Cuboid b) Triangular prism c) Cube d) Square prism

2 The name of the given solid is: 1

a) triangular pyramid b) rectangular pyramid c) rectangular prism
d) triangular prism

3 A heptagonal prism with 9 faces and 14 vertices has _______ edges 1

a) 19 b) 20 c) 21 d) 22

4. Rohan is looking at the famous pyra-

mids of Egypt and trying to figure out
what type of pyramids are these?
1
a) square pyramid
b) hexagonal prism
c) triangular pyramid

5 Name the Mathematician shown in the given picture and write

the formula given by him. 2

23
 NEARLY THERE
6.The net shown below can be folded into the shape of a cube. The face
marked with the letter L is opposite to the face marked with which
letter? 1
a) M b) O c) Q d) P

7. Determine the 2D shape that would be created if the 3D shapes given below were sliced
as shown.
2
A B

8. Which shapes are prisms amongst the given choices:

1

a) 1, 2, 3 b) 1, 2, 4 c) 1, 3, 4 d) 2, 3, 4

24
10. What shape cutout piece is obtained when
we cut a corner of a cube as shown in the given
figure:
1

I1. Identify the nets given below and mention the name of the corresponding solid in the
space provided. 3

10.2 VIEWS OF 3D SHAPES

12 Which of the following is the top view of
the given shape? 1

25
13. If you were looking at the 3D 14. If you were looking at the 3D
shape from the right shape from the left side, what would

15 Identify the view of the house shown in the figure below: 1

a) Side view b) Front View c) Top view d) None of the above

16. Count the number of cubes in the given shapes.

a) 8, 6 b) 8, 8 c) 10, 6 d) None of these

17. Find the number of cubes in the base layer of the

following figure. 2

10.3 MAPPING SPACE AROUND US

18 Given below is map of a town.

Based on it answer the following
question: 1
The number of hospitals in the town
are
(a) 1 (b) 2 (c) 3
(d) 4

26
10.4 FACES, EDGES & VERTICES

19. How many faces, edges and vertices does a triangular prism have? 2

20. Using Euler’s formula, find the value of unknown x, y, z, p, q, r, in

the following table. 3

21. Which of the following

shapes has a vertex. 1

10.5 POLYHEDRONS
22 A polyhedron has 20 faces and 12 vertices. Find the edges of the polyhedron. 1
a) 15 b) 20 c) 25 d) 30

27
23 Choose the correct answer: 2
a) A-i, B-ii, C-iii, D-iv b) A-ii, B-iv, C-i, D-iii c) A-ii, B-iv, C-iii, D-i d) None of these

Figure Name

A i.) Hexahedron

B ii.) Hexagonal Prism

C iii.) Square Pyramid

D iv.) Cone

24 In each of the questions, state whether the following statements are true (T) or false (F).
2

a) The other name of cuboid is tetrahedron.

b) Regular octahedron has 8 congruent faces which are isosceles triangles.
c) Euler’s formula is true for all three-dimensional shapes.

25. Match the following: 1

Figure Name

a 1. Dodecahedron

b 2. Icosahedron

c 3 Octahedron

28
 26. Fill in the blanks: 2
a) A prism with six congruent faces is known as _____________ prism.

b) A prism with hexagons for bases is called _________________

c) A prism with triangular bases is known as _________________

27. Complete
the table given
below by
putting tick
mark or cross
mark the
respective
property found
in the solids

28 Guess who am I? My name is given in the box below. Oops! Spelling of my name is jumbled
up. Try to identify it from the clues given below and write it in the blank space.

(1) I am a polyhedron with least number of faces. ________

(2) I am a prism whose all faces are square. ________
(3) Looks like marbles but have no vertex. ________
(4) I am a solid whose base is polygonal and other faces are
triangles. ________

19 VALUE BASED
Tanu is making a outline of a pentagonal based prism using straws.
a) How many straws does she need?
b) Hands on activities like these help in better understanding of the concept.
Why/Whynot?

29
 MENSURATION
AREAS OF PLANE FIGURES

Trapezium

AREA of a general QUADRILATERAL can be calculated by adding the area of two tri-
angles formed on either side of a diagonal.

AREA of Quad TRUE

= Area of ∆ETU + Area of ∆RTU
= 1/2 × TU × EF + 1/2 × TU × RS
= 1/2 × TU × ( EF + RS )
= 1/2 × Diagonal × ( h1+ h2)

30
REAL LIFE USES OF SOME 3 D SHAPES

Cube

Cuboid

Cylinder

Cone
The name cuboid
comes from “cube” and
“oid” , which means
Sphere similar to , or
resembling.

31
11.1 AREAS OF PLANE FIGURES

NEARLY THERE
1. What is the area of the largest triangle that can be fitted into a rectangle of length l units
and width w units? 1
a) Lw/2 (b) Lw/3 ( c ) Lw/6 ( d) Lw/4

2. The areas of two circles are in the ratio 49:64. Find the ratio of their circumferences.
1

3. The length of a rectangular field of perimeter 64cm is 5/3 rd of its breadth. Find the area of
the field. 2
a) 240 sq cm b) 150 sqcm c) 180 sqcm d) 200 sqcm

NAILED IT !
4. Four horses are tethered with equal ropes at 4 corners of a square field of side 70m so that
they can just reach one another. Find the area left ungrazed by the horses? 3

5. The area of a rectangular field is 48m2 and one of its sides is 6m . How long will a lady take
to cross the field diagonally at the rate of 20m/min 3

11.2 AREA OF TRAPEZIUM & SPECIAL QUADRILATERALS

NEARLY THERE
6. The parallel sides of a trapezium are 9 cm and 15 cm . If the area is 96 cm 2 then its
height is _______ cm. 1

7. If the area of a rhombus is 336cm2 and one of its diagonals is of length 14 cm, then
find the perimeter of the rhombus 2

32
8. The diagonal of a quadrilateral is 30m in length and the length of the perpendiculars to it
from the opposite vertices are 6.8m and 9.6m. Find the area of the quadrilateral.
2

9. Calculate the area of 4

(a) trapezium ACDE.
(b) parallelogram ABDE.
(c) triangle BCD.

