Class8 Maths Reduced
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dhirendrarath123Class8 Maths Reduced
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dhirendrarath123Mathematics
Class - VIII
2021 - 22
State Council of Educational Research and Training
Chhattisgarh, Raipur
(For Free Distribution)
Publication Year - 2021
S.C.E.R.T. CHHATTISGARH, RAIPUR
Co-operation
Hridaykant Diwan (Vidya Bhawan, Udaypur)
Convener
Dr. Vidyawati Chandrakar
Co-ordinator
U. K. Chakraborthy
Editors
U.K. Chakraborthy, C.P. Singh, G.P. Pandey,
Nagendra Bharti Goswami, Shankar Singh Rathore, R.K. Chari,
R.K. Dewangan, B.L. Gupta, Hulesh Patel, Anil Gabhel,
Mina Shrimali, Sanjay Bolya,
Deepak Mantri, Ranjana Sharma
Translated By
Shishirkana Bhattacharya
Editing By
V. Shivram, Dr. Sheela Tiwari, Prachi khare, Nivedita Ganguly
Cover Design
Rekhraj Chouragadey, Raipur
Layout Design
Amil Prabhat Hirwani, Kumar Patel
Published by
State Council of Educational Research & Training Chhattisgarh, Raipur
Printed by
Chhattisgarh Textbook Corporation, Raipur
Printing Press
Preface
The aim of mathematical studies is not only to provide a
knowledge of mathematics, but also to develop an understanding which
will enable the students to enjoy maths. They will also be able to form
relevant mathematical questions and solve them. They may also be
able to transfer their aquired skill in their daily life conveniently.
By the time they reach class-VIII, children start experiencing the
inherent power of maths. At this juncture, they are not only able to
write the largest number separately, but also to calculate the compound
interest with the help of power, and to recognize the special features of
Geometrical figures or shapes. They begin to understand the
multiplication of Algebraic numbers (variables) and to understand the
concept of a substance occupying place. The most important objective
of Mathematics is to develop the skill of understanding and reasoning
and to elaborate them.
This book has been prepared keeping in view the achievement
level of the students and the objectives of Mathematics. But no book
can be completely self-sufficient in itself, hence your suggestions are
invited to make it more interesting and perceptible. Your suggestions
will be beneficial to all the students of the state.
We are grateful to all the learned scholars of government and
non-government institutions whose valuable guidance and co-operation
we have always received. We are particularly thankful to Vidya
Bhawan, Udaypur, whose contribution in preparing this book is very
valuable.
The National Council of Educational Research and Training
(NCERT) sets some clear and measurable goals for class 1 to 8th. They
are known as 'Learning outcomes'.
We have made some necessary changes in this textbook in
reference with 'Learning out comes'. Some new contents have been
added and some chapters have been transferred from one class to
another. Do not let the teachers and the students get confused.
Director
State Council of Educational Research and Training
Chhattisgarh, Raipur
CONTENTS
Chapter 1 : S QUARE AND C UBE 1-19
Chapter 2 : E XPONENT 20-26
Chapter 3 : P ARALLEL L INES 27-41
Chapter 4 : M ULTIPLICATION AND D IVISION 42-56
OF A LGEBRAIC E XPRESSIONS
Chapter 5 : C IRCLE AND ITS C OMPONENTS 57-71
Chapter 6 : S TATISTICS 72-85
Chapter 7 : D IRECT AND INVERSE VARIATION 86-101
Chapter 8 : F ACTORS AND F ACTORIZATION OF 102-110
A LGEBRAIC E XPRESSIONS
Chapter 9 : I DENTITIES 111-122
Chapter 10 : P OLYGON 123-136
Chapter 11 : C ONSTRUCTION OF Q UADRILATERAL 137-158
Chapter 12 : E QUATION 159-172
Chapter 13 : A PPLICATION OF P ERCENTAGE 173-190
Chapter 14 : M ENSURATION -I 191-207
Chapter 15 : M ENSURATION -II 208-218
Chapter 16 : F IGURES (T WO AND T HREE D IMENSIONAL ) 219-232
Chapter 17 : P LAYING WITH N UMBERS 233-254
Chapter 18 : O PERATION ON R ATIONAL N UMBER 255-286
Chapter 19 : M ENSURATION -III 287-297
A NSWERS 298-311
Chapter-1
SQUARE & CUBE
Square Numbers
In the illustration given below each row (horizontal) and column (vertical) show
equal number of dots. Each row and column has five dots, can you count the total
number of dots?
Fig.1
Now use two-two, three- three, four –four , eight-eight dots in rows and
columns(equal numbers )and make some more square patterns and then complete the
table given below -
Table 1.1
[Link]. No. of dots in each Total number of dots in
row or column the pattern made
1. 5 25
2. 2 -------
3. ------- 9
4. 4 -------
5. ------- -------
6. ------- -------
Look at the last column in the above table. All the numbers indicate that they
can be obtained by multiplying a number with the same number e.g. 25= 5x5, 4=2x2,
9=3x3. So, all these number like 1, 4, 9,16, 25 …….etc. are (Perfect Square Numbers)
Now can you write five more perfect Square Numbers?
2 | Mathematics-8
We have ourselves made these numbers Perfect Square Numbers. If any number
is given to you, how will you find out whether it is a Perfect Square Number or not?
Recognizing a Perfect Square Number
You have seen that you can arrange 9 dots in 3 rows of 3-3 dots each, 16 dots
in 4 rows of 4-4 dots each, but when we have 10, 11 or 12 dots, we won’t be able to
arrange them in such a manner where the number of dots in each row and the number
of rows be equal. You can verify such situations for small number of dots. If the
number of dots are 109 or 784 or even larger, it would certainly be difficult to verify
them using the above pattern. So, the Perfect Square Numbers can be verified by
another method, which is the method of prime factorisation.
The Prime factor and the identification of the Perfect Square Number
For a Perfect Square Number, the number of dots in each row and the number
of rows are equal e.g. the Perfect Square Number like 6 × 6, 5 × 5, 3 × 3, 7 × 7, etc.
For any number, where the multiple factors are made of complete pairs, would
be Perfect Square Numbers. To get this, we would first break the number into its
multiple factors and then make pairs
The Prime Factorisation Method
In this method, first the prime multiple factors of the given number is obtained
and then pairs are made. The numbers in which all the prime multiple factors get in
pairs, is recognized as a Perfect Square Number. 2 144
For example. 2 72
(1) Take a number 144 2 36
The prime multiple factors of 144 are 2 18
2×2 × 2×2 × 3×3 3 9
Here, pair of prime muliples of 144 are formed. 3 3
1
(2) Take a number 252.
The prime multiple factors of 252 are 2×2 × 3×3 × 7
For this number, the factor 7 does not have any pair,
Therefore, 252 is not a Perfect Square Number.
Square & Cube | 3
Activity 1.
Now find out the prime multiple factors for the numbers given in the Table and
fill in the blanks given below.
Table 1.2
[Link]. Number Prime factor Are all the prime Whether
multiple factors in the number
pairs is a Perfect
Square or not
1. 16 2222 Yes Perfect Square
2. 32 22222 No No
3. 36
4. 48
5. 40
6. 49
7. 56
8. 64
Now verify, whether the numbers given below are Perfect Square Number or
not.
(i) 164 (ii) 256 (iii) 81 (iv) 120 (v) 576
(vi) 205 (vii) 625 (viii) 324 (ix) 216 (x) 196
Some characteristics of Perfect Square Numbers
Identifying a Perfect Square by the unit number -
Carefully observe all the Perfect Square Numbers like 4,9,16, 25, 81, 100, 169,
324,256,625 etc. Is there any Perfect Square Number that has the digit 2,3,7or 8 in the
unit’s place? Take some more numbers and check the unit’s place. What conclusion
do you draw? Let’s observe the table below.
4 | Mathematics-8
Table 1.3
Number Perfect Square Numbers Perfect Square
Numbers
1 1 2 4
3 9 4 16
5 25 6 36
7 49 8 64
9 81 10 100
11 121 12 144
..... ..... ..... .....
..... ..... ..... .....
You can still take the table forward. What do you notice about the perfect
squares of the odd and even numbers in the table?
Put a mark in the statements that follow:
(1) The Perfect Squares of odd numbers are : Odd/ Even
(2) The Perfect Squares of even numbers are : Odd/ Even
Another Interesting Observation
Look at the figure given below-
Figure 2
Square & Cube | 5
In the figure, starting from one end several squares have been drawn. Some
parts of these squares have automatically been included in the new squares. If we add
the total number of dots included in each part separately, we will see that the number
of dots in the squares would be as follows.
1st square = 1 = 1 = 12
2ndsquare = 1 + 3 = 4 = 22
3rd square = 1 + 3 + 5 = 9 = 32
4th square = 1 + 3 + 5 + 7 = 16 = 42
5th square = 1 + 3 + 5 + 7+9 = 25 = 52
6th square = 1 + 3 + .................. = 36 = 62
7th square = .............................. = .... = ....
8th square = .............................. = .... = ....
What do you notice? We can see that whichever square is taken into
consideration, the total number of dots in that square is a perfect square number. Can
you tell what will be the number of dots in the eight & tenth squares?
We will notice that the dots included in the first, second, third …. and other
squares are in the following manner :
1st square = first odd number = 12
2nd square = sum of first two odd number = 22
3rd square = sum of first three odd number = 32
This continues, for example: the sum of the first 8 odd numbers is equal to 82 .
This holds true for as many numbers as you would work to check.
Hence we conclude that ‘The square of any natural number ‘n’ is equal
to the sum of the first ‘n’ consecutive odd number.
Some more interesting patterns:
Observe the square numbers of 1, 11, 111 ......
12 = 1
2
11 = 121
2
111 = 12321
2
1111 = 1234321
111112 = .......................
1111112 = .......................
6 | Mathematics-8
Activity 2.
Ask your friend to say any two consecutive numbers. Add those numbers
orally and write the sum in your notebook. Now ask your friend to find out the
squares of the two numbers and subtract the smaller square number from the greater
square number. After this, show the number you wrote in your notebook to your
friend. Aren’t the numbers the same?
How did that happen?
Can you guess how this will work out. Look at the following patterns:
42 & 32 = 16 & 9 = 7 = 4 + 3,
92 & 82 = 81 & 64 = 17 = 9 + 8,
132 & 122 = 169 & 144 = 25 = 13 + 12
Now look at the examples below:
32 + 42 = 9+16= 25 = 52, 62 + 82 = 36 + 64 = 100 = 102
52 +122= 25+144 =169=132 i.e. 52 + 122 = 132
Can you find out more such examples? You will find that in every example there
is a triplet of numbers and each triplet has some special numbers. The square of the
larger number is the sum of the squares of remaining two numbers. Such numbers are
known as Pythagoral Triplets. Triplets means a set of three numbers, like
(3, 4, 5), (6, 8, 10), or (5, 12, 13) are Pythagoral triplets.
Example 1. Verify whether (9, 40, 41) is a pythagoral triplet?
Solution : Here 92 + 402 = 81 + 1600 = 1681
And 412 = 1681
Therefore 92 + 402 = 412 . So, (9, 40, 41) is a Pythagoral Triplet.
PRACTICE - 1
Verify whether the sets given below are Pythagoral Triplet or not?
(i) (5, 12, 13) (ii) (8, 15, 17)
(iii) (10, 15, 25) (iv) (4, 7, 11)
NOTE : Our country knew about this triplet relationship much earlier. It is believed
that in 600 BC an Indian mathematician, Bodhayan expressed it in an expanded form
and explained it through multi digit numbers .
Square & Cube | 7
Making Perfect Squares From Numbers
As you have seen in the example on page 2 that in the multiple factors of 252, 2
and 3 had pairs but 7 didn’t have any pair. If we divide or multiply the number by 7,
we would be able to get pairs of all the multiple factors. This means 7 is the least
number which when divided or multiplied by the number 252 will make the product or
quotient, a perfect square. Now let us understand this by some more examples:
Example 2. Find out the least number which when multiplied by 720 will make a
perfect square number.
Solution : 720 = 2 2 2 2 3 3 5
Out of the prime multiple factors of 720,5 did not make any pair. Therefore the
perfect square number would be that in which 5 will also get a pair and for this we will
have to multiply 720 by 5. Therefore 5 is the least number that will give a perfect
square when multiplied with 720.
Example 3. Find out the least number which when divided by 140 will make a
quotient a perfect square.
Solution : 140 = 2 2 5 7
Out of the prime multiple factors of 140, 5 and 7 did not have pairs. If 140 is
divided by 35 (5×7), then the quotient will be a perfect square.
Example 4. Find out the lowest perfect square that is completely divisible by 6 and 8.
Solution : The lowest common multiple of 6 and 8 = 24
The prime factor of 24 = 2 2 2 3
Now we see that 2 and 3 are the multiple factors of 24 that do not have
pairs. If we multiply 24 by (2 x 3) = 6, it will be a perfect square .That would get
divided by both 6 and 8. Therefore, the desired number is 24 x 6 = 144.
Try These Also
(10)2 = 100, (300)2 = 90000, (5000)2 = 25000000
The square of 10 has two zeroes, the square of 300 has four zeroes, and that of
5000 has six zeroes. Can you think of a number the square of which has zero in the
unit’s place or has zeroes in all three places – units, tens and hundreds.
8 | Mathematics-8
PRACTICE - 2
(i) Find out the smallest number which when multiplied by 200, so that the product
becomes a perfect square.
(ii) Find out the smallest number which when multiplied by 180, so that the product
becomes a perfect square.
(iii) Find out the smallest number which when divided by 2352 make a quotient a
perfect square.
EXERCISE - 1.1
Q.1 Pairs the multiple factors of the following numbers and say whether they are
perfect squares or not?
(i) 164 (ii) 121 (iii) 289
(iv) 729 (v) 1100
Q.2 Give reasons why the given numbers are not perfect squares.
(i) 12000 (ii) 1227 (iii) 790
(iv) 1482 (v) 165000 (vi) 15050 (vii) 1078 (viii) 8123
Q.3 Find out the numbers whose squares are even numbers and whose squares are
odd numbers?
(i) 14 (ii) 277 (iii) 179
(iv) 205 (v) 608 (vi) 11288
(vii) 1079 (viii) 4010 (ix) 1225
Q.4 Look at the given pattern and fill in the blanks:-
112 = 121
1012 = 10201
10012 = 1002001
100012 = -----------
1000012 = ------------
----------- = 1000002000001
Square & Cube | 9
Cube Numbers
Till now we have thought about square numbers. When a number is multiplied
by the same number, the product obtained is known as the square of that number.
Now if the product is again multiplied by the original number, the number obtained
would be the cube of that number.
e.g. 2 2 2 = 8 or 23 = 8
7 7 7 = 343 or 73 = 343
Here 8 and 343 are the cubes of 2 and 7 respectively.
Observe the table below and fill in the blanks:-
Table 1.4
Number Multiplied thrice Exponential form Cube number
1 111 13 1
2 222 23 8
3 333 ------ ------
4 --------- ------ ------
5 --------- ------ ------
6 --------- ------ ------
7 --------- ------ ------
8 --------- ------ ------
9 --------- ------ ------
10 --------- ------ ------
In the above table, the numbers obtained i.e. 1, 8, 27……etc are cube numbers
of integer numbers, 1, 2, 3 etc.
such numbers are known as Perfect cubes.
Think about the even numbers and their cubes given in the tables, what do you
conclude ? Are cubes of odd numbers also odd? Are cubes of even number also
even?
How will you recognise whether a given number is cube or not? To recognise
Square numbers ,we had made pairs of the prime multiple factors .Those numbers
that made perfect squares had complete pairs made.
10 | Mathematics-8
We can extend the same method for cubes. We can write 8 as 2 × 2 × 2. On
finding the prime multiple factors, we notice that 2 has been multiplied thrice and
after a triplet there is no other multiple factor left. Let us now take a look at the
number 27. Here 3 is multiplied thrice and can make a triplet. If we take 24 as the
number then we shall have 24 = 2 × 2 × 2 × 3 i.e. 2 come thrice and form a triplet but
3 remains without any pair. This means 24 is not a cube number.
Thus to identify a perfect cube number ,we can conclude that if the prime
multiple factors get arranged in the form of triplets of that number then the Number is
perfect cube, otherwise not.
Let us take few more examples:
Example 5. Is 216 a perfect cube number?
Solution : 216 = 2 2 2 3 3 3 (on finding in divisible multiple factors)
= 23 33 (all the factors get arranged in triplets)
= (2 3)3
= 63
So here, 216 can be represented as (63) the cube of 6.
Example 6. Say whether the number 23625 is a perfect cube?
Solution : 23625= 3 3 3 5 5 5 7 (on finding the prime multiple factors)
Here 23625 get arranged into triplets of 3 and 5 but not so for the multiple
factor 7. Therefore 23625 is not a perfect cube.
Example 7. Find the smallest number that when multiplied by 68600 given a perfect
cube?
Solution : 68600= 2 2 2 5 5 7 7 7
Here in the multiple factors of 68600 , 2 and 7 have made triplets but 5 is pair
and the number 68600 will have to be multiplied by 5 to make it a perfect cube.
Example 8. Find the smallest number which when divided by 408375, gives the
quotient as a perfect cube.
Solution : 408375 = 3 3 3 5 5 5 11 11
Here, 408375 has multiple factor that has triplets for 3 and 5 not for 11. Therefore,
if 408375 is divided by 11×11= 121, then the quotient would be a perfect cube.
Square & Cube | 11
EXERCISE - 1.2
Q 1. Identify the perfect cubes in the given numbers.
(i) 125 (ii) 800 (iii) 729
(iv) 2744 (v) 22000 (vi) 832
Q 2. Find out that smallest number which when multiplied by 256 will make the
product a perfect cube.
Q 3. Find out the smallest number which when multiplied by 1352 will make the
product a perfect cube.
Q 4. Find out that smallest number which when multiplied by 8019will make the
quotient a perfect cube.
Q 5. Find out the smallest number which when multiplied by the numbers which are
not cube in Question-1 give cube numbers.
Square Root
In the beginning of this chapter, we have learnt about perfect square numbers.
Let’s revise it through an activity once again:
Activity 3.
Table 1.5
[Link]. Number Prime multiple factor The number forwhich it is a square
1. 16 2222 2 2=4
2. 25 55 5
3. 36
4. 49
5. 64
6. 100
7. 144
8. 196
In the above activity you have seen that the square of 4 is 16, the square of 5 is
25 and that of 8 is 64. This can be also stated as follows: the square root of 16 is 4, the
square root of 25 is 5and it is written as; the square root of 16 = 16 = 4
12 | Mathematics-8
The square root of 25 = 25 5 (We indicate the square root by the symbol “ ”).
You must have noticed that the square of any natural number “n” is equal to the sum
of the “n” initial consecutive odd numbers.
For example: 52= 1 + 3 + 5 + 7 + 9 = 25
Just as five (initial) consecutive odd numbers have been added to obtain the
square of 5 (25); can we get the square root of 25 by subtracting the consecutive odd
numbers from 25? Let’s find out :
25 - 1 = 24, 24 - 3 = 21, 21 - 5 = 16
16 - 7 = 9, 9 - 9 = 0,
Here on subtracting the first five odd numbers from 25, the reminder obtained
is zero (0). This means, the square root of 25 is 5 i.e. 25 5 .
Try to verify this process for some more perfect squares. You will find that
the number of initial odd numbers that need to be subtracted from a perfect
square number to obtain zero, that number itself is the square root of the
perfect square number.
Can we verify perfect square number by this process?
You will find if the remainder on subtraction is not zero, the number is not a
perfect square.
PRACTICE - 3
Orally state the square root of the following numbers:
(i) 25 (ii) 49 (iii) 64 (iv) 81 (v) 121 (vi) 144
We can find out the square root of some numbers orally but not for all. Let us
discuss the method of finding out square roots.
Square root by prime multiple factors
To find out the square roots of numbers by this method we first, determine the
prime multiple factors for the number given. Then we make pairs of these and taking
one number from each of the pairs, multiply them to get the square root.
Square & Cube | 13
Example 9. Find out the square root of 441. 3 441
Solution : 441 = 337 7 3 147
7 49
441 = 3 3 7 7
7 7
= 3 7 (taking one number from each pair)
2 12 96 1
= 21
2 648
Example 10. Find out the square root of 1296 . 2 324
Solution : 1296 = 2 2 2 2 3 3 3 3 2 162
3 81
1296 = 2 2 2 2 3 3 3 3 3 27
=2233 3 9
= 36 3 3
1
PRACTICE - 4
Find out the square roots of the following numbers by the prime factorisation
method.
(i) 289 (ii) 625 (iii) 900 (iv) 361 (v) 1764
Example 11. If the area of a square figure is 2025 square cm, find out the length of
one side of the figure.
Solution : The area of the square figure = (side)2 = 2025 cm2.
One side of the figure = 2025
= 333355
=335
= 45 cm.
Example 12. A person planted 11025 mango saplings in his garden in a way that the
number of plants in each row is equal to number of rows. Find the
number of rows.
Solution : Let the number of rows in the garden be ‘X’
Since the total number of plants = X × X = X2
X2 = 11025 or X = 11025
=
33557 7
= 3 5 7 = 105
Therefore, the number of rows in the garden = 105
14 | Mathematics-8
EXERCISE - 1.3
1- Find out the square root of the given numbers by prime factorisation method.
(i) 361 (ii) 400 (iii) 784
(iv) 1024 (v) 2304 (vi) 7056
2- A group of boys bought 256 mangoes and distributed it among themselves. If
each boy got the number of mangoes equal to the number of boys in the group,
find out the number of boys in the group
Finding Square Root through Division Method.
Till now we have learnt to find out square root of perfect square numbers. In
mathematics there is an interesting method by which we can find the square root of
perfect square numbers and also the square root of those numbers which are not
perfect square.
You know that the square root of one digit and two digit perfect square numbers
are one digit numbers. Using their tables you can easily understand this.
Such as : 1 x 1 = 1, So 1 is the square root of 1
3 x 3 = 9, So 3 is the square root of 9
9 x 9 = 81, So 9 is the square root of 81
100 is the perfect square number after 81 which is a three digit number. Its
square root is 10 which is a two digit number. (Do you find any pattern in digits of a
number and its square root?) How will you find the square root of largest three digit
number? Let’s understand this by an example.
Example 13. Find the square root of 625?
Step 1. Starting from the unit place of the number 625 make pairs of numbers. A
small horizontal line can be drawn to make pairs above the numbers.
In this case only one pair 25 will be formed and the number 6 will 6 25
remain alone.
Step 2. Put 625 inside the division sign. Now find the largest divisor whose square
cannot be greater than 6.
quotient
Here it is 2,
divisor 6 25 dividend
( 2 x 2 = 4 < 6, 3 x 3 = 9 >6 )
Square & Cube | 15
Step 3. Now placing the number 2 in divisor and quotient and 2
subtracting their product 4 after placing it below the number 6. 2 6 25
The Remainder 2 will come. –4
2
Step 4. Addition of the same number 2 to the divisor will result to
2
number 4. Now write it below. After that shift the pair 25
besides the result 2 obtained from the step3. Here the new 2 – 46 25
+2
dividend will become 225. 4 2 25
Step 5. Now we have to put such number after 4 in the divisor and
after 2 in the quotient that its product with the new divisor 2 5
should not be exceed 225. if we put 3 in the divisor after 4 2 6 25
the new divisor will be 43. +2 – 4
45 2 2 5
43 x 3 = 129 < 225 225
Successively placing 4 and 5 in the divisor we see – 0
44 x 4 = 176 < 225
and 45 x 5 = 225 = 225
It is clear that taking 5. in the quotient is appropriate. Subtract the product 225
from the new dividend 225. 0 will be the Remainder. So the final quotient 25 will be the
square root of 625.
i.e.
