CHAPTER VII-MATHEMATICS-NCERT

1
1. Natural numbers: The numbers which are used for counting are called Natural numbers and
represented with letter N
N={1,2,3,4,5,……}
2. Whole numbers: If ‘0’ is added to Natural numbers then they are called Whole numbers. And is
denoted by ‘W’
W={0,1,2,3,4,5,……}
3. Integers: Combination of positive and negative numbers Including 0 are called Integers and
represented by ‘Z’ or ‘I’.
Z={… … − 4, −3, −2, −1,0,1,2,3,4, … … … }
4. Integers number line

Negative integers
−10 −9 −8 −7 −6 −5 −4 − 8 9 10

5. Addition of integers:
(i) When two positive integers are added, we get a positive integer.
e.g. (+5) + (+6) = +11
(ii) When two negative integers are added, we get a negative integer.
e.g. (−5) + (−6) 11
(iii) When one positive and one negative integer are added we subtract them as whole numbers
by considering the numbers without their sign and then put the sign of the bigger number with
the subtraction obtained. −(+) = −
e.g. (+8) + (−5) = 3 , (−8) + (+5) = −3 , −7 + 5 = −2, 10 − 7 = 3, −(−) = +
6. Multiplication of integers:
+(−) = −
(i) If the signs of two integers are same then the product is positive integer.
e.g. (+3) × (+5) = 15, (−4) × (−3) = 12
(ii) If the signs of two integers are different then the product is negative integer.
e.g. (+3) × (−5) = −15, (−3) × (+5) = −15, (−4) × (+3) = −12, (+4) × (−3) = −12
7. Division of integers:
(i) If the signs are same then the quotient is positive.
e. g. 12 ÷ 3 = 4, (−12) ÷ (−3) = 4
(ii) If the signs are different then the quotient is negative.
e. g. (−12) ÷ 3 = −4, 12 ÷ (−3) = −4
8. Division by zero is not defined

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 1 3 −51 −8
, , , , are not defined
0 0 0 0
9. 0 ∈ W (0 belongs to whole numbers)
10. 0 ∉N (0 does not belong to natural numbers)
11. –3 ∈Z (–3 belongs to integers)
PROPERTIES OF ADDITION AND SUBTRACTION OF INTEGERS
1. Closure under Addition:
(𝑖) 17 + 23 = 40 (𝑣) 27 + (– 27) = 0
(𝑖𝑖)(– 10) + 3 = −7 (𝑣𝑖)(– 20) + 0 = −20
(𝑖𝑖𝑖)(– 75) + 18 = −57 (𝑣𝑖𝑖)(– 35) + (– 10) = −45
(𝑖𝑣) 19 + (– 25) = – 6
The sum of two integers always an integer. So, integers are closed under addition
For any two integers a and b, (𝒂 + 𝒃) is an integer
2. Closure under Subtraction:
(𝑖) 7– 9 =– 2 (𝑣) 32 – (– 17) = 32 + 17 = 49
(𝑖𝑖) 17 – (– 21) = 17 + 21 = 39 (𝑣𝑖) (– 18)– (– 18) = −18 + 18 = 0
(𝑖𝑖𝑖) (– 8)– (– 14) = −8 + 14 = 6 (𝑣𝑖𝑖) (– 29)– 0 = −29
(𝑖𝑣) (– 21)– (– 10) = −21 + 10 = −11
The subtraction of two integers always an integer. So, integers are closed under Subtraction.
If 𝑎 and 𝑏 are two integers then (𝑎 – 𝑏) is also an integer.

3. Commutative Property:
(𝑖) 5 + (– 6) = – 1 and (– 6) + 5 = – 1
(ii) (– 8) + (– 9) = −17 and (– 9) + (– 8) = −17
(iii)(– 23) + 32 = −11 and 32 + (– 23) = −11
(iv) – 45) + 0 = −45 and 0 + (– 45) = −45
The sum of two integers is not changed when the order is changed.
Addition is commutative for integers.
For any two integers 𝑎 and 𝑏, we can say 𝒂 + 𝒃 = 𝒃 + 𝒂
(𝑖) 5 – (– 3) = 5 + 3 = 8 𝑎𝑛𝑑 (– 3) – 5 = −3 − 5 = −8
(𝑖𝑖) 10 − 5 = 5 𝑎𝑛𝑑 5 − 10 = −5
The subtraction of two integers is changed when the order is changed.
Subtraction is not commutative for integers.

4. Associative Property:

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(𝑖)(– 5) + [(– 3) + (– 2)] = (−5) + (−5) = −10 and [(– 5) + (– 3)] + (– 2) = (−8) + (−2) = −10.
(𝑖𝑖)( – 3) + [1 + (– 7)] = (−3) + (−6) = −9 and [(– 3) + 1] + (– 7) = – 2 + (−7) = −9
Addition is associative for integers.
For any integers 𝑎, 𝑏 and 𝑐, we can say 𝒂 + (𝒃 + 𝒄) = (𝒂 + 𝒃) + 𝒄
5. Additive Identity: Zero is an additive identity for integers.
(𝑖) (– 8) + 0 = – 8 (𝑖𝑖𝑖) (– 23) + 0 = −23
(𝑖𝑖) 0 + (– 8) = – 8 (𝑖𝑣) 0 + (– 37) = – 37
𝐹𝑜𝑟 𝑎𝑛𝑦 𝑖𝑛𝑡𝑒𝑔𝑒𝑟 𝑎 , 𝒂 + 𝟎 = 𝒂 = 𝟎 + 𝒂

1. Write a pair of integers whose sum gives

(a) a negative integer
Sol: 10, −15 𝑎𝑛𝑑 − 12,8
10 + (−15) = −5 ; −12 + 8 = −4
(b) Zero
Sol: −6,6 𝑎𝑛𝑑 17, −17
(−6) + 6 = 0 𝑎𝑛𝑑 17 + (−17) = 0
(c) An integer smaller than both the integers
Sol: − 5, −3 𝑎𝑛𝑑 − 8, −10
(−5) + (−3) = −8 𝑎𝑛𝑑 (−8) + (−10) = −18
(d) An integer smaller than only one of the integers.
Sol: − 6,12 𝑎𝑛𝑑 15, −9
(−6) + 12 = 6 𝑎𝑛𝑑 17 + (−9) = 8
(e) an integer greater than both the integers.
Sol: 5,12 𝑎𝑛𝑑 15,24
5 + 12 = 17 𝑎𝑛𝑑 15 + 24 = 39
2. Write a pair of integers whose difference gives
(a) a negative integer
Sol: 5,12 𝑎𝑛𝑑 − 8,4
5 − 12 = −7 𝑎𝑛𝑑 (−8) − 4 = −12
(b) zero.
Sol: 14,14 𝑎𝑛𝑑 − 25, −25
14 − 14 = 0𝑎𝑛𝑑 (−25) − (−25) = −25 + 25 = 0
(c) an integer smaller than both the integers
𝑺𝒐𝒍: −4,10 𝑎𝑛𝑑 8,15
(−4) − 10 = −14 𝑎𝑛𝑑 8 − 15 = −7

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(d) an integer greater than only one of the integers.
𝐒𝐨𝐥: 22,10 𝑎𝑛𝑑 − 11, −3
22 − 10 = 12 𝑎𝑛𝑑 (−11) − (−3) = −11 + 3 = −8
(e) an integer greater than both the integers
𝐒𝐨𝐥: −5, −12 𝑎𝑛𝑑 6, −15
(−5) − (−12) = −5 + 12 = 7 𝑎𝑛𝑑 6 − (−15) = 6 + 15 = 21
EXAMPLE 1: Write down a pair of integers whose
(a) sum is –3
Sol: (-1)+(-2)=-3 or (-8)+5=-3 or 10+(-7)=3
(b) difference is –5
Sol: (–9) – (– 4) = –5 or (–2) – 3 = –5 or 10-15=-5
(c) difference is 2
Sol: (–7) – (–9) = 2 or 1 – (–1) = 2 or 0-(-2)=2 or 10-8=2
(d) sum is 0
Sol: (–10) + 10 = 0 or 5 + (–5) = 0

1. Write down a pair of integers whose:

(a) sum is –7
𝐒𝐨𝐥: (−5) + (−2) = −7 𝑜𝑟 (−10) + 3 = −7 𝑜𝑟 15 + (−22) = −7
(b) difference is –10
𝐒𝐨𝐥: (−5) − (5) = −10 𝑜𝑟 20 − 10 = 10 𝑜𝑟 − 30 − (−20) = −10
(c) sum is 0
𝐒𝐨𝐥: 5 + (−5) = 0 𝑜𝑟 ( −9) + 9 = 0 𝑜𝑟 15 + (−15) = 0

2. (a) Write a pair of negative integers whose difference gives 8.

𝐒𝐨𝐥: (−5) − (−13) = −5 + 13 = 8 𝑜𝑟 (−10) − (−18) = −10 + 18 = 8
(b) Write a negative integer and a positive integer whose sum is –5.
𝐒𝐨𝐥: −10 + 5 = −5 𝑜𝑟 − 12 + 7 = −5 𝑜𝑟 − 20 + 15 = −5
(c) Write a negative integer and a positive integer whose difference is –3.
𝐒𝐨𝐥: (−1) − 2 = −1 − 2 = −3 𝑜𝑟 (−2) − 1 = −2 − 1 = −3
3. In a quiz, team A scored – 40, 10, 0 and team B scored 10, 0, – 40 in three successive rounds.
Which team scored more? Can we say that we can add integers in any order.
Sol: Total score of team A= −40 + 10 + 0 = −30
Total score of team B= 10 + 0 + (−40) = 10 − 40 = −30
Scores of both the teams are same

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Yes, we can add integers in any order.
4. Fill in the blanks to make the following statements true:
(𝑖) (– 5) + (– 8) = (– 8) + (−5)
(𝑖𝑖) – 53 + 0 = – 53
(𝑖𝑖𝑖) 17 + (−17) = 0
(𝑖𝑣) [13 + (– 12)] + (−7) = 13 + [(– 12) + (– 7)]
(𝑣) (– 4) + [15 + (– 3)] = [– 4 + 15] + (−3)
MULTIPLICATION OF INTEGERS
1. Multiplication of a Positive and a Negative Integer:
3 × (– 5) = (– 5) + (– 5) + (– 5) = −15
5 × (– 4) = (– 4) + (– 4) + (– 4) + (– 4) + (– 4) = −20
(positive integer) × (negative integer)= (negative integer) × (positive integer)= negative
integer

Find using number line

(𝑖) 4 × (– 8) = −32 −48 −24 −16
−40 −32 −8 0

(𝑖𝑖) 8 × (– 2) = −16
−18 −16 −14 −12 −10 −8 −6 −4 −2 0
(𝑖𝑖𝑖) 3 × (– 7) = −21

−42 −35 −28 −21 −14 −7 0

(𝑖) 6 × (– 19) = −114 (𝑖𝑖) 12 × (– 32) = −384 (𝑖𝑖𝑖) 7 × (– 22) = −154

For any two positive integers 𝑎 and 𝑏 we can say 𝒂 × (– 𝒃) = (– 𝒂) × 𝒃 = – (𝒂 × 𝒃)

1. Find
(𝒂)𝟏𝟓 × (– 𝟏𝟔) = −240 (𝒃)𝟐𝟏 × (– 𝟑𝟐) = −672
(𝒄) (– 𝟒𝟐) × 𝟏𝟐 = −504 (𝒅) – 𝟓𝟓 × 𝟏𝟓 = −825
2. Check if (a) 25 × (–21) = (–25) × 21

Sol: LHS = 25 × (– 21) = −(25 × 21) = −525 ;

RHS = (– 25) × 21 = −(25 × 21) = −525

LHS=RHS; Hence verified

(b) (–23) × 20 = 23 × (–20)

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Sol: LHS = (– 23) × 20 = −(23 × 20) = −460

RHS = 23 × (– 20) = −(23 × 20) = −460

LHS=RHS ; Hence verified

Examples: (𝑖) 26 × (−35) = (−26) × 35 (𝑖𝑖) (−12) × 28 = 12 × (−28)

Multiplication of two Negative Integers:

(i) Starting from (–5) × 4, find (–5) × (– 6)

𝑆𝑜𝑙: (– 5) × 4 = −20 (– 5) × 0 = 0 (– 5) × (−4) = 20

(– 5) × 3 = −15 (– 5) × (−1) = 5 (– 5) × (−5) = 25

(– 5) × 2 = −10 (– 5) × (−2) = 10 (– 5) × (−6) = 30

(– 5) × 1 = −5 (– 5) × (−3) = 15 ∴ (– 5) × (−6) = 30

(ii) Starting from (– 6) × 3, find (– 6) × (–7)

𝑆𝑜𝑙: (– 6) × 3 = −18 (– 6) × (−1) = 6 (– 6) × (−5) = 30

(– 6) × 2 = −12 (– 6) × (−2) = 12 (– 6) × (−6) = 36

(– 6) × 1 = −6 (– 6) × (−3) = 18 (– 6) × (−7) = 42

(– 6) × 0 = 0 (– 6) × (−4) = 24 ∴ (– 6) × (−7) = 42

The product of two negative integers is a positive integer.

We multiply the two negative integers as whole numbers and put the positive sign before the product
For any two positive integers a and b, (– 𝒂) × (– 𝒃) = 𝒂 × 𝒃

𝐅𝐢𝐧𝐝: (𝒊)(– 𝟑𝟏) × (– 𝟏𝟎𝟎) = 3100,

(𝒊𝒊) (– 𝟐𝟓) × (– 𝟕𝟐) = 1800, (𝒊𝒊𝒊) (– 𝟖𝟑) × (– 𝟐𝟖) = 2384

PROPERTIES OF MULTIPLICATION OF INTEGERS

1. Closure under Multiplication:

(– 20) × (– 5) = 100 (– 30) × 12 = −360 (– 14) × (– 13) = 182
(– 15) × 17 = – 255 (– 15) × (– 23) = 345 12 × (– 30) = −360
The product of two integers is again an integer. So we can say that integers are closed under
multiplication.

For all integers a and b, a × b is an integer,

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2. Commutativity of Multiplication
Statement 1 Statement 2 Inference
3 × (−4) = −12 (−4) × 3 = −12 3 × (−4) = (−4) × 3
(−30) × 12 = −360 12(−30) = −360 (−30) × 12 = 12(−30)
(−15) × (−10) = 150 (−10) × (−15) = 150 (−15) × (−10) = (−10) × (−15)
(−35) × (−12) = 420 (−12) × (−35) = 420 (−35) × (−12) = (−12) × (−35)
(−17) × 0 = 0 0 × (−17) = 0 (−17) × 0 = 0 × (−17)
(−15) × (−1) = 15 (−1) × (−15) = 15 (−15) × (−1) = (−1) × (−15)
Multiplication is commutative for integers.
For any two integers 𝑎 𝑎𝑛𝑑 𝑏 ∶ 𝒂 × 𝒃 = 𝒃 × 𝒂
3. Multiplication by Zero

For any integer 𝑎 we have 𝒂 × 𝟎 = 𝟎 × 𝒂 = 𝟎

4. Multiplicative Identity :1 is the multiplicative identity for integers

(– 3) × 1 = – 3 1 × 8 =8 1 × (– 6) = −6
1 × 5 = 5 1 × (– 5) = −5 7 × 1 =7
(– 4) × 1 = −4 3 × 1 = 3
For any integer a we have, 𝒂 × 𝟏 = 𝟏 × 𝒂 = 𝒂
Additive inverse:
We get additive inverse of an integer a when we multiply (–1) to a, i.e. 𝑎 × (– 1) = (– 1) × 𝑎 = – 𝑎
5. Associativity for Multiplication:
[(7) × (– 6)] × 4 = (−42) × 4 = −168 𝑎𝑛𝑑 7 × [(– 6) × 4] = 7 × (−24) = −168
[(7) × (– 6)] × 4 = 7 × [(– 6) × 4]

For any three integers 𝑎, 𝑏 𝑎𝑛𝑑 𝑐 𝑤𝑒 ℎ𝑎𝑣𝑒 (𝒂 × 𝒃) × 𝒄 = 𝒂 × (𝒃 × 𝒄)

6. Distributive Property:

For any integers 𝑎, 𝑏 𝑎𝑛𝑑 𝑐,

(𝒊)𝒂 × (𝒃 + 𝒄) = 𝒂 × 𝒃 + 𝒂 × 𝒄 is called distributivity of multiplication over addition

(𝒊𝒊)𝒂 × (𝒃 – 𝒄) = 𝒂 × 𝒃 – 𝒂 × 𝒄 is called distributivity of multiplication over subtraction.

(𝒊) 𝐈𝐬 𝟏𝟎 × [(𝟔 + (– 𝟐)] = 𝟏𝟎 × 𝟔 + 𝟏𝟎 × (– 𝟐)?

Sol: LHS = 10 × [(6 + (– 2)] = 10 × 4 = 40

RHS = 10 × 6 + 10 × (– 2) = 60 − 20 = 40

LHS=RHS, So, given statement is true.

(ii) Is (–15) × [(–7) + (–1)] = (–15) × (–7) + (–15) × (–1)?

Sol: LHS= (–15) × [(–7) + (–1)]=(-15)×(-8)=120

RHS=(–15) × (–7) + (–15) × (–1)=105+15=120

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LHS=RHS . So, given statement is true.

(𝒊) 𝐈𝐬 𝟏𝟎 × (𝟔 – (– 𝟐)] = 𝟏𝟎 × 𝟔 – 𝟏𝟎 × (– 𝟐)?

Sol: LHS = 10 × (6 – (– 2)] = 10 × (6 + 2) = 10 × 8 = 80

RHS = 10 × 6 – 10 × (– 2) = 60 + 20 = 80

LHS=RHS . So, given statement is true

(ii) Is (–15) × [(–7) – (–1)] = (–15) × (–7) – (–15) × (–1)?

Sol: LHS = (– 15) × [(– 7) – (– 1)] = (−15) × (−7 + 1) = (−15) × (−6) = 90

RHS = (– 15) × (– 7) – (– 15) × (– 1) = 105 − 15 = 90

LHS=RHS . So, given statement is true.

1. Find each of the following products:

(𝑎) 3 × (– 1) = −3 (f) (– 12) × (– 11) × (10) = 1320
(𝑏) (– 1) × 225 = −225 (g) 9 × (– 3) × (– 6) = 162
(𝑐) (– 21) × (– 30) = 630 (h) (– 18) × (– 5) × (– 4) = −360
(𝑑) (– 316) × (– 1) = 316 (i) (– 1) × (– 2) × (– 3) × 4 = −24
(𝑒) (– 15) × 0 × (– 18) = 0 (j) (– 3) × (– 6) × (– 2) × (– 1) = 36
2. Verify the following:

(a) 18 × [7 + (–3)] = [18 × 7] + [18 × (–3)]

Sol: LHS= 18 × [7 + (–3)]=18×4=72

RHS=[18 × 7] + [18 × (–3)]=126+(-54)=72

LHS=RHS. So, given statement is true

(b) (–21) × [(– 4) + (– 6)] = [(–21) × (– 4)] + [(–21) × (– 6)]

Sol: LHS = (– 21) × [(– 4) + (– 6)] = (−21) × (−10) = 210

RHS = [(– 21) × (– 4)] + [(– 21) × (– 6)] = 84 + 126 = 210

LHS=RHS. So, given statement is true

3. (i) For any integer a, what is (–1) × a equal to?

Sol: For any integer a, (–1) × a=-a

(ii) Determine the integer whose product with (–1) is

(a) –22 (b) 37 (c) 0

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𝐒𝐨𝐥: (𝑎) (−1) × (−22) = 22 (𝑏) (−1) × 37 = −37 (𝑐) (−1) × 0 = 0

4. Starting from (–1) × 5, write various products showing some pattern to show (–1) × (–1) = 1

𝐒𝐨𝐥: (– 1) × 5 = −5 (– 1) × 1 = −1

(– 1) × 4 = −4 (– 1) × 0 = 0

(– 1) × 3 = −3 (– 1) × (−1) = 1

(– 1) × 2 = −2

DIVISION OF INTEGERS

Multiplication Statement Corresponding Division Statements

2 × (−6) = (−12) (−12) ÷ (−6) = 2 (−12) ÷ 2 = (−6)
(−4) × 5 = (−20) (−20) ÷ 5 = −4 (−20) ÷ (−4) = 5
(−8) × (−9) = 72 72 ÷ (−9) = (−8) 72 ÷ (−8) = (−9)
(−3) × (−7) = 21 21 ÷ (−7) = (−3) 21 ÷ (−3) = (−7)
(−8) × 4 = (−32) (−32) ÷ 4 = −8 (−32) ÷ (−8) = 4
5 × (−9) = (−45) (−45) ÷ (−9) = 5 (−45) ÷ 5 = (−9)
(−10) × (−5) = 50 50 ÷ (−5) = (−10) 50 ÷ (−10) = (−5)
When we divide a negative integer by a positive integer, we divide them as whole numbers and then
put a minus sign (–) before the quotient. (+) ÷ (−) = −
(−) ÷ (+) = −
For any two positive integers a and b a ÷ (–b) = (– a) ÷ b=-(a ÷b)where b ≠ 0

When we divide a negative integer by a negative integer, we first divide them as whole numbers and
then put a positive sign (+).
(+) ÷ (+) = +
For any two positive integers a and b (– a) ÷ (– b) = a ÷ b where b ≠ 0 (−) ÷ (−) = +

𝐹𝑖𝑛𝑑: (𝒂)𝟏𝟐𝟓 ÷ (– 𝟐𝟓) = −5 (𝒃)𝟖𝟎 ÷ (– 𝟓) = −16 (𝒄) 𝟔𝟒 ÷ (– 𝟏𝟔) = −4

Find: (a) (–36) ÷ (– 4) =9 (b) (–201) ÷ (–3)=67 (c) (–325) ÷ (–13)=25

PROPERTIES OF DIVISION OF INTEGERS

1. Integers are not closed under division.
−4 1
(– 8) ÷ (– 4) = 2 is an integer and (– 4) ÷ (– 8) = = is not an integer
−8 2
For any two integers a and b ; 𝒂 ÷ 𝒃 need not be an integer.
2. Division is not commutative for integers.
(– 8) ÷ (– 4) ≠ (– 4) ÷ (– 8)
For any two different integers a and b ; 𝑎 ÷ 𝑏 ≠ 𝑏 ÷ 𝑎
3. Divided by zero : For any integer a, a ÷ 0 is not defined.

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 1 −5 3
, , 0 , … 𝑎𝑟𝑒 𝑛𝑜𝑡 𝑑𝑒𝑓𝑖𝑛𝑒𝑑.
0 0
4. Divided by ‘1’:
(– 8) ÷ 1 = (– 8) (– 13) ÷ 1 = – 13 (– 37) ÷ 1 = −37
(– 11) ÷ 1 = – 11 (– 25) ÷ 1 = −25 (– 48) ÷ 1 = −48
Any integer divided by 1 gives the same integer.𝐅𝐨𝐫 𝐚𝐧𝐲 𝐢𝐧𝐭𝐞𝐠𝐞𝐫 𝒂, 𝒂 ÷ 𝟏 = 𝒂
5. If any integer is divided by (–1) it does not give the same integer.
6. Division is not associative for integers.
(–16) ÷ [4 ÷ (–2)] =(-16) ÷2=-8 and [(–16) ÷ 4] ÷ (–2)=(-4) ÷(-2)=2
[(–16) ÷ 4] ÷ (–2) ≠ (–16) ÷ [4 ÷ (–2)]

Exp 2 :In a test (+5) marks are given for every correct answer and (–2) marks are given for every
incorrect answer. (i) Radhika answered all the questions and scored 30 marks though she got 10
correct answers. (ii) Jay also answered all the questions and scored (–12) marks though he got 4
correct answers. How many incorrect answers had they attempted?

Sol: (i) Marks for one correct answer=5

Marks for 10 correct answers=10×5=50

Radhika’s score = 30

Marks obtained for incorrect answers = 30 – 50 = – 20

Marks for one incorrect answer = (–2)

Therefore, number of incorrect answers = (–20) ÷ (–2) = 10

(ii) Marks given for 4 correct answers = 5 × 4 = 20

Jay’s score = –12

Marks obtained for incorrect answers = –12 – 20 = – 32

Marks given for one incorrect answer = (–2)

Therefore number of incorrect answers = (–32) ÷ (–2) = 16

EXAMPLE 3 A shopkeeper earns a profit of ₹ 1 by selling one pen and incurs a loss of 40 paise per
pencil while selling pencils of her old stock. (i) In a particular month she incurs a loss of ₹ 5. In
this period, she sold 45 pens. How many pencils did she sell in this period? (ii) In the next month
she earns neither profit nor loss. If she sold 70 pens, how many pencils did she sell?

Sol: Profit earned by selling one pen = ₹ 1

Profit earned by selling 45 pens = ₹ 45, which we denote by + ₹ 45

Total loss given = ₹ 5, which we denote by – ₹ 5

Profit earned + Loss incurred = Total loss

Therefore, Loss incurred = Total Loss – Profit earned = ₹ (– 5 – 45) = ₹ (–50) = –5000 paise

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 Loss incurred by selling one pencil = 40 paise which we write as – 40 paise So, number of
pencils sold = (–5000) ÷ (– 40) = 125.

(ii) In the next month there is neither profit nor loss.

So, Profit earned + Loss incurred = 0 i.e., Profit earned = – Loss incurred

Now, profit earned by selling 70 pens = ₹ 70 Hence, loss incurred by selling pencils = ₹ 70
which we indicate by – ₹ 70 or – 7,000 paise. Total number of pencils sold = (–7000) ÷ (– 40)
= 175 pencils.

1. Evaluate each of the following:

(𝑎) (– 30) ÷ 10 = −3 (𝑔) (– 31) ÷ [(– 30) + (– 1)]
(𝑏) 50 ÷ (– 5) = −10 = (−31) ÷ (−31) = 1
(𝑐) (– 36) ÷ (– 9) = 4 (ℎ) [(– 36) ÷ 12] ÷ 3
(𝑑) (– 49) ÷ (49) = −1 = (−3) ÷ 3 = −1
(𝑒) 13 ÷ [(– 2) + 1] = 13 ÷ (−1) = −13 (𝑖) [(– 6) + 5)] ÷ [(– 2) + 1]
(𝑓) 0 ÷ (– 12) = 0 = (−1) ÷ (−1) = 1

2. Verify that 𝒂 ÷ (𝒃 + 𝒄) ≠ (𝒂 ÷ 𝒃) + (𝒂 ÷ 𝒄) for each of the following values of a, b and c

(𝒂) 𝒂 = 𝟏𝟐, 𝒃 = – 𝟒, 𝒄 = 𝟐

𝐒𝐨𝐥: 𝑎 ÷ (𝑏 + 𝑐) = 12 ÷ (−4 + 2) = 12 ÷ (−2) = 6

(𝑎 ÷ 𝑏) + (𝑎 ÷ 𝑐) = (12 ÷ −4) + (12 ÷ 2) = 3 + 6 = 9

𝑎 ÷ (𝑏 + 𝑐) ≠ (𝑎 ÷ 𝑏) + (𝑎 ÷ 𝑐)

(𝒃) 𝒂 = (– 𝟏𝟎), 𝒃 = 𝟏, 𝒄 = 𝟏

𝑺𝒐𝒍: 𝑎 ÷ (𝑏 + 𝑐) = (−10) ÷ (1 + 1) = (−10) ÷ (2) = −5

(𝑎 ÷ 𝑏) + (𝑎 ÷ 𝑐) = (−10 ÷ −1) + (−10 ÷ 1) = (−10) + (−10) = −20

𝑎 ÷ (𝑏 + 𝑐) ≠ (𝑎 ÷ 𝑏) + (𝑎 ÷ 𝑐)

3. Fill in the blanks.

(𝑎) 369 ÷ 1 = 369 (𝑒) (−87) ÷ 1 = – 87

(𝑏) (– 75) ÷ 75 = – 1 (𝑓) (−48) ÷ 48 = – 1

(𝑐) (– 206) ÷ (−206) = 1 (𝑔) 20 ÷ (−10) = – 2

(𝑑) (– 87) ÷ (−1) = 87 (ℎ) (−12) ÷ (4) = – 3

4. Write five pairs of integers (a, b) such that a ÷ b = –3. One such pair is (6, –2) because 6 ÷ (–2)
= (–3).

Sol:

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 (𝑖) (9, −3) because 9 ÷ (−3) = −3 (𝑣𝑖) (30, −10) because 30 ÷ (−10) = −3

(𝑖𝑖) (−12,4) because (−12) ÷ 4 = −3 (𝑣) (45, −15) because 45 ÷ (−15) = −3

(𝑖𝑖𝑖) (−15,5) because (−15) ÷ 5 = −3

5. The temperature at 12 noon was 10°C above zero. If it decreases at the rate of 2°C per hour until
midnight, at what time would the temperature be 8°C below zero? What would be the
temperature at mid-night?

Sol: The temperature at 12 noon = 10°C above zero=+10°C

Decrease rate per 1 hour is 2°C=-2°C

10°𝐶−(−8°𝐶) 18°𝐶
Time taken for 8°C below zero= Time taken to decrease 2°C
= = 9 ℎ𝑜𝑢𝑟𝑠
2°C

The temperature be 8°C below zero at 9PM.

(ii) The temperature at mid-night= 10°C+ Temperature decreased in 12 hours

= 10°C + (−2°C × 12) = 10°C + (−24°C) = −14°C

The temperature at mid-night will be 14°C below zero

6. In a class test (+ 3) marks are given for every correct answer and (–2) marks are given for every
incorrect answer and no marks for not attempting any question. (i) Radhika scored 20 marks. If
she has got 12 correct answers, how many questions has she attempted incorrectly? (ii) Mohini
scores –5 marks in this test, though she has got 7 correct answers. How many questions has she
attempted incorrectly?

Sol: Marks for 1 correct answer = +3, Marks for 1 incorrect answer = −2

Marks for not attempting=0

(i) Marks for 12 correct answers=12×3=36

Radhika scored 20 marks

Marks for incorrect answers = 20 − 36 = −16

Number of incorrect answers = (−16) ÷ (−2) = 8

(ii) Marks for 7 correct answers=7×3=21

Mohini scores =– 5

Marks for incorrect answers = −5 − 21 = −26

Number of incorrect answers = (−26) ÷ (−2) = 13

Mohini attempted 13 questions incorrectly.

7. An elevator descends into a mine shaft at the rate of 6 m/min. If the descent starts from 10 m
above the ground level, how long will it take to reach – 350 m.

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Sol: Time taken to elevator descends of 6 m= 1 min

Total distance covered by elevator = 10 − (−350) = 10 + 350 = 360 m

Time taken to elevator descends 360m = 360 ÷ 6 = 60 min = 1 hour

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 VII-MATHEMATICS-NCERT
CHAPTER

2
1. A fraction is a number representing a part of a whole. The whole may be a single object or a
group of objects
5
2. 12
is a fraction . Here 5 is called the numerator and 12 is called the denominator
3. Proper Fraction: In a fraction , the numerator is less than the denominator is called proper
fraction.
2 3 5
𝐸𝑥: , , , …
5 11 21
4. Improper Fraction: The fractions, where the numerator is bigger than the denominator are
called improper fractions.
7 13 35
𝐸𝑥: , , , …
5 11 21
5. Mixed Fractions: Mixed fraction has a combination of a whole and a part.
𝐑𝐞𝐦𝐚𝐢𝐧𝐝𝐞𝐫
6. The mixed fraction will be written as 𝐐𝐮𝐨𝐭𝐢𝐞𝐧𝐭 𝐃𝐢𝐯𝐢𝐬𝐨𝐫
2 3 5
𝐸𝑥: 3 , 1 , 2 , …
5 11 21
(𝐖𝐡𝐨𝐥𝐞×𝐃𝐞𝐧𝐨𝐦𝐢𝐧𝐚𝐭𝐨𝐫)+𝐍𝐮𝐦𝐞𝐫𝐚𝐭𝐨𝐫
7. we can express a mixed fraction as an improper fraction as
𝐃𝐞𝐧𝐨𝐦𝐢𝐧𝐚𝐭𝐨𝐫
2 17 3 14 5 47
𝐸𝑥: 3 = , 1 = , 2 = ,…
5 5 11 11 21 21
8. If we multiply ( or divide)the numerator and the denominator of the given fraction with same
number we get an equivalent fraction.
2 4 6 10
𝐸𝑥: (𝑖) = = = =⋯
3 6 9 15
3 6 9 15
(𝑖𝑖) = = = =⋯
7 14 21 35
9. A fraction is said to be in the simplest (or lowest) form if its numerator and denominator have
no common factor except 1.
10. Like fractions: Fractions with same denominators are called like fractions.
3 1 11
𝐸𝑥: (𝑖) , , , ..
5 5 5
11. Unlike fractions: Fractions with different denominators are called unlike fractions.
3 5 2
𝐸𝑥: , , , …
5 7 11
12. For two fractions with the same denominator, the fraction with the greater numerator is greater
7 4 11 10
𝐸𝑥: > , >
5 5 23 23
13. If the numerator is the same in two fractions, the fraction with the smaller denominator is
greater of the two.
7 7 11 11
𝐸𝑥: > , >
15 27 23 29
14. Addition and subtraction of like fractions:
𝑥 𝑦 𝑥+𝑦 𝑥 𝑦 𝑥−𝑦
+ = 𝑎𝑛𝑑 − =
𝑎 𝑎 𝑎 𝑎 𝑎 𝑎

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 3 2 3+2 5
𝐸𝑥: (𝑖) + = =
7 7 7 7
23 9 23 − 9 14
(𝑖𝑖) − = =
35 35 35 25
2 5 47 23 47 + 23 70 7
(𝑖𝑖𝑖)5 + 2 = + = = =7
9 9 9 9 9 9 9
15. Addition and subtraction of unlike fractions
𝑥 𝑦 𝑥×𝑏+𝑦×𝑎 𝑥 𝑦 𝑥×𝑏−𝑦×𝑎
+ = 𝑎𝑛𝑑 − =
𝑎 𝑏 𝑎×𝑏 𝑎 𝑏 𝑎×𝑏
2 1 2 × 4 + 1 × 3 8 + 3 11
𝐸𝑥: + = = =
3 4 3×4 12 12
Multiplication of a Fraction by a Whole Number:
To multiply a whole number with a proper or an improper fraction, we multiply the whole number
with the numerator of the fraction, keeping the denominator same.
5 2 × 5 10 7 7 × 4 28
𝐸𝑥: (𝑖) 2 × = = (𝑖𝑖) × 4 = =
3 3 3 5 5 5

1. Find the product. If the product is an improper fraction express it as a mixed fraction.
2 2×3 6
(𝑎) × 3 = =
7 7 7 7
9 9 × 6 54 5 7
(𝑏) × 6 = 11 78
= =7 7 54 (−)77
7 7 7 7 (−)49
1 3×1 3 1
(𝑐) 3 × = = 5
8 8 8
13 13 × 6 78 1
(𝑑) ×6 = = =7
11 11 11 11

𝟐 𝟒
2. Represent pictorially :𝟐 × =
𝟓 𝟓
Sol:
+ =
2 2 4
+ =
5 5 5

Multiplication of a Mixed Fraction by a Whole Number:

To multiply a mixed fraction to a whole number, first convert the mixed fraction to an improper
fraction and then multiply.

5 19 3 × 19 57 1
Ex: (𝑖) 3 × 2 =3× = = =8
7 7 7 7 7
2 22 44 4
(𝑖𝑖) 2 × 4 = 2 × = =8
5 5 5 5

3 17 5 × 17 85 1
(𝑖)5 × 2 = 5 × = = = 12
7 7 7 7 7

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 4 13 13 × 6 78 6 2
(𝑖𝑖) 1 × 6 = ×6= = =8 =8
9 9 9 9 9 3
Fraction as an operator ‘of’ : ‘of’ represents multiplication

1 1 3 1
Ex: 𝑜𝑓 3 = × 3 = = 1
2 2 2 2

1 1 1 × 10 10
(𝑖) 𝑜𝑓 10 = × 10 = = =5
2 2 2 2
1 1 1 × 16 16
(𝑖𝑖) 𝑜𝑓 16 = × 16 = = =4
4 4 4 4
2 2 2 × 25 50
(𝑖𝑖𝑖) 𝑜𝑓 25 = × 125 = = = 10
5 5 5 5
𝟏 𝟐
Exp 1: In a class of 40 students 𝟓 of the total number of students like to study English, 𝟓 of the total
number like to study Mathematics and the remaining students like to study Science. (i) How
many students like to study English? (ii) How many students like to study Mathematics? (iii)
What fraction of the total number of students likes to study Science?

Sol: Total number of students = 40.

1 1 40
(𝑖)Number of students like to study English = 𝑜𝑓 40 = × 40 = =8
5 5 5
2 2 80
(𝑖𝑖)Number of students like to study Mathematics = 𝑜𝑓 40 = × 40 = = 16
5 5 5
(iii) The number of students who like English and Mathematics = 8 + 16 = 24

The number of students who like Science = 40 – 24 = 16.

16 2
Thus, the required fraction is =
40 5

1. Which of the drawings (a) to (d) show :

Sol: (𝑖) − (𝑑) (𝑖𝑖) − (𝑏) (𝑖𝑖𝑖) − (𝑎) (𝑖𝑣) − (𝑐)

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2. Some pictures (a) to (c) are given below. Tell which of them show:

Sol: (i) − (c) , (ii) − (a) , (iii) − (b)

3. Multiply and reduce to lowest form and convert into a mixed fraction:

𝑆𝑜𝑙:

3 21 1 5 30
(𝑖) 7 × = =4 (𝑣𝑖) ×6= = 15
5 5 5 2 2
1 4 1 4 44 2
(𝑖𝑖) 4 × = =1 (𝑣𝑖𝑖) 11 × = =6
3 3 3 7 7 7
6 12 5 4
(𝑖𝑖𝑖) 2 × = =1 (𝑣𝑖𝑖𝑖) 20 × = 4 × 4 = 16
7 7 7 5
2 10 1 1 13 1
(𝑖𝑣) 5 × = =1 (𝑖𝑥) 13 × = =4
9 9 9 3 3 3
2 8 3 3
(𝑣) ×4= = 1 (𝑥) 15 × = 3×3=9
3 5 5 5
𝟏 𝟐 𝟑
4. 𝐒𝐡𝐚𝐝𝐞: (𝐢) 𝟐
𝐨𝐟 𝐭𝐡𝐞 𝐜𝐢𝐫𝐜𝐥𝐞𝐬 𝐢𝐧 𝐛𝐨𝐱 (𝐚)(𝒊𝒊) 𝟑 𝐨𝐟 𝐭𝐡𝐞 𝐭𝐫𝐢𝐚𝐧𝐠𝐥𝐞𝐬 𝐢𝐧 𝐛𝐨𝐱 (𝐛)(𝐢𝐢𝐢) 𝟓 𝐨𝐟 𝐭𝐡𝐞 𝐬𝐪𝐮𝐚𝐫𝐞𝐬 𝐢𝐧 𝐛𝐨𝐱 (

5. Find:

1 1 24
(𝑖) 𝑜𝑓 24 = × 24 = = 12
2 2 2
1 1 46
(𝑖𝑖) 𝑜𝑓 46 = × 46 = = 23
2 2 2

2 2 2 × 186
(𝑖) 𝑜𝑓 18 = × 18 = = 2 × 6 = 12
3 3 3

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6. Multiply and express as a mixed fraction :
1 26 3 × 26 78 3
(𝑎) 3 × 5 = 3 × = = = 15
5 5 5 5 5

3 27 5 × 27 135 3
(𝑏) 5 × 6 =5× = = = 33
4 4 4 4 5
1 9 7 × 9 63 3
(𝑐) 7 × 2 =7× = = = 15
4 4 4 4 4
1 19 4 × 19 76 1
(𝑑) 4 × 6 =4× = = = 25
3 3 3 3 3

1 13 13 × 63 39 1
(𝑒) 3 × 6 = ×6 = = = 19
4 4 42 2 2

2 17 17 × 8 136 1
(𝑓) 3 × 8 = ×8= = = 27
5 5 5 5 5

7. Find:
1 3 1 11 1 × 11 11 3
(𝑎) (𝑖) 𝑜𝑓 2 = × = = =1
2 4 2 4 2×4 8 8
1 2 1 38 1 × 38 38 2 1
(𝑖𝑖) 𝑜𝑓 4 = × = = =2 =2
2 9 2 9 2×9 18 18 9

5 5 5 23 5 × 23 115 19
(𝑏)(𝑖) 𝑜𝑓 3 = × = = =2
8 6 8 6 8×6 48 48

5 2 5 29 5 × 29 145 1
(𝑖𝑖) 𝑜𝑓 9 = × = = =6
8 3 8 3 8×3 24 24

8. Vidya and Pratap went for a picnic. Their mother gave them a water bottle that contained 5 litres
𝟐
of water. Vidya consumed of the water. Pratap consumed the remaining water. (i) How much
𝟓
water did Vidya drink? (ii) What fraction of the total quantity of water did Pratap drink?