NAILED IT !
10. George is making a picture frame. He wants the frame to be 1½ inches wide. The dimen-
sions of picture are 8 inches x 10 inches. What is the area of the frame? 3

11.3 3-DIMENSIONAL FIGURES

HAD AN IDEA

11. If the dimensions of a cuboid are 3cm, 4cm, and 10cm, then its surface area is: 1
a) 82cm2 b) 123cm2 c) 164cm2 d) 216cm2

12. Find the length of the longest pole that can be put in a room of dimensions
11m × 10m × 6m. 2

33
NEARLY THERE
13. Reema wants to paint four walls of a room. How much area will she paint? 1
a) 2h(l+b) b) 2b(l+h) c) 2(lb+bh+lh) d) 2l(b+h)

14. The volume of a cube is 64 cm2 . Its surface area is 2

a)16 cm2 b ) 64 cm2 c ) 96 cm2 d ) 128cm2

I5. If the volume of a room is 792 m3 and the area of the floor is 132m2 , find the height of the
room. 3

16. Find the volume of the cuboid whose breadth is half of its length and height is double the
length 3

17. A rectangular sheet of dimension 44cm × 16 cm is to be formed into a hollow cylinder by

rolling it along its length . Find the radius and volume of the cylinder. 3

18. The curved surface area of a cylinder is 4400 cm2 and the circumference of its base is 110
cm. Find the height and radius of the cylinder. 3

NAILED IT !
19. What will be the change in the volume of a cube when its side becomes 10 times the
original side ?
a) volume becomes 1000 times b) volume becomes 10 times
c) volume becomes 100 times d) volume becomes 1/1000 times

34
20. The dimensions of a godown are 40m, 25m and 10m. If it is filled with cuboidal boxes
each of dimensions 2m ×1.25m × 1m, then the number of boxes will be 2
a) 1800 b) 2000 c) 8000 d) 4000

21. The ratio of radii of two cylinders is 1:2 and heights are in the ratio 2:3
The ratio of their volumes is 3
a) 1:6 (b) 1:9 (c) 1:3 (d) 2:9

22. External dimensions of a wooden cuboid are 30cm × 25cm × 20cm. If the thickness of
wood is 3cm, find the volume of the wood contained in the cuboid . 3

23. The paint in a container is sufficient to paint an area of 9.375 m 2 . How many bricks of
dimensions 22.5cm × 10cm × 7.5cm can be painted out of this container? 4

24. A cylindrical roller is of length 120cm and diameter 84cm. It takes 500 complete
revolutions to level a playground . What is the area of the playground? 3

35
25. Water flows from a tank with a rectangular base measuring 80cm by 70cm into another
tank with a squarebase of side 60cm. If the water in the first tank is 45cm deep , how deep
will it be in the second tank. 3

VALUE BASED

26. Mohan helps a blind man to walk in a trapezium shaped park whose one of the parallel
sides is twice of the other. If the area they walk together is 9450 m2 and the perpendicular
distance between the two parallel sides is 84m, then find the length of the longer of the
parallel sides. 4
What values are shown by Mohan ?

Work Requires More

Work Well Done Work Adequately
Practice and Effort
Attempted
And Presented
Remarks: _________________________________________________________________
_________________________________________________________________________

Signature:_____________________ Date:_____________

36
WORKING SPACE

37
WORKING SPACE

38
 SQUARES AND SQUARE ROOTS
SYNOPSIS

Sum of first n odd numbers = n2

39
 FINDING SQUARE ROOT using:
1 2
•Division Method
Prime
Factorisation
Method

40
 6.1 INTRODUCTION (Properties and Patterns)

HAD AN IDEA
1. Sam has to find the square of an even number from the numbers given below.
Help Sam!
(a) 144 (b) 169 (c) 441 (d) 625 1 mark)

2. A perfect square can never have the following digit at unit’s place (1 mark)
(a) 1 (b) 6 (c) 5 (d) 3

3. A perfect square number having n digits where n is even will have square root with
(1 mark)
(a) n + 1 digit (b) n/2 digit (c) n/3 digit (d) n+1/2

4. Which among 432, 672, 522, 592 would end with the digit 1? (1 mark)
(a) 432 (b) 672 (c) 522 (d) 592

5. Nathan is facing a problem of finding the square root of the sum of

1 + 3 + 5 + 7+ 9 + 11 + 13 without actually adding them, Help him to find it.
(1 mark)

6. In what way can Justin write 100 as the sum of consecutive odd numbers? (2 marks)

7. Arrange the following numbers in the ascending order: (2 marks)

2
0.16, , (0.16) , 0.016

8. 13 and 31 is a square pair of numbers such that their squares 169 and 961 are also mirror
images of each other. Can you find two other such pairs? (3 marks)

41
9. Jimmy’s sister has a coin collection box whose top is square in shape and has a
perimeter of 332 metres. Find its area. (3 marks)

NEARLY THERE

10. Ben wants to make a triangular board in which he needs the longest side to be 10m.
What should be the other sides of the board? (1 mark)
a)5, 4 b) 3, 4 c) 6, 8 d) 5, 8

11. The sum of first n odd natural numbers is (1 mark)

(a) 2n + 1 (b) n2 (c) n2 – 1 2
(d) n +1

12. Tom is trying to divide a rectangular room having dimensions 12m length and 5m
breadth, diagonally. What should be the length of the tape required along the diagonal?
(a) 15 m (b) 16 m (c) 14 m (d) 13 m (1 mark)

13. Given that 4096 = 64 , the value of 4096 + 40.96 is (1 mark)

(a) 74 (b) 60.4 (c) 64 .4 (d) 70.4

14. Kane and Keith are confused over the number of natural numbers lying between 1002
and 1012. Help them find the correct number. (1 mark)
(a) 1000 b) 200 c) 202 d) 1002

15. Express 196 as the sum of odd natural numbers. (3 marks)

42
NAILED IT !
16. Lalit has some chocolates. He distributed these chocolates among 13 children in such a way
that he gave one chocolate to first child, 3 chocolates to the second child, 5 chocolates to the
third and so on. Find the number of chocolates Lalit had. (1 mark)
(a)200 (b) 225 (c)169 (d) 150