Example 14. Find the square root of 9409.
Solution –
Step 1. We have given a number of 4 digit, Starting from the unit place
94 09
of the number 9409 make pairs of two digit numbers. Two pairs
94 and 09 will be formed. Put them inside the division sign.
9
Step 2. Considering the second pair 94 as a dividend find the largest
divisor whose square should not be greater than 94. It is obvious 9 94 09
– 81
that the divisor is 9. Now placing the number 9 in divisor and 13
quotient and subtracting their product 81 after placing it below
the number [Link] Remainder 13 will come. 9
Step 3. Adding the same number 9 to the divisor. Write the
sum 18 below it. Now write down the pair number 09 9
beside the remainder 13. the new dividend will be 1309. + 9 - 81
Now as shown in the previous example, what should 18 13 09
be written beside the divisor 18 so that it’s product
with the new divisor become 1309, nearer or lesser.
16 | Mathematics-8
Here we see that the divisor is a 3 digit number and the dividend is a 4 digit
number. If we remove the unit place digit of both the divisor and the dividend
then the divisor remains 18 and the dividend remains 130. Now it can be
easily seen that 18 x 7 = 126 which is less then 130.
97
So we can put 7 in the divisor and the quotient.
187 x 7 = 1309 9
+ 9 - 81
Subtracting this product 1309 from the new dividend 1309.
The Remainder 0 will come. The final quotient 97 will be the 187 13 09
square root of 9409. -13 09
0
From both the above examples we have got square roots
of perfect square numbers. Now let’s take an example which is not a perfect square.
In such cases the square root gives digits after decimal point.
Example 15. Find the square root of 8772.
Solution –You know that 8772 can be written as 8772.0000 As in the last two examples
we made pairs of 2 digit numbers starting from the unit place , the same procedure will
be applied here. Digits in the unit and ten’s place will make a pair and digits in the
hundred and thousand’s place will make a pair. In the right side of decimal points
digits in the tenth and hundredth place put together to make a pair and so on.
We will write the number
8772.0000 as 87 72. 00 00 let’s find out the square
root of 8772 as before – 93·65
9 87 72·00 00
After the remainder 123 bring down the first pair of +9 – 81
zeroes which are after the decimal points. Now put the decimal183 672
point before the number to be write in the quotient. Do the +3 –549
process of division in the similar way. 1866 12300
+6 – 111 9 6
If we want square root upto two decimal places only 18725 110 400
then we can stop our procedure over here. If we have to –93625
proceed further, then put a pair of zero each time after 16775
remainder and proceed it and get new quotient. So the square
root of 8772 will be approximately 93.65 i.e. approximate.
Square & Cube | 17
EXERCISE - 1.4
Q. 1. Find out the square root of following by division method.
(i) 529 ( ii) 1369 (iii) 1024 (iv) 5776
(v) 900 (vi) 7921 (vii) 50625 (viii) 363609
Q. 2. In a cinema hall the owner wants to organize the chair in this way that the
number of rows and columns of seats should be equal. If there are total 1849
seats then find out the number of rows and column.
Q. 3. The area of a square garden is 1444 square meter, so find out the length and
breadth of that garden.
Example 16. Determine the square root of 51.84
7. 2
Solution –
7
+7 - 49
14 2 02 84
- 2 84
0 00
51.84 ¾ 7.2
Example 17. Determine the square root of 23.1 up to two places of decimal.
Solution – 4. 80
4
+ 4 – 16
88 07 10
8 – 7 04
960 6 00
– 0 00
6 00
23.1 ¾ 4.80
18 | Mathematics-8
Example 18. Determine the square root of 2 up to three places of decimal.
Solution –
1.41 4
1
+1
24 1 00
+4 – 96
2 81 04 00
+ 1 – 2 81
2824 1 19 00
– 1 12 96
0 06 04
EXERCISE - 1·5
Q. 1. Find out the squares root of following numbers.
(i) 7·29 (ii) 16·81 (iii) 9·3025
Q. 2. Find out the squares root of following up to two places of decimal.
(i) 0.9 (ii) 5 (iii) 7
Cube root
To find square root of a number we were making pair of two same number from
the prime factors of that number. After that we were tarring one number from each pair
and multiply them. To find cube root of any multiply, we processed this method . For
cube root we trio the prime factors of that number and multiply one-one number from
each trio. Obtained number will our required cube root.
2 512
Example 19. Determine cube root of 512. 2 256
2 128
Solution – 512 ¾ 2 2 2 2 2 2 2 2 2 2 64
2 32
3
512 ¾ 222 2 16
2 8
3
512 ¾ 8 2 4
2 2
Example 20. Determine cube root of 91125. 1
5 91,125
Hint - We see that the number has 5 in its unit place. So the 5 18,225
5 3,645
number is completely divisible by 5. 3 729
3 243
Solution – 91,125 = 555333333 3 81
3
91,125 ¾ 533 3 27
3 9
3
91,125 ¾ 45 3 3
1
Square & Cube | 19
EXERCISE - 1.6
Determine the cube root of following.
(i) 125 (ii) 343 (iii) 1331
(vi) 2197 (v) 9261 (vi) 166375
(vii) 4913 (viii) 42875
WE HAVE LEARNT
1. If “n” is a number, then n x n or n2 will be known as its square and n x n x n or
n3 will be called its cube.
2. Those numbers whose unit place have numbers like 2,3,7or 8 cannot be
perfect square numbers.
3. If a perfect square number ends in an even number of zeroes, then they would
also be perfect squares.
4. The squares and cubes of even numbers are always even numbers and squares
and cubes of odd numbers are always odd numbers.
5. The square of any natural number “n” is the sum of the initial consecutive odd
numbers .
6. If three numbers are in such a sequence that the square of the greater number
is equal to the sum of the square of the remaining two numbers , then the
numbers are known as Pythagoral Triplets e.g. 32 + 42 = 52 therefore (3,4,5)
make a Pythagoral Triplet.
7. Square root is represented by the symbol “ ”. This is known as the symbol
of under root or the square root of the number. The number written under this
symbol is determined .
Chapter-2
EXPONENT
Exponents of Integers
Till now we have talked about exponents of natural numbers, but Fatima was
thinking how she would solve the problems related to exponents of negative numbers.
She thought why not write a negative number in place of the positive one and solve it
for any exponent.
(–1)2 = (–1) × (–1) = 1
(–1)3 = (–1) × (–1) × (–1)
= {(–1) × (–1)} × (–1) = 1 × (–1) = –1
(–1)4 = (–1) × (–1) × (–1) × (–1)
= {(–1) × (–1)} × {(–1) × (–1)}
= 1×1=1
(–1)5 = (–1) × (–1) × (–1) × (–1) × (–1)
= {(–1) × (–1)} × {(–1) × (–1)} × (–1)
= 1 × 1 × (–1) = – 1
Kamli saw this and said, “When the exponent of (-1) is an even number, then its
value is 1 and when the exponent of (-1) is an odd number, then its value is -1.”
Therefore,
(–1)Even No. = 1 and (–1) Odd No.
= –1
Thus Fatima & Kamli could understand that (-1)25 = -1, (-1)50 = 1
(–1)143 = –1, (–1)144 = 1 and so on.
Now think about the following :
(–5) = (–1) × 5
(–5)4 = {(–1) × 5}4
= (–1)4 × 54 [ As (a × b)m = am × bm ]
= 1 × 54
= 54
Exponent | 21
(–27)13 = {(–1) × 27}13
= (–1)13 × 2713
= (–1) × 2713 [ (-1) odd no. = -1]
= – 2713
(–m)16 = {(–1) × m}16
= (–1)16 × m16 [ (-1) even no.
= 1]
= m16
Now think over and say which of this exponent numbers are positive and which
of these are negative: (–35)12, (–149)23, (–m)37, (–m)100, (–11)111. Can you draw any
conclusion from these examination ?
You will find that if ‘a’ and ‘m’ are natural numbers, then
(–a)m = {(–1) × a}m = (–1)m × am
This means
So (-a)m is positive or a negative it depends on (-1)m.
Examples 1. Simplify the following :
(i) (–5)4 × (–5)7
(ii) (–4)2 × (–4)6 × (+4)17
(iii) (–9)8 (–9)2
(iv) (–x)7 (–x)4
Solutions:
(i) (–5)4 × (–5)7 = [(–1) × 5]4 × [(–1) × 5]7
= [(–1)4 × 54] × [(–1)7 × 57]
= 1 × 54 × (–1) × 57
= – 1 × 54+7 = –511 [ am × an = am+n]
(ii) (–4)2 × (–4)6 × (+4)17 = [(–1) × (4)]2 × [(–1) × (4)]6 × [(+1) ×(4)]17
= (–1)2 × (4)2 × (–1)6 × (4)6 × (4)17
= 1 × 42 × 1 × 46 × (4)17
= 42+6+17
= 425 [ a × am × an = a+m+n]
22 | Mathematics-8
a 9 f8
(1) 98
(iii) 8
(–9) ÷ (–9) 2
=
a 9 f2 =
(1) 92
( 1) 8 9 8 1 9 8 9 8
=
( 1) 2 9 2 1 9 2 9 2
= 98–2 = 96 [ am ÷ an = am–n]
b x g = (1) x
7
7
b x g (1) x
7 4
(iv) (–x) ÷ (–x) = 4 4
b1g x 1 x
7 7 7
=
b1g x 1 x
4 4 4
= (-1) × x7-4 = – x3 [ am ÷ an = am–n]
EXERCISE - 2.1
1- Simplify the following %
(a) (–5)3 (b) (–4)5 (c) (–2)6 (d) (–3)6
2- Write the following in the form of exponents:
(a) 54 × (–5)2 (b) 15 × (–15)25
(c) 125 ÷ (–12)3 (d) (–p)14 ÷ (–p)7
3- Verify the given statements by solving both the sides:
(a) (–2)4 × (–2)2 = (–2)8 ÷ (–2)2
1
(b) (–3)2 × (–3) -6 =
d3 i2 2
(c) (–7)32 ÷ (–7)32 = 1
Exponents of rational numbers
Razia thought that we have thought about the exponents of natural numbers &
integers, but what would happen if we have rational number instead of these?
Exponent | 23
Let us find out the answers of this question .
Think about some exponents to rational numbers.
F 5I 4
5 5 5 5
¼1½ H 7K =
7 7 7 7
5 5 5 5 54
= =
7777 74
F 3 I 5
3
5
a f FH IK
3
5
H 11K
5
¼2½ = (1) = 1
11 11
- 1 3 3 3 3 3
= 11 11 11 11 11 [ (–1)5 = – 1]
35
=
115
F 4I 6
= a 1f
F 4I 6
H 3K H 3K
6
¼3½
4 4
= .... 6 times [ (–1)6 = 1]
3 3
46
= 6
3
F 5I m
Therefore if you have a rational number
H 4K then
F 5I m
5 5 5
H 4K = ¼m times½
4 4 4
m
55........m times 5
= = m
44........m times 4
F 3I , F 9 I , F 4 I , F 2 I , F 2 I
3 5 6 3 p
Now expand this and see:
H 2 K H 4 K H 7 K H 5 K H 3K
p
If the exponent of a rational number
q
¼where q 0½ is m, then
24 | Mathematics-8
FG pIJ m
p p p .........m times
H qK = q q q ........m times
p p p .........m times pm
= m
q q q ........m times q
F pI
Therefore G J
m
pm
H qK = m (where both p and q are integers and q o
q
Now if the exponent of the rational number is negative, what will be the situation?
Consider the following examples:
F I = FG 5 IJ
1 2
5
2 2
5 42 4 FI 2
H K H4 K
4
2 = 1 = 2 =
42 5 5 HK a m am
b
bm
and a m
1
am
F 3I 4
34 34 74 7
1
FI 4
H 7K = 4 = 1
7 74
= 4 =
3 3 HK
1 m
F 2I m
2 m 2 5m 5 FI m
H 5K = m = 1
5
= m =
5m 2 2 HK
PRACTICE - 1
Now try to solve the following yourself :
F 7 I , F 14 I , F 15I , F 113I
5 9 4 11
5
7
H 5K H 13K H 6 K H 53 K ,
7
Consider again
F aI m
a m bm b FI m
H bK m m
b a a HK
Therefore,it is clear that:
m m
a b
where both a and b are integers and a 0, b 0 .
b a
Exponent | 25
Examples 2.
F 5I F 7 I F 5I F 5I 5
4 2 4 2 4 ( 2 )
a m b m
1- H 7 K H 5K H 7 K H 7 K 7
b a
F 5I 5 25
2 2
H 7 K 7 49 2 a m a n a m n
F 2I F 9I F 9I F 9I
4 2 4 2
2- H 9K H 2K H 2K H 2K
4 2
9 9
4
( 1)
2 2
F 9I 42
= 1
H 2K
6
9 531441
= =
2 64
36
3- Express
49
in the form of exponents.
36 36
1
49 49
2 2
6 6
1
7 7
EXERCISE - 2.2
1- Simplify the following:
F 2 I F 1I
3 3
F 4I 4
F 5I 2
(a)
H 7K H 2K (b)
H 5K
H 4K
a5f FH 15IK F 3I F 3I
2 3 5
H 4K H 4K
3
(c) (d)
2- Express in the form of exponents :
25 27 729
(a) (b) (c)
49 125 64
26 | Mathematics-8
3- Prove :
F 5I F 7 I F 3 I F 19 I
7 7 2 2
(a)
H 7 K H 5K H 19 K H 3 K 0
m m m m
p p q q
(b) q q p p
4 4
25 16
(c)
16 25
4- Write true or false :
F 5 I 5 65 65
(a)
H 4K 4 65
F 32 I 32 150 150
(b) H 19 K 19 150
(c) (25 × 3)5 = 25 × 35
F 27 I 15
2715
(d)
H 16 K 15
16
We have learnt
1- (–1) Even No. = 1 and (–1) Odd No. = –1
m
p p pm
2- If q is a rational number then m
q q
m m
a a b
3- If is a rational number then
b b a
Chapter-3
PARALLEL LINES
Parallel Lines
In your previous class, you have studied about parallel lines. These are two
straight lines on the same plane, the perpendicular distance between them is always the
same. Extended in both directions, these lines never cross or intersect each other.
The two opposite sides of a square or rectangle, the edges of a black board, the
railway track etc. are examples of parallel lines. Think about some more such examples
of parallel lines and write them in your notebook.
Distance between two parallel lines:
The perpendicular distance between two parallel lines is always the same. To
know this, we draw a perpendicular from any point on one line to the other line. The
length of the perpendicular thus obtained is distance between the two lines.
Activity 1.
Draw two parallel lines on your notebook. Measure the distance between these
two lines at different point and complete the table below.
A B C D
m
Q
28 | Mathematics-8
Table 3.1
[Link]. Points marked Draw perpendicular Distance (in cm.)
on line from line to line
making at point
1 A ............ .............
2 B Q.......... BQ =......
3 C ............ .............
4 D ............ .............
Is the distance between the two lines are the same in all the cases?
---------------------------------------------------------------------------------------------------- -----------
To draw a parallel line at a given distance with respect to a given line.
To draw a line m parallel to line at a distance of 3cm.
Steps of construction
1- Take any point P on the given line . (Fig 3.2)
P
Fig 3.2
Q
2- Draw a perpendicular PQ (Fig 3.3) on point P.
fp= 3-3
P
Fig 3.3
Q
R
3- Taking point P as the centre, draw an arc
of radius 3cm. on PQ which cuts PQ
at R (Fig 3.4)
P
Fig 3.4
Parallel Lines | 29
4- Draw RSPR at point R and extend RS as line m . (Fig 3.5)
Q
S R m
3 cm
P
Fig 3.5
Thus line m, is a parallel line to at a distance of 3cm.
Note : Parallel lines at a given distance can be drawn with the help of set square also.
Some characteristic features of parallel lines
The perpendicular drawn at two points on the same line are parallel.
Activity 2.
Draw a line and take any two points A & B on it draw perpendicular AM from
point A and Perpendicular BN from point B on line .
M N
1 2
A B
Fig 3.6
Ask your friends to draw two perpendicular on line in their notebooks and fill
up the given table by measuring the adjacent angles in their figures.
Table 3.2
[Link] Name 12 Is 1 = 2 \
1- Mohan ------ ------ ------------
2- ------------ ------ ------ ------------
3- ------------ ------ ------ ------------
4- ------------ ------ ------ ------------
30 | Mathematics-8
We see that in each situation , 1 = 2, since these are corresponding angles, therefore
lines AM and BN are parallel lines. Thus on the same plane, the perpendiculars drawn
on two points of a line are parallel to each other.
Practise - 1
1- Draw a line and construct a line parallel to it at a distance of 3 cm.
2- Draw a line and construct a line parallel to it at a distance of 4.3 cm. How may
maximum number of lines like this can be drawn parallel to a line?
D C
3- ABCD is a parallelogram where AB|| CD,
CLAB and DMAB. Is CL||DM ? what A B
M L
kind of a quadrilateral is DMLC? What kind
of triangles are ADM and LCB.
Two lines parallel to a given line are parallel to each other.
Activity 3.
In the figures below m and n are lines parallel to line and t is an inclined line
intersecting these lines. Now, measure the angle in the figures and complete the table
that follows.
m
4 1 2
5
5 2 m
1 n
6 3 n 4
3
6
t
Fig 3.7
t
t Fig 3.8
6
3
5 n
2
4
1 m
Fig 3.9
Parallel Lines | 31
Table 3.3
Fig. No. Measure of angles (in degree)
1 2 3 4 5 6 Is 2= 3? Is 5= 6?
3-7
3-8
3-9
In the figure, we can see that 2 =3] and 5=6] but these are corresponding
angles. Therefore lines m and n are parallel to each other i.e. lines drawn parallel to a
given line are all parallel to each other.
Practise - 2
D C
1. In the figure ABCD is a trapezium.
Where AB||DC segment EF||AB and E
E F
and F are points on AD and BC
respectively. Is EF||DC, if yes then why?
A B
2. How many trapezium are there in
this figure? Name them.
Intercepts
m
When two straight lines are intersected by
any inclined line, then the intersected part between A
the two straight lines is known as the intersecting (Intercept)
segement. In the figure AB line & m are intersected B
by the line n and the intersected part AB is known
as the intercept because it is inside the space between “Intercept AB” n
the two lines.
Fig 3.10
It is not necessary that the two lines & m
are parallel to each other.
32 | Mathematics-8
Practise - 3
1- In the given figures identity the intercepts and fill in the blanks.
m n
t
D A
C B m
Fig 3.11 Fig 3.12
intercept &&&&&&&&&& intercept &&&&&&&&&
n
m
t
Q R
P
Fig 3.13
intercept &&&&&&&&&&
Parallel lines and equal intercepts
Activity 4.
In the given figures the line P contains there points A,B,C in a way that AB=BC.
Three lines , m & n have been drawn passing through these three points intersecting
there. Three lines are inclined by line t which intersect the lines , m, and n at points D,
E and F respectively.
t
p t p
A D D A
B E E B
m m
C F n F C
n
Fig 3.14 Fig 3.15
Parallel Lines | 33
p
p t
A D t
A
B E D
B
C F
C E
F
Fig 3.16
Fig 3.17
p
p
A B
t C A
B
D C D t
E E
F F
Fig 3.18 Fig 3.19
Table 3.4
[Link] DE EF Is DE = EF ?
3-14
3-15
3-16
3-17
3-18
3-19
In the above activity, you have seen that in every situation DE = EF.
Therefore, we can conclude that if a transversal line intersecting “three parallel
lines produces equal intercept then the other transversal will also produce
equal intercept”.
34 | Mathematics-8
Activity 5.
In the given figures || m || n and the intersecting lines ‘s’ and ‘t’ crosses these
parallel lines at A, B, C and D, E, F. Use scale to measure the sections given in the
table and complete the information asked for.
s t
s t
A D A D
B E m
m B E
C F n
n C F
s t
Fig 3.20 Fig 3.21
A D
B E m
C F n
Fig 3.22
Table 3.5
AB DE AB DE
[Link] - Fig. No. AB BC DE EF Is = ?
BC EF BC EF
1- 3-20
2- 3-21
3- 3-22
AB DE
In the above activity in all the situations, we get -
BC EF
Therefore if three parallel lines make equal intercepts on one transversal,
then they make equal intercepts on any other transversal as well.
Parallel Lines | 35
EXERCISE - 3.1
1- Draw a line segment of 6 cm and taking any point P, draw a parallel line at a
distance of 2.5cm .
t
2- In the given figure || m, t m anda t n, then
(i) Is m n \ Why?
m
(ii) Is n \ Why?
n
(iii) Is t \ Why?
m
3- In the given figure a || b || c and & m are two
transversals. If PQ = QR, is ON= NS ? Why?
P O a
Q N b
R S c
4- In the given figure AB|| DC, EF|| AB and E is the midpoint
for the line segment AD, then D C
(i) Is AB || EF || DC \ Why \ E F
(ii) Is F, the midpoint for the line segment CB? Why? A
B
5- In the given figure || m || n, will the ratio of the
A D
intercepts be equal ?
B E
m
C F n
6- If line segments DA,CB and OM perpendicular
on segment AB, where O is the intersecting points
for line segments AC and DB, If OA =2.4 cm
and OC =3.6 cm, then find out. D C
AM O
(i)
BM
(ii) If BO =3cm, find the value of DO. A
M
B
36 | Mathematics-8
Line drawn parallel to one side of a triangle
Activity 6.
In the given triangle ABC, DE|| BC that intersects AB on point D and AC on
point E. with the help of the figures below measure the features asked for the table and
complete it.
A A
E
D E D
D E
B C
B C Fig 3.25
B C Fig 3.24
Fig 3.23
C B
A
E D
E
D
C B
Fig 3.26 A
Fig 3.27
Table 3.6
AD AE AD AE
[Link]. Fig. No AD DB AE EC Is \
DB EC DB EC
1- 3-23
2- 3-24
3- 3-25
4- 3-26
5- 3-27
AD AE
In the above activity, every situation gives us sufficient proof for .
DB EC
Therefore a line drawn parallel to one side of a triangle divides the other
two sides in equal ratio.
Parallel Lines | 37
Relationship between the line joining the midpoint of two sides of a triangle & its third side.
Activity 7.
In the given triangles ABC, the midpoints of AB and AC are D and E
respectively. Measure the angles formed on DE and at points B & C and complete the
table below. C
A
E
D E A
B C Fig 3.29 B
Fig 3.28
C B E C
A
E D
D
A B
Fig 3.30 Fig 3.31
Table 3.7
[Link] Fig No ADE B Is AED C Is AED = C?
ADE B ?
1- 3-28
2- 3-29
3- 3-30
4- 3-31
In the above activity you find that ADE = B and AED = C. Observe the
angles carefully again ?What are the names of these angles?
When corresponding angles are equal, what is the relationship between the lines?
Therefore,
The line joining the midpoint of two sides of a triangle is parallel to its third side.
38 | Mathematics-8
Division of a line segment into equal parts
Salma said to Ashok, “Can you divide a 5 cm. line into three equal parts?
Ashok said “ Why not?” He divided 5 by 3 and 5/3 =1.66 cm was obtained But when
he started measure 1.66 cm on the scale, he could not do so, he took two divisions of
1.6 cm each and the third part that remained was 1.8 cm.
Salma said, oh it is not possible to divide a line segment into desired divisions
with the help of a scale. They thought there must be some way to divide a line segment
into as many parts as you like without measuring them.
Let’s find out how we can use
parallel lines to divide a line segment B1 B2 B3 B4 B5
A B
into many equal parts without using a
scale.
C1
Example 1. To divide line segment AB C2
into 6 equal parts.
