ID : in-7-Class-7 [1]

Class 7
NCERT (CBSE and ICSE)
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Choose correct answer(s) from the given choices

(1) Both the non-diagonal sides of a right-angled isosceles triangle are increased by 21%.
By what percentage does the size of the diagonal increase?
a. 21 b. 441
c. 42 d. 24

Fill in the blanks

4
(2) The perimeter of a square field is m. The length of each side is m.
3

(3) In a school's library, if there are 700 storybooks and 1400 textbooks, then the ratio of the storybooks to the

textbooks is :

(4) An dinning table was bought for ₹10835 and ₹319 was spend on its transportation. It was sold at ₹

, if the gain percent on the transaction was 12%.

(5) − = 300 grams

− = 400 grams

If the total weight of , and is 1900 grams, the weight of = grams.

Answer the questions

(6) Write 29 m as a percentange of a hm.

1 7
(7) Solve the following: × .
4 7
3−
15
(8) Simplify:

10 × 5n+ 1 + 25 × 5n
3 × 5n+ 2 + 10 × 5n+ 1
(9) Write the correct equation to represent the addition of shaded part of both the figures:

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 ID : in-7-Class-7 [2]

+ +

A) B)
Fig 1 Fig 2 Fig 1 Fig 2

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 ID : in-7-Class-7 [3]

Answers
(1) a. 21

Step 1
We know that the non-diagonal sides of a right-angled isosceles triangle are equal.
Let us assume the non-diagonal side of the triangle to be x, as shown below.

So, the diagonal of the right-angled isosceles ΔABC = √(x2 + x2)

= √(2x2)
= √2x

Step 2
According to the question, the non-diagonal sides of the triangle are increased by 21%.
21
Therefore, the non-diagonal side of ΔABC = x + (x × )
100
100x + 21x
=
100
121x
=
100

Step 3

121x
So, the diagonal = √2 ×
100
increase in the size of the diagonal :
121x
= √2 × - √2x
100
21√2x
=
100

Step 4

21√2x
Percentage increase in the size of the diagonal = 100 × 100

√2x
21√2x
= × 100
100 × √2x
= 21 %

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 ID : in-7-Class-7 [4]
Step 5
Therefore, the percentage increase in the size of the diagonal = 21 %

(2) 1 3

Step 1
4
According to the question, the perimeter of the square field is m and we have to calculate the
3
length of each side.

Step 2
We know that the perimeter of a square = 4 × side of the square
So, to calculate the side of the given square, we have to divide the perimeter by 4.
Side of the square = Perimeter of the square ÷ 4
4
= ÷4
3
4 1 4
= × =
3 4 12

Step 3
To convert the fraction into the simplest form, let us divide the numerator and denominator of the above
fraction by their H.C.F, that is 4.
4

4 4 1
= =
12 12 3

Step 4
1
Hence, the length of each side of the square field is m.
3

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 ID : in-7-Class-7 [5]

(3) 1 2

Step 1
If we read the question carefully, we notice:
Number of storybooks in the school's library = 700
Number of textbooks in the school's library = 1400

Step 2
700 1
The fraction of the storybooks to the textbooks in the library = =
1400 2

Step 3
Therefore, the ratio of the storybooks to the textbooks in the library is 1:2.

(4) 12492.48

Total investments on the dinning table = ₹(10835 + 319) = ₹11154

Gain % = 12%

∴ SP = ₹11154 + 12% of ₹11154

12
= ₹11154 + ₹11154 ×
100
= ₹12492.48

Hence, the selling price of dinning table was ₹12492.48.

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 ID : in-7-Class-7 [6]

(5) 300

Step 1
Let us assume, = A,

= B,

and =C

Step 2
According to the question, B − A = 300 grams, and C − B = 400 grams, and A + B + C = 1900 grams.

Step 3
Since, B − A = 300, we can say that A = B − 300, and since C − B = 400, we can say that C = B + 400.

Step 4
We can replace the values of A and C in A + B + C = 1900 grams by the values we found in step 3 as:
(B − 300) + B + (B + 400) = 1900

Step 5
From step 4 we have:
B − 300 + B + B + 400 = 1900
or, B + B + B − 300 + 400 = 1900
or, B + B + B + 100 = 1900
or, B + B + B = 1800

Step 6
The weight of three B is equal to 1800 grams.
1800
Therefore, the weight of one B = = 600 grams
3

Step 7
From step 3 we have:
A = B − 300
or, A = 600 − 300 = 300

Step 8
Hence, the weight of is 300 grams.

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 ID : in-7-Class-7 [7]
(6) 29%

Step 1
We know that

1 hm = 100 m
29
Required % = × 100% = 29%
100
Step 2
Thus, 29 m is 29% of a hm.

105
(7)
152

Step 1
Let us solve the given equation with the help of the following steps:
1 7
×
4 7
3−
15
1 7
= ×
4 (3 × 15) − 7
15
1 7
= ×
4 45 − 7
15
1 7
= ×
4 38
15
1 7 × 15
= ×
4 38
1 105
= ×
4 38
Step 2
In order to multiply the fractions, we need to multiply the numerators and the denominators, as shown
below
1 × 105
=
4 × 38
105
=
152

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 ID : in-7-Class-7 [8]
3
(8)
5

It is given that,

10 × 5n+ 1 + 25 × 5n 2 × 5 × 5n+ 1 + 52 × 5n
=
3 × 5n+ 2 + 10 × 5n+ 1 3 × 5n+ 2 + 2 × 5 × 5n+ 1
2 × 5n+ 2 + 5n+ 2
= n+ 2 n+ 2
[Using: am × an = a(m+n)]
3×5 +2×5
n+ 2
5 (2 + 1)
=
5n+ 2(3 + 2)
3
=
5

5 3 8
(9) A) + =
9 9 9

Step 1
We see that 5 out of 9 parts of Fig 1 are shaded.

5
So, the fraction of shaded part of Fig 1 =
9

Also, 3 out of 9 parts of Fig 2 are shaded.

3
So, the fraction of shaded part of Fig 2 =
9

Step 2
We know that for adding two like fractions, we only need to add the numerators.

5 3 5+3 8
So, + = =
9 9 9 9

Step 3
5 3 8
Thus, the equation + = represents the addition of shaded part of both the
9 9 9
figures.

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 ID : in-7-Class-7 [9]

2 5 7
B) + =
8 8 8

Step 1
We see that 2 out of 8 parts of Fig 1 are shaded.

2
So, the fraction of shaded part of Fig 1 =
8

Also, 5 out of 8 parts of Fig 2 are shaded.

5
So, the fraction of shaded part of Fig 2 =
8

Step 2
We know that for adding two like fractions, we only need to add the numerators.

2 5 2+5 7
So, + = =
8 8 8 8

Step 3
2 5 7
Thus, the equation + = represents the addition of shaded part of both the
8 8 8
figures.

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