Math 6

Approved by Government of Nepal, Ministry of Education, Science and Technology,
Curriculum Development Centre, Sanothimi, Bhaktapur as an Additional Learning Material
Sunrise's
DYNAMIC
Compulsory
MATHEMATICS
Ganesh Bahadur Khadka

6
[M.Sc., B.Ed.]
Sunrise Publications Pvt. Ltd.

Gyaneshwor, Kathmandu
Phone: 01-4529376, 4523055
Sunrise's
Compulsory
DYNAMIC MATHEMATICS
© All rights reserved with the author & Publisher, 2021
6
All rights reserved. No part of this publication may be reproduced, stored
in a retrieval system,or transmitted in any form or by any means without
the prior written permission of the publisher.
Publisher Sunrise Publications Pvt. Ltd

Gyaneshwor, Kathmandu
Phone: 01-4529376, 4523055
sunrisepublication2064@gmail.com
Author Ganesh Bahadur Khadka
Edition First 2078 (2021)
Second 2081 (2024)
Quantity 3000
Layout & Creation Graphics (Arun)

Design City Max, Bagbazar, Kathmandu
# 9841389148 Price Rs. 381
ISBN: 978-9937-610-10-0
PREFACE
The series "Dynamic Compulsory Mathematics" is completely based on the latest syllabus
developed and prescribed by CDC, Nepal. It is completely based on the contemporary
pedagogical teaching learning activities and methodologies.
This series results from my teaching experiences, training, workshops, seminars, and
suggestions from different experts.
This series is specially prepared to serve as an excellent learning tool for young learners.
The content of the series is arranged according to specific themes to make learning
meaningful and joyful.
I firmly believe that learning is a process, but effective learning is a skill. So, in this series,
I have designed the contents by considering the psychological analysis of children. I have
taken utmost consideration of how future stars should think and assume things and how
positive vibes can be spread into them right from their beginning.
The unique features of this series are:

Live pictures and colorful illustrations.
Arrangement of different activities to meet the same concept.
Arrangement of activities from simple to complex.
Step by step presentation.
Critical thinking question.
Project work and mixed review exercise.
Check your progress
I want to express my sincere gratitude and thankfulness to all the scholars, teachers, and
students whose direct and indirect complements and inspirations encouraged me to give
the solid form of this book. I cannot stay in silence without thanking Sunrise Publications
Pvt. Ltd. to publish this book.
I'm heartily thankful to Mr. Arun Rimal, Creation Graphics, for his skillful design.
Last but not least, constructive thinking and opinions are highly welcome for further
enriching the quality of the text.
Author ...
Unit : 1 SET 7-18
1. Sets ................................................................................................................ 8
Check your Progress........................................................................................... 17
Unit : 2 ARITHMETICS 19-123

2. Real Number .......................................................................................... 20
3. Integers .................................................................................................... 57
4. Fraction .................................................................................................... 61
Mixed Review Exercise ...................................................................................... 83
5. Decimal..................................................................................................... 86
Mixed Review Exercise ...................................................................................... 97
6. Percentage............................................................................................... 99
7. Profit and Loss.................................................................................... 107
8. Unitary Method................................................................................... 112
Mixed Review Exercise (Percentage, Profit and Loss & Unitary
Method)................................................................................................................. 120
Check your Progress........................................................................................ 123
Unit : 3 MENSURATION 124-156

9. Distance ................................................................................................. 125
10. Perimeter, Area and Volume ......................................................... 132
Mixed Review Exercise (Distance, Perimeter, Area and Volume).. 153
Unit : 4 ALGEBRA 157-207

11. Indices.................................................................................................... 158
12. Algebraic Expression........................................................................ 165
Mixed Review Exercise (Indices and Algebraic Expression)........... 187
13. Equation, Inequality and Graph................................................... 193
Mixed Review Exercise ................................................................................... 205
Unit : 5 GEOMETRY 208-275

14. Lines and Angles ................................................................................ 209
Mixed Review Exercise (Intersecting, Parallel and Perpendicular
lines)....................................................................................................................... 217
Mixed Review Exercise (Angles) ................................................................. 133
15. Plane Surface ....................................................................................... 234
Practice Exercise (Triangle)......................................................................... 239
Practice Exercise (Quadrilaterals) ............................................................ 247
Mixed Review Exercise (Triangle, Quadrilateral and Polygon) .... 248
Check your progress ........................................................................................ 250
16. Circle ....................................................................................................... 252
17. Solid Objects......................................................................................... 256
18. Co-ordinate Geometry ..................................................................... 262
19. Symmetry and Tessellation............................................................ 266
Mixed Review Exercise ................................................................................... 272
Unit : 6 STATISTICS 276-289

20. Statistics................................................................................................. 277
Answers ............................................................................................ 290-301

Set
Unit
1
SET
This unit includes:
Set
Look at the objects given below, group them and discuss with your friends.
Approved by CDC
Sunrise's Dynamic Mathematics, Grade-6
1
Chapter
SET
Concept of Set
Study the following collection of objects:
It is the collection of five distinct fruits. So, it is a set of fruits.
It is the collection of four distinct vehicles. So, it is a set of vehicles.
1, 2, 3, 4, 5,
a, e, i, o, u
6, 7, 8, 9
It is the collection of natural It is the collection of English
numbers less than 10. So, it is a vowel letters. So, it is a set of
set of natural numbers less than vowel letters.
10.
Approved by CDC
Set 9
Similarly, can you define the given

collection?
Is it a set ? Why? 5
From the above examples, it is clear that a set is a well-defined collection of
distinct objects.
Set Notation
Generally, sets are denoted by capital letters of English alphabates A, B, C,
D, ........................ Z.
For example:
A = {1, 2, 3, 4, 5}
B = {a, e, i, o, u}
C = {Apple, Mango, Orange, Banana}
D = {Triangle, Square, Circle, Rectangle, Rhombus}
Exercise 1.1
1. Which of the following collections are sets?
a. Collection of numbers less than 5.
b. Collection of flowers.
c. Collection of girls having long hair.
d. Collection of interesting programes on T.V.
e. Collection of brilliant students.
f. Collection of English alphabates.
g. Collection of all the days of a week.
h. Collection of honest members in the family.
i. Collection of teachers in a school.
j. Collection of books of class 6.
Approved by CDC
10 Sunrise's Dynamic Mathematics, Grade-6
k. Collection of colours in the rainbow.

l. Collection of planets of the solar system.
2. Describe the following collections:

a. A = {Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday}
b. B = {a, e, i, o, u}
c. C = {2, 4, 6, 8}
d. D = {Ruler, protractor, compass, set-squares, divider}
e. E={ , , , , }
f. g.
h. i.
3. List the elements of each of the following sets inside the curly brackets.
a. Multiples of 3 less than 30.
b. Even numbers between 10 and 20.
c. Odd numbers from 10 to 20.
d. Natural numbers less than 8.
e. Whole numbers less than 6.
f. Factors of 12.
g. SAARC countries.
Approved by CDC
Set 11
h. Provinces of Nepal.
i. The letters of the word 'Mathematics'.
j. Geometrical solid objects.
4. If A = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15}, then

a. List the set B of even numbers in A.
b. List of set C of odd numbers in A.
c. List the set D of multiples of 5 in A.
d. List the set E of factors of 8 in A.
e. List the set F of prime numbers in A.
f. List the set G of the number obtained by adding 2 to each element of A.
g. List the set H of the numbers obtained by subtracting 1 from each element
of A.
Membership of a Set
Let us take a set A = {1, 2, 3, 4, 5}.
The numbers 1, 2, 3, 4 and 5 are called the members of the set A.
The members of a set are always listed inside the curly brackets { } separated
by comma ','.
If 1 is the member of the set A, then we write 1ÎA and we read it as '1 belongs
to set A' or '1 is the member of set A'.
In the above set A, 1 Î A, 2 Î A, 3 Î A, 4 Î A and 5 Î A but 6 Ï A, 7ÏA
because 6 and 7 are not the members of the set A.
The symbol Î stands for 'belongs to' and Ï for 'does not belong to'.
The members of a set are also called elements of the set.
Approved by CDC
Representation of a Set
Sets are usually represented by the following three methods:
i. Listing method or tabular method or roster method.
ii. Description method.
iii. Set builder method.
1. Listing method
In this method, the members of the set are listed within the curly brackets
{ } separating each by a comma.
For example:
A = {1, 2, 3, 4, 5}
B = {a, e, i, o, u}
C = {a, p, l, e}
2. Description method
In this method, the set is described in words without losing the property of
the members.
For example:
If A = {a, e, i, o, u}, then the set A is written in description method as:
A = {vowels letters of English alphabets}
If B = {1, 2, 3, 4, 5}, then
B = {Natural numbers less than 6}
If C = {a, p, l, e}, then
C = {Letters of the word 'apple'.}
3. Set - builder method

In this method, we use a variable x to represent the member of the given set
such that the variable represents the common property of all the members.
For example:
If A = {a, e, i, o, u}, then the set A is written in set-builder method as:
A = {x : x is a vowel letter of English alphabets}
Approved by CDC
Set 13
We read it as 'A is the set of all x such that x is a vowel letter of English
alphabets'.
Remember!!! The notation ':' is read as 'such that'.
Let us take some more examples of sets in different forms:

Listing method Description method Set-builder method
1. A = {2, 4, 6, 8} A = {Set of first four A = {x : x is an even

even numbers} number less than 10}
2. B = {Sunday, Monday, B = {Set of seven days B = {x : x is a day of

Tuesday, Wednesday, of a week} a week}
Thursday, Friday,
Saturday}
Solved Examples
1. Write the following in set notation.
i. 1 belongs to natural number (N).
ii. Baishakh belongs to the set of 12 months (M).
iii. 5 does not belong to the set of even numbers (E).
Solution:
i. 1ÎN
ii. Baishakh Î M
iii. 5 Ï E.
2. If A = {1, 2, 3, 4} then insert the appropriate symbol Î or Ï .

i. 4......A ii. 5.....A
iii. 0......A iv. 3.....A
Solution:
i. 4 Î A ii. 5 Ï A
iii. 0 Ï A iv. 3 Î A
Approved by CDC
3. Write the following sets in listing method.

i. N = {first 5 odd numbers}
ii. P = {Set of the vowel letters of the word 'Mathematics'}
iii. Q = {x : x is a factor of 12}
iv. M = {x : x is a multiple of 2 less than 10}
v. A = {x : x is odd numbers less than 15}
Solution:
i. N = {1, 3, 5, 7, 9}
ii. P = {A, E, I}
iii. Q = {1, 2, 3, 4, 6, 12}
iv. M = {2, 4, 6, 8}
v. Z = {1, 3, 5, 7, 9, 11, 12, 15}
4. Write the following sets in set-builders method.

i. N = {1, 2, 3, 4, 5, 6, 7, 8, 9}
ii. W = {0, 1, 2, 3, 4}
iii. M = {5, 10, 15, 20, 25}
iv. S = {2, 4, 6, 8, 10}
Solution:
i. N = {x : x is a natural number less than 10}
or,
N = {x : x is a natural number less than or equal to 9}
or,
N = {x : x < 10, x Î N}
or,
N = {x : x £ 9, x Î N}
ii. W = {x : x is a whole number less than 5}
Can you write it in another way?
iii. M = {x : x is a first five multiples of 5}
iv. S = {x : x is a first five even numbers}
Approved by CDC
Set 15
Exercise 1.2
1. Write true or false for each of the following.
a. 1 Î {Natural numbers} b. 2 Î {even numbers}
c. 3 Ï {odd number} d. 4 Î {1, 2, 3, 5}
e. 5 Î {5, 10, 15} f. Mango Ï {Apple, banana}
g. Red Î {Colours of rainbow} h. 2 Î {Prime numbers}
i. Earth Ï {Planets} j. Sunday Î {Days of a week}
2. a. If M = {0, 1, 2, 3, 4, 5, 6, 8, 10}, then insert the appropriate symbol Î

or Ï .
i. 0 ..... M ii. 7 ...... M iii. 4 ...... M iv. 9 ..... M
b. i. 3....... {Multiples of 6} ii. 15 ...... {14, 16, 18, 20}
iii. A ...... {English alphabets} iv. ..... { , , }
v. Sundays ........ {Days of a week} vi. Maths...... {Books of class 6}

3. If O = {odd numbers less than 10}, P = {prime numbers from 10 to 25}
and Q = {first five square numbers}, then insert Î or Ï symbol
appropriately in the following.
a. 5 .............. O b. 3 .............. P c. 1 .............. Q
d. 6 .............. O e. 7 .............. Q f. 23 .............. P
g. 30 ...... P h. 10 .............. O i. 9 .............. O
j. 25 ...... Q k. 36 .............. Q l. 19 .............. P
4. Write the following sets in listing method.

a. A = {Natural numbers less than 10}
b. B = {First four days of a week}
c. D = {Letters of the word 'KATHMANDU'}
d. E = {Even numbers from 10 to 20}
Approved by CDC
e. F = {Factors of 8}
f. G = {x : x is a vowel letters}
g. H = x : x is a multiple of 3; x £ 25}
h. I = {x : x is a whole number less than or equal to 5}
i. J = {x : x is a SAARC country}
j. C = {Provinces of Nepal}
5. Write the following sets in description method.

a. A = {a, e, i, o, u} b. B = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
c. C = {1, 4, 9, 16, 25} d. D = {Sunday, Saturday}
e. E = {East, West, North, South} f. F = {x : x Î N; x £ 6}
g. G = {x : x Î W, 10 £ x £ 15} h. H={ , , , , }
6. Write the following sets in set-builder method.

a. A = {1, 2, 3, 4, 5}
b. B = {a, e, i, o, u}
c. C = {1, 4, 9}
d. D = {2, 4, 6, 8, 10}
e. E = {Tuesday, Thursday}
f. F = {October, November, December}
g. G = {mm, cm, m, km}
h. H = {Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday}
Critical Thinking !
7. List the set of letters of the words KATHMANDU and MATHEMATICS.

Also, make a list of common members of both the sets.
Approved by CDC
Set 17
Check your Progress
Time: 40 minutes F.M. 24
Attempt all the questions:

Group 'A' [4 × 1 = 4]
1. Is the collection of flowers well-defined?
2. If A = {1, 2, 3} and B = {a, b, c, d}, then fill in the blanks with Î or Ï .
i. 3 .................. A
ii. e .................. B
3. Write {a, e, i, o, u} by description method.
4. Write a set of even numbers less than 10 in listing method.
Group B [4 × 2 = 8]
5. Which of the following collections are well-defined?

a. Collection of books of your class.
b. Collection of boys having loud voice.
6. Write the following in set notation.

a. 5 belongs to N.
b. Goat does not belong to the set
A = {Tiger, Lion, Elephant}
7. Change the following set notation into statements.

a. 6 Î P
b. a Ï {1, 2, 3}
8. If P = {x : x Î N; x £ 10}, then write it in listing method.
Group C [4 × 3 = 12]
9. Cross the odd one and describe the remaining members in
i. Listing method
2 4
ii. Description method 6 8
iii. Set-builder method
1
Approved by CDC
10. If A = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, then

i. List the set B of even numbers in A.
ii. Write the set B in set-builder method.
iii. List the set C of the numbers obtained by subtracting 1 from each element
of A.
11. State true or false

i. The set of fat boys is well-defined.
ii. 5 Î {2, 3, 4, 5}
iii. A set P = {a, b, c, d} is same as the set of first four English alphabates.
vi. A set M = {2, 4, 6, 8} can be written as M = {x : x is an even number
less than 10}.
Teacher's Feedback: Obtained marks :
Teacher's signature
Approved by CDC
Real Number
Unit
2
ARITHMETIC
This unit includes:
Real Number Integers Fraction
Decimal Percentage Profit and Loss
Unitary Method
Look at the pictures given below and discuss with your friends.
Approved by CDC
2
Chapter
Real Number
Natural Numbers
Look at the given pictures and answer the following questions.
A B
C D
How many pencils are there in box A?

How many pencils are there in box B?
How many pencils are there in box C?
How many pencils are there in box D?
The number of pencils in boxes A, B, C and D are respectively 1, 2, 3 and 4.
1, 2, 3, 4 and so on are the digits used to count the objects.
Thus, 1, 2, 3, 4........... etc. are the counting numbers.
Such counting number are called Natural numbers.
The set of natural numbers is denoted by N.
N = {1, 2, 3, 4, ...........}
Natural numbers start from 1 and never ends.
Did you notice?
1 is the smallest natural number.
Remember !!
There is no largest natural number because it never ends.
Approved by CDC
Real Number 21
Whole Numbers
Answer the following questions:
Basket A Basket B
Basket C Basket D
i. How many apples are there in basket A?

ii. How many apples are there in basket B?
iii. How many apples are there in basket C?
iv. How many apples are there in basket D?
There are 3 apples in basket A.
There are 2 apples in basket B.
There is 1 apple in basket C.
There is no apple in basket D. It means, the number of apples in basket D is
zero (0).
The counting system is incomplete without zero (0).
Thus, to make the counting system complete, the number zero (0) is introduced.
The set of numbers including zero (0) is called whole number. It is denoted
by W.
W = {0, 1, 2, 3, 4, ..............}
Remember !!
Whole number starts from 0 and never ends.
Approved by CDC
0 is the smallest whole number.

There is no largest whole number because it never ends.
Numbers and Numerals

Number is an idea that exists in our mind.
For example: One, Two, Three,............. etc.
Numerical is a symbol that stands for the number.
For example: 1, 2, 3, ......... etc.
Look at the following example: 5 in hindu-arabic system of numeration.
The number five is written as: % in devanagari system of numeration.
V in Roman system of numeration.
The following table shows different numerals used to denote the counting
numbers.
Objects Number Numeral

Hindu-Arabic Devanagari Roman
One 1 ! I
Two 2 @ II
Three 3 # III
Four 4 $ IV
Five 5 % V
Six 6 ^ VI
Seven 7 & VII
Eight 8 * VIII
Nine 9 ( IX
Approved by CDC
Real Number 23
Real Number
From the digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9, we can make different whole
numbers of two digits, three digits and so on.
Look at the table of smallest and greatest whole numbers given below.
Smallest and Largest Numbers
Smallest number Greatest number

One digit number 1 9
Two digit numbers 10 99
Three digit numbers 100 999
Four digit numbers 1000 9999
Five digit numbers 10000 99999
Can you complete the given table?

Smallest number Greatest number
Six digit numbers ................................ ................................
Seven digit numbers ................................ ................................
Eight digit numbers ................................ ................................
Nine digit numbers ................................ ................................
Can you find the smallest and the greatest numbers formed by the digits 3, 5
and 8?
Yes, the possible numbers formed by the digits 3, 5 and 8 can be shown by
the following way.
-----
-----
58 358 38 538 35 835

3 5 8
85 385 83 583 53 853
Approved by CDC
Hence, the numbers formed by 3, 5 and 8 are 358, 385, 538, 583, 835 and 853.
The smallest number is 358 and the greatest number is 853.
I Understood !
Did you notice?
The number formed by arranging the given digits in ascending order
is the smallest number.
The number formed by arranging the given digits in descending
order is the greatest number.
For example:
Write down the smallest and the greatest numbers formed by 1, 5 and 7.
Solution:
The smallest number is 157. (Digits are arranged in ascending order)
The greatest number is 751. (Digits are arranged in descending order)
What is the difference between the smallest and the greatest numbers?
Difference = 751 157 = ?
Let's do it!
Write down the smallest and the greatest numbers formed by 1, 0 and
5. Also find their difference.
Solved Examples
Example 1:
Find the difference between the smallest and the greatest five digit
numbers.
Solution:
The smallest five digit number is 10000.
The greatest five digit number is 99999.
Difference = 99999 10000
= 19999
Approved by CDC
Real Number 25
Example 2:
Write down all the possible numbers formed by the digits 2, 5 and 9.
Solution:
-----
-----
59 259 29 529 25 925
2 5 9
95 295 92 592 52 952
The possible numbers formed by the digits 2, 5 and 9 are 259, 295, 529, 592,
925 and 952.
Exercise 2.1
1. Write 'T' for true and 'F' for false statements.
a. 1 is the smallest whole number.
b. Whole number starts from 0.
c. 9 is the greatest natural number.
d. All the counting numbers are natural numbers.
e. Natural numbers and whole numbers never end.
f. All the natural numbers are also whole numbers.
g. 10 is the smallest two digit and 99 is the greatest.
2. a. Write the smallest and the greatest numbers formed by 3, 5 and 7.
b. Write the smallest and the greatest numbers formed by 2, 8 and 9.
3. a. Write the smallest and the greatest numbers formed by 1, 0 and 4.
b. Write the smallest and the greatest numbers formed by 6, 8 and 0.
4. a. Find the difference between the greatest and the smallest numbers formed
by 1, 5 and 7.
b. Find the sum of the smallest and the greatest numbers formed by 8, 4 and
0.
5. a. Write down all the possible three digit numbers formed by 2, 5 and 8.
b. Write down all the possible three digit numbers formed by 1, 6 and 9.
Approved by CDC
6. a. Write down the smallest and the greatest four digit numbers. Also, find
their sum.
b. Write down the smallest and the greatest five digit numbers. Also, find
their difference.
7. Write down the smallest and the greatest three digit numbers formed by three
different digits. Also, find their sum and difference.
Simplification with Brackets

Four students, Samrat, Smriti, Anila and Bivek
are given a problem:
20 ÷ 5 × 2 + 10 3
They solved the broblems in the following ways.
Samrat Smriti
20 ÷ 5 × 2 + 10 3 20 ÷ 5 × 2 + 10 3
= 4 × 2 + 10 3 = 20 ÷ 10 + 10 3
= 8 + 10 3 = 20 ÷ 20 3
= 18 3 =13
= 15 = 2
Anila Bivek
20 ÷ 5 × 2 + 10 3 20 ÷ 5 × 2 + 10 3
= 20 ÷ 10 + 7 = 20 ÷ 5 × 12 3
=2+7 = 4 × 12 3
=9 =4×9
= 36
Approved by CDC
Real Number 27
Four students solved the problem in four different ways, which one is the
correct way?
Samrat's solution is the correct.
To avoid to many solutions of the same problems, we have to follow a definite
rule.
If a numeral expression contains two or more than two fundamental operations
+, , × and ÷, we follow the following order of operations.
Division (D) Multiplication (M) Addition (A) Subtraction (S)

÷ × + -
This rule is known as DMAS.
If a problem has two operations + and , then we can solve it in any order.
For example:
Simplify: 8 2 + 6
Solution:
-----
82+6 82+6
=6+6 OR =8+4
= 12 = 12
If a problem has two operations ÷ and ×, then we can do the operation from
left to right
For example:
Simplify: 5 × 10 ÷ 2
Solution:
-----
5 × 10 ÷ 2 5 × 10 ÷ 2
= 50 ÷ 2 OR =5×5
= 25 = 25
Approved by CDC
Simplification with Brackets

Name Symbol Procedure
Round brackets The part of the sum within round

(Small brackets) ()
brackets is operated at first.
Curly brackets The part of the sum within curly

(braces, double brackets)
{}
brackets is operated at second.
Square brackets [] The part of the sum within square

(Big brackets) brackets is operated at the last.
When brackets are present in a problem, we simplify the terms inside the
bracket first. The order of operations then results to:
Brackets Division Multiplication Addition Subtraction
This is known as BODMAS where 'O' stands for 'of' which is also the
multiplication.
Solved Examples
Example 1:
Simplify: 24 + 6 ÷ 3 × 2 2
Solution:
Here,
24 + 6 ÷ 3 × 2 2
= 24 + 2 × 2 2 [By division (D) operation]
= 26 + 4 2 [By multiplication (M) operation]
= 30 2 [By addition (A) operation]
= 28 [By subtraction (S) operation]
Approved by CDC
Real Number 29
Example 2:
Simplify: 1 + {5 (4 3) × 3}
Solution:
Here,
1 + {5 (4 3) × 3}
= 1 + {5 1 × 3} [By operation inside the small brackets (B).]
= 1 + {5 3} [By multiplication (M) operation.]
=1+2 [By operation inside the curly brackets.]
=3 [By addition (A) operation.]
Example 3:
Simplify: 28 ÷ [3 + {20 + (15 10)}]
Solution:
Here,
28 ÷ [3 + {20 + (15 10}]
= 28 ÷ [3 + {20 + 5}] [Operation inside small brackets ( ).]
= 28 ÷ [3 + 25] [Operation inside curly brackets { }.]
= 28 ÷ 28 [Operation inside square brackets [ ].]
=1 [By division (D) operation.]
Example 4:
Write the mathematical expression and simplify:
7 is added to 5 times of the sum of 3 and 2.
Solution:
Mathematical expression is 5(3 + 2) + 7
=5×5+7
= 25 + 7
= 32
Approved by CDC
Exercise 2.2
1. Simplify:
a. 5+83 b. 17 5 + 8 c. 19 + 2 2
d. 13 5 × 2 e. 15 ÷ 3 × 2 f. 7 × 9 3
g. 2 × (3 + 1) h. 3 × (5 2) i. 8 ÷ (4 2)
2. Simplify:
a. 3+3×4 ÷2 b. 10 + 6 ÷ 2 × 5 c. 13 8 ÷ 4 × 3
d. 18 ÷ 3 × 5 2 e. 25 ÷ 5 × 3 + 1 f. 3 × 12 ÷ 6 1
g. 12 ÷ 6 + (3 + 1) h. (2 + 16) ÷ 6 × 2 1 i. (25 4) ÷ 7 × 2 + 3
3. Simplify:
a. 50 25 ÷ 5 + 10 × 3 b. 5 × 15 ÷ 3 20 + 5
c. 15 + {5 (2 + 1)} d. 18 {2 + (6 4)}
e. 20 {6 (7 5)} f. 25 + {13 (15 10)}
g. 1 + {5 (4 3) × 3} h. {10 3 × (5 3)} 2
4. Simply:
a. 100 ÷ {20 (2 × 10 2)} b. 48 ÷ [7 + {29 (7 × 4)}]
c. 28 [2 + {20 + (15 10)}] d. 15 + [3 + {28 (3 + 2) × 5 2}]
e. [3 + {3 × (2 + 1) ÷ 3}] [2 + {12 ÷ (3 + 1)}]
f. [12 + 4 × {(5 + 1) 4}] + [{6 (4 2) × 2} ÷ 2]
5. Write the following problems in mathematical expression and then

simplify.
a. Grishma has 100 rupees. She buys a copy of cost Rs. 50 and a pen of cost
Rs. 15. How much money is left with her?
b. Bipasa earns Rs. 500 in a day. She spends Rs. 350 for food, Rs. 50 for
transportation. How much money does she save in a week?
c. Anup has Rs. 50. He buys 2 chocolates at Rs. 10 each. How much money
is left with him?
Approved by CDC
Real Number 31
d. Dipak buys 2 copies at Rs. 45 each. If he gives Rs. 100 to the stationer,
how much money does the stationer return to him?
6. Express the following problems in mathematical form and then simplify.
a. 3 is added to the product of 5 and 2.
b. 7 is subtracted from 2 times the sum of 3 and 5.
c. 5 is added to 3 times the difference between 7 and 1.
d. 36 is divided by 3 times the difference between 9 and 3.
Divisibility Test
Numbers Divisible by 2
Look at the multiplication table of 2 given below:
2 × 1 = 2
2 × 2 = 4
2 × 3 = 6
2 × 4 = 8
2 × 5 = 10
2 × 6 = 12
2 × 7 = 14
2 × 8 = 16
2 × 9 = 18
2 × 10 = 20
The numbers 2, 4, 6, 8, 10, 12, 14, ..... are divisible by 2. All the above
numbers are even numbers.
This shows that all the even numbers are divisible by 2.
The digit at ones place of the given number is

either 0 or 2 or 4 or 6 or 8 is an even number.
Approved by CDC
Example:
Is 246 divisible by 2?
Solution:
In the number 246, the unit place digit is 6 which is even number.
Therefore, 246 is an even number.
Hence, 246 is divisible by 2.
Look at the multiplication table of 3 given below:
3 × 1 = 3
3 × 2 = 6
3 × 3 = 9
3 × 4 = 12
The numbers 3, 6, 9, 12, 15, 18, 21, 24, ............ are divisible
3 × 5 = 15
by 3.
3 × 6 = 18
3 × 7 = 21
3 × 8 = 24
3 × 9 = 27
3 × 10 = 30
Now, let us find the sum of digits of the above numbers.
Numbers Sum of digits
3 3
This shows that the sum of the
6 6
digits of the numbers are also divisible
9 9
by 3.
12 1+2=3
Thus, if the sum of the digits of
15 1+5=6
the given number is divisible by 3, then
18 1+8=9
the original number is also divisible by
3. 21 2+1=3
24 2+4=6
Approved by CDC
Real Number 33
Example:
Solution:
Here, the sum of digits of 357 = 3 + 5 + 7 = 15, which is divisible by 3.
So, 357 is divisible by 3.
The multiplication table of 5 is given below:
5×1=5
5 × 2 = 10
5 × 3 = 15
5 × 4 = 20 The numbers 5, 10, 15, 20, 25, 30, 35, ............... are
5 × 5 = 25 divisible by 5.
5 × 6 = 30 In all these numbers, the unit place digit is either 0 or 5.
5 × 7 = 35
Thus, any number having unit place digit 0 or 5 is
5 × 8 = 40 divisible by 5.
5 × 9 = 45
5 × 10 = 50
Example:
Solution:
In 345, the unit place digit is 5. So, the number 345 is divisible by 5.
Let us follow the following steps:
I: Let us take a number 476.
II: Let us take the unit place digit and double it.
In 476, the unit place digit is 6.
Double of 6 = 2 × 6 = 12
Approved by CDC
III: Let us subtract 12 from the leftover number after removing the unit place
digit (6). Here, the leftover number is 47.
So, 47 - 12 = 35
IV: The resulting number is 35 which is divisible by 7. Therefore, 476 is also
divisible by 7.
Thus, if the last digit of the number is doubled and subtracted from the rest
of the number and their difference is divisible by 7, then the original number is also
divisible by 7.
Example:
Check whether the number 791 is divisible by 7 or not.
Solution:
Here, the number is 791. Now,
The unit place digit is 1. 79 2 = 77 which is divisible by 7.
\Double of 1 = 2 × 1 = 2 So, 791 is also divisible by 7.
Let us study the following steps:
I: Let us take a number 935.
II: Let us remove the unit place digit and write the leftover number.
Here, the leftover number is 93.
III: Let us subtract the unit place digit (5) from the leftover number.
i.e. 93-5 = 88 which is divisible by 11. So, 935 is also divisible by 11.
Alternative method:
In the number 935,
Sum of digits of odd places = 9 + 5 = 14
Sum of digits of even places = 3
The difference of the sums = 14 - 3 = 11 which is divisible by 11.
So, the number 935 is also divisible by 11.
Approved by CDC
Real Number 35
Example:
Solution:
Method I Method II
The number is 1078. The number is 1078.
After removing the unit place digit Sum of digit of odd places
(8), the leftover number is 107. =1+7=8
Now, Sum of digits of even places
107 8 = 99 which is divisible by =0+8=8
11. The difference = 8 8 = 0 which is
Therefore, 1078 is also divisible by divisible by 11.
11. Therefore, 1078 is also divisible by 11.
0 is divisible by all the numbers except itself.
Exercise 2.3
1. Write (T) for true and (F) for false statements.
a. All the even numbers are divisible by 2.
b. All the odd numbers are divisible by 3.
c. All the numbers with unit place digit 0 are divisible by 5.
d. 315 is divisible by both 3 and 5.
e. 459 is divisible by 7.
f. 517 is divisible by 11.
g. If the sum of the digit is divisible by 3, then the original number
is also divisible by 3.
Approved by CDC
2. Check using divisibility test rules and fill in the boxes using 'Yes' or 'No'.
Numbers Divisible by 2 Divisible by 3 Divisible by 5

24 Yes Yes No
95
144
309
550
756
2415
3. Check using divisibility test rules and fill in the boxes using ' ' or '×'
Numbers Divisible by 7 Divisible by 11

483 ×
623
858
1023
1435
693
4. Which of the following numbers are divisible by 2? (Use the divisibility

test rule)
a. 315 b. 416 c. 817 d. 800 e. 1012
5. Which of the following numbers are divisible by 3? (Use the divisibility

test rule).
a. 518 b. 717 c. 819 d. 1251 e. 5001
Approved by CDC
Real Number 37
6. By using the divisibility test rule write which of the following numbers
are divisible by 5?
a. 705 b. 1084 c. 3215 d. 2000 e. 3143
7. Which of the following numbers are divisible by 7?
a. 392 b. 545 c. 672 d. 1512 e. 4018
8. Which of the following numbers are divisible by 11?
a. 165 b. 481 c. 979 d. 1067 e. 1595
Challenge !!!
9. Verify that 3192 is divisible by 7.
Factor and Multiples
Factors
Let us take a number 8 and find all the numbers whose product is 8.
1 × 8 or 8 × 1 1 and 8 are the factors of 8.

8
This shows that 8 is exactly divisible by 1, 2, 4 and 8. Therefore 1, 2, 4 and

8 are the factors of 8.
The set of factors of 8 is denoted by F(8).
F(8) = {1, 2, 4, 8}
Let us take another number 12.
12 2 × 6 or 6 × 2 2 and 6 are the factors of 12.
Approved by CDC
This shows that 12 is exactly divisible by 1, 2, 3, 4, 6 and 12.

Therefore, 1, 2, 3, 4, 6 and 12 are the factors of 12. The set of factors of 12
is denoted by F(12).
F(12) = {1, 2, 3, 4, 6, 12}
A number is itself a factor.
Multiples
Let us write the multiplication table of 2.
2 × 1 = 2
2 × 2 = 4
2 × 3 = 6 The numbers 2, 4, 6, 8, 10, 12, ........... are exactly
2 × 4 = 8 divisible by 2. So, they are multiples of 2.
2 × 5 = 10 The set of multiples of 2 is denoted by M(2).
2 × 6 = 12
2 × 7 = 14 M(2) = {2, 4, 6, 8, 10, 12, ..........}
2 × 8 = 16
2 × 9 = 18 What are the multiples of 4?
2 × 10 = 20
Exercise 2.4
1. Write (T) for true and (F) for false. Statements.
a. 4 is a factor of 12.
b. 3 is a factor of 7.
c. 5 and 4 are the factors of 20.
d. 1 is a factor of all whole numbers.
e. In 5 × 7 = 35, 5 and 7 are factors of 35.
f. In 8 × 7 = 56, 56 is multiple of 8.
g. {1, 3, 6, 9, 12, 15, ..........} is set of multiples of 3.
h. {1, 2, 4, 5, 10, 20} is the set of factors of 20.
i. Every number is multiple of itself.
Approved by CDC
Real Number 39
2. Write down the set of factors of the following numbers.
a. 8 b. 12 c. 18 d. 28 e. 42
3. Write down the first 10 multiples of the following numbers.
a. 3 b. 5 c. 8 d. 11 e. 20
4. List the elements of the following.
a. F(15) b. F(24) c. F(32) d. M(2) e. M(6)
5. a. List the common elements of F(16) and M(4).
b. List the common elements of F(35) and M(5).
6. Critical thinking!
a. All even numbers have the number 2 as their factor. Yes or No?
b. Any whole number greater than 1 has at least two factors. Yes or No?
Prime Factorization
Prime and Composite Numbers
Look at given table and discuss the following questions.
Numbers Factors
1 1
2 1 and 2
3 1 and 3
4 1, 2 and 4
5 1 and 5
6 1, 2, 3 and 6
7 1 and 7
8 1, 2, 4 and 8
9 1, 3 and 9
10 1, 2, 5 and 10
a. How many numbers have only one factor?
b. How many numbers have exactly two factors?
c. How many numbers have more than two factors?
Approved by CDC
The number 1 has only one factor. The number 2, 3, 5 and 7 have exactly two
factors.
The numbers 4, 6, 8, 9 and 10 have more than two factors.
The numbers having exactly two The numbers having more than two
factors 1 and itself are called prime factors are called composite
numbers. 2, 3, 5, 7, ......... are prime numbers. 4, 6, 8, 9, 10, ......... are
numbers. composite numbers.
The number 1 has only one factor. So, it is neither prime nor composite.
Prime Factorization
Every composite number can be expressed as the product of prime numbers.
For example
12 = 2 × 2 × 3, 36 = 2 × 2 × 3 × 3
Here, 2 × 2 × 3 is the prime factorization of 12 because all the factors are
prime numbers.
Similarly, 2 × 2 × 3 × 3 is the prime factorization of 36 because all the factors
are prime numbers.
Thus, the process of expressing any number as a product of prime factors is
called prime factorization
Methods of Prime Factorization

There are two methods of prime factorization.
(i) Division method.
Let us take a number 42.
2 42 Steps:
3 21 I: Divide 42 by 2. 42 ÷ 2 = 21
7 II: Divide 21 by 3. 21 ÷ 3 = 7
\ 42 = 2 × 3 × 7
Approved by CDC
Real Number 41
Let us take number 600.
2 600
2 300
2 150
2 75
\600 = 2 × 2 × 2 × 3 × 5 × 5
2 25
5
(ii) Factor tree method
Let us prime factorize (a) 32 (b) 288.
Solution:
(a)
32
2 16 [16 is composite number. So, let's factorize.]
8 [8 is composite number. So, let's factorize.]

2
4 [4 is composite number. So, let's factorize.]
2
2 2 [2 is prime number. So, let's stop.]