C3
Steps of the construction :
1- Draw a ray AC on point A of C4
line segment AB, making an C5
acute angle. Fig 3.32
C6 C
2- Now cut 6 equal parts from point A of ray AC as AC1, C1C2, C2C3,...,C5C6 by
using rounder.
3- Join C6 and B and draw parallel lines in the reverse
C
order C5, C4,....C1 that meet at points B5B4B3...B1
on AB. C5 )
C4
Thus segment AB gets divided into 6 equal parts as )
AB1, B1B2, B2B3,B3B4, B4B5,B5B, that make the 6 C3
equal parts. )
C2
)
Example 2. Take a line segment of 4 cm and divide it in C1
the ratio of 2:3 cm. )
Steps of the construction :
A B1 4 cm. B
1- Draw a line segment of 4cm. & then a ray AC that
makes an acute angle on line AB. Fig 3.33
Parallel Lines | 39
2- Draw equidistance arcs AC1, C1C2, .......C4C5 of the same radius on ray AC
with the help of compass mark 5 equal parts in it that is the sum of the ratio
(2+3=5)in cm.
3- Now join BC5 and draw a line parallel to BC5 at point C2 that intersects line
segments AB on B1 Thus the line segments of desired ratio AB1 and B1B were
obtained, which mean AB1 : B1B = 2 : 3
Thus taking different line segments of different measures and divide them
in desired ratios and ask your friends to do the same.
Another method to divide a line into equal parts
Harish was enjoying the division of segments but sometimes, he was facing
problems in having the parallel lines. Let us look at another method of dividing a line
segments into equal parts. This method is also very easy.
L
Example 3. Draw line segment AB and divide into four
equal parts.
)x º
A xº (
B
Construction 1. Draw a line AB and draw acute angles of
equal measure at both its ends in the opposite
M
directions.
Fig 3.34
Remember that the angles should be equal and K4 L
acute. K3
K2
K1
B
A
Construction 2. With the help of compass cut 4 - 4 C1
C2
arcs of equal radius on both the rays AL& BM . C3
M C4
Fig 3.35
K4
K3 L
Construction 3. Join the last K2 point K4 & C4 to
K1
points B & A respectively.
A B
C1
C2
C3
M C4 Fig 3.36
40 | Mathematics-8
Construction 4. Now join K3 to C1 and K2 to C2 & K1 to C3 .
Thus we get Three points D1, D2, D3 on AB which divides the segment into
four parts equally.
K4 L
K3
K2
K1
A B
D1 D2 D3
C1
C2
C3
C4
Fig 3.37
EXERCISE - 3.2
1- In the given figure DE|| BC, if AD=1.5 cm, DB= 3cm & EC =4 cm then find
out the measure of AE.
A
cm
1.5
E
m
3c
4c
B
m
2- Draw a line segment AB of 7.5 cm and divide it into 3 equal parts. Measure the
length of each part.
3- Draw a line segment of 8.4 cm & divide it into seven equal parts. Measure the
length of each part.
4- Divide a line segment of 10 cm into ratio of 2:3.
5- Draw a line segment AB of 7cm. Find a point P on this in such a way that
2
AP AB .
5
Parallel Lines | 41
6- In the given figure AD = 8cm BD=4 cm and AE =9cm EC=4.5 cm. Is
DE|| BC ? Why?
A
9c
8c
m
D
E
m
4c
B 4.5
cm
WE HAVE LEARNT
1. The perpendicular distance between two parallel lines is always equal .
2. All the lines drawn parallel to a line are parallel to each other.
3. The Perpendicular drawn on different points on the same line are parallel to
each other.
4. When a transversal line intersects three parallel lines to produce equal intercepts
then other intersecting lines would also produce equal intercepts.
5. The ratio of intercepts on parallel lines by two intersecting lines are equal.
6. The line parallel to one side of a triangle divides the other sides in equal ratio.
7. The line joining the midpoints of the two sides of a triangle is parallel to its third
side.
Chapter-4
MULTIPLICATION & DIVISION OF
ALGEBRAIC EXPRESSIONS
You are already acquainted with addition and subtraction of algebraic expressions. In
the process of addition & subtraction integer numbers are added & subtracted respectively
and the algebriac remains the same. Similarly in class VII you have studied – On multiplying
any two algebraic expressions, their constants are multiplied with the constants and the vari-
ables are multiplied with the variables.
Activity 1.
In the table given below, algebraic expressions as the two variables and their products
are shown. Some blank spaces are given in the table. Fill in the blanks with correct values.
Table 4.1
1st Expressions 2nd Expressions
[Link] First Second x x Product
Expressions Expressions 2nd Expressions 1st Expressions
01 -3 a -3.a a.(-3) -3a
02 x 5 x.5 5.x 5x
03 2a 3a 2a.3a 3a.2a 6a2
04 7x -4y -------------- -------------- -------------
05 -5xy 2x -------------- -------------- -------------
06 4a2 ------------ -------------- -------------- -12a2b
07 -7a2b2 8ab -------------- -------------- -------------
Here we can see in table the product value remains the same even if the place of the
expression are exchanged. From this which rule about multiplication does this observation
satisfy?
Let us look at a few more examples :
1. 3 x 5 x 3 5x x 15 x 2
2. 4 x 6 y 4 6 x. y 24 xy
3. ab 5b2 1 5 ab.b2 5a.b.b2 5ab3
Multiplication & Division of Algebraic Expressions | 43
Thus, we can see that when the base is the same, the exponents get added according to
the rule of exponential numbers.
While adding a algebriac expression you have seen that the factors get added to each
other. For example : x x 1 1 x 2 x (here is the multiple factor of x)
Similarly 2x is obtained by adding x to himself twice.
Thus xxx 3x
x x x x 4x
So the multiple factor of x becomes the numbers that is the number of times it is added
and hence in 2x, 2 is the product factor and x is the variable.
Therefore, for different values of ‘x’ the value of 2x will be different.
If x 3, than 2 x 2. 3 06
If x 5, than 2 x x. 5 10
If x 0, than 2 x 2. 0 0
3 3 3
If x , than 2 x
8 8 4
Fill in the blanks in the table below :-
x 2x
1 2 some time while calculating it goes wrong
3 ----- If x 5, thus 2x will not be 25, 2x 25 but
2 ----- 2x=2×5=10 is correct.
8 -----
7 -----
One day the teacher asked Neeraj in the class,
Teacher : “What is your age?”
Neraj : I am 13 years old.
Teacher : What will be your age after 2 years ?
Neraj : After 2 years my age will be 13 + 2 = 15 years.
Teacher : How old are you, Jeetendra ?
Jeetendra : I am nearly 12 years old.
Teacher : What will be your age after 2 years ?
Jeetendra : After 2 years, I will be 12+2 = 14 years old.
44 | Mathematics-8
Teacher : If a person is x year old, then after 2 years. How old would he be ?
Manisha answered that after 2 years, the person would be x 2 years old.
If we keep the value of x different, then the value of x 2 will also be different.
If x 3, then x 2 3 2 05 years
If x 8, then x 2 8 2 10 years
If x 5, then x 2 5 2 07 years
Fill in the blanks in the table below -
2+x=x+2
1 3
7 -----
12 -----
20 -----
31 -----
Thus, we can see that 2 x represent twice of x, while 2 + x means a value that is 2 more
than x.
If x 0, then 2 x 2 0 0
If x 0, then 2 x 2 0 2
Therefore 2x 2 x
Multiplying monomial expression with polynomial expression.
In class VII, we have learnt how to multiply -
Any monomial algebraic expression to binomial algebraic expression.
Let us revise the multiplication of monomial expression with binomial expressions.
Once again by activity.
Activity - 2
In the table given below the product of monomial expressions, with binomial expres-
sions is shown. Below are given some blank spaces fill these up.
Multiplication & Division of Algebraic Expressions | 45
Table 4.2
[Link]. Monomial Binomial Monomial×binomial Product
Expression Expression Expression
1· x a+b x(a + b) ax + bx
2· &4y 3a + b ---------- ----------
3· xy 7 + 8x xy(7 + 8x) ----------
4· 2t2 3r2 & 55 ---------- ----------
1 3
5· m m3 n ---------- ----------
2 2
1
6· 4a 5x y ---------- ----------
2
Similarly we can multiply any monomial expression by polynomial expression.
Or a (b + c + d) = ab + ac + ad
(b + c + d) a = ba + ca + da
Similarly a (b + c + d + e) = ab + ac + ad + ae
Or (b + c + d + e) a = ba + ca + da + ea
Example 1. 2a (a + 2b + 5c) = 2a· a + 2a · 2b + 2a · 5c
= 2a2 + 4 ab + 10ac
Example 2. (2q + r + 3s - t) p = 2q · p + r · p + 3s · p + t p
= 2 pq + pr + 3 ps + pt
Example 3. (xy + 2y2z + x2) yz2 = xy · yz2 + 2y2z· yz2 + x2· yz2
= xy2z2 + 2 y3z3 + x2 yz2
Activity 3
Fill in the blanks -
Table 4.3
[Link]. Multiplicatoin of Process of Product
algebraic expression multiply
1. (2a +b + c) 5d 2a × 5d + b × 5d + c × 5d 10ad + 5 bd + 5 cd
2. 7a2 (b + 2d - t ) ····························· ·····························
3. ····· ( x2 + xy + z) p × x2 + p × xy + p × z p x2 + ····················
4. 5 m (....+....+ b) ····························· 5m2 10mn 5mb
5. 7p2m (m + n3 + p) ····························· ···························
46 | Mathematics-8
Let us think of multiplication of two binomial expression -
Multiplication of two binomial expressions
Multiplication of two binomial expression is equal to the sum of product of two mono-
mial with polynomial expression.
a b c d a c d b c d
ac ad bc bd
ac ad bc bd
we can also solve this in the following way
a b c d
a b c a b d
ac bc ad bd
In this process the product using the distribution property of multiplication over addi-
tion used twice.
Example - 4
Multiply 5 x 3 y and 4 x 5 y to each other..
Solution :
5 x 3 y 4 x 5 y 5 x 4 x 5 y 3 y 4 x 5 y
[using a b c d a c d b c d ]
5 x.4 x 5 x.5 y 3 y.4 x 3 y.5 y
[using a b c ab ac ]
20 x 2 25 xy 12 yx 15 y 2
20 x 2 37 xy 15 y 2
This can also be solved in the following manner :
5 x 3 y 4 x 5 y 5 x 3 y.4 x 5 x 3 y .5 y
[using a b c d a b c a b d ]
5 x.4 x 3 y.4 x 5 x.5 y 3 y.5 y
[using a b .c ac bc ]
20 x 2 12 yx 25 xy 15 y 2
20 x 2 37 xy 15 y 2
Multiplication & Division of Algebraic Expressions | 47
Example - 5
Multiply 3s 2 2t and 2r 2 5t
Solution :
3s 2
2t 2r 2 5t 3s2 . 2r 2 5t 2t. 2r 2 5t
[using a b c d a c d b c d ]
3s2.2r2 3s2 5t 2t.2r2 [Link]
[using a b c ab ac ]
6s 2 r 2 15s 2t 4tr 2 10t 2
Example - 6
Multiply 5 x 3 y to x y and verify the product for x 3, y 2
Solution : 5 x 3 y x y 5x x y 3 y x y
5 x.x 5 x. y 3 y.x 3 y. y
5 x 2 5 xy 3 xy 3 y 2
5 x 3 y x y 5 x 2 8 xy 3 y 2
Verification L.H.S. 5 x 3 y x y
5 3 3 2 3 2 (when x 3, y 2 )
15 6 1
9 1 9
R.H.S. = 5 x 2 8 xy 3 y 2
2 2
5 3 8 3 2 3 2
5 9 48 3 4
45 48 12
45 48 12
57 48 9
It is clear that
L.H.S. = R.H.S.
Therfore the product is correct.
48 | Mathematics-8
Activity -4
With the process of multiplication fill in the blanks in the table given below -
Table 4.4
Process of Multiplication
Multiplication of two Product obtained
Using the distribu- Using the distributive
algebraic expressions
tive law law the second time
or or or
Exercise 4.1
Q. 1. Multiply the given expressions to each other
(i) 2 x 7 3x 2 (ii) 3x 5 2 x 9 (iii) 7 x 6 15 x 2
1 6
(iv) x 5 y 3x y (v) x 5 y 7 x y
2 5
Q. 2. Find the values
1 3x 1
(i) x y 2 y 3x 3x y y 2 x (ii) 2 x
2 2 4
(iii) x 2 y 2 3 x 5 y (iv) a b a b
Q. 3. Multiply x y and 3 x 4 y to each other & verify the product for the following
values :
(i) x 2, y 1 , (ii) x 1, y 0
Multiplication & Division of Algebraic Expressions | 49
DIVISION OF ALGEBRAIC EXPRESSIONS
You know how to multiply a whole number and another whole number & also how to
divide them. Let us see some examples ?
1. If 6 8 48 , then 48 8 6 and 48 6 8
2. If 15 3 45 then 45 15 3 and 45 3 15
3. If m n mn then mn m n and mn n n
Activity - 5
Fill in the blanks in the following table -
Table 4.5
1st Number Product of the Exhibiting the process of Division
[Link] x two numbers
1st Expressions 2nd Expressions
2nd Number
01 3x 4 y 12xy 12 xy 3 x 4 y 12 xy 4 y 3 x
02 2 x 7 x 14x 2 -------------- --------------
03 m 4n 4mn -------------- --------------
04 18a 2 2b 2 -------------- -------------- -------------
05 13 p 2 7 pq 91p 3 q -------------- --------------
Thus we note that on multiplying 3x by 4y we get 12xy and on dividing 12xy by 3x, we
get 4y and if 12xy is divided by 4y, we would get 3x . Hence multiplication and division
process are opposite to each other.
Division of a monomial expression by another monomial expression -
Let us know how to divide a monomial expression by another monomial expression.
Example - 7
Divide 18x 2 y by 6xy
Solution :
2 18 x 2 y
Here 18 x y 6 xy
6 xy
18 x 2 y x x y
3
6 x y x y
3x
Example - 8
Divide 35mn 2 p by 7np
50 | Mathematics-8
Solution :
35mn 2 p 7 np
35mn 2 p
7np
35 m n 2 p
7 1 n p
nn p
5 m
n p
5mn
So, you have observed that the process of division is taken up in the following steps.
1. If the sign of the divisor and the dividend are same, the sign of the quotient is
positive.
2. If the sign of the divisor and the dividend are different the quotient will have a
negative sign.
3. The multiple factor of the dividend is divided by the multiple factor of the division.
4. To find the value of the exponent of any variable in the quotient the exponential
law a m a n a m n is used. Let us take the following example :
Example - 9
Divide 25a 3b 2 c by 5ab 2 c
Solution :
Hence 25a 3b 2 c 5ab 2 c
25a 3b 2 c
5ab 2 c
25 a 3 b 2 c
5 a b 2 c
5 a 31 b 2 2 c11 a m
a n a mn
5a 2b 0 c 0 (since b 0 1, c 0 1 )
5a 2
Division of a polynomial expression by a monomial expression -
You have known how to divide a monomial expression by another monomial expression.
Now let us see the division of polynomial expression by a monomial expression.
Multiplication & Division of Algebraic Expressions | 51
Example - 10
Divide 16m 2 4mn 12mn 2 by 2m
Solution :
16m 2 4mn 12mn 2 2m
or
16m 2 4mn 12mn 2
2m
16m 2 4mn 12mn 2
2m 2m 2m
8m 2 1 2m11n 6m11n 2
8m 2 n 6 n 2
Here the polynomial has been changed in to monomial expression to continue the pro-
cess of division.
Exerciese 4.2
1. Find the values.
(i) 18 x 2 y 2 6 xy (ii) 15 x y z 5 x yz
3 2 2
(iii) x y x y
5 7 4 5
(iv) 32a 4b 2c 8abc
(v) 28a b c 7a b c
4 6 8 2 4 6
2. Divide
(i) 2 x 4 6 x3 4 x 2 by 2 x 2 (ii) 5a 4b3 10a 3b 2 15a 2b 2 by 5a 2b 2
(iii) 27 a 4 36a 2 by 9a (iv) x 4 2 x3 2 x 2 by 4 x 2
(v) a 2 ab ac by a
Division of a polynomial by binomial -
You now know how to divide a polynomial by a monomial expression. Now let us see
this.
Example - 11
Divide 18a 2 12a 27a 3 8 by 3a 2
Solution :
Write done the polynomial in the decreasing order of its exponents.
52 | Mathematics-8
Example : 27 a 3 18a 2 12a 8
Step 1- Here the frist dividend is 27a 3 . In the beginning this is divided by the first part
of the divisor that is 3a
27 a 3
9a 2 3a 2 27 a 3 18a 2 12a 8
3a
and 9a2 is written as the quotient.
Step 2- 9a 2 is multipled to the complete divisor..
9a 2 3a 2 27a 3 18a 2
9a 2
9a 2 3a 2 27a 3 18a 2 12a 8
27a 3 18a 2
27 a 3 18a 2 is written under the similar factors of the dividend and is sub-
tracted. That is the sign of the lower expression is changed.
Step 3- After subtraction the remaining number is written below.
9a 2
3a 2 27a3 18a 2 12a 8
27a3 18a 2
12a 8
Step 4- The intial part of the remaining part of the dividend 12a is divided by the first
part of the divsor, 3a. so, 12a 3a 4
+ 4 is to be written in the quotient
9a 2 4
and + 4 is again multipled to the whole 3a 2 27a 3 18a 2 12a 8
divisor.
27a 3 18a 2
Therefore (3a + 2)×4 = 12a + 8 12a 8
Step 5- Similar factors are written under each other of the divididend 12a+8 and is
subtacted.
9a 2 4
3a 2 27a 3 18a 2 12a 8
27a 3 18a 2
12a 8
12a 8
0
Multiplication & Division of Algebraic Expressions | 53
Step 6- Subtraction would give the remainder as zero.
9a 2 4
3a 2 27 a 3 18a 2 12a 8
27 a 3 18a 2
0 + 0 12a 8
12a 8
0 0
Step 7- Thus, desired quotient = 9a2 + 4
You already know that when a number is completely divided by another number
and the remainder is zero, then the second number is know as the multiple fac-
tor of the first number.
Here 27 a 3 18a 2 12a 8 divided by (3a + 2) gets completely divded and the
remainder is zero, therefore (3a +2) is a multiple factor of 27 a 3 18a 2 12a 8
Let us now take another example :
Example - 12
Divide - 12 x3 8 x 2 5 x 10 by 2 x 3
Solution :
2 x 3 ) 12 x 3 8 x 2 5 x 10 ( 6 x 2 13 x 22
12 x 3 18 x 2
26 x 2 5 x 10
26 x 2 39 x
44 x 10
44 x 66
55
Here also, the divison has been done as in the earlier example, but the remander is -55,
not zero, So we might say that (2x - 3) is not a multiple factor of the polynomial
- 12 x 3 8 x 2 5 x 10 .
Example - 13
Divide 8q 3 2q 8q 2 1 by 4q 2
Solution :
Here the exponents of are not in descending order of q, so first the expression is written
in the descending order of the exponents of q.
54 | Mathematics-8
Thus 8q 3 8q 2 2q 1
2q 2 3q 2
4q 2 8q 3 8q 2 2q 1
8q 3 4q 2
12q 2 2q 1
- 2 -
+ 12q + 6q
8q 1
8q 4
5
Here also the division has been done like the previous solutions. The steps of division
are continued until the exponents of the algebraic variable of the remainder does not
become less than exponents of the algebraic variable of the divisor.
Verification
Dividend = divisor x quotient + remainder in this question.
Dividend = 8q 3 8q 2 2q 1
Divisor = 4q 2
Quotient = 2q 2 3q 2
Remander = 5
Right hand side = divisor x quotient + remainder
= 4q 2 2q 2 3q 2 5
= 4q 2q 2 3q 2 2 2q 2 3q 2 5
= 8q3 12q2 8q 4q2 6q 4 5
= 8q 3 8q 2 2q 1
= Left hand side
This means :
Dividend = divisor x quotient + remainder
Therefore obtained quotient = 2q 2 3q 2
remainder = 5 , is correct
Multiplication & Division of Algebraic Expressions | 55
Exercise 4.3
Q. 1. Write the given polynomial in the decreasing order of the variables.
(i) 15 x 2 3 x 8 x 4 4 x 3 15
(ii) 12m5 9m3 16 6m 2 8m
(iii) 9m 4 16m 2 4m 16 m 3
(iv) 4 8 y 3 12 y 4 6 y 2
Q. 2. Divide & say whether the divisor are multiple factors of the dividend.
(i) x 2 11x 30 by x 5
(ii) x 2 20 x 91 by x 7
(iii) x 2 5 x 6 by x 6
(iv) x3 5 x 2 2 x 24 by x 4
(v) a 2 2ab b 2 by a b
Q. 3. Divide and prove that the divisor and the dividend are not multiple factors. Write
down the quotient and the remainder for the following expressions.
(i) x3 2 x 2 3x 4 by x 1
(ii) 12 3x 2 4 x x3 by x 5
(iii) 4 x 4 2 x3 10 x 13x 6 by 2 x 3
(iv) 8 x3 6 x 2 10 x 15 by 4 x 1
Q. 4. Divide and verify :
Dividend = Divisor x quotient + remainder.
(i) m 2 3m 7 by m 2
(ii) a 3 2a 2 a 2 by a 2
(iii) 9 x 3 15 x 2 5 x 3 by 3x 1
(iv) 2 x3 3 x 2 7 x 15 by x 2 4
56 | Mathematics-8
We Have Learnt
1. Before multiplying two monomial expressions, we multiply factors first and then
multiply its variables.
2. To multiply a monomial expression to a binomial expression, the monomial expres-
sion is multiplied to each term of the binomial expression and the products are added.
Thus the distributive law is used.
3. While multiplying the variable exponential law is followed.
4. To multiply two binomial expressions to each other, the distribution law is used twice
e.g.
a b c d a c d b c d
ac ad bc bd
5. While multiplying if the sign of the algebraic expression are same, then the sign of
the product is also positive and when the signs are dissimilar the product is negative.
6. The process of division is continue till the exponent of the divisor does not become
less than the exponent of the remainder for the algebraic expression.
7. To divide a polynomial by a monomial, it is convenient to divide each term of the
polynomial by the monomial.
Chapter-5
CIRCLE AND ITS ELEMENTS
Anu had studied in the chapter on ‘Circles’ that the distance of any point on the circle from
its centre is the same and this distance is known as the radius. She also knows how to make
circles of different measures. She loves making a variety of new designs with the help of
circles drawn by bangles of different sizes.
One day one of her bangles broke. She put the pieces in the right places to rejoin the bangle
and could make the outline of a circle with the help of a pencil. Anu was thinking. "If bangle
can break into many pieces, can the circle be also broken into many pieces ?
What do you think ? Perhaps, you are thinking that if a bangle can be broken into pieces why
not a circle ?
Let us find answer to these questions :
In class VI, you have studied that a straight line joining any two points through the centre of
a circle is known as its diameter.
Activity 1 Fig. 5
Make circle of any radius on the paper and mark the centre of the circle, Now draw a diameter
in the circle. Cut the circle along with its diameter, Are the two parts equal ? Will any circle cut
along the diameter get divided into two equal parts ?
Is a circle thus divided into two equal parts called a semicircle ?
Activity 2
On the circles given below, a few points have been marked. If you join them, which line
segment would divide the circle into two semicircles and why ?
Fig. 5.1 (i) Fig. 5.1 (ii)
58 | Mathematics-8
In the figure 5.1 (i) AB is the diameter and AC, AD, DC, BD and BC
are the chords of the circle. Each chord divides the circle into two
segments. These parts of the circumference of the circle are known
as arch. In fig 5.1 (ii) ON, NM, ML, PO etc. are archs.
