Government of Tamilnadu First Edition-2003 Reprint - 2005

Chairperson

Dr. K. SRINIVASAN
Reader in Mathematics Presidency College (Autonomous) Chennai - 600 005.

Reviewers
Prof. (Mrs.) SHIELA BOSE
Head Department of Mathematics, Lady Willingdon Institute of Advanced Study in Education, Chennai - 600 005.

Thiru M.K. SUBRAMANIAN

Deputy Director, Directorate of Teacher Education, Research and Training, Chennai - 600 006.

Authors
Thiru G. GNANASUNDARAM
P.G. Teacher, S.S.V. Higher Secondary School, Park Town, Chennai - 600 003.

Thiru M. PALANIVASAN
P.G. Teacher, I.C.F. Higher Secondary School, Chennai - 600 038.

Thiru P. NAGARAJAN
B.T. Assistant, B.R. Govt. High School, Puzhal-600 066. Tiruvallur Dt.

Thiru T. KATHIRVEL
Assistant Headmaster, Govt. Higher Secondary School, Arumbakkam, Chennai - 600 106.

Price : Rs. 33-00

This book has been prepared by The Directorate of School Education on behalf of the Government of Tamilnadu This book has been printed on 60 G.S.M. Paper Printed by Offset at :

CONTENTS
Page No.

1. NUMBER WORK
1.1 Numbers Revision
1.1.1 1.1.2 1.1.3 Natural Numbers and Whole Numbers Face value and Place value Expanded form

1.2

Four fundamental operations on Whole numbers

1.2.1 1.2.2 1.2.3 1.2.4 Addition Subtraction Multipliction Division

1.3

Number patterns
1.3.1 1.3.2 1.3.3 Divisors, Factors and Multiples Even and Odd numbers Prime and Composite numbers

13

1.4 1.5 1.6 1.7

Large numbers in Exponential form Tests of divisibility Revision Greatest common divisor and Least common multiple Integers 1.7.1 1.7.2 1.7.3 1.7.4 1.7.5 Directed numbers Integers and order in number line Addition and Subtraction of integers Multiplication of integers Division of integers

17 20 23 28

1.8

Fractions
1.8.1 1.8.2 1.8.3 Fractions Revision Addition and Subtraction on Fractions Multiplication and Division on Fractions

41

1.9

Decimal numbers
1.9.1 1.9.2 Decimal form of fractions Four fundamental operations on decimals

53

2. EVERYDAY ARITHMETIC
2.1 Ratio and Proportion 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2 Ratio formation Comparison of ratios Proportion formation Proportion Applications Direct variation

65 65

Percentage 2.2.1 2.2.2 2.2.3 Percentages, Fractions and Decimals Relationship Profit and Loss Profit and Loss percentage

77

2.3

Shopping 2.3.1 2.3.2 Verification of bill amount Preparation of a bill

84

2.4

Finance 2.4.1 Simple Interest (Unitary Method) 2.4.2 Formula for Simple Interest

90

3. MEASUREMENTS
3.1 Metric measures 3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 3.1.6 3.1.7 3.2 Linear measures (measures of length) Measures of weight Measures of capacity Addition and Subtraction in metric measures Multiplication and Division in metric measures Measures of area Measures of volume

95 95

Measures of Time 3.2.1 3.2.2 3.2.3 Ordinary time and Railway time; Ordinary year and Leap year Calculating number of days. Finding the day of the week

111

3.3

Area and Perimeter 3.3.1 3.3.2 3.3.3 3.3.4 Area and perimeter of a square Area and perimeter of a rectangle Area and perimeter of a right angled triangle Area of Four walls

121

4. ALGEBRA
4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 Introduction Mathematical statements Place holders Literals Constants and Variables Power (or Exponent or Index) of a variable Coefficients Terms Addition and Subtraction of terms

137 137 137 138 140 141 143 144 145 147 151 151

5. GEOMETRY
5.1 Basic geometrical concepts 5.1.1 5.1.2 5.1.3 5.1.4 5.1.5 5.2 Point Line Ray Line segment Plane

Relationship between points and lines 5.2.1 5.2.2 5.2.3 Concurrent lines Collinear points Intersecting and Parallel lines

155

5.3

Angles 5.3.1 5.3.2 5.3.3 5.3.4 Angle and measure of an angle Types of angles Complementary and Supplementary angles Bisector of an angle

159

5.4

Triangles 5.4.1 5.4.2 5.4.3 Parts of a triangle Types of triangles Important properties of triangles

164

5.5

Special quadrilaterals 5.5.1 5.5.2 Quadrilateral and its parts Special type of quadrilaterals

169

6. PRACTICAL GEOMETRY
6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 Geometrical instruments box Line segment Constructing a line segment of a given measurement Measuring the length of a given line segment Constructing a line perpendicular to a given line at a given point on it Constructing the perpendicular bisector of a given line segment Measuring angles Constructing angles of given measures 6.8.1 6.8.2 6.9 Constructing 90 and 45 using paper folding method Drawing angles with the help of a protractor

173 173 176 177 178 179 181 185 188

Constructing the angle bisector of a given angle 6.9.1 6.9.2 Paper folding method Using protractor and compass

189

7. HANDLING DATA
7.1 7.2 7.3 7.4 7.5 Meaning of an average (mean) Median Mode Pictograph Bar Graph

191 191 194 195 197 201

ANSWERS

207

1. NUMBER WORK
Numbers are my friends says Ramanujan, the well known Indian Mathematician. He loved numbers and his contribution to Mathematics is great. We are familiar with some fundamental mathematical calculations with numbers in the previous classes. Now we briefly revise the number system which we have studied. Any number is a concept. one is a number name and we use the numeral or symbol 1 to denote it. Five is a number name and we use the numeral 5 to denote it. In olden days, different symbols were used in different parts of the world to denote the numerals. The present system is based on ten numerals 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. It was developed by Indians. Arabs made these numerals known to western countries. Hence these numerals are called Indo-Arabic numerals. This system is universally accepted.

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

Numbers Revision Four fundamental operations on Whole numbers Number patterns Large numbers in Exponential form Tests of divisibility Revision Greatest common divisor and Least common multiple Integers Fractions Decimal numbers.

1.1 Numbers Revision

1.1.1 1.1.2 1.1.3 Natural Numbers and Whole Numbers Face value and Place value Expanded form

1.1.1. (a) Natural Numbers :

The counting numbers 1, 2, 3, are called natural numbers. Natural numbers are beginning with 1 and increasing one by one. The set of natural numbers is denoted by the symbol N. In the set of natural numbers, 2 is called the successor of 1. 1 is called the predecessor of 2 and 3 is called successor of 2 and 2 is called predecessor of 3. Can you give the last natural number? Thus N = {1, 2, 3, }

(b) Whole Numbers : If we include the number 0 to the set of natural numbers, we get 0, 1, 2, 3, . This is called the set of whole numbers and is denoted by the symbol W. Thus W = {0, 1, 2, 3, }

1.1.2 Face Value and Place Value

The numerals 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are called digits. It is by using these ten digits, we are generating all the numbers in the set of whole numbers. For example, to write the numeral for two thousand four hundred and eighty seven, we write 2487. Here we use the digits together with place value. Every digit in a number has a face value and a place value. For example in 2487, the digits we have used are 2, 4, 8 and 7. The face value of these digits are respectively 2, 4, 8 and 7 only. However depending upon the place they occupy in the number, each digit has a distinct value. In 2487, the place value of 2 is 2000; the place value of 4 is 400 ; the place value of 8 is 80 ; the place value of 7 is 7; Using the ten digits and the concept of place value, we can write any number. The place value increases in powers of 10, starting from units. The digits in numbers from right to left have the place values of 1, 10, 100, 1000, 10000 etc. Thus the place value of each digit in 894063217 is as follows : The place value of The place value of The place value of The place value of The place value of The place value of The place value of The place value of The place value of 7 1 2 3 6 0 4 9 8 is is is is is is is is is 7 ones 1 ten 2 hundreds 3 thousands 6 ten thousands 0 lakh 4 ten lakhs 9 crores 8 ten crores 7 10 200 3000 60000 0 4000000 90000000 800000000

Now this number can be read as eightynine crore, forty lakh, sixtythree thousand two hundred and seventeen and is written as 89,40,63,217. Another method of expressing the numbers is known as international notation. In the international system of writing the number 742894063154, it is grouped in threes starting from the unit place and written as 742, 894, 063, 154. Place value of international notation are as follows : Billions Hundred billion Millions Hundred Million Ten Million Thousands Hundred Thousand Ten Thousand Hundreds Tens Ones

Ten billion

Thousand

Hundreds

Million

billion

We read the number as seven hundred and forty two billion, eight hundred and ninety four million, sixty three thousand one hundred and fifty four.

Ones 4

Tens

Example 1 : Give the face value and the place value of each of the digit in the number 5, 47, 61, 893. Solution : Face value (digit) 5 4 7 6 1 8 9 3 Table 1.1 The number is written in words as five crore forty seven lakh sixty one thousand eight hundred and ninety three. In the international notation, the above number 5, 47, 61, 893 is grouped as 54, 761, 893 and written as fifty four million, seven hundred and sixty one thousand eight hundred and ninety three. 1.1.3. Expanded form : A number can be written in an expanded form using the place values. Example 2 : Write 53624 in expanded form. Solution : 53624 = 50000 + 3000 + 600 + 20 + 4 = 5 10000 + 3 1000 + 6 100 + 2 10 + 4 Example 3 : Find the number which corresponds to the expanded form. 3 10000 + 2 1000 + 8 10 + 3 Solution : 3 10000 + 2 1000 + 8 10 + 3 = 30000 + 2000 + 80 + 3 = 32083 Discuss : Take various numbers and practise writing the face values and place values of the digits in the numbers. Exercise 1.1 1) 2) 3) 4) Which is the smallest natural number? Which is the smallest whole number? Which is the predecessor of the whole number 1 ? Which is the successor of the natural number 10 ? Place value 5,00,00,000 40,00,000 7,00,000 60,000 1000 800 90 3

5) 6) 7) 8) 9) 10)

Which is the greatest four digit number? Which is the smallest four digit whole number? Mention the place values of the underlined digits (in Indian system) (a) 832758 (a) 7483216 (a) 2005624 (b) 78430 (b) 615308457 (b) 732416 (c) 100258 (c) 41932673 (c) 503302 (d) 289 (d) 37047854 (e) 372853461 (e) 477931 Mention the place values of the underlined digits (in International system) Write the number names of the following in Indian system Write in numerals

(a) Sixty three lakhs twenty one thousand nine hundred and forty six. (b) Two lakh three hundred and four. (c) Seven hundred and two million nine hundred and thirty four thousands four hundred and twenty. (d) Two billion forty one million seventy nine thousand and sixty five. 11) (a) How many thousands are in a lakh? (b) How many lakhs are in a million? (c) How many millions are in a crore? (d) How many millions are in a billion? 12) How many thousands are in each of the following number? (a) 3785 (b) 642135 (c) 7000000 13) Write the numbers correspond to the following expanded forms : (a) 3 10000 + 5 1000 + 2 100 + 6 10 + 4 (b) 2 10000 + 7 1000 + 5 10 + 3 14) Write the following numbers in the expanded form : (a) 25638 (b) 72804 (c) 600003 15) Find the difference of the place values of two 5s in 65354. Activity : (a) Prepare a chart and display in your class containing Tamil numerals. (b) Prepare a chart containing Roman numerals and the system of writing. (c) Prepare a chart containing various system of numerals in the world. (d) Discuss the advantage of Indo-Arabic numerals over other systems of the numerals. THINGS TO REMEMBER (1) (2) (3) (4) (5) (6) Natural numbers N = {1, 2, 3, } Whole numbers W = {0, 1, 2, 3, } Every digit in a number has a face value and a place value. The face value of a digit will always be the same as the digit. The place value of a digit changes according to its position in the number. In the Indian system of numeration, the number is grouped in two digits after the hundreds place. In the International system of numeration, the number is grouped in three digits starting from unit place.

1.2 Four fundamental operations on Whole numbers :

We have already learnt the method of applying the four fundamental operations on whole numbers. Now we use some simple techniques to do the above operations quickly and easily. 1.2.1 1.2.2 1.2.3 1.2.4 Addition Subtraction Multipliction Division

1.2.1 Addition :
Example 4 : Add : (a) 59 + 21 Solution : (a) 59 + 21 = 50 + 9 + 20 + 1 = (b) Discuss : In the above example, how the unit digits are grouped? Example 5 : Add : (a) 65 + 37 (b) 48 + 76 Solution : (a) 65 + 37 = 65 + 35 + 2 = 100 + 2= 102 (b) 48 + 76 = 40 + 8 + 70 + 6 = 110 + 14 = 124 Discuss : Why were the numbers specified as follows : 37 = 35 + 2, 76 = 70 + 6 and 48 = 40 + 8 Example 6 : Add : (a) 62 + 70 + 8 (b) 43 + 62 + 17 + 38 Solution : (a) 62 + 70 + 8 = = = (b) 43 + 62 + 17 + 38 = = = Discuss : The different grouping techniques in the above examples. 62 + 8 + 70 70 + 70 140 43 + 17 + 62 + 38 60 + 100 160 70 + 10 = 80 (50 + 20) + (9 + 1) 118 + 122 = 110 + 8 + 120 + 2 = 230 + 10 = 240 (b) 118 + 122

Example 7 : Add : Solution :

80,765 1 8 2

+ 1 0 5 9

25,437

9,502

108

1 2 7 6 5 4 3 7 5 0 2 1 0 8 11 5 8 1 2 Discuss : In the above example, how do we arrive at the numbers placed just above the dotted lines?

1.2.2 Subtraction :
We know that subtraction and addition are inverse operations. For every addition there are two subtraction facts. For example, 2 + 8 = 10 is an addition fact. From this, we can state two related subtraction facts. They are 10 8 = 2 and 10 2 = 8. Discuss : What are the two subtraction facts for the addition fact 6 + 5 = 11 ? We do problem of subtraction in the same way as we do addition by writing according to the place value. Example 8 : Subtract 2568 from 7349 Solution : 6 12 14 7 3 4 9 2 5 6 8 4 7 8 1 Discuss : Find out how we arrived at the numbers noted just above the dotted line. Since the subtraction operation is the inverse operation of addition, we can verify the answer with the help of addition. From the previous example 1 1 2 5 6 8 + 4 7 8 1 7 3 4 9

In the example 8, By addition fact, Discuss :

7349 2568 = 4781. 7349 = 2568 + 4781.

The answer is correct Can we use simple methods for subtraction as in the case of addition? 25 9 = 25 10 + 1 = 15 + 1 = 16 Is it not easy ? How will you find 4678 999 I. and 846 98? Exercise 1.2 Add the following using simple methods and verify the answers by adding directly (a) 199 + 61 (b) 256 + 184 (c) 62 + 57 + 38 (d) 2003 + 200 + 97 (e) 38 + 81 + 92 + 49 (f) 38 + 41 + 52 + 79 Do the subtraction using simple methods and verify the answers by subtracting directly. (a) 37 9 (b) 85 7 (c) 258 99 (d) 564 98 (e) 4583 999 (f) 7325 998 Subtract : (a) 5 4 8 3 (b) 1 7 8 2 5 3758 9574

2.

3.

4. 5. 6. 7. 8. 9. 10.

Mention two corresponding subtraction facts for each of the following : (a) 15 + 6 = 21 (b) 38 + 65 = 103 Write and add three consecutive whole numbers that follow 74689 By using the digits 7, 5, 1, 8 and 4 only once write the greatest and the smallest five digit numbers. Find the difference between them. The cost price of a refrigerator is Rs. 12,500 and a television set costs Rs. 8750 more than the refrigerator. Find the total cost of both the refrigerator and the television set. There are 3847 people in a village. Out of them 2014 are males. How many females are there? In a group of 5200 people, 2500 watch TV serial A and 1940 watch TV serial B. How many people do not watch any serial? Anbu went to the market with Rs. 1500. He bought a shirt for Rs. 250 and a pant for Rs. 350. Also he bought a pair of shoes for Rs. 500. How much money is left with him?

1.2.3 Multiplication :
Multiplication is a short form of addition of the same number several times. 8+8+8+8+8+8 = six times 8 = 68 = 48 Note : 6 8 means six times eight or eight times six. In multiplication, if we use some simple and easy techniques, we can get the products easily and quickly.

Consider the following examples : Example 9 : Multiply 283 by 101 Solution : 283 101 means 101 times 283 or 100 times 283 + one time 283 or 28300 + 283 or 28583 283 101 = 28583 Example 10 : Multiply 750 99 Solution : 750 99 means 99 times 750 or 100 times 750 one time 750 or 75000 750 or 74250 750 99 = 74250 Example 11 : Find the value of Solution : 10 5 + 12 5 + 13 5 means 10 times 5 + 12 times 5 + 13 times 5 or 35 times 5 or 35 5 or 175 The value = 175 Example 12 : Multiply 843 by 54 by ordinary method Solution : 8 4 5 3 4 10 5 + 12 5 + 13 5

3 3 7 2 4 2 1 5 4 5 5 2 2
Discuss : Why is the second row of the multiplication written one place away from the unit place of the first row?

Exercise 1.3 Write down the multiplication facts for the following : (a) 7 +7 + 7 + 7 + 7 + 7 = 42 (b) 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 16 (c) 0 + 0 + 0 + 0 + 0 = 0 (d) 3 + 3 + 3 = 9 2. Write down the addition facts for the following : (a) 5 6 = 30 (b) 0 3 = 0 (c) 8 1 = 8 (d) 10 4 = 40 3. Find the product using short methods (a) 86 99 (b) 165 101 (c) 102 101 (d) 999 20 (e) 34 3 + 47 3 + 29 3 (f) 18 10 + 25 10 + 12 10 + 15 10 4. Find the product : (a) 2003 476 (b) 8432 423 (c) 521 304 (d) 294 2004 5. Murugan earns three times of what his brother earns. If his brother earns Rs. 1800 in a month, how much does Murugan earn? 6. A pen costs Rs. 12 and a pencil costs Rs. 1. If 220 sets of pen and pencil are ordered in a school, what is the total amount the school has to pay? 7. Instead of multiplying 468 by 45 a student had multiplied it by 54. How much had the answer increased than the correct one? 1.

1.2.4 Division
Division can be considered as repeated subtraction or equal distribution. Example 13 : Divide 40 by 8 Solution : (1) 32 8 (2) 24 8 (3) 16 8 (4) 8 8 (5) 0 Here division is done as repeated subtraction. From 40, eight can be subtracted repeatedly five times. When 40 chocolates are to be distributed equally among eight children, each child will get five chocolates. Division is the inverse operation to multiplication. 40 8

See the diagram below : Multiply by 5 8 Divide by 5 For every multiplication fact there corresponds two division facts. In the example, 8 5 = 40, (a) 40 5 = 8 and (b) 40 8 = 5 are the two division facts. Discuss : For every division fact, there is only one related multiplication fact. That is for 40 8 = 5, 8 5 = 40 Example 14 : Write the division facts of 56 8 8 8 8 8 8 8 = 0 Solution : We have subtracted 8, seven times from 56 and the resultant is zero. 56 One division fact is 8 = 7 56 = 8 Another division fact is 7 Example 15 : Write the division facts of 42 7 7 7 7 7 7 7 = 0 Solution : The division facts of 42 7 7 7 7 7 7 7 = 0 42 42 are 7 = 6 and 6 = 7 Discuss : Now consider the two division facts related to each of the following multiplication facts 10=0 (a) (b) 0 1 = 0 0 0 = 1 , , , 20=0 0 2 = 0 0 0 = 2 , , , 30=0 0 3 = 0 0 0 = 3 , , , 15 0 = 0 0 15 = 0 0 0 = 15 , , , 23 0 = 0 0 23 = 0 0 0 = 23 40

From the above, we get two interesting properties of zero. (a) (b) Zero divided by any non-zero whole number is zero. Zero divided by zero gives different values. That is, 1, 2, 3, This is not acceptable. Therefore division by zero is not permitted.

Discuss : There is another very exciting question about zero. What happens when a non-zero whole number is divided by zero? That is to find 1 0, 2 0, 3 0 etc. Suppose 1 0 is a whole number, then the related multiplication fact is (The whole number) 0 = 1.

10

But we know that any whole number multiplied by zero is zero. So the above statement must be false. Therefore we say, Division by zero is not a permissible operation in whole numbers. Ramanujan, the great Mathematician of our country was a student in Town High School, Kumbakonam in Tamilnadu. While he was studying in the 7th class, one day his teacher said that a number divided by itself gives always one. Ramanujan asked the teacher whether it was true in the case of zero also. How Ramanujan would have surprised the teacher and the class ! Example 16 : Divide 20 by 6 Solution : 3 20 18 2 6 Here 20 is the dividend 6 is the divisor 20 (or denominator of 6 ) 3 is the quotient 2 is the remainder 3 + 2

20

Dividend = divisor quotient + remainder We know that division is repeated subtraction. But it is a tedious process if dividend is far bigger than divisor. So we need a technique. Consider the following examples : Example 17 : Divide 639 by 3. Solution : Here we write the dividend in the expanded notation (place value notation) 200 + 10 + 3 3 600 600 + + 30 30 + + 9 9

Now the quotient is 200 + 10 + 3 = 213. Now we shall see some shortcut methods for multiplication and division problems. Example 18 : Multiplication by 5. Multiply : (a) 240 5 (b) 3645 5 10 2400 (a) 240 5 = 240 2 = = 2 10 36450 (b) 3645 5 = 3645 2 = = 2 Example 19 : Multiplication by 25. Multiply : (a) 32 25 (b) 2003 25 100 3200 (a) 32 25 = 32 4 = = 4 100 200300 (b) 2003 25 = 2003 4 = = 4

1200 18225

800 50075

11

Example 20 : Division by 5. Divide : (a) 170 5 (b) 2345 5 170 170 2 340 (a) = = 5 10 52 (b) 2345 5 = 2345 2 52 (b) 875 25 = 4690 10

= =

34 469

Example 21 : Divide (a) 325 25 Division by 25 (a) 325 25 325 = 25 875 25 875 = 25 325 4 25 4 875 4 25 4 1300 100 3500 100

13

(b)

35

Discuss : Can you suggest a similar simple method to divide a number by 125? Exercise 1.4 1. State the following as division facts : (a) 63 7 7 7 7 7 7 7 7 7 = 0 (b) 12 2 2 2 2 2 2 = 0 (c) 4 4 = 0 (d) 15 5 5 5 = 0 2. State the multiplication facts related to the following divisions : (a) 18 6 = 3 (b) 84 7 = 12 (c) 120 10 = 12 3. State the two division facts related to the given multiplication (b) 10 8 = 80 (c) 12 14 = 168 (a) 8 7 = 56 4. Multiply the following by using short-cut methods : (a) 777 5 (e) 299 25 5. (b) 264 5 (f) 472 25 (c) 3256 5 (g) 5329 25 (d) 121 11 = 11 (d) 13 5 = 65 (d) 988 5 (h) 6251 25

6. 7. 8. 9.

Divide the following by using short-cut methods : (b) 315 5 (c) 1995 5 (d) 2875 5 (a) 85 5 (f) 550 25 (g) 2875 25 (h) 8775 25 (e) 1225 25 Find the quotient and remainder fot the following : (b) 1234 12 (c) 2925 23 (d) 8243 43 (a) 564 6 A person changes Rs. 345 into 25 paise coins. How many 25 paise coins will he get? In a problem, given that the divisor is 15, quotient is 4 and the remainder is 2, find the dividend. When a number is divided by 215, the quotient is 74 and the remainder is 19. Find the number.

12

10. 11.

The product of two whole numbers is 140436. If one number is 249, find the other number. 42 persons participated in a tour to North India. If the total expenditure was Rs. 90,300 how much amount each has to pay? THINGS TO REMEMBER (1) (2) (3) (4) (5) (6) (7) The four fundamental operations on numbers are Addition, Subtraction, Multiplication and Division. Addition is the process of combining two or more numbers into one number. Subtraction is the reverse process of addition. Here from a given number we take away a smaller number and find out the remainder. Multiplication is repeated addition of the same number. Division is repeated process of subtraction of the same number and the remainder is found. The division algorithm is Dividend = quotient divisor + remainder. Adding any number with zero gives the same number. Subtracting zero from any number gives the same number. Multiplying any number by zero gives zero. Dividing any number by zero is not defined.

1.3 Number patterns :

1.3.1 1.3.2 1.3.3 Divisors, Factors and Multiples Even and Odd numbers Prime and Composite numbers

In this lesson we study the concepts of divisors, factors, multiples and prime numbers. Also we shall see the fascinating properties of number patterns.

1.3.1 Divisors, Factors and Multiples :

Divisors : Consider the number 24. Divide 24 by 3. When we divide 24 by 3, the remainder is 0. 3 is the divisor of 24. Similarly if we divide 24 by 2, we will get 0 as the remainder. Again 2 is the divisor 24. By applying the same process, 1, 4, 6, 8, 12, 24 are also divisors. Thus the divisors of 24 are 1, 2, 3, 4, 6, 8, 12 and 24. Now, what are the divisors of 13? Clearly 1 and 13 are the only divisors. Note : The divisor in the division algorithm is different from this divisor. In division algorithm the divisor indicates the denominator only. Example 22 : What are the divisors of Solution : (a) (b) The divisors of 18 are 1, 2, 3, 6, 9, 18 The divisors of 45 are 1, 3, 5, 9, 15, 45 (a) 18, (b) 45

13

Number 24 13 18 45 19

Divisors 1, 2, 3, 4, 6, 8, 12, 24 1, 13 1, 2, 3, 6, 9, 18 1, 3, 5, 9, 15, 45 1, 19

Facts 1 24 = 24 ; 2 12 = 24 3 8 = 24 ; 4 6 = 24 1 13 = 13 1 18 = 18, 2 9 = 18, 3 6 = 18 1 45 = 45, 3 15 = 45, 5 9 = 45 1 19 = 19 Table 1.2

Note : Some numbers have only two divisors. That is, the number 1 and the number itself. Factors : The divisors of a number other than 1 and the number itself are called the factors of that number. Example 23 : Find all the divisors and factors of (a) 20, (b) 32 Solution : (a) The divisors of 20 are 1, 2, 4, 5, 10 and 20 The factors of 20 are 2, 4, 5 and 10 (b) The divisors of 32 are 1, 2, 4, 8, 16 and 32 The factors of 32 are 2, 4, 8 and 16 Multiples : Consider the number 4 Multiply 4 by the numbers 1, 2, 3,.......... Then we get 4, 8, 12, 16, 20,............. All these are multiples of 4. Example 24 : (a) Find six mltiples of 8 (b) Find five multiples of 12 Solution : (a) The six multiples of 8 are 18 = 8 28 = 16 38 = 24 48 = 32 58 = 40 68 = 48 The six multiples of 8 are 8, 16, 24, 32, 40, 48 (b) The five multiples of 12 are 1 12 = 12 2 12 = 24 3 12 = 36 4 12 = 48 5 12 = 60 The five multiples of 12 are 12, 24, 36, 48, 60

14

1.3.2 Even and Odd numbers :

Consider the whole numbers which are multiples of 2 0 2, 1 2, 2 2, 3 2, 4 2, That is, 0, 2, 4, 6, 8, are multiples of 2. Consider the whole numbers which are not multiples of 2 1, 3, 5, 7, 9, The whole numbers which are multiples of 2 are called even numbers. If we divide the even number by 2, the remainder will be 0. The whole numbers which are not multiple of 2 are called odd numbers. If we divide an odd number by 2, the remainder will not be 0 (but the remainder will be 1). Now observe the following : (a) 2 + 2 = 4 ; 2 + 6 = 8 ; 4 + 8 = 12 (b) 2 2 = 4 ; 2 6 = 12 ; 4 8 = 32 (c) 1 + 3 = 4 ; 3 + 5 = 8 ; 7 + 9 = 16 (d) 1 3 = 3 ; 3 15 = 15 ; 7 9 = 63 From the above examples the following are true. even number + even number = even number even number even number = even number odd number + odd number = even number odd number odd number = odd number ; ; ; ; 10 + 20 10 20 13 + 11 13 11 = = = = 30 200 24 143

1.3.3 Prime numbers and Composite numbers Consider the following table 1.3 :
Numbers 1 2 3 4 5 6 7 8 9 10 Table 1.3 We can continue this table as much as we like. From the above, what are the numbers which have only 2 divisors? 2, 3, 5 and 7 have only two divisors. What are the numbers which have more than 2 divisors? Divisors 1 1, 2 1, 3 1, 2, 4 1, 5 1, 2, 3, 6 1, 7 1, 2, 4, 8 1, 3, 9 1, 2, 5, 10

15

4, 6, 8, 9 and 10 have more than 2 divisors. The natural numbers which have only two divisors are called prime numbers. The natural numbers which have more than two divisors are called the composite numbers. Discuss : 1 is neither prime nor composite. Why? Example 25 : Express the following numbers as product of prime numbers. (a) 6 (b) 10 (c) 12 Solution : (a) 6 = 2 3 (2 and 3 are prime numbers) (b) 10 = 2 5 (2 and 5 are prime numbers) (c) 12 = 3 4 = 3 2 2 (3 and 2 are prime numbers) Here all the composite numbers are expressed as product of prime numbers. This is called prime factorisation. Thus any composite number can be written as a product of prime numbers. A Greek Mathematician Eratosthenes suggested a simple method for finding the prime numbers. Let us use this method to find prime numbers upto 100. Write the numbers from 1 to 100 1 is not a prime. Cross it. 2 is a prime. Circle it. Cross out all other multiples of 2. 3 is a prime. Circle it. Cross out all other multiples of 3. 4 is a composite. This number and multiples of 4 are already crossed out. (Why?) 5 is a prime. Circle it. Cross out all other multiples of 5. We continue the process of Circling and crossing till every number in the list is either circled or crossed out. All the Circled numbers are prime numbers and the numbers that are crossed out (except 1) are composite numbers. Now we can write the circled prime numbers only on the table as follows : Prime numbers between 1 and 100 : 2 11 31 41 61 71 3 13 23 43 53 73 83 97 Table 1.4 From the table 1.4, we find few facts : 5 7 17 37 47 59 67 79 89 19 29

16

There are 25 primes between 1 and 100. Except 2, all the primes are odd. Except 5, no prime ends with 5. Example 26 : List all the prime numbers between 20 and 30. Solution : The numbers between 20 and 30 are

21 22 23 24 25 26 27 28 29
The prime numbers are 23 and 29 Exercise 1.5 1) Write all the divisiors and factors of (a) 16 2) (b) 25 (c) 27 (d) 42 (e) 125

Find the prime factorisation of the following numbers : (a) 36 (b) 24 (c) 80 (d) 63 (e) 120

3) 4)

How many numbers have exactly two divisors from 30 to 40? List all the primes between (a)1 and 20 (b) 45 and 50 (c) 55 and 65 (d) 90 and 100

THINGS TO REMEMBER (1) (2) (3) (4) (5) (6) (7) (8) A number, which divides a given number leaving no remainder is called a divisor of the given number. Some numbers have only two divisors, that is 1 and the number itself. The divisors of a number other than 1 and the number itself are called the factors of that number. The whole numbers which are multiples of 2 are called even numbers. The whole numbers which are not multiples of 2 are called odd numbers. The natural numbers which have only two divisors are called prime numbers. The natural numbers which have more than two divisors are called composite numbers. Composite number can be written as a product of prime numbers.

1.4 Large numbers in Exponential form :

Let us see how the product of a number, when repeated more than once can be expressed in a simple way. It is known as exponential form. This form is very helpful in expressing large numbers. 6 6 is expressed in brief 62. In 62, 6 is called the base, 2 is called the index or the power or the exponent. 62 is read as 6 squared or 6 raised to the power 2.

17

Observe the following table 1.5 : Repeated product of a number 66 555 22222 10101010101010 Exponential Form 62 53 25 107 Base 6 5 2 10 Table 1.5 To express in the exponential form the index is written on the top to the right of the base. Generally the large numbers are written using exponential notation. 103 = 105 = 107 = Discuss : 108 means 1 followed by how many zeros ? 1036 means 1 followed by how many zeros ? A number can be written in an expanded form using the place values and it can also be written using exponential notation. For example 58634 is written in the expanded form as follows : 58634 = 50000 + 8000 + 600 + 30 + 4 = 5 10000 + 8 1000 + 6 100 + 3 10 + 4 = 5 104 + 8 103 + 6 102 + 3 10 + 4 Observe the following multiplication : 11=1 5 5 = 25 9 9 = 81 22=4 6 6 = 36 10 10 = 100 33=9 7 7 = 49 11 11 = 121 4 4 = 16 8 8 = 64 12 12 = 144 When a number is multiplied by the same number, the product is known as square of that number. 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, are known as square numbers. Discuss : Write and observe the squares of first thirty natural numbers. The unit digit of a square number is either 0, 1, 4, 5, 6 or 9. A square number does not end with unit digit as 2 or 3 or 7 or 8. For example, 20, 51, 44, 35, 46, 39 are not square numbers. 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 = 1000 = 100000 = 10000000 Exponent Read or Index or power 2 six squared or six raised to the power two. 3 Five cubed or five raised to the power three. 5 Two raised to the power five. 7 Ten raised to the power seven

18

Discuss : Can we say that the numbers ending with unit digits 0, 1, 4, 5, 9 will certainly be square numbers? Example 27 : Find the square of 75 Solution : = 752 = 75 75 = 5625 Observe the following multiplication : 111=1 6 6 6 = 216 222=8 7 7 7 = 343 3 3 3 = 27 8 8 8 = 512 4 4 4 = 64 9 9 9 = 729 5 5 5 = 125 10 10 10 = 1000 When a number is multiplied repeatedly thrice by itself, the result is the cube of that number. 1, 8, 27, 64, 125, are known as cube numbers. Example 28 : Find the cube of 13 : Solution : Cube of 13 = 133 = 13 13 13 = 169 13 Square of 75 = 2197 Example 29 : Write 216 in exponential notation Solution : 216 = 666 = 6
3

6 6

216 36

6 Example 30 : (a) Is 81 a square number ? Solution : (a) (b) (b) Is 125 a cube number?

81 = 9 9 = 92 81 is a square number. 125 = 5 5 5 = 53 125 is a cube number.

Example 31 : Write 5 5 7 7 4 4 using exponential notation. Solution : 557744 = 52 72 42

19

Example 32 : Find the value of 23 32 52 Solution : 23 3 2 5 2 = 2223355 = 8 9 25 = 1800

Discuss : The square of an odd number is odd. The square of an even number is even. The cube of an odd number is odd. The cube of an even number is even. The square of a prime number other than 2 is odd. Exercise 1.6 1. Write the following in exponential form. (a) 2 2 2 2 2 2 2 (b) 10 10 10 10 (c) 8 8 8 8 8 (d) 3 9 7 5 3 7 5 5 3 9 5 2. Write in exponential form : (a) Base 6, power 4 (b) Base 4, power 7 (c) Base 10, power 6 3. Find the square and cube of the following : (a) 5 (b) 14 (c) 8 (d) 15 4. Find the values of the following : (a) 172 (b) 212 (c) 63 (d) 123 (e) 24 32 5. (f) 22 52 72 (g) 105 53 (h) 107 23 (a) Write 64 as a square number and also as a cube number. (b) Write 1 as a square number and as a cube number. THINGS TO REMEMBER (1) (2) (3) (4) The product of a number, when repeated more than once can be expressed in a simple way. It is known as exponential form. To denote power of a number, the index is written on the top, to the right of the base. When a number is multiplied by the same number, the result is known as square of that number. When a number is multiplied repeatedly thrice by itself, the result is the cube of that number.

1.5 Tests of divisibility Revision

If we understand the nature of divisibility among numbers, we can find divisors easily without doing complete division. Numbers ending with 0 are divisible by 10

20

For example, the numbers 10, 20, 50, 580, 2700 end with 0 are exactly divisible by 10. Numbers ending with 0 or 5 are divisible by 5 For example, the numbers 10, 15, 35, 175, 825 (ending with 0 or 5) are divisible by 5. Numbers ending with 0 2 4 6 or 8 are divisible by 2 For example 20, 32, 64, 76, 28 are divisible by 2. Discuss : If a number is divisible by 2 and 5, then it will be divisible by 10. If the number formed by the last two digits of a given number is divisible by 4 then the number will be divisible by 4. Example 33 : Are the numbers 216, 1900, 1788 divisible by 4? Solution : Each of the numbers 216, 1900, 1788 are divisible by 4 because The last two digists of 216 is 16 and 16 is divisible 4. 216 is divisible by 4. The last two digits of 1900 is 00 and 0 is divisible by 4. 1900 is divisible by 4. The last two digits of 1788 is 88 and 88 is divisible by 4. 1788 is divisible by 4. Example 34 : Is 1930 divisible by 4? Solution : The last two digists of 1930 is 30 and 30 is not divisible 4. 1930 is not divisible by 4. If the number formed by the last three digits of a given number is divisible by 8 then the number will be divisible by 8. Example 35 : Is 78848 divisible by 8? Solution : The last three digits of 78848 is 848. Here 848 is divisible by 8. 78848 is divisible by 8. Example 36 : Is 23102 divisible by 8? Solution : The last three digits of 23102 is 102. Here 102 is not divisible by 8. 23102 is not divisible by 8. If the sum of the digits of a number is divisible by 3, the number is divisible by 3. Example 37 : Is 6234 divisible by 3?

21

Solution : The sum of the digits = 6 + 2 + 3 + 4 = 15 and 15 is divisible by 3. 6234 is divisible by 3. If the sum of the digits of a number is divisible by 9, the number is divisible by 9. Example 38 : Is 7623 divisible by 9? Solution : The sum of the digits 7 + 6 + 2 + 3 = 18 and 18 is divisible by 9. 7623 is divisible by 9. Discuss : If a number is divisible by 3 and also by 2, will it be divisible by 6? If the difference of the sums of the digits in alternate places is divisible by 11, the number is divisible by 11. Example 39 : Is 92785 divisible by 11? Solution : 9 2 7 8 5

9 + 7 + 5 = 21 2 + 8 = 10 The difference between these two additions is 11. It is divisible by 11. 92785 is divisible by 11. Example 40 : Is 49853 divisible by 11? Solution : 4 9 8 5 3

4 + 8 + 3 = 15 9 + 5 = 14 The difference between these two additions is 1. It is not divisible by 11. 49853 is not divisible by 11. 1. Exercise 1.7 Find out the number or numbers to be placed in the * if (a) 7354 * is divisible by 10 (b) 275*0 is divisible by 10 (c) 5381* is divisible by 5 (d) 634* is divisible by 4 (e) 57*2 is divisible by 4 (f) 6*432 is divisible by 3 (g) 2463* is divisible by 9 (h) 5326* is divisible by 8 (i) 4*3016 is divisible by 11 (j) 495*38 is divisible by 11 State with reason which of the following numbers 2, 3, 4, 5, 6, 9, 10, 11 are divisiors of the following numbers : (a) 4356 (b) 73520 (c) 480963 (d) 792135 (e) 202408 (f) 2004

2.

22

3) 4)

(a) Is a number divisible by 4 also divisible by 2 ? Give an example. (b) Is a number divisible by 9 also divisible by 3? Give an example. State true or false. If false, give an example. (a) A number divisible by 4 is also divisible by 8. (b) A number divisible by 2 or 4 is divisible by 8. (c) A number divisible by 3 is also divisible by 9. THINGS TO REMEMBER (1) (2) (3) (4) (5) (6) (7) (8) Numbers ending with 0 are divisible by 10. Numbers ending with 0 or 5 are divisible by 5. Numbers ending with 0, 2, 4, 6 or 8 are divisible by 2. If the number formed by the last two digits of a given number is divisible by 4, the given number will be divisible by 4. If the number formed by the last three digits of a given number is divisible by 8, the given number will be divisible by 8. If the sum of the digits of a number is divisible by 3, the number is divisible by 3. If the sum of the digits of a number is divisible by 9, the number is divisible by 9. If the difference of sums of the digits in alternate places is divisible by 11, the number is divisible by 11.

