BASIC Oral I oaDisclaimer This teaching ‘material is meant for enlightening students ard inculcating the right values in'thom. It hasbeen published préuant to ‘an undletteking given by tho author/s that the contents do not in any way whatsoever violato”any exiting 'oopyright oF itellectual property tight. In the event the authors have’ been unable to track any source, and if any copyright has: been aavertently ‘infringed, please noty the: pupisher for any corrective action. Publched by “FrankBros: & Co. (Publléhers) Lid. 8-41, ‘Sector-4, Noida-20130 ‘Gautam Budh Nagar Phones: 0120-4880999 (100 Lines) “Regd Ottico 2/10;"Arisatf Road, Datyaganj, “New Deihi-110002 © AF tights"reserved. No part of this publication may"be fepreduced in’ any form: without ‘he’ briot “tien” permission of the: publishers. First Editori"2006 ‘Cotnpletely Revised Exltion 2011 SBN"°978:99-5037-078-6 Printed at Capital Offset, Bawana ind. Area, Delhi-110039.CONTENTS 1. Knowing Our Numbers 2. Playing with Numbers 3,__Whole Numbers 4, Negative Numbers and Integers 5__Fractions 6,__Decimals 7.__ Introduction to Algebra 8.__ Ratio and Proportion 9. Basic Geometrical Ideas (2D) 10. Understanding Elementary Shapes 11. Symmetry 12. Constructions 13.__Mensuration 14. Data Handling Summative Assessment 1 Summative Assessment 2 BREBEsSoae. np 8 & XR 8 8 BRE Baa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.We observe that the same number can be represented by different symbols. For example, the number six can be represented by symbols 6, & Y, VI or 44% which are different. Thus, the same concept is expressed by different symbols by different civilisations, ie. the numerals may be different for the same number. The numerals which are used in counting objects, ie. 1, 2, 3, «are called counting numbers or natural numbers. The smallest natural number is 1. Can you think of the largest natural number? You think of a number and there is always a number larger than it. Thus, we cannot find the largest natural number. Even natural numbers: Numbers which are divisible by 2 are called even natural numbers €g. 2, 4, 6 8, 10, Odd natural numbers: Numbers which are not divisible by 2 are called odd natural numbers 2g 1,3, 5,7, 9 Successor: When one is added to a given natural number, we get the next number. This number is called the successor of that number. Hence, successor of 1 is 2; successor of 2 is 3, successor of 3 is 4 and so on. We observe that every natural number has a successor. Predecessor: One less than a given natural number is called the predecessor. Hence, predecessor of 2 is 1, predecessor of 3 is 2 predecessor of 4 is 3 and so on. If we subtract 1 from 1, we get 0 which is not a natural number. Hence, 1 does not have a predecessor. Thus, we observe that every natural number except 1, has a predecessor. Can you find instantly which is the greatest among these? () 118, 3240, 41200, 519357 (ii) 425, 437, 405, 463, 459 (iii) 5329, 5923, 9235, 8532 In case (i), instantly we can say that 519357 is the greatest as it is a 6 digits number while other numbers are having three, four or five digits. In case (ii), all the numbers are 3 digits numbers starting with 4, By comparing the place value of second digit in cach number, we observe that the number 463 is the greatest. Similarly in the (ii) case, the place value of thousand’s place in the number 9235 is greatest. Hence, 9235 is the greatest number. Thus, in order to compare two natural numbers, we follow the following procedure: 1. The number with more digits is greater than the number with less digits. 2. When the numbers have the same number of digits, follow the following steps: (9 Compare the digits in the left most place in the given number. (ii) If they are equal, compare the second digit from the left If the second digit from the left are equal, compare the third digit from the left and continue this process till you find unequal digits at the corresponding places. (iv) The number with greater digit is the greatest in the lot. SOLVED EXAMPLES & Example 1. Write the successor of each of the following: (iii) 999 (i) 500 (ii) 256 (iv) 2569Solution: The successors are: @ 501 (i 257 ii) 1000 (jv) 2570 Example 2. Write the predecessor of each of the following: i) 500 (ii) 101 (iii) 1000 Solution: The predecessors are: @ 499 (i 100 (it) 999 Example 3. Compare 9897 and 10235. (iv) 3990 (@) 3989 Solution: Here, 9897 has four digits while 10235 has five digits. We know that a number with more digits is greater. 10235 > 9897 Example 4. Which is greater: 85327 or 85732? Solution: Here, both the numbers are five digits numbers. At ten-thousand’s place, both the numbers have the digit 8. ‘At thousand’s place, both the numbers have the digit 5. At hundred’s place, the first number is having digit 3 while the second number is having the digit 7. Also, we know that 7> 3. . The second number is greater than the first, ic. 85732 > 85927 Let us have three digits 4, 5 and 6. Using these digits, form as many as possible three digits numbers so that digits are not repeated. They are 456, 465, 546, 564, 645 and 654. Can you make some more three digits numbers with these digits? ‘Try and come to conclusion. Which is the greatest number among these? Obviously, it is 654. Similarly, we observe that 456 is the smallest number. Again, let us have four digits 4, 5, 6 and 9. Using these digits, let us make different four digits numbers so that digits are not repeated. You can have 4569 but not 4566, Try to make as many four digits numbers 2s you can. They are as many as 24 different numbers. Among these, the greatest number is 9654 and the smallest is 4569. ‘Observe the arrangement of digits in both and write down the procedure of writing the greatest and the smallest number. In the greatest number, the digits are arranged in descending order from leit to right while for the smallest number, the digits are arranged in ascending order from left to right. If one of the digits is a zero, then zero should be placed at the second position while making the smallest number.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.In order to read the number, we group place values into periods as indicated above. The digits in the same period are read together and then the name of the period is read along with them. For very large numbers, it is suggested that put commas after each period and then follow the same procedure to write the number, In our day-to-day life, we come across large numbers in many different situations. The number ‘The Place Value Chart (Intemational System) of children in your class is in two digits, the number of students in your school would be a 3 or 4 digits number. The number of people living in your town may be in 5 or 6 digits. The number of people living in your country may be represented by a number having 9 or 10 digits. We should be in a position to write a given number in words. ‘SOLVED EXAMPLES 2 Example 9. Write 3265925 in words in @ The Indian system of numeration Solution: () The Indian system LTH 32, 65, 925 (Gi) The International system of numeration numeration: Put commas as indicated below: ‘The number is read as thirty-two lakhs sixty five thousand nine hundred twenty five. (i) The International system of numeration: Put commas as indicated below: M T H 3, 265, 925 ‘The number is read as three million two hundred sixty five thousand nine hundred twenty five. pyrighted materialaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.1 gram = 1000 milligrams ‘The capacity of a bucket is mentioned in litres. ‘The amount of liquid present in an injection vial is represented in millilitre (mL). 1 litre = 1000 millilitres In all these units, you would have observed that there are some common words like kilo, milli and centi. Kilo is the greatest and milli is the smallest, ilo shows 1000 times greater while milli shows 1000 times smaller, ie. 1 kilogram = 1000 grams 1 gram = 1000 milligrams 1 litre = 1000 millilitres 1 kilometre = 1000 metres 1 metre = 1000 millimetres Also, centi shows 100 times smaller, 1 metre = 100 centimetres ie. righted materialaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Example 18. To stifch a shirt, 2 m 15 cm cloth is required. Out of 50 m cloth, how many shirts can be stitched and how much cloth will remain? Solution: No. of shirts stitched = 5000 + 215 Cloth available = 50 m = 5000 cm: Cloth required for 1 shirt = 2 m 15 cm = 215 cm On dividing we get 23 as quotient and 55 as_ remainder. So, number of shirts stitched = 23 and cloth remaining ~ 55 cm a & EXERCISE 1.4 1. Three sugar factories produced 95623 bags, 59327 bags and 83255 bags of sugar respectively in a month, What is the total production of sugar in the month? 2. Ramesh goes to the market with % 2500. He buys a pair of shoes for % 1000, a shirt for % 560 and one trouser for € 800. How much money is left with him? 3. Find the difference between the greatest and the least number that can be written using the digits 2, 9, 4, 6, 7, 0 each only once. 4. In a group of 6900 people, 1200 watch TY. channel ‘Aaj Tak’, 3157 watch ‘Discovery’ and the rest watch ‘Geography’ channel. How many people watch ‘Geography’ channel? 5. A car covers 65 km in an hour. How much distance will it cover in 9 hours? Find the missing numbers in the given number series. 1, 9, 25, , 81, 3. 3, 10, , 2: 6. Charu purchases 20 bottles of coke and 20 pieces of burgers for a party. The cost of a bottle of coke is € 9 and that of a burger is % 7. Find the total amount spent by Charu. 7. The population of a town is 9,75,165. One out of every 15 is reported to be senior citizen. In all, how many senior citizens are there in the town? 8. A tin has 11 litres and 250 mL of oil. How many bottles each of 90 mL capacity can be filled out of it? 9. Find the smallest 5-digits number which is exactly divisible by 99. 10. Find the greatest S-digits number which is exactly divisible by 45. L4We come across different news items in newspapers and electronic media as given below: 1, LPL. opening match was watched by 52000 spectators in the stadium and 60 million television viewers world wide. About 2000 people were killed and more than 75000 people became homeless in the floods in Bihar. . Approximately 13 million passengers are cartied over 65,000 kilometres route of railway track everyday. Do you think that there were exactly as many people as the numbers quoted in these news items? Obviously, not. Clearly, 52000 spectators could by 51600 or 52400 but not 60,000. Similarly, 60 million television viewers implies more than 59 million and less than 61 million but certainly not 70 ‘million. All these numbers give approximate idea of quantity. The approximate value taken by observation is called estimation, aS ee Bo ane a eet ate 27 In our daily life, we come across many situations where estimation is used. You are having marriage reception at your home. You should have rough idea of the number of guests attending the reception. The cook tells you the requirement according to the menu. He makes use of estimation, The best estimation is when there is 2 minimum wastage. In all arithmetic operation, estimation is of great importance as it helps in checking whether the calculations are reasonably correct. For this, we are to take approximation. The degree of approximation vary from situation to situation. i zal Let the points 210 to 225 be represented on the number line as shown in Fig. 1.1. Observe if 213 is nearer to 210 or 220. Obviously, it is nearer to 210. Thus, the number 213 is rounded to 210. 215 is equidistant from both 210 and 220. It is a practice that it is rounded to the next, ie. 220. 216 is nearer to 220. So it is rounded to 220. _—— =: = Bio B10 aad bei aa eas aE Fig. 11 SOLVED EXAMPLE & Example 19. Round tiese numbers to the nearest tens: 36, 43, 52, 64, 69, 71, 75, 327, 429, 2538 Solution: Rounding off the above numbers to nearest tens is as given below: 40, 40, 50, 60, 70, 70, 80, 330, 430, 25401.7.2 Estimating to the Nearest Hundreds by Rounding Off Is 525 nearer to 500 or 600? 