Chapter 18 Practical Geometry (Constructions) - Combined

18
PRACTICAL GEOMETRY (Construction

ON
&1 INTRODUCTION
a . 1N 2
2s, we have learnt about the to

construction of triangles.
arliertriangle we require three measurements of sides
We have see
or angles (at
(at least one of
onstructa
1ct*de). Now a natural question arises whether four measur
sid
urements uld be
1sdraw a quadrilateral. In fact a quadrilateral has 10 elements (four sSide four
a
te
hem
ufficient
two diagonals) and to draw a quadrilateral anv five independent elemen
es a n , In
In this chapter, we will study construction of quadrilaterals.
given.
must
be
NSTRUCTiON OF QUADRILATERALS
82 ow tthat
hat
the shape and size of a polygon are defined by its elements. The elemen
know triangle is tne
Aswe te up a polygon are its sides, enclosed angles and diagonals. Adefin a triangle
It does not have any diagonal. So, the elements that
that nolygon. of any three
and three angles. It is possible to draw a triangle if the size
po
simple;three sides
ides and a construct
to
are given. In the previous class, we have learnt how
are ent elements
i n d e p e n d e n te l e m e n t s
trianglew h e n :
are given
three sides
(i) its included are given;
sides and the angle
. ) i t s two
and the included side are given;
its two angles
i) given.
and one side of a right triangle are
or,iv)thehypotenuse
i
two diagonals and its four angles.
the elements are its four sides,
quadrilateral quadrilateral if any
ease
case
of a
has ten elements. It is possible to draw a convex
indepen-
quadrilateral, six
Thus, a quadrilateral elements
To draw a
are given.
non-convex
fve independent
elements a r e
required.
quadrilateral in the
following simple
dent construct a convex
shall learn to
what follows, we
In
cases diagonal given;
are
sides and one
(i) when of four

the lengths two diagonals are
given;
sides and the
when the lengths of three are given;
(ii) sides and one angle
ii) when the lengths of
four included angles
are given;
sides and two
three
(iv) when the lengths of sides are given.
two included
(v)when three angles and DIAGONAL ARE GIVEN
ONE
SIDES AND
WHEN FOUR the quadrilateral
QUADRILATERAL consider
18.2.1 CONSTRUCTING A are given,
we
quadrilateral
of a
and a diagonal
en four sides made of two triangles: side is given.
ABCD as a figure
AC a s the
common
when diagonal side is given.

and AADC first
BD as the
common
we
aABC are given,
when diagonal one
diagonal
and
or,(i) 4 A B D and ^ BCD sides when four
ordet o draw the
quadrilateral
18.2 athematics tor Class VI
and write its dimensions alon
sketch of the quadrilateral the
araw a
n e n we
rough
divide it into two conveniently,
constructable triangles.
sides ana
examples will illustrate the
same.
Following
ILLUSTRATIVE EXAMPLES
Construct a quadrilateral ABCD in which AB =4.4 cm, BC=4

Example and BD = 6.6 cm.
cm, CD =6.4
cm, DA = 2.8 cm
Solution First we draw a rough sketch of the quadrilateral ABCD and

dimensions along the sides. ywn its
We may divide the quadrilateral ABCD into two costructible tria.
and BCD. ngles ABD
6.4 cm
6.6 cm D
4.4 cm 2 . 8c m
Fig. 18.1
Steps of Construction:
Step I Draw BD = 6.6 cm.
Step II With B centre and radius BC =4 cm, draw an arc.
as
Step I1I With D as centre and radius CD =6.4 cm, draw an

arc, to intersect the
in step 1I at C. arc draun
6.4 cm
B 6.6 cm
4.4 cm 2 . 8c m
Fig. 18.2
Step 1V With B as centre and radius BA =
4.4 cm, draw
to that ofC. an arc on the side of BD oPposite
Step V With D as centre and radius
drawn in step IV at A. AD =2.8 cm, draw another arc to intersect
arc
Step VI Join BA, DA, BC and

CD.
The
quadrilateral ABCD so obtained is the
required quadrilateral.
netry(Constructions)
P a c c aG
l sO
18.3
Example
2
Construct
= 6.5 cm.
parallelogram ABCD where AB
a
AB =3.6 cm, BC *C = 4.2 cm

and
AC
In aa parallelogram opposite sides are equal. Thus, we have uct a
Gotuion quadrilateral
wCD=3.6
AD 4.2 cm and AC = 6.5 cm. 6 3 . 6 cm, BC =4.2 cm, 6 cmn,
3.6
cm
4.2 cm
6.5 cm
A
4.2 cm 3.6cm
Fig. 18.3
S t e p so fC o n s t r u c t i o n :
Draw AC = 6.5 cm as shouwn in Fig. 18.3.

Step
With A as centre and radius AB =3.6 cm, draw an arc.
SteplI
With C as centre and radius BC =4.2 cm, draw an arec, intersecting the are
Stepl l
drawn in step II at B.
With A as centre and radius AD =4.2 cm, draw an arc on the side of AC
opposite to that of B.
With C as centre and radius CD =3.6 cm, draw another arc to intersect the
Step
arc crawn in step IV at D.
Join AB, BC, AD and CD to obtain the required parallelogram ABcD.
SepVI
Example 3 Construct a rhombus with side 4.5 cm and one diagonal 6 cm.
Solution A rhombus is a quadrilateral having al sides equal and opposite sides
parallel. Thus, we have to construct a quadrilateral ABCD whose all sides
are equal to 4.5 cm and one diagonal, say AC =6 cm. To draw this, we follow
the following steps.
Step I Draw AC = 6 cmn.
Step11 With A as centre and radius AB =

4.5 cm, draw an arc.
Step IIl With C as centre and radius CB=4.5 cm, draw an are intersecting the arc
drawn in step II at B.
Step IV With A as centre and radius AD =
4.5 cm, draw an arc on the side of AC
opposite to that of B.
Step V With C as centre and radius CD = 4.5 cm, draw another arc intersecting the
arc drauwn in step IV at D.
Step VI doin AB, BC, CD and AD to obtain
the required rhombus.
Mathematics for
18.4
ClassVII
45 cm
6 cm
4.5 cm sv wo
R
Fig.18.4
EXERCISE 18.1
2.Construct a quadrilateral ABCD in which AB = 44 cm, BC = 4 cm, CD = 64
DA =3.8 cm and BD = 6.6 cm. Cm,
2 . Construct a quadrilateral ABCD such that AB = BC =5.5 cm, CD = 4 em, DA = 63.
and AC=9.4 cm. Measure BD.= 564o cm
Construct a quadrilateral XYZW in which XY = 5 em, YZ = 6 em, ZW= 7 cm, WX= 8
and XZ = 9 cm. Cm
A. Construct a parallelogram PQRS such that PQ= 5.2 cm, PR =6.8 cm and QS 8.2 cmm. =
5.Construct a rhombus with side 6 cm and one

diagonal 8 cm. Measure the other
diagonal.
&Construct a kite ABCD in which AB =
4 cm, BC =
4.9 cm and AC 7.2 cm.
=
7Construct, if possible, a quadrilateral ABCD given AB = 6 em, BC 3.7 cm, CD =5.7 cm,
=
AD =5.5 cm and BD =
6.1 cm. Give for not
cannot.
reasons being able to construct it, if
you
8. Construct, if possible, a quadrilateral ABCD in which AB 6
CD 3 cm, AD 5.5 cm cm, BC =7 cm, =
=
and AC =11 em. Give reasons for not being able to
you cannot. (Not possible, because in construct, if
triangle ACD, AD + CD < AC).
18.2.2 CONSTRUCTING A QUADRILATERAL WHEN ITS THREE SIDES AND THE TWNO
DIAGONALS ARE GIVEN
Similar to the
previous sub-section, in this sub-section also we
into two
conveniently constructible triangles as is illustrated in thedivide the quadrilateral
following examples.
Example1 Construct
quadrilateral ABCD in which AB =5.5
a
CD=6.5 cm, AC 6.5 cm and
=
BD 7.1 cm. =
cm, AD=4.4 C
Solution Pirst we draw a
rough sketch of quadrilateral ABCD. It
rough sketch that we have is evident from tne
sufficient data to draw
triangles ADC and ABD
a lG e o m e y( O O o u U O I S
18.5
6.5 cm
6.5 cm
7.1 cm
5.5 cm
Fig. 18.5
follow
cllow the
the folle
following steps to
Wow, w e construct the required quadrilateral.
S e p so fC o n s t r u c t i o n
Ieps
Draw AC =6.5 cm.

lep
With A as centre and radius AD =4.4
cm, draw an arc.
With C as centre and radius CD =6.5 cm, draw an arc to tntersect
drawn in step II at D.
With A as centre and radius AB =5.5 cm. draw an arc on the side of A
opposite to that of D.
tBE
With centre and radius BD =7.1 cm, draw another
D as arc to intersect
Step_
arc drawn in step IVat B.
Join AD, CD, AB and CB to obtain the required quadrilateral.
Sten_V
6.5 cm
6.5 cm
5.5 cm
Fig. 18.6
cmn,
BC 2.5 cm, CD =4
=5.4
=
which AB cm,
Example 2 Construot a quadrilateral in
cm.
cm and BD =5 ABCD that w e have
AC =6.5
sketch of quadrilateral
from the rough with BC as
Solution It is evident
of triangles ABC and BCD,
sufficient data for
the construction
common side. D
4cm
5 cm
6.5cm
5.4 cm
A Fiq. 18.7
18
Mathematica for
Class VI
So, we follow the following steps of construction:
Steps of construction:
Step I Draw AB=5.4 cm.
Step II With A as centre and radius AC=6.5 cm, draw an arc.
4 cm
2.5 cm
5.4 cm
Fig. 18.8
Step III With B centre and radius

as BC=2.5 cm, draw an arc to cut the are
drawn in
step II at C.
Step V With B as centre and radius BD = 5 cm, draw an arc.
Step V With C as centre and radius CD =4 cm draw another arc cutting the anre
drawn in previous step at D.
Step VI Join BC, CD and AD to get the required quadrilateral.
EXERCISE 18.2
XConstruct a quadrilateral ABCD in which AB =
3.8 cm, BC =
3.0 cm, AD =
2.3 em,
AC=4.5 cm and BD =3.8 cm.
Constructa quadrilateral ABCD in which BC 7.5 cm, AC =AD =6 cm, CD
BD =10 cm.
=
=5 cm and
Z Construct a quadrilateral ABCD, when AB = 3 cm, CD = 3 cm, DA = 7.5 cm, AC =8 cm
and BD = 4 cm.
4. Construct a quadrilateral ABCD given AD 3.5 cm, BC
=
=2.5 cm, CD =
4.1 cm, AC 7.3=
cm and BD =3.2 cm.

Construct a quadrilateral ABCD given AD =5 cm, AB = 5.5 cm, BC = 2.5 cm, AC =7.1 cm
and BD = 8 cm.
$. Construct a quadrilateral ABCD in which BC = 4 cm, CA = 5.6 cm, AD = 4.5 cm, CD =
cm and BD =6.5 cm.
18.2.3 CONSTRUCTING A QUADRILATERAL WHEN ITS FOUR SIDES AND

ONE ANGLE ARE GIVEN
Following examples will illustrate the procedure of construction.
Example 1 Construct a quadrilateral ABCD in which AB =2.7 cm, BC =3.5
CD =4 cm, AD =6 cm and 2B = 90°.
Solution Here, four sides and one angle are given. We first draw the rough sketch
shown' in Fig. 18.9. It is evident from the rough sketch that in AABC,
sides and the included angle are given. So, we first construct AABC.
NoW
To.
also be
a /G e o m e t r y ( C o n s t r u c t i o n s ) c
C an
ACD
PracticalGe0metr
are given.
given. So, AACD
A
steps.
and CD following
AABC and AD the
is known from follow
AC quadrilateral ABCD, we
drawn. Thus, to draw the

D
4cm
90°
2.7 cm 3
A
Fig. 18.9
S t e p so f C o n s t r u c t i o n :
cm.
Draw AB =2.7
Sep Construct
2ABX = 90° cm along BA
3.5, cut off BC =3.5
Step a s centre
and radius BC =
With B
Step Join AC.
draw a n arc.
StepIY centre and radius AD
= 6 Ccm d r a w n in
to cut the
arc
With A as
an arc
Step_V draw
CD= 4 cm
With C as centre and radius
StepV step Vat D.
AD.
Join CD and
4 cm X
2.7.cm B
Fig. 18.10
quadrilateral.
is the required
obtained 4.4 cm,
BC=4.1 cm, CD
=
The quadrilateral
ABCD so
gven AB =5.6 cm,
Construct a quadrilateral ABCD
EXample2 =75°.
cm and 2A and write down its
AD =3.3 required quadrilateral
a rough sketch of the can construction of requiréd
Solution We first draw We divide the
dimensions along the sides of A ABD
(ii) Construction
(ii) of
Construction of
Construction
into two parts ().
quadrilateral
ABCD.
18.8 Mathematics for Class VI|
The following steps are used to construct the required quadrilateral.
4.4cm
D
75°
A 5.6 cm
Fig. 18.11
Step Draw AB =5.6 cm.
StepI1 Construct LBAX = 75°.
StepI1I With A as centre and radius AD=3.3 cm, cut off AD =3.3 cm along AX
Step IV Join BD.
Step V With D as centre and radius DC = 4.4 cm, draw an arc.
Step VI With B as centre and radius BC = 4.1 cm, draw an are to cut the are drawn in
step Vat C.
Join BC, CD to obtain the required quadrilateral ABCD.
4.4 Cm
75
A 5.6 cm B
Fig. 18.12
EXERCISE 18.3
Construct a quadrilateral ABCD in which AB = 3.8 cm, BC = 3.4 cm, CD 4.5 cm,
AD=5 cm and 2B = 80°.
Construct a quadrilateral ABCD, given that AB = 8 cm, BC = 8 cm, CD =10 cm,
AD =10 cm and LA = 45°.
3. Construct a quadrilateral ABCD in which AB = 7.7 cm, BC = 6.8 em, CD = 5.1 cm,
AD =3.6 cm and 2C=120°.

4. Construct a quadrilateral ABCD in which AB BC = 3 cm, AD = CD = 5 cm and
LB =120°.
5. Construct a quadrilateral ABCD in which AB = 2.8 cm, BC = 3.1 cm, CD = 2.6 cm and
DA =3.3 cm and ZA = 60°.
6. Construet a quadrilateral ABCD in which AB = BC = 6 cm, AD = DC = 4.5 cm and
LB 120
PracticalGeometry(Constructions)
18.9
ANGLES UCTION
2.4 CONSTR ARE GIVEN
OF AQUADRILATERAL wHEN ITS THREE SIDEs AND THEIR INCLUDED
Following e x a m p l e s will illustrate the
procedure.
le 1Construct
Example 1 C o n s t r u a
quadrilateral
ABCD in which AB =3.6 Cm, 5 CIm,
CD =5 cm, ZB
=125° and 2C BUo
We first draw the =80.
Solution
rough sketch of the quadrilateral and indicate on it tne
data as shown in Fig. 18.13.
5 cm
80
125°
3.6 cm B
Fig. 18.13
Because in each
We observe that the data is sufficient to draw triangles BCA and BCD.
case two sides and the included angle are given.
The side BC is common to both. This
suggests us the following steps of construction.
Draw BC =5.5 cm.
StepI At B construct ZXBC = 125°.
Step11 At C construct 2YCB = 80°, such that X and Y are on the same side of BC
Step II BX at A.
With B centre and radius AB =3.6 cm, draw an arc to intersect
Step IV as
centre and radius CD =

5 cm, draw an are to intersect
CY at D.
Step V With C as
125
80
B
Fig. 18.14
18.10 Mathematics for Class VI
Step V1 Join AD.
The quadrilateral ABCD so obtained is the required quadrilateral.
Example 2 Construct a quadrilateral ABCD given AB =6.1 cm, AD =4 cm, BC =2.5
cm, 2A =60° and B 85.
Solution First we draw the rough sketch of quadrilateral ABCD and indicate the data
on it as shown in Fig. 18.15. We observe that the given data is sufficient to
construct AABC and AABD. So, we follow the following steps of construc-
tion.
60 85
A 5.1 cm B
Fig. 18.15
Step I Draw AB=5.1 cm.
StepI Construct LXAB =60° at A.
StepIII With A as centre and radius AD =4 cnm, cut off AD =4 cm along AX.
Construct LABY = 85° at B.
Step V
Step V With B as centre and radius BC =2.5 cm, cut off BC =2.5 cm along BY.
Step VI Join CD.
60° 85
Fig. 18.16
The quadrilateral ABCD obtained is the
so required quadrilateral.
EXERCISE 18.4
1. Construet a quadrilateralABCD, in which AB = 6 cm, BC = 4 cm, CD = 4 cm, ZB-95°
and 2C=90°.
2. Construct a quadrilateral ABCD, where AB 4.2 cm, BC = 3.6 em, CD = 4.8 cm,
LB=30° and 2C = 150.
3. Construct a quadrilateral PQRS, in hich PQ = 8.5 em, QR = 2.5 cm, RS = 4.1 cm,
2Q=75° and 2R=120°.
al Geometry(Constructions)
Prgctical
Geometry 18.11
Const quadrilateral ABCD given BC

ctruct
LD=100* and 2C =95.
a
=
6.6 cm, CD = AD
cm, AD
4.4cm, == 5.6
0
cm and
struct a quadrilateral
ABCD, in which AD 3.5 cm,, AB = 4.4 cm, BC
= 4.7 cm,
A125° and ZB =120
6.
struct a quadrilateral PQRS, in which LQ=45°, LR =90; QR =5 cm, PQ = 9 cm
C o n s t r u c t
and Rs=7 cm.
1. Construct
ct a quadrilateral ABCD in which AB = BC =3 cm, ADD =5 cm, ZA =90° and
LB=105
quadrilateral
Construct a quadr BDEF, where DE = 4.5 cm, EF =3.5 cm, FB = 6.5 cm,
R 5 0 and 2E =100°.
18.2.5 CONcONSTRUCTING A QUADRILATERAL WHEN ITS THREE ANGLES AND THEIR TWo
15
NCLUDED SIDES ARE GIVEN
gallowing examples will illustrate the procedure of construction.
Example
Bxample 1 Cons
Construct a quadrilateral ABCD, where AB =3.5 cm, BC =6.5 cm, LA=75,
LB 105° and 2C=120.
Solution Let us draw a rough sketch of the required quadrilateral and write down the
given data as shown in Fig. 18.17.
120 C
75 105
A 3.5 Cm B
Fig. 18.17
We follow
now
following steps to construct the required quadrilateral.
Steps of Construction.:
SMepI Draw AB=3.5 cm.
StepII Draw 2XAB = 75° at A and 2ABY = 105°.
Step1I With B as centre and radius BC=6.5 cm, draw an arc to intersect BY at C.
StepIV At C draw ZBCZ =120° such that CZ meets
AX at D.
18.12 Mathematics for Class VII
AX
120
6.5cm
5
105
A 3.5cm B
Fig. 18.18
The quadrilateral ABCD so obtained is the required quadrilateral.
Example 2 Construct a quadrilateral ABCD given AB=5.3 em, AD=2.9 cm, 2A =70
LB =95°, LC=85°
Solution We know that the sum of the angles of a quadrilateral is 360.
LA+LB+ 2C+LD = 360°
70°+95+85°+2D = 360°
250+2D =360
LD =360°-250° 110°
110
5
V
70 95
A
5.3 cm
Fig.18.19
Let us draw a rough sketch of the required quadrilateral ABCD and write down the given
data as shown in Fig. 18.19.
We now follow the following steps of construction to construct the required quadrilateral.
Step I Draw AB 5.3 cm.
Step I AtA draw 2XAB
=70°.
StepIlI With A as centre and radius AD=2.9 cm draw an arc to cut AX at D.
Step IV At D draw LADY =110°.
Step At Bdraw LZBA =

95° so that ZB intersects YD at C.
Tactica/Geometry (Constructions) 18.13
Fig.18.20
quadrilateral ABCD so obtained is the required quadrilateral.
The q u a d r i l a t
EXERCISE 18.5
Construct quadrilateral ABCD given that AB
a =
4 cm, BC 3 cm, LA =
75°, ZB =80
1
and 2C=120°.
9. Construct a quadrilateral ABCD, where AB = 5.5 em, BC =3.7 cm, ZA =60°, ZB=105
and 4D=90°
3 Construct quadrilateral
a
PQRS, where PQ =3.5 cm, QR = 6.5 cm, 2P=LR =103" and
S=75.
4. Constructquadrilateral ABCD when BC 5.5 cm, CD 4.1 cm, ZA 70°, ZB =110°

a = = =
and 2D=85
BC 5.7 cm
. Construet a quadrilateral ABCD, where <A =65°, 4B 105, 4C =75°,
=
=
and CD = 6.8 cm.
6. Construct a quadrilateral PQRS, in which PQ = 4 cm, QR =5 cm, ZP=50, 2Q=110°

and R = 70°.
THINGS TO REMEMBER
1. To construct a quadrilateral uniquely, it is necessary to have the knowledge of at least five
independent elements.
in the
2. Data about five elements of a quadrilateral are sufficient to construct a quadrilateral
following cases
) 4 sides and 1 diagonal;
(i) 3 sides and both diagonals;
(iil) 4 sides and 1 angle;
(iv) 3 sides and 2 included angles;
() 3 angles and their 2 included sides.
3. Data about five parts of a quadrilateral in order to be sufficient must also satisfy (i) the triangle
wherever applicable.
inequality (i) angle sum property ofa triangle,
4. It is possible to construct a quadrilateral with the sufficient data (other than five simple cases),
where less than five parts but some other relations between them are given.
and indicate
6. In all cases, it is convenient andhelpful to draw rough sketch of the quadrilateral
the data on it. This suggests the steps ofconstruction.
DIVISION OF ALGEBRAIC EXPRESSIONS
8.1 INTRODUCTION
e have been using four fundamental operations of addition, subtraction, multiplication

and division on numbers since primary classes. About addition and subtraction of
of algebraic
leebraic expressions we have studied in class VII and multipliation
rnressions have been discussed in chapter 6. In this chapter, we shall study about
of algebraic expressions and the same will be extended to division of polynomials.
division
8.2 POLYNOMIALS
have introduced the concept of polynomial. Let us recall

In the previous chapter, we a
terms and definitions.

some useful
POLYNOMIALS An algebraic expression in which the variables involved have only non-
negative integral pouwers, is called a polynomial.

LLUSTRATION11 - . x - 5 is polynomial in variables whereas
-32+5x2x-1 is not a polynomial, because it contains a term 5x
1
which contains as the power of variable x, which is not a non-negative
integer
LUSTRATION 2 3-2x+ 4xy+ 8y-ry is a polynomial in two variablesx and y.
DEGREE OF A POLYNOMIAL IN ONE VARIABLE In a polynomial in one variable, the highest

poler of the variable is called its degree.
LUSTRATION3 (i) 2x+3 is a polynomial in x of degree 1.

Gi) 2x2-3x+ is a polynomial in x of degree 2.
5
ii) a +4 is a polynomial in a
of degree 3.
DEGRE OF A POLYNOMIAL IN Two VARIABLES
thEE In a polynomial in more than one variable
e each term is computed and the highest
ohdgied is the powers of the uariables in sum so
obtained is called the degree of the polynomia.

STRATION4 3x - 2x,2 +7a-9x+5 +4 is a polynomial in x and y of degree 5,
whereas-3x +7xy - * y is a polynomial of degree 4 in x and y.

2
CONSTANT
a N T POLYNOMIAL A polynomial consisting of a constant term only is called o
Poyromial. The degree constat polynomial is zero.

of a
8.2 Mathematics tor Clas
LINEAR POLYNOMIAL A polynomial of degree 1 is called a linear polynomial.
LLUSTRATION5 2- y,2+3a ete. are linear polynomials

QUADRATIc POLYNOMIAL A polynomial of degree 2 is called a quadratic polynomial
LLUSTRATIoN 62-3x+ 4,2-x+,2 +are quadratie polynomials.

CUBIC POLYNOMIAL A polynonmial of degree 3 is called a cubic polynomial.
LLUSTRATION 7 -7a+2x-3,2+ - 4 are cubic polymomials.

BIQUADRATIC POLYNOMIALS Apolynomial of degree 4 is called a biquadratic poBynominl
2
LLUSTRATION 8 3 -7a+-x +9,4 x+* are biquadratic polynomials
A polynomial is said to be a monomial, a binomial or a trinomial according as it contais
1 term, 2 terms 3 terms
or
respectively.
Every polynomial is an algebraic expression but an algebraic expression need not be a
polynomial. So, the addition, subtraction and multiplication of polynomials are performed
exactly in the same way as we have done in case of algebraic expressions.
EXERCISE 8.1
1. Write the degree of each of the following polynomials:
G) 2x+5x* -7 ii) 5x-3:x +2
(ii) 2x+x-8 (iv) 12 +485 -10
(v) 3x+1 (vi) 5
(vii) 20x3 +12x-10 +20
2. Which of the following expressions not
are
polynomials?
()+2x2 (ii) ax+-
(ii) 3y -V5y +9 (iv) ax+ax +9x +4
(v) 3+2x+4x+5
3. Write each of the following polynomials in the standard form. Also, write
tne
degree:
i)+3+6x +6x (ii) a+4+ 5
(ii) (a-1)-4) (iv) (-2)(y+11)
ANSWERS
1. i) 3 (ii) 2 (iii) 2 iv) 7
(v) 3 (vi) 0 (vii) 4
2. ), iv), (v)
DivisionofAlgebr Expressions 8.3
3. 3+6x+* +6x or, 5x + +6x+3 Gi) 4+a2+5a or, 5a +a +4

i)-6x+4or,4-5 + iv) +9y3 -22 or, -22+9+y5
( a + 136 -48
136o
48 +a*
OT 136 136 (vi) a +1 or, 1 +
aa DIVISION OF A MONOMIAL BY A
MONOMIAL
In arithmetic, we have learnt that dividing a number 24 (say) by a number 4 (say) means
determining a number such that when it is multiplied by 4 the product is equal to z*.
Clearly, such a number is 6 and we write
24+4 6 or, = 6
The division of a monomial by a monomial is also defined in a similar manner.
In fact, dividing a monomia! X (say) by a monomial Y (say) means finding a monomial z
such that X = YZ and we write
X+Z or, Z
Here, X is called the dividend, Y is called the divisor and Z is known as the quotient.
While dividing a monomial by a monomial, we follow the following two rules:
Rule1 The coefficient of the quotient of two monomials is equal to the quotient of their
coefficients.
Rule2 The variable part in the quotient of two monomials is equal to the quotient of the
variables in the giver. monomials.
As the variables in a monomial represent numbers, so they follow all the laws of
exponents that are valid for numbers.
Thus, in determining the variable part of the quotient of two monomials, we use the laws
of exponents.
Following examples will illustrate the division of a monomial by a monomial.
Example 1 Divide:
) 12 by 3x°y (i) -15a bc* by 3ab
Solution We have,
12xy 12xxx*X*XY*J =4xxxy =4xy
3x y 3xxx*xy
Aliter 12x 123-1214xy

3xy 3
(l) We have,.
-15abe3 -15xaxaxóxex¢XC--6ac3
3xaxb
3ab
-15abe_l5,2-11-=-5ab°c =-5ac
Aliter
3ab
8.4 Mathematics for ClassV
Example 2 Divide:
i) 25:3y2 by -15xy (ii) -72xyz by -12axyz
Solution (i) We have,
25x 25 xx XxxxxyXy. -xy

-15xy -15x*XXxy
2532
Aliter
-15a 3-2l--
15
(ii) We have,
72xyz_-12xxxxXyxZ
-12xyz -12xxxyxz
-6x
Aliter -72x y-22-11-21=6x°
-12
z?=6x
-12axyz
Remark In the above examples, if we look carefully at the monomials in numerator and
denominator, we find that in each case the monomial in the denominator did
not have different variables from those in the numerator. Further, for those
variables which were common to both, the numerator and, the denominator,
the exponent in the denominator was not greater than that in the numerator.
Let us nouw consider the following divisions of monomials:
4*
i) 6xy+ 9xy?=6x'y 2 (ii) 4x+12x =.
9xy2 3y 12x 3
(iii) 2xyz+3xya 2"yz
o*v2 32
In these divisions of monomials, we are getting expressions with variables in the
denominator. These are also algebraic expressions, since they are formed from powers
2x
variables, but they are not monomials. Let us call them as terms. Thus, 2'32'3z
3
are terms. Note that every monomial is also a term but a term need not be a monomia
the
Also, multiplication is a monomial, but division of one monomial by t
of monomials
another is not necessarily a monomial. In fact, it is a term.
EXERCISsE 8.2
Divide:
1. 6:yz* by 3x"yz 2. 15mn by 5m2n
3. 24ab" by -8ab 4.-21abc by 7abc
5. 72xyz by - 9x2
6.72ab* by -9a*b
Simplify:
7.
16my 88. 32m'np
4my 4mnp
ANSWERS
6 &ab
1. 2 xyz 2. 37n 3. -3a2b2 4.-3c 5. -8yz
7. 4my 8. 8mnp
8.5
Division ofAlgebraic Epressions
84 ALGEBRAIC EXPRESSiONS WHICH ARE NOT POLYNOMIALS
In the above section, We have seen that the division of a monomial by another monomial
may give an algebraic expreasion which is not a mornomial. Such expressions are known as
terms.
Consider following algebraic expressions:
3-4 2x2xy2
These expressions are not polynomials as they have the variables in the denominator.
Expressions in which variables occur under ihe square root sign are also not polynomials,
For example, vx, 3-2/xy, (1+ Vz), Vz +/y,+2/x +1 etc are not polynomials.
Consider the expression 2x+In this expression there are two terms, one is 2x which is
3
a monomial and the other iswhich is not a monomial. The expression Consists ofa
single term but it is not a monomial. It is also not a binomial, although it is formed by
dividinga monomialz by a binomialx + 5.
8.5 DIVISION OF POLYNOMIALS IN ONE VARIABLE

In this section, we shall first discuss the division of a polynomial in one variable by a
monomial and utilize this knowledge in the division of a polynomial by a binomial and also
by a polynomial.
8.5.1 DIVISION OF A POLYNOMIAL BYA MONOMIAL
For dividing a polynomial in one variable by a monomial in the variable,
same we perform
thefollowing steps:
StepI 0btain the polynomial (dividend) and the monomial (divisor).
SteplArrange the terms of the dividend in descending order oftheir degr
For example, write
7+ 4x -3 +5x as 5x +7 + 4x -3.
Step III Divide each term of the polynomial by the given monomial by using the rules of
division of a monomial by a monomial.
The above procedure is illustrated by the
following examples.
Example 1 Divide:
(i) 9m +12m 6m -
by 3m i) 24xy +20x*y4xy by 2xy

9m +12m' - 6m 9m 12m 6m
3m 3m 3m? 3m = +4m-2
() We have,
24xy+20xy-4x)
2xy
4xy24x*y 20x*y4x) =12»2 +10:xy-2
2xy 2xy
,
Example 2 Divide:
Gi) 6xyz-3xyz+ 8xyz* by 2xyz i)abeabe-ab by abe
3
2
8.6
thematics for Clas
+8ry6r'ya 3 ,8x y-33
6ayz-3ayz+8r
2xyz 2xyz 2xyz 2axyz +4x
(ii) We have,
ab ab 5
ab Z2 ab'e3ab'e2
abe
2 2abe
2 %% abe+be
Divide: EXERCISE 8.3
1.
x+2x+3x-x by 2x 2. -33 by 3
3. -4a + 4a +a by 2a
5. 52-62 +72 by
4. -+2x +4x +2x* by v2x2
2z 3
6. a+2/3 a +3a2 -6a by 3a
ANSWERS
2.3- 3.-2a +2a+ 2

4. 2+2/ x+ 5.
-32 6.a ta-2
8.5.2 DIVISION OF A POLYNOMIAL BY A
BINOMIAL BY USING LONG DIVISION
For dividing a polynomial by a binomial, we
Step I Arrange the terms of the dividendmayandfollow the following steps:
degrees. divisor in
descending order of their
Step II Divide the first term of the dividend
first term of the quotient. by the first term of the divisor to
obtain the
Step1I Multiply the divisor by the fürst term
the dividend to obtain the of the quotient and
remainder. subtract the result Jrom
Step IV Consider the remainder (if any) as
second term of the dividend and repeat
quotient. step II to obtain nhe
Step V Repeat the above process till
we obtain
polynomialof degree less than that of the a
remainder which is either zero or
Following examples will illustrate the above divisor.

procedure.
Example1 Divide 6+x-4x
+ by x-3.
Solution We go through the
Step I We write the
following steps to perförm the
terms of the division:
of their
degrees. Thus, we dividend as well as of
write divisor in descendin
order
6+x 4x +** as x-4x

Step II +x+6 and z-3
We divide the first term as x-3
** of the dividend by the the diviso
and obtain first term x of the

=x* as the first
term of
the quotient.
DusionotAgebraicExpressions
8.7
Step 11 We multiply the divisor x -3 by the first term x of the quotient and suburact
the result from the
dividend " 4x + x + 6. We -
obtain - +* +6 as the remainder. -x-2

Ste IV We take -«* +* + 6 as the new dividend and repeat 3 -4x +x+6
step II to obtain the second term -32
quotient.
- X
of the
Step V We multiply the divisor x 3
by the second term
-
x+x +6
-
x
of the quotient and subtract the result x*+ 3*
from the new dividend. We obtain 2x
-
- 2+3x
+ 6 as the
remainder.
Step VI Now we treat 2r -
+ 6 as the new dividend and

- 2x+6
divide its first term -
2x by the first term x of the - 2x +6
divisor to obtain = -2 as the third term of the

0
quotient.
Step VII We multiply the divisor
3 and the third term
x -
2 of the quotient and -
subtract the result - 2x + 6 from the new dividend. We obtain 0 as the

remainder.
Thus, we can say that
6+x-4x +*)+(x-3) = -x-2
or, 6+-4x**-2-x-2
*-3
The above
procedure is displayed on the right side of the above steps.
NOTE: In the above example, the remainder is zero. So, we can say that (x 3) is a factor of -
6+x-4x +
Example 2 Divide the polynomial 2x +8x +7x* + 4x +3 by x +3.
Solution Using the procedure learnt in the previous example, we have
2x +2x2 +x+1
+3
2 +8x3 + 7* + 42x +3 First term of quotient = 2x
2x +6x
New dividend is 2x+7 +4x +3
2x3 +7x + 4x+3
23 +6x2 Second term of quotient ==22
New dividend is x* +4x +3
+4x+3
+3x Third term of quotient =
X
t+3
New dividend is x+3
*+3 Fourth term of quotient =

0
8.8
Mathemaatics for Clas
ass V
As the remainder is zero, we can say that x + 3 1s a factor of
he gven
polynomial 2 +83 +7a + 4x +3. Ven
2 x " +8x +7x+ 4x +3 =(x+3) (2x*" +2x* +x+1)
Remark In the above two examples, we are getting 0 as the remainder. In
dividing a polynomial (dividend) by another polynomial (divisor), u act, fo
ij on
2ero remainder, then the second polynomial (divisor) is called a foctno
Tirst polynomial (dividend). Also, the quotient is a factor ofthe dividend the factor of the
We know that if on dividing a number by another number, we obtain a zero rema.
then we can write
Dividend Divisor x Quotient
=
remainder,
n
the same way, if on dividing polynomial by another polynoial
remainder, then we write
a we
tain
obtain a zero
Dividend = Divisor x
Quotient
Example
Solution
3 Divide: -6+1lx-6 by x -4x +3
On dividing, we get
*-2
-4x+ 3 -6x +11x-6

3-4x+3:x
- 2x+8x -6
- 2 +8x -6
-6:+11x -6 = (x-2) (x -4x+3)

Examplee4 Divide: 10x* +17*-62x*+30x 3 by 2x+7x -1
Solution On dividing, we get
5:x-92x +3
2x3 +7x-1 10: +17-62x+30x -3
10x 35x3 - 5a2
-18x3 57 -
+30-3
-18-63x2 +9x
6x +21x -3
6ax +21x -3
0
10x+17: -62x +30x-3 =(2x +7ax 1)(52-9x +3)

Division ofAlgebraicExpressions 8.9
Example 5 Using division show that 3y2 + 5 is factor of 6y5 +15y +16y* +4y + 10y -35.
On dividing
Solution 6y+15 +16y +4y2 +10y-35 by 3y +5, we obtain
2y +5+2y-7
3y +5 6+15 +16 +4y +10y-35
65 +10
15y +6y +4y+10y -35

15y4 +25y2
6-21y +10y -35

6y3 +10
-21y -35
-21-35
0
Since the remaindeer is zero. Therefore, 3y +5 is a factor of
6y +15y +16y° +4y +10y-35.
DIVISION ALGORITHM We know that if a number is divided by another
Dividend
number, then
Divisor x Quotient + Remainder
=
Similarly, if a polynomial is divided by another polynomial, then

Dividend Divisor x Quotient + Remainder
=
This is
generally known as the division algorithm.
Example 66
Example Divide 3y5+ 6y +6y +7+8y +9 by
3y +1 and verify that
Dividend =Divisorx Quotient + Remainder
Solution On dividing, we get
y+2y+2
3y+1 3 +6y +6 +7 +8y+9
3 +
6y+6 +6y +8y +9