1.6 Greatest common divisor and Least common multiple :

1.6. (a) Greatest common divisors (G.C.D.) :
Two numbers may have several common divisors. The largest among them is called the greatest common divisors (g.c.d) of the numbers. Note : G.C.D. is also known as the highest common factor (H.C.F.) Example 41 : Find the g.c.d. of 12 and 16 Solution : Method 1 : To find the g.c.d. Step : (1) Write the divisors of 12 and 16 (2) Write the common divisors of 12 and 16 (3) Select the greatest common divisor. Divisors of 12 : 1, 2, 3, 4, 6, 12 Divisors 16 : 1, 2, 4, 8, 16 Common divisors : 1, 2, 4 Greatest common divisor : 4 Method 2 : Step : (1) Find the prime factors of 12 and 16. (2) Circle common divisors. (3) Multiply the encircled common divisors.

23

12 16

= =

2 2

2 2

3 2

(Prime factorisation)
2 (Prime factorisation)

Here the common divisors are 2 and 2. g.c.d. = 2 2 = 4 Method 3 : (Short cut method) 2 12 16 2 6 8 (Divide by common divisor 2) (Divide by common divisor 2)

3, 4 g.c.d. = 2 2 = 4 Method 4 : Continued Division Method The division method is useful for finding the g.c.d. of large numbers. Divide the bigger number by smaller number. Then the divisors are divided in succession by the remainders got. This division should be carried out till we get the remainder zero. The last divisor is the g.c.d. of the given numbers. Example 42 : Find the g.c.d. of 124 and 648. Solution : 124) 648 (5 620 28) 124 (4 112 12) 28 (2 24 4) 12 (3 12 0 Here the last divisor is 4.Therefore the g.c.d. of 124 and 648 is 4. Example 43 : Find the g.c.d. of 10, 15, 20 by shortcut method. Solution : 5 10 15 20 2 3 4 g.c.d. = 5 Example 44 : Find the g.c.d. of 12, 18, 60 by prime factorisation method. (Divide by common divisor 5)

24

Solution : 12 18 60 = = = 2 2 2 3 2 2 3 3 3 5

Here the common factors are 2 and 3. g.c.d. = 2 3 = 6. Example 45 : The length and breadth of a rectangular sheet are 12cm and 8cm respectively. Equal squares of a maximum size are to be cut without wasting the sheet. What will be the side of such a square? Solution : Greatest equal distances have to be cut from the length as well as breadth of the rectangle. So we need to find the g.c.d. of the length and breadth 8 12 The g.c.d. of length 12 and breadth 8 is 12 8 g.c.d. = 2 2 = 4 The side of a square will be 4 cm. = = 2 2 2 2 3 2

1.6.(b) Least common multiple (L.C.M.) :

The smallest among the common multiples of two numbers is called their least common multiple (l.c.m.) Method : To find the l.c.m. Step (1) (2) (3) (4) Write the multiples of first number Write the multiples of second number Write the common multiples Write the least common multiple

Example 46 : Find the l.c.m. of 8, 12. Solution : Multiples 8 Multiples of 12 Common multiples Least common multiples : : : : 8, 16, 24 , 32, 40, 48 , 56, 64, 72 12, 24 , 36, 48 , 60, 72 , 84 24, 48, 72, 24

Another method (division method) : Example 47 : Find the l.c.m. of 30 and 12.

25

Solution : 2 30 3 15 12 6 (common divisor 2) (common divisor 3)

5, 2 (no common divisor) l.c.m. = 2 3 5 2 = 60 Example 48 : Find the g.c.d. and l.c.m. of 36, 48 Solution : (common divisor 2) 2 36 48 2 18 3 9 3, 24 12 (common divisor 2) (common divisor 3)

(No common divisor) 4 g.c.d. = 2 2 3 = 12 [Product of common divisors only] l.c.m. = 2 2 3 3 4 = 144.

Example 49 : (a) Find the g.c.d. and l.c.m. of 8 and 12. (b) Find the product of their l.c.m. and g.c.d. (c) Find the product of these numbers 8 and 12. (d) What do you find from these results ? Solution : (a) 2 8 12 2 4 6

2 3 g.c.d. = 2 2 = 4 l.c.m. = 2 2 2 3 = 24 (b) Product of l.c.m. and g.c.d. = 24 4 = 96. (c) Product of the numbers 8 and 12 = 8 12 = 96. (d) Here we find the product of l.c.m. and g.c.d is equal to the product of the given numbers. Thus we can say The product of g.c.d. and l.c.m. of two numbers is equal to the product of given numbers. Example 50 : The g.c.d. of 36 and 80 is 4. Find their l.c.m. We know that (g.c.d.) (l.c.m.) = (product of given numbers) 4 l.c.m. = 36 80 4 l.c.m. = 2880 2880 4 l.c.m. = 4 4 2880 l.c.m. = 4 l.c.m. = 720

26

Example 51 : Find the g.c.d. and l.c.m. of 12, 20, 32. Solution : Using short cut method 2 12 2 6 3 20 10 5 32 16 8 g.c.d. l.c.m. Example 52 : The g.c.d. of two numbers is 2 and their l.c.m. is 48. If one of the numbers is 16, find the other number. Product of given numbers (one number) (other number) 16 (other number) (other number) 16 = l.c.m. g.c.d. = l.c.m. g.c.d. = 48 2 = 96 96 = 16 = 6 = 22=4 = 2 2 3 5 8 = 480

16

other number Example 53 :

Find the g.c.d. and l.c.m. of the numbers 3 and 5. Solution : The g.c.d. of 3 and 5 = 1 The l.c.m. of 3 and 5 = 15 Discuss : (a) (b) The g.c.d. of two prime numbers is 1 The l.c.m. of two prime numbers is their product Exercise 1.8 Find the g.c.d. of the following : (a) 3 5 7, 3 7 13 (b) 2 2 2 3, 2 3 5 7 (c) 18, 24 (d) 26, 32 (e) 16, 32, 48 (f) 15, 20, 30 (g) 120, 274 (h) 285, 480 2. Find the l.c.m. of the following : (a) 2 3 3 3, 2 3 5 7 (b) 3 5 11, 2 5 11 (c) 8, 15 (d) 12, 20 (e) 6, 18, 24 (f) 20, 30, 45 3. Find g.c.d. and l.c.m. of 12, 16, 24. 4. Given two prime numbers. What are their g.c.d. and l.c.m.? 1. 1 3 5 3 5

27

5. 6. 7. 8.

A merchant has 120 litres and 180 litres of two kinds of oil. He wants to sell the oil by filling the two kinds of oil in tins of equal volumes. What is the greatest volume of such a tin? The students of a class can be divided into groups of 6 or groups of 8 without leaving out any student. What will be the minimum number of students in such a class ? The g.c.d. of 72 and 252 is 36. Find their l.c.m. The l.c.m. of two numbers is 1320. Their g.c.d. is 12. If one of the numbers is 132, find the other. THINGS TO REMEMBER (1) (2) (3) The largest among the common divisors of two or more numbers is called the greatest common divisor (g.c.d.) of the numbers. The smallest among the common multiples of two or more numbers is called their least common multiple (l.c.m.). The product of g.c.d. and l.c.m. of two numbers is equal to the product of given numbers.

1.7 Integers
We have studied several properties of whole numbers and four fundamental operations namely addition, subtraction, multiplication and division. But we have not studied the differences such as 5 7, 6 10, 20 30 etc. in the whole number system. This shows the need to extend our whole number system to represent such differences as well. To enable us to study such numbers we shall see the new idea of representing the numbers with direction. These numbers are known as directed numbers.

1.7.1 1.7.2 1.7.3 1.7.4 1.7.5 1.7.1 Directed numbers :

Directed numbers Integers and order in number line Addition and Subtraction of integers Multiplication of integers Division of integers

In our day to day life we often use the idea of opposites. East-west, right-left, up-down, profitloss are few examples of opposites. Consider the following situation :
West West I H H G G F F A B C D D E E East East

Fig. 1.1 In the figure 1.1, a road running east-west is shown. The distance between any two consecutive places is 1 km. Let the point A represent a bus stand. Suppose two friends Vani and Selvi got down at the bus stand and walked in opposite directions.

28

Now Selvi is at D and Vani is at G. This means Selvi has walked 3km east from the bus stand and this can be written as 3km . Similarly Vani has walked 2km west from the bus stand and this can be written as 2km. From the above representation we can find their present position clearly. Unless we specify the direction with the distance we cannot fix their positions. Therefore numbers associated with direction are known as directed numbers. Example 54 : An aeroplane is flying at 2000m above the sea level. A submarine ship is moving at a depth of 800m in the sea. Write these details using directed numbers. Aeroplane is flying at a height of 2000m or up 2000m. Submarine ship moves at a depth of 800 m or down 800 m.
800 m
2000 m

Fig. 1.2 Example 55 : Mary deposited Rs. 1000 in the bank and noted it as Rs. 1000 . She withdrew Rs. 400 from the bank. How did she note this amount? Mary deposited Rs. 1000 Mary withdrew Rs. 400. We use the symbols , , to represent the different positions. Instead of such symbols we can use the symbols + and to represent the opposites. Figure 1.1. can be modified as follows :

4 I

3 H

2 G

1 F

O A
Fig. 1.3.

+1 B

+2 C

+3 D

+4 E

Here B, C, D, Eare denoted as + 1, + 2, + 3, and F, G, H, I are denoted as 1, 2, 3, . The numbers + 1, + 2, + 3, + 4, are known as positive numbers and 1, 2, 3, are known as negative numbers. (read as minus 1, minus 2, minus 3) Discuss : Is zero positive or negative? Zero corresponds to the origin. This is the reference point. This does not involve any direction. Therefore zero is neither positive nor negative.

29

Example 56 : Kannan deposited Rs. 5000 in the savings account. He withdrew Rs. 1500. Use positive and negative numbers for the above statement. Solution : Kannan deposited : + Rs. 5000 Kannan withdrew : Rs. 1500 Exercise 1.9 Write the following using suitable directions : 1) End of last week, National Stock Exchange point increased by 26 points. This week, National Stock Exchange point decreased by 15 points. 2) Go 10 km towards North from the bus stand. Go 12 km towards South from the bus stand. 3) Before the rainy season, the level of water in well went down by 1m. After the rain it has risen by 2m. 4) The shop owner had a profit of Rs. 500 yesterday and had a loss of Rs. 100 today. 5) Go up by five floors in the lift and then come down by three floors. 6) Write the above five statements using + and signs.

1.7.2 Integers and order in number line :

Positive numbers, zero and negative numbers together form integers. We denote the set of integers by Z. Therefore Z : 3, 2, 1, 0, + 1, + 2, + 3, . + 1, + 2, + 3, are called positive integers. 1, 2, 3, are called negative integers. Note : Positive numbers can be written even without the + sign. For example, +5, +4, +3, +2, +1 are written as 5, 4, 3, 2, 1. Thus, Z = { 3, 2, 1, 0, 1, 2, 3, } The integers are represented on the number line as follows :

O
Fig. 1.4

From the above figure 1.4 4 is to 3 is to 0 is to 2 is to 3 1 3 4 is is is is to to to to

the the the the the the the the

right right right right left left left left

of of of of of of of of

2 0 1 4 5 3

4 3 0 2

> > > >

2 0 1 4

3 < 5

1 < 3 3 < 2 4 < 1

2 1

On the number line, we find that the number values increase as we move to the right and decrease as we move to the left.

30

Example 57 : Which is greater? 4 or 2? Solution : Locate these numbers on the number line.
5 4 3 2 1 O 1 2 3 4

Fig. 1.5 On the number line, 2 is on the right side of 4. 2 > 4. Example 58 : Write in ascending order 5, 2, 1, 0, 3, 4, 3 Solution : Represent these numbers on a number line.

Fig. 1.6 Now arrange the numbers from left to right to get them in ascending order. 5 < 3 < 1 < 0 < 2 < 3 < 4. The ascending order is 5, 3, 1, 0, 2, 3, 4. Example 59 : Write in descending order 4, 5, 0, 2, 3, 6. Solution : Represent these numbers on a number line.

Fig. 1.7 Now arrange the numbers from right to left to get them in descending order. 5 > 3 > 0 > 2 > 4 > 6. The descending order is 5, 3, 0, 2, 4, 6. Discuss : When two integers are given, can you decide which is greater or less without the help of a number line? Exercise 1.10 1. Find all integers between (a) 0 and 6 2. (b) 1 and 5 (c) 3 and + 2 (d) 8 and 1

Put the sign < or > in the box : (a) 3 (d) 5 1 5 (b) 1 (e) 0 4 10 (c) 15 (f) 24 0 48

31

3.

4. 5.

In the following pairs of numbers which one is greater? (a) 37, 45 (b) 28, 18 (c) 0, 145 (d) 200, 318 (e) 145, 150 (f) 100, 0 Write the following in ascending order : (a) 3, 4, 5, 10, 7, 10, 9 (b) 4, 7, 4, 0, 7, 2, 2, 3 Write fhe following in descending order : (a) 4, 3, 6, 8, 0, 5, 2, 1 (b) 100, 4, 20, 50, 45, 65, 75

1.7.3 Addition and Subtraction of integers :

1.7.3 (a) Addition : Example 60 : Add 4 with 3. Solution :

+3

+4

Fig. 1.8 First go to 3. Then move right by 4 units. We reach 7. Therefore 3 + 4 = 7. Example 61 : Add 5 with 2 Solution :

8 7 6 5 4 3 2 1

Fig. 1.9 First go to 2. Then move left by 5 units. We reach 7. Therefore ( 2) + ( 5) = 7. Example 62 : Add 3 with 7 Solution : 7

3 3 2 1 O 1 2 3 4 5 6
7

Fig. 1.10 First go to 7. Then move left by 3 units. We reach 4. Therefore 7 + ( 3) = 4.

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Example 63 : Add 4 with 6. Solution :

6 +4 8 7 6 5 4 3 2 1
Fig. 1.11 From the figure ( 6) + 4 = 2. Example 64 : Add 3 with 3 Solution :

3 +4 4 3 2 1 O
Fig. 1.12 From the figure 3 + ( 3) = 0. Sometimes we get zero when we add a negative number and a positive number. Then these numbers are called additive inverses of each other. Here 3 and 3 are called additive inverses of each other. Similarly 4 and 4 ; 5 and 5 ; 6 and 6 are some examples for additive inverses. Discuss : (1) On the number line, why did you go some units right in the examples (60) and (63) and left in the examples (61) and (62)? (2) From the above examples, when a positive integer and a negative integer are added we get either a positive integer or a negative integer or zero. Thus the following simple rule is used for doing addition of integers. To add a positive number and a negative number, subtract the smaller number from the bigger number without taking the sign into account and to the result, give the sign of the bigger number. Now we shall do the additions in Integers (Z), without using number line. Example 65 : Add 10 + ( 12) Solution : The bigger number among 10, 12 is The sign of the bigger number is 10 + ( 12) = 2 12 (12 10) = 2 The difference between these numbers is

+3

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Example 66 : Add : (a) ( 3) + 8 Solution : (a) The bigger number among 3 and 8 is 8. The difference between these numbers is 5. The sign of the bigger number is +. (b) 3 + 8 = +5 = 5 (Why) The bigger number among 9 and 6 is 9. The difference between these numbers is 3. The sign of the bigger number is . (c) 9 + 6 = 3 The bigger number among 7 and 2 is 7. The difference between these numbers is 5. The sign of the bigger number is +. (d) 7 + ( 2) = + 5 = 5 The bigger number among 3 and 5 is 5. The difference between these numbers is 2. The sign of the bigger number is . 3 + ( 5) = 2 (b) ( 9) + 6 (c) 7 + ( 2) (d) 3 + ( 5)

So far we have studied the addition of two integers when (a) both are positive (b) one is positive and another is negative Now, let us see the simplest method to add two negative integers. Step 1 : Add the two integers without taking the signs. Step 2 : Put the sign before the result. Example 67 : Add 5 and 3, Solution : Step 1 : 5 + 3 = 8 Step 2 : 8 Thus 5 + ( 3) = 8 1.7.3 (b) Subtraction : In whole numbers, we have learnt that addition and subtraction are inverse operations. We have also learnt that for every subtraction fact we have one addition fact. For 8 2 = , we write the addition fact 8 = give 8. We know that the answer is 6. + 2. This means what should be added to 2 to

34

Example 68 : Subtract 3 from 7. Solution : Subtract 3 from 7 means, what should be added to 3 to give 7. Clearly the answer is 4. Example 69 : Subtract 2 from 8. Solution : To subtract 2 from 8, we should find what should be added to 2 to give 8. Let us consider this on a number line.

6 5 4 3 2 1 O

10 11 12 13 14

Fig. 1.13 From the figure 1.13, from 2 to 8, we see that there are 10 units. 8 ( 2) = 10 But we know that 8 + (+ 2) = 10 Therefore to subtract ( 2) from 8, it is enough to add the additive inverse of ( 2). Thus the following simple rule is used for the subtraction of two integers. To subtract an integer from another integer it is enough to add the additive inverse of the second number. Now we shall do subtraction in Z, without using numberline. Example 70 : Subtract (a) 4 from 10 Solution : (a) 10 ( 4) = 10 + (additive inverse of 4) = 10 + 4 = 6 (b) (see addition of two integers) 5 (3) = 5 + (additive inverse of 3) = 5 + ( 3) = 53 = 8 Exercise 1.11 1. Add by using the number line. (a) 5 + 3 (e) 4 + ( 4) (b) ( 3) + 7 (f) 0 + ( 3) (c) 6 + ( 4) (d) ( 3) + ( 4) (b) subtract 3 from 5

35

2.

Write the details of addition or subtraction shown in the following figure :

3.

Add without using the numberline. (a) 11 + ( 7) (d) ( 250) + (+ 150) (b) ( 13) + 8 (e) (+ 380) + ( 273) (b) ( 15) ( 45) (e) 73 ( 38) (c) ( 15) + ( 18) (f) 0 + ( 36) (c) 28 ( 12) (f) 850 ( 350)

4.

Subtract : (a) 35 ( 20) (d) 67 ( 67)

Discuss : + sign and sign have been used in different situations. (i) How is plus sign used in different situations? (1) It is used to mention positive integers. (2) It is used to mean the operation of addition. (ii) How is minus sign used in different ways? (1) It is used to mention negative integers. (2) It is used to mean the operation of subtraction.

36

1.7.4 Multiplication of integers :

We know that multiplication is repeated addition. Example 71 : Multiply (a) 2 and 3 Solution : By repeated addition we get the following : (a) (b) 23 ( 2) 3 = 2 + 2 + 2 = 6. = ( 2) + ( 2) + ( 2) = 6 (b) ( 2) and 3

Let us verify these on the number line.

Fig. 1.14 (+ 2) 3 = 2 + 2 + 2 = 6

Fig. 1.15 ( 2) 3 = ( 2) + ( 2) + ( 2) = 6 From the above example we observe that (a) (b) the product of two positive integers is a positive integer. the product of a negative integer and a positive integer is a negative integer.

We have found the product of 2 3 and ( 2) 3 on numberline. But it is not possible to find the product of 2 ( 3) and ( 2) ( 3) using number line. Now observe the pattern in the following products. (+ 3) (+ 3) (+ 3) (+ 3) (+ 3) = (+ 2) = (+ 1) = (0) = + 9 + 6 + 3 0

What do you observe? In the above products, on the left hand side, the first number remains the same. The second number goes on decreasing by one. On the right handside, the result goes on decreasing by 3. If we extend this process, what will we get? We will get the following multiplication facts. (+ 3) ( 1) (+ 3) ( 2) (+ 3) ( 3) = 3 = 6 = 9

37

Thus we see that by multiplying a positive number and a negative number the result will be a negative number. Now consider (+ 3) ( 3) = 9. On the left hand side keep the second number the same and go on decreasing the first number by one. We get the following pattern. (+ 3) ( 3) (+ 2) ( 3) (+ 1) ( 3) 0 ( 3) ( 1) ( 3) ( 2) ( 3) = 9 = 6 = 3 = 0

We see that on the right hand side, the numbers go on increasing by 3. = +3 = +6

Thus multiplication of two negative integers gives a positive integer. Therefore we state the following rules about multiplication of integers. The product of two positive integers is a positive integer. The product of a positive integer and a negative integer is a negative integer. The product of two negative integers is a positive integer. This can also be written as follows : Positive number positive number Positive number negative number Negative number positive number Negative number negative number Example 72 : Find the product of (a) (+ 6) ( 5) Solution : (a) (b) (c) Example 73 : Find the product of (a) ( 3) (+ 5) (+ 2) Solution : (a) ( 3) (+ 5) (+ 2) = ( 15) (+ 2) = 30 (b) ( 2) ( 5) (+ 10) = (+ 10) (+ 10) = + 100 (c) ( 4) ( 2) ( 6) = (+ 8) ( 6) = 48 (b) ( 2) ( 5) (+ 10) (c) ( 4) ( 2) ( 6) (+ 6) ( 5) ( 12) (+ 12) ( 15) ( 4) = = = 30 144 + 60 (positive negative = negative) (negative positive = negative) (negative negative = positive) (b) ( 12) (+ 12) (c) ( 15) ( 4) = positive number = negative number = negative number = positive number

38

Exercise 1.12 1. 2. 3. 4. Find the product : (a) (+ 5) ( 3) Find the product : (a) ( 6) 8 Find the product : (a) ( 15) ( 4) Find the product : (a) ( 3) ( 5) (+ 4) (d) ( 4) (0) ( 28) 5. X 2 1 0 1 6. 2 In a quiz 50 questions were asked to each participant. 2 marks were awarded for each right answer, 1 mark for wrong answer and 0 marks for no answer. Salim answered 39 questions correctly, 6 questions wrongly and did not answer the remaining questions. Find the marks obtained by him. 2 (b) ( 12) ( 5) ( 10) (e) ( 4) ( 4) ( 4) 1 0 1 2 (c) 8 ( 7) (+ 12) (f) 14 ( 2) ( 2) (b) ( 8) ( 4) (c) ( 25) ( 4) (d) ( 17) ( 17) (b) ( 13) 6 (c) ( 15) 6 (d) ( 7) 9 (b) 20 ( 8) (c) 11 ( 7) (d) 0 ( 13)

Complete the multiplication table given below :

1.7.5 Division of integers :

We have studied already that from each multiplication fact we can get two division facts. 20 20 For example 5 4 = 20 gives two division facts 5 = 4 and 4 = 5. Now consider the following examples Example 74 : Divide : + 21 by + 7 Solution : + 21 We know that (+ 7) (+ 3) = + 21, therefore the two division facts are + 7 = + 3 + 21 and + 3 = + 7 + 21 +7 = +3 Example 75 : Divide : (+ 30) by ( 6) Solution : + 30 + 30 We know that ( 6) ( 5) = + 30. The two division facts are 6 = 5 and 5 = 6 + 30 6 = 5.

39

Example 76 : Divide : ( 15) by (+ 3) Solution : 15 + 3 = 5 [because (+ 3) ( 5) = 15] Example 77 : Divide : ( 35) by 7 Solution : We know that ( 7) (+ 5) = ( 35) 35 Therefore, 7 = + 5 Thus from the examples 74, 75, 76 and 77, we have Positive number = Positive number Positive number Positive number = Negative number Negative number Negative number = Negative number Positive number Negative number = Positive number Negative number Example 78 : Divide : (a) (+ 200) (+ 25) (b) ( 144) (+ 12) (c) ( 75) ( 15) Solution : 144 75 + 200 (b) + 12 = 12 (c) 15 = + 5 (a) + 25 = + 8 Example 79 : ( 45) ( 2)2 ( 32) ( 2) (b) Simplify : (a) ( 8) ( 3)2 Solution : + 64 ( 32) ( 2) = 8 = 8 (a) ( 8) ( 45) ( 2)2 ( 45) ( 2) ( 2) (b) = 2 ( 3) ( 3) ( 3) 180 ( 45) (+ 4) = +9 = (+ 9) = 20 Exercise 1.13 1. Divide : (a) (+ 100) (+ 25) (e) ( 156) 12 (i) ( 84) (+ 42) (a) ( 18) ( 3) = (c) (28) (e) ( 56) = 4 =8 (b) (+ 18) (+ 18) (f) ( 91) 7 (j) 350 ( 70)

(d) (+ 96) ( 8) + 96 (d) 8 = 12

(c) 28 ( 4) (g) ( 108) ( 6)

(d) 441 ( 21) (h) ( 77) ( 11)

2.

Fill up the place holders : (b) ( 20) (+ 10) = (d) 84 (f) ( 169) = 7 = 13

40

3.

Simplify : ( 4) ( 8) (a) (+ 16) (1) (2) ( 3) ( 12) (b) ( 9) ( 2) (+ 12) (c) (+ 4) ( 6) ( 2)2 32 (d) ( 4)

THINGS TO REMEMBER Positive numbers, negative numbers and zero form integers. Z = { 3, 2, 1, 0, 1, 2, 3, } To add a positive number and a negative number, subtract the smaller number from the bigger number without taking the sign into account and to the result give the sign of the bigger number. To subtract an integer from another integer it is enough to add the additive inverse of the second number. (a) The product of two positive integers is a positive integer. (b) The product of a positive integer and a negative integer is a negative integer. (c) The product of two negative integers is a positive integer. Positive number Positive number = Positive number Positive number Negative number = Negative number Negative number Positive number = Negative number Negative number Negative number = Positive number

(3) (4)

(5)

1.8 Fractions
We have learnt about fractional numbers in our previous classes. Let us recall certain facts about fractions. 1.8.1 1.8.2 1.8.3 Fractions Revision Addition and Subtraction on Fractions Multiplication and Division on Fractions

1.8.1 Fraction Revision

A fraction is a part or parts of a whole. Look at each one of the following figures. Express the shaded portions in the figure as a part of the whole.

(i)

(ii)
Fig. 1.16

(iii)

2 In fig. (i) out of 4 equal parts 2 parts are shaded. We denote this by 4 . Here 2 is called the numerator and 4 is called the denominator.

41

1 Fig. (ii) represents the fraction 4 . 3 Fig. (iii) represents the fraction 5 . In a fraction, if the numerator is less than its denominator, the fraction is called a proper fraction. 2 3 5 19 For example 7 , 4 , 8 , 37 are all proper fractions. In a fraction, if the numerator is greater than its denominator, the fraction is called an improper fraction. 4 7 10 28 For example 3 , 2 , 4 , 5 are all improper fractions. Discuss : A proper fraction is always less than 1. An improper fraction is always greater than 1. A number consisting of a natural number and a fraction is called a mixed fraction. 1 1 3 2 For example 2 2 , 3 4 , 10 4 , 4 7 are all mixed fractions. Example 80 : 19 Convert the improper fraction 5 into mixed fraction. Solution : 19 Find the quotient and remainder of 5 . That is 3 5 ) 19 15 Here 3 is the quotient, 4 is the remainder and 5 is the divisor. 19 (or denominator of 5 ) 4 19 remainder 5 = quotient + divisor 19 4 19 4 = 3 + 5 or 5 = 3 5 5 Example 81 : 3 Convert the mixed fraction 4 5 into an improper fraction. Solution : 45+3 20 + 3 3 = 45 = 5 5 23 5

Fractions having the same denominator are called like fractions. 1 2 5 8 10 For example 7 , 7 , 7 , 7 , 7 are all like fractions. Fractions having different denominators are called unlike fractions. 3 5 6 13 20 For example 4 , 8 , 7 , 14 , 11 are unlike fractions. We can express a given fraction in different ways :

42

(a)

(b)
Fig. 1.17

(c)

(d)

1 In the figure (a) 2 part is shaded. 2 In fig. (b) 4 part is shaded. 4 In fig. (c) 8 part is shaded. 8 In fig. (d) 16 part is shaded. 1 2 4 8 In all the figures, shaded portions are equal. Therefore 2 = 4 = 8 = 16 . These fractions are called equivalent fractions. When two or more fractions represent the same part of a whole, the fractions are called equivalent fractions. Note : (a) A fraction remains unaltered in value if both the numerator and denominator are multiplied by the same number. (b) A fraction remains unaltered in value if both the numerator and denominator are divided by the same number. Example 82 : 5 Give any three equivalent fractions to 12 . Solution : 52 10 5 = = 24 12 12 2 54 20 = 48 12 4 57 35 5 = = 84 12 12 7 20 35 5 10 24 , 48 , 84 are some equivalent fractions to 12 . 5 12 = Example 83 : 120 Express 280 in its lowest form . Solution : 120 280 = Example 84 : 85 Reduce the fraction 175 to its lowest form . 2 2 3 10 3 = 7 2 2 7 10

(Divide the numerator & denominator by 2, 2 and 10)

43

Solution : 5 85 175 17 35 The g.c.d. of 85 and 175 is 5.

5 17 17 85 = 35 . Now 175 = 5 35 : To reduce a fraction to its lowest form, both the numerator and denominator should be either divided by all their factors in succession or divided by their g.c.d. once. Example 85 : 5 6 Which is bigger? 7 or 7 Solution : 6 In like fractions, bigger the numerator, bigger the fraction. So 7 is the bigger fraction. Example 86 : 2 3 Which is bigger? 5 or 7 Solution : Here make these fractions to have the same denominator and then compare. The l.c.m. of 5 and 7 is 35. 2 27 14 Now 5 = = 35 57 35 75 15 14 35 is bigger than 35 3 2 So 7 is bigger than 5 . 3 7 = Note = 15 35 Note

: For comparison of two or more fractions, we convert them into like fractions and then the fraction which has greater numerator is said to be greater than the others. For that we follow the following steps : (1) Find the l.c.m. of the denominators. (2) Convert the fractions with l.c.m. as the common denominator. (3) The greater fraction is that which has the greater numerator.

Example 87 : There are 35 pupils in a class. Out of these 20 are girls. What is the fraction of the boys in the class ? What is the fraction of girls in the class ? Solution : Number of pupils in the class = 35 Number of girls = 20 Number of boys = 15 35 3 15 =7 Fraction of boys in the class = 35 = 75 Fraction of girls in the class 20 45 4 = 35 = = 7 75

44

Example 88 : Arrange the following in ascending order and in descending order : 2 3 5 1 3 , 4 , 6 , 4 Solution : 2 3 5 1 Find the equivalent fractions for 3 , 4 , 6 , 4 by taking l.c.m. of the denominators. l.c.m. = 12 3 3 4 6 4 2 1 4 2 4 2 1 2 1 2 2 3 3 4 5 6 1 4 1 1 2 4 4 3 3 3 4 3 5 2 6 2 1 3 4 3 1 1 8 = 12 9 = 12 10 = 12 3 = 12 3 8 9 10 12 , 12 , 12 , 12 . 3 2 2 = 12

= = = =

Writing these fractions in ascending order.

1 2 3 5 Therefore 4 , 3 , 4 , 6 are in ascending order. 5 3 2 1 Similarly we can write these fractions in descending order as 6 , 4 , 3 , 4 Exercise 1.14 1. In each of the following figures, what fraction is the shaded portion to that of the whole figure? (Why?)

(a)

(b)

(c)

(d)
2.

(e)

Express the following improper fractions as mixed fractions. 10 25 138 100 (a) 3 (b) 4 (c) 11 (d) 9

235 (e) 8

45

3.

Express the following mixed fractions as improper fractions : 8 1 1 2 (b) 2 12 (c) 14 3 (d) 13 9 (a) 3 5 Fill the place holder : 20 2 2 (b) = 1 (a) 5 = 10 2 3 4 1 = = 25= 30 (e) 5 = 10 = 13 39 (c) 16 = 21 (d) 4 = 28

3 (e) 25 4

4.

5.

Give any three equivalent fractions to the following : 3 1 2 (a) 4 (b) 6 (c) 5 Reduce the following fractions to their lowest form. 36 60 144 (a) 48 (b) 48 (c) 180

5 (d) 7 432 (d) 576

6.

7.

Arrange the following in ascending order : 2 3 11 7 9 8 5 7 (a) 3 , 4 , 15 , 20 (b) 10 , 15 , 8 , 12 Arrange the following in descending order : 2 8 1 3 5 4 2 9 (a) 5 , 11 , 2 , 4 (b) 6 , 5 , 3 , 10 There are 150 fruits in a basket. 25 of them got spoiled. What fraction are good fruits? Banu scored 18 marks out of 20 in Mathematics in the first test. She scored 41 marks out of 50 in the second test. In which test was her performance better?

8.

9. 10.

1.8.2 Addition and Subtraction on fractions

1.8.2 (a) Addition on fractions : (i) For addition of fractional numbers with the same denominator, all the numerators are added and the sum is written as numerator in the result, keeping the denominator same. 1 3 2 (b) 7 + 7 + 7 2 3 9 + 9 1 3 2 7 + 7 + 7 2+3 5 = 9 9 1+3+2 6 = 7 7

Example 89 : 2 3 Add (a) 9 + 9 Solution : (a) (b) = =

For addition of fractional numbers with different denominators, follow the steps given below : (i) Find l.c.m. of all the denominators.

(ii) Convert each of the given fractional number into an equivalent fraction with the same l.c.m. as denominator. (iii) Taking l.c.m. as the common denominator add all the numerators.

46

Example 90 : 11 7 Add : 8 + 12 Solution : The l.c.m. of 8 and 12 is 24 7 8 11 12 11 7 8 + 12 Exmple 91 : 1 1 Veni walked 2 2 km on first day, 3 4 km on the next day. How far did she walk on these two days? Solution : 1 = 2 2 km 1 Veni walked on the second day = 3 4 km 1 1 Total distance walked by Veni = 2 2 + 3 4 Veni walked on the first day 73 21 = 24 83 11 2 22 = = 24 12 2 21 22 43 19 = 24 + 24 = 24 = 1 24 =

(l.c.m. of 2 and 4 is 4)

13 52 13 5 + 4 = 2 + 4 = 22 13 10 = 4 + 4 23 = 4 3 = 54 3 Veni walked on these two days was 5 4 km 1.8.2 (b) Subtraction on fractions : For subtraction of fractions with same denominator, subtract the two numerators and the result is written as numerator, keeping the denominator same. For subtraction of fractions with different denominators follow these steps. (a) Find the l.c.m. of denominators. (b) Convert the fractions into like fractions and then subtract. Example 92 : 4 7 Subtract 15 from 15 4 74 3 1 7 Solution : 15 15 = 15 = 15 = 5 Example 93 : 13 5 Subtract 12 from 24

47

Solution :

l.c.m. of 12 and 24 is 24. 5 12 13 5 24 12 = 52 10 = 24 12 2 3 1 = 24 = 8

13 10 = 24 24

Example 94 : 7 8 Subtract : 10 15 Solution : l.c.m. of 10 and 15 is 30. 7 8 10 15 = 73 82 10 3 15 2

21 16 = 30 30 = 5 21 16 = 30 30

1 = 6 Example 95 : 3 4 Subtract 7 from 5 Solution : 4 3 5 7 = 47 35 57 75 (l.c.m. of the denominators 5 and 7 is 35)

28 15 = 35 35 13 = 35 Example 96 : 2 3 Subtract 3 5 2 8 Solution : 3 2 35 28 = = = = = Example 97 : 1 1 1 Simplify : 3 + 2 2 1 6 17 19 5 8 19 5 17 8 85 58 95 136 40 40 41 40 1 1 40

l.c.m. of 5 and 8 is 40

48

Solution : 1 1 1 3 + 22 16 1 5 7 = 3 + 2 6 = 12 53 71 + 32 23 61 l.c.m. of 3, 2, 6 is 6

15 7 2 = 6 + 6 6 = 2 + 15 7 6 = 10 6 5 2 = 3 = 13

Exercise 1.15 1. Add : 7 5 11 4 5 (a) 16 + 16 (b) 15 + 15 + 15 Add : 1 3 2 4 (a) 2 + 4 (b) 5 + 9 Add : 1 3 8 (a) 2 4 + 1 4 (b) 2 9 1 2 5 1 (e) 3 6 (d) 2 3 + 4 4 + 1 3 Subtract : 1 3 5 13 (a) 8 from 8 (b) 16 from 16 Simplify : 1 1 1 1 (a) 2 4 (b) 4 10 Simplify : 1 1 (a) 1 2 (b) 3 1 2 2 1 2 3 (e) 5 3 2 3 (f) 4 5 2 4 Simplify : 1 5 5 3 13 2 (b) 8 + 4 24 (a) 3 + 4 6 18 17 (c) 20 + 20 4 5 (c) 9 + 18 1 +33 5 1 + 2 12 + 5 18 24 17 (c) 25 25 4 2 (c) 5 3 1 (c) 5 3 4 17 4 (d) 33 33 7 2 (d) 8 3 1 1 (d) 4 4 3 2 13 7 11 4 (d) 17 + 17 + 17 + 17 11 13 (d) 12 + 14 1 14 (c) 3 5 + 2 25

2.

3.

4.

5.

6.

7.

1 1 3 (c) 2 4 + 1 2 2 4

1 4 1 (d) 3 4 + 5 2 10

1.8.3 Multiplication and Division on fractions :

1.8.3 (a) Multiplication on fractions : Now we can see the multiplication of a fractional number by a whole number on a number line.

0 0 8

1 8

2 8

3 8

4 8
Fig. 1.18

5 8

6 8

7 8

1 8 8

49

1 1 1 1 1 8 + 8 + 8 + 8 + 8 5 = 8 The same value can be obtained by this method also : 5 1 51 5 1 = 1 8 = = 8 58 18 Hence, when we multiply two fractional numbers, we should write the product of two numerators as the numerator and the product of two denominators as the denominator. = Example 98 : Multiply Solution : 8 3 5 6 = = Example 99 : 1 Multiply 3 2 Solution : 1 1 32 47 = = Example 100 : 2 3 Find the product of : (a) 5 and 4 Solution : 3 2 = (a) 5 4 = (b) 6 3 (b) 7 and 8 23 54 3 10 63 78 = 6 20 7 29 2 7 1 14 2 = 29 2 1 and 4 7 3 8 5 6 4 5 = 24 30 3 5 and 8 6

1 Here 5 8

6 3 7 8

= =

18 56 9 28 5 2 (b) 22 and 4 5

Example 101 : Find the product of : Solution : (a) (b) Note 3 4 14 7 5 2 22 4 5 = = 7 4 4 7 = 1 5 22 22 5 = 1 3 (a) 1 4 4 and 7

: If the product of two numbers is one, then each of the two numbers is known as the 4 22 5 7 reciprocal of the other. 4 is the reciprocal of 7 and 5 is the reciprocal of 22 .

50

Discuss : (1) (2) The reciprocal of 1 is 1. 0 has no reciprocal.

Example 102 : Find the reciprocals of the following : 3 3 (a) 5 (b) 5 7 Solution : (a) (b) 5 3 5 3 The reciprocal of 5 is 3 , since 5 3 = 1. 38 3 5 7 is equal to 7

7 38 The reciprocal of 7 is 38 . 1.8.3 (b) Division on fractions : To divide a fraction by another fraction follow the steps. (1) Find the reciprocal of second fraction. (2) Find the product of the first fraction and reciprocal of second fraction. Example 103 : 5 5 3 (a) Divide 8 by 7 (b) Divide 6 by 9 Solution : 5 5 5 5 (a) 7 = 8 reciprocal of 7 8 7 5 = 8 5 7 = 8 3 3 (b) 6 4 = 6 reciprocal of 4 24 4 6 = 1 3 = 3 = Example 104 : 3 6 Divide 2 11 by 1 11 3 6 Solution : 2 11 1 11 8

= = =

28 14 11 11 11 14 11 28 11 14 reciprocal of 11 is 14 2.