525 is nearer to 500. +. It is rounded off to 500, correct to the nearest hundred. 785 lies between 700 and 800. It is nearer to 800, so it is rounded off to 800, correct to the nearest hundred. Numbers 1 to 49 are closer to 0 than to 100, so they are rounded off to 0. Numbers 51 to 99 are closer to 100 than to 0, 80 they are rounded off to 100. Number 50 is equidistant from 0 and 100 both. It is a practice to round it off to the next number, ive, 100. ‘SOLVED EXAMPLE & Example 20, Round these numbers to the nearest hundred: 429, 689, 1231, 1504, 1996, 6505, 6551, 6550, 9499 Solution: Rounding off to the nearest hundred is 429 = 400 689 = 700 1504 = 1500 1996 = 2000 6551 ~ 6600 6550 ~ 6600 1.73. Estimating to the Nearest Thousands by Rounding Off Numbers 1 to 499 are closer to 0 than 1000, so they are rounded off to 0. SOLVED EXAMPLI represented as below: 1231 = 1200 6505 = 6500 9499 ~ 9500 Numbers 501 to 999 are closer to 1000 than 0, so they are rounded off to 1000. Number 500 is equidistant from 0 and 1000, so it is rounded off to 1000. & Example 21. Round these numbers to the nearest thousand: 2973, 4550, 4449, 51023, 61641, 61501, 61449, 61005, 79999 Solution: Rounding off is represented as below: 2973 = 3000 4550 = 5000 51023 = 51000 61641 = 62000 6 61449 = 61000 61005 = 61000 7 4449 = 4000 1501 = 62000 9999 = 30000 Example 22, Complete the table by rounding the numbers in first column to the degree of accuracy shown in each of the columns:aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Total notebooks purchased = 9 + 11 = 20 Dont you think, the process adopted by Isha Total cost = 20 x 12 tnple tee shy = (+11) x 12 = % 240 ‘Thus, at times, use of brackets make the sums simple. ‘SOLVED EXAMPLES & Example 26. Write the expressions for each of the following using brackets: (i) Three multiplied by the sum of seven and five. (ii) Three multiplied by the difference of seven and five. Gi) Divide the difference of eighteen and three by five. (iv) Sixty four divided by four times the sum of three and five. Solution: @3*7+5) i 3*7-5) (iy C8=9 (i) ¢ @+5) Example 27, Write three different situations for 3 (70 + 50). Solution: 1. Two trains are moving in opposite directions at the speed of 70 km/hr and 50 km/hr respectively. How far will they be after 3 hours? 2. Amit and David worked for 3 hours. Amit was paid % 70 per hour while David got € 50 per hour. What is the total amount reveived by them? 3. I spent % 70 for my lunch and % 50 for my dinner each day during my stay outside. I was away for 3 days. How much did I spend on my food? Example 28. Multiply the following by expanding: (i) 8 x 106 (ii) 105 « 18 (ii) 105 « 108 Solution: () 8 x 106 = 8100 + 6) = 8 x 100 + 8 x 6 = 800 + 48 = 848 (ii) 105 x 18 = (100 + 5)(10 + 8) = (100 + 5)10 + (100 + 5)8 = 100 x 1045 x 10+ 100% 8+5%8 = 1000 + 50 + 800 + 40 = 1890aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Factors of 28 are 1, 2, 4, 7, 14, 28 and 1 +2 +4474 1h + 28 = 56 =2 x 28, ‘There are some numbers whose sum of all factors is twice the number itself. Such numbers are called perfect numbers. If the sum of all the factors of a number i tice the number itself, the number is said to be a perfect number. (vii) Goldbeach’s Conjecture: It states that every even number greater than 4 can be expressed as the sum of two odd prime numbers. Till date, no mathematician could give its proof or contradiction, So it remains. ‘a conjecture even today. Examples: 6-343 8-345 10-347 2=5+7 14=3+11 16 =3 +13 18 =5+13 20=3+17 22=3+19 2.4 FINDING PRIME AND COMPOSITE NUMBERS: Sieve of Eratosthenes prime numbers and composite numbers. His method is known as ‘Sieve of Eratosthenes’ which is as given: 1, List all natural numbers from 1 to 100. 2. Cross out 1 as we know that it is not a prime number. 3. Encircle 2 and cross out all other multiples Of 2, ie. 4, 6, 8, 4, Encircle the next uncrossed number 3 and cross out all other multiples of 3, ie. 6, 9, 12, 15, 5. Encircle the next uncrossed number 5 and cross out all other multiples of 5. 6. Encircle the next uncrossed number 7 and cross out all other multiples of 7. 7. Continue this process till every number is either encircled or crossed out. All the encircled numbers are prime numbers. All the crossed out numbers other than 1 are composite numbers. Thus, the prime numbers less than 100 are: 2,3, 5, 7, 11, 13, 17, 19, 23, 29,.31, 37, 41, 43, Heaioathienes: (274 BC = 194. BO); 8 GREK ays, 59) 61, 67, 71,,73,.79, 65 Ol aral 97, Mathematician, gave a simple method of finding Eratosthenes zlolelz ole l¢lalele @]¥|%|@|¥ |@ 4 |O\S Para ata area vlzljelelzebelzlelz viy|ylylezlel¢)y|ele PEPE Eee le rar aca a ayer aaa) SIA H KIA ee] R IA £1@\@|z Ol¥ | 4 ClOl¥ Z\g\2|2 2/2 /2)2|4|2aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.1. Puzzle: 1. How can you get the number 24 by only using the numbers 3, 3, 8, 87 2. Using 8 exactly 8 times make the total 1000. 3. Break the code to find the missing letter. ® Kaa jo) Z Y @ WOOO WB OW II. Multiple Choice Questions: Choose the correct choice among the following: 1. The smallest prime number ii (1 (b)7 2 @3 2. Which of the following pairs is not co-prime? (a) 4,9 (b) 5,7 (©) % 16 (@) 9, 21 3. Which of the following pairs are/is twin prime? (a) 2,3 (b) 3,5 (7 u (@) 9, 1 4. Which of the following numbers is a perfect number? (a) 16 (b) 10 (8 @6 5. Numbers having more than two factors are called: (a) odd numbers (b) even numbers (© prime numbers (@ composite numbers 6. A number is divisible by 3 if: ‘ (a) it is odd () it is even (0) it is prime (@) the sum of its digits is divisible by 3. 7. A number with 4 or more digits is divisible by 8 if the: (a) number is even (b) last digit divisible by 8 (o) last two digits divisible by 8 (d) last three digits divisible by 8 8. The sum of the digits of a number is subtracted from the number. The resulting number is always divisible by: (a9 (b) 8 (05 @2 9. Every prime number has: (a) no factors (b) only one factor (0) only two factors (d) more than two factorsaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.3) WHOLE NUMBERS In the previous chapter, we have studied about natural numbers and operations on them. At times, we call natural numbers as counting numbers. Natural numbers are denoted by N such that N 1,2, 3, ‘There is no predecessor to 1, i. 1 is the smallest natural number. We come across situations where the result cannot be represented by a natural number. I’have % 10 in my pocket: I purchased a notebook for € 10 from a shop and paid % 10 to the shopkeeper. What is left in my pocket? I do not have any answer in natural numbers. To answer such situations, the number zero (0) is introduced meaning nothing. The number 0 alongwith natural numbers gives the system of whole numbers, denoted by W. Thus, W: 0, 1, 2, 3, It is clear that every natural number is a whole number but every whole number is not a natural number. Zero is a whole number but not a natural number. In this chapter, we shall study about whole numbers, properties of whole numbers and the Process of formulation of pattems. Draw a line and mark a point O on it representing the number zero. Mark another point to the right of zero and label it 1. The distance between these points labelled as 0 and 1 is called a unit distance. Fig. 3.1 Mark another point to the right of 1 at a unit distance and name it 2. Go on labelling points at unit distances to the right and label them as 3, 4, 5, ... on the line as shown in the above figure. What is the distance between the points 3 and 5? Clearly, it is 2 units. Can you tell the distance between 2 and 7? Obviously, it is 5 units. On the number line, we observe that 7 Is to the right of 2. 2. 7 > 2. Similarly, 10 is to the right of 9, so 10 > 9. Thus, from the number line, we can say that ( the number on the right of the other number is greater number, i) every whole number has its successor. Successor of 0 is 1, of 1 is 2, of 2 is 3 and so on, Thus, there are infinite number of whole numbers, (ii) between two consecutive whole numbers, no whole number exists, (iv) 0 is the smallest whole number.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.1+(¢1)=0 4+(4)=0 2+ (2-0 5+ (5) =0 3+(3)=0 6 + (6) = 0 and so on. Here -1 is called negative one or minus one. 1 and -I are called opposite of each other. Similarly, 2 and -2 are called opposite of each other and so on. Thus, we develop a new system which has positive and negative numbers separated by zero (0), called integers and represented by symbol 1 Symbolically, we write it as Here the numbers 1, 2, 3, ... are called positive integers, -1, -2, -3, .. are called negative integers and the number ‘0’ is an integer neither positive nor negative. Note: We use ‘ve’ sign to denote subtraction. Ik is also used to denote integers. When we say that the temperature at Mt. Everest is -35°C, it is clear that no subtraction is involved. It simply means that the temperature at Mt. Everest is 35°C below 0°C. 4.3 REPRESENTATION OF INTEGERS ON A NUMBER LINE As in whole numbers, draw a line and set off equal distances on the right side of point O and label the points of division as 1, 2, 3, .... etc. The point O is marked as zero. A ° 8 St, 4324072 39 4 6 Fig. 4.4 Now set off equal distances on the left side of O and marked them as -1, -2, -3, ... ete. on the number line as shown in Fig. 4.1. Here 1 and -1 are equidistant from O and are on the opposite directions of O. Similarly, 2 and ~2 are equidistant from O and are on the opposite directions of O and so on. ‘Thus, corresponding to every integer, there is a point on the number line. If we are to mark -3 on the number line, we move 3 steps to the left of zero and reach point A. Similarly, in order to mark +5 on the number line, we move 5 steps to the right of zero and reach point B. I get % 10 as pocket money and you get @ 5. Obviously, I get more money, ie. 10 > & 5. Now, Jet us discuss another situation: 1 owe 7 10 and you owe © 5. Obviously, I am poorer than you 10 <-5. Let us represent the above statements on the number line: 9-4 -7-6-5-4-9-2-401234567890 Fig. 4.2 When we represent the above statement on the number line, we observe that 10 is to the right of 5 meaning 10 > 5. Again, -10 is to the left of -5, therefore -10 <5. From the above, we infer the following convention: If we represent two numbers on the number line, then the number on the right is greater than that on the left and the number on the left is smaller than that on the right. In other words, we can say that on the number line, the numbers increases ‘as we move to the right and decreases as we move to the left. Thus, 10 > 7 since 10 is to the tight of 7. -10 < -7 since ~10 is to the left of - 7. 0 <3 since 0 is to the left of 3. 0 >-3 since 0 is to the right of -3. From the above, conclusions: we infer the following 1. Zero is less than every positive integer. 2. Zero is greater than every negative integer.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Like whole numbers, every integer has a predecessor. 1 is the predecessor of 2, 2 is the predecessor of 3, 3 is the predecessor of 4 and so ‘on. Similarly, 0 is the predecessor of 1, -1 is the predecessor of 0) -2 is the predecessor of -1. It is, observed that one subtracted from an integer gives it predecessor. Example. Predecessor of 400, -105, 0 and 110 are ~ 401, -106, -1 and 109 respectively because 400 -1= 401, -105 ~1 = -106, 0 - 1 = +1, 110 - 1 = 109. ‘SOLVED EXAMPLES: & Example 13. Find the value of -5 - (-3) using a number line, Solution: Here -5 - (-3) = - 5 + 3 as additive inverse of -3 is 3. On the number line, we move 3 steps to the right of -5 so as to reach -2. ‘Thus, 5 - (-3) = 2. 6 5 4 3-2 Fig. 4.23 ‘Thus, subtracting an integer from another integer is equivalent to adding the additive inverse of the integer which is being subtracted, to the other integer. Example 14, Find the value of -8 - (-12) using number line. Solution: The additive inverse of -12 is 12. Thus, -8 - (-12) =- 8 + 12 On the number line we shall move 12 steps to the right of -8. Where do you reach? SBT H5 43-240 123456789 Fig. 4.24 We reach at 4. Thus, -8 ~ (-12) Example 15. Subtract (+5) from (-5). Solution: The additive inverse of +5 is —. 