Sol: Total water=5 litres

2 2 10
(𝑖) Water drank by Vidya = 𝑜𝑓 5 𝑙𝑖𝑡𝑟𝑒𝑠 = × 5 𝑙𝑖𝑡𝑟𝑒𝑠 = = 2 𝑙𝑖𝑡𝑟𝑒𝑠
5 5 5
(𝑖𝑖) Water drank by Pratap = 5 − 2 = 3 𝑙𝑖𝑡𝑟𝑒𝑠

3
Fraction of water drank by Pratap =
5
Multiplication of a Fraction by a Fraction:

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 Product of numerators 𝑎 𝑐 𝑎×𝑐
Fraction × Fraction = ; × =
Product of Denominators 𝑏 𝑑 𝑏×𝑑
1 1 1×1 1 1 1 1×1 1
(𝑖) × = = (𝑖𝑖𝑖) × = =
2 7 2×7 14 7 2 7 × 2 14
1 1 1×1 1 1 1 1×1 1
(𝑖𝑖) × = = (𝑣𝑖) × = =
5 7 5 × 7 35 7 5 7 × 5 35
𝟏 𝟏
Exp 2: Sushant reads 𝟑part of a book in 1 hour. How much part of the book will he read in 2𝟓 hours?

1
Sol: The part of the book read by Sushant in 1 hour = .
3
1 1 1 11 1 11×1 11
The part of the book read by Sushant in 2 5 hour = 2 5 × 3
= 5
×3= 5×3
= 15

1 4 1×4 4 2 1 2×1 2
(𝑖) × = = (𝑖𝑖) × = =
3 5 3 × 5 15 3 5 3 × 5 15
8 4 8 × 4 32 3 2 3×2 6 1
(𝑖𝑖𝑖) × = = (𝑣𝑖) × = = =
3 7 3 × 7 21 4 3 4 × 3 12 2
Value of the Products:
𝑎 𝑥 𝑎 𝑥 𝑎 𝑥
For fractions , (𝑖) 𝐼𝑓 𝑎𝑦 < 𝑏𝑥 𝑡ℎ𝑒𝑛 < 𝑎𝑛𝑑 (𝑖𝑖) 𝐼𝑓 𝑎𝑦 > 𝑏𝑥 𝑡ℎ𝑒𝑛 >
𝑏 𝑦 𝑏 𝑦 𝑏 𝑦

2 4 8 8 2 8 4 Product is less than each of the fractions

× = < , <
3 5 15 15 5 15 5
1 2 2 2 1 2 2 Product is less than each of the fractions
× = < , <
5 7 35 35 5 35 7
3 7 21 21 3 21 7 Product is less than each of the fractions
× = < , <
5 8 40 40 5 40 8
2 4 8 8 2 8 4 Product is less than each of the fractions
× = < , <
5 9 45 45 5 45 9
The value of the product of two proper fractions is smaller than each of the two fractions.

7 5 35 35 7 35 5
× = > , > Product is greater than each of the fractions
3 2 6 6 3 6 2
6 4 24 24 6 24 4
× = > , > Product is greater than each of the fractions
5 3 15 15 5 15 3
9 7 63 63 9 63 7
× = > , > Product is greater than each of the fractions
2 4 8 8 2 8 4
3 8 24 24 3 24 8
× = > , > Product is greater than each of the fractions
2 7 14 14 2 14 7
The value of the product of two improper fractions is more than each of the two fractions.

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 2 7 14 14 2 14 7
× = > , <
3 5 15 15 3 15 5
6 2 12 3 3 6 3 2
× = = < , >
5 8 40 10 10 5 10 8 Product is greater than proper fraction and
8 4 32 32 8 32 4 less than improper fraction.
× = < , >
3 5 15 15 3 15 5
The value of the product of proper and improper fraction is less than proper fraction and greater
than improper fraction.

1. Find

1 1 1 1 1×1 1 1 2 1 2 1×2 2
(𝑎) 𝑜𝑓 = × = = (𝑎) 𝑜𝑓 = × = =
4 4 4 4 4 × 4 16 7 9 7 9 7 × 9 63
1 3 1 3 1×3 3 1 6 1 6 1×6 6
(𝑏) 𝑜𝑓 = × = = (𝑏) 𝑜𝑓 = × = =
4 5 4 5 4 × 5 20 7 5 7 5 7 × 5 35
1 4 1 4 1×4 4 1 3 1 3 1×3 3
(𝑐) 𝑜𝑓 = × = = (𝑐) 𝑜𝑓 = × = =
4 3 4 3 4 × 3 12 7 10 7 10 7 × 10 70
2. Multiply and reduce to lowest form (if possible) :

2 2 2 8 2 × 8 16 1 15 1 × 15 15 5
(𝑖) ×2 = × = = (𝑣) × = = =
3 3 3 3 3×3 9 3 8 3×8 24 8
2 7 2 × 7 14 2 11 3 11 × 3 33
(𝑖𝑖) × = = = (𝑣𝑖) × = =
7 9 7 × 9 63 9 2 10 2 × 10 20
3 6 3 × 6 18 9 4 12 4 × 12 48
(𝑖𝑖𝑖) × = = = (𝑣𝑖𝑖) × = =
8 4 8 × 4 32 16 5 7 5×7 35
9 3 9 × 3 27
(𝑖𝑣) × = =
5 5 5 × 5 25
3. Multi1ply the following fractions:

2 1 2 21 2 × 21 21 2 4 17 4 17 × 4 68
(𝑖) ×5 = × = = (𝑣) 3 × = × = =
5 4 5 4 5×4 10 5 7 5 7 5×7 35
2 7 32 7 32 × 7 224 3 13 3 13 × 3 39
(𝑖𝑖) 6 × = × = = (𝑣𝑖) 2 × 3 = × = =
5 9 5 9 5×9 45 5 5 1 5×1 5
3 1 3 16 3 × 16 8 4 3 25 3 25 × 3 15
(𝑖𝑖𝑖) ×5 = × = = =8 (𝑣𝑖𝑖) 3 × = × = =
2 3 2 3 2×3 1 7 5 7 5 7×5 7
5 3 5 17 5 × 17 85
(𝑖𝑣) ×2 = × = =
6 7 6 7 6×7 42
4. Which is greater:

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 2 3 2 3 2×3 3 3 5 3 5 3×5 3
(𝑖) 𝑜𝑓 = × = = ; 𝑜𝑓 = × = =
7 4 7 4 7 × 4 14 5 8 5 8 5 × 8 8
3 3 3 5
> ⇒ 𝑜𝑓 is greater
8 14 5 8
1 6 1 6 1×6 3 2 3 2 3 2×3 2
(𝑖𝑖) 𝑜𝑓 = × = = ; 𝑜𝑓 = × = =
2 7 2 7 2×7 7 3 7 3 7 3×7 7
3 2 1 6
> ⇒ 𝑜𝑓 is greater
7 7 2 7
𝟑
5. Saili plants 4 saplings, in a row, in her garden. The distance between two adjacent saplings is m.
𝟒
Find the distance between the first and the last sapling.

3
𝑆𝑜𝑙: 𝑇ℎ𝑒 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑡𝑤𝑜 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑎𝑝𝑙𝑖𝑛𝑔𝑠 = 𝑚
4
3 3 3
Total number of saplings=4 𝑚 𝑚 𝑚
4 4 4

3 9 1
The distance between the first and the last sapling = 3 × 𝑚 = 𝑚 = 2 𝑚
4 4 4
𝟑
6. Lipika reads a book for 𝟏 𝟒 hours everyday. She reads the entire book in 6 days. How many hours
in all were required by her to read the book?

3 7
𝑆𝑜𝑙: Lipika reads a book in 1 day = 1 ℎ= ℎ
4 4
Total days=6

7 6 × 7 21 1
Total hours taken by Lipika to read the book = 6 × = = = 10 ℎ𝑜𝑢𝑟𝑠
4 4 2 2
𝟑
7. A car runs 16 km using 1 litre of petrol. How much distance will it cover using 𝟐 litres of petrol.
𝟒

Sol: Car covers the distance using 1 litre of petrol=16 km

3 3 11
Car covers the distance using 2 litres of petrol = 2 × 16 𝑘𝑚 = × 164 = 11 × 4 = 44 𝑘𝑚
4 4 4
𝟐 𝟏𝟎
8. (a) (i) ) Provide the number in the box , such that × =
𝟑 𝟑𝟎
(ii) The simplest form of the number obtained in  is_____

2 5 2×5 10 1
Sol: × = = =
3 10 3 × 10 30 3
𝟑 𝟐𝟒
(b) (i) ) Provide the number in the box , such that × =
𝟓 𝟕𝟓
(ii) The simplest form of the number obtained in  is_____

3 8 3×8 24 8
Sol: × = = =
5 15 5 × 15 75 25

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Reciprocal of a fraction:
The non-zero numbers whose product with each other is 1, are called the reciprocals of each other.

Swap over the Numerator and Denominator we get reciprocal of the fraction.

𝑎 𝑏
The reciprocal of =
𝑏 𝑎

(i) Will the reciprocal of a proper fraction be again a proper fraction?

Sol: 𝑁𝑜, The reciprocal of a proper fraction is always an improper fraction.

2 2 7
is a proper fraction . Reciprocal of is an improper fraction.
7 7 2

(ii) Will the reciprocal of an improper fraction be again an improper fraction?

𝑆𝑜𝑙: 𝑁𝑜, The reciprocal of a proper fraction is always an improper fraction

9 9 5
is an improper fraction . Reciprocal of = is a proper fraction
5 5 9
DIVISION OF FRACTIONS

To divide a whole number by any fraction, multiply that whole number by the reciprocal of that
fraction.

2 5 7 × 5 35 1
(𝑖) 7÷ =7× = = = 17
5 2 2 2 2
4 4 6 × 4 24 3
(𝑖𝑖) 6÷ = 6× = = =3
7 7 7 7 7
8 9 2×9 9 1
(𝑖𝑖𝑖) 2÷ = 2× = = =2
9 8 8 4 4
While dividing a whole number by a mixed fraction, first convert the mixed fraction into improper
fraction and then solve it.

2 12 5 4×5 5 2
(𝑖) 4÷2 = 4÷ =4× = = =1
15 5 12 12 3 3
1 10 3 5×3 3 1
(𝑖𝑖) 5 ÷ 3 = 5 ÷ =5× = = =1
3 3 10 10 2 2
1 16 3 6×3 9 1
(𝑖𝑖𝑖) 6 ÷ 5 = 6÷ =6× = = =1
43 3 16 16 8 8
4 18 7 7 × 7 49 13
(𝑣𝑖) 7÷2 = 7÷ =7× = = =2
7 7 18 18 18 18
Division of a Fraction by a Whole Number or another fraction

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 3 3 3 3 1 3×1 1
(𝑖) ÷3= ÷ = × = =
4 4 1 4 3 4×3 4
2 8 5 8 1 8×1 8
(𝑖𝑖) 2 ÷5= ÷ = × = =
3 3 1 3 5 3 × 5 15
1 6 1 5 1×5 5
(𝑖𝑖𝑖) ÷ = × = =
3 5 3 6 3 × 6 18
8 2 8 3 8 × 3 12 2
(𝑖𝑣) ÷ = × = = =2
5 3 5 2 5×2 5 5
3 1 3 2 3×2 6 1
(𝑣𝑖) ÷ = × = = =1
5 2 5 1 5×1 5 5
1 3 1 5 1×5 5
(𝑣𝑖𝑖) ÷ = × = =
2 5 2 3 2×3 6
1 3 5 5 5 × 5 25 1
(𝑣𝑖𝑖𝑖) 2 ÷ = × = = =4
2 5 2 3 2×3 6 6
1 9 31 9 31 2 31 × 2 31 4
(𝑖𝑥) 5 ÷ = ÷ = × = = =1
6 2 6 2 6 9 6×9 27 27

1. Find
3 12 3 12 4 12 × 4 16
(𝑖) 12 ÷ = ÷ = × = = = 16
4 1 4 1 3 1×3 1
5 14 5 14 6 14×6 84 4
(𝑖𝑖) 14 ÷ 6 = ÷6= ×5= = = 16 5
1 1 1×5 5

7 8 7 8 3 8 × 3 24 3
(𝑖𝑖𝑖) 8÷ = ÷ = × = = =3
3 1 3 1 7 1×7 7 7
8 4 8 4 3 4×3 3 1
(𝑖𝑣) 4÷ = ÷ = × = = =1
3 1 3 1 8 1×8 2 2

1 3 7 3 3 3×3 9 2
(𝑣) 3÷2 = ÷ = × = = =1
3 1 3 1 7 1×7 7 7

4 5 25 5 7 5×7 7 2
(𝑣𝑖) 5÷3 = ÷ = × = = =1
7 1 7 1 25 1 × 25 5 5

2. Find the reciprocal of each of the following fractions. Classify the reciprocals as proper fractions,
improper fractions and whole numbers.

3 7
Sol: (i) Reciprocal of = → Improper fraction
7 3
5 8
(ii) Reciprocal of = → Improper fraction
8 5

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 9 7
(iii) Reciprocal of = → Proper fraction
7 9
6 5
(iv) Reciprocal of = → Proper fraction
5 6
12 7
(v) Reciprocal of = → Proper fraction
7 12
1
(vi) Reciprocal of = 8 → Whole number
8
1
(vii) Reciprocal of = 11 → Whole number
11
3. Find:

7 7 2 7 1 7×1 7 1
(𝑖) ÷2= ÷ = × = = =1
3 3 1 3 2 3×2 6 6
4 4 5 4 1 4×1 4
(𝑖𝑖) ÷5= ÷ = × = =
9 9 1 9 5 9 × 5 45

6 6 7 6 1 6×1 6
(𝑖𝑖𝑖) ÷7= ÷ = × = =
13 13 1 13 7 13 × 7 91

1 13 3 13 1 13 × 1 13
(𝑖𝑣) 4 ÷ 3 = ÷ = × = =
3 3 1 3 3 3×3 9

1 7 4 7 1 7×1 7
(𝑣) 3 ÷ 4 = ÷ = × = =
2 2 1 2 4 2×4 8

3 31 7 31 1 31 × 1 31
(𝑣𝑖) 4 ÷ 7 = ÷ = × = =
7 7 1 7 7 7×7 49

4. Find:
2 1 2 2 2×2 4
(𝑖) ÷ = × = =
5 2 5 1 5×1 5
4 2 4 3 4×3 2
(𝑖𝑖) ÷ = × = =
9 3 9 2 9×2 3
3 8 3 7 3×7 3
(𝑖𝑖𝑖) ÷ = × = =
7 7 7 8 7×8 8
1 3 7 3 7 5 7 × 5 35 7
(𝑖𝑣) 2 ÷ = ÷ = × = = =3
3 5 3 5 3 3 3×3 9 9
1 8 7 8 7 3 7 × 3 21 5
(𝑣) 3 ÷ = ÷ = × = = =1
2 3 2 3 2 8 2 × 8 16 16
2 1 2 3 2 2 2×2 4
(𝑣𝑖) ÷1 = ÷ = × = =
5 2 5 2 5 3 5 × 3 15

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 1 2 16 5 16 3 16 × 3 48 23
(𝑣𝑖𝑖) 3 ÷ 1 = ÷ = × = = =1
5 3 5 3 5 5 5×5 25 25
1 1 8 6 8 5 8×5 4 1
(𝑣𝑖𝑖𝑖) 2 ÷ 1 = ÷ = × = = =1
5 5 5 5 5 6 5×6 3 3
Decimal numbers:

A decimal is another way of expressing a fraction. The dot or the point between the two digits is
called the decimal point. Number of digits after the decimal point is called the number of decimal
places. 𝐷𝑒𝑐𝑖𝑚𝑎𝑙 𝑝𝑜𝑖𝑛𝑡
↓
𝑊ℎ𝑜𝑙𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑝𝑎𝑟𝑡 → 32.564 ← 𝐷𝑒𝑐𝑖𝑚𝑎𝑙 𝑝𝑎𝑟𝑡
The number of digits after the decimal point in the decimal numeral is equal to the number of zeros
after 1 in the denominator of the corresponding common fraction.

4 2 37 426 527 784

= 0.4, = 0.02, = 0.037 , = 4.26 , = 52.7 , = 0.784
10 100 1000 100 10 1000
Multiplication Decimals:

The number of decimals digits in the product of any two decimal numbers is equal to the sum of
decimal digits that are multiplied.

1. Find:

(𝑖) 2.7 × 4 = 10.8

(𝑖𝑖) 1.8 × 1.2 = 2.16

(𝑖𝑖𝑖) 2.3 × 4.35 = 10.005

2. Arrange the products obtained in (1) in descending order.

Sol: The products in descending order: , 10.8, 10.005, 2.16,

Exp 3: The side of an equilateral triangle is 3.5 cm. Find its perimeter.

Sol: Length of side=3.5 cm

Perimeter of equilateral triangle =3×side=3×3.5cm=10.5 cm

Exp 4: The length of a rectangle is 7.1 cm and its breadth is 2.5 cm. What is the area of the rectangle?

Sol: Length(l) = 7.1 cm and Breadth(b) = 2.5 cm

7.1
2
Area of the rectangle = l × b = 7.1 × 2.5 cm = 17.75 cm 2 × 2.5
355
Multiplication of Decimal Numbers by 10, 100 and 1000: 142X
17.75

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when a decimal number is multiplied by 10, 100 or 1000, the digits in the product are same as in the
decimal number but the decimal point in the product is shifted to the right by as, many of places as
there are zeros over one.

1.76 × 10 = 176 12.356 × 100 =1235.6 0.3×10=3

2.35 ×10 =23.5 1.76 × 1000 = 1760 1.2×100=120

12.356 × 10 =123.56 2.35 ×1000 = 2350 56.3×1000=56300

1.76 × 100 = 176 12.356 × 1000 = 12356

2.35 ×100 = 235 0.5×1000=500

1. Find
(i) 0.2 × 6 = 1.2 (iv) 20.1 × 4 = 80.4 (vi) 2 × 0.86 = 1.72
(ii) 8 × 4.6 = 36.8 (v) 0.05 × 7 = 0.35
(iii) 2.71 × 5 = 13.55 (vi) 211.02 × 4 = 844.08
2. Find the area of rectangle whose length is 5.7cm and breadth is 3 cm.

Sol: Length(l) = 5.7 cm and Breadth(b) = 3 cm

Area of the rectangle = l × b = 5.7 × 3 cm2 = 17.1 cm2

3. Find:
(i) 1.3 × 10 = 13 (v) 31.1 × 100 = 3110 (ix) 0.5 × 10 = 5
(ii) 36.8 × 10 = 368 (vi) 156.1 × 100 = 15610 (x) 0.08 × 10 = 0.8
(iii) 153.7 × 10 = 1537 (vii) 3.62 × 100 = 362 (xi) 0.9 × 100 = 90
(iv) 168.07 × 10 = 1680.7 (viii) 43.07 × 100 = 4307 (xii) 0.03 × 1000 = 30
4. A two-wheeler covers a distance of 55.3 km in one litre of petrol. How much distance will it cover
in 10 litres of petrol?

Sol: The distance covers by a two wheeler in 1 litre of petrol=55.3 km

The distance covers by a two wheeler in 10 litre of petrol=10×55.3 km=553 km

5. Find:

(i) 2.5 × 0.3 =0.75 (v) 0.5 × 0.05 =0.025 (ix) 101.01 × 0.01 =1.0101

(ii) 0.1 × 51.7= 517 (vi) 11.2 × 0.15= 1.68 (x) 100.01 × 1.1=110.011

(iii) 0.2 × 316.8 =63.36 (vii) 1.07 × 0.02= 0.0214

(iv) 1.3 × 3.1= 4.03 (viii) 10.05 × 1.05= 10.5525

DIVISION OF DECIMAL NUMBERS:

Division by 10, 100 and 1000

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While dividing a number by 10, 100 or 1000, the digits of the number and the quotient are same but
the decimal point in the quotient shifts to the left by as many places as there are zeros over.

31.5 ÷ 10 = 3.15 31.5 ÷ 100 = 0.315 31.5 ÷1000 = 0.0315

231.5 ÷ 10 =23.15 231.5 ÷ 10 =23.15 231.5 ÷ 1000 =0.2315

1.5 ÷ 10 =0.15 1.5 ÷ 100 =0.015 1.5 ÷ 1000 =0.0015

29.36 ÷ 10 =2.936 29.36 ÷ 100 =0.2936 29.36 ÷1000 =0.02936

Try these

(i) 235.4 ÷ 10=23.54

(ii) 235.4 ÷100 =2.354

(iii) 235.4 ÷ 1000=0.2354

Division of a Decimal Number by a Whole Number:

3.2 8.63 13.74
(𝑖) 6.4 ÷ 2 = 3.2 11.9 8.5
2 6.4 3 35.7 3 25.5 5 43.15 6 82.44
6 3 40 6
(𝑖𝑖) 35.7 ÷ 3 = 11.9 24 31
4 5 15 22
4 3 30 18
15
(𝑖𝑖𝑖) 25.5 ÷ 3 = 8.5 0 27 15 44
0
27 15 42
(𝑖𝑣) 43.15 ÷ 5 = 8.63 0 0 24
3.1 18.05 24
(𝑣) 82.44 ÷ 6 = 13.74 5 15.5 7 126.35 3.24
0
15 7 4 12.96
(𝑣𝑖) 15.5 ÷ 5 = 3.1 05 56 12
5 56 09
0 8
(𝑣𝑖𝑖) 126.35 ÷ 7 = 18.05 03
0 16
16
(𝑣𝑖𝑖𝑖) 12.96 ÷ 4 = 3.24 35
35 0
Exp 5: Find the average of 4.2, 3.8 and 7.6 0

Sum of observations 4.2 + 3.8 + 7.6 15.6

Sol: Average = = = = 5.2
Number of observations 3 3
Division of a Decimal Number by another Decimal Number:

25.5 × 10 255
Ex: 25.5 ÷ 0.5 = = = 51
0.5 × 10 5
22.5 × 10 225
Ex: 22.5 ÷ 1.5 = = = 15
1.5 × 10 15

7.75 7.75 × 100 775

(𝑖) = = = 31
0.25 0.25 × 100 25

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 42.8 42.8 × 100 4280
(𝑖𝑖) = = = 2140
0.02 0.02 × 100 2
5.6 5.6 × 10 56
(𝑖𝑖𝑖) = = =4
1.4 1.4 × 10 14
Exp 6: Each side of a regular polygon is 2.5 cm in length. The perimeter of the polygon is 12.5cm. How
many sides does the polygon have?

Sol: Length of each side of polygon = 2.5 cm

perimeter of the polygon 12.5 125

Number of sides of the polygon = = = =5
Length of each side of polygon 2.5 25

Exp7 :A car covers a distance of 89.1 km in 2.2 hours. What is the average distance covered by it in 1
hour?

Sol: Distance covered in 2.2 hours=89.1 km

89.1 891 81
Distance covered in 1 hour = = = = 40.5 km
2.2 22 2

1. Find:

(i) 0.4 ÷ 2 =0.2 (v) 651.2 ÷ 4 =162.8

(ii) 0.35 ÷ 5 =0.07 (vi) 14.49 ÷ 7 =2.07

(iii) 2.48 ÷ 4 =0.62 (vii) 3.96 ÷ 4 =0.99

(iv) 65.4 ÷ 6 =10.9 (viii) 0.80 ÷ 5 =0.16

2. Find:

(i) 4.8 ÷ 10 =0.48 (v) 272.23 ÷ 10 =27.223

(ii) 52.5 ÷ 10 =52.5 (vi) 0.56 ÷ 10 =0.056

(iii) 0.7 ÷ 10 =0.07 (vii) 3.97 ÷10=0.397

(iv) 33.1 ÷ 10 =3.31

3. Find:

(i) 2.7 ÷ 100=0.027 (iv) 432.6 ÷ 100 =4.326

(ii) 0.3 ÷ 100 =0.003 (v) 23.6 ÷100 =0.236

(iii) 0.78 ÷ 100 =0.0078 (vi) 98.53 ÷ 100=0.9853

4. Find

(i) 7.9 ÷ 1000 =0.0079 (ii) 26.3 ÷ 1000 =0.0263

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(iii) 38.53 ÷ 1000 =0.03853 (v) 0.5 ÷ 1000=0.005

(iv) 128.9 ÷ 1000 =0.1289

5. Find:

7 × 10 70
(𝑖) 7 ÷ 3.5 = = =2
3.5 × 10 35
36 × 10 360
(𝑖𝑖) 36 ÷ 0.2 = = = 180
0.2 × 10 2
3.25 × 10 32.5
(𝑖𝑖𝑖) 3.25 ÷ 0.5 = = = 6.5
0.5 × 10 5
30.94 × 10 309.4
(𝑖𝑣) 30.94 ÷ 0.7 = = = 44.2
0.7 × 10 7
0.5 × 100 50
(𝑣) 0.5 ÷ 0.25 = = =2
0.25 × 100 25
7.75 × 100 775
(𝑣𝑖) 7.75 ÷ 0.25 = = = 31
0.25 × 100 25
76.5 × 100 7650
(𝑣𝑖𝑖) 76.5 ÷ 0.15 = = = 510
0.15 × 100 15
37.8 × 10 378
(𝑣𝑖𝑖𝑖) 37.8 ÷ 1.4 = = = 27
1.4 × 10 14
2.73 × 10 27.3
(𝑖𝑥) 2.73 ÷ 1.3 = = = 2.1
1.3 × 10 13
6. A vehicle covers a distance of 43.2 km in 2.4 litres of petrol. How much distance will it cover in
one litre of petrol?

Sol: Vehicle covers distance in 2.4 litres of petrol=43.2 km

43.2 432
Vehicle covers distance in 1 litre of petrol = = = 18
2.4 24

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 CHAPTER VII-MATHEMATICS-NCERT

1. A data is a collection of numbers gathered to give some information.

2. A pictograph represents data through pictures of objects.
3. To get a particular information from the given data quickly, the data can be arranged in a tabular
form using tally marks
ARITHMETIC MEAN

Sum of all observations

Arithmetic mean (Average) =
number of observations

Mean lies in between the greatest and the smallest observations.

Exp 1:Ashish studies for 4 hours, 5 hours and 3 hours respectively on three consecutive days. How
many hours does he study daily on an average?

Total hours 4 + 5 + 3 12
Sol: average time = = = = 4 h𝑜𝑢𝑟𝑠
Total days 3 3

Exp 2:A batsman scored the following number of runs in six innings: 36, 35, 50, 46, 60, 55

Sum of all observations 36 + 35 + 50 + 46 + 60 + 55 282

𝐒𝐨𝐥: 𝑀𝑒𝑎𝑛 = = = = 47
number of observations 6 6

The mean runs scored in an inning are 47

𝟏 𝟏
1. Find at least 5 numbers between 𝒂𝒏𝒅
𝟐 𝟑

1
𝑆𝑜𝑙: 𝐴 𝑛𝑢𝑚𝑏𝑒𝑟 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝒙 𝑎𝑛𝑑 𝒚 = (𝑥 + 𝑦)
2

1 1 1 1 1 1 5 5
A number between 𝑎𝑛𝑑 = ( + ) = × =
2 3 2 2 3 2 6 12

1 5 1 1 5 1 11 11
A number between 𝑎𝑛𝑑 = ( + )= × =
2 12 2 2 12 2 12 24

1 11 1 1 11 1 23 23
A number between 𝑎𝑛𝑑 = ( + )= × =
2 24 2 2 24 2 24 48

5 1 1 5 1 1 9 9
A number between 𝑎𝑛𝑑 = ( + ) = × =
12 3 2 12 3 2 12 24

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 9 1 1 9 1 1 17 17
A number between 𝑎𝑛𝑑 = ( + ) = × =
24 3 2 24 3 2 24 48

Range:

Range = Highest observation − Lowest observation

Exp 3: The ages in years of 10 teachers of a school are: 32, 41, 28, 54, 35, 26, 23, 33, 38, 40

(i) What is the age of the oldest teacher and that of the youngest teacher?

Sol: The age of the oldest teacher =54 years ; The youngest teacher=23 years

(ii) What is the range of the ages of the teachers?

Sol: Range of the ages of the teachers = (54 – 23) years = 31 years

(iii) What is the mean age of these teachers?

Sum of all observations 23 + 26 + 28 + 32 + 33 + 35 + 38 + 40 + 41 + 54

Sol: Mean = =
number of observations 10

350
= = 35
10

Mean age of the teachers=35 years.

1. Find the range of heights of any ten students of your class.

Sol:
2. Organise the following marks in a class assessment, in a tabular form.
4, 6, 7, 5, 3, 5, 4, 5, 2, 6, 2, 5, 1, 9, 6, 5, 8, 4, 6, 7
(i) Which number is the highest? (ii) Which number is the lowest? (iii) What is the range of the
data? (iv) Find the arithmetic mean.

Sol:
Marks Tally Marks Frequency
1 | 1
2 || 2
3 | 1
4 ||| 3
5 |||| 5

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 6 |||| 4
7 || 2
8 | 1
9 | 1
3. Find the mean of the first five whole numbers.

Sol: First 5 whole numbers : 0,1,2,3,4

Sum of all observations 0 + 1 + 2 + 3 + 4 10

Mean = = = =2
number of observations 5 5

4. A cricketer scores the following runs in eight innings: 58, 76, 40, 35, 46, 45, 0, 100 Find the mean
score.
Sum of all observations 58 + 76 + 40 + 35 + 46 + 45 + 0 + 100 400
Sol: Mean = = = = 50
number of observations 8 8
5. Following table shows the points of each player scored in four games:
Player Game 1 Game 2 Game 3 Game 4
A 14 16 10 10
B 0 8 6 4
C 8 11 Did not play 13
Now answer the following questions: (i) Find the mean to determine A’s average number of points
scored per game. (ii) To find the mean number of points per game for C, would you divide the total
points by 3 or by 4? Why? (iii) B played in all the four games. How would you find the mean? (iv)
Who is the best performer?

Sum of all observations 14 + 16 + 10 + 10 50

Sol: (𝑖) Mean score of A = = = = 12.5
number of observations 4 4

(ii) Player C played only three games. So, we divide the total points by 3

Sum of all observations 0 + 8 + 6 + 4 18

(𝑖𝑖𝑖) Mean score of B = = = = 4.5
number of observations 4 4

Sum of all observations 8 + 11 + 13 32

(iv) Mean score of C = = = = 10.67
number of observations 3 3

The mean score of A is the highest of all three players. So, A is best performer.

6. The marks (out of 100) obtained by a group of students in a science test are 85, 76, 90, 85, 39, 48,
56, 95, 81 and 75. Find the:
(i) Highest and the lowest marks obtained by the students.

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 (ii) Range of the marks obtained.
(iii) Mean marks obtained by the group.

Sol: (i) Highest marks=95 and Lowest marks=39

(ii) Range= Highest marks- Lowest marks=95 -39=56.

𝑆𝑢𝑚 𝑜𝑓 𝑚𝑎𝑟𝑘𝑠
(iii)Mean marks =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠

85 + 76 + 90 + 85 + 39 + 48 + 56 + 95 + 81 + 75
=
10

730
= = 73
10

7. The enrolment in a school during six consecutive years was as follows:

1555, 1670, 1750, 2013, 2540, 2820 Find the mean enrolment of the school for this period.

Sum of enrollments
Sol: Mean enrolment =
Number of years

1555 + 1670 + 1750 + 2013 + 2540 + 2820

=
6

12348
= = 2058
6

8. The rainfall (in mm) in a city on 7 days of a certain week was recorded as follows:

(i) Find the range of the rainfall in the above data.

(ii) Find the mean rainfall for the week.
(iii) On how many days was the rainfall less than the mean rainfall?

Sol: (i) Range of the rainfall=Highest value-Lowest value=20.5-0.0=20.5 mm

Sum of rainfalls 0.0 + 12.2 + 2.1 + 0.0 + 20.5 + 5.5 + 1.0

(ii)Mean rainfall = =
Number of days 7

41.3
= = 5.9 𝑚𝑚
7

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 (𝑖𝑖𝑖) 5 days ( Mon, Wed, Thurs, Sat, Sun)

9. The heights of 10 girls were measured in cm and the results are as follows: 135, 150, 139, 128,
151, 132, 146, 149, 143, 141.
(i) What is the height of the tallest girl? (ii) What is the height of the shortest girl? (iii) What is the
range of the data? (iv) What is the mean height of the girls? (v) How many girls have heights more
than the mean height.

Sol: (i) The height of the tallest girl=151 cm

(ii) The height of the shortest girl=128 cm.

(iii) Range=Highest value-Lowest value=151-128=23 cm

𝑆𝑢𝑚 𝑜𝑓 ℎ𝑒𝑖𝑔ℎ𝑡𝑠
(iv) Mean height of the girl =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑔𝑖𝑟𝑙𝑠

135 + 150 + 139 + 128 + 151 + 132 + 146 + 149 + 143 + 141 1414
= = = 14.14 𝑐𝑚
10 10

(v) 5 girls

The mode of a set of observations is the observation that occurs most often.

Exp4: Find the mode of the given set of numbers: 1, 1, 2, 4, 3, 2, 1, 2, 2, 4.

Sol: Arranging the numbers with same values together, we get 1, 1, 1, 2, 2, 2, 2, 3, 4, 4

Mode of this data = 2

(i) Find the mode of 2, 6, 5, 3, 0, 3, 4, 3, 2, 4, 5, 2, 4.

Sol: Arranging the numbers in order: 0,2,2,2,3,3,3,4,4,4,5,5,6

2,3 and 4 occurs most frequently . So, mode of the data is 2,3 and 4

(ii) Find the mode of 2, 14, 16, 12, 14, 14, 16, 14, 10, 14, 18, 14.

Sol: Arranging the numbers:2,10,12,14,14,14,14,14,14,16,16,18

Mode of the data =14

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Exp 5: Following are the margins of victory in the football matches of a league

1, 3, 2, 5, 1, 4, 6, 2, 5, 2, 2, 2, 4, 1, 2, 3, 1, 1, 2, 3, 2, 6, 4, 3, 2, 1, 1, 4, 2, 1, 5, 3, 3, 2, 3, 2, 4, 2, 1, 2

Sol:

Exp 6: Find the mode of the numbers: 2, 2, 2, 3, 3, 4, 5, 5, 5, 6, 6, 8

Sol: Here, 2 and 5 both occur three times.

Mode of the data is 2 and 5.

1. Find the mode of the following data

12, 14, 12, 16, 15, 13, 14, 18, 19, 12, 14, 15, 16, 15, 16, 16, 15, 17, 13, 16, 16, 15, 15, 13, 15, 17, 15,
14, 15, 13, 15, 14

Sol:

Data Tally marks Frequency

12 ||| 3
13 |||| 4
14 |||| 5
15 |||| |||| 10
16 |||| | 6
17 || 2
18 | 1
19 | 1
Total 32
15 occurs highest number of times (10 times)

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 Mode of the data=15

2. Heights (in cm) of 25 children are given below:

168, 165, 163, 160, 163, 161, 162, 164, 163, 162, 164, 163, 160, 163, 160, 165, 163, 162, 163, 164,
163, 160, 165, 163, 162
What is the mode of their heights? What do we understand by mode here?

Sol:

Height of the children(in cm) Tally marks Frequency

160 ||| 3
161 | 1
162 |||| 4
163 |||| |||| 10
164 ||| 3
165 ||| 3
168 | 1
total 25
Highest frequency is 10. Corresponding height is 163 cm

Mode=163 cm

Given data, arranged in ascending or descending order, the median gives us the middle
observation.

Exp7:Find the median of the data: 24, 36, 46, 17, 18, 25, 35.

Sol : Data in ascending order: 17, 18, 24, 25, 35, 36, 46

Median=25

1. The scores in mathematics test (out of 25) of 15 students is as follows

19, 25, 23, 20, 9, 20, 15, 10, 5, 16, 25, 20, 24, 12, 20 Find the mode and median of this data. Are
they same?

Sol: Arranging scores in ascending order:

5,9,10,12,15,16,19,20,20,20,20,23,24,25,25
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 The score 20 occurs most frequently.

Mode=20

Total observations =15

Median=Middle observation= 8th observation

Median=20

Yes, The mode and median are same

2. The runs scored in a cricket match by 11 players is as follows:

6, 15, 120, 50, 100, 80, 10, 15, 8, 10, 15 Find the mean, mode and median of this data. Are the three
same?

Sum of all observations

Sol: Mean =
number of observations

6 + 15 + 120 + 50 + 100 + 80 + 10 + 15 + 8 + 10 + 15 429

= = = 39
11 11

Mean = 39

Arranging the scores in ascending order: 6,8,10,15,15,15,50,80,100,120.

The score 15 occurs most frequently

Mode=15

Number of observations=11

Median=Middle most observation=6th observation=15

No, the three are not same.

3. The weights (in kg.) of 15 students of a class are: 38, 42, 35, 37, 45, 50, 32, 43, 43, 40, 36, 38, 43,
38, 47
(i) Find the mode and median of this data. (ii) Is there more than one mode?

Sol: Arranging the weights in ascending order:

32,35,36,37,38,38,38,40,42,43,43,43,45,47,50

The heights 38 kg and 43 kg occur most frequently

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 Mode= 38 and 43

Total observations=15

Median= 8th observation=40

(ii) Yes , there are two modes

4. Find the mode and median of the data: 13, 16, 12, 14, 19, 12, 14, 13, 14

Sol: The data in ascending order:12,12,13,13,14,14,14,16,19.

14 occurs most frequently

Mode=14

Total observations=9

Median=5th observation=14

5. Tell whether the statement is true or false:

(i) The mode is always one of the numbers in a data.
Sol: True
(ii) The mean is one of the numbers in a data.
Sol: False
(iii) The median is always one of the numbers in a data.
Sol: True
(iv) The data 6, 4, 3, 8, 9, 12, 13, 9 has mean 9.
Sol: False
Sum of all observations 6 + 4 + 3 + 8 + 9 + 12 + 13 + 9 64
Mean = = = =8
number of observations 8 8

Exp 8: Two hundred students of 6th and 7th classes were asked to name their favourite colour so as
to decide upon what should be the colour of their school building. The results are shown in the
following table. Represent the given data on a bar graph.

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Answer the following questions with the help of the bar graph:

(i) Which is the most preferred colour and which is the least preferred? (ii) How many colours are
there in all? What are they?

Sol: (i) The most preferred colour=Blue

The least preferred colour=Green

(ii) There are 5 colours in all. They are red, green, blue, yellow ,orange.

Exp 9: Following data gives total marks (out of 600) obtained by six children of a particular class.
Represent the data on a bar graph.

Sol:

(i) On horizontal axis take student names. On vertical axis take marks

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(ii) On vertical axis 1 unit=100 marks

By drawing individual bar graphs you could answer questions like

Sol:

(i) In which month does each city has maximum sunlight?

Sol: June

(ii) In which months does each city has minimum sunlight?

Sol: January

Exp 10 :A mathematics teacher wants to see, whether the new

technique of teaching she applied after quarterly test was effective or

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not. She takes the scores of the 5 weakest children in the quarterly test (out of 25) and in the half
yearly test (out of 25)

Sol: She draws the adjoining double bar graph and finds a marked improvement in most of the
students, the teacher decides that she should continue to use the new technique of teaching.

1. The bar graph (Fig 3.2) shows the result of a survey to test water resistant watches made by
different companies. Each of these companies claimed
that their watches were water resistant. After a test the
above results were revealed.

(a) Can you work out a fraction of the number of watches

that leaked to the number tested for each company?

Sol:

Company Tested Leaked fraction

A 40 20 20 1
=
40 2
B 40 10 10 1
=
40 4
C 40 15 15 3
=
40 8
D 40 25 25 5
=
40 8

(b) Could you tell on this basis which company has better watches?

Sol: From the above 10/40 is the least fraction. So, Company B has better watches.

2. Sale of English and Hindi books in the years 1995, 1996, 1997 and 1998 are given below:

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 Draw a double bar graph and answer the following questions: (a) In which year was the difference
in the sale of the two language books least?.
Sol:1998
(b) Can you say that the demand for English books rose faster? Justify
Sol: Yes, I can say that the demand for English books rose faster.
The demand of English books from 1995 to 1998 =620-350=270
The demand of Hindi books from 1995 to 1998 =650-500=150

1. Use the bar graph (Fig 3.3) to answer the following questions
(a) Which is the most popular pet?
Sol: Cat

(b) How many students have dog as a pet?