Example 105 : 2 Find the distance travelled in 1 hour if a person covers 42km in 4 3 hours. Solution :

51

2 In 4 3 hours the person covers 42 km. 2 In 1 hour the person covers 42 4 3 km = = = In 1 hour the person covers 9 km. 42 14 1 3 42 3 126 1 14 = 14 . 9

Exercise 1.16 Simplify the products : 3 5 7 5 2 3 22 (a) 14 10 (c) 21 7 (b) 8 5 (d) 11 39 1 1 2 5 1 5 1 (e) 2 5 (10) (f) 7 2 1 3 (g) 2 8 1 2 (h) 5 9 7 5 12 9 5 1 1 5 (i) 18 10 6 (j) 4 2 1 3 2 6 2. Simplify the divisions : 2 5 5 10 3 5 5 5 (a) 3 7 (b) 6 11 (c) 10 6 (d) 22 33 3 4 2 5 1 (e) 7 5 (f) 10 3 (g) (5) 6 (h) 21 1 2 16 3 1 (i) 21 8 (j) 15 4 4 4 1 3. A tailor had 19 5 metre of cloth. He cut out 16 baby frocks out of it. How much material was used for each frock? 1 4. One kg. of sweet costs Rs. 85 . What is the cost of 2 4 kg of sweets? 2 5. A rope 16 3 metres in length was cut into 10 equal pieces. What is the length of 1 piece? 1 6. A man distributed Rs. 802 2 to three of his sons. How much did each son get? 1 1 7. The product of two numbers is 11 3 . If one number is 4 4 , find the other number. THINGS TO REMEMBER (1) (2) (3) (4) (5) (6) Fraction indicates a part or parts of a whole. If the numerator is less than its denominator the fraction is called a proper fraction. If the numerator is greater than its denominator the fraction is called an improper fraction. A number consisting of the sum of a natural number and a fraction is called a mixed fraction. Fractions having the same denominator are called like fractions. Fractions having different denominators are called unlike fractions. 1.

52

(7) (8) (9)

(10) (11) (12) (13) (14) (15)

(16)

Two or more fractions which represent the same value are called equivalent fractions. A fraction remains unaltered in value if both its numerator and denominator are multiplied by the same number. To convert the unlike fractions into like fractions, we use the following steps: (a) Find l.c.m. of all the denominators. (b) Bring each of the given fractions into equivalent fractions with l.c.m. as denominator. For comparison of two or more fractions, convert them into like fractions and the one which has greater numerator is called the greater than other fractions. For the addition of like fractions, all the numerators are added, the sum is written as numerator keeping the denominator same. For the addition of unlike fractions, first convert them into like fractions using l.c.m. and add the fractions. For the subtraction of two like fractions, we subtract their numerators and write the difference as numerator and keep its denominator same. For the subtraction of two unlike fractions, change the fractions to like fractions using l.c.m. and do the subtraction. To find the product of two fractions, multiply their numerators and their denominators separately and put them as a new fraction. Simplify the new fraction into its lowest form. To divide a fraction by another fraction, multiply the first fraction by the reciprocal of the second fraction.

1.9 Decimal Numbers

1.9.1 1.9.2 Decimal form of fractions Four fundamental operations on decimals

1.9.1 Decimal form of fractions :

Decimals revision : We have learnt about fractions in the previous classes. Now we shall learn about special fractions whose denominators are 10,100,1000 etc. These fractions are called decimal fractions. Let us use these fractions in a new way. That is 1 10 is read as one-tenth and is represented in decimal fraction as 0.1 1 100 is read as one-hundredth and is represented in decimal fraction as 0.01 1 1000 is read as one-thousandth and is represented in decimal fraction as 0.001 Expressing the decimal numbers in place value form : Our number system is developed with ten as the base. The place value of a number increases in powers of ten from right to left and decreases in powers of 10 from left to right. Let us study about the place value of digits in decimal numbers.

53

Example 106 : Express 2843.654 in the place value table and in expanded notation. Solution : Thousands 103 Hundreds 102 Tens 101 4 Ones 1 3 Tenths 1 10 6 Hundredths 1 102 5 Thousandths 1 103 4

2 8 This number is read as,

Two thousand eight hundred forty three point six five four. We can write this number in expanded form as : 2843.654 = 2 1000 + 8 100 + 4 10 + 3 1 1 1 1 + 6 10 + 5 100 + 4 1000 = 2 103 + 8 102 + 4 101 + 3 1 + 6 1 1 1 1 +5 2 +4 10 10 103

2843.654 Note

: The numbers to the left of the decimal point are whole numbers and the numbers to the right of the decimal point are fractions.

Representation of decimal numbers on the number line : We know how to represent numbers on the number line. In a similar way we can represent the decimal numbers on the number line. Example 107 : Represent 0.3, 0.5, 0.8 on the number line. Solution :

P 0 0 10 .1 1 10 .2 2 10 .3 3 10 .4 4 10

Q .5 5 10
Fig. 1.20

R .6 6 10 .7 7 10 .8 8 10 .9 9 10 1 10 10

Diivide the segment joining the points corresponding to 0 and 1 into 10 equal parts. In this number line P represents 0.3, Q represents 0.5 and R represents 0.8. Converting the fractions into decimals : Usually three methods are used to convert a fractional number into a decimal number. Method 1 : When the denominator of a fractional number is 10 or a power of 10, the method of converting it into a decimal is as follows : 3 37 376 3768 For example 10 , 100 , 1000 , 1000 are written in decimals as 3 37 376 3768 10 = 0.3 ; 100 = 0.37 ; 1000 = 0.376 ; 1000 = 3.768 Method 2 : If the denominator of a fractional number is other than 10 or its powers, then it can be expressed in a form whose denominator is 10 or a power of 10.

54

Now we can follow the previous method to get the decimal form. Even we can get the decimal form by actual division method. Example 108 : 3 Convert 8 into decimal form. Solution : (a) Converting the fraction into a form having denominator 10 or its power, we have 3 125 375 3 8 = 8 125 = 1000 = 0.375 (b) By division method, 8 0.375 3.000 24 60 56 40 40 0

3 8 = 0.375 Note : There are fractional numbers whose denominators cannot be expressed as 10 or powers of 10. 1 For example, consider the fraction 3 . This cannot be expressed in the decimal form (See the division) 0.33333 3 1.00000000 9 10 9 10 9 10 9 10 9

55

Discuss : 1) Give any two fractions which cannot be expressed as decimal. (2) (3) Do 0.5, 0.50, 0.500, 0.5000 have the same value? Do 0.3, 0.03 have the same value ?

Example 109 : Convert 8.37 into an ordinary fraction. Solution : 8.37 1 1 = 8 1 + 3 10 + 7 100 7 3 = 8 + 10 + 100 = 3 10 7 8 100 + + 100 10 10 1 100 30 7 800 = 100 + 100 + 100 837 = 100

Example 110 : Which is bigger ? Solution :

0.2 or 0.09 0.2 0.09 2 20 = 10 = 100 9 = 100

20 9 100 is bigger than 100 Therefore 0.2 is bigger than 0.09 Exercise 1.17 1. Find the place value of 5 in the following numbers : (a) 413.258 (e) 5216.293 2. 3. (a) 2458.615 (b) 4.31524 (f) 385.432 (b) 405.008 (c) 11.111 (d) 0.0005 (c) 503.826 (d) 216.9253

Write the following numbers in the expanded form : Express the following as decimals : 5 3 6 (a) 6000 + 200 + 40 + 8 + 10 + 100 + 1000 2 8 9 (b) 2 103 + 7 102 + 3 101 + 4 + 10 + 2 + 3 10 10 8 9 5 4 (c) 10 + 100 + 1000 + 10000 1 1 1 (d) 5 100 + 4 10 + 3 1 + 2 10 + 4 100 + 5 1000

4.

Convert the following into decimals : 3 (a) 5 5 (b) 8 7 (c) 25 9 (d) 125 5 (e) 3

56

5. 6.

Which is bigger in each of the given pairs of numbers? (a) 0.3, 0.03 (a) 0.4 (e) 0.75 (b) 0.4, 0.08 (b) 0.8 (f) 0.08 (c) 0.6, 0.06 (c) 0.66 (g) 1.250 (d) 1.09, 1.90 (d) 0.25 (h) 2.125 Convert the following decimals into simple fractional form :

7.

Arrange the following decimals in ascending order : (a) 10.271, 10.207, 10.272, 10.222, 10.277 (b) 0.9876, 0.9918, 0.9753, 0.9873, 0.9921

8.

Arrange the following decimals in descending order : (a) 5.81, 5.08, 5.88, 5.85, 5.87, 5.82 (b) 3.301, 3.031, 3.310, 3.290, 3.931, 3.321

1.9.2 Four fundamental operations on Decimals

1.9.2 (a) Addition and subtraction of decimal numbers : For addition and subtraction of decimal fractions, it is important that the terms should be arranged one below the other according to their place values. Example 111 : Add Solution : Among the five numbers, one or more numbers are having maximum of 3 decimal places. Convert all the numbers with three decimal places without affecting the values. That is 145.07 76.3 2 = 145.070 = 76.300 = 2.000 16.302, 3.672, 145.07, 76.3, 2

Now write the numbers in the following form and add. 16.302 3.672 145.070 76.300 2.000 243.344 Example 112 : Subtract : 362.725 from 573.863. Solution : 573.863 362.725 211.138 Example 113 : Simplify : 37.62 14.05 + 15.467 27.108

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Solution : To simplify do the following steps : (i) First add the positive numbers. = (ii) Add the negative numbers. (iv) Put the sign of the greater number 53.087 37.620 15.467 53.087 41.158 53.087 41.158 11.929 (iii) Find the difference. Add : 37.62 + 15.467

Add :

14.05 + 27.108 = The difference =

14.050 27.108 41.158

The sign of greater number is positive 37.62 14.05 + 15.467 27.108 = 11.929 Example 114 : A cloth merchant had 235.5 metres of cloth. He successive days respectively. How much cloth is unsold? Solution : First day sales = 32.25 Second day sales = 105.50 Third day sales = 83.75 Total sales = 221.50 The length of the cloth = 235.50 Total sales = 221.50 The unsold cloth = 14.00

sold 32.25 m, 105.5 m, 83.75 m on three

m m m m m m m

Exercise 1.18 Add : (a) 4.7 + 0.47 (b) 3.002 + 2.030 2. Subtract : (a) 175.562 43.84 (b) 325.042 119.072 3. Find the sum of the following : (a) 19.465 + 10.201 + 32.457 + 13.0583 (b) 137.291 + 118.321 + 108.005 + 0.927 4. Simplify : (a) 45.743 25.06 + 12.345 11.214 (b) 345.421 131.140 421.263 + 507.215 1. (c) 38.102 + 6.138 (c) 100 13.452

58

5. 6. 7. 8. 9.

The amount of rainfall recorded on four days in a place are given below : 7.52cm, 4.05 cm, 6.15 cm and 5 cm. Find the total amount of rainfall on all four days. Anbuselvi saved Rs. 105.50, Rs. 84.25, Rs. 38.75, Rs. 110.75 in four successive months. What is her total savings? The sum of two numbers is 74.65. If one number is 39.28, find the other number. 0.875 part of a water tank is filled with water. How much part is yet to be filled? Kanimozhi took Rs. 100 to the market. She purchased tea for Rs. 8.25, rice for Rs. 43.50, vegetables for Rs. 23.25 and fruits for Rs. 15.75. How much money is left with her?

1.9.2 (b) Multiplication and division of decimal numbers : Multiplication of decimal numbers by 10 Observe the following multiplications. 12345 12.345 10 = 1000 10 12345 12.345 100 = 1000 100 12345 12.345 1000 = 1000 1000 Note 12345 100 12345 10 12345

= = =

= = =

123.45 1234.5 12345.0

: From the above examples we observe, multiplying by 10 makes the decimal point move 1 place from left to right. Multiplying by 100 makes the decimal point move 2 places from left to right. Multiplying by 1000 makes the decimal point move 3 places from left to right.

Division of decimal numbers by 10 Now observe the following divisions : 123.45 12345 = = 10 100 10 12345 123.45 = = 100 100 100 12345 123.45 = = 1000 100 1000 12345 1000 12345 10000 12345 100000

= = =

12.345 1.2345 0.12345

From the above examples we get the following results : On dividing by 10, the decimal point moves 1 place from right to left. On dividing by 100, the decimal point moves 2 places from right to left. On dividing by 1000, the decimal point moves 3 places from right to left. For example, 85.6 10 = 856 3.48 10 = 34.8 0.032 10 0.124 100 7.325 100 43.6 100 0.2934 1000 = = = = = 0.32 12.4 732.5 4360 293.4

59

For example 531.4 10 = 53.14 8.9242 10 = 0.89242 2.574 100 = 0.02574 54.32 100 = 0.5432 7 1000 = 0.007 25 1000 = 0.025 Discuss : 1 1 10 10 1 1 10 100 1 1 10 1000 1 1 100 100 = = = = 1 100 . 1 1000 . 1 10000 . 1 10000 . Thefefore .1 .1 Therefore .1 .01 Thefore .1 .001 Therefore .01 .01 = 0.01 = 0.001 = 0.0001 = 0.0001

Multiplication of Decimal numbers : Example 115 : Multiply (a) 15.4 1.2 (b) 6.43 0.22 Solution : (a) (b) 12 154 15.4 1.2 = 10 10 = 154 12 1848 = 100 100 643 22 14146 10000 = 10000 = 18.48 = 1.4146

22 643 6.43 0.22 = 100 100 =

What do these examples tell us? In multiplication of decimal numbers, first without considering the decimal points multiply the numbers. Then in the result, place the decimal point as many places from the right as the total number of decimal places in both the numbers. Example 116 : Multiply : 14.2 2.13 Solution : First multiply : 142 213 142 213 426 142 142 213 = 30246. Total number of decimal places in both the numbers is 3 14.2 2.13 = 30.246 284 30246

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Example 117 : Multiply : 2.1 1.3 1.2 Solution : First multiply : 21 13 12 21 13 63 21 273 273 12 We have, 21 13 12 = 3276. Total number of decimal places in all the three numbers is 3. 2.1 1.3 1.2 = 3.276 Example 118 : The cost of 1 kg sugar is Rs. 14.70. Find the cost of 6.5 kg of sugar ? Solution : The cost of 1 kg sugar The cost of 6.5 kg of sugar = Rs. 14.70. = 14.70 6.5 = 95550 = 95.550 = 95.55 1470 65 7350 8820 95550 The cost of 6.5 kg of sugar is Rs. 95.55 Division of decimal numbers : To divide a decimal or a whole number by a decimal, convert the divisor into a whole number by multiplying by 10 or powers of 10 suitably. Multiply the dividend also by the same number and then divide it. Example 119 : Divide : 8.4 1.4 Solution : 8.4 1.4 8.4 1.4 = 8.4 10 84 = 14 = 6. 1.4 10 273 3276 546

= 6

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Example 120 : Divide 66.65 0.215 66.65 1000 66.65 Solution : 0.215 = 0.215 1000 = 310

66650 215 310 215 ) 66650 645 215 215 0

66.65 0.215 = 310 Example 121 : Divide : 37.5 1.5 37.5 10 375 37.5 Solution : 1.5 = 1.5 10 = 15 25 15 ) 375 30 75 75 0 37.5 1.5 = 25 Example 122 : The price of 30 pens is Rs. 172.50. Find the price of one pen. Solution : Price of 30 pens = Rs. 172.50 Price of 1 pen = 172.50 30 = Rs. 5.75 5.75 30 ) 172.50 150 225 210 150 150 0 The price of 1 pen is Rs. 5.75

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Exercise 1.19 Multiply : (a) 12.15 23 (b) 3.562 47 (c) 0.625 12 (d) 4.5 2.8 (e) 34.3 5.3 (f) 0.4 0.4 (g) 0.25 0.25 (h) 0.007 0.2 (i) 0.09 0.08 2. Find the product of the following by using the product 132 214 = 28248 (a) 1.32 2.14 (b) 13.2 21.4 (c) 0.132 21.4 (d) 132 0.214 (e) 013.2 0.0214 (f) 0.132 0.214 3. Find the product of the following : (a) 1.2 1.1 0.2 (b) 3 4 1.3 (c) 12 0.25 2.5 (d) 0.5 0.4 8.0 4. Divide : (a) 96.85 5 (b) 4.5 3 (c) 7.91 7 (d) 0.144 12 (e) 24.8 0.4 (f) 3.42 0.02 (g) 0.168 0.8 (h) 0.0064 0.008 5. A van can run 8.75 km using 1 litre of diesel. How far can it go using 3.5 litres of diesel? 6. Cost of 1 kg of rice is Rs. 23.75. Find the cost of 25 kg of rice. THINGS TO REMEMBER (1) Decimals are fractions having their denominators as 10 or powers of 10. (2) Equivalent forms of decimal can be obtained easily by including zero to the right of the decimal as follows : 0.5, 0.50, 0.500, 0.5000 are equivalent decimals. (3) To add two more more decimals arrange the numbers in such a way that the decimal points of the numbers are in the same column and the digits of the same place value are in the same column. Then add the numbers and put the decimal point directly under the decimal points of the numbers. (4) To subtract the decimals we arrange the decimals in such a way that the decimal points are in the same column and the digits having the same place value are in the same column. Then we subtract them and put the decimal directly under the decimal point of the numbers. (5) To multiply a decimal by another decimal, first remove the decimal point and do the ordinary multiplication. In the result, place the decimal point as many places from the right as the total number of decimal places in the numbers. (6) To divide a decimal by another decimal, first we convert the denominator (divisor) into a whole number by multiplying by 10, 100 or 1000 etc. whatever is suitable. We multiply the numerator (dividend) also by the same number and then divide it. UNIT TEST 1 Part I 20 1 = 20 Choose the correct answers : (1) The predecessor of the whole number 1 is (a) 0 (b) 1 (c) 2 (d) 3 (2) The prime number among the following is (a) 93 (b) 95 (c) 97 (d) 99 (3) The number divisible by 3 is (a) 215 (b) 138 (c) 209 (d) 200 (4) The number divisible by 4 is (a) 114 (b) 202 (c) 512 (d) 126 (5) The g.c.d. of 5 and 7 is (a) 1 (b) 5 (c) 7 (d) 12 (6) Additive inverse of 6 is (a) 0 (b) 6 (c) + 6 (d) 1 1.

63

(7) (8)

( 6) + ( 2) is (a) 4

(b) + 4

(c) + 8

(d) 8

(9)

15 The simplest form of the fraction 60 is 1 1 (a) 4 (b) 5 The place value of 5 in 123.456 is (a) 100 (b) 10

1 (c) 6 1 (c) 10

(d) 4 1 (d) 100

The value of 5 0.2 is (a) 0.1 (b) 1.0 (c) 10 (d) .01 Complete the following : (11) The number of thousands in the number 215083 is ____________ . (12) The prime number between 21 and 25 is ____________ . (13) The l.c.m. of 12 and 18 is ___________ . (14) The bigger among 23, 32 is ___________ . (15) ( 15) ( 5) = __________ . (16) ( 20) ( 5) = ____________ . 1 1 (17) 3 + 5 = _________ . (18) The reciprocal (multiplicative inverse) of 3/7 is _________ . (19) 0.0123 1000 = __________ . 1.25 (20) 0.25 = __________ . Part II (10 2 = 20) Answer the following in one or two steps : (21) There are 144 biscuits in one box. How many biscuits are there in 348 boxes? (22) The product of two numbers is 45355. If one number is 235 find the other number. (23) Find whether the number 31526 is divisible by 11. (24) Find the g.c.d. of 15, 20, 30. ( 8) (+ 3) (25) Simplify : . (+ 6) ( 4) 5 7 (26) Which is bigger? 6 or 8 3 9 17 (27) Write in ascending order : 4 , 16 , 48 . 1 1 (28) Subtract : 1 2 from 3 4 . (29) Add : 4.312 + 9.26 + 7.18 . (30) Multiply : 18.46 1.2 Part III (4 5 = 20) Answer in detail : (31) A man had 220 sheep. He sold them at Rs. 650 each and bought cows for the money. If the price of a cow was Rs. 5800, how many cows did he buy? (32) Find g.c.d. and l.c.m. of 32, 48, 96. 3 11 2 (33) Find the sum of 15 and 5 and take the sum from 12 . What do you get? (34) A travel company charges Rs. 5.50 per kilometer to run a car. A person hired a car and that car covered a distance of 120.5 km. How much money did he pay to the travel company? (10)

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2. EVERYDAY ARITHMETIC
Directly or indirectly we use arithmetic in our day-to-day life. The literacy rate is calculated by the 3 Rs namely Read, wRite and aRithmetic. From this we can conclude that arithmetic takes an important role in our daily life. For successful life one must know the values of arithmetic. 2.1 2.2 2.3 2.4 Ratio and Proportion Percentage Shopping Finance

2.1 Ratio and Proportion :

2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 Ratio formation Comparison of ratios Proportion formation Proportion Applications Direct variation

2.1.1 Ratioformation :
Introduction : In our day-to-day life we compare quantities by means of their measurements. When we compare two quantities of the same kind by division, we have a ratio of those two quantities. Definition : Ratio means Comparison of two similar quantities by division. Example 1 : In a classroom there are 25 boys and 15 girls. What is the ratio between the number of boys and the number of girls? Solution : 25 The ratio between the number of boys and number of girls = 15 5 When reduced to lowest form = 3 It is customary to write this ratio as 5 : 3 Ratio between the number of boys and girls = 5 : 3 (read as 5 is to 3) Remarks : 1) Usually the symbol : is used to denote "ratio" 2) The ratio is generally denoted in the form a : b 3) Ratio should be in the lowest form. 2 For example, 2 : 4 is not in the lowest form because 4 is not the simplified form. The 1 simplified form is 2 . Lowest form of 2 : 4 is 1 : 2.

69

4)

The order in the ratio is very important.

For example, the ratio of number of boys to number of girls is different from the ratio of the number of girls to the number of boys. 5) 6) Ratio is purely a number. It should not be expressed in terms of any unit. [See Example 3]. The two quantities must be expressed in the same unit [see examples 4 & 5]. In the example 1, what is the ratio of the number of girls to the number of boys? Example 2: The age of Ramus father is 40 years and that of Ramu is 10 years. What is the ratio between the fathers age and Ramu's age? Solution : Ratio between the father's age and Ramu's age = 40 : 10 = Note : We cannot write the above ratio as 1 : 4, Why? Example 3: The cost of a notebook is Rs. 20 and the cost of a pen is Rs. 15. What is the ratio between the cost of a notebook and the cost of a pen? Solution : Ratio between the cost of a note book and the cost of a pen = 20 : 15 = Note : We should not write the above ratio as 4 : 3 Rupees. Example 4: Find the ratio of 3 Kg to 750 g Note : Here the two quantities are not in the same unit ; therefore convert them into the same unit. Solution : 3 Kg = 3 1000 = 3000 g Required ratio = 3000 : 750 = 300 : 75 = 60 : 15 = 12 : 3 = 4:1 Example 5 : Find the ratio of 50 cm to 3m. Solution : 3m = 3 100cm = 300 cm Required ratio = 50 : 300 = 5 : 30 = 1:6 4:3 4:1

Discuss :

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Example 6 : Give two equivalent ratios to 2 : 3 Solution : 4 2 2 2:3 = 3 2 = 6 = 4:6 [Multiply the Numerator and the Denominator by 2] 6 2 3 2:3 = 3 3 = 9 = 6:9 [Multiply the Numerator and the Denominator by 3] The two equivalent ratios to 2 : 3 are 4 : 6 and 6 : 9 Discuss : 2 4 6 In example 6, 3 , 6 , 9 are all equivalent fractions while 2 : 3, 4 : 6, 6 : 9are all equivalent ratios. If one of these fractions or ratios is given, how will you get the other ? Example 7: Cheran gets Rs. 10000 as salary and his savings is Rs. 2000. Find the ratio of a) b) c) a) his salary to savings his salary to expenditure his savings to expenditure Cherans salary = Rs. 10000 His savings = Rs. 2000 His expenditure = Rs. 10000 Rs. 2000 = Rs. 8000 Ratio of his salary to savings = 10000 : 2000 = 10 : 2 = 5:1 b) Ratio of his salary to expenditure = 10000 : 8000 = 10 : 8 = 5:4 c) Ratio of his savings to expenditure = 2000 : 8000 = 20 : 80 = 1 : 4 Example 8: Find the lowest form of 2 : 1 2 Solution : 1 1 2 22 1 1 1 1 3 = 3 2 : 12 = 2 : 2 = 3 = 3 22 2 Example 9: Find the lowest form of 1.3 : 6.5 = 1:3
1 1

Solution :

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Solution : 1.3 10 13 1 1.3 = 65 = 5 1.3 : 6.5 = 6.5 = 6.5 10 = 1:5 Exercise 2.1 1) Express the following ratios in the lowest form (a) 6 : 15 2) (b) 10 : 25 (c) 4 : 20 (d) 35 : 77 (e) 1.2 : 4.8 1 1 (f) 3 : 1 3

3)

4) 5)

6)

Express the following ratios in the lowest form (a) 1 Kg to 250g (b) 20 cm to 2m (c) 500 ml to 3 litres (d) 30 min to 2 hours (e) 25 paise to 2 Rs. (f) 60 students to 2 teachers There are 2000 students in a school. 500 students went for an excursion. Find the ratio between (a) the total number of students and the number of students who went for the excursion (b) the total number of students and the number of students who did not go for the excursion. John is 50 years old, his son is 10 years old. Write down the ratio between their ages (a) 5 years ago (b) at present (c) after 5 years 250 people are working in an office, out of which 150 are men and the remaining are women. Find the ratio of (a) the total number of people to that of men (b) the total number of people to that of women (c) the number of men to that of women. Give three equivalent ratios to each of the following 1 1 2 (a) 1 : 4 (b) 2 : 5 (c) 2 : 1 2 (d) 1 : 3 (a) Is 8 : 32 equivalent to 16 : 60 ? Match the following equivalent ratios A 2:3 1:4 4:5 2:5 3:4 B 12 : 15 6 : 15 6:9 12 : 16 5 : 20 (b) Is 99 : 11 equivalent to 9 : 1 ?

7) 8)

2.1.2 Comparison of ratios :

Two ratios can be compared. To compare the ratios, convert the given ratios into fractions with the same denominator. Example 10: Compare 3 : 4 and 4 : 5 Solution : 3 4 We have to compare 4 and 5

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The l.c.m. of denominators 4 and 5 is 20 3 5 15 3 4 = 4 5 = 20 4 4 16 4 5 = 5 4 = 20 15 16 20 is greater than 20 3 4 5 is greater than 4 Hence 4 : 5 is greater than 3 : 4 Discuss : In the above example why did we take l.c.m. of the denominators? Example 11 : Divide Rs. 240 in the ratio 3 : 5 Solution : 3 : 5 means the first quantity is 3 parts and the second quantity is 5 parts. The total number of parts = 3 + 5 = 8 8 Parts = Rs. 240 240 1 part = 8 = Rs. 30. 3 Parts = 330 = Rs. 90 5 parts = 530 = Rs. 150 Example 12: The length and breadth of a rectangle length? Solution Breadth The ratio of length to breadth is 4 : 3 Breadth 3 parts 1 part Length 4 parts Length of the rectangle are in the ratio 4 : 3. If the breadth is 21 cm, find the

= 21 cm = 3 parts = 21 cm 21 = 3 cm = 7 cm = 4 parts = 4 7 cm = 28 cm = 28 cm

Exercise 2.2 1) 2) 3) (a) Which is greater 2 : 3 or 3 : 4? (b) Which is smaller 3 : 5 or 4 : 7?

(a) Write in ascending order 2 : 3, 4 : 5, 3 : 4 (b) Write in descending order 3 : 5, 7 : 9, 5 : 7 (a) Divide Rs. 300 in the ratio 2 : 3 (b) Divide 5 kg 600 gm in the ratio 4 : 3 (c) Divide 2m 25 cm in the ratio 5 : 4 (d) Divide 2 hour 30 minutes in the ratio 1 : 4

73

4) 5) 6) 7) 8)

Mixture 'A' has cement and sand in the ratio 1 : 4 and Mixture 'B' has cement and sand in the ratio 2 : 7. Which mixture has more sand? If Rs. 5,500 is divided between Vivek and Deepak in the ratio 6 : 5, who will get more and how much more? The length and breadth of a rectangle are in the ratio 7 : 2. If the length is 35 cm, find the breadth. The ratio of expenditure and savings in a family is 5 : 2. If the expenditure is Rs. 2,500, what is the savings? A box of Sweets was divided between Saravanan and Kumaran in the ratio of 3 : 4. If Saravanan got 36 sweets , how many sweets did Kumaran get? What was the total number of sweets in the box?

2.1.3 Proportion formation

Introduction : If the cost of a particular pen is Rs. 5, then the cost of 5 pens is Rs. 25 and the cost of 8 pens is Rs. 40. Now the ratio of two quantities is 5 : 8 further the ratio of their costs is 25 : 40. The lowest form of costs is 5 : 8. Therefore 5 : 8 = 25 : 40 Definition : Proportion is an equality of two ratios. Example 13 : The cost of 4 notebooks is 24 and the cost of 7 notebooks is Rs. 42. What is the proportion? Solution : The ratio of two quantities = 4 : 7 The ratio of their costs = 24 : 42 The proportion is 4 : 7 = 24 : 42 Note : 1) We say that the four numbers are in proportion. 2) We cannot change the order of any one of the ratios. Here 4 : 7 42 : 24. 3) Is 7 : 4 = 42 : 24 ? Why? Consider the proportion 2 : 3 = 10 : 15 The first and fourth terms (2 and 15) are called the extreme terms or extremes. The second and third terms (3 and 10) are called the middle terms or means Means

2:3

10 : 15

Extremes
Important Property : Product of extremes = Product of means In the above example 2 15 = 3 10 30 = 30

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Discuss : Consider any proportion and verify yourself whether the product of extremes is equal to the product of means. Can we use this property to check whether the given 4 quantities are in proportion? Can we find the missing term of a proportion when 3 of its terms are given? Example 14 : Verify 4 : 3 = 8 : 6 is a proportion or not. Solution : Product of extremes = 4 6 = 24 Product of means = 3 8 = 24 24 = 24 These two products are equal. 4 : 3 = 8 : 6 is a proportion. Example 15 : If 2 : 5 = 6 : Solution : Product of extremes = 2 Product of means = 5 6 = 30. Since it is a proportion, 2 Divide both sides by 2 2 2 Example 16 : If 3 X = 4 Y, find X : Y Solution : 3X = 4Y Divide both sides by 3 3X 4Y = 3 3 4 X = 3 Y Divide both sides by Y 4Y 4 X Y = 3Y = 3 X:Y = 4:3 Note : Discuss example 16, by writing X:Y= fill the boxes. Example 17 : The income and Savings of a family are in the ratio 7 : 2. If the income of the family is Rs. 5,600. Find how much is being saved. : and use proportion property (Product of means = Product of extremes) to 30 = 2 30 = 2 = 15. = 30 is a proportion, find the missing term.

75

Solution : Let the savings be Rs. x. The proportion is 7 : 2 = 5600 : x (Income : Saving) = (Income : Saving) 7x = 2 5600 7x 2 5600 = 1600 7 = 7 x = 1600 The Savings = Rs. 1600. Example 18 : Using 3 and 10 as means write any two proportions. Solution : Given 3 and 10 are means : 3 = 10 : The product of the means 3 10 = 30 The product of Extremes must be 30 30 can be written as 2 15 or 6 5 etc. 2 6 : 3 = 10 : 15 : 3 = 10 : 5

Two proportions are 2 : 3 = 10 : 15 and 6 : 3 = 10 : 5 Example 19: If the cost of 7m cloth is Rs. 49, find the cost of 5m cloth. Quantity (in m) 7 5 The proportion is 7 : 5 = 49 : ? Cost (in Rs.) 49 ?

Product of means = 5 49 = 245 Product of Extremes = 7 7 7 7 = 245 245 7 245 = 7 = 35 =

The cost of 5 m cloth = Rs. 35.

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Exercise 2.3 1) 2) Verify whether the following are proportion in the given order (a) 1,2,3,4 (a) 4 : 6 = (c) 3) 4) 5) 6) (b) 5,10,15,30 :3 (c) 2,4,6,8 (d) 10,12,18,20 = 21 : 15 (e) 0.2,0.4,8,16 Find the missing term (b) 7 :

: 1.5 = 6 : 4.5

(d)) 10 : 25 = 25 :

The length and breadth of the rectangular ground are in the ratio 6 : 5. If its length is 120m, find the breadth of the ground. [Use proportion] Cement and sand are mixed in the ratio 2 : 7 in a mixture. If the weight of cement is 100 kg, What will be the weight of the sand? The cost of 3m cloth is Rs. 135. Find the cost of 7m of the same cloth. (a) Using 4 and 15 as means, write two proportions. (b) Using 4 and 10 as extremes, write two proportions.

2.1.4 Proportion Applications :

If we want to draw a plan of a house, it is not possible to draw the plan in actual dimensions (or size). Let the ratio between drawn length and actual length be a : b 1) 2) 3) 1) 2) 3) If a is less than b, we get a reduced figure. If a = b, we get equal scale figure (same size figure) If a is greater than b, we get an enlarged figure.

For example, a house plan map a reduced figure Geometrical figure drawn in note book equal scale figure bacteria seen through microscope enlarged figure a Note : The ratio b is called the representative fraction (a and b must be in the same unit) Example 20: A map is drawn to the scale of 1 cm to 200 km. (a) What is the representative fraction. (b) If on this map the distance between Nellai and Chennai are 3 cm apart, what is the actual distance between the two places? Solution : Note that the drawn length and the actual length are not in the same unit. Therefore convert them into the same unit Now 200 km = 200 100000cm (see Chapter 3) = 2,00,00,000 cm 1 The representative fraction = 20000000 The distance between Nellai and Chennai (in map) = 3 cm The actual distance between Nellai and Chennai = 3 200 = 600 km.

(a) (b)

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Discuss : Look at the India map showing railway routes in India. Note the scale on the map and find the distance between 1) Chennai and Trichy 2) Chennai and Delhi 3) Mumbai and Bangalore. Exercise 2.4 1) A Map is drawn in the scale 1 cm to 1000 km (a) Express this as a representative fraction (b) What is the actual distance represented by 4.5 cm in the map ? (c) What distance on the map will represent an actual distance of 2200 km ? 2) A scale used in a map is 1 cm to 500m. (a) Express as a representative fraction. (b) What is the actual distance represented by 7.5 cm on the map ? (c) What distance on the map will represent an actual length of 2250m ? 3) Fill in the blanks : Scale (a) (b) (c) Activity : Draw a rough sketch of a rectangular field of length 500m and breadth 300m by taking a suitable scale. 1 cm = 100m 1 cm = 250 km 1 cm = ------m actual length --------------1250 km 3750m drawn length 3 cm --------------5 cm

2.1.5 Direct variation

If two quantities vary always in the same ratio then they are in direct Variation. Example 21: A pen costs Rs. 10. What will be the cost of 5 pens, 8 pens and 10 pens. Number of pens Cost (Rs.) 1 10 5 50 8 80 10 100.

1 5 8 10 It is true that 10 = 50 = 80 = 100 The number of pens and their cost are in direct Variation. Example 22 : The following table gives the age and the corresponding weight of a person. Age Weight Here 5 20 10 30 5 20 15 40 10 30 20 50 15 40 20 50

Eventhough the weight increases as age increases, the ratio of age to weight is not the same. The age and the weight are not in direct variation.

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Discuss : Which of the following are examples for direct variation ? (a) Number of pens purchased and amount paid for the same (b) Height and weight of a person. (c) Side and perimeter of a given square (d) Speed and distance travelled in a given time. Example 23: A man travels at a certain uniform speed and covers 150 km in 3 hours. What will be the distance covered by him in 5 hours in the same speed ? Solution : Let x be the distance covered in 5 hours. Time (hour) 3 5 Time and distance are in direct Variation. 3 : 5 = 150 : x 3 x = 5 150 3x 5 150 = 3 3 x = 5 150 750 = 3 = 250 km 3 distance (Km) 150 x

The distance covered in 5 hours = 250 km. Example 24: A reader reads 20 pages of a book in 2 hours in an uniform speed. How much time will it take to read 50 pages of the same book in the same speed? Solution : Let x be the time taken to read 50 pages. Quantity Time (pages) (hours) 20 2 50 x Quantity and time are in direct variation 20 : 50 = 2 : x 20 x = 50 2 20 x 20 50 2 20 50 2 x = 20 = 5 hours. =

Example 25: Verify whether the following represents direct variation. Principal (in Rs.) 300 450 250 Interest (in Rs.) 18 27 15

600 36

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Solution : Arrange the principals in ascending order 250 15 300 18 Here the ratios are 250 15 250 15 450 27 600 50 600 50 = 3 ; 36 = 3 . 36 50 300 50 450 = 3 ; 18 = 3 ; 27 300 450 600 = 18 = 27 = 36

Here all the ratios are equal They are in direct variation. Exercise 2.5 1) Verify whether the following represent direct variation or not . (a) Number of books Cost (in Rs.) (b) Time (in hrs.) Distance (in kms) (c) Age (in yrs) Weight (in kg) 2) (a) (b) (c) 3) 4) 5) 6) 7) 8) 9) 10) 11) 8 20 5 45 10 21 20 15 12 36 60 10 25 2 70 2 3.5 4 15 15 8 20 3 100 6 10.57 2 10 10 15 20 50 5 175 4 14 4 10 4 120 8 24

Complete the table if they are in direct variation

A bus covers 135 km in 3 hours. What will be the distance covered in 8 hours in the same speed? The mass of a rod whose length 10 cm is 250 gm. What will be the mass if the rod is 25 cm long? The interest for a certain principal for 5 years is Rs. 600. At the same rate, what will be the interest for 8 years for the same principal? The rent for a room for 2 months is Rs. 4400. What will be the rent for one year for that room? A machine prints 750 pages in 30 minutes. How much time will the machine take to print 4500 pages? The cost of 15 chairs is Rs. 2250. Find the number of such chairs that can be purchased for Rs. 10500. The cost of 5 books is Rs. 250. Find the cost of 12 books. The cost of 10 kg rice is Rs. 200. Find the cost of 2 kg rice. A car needs 12 litres of petrol to cover a distance of 144 km. How much petrol will be required for the car to cover a distance of 720 km?

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THINGS TO REMEMBER 1) 2) 3) 4) 5) 6) 7) 8) 9) When we compare two quantities of the same kind by division, we have a ratio of those two quantities. The ratio should be in the lowest form. The order in the ratio is very important. It cannot be interchanged. Ratio has no unit. Two or more ratios can be compared Proportion is an equality of two ratios. The first and fourth terms of a proportion are called extremes. The second and third terms of a proportion are called means. In a proportion, the product of extremes = the product of means. If the ratio between the drawn length and actual length is a : b, then (a) If a is less than b, we get a reduced figure. (b) If a = b, we get equal scale figure (c) If a is greater than b, we get an enlarged figure. 10) If two quantities vary always in the same ratio, then they are in direct variation.

