Mathematics – 9 Unit – 1: Real Numbers

Unit
1 Real Numbers
At the end of the unit, the students will be able to:
 Explain, with examples, that civilizations throughout history have
systematically studied living things [e.g., the history of numbers from
Sumerians and its development to the present Arabic system
 Describe the set of real numbers as combination of rational and irrational
numbers
 Demonstrate and verify the properties of equality and inequality of real
numbers
 Apply laws of indices to simplify radical expressions
 Apply concepts of real numbers to real word problems(such as temperature,
banking, measures of gain and loss, sources of income and expenditure)

1.1 Introduction to Real Numbers

The history of numbers comprises thousands of
years, from ancient civilization to the modern
Arabic system. Here is a brief overview:
Sumerians (4500 – 1900 BCE) used sexagesimal
(base 60) system for mathematics. The Sumerians,
used a small cone, bead, large cone, large
perforated cone, sphere and perforated sphere,
which corresponded respectively to 1, 10, 60 (a
large unit), 600.
Egyptians (2000 – 3000 BCE) used decimal (base 10) system for mathematics.
Here are some of the symbols used by the Egyptians as shown in the figure below:

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Mathematics – 9 Unit – 1: Real Numbers

The Egyptians usually wrote numbers left to right, starting with the highest
denominator. For example, the number 2525 would be written with 2000 first, then
500, 20, and 5.
Romans (500BCE-500CE) used Raman numerals system for mathematics.
Roman numerals represent a number system that was widely used throughout Europe
as the standard writing system until the late middle ages. The ancient Romans
explained that when a number reaches 10 it is not easy to count on one’s fingers.
Therefore, there was a need to create a proper number system that could be used for
trade and communications. Roman numerals use 7 letters to represent different
numbers. These are I, V, X, L, C, D, and M which represent the numbers 1, 5, 10, 50,
100, 500 and 1000 respectively.
Indian (500 – 1200 CE)
developed the concept of zero (0)
and made significant contribution
to decimal (base 10) system.
Ancient Indian mathematicians
have contributed immensely to the
field of mathematics. The
invention of zero is attributed to
Indians and this contribution
outweighs all other made by any
other nation since it is the basis of
the decimal number system,
without which no advancement in mathematics would have been possible. The
number system used today was invented by Indians and it is still called Indo-Arabic
numerals because Indians invented them and the Arab merchants took them to the
western world.
Arabic (800 – 1500 CE) introduce Arabic numerals (0 – 9) to Europe. The Islamic

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Mathematics – 9 Unit – 1: Real Numbers

world underwent significant developments in mathematics. Muhammad ibn Musa al-

Khwārizmī played a key role in this transformation, introducing algebra as a distinct
field in the 9th century. Al-Khwārizmī's approach, departing from earlier arithmetical
traditions, laid the groundwork for the arithmetization of algebra, influencing
mathematical thought for an extended period. Successors like Al-Karaji expanded on
his work, contributing to advancements in various mathematical domains. The
practicality and broad applicability of these mathematical methods facilitated the
dissemination of Arabic mathematics to the West, contributing substantially to the
evolution of Western mathematics.
Modern era (1700 – present): developed modern number systems e.g., binary (base
2), hexadecimal (base - 16).
The Arabic system is the basis for modern decimal system used globally today. Its
development and refinement comprise thousands of years from ancient Sumerians to
modern mathematicians.
In the modern era, the set 1, 2, 3,... was adopted as the counting set. This counting
set represents the set of natural numbers was extended to set of real numbers which is
used most frequently in everyday life.

1.2 Combination of Rational and Irrational Numbers

p 
We know that the set of rational numbers is defined as Q   ; p, q  Zq  0
q 
and set of irrational numbers (Qʹ) contains those elements which can not be expressed
as quotient of integers. The set of Real numbers is the union of the set of rational
numbers and irrational numbers i,e., R  Q  Q

1.2.1 Decimal Representation of Rational Numbers

(i) Terminating Decimal Numbers:
A decimal number with a finite number of digits after the decimal point is called a
terminating decimal number.
1 8 3 4
For example  0.25,  0.32,  0.375 ,  0.8 are all terminating decimals.
4 25 8 5
(ii) Recurring and Non-Terminating Decimal Numbers

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Mathematics – 9 Unit – 1: Real Numbers