In 5.1 (iii) if an arch is named as xy it is not clear which arch is the
upper one or the lower one. Therefore we need to indicate arch by
Fig.5.1 (iii)
three points e.g. X L Y or XLY arc XMY or measure XMY , are
XLY is lesser then the semicircle. Therefore it is know as a minor are. Similar XMY
measures greater than the semicircle, hence is known as a greater or major arch.
Activity 3
Identify the minor and major arch in the given examples :
Fig. 5.2 (i) Fig. 5.2 (ii) Fig. 5.2 (iii)
Can you say whether an arch is major or minor by just taking a look at it ? Pankaj thought
that in figure 5.2(i) AXB is a minor are and AYB is major arc, similarly in fig 5.2(ii)
PRQ is a minor arche and PSQ is a greater arch. But it was difficult to say for fig. 5.2(iii)
which arcs out of XPY and XQY was major and which was minor.
Just then Rakesh Joined point A and B to the centre of the circle O in figure (i) and found
that AOB was formed towards AXB is smaller than the AOB is angle formed to-
wards AYB. Now you also join points P & Q in fig. 5.2(ii) with center measure the angles
and verify whether the conclusions drawn by Rakesh are true ?
Anu, found that in fig. 5.2(iii) XOY is a straight line. Therefore . Therefore the angles
subtended by XPY & XQY are equal and hence both the archs are equal.
Rakesh said, the arch towards which the angle at the centre would be less than 1800
would be a minor arc and the arch towards which the angle at the centre is more than
1800, would be the major arch.
Now you have begun to recognize the arc, let us take up some activities related to
these :
Given below is a circle. How many arcs can you draw in this circle ?
Suresh was thinking that a circle is made up of numerous points and the
O
space point between any two points should be an arc. Therefore any
circle would be made up of numerous arcs suresh was thinking right. A
circle can have several arcs such as there are numerous points in a Fig. 5.3
circle in the same way by joining any two points we can also draw numerous chord.
Circle and its Elements | 59
Rakesh made a circle and marked the dots or points on the circle as E
shown in the diagram and then pointed A & C to get the chord AC
F D
Shresh saw this and said , “Chord AC divides the circle into two arcs.
The minor arc is AC and again AC makes a Major arc as well. The G
O
minor arc AC is written as ABC because the point B is included in this
B
arc where as the greater arc AC has many points. How do we write H
A
this? Let us think about it. Fig. 5.4
Would you like to think yourself ?
In the major arc AC, all the points within that will be included in it AHGFEDC. This
would be written like ABC as AHC, AGC, or -------- or ADC etc. that represents the arc
or part of the circle.
A
Angle made by the arc on the circle z y
ABC is a triangle in fig. 5.5 where all the three vertices A, B, C arc on
the circle. Here BXC makes an angle BAC at point A, can you recog-
C
nize the angle subtended by CYA and AZB on the circle ? Recognize the B
x
angles and name them. Fig. 5.5
Activity 4
C
In the quadrilateral ABCD given below the vertices A, B, C and D are D
on the circle. Point out the arcs and their respective angles subjoined
on the circumference of the circle by them.
A
B
P
Fig. 5.6
Points between Name of Angle made Name of the angle made
[Link] which arcs are the minor of the minor Major arc by the major
formed arc arc m the arc on the
circule circle
01. A and B A PB no angle AD B no angle
or
AC B
02. A and C
03.
04.
05.
06.
60 | Mathematics-8
Exercise 5.1
1- Find out the answers of the question related to the diagram given below. D A
(i) Indentify the arc ABC
(ii) Indentify the arc BCD
C B
(iii) Name the minor angles formed by minor arc AB
(iv) On which arc is ACB formed ?
(v) On which arc is CBA formed ?
(vi) On which arc is CBD & CAD formed ?
(vii) Write the names of the angles formed on point D by the arcs ?
You have now learnt to recognize all the angles formed on circle by an arc. Let us exam-
ine the relationship between these angles.
Qualities of an arc
Activity 5
In the given figure, several angles are formed by a single arc on the circle by measuring
the angles.
Complete the table given below.
B C D C
P
D R
m
n S
E F Q
A E
(i) (ii) (iii)
[Link]. Fig No. Name of arc angles an their measurment formed by the arc on the circle
1 2 3
01.
02.
03.
By doing the above activities, Shelley observed that the angle formed opposite side of the
arc are of same measures which means that all the angles formed by a single arc in a circle are
equal.
You also consider some circle, divide them into arcs and draw some angles formed from the
arc. Let your friends measure them and find out whether all the angles made by an arc are
equal.
Circle and its Elements | 61
Exercise 5.2
In the following figuers observe the angles shown in english latters and determine their
values without using the protactor.
A m
x 57°
45° v°
33° u°
y 40° P
93° 87°
72° n
(i) (ii) (iii) (iv) (v)
a =---------- x =---------- p =---------- m =---------- u =----------
y =---------- n =---------- v =----------
Activity 6
Draw a diamter AOB for the circle with centre O. Take the point, C,D,E in the semicircle
above the diameter and make ACB, ADB and AEB . Measure the angles with
the help of a protactor and write down the values. C D
E
ACB .............. ADB .............. AEB ..............
What conclusions do you draw from the measurment angles. A B
O
Similarly, take the points F & G from the lower senicircle and make D
C
angle and Measure these angles. E
After observation you would find that all the angles are of 900. which
A B
means in a semicircle all the angles are right angles. Two points O
t situated on the circle subtending angles from minor and major
arcs.
Activity 7
Make a circle taking the centre O, Take four points A,B,C and D on the circle, in such a
way that minor arc ABC and major are ADC is formed. Angle of minnor arc who make
remaining part of the circle is ADC and angle of relative major arc who make remain-
ing part of circle is ABC . Measur them and fill in the following table-
D D D
y°
O O O
A C A C
x° A C
(i) B (ii) B (iii) B
62 | Mathematics-8
[Link]. angle made by the minor corresponding angles to the greater
arc on any point of part of the circle (Remaining part of
remainy part of the circle the circle)
x0 y0 x0 y 0
01. ------------------------- ---------------------------------------- -----------
02. ------------------------- ---------------------------------------- -----------
03. ------------------------- ---------------------------------------- -----------
After completing the table, you will find that the sum of the angles subtended from a
segment of the circle on both sides of the chord is 1800.
Exercise 5.3
Fill in the blanks-
1- The angle formed by the minor/smaller part of the circle on any point of is a ............ .
(acute angle/ obtuse angle)
2- The angle formed by the major/greater part of a circle on any point of is a ............ .
(acute angle/ obtuse angle)
3- In a circle the sum of the corresponding angles formed by the smallar segment and the
greater seqment of the circle is ............ . (1800,2700,3600)
Example : 1
B
Look at the fig. 5.10 the centre of this circle is O. if C 550
0
then ABC ? A 55 C
O
Solution :
AC is the diamter (It passes through O)
Fig. 5.10
Therefore ABC is an angle from the semicircle.
Which is a right angled. That is, B or ABC 90
Therefore A B C 1800 (Where the sum of three angles of a triangle is equal
to 1800)
A 900 550 1800
A 1450 1800
A 1800 1450
A 350
Circle and its Elements | 63
Example : 2
In the given picture AEB 1150 then find the values of ACB & ADB ?
Solution :
Given that : AEB 1150
To find : ACB & ADB
Since the sum of the angles subtended on both sides of a chord is 1800
AEB ACB 1800
1150 ACB 1800
ACB 1800 1150
ACB 650
We know that the angles of an arc on the same segment of the circle are equal,
Hence ACB ADB 650
Exercise 5.4
1- In the given fig. O is the centre of a circle whose diameter is PQ find the measures of
PRQ & QPR
2- In the given fig. angles in the segment of the circle PQXY arc
YPQ 700 & YQP 300 find out meaurement of PYQ & PXQ
Y
X
O
70
P O
30
3- In the given fig. gave PQ = PR and the centre of the circle is O, then find the three angles
of the triangle PQR. P
Q R
O
A
4- In the given fig. AB = AC and ACB 650 find out the measure of BDC . D
O
65
B CB
64 | Mathematics-8
5- In the given fig. find out the angle measures for PTR & PSR where in
T
PQR 1300 .
S
D
P R x° u
A ° C
Q z°
6- Take circles of different radius and make fig. like the ones & shown
in the given picture. Then measure the angles and complete the table
y°
given below :
B
[Link]. x 0
y0 x0 y 0 z 0
u 0 0
z u 0
1. 110° 70° 180° 100° 80° 180°
Relaionship between the angles formed by an arc on the remaining segment of a
circle and its centre.
. You have
You have already recognised the angle subtended at the centre O by arc ANB
also learnt to make an AOB on remaing part of the segment of a circle at point p.
Activity 8
Make AOB at the centre of the circle from arc AB and an angle APB on the remain-
ing arc of the same circle in the way shown in the diagram in your notebooks. Now
measure the angles and complete the table given below.
n n
5.12
Fig. No. Meansure of Meansure of Meansure of If AOB 2 APB
AOB APB 2 APB
5.12(i)
5.12(ii)
5.12(iii)
Circle and its Elements | 65
What did you see?
AOB & 2 APB are equal or nearly equal.
Therefore, AOB 2 APB .........................(1)
So angle formed by AB at the centre = 2 x (angle formed by the remaining arc of the
circle)
Therefore we conclude that.
In a circle the angle at the centre subtended from an arc is double or thrice the angle
subtended at the remaining arc by equation (1)
1 1
APB AOB m AB (here mAB, is a partial measurement of arcAB)
2 2
In other words,
“The angle inseribed by an arc on any point on the remaining segment of the cricle is half
the angle subtended at the centre by the same arc.”
Practice
Complete the blanks in the given table :
Central angle of the The angle formed by How is the arc ?
arc or in degree mea- the arc at a point on the Minor/Major/semi
surement remaining segment of Circular
the circle
1500 750 (Why ?) Minor arc (why ?)
2200 ------------------ Major arc
------------------ 900 Semicercular
------------------ ------------------ Major arc
------------------ ------------------ Minor arc
Example 3
The measure of an arc of a circle is 1320. Find the angle ACB intercepted by the same
arc at any point C on the remaining segment of the circle.
C
Solution :
AOB 1320 (given)
O
Since AOB 2 ACB 132
A B
1
ACB AOB
2 X
Fig. 5.13
66 | Mathematics-8
1
ACB 1320
2
ACB 660
Example 4
The centre of the exterior circle of the equilateral triangle ABC is O. find the measure-
ment of BOC . A
Solution :
ABC is a equilateral triangle o
Therefore A B C 600
B C
the central angle of BXC = BOC x
Fig. 5.14
BOC 2 BAC
BOC 2 600 1200
C
therefore BOC = 1200
90°
In this example joining OA will give us AOC & AOB . Could you A B
find their measurcs?
Equal arcs, corresponding chords and the measures of arcs in dgrees. D
Fig. 5.15
Activity 9
Make a circle of radius 4cm on a piece of white paper with the centre O, Draw its diam-
eter AB. Now draw another diameter CD that makes a 900 angle with respect to AB i.e.
perpeidicular to AB.
You know that every circle is symmetrical with respect to its dimeter and therefore
diameters AB and CD make two right angles and divide the circle into four equal parts.
If the papers is folded twice along with AB and CD each quarter willcover the other
quarter completely i.e. superpose each other. Here arc AD, DB, BC and CA superpose
each other completely. The angle at the centre for these arcs is 900.
Therefore minor AD = minor DB = minor BC = minor CA.
So, m(AD) = m(DB) = m(BC) = m(CA) = 900.
Activity 10
Make a circle with centre O on a piece of paper. Draw diamter AB. Fold it along the
diameter. Fold it at the centre on the radius OC. Cut out this part along OC first and then
along OB. Thus we get two piece OBC and OB'C'. Both the segments of a radius and a rc
of equal length.
Circle and its Elements | 67
C C
1
C 1
B
2
1
O
A B A O B
O B B
O
5.16
Now the length of the arc BC = length of arc B 'C' and COB C ' OB '
Result
In a circle arcs of equal length foremed equal angles at the centre. The contrary of this is
also true i.e. in a circle. The arcs that formed equal angles at the centre arc also equal. In
the above activity join BC and BC'.
Now see, the two radius segments OBC and OBC'.
Here COB C ' OB '
arc BC=arc = B'C'
chord BC = chord B'C' 5.17 5.18
Therefore the chords related to arcs of equal length arc equal & converely, the angles
formed by equal chords at the centre of the circle are equal.
D C
Example 5 50
O
In Fig. 5.19, there are two segments of radius AOB and COD and B
O O
150
AOB COD 500 . AB = 2.5i.e. find the length of CD
A
Solution : 5.19
Since the equal angles formed at the centre belong to two equal chords.
Therefore Chord AB = Chord CD
Chord AB = 2.5cm.
Chord CD = 2.5cm.
Example 6
Fig. 5.20 shows a circle with radius 3.6cm. and AOB 600 . Find the length of chord
AB and OAB & OBA
Solution : D B
.
cm
3.6
O
Given, radius = 3.6cm... 60
A
In OAB, OA OB 3.6cm. (radius) O
The angles opposite to these sides would be equal.
OBA OAB x 0 (Supposed) 5.20
In OAB , the sum of the angles = 1800.
68 | Mathematics-8
BOA OBA OAB 1800
600 x 0 x 0 1800
600 2 x 0 1800
2 x 0 1800 600
2 x 0 1200
1200
x0 600
2
OAB , has three angles of 600 each.
OAB is a equilateral tringle.
AB = OB = OA = 3.6cm.
Chord AB = 3.6cm., OAB 600 , OBA 600
All the angles in OAB are 60°, 60°, 60°
AB= OB = OA = 3.6cms.
So, AB = 3.6cm. , OAB 600 , OBA 600
Exercise 5.5
Q. 1 Fi nd out the v al ues of x and y in the figures given below.
C C
A x°
65° x°
O B
O 248° O
A x° y°
74°
A
B
B
(a) (b) (c)
Q. 2 Find the values of x and y in the given figures.
S
C
x°
x°
76° O 75°
y° R
P y°
A B Q
(a) (b) B
C
Q. 3 In the figure AB =CD, if AOB 700 , find out the measure-
O O
ment of COD . X 70
O
D A
Circle and its Elements | 69
Q. 4 In the figure, if RS = 3.2cm. What will be the length of PQ?
Q. 5 Find the values of x and y in the given figures.
(i) (ii)
CHORD- You have learnt before that the line segment obtained by joining any two points on
a circle is known as a chord and the largest chord is the diameter of the circle. Let
us know some more characteristies of chords.
Perpendicular drawn from the centre of a circle to the chord.
Activity 11
Draw a circle with centre O Draw a chord AB in this circle. Now draw
OM AB in such a way that M is on chord AB.
Repeat this activity with circles of different radius.
Name those figures also like we have done in fig. 5.21. Number the
circles in 1, 2, 3, ..... etc.
Now measure AM and MB in each condition and complete the follow- 5.21
ing table :
Circle AM AB Is AM = MB ?
1.
2.
3.
You will find that in each condition AM = MB therefore AM= MB.
Activity 12
Take a Piece of thick paper and draw a circle with centre O on it. Draw chord AB on it.
5-22
70 | Mathematics-8
Now fold the sheet (circle) in such a way that point A falls on point B and press the fold
to get a crease along line l. We observe that the fold along line l passes though the centre
O and the both part of the circle completely cover each other.
Now open the fold and mark the intersecting point of line and chord AB as M.
Measure OMA & OMB . Both would be of 900. Since M is the mid point of AB.
Therefore, AM=BM, Activty 11 and 12 make it clear that.
The perpendicular from the centre of circle to a chord biscets the chord.
Activity 13
Draw a circle with centre O. Also draw a chord AB. bisect AB at a point M
O
and join O & M. Repeat this activity for different circle and number the
circle as 1, 2, 3, .... Name the figures in similar way. Measure OMA in A M B
every circle and complete the table below : 5.23
Circle OMA OMB Is OMA OMB ?
1.
2.
3.
4.
You will find that in every case OMA OMB (approx. 900) is obtained.
Since OMA & OMB are both angles drawn at the midpoint of chord AB, so their
sum would be 1800.
OMA OMB 1800 (since OMA OMB )
2 OMA 1800
1
OMA 1800 900
2
OMA OMB 900
Implies OM AB
Activity 14
Take a piece of paper and draw a circle with centre O, Draw a chord AB on the circle &
mark its midpoint M, join M & O. Now fold it along OM in such a way that point A falls
on point B.
5.24
Circle and its Elements | 71
Now open the fold and you will find that OMB falls OMA . Therefore,
OMA OMB 900 . Therefore, OM AB .
It is clear from activities 13 and 14 that :
In a circle the line joining the centre to the midpoint of a chord is perpendicular to the
chord.
Exercise 5.6
Q. 1 In the figure given, OM AB . If AM = 3.5cm. find the values of BM and AB.
A M B
Q. 2 In the figure, M is the midpoint of chord AB. Find the values of x and y.
O
X
40 Y
A M B
Q. 3 In the figure, OM PQ . If PQ 8 cm. then find the values of PM & MQ. Is PM =MQ?
P M Q
Fill in the blanks _
Q. 4 a. The perpendicular from the centre of a circle to a chord .............. the chord.
b. In a circle the line joining the centre to the midpoint of chord is...... the chord.
We have learnt
1. In a circle, the angles formed by an arc on the remaining segment of the circle arc equal.
2. The sum of the angles on the segments of the circle on both sides of a chord is 1800.
3. The angle formed by an arc of a circle on the remaining segment of the circle is half of
the angle formed by the arc at the centre of the circle.
4. In a circle, arcs of equal length formed angles at the centre which arc equal.
5. The perpendiicular from the centre of a circle to a chord bisect the chord.
6. In a circle, a line joining the midpoint of chord to its center, is perpendicular to the
chord.
Chapter-6
STATISTICS
Mean
Radha enjoys feeding the cattle and giving them water to drink. She fills water for the
cattle and also keeps record of the fact that from 8 to 11 in the morning, how many cows drink
water. The record she has for the last week is as follows :
Fig. 6.1
Monday -12, Tuesday - 15, Wednesday - 13, Thusday - 11, Friday -13,Saturday - 13,
Sunday - 14.
Can you tell how many cows drink water on average everyday ?
Cricket player A in 10 innings had scored 60, 70, 15, 90, 72, 45, 11, 77, 125, 200 runs
respectively. Similarly player B made 220, 110, 70, 37, 15 and 07 runs in 06 innings.
Can you say which player had a better performance ?
We can easily compare such comparison with the help of average ? We use average in
several centexts in our everday life. For example :
1. The average age of students studying in your class is 14 years.
2. The average duration of sleep at night for you is 8 hours.
3. The average rate of our daily newspaper is Rs. 2.50.
4. The average attendance of students in the class is 45.
5. This year Raipur received rains below average.
The above examples show that the average age of sudents in the class is 14 years. On the
average duration of sleep at night is 8 hours. It is neither the maximum limit nor the
minimum limit.
In fact average is attained by dividing the sum of the scores in a given data by the number
of scores. This is also known as the mean. This is indicated by M.
sum of Scores
Therefore Average or mean M
No. of Scores
Now we can easily find the number of cattle that Radha served water to drink.
Statistics | 73
12 15 13 11 13 12 15 91
Average 13
7 7
Therefore on an average 13 cattle drink water that Radha served everyday.
Now you can yourself find out which cricket player had a better performance.
Activity 1
Find out the average age of the members of your family.
Activity 2
Find out the average of the scores obtained by you in all the subjects in your halfyearly
exams.
Example 1
In a Fruit shop apples have been kept in five baskets. Containing 46 kg, 21kg, 18kg,
25kg, and 35kg apples. Find out the means.
Sum of the s co res
Mean M
No. of s co res
46 21 18 25 35
M
5
145
29kg
5
Example 2
Find out the mean of the first 10 natural numbers
Solution :
The first ten natural numbers are :-
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Sum of the s co res
Mean M
No. of s co res
1 2 3 4 5 6 7 8 9 10
M
10
55
5.5
10
MODE
The school decided to take 30 students of class VIII for an excursion during the Deepawali
vacations. The headmaster instructed the students to select a place. out of Sirpur, Ratanpur,
Jagdalpur and Ambikapur. Some students wanted to go to Sirpur while others thought
74 | Mathematics-8
about Jagdalpur. Since the place could not be decided, the class teacher wrote the names
of all the four places on the blackboard and asked the students to raise their hands for
each option. He put tally marks in front of each name which was as follows :
Table 6.1
Places to be Visited Tally Marks No. of Students
Sirpur IIII II 07
Jagdalpur IIII IIII III 13
Ratanpur IIII 05
Amtikapur IIII 05
After making the table, the class teacher said that the maximum number of student i.e.
13 of the the students want to go to Jagdalpur, so we should proceed towards Jagdapur.
In our daily life, we have many such situations, where selection is made in this manner
for example, mostly the size of shirts that people wear are 38 or 40. Therefore we easily
get the sizes 38 or 40 in the readymade stores. Generallly shops seldom keep the smaller
or bigger sizes beause they are less in demand and the manufacture depends on the maxi-
mum demand in the market.
This basis of selection is called the mode.
So, mode is that value in a given data which has been repeated maximum number of
times. This is indicated by MO.
Example 3
In a football Team the sizes of the shoes put on the eleven players are as follows :
6, 4, 5, 6, 7, 7, 6, 5, 6, 7, 8. Find the mode.
Solution :
On writing the given scores in ascending order we get :
4, 5, 5, 6, 6, 6, 6, 7, 7, 7, 8
Clearly, the score 6. appears the maximum number of times (4 times). Therefore the
mode of this score would be 6.
MO = 6
Median
Example 4
In a class of 15 students received the following marks in Mathematics out of 100 :-
15, 35, 16, 25, 45, 76, 90, 99, 50, 16, 57, 60, 86, 17, 95. How many students have
scored more than 50% marks ? This is not very clear by the marks. Let us arrange the
marks in ascending order :
Statistics | 75
15, 16, 16, 17, 25, 35, 45, 50, 57, 60, 76, 86, 90, 95, 99.
Now, we can see that 07 students have got more than 50% marks. We can also see that 7
students have received less than 50 marks.
Example 5
The number of chapatis that 11 people eat in a day are as follows :
3, 7, 9, 8, 6, 5, 4, 2, 12, 10, 11
Find the mean of these numbers Mary quickly wrote it in her notebook and said that the
mean is 7. Can you find out how many people ate more than 7 ? Radha calculated it and
said that 5 people ate less than 7 chapatis while Aslam reported that 5 people ate more
than 7 chapatis.
In the example (4) 7 students have scored above 50% marks while 7 students have got
less than 50% while in example (5) also the number of people who ate less than 7 and
more than 7 chapaties are equal i.e. 5.
Therefore, we can say that putting in order, the number 50 (in Example 4) and 5 (in
Example 5) are the number that occure in the middle. This number is know as the median.
This means, when the scores are arranged in descending or ascending order, the value
that occures in the middle is known as the Median. It is denoted by Md.
A. Finding the Median when the number of scores N is odd.
When the number of scores in a given data is odd., then first we write them in an ascend-
N 1
ing order and find the value of the M d to score. This number obtained is the
2
median.
N 1
Therefore Median M d th item
2
Example 6
Find the median of the given data :
3, 5, 10, 9, 8, 14, 6, 12, 13, 11, 7
Solution :
On writing the scores in an ascending order :
3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 (here the total numbers of item is 11 i.e. odd)
N 1
Md th item value
2
11 1
th item = 6th item's value
2
Md 9
76 | Mathematics-8
B. Finding the Median when the number of scores N is even.
When the number of scores in a given data is even, then arranging in ascending or de-
scending order shows two items in the middle position.