2.2 Percentage :
2.2.1 2.2.2 2.2.3 Percentages, Fractions and Decimals Relationship Profit and Loss Profit and Loss percentage

2.2.1 Percentages, Fractions and Decimals Relationship :

Introduction : Percent is an abbreviation for the Latin word "Percentum'. The meaning is per hundred or hundredths. Definition : A percentage is a fraction whose denominator is 100. The symbol for percentage is "%" Example 26: Convert the following into percentages 2 3 (a) 5 (b) 4 (c) Solution : 2 2 100 (a) 5 = 5 100 = (b) (c) 3 4 1 2

1 2

40 100 = 40%

3 100 75 = 4 100 = 100 = 75% 1 100 50 = 2 100 = 100 = 50%

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Example 27: Convert the following into fractions (a) 25% Solution : (a) (b) (c) Example 28 : Convert the following decimals into percentage (a) 0.25 Solution : (a) (b) (c) Example 29 : The monthly salary of Meena is Rs. 4000. She spends 80% of her salary every month. How much does she save every month? Solution : Meena's monthly salary = Rs. 4000 Expenditure = 80% of 4000 80 = 100 4000 = Rs. 3200 Savings = 4000 3200 = Rs. 800 Another method : Expenditure = 80% of 4000 Savings = 20% of 4000 20 = 100 4000 = Rs. 800. Example 30 : 1 Express 5 3 % as a fraction. Solution : 1 53 1 5 3 % = 100 16 = 300 16 16 3 3 3 = 100 = 100 3 4 = 75 100 0.25 = 0.25 100 100 1.6 = 1.6 100 25 = 100 160 = 100 = 25% = 160% (b) 1.6 (c) 0.175 25 1 25% = 100 = 4 3 30 30% = 100 = 10 4 80 80% = 100 = 5 (b) 30% (c) 80%

17.5 100 0.175 = 0.175 100 = 100 = 17.5%

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Example 31 : 1 Express 4 as (a) a ratio Solution : (a) (b) (c) 1 4 1 4 1 4 = 1:4 1 100 25 = 4 100 = 100 = 0.25 1 100 25 = 4 100 = 100 = 25% (b) a decimal (c) a percentage

Note : A percentage can be written as a common fraction or a decimal fraction.

Fig. 2.1
Look at fig.2.1 1) How many small squares are there?

Fig. 2.2

Fig. 2.3

1 2) What fraction in each small square of the large square? 100 3) What decimal is it? (.01) 4) What percent is it? (1 %) Look at fig. 2.2 1) How many small squares are shaded? (25) 2) Express the shaded portion in 25 (b) decimal (0.25) (c) percent (25%) (a) fraction 100 Look at fig. 2.3 Express the shaded portion in (a) fraction (b) decimal Exercise 2.6 1) Complete the following table :
Fraction in lowest with Decimal terms denominator 100 Percentage

(c) percent

1 4 1 2 3 4

25 100 60 100

.25 .5

25% 40%

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2)

Convert the following into percentages : 2 7 3 (a) 5 (b) 25 (c) 50 (f) 1.25 (g) 2.15 (b) 15% (h) 0.05 (c) 30% (b) 5 in 25 Convert the following into fractions. (a) 20%

1 (d) 2 2 (i) 0.25 (d) 60%

1 (e) 2 5 (j) .125

3) 4)

Express the following in percentage : (a) Rs. 2 in Rs. 20 1 (d) 100 ml in 2 litre (c) 3 in 15 (f) 50 cms in 1m

(e) 250 gms in 1 kg

5)

Find the following : 1 (a) 25% of 80 (b) 3 3 % of 60 metres 4 (c) 5 5 % of 20 kg 1 (d) 7 2 % of 12 litres.

6) 7) 8) 9) 10) 11) 12) 13) 14) 15)

1 1 Which is smaller 5 2 % of 500 or 3 3 % of 300? In a mathematics examination 20 students out of 25 passed. What is the pass percentage? There are 10 girls in a class of 35 students. What is the percentage of boys? 20% of Ravis income is Rs. 3000. Find his income. In an examination Geetha obtained 95% marks. If the maximum marks is 500, find the marks obtained by her. The population of a town is 2,25,000. If it increases by 3% every year find the population of town after one year. The speed of a car is 60km per hour. If it is increased by 10% find the new speed of the car. 1 A person saves 8 3 % of his monthly salary. If his salary per month is Rs. 15,000, what is his montly expenditure? A boy got 8 out of 10 marks in the first test and 15 out of 20 marks in the second test. In which test did he do better? 2 1 Mixture A has 22 2 % rice and the rest dhal. Mixture B has 5 part rice and the rest dhal. Which mixture has more rice?

2.2.2 Profit and Loss :

Introduction : Suppose a shopkeeper buys an article from a manufacturer or wholesale dealer, the money paid by the shopkeeper to buy the article is called the cost price of the article. Generally we write C.P. for the cost price. The shopkeeper sells the article which is generally more than its C.P. The price at which the shopkeeper sells the article is called the selling price of the article. Generally we write S.P. for the selling price. If the S.P. of an article is greater than the C.P., then the shopkeeper has earned a gain or profit.

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Thus Gain or profit = S.P. C.P. Further, C.P. = S.P. Profit S.P. = C.P. + Profit If the S.P. of an article is less than the C.P. then the shopkeeper has suffered a loss. Loss = C.P. S.P. Further, S.P. = C.P. Loss C.P. = S.P. + Loss Example 32 : An article was bought at Rs. 450 and sold for Rs. 500. Find the profit or loss. Solution : C.P. of an article = Rs. 450 S.P. of an article = Rs. 500 S.P. is greater than C.P. so there is a profit. Profit = S.P. C.P. = 500 450 = Rs. 50. Example 33 : A television set was bought for Rs. 10,500 and sold at Rs. 9,500. Find the profit or loss. Solution : C.P. of the television set = Rs. 10,500 S.P. of the television set = Rs. 9,500 Here C.P. is greater than S.P. so there is a loss. Loss = C.P. S.P. = 10,500 9,500 = Rs. 1,000. Example 34 : A bag is bought at Rs. 200 and sold at a profit of 10%. Find the selling price. Solution : Profit = 10% of Rs. 200 10 = 200 200 = Rs. 20 S.P. = C.P. + Profit = 200 + 20 = Rs. 220 Discuss : In the above example, we can simplify the procedure as follows : 100 + 10 Selling Price = 100 Cost Price 110 = 100 200 = Rs. 220 Example 35 : A motor cycle is bought at Rs. 10,000 and sold at a loss of 15%. Find the selling price.

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Solution :

Loss = 15% of 10,000 15 = 100 10,000 = Rs. 1500 S.P. = C.P. Loss = 10,000 1,500 = Rs. 8,500

Discuss : In the above example we can simplify the procedure as follows : 100 15 Selling Price = 100 Cost Price 85 = 100 10,000 = Rs. 8,500

2.2.3 Profit and Loss Percentage :

Profit or loss is always expressed as a percentage of the cost price. profit Profit percent = C.P. 100 % Loss Loss percent = C.P. 100 % Example 36 : A man purchased an article for Rs. 2000 and sold it for Rs. 2500. Find the profit percent. Solution : Profit = S.P. C.P. = 2500 2000 = Rs. 500 profit Profit percent = C.P. 100 % 500 = 2000 100% = 25% Example 37 : A man bought 75 apples for Rs. 375. After some time 5 apples were spoiled. He sold the remaining for Rs. 6 each. Find the profit or loss percent. Solution : C.P. of 75 apples = Rs. 375. 5 apples were spoiled. Remaining apples = 75 5 = 70 S.P. of one apple = Rs. 6 S.P. of 70 apples = 70 6 = Rs. 420. Here S.P. is greater than C.P. Profit = S.P. C.P. = 420 375 = Rs. 45 Profit Profit % = C.P. 100 9 3 45 = 375 100 = 75 100 = 25 100 = 12 %

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Example 38 : A man purchased a cycle for Rs. 600 and sold it for Rs.480. Find the loss percent. Solution :. C.P. of the cycle = Rs. 600 S.P. of the cycle = Rs. 480 Loss = C.P. S.P. = 600 480 = Rs. 120 loss Loss % = C.P. 100 % 120 = 600 100 % = 20 % Example 39 : A man purchased a radio for Rs. 1200 and sold it for Rs. 1000. Find the loss percent. Solution : Loss = C.P. S.P. = 1200 1000 = Rs. 200 loss Loss percent = C.P. 100% 50 200 = 1200 100% = 3 % 2 = 16 3 % Exercise 2.7 Complete the following with correct entries (wherever possible) C.P. (a) (b) (c) (d) (e) 2) Rs. 500 Rs. 750 Rs. 300 S.P. Rs. 400 Rs. 600 Rs. 250 Rs. 500 Rs. 100 Rs. 50 50 Profit Loss

1)

Find the Selling Price for the following : (a) A pen bought for Rs. 15 is sold at a profit of 20% (b) A book bought for Rs. 60 is sold at a profit of 10% (c) A watch bought for Rs. 700 is sold at a loss of 15% (d) A box bought for Rs. 150 is sold at a loss of 12%

3)

Find the percentage of profit or loss for the following : (a) A jewel costs Rs. 6000 is sold for Rs. 6500. (b) A T.V. costs Rs. 15000 is sold for Rs. 13000. (c) A car costs Rs. 50000 is sold for Rs. 40000 (d) A house sold for Rs. 70000 was bought at Rs. 60000.

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4) 5) 6) 7)

Rosy bought a car for Rs. 75000. She repaired it for Rs. 15000. If she sold it for Rs. 1,10,000 what was her profit or loss percent? A man bought 150 oranges for Rs. 500. After sometime 10 oranges were spoiled. He sold the remaining oranges for Rs. 5 each. Find his profit or loss percent. Meeran bought 600 eggs at Rs. 15 per dozen. He gained 15% by selling them. At what rate per dozen did he sell? Sunil purchased 250 kg of rice at the rate of Rs. 15 per kg and sold it at a loss of 20%. Calculate the loss and the selling price. THINGS TO REMEMBER

1) 2)

A percentage is a fraction whose denominator is 100. 1 To convert a percent into fraction, multiply given number by 100 and simplify the resulting fraction.

3) To convert a percent into decimal remove the % symbol and shift the decimal point, two places to the left. 4) 5) 6) 7) 8) To convert a decimal into a percent, shift the decimal point two places to the right and insert % symbol. Profit = S.P. C.P. Loss = C.P. S.P. Profit Profit % = C.P. 100 Loss Loss % = C.P. 100

2.3 Shopping :
2.3.1 Verification of bill amount 2.3.2 Preparation of a bill

2.3.1 Verification of bill amount :

When we go to a super market or any shop and buy different items, the salesman gives a bill. The bill normally has five divisions. (1) serial number (2) items purchased (3) rate (4) quantity (5) amount The total amount of that bill will be given at the bottom.

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Example 40 : ---------------------------------------------------------------------------------------------------------------CASH BILL No. 123 Date : 4.12.2002 SELVAM SUPER MARKET 15, Seeyalam Street, Adyar, Chennai 20. Phone : 24912020 S.No. 1. 2. 3. 4. Item Rice Dhal Sugar Coconut Oil Rate Rs. 20 / kg Rs. 30 / kg Rs. 15 / kg Rs. 100 / kg Quantity 5 kg 2 kg 1 kg 1 1 2 kg TOTAL Amount Rs. P. 100.00 60.00 15.00 150.00 325.00

Signature ---------------------------------------------------------------------------------------------------------------Look at the above bill and answer the following : (a) What is the cost of 1 kg of sugar? (b) What is the amount paid for the rice? (c) What is the total amount paid by the purchaser? (d) What is the phone number in the bill? (e) On what date was the purchase made? Example 41 : ---------------------------------------------------------------------------------------------------------------CASH BILL VASAN STORES 25, Canal Road, Saidapet, Chennai 15. Phone : 24925115. S.No. 1. 2. 3. 4. Item Pant Shirt Dhoti Towel Rate Rs. 150 / m Rs. 80 / m Rs. 120 / each Rs. 30 each Quantity 1.20 m 2.00 m 1 No. 2 Nos. TOTAL Signature Check the bill and verify the total amount to be paid. Amount Rs. P. 180.00 160.00 120.00 60.00 520.00

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Solution : Item 1:

Cost of 1m pant

= Rs. 150 = Rs. 180.00

Cost of 1.2m pant = Rs. 150 1.20 Item 2: Cost of 1m shirt Cost of 2m shirt Item 3 : Item 4 : Cost of 1 Dhoti Cost of 1 towel Cost of 2 towels = Rs. 30 = Rs. 30 2 = Rs. 60.00 Total The bill is thus correctly prepared. Exercise 2.8 1) ---------------------------------------------------------------------------------------------------------------CASH BILL No. 555 MANI FANCY STORES 20, Main Bazaar, Bodinayakanur, Theni (DT). Phone : 283456. S.No. 1. 2. 3. 4. Item Soap Paste Oil Blade Rate Rs. 11 / each Rs. 25 / each Rs. 160 / lit Rs. 33 / pack Quantity 5 2 500 ml 2 TOTAL Amount Rs. P. 55.00 50.00 80.00 66.00 251.00 Date : 27.9.02 Rs. 520.00 = Rs. 80.00 = Rs. 80 2 = Rs. 160.00 = Rs. 120.00

Signature ---------------------------------------------------------------------------------------------------------------From the above bill, answer the following : (i) (ii) (iii) (iv) (v) What is the date of the bill? Is there a phone number? What is the cost of one soap? What is the cost of 1 litre of oil? What is the total amount paid by the purchaser?

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2)

Check the bill and verify the total amount.

---------------------------------------------------------------------------------------------------------------CASH BILL No. 234 BABU BOOK STALL 15, Main Bazaar, Coimbatore. Amount S.No. 1. 2. 3. 4. Item Book Pen Paper Cover Rate Rs. 8.50 each Rs. 102 / dozen Rs. 48 / ream Rs. 10 / dozen Quantity Rs. 5 1/2 dozen 1/4 ream 3/4 dozen TOTAL Signature 3) Check the bill and verify the total amount. P. 42.50 51.00 12.00 7.50 113.00 Date : 3.11.02

---------------------------------------------------------------------------------------------------------------CASH BILL No. 1050 GOBU FANCY STORES 15, Gandhi Street, Madurai 2. Amount S.No. Item Rate Quantity Rs. 1. 2. 3. 4. Soap Paste Blade Powder Rs. 9.50 each Rs. 32.50 each Rs. 12.00 / 5 Nos. Rs. 45 each 4 3 10 2 TOTAL P. Date : 5.2.02

38.00 97.50 24.00 90.00 249.50

Signature ----------------------------------------------------------------------------------------------------------------

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4)

Verify the cost of each item of the bill and the total amount.

---------------------------------------------------------------------------------------------------------------CASH BILL MEERA NURSING HOME Chennai 41. Bill No. 8889 S.No. 1. 2. 3. 4. Item Bed Charges Medicine Doctors Visit Nursing Rate 7 days @ Rs. 75 / day 7 days @ Rs. 125 / day 7 days @ Rs. 50 / day 7 days @ Rs. 40 / day TOTAL Date : 27.8.02 Amount Rs. P. 525.00 875.00 350.00 280.00 2030.00

Signature ---------------------------------------------------------------------------------------------------------------(Note : @ means at the rate of) 5) Verify the cost of each item of the bill and the total amount. ---------------------------------------------------------------------------------------------------------------CASH BILL HOTEL SURIYA BHAVAN Trichy. Bill No. 567 No. of persons : 3 S.No. 1. 2. 3. 4. Item Idly Vadai Pongal Coffee Rate Rs. 6 / 2 Nos. Rs. 5 each Rs. 8 each Rs. 4 each Quantity 6 3 3 3 TOTAL Date : 8.7.02 Amount Rs. P. 18.00 15.00 24.00 12.00 79.00

Signature ----------------------------------------------------------------------------------------------------------------

2.3.2 Preparation of Bill :

If the details of items and rates are given, we can prepare the bill without any difficulty. Sometimes we get the things required first and after sometime we receive the bill. So it is better to know how to prepare and compute a bill for ourselves. When the bill comes, we can compare and check the bill very easily.

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Example 42 : Prepare a bill if the following purchases are made. (a) 10 note books @ Rs. 4.50 each. (b) 6 pens @ Rs. 18 per dozen. 3 (c) white papers 4 ream @ Rs. 40 per ream. (d) 9 pencils @ Rs. 24 per dozen. Solution : Item 1 Cost of one note book Cost of 10 note books Item 2 Cost of 12 pens Cost of 1 pen Cost of 6 pens Item 3

= Rs. 4.50 = 4.50 10 = Rs. 45 = Rs. 18.00 18 = Rs. 12 18 = 12 6 = Rs. 9. = = Rs. 40.00 3 4 40 = Rs. 30

Cost of 1 ream of white paper 3 Cost of 4 ream of white paper Cost of 12 pencils

Item 4

= Rs. 24.00 24 cost of 1 pencil = 12 24 cost of 9 pencils = 12 9 = Rs. 18 Amount Rs. P. 45.00 9.00 30.00 18.00 102.00

The bill is as follows : S.No. 1. 2. 3. 4. Item Note books Pens White papers Pencils Rate 4.50 each 18 / dozen 40 / ream 24 / dozen Quantity 10 6 3 4 ream 9 TOTAL Exercise 2.9 Prepare a bill for the following purchases : (a) 5 kg of rice @ Rs. 12 per kg. (b) 2 kg of dhal @ Rs. 24 per kg. (c) 3 kg of sugar @ Rs. 16 per kg. (d) 500 gm of salt @ Rs. 10 per kg. Prepare a bill for the following purchases : (a) 15 tablets @ Rs. 7.00 / 10 tablets. (b) 2 tubes of tooth paste @ Rs. 23.00 / each (c) 60ml syrup @ Rs. 150.00 / 100 ml. (d) 100 ml dettol @ Rs. 2.00 / 10 ml.

1)

2)

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3)

Prepare a bill for the following purchases at Aavin sales counter in Chennai-20 on 5.10.02. (a) 5 milk packets of 500 ml @ Rs. 13.00 / litre (b) 100 gm ghee @ Rs. 175 / kg (c) 250 gm butter @ Rs. 160 / kg. Prepare a bill for the following purchases : (a) 5 copies of a novel @ Rs. 20 each (b) 7 copies of a dictionary @ Rs. 45 each (c) 15 copies of Thirukkural @ Rs. 15 each (d) 10 copies of Bharathiar Songs @ Rs. 25 each

4)

2.4 Finance :
2.4.1 Simple Interest (Unitary Method) 2.4.2 Formula for Simple Interest

2.4.1 Simple Interest :

When we need money, we borrow money from individuals or banks or finance companies. At the time of returning the money, we have to pay some additional money for the benefit of using the money borrowed for a specified period. Principal is the sum of money borrowed. Interest is the additional money to be given. Amount = Principal + Interest A=P+I Unitary Method : Let the cost of 5 books be Rs. 50. We have to find the cost of 10 books. From the cost of 5 books, we find the cost of one book and then we find the cost of 10 books. The cost of 5 books = Rs. 50 50 The cost of 1 book = 5 = Rs. 10 The cost of 10 books = 10 10 = Rs. 100 The above process of finding the cost of 10 books is known as unitary method. Thus the unitary method is a process in which we find the value of the required quantity by converting the given quantity into one unit. We use unitary method to calculate the simple interest . Example 43 : Find the simple interest on a sum of Rs. 500 for 1 year at the rate of 6% per annum. Solution : Principal = Rs. 500 Rate of interest = 6 % per annum Interest on Rs. 100 for 1 year = Rs. 6 6 Interest on Rs. 500 for 1 year = 100 500 = Rs. 30

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Example 44 : 1 Find the simple interest on a sum of Rs. 1200 for 2 2 years at the rate of 5% per annum. Solution Principal = Rs. 1200 Rate of interest = 5 % per annum Interest on Rs. 100 for 1 year = Rs. 5 5 Interest on Rs. 1200 for 1 year = 100 1200 = Rs. 60 1 1 Interest on Rs. 1200 for 2 2 years = 2 2 60 5 = 2 60 = Rs. 150 Example 45 : A man deposits Rs. 2000 in a bank. The bank pays interest at the rate of 4% per annum. Find the interest received by him at the end of 3 years. Also find the amount to be paid at the end of 3 years. Solution : Principal = Rs. 2000 Rate of interest = 4 % Interest on Rs. 100 for 1 year = Rs. 4 4 Interest on Rs. 2000 for 1 year = 100 2000 = Rs. 80 Interest on Rs. 2000 for 3 years = 3 80 = Rs. 240 Amount = Principal + Interest = Rs. 2000 + 240 = Rs. 2240. Exercise 2.10 1) 2) Mani deposits Rs. 7000 for 1 year at the rate of 7% per annum. Find the interest. Murugan deposited Rs. 10000 in a finance company, which pays an interest 9% per annum. 1 Find the interest at the end of 1 2 years? Find the interest on Rs. 12000 for the period of 2 years at the rate of 6% per annum. Also find the amount to be paid at the end of the period. A man borrowed Rs. 4000 from a finance company at the rate of 24% simple interest per annum. Find the amount to be paid at the end of 6 months. Suresh deposits Rs. 50000 in a bank which pays 8% interest per annum. He gives the interest equally to his four sons every year. Find the value of money received by each son. 1 A business man borrows Rs. 40000 from his friend at the rate of 12 2 % per annum. At the end of two years he cleared the account by paying Rs. 5000 and a machine. Find the cost of the machine.

3) 4) 5)

6)

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2.4.2 Formula for Simple Interest :

Let p be the principal r be the rate of interest n be the number of years Interest on Rs. 100 for one year = r pr r Interest on Rs. p for one year = 100 p = 100 prn pr Interest on Rs. p for n years = 100 n = 100 pnr Interest (I) = 100 Activity : Try to solve the problems in the previous exercise using the above formula. THINGS TO REMEMBER 1. 2. 3. 4. Principal is the sum of money borrowed. Interest is the additional money given. Amount = Principal + Interest pnr I = 100 UNIT TEST 2 PART I 20 x 1 = 20

Choose the correct answer : 1) A ratio equivalent to 3 : 4 is (a) 12 : 9 (b) 6 : 10 (c) 4 : 3 (d) 6 : 8 2) If Rs. 150 is divided in the ratio 3 : 2, the bigger amount among the parts is (a) 50 (b) 90 (c) 100 (d) 120 3) Which among the following is a proportion? (a) 2 : 3 = 3 : 2 (b) 2 : 5 = 4 : 8 (c) 3 : 2 = 6 : 4 (d) 3 : 4 = 4 : 5 4) 5) 6) If 3 : 5 = : 10, then the missing number is

(a) 5 (b) 6 (c) 7 (d) 8 If in a map 1 cm represents 10m, then the representative fraction is (a) 1 : 10 (b) 1 : 100 (c) 1 : 1000 (d) 1 : 10000 25% is equal to 1 1 1 1 (b) 3 (c) 4 (d) 5 (a) 2 5 in 25 is equal to (a) 20% (b) 25% (c) 30% (d) 40% A bag is bought at Rs. 10 and sold at Rs. 15. Then the profit percentage is (a) 25% (b) 50% (c) 75% (d) 100%

7) 8)

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9) 10)

A toy is bought at Rs. 20 and sold at Rs. 10. Then the loss percent is (a) 25% (a) Rs. 5 (b) 50% (b) Rs. 10 (c) 75% (c) Rs. 15 (d) 100% (d) Rs. 20 Interest for Rs. 200 for 1 year at the rate of 5% per annum

Fill in the blanks : 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) The ratio of a gram to kilo gram is ________ (Refer Chapter 3) The number of books and their cost will be in ________ variation. 0.125 is equal to ___________ % The lowest form of 75% in fraction is ______________ . 3 : 7 = ____________ : 21 If 4a = 3b then a : b = ______ : ______ . 20% of 300 = ______________ . Profit = ______________ C.P. Profit or loss is to be calculated on the ______________ price. A = ___ + I PART II 10 x 2 = 20

Write the answer in one or two steps : 21) Which is smaller 2 : 3 or 3 : 4 22) Give two equivalent ratios to 3 : 5 23) Divide Rs. 1200 in the ratio 2 : 3 24) Examine whether 10 : 15 = 2 : 3 is a proportion or not. 25) It is known that 1.61 km is a mile. How many km are there for 3 miles? 26) There are 50 students in a class. 70% are boys. What will be the strength of boys? 1 27) Find the value of 8 3 % of 36. 1 1 28) Which is smaller 12 2 % of 50 or 2 2 % of 20? 29) 30) A bag bought for Rs. 8 was sold at a loss of 25%. Find the selling price. 5 Find the interest for Rs. 525 for 2 years at the rate of 2 % per annum. PART III Answer in detail : 31) Manis salary is Rs. 12000 per month and his wifes salary is Rs. 8000 per month. Find the ratio between (a) (b) (c) 32) (a) (b) Manis salary to his wifes salary Manis salary to total salary his wifes salary to total salary. the cost of 35 books the number of books purchased for Rs. 2400. 4 x 5 = 20

The cost of 25 books is Rs. 300. Find

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33) 34)

A man bought 65 eggs for Rs. 81.25. After sometimes 10 eggs were rotten. He sold the remaining for Rs. 1.50 each. Find the profit or loss percent. Check the amount of each item and the total amount for the given bill.

---------------------------------------------------------------------------------------------------------------CASH BILL BHARATHI STORE Chennai 5. Invoice : 1234 S.No. 1. 2. 3. 4. Soap Coconut oil Powder Paste Item Rate Rs. 10 each Rs. 160 / lit Rs. 180 / dozen Rs. 250 / kg 5 250 ml 2 100 gm TOTAL Date : 12.12.2002 Quantity Amount Rs. P. 50.00 40.00 30.00 25.00 145.00

Signature ----------------------------------------------------------------------------------------------------------------

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3. MEASUREMENTS
3.1 3.2 3.3 Metric measures Measures of Time Area and Perimeter

3.1 Metric measures :

The quantities used to find lengths, capacities, weights of things etc are called measures. Many countries have their own system of measures. But Metric System of measures is very simple and easy to calculate. Hence most countries in the world use Metric System of measures. In Metric System The basic unit of length is metre (m) The basic unit of weight is gram (g) The basic unit of capacity is litre (l) Metric system is also known as decimal system, as it has other sub units in powers of ten. Now look at the table 3.1 given below : 1 1 1 1000 100 10 1 (Unit) 10 100 1000 Metre deci centi milli Kilo Hecto Deca gram litre Table 3.1 In this table 3.1 the basic units metre, gram and litre are in the units place. The higher units are named by prefixing deca (means ten), hecto (means hundred) and kilo (means 1000). The lower units are named by prefixing deci (means a tenth), centi (means a hundredth) and milli (means a thousandth). Conversion : In the metric system, to convert a higher unit into a lower unit we multiply it by powers of ten and to convert a lower unit into a higher unit we divide it by powers of ten. Look at the step diagram (Fig. 3.1) given below :
km 10 hm 10 dam 10 m 10 dm 10 cm 10 mm

Fig. 3.1

In the fig. 3.1. the steps give us an idea of reaching the lowest unit (milli) from the highest unit (kilo). Example 1 : Convert 3 km into lower units. Solution : 3 km = 30 hm (3 10) = 300 dam (3 100) = 3000 m (3 1000) = 30000 dm (3 10000) = 300000 cm (3 100000) = 3000000 mm (3 1000000) = = = = = = 3 101 3 102 3 103 3 104 3 105 3 106

The following step diagram (Fig. 3.2) explains the method of reaching the highest unit (kilo) from the lowest unit (milli).
km + 10 hm + 10 dam + 10 m + 10 dm + 10 cm + 10 mm

Fig. 3.2 Example 2 : Express 1273865 mm into higher units. 1273865 Solution : 1273865 mm = 127386.5 cm 10 = 12738.65 dm 1273865 100 1273865 101 1273865 102 1273865 103 1273865 104 1273865 105 1273865 106

= = = = = =

1273865 = 1273.865 m 1000 1273865 = 127.3865 dam 10000 1273865 = 12.73865 hm 100000

1273865 = 1.273865 km 1000000

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Note : The same procedure could be followed for the other two measures, namely, weight and capacity. Conversion in the decimal system is very simple as we shift the decimal point to the left for higher conversion and to the right for lower conversion. Example 3 : (a) Convert 378.6 cm into metre (b) Convert 40.1735 km into metre. Solution : (a) Here the conversion is from centimetre to metre. i.e. from lower unit to higher unit. 100cm = 1m. 378.6 378.6cm = 100 m = 3.786 m (shifting the decimal two digits to the left) (b) Here the conversion is from higher to lower. Hence we have to shift the decimal point to the right. 1km = 1000 m 40.1735 km = 40.1735 1000 m = 40173.5 m 3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 3.1.6 3.1.7 Linear measures (measures of length) Measures of weight Measures of capacity Addition and Subtraction in metric measures Multiplication and Division in metric measures Measures of area Measures of volume

Hence

3.1.1 Linear measures (Measures of length) :

How is the size of the T.V. sets expressed? It is in centimetre like 53cm, 63cm etc. Isnt it? How is the length and breadth of the class room measured? Isnt in metres? How do we express the distance between two places? Dont we express it in kilometres? These are some examples for linear measures such as length, breadth, height, distance etc. You have already studied the metric measures of length in your previous classes. Now recall the following : 1. Linear measures millimetre centimetre decimetre metre decametre hectometre kilometre Short form of writing mm cm dm m dam hm km

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2. Converstion Table : 10 mm = 1 cm 10 cm = 1 dm 10 dm = 1 m 10 m = 1 dam 10 dam = 1 hm 10 hm = 1 km 100 cm = 1 m 1000 m = 1 km Table 3.2 Discuss : Using the table 3.2 complete the following : (a) 1m = __________ mm (b) 1 km = _________ dam (c) 1 hm = ________ m (d) 1000 dm = _________ hm (e) 100 mm = _________ dm

3.1.2 Measures of weight :

How do we buy groceries such as mustard, pepper, rice, sugar, dhall etc. from a shop? Isnt it in grams and kilograms? How do the vegetable vendors weigh vegetables? It is in kilograms. Isnt it? Do you know how the wholesale merchants buy things in larger quantities? They buy things in quintal, tonnes etc. Dont they? Can we buy gold in larger quantities? We cant. because the cost of gold is very high. People buy gold in grams and milligrams only. These are some examples for measures of weight. Discuss : (a) What is the basic unit of weight? What are its higher and lower units? Write their short forms. (b) Do you know how many grams of gold make 1 sovereign? Look at the table 3.3 given below : 10 mg = 1 cg 10 cg = 1 dg 10 dg = 1g 10 g = 1 dag 10 dag = 1 hg 10 hg = 1 kg 1000 mg = 1 g 1000 g = 1 kg 100 kg = 1 quintal (q) 1000 kg = 1 tonne (ton) Table 3.3 Discuss : (a) How many quintals make 1 ton? (b) How many milligrams are there in 1 kg?

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3.1.3 Measures of capacity :

How do doctors prescribe syrup and polio drops for children? They prescribe it in milli litres (ml). Dont they? Nowadays water (mineral water) is sold in bottles and cans. Do you know the capacity of the bottles and cans? It is in millilitres (ml) and litres. Isnt it? How many litres of milk does your mother buy daily? These are some well known examples for the measures of capacity. Read the table 3.4 10 ml 10 cl 10 dl 10 l 10 dal 10 hl Discuss : (a) (b) (c) Can you tell how many millilitres make 1 litre? Convert 500 ml into litres. Can you fill 1 kl of water in a bucket? Why? = = = = = = 1 cl 1 dl 1l 1 dal 1 hl 1 kl

Table 3.4

Using the above tables Table 3.2, 3.3, 3.4 we can convert the measures of length, weight and capacity from one unit to other units. Example 4 : Convert 6m into millimetre. Note : Here we are converting the unit metre into millimetre. i.e. from higher unit to lower unit. So the operation should be multiplication. Solution : Method 1 : Hence 1 m = 1000 mm 6 m = 6 1000 mm = 6000 mm Discuss : In step diagram (Fig. 3.1) how many steps do we go down to reach millimetre from metre? What is the value of 103? Method 2 : m 6 Hence dm 0 cm 0 mm 0 = 6000 mm

6 m = 6000 mm

Note : If we use the second method, we should write the units in descending order, starting from the given unit to the required unit. Example 5 : Express 8 kg 3 dag in grams

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Solution : Method 1 : Hence

1 kg 1 dag 8 kg 3 dag

= = = = =

1000 g 10 g 8 1000 g + 3 10 g 8000 g + 30 g 8030 g g 0 = 8030 g

Method 2 : kg 8 hg 0 dag 3

Discuss : Which of the two methods is easier and shorter? Why do we write 0 below hg and g in the method 2? Example 6 : Convert 5 kl 7 hl 8 l into centi litres. Solution : kl 5 Discuss : (a) (b) In the above example 6 we didnt write the unit millilitre. Why? Do this problem in the first method. hl 7 dal 0 l 8 dl 0 cl 0 = 570800 cl

Example 7 : Express 2769 g in kilograms. Solution : 1000 g Hence 2769 g = 1 kg 2769 = 1000 kg (why do we divide here?) = 2.769 kg Short Method : kg 2 Note : 2769 g = = = = 2000 g + 700 g + 60 g + 9 g 2 1000 g + 7 100 g + 6 10 g + 9 g 2 1 kg + 7 1 hg + 6 1 dag + 9 g 2 kg + 7 hg + 6 dag + 9 g hg 7 dag 6 g 9 = 2.769 kg

Example 8 : Change 60541 cm into decametre. Solution : Short method : dam 60 m 5 dm 4 cm 1 = 60.541 dam

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Discuss : We write 60 (i.e. two digits) below decametre. Why? Example 9 : Express 7.2513 hg into grams. Solution : 1 hg 7.2513 hg Example 10 : Express 5925.8 cl into deca litres. Solution : 1000 cl 5925.8 cl Example 11 : Express 7402 kg into quintals. Solution : 100 kg 7402 kg =1q 7402 = 100 q = 74.02 q Example 12 : Convert 3 ton 7q 18 kg into kilograms. Solution : 1 ton 1q Hence 3 ton 7 q 18 kg = 1000 kg = 100 kg = 3 1000 kg + 7 100 kg + 18 kg = 3000 kg + 700 kg + 18 kg = 3718 kg Example 13 : Convert 25 kl 37 l into litres. Solution : Hence 1 kl 25 kl 37 l = 1000 l = 25 1000l + 37 l = 25000 l + 37 l = 25037 l Discuss : Do the above problem (Example 13) using short method. = 1 dal (1000 = 103) = 100 g [100 = 102]

= 725.13 g

Note: Here we convert higher unit into a lower unit. Hence we shift the decimal point to the right.

= 5.9258 dal (how?)

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Exercise 3.1 1) Convert into metres : (a) 6873 km (a) 5824 dg (a) 3948 l (b) 9080 dam (b) 1840 g (b) 25 kl (c) 5432 hm (c) 1246 dag (c) 307 dl (d) 454 cm (d) 3905 hg (d) 532 cl (e) 7524 mm (e) 2798 cg (e) 41 hl (f) 879 dm (f) 4195 mg (f) 38 dal 2) Convert into kilogram : 3) Convert into milli litres : 4) Convert into kilometres : (a) 4km 3hm 4 dam 6m (c) 8 hm 6m 7 dm 5) Convert into centigrams : (a) 7g 8 dg 6 mg (c) 19 dg 8 mg (d) 12 g 33 cg 6) Convert into litres : (a) 3 kl 5 hl 4 dal 6l (c) 7 kl 233 l (a) 73.593 m (in hm) (c) 1208.2 dal (in kilolitre) (e) 60.49 l (in dl) 8) Express in tonnes : (a) 8691 kg (a) 72 tons (b) 764 kg (b) 3.7 tons (c) 546 q (c) 4321 kg (d) 3293 q (d) 809.2 kg (d) 72q 34 kg 9) Express in quintals : 10) Express in kilograms : (a) 3 ton 5 q (b) 4 ton 7q 51 kg (b) 17 km 5 dam 3 dm (d) 5 km 3m 1 dm 9 cm (b) 5 dag 4 g 7 dg 3 cg

(b) 7 hl 9 dal 6 dl 4 cl (d) 10 kl 74 l (b) 9301.78 g (in kg) (d) 13.1 km (in metre) (f) 4.937 dag (in centigram)

7) Express the following in the unit given in brackets :

(c) 6 ton 38 q

3.1.4 Addition and Subtraction in metric measures :

We have already seen that metric measures are based on powers of ten. Hence addition and subtraction in metric system is just like addition and subtraction in the number work. Example 14 : Add : 7 m 2 dm 5 cm ; 4 m 3 dm 6 cm and 5 m 8 cm Solution : m dm cm 7 2 5 4 3 6 5 0 8 16 6 9 16 m 6 dm 9 cm

Total :

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Example 15 : A man purchased shirting cloth for four persons in the following measures : 2 m 1 dm 5 cm, 2 m 4 dm, 1 m 9 dm 6 cm and 2 m 8 cm. Find the total length of the cloth purchased. Solution : m dm cm Length of the cloth for the first person 2 1 5 for the second person 2 4 0 for the third person 1 9 6 for the fourth person 2 0 8 Total 8 5 9 Total length of the cloth purchased is 8 m 5 dm 9 cm. Example 16 : Subtract 6 g 4 dg 5 cg from 8 g 2 dg 9 cg Solution : g dg cg 8 2 9 6 4 5 Total 1 8 4 Difference 1 g 8 dg 4 cg Example 17 : A hotel had ordered for 500 l of milk on a day. It received only 427.75 l of milk. By how much was the supply of milk short? Solution : Milk ordered Milk received 500.00 l 427.75 l 72.25 l

The shortage of milk was 72.25 l. Discuss : Are 500 l and 500.00 l same? Why do we write 500 l as 500.00 l in the above example 17? Exercise 3.2 1) Add the following : (a) 6 m 5 dm 2 cm + 7 m 5 cm + 3 m 6 dm 8 cm. (b) 7 l 253 ml + 15 l 705 ml + 3l 127 ml (c) 18 kg 523 g + 11 kg 75 g + 8 kg 65 g (d) 23.137 km + 30.058 km + 7.009 km

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2)

3) 4)

5) 6)

7) 8) 9) 10)

A rice merchant sold 860.95 kg of rice on the first day. He sold 525.8 kg of rice on the second day and 605.56 kg of rice on the third day. Find the total quantity of rice sold by him on all the three days. Prakash bought 15 l 357 ml of white paint, 6 l 235 ml of red paint and 12 l 569 ml of blue paint. How many litres of paint did he buy on the whole? A contractor was given the job of laying a road. He was able to complete 56.08 m, 80.47 m, 73.95 m and 69.72 m during the first, second, third and fourth weeks respectively. Find the total length of the road that he was able to complete in four weeks. In a sugar mill, the production of sugar on three days are as follows : 5 ton 7 q 65 kg; 8 ton 6 q 72 kg and 7 ton 3 q 25 kg. Find the total production of sugar on all the three days. Subtract : (a) 77 km 506 m 39 km 369 m (b) 79 l 515 ml 25 l 923 ml (c) 36 g 272 mg 27 g 160 mg (d) 85 m 38 cm 43 m 29 cm A candle was 32 cm long when it was lighted. It is now 25 cm 8 mm long. How much candle has been burnt out? A can had 16 l of oil. If 9.275 l were used, find how much of oil is left in the tin. 75 kg 450 g of dhal was allotted to a noon-meal centre. 53 kg 275 g of dhal was used. Find the amount of dhal in stock. Deepan bought 7 l 250 ml of petrol. He used 5 l 750 ml. How much petrol has he now?

3.1.5 Multiplication and Division in metric measures :

We have already seen that the metric units are in powers of ten. Multiplication and division in metric measures are the same as in number work. Example 18 : Multiply 7 m 18 cm by 12 Solution : 7 m 18 cm = 7.18 m 7.18 12 86.16 = 86 m 16 cm Hence 7 m 18 cm 12 = 86 m 16 cm Note : Multiplication or division should be done only after converting the measures into a single unit. Discuss : Do the problem in example 18 by converting the units into centimetres. Example 19 : Weight of 1 table is 12.523 kg. Find the weight of 35 such tables. Solution : Weight of 1 table = 12.523 kg Weight of 35 tables = 12.523 35 62615 37569 438.305 kg Weight of 35 tables is 438.305 kg.