6y +2y
6 +6y+6y +9
6 +2
6+6y +7
8.10
Mathematics for Class
the degree 6y +6y+7 is 2, which is 1. ss than th
of the remainderdivision
Clearly, process stops at thi.
3° + 1. So, is step an
degree of the divisor
we have,
Quotient =y +2y +2 and,
Kemainder
=6y +6y+7
Verification: We have,
Quotient + Remainder
Divisor x
=(83+1) +2y+2)+6y +6y +7

=3 (y+2y +2)+1 (* +2y +2)+6y +6y +7
=3y5 +6y4 +6* +y* +2y +2+6y+6y +7
= 3 +6y+6y3 +7 +8y +9 Dividend =
Example 7 What must be subtracted from 8 +14:* -2x+7x -8 so that the resuli
polynomial is exactly divisible by 4x +3x-2. ng
Solution We know that
Dividend = Quotientx Divisor + Remainder
Dividend - Remainder = Quotient x Divisor
Clearly, R.H.S. of the above result is divisible by the divisor. Therefore,

L.H.S. is also divisible by the divisor. Thus, if we subtract remainder from the
dividend, then it will be exactly divisible by the divisor.
Dividing 8x +14:3 -2x +7x -8 by 4x+3x -2, we get
2+2x-1
4x+3x-2 8x +14x-22+7
8x+6x3 -4x
8x+2x +7x -8
8 +6x -4x
- 4x +11x -8
-
4x 8x +2
14x-10
'. Quotient = 2:x +2a -1 and, Remainder = 14x - 10
Thus, if we subtract the remainder 14x - 10 from 8x +143 -2x +7x-8,"

will be divisible by 4x+3x-2.
Example8 Find thevalues ofa andb so that +x +8x2+ax +b is divisible by +1
inder
Solution If **++8 +ax +b is exactly divisible by +1, then the remain
should be zero.
On dividing, we get
Dvision of A\gebraicExpressions 8.11
+1 +x*+8x +ax +b
2
+72 +ax +b
7xx(a -1) +b
72 +T
x(a -1)+b-7
Quotient =x* +x+7 and, Remainder = x (a - 1) +b-7
Now,
Now, Remainder =0
x (a -1)+ (b- 7)- 0
x (a -1)+ (b-7) =Ox +0
a-1 =0 and b-7 =0 Comparing coefficients of x and constant terms|
a =
1 andb=7
EXERCISE 8.4
Divide:
1.
6x3-15x*+25x by 5x 2 42+6-zby -
3. 9y-6ry+12xy by- 4.
3xy+2x*y +15xy by 3xy
5. x+7x +12 by x+4 6. 4+3y+by 2y+1
7. 3x3+4x +5x +18 by x +2 8. 14x-53x + 45 by 7x -9
9. -21+71lx -31x2 - 24x* by 3-8x 10. 3-3 -4-4y by 2 -2y
11. 2+10y* +6y+y+6y+3 by 2° +1
12. -2+2++ 4 by x*+x +1
13.
m-14m2+37m-26 by m-12m+13
14.+2 +1 by x+x+1
5. +
+3++x+1 by +1
Diti each of the following and find the quotient and remainder:
tide
16.
14x35x2 +9x -1 by 2x -1 17. 6-x-10x -3 by 2x -3
86x311x2-39x -65 by 3x +13x +13
8.12 Mathematic for Class
Vl
19. 30x+11x3 -82x2 -12x+48 by 3x+2x- 4
20. 9-4x +4 by 3x -4x +2
21. Verify division algorithm i.e., Dividend = Divisor x uotient + Remainder, in s
in each oi
the following. Also, write the quotient and remainder:
Dividend Divisor
(i) 14x +13x -15 7x-4
ii) 15-202 +132-12 32-6
(ii) 6-28y3+3y3+30y-9
2y-6
(iv) 34:x -223 -12x -10x-75 3x+7
(v) 15-16 +9-y+6

3y-2
(vi) 4 + 8y +82 +7 2y-y+1
(vii) 6+ 4 +4y+ 7+27y+6 2+1
22. Divide 15 +16y+y-9-6 by 3y-2. Write down the
in the quotient.
coefficients of the terms
23. Using division of polynomials state whether
(i) *+6 is a factor of x -x -42
ii) 4x-1 is a factor of
4x-13x-12
ii) 2y-5 is a factor
of 4 -10y -10y2+30y-15
(iv)3y+ 5 is a factor of 6y3 + 15y
+163 +4y +10y -35
(v)+3 is a factor of z -92
(vi)
2x-x+3.is afactor of 6x -x +4x35x-x-15
24. Find the value of a, ifx
+ 2 is a factor of 4x*
25. What must be
+
2x -
3:x* +8x + 5a.

added to +23-2 +x-1 so that the
exactly divisible by +2x-3. resulting polynomia
ANSWERS
1. -3.x +5
2. -82-122 +2
3. -6 +4-8y
4. y+x+5
5. + 3 1
6. 2+
7. 3-2x +9 8. 2x-5
9. 3x+5:x-7
10. 3y+3y+2
11. +5y +3 12. *-3x+4
13. m-2
14. x+1
16. 15.+*+1
Q 7x +x+5, R =4
18. Q=2x-5, R=0 17.Q=3: +4x+1, R= 0
19. Q =10x -3x-12, R=0
vision of Algebraic Expressions 8.13
20. Q=3x +4x +2, R=0
21. Q=2:x +3 , R =-3 10
i) Q=5 z + + 1 1 , R=54
3
(i)Q=3 -5y+, R =0 v) Q=4x +2x -8x +30, R =-285
(v)Q=5y-2 , R =6 (vi) Q=2y +5, R=11y +2

(vii) Q= 3y° +2y +2 ,
R=4y*+25y +4
25 80
22.
Quotient =5y3 9 Coefficients of y =5, Coefficient
of y2=-3
80
Coefficient of y =Constant term7
23. (i) Yes i) No ii) No (iv) Yes (v) Yes (vi) Yes
24. -4 25. x-2
8.5.3 AN ALTERNATIVE AND SHORTER FORM OF LONG DIVIisION

As we have seen that the long division method is quite lengthy and time consuming. In
this section, we will discuss an alternative form of long division method. This form is very
short and easy to use.
Suppose we wish to divide -4+ 7x-2 by (z -2). Let us illustrate the division by
following steps:
Divide the first term of dividend ie., rby the first term of divisor i.e., x to get
StepI
Write the given polynomial on

Step 11 LHS of the equality sign and on
the right hand side write the -4x +7a-2 (x -2)+
product of x obtained in step I
and divisor i.e., x (x 2)
(x-2)
-
StepI1I Since (x-2)= -22. So,

the
we get the first term of
dividend and a n additional term
- 2x. On the LHS of the equality,
we need - 4x. To get - 4x, we - 4 x +7x-2=x (x-2)-2x (x -2)+.
require4x*-(-2x")=-2: on
RHS. So, we write -
2x (x -
2) as
the second term on RHS.
Step IV Since -2x (x-2)=-2 +4x.This

LHS
term
adjusts the second
on
and give an additional term 4x. 3-4:x +7x-2

We required 7x on LHS. To Ber = x ° ( x - 2 ) - 2 x (x - 2)+3(x-2)+..
require 7*
-
4x =
7x, on LHS, we
3x on RHS. So, we write (x

3 -
2)
RHS.
as the third term on
Mathematics fo
8.14
the
(x-2) 3x- 6. This adjusts
Since 3
=
Step V third term o n

LHS ana gives
an
4.+7x-2
We
6 o n RHS.
a d d i t i o n a l term
-
So, we uwrite
= (x-2)-2x (x-2)+3
require-2 on LHS. 2)+4
-2-(-6)=4 on RHS.
Take (x-2) common from first thre -4x +7x -2
Step VI x - 2 x + 3 a s thee = (x-2) (x -2x +3)+4
terms to obtain
the remainder.
quotient and 4 a s
r - 2 x + 3 and remainder 4.
=
Hence, quotient
=
more examples.
Let us now illustrate the above method by
and write the quotient and remainder.

Example 1 Divide -z+ +5 by (x +1)
Solution We have,
- + +5 * (x+1)-2x(x+1)+3x (x+1)-3 (x +1)+8
+3x-3)+8
= (x +1) (x*-2x
Hence, Quotient = x-2x +3x-3 and, Remainder = 8.
Example 2 Divide 16x+123 -10x2 +8x +20 by 4x -3. Also, write the quotient and
remainder.
Solution We have,
16: +123 -
10x +8x + 20
=4 4x-3)+6x (4x -3)+2 (4x -3)+4r-3)+
- (4x-3) 4 +6x +2x+
Hence, Quotient =
4x + 6x +2x+and, Remainder =
and
Example 3 Divide 12x3 8x2 -
6x + 10 by (3x -
2). Also, write the quotient
remainder.
Solution We have,
12a3 8x -6x+10
= 4 (3a -2)-2 (8x-2)+6
={4x (3x-2)-2 (3ax-2+6
= (3:ax-2) (4x-2) +6
Hence, Quotient =4x*-2 and, Remainder = 6.
Example4 Divide 8y-6y +4y-1 by 4y+2. Also, write the quotient and the rema
Solution We have,
8ys-6+4y-1
8.15
niyvision ofAgebralcExpressions
2 4y+2)-y4y +2)+4y+2)
-2 (4y+2)-y 4y+2)+4y+2
Hence, Quotient =2 and, Remainder - 9

Example 5 Divide 6x - x -10x - 3 by (2x -3).
Solution We have,
6x3--10x -3
3x (2x -3)+4x (2x -3)-1(2x -3)-6
=3* (2x-3)+4x (2x-8)-1(2x-3)-6

(2x -3) (3:x +4x-1)-6
Hence, Quotient = 3 +4x-1 and, Remainder = -6
EXERCISE 8.5
1. Divide the first polynomial by the second polynomial in each of the following. Also,
write the quotient and remainder:
i) 3x+4x +5, x-2 (ii) 10x -7x +8, 5x-3

(ii) 53-6y +6y-1, 5y-1 (iv)-x +5x, x-1
(v) y+y, - 2
is factor of the second:
Find, whether or not the first polynomial
a
2.
(i) x+1, 2x + 5x +4 ii) y-2, 3 +5+5y +2
(i) 4x2-5, 4+72+15 (iv) 4-z, 32 -13z +4
(v) 2a-3, 10a-9a -5 (v) 4y+1, 8y-2y+1
ANSWERs
Quotient Remainder
Remainder
Quotient
i) y-y+1 0
1. ) 3x+10 25
5
iv)x+65
Gi)2x- (v) +33 6
Giv) Yes (v) No (vi) No
2. 6) No (i) No (ii) No
FACTORIZATION
8.6 BY USING
DVIsION OF POLYNOMIALS in one and two variables by
In this sect shall learn division of polynomials
ection, w e out the common factors from the
and then cancelling
fastorizing
Zing the
merator and
rator
dividend and divisor
denominator.
will illustrate the procedure:
Following examples
Mathematics forC
8.16
Example 1 Divide: ii) ax+ (b+ ac) x + bc by x+ c

i) 35a+ 32a-99 by 7a -9
35a+32a -99
35a+77a - 45a -99

=
-9 (5a+11) =(5a+11) (7a -9)
7a (5a+ 11)
. (35a+32a-99) +(7a-9)
35a+32a-99
7a-9
(6a+11)(7a-9)
(7a-9) [Using i
Just as numbers, we cancelcommon factor (7a-9
=5a +11 i n numerator and denominator
(ii) We have,
ax +(b+ ac) x +bc
(ax+bx)+ (acx +be)

=z(ax +b) +e (ax + b) = (ax + b) (x+c) ..
ax(b+ ac) x + be)+(x +c)

ax +(b+ac)x+be
+ C
(ax +b) (x+c)
(x+c) Using(
=
ax +b Cancelling common factor (x + c) in numerator and denomina
Example 2 Divide: a -b by a - bb
Solution We have,
a-b =(a?? -(622

a -b =(a -b*) (a2 +6*) Using: x- y =(r+ y)*-
a - b =(a -b) (a +b) (a* +b2)
. (a-6) +la-b)
a-b
a-h
(a-b) (a +b) (a + b)
(a -b) Using(i
= (a+ b) (a2 +8) NandD'
Cancelling common factor (a -6) i
Division ofA\gebraic Expressions 8.17
yample 3
Exam Divide: a2 +a°b* +b2 bya- a '
+
Solution We have,
a2 +ab+2
=a1 +2a +12-dU6 [Adding and subtracting a* 6]
=(a +62 -(8
=(a +6-a'b)(a® +8+a'b5) =(a"-B+8)(a+a b+5°).)
a2 +a +12
a-b+
(a-ab3+8)(a+d B+5)
(a-aB +65)
=a+ab3 +8 Cancelling a - a'B+6 from N and D'
Example 4 Divide: xd +x +4d by 2a+x°y +y2
Solution We have,
+ + y4b
=(a +2:ay2+y2b2-2a2
= (a +2 +*y)(2+y2b -«"yb) =(«+x"y +y2b)(2-"+ y2b)

+2+y +f+y")a"-f+y)=2-y+2
++ + y +y)
EXERCISE 8.6
Divide:
1. 5 x + 6 by x -3 2. aax-ay by ax + ay
3. - y b y - * 4. acx +(bc + ad)x +bd by (ax + 6)
5. (a+2ab +b2)-(a2 +2ac+c*) by 2a+b+c
6 -12 -4
ANSWERS
4. cx +d
1. x-2 2. (x-)
5. (b-c)
6.+3
8.18
athematics for Clas
THINGS TO REMEMBER
1. An algebraic expression in which the variables involved have only non-negatins
powers, is called a polynomial. ve integral
2. Inapolynomial in one variable, the highest power of the variable is called its degree
3. A polynomial consisting of a constant term only is called a ree.
constant polynomial,
ofa constant polynomial is zero. Tha
4.
egree
Apolynomial of degree 1 is called a linear polynomial.
ax +b, where a 0, is a linear polynomial.
5. Apolynomial of degree 2 is called a quadratic polynomial.
a +bx +C, a # 0, is the general form of a quadratic polynomial.
6. Apolynomial of degree 3 is called a cubic polynomial.
ax +bx+cx +d, a #0, is the general form a
of cubic
polynomial.
7. Apolynomial of degree 4 is called a biquadratic
8. While polynomial.
dividing monomial by monomial, we
a a
follow the following two rules:
Rule1 The coefficient of the
their coefficients. quotient of two monomials is equal to the
quotient of
Rule2 The variable part in the
the variables in the quotient of two monomials is equal to the
9. For dividing a
given monomials. quotient of
term of
polynomial in one variable by a monomial in the
the polynomial by the given monomial by same variable, we divide
each
a monomial. using the rules of division ofa monomialby
10. Ifa polynomial is divided by
Dividend=Divisor Quotient anotherpolynomial, then
x
This is generally known as the + Remainder
division algorithm.
12
PERCENTAGE
12.1 INTRODUCTION
I n previon
15 class, you have studied the concept of percentage. You have also learnt
nercent into fraction, a ratio or decimal and vice-versa. In this chapter, we shall
conVsOme more problems on percentage.
discus
REVIEW OF WORK DONE EARLIER

a2 A
122
PERCENT he
word percent is an abbreviation of the Latin phrase per centum which
The
per
hundred o r hundredt
means
he term percent means per hundred or for every hundred.

Thus,
0 a Certain percent we mean that many hundredths.
When we say that a man gives 30 percent of his income as income tax. This meàns that he
s Rs 30 out of every hundred rupees of his income as income tax.
pays
is used for the term percent.
The symbol %
PERCENTAS A FRACTION We have, 35% =

35 hundredths =
100
Thus, a fraction with its denominator 100 is equal to that percent as is the numerator.
So, 8 % , = 1 2 % ,135 100 135% etc.

So,
100 880100
To convert a fraction into a percent we multiply the fraction by 100 and put the percent
sign1%.
Thus, x 100 %=80 20

x100 %=45%
toconvert a percent into a fraction, we divide it by 100 and remove the percent sign%.
25 13
25% ,13% = etc.
100 100
PERCENT AS A RATIO A percent can be expressed as a ratio with its second term 100 end
nrst term equal to the given percent.
For 8 36
example, 8% =
- = 8:100; 36% =: 9:25
100 100
frak
n order convert a given ratio into a percent, we first convert the given ratio into the
ction and
then multiply the fraction obtained by 100.
h
,6:5-=x100 g6 =120% and, 3:12-=1x100% =25%.
To converta
5 5
g v e n percént into a ratio, we first convert the percent into a fraction and
nen
express it as a ratio.
12.2
Mathemati for C
For example, 52% = =13:25
PERCENT IN DECIMAL FORM To convert a given percent in decimal form, we.

fraction with denominator as 100 and then the fraction is written in decimalress
65
form. it
For example, 65%= 0.65, 7.4%= =0.074
100 100
Inorder to convert a given decimal into a percent, we move the decimal point
side by two digits and put the percent sign %.
Forexample,0.122 =
12.2%, 0.275 =
27.5%, 0.037 3.7%.
EXERCISE 12.1
1. Write each of the following as percent:
14
25 (ii) 625 Cii) (iv) 0.8 (v) 0.005 (vi) 3:25
8
(vii) 11:80 (vii) 111:125 (ix) 13:75 (x) 15:16 (xi) 0.18 (xii)
(xii)
2. Convert the following percentages to fractions and ratios:
(i) 25% ii) 2.5% (i) 0.25% (iv) 0.3% (v) 125%
3. Express the
following as decimal fractions:
i) 27% ii) 6.3% ii) 32% (iv) 0.25% (v) 7.5% yio
1. ) 28
ANSWERS
i) 2.24% (l) 62.5% iv) 80%
(vii) 13.75% (v) 0.5% (vi) 12%
(vii) 88.8% ix) 17.33%
1
(x)93.75% (xi) 18% (xii) 5.6%
2.
1:4 Gi)1:40 ) oo1:400
3. G) 0.27
i) 0.063
400 iv)003:1000
1000 (v5:4
Gi) 0.32 (iv) 0.0025 (v) 0.075 (vi) 0.00125
12.3 FINDING A
PERCENIAGE OF A NUMBER
To find a
percent a given
of
number,
StepI
we
proceed as follows:
Obtain the number, say x.
Step II Obtain the required
percent, say P %.
Step JIl Multiply x by P and divide by 100 to obtain the
i.e.
required P % ofx
P% of x PX*
Following examples will illustrate the 100
above
procedure.
Example 1 Find: ILLUSTRATIVE EXAMPLES
(i) 12% of Rs 1200
i) 13% of Rs 6500
Solution ii) 20% of Rs 800
) 12% of Rs 1200=
Rsx1200
100 144
12.3
13% of Rs
6500 Rs xL00 6500 Rs 845
(ii)
20
20% of Rs 800 = R s x 800 = Rs 160
(ii) 100
then find a.
e 93% of a is 46,
We have,
23
23% of a nXa.
100
ofa is given as 46.
But, 23%
Zoxa = 46 a = 46 x 100 a = 200

100
12 of 25 students are good at Mathematics. How many are not good at1t
Example
3 72
We have,
good at Mathematics
Number of students who are
1
72% of 25 =
72 X25=18
4
25-18 =7.
of students who are not good at MathematicsThis was 40%
=
Number
of the
team won 10 games from the total they played.
Camole 4 A football
total. How many games were played in all
Solunon
Let x be the total number of games played. Then,
40% ofx = 10
40
X x =10
100
50
10 2x =50 »x=25
5
in all 25 games were played.
Hence,
75% of her money, how much did
Example 5 If Chameli had Rs 600 left after spending
she have in the beginning ?
AOn
Solution Suppose Chameli had Rs z in the beginning. Then,
3:
76 =Rs
Money spent by Chameli =75% of x =RsXx
100
Money left with Chameli =Rs| Rs 4

Rs
4
left cfter spending 75% of her money.
But, it is given that she had Rs 600
=2400
= 600x =600x4
Hence, Chameli had Rs 2400.
xarn 8.8% of medicine for stomach-up
sets is absolute aleohol; 3.3% of it
0.177% chloroform. How much of each
a common
mentha oil: 0.07% spearmint oil, and

S a pack of 30
ml?
Unese compounds is there in
12.4
Solution We have,
Mathematics fo Clas y
Total quantity of the liquid in the pack = 30
Amount of alcohol = 78.8% of 30 ml = x30 ml =

= 0.780
100 0.788 x 30 ml
= 23.64 ml
Amount of spearmint oil = 0.07% of 30 ml
(0.07 x30 |ml= (0.0007 x 30) ml:

100
= 0.177% of 30 ml
0.021 m
Amount of chloroform
0.177 x30 |ml =

0.00177x 30 ml
100 =
A nursery has 5000 plants. 5% of the plants are roses and 1

0.5311ml
Example7
plants. What is the total number of other plants? re mang
ango
Solution We have,
Total number of plants = 5000
Number of rose plants = 5% of 5000 = x 5000=250

100
Number of mango plants = 1% of 5000 = X 5000 50
Number of other plants =5000 (250+ 50) = 4700

Example 8 Malvika gets 98 marks in her exams. This amounts to 56% of the total marls
What are the maximum marks?
Solution Let the maximum marks be x. Then,
56% ofx = 98 Givenl
56xx =98
100
100
*=98x*
56
* = 175
Hence, the maximum marks are 175
Example 9 A certain company has 80 employees who are engineers. In this con pa
edin
engineers constitute 40% of its work force. How many people are employ
the company?
Solution Let x people be employed in the company.
al to
Since 40% of its work force are engineers. This means that 40% 0f x 1s e
the total number of engineers.
40 100
X x =80 * x80 200
100 40
Hence, 200 people are employed in the company
Example 10
Kishan spends 30% of his salary on food and donates 3% of hiss items.
wat
What
temple. In a particular month, he spends Rs 231 on these t o

his total salary for this month?
12.5
Suppose
nose Ki Kishan's total salary is Rs 100 per month.
E x p e n d i t u
food 30% of Rs 100 Rs 30
per month on =
=
Danation per month to temple Rs. =3% of Rs 100 Rs 3.

Total expenditure = Rs (30 + 3) = Rs 33.
IfeoXDenditure is Rs 33, then total salary = Rs 100
Tfexpenditure is Re 1, then total salary = Rs 100

33
I fexpenditure 1s Ks 231, then total salary = Rs 2 3 1 | = Rs700

33
Hence, Kishan's total salary for the given month is Rs 700.
11 Out of hey totalincome Mrs Sharma spends 20% on house rent and 70% of the
Examp 11
st on household expenditure. If she saves Rs 1800, what is the total income?
rest
Suppose total income of Mrs Sharma is Rs 100

Solution
Expenditure on house rent = 20% of Rs 100 = Rs 20

Balance money = Rs (100 20) = Rs 80
Household expenditure = 70% of Rs 80 Rs x80=Rs 56

100
Saving = Rs (80 - 56) = 24.
Now,
If saving is Rs 24, then total income = Rs 100
100
Ifsaving is Re 1, then total income = Rs
2
Ifsaving is Rs 1800, then total income = Rs 100 x1800 Rs 7500
24
Rs 7500
Hence, total income of Mrs Sharma is
certain article.
12 Anushree has to pay 4% sales tax in addition to the price
of a
Example
Find the of her article, if she pays Rs 2.60 in all.
price
Solution Let the price of the article be Rs 100
Sales tax = 4% of Rs 100 = Rs 4
Rs (100 4) Rs 104
Total amount paid = + =
Now,
When she pays Rs 104, price = Rs 100
100
When she pays Re 1, price = Re 104
100 Rs 2.50
When she pays Rs 2.60, price =
Rsx 2.60 =
104
A Hence, price of the article is Rs 2.50
After spending 25% of the remainder, he has
Example'A13Aman man loses 20%o of his money.
Ks 480.00 left. How much money did he originally
have?
Solution he had Rs 100

originally
uppose, Rs 20
Amount lost = 20% of Rs 100 =
Mathematics for ass V
12.6
20) = Rs 80
Rs (100
-
=
Remainder
remainder
25% ofthe
Expenditure
25 20
Rs80 Rs00x80= Rs
25% of 100
Rs (80 -
20) = Rs 60
Remainder =
had Rs 100
If remainder is Rs 60, he originally
100
had Rs
Ifremainder is Re 1, he originally 60
(100
Ifremainder is Rs 480, he originally had Rs 60 X480 |= Rs 800
Hence, the man had Rs800
An alloy contains 36% zinc, 40%copper
Example 14 the quantity of each of the contents
and the rest is ickel. Find
nickel. Find in
in a sample of 1 kg alloy. grams
Solution We have,
Zinc in the alloy = 36%, Copper in the alloy = 40%
Nickel in the alloy = [100 (36 + 40)% = 24%
Now,
Quantity of zinc in 1 kg of alloy = 36% of 1 kg
36% of 1000 grams
6
x1000
100
grams= 360grams
Quantity of copper in the alloy = 40% of 1 kg
= 40% of 1000grams
x1000 grams
100
=
400 grams
and,
Quantity of nickel in the alloy =
24% of 1 kg
24% of 1000 grams
24x1000 grams 240 grams.

Example 15 100
Rani's weight is 25% that of Meena's and 40%
of Tara's weight is that of Tara's. What
Solution
Meena's weight? pereuntage
Let Meena's
weight be x kg and Tara's weight be y
kg. Then,
Rani's weight 25% of
=
Meena's weight =
25
100
Also, Rani's weight =
40% of Tara's weight 4 (i
From (i) and ii), we
get
=
010
25 40
100X
100
=
100
25:x = 40y
J00
Multiplying both sides

12.7
ANCENMage 25x =8y sides by 5
Dividing both
. . (iii)
We ave
to find 8Meena's weight as the percentage of Tara's weight 1.e.,
x100 x100
x100 =160 [Using (ii))
Hence,
Meena's weight is 160% of Tara's weight.
Rohan's
is
p l e1 6 Rakesh
esh's income is 25% more than that of Rohan. What percent
income less than Rakesh's income?
income be Rs 100. Then.
Let Rohan's
Soltion
Rakesh's
Income =Rs 125
Rs 100
Rakesh's income is Rs 125, Rohan's income
=
TF
100
income is Re 1, Rohan's income Re =-
Tf Rakesh's 125
10
income is Rs 100, Rohan's income =
Rs| 100 = Rs 80
If Rakesh's 125
Rohan's income is 20% less
than that of Rakesh.
Hence, what
15 marks,
40o to pass. Ifhe gets
185 marks, falls short by
Rishi requires have got?
Cample 17 maximum marks he could
were the
scored 40% marks.
had 15 marks more, he could have
If Rishi 200
Solution than 185 is 185 + 15
=
15 marks more
Now,
maximum marks be x. Then,
Let the
40% ofr = 200
4 00
100
200x100 -500
40
marks 500. be its value
10%. What will
=
maximum
Thus, every year by
machine depreciates
value of a
Xample 18 The value is Rs
50,000?
after 2 years if
its present
Present value of the

machine =Rs 50,000 Rs 50,000
Solution 1
=
year=
10% of Rs of
Decrease in value after
0 Rs 5000
= Rs x50,000 =
100
Rs (50,000
5000) =
Rs 45000
=
one year
Depreciated
value after =
=
10% of Rs 45000
ofRs
value after
2 years
Decrease in 4500
x x 45000=Rs
RS 100
Rs
(4
( 45
5000
000-
-445
5000
0))
= Rs 40050
=
= Rs
value after
2 years
= Rs 40050.
Depreciated after 2 years
machine
Thus, the value of the

nus, the
12.8 Mathematics for Clas VII
Example 19 The population of a town increases by 6% every year. If thee
population is 15900, find its population a year ago. present

Solution Let the population of the town be 100 a year ago. Then,
Increase in population = 6% of 100 6
Present population = 106

100
If present population is 106, population a year ago =
100
If present population is 1, population a year ago = 10
100
Ifpresent population is 15900, population a year ago 106 1500
Hence, the population of the townyear ago was 15000.

a
Example 20 The price of sugar goes up by 20%. By how much percent must a house wi,
reduce her consumption so that the expenditure does not increase?
wife
Let the consumption of sugar originally be 100 kg and its price be Rs 100
Solution
Then,
New price of 100 kg sugar = Rs 120 : Price increases by 20%|
Now, Rs 120 can fetch 100 kg sugar
50
Rs 100 can fetch =
100100
120
|kg sugar 20 kg sugar
3
Reduction in consumption =|100- %=16%

Example 21 A number is increased by 10% and then it is decreased by 10%. Find the net
increase or decrease percent.
Solution Let the number be = 100
Increase in the number = 10% = 10% of 100 = 10
Increased number =
100+ 10 = 110
This number is decreased by 10%.
Decrease in the number =10% of110= x100 |=11

110
New number = 110 - 11 = 99
Thus, net decrease = 100 99 =1
Hence net percentage decrease = 1 0 0 %=1%

100
Example 22 The salary of an officer has been increased by 50%. By what percent the new
salary must be reduced to restore the original salary?
Solution Let original salary be Rs 100. Then,
Increase in the salary = 50% of Rs 100 Rs 50
Salary after increment =Rs 150
in order to restore the original
be
Now, salary, a reduction of Rs 50 should
made on Rs 150.
Thus,
Reduction on Rs 150 = Rs 50
12.9
PeCemage
50
Reduction on He l = Ke 150
x100=33
Reduction on Rs 100 Re 150100 -38
Hence, reduction on new salary 33 % =
carat gold is hundred

Example23 Find
anle23
the percent of pure gold in 22-carat gold, if 24
percent pure gold.
In 22-carat gold pure gold is 22 parts out of 24 parts.
Solution
Percent of pure gold in 22-carat gold =x100 % 91

24 like other
like cricket, 30% like football and remaining
60% people in a city number of people is
56
Evample 24 If like the other games? If the total
games. What percent
like each type of game.
lakhs, find the exact number who
like cricket, 30% like football.
It is given that 60% people
Solution
who like other games =(100-60-30)%=10%
Percentage of people
Total number of people
=
56,00,000
who like cricket = 60% of 5600000
Number of people
60 5600000 =33,60,000
100
like football = 30% of 5600000

Number of people who
30
x5600000 =16,80,000
100
=
(10% of 5600000) =
5,60, 009
Number of people
who like other games
EXERCISE 12.2
(iii) 25% of 10 kg
1. Find: 25% ofRs 1000
(ii) (vi) 2.5% of 10000 ml
(i) 22% of 120 (v) 135% of 80 cm
5000 metre
(iv) 16.5% of
if
2. Find the number a, (i)%ofa is 50
(ii) 0.5% ofa is 3
(i) 8.4% ofa is 42
100 ofy and z.

(iv) 100% of a is find the values
If* 480, =
is
is 24% ofz. post office Savings Bank account. If this
. xis 5%ofy, y month in his post
month
deposits Rs 150pper
er
monthly
income.
find his
A cooliehis monthly income,
got 695 marks,
If she got
examination. If mar find the total
of
15% of
15% monthiy
marks in
he
the annual
annual
examination.
86.875%
.5. Asha got
e x a m i n a t i o n .
in a full year. If her attendanee is 90%, find the

m a r k s of
the
number of 216 days
school for opened. was
to school
6. Deepti went which
the
are mango trees, 18% lemon and the rest are
of these
on
number of days 12%
2000
trees.
orange
trees.
has of
7. A gard trees.
Find the
number
orange
12.10 Mathematics for Class
contain 12% of proteins, 25% of fats and 63% of earhl
VIll
8. Balanced diet should
a child needs
2600 calories in this food daily, find in calories the
intake.
the amount
of each of hydrates.
these in his daily food
total of 62 r u n s in 96 balls. He hit 3 sixes, 8 foura 2o
fours,
9. A ericketer scored a twos and
of the total r u n s came in g
singles. What percentage
i) Sixes (ii) fours (iii) twos (iv) singles
10. A cricketer hit 120 runs in 150 balls during a test match. 20% of the runs cam..
did he score in ame in 8,
30% in 4's, 25% in 2's and the rest in l's. How many runs
(i) 6's (ii) 4's (iii) 2's (iv) singles

What % of his shots were scoring ones?
22% of her investment. If she earns Rs 187, then how much

11. Radha earns
id she
d:.
invest?
12. Rohit deposits 12% of his income in a bank. He deposited Rs 1440 in the bank a.
1997. What w a s his total income for the year
1997? uring
13. Gunpowder contains 75% nitre and 10% sulphur. Find the amount of the gunpowd.
which carries 9 kg nitre. What amount of gunpowder would contain 2.3 kg sulphur?
rder
14. An alloy of tin and copper consists of 15 parts of tin and 105 parts of copper. Find th
percentage of copper in the alloy?
15. An alloy contains 32% copper, 40% nickel and rest zinc. Find the mass of the zinc in 1
kg of the alloy.
16. A motorist travelled 122 kilometres before his first stop. If he had 10% of his journe
to completeat this point, how long w a s the total ride?
17. A certain school has 300 students, 142 of whom are boys. It has 30 teachers, 12 of
whom are men. What percent of the total number of students and teachers in the
school is female?
18. Aman's income is 20% less than that of Anil. How much percent is Anil's income more
than Aman's income?
19. The value of a machine depreciates every year by 5%. If the present value of the
achine be Rs 100000, what will be its value after 2 year
20. The population of a town increases by 10% annually. If the present population is
60000, what wll be its population after 2 years?
21. The population of a town increases by 10% annually. If the present population
22000, find its population a year ago.
salary is Rs 3575. Wha
22.
Ankit was given an increment of 10% on his salary. His new
was his salary before increment?
23. In the new budget, the price of petrol rose by 10%. By how much percent mustou
reduce the consumption so that the expenditure does not increase?
ne
24. Mohan's income is Rs 15500 per month. He saves 11% of his income. Ifhisn
increases by 10%, then he reduces his saving by 1%, how much does he save no
25. Shikha's income is 60% more than that of Shalu, What percent is Shalu's income ie
than Shikha's? f the
26. Rs 3500 is to be shared among three people so that the first person gets o 9
second, who in turn gets 50% of the third. How much will each of them geu
riginal price
P*
of
27. After a 20% hike, the cost of Chinese Vase is Rs 2000. What was the original
the object?
ecemage 12.11
ANSWERSs
(ii) Rs 250 (ii) 2.5 kg
26.40 (iv) 825 metre (v) 1.08 metre (vi) 250 m
(ii) 600 ii) 10000
2 i 500
(iv) 100
40000 4. Rs 1000 6. 800 marks 7. 1400
2 240days
=
9600, 6.
sy 9. i) 29.03% ü) 51.61%
3 1 2 , 6 5 0 ,1 6 3 8
ii) 645% (iv) 12.9%
(i) 36 i) 30
24 iv) 30,38.67%
12. Rs 12000 13. 12 kg, 23
1 Rs850
kg 14. 87.5% 15. 280 grams
160
6 1220km
17. % 18. 25% 19. Rs 90250 20. 72600 21. 20000
3
Rs 3250
23. 9 24. Rs1705, Same as before 25. 37.5
Rs 1000, Rs 2000, 27. Rs 1666.67
Rs 500,
THINGS TO REMEMBER
1Per cent means per hundred or for every hundred.
2. Byacertain per cent, we mean that many hundredths.
Afraction with ts denominator as 100 is called a per cent and is equal to that per cent as is the
numerator.
4 Aratio with its second term 100 is also called a per cent.
5. To convert a fraction into a per cent, we multiply the fraction by 100.
6. To convert a ratio into a per cent, we write it as a fraction and multiply it by 100.
7. To convert a decimal into a per cent, we shift the decimal point two places to the right.
8.To convert a per cent into a fraction, we drop per cent sign (%) and divide the remainder by 100.
9. To convert a per cent into a ratio, we drop per cent sign (o) and forma ratio with the remaining
number as the first term and 100 as the second term.
10. To convert a per cent into a decimal, we drop per cent sign (%) and shift the decimal point two
places to the left.
1. Increase% Increasex100
=--original ualue
, Decrease % = Decreasex100 |
original value
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15
UNDERSTANDING SHAPES-I (Polygons)
15.1 INTRODUCTION
day-to-day life we come across various plane surfaces such as top of our study table,
Inourd in a class room, a page of a note book, a
black
D0a.
drawing board etc.
Class vii
() i) (ii)
Fig. 15.1
These are perfect models for a plane surface.
Let us now do an activity on a plane surface.
ACTIVITY
Step Take a sharp pencil.
StepI Take a note book and open a page of i
Stcp II Mark a point A on the plane of the paper and put the sharp tip of the pencil at A.
Step V Move the pencil aimlessly without lifting the tip and reach to a point B. You may
move your pencil in any direction
you wish but do not retrace any portion of
drawing other than single points.
Now look at the
figure you get. It may be in any one of the following shapes:
A,B
A,B 8
(i) (ti) (v)

/B
B
B
(vi) (vii) (vil)

Fig. 15.2
15.2 For more books join in telegram @freebooksyt
Mathemnat for C
c h figures are called curves. Similarly, if we take a piece of paper and i+
nen, the pictures obtained as a result of doodling are called curves. Thu Just d.
as V
a curve as
follows we
CURVE A plane figure formed
may define
by joining a number of points without liftine
the paper and without retracing any portion of the drawing other than ng a
called a curve.
In
glepencil
pointsfroi
our
day-to-day life the word 'curve' means 'not straight. However, in ma
curve can be straight as shown in fig 15.2 (viii).
OPEN CURVES A curve which
In Fig. 15.2, curves
does not cut itself is called an open
(i), (iv), (vii) and (vii) are open curves.
curve.
mathematiesa a
CLOSED CURVES A curve which
cuts itself is called a closed curve.
In Fig. 15.2, (ii), (ii), (v) and (vi) are closed curves.
curves
SIMPLE CLOSED CURVE A
closed curve is called a simple closed
through one point more than once. curve, if it does not
In Fig. 15.2, curves pass
(iii) are simple closed(vi),
(v) and (vii) are not simple closed curves
curves. whereas curves (G
POSITION OF A POINT WITH and
the paper, then it RESPECT TO A CURVE If a closed curve is drawn
divides the plane into three on the
planee afof
(4) the points disjoint parts:
lying inside the curve or the interior of the
curve.
ii) the points lying on the
curve.
curve or the boundary of the B
(iii) the points lying outside
the curve or the exterior of the
curve.
The interior of a curve
together with its boudary is called its
"region". In the Fig. 15.3, A is in the
exterior and B is on the
curve.
interior, C is in the
Fig. 15.3
15.2 POLYGONS
POLYGONS A polygon isclosed curve (figure)
a
(i) no two line formed by the line
segments intersect except at their segments such that:
(ii) no tuwo line
segments with a common end end-points.
In other
words, a simple closed curve made points are coincident.
Following up of only line

curves are
polygons. segments is called a
polygo
None of the following Fig. 15.4 ()

curves is
curves and Fig. 15.5 (ii) is
not a
a
polygon, because Fig. 15.5 (i) and
are not close
than once. simple closed, closed curve (11)
with
itself
as it intersects w
d i n gS h a p e s - { P o l y g o n s ) 15.3
also not a polygon as BC is not a line segment.

v) is
16.5(iv
i) (ii) (iv)
Fig. 15.5
Le line segments forming a polygon are, called its sides and the end-points of the line
In other words, the meeting point of a pair of sides 15
nts are called its vertices.
vertex of the polygon.
aled a
A
.
- - 4- - .
A
(ii)
D
.P
A B
A
(vi)
(v) (v
Fig. 15.6
, ABC is a polygon having

three sides AB; BC and CA. Points A, B, C a r e
Own as the sides. So, it is called a triangle.
vertices. As the figure consists of three
and DA. It has four vertices A, B, C
and D. Such a polygon
18a ngure withafour sides AB, BC, CD
is called quadrilateral. Line segments AC and BD are known as the
tiagonals.
Aelosed pentagon. Figure 15.6 (ii) is a
pent
gon figure Iormed by five line segments is
known
with fori BC, CD, DE and EA five sides. A, B, C, D and E
as
fiv
five vertices of
as a
are
ntagon.AB,
Line segn and BE are diagonals.
ig.15.6 (v) is T
gments AC, AD, BD
a polygon as BC is not a line segment.