In such a state, the mean of these two items are taken to find the median. This means,
N th N
th
item 1 item
2 2
Md
2
Example 7
Find the median of the given descending numbers :
5, 9, 4, 6, 12, 8
Solution :
On arranging the scores in ascending order, we get :
4, 5, 6, 8, 9, 12
Here N = 6 (even number)
N th N
th
item 1 item
2 2
Median M d
2
th th
6 6
item 1 item
2 2
Md
2
Value of the 3rd item Value of the 4th item
2
6 8 14
2 2
Md 7
Exercise 6.1
Q.1 Find the mean : 81, 74, 69, 73, 91, 55, 61.
Q. 2. Find the mean of the even number between 50 and 70.
Q. 3 Find the median : 4, 5, 10, 6, 7, 14, 9, 15.
Q. 4 The weight of 11 students (in kgs) in a class ar e as follows : 25, 27, 29, 32, 30, 28, 26,
31, 35, 41, 34. Find its median.
Statistics | 77
Q. 5 In a Science quiz competition, one student of class VIII received the following marks :
83, 61, 48, 73, 76, 52, 67, 61, 79.
Find the median of the above marks.
Q. 6 Find the mode of the given data:
7, 5, 99, 3, 1, 9, 7, 5, 3
1, 1, 9, 7, 7, 5, 5, 5, 3, 1
5, 3, 5, 1, 5, 7, 7, 9, 9, 1
Q. 7 Find the mode of the given distribution :
5, 3, 2, 2, 4, 5, 3, 3, 4, 3, 5, 3.
Q. 8 Find the mean of the first five odd natural numbers.
Q. 9 The mean of the number 8, 5, x, 6, 10, 5 is 7. Find the value of x.
Pie Chart
Activity 1
The area of forest in 5 districts of a state A, B, C, D, E have been
represented in a circular digram as in fig. 6.2. A
B
If it is considerd that the district where the area under forest is
the maximum gets the maxiuman rainfall then can you say : C E
1. Which district gets the maximum rainfall ? D
2. Which district gets the minimum rainfall ?
Fig. 6.2
Activity 2
In an Asseimbly election 4 candidates A, B, C & D faced the election. The votes received
by them have been represented in the circular diagram.
A
Look at the diagram and answer. BA
1. Which candidate got the maximum number of votes ? B
D
C
2. Which candidate got the least votes ?
How did you conclude this ? Fig. 6.3
You know that the sum of angles subtended at the centr e of a circle is 3600 the area of
votes obtained by candidate A subtends the largest angle at the centre. Similarly, the area
of votes obtained by candidate D subtends the smallest angle at the centre. Hence, the
conclusions you arrive at.
Example 8
The following are the number of students studying in classes 6 to 10 of a school in
Jashpur. Show the following data in a diagramatic representation as a pi-chart.
Class 6 7 8 9 10
No. of Students 216 180 150 110 64
78 | Mathematics-8
Solution :
To make a pi-chart we first add the number of students in all the classes and find out the
value of angle subtended at the centre by the number of student in each class. Thus:
= 216 + 180 + 150 + 110 + 64 = 720
Hence, for 720 students the angle subtended at the centre of the circle is 3600.
3600
For 1 student the angle subtended at the centre would be
720
360
For 216 students the angle subtended at the centre 216
720
360
The angle subtended for students of class VI 216 1080
720
360
The angle subtended for students of class VII 180 900 VI
720
VII 108 o
The angle subtended for students of Class VIII
90 o
360 32 o
150 750 75 o X
720 55 o
VIII IX
360
The angle subtended for students of class IX 110 550
720
360
Fig. 6.4
The angle subtended for students of class X 64 320
720
Now when you know the measurement of angles you can take a circle of any radius and
depict these measuremets by segtments of r adius for each class as shown in the diagram.
Example 9
The percentage of interest of 100 students, in class VIII in different games are as follows:
Name of the Game Interest in the Game (%) Angle at the centre
65
Cricket 65 3600 2340
100
15
Football 15 3600 540
100
10
Hockey 10 3600 360
100
3
Handball 03 3600 110 (Approx)
100
7
Volleyball 07 3600 250 (Approx)
100
Total No. of Student 100 Total angle the centre = 3600
Statistics | 79
Graphic representation Football Hockey
In the above examples the data have been represented all
andb
in a circle. H
Vollyball
When the data is represented by segments of radius
in a circle, it is known as the pi-chart (Circular dia-
gram or pi-graph). Cricket
Activity 3
Make a pi-chart of the scores obtained by you in dif-
ferent subjects in class VII. Fig.6.5
Example 10
A farmer represented the crops grown in his farm last year in a pi-chart. If the total
production of crops in 720 quintals, find the quantity of each crop produced.
The total producton of crops = 720 qunitals.
3600 720 qunitals Wheat
1
10 720 quintals
3600 135 o
Rice
1350 90 o 50 o
1350 720 quintals
3600 45 o 40 o Musterd
720
Production of Wheat = 1350 270 quintals Urad
3600 Moong
720
Production of Rice = 900 180 quintals Fig. 6.6
3600
720
Production of Urad = 450 90 quintals
3600
720
Production of Moong = 400 80 quintals
3600
720
Production of Mustard = 500 100 quintals
3600
Excercise 6.2
Q.1 The marks obtained by Geeta in the monthly test exams in mathematies for 6 months are
as follows:
Months July August September October Nov. Dec.
Marks obtained 40 45 65 35 55 60
(Out of 100)
Construct a pi-chart with the help of the above data.
80 | Mathematics-8
Q. 2 The monthy income of a family Rs. 12,000=00. The expendicture of the family in the
month is as follows. Make a pi-chart of the given data.
[Link]. Item Expenditure in Rs.
01. House rent 1500=00
02. Food 6000=00
03. Education 2200=00
04. Entertainment 800=00
05. Health 1500=00
Probability
Today as the school was going to be over, it started raining very heavily. The students
were worried how to go home in such heavy rains. Just then meena said to Anu, there was
no possibility of such rain in the month of October. Anu said, no, we cannot say that
there was no possibility of rains but there was less possibility. The possibility of rains is
always stonger in July. Even otherwise, the possiblity of rains in October or April is
always very less.
In our daily life, probability is used in many situations. For example, who will win among
the teams participating in a game is never known but the better team has a greater possi-
bility of winning. Some situations are given below, write whether the possibility of their
happening is more or less :
1. The possibility of suffering from polio after being vaccinated.
2. The possibility of lung cancar due to smoking.
3. The possibility of rains in a place where there are more trees.
4. The possibility of meeting with an accident when one is driving slow.
5. The possibility of seeing snakes in the rainy season.
All the above possibility can be understood with simple assumption on the basis of avail-
able data, for example, data indicate that the possibility of polio attacks are more promi-
nent when the individual has not been vaccinated, similarly generally the possibility of
accident is always more when people drive very fast. Let us try to presume possibilities.
Activity 4
Take two boxes and write A & B on them. Take 25 pieces of paper of equal size. Write ‘x’
on 10 picees of paper and ‘y’ on 15 of them. Now fold all the pieces in the same manner
and keep in two separate heaps. Take 5 pieces from the heap of papers marked ‘x’ and 5
pieces from the heap of papers marked ‘y’ & put them into one box and then put 5 pieces
from the ‘x’ marked ones and 10 pieces from the papers marked ‘y’ in another box.
Shake the boxes to mix the pieces of papers well after you have put them in the boxes.
Now askone of your friends to close the eyes and take out one piece of paper from each
box let him note down whether he has got a piece of paper marked x or y, fold it back as
it was and put them in the box again. Now shake the box again to mix the papers all over
Statistics | 81
well and ask your other friends also to repeat the activity. Then comptete the table given
below.
[Link]. Name Letter on the piece of Letter on the piece of
paper fox A paper from box B
1.
2.
3.
4.
Total no. of x from box A= Total no. of x from box B =
Total no. of y from box A= Total no. of x from box B =
Now look at the table and say :
from which box the probability of getting letter ‘x’ would be more and why ?
While showing the problem, Suresh said, “Therefore 15 pieces of paper in box B out of
which ‘x’ is written on 5 pieces and y on 10 pieces. Since y is written on more pieces of
paper, therefore the probability of getting letter y is more.
Rani asked, is the probability of getting letter ‘x’ and ‘y’ from box ‘A’ would be equal?
Think about rani’s question and write its answer in your notebooks with proper reason.
Activity 5
In the pricture there are boxes with black (B) and white (W) balls. If we are asked to take
out of one ball from the boxes without seeing, then answer the questions given below -
Fig. 6.7
1. From which box is the possibility of getting a white ball maximum.?
2. From which box is the possibility of getting a black ball maximum ?
With the help of the table made by Rani, Suresh drew the following conclusions :
1. The total number of balls in box 1 is 6 out of which 3 balls are white and 03 are
black, therefore the pobability of getting both the colours are equal.
2. The total no of balls in box 2 is 8, of which 02 are white balls and 6 balls are black,
hence the probability of getting black balls is greater.
3. In box 3, the total no. of balls is 14 out of which 10 balls are white and 04 balls are
black, therefore the probability of getting white balls is more.
82 | Mathematics-8
4. In box 4 out of total 7 balls, 04 balls are white and 03 balls are black, therefore the
probability of getting white balls is greater.
The answer that Suresh has thought is right, but he is not able to understand that when
box 3 has 10 white balls out of total 14 balls and box no 4 has 04 white balls out of total
07 balls, then from which box is the probability of getting a white ball is more ?
Mary suggested, How it would be, if we consider in the form of a fraction.
10
10 out of 14 =
14
4
and 4 out of 7 =
7
On comparing the two fractions, we will have -
10 10 7 4 2 8
= and = = (equalising demonstrations)
14 14 4 72 14
10 8 10
Therefore out of and , is greater. Hence out of 14 balls, the probability of
14 14 14
getting white balls would be more when 10 balls are drawn out as compared to drawing
out 04 white balls out of 07 balls.
Taking a decision by tossing a coin
You might have seen that in the beginning of a cricket match, the captains of the two
teams decide to ball or bat on the basis of the toss when it is in favour of the team.
Can you think of some examples where you can take decision by tossing a cion ?
Activity 6
Let us perform an activity and see if we can do so - Take a coin and toss it with all your
Friends one by one, and observe whether it shows head or tail as it falls on the ground
every time. Note the occurances in the given table.
Table 6.5
[Link]. Name of the Student What did you get ?
Head or tail
1.
2.
3.
4.
Statistics | 83
Look at the table and say :-
1. Do head & tail appear one after another.
2. Is the number of heads and tails nearly equal ?
3. Which is more probable when a coin is tossed head or tail ?
You must have noticed that a coin has two sides -
A head and a tail. These out of two sides the probability of occurance of head is 1 out 2
or ½. Similarly out of 2 sides, the probability of occurance of tail is 1 out of 2 or ½.
In a box, if there are 3 balls of red, yellow and white colours respectively and we take
out any one ball while closing our eyes, then the probability of the ball being red would
1
be because out 3 one ball is red. Similarly, the probability of the ball being yellow
3
1
would be , when only one ball out of 3 is yellow and the probability of the ball being
3
1
white would also be . So, be now you must have understood that probability can also be
3
measured.
Thus, the possibility of occurance of an event is measured as probability.
Let us know more about probability with a few more examples :
Example 11
If you are asked to take out a spade out of a pack of cards then what will be the probabil-
ity of getting a spade card ?
Solution :
Since the pack of cards has 52 cards, out of which 13 are spades.
13 1
Hence, the probability of finding a spade is 13 out of 52 i.e. .
52 4
Example 12
Find out the probability of getting the number 3, a dice head when it is tossed once.
Solution :
A dice has 6 faces which includes dots 1, 2, 3, 4, 5 and 6.
1
Therefore, the probability of digit 3 appearing on the head = 1 out of 6 .
6
(Since only one face out of the six faces on the dice has three dots on it.)
Example 13
In a bag there are three white, five red and eight black balls. What is the probabnility of
taking out a red ball out of it ?
84 | Mathematics-8
Solution :
Total no. of balls in the bag = 3 white + 5 red + 8 black = 16 balls.
The probability of taking out a red ball out of the 16 balls would be 5 out of 16 because
5
the bag contains 5 red balls. Therefore, The probability of one red ball =
16
Example 14
One is asked to draw out one card out of a pack of cards. Find out the probability of that
card being a King.
Solution :
Total no. of cards in the pack = 52.
The no of King cards in the pack = 04.
When we draw out of the pack any one out of the 4 Kings cards one would come out.
Therefore, the probability of getting a King cards.
= 4 out of 52
4 1
=
52 13
Excercise 6.3
Q.1 What will be the probability of drawing a card of diamond from a pack of cards ?
Q. 2 A bag has 6 white, 11 red & 7 blue balls. Find out the probability of drawing a white
ball out of that bag ?
Q. 3 A horse race competition has five competitors. Find out their possibility of winning
the race.
Q. 4 In a basket there are 10 apples, 8 pomegranates (Anar) and 12 guavas. What will be the
probability of taking out apples from the basket ?
Q. 5 Find out the probability of appearance of an even number when a coin is tossed .
Q. 6 On tossing a coin, what will be the possibabilty of appearance of head and the appear-
ance of tail for that coin?
Statistics | 85
WE HAVE LEARNT
1. Average (Mean) is one unique number, that represents a group of scores or data.
The sum of all s co res
2. Average
Total no. of scores
3. While finding out the median the scores are arranged in ascending order.
4. The medan is the number in the middle of the scores arranged in ascending order.
th
N 1
5. (a) Md item ( when N is an odd No.)
2
N th N
th
item 1 item
(b) 2 2 (when N is an even No.)
Md
2
6. The mode is the number that has the highest frequency in the scores.
7. Probability is the possibility of occourance of any event.
Chapter-7
DIRECT AND INVERSE VARIATION
Introduction
Sometimes we hear statements like in a year of heavy rainfall the water level in ponds and
wells increases. Consumption of water increases as the population grows. As the number of
ponds decreases, the capacity to store water decreases. With the fall in electricity production
the quantity of goods produced in factories decrease. As the rainfall has been more water level
in the pond has increased.
Due to heavy rain-
fall the water level
in the pond also
increased.
Fig. 7.1
If we consider the above statements we notice that the two quantities depend on one
another. Change in the value of one also changes the value of the other. Thus for two related
quantities, the change in the value of the second when the value of the first quantity changes is
called variation. When on the increase or decrease in one value, the value of other also in-
creases or decreases, then such a variation is called direct variation.
Think and write such examples of changes from your surrounding.
Raju wrote that if farm land is larger then the quantity of crop produced would be more i.e. if
1 acre land produced 24 bags rice then 3 acres of land would produce 72 bags rice.
Sudha wrote a relation between the quantity and the cost of a crop. She said if price of the 1 kg
rice is Rs. 9 then the price of 2 kg rice will Rs. 18 and price of 5 kg rice will Rs. 45".
After reading these examples Mary said, “But this does not happen every time. It is not necessary
that on increasing the value of one, the value of other increases in the same ratio. It also does
not happen that on a decrease in the value of one, leads to a decrease in the value of the other
in the same ratio. Some time we may have situations in which the increase in the value of one
Direct and Inverse Variation | 87
quantity leads to a decrease in the value of the other or on the decrease in the value of one
results in increase of the other”. For example – unemployment decreases with increase in
industries. The water level in ponds decreases with increase in temperature. Hiring more
As the temperature
increases water
level in the pond
decreases.
Fig. 7.2
labourers reduces the amount of time required for completion of the task. Such relations are
not direct variations. What will these relations be called?
As the temperature increases the water level in the pond keeps falling.
Raju was listening carefully to Mary, he said, “In direct variation, if the value of one increases,
the value of the other increases or if the value of one decreases the value of the other also
decreases. But in a situation where when one quantity increase the other decrease or when on
decreasing one quantity the other increases, we have inverse variation. This is the opposite of
direct variation.
Raju was right in his thinking. The opposite of direct variation is called inverse variation. Let
us first understand direct variation through some more examples:-
Direct Variation
Example 1: The price of 5 pens is Rs. 20. What will be the price of 10, 15, 20, 25 and 30 pens
of the same type?
Solution: If the numbers of pens is denoted by x and their corresponding price by y then we can
solve such questions by unitary method and make the following table.
No. of pens x 5 10 15 20 25 30
Price of pens y(Rs.) 20 40 60 80 100 120
x 5 10 15 20 25 30
Ratio
y 20 40 60 80 100 120
x 1 1 1 1 1 1
Ratio 4 4 4 4 4 4
y
88 | Mathematics-8
From the above table it is clear that as the number of pens increases, their corresponding price
also increases. In each case the ratio between number of pens and their price remains the same
1
( ). An increase of this kind where the price increases in direct proportion to the number of
4
pens is called direct variation.
Activity 1
In the following tables, number of balls along with their prices are given. On the
basis of this fill the blank boxes in the table and answer the questions given below
the table.
No. of balls x 10 6 4 3 2 1
Price (Rs.) y 30 9 3
x 10 3 1
Rat io
y
30 9 3
x 1 1 1
Ratio
y 3 3 3
(1) What is the price of 6 balls? (2) What is the price of 4 balls?
(3) What is the price of 2 balls?
(4) What is the nature of variation between the number of balls and their price?
The decrease in the number of balls is resulting reducing the corresponding price
by a constant ratio i.e. number of balls is changing together with the corresponding
1
price and their ratio is the same . Therefore the relation between them is called
3
direct variation.
Activity 2
The value of y for each x is given in the following table. Which of the following
values have direct variation? Identify and write.
x 4 9 12 15 20 7 13
y 28 63 72 105 100 49 91
x
---- ---- ---- ---- ---- ---- ----
y
Direct and Inverse Variation | 89
Write down five examples of direct variation related to your daily life. If two variables
have direct variation the ratio between them is always equal. The ratio is a constant
or non variable quantity.
x
Or if x and y are in direct variation then y k (constant)
x1 x 2
If t h e r at io bet ween x 1, y1 is same as the ratio between x2, y2 then k
y1 y 2
Activity 3
If x and y are in direct variation then fill the blanks in the following table:
x x
[Link]. x y [Link]. x y
y y
(1) 3 18 --- (4) --- 24
1
6
(2) 25 ---
1 (5) 7 42 ---
6
(3) 9 --- 1 (6) --- 66 1
6 6
Example 2: The price of 3 kg of wheat is Rs. 36 .Find the price of 18 kg of wheat.
Solution: Since on increasing the amount of wheat its corresponding price will also
increase. This relation is of a direct variation. Let the price of 18 kg of wheat be Rs.
x. It can be written in the form of the following table
Quantity wheat (kg) 3 18
Price (Rs) 36 x
Here ratio between 18 and x would be the same as between 3 and 36.
x1 x 2
y1 y 2
3 18
36 x
Or 3 × x = 18 × 36 (cross multiplying)
18 36
Or x =
3
90 | Mathematics-8
Or x = Rs. 216
Thus the price of 18 kg of wheat is Rs. 216
Example 3: The distance covered by a train in 2 hours is 120 km. Find the distance
that the train will cover in 5 hours with the same speed?
Solution: Since the distance covered will increase with the increase in time.
Therefore here the relation is of direct variation. Let the distance covered in 5
hours be x km. It can be written in the form of the following table:
Time (in hours) 2 5
Distance covered (in km) 120 x
Here the ratio between 5 and x is equal to the ratio between 2 and 120.
x1 x2
Or
y1 y2
5
x
Or 2 x = 5 120 (cross multiplying)
5 120
Or x =
2
x = 300 km
Therefore, the distance covered by train in 5 hours is 300 km.
Example 4: A man gets Rs. 32 by working for 4 hours, what will he get by working
for 7 hours?
Solution: Since when you work for more time the amount of labor is more. Here the
relation is of direct variation. Let the man gets Rs x for working 7 hours.
Then table will be –
Time (in hours) 4 7
Wages (Rs.) 32 x
Direct and Inverse Variation | 91
Here the ratio between 7 and x is the same as that between to 4 and 32.
x1 x2
Or
y1 y2
7
x
Or 4 x = 7 32 (cross multiplying)
7 32
Or x =
4
x = 56
Or the man will get Rs. 56 for working 7 hours.
Example 5: If the weight of 6 letters is 45 grams than how many letters would have
1
a weight of 1 kg?
2
Solution: Since, on increasing the number of letters their weight will also increase
in the same ratio. Therefore the relation is of direct variation. Let the weight of x
let t er s be 1½ kg or 1500 gm.
(Here weight is changed into same units (grams))
Table is as follows:
No. of letters 6 x
Weight (in gm) 45 1500
Here ratio between x and 1500 is same as 6 and 45.
x1 x2
Or
y1 y2
x
1500
Or 6 1500 = 45 x (cross multiplying)
6 1500 6 1500
Or x = or =x
45 45
x = 200 letters
1
Or the weight of 200 letters is 1 kg.
2
92 | Mathematics-8
Exercise 7.1
Q1. In the following tables are x and y are in direct variation. Find the value of the
constant ratio also.
Table I. x 7 9 13 21 25 30 41
y 21 27 39 63 75 90 123
Table II. x 2.5 7.5 11 17.5 19
y 2.5 7.5 11 17.5 19
Table III. x 5 6 7 8 9 11
y 25 24 35 40 50 66
Table IV. x 1 2 3 4 5
y 2 1 2/3 ½ 2/5
Q2. Fill in the blanks in the following direct variation table:-
No. of workers 1 2 ........ 4 5 ........
Wages (Rs.) 50 ........ 150 200 ........ 300
Q3. In following table x & y are in direct variation. Find the value of constant ratio k.
x 2 4 8 16 32
y 14 28 56 112 224
x
k ------- ------- ------- ------- ---------
y
Q4: A car runs 600 km in 3 hours. How far will it travel in 5 hours?
Q. 5: Which of the following quantities are in direct variation?
(i) Number of objects and their prices.
(ii) Number of Mathematics books of class 7th and their prices.
(iii) Area of a field and its price
(iv) Quantity of milk (in lt.) and its price.
Direct and Inverse Variation | 93
(v) Number of labourers and the total number of days in which the work is
completed.
(vi) Speed and time when the distance travelled remains the same.
Q6: Price of 15 tickets ( of equal price) is Rs.18. How many tickets of the same
price can be bought in Rs. 72?
Q 7: A car covers 432 km in 48 lt of petrol. What distance will it travel in 20 lt. of
petro1?
Q8. The cost of 2 dozen oranges is Rs. 48. Find the cost of 108 oranges?
Q9: A machine prints 200 pages in 5 min. How much time will it take to print 2 x
103 pages?
Q10. A cyclist covers 12km in 3 hours. How much time will be taken by him to cover
20 km?
Q11. The wages of 25 labourers is Rs. 1250. What is the amount of wages for 40
labourers?
Q12. A labourers gets Rs. 806 for working 13 days. How many days would he have
worked if he was paid Rs. 1798?
Q13. Namrata takes 1225 steps to cover a distance of 100m. How much distance
will she cover in 2835 steps?
Q14. A dealer gets a commission of Rs. 73 for selling items worth Rs.1000/-. How
much commission will he get on selling items of Rs. 100?
Q15. The thickness of 500 sheets of paper is 3.5 cm, find the thickness of 275
sheets.
Q16. A man can read 180 words in 1 min. How much time will it take him to read
768 words?
Q17. Sunita types 1080 words in 1 hour. Find her rate of typing per minute.
Q18. 25 labourers make a 7.5 km long road in one week. How many labourers will
make a road of 10.2 km in 1 week?
Q19. The weight of 10 bags of cement is 4.5 quintal. What will be the weight of 35
such bags?
Q20. The speed of a car is 60 km per hour. The distance traveled and corresponding
time taken are in direct variation (in the following table). Match the correct
distance and time in the columns.