The decimal numbers with a repeating pattern of digits after the decimal point are
called recurring decimal numbers.
Here are some examples.
1
 0.333...  0.3 (the 3 repeats infinitely)
3
1
= 0.1666...  0.1 6 (the 6 repeats infinitely)
6
22
= 3.142857142857... = 3.142857 (142857 repeats infinitely)
7
4
= 0.44444… = 0.4 (4 repeats infinitely)
9
Recurring and non-terminating decimals are also rational numbers.
1.2.2 Decimal Representation of Irrational Number
Decimal numbers that do not repeat a pattern of digits after
Remember!
the decimal point continue indefinitely without terminating.
e =2.7182 is called
These are also known as non-repeating decimals.
Euler’s number
Non-terminating and non-recurring decimal numbers are
known as irrational numbers.
For Examples:
• π = 3.1415926535897932...
• e = 2.71828182845904...
• 2 = 1.41421356237309...
Example 1: Identify the following decimal numbers as rational or irrational
numbers:
(i) 0.35 (ii) 0.444… (iii) 3.5
(iv) 3.36788542… (v) 1.709975947…
Solution: (i) 0.35 is a terminating decimal number, therefore it is a rational
number.
(ii) 0.444… is a recurring decimal number, therefore it is a rational
number.
(iii) 3.5 = 3.5555… is a recurring decimal number, therefore it is a
rational number.
(iv) 3.3678542… is a non-terminating and non-recurring decimal

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Mathematics – 9 Unit – 1: Real Numbers

number. Therefore, it represents an irrational number.

(v) 1.709975947… is a non-terminating and non-recurring decimal
number, it is an irrational number.
1.2.3 Representation of Rational and Irrational Numbers on Number Line
In previous classes, we have learned to represent rational numbers on a number line.
Now, we move to the next step and learn how to represent irrational numbers on a
number line.
Example 2: Represent 5 on a number line.

Solution: 5 can be located on the real line by geometric construction. As

5  2.236... which is near to 2. Mark a line of mAB  1 unit at A, where mOA  2
units, and we have a right-angle triangle OAB. By using Pythagoras theorem

(mOB)2 = (mOA)2 + (mAB)2

= (2)2 + (1)2 = 4+1=5  mOB  5
Remember!
Draw an arc of radius m OB  5 taking O (i) Rational number + Irrational number
as centre, we got point “P” representing = Irrational number

5 on the number line (ii) Rational number × Irrational number

= Irrational number
So, |OP| = 5

p
Example 3: Express the following recurring decimals as the rational number ,
q
where p and q are integers.
(i) 0.5 (ii) 0.93

Solution: (i) 0.5

Let x = 0.5

x = 0.55555 ...(i)

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Mathematics – 9 Unit – 1: Real Numbers

Multiply both sides by 10

10x = 10(0.5555…)
10x = 5.55555 …(ii)
Subtracting eq. (i) from eq. (ii)
10x − x =(5.55555…) – (0.55555…)
9x = 5
5
 x=
9
p
Which shows the rational number in the form of .
q
(ii) Let x = 0.93
x = 0.939393 …(i)
Multiply by 100 on both sides
100x = 100 (0.939393…)
100x = 93.939393… …(ii)

Subtracting (i) from (ii)

100x – x = 93.939393… – 0.939393…

99x = 93

93
x= which is a rational number.
99
Example 4 : Insert two rational numbers between 2 and 3.
Solution: There are infinite rational numbers between 2 and 3.
We find any two of them
23 5
For this, find the average of 2 and 3 as 
2 2
5
So, is a rational number between 2 and 3, to find another rational number between
2
5
2 and 3 we will again find average of and 3
2

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Mathematics – 9 Unit – 1: Real Numbers

5 5  6 11 Try Yourself
3 11
i.e,. 2  2  2  What will be the
2 2 2 4 product of two
5 11 irrational numbers?
Hence two rational numbers between 2 and 3 are and
2 4

1.3 Properties of Real Numbers

All calculations involving addition, subtraction, multiplication, and division of real
numbers are based on their properties. In this section, we shall discuss these
properties.
The Additive properties

Name of the property  a, b, c  R Examples

Closure a bR 2+3=5 R
Commutative ab ba 2+5=5+2
7=7
Associative a  (b  c)  (a  b)  c 2 + (3 + 5) = (2 + 3) + 5
2 + ok = 5 + 5
10 = 10
Identity a0  a  0a 5+0=5=0+5
Inverse a  (a )  a  a  0 6 + (–6) = (–6) + 6 = 0