17. Eric is trying to find the side of a square which has a length of its diagonal 10 cm.
(2 marks)

5  (1 )
1
3
2
+ (12 2 ) 3
+ 2 3 + 33 2
18. Evaluate the following: a) b) (4 marks)

19. Kate wants to find the value of x in the following equation (4 marks)
1369 + 0.0615 + x = 37.25

20. Rahul walks 12 m north from his house and turns west to walk 35 m to reach his friend’s
house. While returning, he walks diagonally form his friend’s house to reach back to his house.
What distance did he walk while returning? (4 marks)

6.2 FINDING THE SQUARE OF A NUMBER

NEARLY THERE

21. Can you help Reena find the value of (1 mark)

43
22. The smallest number by which 162 should be multiplied to make it a perfect square is
(a) 4 (b) 3 (c) 2 (d) 1 (1 mark)

23. Help Frank to find the smallest square number which is divisible by each of the numbers
6, 8, 9 (1 mark)
(a)36 (b) 144 (c) 100 (d) 196

24. Find the value of x in Pythagorean triplet (6, 8, x). (1 mark)

25. Helen wants to add the least possible number to 4931 to make it a perfect square. What
would this number be? (2 mark)

26. Tim and Tom are trying to find the least number which is a perfect square and which is
also divisible by 16, 18 and 45. (3 mark)

27. Find the smallest square number that is divisible by 8, 12, 15 and 20. (4 marks)

NAILED IT !
28. Ram measures the boundary of his square garden as 96m. If he has to lay grass in it how
much area would be covered? (3 marks)

44
29. Find the side of a square garden which has an area equal to the area of the rectangu-
lar garden having sides 6.4m and 2.5m. (3 marks)

30. The product of two numbers is 7260. If one number is 15 times the other number, find the
numbers. (3 marks)

6.3 SQUARE ROOTS

HAD AN IDEA
31. If (2x9) (2x9) = 324 then square root of 324 is (1 mark)
(a) 2 (b )9 (c) 18 (d) 29

32. Which letter best represents the location of 25 on a number line (1 mark)
(a) A (b) B (c) C (d) D
.
33. Find the square root of the total number of rings in the painting.
(1 mark)

NEARLY THERE
34. A square board has an area of 144 square units. How long is each side of the board? a)11
units (b) 12 units (c ) 13 units (d ) 14 units (1 mark)

35. A square shaped cover glass used for microscopes has an area of 0.0064 cm 2 . The length
of the side of the coverslip will be (1 mark)
a) 0.8 b) 0.008 c) 0.08 d) 0.0008

36. A society collected Rs 62500. Each member contributed as many rupees as there were
members. Find the number of members of the society. (1 mark)
(a) 150 (b) 125 (c) 200 (d) 250
45
37. In a basket there are 1250 flowers. A man goes for worship and puts as many
flowers as there are temples in the city. Thus, he needs 8 baskets of flowers.
Find the number of temples in the city. (4 marks)

NAILED IT !
38. The speed of tsunami in meters per second can be calculated as r=
where d is the water depth in meter. Suppose the water depth is 6400 m , Calculate the speed
of the tsunami. (1 mark)
(a) 246.9 (b) 264.9 (c) 249.6 (d) 296.4

39. The area of a square lawn is 1296 sq.m. Find the cost of fencing the lawn at the rate of
Rs. 200 per m. (2 marks)

40. In a school a P. T. teacher wants to arrange 2000 students in the form of rows and col-
umns for P.T display. If the number of rows is equal to the number of columns and 64 stu-
dents could not be accommodated in this arrangement. Find the number of rows.
(3 marks)

41. Mr. Bannerji has a square garden behind his house. He wants to put a railing all around it
to keep away the stray animals. If the area of the garden is 1831.84 m2 then find the length of
the railing required. (3 marks)

46
VALUE BASED

1. A cooperative society plans to plant saplings in a garden in such a

way that each row contains as many saplings as the number of rows.
But in doing so 19 saplings are left over out of a total of
3500 saplings.

(i) Find the number of saplings in each row.

(ii) Which values are promoted by the cooperative society?

2. Mr. Shah runs a Meditation and Yoga Centre on no profit – no loss

basis.. On a particular occasion, he books a square ground whose area
is equal to the area of the rectangular field of dimensions 27m x 75m.

(i) Find the side of the square ground.

(ii) Which values are reflected by Mr. Shah?

CHALLENGE YOURSELF
Find the square of 2357 by diagonal method.

47
 Work Well Done Work Adequately Work Requires More
And Presented Attempted Practice and Effort

Remarks: _________________________________________________________________
_________________________________________________________________________

Signature:_____________________ Date:_____________

WORKING SPACE

48
WORKING SPACE

49
 CUBES AND CUBE ROOTS

thrice

50
 Perfect Cubes and Cube Roots

Squares and Cubes

Similarities
• All side congruent
• All angles 90 degrees

Differences
• Square is 2 dimensional.
• Cube is 3 dimensional

51
7.1 INTRODUCTION

HAD AN IDEA
1. Which of the following numbers will become a perfect cube when we divide the number
by 5? (1 mark)
(a) 12800 b) 10985 c) 7290 d) 50000

2. Observe the given pattern and fill in the blanks: (3 marks)

(3)3 = 27 = 27  1
(6) 3 = 216 = 27  8
(9) 3 = ------ = 27  27
(12) 3 = 1728 = 27  64
(15) 3 = 3375 = 27  ------
-------- = 5832 = 27  256

NEARLY THERE
3. The only 3-digit whole number which is both a perfect square and a perfect cube is:
(1 mark)
a) 125 b) 216 c) 512 d) 729

4. By which number 900 must be multiplied so that it is a perfect cube: (1 marks)

5. By what least number should 4000 be divided so as to obtain a number which is a

perfect cube? (1 mark)
a) 8 b) 4 c) 12 d) 6

6. Find volume of a cube, each of whose edges measures 3.8cm. (3 marks)

7. Find the smallest number by which (i) 3087 (ii) 7803 must be multiplied to obtain
a perfect cube. (3 marks)

52
8. Find whether 53240 is a perfect cube or not. If not, then find by which number 53240 be
divided so that the result is a perfect cube. (4 marks)