5 ~ (+5) = (5) + Additive inverse of 5 =-5+(8)=-10 Example 16. Subtract (-5) from (12). Solution: The additive inverse of (-5) is + 5.(12) - (5) = (12) + Additive inverse of (5) =-12+5=-7 Example 17. Find predecessors of 0, -10, -501, 501, 10 and 1. Solution: The predecessors of 0, ~10, -501, 501, 10 and 1 are -1, -11, -502, 500, 9 and 0 respectively (Subtract 1 from the given integer). & EXERCISE 4.3 1, Using number line, subtract the following: (2 from 8 (i) 8 from 2 (iii) -16 from -8 (jv) 3 from —4 2. Subtract first integer from the second in each of the following: O47 (i) 15, 2 ii) -25, 10 (iv) -165, 0 (v) 0, -236 (vi) 4369, -5621 3. Fill in the value of @ -7 -8 - (-20) (i) -10 + 20-84 ii) () + 8) + (05) (i) 60 - (-50) - (-2) 4. Fill in the blanks: @-5+.=A2 (i). +216 = -23 (ii) 0 - ( 176 (iv) 26+..=0 (0) 425+( )=0 (i) 28+... = 356 5. Fill in the blanks with >, < or = sign. @ 12) - C8) .. 8) + 12) GD) + 09) ~ 9) - iii) 13 + (8)... 1B - C8) H-O-T-S "Higher Order Thinking Skills 175-25 +5 +203 +10? 2. If + means + , + means ~ ~ means », x means +, then 12+6+3-2% 8= (v) 3-4). 4-@ (®) -15 - (10) ... (10) - (15) (vi) 10 ~ (-10) ... (-10) + (-10) 6. Find 24 — (62) and (62) -24. Are they equal? 7. A man lost & 1500 in one transaction and gained & 1200 in another. What was the net profit or loss? 8. The sum of two integers is 75. If one of them is -30, find the other. 9. Write the predecessor of the following: -10, -1, 0, 1, 20. 10. Classify the following statements as True or False: ( The negative of a negative integer is positive. (ii) The negative of an integer is negative. i) The difference of two integers is an integer. (je) The smallest integer is 0. (2) There is no smallest integer. (vi) Every integer has a successor. -If + means , = means ~, + means + and — means +, then what is the value ofaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.ILHome Assignments: Short Answer Questions 1, Subtract the sum of -2063 and 562 from -56. 2, Subtract -15 from ~7. 3. Find the sum of the following: (i) 1237 + (-347) + (-937) + 547 (i) 531 + (-36) + 9 + (-142) 4, Evaluate: @ 1-8 141-5 141-81 @) 131-1 i+t-121 5. Draw a number line and represent each of the following on @ -4+ C8) (i) -3+ C4) +6) Long Answer Questions: 1. The sum of two integers is -15. If one of the numbers is 150, find the other number. 2. What will be the sign of the product if we multiply together. (i) 10 negative integers and 1 positive integer? Gi) 10 negative integers and 10 positive integers? (ii) 5 negative integers and 5 positive integers? (iv) 20 negative integers and 20 positive intergers? 3. Simplify: @ -30+ ¢ 20) + 92 (i) 49 + © 40) - 32 IV. Project/Activity: Collect information on the famous Indian mathematician Brahmagupta. ANSWERS Exercise 4.1 1 @3>5 @)5<2 i)-1<5 i -0<5 — O> 5 () 6 <0 2. My house is at © and A, B, C and D are located as shown below.3. @ 3 km eastward (i) 5 km southward (if) 10 km northward (a) 10 km westward 4, () Going south (i) Going west (i) Losing weight of 10 kg (io) Profit of & 1000 (@) 100 m above sea level (@) Withdrawal of money 5. @ Isc (20 (i +® 100 (io) ~ © 100 (w) + 500 (w) -€ 500 S43-240123 4567 7. @ 35°C, -2°C, -7°C, 2°C, -1°C. i) Pahalgam (i) Pahalgam, Shimla, Darjeeling, Kolkata, Delhi 8 4 @ 12 (i) 0 (@ -3 wo (1 9% @2LO1 1234 Gi) 210,12 (o) 4-3, 2 -1,0,1.2.3,4 (@) None () 54-32. 10. @) -3,-2,-1,0,1,2 @012345 @) 3-2 -1,0,1,2,3 (i) -1, 0,1 @L2 32-0 1. @ “14, -10, 7, 5, -3 (@ 16, -17, -20, -25, -30 2 @3 a7 (ii) Left (jo) Right 3B. 6 w2 i) 5 (15 @s (3 14. True: (io), (oi) (vi), (i) False: (), (i), i), (0) Exercise 4.2 BH43-240123 4567 6+(-3)=3aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.() ot ao B$43-240123 456 ose 2 @n @-7 (i 35 (@) 165 (@) -236 (vi) -1252 3 OS @1 (iy 0 (i) 112 4 @-7 @ -239 i) 176 @) 26 (@) - 425 (wi) -372 5. > @- @< (io) > m< @) > 6. 86, -86; No 7. Loss of 7 300 8. 105 9. -11, -2, -1, 0, 19 10, True: (9, (i), (0), (0 False: i, (o) H-O-T-S “998 | se I. Puzzle: 11 km 2. North-east IL. Multiple Choice Questions: 1 ® 2@ 3.0) 4® 5. @) 6 (@) 7 8. 20 10. @ II. Home Assignments: Short Answer Questions: 1. - 1557 28 3.) 500 (il) - 700 441 (8 5.) “2-0-9 BT 4 5 4 Gi) 3-2-0 -9 8 7 24a RAO Long Answer Questions: 1. -165 2. (i) positive (i) positive (il) negative (Ww) positive 202 WB5 ) FRACTIO: NS We have studied about fractions in our previous classes. In our daily life, we come across many situations where the knowledge of fraction is used. A couple is travelling in a train. They ordered for a meal which consists of 5 chapatis, vegetable, dal, curd, salad, etc. The couple divided chapatis between themselves equally, so that each gets 2 full chapatis and one half chapati. Half chapati is expressed as } If half chapati is further divided into 2 equal parts, then the chapati looks like this OOd OOd Fig. 5.1 ‘What is half of half chapati? Is it not one part of the total 4 equal parts? Yes, it is expressed 1 Mae Fig, 5.2 A milk bar is divided into 8 equal parts as shown in Fig. 53. If we take 3 parts out of it, we express it as 2 of the whol. Fig. 5.3 We have already learnt that a fraction is a number representing part of a whole, The whole may not be necessarily a single object. It may be a group of objects also. A fraction is a number representing part of a whole. The whole may be one or more than one object. When a whole is divided into « number ‘of equal parts and some of them are taken out of it, we get a fraction. The number of equal parts into which an object is divided is called the denominator of the fraction while the number of parts which are taken out of it is called the numerator of the fraction. While writing a fraction, the numerator and denominator are separated by a bar, the numerator being above the bar and the denominator below the bar. Numerator Thus, ar Fraction = 5Let us take some fractions and express them. Examples: (© 2 means tworfth of the whole. wa ; means onecighth of the whole. i) 3 means five-sixth of the whole. . EXERCISE 5.1 1. Write the fraction representing shaded portion: "KA (i) | DIIII (ii) , 65 2. Colour the part according to the fraction © indicated: otaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.- ; 1 The process of dividing numerator and In Fig. 5.(i, the fraction represented is 7. denominator of a fraction. by a common factor is 2 called cancelling. In Fig, 5.4(i), the fraction represented Is 7. 3 Example: In Fig, 5.{ii), the fraction represented is: Z. 2 4 2B “ a3 8 a In Fig, 5.80), the fraction represented is. 5. (By cancelling 7) In each of the above cases, the figure shaded is «THUS, we say that ‘equal to half of the total. Fractions which represent the same part of the ;e 8 4 whole are called equal fractions or equivalent 4 ete? = 2 fractions. 2747678 ie. 2 2 28, Be ‘Therefore, = oe are called equal 2 2x2 ~ 2x3 ~ 2x4 We observe that when numerator and ‘factions or equivalent fractions. Similarly denominator in a fraction are multiplied by the same number, the fraction is unaltered. Similarly, ‘ . if we divide both numerator and denominator by °F equivalent fractions. the same number, the fraction remains unaltered. are also called equal fractions SOLVED EXAMPLES & 2 Example 1. Write five fractions equivalent to the fraction >. 2 Solution: Five equivalent fractions to 5 are 39 Example 2. Is the fraction 57 equivalent to the fraction 2? 39 _ 3x13 3 ‘i Solution: Here, > = 5353 "7 (By cancelling 13) 39 3 Thus, 2 is equivalent to >.Yogi and David contributed equal amount of money and purchased a basket of apples. Each one of them will get one-half of the basket of apples, ie. : of the basket. In the basket, there are 35 apples. Thus, the share of each one will be 3 apples. On distribution of apples between them, each will get 17 full apples and a half of the last apple, Le. (7+3) =i, 2 2 1 35, age Thus, > basket = "> apples = 17 apples. Alll these are fractions, being part of the whole. We now, give special name to them. Thus, a fraction in which numerator is greater than the denominator, is called improper fraction. ame 2 2 Thus, fractions like 37g y= all improper fractions. (iii) Mixed. Fractions: . ete. are 1 175 apples = 17 apples + half apple = Natural number + Proper fraction We name it as mixed fraction. Thus, @ fraction which consists of a natural number and a proper fraction is called mixed fraction. A mixed fraction may be converted into improper fraction and vice-versa. 1 ( Proper Fractions: In 5 basket, it is Bina ih observed that numerator is less than the For example: 35 = 347 denominator, we name it proper fraction. 3e7 5 Thus, a fraction whose numerator is less than = S825 the denominator is called a proper fraction. et as 21,5 26 1257 = 4,5 _ 2 Thus, frections like 5, 38° jg’ reall eZ. ® proper fractions. 263x745 35 and a (i) Improper Fractions: In 32, it is observed that numerator is greater than the denomi- aa = 38, nator, we name it as improper fraction. a 7% SOLVED EXAMPLES & Example 3. Identify proper, improper and mixed fractions from the following: 217 1 2 45 2 45 63 yt 5’ 4° 5 7’ 17'"8' 8’ 7’ 7 Bit’ 11 Solution: () We know that in case of proper fractions, the numerator is less than the denominator. Therefore, the proper fractions are: 22 a3 2 aa 8(i) For improper fractions, the numerator is greater than the denominator. Therefore, the improper fractions are: 7 18 21 2 15 Bre 7 aT (ii) A mixed fraction has combination of a whole and a part. Therefore, the mixed fractions are: 5 45 4 22, 32 and 1— 8° "7 ret Example 4. Express the following as mixed fractions: w B® (i) B diy 2 3 7 6 3)19 i.e. 6 whole and 18 1 Solution: (i) t els more. 2 5)13 ie, 2 whole and 10 3 2 7)17 ic, 2 whole and ct 3 Thus, we can express an improper fraction as a mixed fraction by dividing the numerator by denominator to obtain the quotient and the remainder. 1 (i ale more. Nie 1 (i) . . - Remainder __., Remainder ‘Thus, Mixed fraction ~ Quotient + “Hii oF Quotient “Fico Example 5. Express the following as improper fractions: pod noah cay gl @ 2= (i) 7= (iii) 4 ee5 7% {7 Solution: n° pp pp vp “2 Thus, we can express a mixed fraction as an improper fraction as Whole x Denominator + NumeratorFractions, whose numerator and denominator have no common factor except 1, are called fractions of simplest form. Consider the fraction a We observe that 9 is a factor of 27 as well as 63. 27 2749 | 63” 6349 Again, 3 and 7 have no common factor other than 1. Thus, 3 is in the simplest form. The simplest way to find a fraction in the simplest form is to find the HCF of numerator and denominator of the fraction, then divide each of the numerator and denominator by HCF. HCF of 27 and 63 is 9. 7 27+9 Zw B28 = F which is in the lowest form. ‘SOLVED EXAMPLE 2 Example 6. Write the following fractions in the simplest form: -) 48 .. Bt ©o 35 Solution: (@ HCE of 48 and 60 is 12. 48 12x44 60 ~ 12x5 ~ 5 (ii) HCE of 84 and 98 is 14. 84 14x66 (iii) HCF of 12 and 52 is 4. 1. Draw number lines and locate the points on them: (4,2,4,5 @ 52.3.4 OF7e73 OFF es ji) 1357 @13 59 eee OTs (iii) 52 2. Make a strip 7 cm long and with its help, express the following: oF «2 6 Co) (oF Nieaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Observe the following fractions: i @ NIN xe Nie oie ol (ii) Fig. 5.9 In Fig. 5.5(), we observe that the size of one part is same and the total number of parts in which the whole is divided is the same. This shows that denominator in each case is the same, ie., 7. Fractions having the same denominator are called like froctions, ie, 4,2, 4 are like fractions. 