0
For more books join in telegram @freebooksytMathem
15.4 atics for
vertices)
follows: Class vVN
sides (or as foln
according to the number of
Polygons are classified
Name of the polygon
Number of sides or vertices
Triangle
Quadrilateral
Pentagon
6 Hexagon
7 Heptagon
8 Octagon
9 Nonagon
10 Decagon
n n-gon
ADJACENT sIDES Any tuwo sides with a common end-point (vertex) are called the
sides of the polygon.
ADJACENT VERTICES The end-points of the same side of a polygon are knoun ..
adjacent vertices. the
DIAGONALS The line segments obtained by joining vertices which are not adiacens
called the diagonals of the polygon. are
cONVEX POLYGON A polygon is a convex polygon if the line segment joining any tuo noine
inside it lies completely inside the polygon.
oints
In Fig. 15.6 (vi), the line segment joining P and does not lie completely inside tho
polygon ABCDE. So, it is not a convex polygon. Similarly, polygon in Fig. 15.6 (iv) is not a
convex polygon.
Polygons in Fig. 15.6 G-ii) are convex polygons.
In this book all polygons will be convex polygons.
A polygon which is not convex is called a concave polygon. Here, are some convex polygon
and some cancave polygons:
Clearly,
not true in
convex
case
TO
Convex polygons
polygons
of concave
have no portions
polygons.
Fig.15.7
of their
Concave polygons
diagonals in their extero

TIors which is
diagonals. A
If there are n-sides of n (n-3)
a convex polygons and n > 3, then it has 2
triangle has no diagonals.
eSaNOng
Shapes-1(P
Shar
Polygons)
15.5
AEGULAR
P O L Y G O N A
regular polygon is a
zULAR
polygon whose oall sides and all angles are
rguar. 7egular
polygon
p o i
15 bOEh
equiangular and
equal length and each equilateral.
a
Thus. all sides

of
A square
vgon. A
haangle
rectangle has aall
angles equal each angle of measure 90°. So, it 1is a
acn
equal to 90° but but its all sides he
sides need not be
egual
asite
opposites sides are equal. So, a
1pllowing
fcare rectangle is not a regular
are.some po1ygons wien are
regular and some polygons polygon.
that are not ular:
regua
d
Regular polygons Polygons that are not regular
Fig. 15.8
EXERCISE 15.1
1. Draw rough diagrams to illustrate the following:
i) Open curve (ii) Closed curve
2. Classify the following curves as open or closed:
ii)
(v) (V) (vi)

Fig. 15.9
3. Draw
interior. Also
draw its diagonals, if any.
polygon and shade its
For more books join in telegram @freebooksytathematic for Clas
15.6
following With a rough diagran
liagram:
each one of the
4. llustrate, if possible,
a polygon.
i) A closed curve that is not
made entirely of line segments.
An open curve up
(1)
(iii) A polygon with two sides.
the basis o
5.
each of these figures
Following a r e some figures: Classify closed
on
basis of
(iii) Polygonthe
(i) Simple curve
(iv) Convex polygon
(ii) Simple
(v) Concave polygon
curve
(vi) Nota curve fol owing,
) (ii)
(v) (vi) (vi) (vii)
Fig. 15.10
6. How many diagonals does each of the following have?
i) A convex quadrilateral (ii) A regular hexagon (iii) A triangle
7. What is a regular polygon? State the name of a regular polygon of
(i) 3 sides (ii) 4 sides (iii) 6 sides
ANSWERS
2. 6) Open (i) Closed (ii) Closed (vi) Closed
(iv) Open (v) Open
4. () (i) (iil) Not possible
A B
5. i)Simple closed curve anda concave polygon.
polygon. i) Simple closed curve and a CO
(i) Not a curve and hence it is not a Vgon.
polygon. (iv) Not a curve and hence it 1s no

v)Simple closed curve but not apolygon. (vi)
gon.
(vii) Simple closed curve but not a Simple closed curve but not a pon
polygon. (vn) Simple closed curve but not a poly
gon.
For more books join in telegram @freebooksyt 15.7
eSanNgSha9p
apes-1(Poygons)
(i) 9 (ii) none

ral triangle
Equilatera
) 2
i) Rhombus (i)
Regular hexagon
HINTS TO SELECTED
PROBLEMS
6 An
n-sidedcon vex
polygon has
TOdiagonals.
2
as 44-3)=2 diagonals.
quadrilateral
has 4-3)
A 2
ar hexagon has =9 diagonals. A triangle has no diagona.

2
THINGS TO REMEMBER
nlane figure formed by joininga number ofpoints without lifting a pencil from the paper and
nithout retracing any portion of the drawing other than single points is called a plane curve.
2 A curve
which does not cut itself is called an open curve anda curve which cuts itself is caled a
closed c u r v e .
f a closed curve does not pass through one point more than once, then it is called a simple
closed c u r v e .
4Apolygon is a closed curve formed by the line segments such that:

n o two line segments intersect except at theirend-points.
i) no two line segments with a common end-point are coincident.
5. The line segments forming a polygon are known as its sides and their end-points are known as
the vertices of the polygon.
6. Any two sides of a polygon with a common end-point are called the adjacent sides of the
polygon
1. The end-points of the same side ofa polygon are known as the adjacent vertices.
&. The line segments joining the non-adjacent vertices are called the diagonals ofthe polygon.
9.Apolygon is a convex polygon ifthe line segment joining any two points inside it lies completely
inside the polygon.
16
UNDERSTANDING SHAPES-II (Quadrilateral1s)
1 6 . 1I N T R O D U C T I O N
we have learnt the angle sum property of a triangle. The sum of the interior
I nclass VII,
or a
i of triangle
a n g l e s o f aa
is 180 In this chapter, we shall learn the angle sum property
and other polygons.
drilateral
1 6 . 2Q U A D R I L A T E R A L
eEINITION
DEFINITIONN
Let A, B, C and D be four points in a plane such that:
(i) no three of them are collinear
i) the line segments AB, BC, CD and DA do not intersect except at their and points.
and. with vertices
Then, the figure made up of the four line segments is called the quadrilateral
D.
AB. Cand because the line
Figure 16.1 (i), (ii) are quadrilaterals but (ii) is not a quadrilateral,
segmentsAB, BC, CD and DA intersect at points other than their end-points.
called the quadrilateral ABCD.
The quadrilateral with vertices A, B, C and D is generally
D
A B
A
(it)
Fig. 16.1
AB, BC, CD and DA are called its
n a quadrilateral ABCD, the four line segments
sides. called its adjacent sides, if they have a
ADJACENTSIDES Two sides of a quadrilateral
are
Common end-point. four pairs of adjacent sides off

Fig.16.1 DA and DA, AB are
16.1 i), (i A3, BC; BC, CD; CD,
(i), ii),
equadrilateral ABCD. if they do
OPPOSITE
ve a
SIDES Two sides of a quadrilateral
mmon end-point.
are called t s oppoSLte sides, not
In Fig. 16.1 a r e two pairs of oppoSite sides of the quadrilateral

(ii), AB, CD and AD, BC
ABCD
DIAG line segments AC and
BD are called its
in the quadrilateral ABCD, the
8onal
als
16.2 ath
LBCD
ematics for C
lass Vi
angles, ZDAB, LABC,
ABCD, the and 2CDA
In the quadrilateral
2A, B , 2 C a n d LD respecti CDA
GLES
called its angles. These angles are denoted by
a r e called adjacent anglo
spectively.
ADJACENT ANGLES Two angles of a quadrilateral angles, if they
a common side as an arm. hau
n Fig. 16.1 (), (i), ZA, ZB;2B, LC; LC, LD and ZD, LA four pairs
are four pairs of
angles of the quadrilateral ABCD. adjace
OPPOSITE ANGLES Two angles of a quadrilateral which are not adjace
nt angles,
Rrown opposite angles of the quadrilateral.
as
In
Fig. 16.1 (i), i), <A, 2C and 2B, LD are two pairs ot opposite
eral ABCD
angles of the
the oquadrilat.
We observe that a quadrilateral has four sides, four angles and two diagonals.
quadrilateral does not contain its diagonals, except for their
end-points However,
16.3 INTERIOR AND EXTERIOR OF QUADRILATERAL
A
Consider a quadrilateral
ABCD. Clearly, it is a plane figure. All points in the plana.
quadrilateral ABCD are divided into following three parts:
i) The part of the plane made up by all such
ABCD. This part of the points as are enclosed by
plane called the interior of the
is quadrilatersl
any point of this is
part called an interior point of quadrilateral ABCD and
the quadrilateral.
In Fig. 16.2, P is an interior point of
ABCD. quadrilateral
(ii) The part of the
not enclosed
plane made up by all-points as aree
by the quadrilateral ABCD.
of the This
plane iscalled the exterior of part
the
quadrilateral ABCD and any
called an exterior point this part is
of
point of the
In Fig. 16.2, Q is an exterior
quadrilateral.
ABCD point of quadrilateral
(iii) The
quadrilateral ABCD itself. B
Clearly, quadrilateral ABCD is Fig. 16.2

the
quadrilateral from its exterior. boundary of its
interior and it of
QUADRILATERAL REGION separates inte
lateral ABCD, is called the The interior of a
16.4 CONVEX
quadrilateral
QUADRILATERAL regionquadrilateral
ABCD. ABCD, together w quadr
DEFINITION A
side of the quadrilateral is called
quadrilateralquadrilateral
a
has convex
a quadrilateral, if the
ABCD is convexthe remaining vertices line
any
Vertices A, B lie the same side quadrilateral,

the same on
side of t. 1n Fig. 163
Vertices C, D lie on
on
because a-
the same side of line CD, Vertices

of line B, C lie on thesame side of line D
AB, and,
Vertices D, A lie on same siaside ofline BC
the same
the same s
Shapes-ll(Quadrilater
erstandingS ha
A E
Fig. 16.3
because the
1adrilateral EFGH shown in Fig. 16.3 (ii) is not a convex quadrilateral,
the opposite side of line GH.
rertices E and F lie on
points in its interior
the line segment joining any tuwo
Remark
Remark 11 In a convex quadrilateral
lies completely in its interior.
than 180°.
In convex quadrilateral the measure of each angle is less
Remark 2
a
Hence-
with convex quadrilaterals only.
Remark 3 In this chapter, we shall be dealing
will be assumed to m e a n c o n v e r quadrilateral
forth, the word 'quadrilateral'
only. interior.
Both the diagonals of a convex quadrilateral lie wholly in its
Remark 4
PROPERTY
16.5 INTERIOR ANGLE SUM angles
related to the interior
shall learn about a n important property
In this section, w e
of a quadrilateral and other polygons.

THEOREM 1 The s u m of the angles of
a quadrilateral is 360
D
or 4 right angles.
Draw one of its
Let ABCD be quadrilateral.
Proof: a
3
diagonals, AC.
23+24=2C.
learly, 1+ 22=LA and of a triangle is 180°.
Rnow that the sum of the angles
he
Therefore,
In
AABC, we have (i)
2
.
41+24 +LB=180°
and, in AACD, we have ..ii) B

A
L2+ 23+2D =180 Fig. 16.4
Adding (i) and (ii), we get +180°

( L 2 + 2 3 + 2 D ) 180°
=
Z 1 + 2 4 + LB) +
360° 2D =
(Z3+ 24) +
2B
21+ 42 LA and 23+ 24 =2B|
1+22) + + =
LA+LB+2C+2D =360°
angles of pentagon is 540°.
THEOREM2 that the
Prove of theinterior
sum
Join AC and
AD.
be a pentagon.
ABCDE
We =540°.
We have
2C+2D+2E have
that zA + 4B + in A ABC, we
to
kno prove
prove
h a t the s u m of the angles of a triangle
is 180". Therefore,
16.4
()
Mathematics for Clas VIN
BAC+2 ABC+ZBCch =180° . .
Similarly, in triangles ACD and ADE, we have

2CAD+ L ACD + 2ADC = 180° .. (ii)
and,
EAD+ LADE + 2 DEA =180° .iii)
Adding i), (ii) and (ii), we get E ********************.
LBAC + LABC +
L BCA+ 2 CAD+LACD +2ADC
+EAD 2ADE +L DEA 180° +180° +180°
+ =
B
(ZBAC+2CAD+LEAD) +LABC +(LBCA +LACD) +(ZADC +

LADE) +
Fig.16.5
LBAE +LABC 2DEA
LBCD +ZCDE+ DEA +
=
540° 540
LA+ LB+ 2C+ LD+
E =540°
THEOREM 3 Thu
Proof: Let
sum of all the angles of a hexagon is 720°
ABCDEF be
We have to prove that
a
hexagon. Join AC, AD and AE.
2FAB + LABC+ LBCD +
In AABC, 2CDE + LDEF +
we have LEFA =
720
In
BAC+LABC L BCA + =
180° E
AADC, we have . (i) D
4CAD+
LADC + LACD
In
ADE, we have
A =180 (ii)
..
L
In A AEF, we DAE+ LADE + DEA =180° *****.
have (iii)
EAF+LAEF
Adding (i), i), Gii), (iv)
+
LAFE =180°
and .(iv)
( BAC + LCAD + regrouping, we
get
LDAE + 2 Fig. 16.66
EAF) +ZABC +
(ZBCA +ZACD)
LFAB+ LABC + +(2ADC+LADE)+(L
Remark 1 It follows from theBCD + 2CDE + 2DEF + 2 DEA + LAEF)++2AFE 2AFE==720°
(n23), above two EFA =720°
sum
we can
cut it
of all the interiorup into
theorems that if there is
(n-2) triangles with a polygorn o
a sides
angles of a the
(n-2) x180° polygon of n common
sides would be verte
s0
Remark 2 If there is a
=
(n-2) x2 right angles

regular polygon of n
=
(2n-4)
right angles.
sides (n2
equal to right angles i.e., |2- 3), then its t e r i o r angle 18
each irnter
90
ndingShapes-ll(Qu For more books join in telegram @freebooksyt
Quadrilaterals)
nderstanaNg
Shs
16.5
The angles
The angles o:
of a quadrilateral are respectively 100°, 98°, 92°. Find the fourth
Example1
angle.
Let the measure of fourth eangle be «°. We know that the sum of the angles of
De . We know that
Solution
a quadrilateral is 360
100°+98°+92°+x =360°
290+=360
x =360°-290° = 70°
Hence, the measure of fourth angle is 70°.
le 2 Find the value of * in each of the following:
Example2
7C°
Y60
130
A 60
()
(i)
30
E(
701 A60
(iv)
(it) Fig. 16.7

quadrilateral is 360°.
of the interior angles of a
Solution We know that the
sum
i)
130°+120°+x +50° 360°
x+300° 360
= 60°
* = 360°-300°
=90°(given)
(1) Clearly, ext LA 13
LA =180°-90°=90° quadrilateral is 360°

measures
of interior
angles of a
Since the sum of the
90°+60°+70°+x =360
3 6 0 ° = x = 3 6 0 ° - 2 2 0 °
=140°
220°+ x = LRQY
=60°
= 70° and
LTPX
(ii) We have, =110°
=180°-
LTPX =1 8 0 ° -70° = 120°
LTPQ = 1 8 0 ° - 6 0 °
= 1 8 0 ° - L R Q Y
and, 2PQR
Since the sum of the measures of interior angles of a

Mathematics for Clas
pentagon s 540 V
LTPQ+ LPQR +2QRS+ZRST +ZSTP LTPQ= 540° +
110°+ 120° +x+30° +x = 540°

2x+260°=540°
2x =540°-260° 280°
* =140°
iv) Since the sum of the measures of a pentagon is 540°
*+*+ r +*+* =540°
5 = 5400°
*=108°
Example3 In the
adjacent figures, find (i) «+ y+z (ii) *+y+z+w
90
X30°
Solution Fig. 16.8

(i)
1202
Since the sum of the measures of
interior angles of
90°+2ABC +30° =180°
a
triangle is 180°
120+ 2ABC =180°
LABC =180°-120° 60°
Now,
=180°-LACB =180° -30° =150°,
2
and, x =180°- 2BAC =180°-90°

y= 180°-ZABC =180°-60°= 120
=90°
x+y+z=90° +120 +150° =360°
(ii) Since the sum of the measures of
is 360°. interior drilateral
angles of a
qua
. 120°+80° +60°+
LRSP =360°
=
260°+2RSP
Now,
=
360°LRSP =360° -260° 100

x= ext 2SPQ =180°-
Similarly, 2SPQ=180° -120° 60°
y =180°-80° =100°, z =
180°- 60°120° and w =180°-100
x+y+z + W =60°+100°+120° +80° =
360°
ding Shapes-ll For more books join in telegram @freebooksyt
uadrilaterals)
noNSLANaing 16.7
Example4
Ta quadrilateral ABCD, the angles A, B, C and D are in the ratio
: 3 : 4. Find the measure of each angle of the
We have, ZA: ZB:2C: 2D =1:2:3:4 quadrilateral.
Solution
So. let A =*°, B = 2:*°, LC =3:«° and 2D

=4x°
LA+LB+ 2C+ LD=360°
+2x+3x + 4x =360°
10x=360°
*=36°
Thus, the angles are:

LA =36', ZB =(2x36)* = 72", 2C =(3x36) =108°and, <D =(42)"=(4x36)° = 144°
Example5 The measures of two adjacent angles of a quadrilateral are 125° and 35° and
the other two angles are equal. Find the measure of each of the equal angles.
Let ABCD be the quadrilateral such that <A = 125, LB =35° and 4C=2D
Solution
By angle sum property of a quadrilateral, we have
LA+2B+2C+LD =360°
125°+35°+2C+2C =360 :4C= 4D]
160° +22C = 360°
24C 360° -160°
22C =200°
125
35
4C =| 100
Hence, LC = LD =100° Fig. 16.9
Example 6 One angle of a quadrilateral is 180° and the remaining three angles are
equal. Find the three equal angles.
Solution Let ABCD be a quadrilateral such that LA
=
108° and 2B =2C = 2D
Further, let <B = LC =LD =
Now, by angle s u m property of a quadrilateral, we have
LA+LB+2C+LD =360°
108°+ x +*+* = 360°
108+3x =360°
3:x 360 -108°
3x = 252°
* 252-84
lence, the measure of each of the remaining three equal angles is 84.
16.6
EXTERIOR ANGLE PROPERTY
ecalle aquadrilateral
Consider qu ABCD. The angles LA, LB, LC and 2D of drilateral ABCD
Called
f thessidesits interior angles.
OT quadrilateral are produced in order as
shown in Fig. 16.10, then Z1, 22.
and 4 ar
are
8
called its exteri angles.

HEOREM (Exterior angle property) Ifthe sides of
aquadrilateral are
y
ne
1
sum of four exterior
sum
angles so formed is 360°. oduced in order, Un
ABCD be produced in ana

Proof: Let the sides of a quadrilateral der as shown in
and 24. of
F1g. 16.10, forming exterior angles 21, 22, 23
Since 21 and 2A form a linear pair and the s u m of the
angles of a linear pair is 180°.
41+2A =180°
Similarly, we have
42+LB =180°
43+2C =180°
and, 44+2D =180°
Adding the angles on either side, we get Fig. 16.10o
(L1+22+23+24)+(2A+LB+ 2C+ZD)=180° +180°+180°+180

L1+42+ 23+ 24+360° 720 :LA+LB 2C+ZD =360
+
L1+ 22+ 23+24 = 720°-360° = 360°
THEOREM 2 The sum of all the exterior
angles formed by producing the sides of a cone
polygon in the same order is equal to
four right angles.
Given: A convex polygon P
Pz Pa P Pg Its sides P P2, Pa P3, Pa P4 ,P, Ps,P,
duced in order, forming exterior P are pro
angles 21,22, 23, 24 and 25.
To Prove:
L1+42+23+24 + L5=4 right angles.
Construction: Take any point 0, outside the
polygon. Draw OA1, OA2, OAz, OA^ and OA;
parallel to and in the same sense as
P Pa Pa Pg, Pa P,P Ps, and Ps Pi
respectively.
d
.
P2
As
(i)
Fig.16.11
Proof: Since the arms of 21and La are parallel and drawn in the same sens
41=La
Similarly, 42= 2b, 23
2c, 24= Ld and 5= Le
=
21+22+23+24+25 =La+ 2b+ Zc+ 2d+2e 36
3600 : Sum of the angles at a po
=4x90°o
=
4 right angles.
16.
ngShapes-I (Quadrilaterals)
angles
theorems,
we proved that,the sum ofthe measur of the e x t e r i o r
have whatever
be
above eral and

h ea b a pentagon is 360°. In fact, this is true for any polygon.
of its sides.
number
360
Dach exterior angle
of a regular polygon of n sides is equal to
n
Remer
of r in the adjacent figure.
Example1 Find the value
90
50
110
Fig. 16.12
angles of a polygon is 360.
of the measures of exterior
We know that the
sum
Solution 360°
x+90°+ 50°-110°
=
+ 250° = 360°
x = 360°-250
x=110°
the following figures:
ofx in each of
Example 2 Find the measure
125 B
6
70
A
125
(i)
Fig. 16.13
agles of a polygon is 360°
of e x t e r i o r
Solution
measures
of the
Since the sum
1 2 5 ° + + 1 2 5 ° = 3 6 0 °
250°+x = 360°
3 6 0 ° - 2 5 0 ° =110° polygon is 360°
of a
measures
of e x t e r i o r angles
Since the sum of the ext L Q = 1 8 0 ° - 9 0 ° = 90°1
(1) :2Q=90°..
360°
+90°+
60°+90° +70° =
x+310° =360°
=50°
* =3 6 0 ° - 3 1 0 °
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16.10
of a regular polygon
whose each
exter
er Class
angle hasV
number of sides
Example 3 Find the
measure 45°. angle of n-sided
We know that the
measure of each
exterior
regullar polyg
Solution
360)
is
60
36045n
n
=
45
8
Hence, there are 8 sides of the polygon.

have if the measure
How many sides does a regular polygon af
Example 4
angle is 24°?
Let there be n sides of the regular polygon. Then, the meas
measure of
Solution
360
eact
exteriorangle is n
360
3-24=n=
n
=15
So, the polygon has 15 sides.
Examiple 5 What is the measure of each angle of a regular hexagon?
Solution Let the measure of each angle be x°. Then, sum of all the angles
=6:x
We know that the sum of all interior angles of a polygon of n sides is (2n-4
right-angles.
Sum of all interior angles of a hexagon =
(2 x6-4) right angles
=
8 right angles =
8x90° =720
. 6x 720°
720° = 120°
6
Hence, the measure of each angle of a
Aliter Let the measure of
regular haxagon is 120°.
each interior angle be x°.
exterior angle is Then, the measure ot
ea
(180-x).
Sum'of all exterior
angles 6x(180 x)° =
-
But, the sum of the measures all

exterior angles of a
6x(180-x)° =360 polygon is 360.
180-x 360
180-x=60
=180 60 =120
Example 6 The interior
the polygon. angle of a regular
polygon is 156. Find the
Solution Let there be n sides of the
numb
polygon. Then, its each interior angle is equ:
2n-4 ag
(2n-4
x90=156
eSandin ng Shapes-l (Quadrilaterals)
180n-360 = 156n
24n = 360
n =15
Thus, there are 15 sides of the

polygon.
Let there be n sides of the
iter polygon. Then,
Measure of each exterior angle =|o
It is given that the measure of each interior angle is 156°.
Measure of each exterior angle =
(180-156)° =
24°
36024
n
24
360
=15
ample 7 How many sides has a regular polygon, each angle of which is of measure
108°?
olution Let there be n sides of the polygon. Then, each interior angle is of measure
(2n- x90
n
2n-4x90 =108
n
(2n-4)x90 =108n
180n-360 108n
180n-108n =360
72n72n =360
n =5
has 5 sides.
So, the polygon the of each
regular polygon. Then,
measure
the
liter Let there be n sides of
(360
exterior angle i s 7
interior angle is 108°.
of each
that the
measure
It is given 108° 72°
exterior angle = 180° - =
The measure of each
36072 3605
72 three times the exterior
n pentagon is
angle of a regular
e8 Prove that the interior
decagon.
angle of a regular
Solution A pentagon has
five sides.
regular
pentagon
Each interior
angle of a
Putting n =5in| x90
2x5-490-x90-108
sides. Puttingn=10
A decagon has 10 in(360
regular decagon
=|360=
10
36° in n
ofa
Exterior angle
16.12
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Clearly, each interior angle ofa regular pentagon is three ti
mes Gaaa V
he ele
angle of a regular pentagon.
Example 9 Two regular ygons a r e such
that the ratioi between their num
1:2 and the ratio of measures of their interior angles is 3: 4, .

of sides of each
polygon. the nuv
Solution Let the number of sides of the regular polygons be n and 2
interior angles are hen, tee
2(2n)-4x 90|
22-x90 and2
n
It is given that the ratio
of measures of interior angles is 3:4.
2n-490o
2(2n)-4y90
2n
2n-4
4n-4
2n
2 (n-2)22-
1 4 (n-1)
3
4n-8 3n-3
4n-3n = 8-3
n=5
Thus, the number of sides of the polygons are 5 and 10
Example 10 The exterior angle of a respectively.
regular polygon is one-third of its interior angle. Ho
many sides has the polygon?
Solution Let there be n sides of the
polygon. Then,
Each
exterior angle =360 n
, Each interior angle = x90
We have,
Exterior angle = (Interior
3 angle)
36
(2n-90
n
360
60 -2)
n n
360 60 (n-2)
6 n -2
n=8 Dividing both sides by 60
Thus, the polygon has 8
sides
tmamg.
hapes- (Quadrilaterals) 16.13
16.14, determine ZP+
In Fig. 16.14
that the sum of the 2Q+ZR+2S+ LT.

E r a n p l e
1 7
know
now the of
We exterior angles formed by producing the sides
vex
aconvex polygon
p01ygon same oorder is
in the same
equal to four right angles.
4 1A
10
Fig. 16.14
/122+23+24+L5=4 right angles
and, 26+27+ Z8+29+ 210 =4 right angles
21t 22t23+ 24+25+46+47+28+29+ 410 = 8 right angles.
The sum of the angles of a triangle is 2 right angles.
(ZP+ 25+ 210) +(ZQ+41+49)+ (LR+22+28)+(2S+ 23+27)
+(2T+4 +26) =5x2 right angles.
(LP+2Q+2R+4S+LT)
+(21+22+23+24+45+26+L7+28 +49+ Z10)=10 right angles
(LP+2+2R+2S+LT)+8 right angles =10 right angles Using
LP+2Q+2R+2S +2T 2 right angles.
1s a regular pentagon. The bisector of 2A of the pentagon meets the
Cvample 12 ABCDE
side CD in M. Show that 2AMC = 90°.
We know that the measure of each interior angle of a regular pentagon is
Solution
108
LBAM =(108°) =54°

Since the sum of the angles of a quadrilateral is 360°. Therefore, in
quadrilateral ABCM, we have
LBAM + ABC +2 BCM+2AMC=360
54° +108°+108°+2AMC =360°
LAMC =90°
D
Fig.16.15
Mathematic
tor Class
the bisecto rs of
the
LAa and
are
B0
and A
AO
16.14 ABCD,
= ; ( Z C + 2 D )
q u a d r i l a t e r a l
Example13 In a
Prove
that 2 AOB
espectively
we
have
In AAOB,
Solution
2/
B
Fig. 16.16
L A O B + 2 1 + 2 2 = 1 8 0
LAOB =180°-(L1+22)
LAOB =180°-
414Aand 42.1
AOB=180°-(A +LB)
:LA+2B+2C +ZD=3t
LA0B=180°-1960°-(ZC+2D)) LA+B =360° (ZC+ D
LAOB=180°-180°+4C+4D)
LAOB-LC+4D).
bisector of 2BAE meets CD at M
Example 14 ABCDE is a regular pentagon and
find 2CPM.
bisector of 4BCD meets AM at P,
We know that the measure of each interior angle of a regular pentagoni
Solution
108°.
BAM=;a08)=54*
Since the sum of the angles of a quadrilateral is
360°. Therefore, in quadrilateral ABCM, we have
LBAM+ LABC+2BCM+2CMA = 360°
64°+108°+108°+ 2CMA =360°

LCMA =90°
Since CP is the bisector of 2BCD.
LPCM=54
Now, in ACPM, we have
Fig. 16.17
LPCM+2 CMP +ZCPM =180°
54+90+LCPM =180 TFrom (i) ZCMP = Z CMA
=
2CPM =180°-144 =36°

dingShapes-lI(Qua
uadrilaterals)
Mpe
115
5
In Fig.
16.18,
bisectors of 2B and 16.15
ed at P and Q ZD of
pr
APBC, have
respectively. Prove thatquadriZP+lateral
we
et CD
and.AB
In
P+L4+2C=180 LQ=(ZABO
A
LP+B+2C =180
In AQAD,
we havve
LQ+LA+ 21=180
LQ+LA + D=180 .. i ) 2
Adding (i) and (ii), we get
Fig. 16.18
P+2Q+LA+ 2C+4B+D=1s0°+180 2
P+LQ+LA+2C+B+4D
But, quadrilateral ABCD, have
in
=
360° we
..i)
LA+B+ 2C+ D=360 ..(ii)

From (i) and (1i), we have
P+2Q+ LA+2C+ B+D) =LA+ ZB+2C +2D

4P+ LQ-(ZB+4D)
LP+ 2Q-uABC+4ADC)
EXERCISE 16.1
terms:
Define the following
Quadrilateral (ii) Convex Quadrilateral
)
define each of the following:
2 In a quadrilateral,
(i) Sides i ) Vertices (ii) Angles (iv) Diagonals
sides (vii) Opposite sides(vii) Opposite angles
() Adjacent angles(vi) Adjacent
(ix) Interior (x) Exterior
to make a true statement:
Complete each of the following,
so as
3.
sides.
) A quadrilateral has . .
i) A quadrilateral has . . angles. .(olincay
(1) A quadrilateral has . . vertices,
no three ofwhich. are
iv) A quadrilateral has diagonals.

. quadrilateral is..
number of pairs of adjacent angles of aa is . .
The of quadrilateral
he number of pairs of opposite angles is..,.00
quadrilateral
(vii) The sum of the angles of a that joins two .X.vertices of the
line segment
quadrilateral is a
agonal of a
quadilateral.
a quadrilateral
is A right angles.
T h e sum of the angles of
Mathematics
16.16 for Class VI
(x) The measure of each angle of a convex quadr1lateral is . . 180.
(xi) In a quadrilateral the point of intersection of the diagonals lies in... of the
quadrilateral.
(xii) A point is in the interior of a convex quadrilateral, if it is in the . . of its two
opposite angles.
(xii) A quadrilateral is convex iffor each side, the remaining... ie on the same side of
bf
the line containing the side.
4. In Fig. 16.19, ABCD is a quadrilateral.
i) Name a pair of adjacent sides.
(ii) Name a pair of opposite sides.
(ii) How many pairs of adjacent sides are there?
iv) How many pairs of opposite sides are there?
(v) Name a pair of adjacent angles.
(vi) Name a pair of opposite angles.
(vii) How many pairs of adjacent angles are there?
Fig. 16.19
(vii) How many pairs of opposite angles are there?
The angles of a quadrilateral are 110, 72, 55° and r'. Find the value ofz31
6. The three angles of a quadrilateral are respectively equal to 110°, 50° and 40°, Find its
fourth angle.
7. A quadrilateral has three acute angles each measures 80°. What is the measure of the
fourth angle?
8. A quadrilateral has all its four angles of the same measure. What is the measure of
each? 90
9. Two angles of a quadrilateral are of measure 65° and the other two angles are equal.
What is the measure of each of thesetwo angles?|1S
10. Three angles of a quadrilateral are equal. Fourth angle is of measure 150°. What is
the measure of equal angles. 1 0
11. The four angles of a quadrilateral are as 3:5:7:9. Findthe angles. 4 S, 7S, 1o3, 12s
12. If the sum of the two angles of a quadrilateral is 180°. What is the sum of the
remaining two angles?
13. In Fig. 16.20, find the measure of ZMPN,
45
M
Flg. 16.20
14. The sides of a quadrilateral are produced in order. What is the sum of the four
exterior angles?
15. In Fig.16.21, the bisectors of A and B meet at a point P. If 2C=100° and
LD =50°, find the measure of LAPB.
Anding Shapes-ll(Quadrilaterals) 16.17
D C
50 100
Fig.16.21
16
16.
In a quadrilateral ABCD, the angles A, B, C and D arein the ratio 1:2:4:5. Find the
measure of each angle of the quadrilateral.
7. In a quadrilateral ABCD, CO and DO are the bisectors of ZC and 2D respectively.