Distance (KM) Time (in hours)
(i) 120 (a) 3
(ii) 180 (b) 2
(iii) 210 (c) 4
(iv) 240 (d) 3½
94 | Mathematics-8
INVERSE VARIATION
In our daily life, we see sometimes that on increasing a quantity another quantity
starts decreasing in a constant ratio or with a decrease in the first quantity the
second quantity starts to increase in a constant ratio. Such proportional relations
are called inverse ratio.
I made this wall
alone in 10 days but
five of us would
have made it in 2
days.
Fig. 7.3
I made this wall alone in 10 days but five of us would have made it in 2 days.
Let us see an example:-
The number of labourers and the days required by them to spread sand on the road
is given below:
No. of labourers (x) 5 10 15 20 30
No. of days (y) 60 30 20 15 10
In above table the number of labourers (x) and number of days (y) are given. Can you
find a relation between each x and each y? A relation that is constant for all values
x and corresponding y.
Ashu considered the examples and thought that doubling the number of labourer
the number of days became half and when number of labourers were tripled the
1
numbers of days became rd. In the same way if the number of labourers is made10
3
1
times then the number of days will become . If we multiply the values of x and y,
10
Direct and Inverse Variation | 95
x
we will get a constant. In direct relation as or x/y is constant similarly here x ×
y
x 1
y or 1 or x : is a constant. This is the inverse of direct ratio therefore it is called
y y
inverse ratio.
Do you agree with Ashu?
Here we find that the manner in which the number of labourers increases, the
number of days decreases in the opposite ratio and the number of days increases in
the opposite ratio to the manner in which number of labourers decrease. Such a
ratio is called opposite ratio or inverse ratio. In the above example the number of
labourers is in inverse ratio with the number of days taken i.e. the variation between
both quantities is an inverse ratio.
Activity 4
A passenger train covers a distance in 4 hours with a speed of 12 km/hour.
Answer the following:
(i) If the speed is increased to 24 km/hr, how much time will it take to cover the
same distance?
(ii) If the speed is increased to 36 km/hr, how much time will it take to cover the
same distance?
Also fill up the following table.
Speed (km/hr) on 24 36 48
increasing
Time (in hours) ----- ----- -----
Result: If the speed is increased, time taken is …………………….
Speed (km/hr) 48 32 16 6
1 ----- ----- -----
Time (in hours)
Result: If the speed is decreased, time taken is …………..
Construct five example of inverse ratio from your daily life.
Let us discuss one more example:
A book can be finished in 15 days, if 16 pages are read every day. If 8 pages are read
in a day, how many days will it require to finish the book? If 12, 15, 24 pages are
read in a day, how many days will it require to finish the book in each case? If the
number of pages read each day is denoted by x and the number of days taken to
finish the book are denoted by y, the answer to the questions can be written in the
following table:
96 | Mathematics-8
No. of pages read
16 8 12 15 24
each day (x)
No. of days (y) 15 30 20 16 10
1 x 16 8 12 15 24
x:
y 1 1 1 1 1 1
y 15 30 20 16 10
x y in standard form 16×15 8×30 12×20 15×16 24×10
=240 =240 =240 =240 =240
1 x
(say)
x:
y 1 xy 240 k
y
Here numbers of pages read per day are in inverse ratio to the number of days
taken. The inverse relation between the numbers of pages read per day and numbers
of days taken gives a constant value for the product each time. In other words, we
can say that the product of the number of pages read per day x and the corresponding
number of days taken y is a fixed quantity i.e. xy=k
In general for any values x1 and x2 of number of pages read per day and corresponding
values y1 and y2 of the days taken we conclude. x1y1=x2y2
Conclusion: We find that if the relation between two variable quantities is such
that on increasing one quantity the other starts decreasing or on decreasing one
quantity the other starts increasing and the product of both quantities remains
constant then the relation between them is called inverse variation. Mathematically,
we can write that if x and y are in inverse variation then xy=k
If x has two values x1, x 2
and the corresponding y has y1and y2 then x1y1=x2y2
Activity 5
In which of the following tables x and y are in inverse variation-
(i) x 6 2 3 18 (ii) x 40 20 16 10 2.5
y 3 9 6 1 y 2 4 5 8 32
(iii) x 10 5 2 4 (iv) x 9 10 12 15
y 3 6 15 8 y 5 4.5 3.75 3
Direct and Inverse Variation | 97
Activity 6
If x and y are in inverse variation, fill in the blanks in the following table.
(i) x 9 18 20 --- 30
y 4 --- --- 1.5 ----
(ii) x 16 8 -- ---
y 3 --- 12 24
(iii) x 20 50 25 ----
y --- 4 ---- 5
Let us see some more examples of inverse variation:-
Example 6: 12 labours can build a wall in 10 days. How many days will 20 labours
take to build the same wall?
Solution: As by increasing the number of labourers, the time taken to complete the
work will decrease. Hence this is a case of inverse variation.
Let 20 labours make the wall in y days. The table will be made as follows:-
No. of labourers (x) 12 20
No. of days (y) 10 y
For inverse variation
x1 y 1 = x2y2
12×10 = 20×y
or =y
or 6 =y or y=6
20 labours will complete the wall in 6 days.
Example7. A hostel has 24 days food for 200 students.
If 100 more students join that hostel, then how many days will the food last?
Solution: The joining of 100 students in the hostel, means that the total number of
students = 200 + 100 = 300.
98 | Mathematics-8
Since, quantity of food is the same, the increase in the numbers of students means
the food will be consumed faster therefore this is of an inverse variation.
Let the food be finished in y days.
The table is as follows:-
No. of students (x) 200 300
No. of days (y) 24 y
In inverse variation
x1 y 1 = x2 y 2
200 × 24 = 300 × y
or = y
or 16 = y or y = 16
The food will finish in 16 days.
Example8. Shallu goes to school on a cycle with an average speed of 12 km/hr.
She reaches the school in 20 min. If she wants to reach the school in 15 min, what
should be her average speed?
Solution: Since to reach school in less time the speed has to increase, therefore
this is a case of inverse variation. Let the average speed be x km/hr. The table is :-
Sped (km/h) (x) 12 x
Time (in min y) 20 15
In inverse variation
x1y1= x2y2
12 × 20 = x × 15
or =x
or 16 = x
x = 16 Km/hr
Therefore the average speed of Shallu should be 16 km/hr to reach the school in 15
min.
Direct and Inverse Variation | 99
Exercise 7.2
1. If x and y are in inverse ratio than fill in the table appropriately.
x 8 6 4 ----- 36
y 9 12 ----- 10 ----
2. Fill in the blanks in variation table.
Speed (in km /hr) 4 8 ---- ----- 64
Time taken (in min) ----- 40 20 10 ------
3. 10 labours finish a task in 2 days. How many days will 2 labours take to finish
the same task?
4. 45 labours finish the work in 27 days. How many labourers will complete the
same work in 15 days?
5. A bus takes 6 hours to cover a certain distance with a speed of 30 km/hr. What
speed the bus should have to cover the same distance in 4 hours?
6. 40 horses eat 1 quintal of grain in 7 days. How many horses will eat the same
quantity of grain in 28 days?
7. A hostel has 15 days of food for 300 students. If 200 students leave the hostel
due to vacations then for how many days will the food last?
8. A military camp has 25 days of food for 700 soldiers. Due to the arrival of some
more soldiers the food finishes in 20 days. Find the number of new soldiers
that arrived in the camp.
9. A man completes a book in 15 days by reading 8 pages per day. If he reads 12
pages daily, then how many days will he take to finish the book?
10. A military camp has 21 days of ration for 105 soldiers. If 42 more soldiers arrive
in the camp, then how many days will the ration last?
11. Which are the inverse variation in the following:-
(i) Number of books bought and the cost of each book.
100 | Mathematics-8
(ii) Distance traveled by the bus and the cost of petrol consumed.
(iii) Time taken by a cycle to cover a fixed distance with its speed.
(iv) The number of men employed to make a bridge and the time taken to make
the bridge.
(v) Number of students and the weight of sweets distributed among them if 40
kg sweets are to be distributed.
(vi) Wages and hours of work
(vii) Number of objects and their total price.
12. On 26th January 100 gm sweets are distributed per student among 800 students.
If the same amount of sweets is to be distributed among 1000 students, how
many grams of sweets will each student get?
13. If a tap takes 1 hr in filling 640 lt. water, then a water tank is filled in 10hours.
If the same tank was filled by another tap in 8 hours, how many liters will be
filled in 1 hour by this tap?
We have learnt
1. When two variable quantities are related to each other such that on increasing
(or decreasing) the value of one variable, the value of the other increases (or
decreases) in the same ratio, then they are in direct variation.
2. When two variables quantities x and y are in direct variation then their ratio is
x
a constant or k
y
3. If two quantities are in direct ratio, and one quantity has values x1, x2 and the
corresponding values for the other quantity are y 1 and y 2 respectively. Then
x1 x 2
y1 y 2
4. If two variable quantities are related to each other such that on increasing (or
decreasing) the value of one variable, the value of the second variable quantity
Direct and Inverse Variation | 101
decreases (or increases) in the same ratio, then the two quantities are in inverse
ratio.
5. When two quantities are in inverse ratio then their product is a constant i.e.
xy =k where k is a constant.
6. If two quantities are in inverse ratio, and one quantity has values x1, x2 with the
corresponding values for the second quantity y 1 & y 2 respectively then,
x 1 × y1 = x 2 × y 2
Chapter-8
FACTORS AND FACTORIZATION
OF ALGEBRAIC EXPRESSIONS
Introduction
The teacher was distributing toffees to the students of class VIII on the occassion of
Republic Day. All the students are careful about the fact that none of their friends got any
extra toffee. They wanted the toffees to be equally distributed among themselves. Lata
started thinking that her class had 10 students and if every student got 6 toffees no toffee
would be left. Had there been 15 students in her class, each one would have got 4 toffees.
Lata took out her notebook and started wrting down the calculation. To how many stu-
dents can 60 toffees be equally distributed so that no toffee is left and in how many ways? She
found that 60 toffees can be distributed in such a way that no toffee would be left.
Rama was watching Lata's activities. She told Lata that all the numbers that she had writ-
ten in her notebook are completely divisible to 60. Therefore, all these numbers are
factors of 60 and are also the factors possible for 60.
How many multiple factor ?
Umesh aksed lata whether factors for the algebraic expression 5 ab can also be deter-
mined in a similar manner ? Lata wrote in her notebook and showed that 5, a and b are
completely divisible to 5 ab. Rama was listening to the conversation and she remem-
bered that they have already studied this rule that every number is completely divisible
by 1 and by it self, so 1and 5ab willl also be divisible factor along with 5a and 5b that
would completety divide 5ab Thus :
The multiple factrors of 5ab = 1, 5, a, b, 5a, 5b and 5ab. Rekha said, "You have left one
multiple factor out Everyone started thinking. Then Ramesh said, "Yes, ab willalso be
one, multiple factor. Thus, the factors for 5ab are 1, 5, a, b, ab, 5a, 5b and 5ab.
Rama, suggested, "Let us play a game of finding out factors, Rohit wrote the factors of
12x2 in his notebook and found that the factors of 12x2 = 1, 2, 3, 4, 6, 2x2, 3x2, 4x2, 6x2
and 12x2. But Rama told Rohit that all the factors of 12x2 have not been written yet.
Rama first wrote the factors for the factors and then for all the algebraic expression to
get the complete factors of 12x2 like this :
Factors of 12 = 1, 2, 3, 4, 6 and 12
Factors of x2 = 1, x, x2
Therefore, total factors for 12x2 = 1, 2, 3, 4, 6, 12, x, 2x, 3x, 4x, 6x, 12x, x2, 2x2, 3x2, 4x2,
6x2, and 12x2.
How to recognize all the factors ?
Rohit said, "alright, but there must be some way to write many factors for a monomial
algebraic expression that verifies that all the factors have been actually written''. Lata
Factors and Factorization of Algebraic Expressions | 103
said, "Let us go and ask our Maths teacher about it and also get the factors of 12x2 that
Rama has written down cheked by her."
The teacher said, "you have rightly written all the factors of 12x2. Very good. Now learn
to write all the factors of such algebraic expressions, we write all the factors for the
constant in horizontal rows and the factors of the variable in vertical columns. Thus we
shall get a multiplicative table when we fill up this table, we get all the factors of a
monomial." The teacher made a table like thus :
Table 8.1
x 1 2 3 4 6 12
1 1 2 3 4 6 12
x x 2x 3x 4x 6x 12x
x2 x2 2x2 3x2 4x2 6x2 12x2
The teacher asked the students whether all the expressions mentioned in the table are
completely divisible to 12x2 ? Verify yourself whether the table contains all the factors
that Rama wrote for 12x2.
Some more example
The teacher asked Lata to findout the factors for 10ab2 in the above mentioned manner.
Lata made the table for 10ab2 on the black board and asked all the students to verify it.
The factors of 10 = 1, 2, 5, 10.
Factors of ab2 = 1, a, b, b2, ab, ab2.
Therefore 10ab2 will have the following possible factors :
Table 8.2
x 1 2 5 10
1 1 2 5 10
a a 2a 5a 10a
b b 2b 5b 10b
b2 b2 2b2 5b2 10b2
ab ab 2ab 5ab 10ab
ab2 ab2 2ab2 5ab2 10ab2
All the expression in the table are completely divisible to 10ab2 and the remainder is
zero. Now the students got one method for finding the factors of monomials.
Activity 1
Write the factors of the algebraic expressions given below in your notebook.
8x, 4a2, 6ab, xy2, 3x2y, 6y2
104 | Mathematics-8
Indetify the similar common factors
Rohit wrote the factors of 6ab the teacher wrote them on the blackboard :
6ab = 1, 2, 3, 6, a, 2a, 3a, 6a, b, 2b, 3b, 6b, ab, 2ab, 3ab, 6ab.
The teacter wrote the factors of 4a2 that Rajesh found out on the blackboard below the
factors of 6ab.. Hence the factors of
4a2 =1, 2, 4, a, 2a, 4a, a2, 2a2, 4a2.
Now, the teacher asked the class whether there was any similarity between the factors of
both the algabraic expressions. Rama said that the total number of factor for 6ab and 4a2
are different, but some factors are similar in both the expressions. There are common
factors 1, 2, a, 2a.
The teacher said, "right, and among these 2a is the largest or greatest common factor.
Since you know that the greatest common factor is the Highest common factor, 2a will
be known as the highest common factor for 6ab and 4a2.
The Highest common factor for two or more than two monomials is that greatest alge-
braic expression that is completely divisible to each of the given algebraic expressions.
Now the teacher wrote all the factors for 3x2y and 6y2 on the blackboard and asked
Praveen to identify the common factors.
The factors of 3x2y = 1, 3, x, 3x, x2, 3x2, y, 3y, xy, 3xy, x2y, 3x2y.
The factors of 6y2 = 1, 2, 3, 6, y, 2y, 3y, 6y, y2, 2y2, 3y2, 6y2.
Praveen wrote the common multiples as : 1, 3, y, 3y.
And everyone could see that the highest common factors for expression one was 3y.
Another Method
The students found this method a bit lenghtly. So Rama asked the teacher if there is any
other short method to find the Highest common factor for two or more than two mono-
mials ? The teacher said, well, look at this : Suppose we need to find the Highest com-
mon factor for 6x2y and 8xy2. First we find the highest common factors (H.C.F.) for the
coffcients 6 and 8.
The H.C.F. for Coefficients 6&8 = 2
The H.C.F. for x and x2 = x (Item with the lowest exponent for x)
The H.C.F. for y and y2 = y (Item with the lowest exponent for y)
Therefore 6x2 and 8xy2 = 2xy (the product of all the H.C.F. found above)
Example 1
Find the H.C.F. of 12 s3 t2 u3 and 6s4t u 2.
Solution
H.C.F. for 12 and 16 = 4
Factors and Factorization of Algebraic Expressions | 105
H.C. F. for s3 and s4 = s3
H.C. F. for t2 and t = t
H.C. F. for u3 and u2 = u2
Therefore the H. C. F. for 12s3 t2 u3 and 16s4 t u2 = 4s3 t u2.
Example 2
Find the H.C.F. of 20 a2 b, ab3 c.
Solution
Here the coeffecient for the given algebraic expressions are 20 and 1 respectively.
Thus, H. C. F. for 20 and 1 = 1
H. C. F. for a2 and a = a
H. C. F. for b and b3 = b
Here c occures only in the second expression and not in the first.
Therefore, H. C. F. for 20 a2b and ab3c = l. a. b = ab.
Exercise 8.1
1. Find out all the factors for the given algebraic expressions :
(i) 5t2 (ii) 7xy (iii) 14l2m (iv) 39 lmn.
2. Write down all the factors for the given algebraic expriession and find out their H.C.F.
(i) 5s, 2s2 (ii) 9m2, 3t (iii) 6a2, 8ab (iv) 7m2, 6m
3. Find out the highest common factors for the following :
(i) 6m 2l , 12ml (ii) 24a 2bc, 20bc 2 (iii) xy 3 z , 10 x 2 y (iv) 14 x3 y, 21xz 5
(v) 22 p 2 q 2 r , 33 pq 2 r 2 (vi) 3 xy, 23 x 2 z (vii) 6pqr, 23 xyz
Factors of binomials
You have lerant how to find the factors monmials Now on the basis of your experienes
can you find the factors of binomials ? For example, If thrice the number of boys in a
class is added to thrice the number of girls, what will be the sum ? will this sum be equal
to 3 times the sum of total number of boys and girls ? Verify the answer by taking any
number of boys and girls.
Suppose the number of boys is 15 and the number of girls is 18. Thrice the number of
boys is 45 and thrice the number of girls is 54. Thus the total becomes 99. While the
original number of boys and girls together is 33. And you can see that 99 is 3 times 33.
This means , if the number of boys be taken as x and the number of girls be taken as y,
then thrice the number of boys would be 3x and thrice the number of girls would be 3y.
106 | Mathematics-8
The sum of both would be 3 x 3 y . The total number of boys and girls would be x y
and thrice this sum would be 3 x y .
Also, 3 x y 3x 3 y
Here in 3x & 3y , 3 is common.
Let us check this for the expression 9 3y .
Therefore 9 3 y 3 3 3 y
33 y
Thus, the factors for the expression 3 x 3 y above are 3, x y and 3 x 3 y but 3 and
x y are such factors whose product is equal to 3 x 3 y . Similarly, the factors for
9+3y are 3, (3+y) and 9+3y , but 3 and 3+y are two such factors whose product is (9 +
3y) again.
Do this also
Can you write down the two factors of 12 + 18y as products ?
Here the factors for 12 & 18y, 2, 3 & 6 are common factors.
1. Taking 2 common 12 18 y 2 6 2 9 y 2 6 9 y . But here 3 can again be found
as a common factor from 6 9 y , Therefore
12 18 y 2 3 2 3 y
OR
12 18 y 6 2 3 y
2. If in 12 18 y, 3 is the common factor, then
12 18 y 3 4 6 y (Here again 2 is common in 4 6 y )
12 18 y 32 2 3 y
6 2 3y
Here out of 2, 3, 6 as common factors for 12 18 y, 6 is the highest common factor..
Activity 2
Find out the Highest common factor for the binomials given below and complete the
table as shown in the example.
Factors and Factorization of Algebraic Expressions | 107
[Link]. Binomial Writing both the The gretest On writing the binomial as
items separately common the product of the
factor between common factors
two terms
1. 36 x 27 y 36 x & 27 y 9 9 4x 3y
2. 33 y 2 11xy
3. 15 xz 90 x 2
4. 8ab 9ac
Make such problems yourself and ask your friends to solve them.
Factorization
To write binomials and polynomials as the product of its common factors, we write the
greatest common factor (H.C.F.) for each of the expression in the polynomial outside
the brackets. The written expression of any algebraic expression as the product of its
factors is known as factorization.
For the highest common factor for 2ab 2ac 2a
2ab 2ac 2a b 2a c 2a b c
Thus, On factorizing 2ab 2ac we get 2a and b c whose product would be 2ab 2ac .
Example 3
Factorize 4 x 2 y 2 18 xy
Solution
Here the highest common factor for 4 x 2 y 2 18 xy 2 xy 2 xy 2 xy 9 .
2 xy 2 xy 9
Example 4
Factorize the experssion 6ab 2 9a 2b3 12a 2b 2
Solution
Here the highest common factor
6ab 2 9a 2b 3 12a 2b 2 3ab 2 2 3ab 3ab 2 4a
3ab 2 2 3ab 4a
Factorization of polynomials
Rama had learnt Factorization of binomials quite well. She was thinking how the Factor-
ization of an algebraic expression with many would be determined ?
108 | Mathematics-8
Do you have an answer to Rama's question ? The teacher explained : To factorize such
algebraic expression, we make groups of the compoments. After making suitable groups
of the algebraic expressions, we find the common factor. Then, we write them as the
product of the factors.
For example : Factorize ax by ay bx
Here it would be convenient to put the components a and the components with b in
separate group. On writing them together we get :
ax ay bx by
a x y b x y (Here x y is common in both the items)
x y a b
The expression can be Factorized by writing the multiple of items containing x and y
separately. Do this yourself. Did you get the same answer ?
Example 5
Facorize 2 x 2 6 y 4 x 2 y 12 y 2
Solution
In 2 x 2 6 y 4 x 2 y 12 y 2 , it would be easy to take 2x 2 & 4x 2 y together..
Here, 2 x2 4 x2 y have 2x 2 common
2 x 2 4 x 2 y 2 x 2 1 2 y
similarly in 6 y 12 y 2 taking 6 y as common we get 6 y 12 y 6 y 1 2 y and
1 2y is common is both the expressions.
Therfore the facrors are 1 2 y 2 x 2 6 y .
But can we have factors of 2 x 2 6 y also.
Here 2 is common. Therefore its factors are 2 and x 2 3 y
Therefore
2 x 2 6 y 4 x 2 y 12 y 2
2 x 2 3 y 1 2 y
Factors and Factorization of Algebraic Expressions | 109
Example 6
Factorize 2 xy y 4 x 2
Solution
2 xy y 4 x 2
y 2 x 1 2 2 x 1
2 x 1 y 2 [common factor 2 x 1 ]
Now solve this question by taking the first and third component and the second & fourth
component together.
Exercise 8.2
Q.1. Fill in the blanks :
i. x 2 5 x 3 _________ 1 5x
ii. 10a 2 12b 2 2 ____ 6b 2
iii. 27ab 2 18abc 9ab 3b ____
iv. 16 xz 9 z 2 z ____ ____
v. 12ab 2c 8abc 2 10a 2c 2ac ____ ____ ____
Q.2. Factorize
i. 4ax 6a 2 y ii. a 5 y ab3
iii. pq 2 r 2q 2t iv. 5lm 2 10l 2 mn
v. 5m 2 5n 2
Q.3. Factorizing the group method
i. 2 x 2 y 6 xy 2 4 x 12 y
ii. 5m 2 n 10mn 2 12m 24n
iii. 6 x3 8 x 2 9 xy 12 y
iv. 15 x 4 10 x 2 y 2 12 x 2 y 8 y 3
v. x x 3 8 x 3
110 | Mathematics-8
vi. 3x x 4 5 x 4
vii. 2m l m 3 l m
Q.4. Solve the following :
i. x 1 3 y 2 ____ ____
ii. 17 x 2 3x 9 ____ ____
iii. 2a 2 3a 4a 2 ____ ____
iv. 9m m n ____ ____
v. 9t 2 t 7t 3 ____ ____
We have learnt
1. If an algebraic expression is written as a product of two or more algebraic expressions,
then the expressions obtained are known as the factors of the given expression and the
way of wrting any algebraic expression in this manner is called factorization.
2. The factorization of any two binomials is done by taking out the common comment of
its highest common factors.