(b) \ 32 = 2 × 2 × 2 × 2 × 2
288
[144 is composite number. So, let's factorize.]
2 144
2 18 [18 is composite number. So, let's

factorize.]
2 9 [9 is composite number. So, let's
factorize.]
\ 288 = 2 × 2 × 2 × 2 × 2 × 3 × 3 3 3 [3 is prime number. So,

let's stop.]
Approved by CDC
Exercise 2.5
a. All prime numbers are odd.
b. 2 is the smallest prime number.
c. 9 is a prime number.
d. The composite numbers have more than two factors.
e. 37 is the largest prime number less than 40.
f. 1 is prime number.
2. List the elements of the following sets.
a. Prime numbers less than 20.
b. Composite numbers less than 30.
c. Prime numbers from 25 to 45.
d. Composite numbers from 30 to 50.
3. Complete the following tree diagram.
a. b.
180 450
\ 180 = \ 450 =
4. Factorize the following numbers by factor tree method.

a. 8 b. 24 c. 36 d. 48 e. 72
f. 126 g. 120 h. 450 i. 244 j. 620
Approved by CDC
Real Number 43
5. Factorize the following numbers by division method.
a. 16 b. 36 c. 78 d. 124 e. 275
f. 350 g. 540 h. 580 i. 300 j. 825
6. Critical thinking !
a. 2 is only one even prime number. Yes or No?
b. All the even numbers greater than 2 are composite. Yes or No?
7. Challenge !
a. What is the smallest three digit prime number?
b. What is the sum of first 5 prime numbers?
c. What is the sum of first 5 composite numbers?
Approved by CDC
Square Number and Square Root

Square of Number
Let us study the following illustrations:
1
1 squared = 1 1 =1×1=1
\ 1 squared = 1 (1 is square of 1.)

2
1 2
2 squared = 2 =2×2=4
3 4
3
1 2 3
3 squared = 3 4 5 6 =3×3=9
7 8 9
4
1 2 3 4
5 6 7 8
4 squared = 4 = 4 × 4 = 16
9 10 11 12
13 14 15 16

Here, 1, 4, 9, 16, ......... are the called square numbers.
Thus, the product of two identical numbers is a square number.
Approved by CDC
Real Number 45
The square numbers are listed below:
Square no. of Product of identical numbers Square number

1 1×1 1
2 2×2 4
3 3×3 9
4 4×4 16
5 5×5 25
6 6×6 36
7 7×7 49
8 8×8 64
9 9×9 81
10 10 × 10 100
We can also find the square numbers on the multiplication table.
× 1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50
6 6 12 18 24 30 36 42 48 54 60
7 7 14 21 28 35 42 49 56 63 70
8 8 16 24 32 40 48 56 64 72 80
9 9 18 27 36 45 54 63 72 81 90
10 10 20 30 40 50 60 70 80 90 100
Approved by CDC
Square Root
4 is the square number of 2.
i.e. 2 × 2 = 4
4 is the product of two identical numbers 2. So, 2 is called square root of 4.
Similarly,
In 3 × 3 = 9, 9 is square number of 3 and 3 is square root of 9.
In 5 × 5 = 25, 25 is square number of 5 and 5 is square root of 25.
Can you say ?
Square root of 1.
Solved Examples
Example 1:
Find the square number of 8.
Solution:
Here, the given number is 8.
The square number of 8 = 8 × 8 = 64
Example 2: Find the square root of 81.
Solution:
Here, the given numbers is 81.
81 = 9 × 9
\9 is the square root of 81.
Example 2:
There are 64 plants in a square garden. The number of plants in each
row and each column is the same. Find the number of plants in each row.
Solution:
Here, the total number of plants = 64
Now, 64 = 8 × 8
\ There are 8 plants in each row.
Approved by CDC
Real Number 47
Exercise 2.6
1. Find the squares of the following numbers.
a. 1 b. 2 c. 3 d. 4 e. 5
f. 6 g. 7 h. 8 i. 9 j. 10
2. Find the square root of the following numbers.
a. 9 b. 25 c. 49 d. 81 e. 100
3. Identify the square numbers from the following numbers.
a. 1 b. 15 c. 25 d. 40 e. 49
f. 55 g. 74 h. 81 i. 99 j. 100
4. a. Which number is multiplied by itself becomes 36?
b. If the product of two identical numbers is 81, find the number.
5. a. If 100 plants are planted in a square garden. The number of plants in each
row and each column is the same. Find the number of plants in each row.
b. A group of friends collected Rs. 25. If every friend collected the same
amount of money as their number, how many friends are there?
a. The square of even number is always even. Yes or No?
b. The square of odd number is always odd. Yes or No?
7. Challenge !
A teacher arranged equal number of students in each row and column and he
had 1 student extra. If there are equal number of rows and columns, and each
row has 7 students. Find the total number of students.
Approved by CDC
Highest Common Factor (H.C.F)

Let us take two numbers 18 and 24. Now, list all the possible factors of 18
and 24.
Numbers Possible factors
18 1, 2, 3, 6, 9, 18
24 1, 2, 3, 4, 6, 8, 12, 24
The common factors of 18 and 24 are 1, 2, 3 and 6. Among all the common
factors 6 is the highest common factor. So, 6 is called the highest common factor
(H.C.F) of 18 and 24.
Again, Let us take two numbers 15 and 25.
All the possible factors of 15, F(15) = 1, 3, 5, 15
All the possible factors of 25, F(25) = 1, 5, 25
1 and 5 are the common factors of 15 and 25. 5 is the highest common factor
(H.C.F.) of 15 and 25.
Thus, H.C.F. of any two or more than two numbers is the greatest common
factor.
Can you tell ?
The H.C.F. of 5 and 9.
Methods of Calculating H.C.F.

i. Set of listing factor method
Let us take two numbers 24 and 32.
Set of factors of 24 = {1, 2, 3, 4, 6, 8, 12, 24}
Set of factors of 32 = {1, 2, 4, 8, 16, 32}
The greatest common factor is 8.
\H.C.F. = 8
Approved by CDC
ii. Prime factorization method Real Number 49
Let us find prime factors of 24 and 36 by prime factorization method.
2 24 2 36
\ 24 = 2 × 2 × 2 × 3
2 12 2 18
36 = 2 × 2 × 3 × 3
2 6 3 9
\ H.C.F. = 2 × 2 × 3 = 12
3 3
Solved Examples
Example 1:
Find the H.C.F. of 30 and 48 by set of listing factor method.
Solution:
Here, the numbers are 30, 48 and 80.
Set of factors of 30 = {1, 2, 3, 5, 6, 15, 30}
Set of factors of 48 = {1, 2, 3, 4, 6, 8, 12, 16, 24, 48}
The greatest common factor is 6.
\H.C.F. = 6
Example 2:
Find the H.C.F. of 18 and 36 by prime factorization method.
Solution:
2 18 2 36 \ 18 = 2 × 3 × 3
3 9 2 18 36 = 2 × 2 × 3 × 3
3 3 9
\H.C.F. = 2 × 3 × 3
3
= 18
Approved by CDC
Example 3:
Find the greatest number of students to whom 30 pens and 40 copies can
be equally distributed. Also find the number of pens and copies received
by each.
Solution:
The greatest number of students is the H.C.F. of 30 and 40.
Now,
2 30 2 40 \ 30 = 2 × 3 × 5
3 15 2 20 40 = 2 × 2 × 2 × 5
5 2 10 \ H.C.F. = 2 × 5 = 10
5
\The greatest number of students = 10
Again,
Number of pens received by each = 30 ÷ 10 = 3
And, Number of copies received by each = 40 ÷ 10 = 4
Let's do it!
Let's find the H.C.F. of 2 and 4. Let's find the H.C.F. of 6 and 12.
2=2 6=2×3
4=2×2 12 = 2 × 2 × 3
\ H.C.F = 2 \ H.C.F = 2 × 3 = 6
Similarly,
What is the H.C.F. of 4 and 8?
What is the H.C.F. of 5 and 10?
Did you notice !!

If the greater number is exactly divisible by smaller number, then the
smaller number is the H.C.F.
Approved by CDC
Real Number 51
Exercise 2.7
1. Write the correct answer.
a. H.C.F. of 2 and 6 is ............................
b. H.C.F. of 2 and 8 is ............................
c. H.C.F. of 3 and 9 is ............................
d. H.C.F. of 8 and 9 is ............................
e. H.C.F. of 2 and 5 is ............................
f. H.C.F. of 3 and 7 is ............................
g. H.C.F. of 5 and 11 is ............................
2. Find the H.C.F. of the following numbers by listing factor method.

a. 12 and 14 b. 14 and 42 c. 8 and 18
d. 24 and 36 e. 54 and 72
3. Find the H.C.F. of the following numbers by prime factorization method.
a. 8 and 12 b. 16 and 24 c. 36 and 80
d. 64 and 96 e. 45 and 75 f. 168 and 312
4. a. Find the greatest number that exactly divides 60 and 72.
b. Find the greatest number which divides 54 and 120 without leaving a
remainder.
5. a. Find the greatest number of students to whom 28 oranges and 32 bananas
can be equally distributed. Also find the number of oranges and bananas
received by each student.
b. 40 copies and 48 pencils are to be divided equally among maximum
number of children. Find the greatest number of children receiving the
above items in this way.
Also, find the number of copies and pencils received by each.
a. What is the H.C.F of two consecutive numbers?
Approved by CDC
b. What is the H.C.F of two consecutive even numbers?

c. What is the H.C.F. of two consecutive odd numbers?
d. What is the H.C.F. of two prime numbers?
e. If the greater number is exactly divisible by smaller number, then what
is the H.C.F.?
Lowest Common Multiple (L.C.M.)

Let us take two numbers 4 and 6. List the possible multiples of 4 and 6.
Numbers Possible multiples
4 4, 8, 12, 16, 20, 24, 28, 32, 36, ..........
6 6, 12, 18, 24, 30, 36, 42, .............
The common multiples of 4 and 6 are 12, 24, 36, ............

Among the common multiples, 12 is the lowest common multiple.
\ Lowest Common Multiple (L.C.M.) of 4 and 6 is 12.
Thus, the smallest natural number which is exactly divisible by the given
numbers is known as L.C.M. of the numbers.
Methods of Calculating L.C.M.

i. Set of multiples method
Set of multiples of 3 = {3, 6, 9, 12, 15, 18, 21, .........}
Set of multiples of 6 = {6, 12, 18, 24, .........}
Approved by CDC
Real Number 53
The smallest common multiple is 6.
\ L.C.M. = 6
ii. Prime factorization method.
Let us find the factors of 8 and 10 by using prime factorization method.
2 8 2 10 \ 8 = 2 × 2 × 2
2 4 5 10 = 2 × 5
2
Common factors of 8 and 10 = 2
Remaining factors of 8 and 10 = 2 × 2 × 5
\ L.C.M = Common factors × Remaining factors
=2×2×2×5
= 40
Relation between H.C.F. and L.C.M

18 = 2 × 3 × 3
24 = 2 × 2 × 2 × 3
H.C.F. = 2 × 3 = 6
L.C.M. = 2 × 3 × 3 × 2 × 2 = 72
Now,
Let us multiply both the numbers 8 and 24.
18 × 24 = 432
Let us multiply H.C.F. and L.C.M.
H.C.F. × L.C.M = 6 × 72 = 432
This shows that:
H.C.F × L.C.M = First number × Second number
Approved by CDC
Solved Examples
Example 1:
Find the L.C.M. of 6 and 15 by set of multiples method.
Solution:
Here,
The given numbers are 6 and 15.
Set of multiples of 6 = {6, 12, 18, 24, 30, 36, .........}
Set of multiples of 15 = {15, 30, 45, .........}
The lowest common multiple is 30.
\ L.C.M. = 30
Example 2:
Find the L.C.M. of 20 and 80 by prime factorization method.
Solution:
Here,
The given numbers are 20 and 80.
2 20 2 80
2 10 2 40
5 2 20
2 10
5
\ 20 = 2 × 2 × 5
80 = 2 × 2 × 2 × 2 × 5
Common factors = 2 × 2 × 5
Remaining factors = 2 × 2
L.C.M. = Common factors × Remaining factors
=2×2×5×2×2
= 80
Approved by CDC
Real Number 55
Example 3:
Three bells ring at intervals of 30 and 48 minutes. If they ring together
at 6 a.m., at what time will they ring together again?
Solution:
2 30 2 48
\ 30 = 2 × 3 × 5
3 15 2 14
48 = 2 × 2 × 2 × 2 × 3
5 2 12
L.C.M. = 2 × 3 × 5 × 2 × 2 × 2
2 6
= 240
3
They will ring again after 240 minutes.
240
240 minutes = 60 = 4 hours.
\ They will ring again at 6 + 4 = 10 am.
Example 4:
The H.C.F. and L.C.M. of two numbers are 2 and 24 respectively. If one
of the numbers is 6, then find another number.
Solution:
Here,
H.C.F. = 2
L.C.M. = 24
First number = 6
Second number = ?
We know that,
First number × Second number = H.C.F. × L.C.M.
or, 6 × Second number = 2 × 24
or, Second number = 2 × 24
6
\ Second number = 8.
Approved by CDC
Exercise 2.8
1. Find the L.C.M. of the following numbers. (By set of multiples method.)
a. 3 and 8 b. 4 and 9 c. 6 and 8
d. 10 and 15 e. 18 and 20 f. 12 and 16
2. Find the L.C.M. of the following numbers. (By prime factorization method)
a. 12 and 18 b. 32 and 36 c. 36 and 48
d. 54 and 72 e. 45 and 60 f. 72 and 96
3. a. Find the least number which is exactly divisible by 15 and 18.
b. Find the smallest number which is exactly divisible by 48 and 60.
4. a. The L.C.M. and H.C.F. of two numbers are 180 and 3 respectively. If one
of the number is 12, find the another number.
b. The product of two numbers is 294. If their L.C.M. is 42, find their H.C.F.
5. a. Two bells ring in the interval of 10 and 30 minutes respectively. If they
ring together at 10 a.m., at what time will they ring together again?
b. Two bells ring in the interval of 15 and 25 minutes respectively. If they
ring together at 2 p.m., after how many minutes they will ring together
again?
6. Critical thinking!
a. The L.C.M. of two prime numbers is always their product. Yes or No?
b. What is the L.C.M of first prime and composite numbers?
c. The L.C.M. of first prime number and any number is always multiple of
2. Yes or No?
Approved by CDC
Integers
3 INTEGERS
Chapter
Introduction to Integers
1, 2, 3, 4, .......... are the counting numbers. The counting numbers are called
Natural numbers. The set of Natural numbers including zero (0) is called whole
numbers. So, 0, 1, 2, 3, 4, ......... are whole numbers. We have studies these numbers
in the earlier chapter. Now, we find that there are negative numbers too. If we put
the whole numbers and the negative numbers together, then the collection 0, 1, 2,
3, 4, .......... , -1, -2, -3, -4, ....... is known as integers.
Remember !!
1, 2, 3, 4, ........ are said to be positive integers and 1, 2, 3, 4, .............
are said to be negative integers
What about zero (0)?

Zero (0) is neither positive integer nor negative integer. It is a neutral number.
Representation of Integers on a Number Line
-6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6
Draw a straight line and mark some points at equal distance on it as shown
in the figure above. Mark a point zero (0) on it. Mark the numbers +1, +2, +3, +4,
.......... to the right of zero (0) and 1, 2, 3, 4, ........... to the left of zero (0).
We have to move to the right of zero (0) to show any positive number and to
the left to show any negative number. For example:
To represent +5 on a number line, we have to move 5 points to the right of
zero which is shown in the number line given below.
-7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7
Approved by CDC
To represent 5 on a number line, we have to move 5 points to the left of zero

which is shown below.
-7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7
Order of Integers
There is a step well in a village. One day Fulmati
and Rajmati went to the well to bring water. They found
5
that the water level was 5 steps down. They marked 0 at 4
3
the surface of water level and 1, 2, 3, 4, above the level 2
1
of water in each step as shown in the figure alongside. 0
After some days, they noticed that the water level

had fallen 4 steps below the zero mark. Now, they started
thinking about marking the steps to note the fall of water
level. Suddenly, they got an idea to distinguish between
the numbers which were above 0 and below 0. They put
'' sign in front of the numbers. So, they marked one step 5
4
below 0 as 1, two steps below 0 and 2, three steps below 3
2
0 as 3, and so on. 1
0
-1
So the water level is now at 4 (4 steps below 0). -2
-3
-4
After two days, the water level again fallen down
by 1 step. They marked it as 5.
In the above example, we can see that 5 < 4 or 4 > 5.
Similarly,
6 < 5 or 5 > 6
7 < 6 or 6 > 7
8 < 7 or 7 > 8 and so on
Approved by CDC
Integers 59
Exercise 3.1
a. All the positive integers lie towards right of 0 in a number line.
b. Zero is a positive number.
c. 0 (zero) lies between 1 and 1.
d. Every positive integer is greater than every negative integer.
e. Zero is larger than every negative integer.
f. is an integer.
g. 100 is greater than 99.
2. Identify the integers in the following numbers.
3 2
3, -5 , 8, 1, 0, 5 , 1.5, 7, 8 5 , 50
2
3. Put < or > in the box.
a. 5 3 b. 2 5 c. 3 1
d. 100 0 e. 4 4 f. 6 6
4. Represent the following numbers on a number line.
a. +4 b. 8 c. +10 d. 1 e. 6
f. 6
5. Write all the integers between the given numbers.
a. 0 and 3 b. 3 and 2 c. 5 and 10
d. 5 and 1 e. 7 and 0 f. 10 and 15
6. a. Write 5 negative integers greater than 3.
b. Write 5 integers less than 17.
7. Arrange the following integers in ascending order.
a. 5, 1, 0, 3 b. 5, 6, 4, 2 c. 20, 28, 30, 40
d. 5, 5, 100, 100
Approved by CDC
8. The list given below is the temperatures of different places in Nepal on

a particular day.
Place Temperature
Kathmandu 10°C above 0°C
Jomsom 15°C below 0°C
Jumla 5°C below 0°C
Solukhumbu 10°C below 0°C
Janakpur 25°C above 0°C
a. Write the temperature of these places in the form of integers.

b. Plot the name of the places against its temperature.
35 30 25 20 15 10 5 0 +5 +10 +15 +20 +25 +30 +35
a. The smallest negative integer is 1.Yes or No?
b. Which number will we reach, if we move 5 numbers to the left of 1?
c. Which number will we reach, if we move 5 numbers to the right of 3?
d. If we are at 6 on the number line, in which direction should we move
to reach 15?
Approved by CDC
Fraction
4
Chapter
Fraction
Review
Look at the following pictures and write the fraction of the shaded parts.
a Numerator
In fraction
b Denominator
Equivalent Fractions
1 2
2 4
3 4
6 8
In each of the above figure, the shaded portions occupy equal area (Half of
the circle).
Hence, 1 , 2 , 3 and 48 represent the equal shaded portion. Such fractions
2 4 6
are called equivalent fractions.
1 2 3
Therefore, 2 = 4 = 6 = 48
Approved by CDC
I Understood !!!
Two or more than two fractions are equivalent, if they represent the equal
parts of a whole.
Methods of Finding Equivalent Fractions

a. Multiplication method.
We can find the equivalent fractions of the given fraction by multiplying the
numerator and denominator by the same number.
Example:
Find the equivalent fractions of 13 .
Solution:
1 =1×2 = 2 (Multiplying both numerator and denominator by 2)
3 3×2 6
1 1×3 3
3 =3×3 = 9 (Multiplying both numerator and denominator by 3)
1 1×4 4
3 = 3 × 4 = 12 (Multiplying both numerator and denominator by 4)
Here, 1 , 2 , 3 and 4 are equivalent fractions.

3 6 9 12
1 2 3 4
Remember! 3 = 6 = 9 = 12
b. Division method
We can find the equivalent fractions of the given fraction by dividing the
numerator and denominator by the same number.
Example:
Find the equivalent fraction of 20
40 .
Solution:
20 = 20 ÷ 2 = 10
40 40 ÷ 2 20 (Dividing both numerator and denominator by 2)
20 = 20 ÷ 4 = 5
20 = 20 ÷ 5 = 4 (Dividing both numerator and denominator by 5)
40 40 ÷ 5 8
Approved by CDC
Fraction 63
20 = 20 ÷ 10 = 2
20 = 20 ÷ 20 = 1
1
Here, 20 10 5 4 2
40 , 20 , 10 , 8 , 4 and 2 are equivalent fractions.
1
Remember! 20 10 5 4 2
40 = 20 = 10 = 8 = 4 = 2
Reducing a Fractions to the Lowest Form

The fraction 15
45 can be written as
15 3×5 1 3 15 3 45
45 = 3 × 3 × 5 = 3 5 15
\ 15 = 3 × 5 5
64 \ 45 = 3 × 3 × 5
Let us take 100
64 2×2×2×2×2×2
100 = 2×2×5×5 2 64 2 100
2 32 2 50
= 2 × 25 ×
×5
2×2
2 16 5 25
16 2 8 5
= 25
2 4 \ 100 = 2 × 2 × 5 × 5
2
\ 64 = 2 × 2 × 2 × 2 × 2 × 2
Exercise 4.1
1. Write down the fraction representing the shaded portions.
a. b. c.
2. Shade the following pictures to represent the indicated fractions.

a. b. c.
3 5 2
6 8 5
Approved by CDC
3. Fill in the blanks by equivalent fractions.

a. b.
×2 ×3 ×2 ×3
×2 ×3 ×2 ×3
1 3
2 4
×4 ×5 ×4 ×5
×4 ×5 ×4 ×5
c. d.
÷2 ÷5 ÷2 ÷4
÷2 ÷5 ÷2 ÷4
20 32
40 64
÷4 ÷ 10 ÷8 ÷ 16
÷4 ÷ 10 ÷8 ÷ 16
4. Write down three equivalent fractions of each of the following fractions.

a. 2 b. 1 c. 3 d. 2 e. 5
3 2 4 3 7
f. 12 g. 40 h. 100 i. 90 j. 112
16 80 500 120 160
5. Form an equivalent fraction for the following fractions with denominator
16.
a. 1 b. 3 c. 1 d. 3 e. 5
2 4 4 8 8
6. Fill in the box with a suitable number so that two fractions will be
equivalent.
a. 2 = b. 3 = c. 5 = d. 4 =
3 9 4 20 7 49 9 72
e. 3 = 15 f. 2 = 8 g. 4 = 20 h. 5 = 20
5 7 5 9
7. Reduce each of the following fractions to the lowest form.

a. 12 b. 16 c. 16 d. 12 e. 25
18 24 36 27 45
f. 100 g. 85 h. 72 i. 120 j. 84
200 90 144 155 120
Approved by CDC
Fraction 65
Like and Unlike Fractions
3 , 4 , 1
5 5 5 are like fractions. (Denominators of all the fractions are equal.)
3 , 4 , 1 are unlike fractions. (Denominators of all the fractions are not
5 7 9
equal.)
I Understood !!!
- Fractions with same denominators are like fractions.
- Fractions with different denominators are unlike fractions.
Comparison of Fractions
A. Comparison of like fractions:
To compare the like fractions, we just compare their numerators.
Example:
To compare 3 and 25 , we just compare 3 and 2.
5
3
Here, 3 > 2. So 5 > 25
If the like fractions are compared, the fraction with greater numerator
is greater.
B. Comparison of unlike fractions:

i. Fraction having same numerator
Example: Compare 35 and 37
Solution: The L.C.M. of 5 and 7 is 35.
3 3×7 21
Now, 5 = 5 × 7 = 35 Both fractions 21 and 15
35 35
3 = 3 × 5 = 15 have same denominators. So,
7 7×5 35
Here, 21 > 15 we compare the numerators.
So, 21 > 15
35 35
3
\ 35 > 7
Approved by CDC
If the fractions with same numerator and different

denominators are compared, then the with smaller
denominator is greater.
ii. Fractions with different denominators and different numerators.

7
Example: Compare 35 and 9
Solution: The L.C.M. of 5 and 9 is 45.
Now, 35 = 35 × 9 27
× 9 = 45
7 = 7 × 5 = 35 We have to make equal
9 9×5 45 denominators to compare the
Here, 35 > 27. unlike fractions.
So, 35 27
45 > 45
7 3
\ 9 > 5
7
or, 3 < 9
5
Approved by CDC
Fraction 67
Solved Examples
Example 1: Compare 4 and 1
5 3
Solution: The L.C.M of 5 and 3 is 15. LCM = 5 × 3
= 15
4 4×3 12
Now, 5 = 5 × 3 = 15
1 = 1×5 = 5
3 3×5 15
Here, 12 > 5
15 15
So, 4 > 1
5 3
Example 2: Which is smaller? 3 or 4 ?

12 18
Solution: The L.C.M of 12 and 18 is 36. 2 12 2 18

2 6 3 9
Now, 3 = 3 × 3 = 9 3 3
12 12 × 3 36
12 = 2 × 2 × 3
4 = 4×2 = 8
18 18 × 2 36 18 = 2 × 3 × 3
Here, 8 < 9 \ LCM = 2 × 3 × 2 × 3

36 36 = 36
So, 3 < 4
12 18
Example 3: Mother divided a bread into 8 equal parts. Her son ate 58 of the bread
and daughter ate 14 . Who ate more bread?
Solution: Son ate 5 of the bread.

8
Daughter ate 14 of the bread.
Approved by CDC
The L.C.M. of 8 and 4 is 8.

5 5×1 5
Now, 8 = 8 × 1 = 8
1×2
and 4 = 4 × 2 = 28
1
Here, 5 > 2
8 8
So, 5 > 1
8 4
Therefore, son ate more bread.
Exercise 4.2
1. Insert <, > or = in the blank.
a. 7 5 b. 9 9 c. 14 26 d. 17 10
8 8 20 20 30 30 21 21
e. 1 7 f. 7 3 g. 10 7 h. 4 6
4 16 10 5 25 10 7 9
2. Convert the following unlike fractions into like fractions:
a. 3 and 1 b. 3 and 1 c. 7 and 5 d. 1 and 2
5 4 4 10 8 6 2 3
e. 1 and 3 f. 1 and 4 g. 5 and 12 h. 2 and 4
12 24 3 9 7 49 5 7
3. Find the greater fraction:
5 3 7 8 7 4 4 3
4. Find the smaller fraction:
8 7 4 5 5 7 7 9
3 2
5. a. Ankit read 4 part of a book and Ukrit read 5 part of the same book.
Who read more pages?
Approved by CDC
Fraction 69
b. Ayusha and Shreya were given a piece of work to do. Ayusha completed
3 of the work whereas Shreya completed 5 of the work. Who completed
7 9
more work?
c. Riya rides her bike 12 mile to the park. Rayan rides his bike 10
3 mile to
the park. Who travells farther?
Addition and Subtraction of Fractions
Addition or Subtraction of Like Fractions

Look at the following illustrations:
+ =
1 2 3
4 4 4
2 3
This shows that 14 + 4 = 1 + 2
4 = 4
=
3 2 1
5 5 5
2 1
This shows that 35 5 = 3 5 2 = 5
Sum or difference of numerators

Sum or difference of like fractions =
Denominator
Approved by CDC
Solved Examples
Example 1:
Add 2 and 37 .
7
Solution: 2 + 3 = 2+3 = 5
7 7 7 7
Example 2:
Subtract 2 from 59 .
9
Solution: 5 2 = 52 = 3 = 3 = 1
9 9 9 9 3×3 3
Example 3:
Alternatively
Add 2 3 and 1 15 6
5 2 35 + 1 15 = 13
5 + 5
1
Solution: 2 35 + 1 15 = 2 + 35 + 1 + 5
13 + 6
= 5
3 1
=2+1+ 5 + 5 = 19
5
= 3 + 45 = 3 45
= 3 45
Example 4:
Alternatively
Subtract 2 1 and 5 24 . 9
4 5 24 2 14 = 22
4 4
1
Solution: 5 24 2 14 = 5 + 24 2 4 22 9
= 4
2 1
=52+ 4 4 = 13
4
= 3 + 2 4 1
= 3 14
= 3 + 14
= 3 14
Approved by CDC
Fraction 71
Addition or Subtraction of Unlike Fractions
Study the following examples:
3
Add 27 and 5
Solution: Step I : LCM of 7 and 5 is 35.
Step II: Convert both unlike fractions into equivalent like fractions:
2 2 5 10
7 = 7 × 5 = 35
3 3 7 21
and 5 = 5 × 7 = 35
Step III: Add the equivalent like fractions:
10 + 21 = 10 + 21 = 31
35 35 35 35
2 3 10 21 31
\ 7 + 5 = 35 + 35 = 35
Alternatively:
2 + 3 = 2 × 5 + 7 × 3 = 10 + 21 = 31
7 5 35 35 35
Follow the same process for subtraction.
Solved Examples
Example 1: Add 3 and 12 5

4 2 4 2 12
3 5 3 3 5 2 6
Solution: 4 + 12 = 4 × 3 + 12 2
3
= 129 + 5 \4 = 2 × 2
12
9+5 \ 12 = 2 × 2 × 3
= 12
\ LCM = 2 × 2 × 3 = 12
14
= 12
2
= 1 12
Approved by CDC
7
Example 2: Evaluate 2 + 14 + 8
5
2 1 7
Solution: 5 + 4 + 8
The L.C.M. of 5, 4 and 8 is 40.
Now, 25 + 14 + 78 = 25 × 88 + 14 × 10 7 × 5
10 + 8 5
10 35
= 1640 + 40 + 40
16 + 10 + 35
= 40
61
= 40
21
= 1 40
3
Example 3: Subtract: 57 6
Solution: 5 3
7 6
The L.C.M. of 7 and 6 is 42.
Now, 57 36 = 57 × 66 36 × 77
30
= 42 21
42
30 21 9
= 42 = 42
2 1
Example 4: Evaluate: 3 5 + 4 7
2 1 17
Solution: 3 5 + 4 7 = 5 + 29 7
L.C.M. of 5 and 7 is 35.
7
Now, 17 29 17 29
5 + 7 = 5 × 7 + 7 × 5
5
119
= 35 + 14535
119 + 145 264 19
= 35 = 35 = 7 35
Approved by CDC
Fraction 73
1 4 5
Example 5: Evaluate: 2 3 + 1 6 + 3 12
1 4 5 7 10
Solution: 2 3 + 1 6 + 3 12 = 3 + 6 + 41 12
L.C.M. of 3, 6 and 12 is 12.
10 41
Now, 73 + 6 + 12
7 4 10 2 41
= 3 × 4 + 6 × 2 + 12
28
= 12 + 20 41
12 + 12
28 + 20 + 41 89 5
= 12 = 12 = 7 12
1
Example 6: Simplify: 4 23 35 + 2 4
2 3 1 14 9
Solution: 4 3 5 + 2 4 = 3 35 + 4
L.C.M. of 3, 5 and 4 is 60.
Now, 14 3 9 14 20 3 12 9 12
3 5 + 4 = 3 × 20 5 × 12 + 4 × 12
280 135
= 60 3660 + 60
280 36 + 135 379 19
= = 60 = 6 60
60
1 1 1
Example 7: A bag contains 3 kg apples, 2 kg oranges and 2 kg mangoes.
2 4 3
Find the total weight of fruits.
Solution: Total weight of the fruits
1 1 1
= 32 + 24 + 23 [ L.C.M of 2, 4 and 3 is 12.]
7 9 7
=2 + 4 + 3
Approved by CDC
7 9 7
=2 + 4 + 3
7 6 9 3 7 4
=2 ×6 + 4 ×3 + 3 ×4
(7 × 6) + (9 × 3) + (7 × 4)
= 12
97 1
= 42 + 27 + 28 = 12 = 8
12 12
Exercise 4.3
1. Add the following fractions:
5 5 9 9 3 3 4 4
2. Subtract the following fractions:
a. 1 from 2 b. 2 from 4 c. 3 from 6 d. 4 from 7
3 3 5 5 7 7 9 9
a. 1 + 8 b. 6 + 11 c. 1 + 4 d. 2 + 5
5 9 7 12 11 9 9 6
e. 7 + 1 f. 11 + 12 g. 1 + 4 h. 1 + 3
15 5 2 14 5 10 6 8
4. Add:
a. 1 2 + 1 3 b. 2 1 + 1 2 c. 2 2 + 1 3 d. 5 4 + 3 1
3 4 3 5 4 7 5 10
5. Subtract:
a. 6 1 b. 7 2 c. 3 2 d. 5 1
7 2 8 5 4 3 6 2
e. 15 1 f. 7 2 g. 3 1 h. 3 1
16 8 15 10 11 6 8 10
6. Subtract:
a. 2 1 1 5 b. 1 1 2 1 c. 1 3 2 1 d. 2 1 4 7
3 12 6 9 4 2 2 10
Approved by CDC
Fraction 75
7. Simplify:
a. 9 + 1 + 3 b. 1 + 1 + 1 c. 2 + 3 + 3
10 4 8 2 7 14 4 5 8
d. 1 5 + 3 e. 2 + 4 2 f. 7 9 + 7
12 6 4 9 6 3 2 4 3
8. Simplify:
a. 9 3 + 6 2 + 4 1 b. 6 1 + 3 1 + 4 5
7 7 7 2 3 6
c. 4 3 + 2 3 + 1 1 d. 3 1 + 2 1 1
5 10 2 3 8 4
e. 1 1 3 3 + 2 1 f. 1 1 2 1 1 3
6 4 2 12 8 4
2 1
9. A fruit seller has 5 kg mangoes, 7 1 kg apples and 3 4 kg oranges. What
3 6
is the total weight of fruits?
3 2 1
10. Aayush has 5 m red carpet, 2 4 m white carpet and 7 green carpet.
4 6
How much clothes does he have altogether?
2 4
11. Puskar has 9 m wire and he sold 6 m. How much wire is left with him?
3 5
Challenge!
12. Find the value of x:
a. 2 + x = 4 b. x + 2 3 = 2 7
3 5 5 10 10
Approved by CDC
Multiplication of Fractions
a. Multiplication of a Fraction by a Whole Number
Study and Learn.

a Numerator
1 1 1 1 b Denominator
4 4 4 4
The rectangle is divided into 4 equal parts.
Each part represents 1 of the whole.
4
Taking 1 such part = 1 time 1 = 1 × 14 = 14
4
Taking 2 such parts = 2 times 1 = 2 × 14 = 24 = 12
4
Taking 3 such parts = 3 times 1 = 3 × 14 = 34
4
Thus,
Whole Number × Numerator
Whole number × Fraction = Denominator
Solved Examples
Example 1: Mutiply: Example 2: Mutiply:
30 × 45 3 24 × 12
4 2
Solution: 30 × 5 Solution: 3 4 × 12
6 14
30 × 4 = 4 × 12
=
5
3
=6×4 = 14 × 12
= 24 4
= 14 × 3
= 42
Approved by CDC
Fraction 77
Example 3: Mutiply:
3 × 16 × 3 1
4 12 2
3 16 1 3 16 7
Solution: 4 × 12 × 3 2 = 4 × 12 × 2
3 × 16 × 7
= 4 × 12 × 2
3×2×2×2×2×7
=2×2×2×2×3×2
= 72
= 3 12
b. Multiplication of a Fraction by Another Fraction
Look at the following example:

Multiply: a. 35 × 17 Multiply: b. 2 15 × 4 35
3 1 3×1 3 1 3 23
Solution: 5 × 7 = 5 × 7 = 35 Solution: 2 5 × 4 5 = 115 × 5
253 3
Form these two examples, it is clearly seen that = 25 = 10 25
Numerator × Numerator
Fraction × Fraction = Denominator × Denominator
Solved Examples
Example 4: Mutiply: Example 5: Mutiply:
3 12 3 52 × 3 25
10 × 5
Solution: 3 12 3 52 × 4 2
10 × 5 Solution:
5
3 × 12 11 22
= 10 × 5 = 2 × 5
3×2×2×3 11 × 22
= 2×5×5 = 2×5
3×2×3 11 × 2 × 11 121 1
= 5 × 5 = 18
25 = 2 × 5 = 5 = 24 5
Approved by CDC
Reciprocal of Fractions
The reciprocal of a fraction is obtained by interchanging numerator and
denominator.
For example:
The reciprocal of 23 is 32 . The reciprocal of 1 is 5 = 5.
5 1
5 is written as 5. 3 is written as 3 and so on.
1 1
What do you think?