Sol: 8 students

2.Read the bar graph (Fig 3.4) which shows the number of books sold by a bookstore during five
consecutive years and answer the following questions:
(i) About how many books were sold in 1989? 1990? 1992?
Sol: Number of books sold in 1989=180
Number of books sold in 1990=475
Number of books sold in 1992=225
(ii) In which year were about 475 books sold? About 225

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 books sold?
Sol: In 1990, about 475 books sold . In 1992, about 225 books sold.
(iii) In which years were fewer than 250 books sold?
Sol: In 1989 and 1992 fewer than 250 books were sold.
(iv) Can you explain how you would estimate the number of books sold in 1989?
Sol: From the graph, I can estimate 180 books sold in 1989.

3. Number of children in six different classes are given below. Represent the data on a bar graph

(a) How would you choose a scale? (b) Answer the following questions: (i) Which class has the
maximum number of children? And the minimum? (ii) Find the ratio of students of class sixth to
the students of class eight.

Sol:

160
Number of children
140

120

100

80

60

40

20

0
Fifth Sixth Seventh Eighth Ninth Tenth

(a) Scale: on Y-axis 1 unit=10 children

(b) (i) Fifth class has the maximum number of children and tenth class has the minimum number of
children.

(ii) The ratio of students of class sixth to the students of class eighth=120:100=6:5

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4. The performance of a student in 1st Term and 2nd Term is given. Draw a double bar graph
choosing appropriate scale and answer the following:

(i) In which subject, has the child improved his performance the most? (ii) In which subject is the
improvement the least? (iii) Has the performance gone down in any subject?

Sol:

100

90

80

70

60

50 1st term

40 2nd term

30

20

10

0
English Hindi Maths Science S.Science

5. Consider this data collected from a survey of a colony.

(i) Draw a double bar graph choosing an appropriate scale. What do you infer from the bar graph?
(ii) Which sport is most popular? (iii) Which is more preferred, watching or participating in
sports?

Sol:

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 1400

1200

1000

800
Watching
600 Participating

400

200

0
Cricket Basket Ball Swimming Hockey Athletics

6. Take the data giving the minimum and the maximum temperature of various cities given in the
beginning of this Chapter (Table 3.1). Plot a double bar graph using the data and answer the
following:
(i) Which city has the largest difference in the minimum and maximum temperature on the given
date? (ii) Which is the hottest city and which is the coldest city? (iii) Name two cities where
maximum temperature of one was less than the minimum temperature of the other. (iv) Name the
city which has the least difference between its minimum and the maximum temperature.

Sol:

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 CHAPTER VII-MATHEMATICS-NCERT

4 4 .Simple Equations (Notes)

1. A variable takes on different numerical values; its value is not fixed. Variables are denoted
usually by letters of the alphabets, such as 𝒙, 𝒚, 𝒛, 𝒍, 𝒎, 𝒏, 𝒑, etc
2. The expressions are formed by performing operations like addition, subtraction, multiplication
and division on the variables.
Ex: 4𝑥 + 5, 3𝑦 − 10, −2𝑧 − 6, …

The value of the expression (10y – 20) depends on the value of y. Verify this by giving five
different values to y and finding for each y the value of (10 y – 20). From the different values of
(10y – 20) you obtain, do you see a solution to 10y – 20 = 50? If there is no solution, try giving
more values to y and find whether the condition 10y – 20 = 50 is met.
Sol:
Value of y Value of 10y-20
𝑦=0 10 × 0 − 20 = 0 − 20 = −20
𝑦=1 10 × 1 − 20 = 10 − 20 = −10
𝑦=2 10 × 2 − 20 = 20 − 20 = 0
𝑦=3 10 × 3 − 20 = 30 − 20 = 10
𝑦=4 10 × 4 − 20 = 40 − 20 = 20
𝑦=5 10 × 5 − 20 = 50 − 20 = 30
𝑦=6 10 × 6 − 20 = 60 − 20 = 40
𝑦=7 10 × 7 − 20 = 70 − 20 = 50
When we take y = 7, the condition 10y - 20 = 50 is met.

 In an equation there is always an equality sign.

 An equation is a condition on a variable. The condition is that two expressions should have
equal value. Note that at least one of the two expressions must contain the variable
 The expression to the left of the equal sign is LHS and the left of the equal sign is RHS.
 An equation remains the same, when the expressions on the left and on the right are
interchanged
Ex: In equation ∶ 𝟒𝒙 + 𝟓 = 𝟔𝒙 − 𝟐𝟓
LHS = 4𝑥 + 5 and RHS = 6𝑥 − 25

Example 1: Write the following statements in the form of equations:

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(i) The sum of three times x and 11 is 32.

Sol: 3𝑥 + 11 = 32

(ii) If you subtract 5 from 6 times a number, you get 7.

Sol: Let the number=z

The equation is 6z – 5 = 7

(iii) One fourth of m is 3 more than 7.

𝑚
Sol: −7=3
4

(iv) One third of a number plus 5 is 8.

Sol: Let the number=n

𝑛
The equation is +5 =8
3

Example2: Convert the following equations in statement form:

(𝐢) 𝒙 – 𝟓 = 𝟗

Sol: Taking away 5 from 𝑥 gives 9

(𝐢𝐢) 𝟓𝒑 = 𝟐𝟎

Sol: Five times a number p is 20.

(𝐢𝐢𝐢) 𝟑𝒏 + 𝟕 = 𝟏

Sol: Add 7 to three times n to get 1.

𝒎
(𝐢𝐯) –𝟐 = 𝟔
𝟓

Sol: You get 6, when you subtract 2 from one-fifth of a number m

Example 3 :Consider the following situation: Raju’s father’s age is 5 years more than three times
Raju’s age. Raju’s father is 44 years old. Set up an equation to find Raju’s age.

Sol: Let Raju’s age=𝑦 years.

Raju’s father’s age= (3𝑦 + 5)𝑦𝑒𝑎𝑟𝑠

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 From problem Raju’s fathers age= 44 years

∴ Required equation ∶ 3𝑦 + 5 = 44

Example 4: A shopkeeper sells mangoes in two types of boxes, one small and one large. A large box
contains as many as 8 small boxes plus 4 loose mangoes. Set up an equation which gives the
number of mangoes in each small box. The number of mangoes in a large box is given to be 100.

Sol: Let number of mangoes in small box=𝑚

Number of mangoes in large box=8𝑚 + 4

Given the number of mangoes in large box=100

∴ Required equation: 8𝑚 + 4 = 100

1. Complete the last column of the table.

S. No Equation Value Say, whether the Equation is Satisfied. (Yes/ No)
(i) 𝑥+3=0 𝑥=3 LHS = x + 3 = 3 + 3 = 6 ≠ RHS No
(ii) 𝑥+3=0 𝑥=0 LHS = x + 3 = 0 + 3 = 3 ≠ RHS No
(iii) 𝑥+3=0 𝑥 = −3 LHS = x + 3 = −3 + 3 = 0 = RHS Yes
(iv) 𝑥−7=1 𝑥=7 LHS = x − 7 = 7 − 7 = 0 ≠ RHS No
(v) 𝑥−7=1 𝑥=8 LHS = x − 7 = 8 − 7 = 1 = RHS Yes
(vi) 5𝑥 = 25 𝑥=0 LHS = 5𝑥 = 5 × 0 = 0 ≠ RHS No
(vii) 5𝑥 = 25 𝑥=5 LHS = 5𝑥 = 5 × 5 = 25 = RHS Yes
(viii) 5𝑥 = 25 𝑥 = −5 LHS = 5𝑥 = 5 × (−5) = −25 ≠ RHS No
(ix) 𝑚 𝑚 = −6 𝑚 −6 No
=2 LHS = = = −2 ≠ RHS
3 3 3
(x) 𝑚 𝑚=0 𝑚 0 No
=2 LHS = = = 0 ≠ RHS
3 3 3
(xi) 𝑚 𝑚=6 𝑚 6 Yes
=2 LHS = = = 2 = RHS
3 3 3

2. Check whether the value given in the brackets is a solution to the given equation or not:
(𝒂) 𝒏 + 𝟓 = 𝟏𝟗 (𝒏 = 𝟏)
Sol: LHS = 𝑛 + 5 = 1 + 5 = 6
RHS = 19
LHS ≠ RHS.

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 𝑆𝑜, 𝑛 = 1 𝑖𝑠 𝑛𝑜𝑡 𝑎 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 𝑜𝑓 𝑛 + 5 = 19
(𝒃)𝟕𝒏 + 𝟓 = 𝟏𝟗 (𝒏 = – 𝟐)
Sol: LHS = 7𝑛 + 5 = 7 × (−2) + 5 = −14 + 5 = −9
RHS = 19
LHS ≠ RHS.
𝑆𝑜, 𝑛 = −2 𝑖𝑠 𝑛𝑜𝑡 𝑎 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 𝑜𝑓 7𝑛 + 5 = 19
(𝒄)𝟕𝒏 + 𝟓 = 𝟏𝟗 (𝒏 = 𝟐)
Sol: LHS = 7𝑛 + 5 = 7 × (2) + 5 = 14 + 5 = 19
RHS = 19
LHS = RHS.
So, 𝑛 = 2 is a solution of 7𝑛 + 5 = 19
(𝒅) 𝟒𝒑 – 𝟑 = 𝟏𝟑 (𝒑 = 𝟏)
Sol: LHS = 4𝑝 – 3 = 4 × 1 + 5 = 4 + 5 = 9
RHS = 13
LHS ≠ RHS.
So, 𝑝 = 1 is not a solution of 4𝑝 – 3 = 13

(𝒆)𝟒𝒑 – 𝟑 = 𝟏𝟑 (𝒑 = – 𝟒)
Sol: LHS = 4𝑝 – 3 = 4 × (−4) − 3 = −16 − 3 = −19
RHS = 13
LHS ≠ RHS.
So, 𝑝 = −4 is not a solution of 4𝑝 – 3 = 13
(𝐟) 𝟒𝒑 – 𝟑 = 𝟏𝟑 (𝒑 = 𝟎)
Sol: LHS = 4𝑝 – 3 = 4 × 0 − 3 = 0 − 3 = −3
RHS = 13
LHS ≠ RHS.
𝑆𝑜, 𝑝 = 0 is not a solution of 4𝑝 – 3 = 13
3. Solve the following equations by trial and error method:
(𝒊) 𝟓𝒑 + 𝟐 = 𝟏𝟕
′𝑝′ 𝑣𝑎𝑙𝑢𝑒 𝐿𝐻𝑆 = 5𝑝 + 2 RHS=17 Is LHS=RHS
0 5𝑝 + 2 = 5 × 0 + 2 = 0 + 2 = 2 17 No
1 5𝑝 + 2 = 5 × 1 + 2 = 5 + 2 = 7 17 No
2 5𝑝 + 2 = 5 × 2 + 2 = 10 + 2 = 12 17 No
3 5𝑝 + 2 = 5 × 3 + 2 = 15 + 2 = 17 17 Yes
For p = 3, LHS = RHS.

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 So, p = 3 is the solution of the equation 5𝑝 + 2 = 17.
(𝒊𝒊)𝟑𝒎 – 𝟏𝟒 = 𝟒
′𝑚′ 𝑣𝑎𝑙𝑢𝑒. LHS = 3𝑚 − 14 RHS=4 Is LHS=RHS
2 3𝑚 − 14 = 3 × 2 − 14 = 6 − 14 = −8 4 No
3 3𝑚 − 14 = 3 × 3 − 14 = 9 − 14 = −5 4 No
4 3𝑚 − 14 = 3 × 4 − 14 = 12 − 14 = −2 4 No
5 3𝑚 − 14 = 3 × 5 − 14 = 15 − 14 = 1 4 No
6 3𝑚 − 14 = 3 × 6 − 14 = 18 − 14 = 4 4 Yes
For m=6, LHS=RHS.
So, m=6 is the solution of the equation 3𝑚 – 14 = 4
4. Write equations for the following statements:
(i) The sum of numbers x and 4 is 9.
Sol: 𝑥 + 4 = 9
(ii) 2 subtracted from y is 8.
Sol: 𝑦 − 2 = 8
(iii) Ten times 𝒂 is 70.
Sol: 10𝑎 = 70
(iv) The number b divided by 5 gives 6.
𝑏
Sol: =6
5
(v) Three-fourth of t is 15.
3 3𝑡
𝑆𝑜𝑙: 𝑡 = 15 𝑜𝑟 = 15
4 4
(vi) Seven times m plus 7 gets you 77.
Sol: 7𝑚 + 7 = 77
(vii) One-fourth of a number x minus 4 gives 4.
1 𝑥
Sol: 𝑥 − 4 = 4 𝑜𝑟 − 4 = 4
4 4
(viii) If you take away 6 from 6 times y, you get 60.
Sol: 6𝑦 − 6 = 60
(ix) If you add 3 to one-third of z, you get 30.
1 𝑧
Sol: 𝑧 + 3 = 30 𝑜𝑟 + 3 = 30
3 3
5. Write the following equations in statement forms:
(𝐢) 𝒑 + 𝟒 = 𝟏𝟓 (𝐢𝐢) 𝒎 – 𝟕 = 𝟑
Sol: The sum of 𝑝 and 4 is 15. Sol: 7subtracted from 𝑚 is 3.

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 (𝐢𝐢𝐢) 𝟐𝒎 = 𝟕 (𝐯𝐢) 𝟑𝒑 + 𝟒 = 𝟐𝟓
Sol: Twice of a number 𝑚 is 7. Sol: Three times of a number 𝑝 when added to 4 gives 25
𝒎 (𝐯𝐢𝐢) 𝟒𝒑 – 𝟐 = 𝟏𝟖
(𝐢𝐯) = 𝟑
𝟓
Sol: 2 subtracted from four times a number 𝑝 is 18.
Sol: One − fifth of a number 𝑚 is 3.
𝒑
𝟑𝒎 (𝒗𝒊𝒊𝒊) + 𝟐 = 𝟖
(𝐯) = 𝟔 𝟐
𝟓 Sol: Add 2 to half of a number 𝑝 to get 8.
Sol: Three − fifth of a number 𝑚 𝑖𝑠 6.
6. Set up an equation in the following cases:
(i) Irfan says that he has 7 marbles more than five times the marbles Parmit has. Irfan has 37
marbles. (Take m to be the number of Parmit’s marbles.)
Sol: Let number of marbles Parmit has = 𝑚
Number of marbles Irfan has = 5𝑚 + 7
But Ifran has 37 marbles
Required equation: 5𝑚 + 7 = 37
(ii) Laxmi’s father is 49 years old. He is 4 years older than three times Laxmi’s age. (Take Laxmi’s age
to be y years.)
Sol: Let Lakshmi′ s age = 𝑦 years
Lakshmi′ s father age = 3𝑦 + 4
But Lakshmi’s father age=49 years
Required equation: 3𝑦 + 4 = 49
(iii) The teacher tells the class that the highest marks obtained by a student in her class is twice the
lowest marks plus 7. The highest score is 87. (Take the lowest score to be l.)
Sol: Let the lowest score = 𝑙
The highest score = 2𝑙 + 7
But the highest score=87
Required equation: 2𝑙 + 7 = 87
(iv) In an isosceles triangle, the vertex angle is twice either base angle. (Let the base angle be b in
degrees. Remember that the sum of angles of a triangle is 180 degrees).
Sol: Let base angle of the triangle = 𝑏 degrees.
The vertex angle = 2𝑏
The sum of angles of a triangle is 180 degrees
𝑏 + 𝑏 + 2𝑏 = 1800
Required equation: 4𝑏 = 1800

Solving an Equation

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1. If we add or subtract the same number from both sides of an equation, it still holds.
2. If we multiply or divide both sides of the equation by the same non-zero number, it still holds.
3. If we fail to do the same mathematical operation with same number on both sides of an equation,
the equality may not hold.

𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟓: 𝑺𝒐𝒍𝒗𝒆 𝟑𝒏 + 𝟕 = 𝟐𝟓

Sol: Given equation 3𝑛 + 7 = 25

Subtracting 7 from both sides

3𝑛 + 7 − 7 = 25 − 7

3𝑛 = 18

Divide both sides by 3,

3𝑛 18
=
3 3

𝑛=6

𝑛 = 6 𝑖𝑠 𝑡ℎ𝑒 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 3𝑛 + 7 = 25

(𝐛) 𝐒𝐨𝐥𝐯𝐞 𝟐𝒑 − 𝟏 = 𝟐𝟑

Sol: Given equation ∶ 2𝑝 − 1 = 23

Add 1 to both the sides.

2𝑝 − 1 + 1 = 23 + 1

2𝑝 = 22

Divide both sides by 2,

2𝑝 22
=
2 2

𝑝 = 11

𝑝 = 11 is the solution of the equation 2𝑝 − 1 = 23.

1. Give first the step you will use to separate the variable and then solve the equation:
(𝑎) 𝑥 – 1 = 0 Add ‘1’ on both sides.
Sol: 𝑥 – 1 = 0 𝑥– 1+1 = 0+1

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 𝑥 = 1 (𝒆) 𝒚 – 𝟒 = – 𝟕
Sol: 𝑦 – 4 = – 7
Solution :𝑥 = 1
Add ‘4’ on both sides
(𝒃)𝒙 + 𝟏 = 𝟎
𝑦– 4+4=– 7+4
Sol: 𝑥 + 1 = 0
𝑦 =– 3
Subtract ‘1’ on both sides.
(𝒇) 𝒚 – 𝟒 = 𝟒
𝑥+ 1−1 = 0−1
Sol: 𝑦 – 4 = 4
𝑥 =−1
Add ‘4’ on both sides
Solution : 𝑥 = −1
𝑦– 4+4 = 4+4
(𝒄) 𝒙 – 𝟏 = 𝟓
𝑦 = 8
Sol: 𝑥 − 1 = 5
(𝒈) 𝒚 + 𝟒 = 𝟒
Add ‘1’ on both sides.
Sol: 𝑦 + 4 = 4
𝑥− 1+1 = 5+1
Subtract ‘4’ from both sides.
𝑥 = 6
𝑦 + 4−4 = 4−4
Solution :𝑥 = 6
𝑦 = 0
(𝒅) 𝒙 + 𝟔 = 𝟐
(𝐡) 𝐲 + 𝟒 = – 𝟒
Sol: 𝑥 + 6 = 2
Sol: 𝑦 + 4 = – 4
Subtract ‘6’ from both sides.
Subtract ‘4’ from both sides.
𝑥 + 6−6 = 2−6
𝑦 + 4 − 4 = −4 − 4
𝑥 = −4
𝑦 = −8
2. Give first the step you will use to separate the variable and then solve the equation:
(𝒂)𝟑𝒍 = 𝟒𝟐 𝑝
Sol: = 4
7
𝑆𝑜𝑙: 3𝑙 = 42
Multiply both sides with ‘7’
Divide both sides by ‘3’.
𝑝
3𝑙 42 ×7 = 4×7
= 7
3 3 𝑝 = 28
𝑙 = 14
(𝒅)𝟒𝒙 = 𝟐𝟓
𝒃
(𝒃) = 𝟔 Sol: 4𝑥 = 25
𝟐
𝑏 Divide both sides by ‘4’
Sol: = 6
2 4𝑥 25
=
Multiply both sides with ‘2’. 4 4
𝑏 25
×2 = 6×2 𝑥=
2 4
𝑏 = 12 (𝒆)𝟖𝒚 = 𝟑𝟔
𝒑 Sol: 8𝑦 = 36
(𝒄) = 𝟒
𝟕 Divide both sides by ‘8’

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 8𝑦 36 𝑎 7
= Sol: =
8 8 5 15
9 Multiply both sides with ‘5’
𝑦=
2 𝑎 7
𝒛 𝟓 ×5= ×5
(𝒇) = 5 15
𝟑 𝟒 7
𝑧 5 𝑎=
Sol: = 3
3 4 (𝒉) 𝟐𝟎𝒕 = – 𝟏𝟎
Multiply both sides with ‘3’
Sol: 20𝑡 = – 10
𝑧 5
×3= ×3 Divide both sides by ‘20’
3 4
20𝑡 – 10
15 =
𝑧= 20 20
4
1
𝒂 𝟕 𝑡 = −
(𝒈) = 2
𝟓 𝟏𝟓
3. Give the steps you will use to separate the variable and then solve the equation:
(𝒂) 𝟑𝒏 – 𝟐 = 𝟒𝟔 Multiply both sides with ‘3’
Sol: 3𝑛 – 2 = 46 20𝑝
× 3 = 40 × 3
Add ‘2’ on both sides. 3
20𝑝 = 120
3𝑛 – 2 + 2 = 46 + 2
Divide both sides by ‘20’
3𝑛 = 48
20𝑝 120
Divide both sides by ‘3’ =
20 20
3𝑛 48
= 𝑝=6
3 3
𝑛 = 16
𝟑𝒑
(𝒃)𝟓𝒎 + 𝟕 = 𝟏𝟕 (𝒅) =𝟔
𝟏𝟎
Sol: 5𝑚 + 7 = 17 3𝑝
Sol: =6
Subtract ‘7’ from both sides. 10
5𝑚 + 7 − 7 = 17 − 7 Multiply both sides with ‘10’

5𝑚 = 10 3𝑝
× 10 = 6 × 10
10
Divide both sides by ‘5’
3𝑝 = 60
5𝑚 10
= Divide both sides by ‘3’
5 5
𝑚=2 3𝑝 60
=
3 3
𝟐𝟎𝒑
(𝒄) = 𝟒𝟎 𝑝 = 20
𝟑
20𝑝
Sol: = 40
3

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4. Solve the following equations:
(𝒂)𝟏𝟎𝒑 = 𝟏𝟎𝟎 Divide both sides by ‘3’
Sol: 10𝑝 = 100 3𝑝 24
=
Divide both sides by ‘10’ 3 3
𝑝=8
10𝑝 100
= (𝒇) 𝟑𝒔 = – 𝟗
10 10
𝑝 = 10 Sol: 3𝑠 = – 9
(𝒃)𝟏𝟎𝒑 + 𝟏𝟎 = 𝟏𝟎𝟎 Divide both sides by ‘3’
Sol: 10𝑝 + 10 = 100 3𝑠 –9
=
Subtract ‘10’ from both sides. 3 3
𝑠 = −3
10𝑝 + 10 − 10 = 100 − 10
(𝒈)𝟑𝒔 + 𝟏𝟐 = 𝟎
10𝑝 = 90
Sol: 3𝑠 + 12 = 0
Divide both sides by ‘10’
Subtract ‘12’ from both sides.
10𝑝 90
= 3𝑠 + 12 − 12 = 0 − 12
10 10
𝑝=9 3𝑠 = −12
𝒑 Divide both sides by ‘3’
(𝒄) = 𝟓
𝟒
3𝑠 −12
𝑝 =
Sol: = 5 3 3
4
𝑠 = −4
Multiply both sides with ‘4’.
𝑝 (𝒉)𝟑𝒔 = 𝟎
×4 = 5×4
4 Sol: 3𝑠 = 0
𝑝 = 20 Divide both sides by ‘3’
–𝒑 3𝑠 0
(𝒅) =𝟓 =
𝟑 3 3
–𝑝
Sol: =5 𝑠=0
3
(𝒊)𝟐𝒒 = 𝟔
Multiplied both sides with ‘−3’
–𝑝 Sol: 2𝑞 = 6
× (−3) = 5 × (−3)
3 Divide both sides by ‘2’
𝑃 = −15 2𝑞 6
=
𝟑𝒑 2 3
(𝒆) =𝟔
𝟒 𝑞=2
3𝑝 (𝒋)𝟐𝒒 – 𝟔 = 𝟎
Sol: =6
4
Sol: 2𝑞 − 6 = 0
Multiply both sides with ‘4’
Add ‘6’ on both sides.
3𝑝
×4 =6×4 2𝑞 – 6 + 6 = 0 + 6
4
3𝑝 = 24 2𝑞 = 6

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 Divide both sides by ‘2’ 2𝑞 −6
=
2𝑞 6 2 3
= 𝑞 = −2
2 3
𝑞=2 (𝒍) 𝟐𝒒 + 𝟔 = 𝟏𝟐
(𝒌)𝟐𝒒 + 𝟔 = 𝟎 Subtract ‘6’ from both sides.
Sol: 2𝑞 + 6 = 0 2𝑞 + 6 − 6 = 12 − 6
Subtract ‘6’ from both sides. 2𝑞 = 6
2𝑞 + 6 − 6 = 0 − 6 Divide both sides by ‘2’
2𝑞 = −6 2𝑞 6
=
Divide both sides by ‘2’ 2 3
𝑞=2
Method of transposition:

Transposing a number (i.e., changing the side of the number) is the same as adding or subtracting
multiply or dividing the number from both sides

Thus, in transposing terms from LHS to RHS or RHS to LHS

‘+ quantity’ becomes ‘– quantity’ ‘– quantity’ becomes ‘+ quantity’

‘ quantity’ becomes ‘÷ quantity’ ‘÷ quantity’ becomes ‘ quantity’
Exp 6 :Solve: 12p – 5 = 25 .

Sol: Given equation: 12𝑝 − 5 = 25. 5

Check: Putting 𝑝 =
2
12𝑝 = 25 + 5 (transposing − 5 𝑡𝑜 𝑅𝐻𝑆)
5
LHS = 12𝑝 − 5 = 12 × − 5
12𝑝 = 30 2
12𝑝 30 =6×5−5
= (Dicvide both sides by 12)
12 12
= 30 − 5
5
𝑝= = 25 = RHS
2

𝑬𝒙𝒂𝒎𝒑𝒍𝒆 𝟕: 𝑺𝒐𝒍𝒗𝒆 (𝒂)𝟒(𝒎 + 𝟑) = 𝟏𝟖

Sol: 4(𝑚 + 3) = 18 9
𝑚+3=
2
Divide both sides by ‘4’.
9
𝑚= − 3 (transposing 3 to RHS)
4(𝑚 + 3) 18 2
=
4 4
9−6 3
𝑚= =
2 2

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 3 9
Check: 𝑃𝑢𝑡 𝑚 = =4× =2×9
2 2

LHS = 4(𝑚 + 3) = = 18 = RHS

3 3+6
4 ( + 3) = 4 ( )
2 2

(𝒃)– 𝟐(𝒙 + 𝟑) = 𝟖

Sol: – 2(𝑥 + 3) = 8 Check: 𝑃𝑢𝑡 𝑥 = −7

Divide both sides by ‘-2’. LHS =– 2(𝑥 + 3)

– 2 × (𝑥 + 3) 8 =– 2(−7 + 3)
=
−2 −2
= −2 × (−4)
𝑥 + 3 = −4
= 8
𝑥 = −4 − 3 (transposing 3 to RHS)
= RHS
𝑥 = −7

Exmple 8:The sum of three times a number and 11 is 32. Find the number.

Sol: Let the number = 𝑥

From problem: 3𝑥 + 11 = 32

3𝑥 = 32 − 11(transposing 11 to RHS)

3𝑥 = 21

Divide both sides by ‘3’

3𝑥 21
=
3 3

𝑥=7

The required number is 7.

Example 9: Find a number, such that one-fourth of the number is 3 more than 7.

Sol: Let the number = 𝑦

𝑦
−7=3
4

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 𝑦
=3+7
4

𝑦
= 10
4

𝑦
× 4 = 10 × 4
4

𝑦 = 40

The required number is 40.

Example 10 :Raju’s father’s age is 5 years more than three times Raju’s age. Find Raju’s age, if his
father is 44 years old.

Sol: Let Raju’s age = 𝑥 years

Raju’s father’s age = (3𝑥 + 5) years.

Given Raju’s father’s age=44 years.

3𝑥 + 5 = 44

3𝑥 = 44 − 5

3𝑥 = 39

3𝑥 39
=
3 3

𝑥 = 13

Raju’s age=13 years.

There are two types of boxes containing mangoes. Each box of the larger type contains 4 more
mangoes than the number of mangoes contained in 8 boxes of the smaller type. Each larger box
contains 100 mangoes. Find the number of mangoes contained in the smaller box?

Sol: Let the number of mangoes in smaller box=x

Number of mangoes in larger box = 8𝑥 + 4

But each larger box contains 100 mangoes.

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 8𝑥 + 4 = 100

8𝑥 = 100 − 4

8𝑥 = 96

8𝑥 96
=
8 8

𝑥 = 12

∴ The number of mangoes in smaller box = 12.

EXERCISE 4.3

1. Set up equations and solve them to find the unknown numbers in the following cases:
(a) Add 4 to eight times a number; you get 60.
Sol: Let the number = 𝑥
8𝑥 + 4 = 60
8𝑥 = 60 − 4
8𝑥 = 56
8𝑥 56
=
8 8
𝑥=7

(b) One-fifth of a number minus 4 gives 3.

Sol: Let the number = 𝑦
𝑦
−4=3
5
𝑦
=3+4
5
𝑦
=7
5
𝑦
×5= 7×5
5
𝑦 = 35

(c) If I take three-fourths of a number and add 3 to it, I get 21.

Sol: Let the number = 𝑛
3𝑛
+ 3 = 21
4

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 3𝑛
= 21 − 3
4
3𝑛
= 18
4
3𝑛
= 18
4
3𝑛 4 4
× = 18 ×
4 3 3
𝑛 = 6 × 4 = 24
(d) When I subtracted 11 from twice a number, the result was 15.
Sol: Let the number = 𝑥
2𝑥 − 11 = 15
2𝑥 = 15 + 11
2𝑥 = 26
2𝑥 26
=
2 2
𝑥 = 13

(e) Munna subtracts thrice the number of notebooks he has from 50, he finds the result to be 8.
Sol: Let the number of note books = 𝑦
50 − 3𝑦 = 8
−3𝑦 = 8 − 50
−3𝑦 = −42
−3𝑦 −42
=
−3 −3
𝑦 = 14

(f) Ibenhal thinks of a number. If she adds 19 to it and divides the sum by 5, she will get 8.
Sol: Let the number = 𝑛
𝑛 + 19
=8
5
𝑛 + 19 = 5 × 8
𝑛 + 19 = 40
𝑛 = 40 − 19 = 21
𝟓
(g) Anwar thinks of a number. If he takes away 7 from 𝟐of the number, the result is 23.

Sol: Let the number = 𝑥

5𝑥
− 7 = 23
2

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 5𝑥
= 23 + 7
2
5𝑥
= 30
2
5𝑥 2 2
× = 30 ×
2 5 5
𝑥 = 6×2
𝑥 = 12
2. Solve the following:
(a) The teacher tells the class that the highest marks obtained by a student in her class is twice the
lowest marks plus 7. The highest score is 87. What is the lowest score?
Sol: Let the lowest score = 𝑥
Highest marks = 2𝑥 + 7
Given the highest score=87
2𝑥 + 7 = 87
2𝑥 = 87 − 7
2𝑥 = 80
2𝑥 80
=
2 2
𝑥 = 40
 The lowest score=40.
(b) In an isosceles triangle, the base angles are equal. The vertex angle is 40°. What are the base
angles of the triangle? (Remember, the sum of three angles of a triangle is 180°).
Sol: Let the base angles = 𝑏, 𝑏
The vertex angle= 40°
The sum of three angles of a triangle is 180°
𝑏 + 𝑏 + 400 = 1800
2𝑏 + 400 = 1800
2𝑏 = 1800 − 400
2𝑏 = 1400
2𝑏 1400
=
2 2
𝑏 = 700
 The base angles are 700 , 700 .
(c) Sachin scored twice as many runs as Rahul. Together, their runs fell two short of a double
century. How many runs did each one score?

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 Sol: Let Rahul′ s score = 𝑥
Sachin′ s score = 2𝑥
From problem: 𝑥 + 2𝑥 = 200 − 2
3𝑥 = 198
3𝑥 198
=
3 3
𝑥 = 66
Rahul’s score = 66 runs
Sachin’s score = 2𝑥 = 132 runs

3. Solve the following:

(i) Irfan says that he has 7 marbles more than five times the marbles Parmit has. Irfan has 37
marbles. How many marbles does Parmit have?
Sol: Let the number of marbles permit has=𝑥
Number of marbles Irfan has=5𝑥 + 7
According to problem Irfan has 37 marbles.
5𝑥 + 7 = 37
5𝑥 = 37 − 7
5𝑥 = 30
5𝑥 30
=
5 5
𝑥=6
 Parmit has 6 marbles.

(ii) Laxmi’s father is 49 years old. He is 4 years older than three times Laxmi’s age. What is Laxmi's
age?
Sol: Let Laxmi’s age=𝑥 𝑦𝑒𝑎𝑟𝑠
From problem:3𝑥 + 4 = 49
3𝑥 = 49 − 4
3𝑥 = 45
3𝑥 45
=
3 3
𝑥 = 15
 Laxmi’s age=15 𝑦𝑒𝑎𝑟𝑠

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(iii) People of Sundargram planted trees in the village garden. Some of the trees were fruit trees. The
number of non-fruit trees were two more than three times the number of fruit trees. What was
the number of fruit trees planted if the number of non-fruit trees planted was 77?
Sol: Let the number of fruit trees planted= 𝑥
From problem: 3𝑥 + 2 = 77
3𝑥 = 77 − 2
3𝑥 = 75
3𝑥 75
=
3 3
𝑥 = 25
The number of fruit trees planted=25

4. Solve the following riddle:

I am a number, Tell my identity!
Take me seven times over, And add a fifty!
To reach a triple century, You still need forty!
Sol: Let the number=𝑥

From the problem: 7𝑥 + 50 + 40 = 300

7𝑥 + 90 = 300

7𝑥 = 300 − 90

7𝑥 = 210

7𝑥 210
=
7 7

𝑥 = 30

∴ The required number = 30

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 CHAPTER VII-MATHEMATICS-NCERT-2023-24
5. Lines and Angles (Notes)
5

1. A line segment has two end points.

2. If we extend the two end points of a line segment in either direction endlessly, we get a line.
3. A line has no end points.
4. A ray has one end point (namely its starting point).

5. An angle is made up of two rays starting from a common starting/initial point

6. Types of angles:
Name Acute Right Obtuse angle Straight angle Reflex angle Complete
angle angle angle
𝟗𝟎𝟎 < 𝒛 < 𝟏𝟖𝟎𝟎 𝒔 = 𝟏𝟖𝟎𝟎 𝟏𝟖𝟎𝟎 < 𝒕 𝒖 = 𝟑𝟔𝟎𝟎
Measure 𝟎𝟎 < 𝒙 < 𝟗𝟎𝟎 𝒚 = 𝟗𝟎𝟎
< 𝟑𝟔𝟎𝟎

Illustration

7. Complementary Angles: The sum of the measures of two angles is 90°, the angles are called
complementary angles.
Ex: 500 , 400 ; 250 , 650
8. The complement of 𝑥 0 = 900 − 𝑥 0

1. Can two acute angles be complement to each other?

Sol: Yes.
2. Can two obtuse angles be complement to each other?
Sol: No, Sum of two obtuse angles is greater than 900.
3. Can two right angles be complement to each other?
Sol: No, sum of two right angles is 1800 .

1. Which pairs of following angles are complementary?

Sol: (i) 700+200=900
700,200 are complementary angles.

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(ii) 750+250=1000
750,250 are not complementary angles.
(iii) 480+520=1000
480,520 are not complementary angles.
(iv) 350+550=900
350,550 are complementary angles.
2. What is the measure of the complement of each of the following angles?
(i) 45º (ii) 65º (iii) 41º (iv) 54º
Sol: (i)The complementary angle of 450 = 900 − 450 = 450
(ii)The complementary angle of 650 = 900 − 650 = 250
(iii)The complementary angle of 410 = 900 − 410 = 490
(iv)The complementary angle of 540 = 900 − 540 = 360
3. The difference in the measures of two complementary angles is 120 . Find the measures of the
angles.
Sol: Let the complementary angles are 𝑥 and 𝑥 + 120
Sum of complementary angles = 900
𝑥 + 𝑥 + 120 = 900
2𝑥 + 120 = 900
2𝑥 = 900 − 120
2𝑥 = 780
2𝑥 780
=
2 2
𝑥 = 390
𝑥 + 120 = 390 + 120 = 510
∴ The complementary angles are 390 and 510
Supplementary Angles: The sum of the measures of two angles is 180°, the angles are called
supplementary angles.
The supplement of 𝑥 0 = 1800 − 𝑥 0

1. Can two obtuse angles be supplementary?

Sol: No, sum of two obtuse angles is greater than 1800.
2. Can two acute angles be supplementary?
Sol: No, sum of two acute angles is less than 1800.
3. Can two right angles be supplementary?
Sol: Yes, sum of two right angles is 1800.

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1. .Find the pairs of supplementary angles.
𝑆𝑜𝑙: (i) 1100 + 500 = 1600
1100 and 500 are not supplementary angles.
(ii) 1050 + 650 = 1700
1050 and 650 are not supplementary angles.
(iii) 500 + 1300 = 1800
500 and 1300 are supplementary angles.
(iv) 450 + 450 = 900
450 and 450 are not supplementary angles.
2. What will be the measure of the supplement of each one of the following angles?
The supplement of 𝑥 0 = 1800 − 𝑥 0
(i) The supplement of 1000 = 1800 − 1000 = 800
(ii) The supplement of 900 = 1800 − 900 = 900
(iii) The supplement of 550 = 1800 − 550 = 1250
(iv) The supplement of 1250 = 1800 − 1250 = 550
3. Among two supplementary angles the measure of the larger angle is 440 more than the measure
of the smaller. Find their measures.
Sol: Let smaller angle = 𝑥
The larger angle = 𝑥 + 440
Sum of two supplementary angles = 1800
𝑥 + 𝑥 + 440 = 1800
2𝑥 + 440 = 1800
2𝑥 = 1800 − 440
2𝑥 = 1360
2𝑥 1360
=
2 2
𝑥 = 680
Hence, smaller angle=680
Larger angle=680 + 440 = 1120
EXERCISE 5.1
1. Find the complement of each of the following angles:
(i) Complement of 200 = 900 − 200 = 700
(ii) Complement of 630 = 900 − 630 = 270
(iii) Complement of 570 = 900 − 570 = 330

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2. Find the supplement of each of the following angles:
(i) Supplement of 1050 = 1800 − 1050 = 750
(ii) Supplement of 870 = 1800 − 870 = 930
(iii) Supplement of 1540 = 1800 − 1540 = 260
3. Identify which of the following pairs of angles are complementary and which are supplementary.
(i) 65º, 115º (ii) 63º, 27º (iii) 112º, 68º (iv) 130º, 50º (v) 45º, 45º (vi) 80º, 10º
Sol: (i) 650+1150=1800 (iv) 1300+500=1800
650,1150 are supplementary angles. 350,550 are supplementary angles.
(ii) 630+270=900 (v) 450+450=900
630,270 are complementary angles. 450,450 are complementary angles.
(iii) 1120+680=1800 (vi) 800+100=900
1120,680 are supplementary angles. 800,100 are complementary angles.
4. Find the angle which is equal to its complement.
Sol: Let the complementary angles are 𝑥 𝑎𝑛𝑑 𝑥
𝑥 + 𝑥 = 900
2𝑥 = 900
2𝑥 900
=
2 2
𝑥 = 450
5. Find the angle which is equal to its supplement.
Sol: Let the supplementary angles are 𝑥 𝑎𝑛𝑑 𝑥
𝑥 + 𝑥 = 1800
2𝑥 = 1800
2𝑥 1800
=
2 2
𝑥 = 900
6. In the given figure, ∠1 and ∠2 are supplementary angles. If ∠1 is decreased, what changes should
take place in ∠2 so that both the angles still remain supplementary
Sol: ∠2 will increase with the same measure as the decrease in ∠1.
7. Can two angles be supplementary if both of them are:
(i) acute? No (ii) obtuse? No (iii) right? Yes
8. An angle is greater than 45º. Is its complementary angle greater
than 45º or equal to 45º or less than 45º?
Sol: Let the angle=500
Its complementary angle=900−500=400 is less than 450
If an angle is greater than 45º its complementary angle less than 450.
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9. Fill in the blanks:
(i) If two angles are complementary, then the sum of their measures is 900 .
(ii) If two angles are supplementary, then the sum of their measures is 1800.
(iii) If two adjacent angles are supplementary, they form a linear pair.
10. In the adjoining figure, name the following pairs of angles.
(i) Obtuse vertically opposite angles.
Sol: ∠AOD, ∠BOC
(ii) Adjacent complementary angles.
Sol: ∠EOA, ∠AOB
(iii) Equal supplementary angles.
Sol: ∠EOB, ∠EOD
(iv) Unequal supplementary angles.
Sol: ∠EOA, ∠EOC
(v) Adjacent angles that do not form a linear pair.
Sol: ∠AOB, ∠AOE; ∠AOE, ∠EOD; ∠EOD, ∠COD
Intersecting Lines
1. If two lines have one common point, they are called intersecting lines.
2. Two lines 𝑙 and 𝑚 intersect if they have a point in common.
3. This common point O is their point of intersection.