Prove that 2COD =5(2A+2B).
18, Find the number of sides of a regular polygon, when each of its angles has a
measure of
(i) 160°1 (ii) 135 6 (ii) 175° 71 (iv) 162° 30 (v) 150°1
19. Find the number of degrees in each exterior angle of a regular pentagon.
20. The measure of angles of a hexagon are x', (x-5", (a-5", (2x-5', (2x-5, (2x +20
Find the value of x.
21. In a convex hexagon, prove that the sum of all interior angle is equal to twice the sum
of its exterior angles formed by producing the sides in the same order.
22. The sum of the interior angles of a polygon is three times the sum of its exterior
angles. Determine the number of sides of the polygon.
23. Determine the number of sides of a polygon whose exterior and interior angles are in
theratio1:5.|°|,
24. PQRSTU is a regular hexagon. Determine each angle of APQT.
ANSWERS
3. ) four i) four Gii) four, collinear iv) Two (v) four (vi) two
(vii) 360 (vii) opposite ix) four x) less than xi) theinterior(xii)interiors
(xii) vertices
4. ) AB, BC or BC, CD or CD, DA or AD, AB i) AB, CD or BC, DA Gi) 4
(iv) 2 LA, ZB or LB, LC or 2C, ZD or ZD, LA
(vi) ZA, 2C or 2B, 2D (vi) 4 (vii) 2
5. 123 6. 160 7. 120 8. 90 9. 115 10. 70

11. 45°, 75°, 105°, 135 12. 180 13. 135 14. 360 15. 75
16. 30°, 60°, 120°, 150° 18. ) 18 )8 Gii) 72 iv) 20 (v 12
20. 80 22. 8 23. 12 24. 2P =90, 2Q = 60, LT = 30°

19. 72
Mathematics for Class VI
HINTS TO SELECTED PROBLEMS
15. We have,
LA+ 2B+2C+2D =360° LA+ 4B+100°+50°=360° LA+ LB =210
In AAPB, we have
AB+2APB
2 =180°
LAPB =180-(ZA+ LB) = LAPB =180°x210=75
22. We have,
360
(2n-4)x 90° =3x xn (n-2) x180=3x360 >n-2=6 n =8
23. Let there be n sides of the polygon. Let the exterior and
Since the interior angles be *° and 5x°
sum of an interior and the
corresponding exterior angle is 180°. Therefore,
r+5:x =180°*=30.
The polygon has n sides.
So, sum of all exterior angles (30n° =
But, the sum of all exterior angles of

a polygon is 360°. Therefore, 30n =
360 n=12.
THINGS TO REMEMBER
1. IfA,B, C, D are four points in a plane such that (i) no
three points are collinear, and
segments AB, BC, CD and DA do not intersect (ii) the
up of the four segments is called the except their end-points; then the figure made
at
2. In quadrilateral with vertices A, B, C and D.

a
quadrilateral with vertices A, B, C and D. The four line
called its sides. segments AB, BC, CD and DA are
Iftwo sides have a end-point, they are called
common
Iftwo sides do not havea common end-point, they are adjacent sides.
called opposite sides.
The line segments AC and BD are
called its diagonals.
The angles 2DAB, ZABC, 2BCD and 2CDA are called its angles and are
by 2A, 2B, 2C and ZD respectively. generally denoted
The angles having a common arm
The angles which are not
are
adjacent angles.
3. A
adjacent are opposite angles.
quadrilateral is convex, if for any side the
remaining vertices on the same side of it. of quadrilateral, the line
containing it has the
4. The sum of the angles
ofa quadrilateral is 360
5. If the sides of a quadrilateral are
formed is 360. produced, in order, the sum of the four exterior angles s0
6. The sum ofall interior angles ofan n sided
polygon is (2n-4) right angles.
7. Each interior angle
of a regular polygon of n sides is 2n-4
| x90|
8. The sum
of exterior angles of apolygon is 360°.
9. The measure
of each exterior angle of an n sided
regular polygon is 3
19
VISUALIsING SHAPES
19.1 INTRODUCTION
In earlier classes, we have learnt that figures having length only are known as one
aimensional figures. A line is a one dimensional figure. Figures having length and breadth
are known as wo dimensional figures. A polygon, a circle ete are two dimensional figures.
Objects and
Objects and shapes having length, breadth and height are known as three dimensional
objects and shapes. Generally, two dimensional figures are known as 2-D figures.
Similarly, three dimensional shapes are known as 3-D shapes. It is very convenient to
visualise 2-D figures drawn on the plane of the paper as they have length and breadth
only. If a 3-D shape is represented by a figure drawn on the plane of the paper, that is
when thelength, breadth and height ofa 3-D shape are represented by lines drawn on the
plane of the paper which is a two dimensional figure, then it slightly dificult to visualise
the shape. Therefore, we must understand the technique of visualising 3-D shapes from
their two-dimensional figures drawn on the plane of the paper. In this chapter, we will
discuss visualisation of 3-D shapes from their plane figures. We will also learn about the
representation of three dimensional shapes on the plane of the paper.
In clas VIL, we have discussed visualization of following solid 3-D shapes.
CUBOID CUBE SPHERE CYLINDER CONE

Fig. 19.1
Let us now visualise solid
some more shapes called polyhedra.
19.2 POLYHEDRA
The word
polyhedra is the plural of word polyhedron which may be defined as follows:
OLYHEDRON A solid shape bounded by polygons is called a polyhedron.
ACES Polygons forming a polyhedron are known as its faces.
EDC
ES Line segments common to intersecting faces ofa polyhedron are known as its edges
VERTICES Points of intersection of edges of a polyhedron are known as its vertices.
n a
polyhedron' three or ore edges meet at a point to form a vertex.
Mathematic for Class Vil
Following are some polyhedrons:
(i) CUBOID Vertex
F = Number of faces
-Pace 6
E Number of edges
-Edge V = Number of vertices 12
8
Clearly, F+V = E+2
Fig. 19.2
(ii) CUBE Vertex

F- Number of faces
Face E =Number of edges
12
V Number of vertices
=
Edge Clearly, F+V = E +2

=8
Fig. 19.3
(ii) PYRAMID Vertex
F = Number of faces
5
Face
E Number of edges
=
= 8
V =Number of vertices = 5
Clearly, F+V =E+2
Edge
Fig. 19.4
(iv) TRIANGULAR PYRAMID OR TETRAHEDRON
Vertex
F
-Edge
=
Number of faces
Face
E =Number of edges 6
V =Number of vertices =4
Clearly, F+V =E+2
Fig. 19.5
(V) TRIANGULAR PRISM
Vertex
Edge
F = Number of faces 5
E =Number of edges =9
V = Number of vertices = 6
Face
Clearly, F+V=E+2
Fig. 19.6
Following solids are not polyhedrons as they are not made of polygons. In other woras,
their faces are not polygons.
Base
Base -Base
Curved Lateral
Surface
surface Lateral
surface
SPHERE CONE CYLINDER
Fig. 19.7
asing Shapes
EGULAR
R POLYHEDRON A polyhedron is said to bea regular polyhedron if its faces are
o o fregular
regular polygons and the same number of faces meet at each vertex.
de
up of
eans that the faces of a regular polyhedron are congruent regular A
and its vertices are formed by the same number of faces.
polygons
he is a regular polyhedron but a cuboid is not a regular polyhedron

faces are not congruent rectangles. Polyhedron drawn in Fig. 19.8
o t regular because its faces are congruent triangles but the vertices
not
not formed by the same number of faces. Clearly, 3 faces meet at A

faces meet at B.
hut 4
CONVEX POLYHEDRON If the line segment joining any two points on the
rface of a polyhedron entirely lies inside or on the polyhedron, then it is Fig. 19.8
ad a convex polyhedron.
gidto be
otherwise, it is known as a concave polyhedron.
A Cube, a cuboid, tetrahedron, a pyramid, a prism etc are convex polyhedrons. In the
a
following figures, (i) is a convex polyhedron but (ii) and (ii) are not convex polyhedrons.
(i) (i1)
Fig. 19.9
19.2.1 PRISMS AND PYRAMIDS
Two important members of polyhedron family are prisms and pyramids. So, let us know
about these two polyhedrons.
PRISM A prism is a solid, whose side faces are parallelograms and whose ends (or bases)
are congruent parallel rectilinear figures.
B
Fig.19.10
In Fig. 19.10, there is a prisn whos ends are rectilinear figures ABCDE and A'BCD'E'.
19.4
Mathematicss for
For more books join in telegram @freebooksyt Class VIll
be supposed to stand is called tho
BASE OF A PRISM The end on which a prism may the base of
the prism.
and AB'C'D'E' are the
bases of the prism. Every ism
prism has two
In Fig. 19.10, ABCDE
bases.
HEIGHT OF A PRISM The perpendicular distance between the ends of a prism is calla. the
height of the prism.
is the' perpendicular distance nds

between the ends ABCD
ABCDE and
In Fig. 19.10, B'F 19.10.
height ofthe prism shown
in Fig.
A'BCD'E. So, it is the
AXIS OF A PRISM The straight line joining the centres of the ends of a prism is called the
axis of the prism.
O and O' is the axis of the prism.
In Fig. 19.10, a straight line passing through
LENGTH OF A PRISM The length of a prism is the portion of the axis that lies between the
parallel ends.
In Fig. 19.10, 00' is the length ofthe prism.

LATERAL FACES All faces other than the bases of a prism are known as its lateral faces.
are lateral faces.
In Fig. 19.10, ABBA,BCC'B, CDD'C' etc.
LATERAL EDGES The lines of intersection of the lateral fuces of a prism are called the
lateral edges of the prism.
In Fig. 19.10, AA', BB, CC', DD' and EE are the lateral edges of the prism.
REGULAR PRIsM A prism is called a regular prism if ends are regular polygons.
RIGHT PRISM A prism is called a right prism if its lateral edges are perpendicular to its
ends (bases). Otherwise it is said to be an oblique prism.
The prism shown in Fig. 19.10 is an oblique prism whereas the prism shown in Fig. 19.11 is
a right prism.
B
Fig. 19.11
In a right prism, length of the prism is same as its height. Also, all lateral edges are ot
same length equal to the height of the prism. It is also evident from the definition ot a
right prism that its all lateral faces are rectangles. The number of lateral edges an
lateral faces of a prism is same as the number of sides in the base of the prism.
Salising Shapes For more books join in telegram @freebooksyt 19.5
.GULAR PRISM A prism is called a triangular prism if its ends are triangles.
TRIAN
TAIANGULAR PRISM A right prism is called a right triangular rism if its ends are
RIGHTT R I A N
r i a n g l e s
nther words, a triangular prism is called a right triangular prism if its lateral edges are
n other words,'.
to its ends.
rpendicular
in Fig. 19.12 is
shown in. whereas the prism shown in Fig. 19.13
rism
Theprism shown
triangular prism.
triangular
a
prism
isa right
C'
C
B B
.
-.
A
B A B
Fig. 19.12 Fig. 19.13
Aprism is said to be a quadrilateral prism or a pentagonal prism or a hexagonal prism ete

acording as the number of sides in the rectilinear figure forming the ends (bases) is four
or five or six etc.
If the ends of a quadrilateral prism are parallelograms, then it is also knoWn as a
parallelopiped.
Aquadrilateral prism with its ends as squares is called a rectangular solid or a cuboid.
Figure 19.14 shows a right pentagonal prism and Fig. 19.15 shows a rectangular solid.
C D'
B
A B
Fig. 19.14 Fig. 19.15

set now learn about a polyhedron called pyramid that has fascinated human beings
ncient times. Pyramids of Egypt are one of the seven wonders of the world.
19.6
Mathemat Class Vil
PYRAMID A pyramid is a polyhedron whose base is a polygon of any number
whose other faces are triangles with a common vertex. sides ar
If all corners of a polygon are joined to a point not lying in its plane, we get a pvram ts
Fosre 19.16 shows a pyramid V, ABCDE. The base of this prism is the pentagon
ADe.
and triangles VAB, VBC, VCD, VDE and VEA are five faces. CDE
VERTEX The common vertex of the triangular faces of a pyramid is called the
the vertez of
the pyramid.
In Fig. 19.16, V is the vertex of the pyramid V, ABCDE.
HEIGHT The height of a pyramid is the length of the perpendicular from the uerte
the base.
In Fig. 19.16, VP is the height of the pyramid V, ABCDE.
AXIS The axis of a pyramid is the straight line joining the vertex to the central point of
the base.
In Fig. 19.16, VO is the axis of the pyramid V, ABCDE.
LATERAL EDGES The edges through the vertex of a pyramid are known as its lateral edges
LATERAL ACES The side faces of a pyramid are known as its lateral faces.
The side faces of a pyramid form its lateral surface.
If the base of a pyramid is a polygon of n sides then it has n lateral faces, each one of which
is a triangle, and 2n edges.
V
Fig. 19.16 Oblique pyramid Fig. 19.17 Right pyramid

RIGHT PYRAMID A pyramid is said to right pyramid if the perpendicular dropped from tne
vertex or the base meets the base at its central point i.e. the centre of the inserioe
circumscribed circle. In other words, the vertex of the pyramid lies on the perpenaeu
the base drawn through its centre. Otherwise, the pyramid is called an oblique prisn
a ght
pyramid shown in Fig. 19.16 is an oblique prism whereas Fig. 19.17 shows r
The
prism. gure
A pyramid is said to be a regular pyramid if its base is a regular l
REGULAR PYRAMID
i.e. all sides of its base are equal.
Sualising Shapes 19.7
case of a right regular pyramid the lateral edges are equal and the lateral faces are
ca
cOngruent triangles.
e ANT HEIGHT The slant height of a regular right-pyramid is the line segment joining the
ex to the mid-point of anyone of the sides of the base.
iure 19.18 shows a right regular pyramid, in which O is the centre of the base and VM is
the slant height.
Also, in right angled triangle VOM, we have
VM = OM2 + vO?
By Pythagoras theorem]
VM=vo+OM
B
Fig. 19.18 Right regular pyramid Fig. 19.19 Triangular pyramid (Tetrahedron)
TRIANGULAR PYRAMID A pyramid is calleda
A
triangular pyramid if its base is a
triangle.
triangular pyramid is also called a tetrahedron
QUADRILATERAL PYRAMID A pyramid is called
quadrilateral.
a
quadrilateral pyramid if its base is a
If the base Fig. 19.20 Quadrilateral pyramid

ebaseis of a
pyramid is a
square, then it is called
yramid called a a
square yramid. Similarly, a
Tiumber of sides of pentagonal, hexagonal, septagonal and octagonal accoral6

the base is 5, 6,7 8.
Mathemn cs for Class VII
1922 PLATONIC SOLIDS
A platonic solid is polyhedron.
a
are exactly five platonic solids.
It is interesting as well as
surprising to know that
hat there
Note that in any polyhedron at least three polygons (called faces) must r
form a solid angle. Also, the sum of all plane angles forming the solid angle at a.rtex to
must be less than 360°. Let us start with the simplest regular polygon
forming vertex
the face
a polyhedron. Clearly, such a regular polygon is an
equilateral triangle. The polyhed
or platonic solid whose faces are congruent
equilateral triangles is called the tetrahedr
as showzn in the following figure: on
A tetrahedron has:
4 triangular faces i.e., F =4
4 vertices i.e., V = 4
6 edges i.e., E =6
Fig. 19.21 Tetrahedron Clearly, F+V = E+2

Let us now move on to the nextregular polygon, that is, a square. Six squares form a cube.
Cube is the only platonic solid whose every face is a square. Cube is also known as a
hexahedron as it has six squares as its faces.
A cube has:
6 square faces i.e., F=6
8 vertices i.e., V =8
12 edges i.e., E = 12
Fig. 19.22 Cube Clearly, F+V=E+2

Tetrahedron and cube are platonic solids in which three faces (regular polygons) meet at a
point to form a vertex. Let us now move on to a new platonic solid in which four regular
polygons meet at a point to form a vertex. The platonic solid which has four equilateral
triangles meeting at each vertex is known as the octahedron as shown in the following
figure:
An octahedron has:
8 triangular faces i.e., F=8
12 edges i.e., E =12
Clearly, F+V=E+2
Fig.19.23 Octahedron is
The platonie solid in which five equilateral triangles meet at a point to form a verte k,
known as an icosahedron as shown in the following figure:
An icosahedron has:
20 triangular faces i.e., F = 20
12 vertices i.e., V =12
Visvalising Shapes
Fig. 19.24 An icosahedron

30 edges i.e., E =30
Clearly, F+V = E+2
We have learnt about platonic solids having their faces as
equilateral triangles and squares. Let us now discuss a platonic
solid whose every face is a pentagon. This platonic solid is known
as the dodecahedron. In a dodecahedron three pentagons meet at
every vertex and it has:
12 pentagonal faces i.e., F = 12
30 edges i.e., E = 30
Fig. 19.25 Dodecahedron
Clearly, F+V =E+2
It is an evident from the above discussion that the number of faces (=F), the number of
vertices(=V) and the number of edges (=E) of a simple convex polyhedron are connected
by the following formula:
F+V =E +2
This relationship is known as EULER'S Formula.
EXERCISE 19.1
1. What is the least number of planes that can enclose a solid? What is the name of the
solid?
2. Can a polyhedron have for its faces:
i) 3 triangles? (ii) a square and four triangles?
(ii) 4 triangles?
. 1s it possible to have a polyhedron with any given number of faces?
l s a square prism same as a cube?
vertices?
0. Can a polyhedron have 10 faces, 20 edges and 15
0. Verify Euler's formula for each of the following polyhedrons:
28888888:
(v)
(iv)
Fig.19.26
19.10 Mathematics for lass Vill
7. Using Euler's formula find the unknown:
Faces ? 5 20
Vertices 6 12
Edges 12 ?
ANSWERS
1. 4,Tetrahedron
2. () No i) Yes, A tetrahedron as 4 triangles as its faces
i ) Yes, A square pyramid has a square and four triangles as its faces.
3. Yes, if the number of faces is four or more. 4. Yes 5. No
7. Faces8 () Vertices 6 (ii) Edges 30
19.3 VISUALISATION OF 3-D SHAPES THROUGH NETS

In order to visualise 3-D shapes more clearly, we
try to form these shapes
nets. A net for a 3-D shape is'a sort of skelton-outline in two dimension through their
which, when
folded, results in three dimensional shape. In order to understand this let us perform the
following activity:
ACTIVITY
StepI Take a card-board box as shown in Fig. 19.27(i).

Step II Cut the edges of the box as shown in Fig. 19.27 (i).
Step l Open the box as shown in Fig. 19.27 (ii)
Step Y Lay the box flat as shown in Fig. 19.27 (iw) to get a net for the given cardboard
box..
(i)
Fig. 19.27
It is evident from the above activity that a net for a three-dimensional shape is a tw
dimensional shape that can be cut-out of a piece of paper or a card-board sucn e in

us
folding it the three-dimensional shape can be formed. The net of a 3-D shape helps
visualising quite a lot of details about it.
s i a l i s i n gS h a p e s
19. 1
cing are net patterns for various polyhedrons:

Following
for a cuboid:
N epattern
t
Fig. 19.28
Net pattern for a cube:
)
Fig. 19.29
ai) Net pattern for a triangular prism, having base as a right triangle:
4 cm 6 cm 4cm
Fig. 19.30
(iv) Net pattern for a triangular prism whose base is an equilateral triangle:
T4 cm4 cm4 cm
LLL
Fig.19.31
(v) Net pattern for a tetrahedron:
Fig. 19.32
19.12 square
pyramid:
for a
pattern
Net
(vi)
Fig. 19.33
pyramid:
hexagonal
for a
Net pattern
(vii
Fig. 19.34
octahedron:
for a
i) Net pattern
Flap
Fig. 19.35
EXERCISE 19.2
1. Which among the nets for a cube?
following are
() (ili)
(v) (v) (vi)

Fig. 19.36
Namethe polyhedro
ron that
Forcan
more
be books join in telegram @freebooksyt
made by 19.13
folding each net:
***
(n)
(iv)
(v) (vi)
Fig. 19.37
Dice are cubes where the numbers
following are dice?
on the opposite faces must total 7. Which of the
(i)
Fig. 19.38
Draw nets for each of the
.
following polyhedrons:
******
A cube A triangular prism
****.
A pentagonal pyramid
A hexagonal prism
Fig. 19.39
Mathematics
.14 for ClassVII
5. Match the following figures:
Nets with areas of faces
Prisms
24
(a)
24
3
12 18 12
(6) ()
8
241 24
(c) 6 2727 27
16
(d) Giv) 24 24
24
Fig. 19.40
ANSWERs
1. (d), (e), 0
2. ) Square pyramid ) Triangular prism Gii) Triangular prism
(iv) Hexagonal prism (v) Hexagonal pyramid (vi) Cube
3. 5. (a)-(iv) (b)-) (c) - Gi)
d)-(i)
VisuallsingS h a p e
THINGS TO REMEMBER
A solid shape
bounded by polygons is called a polyhedron.
Polygons forming a polyhedron are known as its faces.
Line segments common to intersecting faces ofa polyhedron are known as its edges.
Points ofintersection ofedges ofa polyhedron are knouwn as its vertices.

be regular polyhedron ifits faces are made up of regular polygons and
5 Apolyhedron is said to a
the same number offaces meet at each vertex.

6. If the line segment joining any two points on the surface of a polyhedron entirely lies inside or
on the polyhedron, then it is said to be a convex
polyhedron.
7. Aprism is a solid, whose side faces are parallelograms and whose ends (or bases) are congruent
parallel polygons.
8. Aprism is calleda regularprism if ends are regular polygons.
9. A prism is called right prism if its lateral edges are perpendicular
a
to its ends (bases).
Otherwise it is said to be a n oblique prism.
10. Aprism is called a triangular prism ifits ends are triangles.
11. A right prism is called a right triangularprism if its ends are triangles.
12. A pyramid is polyhedron
whose base is
a a polygon of any number of sides and whose other
faces are triangles with a common vertex.
13. A pyramid is said to
right pyramid if the perpendicular dropped from the the base
vertex on
meets the base at its central point i.e. the centre of the inscribed or circumscribed circle. In
other words, the vertex of the pyramid lies on the perpendicular to the base drawn
oentre. Otherwise, the pyramid is called a n oblique prism through its
14. A pyramid is said to be a regular pyramid if its base is a regular figure i.e. all sides of its base
are equal
15. A
pyramid is triangular pyramid if its base is a triangle. A triangular pyramid is also
called a
called a tetrahedron
0 Apyramid is called a quadrilateral pyramid ifits base is a quadrilateral.
Aplatonic solid is a polyhedron. There are exactly five platonic solids.
18A net for a3-D shape is a sort of skelton-0utline in two dimension which, when folded, results in
three dimensional shape.
24
DATA HANDLING-I
(Graphical Representation of Data as Histograms)
241 GRAPHICAL METHOD OF REPRESENTING A DATA
Ia the previous class, have learnt how to draw bar
we
distribution of graphs for representing the
freguency ungrouped data. As we have seen that in a bar chart, the heights
d rectangles are proportional to the frequencies and breadth does not matter at all. A
rell constructed bar chart is the quickest way to represent a frequency distribution
pictorially. In this section, we shall learn how to represent a grouped frequency
istribution graphically. The most common graphic representation is the histogram.
HISTOGRAM A histogram or frequency histogram is a graphical representation of a
frequency distribution in the form of rectangles with class intervals as bases and heights
proportional to corresponding frequencies such that there is no gap between any two
secessive rectangles.
A histogram is a two dimensional diagram. In this chapter, we shall discuss the
oontruction of a histogram for a continuous grouped frequency distribution with
elass-intervals only. equal
In drawing the histogram of a continuous grouped frequency distribution, we use the
following aigorithm.
ALGORITHM
StepI Take a graph paper and draw two perpendicular lines, one horizontal and
one vertical, intersecting at O (say). Mark them as OX and OY.
Step II Take horizontal line OX as X-axis and vertical line OY as Y-axis.
Step1II Choose a suitable scale for X-axis and along X-axis represent class - limits.
Stcp IV Choose a suitable scale for Y-axis and mark frequencies along Y-axis.
Step Y Construct rectangles with class intervals as bases and respective frequencies
as heights.
NOTP It should be noted that the scale for X-axis may not be same as the scale
for
Y-axis. The selection of scale depends upon our convenience and the type
of
data.
Ollowing illustrations will clarify the above algorithm.
EXample 1 The following table gives the marks scored by 100 students in an entrance
examination.
Marks:
Marks 0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80
No.of students 4 10 16 22 20 18 8
(Frequency): 2
Represent this data in the form of a histogram.

24.2 Mathematics for Class VIll
We represent the class limits along X-axis on a suitable scale and the
Solution
frequencies along Y-axis suitable scale.
on a
Taking class-intervals as bases and the corresponding frequencies as heights.
we construct rectangles to obtain the histogram of the given frequenev
distribution as shown in Fig. 24.1.
24
20
16
12
X
10 20 30 40 50 60 70 80
Marks
Fig. 24.1
Example 2 The following is the distribution of weights (in kg) of 50 persons:
Weight (in kg): |50-55 55-60 60-65 65-70 70-75 75-80 80-85 85-90
No. of persons: 12 8 5 4 5 7 6 3
Draw a histogram for the above data.
Solution We represent the class limits along X-axis on a suitable scale and the
frequencies along Y-axis on a suitable scale.
Since the seale on X-axis starts at 50, a kink (break) is indicated near the
origin to signify that the graph is drawn to scale beginning at 50, and not at
the origin.
12
10
O50 55 60 65 70 75 8 0 85 90
Weight in kg)
Fig. 24.2

Handling-ll (Graphical
DataHandling-ll (Gr Representation of Data as Histograms)
24.3
mple 33
Example The following histogram shows the monthiy wages (in Rs) of workers in a
factory
100
90
80
70
60
50
40
30
20
10
X
200 250 300 350 400 450 500
Monthly wages (in rupees)
Fig. 24.3
Find the largest and least number of workers and also their wages in rupees.
Solution In the above histogram, we see that the highest rectangle corresponds to the
largest number of workers, that is 105, and the wages from 350-400 rupees.
The rectangle of minimum height corresponds to the least number of
workers, that is, 15 and their wages are between Rs 400 and Rs 450.
Example 4 The following histogram depicts the marks obtained by 45 students of a class:
10
10 20 30 40 50 60 70 80
Marks
Fig. 24.4
Look at the histogram and

answer the following questions:
size ?
(i) What is the class
less than 10 marks ?
(ii) How many students obtained
(iii) How many students obtained more marks but less than 40 2
30 or
of highest marks and how many students are the e
(iv) What is the interval
in this interval ?
are 30, what is the number of failures ?
(v) If passing marks

24.4
Mathematics for Class VIl|
In the above histogram, the frequenices are represented by the heights of the
Solution
class intervals.
rectangles whose bases are the
i) Theclass intervals are 0-10, 10-20, 20-30, . , 70-80. So, class size =10
(ii) The number of students who obtained less than 10 marks is the
frequeney of class 0-10. Clearly, the height of the rectangle having base
asthe class interval 0-10 is 2 units.
getting less than 10 marks = 2.
Number
of students
(iii) The number of students securing 30 or more marks but less than 40
marks is the frequency of class interval 30-40. The height of the
corresponding rectangle in the given histogram is 3 units.
Number of students getting 30 or more marks but less than 40 marks = 3.
iv) Clearly, 70-80 is the interval of highest marks. The height of the
corresponding rectangle in the histogram is 5 units. Thus, 5 students are
there in the interval of highest marks.
(v) The failures are the students who obtained marks in the intervals 0 10,
10-20 and 20-30.
Number of failures = (2+6+10) = 18
Example 5 Observe the following histogram and answer the questions given below:
O 125 130 135 140 145 150 155 -x

160
Heights in cm
Fig. 24.5
i) What information is being given by the graph?

(i) Which group does contain maximum girls?
(ii) How many girls have a height of 145 cms and more?
(iv) If we divide the girls in 3 categories, how meny would there be in each?
150 cm and moreGroup A
140 cm to less than 150 cm
Group B
Less than 140 cm- Group C
Solution Given hostogram depicts heights (in em) of the girl students of class VIIL.
(ii) The class interval 140-145 contains maximum number of girls. This
means that maximum number of students have height between 140 cm and
150 cm.
i i ) Number of girls having the heights 145 cm and more = 4+2+1 =7.

ling-ll (Graphical
D a l a .
Fepresentation of Data as Histograms) 24.5
(iv) Number of girls in
group A=2+1 3
Number of girls in
group B =7+4=11
Number of girls in group C
cample
Example 66 The number of hours television =1+2+3=6
watched in a day by the stuaene
particular class during holidavs is shown in the following histogram:
32
28
20
16
12
3 4 5
Hours of TV watched per day
Fig. 24.6
Look at the histogram and answer the following questions:

i) For how many hours the maximum number of students watch TV?
(1i) How many students watch TV for less than 4 hours
iii) How many students spend more than 5 hours in watching TV?
the number of
Solution In the above histogram heights of the bars represent
bar corresponds to the
students watching TV for different hours. The highest
and they watch TV from 4 to 5 hours
maximum number of students, that is 32,
in a day.
TV less than 4 hours 4 +8+22 34
Number of students watehing
=
(ii)
more than 5 hours in a day in watching
(ii) Number of students who spend
TVis 8+ 6 14
EXERCISE 24.1
students of a class
LGiven below is the frequency distribution of the heights of 50
145-150 150-155 155-160 160-165
140-145
Class interval:| 18 10 5
12
8
Frequency:
the above data.
raW a histogram representing
:
following data
Draw a histogram of the
20-25 25-30 30-3535-40
10-15
15-20
Class interval: 30 98 80 58 29 50
Frequency:

245 Mathematics for Class VIll
3. Number of workshops organized by a school in different areas during the last fv
years are as follows
ive
Years No. of workshops

1995-1996 25
1996-1997 30
1997-1998 42
1998-1999 50
1999-20000 65
Draw a histogram representing the above data.
4. In a hypothetical sample of 20 people the amounts of money with them were found to
be as follows:
114, 108, 100, 98, 101, 109, 117, 119, 126, 131, 136, 143, 156, 169, 182, 195, 207, 219,
235, 118.
Draw the histogram of the frequency distribution (taking one of the class intervals as
50-100).
5. Construct histogram for the
a
following data
Monthly rschool 30-60 60-90 90-120 120-150 150-180 180-210 210-2400

fee in Rs):
Number of
5 12 14 18 10 9 4
schools:
6. Draw a histogram for the daily earnings of 30 drug stores in the following table:
Daily earnings (in Rs): |450 -500500 550 550 600 600650 650-700
Number of stores: 16 10 7 3 1
7. Draw a histogram to represent the following data
Monthly salary (in Rs) Number of teachers
5600-5700 8
5700-5800 4
5800-5900 3
5900-6000
6000-61000 2
6100-6200 3
6200-6300 1
6300-6400 2

Handting-!l(Graphical Representation of Data as 24.7
The following histogram HistogramsS
8. shows the number of literate females
* * w S the
to 40 years in a town: literate in the age group of 10
1100
1000
900
800
700
600
500
400
300
200
100
O 10 15 20 25 30 35 40
Age group
Fig. 24.7
(i) Write the age group in which the number of literate female is the highest.
i) What is the class width?
(ii) What is the lowest frequency?
(iv) What are the class marks of the classes ?
(v) In which age group literate females are the least ?
9. The following histogram shows the monthly wages (in Rs) ofworkers in a factory:
198
950 1000 1050 1100

O 700 750 800 850 900
Monthly wages (in rupees)
Fig. 24.8
the largest number or workers are being kept ? What is

1) In which wage-group
their number ?
number of workers getting ? What is the numhen f
What the least
u wages are
such workers ?
workers7
What is the total number of
iv) What is the factory size

24.8 Mathematics for Class V
10. Below is the histogram depicting marks obtained by 43 students of a class:
() Write the number of students getting the highest marks.
ii) What is the class size?
20 30 40 50 60 70 80 90 100
Marks
Fig. 24.9
11. The following histogram shows the frequency distribution of the ages of 22 teachers in
a school:
X
25 30 35 40 45 50 55
Age (in years)
Fig. 24.10
(i) What is the number of eldest and youngest teachers in the school ?
(ii) Which age group teachers are more in the school and which least?
iii) What is the size of the classes?
(v) What are the class marks of the classes ?
12. The weekly wages (in Rs.) of 30 workers in a factory are given:
830, 835, 890, 810, 835, 836, 869, 845, 898, 890, 820, 860, 832, 833, 855, 845, 804, 808, 812,
840, 885, 835, 835, 836, 878, 840, 868, 890, 806, 840
Mark a frequency table with intervals as 800-810, 810-820 and so on, using tally marks.

dling-l (Graphical Hepresentation of Data as 24.9
Histograms)
Also, draw a
histogram answer the and
following questions:
) Which group has the maximum number
of workers?
) How many workers earn Rs 850 and more?
i) How many workers earn less than Rs 850?
ANSWERS
8. )15-20years i) 5 (ii) 320
(iv) 12.5, 17.5 ete (v) 10-15 years
9. Rs 950-1000, 8 ii) Rs 900-950,2 Civ) 50
ii) 40
10. 3 (ii) 10
1. )1,2 (ii) 35-40 years, 50-55
years ii) 6
v) 22.5, 27.5, 32.5, 37.5, 42.5, 47.5, 52.5
Wages (in Rs): | 800-810 | 810-820 820-830 830-840 840-850 850-860 860-870 870-880 880-890|
Number 3
12 of workers:
2 9 3
) Rs 830-840 (ii) 6 (ii) 20

25
DATA HANDLING-II
(Pictorial Representation of Data as
Pie Charts or Circle Graphs)

25.1 INTRODUCTION
In chapters 23 and 24, we have learnt about classification and tabulation
of data ana e the
graphical representation by using histograms. In this chapter, we shall learn about
tic representation of data. The diagramatic representation
diagramatic of data has
preference over graphie representation because we can draw diagrams on a plain paper
whereas in graphic representation we generally require graph paper. Also diagrams are
more attractive to the eye and they better suited for
are
publicity and propaganda.
In practice a very large variety of diagrams are in use for diagramatic reprèsentation. In
this chapter, we wil discuss a particular type of diagrams, known as pie-diagrams or pie-
charts or circle graphs, to represent the given data.
25.2 PIE-DIAGRAMS OR PIE-CHARTS

DEFINITIONS A pie-diagram or a pie-chart is a pictorial representation of the numerical
data by non-intersecting adjacent sectors of the circle such that area of each sector is
proportional to the magnitude of the data represented by the sector.
Figure 25.1, shows a pie-diagram of per capita income of four countries. In this figure
circle is sliced into four sectors such that the size of a sector is
proportional to the per-
capita income of the country represented by the sector.
+
+ India +
T
Rs 2400+
USA
Japan i Rs 9600
Rs 5600
U.K. .
Rs 7400-
Fig. 25.1
This
nis figure is called a pie-diagram or a -chart because the entire graph looks like a pie
and the comp
nponents resemble with slices cut from a pie.

25.2
Mathematics for Class VIlI
Pie-diagrams are used to show percent breakdowns. For example, with the help of a pie
diagram we can show how the expenditure of the government is distributed over different
heads like Dofence, Commerce and Industry, Tourism, Agriculture and Irrigation ete.
Using pie-diagrams we can also show how the expenditures incurred by an industry are
divided under different heads like raw materials, wages and salaries, marketing etc."
25.3 CONSTRUCTION OF PIE-DIAGRAMs

In this section, we will discuss the construction of pie-diagrams.
In the previous section, we have seen that a pie-diagram consists of a circle which is
divided into as many sectors as there are components of the data. In case of a frequency
distribution the circle is divided into as many sectors as there are classes in the
distribution. The area of each sector is proportional to the component value (relative
frequency) of the component (class) represented by the sector. But, we know that the areu
of a sector is proportional to the angle subtended at the centre by its arc. Therefore, sector
angles or central angles are proportional to the component values (relative frequencies)
of the components (classes) represented by the sectors. Thus, we have
Value of the
Central angle of a component =| componentxx 360
Sum of the component values
Following algorithm may be used for the construction of a pie-diagram of given da

ALGORITHM
Step I Obtain the data and find the sum of various component values.
In case of a frequency distribution various component values are ciass
frequencies (fi) and their sum is total number of values ie., N=
Step lI Divide each component value by the sum obtained in stepI and multiply by 360
to obtain the sector angles (central angles) of the sectors represented by them.
Step II1 Draw a circle of appropriate size with a compass and a radius of it coinciding
with 12 O clock position of the two hands of the clock.
Step IV Select the component with the largest central angle and construct a sector in
such a way that its one radius coincides with the radius drawn in step 111 and
the other radius is below the first radius in clockwise direction.
Step V Construct other sectors representing other components in clockwise
succession in descending order of magnitude of central angles, except for
catch-all components like "Miscellaneous" and "all other" which are shown
last, contrast with adjacent sectors.
Step VI Put explanatory or descriptive label inside each sector so that they can be
easily identified. If it is not possible to place the labels inside the sectors due to
lack of space, then labels can be placed in contiguous positions outside tne
circle, usually with an arrow pointing to the appropriate sector.

Following examples will illustrate the above algorithm.
The number of students in a hostel speaking different languages 1s gve
Example1
below. Present the data in a pie-chart.

Handling-ll (Pictorial Representation of Data as Pie Charts of 25.3
Circle Graphs
Language Hindi English Marathi | Tumil Bengali Total
Number of students 40 12 9 7 4 72
Central angle of a component Value of the componentx360|

Here, total number of students 72 =
Central angle for a language
(Number of students speaking that languagex

Total number of students 360
The computation of central angles for different
shown in the following table.
sectors representing different languages
omputation of central angles

Language Number of students Central angles
Hindi 40
x360
72
= 200°
2
English 12 72x 360 = 60
Marathi
7260-46
Tamil 1 72360 = 35°
Bengali 72 x360 =20

Total 72
360
OW to construct the pie-chart we follow the following steps:
Step I Draw a circle of an appropriate radius.
Step II Draw a vertical radius, coinciding with the 12 O'clock position of the hands of
a clock, of the circle drawn in Step I.
ep 111 Choose the largest central angle. Here, it is 200°. Construct a sector of
central angle 200° whose one radius coincides with the radius drawn in step
II and the other radius is in clockwise direction to the vertical radius
Step V Construct other sectors represenng Oner languages in clockwise sense in
in
descending order of magnitudes of their central angles.
Shade the sectors so obtained by airerent patterns or

designs and label them
as shown in Fig. 25.2.