What is the reciprocal of 5?
What is the reciprocal of 3?
Exercise 4.4
1. Multiply:
a. 4 × 3 b. 10 × 3 c. 18 × 1 d. 24 × 1
4 5 3 4
e. 5 × 18 f. 7 × 45 g. 4 × 12 h. 3 × 14
6 9 6 7
2. Multiply:
a. 7 × 3 b. 12 × 5 c. 5 × 2 d. 3 × 2
18 5 20 6 9 3 4 9
e. 9 × 4 f. 14 × 2 g. 24 × 10 h. 4 × 1
16 5 18 3 50 12 21 8
3. Multiply:
a. 9 × 1 × 2 b. 5 × 2 × 7 c. 3 × 1 × 2
10 2 9 8 3 10 4 6 5
d. 5 × 4 × 2 e. 4 × 1 × 3 f. 3 × 5 × 7 × 9
12 5 3 5 2 8 5 7 9 11
4. Multiply:
a. 2 × 2 1 b. 3 × 22 c. 3 1 × 42
3 2 4 3 7 3
Approved by CDC
Fraction 79
d. 2 5 × 3 1 e. 2 1 × 6 f. 5 5 × 5
2 6 10 7 8 9
g. 8 1 × 3 3 h. 3 1 × 3 1 i. 2 1 × 41
6 7 9 7 2 5
5. Multiply:
a. 1 1 × 9 b. 3 1 × 12 c. 10 × 7 1
6 8 2
d. 8 of 9 1 e. 3 of 2 2 f. 5 of 2 1
8 4 3 9 4
g. 6 × 1 1 × 4 1 h. 2 1 × 5 1 × 1 7 i. 2 3 × 1 3
2 3 6 3 8 2 21
6. Word problems:
5
a. The weight of a pumpkin is 3 12 kg. What is the weight of 3 pumpkins?
b. Ankit walks 4 12 km distance every morning. How many kilometer does

he walk in a week?
c. Area of a rectangle is length × breadth. Find the area of rectangle which
is 6 2 cm long and 3 12 cm broad.
3
7. Challenge !!
Find the whole number value for each variable.
a. 1 × 48 = 3 b. 1 × 22 = 11 c. c × 99 = 88
a b 9
Approved by CDC
Division of Fractions
a. Division of whole number by a fraction look at the following examples:
Divide: 9 ÷ 13 Divide: 12 ÷ 12
Solution: 9 ÷ 13 Solution: 12 ÷ 12
= 9× 1
3 = 12 × 21
= 27
1 = 12 1× 2
= 27 24
= 1 = 24
I understood !
To divide a whole number by a fraction, we multiply the whole number
by the reciprocal of the fraction.
b. Division of a fraction by a whole number.

Look at the following examples:
Divide: 3 ÷2 Divide: 12 ÷ 4
4 7
Solution: 34 ÷ 2 Solution: 12
1
7 × 4
1
= 34 × 2 12 × 1
= 7×4
= 34 ×
×2
1
= 2× 2×3×1
7×2×2
3
= 8 = 3× 7
1
3
= 7
I understood !
To divide a fraction by a whole number, we multiply the fraction by
the reciprocal of the whole number.
Approved by CDC
Fraction 81
c. Division of a fraction by another fraction
Look at the following examples:
Divide: Divide:
a. 12 ÷ 3 b. 5 32 ÷ 6 3
2
7 4
Solution: Solution:
12 ÷ 3 = 12 × 4 13 20
7 4 7 3 5 32 ÷ 6 23 = 2 ÷ 6
4
6
= 12 ×4 = 13
2 × 20
7×3
= 4× 7
4
= 13 × 63
2 × 20
16 13 × 3
= 7 = 20
= 2 27 = 39 19
20 = 1 20
I understood !
To divide a fraction by another fraction, we multiply the fraction by
the reciprocal of the devisor.
Solved Examples
Example 1: Divide Example 2: Divide
4 ÷ 16 25 ÷ 3 13
7
4 4 1 10
Solution: 7 ÷ 16 = 7 × 16 Solution: 25 ÷ 3 13 = 25 ÷ 3
4×1 3
= 7 × 16 = 25 × 10
= 7× 4×1 = 2510
×3
4×4
= 7 1×4 = 5× 2
3
1
= 28 = 15
2
= 7 12
Approved by CDC
Exercise 4.5
1. Divide:
a. 9 ÷ 3 b. 36 ÷ 6 c. 27 ÷ 3 d. 8 ÷ 8
7 7 5 9
e. 5 ÷ 10 f. 4 ÷ 8 g. 11 ÷ 22 h. 7 ÷ 42
6 9 12 15
2. Divide:
a. 5 ÷ 5 b. 2 ÷ 2 c. 5 ÷ 5 d. 6 ÷ 3
8 8 5 5 24 12 13 26
e. 2 ÷ 1 f. 16 ÷ 4 g. 9 ÷ 3 h. 14 ÷ 8
9 3 25 5 28 7 15 9
3. Divide:
a. 8 1 ÷ 2 1 b. 2 3 ÷ 1 5 c. 3 1 ÷ 2 1 d. 6 18 ÷ 1 34
3 2 4 6 3 2
7
e. 11 ÷ 1 3 f. 12 ÷ 1 1 g. 3 5 ÷ 26 h. 5 14 ÷ 16
8 5 7
4. Word problems:
2
a. How many 3 cup sugar bowls can be filled from 10 cups of sugar?
b. Parbina distributed 3 26 kg of apples among some friends. If each friend

2
gets 3 kg of apples, how many friends are there?
c. 64 meters of cloths is cut into small pieces of each 8 meter. How many
such small pieces are made? 9
5. Challenge !!
a. 21 ÷ 3 ÷ 2 23 b. 1 1 ÷ 5 ÷ 2 35 c. 3 1 ÷ 2 12 ÷ 1 1
16 3 3 3
Approved by CDC
Fraction 83
Mixed Review Exercise
1. Fill in the blanks with equivalent fractions:
a. b.
×
= ×5 5 × 3 =÷ 2 ÷4 =
×3 = ÷2 ÷4
2 32
3 64
×
= ×2 2 ×4 = =÷ 8 ÷ 16 =
×4 ÷8 ÷ 16
2. Reduce each of the following fractions into the lowest form:

a. 18 b. 36 c. 35 d. 150
12 16 42 185
3. Convert the following unlike fractions into like fractions.
a. 7 and 1 b. 5 and 7
3 2 6 4
4. Arrange the following fractions in ascending order.
a. 5 , 3 , 5 b. 3 , 2 , 11
12 8 6 7 5 35
5. Priya ate 3 part of a bread and Prajol ate 4 part of a bread. Who ate more
4 5
bread?
a. 2 and 1 b. 1 and 2 c. 4 and 3
5 5 3 5 7 14
7. Subtract the following fractions:

a. 1 from 2 b. 1 from 4 c. 3 from 3
3 3 2 7 8 2
8. Simplify:
a. 1 1 1 1 b. 1 2 + 1 34 c. 1 + 1 + 3
3 12 3 12 6 8
d. 7 9 + 7 e. 1 1 1 3 + 2 1 f. 3 1 + 1 5 1
2 4 3 6 4 2 3 6 4
Approved by CDC
2 4
9. A shopkeeper has 8 3 meter carpet. He sold 3 5 meter. How much carpet
is left with him?
10. Multiply:
a. 24 × 1 b. 3 × 12 c. 5 × 3 d. 2 ×52
4 2 9 10 3 2
e. 3 1 × 12 f. 2 1 × 6 g. 5 of 2 1 h. 6 × 1 1 × 3 1
8 10 7 9 4 5 3
11. Divide:
a. 9 ÷ 3 b. 7 ÷ 42 c. 16 ÷ 4 d. 3 8 ÷ 1 1
7 2 15 5 9 9
e. 9 3 ÷ 3 9 f. 6 ÷ 8 ÷ 1 g. 4 ÷ 4 ÷ 12
4 10 8 64 6 3 3
Approved by CDC
Fraction 85
CHECK YOUR PROGRESS
Time: 40 minutes F.M.: 24
Group A [4 × 1 = 4]
1. Write any two equivalent fraction of 34 .
2. Insert >, < or = in the blank.
a. 3 4 b. 5 1 c. 9 9
5 5 7 7 10 10
1 1
3. Add: 2 and 4 4. Divide: 4 ÷ 3
5
Group B [4 × 2 = 8]
5 1
5. 5
Subtract: 9 13 312 6. Mulitply: 9 of 2 4
7. Divide: 16
25 ÷ 5
4
8. Area of a triangle is 1 × base × height. If base and height of a triangle are

2
6 12 cm and 3 2 cm, find the area.
4
Group C [3 × 4 = 12]
9. Fill in the blanks by equivalent fractions:
=×
×2
2 ÷2 =
÷2
8
12
=×
×3
3 ÷4 =
÷4
9
10. Arrange the given fractions in descending order: 7 , 4 and 10
12 5
1 3 3
11. Simplify: 9 12 5 8 1 4
Teacher's signature
Approved by CDC
5
Chapter
Decimal
Review
Study the following:
ths
On ds
Te al
cim
Hu ths
re
es
red
nd
n
nd
De
Hu
3 is in the ones place. It's value is 3 ones or 3.

3 0 3 is in the tenths place. It's value is 3 tenths or 0.3.
0 3
3 is the hundredths place. It's value is 3 hundredths
0 0 3 or 0.03.
43.18
Whole number part Decimal part
Read: Forty three and eighteen hundredths.

1. Read each decimal. Then write the place of the underlined digit and it's value.
a. 0.6 b. 0.04 c. 0.13 d. 5.6 e. 7.1
f. 0.43 g. 10.5 h. 43.28 i. 23.9 j. 134.8
Addition of Decimal Numbers

Steps to add 0.44 + 0.3 + 0.85:
Step I: Step II:
Line up the decimal Add (regroup if
points. necessary)
0.44 1
0.30 0.44
+0.85 0.30
+0.85
\The sum is 1.59. 159
Approved by CDC
Decimal 87
Step III:
Write the
decimal point.
1
0.44
0.30
+0.85
1.59
Subtraction of Decimal Numbers
Steps to subtract 0.46 from 0.7:
Step I: Step II:
Line up the decimal Subtract (regroup if
points. necessary)
0.70 6 10
0.70
+0.46 0.46
024
\The difference is 0.24.
Step III:
Write the
decimal point.
6 10
0.70
0.46
0.24
Exercise 5.1
1. Add the following numbers.
a. 0.38 + 0.41 b. 0.6 + 0.43 c. 9.68 + 4.34
d. 5.42 + 3.41 e. 3.45 + 42.3 f. 54.31 + 134.32
2. Subtract:
a. 0.74 0.39 b. 0.81 0.6 c. 14.97 10.49
d. 0.8 0.29 e. 0.85 0.23 f. 24.85 15.63
Approved by CDC
Multiplication of Decimal Numbers
a. Multiplication of decimal number by 10 and it's power.

Study these examples:
10 × 0.56 = 5.6 1 zero : Move 1 place to the right.
100 × 2.354 = 235.4 2 zeros: Move 2 places to the right.
1000 × 1.3645 = 1364.5 3 zeros : Move 3 places to the right.
100 × 0.6 = 100 × 0.60 = 60 2 zeros: Move 2 places to the right.

(Write 1 zero as a placeholder.)
1000×12.5 = 1000×12.500=12500 3 zeros: Move 3 places to the right.
(Write 2 zeros as placeholders.)
b. Multiplication of decimal number by any whole number.
Study and learn:
Steps to multiply 0.68 and 48.
Step I: Step II:
Multiply as with whole Write the decimal point
numbers. in the product.
0.68 0.68
× 48 × 48
544 544 2 decimal places
+272 +272
3264 3 2. 6 4
In 0.68, there are 2 digits after the decimal point. So, we put decimal point
in the product before 2 digits from the last digit.
Approved by CDC
Decimal 89
c. Multiplication of decimal number by any other decimal number.
Study and learn.
Steps to multiply 72.25 and 0.75.
Step I: Step II:
Multiply as with whole Write the decimal point
numbers. in the product.
72.25 72.25 2 decimal places
× 0.75 × 0.75 2 decimal places
36125 36125
+50575 +50575
541875 54.1875 4 decimal places
In 72.25 and 0.75, there are altogether 4 digits after the decimal point. So,
we put the decimal point in the product before 4 digits from the last digit.
Exercise 5.2
1. Multiply by 10 and it's power.
a. 10 × 0.5 b. 10 × 0.0035 c. 10 × 1.5
d. 10 × 0.05 e. 100 × 0.7 f. 100 × 0.1003
g. 100 × 0.0004 h. 100 × 1.01254 i. 1000 × 0.4
j. 1000 × 0.06 k. 1000 × 0.5421 l. 1000 × 2.35742
2. Multiply:
a. 10.6 × 23 b. 5.67 × 42 c. 3.15 × 54
d. 5.123 × 26 e. 142 × 0.5 f. 137 × 2.85
g. 6235 × 3.7 h. 112 × 7.81 i. 2356 × 2.32
3. Multiply:
a. 3.5 × 4.1 b. 2.17 × 3.5 c. 0.53 × 1.21
d. 5.312 × 2.5 e. 28.3 × 1.89 f. 3.2 × 14.79
g. 0.7 × 103.95 h. 10.7 × 28.04 i. 6.05 × 16.03
Approved by CDC
4. Multiply:
a. 10.7 × 2.9 × 28.04 b. 1.5 × 2.8 × 12.1 c. 4.3 × 1.8 × 1.7
d. 3.54 × 13.9 × 4.1 e. 19.45 × 2.4 × 2.3 f. 7.8 × 7.9 × 1.2
5. Write >, < or = in the box.
a. 6.79 × 3.25 20.78 b. 0.8 × 0.817 65.36
c. 4.7 × 2.6 12.22 d. 4.8 × 15.94 7.6512
6. Multiply:
a. 5.9 b. 9.27 c. 1 2 . 9 2 d. 0.59
×3 ×1.5 ×0.7 ×0.72
e. 13.5 f. 8.05 g. 1 0 . 5 0 h. 0.20

×9.2 ×1.9 ×0.6 ×3.5
7. Word problems:
a. If the cost of 1 kg of sugar is Rs. 86.5, find the cost of 5.8 kg of sugar.
b. A bus can travell 65.312 km in 1 hour, how many kilometer does it travell
in 4.5 hours?
c. If the length and breadth of a rectangle are 10.75 cm and 6.25 cm
respectively, find it's area.
Critical Thinking !
8. Which cost is more, 3.5 kg of apples at Rs. 112.5 per kg or 4.5 kg of oranges
at Rs. 108.75 per kg? How much more?
Approved by CDC
Decimal 91
Division of Decimal Numbers
a. Division of decimal number by 10 and it's power.

Study these examples.
68.4 ÷ 10 = 6.84 1 zero: Move 1 place to the left.
268.7 ÷ 100 = 2.687 2 zeros: Move 2 places to the left.

(Write 1 zero as a placeholder.)

(Write 2 zeros as placeholder.)
b. Division of decimal number by any whole number.

Study these examples.
1. Divide 18.66 by 6
Step I: Step II:
Write the decimal point in the
quotient directly above the Divide as with
decimal point in the divided. whole number.
. 3.11
6 18.66 6 18.66
18
6
6
6
6
0
Approved by CDC
2. Divide 8.76 by 4.
Step I: Step II:
Write the decimal point in the
quotient directly above the Divide as with
decimal point in the divided. whole number.
. 2.19
4 8.76 6 8.76
8
7
4
36
36
3. Divide 9.62 by 26.
0
Step I: Step II: Step II:
Write the decimal point The whole number Divide the number
in the quotient directly part is not divisible, considering as a
above the decimal point so place 0 infront of whole number.
in the divided. decimal point.
. 0. 0.37
26 9.62 26 9.62 6 962
78
182
182
4. Divide 1.7 by 4. 0
Step I: Step II: Step III: Step IV:
Write the decimal The whole Divide the In remainder, put
point in the quotient number part is number one '0' in each
directly above the not divisible, so considering as step and continue
decimal point in the place 0 infront of a whole the process of
divided. decimal point. number. division.
. 0. 0.4 0.425
4 1.7 4 1.7 4 17 4 17
16 16
1 10
8
20
20
0
Approved by CDC
Decimal 93
Exercise 5.3
1. Divide:
a. 59.4 ÷ 10 b. 63.5 ÷ 10 c. 153.2 ÷ 100
d. 438.4 ÷ 100 e. 3142.5 ÷ 1000 f. 3.21 ÷ 10
g. 0.5 ÷ 10 h. 4.1 ÷ 100 i. 0.45 ÷ 100
2. Divide
a. 4.6 ÷ 2 b. 5.2 ÷ 2 c. 6.9 ÷ 3
d. 7.49 ÷ 7 e. 5.25 ÷ 5 f. 63.9 ÷ 3
g. 77.7 ÷ 7 h. 66.3 ÷ 3 i. 124.8 ÷ 4
j. 246.12 ÷ 6 k. 168.24 ÷ 8 l. 729.18 ÷ 9
3. Divide:
a. 67.2 ÷ 6 b. 7.5 ÷ 3 c. 49.32 ÷ 9
d. 21.50 ÷ 15 e. 8.792 ÷ 4 f. 135.6 ÷ 6
g. 17.85 ÷ 7 h. 41.52 ÷ 8 i. 12.34 ÷ 2
4. Divide
a. 0.95 ÷ 5 b. 0.784 ÷ 7 c. 0.732 ÷ 6
d. 0.8325 ÷ 5 e. 0.9314 ÷ 2 f. 0.732 ÷ 3
g. 0.1077 ÷ 3 h. 0.016 ÷ 8 i. 0.955 ÷ 5
5. Word problems
a. If the cost of 10 meter of ribbon is Rs. 205.5, what is the cost of 1 meter
ribbon?
b. 84.8 kg of rice is divide among 7 families equally. How much rice does
each family get?
c. A motorbike can travel 4.527 km in 6 minutes, how many kilometer does
it travel in 1 minute?
Approved by CDC
Rounding Off
Decimal
point
Ones Tenths
Tens Hundredths
Hundreds Thousandths
319.178
When rounding decimals, follow the three steps:
Example 1:
Round off 2.1582 to the hundredths place.
Step I: 2.1682 I: Mark the digit to be rounding off.
Step II: 2.1682
II: If the digit to the right of the place
[8 > 5, so add 1 to 6.]
you are rounding to is 5 or more,
Step III: 2.17 [Drop 82.] add 1 to the place you are rounding
to.
III: Drop all the digits to the right of

the place you are rounding to.
Example 2: I: Mark the digit to be rounding

Round off 4.241 to the tenths. off.
Step I: 4.241
II: If the digit to the right of the
Step II: 4.241 place you are rounding to is
[4 < 5, so add nothing to 2.] smaller than 5, add nothing to
Step III: 4.2 [drop 41.] the place you are rounding to.
III: Drop all the digits to the right

of the place you are rounding
to.
Approved by CDC
Decimal 95
Solved Examples
Example 3: Round off 74.364 to the 2 d.p. (decimal place)
Solution: The digit to right of 2 d.p. is 4 (smaller than 5), so we leave the digit
in the 2 d.p. unchanged.
\74.364 » 74.36
The sign '»' means "is approximately equal to".
Example 4: Round off 36.7847 to 3 d.p.

Solution: The digit to the right of 3 d.p. is 7 (greater than 5), so we add 1 to
the digit in 3 d.p.
\ 36.7847 » 36.785
Exercise 5.4
1. Round off 3.26548 to
a. 1 decimal place b. 2 decimal place c. 3 decimal place
2. Round off the following numbers to the 3 d.p, 2 d.p and 1 d.p.
a. 57.4754 b. 4.7846 c. 5.1234 d. 83.2189
3. Round off the following numbers to the nearest, thousandths, hundredths and tenths.
a. 27.7856 b. 5.4324 c. 75.5616 d. 8.0128
4. Round off the following to the nearest Rs.
a. Rs. 5.06 b. Rs. 59.58 c. Rs. 29.998 d. Rs. 1.04
5. Divide and round off to the nearest hundredths.
2 11 22 48 3
a. b. c. d. 9 e. 8
3 7 7 5
6. Find the area of given rectangle to 3 d.p.
5.12 cm
7.324 cm
Approved by CDC
7. Find the perimeter of the given square to 4 d.p.
8. Select the best approximation. 6.491 cm

a. It is 10:06 O'clock:
i. 10 O'clock ii. 10:03 O'clock iii. 10:01 O'clock
b. Mukesh covered 25.05 m more distance than Subin in 5 minutes. Then
Mukesh covered approximately:
i. 25.1 m more ii. 26 m more iii. 25.06m more iv. 25 m more
c. Arun is 10.936 kg more than Manoj. Then the best approximation of

weight of Arun more than Manoj is:
i. 10.4 kg ii. 10.5 kg iii. 11 kg iv. 10.54 kg
Approved by CDC
Decimal 97
1. Add:
a. 0.43 + 0.5 + 0.14 b. 43.71 + 68.31
2. Subtract:
a. 0.78 - 0.34 b. 5.34 - 2.71
3. Multiply:
a. 100 × 0.3754 b. 6.43 × 48
c. 5.7 × 3.8 d. 0.3 × 0.542
4. Write >, < or =
a. 3.5 × 4.2 1.2 × 8.3 b. 7.8 × 4.2 30.5
5. Multiply:
a. 72.5 b. 5.61 c. 0.35
×3 × 1.5 × 3.5
6. Divide:
a. 58.7 ÷ 10 b. 6.8 ÷ 2 c. 41.52 ÷ 8
d. 7.55 ÷ 0.5 e. 0.1077 ÷ 3 f. 248.16 ÷ 6
7. If the length of a square is 4.68 cm. Find the area.
8. If the cost of 8 kg of tomatoes is Rs. 168.24, find the cost of 1 kg of tomatoes.
9. Round of the following numbers to the 3 d.p., 2 d.p. and 1 d.p.
a. 3.4572 b. 5.0521 c. 87.10502
10. Find the area of given rectangle to 3 d.p.
2.127 cm
7.563 cm
11. If the weight of 6 boys is 137.04 kg, find the weight of 1 boy to 1 d.p.
Approved by CDC
Check Your Progress

Time: 40 min F.M. 24
Group A (4 × 1 = 4)
1. Multiply: 3.45 × 8
2. Divide: 57.3 ÷ 10
3. Round off 3.472 to 1 d.p.
4. Add: 5.74 + 0.3
Group B (4 × 2 = 8)
5. Multiply: 0.59
× 0.3
6. Express 32 into decimal

1000
7. Divide: 0.96 ÷ 0.08
8. Round off: 37.41038 to
a. 3 d.p. b. 2 d.p.
Group C (4 × 3 = 12)
9. A bus can travel 45.312 km in 1 hour, how many kilometer does it travell in
5.6 hours?
10. If the cost 2.85 kg of fruits is Rs. 171, find the cost of 1 kg of fruits.
11. Divide 3 by 8 and round off to 3 d.p.
Teacher's signature
Approved by CDC
Percentage
6
Chapter
PERCENTAGE
Introduction
In the gride, 35 out of 100 squares are coloured. This can be expressed in the
35
fraction as .
100
35
The fraction is termed as '35 per hundred or '35
100
percent. Here, the term 'cent' is derived from Latin word
'centum'. The meaning of cent is one-hundredth.
A percent is a ratio that compares a number to 100. Percent means 'per hundred'
or 'out of 100'.
The symbol for percent is %.
We can express the shaded portion of the above grid as:
Ratio Fraction Percent
35 to 100 35
(35 : 100) 100 35%
All the fractions with denominator 100 can be expressed as

5 21 99
percent. For example: means 5%, means 21%,
100 100 100
means 99% etc.
Approved by CDC
Conversion of Fraction into Percentage

To convert a given fraction into percentage, we write an equivalent fraction
with a denominator 100. The numberator of the equivalent fraction gives the
percentage.
4
For example: = ? %
5
Solution:
4 4 × 20 80
= = = 80%
5 5 × 20 100
4
So, = 80%
5
To convert a fraction into percentage, we can multiply the fraction

by 100%.
4 4 400
For example: = × 100% = % = 80%
5 5 5
Conversion of Percentage into Fraction

To convert a given percent into a fraction, we divide the percent by 100,
remove the symbol % and write the fraction in simple form.
For example:
25 1
a. 25% = 100 = 4
75 3
b. 75% = 100 = 4
Rule to convert percentage to a fraction and fraction to percentage can be

shown by the following diagram.
× 100
Fraction Precent
÷ 100
Approved by CDC
Percentage 101
Exercise 6.1
1. Write the fraction to show the part of the grid that is shaded. Then write the
ratio as a percent.
a. b. c.
= % = % = %
100 100 100
d. e. f.
= % = % = %
100 100 100
2. Write each percent as a fraction.
a. 70% b. 46% c. 11% d. 8%
e. 30% f. 92% g. 71% h. 89%
3. Write as a fraction in simple form.
a. 75% b. 28% c. 80% d. 64%
e. 22% f. 15% g. 78% h. 25%
4. Write as a percent.
53 71 1 7
a. 100 b. 100 c. 100 d. 100
Approved by CDC
1 3 7 16
a. 2 b. 5 c. 25 d. 40
Critical Thinking !!
6. Out of 100 students, 60 students like to play cricket. What percent of the
students like to play cricket? What percent do not like to play cricket?
7. Out of 150 basketball players, 108 are over six feet tall. What percent are
over six feet tall? What percent are not over six feet tall?
Conversion of Percentage into Decimal

To convert a given percent into a decimal, we divide the percent by 100.
For example:
Percent Decimal
50
50% = 100 0.5
25
25% = 100 0.25
Conversion of Decimal into Percentage

To convert a given decimal into percent, we multiply the decimal by 100.
For example:
Decimal Percent
0.25 = 0.25 × 100 25%
0.45 = 0.45 × 100 45%
Rute to convert percentage into decimal and decimal into percentage:

× 100
Decimal Precent
÷ 100
Approved by CDC
Percentage 103
Relationship between Percentage, Fraction and Decimal

Study the chart given below and discuss with your friends.
Percent Fraction Decimal
1
1% 100 0.01
15
15% 100 0.15
37
37% 100 0.37
60
60% 100 0.60
99
99% 100 0.99
Exercise 6.2
1. Write as a decimal.
a. 22% b. 27% c. 35% d. 59%
e. 6% f. 1% g. 87% h. 95%
a. 0.5 b. 0.20 c. 0.35 d. 0.78
e. 0.03 f. 0.06 g. 0.3 h. 0.9
3. Complete the table.
a. Percent Fraction Decimal
10% ? ?
50% ? ?
80% ? ?
35% ? ?
Approved by CDC
b. Percent Fraction Decimal

? 0.85 ?
? 0.25 ?
? 0.44 ?
? 0.60 ?
? 0.84 ?
Critical Thinking !!!

4. Write <, = or > in the box
a. 0.12 1.2% b. 3.9 39%
5. Express each percent as a fraction.
4
a. 7 12 % b. 8 5 %
Finding Percentage of a given Quantity.

Find 40% of 350.
Solution: Steps:
40 I: Convert the given percentage into
Step I: 40% =
100 fraction.
40
Step II: 100 × 350 = 140 II: Multiply the fraction so obtained
by the given number.
Thus, 40% of 350 is 140.
Direct method:
Solution:
40% of 350
40
= 100 × 350
= 4 × 35 = 140
Approved by CDC
Percentage 105
Finding one quantity as a percentage of the other:
For example:
What percent of 80 kg is 20 kg?
Solution: Steps:
20 kg 1 I: Divide the given quantity by the
Step I: 80 kg = 4
quantity to be compared with.
1 100
Step II: 4 × 100% = % = 25% II: Multiply the fraction so obtained by
4
100%
\ 25% of 80 kg is 20 kg.
Direct method
Solution:
20 kg
× 100%
80 kg
1
= × 100%
4
200
= % = 25 %
4
Exercise 6.3
1. Find the value of:
a. 25% of 100 b. 10% of 40 c. 80% of 50
d. 5% of 500 e. 30% of 150 f. 10% of 200
g. 3% of 300 kg h. 12% of Rs. 600 i. 20% of Rs. 1500
2. What percent of:
a. 80 is 20 b. 100 is 50 c. 125 is 20
d. 10 kg is 2 kg e. 100 is 8 f. Rs. 500 is Rs. 300
3. Express:
a. 10 as a percentage of 50 b. 8 as a percentage of 10
c. 90 as percentage of 120 d. 20 as a percentage of 25
e. Rs. 80 as percentage of Rs. 400 f. 25 kg as percentage of 125 kg
Approved by CDC
4. a. In a class of 50 students, 20% are girls. Find the number of girls.

b. 10% of 350 students are absent in a school. What is the number of absent
students.
5. In a school of 2000 students, 40% are boys.
a. Find the number of boys.
b. Find the number of girls.
6. The monthly income of a person is Rs. 15000. He/She spent 40% of his/her
earning; then
a. Find his/her expenditure.
b. Find his/her saving.
7. In a school of 500 students, 200 students like Mathematics. What percent of
students like Mathematics? Also, find the percentage of students who do not
like Mathematics.
8. In a basket of 200 apples, 50 are rotten. Find the percentage of rotten apples.
Also, find the percentage of good apples.
Approved by CDC
7
Chapter
PROFIT AND LOSS
Cost price (C.P.) Selling price (S.P.)
Price at which the Price at which the

items are bought. items are sold.

Manish is a shopkeeper. He bought a bag of Rs. 500 and sold it at Rs. 650.
C.P = Rs. 500 S.P = Rs. 650
On selling the bag, what is his profit?

Profit = Rs. 650 Rs. 500
= Rs. 150
Thus, a profit is made when the selling price is more than the cost price.
Therefore, profit is the difference between the selling price (S.P.) and the cost price
(C.P.)
\ Profit = S.P. C.P.
Approved by CDC
Profit and Loss 108
Ramesh is a shopkeeper. He bought a mobile set for Rs. 10,000 and sold it
at Rs. 9,800.
c.p = Rs. 10,000 s.p = Rs. 9,800
On selling the mobile set, what is his loss?

Loss = Rs. 10,000 Rs. 9,800
= Rs. 200
Thus, a loss is made when the selling price is less than the cost price.
Therefore, loss is the difference between the cost price (C.P.) and the selling
price (S.P.).
\ Loss = C.P. - S.P.
Formulae of profit and loss
If S.P. > C.P. If S.P. < C.P.
1. Profit = S.P. - C.P. 1. Loss = C.P. - S.P.
2. C.P. = S.P. - Profit 2. C.P. = S.P. + Loss
3. S.P. = C.P. + Profit 3. S.P. = C.P. - Loss
Solved Examples
1. Find the profit or loss.
a. C.P. = Rs. 800 and S.P. = Rs. 900
b. C.P. = Rs. 1250 and S.P. = Rs. 1135
Solution:
a. Here, S.P. > C.P. So, there is a profit.
We know that,
Profit = S.P. C.P. = Rs. 900 Rs. 800 = Rs. 100
\ Profit = Rs. 100
Approved by CDC
b. Here, S.P. < C.P. So, there is a loss.

We know that,
Loss = C.P. S.P.
= Rs. 1250 Rs. 1135 = Rs. 115
\ Loss = Rs. 115
2. A shopkeeper purchased a watch at Rs. 2500 and sold it at Rs. 2350. Find
the profit or loss.
Solution:
Here, cost price (C.P.) = Rs. 2500
Selling price (S.P.) = Rs. 2350
S.P. < C.P. So, there is a loss.
We know that,
Loss = C.P. S.P.
= Rs. 2500 Rs. 2350 = Rs. 150
\ Loss = Rs. 150
3. Find the C.P. in each of the following cases:

a. S.P. = Rs. 1345, and profit = Rs. 350
b. S.P. = Rs. 2800, and loss = Rs. 200
Solution:
a. Here, S.P. = Rs. 1345 b. Here, S.P. = Rs. 2800
Profit = Rs. 350 Loss = Rs. 200
C.P. = ? C.P. = ?
We know that, We know that,
C.P. = S.P. Profit C.P. = S.P. + loss

= Rs. 1345 Rs. 350 = Rs. 2800 + Rs. 200
= Rs. 995 = Rs. 3000
\C.P. = Rs. 995 \ C.P. = Rs. 3000
Approved by CDC
Profit and Loss 110
4. Find S.P. in each of the following cases:
a. C.P. = Rs. 150 and loss = Rs. 20
b. C.P. = Rs. 1500 and profit = Rs. 150
Solution:
a. Here, C.P. = Rs. 150 b. Here, C.P. = Rs. 1500
Loss = Rs. 20 Profit = Rs. 150
S.P. = ? S.P. = ?
We know that, We know that,
S.P. = C.P. loss S.P. = C.P. + profit
= Rs. 150 Rs. 20 = Rs. 1500 + Rs. 150
= Rs. 130 = Rs. 1650
\ Selling Price = Rs. 130 \ Selling Price = Rs. 1650
Exercise 7.1
1. Find the profit or loss:
a. C.P. = Rs. 290 and S.P. = Rs. 300
b. C.P. = Rs. 650 and S.P. = Rs. 900
c. C.P. = Rs. 1470 and S.P. = Rs. 1590
d. C.P. = Rs. 5000 and S.P. = Rs. 4500
e. C.P. = Rs. 1890 and S.P. = Rs. 1543
f. C.P. = Rs. 1080 and S.P. = Rs. 1325
g. C.P. = Rs. 8050 and S.P. = Rs. 7000
h. C.P. = Rs. 32000 and S.P. = Rs. 28795
2. Find the cost price (C.P.) in each of the following:
a. S.P. = Rs. 500 and Profit = Rs. 50
b. S.P. = Rs. 3540 and Profit = Rs. 260
c. S.P. = Rs. 10000 and Profit = Rs. 2500
d. S.P. = Rs. 345 and Loss = Rs. 55
e. S.P. = Rs. 4800 and Loss = Rs. 595
f. S.P. = Rs. 18570 and Loss = Rs. 3250
Approved by CDC
3. Find the selling price (S.P.) in each of the following:

a. C.P. = Rs. 750 and Profit = Rs. 50
b. C.P. = Rs. 1665 and Profit = Rs. 135
c. C.P. = Rs. 4350 and Profit = Rs. 320
d. C.P. = Rs. 895 and Loss = Rs. 105
e. C.P. = Rs. 5500 and Loss = Rs. 450
f. C.P. = Rs. 8950 and Loss = Rs. 1950
4. a. A bag was purchased for Rs. 1250 and sold it at Rs. 1500. Find the profit
or loss.
b. A shopkeeper bought a jacket for Rs. 1850 and sold it for Rs. 2050. Find
his/her profit or loss.
5. a. Rajesh bought a mobile set for Rs. 7575 and sold at Rs. 6000. Find his
profit or loss.
b. Rejisha bought a sari for Rs. 2800 and sold it at Rs. 2565. Find her profit
or loss.
6. a. A shopkeeper bought a watch for Rs. 500. At what price should he sell
the watch in order to make a profit of Rs. 350?
b. A shopkeeper bought a blanket for Rs. 2240 and sold at a loss of Rs. 250.
Find the selling price of the blanket.
7. a. A computer was sold at Rs. 35000 at a profit of Rs. 2500. What was the
cost price of the computer?
b. A T.V. set was sold at Rs. 18500 at a loss of Rs. 1200. What was the cost
price of the T.V.?
Critical Thinking !
8. A fruit seller bought 15 kg of apples for Rs. 120 per kg. 2 kg of apples were
rotten. He/she sold the remaining apples at Rs. 150 per kg, what is his/her
profit or loss?
Approved by CDC
8
Chapter
UNITARY METHOD
Ukrit wants to by 5 pencils of cost Rs. 10 each. How much money is needed
to by 5 such pencils?
Cost of 1 pencil = Rs. 10
Cost of 2 pencils = Rs. 10 + Rs. 10

= 2 × Rs. 10
= Rs. 20
Cost of 3 pencils = Rs. 10 + Rs. 10 + Rs. 10

= 3 × Rs. 10
= Rs. 30
Cost of 4 pencils = Rs. 10 + Rs. 10 + Rs. 10 + Rs. 10

= 4 × Rs. 10
= Rs. 40
Cost of 5 pencils = Rs. 10 + Rs. 10 + Rs. 10 + Rs. 10 + Rs. 10

= 5 × Rs. 10
= Rs. 50
Thus, Rs. 50 is needed to buy such 5 pencils.
Approved by CDC
Unitary Method 113
I Understood ! From a given unit cost (It means cost of 1.), we can find the
total cost by multiplying.
Let us look another illustration.

The cost of 1 dozen banana is Rs. 120. What is the cost of 1 banana?
Rs. 10 + Rs. 10 + Rs. 10 + Rs. 10 + Rs. 10 + Rs. 10
Rs. 120 Rs. 10 + Rs. 10 + Rs. 10 + Rs. 10 + Rs. 10 + Rs. 10
Thus, cost of 1 banana is Rs. 10.

This can be done by the following method:
Cost of 12 bananas = Rs. 120
120
\Cost of 1 banana = Rs. 12 = Rs. 10
I Understood ! From the given total cost, we can find the unit cost by dividing.
The above two illustrations show that:

× (Multiply)
Unit Value Total Value
÷ (Divide)
Solved Examples
1. If the cost of a copy is Rs. 30, Find the cost of such 5 copies.
Solution:
Here, the cost of 1 copy = Rs. 30 (We can find the cost of more
\The cost of 5 copies = 5 × Rs. 30 copies by multiplying.)
= Rs. 15
Approved by CDC
2. If the cost of 10 kg of apples is Rs. 1200, what is the cost of 1 kg of apples?

Solution:
Here, the cost of 10 kg of apples = Rs. 1200 Do you agree?
1200 More number of
\The cost of 1 kg of apple = Rs.
10 items cost more.
= Rs. 120
Less number of
(We can find the cost of 1 kg apple by dividing. items cost less.
3. If the cost of 2 kg of sugar is Rs. 160, what is the cost of 5 kg of sugar?

Solution:
Here, the cost of 2 kg of sugar = Rs. 160
160
\ The cost of 1 kg of sugar = Rs.
2
= Rs. 80
\ The cost of 5 kg of sugar = 5 × Rs. 80

= Rs. 400
Thus, the cost of 5 kg of sugar is Rs. 400
I Understood ! First, we divide to find the unit cost and then we multiply to
find more cost.
These examples show that:

÷ (Divide) × (Multiply)
Given cost Unit cost Required cost
From the above examples, it is concluded that the method in which we first
find the value of a unit quantity and then use it to find the value of any required
quantity is called the unitary method.
Approved by CDC
Unitary Method 115
Points to Remember
We can calculate total cost using unit cost.
Total cost = Unit cost × number of articles.
We can calculate unit cost using total cost.
Total cost
Unit cost =
Number of articles
To calculate required cost by given cost, we bridge them by unit cost.
Given cost
Required cost = × Required no. of articles
Given number of articles
Exercise 8.1
1. Calculate total cost.
Unit cost in Rs. Number of articles
a. 5 10
b. 10 25
c. 10.50 15
d. 50 15
e. 100 7
2. Calculate unit cost.