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Example 20 : Divide 4 l 650 ml by 15. Solution : 4650 ml (Converting into smaller unit) 310 = 15 4650 45 15 15 0 4650 ml 15 = 310 ml Discuss : Try to do the above example 20 converting into litres and find the result in litres. Example 21 : 5 grams of gold was used to make a ring. How many rings can be made out of 1.5 kg of gold? Solution : 1 kg = 1.5 kg = = Total weight of gold = 5 g was used to make 1 ring 1500 g was used to make = = Total rings made = 1500 5 300 rings 300 1000 g 1.5 1000 g 1500 g 1500 g 4 l 650 ml =

Exercise 3.3 1) Multiply : (a) 5 m 7 dm 6 cm 3 (b) 7.208 km 8 (c) 8 kg 145 g 7 (d) 9.27 g 13 (e) 5 l 670 ml 16 (f) 4.026 kl 20 (g) 27 q 11 (h) 9 km 15 m 25 The length of thread in a ball of thread is 64 m 5 dm. What is the length of thread in 15 such balls of thread? A box of sweet weighs 2 kg 250 g. Find the weight of 22 such boxes. A tin can hold 4 l 200 ml of water. Find the total capacity of water in 30 such tins. The weight of one chair is 13.23 kg. Find the weight of 25 such chairs. Simplify the following : (a) 57 m 84 cm 6 (b) 75 l 3 dl 6 cl 12 (c) 84.59 l 11 (d) 13 kg 600 g 8 (e) 6 km 471 m 9 (f) 40 ton 625 kg 13

2) 3) 4) 5) 6)

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7) 8) 9) 10)

A man covers a distance of 5 km 250 m in 10 rounds. What is the distance covered by him in one round? A ribbon seller bought 1 dam 5 m of ribbon and cut it into 20 pieces of equal length. Find the length of each piece. An oil container can hold 150 g of oil. How many such oil containers are needed to fill 16.5 kg of oil? Length of an iron rod is 26 m 40 cm. It is cut into pieces of length 2 m 20 cm each. Find the number of pieces cut out.

3.1.6 Measures of area :

We have learnt about linear measures such as length, height, distance etc. A linear measure can be considered as a line segment and its measure can be expressed in metre or its sub units. Now let us see what is an area and how it can be expressed in metric system. If we keep a book on a table it occupies some place (or surface) on the table. You know that the black board occupies some place on the wall. If we spread a mat on the floor it occupies some surface of the floor. We call these surfaces occupied by the objects as the area of that object. Hence, the measure of a plane region or the amount of surface which any object occupies is called the area of that object. Unit of Area : Now look at figure 3.3 . It is a square of side 1 cm. Hence we call it as 1 centimetre square. It is 1 square centimetre in area. We simply write it as 1 sq.cm. We call it as a unit square and it is the basic unit for measuring area. The square centimetre or cm2 is used to express the area of an object.

1cm 1cm 1cm

Fig. 3.3

1cm

Note : A square of side 1 mm or 1 cm or 1 m etc. is taken as a basic unit of area. If we use squares of different sizes to find the area of a region it may not give the correct measure. Hence, there is a need for a basic unit of area.

2cm
Now look at figure 3.4. It is a 2 cm square. i.e. it is a square with each side 2 cm long. We see that this square consists of 4 unit squares and therefore its area is 4 sq.cm.

2cm

2cm

2cm
Fig. 3.4

Now compare the shapes and areas of figures 3.3 and 3.4 Shape of the figure Fig. 3.3 Fig. 3.4 1 cm square 2 cm square Area of the figure 1 sq.cm 4 sq. cm

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Discuss : (a) (b) How many unit squares will have a 10 cm square? Can we call a 10 cm square as a 1 dm square?

Note : To express areas of smaller objects such as book, postcard etc., we use sq.cm as its unit. But for areas of larger regions like playground, class room, garden etc. we use sq.m. as its unit. Measures of length 1 cm 1 dm 1m 1 dam 1 hm = = = = = 10 mm 10 cm 100 cm 10 m 100 m 1 sq.cm 1 sq.dm 1 sq.m 1 sq.dam 1 sq.hm Table 3.5 Measures of Area = = = = = 100 sq.mm (10 10) 100 sq.cm 10000 sq.cm (100 100) 100 sq.m. 10000 sq.m

Land area is still larger and hence we express them in square metres or are or hectares 100 sq.m 100 are 10000 sq.m = = = 1 are 1 Hectare 1 Hectare

Table 3.6 Now let us see how to convert the given unit of area into its other units. Example 22 : Convert 5 sq.m into square centimetre. Solution : 1 sq.m = 5 sq.m = = Example 23 : Convert 3675 sq.cm into square metres. Solution : 10000 sq.cm = 3675 sq.cm = = Example 24 : Convert 12500 sq.m into (a) ares (b) hectares Solution : (a) 100 sq.m = 12500 sq.m = = (b) 10000 sq.m = 1 are 12500 100 are 125 are 1 hectare 1 sq.m. 3675 10000 sq.m 0.3675 sq.m 10000 sq.cm 5 10000 sq.cm 50000 sq.cm

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12500 sq.m = = Example 25 :

12500 10000 hectare 1.25 hectare

Convert 7 hectares into (a) Ares (b) Square metres Solution : (a) 1 hectare = 7 hectares = = (b) 1 hectare = 7 hectares = = Example 26 : Convert 165 ares into (a) square metres (b) hectares Solution : (a) 1 are = 165 ares = = (b) 100 are = 165 are = = Example 27 : Express 0.4 hectare in (a) ares (b) square metres Solution : (a) 1 hectare = 0.4 hectare = = (b) 1 hectare = 0.4 hectare = = Discuss : 10 m = 10 m 10 m = i.e. 100 m2 = i.e. 100 ares 0.4 100 ares 40 ares 10000 sq.m 0.4 10000 sq.m 4000 sq.m 1 dam 1 dam 1 dam 1 dam2 1 dam2 100 sq.m. 165 100 sq.m 16500 sq.m 1 hectare 165 100 hectare 1.65 hectare 100 ares 7 100 ares 700 ares 10000 sq.m 7 10000 sq.m 70000 sq.m.

1 are =

Similarly try to find the relation between hectare and square hectametre.

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Exercise 3.4 I) Express the following in ares : (c) 758 m2 (f) 8 hectares (c) 1.8 hectares (f) 9 ares (c) 7300 m2 (f) 36 ares (b) 75m2 (a) 500m2 (d) 2 hectares (e) 3.2 hectares II) Express the following in square metres : (a) 3 hectares (b) 0.15 hectare (d) 11 ares (e) 4.7 ares III) Express the following in hectares : (a) 60000 m2 (d) 800 ares (b) 130400 m2 (e) 2690 ares

3.1.7 Measures of volume :

You have seen several common solids and you use such solids in your daily life. Some solids are given below :
If we place If we place them them somewhere somewhere

Fig. 3.5 If we place them somewhere what happens? They occupy some amount of empty space where they are placed. Isnt it? That space is called the volume of that object. Hence, The space occupied by any object is called the volume of that object.

Consider the two cubes A and B.. Which one occupies greater amount of space? cube B occupies greater amount of space than cube A. Doesnt it? Cube A Now look at cones C & D. Both C & D are of same shape and size. Cone C is hollow inside and D is not hollow. Do both cones occupy the same amount of space? Yes, they do. Discuss : Two solids having same shape and size have the same volume. Two solids having the same volume may not have the same shape or the same size verify! Liquids like water, milk, oil etc. do not have shape. They occupy the shape of the containers. So we calculate the volume by the capacity of the container which holds it. Hence, The measure of the inner space of a hollow solid is called its capacity. Discuss : We know air (or any gas) is neither a solid nor a liquid. Can we measure the volume of air?
C D

Cube B Fig. 3.6

Fig. 3.7

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Unit of volume : We measure the length of a line segment in terms of centimetre. We measure the area of a region or surface in terms of the unit called unit square. Similarly we measure the volume of a solid in terms of a unit called the unit cube. Look at the shape of the unit cube shown in fig. 3.8. Its Face each edge is 1 cm long. Its each face is 1 sq.cm in area. Its Face Face 1 cm volume is base area thickness (or height or edge). Hence it has a volume of 1 Cubic Centimetre. We simply write it as 1 cm 1 cm 1 cc or 1 cm3. Fig. 3.8 To measure the volume of a solid, we find the number of unit cubes contained in the solid. For example if a solid contains 8 unit cubes, the volume of the solid is 8 cu. centimetre. The cubic centimetre or cm3 is used to express the volume of solids. We calculate the volume of the liquid by the capacity of the container which holds it.

100 ml

200 ml

500 ml

1l 1000 ml

Fig. 3.9 We know 1 litre is 1000 millilitre (or 1000 ml). Now take a hollow empty cube, whose each edge is 10cm long. Hence its volume (the capacity of inner space) is 10 cm 10 cm 10 cm = 1000 cm3. If we pour 1000 ml water into it, we can see that the cube is completely filled with water. From this we conclude that 1000 cm3 (1000 cc) = 1000 ml i.e. 1000 cm3 = 1 l or simply Discuss : If the unit cube is of side 1 m its volume is 1 m3. Can you tell the capacity of water it will hold, in litres? 1 ml 1000 ml 1l 1000 l = = = = 1 cm3 (1 cc) 1000 cm3 1000 cm3 1 m3 1 cm3 = 1 ml

1 kl = 1 m3 Table 3. 7 Example 28 : Express the given volumes in capacity. (b) 3945 cm3 (c) 2m3 (d) 1.3 m3 (a) 75 cm3 Solution : (a) 1 cm3 = 1 ml 75 cm3 = 75 1 ml = 75 ml (b) 1 cm3 = 1 ml

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3945 cm3 = = (c) (d) 1 m3 = 2m

3

3945 ml 3.945 l (how?) 1 kl (or 1000 l) 2 kl (or 2000 l) 1000 l 1.3 1000 l 1300 l (or 1.3 kl)

= = =

1 m3 = 1.3 m
3

Example 29 : Express the given capacities in volume : (a) 273 ml Solution : (a) (b) (c) (b) 1483 ml (c) 3.687 l 1 ml = 273 ml = 1 ml = 1483 ml = 1l = 3.687 l = = (d) 1l = 65.7 l = = (e) 1 kl = 5.3 kl = 1 cm
3

(d) 65.7 l

(e) 5.3 kl

273 cm3 1 cm3 1483 cm3 1000 cm3 3.687 1000cm3 3687 cm3 1000 cm3 65.7 1000 cm3 65700 cm3 1 m3 5.3 m3

Exercise 3.5 1) II) Express the following volumes in capacities : (a) 37 cm3 (b) 407 cm3 (c) 8397 cm3 (d) 5 m3 (e) 12.6 m3 (f) 7.608m3 Express the following capacities in volumes : (a) 8 ml (b) 64 ml (f) 73.46 l (c) 9317 ml (d) 47 l (e) 3.126 l (g) 3 kl (h) 13.8 kl

3.2 Measures of Time :

How do we tell the particular time of the day? By looking at the watch or clock. Isnt it? You may have seen watches and clocks of different models. Discuss : In the olden days when there were no watches or clocks how did people tell the time? Have you heard about sand-clocks and water-clocks? At what time does the school start? It is at 8.30 in the morning. Isnt it? Here we know 8.30 means 8 hours and 30 minutes. In running races the time taken to cover a distance of 50 m, 100 m etc. is expressed in minutes and seconds.

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Which is the first day of the week? It is Sunday. In which month of the year the Annual Examinations are held? Usually it is in April. In which year did India get freedom? India got its freedom in 1947. These are some of the measures of time which we use in our daily life. Now in this section we are going to study about the following : 3.2.1 3.2.2 3.2.3 Ordinary time and Railway time; Ordinary year and Leap year Calculating number of days. Finding the day of the week

3.2.1 Ordinary time and Railway time; Ordinary year and Leap year :
Generally in most of the watches you can see three hands namely, hour hand, minute hand and second hand. Can you tell how many seconds make 1 minute? It is 60 seconds. How many minutes make 1 hour? It is 60 minutes. How many hours make 1 day? 24 hours. You know 7 days make 1 week, 30 days make 1 month and 365 days make 1 year. You have learnt these in your previous classes. 60 seconds 60 minutes 24 hours 7 days 30 days 12 months 365 days 366 days = = = = = = = = 1 minute 1 hour 1 day 1 week 1 month 1 year 1 year 1 leap year

Table 3. 8 Discuss : Do all the months have 30 days? which months have 31 days? which month has the least number of days? How many weeks make 1 year? In geography you would have learnt that earth takes 1 day to make one complete rotation by itself. Generally, the time duration from the midnight of a day till the midnight of the next day is counted as one day. You also know that the earth takes 1 year to make one complete revolution about the sun. You 1 know that 365 days make 1 year. In fact, the earth takes 365 4 days to make 1 revolution. This extra 1 1 4 day is added to February once in 4 years 4 4 = 1 . Such a year is known as Leap year. Hence a leap year has 366 days. How will you identify a leap year? A year which is exactly divisible by 4 is a leap year. For example, consider the years 1952, 1960 and 1996. They are divisible by 4. Hence we call them leap years. Now consider 1947, 1958, 1978 and 1983. Are they leap years? Why? These numbers leave remainder when we divide them by 4. Hence they are not leap years.

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Discuss : What is a century? In which century are we now? In which century did we get our Independence? Years like 1800, 1900, 2000 are multiples of 100. Those years which are multiples of 100 should be exactly divisible by 400 to be a leap year. Here 2000 is a leap year. Discuss : We celebrate birthdays of great leaders like Mahatma Gandhiji, Jawaharlal Nehru and Dr. Ambedkar every year. Do you know on which day our former Prime Minister Morarji Desai was born? Do we celebrate his birthday every year? We know the time from 12 mid-night to 12 noon is noted as a.m. (ante meridian) and the time from 12 noon to 12 midnight is noted as p.m. (post meridian). We normally use a 12-hour clock in our houses, schools etc. But some departments like Railways, Airlines use a 24-hour clock time. We generally call a 24-hour clock time as Railway Time. In Railway timings a.m. and p.m. are not expressed. In Railway time 12 mid-night is denoted by 2400 hours or 00.00 hours. Similarly 12 noon is denoted by 12 00 hours. 9.10 a.m. is written as 09 10 hours. 9.10 p.m. is written as 21 10 hours. Note : While converting into Railway time, add 12 hours to the ordinary time expressed in p.m. Also we express the Railway time as hours and not as a.m. or p.m. while converting into ordinary time, we should subtract 12 from the hours column if it is greater than 12 00 hours. Example 30 : Convert (a) 386 seconds to minutes and seconds (b) 7 hours 25 minutes to minutes (c) 3 minutes 40 seconds to seconds (d) 406 minutes to hours and minute. Solution : (a) 60 seconds 386 seconds = 1 minute 386 = 60 minutes = 6 minutes 26 seconds 6 minutes 386 360 26 seconds

60

= = = 7 hours 25 minutes = = (c) 1 minute = 3 minutes = 3 minutes 40 seconds = =

(b)

1 hour 7 hours

60 minutes 7 60 minutes 420 minutes 420 + 25 minutes 445 minutes 60 seconds 3 60 = 180 seconds 180 + 40 seconds 220 seconds

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(d)

60 minutes 406 minutes

= 1 hour 406 = 60 hours = 6 hours 46 minutes

60

6 hours 406 360 46 minutes

Example 31 : Find out which of the following are leap years : (a) 1950 (b) 1960 Solution : (a) When 1950 is divided by 4 it leaves a remainder. Hence 1950 is not a leap year. (c) 1968 (d) 1900 (e) 1600

Note : Recall the divisibility test, you have learnt in the chapter Number Work. (b) (c) (d) (e) 1960 is exactly divisible by 4. Hence 1960 is a leap year. 1968 is eaxctly divisible by 4. Hence 1968 is a leap year. 1900 leaves a remainder when it is divided by 400. (Why?) Hence 1900 is not a leap year. 1600 is exactly divisible by 400. Hence 1600 is a leap year.

Example 32 : Add 15 hours 25 minutes + 12 hours 40 minutes + 16 hours 35 minutes Note : We can write the following in short forms as noted below : Hours Minutes Seconds Solution : hrs 15 12 16 Total = = 43 44 mins 25 40 35 100 40 (How ?) 60 1 hr 100 60 40 mins 100 mins = 1 hr 40 mins Total = 44 hrs 40 min hrs mins secs

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Example 33 : Subtract : 14 hrs 27 mins 10 hrs 33 mins Solution : hrs 13 14 10 3 mins 87 27 33 54 (How ? Why ?)

3 hrs 54 mins Example 34 : Multiply : 12 hrs 15 mins by 7 hrs mins 1 hr 60 105 60 45 12 15 7 84 105 85 45 85 hrs 45 mins.

= = =

mins

Example 35 : Express the following using Railway timings. (a) 10.15 a.m. Solution : (a) 10.15 a.m. is 10 15 hrs. (b) 5.05 p.m. = 05 05 + 12 00 hrs = 17 05 hrs (c) noon is 12 00 Hrs. Example 36 : Express the following in ordinary timings : (a) 01 42 Hrs. (b) 00 00 hrs (c) 19 10 hrs (b) 5.05 p.m. (c) noon

Solution : (a) 01 42 hrs is 1.42 a.m. (b) 00 00 hrs is midnight 12 (c) 19 10 hrs = 19 10 12 00 = 7.10 p.m.

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Example 37 : A bank functions from 9 in the morning till 3.30 in the afternoon with a lunch break in the afternoon from 12.30 to 1.15. If the bank works for 6 days in a week, find the total duration of working hours in a week. Note : If we convert the given timings into time in 24 hr clock (Railway timings) we can easily solve the problem. Morning and forenoon refer a.m. Evening and afternoon refer p.m. Morning Solution : 3.30 p.m. is 15 30 hrs 12.30 p.m. is 12 30 hrs 1.15 p.m. is 13 15 hrs The closing time of the bank = The opening time of the bank = Time in between Lunch break [13 15 12 30] Working hours for 1 day Total working hours for 6 days = = = = = = hrs mins 15 30 09 00 06 30 00 45 05 45 05 45 6 30 270 34 30 hrs mins 12 75 (how?) 13 15 12 30 00 45 4 hrs 270 240 30 mins 9.00 is 09 00 hrs.

()

60

Total duration of working hours in a week = 34 hrs 30 mins Example 38 : A clock is fast by 5 seconds per hour. Find the time that it will show at 3 p.m., if it was set correct at 7.00 a.m. Solution : 3 p.m. = 15 00 hrs 7.00 a.m. = 07 00 hrs Duration of time = 08 00 hrs In 1 hr the clock runs fast by 5 secs In 8 hrs it runs fast by 8 5 secs = 40 secs Hence the clock will show 40 secs more than the correct time at 3.00 p.m. i.e. at 3.00 p.m. the clock will show 3 hrs 00 min 40 secs in the afternoon.

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Example 39 : The arrival and departure timings of train No. 2635 Vaigai Express at stations in between Chennai and Madurai are given below : Station Chennai Egmore Villupuram Vridhachalam Trichy Dindigul Madurai (a) (b) (c) (d) Solution : (a) Arrival time at Madurai = Departure time at Chennai = Journey time = hrs mins 19 20 75 15 (Why ?) Arrival Time 14 45 15 38 17 35 19 00 20 15 Departure Time 12 25 14 50 15 40 17 40 19 05

Find the journey time between Chennai and Madurai. Find the journey time between Villupuram and Trichy. At which time the train arrives at Dindigul? How long does the train halt at Vridhachalam?

12 25 7 50 hrs mins 16 95 35 50 45

Journey time between Chennai and Madurai is 7 hrs 50 mins (b) Arrival time at Trichy = Departure time at Villupuram = Journey time = Journey time = 2 Hrs 45 mts. (c) (d) Departure time at Vridhachalm = Arrival train at Vridhachalam = Halting time = The arrival time at Dindigul is 19 00 Hrs. Hr 15 15 00 Min 40 38 02

17 14 2

The train halts at Vridhachalam for 2 minutes.

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Example 40 : Train No. 6121 Kanyakumari Express leaves Chennai at 19 00 Hrs. It reaches Kanyakumari, the next day at 09 55 Hrs. Find the journey time. Solution : hrs mins Arrival Time at Kanyakumari = Departure time at Chennai = (The previous day) Journey time = = = Journey time = (24 00 19 00) + 09 55 (Why ?) 05 00 + 09 55 14 55 14 hrs 55 mins 09 19 55 00

Exercise 3.6 1) Fill in the blanks : (a) There are _________ seconds in 1 hour. (b) There are _________ minutes in 1 day. (c) There are __________ seconds in 30 minutes. (d) There are __________ minutes in 10 hours. (e) There are __________ hours in 5 days. 2) 3) 4) 5) Change into minutes : (a) 3 hrs Convert into seconds : (a) 7 mins (a) 1840 Add : (a) 7 hrs 45 mins + 5 hrs 52 mins + 9 hrs 15 mins (b) 4 mins 40 secs + 8 mins 55 secs + 6 mins 26 secs (c) 3 days 18 hrs + 12 days 15 hrs + 7 days 20 hrs 6) Subtract : (a) 12 years 9 months 8 years 10 months (b) 17 hrs 24 mins 9 hrs 55 mins (c) 15 mins 48 secs 10 mins 23 secs 7) 8) Multiply : (a) 3 weeks 5 days 6 (a) 1.20 p.m. (d) 12.00 noon (b) 9 hrs 24 mins 11 (b) 4.50 a.m. (e) 3.15 p.m. (c) 5 mins 20 secs 8 Express in Railway Timings (24 hour clock time) (c) 9.30 a.m. (f) 12.00 midnight (b) 1925 (b) 20 mins (c) 1700 (c) 12 mins 23 secs (d) 1200 (d) 15 mins 15 secs (f) 2002 Which of the following are leap years? (e) 1996 (b) 5 hrs 40 mins (c) 10 hrs 7 mins (d) 8 hrs

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9)

Express in ordinary timings : (Mark a.m. or p.m.) (a) 15 25 hrs (d) 13 40 hrs (b) 09 20 hrs (e) 00 35 hrs (c) 04 55 hrs (f) 21 10 hrs.

10) 11) 12)

Poonkuzhali leaves home at 8.30 a.m. She returns home at 6.10 p.m. How long does she stay out of the house? An electric fan was switched on at 9.20 p.m. and switched off at 5.30 a.m. on the next day. How long did it run? A school works from 9.15 a.m. till 4.05 p.m. with a lunch break from 12.25 p.m. to 1.15 p.m. and two more breaks of 10 mins each in the forenoon and afternoon sessions. If the school works for 5 days in a week, find the total working hours of the school in a week. A clock is slow by 6 secs per hour. If it was set correct at 6.00 a.m. Find the time that it will show at 4.00 p.m. The Cheran Express departs from Chennai at 21 45 hrs and arrives at Kovai at 06 10 hrs the next day. In between the train stops at Salem and Erode for 5 minutes each. Find the running time of the train. The departure timings of some trains at Coimbatore and their arrival times at Arakkonam are given below : Train No. 6628 2676 6606 Train Name West Coast Express Kovai Express Nilgiri Express Dep. time at Kovai 06 30 13 40 20 40 Arrival time at Arakkonam 14 00 19 53 04 15

13) 14)

15)

Find which train takes (a) less time and (b) more time to reach Arakkonam.

3.2.2 Calculating the number of days :

Nowadays many people save money in the bank. Some people get loan from the bank or from money lenders. For the calculation of interest for our savings or for loan amount, counting the number of days in between two specified dates is necessary. In this section we are going to calculate the number of days between two given dates. Note : (a) In the problems if it is given, from this date or to this date we have to include the days. (b) If it is given as on date, we should not include that date. (c) If it is given as ending date or inclusive we have to take that last day also for calculation. Example 41 : Find the number of days from 3rd of February 2002 to 25th of August in the same year.

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Solution : Month February March April May June July August Total Example 42 : Find the number of days from 15th of April, ending 17th of July in the same year. Solution : Month April May June July Total No. of days 16 31 30 17 94 days (30 14) (entire month) (entire month) (meaning of ending date) No. of days 26 31 30 31 30 31 25 204 (28 2) Why? (entire month) (entire month) (entire month) (entire month) (entire month)

days

3.2.3 Finding the day of the week :

If the day of a particular date is given, we can find the day of a later date, asked for. To find this, we should calculate the total number of days first. Example 43 : If it is Thursday on January 6, 2000, find the day on June 9 of the same year. Solution : Month January February March April May June Total No. of days 26 29 31 30 31 8 155 days (31 5) Why? (How?)

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155 days = 22 weeks + 1 day The required day is 1 day after Thursday, that is Friday. Hence June 9th of 2000 is Friday

22 weeks 7 155 14 15 14 1 day

Discuss : While finding the day of a particular date why should we divide the total number of days by 7? Exercise 3.7 1) Fill in the blanks : (a) Our Independence Day falls on _________ month and _________ day of every year. (b) We celebrate our Republic Day on ____________ of every year. (c) Every year we celebrate Gandhi Jayanthi on ____________ . (d) Nehruji was born on ____________ . 2) Find the number of days from January 25, 1984 to May 15 of the same year.

3) Find the number of days from the Republic Day of 2001 to the Independence Day of the same year. 4) 5) 6) 7) 8) 9) 10) A Junior Assistant was on leave from 12.7.2003 to 15.9.2003. For how many days was he on leave? A person got a loan from a bank on 7.2.1995 (inclusive) and he returned the amount on 20.8.1995. For how many days did he pay the interest? A school was closed on 24.4.2003 for summer vacation and reopened on 2.6.2003. For how many days was the school closed for summer vacation? If it is Monday on June 3, 2002, find the day on September 7 of the same year. July 15, 2003 is Tuesday. Find the day on October 2 of the same year. January 1, 2004 falls on Thursday. What day will it be on May 22, 2004? November 14, 2003 falls on Friday. Find the day of December 30 of the same year.

3.3 Area and Perimeter :

Area : In Section 3.1.6, we have already learnt that the measure of a plane region or the amount of the surface which any object occupies is called the area of that object. In fig. 3.10, 3.11 and 3.12 the triangle, the square and the rectangle occupy some surface. The surface occupied by each figure is its area.

121

C S R

X
Fig. 3.10 Perimeter :

A
Fig. 3.11

P
Fig. 3.12

See the triangle in Fig.3.10. What are its sides? Arent they XY, YZ and ZX? These three sides form a boundary to enclose the triangle. What will be the distance if you go round the triangle once? Isnt it equal to the length of the boundary of the triangle? We say this length of the boundary as the perimeter of that triangle. Similarly in Fig.3.11 AB, BC, CD, DA form a boundary to the square and the length of the boundary is the perimeter of that square. Discuss : What shape do you find in Fig. 3.12? Which sides make the boundary of the figure? Arent these three figures closed? From the above we can say, The length of the boundary of any closed figure is called its perimeter. In the following section we are going to find the area and perimeter of square, rectangle and right angled triangles. 3.3.1 3.3.2 3.3.3 3.3.4 Area and perimeter of a square Area and perimeter of a rectangle Area and perimeter of a right angled triangle Area of Four walls

3.3.1 Area and perimeter of a square :

Finding area of a square : In section 3.1.6. we have learnt to find the area of a surface in terms of unit squares. We can call this method as direct measurement. We shall now learn to find the area by indirect measurement method. In this method we are going to form (derive) a formula and use it to find the area of a square. This method is faster and easier. 1cm 1cm Look at Fig.3.13 How many unit squares are there in one row? 2 squares How many rows are there in all? 2 rows How many unit squares are there in all? 4 squares Arent there?

1cm 1cm 1cm 1cm

Fig. 3.13

1cm 1cm

Hence, the area of the square is (2 2) 4 sq.cm What is the length of one side of the square? Isnt it 2 cm? Hence, we notice that the area of the square with side 2 cm is 4 sq.cm.

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3cm
Now look at Fig.3.14 How many unit squares are there in one row? 3 squares How many rows are there in all? 3 rows How many unit squares are there in all? 9 squares. Hence, the area of this square is (3 3) 9 sq.cm.

3cm

3cm
Fig. 3.14

What is the length of one side of the square? Isnt 3 cm? Hence, we note that the area of the square with side 3cm is 9 sq.cm. If we prepare a table of sides, number of squares and the areas of squares discussed above, we get the following table 3.9. Side (in cm) 2 3 Side (in cm) 2 3 Total No. of Unit Square 4 9 Area (in Sq.cm) 4 (2 2) 9 (3 3)

Table 3.9 What relationship do we observe between the sides and the area? From the above Table 3.9 it can be seen that, when the side is 2 cm, the area is 2 2 sq.cm. (i.e.) 4 sq.cm. Similarly if the side is 3 cm, its area is 3 3 sq.cm. = 9 sq.cm. Area of a square = side side Note : Here area means the amount of surface enclosed by the square and side means measure of a side. In symbols, we can write this as A = aa i.e. A = a2 Note : The symbol A stands for area and a stands for measure of a side. Finding perimeter of a square : What will be the distance if you go round the square in Fig. 3.13 once? Isnt it equal to 2 cm + 2 cm + 2 cm + 2 cm = 4 2 cm = 8 cm? That is the perimeter is 4 length of a side. Isnt it? Similarly in fig. 3.14 the perimeter of the square is 3 cm + 3 cm + 3 cm + 3 cm = 4 3 cm = 12 cm i.e. The perimeter is 4 measure of the side. So we say that the perimeter of a square is 4 times the measure of its side. Hence, we have Perimeter of a square = 4 side In symbols, it is P = 4a Note : The symbol P stands for perimeter.

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Discuss : (a) (b) What are the measures of area?

We know length, breadth, height, distance etc. are linear measures. Can we say perimeter is a linear measure? Isnt it the length of the boundary enclosed? Example 44 : Find (a) area and (b) perimeter of a square whose side is 12 cm. Solution : (a) Side of the square, a = 12 cm Area of the square, A = a2 = aa = 12 12 (b) = Perimeter of the square, P = = = 144 sq.cm (or 144 cm2) 4a 4 12 cm 48 cm

Discuss : The measure of the side of a square table is 1 m 6 dm. Can you express the measure of side in the same unit? That is (a) in metre ? (b) in decimetre? Example 45 : The side of a square wall is 3m 50 cm. Determine the cost of colour washing it at the rate of Rs. 2 per sq.m. Note : Since the side is given in metre and centimetre, we should convert it into the same unit i.e. metre or centimetre. In this problem as the rate is given per square metre, we should convert it into metre. Solution : Side of the wall, a = 3 m 50 cm 50 = 3 m + 100 m (How?) = 3 m + 0.5 m a = 3.5 m Area of the square wall, A = a2 = 3.5 m 3.5 m = 12.25 sq.m Cost of colour washing 1 sq.m = Rs. 2. cost of colour washing 12.25 sq.m = Rs. 12.25 2 = Rs. 24.50 Cost of colour washing is Rs. 24.50. Discuss : What is the formula to find the perimeter of a square? Isnt it P = 4a? Can we write it as 4a = P? How can you find the side of a square if its perimeter is given?

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Example 46 : The perimeter of a square playground is 1200m. Find its area in Ares. Note : To find the area of a square, we need the measure of its side. If the perimeter is given, we should find the side of the square from its perimeter. Solution : Perimeter of the square ground, p = 4a i.e. 4a = p p i.e. a = 4 1200 Hence, a = m [since p = 1200 m ] 4 a = 300 m Area of the square ground A = a2 = 300 m 300 m i.e. Area = 90000 sq.m. 90000 = 100 ares (how?) = 900 ares. Hence the area of the playground is 900 ares. 1) 2) 3) 4) 5) 6) 7) Exercise 3.8 Find the area of the squares, whose sides are given below : (a) 7cm (b) 12 dm (c) 2 m 25 cm (d) 3.2 m Find the perimeter of the squares given in problem (1). Find the area of square land in hectares whose side is 250 m. Calculate the cost of levelling a square garden of side 75 m at the rate of Rs. 8 per sq.m The side of a square hall is 8 m 5 dm. Find the cost of fixing tiles on its floor at the rate of Rs. 300 per sq.m. Find the area of a square whose perimeter is 600 m. The perimeter of the floor of a square room is 22m. Find its area.

3.3.2 Area and perimeter of a rectangle :

Finding area of a rectangle : So far we have learnt the formulae to find the area and perimeter of a square. In this section we shall learn the formulae to find the area and perimeter of a rectangle. Look at fig. 3.15 shown below : 5cm

4cm

4cm

5cm
Fig. 3.15

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What is the shape of fig. 3.15? It is a rectangle. Each row contains 5 unit squares. How many rows are there in all? There are 4 rows. As there are 20 unit squares in it its area is 20 sq.cm. The area of rectangle with length 5 cm and breadth 4 cm is 20 sq.cm. 4cm Again look at fig. 3.16 It contains 4 unit squares in each row and there are 3 rows. There are 12 unit squares in all. Hence its area is 12 sq.cm. Hence the area of the rectangle with length 4cm and breadth 3cm is 12 sq.cm.

3cm

3cm

4cm
Fig.3.16

Now look at the following table 3.10 prepared from the figures discussed above : Length (in cm) 5 4 Breadth (in cm) 4 3 Table 3.10 From the above table 3.10 it is clear that when the length is 5 cm and the breadth is 4 cm the area is 5 4 i.e. 20 sq.cm. Similarly when the length is 4 cm and the breadth is 3 cm the area is 12 sq.cm. Hence we have Area of a rectangle = length breadth In symbols it is A = l b i.e. A = lb Note : The symbol A refers to area, l refers to length and b refers to breadth of the rectangle. Discuss : A = lb and lb = A . Both are same. Isnt it? Total No. of unit squares 20 12 Area (in sq.cm) 20 (5 4) 12 (4 3)

Since l b = A, we can write A l = b area i.e. length = breadth Now can you write breadth in terms of area and length? Finding perimeter of a rectangle : What is the length of the boundary that encloses the rectangle in fig. 3.15 ?

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The distance round this figure is 5 cm + 4 cm + 5 cm + 4 cm = 18 cm. Isnt it? i.e. 5 cm + 5 cm + 4 cm + 4 cm = 18 cm i.e. perimeter of the rectangle = 2 5 cm + 2 4 cm i.e. perimeter = 2 length + 2 breadth Hence perimeter of a rectangle = 2 lengths + 2 breadths In symbols we write this as P = 2l + 2b Example 47 : Find the area and perimeter of a rectangle whose length is 2m and breadth is 70 cm. Solution : Length of the rectangle, l = 2 m or 200 cm Breadth of the rectangle, b = 70 cm (a) Area of the rectangle, A = l b = 200 cm 70 cm Area = 14000 sq.cm. (b) Perimeter of the rectangle, P = 2l + 2b = 2 200 cm + 2 70 cm = 400 cm + 140 cm Perimeter = 540 cm Discuss : Find the area and perimeter of the above rectangle by converting length and breadth in metres. Use the formula P = 2(l + b) to find the perimeter. Example 48 : The area of a rectangular field is 3.75 hectares. If the length is 250 m find its breadth. Solution : Area of the rectangular field = 3.75 hectares = 3.75 10000m2 = 37500 m2 Area A = 37500 m2 length, l = 250 m A breadth, b = l (how?) 37500 m = 250 = 150 m breadth = 150 m Example 49 : Find the cost of fencing a rectangular park of length 170 m and breadth 100 m at the rate of Rs. 5 per metre. or P = 2(l + b)

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Note : Fencing a rectangular or square land means we should find the length of the boundary. i.e. the perimeter of the given land. Solution : length l = 170 m breadth b = 100 m Perimeter of the rectangle P = 2 l + 2 b = 2 170 m + 2 100 m = 340 m + 200 m = 540 m Cost of fencing 1 m = Rs. 5 Hence cost of fencing 540 m = Rs. 540 5 = Rs. 2700 Example 50 : The perimeter of the floor of a rectangular hall is 24 m. Its length is 7 m. Find its area. Note : To find area we should know the measurements of length and breadth. Here length is given. Hence we should find the breadth from the perimeter. Solution : 2 length + 2 breadth = perimeter 2 7 + 2b = 24 (how?) 14 + 2b = 24 i.e. 2b = 24 14 2 b = 10 10 b = 2 = 5 Now the area of the rectangle A = l b = 7m5m = 35 sq.m. Exercise 3.9 1) 2) 3) 4) 5) 6) Find the area of the rectangles whose lengths and breadths are given below : (a) 15cm, 8 cm (b) 3 dm, 5.6 cm (c) 2 m 5 dm, 1 m 20 cm (d) 6.5 m, 4.5 m Find the perimeter of the rectangles given in problem (1) A carpet is 5 m long and 3 m 5 dm wide. If the cost of 1 sq.m is Rs. 40 find the cost of the carpet. The length and breadth of a rectangular field are 500 m and 69 m. Find its area in hectares. The area of the floor of a class room is 2880 sq.m. If its length is 60m, find its breadth and the perimeter. The petimeter of a rectangular garden is 160m. Its breadth is 30m. Find the cost of levelling it at the rate of Rs. 2.50 per sq.m.

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7) 8) 9) 10)

A rectangular plot is 130m long and 70m broad. Find the cost of fencing it at Rs. 3.50 per metre. The cost of levelling a rectangular football ground is Rs. 27,000 at the rate of Rs. 500 per Are. If the breadth of the ground is 60m find its length. The length of a rectangular field is 180 m and its breadth is 120 m. Sandhya walks round the field 5 times, find the distance she covers? Ramesh bought a square plot of side 50m. Adjacent to this Daniel bought a rectangular plot of length 60 m and breadth 40 m for the same price. Find out who is benefitted more.

3.3.3 Area and perimeter of a right triangle :

How many angles does a triangle have? Three angles. If one of them is a right angle (i.e. one angle is of measure 90), then we call the triangle as a right-angled triangle, or simply a right triangle. Finding area of a right-triangle : Now take a rectangular piece of paper ABCD. Cut it along the diagnoal AC (fig.3.17) Dont you get two right triangles? If you place them one above the other such that their longest sides and the right angles coincide, you can notice that they are identical. That is the area of each right triangle is half of the area of the rectangle ABCD. Isnt it? A C l C D

b A l

b B A l

b B C l base

b height D

Fig. 3.17 1 Hence, the area of each right triangle is 2 l b. In the figure we notice that the length and breadth of the rectangle become the base and height of the triangles. Hence, area of the right triangle is half the product of length of the sides containing the right angle. 1 Hence area of a right triangle = 2 base height In symbols we write it as 1 A = 2 bh (b is the base and h is the height of the right triangle). Finding the perimeter of the right-triangle : Now how will you find the length of the boundary of the right triangle? Isnt it the sum of three sides of the right triangle? Hence, perimeter of a right triangle is the sum of the measures of its three sides. Discuss : We know that the area of a right triangle is half that of a rectangle containing it. Now find the perimeter of the rectangle and the right triangle. Check whether the perimeter of the right triangle is half the perimeter of the rectangle.