Mathematics for Class Vil|
25.4
O
Oo5
O Marathi 45 -Hind
OOOO 200°
60
+Engilsh+
+
+++
Flg. 25.2
Example 2 In the month of July 2004, a house holder spent his monthly salary amounting
to Rs 7200 on different items as given below:
Food House Rent | Education | Miscellaneous

Items Clothing
1200 400 1000
Amount spent(in Rs) 600 4000
Represent the information in the form of a pie-chart.
Component value
-x360
Central angle of a componentSum of the component values
Here, total amount = Rs 7200

Computation of Central angles:
Central angle for an item =Amount spent on the item 60

Total amount
computed in the
The central angles of the sectors representing different items are
following table:
Computation of central angles
Items Amount spent (In Rs) Central angles

600 360o 30
600 7200 *360
Clothing
Food 4000 (4000 x36o200

( 7200
House rent 1200 (1200360
7200* 360 60°
400 x 360=20
Education 400 7200
(1000360 50°
Miscellaneous 1000 7200
360°
Total 7,200

Handling-ll (PIctonal Fepresentation of Data as Pie Charts of 25.5
Data
Circle Graphsj
struct the
Now t o c o n s t r
pie-chart representing the given data following steps:
we follow the
Draw circle of an
a
Stepl
Draw a vertical
appropriate radius.
radius of the circle drawn in step 1.
Choose the largest central angle. Here, largest central angle is of z00.
coincides
Draw
radius coincides
with the radine
with radius gle 200° in such a way that its one
drawn in step II and another radius is in
itsCou
clockwise direction.
Step1V 0sruet other sectors representing other items in clockwise sense in
descending order of magnitudes their of central angles
except t
representing miscellaneous expanses. This sector is to be drawn in tne
la
Step Shade the sectors so obtained by different designs and label them as shown in
Fig. 25.3 to obtain the required pie-chart.
00000
Miscellaneous
ROO000q
FOOd=
Clothing 30°
}200
t t * 60°
House rent
+++
Fig. 25.3
Example 3 The number of students admitted in different faculties of a college are given
below:
Science| Arts Commerce Law Education | Total
Faculty
Number of students 1000 1200 650450300 3600
Draw a pie-chart to represent the above information.
Value of the
componentx
Central angle of a component =| Sum of the component values 360
of students = 3600
Here, total number
(Number of students in the faculty x360
Central angle of a component = Total number of students
of the sectors representing

different faculties is shown
The Computation of central angles
In the following table.

25.6 Mathematics for Class Vill
Faculty Number of students Central angles
(1000
Science 1000 3600 360 =100
(1200
3600 360= 120°
Arts 1200
650
3600 x360|=65°
Commerce 650
450
Law
3600 x360|= 45
450
Education 300
300
(3600360 =30
Total 3,600 360°
In order to construct the pie-chart based on these values we follow the following steps:
StepI Draw a circle of convenient radius.
Step II Draw a radius of the circle drawn in step I such that it
coincides with
12 O'clock position of the hands of a clock.
StepIII Choose the largest central angle. Here, the
largest central angle is of 120°.
Draw a sector of sector angle 120° such that its one
radius coincides with the
radius drawn in step II and another radius is in
the clocksidewise direction.
Step IV Draw other sectors in succession in
descending order of magnitudes of
central angles in clockwise direction such that each sector is adjacent to the
previously drawn sector.
Step V Shade the sectors obtained by different
designs and label them as shown in
Fig. 25.4 to obtain the required pie-chart.
Arns:
X
OooO0O0KNN120
POO0oOO+ 100
O0000+ + + +
POOO+ + t+ + ++
O+ + Sçlence+ + t/
+++ +
+
Fig. 25.4
Example 4 Draw pie-diagram to represent
a
the
during the fourth Five-year plan. following data on the proposed outlay
Items Agriculture ndustries Irrigation Communi- | Miscella-

and Minerals and Power cation neous
Rupees 6000
(in crores) 4000 2500 4500 3000

andling-lll (Pictorial Representation of Data as Pie 25.7
Charts of Circle Graphs)
Soltion
We have,
Total outlay =
Rs (6000+ 4000+ 2500+
4500 +3000) crores = Ks 20,000 crores
c
Computation of section angles
Items
Amount (In crores of Rs) Sector Angles
Agriculture 6000 (600360=108

20000
Industries and Minerals 4000 4000 x360 =72
20000
Irrigation and Power 2500 x 360=45°
2500
20000
Communication 4500 4500x360 81°
20000
Miscellaneous 3000 (3000 x360=54

2 0 0 0 0*3660
Total
20,000 360
Now, draw a circle of an appropriate radius and a
radius coinciding with
12 O'clock position of the hands of a clock. We
observe that the
108°. So, we construct a sector in clockwise sense whose sector largestis 108° and
sector angle is of
one radius coincides with the vertical radius. angle whose
Similarly, we construct other sectors
representing other items in clockwise succession in descending order of
sector angles. The
pie-diagram shown in Fig. 25.5 is the required magnitude of
pie-diagram.
Miscellaneous
54 Agriculture
Irrigation
, &t+
Ower 457 108°
Industries
MineralsECommunication7
Fig. 25.5
Example 5 The following data relates to the cost of construction of a house in Delhi.
Items Cement Steel Bricks Timber | Labour | Miscellaneous

Expenditure 30% 10% 10% 15% 25%
10%
Draw a pie-diagram to represent the above data.

Mathematics for Class Vill
25.8
Solution Computation of Central Angles:

Expenditure (in percent) Central angles
Items
30
(100 x360108
30 x
Cement
( 10 360 36
Steel 10 100
10
Bricks 10 x360 36
100
15
Timber 15 I00 *360 54
25
Labour 25
(100
x 36090°
Miscellaneous 10 10x 360 36

(100
Total 100 360
Now, draw a circle of an appropriate radius and also draw a radius coinciding with the 12
O'clock position of two hands ofa clock. We observe that the largest sector angle is 108°.
So, we construct a sector whose sector angle is 108° and whose one radius coincides with
the vertical radius and the other radius is in clockwise
direction. Draw other sectors in
succession in descending order of magnitude of sector
angles in clockwise direction.
The pie-diagram so obtained is shown in Fig. 25.6.
Miscl. ***
Steel
Cement
Bricks 36°108
54° 90°,
Timber S
Labaur
Fig. 25.6
Example 6 Draw a
pie-diagram for the following data of
expenditure pattern in a family:
Items Food
| Expenditure (in Rs)4000 Clothing| Rent Education Miscellaneous
2000 1500 1500 1000

IN
Data Handling-l (Pictorial Representation of Data as Pie 25.9
Charts of Circle Graphs)
Solution
Items
Expenditure Central angles
Food 4000 x 360=144°

4000
10000
Clothing 2000 (2000 x360=72
10000
Rent
1500 (1500 x360=54
10000
Education 1500 (1500 x360 =54

10000
Miscellaneous 1000
1000 360 36
10000
Total
10,000 360°
Now, draw a circle of an appropriate radius and a radius of it which coincides with
12 O'clock position of the hands of a clock. Construct sectors in clockwise sense with
descending order of magnitude of central angles as shown in Fig. 25.7.
Misc
+
Education Food
++54
E144°
54
Renty\-72°-
Clothing
Fig. 25.7
Example 77
Example The following data relates to the expenditure of the families A, B and C per
month:
Items of expenditure Family A Family B Family C

Food 400 600 1600
200 400 1500
Rent
200 300 1000
Clothing
Education 100 400 800
50 100 300
Litigation
50 200 800
Miscellaneous
pie-diagram.
Represent this data by a

Solution Computation of sector angles
Family A Family B Family C

Items of
Expenditure | Exp. Sector angles Exp. Sector angles Exp. Sector angles
in Rs in Rs in Rs
400 600 1600

Food 400 x 360° 144 600 Ux360 =108° 1600 6000 360" =96°
1000 2000
200 1500
Rent 200 1000 360 72 400 400x 360° =72 1500 x360° =90
2000
Clothing 200 200x 360° =72° 300 S00x360° = 54° 1000 1000 360° 60
1000 2000 6000
100 400 800
Education 100 x 360° =
36 400 x 360°= 72° 800 x 360° 48
1000 2000 6000
Litigation 50 50x 360° =18°

1000
100
100
x 360° = 18° 300
300
6000s60° =18°
2000
50 800 x 360° = 48
Miscellaneous 500 X360° 18° 200 20 360° =
36° 800
1000 2000 6000
Total 1,000 360 2,000 360 6,000 360
In order to represent the monthly
expenditure of three families by pie-diagrams, we draw
three circles such that their areas are
proportional to the total expenditures of the three
families. This means that the radii of the three circles are
of the total expenditures of three families. The
proportional to the square roots
pie-diagrams are shown in 25.8 Fig.
Food
Rent
MONTHLY EXPENDITURE OF THREE FAMILIES
Clothing
Education
Litigation
Miscellaneous
48°
108
ONB
44
XX* x 48°
909|
Family A Family B
Family C
Fig. 25.8
DataHandling-lli(PictorialRepre
epresentation of Data as Pie Charts of Circle Graphs) 25.11
Example 8
eT1owing data shows the number of students opting different subjects
a college:
in
Subjects English | Maths Physics Chemistry | Economics Commerce

No. of Student: 45 60 20 30 10 15
Construct a
pie-diagram to represent theabove data.
Solution Computation of central angles
Subjects Frequency Sector angles
English 45
( 45 360 -90
(180
Mathematics 60
(60 x360 =120
180
Physics 20 (20x360
180
40°
30
Chemistry 30 x360= 60°
180
( 10x 360=20°
Economics 10 180
Commerce 15 x36030=30°
180
Total 10,000 360
In order to represent the given data by a pie-diagram, we first draw a circle of appropriate
the 12 O'clock position of the hands of a
radius and then draw a radius coinciding with
is 120°. So, we construct a sector of sector
clock. We observe that the largest sector angles
radius coincides with the already drawn radius and other
angle 120 such that its one with respect to the already drawn radius. Other
radius is in the clock wise direction
sectors are similarly in clockwise direction with descending magnitude of sector
drawn
shown in Fig. 25.9.
so obtained is
angles. Thê pie-diagram
nor
Commercea0
30
Physics40
Mathematics
120
6090
Chemistry z
+
English-
Fig. 25.9
25.12
Mathematics for
ClassVill
EXERCISE 25.1
.The number of hours, spent by a school boy on different activities in
given below: a
working day ia
Activities Sleep School Home Play Others

Number of hours Total
8 7 2 3 24
Present the information in the
form of a pie-chart.
2. Employees of a
below: company have been categorized according to their religions as
given
Religions Hindu Muslim Sikh Christian Total
Number of workers 420 300 225 105 1080
Draw a pie-chart to
3. In one day the
represent the above information.
sales (in rupees) of different items of a
baker's shop are given below:
Items Ordinary Fruit Cakes
bread bread and Pastries Biscuits Others Total
Sales in Rs)260 40 100 60 20 480
Draw pie-chart representing the above sales.
a
4. The following data shows the expenditure of
month. Represent the data a
person on different items
by a pie-chart. during a
Items of expenditure Rent Education Food

Amount (in Rs) Clothing Others
2700 1800 2400 1500 2400
5 . The percentages of various
table. categories of workers in a state are given in the following
Categoies Culti Agricultural Industrial
vators Labourers Commercial
To of workers Workers Workers Others
40 25 12.5 10 12.5
Present the information in the form
6. The
following table shows the
a
pie-chart.
book: expenditure incurred by a
publisher in publishinga
Items Paper Printing Binding
Expenditure
35%
Advertising Miscellaneous
(in %) 20% 10% 5% 30%
Present the above data in the form
of a
. Percentage of the
pie-chart.
different produets of a
below. Draw a pie-chart village in a
representing this information. particular district are
give
Items Wheat Pulses Jwar Grounnuts Vegetables
125 125 25 Total
3 6 2
50 25
3 100
3
ata Handling-1l (Plctorial
Dale Reprosentation of Data as Pie Charts of Circie Graphs 25.13
8. Draw a
ple-diagram for the following data of expenditure pattern in a family:
Items Food
Clothing |Rent Education Unforeseen events Midicine
Expenditure 40%
(in percent) 20% 10% 10% 15% 5%
9. Draw a
pie-diagram of the areas of
table: continents of the world given in the following
Continents Asia U.S.S.R Africa North South

Australia
Europe America America
Area
(in million sq.km)| 26.9 20.5 30.3 4.9 24.3 17.9 8.5
10.The following data gives the amount spent the construction of

diagram.
on a house. Draw a pie
Items Cement Timber Bricks Labour Steel Miscellaneous

Expenditure
60 30 45 75 45
(inthousand Rs) 45
11. The following table shows how student his

a
spends pocket money during the course
of a month. Represent it by a
pie-diagram.
Items Food Entertainment Other expenditure Savings
Expenditure 40% 25% 20% 15%
12. Represent the following data by a pie-diagram:
Items of expenditure Expenditure
Family A Family B
Food 4000 6400
Clothing 2500 480
Rent 1500 3200
Education 400 1000
Miscellaneous 1600 600
Total 10000 16000
13. Following data gives the break up of the cost of production of a book:
PrintingPaper Binding charges Advertisement Royalty Miscellane

30% 15% 15% 20% 10% 15%
Draw a pie-diagram depicting the above information.
14. Represent the following data with the help of a pie-diagram:
Items Wheat Rice Tea

Production (in metric tons) 3260 1840 900

er Mathematics for Class VIl
25.14
15. Draw a pie-diagram representing the relative frequencies (expressed as percentage)
of the eight classes given below:

as
12.6, 18.2, 17.5, 20.3, 2.8, 4.2, 9.8, 14.7

16. Following is the break up of the expenditure of a family on different items of
consumption:
Items
Items Food Clothing Rent Education | Fuel etc. | Medicine| Miscellaneous
Expenditure
(in Rs)
Draw a pie-diagram to represent the above data.
17. Draw a pie-diagram for the following data of the investment pattern in a five year
plan:
Irrigation Small
Agriculture Transport | Social service Miscellaneous
and Power |Industries
14% 16% 29% 17% 16% 8%
25.4 READING OF PIE-CHARTS

In the previous section, we have learnt about construetion of a pie-chart to represent the
given data. In this section, we shall see how a
desired information can be ascertained from
given pie-chart. The process of obtaining various informations related to given data from
the given pie-chart is known as reading of pie-chart. In the previous section, we have
learnt that
Value of the component

Central angle for a component =
x360
Value ofa component
Central angle of the component x Sum of thecomponentvalues

360
and,
Percentage value of a component Central angle of the componentx100

360
These formulae will be used to find the values of various components of the data from its
pie-chart.
ILLUSTRATIVE EXMAPLES
The pie-chart given in Fig. 25.10, represents the expenditure on different
Example1
items in constructing a flat in a metro city. Find the percentage expenditure
on different items by reading the pie-chart. If the cost of flat is Rs 5,40,000.
Find the following
(i) The expenditure incurred on steel and cement separately.

ata
Data Handling-(PIctorial Representation of Data as Pie Charts of Circle Graphs) 25.15
Steel
Labour
Bricks 15
000
XXX
OOOO0000nA
O0000000 75°d.90° " *
PoooAnnnn00d+ +
OOement od+ + + TJ
RRLgO0000of++ + + + + + +
O000oog+ imber *.
000000q% + +++ ++
OOOO00+ ++ + ++++
OOO0g* ***++t
QOoNTI
Fig. 25.10
(11)Difference of expenditures incurred on timber and bricks.
Solution We know that in a
pie-chart
Value of a
component
Central angle of the componentx Sum of the component values
360
In this case, we have
Cost of the flat Rs
=
5,40,000
Expenditure incurred on an item
Central angle of the corresponding sector x Cost of the flat
360
Central angle of the corresponding sector x 540000
360°
and, Percentage expenditure on an item
Central angle of the corresponding sector x
100D
360
Using theseformulae, the computations of expenditures incurred and per-
centage expenditures on different items are shown in the following table.
Items Central angles Expenditures (in Rs) Percentage Expenditures
Labour 100 100°x5,40,000 1,50,000 100°x100 250
360°
360 9
Timber 90 90°x5,40,000 1,35,000 90 x100
360
360 25% =
Cement 75 75 x5,40,000 = 1,12,500 75 x10012

360
360 6
Bricks 50°x5,40,000 = 75,000
50 360° 50x100
360
125%
9
5°
Steel 45 x5,40,00
360
=
67,500 45°x 100 25,
-
360 2

25.16
From the table we find that
i) Expenditure ineurred on steel = Rs 67,500
Expenditure incurred on cement = Rs 1,12,500
1) Expenditure incurred on timber = Rs 1,35,000
Expenditure incurred on bricks = Rs 75,000
Ditference of expenditures incurred on timber
and bricks
Rs 1,35,0o0-Rs 75,000 =Rs 60,000
Example 2 The pie-chart shown in fig. 25.11 represents the expenditures of a family on
different items. Find the percentage expenditures on different items bv
reading the pie-chart.
Fuel-
Others
Clothing+
O0000O0 C60 2 2220
0
Food
Housing
oo
O0
Fig. 25.11
Percentage value of a component Central angle of the

360°
compoent 100
In this case, we have
Percentage expenditure on an item
Central angle of the corresponding sector10
Percentage expenditures
360
on various items
table: are
computed in the following
Items Central angles
Percentage expenditures
Food 220 220°x1000 = 61%
360
Housing 60 60°x100-16.79
360
Clothing 50 50°x 100
3 6 0 13.9%
Fuel 20°
20°x100=5.5% 360
Others 10
10°x100-2.8%
For more books join in telegram @freebooksyt 360
DataHandling-lM(Pictorial Representation of Data Pie Charts of Clrcle Graphs) 25.17
Example 3 follov pie-chart represents the amount spent on different sports y
sCoo administration in a calender vear, If the money spent on football 1s
Rs 9000, answer the
following questions:
Basket bal
Tennis
oo
pooo08
poooooK35
or Foot ball o& Cricket
o000000 45 )160°
+ ++100°
+ +
+Hockey
+
+ ++ +
Fig. 25.12
(i) What is the total amount spent on sports?
football?
spent on hockey than
on
(11) How much more amount is
(iii) What is the amount spent on cricket?

Amount spent on a sport
Central angle of thecorresponding sector Total amount spent on all sports
360
Total amount spent on all sports
360°x Money spent on a sport
sector
Central angle of the corresponding
football = Rs 9,000
money spent
on
It is given that
Total amount spent on all sports =Rs(360°x9,00=Rs

45
72,000
on hockey =Rs
(100°x
,0 72,000=
0 0 RRss 20,000
20 0
(ii) Amount spent 360

Amount spent on football
spent on hockey
-
Amount
Rs 11,000
20,000-Rs 9,000
=
= Rs football,
than that on
on hockey
is Rs 11,000 more
amount spent
Thus,
(160°x
90
72,000- Rs 32,000
Amount spent on cricket =Rs 360
Cii)
votes obtainedof valid
represents
the
total number The total
number of
Erampie
Erample 4 The following pie-chart
who contested
for school leadership.
the
students questions by reading
four A n s w e r the following
by 120. was
valid votes polled
pie-chart:

ae.minand
Yasin
Sivaraman
120
Paramjeet 80°
o Kauro0+ 100°
+++
O000 +Vishawanath
++t +
+ +
Fig. 25.13
(i) Who has the election?
won
ii) What is the minimum number of votes obtained by any candidate?
(ii) By how many votes did the winner defeat the nearest contestent?
Solution We have,
Total number of valid votes polled = 720
Number of votes obtained by a candidate
(Central angle of the corresponding sector)x Total number of votes
360
(Central angle of the corresponding sector) x 720
360
2x (Magnitude of the central angle of the corresponding sector)
Number of votes obtained by different candidates
table:
are given in the following
Candidates Central angles Number of votes received
Sivaraman 120 2x120 240
Vishwanath 100° 2x 100 200
Paramjeet Kaur 80
2x80 160
Yasin 60 2x 60 120
i) It is evident from the above table that
Sivaraman received maximum
number of votes. So, he won the election.
(i) Yasin received minimum number of
votes equal to 120
(ii) Votest received by Sivaraman
240 =
Votest received by Vishwanath

(nearest contestent) 200 =
Difference of votes =
240-200 40
Hence, the winner (Sivaraman) defeated
(Vishwanath) by 40 votes. the nearest contestent
Example 5 The following pie-chart
gives the marks scored in an examination by &
student in various subjects. If the
total marks obtained by the student wer
540, answer the following questions.

oeeisoe
*ARathemats
Fig. 25.14
() In which subject did the student score 105 markS
(ii) How many more marks were obtained by the student in Mathe
matics than in Hindi?
(1i1) Examine whether the sum of marks obtained in social Science and
Mathematics is more than that in science and Hindi.

Solution We have,
Total marks = 540
Also, Marks obtained in a subject
(Centralangle of thecorresponding sector)x (Totalmarks)

360
computed
Marks obtained in various subjects by using the above
formula are
in the following table:

Central angles Marks obtained
Subjects
90
90 x540- 135
Mathematics 360
Science
80 80°x540-120
360
70 x540-105
70 360°
Hindi
65
65 x640-97.5
Social Science 360
55x540
82.5
55 360
English
scored in Hindi.
find that 105 marks
are
we
(i) From the table,
Mathematics
=
136, Marks scored in Hindi = 105
in
ii) Marks scored and Hindi 135- 105= 30
=
scored in Mathematics
Difference of marks m a r k s more in Mathematics than that in Hindi.
30
student scored
Hence, the Science and Mathematics
obtained in Social
the marks
iii) Sum of 232.5
=
= 97.5+135 225
Science and Hindi =120+105
=
obtained in
marks
Sum ofthe For more books join in telegram @freebooksyt
25.20
Mathematics for Class VIl
Clearly, sum of the marks obtained in social science and Mathematics is more
than that in Science and Hindi.

The following pie-chart shows the monthly expenditure of a family on food,
Example 6
clothing, rent, miscellaneous expenses and savings. If the family spends
Rs 825 on clothing, answer the following questions:
Miscellaneous +
+Food
++
Clothing 6 108°+
54°
9030
SavingsoO Rent o Y
OOOOOOO
Fig. 25.155
i) What is the total monthly income of the family?
(ii) What percent of the total income does the family save?
Amount spent on clothing
(Central angle of the correspondingsector x Total monthly income

360
Amount spent on clothing x 360°
Total monthly income
Central angle of the corresponding sector
825x 360-Rs 82550
= Rs
36
Hence, total monthly income = Rs 8250
(ii) Central angle for savings = 360°-(108° +90°+72° +36)= 54
Savings o =(Central angle

360°
for saving8 x100 %=ax100% =150
Example 7 The following pie-chart shows the marks secured by Rohit in different
subjects. If he scored 80 marks in Mathematics, find the following:
+
+
+++ +
Chemistry
+Mathematics.
+
Too +
o 100 oo0ooO000/
Computer
Science Oo0O000OO0000PI
oooPhysics?0o0
pOOO
OOoO000OOOO
OOO00000009
booo00000O
OOOO0OOOD
Fig. 25.16

a Handling-l (Pictorial Representation of Data as Pie Charts of 25.21
Circle Graphs)
(i) Total marks scored in
all subjects.
(ii) Marks scored in
Chemistry.
Marks scored in Mathematies Central angle of thecorresponding sectorx'TotalmarS
360
8000°xTotal marks
360
Total marks 80x 360
288
100
ii) Central angle of Chemistry = 360°-(100° +100°+75) = 85°
Total marks
Marks scored in Chemistry Central angle for Chemistry x
360°
85° x 288 68
=
360
EXERCISE 25.2
1. The pie-chart given in Fig. 25.17 represents the expenditure on different items in
constructing a flat in Delhi. If the expenditure incurred on cement is Rs 112500, find
the following:
Steel
Labour
Bick 100°
bT00 O0o009999
OOOOO0OOOO009
Cement 100oo000000007
+++t P Tmoef jo0Y
boooo00000
OO00000O0
00000000
pooo00
Fig. 25.17
(i) Total cost of the flat.

incurred on labour.
(ii) Expenditure
2. The pie-chart given in Fig. 25.18 shows the annual agricultural production of an
Indian state. If the total production of all the commodities is 81000 tonnes, find the
production (in tonnes) of
(i) Wheat (ii) Sugar (ii) Rice (iv) Maize (v) Gram
Maze
Gram Wheat
POOS 50 120°
pOoO00000og
POooO000'60°
POOon00oL
SHIGesoo7t 100°
poouUUOO +
OOOO0O7 +
poooo9.
TSugar T
+ +
Fig. 25.18
25.22
Mathematics for Class VII|
admitted in different faculties
3. The following pie-chart shows the number of students the following:
of a college. If 1000 students are admitted in Science answer
aw
Arts
+ 120
65
Commerce u100o0SS
T T ThoðóÓÓÓ00O
++000000000000
ooo000000000000
toooO Scienceoo00S
ce00o00g
O00O0uuooo
OOOO0000OO0OO00
OOO0000O000OY
000000000
Fig. 25.19
(i) What is the total number of studen'

ii) What is the ratio of students in science and arts?
4. In Fig. 25.20, the pie-chart shows the marks obtained by a student in an examination.
If the student secures 440 marks in all, calculate his marks in each of the given
subjects.
oo000
Xhoo0o000
HH
S o c
Social xpOo0000000
Sciencergoo900000q
SCiencEo0000000oo
AMathematicsSO
Hindi 451000900QO000
000O0000OO0O
NN10890000000
Rooo0000000
0O000O
+ + + ' f +E81
+++
+Englisht Science
T
+
Fig. 25.20
5. In Fig. 25.21, the pie-chart shows the marks obtained by a student in various subjects.
If the student scored 135 marks in mathematics, find the total marks in all the
subjects. Also, find his score in individual subjects.
Hindi
Mathematics
O00OOK
Oo0o00O60°4
900
O English
POOOOO00+ 72°
+ t + t
+ + Social + Science
++ Sclence
+ +
Fig. 25.21

ta
Data Handling-(Pictorial Representation of Data as Pie Charts of Circle Graphs) 25.23
6. The following pie-chart shows the
monthlv expenditure of Shikha on various items.
she spends Rs 16000 per month,
answer the following
questions:
T +
Rent Food
135
T
108
Miscellaneous
Fig. 25.22
(i) How much does she spend on rent?
(ii) How much does she spend on education?
(ii) What is the ratio of expenses on food and rent?
1. The pie chart (as shown in the figure 25.23) represents the amount spent on different
sports by a sports club in a year. If the total money spent by the club on sports is Rs
1,08,000, find the amount spent on each sport.
Hockey
100°
Cricket 150
50
o0o Tennis
oc Foot ball od
poOOO000OOOd
O00OO00o000
poooO000
A0go000p
Fig. 25.23
ANSWERRS
G) Rs5,40,000 i) Rs 1,50,000
) 27,000 tonnes i) 22,500 tonnes ii) 13,500 tonnes iv) 6,750 tonnes
(v) 11,250 tonneS
3. ) 3,600 (i) 5:6.
Subject Mathematics | Science English Hindi | Social Science

4 Marks obtained 32 99 88 66 55
Subject Mathematics | Science Social Science English Hindi

5. Marks obtained 135 114 108 93 90
6. ) Rs 3,600 ) Rs 1,600 ii) 5:3
7. ) Hockey: Rs 30,000 Cricket: Rs 45,000 Football Rs
18,000 Tennis :Rs 15,000
26
DATA HANDLING-IV (Probability)
6.1 INTRODUCTION
d 'probability is commonly used in our day-to-day conversation and we generally
h e w o r d
aning. Generally, people

ehis word even without going into the details of its actual a c r o s s s t a t e m e n t s
havea , ough idea about its meaning. In our day-to-day life we com
h a v e
roug
hke:
Probably it may rain to day.

(i) He may possibly join politics.
(ii) India
(jii)Indian Cricket team has good chances of winning
World-Cup.
(iv) He is probably right. chance, likely etc. A

other
atements, possible, probable, or, in
In such s t a t we
generally use the terms: to take place uestion.
the same sense that certain
the event is not
these terms convey (or happening)
of the
event
tainty
uncertaint
words, there 1s uncertainty aboutthetheword probability, there is

occurrence
that of
connotes
theory
Thus, in layman's terminology e
However,
in the
or what is going to
ppen.
what
about wha has happened uncertainty.
we assign the degree of
numerical value to century
in problems
nrobability of eighteenth
a card
from a
originated in the beginning drawing
of probability ng a coin,
The concept
The a die, tossing become one
ot t n e
ertaining to chance such as throwing

games of today has
'probability'
of chance, Science and Engineernng
ete. Starting with games
of cards of applications in
pack of S t a t i s t i c s and
has vide range
basic tools
PROBABILITY or
TO experimental
APPROACH VII w a s
THEORETICAL
in class
26.2 on probability the probabilities
learnt in the chapter as we
have seen, In
have this approach, of events.
What we In the happening
approach to
probability. recording of approach
to
impirical and adequate theoretical
is that in
experiments about
actual will study
based o n classes, we to probability
were approaches what has
and in higher between
these two
event is
based on
this chapter difference of a n what
The basic the probability w e try
to predict
probability. probability, probability,
to to
approach approach
experimental theoretical
the while in the
experiment. to its
approaches
happened performing event
actually actually of an
probability
without
experimental is very large.
will happen
that the
experiment
of an experiment.
The
observed of trials of a n
It has been if the
number
hichare
which a re
outcomes
o outcome(s).
probability events
well defined
theoretical deal with produce
some
which can produce

we Random or Probabilistic.
of
probability
operation wnich can (ii) Ra:
In the theory an D e t e r m i n i s t i c
under identical
identical
'experiment'
means
experiments:
(1) w h e n repeated
when repeated
word of which
nts wn in Science
and
two types
experiments
experiments
There a
arr e those When
Whe result
are outcome.
the s a m e
experiments result
or
we
obtain almost
D e t e r m i n i s t i c same itions,
conditi
c o n d i t i o n s
the identical
1 d e n t i c a l
produce under
ions
condition r epeated
peated
are
Engineering
every time.
Mathematics for Class VIl
26.2
produce not the same
conditions, do
when repeuted under identical possible outcomes, then
If experiment, several
one of the
an
but the outcome in a trial is of a coin one
outcome every time
in
example, tossing
experiment. For
is is
it notknown
sure if
as aa head or aortail
random will be obtained,
probabilistic so it is a random experiment. Similarlye
well shufiled pack of cards are
and drawing a card from a
rolling an unbiased die
examples of a random experiment. random experiments
and the term
this chapter we shall be discussing
Throughout
experiment will stand for random experiment. These terms will
with a random experiment.
Let us now discuss various terms associated
help us in introducing the theoretical concept of probability. called an elementary event.
is
ELEMENTARY EVENT An outcome of a random experiment
The possible outcomes of this
Consider the random experiment of tossing of a coin.
experiment are head (H) or tail (T).
Thus, if we define
E =
Getting head (HH on the upper face of the coin,
and,
Ba =
Getting tail (T) on the upper face of the coin.
LOSSing ot ot a coin.
Then, E, and B, are elementary events associated with the experiments
Let us now consider the random experiment of tossing two coins simultaneously. The
possible outcomes of this experiment are as under:
Head on first and Head on second, Head on first and Tail on second,
Tail on first and Head on second, Tail on first and Tail on second.
If we define
HH = Getting head on both the coins, HT = Getting Head on first and tail on second,
TH= Getting tail on first and head on second, TT= Getting tail on both the coins.
Then, HH, HT, TH and TT are elementary events associated with the random experiment
of tossing of two coins.
Similarly, if three coins are tossed simultaneously, then the elementary events associated
with this experiment are HHH, HHT, HTH, THH, HTT, THT, TTH, TTT.
Let there be cubical die marked with numbers 1, 2,3, 4, 5 and 6 on its six
a
faces. Consider
now-the random experiment of throwing a cubical die. If the die is
the six faces may come upward. So, there are six rolled, then any one of
possible outcomes of this experiment,
namely 1, 2,3, 4, 5,6.
Thus, if we define
E = Getting a face marked with number 1
E =
Getting a face marked with number 2
Es Getting a face marked with number 6

Then, E, Eg Eg are six elementary events associated
.,
to this
Now, consider the random
die is rolled twice, then experiment which two six-faced diceexperiment.
in
are rolled
possible outcomes of this together
experiment are:
or a
Data Handiling-IV (Probability) 26.3
(1,1), (1, 2), (1,3), (1,4), (1,5), (1,6)
(2,1), (2,2), (2,3), (2,4), (2,5), (2,6)
(3,1), (3,2), (3,3), (3,4), (3,5), (3,6)
4,1), (4, 2), (4,3), (4,4), (4,5), (4,6)
(5,1), (5,2), (5,3), (5,4), (5,5), (5,6)
(6,1), (6,2), (6,3), 6,4), (6,5), (6,6)
Clearly, these outcomes are elementary events associated with the random experiment of
throwing two six faced dice together. The total number of these elementary events i5
d
card from a well shufled pack of 52 cards, then any one of 52 cards can be the
Ifa is drawn
outcome. So, there are 52 elementary events associated to the random experiment
drawing a card from a pack of 52 playing cards.
COMPOUND EVENT An event associated to a random experiment is a compound event if it is

obtained by combining two or more elementary events associated to the random experi
ment.
n a single throw of a die, the event "Getting an even number" is a compound event as it is
obtained by combining three elementary events, namely, 2, 4, 6.
Similarly, "Getting an odd number" is a compound event obtained by combining
elementary events 1, 3 and 5.
Consider the random experiment of tossing two coins simultaneously. If we define the
event "Getting exactly one head", then HT and TH are two elementary events associated
to it. So, it is a compound event.
Associated to the random experiment of tossing three coins simultaneously, we have
following elementary events:
HHH, HHT, HTH, THH, TTH, HTT, THT and TTT.
If we define event
E Getting exactly two heads
Then, HHT, THH, HTH are three elementary events associated to event E
So, it is a compound event.
Similarly,
F Getting exactly one head and, G = Getting at least one head
are compound events.

OcCURRENCE OF AN EVENT An event A associated to a random experiment is said to occur if
any one of the elementary events associated to the event A is an outcome.
Consider the random experiment of throwing an unbiased die. Let A denote the event
"Getting an even number". Elementary events associated to this event are: 2, 4, 6. Now,
suppose that in a trial the outcome is 4, then we say that the event A has occurred. In
another trial, let the outcome be 3, then we say that the event A has not occurred.
Let a die be rolled and the outcome of the trial be 4. Then, we can say that each of the
following events have occurred:
(i) Getting a number greater than or equal to 2,
(ii) Gettinga number less than orequal to 5,
(tit Cotti
MatiETaUs JIaDS VII
26.4 following
events have
ave not
that the
can also
say
outcome, we
Dasis of the
same
e
occurred:
(i) Getting an odd number, dice. If (2, 6) is

(ii) Getting a multiple
of 3. a pair of an
throwing
consider the random
experiment of
events have occurred.
Let us now
each of the following
we can say
that
outcome of a trial, then
number on first die.
i) Getting an even
number on both dice
ii) Getting an even dice.
numbers on two
as the sum of the following
that the events
(iii) Getting 8 also say
one can
same outcome,
on the basis of the
However,
have not occurred:
multiple of 3 on ftirst die.