Total cost in Rs. Number of articles
a. 120 5
b. 500 10
c. 630 18
d. 1875 25
e. 4500 30
Approved by CDC
3. Tick the correct alternatives.

a. The cost of 5 pencils is Rs. 50, what is the cost of 1 pencil?
i. Rs. 8 ii. Rs. 10 iii. Rs. 15 iv. Rs. 16
b. The cost of 10 kg apples is Rs. 1500, what is the cost of 1 kg apples?
c. The cost of 1 egg is Rs. 12, what is the cost of 10 eggs?
4. a. If the cost of 1 copy is Rs. 50, what is the cost of such 5 copies?
b. If the cost of 1 liter petrol is Rs. 125, what is the cost of 8 liter petrol?
c. If the cost of 1 jacket is Rs. 1575, what is the cost of such 3 jackets?
5. a. If the cost of 5 kg sugar is Rs. 400, what is the cost of 1 kg sugar?
b. If the cost of 4 packets of noodles is Rs. 84, what is the cost of 1 packet?
c. If the cost of a dozen of bananas is Rs. 120, what is the cost of 1 banana?
6. a. If the cost of 8 kg wheet is Rs. 288, what is the cost of 5 kg wheat?
b. If a car travels 168 km in 14 l petrol, how much petrol will be needed to
travel 156 km distance?
c. The cost of 1 dozens of copies is Rs. 540.
i. What is the cost of 18 copies ?
ii. How many copies can be cought at Rs. 675?
7. Which is cheaper?
a. 12 kg mangoes at Rs 600 or 5 kg orange at Rs. 275.
b. 10 exercise copies at Rs 250 or 6 notebooks at Rs. 180.
c. 5 novels at Rs 1250 or 3 story books at Rs. 600.
Approved by CDC
Unitary Method 117
Direct Variation
Look at the given example:
Number of pencils 1 2 3 4 5
Cost (in Rs.) Rs. 10 Rs. 20 Rs. 30 Rs. 40 Rs. 50
Number of pencils Cost (in Rs.)

1 10
2 20
3 30
4 40
5 50
..... .....
..... .....
Here, on increasing the number of pencils, the cost is also increasing.
Number of pencils Cost (in Rs.)

..... .....
..... .....
5 50
4 40
3 30
2 20
1 10
Here on decreasing the number of pencils, the cost is also decreasing.

Here, we say that the number of pencils and the cost are in direct variation.
Thus, two quantities are said to be in direct variation, if
One quantity increases, then the other also increases.
One quantity decreases, then the other also decreases.
Approved by CDC
Solved Examples
1. The cost of 7 toys is Rs. 294. Find the cost of 2 toys.
Solution:
Number of toys Cost (in Rs.)
7 294
2 ? (x let)
Here, the number of toys and the cost are in direct variation.
So, ratio of number of toys = Ratio of cost.
7 294
or, 2 = x
or, 7x = 2 × 294
2 × 294
or, x = 7
\x = 84
Thus, the cost of 2 toys is Rs. 84.
2. Priya can walk 128 km in 16 hours. What distance can she walk in 3
hours?
Solution:
Distance (in km) Time (in hours)
128 16
? (x let) 3
Here, the distance and time are in direct variation.

So, ratio of distance = Ratio of time
128 16
or, =
x 3
or, 16x = 3 × 128
3 × 128
or, x =
16
\ x = 24
Thus, Priya can walk 24 km in 3 hours.
Approved by CDC
Unitary Method 119
Exercise 8.2
1. a. The cost of 12 kg of sugar is Rs. 960. What is the cost of 3 kg of sugar?
b. A train covers 828 km in 9 hours. What distance will it cover in 6 hours?
2. a. The annual rent of a house is Rs. 96000. Find the rent of 5 months.
b. Deepak earns Rs. 6300 in a week. How much will he earn in 36 days?
3. a. The cost of 9 liters of petrol is Rs. 918. How much will 15 liters of petrol
cost?
b. The cost of 8 kg of ghee is Rs. 8000. What will be the cost of 12 kg of
ghee?
4. a. In a hostel, 120 students consume 2160 kg of rice per months. How much
rice will be consumed by 80 students in a month?
b. A family consumes 30 kg of sugar in 15 days. How much sugar will be
consumed in 275 days?
5. a. 5 buses cary 325 passengers. How many passengers can be carried by 8
such buses?
b. The salary of 12 workers in Rs. 3732. What will be the salary of 5 workers?
Approved by CDC

(Percentage, Profit and loss & Unitary Method)
Percentage
1. Write the percentage of the shaded portions:
a. b. c.
2. Write the following percentage in simple fractions:

a. 25% b. 75% c. 90%
3. Write as a decimal.
a. 30% b. 65% c. 8%
a. 0.6 b. 0.30 c. 0.75
5. Find the value of:
a. 10% of 100 b. 40% of 200 c. 12% of 600
6. What percent of:
a. 40 is 20? b. 175 is 35
7. In a class of 40 students, 25% are girls. Find the number of boys.
8. Subin has 20 chocolates. He gives 5 chocolates to his brother.
a. What percentage does he give to his brother?
b. What percentage does he have left now?
Profit and loss

9. Find profit or loss.
a. C.P. = Rs. 560 and S.P. = Rs. 720
b. C.P. = Rs. 3500 and S.P. = Rs. 3750
Approved by CDC
Unitary Method 121
c. C.P. = Rs. 1275 and S.P. = Rs. 1100
d. C.P. = Rs. 8976 and S.P. = Rs. 8540
10. Find C.P.
a. S.P. = Rs. 1200 and profit = Rs. 150
b. S.P. = Rs. 1500 and profit = Rs. 70
c. S.P. = Rs. 2235 and loss = Rs. 70
d. S.P. = Rs. 4400 and loss = Rs. 450
11. Find S.P.

a. C.P. = Rs. 1570 and profit = Rs. 350
b. C.P. = Rs. 2340 and profit = Rs. 240
c. C.P. = Rs. 5400 and loss = Rs. 400
d. C.P. = Rs. 7576 and loss = Rs. 780
12. Prabin bought a camera for Rs. 8750 and sold it at Rs. 9240. Find his profit
or loss.
13. Sabina sold a scooter at Rs. 78500 at a profit of Rs. 5720. Find the cost price
of the scooter.
14. Krishna bought a mobile set for Rs. 12800 and sold it at a loss of Rs. 570.
Find the selling price of the mobile set.
15. Bikesh bought 20 eggs at Rs. 10 each. He sold the eggs at Rs. 8 each. Find
his profit or loss.
16. A fruit seller bought 10 kg of apples at Rs. 100 per kg. Later, he found 2 kg
were rotten. He sold the remaining at the rate of Rs. 120 per kg. Find his/her
profit or loss.
Unitary method
17. a. If the cost of 1 copy is Rs. 50, what is the cost of 5 copies?
b. If the cost of 1 liter of petrol is Rs. 109, what is the cost of 8 liter petrol.
Approved by CDC
18. a. If the cost of 10 kg of oranges is Rs. 700, find the cost of 1 kg of oranges.
b. If a person covers 16 km distance in 4 hours, find the distance covered in
3 hours.
19. a. If the cost of 10 kg of rice is Rs. 800, find the cost of 3 kg of rice.
b. If the cost of 5 plates of MO:MO: is Rs. 750, find the cost of 3 plates of
MO:MO:.
20. a. If a civil servent earns Rs. 3,50,000 in 10 months, what is his income in
4 months.
b. Dorje earns Rs. 10800 in 12 days. How much money does she earn in 1
month?
21. Which is expensive? 12 kg mango at Rs. 600 or 5 kg mango at Rs. 275
22.. Which is cheaper? 10 copies at Rs. 250 or 5 copies at Rs. 180
Approved by CDC
Unitary Method 123
Check Your Progress
Time: 40 minutes. F.M.: 24
Group A (4 × 1 = 4)
1. Write the percentage of the shaded portion:
2. Write 35% as a decimal.

3. If C.P. = Rs. 450 and S.P. = Rs. 490, find the profit.
4. If the cost of 1 pencil is Rs. 12, find the cost of 5 such pencils.
Group B (4 × 2 = 8)
5. Find the value of 25% of 200.
6. If an article is bought for Rs. 300 and sold at Rs. 540. Find the profit on loss.
7. In a class of 40 students, 20% are girls. Find the number of boys.
8. If the cost of 5 kg of pulse is Rs. 800, find the cost of 2 kg of pulse.
Group C (3 × 4 = 12)
9. The monthly income of Anjana is Rs. 25000. She gives 10% of her income
to her daughter and 8% to her son. Find her saving of that month.
10. In a hostel, 120 students consume 2160 kg of rice per month. How much rice
will be consumed by 80 students in a month?
11. Seetal bought 100 eggs at the rate of Rs. 8 each. 10 of them were damaged
she sold the rest at the rate of Rs. 10 each. Find her profit or loss.
Teacher's signature
Approved by CDC
Unit
3
MENSURATION
This unit includes:
Distance
Perimeter, Area and Volume
Approved by CDC
Distance
9
Chapter
DISTANCE
Distance
Measurement of Length
Let us measure the length of the following objects in centimeter.
Let us measure the length of the following objects in inch.
The above objects are short in length. So, we can measure them either in
centimeter or in inch.
The short form of centimeter is 'cm'.

The short form of inch is 'in'.
Do you know the name of measuring instruments ?
Approved by CDC
Relation between Centimeter and Inch
Centimeter × 2.54
cm
(cm)
0 Inch 1 2 3 Inch Centimeter
Inch
÷ 2.54
1 inch = 2.54 cm
Solved Examples
1. Convert 5 inch into centimeter.
Solution:
1 inch = 2.54 cm
\5 inch = 5 × 2.54 cm = 12.7 cm
2. Convert 21 centimeter into inch.
Solution:
2.54 cm = 1 inch Alternatively
1 We can convert centimeter into inch
1 cm = inch
2.54 by dividing it by 2.54.
1 21
\ 21 cm = × 21 inch Thus, 21 cm = inch
2.54 2.54
21 = 8.27 inch.
= 2.54 inch = 8.27 inch
Relation between Foot and Centimeter
× 30.48
Foot Centimeter
÷ 30.48
1 foot = 30.48 cm
The short form of foot is 'ft'.
Approved by CDC
Distance 127
3. Convert 3 ft into cm.
Solution:
1 foot = 30.48 cm
\ 3 foot = 3 × 30.48 cm
= 91.44 cm
4. Convert 137.16 cm into foot.
Solution:
30.48 cm = 1 ft Alternatively,
1 137.16
1 cm = ft 137.16 cm = foot
30.48 30.48
1 = 4.5 foot
\137.16 cm = × 137.16 ft
30.48
We can convert cm into
137.16
= ft ft by dividing it by 30.48.
30.48
= 4.5 ft
Relation between Inch and Meter
× 39.37
Meter Inch
÷ 39.37
1 m = 39.37 inch
Examples
1. Convert 3m into inch.
Solution:
1 m = 39.37 inch
\ 3 m = 3 × 39.37 inch
= 118.11 inch
Approved by CDC
2. Convert 196.85 in into meter.

Solution:
196.85
196.85 in = m
39.37
=5m
Relation between Foot and Meter
× 3.28
Meter Foot 1 m = 3.28 ft
÷ 3.28
Solved Examples
1. Convert 5 m into foot. 2. Convert 15.75 foot into meter.
Solution: Solution:
1 m = 3.28 ft 15.75
15.75 foot = m
\ 5 m = 5 × 3.28 ft 3.28
= 4.8 m
= 16.4 ft
Relation between Foot and Inch
× 12
Foot Inch 1 ft = 12 in
÷ 12
Solved Examples
3. Convert 3 foot into inch.
Solution:
1 foot = 12 inch
\ 3 foot = 3 × 12 inch
= 36 inch
Approved by CDC
Distance 129
Let's memorize!
1 inch = 2.54 centimeter
4. Convert 60 inch into foot.
1 meter = 39. 37 inch
Solution:
1 meter = 3.28 foot
60
60 inch = 12 foot 1 foot = 30.48 centimeter
= 5 foot 1 foot = 12 inch
1 meter = 100 centimeter
Solved Examples
1. Convert 8 m into cm, in and ft.
Solution:
8m = 8 × 100 cm = 800 cm
8m = 8 × 39.37 in = 314.96 in
8 m = 8 × 3.28 ft = 26.24 ft
2. The height of a house is 30 ft. Convert it into cm, m and in.
Solution:
Here, the height of a house is 30 ft.
30 ft. = 30 × 30.48 cm = 914.4 cm
30
30 ft. = 3.28 m = 9.15 m
30 ft. = 30 × 12 in = 360 in
3. The length of a playground is 1675 cm, fin it in m, ft and in.
Solution:
Here, the length of a play ground is 1675 cm.
1675
1675 cm = 100 m = 16.75 m
1675
1675 cm = 30.48 ft = 54.94 ft
1675
1675 cm = 2.54 in = 659.45 in
Approved by CDC
4. The length of a room is 4 m 30 cm and breadth is 3 m 60 cm. Find the

difference between length and breadth in foot.
Solution:
Here, length = 4 m 30 cm
= 4 m + 30 cm
30
= 4 × 3.28 ft + ft.
30.48
= 13.12 ft + 0.98 ft
= 14.10 ft
And, breadth = 3 m 60 cm
= 3 m + 60 cm
60
= 3 × 3.28 ft + 30.48 ft
= 9.84 ft + 1.97 ft
= 11.81 ft
Hence, the difference between length and breadth = 14.10 ft 11.81 ft
= 2.29 ft
Let's do it! Measure the length of your classroom in meter and convert in
centimeter, foot and inch.
Exercise 9.1
1. Tick the correct answer.
a. 1 meter = ?
i. 50 cm ii. 100 cm iii. 200 cm iv. 1000 cm
b. 1 foot = ?
i. 10 inch ii. 11 inch iii. 12 inch iv. 13 inch
c. 500 cm = ?
i. 2 m ii. 3 m iii. 4 m iv. 5m
d. If the height of Aryan is 4.9 ft, what is his height in inch?
i. 58.8 in ii. 68.8 in iii. 78.8 in iv. 88.8 in
Approved by CDC
Distance 131
e. If the height of a tree is 49.2 foot, what is it's height in meter?
i. 14 m ii. 15 m iii. 16 m iv. 17 m
2. Convert the following:

a. 5 m into cm, in and ft. b. 58 in into cm, ft and m.
c. 480 cm into in, m and ft. d. 4 m 60 cm into m, cm, ft and in.
e. 3 ft 6 in into ft, in and cm.
3. a. The length and breadth of a class room are 21 ft 8 in and 18 ft 9 in

respectively. Find the difference of length and breadth in meter.
b. The length of a white board is 2 m 20 cm and breadth is 1 m 80 cm. Find
the difference between length and breadth in foot.
4. a. The distance between your house and school is 500 m. Find it in foot.
b. The distance between your house and hospital is 800 m. Find it in foot.
Approved by CDC
10
Chapter
PERIMETER, AREA AND VOLUME
Review
Look at the following pictures and discuss the following questions.
30m
10m
50m
A man is walking
around the walking
track.
20m
Kumar is making 30m
fence around the
rectangular field.
30m
Lakhan is making a
square compound
around his house.
a. What is the total distance covered by the man to complete one round?
b. What is the total length of fence around the rectangular field?
c. What is the total length of the boundary wall of Lakhan's house?
The total distance around a closed figure is called perimeter.
Approved by CDC
Perimeter, Area and Volume 133
Perimeter of a Rectangle
P 10 cm S P l S
6 cm
6 cm
b
Q 10 cm R Q l R
In the above rectangle, PS and QR In the above rectangle, 'l' and

are lengths. PQ and RS are breadths. 'b' are the length and breadth.
Perimeter of rectangle Perimeter = l + l + b + b
= PQ + QR + RS + SP = 2l + 2b
= 6 cm + 10 cm + 6 cm + 10 cm = 2(l + b)
= 10 cm + 10 cm + 6 cm + 6 cm Perimeter of rectangle = 2 (l + b)
= 2 × 10cm + 2 × 6 cm
= 2 (10 cm + 6 cm)
= 2 × 16 cm = 32 cm
I understood ! Perimeter of a rectangle = 2(l + b)
Let's do it! Measure the length and breadth of your mathematics book. Find
it's perimeter by using formula and compare your answer with
the perimeter that you have found above.
Solved Examples
1. Find the perimeter of the given P S
rectangle.
10 cm
Solution:
Here, Length of the rectangle (l) = 20 cm
Breath of the rectangle (b) = 10 cm Q R
20 cm
Perimeter of the rectangle = ?
Approved by CDC
Now, we know that,

Perimeter of a rectangle = 2(l + b)
= 2(20 + 10)
= 2 × 30 = 60 cm
Thus, perimeter of the given rectangle is 60 cm.
2. If length and breath of a rectangle are 8 cm and 4 cm respectively, find
it's perimeter.
Solution:
Here, Length of a rectangle (l) = 8 cm
Breadth of a rectangle (b) = 4 cm
Perimeter of a rectangle = ?
Now, we know that,
Perimeter of a rectangle = 2(l + b)
= 2(8 + 4)
= 2 × 12 = 24 cm
Thus, perimeter of the given rectangle is 24 cm.
3. If the perimeter and length of a rectangle are 40 cm and 11 cm respectively,
find it's breath.
Solution:
Here, Perimeter of a rectangle = 40 cm
Length of a rectangle (l) = 11 cm
Breath of a rectangle (b) = ?
Now, We know that,
Perimeter of rectangle = 2(l + b)
or, 40 = 2(11 + b)
40
or, 2 = 11 + b
or, 20 = 11 + b
or, 20 11 = b
\ b = 9 cm
Thus, the breath of the rectangle is 9 cm.
Approved by CDC
Perimeter of a Square
A 10 cm D A l D
10 cm
10 cm
l
B 10 cm C B l C
Perimeter of square ABCD Perimeter of square ABCD
= AB + BC + CD + DA = AB + BC + CD + DA
= 10 cm + 10 cm + 10 cm + 10cm =l+l+l+l
= 4l
= 4 × 10 cm
= 40 cm
I understood ! Perimeter of a square = 4l
Solved Examples
4. Find the perimeter of the given square.
Solution:
Here, Length of square (l) = 6 cm
Perimeter of square (b) = ?
We know that,
Perimeter of square = 4 l
6 cm
= 4 × 6 = 24 cm
5. If the perimeter of a square is 36 cm, find it's length.
Solution:
Here, Perimeter of square = 36 cm
Length of square (l) = ?
Approved by CDC
We know that,
Perimeter of a square = 4l
or, 36 = 4l
36
or, 4 = l
or, 9 = l
\ l = 9 cm
Thus, the length of square is 9 cm.
Exercise 10.1
1. Find the perimeter of the following rectangles:
a. b. c.
15 cm
8 cm
7 cm
10 cm 12 cm 20 cm
2. Find the perimeter of the following squares:

a. b. c.
8 cm 13 cm 18 cm
3. Find the length of the unknown sides of the following figures.

a. b. c.
10 cm
25 cm ? ?
Perimeter = 70 cm Perimeter = 30 cm Perimeter = 64 cm
Approved by CDC
e. g. g.
? ? ?
25 cm
Perimeter = 92 cm Perimeter = 80 cm Perimeter = 48 cm
4. a. If the length and breadth of a rectangular garden are 10 m and 9 m

respectively. Find it's perimeter.
b. If the length and breadth of a rectangular field are 30 ft and 20 ft
respectively, find it's perimeter.
5. a. If the length of a square is 15 cm, find it's perimeter.
b. If the length of a square field is 50 ft, find it's perimeter.
6. a. Find the length of rectangle having
i. Perimeter = 48 cm and breath = 8 cm
ii. Perimeter = 80 cm and breath = 10 m
b. Find the breadth of rectangle having
i. Perimeter = 100 m and length = 30 m
ii. Perimeter = 72 ft and length = 11 ft.
7. Find the length of square, if
a. Perimeter = 60 cm
b. Perimeter = 400 m
c. Perimeter = 80 ft
8. Find the length and breadth of rectangle, if
a. Perimeter = 72 m, length = 2x and breadth = x
b. Perimeter = 80 ft., length = 3x and breadth = 2x
9. a. The length of a rectangular ground is two times of it's breadth. If it's
perimeter is 60 m, find the length and breadth of the ground.
b. If the length of a rectangle is 3 times of it's breadth and perimeter is 40
cm, find the length and breadth.
Approved by CDC
10. The given rectangular field is 300 m long and 100 m wide. A farmer wants
to fence it 3 rounds as shown in the figure. Find the total length of the wire
required.
100 m
300 m
Area
Area is the space enclosed by a closed figure on the surface. Calculating the
area of a shape is very usefull in our everyday life. For example: You may need to
buy or sell land, you may need to carpet your room, you may need to plant grass
in a garden etc.
Area of Irregular Shapes
Irregular shapes are the closed geometrical shapes.

Look at the following examples of irregular shapes:
Approved by CDC
It is not easy to calculate the exact area of irregular shapes because they may
not fit exactly on the square grid. There may be some half filled squares, some
more than half filled squares or some less than half filled squares. In such situation,
we follow the following rules:
1
i. We count a full square = 1 sq. unit.
ii. More than half square = 1 sq. unit. 1
1 1
iii. A half square = 2 sq. unit. 2
iv. Less than half square = 0 sq. unit 0
By using the above rules, let us find the area of the given irregular shape.
In the figure alongside,
We can see that:
- 7 fully filled squares.
- 9 more than half filled squares.
- 2 half filled squares.
- 6 less than half filled squares.
Covered area No. of squares Area (sq. units)

Fully filled 7 7×1=7
More than half filled 9 9×1=9
Half filled 2 2 × 12 = 1
Less than half filled 6 6×0=0
\ Total area = 7 + 9 + 1 + 0
= 17 sq. units.
Hence, the area of the figure = 17 sq. units.
Approved by CDC
Area of Regular Shapes
When a regular shape is drawn on a scaled grid,

you can find the area by counting the number of squares
1
inside the shape.
2
In the example, there are 8 squares inside the shape. 3 8 7
So, the area of given shape is 8 sq. units. 4 5 6
Can you find the area of following spapes?
Area of Rectangle and Square A D

The figure given alongside in the grid is a rectangle
breadth (4 units)
ABCD. The number of squares covered by rectangle
ABCD is 20.
So, Area of rectangle ABCD = 20 sq. units
B length (5 units) C
= 5 units × 4 units
= length × breadth P Q
The number of squares covered by rectangle PQRS is 21.
So, area of rectangle PQRs = 21 sq. units
7 units
= 7 unit × 3 unit
= Length × Breadth
We get the same result by taking rectangles of different
dimensions.
Thus, Area of rectangle = length × breadth. S 3 units R
Approved by CDC
Remember !
Area of rectangle = Length × Breadth
If length and breadth are denoted by 'l' and 'b' respectively, then
Area of rectangle = l × b
Since, the length and breadth of square are equal,

Area of square = Length × Length
Breadth
=l×l
Area of square = l2
Length
Solved Examples
1. Find the area of the following figures.
Covered area No. of squares Area (sq. units)

Fully filled 16 16 × 1 = 16
More than half filled 4 4×1=4
1
Half filled 1 1 × 12 = 2
Less than half filled 12 12 × 0 = 0
\ Total area = 30.5 sq. units.

Approved by CDC
2. Find the area of the given rectangle ABCD.

Solution:
D C
Here, Length (l) = 10 cm
Breadth (b) = 8 cm
8 cm
Area of rectangle = ?
We know that,
A 10 cm B
= 10 cm × 8 cm
= 80 cm2
3. Find the area of the given square.

Solution:
Here, Length of square (l) = 12 cm
Area of square = ?
We know that,
Area of square = l2
12 cm
= (12 cm)2
= 144 cm2
4. The length of a rectangle is two times it's breadth. If the area of the
rectangle is 72 cm2, find the
a. length
b. breadth
c. perimeter
Solution:
Let, breadth of the rectangle (b) = x cm
\ Length of the rectangle (l) = 2x cm
Area of the rectangle = 72 cm2
Approved by CDC
Now,
We know that,
Area of a rectangle = l × b
or, 72 = 2x × x \ (a) Length (l) = 2x = 2 × 6 = 12 cm
or, 72 = 2x2 (b) Breadth (b) = x = 6 cm
72 (c) Perimeter = 2 (l + b)
or, 2 = x2
or, 36 = x2 = 2 (12 + 6)
or, 36 = x = 2 × 18
\x=6 = 36 cm
5. If the area of a square is 625 cm2, find its length.

Solution:
Here, area of a square = 625 cm2
length of a square (l) = ?
Now, we know that,
Area of a square = l2
or, 625 = l2
or, 625 = l
or, 25 = l
\ l = 25 cm
Hence, the length of the square is 25 cm.
6. Find the area of the shaded region.
Solution:
6 cm
For square
Length of square (l) = 10 cm
8 cm
Area of square = l2
= (10 cm)2 = 100 cm2 10 cm
Approved by CDC
For rectangle
Length (l) = 8 cm
Breadth (b) = 6 cm
= 8 cm × 6 cm = 48 cm2
Now, Area of shaded region = 100 cm2 48 cm2
= 52 cm2
Exercise 10.2
1. Find the area of the following figures:
a. b. c. d.
a. b. c. d.
a. b. c. d.
Approved by CDC
a. b. c.
3 cm
9 cm
6 cm 6 cm
5 cm
d. 8 cm e. 8 ft f.
7 ft
2 cm
10 ft
5. Find the area of rectangles having the following dimentions:
a. Length = 12 cm and breadth = 10 cm
b. Length = 6 cm and breadth = 5 cm
6. Find the area of square having
a. Length = 8 cm
b. Length = 9 ft.
7. Find the unknown sides of the following figures.
a. b. c.
Area
?
8cm
Area = 24 cm2 Area = 80 cm2

= 100 cm2
8 cm ? ?
8. a. The length of a rectangle is three times it's breadth and it's area is 27 cm2,
find the
i. Length ii. Breadth iii. Perimeter
b. The length of a rectangle is double of it's breadth and perimeter is 24 cm,
find the,
i. Length ii. Breadth iii. Area
Approved by CDC
9. a. If the area of a square is 81 cm2, find it's length.

b. Find the length of a square having area 225 cm2.
10. Find the area of the 'shaded region'.
a. b. c. 8 cm
5 cm
4 cm
8 cm
9 cm
4 cm
6 cm
2 cm
6 cm
10 cm 12 cm
15 cm
d. e. f.
6 cm
5 ft
7 ft
9 cm
12 cm 9 ft
11. The area of the given pairs of shapes are equal, find the value of x.
a. b.
x
8 cm
50 cm
x
16 cm 20 cm
Approved by CDC
Volume of Cuboid and Cube
Volume of Cuboid
Look at some examples of cuboid:
Brick Matchbox Room
Some more example of cuboid.
The space occupied by cuboid is called volume of cuboid. It is measured in

cubic units. If the unit of the measurement is cm, then the unit of volume is cubic
centimeter (cm3).
Remember ! If the unit of measurement is meter, then the unit of volume is

cubic meter (m3).
Calculation of the Volume
To measure the volume of a cuboid, we have to find out how many unit cubes
will fit into the given cuboid.
Unit Cube: 1cm
1cm 3
The volume of a unit cube is 1 cm3. 1cm

1cm
Let us take two cuboids.
The volume of cuboid is 30

cubic cm or 30 cm3. Since, it
has two layers. Each layer
contains 10 units cubes.
Approved by CDC
In the cuboid, we can see

four layers. Each layer
contains 15 cubes.
\ Its volume is (15 × 4)

= 60 cm3
Formula to find volume of the cuboid:

The given cuboid has 5 layers of 6×2 cubes. It
contains altogether 60 cubes. Therefore its volume
is 60 cm3.
5 units
There are 6 cubes on the length.
There are 5 cubes on the height.
There are 2 cubes on the breadth.
its
Volume (V) = 60 cm3 2
un
6 units
= 6 cm × 2 cm × 5 cm
=l×b×h
\ The volume of the cuboid (V) = l × b × h
We can verify the same result if we consider the cuboid of different sizes.
In case of cube,
l
Length (l) = Breadth (b) = Height (h)
Volume of cube (V) = l3, where l is the length of each side. l
l
Volume of cube:
Look at some examples of cube:
The length, breadth and height of cube are equal.
i.e. height = breadth = length
\ Volume of cube = l × l × l
= l3
Approved by CDC
Remember !
Volume of cuboid (V) = l × b × h
Volume of cuboid (V) = l3
Solved Examples
1. Calculate the volume of the following solids.
i. 2 cm ii.
cm cm
3 5
6 cm 5 cm
Solution:
(i) Length of the cuboid (l) = 6 cm (ii) Since the given figure is a cube,
Breadth of the cuboid (b) = 3 cm Length of each side (l) = 5 cm
Height of the cuboid (h) = 2 cm Volume (V) = ?
Volume (V) = ? We know,
We know, V = l3
V= l×b×h = (5 cm)3 = 125 cm3
= 6 cm × 3 cm × 2 cm = 36 cm3 \ The volume is 125 cm3.
\ The volume is 36 cm3
2. A water tank has length 8 ft, breadth 6 ft and height 5 ft, find it's volume.
Solution:
Here, Length (l) = 8 ft
Breadth (b) = 6 ft
Height (h) = 5 ft
Volume of the water tank = ?
Now, we know that,
Volume = l × b × h
= 8 ft × 6 ft × 5 ft = 480 ft3
\ Volume of the water tank = 480 ft3.
Approved by CDC
3. If the volume of a cube is 216 cm3, find it's length.

Solution:
Here, volume of cube = 216 cm3
Length of cube (l) = ?
Now,
Volume of cube = 216
or, l3 = 216
or, l = 3 216
or, l = 3 6 × 6 × 6
or, l = 3 63
or, l = 6 cm
\Length of the cube = 6 cm
4. If the volume of the given cuboid is 280 cm3, find it's height.
Solution:
Here, Length of cuboid (l) = 8 cm ?
Breadth of cuboid (b) = 7 cm
m
Height of cuboid (h) = ? 7c
8 cm
Volume of cuboid = 280 cm3
Now, we know that,
Volume of cuboid = l × b × h
or, 280 = 8 × 7 × h
or, 280 = 56 h
1
or, 2 = h
\h = 5 cm
Hence, the height of the cuboid = 5 cm.
Approved by CDC
Exercise 10.3
1. Find the volume of the following cuboids.
a. b.
1cm
2cm
cm
15cm 25 3c 5cm
m
c. d.
6 cm
6 ft
6c
m 12
m 6c 10 ft ft
2. Find the volume of the following solids.

a. b. c.
5 cm
2cm
8 cm
cm
10
20 cm m
cm 4c
3 cm 4 8 cm
d. e. f.
2 cm
6 cm
5cm 8cm 30 cm
3. Find the volume of the following cuboids.

a. l = 6 cm b = 5 cm h = 3 cm
b. l = 8 cm b = 2 cm h = 5 cm
c. l = 11 cm b = 5 cm h = 3 cm
Approved by CDC
4. Find the volume of the cube having the following dimensions.

a. Length (l) = 4 cm
b. Length (l) = 10 m
c. Length (l) = 12 ft
5. Find the unknown side of the following cuboids.
a. b. c.
? 5ft
2m
m cm
8c ?
3.5
10 cm 12 ft ?
Volume = 240 cm3 Volume = 420 ft3 Volume = 35m3
6. a. If volume of a cube is 125 cm3, find it's length.

b. If volume of the given cube is 512 cm3, find it's length.
Critical thinking!
7. If the volume of the given cube and cuboid
10 cm
are equal, find the length of the cuboid.
8 cm
cm
10 m 10 m
? 5c
Challenge!
8. The volume of a cuboid is 810 cm3, it's length is double of the breadth and
height is 5 cm. Find the length and breadth of the cuboid.
Approved by CDC
Mixed Review Exercise (Distance, Perimeter, Area and Volume)
1. Fill in the blank:
a. 1 inch = ......................... cm b. 1 foot = ......................... cm
c. 1 meter = ......................... in d. 1 meter = ......................... ft
e. 1 foot = ......................... in
2. Convert the following measurements into centimeter (cm).
a. 5 m 50 cm b. 6 ft c. 4 ft 6 in
3. Convert the following measurements into inch (in).
a. 5 m b. 10 m 20 cm c. 25 ft. 6 in
4. Convert the following measurements into foot (ft).
a. 9 m 40 cm b. 12 m 75 cm c. 25 ft. 8 in
5. Convert the following measurements into meter (m).
a. 20 m 80 cm b. 65 ft c. 80 ft 6 in
6. Find the perimeter of the following rectangle and square.
a. b.
6 cm
16 cm
10 cm
7. Find the area of the following rectangle and square.
a. 8 cm b.
8 cm
4 cm
8. Find the unknown side of the following rectangle and square.

a. b.
4 cm
? 6 cm
Perimeter = 24 cm Area = 12 cm2
Approved by CDC
c. d.
? ?
Perimeter = 20 cm Area = 144 cm2

9. a. If the length and breadth of a rectangle are 9 cm and 4 cm respectively,
find it's perimeter and area.
b. If the length and breadth of a rectangular garden are 20 ft and 15 ft
respectively, find it's perimeter and area.
10. a. If the length of a square is 11 cm, find it's perimeter and area.
b. If the length of a square field is 50 ft., find it's perimeter and area.
11. a. The perimeter of a rectangle is 30 cm. If it's length is 8 cm, find it's
breadth.
b. Area of a rectangle is 120 cm2. If it's breadth is 10 cm, find the length.
12. a. If the area of a square is 625 cm2, find it's length.
b. If the perimeter of a square garden is 1600 ft., find the length of the
garden.
13. a. The length of a rectangle is three times it's breadth. If it's perimeter is 32
cm, find the length and breadth of the rectangle.
b. The length of a rectangle is two times it's breadth. If it's area is 200 cm2,
find it's length and breadth.
14. Find the area of the shaded part.
a. b. 4 cm
10 cm
2 cm
8 cm
4 cm
12 cm 15 cm
15. Find the volume of the following cuboid and cube.
a. b.
6 cm
m
10 cm 4c 10 cm
Approved by CDC
16. a. If the volume of a cube is 343 cm3, find it's length.
?
b. If volume of the given cuboid is 729 cm3, find it's
m
height. 9 cm 7c
17. a. The length of a cuboid is double of the breadth and height is 4 cm. If it's
volume is 288 cm3, find the length and breadth.
b. If the volume of the cuboid and cube
8 cm
given alongside are equal, find the
m
length of the cube. 16 cm 4c
Approved by CDC
Check Your Progress

Time: 40 minutes. F.M. = 24
Attempt all the question:
Group A [4 × 1 = 4]
1. 1 meter = ............ centemeter.
2. The area of an irregular object is found by using ................
3. Write down the formula to find the perimeter of a rectangle.
4. What is the area of a square having length of a side 4 ft?
Group B [4 × 2 = 8]
5. The height of Ukrit is 58 in, convert it in cm and ft.
6. If the volume of a cube is 216 cm3, find it's length.
7. A rectangular water tank is of length 10 ft and breadth 8 ft. Find it's area and
perimeter.
8. If the volume of the given cuboid is 48 cm3, find it's length.
4cm
Group C [3 × 4 = 12] 2c
m
?
9. Find the area of the shaded part.
12 cm
8 cm
16 cm
10. The length of a rectangular field is double of the breadth. If it's perimeter is
18 m find it's area.
11. A rectangular ground has length 225 m 40 cm and breadth 150 ft 8 in. Find
the difference between the length and the breadth in ft.
Teacher's signature
Approved by CDC
Indices
Unit
4
ALGEBRA
This unit includes:
Indices
Algebraic Expression
Equation, Inequality and Graph
Approved by CDC
11
Indices
Chapter
INDICES
Student's Learning Outcomes
After completing this chapter, students will be able to:
Recognize the index notation.
Write a number as a power of another number.
Expand a number and write it's value.
Let us study the following illustration:

Each of 5 students was given 3 pens.
Ankit Nirmal Sajan Simran Bina

Total pens = 3 + 3 + 3 + 3 + 3
= 15 pens
Here, addition is the operation that is carried out repeatedly.
Addition of the same number again and again is a long and tidius process. So,
we can show it as a multiplication.
Total pens = 3 + 3 + 3 + 3 + 3
= 5 × 3 = 15 pens
Now, let us see how the multiplication of a number by itself several times is
expressed in short.
3×3×3×3×3=?
Here, 3 is multiplied by itself 5 times. This is written as 35 in short.
Approved by CDC
Indices 159
5 Index or exponent
i.e. 3 × 3 × 3 × 3 × 3 = 3
Base
Here, 3 is called the base and 5, the index or exponent
35 is read as '3 raised to the power 5' or '3 raised to 5' or 'the 5th power of 3'.
Let us see some more examples:

2 × 2 = 22 5 × 5 = 52
2 × 2 × 2 = 23 5 × 5 × 5 = 53
2 × 2 × 2 × 2 = 24 5 × 5 × 5 × 5 = 54
2 × 2 × 2 × 2 × 2 = 25 5 × 5 × 5 × 5 × 5 = 55
...................................... ......................................
a × a = a2 x × x = x2
a × a × a = a3 x × x × x = x3
a × a × a × a = a4 x × x × x × x = x4
a × a × a × a × a = a5 x × x × x × x × x = x5
...................................... ......................................
Remember!!
The 1st power of any number is that the number itself.
i.e. 51 = 5, 31 = 3, x1 = x etc.
Index Form
Any number is multiplied by itself several times can be written in index form.
i.e.,
7 × 7 × 7 × 7 × 7 can a × a × a can be (x) × (x) × (x) × (x)
be written as 75. written as a3. can be written as (x)4.
Here, 75 is in the index Here, a3 is in the index Here (x) 4 is in the
form. form. index form.
Approved by CDC
Value of the Index

Any number in the index form can be written in pure number.
34 can be written as 3 × 3 × 3 × 3 = 81. 25 = 2 × 2 × 2 × 2 × 2 = 32.