The multiplicative properties

Name of the property  a, b, c  R Examples

Closure abR 2 × 5 = 10  R
Commutative ab  ba 2×3=3×2=6 R
Associative a(b c)  (a b)c 2 × (3 × 5) = (2 × 3) × 5
2 × 15 = 6 × 5

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Mathematics – 9 Unit – 1: Real Numbers

30 = 30
Identity a×1 = 1×a = a 5×1=1×5=5
Inverse 1 1 1 1
a  a 1 7   7  1
a a 7 7

The Distributive Properties

For all real numbers a, b, c
(i) a(b  c)  ab  ac is called left distributive property over addition.
(ii) (a  b)c  ac  bc is called right distributive property over addition.

Do you know Remember!

0 and 1 are the additive and multiplicative has no multiplicative Inverse
identities of real numbers respectively
Properties of Equality of
Real number
i. Reflexive property  a  R, a  a
ii. Symmetric property  a, b  R, a  b  b  a
iii. Transitive property  a, b, c  R, a  b  b  c  a  c
iv Additive properly.  a, b, c  R , a  b  a  c  b  c
v. Multiplicative property  a, b, c  R , a  b  ac  bc
vi. Cancellation property over addition  a, b, c  R , a  c  b  c  a  b
vii. Cancellation property over  a, b, c  R , ac  bc  a  b
multiplication

Order Properties
i. Trichotomy property  a, b  R ,either a  b or a  b or a  b

ii. Transitive Property  a, b, c  R

(i) a  b b  c  ac

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Mathematics – 9 Unit – 1: Real Numbers

(ii) a  b b  c  ac
iii. Additive property  a, b, c  R
(i) ab  ac bc
(ii) ab  ac bc
iv Multiplicative property  a, b, c  R
(i) a  b  ac  bc if c0
(ii) a  b  ac  bc if c  0
(iii) a  b  ac  bc if c  0
(iv) a  b  ac  bc if c  0
v Reciprocal property  a, b  R
1 1
(i) a  b  
a b
1 1
(ii) a  b  
a b

2 3 5
Example 5 : If a  , b  , c  then verify the distributive property over addition.
3 2 3
Solution: (i) Left distributive property
a(b  c)  ab  ac

LHS = a(b  c) RHS = ab  ac

2 3 5  2  3   2  5 
           
3 2 3  3  2   3  3 
2  9  10  10
  1
 9
3 6 
9  10
2  19  
   9
3 6 
19
19 
 9
9

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Mathematics – 9 Unit – 1: Real Numbers

Hence proved
(ii) Right distributive property
(a  b)c  ac  bc
LHS = (a  b)c RHS = ac  bc

2 35  2  5   3  5 
          
3 23  3  3   2  3 
495 10 15
  
 9 6
 6 3
20  45
 13  5  
    18
 6  3 
65
65 
 18
18
Hence Proved
Example 6: Identify the property that justifies the statement
(i) If a >13 then a + 2 > 15
(ii) If 3 < 9 and 6 < 12 then 9 < 21
(iii) If 7 > 4 and 5 > 3 then 35 > 12
(iv) If –5 < –4  20 > 16
Solution:
(i) a  13
Add 2 on both sides
a  2  13  2
a  2  15
(ii) As 3 < 9 and 6 < 12
 3 + 6 < 9 + 12
9 < 21
(iii) 7 < 4 and 5 > 3
 7×5>4×3
 35 > 12
(iv) As –5 < – 4
Multiply on both sides by –4
–5×–4>–4×–4
 20 > 16

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Mathematics – 9 Unit – 1: Real Numbers

EXERCISE 1.1
1. Identify each of the following as a rational or irrational numbers:
(i) 2.353535 (ii) 0.6 (iii) 2.236067… (iv) 7
(v) e (vi)  (vii) 5  11 (viii) 3  13
15
(ix) (x) (2  2) (2  2)
4
2. Represent the following numbers on number line:
1
(i) 2 (ii) 3 (iii) 4
3
1 5 3
(iv) 2 (v) (vi) 2
7 8 4
p
3. Express the following recurring decimals as a rational number where p
q
and q are integers and q ≠ 0
(i) 0.4 (ii) 0.37 (iii) 0.21
4. Name the property used in the following.
(i) ( a  4)  b  a  (4  b ) (ii) 2 3 3 2
(iii) xx 0 (iv) a (b  c )  ab  ac (v) 16  0  16
(vi) 100  1  100 (vii) 4 × (5 × 8) = (4 × 5) × 8 (viii) ab  ba