NAILED IT !
9. Find: 33 +33 +33 =? (1 mark)
a) 34 b) 93 c) 39 d) 27

10. The least number that must be subtracted from 69 in order to make it a perfect
cube is (1 mark)
a) 42 b) 9 c) 5 d) 3

11. Tina makes a cuboid of side 4 cm, 2cm and 8 cm. How many such cuboids will be needed
to form cube. ( 3 marks )

7.2 CUBES

HAD AN IDEA
12. The volume of a cube whose edges measure 2.5cm each: (1 mark)
a) 15.625cm3 b) 6.25cm3 c) 156.25cm3 d) 1.5625cm3

13. Which of the following are the cubes of even numbers? (1 mark)
a) 343 b) 125 c) 216 d) 729

NEARLY THERE

14. (3 2
+ 42 )
3
= ? ( 1 mark)
a) 25 b) 125 c) 175 d) 225

15. The whole number whose cube is the least 3-digit number is: (1 mark)
a) 6 b) 5 c) 4 d) 3

53
 4
16. Cube of 11 is: (1 mark)

16 64 64 16
a) b) c) d)
121 1331 121 1331

17. Find volume of a cube, each of whose edges measures 3.8cm (2 marks)

NAILED IT !
18. The largest four digit number which is a perfect cube is: (1 mark)
a) 9999 b) 9261 c) 8000 d) 9899

7.3 CUBE ROOTS

HAD AN IDEA
19. The volume of a cubical box is 64m3.The length of its side will be: (1 mark)
a) 2m b) 8m c) 4m d) 3m

20. Cube root of 1331 is: (1 mark)

a) 11 b)10 c) 13 d) 21
21. The cube root of an odd number is always an (1 mark)
a) an even number b) a prime number c) an odd number
d) sometimes an even and sometimes odd number.

22. Cube root of 2724 is (1 mark)

a) 12 b) 13 c) 14 d) 15
23. The volume of a cube is 343 cm3. Find the measure of its edge. (2 marks)

54
24. Volume of a cube is 2197000 cubic cm. Find its side. (3 marks)

NEARLY THERE
25. Evaluate ∛(8×64). (1 mark)

26. The cube root of (-63 × -73) is: (1 mark)

3
0.512 3
1000
27. If x
= , then the value of x is: (1 mark)
a) 0.8 b) 0.08 c) 0.008 d) 80

28. The volume of a cubical box is 17.576 m3. Find the length of its edge. (2 marks)

29. Find the value of ∛448 × ∛392. (3 marks)

30. A cubical box of volume 15625 cubic cm is put in a cubical store of side 2.5m.
i) How many such boxes can be put in the room? (4 marks)
ii) What is the dimension of the box?

NAILED IT !
31. ∛(2197 / 125) =? (1 mark)
a) 13/5 b) 12/5 c) 22/5 d) 14/5

55
32. The value of (1 mark)
a) 30 b) 40 c) 20 d) 50

33. Find the cube root by estimation method: (2 marks)

a) 17576 b)12167

34. If the prime factorization of 8000 is 2×2×2×2×2×2×5×5×5 then what is its cube root?
(2 marks)

35. A metallic cuboid measuring 4cm× 6cm× 9cm is melted and formed into a cube.
Find the side of the cube (length of its edge). (4 marks)

36. Three numbers are in the ratio 2:3:4. The sum of cubes is 33957. Find the
numbers. (4 marks)

56
VALUE BASED

37. Students of a school are surveyed, and it was found that 1188 believe in honesty and
punctuality.
(i) Is 1188 a perfect cube?
(ii) If not, by which smallest number it should be divided so that the quotient is a
perfect cube?
(iii) Which value (honesty or punctuality) do you prefer the most and why?

38. To collect rain water, Maria made a cubical tank which can hold 91125 m 3 water. She
uses this water for watering the plants of her garden.
(i) What is the height of the tank?
(ii) What value is shown by her in promoting collection of rain water?

CHALLENGE YOURSELF!!!

39. The number 30 has the divisors 1, 2, 3, 5, 6, 10, 15 and 30.

Number of divisors of 1 = 1;
Number of divisors of 2 = 2 ( 1,2);
Number of divisors of 3 = 2 (1,3);
Number of divisors of 5 = 2 (1,5);
Number of divisors of 6 = 4 (1,2,3,6);
Number of divisors of 10 = 4 (1,2,5,10);
Number of divisors of 15 = 4 (1,3,5,15);
Number of divisors of 30 = 8 (1,2,3,5,6,10,15,30)
So, 13 + 23 + 23 + 23 + 43 + 43 + 43 + 83 = (1 + 2 + 2 + 2 + 4 + 4 + 4
+ 8)2 = (27)2 = 729

Observe the above pattern and try for at least 3 such numbers.

57
 Work Well Done Work Adequately Work Requires More
And Presented Attempted Practice and Effort

Remarks: _________________________________________________________________
_________________________________________________________________________

Signature:_____________________ Date:_____________

WORKING SPACE

58
WORKING SPACE

59
 ALGEBRAIC EXPRESSIONS
An ALGEBRAIC EX-
PRESSION is a mathe-
matical expres-
sion which consists
of any combination
of numbers , varia-
bles and operations.
Eg. 10,
x,
y-4,
7t3 + 2 t2 - t

Monocycle Bicycle Tricycle

If the variable do not have the
same powers, the terms of the
Unlike Terms expressions are called unlike
terms.

TYPES OF ALGEBRAIC EXPRESSIONS ON

BASIS OF NUMBER OF TERMS

60
 Addition and Sub-
traction of Algebraic

MULTIPLICATION OF ALGEBRAIC EXPRESSIONS

Any two algebraic expressions can be multiplied by this method of multiplying each term of one expression with
each term of the other, in an order.