777 In Fig. 5.9 (ii), we see that the size of one part is different and the total number of parts in which whole is divided is also different, i the denominators in each case is different e.g. etc. Such fractions having different denominators are called unlike fractions. Now can you write five pairs of like fractions and five pairs of unlike fractions? Addition of Like Fractions: Let us take a 5 * 3 grid sheet having 5 boxes in each row and three boxes in each column. How many boxes are there in total? Shade the boxes to the left as shown. Shade another five boxes. How many total boxes have you shaded. What fraction represents 3 boxes 3 of the total 15 boxes? Clearly, it is 75. Further, 5 boxes of the total 15 boxes are represented by 5 fraction = and the total shaded portion is 15 8 represented as 5. 4. 15 Thus, Look at some more examples: Take a strip 7 om long divided in seven equal 1 parts. Each part represents 7 of the whole. One part on the left and three parts on the right are shaded. We observe that one shaded part on the left taken together with three shaded parts on the right give four shaded parts. +> Fig. 5.11 1,3 1434 Thus, U7 Similarly, the shaded parts of the disc give Fig. 5.12 2,3 24+3—=5 66" 6 76 Thus, we observe that the sum of two or more like fractions equals the sum of numerators divided by common denominator.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.6 DECIMALS In our day-to-day life, we use decimals in expressing currency, ingredients in food, weights, heights, quantity of liquids, etc. Let us see what a decimal is? See your ruler in Geometry Box. In this, a centimetre is divided into 10 equal parts. This is called a millimetre ie, 10 mm = 1 cm. So, 1mm = 75 cm and is represented by 0.1 cm. Measure the length of your pencil using ruler. Say, it is 6 cm 7 mm long. How to express it in centimetre using decimal? The length of pencil = 6 cm 7 mm cm, ie, 6 cm and 7 tenths of a cm A decimal is one tenth of one. We use a dot (.) to separate whole number and the decimals. Now, let us find the length of our classroom. We measure the length of classroom as 6 m and 75 cm. Before we are in a position to write it in decimal, we should know what part of a metre will be one centimetre. 100 cn 1 metre, 1 therefore, 1 cm = ~~ metre, ie, one-hundredth 100 of a metre, This means Es 75 cm = m 100 = 0.75 m. Therefore, length of classroom = 0 The place value chart is as below: =67 om Hundreds Tens Ones Decimal Tenihs Hundredths _ Thousandths 1 1 1 100, 10 1 * 0 {00 F000 <—Whole number» i 01 001 <— Decimal part ——+ Using place value chart, we can write Seventy five rupees and fifty paise as % 75.50. Seventy five rupees and five paise as © 75.05. Fifty two Kilometre and thirty five metre as 52.035. km. Fifty two kilometre and two hundred fifty five metre as 52,255 km. (1000 metre = 1 kilometre, therefore 1 metre 1 ~ F099 KE = 0.001 km)aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.(ii) 1856 - 0.355 (jo) 12.05 - 9.307 12. My pocket money is ¥ 35.50. I spent & 9.65 (0) 25.1 - 13.257 (vi) 18.375 - 12595 today. How much money is left with me? 9. Subtract: 13. A person purchased 32.5 kg of sugar from one shop and 72.750 kg from another (9 82295; tram $96.75 shop. 25.550 kg of sugar was left after the (i) 5.50 from & 16.95 party. How much sugar is consumed in (iii) 205.35 m from 2455 m the:parly? 14. A student gets % 350 as pocket money (@) 2.059 lem from 7.099 km for the month. He spent % 75.25 in the (@) 3.250 kg from 10.750 kg first week, % 35.75 in the second week (vi) 9515 litres from 85 litres and % 6750 in the third week How much money is left with him for the last 10. Karan bought a book for & 65.65. He gave wae % 100 to the shopkeeper. How much money . {he shopkeeper ‘rebirned to: Karan 15. I have € 355.50 in my pocket. I purchased a shirt for % 235.50 and a pair of socks 11. Bhawna purchased 454 mL of cough syrup for % 22.65. How much money is left with and consumed 215 mL. How much cough syrup is left in litres? GER tunes ro ne EMI 1, One tenth is written in decimal form as 0.1, one hundredth as 0.01, one thousands as 0,001 and so on. me? 2. All decimals can be represented on the number line. 3. Decimals can be converted into fraction and vice versa. 4, Decimal numbers can be compared among themselves. We start with whole numbers. If the whole part are equal, then the tenth part is compared and so on. 5. Money: 100 paise= 7 1 1 1 paisa= => = 7001 00 Length: 100 cm= 1 m, 1000 m= 1 km J on« fit me ims <2 ten = Ol ie em= Fog M = 0.01 m; 1m = Fogq km = m. Weight: 1000 g= 1 kg 1 18> io 8 Volume: 1000 mL= 1 litre 1mL= ia litre = 0.001 LI, Puzzle: Complete the following decimal magic squares. 1 16 2 Tos * 2] [4a 10 20 jaa] [5.6 1.2 04 $ 12 24} Magic number = 3 Magic number = 6 64] |3.6| ‘Magic number = 13.6 IL. Multiple Choice Questions: Choose the correct choice among the following: 26 1. The decimal representation of 3 (a) 0.104 (b) 1.04 (©) 10.4 @14 5 2. The decimal form of 355 is: (a) 1.25 (b) 0.05 (©) 0.004 (a) 0.04 3. 235 in fractional form is expressed as: 7 aT 50, 23 (@) a0 () 30 © 2 @ 35 4, 5 cm can be expressed in km as: (a) 0.005 -km —(b) 0.0005 km (@) 0.00005 km (d) 0.000005 km 5. 15 mL of milk is expressed in litres as: (a) 15 (b) 0.15 L (0015 L (a) 0.105 L 6. 5 Paise when expressed in rupee is written as: (a) € 05 (b) & 005 (©2050 (dF 0.005 7. 45 mg of a medicine when expressed in kg is written as: (a) 4.5 kg. (b) 0.45 kg (©) 0.0045 kg (d) 0.000045 kg 8. The weight of a Necklace is 25 gm 35 mg; an erring is 15 gm 5 mg and a ring is 10 gm 450 mg. The total weight is: (a) 50.49 g (6) 5130 g =) 5085 g = (@) 40300 g9. Every decimal number can be expressed as alan: (a) Natural number (b) Integer (© Fraction (@) None of these 10. The number of digits in the decimal part of 9.4005 is: (@ 2 3 o4 @5 IIl.Home Assignments: Short Answer Questions: 1. Convert the following into decimals: 0% o% wy 2. Find the value of: (@) 3.05 + 6.21 +032 +2 (i) 649 + 532 + 656 + 395 + 21 3. Express as a decimal: , 3 5 in 6 O 2p aomp Gi) 5041+ 35 Find the sum of 17.7, 98 and 35.5. A tanker of capacity 200 litres has 1205 litres of oil. How much more oil can be poured into the tanker? Long Answer Questions: 1. A shopkeeper sold 55.360 kg of rice on a day. On the next day he sold 43.250 kg of rice. On the third day he sold 60.500 kg of rice. How much of rice in all did the shopkeeper sell? 2. Find the product of 4.01 and 2.03. 3. Subtract the sum of 34.27 and 159.8 from the sum of 20.937 and 200.6. IV. Project/Activity: Discuss about the importance of decimal numbers with your friends. ANSWERS Exercise 6.1 2 207 (a) 12.03 (ii) 53.25 (i) 539.85aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Don't you feel that this rule is very useful? If we are asked to determine the number of matchsticks required to make 100 V's, we need not draw the table or pattern. We shall simply put x = 100 and get the answer. Thus, the number of matchsticks required to make 100 V's = 2 x 100 = 200. Here ‘x’ is called variable. It can have any value 123.4 Now think of some English alphabets which can be made using three matchsticks—H, K, N, U, ¥ or Z. How many match sticks are required to make one Z? To make one Z, three matchsticks, are required |/ To make two Z's, the number of matchsticks used equals 6 “7. To make three Z’s, the number of matchsticks used equals 9 LIL. Fig. 7.2 Go on forming the patterns with 1 Z, 2 Z's, 3 Z’s and so on and make the table as below: Number of Te ano ase ae: Zs formed Number of 3) 6] 9 }12|15) 18 matchsticks used Number of 9 |10 a1] 12 Zs formed | Number of 21) 24)27/30}... | .. matchsticks used What relation do you observe between the number of Z's formed and the number of matchsticks used? It is observed that the number of matchsticks used is three times the number of Zs formed. If the number of Z's formed is 11, the number of matchsticks required will be 33. If the number of Z’s formed is 101, the number of matchsticks required will be 303. ‘Thus, the number of matchsticks used = 3 x Number of Z's in the pattem =3xa (Where @ equals number of Z's in the pattem) Can you now write the rule for making pattems of squares? Let us make a pattern of making squares as ~ Oo coo ooo Fig. 7.3 1 square require 4 matchsticks, ie. 3 <1 +1 2 square require 7 matchsticks, ie. 3 x 2 +1 3 square require 10 matchsticks, ie. 3 «3 +1 4 square require 13 matchsticks, ie. 3 «4 +1 From the above pattern, we can say that the number of matchsticks required to make ‘n’ squares, = 3 (Number of squares) + 1 =3n+1 Thus, rule helps us in finding the number of matchsticks required for any value of 7 Think of other letters of English alphabets and other shapes that can be made from matchsticks. Take any three, make matchstick patterns and then write the rules. In the examples above, we have used x, a and n for variables. You can choose any letter to represent a variable. Variable does not have any fixed value. It may have any value say 1, 2, 3, .. Let us consider use of variables in different situations from life.I. I give a statement - I have % 10 more than you. How much do I have? The answer Gepends upon the money which the second person possess. As the money possessed by second person is not given, it becomes difficult to come to condusion with the help of arithmetic. If you have & 10, I shall have & (10 + 10) =%20 If you have & 20, I shall have & (20 + 10) = 730 If you have € 100, I shall have % (100 + 10) =@ 110 and so on. We can express the answer beautifully with the help of algebra using a variable, i.e. if you have % x, then the amount with me is % & +10, |. There are 20 students in a class. While playing a mathematical game, one of the students ask: © Think of a number. * Add 20 to the number. © Write the result It is obvious that all the students will not write the same result. This is clear from the following table: Think of a number say x. By adding 20 to it, we get x + 20. Thus, the result = x + 20. The result depends upon the value of x. Ill. You go to the school book shop to buy notebooks. Cost of 1 notebook is = 10. How much money will you pay if you buy (i) 1 notebook, (ii) 2 notebooks, (iif) 5 notebooks, (iv) 10 notebooks and (v) n notebooks. ‘The money paid to the book shop owner depends upon the notebooks purchased as shown in the table Here the letter n stands for the number of notebooks purchased. Thus, the total cost of m notebooks is expressed by the rule: The total amount payable in rupees= 10 x number of notebooks purchased = 10 1 If your friend wants to purchase 6 notebooks, he shall have to pay % 10 x 6 = % 60. IV. Ashish is 5 years younger than his sister Anisha. What is the age of Ashish? You cannot give the answer till you know the age of Anisha. Let us make the table as below: If Anisha is 6 years old, Ashish is one year old. If Anisha is 10 years old, Ashish is 5 years old. Let the age of Anisha be y years; y is a variable; then the age of Ashish is (y - 5) years. The expression y — 5 is read as y minus five. Ity = 15, y-5= 15-5 = 10, ify = 20,y-5>20-5=15aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.5. In the morning assembly, there are 12 students in a row. What is the rule which gives the number of students, given the number of rows? (Use a for the number of rows). 6. There are 25 oranges in a box. State the rule which gives the number of oranges in terms of the number of boxes. (Use ‘n’ for the number of boxes). 7. A man can walk 4 km in one hour. Express the distance covered by the man in ‘f’ hours. Let us recall some common rules which we have learnt earlier and express them with the help of variables. Rules from Arithmetic 1. Commutative Property of Addition: We know that 3 +7 = 10 and 7+ 3 = 10, ie. 372743, We have already learnt that two whole numbers can be added irrespective of the order of addends. In general, if a and b are two whole numbers, then a+b=bt+a. Once we write this rule, all cases are included in it. ha=3,b=7, then 3+7=743. If a= 40, b = 56, then 40 + 56 = 56 + 40 and so on. This is called commutativity of addition of numbers. 2. Commutative Property of Multiplication: We know that 3 x 7 = 21 and 7 x 3 = 21, ie 3x 7=7%3, ‘Two whole numbers can be multiplied in any order resulting in the same answer. In general, if a and b are two whole numbers, then 8. Vinod is 3 years elder than Ashok. Can you write Vinod’s age in terms of Ashok’s age? Take Ashok's age as ‘p/ years. 