Here, 81 is the value of 34. Here, 32 is the value of 25.
Can you find the value of 23 ?

Can you find the value of 34 ?
Leat us Read Square and cube
52 = 5 × 5 = 25 23 = 2 × 2 × 2 = 8
52 is read as '5 raised to 2' or '5 squared' 23 is read as '2 cubed' or 'the cube of
or 'the square of 5' 2'.
Remember !!
The 2nd power of any number is the square of that number.
The 3rd power of any number is the cube of that number.
Solved Examples
1. Write the base, inden and value of 54.
Solution:
Here, 5 is the base.
4 is the index.
And, the value of 54 = 5 × 5 × 5 × 5 = 625
2. Write 75 in the multiplication form.
Solution:
75 = 7 × 7 × 7 × 7 × 7 75 means 7 is multiplied by itself 5 times.
Approved by CDC
Indices 161
3. Write a × a × a × a × a × a × a × a in index from.
Solution:
a × a × a × a × a × a × a × a = a8 a is multiplied by itself 8 times.
4.
33
Find the value 5 . ( )
Solution:
( 35 ) =
3
3 3 3 3×3×3 27
5 × 5 × 5 = 5×5×5 = 125
5. Find the value of: (i) (-2)5 (ii) (-3)4

Solution:
i. (-2)5 = -2 × -2 × -2 × -2 × -2 = -32
ii. (-3)4 = -3 × -3 × -3 × -3 = 81
Short cut trick!

()Odd number = '' and ()Even number = '+'
6. Express 52 and 23 in words.

Solution
5 raised to the power 2.
52
The square of 5.
and
2 raised to the power 3.
23
The cube of 2.
Exercise 11.1
Index form Base Index Multiplication form Value
a 24 2 4 2×2×2×2 16
b. 33 ............... .............. ............................... ...........
c. 52 ............... .............. ............................... ...........
1
d. 7 ............... .............. ............................... ...........
Approved by CDC
( 23 )
2
e. ............... .............. ............................... ...........
f. (-2)4 ............... .............. ............................... ...........
g. (-3)2 ............... .............. ............................... ...........
( )
3
h. 5 ............... .............. ............................... ...........
4
2. Fill in the blank.

Multiplication form Index form Base Index Value
a 2×2×2 ................ .............. .................... ............
b. 3×3×3×3 ................ .............. .................... ............
c. 5×5 ................ ............... .................... ............
d. 7×7×7 ................ ................ .................... ............
e 10 × 10 × 10 ................ ................ .................... ............
f. 11 × 11 ................ ................ .................... ............
g. 1×1×1×1 ................ ................ .................... ............
h. (-2) × (-2) × (-2) ................ ................ .................... ............
i. (-8) × (-8) ................ ................ .................... ............
j. ( 12 ) × ( 12 ) × ( 12 ) ................ ................ .................... ............
k. ( 32 ) ×( 32 ) ×( 32 ) ................ ................ .................... ............
3. Express the following numbers in words.

a. 25 b. 37 c. 54 d. (-3)5
e. 23 f. 52 g. 72 h. 83
Approved by CDC
Indices 163
4. How do you read these ?
a. 32 3 to the power 2 Square of 3
b. 52 ..................................... .....................................
c. 43 ..................................... .....................................
d. 103 ..................................... .....................................
e. 152 ..................................... .....................................
f. x2 ..................................... .....................................
g. a3 ..................................... .....................................
5. Write these in idex form.
a. 2×2×2×2×2 =
b. 3 × 3 × 3 =
c. 8×8×8×8×8×8 =
d. 11 × 11 × 11 × 11 =
e. 10 × 10 × 10 × 10 × 10 =
f. a×a×a×a×a×a×a =
g. 1 × 1 × 1 × 1 =
h. (-3) × (-3) × (-3) =
i. (-5) × (-5) × (-5) × (-5) =
j. (-x) × (-x) × (-x) × (-x) =
6. Write as a power of a number.
2 32
a. Write 32 as a power of 2. 2 16
2 8
32 = 2 × 2 × 2 × 2 × 2
2 4
\ 32 = 25 2
b. 81 as a power of 3. c. 125 as a power of 5.
d. 36 as a power of 6. e. 243 as a power of 7.
f. 64 as a power of 8. g. 625 as a power of 5.
h. 729 as a power of 9
Approved by CDC
7. a. Write 64 as b. Write 81 as
i. Power of 2 i. Power of 3
ii. Power of 4 ii. Power of 9
iii. Power of 8
8. Write these in index form.
a. 2 × 2 × 2 × 3 × 3 × 3 × 3 b. 3 × 3 × 4 × 4 × 4
c. 5 × 5 × 5 × 5 × 2 × 2 d. 7 × 7 × 7 × 11 × 11
e. 9 × 9 × 9 × 8 × 8 × 8 f. a × a × x × x × x
9. Fine the value of
a. 22 × 32 b. 32 × 23 c. 42 × 92 d. 52 × 24
e. 22 × 52 f. 92 × 23 g. 32 × 23 × 51 h. 22 × 32 × 71
Critical thinking!
10. Fill in the blank.

3
a. 4=2 b. 81 = 3 c. 125 =
2
d. 81 = e. = 24 f. = 33
11. a. Find the value of 42.
b. Find the value of 24.
c. Write down the relationship between the above two index numbers.
Approved by CDC
12
Chapter
ALGEBRAIC EXPRESSION
Value of Algebraic Expressions
Constant and Variable
Let us study the following examples:
i. x represents the number of sides of a triangle.
ii. y represents the number of districts of Nepal.
iii. z represents the number greater than 5 and less than 10.
iv. w represents the even numbers.
In the above example (i), the value of x is always 3.

\ x is a constant.
In example (ii), the value of y is 77. It is fix value.

\ y is a constant.
In example (iii), the values of z are 6, 7, 8 and 9.

Here, z can have any of the values 6, 7, 8 or 9.
\ z is a variable.
In example (iv), the values of w are 2, 4, 6, 8, 10, ......... etc.

Here, w can have any of the values 2, 4, 6, 8, 10, ...... etc.
\ w is a variable.
Thus,
Any letter or symbol which has a fixed value (single value) is called constant.
Any letter or symbol which has more than one value is called variable.
Approved by CDC
Algebraic Terms and Expressions
Algebraic Terms
An algebraic term may be a constant or a variable or the product of a constant
and variable.
Terms
Constants 3, 5, 10, etc.
Variables x, y, z etc.
Product of constant and variable 3x, 5y, 10z etc.
Product of constant and variables 3xy, 5xyz etc.
3, 5, x, y, 3x, 5xyz etc are the examples of terms.
Algebraic Expressions
An algebraic expression may be a term or collection of terms connected by
'+' or '-' signs.
3, 5x, 2xy, 3x + 4, 5x2 + 2xy + 7 etc. are the examples of algebraic expressions.
According to the number of terms, algebraic expressions are of three types:

Algebraic Expressions
Monomial Binomial Trinomial

(Having only one term) (Having two terms) (Having three terms)
3, 5, x, xy, 5xyz, etc. x + y, 3x + 5, x + 7, x + y + 3, 2x + y + z,
5xy + 7, etc. 5xy + 2x 7, etc.
Approved by CDC
Algebraic Expression 167
Solved Examples
1. Identify the types of algebraic expressions:
a. 5 b. x c. 2y
d. 3xy e. x + 2 f. xy 5
g. 7x2 5x h. x + y + z i. 5x y 2
Solution:
a. 5 Monomial b. x Monomial
c. 2y Monomial d. 3xy Monomial
e. x+2 Binomial f. xy 5 Binomial
g. 7x2 5x Binomial h. x + y + z Trinomial
i. 5x y 2 Trinomial
2. Express the following algebraically.
a. The sum of 2 and x. b. The difference of y and 5.
c. 9 is added to x. d. 7 is subtracted form y.
e. x is multiplied by 5. f. x is multiplied by y.
g. 3 times x is added to y. h. 6 is added to the product of x and 2.
i. 5 is added to the product of y and 3.
j. 7 is subtracted from the product of x and 5.
k. 1 is subtracted from the product of x and y.
Solution:
a. 2 + x b. y 5 c. x + 9 d. y 7
e. 5x f. xy g. 3x + y h. 2x + 6
i. 3y + 5 j. 5x 7 k. xy 1
3. If x = 1 and y = 2, then find the value of the following:
a. x + y b. 2x + 3y c. x2 xy d. x2 + xy y2
Solution:
b. 2x + 3y
Here x = 1 and y = 2 =2×1+3×2
a. x + y =2+6
=1+2=3 =8
Approved by CDC
c. x2 xy d. x2 + xy y2
= 12 1 × 2 = 12 + 1 × 2 2 2
=12 =1+24
= 1 =34
= -1
Exercise 12.1
1. State whether the following statements are constant or variable.
a. 'a' represents the number of sides of a quadrilateral.
b. 'b' represents number of provinces of Nepal.
c. 'x' represents numbers between 5 and 10.
d. 'y' represents the SAARC countries.
e. 'w' represents the sum of 2 and 5.
f. 'z' represents the difference between 7 and 1.
g. 'p' represents the factors of 10.
h. '3y' where 'y' represents whole numbers less than 4.
i. 'z' represents the number of highest mountain in the
world.
j. 'x' represents the number of principals in a school.
k. 'y' represents prime number that is even.
2. Count the number of terms of the following expressions:

a. 5 b. 5x c. 5xy
d. 5 + x e. 5 + 5xy f. 5 + xy
g. 5x + y h. 5 + 5xy i. 3x + y
j. 5xy 2 + x k. 3x2y x + 2 l. 2xyz + 1
m. 3x2y 5z2 + 2z + 1 n. 2x3 3xyz - 3x + 5 o. 5yz x + 3z2 + 4
p. 7xy + 2 + 5x q. 3x 1
Approved by CDC
3. Identify the types of algebraic expressions:
a. 7 b. 3x c. 2x + 5
d. x + y + z e. 2x y f. 7xyz
g. 2x y + 2 h. 5x + 2y 3z i. x2 - 2xy + y2
j. 3xyz 5z2 + 2 k. 7x3 + 2x - 3 l. 7xyz - 2
m. xy 3x + 2 n. 5xyz o. 7x3y + 2
4. Write the algebraic expressions in the following cases:
a. i. The sum of x and 5.
ii. The sum of x and y.
iii. The sum of xy and 7.
b. i. The difference of x and 3.
ii. The difference of y and z.
iii. The difference of xy and z.
c. i. The product of x and 2.
ii. The product of y and a.
iii. x is multiplied by y.
d. i. 9 is added to y.
ii. 5 is added to x.
iii. 4 is subtracted from a.
iv. 3 is subtracted from 2x.
e. i. 5 is added to the product of x and y.
ii. 7 is subtracted from the product of x and 2.
iii. 6 times x is added to 5.
iv. 2 times y is added to 3 times y.
5. Write the following sentences algebraically.
a. Ankit has x apples. His sister gives him 5 more. How many apples does
he have now?
b. Ukrit has y pens. He gives 5 of his pens to Ashika. How many pens does
he have now?
Approved by CDC
c. You are x years old now. How old were you 2 years ago?
d. You are y years old now. What will be your age after 5 years?
6. Find the value of the following expressions:

a. i. If x = 1 and y = 2, then x + y = ?
ii. If x = 2 and y = 3, then y + x = ?
b. i. If x = 5 and y = 2, then x y ?
ii. If x = 7 and y = 5, then x y ?
c. i. If x = 2 and y = 3, then x + y = ?
ii. If x = 5 and y = 7, then x + y = ?
iii. If x = 3 and y = 6, then x + y = ?
d. i. If x = 2, and y = 1, then 2x + y = ?
ii. If x = 2 and y = 3, then x + 2y = ?
iii. If x = 4 and y = 2, then 2x + 5y = ?
e. i. If x = 1, y = 2 and z = 3, then x + y + z = ?
ii. If x = 1, y = 2 and z = 4, then 2x y + z = ?
iii. If x = 1, y = 2 and z = 3, then 3x + 2y z = ?
f. i. If a = 1 and b = 2, then a2 + b2 = ?
ii. If a = 2 and b = 3, then a2 b2 = ?
iii. If a = 2 and b = 5, then 2a2 + b2 = ?
7. If x = 1, y = -2 and z = 3, then find the value of the following:

a. 2x + y z b. 3xz 2y + 5 c. 3(x + y + z)
d. 4(2x y + z) e. x2 + y2 + z2 f. x2y 3z2
xy2z
g. 3xyz h. 5x2y2z2 i.
2
xy+z 3x 2y + z 3xy y 4z
j. k. 5 l. 2x + y + z
z
Approved by CDC
Critical thinking !!!
8. a. If x = 4cm, then what is the length of the line AB?
C A
A B
2x x+4
x2 +
y
x+
y2
b. If x = 2 cm and y = 1 cm, then what is the perimeter
of the triangle ABC? B C
2xy
Challenge!
4x2 2y2 4xy
9. a. If x = 2, y = 3, a = 4 and b = 1, then find the value of a + b
2ab
z
b. If x = 2, y = -2 and z = 1, then find the value of x × y × y .
x
Approved by CDC
Addition and Subtraction of Algebraic Expression
Like and Unlike Terms

Study and learn.
Like terms Unlike terms

x, 2x, 5x, 7x x, y, 3z, x2, y2
xy, 3xy, 5xy 2x2y, 5xy2, 6xy
x2y, 2x2y, 3x2y 3x2y, 5x3, 3x3y2
a2b, 3a2b, 8a2b 5ab, 6a2b, 7ab2
I understood!
Algebraic terms having same base and equal power are like terms.
Algebraic terms having different bases or powers are unlike terms.
Addition and Subtraction of Like Terms
Look, study and learn.
+ = + =
But
+ = ?
Remember !!
We can add only like terms.
Approved by CDC
Similarly, we can subtract only like terms.
For example:
We can add 2x and 3x because 2x + 3x = x + x + x + x + x = 5x
And, we can subtract 3y from 7y because

7y 3y = y + y + y + y + y + y + y y + y + y = 4y
What about it? xy=?

3x 2y = ?
7y2 5y = ?
Solved Examples
1. Classify the terms given below, as like terms and unlike terms.
a. 5x and 3x b. 4x and 5y c. 3x2 and 4x
d. y and y3 e. 2xy and 7xy f. 3x2y and 8xy2
g. 5x2y2 and 2xy h. 4a2b and 5a2b
Solution:
a. Like terms b. Unlike terms c. Unlike terms
d. Unlike terms e. Like terms f. Unlike terms
g. Unlike terms h. Like terms
2. Add the following:
a. 3x and 7x b. 9xy and 4xy c. 5x2 and 4x2
d. 2a2b and 7a2b
Solution:
b. 9xy + 4xy c. 5x2 + 4x2 d. 2a2b + 7a2b
a. 3x + 7x
= (9 + 4)xy = (5 + 4) x2 = (2 + 7) a2b
= (3 + 7)x
= 13 xy = 9x2 = 9a2b
= 10x
Approved by CDC
3. Subtract the following:

a. 5x from 9x b. 7ab from 8ab
c. 3p2q from 5p2q d. 4x3y from 7x3y
Solution:
a. 9x 5x c. 5p2q 3p2q
= (9 5)x = (5 3) p2q
= 4x = 2p2q
b. 8ab 7ab d. 7x3y 4x3y

= (8 7) ab = (7 4) x3y
= 1 ab = 3x3y
= ab
4. Simplify
a. 3x + 4x + x b. 5x2 2x2 x2
c. 4y2 5y2 + 3y2 d. 7xy + 2xy 5xy
Solution:
a. 3x + 4x + x c. 4y2 5y2 + 3y2
= (3 + 4 + 1)x = (4 5 + 3)y2
= 8x = 2y2
b. 5x2 2x2 - x2 d. 7xy + 2xy 5xy
= (5 2 1)x2 = (7 + 2 5) xy
= 2x2 = 4xy
5. Add:
a. 5x2 + 2x and 3x2 + 5x
b. 7a2 + 4a 5 and 3a2 2a + 7
Solution:
a. 5x2 + 2x + 3x2 + 5x
= 5x2 + 3x2 + 2x + 5x (like terms are arranged)
= (5 + 3)x2 + (2 + 5)x
= 8x2 + 7x
Approved by CDC
b. 7a2 + 4a 5 + 3a2 2a + 7
= 7a2 + 3a2 + 4a 2a + 7 5 (Like terms are arranged)
= (7 + 3)a2 + (4 2)a + (7 5)
= 10a2 + 2a + 2
6. Subtract:
a. 5a + 2b from 7a + 5b
b. x2 + 5x + 2 from 4x2 + 7x + 9
c. 3x2 4x + 1 from 5x2 5x 8
Solution:
Subtraction by horizontal arrangement.
a. (7a + 5b) (5a + 2b) c. (5x2 5x 8) (3x2 4x + 1)
= 7a + 5b 5a 2b = 5x2 5x 8 3x2 + 4x 1
= 7a 5a + 5b 2b = 5x2 3x2 5x + 4x 8 1
= (7 5)a + (5 2)b = (5 3)x2 (5 4)x (8 + 1)
= 2a + 3b = 2x2 1x 9
b. (4x2 + 7x + 9) (x2 + 5x + 2) = 2x2 x 9
= 4x2 + 7x + 9 x2 5x 2
= 4x2 x2 + 7x 5x + 9 2
= (4 1)x2 + (7 5)x + (9 2)
= 3x2 + 2x + 7
Subtraction by vertical arrangement.

a. 7a + 5b b. 4x2 + 7x + 9 c. 5x2 5x 8
5a + 2b x2 + 5x + 2 3x2 4x + 1
+
2a + 3b 3x2 + 2x + 7 2x2 x 9
Exercise 12.2
1. Classify the given terms as like terms and unlike terms.
a. 3x and 5x b. 3y and 5x c. a and ab
d. 2z and z e. ab and ba f. xy and yx
Approved by CDC
g. 6 and x h. y and 7 i. a2b and ab2

j. xy2 and xy2 k. xyz and yzx l. 2x2yz and x2yz
a. 3x + x b. 5y + 3y c. 4ab + 2ab
d. 2xyz + xyz e. 9a2b + 2a2b f. xy2 + 3xy2
g. 2x + 5x + 3x h. 2y + 5y + y i. z2 + 3z2 + 6z2
a. x+y+x+y b. 2x + 3y + 5x + 4y
c. 3y + 7z + 5y + 6y d. 5ab + 3a2b2 + 2a2b2 + 2ab
e. 7ab2 + 3a2b2 + 4a2b2 + 2ab2 f. 6x2y + 5yz + 3x2y + 2yz
g. 6 pq + 3 + 5 pq + 5 h. 7 lm + 2 + 7 + lm
a. x + 4y and 2x + y b. 5x + 2y and 3x + 3y
c. 5y + 3z and y + z d. x + y and y + x
e. a + b + c and 2a + b + 2c f. 3a + 2b + 5c and a + 3b + 2c
g. 3x + 5y + z and x + 3y + 5z h. 5p + 2q + r and 2p + 3q + 5r
i. a2b + 3ab2 and 2a2b + 5ab2 j. 6x2y + xy2 and xy2 + 2x2y
a. 5x x b. 7y 2y c. 8z 2z
d. 2a a e. 3b b f. 5c c
g. 5xy 2xy h. 3xyz 2xyz i. 9a2b 2a2b
j. 15ab2 3ab2 k. 6x2y2 x2y2 l. 3a2b2 a2b2
a. 2x + y from 5x + 2y b. 3a + 5b from 7a + 9b
c. p + 2q from 4p 2q d. x2 + y2 from 5x2 + 3y2
e. 3x2y + 2x from 7x + 5x2y f. 3ab2 + 2ab from 5ab2 + 3ab
g. x + y + z from 2x + 2y + 2z h. 2x + 3y z from 5x 5y + 4z
Approved by CDC
i. a2 + ab + b2 from 5a2 + 6b2 2ab
j. xy + x2y xy2 from 5xy 3x2y + 2xy2
7. Simplify:
a. 3x + 5 + x 2 b. 7x + 8 2x + 5
c. 5y + 8 y 3 d. 8y 3 + 2y 2
e. 3a + b 3 a + 2b f. 6a 3b + 4 2a
g. x2 + 2x + 5 + 2x2 3 h. y2 3y 5 + 3y2 y
i. a2b 3 + 2a2b + 5 j. 2xy2 + 5xy2 5 xy2 + 2
Critical thinking!
8. a. What should be added to 5x to get 7x?
b. What should be subtracted from 13y to get 5y?
Challenge!
9. a. What should be added to 3x2 + 5x + 2 to get 7x2 + 8x + 9?
b. What should be subtracted from 6x 2 + 10xy + 18 to make it
4x2 + 3xy 10?
Approved by CDC
Multiplication of Algebraic Expressions
Multiplication of Monomial Algebraic Expressions

Study the following steps of multiplication:
Step I: Write the two numbers with multiplication sign (×) between them or put
a dot (.).
Step II: Multiply the numbers.
Step III: If the bases are same, then add the powers.
Solved Examples
1. Multiply 3x by 5x2. 2. Multiply 2xy2 and 5x2y2.
Step I: 3x × 5x2 Solution:
Step II: 3 × x × 5 × x2
2xy2 × 5x2y2
= 3 × 5 × x × x2
= 2 × x × y 2 × 5 × x 2 × y2
= 15 × x × x2
Step III: 15 × x1+2 = 2 × 5 × x × x 2 × y2 × y2
= 15 × x3 = 10 × x1+2 × y2+2
= 15x3 = 10 × x3 × y4
= 10x3y4
3. Multiply 3x3yz2 and 4x2y3z 4. Multiply (2x) × (3x2) × (4x3)
Solution: Solution:
3x3yz2 × 4x2y3z (2x) × (3x2) × (4x3)
= 3 × x3 × y × z 2 × 4 × x 2 × y3 × z = (2) × x × (3) × x2 × 4 × x3
= 3 × 4 × x 3 × x2 × y × y 3 × z2 × z = (2) × (3) × 4 × x × x2 × x3
= 12 × x3+2 × y1+3 × z2+1 = (+24) × x1+2+3
= 12 × x5 × y4 × z3 = 24 × x6
= 12x5y4z3 = 24x6
() × () = (+)
Approved by CDC
Exercise 12.3
1. Multiply:
a. x×x b. y × y × y c. a × a × a × a
d. 3 × p × p e. a×a×3 f. x × 3 × x
g. x2 × x h. y × y3 × y i. z × z3 × 4
j. 2 × y × y3 k. z4 × 2 × z2 l. 2 × x2 × x4
2. Multiply:
a. 3x × 2x b. 5x × 3x2 c. 2y3 × 3y
d. 5a2 × 3a e. 7x3 × 2x2 f. 3z4 × 5z3
g. 3x × 4x × 2x h. 2y × 3y × 4y i. 4z2 × 2z3 × z
j. x × 2x2 × x3 k. 3b2 × b × 2b3 l. c3 × 3c2 × 4c
3. Multiply:
a. 2x × 3y b. 4a × 2b c. 3y × 4z
d. p × q e. x×y f. a × b
g. 3x2 × 4y2 h. 5a2 × 3b i. 7a × 2b3
4. Multiply:
a. (2x) × (3y) b. (4a) × (2b) c. (3b) × (2a)
d. (5p) × (3q) e. (3w) × (2q) f. (5a) × (5b)
g. (x) × (y) h. (a) × (b) i. (p) × (q)
5. Multiply:
a. (2a) × (3a) b. (3a) × (2a2) c. (4a2) × (3a)
d. (3b) × (b2) e. (b2) × (2b3) f. (x2) × (5x3)
g. (7y3) × (y4) h. (3z2) × (2z3) i. (6p3) × (2p2)
6. Multiply:
a. a×b×c b. x × y × z c. 2x × 3y × 4z
d. 3a2 × 2b × c2 e. 5x × 3y × 2z f. 4x3 × (2y) × z3
g. (2a) × 3b × 2c h. (3a) × (b) × c i. (x)×(2y) × (3z)
Approved by CDC
7. Multiply:
a. x×x×y×y b. x × y × x2 × y c. x2 × y2 × y3 × x3
d. a2 × b × a3 × b2 e. a × b3 × a3 × b f. z3 × z2 × y × y3
8. Multiply:
a. 4a3bc2 × 3ab3c2 b. 2x2yz3 × 3xy3z2 c. 3p2q2r2 × 3pq2r3
d. 12a3p2q × 3a2p4q3 e. 5xy3z × 3x2y3z3 f. 7x4y3z × 8xy4z5
9. Multiply:
a. 3x2y × 4xy3 × xy b. x3y2 × x2y × xy3 c. 4p2q × 3pq3 × 2pq
d. 4pq3 × 3p3q3 × 3pq e. 7y3z2 × 2yz3 × y2z f. l2m × 3lm3 × 2l2m2
10. Multiply:
a. (2p2q2) × (3pq3) × (2p2q) b. (5xy) × (2xy2) × (3x2y3)
c. (7x3y) × (2x2y) × (2xy3) d. (xy) × (3xy) × (2x3y4)
e. (a2b) × (a3b2) × (ab3)
Critical thinking!
11. Simplify:
a. (3x × x) + (4x × x) + (x × 2x) b. (5a × b) + (a × 2b) (a × b)
c. (4a × c) + (a × c) + (a × 2c)
Approved by CDC
Multiplication of Binomial by a Monomial
Study the following steps of multiplication:
Step I: Put the monomial outside the parenthesis (brackets) and binomial inside
the parenthesis.
Step II: Multiply each term of the parenthesis by the monomial keeping the '+' or
'' sign same.
Solved Examples
1. Multiply 2x and 3x + 2y
Solution:
Step I: 2x (3x + 2y)
Step II: 2x × 3x + 2x × 2y
=2×x×3×x + 2×x+2×y
=2×3×x×x + 2×2×x×y
= 6x2 + 4xy
2. Multiply: 3xy2 and (2x2y + xy)

Solution:
3xy2 (2x2y + xy)
= 3xy2 × 2x2y + 3xy2 × xy
= 3 × x × y2 × 2 × x2 × y + 3 × x × y 2 × x × y
= 3 × 2 × x × x 2 × y2 × y + 3 × x × x × y 2 × y
= 6x3y3 + 3x2y3
3. Multiply: 3xy (x2y 2xy2)

Solution:
3xy (x2y 2xy2)
= 3xy × x2y + 3xy × 2xy2
= 3x3y2 + 6x2y3
Approved by CDC
Exercise 12.4
1. Multiply:
a. x and (x + y) b. y and (y + z) c. a and (b + c)
d. p and (q p) e. x and (x y) f. y and (y + z)
g. a and (a b) h. b and (b c) i. c and (b c)
2. Multiply:
a. 3x (2x + y) b. 5x (2x + 3y) c. 4y (2x 3y)
d. 3z (4z + 2a) e. 2a (2a 3b) f. 3b (2b 2a)
g. 5x (2x + 3y) h. 7y (y z)
3. Multiply:
a. x2 and (x + y) b. y2 and (x2 + y3)
c. z3 and (2z y) d. a4 and (2a 3b)
e. 2x2 and (x + y2) f. 3y2 and (2y3 3z)
g. 2ab and (a + b) h. 3xy2 and (2xy xy2)
i. 7p2q and (2pq 3p2q2) j. 5 l2 m2 and (2lm 3 l2n2)
4. Multiply:
a. 2xyz (3x 2z) b. 3x2y3z (2x2yz + 5xyz)
c. 5a2b3c2 (2ab + 3b2c2) d. 7a4b3c (5ab2c3 a2bc3)
e. p2q2r2 (pq qr2) f. pq3r (2qr 2p2q3r)
g. 2a3bc3 (ab2 2b3c) h. 5x2y4z (2xyz 3x2yz3)
5. Simplify:
a. 2x(x + y) + 3x(x + y) b. a(a + b) + 2a(2a + b)
c. b(b + 3) + 3b (b + 4) d. y(y 5) + y(y 2)
e. 3xy (x + y) + xy(x y) f. ab (2a b) ab(a 2b)
g. a2b (2a + 3b) a2b (a b) h. ab2 (a b) 2ab2 (a 2b)
Approved by CDC
Critical thinking!
6. Find the area of the following rectangles, if a = 2, b = 3, x = 4 and y = 1.
a.
2a
(3a + 2b)
b.
3x
(4x + 2y)
Challenge!
7. Find the volume of the following cuboids, if a = 1, b = 2, x = 3 and y = 4.
a.
b
a
2a + b
b.
3y
2x
3x + 2y
Division of Algebraic Expressions

Division of a Monomial by a Monomial
Study the following steps of division:
Step I: Factorize the algebraic expression.
Step II: Cancel the common factors in the numerator and denominator.
Approved by CDC
Solved Examples
1. Divide 8x3y2 by 4x2y.
Solution:
8x3y2
Step I:
4x2y
2×2×2×x×x ×x ×y×y
=
2×2×x×x×y
2×2×2×x×x ×x ×y×y
Step II:
2×2×x×x×y
= 2 × x × y = 2xy
2. Divide 32x3y4 by 4x2y2
Solution:
32x3y4
Here,
4x2y2
2×2×2×2×2×x×x×x×y× y× y× y
= 2 × 2 × x × x× y × y
= 2 × 2 × 2 × x × y × y = 8xy2
3. Divide: 12a4b3 by 6a3b2.
Solution:
12a4b3
Here,
6a3b2
2×2×3×a×a×a×a×b×b×b
=
2×3×a×a×a×b×b
= 2 × a × b = 2ab
Division of a Binomial by a Monomial

Study the following steps of division
Step I: Break the terms of the numerator.
Step II: Factorize the algebraic expressions.
Step III: Cancel the common factors of numerator and denominator of each fractions.
Approved by CDC
Solved Examples
1. Divide (6x3y2 + 3x2y3) by 3x2y2.
Solution:
6x3y2 + 3x2y3
Step I:
3x2y2
6x3y2 3x2y3
= 2 2 + 2 2
3x y 3x y
2×3×x× x×x×y ×y 3×x× x×y×y ×y
Step II: +
3×x×x×y×y 3×x×x×y×y
2×3×x× x×x×y ×y 3×x× x×y×y ×y

Step III: 3×x×x×y×y +
3×x×x×y×y
= 2 × x + y = 2x + y
5. Divide (18x2y4 9x4y3) by 3x2y.
Solution:
18x2y4 9x4y3
Here,
3x2y
18x2y4 9x4y3
=
3x2y 3x2y
2×3×3×x×x×y×y×y×y 3×3×x×x ×x×x×y×y×y
= 3×x×x×y
3×x×x×y
2×3×3×x×x×y×y×y×y 3×3×x×x ×x×x×y×y×y
= 3×x×x×y 3×x×x×y
=2×3×y×y×y3×x×x×y×y
= 6y3 3x2y2
Exercise 12.5
1. Divide:
a. x3 by x b. x5 by x2 c. y4 by y
d. z7 by z3 e. 4x3 by 2x2 f. 9x5 by 3x
g. 12y3 by 4y h. 18a7 by 2a4 i. 25 y9 by 5y6
Approved by CDC
2. Divide:
a. 36x8y ÷ 6x4y b. 15 x6y5 ÷ 3x4y3
c. 18a3b2 ÷ 9a2b d. 27p4q7 ÷ 9p3q5
e. 12a3b2c4 ÷ 4a3bc2 f. 16 p3q7r5 ÷ 4p2q6r4
g. 15x3y4 ÷ 5x2y2 h. 32a4b3c5 ÷ 8a3b2c4
i. 36m4n3r5 ÷ (3m3n2r2) j. 49x5y3z7 ÷ (7x3y2z5)
3. Divide
a. (x3 + x2y) ÷ x2 b. (x3y4 + x2y3) ÷ x2
c. (a4 + a3b5) ÷ a3 d. (a5b4 b7) ÷ b3
e. (3x5y7 9x4) ÷ 3x4 f. (4p5q7 12p4q3) ÷ 4p2q3
g. (16m5n6 + 8m4n5) ÷ 4m3n3 h. (21a3b4 9a3b2) ÷ 3a2b2
4. Divide
a. 5a3 + 3a by a b. 3x4y3 + 4x3y2 by x2y
c. 36x3y5 18x2y4 by 9x2y2 d. 48x5y9 24x7y7 by 8x4y
e. 28a6b6 + 14a5b4 by 7a3b3 f. 8x5y8 16x4y3 by 4x3y2
g. 21x4y3 18x5y4 by 3x2y3 h. 12a6b7 9a5b5 by 3a4b3
Critical thinking!
5. a. If the area of the given rectangle is 3x5y3 + 9x4y4 and length is 3x2y2, find
it's breadth.
b. The product of two expressions is 8x5y6 12x4y5. If one of the expression
is 4x3y4, then find the other expression.
Approved by CDC
Mixed Review Exercise (Indices and Algebraic Expressions)
(Indices)
32 .................. ............... ............................... .................
23 .................. ............... ............................... .................
(4)5 .................. ............... ............................... .................
( )
4
5 .................. ............... ............................... .................
7
2. How do you read these numbers?

a. 32 b. 23 c. a2 d. x3
3. Write the following in index form.
a. 2×2×2 b. x × x × x × x c. 3 × 3 × 3 × 3
d. a × a d. (2) × (2) × (2) e. 1 × 1 × 1 × 1
4. a. Write 16 as a power of 2.
b. Write 27 as a power of 3.
c. Write 81 as a power of 3.
d. Write 125 as a power of 5.
5. Write 64 as
a. Power of 2 b. Power of 4 c. Power of 8
6. Write these in index form.
a. a×a×a×x×x b. 2 × 2 × 3 × 3 × 3
c. 5×5×5×5×7×7 d. 7 × 7 × 7 × 11 × 11 × 11 × 11
7. Expand and find the value of
a. 22 × 32 b. 23 × 32 c. 52 × 22 d. 22 × 33
Approved by CDC
8. Fill in the black.

2
a. 4=2 b. 81 = c. = 33
9. a. Find the sum of 23 and 32.
b. Find the difference between 52 and 24.
(Value of Algebraic Expressions)
10. State whether the following statements are constant or variable.
a. x represents the number of sides of a triangle.
b. y represents the number of provinces of Nepal.
c. z represents the numbers between 2 to 10.
d. w represents the odd numbers.
11. Classify the following algebraic expressions.
a. 5x b. 3x + 4 + y c. 2x 5
d. 3x2y3z e. 5x2y2z3 3x2y + 4xy3 f. 3xyz 2pqr
12. Write the following sentences in algebraic expressions.
a. The sum of x and y.
b. The difference of x and 2.
c. The product of y and 3z.
d. x is multiplied by 5.
e. 8 is added to xy
f. 3 is subtracted from the product of a and b.
g. 5 times x is added to 4 times y.
h. Raman has x pens. He gives 5 of his pens to his brother. How many pens
does he have now?
i. Simran is y years old now. What was her age before 5 years?
13. If a = 1, b = 2, c = 3, x = 1 and y = 4, find the value of the following.
a. a2 + 2b b. c2 x2 c. 2xy + bx2
d. 3abc xy e. a2b2c2 x2y2 f. 2ab2c + 3x2y
Approved by CDC
14. If x = 1 cm and y = 2cm, find the perimeter of the following triangle and
rectangle.
a. b.
x +y2
2
7
x+
+y
2
3x2 + 2y
2x + y
(Addition and subtraction)

15. Add the following.
a. 3x + 5y + 2x + 7y b. 3a + 2b + 7a + 5b
c. 5xy + 6x + 5x + xy d. 3a2b + 5ab2 + 2a2b + 5ab2
a. 2x + 6y and 5x + 2y
b. 4x2 + 3y2 and x2 + y2
c. 4x2y + 5y2 + 3 and 2x2y + 2y2 + 1
d. 3p2qr + 4pq2r + 3pqr and 2pq2r + p2qr + 2pqr
17. Subtract the following.
a. 3xy 2xy b. 5a2b 2a2b c. 3ab2c 2ab2c
18. Subtract the following.
a. 2x + y from 5x + 3y
b. 6x2y + 2xy from 8x2y + 5xy
c. 3abc + 2xy from 5xy + 6abc
d. x + y + z from 5x + 6y 4z
e. a2 + ab + b2 from 5a2 2b2 3ab
f. xy + xy2 xy2 from 5xy 6xy2 + 3xy2
19. Simplify:
a. 2x + y + 3x + 2y b. 6x2 + 5y2 3x2 y2
c. 2ab + 5xy ab xy d. 3x2y + 4xy2 + 2 x2y xy2 1
20. What should be subtracted from 3x2 5xy 7 to make x2 + xy 5?
Approved by CDC
(Multiplication and Division)
21. Multiply the following.

a. 5x2 × 3x3 × 2x b. (2x) × (3y)
c. x×y×z d. (2a) × (3b) × (c)
e. x×x×x×y×y f. x 3 × y × y3 × x
g. 2a3b2c × 3ab3c2 h. 5xy2z3 × 3x3yz
i. 3x2y × 5xy3 × 2xz j. 4p2q2 × 3pq3 × 2p3q
k. (2p2q2) × (5pq3) × pq l. (a2b) × (a3b2) × (3ab2)
22. Multiply:
a. x(x + y) b. x2(2x + x2)
c. x(x3 2x) d. 3x(5x + 2y)
e. 2x2 (5x3y + 2x) f. x3 (3x2 + 5x)
g. 3xyz (5x2yz 3xy3z3) h. 5x3y2 (2x2y2z + 3xy3z)
23. Find the area of the given rectangle ABCD

a. D P b. A D
C
2x
P
3xy Q
A Q B 3y
2x y
B
5xy C
24. Find the volume of the cuboid.
3y
2x
x + 3y
Approved by CDC
25. Divide
a. 5x7 by x3 b. 16x5y3 ÷ 4x3y
c. 21a3b2c4 ÷ 7a2b2c2 d. 28p7q7x ÷ 7p4q3x
e. 36 m7n5r3 ÷ (4m5n4r2) f. 42a5b3c4 ÷ (6a4b2c2)
26. Divide
a. (x3 + x4y) ÷ x2 b. (a5b4 a6) ÷ a3
c. (5x4y3 + 3x2y2) ÷ x2y d. (16a6b5 12a5b4) ÷ 4a3b3
e. (12p5q3r 9p4q4r3) ÷ 3p3q2r f. (48a6b5 + 16a5b4) ÷ (4a3b3)
27. The product of two expressions is 36x3y5 18x4y4. If one of the expression
is 9x2y3, find the other expression.
Approved by CDC
Check your Progress
F.M.: 24 Time : 40 minutes.