1. Find examples from your surroundings where lines intersect at right angles .
Sol: (i) Adjacent edges of table.
(ii) Adjacent walls of a house.
(iii) Edges of black board.
2. Find the measures of the angles made by the intersecting lines at the vertices of an equilateral
triangle.
Sol: 600
3. Draw any rectangle and find the measures of angles at the four vertices made by the intersecting
lines.
Sol: Each angle=900.
4. If two lines intersect, do they always intersect at right angles?
Sol: No, two intersecting lines do not always intersect at right angles.
Transversal : A line that intersects two or more lines at distinct points is called a transversal.

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Angles made by a Transversal:
Interior angles ∠3, ∠4, ∠5, ∠6
Exterior angles ∠1, ∠2, ∠7, ∠8
Pairs of Corresponding angles ∠1 and ∠5, ∠2 and ∠6, ∠3
and ∠7, ∠4 and ∠8
Pairs of Alternate interior ∠3 and ∠6, ∠4 and ∠5
angles
Pairs of interior angles on the ∠3 and ∠5, ∠4 and ∠6
same side of the transversal

Name the pairs of angles in each figure:

Sol: (i) ∠1 𝑎𝑛𝑑 ∠2 are pair of corresponding angles.

(ii) ∠3 𝑎𝑛𝑑 ∠4 are pair of alternate interior angles.
(iii) ∠5 𝑎𝑛𝑑 ∠6 are pair of interior angles on the same side of the transversal ( Co-interior
angles) (iv) ∠7 𝑎𝑛𝑑 ∠8 are pair of corresponding angles.
(v) ∠9 𝑎𝑛𝑑 ∠10 are pair of alternate interior angles.
(vi) ∠11 𝑎𝑛𝑑 ∠12 are pair of exterior angles.
Transversal of Parallel Lines:
If f two parallel lines are cut by a transversal then
(i) Each pair of corresponding angles are equal in measure.
∠1 = ∠5; ∠2 = ∠6; ∠3 = ∠7; ∠4 = ∠8
(ii) Each pair of alternate interior angles are equal.
∠3 = ∠6; ∠4 = ∠5
(iii) Each pair of interior angles on the same side of the transversal are supplementary.

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 ∠3 + ∠5 = 1800 ; ∠4 + ∠6 = 1800
(iv) each pair of exterior angles on the same side of the transversal are supplementary
∠1 + ∠7 = 1800 ; ∠2 + ∠8 = 1800

(i) Lines 𝒍 ∥ 𝒎; 𝒕 is a transversal x=?

𝑆𝑜𝑙: ∠𝑥 = 600 (Corresponding angles are equal)
(ii) Lines 𝒂 ∥ 𝒃; c is a transversal ∠ y = ?
𝑆𝑜𝑙: ∠𝑦 = 550 (Alternate interior angles)

(iii) 𝒍𝟏 , 𝒍𝟐 be two lines t is a transversal Is ∠ 1 = ∠2 ?

Sol: 𝑙1 ∦ 𝑙2 , so ∠ 1  ∠2
(iv) Lines 𝒍 ∥ 𝒎; t is a transversal ∠ z = ?
𝑆𝑜𝑙: Interior angles on the same side of the transversal are
supplementary
𝑧 + 600 = 1800
𝑧 = 1800 − 600 = 1200
(v) ) Lines 𝒍 ∥ 𝒎; t is a transversal ∠ x =?
𝑆𝑜𝑙: ∠𝑥 = 1200 (Corresponding angles)
(𝒗𝒊)𝑳𝒊𝒏𝒆𝒔 𝒍 ∥ 𝒎, 𝒑 ∥ 𝒒; 𝑭𝒊𝒏𝒅 𝒂, 𝒃, 𝒄, 𝒅

Sol: 𝑎 + 600 = 1800 (𝑝 ∥ 𝑞 , Interior angles on the same side

are supplementary)
𝑎 = 1800 − 600 = 1200
𝑏 = 600 ( 𝑙 ∥ 𝑚; alternate interior angles)
𝑐 = 𝑏 = 600 ( Vertically opposite angles)
𝑑 + 𝑏 = 1800 (Linear pair)
𝑑 + 600 = 1800
𝑑 = 1800 − 600 = 1200

When a transversal cuts two lines, such that pairs of corresponding angles are equal, then the
lines have to be parallel.
When a transversal cuts two lines, such that pairs of alternate interior angles are equal, the
lines have to be parallel.
When a transversal cuts two lines, such that pairs of interior angles on the same side of the
transversal are supplementary, the lines have to be parallel.

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 (i) Alternate interior angles are equal. So, 𝑙 ∥ 𝑚.
(ii) Corresponding angles are equal. So, , 𝑙 ∥ 𝑚
(iii) If , 𝑙 ∥ 𝑚 then
𝑥 + 700 = 1800 (𝐼𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠 𝑜𝑛 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒 𝑠𝑖𝑑𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑟𝑎𝑛𝑠𝑣𝑒𝑟𝑠𝑎𝑙 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦
𝑥 = 1800 − 700 = 1100
EXERCISE 5.2
1. State the property that is used in each of the following statements?
(𝒊) 𝑰𝒇 𝒂 ∥ 𝒃, 𝒕𝒉𝒆𝒏 ∠𝟏 = ∠𝟓.
Sol: Corresponding angle property
(𝒊𝒊) 𝑰𝒇 ∠𝟒 = ∠𝟔, 𝒕𝒉𝒆𝒏 𝒂 ∥ 𝒃.
Sol: Alternate interior angle property.
(𝒊𝒊𝒊) 𝑰𝒇 ∠𝟒 + ∠𝟓 = 𝟏𝟖𝟎°, 𝒕𝒉𝒆𝒏 𝒂 ∥ 𝒃.
Sol: Interior angles on the same side of the transversal are supplementary.
2. In the adjoining figure, identify
(i) the pairs of corresponding angles.
Sol: ∠1, ∠5; ∠2, ∠6; ∠3, ∠7; ∠4, ∠8.
(ii) the pairs of alternate interior angles.
Sol: ∠2, ∠8; ∠3, ∠5.
(iii) the pairs of interior angles on the same side of the transversal.
Sol: ∠2, ∠5; ∠3, ∠8.
(iv) the vertically opposite angles.
Sol: ∠1, ∠3; ∠2, ∠4; ∠5, ∠7; ∠6, ∠8 .
3. In the adjoining figure, p || q. Find the unknown angles.
Sol: 𝑑 = 1250 (Corresponding angles)
𝑏 = 𝑑 = 1250 ( Vertically opposite angles)
𝑒 + 1250 = 1800 (Linear pair)
𝑒 = 1800 − 1250 = 550

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 𝑓 = 𝑒 = 550 (Vertically opposite angles)
𝑐 = 𝑓 = 550 (Corresponding angles)
𝑎 = 𝑐 = 550 (Vertically opposite angles)
∴ 𝑎 = 550 ; 𝑏 = 1250 ; 𝑐 = 550 ; 𝑑 = 1250 ; 𝑒 = 550 ; 𝑓 = 550 .
4. Find the value of x in each of the following figures if 𝒍 ∥ 𝒎.
(i) 𝑦 = 1100 (Corresponding angles)

𝑥 + 𝑦 = 1800 (Linear pair)

𝑥 + 1100 = 1800
𝑥 = 1800 − 1100
𝑥 = 700
(ii) 𝑥 = 1000 ( Corresponding angles)
5. In the given figure, the arms of two angles are parallel. If ∠ABC = 70º, then find (i) ∠DGC (ii) ∠DEF
Sol: (i) ∠DGC=∠ABC (Corresponding angles property)
∠DGC=700
(ii) ∠DEF =∠DGC (Corresponding angles property)
∠DEF =700
6. In the given figures below, decide whether 𝒍 is parallel to 𝒎

(i) 440 + 1260 = 1700

Interior angles on the same side of the transversal are not supplementary. So, 𝑙 ∦ 𝑚
(ii) 𝑥 + 750 = 1800 (Linear pair)
𝑥 = 1800 − 750 = 1050
Corresponding angles 750 𝑎𝑛𝑑 1050 are not equal. So, 𝑙 ∦ 𝑚.
(iii) 𝑦 + 1230 = 1800 (Linear pair)
𝑦 = 1800 − 1230 = 570
Corresponding angles are equal (570 ). So, 𝑙 ∥ 𝑚.
(iv) 𝑥 + 720 = 1800 (Linear pair)
𝑥 = 1800 − 720 = 1080
Alternate interior angles 980 𝑎𝑛𝑑 1080 are not equal. So, 𝑙 ∦ 𝑚

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 CHAPTER VII-MATHEMATICS-NCERT-(2023-24)
6. The Triangle and its Properties (Notes)
6

1. A simple closed curve made of three line segments is called a triangle.

2. Triangle has three vertices, three sides and three angles.
Vertices: A, B, C
Sides: AB, BC , CA
Angles: ∠BAC, ∠ABC, ∠BCA
3. The side opposite to the vertex A is BC
The side opposite to the vertex B is AC
The side opposite to the vertex C is AB
TRY THESE
1. Write the six elements (i.e., the 3 sides and the 3 angles) of ∆ABC
2. Write the
(i) Side opposite to the vertex Q of ∆PQR
Sol: PR
(ii) Angle opposite to the side LM of ∆LMN
Sol: N
(iii) Vertex opposite to the side RT of ∆RST
Sol: S
3. Look at Fig 6.2 and classify each of the triangles according to its (a) Sides (b) Angles

S.No Based on sides Based on angles

(i) Isosceles triangle Acute angled triangle
(ii) Scalene triangle Right angled triangle
(iii) Isosceles triangle Obtuse angled triangle
(iv) Equilateral triangle Acute angled triangle
(v) Isosceles triangle Obtuse angled triangle
(vi) Isosceles triangle Right angled triangle

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 MEDIANS OF A TRIANGLE
The line segment joining a vertex of a triangle to the mid point of its opposite side is called a
median of the triangle. A triangle has 3 medians

The line segment AD, joining the mid-point of BC to its opposite vertex A is called a median of the
triangle.

1. How many medians can a triangle have?

Sol:3

2. Does a median lie wholly in the interior of the triangle? (If you think that this is not true, draw a
figure to show such a case).

ALTITUDES OF A TRIANGLE
The perpendicular line segment from a vertex of a triangle to its
opposite side is called an altitude of the triangle. A triangle has 3
altitudes.

1. How many altitudes can a triangle have?

Sol: 3

2. Draw rough sketches of altitudes from A to BC for the following triangles (Fig 6.6):

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3. Will an altitude always lie in the interior of a triangle? If you think that this need not be true, draw
a rough sketch to show such a case.

Sol: No, an altitude may lie outside of triangle also.

4. Can you think of a triangle in which two altitudes of the triangle are two of its sides?

Sol: Yes, in right angled triangle two altitudes of the triangle are two of its sides.

5. Can the altitude and median be same for a triangle?

Sol: Yes, in an equilateral triangle both the median and the altitude are the same.

In an isosceles triangle one altitude and median be same

DO THIS

Take several cut-outs of (i) an equilateral triangle (ii) an isosceles triangle and (iii) a scalene
triangle. Find their altitudes and medians. Do you find anything special about them? Discuss it with
your friends.

1. In ∆ PQR, D is the mid-point of QR̅̅̅̅

̅̅̅̅ is altitude. PD
PM ̅̅̅̅ is median.
Is QM = MR? NO

2. Draw rough sketches for the following:

(a) In ∆ABC, BE is a median. (b) In ∆PQR, PQ and PR are altitudes of the
triangle.

(c) In ∆XYZ, YL is an altitude in the exterior of the triangle.

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3. Verify by drawing a diagram if the median and altitude of an
isosceles triangle can be same.

Sol:

EXTERIOR ANGLE OF A TRIANGLE AND ITS PROPERTY

An exterior angle of a triangle is formed, when a side of a triangle is
produced. At each vertex, you have two ways of forming an exterior
angle.

Exterior Angle Property of a triangle:

The measure of any exterior angle of a triangle is equal to the sum of the measures of its interior
opposite angles
Given: Consider ∆ABC. ∠ACD is an exterior angle.
To Show: m ∠ACD = m ∠A + m ∠B
Proof: Through C draw 𝐶𝐸 ̅̅̅̅ , parallel to ̅̅̅̅
𝐵𝐴 .
̅̅̅̅ ∥ CE
∠1 = ∠x (BA ̅̅̅̅and AC ̅̅̅̅ is a transversal. Therefore, alternate angles should be equal)
̅̅̅̅ ∥ CE
∠2 = ∠y (BA ̅̅̅̅and ̅̅̅̅
BD is a transversal. Therefore, corresponding angles should be equal)
∠1 + ∠2 = ∠𝑥 + ∠𝑦
∠x + ∠y = m ∠ACD (From Fig)
Hence, ∠ACD=∠1 + ∠2
m ∠ACD = m ∠A + m ∠B

1. Exterior angles can be formed for a triangle in many ways. Three of them are shown here There
are three more ways of getting exterior angles. Try to produce those rough sketches

Sol:

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2. Are the exterior angles formed at each vertex of a triangle equal?

Sol: No

3. What can you say about the sum of an exterior angle of a triangle and its adjacent interior angle?

Sol: The sum of an exterior angle of a triangle and its adjacent interior angle=1800

Example 1:Find angle 𝒙 in Fig 6.11.

Solution: Sum of interior opposite angles = Exterior angle

50° + 𝑥 = 110°

𝑥 = 110° − 50°

𝑥 = 60°

1. What can you say about each of the interior opposite angles, when the exterior angle is
(i) a right angle? (ii) an obtuse angle? (iii) an acute angle?
2. Can the exterior angle of a triangle be a straight angle?

Sol: No

TRY THESE
1. An exterior angle of a triangle is of measure 70º and one of its interior opposite angles is of
measure 25º. Find the measure of the other interior opposite angle

Sol: Sum of interior opposite angles = Exterior angle

25° + 𝑥 = 70°

𝑥 = 70° − 25°

𝑥 = 45°

The other interior opposite angle=450

2. The two interior opposite angles of an exterior angle of a triangle are 60º and 80º. Find the
measure of the exterior angle.

Sol: Exterior angle= Sum of interior opposite angles

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 =600+800=1400

3. Is something wrong in this diagram (Fig 6.12)? Comment

Sol: Exterior angle=500

Sum of interior opposite angles=500+500=1000

Exterior angle Sum of interior opposite angles

1. Find the value of the unknown exterior angle x in the following diagrams:

Sol: Exterior angle= Sum of interior opposite angles

(𝑖) 𝑥 = 500 + 700 = 1200 (𝑖𝑣) 𝑥 = 600 + 600 = 1200

(𝑖𝑖) 𝑥 = 650 + 450 = 1100 (𝑣) 𝑥 = 500 + 500 = 1000

(𝑖𝑖𝑖) 𝑥 = 300 + 400 = 700 (𝑣𝑖) 𝑥 = 300 + 600 = 900

2. Find the value of the unknown interior angle x in the following figures:

Sol: Sum of interior opposite angles = Exterior angle

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 (𝑖) 𝑥 + 500 = 1150 (𝑖𝑣) 𝑥 + 600 = 1200
𝑥 = 1150 − 500 𝑥 = 1200 − 600
𝑥 = 650 𝑥 = 600
(𝑖𝑖) 𝑥 + 700 = 1000 (𝑣) 𝑥 + 300 = 800
𝑥 = 1000 − 700 𝑥 = 1150 − 500
𝑥 = 300 𝑥 = 650
(𝑖𝑖𝑖) 𝑥 + 900 = 1250 (𝑣𝑖) 𝑥 + 350 = 750
𝑥 = 1250 − 900 𝑥 = 750 − 350
𝑥 = 350 𝑥 = 400

ANGLE SUM PROPERTY OF A TRIANGLE

The total measure of the three angles of a triangle is 180°
Given :∠1, ∠2, ∠3 are angles of ∆ABC and ∠4 is the exterior angle when BC is extended to D.
Proof: ∠1 + ∠2 = ∠4 (by exterior angle property)
∠1 + ∠2 + ∠3 = ∠4 + ∠3 (adding ∠3 to both the sides)
But ∠4 + ∠3=180° (linear pair)
 ∠1 + ∠2 + ∠3 = 180°
Example 2: In the given figure (Fig 6.18) find m∠P

Solu: By angle sum property of a triangle,

∠P + 47° + 52° = 180°

∠P + 99° = 180°

∠P = 180° – 99°

m∠P = 81°

1. Find the value of the unknown x in the following diagrams:

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Sol: Sum of three angles in a triangle=1800
(𝑖) 𝑥 + 500 + 600 = 1800 1300
𝑥=
𝑥 + 1100 = 1800 2
𝑥 = 1800 − 1100 𝑥 = 650
𝑥 = 700 (𝑣) 𝑥 + 𝑥 + 𝑥 = 1800
(𝑖𝑖) 𝑥 + 300 + 900 = 1800 3𝑥 = 1800
𝑥 + 1200 = 1800 1800
𝑥= = 600
𝑥 = 1800 − 1200 3
𝑥 = 600 𝑥 = 700
(𝑖𝑖𝑖) 𝑥 + 1100 + 300 = 1800 (𝑣𝑖) 𝑥 + 2𝑥 + 900 = 1800
𝑥 + 1400 = 1800 3𝑥 = 1800 − 900
𝑥 = 1800 − 1400 900
𝑥=
𝑥 = 400 3
(𝑖𝑣) 𝑥 + 𝑥 + 500 = 1800 𝑥 = 300
2𝑥 = 1800 − 500 = 1300

2. Find the values of the unknowns x and y in the following diagrams:

Sol:
(𝑖) 𝑦 + 1200 = 1800 (Linear pair)
𝑦 = 1800 − 1200 = 600
𝑥 + 500 = 1200 (Exterior angle property)

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 𝑥 = 1200 − 500 = 700
(𝑖𝑖) 𝑦 = 800 ( Vetically opposite angles)
𝑥 + 𝑦 + 500 = 1800 (Angle sum property of triangle)
𝑥 + 800 + 500 = 1800
𝑥 + 1300 = 1800
𝑥 = 1800 − 1300
𝑥 = 500
(𝑖𝑖𝑖) 𝑥 = 500 + 600 (Exterior angle property)
𝑥 = 1100
𝑥 + 𝑦 = 1800 (Linear pair)
1100 + 𝑦 = 1800
𝑦 = 1800 − 1100
𝑦 = 700
(𝑖𝑣) 𝑥 = 600 ( Vetically opposite angles)
𝑥 + 𝑦 + 300 = 1800 (Angle sum property of triangle)
600 + 𝑦 + 300 = 1800
𝑦 + 900 = 1800
𝑦 = 1800 − 900 = 900
(𝑣) 𝑦 = 900 ( Vetically opposite angles)
𝑥 + 𝑥 + 𝑦 = 1800 (𝐴ngle sum property of triangle)
2𝑥 + 900 = 1800
2𝑥 = 1800 − 900
2𝑥 = 900
900
𝑥= = 450
2
(𝑣𝑖) 𝑥 = 𝑦( Vetically opposite angles)
𝑦 + 𝑦 + 𝑦 = 1800 (Angle sum property of triangle)
3𝑦 = 1800
1800
𝑦= = 600
3
𝑥 = 600 and 𝑦 = 600

TRY THESE
1. Two angles of a triangle are 30º and 80º. Find the third angle.

Sol: Let third angle=𝑥

𝑥 + 300 + 800 = 1800 (Angle sum property of triangle)
𝑥 + 1100 = 1800
𝑥 = 1800 − 1100 = 700
2. One of the angles of a triangle is 80º and the other two angles are equal. Find the measure of each
of the equal angles.

Sol: Let the other two angles are 𝑥, 𝑥

𝑥 + 𝑥 + 800 = 1800 (Angle sum property of triangle)
2𝑥 + 800 = 1800

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 2𝑥 = 1800 − 800 = 1000
2𝑥 = 1000
1000
𝑥= = 500
2
3. The three angles of a triangle are in the ratio 1:2:1. Find all the angles of the triangle. Classify the
triangle in two different ways.

Sol: Let the angles are 𝑥, 2𝑥, 𝑥

𝑥 + 2𝑥 + 𝑥 = 1800 (Angle sum property of triangle)
4𝑥 = 1800
1800
𝑥= = 450
4
The angles are 450 , 2 × 450 , 450 𝑖. 𝑒 450 , 900 , 450
The given triangle is an isosceles triangle and right angled triangle.

1. Can you have a triangle with two right angles?

Sol: No
2. Can you have a triangle with two obtuse angles?
Sol: No
3. Can you have a triangle with two acute angles?
Sol: Yes
4. Can you have a triangle with all the three angles greater than 60º?
Sol: No
5. Can you have a triangle with all the three angles equal to 60º?
Sol: Yes, in equilateral triangle all the three angles equal to 60º
6. Can you have a triangle wtih all the three angles less than 60º?
Sol: No.
TWO SPECIAL TRIANGLES: EQUILATERAL AND ISOSCELES

A triangle in which all the three sides are of equal lengths is called an equilateral triangle.

A triangle in which two sides are of equal lengths is called an isosceles triangle.

In an isosceles triangle base angles opposite to the equal sides are equal.

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XY = XZ ⇒ Y = Z

TRY THESE

1. Find angle x in each figure:

Sol: Equal sides opposite angles are equal.

(𝑖) 𝑥 = 400 (𝑣𝑖) 𝑥 + 𝑥 + 400 = 1800
(𝑖𝑖) 𝑥 + 450 + 450 = 1800 2𝑥 = 1800 − 400 = 1400
𝑥 + 900 = 1800 1400
𝑥= = 700
𝑥 = 1800 − 900 = 900 2
(𝑖𝑖𝑖) 𝑥 = 500 (𝑣𝑖𝑖) 𝑥 + 1200 = 1800 (Linear pair)
(𝑖𝑣) 𝑥 + 𝑥 + 1000 = 1800 𝑥 = 1800 − 1200
2𝑥 = 1800 − 1000 = 800 𝑥 = 600
800 (𝑣𝑖𝑖𝑖) 𝑥 + 𝑥 = 1100 (Exterior angle property)
𝑥= = 400 2𝑥 = 1100
2
(𝑣) 𝑥 + 𝑥 + 900 = 1800 1100
𝑥= = 550
2𝑥 = 1800 − 900 = 900 2
900 (𝑖𝑥) 𝑥 = 300
𝑥= = 450
2

2. Find angles x and y in each figure.

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𝑆𝑜𝑙:
(𝑖) 𝑦 + 1200 = 1800 (𝐿𝑖𝑛𝑒𝑎𝑟 𝑝𝑎𝑖𝑟) (𝑖𝑖) 𝑥 + 𝑥 + 900 = 1800 (Angle sum property)
𝑦 = 1800 − 1200 = 600 2𝑥 + 900 = 1800
𝑥 + 𝑦 = 1200 ( 𝐸𝑥𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒 𝑝𝑟𝑜𝑝𝑒𝑟𝑡𝑦) 2𝑥 = 1800 − 900
𝑥 + 600 = 1200 2𝑥 = 900
𝑥 = 1200 − 600 900
𝑥= = 450
𝑥 = 600 2
𝑦 = 𝑥 + 900 (Exterior angle property)
𝑦 = 450 + 900 = 1350
(𝑖𝑖𝑖) 𝑥 + 𝑥 + 920 = 1800 (Angle sum property)
2𝑥 + 920 = 1800
2𝑥 = 1800 − 920
2𝑥 = 880
880
𝑥= = 440
2
𝑥 + 𝑦 = 1800 (Linear pair)
440 + 𝑦 = 1800
𝑦 = 1800 − 440 = 1360

SUM OF THE LENGTHS OF TWO SIDES OF A TRIANGLE

The sum of the lengths of any two sides of a triangle is greater than the length of the third side.
The sum of the lengths of any two sides of a triangle is greater than the third side

Example 3: Is there a triangle whose sides have lengths 10.2 cm, 5.8 cm and 4.5 cm?

Sol: 4.5 + 5.8 =10.3>10.2

5.8 + 10.2 =16> 4.5

10.2 + 4.5=14.7 > 5.8

The sum of the lengths of any two sides would be greater than the length of the third side.

Therefore, the triangle is possible.

Example 4: The lengths of two sides of a triangle are 6 cm and 8 cm. Between which two numbers can
length of the third side fall?

Sol: The third side has to be less than the sum of the two sides.

The third side is thus, less than 8 + 6 = 14 cm

The third side has to be greater than the difference of the two sides. The third side is thus,
greater than 8 - 6 = 2 cm

The length of the third side could be any length greater than 2 and less than 14 cm

1. Is it possible to have a triangle with the following sides?

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(i) 2 cm, 3 cm, 5 cm
Sol: 2 cm+3 cm= 5 cm
The triangle is not possible
(ii) 3 cm, 6 cm, 7 cm
Sol: 3+6=9>7
3+7=10>6
6+7=13>3
The sum of the lengths of any two sides is greater than the length of the third side.
Therefore, the triangle is possible.
(iii) 6 cm, 3 cm, 2 cm
Sol: 3+2=5<6
The triangle is not possible
2. Take any point O in the interior of a triangle PQR. Is
(i) OP + OQ > PQ?
Sol: Yes.
(ii) OQ + OR > QR?
Sol: Yes.
iii) OR + OP > RP?
Sol: Yes.
3. AM is a median of a triangle ABC.
Is AB + BC + CA > 2 AM?
(Consider the sides of triangles ∆ABM and ∆AMC.)

Sol: In ABM, AB+BM>AM (1)

In ACM, MC+ CA>AM(2)
From (1)+(2)
AB+BM+ MC+ CA >AM+ AM
AB + BC + CA > 2 AM (BM+MC=BC)
Hence, given statement is true.
4. ABCD is a quadrilateral.
Is AB + BC + CD + DA > AC + BD?

Sol: In ABC, AB+BC>AC (1)

In BCD, BC+CD>BD(2)

In DCA, CD+DA>AC (3)

In DAB, DA+AB>BD(4)

Adding (1),(2),(3),(4)

AB+BC+ BC+CD+ CD+DA+ DA+AB> AC+ BD+ AC+ BD

2AB+2BC2+2CD+2DA>2 AC+ 2BD

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 2(AB+BC+CD+DA)>2(AC+BD)

AB+BC+CD+DA> AC+BD

Hence, given statement is true.

5. ABCD is quadrilateral. Is
AB + BC + CD + DA < 2 (AC + BD)?

Sol: The sum of the lengths of any two sides is greater than the length of the third side.

In AOB, OA+OB>AB(1)

In BOC, OB+OC>BC(2)

In COD, OC+OD>CD(3)

In DOA, OD+OA>DA(4)

From (1)+(2)+(3)+(4)

OA+OB+ OB+OC+ OC+OD+ OD+OA>AB+BC+CD+DA

2OA+2OB+2OC+2OD>AB+BC+CD+DA

2(OA+OB+ OC+OD) >AB+BC+CD+DA

2(AC+BD) >AB+BC+CD+DA

AB+BC+CD+DA<2(AC+BD)

6. The lengths of two sides of a triangle are 12 cm and 15 cm. Between what two measures should
the length of the third side fall?

Sol: The third side has to be less than the sum of the two sides.

The third side is thus, less than 12 + 15 = 27 cm

The third side has to be greater than the difference of the two sides.

The third side is thus, greater than 15 - 12 =3 cm

The length of the third side could be any length greater than 3cm and less than 27 cm.

1. Is the sum of any two angles of a triangle always greater than the third angle?

Sol: No.

RIGHT-ANGLED TRIANGLES AND PYTHAGORAS PROPERTY

In a right-angled triangle, the square on the hypotenuse = sum of the squares on the legs.

If the Pythagoras property holds, the triangle must be right-angled.

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Example 5:Determine whether the triangle whose lengths of sides are 3 cm, 4 cm, 5 cm is a right-
angled triangle

Solu: 32 = 3 × 3 = 9; 42 = 4 × 4 = 16; 52 = 5 × 5 = 25

32 + 42 = 9 + 16 = 25 = 52

We find 32 + 42 = 52

Therefore, the triangle is right-angled.

Example 6: ∆ ABC is right-angled at C. If AC = 5 cm and BC = 12 cm find the length of AB

Sol: By Pythagoras property,

𝐴𝐵 2 = 𝐴𝐶 2 + 𝐵𝐶 2

= 52 + 122 = 25 + 144 = 169 = 132

So, AB = 13

The length of AB is 13 cm

TRY THESE

Find the unknown length 𝒙 in the following figures

Sol: By Pythagoras property,

(𝑖) 𝑥 2 = 32 + 42 = 9 + 16 = 25 = 52
𝑥=5
(𝑖𝑖) 𝑥 2 = 62 + 82 = 36 + 64 = 100 = 102
𝑥 = 10
(𝑖𝑖𝑖) 𝑥 2 = 82 + 152 = 64 + 225 = 289 = 172
𝑥 = 17

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(𝑖𝑣) 𝑥 2 = 72 + 242 = 49 + 576 = 625 = 252
𝑥 = 25
(𝑣) 𝑎2 = 372 − 122 = 1369 − 144 = 1225 = 352
𝑎 = 35 𝑎𝑙𝑠𝑜 𝑏 = 35
𝑥 = 35 + 35 = 70
(𝑣𝑖) 𝑏 2 = 122 + 52 = 144 + 25 = 169 = 132
𝑏 = 13
𝑎2 = 52 − 32 = 25 − 9 = 16 = 42
𝑎=4
𝑥 = 𝑏 − 𝑎 = 13 − 4 = 9

1. PQR is a triangle, right-angled at P. If PQ = 10 cm and PR = 24 cm, find QR.

Sol: By Pythagoras property,

𝑄𝑅 2 = 𝑃𝑄 2 + 𝑃𝑅 2

= 102 + 242 = 100 + 576 = 676 = 262

𝑆𝑜, QR = 26 𝑐𝑚

2. ABC is a triangle, right-angled at C. If AB = 25 cm and AC = 7 cm, find BC.

Sol: By Pythagoras property,

𝐴𝐶 2 + 𝐵𝐶 2 = 𝐴𝐵 2

72 + 𝐵𝐶 2 = 252

49 + 𝐵𝐶 2 = 625

𝐵𝐶 2 = 625 − 49 = 576 = 242

BC=24 cm

3. A 15 m long ladder reached a window 12 m high from the ground on placing it against a wall at a
distance a. Find the distance of the foot of the ladder from the wall.

Sol: By Pythagoras property,

𝑎2 + 122 = 152
𝑎2 + 144 = 225
𝑎2 = 225 − 144 = 81 = 92
𝑎 = 9 𝑐𝑚

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4. Which of the following can be the sides of a right triangle? In the case of right-angled triangles,
identify the right angles
(i) 2.5 cm,6.5 cm, 6 cm.
𝑆𝑜𝑙: (2.5)2 + 62 = 6.25 + 36 = 42.25
(6.5)2 = 42.25
(2.5)2 + 62 = (6.5)2
Given sides form a right triangle.
(ii) 2 cm, 2 cm, 5 cm.
𝑆𝑜𝑙: 22 + 22 = 4 + 4 = 8
52 = 25
22 + 22 ≠ 52
The given sides are not of a right triangle.
(iii) 1.5 cm, 2cm, 2.5 cm.
𝑆𝑜𝑙: (1.5)2 + 22 = 2.25 + 4 = 6.25
(2.5)2 = 6.25
(1.5)2 + 22 = (2.5)2
Given sides form a right triangle
5. A tree is broken at a height of 5 m from the ground and its top touches the ground at a distance of
12 m from the base of the tree. Find the original height of the tree.

Sol: By Pythagoras property,

𝐵𝐶 2 = 𝐴𝐵 2 + 𝐴𝐶 2

𝐵𝐶 2 = 52 + 122 = 25 + 144 = 169 = 132

BC=13 m

The original height of the tree=AB+BC=5+13=18 m

6. Angles Q and R of a ∆PQR are 25º and 65º. Write which of the
following is true:
(𝒊)𝑷𝑸𝟐 + 𝑸𝑹𝟐 = 𝑹𝑷𝟐 (𝒊𝒊)𝑷𝑸𝟐 + 𝑹𝑷𝟐 = 𝑸𝑹𝟐
(𝒊𝒊𝒊) 𝑹𝑷𝟐 + 𝑸𝑹𝟐 = 𝑷𝑸𝟐
𝑆𝑜𝑙: 𝑃 = 1800 − (250 + 650 ) = 1800 − 900 = 900
(𝑖𝑖)𝑃𝑄2 + 𝑅𝑃2 = 𝑄𝑅 2 𝑖𝑠 𝑐𝑜𝑟𝑟𝑒𝑐𝑡

7. Find the perimeter of the rectangle whose length is 40 cm and a diagonal is 41 cm.

Sol: By Pythagoras property,

𝑙2 + 𝑏2 = 𝑑2

402 + 𝑏 2 = 412

𝑏 2 = 412 − 402 = 1681 − 1600 = 81 = 92

𝑏 = 9 𝑐𝑚

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 The perimeter of the rectangle = 2(𝑙 + 𝑏) = 2(40 + 9) = 2 × 49 = 98 cm

8. The diagonals of a rhombus measure 16 cm and 30 cm. Find its perimeter.

Sol: AC= 16 cm and BD=30 cm

Diagonal of a rhombus perpendicularly bisect each other

AC 16
OA = OC = = = 8 𝑐𝑚
2 2
BD 30
OB = OD = = = 15 𝑐𝑚
2 2
By Pythagoras property

AB2 = OA2 + OB2 = 82 + 152 = 64 + 225 = 289 = 172

𝐴𝐵 = 17 𝑐𝑚

Perimeter of the rhombus=4×AB=4×17 cm=68 cm

1. Which is the longest side in the triangle PQR, right-angled at P?

Sol: QR

2. Which is the longest side in the triangle ABC, right-angled at B?

Sol: AC

3. Which is the longest side of a right triangle?

Sol: Opposite side of right angle (Hypotenuse)

4. ‘The diagonal of a rectangle produce by itself the same area as produced by its length and
breadth’– This is Baudhayan Theorem. Compare it with the Pythagoras property.

Sol: From Baudhayan theorem

𝑙2 + 𝑏2 = 𝑑2

So, Baudhayan Theorem and Pythagoras theorem are basically same.

DO THIS

There are many proofs for Pythagoras theorem, using ‘dissection’ and ‘rearrangement’ procedure.
Try to collect a few of them and draw charts explaining them.

5.

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 VII-MATHEMATICS-NCERT
CHAPTER

1. Comparing two quantities of the same kind by division is called ‘Ratio’

𝑎
2. The ratio of two numbers ‘a’ and ‘b’ is a÷b or 𝑏 and is denoted by a:b
3. Percentage: Percentages are numerators of fractions with denominator 100
4. Per cent is derived from Latin word ‘per centum’ meaning ‘per hundred’
5. Per cent is represented by the symbol %

1. Find the Percentage of children of different heights for the following data.
Height Number of In Fraction In Percentage
Children

22
110 cm 22 22%
100
25
120 cm 25 25%
100
32
128 cm 32 32%
100
21
130 cm 21 21%
100

Total 100

2. A shop has the following number of shoe pairs of different sizes.

Size Number of shoe pairs In Fraction In Percentage

20
2 20 20%
100
30
3 30 30%
100
28
4 28 28%
100
14
5 14 14%
100
8
6 8 8%
100
Total 100

Percentages when total is not hundred

First we wright the fraction and next we multiply with 100 add % symbol.

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1. A collection of 10 chips with different colours is given. Fill the table and find the percentage of
chips of each colour.

Colour Number Fraction Denominator Hundred In Percentage

4 4 × 10 40
Green 4 = 40%
10 10 × 10 100
3 3 × 10 30
Blue 3 = 30%
10 10 × 10 100
3 3 × 10 30
Red 3 = 30%
10 10 × 10 100
Total 10

2. Mala has a collection of bangles. She has 20 gold bangles and 10 silver bangles. What is the
percentage of bangles of each type? Can you put it in the tabular form as done in the above
example?

Bangle Number Fraction In Percentage

Gold bangles 20 20 2 200
× 100 = %
30 3 3
Silver bangles 10 10 1 100
× 100 = %
30 3 3
Total 30

Converting Fractional Numbers to Percentage

Multiply the fraction by 100 and place the '%' symbol after it
𝟏
𝐄𝐱𝐚𝐦𝐩𝐥𝐞𝟏: 𝐖𝐫𝐢𝐭𝐞 𝐚𝐬 𝐩𝐞𝐫 𝐜𝐞𝐧𝐭.
𝟑

1 1 100 1
Sol: = × 100% = % = 33 %
3 3 3 3
Example 2: Out of 25 children in a class, 15 are girls. What is the percentage of girls?

Sol: Number of children=25 , girls=15

15
Fraction of girls =
25
15
Percentage of girls = × 100% = 15 × 4% = 60%
25
𝟓
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟑: 𝐂𝐨𝐧𝐯𝐞𝐫𝐭 𝐭𝐨 𝐩𝐞𝐫 𝐜𝐞𝐧𝐭.
𝟒
5 5
Sol: = × 100% = 5 × 25% = 125%
4 4
Converting Decimals to Percentage

Example 4 :Convert the given decimals to per cents:

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 75 2 20
(𝒂)𝟎. 𝟕𝟓 = = 75% (𝒄)𝟎. 𝟐 = = = 20%
100 10 100
9
(𝒃)𝟎. 𝟎𝟗 = = 9%
100

1. Convert the following to per cents:

𝟏𝟐 12 𝟐
(𝒂) = × 100% = 3 × 25% = 75% (𝒅) = 1 × 100% = 100%
𝟏𝟔 16 𝟐
35 35 5
(𝒃)𝟑. 𝟓 = = × 100% = 350% (𝒆)𝟎. 𝟎𝟓 = = 5%
10 10 100
𝟒𝟗 49
(𝒄) = × 100% = 49 × 2% = 98%
𝟓𝟎 50
2. (i) Out of 32 students, 8 are absent. What per cent of the students are absent?
8
𝑆𝑜𝑙: 𝑇ℎ𝑒 per cent of the students are absent = × 100% = 25%
32
(ii) There are 25 radios, 16 of them are out of order. What per cent of radios are out of order?
16
𝑆𝑜𝑙: 𝑇ℎ𝑒 per cent of radios are out of order = × 100% = 16 × 4% = 64%
25
(iii) A shop has 500 items, out of which 5 are defective. What per cent are defective?
5
𝑆𝑜𝑙: 𝑇ℎ𝑒 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑜𝑓 𝑑𝑒𝑓𝑒𝑐𝑡𝑖𝑣𝑒 𝑖𝑡𝑒𝑚𝑠 = × 100% == 1%
500
(iv) There are 120 voters, 90 of them voted yes. What per cent voted yes?
90
𝑆𝑜𝑙: 𝑇ℎ𝑒 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑜𝑓 voted yes = 120 × 100% = 3 × 25% = 75%

Converting Percentages to Fractions or Decimals

1 90
(𝑖) 1% = = 0.01 (𝑣)90% = = 0.90
100 100
10 125
(𝑖𝑖)10% = = 0.10 (𝑣𝑖)125% = = 1.25
100 100
25 250
(𝑖𝑖𝑖)25% = = 0.25 (𝑣𝑖𝑖)250% = = 2.50
100 100
50
(𝑖𝑣)50% = = 0.50
100
Parts always add to give a whole

All the parts that form the whole when added together gives the whole or 100%

1. 35% + 65% = 100% , 64% + 20% + 16% = 100%

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 45% = 100% − 55%, 70% = 100% − 30%
2. If 65% of students in a class have a bicycle, what per cent of the student do not have bicycles?

Sol: per cent of the student do not have bicycles=100%-65%=35%

3. We have a basket full of apples, oranges and mangoes. If 50% are apples, 30% are oranges, then
what per cent are mangoes?

Example 5 :What per cent of the adjoining figure is shaded?

Sol: Half of the figure is shaded

1
Per cent of the figure is shaded = × 100% = 50%
2

What per cent of these figures are shaded?