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Example 51 : In a right triangle the length of sides containing the right angles are 20 cm and 21 cm. Find its area. Solution : Let b = 20 cm and h = 21 cm 1 Area of the right triangle, A = 2 bh 1 = 2 20 cm 21 cm = 210 sq.cm Discuss : Can we take b = 21 cm and h = 20 cm in the above problem? Shall we get the same area? Verify ! Example 52 : Senthil brought a plot in the shape of a right triangle for Rs. 50,000 at the rate of Rs. 200 per sq.m. If the length of one side containing the right angle is 25 m, find the length of the other side containing the right angle. Solution : Total cost of the plot is Rs. 50000. For Rs. 200 we get 1 sq.m. 50000 For Rs. 50000 we get 200 = 250 sq.m. i.e. Area of the right triangle = 250 sq.m. 1 But, area of the right triangle = 2 bh 1 i.e. 2 25 h = 250 2 Multiplying both sides by 25 we get 1 2 2 25 2 25 h = 25 250 500 i.e. h = 25 = 20 m h = 20 m Exercise 3.10 1) The length of sides containing right triangles are given below. Find their area. (a) 9 cm, 12 cm (b) 3.6 m, 1.5 m 2) (c) 24 dm, 4.5 m (d) 40 cm, 41 cm

A field is in the shape of a right triangle. The sides containing the right angle are 75 m and 40 m. What will be the cost of levelling it at Rs. 3 per sq.m.?

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3) 4) 5)

A garden is in the form of a right triangle. The length of the sides containing the right angles are 80 m and 150 m respectively. Find the cost of levelling it at Rs. 250 per Are. The area of a right triangle is 110 cm2. Its base is 20 cm. Find its height. Akbar bought a plot in the shape of a right triangle for Rs. 90000 at the rate of Rs. 150 per sq.m. If one side containing the right angle is 30m, find the length of the other side containing the right angle. Which has larger area? A right triangle with the length of the sides containing the right angle being 50 cm and 40 cm or a rectangle of length 25 cm and breadth 20 cm? The length of the side of a square field is 16 m. Adjacent to this is a field in the shape of right triangle with the length of the sides containing the right angle being 24 m and 20 m. If each field is to be sold for the same price, find out which transaction will be profitable?

6) 7)

3.3.4 Area of Four walls :

Consider a rectangular room. Look at the four walls around the room. They are also rectangular. The walls are of the same height. Arent they? Discuss : If the four walls of the room are placed side by side how will it look? It will be an elongated rectangular wall. Note : Take a container part of a match box and open the sides. You will get the model of the four walls placed side by side. Look at the fig. 3.18 :

height

length

breadth
Fig. 3.18

length

breadth

What is the length of the elongated rectangle? It is (length + breadth + length + breadth). What is the breadth of the elongated rectangle? It is the height. Isnt it? Area of the elongated rectangle = (2 length + 2 breadth) height = (2 l + 2 b) h = perimeter of the room height Hence, Area of four walls=Perimeter of the room height

In symbols this can be written as A = ph Here p stands for perimeter of the room and h its height. Discuss : (a) Can we write ph as 2h (l + b) ?

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(b)

Find the area of each of the four walls separately and add. Also find the area of the four walls using the formula A = ph. The answers are the same ! Isnt it? Which method is easier and simpler? Isnt the formula method?

Example 53 : The length, breadth and height of a room are 10 m, 8 m and 3 m respectively. Find the area of its four walls. Solution : l = 10 m, b = 8 m, h = 3m Perimeter of the room p = 2 l + 2 b = 2 10 m + 2 8 m = 20 + 16 = 36 m Area of the four walls = p h = 36 3 = 108m2 Area of the four walls = 108 m2 Example 54 : Area of the four walls of a hall is 360 sq.m. Its length and breadth are 20 m and 10m respectively. Find its height. Solution : ph = 360 m2 ; l = 20 m ; b = 10 m ; h = ? (Observe how these details are written) p = 2 l + 2b = 2 20 + 2 10 = 40 + 20 = 60 p h = 360 i.e. 60 h = 360 Dividing both sides by 60, 60 h 60 = 360 60

h = 6m height = 6 m Discuss : Generally rooms have doors and windows. Should we include the area of doors and windows when we calculate the area of four walls to be whitewashed? Example 55 : The length, breadth and height of a room are 5 m, 4 m and 3 m respectively. The room has two doors each of dimensions 2 m 1 m and five windows each of dimensions 1 m 0.8 m. What is the area of the walls to be white washed?

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Solution : Perimeter of the room p = 2 l + 2 b = 25m+24m = 10 m + 8 m = 18 m height = 3 m Area of the four walls including doors and windows = ph = 18 m 3 m = 54m2 Area of 2 doors = 2 l b 2 2m 1 m = 4m2 Area of 5 windows = 5 l b = 5 1 m 0.8 m = 4 m2 Total area of 2 doors + 5 windows = 4m2 + 4 m2 = 8 m2 Area of the walls to be white washed =
(Area (Area

(Why?)

of the 4 walls) occupied by doors and windows)

= 54 8 = 46m2 Area to be white washed = 46 m2 Example 56 : 1 A square room of side 16 m is 4 m high. 4 parts of the area of the walls is occupied by doors and windows. Find the cost of white washing the walls of the room at Rs. 3.50 per sq.m. Solution : Perimeter of the square room p = 4 a = 4 16 m = 64 m height = 4 m Area of the four walls = ph = 64 m 4 m = 256 m2 1 Area of doors and windows = 4 256 m2 (how?) = 64 m2 Area to be white washed = 256 m2 64 m2 = 192 m2 Cost of white washing 1 m2 = Rs. 3.50 Cost of white washing 192 m2 = Rs. 192 3.50 = Rs. 672 Hence the cost of white washing the room = Rs. 672.

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Exercise 3.11 1) Calculate the area of four walls from the following data : (a) Perimeter 50 m, height 3.2 m (b) Length 7 m, Breadth 5 m, height 3 m (c) Length 45 dm, breadth 40 dm, height 28 dm (d) Floor is a square of side 6 m and height 3.5 m 2) 3) The length, bredth and height of a rectangular hall are 12 m, 8.5 m and 5 m respectively. Find the cost of colour washing the walls at Rs. 12 per sq.m. The length, breadth and height of a room are 8 m, 5 m and 4 m respectively. The room has three entrances each of dimensions 2.5 m 1.2 m and six windows each of dimensions 1.5 m 1 m. Find the area of the four walls to be white washed. A square room of side 15 m is 4 m high. There are five windows each 1.2 m 0.8 m and two doors each 2.2 m 1.5 m. Find the cost of white washing the walls at Rs. 3 per sq.m. 1 A hall is 10 m long, 6 m broad and 5 m high. 5 parts of the area of the walls is occupied by entrances, exits and windows. Find the area to be white washed. 6) 1 The length, breadth and height of a room are 8 m, 4 m and 3 m respectively. 6 parts of the area of the four walls is occupied by the doors and windows. Find the cost of cementing the walls at Rs. 8 per sq.m. 7) The cost for fixing tiles for the four walls of a room at the rate of Rs. 25 per sq.m. is Rs. 12500. The length and height of the room are 35 m and 5 m respectively. Find its breadth. THINGS TO REMEMBER

4)

5)

(1) The basic units of length, weight and capacity are metre, gram and litre respectively. (2) In metric system, (a) (b) to convert a higher unit into a lower unit, multiply it by powers of ten. In decimal system shift the decimal point to the right. To convert a lower unit into a higher unit, divide it by powers of ten. In decimal system shift the decimal point to the left.

(3) Multiplication or division should be done only after converting the measures into the same single unit. (4) The measure of a plane region or the amount of the surface which any object occupies is called the area of that object. To express the area we use square centimetre or cm2. (5) The space occupied by any object is called the volume of that object. To express the volume of solids we use cubic centimetre or cm3. (6) The measure of the inner space of a hollow solid is called its capacity. To express the capacity we use litre (l). (7) An ordinary year has 365 days. A leap year has 366 days. (8) We call a 24-hour clock time as Railway time.

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(9) The length of the boundary of any closed figure is called its perimeter. (10) (a) (b) (11) (a) (b) Area of a square, A = a2 P Perimeter of a square, P = 4a. a = 4 . A A Area of a rectangle, A = lb. l = b ; b = l . Perimeter of a rectangle, P = 2l + 2b (or) P = 2 (l + b).

(12) If one angle of a triangle is a right angle, we call it as a right-triangle. 1 (13) (a) Area of a right triangle, A = 2 bh (b) (14) Perimeter of a right triangle is the sum of the measure of its three sides. Area of four walls A = ph (or) A = 2h (l + b). UNIT TEST 3 Part I Choose the correct answer : (1) 1 metre is (a) 10 cm (b) 100 cm (2) 1000 gram is (a) 1 kg (b) 1hg (3) 1 litre is (4) (5) (6) (7) (a) 1cm3 1 hectare is (a) 100m2 1 hour is (a) 3600 sec 17 00 Hrs. is (a) 7 a.m. (b) 1dm3 (b) 1000m2 (b) 60 sec (b) 7 p.m. (14 1 = 14)

(c) 1000 cm (c) 1 dag (c) 100cm3 (c) 100 are (c) 3600 min. (c) 5 a.m.

(d) 10000 cm (d) 1 dg (d) 100dm3 (d) 1000 are (d) 24 min. (d) 5 p.m. 1 (d) 2 bh

Area of a rectangle is (a) 2h (l + b) (b) lb (c) a2

Fill in the blanks : (8) (9) (10) (11) (12) (13) (14) To convert higher unit into a lower unit we _______ it by powers of ten. 1 are is ________ m2 The space occupied by any object is called the _________ of that object. 1 leap year has _______ days. If one angle of a triangle is a right angle, we call it as a ______ triangle. Area of four walls is ________ . Perimeter of a square is __________ .

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Part II Solve in one or two steps : (15) (16) (17) (18) (19) (20) (21) (22) Express in litres : 5kl 3hl 4 dal 7 l Add : 25.183 km + 16.725 km + 11.804 km Weight of 1 bag of wheat is 25.318 kg. Find the weight of 7 such bags.

(8 2 = 16)

The sun-rise was at 5.55 in the morning and the sun-set was at 6.05 in the evening, find the duration of time. Find the number of days from 10.5.2002 to 25.11.2002. Find the area of a square, whose side is 2.5cm. In a right-triangle, the length of sides containing the right angle are 15 cm and 8 cm. Find the area of the triangle. January 26, 2003 is a Sunday. What day will it be on March 15, 2003 ? Part III (4 5 = 20)

(23) (24) (25) (26)

Find the quantity of rice in a bag if 14 ton 520 kg of rice is equally packed in 120 bags. Yuvaraj started his work at 8.45 a.m. and finished his work at 5.15 p.m. Lunch break was between 1.15 p.m. to 2.30 p.m. How many hours did he actually work on that day? Gravel has to be laid on a road of 1km length with a breadth of 10m. Find the cost of laying gravel at Rs. 20 per sq.m.. The length, breadth and height of a room are respectively 5m, 3.4 m, and 4.5m. Find the cost of white washing its four walls at Rs. 6 per sq.m.

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4. ALGEBRA
Algebra is a branch of Mathematics. An Arab Mathematician, Mohammed ibn Al Khowarizmi about 825 A.D. wrote the first book on Algebra, called Aljebar Wal Muquabalah. Later it was called Algebra in English. In Algebra, the unknown values or the values to be found out are represented by symbols and letters. Ancient Indian Mathematicians also made full use of symbols to denote unknown quantities. Great Indian Mathematicians like Aryabhata (born in 476 A.D.), Brahmagupta (born in 598 A.D.), Mahavira (around 850 A.D.), Sridhara (around 1025 A.D.) and Bhaskara II (born in 1114 A.D.) contributed a lot to the study of Algebra. In Algebra we study not only about numbers but also other important concepts that are used in Science and Engineering. In this chapter we are going to study some basics of Algebra. 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 Introduction Mathematical statements Place holders Literals Constants and Variables Power (or Exponent or Index) of a variable Coefficients Terms Addition and Subtraction of terms

4.1 Introduction :
In Arithmetic we make statements with numbers having definite value. In Algebra, besides numerals we use symbols and literals in place of unknown numbers to make a statement. Hence, Algebra may be regarded as an extension of Arithmetic. Algebra is a branch of Mathematics consisting of both numerals and literals.

4.2 Mathematical statements :

A statement is the meaningful combination of words. In addition, if we use numbers to make a statement, it is called as Mathematical statement. Now consider the following statements : 1) Ezhil is 19 years old now. What will be her age after 7 years? This statement involves three numbers, of which one is unknown. 2) Consider a number. Subtract 6 from it. The resultant is 3. Here also one number is unknown. 3) Product of two natural numbers is 18. This statement has two unknown numbers. The above statements are called Mathematical statements. They involve one or two unknown numbers.

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Activity1 : Try to form Mathematical statements involving one or two unknown numbers.

4.3 Place holders :

You know that Mathematical statements involve unknown numbers. We use different symbols like , , ?, etc. to represent those unknown numbers. Such symbols are known as place holders, because they hold the places.

4.3. (a) Statements involving one place holder :

Example 1 : What is the sum of 7 and 8? Express this statement using place holder. Solution : We can write this statement, in short, as 7+8 = Note : Here you need not find the result. Example 2 : What number added to 10 will give 15? Solution : It is 10 + = 15 Example 3 : Preethi has 18 rupees. She buys fruits for 8 rupees. Find the remaining amount with her. Solution : We can write it as 18 8 = ? Example 4 : Find the product of 5 and 12 Solution : 5 12 = Example 5 : When a number is multiplied by 9, the product is 36 Solution : 9 = 36. Discuss : What is the use of representing Mathematical statements with the help of place holders? The Mathematical statements are expressed shortly with the use of place holders. Therefore the statements written using place holders should also be understood as Mathematical statements. Example 6 : Write 12 + 18 = as a Mathematical statement. Solution : It can be written as, what is the sum of 12 and 18? Note : We can write this statement in many ways. For example, it may also be written as, Arun travelled 12 kms by bus. Then he travelled 18 kms by train. Find the total distance travelled by him.

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Example 7 : Write 25 Solution : What number is to be subtracted from 25 to get 10 ? Discuss : Try to form two other statements for this example. Example 8 : Write 23 10 = as a Mathematical statement. Solution : What is 10 times 23? Exercise 4.1 1) Write the following statements using place holder symbols such as (Dont try to find the answer). a) What is the sum of 10 and 13? b) Sachin scored 58 runs in the first innings. The total runs he scored in that test match is 163. Find the number of runs he scored in the second innings? c) What whole number when added to 17 gives 28? d) What number we get if we subtract 21 from 32? e) Kavitha scored a total of 450 marks in 5 subjects. Her total marks in 4 subjects is 370. How many marks did she score in the fifth subject? f) What is 9 times 16? g) Which number when multiplied by 11 gives 33? h) A candle box contains 12 candles. Find the number of boxes has to buy to get 60 candles. Write Mathematical statements for the following : a) 18 + 27 = b) + 72 = 94 c) 64 + = 105 d) 32 18 = e) 17 ? = 5 f) 22 = 11 g) 14 9 = h) 25 = 100 i) 15 = 60 , , ?, , etc. = 10 as a Mathematical statement.

2)

4.3. (b) Statements involving two place holders :

So far we have seen statements involving one unknown number and we use one place holder for it. Now let us see statements involving two place holders. Example 9 : Which two whole numbers make the sum 25? Solution : This statement has two unknown numbers. Hence, we need two place holders. We can write it in different ways as follows : (a) + = 25 (b) + = 25 and so on. Example 10 : There are 30 students in a class. After admitting some new students, what will be the strength of the class?

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Solution : It is 30 + = Example 11 : The difference between the money which Akbar and Anand had was Rs. 60. Using symbols rewrite this statement. Solution : = 60 Example 12 : The area of a rectangle is 24 sq.cm. Solution : We know that the product of length and breadth is the area of rectangle. Hence we can write it as, ? = 24 Discuss : A number when divided by another number gives 5. What are the numbers? Can you write this statement using place holders? Example 13 : Write + = 50 as a statement. Solution : Find two numbers whose sum is 50. Example 14 : 2 = . Write a mathematical statement for this. Solution : Two times of the radius of a circle is its diameter. Note : Each statement can be expressed in different ways without affecting the concept. Exercise 4.2 1) Write the following statements using place holders. a) Sum of two natural numbers is 37. b) The total number of boys and girls in a class is 80. c) The difference between the money that Kala and Mala had was Rs. 24. d) I had 17 mangoes. I gave some mangoes to Siva and the balance to Salim. How many mangoes did each get? e) The product of two numbers is 38. f) 4 times the side of a square is its perimeter. 2) Write mathematical statements for the following : (Dont try to fill the place holders) a) + = 32 b) 6 + = c) ? = 13 d) 28 = e) + = 75 f) 13 =

4.4 Literals :
So far we have learnt, how to use place holders to represent unknown numbers. Instead of place holders, we can use letters like a, b, c, x, y etc. to represent the unknown numbers. These letters, which are used to represent numbers are called Literals.

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Example 15 : Method of using place holders 1) 6 + 12 = 2) 10 + = 15 3) 7 = 12 4) 6 7 = 5) 3 = 11 6) + = 28 7) 23 = 8) 9) ? = 80 = 6 Method of using Literals 6 + 12 = x 10 + y = 15 a7 = 12 67 = m x = 11 3 x+y = 28 23 a = b pq = 80

m = 6 n Note : Instead of place holders, we use the literals in order to understand easily. Discuss : 3 x can be written shortly as 3x. Similarly x y can be written as xy. How can we write 7 m = 35 shortly? Exercise 4.3 1) Replace the place holders with literals. a) d) + 10 = 21 + 17 = b) 15 = 90 e) 5 = c) f) 4 = 8 =1

2) Write the following statements using literls like a, b, m, n, etc. a) b) c) Sum of 10 and 33 Gopu walked 3 kms in the morning and 2 kms in the evening. Find the total distance walked by him on that day. What should be subtracted from 35 to get 24?

d) A number multiplied by 8 is 40. e) The difference between two numbers is 27. f) Consider two numbers. When the first number is divided by the second number, the quotient is 12. 3) Write Mathematical statements for the following : 28 a) 11 + 9 = x b) 17 y = 9 c) 6 a = 36 d) x = 4 c e) m + n = 46 f) x y = 14 g) 13 p = 9 h) d = 8

4.5 Constants and Variables :

Consider the following statement Product of two numbers is 20. This can be written as l b = 20

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Here 20 is a numeral and its value is fixed. But l and b are literals (literal numbers) and the values of l and b are not fixed. For example consider the following rectangles.

4 b 10 5 Fig. 4.1 l Fig. 4.2 l

2 b

The areas of the two rectangles are the same (that is 20), but lengths and breadths are different. For the rectangle in fig. 4.1 length l = 5, breadth b = 4. For the rectangle in fig. 4.2 length l = 10, breadth b = 2 Area of the rectangle = length breadth = 20 Area of the rectangle (fig. 4.1) = 5 4 = 20 Area of the rectangle (fig. 4.2) = 10 2 = 20 From the example l is either 5 or 10. That is l can take different values. b is either 4 or 2. That is b takes different values. Here 20 is constant and l and b are variables. From this example, we can say, (a) A quantity which takes a fixed numerical value is called a constant (b) A quantity which takes different numerical values is called a variable. Discuss : (a) Consider x + y = 10. What values of x and y can make this statement true? Try to write some possible values of x and y, which can make this statement true. (b) a b = 5. Write some possible values for a and b to make this statement true. Example 16 : Consider p = 4s x + 5 = 10 a b = 15 Here 4, 5, 10 and 15 are constants. p, s, x, a and b are variables. Note : (a) The numerals are constants. (b) To denote variables we use the alphabets A to Z (or) a to z. Example 17 : Pick out the constants in the following : 5 8, a, x, y, 25, 0, z, 35, 2.7, 8

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Solution : 5 The constants are 8, 25, 0, 35, 2.7 and 8 . Example 18 : Pick out the variables in the following : 63, x, 27, m, p, q, 10, 0, y. Solution : The variables are x, m, p, q and y Example 19 : Pick out the variables and constants : A, 15, q, l, 22.3, 73 Solution : The variables are A, q and l The constants are 15, 22.3 and 73. Exercise 4.4 1) Pick out the constants in the following : 2 5, a, b, 11, p, 15, 3.7, q, x, m, 7 , z 2) Pickout the variables in the following : 6, c, 12, h, k, 16, m, n, 22, p, s, 30 3) Write any FIVE constants and FIVE variables.

4.6 Power (or Exponent or Index ) of a variable :

We have learnt that the product of 16 and x is 16 x and it is shortly written as 16x. Similarly the product of two literals x and y is x y = xy. Now let us see how the repeated product of a literal with itself is written. Multiply x with itself. We get x x and is denoted by x2. We read x2 as x to the power of 2. Similarly m m m = m3, which is read as m to the power of 3. In x2, 2 is the power (or index or exponent)and x is the base. In m3, 3 is the power and m is the base. Note : The power of a literal indicates the number of times the base (variable) has been multiplied by itself. Discuss : Can you tell the power and base of y? Example 20 : Write the following using powers : (a) 5 m m m (b) a b a a b

(c) x y y z 3 z y

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Solution : (a) (b) 5mmm abaab xyyz3zy = 5m3 = aaabb = a 3 b 2 = a3 b2 (c) = 3xyyyzz = 3 x y 3 z2 = 3xy3 z2 Note : The product x 16 will be written as 16x and not as x16. It is conventional to write the constant first. Example 21 : Write the following in the product form : (a) Solution : (a) (b) (c) 8xy2 = 8 x y y a3b = a a a b 10p2qr3 = 10 p p q r r r Exercise 4.5 1) Write the following using powers : a) 4 a a b b) 12 x y y x y c) 6 m n m n d) 5 x y x y x y e) p p q p q r r. 2) Write the following in the product form : a) 9xz2 b) p2q3 c) 10a2bc3 d) c3d3 e) 7m2n 8xy2 (b) a3b (c) 10p2qr3

4.7 Coefficients :
Consider the quantities 3a, 8b2, 5xy and 2y3. All are product of constant and variables. In 3a, 3 is the coefficient of a. Similarly in 8b2, 8 is the coefficient of b2. in 5xy, 5 is the coefficient of xy. and in 2y3, 2 is the coefficient of y3 Hence, the number (constant) connected to a variable or product of variables by means of multiplication (or Division) is called the coefficient. Example 22 : Write the coefficient in the following : (a) 7x (b) 11m3 (c) y2 (d) 15pq

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Solution : (a) (b) (c) (d) Discuss : The product of 6 and x is 6x and we say 6 is the coefficient of x. The sum of 6 and x is 6 + x. What can you say about 6 here? Is it the coefficient of x? Similarly in 6 x, is 6 a coefficient of x? Exercise 4.6 Fill up the blanks : (a) (b) (c) (d) (e) (f) (g) The coefficient a in 10a is____ . The coefficient of c in 3c is____ . The coefficient of m in 5m is____ . The coefficient of q2 in q2 is____ . The coefficient of x3 in 4x3 is____ . The coefficient of yz in yz is____ . The coefficient of n in 20n is____ . The coefficient of x is 7 The coefficient of m3 is 11 The coefficient of y2 is 1 [l y2 = 1y2] The coefficient of pq is 15

(h) The coefficient of ab in 15ab is____ . (i) (j) The coefficient of u in 18u is ____ . The coefficient of pqr in 25pqr is ____ .

4.8 Terms :
x Consider the quantities 5, 3ab, 9x, 28, 36, m, n2, yz, 50, p3, 5 . Here, (a) (b) 5, 28, 36 and 50 are only constants.

m, n2, yz and p3 are only variable or product of variables x (c) 3ab, 9x and 5 are combination of constant and variables by means of multiplication (or division). We call each of this quantity as a term. Hence, A constant or a variable or a combination of constant and variables combined by means of multiplication (or division) is called a term. Note : (a) If a constant and a variable are joined together by means of addition or subtraction like 10 + m, x 15 etc, they are considered as separate terms.

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That is in 10 + m we have two terms, namely 10 and m. Similarly in x 15 the terms are x and 15. (b) If a constant and a variable are joined together by means of multiplication or division p (like 12a, 5 etc.) it is considered as a single term.

4.8. (a) Like Terms :

So far we have seen that a term consists of 2 (1) only a constant such as 4, 12, 17, 3 etc. (2) only variable or product of variables such as a, xy, m, y3, p2q etc. (3) both constant and variables such as 3a, 5cd, 6x2y3, 7a3bc etc. Now consider the following pairs of terms : (1) 6m and 8m, (2) x2 and 3x2 (3) 17pq and 13pq.

In the first pair 6m and 8m, both the terms contain the same variable m. Similarly the second and third pairs also have the same product of variables in both terms x2 and pq. We call such terms as like terms. Hence Two or more terms which have the same variable or same product of variables or same division of variables are called like terms. Discuss : Can you give some examples for like terms?

4.8. (b) Unlike Terms :

Now consider the pairs, (1) 3x, 10y (2) 11p3, q3 (3) 5m2, 12n2. In the above pairs, each term has different variables or different product of variables. That is in 3x and 10y, the variables are x and y, which are different. In 11p3 and q3, the product of variables p3 and q3 are different. Similarly in 5m2 and 12n2, the product of variables m2 and n2 are different. We call these terms as unlike terms. Hence, Two terms which have different variables or different product of variables or different division of variables are called Unlike Terms. Discuss : Consider the terms x2 and x3. They are different powers of the same letter x. Are they like terms or unlike terms? Why? Example 23 : Find the pairs of like terms. (a) 7u, 11u Solution : The pairs of like terms are (a) 7u and 11u (d) 13p3 and 24p3 (b) 3m2, 10n2 (c) 5xy, 12xz (d) 13p3, 24p3

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Example 24 : Find the pairs of unlike terms. (a) 20a, 12a Solution : The pairs of unlike terms are (b) 15x2 and 11y2 (c) 3u3 and 10w2. (b) 15x2, 11y2 (c) 3u3, 10w2, (d) mn2, 9mn2.

Exercise 4.7 1) Find the pairs of like terms : (a) 12a and 15a (e) 4x2y and 13x2y (b) 3b and 6c (f) 3mn2 and 7m2n (c) 23p and 31q (g) 17z3 and 35z3 (d) m and 18m

2) Write any THREE pairs of like terms. 3) Write any THREE pairs of unlike terms.

4.9 Addition and Subtraction of terms :

Since the literals are used to represent numbers in algebra, they must obey the fundamental operations (addition, subtraction, multiplication and division). In this section we are going to learn some basic concepts of addition and subtraction in Algebra. In algebra, we classify the terms as like terms and unlike terms. We can add and subtract like terms. Example 25 : Find (a) x + x x + x = 1x + 1 x = (1 + 1) x = 2x (b) x + x + 2x x + x + 2x = 1x + 1 x + 2x = (1 + 1 + 2)x = 4x

Note : Here we add the coefficients of the like terms and we write it with the variable to get the result (answer). (c) Add the terms 5x and 12x. The above terms are like terms. Hence we can add them. Solution : 5x + 12x
3 3 3

= (5 + 12)x = 17x

(d) Add 10m , 8m and 4m . Since all the given terms are like terms, we can add them. Solution : 10m3 + 8m3 + 4m3 = (10 + 8 + 4)m3 = 22m3 (e) Subtract 6a from 13a

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Solution : 13a 6a = (13 6)a = 7a (f) Find 9xy 15xy Both the given terms are like terms. Hence subtraction is possible. But here we have to subtract a greater number from a smaller one. (Recall the rule for subtraction of integers). Solution : 9xy 15xy = (9 15)xy = 6xy From the above examples we understand that 1) 2) The sum of two or more like terms is a term whose coefficient is the sum of the coefficients of all the like terms. The difference between two like terms is a term whose coefficient is the difference between the numerical coefficients of the two like terms.

However we cannot add or subtract unlike terms. In this case we can simply indicate the operations of addition and subtraction. For example, (a) Add 4x and 7y The sum is 4x + 7y. (b) (c) Add 7m2, 6m and 10 The sum is 7m2 + 6m + 10 Subtract 15d from 4c The solution is 4c 15d. Exercise 4.8 1) Find the sum of the like terms : (a) 8a and 11a (b) 7b2c and 5b2c (c) x3, 4x3 and 14x3 (d) 3pq, 8pq and 25 pq (e) 14xy2, 8xy2 and 3xy2. 2.) Subtract the first term from the second term : (a) 12y and 23y x y = xy 7 5 is not equal to 75. Why? Variables have no place values (b) 4a2b, 14a2b (c) 16m3, 10m3 (d) 17p, 22p (e) 19cd, 25cd

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THINGS TO REMEMBER 1) 2) 3) 4) 5) 6) 7) 8) The symbols used to represent numbers are called PLACE HOLDERS. The letters used to represent numbers are called LITERALS. A quantity which takes a fixed numerical value is called a CONSTANT. A quantity which takes different numerical values is called a VARIABLE. The number (constant) connected to a variable or product of variables by means of multiplication (or division) is called the COEFFICIENT. The number of times the base (literal) has been multiplied by itself is called the POWER (or INDEX). A constant or a variable or a combination of constant and variables combined by means of multiplication (or division) is called a TERM. (a) (b) 9) 10) Terms, which have the same variable or product of variables or divisions of variables are called LIKE TERMS. Terms, which have the different variables or different product of variables or different division of variables are called UNLIKE TERMS.

We can add and subtract Like Terms. The variables obey the four fundamental operations namely addition, subtraction, multiplication and division. UNIT TEST 4 Part I

10 1 = 10

Choose the correct answer : 1) In 5x, x is (a) a constant (b) a variable 2) In 7m3, the coefficient of m3 is (a) 7 3) (b) 3 (b) y2 (c) m (c) yy (d) m3 y y can be written as (a) 2y 4) (d) y (d) p3q3 (c) a term (d) a coefficient

Like term of 3pq is (a) 3p (b) 3q (c) 5pq

5)

Sum of 4a2 and 3a2 is (a) 12a2 (b) 7a4 (c) 12a4 (d) 7a2

Complete the following : 6) 7) 8) The symbol , in + 5 is called a ___________ . A quantity which takes different values is called a __________ . 2 m n n m m can be written as ____________ .

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9)

Numerals are ____________ (constants / variables)

10) We cannot add or subtract ___________ terms. Part II Answer in one or two steps : 11) Write a mathematical statement for x + 5 = 17. 12) Write any two pairs of like terms. 13) Add the following terms : 3xy, 7xy and 18xy. 14) Subtract 4m3 from 13m3. 15) Pick out constants and variables 6x, 11, 1.5, 12mn, y, 23. 5 x 2 = 10

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5. GEOMETRY
Geometry is one of the most important branches of Mathematics. Geometry gives the idea of various geometrical shapes and figures in our daily life such as articles in the houses, wells, buildings, bridges etc. Great Indian mathematicians such as Aryabhatta, Brahmagupta, Bhaskara wrote books on Geometry. From this we learn that the concept of geometry have begun from ancient times. The term Geometry means a study of properties of figures and shapes and the relationship between them. 5.1 5.2 5.3 5.4 5.5 Basic geometrical concepts Relationship between points and lines Angles Triangles Special quadrilaterals

In the previous classes we have studied some basic geometrical concepts namely point, line, ray and plane. Let us recall what we have learnt about them.

5.1 Basic geometrical concepts :

5.1.1 5.1.2 5.1.3 5.1.4 5.1.5 Point Line Ray Line segment Plane

5.1.1 Point :
Place a dot with the sharp tip of your pencil or with a pin on a sheet of paper. This dot gives you an idea of a point. This point represents a location.
B A C

Fig. 5.1. Thus we say that a point has an exact position. A point has no length, breadth or thickness. We use English alphabets in capital letters like A, B, C, D etc. to denote points.

5.1.2 Line :
Fold a piece of paper and unfold it. What do we see in the paper? We find that a straight crease is formed.

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The straight crease in the paper (fig. 5.2) is an example of a line.

Fig. 5.2 Mark two points A and B on a sheet of paper. Join these two points and extend in both directions. Represent the ends using arrow-heads on either side as shown in fig. 5.3.
A B

Fig. 5.3 This is a straight line and it is denoted by AB or line AB or line l . AB means that (a) the points A and B lie on the same line. (b) the line passes through the points A and B. Note : A line has no starting point and ending point. So we cannot draw a line fully in a sheet of paper. We draw only a part of a line and mark arrow-heads at its two ends to show that it extends endlessly in both directions. Example 1 : Write the names of the following lines.
Q

(a) l

(c)

Fig. 5.4 Solution :

(b)

(a) PQ or line PQ (b) line l (c) MN or line MN 5.1.3 Ray : We have seen that the sun is emitting rays of light. We can also see the rays of light from the torch light. These represent the idea of ray.

Fig. 5.5 A ray of light originates from a point in the sun or from the torch light (fig. 5.5) and extends endlessly in one direction.

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Thus we can say that a ray starts from a fixed point and extends endlessly in one direction.

A
Fig. 5.6

In the figure 5.6, A is called the starting point. This ray starts from A and goes without an end in the direction AB. This is called a ray and it is written as AB. Read ABas ray AB. In the following fig. 5.7 some rays are shown in different directions.
P N MN PQ Q A M BA B A AB B

Fig. 5.7 Note : Just as in the case of a line, a ray also cannot be drawn fully on a paper. We can draw only a part of a ray with a starting point at one end and an arrow-head on the other end. Example 2 : Let AB be a ray. (1) (2) (3) (4) Solution : 1) 2) 3) (4) What is the starting point of the ray? Can B be the starting point of the ray? Where does the point B lie on the ray? Are the ray AB and the ray BA different? A is the starting point. No. B can be marked anywhere on the ray inorder to name the ray. AB and BA are different because they are in different directions.

5.1.4 Line segment : A line segment is a part of a line consisting of two end points on it. A B

l
Fig. 5.8 Consider the line l. Mark two points A and B on the line l (Fig. 5.8). The portion of the line l from A to B is called the line segment AB. It is denoted by AB

or BA and it is read as line segment AB or line segment BA. The line segment AB and the line segment BA are the same and they are equal in measure.

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Example 3 : Name the line segments from the following figure 5.9
P
A B

(a)

(b)
Fig. 5.9 Solution : In Fig. 5.9 (a), the line segments are named as AB , AC , BC . In Fig. 5.9 (b), the line segments are PQ , PR , QR . 5.1.5 Plane : The floor, the walls, the top of a table and the black board in our class are all having flat surfaces. These are examples for planes. A plane is a flat surface which extends endlessly in all directions. It has no boundary. A plane cannot be drawn. But a part of a plane can be drawn on any flat surface. The diagrams (Fig. 5.10) represent planes.

Fig. 5.10 Discuss : Hold three pencils of different heights in 3 different places - not in a straight line. Now place a cardboard touching the three tips of the pencils. Does the cardboard lie exactly on the tip of the pencils? Yes. Hence we infer that three points not lying on a line are needed to determine a plane. THINGS TO REMEMBER (1) A point represents a location. (2) A line is straight and extends endlessly in both directions. A line AB is (3) (4) (5) denoted by AB . A ray starts from a fixed point and extends endlessly in one direction. A ray AB is denoted by AB . A line segment is a portion of a line with two end points. A line segment AB is denoted by AB . A plane is a flat surface which extends endlessly in all directions.

154

Exercise 5.1 1) Complete the statements : The tip of a pin gives us an idea of a _______________ . A blackboard gives us an idea of a ______________ . A wall gives us an idea of a ____________ . At least ____________ points not lying on the same line are needed to determine a plane. Mark two points A and B on a sheet of a paper. With the help of a ruler draw a line passing through them. (a) Can you draw any other line passing through them? (b) How many such lines can you draw? How many rays can be drawn from a starting point and passing through a given point? Give two examples from your environment for planes. Mark three points A, B, C not lying on the same line. Draw as many lines as possible through any two points. Also name the lines. (a) (b) (c) (d)

2)

3) 4) 5)

C D B
6. How many rays are represented in the figure? Name them.

O E F A

7.

From the following figures, name the line, line segment and ray.

M P
8.

Q N
Write the names of the lines from the following figures.

5.2 Relationship between points and lines :

We shall study some of the relations between the points and lines in a plane. 5.2.1 5.2.2 5.2.3 Concurrent lines Collinear points Intersecting and Parallel lines

155

5.2.1 Concurrent lines :

Mark a point P on a paper. Draw a line l passing through the point P. Draw another line m through the same point P. Continue this process. How many lines can be drawn through this point P? Many lines can be drawn through this point. n

P l m
Fig. 5.11 Look at the fig. 5.11. Are these the only lines drawn through this point? No. We can draw many more lines through P. Is it not so? All these lines passing through the same point P are called concurrent lines. The point P is called the point of concurrence. Thus three or more lines passing through the same point are called concurrent lines. The point is called the point of concurrence. Example 4 : In the fig.5.12 name the concurrent lines C and the point of concurrence. Solution : D (a) The lines AD, BD, CD are concurrent lines and the point of concurrence is D. The lines BA, BD, BC are concurrent and the point of concurrence is B.

(b)

B A
Fig. 5.12

5.2.2 Collinear points

We have seen that through one point many lines can be drawn. How many lines can be drawn through two points? We can draw only one line through two points (fig. 5.13). However, not only these two points are on this line, but we can mark many points on this line. All these points are called collinear points.

A B
Fig. 5.13

The word collinear means co-linear, lying on the same line.

F E C A
G

Fig. 5.14

156

In the figure 5.14, A, C, D, B are collinear points. The points E, F, G are not collinear because they do not lie on the same line. Thus three or more points lying on the same line are called collinear points and points not lying on the same line are called non collinear points. Example 5 : In the figure 5.15 write (a) collinear points (b) non-collinear points Solution : (a) P, Q, R, S are collinear points. (b) T, U, V are non collinear points.

T P Q U
Fig. 5.15

R V

5.2.3 Intersecting lines and Parallel lines :

Look at the figure 5.16. How many lines are there? Three. Is it not so? What are they? (1) (2) (3) AB CD EF

F C
Fig. 5.16

In the figure, AB and EF are intersecting at E. So AB and EF are called intersecting lines. Are there any other intersecting lines? Do AB and CD intersect? (fig. 5.16) No. They are not intersecting in the figure 5.16. These lines AB and CD are called parallel lines. Therefore parallel lines do not intersect at any point. Thus the non-intersecting lines are called parallel lines. Railway tracks, opposite edges of blackboard etc. are few examples of parallel lines. Example 6 : From the figure 5.17 (a) (b) Solution : (a) LM and PQintersect at A. PQand UV intersect at B. RS and LM intersect at C UV and RS intersect at D. (b) PQ and RS are parallel lines.

write the intersecting lines and intersecting points. Write a pair of parallel lines.

L P A B

C R M
Fig. 5.17

D S V

157

Example 7 : From the figure 5.18 write (a) collinear points. (b) Solution : (a) In the figure, points A, B, C are collinear. The lines AD, BD, CD are concurrent lines. D is the point of concurrence.

Concurrent lines and their point of concurrence.

C
Fig. 5.18

(b)

Example 8 : From the figure 5.19 write (a) Concurrent lines (b) Concurrent point (c) Parallel lines (d) Collinear points (e) intersecting lines at B Solution : (a) (b) (c) (d) (e) AB, AC, AD are concurrent lines. A is the point of concurrence. BDand EG are parallel lines. A, B, E ; A, C, F; A, D, G ; B, C, D ; E, F, G are collinear points. BA and BC are intersecting at B. (1) (2) (3) (4) THINGS TO REMEMBER Three or more lines passing through the same point are called concurrent lines. The point is called the point of concurrence. Three or more points lying on the same line are called collinear points. If two lines intersect at a point, these lines are called intersecting lines. The non-intersecting lines are called parallel lines. Exercise 5.2 1) Fill in the blanks : (a) Through a given point _____ lines can be drawn. (b) ________ line(s) passes through two different given points. (c) Three or more points are _________ if all of them lie on the same line. (d) Three or more lines are _________ if all of them pass through the same point. (e) Two lines in a plane either intersect or are ___________ . 2) Give any one example from your classroom (a) intersecting lines (b) parallel lines.

G D C

Fig. 5.19

158

3)

Give two examples of concurrent lines from your environment.