Group A [4 × 1 = 4]
1. Write x × x × x in index form.
2. If a = 1 and b = 2, then what is the value of 2ab?
3. Add 2x + 3y and 5x + y.
4. Multiply 2x and (x + y).
Group B [4 × 2 = 8]
5. Write 32 as a power of 2.
6. If x = 1, y = 2 and z = 3, the find the value of x2y2z2.
7. Simplify: 7a2 + 4a 5 + 3a2 2a + 7.
8. Divide: (x5y3 + x2y4) by x2y2
Group C [3 × 4 = 12]
9. Write 81 as
a. Power of 3.
b. Power of 9. 7
x
+3
2
10. If x = 3 cm and y = 2 cm, then what is the perimeter
+y
2x
2
of DABC?
11. a. Multiply: 2xyz (4x3 5y2z) 3x + 2y
b. Divide: (x3y5 + x5y4) ÷ x2y2
Teacher's signature
Approved by CDC
Equation, Inequality and Graph
13
Chapter EQUATION, INEQUALITY AND GRAPH
Mathematical Statements
+, , ×, ÷ and = are the fundamental signs in mathematics. Any sentence
involving these signs is a mathematical statement. For examples:
i. 2 + 3 = 5 ii. 3 × 5 = 15
iii. 8 6 = 1 iv. 2 × 4 = 7
The mathematical statements given in examples (i) and (ii) are true statements.
The mathematical statements given in examples (iii) and (iv) are false statements.
A mathematical statement can be either true or false.
What about it?

x+5=7
If the value of x is 2, then it is true.
If the value of x is other than 2, then it is false.
Thus, the statement x + 5 = 7 is true for some values and false for some other
values. This type of statement is called open statement.
A statement which is true for some values and false for some other values
is called open statement.
Approved by CDC
Exercise 13.1
1. Write 'T' for true, 'F' for false and 'O' for open statement.
a. 1+2=3 b. 2 + 5 = 8
c. x+1=4 d. 2 × 3 = 6
4
e. =2 f. x + x = 2x
2
g. y × y = y2 h. 2x = 6
x
i. 3 = 4 j. x ¹ 5
2. Identify true, false and open statements.
a. x is an even number. b. 4 is a square number.
c. 9 is cube number of 2. d. x + 2 = 2x
e. x2 + 4, if x is 2. f. If x 2 = 5, then x = 7.
g. 12 is exactly divisible by 3. h. 15 is exactly divisible by x.
i. xy = yx j. x + y = y + x
3. Fill in the box in each of the following statements with suitable numbers
so that each will be a true statement.
a. The sum of and 3 is equal to 10.
b. The sum of 5 and equal to 7.
c. The difference of 8 and is equal to 2.
d. The difference of and 2 is equal to 9.
e. The product of and 3 is equal to 15.
f. The product of 5 and is equal to 30.
g. When 16 is divided by , the quotient is 4.
h. When is divided by 3 the quotient is 6.
4. Fill in the box with the variables x, y or z in each of the statements given
in question no. 3 so that each will be a open statement.
Approved by CDC
Equation, Inequality and Graph 195
Equation
5+2
4+3 7
8
4+3=7 4+3¹8
It is true statement. It is true statement.
8
2+1 x+2 9
2+1¹8 x+2=9
It is true statement. It is open statement.
A mathematical open statement containing the sign of equality (=) is called

an equation.
The open statement x+2 = 9 becomes true if the value of x is only 7. Therefore,
x = 7 is called the solution of the equation x + 2 = 9.
The value of the variable which makes the open statement true is called the
solution of the given equation.
Sides of an Equation
Left hand side x+5 12 Right hand side
x + 5 = 12
Left hand side (L.H.S) Right hand side (R.H.S)
Approved by CDC
Equality Axioms
Look at the following illustration:

i. The weight of both the sides of the pan balance 2+4+3 6+3
is 9 units.
i.e., (2 + 4 + 3) units = (6 + 3) units
ii. Take 3 units away from each pan. The

2+4 6
remaining units of weight on both the pans are
(2 + 4 + 3 3) units = (6 + 3 + 3) units
i.e., 6 units = 6 units
iii. Add 5 units on each pan. The total units of 2+4+6 6+6
weights on both pans are
(2 + 4 + 6) units = (6 + 6) units
12×2 12×2
iv. Multiply the weights of both pans by 2. The
total units of weights on both pans are
(12 × 2) units = (12 × 2) units
i.e., 24 units = 24
v. Divide the weights of both pans by 6. The total 24 24

units of weights on both pans are 6 6
24 24
units = 6 units
6
The scale is still balanced.
Approved by CDC
Thus, when any of the following operations are carried out on an equation, the
equation remains balanced.
Adding the same number to both the sides.
Subtracting the same number from both the sides.
Multiplying both the sides by the same number.
Dividing both the sides by the same number. (except 0).
Solved Examples
1. Solve: x 2 = 7
Solution:
x2=7
or, x 2 + 2 = 7 + 2 [Adding 2 to both sides]
\x=9
2. Solve: x + 3 = 8
Solution:
x+3=8
or, x + 3 3 = 8 3 [Subtracting 3 from both sides]
\ x=5
3. Solve: 2x = 12
Solution:
2x = 12
2x 12
or, x = 2 [Dividing both sides by 2]
\ x=6
4. Solve: x = 4
3
Solution:
x =4
3
or, x3 × 3 = 4 × 3 [Multiplying both sides by 3]
\ x = 12
Approved by CDC
5. Solved: 2x - 1 = x + 2
Solution:
2x 1 = x + 2
or, 2x 1 + 1 = x + 2 + 1 [Adding 1 to both sides]
or, 2x = x + 3
or, 2x x = x + 3 x [Subtracting x form both sides]
\ x=3
Exercise 13.2
1. Which operation must be done to solve the following equations?
a. x + 3 = 7 b. x 5 = 10
x
c. 2x = 12 d. 2 = 3
2. Given below are some equations and the values of the variables. Are these
values the solutions of those equations?
No. Equation Value of the variable Solution (Yes/No)
a. x2=8 x = 10 Yes
b. y+3=5 y=4 ......
c. 3z = 9 z=3 .....
d. m =4 m=5 ........
2
e. x+4=9 x=5 .......
f. 5y = 15 y=3 ........
g. z
3 =2 z=6 ........
3. Solve the following equations:

a. x+2=8 b. x 3 = 7 c. 5 + x = 10
d. 3 + x = 1 e. y + 5 = 6 f. y 4 = 15
g. 3 = m 3 h. 9 = y + 4 i. 3 = x 5
j. 7 = 11 y k. 15 = 8 + z l. 4x = 24
Approved by CDC
m. 3x = 15 n. 16 = 2y o. 20 = 5z
x y z
p. 3 = 4 q. 4 = 5 r. 6 = 3
a. 2x + 1 = 5 b. 3x + 2 = 11 c. 5x + 4 = 24
d. 5x 7 = 13 e. 7x 5 = 16 f. 4x 3 = 1
g. 5 = 6x 7 h. 14 = 8x - 2 i. 20 = 3x 1
a. 2x 1 = x + 4 b. 3x 3 = 2x + 5 c. 7x + 4 = 6x + 3
d. 8x 1 = 7x + 6 e. 2x 5 = 3x 7 f. 9x + 3 = 10x 2
g. 5x 3 = 3x + 7 h. 6x 4 = 3x + 8 i. 3x + 8 = 6x 1
j. x 5 = 4x - 14
6. Make the equations with the help of the following pan balance and solve
them.
a. b. 2 c. 4 10
x x x 2 xx3 xxx yyy yy
[Hint: x + x = x + 2]
7. Rewrite each of the following statements in the form of equation and then
solve.
a. The sum of a number x and 5 is 13.
b. The sum of a number and 7 is 20.
c. The difference of a number and 5 is 2.
d. The difference of a number and 3 is 10.
e. The product of a number and 5 is 15.
f. The product of a number and 3 is 12.
g. The number x is divided by 2 gives the quotient 3.
h. The number y is divided by 3 gives the quotient 5.
8. Solve the following word problems making equations.
a. The sum of 3 times x and 5 is 14.
b. When 4 is added to the product of 3 and x, the sum is 19.
Approved by CDC
c. When 7 is subtracted from the product of 2 and y, the result is 11.

d. When 5 is added to one-fourth of x, the sum is 6.
Critical thinking!!!
9. a. The total length of the given stick is 15 cm, find the value of x.
2x x
15cm
b. The area of the given rectangle is 63 cm2, find it's length.
x+3
Approved by CDC
Trichotomy Laws
Look at the following illustration:
5 kg 5 kg
2 kg 1 kg
5 kg 2 kg
5 kg = 5 kg 5 kg > 2 kg 1 kg < 2 kg
The symbols '=', '<' and '>' which are used to compare the two numbers are
called trichotomy signs.
Meaning of the symbols:
= Means is equal to
< Means is less than
> Means is greater than
Can you read? Yes; I can read

i. 5=5 i. 5 is equal to 5.
ii. 5 < 8 ii. 5 is less than 8.
iii. 2 > 1 iii. 2 is greater than 1.
If two numbers are 'a' and 'b', then anyone of these three statement is true at
a time.
i. either a = b ii. or a < b iii. or a > b
This property is known as trichotomy property.
Trichotomy Property on a Number Line

Let us study the following examples:
Example: Any number greater than 2.
All the numbers which are greater than 2 lie on the right side of 2. This is
shown on a number line as below.
Approved by CDC
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
The empty circle (O) shows the number is not equal to 2.

Let us take one more example: x < 2.
x < 2 means x is less than 2. i.e., x can take any values less than 2. All the
numbers which are less than 2 lie on the left side of 2. This is shown on the number
line as below.
-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
The empty circle shows

the number not equal to 2.
Solved Examples
1. Insert the appropriate symbol (<, > or =) in the boxes.
a. 5 8 b. 6 6 c. 4 2+2
Solution:
a. 5 < 8 b. 6 > 6 c. 4 = 2+2
2. Rewrite the following statements by using trichotomy symbols.

a. 6 is equal to 6. b. x is less than y. c. z is greater than 4.
Solution:
a. 6 = 6 b. x < y c. z > 4
3. Write down the inequality shown in the following number lines.
a. b.
-3 -2 -1 0 1 2 3 -3 -2 -1 0 1 2 3
Solution:
a. The number line shows the numbers greater than 1.
So, the inequality is x > 1.
b. The number line shows the numbers smaller than 3.
So, the inequality is x < 3.
Approved by CDC
4. Show the following inequalities in number line.
a. x > 1 b. x < 0
Solution:
a. x > 1 means x is greater than 1. i.e., x can take any values greater than
1. All the values greater than 1 lie on the right side of 1.
x > 1
-3 -2 -1 0 1 2 3
b. x < 0 means x is less than 0. i.e., x can take any values less than 0. All
the values less than 0 lie on the left side of 0.
x<0
-3 -2 -1 0 1 2 3
Exercise 13.3
1. Write 'T' for true and 'F' for false statement.
a. 5>7 b. 3 > 4 c. 3 < 3
d. 4 > 3 e. 2 × 3 < 4 f. 6 > 4 + 2
g. 5 < 2 1 h. 1 + 2 > 2 i. 1 5 < 7
j. 3 8 > 6 k. 8 > 5 4 l. 6 > 8 + 2
2. Insert the appropriate symbol (<, > or = ) in the boxes.
a. 3 5 b. 5 2 c. 3 3
d. 5 4 e. 3 4 f. 6 6
g. 6 5 h. 7 9 i. 7 7
i. 2 × 3 5 j. 3 × 5 4 × 2 k. 3×(2) 5 × 2
3. Rewrite the following statements by using trichotomy symbol.

a. x is equal to y. b. 3 is less than 5.
c. y is greater than 4. d. x is less than z.
Approved by CDC
e. a is greater than 0. f. b is less than 5.

g. c is less than 3. h. 3 is equal to a.
i. 5 is less than x. j. 7 is greater than y.
k. 9 is less than a. l. 5 is greater than b.
4. Write down the inequalities shown on the following number lines.

a. b.
-3 -2 -1 0 1 2 3 -1 0 1 2 3 4 5
c. d.
-3 -2 -1 0 1 2 3 -5 -4 -3 -2 -1 0 1
5. Show the following inequalities on the number lines.

a. x > 3 b. x < 4 c. x > 2
d. x < 1 e. x > 1 f. x > 3
g. 2 < x < 5 h. 1 < x < 0 i. 5 < x < 2
Approved by CDC
1. Identify true, false and open statements.
a. x is an odd number. b. 2 + 5 = 7 c. 3 × 2 = 5
d. x > 5 e. x = 2 f. x < 6
a. x 1 = 3 b. x 5 = 7 c. x 8 = 5
d. x + 5 = 7 e. x + 3 = 4 f. x + 9 = 9
a. 3x = 6 b. 4x = 8 c. 5x = 9 + 1
x x
d. x = 3 e. 4 = 1 f. 5 = 0
2
1
g. x × 3 = 2 × 3 h. 6 × x = 2 i. 15 = 3x
a. 2x 1 = 5 b. 3x + 2 = 11 c. 5x + 3 = 8
d. 5 = 2x 9 e. 7 = 5x + 2 f . 3 + 1 = 4 + 2x
5. Solve the following equation:
a. 3x 2 = 2x + 3 b. 5x 6 = 4x 1 c. x + 3 = 2x 4
d. 7x + 13 = 8x 1 e. 2x 6 = 4x 2 f. x + 8 = 5x 4
6. Make the equations with the help of the following pan balance and solve
them. y y
a. b. y y y c. x x x x 13
xx3 x 5 5 8 5 4
7. Solve the following word problems:

a. If 5 is added to x, the sum is 6.
b. If 3 is subtracted from y, the result is 5.
c. If x is subtracted from 10, the result is 7.
d. if x is multiplied by 4, the result is 16.
e. If x is divided by 5, the result is 1.
f. If 3 is added to two times of x, the sum is 9.
g. If 5 is subtracted from the product of x and 3, the result is 10.
Approved by CDC
8. Find the value of x:

a. b.
2x 2
7 cm
Area= 42 cm2
18 cm
(x + 5) cm
9. Rewrite the following statements using trichotomy symbol.
a. x is equal to 5. b. x is greater than 7.
c. y is less than 6. d. 6 is greater than 5.
e. 2 is less than 0. f. 2 is equal to 4 .
2
10. Write down the inequalities shown on the following number lines:
a. b.
-3 -2 -1 0 1 2 3 -1 0 1 2 3 4 5
c. d.
-5 -4 -3 -2 -1 0 1 -5 -4 -3 -2 -1 0 1
11. Show the following inequalities on the number lines:

a. x < 2 b. x < 3 c. y > 4 d. y > 0
Approved by CDC
Solved Examples
Time : 40 minutes F.M.: 24
Group A (4 × 1 = 4)
1. Solve: x 5 = 6
2. Identify true, false or open statement :
9 is a square number.
3. Insert the appropriate symbol (<, > or =).
3+5 3 5.
4. Write down the inequality for the given graph.
-1 0 1 2 3 4 5
Group B [4 × 2 = 8]
5. Solve: 7x 5 = 16
6. If 5 is subtracted from a number, then the result is 8. Find the number.
3x
7. Solve: 7 = 3
8. Show the inequality x > 4 on a number line.
Group C [3 × 4 = 12]
9. Solve: 3x + 8 = 6x 1
10. If area of the rectangle given alongside is Area= 72 cm2 8 cm
72 cm2, find it's length.
11. Show the inequality 2 < x < 4 on a number line. (2x + 5) cm
Teacher's signature
Approved by CDC
Unit
5
GEOMETRY
This unit includes:
Lines and Angles Plane Surface
Circle Solid Objects
Co-ordinate Geometry Symmetry and Tessellation
Approved by CDC
Lines and Angles
14 Lines and Angles

Chapter
Introduction
Geometry is an important branch of mathematics which deals with the study
of points, lines, surfaces and solids. The word 'geometry' is derived from Greek
words 'geo' and 'metron' where 'geo' means earth and 'metron' means measurement.
Thus, geometry was developed in the need of measurement of earth (land).
Line Segment
A line segment is one of the basic term in geometry which helps us to construct
geometrical figures of different shapes and sizes.
A line segment is a part of a line which has two distinct end points.
A B
Q M
P N
A P
O
B
A line segment of a given length can be drawn by the following ways:

By using a ruler
By using a compass
Approved by CDC
Intersecting and Parallel Lines

Intersecting lines
A C A C
O
D B O
D B
The lines are said to be intersecting lines, if they have a common point. The
common point is called point of intersection.
In the above figures, the lines are intersecting lines because they have a
common point O.
The common point of intersecting lines is also called point of intersection
Some more intersecting lines:

P R A X A
B
O B Y
O
C
S Q C Z
A M O
Parallel Lines P
0 Inch
cm
The lines are said to be parallel lines, it they

never intersect each other while producing them
1
in either directions.
2
Parallel lines never meet each other.

B
3
Q
N P
Approved by CDC
Lines and Angles 211
Some more parallel lines:
P L S U
A B
R R
C D
Q M
S S
T V
Remember !!
If AB and CD are parallel, then it is written as AB//CD and read as "AB
is parallel to CD".
Exercise 14.1
1. Write 'T' for true and 'F' for false statement:
a. The intersecting lines have a common point.
b. The parallel lines never intersect each other.
c. We can draw many lines through a point.
d. The intersecting lines can also be parallel to each other.
e. The parallel lines can be intersected at a point.
f. Scissores can be the example of two intersecting lines.
g. Cross road is an example of parallel lines.
2. Complete the given sentences.
a. Two lines having a common point are called .............. lines.
b. Two lines which never meet each other while producing in either directions
are called .................... lines.
c. Intersecting lines have .................... common point.
d. Parallel lines have ........................ common point.
e. The opposite edges of book are ................... lines.
f. The hour hand and minute hand of a clock are ................. lines.
g. Two lines that never intersect each other are called ................... lines.
Approved by CDC
3. Mention the types (parallel or intersecting) of the following lines.
a. b. B D c. A C
A C
D B
A C B
4. Name all the intersecting lines.
a. b. c. A
P P
A
B C
Q B
Q R
5. Name all the parallel lines.
a. b. c.
A D
P P X
A B
R
R A C D B
B C
C D Q Y
Q
6. a. In the given figure, PQ//RS and RS//TU, then P Q

what is the relation between PQ and TU? R S
T U
B D F
b. In the given figure, AB//CD and CD/EF, then what is the
relation between AB and EF? G
X Y
c. In the given figure, XY//CD A C E
and CD/LM, then what is the C D
relation between XY and LM? L M
H
Approved by CDC
Critical Thinking
7. AB is a straight line and P is any point outside it.
How many lines do you think could be drawn P
through P that
a. are parallel to the line AB?
b. Intersect the line AB? A B
Perpendicular lines
O
P
A
12 1 P
11
7
10 2 Q
6
9 3
5
R
Q
4
8 4
3
7 6 5
2
C
1 2 3 4 5 6 7
1
Can you measure the angle between

a. hour hand and minute hand?
b. two edges of the set-sequare?
c. thumb and forefinger?
When we measure each of them, than we get 90°.

The lines are said to be perpendicular to each other, if they always form an
angle of 90° at the point of intersection.
Do you Agree?
Perpendicular lines are also intersecting lines.
Approved by CDC
Some more perpendicular lines: L

A A
T
M
S
B C C D
B
If AB is perpendicular to CD, then it is written as AB^CD and and

read as "AB is perpendicular to CD".
Let's do it !
Construction of perpendicular bisector by paper folding
1. Take a rectangular sheet of paper (preferably transparent sheet) as shown in
the fig. (i).
2. Fold it into two equal halves. Let the crease be PQ as shown in fig (ii).
3. Unfold it and mark any point A. Fold it again along PQ and mark the point
A' just above the point A.
4. Join AA'. Let AA' touch PQ at B. Measure AB and A'B and PBA.
Are AB = A'B? [Yes]. Is PBA = 90º? [Yes].
\PQ is the perpendicular bisector of AA'.
P P P
B
A A' A A'
Q
Q Q
Fig (i) Fig (ii) Fig (iii) Fig (iv)
Approved by CDC
Exercise 14.2
1. Write 'T' for true and 'F' for false statement:
a. Perpendicular lines are intersecting lines.
b. Perpendicular lines have a common point.
c. The angle between two perpendicular lines is 60°.
d. Two perpendicular lines never meet each other.
e. Two adjucent edges of your book are perpendicular to each other.
f. Two adjucent edges of your desk are perpendicular to each other.
2. In the following figures, name the perpendicular lines.
a. A D b. Q R c. A D
B E
B C P S C
3. Which of the following objects have perpendicular lines?
a. b. c.
d. e. f.
4. Measure the angles and write the pair of perpendicular lines.

a. A b. P c. X Y
C Q C Z
Approved by CDC
N
d. L e. f. R P
W W
A B Q S
M S
Critical Thinking !
5. AB is a straight line and P is any point outside it. How P
many lines do you think could be drawn from P that
are perpendicular to AB?
A B
Approved by CDC
Mixed Review Exercise (Intersecting, Parallel and Perpendicular Lines)
1. In the figure given alongside, name the lines, that P
A B
a. intersect each other.
b. never intersect.
c. What do you call the lines that never meet? C D
Q
2. In the adjoining figure, name the line segments that S
a. are parallel P
b. are perpendicular
c. intersect
Q R
3. In the figure alongside,
a. List the A J
i. Parallel lines I
H
ii. Perpendicular lines G
F
b. Name the lines that are parallel to GF. E
D
c. Name the lines that are perpendicular to AJ.
d. Name the lines that are perpendicular to GH. B C
4. Measure the length of PQ and ST of the following pairs of line segments
and write the conclusion.
S E
P S
A B
P
C D X
Q T
Q Y
T
PQ = ............ cm PQ = ............ cm
ST = ............ cm ST = ............ cm
What are the line segments Are the line segments DE and
AB and CD called ? XY parallel ?
Approved by CDC
5. In the given diagram, P

A C
Q
i. If AB=CD, what are the lines XY and PQ
called?
ii. If XY||PQ, what is the relation between AB
and CD? X
B D
Y
6. Define the following by drawing diagrams:

a. Intersecting lines
b. Parallel lines
c. Perpendicular lines
7. State true or false.
a. Two lines are either parallel or intersect at a point.
b. Perpendicular lines always meet each other at a point making
an angle of 90º.
c. We can draw many lines parallel to the given line passing through
a point.
d. A pair of lines are parallel if the perpendicular distances between
them are always equal.
Approved by CDC
Set Squares
There are two types of set squares and they are named according to the angles
presented on each. 8
6
4
5
3 4
2 3
2
1
1
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
60-30 degree set square 45 degree set square
Set squares are useful for drawing parallel and perpendicular lines.
Construction of Parallel Lines using Set Square

Steps 8
1. Draw a straight line AB. A

7
8 7 6 5 4 3 2 1 B
6 1
2. Take the 45 degree set square and place 5

2
it along the line AB as shown in figure

3
4
4
(i). 3 5
2 6
2. Take 60-30 degree set square and put 3

4 5
7
1 2
it as shown in the figure. (i). 1 8
Fig. (i)
8
A
3. Hold firmly the 60-30 degree set square 7
B
P Q
and move gently the 45 degree set 6
R S
square up and down. 5 8 7 6 5 4 3 2 1
1
4
4. Draw the required parallel lines as 2
3 3
shown in the figure (ii). 2

4
4 5 5
3
1 2
1 6
Fig. (ii) 8
Approved by CDC
Construction of Perpendicular Lines using Set Square

Steps:
1. Draw a straight line AB.
2. Take a set square and place it on AB such that one arm of it's 90° angle aligns
along AB as shown in the figure (i).
3. Place the next set square over the first set square such that one arm of it's right
angle contact together with the first set square as shown in figure (i).
8 8
7 7
P R 6
6
5 5
4 4
3 3
2 2
1 1
1 2 3 4 5 Q S 1 2 3 4 5
A B A B
1
8
3
2
1
8
3
2
1
1
2
2
3
3
4
4
5
5
6
6
Fig. (i) Fig. (ii)

7
7
8
8
4. Holding the first set square fix, slide the second set square and draw the
required perpendicular lines as shown in figure (ii).
Exercise 14.3
1. Construct the parallel lines to each of the following line segment.
a. b. c.
Y C D
A B X
Approved by CDC
2. Construct a line segment parallel to each of the following line segment
passing through the point p.
a. P b. P c.
Y C D
A B X P
3. Construct a perpendicular line to each of the following line segment at

the point X.
E
D
a. b. c.
X
A X B
X
C E
4. Construct the perpendicular line to each of the following line segment

passing through the point P.
a. b. P c. P Y
P
A B
D
X
Critical Thinking !
5. Draw any line segment PQ = 6 cm. Take any point R outside it. Draw a
perpendicular to PQ passing through R using ruler and set square.
Challenge !!
6. Construct AB//CD at a distance of 4 cm.
Approved by CDC
Construction of Perpendicular Bisector
Perpendicular Bisector
P
In the figure alongside, the line segment PQ
is perpendicular to the line XY at the point Q. Also,
the line segment PQ divides XP into two equal
halves.
X Y
2cm Q 2cm
Here, PQ is called the perpendicular bisector of XY.

Thus, any line is said to be a perpendicular bisector of the other if it intersects
at an angle of 90º and divides the next line into two equal halves.
Construction of Perpendicular Bisector of a Line Segment
Steps:
1. Draw a line segment AB.
2. Taking the radius more than half of AB and with A and B as centres, construct
two arcs above and below of the line segment AB as shown in fig. (ii).
3. Let two arcs intersect at P and Q as shown in figure (ii).
4. Join PQ. Hence, PQ is the perpendicular bisector of AB.
P P
A B
A B A B
Fig (i)
Q Fig (ii) Q
Fig (iii)
Exercise 14.4
1. Construct a perpendicular bisector of the following line segments.
a. A B b. P Q
Approved by CDC
c. L b. X
M Y
2. Draw the line segments of the following lengths. Also construct their
perpendicular bisector (using compass).
a. 4 cm b. 5 cm c. 5.5 cm d. 6 cm
A D
3. In the adjoining figure, name the perpendicular Q
bisector of
a. CD b. AP P
B C
Classification of Angles
Angle
When two lines meet at a point, they form an angle.
Look at the following diagrams:
12
O 11 1
10 2
A 9 O 3 B
B 8 4
7 5
6
O A B
A
In the above figures, two lines OA and OB meet at O making angle AOB. The
lines OA and OB are called arms, the point O is called vertex and the amount of
opening between two lines OA and OB is an angle.
Approved by CDC
m
Ar
O Angle
Vertex Ar
m
B
We can write angle AOB in two ways as ÐAOB or ÐBOA.
Do you
remember?
The amount of opening between two lines is an angle.
The unit of measuring an angle is degree (°).
Measurement of Angles using Protractor

Let's measure the angles: XYZ using protractor.
Steps X
1. Place the centre of the protractor on 70

80
90
100
110
12
60 100 80
70 0
110
the vertex of XYZ i.e. at Y and adjust 60 13
50 12
0 0
0 50
13
14
40
the base line to coincide with YZ.

0
0
40
14
15
30
0
0
30
15
160
20
60
2. Make sure that the arm YZ points to 0º

20
180 170 1
170
10
10
line. Z
180
0
0
Y
3. Read the measure of the degrees pointed by the arm XY on the inner scale.
Here, XY points 60º.
\ XYZ = 60º X
80 100
70 90 110
12
60 100 80 70 0
110 13
60
50 12
0 0
0 50
13
14
40
0
0
40
14
15
30
0
0
30
15
160
20
60
20
180 170 1
170
10
10
Z
180
0
0
Approved by CDC
Types of Angles
1. Right angle
An angle which measures exactly 90º is called a right angle. It is also called
a quarter turn.
X A B
A 12 1
11 70
80
90
100
110
10 2 60 100 80
70
12
0
7
110 13
60
50 12
0 0
0 50
6
13
14
9
40
0
0
40
14
5
15
30
0
0
30
15
4
8 4
160
20
60
20
180 170 1
3
170
10
10
7 6 5 Z
2
180
Y
0
0
7
B C
1 2 3 4 5 6
1
D C
2. Acute angle
Angle less than a right angle is called an acute angle.
A D C
80 100
12 1 A
11
70 90 110
12
60 100 80 0
2
110 70
60 13
50 0
10
12 0
0 50
13
14
40
3
0
40
9
14
15
30
0
0
30
15
160
20
60
20
8 4
180 170 1
170
10
10
B 5
180
7 6
0
0
O B
O
The AOB is smaller than a right angle. It is an acute angle

3. Straight angle
An angle whose measurement is exactly 180º is known as a straight angle.
It is also called a half turn. 12
11 1 60
70
80
100
90
100
80
110
70
12
0
10 2 50
13
0
12
0
110
60
50
13
0
14
40
9 3
0
40
14
15
30
0
0
30
15
A O E
160
20
8 4
60
20
180 170 1
170
10
10
7 6 5 A B
180
0
0
O
4. Obtuse angle
An angle more than a right angle and less than a straight angle in measure is
called obtuse angle.
B
12 1 A
Q P 11
2
80 100
70 90 110
10 50
60
12
0
110
100 80
70
60
12
0
13
0
3
50
9
0
13
14
40
0
0
40
14
15
30
0
0
4
30
8
15
B
160
20
60
20
A
180 170 1
5
170
7 6
10
10
O B
180
A
0
0
O O
AOB is greater than a right angle. It is an obtuse angle.

Approved by CDC
Exercise 14.5
1. Name the following angles in two ways.
a. Z
A
b. L c. Y
X
O
N
B M
2. Fill in the blanks.

a. In ABC, ................ is a vertex, and .................. and ............... are arms.
b. 90º is also called a ..........................
c. Two right angles is equal to ............................. degree.
d. The angle more than 180º and less than 360º is called .............. angle.
e. The angle described by a circle is ..................... degree.
f. The angle formed by hands of the clock at 3 pm is .............................
3. Classify the angles below as per their magnitudes.

a. 25º b. 50º c. 180º d. 90º e. 135º
f. 220º g. 295º h. 100º i. 359º j. 95º
4. Measure the following angles using protractor and classify them according
to their magnitudes.
a. P b. c. F
R
O Q T A T
A
d. e. f. T
B
O
H T
O
P
O
Y
Approved by CDC
g. h i.
R B W G
G D
K O
N
5. Measure each of the angles of the following diagrams and find their sum.
A P
S
B C Q R
Angles BAC ABC ACB Angles QPS PQR QRS PSR
Values Values
Sum = .......... + ...........+ ........... = Sum = .......... + ...........+ ........... + ........... =
ActivitY
Take a model of a clock. Keep the minute hand fixed at 12 and rotate the
hour hand in clock wise direction. Classify the angles when the minute hand
points to:
a. 2 b. 3 c. 5 d. 6 e. 8 f. 9 g. 12
Approved by CDC
Construction of Angles using Set Squares

There are two set squares. One has an angle of 90º and other two angles 45º
each. The other has an angle of 90º and other two angles of 30º and 60º as shown
below:
90º
1 cm 2 3 4 5 6 7 8 9 30º
10
45º
7
1
6
2
5
3
4
4
3
5
2
60º 90º 45º
1 2 3 4 5 6 7
1
60-30 degree set square 45 degree set square
We can construct the angles of size, 30°, 45º, 60º, 90º, 75º, 120º, etc. using
set squares.
Construction of 30º. Construction of 45º.
A
P
60º
90º
1
1
5
2
2
4
3
3
3
4
4
2
5
5
6
6
1
30º
10 9 8 7 6 5 4 3
90º
1 cm 2
45º 45º
O 7
7
Q O
B
Join P, O and Q. Join A, O and B.
Thus, POQ is 30º Thus, AOB is 30º

60º N
5
30º
10
4
9
3
X
8
2
7
1
30º
10 9 8 7 6 5 4 3
90º
1 cm 2
6
P O
5
Join X, O and Z.
4
Join N, O and P.
3
Thus, NOP is 90º Thus, XOZ is 60º

1 cm 2
90º
60º
1 2 3 4 5
O
Z
Approved by CDC
º
60
60º
5 4 3 2 1
90º
1 cm 2
5
3
A
3
2
º
4
90 X
1
cm
2
5
3
45º
6
4
7
5
6
6
5
90º
7
1
4
9
8
2
30º
9
3
3
3
10
º
30
10
4
2
90º
5
5
45º
3 4 5 6 7
1 2
1
6
45º
7 45º O
7
Y
O B
Join A, O and B. Join X, O and Y.
Thus, AOB = 75º Thus, XOY = 120º
Let's Do It.
Construct the angles of size 135° as the sum of 60º and 75º, 120º as the sum of
90º and 30º, 150º as the sum of 90º and 60º.
Construction of Angles using Compass and Ruler

Construction of an angle of 60°
Steps
1. Draw a line AB (By using rular) A B
2. Take point A as centre and draw an arc of

a suitable radius by using compass.
A B
C
3. Take point C as centre and draw another D

arc of same radius which cuts the previous
arc at point D. A B
C
Approved by CDC
4. Draw another line AE passing through the

point D. D
A B
C
Thus, ÐBAE is the required angle of 60°
Now, Check it by using a protractor.
Construction of Bisector of an Angle
Steps P
1. Construct an angle of given size. Let PQR is
the given angle. A
S
2. Contruct an arc of suitable length taking Q as
the centre to meet line PQ at A and QR at B.
Q R
B
3. Taking the arc length more than half of AB, and B
and A as centres, cut off two arcs respectively within
the interior of PQR to intersect at S.
4. Join QS, which is the required angle bisector of PQR.
Construction of an angle of 30° E
Steps
D
1. Construct an angle of 60° by above method.
E
A C B
D
2. Draw two arcs of the same radii from the points C and F
D as centres which intersect at F.
A B
C
3. Join the point A and F by using ruler.
Thus, ÐBAF is the required angle of 30°
Approved by CDC
Construction of an angle of 120° D
Steps
1. Construct an angle of 60° by above method. A B
C
D
2. Cut an arc at E of same radius from the point E
D as a centre.
A B
C
E D
3. Join the points A and E by using ruler.
Thus, ÐBAE is the required angle of 120°.
A B
C
D
Construction of an angle of 90°
E
Steps
1. Follow the step 1 and step 2 stated in A C
B
the construction of 120°.
F
2. Draw two arcs of same radii from the D

points D and E as centres which intersect E
at F.
A B
C
F
3. Join the points A and F by using ruler. E D

Thus, ÐBAF is the required angle of 90°
Now, Check it by using a protractor. A C
B
Construction of an angle of 45° F

Steps
E D
1. Construct an angle of 90° by above method.
A B
C
Approved by CDC
F
2. Draw two arcs of same radii from the points C
E D
and G as centres which intersect at H.
A B
C
F
3. Join the points A and H using ruler.
Thus, ÐBAF is the required angle of 90° E D
A B
C
Exercise 14.6
1. By using the set-squares, draw the following angles.
a. 30º b. 45º c. 60º d. 90º e. 120º
2. By using the compass, construct the following angles.
a. 30º b. 45º c. 60º d. 90º e. 120º
3. By using the protractor, construct the following angles.
a. 30º b. 45º c. 60º d. 90º e. 120º
4. Construct the following angles using compass and bisect them.
a. 30º b. 45º c. 60º d. 90º e. 120º
5. Construct the following angles using protractor and bisect them by using
compass.
a. 40º b. 75º c. 80º d. 105º e. 150º
Challenge !!!
6. Draw a line segment BC = 8 cm. Construct an angle of 90º at the point B and
60º at the point C. Bisect both angles. Let the angular bisectors meet at the
point A. What is the diagram so formed is called? Measure each angle of the
diagram so formed.
Approved by CDC
Mixed Review Exercise (Angles)
1. Measure the following angles and classify them.
a. b. A c. A
A
O B B
O O
B
d. A e. B A f. A
O O
B
O B
2. Construct the following angles by using protractor.

a. 30º b. 45º c. 160º d. 175º e. 270º
3. Construct the following angles by using protractor and bisect them.
a. 60º b. 90º c. 30º
4. Construct the following angles by using set-squares.
a. 120º b. 105º c. 75º d. 150º
5. From the figure alongside, list the following angles: E
J H
Right Acute Obtuse Reflex C
I
G
A B
L K
D F
Approved by CDC
15 PLANE SURFACE
Chapter
Triangle
Introduction
A triangle is a closed plane figure bounded by A
three line segments. The figure given alongside is a
triangle. It is named as DABC, DACB, DBAC, ..............
The symbol D(delta) Greek letter, is used to denote a
triangle.
A triangle has three sides. B C
A triangle has three vertices.