3
(i) Fraction of shaded =
4
3
Percentage of shaded = 4 × 100% = 3 × 25% = 75%

1 1 1 2 1 1 4 1
(ii) Fraction of shaded = + + = + + = =
4 8 8 8 8 8 8 2
1
Percentage of shaded = × 100% = 50%
2
USE OF PERCENTAGES

Example 6: A survey of 40 children showed that 25% liked playing football. How many children liked
playing football?

Sol: Number of children playing football=25% of 40

25 1000
= × 40 = = 10
100 100

1. Find:

50
(𝒂)𝟓𝟎% 𝒐𝒇 𝟏𝟔𝟒 = × 164 = 82
100
753
(𝐛)𝟕𝟓% 𝐨𝐟 𝟏𝟐 = × 123 = 9
10041

𝟏 25 25
(𝒊𝒊𝒊) 𝟏𝟐 % 𝒐𝒇 𝟔𝟒 = % 𝑜𝑓 64 = × 64 = 8
𝟐 2 2 × 100

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2. 8% children of a class of 25 like getting wet in the rain. How many children like getting wet in the
rain.

8
Sol: Number of children like getting wet in the rain = 8% 𝑜𝑓 25 = × 25 = 2
100
Example 7: Rahul bought a sweater and saved ₹ 200 when a discount of 25% was given. What was the
price of the sweater before the discount?

Sol: Let the price of sweater before the discount= x

25% 𝑜𝑓 𝑥 = 200

25
× 𝑥 = 200
100
200 × 100
𝑥= = 200 × 4 = 800
25
1. 9 is 25% of what number? 2. 75% of what number is 15?

𝐒𝐨𝐥: 25% of the number = 9 Sol: 75% of the number = 15

25 75
× 𝑇ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 = 9 × The number = 15
100 100
9 × 100 15 × 100
The number = = 9 × 4 = 36 The number = = 5 × 4 = 20
25 75
EXERCISE 7.1

1. Convert the given fractional numbers to per cents

𝟏 1 25 𝟑 3 15
(𝒂) = × 100% = % = 12.5% (𝒄) = × 100% = % = 7.5%
𝟖 8 2 𝟒𝟎 40 2
𝟓 5 𝟐 2 200 4
(𝒃) = × 100% = 5 × 25% = 125% (𝒅) = × 100% = % = 28 %
𝟒 4 𝟕 7 7 7
2. Convert the given decimal fractions to per cents.
65 2
(𝒂)𝟎. 𝟔𝟓 = = 65% (𝒄)𝟎. 𝟎𝟐 = = 2%
100 100
21 210 1235
(𝒃)𝟐. 𝟏 = = = 210% (𝒅)𝟏𝟐. 𝟑𝟓 = = 1235%
10 100 100
3. Estimate what part of the figures is coloured and hence find the per cent which is coloured.
𝟏 1
(𝒊) = 4 × 100% = 25%
𝟒
𝟑 3
(𝒊𝒊) = × 100% = 3 × 20% = 60%
𝟓 5
𝟑 3 75
(𝒊𝒊𝒊) = × 100% = % = 37.5 %
𝟖 8 2
4. Find:
15 75
(𝒂)𝟏𝟓% 𝒐𝒇 𝟐𝟓𝟎 = × 250 = = 37.5
100 2
1 3 3
(𝒃)𝟏% 𝒐𝒇 𝟏 𝒉𝒐𝒖𝒓 = × 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 = 𝑚𝑖𝑛𝑢𝑡𝑒. = × 60 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 = 36 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
100 5 5

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 20
(𝒄)𝟐𝟎% 𝒐𝒇 ₹ 𝟐𝟓𝟎𝟎 = × 2500 = 20 × 25 = ₹500
100
75
(𝒅)𝟕𝟓% 𝒐𝒇 𝟏 𝒌𝒈 = × 1 𝑘𝑔 = 0.75 𝑘𝑔 = 0.75 × 1000 𝑔 = 750 𝑔
100
5. Find the whole quantity if
(a) 5% of it is 600. (c) 40% of it is 500 km.
𝑆𝑜𝑙: 5% of 𝑥 = 600 𝑆𝑜𝑙: 40% of 𝑥 = 500 km
5 40
× 𝑥 = 600 × 𝑥 = 500𝑘𝑚
100 100
600 × 100 500 × 100
𝑥= = 600 × 20 = 12000 𝑥= = 250 × 5 = 1250 𝑘𝑚
5 40
(b) 12% of it is ₹ 1080. (d) 70% of it is 14 minutes.
𝑆𝑜𝑙: 12% 𝑜𝑓 𝑥 = 1080 Sol: 70% of 𝑥 = 14 minutes
12 70
× 𝑥 = 1080 × 𝑥 = 14 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
100 100
1080 × 100 14 × 100
𝑥= = 90 × 100 = 9000 𝑥= = 2 × 10 = 20 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
12 70

6. Convert given per cents to decimal fractions and also to fractions in simplest forms:
25 1 20 1
(𝒂)𝟐𝟓% = = 0.25 = (𝒄)𝟐𝟎% = = 0.2 =
100 4 100 5
150 3 5 1
(𝒃)𝟏𝟓𝟎% = = 1.5 = (𝒅)𝟓% = = 0.05 =
100 4 100 20
7. In a city, 30% are females, 40% are males and remaining are children. What per cent are children?

Sol: Percent of children = 100% − (30% + 40%) = 100% − 70% = 30%

8. Out of 15,000 voters in a constituency, 60% voted. Find the percentage of voters who did not vote.
Can you now find how many actually did not vote?

Sol: Percentage of voted voters=60%

Percentage of voters who did not vote=100%-40%=60%

The number of voters who did not vote=40% of 15,000

40
= × 15000 = 40 × 150 = 6,000
100
9. Meeta saves ₹ 4000 from her salary. If this is 10% of her salary. What is her salary?

Sol: 10% of salary = ₹ 4000

10
× Salary = ₹4000
100
4000 × 100
Salary = = 4000 × 10 = 40000
10
10. A local cricket team played 20 matches in one season. It won 25% of them. How many matches did
they win?

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Sol: Number of matches won=25% of 20

251
= × 205 = 5
1004

Ratios to Percents
Example 8: Reena’s mother said, to make idlis, you must take two parts rice and one part urad dal.
What percentage of such a mixture would be rice and what percentage would be urad dal?
Sol: Rice : Urad dal = 2 : 1.
Total parts=2+1=3
2 1
Part of rice = , Part of urad dal =
3 3
2 200 2
Percentage of rice = × 100% = % = 66 %
3 3 3
1 100 1
Percentage of rice = × 100% = % = 33 %
3 3 3
Example 9: If ₹ 250 is to be divided amongst Ravi, Raju and Roy, so that Ravi gets two parts, Raju three
parts and Roy five parts. How much money will each get? What will it be in percentages?
Sol: Ravi: Raju:roy =2:3:5
Total parts=2+3+5=10
2
Amount received by Ravi = × ₹250 = 2 × 25 = ₹50
10
3
Amount received by Raju = × ₹250 = 3 × 25 = ₹75
10
5
Amount received by Roy = × ₹250 = 5 × 25 = ₹125
10
2
Percentage of money received by Ravi = × 100% = 20%
10
3
Percentage of money received by Raju = × 100% = 30%
10
5
Percentage of money received by Roy = × 100% = 50%
10

1. Divide 15 sweets between Manu and Sonu so that they get 20 % and 80 % of them respectively.

Sol: Total number of sweets=15

Sweets to be given to Manu = 20% of 15

20
= × 15 = 3
100
Sweets to be given to Sonu = 80% of 15

80
= × 15 = 4 × 3 = 12
100
2. If angles of a triangle are in the ratio 2 : 3 : 4. Find the value of each angle.

Sol: Sum of angles in a triangle=1800

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 The ratio of angles=2:3:4

Total parts=2+3+4=9

2
First angle = × 1800 = 2 × 200 = 400
9
3
Second angle = × 1800 = 3 × 200 = 600
9
4
Third angle = × 1800 = 4 × 200 = 800
9
Increase or Decrease as Per Cent

Example 10: A school team won 6 games this year against 4 games won last year. What is the per cent
increase?

Sol: The increase in the number of wins (or amount of change) = 6 – 4 = 2.

amount of change
Percentage increase = × 100
original amount or base

2
= × 100 = 50
4
Example 11:The number of illiterate persons in a country decreased from 150 lakhs to 100 lakhs in 10
years. What is the percentage of decrease?

Sol: Original amount = the number of illiterate persons initially = 150 lakhs

Amount of change = decrease in the number of illiterate persons = 150 – 100 = 50 lakhs

amount of change 50 100 1

The percentage of decrease = × 100 = × 100 = = 33
original amount 150 3 3

1. Find Percentage of increase or decrease:

(i) Price of shirt decreased from ₹ 280 to ₹ 210
Sol: Decrease=₹ 280- ₹ 210=₹ 70
Decrease 701
Percentage of decrease = × 100 = × 10025 = 25%
Original price 2804
(ii) Marks in a test increased from 20 to 30.
Sol: Increase=30-20=10
Increase 101
Percentage of increase = × 100 = × 10050 = 50%
Initial marks 202
2. My mother says, in her childhood petrol was ₹ 1 a litre. It is ₹ 52 per litre today. By what
Percentage has the price gone up?

Sol: Increase = 52 − 1 = ₹51

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 Increase 51
Percentage increase in price = × 100 = × 100 = 5100%
Initial price 1

PRICES RELATED TO AN ITEM OR BUYING AND SELLING

The buying price of any item is known as its cost price(CP). The price at which you sell is known as
the selling price (SP).

If CP < SP then you made a profit = SP – CP

If CP = SP then you are in a no profit no loss situation.

If CP > SP then you have a loss = CP – SP.

Profit
Profit percent = × 100
CP
Loss
Loss percent = × 100
CP
Example 12: The cost of a flower vase is ₹ 120. If the shopkeeper sells it at a loss of 10%, find the price
at which it is sold.

Sol: We are given that CP = ₹ 120 and Loss per cent = 10%

CP SP
100 90
120 𝑥
100 × 𝑥 = 120 × 90

120 × 90
𝑥= = 12 × 9 = 108
100
SP of flower vase=₹ 108

(oR)

10
Loss = 10% 𝑜𝑓 120 = × 120 = 12
100
SP = CP − Loss = 120 − 12 = ₹108

Example 13: Selling price of a toy car is ₹ 540. If the profit made by shopkeeper is 20%, what is the
cost price of this toy?

Sol: SP = ₹ 540 and the Profit = 20%

CP SP
100 120
𝑥 540
𝑥 × 120 = 100 × 540

100 × 540
𝑥= = 450
120

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 The cost price of this toy=₹450

TRY THESE

1. A shopkeeper bought a chair for ₹ 375 and sold it for ₹ 400. Find the gain Percentage.

Sol: C.P of chair=₹ 375, S.P of chair=₹400

Gain=S.P-C.P=₹400-₹375=₹25

𝐺𝑎𝑖𝑛 25 20 2
Gain Percentage = × 100% = × 100 = =6 %
𝐶. 𝑃 375 3 3
2. Cost of an item is ₹ 50. It was sold with a profit of 12%. Find the selling price.

Sol: C.P= ₹50 , Profit=12%

CP SP
100 112
50 𝑥
𝑥 × 100 = 50 × 112

50 × 112
𝑥= = 56
100
Selling price=₹56

3. An article was sold for ₹ 250 with a profit of 5%. What was its cost price?

Sol: S.P=₹250 , profit = 5%.

CP SP
100 105
𝑥 250
𝑥 × 105 = 100 × 250

100 × 250 5000

𝑥= = = 238
105 21
4. An item was sold for ₹ 540 at a loss of 5%. What was its cost price?

Sol: S.P=₹540, loss=5%

CP SP
100 95
𝑥 540
𝑥 × 95 = 100 × 540

100 × 540 20 × 540 10800

𝑥= = = = 568.42
95 19 19
Cost price=₹568.42

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CHARGE GIVEN ON BORROWED MONEY OR SIMPLE INTEREST

(i) The money you borrow is known as sum borrowed or principal(P)

(ii) The borrower has to pay some extra money is known as Interest(I)

(iii) Amount = Principal + Interest (or) A=P+I

(iv) Interest is generally given in per cent for a period of one year is known as rate of interest(R)

(v) Principal=P; Rate of interest=R; Time=T; Interest=I; Amount=A

P×T×R
(vi) I =
100
(v) A=P+I

Example 14 :Anita takes a loan of ₹ 5,000 at 15% per year as rate of interest. Find the interest she has
to pay at the end of one year.

Sol: P=₹5,000; R=15% ; T=1 year.

P × T × R 5000 × 1 × 15
Interest(I) = = = 50 × 15 = ₹750
100 100
TRY THESE

1. ₹ 10,000 is invested at 5% interest rate p.a. Find the interest at the end of one year.

Sol: P=₹10,000; R=5% ; T=1 year.

P × T × R 10000 × 1 × 5
Interest(I) = = = 1000 × 5 = ₹5000
100 100
2. ₹ 3,500 is given at 7% p.a. rate of interest. Find the interest which will be received at the end of
two years.

Sol: P=₹3,500; R=7% ; T=2 year.

P × T × R 3,500 × 2 × 7
Interest(I) = = = 35 × 14 = ₹490
100 100
3. ₹ 6,050 is borrowed at 6.5% rate of interest p.a.. Find the interest and the amount to be paid at the
end of 3 years

Sol: P=₹6,050; R=6.5% ; T=3 year.

P × T × R 6,050 × 3 × 6.5 605 × 3 × 6.5 11797.5

Interest(I) = = = = = ₹1179.75
100 100 10 10
Amount(𝐴) = 𝑃 + 𝐼 = ₹6,050 + ₹1179.75 = ₹7229.75

4. ₹ 7,000 is borrowed at 3.5% rate of interest p.a. borrowed for 2 years. Find the amount to be paid
at the end of the second year.

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Sol: P=₹7,000; R=3.5% ; T=2 year.

P × T × R 3,500 × 2 × 7
Interest(I) = = = 35 × 14 = ₹490
100 100
Amount(𝐴) = 𝑃 + 𝐼 = ₹7,000 + ₹490 = ₹7,490

Example 15: If Manohar pays an interest of ₹ 750 for 2 years on a sum of ₹ 4,500, find the rate of
interest.

Sol: I = ₹750; T = 2 𝑦𝑒𝑎𝑟𝑠; P = ₹ 4,500

P×T×R
=I
100
4500 × 2 × 𝑅
= 750
100
25
75050 25 1
R= = =8 %
453 × 2 3 3

1
Rate of interest = 8 %
3
TRY THESE

1. You have ₹ 2,400 in your account and the interest rate is 5%. After how many years would you
earn ₹ 240 as interest.
Sol: I = ₹240; R = 5%; P = ₹ 2,400

P×T×R
=I
100
2400 × T × 5
= 240
100
240
T= = 2 𝑦𝑒𝑎𝑟𝑠
24 × 5
2. On a certain sum the interest paid after 3 years is ₹ 450 at 5% rate of interest per annum. Find
the sum.
Sol: I = ₹450; T = 3 𝑦𝑒𝑎𝑟𝑠; R = 5%

P×T×R
=I
100
𝑃×3×5
= 450
100
450 × 100
P= = 30 × 100 = ₹3000
15

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 EXERCISE 7.2
1. Tell what is the profit or loss in the following transactions. Also find profit per cent or loss per
cent in each case.
(a) Gardening shears bought for ₹ 250 and sold for ₹ 325.
Sol: CP= ₹250, SP=₹325
Since CP<SP, so there is a profit.
Profit=SP-CP=325-250=₹75
𝑃𝑟𝑜𝑓𝑡 75
Profit percent = × 100% = × 100 = 3 × 10 = 30%
𝐶𝑃 250
(b) A refrigerator bought for ₹ 12,000 and sold at ₹ 13,500.
Sol: CP= ₹12,000, SP=₹13,500
Since CP<SP, so there is a profit.
Profit=SP-CP=13,500-12000=₹1500
Profit 1500 150 25 1
Profit percent = × 100% = × 100 = = = 12 %
CP 12000 12 2 2

(c) A cupboard bought for ₹ 2,500 and sold at ₹ 3,000.

Sol: CP= ₹2500, SP=₹3000
Since CP<SP, so there is a profit.
Profit=SP-CP=3000-2500=500
Proft 500
Profit percent = × 100% = × 100 = 20%
CP 2500

(d) A skirt bought for ₹ 250 and sold at ₹ 150

Sol: CP= ₹250, SP=₹150
Since CP>SP, so there is loss.
Profit=CP-SP=250-150=100
Loss 100
Loss percent = × 100% = × 100 = 40%
CP 250

2. Convert each part of the ratio to percentage:

(a) 3 : 1
Sol: Total parts=3+1=4
3
Percentage of first part = × 100 = 3 × 25 = 75%
4
1
Percentage of second part = × 100 = 1 × 25 = 25%
4
(b) 2 : 3 : 5
Sol: Total parts=2+3+5=10
2
Percentage of first part = × 100 = 2 × 10 = 20%
10
3
Percentage of second part = × 100 = 3 × 10 = 30%
10
5
Percentage of third part = × 100 = 5 × 10 = 50%
10
(c) 1:4
Sol: Total parts=1+4=5

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 1
Percentage of first part = × 100 = 1 × 20 = 20%
5
4
Percentage of second part = × 100 = 4 × 20 = 80%
5

(d) 1 : 2 : 5
Sol: Total parts=1+2+5=8
1 25
Percentage of first part = × 100 = = 12.5%
8 2
2
Percentage of second part = × 100 = 1 × 25 = 25%
8
5 125
Percentage of third part = × 100 = = 62.5%
8 2
3. The population of a city decreased from 25,000 to 24,500. Find the percentage decrease.

Sol: Decrease in papulation=25000-24500=500

Decrease in papulation 500

The percentage decrease = × 100 = × 100 = 2%
Initial papulation 25000

4. Arun bought a car for ₹ 3,50,000. The next year, the price went upto ₹ 3,70,000. What was the
Percentage of price increase?

Sol: Increase in price=3,70,000-3,50,000=₹20,000

Increase in price 20000 200 40 5

Percentage of price increase = × 100 = × 100 = = =5 %
Initial price 350000 35 7 7

5. I buy a T.V. for ₹ 10,000 and sell it at a profit of 20%. How much money do I get for it?

Sol: CP of T.V=₹10,000 , Profit percentage=20%

20
Profit = 20% of 10,000 = × 10000 = 20 × 100 = ₹2000
100
SP = CP+Profit=10,000+2,000=₹12,000

(or)

CP SP
100 120
10,000 𝑥
𝑥 × 100 = 10,000 × 120

10,000 × 120
𝑥= = 100 × 120 = 12000
100
SP of T.V= ₹12,000

6. Juhi sells a washing machine for ₹ 13,500. She loses 20% in the bargain. What was the price at
which she bought it?

Sol: SP=₹13,500, loss=20%

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 CP SP
100 80
𝑥 13,500
𝑥 × 80 = 100 × 13,500

100 × 13500
𝑥= = 16875
80
CP of washing machine=₹16,875

7. (i) Chalk contains calcium, carbon and oxygen in the ratio 10:3:12. Find the percentage of carbon
in chalk.

Sol: Total parts = 10 + 3 + 12 = 25

3
The percentage of carbon in chalk = × 100 = 3 × 4 = 12%
25
(ii) If in a stick of chalk, carbon is 3g, what is the weight of the chalk stick?

Sol: 12% of weight of Stick=3g

12
× weight of Stick = 3 g
100
3 × 100
weight of Stick = = 25𝑔
12
8. Amina buys a book for ₹ 275 and sells it at a loss of 15%. How much does she sell it for?

Sol: CP of book=₹275, loss=15%

CP SP
100 85
275 𝑥
𝑥 × 100 = 275 × 85

275 × 85 23375
𝑥= = = 233.75
100 100
SP of book=₹ 233.75

9. Find the amount to be paid at the end of 3 years in each case: (a) Principal = ₹ 1,200 at 12% p.a.

Sol: P=₹1,200, T=3 y, R=12%

P × T × R 1200 × 3 × 12
Interest(I) = = = 12 × 36 = ₹432
100 100
Amount = P + I = 1200 + 432 = ₹1632

(b) Principal = ₹ 7,500 at 5% p.a.

Sol: P=7,500, T=3y, R=5%

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 P × T × R 7500 × 3 × 5
Interest(I) = = = 75 × 15 = ₹1125
100 100
Amount = P + I = 7,500 + 1125 = ₹8625

10. What rate gives ₹ 280 as interest on a sum of ₹ 56,000 in 2 years?

Sol: P=₹56,000, T=2y, I=₹ 280 ,R=?

P×T×R
=𝐼
100
56000 × 2 × 𝑅
= 280
100
280 1
R= = = 0.25 %
560 × 2 4
11. If Meena gives an interest of ₹ 45 for one year at 9% rate p.a.. What is the sum she has borrowed?

Sol: P=?, T=1y, I=₹ 45 ,R=9%

P×T×R
=I
100
𝑃×1×9
= 45
100
45 × 100
𝑃= = 500
9
The sum Meena has borrowed=₹500

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 VII-MATHEMATICS-NCERT (2023-24)
CHAPTER
8. Rational numbers (notes)
8

1. Natural numbers: The numbers which are used for counting are called Natural numbers and
represented with letter N
N={1,2,3,4,5,……}
2. Whole numbers: If ‘0’ is added to Natural numbers then they are called Whole numbers. And is
denoted by ‘W’
W={0,1,2,3,4,5,……}
3. Integers: Combination of positive and negative numbers including 0 are called Integers and
represented by ‘Z’ or ‘I’.
Z={… … − 4, −3, −2, −1,0,1,2,3,4, … … … }
𝑝
4. RATIONAL NUMBER: A number that can be expressed in the form , where p and q are integers
𝑞
and q ≠ 0 is called a rational number.
1 −5 4
Ex: , , 1 , 0.5. 0.33, . . . ..
2 7 5
5 −7 0
5. Integers also rational numbers (5 = 1 , −7 = 1 , 0 = 2)
6. Rational numbers include integers and fractions.

𝟐
𝟏. 𝐈𝐬 𝐭𝐡𝐞 𝐧𝐮𝐦𝐛𝐞𝐫 𝐫𝐚𝐭𝐢𝐨𝐧𝐚𝐥? 𝐓𝐡𝐢𝐧𝐤 𝐚𝐛𝐨𝐮𝐭 𝐢𝐭.
−𝟑
2 𝑝
Sol: is rational because it is inthe form , 𝑤ℎ𝑤𝑟𝑒 𝑝 = 2 𝑎𝑛𝑑 𝑞 = −3(≠ 0)𝑎𝑟𝑒 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠.
−3 𝑞

𝟐. 𝐋𝐢𝐬𝐭 𝐭𝐞𝐧 𝐫𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫𝐬.

1 −3 7 11 5 25 37
Sol: , , , , , , , 0, −5,7.
5 4 9 5 −9 21 145

By multiplying or dividing the numerator and denominator of a rational number by the same non-
zero integer we get equivalent rational number to the given.

10 10 ÷ (−5) −2 −3 −3 × 2 −6
Ex: = = ; = =
−15 −15 ÷ (−5) 3 7 7×2 14

TRY THESE

Fill in the boxes

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 5 5 × 4 5 × 5 5 × (−3)
(i) = = =
4 4 × 4 4 × 5 4 × (−3)

5 20 25 −15
= = =
4 16 20 −12
−3 −3 × 2 −3 × (−3) −3 × 2
(𝑖𝑖) = = =
7 7×2 7 × (−3) 7×2

−3 −6 9 −6
= = =
7 14 −21 14
POSITIVE AND NEGATIVE RATIONAL NUMBERS

(i) Both the numerator and denominator of a rational number are positive integers (or negative)
is called a positive rational number.

2 5 11 −5 −4
, , , , …
3 7 45 −7 −9
(ii) Either numerator or denominator is negative integer is called negative rational number.

−2 5 −11
, , ,…
3 −7 45
(iii) The number 0 is neither a positive nor a negative rational number.

TRY THESE

Which of these are negative rational numbers?

−2 (iv) 0 (Neither positive nor negative )

(i) (Negative rational number)
3
6
5 (v) (Positive rational number)
(ii) (Positive rational number) 11
7
−2 2
3 (vi) = (Positive rational number)
(iii) (Negative rational number) −9 9
−5
RATIONAL NUMBERS ON A NUMBER LINE

𝟏 −𝟏
𝟏. 𝐑𝐞𝐩𝐫𝐞𝐬𝐞𝐧𝐭 𝐚𝐧𝐝 𝐨𝐧 𝐧𝐮𝐦𝐛𝐞𝐫 𝐥𝐢𝐧𝐞.
𝟐 𝟐

−𝟏 −𝟓 𝟐 𝟓
𝟐. 𝐑𝐞𝐩𝐫𝐞𝐬𝐞𝐧𝐭 , , 𝐚𝐧𝐝 𝐨𝐧 𝐧𝐮𝐦𝐛𝐞𝐫 𝐥𝐢𝐧𝐞.
𝟑 𝟑 𝟑 𝟑

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RATIONAL NUMBERS IN STANDARD FORM

A rational number is said to be in the standard form if its denominator is a positive integer and the
numerator and denominator have no common factor other than 1.

Thus, to reduce the rational number to its standard form, we divide its numerator and denominator
by their HCF.

If there is negative sign in the denominator, divide by ‘– HCF’.

−𝟒𝟓
𝐄𝐱𝐚𝐦𝐩𝐥𝐞𝟏: 𝐑𝐞𝐝𝐮𝐜𝐞 𝐭𝐨 𝐭𝐡𝐞 𝐬𝐭𝐚𝐧𝐝𝐚𝐫𝐝 𝐟𝐨𝐫𝐦.
𝟑𝟎

−45 −45 ÷ 3 −15 ÷ 5 −3

Sol: = = =
30 30 ÷ 3 10 ÷ 5 2
Example 2: Reduce to standard form:

𝟑𝟔 −𝟑
(𝐢) (𝐢𝐢)
−𝟐𝟒 −𝟏𝟓
Sol: HCF of 36,24 = 12 Sol: HCF of 3,15 = 3

36 36 ÷ (−12) −3 −3 −3 ÷ (−3) 1
= = = =
−24 −24 ÷ (−12) 2 −15 −15 ÷ (−3) 5

TRY THESE

Find the standard form of

−𝟏𝟖 −𝟏𝟐
(𝐢) (𝐢𝐢)
𝟒𝟓 𝟏𝟖
Sol: HCF of 18,45 = 9 Sol: HCF of 12,18 = 6

−18 −18 ÷ 9 −2 −12 −12 ÷ 6 −2

= = = =
45 45 ÷ 9 5 18 18 ÷ 6 3
COMPARISON OF RATIONAL NUMBERS

(i) To compare rational numbers reduce them to their standard forms and then compare them.
(ii) To compare two negative rational numbers, we compare them ignoring their negative signs and
then reverse the order.

(iii) A negative rational number will always be less than a positive rational number.

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 𝟒 −𝟏𝟔
𝐄𝐱𝐦𝐩𝐥𝐞 𝟑 ∶ 𝐃𝐨 𝐚𝐧𝐝 𝐫𝐞𝐩𝐫𝐞𝐬𝐞𝐧𝐭 𝐭𝐡𝐞 𝐬𝐚𝐦𝐞 𝐫𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫?
−𝟗 𝟑𝟔
4 4 × (−4) −16
Sol: = =
−9 −9 × (−4) 36

4 −16
𝑆𝑜, and represent the same rational number.
−9 36
RATIONAL NUMBERS BETWEEN TWO RATIONAL NUMBERS.

We can find unlimited number of rational numbers between any two rational numbers.

−𝟓 −𝟑
𝟏. 𝐅𝐢𝐧𝐝 𝐟𝐢𝐯𝐞 𝐫𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫𝐬 𝐛𝐞𝐭𝐰𝐞𝐞𝐧 𝐚𝐧𝐝 .
𝟕 𝟖
−5 −5 × 8 −40 −3 −3 × 7 −21
Sol: = = 𝑎𝑛𝑑 = = [ 𝐿𝐶𝑀 𝑜𝑓 7,8 = 56]
7 7×8 56 8 8×7 56
−40 −21
<
56 56
−40 −39 −38 −37 −36 −35 −34 −21
< < < < < < < ⋯…… <
56 56 56 56 56 56 56 56
−5 −3 −39 −38 −37 −36 −35
Five rational numbers between and 𝑎𝑟𝑒 , , , ,
7 8 56 56 56 56 56
Example 4: List three rational numbers between – 2 and – 1.

Sol: − 2 < −1

−2 5 −1 5
× < ×
1 5 1 5
−10 −5
<
5 5
−10 −9 −8 −7 −6 −5
< < < < <
5 5 5 5 5 5
−9 −8 −7
The three rational numbers between – 2 and – 1 are , , .
5 5 5
Example 5:Write four more numbers in the following pattern:

−1 −2 −3 −4
, , , ,…
3 6 9 12
−1 −1 × 2 −2 −1 × 3 −3 −1 × 4 −4
Sol: , = , = , =
3 3×2 6 3×3 9 3×4 12
The other numbers are

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 −1 × 5 −5 −1 × 6 −6 −1 × 7 −7 −1 × 8 −8
= , = , = , =
3×5 15 3×6 18 3×7 21 3×8 24

1. List five rational numbers between:

(i) -1 and 0

Sol: − 1 < 0

−1 6 0 6
× < ×
1 6 1 6
−6 0
<
6 6
−6 −5 −4 −3 −2 −1 0
< < < < < <
6 6 6 6 6 6 6
−5 −4 −3 −2 −1
The five rational numbers between – 1 and 0 are , , , , .
6 6 6 6 6
(ii) -2 and -1

Sol: − 2 < −1

−2 6 −1 6
× < ×
1 6 1 6
−12 −6
<
6 6
−10 −9 −8 −7 −6 −5 −6
< < < < < <
5 6 6 6 6 6 6
−9 −8 −7 −6 −5
The five rational numbers between – 2 and – 1 are , , , , .
6 6 6 6 6
−3 −4 −7 −5
⟹ , , , −1,
2 3 6 6
−𝟒 −𝟐
(𝐢𝐢𝐢) 𝐚𝐧𝐝
𝟓 𝟑
−4 −2
Sol: <
5 3
−4 × 9 −2 × 15
<
5×9 3 × 15
−36 −30
<
45 45
−36 −35 −34 −33 −32 −31 −30
< < < < < <
45 45 45 45 45 45 45

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 −4 −2 −35 −34 −33 −32 −31
The five rational numbers between 𝑎𝑛𝑑 are , , , ,
5 3 45 45 45 45 45
−7 −34 −11 −32 −31
⟹ , , , ,
9 45 15 45 45
−𝟏 𝟐
(𝐢𝐯) 𝐚𝐧𝐝
𝟐 𝟑
−1 2
Sol: <
2 3
−1 × 3 2×2
<
2×3 3×2
−3 4
<
6 6
−3 −2 −1 0 1 2 3 4
< < < < < < <
6 6 6 6 6 6 6 6
−1 2 −2 −1 0 1 2
The five rational numbers between 𝑎𝑛𝑑 are , , , ,
2 3 6 6 6 6 6
−1 −1 1 1
⟹ , , 0, ,
3 6 6 3
2. Write four more rational numbers in each of the following patterns:
−𝟑 −𝟔 −𝟗 −𝟏𝟐
(𝐢) , , , ,…
𝟓 𝟏𝟎 𝟏𝟓 𝟐𝟎
−3 −3 × 2 −6 −3 × 3 −9 −3 × 4 −12
Sol: , = , = , = ,…
5 5×2 10 5×3 15 5×4 20
The other numbers are

−3 × 5 −3 × 6 −3 × 7 −3 × 8
, , ,
5×5 5×6 5×7 5×8

−15 −18 −21 −24

⇒ , , ,
25 30 35 40
−𝟏 −𝟐 −𝟑
(𝐢𝐢) , , , ..
𝟒 𝟖 𝟏𝟐
−1 −1 × 2 −2 −1 × 3 −3
Sol: , = , = , ..
4 4×2 8 4×3 12
The other numbers are

−1 × 4 −1 × 5 −1 × 6 −1 × 7
, , ,
4×4 4×5 4×6 4×7

−4 −5 −6 −7
⇒ , , ,
16 20 24 28

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 −𝟏 𝟐 𝟑 𝟒
(𝐢𝐢𝐢) , , , , ..
𝟔 −𝟏𝟐 𝟏𝟖 −𝟐𝟒

−1 2 3 4
Sol: , , , ,…
6 −12 −18 −24

−1 −1 × (−2) 2 −1 × (−3) 3 −1 × (−4) 4

, = , = , = ,…
6 6 × (−2) −12 6 × (−3) −18 6 × (−4) −24

The other numbers are

−1 × (−5) −1 × (−6) −1 × (−7) −1 × (−8)

, , ,
6 × (−5) 6 × (−6) 6 × (−7) 6 × (−8)
5 6 7 8
= , , , ,
−30 −36 −42 −48

−𝟐 𝟐 𝟒 𝟔
(𝐢𝐯) , , , ,…
𝟑 −𝟑 −𝟔 −𝟗
−2 −2 × (−1) 2 −2 × (−2) 4 −2 × (−3) 6
Sol: , = , = , = ,…
3 3 × (−1) −3 3 × (−2) −6 3 × (−3) −9

The other numbers are

−2 × (−4) −2 × (−5) −2 × (−6) −2 × (−7)

, , , ,…
3 × (−4) 3 × (−5) 3 × (−6) 3 × (−7)

8 10 12 14
, , ,
−12 −15 −18 −21

If the numerator and denominator of a rational number are multiplied or divided by a non-zero
integer, we get a rational number which is said to be equivalent to the given rational number.

3. Give four rational numbers equivalent to:

−𝟐
(𝐢)
𝟕
−2 −2 × 2 −2 × 3 −2 × 4 −2 × 5
Sol: = = = =
7 7×2 7×3 7×4 7×5
−2 −4 −6 −8 −10
= = = =
7 14 21 28 35
𝟓
(𝐢𝐢)
−𝟑
5 5×2 5×3 5×4 5×5
Sol: = = = =
−3 −3 × 2 −3 × 3 −3 × 4 −3 × 5

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 5 10 15 20 25
= = = =
−3 −6 −9 −12 −15
𝟒
(𝐢𝐢𝐢)
𝟗
4 4×2 4×3 4×4 4×5
Sol: = = = =
9 9×2 9×3 9×4 9×5
4 8 12 16 20
= = = =
9 18 27 36 45
4. Draw the number line and represent the following rational numbers on it:
𝟑
(𝐢)
𝟒

−𝟓
(𝐢𝐢)
𝟖

−𝟕
(𝐢𝐢𝐢)
𝟒

𝟕
(𝐢𝐯)
𝟖

5. The points P, Q, R, S, T, U, A and B on the number line are such that, TR = RS = SU and AP = PQ =
QB. Name the rational numbers represented by P, Q, R and S.

Sol: Each one unit divided into three equal parts.

−3 −6 6 9
−1 = , −2 = , 2= , 3=
3 3 3 3

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 7 8 −4 −5
The rational numbers represented by P, Q, R and S are , , , 𝑎𝑛𝑑
3 3 3 3
6. Which of the following pairs represent the same rational number?

−𝟕 𝟑
(𝐢) 𝐚𝐧𝐝
𝟐𝟏 𝟗
−7 3
Sol: is negative and is positive .
21 9
−7 3
So, 𝑎𝑛𝑑 does not represent the same rational number.
21 9
−𝟏𝟔 𝟐𝟎 −16 20
(𝐢𝐢) 𝐚𝐧𝐝 𝑎𝑛𝑑
𝟐𝟎 −𝟐𝟓 20 −25
−16 −16 ÷ 4 −4 (−16) × (−25) = 400
Sol: = =
20 20 ÷ 4 5
(20) × (20) = 400
20 20 ÷ (−5) −4
= = −16 20
−25 −25 ÷ (−5) 5 =
20 −25
−16 20
So, and represent the same rational number.
20 −25
−𝟐 𝟐
(𝐢𝐢𝐢) 𝐚𝐧𝐝
−𝟑 𝟑
−2 −2 ÷ (−1) 2
Sol: = =
−3 −3 ÷ (−1) 3
−2 2
So, and represent the same rational number.
−3 3
−𝟑 −𝟏𝟐
(𝐢𝐯) 𝐚𝐧𝐝
𝟓 𝟐𝟎
−12 −12 ÷ 4 −3
Sol: = =
20 20 ÷ 4 5
−3 −12
So, and represent the same rational number.
5 20
𝟖 −𝟐𝟒
(𝐯) 𝐚𝐧𝐝
−𝟓 𝟏𝟓
−24 −24 ÷ (−3) 8
Sol: = =
15 15 ÷ (−3) −5

8 −24
So, and represent the same rational number.
−5 15
𝟏 −𝟏
(𝐯𝐢) 𝐚𝐧𝐝
𝟑 𝟗

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 1 −1
Sol: is positive and is negative .
3 9
1 −1
So, and does not represent the same rational number.
3 9
−𝟓 𝟓
(𝐯𝐢𝐢) 𝐚𝐧𝐝
−𝟗 −𝟗
−5 5
Sol: is positive and is negative .
−9 −9
−5 5
So, and does not represent the same rational number.
−9 −9
7. Rewrite the following rational numbers in the simplest form:

−𝟖 −8 ÷ 2 −4 −𝟒𝟒 −44 ÷ 4 −11

(𝐢) = = (𝐢𝐢𝐢) = =
𝟔 6÷2 3 𝟕𝟐 72 ÷ 4 18
𝟐𝟓 25 ÷ 5 5 −𝟖 −8 ÷ 2 −4
(𝐢𝐢) = = (𝐢𝐯) = =
𝟒𝟓 45 ÷ 5 9 𝟏𝟎 10 ÷ 2 5

8. Fill in the boxes with the correct symbol out of >,< and =.

−𝟓 𝟐 −7 14
(𝒊) < Sol: ____
𝟕 𝟑 8 −16
−5 2 −7 × (−2) 14
Sol: ……… _______
7 3 8 × (−2) −16
−5 × 3 2×7 14 14
……… =
7×3 3×7 −16 −16
−15 14
<
21 21
(Negative number always less than positive
number) −𝟖 −𝟕
(𝐢𝐯) >
𝟓 𝟒
−𝟒 −𝟓
(𝐢𝐢) < −8 −7
𝟓 𝟕 Sol: _____
5 4
−4 −5
Sol: _______ −8 × 4 −7 × 5
5 7 _____
5×4 4×5
−4 × 7 −5 × 5
_____ −32 −35
5×7 7×5 >
20 20
−28 −25
< 𝟏 −𝟏
35 35 (𝐯) <
−𝟑 𝟒
−𝟕 𝟏𝟒
(𝐢𝐢𝐢) =
𝟖 −𝟏𝟔

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 1 −1 5 × (−1) −5
Sol: _____ ______
−3 4 −11 × (−1) 11
1 × (−4) −1 × 3 −5 −5
______ =
−3 × (−4) 4×3 11 11
−4 −3 −𝟕
< (𝐯𝐢𝐢)𝟎 >
12 12 𝟔
5 −5 Sol: 0 always greater than negative.
(𝑣𝑖) =
−11 11
5 −5
𝑆𝑜𝑙: _______
−11 11
9. Which is greater in each of the following:
𝟐 𝟓
(𝐢) ,
𝟑 𝟐
Sol: LCM of 3,2 = 6 2 2 × (−4) −8
= =
2 2×2 4 −3 −3 × (−4) 12
= =
3 3×2 6
5 5 × 3 15 −9 −8 −3 2
= = < ⇒ <
2 2×3 6 12 12 4 −3
4 15 2 5
< ⇒ < 2
6 6 3 2 So, is greater.
5 −3
So, is greater. −𝟏 𝟏
2 (𝐢𝐯) ,
𝟒 𝟒
−𝟓 −𝟒
k(𝐢𝐢) 𝟔
, 𝟑 Sol: Every positive is greater than negative.

Sol: LCM of 6,3 = 6 1

So, is greater.
4
−5 −5 × 1 −5
= = 𝟐 𝟒
6 6×1 6 (𝐯) − 𝟑 , −𝟑
𝟕 𝟓
−4 −4 × 2 −8
= = Sol: LCM of 7,5 = 35
3 3×2 6

−8 −5 −4 −5 2 23 23 × 5 −115
< ⇒ < −3 =− =− =
6 6 3 6 7 7 7×5 35

−5 4 −19 −19 × 7 −133

So, is greater. −3 = = =
6 5 5 5×7 35

−𝟑 𝟐 −133 −115 4 2
(𝐢𝐢𝐢) , < ⇒ −3 < −3
𝟒 −𝟑 35 35 5 7

Sol: LCM of 4,3 = 12 2

So, −3 is greater.
7
−3 −3 × 3 −9
= =
4 4×3 12

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10. Write the following rational numbers in ascending order:
If we write rational numbers in ascending order then we convert all into like rational numbers.