5. Name the properties used in the following:

1 1
(i) –3 < –1  0 < 2 (ii) If a  b then 
a b
(iii) If a < b Then a + c < b + c (iv) If ac < bc and c > 0 then a < b
(v) If ac < bc and c < 0 then a > b (vi) Either a > b or a = b or a < b
6. Insert two rational numbers between
1 1 3 4
(i) and (ii) 3 and 7 (iii) and
3 4 5 5
1.4 Radical Expressions
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Mathematics – 9 Unit – 1: Real Numbers

If n is a positive integer greater than 1, and a is a real number, then any real number x
such that x  n a is called nth root of a.
Here is called radical , and n is the index of radical. A real number under the
3
radical sign is called a radicand. 5, 5 7 are examples of radical form.
1
Exponential form of x  n a is x  ( a ) n .
1.4.1 Laws of Radicals and Indices
Laws of Radical Laws of Indices
(i) n
ab  n a , n b (i) am . a n  am  n

a na (ii) (a m ) n  a mn
(ii) n 
b nb (iii) (ab)n  a nbn
n
(iii) a m  ( n a )m an
n
a
1
(iv)    n
n b b
(iv)  an
 (a )  a n n

am
(v) n
 a m n
a
0
(vi) a  1

Example 7: Simplify the following:

4

(i) 4
16x 4 y 8 (ii) 3
27x 6 y 9 z 3 (iii) (64) 3

Solution: (i) 4
16x 4 y 3
1 1
4 3 4 n n
 (16 x y ) a a )
1 1 1
4
 (16) ( x ) ( y ) 4 4 3 4
 ( ab) m  a mb m
1 1 1
4 4 8
2 4
x 4
y 4
 (a m ) n  a mn
 2 xy 2

(ii) 3
27x 6 y 9 z 3
1 1
  27 x y z 6 9 3 3
  a a n n

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Mathematics – 9 Unit – 1: Real Numbers

1 1 1 1
m
  27  3 x   y  z 
6 3 9 3 3 3
  ab   a mb m
1 1 1 1
  33  3  x 6  3  y 9  3  z 3  3  (ab) m  a m bm
1 1 1 1
3 6 9 3
3 3 3 3
3 x y .z
2 3
 3x y z
4

(iii)  64  3

1 1 1
 4
 4
 4
3
3 3 3
(64) (4) 4
1 1
 4 
4 256
1.5 Surds and their Applications
An irrational radical with rational radicand is called a surd.
n
For example, if we take the nth root of any rational number a then a is a surd. 5 is
a surd because the square root of 5 does not give a whole number but 9 is not a surd
because it simplifies to a whole number 3 and our Remember!
result is not an irrational number. Therefore, the Every surd is an irrational
n number but every irrational
radical a is irrational 7, 2, 3 11 are surds but
number is not a surd e.g., is
 , e are not surds.
not a surd.
The different type of surds are as follow:
(i) A surd that contains a single term is called a monomial
e.g., 5, 7 Remember
(ii) A surd that contains the sum of two monomial surds is The product of
two conjugate
called a binomial surd e.g., 3  5, 2  7 etc. surds is a rational
a  b are called conjugate surds of each number.
(iii) a  b and
other.
1.5.1 Rationalization of denominator
To rationalize a denominator of the form a + b x or a – b x , we multiply both
the numerator and denominator by the conjugate factor.

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Mathematics – 9 Unit – 1: Real Numbers

3 3
Example 8: Rationalize the denominator of (i) (ii)
5 2 5 3
Solution (i):
3 3 5 2
 
5 2 5 2 5 2
3( 5  2) 3 5 2
 
( 5) 2  ( 2) 2 52
3( 5  2)
  5 2
3
3 3 5 3
(ii)  
5 3 5 3 5 3


3  5 3  
3  5 3 
( 5) 2  ( 3) 2 53
3( 5  3)

2
EXERCISE 1.2
1. Rationalize the denominator of following:
13 2 5 2 1
(i) (ii) (iii)
4 3 3 5
64 2 3 2
(iv) (v)
64 2 3 2
2. Simplify the following
3
 2 3 1
 81  4  3   4  16 
3
(i)   (ii)       (iii) (0.027)
 16   4   9  27
x14  y 21  z 35 5  (25) n1  25  (5) 2n
(iv) 7 (v)
y14 z 7 5  (25)2 n 3  (25)n1
2 3
(16)x1  20(42x )   3n  9n1
(vi) (vii) (64) 3  (9) 2
(viii)
2x3 8x2 3n1  9n1