(i) Getting a
odd number on first die.

i ) Getting an
(iii) Getting a doublet. be favourable toa

is said to
EVENTS An elementary event
FAVOURABLE ELEMENTARY event A.
the compound
compound event A, if it satisfies the definition of compound event A, if we say that
event E is favourable to a
other words, an elementary
In event A occurs when E is an outcome of a trial
the
dice and the compound
event A
a pair of
Consider the random experiment of throwing A occurs if we get any one of
8 the sum." We observe that the event
defined by "Getting as
the following elementary events as outcome:

(2, 6), (6,2), (3, 5), (5, 3), (4,4)
elementary events favourable to event A.
So, there are 5
event associated to it defined as
f two coins are tossed simultaneously and A is an
HT or TH as an
occurs if we get either
Getting exactly one head". We say that the event A
favourable to the event A.
outcome. So, there are two elementary events
event A associated with a random
NEGATION OF AN EVENT Corresponding to every
occurs when and only uwhen
"not A* which A does not occur.
experiment we define an event
A.
The event "not A" is called thenegation ofevent A and is denoted by
Clearly, event A occurs if and only if A does not
ocur.
26.3 THEORETICAL PROBABILITY
DEFINITION If there are n elementary events associated with a random experiment and m of
them are favourable to an event A, then the probability of happening or occurrence of event
A is denoted by P (A) and is defined as the ratio

p(A)mFavourable number ofelementary events
Thus, P(A)= Total number of elementary events
n
m are favourable to an event A.
Clearly, out of n elementary events,
0Sm<n
Dividing throughout by nl
0s1
0sPLA)s1
Data Handling-/V (Probability) 265
PA)=0. 1, then A
rPMA) is called a certain event and event A is called an imposeible event, i
elementary events are favourable to an event A out of n elementary events, then the
number ot elementary events which ensure the non-oceurrence of A
A isn-m.
ie. the oceurrence of
PMA)=Pavourable number of elementary events to event A

Total number of elementary evests
P(A) = - m
P(A)=1-4
n
PA) =1- P(A)

PA)+ PA) =1
i.e.,
of occurrence of
Probability eveat A Probability of Non-ocurrence of
an +
Let us now discuss some problems to illustrate the above definition.
event A1 an
Example 1 An unbiased die is thrown. What is the probability of getting:
(i) an even number ii) a multiple of 3
(iii) an even number or a multiple of 3
(iv) an even number and a multiple of 3 (v) a number 3 or 4
(vi) an odd number (vii) a number less than 5
(viii) a number greater than 3 (ix) a number between 3 and 6.
Solution In a single throw of a die we can get any one of the six numbers 1, 2 , , 6
marked on its six faces. Therefore, the total number. of elementary events
associated with the random experiment of throwing a die is 6.
i) Let A denote the event "Getting an even number"
Clearly, event A occurs if we obtain any one of 2, 4, 6 as an outcome.
Favourable number of elementary events = 33
Hence, PA) ==
3
ii) Let A denote the event "Getting a multiple of 3"
We observe that the event A occurs if we obtain either 3 or 6 as an outcome.
.. Favourable number of elementary events =2
Hence, PA) =
6 3
(iii) An even number or a multiple of 3 is obtained if we obtain one of the
numbers 2, 3, 4, 6 as an outcome.
Hence, required probability _4

=
2
26.6 Mathematics for Class VIl|
(iv) Let A denote the event "Getting an even number and a multiple of 3
Clearly, event A happens if we get 6 as an outcome
Hence. PA) =
6
"
()Let A denote theevent "Getting 3 or 4
Clearly, A occurs when we get either 3 or 4 as an outcome
2 1
Hence, PA)=
6 3
(vi) Let A denote the event "Getting an odd number"
We observe that the event A occurs when we 1 or 3 get or 5 as an outcome.
Hence, P(A) =
(vii) The event "Getting a number less than 5" will if

occur we get one of the
numbers 1,2,3, 4 as an outcome.
Favourable number of outcomes = 4
Hence, required probability ==2

(viii) The event "Getting a number greater than 3" will occur if we obtain one
of the numbers 4, 5, 6 as an outcome.
Hence, required probability =

ix) The event "Getting a number between 3 and 6" occurs if we obtain either
4 or 5 as an outcome.
Hence, required probability =4=

6 3
Example 2 Two unbiased coins are tossed simultaneously. Find the probability of
getting:
i)twoheads (ii) one head
ii) one tail (iv) at least one head
a t most one head (vi) no head
Solution If two unbiased coins are tossed simultaneously we obtain any one of the
following as an outcome.
HH, HT, TH, TT
Total number of elementary events =
4
i) Two heads are obtained if the elementary event HH occurs.
Favourabie number of elementary events = 1
Hence. required probability =-

Data Handing-IV (Probability)
26.7
ii) One head is obtained if any one of the following elementary events
occurs: HT TH
Favourable number of elementary events =2
Hence, required probability

(iii) One tail is
obtained if any one of the following elementary events
TH, HT occurs
Hence, required probability

==
(iv) At least one head is obtained if any one of the following elementary
events happens:
HH, HT, TH
Favourable number of elementary events 3
=
(v)If one of the elementary events HT, TH, T occurs, then we say that at
most one head is obtained.

(vi) No head is obtained if the elementary event TT occurs

Example 3 Three unbiased coins are tossed together. Find the probability of getting:
i) all heads (ii) two heads
(iii) one head (iv) at least two heads
Solution Elementary events associated to random experiment of tossing three coins
are
HHH, HHT, HTH, THH, HTT, THT, TTH, TTT
Total number of elementary events = 8.
i) The event "Getting all heads" is said to occur, if the elementary event
HHH occurs i.e. HHH is an outcome.

(ii) The event "Getting two heads" will occur, if one of the elementary events
HHT, THH, HTH occurs.
Hence, required probability =83

26.8 Mathematics for Class Vill
(ii) The events of getting one head, when three coins are tossed together,
occurs if one of the elementary events HTT, THT, TTH happens.
3
iv) If any of the elementary events HHH, HHT, HTH, and THH is an
outcome, then we say that the event "Getting at least two heads" occurs.

Example 4 Find the probability that a leap year selected at random will contain 53
Sundays.
Solution In a leap year there are 366 days.
We have, 366 days =52 weeks and 2 days.
Thus, a leap year has always 52 Sundays.
The remaining 2 days can be:
i) Sunday and Monday (i) Monday and Tuesday
(iii) Tuesday and Wednesday (iv) Wednesday and Thursday
(v) Thursday and Friday (vi) Friday and Saturday
(vii) Saturday and Sunday.
Clearly, there are seven elementary events associated with this random
experiment.
Let A be the event that a leap year has 53 Sundays.
Clearly, the event A will happen if the last two days of the leap year are
either Sunday and Monday or Saturday and Sunday.
Hence, required probability = 5
Example 5 What is the probability that a number selected from the numbers 1,2, 3,.., 25
is a prime number, when each of the given numbers is equally likely to be
selected?
Solution Out of 25 numbers 1, 2, 3, .., 25 one number can be chosen in 25 ways.
T o t a l number of elementary events = 25
The number selected will be a prime number if it is chosen from the numbers
2,3,5,7,11, 13, 17, 19,23.
9
Hence, required probability = -
25
is
Example 6 Tickets numbered from 1 to 20 are mixed up together and then a ticket
which
drawn at random. What is the probability that the ticket has a number
is a multiple of 3 or 7?
Out of 20 tickets numbered from 1 to 20, one can be chosen in 20 ways. So,
Solution
total number of elementary events associated with the given random
nata Handing-/V (Probability) Co.9
experiment is 20. Out of 20 tickets

which numbered 1 to 20, tickets 1 8
multiple of 3 or 7 bear numbers
are
3, 6.7, 9, 12,14, 15 and
Favburable numbers of elementary events 8 =

-
Remark Apack of playing cards consists of 52 cards which are
suit consists of one ace, one kinb, dive
13 cards each. Each and
o
other cards numbered from 2 to 10, Four suits are named ass spue spades (»),
hearts (v), diamonds
(+) and clubs (+ ).
Example n e card is drawn from a pack of 52 cards, each of the 52 cards being equally
likely to be drawn. Find the probability that the card drawn
(i) an ace ii) red
(iii) either red card or king (iv) red and a king
(v) a face card (vi) a red face card
(vii) 2' of spades (vii) '10' of a black suit
Solution Out of 52 cards, one card can be drawn in 52 ways.
So, total number of elementary events =52.
chosen
one ace can be
(i) There are four ace cards in a pack of 52 cards. So,
in 4 ways.
Hence, required probability == 13

cards. Out of 26 red cards one card
i ) There 26 red cards in a
are pack of 52
can be chosen in 26 ways.
26
Hence, required probability = 52
two red kings, in a pack of 52 playing
i ) There 26 red cards, including
are
are 4 kings, two
red and two black. Therefore, card drawn
cards. Also, there black
card or a king if it
is any one of 28 cards (26 red cards and 2
will be a red
kings). events = 28
Favourable
number of elementary
=
28 1
probability
Hence, required 52 13
as well as king, if it is a red king. There are 2
rAeard drawn will be red
a pack of
52 playing cards.
red kings in events 2 =
number of elementary
Favourable
required
probability =-522 1
26
Hence,
queens, and jacks are called fans

deck of 52
cards: aces, Kings,1ace in 19
(v In a
face cards. s0,
One card can be chosen 12 ways.
are 12
Thus, there
26.10 Mathematics for Class VIlI
Pavourable number of elementary events = 12

O13
52
3
vi) There are 6 red face cards 3 each from diamonds and hearts. Out of these
6 red face cards one card can be chosen in 6 ways.
F'avourable number of elementary events = 6
Hence, required probability ==

(vii) There is only one 2' of
26
spades.

(viii) There are two suits of black cards viz.
contains one card bearing number 10.
spades and clubs. Each suit

52 26
Example 8 The king, queen and
jack of clubs are removed from a decl: of 52
and the well shuffled. One card
is selected from the
playing cards
the probability of remaining cards. Find
getting.
i) a heart
(ii) a king
(iii) a club
(iv) the 10' of hearts.
Solution After removing
king, queen and
there are 49 cards left in the jack clubs from a deck of 52 playing cards
of
deck. Out of these 49 cards
chosen in 49 ways. one card can be
Total number of
elementary events 49 =
i) There are 13 heart cards in

the deck
heart card can be chosen in 13 containing 49 cards out of which one
ways.
Favourable number of
elementary events = 13
Hence, P (Getting a heart) = -13
49
(ii) There 3
are
kings the in
kings one king can be chosen in deck
3
containing 49 cards. Out of these three
ways.
.
elementary events =
3
Hence, P (Getting a king) =
3
i) After 49
removing
king, queen and
these 10 club cards jack of clubs only 10 club cards are lett
the deck. Out of in
one club card is
Favourable number of chosen in 10 ways.
elementary events =
10
Hence, P(Getting a club) =10
49
Handling-V(Probability)
a l aF l a n d
26.11
(iv) There is
only one 10' of
Favourable number of hearts.
elementary events =
Hence, P
(Getting the "10' of hearts)
49
Example9 A bag contains 3 red and 2 blue marbles. A marble is drawn at random. wna
is the
probability drawing
of a blue marble?
Tnere are b in 5
Solution marbles in the bag, Out of these 5 marbles one can be
ways. c
Total number of
elementary events 5
Since the bag contains
=
2 blue marbles. Therefore, one blue

as
drawn in 2 ways.
elementary
events 2 =
Hence, P (Getting a blue marble) =5

Example 10 It is known that a box of 600 electric bulbs contains 12 defective bulbs n
Duid 1s t a k e n out at random from this box. What is the probability t h a t t , 13 a
non-defective bulb?
Solution Out of 600 electric bulbs one bulb can be chosen in 600 ways.
Total number of elementary events = 600
be
There are 588 ( 600 1 2 ) non-defective bulbs
= out of which one bulb can
chosen in 588 ways.
588 =0.98
0.98
P(Getting a non-defective bulb)
=
Hence, G00 50
One
cards numbered 1, 2, 3, 17 are put in a box and mixed thoroughly.
Example 11 17
..,
number on
a card from the box.
Find the probability that the
person draws
the card is:
(ii) a prime
(i) odd
iv) divisible by 3 and 2 both
(ii) divisible by 3
can be drawn in 17 ways.
the box, one card
Solution Out of 17 cards, in 17
elementary events
=
Total number of Out of

1, 3, 5, 7, 9, 11, 13, 15, 17.
odd cards, namely,
numbered drawn in 9 ways.
G) There 9 c a n be
cards one card
these 9 events 9 =
elementary
number of
Favourable
9
probability =17
Hence, required 17. Out of
of
numbered
cards, namely, 2, 3, 5, 7, 11, 13,
namely,
There are
7 prime chosen in 7 ways.
(ii) card c a n be
one
cards 7
these 7 elementary
events =
number of
Favourable
7
prime number)7
P (Getting a numbas
getting a card bearing a number divisible by 3.

bearing
Hence, a
of getting
event of
event
the
A
denote e get aa card
card bearing one of the numbers 3, 6, 9,
(ii) Let
A
occurs if we get
event
Clearly,
12, 15.
26.12 Mathematics for Class VIl
Pavourable number of elementary events = 6
Hence, P (Getting card bearing a number divisible by

a
3)17
i v Ifa number is divisible by both 3 and 2, then it is a multiple of 6. In cards
bearing number 1, 2, 3, .., 17 there are only 2 cards which bear a number
divisible by 3 and 2 both i.e. by 6. These cards bear numbers 5 and 12.
Hence, P (Getting a card bearing a number divisible by 3 and 2) =

2
Example 12 Cards marked with the numbers 2 to 101 are placed in a box and mixed
thoroughly. One card is drawn from this box. Find the probability that the
number on the card is:
i) an even number (ii) a number less than 14
(iii) number which is a perfect square
a (iv) a prime number less than 20.
Solution There are 100 cards in the box out of which one card can be drawn in
100
ways
Total number of elementary events
100 =
) From numbers 2 to 101, there are 50 even

numbers, namely, 2, 4, 6, 8, .
100. Out of these 50 even numbered
cards, one card can be chosen in 50 ways.
Hence, P (Getting an even numbered card) =100

(ii) There are 12 cards bearing numbers less than 14 i.e. numbers 2, 3, 4,5,..
13
Favourable number of elementary events =
12

100 25
(ii) Those numbers from 2 to 101 which are
36, 49, 64, 81, 100 i.e. squares of 2, 3, 4, 5, perfect
and 10
squares are 4, 9, 16, 25,
there are 9 cards marked with the
numbers which
..,
respectively. Therefore,
are perfect squares.
=
Hence, P (Getting a card marked with a number

which is a
perfect square)
9
100
(iv) Prime numbers less than 20
in numbers from 2 to 101 are 2,3,5, 7, 1,
13, 17 and 19. Thus, there are 8 the
20. Out of these 8 cards one card cards marked with prime numbers less than
can be chosen in 8 ways.
Favourable number of elementary
events 8 =
Hence, P (Getting a card marked with a

prime number less than 20)
82
100
25
Example 13 A bag contains 5 red balls, 8 white balls, 4 green balls and 7 black balls.
ball is drawn'at random, find the If one
(i) black (ii) red
probability that it is:
(iii) not green.
ata Handling-/V(Probablity) 26.13
5Ution Total number of balls in the
bag 5+8+4 +7 = = 24
Total number of
elementary events 24
G) There are 7 black balls in
=
the bag.
elementary events =T
Hence, P (Getting a black ball) =
24
Gi) There are 5 red balls in the
bag.
Hence, P (Getting a red ball)= ,

24
ii1) There are 5+8+7 =20 balls which are not green.
5
Hence, P (Not getting a green ball) 20
of
Example 14 Two dice arethrown simultaneously. Find the probability getting
(i) an even number as the sum
(ii) the sum as a prime number
(ii) a total of at least 10
(iv) a doublet of even number
of 3 on the other
(v) a multiple of 2 on one die and a multiple
a doublet
(vi) s a m e number on both dice i.e.
(vii) a multiple of 3 as the
sum.
of throwing two
events associated to the random experiment
Solution Elementary
dice are:
(1,5), (1,6)
(1,1), (1,2), (1,3), (1,4),
(2,4), (2,5), (2,6)
(2,1), (2,2), (2,3), 3,6)
(8,4), 3,5),
(3,1), (3,2), (3,3),
(4,4), (4,5), (4,6)
(4,1), (4,2), (4,3),
6,4), (5,5), (5,6)
(5,1), (5,2), (6,3),
(6,4), (6,5), (6,6)
(6,1), (6,2), (6,3), events =6x6 = 36
of elementary
T o t a l number number as the sum ie..
an even
LetAbe the event getting

of
G)
2,4,6,8, 10, 12
favourable to event A are:
events
1),(2,4),(4, 2), (3, 3), (2, 6), (6, 2), (4, 4),
Elementary
(1,1. (1,3), (3, 1), (2, 2), (1, 5), (5,

6) and (6, 6).
3), (3, 5), (5, 5), (6, 4), (4,
(5, number of elementary events 18 =
favourable
Clearly,
probability =o=
required
Hence,
26.14 Mathematics for Class VIll
i) Let A be the event ofgetting the sum as a prime number i.e., 2, 3, 5, 7, 11

Elementary events favourable to event A are:
(1,1),(1, 2), (2, 1), (1, 4), (4, 1), (2, 3), (3, 2), (1, 6), (6, 1), (2,5), (5, 2), (3, 4),
(4,3), (6, 5) and (5, 6).
Hence, required probability . 16 5

36 12
(ii) Let A be the event of getting a total of at least 10 i.e, 10, 11, 12. Then, the
elementary events favourable to A are:
(6,4), (4, 6), (5, 5), (6, 5), (5, 6) and (6, 6).
1
36
iv) Let A be the event of getting a doublet of even number. Then, the
elementary events favourable to A are (2, 2), (4, 4) and (6, 6)
Hence, required probability 3 1

36 12
(v) Let A be the event ofgetting a multiple of 2 on one die and a multiple of 3
on the other. Then, the elementary events favourable to A are:
(2, 3), (2, 6), 4, 3), (4, 6), (6, 3), (6, 6), (3, 2), (3, 4), (3, 6), (6,2), (6, 4).
Pavourable number ofelementary events = 11

36
(vi) Let A be the event of getting the same number on both dice. Then,
elementary events favourable to A are:
(1,1), (2, 2), (3, 3), (4, 4), 6, 5) and (6, 6)
Hence, required probability ==

36 6
(vii) Let A be the event of gettinga multiple of 3 as the sum i.e., 3, 6,9, 12.
Then, elementary events favourable to A are:
(1,2), (2, 1), (1, 5), (5, 1), (2,4), (4, 2),(3,3), (3, 6), (6, 3), (5, 4), (4, 5), (6, 6).
Hence, required probability 121

* =
EXERCISE 26.1
1. The probability that it will
rain tomorrow is 0.85. What is the probability that it will
not rain tomorrow?
2. A die is thrown. Find the probability of getting:
(1) a prime number i) 2 or 4 i i ) a multiple of 2 or 3
Datah
Handling-1V(Probability)
26.15
3. In a taneous throw of
(i) 8 as the sum
a
pair of dice, find the probability of getting:
pr
iii) a doublet of prime numbers (ii) a doublet
(v) a sum
greater than 9 (iv) a doublet of odd numbers
(vii) an even number on
one
(vi) an even number on first
and a
multiple of 3 on the other
(vii) neither 9 nor 11 as
the sum of the
(ix) a sum less than 6 numbers on the faces
(xi) a sum (x) a sum less than 7
than 7
more
(xiii) a.number other than 5 on (xii) at least once
any dice.
Three coins are tossed together. Find
the probability of getting
(i) exactly two heads
(ii) at least two heads
ii) at least one head and one
tail (iv) no tails
5. A card 1s drawn at random from a pack of 52 cards. Find the probability that
drawn is:
(i) a black king (ii) either a black card or a king
(iii) black and a king iv) a jack, queen or a king
(v) neither a heart nor a king (vi) spade or an ace
(vii) neither an ace nor a king (viii) neither a red card nor a queen.
(ix) other than an ace (x) a ten
(xi) a spade (xii) a black card
(xiii) the seven of clubs (xiv) jack
(xv) the ace of spades (xvi) a queen
(xvii) a heart (xviii) a red card
6. An urn contains 10 red and 8 white balls. One ball is drawn at random. Pind the
probability that the ball drawn is white.

at random
7. A bag contains 3 red balls, 5 black balls and 4 white balls. A ball is drawn
from the bag. What is the probability that the ball drawn is:
(i) white? (ii) red? (iii) black? (iv) not red?
selected from the numbers 1, 2, 3, 15 is a
8. What is the probability that a number
..,
multiple of 4?
and 4 white balls. A ball is drawn at random. What is the
9. A bag contains 6 red, 8 black black?
probability that ball drawn is not
and 7 red One ball is drawn at random. What is the
10. A contains 5 white
bag balls.
drawn is white?
probability that ball
black and6 white balls. A ball is drawn from the bag at random.
11. A bag contains 4 red, 5
that the ball drawn is:
Find the probability
(ii) red (iii) not black iv) red or white
(i) white
balls and 5 black balls. A ball is drawn at random from the bag.
12, A bag contains 3 red
that the ball drawn is:
What is the probability ii) black
(i) red #he
contains 5 red
marbles, 8 white marbles, 4 green marbles. What is
13, A bag marble 1s taken
out of the at bag random, it will he
probability that
if one
i i ) white (ii) not green
i) red
probability?
greater
would c a r r y
26.16 vowels in a bag.
What
and 5 Getting a
21
consonants
probability.
If you put Find each probability?
14.
c o n s o n a n t or
a vowel? carries a higher
Getting a class which
and 5 girls in a it a value? socks. W h a t
is the
15. If w e have 15 boys a girl.
Can you give of black
belonging to a boy
or pairs
socks and 3 black?
copy of white white? (ii)
c o l l e c t i o n of 6 pairs (i)
have a looking is and 1 - r e d sector.
16.
If you that a pair you pick without
sectors,
1-blue
sector
probability
wheel with 3-green
maximum:
have a spinning sector? Is it the

17. If you a green
probability of getting
What is the
a r e rolled: is odd.
18. When two dice that the total
outcomes for the event
(i) List the odd total.
of getting a n than b.
(ii) Find probability e v e n t that
total is less
outcomes for the
(ii) List the
a total
less than 5?
of getting
(iv) Find the probability
ANSWERS
2
1
(i) 3 (ii 3
1. 0.15 2 1 (6 i2
3.
36
5
ii) 12 v)12 5 11
(xai 36
xi)
11 (vii) (ix)
(vii 36 18
25
(xii) 36
3
1
(ii) Giv)
4. 9 4
1
(iv) 13
3 (v)
3
(vi 13
5. ) (ii) 26
26 13 1
12 1 (xii)
(vii) Gix)13 13
xi 4
(vi 13 18
(xvi) 1
1 Caxvii)
1 (xvii)
(xiii) 52 (xiv) 18 (xv) 52 13
3
4 7. 1) (iv) 4
6. 12
8. 9. 10.
12
11. ) (i) Giv)

3 5 8 13
12. 13. ) 17 ) 17 (ii) 11
17
21 5 3
14. Getting a consonant, 26' 21 15. Getting a copy belonging to a boy,
2 3
17. Yes
16.
(i)3
18. () (1, 2), (2, 1), (1,4), (4, 1), (2, 3), (3, 2), (1,6), (6, 1), (3,4), (4, 3),
(2,5), (5,2), (3,6), (6, 3), (4,5), (5, 4), (6,5), (6,6).
1
Gii) (1, 1), (1,2), (2,1),(1,3), (3, 1), (2, 2) 1
iv) 6
Handling-/V(Probability)
26.17
THINGS TO REMEMBER
same outcod
when repeated under produce the
,fan experiment, identical conditions, do not nown a s a
ery time but the outeome in a trial is one of the several outcomes, th
every
random experiment.
a An outcomeofa random experiment is called an elementary event

as a compound even
An
event btained
obto by combining two or more elementary evenis is known elementary
3.
if any one of the
4. A n event, associated to a
random experiment, is said to occur
even associated to the event is an outcome.

the definition
it satisfies
elementary event is said to be favourable to a compound event A, if
5 An
ofthe compound event A. experiment such
that m o7
ure
n elementary events associated to a random
6. If thereare
favourable to an event A, then events
elementary
number
Favourable of
Probability of happening of A =
=: Total number of elementary
events
event A, we have
7. For any
PA)+PA)=1
27
INTRODUCTION TO GRAPHS
27.1 INTRODUCTION
In our day-to-day life, we come across many situations where we are given tie values ot a
variable at different points of time. For example, the temperature of a patient taken a
different times in a day, sales of a shopkeeper on various days of week etc. Such an
information can be presented eonveniently with the help of graphs which indicate tne
positions of the variable at various intervals of time. In this chapter, we shal diseuss tne
construction and reading of graphs. In order to draw graphs, we first plot varnous o
a
and then they are joined by a free hand eurve. So, let us first learn how to0 plot points
plane.
27.2 CARTESIAN PLANE

Take a squared paper, known as graph paper and mark a point O on it. Draw a horizontal
line OX and a vertical line OY through O in the plane of the graph paper as shown n
the x-axis and
Fig. 27.1. The point O is called the origin and the lines OX and OY are called axes
The lines OX and OY taken are known as the coordinate
together
y-axis respectively.
and the plane XOY is known as the Cartesian plane.
4 P (3, 4)
3 4
O 1 2
Fig. 27.1
of the graph paper. In order to locate the position of point

Let P be any point in the plane
to OX and perpendicular to OY. Then, MP is the
P, let us draw PL perpendicular and LP is PM the distance of P from the x-axis i.e. OX, We
i.e. O¥
distance of P from the y-axis
abscissa) of point P and LP as the y-coordinate (or ordinate
call MP as the x-coordinate (or
of P). In Fig. 27.1, we have
MP OL=3 units and

LP =OM 4 units
=
So. x-coordinate of Pis 3 and y-coordinate

ot
These two taken together constitute a n
P1s 4.
consisting of x-coordinate
ot P at first place and y.-coordinate f Dat
ordered pair (3, 4)
Mathematics for Class VIll
27.2
coordinates of P and we say that the
This ordered pair determines the
second place. which the positions of 3 and
is an ordered pair in
coordinates of P are (3, 4). Note that (3, 4)
4 cannot be interchanged.
plane
Cartesian are its distances from y-axis
in the
Thus, x and y coordinates ofa point
and x-axis respectively.
its distance from x-axis is zero and therefore, the
If we take a point on x-axis i.e. OX, then
y-ordinate of this point is O.
x-axis i.e. OX is zero and the coordinates of a
Thus, the y-coordinate of every point
on
point on x-axis are of the form (x, 0).

i.e. OY, then its distance from y-axis is zero and
Similarly, if a point is taken on y-axis
therefore, the r-coordinate of this point is zero.
y-axis i.e. OY is zero and the coordinates of a

Thus, the a-coordinate of every point on
point on y-axis are of the form (o, y).

The coordinates of the origin O are taken as (0,0).
27.3 PLOTTING OF POINTS

In order to plot points in Cartesian plane, we may use the following procedure:
PROCEDURE
Mark a point O on the graph paper and draw a horizontal line OX and a vertical
Step I line OY through point O. The horizontal line OX is called x-axis and the vertical
line OY is called y-axis.
Step I1 Choose a suitable scale on x-axis and y-axis and mark the points on both the axes
Step 11l Obtain the coordinates of the point whieh is to be plotted. Let the point be P (a, b).
To plot this point, start from the origin O and move a units along OX to arrive at a
point M (say) on x-axis. From point M move vertically parallel to OY through b
units. The point where we arrive finally is the required point.
Continue the same procedure for all other points.
Following examples will illustrate the above procedure.
Example 1 Plot the points A (10, 50), B (15, 20), C (40, 10) and D (60, 80) on the graph
paper.
Solution Take a point O on the graph paper and draw horizontal and vertical lines OX
and OY respectively.
Let us choose that on both the axes 1 cm represents 10 units.
In order to plot point A, we start from the origin O and move 1 cm along OX
and then 5 cm vertical
parallel to OY. The point where we arrive is point
A (10, 50).
To plot point B, we first move 1.5
The
cm along OX and then 2 cm parallel to OY.
point where we arrive is the
point B (15, 20).
Similarly, points C and D are plotted on the graph paper as shown in
Fig. 27.2.
Introductionto Graph 27.3
90
80
D (60, 80)
70
60
50
A (10, 50)
40
30
20
B (15, 20)
-+-
C (40, 10)
-X
60 70 80 90 100
0 20 30 40 50
Fig.27.2
where do
Example 2 Plot the points A (3, 0), B (5, 0) and C (8, 0). What do you observe
and R (0, 9). Do they lie
on
they lie? Also, plot the points P (0, 2), Q (0, 5)

x-axis?
each axis denote 1 unit. On this scale points A,
B,
Solution Let us assume that 1 cm on
27.3 Clearly, points
C, P, Q and R plotted on the graph paper as shown in Fig.
A, B, andC lie on x-axis and points P, Q and R lie on y-axis.
40
9R (0, 9):
5 Q(0,5)
2 P (0,2)
A (3, 0) 8 (5, 0) EC(8,0)3

2 3 4 5 6 8 9 10
Fig. 27.3
27.4
Mathematics for Class Vil
Example3 Plot each of the following points A (2, 3), B (5, 3), C (5, 5) and D (2, 5). Connect
the points in order, i.e. A to B, B to C and so on.
Solution Let us assume that 1 cm on each axis represents 1 unit. On this scale points A,
B, C andD are plotted and then joined in order to form a rectangle shown in
Fig. 27.4.
D(2, 5) C (5, 5)
3
A (2, 3) B (5, 3)
2
-x
1 2 3 5
Fig. 27.4
x-coordinate of each point is equal to its

Example 4 Plot any three points such that
y-coordinate. Join these points in pairs. Do they lie on a line passing through
the origin?
Solution Let ustake the points as A (2, 2), B (5, 5) and C (8, 8). Assuming that 1 cm
are plotted on the graph
length on each axis represents 1 unit these points
these points in pairs we find that they
paper as shown in Fig. 27.5. By joining
lie on a line. If the line is extended, we find that it passes through the origin.
10
9
C (8, 8)
6
B (5,5
A (2, 2)
X
O 1 2 3 4 5 67 8 9 10
Fig. 27.5
Introduction to Graph 27.5
Example 5 Write the coordinates of the vertices of the following figure:
10
L K MINE -x
O1 23 4 5 6 7 8 9 10 11 12 13
Fig. 27.6
Solution Draw perpendiculars AL, BM, CN and DK from A, B, C and D onx-axis.Als0,

draw perpendiculars AP, BQ, CR and DQ from these vertices ony-axis OY.
Clearly, AP =3 units and AL=2 units. That is the distance of vertex A from
y-axis is 3 units and its distance from z-axis is 2 units. So, the coordinates of
vertex A are (3, 2).
Similarly,
BQ=10 units and BM =6 units
Coordinates of B are (10, 6)
CR=11 units and CN =10 units

Coordinates of C are (11, 10)
and, DQ= 4 units and DK =6 units

Coordinates of D are (4, 6).
EXERCISE 27.1
lie on a line? What is your observation?
1. Plot the points (5, 0), (5, 1), 6, 8). Do they
2. Plot the points (2, 8), (7, 8) and (12, 8). Join these points in pairs. Do they lie on a line?
What do you observe?
3. Locate the points:
i) (1,1), (1,2), (1, 3), (1,4) (i) (2,1), (2,2), (2,3), (2,4)
(ii) (1,3), (2, 3), (3, 3), (4,3) (iv) (1,4), (2,4), (3, 4), (4,4).
4. Find the coordinates of points A, B, C, D in Fig. 27.7.
O1 2 3 4 5 67 8x
Fig. 27.7
5. Find the coordinates of pointsP, Q, R and S in Fig. 27.8.
Y
140
120
100
80
60
40
20
O 10 X
12 14 16 18 20 22
Fig. 27.8
6. Write the coordinates of each of the vertices of each
polygon in Fig. 27.9.
o 1 2 3 4 X
5 7 10 11
Fig. 27.9
IntroductiontoGraph 27.7
7. Decide which of the following statements is true and which is false. Give reasons for
your answer.
(i) A point whose x-coordinate is zero, will lie on the y-axis.

(ii) A point whose y-coordinate is zero, will lie on x-axis.
(iii) The coordinates of the origin are (0, 0).
(iv) Points whose * and y coordinates are equal, lie on a line passing through the
origin.
Answers
1. Yes, points having samex-coordinate lie on a line parallel toy-axis
2. Yes, points having samey-coordinate lie on a line parallel to x-axis.
4. A (1, 1), B (1, 4), C (4,6), D (5, 3) 5. P(10,70), Q(12, 80),R (16, 100), S (20, 120
6. O0,0),X (0,2),Y (2, 2),2 (2,0; A (4,5),B (7, 5), C (6,3), D (3,3)% P(7, 4),Q(9,5), R (9, 3)
7. ) true (ii) true (ii) true (iv) true
27.4 CONSTRUCTION OF GRAPHS

While constructing graphs we generally have values of one variable corresponding to
diflerent values of the other variable. The variable which takes values freely, that 15
whose values do not depend on the values of the other variable, is called an independent
variable and the variable whose values depend on the values taken by the other varable is
known as dependent variable. For example, runs scored by a cricket team in a match
depend upon the number of overs bowled by the other team. So,
number of overs is an
independent variable and runs scored is dependent variable. The perimeter of a square
variable and
depends upon the length of a side of the square. So, perimeter is dependent
table exhibits the
length of a side of the square is an independent variable. The following
temperature of a city at different times in a day:
Time: 9 AM 10 AM 11 AM noon 1 1 PM | 2 PM 3 PM
19 22 25 27 24 22
Temperature (in °C):18
Clearly, time is an independent variable and temperature is dependent variable.
In order to construct the graph of given data, we may use the following prodedure:
PROCEDURE
Step I Identify independent and dependent variables from the given information.
Step II Label the independent variable along OX and dependent variable along OY.
scale We
for plotting points. choose different scales
may
Step III Choose an appropriate
along OX and OY.
the desired graph.
Plot each ordered pair and join the plotted points get
to
Step IV
Following examples will illustrate the above procedure:
Following table gives the temperature at 12:00 noon or seven successive days
Example 1
in a city:
Day (November): 12 3 4 5 6 7
Temperature (in °C): 14 18 14 16 20 15 18

Plot a graph to illustrate this information.
Here number of days is an independent variable and temperature is a depen-
Solution
dent variable. So, we take number of days on x-axis and temperature on y-axis.
Mathermatics for Class Vili
Let us choose the followíng ncale

On x-axia: 2 cm» 1 day, On y-axis: I cm =2°C
Now, we plot each ordered pair (1, 14), (2, 18), (3, 14), (4, 16), (5, 20), (6, 15) and
(7, 18) These points are joined to get the graph representing the given
information as shown in Fig. 27.10.
12
-X
Day (November)
Fig. 27.10
Example 2 The quantity of petrol filled in a car and the cost of petrol are given in the
following table:
Litres ofpetrol filled: 10 15 20 25
Cost of petrol: 500 750 1000 1250
Draw a graph representing the above data. Also, find the cost of 12 litres of
petrol using the graph. How much petrol can be purchased for Rs 800?
Solution Let us take petrol filled in litres along x-axis and the cost of petrol along
y-axis.
Let us cho0se the following scale:
On z-axis:1 cm = 5 litres, Ony-axis: 1 em= Rs 200
Using this scale, we plot the ordered pairs (10, 500), (15, 750), (20, 1000) and
(25, 1250) and join these plotted points to get the graph representing the
given data.
Clearly, the graph is a straight line.
To find the cost of12 litres of petrol using this graph, we proceed asfollows
(i) Pind 12 on the horizontal axis representing the quantity of petrol in
litres and mark it P.
i) At point P, draw a line perpendicular to OX intersecting the graph at
point Q.
(iii) From point Q, drawa line QR parallel to OX meeting the vertical axis
OY atR.
Introductionto Graph 27.9
(iv) The point R gives the cost of 12 litres of petrol.
1400
1200 (25, 1250)|
1000 (20, 1000)

800 M
R
(15, 750)
600
400
(10, 500)
200
N X
O 5 10 15 20 25 30 35 40 45 50
Petrol in litres
Fig. 27.11
We see from the graph that R represents Rs 600.
Hence, the cost of 12 litres of petrol is Rs 600.
To find the quantity of petrol that can be purchased for Rs 800, we proceedas
follows:
(1) Find the point L representing Rs 800 on OY and draw a horizontal line
through L intersecting the graph at M.
(1i) From point M, draw a line MN parallel to OY intersecting OX at N.
Rs 800.
(iii) The point N gives the quantity of petrol that can be purchased for
We find that N represents 16 litres.
Hence, 16 litres of petrol can be purchased for Rs 800.
Example 3 The perimeterP and sides of square are connected by the relation P 4s.
a
Draw the graph of this relation on the graph paper.
Solution The values of P for different values of s are given in the following table:
Sides (s): 1 2 3 4 5 6 7
4x3=12 4x4 1 6 4x5 = 20 |4x6 = 24 4x7 = 28|
Perimeter: | 4x1=4 4x2 8
P=4s
Let us take s on x-axis andP on y-axis.
Also, assume that 1 cm on x-axis repre-
sents 1 unit length of the side of the
32
square and 1 cm on y-axis represents
28
4 units of perimeter.
24
Plot the points (ordered pairs) (1, 4), 20
(2, 8), (3, 12), (4, 16), (5, 20), (6, 24) and 16
themn 12
(7, 28) on the graph paper and join
to get the graph representing the given
relation as shown in Fig. 27.12.
O1 2 3 4 5 6 7
Side (s)
Fig. 27.12
27.10 Mathematics for Class VIl
with typhoid fever,
Example 4 The temperature of a patient, admitted in a hospital
taken at different times of the day are given below. Draw the temperature-
time graph to represent the data:

6:00 8:00 10:00 12:00 14:00 | 16:00 18:00
Time (in hours):
102 100 99 103 100 102 99
Temp. (in °F):
In order to draw the temperature-time graph, we represent time (in hours)
Solution on the x-axis and the temperature in °F on the y-axis. Let us assume that 1 cm
and1 cm on Y-axis represents 2°F.
on X-axis represents 2 hours
Here, we assume that O represents (0, 96). We first plot the ordered pairs
6, 102), (8, 100), (10, 99), (12, 103), (14, 100), (16, 102) and (18, 99) as points and
shown in Fig. 27.13.
then join them by line segments as
Y Temperature time graph

104
102
100
98
96
Time (in hours)

Fig. 27.13
Example 5 A car is going fora long journey of 16 hours, starting at 5:00 hrs. The speeds of
the car at different hours are given below:
13:00 19:00 21:00
Time (in hours): 5:00 7:00
9:0011:00 15:00|17:00
40 50 60 80 70 65 75 60
60 50
Speed(in km/hour):
Draw a velocity-time graph for the above data.
Here, we represent time (in hr) on the x-axis and speed (in km/hr) on the y-axis.
Solution
Let us assume that 1 cm on X-axis represents 2 hours and 1 cm on Y-axis
represents speed of 10 km/hr. Also, assume that O represents the point (0, 30).
Y
Velocity-time graph
90
80
70
60
50
40
30
Time (in hours)
Fig. 27.14
Introductionto Grap/h 27.11
We plot the ordered pairs (5, 40), (7, 50), (9, 60), .. (21, 50) etc. as points and
join them by line segments to obtain the required graph as shown n
Fig. 27.14.
Example 6 The sales of a shopkeeper in the first week of January 2002, are given below:
Date: 5 6 7
1 2 3
4 5200
Sales 5000 5100 4900 5800 6000 5500
(in Rs):
Draw a graph representing the above data.
ln order to represent the above data graphically, we represent dates on
Solution
-axis and sales (in Rs) on y-axis. Let us assume that 1 cm on A-axis
represents 1 day and 1 cm on Y-axis represènts a sale of Rs. 200.
Also assume that on Y-axis, O represents sale of Rs. 4800. The ordered pairs
the line
(1, 5000), (2, 5100) etc are points and are joined by
plotted as
segments as shown in Fig. 27.15 which gives the required graph.
Graph showing the sales of a shopkeeper
in the first week of Jan. 2002
6000
5800
5600
5400
5200
5000
4800
Dates of Jan. 2002
Fig. 27.15
Example 7 The runs scored by a cricket team in first 10 overs are given below:
V VI VII VIII IX X
Overs: I II IIIIV
1 6 4 3 8 124 10
Runs:23
Draw a graph representing the above data.
In order to scored by cricket team in first

represent the graph showing runs
Solution
ten overs, we represent overs on the x-axis and runs on
the y-axis. We
assume that 1 cm on X-axis represents one over and l cm on Y-axis
represents 1 'The ordered pairs (I, 2), (I1, 3), (1I, 1)., etc
run. are plotted as
points and then joined to obtain the graph shown in Fig. 27.16.
27.12 Mathematics for Class Vil!
Runs-over graph
12
11
10
VVI VII VIll X X

Overs
Fig. 27.16
The above data can also be represented by drawing thick bars at points
representing different overs such that the height of the bar at a point
(representing an over) represents runs scored in that over.
Runs over graph
12
11
10
X
O I II V V VI VIl VIll IX X
Overs
Fig. 27.17
/atroductiontoGraph 27.13
Example 8 The maximum temperature on 10 days of June, 2002, in Delhi is given
below:
Date: 7 8 9 10
12 34 5 6
Max. Temnp. 40.5 41 39 40 42 43 44 40 38 39
(in °C):
Draw a
temperature-time grap for the above data.
Solution In order to draw the required temperature-time graph, we represent dates o
y-axis. We assume the
the month x-axis on and maximum temperature on
following scale:
On X-axis, 1 cm = 1 day, On Y-axis, 1 cm = 1°C
We also assume that point O on Y-axis represents 37C.
We plot the ordered pairs (1, 40.5), (2, 41), ., (10, 39) as points and join
shown in
them by line segments to obtain the required graph as
Fig. 27. 18.
Temperature-time graph
45
44
43
S 42
40
39
38
37 6 7 89 10
o 1 2 3
Dates of June 2002
Fig. 27.18
Mathematics for lass VIl
27.1
E
Example 10 Given below is the temperature chart
of a
paiC
Temperature -Time graph
105
104
103
102
101
100
99
98
X
97
Time(in hours)
Fig. 27.19
i) Find the temperature of the patient at 12:00 hours and 18:00 hours.
ii) At what time is the temperature (i) highest? (ii) lowest?