−𝟑 −𝟐 −𝟏
(𝐢) , ,
𝟓 𝟓 𝟓
−3 −2 −1
Sol: Ascending order is, < <
5 5 5
−𝟏 −𝟐 −𝟒
(𝐢𝐢) , ,
𝟑 𝟗 𝟑
Sol: LCM of 3,9 = 9

−1 −1 × 3 −3
= =
3 3×3 9
−2 −2 × 1 −2
= =
9 9×1 9
−4 −4 × 3 −12
= =
3 3×3 9
Ascending order

−12 −3 −2
< <
9 9 9
−4 −1 −2
∴ < <
3 3 9
−𝟑 −𝟑 −𝟑
(𝐢𝐢𝐢) , ,
𝟕 𝟐 𝟒
Sol: LCM of 7,2,4 = 28

−3 −3 × 4 −12
= =
7 7×4 28
−3 −3 × 14 −42
= =
2 2 × 14 28
−3 −3 × 7 −21
= =
4 4×7 28
Ascending order

−42 −21 −12

< <
28 28 28
−3 −3 −3
∴ < <
2 4 7
OPERATIONS ON RATIONAL NUMBERS:

Addition

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Adding rational numbers with same denominators, we add the numerators keeping the
denominators same.

𝟕 −𝟓 7 (−5) 7 + (−5) 2 −𝟕 𝟓 −7 + 5 −2 −1
(𝐢) + ( ) = + = = (𝐢𝐯) + = = =
𝟑 𝟑 3 3 3 3 𝟖 𝟖 8 8 4
𝟔 (−𝟐) 6 + (−2) 4 −𝟏𝟑 𝟔 −13 + 6 7
(𝐢𝐢) + = = (𝐯) + = = =1
𝟓 𝟓 5 5 𝟕 𝟕 7 7

𝟑 (−𝟓) 3 + (−5) −2 𝟏𝟗 −𝟕 19 + (−7) 12

(𝐢𝐢𝐢) + = = (𝐯𝐢) +( )= =
𝟕 𝟕 7 7 𝟓 𝟓 5 5

If we add rational numbers with different denominators. Then, we find the equivalent rational
numbers of the given rational numbers with their LCM as the denominator and add the rational
numbers.

−𝟕 −𝟐 −7 × 3 −2 × 5 −21 −10 (−21) + (−10) −31

(𝐢) + = + = + = =
𝟓 𝟑 5×3 3×5 15 15 15 15
−𝟑 𝟐 −3 × 3 2 × 7 −9 14 −9 + 14 5
(𝐢𝐢) + = + = + = =
𝟕 𝟑 7×3 3 × 7 21 21 21 21
−𝟓 −𝟑 −5 × 11 −3 × 6 −55 −18 −55 + (−18) −73
(𝐢𝐢𝐢) + = + = + = =
𝟔 𝟏𝟏 6 × 11 11 × 6 66 66 66 66
Additive Inverse

𝒂 −𝒂 𝒂 + (−𝒂) 𝟎
+( )= = =𝟎
𝒃 𝒃 𝒃 𝒃

𝑎 −𝑎
The additive inverse of =
𝑏 𝑏
−𝑎 𝑎
The additive inverse of =
𝑏 𝑏

−𝟑 3
(𝐢)𝐓𝐡𝐞 𝐚𝐝𝐝𝐢𝐭𝐢𝐯𝐞 𝐢𝐧𝐯𝐞𝐫𝐬𝐞 𝐨𝐟 =
𝟗 9
−𝟗 9
(𝐢𝐢)𝐓𝐡𝐞 𝐚𝐝𝐝𝐢𝐭𝐢𝐯𝐞 𝐢𝐧𝐯𝐞𝐫𝐬𝐞 𝐨𝐟 =
𝟏𝟏 11
𝟓 −5
(𝐢𝐢𝐢)𝐓𝐡𝐞 𝐚𝐝𝐝𝐢𝐭𝐢𝐯𝐞 𝐢𝐧𝐯𝐞𝐫𝐬𝐞 𝐨𝐟 =
𝟕 7
𝟐 𝟓
Example 6: Satpal walks km from a place P, towards east and then from there 𝟏 km towards west.
𝟑 𝟕
Where will he be now from P?
2 5 2 (−12) 2 × 7 (−12) × 3
Sol: + (−1 ) = + = +
3 7 3 7 3×7 7×3

14 (−36) 14 + (−36) −22 1

= + = = = −1
21 21 21 21 21

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Subtraction
While subtracting two rational numbers, we add the additive inverse of the rational number that is
being subtracted, to the other rational number.
𝒂 𝐜 𝒂×𝐪−𝐜×𝐛
− =
𝐛 𝐪 𝐛×𝐪
𝟓 𝟑 5 × 8 − 3 × 7 40 − 21 19
(𝒊) − = = =
𝟕 𝟖 7×8 56 56

𝟕 𝟓 7 × 9 − 5 × 8 63 − 40 23
(𝐢𝐢) − = = =
𝟖 𝟗 8×9 72 72
𝟑 𝟖 3 × 7 − 8 × 11 21 − 88 −67
(𝐢𝐢𝐢) − = = =
𝟏𝟏 𝟕 11 × 7 77 77

𝟕 𝟐 7 × 5 − 2 × 9 35 − 18 17
(𝐢𝐯) − = = =
𝟗 𝟓 9×5 45 45

𝟐 𝟒 5 14 5 × 5 − 14 × 3 25 − 42 −17
(𝐯)𝟏 − 𝟐 = − = = =
𝟑 𝟓 3 5 3×5 15 15

𝟐 −𝟓 2 5 2 × 6 + 5 × 7 12 + 35 47
(𝐯𝐢) − ( ) = + = = =
𝟕 𝟔 7 6 7×6 56 56

𝟏 (−𝟏) 11 1 11 × 3 + 1 × 5 33 + 5 38
(𝐯𝐢𝐢) 𝟐 − = + = = =
𝟓 𝟑 5 3 5×3 15 15

Multiplication
While multiplying a rational number by an integer, we multiply the numerator by that integer,
keeping the denominator unchanged.
−𝟐 −2 × (−5) 10 1
(𝐢) × (−𝟓) = = =1
𝟗 9 9 9

𝟑 3 × (−2) −6
(𝐢𝐢) × (−𝟐) = =
𝟏𝟏 11 11
−𝟑 −3 × 7 −21
(𝐢𝐢𝐢) ×𝟕= =
𝟓 5 5

−𝟔 −6 × (−2) 12
(𝐢𝐯) × (−𝟐) = =
𝟓 5 5

To multiply two rational numbers, we multiply their numerators and denominators separately, and
productof numerators
write theproduct as product of denominators

−𝟑 𝟓 −3 × 5 −15
(𝐢) × = =
𝟖 𝟕 8×7 56

−𝟓 −𝟗 −5 × (−9) 45
(𝐢𝐢) × = =
𝟖 𝟕 8×7 56

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 −𝟑 𝟏 −3 × 1 −3
(𝐢𝐢𝐢) × = =
𝟒 𝟕 4×7 28

𝟐 −𝟓 2 × (−5) −10
(𝐢𝐯) × = =
𝟑 𝟗 3×9 27

Division
Reciprocal:( Multiplicative inverse)
If product of two rational numbers is 1 then they are said to be reciprocals of each other
𝐚 𝒃
𝐑𝐞𝐜𝐢𝐩𝐫𝐨𝐜𝐚𝐥 𝐨𝐟 𝐢𝐬
𝐛 𝒂
𝟐 7
(𝐢) 𝐓𝐡𝐞 𝐫𝐞𝐜𝐢𝐩𝐫𝐨𝐜𝐚𝐥 𝐨𝐟 is
𝟕 2
−𝟔 −11
(𝐢𝐢) 𝐓𝐡𝐞 𝐫𝐞𝐜𝐢𝐩𝐫𝐨𝐜𝐚𝐥 𝐨𝐟 is
𝟏𝟏 6
−𝟖 −5
(𝐢𝐢𝐢) 𝐓𝐡𝐞 𝐫𝐞𝐜𝐢𝐩𝐫𝐨𝐜𝐚𝐥 𝐨𝐟 is
𝟓 8

To divide one rational number by the other non-zero rational number we multiply the rational
number by the reciprocal of the other.
𝟒 −𝟓 4 −7 4 × (−7) −28
(𝐢) ÷ = × = =
𝟗 𝟕 9 5 9×5 45

−𝟔 −𝟐 −6 −3 (−6) × (−3) 18 9
(𝐢𝐢) ÷ = × = = =
𝟓 𝟑 5 2 5×2 10 5

𝟐 −𝟕 2 −8 2 × (−8) −16
(𝐢𝐢𝐢) ÷ = × = =
𝟑 𝟖 3 7 3×7 21

−𝟔 𝟓 −6 7 (−6) × 7 −6
(𝐢𝐯) ÷ = × = =
𝟕 𝟕 7 5 7×5 5

1. Find the sum:

𝟓 −𝟏𝟏 5 + (−11) −6 −3
(𝐢) + = = =
𝟒 𝟒 4 4 2

𝟓 𝟑 5 × 5 3 × 3 25 9
(𝐢𝐢) + = + = +
𝟑 𝟓 3 × 5 5 × 3 35 35

25 + 9 34
= =
35 35
−𝟗 𝟐𝟐 −9 × 3 22 × 2 −27 44
(𝐢𝐢𝐢) + = + = +
𝟏𝟎 𝟏𝟓 10 × 3 15 × 2 30 30

−27 + 44 17
= =
30 30

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 −𝟑 𝟓 −3 × (−9) 5 × 11
(𝐢𝐯) + = +
−𝟏𝟏 𝟗 −11 × (−9) 9 × 11

27 55 27 + 55 82
= + = =
99 99 99 99

−𝟖 (−𝟐) −8 × 3 (−2) × 1
(𝐯) + = +
𝟏𝟗 𝟓𝟕 19 × 3 57 × 1

−24 −2 −24 + (−2) −26

= + = =
57 57 57 57
−𝟐 −2
(𝐯𝐢) +𝟎=
𝟑 3

𝟏 𝟑 −7 23 −7 × 5 23 × 3
(𝐯𝐢𝐢) − 𝟐 + 𝟒 = + = +
𝟑 𝟓 3 5 3×5 5×3

−35 69 −35 + 69 34
= + = =
15 15 15 15

2. Find
𝟕 𝟏𝟕 7 × 3 17 × 2 21 34
(𝐢) − = − = −
𝟐𝟒 𝟑𝟔 24 × 3 36 × 2 72 72
21 − 34 −13
= =
72 72
𝟓 −𝟔 5 6 5 6×3
(𝐢𝐢) −( )= + = +
𝟔𝟑 𝟐𝟏 63 21 63 21 × 3
5 18 23
= + =
63 63 63
−𝟔 −𝟕 −6 7 −6 × 15 7 × 13
(𝐢𝐢𝐢) −( )= + = +
𝟏𝟑 𝟏𝟓 13 15 13 × 15 15 × 13
−90 91 1
= + =
195 195 195
−𝟑 𝟕 −3 × 11 7 × 8 −33 56
(𝐢𝐯) − = − = −
𝟖 𝟏𝟏 8 × 11 11 × 8 88 88
−33 − 56 −89
= =
88 88
𝟏 −19 6 −19 6 × 9 −19 54
(𝐯) − 𝟐 − 𝟔 = − = − = −
𝟗 9 1 9 1×9 9 9
−19 − 54 −73
= =
9 9
3. Find the product:

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 𝟗 −𝟕 9 × (−7) −63 𝟑 −𝟐 3 × (−2) −6
(𝐢) × ( ) = = (𝐢𝐯) × ( ) = =
𝟐 𝟒 2×4 8 𝟕 𝟓 7×5 35
𝟑 3 × (−9) −27 𝟑 𝟐 3×2 6
(𝐢𝐢) × (−𝟗) = = (𝐯) × = =
𝟏𝟎 10 10 𝟏𝟏 𝟓 11 × 5 55
−𝟔 𝟗 −6 × 9 −54 𝟑 −𝟓 3 × (−5) −15
(𝐢𝐢𝐢) × = = (𝐯𝐢) × = = =1
𝟓 𝟏𝟏 5 × 11 55 −𝟓 𝟑 −5 × 3 −15
4. Find the value of:
𝟐 −4 3 −4 × 3 −𝟏 𝟑 −1 4 −4 −1
(𝐢)(−𝟒) ÷ = × = (𝐢𝐯) ÷ = × = =
𝟑 1 2 1×2 𝟖 𝟒 8 3 24 6
−12 −𝟐 𝟏 −2 7 −14
= = −6 (𝐯) ÷ = × =
2 𝟏𝟑 𝟕 13 1 13
−𝟑 −3 1 −3 −𝟕 −𝟐 −7 −13 91
(𝐢𝐢) ÷𝟐= × = (𝐯𝐢) ÷( )= × =
𝟓 5 2 10 𝟏𝟐 𝟏𝟑 12 2 24
−𝟒 −4 1 −4 𝟑 −𝟒 3 −65 3 × (−5)
(𝐢𝐢𝐢) ÷ (−𝟑) = × = (𝐯𝐢𝐢) ÷( )= × =
𝟓 5 −3 −15 𝟏𝟑 𝟔𝟓 13 4 4
−15
4 =
= 4
15

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 VII-MATHEMATICS-NCERT(2023-24)
CHAPTER
9. Perimeter and Area(Notes)
9

1. Area of parallelogram = base × height = b × h.

Any side of a parallelogram can be chosen as base(b) of the

parallelogram. The perpendicular dropped on that side from
the opposite vertex is known as height (h)(altitude).

TRY THESE

Find the area of following parallelograms:

(i) Area of parallelogram = base × height

= b × h=8 cm×3.5 cm=28 cm2

(ii) Area of parallelogram = base × height

= b × h=8 cm×2.5 cm=20 cm2

AREA OF A TRIANGLE

Area of each triangle

1
= × (base × height)
2
1
= ×𝑏×ℎ
2
All the congruent triangles are equal in area but the triangles equal in area need not be congruent.

Example 1: One of the sides and the corresponding height of a parallelogram are 4 cm and 3 cm
respectively. Find the area of the parallelogram (Fig 9.8).

Sol: Base (b) = 4 cm, height (h) = 3 cm

Area of the parallelogram = b × h= 4 cm × 3 cm = 12 cm2

Example 2: Find the height ‘𝒙’ if the area of the parallelogram is 24 cm2
and the base is 4 cm

Sol: Base (b) = 4 cm, height (h) = 𝑥 cm

The area of the parallelogram = 24 cm2

𝑏 × ℎ = 24

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 4 × 𝑥 = 24

24
𝑥= = 6 𝑐𝑚
4

The height of the parallelogram is 6 cm.

Example 3: The two sides of the parallelogram ABCD are 6 cm and 4 cm. The height corresponding to
the base CD is 3 cm (Fig 9.10). Find the (i) area of the parallelogram. (ii) the height
corresponding to the base AD.

Sol: (i) Area of parallelogram = b × h = 6 cm × 3 cm = 18 cm2

(ii) Base (b) = 4 cm, height = 𝑥 (say),

Area = 18 cm2

b × h = 18

4 × 𝑥 = 18

18
𝑥= = 4.5 𝑐𝑚
4
Thus, the height corresponding to base AD is 4.5 cm.

Example 4: Find the area of the following triangles

(i) Base (b) = 4 cm, height = 2 cm

1
Area of each triangle = 2
×𝑏×ℎ

1
= 2 × 4 𝑐𝑚 × 2 𝑐𝑚 = 4 𝑐𝑚2

(ii) Base (b) = 3 cm, height = 2 cm

1
Area of each triangle = 2
×𝑏×ℎ

1
= × 3 𝑐𝑚 × 2 𝑐𝑚 = 3 𝑐𝑚2
2
Example 5: Find BC, if the area of the triangle ABC is 36 cm2 and the height AD is 3 cm

Sol: Height (h) = 3 cm

Area = 36 cm2

1
× 𝑏 × ℎ = 36
2
1
× 𝑏 × 3 = 36
2

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 36 × 2
𝑏= = 12 × 2 = 24 𝑐𝑚
3
BC = 24 𝑐𝑚

Example 6: In ∆PQR, PR = 8 cm, QR = 4 cm and PL = 5 cm (Fig 9.13). Find: (i) the area of the ∆PQR
(ii) QM

Sol: (i) QR = base(b) =4 cm, PL = height (h)= 5 cm

1 1
Area of the triangle PQR = bh = × 4 cm × 5 cm = 10 cm2
2 2
(ii) Base=PR=8 cm, Height=QM=?

Area of the triangle PQR = 10 𝑐𝑚2

1
× b × h = 10
2
1
× 8 × h = 10
2
10 × 2
h= = 2.5 𝑐𝑚
8
QM = 2.5 𝑐𝑚

1. Find the area of each of the following parallelograms:

(a) (b)

Area of the parallelogram = 𝑏 × ℎ Area of the parallelogram = 𝑏 × ℎ

= 7 cm × 4 cm = 28 cm2
= 5 cm × 3 cm = 15 cm2
(c) (d)

Area of the parallelogram = 𝑏 × ℎ

Area of the parallelogram = 𝑏 × ℎ
= 5 cm × 4.8 cm = 24 cm2
2
= 2.5 cm × 3.5 cm = 8.75 cm

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(e)

Area of the parallelogram = 𝑏 × ℎ = 2 cm × 4.4 cm = 8.8 cm2

2. Find the area of each of the following triangles:

(a) (b)

1
1 Area of the triangle = ×𝑏×ℎ
Area of the triangle = × 𝑏 × ℎ 2
2
1
1 2 = × 5 cm × 3.2 cm = 8 cm2
= 2 × 4 cm × 3 cm = 6 cm 2

(c) (d)

1
1 Area of the triangle = ×𝑏×ℎ
Area of the triangle = × 𝑏 × ℎ 2
2 1
= × 3 cm × 2 cm
1 2
= × 3 cm × 4 cm = 6 cm2 = 3 cm2
2
3. Find the missing values:
𝐁𝐚𝐬𝐞 = 𝐛, 𝐇𝐞𝐢𝐠𝐡𝐭 = 𝐡, 𝐀𝐫𝐞𝐚 𝐨𝐟 𝐭𝐡𝐞 𝐏𝐚𝐫𝐚𝐥𝐥𝐞𝐥𝐨𝐠𝐫𝐚𝐦 = 𝐀

(a) 𝒃 = 𝟐𝟎 𝒄𝒎, 𝒉 =?, 𝑨 = 𝟐𝟒𝟔 𝒄𝒎𝟐

Sol: b × h = A

20 × ℎ = 246

246
ℎ= = 12.3
20
Height=12.3 cm

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(b) 𝐛 =? , 𝐡 = 𝟏𝟓 𝐜𝐦, 𝐀 = 𝟏𝟓𝟒. 𝟓 𝐜𝐦𝟐

Sol: b × h = A

𝑏 × 15 = 154.5

154.5
𝑏= = 10.3
15
Base=10.3 cm

(c) 𝒃 =? , 𝒉 = 𝟖. 𝟒 𝒄𝒎, 𝑨 = 𝟒𝟖. 𝟕𝟐 𝒄𝒎𝟐

𝑆𝑜𝑙: 𝑏 × ℎ = 𝐴

𝑏 × 8.4 = 48.72

48.72 487.2
𝑏= = = 5.8
8.4 84
Base=5.8 cm

(d) 𝒃 = 𝟏𝟓. 𝟔 𝒄𝒎, 𝒉 =?, 𝑨 = 𝟏𝟔. 𝟑𝟖 𝒄𝒎𝟐

𝑆𝑜𝑙: 𝑏 × ℎ = 𝐴

15.36 × ℎ = 16.38

16.38 1638
ℎ= = = 1.06
15.36 1536
Height=1.06 cm

4. Find the missing values:

(𝐢) 𝐁𝐚𝐬𝐞 = 𝟏𝟓 𝐜𝐦, 𝐇𝐞𝐢𝐠𝐡𝐭 =? , 𝐀𝐫𝐞𝐚 𝐨𝐟 𝐓𝐫𝐢𝐚𝐧𝐠𝐥𝐞 = 𝟖𝟕 𝐜𝐦𝟐

1
Sol: × Base × Height = Area of the triangle
2
1
× 15 × Height = 87
2
87 × 2 174
Height = = = 11.6 cm
15 5
(𝒊𝒊) 𝐁𝐚𝐬𝐞 =? , 𝐇𝐞𝐢𝐠𝐡𝐭 = 𝟑𝟏. 𝟒 𝐜𝐦, 𝐀𝐫𝐞𝐚 𝐨𝐟 𝐓𝐫𝐢𝐚𝐧𝐠𝐥𝐞 = 𝟏𝟐𝟓𝟔 𝐜𝐦𝟐

1
Sol: × Base × Height = Area of the triangle
2
1
× Base × 31.4 = 1256
2

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 1256 × 2 2512 25120
Base = = = = 80 𝑐𝑚
31.4 31.4 314
(𝐢𝐢𝐢)𝐁𝐚𝐬𝐞 = 𝟐𝟐 𝐜𝐦, 𝐇𝐞𝐢𝐠𝐡𝐭 =? , 𝐀𝐫𝐞𝐚 𝐨𝐟 𝐓𝐫𝐢𝐚𝐧𝐠𝐥𝐞 = 𝟏𝟕𝟎. 𝟓 𝐜𝐦𝟐

1
Sol: × Base × Height = Area of the triangle
2
1
× 22 × Height = 170.5
2
170.5 × 2 170.5
Height = = = 15.5 𝑐𝑚
22 11
5. PQRS is a parallelogram (Fig 9.14). QM is the height from Q to SR and QN is the height from Q to
PS. If SR = 12 cm and QM = 7.6 cm. Find: (a) the area of the parallegram PQRS (b) QN, if PS = 8
cm

Sol: (a) The area of the parallelogram PQRS = Base × Height

= SR × QM = 12 × 7.6 = 91.2 𝑐𝑚2

(b) The area of the parallelogram PQRS=91.2 𝑐𝑚2

PS×QN=91.2

8 × QN = 91.2

91.2
QN = = 11.4 𝑐𝑚
8

6. DL and BM are the heights on sides AB and AD respectively of parallelogram ABCD (Fig 9.15). If
the area of the parallelogram is 1470 cm2 , AB = 35 cm and AD = 49 cm, find the length of BM and
DL.
Sol: The area of the parallelogram = 1470 cm2
Taking AD is base
AD × BM = 1470
49 × BM = 1470
1470
BM = = 30 cm
49
Taking AB is base
AB × DL = 1470
35 × DL = 1470
1470
DL = = 42 cm
35

7. ∆ABC is right angled at A (Fig 9.16). AD is perpendicular to BC. If AB = 5 cm, BC = 13 cm and AC

= 12 cm, Find the area of ∆ABC. Also find the length of AD.

Sol: In ABC, A=900

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 Base 5cm and height=12 cm
1 1
Area of ABC = × base × height = × 5 × 12 = 30 𝑐𝑚2
2 2
If take base=BD=13 cm then height=AD
Area of ABC = 30𝑐𝑚2
1
× BD × AD = 30
2
1
× 13 × AD = 30
2
30 × 2 60
𝐴𝐷 = = = 4.61 𝑐𝑚
13 13

8. ∆ABC is isosceles with AB = AC = 7.5 cm and BC = 9 cm (Fig 9.17). The height AD from A to BC,
is 6 cm. Find the area of ∆ABC. What will be the height from C to AB i.e., CE?
Sol: If take base=BC=9 cm then height=AD=6 cm
1 1
Area of ABC = × base × height = × 9 × 6 = 27 𝑐𝑚2
2 2
If take base=AB=7.5 cm then height=CE
Area of ABC = 27 𝑐𝑚2
Area of ABC = 27𝑐𝑚2
1
× AB × CE = 27
2
1
× 7.5 × CE = 27
2
27 × 2 54 540 108 36
CE = = = = = = 7.2 𝑐𝑚
7.5 7.5 75 15 5
CIRCLES

Circumference of a Circle: The distance around a circular region is known

as its circumference.

The ratio of Circumference to Diameter is a constant and is denoted by π

22
(pi). Its approximate value is or 3.14.
7

The diameter (d) of a circle is twice the radius (r) i.e., d = 2r

Circumference of a Circle= πd =2πr.

Example 7 : What is the circumference of a circle of diameter 10 cm (Take π = 3.14)?

Sol: Diameter of the circle (d) = 10 cm

Circumference of circle = πd = 3.14 × 10 cm = 31.4 cm

𝟐𝟐
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟖: 𝐖𝐡𝐚𝐭 𝐢𝐬 𝐭𝐡𝐞 𝐜𝐢𝐫𝐜𝐮𝐦𝐟𝐞𝐫𝐞𝐧𝐜𝐞 𝐨𝐟 𝐚 𝐜𝐢𝐫𝐜𝐮𝐥𝐚𝐫 𝐝𝐢𝐬𝐜 𝐨𝐟 𝐫𝐚𝐝𝐢𝐮𝐬 𝟏𝟒 𝐜𝐦? (𝐔𝐬𝐞 𝛑 = )
𝟕

Sol: Radius of circular disc (r) = 14 cm

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 22
Circumference of disc = 2𝜋𝑟 = 2 × × 14 𝑐𝑚 = 88 𝑐𝑚
7
Example 9: The radius of a circular pipe is 10 cm. What length of a tape is required to wrap once
around the pipe (π = 3.14)

Sol: Radius of the pipe (r) = 10 cm

Circumference of the pipe = 2πr== 2 × 3.14 × 10 cm== 62.8 cm

 Length of the tape needed to wrap once around the pipe is 62.8 cm.

𝟐𝟐
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟏𝟎: 𝐅𝐢𝐧𝐝 𝐭𝐡𝐞 𝐩𝐞𝐫𝐢𝐦𝐞𝐭𝐞𝐫 𝐨𝐟 𝐭𝐡𝐞 𝐠𝐢𝐯𝐞𝐧 𝐬𝐡𝐚𝐩𝐞 (𝐓𝐚𝐤𝐞 𝝅 = ).
𝟕
1 1 22
Sol: Circumference of the semicircle = 𝜋𝑑 = × × 14 𝑐𝑚 = 22 𝑐𝑚.
2 2 7
Therefore, perimeter of the given figure = 4 × 22 cm = 88 cm

Example 11: Sudhanshu divides a circular disc of radius 7 cm in two equal parts. What is the perimeter
𝟐𝟐
of each semicircular shape disc? (𝐔𝐬𝐞 𝝅 = ).
𝟕

Sol: Radius (r) = 7 cm

The circumference of circle = 2πr

1 22
The circumference of the semicircle = × 2πr = πr = × 7 cm = 22cm
2 7
The diameter of the circle = 2r = 2 × 7 cm = 14 cm

Perimeter of each semi-circular disc = 22 cm + 14 cm = 36 cm.

Area of Circle
𝑑2
𝑇ℎ𝑒 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑖𝑟𝑐𝑙𝑒 = 𝜋𝑟 2 = 𝜋 × 4

Example 12: Find the area of a circle of radius 30 cm (use π = 3.14).

Sol: Radius( r) = 30 cm

Area of the circle = πr 2 = 3.14 × 302 = 3.14 × 900 = 2,826 cm2

Example13: Diameter of a circular garden is 9.8 m. Find its area.

Sol: Diameter ( d) = 9.8 m.

Radius (r) = 9.8 ÷ 2 = 4.9 m

22 22
Area of the circle = πr 2 = × (4.9)2 = × 4.90.7 × 4.9 = 22 × 0.7 × 4.9 = 75.46 𝑚2
7 7

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Example 14:The adjoining figure shows two circles with the same centre. The radius of the larger circle
is 10 cm and the radius of the smaller circle is 4 cm.

Find: (a) the area of the larger circle (b) the area of the smaller circle (c) the
shaded area between the two circles. (π = 3.14)

Sol: (a) Radius of the larger circle (R) = 10 cm

Area of the larger circle = πR2 = 3.14 × 10 × 10 = 3.14 × 100

= 314 𝑐𝑚2

(b) Radius of the smaller circle (r)= 4 cm

Area of the smaller circle = πr 2 = 3.14 × 4 × 4 = 3.14 × 16 = 50.24 cm2

(c) Area of the shaded region = 314 – 50.24 = 263.76 cm2

𝟐𝟐
1. Find the circumference of the circles with the following radius: (𝐓𝐚𝐤𝐞 𝝅 = 𝟕
).
(a) 14 cm (b) 28 mm (c) 21 cm

Sol: (a) Radius (r)=14 cm

Circumference of the circle = 2 𝜋𝑟

22
=2× × 14 𝑐𝑚 = 44 × 2 𝑐𝑚 = 88 𝑐𝑚
7
(b) Radius (r)=28 mm

Circumference of the circle = 2 𝜋𝑟

22
=2× × 28 𝑚𝑚 = 44 × 4 𝑚𝑚 = 176 𝑚𝑚
7
(c) Radius (r)=21 cm

Circumference of the circle = 2 𝜋𝑟

22
=2× × 21 𝑐𝑚 = 44 × 3 𝑐𝑚 = 132 𝑐𝑚
7
2. Find the area of the following circles, given that:
𝟐𝟐
(𝐚)𝐫𝐚𝐝𝐢𝐮𝐬 = 𝟏𝟒 𝐦𝐦 (𝐓𝐚𝐤𝐞 𝝅 = ). (𝐛)𝐝𝐢𝐚𝐦𝐞𝐭𝐞𝐫 = 𝟒𝟗 𝐦 , (𝐜) 𝐫𝐚𝐝𝐢𝐮𝐬 = 𝟓 𝐜𝐦
𝟕

Sol: (a)radius (r) = 14 mm

Area of the circle = πr 2

22
= × 14 𝑚𝑚 × 14 𝑚𝑚 = 22 × 2 × 14 𝑚𝑚2 = 616 𝑚𝑚2
7

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 d 49
(b)diameter(d) = 49 m, radius (r) = = = 24.5 m.
2 2
Area of the circle = πr 2

22
= × 24.5 𝑚 × 24.5 𝑚 = 22 × 3.5 × 24.5 𝑚2 = 1886.5 𝑚2
7
(c)radius (r) = 5 cm

Area of the circle = πr 2

22 550
= × 5 cm × 5 cm = 𝑐𝑚2 = 78.57 𝑐𝑚2
7 7
3. If the circumference of a circular sheet is 154 m, find its radius. Also find the area of the
𝟐𝟐
sheet. (𝐓𝐚𝐤𝐞 𝝅 = 𝟕
).

Sol: Circumference of the circular sheet =154 m

2𝜋𝑟 = 154

22
2× × 𝑟 = 154
7
7
15477 × 7 49
𝑟= = = 24.5 𝑚
2 × 222 2

22
Area of the circular sheet = πr 2 = × 24.5 m × 24.5 m
7

= 22 × 3.5 × 24.5 𝑚2 = 1886.5 𝑚2

4. A gardener wants to fence a circular garden of diameter 21m. Find the length of the rope he needs
to purchase, if he makes 2 rounds of fence. Also find the cost of the rope, if it costs ` 4 per
𝟐𝟐
meter. (𝐓𝐚𝐤𝐞 𝝅 = )
𝟕

21
Sol: Diameter(d) = 21m, Radius(r) = m
2
3
22 21
Circumference of circular garden = 2𝜋𝑟 = 2 × × = 22 × 3 = 66 𝑚
7 2
The length of rope required for fencing=2×66 m=132 m

The cost of 1 m rope=₹ 4

Total cost of the rope=₹ 4×132=₹ 528

5. From a circular sheet of radius 4 cm, a circle of radius 3 cm is removed. Find the area of the
remaining sheet. (Take π = 3.14)

Sol: (a) Radius of the larger circle (R) = 4 cm

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 Area of the larger circle = πR2 = 3.14 × 4 × 4

= 3.14 × 16 = 50.24 𝑐𝑚2

(b) Radius of the smaller circle (r)= 3 cm

Area of the smaller circle = πr 2 = 3.14 × 3 × 3

= 3.14 × 9 = 28.26 cm2

(c) Area of the remaining sheet =50.24– 28.16 =21.98cm2

6. Saima wants to put a lace on the edge of a circular table cover of diameter 1.5 m. Find the length
of the lace required and also find its cost if one meter of the lace costs ` 15. (Take π = 3.14)

15 3 3 3
Sol: Diameter(d) = 1.5 = = 𝑚, radius(r) = = 𝑚
10 2 2×2 4
3
Circumference of the table = 2𝜋𝑟 = 2 × 3.141.57 ×
42

= 1.57 × 3 = 4.71 𝑚

The cost of 1 m lace=₹ 15

Total cost of the lace=₹15×4.71=₹70.65

7. Find the perimeter of the adjoining figure, which is a semicircle including its diameter.

Sol: Diameter (d) = 10cm, Radius(r)=5 cm

The perimeter of the figure

= 𝐶𝑖𝑟𝑐𝑢𝑚𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑜𝑓 𝑠𝑒𝑚𝑖 𝑐𝑖𝑟𝑐𝑙𝑒 + 𝑑𝑖𝑎𝑚𝑒𝑡𝑒𝑟

22 110
= 𝜋𝑟 + 𝑑 = × 5 + 10 = + 10 = 15.7 + 10 = 25.7 𝑐𝑚
7 7
8. Find the cost of polishing a circular table-top of diameter 1.6 m, if the rate of polishing is ₹
15/m (Take π = 3.14)
2

1.6
Sol: Diameter = 1.6 𝑚, radius = = 0.8𝑚
2
Area of the table top = 𝜋𝑟 2 = 3.14 × 0.8 × 0.8 = 2.0096 𝑚2
The cost of 1 m2 polishing= ₹15×2.0096=₹30.14
9. Shazli took a wire of length 44 cm and bent it into the shape of a circle. Find the radius of that
circle. Also find its area. If the same wire is bent into the shape of a square, what will be the length
of each of its sides? Which figure encloses more area, the circle or the square?
𝟐𝟐
(𝐓𝐚𝐤𝐞 𝝅 = )
𝟕

Sol: Length of wire=44 cm

Circumference of the circle=44 cm

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 2𝜋𝑟 = 44

22
2× × 𝑟 = 44
7
44 × 7
𝑟= = 7 cm
2 × 22
22
Area of the circle = πr 2 = × 7 × 7 = 22 × 7 = 154 𝑐𝑚2
7
Perimeter of the square=44 cm

4×side=44

44
Side = = 11cm
4
Area of the square = side × side = 11 × 11 = 121cm2

Area of the circle = 154 cm2 and Area of the square = 121cm2

The area of circle is greater than that of square.

10. From a circular card sheet of radius 14 cm, two circles of radius 3.5 cm and a rectangle of length
3 cm and breadth 1cm are removed. (as shown in the adjoining figure). Find the area of the
𝟐𝟐
remaining sheet. (𝐓𝐚𝐤𝐞 𝝅 = 𝟕
)

Sol: Radius of circular sheet (R) =14 cm

22
Area of circular sheet = 𝜋𝑅 2 = × 14 × 14 = 616 𝑐𝑚2
7
Radius of small circle (r)=3.5cm

22
Area of small circle = 𝜋𝑟 2 = × 3.50.5 × 3.5
7
= 38.5 𝑐𝑚2

Area of rectangle = 3 𝑐𝑚 × 1 𝑐𝑚 = 3𝑐𝑚2

Area of the remaining sheet = Area of circular sheet − (2 × Area of small circle + Area of rectangle)

= 616 − (2 × 38.5 + 3) = 616 − 80 = 536 𝑐𝑚2

11. A circle of radius 2 cm is cut out from a square piece of an aluminium sheet of side 6 cm. What is
the area of the left over aluminium sheet? (Take π = 3.14)

Sol: Area of circle = 𝜋𝑟 2 = 3.14 × 2 × 2 = 12.56 cm2

Area of square sheet = side × side = 6 × 6 = 36cm2

The area of the left over aluminium sheet

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 = 36 − 12.56 = 23.44 cm2

12. The circumference of a circle is 31.4 cm. Find the radius and the area of the circle? (Take π = 3.14)

Sol: The circumference of a circle = 31.4 cm

2𝜋𝑟 = 31.4

2 × 3.14 × 𝑟 = 31.4

31.4 10
𝑟= = = 5 𝑐𝑚
2 × 3.14 2
Radius=5 cm

The area of the circle = 𝜋𝑟 2 = 3.14 × 5 × 5 = 78.5 𝑐𝑚2

13. A circular flower bed is surrounded by a path 4 m wide. The diameter of the flower bed is 66 m.
What is the area of this path? (π = 3.14)

Sol: Diameter of flower bed (d)=66 m, radius(r)=33m

Area of the smaller circle = 𝜋𝑟 2

= 3.14 × 33 × 33 = 3419.46 𝑚2

Width of path (w)=4 m

Radius of bigger circle(R) =33+4=37 m

Area of the bigger circle = 𝜋𝑅 2

= 3.14 × 37 × 37 = 4298.66 𝑚2

Area of the path

= Area of bigger circle − Area of smaller circle

= 4298.66 − 3419.46 = 879.20 𝑚2

(𝑂𝑅)Radius of smaller circle(r)=33 m, Radius of bigger circle(R)=33+4=37m

Area of the path = Area of bigger circle − Area of smaller circle

= πR2 − πr 2 = π(R2 − r 2 ) = π(R + r)(R − r) = 3.14(37 + 33)(37 − 33)

= 3.14 × 70 × 4 = 879.20 𝑚2

14. A circular flower garden has an area of 314 m2 . A sprinkler at the centre of the garden can cover
an area that has a radius of 12 m. Will the sprinkler water the entire garden? (Take π = 3.14)

Sol: Area covered by the sprinkler = πr 2 = 3.14 × 12 × 12 = 452.16 𝑚2

Area of the circular flower garden=314 m2

Area of circular flower garden is smaller than area covered by the sprinkler.

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 So, the sprinkler will water the entire garden.

15. Find the circumference of the inner and the outer circles, shown in the adjoining figure? (Take π
= 3.14)

Sol: Radius of the outer circle(R)=19 m

Circumference of outer circle = 2πR = 2 × 3.14 × 19

= 119.32 m

Radius of the inner circle(r) = 19 − 10 = 9 m

Circumference of inner circle = 2πr = 2 × 3.14 × 9 = 56.52 m

𝟐𝟐
16. How many times a wheel of radius 28 cm must rotate to go 352 m? (𝐓𝐚𝐤𝐞 𝝅 = )
𝟕

Sol: Radius of wheel(r)=28 cm

Circumference of the wheel = 2πr

22
=2× × 284 = 176 cm
7
Distance=352 m=35200 cm

Distance 35200
Number of times wheel should rotate = = = 200
Circumference of the wheel 176
17. The minute hand of a circular clock is 15 cm long. How far does the tip of the minute hand move
in 1 hour. (Take π = 3.14)

Sol: Length of minute hand(r)=15 cm

Circumference of circular clock = 2𝜋𝑟 = 2 × 3.14 × 15 = 94.2 𝑐𝑚

The tip of the minute hand move in 1 hour=94.2 cm

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 VII-MATHEMATICS-NCERT(2023-24)
CHAPTER
10. Algebraic Expressions (Notes)
10

1. A variable can take various values. Its value is not fixed.

2. We use letters 𝑥, 𝑦, 𝑙, 𝑚, . .. etc. to denote variables.
3. A constant has a fixed value. Ex: 4, 100, –17, etc
4. Algebraic expression: Algebraic expressions are formed from variables and constants.
5. Expressions are made up of terms. Terms are added to make an expression
6. The addition of the terms 4xy and 7 gives the expression 4xy + 7.
7. 𝑥 × 𝑥 = 𝑥 2
8. 𝑥 × 𝑥 × 𝑥 = 𝑥 3
9. 2 × 𝑦 × 𝑦 = 2𝑦 2
10. 4 × 𝑥 × 𝑦 = 4𝑥𝑦
11. 22 = 2 × 2 = 4; 32 = 3 × 3 = 9; 42 = 4 × 4 = 16; 52 = 5 × 5 = 25
12. (−2)2 = (−2) × (−2) = 4; (−3)2 = (−3) × (−3) = 9; (−4)2 = (−4) × (−4) = 16
13. 23 = 2 × 2 × 2 = 8; 33 = 3 × 3 × 3 = 27; 43 = 4 × 4 × 4 = 64
14. (−2)3 = (−2) × (−2) × (−2) = −8; (−3)3 = (−3) × (−3) × (−3) = −27

1. Describe how the following expressions are obtained:

(𝒊) 𝟕𝒙𝒚 + 𝟓

Sol: We first obtain 𝑥𝑦, multiply it by 7 to get 7𝑥𝑦 and add 5 to get the expression.