9. If the speed of a car is 60 km/hour, find the expression for time taken by it to cover x km. 10. On your birthday, you distributed x toffees to your friends and are left with 5 toffees. How many toffees did you bring? Here a and b are variables and can take any number value. This property of numbers is called commutativity of multiplication of numbers. Associative Property of Addition: Sum of three whole numbers 3, 4 and 5 can be determined in two different ways: G+4+5=74+5=12 or 34+(4+5)=3+9=12 2 (+4)+5=3+ (445) i.e. if three whole numbers are added in any order, the result is the same. In general, if a, b and c are three whole numbers, then 3. @tb+cmat bro. This is called associative property of addition. 4, Associative Property of Multiplication: Product of three whole numbers 3, 4 and 5 can be determined in two different ways: Gx 4)x5=12*5 = 60 or 3% (4x 5)=3* 20-60 % (34) x 5=3*(4*5) if three whole numbers are multiplied in any order, the result is the same. In general, if @, b and ¢ are three whole numbers, then (ax d)xc=ax hxc). This is called associative property of multiplication.5. Distributive Property of Multiplication over Addition: Suppose, we are asked to calculate 9 * 53. We can do the multiplication as below: 9% 043) -9-*5049~3 = 450 + 27 = 477 This is true for any three numbers like 9, 50 and 3. By using variables, we can write this property in a general way. Let a, b and c be three variables, each of which can take any number then axQ+quaxbeaxc * Rules from Geometry: We have already learnt the method of finding the perimeter and area of a square, rectangle or triangle in the previous classes. Here, we shall try to write them in the form of a rule. 6. Perimeter: We have already learnt that perimeter of any polygon is the sum of the lengths of its sides. ‘A square has 4 equal sides. If the length of a side of a square is represented by I, then o 1 re Fig. 7.4 Perimeter of square = Sum of the lengths of the sides of the square = AB +BC + CD + AD =I+l+l+ =4 ‘A rectangle has 4 sides in which the opposite sides are equal. Lv T Fig. 7.5 LMNP is a rectangle in which the length LM or PN be denoted by | and the breadth LP or MN be denoted by b. Therefore, Perimeter of rectangle = LM+MN+NP+LP =21M+2MN=21+2% =2 (+b) Perimeter of triangle: A triangle has three sides. Let the length of the sides of a triangle ABC be AB, BC and CA represented by ¢ a and b respectively. Then a Fig. 7.6 Perimeter of triangle = BC + CA + AB satbe+c . Area: We can express the area of geometrical figures with the help of variables. Thus ‘Area of square = length length = 1 x 1 Area of rectangle = length breadth = 1 x b 1 Area of triangle = > » base altitude 1 =p tanh where « is the base and h is the perpendicular distance from A on BC. We have seen that use of variables enable us to make rules which are very general, concise and true for all values.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.(iv) Age of Ashok’s father = (x + 7) years (@) Age of Ashok’s sister = (x + 5) years. Example 2. A rectangular box has height h cm. Its length is 3 times the height and breadth is 6 cm less than the length. Express the length and the breadth of the box in terms of the height. Solution: Here height of rectangular box ~ ht cm. Length of rectangular box = 3h cm and breadth of rectangular box = (3h - 6) cm Example 3. A train travels at an average speed of x km per hour. It is going from Delki to Bhopal. After travelling for 6 hours, Bhopal is still 50 km away. Express the distance from Delhi to Bhopal in terms of x. Solution: Average speed of the train = x km/hr. Distance travelled in 6 hours = speed x time = x x 6 = 6x km ‘As per question, Bhopal is still 50 km away. Total distance from Delhi to Bhopal = (6x + 50) km. AGATOO ERAN | ont of mals» 3 Mambo of +1 Let us recall the matchstick pattern of the squares squares) as given in Fig. 78 which is reproduced as below: =3nt1 (if n stands for the number of squares) O oo ay oe a ak matchsticks required if the number of squares in the pattern is given. The question is: find the LL Pac Sheek es above pattern having 20 squares. If we put n = Fig. 7.8 20 in the above rule, we get the number of The number of matchsticks required for matchsticks required = 3 « 20 + 1 = 61. different number of squares formed is as below: Now the question is: how do we find the Ree 7 i] a Fi] number of squares formed, given the number of matchsticks? There are 61 matchsticks used to form the above patter. How to find the number of squares? Here the variable n is to satisfy a condition, ie. 3n + 1 = 61. We observed that there is a relation between This condition is an example of an equation. the number of matchsticks used and the number Go on giving different values to n and ace when of squares and this is represented by the rule: the condition is satisfied.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.FF emsasrn 1. Answer the following: (@) The present age of Gita is x years. (a) What will be her age after 5 years? (8) How old was she 3 years back? (c) Her father's age is 7 years more than 3 times her age. What is her father’s age? (@) Her grandfather is twice the age of her father. What is the age of her grandfather? (e) Her grandmother is 5 years younger to her grandfather. What is the age of her grandmother? (i) The length of a rectangular hall is 4 metres more than its breadth. If the breadth is x metres, what is the length? (iif) The lengths of three sides of a triangle are represented by 3 consecutive odd numbers. If the length of the shortest side is represented by a, what is the length of the other two sides of the triangle? () The average speed of a car is x kilometre per hour. It left Delhi for Jaipur at 9 AM. At 1:00 PM, the destination was still 50 km away. Express the distance between Delhi and Jaipur in terms of x. 2. Change the following statements into statements in ordinary language: (O The cost of a banana is % x. The cost of an apple is € 3. (i) I have © x in my pocket. My friend has & 8x in his pocket. (ii) Madan is x years old. His mother is 4x years old and his father is (4x + 3) years old. (io) In a hall there are x rows of chairs and in each row there are 10 chairs. 3. Write each of the following, using numbers and variables: (@ Add 12 to x. (ii) Subtract x from 12. (ii) 12 more than 3 times a number y. (io) 7 Jess than twice a number. (2) Increase x by 10 and then divide it by 7. (ci) Three times the reciprocal of e number added to itself. 4, Think of a number. Multiply it by 3 and add 4 to the result. What is the result? 5. Amit scores 80 marks in Mathematics and x marks in English. What is the total marks in both the subjects? 6. The average speed of the car is x km/hr. Find the distance covered in 6 hours. 7. You have thought of a number x, then () One more than the number you thought of is ... (i) Five less than the number you thought of is ... (ii) Three times the number you thought of is... (iv) Twice the number you thought of subtracted by three is ... () Three times the number you thought of with seven added is ... 8. 2, 4, 6, 8, 10 are even numbers. To get the next even numbers, add 2. To get the even number before 10, subtract Beaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.8 RATIO AND PROPORTION In our daily life, we come across situations where ‘we compare similar things. In fact, anything which can be measured quantitatively can be compared with similar things having different magnitudes. Let us compare the weight of Kanta and Shanta having weights 45 kg and 30 kg respectively. We can say Kanta's weight is (45 - 30) = 15 kg more than Shanta. Albo, if the height of Vandana is 160 cm and that of Yogesh is 170 cm, then we may say that the height of Yogesh is (170 - 160) = 10 cm more than Vandana. This is one way of comparing two quantities by taking difference. This is called comparison by difference. We can also compare two numbers by finding the number of times one number is of the other, ie. we have Weightof Kanta _ 45 Weightof Shanta ~ 30 3x15 2x15 ws! 2 So we can say that the weight of Kanta is ; times the weight of Shanta. There are situations where comparison by division makes better sense than comparison by taking the difference. The cost of 100 g of tea is 7 20 and the cost of 100 g of coffee is 120. Obviously, coffee is 6 times costlier than tea. Here we compare two quantities in terms of “how many times”, This comparison is called the Ratio. From above, we observe that ratio is a fraction which shows how many times a quantity is of another quantity of the same kind. In this chapter, we shall discuss more about ratios and proportions Cost of a car is % 3,00,000 and that of a scooter is % 25,000. How many times car is costlier than the 3,00,000 s 2 TE we ivision, i.e., scooter? If we compare by division, ie, “55 to5 = 2. thus, we conclude that the car is 12 times costlier than the scooter. Cost of a pen is 25 and the cost of a ball pen is € 5. How many times the cost of a pen is to the cost of a ball pen? By comparing by division, we say the cost of pen is 5 times the cost of ball pen. In the above examples, we compared two quantities of the same kind by division, ie. by finding ‘how many times’. This comparison is known as the Ratios. Usually, we use the symbol “to express a ratio. Thus, the ratio of cost of car to that of scooter 3, 8 2 and read as ‘12 is to 1’ of “12 to 1aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.‘SOLVED EXAMPLES & Example 1. Length and breadth of a rectangular field are 40 m and 15 m respectively. Find the ratio of the length to the breadth of the field. Solution: Length of the rectangular field ~ 40 m Breadth of the rectangular field = 15 m 40 8 The ratio of the length to the breadth is 75 = 3 = 8:3 Thus, the required ratio is 8 : 3. Example 2. Express each of the following ratios in the simplest form: ( 150 g to 3 kg (if) 24 minutes to 2 hours (iii) 350 mL to 7 litres (i) @ dozen to a score Solution: We know that for finding ratio between two quantities, the units of both quantities should be the same. (Here, 3 kg =3 = 1000 g = 3000 g s 150 g : 3 kg = 150 : 3000 Now, HCF of 150 and 3000 is 150. <. Dividing each ratio by 150, we have 150 : 3000 = 1: 20 (ii) Here, 2 hours = ( 2 = 60) minutes = 120 minutes oe 24 minutes : 2 hours = 24: 120=1:5 (ii) Here, 7 litres = (7 « 1000) mL = 7000 mL 350 mL : 7 litres = 350 : 7000 = 1 : 20 (iv) A dozen to a score means 1 dozen : 1 score = (1 dozen = 12, 1 score = 20) Example 3. Amit earns % 42000 per month and pays % 7000 as income tax each month. Find the ratio of (® income to income tax, and (ii) income tax to income. % 42000 Income tax paid = 7000 Solution: Income of Ami ‘Therefore, () Income to income tax = & 42000 : 7000 (Dividing each term by HCF of 42000 and 7000, icc, ¥ 42000 : © 7000-6: 1 (ii) Income tax to income = 7000 : € 42000 = 1: 6Example 4. In a school, out of 4000 students, 1500 are girls. Find the ratio of (i) the number of toys to the number of girls (i) the number of girls to the number of boys. (ii) the number of girls to the total number of students in school Solution: Total strength of the school = 4000 Number of girls - 1500 Number of boys = (4000 - 1500) = 2500 (i) The ratio of number of boys to the number of girls= 2500 : 1500 = 5 : 3 (i) The ratio of number of girls to the number of boys= 1500 : 2500 = 3: 5 (ii) The number of girls to the total number of students= 1500 : 4000 = 3 : 8 Example 5. Give too equivalent ratios of 3: 5. Solution: We know that equivalent ratios can be determined by multiplying numerator and denominator by the same number. Thus, the equivalent ratio of or Thus, the equivalent ratio of 3 : 5 are 6 : 10 or 9: 15. Note: You can write as many equivalent ratios of a given ratio as you please. Example 6, Fill in the missing numbers: i O.w.0 Bw” 6 (30 Solution: For finding first missing number, we consider the fact that, 18 = 3 6, ie. when 18 is divided by 3, we get 6. Thus, in order to get the first missing number, 15 will have to be divided by 3, ie. 15 +3 = 5, Hence, the second ratio is 3 In order to get the third ratio, we multiply both terms of second ratio by 2. ! ig 5X2 _ 10 Heenee, the third ratio is 5 = 1. Further to get the fourth ratio, we multiply both terms of second ratio by 5. 