3. The H.C.F. of algebraic expressions is the greatest divisor of these expressions.
4. The factorization of algebraic expressions with more than 3 components is done by
group method.
Chapter-9
IDENTITIES
Indetities
While solving the exercises related to multiplication of binomials. Fatima thought that
if two binomials have both the first and second components similar (not different), then
what would happen ? On multiplication, shall we get a new result ? for example, if we
multiply (x +y) with (x + y) :
x y x y x x y y x y
x 2 xy yx y 2 xy yx
x 2 2 xy y 2
Anu also found it interesting and she also started multiplying expressions like factions.
r s r s r r s s r s
r 2 rs sr s 2 rs sr
r 2 2rs s 2
Fatima & Anu got similar kinds of result. Can you now multiply the binomials given
below and see what kind of results you get ?
1. p q p q = ........................
2. u r u r = ........................
3. m n m n = ........................
4. r w r w = ........................
What conclusions do you get on multiplying similar binomials ? Write them you have
seen that similar binomials when multipled give product like this :
(first component)2 + 2 x (first component) x ( second component) + (Second Compo-
nent)2.
Which means if a & b are taken as components :
a b a b a 2 2ab b2 but a b a b a b 2
112 | Mathematics-8
2
Therefore, a b a 2 2ab b 2
Thus, this speicial multiplication relationship would be true for any value of a and b. This is
known as an identity and it gives the first indentity.
2
Formula (1) a b a 2 2ab b 2
i.e. [(1st component) + (2nd component)]2 = (1st component)2 + 2x(1st component) x
(2nd component) + (2nd component)2.
This can be explained in the following manner also : -
2
x a b a b a 2 ab ab a 2
a a2 ab
2
b ab b 2 a b a 2 2ab b 2
Verify the rule by taking variables other than a & b.
Example - 1
2
Solve 3 x 4 y with the help of formula.
Solution
2
We know that a b a 2 2ab b 2
2
On comparing 3x 4 y 2 with a b , we have :
a 3 x, b 4 y
2 2 2
Therefore 3 x 4 y 3 x 2 3 x 4 y 4 y
9 x 2 24 xy 16 y 2
Example - 2
2
Solve 2a 3 with the help of formula.
Solution
2
We know that x y x 2 2 xy y 2
2
On comparing 2a 3 with x y , we have
x 2a, y 3
Identities | 113
2 2 2
2a 3 2a 2 2a 3 3
4a 2 12a 9
Example - 3
2
1
Use Identity to solve p 2q
2
Solution
2
1 2
On comparing p 2q with a b
2
1
We have, a p and b 2q
2
2 2
1 1 1 2
p 2q p 2 p 2q 2q
2 2 2
1 2
p 2 pq 4q 2 .
4
Example - 4
2
Find the value of 101
Solution
2 2
Here 101 100 1
2
Now a b a 2 2ab b 2
On Comparison : a 100 & b 1
2 2
Therefore 101 100 1
2 2
100 2 100 1 1
2
101 10000 200 1
10201
x 100 1
Now, if we write a b 100
Instead of a + b what will happen ? 1
114 | Mathematics-8
In a table we can see :
2
Thus a b a b a b
a a b b a b x a b
2
a a ab
a 2 ab ba b 2 2
b ba b
a 2 2ab b 2 ab ba
This Identify formula (2)
2
a - b = a 2 - 2ab + b 2
[(1st componant) - (2nd componant)] 2 = (1st componant)2 - 2 (1st componant) ×
(2nd componant) + (2nd componant)2
Will the identity be true of any other binomial like p q OR r s be taken instead
of a b ? Verify..
Example - 5
2
Solve 3 x 8 y with the help of identity..
Solution
2
We know that a b a 2 2ab b 2
2 2
On compaing 3 x 8 y with a b
a 3 x, b 8 y
2 2
3x 8 y 3x 2 2 3x 8 y 8 y
9 x 2 48 xy 64 y 2
Example - 6
2
2
Solve x with the help of identify
5
Solution
2
2 2 2
On comparing x with a b , a x, b
5 5
2 2
2 2 2 2
Thus x x 2 x
5 5 5
Identities | 115
4x 4
x2
5 25
Example - 7
2
Use identity formula to solve 2 x 3 y . Also verify the answer for x 4 and y 2
Solution
2 2
2 x 3 y comparing with a b give a 2 x, b 3y .
a b 2 a 2 2ab b 2
2 2 2
Thus 2x 3y 2 x 2 2 x 3 y 3 y
4 x 2 12 xy 9 y 2
Verfication
2 2 2 2
L.H.S. 2 x 3 y 2 4 3 2 8 6 2 4
2 2
R.H.S. 4 x 2 12 xy 9 y 2 4 4 12 4 2 9 2
64 96 36 100 96 4
Hence, it is clear that L.H.S. = R.H.S.
For x 4 and y 2 , then is true
Example - 8
Find the value of 982 with the help of Identity formula.
Solution
2 2
Here 98 100 2
2
Now a b compared to 982 , we have
a 100, b 2
2
982 100 2 100 2 2 100 2 2 2
10000 400 4
9604
Now let us find out what happens with the product if the binomials being multipled have
the same components but different signs for the first & second expressions.
For Example : If we multiply a b with a b
116 | Mathematics-8
a b a b a a b b a b (by distributive law)
a 2 ab ab b 2 a b b a
a b a b a 2 b2
Hence Identify formula (3) = a + b a - b = a 2 - b 2
which means
(1st componant + 2nd componant) (1st comp. - 2nd comp) = (1st comp.)2-(2nd comp.)2
Table
x a b a b a b a 2 ab ab b2
a a2 ab
b ab b 2 a 2 b2
Now if you multiply p q by p q or r s by r s , will you get similar result ?
verify.
Example - 9
Solve 7 x 2 y × 7 x 2 y by identity..
Solution
On comparing 7 x 2 y 7 x 2 y with a b a b we have a 7 x, b 2 y
a b a b a 2 b 2
2 2
Therefore, 7 x 2 y 7 x 2 y 7 x 2 y
49 x 2 4 y 2
Example - 10
x y x y
Solve with the help of identity..
3 5 3 5
Solution
x y x y x y
compared to a b a b , a , b
3 5 3 5 3 5
2 2
x y x y x y
3 5 3 5 3 5
x2 y 2
9 25
Identities | 117
Example - 11
Find the value of 52 48 using identity..
Solution
52 48 50 2 50 2
Now on comparing
a b a b a 2 b2 , a 50, b 2
50 2 50 2 502 22
2500 4
2496
Exercise 9.1
1. find the product of the following by using the appropriate identity formula.
2 3 2 3
(i) 2a 3 2a 3 (ii) m m
5 4 5 4
2. Find the product with the help of identity rule.
3 4 3 4
(i) x 5 x 5 (ii) 2 x 5 y 2 x 5 y
1 1
(iii) 2a 2a (iv) x 2 y 2 x 2 y 2
2 2
3. Find the values of the following using identity method.
x y x y
(i) 4 x 5 4 x 5 (ii)
2 3 2 3
(iii) a 2 b 2 a 2 b 2 (iv) x 3 y 3 x 3 y 3
4. Solve using the identity method.
2
2 2 2 5 2
(i) 2a 5 (ii) m n
3 6
2
(iii) 8 x 3 5 y 3
118 | Mathematics-8
5. Use the identity method to find the value of the problems given below :
2 2
(i) 41 (ii) 69
2 2
(iii) 97 (iv) 84
6. Use the identity method to find the value of :
(i) 105 95 (ii) 92 88
(iii) 503 497
7. Find the value of 'x' when :
2 2 2 2
(i) 6 x 28 22 (ii) 3 x 17 14
(iii) 19 x 32 16 2 (iv) 43 x 282 152
2
8. Solve 3 x 5 y and verify the answers for x 4 and y 2 .
2
x y
9. Solve and verify the answers for x 9 and y 12 .
3 5
Observe these also :
1. 7 5 7 5 2 2 4
5 7 5 7 2 2 4
2. 8 4 8 4 4 4 4 4 16
4 8 4 8 4 4 16
Since x y x y y x y x
Take any two numbers and try to find out whether.
2 2
x y y x ?
Factorization with the help of identities.
You have studied about identities in the chapter on multiple factors of algebraic expres-
sions. Identities are statements that are true for all variables. So, you can use identities
for factorization too.
2
1. a 2 + 2ab + b 2 = a + b
= a + b a + b
Identities | 119
2
2. a 2 - 2ab + b 2 = a - b
= a - b a - b
3. a2 - b2 = a + b a - b
Let us find out how are these identities useful for factorization.
Example - 12
Factorize 9 x 2 24 xy 16 y 2
Solution
Here the 1st comp & the 3rd comp. are the squares of 3x and 4y respectively and the
middle component is equal to double the product of 3x and 4y.
2 2
Therefore 9 x 2 24 xy 16 y 2 3 x 2 3 x 4 y 4 y
a 2 2ab b 2 a b 2 3x 4 y 2
3x 4 y 3x 4 y
Example - 13
Factorize p 2 4 pq 4q 2
Solution
Here the first and the third comp. are squares of p and 2q respectively and the medial
component is negative as well as two times the product of p and 2q.
2 2
Therefore p 2 4 pq 4q 2 p 2 p 2q 2q
a 2 2ab b 2 a b 2 p 2q 2
p 2q p 2q
We use identity (m) when these are two components in the algebraic expresisons, both
are in the form of complete sqares and have a negative sign in between.
Example - 14
Factorize 16m 2 25n 2
Solution
Here the first component is the square of 4m. and the 2nd component is the square of
120 | Mathematics-8
5n. There is minus sign in between.
2 2
Therefore 16m 2 25n 2 4m 5n
a 2 b 2 a b a b 4m 5n 4m 5n
Example - 15
2
Factorize 4 x 3 y 100
Solution
2
Here the 1st component is a square of 4 x 3 y and the second component is a square
of 10.
2 2 2
Therefore 4 x 3 y 100 4 x 3 y 10
4 x 3 y 10 4 x 3 y 10 a 2 b 2 a b a b
Excercise 9.2
Q.1. Factorize using identities.
i. 4 x 2 20 xy 25 y 2 ii. 25a 2 70ab 49b 2
iii. 9x2 6x 1 iv. 1 18a 81a 2
1
v. p2 p vi. 36a 2 132ab 121b 2
4
Q. 2. Use Identities to factorize -
i. a 2 10ab 25b 2 ii. 16 x 2 104 x 169
iii. 121x 2 88 xy 16 y 2 iv. x 2 30 x 225
v. 36a 2 12a 1
Q. 3. Use identities to factorize.
i. 25a 2 49b 2 ii. 9 x 2 121y 2
iii. 64a 2 1 iv. 1 16b 2
16 2 4 2
v. m n
25 9
Identities | 121
Q. 4. Factorize using identities.
2 2
i. x 4y 49 ii. 100 2a 3b
iii. 4x 2
20 xy 25 y 2 36 iv. 9 x2 4 x 5 y
2
v. x2 y2 16
Q. 5. Fill in the blanks :
(i) x 2 25 y 2 x 5 y .......... (ii) x 2 6 x 9 x ............ 3
2
(iii) 4 x 2 28 x 49 2 x ...... 2 x ...... (iv) a b 4 a b 2 ..........
Q. 6 - Ram has a square field. The length of 5 meter
side of the square is x m. He left 5m
wide space along length and width of x meter
the field for path. What is the remaining
area.
Q. 7 - In a temple, the number of flowers
5 meter
offering to an idol is equal to the total
numbers of idols in the temple. Two
more idol will established over there. Now, also priest offer the equal number
of flowers to the equal number of idol but 24 more flowers are needed.
Determine the previous number of idols in temple.
Q. 8 - Area of the rectangular field is ( x2 – 25)m2. If the length of the field is (x + 5),
find the width.
Q. 9 - The width and length of the rectangular mirror are consequent numbers if
measured in feet. The difference between square of these numbers is 05.
Find the length and width of the mirror.
122 | Mathematics-8
We have learnt
2
1. a b a 2 2ab b 2
2
2. a b a 2 2ab b 2
3. a b a b a 2 b2
4. We also use identities to factorize algebraic expression according to our need.
Chapter-10
POLYGON
Rani made five diagrams with scale and pencil.
Fig. 10.1
She asked her friends Mary, “Do you recognise these figures ?” Mary said, “In the last class
we have learnt that we name figure on the basis of the number of arms or sides.”
In figure 10.1(i), the figure obtained by three sides a tringle; figure 10.1(ii) is made by four
sides and is a Quadrilateral figure 10.1(iii) is made up of five sides and is a pentagon".
Rani said to Mary, "Right, you have correctly identified the figures but what name will you
give for figure no. 10.1 (iv) and figure 10.1(v) ? Rani said, “You know, fig. no. 10.1(iv) is
known as a hexagon and fig. no. 10.1(v) is called a septagon”. All these closed fig. are made up
of many sides, therefore closed fig. with three or more than three sides are known as poly-
gons.
Activity 1
Look of the figure below carefully and fill in the blanks.
Fig. 10.2 Table 10.1
S. No. Fig. No. Name of the fig. No. of Vertices No of sides No. of angles
1. 10.2(i) triangle 3 3 3
2. 10.2(ii)
3. 10.2(iii)
4. 10.2(iv)
5. 10.2(v)
6. 10.2(vi)
7. 10.2(vii)
8. 10.2(viii)
124 | Mathematics-8
In this activity, we saw that the ploygons (iii) and (vii) are both pentagons and fig. no. (iv)
and (viii) are both hexagons, but is there any difference between the polygons (iii) and
(vii) and in fig. (iv) and (viii) ?
Think about it, discuss with your friends and your teachers and write down the conclusions.
------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------
In fig. (vii) and (viii) some vertices are projected inwards whereas in all other fig. all the
vertices are projected outwards, Thus we get two types of polygons.
1-Convex ploygons
Those ploygons whose vertex are projected outwards and each internal angle is less than
1800 are called convex polygons like.
fig. 10.3
2-Concave ploygon
Polygons in which at least one vertex is projected inwards and at least one angle is more
than 180° are known as concave polygons.
fig. 10.4
What conclusions can we draw from activity (i) observe than draw conclusions.
After observation we get the result that in any polygon the number of vertices, the num-
ber of arms or sides and the number of angles are equal to each other.
fig. 10.5
The polygons in fig 10.5 is a octagon. Try to identify the number of arms and the diago-
nals that can be drawn from vertex A with respect to the vertices.
Polygon | 125
Complete the following table -
Table 10.2
[Link]. The Name of the vetex to which Name of the line segments
other vertices have been joined arms/sides diagonals
1. A AB, AH AC, AD, AE, AF, AG
2. B BC, BA BD, BE, BF, BG, BH
3. C -------- ------------------------
On the basis of this activity write the definition of diagonal of a polygon :
Activity 2
In the fig. given below, draw diagonals from any one vertex and write the numbers of
diagonals drawn in the blanks.
&&&&&&& &&&&&&& &&&&&&& &&&&&&& &&&&&&&
fig. 10.6
Activity 3
Below are given some quadrilaterals, draw the diagonals and find the answers of the
following questions :
fig. 10.7
1. In how many triangles did the quadrilateral get divided ?
2. Is the sum of the internal angles of the two triangles equal to the sum of internal
angles of the quadrilateral ?
3. What is the value of the sum of internal angles of a triangle ?
4. What is the sum of internal angles of a quadrilateral ?
126 | Mathematics-8
Activity 4
In the fig. given below, diagonals have been drawn.
Fig. 10.8
Look at the fig. carefully complete the table given below.
Table 10.3
[Link]. Name of Polygons No. of sides No of triangles Sum of the internal Sum of
of a polygons obtained in a angles of a polygon= internal
polygon No. of tringles x 1800 angles
1. quadrilateral 04 02 or (4 - 2) 2 x 1800 3600
2. pentagon 05 03 or (5 - 2) 3 x 1800 5400
3. hexagon -------------- -------------- ---------------------- -----------
4. heptagon -------------- -------------- ---------------------- -----------
5. octagon -------------- -------------- ---------------------- -----------
While doing the activity 4, Mary said that the number of triangles in a polygon is two
less than the number of sides.
So, if there are n number of sides in a polygon, then the number of triangles in the
polygon would be (n - 2).
Rani said, for (n - 2) triangles, the sum internal angles of a polygon would be (n -2) x 1800.
Therefore
The sum of internal angles in a polygon with n sides = (n - 2) x 1800.
Example - 1
If the number of sides in a ploygon is 15, find the sum of its intenal angles.
Solution
The sum of internal angles of a polygon = (n - 2) ×180° where 'n' is the no of sides of
the polygons
= (15 - 2) × 180°
= 13 × 180° = 2340° Ans.
Polygon | 127
Regular and Irregular polygons
You know that the triangle in which all the sides are equal is called an equilateral triangle
when each angle in a quadrilateral is of 90° and all the sides are equal, what is that fig.
known as ? Can the sides and angles be equal in other polygons also ?
When a polygon has equal sides and its angles are equal, it is known as a equilat-
eral polygon or a regular polygon.
When a pentagon has equal sides and angles it is known as an equipentagon. Will the
internal angles of an equipentagon also be equal? Is this a Regular polygons?
Those polygons in which the measures of sides and angles are different are known
as irregular polygons.
Different kinds of quadrilateral on the basis of characteristics.
In class VII you have studied about kinds of quadrilaterals, sides of a quadrilateral, Ex-
ternal angles, adjacent angles opposite angles and the sum of internal angles.
Let us try to identify the different types of quadrilaterals through an activity.
Activity 5
Complete the table as per the first example .
fig. 10.9
Table 10.4
Fig. Name of Parallel sides Name of equal sides Type of quadrilateral
10.9(i) AB//CD, BC//AD AB = CD, BC = AD Parallelogram
10.9(ii)
10.9(iii)
10.9(iv)
128 | Mathematics-8
Activity 6
Given below are three fig. of quadrilateral. Fill in the blanks by measuring the fig. as
shown in the example.
fig. 10.10
Table 10.5
S. No. Name of Parallelogram Measures of the sides Measures of angles
(In cms.) (in degrees)
1. Quadrilateral AB=----cm., BC=......cm. A ___ B ___
ABCD CD=----cm., DA=......cm C ___ D ___
2. Quadrilateral PQ=----cm., QR=......cm P ___ Q ___
PQRS RS=----cm., SP =......cm R ___ S ___
3. Quadrilateral EF=----cm., FG=......cm E ___ F ___
EFGH GH=----cm., HE =......cm G ___ H ___
On the basis of the results obtained in the fig. you have seen that in a parallelogram, the
parallel sides and the opposite angles are equal in measurement.
So we can conclude that.
The measurement of opposite sides and opposite angles of a parallelogram are equal.
Practice - 1
1. Draw any two parallelograms and write the measurement of the opposite sides and op-
posite angles. Are they equal ?
Example - 2
ABCD is a parallelogram in which c 750 . Find the other angles.
Solution
Given : c 750
Therefore A 750 (because opposite angle are equal)
Since A B C D 3600 (why ?) Fig. 10.11
Polygon | 129
750 750 B D 3600
1500 B D 3600
B D 3600 1500
B D 2100
B B 2100 D B
2100
B
2
or
B 1050
Thus, D 1050
Characteristics of Diagonals drawn in a parallelogram.
You have already learnt how to draw diagonals in a parallelogram. You also known that
the diagonals drawn in a quadritateral intersect each other. Let us examine the features
of the diagonals of a quadrilateral.
Activity 7
fig. 10.12
Table 10.6
[Link] Name of the Measurement of the line Is the point of intersection ‘O’
parallelogram segments in cm. the midpoint of the diagonals?
1. Parallelogram AO =___ cm. OC=___cm
ABCD OB =___ cm. OD=___cm
2. Parallelogram OP =___ cm. OR=___cm
PQRS OQ =___ cm. OS=___cm
3. Parallelogram OE =___ cm. OG=___cm
EFGH OF =___ cm. OH=___cm
Conclusion
----------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------
130 | Mathematics-8
Draw many such parallelograms and examine your conclusions whether the diagonals of
the parallelogram bisect each other.
Give reasons for the questions below -
1. Is every square a parallelogram ?
--------------------------------------------------------------------------------------
2. Is every rectangle a parallelogram ?
--------------------------------------------------------------------------------------
3. Is every quadrilateral a parallelogram ?
--------------------------------------------------------------------------------------
4. Then in all the above cases do the diagonals bisect each other ?
--------------------------------------------------------------------------------------
Practice - 2
Draw a quadrilateral is which the diagonals bisect each other.
Activity 8
Given below are some figures of rectangle and squares. Measures the diagonals in these
figures and fill in the blanks.
Fig. 10.13
Table : 10.7
Fig No. Name of the Measurement of Mesurement of Are diagonal The diagonals
quadrilateral diagonals line segments equal to each other bisect each other
(in cms.) (in cms) Yes or No Yes or No
10.13(i) Rectangle AC=.....BD=.... OA=.....OC=....
ABCD OB=.....OD=....
10.13(ii) Rectangle PR=.....QS=.... OP=.....OR=....
PQRS OQ=.....OS=....
10.13(iii) Square EF=.....FH=.... OE=.....OG=....
EFGH OF=.....OH=....
10.13(iv) Square JK=.....JL=.... OI=.....OJ=....
IJKL OJ=.....OL=....
Polygon | 131
In every situation, we conclude that " The length of the diagonals in a square or a rect-
angle are equal to each other and they bisect each other."
Practice - 3
Draw different measurement of squares and rectangles with their diagonals and verify
their characteristics.
Activity 9
Below are given some squares and rectagles. Draw line segments to join their diagonals
and measure the angles at their points of inter section.
fig. 10.14
Table 10.8
S. No. Figure No Name of the Measurement of the angle at the point of inter
quadrilateral section of the diagonals
1. 10.14(i) parallelogram AOB ____ BOC ____ COD ____
ABCD DOA ____
2. 10.14(ii)
3. 10.14(iii)
4. 10.14(iv)
5. 10.14(v)
What is the value of the angles at the point of intersection of the diagonals ?
Thus, we find that “The diagonals of parallelograms and squares intersect each other at
right angles”.
Table 10.9
S. No. Type of quadrilateral Arms/sides Angles Diagonals
1. Parallelogram Opposite sides Opposite Diagonals bisect each
are parallel and angles are other at the point of
equal. equal. intersection.
2. Rectangle Opposite sides Opposite Diagonals are equal and
are parallel and angles are bisect each other at the
equal. equal. point of intersection
(each angle
measures 900)
132 | Mathematics-8
3. Square All sides are Opposite Diagonals bisect each
equal opposite angles are other at right angles &
sides are parallel equal the diagonals are also
(each angle equal to each other
measures 90°)
4. Rhombus All sides are Opposite Diagonals bisect each
equal opposite angles are other at right angles.
sides are parallel equal.
Exercise 10.1
1. Each question has four options. Choose the correct alternative answer.
a. The two diagonals are equal in
(i) a parallelogram (ii) quadrilateral
(iii) rectangle (iv) trapezium
b. In which quadrilateral are all angles equal to each other ?
(i) parallelogram (ii) trapezium
(iii) rectangle (iv) rhombus
c. If one of the angles of a parallelogram is 600 then value of opposite angle are:
(i) 600 (ii) 1200
(iii) 900 (iv) 1800
d. The adjacent sides of a parallelogram are of 8cms. and 6 cms. respectively. What
would be its perimeter ?
(i) 14cm. (ii) 28cm.
(iii) 56cm. (iv) 60cm.
2. Fill in the blanks
(1) A quadrilateral where the diagonals are equal and intersect each other at right angle,
is known as a ...................
(2) The quadrilateral in which only one pair of opposite sides are parallel is known as
an ...................
(3) If a polygon has 6 vertices, then the number of sides in the polygon would be .........