(𝒊𝒊) 𝒙𝟐 𝒚

Sol: We first obtain 𝑥 2 , and multiply it by 𝑦 to get 𝑥 2 𝑦.

(𝒊𝒊𝒊) 𝟒𝒙𝟐 − 𝟓𝒙

Sol: We first obtain 𝑥 2 , and multiply it by 4 to get 4𝑥 2 and subtract 5𝑥 to get the expression.

(i) A term is a product of its factors. The term – 3𝑥𝑦 is a product of the factors –3, 𝑥 and 𝑦.

(ii) The numerical factor is said to be the numerical coefficient or simply the coefficient of the term.

(iii) Factors containing variables are said to be algebraic factors.

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Tree diagram for expression:

1. What are the terms in the following expressions? Show how the terms are formed. Draw a tree
diagram for each expression:
(𝒊) 𝟖𝒚 + 𝟑𝒙𝟐

(𝒊𝒊) 𝟕𝒎𝒏 − 𝟒

(𝒊𝒊𝒊) 𝟐𝒙𝟐 𝒚

2. Write three expression each having 4 terms

Sol: (𝑖)𝑥 2 + 𝑦 2 + 𝑥𝑦 + 5

(𝑖𝑖) 2𝑥𝑦 + 𝑦𝑧 − 3𝑥𝑧 + 10

(𝑖𝑖𝑖) − 3𝑥 2 + 4𝑥𝑦 + 3𝑥 − 7𝑦

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3. Identify the coefficients of the terms of following expressions:

Expression Terms Coefficient

4𝑥 − 3𝑦 4𝑥 4
−3𝑦 −3
𝑎 1
𝑎+𝑏+5 𝑏 1
5
2𝑦 + 5 2𝑦 2
5
2𝑥𝑦 2𝑥𝑦 2
Example 1: Identify, in the following expressions, terms which are not constants. Give their numerical
coefficients: 𝒙𝒚 + 𝟒, 𝟏𝟑 – 𝒚𝟐 , 𝟏𝟑 – 𝒚 + 𝟓𝒚𝟐 , 𝟒𝒑𝟐 𝒒 – 𝟑𝒑𝒒𝟐 + 𝟓
Sol:

Example 2: (a) What are the coefficients of x in the following expressions?

𝟒𝒙 – 𝟑𝒚, 𝟖 – 𝒙 + 𝒚, 𝒚 𝟐 𝒙 – 𝒚, 𝟐𝒛 – 𝟓𝒙𝒛

(b) What are the coefficients of y in the following expressions?

𝟒𝒙 – 𝟑𝒚, 𝟖 + 𝒚𝒛, 𝒚𝒛𝟐 + 𝟓, 𝒎𝒚 + 𝒎

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When terms have the same algebraic factors, they are like terms. When terms have different
algebraic factors, they are unlike terms.

Group the like terms together from the following:

𝟏𝟐𝒙, 𝟏𝟐, – 𝟐𝟓𝒙, – 𝟐𝟓, – 𝟐𝟓𝒚, 𝟏, 𝒙, 𝟏𝟐𝒚, 𝒚

Sol: Group (𝑖): 12𝑥, −25𝑥, 𝑥

Group (ii) : − 25𝑦, 12𝑦, 𝑦

Group(iii): 12,1

Types of polynomial:

(1) Monomial: An expression with only one term is called a monomial

Ex: 5𝑥𝑦, 7𝑚, 2𝑛2 , 7𝑥 2 𝑦

(2) Binomial: An expression which contains two unlike terms is called a binomial.

Ex: 7𝑥 + 5𝑦, 2𝑚2 + 5, 𝑎2 − 𝑏 2

(3) Trinomial: An expression which contains three terms is called a trinomial

Ex: 𝑥 + 𝑦 + 5, 𝑎𝑏 + 𝑎 + 𝑏, 3𝑥 2 – 5𝑥 + 2, 𝑚 + 𝑛 + 10

In general, an expression with one or more terms is called a polynomial. Thus a monomial, a
binomial and a trinomial are all polynomials.

Example 3: State with reasons, which of the following pairs of terms are of like terms and which are of
unlike terms: (𝒊) 𝟕𝒙, 𝟏𝟐𝒚 (𝒊𝒊) 𝟏𝟓𝒙, – 𝟐𝟏𝒙 (𝒊𝒊𝒊) – 𝟒𝒂𝒃, 𝟕𝒃𝒂 (𝒊𝒗) 𝟑𝒙𝒚, 𝟑𝒙

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 (𝒗) 𝟔𝒙𝒚𝟐 , 𝟗𝒙𝟐 𝒚 (𝒗𝒊) 𝒑𝒒𝟐 , – 𝟒𝒑𝒒𝟐 (𝒗𝒊𝒊) 𝒎𝒏𝟐 , 𝟏𝟎𝒎𝒏

1. Get the algebraic expressions in the following cases using variables, constants and arithmetic
operations.
(i) Subtraction of z from y.
Sol: 𝑦 − 𝑧
(ii) One-half of the sum of numbers 𝒙 𝐚𝐧𝐝 𝒚.
1
Sol: (𝑥 + 𝑦)
2
(iii) The number z multiplied by itself.
Sol: 𝑧 × 𝑧 = 𝑧 2
(iv) One-fourth of the product of numbers p and q.
1
𝑆𝑜𝑙: 𝑝𝑞
4
(v) Numbers x and y both squared and added.
Sol: 𝑥 2 + 𝑦 2
(vi) Number 5 added to three times the product of numbers m and n.

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Sol: 3𝑚𝑛 + 5
(vii) Product of numbers y and z subtracted from 10.
Sol: 10 − 𝑦𝑧
(viii) Sum of numbers a and b subtracted from their product.
Sol: 𝑎𝑏 − (𝑎 + 𝑏)
2. (i) Identify the terms and their factors in the following expressions Show the terms and factors by
tree diagrams.
(𝒂)𝒙 – 𝟑 (𝒅)𝟓𝒙𝒚𝟐 + 𝟕𝒙𝟐 𝒚

(𝒃)𝟏 + 𝒙 + 𝒙𝟐

(𝒆) – 𝒂𝒃 + 𝟐𝒃 𝟐 – 𝟑𝒂𝟐

(𝒄)𝒚 – 𝒚𝟑

(𝐢𝐢) 𝐈𝐝𝐞𝐧𝐭𝐢𝐟𝐲 𝐭𝐞𝐫𝐦𝐬 𝐚𝐧𝐝 𝐟𝐚𝐜𝐭𝐨𝐫𝐬 𝐢𝐧 𝐭𝐡𝐞 𝐞𝐱𝐩𝐫𝐞𝐬𝐬𝐢𝐨𝐧𝐬 𝐠𝐢𝐯𝐞𝐧 𝐛𝐞𝐥𝐨𝐰:

(𝒂)– 𝟒𝒙 + 𝟓 (𝒃)– 𝟒𝒙 + 𝟓𝒚 (𝒄)𝟓𝒚 + 𝟑𝒚𝟐 (𝒅)𝒙𝒚 + 𝟐𝒙𝟐 𝒚𝟐 (𝒆)𝒑𝒒 + 𝒒
𝟑 𝟏
(𝒇)𝟏. 𝟐 𝒂𝒃 – 𝟐. 𝟒 𝒃 + 𝟑. 𝟔 𝒂 (𝒈) 𝒙 + (𝒉) 𝟎. 𝟏 𝒑𝟐 + 𝟎. 𝟐 𝒒𝟐
𝟒 𝟒
Sol:
Expression Terms Factors
– 4𝑥 −4, 𝑥
(a) – 4𝑥 + 5
5 5
– 4𝑥 −4, 𝑥
(b) – 4𝑥 + 5𝑦
5𝑦 5, 𝑦
(c) 5𝑦 + 3𝑦 2 5𝑦 5, 𝑦
3𝑦 2 3, 𝑦, 𝑦
(d) 𝑥𝑦 + 2𝑥 2 𝑦 2 𝑥𝑦 𝑥, 𝑦

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 2𝑥 2 𝑦 2 2, 𝑥, 𝑥, 𝑦, 𝑦
(e) 𝑝𝑞 + 𝑞 𝑝𝑞 𝑝, 𝑞
𝑞 𝑞
(f) 1.2𝑎𝑏– 2.4𝑏 + 3.6𝑎 1.2𝑎𝑏 1.2, 𝑎, 𝑏
– 2.4𝑏 – 2.4, 𝑏
3.6𝑎 3.6, 𝑎
(g) 3 1 3 3
𝑥+ 𝑥 ,𝑥
4 4 4 4
1
4
(h) 0.1𝑝2 + 0.2𝑞 2 0.1𝑝2 0.1, 𝑝, 𝑝
0.2𝑞 2 0.2, 𝑞, 𝑞
3. Identify the numerical coefficients of terms (other than constants) in the following expressions:
(𝒊)𝟓 – 𝟑𝒕𝟐 (𝒊𝒊)𝟏 + 𝒕 + 𝒕𝟐 + 𝒕𝟑 (𝒊𝒊𝒊)𝒙 + 𝟐𝒙𝒚 + 𝟑𝒚 (𝒊𝒗)𝟏𝟎𝟎𝒎 + 𝟏𝟎𝟎𝟎𝒏
(𝒗) – 𝒑𝟐 𝒒𝟐 + 𝟕𝒑𝒒 (𝒗𝒊) 𝟏. 𝟐 𝒂 + 𝟎. 𝟖 𝒃 (𝒗𝒊𝒊) 𝟑. 𝟏𝟒 𝒓𝟐 (𝒗𝒊𝒊𝒊) 𝟐 (𝒍 + 𝒃) (𝒊𝒙) 𝟎. 𝟏 𝒚 + 𝟎. 𝟎𝟏 𝒚𝟐
Sol:

Expression Terms Coefficients

(i) 5 – 3𝑡 2 – 3𝑡 2 –3
(ii) 1 + 𝑡 + 𝑡2 + 𝑡3 𝑡 1
𝑡2 1
𝑡3 1
(iii) 𝑥 + 2𝑥𝑦 + 3𝑦 𝑥 1
2𝑥𝑦 2
3𝑦 3
(iv) 100𝑚 + 1000𝑛 100𝑚 100
1000𝑛 1000
(v) – 𝑝2 𝑞 2 + 7𝑝𝑞 – 𝑝2 𝑞 2 1
7𝑝𝑞 1
(vi) 1.2𝑎 + 0.8𝑏 1.2𝑎 1.2
0.8𝑏 0.8
(vii) 3.14𝑟 2 3.14𝑟 2 3.14
(viii) 2(𝑙 + 𝑏) = 2𝑙 + 2𝑏 2𝑙 2
2𝑏 2
(ix) 0.1𝑦 + 0.01𝑦 2 0.1𝑦 0.1

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 0.01𝑦 2 0.01

4. (a) Identify terms which contain x and give the coefficient of x.

(𝒊)𝒚𝟐 𝒙 + 𝒚 (𝒊𝒊)𝟏𝟑𝒚𝟐 – 𝟖𝒚𝒙 (𝒊𝒊𝒊)𝒙 + 𝒚 + 𝟐 (𝒊𝒗)𝟓 + 𝒛 + 𝒛𝒙 (𝒗)𝟏 + 𝒙 + 𝒙𝒚
(𝒗𝒊) 𝟏𝟐𝒙𝒚𝟐 + 𝟐𝟓 (𝒗𝒊𝒊) 𝟕𝒙 + 𝒙𝒚𝟐

Sol:

Expression Terms with 𝑥 Coefficient of 𝑥

(i) 𝑦2𝑥 + 𝑦 𝑦2𝑥 𝑦2
(ii) 13𝑦 2 – 8𝑦𝑥 – 8𝑦𝑥 – 8𝑦
(iii) 𝑥 + 𝑦 + 2 𝑥 1
(iv) 5 + 𝑧 + 𝑧𝑥 𝑧𝑥 𝑧
(v) 1 + 𝑥 + 𝑥𝑦 𝑥 𝑎𝑛𝑑 𝑥𝑦 1 𝑎𝑛𝑑 𝑦
(vi) 12𝑥𝑦 2 + 25 12𝑥𝑦 2 12𝑦 2
(vii) 7 + 𝑥𝑦 2 𝑥𝑦 2 𝑦2
(𝐛) 𝐈𝐝𝐞𝐧𝐭𝐢𝐟𝐲 𝐭𝐞𝐫𝐦𝐬 𝐰𝐡𝐢𝐜𝐡 𝐜𝐨𝐧𝐭𝐚𝐢𝐧 𝐲 𝟐 𝐚𝐧𝐝 𝐠𝐢𝐯𝐞 𝐭𝐡𝐞 𝐜𝐨𝐞𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐭 𝐨𝐟 𝐲 𝟐
(𝒊) 𝟖 – 𝒙𝒚𝟐 (𝒊𝒊) 𝟓𝒚𝟐 + 𝟕𝒙 (𝒊𝒊𝒊) 𝟐𝒙𝟐 𝒚 – 𝟏𝟓𝒙𝒚𝟐 + 𝟕𝒚 𝟐

Expression Terms with 𝑦 2 Coefficient of 𝑦 2

(i) 8 – 𝑥𝑦 2 – 𝑥𝑦 2 −𝑥
(ii) 5𝑦 2 + 7𝑥 5𝑦 2 5
(iii) 2𝑥 2 𝑦 – 15𝑥𝑦 2 + 7𝑦 2 – 15𝑥𝑦 2 𝑎𝑛𝑑 7𝑦 2 – 15𝑥 𝑎𝑛𝑑 7
5. Classify into monomials, binomials and trinomials.
(𝒊)𝟒𝒚 – 𝟕𝒛 → Binomial (𝒗𝒊𝒊)𝟒𝒑𝟐 𝒒 – 𝟒𝒑𝒒𝟐 → Trinomial
(𝒊𝒊)𝒚 𝟐 → Monomial (𝒗𝒊𝒊𝒊)𝟕𝒎𝒏 → Monomial
(𝒊𝒊𝒊)𝒙 + 𝒚 – 𝒙𝒚 → Trinomial (𝒊𝒙)𝒛𝟐 – 𝟑𝒛 + 𝟖 → Trinomial
(𝒊𝒗)𝟏𝟎𝟎 → Monomial (𝒙)𝒂𝟐 + 𝒃𝟐 → Binomial
(𝒗)𝒂𝒃 – 𝒂 – 𝒃 → Trinomial (𝒙𝒊)𝒛𝟐 + 𝒛 → Binomial
(𝒗𝒊)𝟓 – 𝟑𝒕 → Binomial (𝒙𝒊𝒊)𝟏 + 𝒙 + 𝒙𝟐 → Trinomial

6. State whether a given pair of terms is of like or unlike terms

(𝒊)𝟏, 𝟏𝟎𝟎 → Like terms (𝒊𝒗)𝟏𝟒𝒙𝒚, 𝟒𝟐𝒚𝒙 → Like terms
𝟓 (𝒗)𝟒𝒎𝟐 𝒑, 𝟒𝒎𝒑𝟐 → Unlike terms
(𝒊𝒊)– 𝟕𝒙, 𝒙 → Like terms
𝟐
(𝒗𝒊) 𝟏𝟐𝒙𝒛, 𝟏𝟐𝒙𝟐 𝒛𝟐 → Unlike terms
(𝒊𝒊𝒊)– 𝟐𝟗𝒙, – 𝟐𝟗𝒚 → Unlike terms
7. Identify like terms in the following:

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(𝒂)– 𝒙𝒚𝟐 , – 𝟒𝒚𝒙𝟐 , 𝟖𝒙𝟐 , 𝟐𝒙𝒚𝟐 , 𝟕𝒚, – 𝟏𝟏𝒙𝟐 , – 𝟏𝟎𝟎𝒙, – 𝟏𝟏𝒚𝒙, 𝟐𝟎𝒙𝟐 𝒚, – 𝟔𝒙𝟐 , 𝒚, 𝟐𝒙𝒚, 𝟑𝒙

Sol: (𝑖)– 𝑥𝑦 2 , 2𝑥𝑦 2 (𝑖𝑖) – 4𝑦𝑥 2 , 20𝑥 2 𝑦 (𝑖𝑖𝑖)8𝑥 2 , – 11𝑥 2 , – 6𝑥 2 (𝑖𝑣)7𝑦, 𝑦

(𝑣)– 100𝑥, 3𝑥 (𝑣𝑖) − 11𝑦𝑥, 2𝑥𝑦

(𝒃)𝟏𝟎𝒑𝒒, 𝟕𝒑, 𝟖𝒒, – 𝒑𝟐 𝒒𝟐 , – 𝟕𝒒𝒑, – 𝟏𝟎𝟎𝒒, – 𝟐𝟑, 𝟏𝟐𝒑𝟐 𝒒𝟐 , – 𝟓𝒑𝟐 , 𝟒𝟏, 𝟐𝟒𝟎𝟓𝒑, 𝟕𝟖𝒒𝒑, 𝟏𝟑𝒑𝟐 𝒒, 𝒒𝒑𝟐 , 𝟕𝟎𝟏𝒑𝟐
𝑆𝑜𝑙: (𝑖)10𝑝𝑞, −7𝑞𝑝, 78𝑞𝑝 (𝑖𝑣)– 𝑝2 𝑞 2 , 12𝑝2 𝑞 2 (𝑣) − 23,41

(𝑖𝑖)7𝑝, 2405𝑝 (𝑖𝑖𝑖)8𝑞, −100𝑞 (𝑣𝑖)– 5𝑝2 , 701𝑝2 (𝑣𝑖𝑖)13𝑝2 𝑞, 𝑞𝑝2

The value of the expression depends on the value of the variable from which the expression is
formed.
Example 4:Find the values of the following expressions for 𝒙 = 𝟐
(𝒊) 𝒙 + 𝟒 = 2 + 4 = 6
22 = 2 × 2 = 4
(𝒊𝒊) 𝟒𝒙 − 𝟑 = (4 × 2) − 3
23 = 2 × 2 × 2 = 8
=8−3=5
(𝒊𝒊𝒊) 𝟏𝟗 − 𝟓𝒙𝟐 = 19 − (5 × 22 )
= 19 − (5 × 4)
= 19 − 20 = −1
(𝒊𝒗) 𝟏𝟎𝟎 − 𝟏𝟎𝒙𝟑 = 100 − (10 × 23 )
= 100 − (10 × 8)
= 100 − 80 = 20
Example 5: Find the value of the following expressions when n = – 2.
(𝒊) 𝟓𝒏 − 𝟐 = [5 × (−2)] − 2
= −10 − 2 = −12
(𝒊𝒊)𝟓𝒏𝟐 = [5 × (−2)2 ] = (5 × 4) = 20
𝟓𝒏𝟐 + 𝟓𝒏 − 𝟐 = 20 − 12 = 8
(𝑖𝑖𝑖) 𝒏𝟑 = (−2)3 = (– 2) × (– 2) × (– 2) = – 8
𝒏𝟑 + 𝟓𝒏𝟐 + 𝟓𝒏 − 𝟐 = −8 + 8 = 0
Example 6:Find the value of the following expressions for a = 3, b = 2.
(𝒊) 𝒂 + 𝒃 = 3 + 2 = 5 = 9 + 12 + 4 = 25
(𝒊𝒊) 𝟕𝒂 – 𝟒𝒃 = 7 × 3 − 4 × 2 (𝒊𝒗) 𝒂𝟑 – 𝒃𝟑 = 33 – 23
= 21 − 8 = 13 =3×3×3−2×2×2
(𝒊𝒊𝒊) 𝒂𝟐 + 𝟐𝒂𝒃 + 𝒃𝟐 =9×3−4×2
= 32 + 2 × 3 × 2 + 22 = 27 − 8 = 19

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 EXERCISE 10.2
1. If m = 2, find the value of
(𝒊) 𝒎 – 𝟐 = 2 − 2 = 0 𝟓𝒎 5×2
(𝒗) −𝟒= −4
(𝒊𝒊) 𝟑𝒎 – 𝟓 = 3 × 2 − 5 𝟐 2
10
=6−5=1 = −4
2
(𝒊𝒊𝒊) 𝟗 – 𝟓𝒎 = 9 − 5 × 2 =5−4=1
= 9 − 10 = −1
(𝒊𝒗) 𝟑𝒎𝟐 – 𝟐𝒎 – 𝟕
= 3 × 22 − 2 × 2 − 7
=3×4−4−7
= 12 − 11 = 1
2. If p = – 2, find the value of:
(𝒊) 𝟒𝒑 + 𝟕 = 4 × (−2) + 7 (𝒊𝒊𝒊) – 𝟐𝒑𝟑 = −2 × (−2)3
= −8 + 7 = −1 = −2 × (−8) = +16
(𝒊𝒊) – 𝟑𝒑𝟐 = (−3) × (−2)2 – 3𝑝2 + 4𝑝 + 7 = −13
= (−3) × 4 = −12 – 𝟐𝒑𝟑 – 𝟑𝒑𝟐 + 𝟒𝒑 + 𝟕 = 16 − 13 = 3
– 𝟑𝒑𝟐 + 𝟒𝒑 + 𝟕 = −12 − 1 = −13
3. Find the value of the following expressions, when 𝒙 = –1:
(𝒊) 𝟐𝒙 – 𝟕 = 2 × (−1) − 7
= −2 − 7 = −9
(𝒊𝒊)– 𝒙 + 𝟐 = −(−1) + 2
=1+2=3
(𝒊𝒊𝒊)𝒙𝟐 + 𝟐𝒙 + 𝟏 = (−1)2 + 2(−1) + 1
=1−2+1=2−2=0
(𝒊𝒗)𝟐𝒙𝟐 – 𝒙 – 𝟐 = 2 × (−1)2 – (−1) – 2
=2×1+1−2
=2+1−2=3−2=1
(−2)2 = (−2) × (−2) = 4
4. If a = 2, b = – 2, find the value of:
(𝒊)𝒂𝟐 + 𝒃𝟐 = (2)2 + (−2)2
=4+4=8
(𝒊𝒊)𝒂𝟐 + 𝒂𝒃 + 𝒃𝟐 = (2)2 + 2 × (−2) + (−2)2
=4−4+4=4
(𝒊)𝒂𝟐 − 𝒃𝟐 = (2)2 − (−2)2
=4−4=0

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5. When a = 0, b = – 1, find the value of the given expressions:
(𝒊) 𝟐𝒂 + 𝟐𝒃 = 2 × 0 + 2 × (−1)
= 0 − 2 = −2 (−1)2 = (−1) × (−1) = 1
(𝒊𝒊) 𝟐𝒂𝟐 + 𝒃𝟐 + 𝟏 = 2 × 02 + (−1)2 + 1
=0+1+1=2
(𝒊𝒊) 𝟐𝒂𝟐 𝒃 + 𝟐𝒂𝒃𝟐 + 𝒂𝒃 = [2 × 02 × (−1)] + [2 × 0 × (−1)2 ] + 0 × (−1)
=0+0+0=0
(𝒊𝒊𝒊) 𝒂𝟐 + 𝒂𝒃 + 𝟐 = 02 + 0 × (−1) + 2
=0−0+2= 2
6. Simplify the expressions and find the value if x = 2
We use distributive property in this simplification
(𝑖)𝑎(𝑏 + 𝑐) = 𝑎 × 𝑏 + 𝑎 × 𝑐 𝑎𝑛𝑑 (𝑖𝑖)𝑎(𝑏 − 𝑐) = 𝑎 × 𝑏 − 𝑎 × 𝑐

(𝐢) 𝒙 + 𝟕 + 𝟒 (𝒙 – 𝟓) = 𝑥 + 7 + (4 × 𝑥) − (4 × 5)
= 𝑥 + 7 + 4𝑥 − 20
= 𝑥 + 4𝑥 + 7 − 20 = 5𝑥 − 13
𝐼𝑓 𝑥 = 2
5𝑥 − 13 = (5 × 2) − 13 = 10 − 13 = −3
(𝐢𝐢) 𝟑 (𝒙 + 𝟐) + 𝟓𝒙 – 𝟕 = 3 × 𝑥 + 3 × 2 + 5𝑥 − 7
= 3𝑥 + 6 + 5𝑥 − 7
= 3𝑥 + 5𝑥 + 6 − 7 = 8𝑥 − 1
𝐼𝑓 𝑥 = 2
8𝑥 − 1 = (8 × 2) − 1 = 16 − 1 = 15
(𝐢𝐢𝐢)𝟔𝒙 + 𝟓 (𝒙 – 𝟐) = 6𝑥 + 5 × 𝑥 − 5 × 2
= 6𝑥 + 5𝑥 − 10 = 11𝑥 − 10
𝐼𝑓 𝑥 = 2
11𝑥 − 10 = (11 × 2) − 10 = 22 − 10 = 12
(𝒊𝒗)𝟒(𝟐𝒙 – 𝟏) + 𝟑𝒙 + 𝟏𝟏 = (4 × 2𝑥) − (4 × 1) + 3𝑥 + 11
= 8𝑥 − 4 + 3𝑥 + 11
= 8𝑥 + 3𝑥 − 4 + 11 = 11𝑥 + 7
𝐼𝑓 𝑥 = 2
11𝑥 + 7 = (11 × 2) + 7 = 22 + 7 = 29
7. Simplify these expressions and find their values if x = 3, a = – 1, b = – 2.

(𝒊) 𝟑𝒙 – 𝟓 – 𝒙 + 𝟗 = 3𝑥 − 𝑥 − 5 + 9

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 = 2𝑥 + 4

𝐼𝑓 𝑥 = 3 ;

2𝑥 + 4 = (2 × 3) + 4 = 6 + 4 = 10

(𝐢𝐢) 𝟐 – 𝟖𝒙 + 𝟒𝒙 + 𝟒 = −8𝑥 + 4𝑥 + 2 + 4

= −4𝑥 + 6

𝐼𝑓 𝑥 = 3 ;

−4𝑥 + 6 = (−4 × 3) + 6 = −12 + 6 = −6

(𝒊𝒊𝒊) 𝟑𝒂 + 𝟓 – 𝟖𝒂 + 𝟏 = 3𝑎 − 8𝑎 + 5 + 1

= −5𝑎 + 6

𝐼𝑓 𝑎 = −1

−5𝑎 + 6 = (−5 × −1) + 6 = 5 + 6 = 11

(𝒊𝒗) 𝟏𝟎 – 𝟑𝒃 – 𝟒 – 𝟓𝒃 = −3𝑏 − 5𝑏 + 10 − 4

= −8𝑏 + 6

𝐼𝑓 𝑏 = −2

−8𝑏 + 6 = (−8 × −2) + 6 = 16 + 6 = 22

(𝒗)𝟐𝒂 – 𝟐𝒃 – 𝟒 – 𝟓 + 𝒂 = 2𝑎 + 𝑎 − 2𝑏 − 4 − 5

= 3𝑎 − 2𝑏 − 9

𝐼𝑓 𝑎 = −1 𝑎𝑛𝑑 𝑏 = −2

3𝑎 − 2𝑏 − 9 = (3 × −1) − (2 × −2) − 9

= −3 − (−4) − 9

= −3 + 4 − 9 = −11 + 4 = −8

8. (𝒊)𝑰𝒇 𝒛 = 𝟏𝟎, 𝒇𝒊𝒏𝒅 𝒕𝒉𝒆 𝒗𝒂𝒍𝒖𝒆 𝒐𝒇 𝒛𝟑 – 𝟑(𝒛 – 𝟏𝟎).

Sol: 𝑧 3 – 3(𝑧 – 10) = 𝑧 3 − 3 × 𝑧 − 3 × (−10)

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 = 𝑧 3 − 3𝑧 + 30

𝐼𝑓 𝑧 = 10

𝑧 3 − 3𝑧 + 30 = 103 − 3 × 10 + 30 = 1000 − 30 + 30 = 1000

(𝒊𝒊)𝑰𝒇 𝒑 = – 𝟏𝟎, 𝒇𝒊𝒏𝒅 𝒕𝒉𝒆 𝒗𝒂𝒍𝒖𝒆 𝒐𝒇 𝒑𝟐 – 𝟐𝒑 – 𝟏𝟎𝟎

Sol: 𝐼𝑓 𝑝 = – 10

𝑝2 – 2𝑝 – 100 = (−10)2 – 2 × (−10) – 100 = 100 + 20 − 100 = 20

9. What should be the value of 𝒂 if the value of 𝟐𝒙𝟐 + 𝒙 – 𝒂 equals to 5, when x = 0?

Sol: Given: 2𝑥 2 + 𝑥 – 𝑎 = 5

when 𝑥 = 0
2 × 02 + 0 – 𝑎 = 5

0−𝑎 =5

−𝑎 = 5

𝑎 = −5

10. Simplify the expression and find its value when a = 5 and b = – 3. 𝟐(𝒂𝟐 + 𝒂𝒃) + 𝟑 – 𝒂𝒃
𝑺𝒐𝒍: 2(𝑎2 + 𝑎𝑏) + 3 – 𝑎𝑏 = (2 × 𝑎2 ) + (2 × 𝑎𝑏) + 3 – 𝑎𝑏
= 2𝑎2 + 2𝑎𝑏 + 3 − 𝑎𝑏
= 2𝑎2 + 𝑎𝑏 + 3
𝑊ℎ𝑒𝑛 𝑎 = 5 𝑎𝑛𝑑 𝑏 = – 3
2𝑎2 + 𝑎𝑏 + 3 = (2 × 52 ) + (5 × −3) + 3
= (2 × 25) − 15 + 3
= 50 − 12 = 38

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 VII-MATHEMATICS-NCERT-2023-24
CHAPTER 11. Exponents and Powers (Notes)

11

1. These very large numbers are difficult to read, understand and compare. To make these numbers easy to
read, understand and compare, we use exponents.
2. 10, 000 = 10 × 10 × 10 × 10 = 104 read as 10 raised to the power of 4
3. 100=10×10 =102 read as ‘10 squared’
3
4. 1000=10×10×10 =10 read as ‘10 cubed’
5. 𝑎 × 𝑎 = 𝑎2 (read as ‘𝑎 squared’)
6. 𝑎 × 𝑎 × 𝑎 = 𝑎3 (𝑟𝑒𝑎𝑑 𝑎𝑠 ‘𝑎 𝑐𝑢𝑏𝑒𝑑’)
7. 𝑎 × 𝑎 × 𝑎 × 𝑎 = 𝑎4 (𝑟𝑒𝑎𝑑 𝑎𝑠 𝑎 𝑟𝑎𝑖𝑠𝑒𝑑 𝑡𝑜 𝑡ℎ𝑒 𝑝𝑜𝑤𝑒𝑟 4)
22 = 4 210 = 1024 44 = 256 72 = 49
23 = 8 32 = 9 45 = 1024 73 = 343
24 = 16 33 = 27 52 = 25 82 = 64
25 = 32 34 = 81 53 = 125 83 = 512
26 = 64 35 = 243 54 = 625 92 = 81
27 = 128 36 = 729 62 = 36 93 = 729
28 = 256 42 = 16 63 = 216 102 = 100
29 = 512 43 = 64 64 = 1296 103 = 1000

(𝐢) 𝐄𝐱𝐩𝐫𝐞𝐬𝐬 𝟕𝟐𝟗 𝐚𝐬 𝐚 𝐩𝐨𝐰𝐞𝐫 𝐨𝐟 𝟑

Sol: 729 = 3 × 3 × 3 × 3 × 3 × 3 = 36

(𝐢𝐢) 𝐄𝐱𝐩𝐫𝐞𝐬𝐬 𝟏𝟐𝟖 𝐚𝐬 𝐚 𝐩𝐨𝐰𝐞𝐫 𝐨𝐟 𝟐

Sol: 128 = 2 × 2 × 2 × 2 × 2 × 2 × 2 = 27

(𝐢𝐢𝐢) 𝐄𝐱𝐩𝐫𝐞𝐬𝐬 𝟑𝟒𝟑 𝐚𝐬 𝐚 𝐩𝐨𝐰𝐞𝐫 𝐨𝐟 𝟕

Sol: 343 = 7 × 7 × 7 = 73

Example 1: Express 256 as a power 2.

Sol: 256 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 28

Example 2:Which one is greater 23 or 32 ?

Sol: 23 = 2 × 2 × 2 = 8 and 32 = 3 × 3 = 9.

Since 9 > 8

So, 32 is greater than 23

𝐄𝐱𝐚𝐦𝐩𝐥𝐞𝟑 ∶ 𝐖𝐡𝐢𝐜𝐡 𝐨𝐧𝐞 𝐢𝐬 𝐠𝐫𝐞𝐚𝐭𝐞𝐫 𝟖𝟐 𝒐𝒓 𝟐𝟖 ?

Sol: 82 = 8 × 8 = 64

28 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 256

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∴ 28 > 82

𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟒: 𝐄𝐱𝐩𝐚𝐧𝐝 𝒂𝟑 𝒃𝟐 , 𝒂𝟐 𝒃𝟑 , 𝒃𝟐 𝒂𝟑 , 𝒃𝟑 𝒂𝟐 . 𝑨𝒓𝒆 𝒕𝒉𝒆𝒚 𝒂𝒍𝒍 𝒔𝒂𝒎𝒆?

Sol: 𝑎3 𝑏2 = 𝑎3 × 𝑏2 = 𝑎 × 𝑎 × 𝑎 × 𝑏 × 𝑏

𝑎2 𝑏 3 = 𝑎2 × 𝑏 3 = 𝑎 × 𝑎 × 𝑏 × 𝑏 × 𝑏

𝑏 2 𝑎3 = 𝑏 2 × 𝑎3 = 𝑏 × 𝑏 × 𝑎 × 𝑎 × 𝑎

𝑏 3 𝑎2 = 𝑏 3 × 𝑎2 = 𝑏 × 𝑏 × 𝑏 × 𝑎 × 𝑎

𝑎3 𝑏 2 = 𝑏 2 𝑎3 𝑎𝑛𝑑 𝑎2 𝑏 3 = 𝑏 3 𝑎2

𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟓: 𝐄𝐱𝐩𝐫𝐞𝐬𝐬 𝐭𝐡𝐞 𝐟𝐨𝐥𝐥𝐨𝐰𝐢𝐧𝐠 𝐧𝐮𝐦𝐛𝐞𝐫𝐬 𝐚𝐬 𝐚 𝐩𝐫𝐨𝐝𝐮𝐜𝐭 𝐨𝐟 𝐩𝐨𝐰𝐞𝐫𝐬 𝐨𝐟 𝐩𝐫𝐢𝐦𝐞 𝐟𝐚𝐜𝐭𝐨𝐫𝐬:

(𝐢) 𝟕𝟐 = 2 × 2 × 2 × 3 × 3 = 23 × 32

(𝒊𝒊) 𝟒𝟑𝟐 = 2 × 2 × 2 × 2 × 3 × 3 × 3 = 24 × 33

(𝐢𝐢𝐢) 𝟏𝟎𝟎𝟎 = 2 × 2 × 2 × 5 × 5 × 5 = 23 × 53

(𝐢𝐯) 𝟏𝟔, 𝟎𝟎𝟎 = 16 × 1000 = 16 × 10 × 10 × 10

= 2 × 2 × 2 × 2 × 2 × 5 × 2 × 5 × 2 × 5 = 2 7 × 53

𝑬𝒙𝒂𝒎𝒑𝒍𝒆 𝟔: 𝑾𝒐𝒓𝒌 𝒐𝒖𝒕 (𝟏)𝟓 , (– 𝟏)𝟑 , (– 𝟏)𝟒 , (– 𝟏𝟎)𝟑 , (– 𝟓)𝟒 .