E D

4) From the figure, write (a) point of concurrence (b) collinear points (c) any two pair of parallel lines

F O A B

5) From the figure, write (a) a pair of intersecting lines at E. (b) a pair of intersecting lines at A. (c) the collinear points.

E D F A B C

6) From the figure, write (a) the concurrent lines and point of concurrence. (b) intersecting lines at E. (c) parallel lines.

C A E

7. From the figure, write (a) any two points of concurrence. (b) intersecting lines at F. (c) collinear points.

E A B

5.3 Angles
Observe the hands of the clock, the folded hand, corner of the paper and the blades of scissors. All these have two arms joined together at one point and give us the idea of an angle.
11 10 9 8 7 6 5 12 1 2 3 4

Fig. 5.20

159

5.3.1 5.3.2 5.3.3 5.3.4

Angle and measure of an angle Types of angles Complementary and Supplementary angles Bisector of an angle
side) arm (

5.3.1 Angle and measurement of an angle :

Mark a point O on a sheet of paper. Draw two rays OA and OB as shown in the figure 5.21.

angle

O Vertex

arm (side)

Fig.5.21 The above figure consists of two rays with the same starting point O. Then at O an angle is formed. The two rays OAand OB are called the arms or the sides of the angle. The common point O is the vertex of the angle. The arms are often joined by a small circular arc near the vertex as shown in the figure 5.21. Then we can say an angle is a figure formed by two rays with a common starting point. We represent the angle in the figure 5.21 as AOB or BOA and we read angle AOB or angle BOA. The vertex is always written in the middle. Sometimes vertex itself indicates the angle such as O . Let us consider the following angle in the figure 5.22.

D
We know that a ray is named by its starting point and another point on it. So OA, OB represent the same ray. Similarly OC, OD represent the same ray. So the above angle can be denoted in the following different ways.

A
Fig.5.22

O , COA , DOA , COB , DOB , AOC , AOD , BOC , BOD From the figure 5.23 the ray OArotates with O as centre on anticlockwise direction and reaches OB. The rotation made by the ray is called the measure of that angle.

Fig.5.23

5.3.2 Types of angles :

Fold a piece of paper as shown in the figure 5.24 and unfold it. We get two intersecting line segments. Name these as AB and CD. These line segments AB and CD making four angles at the point of intersection at O. We see that the four angles AOC , BOC , AOD , BOD are equal.
C

Fig.5.24

160

Each of them is called a right angle. A right angle is divided into 90 equal parts and each part is called a degree. Degree is the unit for measuring angles. The degrees are denoted by the symbol . For example if the measure of an angle is 60 degrees, it is denoted by 60. Right angle : An angle of measure 90 is called a right angle.

O O

A
Fig.5.25

In figure 5.25

AOB is a right angle.

Perpendicular : If the two lines intersect at right angles, then the two lines are called perpendicular to each other. In the figure 5.25, OA is perpendicular to OB. We write it as OA OB.
B

An angle whose measure is greater than zero degree but less than 90 degrees is called an acute angle. (See figure 5.26) The angles 15, 30, 47, 65 and 88 are some examples of acute angles.

Fig.5.26

B
Obtuse angle : An angle whose measure is greater than 90 and less than 180 is called an obtuse angle. (See figure 5.27) The angles 95, 100, 130, 162 and 178 are some examples of obtuse angles.

O
Fig.5.27

Zero angle : If the initial ray and final ray coincide, the angle formed is the zero angle. (fig. 5.28)

B O
Fig.5.28

Straight angle : An angle whose measure is 180 is called a straight angle. In the fig.5.29, AOB = 180 and OA and OB are opposite rays.

180 B

O
Fig.5.29

161

5.3.3 Complementary and Supplementary angles :

Complementary angles : If the sum of the measures of two angles is 90, then they are called complementary angles. Each angle is the complement of the other. For example 25 are 65 are complementary angles (Fig.,5.30.) because the sum of the angles 25 and 65 (25 + 65) = 90 The complementary angle of 25 is 90 25 = 65 The complementary angle of 65 is 90 65 = 25. Therefore 25 is the complement of 65 . and 65 is the complement of 25.

65 25
Fig. 5.30 Example 9 : What is the complementary angle of 37 ? Solution : The complementary angle of 37 = 90 37 = 53. Supplementary angles : If the sum of the measures of two angles is 180, then they are called supplementary angles. Each angle is the supplement of the other. For example 50 and 130 are supplementary angles (Fig. 5.31) because the sum of the angles 130 and 50 = 130 + 50 = 180 The supplementary angle of 50 is 180 50 = 130. The supplementary angle of 130 is 180 130 = 50. 50 is the supplement of 130 and 130 is the supplement of 50.

65 25

130

50
Fig. 5.31 Example 10 : Find the supplementary angle of 75 Solution : The supplementary angle of 75 = 180 75 = 105. Note : The supplementary angle of 105 = 180 105 = 75. The angles 75 and 105 are supplementary angles.

162

5.3.4 Bisector of an angle :

B

A ray which divides an angle into two equal angles is called the bisector of the angle. In fig.5.32, AOP and POB have the same measure. So they are equal. OP has divided AOB into two equal angles.So OP is called the bisector of AOB .

x x O A

Fig.5.32 Example 11 : In fig.5.32 the measure of angle AOB is 80 and OP is the angular bisector. Find AOP . Solution : We know that the angular bisector divides the angle into two equal parts. AOP is half of AOB . 80 AOP = 2 = 40 THINGS TO REMEMBER (1) (2) (3) (4) (5) (6) (7) An angle is a figure formed by two rays with a common starting point. An angle of measure 90 is called a right-angle. An angle whose measure is greater than 0 and less than 90 is called an acute angle. An angle whose measure is greater than 90 and less than 180 is called an obtuse angle. Two angles whose sum is 90 are called complementary angles. One angle is the complement of the other. Two angles whose sum is 180 are called supplementary angles. One angle is the supplement of the other. A ray which divides an angle into two equal angles is called the bisector of the angle. Exercise 5.3 1) Fill in the blanks : (a) The measure of the complement of an angle 50 is ___________ . (b) If the measure of the angle between two lines is 90, the two lines are called _________ to each other. (c) The supplementary angle of a right angle is __________ . (d) (e) (f) (g) The bisector of an angle divides the angle into __________ angles. The supplement of an acute angle is __________ . The supplement of an obtuse angle is _____________ . The complement of an acute angle is ___________ .

163

2)

Classify each of the following angles by observation as acute, obtuse, right, straight.

(b) (a) (c)

(d)

(e)

3)

The measures of some angles are given below. What type of an angle it is? (a) 75 (e) 89 (b) 35 (f) 180 (c) 90 (g) 0 (d) 142 (h) 127

4) 5)

Give two examples of right angle from your environment. Answer the following : (a) (b) (c) (d) Through how many degrees does the minute-hand turn in fifteen minutes? Through how many degrees does the minute-hand turn in 30 minutes? Through how many degrees does the minute hand turn in one hour? Through how many degrees does the hour-hand turn in 3 hours? (b) 73 (h) 58 (b) 165 (h) 63 (c) 60 (i) 65 (c) 30 (i) 122 (d) 45 (j) 15 (d) 110 (j) 47 (e) 15 (f) 75 (e) 82 (f) 14

6)

Write the measures of complementary angles of the following : (a) 20 (g) 37

7)

Write the measures of supplementary angles of the following : (a) 120 (g) 96

8)

From the following pairs of measures of angles pickout the complementary angles and supplementary angles. (a) 30, 60 (d) 68, 112 (b) 85, 95 (e) 90, 90 (c) 45, 45 (f) 36.5, 53.5

9) 10)

(a) (b)

If an angle and its complement are equal, find them. If an angle and its supplement are equal, find them.

The measure of angle AOB is 110. If OP is angular bisector then find angle AOP

5.4 Triangles :
We know that a triangle is a closed figure formed by three line segments. In this lesson we shall study the parts of triangles, classification of triangles and some important properties of triangles. 5.4.1 Parts of a triangle 5.4.2 Types of triangles 5.4.3 Important properties of triangles

164

5.4.1 Parts of a triangle :

A

Make three points A, B, C not on the same line. Draw the line segments AB , BC and AC The figure formed is called triangle ABC. The symbol is used to denote the triangle. Thus ABC is read as triangle ABC.

Fig. 5.33 The points A, B, C are called the vertices of the triangle ABC. The line segments

AB, BC , CA are called the sides of ABC. The angles are represented by capital letters A, B, C. Thus the triangle has mainly six parts namely three sides and three angles.

5.4.2 Types of Triangles :

Triangles are classified according to the measures of their (a) sides (b) angles (a) Classification of triangles on the basis of sides : Triangles can be classified into three kinds according to the measures of their sides as follows : D A P

5 4

B 7
(a)
(a)

2
(b)

2
(c)

If all the three sides of a triangle are unequal then it is called a scalene triangle.

In the fig (a), ABC is a scalene triangle. (b) If any two sides of a triangle are equal then it is called an isosceles triangle. In the fig. (b) DEF is an isosceles triangle. (c) If all the three sides of the triangle are equal then it is called an equilateral triangle. In the fig. (c), PQR is an equilateral triangle Example 12 : Determine the kind of triangle if the measures of the sides are as follows : (a) AB = 3cm ; BC = 4 cm ; AC = 6 cm (b) AB = 4.5cm ; BC = 3cm ; AC = 4.5 cm (c) AB = 5cm ; BC = 5 cm ; AC = 5 cm Solution : (a) All the sides are different. It is a scalene triangle. (b) AB = AC = 4.5. Two sides are equal. It is an isosceles triangle. (c) AB = BC = AC = 5. All the three sides are equal. It is an equilateral triangle.

165

(b) Classification of triangles on the basis of angles : According to the angles, triangles are classified into three kinds as follows :

50

P 120
90 C E

60 B

70

R Q

(a)

(c)

(b)

F
Fig. 5.35

(a) (b) (c)

If each angle of a triangle is an acute angle, that is, less than 90, it is called an acute angled triangle [see fig. (a)] In a triangle, if any one angle is a right angle, that is equal to 90, then the triangle is called a right angled triangle [see fig (b)]. In a triangle if any one angle is an obtuse angle, that is, greater than 90, then the triangle is called an obtuse angled triangle. [See fig (c)]

5.4.3 Important properties of triangles :

Activity 1 :
A

Draw any triangle on a sheet of paper and mark its angles as shown in the figure 5.36.

C B

Fig. 5.36 Cut out the three corners of the triangle. Now arrange the angles as shown in the figure 5.37.

Fig. 5.37 We see that these three angles lie on a straight line and hence form a straight angle. We know that the measure of a straight angle is 180. From this we can say The sum of the measures of the angles of a triangle is 180. Example 13 : Can the following be the measure of the angles of a triangle? (a) 40 , 80, 60 (b) 70, 80, 60

166

Solution : (a) The sum of the measure of the three angles is 40 + 80 + 60 = 180 Therefore 40, 80, 60 can be the measure of the angles of a triangle. (b) The sum of the measure of the three angles is 70 + 80 + 60 = 210. But the sum of the measure of the angles of a triangle is 180. Therefore 70, 80, 60 cannot be the measures of the angles of a triangle. Example 14 : In the fig. 5.38, find R . Solution :
R

P + Q But P + Q + R R R

= 90 + 30 = 120 = 180 = 180 120 = 60

P

90

30

Fig. 5.38 Activity 2 : Draw different triangles as you like in a sheet of paper and measure the lengths of the sides of all the triangles. Add any two measures of the sides of each triangle and compare with the third side of the same triangle. What do you observe? From this experiment we observe that The sum of the measures of any two sides is always greater than the third side. Consider the triangle ABC (fig. 5.39).
C

AB + BC is always greater than AC or or BC + AC is always greater than AB AB + AC is always greater than BC.
A B

Fig. 5.39 Example 15 : Can the following measures be the lengths of the sides of a triangle? (a) 8, 7, 13 (b) 6, 3, 2

167

Solution : (a) In the given measures 8, 7, 13 8 + 7 = 15 is greater than 13. 7 + 13 = 20 is greater than 8 8 + 13 = 21 is greater than 7. Here sum of any two sides is greater than the third side. We can draw the triangle. (b) In the given measures 6, 3, 2 6 + 3 = 9 is greater than 2. 3 + 2 = 5 is not greater than 6. These are not the measures of the lengths of the sides of a triangle. THINGS TO REMEMBER (1) (2) (3) (4) (5) (6) A triangle is a closed figure formed by three line segments. A triangle has mainly six parts namely three sides and three angles. Triangle can be classified into three kinds acccording to their sides as scalene triangle, isosceles triangle and equilateral triangle. According to angles, triangles are classified into three kinds as acute angled triangle, right angled triangle and obtuse angled triangle. The sum of the measure of the angles of a triangle is 180. In a triangle, the sum of the measures of any two sides is always greater than the third side. Exercise 5.4 1) Fill in the blanks : (a) The sum of the three angles of a triangle is _________ . (b) In an equilateral triangle, the three sides are __________ . (c) The triangle in which two sides are equal is called an ________ triangle. (d) If a triangle has one right angle, it is called a _________ triangle. (e) In a triangle the sum of the measure of any two sides is _______ than the third side. 2) What are the six parts of a triangle? 3) The three angles of a triangle are equal. What is the measure of each of the angle? 4) One of the angles of a triangle is 100 and the other two angles are equal. What is the measure of each of these equal angles. 5) Determine the kind of triangle if the measures of sides are (a) 3, 4, 5 (b) 1.5, 2.5, 2.5 (c) 7.5, 7.5, 7.5 (d) 8, 7, 10 6) Can we have a triangle whose degree measures as : (a) 25, 75, 80 (d) 60, 90, 100 7) (b) 10, 70, 80 (e) 70, 70, 70 (c) 110, 40, 30 (f) 2 right angles

Determine the kind of triangle if the three angles are (a) 60, 60, 60 (b) 65, 55, 60 (c) 40, 50, 90 (e) 90, 27, 63 (f) 35, 52, 93 (d) 105, 35, 40 State if these three measures could be the possible lengths of the sides of a triangle. (a) 4, 5, 6 (b) 3, 6, 9 (c) 5, 9, 2 (d) 12, 13, 18 (e) 10, 20, 30 (f) 8, 15, 17

8)

168

5.5 Special Quadrilaterals :

5.5.1 5.5.2 Quadrilateral and its parts Special type of quadrilaterals

5.5.1 Quadrilateral and its parts :

A quadrilateral is a closed figure in a plane formed by four line segments. In the figure 5.40, we have a quadrilateral ABCD. (1) Points A, B, C, D are the vertices of the quadrilateral. (2) AB, BC, CD, DA are the sides. (3) A , B , C , D are the angles. (4) AC and BD are called the diagonals

C D

A B

Fig. 5.40

(5) In quadrilateral ABCD, ABand DC are opposite sides and AD and BC are also opposite sides. (6) The sum of the measures of all angles is 360. That is, A + B + C + D = 360. We have seen the quadrilateral and its parts. Now we shall see the special types of quadrilaterals.

5.5.2 Special types of quadrilaterals :

The family chart of quadrilateral
Quadrilateral
Trapezium
Parallelogram

rectangle

Rhombus

Square

Fig. 5.41. (1) Trapezium In a quadrilateral if a pair of opposite sides are parallel then the quadrilateral is known as a Trapezium (See fig.5.42). In this figure the sides AB and DC are parallel. Further AC and BD are called diagonals.
D C

Fig. 5.42

169

(2) Parallelogram : In a quadrilateral if the opposite sides are parallel then it is known as Parallelogram. (See fig.5.43) Here the sides AB and DC are parallel and the sides AD and BC are parallel. Futher AC and BD are diagonals.
A

Fig. 5.43 The properties of a parallelogram ABCD are listed below : (a) (b) AB = DC and AD= BC A = C and B = D

(d) A + D = 180, B + C = 180, A + B = 180, D + C = 180. (3) Rhombus : In a parallelogram if all the four sides are equal then it is called a Rhombus. (See fig.5.44) In Rhombus all the sides are equal in length and the diagonals are perpendicular to each other.

A
Fig. 5.44

(4) Rectangle : In a quadrilateral, if opposite sides are equal and all the four angles are equal to right angle then it is called a rectangle. ( fig.5.45) Here diagonals AC and BD are equal. A = B = C = D = 90

A
Fig. 5.45

B
D C

(5) Square In a quadrilateral if all the four sides are equal and if all the angles are right angle then the quadrilateral is called a square. ( fig.5.46) Here AC= BD A = B = C = D = 90

A
Fig. 5.46

Discuss : (a) A square is a quadrilateral (b) A square is a rectangle (c) A rectangle is a parallelogram

170

THINGS TO REMEMBER (1) (2) (3) (4) (5) (6) A quadrilateral is a closed figure formed by four line segments in a plane. In a quadrilateral if a pair of opposite sides are parallel then the quadrilateral is known as a Trapezium. In a quadrilateral if the opposite sides are parallel then it is known as parallelogram. In a quadrilateral if all the four sides are equal then it is called a Rhombus. In a quadrilateral, if opposite sides are equal and all the four angles are equal to right angle then it is called a rectangle. In a quadrilateral if all the four sides are equal and if all angles are right angles then it is called a square. Exercise 5.5 1. State true or false (a) In a square, all angles are right angles. (b) In a rhombus, all angles are equal. (c) In a Trapezium a pair of opposite sides are parallel. (d) In a parallelogram ABCD, A = C . (e) In a rectangle the diagonals are not equal. 2. State any three properties of a quadrilateral. 3. State the properties of a parallelogram. 4. State the properties of rhombus. 5. State the properties of a rectangle. 6. State the properties of a square. UNIT TEST 5 Part I 10 1 = 10 Choose the corrct answer of the following : (1) The number of points are needed to determine a line is (a) 1 (b) 2 (c) 3 (d) 4 (2) Among the following, obtuse angle is (b) 90 (c) 108(d) 300 (a) 38 (3) The complementary angle of 65 is (a) 25 (b) 35 (c) 90 (d) 115 (4) Supplementary angle of a right angle is (a) zero angle (b) acute angle (c) obtuse angle (d) right angle (5) In the following, the diagonals of equal length is (a) Trapezium (b) Parallelogram (c) Rhombus (d) rectangle Fill in the blanks : (6) At least _______ points not lying on the same line and needed to determine a plane. (7) The two non-intersecting lines in a plane are called __________ . (8) If the measure of the angle between two lines is 90, the two lines are called ______ to each other. (9) The measures of two angles of a triangle are 60 and 40 then the third angle is ____. (10) In rhombus all the sides are _________ . Part II Answer the following : (11) What are the complement and supplement of the angle 47? 5 2 = 10

171

(12) How many rays are represented in the figure? Name them.

13) How many line segments are there in the following figure? Name them.
M

14) The measures of some angles are given below. Say what kind of angle it is (a) 49 (b) 90 (c) 125(d) 180 15) Give the angle properties of a rectangle. Part III IV. Answer the following in detail : 16) In the following figure name E (a) a pair of parallel lines (b) the lines intersecting at E (c) the lines intersecting at C
D A B C

5 6 = 30

17) In the following figure (a) How many line segments are shown in the figure ? Name any six line segments. (b) Name any three lines having a point of concurrence.

T U V O P Q
E

18) In the following figure find EOC and give reasons for your answer.
A

O
120 D

30 B

19) Classify the triangles on the basis of (a) sides 20) State any five properties of a quadrilateral.

(b) angles.

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6. PRACTICAL GEOMETRY
We have studied the concept of points, lines, rays, line segments and angles in theoretical geometry. In this chapter we shall learn how to draw and measure geometrical figures using appropriate instruments.

6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9

Geometrical instruments box Line segment Constructing a line segment of a given measurement Measuring the length of a given line segment constructing a line perpendicular to a given line at a given point on it Constructing the perpendicular bisector of a given line segment Measuring angles Constructing angles of given measures Constructing the angle bisector of a given angle

6.1 Geometrical instruments box :

1. Ruler
A Geometrical instruments box is a basic requirement for those who learn geometry. You have used the instruments in the geometry box in your previous classes. Let us recall their names and uses.

Fig 6.1 One edge of the ruler is graduated in centimeters and the other in inches. A ruler is used to draw lines and measure the length of the line segment. 2. Compass

Fig 6.2

173

Fig. 6.3

Fig. 6.4

Compass is used to draw a circle with a given measurement of its radius and a line segment. We can also construct angles of given measures with the compass. There is a provision in the compass to insert a pencil. 3. Divider

Fig. 6.5 It is used to measure the length of a line segment and to compare the lengths of two given segments. line

174

4 and 5 A pair of Set Squares

Fig. 6.6

Fig. 6.7

They are used to construct perpendicular lines and parallel lines. One set-square has 30 60 90 angles at the vertices and the other has 45 45 90 angles at the vertices. 6. Protractor

Fig. 6.8 A protractors curved edge is graduated into 180 equal parts. Each part is equal to one degree. The graduation starts from 0 on the right hand side and ends with 180 on the left hand side and viceversa. A protractor is used to construct and to measure given angles.

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To construct almost accurate figures remember the following : (a) (b) (c) In the instruments box all the instruments should have fine edges and tips. It is better to have an eraser and two pencils in the box, so as to use one pencil with compass for inserting in it and the other to draw lines and mark points. Always draw thin lines and mark points lightly.

6.2 Line Segment :

Consider a line l (fig. 6.9). Take two points P and Q on the line l. In the figure three paths (P1, P2, P3) are given from P to Q and there may be several possible paths from P to Q. But the shortest path is the straight line that joins P and Q.

Fig. 6.9

We have seen in theoretical geometry that exactly one line passes through two given points P and Q. So the straight path from P to Q in figure fig. 6.9 is a segment, piece or portion of the line l passing through points P and Q. Hence it is called the line segment P Q. It is denoted by PQ and read as line segment PQ. P and Q are called its end points. In general if we join two points

P and Q

with the help of a ruler we get the line segment PQ. Thus a line segment is the straight path with two end points. There is only one line segment joining the end points P and Q (i.e.) PQ . segment QP is the same as PQ . hence the measure of the line segment PQ and QP are equal. Note : A line segment has two end points but a line has no points. Exercise 6.1 1) Count the number of line segments drawn in each of the following figures and name them.

The line

Q (a)

)b)

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(c) A

F G

(d) 2) 3) 4) 5) Draw a line l on a paper and mark 3 points on the line. Name the different line segments. Can you count the number of line segments in a given line segment? Can you count the number of line segments in a given line? Give three examples of line segments from your class room environment.

6.3 Constructing a line segment of a given measurement :

Example 1 : Draw AB with length 7.8 cm Solution : Take a graph sheet. Draw a number line in the graph sheet and mark units. Fix A with 0 (zero) and proceed along the number line upto 7 units. Now we want a segment of length 7.8 cm. After 7 units, count 8 small divisions and fix the point B there. Now AB is of length 7.8 cm. Thus we can construct a segment of a given measurement using the number line.
A B

Fig. 6.10

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Let us now see how to construct AB with length 7.8 cm without the number line. Construction : (a) Draw a line l with the ruler and mark a point A on it.
l A Fig 6.11

(b)

Take a measure of 7.8 cm with the compass. Place the metal point of the compass on A. Then with the pencil point make a small arc on l to cut the line. Mark the point as B.
A

)
7.8 Fig 6.12

(c)

AB is the required line segment. AB = 7.8 cm.

A Fig 6.13 B

6.4 Measuring the length of a given line segment :

Construction : (a) Draw a line l using a ruler. Mark two points A and B on it by giving sufficient space in between them. AB is the given line segment.
l A Fig 6.14 B

(b)

Take the divider and place one tip of the divider on A. Pull the other tip and place it on B.

A
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Fig. 6.15 (c) Without changing the measurement of the divider lift the divider and fix it on the graduated ruler so that one tip is at zero mark. Then read the mark against the other tip of the divider. In the figure it is 3 big divisions to the right of the zero division mark. Thus the length of the given segment AB is 3 cm.

Note :

Instead of fixing one tip at zero mark, we can fix at any mark and find the length of the segment. For example if one tip is at the big division mark 2 and the other up is at the big division mark 6 then the length of the given segment is 6 2 = 4cm. The length of the segment is final reading minus initial reading.

6.5 Constructing a line perpendicular to a given line at a given point on it:

(a) Construction (using a protractor)
Q

l P Fig. 6.17 (a)

179

l P

Fig. 6.17 (b) Step 1 : Step 2 : Step 3 : Draw a line l. Take a point P on the line l Place the protractor on the paper with its centre coinciding with given point P and its 0 180 line lying along the given line l (fig. 6.17 (a)) Step 4 : Holding the protractor, mark a point Q with a pencil on the paper against the 90 mark of the protractor. Step 5 : Remove the protractor and with a ruler draw a line passing through points P and Q. Then PQ is perpendicular to the line l and the given point P (Fig 6.17 (b)) (b) Construction using compass

Fig. 6.18 Construction Step 1 : Draw a straight line l. Place the metal point of the compass on P. With the pencil point make two small arcs of equal radius on l to cut the line at A and B.

Step 2 :

Fig. 6.19 Take a measurement more than half of the measurement of AB and place the metal point of the compass on A. Then with the pencil point make a small arc above the line l.

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Step 3 :

Without changing the measurement, place the metal point of the compass on B and make a small arc with the pencil point to cut the previous arc at Q.

Fig. 6.20 Step 4 : Note : Draw a line with a ruler passing through points P and Q. Then PQ is perpendicular to the line l at the given point P. The perpendicular bisector of a line segment is that line which passes through the midpoint of the line segment and is perpendicular to the line segment.

6.6 Constructing the perpendicular bisector of a given line segment :

(a) Paper folding method Construction Take a rectangular sheet of paper. Fold the paper in such a way that the two lengthwise sides exactly coincide. Now unfold the paper. A lengthwise line segment lies on the folded line. Name it AB.

(a) (b) A (c)

Fig. 6.21 (a), (b)(, (c)

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Now fold the paper in such a way that the breadthwise sides exactly coincide. Now unfold the paper. A breadth wise line segment lies on the folded line. name it XY.

(a)

(b) X

Y (c)
Fig. 6.22 (a), (b), (c)

Now XY divides AB into two equal parts and AB divides XY into two equal parts. More over AB is perpendicular to XY and XY is perpendicular to AB . Hence AB is the perpendicular bisector of XY and XY is the perpendicular bisector of AB . b) Perpendicular bisector for any segment AB : Fold a paper as shown in the figure. A line segment lies on the folded line.

Fig. 6.23 (a)

Mark two points on A and B on the line AB is a line segment. To bisect AB , again fold the paper by placing the point B on A and unfold. Now we get the line segment XY

182

Y Fig. 6.23 (b)

XY divides AB into two equal parts.

Therefore XY is the perpendicular bisector of AB c) Construction using compass : Example 1 :

Draw a line segment of 8cm and construct its perpendicular bisector. Construction (a) Draw a line l and construct the line segment AB - 8cm on it (see fig 6.24)
l A 8 cm B

(b)

Take more than half of the measurement of AB with the compass. Draw arcs on both sides of AB with A as centre.

l A B

Fig. 6.25 (c) Similarly with B as centre draw two more arcs on both sides of AB with the same measurement. The two arcs meet the previous arcs at X and Y. Draw XY . XY bisects

AB at the point M.

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l A M B

Fig. 6.26 Now AM = MB

Measure AM and MB by using divider and ruler. Check whether they are of equal length. Further using protractor check whether XY is perpendicular to AB . Exercise 6.2 1) Draw line segments of the following lengths using number line. a) 8 cm 2) b) 5.9 cm c) 6.5 cm

Draw line segments of the following lengths using ruler and compass a) 7 cm b) 4.9 cm c) 5.5 cm

3) 4)

Draw any line segment and measure it. On a centimetre scale one end of the divider tip is fixed on the starting division of the scale and the other end at the point showing 8.7 cm. What is the distance between the two points of the divider tips? On a centimeter-marked scale one end of the tip of the divider is fixed at 3cm and the other end touches at 9.7 cm. What is the distance between the two points of the divider tips? Draw line segments of the following lengths and construct the perpendicular bisectors to each of them. a) AB = 6.8 cm

5) 6)

b) PQ = 7.7 cm

c) MN = 8.3 cm

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7) 8)

Draw a line segment of measure 8.7cm on a sheet of paper. Using paper folding bisect the line segment. Taking a square paper find the two bisecting line segments, using paper folding method

Activity : 1) Draw different line segments and measure them using number ray as well as divider and ruler. 2) Draw line segments for different measures. 3) Draw different line segments and construct perpendicular bisectors.

6.7 Measuring angles :

We have studied the concept of an angle and the different kinds of angles in theoretical geometry. We shall now learn how to measure the given angle. The unit for measurement of an angle is degree. An angle is measured with the help of a protractor.

Example 3 : Measure the angle in the fig. 6.28.

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As shown in the figure 6.29 place the centre of the base line of a protractor on point B, the vertex of the angle 0 180 line falling on BC . From the right start counting from 0 in the ascending order and stop at the point the ray BA passes through. Note the measurement. The measure is 70. Write it as m ABC = 70. Example 4 : Measure the angle in the fig 6.30.

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As shown in the figure 6.31 place the centre of the base line of a protractor on point B, the vertex of the angle 0 180 line falling on BC . From the left start counting from 0 in the ascending order and stop at the point the ray BA passes through. Note the measurement. The measure is 60. Write it as m ABC = 60. 1) Exercise 6.3 Measure each of the following angles :

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6.8 Constructing angles of given measures :

6.8.1 Constructing 90 and 45 using paper folding method 6.8.2 Drawing angles with the help of a protractor 6.8.1 Constructing 90 and 45 using paper folding method : (a) Angle measuring 90 :

Fig. 6.32 a, b, c Take a piece of paper and fold it into half. Again fold the paper so that folded edges fall on oneanother. At the folding corner, the line segments make an angle of 90 as shown in the figure 6.32 a, b, c.

Fig. 6.33 Now we get an angle of measure 45 (which is half of 90).

6.8.2 Drawing angles with the help of a protractor : Example 5 : construct an angle ABC of measure 50 Construction :
Draw a ray BA with starting point B. Place mid point of the protractor at the point B and the base on the ray BA. On BA from the right start counting from 0 in the ascending order. Press the protractor firmly and mark a point C using a sharp pencil at the point showing 50 on the semi circular edge of the protractor. Remove the protractor and draw BC . We get the required angle ABC. Here m ABC = 50

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Fig. 6.35 Note : There are two set-squares in geometrical box. In one, the angles are 30, 60, 90 and in the other the angles are 45, 45, 90. These set-squares can be used to construct angles 30, 45, 60 and 90.

6.9 Constructing the angle bisector of a given angle :

6.9.1 Paper folding method 6.9.2 Using protractor and compass
The angle bisector of any angle is obtained by bringing the arms of the angle together by folding.

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6.9.1 Paper folding method :

A Fig. 6.36

Let ABC be the given angle. Fold the paper so that BA falls on BC . Spread it out and mark the crease BD . BD is the bisector of ABC . Therefore m ABD = m CBD .

6.9.2 Using protractor and compass : Example 6 : Construct the angle bisector of 50
B

X Q 50 O R A Fig. 6.37

Construction :

Construct m ACB = 50 using ruler and protractor. With vertex 0 as centre and a convenient radius draw an arc of a circle cutting Oa at P and OB at Q. With P as centre and radius equal to more 1 than 2 PQ draw an arc. With Q as centre using the same radius draw another arc cutting the previous arc at R. Join OR and produce it to form the ray OX. Then ray OX is the bisector of measurement m AOX = m XOB . Exercise 6.4 I) Construct the angles of the following measures and name each of them (a) m AOB = 80 (c) m DEF = 120 (e) m LMN = 155 b) m ABC = 90 d) m PQR = 140 (f) m POR = 110 AOB . By

2) By paper folding method construct the angle of measure 135 (use 90 and 45). 3) By paper folding method construct angle bisectors of 100 and 80. 4) Construct the angle bisectors of 70 and 110 using protractor and compass. Activity : 1) Draw different angles and measure them. 2) Draw angles for different given measures 3) Draw different angles and bisect them.

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7. HANDLING DATA
Data handling is an art. Sometimes the raw data (data as they are) will not be useful to get the required information. In order to get proper and useful information, we have to process the data. A very important useful information from the given data is average. In this chapter we shall learn about 7.1 7.2 7.3 7.4 7.5 Meaning of an average (mean) Median Mode Pictograph Bar graph

7.1 Meaning of an average (mean) :

Suppose your mother gives milk to you and your sister in two equal sized glass tumblers. When you notice that the quantity of milk (say 50ml) (Fig. 7.1) in your tumbler is less than the quantity of milk in your sisters tumbler, (say 70ml) (Fig. 7.2) you make a complaint that your sister is given more milk than you. When there is no extra milk what does your mother do? Your mother simply pours a little quantity of milk from your sisters tumbler to your tumbler till the quantity of milk in both the tumblers are equal (Fig. 7.3). Now you are satisfied that the quantity of milk in both the tumblers are equal. This process of sharing out equally is the basis of average. We call the averaged amount or quantity as the arithmetic average (or arithmetic mean or simply average or mean). 70ml + 50ml Mean (arithmetic average) = 2 120 = 2 ml Mean = 60 ml

50ml Fig. 7.1 Fig. 7.2

70ml

60ml Fig. 7.3

60ml

Example 1 : Two pencils are of lengths 18cm and 24cm respectively. What is their mean length? 18cm + 24cm Solution : Mean length = 2 42 = 2 cm = 21 cm Discuss : Suppose your father gives Rs. 50, Rs. 40 and Rs. 30 to your mother, elder brother and you respectively, what is the mean amount? Consider the following example : A boy scores the following marks 50, 40, 60, 55 and 45 in five subjects. If you add all the marks the total will be 250. Note that this is same as scoring 50 marks in each subject (which also totals upto 250). So to find the mean we find the total and share it out equally among the number of quantities. In this case 50 + 40 + 60 + 55 + 45 Mean = 5 250 = 5 = 50 Note that 50 + 40 + 60 + 55 + 45 = 250 50 + 50 + 50 + 50 + 50 = 250 From the above examples and discussions, we observe that (a) (b) (c) Remark : Note that the mean is greater than the smallest item and smaller than the greatest item. Example 2 : The mean marks in mathematics for a class is 42. If there are 55 pupils in the class find the total marks scored by them in mathematics. Solution total marks number of pupils = mean The mean of several items is the value equally shared out among the items. Total of all items Mean = Number of items Total of all items = Mean Number of items

Total marks = mean number of pupils = 42 55 = 2310 (Note : Total = mean number of items) Discuss : Take any five measurements. Find the mean of the five measurements. Now add 2 to each measurement. Now find the mean of the new five measurements. Note the change in mean.
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Example 3 : The mean marks of a class in a science test was 46. There were 40 pupils in the class. The teacher gave 5 marks to each student for assignment work. How will the mean change? Solution : Previous total marks = 46 40 = 1840 Marks added = 5 40 = 200 New total = 1840 + 200 = 2040 2040 New mean = 40 = 51 (= 46 + 5) We see that the mean also has increased by 5. Example 4 : The mean sales of a particular soap in a shop during the first ten days in a month was 12. The mean sales of the same soap in the same shop during the next twenty days was 9. What was the mean sales for the whole month? Solution : Total sales for first 10 days = 12 10 = 120 Total sales for next 20 days = 9 20 = 180 Total sales for the month = 300 300 Mean sales for the month = 30 = 10 Example 5 : The following is the statement of marks of two groups of students in an examination. Group A : 19, 23, 60, 27, 71 Group B : 20, 38, 81, 30, 42, 65 Find which group has performed better. 19 + 23 + 60 + 27 + 71 Solution : Mean of group A = 5 200 = 5 = 40 20 + 38 + 81 + 30 + 42 + 65 = 6 276 = 6

Mean of group B

= 46 Thus we find that the performance of group B is better. Note : The mean gives a general picture of a given set of values. This will be helpful to compare different sets of data.
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Example 6 : The mean study hours of 16 students in a day is 8. Two of them spend 6 hours and 10 hours respectively. What is the mean study hours of remaining students? Solution : = = = Total study hours of two students = The total study hours of the remaining 14 students = = The mean study hours of remaining students Exercise 7.1 Calculate the mean of the following 5 numbers. 23, 44, 32, 11, 25 2) 3) 4) 5) 6) 7) 8) The monthly income (in Rs.) of 6 families are given below. Find the mean income. 1800, 700, 1300, 800, 1500, 1100 The weight (in kg.) of 7 students are given below. Find the mean weight. 38, 42, 30, 34, 44, 37, 41 If the mean of 25 numbers is 48 find the total of 25 numbers. The mean of 30 numbers is 45. If each number is increased by 3 what will be the new mean? Find the mean of the first 6 whole numbers. The mean marks of 5 students is 48. If two of them got 42 and 48 find the mean of the remaining 3 students. The heights of 6 children are as follows : 1.14m, 1.22m, 1.21m, 1.20m, 1.05m, 1.08m Find the mean height. 9) The following is the statement of marks obtained by two groups of students in an examination. Group A : 42, 33, 16, 35, 45, 51 Group B : 41, 35, 19, 36, 43, 54 Find which group has performed better. 10) The mean of 10 numbers is 48 and the mean of 9 of them is 45. What is the tenth number? Apart from arithmetic average (mean) we have two more averages namely Median and Mode. The mean study hours of 16 students The total study hours of 16 students 8 16 8 128 6 + 10 = 16 128 16 112 112 = 14 = 8

1)

7.2 Median :
The median is the middle item when the given items are arranged in an ascending or descending order. Example 7 : Find the median of the following numbers : 16, 8, 19, 7, 12, 6, 13
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Solution : Arranging the given numbers in ascending order we get 6, 7, 8, 12, 13, 16, 19 Middle term Median = Middle item = 12 (Note that median divides the data in the middle) Discuss : Arrange the numbers in the descending order and then find the median. Example 8 : Find the median of the following numbers : 5, 12, 9, 7, 21, 19, 14, 17 Solution : Arranging the given numbers in ascending order we get 5, 7, 9, 12, 14, 17, 19, 21 Median is here Median = Item midway between 12 and 14 12 + 14 = 2 26 = 2 = 13 Discuss : Calculation of median when the number of items is odd and when the number of items is even.

7.3 Mode :
The owner of a readymade shop, through his daily sales makes a note of the size of banian, shirt, pant etc. which are frequently sold. In a similar manner the shoe shop owner makes a note of the size of shoe, footwear which are frequently sold. These sizes are the most popular sizes and the business people are concerned about the most common size. Such a measure is also an average called Mode of the given items. The mode of a set of items is that item which occurs most often. Example 9 : Find the mode of the following numbers : 10, 5, 7, 7, 8, 6, 7, 8 Solution : Mode = 7 because it occurs 3 times and the other values do not occur so often. Note : Even though 8 occurs two times, it is not a mode, since 7 occurs 3 times. Example 10 : Find the mode of the following set of numbers : 8, 11, 10, 12, 11, 16, 10, 17, 11, 15, 10 Solution : Here there are two modes 10 and 11 (Each of them occurs three times).
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Example 11 : Find the mode if any, of the following set of numbers : 1, 2, 5, 7, 3, 8 Solution : Here none of the numbers is repeated. Therefore it has no mode. Note : Mean exists and is unique. Median exists and is unique. Mode need not be unique and sometimes it does not exist. Discuss the following figures :

2 feet

3 feet

4 feet Fig. 7.4

5 feet

6 feet

Mean Median Mode

= = =

5 feet

5 feet

5 feet Fig. 7.5

Mean Median Mode
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5 feet

5 feet

= = =

1)

2)

3)

Exercise 7.2 Find the Median of the following : a) The runs Scored by a batsman in 7 innings 60, 10, 100, 78, 54, 49, 37 b) The numbers 20, 18, 22, 27, 25, 13, 19, 21, 30 c) The first seven whole numbers d) The marks of 10 Students in a test 5, 9, 6, 7, 10, 6, 7, 8, 8, 9 e) The numbers 62, 66, 61, 65, 69, 60, 58 Find the mode of the following numbers (if any) a) 3, 4, 5, 5, 5, 8, 7, 6 b) 8, 12, 10, 15, 12, 16, 12, 20 c) 9,9,9, 7,7,7, 6, 6, 4, 3 d) 10, 20, 30, 40, 50, 60, 70 e) 2, 4, 3, 7, 4, 6, 7, 8, 7 f) 6, 3, 5, 2, 4, 1 Find mean, median, mode (if any) of the following : a) 2, 4, 2, 6, 6, 4 b) 2.3, 4.7, 3.8, 3.2, 6

7.4 Pictograph :
To express a given data or information we use words, symbols, graphs and pictures. Pictographs are used to represent an information through pictures or symbols. Informations are easily understood when represented by pictures. Example 12 : The following pictograph shows the number of trees planted in Coimbatore city during the years 1998 to 2002. Each figure represents 1000 trees.