Solution In the graph, we find that the times (in hours) are represented on x-axis and
the temperatures in °F are represented on y-axis. The temperature at a timne
can be read from the graph exactly in the same way as we read the
coordinates of a point. From the graph, we observe that
i) The temperature of the patient at 12:00 hours is 100°F and at 18:00 hours
the temperature is 98°F.
(i) The maximum temperature of the patient is 104°F at 14:00 hours and the
minimum temperature of the patient is 98°F at 18:00 hours.
Example 11 The graph shown in Fig. 27.20 exhibits the rate of interest on fixed deposits
upto one year announced by the Reserve Bank of India in different years.
Read the graph and find:
(i) In which period was the rate of interest maximum?
ii) In which period was the rate of interest minimum?
Solution In the graph, we find that years are represented on x-axis and the rate of
interest per annum is along y-axis. From the graph, we find that
) The rate of interest was maximum (12%) in 1996.

(11) The minimum rate of interest was 6.5% in the year 2002.
Introduction to Graph 27.15
T
14
12
10
Years
Fig. 27.20
EXERCISE 27.2
hospital with
1. The following table shows the number
of patients discharged from a
HIV diagnosis in different years:

2004 2005 2006
Years: 2002 2003
195 225 230
Number of patients: 150 170
Represent this information by a graph.

of rice grown by a farmer in different years:
2. The following table shows the amount
2003 2004 2005 2006

2000 2001 2002
Years: 200 270
200 180 240 260 250
Rice grouwn (in quintals): |
information.
Plot a graph to illustrate this
table gives regarding the number of persons employed
the information
3. The following work:
time taken to complete the
to a piece of work and
4 6 8
Number of persons: 2
6 4 3
12
Time taken (in days):
information.
Plot a graph of this of a square and its
gives the information regarding length of a side
4 The following table
area:
2 3 4
Length ofa side (in cm): 1 16 25
1 4 9
Area of square (in cm°):
information.
Draw a graph to illustrate this
27.16
5. The following table shows the sales of a commodity during the years 2000 to 2006.
Years: 2000 2001 2002 2003 2004 20052006
Sales (in lakhs of Rs):1.5 1.8 2.4 3.2 5.4 7.8 8.6
Draw a graph of this information.
Draw the temperature-time graph in each of the following cases:
i)
Time (in hours): 7:00 9:00 11:00 13:00 15:00 17:00 19:00 21:00
Temperature (°F) in: 100 101 104 102 100 99 100 98
ii)
Time (in hours): 8:00 10:00 12:00 14:00 16:00 18:00 20:00
Temperature (°F) in: 100 101104 103 99 98 100
7. Draw the velocity-time graph from the following data:
Time (in lhours): 7:00 8:00 9:00 10:00 11:00 12:00 13:00 14:00
Speed (in km/hr): 30 456050705040 45
8. The runs scored by a cricket team in first 15 overs are given below:
Overs: I | I I I V v V I VII VII Ix X | XI XII XIIIXIV XV

Runs: 2 1 4 2 6 8 10 21 5 8 32 6 8 12
Draw the graph representing the above data in two different ways as a graph and as a
bar chart.
9. The runs scored by two teams A and B in first 10 overs are given below:
Overs: IVV VI VIIVIII| IX X
Team A: 2 1 8 9 4 5 6 10 6 2
Team B: 5 6 2 10 5 6 3 448 10
Draw a graph depicting the data, making the graphs on the same axes in each case in
two different ways as a graph and as a bar chart.
THINGS TO REMEMBER
. Thex-coordinate ofa point is its distance from y-uxis.
2.- The y-coordinate ofa point is its distance from x-axis.
3. The coordinates of the origin are (0, 0).
4. The x-coordindte ofevery point on y-axis is zero.
5. The y-coordinate of every point on x-axis is zero.
2
POWERS
2.1 INTRODUCTION
In earlier cleass, we have learnt about powers and exponents of rational numbers. We have
learnt that for any non-zero rational number 'a' and a natural number n, the product
n-times i.e. the continued product of 'a' multiplied with itself n-times, is written as
a". It is known as the nth power of a' and is read as "a raised to the power n". The rational
number a' is called the base and n is called the exponent or index. This notation of writing
the product of a rational number by itself several times is called the exponential notation
or power notation.
We have learnt the following laws of exponents:

(i) a xa" = an+ (First law)
(ii) a m>n (Second 1law)
(ii) (a)" = a = (a")" (Third law)
(iv) (aby" = a" b" (Fourth law)
(Fifth law)
(vi) a' =a a n d a" =1,
rational numbers and m, n are whole numbers.

where a and b are n o n - z e r o
and negative both) exponents
chapter, shall learn the laws of integral (positive
n this we
have already learnt the laws of positive integral
exponents of
f rational numbers. As we know about negative integral exponents.
ational numbers, s o let u s
EXPONENTS
2 NEGATIVE INTEGRAL
aclass VII, we have learnt that:
10 1
10=10
10=100
10 =1000
10=10000 and so on.

22 Mathematics br Class Vta
We know that
10000-1000
10
1000
10
100
100-10
10
In exponential notation these results can be written as follows:
10-10
10
or, 10 -10
10
10
t0 10 or, 1010
10
10-10
10 or,10- 10
=1=10) or, 10° -1-
These results exhibit a pattern that as the exponent
of 10 decreases by 1, the value
is continued, we must
becomes one-tenth of the previous value. So, if the same pattern
have
10 10
10 10 10 10 10 100 10
103
10 10= 1-1 1
+1010 100 1000 10
10 +10 1 , 1 1 1 and so on.

1000 10 1000 10000 10
This suggests us the following definition for negative integral exponents of a non-zero
rational number.
NEGATIVE INTEGRAL EXPONENT For any non-2ero rational number 'u and a positive
integer, we define
i.e., is the reciprocal of a".

POWers
2.3
For example,
7 5
(iv) 1016 1
1016 etc.
Example 1 Express each of the following as a rational number of the form :
(i) 5-3 di) (-2
Solution We know that, if a is a non-zero rational number and n is a positive integer,
then
Thus, we have
5
1
125
1
G) (-2-2
1
-32 32
when n is a whole number|

( 3 3
1
64 64
27
iv)
1
a a"
625
16
625
16 -for n>
()
Exaple 2 Epress ench of the tollowing as a rational number of the form:
()
Sation i) We have,
1 1
a
6
x 64 125 125
64 9 64
64 125
(ii) We have,
7
-7x7x7x7,-7x-7_7 117649
(-2 16 25 16x 25 400 400
Example 3 Express each of the following as power of a rational number with positive
exponent:
G5x65-x5-6 )
Solution i) We have,
114=4
(ii) We have,
1x1 1 1 1
5- x5
POwers
2.5
(ii) We have,
x . 4x4 46+7
(-16 -1 (-1)x(-1) 1 4
Example4 Simplify:
(.5( () (6-8-1+(21-8r1
(ii) (5-1x3-1+ 6-1 Giv) (4+8')-|:
- =-10
(ii) We have,
(67- 8+ (r1-'
24
(iii) We have,
(57 x31)+ 6-1
15
2.6 thematics for
(iv) We have,
-1
-( ) )
Example 5 Simplify:
-1
(ii)
Solution ) We have,
-2
42 2333
=
4 +22 +3 =16 +4+9 29
(ii) We have,
2
Example 6 Express each of the following as a
rational number of the form
(i) (21+3 (i)

(21-41
Solution We know that for any positive integer n and 1
Thus, we have any rational number a, a
("-G )-(- 25
36
GD(r-- )-(-
Powers 2.7
(iii)
3
Example 7 By what number should (-8)1 be multiplied so that the product may be
equal to 10-1?
Solution Let (-8) be multiplied by x to get 101. Then,
*X(-8) =10-1
x =101+ (-8)1
*=.
Hence, the required number is

Example 8 By what number should (-24) be divided so that the quotient may be 3-12?
Solution Let the required number be x. Then,
(-24) x=3
24)-3-1
1
3 - 3 -24a* *248
Aliter We know that
Dividend = Quotient x Divisor
or, Divisor = Dividend Quotient
Here, Dividend = (-24) and Quotient
Divisor (-24) 3-1

2.8 EXERCISE 2.1
where p
and g are
form
number of the
rational
following as
a
each of the -2
1. Express 2
integers
and g #
0:
ii)
(iv) (3
(ii) (-4)
i) 2-3
following:
of the
the values of each (i) ( 3 + 4 ) x 2 2
2. Find
(i) 3 +4
(iv)
(iii) (3+ 4-l +51°
the following:
values of each of
3. Find the
ii)
(ii) (2-lx41)+22
(iv) (5x2 ) +6-1
4. Simplify:
(ii) (5- 6)
(41 x31
Civ) (3x4-1)x5-1
Cii) (2+3-1
5. Simplify:
3
(8+2)
auoG- -) iv) (2+8-42) -(;

that the product may be equal to (-7)?
6. By what number should 5 be multiplied so
7. By what number should be multiplied so that the product may be equal to
-1
8. By what number should (-15)- be divided so that the quotient may be equal to (-5)-1?
ANSWERS
1 9
1. 8
1 i) 16 (ii) 9 (iv) 32 ()
7
2. 19 (ii) 5 (ii) 1 Civ) -1
12
1 3
3. ) 9 (i) 29 (ii) 2
(iv)5
2.9
Powers
216
(i) 125 ii) 5 Giv)
4. ) 144
135 -4
13
5. (ii) (iii) 64
iv) 3
1
7. 8.
6 3
2.3 DECIMAL NUMBER SYSTEM

form.
to express decimal numbers in the expanded
In earlier classes, we have learnt how
For example, 5473.35 can be expressed in
the following form:
5
5473.355x 1000 4x100 +7x10+8x1+-3
+ 10t
10 100
1000
Similarly, we have
3
0.273=0XIt 10 100 1000
0.273 = 0 x 1 + + 4
2
15.235 =1x10+5x1+4-4
10 100 1000
Using exponents, we have
10000 = 10", 1000 = 10, 100= 10, 10=10*
1 1
1-10, 102= 100
10 010 00 103 1000
1000
10
10000
etc.
5473.35=5x10* + 4x 10 + 7x 10 +3x 10 + 3x 10' + 5x 102

0.273 2x10 +7x102 +3 x103
and, 15.235 1x 10+ 5x 10' +2x 10+ 3x 102 + 5x 103
Thus, any decimal number
can be written in expanded form by using integral exponents
of 10
2.4 LAWS OF INTEGRAL EXPONENTS

of rational numbers. In earlier
In this section, we shall discuss laws of integral exponents
rational numbers when exponents are
class, we have learnt following laws of exponents of
whole numbers.
If m, n are whole numbers and a, b are non-zero rational numbers, then
i) a"xa" =
mtn
a" (First law)
- = a " e , m> n (Second law)

(ii)
i i ) (a"y" =d"" = (a")" (Third law)

(iv) (ab) =a" b" (Fourth law
(v) a" (Fifth law)

( B
These laws also hold good for negative integral exponents. Let us discuss the proof of one
of these laws for negative integral exponents. Other laws can be proved on the same lines.
2.10
rational number and mny n are integers, then

FIRST LAW Ifa is a non-zero
a"a"=a*n
studied in class VII. So, let us discuss

Proof: For positive integral exponents, we have
the following cases:
CASE I When m and n are negative integers:
there exist positive integers p and q such
Since m and n a r e negative integers. Therefore,
t h a tm = - p and n = -
a"xa" =a*Pxa
for positive integer k |
aP a?
1x1
(Using multiplication of rational numbers]
aPxa'
1 first law of exponents for whole numbers]
TUsing
ap+q)
=ap-)
a " t n
CASE II When m is a postive integer and n is a negative integer.

Since n is a n e g a t i v e i n t e g e r . Therefore, t h e r e e x i s t s a positive i n t e g e r p such that n = - p.
a" xa" = a xa"P
*a"=17
ax
a
a-P, if m>p Using second law of exponents

i f m<p for whole numbers
a
a-P i f m>p
laP-m, if m<p
=ap
=a+-p) m+n :n=-pl

When n is a negative integer andn is a positive integer, we proceed as in case II.
+n
Hence, a" a" =a"x for all integers m, n.
SECOND LAW Ifa is a non-zero rational number and m, n are integers, then
a a = a"" or,
Proceed as in first law.

Proof
Powers 2.1
THIRD LAW Ifa is a non-zero rational number and m, n are integers, then
(ay=an =(a"y"
Proof Proceed as in first law.
FOURTH LAW Ifa, b are non-zero rational numbers and n is an integer, then
(ab=a" b
Proof: Proceed as in first law.
FIFTH LAW fa, b are non-zero rational numbers and n is an integer, then
Proof: Proceed as in first law.

SIXTH LAWifa, b are non-zero rational numbers and n is a positive integer, then
Proof: We have,
Let us now solve some examples by using the above laws of exponents.
Example 1 Using the laws of exponents, simplify each of the following and express in
exponential form:
()36
i) 3 x3 (ii) 2 +23 (i) (53 iv) 2x-7)" (v) 4-5

Solution Using laws of exponents, we have
) 3 x3 =37- =35 :a xa" =a"m*"]
Gi) 27+23-=27-
a m-n
= 273 = 22
(ii) (5)=52x-3 =56 :(am=a

Civ) 23 x(-73 = (2x(-7) :a xb=(ab*|
=(-14)
5
Mathematics for Class VIlI
2.12
and express each of the following in
Example 2 Using the laws of exponents simplify
exponential form with positive exponent:
(i)(-4)x(-4)-10 (ii) 2522 (iii) 3 x2
(iv) (v) (3- +3-10)x35 (vi) -3*«3

.axa" =a"
4)x(-4)-10 =(4)4-10)
= (-4)
1 11
(-4)6 a
16
(-46
19-1]
.aa"
(ii) We have,
25+222-25-2
2-5 a- a
rro2o 2wsi
-2- avITAT
iii) We have,
3 x2= (3x2)4 :a xb"=(ab"
=6
64 a
14
64 :1-1]
(iv) We have,
(9---e"-0
Powers
2.13
(v) We have,
(37 +310) x3r5 = 37 x3-5=3-7-(-10)x35
=30 x3=3 x3 =33-t-5) =32
(vi) We have,
c-a-1xa :-3=-1x3]
n
(ab =a"8 and

:--1
= (1x3) 5
3
=
3 x=344
34 x5 =
8° x5=1x5 =
5
Example 3 Simplify and write the answer in the exponential form:
(ii) -4 x(6)* x(-5)3 Ciii)x3

(e2x2r
25
x2(2x2=(2x2=23*5 xg
215 x2-5 = 2-15-5 =2-20
(ii) We have,
(-4) x5x(-5)%
={-4x5x(-5)} a" xbxc" =(abc)"|

=(100) =(10=102x3 =10
(iii) We have,
x3-x3* =2%x3 =
(2x3)3= 6
8
Example 4 Simplify each of the following:
(i)
Mathematics for Class VI|
2.14

2x-1
(a)=an
- 2 ) x (-2)
625
(ii) We have,
= 9-8)+16=1+16 =16
Example 5 Simplify:
= 5-1-4-5) x8-5-(-7)
2 64
5-75 x857=5*x8 25
(ii) We have,
4--2,4359
353
32
91259x1251125
(-24 4 64 4x64 256
(iii) We have,
)
34x33 3x33 3
23 x2 23x2 28-3
2.15
Powers
(iv) We have,
3 7
7-2 (2x 3)
3-2
7 (ab" =a" b"
3 73 1
=
323 x7-32 x23
-3x7 x23xx8-
Example 6 Evaluate: x5
2
Solution We have,
8x53 (23x5 93-1 x53 2x5- 23+4 x5

2 2 2 2
2 x5=2x125 =250
Example 7 Simplify:
25xa i ) 3x106 x125
5 3 x10xa 8 57 x65
25xat 5 xa 5 xa
63 x10xa 5 x (2x5)xas 5-3-1 x 2xa3
5 xa552--2) x a4+8 54 xa
=
5 x2xa3 2 2
ii) We have,
35 x10 x 125 3x (2x5) x5
5-7 x6-5 5 x(2x3)
3 x25x5 x 53
5 x25 x3-5
8-)x25--5) x5-5+3-(-7)
=
3 x2 x5-5+3+7 =1x1x55 =55
2.16 that the product may
be equal
so
should (-4) be multiplied
Example8 By what number
to 10-2?
10. Then,
Solution Let
(-4)** be multiplied byx to get
ax(-4)=102
x =10+(-4)2
*=10x 4
10-2
-4)-2
4 164
102 100 255
Hence, required number is
Example 9 By what number should (-12)be divided so that the quotient may be ?
(-12)+x
(-12)1
X
=-12)1 +2
21
*-12 3 -18 188
Example 10 By what number should be divided so that the quotient may be
2
42
-2
(
2.17
Powers
1
-3 27
4
23 X 1
-33 272
42
x x4 2x4--2x
*-27273 27 2727
Example11 Findxsothat
Solution We have,
-0"-6T
- (9 "-
- 9-9
8 x =-16
16
- 2
8
2m-1
Example 12 Find m so that
Solution We have,
(2)Zm-1
2m-1
--
2m-1
-
2.18 Mathematics for Class Vil|
2m -1= -3
2m=-3+1
2m =-2
m=-1
Example 13 If x = find the value of x2.
Solution We have,
-
-2
EXERCISE 2.2
1. Write each of the following in exponential form:
2. Evaluate:
(i) 5-2 (ii) (-3)2 (iv)
3. Express each of the following as a rational number in the form
i) 6-1 (ii) (-7)1

iv)-42
4. Simplify:
-1
Cii)(2+31) Giv) 31x4"]x5

(v) (4 -5)+3
5. Express each of the following rational numbers with a negative exponent:
4
(i) (ii) 35 (iv)
(v)
Powers
2.19
6. Express each of the following rational numbers with a positive exponent
ii) (iii) 4x4-9 (iv)
(v)
7. Simplify:
3
3 (Gin(-)3
-1
x-4 (iv)
3
1 x6
8. By what number should 5 be multiplied so that the product may be equal to (-7)?
(11
9. By what number should | be multiplied so that the product may be equal to
10. By what number should (-15) be divided so that the quotient may be equal to (-51?
2
11. By what number should be multiplied so that the product may be | ?
12. Findx, if
2r+1
2a+1
- 2+3x
(ii)
o-18- 2x+1 2
(vi
13. (i) If * =
find the value ofx
(is) If *- find the value of :-1,
14. Find the value of x for which 52+53 5. =

2.20 Mathematics for Class VilI
ANSWERS
1.( (i
1
(iv) -2
2. i)
25 (i) (ii) 81
2
3.) 6 (il).4 Giv) ()3
1 216 6 12
4. ) 144 Gi) 125 Giv) (20
-12 -12
5. ) 4
15 3
3
4 12
6. )
Giv)3
135 1 32
7.6) 19
64 ii) -2 Gv) 256 81
2.5 USE OF EXPONENTs TO EXPRESS SMALL NUMBERS IN STANDARD FORM
In the previous class, we have learnt how to express very large numbers in standard form
by using exponents of 10. Let us now see how can we write very small numbers in standard
form. We may use following steps to do so:
Obtain the number and see whether the number is between 1 and 10 or it is less
StepI
than 1.
If the number is between 1 and 10, then write it as the product of the number itself
StepII and 10,
Step IIl If the number is less than one, then move the decimal point to the right so that
there is just one digit on the left side of the decimal point. Write the given number
as the product of the number so obtained and 10", uwhere n is the number of places
the decimal point has been moved to the right. The number so obtained is the
standard form of the given number.
Following examples will illustrate the above procedure.
Example1 Write the following numbers in standard form:
i) 0.4579 (ii) 0.000007 (ii) 0.000000564 (iv) 0.0000021
(v) 216000000 (vi) 0.0000529 x 10* (vii) 9573 x 104
Solution (i) To express 0.4579 in standard form the decimal point is moved through
one place only to the right so that there is just one digit on the left of the
decimal point.
is in the standard form.
0.4579= 4.579 x 10
(ii) 0.000007 7x 10-6 : The decimal point is moved 6 places to the right
2.21
Powers
moved 7
The decimal point is
places to the right
(ii) 0.000000564=5.64 x 10-7
6
:The decimal point is moved
(iv) 0.0000021 2.1 x 10 places to the right
[::The decimal point is moved18
(v) 216000000 2.16 x 10 places to the left
5.29 105 x 10= 5.29 x 10-54=5.29 x 10
(vi) 0.0000529 x 10 x
104=9.573 x 108+=9.573x 10
(vii)9573x 10=9.573 x 10x
Example 2 Express the following numbers in usual form:
(i) 7.54 x 10 (ii) 3 x 10-5
(i) 3.52 x 10
Solution We have,
(i) 3.52x10 = 3.52x100000 352000
(ii) 7.54x104-".5454
7.540.000754
10 10000
(ii) 3x10-5=3 3
0n0.00003
10 100000
statements in standard form:
Example 3 Express the number appearing in the following
1
) 1 micron is equal to metre.
1000000
0.0000000000000000016 coloumbs.
(ii) Charge of an electron is
(iii) Size of a bacteria is 0.0000005 metre.
metre.
iv) Size of a plant cell is 0.00001275
normal paper is 0.07 mm.
(v) Thickness of a
to metre= 1 0 metre
Solution (i) 1 micron is equal 1000000
0.0000000000000000016 coloumbs = 1.6 x 10-18
(ii) Charge of a n electron is
columbs
iii) Size of a bacteria is 0.0000005 metre

= 5 x 10- metre
(iv) Size of a plant cell is =1.275 x 10-

0.00001275 metre metre
is 0.07 mm 7 x 10 = mm
(v)The thickness of a normal paper
the Earth are 1.4 10 metres and 1.275 x 10
of the Sun and these
x
Example 4 If the diameters
Compare two.
metres respectively.
Solution We have,
Dia.of the Sun

1.4x10* 1.4x10 x10
Dia.of the Earth 1.275x10 1.275x10
1.275-1.3 and 4_
1275X100=x100=100
1.275
1.3
diameter of the Sun is about 100 times the diameter of the Earth.
So, the
2.22
Example5 The size of a red blood cell is 0.000007 m and the size of a plant cell is
0.00001275 m. Compare thses two.
Solution We have,
Size of red blood cell = 0.000007 m 7x10-5 m
Size of plant cell =
0.00001275 = 1.275 x 10-5 m
Size of red blood cell 7x10 7x106+5_7x101

Size of plant cell 1.275x10- 1.275 1.275
0.7 0.7 1
1.275 1.32
So, a red blood cell is approximately half of a plant cell in size.
EXERCISE 2.3
1. Express the following numbers in standard form:
i) 6020000000000000
(ii) 0.00000000000942
(iii) 0.00000000085 (iv) 846 x 10
(v) 3759 x 104
(vi) 0.00072984
(vii) 0.000437 x 104 (viii) 4+100000
2. Write the following numbers in the usual form:
(i) 4.83 x 107 (ii) 3.02x 10-6
(iii) 4.5 x 104 iv) 3 x 10-8
(v) 1.0001 x 10 (vi) 5.8 x102
(vi) 3.61492 x 105 (viii) 3.25 x 10-7
ANSWERS
1. (i) 6.02 x 105 i) 9.42 x 10-12 (ii) 8.5 x 10-10 (iv) 8.46 x 10 (v)3.759 x 10-1
(vi) 7.2984 x 104 (vii) 4.37 (vii) 4 x 10-6
2. i) 48300000 i) 0.00000302 (ii) 45000 iv) 0.00000003 (v) 1000100000
(vi) 580 (vii) 3614920 (vii) 0.000000325
EXERCISE (MCas)
Choose the correct alternative in each of the following:
1. Square of is
(a) 2 (b) 3 (c)

4
3 9 (d) 9
2. Cube o f i s
(b) 16 (c)
(a)8 1
Powers
2.23
3. Which of the following is not equal to
(a)3
34
(a)
(b(-5 c)
4. Which of the following is not reciprocal of
(d)
5. Which of the following numbers is not equal 27
d)
is equal to
2x-5 2
(c)3 ()3x5
is equal to
- is equal to
(c) (-5
is equal to
4 25
(d)
(a)5 25
10 is equal to
24
2.24 Mathematics for Class VIlI
( is equal to
(c) 1 (d) 5
(a) 0 (b) 5
12. is equal to
2
(a) 3 (b) 23 (c)
2
(d) none of these
13 is equal to
-25
(b)
14. is equal to
10
(b)
15. For any two non-zero rational numbers a and b, at +64 is equal to
(a) (a+b) (b) (a+b)0 (c) (a+6) (d) (a+b

16. For any two rational numbers a and b, a x b° is equal to
(a) (axb (b) (axb)o (c) (axb (d) (ax25

17. For a non-zero rational number a, a' +a2 is equal to
(a) a (b) a19 (c) a5 (d) a19
18. For a non zero rational number a, (as) is equal to
(a) a6 (b) a-6 (c) a-9 (d) al
ANSWERS
1. (d) 2. (c) 3. (c) 4. (c) 5. (a) 6. (b) 7. (a)
8. (c) 9. (a) 10. (b 11. ( 12. (b 13. b) 14. (a)
15. (c) 16. (c) 17. (c) 18. (b)
2.25
Powers
THINGS TO REMEMBER
1. Ifais a non-zero rational number and n is apositive integer, then
() a" = a'xaxax.xa (n times)
ci) a = .
ii) a=1
2. Ifa, b are non-zero rational numbers and m, n are integers, then
( a xa" =am+n
a"
ii) (a = am = (a"y"
o) (ab=a"xb"
3. Ifis any non-zero rational number and n is a positive integer, then

10
DIRECT AND INVERSE VARIATIONS
10.1 INTRODUCTION
this
chapter, we shall.learn the concepts of direct and invers variations which are very
In many walks of life. The applications of the same will be discussec in the
usetul
subsequent c h a p t e r s .
0 2 VARIATIONS
values of two quantities depend on each other in such a way that a change in one
fclis
the in a corresponding change in the other, then the two quantities are said to be in
results
variation.
travelled by a car in a given interval of time and its speed. We

Iet us consider
Letus consider
the distance
hserve that if the speed is more, the car will travel more distance in a given period of
time. So, we can say that the speed of a car and distance covered by it, in a given period ot
variation.
time are in
Now, if we consider the speed of the moving car and the time taken by it to cover a certain
distance, we observe that the time taken by the car to travel a given distance will be les,
f the speed is more. In other words, as the speed increases, the time taken to cover a
given distance decreases. Thus, we can say that the speed of a car and the time taken by it
to cover a given distance are also in variation.
103 TYPES OF VARIATIONS

h the above discussion, we have seen that the two quantities may be linked in such a way
that both increase or decrease together. Also, the two quantities may vary in such a way
that if one increases, the other decreases and vice-versa. So, there are two types of
variations: direct and inverse as defined below.
DIRECT VARIATION If two quantities are linked in such a way that an increase in one
uantity leads to a corresponding increase in the other and vice-versa, then such a
variation is called a direct variation.
WO quantities are in direct variation, then we also say that they are proportional to
each other.
SIRATION 1 Consider the number of articles bought by a person and the amount paid.
We find that the larger the number of articles, the greater the amount
paid. So, the number of articles bought by a person and the amount paid
are in direct variation.
HATION2 Consider a money lender who lends money on interest. We observe that if
he lends more money on a certain rate of interest, the interest earned will
be more. In other words, if the money invested increases, the interest
earned also increases and vice-versa. Thus, the money invested and the
interest earned on it are in direct variation.
10.2
Mathematics for
Class V
and volume of a gas at a specific t
ILLUSTRATION 3 If we
consider the pressure
we find that the
increase in pressure
the volume
leads
will increase. Thus, the

to decrease in
emperatur
blume and
the pressure is reduced,
ata given temperature
are not in direct variati.SUre ressure an
ation.
volume of a gas
If two quantities are

such a
linked in
an incre.
uway that
in
VARIATION vice-versa, then such a variatie
INVERSE
causes acorresponding decrease in the other and is riation calle
an inverse variation.
also say that they a o
variation, then we are
f two quantities a r e in inverse
inverselb
proportional to each other. on a project and the tim
number of workers working me taken
ILLUSTRATION 4 Consider the
the work. We observe that the time ta
by them to complete increase the number of workers
complete the work reduces if we
decrease in the number of
workers lead to increase in the t
timeh
completion. Thus, the number of workers working on a project and
variation.
the
time taken to complete it are in inverse
As discussed in Illustration 3, the pressure and volume of a gas at a given temperature .
are
also in inverse variation.
10.4 DIRECT VARIATION

In class VI, you have learnt unitary method. By using it we can find the cost of any number
of articles if we are given the cost of one article. For example, if one ball pen costs Rs8
then the cost of 2 ball pens of the same type is Rs 16; the cost of 3 ball pens of the same type
is Rs 24 and so on. Let a denote the number of ball pens and b denote the corresponding
cost. Then, the following table exhibits some values cf a and the corresponding values of
Number of ball pens (a): 1 2 3 6 8 15
Cost in Rupees (b): 8 16 24 48 64 120
It is evident from the above table that as the values of a increase, the values of b also
increase. Also, in all the above cases the ratio
is constant and is equal to So, we may
also define direct variation in mathematical form as follows
DIRECT VARIATION Iftwo quantities a and b vary with each other in such a manner that tne
ratioremains
b constant and is positive, then we say that a andb vary directly with eaen
other or a and b are in direct variation.
Thus, if two quantities a andb are in direct

variation, then the ratio i s always constd
This constant is called the constant b
of variation.
If two quantities a and b are in direct
variation and a, and b, are the alues
that the quantities take at one
point,
then corresponding va
= Constant(= k, say) . ( i
b
Similarly, if az and bh are the corresponding values at another point, then
... (i)
ajatanaVerse
rse Variations
10.3
(11), (ii) we get
) and
a n d
(i)
from
ba
By cross-multiplication]
bg
we obtain the following rule:

ue
Thus,
quantities a and b are in direct variation, the ratio of any two values ofa is
t o the ratio of the corresponding values of b.
equal
T h i sr e s u l t
very useful in solving problems which we had solved in class VI by unitary
method.
nle 11
Example In which of the following tables, a and b vary directly. Also, find the constant
of variation if a and b are in direct variation.
21 28
i)
12 21 63 84
2.5 7.5 10 15
(ii)
b 10 20 30 40 60
1 2 5
(iii) b 2 6 3 2/5
47 21 28
12 21 63 84
Thus, the ratio of the corresponding values of a and b is constant and is equal
1
to
Hence, a and b are in direct variation with the constant of variation equal
to
3
(ii) We have,
2.5
2.55 7.5 10
10 20
0 40 15 1
This shows that the ratio of the corresponding values of a and b is constant
and is equal toThus, a and b vary directly. The constant of variation is
in) It is evident from the table that the ratio of the corresponding values of a
and b is not constant. So, a andb are not in direct variation i.e. they do not
vary directly.
10.4
Mather for Clas
Ifr and y vary directly, find the missing entries in the following taLt
Example 2
cable: Vil
2.5 21
(i) 5 8 24
9 15
(ii) 3 4.5 7.5 13.25
(i) It is given that x
and y are
in direct variation.
Solution
corresponding values of z and y remain constant.
Therefore, the-
the ratio of t
the
We have,
So, and y are in direct variation with the constant of variation eaual .. 1
This means that x is half of y or y is twice ofx. Thus, the required entris2
,and 21x2i.e.,4, 12 and 42.
(ii) We have,
915-2
4.5 7.5
So, x andy are in direct variation such that x is twice of y.
Thus, the missing entries are 3 x 2 = 6 and 13.25 x 2 = 26.5.
Example 3 A car travels 432 km on 48 litres of petrol. How far would it travel 20
on litres
of petrol1?
Solution Suppose the car travels km on 20 litres of petrol. Then, the above
information can be put in the following tabular form:
Petrol (in litres) 48 20

Distance (in km) 432
We observe that the lesser the petrol consumed, the smaller the number of
kilometres travelled. So, it is a case of direct variation.
Ratio of petrol consumed = Ratio of distance travelled
48:20 =432:x
48432
20
48xx =20x432 By cross-multiplicationl
=20x432
=180. =
48
Hence, the car would travel 180 km on 20 litres of petrol.
at for
Example 4 If 40 metres of a cloth costs Rs 1940, how many metres can be boug
Rs 727.5?
can
Solution Let x metres of cloth be bought for Rs 727.5. Then, the given informar
be exhibited in the following tabular form.
10.5
dlnverseVariations
Money (in rupees): 1940 727.5

Length of the cloth (in
metres): 40
Clearly, less money will fetch less metres of cloth. So, it is a case of direct
yariation. Therefore,
Ratio of number of rupees Ratio of number of metres
=
1940 40
727.5
40x727.5-15
1940
ance, 15 metres of cloth be
Hen can
bought for Rs 727.50.
Example
5 A
A private taxi charges a fare of Rs 260 for a Journey of 200 km. How much
would it travel for Rs 279.50?
Suppose the taxi travels x km for Rs 279.50. Then, the given information can
be exhibited in the following tabular form.
Fare (in rupees): 260 279.50

Distance travelled (in km): 200
Clearly, the taxi will travel more for more money. So, it is a case of direct
variation.
Ratio of number of rupees = Ratio of distance travelled
260 200
279.50
200x279.50 = 215
=
260
Hence, the taxi will travel 215 km for Rs 279.50.
Eample 6 Reema types 540 words during half an hour. How many words would she type
in 6 minutes?
Sotution Suppose she types x words in 6 minutes. Then, the given information can be
exhibited in the following tabular form.
Number of words: 540

Time (inminutes) 30
Since in more time more words can be typed. So, it is a case of direct variation.
Ratio of number of words = Ratio of number of minutes
540 30
5
6x540
30
* = 108
Hence, she types 108 words in 6 minutes.

amplen
7 The
e amount of extension in an elastic spring varies directly as the weight
g on it. If a weight of 150 gm produces an extension of 2.9 cm, then what
Weght would produce an extension of 17.4 cm?
the required weight be x gram. Then, the above information can be
Xhibited in the following tabular form.
10.6 Mathematics for Clasg
Weight (in gram): 150
Extension (in cm): 2.9 17.4
in the spring varies
given that the amount of extension
It is direct)
ctly as the
it. So, it is a case of direct variation.
weight hung on
Ratio of weights = Ratio of extensions

150:x =2.9:17.4
150 2.9
17.4
150
150x6 =1xx
= 900
Hence, a weight of 900 gram would produce an extension of 17.4 cm.
EXERCISE 10.1
A. Explain concept of direct variation.
the
2Which of the following quantities vary directly with each other?