An Algebraic Identity is
an algebraic equation
which is true for all val-
ues of the variable oc-
curring in it. An identity
helps in:
Making our calcula-
tions simple

61
 9.1 INTRODUCTION

HAD AN IDEA
1. Which of the following names is true for the expression 3x2 + 5(4x2 – y) : 1
a) monomial b) binomial c) trinomial d) quadrinomial

2. State whether the given terms are like or unlike: 3

x , -5x ; 5t, 7r ; -3xy, 8yx ; 1,64 ; 2a2b , 2ab2

NEARLY THERE
3 The coefficient of p2 in ( 6q -5r +3 p)(-6r – 4p) is 1
a) -12 b) -30 c)-15 d) -24

4 Identify each term and write factors of each term in the algebraic expression (4p – 5p2q3 )
3

5 The reciprocal of (x-y) is z . If z = 11 , y = -3 then what is the value of x? 2

9.2 ADDITION AND SUBTRACTION OF ALGEBRAIC EXPRESSIONS

NEARLY THERE
6 In its simplest form, 2x (1 – 3y) - x (y – 3) is _________ 1
a) 5x + 7xy b) -5x - 7xy c) 5x - 7xy d) -5x + 7xy

7 Simplify the expression t(t-3) + 5 for t = -1 1

a) 3 b) 9 c) 5 d) 6

62
8 How much larger is 9x2-3y2 than 3x2-2y2 ? 1
2 2 2 2 2 2
a) 0 b) 6x -y c) 12x -y d) 6x +5y

NAILED IT
9 Subtract (x2 - y2x) from (y2x + x2 ) 1
a) 2y2x b) x2 c) 0 d) -2y2x

9.3 MULTIPLICATION OF ALGEBRAIC EXPRESSIONS

HAD AN IDEA
10. Write the quotient and remainder when we divide (x3 -4x2 +2x + 5) by (x-2) 3

11. Divide 3x2 +12x +1 by x-1 and verify by division algorithm 4

NEARLY THERE
12. Find the product of (-2 ) and (3a2 –ab) 1
a) 6ab2 b) 6a3b c) 6a2b2 d)6ab3

13 The product : xy X ab X xy X ab X xy is ________ 1

a). 3xyab b) 3xy2ab c) (xy)3 ab3 d) (xy)3(ab)

14 If a = x+4 , b = 9-x , c = x then find the value of 2a-b-3c 2

63
21. If a2 + = 11 , then what is the value of ? 3

22 If 16 x2 + (a-1 ) xy + 25y2 is a perfect square, then what is the value of a? 2

23 Find ‘a’ if 24a = 992 – 872 2

NAILED IT
24 . (x+3y)2 + (x-3y)2 is 1
2 2 2 2 2 2
a) 2x +18y b) 2x –18y c) 2x +18y -12xy
2 2
d) 2x +18y +12xy

25. Find the side of a square of area (16x2-8x +1 ) square units 1

a) 4x+1 b) 2x-5 c) 4x-1 d) 5x-3

26 If 2x = 3y = 4z = 12 ,find the value of x2 + y2 +z2 2

27 If x + y = 8, xy =6 ,find the value of x2 + y2. 2

28 Simplify 3

64
VALUE BASED

29. A man bought a square plot of land. He decides to build the house at one corner in a
rectangular patch of length one third of the side of the plot and breadth one fourth of the
side of the plot .He decides to leave the remaining area for planting trees. If the area in
which the house is built is 75square meters then find the side of the square plot .
Also mention the value shown by the man. 4

CHALLENGE YOURSELF !!!

30. The following pattern made from dots represent triangle numbers

1, 3, 6, 10, 15, ……… are known as triangle numbers

If nth triangle number is denoted by n , then the number of dots re-
quired to make the nth triangle number is given by what expression?

65
 Work Well Done Work Adequately Work Requires More
And Presented Attempted Practice and Effort

Remarks: _________________________________________________________________
_________________________________________________________________________

Signature:_____________________ Date:_____________

WORKING SPACE

66
WORKING SPACE

67
 DATA HANDLING
Set of observations collected to get some information is called as data
Eg.
 Runs scored by each cricketer of the team during a match.
 Temperature of a city for each day of a year
 Marks of all the students of a class in a recent Math class test

Bar Graphs
Favourite colour of a class of 45 students
Scale
Scale
On Y axis, 1 unit = 5 students

The quanti-
15
ty
No. of Students

represented
on the The quantity
10 represented
vertical axis
should be on the hori-
zontal

Red Green Yellow Blue

Colours
The bar graph uses bars to represent the data

68
 Pictograph
Number of ice creams sold by some students in carnival

pictures /
A Pictograph symbols
has a title

A pictograph
A Pictograph
has a key to
has labels for
indicate what does
pictures / symbols
Pictograph uses pictures to represent the data

Using a
Frequency Table

PARTS OF A DOUBLE BAR GRAPH

DOUBLE BAR GRAPH

A double bar graph is a graphical

display of information using two bars
besides each other at various heights.
The bars can be arranged vertically or
horizontally.
It is an excellent method to compare
two quantities for the same group.

69
 in the park 1

5
Bar Graphs made for a Scale:
grouped data is called as a On Y axis, I unit = 2 trees

Histogram.

Histogram consists of bars 4

of uniform length such that 3 2
there are no gap between
the bars. 1—Title , 2— X axis and the name of the quantity shown

3— Y axis and the name of the quantity shown

4— Scale 5— Bars

PROBABILITY OF AN EVENT
CIRCLE GRAPH (Pie Chart)
is the chance for that event to hap-
Quantities sold per day by a bakery in Dubai Mall
pen.