1998

1999

2000

2001

2002 Fig. 7.6

Pictograph of the number of trees planted in Coimbatore city during the years 1998-2002.
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Questions : 1) 2) 3) Which of the given years had the maximum number of trees planted ? Which of the given years had the minimum number of trees planted ? What was the number of trees planted in 1999 ?

Solution : 1) 2) 3) The year 2002 had the maximum number of trees planted The year 1998 had the minimum number of trees planted The number of trees planted in 1999 was 5000.

Example 13 : The manufacturing of buses in a Bus factory during the years 1995 to 1999 is given below in Table 7.1. Year 1995 1996 1997 1998 1999 Table 7.1 The following pictograph represents the above information No. of Buses 150 250 200 300 350

represents 50 Buses 1995 1996

1997 1998

1999

Fig. 7.7
Pictograph of the manufacture of buses in a Bus factory during the years 1995 to 1999.
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Questions : Find the number of buses manufactured in the year 1997 Find the year in which the number of buses manufactured was 350. Find the difference between the maximum number of buses manufactured and the minimum number of buses manufactured. 4) Find the total number of buses manufactured upto and inclusive of the year 1997. 5) Find the total number of buses manufactured after the year 1997 (exclusive of the year 1997) Solution : 1) The number of buses manufactured in the year 1997 was 200. 2) 1999 was the year in which the number of buses manufactured was 350. 3) The difference between the maximum number of buses manufactured and minimum number of buses manufactured was 200. (350 150 = 200). 4) The total number of buses manufactured upto and inclusive of the year 1997 is 600 5) The total number of buses manufactured after the year 1997 (exclusive of the year 1997) is 650. Example 14 : See the pictograph (Fig.7.8) and answer the following Questions.
represents Rs. 200 House Rent

1) 2) 3)

Food

Education Electricity

Transport Miscellaneous

Fig. 7.8

Pictograph of the monthly expenditure on various items of Mr. Kumar's family. Questions : 1) 2) 3) 1) 2) 3) Name the item on which maximum amount was spent. Name the item on which minimum amount was spent. Find the amount spent on education. The item on which maximum amount was spent is food. The item on which minimum amount was spent is electricity. The amount spent on education is Rs.800.
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Solution :

Exercise 7.3 1) See the pictograph (fig. 7.9) and answer the following questions
represents 1 Lakh

1996
1997
1998
1999
2000

Fig. 7.9

Pictograph of the number of tourists who visited KanyaKumari during the years 1996 to 2000. Questions 1) What is the information given by the pictograph ? 2) State the year in which the number of tourists was minimum. 3) State the year in which the number of tourists was maximum. 4) State whether true or false : The number of tourists during the year 1996 was twice that of the number of tourists during the year 2000. 2) See the pictograph and answer the following questions
represents 100 cycles

1998 1999 2000 2001 2002 Fig. 7.10

Pictograph of the cycles manufactured in a factory during the years 1998 to 2002. Questions : 1) 2) 3) What is the information given by the pictograph ? State the year in which the manufacture is minimum. State the year in which the manufacture is maximum.
200

4) 5)

State the number of cycles manufactured in the year 2000. State the difference between the maximum manufactured and minimum manufactured. Note : Another name for pictograph is pictogram.

7.5 Bar graph :

In pictograph, we use pictures to represent data. For example the picture symbols such as

represent different numbers. This way of representing numerical data is time consuming and it is difficult to compare two items. Instead of pictures and symbols, it is better to use bars. This type of representation is called bar graph or bar diagram. Consider the example 14 that is the monthly expenditures of Kumar's family on various items. Items House Rent Food Education Electricity Transport Miscellaneous
3200 3000 2800 2600 2400 2200 2000 1800 1600 1400 1200 1000 800 600 400 200 0

Expenditure (In Rs.) 2000 3000 800 400 600 600

House Rent

Food

Education Electricity

Transport Miscellaneous

Items

Fig. 7.11
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Bar graph showing the monthly expenditure of Kumar's family on various items. Reading the bar graph : (a) (b) (c) The bar graph shows the monthly expenditure of Kumar's family on various items. The various items are shown on the horizontal line. The corresponding expenditures are shown along the vertical line.

The data given in the above example can also be represented by another bar graph taking expenditures along the horizontal line and items along the vertical line as shown in the following figure 7.12.
Miscellaneous

Transport

Electricity

Education

Food

House Rent

200

400

600

800 1000 1200 1400 1600 1800 2000 2200 2400 2600 2800 3000 3200 Expenditure in Rs.

Fig. 7.12 Bar graph showing the monthly expenditures of Kumar's family on various items. Reading of bar graph : (a) The various items are shown on the vertical line. (b) The corresponding expenditures are shown along the horizontal line. Questions : 1) What is the information given by the bar graph ? 2) State the number of items given in the bar graph and mention them.. 3) State the item on which maximum amount was spent. 4) State the item on which minimum amount was spent. Solution : 1) The information given by the bar graph is the monthly expenditure of Kumar's family on various items. 2) The number of items given in the bar graph is 6. They are house rent, food, education, electricity, transport and miscellaneous. 3) The item on which maximum amount was spent is food. 4) The item on which minimum amount was spent is electricity.
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Example 15 : The bar graph (figure 7.13) represents the following data regarding the number of Students admitted in VI Std during the years 1998 to 2002 in Government Higher Secondary School, Athoor. Year 1998 1999 2000 2001 2002
700 650 600 550 500 450 400 350 300 250 200 150 100 50 0 1998 1999 2000 2001 2002

No. of Students admitted 300 250 350 600 550

Years Fig 7.13 Bar graph showing the number of students admitted in VI Std during the years 1998 to 2002 in Government Higher Secondary School, Athoor. Questions : 1) 2) 3) What is the information given by the bar graph? State the year in which the admission was minimum State the year in which the admission was maximum.

Solution : 1) 2) 3) The information given by the bar graph is the number of students admitted in VI Std during the years 1998 to 2002 in Government Higher Secondary School, Athoor. The year in which the admission was minimum is 1999 The year in which the admission was maximum is 2001.

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1)

Exercise 7.4 See the bar graph and answer the following questions.
100 90 80 70 60 50 40 30 20 10 0 Tamil English Mathematics Science Social Science

Subjects

Bar graph showing Aruls marks obtained in Quarterly Examination in different Subjects. Questions : 1) What information is given by the bar graph ? 2) Name the subject in which maximum mark was obtained and what was his mark in that subject ? 3) Name the subject in which minimum mark was obtained and what was his mark in that subject? 4) State the number of subjects and also the name of the subjects. 5) Find the mean (average) marks. 2) See the bar graph and answer the following questions.
Saturday Friday Thursday Wednesday Tuesday Monday 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70

No. of Shirts Bar graph showing the number of shirts sold in a ready made shop from Monday to Saturday.
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Questions: 1) What information is given by the bar graph ? 2) Mention the day on which the maximum number of shirts were sold and also mention the number of shirts sold. 3) Mention the day on which the minimum number of shirts were sold and also mention the number of shirts sold. 3) Answer the following questions by using the bar graph
1100 1000 900 800 700 600 500 400 300 200 100 0 SALEM CHENNAI MADURAI Places TRICHY COIMBATORE

Bar graph representing the average rainfall during the North-East, monsoon in the year 2002 at different places. Questions : 1) What information is given by the bar graph? 2) What are the places mentioned in the bar graph? 3) Mention the name of the place in which the average rainfall was maximum. What was the rainfall in that place? 4) Mention the name of the place in which the average rainfall was minimum. What was the rainfall in that place? 4) Answer the following questions by using the bar graph
2002 2001 2000 1999 1998 1997 0 5 10 15 20 25 30 35 40 45 50 55

Measures in degrees celsius

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Bar graph representing the average temperature during the month of May at Chennai during the years 1997 to 2002. Questions : 1) What information is given by the bar graph? 2) What are the years mentioned in the bar graph? 3) Name the place for which information is given. 4) Mention the year in which the temperature was maximum. What was the temperature recorded? 5) Mention the year in which the temperature was minimum. What was the temperature recorded?

206

ANSWERS
Exercise 1.1 (1) (7) (8) (9) 1 (2) 0 (3) 0 (4) 11 (5) 9999 (6) 1000 (a) 8 lakhs (b) 4 hundreds (c) 0 (d) 9 units (e) 7 crores (a) 4 hundred thousand (b) 6 hundred million (c) 2 thousand (3) 4 ten thousand (e) 3 tens (a) Twenty lakh five thousand six hundred and twenty four. (b) Seven lakh thirty two thousand four hundred and sixteen. (c) Five lakh three thousand and three hundred and two. (a) 63,21,946 (b) 2,00,304 (c) 702,934,420 (d) 2,041,079,065 (a) 100 thousands (b) 10 lakhs (c) 10 millions (d) 1000 millions (a) 3 thousands (b) 642 thousands (c) 7000 thousands (a) 35264 (b) 27053 (a) 2 10000 + 5 1000 + 6 100 + 3 10 + 8 (b) 7 10000 + 2 1000 + 8 100 + 0 + 4 (c) 6 100000 + 3 4950 Exercise 1.2 (1) (2) (3) (4) (5) (1) (2) (3) (4) (5) (a) 260 (b) 440 (c) 157 (d) 2300 (e) 260 (f) 210 (a) 28 (b) 78 (c) 159 (d) 466 (e) 3584 (f) 6327 (a) 1725 (b) 8251 (a) 21 6 = 15 ; 21 15 = 6 (b) 103 65 = 38 ; 103 38 = 65 224073 (6) 72963 (7) Rs. 33750 (8) 1833 (9) 760 (10) Rs. 400 Exercise 1.3 (a) 7 6 = 42 (b) 2 8 = 16 (c) 0 5 = 0 (d) 3 3 = 9 (a) 5 + 5 + 5 + 5 + 5 + 5 = 30 (b) 0 + 0 + 0 = 0 (c) 1 + 1 + 1 + 1 + 1 + 1 + 1 +1 = 8 (d) 10 + 10 + 10 + 10 = 40 (a) 8514 (b) 16665 (c) 10302 (d) 19980 (e) 330 (a) 953428 (b) 3566736 (c) 158384 (d) 589176 Rs. 5400 (6) Rs. 2860 (7) Rs. 4212 Exercise 1.4 63 12 4 (a) 7 = 9 (b) 2 = 6 (c) 4 = 1 (a) 6 3 = 18 (b) 7 12 = 84 (c) 10 12 = 120 56 56 80 80 (a) 7 = 8 ; 8 = 7 (b) 10 = 8 ; 8 168 65 65 168 (d) 13 = 5 ; 5 (c) 14 = 12 ; 12 = 14 (a) 3885 (b) 1320 (c) 16280 (e) 7475 (f) 11800 (g) 133225 (a) 17 (b) 63 (c) 399 (e) 49 (f) 22 (g) 115 15 (d) 5 = 3 (d) 11 11 = 121 = 10 = 13 (d) 4940 (h) 156275 (d) 575 (h) 351

(10) (11) (12) (13) (14)

(15)

(f) 700

(1) (2) (3)

(4) (5)

207

(6) (7) (1)

(a) quotient 94, remainder 0 (c) quotient 127 remainder 4 1380 (8) 62 (9) 15929

(b) quotient 102 remainder 10 (d) quotient 191 remainder 30 (10) 564 (11) Rs. 2150

Exercise 1.5 (a) Divisors of 16 are 1, 2, 4, 8, 16 ; Factors of 16 are 2, 4, 8 (b) Divisors of 25 are 1, 5, 25 ; Factor of 25 is 5 (c) Divisors of 27 are 1, 3, 9, 27 ; Factors of 27 are 3, 9 (d) Divisors of 42 are 1, 2, 3, 6, 7, 14, 21, 42 ; Factors of 42 are 2, 3, 6, 7, 14, 21. (e) Divisors of 125 are 1, 5, 25, 125 ; Factors of 125 are 5, 25 (a) 2 2 3 3 (b) 2 2 2 3 (c) 2 2 2 2 5 (d) 3 3 7 (e) 2 2 2 3 5 31, 37 (4) (a) 2, 3, 5, 7, 11, 13, 17, 19 (b) 47 (c) 59, 61 (d) 97 Exercise 1.6 (1) (2) (3) (4) (5) (1) (a) 2
7 4

(2) (3)

(b) 10 (b) 47

(c) 85 (c) 106

(d) 33 54 72 92

(a) 64

(a) 52 = 25 ; 53 = 125 (c) 82 = 64 ; 83 = 512 (a) 289 (b) 441 (e) 144 (f) 4900 (a) 64 = 82 ; 64 = 43 (a) 0 (b) any digit (e) 1 or 3 or 5 or 7 or 9 (h) 4 (i) 2 (a) Divisible by 2, 3, 4, 6, 9, 11 (c) Divisible by 3 (e) 2, 4 (a) 21 (b) 6 (c) 6 (a) 1890 (b) 330 (c) 120 g.c.d. = 4 ; l.c.m. = 48 60 litres (6) 24 (7) 504

(b) 142 = 196 ; 143 = 2744 (d) 152 = 225 ; 153 = 3375 (c) 216 (d) 1728 (g) 12500000 (h) 80000000 (b) 1 = 12 ; 1 = 13 Exercise 1.7 (c) 0 or 5 (d) 0 or 4 or 8 (f) 0 or 3 or 6 or 9 (g) 3 (j) 6 (b) divisible by 2, 4, 5, 10 (d) Divisible by 3, 5, 9 (f) 2, 3, 4, 6 Exercise 1.8 (d) 2 (e) 16 (f) 5 (g) 2 (h) 15 (d) 60 (e) 72 (f) 180 (4) g.c.d. = 1 ; l.c.m. = product of two primes (8) 120 Exercise 1.9 (3) 1m 2m

(2)

(1) (2) (3) (5) (1) (4) (6) (1) (2) (3)

26 , 15 (2) 10 km , 12 km Rs. 500 , Rs. 100 (5) 5 , 3 + 26, 15 ; + 10, 12 ; 1, + 2, + 500, 100 ; + 5, 3 (a) 1, 2, 3, 4, 5 (a) 3 > 1 (e) 0 > 10 (a) 37 > 45 (e) 145 > 150

Exercise 1.10 (b) 0, 1, 2, 3, 4 (c) 2, 1, 0, 1 (d) 7, 6, 5, 4, 3, 2 (b) 1 > 4 (c) 15 < 0 (d) 5 > 5 (f) 24 > 48 (b) 18 > 28 (c) 0 > 145 (d) 200 > 318 (f) 0 > 100

208

(4) (5)

(a) 10, 5, 3, 4, 7, 9, 10 (a) 6, 3, 2, 0, 1, 4, 5, 8

(b) 7, 4, 2, 0, 2, 3, 4, 7 (b) 50, 45, 4, 20, 65, 75, 100 Exercise 1.11

(1)
+5 5+3 +3

(l) (a)

1 +7

10

( 3) + 7

() (b)

3 6 5 4 3 2 1 0 1 2 3 6 4 5 6 7 8 9 10

6 + ( 4)

4 6 5 4 4 3 2 1 0 3 1 2 3 4 5 6 7 8 9 10

(c) ()

( 3) + ( 4)

(d) ()

1 +4

4 + (4)

4 6 5 4 3 2 1 3 0 1 2 3 4 5 6 7 8 9 10

(e) ()

0 + ( 3)

(f) (h)

10

(2)

(a) 2 + 3 = 5 (e) ( 2) ( 6) = 4

(b) 2 5 = 3

(c) + 5 5 = 0 (f) ( 3) ( 8) = 5

(d) ( 4) + (+ 3) = 1

(3) (4)

(a) 4 (a) 55

(b) 5 (b) 30

(c) 33 (c) 40

(d) 100 (d) 0

(e) 107 (e) 35

(f) 36 (f) 500

Exercise 1.12 (1) (2) (3) (4) (a) 15 (a) 48 (a) 60 (a) 60 (b) 160 (b) 78 (b) 32 (b) 600 (c) 77 (c) 90 (c) 100 (c) 672 (d) 0 (d) 63 (d) 289 (d) 0 (e) 64 (f) 56 (6) 72

Exercise 1.13 (1) (a) 4 (f) 13 (b) 1 (g) 18 (c) 7 (h) 7 (d) 21 (i) 2 (e) 13 (j) 5

209

(2) (3)

(a) 6 (a) 2 2 (a) 4 1 (a) 3 3

(b) 2 (b) 4 5 (b) 15 1 (b) 6 4

(c) 7 (c) 1

(d) 12 (d) 9

(e) 7

(f) 13

(1) (2) (3) (4) (5)

(6) (7) (8) (9) (10)

17 32 (a) 5 (b) 12 (a) 4 (b) 10 6 9 12 3 (a) 4 = 8 = 12 = 16 2 4 6 8 (c) 5 = 10 = 15 = 20 3 5 (a) 4 (b) 4 7 2 11 3 (a) 20 , 3 , 15 , 4 3 8 1 2 (a) 4 , 11 , 2 , 5 5 6 In the first test. 3 (a) 4 1 (a) 1 4 (a) 4 1 (a) 4 1 (a) 4 1 (a) 2 1 (a) 12 3 (a) 20 75 (f) 6 14 (a) 15 (f) 15 1 (b) 1 3 38 (b) 45 2 (b) 6 9 1 (b) 2 3 (b) 20 1 (b) 1 2 5 (b) 6 1 (b) 4 63 (g) 16 11 (b) 12 (g) 6 1 (4) Rs. 191 4

Exercise 1.14 3 3 10 (c) 8 (d) 4 (e) 35 6 1 3 (c) 12 11 (d) 11 9 (e) 29 8 43 118 103 (c) 3 (d) 9 (e) 4 (c) 48 (d) 3 (e) 15, 20, 5, 6 1 2 3 4 (b) 6 = 12 = 18 = 24 5 10 15 20 (d) 7 = 14 = 21 = 28 4 3 (c) 5 (d) 4 8 7 5 9 (b) 15 , 12 , 8 , 10 9 5 4 2 (b) 10 , 6 , 5 , 3

(1) (2) (3) (4) (5) (6) (7)

Exercise 1.15 3 35 1 (c) 1 4 (d) 17 or 2 17 13 71 (c) 18 (d) 1 84 19 1 11 (c) 5 25 (d) 8 4 (e) 11 36 7 13 (c) 25 (d) 33 2 5 (c) 15 (d) 24 3 3 1 (c) 1 4 (d) 4 (e) 3 3 19 (c) 1 (d) 1 20 Exercise 1.16 5 2 (c) 3 (d) 13 1 (h) 40 (i) 2 9 3 (c) 25 (d) 2 2 (h) 14 (i) 21 2 (5) 1 3 m

13 (f) 1 20

(1)

(e) 22 (j) 17 15 (e) 28 63 (j) 17

(2)

(3)

1 15 m

210

(6)

1 Rs. 267 2 1 (a) 100

2 (7) 2 3 Exercise 1.17 1 (b) 1000 1 (d) 1000

(1) (2)

(c) 1000

(e) 1000

(f) 1

1 1 1 (a) 2 103 + 4 102 + 5 10 + 8 + 6 10 + 1 100 + 5 1000 1 (b) 4 102 + 5 1 + 8 1000 1 1 1 (c) 10 + 1 + 10 + 100 + 1000 1 (d) 5 10000

(3) (4) (5) (6) (7) (8)

(a) 6248.536 (b) 2734.289 (c) 0.4895 (d) 543.245 (a) 0.6 (b) 0.625 (c) 0.28 (d) 0.072 (e) 1.666666 This cannot be expressed in complete form. (a) 0.3 (b) 0.4 (c) 0.6 (d) 1.90 4 33 1 3 2 5 2 (b) 5 (c) 50 (d) 4 (e) 4 (f) 25 (g) 4 (a) 5 (a) 10.207, 10.222, 10.271, 10.272, 10.277 (b) 0.9753, 0.9873, 0.9876, 0.9918, 0.9921 (a) 5.88, 5.87, 5.85, 5.82, 5.81, 5.08 (b) 3.931, 3.321, 3.310, 3.301, 3.290, 3.031 (a) 5.17 (a) 131.722 (a) 75.1813 (a) 21.814 22.72 cm Rs. 339.25 (a) 279.45 (f) 0.16 (a) 2.8248 (e) 0.28248 (a) 0.264 (a) 19.37 (g) 0.21 30.625 km (b) 5.032 (b) 205.97 (b) 364.544 (b) 300.233 (7) 35.37 (b) 167.414 (g) 0.0625 (b) 282.48 (f) 0.028248 (b) 15.6 (b) 1.5 (h) 0.8 Exercise 1.18 (c) 44.24 (c) 86.548

17 (h) 8

(1) (2) (3) (4) (5) (6) (1) (2) (3) (4) (5)

(8) 0.125 Exercise 1.19 (c) 7.5 (h) 0.0014 (c) 2.8248 (c) 7.5 (c) 1.13

(9) 9.25 (d) 12.6 (i) 0.0072 (d) 28.248 (d) 1.6 (d) 0.012 (e) 181.79

(e) 62

(f) 171

(6) Rs. 593.75 UNIT TEST 1 Part I (3) (b) (4) (c) (10) (b)

(1) (8)

(a) (a)

(2) (c) (9) (d)

(5) (a)

(6) (c)

(7) (d)

211

(11) (16) (21) (25) (29) (31) (33)

215 thousands 4 50112 1 20.752 24 cows 11 60 8 (17) 15 (22) 193 7 (26) 8 (30) 22.152

(12) 23 7 (18) 3

(13) 36 (19) 12.3

(14) 32 (20) 5 (24) 5 3 (28) 1 4

(15) 10

Part II (23) divisible by 11 17 9 3 (27) 48 , 16 , 4

Part III (32) g.c.d. = 16, l.c.m. = 96

(34) Rs. 662.75 Exercise 2.1 (c) 1 : 5 (d) 5 : 11 (c) 1 : 6 (d) 1 : 4 (c) 11 : 3 (c) 3 : 2 (b) 4 : 10, 6 : 15, 8 : 20 (d) 6 : 4, 9 : 6, 12 : 8

(1) (2) (3) (4) (5) (6) (7) (8)

(a) 2 : 5 (b) 2 : 5 (a) 4 : 1 (b) 1 : 10 (a) 4 : 1 (b) 4 : 3 (a) 9 : 1 (b) 5 : 1 (a) 5 : 3 (b) 5 : 2 (a) 2 : 8, 3 : 12, 4 : 16 (c) 2 : 6, 3 : 9, 4 : 12 (a) No (b) yes A B 2:3 6:9 1:4 5 : 20 4:5 12 : 15 2:5 6 : 15 3:4 12 : 16 (a) 3 : 4 (a) 2 : 3, 3 : 4, 4 : 5 (a) Rs. 120, Rs. 180 (c) 1 m 25 cm, 1m Mixture (A) Rs. 1000 (a) No (b) Yes (a) 2 (b) 5 100 m (4) 350 kg (a) 12 : 4 = 15 : 5 , (b) 4 : 8 = 5 : 10, 1 (a) 100000000 1 (a) 50000 (a) 300 m

(e) 1 : 4 (e) 1 : 8

(f) 1 : 4 (f) 30 : 1

(1) (2) (3) (4) (7) (1) (2) (3) (6)

Exercise 2.2 (b) 4 : 7 (b) 7 : 9, 5 : 7, 3 : 5 (b) 3 kg 200 g, 2 kg 400 g (d) 30 minutes, 2 hrs (5) Vivek Rs.500 more (8) 48, 84 Exercise 2.3 (c) No (d) No (c) 2 (d) 62.5 (5) Rs. 315 10 : 4 = 15 : 6 4 : 20 = 2 : 10 Exercise 2.4

(6) 10 cm

(e) Yes

(1) (2) (3)

(b) 4500 km (b) 3750 m (b) 5 cm

(c) 2.2 cm (c) 4.5 cm (c) 750 m

212

(1) (2)

(3) (8)

(a) Yes (a) 8 20 (b) 5 15 (c) 30 45 360 km 70

10 25 7 21 20 30

15 37.5 12 36 40 60 (4) 625 gm (9) Rs. 600 (1)

Exercise 2.5 (b) No (c) No 4 2 10 5 15 10 45 30 15 10 22.5 15 (5) Rs. 960 (6) Rs. 26400 (7) 180 minutes (10) Rs. 40 (11) 60 litres Exercise 2.6 25 1 100 4 50 1 100 2 75 3 100 4 40 2 100 5 60 3 100 5 (c) 6% (h) 5% 3 (c) 10 (c) 20% 29 (c) 25 .25 .5 .75 .4 .6 25% 50% 75% 40% 60% (e) 220% (j) 12.5%

(2) (3) (4) (5) (6) (9) (13) (1) (2) (3) (4) (7) (1) (2) (1) (1) (5)

(d) 250% (i) 25% 3 (d) 5 (d) 20% 9 (d) 10 (a) 20 (b) 2 1 500 3 3 % of 300 (7) 80% (8) 7 % Rs. 15000 (10) 475 (11) 2,31,750 Rs. 13750 (14) First test (15) Mixture B (a) 100 (a) 18 (b) 150 (b) 66 Exercise 2.7 (c) 350 (d) 300 (c) 595 (d) 132 1 (b) loss 13 3 % (c) loss 20% (5) Profit 40% S.P. = Rs. 3000 Exercise 2.8 (iii) Rs. 11 (iv) Rs. 160 (4) correct (5) wrong Exercise 2.9 (3) Rs. 90 Exercise 2.10 (3) Rs. 1440, Rs. 13440 (6) Rs. 17.25

(a) 40% (f) 125% 1 (a) 5 (a) 10%

(b) 28% (g) 215% 3 (b) 20 (b) 20%

(e) 25%

(f) 50%

(12) 66 km/hour

(e) 400 2 (d) Profit 16 3 %

1 (a) Profit 8 3 % 2 Profit 22 9 %

Loss = Rs. 750, (i) 27.9.02 correct Rs. 161 Rs. 490 Rs. 1000

(ii) 283456 (3) correct (2) Rs. 166.50 (2) Rs. 1350 (6) Rs. 45000

(v) Rs. 251

(4) Rs. 890 (4) Rs. 480, Rs. 4480

213

UNIT TEST 2

Part I
(1) (6) (11) (16) (21) (24) (28) (31) (32) 6:8 1 4 1 : 1000 a:b = 3:4 2:3 (2) 90 (7) 20 % (12) direct (17) 60 (3) (c) 3 : 2 = 6 : 4 (8) 50 % (13) 12.5% (18) S.P. (4) 6 (9) 50% 3 (14) 4 (19) C.P. (5) 1 : 1000 (10) Rs. 10 (15) 9 (20) Principal or P

Part II Yes
1 2 2 % of 20 (a) 3 : 2 (a) Rs. 420 (22) 6 : 10, 9 : 15 (25) 4.83 km (29) Rs. 6 (b) 3 : 5 (b) 200 (23) Rs. 480, Rs. 720 (26) 35 (30) Rs. 26.25 (27) 3

Part III (c) 2 : 5 7 (33) 1 13 %

(34) correct

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (1)

(a) 6873000m (e) 7.524 m (a) 0.5824 kg (e) 0.02798 kg (a) 3948000 ml (e) 4100000 ml (a) 4.346 km (a) 780.6 cg (a) 3546 l (a) 0.73593 hm (e) 604.9 dl (a) 8.691 ton (a) 720 q (a) 3500 kg

Exercise 3.1 (b) 90800m (c) 543200 m (f) 87.9 m (b) 1.84 kg (c) 12.46 kg (f) 0.004195 kg (b) 25000000 ml (c) 30700 ml (f) 380000 ml (b) 17.0503 km (c) 0.8067 km (b) 5473 cg (c) 190.8 cg (b) 790.64 l (c) 7233 l (b) 9.30178 kg (c) 12.082 kl (f) 4937 cg (b) 0.764 ton (c) 54.6 ton (b) 37 q (c) 43.21 q (b) 4751 kg (c) 6380 kg

(d) 4.54 m (d) 390.5 kg (d) 5320 ml (d) 5.00319 km (d) 1233 cg (d) 10074 l (d) 13100 m (d) 329.3 ton (d) 8.092 q (d) 7234 kg

(6) (7) (1)

Exercise 3.2 (a) 17m 2 dm 5 cm (b) 26 l 85ml (c) 37 kg 663 g (d) 60.204 km (2) 1992.31 kg (3) 34 l 161 ml (4) 280.22 m (5) 21 ton 7 q 62 kg (a) 38 km 137 m (b) 53 l 592 ml (c) 9 g 112 mg (d) 42 m 9 cm 6 cm 2 mm (8) 6.725 l (9) 22 kg 175 g (10) 1 l 500 ml Exercise 3.3

(a) 17 m 2 dm 8 cm (c) 57 kg 15 g (e) 90 l 720 ml (f) 80.52 kl (2) 967 m 5 dm (3) 49 kg 500 g (6) (a) 9m 64 cm (b) 6 l 2 dl 8 cl (e) 719 m (f) 3 ton 125 kg (7) 525 m (8) 0.75 m

(b) 57.664 km (d) 120.51 g (g) 297 q (4) 126 l (c) 7.69 l
(9) 110

(h) 225 km 375 m (5) 330.75 kg (d) 1 kg 700 g (10) 12

214

Exercise 3.4

(b) 0.75 are (f) 800 are 2 (b) 1500 m2 (2) (a) 30000m (e) 470 m2 (f) 900 m2 (3) (a) 6 hectare (b) 13.04 hectare (e) 26.9 hectare (f) 0.36 hectare
(1) (1) (2) (a) 37 ml (e) 12.6 kl (a) 8 cm3

(a) 5 are (e) 320 are

(c) 7.58 are (c) 18000m2 (c) 0.73 hectare

(d) 200 are (d) 1100 m2 (d) 8 hectare

Exercise 3.5

(e) 3126 cm3

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (13) (1) (2) (6) (1) (2) (3) (1) (2) (3) (6)

(b) 407 ml (f) 7.608 kl (b) 64 cm3 (f) 73460 cm3

(c) 8.397 l (c) 9317 cm3 (g) 3 m3

(d) 5 kl (d) 47000 cm3 (h) 13.8 m3

Exercise 3.6

(b) 1440 (c) 1800 (d) 600 (e) 120 (a) 3600 (b) 340 mins (c) 607 mins (d) 480 mins (a) 180 mins (b) 1200 secs (c) 743 secs (d) 915 secs (a) 420 secs (a) 1840 (d) 1200 (e) 1996 (a) 22 hrs 52 min (b) 20 min 1 sec (c) 24 days 5 hrs (a) 3 years 11 months (b) 7 hrs 29 min (c) 5 min 25 secs (a) 22 weeks 2 days (b) 4 days 7 hrs 24 min / 103 hrs 24 min (c) 42 min 40 secs (a) 13 20 hrs (b) 04 50 hrs (c) 09 30 hrs (d) 12 00 hrs (e) 15 15 hrs (f) 00 00 hrs (a) 3.25 p.m. (b) 9.20 a.m. (c) 4.55 a.m. (d) 1.40 p.m. (e) 0.35 a.m. (f) 9.10 p.m. 9 hrs 40 min (11) 8 hrs 10 min (12) 28 hrs 20 min 3.59 p.m. (14) 8 hrs 15 min (15) (a) Kovai Express (b) Nilgiri Express
Exercise 3.7 (a) August 15th (b) January 26th (c) October 2nd 112 days (3) 202 days (4) 66 days 38 days (7) Saturday (8) Thursday (9) Saturday Exercise 3.8 (a) 49cm (a) 28 cm 6.25 hectares
2 2

(d) November 14th (5) 194 days (10) Tuesday

(b) 144 dm (b) 48 dm

(4) Rs. 45000

(c) 50625 cm2 / 5.0625 m2 (d) 10.24 m2 (c) 900 cm / 9m (d) 12.8 m 2 (5) Rs. 21675 (6) 22500m (7) 30.25m2
Exercise 3.9

(a) 120 cm (b) 168 cm (a) 46 cm (b) 71.2 cm Rs 700 (4) 3.45 hectares Rs. 3750 (7) Rs. 1400 (8) 90 m
2 2

(c) 3 m2 (d) 29.25 m2 (c) 7.4 m (d) 22 m (5) breadth 48 m ; perimeter 216m (9) 3000 m (10) Ramesh (d) 820 cm2 (5) 40 m

(1) (a) 54 cm (2) Rs. 4500 (6) right triangle

Exercise 3.10 (b) 2.7 m (c) 5.4 m2 (3) Rs. 15000 (4) 11 cm (7) square field

215

Exercise 3.11 (1) (a) 160 m (2) Rs. 2460

2

(b) 72 m (3) 86 m2

(c) 4760 dm2 (d) 84 m2 (4) Rs. 685.80 (5) 128 m2

UNIT TEST 3 Part I (3) (b) 1 dm3 (10) volume

(6) Rs.480

(7) 15 m

(1) (b) 100 cm (2) (a) 1 kg (6) (d) 5 p.m. (7) (b) lb (8) Multiply (9) 100 (13) 2h (l + b) / ph (14) 4a (15) 5347 l (19) 200 days (23) 121 kg (16) 53.712 km (20) 6.25 cm
2

(4) (c) 100 are (11) 366

(5) (a) 3600 secs (12) right

Part II
(17) 177.226 kg (21) 60cm Part III (25) Rs. 2,00,000 Exercise 4.4 (1) 2 5, 11, 15, 3.7 and 7 Exercise 4.5 (1) (2) (a) 4a b (b) 12x y (c) 6m2n2 (b) p p q q q (a) 9 x z z (d) c c c d d d (e) 7 m m n (a) 10 (g) 20
2 2 3 2

(18) 12 hrs 10 min (22) Saturday (26) Rs. 453.60

(24) 7 hrs 15 min

(2) c, h, k, m, n, p and s

(d) 5x3y3 (e) p3q2r2 (c) 10 a a b c c c

(b) 3 (h) 15

(c) 5 (i) 18

Exercise 4.6 (d) 1 (j) 25 Exercise 4.7

(e) 4

( f) 1

(1)

(a) 12a and 15a

(d) mand 18m (b) 12b2c (b) 10a2b

(e) 4x2y and 13x2y (c) 19x3 (c) 6m3

(g) 17z3and 35z3

Exercise 4.8 (1) (2) (a) 19a (a) 11y

(d) 36pq (d) 5p

(e) 25xy2 (e) 6cd

UNIT TEST 4 Part I (1) (b) a variable (6) place holder (2) (a) 7 (7) variable (3) (b) y2 (8) 2m3n2 Part II (4) (c) 5pq (9) constants (5) (d) 7a2 (10) unlike

(13) 28xy (14) 9m3 (15) (a) constants : 6, 11, 1.5, 12 and 23 (1) (2) (3) (a) _point_ (a) no

(b) variables : x, m, n and y (c) plane (d) three points

Exercise 5.1

(b) plane (b) only one

(5) AB , BC ,

only one ray

CA

216

(6) (7) (1) (4)

Six, OA , OB, OC, OD, OE, OF. ray PQ, line MN , line segment RS
(a) many (b) only one line (a) A, B, C, D, E, F, O

Exercise 5.2

(c) collinear (d) concurrent (b) A, O, D ; B, O, E ; C, O, F

(e) parallel

(c) AB , ED ; BC , EF
(5) (6) (a) BE, CE.

(b) AB , AF

(c) A, B, C ; A, F, D ; B, F, E ; C, D, E

(a) AB, AC, AD; BD, BC, BA; CB, CA, CD; DA, DB, DC And the point of concurrence are A, B, C, D

(b) AC, BD.

(7) (1) (a) A, B, D (a) 40

(c) AB, DC; AD, BC (b) FA, FE (b) perpendicular (f) acute angle (b) right angle (b) acute (g) zero (b) 180 (b) 17
(g) 53

(c) A, B, C ; A, E, D ; B, E, F
Exercise 5.3

(e) obtuse angle (2) (a) acute (3) (a) acute (f) straight
(5) (6) (7) (a) 90 (a) 70

(c) right angle (d) two equal parts (g) acute (c) obtuse (d) straight angle (e) acute (c) right (d)obtuse (e) acute (h) obtuse (c) 360 (d) 90 (c) 30 (d) 45 (e) 8
(h) 32 (i) 25 (j) 75

(f) 76
(a) 60

(b) 15

(c) 150
(h) 117-

(d) 70
(i) 58

(e) 165
(j) 133

(f) 105 (g) 84 (8) (a) complementary (d) supplementary (9) (a) 45 (b) 90
(10) 55

(b) supplementary (e) supplementary

(c) complementary (f)complementary

Exercise 5.4 (1) (2) (5) (a) 180 (a) scalene

(b) equal

(c) isosceles

(d) right angled triangle

(3) 60 (4) 40

(e) greater

three sides and three angles

(b) isosceles (b) No (c) Yes (d) No (6) (a) Yes (7) (a) acute angled triangle (c) right angled triangle (e) right triangle (b) No (c) No (d) Yes (8) (a) Yes
(1) (a) True

(c) equilateral (d) scalene (e) No (f) No (b)acute angled triangle (d) obtuse angled triangle (f) obtuse angled triangle (e) No (f) Yes (c) True (d) True (e) False

Exercise 5.5

(b) False

217

(1) (6) (11) (12) (14) (16)

UNIT TEST 5 Part I (b) 2 (c) (3) (a) three (7) parallel lines (8) perpendicular Part II Complement of 47 is 43, supplement of 47 is 133 4 rays OA , OB , OC , OD (b) right angle (a) acute angle (a) AE, BD

(4) (d) (9) 80

(5) (d) (10) equal

(13) Three MN, NP , PM

(c) obtuse angle

(d) straight angle

Part III (b) AE, DE (17) (a) 12 line segments

(c) CD, CB. (b) O, P, Q, R, S, T, U, V

Exercise 6.1

(18) 90

1)

(a)

3 6

PQ , QR , PR

(b) (c) (d)

3) No

AC , AD , AB , CD , CB , DB CA

3 AB , BC ,

18 AF , AB , FB

BD , BC , DC BG , BE , GE 4) No Exercise 6.2

AE , AC , EC

AG , AD , GD

CG , CF , GF

4) 8.7 cm 1) 27 5) 48

5) 6.7 cm 2) Rs.1200 6) 2.5 Exercise 7.1 3) 38 kg 7) 50 10) 75 Exercise 7.2 (d) 7.5 (d) No mode (e) 7 (e) 62 (f) No mode 4) 1200 8) 1.15 m

9) Group B has performed better 1) 2) 3) (a) 54 (a) 5 (a) (b) 21 (b) 12 (c) 3 (b)

(c) Two modes 7 and 9

Mean = 4 Median = 4 No mode

Mean = 4 Median = 3.8 No mode

218