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Mathematics – 9 Unit – 1: Real Numbers

5n3 – 6.5n1
(ix)
9  5n  2n  5n
3. If x 3 8 then find the value of
1 1 1
(i) x (i) x (iii) x2 
x x x2
83 2
4. Find the rational numbers p and q such that  pq 2
43 2
5. Simplify the following:
3 3
(25) 2  (243) 5 54  3 (27) 2 x
(i) 5 4
(ii)
9 x 1  216(3 2 x 1 )
(16) 4  (8) 3
2 1
(216)  (25)2 3
 13 2
  23 1 2 4

(iii) 3 (iv) 3 3 3 3
 a  b  a  a b  b 
(0.04) 2    

1.6 Applications of Real Numbers in Daily Life.

Real numbers are extremely useful in our daily life. That is probably one of the main
reasons we learn how to count, add and subtract from a very young age. We cannot
imagine life without numbers.
Real numbers are used in various fields including
 Science and engineering (physics, mechanical systems, electrical circuits)
 Medicine and Health
 Environmental science (climate modding, pollution monitoring etc.)
 Computer science (algorithm design, data compression, graphic rendering)
 Navigation and Transportation (GPS, Flight planning)
 Surveying and Architecture
 Statistics and data analysis
Example 9: The sum of two real numbers is 8, and their difference is 2. Find the
numbers.
Solution: Let a and b be two real numbers then
a+b=8 …(i)
a–b=2 …(ii)
Add eq. (i) and eq. (ii)

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Mathematics – 9 Unit – 1: Real Numbers

2a  10  a  5 put in eq. (i)

5 b  2 b  2 5 b  3 b  3
So, 5 and 3 are required real numbers

1.6.1 Temperature Conversions

In the figure three types of
thermometers are shown. We can
convert three temperature scales
Celsius, Fahrenheit and kelvin with
each other.
Conversion formulae are given below:
(i) K  C o  273
5
(ii) Co  ( F  32) 
9
9C 
(iii) F  32
5
Where K,C and F shows the kelvin, Celsius and Fahrenheit scales respectively.
Example 10: Normal human body temperature is 98.6 F. Convert it into Celsius and
kelvin scale.
Solution: Given that F=98.6
So Convert it into Celsius scale, we use
5
C ( F  32)
9
5
C  (98.6  32)
9
5
 (66.6)
9
 (0.55)(66.6)
C  37 o
Hence, normal human body temperature at Celsius scale is 37o
Now, we convert it into Kelvin scale

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Mathematics – 9 Unit – 1: Real Numbers

K  C  273o
K  37o  273o
K  310kelvin

1.6.2 Profit and Loss

The traders many earn profit or incur loses. Profit and loss are a part of business.
Profit and loss can be calculated by the following formula.
(i) Profit = selling Price – cost price
P = SP – CP

 profit 
Profit % =  100  %
 CP 
(ii) Loss = cost price – selling price
Loss = CP – SP

 loss 
Loss % =  100  %
 CP 
Example 11: Hamail purchased a bicycle for Rs. 6590 and sold it for 6850. Find the
profit percentage.
Solution: Cost Price = CP = Rs. 6590
Selling Price = SP = Rs. 6850
Profit = SP – CP
= 6850 – 6590
= Rs 260
Now, we find the profit percentage.
 profit 
Profit % = 100  %
 CP 
 260 100 
= %
 6590 
= 3.94%

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Mathematics – 9 Unit – 1: Real Numbers