1 Its value is either 0 or 1 or lies be-

10% 4
tween 0 and 1.
2 33% 22% 0 P(E) 1

3
35%
Probability of a sure event is 1

Probability of an impossible event

1 – Title
is 0
2 – Sectors into which the circle is divided
3 - % represented by the sector 4 - Index Probability of an event that may or
maynot happen lies between 0 and
1

Example—In a
throw of a die,
there are 6 possible Probability of getting any number
outcomes— ( 1, 2, 3, 4, 5 or 6) on a throw of a
1 , 2, 3, 4, 5 or 6 die is 1/6

70
5.1 Recap of Graphs and Charts

HAD AN IDEA
1. The number of times a particular observation occurs in a set of data is
known as its
1
a) Range b) class-size c) frequency d) class- interval

2. The range of the data– 9, 8, 4, 3, 2, 1, 6, 4, 8, 10, 12, 15, 4, 3 is 1

a) 15 b) 14 c) 12 d) 10

5.2 Histogram

HAD AN IDEA
4. 1

a)8 b) 5 (c) 4 (d)10

5. Each group of a grouped frequency distribution is 1

a) Class-limit b) class-size c) Class-interval d) class-mark

6 The difference between upper and lower class limits of a group is called 1
a) Class-limit b) class-size c) Class-interval d) class-mark

7 The mid-value of a class-interval is called its 1

a) Class-limit b) class-mark c) class-width d) range

8 In the class interval 250 – 275, 250 is known as the 1

a) upper limit b) lower limit c) class mark (d) range

71
NEARLY THERE
9.The fourth class interval for a grouped data whose first and second class intervals are
10 –15 and 15 –20 respectively is 1
a ) 30 –35 b ) 25 –35 c) 40 –45 d ) 25 –30

10.The following is the distribution of weights (in kg) of 32 persons: 2

Number of
Weight (in kg)
persons
40-45 4
45-50 4
50-55 13
55-60 6
60-65 5
a) What is the upper limit of 55-60?
b) Find the class-mark of the classes : 40-45, 50-55 and 60-65

11. The histogram given below shows the marks obtained by students of class VIIIA in a test.
3
 What is the class-size ?
 Which class-interval has the maximum number of students ?
 How many students scored less than 30 marks

NAILED IT

12. The following data represents the daily incomes (in Rs) of 50 workers of a
factory Draw a histogram to represent the below data

72
 Daily Income
140-160 160-180 180-200 200 - 220
(in Rs)
No. of workers 25 10 5 10

5.3 Pie Chart

HAD AN IDEA
13 In a pie chart, the total angle at the centre of the circle is 1
(a) 1800 (b) 3600 (c) 2700 (d) 900

NEARLY THERE
14. The given pie chart depicts the information of
viewers watching different type of channels on TV.
Which type of programmes are viewed the most?
1
a)News b)sports
c)entertainment d)informative

15. In the given pie chart which colour received 1/5

of the votes?

73
16. The following pie chart represents the distribution of pro-
teins in parts of a human body What is the ratio of distribu-
tion of proteins in the muscles to that of proteins in the bones?
2

17. The pie chart given below shows the result of a survey carried
out to find the modes of travel used by children to go to school.
Study the pie chart and answer the questions that follow.
4
(a) What is the most common mode of transport?
(b) What fraction of children travel by car?
(c) If 18 children travel by car, how many children took part in the
survey?
(d) How many children use taxi to travel to school?
(e) By which two modes of transport are equal number of children travelling?

18. The following pie chart gives the marks scored in an

examination by a student in different subjects. If the total marks
obtained were 540, answer the following questions:
(i) In which subject did the student score 105 marks?
(ii) How many more marks were obtained by the student in
Mathematics than in Hindi? 4

74
 19 The following data represents the monthly expenditure of a family on various items:
4

Items Food House Rent Education Savings Health Others

Expenditure
12500 5000 7500 10000 5000 10000
(in ₹)
Draw a pie chart to represent the data

5.4 Probability

HAD AN IDEA

20. A die is thrown two times and sum of the numbers appearing on the die are noted. The
number of possible outcomes is 1
(a) 6 (b)11 c) 18 d) 36

21 If you try to start a bike ,what are the number of possible outcomes 1
a) 5 b) 2 c) 1 d) 3

NEARLY THERE
22 If you toss a coin once , what is the probability of getting a head? 1

a) ½ b) ¼ c) 0 d) 1

23 The probability of getting a multiple of 2 when a die is thrown once is 1

a) 1/6 b) 4/2 c) 1/3 d) 4/8

24 Which of the following is not a random experiment? 1

(a) Tossing a coin (b) Rolling a dice
(c) Choosing a card from a deck of 52 cards
(d) Throwing a stone from a roof of a building

75
 HAD AN IDEA

25. In a bag there are 4 green apples and 2 red apples. What is the probability of getting
2
a)A red apple
b) A yellow apple

26 In a school, only 3 out of 5 students can participate in a competition. If one student is

selected at random then what is the probability that the student selected is not partici-
pating? 1
a) 0.65 b) 0.4 c) 0.45 d) 0.6

27 If you have a spinning wheel with 3 green sectors, 1 blue sector and 1 red sector,
2
a) What is the probability of getting a green sector?
b) What is the probability of getting a non-blue sector?

28. Rohan and Shalu are playing with 5 cards given below. What is probability of Rohan
picking a card without seeing, that has number 2 on it? 1

29. Numbers 1 to 10 are written on ten different slips (one number on one slip), kept in a
box and mixed well. One slip is chosen from the box without looking into it. What is the
probability of 3
i) Getting a number 6
ii) Getting a number less than 6
iii) Getting a number greater than 6

76
NAILED IT !
30. An urn contains 4 red balls and 2 yellow balls. (The balls are identical in all respect other
than the colour) .A ball is drawn from the urn without looking into the urn. What is the
probability of getting a red ball.? Is it more or less than getting a yellow ball ?

VALUE BASED
Given below is a pie chart citing the reason giv-
1. Lifting
en by people who had injured their lower back.
2.Twisting
A total of 600 people were surveyed. Study
3. Bending
the pie chart and answer the questions given:
4. Pulling
4
5. Others

a) Find the number of people who injured their back while

either bending and lifting.
b) Regular exercising keeps one fit & healthy. Suggest one way of exercising for stu-
dents.

CHALLENGE YOURSELF
32 A bag contains 12 balls out of which x are black.
(i) If a ball is drawn at random, what is the probability that it will be a black ball?
(ii) If 6 more black balls are put in the bag, the probability of drawing a black ball will be
double than that of (i). Find the value of x.

77
 Work Well Done Work Adequately Work Requires More
And Presented Attempted Practice and Effort

Remarks: _________________________________________________________________
_________________________________________________________________________

Signature:_____________________ Date:_____________

WORKING SPACE

78
WORKING SPACE

79
CHALLENGE YOURSELF
29 Complete the following Crossword Puzzle, based on the hints given.

Across
1. Polyhedron whose lateral faces are parallelograms.
2. Prism having fifteen edges.
5. Another name for a square prism.
7. Polyhedron made up of four triangles.
9. Polyhedron made up of convex polygons.