(Vertices is plural form of vertex.)
A triangle has three angles.
Vertex A
Sid
e
Sid
Angle
e
B C
Side
Vertex Vertex
Sides Vertices Angles

AB, BC and CA A, B and C ÐA, ÐB and ÐC
Approved by CDC
Plane Surface 235
Classification of Triangles
Triangles are classified into different types either by sides or by angles.
Classification by Sides
1. Scalene triangle 2. Isosceles triangle 3. Equilateral triangle
P X
A
m
4c
5c
6c
7c
6c
m
m
m
7c
m
Q
7 cm B C
R 8 cm Y Z
7 cm
PQ ¹ QR ¹ RP AB = AC XY = YZ = ZX
None of the sides are Two sides are equal. All the sides are equal.
equal.
Classification by angles
1. Acute-angled triangle 2. Right-angled triangle 3. Obtuse-angled triangle
A P X
60° 60° 20°
70° 50° 90° 30° 130° 30°

B C Q R Y Z
ÐA=60°, ÐB=70°, ÐP=60°, ÐQ=90°, ÐX=20°, ÐY=130°,

ÐC=50° ÐR=30° ÐZ=30°
Each of the angles are One of the angles is 90°. One of the angle is
less than 90°. greater than 90°.
Approved by CDC
The angle less than 90° is an acute angle.

The angle equal to 90° is a right angle.
The angle greater than 90° and less than 180º is an obtuse angle.
Exercise 15.1
1. Tick the correct answer:
a. A triangle with all sides different is:
i. Scalene ii. Isosceles iii. Equilateral
b. A triangle with any two sides equal is:
i. Scalene ii. Equilateral iii. Isosceles
c. A triangle with one angle 90º is:
i. Acute angled triangle ii. Right angled triangle
iii. Obtuse angled triangle
d. A triangle with all angle 60º is:
i. Equilateral ii. Scalene iii. Rightangled
e. A triangle with all the angles less than 90º is:
i. Right angled ii. Obtuse angled iii. Acute angled
f. A scalene triangle has
i. all angles equal ii. all angles unequal iii. two angles equal
2. Classify the following triangles according to their sides.

a. A b. P c. X Y
B C
Q R
Z
Approved by CDC
Plane Surface 237
3. By measuring the length of sides in each of the following triangles, classify them
according to the sides.
X
a. A b. P c.
B
Q R
C Y Z
d. L e. f.
S U
M N U V W
T
4. Classify the following triangles according to their angles.

a. b. D c. P
A
40º 80º
30
º
110º 90º 70º

40º 50º 30º
B C E F Q R
5. By measuring the angles in each of the following triangles, classify them.

a. A b. c. X
P
B
Q R Y
C Z
A = _______ P = _______ X = _______
B = _______ Q = _______ Y = _______
C = _______ R = _______ Z = _______
It is ................triangle. It is ................triangle. It is ................triangle.
Approved by CDC
Let's do it!
In each of the following triangles, measure the size of each angles and fill in
the table given below.
A A A
B C B B C
Figure 1 Figure 2 Figure 3
Figure ÐA ÐB ÐC ÐA + ÐB + ÐC
1.
2.
3.
What conclusion did you get? Discuss with your friends and write.
Conclusion
Approved by CDC
Plane Surface 239
Practice Exercise
1. Using the above fact, find the unknown angles of the following triangles.
a. A b. A C c. A
55º ?
50º 85º
70º 60º 72º

? C
B ?
C B
B
d. P e. L f. X
47º ? ?
? 23º R 110º
68º 53º 42º
Q Y Z
M N
A
g. S T h. i. A B
83º 69° 49º ?
B ?
? 21º 60º
U C
Critical thinking !! C
2. Write 'T' for true and 'F' for false statements.
a. All equilateral triangles are isosceles triangles.
b. All isosceles triangles are equilateral triangles.
c. A right angled triangle can be isosceles triangle.
d. An equilateral triangle is always acute angled triangle.
e. In DABC, the angle opposite to the side BC is ÐBAC.
f. In DPQR, the side opposite to ÐQ is PQ.
Challenge !!!
3. Draw a straight line segment AB of length 6 cm. At A and B, construct angles
of 60° each and name the point C where the lines making angles of 60° meet.
Measure the size of angle C. What type of triangle is ABC?
4. Draw a line segment PQ of length 5 cm. At points P and Q, construct angles
of 30° each and name the point R where the sides making angle of 30° meet.
Measure the length of PR and QR. What type of triangle is PQR?
Approved by CDC
Polygon
Fig. (i) Fig. (ii) Fig. (iii) Fig. (iv)
All the above figures are made of line segments and are closed figures.
The above figures are called polygon. Polygon is simply a closed figure
made of line segments only.
The following figures are not polygons.
Fig. (i) Fig. (ii) fig. (iii) Fig. (iv)
Some Others Polygons

No of Sides Irregular Polygons Regular Polygons
3
Triangle Equilateral Triangle
4
Quadrilateral
Square
5
Pentagon
Regular Pentagon
Approved by CDC
Plane Surface 241
Classification of Quadrilateral
Rectangle
A D
Trace the base of the matchstick box in

your copy. What shape did you get? Now,
complete the table given below: B C
AB CD AD BC ABC ADC BAD BCD

2 cm 2 cm 4 cm 4 cm 90° 90° 90° 90°
AB = CD and AD = BC ABC = ADC = BAD = BCD = 90°
In the above figure, the opposite sides are equals and all the angles are of 90°.
Therefore, ABCD is a rectangle.
A quadrilateral having opposite sides equal and all the angle 90° is called
rectangle.
Approved by CDC
Square
Trace the base of dice in your copy and complete the table given below:
AB CD AD BC ABC BCD CDA BAD

2 cm 2 cm 2 cm 2 cm 90° 90° 90° 90°
AB = CD = AD = BC = 2 cm ABC = BCD = CDA = BAD = 90°
In the above quadrilateral ABCD, all the side are equal and all the angles are
of 90°. Therefore, ABCD is a square.
A quadrilateral having all sides equal and all angles 90° is called square.
Parallelogram
Draw a straight line AB. Draw another

A B
straight line CD of equal length and parallel to
AB as shown in the fig (i).
C D
Join the end points of the same sides. i.e. Fig. (i)
A and C, B and D as shown in the fig (ii). A B
Are AD and BC parallel?
Yes, AD and BC are parallel.
C D
Hence, AB // CD and AD // BC. Fig. (ii)
Approved by CDC
Plane Surface 243
Now, complete the table.
AB CD AD BC BAC ABD ACD BDC
4 cm 4 cm 2 cm 2 cm 120° 60° 120° 60°
AB = CD and AD = BC BAC = BCD and ABD = ABD
In the above quadrilateral ABCD, opposite sides are parallel, opposite sides
are equal and opposite angles are equal. Therefore, ABCD is a parallelogram.
A B
A quadrilateral having opposite sides equal and

parallel and opposite angles equal is called
parallelogram.
If all the side of a parallelogram are equal, then it is D C
becomes a rhombus.
A parallelogram having all sides equal is called a rhombus. ABCD is a

rhombus.
Trapezium
A B
Draw a straight line AB. Draw another parallel
line CD not equal to AB as shown in figure (i). D C
Fig. (i)
Join the end points of AB and CD of same
A B
sides.
Are AD and BC parallel?
D C
No, AD and BC are not parallel.
In the above quadrilateral ABCD, AB and CD are parallel but AD and BC are
not. Therefore, ABCD is a trapezium.
A quadrilateral having a pair of opposite sides parallel is called trapezium.
Approved by CDC
Exercise 15.2
1. Write 'T' for true and 'F' for false statements:
a. A quadrilateral has 4 sides.
b. A rectangle has opposite sides equal.
c. All the sides of a square are equal.
d. A rhombus is a parallelogram.
e. A trapezium has a pair of oppsite sides parallel.
f. A parllelogram has opposite angles equal.
2. Tick the correct alternatives.
a. A quadrilateral with 4 angles as well as 4 sides equal is:
i. Rectangle ii. Square iii. Trapezium
b. A quadrilateral with pairs of opposite sides equal and parallel, and all
angles 90º is:
i. Rectangle ii. Trapezium iii. Kite
c. A quadrilateral with 4 sides equal and none of the angles 90º is :
i. Square ii. Rectangle iii. Rhombus
d. A parallelogram which has all the sides equal.
i. Square ii. Trapezium iii. Rhombus
e. A quadrilateral with a pair of opposite sides parallel is :
i. Rectangle ii. Trapezium iii. Square
3. Identify and name the following figures.
a. b.
Approved by CDC
Plane Surface 245
c. d.
4. Find the values of x and y.

5 cm 12 cm
a. y
b. c.
120º
6 cm x 6 cm
x
x y
y
6 cm y A D
d. e. f.
x
x
5 cm
60º x
B C
y 4 cm y
5. Measure the sides and angles of the following quadrilaterals and classify
them.
a. A D b. Q R
B C P S
ÐA = ............. AB = ............. ÐP = ............. PQ = .............

ÐB = ............. BC = ............. ÐQ = ............. QR = .............
ÐC = ............. CD = ............. ÐR = ............. RS = .............
ÐD = ............. DA = ............. ÐS = ............. SQ = .............
It is a .................................... It is a ....................................
Approved by CDC
6. Measure the sides and angles of the following quadrilaterals and classify
them.
a. K L b. W Z
N M X Y
ÐK = ............. KL = ............. ÐW = ............. WX = .............

ÐL = ............. LM = ............. ÐX = ............. XY = .............
ÐM = ............. MN = ............. ÐY = ............. YZ = .............
ÐN = ............. NK = ............. ÐZ = ............. ZW = .............
It is a .................................... It is a ....................................
Critical Thinking !
7. a. What is the difference between rectangle and parallelogram?
b. What is the difference between square and rhombus?
Let's do it!
In each of the following quadrilaterals, measure the size of each angles and
fill in the table given below:
D D C
A
B
C
B A
Figure: 1 Figure: 2
Approved by CDC
Plane Surface 247
Figure ÐA ÐB ÐC ÐD ÐA + ÐB + ÐC + ÐD
1.
2.
Disccuss with your friends and write conclusion.
Conclusion
Practice Exercise
1. Using the above fact, find the unknown angles of the following
quadrilaterals.
A
a. b. P Q c. L O
D 90°
95° x 150° 110° x
85° 100° a 75° 65°

100° S
B M N
C R
A
S A
d. a e. P f. B
68° a
92° 110°
B 90° 68° D
a 135°
110° 65°
D
120°
Q R C
C
Approved by CDC
Mixed Review Exercise (Triangle, Qudrilateral and Polygon)

1. Classify the following triangles.
P X
a. b. A c.
m
4c
5c
6c
7c
m
m
m
6c
7c
m
Q
7 cm
B C Y Z
R 8 cm 7 cm
d. A e. P f. X
60° 60° 20°
70° 50° 90° 50° 130° 30°

B C Q R Y Z
a. The angle less than 90° is an ................. angle.
b. The angle equal to 90° is ................. angle.
c. The angle greater than 90° and less than 180º is an ................. angle.
3. By measuring the sides of the following triangles, classify them.
a. b. c.
4. By measuring the angles of the following triangles, classify them.

d.
a. b. c.
Approved by CDC
Plane Surface 249
5. Identify the following figures.
a. b. c. S R
P Q
d. e.
A D D C
B C
A B
6. Find the unknown values.

a L O
a. P S b. A D c.
a x y
x 4cm x
120° 60°
Q R B C M N
8cm 3cm
7. Find the unknown values.
A X
a. b. c. P
a x
40º
50°
80º 75º Z
x
B 30°
C Y
Q R
d. O e. P S f. A B
L a 95° x 45° 75°
110°
140°
80° y C
70°
80° Q R D
N
M
Approved by CDC
Check your Progress

Attempt all the questions: Time: 45 minutes
Group A [5 × 1 = 5] Full marks: 25
1. Two lines that never interesect each other are called................. (Parallel/
perpendicular) lines.
2. What is the measure of a right angle? A D
3. Write the name of the figure given alongside.

P S
B C
x
4. The figure alongside is a square. What is

the value of x ?
Q R
5. Write any one property of rectangle.
Group B [4 × 2 = 8] A
6. In the adjoining figure, name the line segments that are
a. Parallel D
b. Perpendicular
B C
7. Construct an angle of 30°.
P
8. Find the value of x. Q 56º
x
68º
9. Classify the following figures
a. b. c. d.
Approved by CDC
Plane Surface 251
Group C [4 × 3 = 12]
10. In the figure alongside, A H
a. write a pair of parallel lines.
B C F G
b. write a pair of perpendicular lines.
c. name the line that is parallel to DE.
d. name the line that is perpendicullar to EF.
D E
11. Construct the following angles by using compass.
a. 45° b. 120°
12. a. Measure the sides of the given triangle and
classify it.
b. Measure the angles and sides of the given

quadrilateral and classify it.
13. Construct a perpendicular bisector of the line AB.
A B
14. Find the unknown value.

P
10cm S
y
60°
Q R
y
Teacher's signature
Approved by CDC
16 Circle
Chapter
Review
Take a round glass and place it on the paper as shown in the Fig. i.
Take a pencil and trace the round base of the glass as shown in the Fig. ii.
When you have completed the tracing, take the glass off the paper.
Fig. (i) Fig. (ii) Fig. (iii)
What is formed?
Yes, a circle is formed.
Let's do the following activities:
Approved by CDC
Circle 253
Drawing a Circle with Compass
Attach a pencil to a drawing compass as shown

in the figure.
Adjust the compass arms and place the tip of the
compass on the paper.
Keeping both ends of the compass on the paper,
rotate the compass so the end of the pencil spins around
and draws a figure.
The figure traced by the pencil is called the circle.
The path traced by the pencil is called the
circumference of the circle.
The tip of the compass is centre of the circle.
The distance between tip and the pencil is radius
of the circle.
Circles around us:
Clock Wheel Compact Disk Pizza

Different Parts of a Circle
The figures given below illustrates the different parts of a circle.
Circumference
Segment
Centre
Diameter
Diameter
Radius
Chord Sector
Semi circle
Approved by CDC
Segment and Sector of a circle.
Segment Sector
Exercise 16.1
1. Use the figure given alongside to fill the blanks.
P
a. O is the ..................................... of the circle. C
b. OC is the ................................. of the circle.. Q

A
c. AB is the ................................... of the circle.
O B
d. PQ is the .................................. of the circle.
2. Write the name of the following parts of a circle.
a. b. c.
3. Show the indicated parts in the given circle.

a. b. c. d.
Radius Diameter Curcumference Chord

e. f. g. h.
Sector Segment Semi-circle Centre

Approved by CDC
Circle 255
4. Look at the picture of the circle given below and write the name of
different parts.

a. A circle has two centres.
b. A circle has one diameter.
c. Diameter of a circle passes through centre.
d. The line joining any two points of the circumference is
called chord.
e. The line joining the centre and a point on the circumference
is called radius.
6. Define:
a. Centre of a circle b. Radium of a circle
c. Diameter of a circle d. Chord of a circle
Critical thinking !
7. a. How many centres does a circle have?
b. How many diameters can be drawn in a circle?
c. What is the relation between radius and diameter?
d. A diameter divides a circle into two equal parts. Yes or No?
8. Draw a circle and show it's different parts.
Approved by CDC
17
Chapter
Solid Objects
Introduction
In our daily life, we observe many things like football, cupboards, refrigerators,
match boxes, bricks and dices etc. These all things are called solid objects.
Look at the following table of some solid objects and their models.
Solids Name Properties Physical Models
Rectangular solids having

Cuboid all the faces rectangle.
All the faces of the cube

Cube are square.
Circular solid.
Sphere
Having a circular base, a

Cone curved surface and a
vertex.
Having circular bases

Cylinder
and a curved surface.
Approved by CDC
Solid Objects 257
Faces, Edges and Vertices of Solid Objects
Cube:
A cube is a solid object formed by six identical square surfaces. Dice, ice-
cube etc. are the example of cube. Vertex
It has
Faces Vertices Edges Edge
Surface
6 8 12
Cuboid:
A cuboid is solid object formed by six rectangular surfaces. Book, cupboard,
match box etc. are the example of cuboid.
Vertex
It has
Edge
Faces Vertices Edges
Surface
6 8 12
The vertices of cube and cuboid are also called corners.
Relation between Face, Vertex and Edge

Count the faces, vertices and edges of the following solid objects and fill in
the table below.
Solids Name No. of Faces (F) No. of Vertices (V) No. of Edges (E) F+VE
Cuboid
Cube
Approved by CDC
Euler's Formula
Euler a swiss mathematician (1707 A.D. - 1783 A.D.) has established a relation
between the faces, vertices and edges of the geometric solids such as prisms,
pyramid, etc. This relation is known as Euler's Formula.
This formula is (V + F) - E = 2
Let's verify the Euler's formula from the above solids.
Solid - cube
No. of faces (F) = 6, No. of vertices (V) = 8, No. of Edges (E) = 12
Euler's formula: (V + F) E = 2
or, (8 + 6) 12 = 2
or, 14 12 = 2
\2=2
Example
A solid object has 6 faces and 12 edges. Find the number of vertices.
Solution:
Here, Number of faces (F) = 6
Number of edges (E) = 12
Number of vertices (V) = ?
We know that, (V + F) E = 2
or, (V + 6) 12 = 2
or, V 6 = 2
or, V = 2 + 6
\V=8
\ Number of vertices = 8
Approved by CDC
Solid Objects 259
Skeleton Model of Solid Objects
Look at the skeleton model of solid objects made with match sticks.
Cube Cuboid
Let's do it!
By using any of the match sticks, straw pipes, tooth picks etc., make the
skeleton model of cube and cuboid, and present it in your classroom.
Exercise 17.1
1. Write 'T' for true and 'F' for false.
a. The length of edges of a cube are equal.
b. The number of faces of cuboid is always less than the number of
vertices.
c. A cuboid having all the edges equal is a cube.
d. The relation between faces (F), Edges (E) and vertices (V)
is E + F - V = 0.
e. CPU of a computer is an example of cube.
f. Our classroom is cuboid.
a. I am a .......... I have ........... faces, .......... edges and
........... vertices.
Approved by CDC
b. I am a ......... I have .......... faces, .......... edges and

.......... cornes.
c. The relation between faces, edges and vertices of
cube/ cuboid is ...........................
3. Give the mathematical names of each of the following solids.

a. b. c.
d. e. f.
4. Answer the following questions:

a. What is a cube?
b. What is a cuboid?
c. What is the relation between Face (F), Edges (E) and Vertices (V) of a
cuboid?
d. What is the difference between a cube and a cuboid?
5. a. A solid object has 6 faces and 8 vertices, find the number of it's edges.
b. A solid object has 4 faces and 6 edges, find the number of it's vertices.
c. A solid has 5 vertices and 8 edges, find the number of face.
Cylinder, Sphere and Cone

Cylinder
A cylinder is a solid object formed by two parallel circular faces curved
circular faces and a curved surface. Flute, glass, bamboo surface
pipe etc are the example of cylinder.

Cylinder
Approved by CDC
Solid Objects 261
Sphere
A sphere is a solid object which does not have any vertex
and plane surface. Football, T.T. ball, Tennis ball, lemon, orange
etc. are the examples of sphere.
Sphere
Cone Vertex
A cone is a solid object having one vertex and one circular

base. Ice-cream cone, funnel etc. are the examples of cone.
Base
Cone
Exercise 17.2
1. Write down the mathematical name of the following solid objects.
a. b. c. d.
e. f. g. h.
2. Answer the following questions:

a. What is cone?
b. What is cylinder?
c. What is sphere?
d. Write any one similarity of a cone and a cylinder.
e. Write any one difference between sphere and cylinder.
Project Work:
Make different solid objects with clay and present it in your class.
Approved by CDC
18
Chapter
CO-ORDINATES
Introduction
Co-ordinate geometry is the branch of geometry in which pair of numbers are
used to indicate the position of a point on a flat surface (plane). The co-ordinate
system was introduced by a famous French mathematician Rene Descartes. Descartes
combined algebra with geometry using the numbers (co-ordinates) and created a
new branch of geometry which is known as co-ordinate geometry.
Rectangular Co-ordinate Axes on a Plane Surface

The two number lines which intersect each other at a right angle at a fixed
point O are called co-ordinate axes. The co-ordinate axes divide the plane surface
into four equal parts and each part is called quadrant.
Y
4
3
IInd quadrant 2 Ist quadrant
1
X' X
-4 -3 -2 -1 O1 2 3 4
-1
-2
IIIrd quadrant -3
IVth quadrant
-4
Y'
Approved by CDC
Co-ordinates 263
In the adjoining figure, the two number lines XOX 1 and YOY 1 meet
perpendicularly at O, dividing the plane into four equal parts.
Here XOX1 (the horizontal line) is called x-axis and YOY1 (the vertical line)
is called y-axis. The intersecting point of XOX1 and YOY1 is O which is known as
origin.
The region
XOY is called the first quadrant.
X1OY is called the second quadrant.
X1OY1 is called the third quadrant.
XOY1 is called the fourth quadrant.
Co-ordinates (Order Pairs)

Let us take a point A as shown in the figure
Y
alongside. AM is drawn perpendicular to X-axis.
Measuring OM and MA, we get OM = 4 units and MA 5
4
= 3 units. This means, if we start from O and go along N 3 A
x-axis to the right by 4 units and then upward by 3 2

1
units, we reach the point A. So the ordered pair (4, 3) X'
M
X
-5 -4 -3 -2 -1 0 1 2 3 4 5
determines the position of A. Thus, we can say the co- -1
-2
ordinates of A are (4, 3). The first co-ordinate 4 is -3
called x-coordinate, the x co-ordinate is also known -4

-5
as abscissa and the second coordinate 3 is called y- Y'
coordinate, the y co-ordinate is also known as ordinate.
The co-ordinates of the origin is always (0, 0). Any
point on x-axis has the co-ordinates (x, 0) and any
point on y-axis has the co-ordinates (0, y). Y
Each point of the plane can be represented by

means of ordered pair with different signs. The sign (-, +) (+, +)
X' X
of the co-ordinate depends upon the quadrant. The (-, -) (+, -)
signs of the point in the first quadrant are (+, +). In
second, third and fourth quadrants, the signs of points Y'
are (-, +), (-, -) and (+, -) respectively.

Approved by CDC
Use of Graph Paper (Square Paper)

Y
In the graph given alongside, XOX1 and YOY1 are
7
x-axis and y-axis respectively. O is origin. The side of B(-3,5)
6
A(3,5)
5
the square as shown in the figure is taken as 1 unit. 4
3
2
Suppose, we have to plot the points A(3, 5), 1
X' X
B(-3, 5), C(-3, -5) and D(3, -5). The point A(3, 5) lies -5 -4 -3 -2 -1O
-1
1 2 3 4 5
-2
in the first quadrant. To plot this point we first count -3
-4
3 units along x-axis (OX) to the right side of O and C(-3,-5)
-5 D(3,-5)
-6
then count vertical length of 5 units upward and mark -7
the point (3, 5). Y'
Similarly, the point B(-3, 5) lies in second, C(-3, -5) in third and D(3, -5) in
fourth quadrant.
Exercise 18.1
1. State the quadrant in which the following points lie.
a. (2, 3) b. (2, -5) c. (-3, 4) d. (-5, -1)
2. Identify the axis (OX, OX', OY, OY') where the following points lie.
a. (3, 0) b. (0, 5) c. (0, -4) d. (-5, 0)
3. Find the co-ordinates of the points from the given graph.
Y
7
C 6
5
4 L A
3
B
2
D
1
E X
X'
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
H
-2
F I
-3
-4
-5
G
-6
-7
Y'
Approved by CDC
Co-ordinates 265
4. Draw the straight line by joining the following points.
a. A(2, 3) and B(4, 6) b. P(-3, 0) and Q(5, 4)
c. L(-5, 4) and M(-5, -2) d. S(-3, -2) and T(3, -5)
5. Draw the triangles with the help of following points.
a. A(1, 0), B(3, 4) and C(2, 5) b. P(-3, 4), Q(-5, 0) and R(-4, 3)
c. L(-2, -1), M(-3, -4) and N(0, -5) d. S(5, 0), T(3, -2) and U(4, -3)
6. Draw the quadrilaterals with the help of following points.
a. O(0, 0), A(5, 0), C(3, 4) and D(0, 4)
b. P(-5, 0), Q(-4, 4), R(-3, 5) and S(-2, 1)
c. L(-5, -2), M(-3, -5), N(0, -4) and O(0, 0)
d. A(1, -3), B(3, -4), C(4, -2) and D(5, -1)
Approved by CDC
19
Chapter
Symmetry and Tessellation
Symmetry
Symmetric figures
The word symmetry has been derived from a Greek word 'symmetria' which
means measured together. If we measure something and find it is same on the both
sides on the line drawn on it's centre, then we say the figures are symmetrical. The
line is called line of symmetry.
Look at the following figures
Thus, if any figure that can be divided into two identical parts, then the divided
parts are called symmetric figures.
Lines of Symmetry
The line which divides the given figure into two identical parts is known as
line of symmetry or axis of symmetry.
Line of symmetry
Approved by CDC
Symmetry and Tessellation 267
Exercise 19.1
1. Draw the line of symmetry on the following diagram.
a. b. c.
d. e. f.
g. h. i.
j. k. l.
2. The dotted lines are the axes of symmetry. Copy and complete the following
symmetric figures.
a. b. c. d.
e. f. g. h.
Approved by CDC
3. Complete the following symmetric figures.

a. b.
c. d.
e. f.
4. Draw symmetic figure and show the line of symmetry.

a. Equilateral triangle b. Isoceles triangle
Approved by CDC
c. Square d. Rectangle
e. Rectangle e. Arrow
f. Circle g. Pentagon
Project Work
Write all the English alphabets which are symmetrical with the line of
symmetry and present it in your classroom.
Approved by CDC
Tessellation from Rectangle and Square

You might have observed the patterns of some geometric shapes on the tiles
and marbles used to cover the floor and walls of big halls and buildings. There we
find the same patterns repeated and shapes are engraved on the marbles without
leaving any gaps. This is the example of Tessellation.
A tessellation is a covering of the geometric plane with congruent figures
repeatedly in patterns without leaving any gaps. In tessellation, often the polygonal
shapes such as equilateral triangle, square, pentagon, hexagon, etc. are used.
Some examples of Tessellation
Exercise 19.2
1. Copy and complete the following tessellation using the square grid-paper.
a. b. c.
Approved by CDC
d. e.
2. By joining the given dots, draw the rectangular and square tessellation. Also
colour them.
a.
b.
Approved by CDC

1. Name the following solids.
a. b. c. d. e.
2. Write down the number of vertices, edges and faces.

a. b.
3. By using the relation between face, vertex and edge, find the unknown value.
No. of faces (F) No. of vertices (V) No. of Edges (E)

6 8 ?
? 5 8
4 ? 6
4. Write the name of:

i. Horizontal and vertical lines drawn to determine the position of any point
in the co-ordinate plane.
ii. The intersecting point of these two lines.
5. In which quadrants do the following points lie?
a. (3, 1) b. (-3, 1) c. (-3, -1) d. (3, - 1)
6. Write down the co-ordinates of the points given in the following graph.
Y'
M L
C
K D N E I
X' X
P
B O H
G J
Q F
Y'
Approved by CDC
7. Draw the lines of symmetry of the following shapes.
a. b. c. d. e.
f. g. h. i.
8. Draw the symmetrical shapes about the dotted line.

a. b. c. d.
e. f. g.
Approved by CDC
Check Your Progress

Time: 45 minutes F.M.: 25
Group A [5 × 1 = 5]
1. How many vertices does a cuboid have?
2. Define a sphere.
3. In which quadrant does (-3, 2) lie?
4. Draw the symmetrical shape about the dotted line.
5. Write the mathematical shape of dice.
Group B [4 × 2 = 8]
6. Write the number of vertices, edges and face of a cube.
7. Write down the co-ordinates of the points A and B.
Y'
X' X
Y'
8. A solid object has 6 faces and 8 vertices. Find the number of edges.
9. Complete the symmetric figure about the dotted line.
Group C [4 × 3 = 12]
10. Plot the following points on a graph paper. Join them and write down the
name of the shape formed.
A (1,3), B (5,3), C (7, 5) and D (3,5)
Approved by CDC
11. By joining the given dots draw the rectangular tesselletion. Also colour them.
12. By using the relation between faces, vertices and edges, find the unknown
value?
No. of faces (F) No. of vertices (V) No. of Edges (E)
4 4 ?
5 ? 8
? 6 12
13. Write the mathematical shapes of the following solids.

a. b. c.
Teacher's signature
Approved by CDC
Unit
6
STATISTICS
This unit includes:
Statistics
Y Absent students of a school
35
30
Absent no. of Students
25
20
15
10
O X
Sun Mon Tue Wed Thu Fri
Approved by CDC
Statistics
20
Chapter STATISTICS
Introduction
A set of numerical values which are collected for the purpose of investigation
is called data. Marks obtained in an examination, heights, weights etc are the
examples of data.
The family size of 25 different families are given below:
3, 5, 4, 3, 6, 5, 3, 4, 5, 3, 8, 4, 3,
4, 6, 5, 4, 7, 6, 4, 3, 5, 6, 8, 4
The above data are fresh and original data. They are called raw data. In the
above data, it is difficult to say how many families have 3 members, how many
have 4 members and so on. To overcome this difficulty, we arrange the data in a
table using tally marks and frequency called the frequency table.
Tally Marks
Before numbers were invented, people found it difficult to keep the records
of their belongings and hence they used to do counting by sticks. Later, these sticks
are known as tally marks.
Counting tally marks
Let us understand how to use tally marks for counting 1 to 10 numbers.
Approved by CDC
Number Tally marks

1 |
2 ||
3 |||
4 ||||
5 ||||
6 |||| |
7 |||| ||
8 |||| |||
9 |||| ||||
10 |||| ||||
Frequency
The number of times that a certain observation (number) occurs in the data
is called frequency of that observation. it is generally denoted by f.
For example:
A observation 5 repeats 3 times means the frequency of observation 5 is 3.
Consider the following data:
1, 3, 5, 2, 3, 1, 5, 2, 3, 3, 1, 2
In this data 1 repeats 3 times. So, the frequency of 1 is 3. Similarly, 2 repeats
3 times, so it's frequency is also 3. 3 repeats 4 times and 5 repeats 2 times. So, the
frequency of 3 is 4 and 5 is 2.
Construction of Frequency Table

Example 1:
The family size of 25 students is given below. Construct a frequency table
from the data:
3, 5, 4, 3, 6, 5, 3, 4, 5, 3, 8, 4, 3, 4, 6, 5, 4, 7, 6, 4, 3, 5, 6, 8, 4
Approved by CDC
Statistics 279
Follow the following steps:
1. In the first column, write all the possible values of the variable from
smallest to largest under the suitable topic..
2. In the second column, put a vertical bar | called Tally bars or Tally marks
against the value of a variable to which it is related.
If the particular variable is only one, write one bar |. If the variable repeats
2 times, write two bars ||. If the variable repeats 3 times, write three bars
|||. If the variable repeats 4 times, write four bars ||||. If the variable repeats
5 times, write five bars ||||. If the variable repeats 6 times, write six bars
|||| | and so on.
3. Count the number of tally bars or tally marks and write the number in
third column under the topic frequency.
4. In fourth column, construct cumulative frequency (c. f.)
Solution of Example 1:
Family size Tally bars Frequency (f)

3 |||| | 6
4 |||| || 7
5 |||| 5
6 |||| 4
7 | 1
8 || 2
N = 25
Approved by CDC
Exercise 20.1
1. Find the frequency of the following data:
a.
Marks Obtained Tally Marks Frequency (f)
5 || ....................................
10 |||| ....................................
15 |||| || ....................................
20 |||| ||| ....................................
25 |||| |||| | ....................................
b.
Weight (in kg) Tally marks Frequency (f)
25 |||| || ....................................
27 |||| |||| ....................................
30 |||| |||| ||| ....................................
33 |||| | ....................................
35 |||| ....................................
40 ||
2. Draw the tally marks to show the following frequencies:

a.
Tally Marks Frequency (f)
.................................... 3
.................................... 7
.................................... 11
.................................... 8
.................................... 5
.................................... 2
Approved by CDC
Statistics 281
b.
Tally Marks Frequency (f)
.................................... 15
.................................... 18
.................................... 22
.................................... 30
.................................... 20
.................................... 11
.................................... 8
.................................... 3
3. a. The weights (in kg) of 15 students of class VI are given below. Construct
a frequency table.
30 31 30 32 35
32 30 31 30 32
31 35 31 32 30
b. The ages of 25 students of class VI are given below. Construct a
frequency table
10 11 13 12 12 13
12 10 14 10 14 12
10 13 11 14 13 10
12 11 12 13 12 13
11 10 12 11 10 13
Approved by CDC
4. a. The marks obtained by 24 students of class VII are as follows.

Construct a frequency table.
10 20 30 10 40 10 50 30
40 10 40 20 30 20 40 20
40 50 20 10 40 20 20 40
b. The weight (kg) of 30 students of a school are given below. Prepare
a frequency table from the data:
50 55 60 75 50 65 60 50 65 60
50 75 55 65 50 75 55 55 60 70
55 70 65 55 70 65 70 55 65 70
5. The height (in cm) of students of a class are given below.
122 123 120 121 124 120 122
123 120 120 121 124 121 124
123 122 124 120 122 123 121
122 121 123 123 120 121 124
123 122 120 122
Construct a frequency table and answer the following questions:

i. What is the number of students having 122 cm height?
ii. What is the number of students of height 124 cm?
iii. Which height is the height of maximum number of students?
iv. Which height is the height of minimum number of students?
v. What is the total number of students of the class?
Approved by CDC
Statistics 283
Simple Bar Diagram
Bar diagram is the pictorial representation of data in the form of vertical or
horizontal rectangular bars but normally we used vertical bars.
Look at the given bar diagram and answer the following questions:
Y Number of students of a school from class I to VI.
35
30
No. of Students
25
20
15
10
O X
I II III IV V VI
i. What does the bar diagram represent ?
ii. Which class has the maximum number of students ?
iii. How many students are there in class III ?
iv. Which class has the least number of students ?
v. What is the total number of students ?
Construction of Simple Bar Diagram

Study the following steps to construct simple bar diagram.
i. On a graph paper, draw two lines perpendicular to each other, intersecting at O.
ii. Mark the horizontal line as x-axis and vertical line as y-axis.
iii. Along the x-axis, choose the equal width of bars and equal gaps between the
bars.
Approved by CDC
iv. Write the names of the data whose values are to be taken.
v. Along the y-axis, choose a suitable scale in order to determine the heights of
the bars for the given values.
vi. Mark the heights of the bars according to the scale choosen and the draw the
bars.
vii. Write the title of the bar diagram.
Solved Examples
1. By using the above steps, construct a simple bar diagram of the data
given below.
The following data gives the information of the number of students and their
favourite subjects.
Subjects Nepali English Maths Science Social

No. of students 10 30 50 40 25
Show the above information in a simple bar diagram.

Solution:
No. of students and their favourite subjects.
Y
50
40
No. of Students
30
20
10
O Nepali English Maths Science Social X

Favourite subjects
Approved by CDC
Statistics 285
Exercise 20.2
1. Study the given simple bar diagram and answer the following questions:
Y
35
30
Absent no. of Students
25
20
15
10
O X
Sun Mon Tue Wed Thu Fri
Days
i. What does the bar diagram represents?

ii. On which day the maximum students are absent?
iii. On which day the minimum students are absent?
iv. How many students are absent on Monday and Friday?
2. Represent each of the following data in simple bar diagram.

a.
Subjects English Maths Nepali Science Social
Marked obtained 40 50 30 45 25
b.
Months Baishakh Jesth Ashadh Sawan Bhadra
Attendance 46 30 50 38 36
Approved by CDC
3. Represent the following data in simple bar diagram.

a. Monthly expenditure of a family
Title Food Education Cloth House rent Others
Amount (in Rs.) 5000 3000 2000 3500 1000
b. The temperature of a different places on March 15, 2021.