G) Number of articles (x) and their price (y).
(ii) Weight of articles (x) and their cost (y).
Gii) Distance x and time y, speed remaining the same.
(iv) Wages (y) and number of hours («) of work.

(v) Speed («) and time (y) (distance covered remaining the same).
(vi) Area ofa land x) and its cost (y).
3. In which of the following tables x and y vary directly?
a 7 9 13 21 25
21 27 39 63 75
10 20 30 40 46
(ii) b 10 15 20 28
2 3 4 5 6
(i) b 6 9 12 17 20
12 2 43 5
iv) b 25 43 5
A. Fill in the blanks in each of the following so as to make the statement true :
Se
(i) Two quantities are said to vary... with each other if they increase (decren same
together in such a way that the ratio of the corresponding values remains
r
(ii) x and y are said to vary directly with each other if for some positive num
R.
(iii) Ifu =3 v, then u and v vary.... with each other.

5. Complite the following tables given that x varies directly as y.
2.5 15
8 12
dinverseVariations 10.7
10 35 25
8 12 32
6
8 10 20
y 1 6
20 40
9 3
(v)y 1 6 48 36 4
3
5 7 9
20 28
he constant of variation from the table given below:
6 Pindthe
3 5 9
y 12 20 28 36
table and solve the following problems. Use unitary method to verify the
Set up
anSwer,
n.bit hought 12 registers for Rs 156, find the cost of 7 such registers.
anama
Anupa
takes 125 minutes in walkinga distance of 100 metre. What distance would
315 minutes?
shecover in
f the cost of 93 m of
a certain kind of plastic sheet is Rs
1395, then what would it cost
to buy 105 m of such plastic sheet?
Suneeta types 1080 words in one hour. What is her GWAM (gross words a minute
Crate)?
is at the average
travelling speed of 50 km/hr. How much distance would it
A car
travel in 12 minutes?
L68theboxes of a certain commodity require a shelf-length of 13.6 m. How many boxes of

same commodity would occupy a shelf length of 20.4 m?
ln a library 136 copies of a certain book require a shelf-length of 3.4 metre. How nmany
copies of the same book would occupy a shelflength of 5.1 metres?
14. The second class railway fare for 240 km of Journey is Rs 15.00. What would be the
fare for a journey of 139.2 km?
1. fthe thickness of a pile of 12 cardboards is 35 mm, find the thickness of a pile of 294
cardboards.
he cost of 97 metre of cloth is Rs 242.50. What length of this can be purchased for
Rs 302.50?
.11 Den
mcan dig 63 metre long trench in one day. How many men should be employed
4
. Awo
digging 27 metre long trench of the same type in one day?
1 s paid Rs 210 for 6 days work. If his total income of the month is Rs 875,
Or how many days
did he work?
Nok
A
T 18 paid Rs 200 for 8 days work. Ifhe works for 20 days, how much will he get?
a amount of exter
xtension in an elastic string varies directly as the weight hung on it. If
eight of 1500gm
gm produces an extension of 2.9 cm, then what weight would produce
an extension of 17.4 cm?
Mathomatics for Class
10.8 VIN
the weight
elastic spring varies directly with hung on
. The amount of extension in an
an
extension of' 3.6 cm,
find the xtension produced
oxta
gmof 250 produces
1t. If a weight
by the weight of 700 gm. of dust from the atmognho
10" pounds How
22. In 10 days, the earth picks
up 2.6 x
much dust will it pick up
in 45 days? In hhou
dust from
10° kg ofdust
hore.
atmosphere.
from the atmosphere. how
earth picks up 1.2 x 10 of many
23. In 15 days, the
of dust?
it will pick up 4.8 x 10 kg
days
ANSWERSS
(i)
3. (i), (ii), 4. (i) directly ) directly
2. G), (i), (iv) (vi)
9, 12,1 (v) 12,36
16 20 (il) 25, 16,50 (iv) 36, 12,
5. i) 4,6,30 i ) ,16,56,40,
10. 18 11. 10 km
8. 252 metre 9. Rs 1675
7. Rs 91
10. 18 6.
4 15. 85.75 cm 16. 121 metre 17. 44 men
14. Rs8.70
13. 204
12. 102 22. 11.7x10" pound 23.60days
21. 9.8 cm
19. Rs 500 20. 900 gram
18. 25 days
10.5 INVERSE VARIATION

direct variation. We have seen that in the
have learnt about
In the previous section, we
increase or decrease together
in the same
case of direct
variation, the two quantities the two quantities
we have seen that
in the case of inverse variation,
ratio. In section 10.3, decrease in the
increase in one causes a corresponding
a way that an
are linked in such then if we put only one
and vice-versa. For example, if 2 men can do a job in 12 days,
other 24 days to complete the same job,
he would take (2 x 12) days
=
m a n on the same job,

in 4 days ; 12 men will do it in 2
men will do in 6 days; 6 men will do it
the job
Clearly, 4
will complete the job in oneday.
days and 24 men
be put in the following tabular form:

The above information can
6 12 24
Number of men (a): 2 4
12 6 4 2
Number of days required
to finish the work (b):
It is evident from the above table that as the number of men increases, the number of days
decreases and as the number of men decreases, the number of days increases. Also, in al
ab is constant and is to 24. So, define inverse

the above cases, the product equal we may
variation in the following mathematical form:

INVERSE VARIATION 1f two quantities x and y vary with each other in such a manner
b inversely
theproduct ab remains constant and is positive, then we say that a and vary
each other or a varies inversely as b and b varies inversely as a.
Thus, if two quantities a and b vary inversely as each other, then the product ab au
remains constant. The product ab is called the constant of variation.
ofb
If two quantities a and b vary inversely as each other and b1, ba are the vau
corresponding to the values aj, ag of a respectively, then
ab1 Constant(= k, say) and, agbg = k
wataia
in
n vrIss
ve eeV
Va ri
ar ia t i o n s 10.9
b
b : or,ah : a b:b
the following rule:
eobtain
e antities a and b vary inversely as each other, then the ratio of any two
ftwo i s egual to the inverse ratio of the corresponding values of o.
ves o
huk valu
xamples
amples will
will illua
illustrate the use of this rule in solving problems.
Folbwinge x a
Tn which of the following tables a and b vary inversely:
Erample1
a 8 16 32 256
32 16 8
a 9 18 2 12
8 30 6
2 16 8
(ii) 40 5 10 20
remains same for
SoUtion
We know that if a and b vary inversely, then the product ab
all values ofa and b.
(i) Here,
16x16 256, 256 and 256x1 256.
32x8
8x32 256, = =
of b
of the values of a and the corresponding values
are
Clearly, the products
fixed. So, a and b vary inversely.
(ii) We have,
9x8 72, 18 x 4 =
72, 2 x 30 =
60 and 12 x 6 =72.
Since the products of the values of a and the corresponding values of b are not
fixed. So, a and b do not vary inversely.

(ii) We have,
10 80 and 4 x 20 80.
2x 40 80, 16 x 5 80,8 x
=
=
of a and the corresponding values of b are

Clearly, the products of the values
fixed. So, a and b vary inversely.
eample 2 Ifa and b vary inversely, fill in the blanks:
1
8
i) 20 80
b 10
8 128
16 32
(ii) 0.5
b 4
Solution and b vary inversely, so the product ab remains
constant and is
Since a
equalto 8 x10 = 80.

40
irst blank space is to be filled by
10.10 athematics for lass Vi
Second blank space is to be filled by 4
Third blank space is to be filled by= 16.

) Proceeding as in (i), we find that
64
First blank space isto be filled by 2
64
Second blank space is to be filled by=8
8
Example 3 If 52 men can do a piece of work in 35 days, in how many days 28 men.
do it? wil
Solution Suppose 28 men will do the piece of work in x days. The given information.
be exhibited in the following tabular form. can
Number of men 52 28
Number of days 35
Clearly, less is the number of men, more will be the number of days to
the work. It is therefore, the case of inverse variation. finish
Ratio of number of men Inverse ratio of number of
=
days
52:28 =x : 35
35
52x35 =28 x*
28
52x365
Hence, 28 men will do the work in 65 days.
Example 4 If 56 men can do a
piece of work in 42 days. How many men will do it in 14
days?
Solution Suppose x men will do the given piece of work in 14 days. The given
information can be put in the
following tabular form.
Number of men 52
Number of days 42 14
We note that more the
number of men, less will be the
finish the work. It is,
therefore, a case of inverse variation. number days
of
Ratio of number of men

Ratio of
=
number of days
56:x =14:42
5614
42
14 x = 56 x 42
56x42
14
x =168
Hence, 168 men will finish the
given piece of work in 14 days.
andInverseariations
10.11
Example
5
Shalu cycles to her
S h a i
school at an average
of 12 km/hr. It takes her 20
reach
minutes to rea the school. If she wants speed
to reach her
be her average r school in 15 minutes,
vhat should
speed?
Let the required speed be x km/hr. Then, the given information may be
SNMOn presen
in the following tabular form. D
Speed (in km/hr) 12
Time (in minutes) 20 15
We note that more the speed, less will
be the time taken to cover the give
distànce. So, it is a case of inverse
variation.
Ratio of speeds Inverse
=
ratio of time taken
12:x = 15:20
1215
x 20
15 x x = 12 x 20
12x20 = 16
15
Hence, Shalu's average speed should be 16 km/hr.
.mnle 6 1000 soldiers in a fort had enough food for 20 days. But some soldiers were
Example
transferred to another fort and the food lasted for 25 days. How many
soldiers were transferred?
Solution Suppose* soldiers were left in the fort after transferring some soldiers.
Then,
Number of transferred soldiers =1000-x.
The given information may be put in the following tabular form.
Numberof soldiers 1000
Numberof days 20 25
Since more soldiers will finish the food in less days.
So, it is a case of inverse variation.
Ratio of number of soldiers = Inverse ratio of number of days.
1000:x = 25:20
1000 25
20
25 x x = 1000 x 20
1000x20
25
* = 800
lence, the number of transferred soldiers = 1000 800 = 200.
Example 7 120 men
me had food provision for 200 days. After 5 days, 30 men died due to an
epdemic. How long will the remaining food last?
Solution Since 30 men die after 5 days. Therefore, the remaining food is sufficient 1
120 men for 195
days.
ouppose the remaining food lasts for x days for the remaining 90 men.
10.12 Mather
natics for Class
Thus, we have the following table: lass v
Number of men 2 120 90
Number of days 195
We note that more men will consume the food in less number of da..
number of men will consume the food in more number of days, So and
of inverse variation. tis acast
Ratio of number of men = Inverse ratio of number of days
120:90 = *: 195
120
90 195
120x 195
90
-
260
Hence, the remaining men will consume the food in 260 days.
Example 8 Ifx and y vary inversely as each other, and x = 10 when y = 6. Find y.
x = 15.
Find ywhen
Solution Since x and y vary inversely as each other, therefore the product ay alvas
remains constant. ways
10x 6 = 15 xy
60 1 5 y
60
15
y = 4
EXERCISE 10.2
1. In which of the following tables x and y vary inversely:
4 3 12
6 8 2 24
20 10 4
(ii) 20 5 10 25
6
(iii) 9 12 8 36
9 24 15 3
(iv) 3 3 25
fill in the following blanks:
2. Itx and y vary inversely,
12 16
1) 6 0.25
L *
16 32 8 128
(ii) 4 0.25
ieCaNa/7ve d Inverse variations
10.13
9 81
243
27 9
(i
Which h e following quantities vary inversely as each
ofth
of x other?
number men hired to
construct a wall and the time
)The y taken to finish tne
job.
x of a journey by bus and
Thelength pricey of the ticket.
(x km) undertaken by a car and the
ey
i known that
i ) ,
petrol (y litres) consumed by it.
that for a given mass of gas, the volume u
Itisll in the missing tries in the following table : varies inversely as tthe pressure
.
v inem") 48 60 200
100
(in atmospheres) 2 3/2 1/2
men can do a piece of work in 25 days, in how many days will 15 men do it ?
f 36
force of 550 men with a contractor can finish a piece of work in 5 months. In
force of
work
6Aonv months the same work can be completed by 125 men?
how.
work-force of 420 men with a contractor can finish a certain piece of work in
nths, How many extra men must he employ to complete the job in 7 months?
months
o00 men can finish a stock of food in 35 days. How many more men should join them
8
the same stock may last for 25 days?
so that
hostel of 50 girls, there are food last?
provisions for 40 days. If 30 more girlsj
9. In a
will these provisions
hostel, how long
0. A car
can finish a certain journey in 10 hours at the speed of 48 km/hr. By how much
be increased so that it may take only 8 hours to cover the same
should its speed
distance?
28 days. After 4 days, some soldiers were
fort had enough food for
I1, 1200 soldiers in a
How many
transferred to another fort and thus the food lasted now for 32 more days.
soldiers left the fort?
minutes.
together can finishpainting a house in 60
12.Three spraying machines working
machines of the same capacity to do the same job?
How long will it take for 5
consume 54 kg of wheat every
month. Some
13. A group of 3 friends staying together, for 18
same amount of wheat lasts
friends join this group and they find that the
more there in this group now?
days. How many new members are
same field in 10
can graze a field in 16 days.
How many cows will graze the
cows
days? how many
the same field in 15 days,
18
men can reap a field in 35 days. For reaping
men are required?
cycles he will be
Rs 500 each. How many
Aperson has money to buy 25 cycles worth
able to buy if each cycle is costing Rs 125 more?
machines
M. Rs 200 each. How many
Raghu has enou 75 machines worth
nough money to buy each machine?
DUy ifhe gets discount of Rs 50 on
18. T
a
Ifx and y vary inversely as each other and
i)x 3 3wheny = 8, find y when = 4
i) x- 5 wheny = 15, find xwhen y = 12
Gii) x= 30, find y when constant of variation = 900.
fiv) y 0
= , nnd x when constant of variation = 7.
10.14 Mathnematics
ANSWERS
for Cia
1. i), (i) 2. (i) 8,24, 12, 384 (ii) 2,8 (ii) 27,3 3. )
15 9
4. 45,90,0.9, 180, 5. 60 days 6. 2 months 7. 120 men
8. 480
20
9. 25 days 10. 12 km/hr 11. 300 soldiers 12. 36 minutes
13. 2
14. 88 cows 15. 42 men
25
16. 20 cycles 17. 100 machines
ertex
18. () y =6 (ii) y=30 Giv)
4
TIME AND WORK
11.1 INTRODUCTION
s VI, VII you have learnt unitary method and in the previous chapter we have
classoct and inverse variations. In this chapter, we shall use unitary method to
I nc r
studied
me problems on time and work. In fact, problems on time and work can also be
a by using variations. So, it is the choice of an individual to use either unitary
S0lvea
euvariations or both of them in a mixed way.
metno
WORK
TIME AND
11.2
all know
all know that the amount of work done by a person varies directly with the time
As we im (her) to complete it. Thus, if a man can complete a piece of ork in 10 days,
taken byhim
Lun
ther by unitary method, we can say that in one day he will do only 10 th part ofthe total
k, On the other hand, if a man 1 ofthe work in

completes th one day, then he will
won 10
eke 10 days to complete the work. Thus, we obtain the following rules:
Rale1 fa person X completes a piece of work in n days, then work done by person X in
onedayis part ofthe work.

th
Rule 2 Ifaperson Xcompletes part of the work in one day, then person X will take n
days to complete the work.
In this chapter, we shall mainly discuss two types of problems on time and work.
() On finding the time required to complete a piece of work.
) On finding the work done in a given period of time.
Fallowing examples will illustrate the solutions of the above type of problems.
ample 1 Amit can do a piece of work in 4 days and Sumit can do it in 6 days. How long
will they take, if both Amit and Sumit work together ?
Solution We have,
Time taken by Amit to do the work = 4 days
Time taken by Sumit to do the work = 6 days
Work done by Amit in 1 day =
Work done by Sumit in 1 day =

Mathemutics for ClassV
11.2
and Sumit
one
in o ne day=
day
6 12
So, work done by Amit
12
in days i.e 2
Sumit can do the piece of work 5 days.
Hence, Amit and
and Nitu plough a field in 4 days. Nitu alone takkes 6 da
Example2 Together, Chotu
field. In how many days can C h o t u alone plough
days o
the field?
plough the s a m e
Solution We have, field together
Time taken by Chotu and to plough the
Nitu
the field 6 days. =
Time taken by Nitu to plough
Chotu and Nitu's 1 day's work =
Nitu's 1 day's work = -

6
Now,
Chotu's 1 day's work = (Chotu and Nitu's 1 day's work) -(Nitu's 1 day's
1
work)
3-21
6 12 12
Hence, Chotu can plough the field in 12 days.
Kami, Karya and Kirti can together weave a carpet in 4 days. Kami by her.
Example3 self can weave the same sized carpet in 12 days and Kirti can do it in 10 das
ays.
How long will Karya take to do the work by herself?
Solution We have,
Time taken by Kami, Karya and Kirti to weave the carpet = 4 days.
Time taken by Kami to weave the carpet 12 days

and, Time taken by Kirti to weave the carpet = 10 days.
Kami, Karya and Kirti's 1 day's work =4

Kami's 1 day's work =and, Kirti's 1 day's work =
12 10
Now,
Karya's 1 day's work = (Kami, Karya and Kirti's 1 day's work)
- (Kami's 1 day's work) - (Kirti's 1 days work)
11 15-5-6 4-
12 10 60
Hence, Karya can weave the carpet in 15 days. in2
Example 4 A and B can do a piece of work in 12 days; B and C in 15 days; CC aandA
days. In how many days will they finish it together and
Solution We have, separa
r ki n 1 5 d a y s
A and B can finish the work in 12 days, B and C can finish the wor
C and A can finish the work in 20
days
11.3
A and B's 1 day's work ,B and C's 1 day's work =
5
C and A's 1 day's work =
20
Adding, we get
2A +B+CYs 1 day's work=- 5+4+3 12 1

12 15 2060 60 5
(A+B +C)'s 1 day's work 1
2x5 100
h11s, A, B and C together can finish the work in 10
days.
Now,
A's 1 day's work = (A, B and C's 1 day's work) (B and C's 1 day's work
30 30
So, A alone can finish the work in 30 days.
Now,
B's 1 day's work = (A, B and C's 1 day's work) (A and C's 1 day's wofk
1 2-11
10 20 20 20
So, B alone can finish the work in 20 days.
C's 1 day's work =
(A, B and C's 1 day's work) (A and B's 1 day's work)
11_6-5
10 12 60 60
in 60 days.
So, C alone c a n finish the work
in 10 days, Q and R c a n do the s a m e
Example 5 P and Q together can do a piece of work
andR can do together in 15 days. How long
work together in 12 days, while P
each will take to do it separately ?
Solution We have,
R) finish the work in 12 days
Q) can finish the work in 10 days, (Q
+ can
(P +
P+ R) can finish the workin 15 days.
(P+Q's 1 day's work =Q

10
+ R)s 1 day's work
Q+ RYs 1 day's work =
15
Adding, we get
6+5+4 151
2(P++ Rys 1 day'swork =101215 60 604
* +Q + Rys 1 day's work = =

11.4
Mather tics for
Now,
P's 1 day's work
Clas V
(P +Q+ RYs 1
=
day's work (Q +RYs 1
-
day& wor
So, P alone can complete the work in 24
days.
Q's1 day's work =(P +Q Rys1
+
day's work (P +RYs 1
da.
1 1 15-8
8 15 120
7
120
So,Q alone can complete the work in 120
days.
and, R's1 day's work =(P +Q+ R)'s 1 day's work (P +QYs11 day's work
day's w
-
_5-4 1
10 40 40
So, R alone can
complete the work in 40 days.
Example 6 A can do a piece of work in 25 days and B can
finish it in 20 days.
together for 5 days and then A goes away. In how They w
remaining work? many days will B finish the
Solution We have,
A can finish the work in 25
days, B can finish the work in 20
days.
A's1day's work =25 B's1 day's work= 0
So, (A + By's 1 day's work 1
= 1 _4+5 9
25 20 100 100
A +B's 5 day's work 9 9
=5 x
100 20
9 11
Remaining work =1-
The remaining work is done by B.
Complete work is done by B in 20 days.
11
of the work is done by Bin |20x days =11 days.
20 20
Hence, the remaining work is done by B in 11 days.
Example7 A and B can polish the floors of a building in 25 days. A alone can do ofthis
job in 15 days. In how many days can B alone polish the floors of the uilding
bue
Solution It is given that A and B can polish the floors of the building in 25 days.
( A + Bys 1 day's work

25
Now, A alone can doof the work in 15 days.
3
A alone can do the complete workin (3x 15) = 45 days
11.5
A's 1 day's work =
45
B's 1 day's work = A + BYs 1 day's work - A's 1 day's work
Now,
9-5 4
225 225
B alone can polish the floor in

4 days = 56 days. the
aeeta can embroider a saree in 15 days. Her
ater sister-in-law Abha ca
h in 10 days. They start embroidering the saree together, but two days late
job
Abha gives up the work and goes to her parents. In how many days will
sh
Suneeta finish the remaining work of embroidering the saree?
saree in 10
Suneeta can embroider a saree in 15 days, Abha can embroider
Suneeta can
days
1
Suneeta's 1 day's work =
Abha's 1 day's work
10
(Suneeta + Abha)'s 1 day's work 2+3 _5

110 30
(Suneeta + Abha's 2 day's work =2x
. Remaining work =
1--
Now,
Suneeta completes the work in 15 days
2 2
15xdays 10 days.
Suneeta completesofthe work in
=
3
in 10 days.
Suneeta will finish the remaining work of embroidering
Hence, 12 m e n do
job in 8 days. How many days will it take if
Eample 9 5 men can complete a
the job?
Solution It is given that:
5 men c a n complete a job in 8 days.
I man can complete the same job
in (8x 5) =40 days
complete the same job

40123 3 days
1n
So, 12 men can
the given information can

Nter 12 complete the job
in x days. Then,
Suppose men
form.
De put in the following tabular
12
Number of men
8
Number of days
number of days. So, it is a case of
do the job in less
ce more men can
inverse variation.
number of days
Inverse ratio of
atio of number of m e n =
5:12 =x:8
11.6 Mathematics
12 8
5x8=12xx
5x840 10
12 12 3 3
Thus, 12 men can complete the job in 3 days.
Example 10 Seema weaves 25 baskets in 35 days. In how many
baskets? days will shee w
Solution Seema weaves 25 baskets in 35
days.
Seema weaves 1 basket in
25
So, Seema will weave 110 baskets in
Aliter Let
x110=7x22 days =154daye
Z0
Seema weave 110 baskets in
put in the following tabular form.
x
days. Then, the given information
Numberof baskets 25 l10
Number of days 35
As the weaving of more baskets will require more
So, it is a case of direct variation. days.
Ratio of number of baskets Ratio of
number of days
=
25:110 = 35:*
25 35
110
25xx = 110x35
x 110x351
25 154 days
Example 11 15 boys earn Rs 900 in 5
days, how much will 20
Solution In 5 days 15 boys earn boys earn in 7 days?
=Rs 900.
In one day 15 boys earn 900
=
Rs=Rs
5
180
One boy earns in one
day =Rs =Rs 12
One boy earns in 7 15
days = Rs (12 x 7) 84
=
20 boys earn in 7 days = Rs (84 x 20) Rs 1680
Example 12 Spinning 3 hours daily, Kanta =
nning
can spin 2
4 hours daily, how kg cotton-balls in 12 days
many days will she take to
Solution Spinning 3 hours daily, Kanta can spin 10 kg cotton baio
spin kg cotton-balls in 12 days.
2
T m oa n a
o r k
11.7
Spinning 3 hours daily, Kanta can spin 1 kg cotton-balls in = 6 days

.
Spinningl hour daily, Kanta can spin 1 kg cotton-balls in 6x 3 = l8

aay
Spinning 1 hour daily, Kanta can spin 10 kg cotton-balls in (18x 10) = 180
days
180
Spinning 4 hours daily, Kanta can spin 10 kg cotton-balls in days
=4
45 days.
Somari seeps 600 m long railway platform in 2 hours. His wife Imarati
Example1 3
2
sweeps rd of the same platform in 1: hours. Who sweeps more speedily?
We have,
Solution
Length of the platform = 600 m
r d of the platform = 600 xm = 400m
In 2 hours, Somari sweeps 600 m.
600 (600
In 1 hour, Somari sweeps m
8/2m-600-240m
2
In 1 hours, Imarati sweeps 400 m.
400 (400
In 1 hour, Imarati sweeps m
3/2 m 400xm =266 3m
Clearly, Imarati sweeps more length in 1 hour than Somari sweeps in the
same time.
Hence, Imarati sweeps more speedily than Somari.
1.3 PIPES AND CISTERNS

u know that a cistern or a water tank is always connected with two types of pipes.
i fills it up and the other which empties it out. The pipe which fills up the
n 1s called an inlet and the one which empties it is called an outlet.
let a
l e t ill up a cistern in 8 hours. Then-in one hour it fills up 18 th part of it. We can
also say that the work done by inlet in 1 hour i s1. Similarly, if an outlet empties out a
utern in 6
hours, then in one hour it empties out t h part of the cistern i.e. the work
nours,
one by the outlet
inone hour is
EThe work
ays negative. done by the inlet is always positive whereas the work done by the outlet is
Ne
all now
discuss problems on pipes and cisterns.
11.8
ILLUSTRATIVE EXAMPLES hematicssffor Class NI
Evample 1 A cistern can be filled by one tap in 4 hours and

by another
long wil it take to fill it if both taps are opened
in
Solution We have,
together?
hours. Hio
Time taken by the first tap to fill the cistern 4
=
hours
Time taken by the second tap to fill the cistern = 3 hours
Work done by the first tap in 1 hour
=*4
Work done by the second tap in 1 hour
=;
Thus, work done by both the taps in 1 hour
= 12 12
Both the taps together will fill the cistern in hours.
Exampie 2 Pipe A can fill an empty tank in 6 hours and pipe B in 8 hours. If both
pipes are opened and after 2 hours pipe A is closed, how
s.
take to fill the remaining tank? much time Rwill

Solution We have,
Pipe A can fill the tank in 6 hours, Pipe B can fill the tank in 8
hours,
1
In one hour A can fill th part of the tank.
6
In one hour B can fillth part of the tank.

Thus,
In one hours Aand B can fill| th t h part of the tank.
In 2 hours A and B can fill 2 x t h t h part of the tank.
7 5
Remaining part of the tank =1-
19
Now,
B can fill the tank in 8 hours.
th part of the tank can befilled by B in x 8 =hrs=3hrs.

Example 3 A cistern can be filled by a tap in 6 hours and emptied by an ou
an outlet pipe
pipe ar e are
hours. How long will it take to fill the cistern if both the tap and tne
opened together?
Solution We have,
Time taken by the tap to fill the cistern = 6 hours
Time taken by the pipe to empty the cistern = 8 hours.
11.9
m o a n aw o
In one hour the tap fills th part of the cistern
In one hour the pipe emptiesth part of the cistern.
Thus, in one hour failed.

th part of the cistern is
Hence, the cistern is filled in 24 hours.
EXample4
A pipe can fill a cistern in 6 hours. Due to a leak in the bottom it is filled in
the cistern is full, in how much time will it be emptied by the
hours. When
leak?
When there is no leakage, the pipe can fill the cistern in 6 hours.
SoATon
The pipe fills 1 th partofthe cistern in one hour.

'.
Thus, in case of
When there is leakage, the pipe can fill the cistern in 7 hours.
fills th part of the cistern in hour.

leakage, the pipe 7 one
is
ne hour due to leakage-|th=th part of the cistern
emptied out.
in 42 hours.
Hence, the cistern will be emptied by the leakage
filled by two taps A and B in 12 hours and 16 hours respectively.
Eample 5 A tank can be hours. If all the taps be turned
The full tank can be emptied by a third tap in 8
on at the same time, in how
much time will the empty tank be filled up
completely?
Solstion We have,
Time taken by tap A to fill the tank 12 hours =
Time taken by tap B to fill the tank 16 hours =
Time taken by tap C to empty the tank 8 hours =
tank in 1 hour,
T'ap Afills upth part of the
in 1 hour,
Tap B fills upth part ofthe tank
16
1 hour.
Tap C empties out th part of the tank in
Thus, in 1 hour
ur - +8 Ith partofthe tank is filled.
12 16
We
We have,+ have, 2* 1681_4+3-61
48 48
In 1 hour t1 h part of the tank is filled.
18
48 hours, when all the three
tank will be filled completely in
are
Ence, the
opened together.
11.10 Mathematics f
EXERCISE 11.1
1. Rakesh can do a piece of work in 20 days. How much work can he do :
lass VI
in 4 days?
2. Rohan can paint o f a painting in 6 days. How many days will he talke +.
he take to
painting? complete th
s. Anil can do a piece of work in 5 days and Ankur in
How long will 4 days.
do the same work, if they work together?
they ake to
4. Mohan takes 9 hours to mow a large lawn. He and Sohan
together cas
can
hours. How long will Sohan take to mow the lawn if he works mow it ir
alone? An
5. Sita can finish typing 100 page document in 9 hours, Mita in 6
a 4
hours. How long will they take to type a 100 page document if hours and D:
they work tog in 1
6. A, B and C
hours and B alone
working together
can
can do a piece of work
do it in 24 hours. In how many hours
in
8 hours. A alone ogether?
can do
will C alone do +Hn 2
work?
7. A and B can do
Same
a piece of work in 18
days; B and C in 24 days and A and C in 36 a .
what time can they do it, all
working together? 36 days. In .
8. A and B can do a piece

of work in 12 days; B and C in 15 days; C andA in 20
much time will A alone take to finish the work? davs. How
9. A, B and C can reap a field in 15 days; B, C and D in 14 days; C, D and A in 18 dar

D, A and B in 21 days. In what time A, B, C and D
days,
can together reap it?
10. A and B can polish the floors of a
building in 10 days. A alone can
doth of it in 12
days. In how many days can B alone polish the floor?
11. A and B can finish a work in 20 days. A alone can do th of the work in 12 days. In how
many days can B alone do it?
12. A and B can do a piece of work in 20 days and B in 15 days. They work together for 2
days and then A goes away. In how many days will B finish the remaining work?
13. A can do a piece of work in 40 days and B in 45 days. They work together for 10 days
and then B goes away. In how many days will A finish the remaining work?
4. Ausheesh can paint his doll in 20 minutes and his sister Chinki can do so in 2
minutes. They paint the doll together for five minutes. At this juncture they have
quarrel and Chinki withdraws from painting. In how many minutes will Aasne
finish the painting of the remaining doll?
15. A and B can do a piece of work in 6 days and 4 days respectively. A started thne h e
worked at it for 2 days and then was joined by B. Find the total time taken to C
the work. willit
16. 6 men can complete the electric fitting in a building in 7 days. How many aay
take if 21 men do the job?
17. 8 men can do a piece of work in 9 days. In how many days will 6 men do it?
18. Reema weaves 35 baskets in 25 days. In how many days will she weave bo
rs?
19. Neha types 75 pages in 14 hours. How many pages will she type in 20 hout
20. If 12 boys earn Rs 840 in 7 days, what will 15 boys earn in 6 days?
21. If 25 men earn Rs 1000 in 10 days, how much will 15 men earn in 15 days
11.11
rs a day, Ashu can
copy a book in 18 days. How
(orking8 . many hours a day 8
finish the work in 12
s0
as
to
days?
he
work
can
prepare 135
135 garlands in 3 hours, how many girls are needed to prepare
irls in 1 hour?
3 7 0
f9 g g a r l a n d s
will it
70 be filled by one tap in 8 hours, and by another in
an be
can
filled
4 hours. How long
cistern
rn if both taps are opened
cistern
A
to
fill
the
together? Both
A take.
dB
B can
can
fin
fill an overhead tank in 10 hours and 15 hours respectively.
taps
A
and
4 hours and then B is turned take e to

to
Two are opened for off. How much time will A
tap tank?
the
emaining
the hours.
fill ll a cistern in 10 hours. Due to a leak in the bottom it is filled in 12
A pipecan
When t h e cis
istern is full, in how much time will it be emptied by the leak
respectively.
vo inlets A and B which can fill it in 12 hours and 15 hours d
A c i s t e r n .
empty the full cistern in 10 hours. If all the three pipes are oPe
cistern
fill the
An o u t l e t
ether in the empty cistern, how much time will they take to
6 hours.
completely?
can
by a tap in 4 hours and emptied by a n outlet pipe in
lled
be fille
and the pipe are oper
cistern
A
8 How longma will it take to fill the cistern if both the tap
will
together?
ANSWERS
4. 36 hour_ 36 hours
5. 19 6. 30 hours
2. 18 days 3. 2 days 5 13
30 days 12. 13 days

7. 16 days
8. 30 days 9. 12 days 10. 12 19 days 11.
17. 12 days 18. 39; days
14. 11 minutes 15. 3 5 days 16. 2 days
13. 21 days
23. 54 girls 24. 2 hrs

21. Rs900 22. 12 hours
pages 20. Rs
900
19. 107
27. 20 hours 28. 12 hours.
hours 26. 60 hours
25. 3
THINGS TO REMEMBER
by A in 1 day = >th part

days, then the work done
piece ofwork in
n n
a person A can finish a
of the work.
then the time taken by A to finish
work in one day,
Ifperson
a A completes th part of a
Complete work in = n
days that empties it, is known as an
3. Ina is called an inlet and the pipe

cistern, the
outlaer, the pipe
) that fills it,
outlet.
cistern.
part ofthe
4. fani 1 hour it will fill up th
Ls
up a cistern in n hours, then in n
f an outlet e hours, then

in 1 hour part of the cistern will be
mptied"pties
a full cistern in m
emptied out.

Chapter 18 Practical Geometry (Constructions) - Combined

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18

PRACTICAL GEOMETRY (Construction

2s, we have learnt about the to

(i) when of four

when diagonal side is given.

Construct a quadrilateral ABCD in which AB =4.4 cm, BC=4

Solution First we draw a rough sketch of the quadrilateral ABCD and

and BCD. ngles ABD

Step I1I With D as centre and radius CD =6.4 cm, draw an

Step VI Join BA, DA, BC and

AB =3.6 cm, BC *C = 4.2 cm

Draw AC = 6.5 cm as shouwn in Fig. 18.3.

Step I Draw AC = 6 cmn.

Step11 With A as centre and radius AB =

5.Construct a rhombus with side 6 cm and one

Draw AC =6.5 cm.

Step II With A as centre and radius AC=6.5 cm, draw an arc.

Step III With B centre and radius

Step V With B as centre and radius BD = 5 cm, draw an arc.

cm and BD =3.2 cm.

18.2.3 CONSTRUCTING A QUADRILATERAL WHEN ITS FOUR SIDES AND

drawn. Thus, to draw the

StepI1 Construct LBAX = 75°.

Step IV Join BD.

Step V With D as centre and radius DC = 4.4 cm, draw an arc.

AD =3.6 cm and 2C=120°.

centre and radius CD =

Const quadrilateral ABCD given BC

and Rs=7 cm.

Step At Bdraw LZBA =

4. Constructquadrilateral ABCD when BC 5.5 cm, CD 4.1 cm, ZA 70°, ZB =110°

and CD = 6.8 cm.

6. Construct a quadrilateral PQRS, in which PQ = 4 cm, QR =5 cm, ZP=50, 2Q=110°

e have been using four fundamental operations of addition, subtraction, multiplication

have introduced the concept of polynomial. Let us recall

terms and definitions.

negative integral pouwers, is called a polynomial.

-32+5x2x-1 is not a polynomial, because it contains a term 5x

DEGREE OF A POLYNOMIAL IN ONE VARIABLE In a polynomial in one variable, the highest

LUSTRATION3 (i) 2x+3 is a polynomial in x of degree 1.

obtained is called the degree of the polynomia.

whereas-3x +7xy - * y is a polynomial of degree 4 in x and y.

Poyromial. The degree constat polynomial is zero.

LLUSTRATION5 2- y,2+3a ete. are linear polynomials

LLUSTRATIoN 62-3x+ 4,2-x+,2 +are quadratie polynomials.

LLUSTRATION 7 -7a+2x-3,2+ - 4 are cubic polymomials.

3. 3+6x+* +6x or, 5x + +6x+3 Gi) 4+a2+5a or, 5a +a +4

Aliter 12x 123-1214xy

25x 25 xx XxxxxyXy. -xy

8.5 DIVISION OF POLYNOMIALS IN ONE VARIABLE

by 3m i) 24xy +20x*y4xy by 2xy

2.3- 3.-2a +2a+ 2

Following examples will illustrate the above divisor.

6+x 4x +** as x-4x

and obtain first term x of the

obtain - +* +6 as the remainder. -x-2

+ 6 as the new dividend and

divide its first term -

2x by the first term x of the - 2x +6