Down
2. Polyhedron whose lateral faces are triangles.
3. In a solid shape, the line segment joining two vertices not lying on the same face.
4. A 3-D shape having no vertex.
6. A solid figure having only one vertex.
7. Number of pentagons in a pentagonal prism.
10. Point where edges of a solid shape meet.

80
 Work Well Done Work Adequately Work Requires More
And Presented Attempted Practice and Effort

Remarks: _________________________________________________________________
_________________________________________________________________________

Signature:_____________________ Date:_____________

81
WORKING SPACE

82
 ANSWER KEY
RATIONAL NUMBERS

1.1 1) c 2) A-3 , B-4 , C – 1 , D – 2 3) 0 , 1 and -1 , 0 4) 5) c

6) 7)

1.2 :— 8) -2 , 2 1 , , 9) point B 10) Q = R= S= T=

5 5

1.3 :— 11) d 12) 2 13) b 14) c 15) yes , m will be left

16) d 17) a 18) part of the pizza is left 19) a 20) c

21) b 22) m, m 23) 7 , cm 24) cup

25) ,5 26) a = 13 inches , b = 11 inches 27) b) star gas

1.4 :— 280 c 29) Any 10 numbers

Value Based :— 30) 11 m , for good health, activeness etc, 31) ₹ 30,000
Challenge yourself :— 32) 3 days

SQUARES AND SQUARE ROOTS

6.1 :— 1) a 2) d 3) b 4) d 5) c 6) First 10 odd numbers

0.16
7) 0.016< (0.16)2 < 0.16 < 8) 12 and 21 9) 6889 sq.m 10) c

11) b 12) d 13) d 14) b

15) 142 = 1+3+5+7+11+13+17+19+21+23+25+27+29+31

16) c 17) 5 2 18a) 138 269 18b) 85 184 19) 0.001 20) 37Km

6.2 :— 21) b 22) c 23) b 24) 10 25) 110 26) 3600

27) 3600 28) 576 sq units 29) 4m 30) 22,330

6.3 :— 31) c 32) c 33) 5 34) b 35) c 36) d 37) 100

38) c 39) 28,800 40) 44 41) 42.8 m

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Value Based :— 43) i) 59 ii) Any relevant value

44 i) 45m ii) Any relevant value

CUBES AND CUBE ROOTS

7.1 :— 1) b 2) 729, 125, (18)3 3) d 4) 1 5) b 6) 54.872

7a) 25 b) 5 8) No; by 5 9) a 10) c 11) 8

7.2 :— 12) a 13) c 14) b 15) b 16) b 17) 54.872 18) b

7.3 :— 19) c 20) a 21) c 22) c 23) 7 24) 130 cm

25) 8 26) 21 27) b 28) 2.6 m 29) 56 30)i) 1000 ii)25 cm

31) a 32) c 33a) 26 33 b) 23 34) 20 35) 6

36) 14,21,28

Value Based :— 37 i) No ; ii)44 iii) Any relevant value

38 i) 45m ; ii) Any relevant value

ALGEBRAIC EXPRESSIONS & IDENTITIES

9.1 :— 1) b 2) like, unlike, like, like, unlike 3) a

2 3
4) first term = 4p, Second term = -5p q , Numerical coefficient of first term = 4,

Numerical coefficient of second term = -5, 5) x =

9.2 :— 6) c 7) b 8) b 9) a

9.3 :— 10) Remainder = 1, Quotient = x2 – 2x – 2 11) Remainder = 16 ,Quotient = 3x+15

3 2
12) b 13) (xy) (ab) 14) -1
9.4 15) 3 16) 41 17) 93 18) a 19) c 20) 61
21) 52 22) 3
Value Based :— 23) 30 m , Environment awareness, Healthy attitude etc

7
3

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 DATA HANDLING

5.1 :— 1) c 2) b 3) a

5.2 :— 4) d 5) c 6) b 7) b 8) b 9) d
10) a) – 60 b) – 42.5, 52.5, 62.5 11) a) 10 b) 20-30 c) 14

5.3 :— 13) 360o 14) c 15) green 16) 2:1

17) a) bus b) ¼ c) 72 d) 6 e) cycle & walk 18) Hindi, 20

5.4 :— 20) d 21) b 22) 1/2 23) 1/2 24) d 25) 1/3 , 0
26) b 27) green sector = 3/5 , nonblue sector = 4/5 28) 2/5
29) 1/10, 1/2 , 2/5 30) 2/3 , more than yellow ball

Value Based :— 31) 402, playing outdoor games etc.

32) (i)x/12 (ii) x=3

VISUALISING SOLID SHAPES

10.1 :— 1) a 2) b 3) c 4) a 5) Leonhard Euler F + V – E = 2

6) a 7) A) – d B) – b 8) b 9) Square prism
10) Square Pyramid
11) cube, cuboid, cylinder, cone, square pyramid, triangular prism

10.2 :— 12) a 13) a 14) b 15) c 16) a 17) 6

10.3 :— 18) b
10.4 :— 19) F = 5, V = 6 , E = 9 20) x=15, y=8, z=9, p=8, q=8, r=17 21) c

10.5 :— 22) d 23) c 24) True, False, False 25) a-2 , b-3, c-1
26) square prism , hexagonal prism, triangular prism
28) Tetrahedron , cube, sphere, pyramid

Value Based :— (i) Number of straws = Number of edges = 15

(ii) engages in kinesthetic learning, creates interest etc.

85
 m2
2
m2 m m2

cm3
cm2
m2

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101
 LESSON - RATIONAL NUMBERS

Achieved Working Needs

towards reinforce-
Learning Objective
ment

I can identify closure property,

commutative property, asso-
ciative property and distribu-
tive property.
I can apply commutative pro-
perty, associative property and
distributive property to solve
the problems
I can express properties of Ra-
tional Numbers.
I can compare various types of
rational numbers using the
properties.