𝑆𝑜𝑙: (1)5 = 1 × 1 × 1 × 1 × 1 = 1

(– 1)3 = (−1) × (−1) × (−1) = 1 × (−1) = −1

(– 1)4 = (−1) × (−1) × (−1) × (−1) = 1 × 1 = 1

(– 10)3 = (−10) × (−10) × (−10) = 100 × (−10) = −1000

(– 5)4 = (−5) × (−5) × (−5) × (−5) = 25 × 25 = 625

(i) 1𝑎𝑛𝑦 𝑛𝑢𝑚𝑏𝑒𝑟 = 1

(ii) (−1)even number = 1
(iii) (−1)odd number = −1

1. Find the value of:

(𝐢) 𝟐𝟔 = 2 × 2 × 2 × 2 × 2 × 2 = 8 × 8 = 64
(𝒊𝒊) 𝟗𝟑 = 9 × 9 × 9 = 81 × 9 = 729
(𝒊𝒊𝒊) 𝟏𝟏𝟐 = 11 × 11 = 121
(𝒊𝒗) 𝟓𝟒 = 5 × 5 × 5 × 5 = 25 × 25 = 625
2. Express the following in exponential form:
(𝒊) 𝟔 × 𝟔 × 𝟔 × 𝟔 = 64
(𝒊𝒊) 𝒕 × 𝒕 = 𝑡 2

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(𝒊𝒊𝒊) 𝒃 × 𝒃 × 𝒃 × 𝒃 = 𝑏 4
(𝒊𝒗) 𝟓 × 𝟓 × 𝟕 × 𝟕 × 𝟕 = 52 × 73
(𝒗) 𝟐 × 𝟐 × 𝒂 × 𝒂 = 22 × 𝑎2
(𝒗𝒊) 𝒂 × 𝒂 × 𝒂 × 𝒄 × 𝒄 × 𝒄 × 𝒄 × 𝒅 = 𝑎3 × 𝑐4 × 𝑑
3. Express each of the following numbers using exponential notation:
(𝒊) 𝟓𝟏𝟐 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 29
(𝒊𝒊) 𝟑𝟒𝟑 = 7 × 7 × 7 = 73
(𝒊𝒊𝒊) 𝟕𝟐𝟗 = 3 × 3 × 3 × 3 × 3 × 3 = 36
5
(𝒊𝒗) 𝟑𝟏𝟐𝟓 = 5 × 5 × 5 × 5 × 5 = 5
4. Identify the greater number, wherever possible, in each of the following?
(𝒊) 𝟒𝟑 𝒐𝒓 𝟑𝟒
Sol: 43 = 4 × 4 × 4 = 16 × 4 = 64
34 = 3 × 3 × 3 × 3 = 9 × 9 = 81
∴ 34 𝑖𝑠 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 43 ( 34 > 43 )
(𝒊𝒊) 𝟓𝟑 𝒐𝒓 𝟑𝟓
𝑆𝑜𝑙: 53 = 5 × 5 × 5 = 25 × 5 = 125
35 = 3 × 3 × 3 × 3 × 3 = 9 × 9 × 3 = 81 × 3 = 243
∴ 35 𝑖𝑠 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 53 (35 > 53 )
(𝒊𝒊𝒊) 𝟐𝟖 𝒐𝒓 𝟖𝟐
𝑆𝑜𝑙: 28 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 16 × 16 = 256
82 = 8 × 8 = 64
∴ 28 𝑖𝑠 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 82 (28 > 82 )
(𝒊𝒗)𝟏𝟎𝟎𝟐 𝒐𝒓 𝟐𝟏𝟎𝟎
Sol: 1002 = 100 × 100 = 10,000
2100 = 2 × 2 × 2 × 2 … .× 2(100 𝑡𝑖𝑚𝑒𝑠)
= 2 × 2 × 2 × 2 … .× 2(14 𝑡𝑖𝑚𝑒𝑠) × 2 × 2 × 2 × 2 … .× 2(86 𝑡𝑖𝑚𝑒𝑠)
= 16384 × 2 × 2 × 2 × 2 … .× 2(86 𝑡𝑖𝑚𝑒𝑠)
∴ 2100 𝑖𝑠 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛1002
(𝐯) 𝟐𝟏𝟎 𝐨𝐫 𝟏𝟎𝟐
Sol: 210 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 32 × 32 = 1024
102 = 10 × 10 = 100
∴ 210 𝑖𝑠 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 102
5. Express each of the following as product of powers of their prime factors:

(𝒊) 𝟔𝟒𝟖 = 2 × 2 × 2 × 3 × 3 × 3 × 3 = 23 × 34
(𝒊𝒊) 𝟒𝟎𝟓 = 3 × 3 × 3 × 3 × 5 = 34 × 5
(𝒊𝒊𝒊) 𝟓𝟒𝟎 = 2 × 2 × 3 × 3 × 3 × 5 = 22 × 33 × 5
(𝒊𝒗) 𝟑, 𝟔𝟎𝟎 = 36 × 100 = 6 × 6 × 10 × 10
=2×3×2×3×2×5×2×5
4 2 2
=2×2×2×2×3×3×5×5 =2 ×3 ×5

6. Simplify:
(𝒊) 𝟐 × 𝟏𝟎𝟑 = 2 × 10 × 10 × 10 = 2 × 1000 = 2000
(𝒊𝒊) 𝟕𝟐 × 𝟐𝟐 = 7 × 7 × 2 × 2 = 49 × 4 = 196
(𝒊𝒊𝒊) 𝟐𝟑 × 𝟓 = 2 × 2 × 2 × 5 = 8 × 5 = 40
(𝒊𝒗) 𝟑 × 𝟒𝟒 = 3 × 4 × 4 × 4 × 4 = 3 × 256 = 768
(𝒗) 𝟎 × 𝟏𝟎𝟐 = 0 × 100 = 0

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(𝒗𝒊) 𝟓𝟐 × 𝟑𝟑 = 5 × 5 × 3 × 3 × 3 = 25 × 27 = 675
(𝒗𝒊𝒊) 𝟐𝟒 × 𝟑𝟐 = 2 × 2 × 2 × 2 × 3 × 3 = 16 × 9 = 144
(𝒗𝒊𝒊𝒊) 𝟑𝟐 × 𝟏𝟎𝟒 = 9 × 10000 = 90000
7. Simplify:
(𝒊) (−𝟒)𝟑 = (−4) × (−4) × (−4) = 16 × (−4) = −64

(𝒊𝒊) (−𝟑) × (−𝟐)𝟑 = (−3) × (−2) × (−2) × (−2) = (−3) × (−8) = 24

(𝒊𝒊𝒊) (−𝟑)𝟐 × (−𝟓)𝟐 = (−3) × (−3) × (−5) × (−5) = 9 × 25 = 225

(𝒊𝒗) (−𝟐)𝟑 × (−𝟏𝟎)𝟑 = (−8) × (−1000) = 8000

8. Compare the following numbers:
(𝒊) 𝟐. 𝟕 × 𝟏𝟎𝟏𝟐 ; 𝟏. 𝟓 × 𝟏𝟎𝟖
Sol: 2.7 × 1012 = 2.7 × 104 × 108 = 2.7 × 10000 × 108 = 27000 × 108
27000 × 108 > 1.5 × 108
∴ 2.7 × 1012 > 1.5 × 108
(𝒊𝒊)𝟒 × 𝟏𝟎𝟏𝟒 ; 𝟑 × 𝟏𝟎𝟏𝟕
Sol: 3 × 1017 = 3 × 103 × 1014 = 3000 × 1014
3000 × 1014 > 𝟒 × 𝟏𝟎𝟏𝟒
∴ 3 × 1017 > 4 × 1014
LAWS OF EXPONENTS
Multiplying Powers with the Same Base
(𝑖)22 × 23 == 2 × 2 × 2 × 2 × 2 = 25 = 22+3
(𝑖𝑖)(−3)4 × (−3)3 = (−3) × (−3) × (−3) × (−3) × (−3) × (−3) × (−3) = (−3)7 = (−3)4+3
For any non-zero integer𝑎, where 𝑚 𝑎𝑛𝑑 𝑛 are whole numbers

𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛

Simplify and write in exponential form

(𝒊) 𝟐𝟓 × 𝟐𝟑 = 25+3 = 28
(𝒊𝒊) 𝒑𝟑 × 𝒑𝟐 = 𝑝3+2 = 𝑝5
(𝒊𝒊𝒊) 𝟒𝟑 × 𝟒𝟐 = 43+2 = 45
(𝒊𝒗) 𝒂𝟑 × 𝒂𝟐 × 𝒂𝟕 = 𝑎3+2+7 = 𝑎12
(𝒊𝒗) 𝟓𝟑 × 𝟓𝟕 × 𝟓𝟏𝟐 = 53+7+12 = 522
(𝒗) (−𝟒)𝟏𝟎𝟎 × (−𝟒)𝟐𝟎 = (−4)100+20 = (−4)120
Dividing Powers with the Same Base
37 3 × 3 × 3 × 3 × 3 × 3 × 3
(𝒊)𝟑𝟕 ÷ 𝟑𝟒 = 4 = = 33 = 37−4
3 3×3×3×3
56 5 × 5 × 5 × 5 × 5 × 5
(𝒊𝒊)𝟓𝟔 ÷ 𝟓𝟐 = 2 = = 54 = 56−2
5 5×5
For any non-zero integer 𝑎, where m and n are whole numbers
𝑎𝑚 ÷ 𝑎𝑛 = 𝑎𝑚−𝑛

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Simplify and write in exponential form:

(𝒊) 𝟐𝟗 ÷ 𝟐𝟑 = 29−3 = 26
(𝒊𝒊) 𝟏𝟎𝟖 ÷ 𝟏𝟎𝟒 = 108−4 = 104
(𝒊𝒊𝒊) 𝟗𝟏𝟏 ÷ 𝟗𝟕 = 911−7 = 94
(𝒊𝒗) 𝟐𝟎𝟏𝟓 ÷ 𝟐𝟎𝟏𝟑 = 2015−13 = 202
(𝒗) 𝟕𝟏𝟑 ÷ 𝟕𝟏𝟎 = 713−10 = 73
Taking Power of a Power
(𝒊) (𝟐𝟑 )𝟐 = 23 × 23 = 23+3 = 26 = 23×2
(𝒊𝒊) (𝟑𝟐 )𝟒 = 32 × 32 × 32 × 32 = 32+2+2+2 = 38 = 32×4
For any non-zero integer ‘𝑎’, where ‘𝑚’ and ‘𝑛’ are whole numbers

(𝑎𝑚 )𝑛 = 𝑎𝑚×𝑛

Simplify and write the answer in exponential form:

(𝒊) (𝟔𝟐 )𝟒 = 62×4 = 68
(𝒊)(𝟐𝟐 )𝟏𝟎𝟎 = 22×100 = 2200
𝟐
(𝒊)(𝟕𝟓𝟎 ) = 750×2 = 7100
(𝒊)(𝟓𝟑 )𝟕 = 53×7 = 521
𝟑
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟕: 𝐂𝐚𝐧 𝐲𝐨𝐮 𝐭𝐞𝐥𝐥 𝐰𝐡𝐢𝐜𝐡 𝐨𝐧𝐞 𝐢𝐬 𝐠𝐫𝐞𝐚𝐭𝐞𝐫 (𝟓𝟐 ) × 𝟑 𝒐𝒓 (𝟓𝟐 ) ?

𝑆𝑜𝑙: (52 ) × 3 = 5 × 5 × 3 = 25 × 3 = 75

(52 )3 = 52×3 = 56 = 5 × 5 × 5 × 5 × 5 × 5 = 25 × 25 × 25 = 625 × 25 = 15625

∴ (52 )3 > (52 ) × 3

Multiplying Powers with the Same Exponents

(i) 23 × 33 = (2 × 2 × 2) × (3 × 3 × 3) = (2 × 3) × (2 × 3) × (2 × 3)

= (2 × 3)3 = 63

(𝑖𝑖) 𝑎4 × 𝑏 4 = (𝑎 × 𝑎 × 𝑎 × 𝑎) × (𝑏 × 𝑏 × 𝑏 × 𝑏)

= (𝑎 × 𝑏) × (𝑎 × 𝑏) × (𝑎 × 𝑏) × (𝑎 × 𝑏)

= (𝑎 × 𝑏)4 = (𝑎𝑏)4

For any non-zero integer ‘𝑎’, where ‘𝑚’ is any whole number
𝑎𝑚 × 𝑏 𝑚 = (𝑎 × 𝑏)𝑚

𝑚
Put into another form using 𝑎𝑚 × 𝑏 = (𝑎𝑏)𝑚

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(𝐢) 𝟒𝟑 × 𝟐𝟑 = (4 × 2)3 = 83

(𝐢𝐢) 𝟐𝟓 × 𝒃𝟓 = (2 × 𝑏)5 = (2𝑏)5

(𝐢𝐢𝐢) 𝒂𝟐 × 𝒕𝟐 = (𝑎 × 𝑡)2 = (𝑎𝑡)2

(𝐢𝐯) 𝟓𝟔 × (−𝟐)𝟔 = (5 × −2)6 = (−10)6

(𝐯) (−𝟐)𝟒 × (−𝟑)𝟒 = (−2 × −3)4 = 64

Example 8: Express the following terms in the exponential form:

(𝒊)(𝟐 × 𝟑)𝟓 = 25 × 35

(𝒊𝒊)(𝟐𝒂)𝟒 = (2 × 𝑎)4 = 24 × 𝑎4

(𝒊𝒊𝒊)(−𝟒𝒎)𝟑 = (−4 × 𝑚)3 = (−4)3 × 𝑚3

Dividing Powers with the Same Exponents

24 2 × 2 × 2 × 2 2 2 2 2 2 4
(𝑖) = = × × × = ( )
34 3 × 3 × 3 × 3 3 3 3 3 3

𝑎3 𝑎×𝑎×𝑎 𝑎 𝑎 𝑎 𝑎 3
(𝑖𝑖) = 𝑏×𝑏×𝑏 = 𝑏 × 𝑏 × 𝑏 = (𝑏 )
𝑏3

For any non-zero integers ‘𝑎’and ‘b’ where ‘𝑚’ is any whole number
𝑎𝑚 𝑎 𝑚
𝑎𝑚 ÷ 𝑏 𝑚 = 𝑚 = ( )
𝑏 𝑏

𝑎 𝑚
𝑃𝑢𝑡 𝑖𝑛𝑡𝑜 𝑎𝑛𝑜𝑡ℎ𝑒𝑟 𝑓𝑜𝑟𝑚 𝑢𝑠𝑖𝑛𝑔 𝑎𝑚 ÷ 𝑏 𝑚 = ( )
𝑏
5
4
(𝒊) 𝟒𝟓 ÷ 𝟑𝟓 = ( )
3
2 5
(𝒊𝒊) 𝟐𝟓 ÷ 𝒃𝟓 = ( )
𝑏
𝟑 𝟑
−2 3
(𝒊𝒊𝒊) (−𝟐) ÷ 𝒃 = ( )
𝑏
𝑝 4
(𝒊𝒗) 𝒑𝟒 ÷ 𝒒𝟒 = ( )
𝑞
5 6
(𝒗) 𝟓𝟔 ÷ (−𝟐)𝟔 = ( )
−2
𝑬𝒙𝒂𝒎𝒑𝒍𝒆 𝟗: 𝑬𝒙𝒑𝒂𝒏𝒅:
𝟑 𝟒 34 3 × 3 × 3 × 3
(𝒊) ( ) = 4 =
𝟓 5 5×5×5×5
−4 5 (−4)5 (−4) × (−4) × (−4) × (−4) × (−4)
(𝑖𝑖) ( ) = =
7 75 7×7×7×7×7
Numbers with exponent zero
35 3 × 3 × 3 × 3 × 3
=
35 3 × 3 × 3 × 3 × 3
35−5 = 1
30 = 1

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𝐹𝑜𝑟 𝑎𝑛𝑦 𝑛𝑜𝑛 − 𝑧𝑒𝑟𝑜 𝑖𝑛𝑡𝑒𝑔𝑒𝑟 𝑎, 𝑎0 = 1

Example 10: Write exponential form for 8 × 8 × 8 × 8 taking base as 2.
Sol: 8 × 8 × 8 × 8 = 84
= (23 )4 = 23×4 = 212 (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛

Example 11:Simplify and write the answer in the exponential form.

𝟑𝟕
(𝒊) ( 𝟐) × 𝟑𝟓 = 𝟑𝟕−𝟐 × 𝟑𝟓
𝟑 𝑎𝑚
5
=3 ×3 =3 5 5+5
=310 = 𝑎𝑚−𝑛 ; 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛
𝑎𝑛
(𝒊𝒊) 𝟐𝟑 × 𝟐𝟐 × 𝟓𝟓 = 23+2 × 55
𝑎𝑚 × 𝑏 𝑚 = (𝑎 × 𝑏)𝑚
= 25 × 55 = (2 × 5)5 = 105

(𝒊𝒊𝒊)(𝟔𝟐 × 𝟔𝟒 ) ÷ 𝟔𝟑 = 62+4 ÷ 63

= 66 ÷ 63

= 66−3 = 63
𝟑
(𝒊𝒗) [(𝟐𝟐 ) × 𝟑𝟔 ] × 𝟓𝟔 = [22×3 × 36 ] × 56

= [26 × 36 ] × 56

= (2 × 3)6 × 56

= 66 × 56

= (6 × 5)6 = 306

(𝒗) 𝟖 = 2 × 2 × 2 = 23

83 ÷ 23 = (23 )3 ÷ 23

= 29 ÷ 23 = 29−3 = 26

Example 12Simplify:

𝟏𝟐𝟒 × 𝟗𝟑 × 𝟒 (22 × 3)4 × (32 )3 × 22

(𝒊) =
𝟔𝟑 × 𝟖𝟐 × 𝟐𝟕 (2 × 3)3 × (23 )2 × 33

(22 )4 × 34 × 32×3 × 22
= 3
2 × 33 × 23×2 × 33
28 × 34 × 36 × 22
=
23 × 33 × 26 × 33
28+2 × 34+6 210 × 310
= = 9
23+6 × 33+3 2 × 36
= 210−9 × 310−6 = 21 × 34

= 2 × 81 = 162

(𝒊𝒊)𝟐𝟑 × 𝒂𝟑 × 𝟓𝒂𝟒 = 23 × 5 × 𝑎3 × 𝑎4 = 8 × 5 × 𝑎3+4 = 40𝑎7

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𝟐 × 𝟑𝟒 × 𝟐𝟓 2 × 34 × 25
(𝒊𝒊𝒊) = 2
𝟗 × 𝟒𝟐 3 × (22 )2

21+5 × 34 26 × 34
= 2 = 4
3 × 24 2 × 32

= 26−4 × 34−2 = 22 × 32 = 4 × 9 = 36

1. Using laws of exponents, simplify and write the answer in exponential form:
1) 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛 6) 𝑎0 = 1 (𝑎 ≠ 0)
𝑎𝑚 7) 1𝑎𝑛𝑦 𝑛𝑢𝑚𝑏𝑒𝑟 = 1
2) 𝑎𝑚 ÷ 𝑏 𝑚 = = 𝑎𝑚−𝑛
𝑎𝑛
8) (−1)even number = 1,
3) (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛
4) 𝑎𝑚 × 𝑏 𝑚 = (𝑎 × 𝑏)𝑚 (−1)odd number = −1

𝑎𝑚 𝑎 𝑚
5) =( )
𝑏𝑚 𝑏

(𝒊) 𝟑𝟐 × 𝟑𝟒 × 𝟑𝟖 = 32+4+8 = 314

(𝒊𝒊) 𝟔𝟏𝟓 ÷ 𝟔𝟏𝟎 = 615−10 = 65

(𝒊𝒊𝒊) 𝒂𝟑 × 𝒂𝟐 = 𝑎3+2 = 𝑎5

(𝒊𝒗) 𝟕𝒙 × 𝟕𝟐 = 7𝑥+2

(𝒗) (𝟓𝟐 )𝟑 ÷ 𝟓𝟑 = 52×3 ÷ 53 = 56 ÷ 53 = 56−3 = 53

(𝒗𝒊) 𝟐𝟓 × 𝟓𝟓 = (2 × 5)5 = 105

(𝒗𝒊𝒊) 𝒂𝟒 × 𝒃𝟒 = (𝑎 × 𝑏)4 = (𝑎𝑏)4

(𝒗𝒊𝒊𝒊) (𝟑𝟒 )𝟑 = 34×3 = 312

(𝒊𝒙) (𝟐𝟐𝟎 ÷ 𝟐𝟏𝟓 ) × 𝟐𝟑 = 220−15 × 23 = 25 × 23 = 25+3 = 28

(𝒙) 𝟖𝒕 ÷ 𝟖𝟐 = 8𝑡−2

2. Simplify and express each of the following in exponential form:

𝟐𝟑 × 𝟑𝟒 × 𝟒 23 × 34 × 22 23+2 × 34
(𝒊) = = 1
𝟑 × 𝟑𝟐 31 × 25 3 × 25
25 × 34
= = 34−1 = 33
31 × 25
(𝒊𝒊)[(𝟓𝟐 )𝟑 × 𝟓𝟒 ] ÷ 𝟓𝟕 = [52×3 × 54 ] ÷ 57

= [56 × 54 ] ÷ 57 = 56+4 ÷ 57

= 510 ÷ 57 = 510−7 = 53

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(𝒊𝒊𝒊) 𝟐𝟓𝟒 ÷ 𝟓𝟑 = (52 )4 ÷ 53 = 52×4 ÷ 53

= 58 ÷ 53 = 58−3 = 55

𝟑 × 𝟕𝟐 × 𝟏𝟏𝟖 31 × 72 × 118
(𝒊𝒗) = 1
𝟐𝟏 × 𝟏𝟏𝟑 3 × 71 × 113
= 72−1 × 118−3

= 71 × 115 = 7 × 115

𝟑𝟕 37 37
(𝒗) = = =1
𝟑𝟒 × 𝟑𝟑 34+3 37
(𝒗𝒊) 𝟐𝟎 + 𝟑𝟎 + 𝟒𝟎 = 1 + 1 + 1 = 3

(𝒗𝒊𝒊) 𝟐𝟎 × 𝟑𝟎 × 𝟒𝟎 = 1 × 1 × 1 = 1

(𝒗𝒊𝒊𝒊) (𝟑𝟎 + 𝟐𝟎 ) × 𝟓𝟎 = (1 + 1) × 1 = 2 × 1 = 2

𝟐𝟖 × 𝒂𝟓 28 × 𝑎5 28 × 𝑎5
(𝒊𝒙) = =
𝟒𝟑 × 𝒂𝟑 (22 )3 × 𝑎3 26 × 𝑎3

= 28−6 × 𝑎5−3 = 22 × 𝑎2

𝒂𝟓
(𝒙) ( ) × 𝒂𝟖 = 𝑎5−3 × 𝑎8
𝒂𝟑

= 𝑎2 × 𝑎8 = 𝑎2+8 = 𝑎10

𝟒𝟓 × 𝒂𝟖 𝒃𝟑
(𝒙𝒊) = 𝑎8−5 × 𝑏 3−2 = 𝑎3 𝑏1 = 𝑎3 𝑏
𝟒𝟓 × 𝒂𝟓 𝒃𝟐
(𝒙𝒊𝒊)(𝟐𝟑 × 𝟐)𝟐 = (23+1 )2 = (24 )2 = 24×2 = 28

3. Say true or false and justify your answer:

(𝒊) 𝟏𝟎 × 𝟏𝟎𝟏𝟏 = 𝟏𝟎𝟎𝟏𝟏 → False

LHS = 101 × 1011 = 101+11 = 1012

RHS = 10011

LHS ≠ RHS

(𝒊𝒊) 𝟐𝟑 > 𝟓𝟐 → 𝐹𝑎𝑙𝑠𝑒

LHS = 23 = 8

RHS = 52 = 25

LHS ≯ RHS

(𝒊𝒊𝒊)𝟐𝟑 × 𝟑𝟐 = 𝟔𝟓 → 𝐹𝑎𝑙𝑠𝑒

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LHS = 23 × 32 = 8 × 9 = 72

RHS = 65 = 6 × 6 × 6 × 6 × 6 = 36 × 36 × 6 = 1296 × 6 = 7776

LHS ≠ RHS

(𝒊𝒗) 𝟑𝟎 = 𝟏𝟎𝟎𝟎𝟎 → True

30 = 1 𝑎𝑛𝑑 10000 = 1

4. Express each of the following as a product of prime factors only in exponential form:

(𝒊)𝟏𝟎𝟖 × 𝟏𝟗𝟐 = 22 × 33 × 26 × 31 = 22+6 × 33+1 = 28 × 34

(𝒊𝒊) 𝟐𝟕𝟎 = 27 × 10 = 3 × 3 × 3 × 2 × 5 = 2 × 33 × 5

(𝒊𝒊𝒊)𝟕𝟐𝟗 × 𝟔𝟒 = 36 × 26

5. Simplify:
𝟐
(𝟐𝟓 ) × 𝟕𝟑 (25 )2 × 73
(𝒊) = 3 3
𝟖𝟑 × 𝟕 (2 ) × 7

25×2 × 73 210 × 73
= 3×3 = 9
2 × 71 2 × 71
= 210−9 × 73−1 = 21 × 72

= 2 × 49 = 98

𝟐𝟓 × 𝟓𝟐 × 𝒕𝟖 52 × 52 × 𝑡 8
(𝒊𝒊) =
𝟏𝟎𝟑 × 𝒕𝟒 (2 × 5)3 × 𝑡 4

52+2 × 𝑡 8 54 × 𝑡 8
= 3 =
2 × 53 × 𝑡 4 23 × 53 × 𝑡 4
54−3 × 𝑡 8−4 51 × 𝑡 4 5𝑡 4
= = =
23 23 8

𝟑𝟓 × 𝟏𝟎𝟓 × 𝟐𝟓 35 × (2 × 5)5 × 52
(𝒊𝒊𝒊) =
𝟓𝟕 × 𝟔𝟓 57 × (2 × 3)5

35 × 25 × 55 × 52
=
57 × 25 × 35
35 × 25 × 57
= =1
57 × 25 × 35
DECIMAL NUMBER SYSTEM

(i) 47561 = 4 × 10000 + 7 × 1000 + 5 × 100 + 6 × 10 + 1

= 4 × 104 + 7 × 103 + 5 × 102 + 6 × 101 + 1 × 100
(ii) 104278 = 1 × 100,000 + 0 × 10,000 + 4 × 1000 + 2 × 100 + 7 × 10 + 8 × 1
= 1 × 105 + 0 × 104 + 4 × 103 + 2 × 102 + 7 × 101 + 8 × 100

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TRY THESE

Expand by expressing powers of 10 in the exponential form:

(i) 172=1×100+7×10+2×1
= 1 × 102 + 7 × 101 + 2 × 100
(ii) 5,643=5×1000+6×100+4×10+3×1
= 5 × 103 + 6 × 102 + 4 × 101 + 3 × 100
(iii) 56,439=5 × 10,000 + 6 × 1000 + 4 × 100 + 3 × 10 + 9 × 1
= 5 × 104 + 6 × 103 + 4 × 102 + 3 × 101 + 9 × 100
(iv) 1,76,428=1×1,00,000+7 × 100,000 + 6 × 10,000 + 4 × 1000 + 2 × 100 + 8 × 10 + 8 × 1
= 1 × 105 + 7 × 104 + 6 × 103 + 4 × 102 + 2 × 101 + 8 × 100

EXPRESSING LARGE NUMBERS IN THE STANDARD FORM

Any number can be expressed as a decimal number between 1.0 and 10.0 including 1.0 multiplied by a power
of 10. Such a form of a number is called its standard form.

(i) 59 = 5.9 × 10 = 5.9 × 101

(ii) 590 = 5.9 × 100 = 5.9 × 102
(iii) 5985 = 5.985 × 1000 = 5.985 × 103
(iv) The distance between Sun and Saturn is 1,433,500,000,000 m=1.4335×1012 m
(v) The distance between Saturn and Uranus is 1,439,000,000,000 m=1.439×1012 m
(vi) distance between Sun and Earth is 149, 600,000,000 m = 1.496 × 1011m
EXAMPLE 13Express the following numbers in the standard form:
(i) 5985.3 = 5.9853 × 1000 = 5.9853 × 103
(ii) 65,950 = 6.595 × 10,000 = 6.595 × 104
(iii) 3,430,000 = 3.43 × 1,000,000 = 3.43 × 106
(iv) 70,040,000,000 = 7.004 × 10,000,000,000 = 7.004 × 1010

1. Write the following numbers in the expanded forms:

5 4 3 2 1 0
(i) 𝟐𝟕𝟗𝟒𝟎𝟒 = 2 × 10 + 7 × 10 + 9 × 10 + 4 × 10 + 0 × 10 + 4 × 10
6 5 4 3 2 1 0
(ii) 𝟑𝟎𝟎𝟔𝟏𝟗𝟒 = 3 × 10 + 0 × 10 + 0 × 10 + 6 × 10 + 1 × 10 + 9 × 10 + 4 × 10
6 5 4 3 2 1 0
(iii) 𝟐𝟖𝟎𝟔𝟏𝟗𝟔 = 2 × 10 + 8 × 10 + 0 × 10 + 6 × 10 + 1 × 10 + 9 × 10 + 6 × 10
5 4 3 2 1 0
(iv)𝟏𝟐𝟎𝟕𝟏𝟗 == 1 × 10 + 2 × 10 + 0 × 10 + 7 × 10 + 1 × 10 + 9 × 10
4 3 2 1 0
(v) 𝟐𝟎𝟎𝟔𝟖 = 2 × 10 + 0 × 10 + 0 × 10 + 6 × 10 + 8 × 10
2. Find the number from each of the following expanded forms:

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(a) 8 ×104 + 6 ×103 + 0×102 + 4×101 + 5×100=86045

(b) 4 ×105 + 5×103 + 3×102 + 2×100=405302
(c) 3 ×104 + 7×102 + 5×100=30705
(d) 9 ×105 + 2×102 + 3×101=900230
3. Express the following numbers in standard form:
(i) 𝟓, 𝟎𝟎, 𝟎𝟎, 𝟎𝟎𝟎 = 5 × 107
(ii) 𝟕𝟎, 𝟎𝟎, 𝟎𝟎𝟎 = 7 × 106
(iii) 𝟑, 𝟏𝟖, 𝟔𝟓, 𝟎𝟎, 𝟎𝟎𝟎 = 3.1865 × 109
(iv) 𝟑, 𝟗𝟎, 𝟖𝟕𝟖 = 3.90878 × 105
(v) 𝟑𝟗𝟎𝟖𝟕. 𝟖 = 3.90878 × 104
(vi) 𝟑𝟗𝟎𝟖. 𝟕𝟖 = 3.90878 × 103
4. Express the number appearing in the following statements in standard form.
(a) The distance between Earth and Moon is 384,000,000 m
Sol: 3.84 × 108 𝑚
(b)Speed of light in vacuum is 300,000,000 m/s.
Sol: 3 × 108 𝑚/𝑠
(c)Diameter of the Earth is 1,27,56,000 m
Sol: 1.2756 × 107 𝑚
(d)Diameter of the Sun is 1,400,000,000 m
Sol: 1.4 × 109 𝑚
(e) In a galaxy there are on an average 100,000,000,000 stars.
Sol: 1 × 1011
(f) The universe is estimated to be about 12,000,000,000 years old.
Sol: 1.2 × 1010 𝑦𝑒𝑎𝑟𝑠
(g) The distance of the Sun from the centre of the Milky Way Galaxy is estimated to be
300,000,000,000,000,000,000 m.
Sol: 3 × 1020 𝑚
(h)60,230,000,000,000,000,000,000 molecules are contained in a drop of water weighing 1.8 gm.
Sol: 6.023 × 1022 𝑚𝑜𝑙𝑒𝑐𝑢𝑙𝑒𝑠
(i) The earth has 1,353,000,000 cubic km of sea water.
Sol: 1.353 × 109 𝑐𝑢𝑏𝑖𝑘 𝑘𝑚 𝑜𝑟 𝑘𝑚3
(j) The population of India was about 1,027,000,000 in March, 2001.
Sol: 1.027 × 109

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 CHAPTER VII-MATHEMATICS-NCERT-2023-24
12. Symmetry(Notes)
12

1. If a line divides the given figure into two coincidental parts, then the figure is said to be
‘symmetrical’ and the line is called the ‘axis of symmetry’ or ‘line of symmetry’.
2. A figure can have one or more than one lines of symmetry or axes of symmetry.

LINES OF SYMMETRY FOR REGULAR POLYGONS

3. A polygon is said to be regular if all its sides are of equal length and all its angles are of equal
measure,
4. An equilateral triangle is a regular polygon of three sides.
5. A square is a regular polygon of four sides.
6. Regular polygons have multiple (i.e., more than one) lines of symmetry.

1. Copy the figures with punched holes and find the axes of symmetry for the following:

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2. Given the line(s) of symmetry, find the other hole(s):

3. In the following figures, the mirror line (i.e., the line of symmetry) is given as a dotted line.
Complete each figure performing reflection in the dotted (mirror) line. (You might perhaps place a
mirror along the dotted line and look into the mirror for the image). Are you able to recall the
name of the figure you complete?

4. The following figures have more than one line of symmetry. Such figures are said to have
multiple lines of symmetry.

Identify multiple lines of symmetry, if any, in each of the following figures:

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Sol:

5. Copy the figure given here.

Take any one diagonal as a line of symmetry and shade a few more squares
to make the figure symmetric about a diagonal. Is there more than one way
to do that? Will the figure be symmetric about both the diagonals?

Sol: Yes, the figure is symmetric about the diagonals.

There is more than one way so as to make the figure symmetric about a diagonal as we can
choose any of its 2 diagonals.

6. Copy the diagram and complete each shape to be symmetric about the mirror line(s):

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Sol:

7. State the number of lines of symmetry for the following figures:

(a) An equilateral triangle -3
(b) An isosceles triangle -1
(c) A scalene triangle -0
(d) A square -4
(e) A rectangle-2
(f) A rhombus -2
(g) A parallelogram -0
(h) A quadrilateral -0
(i) A regular hexagon -6
(j) A circle-Infinitely many
8. What letters of the English alphabet have reflectional symmetry (i.e., symmetry related to mirror
reflection) about?
(a) a vertical mirror
Sol: A,H,I,M,O,T,U,V,W,X,Y
(b) a horizontal mirror
Sol: B,C,D,E,H,I,K,O,X
(c) both horizontal and vertical mirrors.
Sol: H,I,O,X
9. Give three examples of shapes with no line of symmetry.

Sol: (1) A Scalene triangle (2) A Quadrilateral (3) A Parallelogram.

10. What other name can you give to the line of symmetry of (a) an isosceles triangle? (b) a circle?

Sol: (a) Median or altitude.

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(b) Diameter.

(i) If, after a rotation, an object looks exactly the same, we say that it has a rotational symmetry.
(ii) The rotation turns an object about a fixed point. This fixed point is the centre of rotation.
(iii) The angle by which the object rotates is called the angle of rotation.
(iv) In a complete turn (of 3600 ), the number of times an object looks exactly the same is called the
order of rotational symmetry.
(v) A half-turn means rotation by 180°; a quarter-turn is rotation by 90°.
(vi) The order of symmetry of a square is 4 .
(vii) The order of symmetry of an equilateral triangle is 3.

1. (a) Can you now tell the order of the rotational symmetry for an equilateral triangle?

Sol: The order of the rotational symmetry for an equilateral triangle is 3

(b) How many positions are there at which the triangle looks exactly the same, when rotated about
its centre by 120°?
Sol: 3
2. Which of the following shapes (Fig 12.15) have rotational symmetry about the marked point.

Sol: (i) 2 (ii) 4 (iii) 1 (iv) 5

Give the order of the rotational symmetry of the given figures about the point marked (Fig
12.17).

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Sol: (i) 4 (ii) 3 (iii) 2

1. Which of the following figures have rotational symmetry of order more than 1:

Sol: Order of rotational symmetry for (a) 4, (b) 3, (c) 1, (d) 2,(e)3, (f)4.

2. Give the order of rotational symmetry for each figure:

Sol:

Figure order of rotational symmetry

(a) 1
(b) 2
(c) 3
(d) 4
(e) 4
(f) 5
(g) 6
(h) 3

Some shapes have only line symmetry (Ex: E), some have only rotational symmetry (Ex: S) and
some have both line symmetry and rotational symmetry (Ex: H)

Fill the blanks in the following table:

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1. Name any two figures that have both line symmetry and rotational symmetry.

Sol: Square, Circle, Equilateral triangle,…

2. Draw, wherever possible, a rough sketch of

(i) a triangle with both line and rotational symmetries of order more than 1.
Sol: An equilateral triangle. (Order of line symmetry is 3 and order of rotational symmetry is 3)

(ii) a triangle with only line symmetry and no rotational symmetry of order more than 1.
Sol: Isosceles triangle (Order of line symmetry is 1 and order of rotational symmetry is 1)

(iii) a quadrilateral with a rotational symmetry of order more than 1 but not a line symmetry.
Sol: Parallelogram (order of rotational symmetry is 2 but no line symmetry)

(iv) a quadrilateral with line symmetry but not a rotational symmetry of order more than 1.
Sol: A kite

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3. If a figure has two or more lines of symmetry, should it have rotational symmetry of order more
than 1?

Sol: Yes.

4. Fill in the blanks:

Shape Centre of Rotation Order of Rotation Angle of Rotation
Square Intersecting point of diagonals 4 900
Rectangle Intersecting point of diagonals 2 1800
Rhombus Intersecting point of diagonals 2 1800
Equilateral Triangle Intersecting point of medians 3 1200
Regular Hexagon Intersecting point of diagonals 6 600
Circle Centre of the circle Infinite At every point
Semi-circle Centre of the circle 1 3600

5. Name the quadrilaterals which have both line and rotational symmetry of order more than 1.

Sol: Square.

6. After rotating by 60° about a centre, a figure looks exactly the same as its original position. At what
other angles will this happen for the figure?

Sol: 1200 , 1800 , 2400 , 3000 , 3600 (Multiples of 600 )

7. Can we have a rotational symmetry of order more than 1 whose angle of rotation is (i) 45°? (ii)
17°?

Sol: (i)Yes ( 450 is a factor of 3600 )

(ii) No ( 170 is not a factor of 3600 )

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CHAPTER 13. Visualising Solid Shapes (Notes)
13

1. You will classify figures you have seen in terms of what is known as dimension.
2. Figures drawn on paper which have only length and breadth are called two dimensional(2-D)
(i.e., plane) figures
3. The circle, the square, the rectangle, the quadrilateral and the triangle are examples of plane
figures;
4. Some objects have some length, breadth and height or depth. They have three dimensions. They
are called three dimensional (3-D) shapes.
5. The cube, the cuboid, the sphere, the cylinder, the cone and the pyramid are examples of solid
shapes.
TRY THESE
Match the shape with the names.
Shape Name Shape Name

Cylinder Cube

Sphere Cone

Cuboid Pyramid

Match the 2 dimensional figures with the names

2 dimensional figure Name 2 dimensional figure Name

Rectangle Square

Circle Quadrilateral

Triangle

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FACES, EDGES AND VERTICES

Faces: Faces are flat, two-dimensional surfaces that make up the boundary of a solid.
Edges: Edges are the one-dimensional lines that form the boundaries of the faces.
Vertices: Vertices (singular: vertex) are the corner points of a solid where edges meet
Do this

NETS FOR BUILDING 3-D SHAPES

Here you find four nets (Fig 13.10). There are two correct nets among them to make a
tetrahedron. See if you can work out which nets will make a tetrahedron.

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Sol: First and third net will make a tetrahedron.

1. Identify the nets which can be used to make cubes (cut out copies of the nets and try it):

Sol: Nets in (ii), (iii), (iv) and (vi) form cubes.

2. Dice are cubes with dots on each face. Opposite faces of a die always have a total of seven dots on
them. Here are two nets to make dice (cubes); the numbers inserted in each square indicate the
number of dots in that box. Insert suitable numbers in the blanks, remembering that the number
on the opposite faces should total to 7

Sol:

3. Can this be a net for a die? Explain your answer.

Sol: No, We know that opposite faces of a die always have a total of seven dots on them.

If we will fold this net opposite to 4 will be 1 which does not make total of 7.

4. Here is an incomplete net for making a cube. Complete it in at least two different ways. Remember
that a cube has six faces. How many are there in the net here? (Give two separate diagrams. If you
like, you may use a squared sheet for easy manipulation.)

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Sol: Three faces

5. Match the nets with appropriate solids:

Sol: (a) (ii) (b) (iii) (c) (iv) (d) (i)

13.4 DRAWING SOLIDS ON A FLAT SURFACE

13.4.1 Oblique Sketches

An oblique sketch does not have proportional lengths. Still it conveys all important aspects of the
appearance of the solid.

If we are able to recognise a sketch of a solid is called an oblique sketch.

The sketch of a cube.

In the oblique sketch above you note the following.

(i) The sizes of the front faces and its opposite are same; and
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(ii) The edges, which are all equal in a cube, appear so in the sketch, though the actual measures of
edges are not taken so.

13.4.2 Isometric Sketches

An isometric sketch is drawn on an isometric dot paper. In an isometric sketch of the solid the
measurements kept proportional.

In the isometric dot sheet divides the paper into small equilateral triangles made up of dots or lines.

EXAMPLE 1: Here is an oblique sketch of a cuboid [Fig 13.14(i)]. Draw an isometric sketch that
matches this drawing. SOLUTION Here is the solution [Fig 13.14(ii)]. Note how the measurements are
taken care of.

1. Use isometric dot paper and make an isometric sketch for each one of the given shapes:

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2. The dimensions of a cuboid are 5 cm, 3 cm and 2 cm. Draw three different isometric sketches of
this cuboid.

Sol:

3. Three cubes each with 2 cm edge are placed side by side to form a cuboid. Sketch an oblique or
isometric sketch of this cuboid.

Sol:

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4. Make an oblique sketch for each one of the given isometric shapes:

5. Give (i) an oblique sketch and (ii) an isometric sketch for each of the following:
(a) A cuboid of dimensions 5 cm, 3 cm and 2 cm. (Is your sketch unique?) (b) A cube with an edge
4 cm long.

Sol:

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Visualising Solid Objects

1. How many cubes?

Sol: Number of cubes in first row=6

Number of cubes in second row=3

Totalnumber of cubes=6+3=9

2. Try to guess the number of cubes in the following arrangements

Sol:

(i) Number of cubes in first row=12 (ii) Number of cubes in first row=6

Number of cubes in second row=12 Number of cubes in second row=2

Totalnumber of cubes=12+12=24 Totalnumber of cubes=6+2=8

(iii) Number of cubes in first row=8

Number of cubes in second row=2

Totalnumber of cubes=8+2=10

Example 2 : If two cubes of dimensions 2 cm by 2cm by 2cm are placed side by side, what would the
dimensions of the resulting cuboid be?

Sol: Length(L)=2+2=4 cm, breadth(B)=2 cm and height(H)=2 cm

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1. Two dice are placed side by side as shown: Can you say what the total would be on the face
opposite to

(a) 5 + 6 (b) 4 + 3

Sol: We know that in a dice sum of numbers on opposite faces is 7.

So, the total would be on the face opposite to is (b) 4+3

2. Three cubes each with 2 cm edge are placed side by side to form a cuboid. Try to make an
oblique sketch and say what could be its length, breadth and height.

Sol:

Sol: Length (L)=2+2+2=6 cm, breadth (B)=2 cm and height(H)=2 cm

Play this

Make clay (or plasticine) models of the following solids and make vertical or horizontal cuts. Draw
rough sketches of the cross-sections you obtain. Name them wherever you can.

Sol: (i) Rectangle (ii) Circle (iii) Triangle (iv) Circle (v) Circle

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1. What cross-sections do you get when you give a

(i) vertical cut (ii) horizontal cut to the following solids? (a) A brick (b) A round apple (c) A die
(d) A circular pipe (e) An ice cream cone

Sol:

Solid name Figure vertical cut horizontal cut

(a) A brick

(b) A round apple

(c) A die

(d) A circular pipe

(e) An ice cream cone

A shadow play

As the light rays hit the 3D object, they create a shadow on a surface, which can be a screen or a
plane. The shadow represents a 2D projection of the 3D object.

EXERCISE 13.4

1. A bulb is kept burning just right above the following solids. Name the shape of the shadows
obtained in each case. Attempt to give a rough sketch of the shadow. (You may try to experiment
first and then answer these questions).

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Sol: (i) Circle (ii) Rectangle (iii) Rectangle.

2. Here are the shadows of some 3-D objects, when seen under the lamp of an overhead projector.
Identify the solid(s) that match each shadow. (There may be multiple answers for these!)

Sol: (i) Sphere or cylinder vertically (ii) Cube (iii) Cone (iv) Cuboid or cylinder horizontally

3. Examine if the following are true statements:

(i) The cube can cast a shadow in the shape of a rectangle.
Sol: The statement is true, when the light is coming diagonally.
(ii) The cube can cast a shadow in the shape of a hexagon.
Sol: False.
A Third Way is by Looking at it from Certain Angles to Get Different Views

TRY THESE

1. For each solid, the three views (1), (2), (3) are given. Identify for each solid the corresponding
top, front and side views.

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2. Draw a view of each solid as seen from the direction indicated by the arrow.

Sol:

(i) (ii) (iii)

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