5x5 Hence, the fourth ratio is = = 35+aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.s 20 2 wos Ratio of 70 to 105 = pg = 5 =2:3 Since 32: 48 = 70 : 105 Therefore, 32, 48, 70, 105 are in proportion. Alternate Method. Here product of means = 48 x 70 = 3360 and product of extremes = 32 x 105 = 3360 ! Product of means = Product of extremes Therefore,’ 32, 48, 70, 105 are in proportion. 2 a , a4 . (i) Ratio of 4 to 6 = 2= 5 =2:3 i git Ratio of 8 to 10 = 45 = 5 = As 2138415 Therefore, 4, 6, 8, 10 are not in proportion. Example 14. Determine if the following ratios form a proportion. Also, write the middle terms and extreme terms where the ratios form a proportion: (i) 25 cm : 1 m and © 50 : © 200 (ii) 200 mL : 25 litres and €6 : € 78. Solution: (Ratio of 25 cm to 1 m= 25 : 100 Ratio of € 50 to & 200= 50 : 200 =1:4 Since 25 : 100= 50 : 200 (each equals 1: 4) Therefore, 25 cm : 1m and & 50 : % 200 form a propoxtion. ‘Here middle terms are 1 m and 7 50 and extreme terms are 25 cm and T 200. (i) Ratio of 200 mL : 25 litres = 200 : 2500 =2525 Ratio of 7 6 : 7 78= 6: 78 21:3 Since 2 : 25 #1: 13, therefore the given ratios do not form a proportion.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.SOLVED EXAMPLES © Example 15. Banana are available in the market at the rate of € 30 per dozen. Find the cost of 10 bananas. Solution: — We know that, 1 dozen = 12 Cost of 12 bananas = & 30 30 Cost of 1 banana = % 75 = € 2.50(less banana, less cost) Cost of 10 bananas = ¥ 2.50 x 10 = & 25 (more bananas, more cost) Thus, cost of 10 bananas is % 25. Example 16. Cost of 5 kg of wheat is % 82.50. () What will be the cost of 8 kg of wheat? (i) What quantity of wheat can be purchased in % 198? Solution: @- Cost of 5 kg of wheat = & 82.50 82.50 Cost of 1 kg of wheat = % == & 16.50 (less wheat, less cost) Cost of 8 kg of wheat = % 16.50 x 8 = & 132 (more wheat, more cost) (@ In this case, money spent is known and the quantity of wheat is unknown. Therefore, we proceed as below: If we spend % 16.50, the wheat purchased = 1 kg 1 If we spend © 1, the wheat purchased = 75558 If we spend ¥ 198, the wheat purchased = O8kg = s x 198 kg = 12 kg xd 1650 ‘Thus, 12 kg of wheat can be purchased for & 198. Example 17. A car travels 125 km in 2 hours 30 minutes. (i) Find the distance covered in 6 hours with the same speed. (i How much time is required to cover 200 km? Solution: @ 2 hours 30 minutes = In 3 hours, distance covered by car = 125 km5 In 1 hour, distance covered by car = [125+ | km. 2 = 125x= km~ 50 km 25x In 6 hours, distance covered by car = (50 x 6) km = 300 km Hence, the distance covered in 6 hours = 300 km (ii) In this case, time is unknown and distance is known. Therefore, we proceed as belo 5 A distance of 125 km is covered in = ab hours = > hours A distance of 1 km is covered in = A distance of 200 km is covered in 51 i . 3%55¢ hours (less distance, less time) = >x1_x200 hours (more distance, more time) 2105 a = 4 hours Hence, a distance of 200 km is covered in 4 hours. fo, orcwsee.s 1. A bag of 20 kg of potatoes costs & 130. What amount is to be paid for 8 kg of potatoes? 2, Three dozen of bananas cost © 72. A person needs 2 dozen bananas. How much has he to pay for the bananas? 3. A car runs 150 km in 3 hours. How far will it go in 5 hours? 4, A bus requires 52 litres of diesel for covering a distance of 390 km. How much diesel is required by the bus to cover a distance of 720 km? 5. There are 2275 trees in 65 rows. How many trees are there in 20 rows? 6. The yield of wheat from 8 hectares of land is 280 quintals. How many hectares of land is required for a yield of 245 quintals? 7. A bus travels 36 km in 40 minutes. If it maintains a uniform speed, ( how long will it take to cover 162 km, (i) how far it travels in 8 hours? 8. A man engages a servant for 15 days for % 1815. He works for 7 days and leaves the job. Find the amount he will get. 9, David pays & 22500 as rent for 3 months. How much does he has to pay for a whole year, if the rent per month remains same? 10. The weight of 63 books is 9 kg. What is the weight of 35 such books? 11. Deepak purchases 7 notebooks for % 63 and Charu buys 12 notebooks for % 96. Can you tell, who got the notebooks cheaper? 12. Bhaji made 42 runs in 6 overs and Sehwag made 88 runs in 11 overs. Who made more runs per over? 13, It has rained 296 mm in the last 4 days. How many cm of rain will fall in 1 week (7 days)? Assume that the rain continues to fall at the same rate,ee H-0-T-S tiger Order Thinking Skits 1. A 10 metre high pole casts a shadow of 6 metres. At the same time of the day, what length of a shadow will be cast by a 6 metre high pole? 2. In wholesale, a bag of rice, weighing 30 kg costs € 930 but in retail, the same quality of rice is available at 10 kg for 390. Compare the wholesale and retail prices of 5 kg of rice. SS THINGS TO REMEMBER 1, Ratio is a fraction which shows how many times a quantity is of another quantity of the same kind. 2. In ratio, the two quantities must be in the same units. 3. The ratio of two numbers is usually expressed in the simplest form. 4. Ratio has no units. 5. The order in which quantities are taken to express their ratio is important. The ratio 2 : 3 is different from 3 : 2. 6. Two ratios are equivalent if the fractions corresponding to them are equivalent. Thus, 2 : 3 is equivalent to 4: 6 or 10 : 15, ete. 7. Four quantities are said to be in proportion, if the ratio of the first and the second quantity is the same as the ratio of the third and the fourth quantity. a_e If a,b, c d are in proportion, then 5 = 5 and it is written as abs: ¢:d. 8. The first and fourth terms of a proportion are called extreme terms, while the second and third terms are called the middle terms or means. 9. The method of finding the value of one unit and then the value of the required number of units is called unitary method. 10. Less is the number of articles, less is the value. To get less, we divide. + Value of one unit = Value of given number of units + Number of units 11. More is the number of articles, more is the value. To get more, we multiply. <: Value of a given number of units = Value of one unit x Number of units 153I. Puzzle: 1. A and B together have & 1210. If 4 of A’s amount is equal to z of B's amount, how much amount does B have? 2. A sum of money is to be distributed among A, B, C, D in the proportion of 5: 2: 4:3. If C gets % 1000 more than D, what is B's share? 3, 10.75: Xz: 5:8, then what is the value of X? Il. Multiple Choice Questions: Choose the correct choice among the following: 1, The ratio of a number @ to another number b (a # 0) is written as: (a) ab (by a+b (ja-b @ 5 2. The ratio of 21 kg and 35 kg is: 5 3 21 35, Og Os Ome © ava 3. The ratio of 250 g to 2 kg is: (@ 12531 (0) 8:1 (1:8 (@ 1: 125 4. On dividing % 126 between A and B in the ratio 2 : 7, A gets: (0) % 28 (0) % 36 (©) 863 (a 98 5, The simplest form of the ratio 200 mL to 3 litres is: (a) 200: 3 (6) 3:200 © (1:15 (15:1 6. If 6:8 =9: x, then x equals: (a) 6 (b) 9 (12 (d) 18 7.165 x ~ x 345, then x equals: (@) 3 (oy 5 (© 15 (@ 25 8. IFA: B=3:4 andB:C=8:9, then A: B: C equals: ()3:4:8 (68:9 () 4:8:9 (a) 3:232:9 9. If banana costs % 30 per dozen, the cost of 8 bananas is: (a) % 2 (b) % 20 (9 & 18 (@)% 16 10. A car covers 120 km in 3 hours. In 5 hours, it will cover: (a) 150 km (b) 180 km —(¢} 200 km_—(d) 600 kmaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.43. 5. (i) two walls, edges of a table (@ Hands of a clock; doors 6. 3, ZA, £B, r (i) OP =r4. @ adirce (a sphere (ii) radius (i) diameter (© very many (v) diameter (vi) segment (ii, sector 5. True: (i), (i), (0), (i), (ix) ) False: (i), (io), (vii), (viii) LW) Il. Multiple Choice Questions: 1L® 2@ 3 4.@ 5. @) Ca) 2@ 8. (@) %2 0 10. IIL, Home Assignments: Short Answer Questions: 1. 18 om 2. 12 an 3.6, none 4. 66° 5. @) gnl (1m, p Long Answer Questions: 1. ( OA, OB, OC (i) ZAOB, 2B0C, ZAOC 2. (i) The string of badminton rocket, edges of book through any comer of it () Opposite edges of your book, opposite edge of scale. (iii) Adjacent edges of scale, adjacent edges of book. 3. (i) OA, OB, OC, OD Gi) AB10 UNDERSTANDING ELEMENTARY SHAPES In our daily life, we come across different objects having different shapes. All these objects are formed using curves or lines, They may have comers, edges, planes or curves. They have different sizes and measures. In this chapter, we shall develop tools to compare their sizes. We come across so many line segments in our daily life — the edges of a black-board, the edges of a table, the sides of a triangle, quadrilateral or any polygon. ‘We observe that a line segment is a fixed portion of a line i. it is a part of a line with two fixed end points. The measure of a line segment is represented by a unique number called its length. Using this number, we compare two line segments. This comparison can be done by either of the following ways: (® Comparison by Obseroations: By just looking at the two line segments, can you say which one is longer? You can say that PQ is longer than AB. x BP a Fig, 10.1 But can you say so always? Look at the line segments AB and PQ in Fig, 10.2. It becomes very difficult to judge and come to the conclusion as the difference between their lengths is very small. Thus, there is a need to develop some better method of comparing line segments. x 3 F a Fig. 10.2 (ii) Comparison by Tracing: Make a tracing of AB on tracing paper and place the point A on P and let AB falls along PQ. If B is to the left of Q, then AB < PQ. If B is to the tight of Q, then AB > PO and of B coincide with Q then AB = PQ. Here the accuracy of comparison depends upon the accuracy in tracing the line segment AB. x re Fig. 10.3 At times, the lengths are very large and it is not possible to make tracing. So, we shall have to find some alternative method. (if) Comparison by Measurement by Ruler: Using ruler, measure the length of AB by placing ‘O’ mark of the ruler on A and reading the length up to the other end point B. Let the length be 5.3 cm. Measure the length of the other line segment PQ using the same ruleraa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.nn 1, Classify the following as True or False: (@ All the sides of a parallelogram are equal. (i) All the sides of a rhombus are equal. (ii) A square can also be named as rhombus. (iv) The opposite sides of a trapezium are parallel. (®) Each angle of a rectangle is a right angle. (vi) The diagonals of a rectangle bisect each other at right angle. (vi) The diagonals of a rhombus perpendicular to each other. (viii) No three vertices of a quadrilateral are collinear. (x) A square is a special type of rhombus. () Square is also a parallelogram. 2. A figure is said to be regular if all its sides and angles are equal. Which of the following are regular figures? are (i Rectangle (ii) Rhombus (iv) Parallelogram (®) Trapezium (vi) Equilateral triangle 3. When can a quadrilateral ABCD be called a (i Parallelogram (ii) Rectangle (ii) Square (2) Rhombus @ Trapezium —_ (vi) Isosceles trapezium 4. Give name to the following parallelograms: () The diagonals are equal and all the sides are equal. (i) The diagonals are equal and the adjacent sides are equal. (iii) The diagonals are equal and the ‘opposite sides are equal and parallel. (iv) The diagonals are not equal but the adjacent sides are equal. (2) The diagonals are equal and right bisector of each other and the adjacent sides are equal. (i) Square (wi) One pair of parallel sides and non parallel sides are of equal in length. So far, we have studied about triangles (3 sided figures) and quadrilaterals (4 sided figures). We shall now extend the idea of polygons to figures with more number of sides and give special names to them depending upon the number of their sides. We have already learnt that a polygon is a closed figure in a plane having three or more than three line segments. ‘Number | Name Tilustration Number ‘Name Mlustration of sides of sides SG ‘Triangle 3 4 Quadrilateral hee 5 Pentagon, co 6 Hexagon és 7 Heptagon CS 8 Octagon Cy ‘A polygon is said to be regular if all its sides and angles are equal. In our day-to-day life, you get these shapes in windows, doors, design on sarees, decorative tiles, bridges, beehives, etc.