Teacher’s feedback:
________________________________________________________________________
________________________________________________________________________

Student’s feedback:
________________________________________________________________________
________________________________________________________________________

Next step in LearnIng:

________________________________________________________________________
________________________________________________________________________

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 LESSON- SQUARES AND SQUARE ROOTS

Achieved Working Needs

towards reinforce-
Learning Objective
ment

To express the sum of con-

secutive odds as a perfect
square and to express the
square numbers as the sum of
consecutive numbers.
To express the product of two
consecutive even or consecu-
tive even number and to com-
plete the pattern of numbers.
To apply the patterns learnt to
solve problems, also to find
the square of a number. Also
to find the member of
the Pythagorean triplet.
I can compare various types of
rational numbers using the
properties.
Teacher’s feedback:
________________________________________________________________________
________________________________________________________________________

Student’s feedback:
________________________________________________________________________
________________________________________________________________________

Next step in LearnIng:

________________________________________________________________________
________________________________________________________________________

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 LESSON- CUBES AND CUBE ROOTS

Achieved Working Needs

towards reinforce-
Learning Objective
ment

I can find the cube of any ra-

tional number

I can find the cube root of a

cube by prime factorisation

I can solve the practical pro-

blems involving cubes and
cube roots

Teacher’s feedback:
________________________________________________________________________
________________________________________________________________________

Student’s feedback:
________________________________________________________________________
________________________________________________________________________

Next step in LearnIng:

________________________________________________________________________
________________________________________________________________________

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 LESSON- ALGEBRAIC EXPRESSIONS AND IDENTITIES

Achieved Working Needs

towards reinforce-
Learning Objective
ment

I understood the meaning and

methods of identification of
various terms used to form al-
gebraic expression.
I can explain the methods of
identification of different types
of polynomials.
I can express, apply and exa-
mine all mathematical opera-
tions while solving
I understood the meaning of
the word ‘identity’ and am
able to identify all four square
identities.
I can apply, explore and en-
hance the application of iden-
tities in realfeedback:
Teacher’s life situations.
________________________________________________________________________
________________________________________________________________________

Student’s feedback:
________________________________________________________________________
________________________________________________________________________

Next step in LearnIng:

________________________________________________________________________
________________________________________________________________________

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 LESSON- LINEAR EQUATIONS IN ONE VARIABLE

Achieved Working Needs

towards reinforce-
Learning Objective
ment

I can understand the concept

of an equation
I can find the difference bet-
ween an expression and an
equation
I can convert the given state-
ment into mathematical state-
ment and vice versa
I can solve the linear equations
and can connect it to the real
life situations.

Teacher’s feedback:
________________________________________________________________________
________________________________________________________________________

Student’s feedback:
________________________________________________________________________
________________________________________________________________________

Next step in LearnIng:

________________________________________________________________________
________________________________________________________________________

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 LESSON-PLAYING WITH NUMBERS

Achieved Working Needs

towards reinforce-
Learning Objective
ment

I can define the concept of va-

riation

I can define direct and indirect

variation
I can solve the problems under
direct variation
I can recognize inverse pro-
portion
I can evaluate problems under
inverse proportion

Teacher’s feedback:
________________________________________________________________________
________________________________________________________________________

Student’s feedback:
________________________________________________________________________
________________________________________________________________________

Next step in LearnIng:

________________________________________________________________________
________________________________________________________________________

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 LESSON- SQUARES AND SQUARE ROOTS

Achieved Working Needs

towards reinforce-
Learning Objective
ment

I can identify different types of

graphs and analyze the data to
know what type of graph is re-
quired.
I can organize the data in the
tabular form .
I can interpret and create the
pie chart.
I can find the probability of
events and have understood
terms random and equally li-
kely.

Teacher’s feedback:
________________________________________________________________________
________________________________________________________________________

Student’s feedback:
________________________________________________________________________
________________________________________________________________________

Next step in LearnIng:

________________________________________________________________________
________________________________________________________________________

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 LESSON- VISUALISING SOLID SHAPES

Achieved Working Needs

towards reinforce-
Learning Objective
ment

I can identify polyhedrons and

non-polyhedrons

I can identify prisms and

pyramids

I can verify Euler’s formula

Teacher’s feedback:
________________________________________________________________________
________________________________________________________________________

Student’s feedback:
________________________________________________________________________
________________________________________________________________________

Next step in LearnIng:

________________________________________________________________________
________________________________________________________________________

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SAIL-Student Assessment In Learning

Components Parameters
Understanding Work reflects understanding Work reflects Student encouraged to work

Presentation Work is very methodical and Work is fairly methodical Encouraged to be methodical

Punctuality Given task was completed on Most of the task complete Given task needs to be

Teacher’s remarks

SAIL-Student Assessment In Learning

Components Parameters
Understanding Work reflects understanding Work reflects Student encouraged to work

Presentation Work is very methodical and Work is fairly methodical Encouraged to be methodical

Punctuality Given task was completed on Most of the task complete Given task needs to be

Teacher’s remarks

SAIL-Student Assessment In Learning

Components Parameters
Understanding Work reflects understanding Work reflects Student encouraged to work

Presentation Work is very methodical and Work is fairly methodical Encouraged to be methodical

Punctuality Given task was completed on Most of the task complete Given task needs to be

Teacher’s remarks

118
119
SAIL-Student Assessment In Learning

Components Parameters
Understanding Work reflects understanding Work reflects Student encouraged to work

Presentation Work is very methodical and Work is fairly methodical Encouraged to be methodical

Punctuality Given task was completed on Most of the task complete Given task needs to be

Teacher’s remarks

SAIL-Student Assessment In Learning

Components Parameters
Understanding Work reflects understanding Work reflects Student encouraged to work

Presentation Work is very methodical and Work is fairly methodical Encouraged to be methodical

Punctuality Given task was completed on Most of the task complete Given task needs to be

Teacher’s remarks

SAIL-Student Assessment In Learning

Components Parameters
Understanding Work reflects understanding Work reflects Student encouraged to work

Presentation Work is very methodical and Work is fairly methodical Encouraged to be methodical

Punctuality Given task was completed on Most of the task complete Given task needs to be

Teacher’s remarks

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