≈ 4%
Example 12: Umair bought a book for Rs. 850 and sold it for Rs. 720. What was his
loss percentage?
Solution: Cost price of book = CP = Rs. 850
Selling price of book = SP = Rs. 720
Loss = CP – SP
= 850 – 720
= Rs. 130
 Loss 
Loss percentage = 100  %
 CP 
 130 
= 100  %
 850 
= 15.29%
Example 13: Mr. Saleem, Nadeem, and Tanveer earned a profit of Rs. 4,50,000 from
a business. If their investments in the business are the ratio 4: 7: 14, find each
person’s profit.
Solution: Profit earned = Rs. 4,50,000
Given ratio = 4: 7: 14
Sum of ratio = 4 + 7 + 1
4
Saleem earned profit =  4,50, 000
25
= Rs. 72,000
7
Nadeem earned profit =  4,50, 000
25
= Rs. 126,000
14
Tanveer earned profit =  4,50, 000
25
= Rs. 252,000
Example 14: If the simple profit on Rs. 6400 for 12 years is Rs. 3840. Find the rate
of profit.
Solution: Principal = Rs. 6400
Simple profit = Rs. 3840
Time = 12 years
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Mathematics – 9 Unit – 1: Real Numbers

To find the rate we use the following formula

amount of profit 100
Rate =
time  principal
3840 100
=
12  6400
= 15%
Thus, rate of profit is 15%

ERCISE 1.3
1. The sum of three consecutive integers is forty-two, find three integers.
2. The diagram shows right angled ∆ ABC in which the
length of AC is ( 3  5) cm. The area of ∆ ABC is
(1 15) Cm2, Find the length AB in the form
(a 3  b 5) cm where a and b are integers.
4
3. A rectangle has sides of length (2  18) m and (5  ) m. Express the area
2
of the rectangle in the form a  b 2 where a and b are integers.
4. Find two numbers whose sum is 68 and whose difference is 22.
5. The weather in Lahore was unusually warm during the summer of 2024. The
TV news reported temperatures as high as 48oC. By using the formula,
9
(F  C  32) find the temperature as Fahrenheit scale.
5
6. The sum of the ages ofay the father and son is 72. Six years ago the father’s
age was 2 times the age of the son. What was Son’s age six years ago?
7. Misha sells a toy for Rs. 1520. What will the selling price be to get a 15%
profit?
8. The annual income of Tayab is Rs. 9,60,000, while the exempted amount is
Rs. 1,30,000. How much tax would he have to pay at the rate of 0.75%.
9. Find the compound markup on Rs. 3,75,000 for one year at the rate of 14%
compounded markup annually.

19
Mathematics – 9 Unit – 1: Real Numbers

REVIEW EXERCISE 1
1. Choose the correct option.
(i) 7 is:
(a) Integer (b) Rational number
(c) Irrational number (d) Natural number
(ii) π and e are:
(a) Natural number (b) Integers
(c) Rational number (d) Irrational number
(iii) If n is not a perfect square then n is:
(a) Rational number (b) Natural number
(c) Integer (d) Irrational number
(iv) 3  5 is:
(a) Whole number (b) Integer
(c) Rational number (d) Irrational number
(v) For all x  R , x  x is called:
(a) Reflexive property (b) Transitive number
(c) Symmetric property (d) Trichotomy property
(vi) Let a , b , c  R then a  b and b  c  a  c is called _________property.
(a) Trichotomy (b) Transitive
(c) Additive (d) Multiplicative
(vii) 2 x  8 x  64 then x =
3 3 5 2
(a) (b) (c) (d)
2 4 6 3
(viii) Let a , b ,  R then a = b and b = a is called _________property.
(a) Reflexive (b) Symmetric
(c) Transitive (d) Additive
(ix) 75  27 

(a) 102 (b) 9 3 (c) 5 3 (d) 8 3

(x) The product of (3  5)(3  5) is:

20
Mathematics – 9 Unit – 1: Real Numbers

(a) Prime number (b) odd number

(c) Irrational number (d) Rational number
2. If a  3, b  5 and c  7 then verify that
(i) a (b  c )  ab  ac (ii) (a+b)c=ac+bc
3. If a  4, b  5, c  7
Then, verify the Associative property of real numbers. w.r.t addition and
multiplication.
4. Is 0 a rational number? Explain.
5. State trichotomy property of real numbers.
6. Find two rational numbers between 4 and 5.
7. Simplify the following:

x15 y 35 6(3)n2
(i) 5 (ii) 3
(27) 2 x (iii)
z 20 3n1 – 3n
8. The sum of three consecutive odd integers is 51. Find the three integers.
9. Abdullah picked up 96 balls and placed them into two buckets. one bucket has
twenty-eight more balls than the other bucket. How many balls are in each
bucket?
1
10. Salma invested Rs. 3,50,000 in a bank which paid simple profit at a rate 7 %
4
per annum. After 2 years, the rate was increased to 8% per annum. Find the
amount she had at eh end of 7 years.

21