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.edges — 4 edges on the floor, 4 on the roof and 4 vertically at the comers. Three edges meet at a point called a vertex [Fig 10.30 (iti). There are 8 vertices — 4 on the floor and 4 on a: the roof. 2 bien A room is a cuboid. o o = Some of the cuboid shaped objects which we come across in our daily life are sugar cubes, Figt030. chalk box, a brick, a matchbox, a trunk, an almirah, etc. SOLVED EXAMPLE © Example 4. Draw a sketch of a cuboid and write its (i) surfaces (i) edges and (iii) vertices. Also, make its net. Solution: Sketch of a cuboid is shown in Fig. 10.31. (i It has six surfaces namely ABCD, EFGH, ABGH, CDEE, ADEH, BCEG. (i) It has 12 edges namely AB, BC, CD, AD, AH, DE, EH, BG, CF, GE, HG, EF. (iii) It has 8 vertices namely A, B, C, D, H, G, E and F. If lis the length, b the breadth and k the height of a cuboid, then the net of the cuboid is as shown in Fig. 10.32. A cube is a cuboid in which length, breadth and height are equal, ie. a cube has all the sides equal. ‘The net of the cube is as shown in Fig. 10.33. Fig. 10:33 @ ole IIl.Home Assignments: Short Answer Questions: 1. Find the length of a rectangular field whose area is 90 sq. m and breadth is 5 m. 2, Find the area of a square whose side is 15 cm each. 3. A room 85 m long and 45 m wide is surrounded by a verandah 2 m wide. Find the area ‘occupied by the verandah. 4, The area of a square garden is 400 m?. There is a path 2.5 m wide running all around inside it. Find the cost of levelling the path at % 3 per square metre. 5, Square slabs of side 40 cm are to be paved in the rectangular courtyard of a temple 24 m long, and 16 m wide. Find the number of slabs required. Long Answer Questions: 1. A plot is 160 m long and 120 m wide. A path 1.5 m wide is to be constructed inside the plot all around. Find the area of the path. 2, The length and breadth of a rectangular field are 260 m and 15) m respectively. Find its area in ares. 3. A field is 78 m long and 35 m wide. Two 3 m wide roads are constructed in the centre of the field one parallel to its length and the other parallel to its breadth. Find the cost of levelling the road at € 3.50 per square metre. IV. Project/Activity: Students can measure different types of shapes like triangular, square, rectangular to get the idea of area and perimeter. ANSWERS Exercise 13.1 1 @ 16 cm (@) 46 cm Gi) 18 cm (i) 50 cm (v) 27 cm (i) em —— i) 7 m (i) cm) Aan —&) 2M 2 (2m (i) 38m i) 23 m (iv) 6.5 km () 75m (@) 55m 3. 9600 m 4.1m 20cm 5. 0m (@ 20m @ om (i) 4m20cm (3m @ Mm 6 @ Dan @ Bem — Fam _— ir) HD. 7.8m 8. 5om 9. @ Rem (9am (i) 6 em 10.50m = 1. 38m 12, Gem “24714) DATA HANDLING Everyday we come across many numerical data in newspapers, magazines and on television. The data may relate to the pollution content of different cities, the cost of fuel efficient cars, profits of an organisation, the monthly rainfall at different places, cricket averages, etc. Numerical data is used to draw inferences. In this chapter, we shall learn the meaning of data, methods of collection of data to examine a hypothesis, collection and organisation of data, pictograph and making bar graphs for given data. ‘The data is collected by the investigator with a definite objective in mind. The data may be collected by individually contacting the respondents or by sending questionnaires or some other instrument for data collection. The data may be regarding the group of people, their marital status, age, academic qualifications, economic status, religion, etc. When the data are collected directly from respondent, they are called raw data. Suppose, we want to collect data regarding marks scored by students in Mathematics at the half yearly examination. ‘There are 36 students in the dass. We ask each of the 36 students his/her score in Mathematics and note down the score. The marks obtained by each student out of 100 are as shown: 42 56 66 48 56 56 85 49 62 85 49 66 97 85 «56668 70 56 97 56 56 80 70 49 48 97 56 80 66 49 85 56 85 62 Here each entry is a numerical fact and is called an observation. A collection of observation collected initially is called raw date. 14.3 PRESENTATION/ORGANISATION OF DATA Most of the time, the data collected, as it is, does not help us in coming to any conclusion till we arrange the data in an order — ascending or descending. The data arranged in an order — ascending or descending, are called arrayed data. Let us arrange the above data in ascending order: 42 48 448 449 449 | 49 49 56 56 5656 5G 56 5656 5H Ds «6D. 66 66 66 6 70 70 80 80 8 85 85 85 85 85 «9970 97-79‘On observation, we see that the highest marks obtained is 97 and the lowest marks is 42. The difference between the highest and the lowest value of the observation is called the range. Here the range is (97 - 42) = 55. The number of students getting above 60 marks is 20 while students getting distinction (above 75% marks) is 12. There is no failure in the class. For arranging the data, we use tally method. For each observation, we use the symbol ‘I’. For counting up to 4, we use tally marks I11/ and the fifth tally mark is entered as TH by crossing diagonally the four marks already entered. ‘Thus, the above data can be arranged as below: The above data shows that 4 students got 97 marks each, 6 students got 85 marks each and 7 students got less than 50 marks. The number of students who scored a particular mark is called frequency and the quantity (marks) is called the variable (variate) The data presented in this form is called the frequency distribution table, for ungrouped data: Thus, we define different terms as below: Raw Data: Observations collected initially are called raw data. Observatior observation. Range: The difference between the highest and the lowest values of the observation is called range Each numerical fact is called ‘Marks Tally Number of q marks students a i i i Range = Maximum value — Minimum value Arrayed Data: The data arranged in an 48 uN 2 ascending or descending order is called arrayed 49 mm 4 data, Frequency: The number of times an * ma Ul aa 2 observation is repeated is called frequency. 6 2 66 i 4 70 tl 2 80 tI 2 85 THU 6 97 on 4 SOLVED EXAMPLI Example 1. The following is data obtained about the size of shoes of students of class VI. 4°95 7 5 7 4 5 4 5 5 6 5 7 5 4 5 4 4 4 6 5 7 5 7 5 6 6 5 4 6 5 4 7 5 5 Tf Using tally marks, make the frequency distribution table. Hence, answer the following. (i) Name the size of shoes worn by maximum rumber of students. (ii) Name the size of shoes worn by minimum number of students. (iti) How many students are having shoe size as 7?aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.(#) Which week shows the highest sale? (i) What is the total sale of mangoes in the month? 5. The customers who visit a restaurant for the seven days of the week are 300, 400, 250, 550, 500, 650 and 350. ‘You are asked to make a pictograph to show the above data. How many people would you represent by one picture? Hence, draw the pictograph. 6. The population of a town in 1994, 1999, 2004 and 2009 are given below: 100 students and following: (@ How many symbols represent total number of students in 2008? answer the (i) How many symbols represent total number of students in 2002? (b) Represent the same data by pictograph using any other symbol each representing 50 students. Which pictograph do you find better and why? ). The following figure shows a record of data displayed at an exhibition showing the number of cars manufactured during the ‘Year | 1994 [1999 | 2004 | 2009 year 2009. Population | 30000 [35000 |50000 [47500 a aia Na coe Depict the above information by a pean. * jamary |S ED ES 7. The number of villages electrified in five So districts of a state are as below: February | PS 25 gees a Never a Mare (ES ES ES ES ES se See SON CSED I 4000 ; 1 3000 Apa lo G—0 Go) >) UL 3500 May |G1G 6G GD) wv. 5000 June” 63 Go Go Go) Go) v 6000 SoG Using Q as a symbol for 1000 electrified villages, represent the above data by a pictograph. 8. Total number of students of a school in different years is shown in the following table: 20002002)2004}200¢20082009 Number of| 500|550|600| 700] 600| 750 (a) Represent the above data by pictograph using one symbol @ to represent 10. If the number of cars manufactured in February is 5,000, answer the following questions: () When were maximum number of cars manufactured? (i) When were minimum number of cars manufactured? (iii) What is the total number of cars manufactured from January to June? ‘The following pictograph shows the number of students of different classes coming to school on bicycle:Observe the adjacent pictograph and answer the following questions: (i) Students of which class use maximum number of bicycles? (ii) Students of which class use minimum. number of bicycles? (iii) How many students of class IX and X- together use bicycle to come to ‘school? (ie) Total number of students using bicycle to come to school. You might have observed that representing data by picto; difficult. Let us think of some simple way of representing graph is not only time consuming but also data visually. Bar graphs are simple way of representing data. Bars of uniform width can be drawn horizontally or vertically with equal spacing between them and then the length of cach bar represent the given number. The method of representing data with the help of bars is called a bar graph or bar diagram. SOLVED EXAMPLES & Example 5. The number of bicycles manufactured in a factory during the years 2005-2009 is shown in the table given below. ‘Year 2005 | 2006 | 2007 | 2008 | 2009 No. of bicycles 800 600 900 1000 | 1200 manufactured =| fe EE aM Mlustrate this data using « bar graph. (i) What is the scale of this graph? (i) In which year were the maximum number of bicycles manufactured? (iii) in which year were the minimum number of bicycles manufactured? : Ba esSolution: ons -2008.-~—«2007—«2008+—=«2000 Year —> (@ Here the scale is 1 unit length equals 100 bicycles. (i) 2009 ii) 2006 Example 6. Observe the bar graph shown below and answer the following questions. 4 3 Soca sist ( What is the information given by the bar graph? Gi) Which shoe size has maximum demand? (ii) Which shoe size has minimum demand? (io) How many pairs of shoes are sold having size no. 5? (0) What are different sizes of shoes available at a store? Copyrighted materialSolution: ( The bar graph represents the number of pairs of shoes of different sizes sold. (ii) The maximum number of shoes (700) sold are having size 7. (ii) The minimum number of shoes (100) sold are having size 10. (jv) 300 pairs of shoes are sold having size 5. (@) Shoes having sizes 4 to 10 are available at the store. Example 7. The jollowing chart gives the runs scored in the first 5 overs by a cricket team. (i) What is the highest score they got in an over? (ii) In which over, the score is least? (iii) What is the total score for the 5 overs? Solution: (i The highest score in an over is 14. (ii) The score is least in the 4th over. (ii) The total score in 5 overs is 38. Let us illustrate the steps to be taken to draw a bar graph with an example. Example 8. The number of trees planted by the Horticulture Department of a township in different years is given below. Draw a bar graph to depict the above dataSolution: 1. Draw a horizontal line and a vertical line on a paper. 2. Along the horizontal line, we represent one of the variables, say years in this case and along the vertical line, we show the corresponding data of the other variable — number of trees. 