Place Kathmandu Nepalgunj Pokhara Jumla Dipayal
Temp. (in °C) 27° 33° 24° 10° 30°
4. a. The following table shows the favourite sports of 210 students of a school.
Sports Cricket Football Volleyball Badminton Swimming
Represent the above data in simple bar diagram.
b. The following table shows the number of members of different clubs of

a school. Represent this information in a simple bar diagram.
Clubs Music Drama Language Maths Debate Art
No. of students 60 40 30 15 55 20
Approved by CDC
Statistics 287
Check Your Progress
Time: 40 minutes. F.M. 24
Group A [4 × 1 = 4]
1. Draw the tally marks to represent 8.
2. What is the number represented by the rally bars |||| | ?
3. What should be written at the top of simple bar diagram?
4. Define frequency of the data.
Group B [4 × 2 = 8]
5. Match the following.
Numbers Tally Marks
3 |||| |||| |
5 |||
8 ||||
11 |||| |||
6. Write first two steps to construct a simple bar diagram.

7. Which classes have the maximum and minimum number of students?
Y
30
No. of Students
20
10
O VI VII VIII IX X X
Classes
Approved by CDC
8. Draw the tally bars for the given frequencies.

Frequency 1 6 9 10 13
Tally bars
Group C [3 × 4 = 12]
9. The number of students of a primary school is given below:
Class I II III IV V
Represent the above information in a simple bar diagram.
10. The simple bar diagram shows the population (in thousands) of different years.
Y
40
30
Population
20
10
X
O 2075 2076 2077 2078
Year
Approved by CDC
Statistics 289
Answer the following question.
i. What does the bar graph represent?
ii. What is the population in 2076?
iii. What is the increased population in year 2075?
iv. Draw the frequency table of the bar diagram.
11. The following are the marks obtained by 20 students in an examination.

90 84 75 85 90 80 75 70 80 75
75 90 84 85 90 85 90 95 75 75
i. Construct a frequency table using tally marks.
ii. How many students obtained the lowest marks?
iii. How many students obtained more than 75 marks?
Teacher's signature
Approved by CDC
ANSWERS
1
Chapter SET
Exercise 1.1 - 1.2

Show to your teacher.
2
Chapter Real Number
Exercise 2.1
1. Show to your teacher. b. 508 and 850 6. a. Smallest = 1,000. Greatest = 99,999
2. a. 357 and 753 4. a. 594 Greatest = 9,999 Difference = 89,999
b. 289 and 982 b. 732 Sum = 10,999 7. Show to your teacher.
3. a. 104 and 410 5. Show to your teacher. b. Smallest = 10,000
Exercise 2.2
1. a. 10 g. 8 d. 28 3. a. 15 g. 3 e. 1 6. a. 13
b. 20 h. 9 e. 16 b. 10 h. 2 f. 33 b. 9
c. 20 i. 4 f. 5 c. 17 4. a. 10 5. a. Rs. 35 c. 13
d. 3 2. a. 9 g. 6 d. 14 b. 6 b. Rs.700
e. 10 b. 25 h. 5 e. 16 c. 1 c. Rs. 30
f. 21 c. 7 i. 9 f. 33 d. 19 d. Rs. 10
Exercise 2.3
1, 2 and 3 (show to your 4. b, d and e 6. a, c and d 8. a, c, d and e
teacher) 5. b, c, d and e 7. a, c, d and e
Exercise 2.4
1. Show to your teacher. e. {1, 2, 3, 6, 7, 14, 21, 42} d. {2, 4, 6, 8, ..........}
2. a. {1, 2, 4, 8} 3. Show to your teacher. e. {6, 12, 18, 24, .........}
b. {1, 2, 3, 4, 6, 12} 4. a. {1, 3, 5, 15} 5. a. {4, 8, 16}
c. {1, 2, 3, 6, 9, 18} b. {1, 2, 3, 4, 6, 8, 12, 24} b. {5}
d. {1, 2, 4, 7, 14, 28} c. {1, 2, 4, 8, 16, 32} 6. Show to your teacher.
Exercise 2.5
1, 2 and 3 (show to your f. 2×3×3×7 c. 2 × 3 × 13 j. 3 × 5 × 5 × 11
teacher) g. 2×2×2×3×5 d. 2 × 2 × 31 6. Show to your teacher.
4. a. 2 × 2 × 2 h. 2×3×3×5×5 e. 5 × 5 × 11 7. a. 101
b. 2 × 2 × 2 × 3 i. 2 × 2 × 61 f. 2×5×5×7 b. 28
c. 2 × 2 × 3 × 3 j. 2 × 2 × 5 × 31 g. 2×2×3×3×3×5 c. 37
d. 2 × 2 × 2 × 2 × 3 5. a. 2×2×2×2 h. 2 × 2 × 5 × 29
e. 2 × 2 × 2 × 3 × 3 b. 2×2×3×3 i. 2×2×3×5×5
Approved by CDC
Answers 291
Exercise 2.6
1. a. 1 e. 25 i. 81 c. 7 4. a. 6 6. Show to your
b. 4 f. 36 j. 100 d. 9 b. 9 teacher.
c. 9 g. 49 2. a. 3 e. 10 5. a. 10 7. 50
d. 16 h. 64 b. 5 3. a, c, e, h and j b. 5
Exercise 2.7
1. Show to your d. 12 d. 32 5. a. 4, 7 oranges and b. 2
teacher. e. 18 e. 15 8 bananas c. 1
2. a. 2 3. a. 4 f. 24 b. 8, 5 copies and d. 1
b. 7 b. 8 4. a. 12 6 pencils. e. Smaller number
c. 2 c. 8 b. 6 6. a. Their product
Exercise 2.8
1. a. 24 e. 180 c. 144 3. a. 90 5. a. 10:30 a.m.
b. 36 f. 48 d. 216 b. 240 b. After 75 minutes
c. 24 2. a. 36 e. 180 4. a. 45 6. Show to your
d. 30 b. 288 f. 288 b. 7 teacher.
3
Chapter Inteters
Exercise 3.1
1, 2, 3 and 4 (show to your d. 4, 3, 2, 0, 1 7. a. 5, 3, 0, 1 8. Show to your teacher.
teacher) e. 6, 5, 4, 3, 2, 1 b. 6, 2, 4, 5 9. b. 4
5. a. 1, 2 f. 11, 12, 13, 14 c. 40, 28, 20, 30 c. 2
b. 2, 1, 0, 1 6. Show to your teacher. d. 100, 5, 5, 100 d. Left
c. 6, 7, 8, 9
4
Chapter Fraction
Exercise 4.1
3 5 3
1. (a) 9 (b) 9 (c) 8
2-4. Show to your teacher
8 12 4 6
5. (a) 16 (b) 16 (c) 16 (d) 16 (e) 10
16
6. (a) 6 (b) 15 (c) 35 (d) 32 (e) 25
(f) 28 (g) 25 (h) 36
7. (a) 23 (b) 23 (c) 49 (d) 49 (e) 59

1 7
(f) 12 (g) 17 (h) 2 (i) 24
31 (j) 10
18
Approved by CDC
Exercise 4.2
1 2 Show to your 5 1 5 4 b. Shreya
b. 8 d. 3 b. 4 d. 7
teacher
c. Riya
3. a. 4 c. 3 3 2 5. a. Ankit
3 4 4. a. 8 c. 5
Exercise 4.3
1. a. 3 b. 7 c. 5 d. 5 5. a. 5 b. 19 c. 1 d. 1 8. a. 143 b. 88 c. 84 d. 128
5 9 3 4 14 40 12 6 7 6 10 24
2. a. 1 b. 2 c. 3 d. 3 e. 13 f. 8 g. 7 h. 11 e. 1 f. 67
3 5 7 9 16 30 66 40 12 27
3. a. 49 b. 149 c. 53 d. 19 6. a. 11 b. 34 c. 3 d. 22 9. 193 kg 10. 185 11. 43 m
45 84 99 18 12 36 4 10 12 12 45
e. 10 f. 89 g. 6 h. 7 12. a. 2 a. 26
15 14 10 24 7. a. 61 b. 10 c. 59 d. 0 15 10
40 14 40
4. a. 41 b. 56 c. 110 d. 89 e. 0 f. 43
12 15 28 10
12
Exercise 4.4
1. a. 3 1 2 2 57 21 5 70
b. 2 g. d. 9 d. 4 i. f. 4 c. 3 cm
b. 6 5 2
c. 6 10 1 3 9 21 g. 27 7. a. 16
c. 27 h. e. e. 5 5. a. 2
d. 6 42 20
1 1 3 25 75 65 b. 2
e. 15 3. a. f. 11 b. 2 h. 3
d. 6 10 f. 8
f. 35 c. 8
9 7 5 c. 75 i. 2
g. 8 b. 4. a. g. 28
e. 20 24 3
h. 3 1 d. 73 35
14 c. b. 2 88 6. a. kg
7 20 h. 9 6
2. a. f. 27
30 c. 44 e. 2 b. 63 km
3 2
Exercise 4.5
1 1 1 1
1. (a) 21 (b) 42 (c) 45 (d) 9 (e) 12 (f) (g) (h) 90
18 24
2 4 21
2. (a) 1 (b) 1 (c) 1 (d) 4 (e) 3 (f) 5 (g) 34 (h) 20
1 1 1
3. (a) 3 3 (b) 3 2 (c) 1 13 (d) 3 2 (e) 8 (f) 10 (g) 1 (h) 12
7
4. (a) 15 (b) 5 (c) 72 5. (a) 42 (b) 4 (c) 1
39
Approved by CDC
Answers 293
1. Show to your 11 , 2 , 3 1 b. 18 1
teacher b. 8. a. b.
35 5 7 4 12
1
2. a. 3 5. Prajol 41 c.
6 4
2 b. 12 c.
3
9 3 d. 4
b. 4 6. a. 15 7
5 c. 24 d. 2
75
5 11 e. 2
c. b. 15 34 5
6 d. 12 e.
9 2
30 11 f. 5
d. 37 c. 14 13 f. 36
e.
12 5
14 3 1 g. 3
3. a. and 6 7. a. 3 59 4 g. 4
6 f. 12
10 h. 24
21 1
b. 12 and
12 b.
14 9. 4 13 m
15 11. a. 21
3 5 5 9
4. a. 8 , 12, 6 c. 8 10. a. 6
1
Chapter Decimal
Exercise 5.1
1. a. 0.79 c. 14.02 e. 45.75 2. a. 0.35 c. 4.48 e. 0.62
b. 1.03 d. 8.83 f. 188.63 b. 0.21 d. 0.51 f. 9.22
Exercise 5.2
1. a. 5 i. 400 e. 71 d. 13.25 c. 13.158 c. 9.044
b. 0.035 j. 60 f. 390.45 e. 53.487 d. 201.7446 d. 0.4248
c. 15 k. 542.1 g. 23069.5 f. 47.328 e. 107.364 e. 124.2
d. 0.5 l. 2357.42 h. 874.72 g. 72.765 f. 73.944 f. 15.295
e. 70 2. a. 243.8 i. 5465.92 h. 300.028 5. Show to your g. 6.3
f. 100.3 b. 238.14 3. a. 14.35 i. 96.9815 teacher h. 0.7
g. 0.04 c. 170.1 b. 7.595 4. a. 870.0812 6. a. 17.7
h. 101.254 d. 133.198 c. 0.6413 b. 50.82 b. 13.905
Exercise 5.3
1. a. 5.94 h. 0.041 f. 21.3 3. a. 11.2 h. 5.19 f. 0.241
b. 6.35 i. 0.0045 g. 11.1 b. 2.5 i. 6.17 g. 0.0359
c. 1.532 2. a. 2.3 h. 22.1 c. 5.48 4. a. 0.19 h. 0.002
d. 4.384 b. 2.6 i. 31.2 d. 1.43 b. 0.112 i. 0.191
e. 3.1425 c. 2.3 j. 41.02 e. 2.198 c. 0.122 5. a. Rs 20.55
f. 0.321 d. 1.07 k. 21.03 f. 22.6 d. 0.1665 b. 12.11 kg
g. 0.05 e. 1.05 l. 81.02 g. 2.55 e. 0.4657 c. 0.7545 km
Approved by CDC
Exercise 5.4
1. a. 3.3 d. 83.219, 83.22, 83.2 b. Rs. 6 d. 5.33
b. 3.27 3. a. 27.786, 27.79, 27.8 c. Rs. 30 e. 8.60
c. 3.265 b. 5.432, 5.43, 5.4 d. Re. 1 6. 37.499 cm2
7. 42.1331 cm
2. a. 57.475, 57.48, 57.5 c. 75.562, 75.56, 75.6 5. a. 0.67 8. a. i
b. 4.785, 4.78, 4.8 d. 8.013, 8.01, 8.0 b. 1.57 b. iv
c. 5.123, 5.12, 5.1 4. a. Rs. 5 c. 3.14 c. iii
1. a. 1.07 d. 0.1626 c. 5.19 b. 5.052, 5.05, 5.1
b. 112.02 4. Show to your teacher d. 15.1 c. 87.105, 87.11, 87.1
2. a. 0.44 5. a. 217.5 e. 0.0359 10. 16.087 cm2
b. 2.63 b. 8.415 f. 41.36 11. 22.8 kg
3. a. 37.54 c. 1.225 7. 21.9024 cm2
b. 308.64 6. a. 5.87 8. Rs. 21.03
c. 21.66 b. 3.4 9. a. 3.457, 0.46, 0.5
6
Chapter Percentage
Exercise 6.1
1. a. 30% 70 92 7 3 b. 71% 6. 60% and
2. a. f. b. f.
b. 55% 100 100 25 20 c. 1% 40%
c. 3% 46 71 4 g. 39 d. 7% 7. 72% and
b. g. c.
d. 35% 100 100 5 50 28%
5. a. 50%
11 89 16 5
e. 60% c. h. d. h. 20 b. 60%
100 100 25
f. 9% c. 28%
d.
8 3. a. 15 e. 11 4. a. 53% d. 40%
100 20 50
Exercise 6.2
1. a. 0.22 d. 0.59 g. 0.87 b. 20% e. 3% h. 9%
b. 0.27 e. 0.06 h. 0.95 c. 35% f. 6% 3, 4 and 5 (show to
c. 0.35 f. 0.01 2. a. 50% d. 78% g. 30% your teacher)
Exercise 6.3
1. a. 25 g. 9 kg d. 20% d. 80% b. 1200
b. 4 h. Rs. 72 e. 8% e. 20% 6. a. Rs. 6000
c. 40 i. Rs. 300 f. 60% f. 20% c. Rs. 9000
d. 25 2. a. 25% 3. a. 20% 4. a. 10 7. 40% and 60%
e. 45 b. 50% b. 80% b. 35 8. 25% and 75%
f. 20 c. 16% c. 75% 5. a. 800
Approved by CDC
Answers 295
7
Chapter Profit and Loss
Exercise 7.1
1. a. Rs. 10 f. Rs. 755 c. Rs. 8500 b. Rs. 1800 4. a. Rs. 250 b. Rs. 1990
b. Rs. 250 g. Rs. 1050 d. Rs. 400 c. Rs. 4670 b. Rs. 500 7. a. Rs. 32500
c. Rs. 120 h. Rs. 3305 e. Rs. 5395 d. Rs. 790 5. a. Rs. 1575 b. Rs. 19700
d. Rs. 500 2. a. Rs. 450 f. Rs. 21820 e. Rs. 5050 b. Rs. 235 8. Profit Rs 150
e. Rs. 347 b. Rs. 3280 3. a. Rs. 800 f. Rs. 7000 6. a. Rs. 850
8
Chapter Unitary Method
Exercise 8.1
1. a. Rs. 50 2. a. Rs. 24 3. Show to your 5. a. Rs. 20 c. i. Rs. 810
b. Rs. 250 b. Rs. 50 teacher b. Rs. 21 ii. 15
c. Rs. 157.5 c. Rs. 35 4. a. Rs. 250 c. Rs. 10 7. a. Mango
d. Rs. 750 d. Rs. 75 b. Rs. 1000 6. a. Rs. 180 b. Copy
e. Rs. 700 e. Rs. 150 c. Rs. 4725 b. Rs. 12.5 l c. Story book
Exercise 8.2
1. a. Rs. 240 2. a. Rs. 40,000 3. a. Rs. 1530 4. a. 1440 kg 5. a. 520
b. 552 km b. Rs. 32,400 b. Rs. 12,000 b. 550 kg b. Rs. 1,555
(Percentage, Profit and loss & Unitary Method)
1. a. 10% c. 0.08 8. a. 25% 11. a. Rs. 1920 b. Rs. 872
b. 25% 4. a. 60% b. 75% b. Rs. 2580 18. a. Rs. 70
c. 25% b. 30% 9. a. Rs. 160 profit c. Rs. 5800 b. 12 km
2. a. 25 c. 75% b. Rs. 250 profit d. Rs. 2356 19. a. Rs. 240
100
5. a. 10 c. Rs. 175 loss 12. Rs. 490 b. Rs. 390
75
b. 100 b. 80 d. Rs. 436 loss 13. Rs. 72,780 20. a. Rs. 1,40,000
c. 72 10. a. Rs. 1050 14. Rs. 12,230 b. Rs. 27,000
c. 90
100 6. a. 50% b. Rs. 1430 15. Rs. 40 21. Second
3. a. 0.3 b. 20% c. Rs. 2305 16. Rs. 400 loss 22. First
b. 0.65 7. 30 d. Rs. 4850 17. a. Rs. 50
9
Chapter Distance
Exercise 9.1
1. Show to your teacher. d. 4.6 m, 460 cm, 15.091 ft, b. 1.32 ft
2. a. 500 cm, 196.85 in, 16.4 ft 181.102 in 4. a. 1640 ft
b. 147.32 cm, 4.83 ft, 1.473 ft e. 3.5 ft, 42 in, 106.68 cm b. 2624 ft
c. 188.97 in, 4.8 m, 15.74 ft 3. a. 0.89 m
Approved by CDC
10
Chapter Perimeter, Area and Volume
Exercise 10.1
1. a. 36 cm 3. a. 10 cm 4. a. 38 m b. (i) 20 cm b. 24 ft and 16 ft
b. 38 cm b. 5 cm b. 100 ft (ii) 25 cm 9. a. 20 m and 10 m
c. 70 cm c. 16 cm 5. a. 60 cm 7. a. 15 cm b. 15 cm and 5 m
2. a. 32 cm d. 21 cm b. 200 ft b. 40 m 10. 2400 m
b. 52 cm e. 20 cm 6. a. (i) 16cm c. 20 ft
c. 72 cm f. 12 cm (ii) 30 cm 8. a. 24 m and 12 cm
Exercise 10.2
1, 2 and 3 (Show to your f. 100 ft2 c. 10 cm 9. a. 9 cm f. 144 cm2
teacher) 5. a. 120 cm2 8. a. (i) 9 cm b. 15 cm 11. a. 32 cm
4. a. 18 cm 2
b. 30 cm2 (ii) 3 cm 10. a. 64 cm2 b. 8 cm
b. 36 cm 2
6. a. 64 cm2 (iii) 24 cm b. 78 cm2
c. 45 cm 2
b. 81 ft2 b. (i) 8 cm c. 40 cm2
d. 16 cm 2
7. a. 3 cm (ii) 4 cm d 108 cm2
e. 56 ft2 b. 10 cm (iii) 32 cm2 e. 38 cm2
Exercise 10.3
1. a. 750 cm3 b. 96 cm3 3. a. 90 cm3 c. 1728 ft3 b. 8 cm
b. 15 cm3 c. 64 cm3 b. 80 cm3 5. a. 3 cm 7. 25 cm
c. 216 cm3 d. 125 cm3 c. 165 cm3 b. 7 cm 8. l = 18 cm, b = 9 cm
d. 720 ft3 e. 512 cm3 4. a. 64 cm3 c. 5 cm
2. a. 1000 cm3 f. 360 cm3 b. 1000 m3 6. a. 5 cm
Mixed Review Exercise (Distance, Perimeter, Area and Volume)

1. Show to your teacher. 5. a. 20.8 m d. 12 cm b. l = 20 cm, b = 10 cm
2. a. 550 cm b. 19.81 m 9. a. 26 cm, 36 cm2 14. a. 88 cm2
b. 182.88 cm c. 24.54 m b. 70 ft, 300 ft2 b. 185 cm2
c. 137.16 cm 6. a. 32 cm 10. a. 44 cm, 121 cm2 15. a. 240 cm2
3. a. 196.85 in b. 64 cm b. 200 ft, 2500 ft2 b. 1000 cm3
b. 401.57 in 7. a. 32 cm2 11. a. 7 cm 16. a. 7 cm
c. 306 in b. 64 cm2 b. 12 cm b. 9 cm
4. a. 30.83 ft 8. a. 8 cm 12. a. 25 cm 17. a. l = 12 cm, b = 6m
b. 41.82 ft b. 2 cm b. 400 ft b. 8 cm
c. 25.67 ft c. 5 cm 13. a. l = 12 cm, b = 4 cm
Approved by CDC
Answers 297
11
Chapter Indices
Exercise 11.1
1-4 (Show to your h. (-3)3 g. 54 c. 54 × 22 f. 648
teacher) i. (-5)4 h. 93 d. 73 × 112 g. 360
5
5. a. 2 j. (-x)4 7. a. (i) 26 e. 93 × 83 h. 252
3
b. 3 6. a. 25 (ii) 43 f. a2 × x3 10. Show to your
6
c. 8 b. 34 (iii) 82 9. a. 36 teacher.
4
d. 11 c. 53 b. (i) 34 b. 72 11. a. 16
e. 105 d. 62 (ii) 92 c. 1296 b. 16
7
f. a e. 73 8. a. 23 × 34 d. 400 c. 42 = 24
4
g. 1 f. 82 b. 32 × 43 e. 100
12
Chapter Algebraic Expression
Exercise 12.1
1-2 (Show to your (iii) xy z 5. a. x+5 (ii) 4 e. 14
teacher) c. (i) 2x b. y5 (iii) 18 f. 25
3. Monomial: (ii) ay c. x2 e. (i) 6 g. 18
a, b, f and n (iii) xy d. y+5 (ii) 0 h. 180
Binomial: d. (i) y+9 6. a. (i) 3 (iii) 0 i. 6
c, e, l and o (ii) x+5 (ii) 5 f. (i) 5 j. 2
Trinomial: (iii) a4 b. (i) 3 (ii) 5 k. 2
d, g, h, i, j, k and m (iv) 2x 3 (ii) 2 (iii) 17 l. 16/3
4. a. (i) x + 5 e. (i) xy + 5 c. (i) 5 7. a. 3 8. a. 16 cm
(ii) x + y (ii) 2x 7 (ii) 2 b. 18 b. 11 cm
(iii) xy + 7 (iii) 5 + 6x (iii) 3 c. 6 9. a. 19
b. (i) x 3 (iv) 3y + 2y d. (i) 5 d. 28 b. 16
(ii) y z
Exercise 12.2
1. (Show to your c. 14y + 7z h. 7p + 5q + 6r k. 5x2y2 b. 5x + 13
teacher) d. 5a2b2 + 7ab i. 3a2b + 8ab2 l. 2a2b2 c. 4y + 5
2. a. 4x e. 7a2b2 + 9ab2 j. 8x2y + 2xy2 6. a. 3x + y d. 10y 5
b. 8y f. 9x2y + 7yz 5. a. 4x b. 4a + 4b e. 2a + 3b 3
c. 6ab g. 11pq + 8 b. 5y c. 3p 4q f. 4a 3b + 4
d. 3xyz h. 8 lm + 9 c. 6z d. 4x2 + 2y2 g. 3x2 + 2x + 2
e. 11a2b 4. a. 3x + 5y d. a e. 2
2x y + 5x h. 4y2 4y 5
f. 4xy2 b. 8x + 5y e. 2b f. 2
2ab + ab i. 3a2b + 2
g. 10x c. 6y + 4z f. 4c g. x+y+z j. 6xy2 3
h. 8y d. 2x + 2y g. 3xy h. 3x 8y + 5z 8. a. 2x
i. 10z2 e. 3a + 2b + 3c h. xyz i. 2 2
4a + 5b 3ab b. 8y
3. a. 2x + 2y f. 4a + 5b + 7c i. 7a2b j. 4xy4x2y+xy2 9. a. 4x2 + 3x + 7
b. 7x + 7y g. 4x + 8y + 6z j. 12ab2 7. a. 4x + 3 b. 2x2 + 7xy + 28
Approved by CDC
Exercise 12.3
1. a. x2 d. 15a3 g. 15 pq d. 3b3 7. a. x2y2 d. 36p5q7
b. y3 e. 14x5 h. ab e. 2b5 b. x3y2 e. 14y6z6
c. a4 f. 15z7 i. 14 ab3 f. 5x5 c. x5y5 f. 6l5m6
d. 3p2 g. 24x3 4. a. 6xy g. 7y7 d. a5b3 10. a. 12p5q6
e. 3a2 h. 24y3 b. 8ab h. 6z5 e. a4b4 b. 30x4y6
f. 3x2 i. 8z6 c. 6ab i. 12p5 f. y4z5 c. 28x6y5
g. x3 j. 2x6 d. 15pq 6. a. abc 8. a. 12a4b4c4 d. 6x5y6
h. y5 k. 6b6 e. 6wq b. xyz b. 6x4y4z5 e. a6b6
i. 4z4 l. 12c6 f. 25 ab c. 24 xyz c. 9p3q4r5 11. a. 9x2
j. 2y4 3. a. 6xy g. xy d. 6a2bc2 d. 36a5p6q4 b. 6ab
k. 2z 6 b. 8ab h. ab e. 30 xyz e. 15x3y6z4 c. 7ac
l. 2x6 c. 12yz i. pq f. 8x3yz3 f. 28x5y7z6
2. a. 6x2 d. pq 5. a. 6a2 g. 12abc 9. a. 12x4y5
b. 15x3 e. xy b. 6a3 h. 3abc b. x6y6
c. 6y4 f. ab c. 12a3 i. 6xyz c. 24p4q5
Exercise 12.4
1. a. x2 + xy d. 12z2 + 6az h. 6x2y3 3x2y4 b. 5a2 + 3ab
b. y2 + yz e. 4a2 + 6ab i. 3 2
14p q 21p q 4 3 c. 4b2 + 15b
c. ab + ac f. 6b2 + 6ab j. 10l 3 m 3 15l 4 m 2 n 2 d. 2y2 2y
d. pq p2 g. 10x2 15xy 4. a. 2
6x yz 4xyz 2 e. 4x2y + 2xy2
e. x2 + xy h. 7y2 + 7yz b. 6x 4 y 4 z 2 + 15x 3 y4z 2 f. a2b + ab2
f. y2 yz 3. a. x3 + x2y c. 3 4
10a b c2 + 15a b c 2 5 4 g. a3b + 4a2b2
g. a2 + ab b. x2y2 + y5 d. 35a 5 b 5 c 4 7a 6 b 4 c 4 h. a2b2 + 3ab3
h. b2 + bc c. 2z4 yz3 e. 3 3 2
p q r p p r 2 3 4 6. a. 48 sq. units
i. bc + c2 d. 2a5 3a4b f. 2pq4r2 2p3q6r2 b. 216 sq. units.
2. a. 6x2 + 3xy e. 2x3 + 2x2y2 g. 4 3 3
2a b c + 4a b c 3 4 4
b. 10x2 + 15xy f. 6y5 9y2z h. 10x3y5z2 + 15x4y5z4

c. 8xy 12y2 g. 2a2b + 2ab2 5. a. 5x2 + 5xy
Exercise 12.5
1. a. x2 i. 5y3 h. 4abc f. p3q4 3p2 f. 2x 2 y 6 4xy
b. x3 2. a. 6x4 i. 12mnr3 g. 4m2n3 + 2mn2 g. 7x2 + 6x3y
c. y3 b. 5x2y2 j. 7x2yz2 h. 7ab2 3a h. 4a 2 b 4 + 3ab 2
d. z4 c. 2ab 3. a. x+y 4. a. 5a2 + 3 5. a. x 3 y + 3x 2 y 2
e. 2x d. 3pq2 b. xy4 + y3 b. 3x 2 y 2 + 4xy b. 2x2y2 3xy
f. 3x4 e. 3bc2 c. a + b5 c. 4xy3 2y2
g. 3y2 f. 4pqr d. a2b4 b4 d. 6xy 8 3x 3 y 6
h. 9a3 g. 3xy2 e. xy7 3 e. 4a3b3 + 2a2b
Approved by CDC
Answers 299
Mixed Review Exercise (Indices and Algebraic Expressions)
12 (Show to your d. 108 14. a. 17 cm c. ab + 4xy 9x2y4z4
teacher) 8. Show to your b. 12 cm d. 2x2y+ 3xy2 + 1 h. 15x3y2z2
3. a. 23 teacher. 15. a. 5x + 12y 20. 2x2 6xy 2 9x2y4z4
b. x4 9. a. 17 b. 10a + 7b 21. a. 30x6 h. 10x5y4z
c. 34 b. 9 c. 6xy + 11x b. 6xy 15x4y5z
d. a2 1011 (Show to your d. 2
5a b + 10ab 2
c. xyz 23. a. 6x2y + 3xy2
e. (2)3 teacher) 16. a. 7x + 8y d. 6abc b. 10x2 +15xy2
f. 14 12. a. x + y b. 2
5x + 4y 2
e. x3y2 24. 6x2y + 18xy2
4. a. 24 b. x 2 c. 2 2
6x y + 7y + 4 f. x4y4 25. a. 5x4
b. 33 c. 3yz d. 4p2qr + 6pq2r + g. 6a4b5c3 b. 4x2y2
c. 34 d. 5x 5pqr h. 15x4y4z4 c. 3ac2
d. 53 e. xy + 8 17. a. xy i. 30x4y4z d. 4p3q4
5. a. 26 f. ab 3 b. 2
3a b j. 24p6q6 e. 9m2nr
b. 43 g. 5x + 4y c. 2
ab c k. 10p4q6 f. 7abc2
c. 82 h. x 5 18. a. 3x + 2y l. 3a6b5 26. a. x + x2y
6. a. a2 × x2 i. y 5 b. 2
2x y + 3xy 22. a. x2 + xy b. a2b4 a3
b. 22 × 33 13. a. 5 c. 3abc + 3xy b. 2x3+ x4 c. 5x2y2 + 3y
c. 54 × 72 b. 8 d. 4x + 5y 5z c. x4 + 2x2 d. 4a3b2 3a2b
d. 73 × 114 c. 6 e. 4a2 4ab 3b 2
d. 15x2 + 6xy e. 4p2q 3pq2r2
7. a. 36 d. 22 f. 4xy 3xy 2
e. 10x5y + 4x3 f. 12a3b2 4a2b
b. 72 e. 20 19. a. 5x + 3y f. 3x5 + 5x4 27. 4xy2 2x2y
c. 100 f. 12 b. 2
3x + 4y 2
g. 15x3y2z2
13
Chapter Equation, INequality and Graph
Exercise 13.1
Exercise 13.2
1-2 (Show to your i. 8 4. a. 2 b. 8 b. 1 8. a. 3
teacher) j. 4 b. 3 c. 1 c. 6 b. 5
3. a. 6 k. 7 c. 4 d. 7 7. a. 8 c. 9
b. 10 l. 6 d. 4 e. 2 b. 13 d. 4
c. 5 m. 5 e. 3 f. 5 c. 7 9. a. 5
d. 2 n. 8 f. 1 g. 5 d. 13 b. 6
e. 1 o. 4 g. 2 h. 4 e. 3
f. 19 p. 12 h. 2 i. 3 f. 4
g. 6 q. 20 i. 7 j. 3 g. 6
h. 5 r. 18 5. a. 5 6. a. 2 h. 15
Exercise 13.3
Approved by CDC
Exercise 13.4
1. Show to your 3. a. 3 i. 5 b. 5 7. a. 1 b. 1
teacher b. 2 4. a. 3 c. 7 b. 8 9. Show to your
2. a. 4 c. 2 b. 3 d. 14 c. 3 teacher.
b. 12 d. 6 c. 1 e. -2 d. 4 10. a. x > 1
c. 13 e. 4 d. 7 f. 3 e. 5 b. x < 4
d. 2 f. 0 e. 1 6. a. 2 f. 3 c. x < -2
e. 1 g. 2 f. 0 b. 3 g. 5 d. x > -3
f. 0 h. 12 5. a. 5 c. 2 8. a. 6
11.
a. b.
-3 -2 -1 0 1 2 3 -5 -4 -3 -2 -1 0 1 2 3
c. d.
-4 -3 -2 -1 0 1 2 3 4 5 6 -4 -3 -2 -1 0 1 2 3 4 5 6
14
Chapter Lines and Angles
Exercise 14.1 14.4

Show to your teacher
Mixed Review Exercise (Intersecting, Parallel and Perpendicular Lines)
Exercise 14.5
1. a. AOB, BOA c. 180º c. Straight i. Reflex
b. LMN, NML d. Reflex angle d. Right angle j. Acute
c. XYZ, ZYX e. 360º e. Obtuse 4-5 Show to your teacher
2. a. Vertex : B, Arms : AB f. 90º f. Reflex
and BC 3. a. Acute g. Reflex
b. Right angle b. Acute h. Obtuse
Exercise 14.6
Mixed Review Exercise (Angles)
15
Chapter Plane Surface
Exercise 15.1
Practice Exercise
1. a. 60º c. 23º e. 59º g. 28º i. 30º
b. 65º d. 110º f. 28º h. 110º 2-4 Show to your teacher
Approved by CDC
Answers 301
Exercise 15.2
1 - 3 Show to your teacher c. x = 6 cm and y = 12º f. x = 90º and y = 5 cm
4. a. x = 5 cm and y = 90º d. y = 6 cm and x = 60º 5 - 7 Show to your teacher
b. x = 6 cm and y = 120º e. x = y = 4 cm
Practice Exercise
a. 80º b. 20º c. 110º d. 82º e. 90º f. 50º
Mixed Review Exercise (Triangle, Qudrilateral and Polygon)

1. a. Scalene f. Obtuse-angled 6. a. x = 4 cm and a = 90º c. 60º
b. Isosceles 2. a. Acute b. x = 120º and a = 8cm d. 100º
c. Equilateral b. Right angle c. x = 3cm and y = 60º e. 95º
d. Acute-angled c. Obtuse 7. a. 60º f. 100º
e. Right-angled 3-5 Show to your teacher b. 55º
16
Chapter Circle
17
Chapter Solid Objects
18
Chapter Co-ordinates
Exercise 18.1
1. a. first b. fourth 3. A(2, 4), B(4, 2), C(-2, 6), D(-4, 1), E(-2, 0), F(-4, -3),
c. second d. third G(-1, -5), H(0, -2), I(3, -3)
2. a. OX b. OY 4., 5. and 6. show to your teacher.
c. OY1 d. OX1
19
Chapter Symmetry and Tessellation
20
Chapter Statistics
Approved by CDC

Math 6

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Math 6

Uploaded by

Copyright:

Available Formats

Approved by Government of Nepal, Ministry of Education, Science and Technology,

Curriculum Development Centre, Sanothimi, Bhaktapur as an Additional Learning Material

Ganesh Bahadur Khadka

Sunrise Publications Pvt. Ltd.

Publisher Sunrise Publications Pvt. Ltd

Layout & Creation Graphics (Arun)

The unique features of this series are:

Unit : 2 ARITHMETICS 19-123

Unit : 3 MENSURATION 124-156

Unit : 4 ALGEBRA 157-207

Unit : 5 GEOMETRY 208-275

Unit : 6 STATISTICS 276-289

Answers ............................................................................................ 290-301

It is the collection of five distinct fruits. So, it is a set of fruits.

It is the collection of four distinct vehicles. So, it is a set of vehicles.

Similarly, can you define the given

k. Collection of colours in the rainbow.

2. Describe the following collections:

4. If A = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15}, then

The members of a set are also called elements of the set.

3. Set - builder method

Remember!!! The notation ':' is read as 'such that'.

Let us take some more examples of sets in different forms:

1. A = {2, 4, 6, 8} A = {Set of first four A = {x : x is an even

2. B = {Sunday, Monday, B = {Set of seven days B = {x : x is a day of

2. If A = {1, 2, 3, 4} then insert the appropriate symbol Î or Ï .

3. Write the following sets in listing method.

4. Write the following sets in set-builders method.

2. a. If M = {0, 1, 2, 3, 4, 5, 6, 8, 10}, then insert the appropriate symbol Î

b. i. 3....... {Multiples of 6} ii. 15 ...... {14, 16, 18, 20}

iii. A ...... {English alphabets} iv. ..... { , , }

v. Sundays ........ {Days of a week} vi. Maths...... {Books of class 6}

4. Write the following sets in listing method.

5. Write the following sets in description method.

6. Write the following sets in set-builder method.

7. List the set of letters of the words KATHMANDU and MATHEMATICS.

Attempt all the questions:

5. Which of the following collections are well-defined?

6. Write the following in set notation.

7. Change the following set notation into statements.

10. If A = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, then

11. State true or false

Teacher's Feedback: Obtained marks :

How many pencils are there in box A?

i. How many apples are there in basket A?

0 is the smallest whole number.

Numbers and Numerals

Objects Number Numeral

Seven 7 & VII

Smallest and Largest Numbers

Smallest number Greatest number

Can you complete the given table?

58 358 38 538 35 835

Difference = 751  157 = ?

Simplification with Brackets

Division (D) Multiplication (M) Addition (A) Subtraction (S)

This rule is known as DMAS.

Simplification with Brackets

Round brackets The part of the sum within round

Curly brackets The part of the sum within curly

Square brackets [] The part of the sum within square

Brackets Division Multiplication Addition Subtraction

5. Write the following problems in mathematical expression and then

58 358 38 538 35 835

Difference = 751 157 = ?

To represent 5 on a number line, we have to move 5 points to the left of zero