3. Along the horizontal axis, choose a convenient uniform width of bars with a uniform gap between them, keeping in mind the space available. 4. Choose a suitable scale to determine the height of the bars. Here, 1 cm represent 1000 trees. The heights of bar can be calculated yearwise. Hence, draw the bar graph as shown. ‘Number of tress —> 2004 2005 2008. -«2007«« 28 2000 Years —> family under different heads is given below. Represent the data in the form of a bar diagram. Solution: Take 1 unit length to represent % 500 and in order to represent the above data in the form of a diagram, use the following steps: (i) Draw a horizontal line and a vertical line on a paper. (il) Along the horizontal line, mark the items and along the vertical line, mark the corresponding expenditure. (iii) Along the horizontal line, choose a convenient uniform width of bars with a uniform gap between them. Copyrighted material(iv) Calculate the heights of the bars for different items as follows: House rent : 5000 + 500 = 10 units Food : 8000 + 500 = 16 units Education + 3000 + 500 = 6 units Electricity & water: 2000 + 500 = 4 units ‘Transport : 2500 + 500 = 5 units Miscellaneous: : 4000 + 500 = 8 units fal > House Food Education Electr ‘Transport. Miscallanaous tent ‘awaer tome —> & EXERCISE 14.3 1, Study the bar graph and answer the following questions: () What information does the graph represent? 8 (i) How many clubs are organised in the school? 8 (iii) What does vertical line represent? (iv) Which club has the least number of 8 ‘Number of students —> 8 * participation? | 3 | (2) Which club is most popular among Lo ot eee students? cub ch ch ehh” ohh” chis, ‘Clubs —> (vi) How many students are there in Mathematics club?aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.< 60 so 40 30 Number famiies —> 10 te 8 ee Number of members —> 6. The following bar graph shows the failure percentage of six schools A, B, C, D, E and F ina public examination: 2. 10: Failure Percentage —> 2 oe 8 26_ 0 F ‘Schools. —> Answer the following questions: ( Which school has more than 95% pass percentage? (ii) Which school has the lowest pass percentage? (iii) How many schools have more than 80% pass percentage? 7. The population (rounded off to nearest lakhs) of five major cities of India, as reported in the 1981 census, is given below: __|_Dethi_| Mumbai | Koikata | Chennai [Bangalore 60 80 90. 45 30 Draw a bar graph to represent the above information (Take 1 unit = 10 lakhs).aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.I. Look at the following bar graph. Productin of fertilizers by a company (in 1000 tons) over the years has been shown in it, Study the bar graph and answer the following: (i) The average production of 1996 and 1997 was 99 exactly equal to the average production of which es years? 2 (i) What was the percentage decline in the production of fertilizers from 1997 to 1998? t 0. (ii) In how many of the given years was the production i of sugar more than the average production of the given years? 20 (iv) In which year was the percentage increase in production as compared to the previous year the 10 ae IS 6 17 0 II. Multiple Choice Questions: eee Choose the correct choice among the following: 1. A collection of observations collected initially is called (@) raw data (b) arrayed data (6) range (A) frequency 2. The data arranged in an ascending or descending order is called (a) raw data (6) arrayed data (0) range (@) frequency 3. The difference between the highest and the lowest value of the observation is called (@) frequency (b) range (0) observation (d) arrayed data 4. The number of times an observation is repeated is called (@) frequency _(b) range (6) data (@ arrayed data 5. When data is represented with the help of pictures, the representation is called (a) bar graph (b) pie chart —_(c) pictograph (@) cubes 6. A bar graph is a pictorial representation of the numerical data by a number of rectangles. Here (a) the length of rectangle changes (®) the width of rectangle changes (©) the distance between two consecutive rectangles change (@) area of each rectangle remains constant 47. The bar graph is to be drawn for the following data: Year 2006 | 2007 [| 2008 | 2009 | 2010 Number of trees 2000 | 8,000 | 10,000 | 12,000 | 15,000 planted The suitable scale to determine the height of bar is to represent 1 cm by (a) 100 trees (b) 500 trees —_(c) 2000 trees (d) 5000 trees 8. The expenditure of a family for six months is as below: January | February | March April May June 12000 | 16000 | = 20000 | z 24000 | = 16000 | = 24000 The data is to be represented by a pictograph. The most suitable scale is to represent one picture is (a) = 100 (b)% 1000 (c) € 4000 (a) & 10,000 IL.Home Assignments: Short Answer Questions: 1. The number of children per family in 15 families is as below: S22 LAR 22s 22 Make the tally marks and write their frequency. 2, The following table gives birth days of 40 boys in a class, Illustrate the data by a bar graph: Days | Sunday | Monday | Tuesday | Wednesday | ‘Thursday | Friday | Saturday No.of | 6 7 3 8 fl 3 2 Days 3. In an athelectic meet, the number of students taking part in different games is shown in the given table. Represent it by a pictograph. Atheletics 100 m race 400 m race High jump | Long jump No. of Students 30 20 50 30 4, The number of children in each of the 30 families is given below. Arrange the data in a frequency distribution table: 123043211023532105432122310421 5. The following table gives the number of students classified according to their favourite subj Subjects English | Hindi | Mathematics | Science | History | Geography No. of Students 30 20 250% 40 35 25Long Answer Questions: 1. The following are the grades obtained by the students of a class in theit Mathematics test: A, B, B,C, A, D, A, B, D, A, B, A, A, B, A, B, B, B, C, A, A, A, A, D, E, E,B, A, A, B, A, A,D, E, E,E,A,E, A, B,C Tabulate the above data and answer the following questions: () How many students got ‘A’ grade? (i) How many students got ‘E’ grade? (ii) Which grade is obtained by maximum number of students? (iv) How many students got ‘B’ grade? 2. Read the bar graph and answer the following questions: (@ What does the bar graph show? af (i) Which colour is preferred by the maximum " number of students? % (ii) Which colour is least preferred? (iv) How many students like white? (v) How many students like red? ‘Number of students —> (vi) How many students are there in the class? (vii) What percentage of students prefer green? (viii) What percentage of students prefer yellow? ed Blue Yolow Green Whito Black Preference of colours —> Bar graph showing the preference of colour by 50 students of a class. 3. The number of balls produced by a factory in different years is shown below: Year 2003 2004 2005 2006 2007 No. of ball 1500 3000 4500 6000 7500 Represent the data by a pictograph. ANSWERS Exercise 14.1 1. 35, 35, 35, 35, 35 36, 36, 36, 36, 36, 36, 37, 37, 37, 40, 40, 40, 40, 40, 40, 42, 42, 42,42 Weight (in kg) 35 36 37 40 42 Number of students 5 6 3 6 4aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.yeep @ 2and 6 aa Exercise 14.2 0& 7 i) 13,5526 i) oy (eo) 6 Copyrighted materialaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.9. Export of roe (in housand tons) —> @8 888 8 8 8 ‘Scale: 1 Unit = 10 lakhs population Mon Tus Wed ‘Thu Fil--= | $885 om | SESSEREESS om | SbRESSaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.II, Long Answer Questions: @ *4= 22 marta) 45. Read the bar graph and answer the following wm. aed t 3 @ Which period is most liked among students? fo (i) Which other subject is as much liked among 50 students as maths? E woo (ii) Which subject is the least favourite subject of the i os students? : (Gv) What is the difference between the most and the Be er & least favourite subject among the students? patie <5) 16. A rectangular field is 72 m by 53 m. Renu walks round it at the rate of 3 km per hour. What time will she take in going 2 rounds? 17. The ages of Monu and Sonu are in the ratio 5 : 18. A hall is 20 m long and 16 m wide. A carpet is laid centrally leaving 50 cm space uncovered all around. Find the cost of carpeting it at the rate of * 8.50 per square metre. . If Sonu’s age is 18 years, what is Monu's age? IV. Multiple Choice Questions: (1x 5 =5 marks) 19. Tick (v) the correct choice. (@ Which among the following has no line of symmetry? (a) Square (b) Rectangle (©) Rhombus (d) Parallelogram (ii) Science of collecting, organising and interpreting data is known as (a) Probability (b) Statistics (c) Bar Chart (d) Art (iii) The number of lines passing through three collinear points is @4 (&)2 @1 (@) None of these (iv) The angle between the hands of a clock at 9 o’dock is (a) 270° (b) 260° (Q 250° (@) 240° (v) Reduce 4 to the lowest term. The result is 2B 45 9 35 ©) 45 © & 3 1 20, Fill in the blanks. ( *6=3 marks) @ is a figure with exactly 6-axes of line symmetry. i) The end points of a radius lies on and ... 2 (ii) The sum of any two sides of a triangle is than the third side. (iv) has two edges, three faces and no vertices. (v) Equality of two ratios is called (vi) Value of one unit = Value of given number of units +‘Summative Assessment 1 1. @ 60 (ii) 840 (i) 71 (v) 85 2. Greatest: 8764 — Smallest:4678 3. 8, 16, 24, 32, 40, 48 4. () 12500 (tt) 20000 3 ei 2 image an oe 5. @) 10 (i) 34 6 @35 i) 145 Gi) 95 7. 19.633 9. Mekm 10, 2%3x7"7%7 = ok ian io. ae 1. 57 15 a) 105 (45 B38 — i) 10288513. 864 1. @&+y-8 — (i) B-Aw=y 15. 525 kg, 47. 637408218. 1100 19. We Gin b @) © Me 20. (i) F (iii) F Gv) T ) F wi) T Summative Assessment 2 1. 15:2 @ 130 2. (i) Eight points (i) Ten line segments 3. () Rightangled triangle (G) obtuse-angled triangle 4. () No line of symmetry - 4 lines of symmetry 6 7. 20,000 cn? 8. ‘Raina 10. 15° 11. 36 cm 13, > 162, ° 243, *567 4a. 12 15. @) Art (8) English and Maths (ai) EVs () 200 16. 10 min 17. 30 years 18, *2422.50 ». O@ @o ww @) @ oo 20, (i) Regular hexagon centre and circle (ii) greater (v) oylinder () proportion (vi) number of units gas/v2o11ABOUT THE SERIES Frank Basic Mathematics is a series of 3 books for classes 6, 7 and 8, written in strict conformity with the National Curriculum Framework prepared by NCERT and Continuous and Comprehensive Evaluation (CCE) prepared by CBSE. The books of the series are also suitable for the schools affiliated to Council for the Indian School Certificate Examinations and various State Boards of Education. The series has been designed to enable the students to appreciate the utility and application of mathematics in reallife situations and enjoyleamingit. Some of the salient features of the series are: « Simple and lucid language has been used keeping in mind the comprehension level of the students. ¢ Each topic has been introduced through interesting examples from day-to-day life. ‘* The basic concepts have been explained with the help of activities and experiments. ‘+ Adequate number of solved examples have been incorporated in each chapter. ¢ Each exercise contains well-graded questions to evaluate the understanding and application level of the students. It caters to the need of outstanding, good as well as average students, ¢ HOTS (Higher Order Thinking Skills) Questions have been given to enhance the thinking skills of the learners, * Atthe end of each chapter, important concepts have been recalled under Things To Remember for easy recapitulation. Formative Assessment at the end of each chapter includes Puzzles, Crosswords, Home Assignments, Projects/Activities, etc., as per the need of CCE. « Summative Assessments are based on the guidelines of CCE. These include — Very Short Answer Questions, Short Answer Questions, Long Answer Questions, Multiple Choice Questions, Fillin the Blanks, etc. « Answers (for almost all the questions) are given at the end of each chapter. {tis eamestly hoped that this series will meet the expectations of all those for whom it has been written. il iil TN FRANK BROS. & CO. (PUBLISHERS) LTD. I} | iit | B-41, Sector-4, Noida-201301, Gautam Budh Nagar (U.P.) |