(4) If the number of sides in a polygon is “n” then the number of diagonals that can be
drawn from one of the vertices would be ...................
3. The four vertices of a square piece of paper have been cut off with the help of a pair of
seissiors. What kind of polygonic figure has been obtained ? Discuss with your friends.
4. The sides of a polygon are 8 in numbers what would be the sum of its internal angles?
5. If one of the angles of a parallelogram is 1200, find the measurement of the other angles?
Polygon | 133
6- The adjacent sides of a parallelogram are in the ratio 3 : 4, If the perimeter of a paral-
lelogram is 84cm, find out its sides.
7- Which of these statments are not true. Correct them and rewrite.
1. All squares are rhombus.
2. The diagonals of a rectangle are equal.
3. All rectagles are not parallalograms.
4. The diagonals of a parallelogram bisect each other at right angles.
5. All squares are rectangles.
Symmetry in polygons
You have studied about quadrilaterals and are now well aquainted with four sided figures.
You have learnt in class VII that if any figure can be folded into two in such a way that
half completely covers the other half, then the line along which this figure is folded is
known as the line of synmetry. For example : Cut square from a piece of paper and if you
fold it along the dotted lines as shown in fig. 10, you can get four lines of symmetry.
fig. 10
Similary, cut papers like the figures given below and try to find the lines of symmetry
for these figures. With a pencil, now draw dotted lines in the book for these figures.
Also write the number of such lines you have drawn in each figure.
Rectangle trapezium
rhombus Parallelogram Rhombus with two equal sides
134 | Mathematics-8
A parallelogram which is neither a square nor a rectangle and has no line of symmetry
but still it seems that there is some kind of a equilibrium in these figures also, Let us
find out.
Fold a piece of paper in two equal part and make a parallelogram. Cut the paper into two
equal shapes in such a way that two parallelograms of the same size are obtained.
Draw diagonals in the two parallelograms to get their intersecting point. On the point of
intersection intersect a pin and rotate the apparatus in such a way that the upper paral-
lelograms rotates on the lower one. Notice at which points does the upper parallelo-
gram completely overlaps the lower figure.
on rotating at 30°
on rotating at 60°
on rotating at 90°
on rotating at 1200 on rotating at 1800
Thus, we see that first at 1800 angle and later at 3600 angle, the parallelogram on top
rotated on the lower one completely overlaps the parallelogram. The symmetry of this
kind is known as rotating symmetry and the point at which the figures are rotated is
known as the centre of rotation. On completing a full rotation around the centre, the
number of times the figures overlap each other is called the rotational sequence. Can
you find out the rotational squence for the figures ?
Square Pentagon Hexagon Septagon
Polygon | 135
Activity 10
Below are given some figures complete the table by determining the rotational sequence
and axis of symmetry.
fig 10 (i) fig. 10(ii) fig. 10(iii)
fig. 10(iv) fig. 10 (v) fig. 10 (vi)
Fig. No. Rotational squence No. of symmetrical axes
fig 10 (i)
fig 10 (ii)
fig 10 (iii)
fig 10 (v)
fig 10 (v)
fig 10 (vi)
Is there any relationship between the rotational sequence and the number of symmetri-
cal axes ? What conclusions do you draw from this ?
Practice
1. Where do you find examples of rotational symmetry in your daily life ? Give any five
examples.
2. Can you think of any kind of symmetry ? Think and discuss with your friends.
Exercise 10.2
Q. 1- Three angles of a quadrilateral are 800, 1100 and 1200respectively. Determine the fourth
angle.
136 | Mathematics-8
Q. 2- If three angles of any quadrilateral are equal and fourth angle is 750 then determine
the measure of each of the three equal angles.
Q. 3- Ratio of the adjacent angles of a parallelogram is 2 : 3 . Determine the measure of
each angle.
Q. 4- One angle of a quadrilateral is a right angle and remaining (three) angle are in the
ratio of 2 : 3 : 4 determine the measure of each of them.
Q. 5- Angles of a quadrilateral are in the ratio of 1 : 2 : 3 : 4, determine the measures of all
the angles.
Q. 6 - Adjacent angles of a parallelogram are x0 and (x + 20)0 then determine the measure of
each angle.
We have learnt
1. A figure circumscribed by three or more sides is called a polygon.
2. When all the arms or sides of a polygon are equal, then it is known as a regular polygonal
area or a equi-polygonal area.
3. Polygons in which the lengths of the sides are different are known as irregular polygo-
nal areas.
4. The measures of each angle of a equi-polygonal area or a regular polygon are also equal.
5. If the number of sides in a polygon is ‘n’ then on joining all the opposite vertices from
one vertex, the area gets divided into (n-2) triangles.
6. The value of the sum of all the internal angles of a prolygonal area is (n-2)×180°.
7. The diagonals of a parallelogram, rectangle, square and rhombus bisect each other at the
point of intersection.
8. The two diagonals of a square and a rectangle are equal to one other.
9. The diagonals of a square and a rhombus bisect each other at right angles.
10. The polygonal area in which each angle is less than 180° is known as a convex polygon.
11. The polygonal area in which at least one internal angle is more than 180° is known as a
concave polygonal area.
Chapter-11
CONSTRUCTION OF
QUADRILATERAL
Kamla, knows how to construct a triangle with the help of given measurement.
She also knows about quadrilateral. She wants to construct a quadrilateral. Then she
thinks of weather quadrilateral is constructed with the given four sides only?
Kamla took a broom stick and divided into 4 parts measuring 3cm, 4cm, 5 cm
and 13cm and wanted to construct a quadrilateral but she could not. Can you construct
a quadrilateral with the given measurement sticks.?
If the quadrilateral is not formed then why?
Give reason.
Now you also think your measurements to construct a quadrilateral and take
four broom stick to construct it.
Given below in the table some children measurement and their result. Further
you also think some measurement and give your result.
Table 11.1
[Link]. Name Measuremnt of sides (cm) Resulet
First Second Third Fourth
1. Mayank 3 4 5 6 Quadrilateral formed
2. Neeraj 3 3 4 10 Quadrilateral not formed
3. Namarata 2 4 5 7 Quadrilateral formed
4. Raziya 3 5 6 15 Quadrilateral not formed
5. Gurpreet 4 6 7 8 Quadrilateral formed
6. -------- ----- ----- ----- ----- --------------------
Read the table carefully and think why the quadrilateral are not formed with the
measurement of neeraj and Raziya.
Conditions for forming a quadrilateral
A quadrilateral is formed only when the sum of the three given sides is greater
than the fourth side.
138 | Mathematics-8
Hamid has found that when the sides are bent the shape of the quadrilateral
changes and in this way we can form more quadrilaterals.
Then by knowing the four sides of a quadrilateral we cannot form a particular
quadrilateral. But this is not true as we shall explain below.
Activity -1
Take four strips of suitable lengths, with the holes
at the ends. Join the strips with pins at the ends to form a
quadrilateral. Now try to change the shape of the quadri-
lateral by pressing any two opposite corners.
You find that you can easily change it. Thus it is
Fig. 11-1
possible to have two different quadrilaterals with the same
four sides, so that even if we are able to construct a quadrilateral with given four sides
it is not unique.
Now, take one more strip and join it to the quad-
rilateral, in the form of a diagonal.
Try to change the shape of a quadrilateral.
Now you cannot do it.
This shows that in the case of a quadrilateral it is
necessary to have at least the measurement of five parts
(i e four sides and one diagonal) to be able to con-
struct it specifically.
Anu was thinking that a quadrilateral formed with Fig. 11-2
four sides, if the croners are pressed many more quadrilaterals are formed but if any
one angle is fixed, then two sides will also be fixed and only one quadrilateral is
formed.
Let us think of some other situations in forming a quadrilateral.
Activity -2
Draw a triangle with appropriable a measurement.
[After forming a triangle we get three vertices. Since a quadrilateral has four
vertices therefore for making a quadrilateral one more vertex is required. Now think
that for making one more vertex how many measurement are required.]
Definitely two measurement are required for fourth vertex.
Construction of Quadrilateral | 139
C D C
A B
A B Fig 11.4
Fig. 11-3
In this way we can say to construct a quadrilateral five parts are required.
We will study about some easy ways of construction of quadrilateral.
(i) If a quadrilateral has four sides and one diagonal are given.
(ii) If a quadrilateral has three sides and two diagonals are given.
(iii) If a quadrilateral has four sides and one angle are given.
(iv) If a quadrilateral has three sides and two internal angles are given.
(v) If a quadrilateral has two adjacent sides and three angle are given.
(vi) Construction of Special type of quadrilateral.
Why do we draw arc?
Activity-3
Draw a line segment AB = 6cm. Now try to find out point C in such a way that
it is at a distance of 3.7cm from A and 4.2 cm form B.
Can you find out point C with the help of scale?
You will find that with the help of the scale it is difficult to find a particular point
C
.
4-2
cm
cm
3-7
3-7
.
cm
.
cm
.
3-7
A 6 cm. B
Fig. 11-5
140 | Mathematics-8
let us draw an arc taking ‘A’ As center and of radius 3.7 cm (Now try to measure
from the different points of Arc to point ‘A’. Are they equal?
The distance from point ‘A’ to all the points on the arc are equal because they
all are the radius of the circle and in one circle all the radius are equal. In this way,
many points will be there from point A at distance of 3.7 cm.
In this way taking B as center and radius 4.2 cm draw an Arc. In this arc also
the distance from point B to all the points on arc are same. Therefore many points will
be there from point B at a distance of 4.2 cm.
The two arc which cut at a points is ‘C’ which is at a distance of 3.7cm from A
and 4.2 cm from B.
Thus it is easy to determine a point by drawing arcs from two different points
from a definite distance.
I. Construction of a quadrilateral when four sides and one diagonal are given.
Example -1
Construct a quadrilateral ABCD in which AB = 5cm, BC= 4cm, CD= 4.5cm,
AD = 3.5cm and AC= 6cm.
Solution :
At first draw a rough sketch of the figure without measuring it keeping in mind
the given question and write their measurements-
4-5 cm. C
D
.
m.
m
4 cm.
6c
3-5 c
A B
5 cm.
Fig. 11-6
Steps of construction:-
1. Draw a line segment AB= 5cm
A B
5 cm.
Fig. 11-7(i)
Construction of Quadrilateral | 141
2. Taking ‘A’ as center and of radius 6cm draw an arc above the line AB.
A B
5 cm.
3. Taking ‘B’ as center and of radius 4cm draw another are which cut the previ-
ous at a point and mark it as point C.
A B
5 cm.
Fig. 11-7(iii)
4. Join AC and BC with help of scale (ruler)
.
4 cm.
cm
6
A B
5 cm.
Fig. 11-
7(iv)
142 | Mathematics-8
5. Now taking ‘A’ and ‘C’ as center and of radius 3.5cm and 4.5cm draw two
arcs which meat at point D.
D C
4 cm.
cm
6
A B
5 cm.
6. Join AD and CD with the help of scale (ruler)
4-5 cm. C
D
.
4 cm.
cm
6
-53. mc
A B
5 cm.
There fore ABCD is the required quadrilateral.
Example -2
Construct a quadrilateral PQRS in which PQ= 3cm, OR= 4cm, RS= 3.5cm,
PS= 4.2cm and QS= 5cm?
S 3-5 cm.
3-5 cm. R
S
R
4-2 cm.
4-2 cm.
5c
5c
4 cm.
m.
4 cm.
m.
P Q
P Q 3 cm.
3 cm.
Rough Fig. Fig. 11-8 Required Fig.
Construction of Quadrilateral | 143
Steps of construction
1. Draw line segment PQ = 3cm
2. Taking Q as center and of radius 5 cm draw an arc.
3. Taking P as center and of radius 4.2 cm draw an arc which cut the previous are
at a point S.
4. Join PS and QS with help of scale.
5. Taking Q and S as center and of radius 4cm and 3.5 cm respectively draw two
arcs which cut at a point ‘R’.
6. Join QR and SR with the help of scale.
- There fore PQRS is the required quadrilateral.
Example -3
Construct a parallelogram ABCD in which AB= 3.5cm BC= 5cm and diagonal
AC=8cm?
Solution :
First of all with the given measurement draw a rough figure. With the help of
given measurement. Can you draw a parallelogram? If not why?
D 3-5 cm.
C
.
m.
cm
8c
.
5
cm
5
A B
3-5 cm.
Rough Fig. 11.9
We know that opposite sides of parallelogram are equal.
D 3-5 cm. C
m.
.
cm
8c
.
cm
5
A B
3-5 cm. Fig. 11-10
144 | Mathematics-8
Steps of construction :
1. Draw a line segment AB = 3.5cm
2. Taking ‘A’ as center and of radius 8cm draw an arc.
3. Taking ‘B’ as center and of radius 5cm draw an arc on the previous arc which
cuts at point ‘C’.
4. Join AC and BC with the help of scale.
5. Taking A and C as center and of radius 5cm and 3.5 cm respectively draw two
arcs which cut at point D.
6. Join AD and D C. ABCD is the required parallelogram.
Practice -1
Solve these
1. Construct a Rhombus ABCD in which AB = 4cm and AC= 7cm
2. Construct a parallelogram PQRS in which PQ= 6cm QR= 8cm and PR= 10cm.
Exercise 11.1
1. Construct a quadrilateral ABCD in which AB= 4cm, BC= 3.1 cm, CD= 3cm,
AD= 4.2cm, and AC= 5cm? measure the diagonal BD?
2. Construct a quadrilateral PQRS in which PQ= 3cm, QR= QS = 5cm, PS=
4cm and SR = 4cm measure RP.
3. Construct a quadrilateral MNOP in which MN = 4.3 cm, NO = 3.9cm, OP=
5cm, MP=3.7 and MO= 5.6cm?
4. Construct a Rhombus PQRS in which PQ = 5cm and a diagonal PR= 8cm.
5. Construct a Rectangle MNOP in which MN=3cm, NO= 4cm, and MO= 5cm.
II Quadrilateral with three given sides and two diagonal:
Example -4 5 cm.
D C
Construct a quadrilateral ABCD in which
m.
AB= 4cm, AD = 3.5cm, DC= 5cm Diagonal 7c
m.
3-5 c
AC= 7cm and diagonal BD = 6cm.
6c
m.
Solution : Draw a rough sketch of the figure
with out measuring it keeping in mind the given A B
4 cm.
question on and write their measurements- Rough Fig.
Fig. 11-11
Construction of Quadrilateral | 145
Steps of construction :
1. Draw a line segment AB = 4cm.
A B
4 cm.
Fig. 11-12(i)
2. Taking B as center and of radius 6cm draw an Arc.
A B
4 cm.
Fig. 11-12(ii)
3. Taking A as center and of radius 3.5 cm draw another arc which cuts the
previous arc at D.
D
A B
4 cm.
Fig. 11-12(iii)
4. Join AD and BD with help of scale.
6c
3-5 c
m.
m.
A B
4 cm.
Fig. 11-12(iv)
146 | Mathematics-8
5. Again taking D & A as center and of radius 5cm and 7cm respectively draw
Arcs which cuts at ‘C’ join BC, AC and DC
C
c m.
D 5
m.
6c
7c
3-5 c
m.
m.
A B
4 cm.
Required Fig.
Fig. 11-12(v)
Therefore ABCD is the required quadrilateral.
Practice -2
Solve these:
Construct a rectangle ABCD in which AB= 5cm and AC = 8cm.
Exercise 11.12
1. Construct a quadrilateral ABCD in which AB = 4cm BC= 3cm, AD = 3.5 cm
diagonal AC = 5cm and diagonal BD = 4cm measure the side CD.
2. Construct a quadrilateral PQRS in which PQ = 3cm QR = 4cm, RS= 3.8cm
diagonal RP = 4.5 cm and diagonal QS= 5cm. Measure the side PS?
3. Construct a quadrilateral PQRS in which PQ = 4.2 cm QR= 3.6, PS = 4.5 cm
diagonal PR= 6cm and diagonal QS = 5.7 cm.
4. Construct a quadrilateral ABCD in which AB= 3.5cm, BC= 3.1cm, CD =2.9.
AC= 4.9 cm.
5. Construct a rectangle PQRS in which PQ= 4.5cm and diagonal PS = 6.5cm.
Construction of Quadrilateral | 147
III. Construction of a quadrilateral, when four sides and one angle are given.
Example 5
Construct a quadrilateral ABCD in which AB=4.5cm, BC= 3.5cm, CD= 3.8cm,
AD= 4cm and A =57°.
D 3-8 cm.
Solution C
Keeping the question in mind draw a rough fig-
m.
.
4c
ure and write their given measurement.
cm
3-5
57o
A B
4-5 cm.
Rough Fig.
Steps of construction ;
1. Draw a line segment AB= 4.5 cm
A B
4-5 cm.
2. With the help of protector draw XAB = 57
X
57o
A B
4-5 cm.
3. Taking A as center and of radius 4cm, draw an arc line AX and mark it as point
D.
D
m.
4c
57o
A B
4-5 cm.
Fig. 11-14 (iii)
148 | Mathematics-8
4. Taking D and B as center and of radius 3.8cm and 3.5cm draw two Arcs which
meet at point C. D
C
m.
4c
57o
A B
4-5 cm.
Fig. 11-14 (iv)
5. Join BC and DC with the help of scale. D 3-8 cm.
m. C
.
4c
cm
3-5
57o
A B
4-5 cm.
Fig. 11-14 (v)
Required figure
Therefore ABCD is the required quadrilateral.
Example -6
D C
Construct a parallelogram ABCD in which AB =
5cm, BC= 4cm and B =100°
.
Solution : Keeping the question in mind draw a
4 cm
rough sketch in which AB= 5cm, BC= 4cm and
B= 110°
110o
A B
5 cm.
Rough Fig. A
Fig. 11-15(i)
Construction of Quadrilateral | 149
Here only two sides and one angle are D 5 cm. C
given, but for constructing any quadrilateral
five parts are required.
Since opposite sides of a parallelogram
.
4 cm
.
4 cm
are equal. There fore we can find four sides
and one angle.
110o
X A B
5 cm.
D
Fig. 11-15(ii) Rough Fig. B
5 cm. C
.
.
4 cm
4 cm
110o
A B
5 cm.
Fig. 11-16
Steps of construction :
1. Draw a line segment AB= 5cm
2. Taking B as center draw ABX= 110
3. Again taking B as center and of radius 4cm draw an Arc on ray BX and mark it
as point C.
4. Taking A and C as center and of radius 4cm and 5cm respectively draw two
Arc which meet at point D.
5. Join AD and DC
6. Therefore ABCD is the required parallelogram.
Practice – 3
Do this also
1. Construct a Rhombus in which [Link] Which AB = 5cm and A =70°.
2. Construct a rectangle PQSR in which PQ= 4cm and QR = 3cm.
3. Construct a square LMNO in which LM = 2.8cm
150 | Mathematics-8
Exercise 11.3
1. Construct a quadrilateral ABCD in which AB = 5.4cm, BC = 4.8 cm,CD=AD=
5cm and A=1200
2. Construct a quadrilateral ABCD in which AB= 3cm, BC=4cm, CD= 3.5cm,
DA= 4.2cm and A=600
3. Construct a parallelogram PQRS in which PQ= 5.4cm OR= 3.8cm and P=75°
4. Construct a Rhombus STUV in which ST = 4cm and S=600
5. Construct a square EFGH in which EF= 3.5cm.
6. Construct a rectangle MNOP in which MN=6cm and NO= 8cm
IV. Construction of quadrilateral when three sides and two internal angle
are given -
Example 7
Construct a quadrilateral ABCD in which AB= 3.6cm, BC= 4cm, CD= 4.5cm,
B=600 and C= 900
Solution :
Keeping the question in mind, draw a rough figure and write the measurement
along their sides and angles.
C
.
cm
4-5 90o
4c
m.
60o
A B
3-6 cm.
X
Rough Fig.
Fig. 11-17
Steps of construction
1. Draw a line segment AB = 3.6 cm C
90º
2. Taking B as center ABX = 600 .
cm
4c
3. Taking B as center and of radius 4cm 4-5
m.
D
cut an arc on ray BX and mark it as Y
60º
C.
A B
4. Taking C as center draw BCY=900 3-6 cm.
Fig. 11-18
Construction of Quadrilateral | 151
5. Again taking C as center and of radius 4.5cm cut an arc on ray CY and mark it
a D.
6. Join D to A.
ABCD is the required quadrilateral.
Exercise 11.4
1. Construct a quadrilateral ABCD in which AB=4.5cm, BC= 3.5, AD=5cm,
A=600 and B=110100. Measure side CD?
2. Construct a quadrilateral PQRS in which PQ = 3.5cm QR=2.5cm RS=4.1cm,
Q=75° and R=120°. Measure the side PS?
3. Construct a quadrilateral EFGH in which EF = 3cm, HE= 5cm FG= 7cm,
E= 900 and H= 1200. Measure the side GH.
IV. Construction of a quadrilateral when two adjacent sides and three angle
are given.
Example 8
Construct a quadrilateral ABCD in which AB
= 5cm, BC= 4.5 cm A= 650, B =1200 and D
C=75. C
75o
Solution :
.
cm
According to the given measurements draw a rough
sketch and write the measurement along their sides 120o 4-5
65o
and angles- A B
5 cm.
Steps of construction - Fig. 11-19 Rough Fig.
1. Draw a line segment AB= 5cm X
2. Taking Aas center draw BAX = Z D Y
650
3. Taking B as center draw ABY = C
75o
1200
m.
4. Taking B as center and of radius
.5 c
cm4.
4.5cm draw an arc on ray BY and
mark it as C.
4-5
º
65o 120
5. Taking C as center draw BCZ = B
A
750 which cuts the line BX and mark 5 cm.
it as D.
Fig. 12-20
152 | Mathematics-8
There fore ABCD is the required figure
Example – 9
Construct a quadrilateral ABCD in which AB
= 4cm, BC= 3.6cm, A=60 0 , C=90 0 and D
D=1000. 100o C
90o
Solution:
Keeping the question in mind draw a rough
m.
m.
sketch of the figure and write their measurement along
3-6 c
3-6 c
their sides and angle. From the rough figure it is very 60o
clear that unless we know B. It is not possible to A B
4 cm.
construct a quadrilateral ABCD.
Fig. 11-21
We know that sum of four angels of a quadri-
lateral is 3600 construct of a quadrilateral is possible only when sum of the three angle
is less than 360.
Forth angle B= 3600 - (60°+100°+90°)
= 3600-2500
=1100 X
Z D
Steps of construction : Y
1. Draw a line segment AB= 4cm C
90o
2. Taking A as center draw XAB = 600 m.
3. Taking B as center draw ABY = 1100
3-6 c
4. Again taking B as center and of radius
65o 110o
3.6cm cut an arc on ray BY and mark A B
it as C. 4 cm.
Fig. 11-22
5. Taking C as center draw BCZ = 900
in such a way that it cut ray AX at
point D therefore ABCD is the required quadrilateral.
We have learnt the construction of quadrilateral in different situations in which
five measurement were given. If in a quadrilateral one side and four angle are given (In
this also five parts are given). In this situation also can we construct a quadrilateral?
Try to do it.
Now Hamid has a question that on which point we have to mark an angle for
marking fourth side. Can you tell that at which point of ray BX C will be drawn?
Or at which point of ray AY D will be drawn?
Construction of Quadrilateral | 153
Think and discuss with your friends and teacher. Y X
After discussion and activity you might have got
that if we make C at any point of ray BX , or D at
any point of ray AY . We get the required quadrilateral. In
the same way we can make many quadrilateral but not a
unique one.
A B
Fig. 11-23
Exercise 11.5
1. Construct a quadrilateral ABCD in which AB= 3.5cm BC=4cm A = 1050,
B=900 and C=750?
2. Construct a quadrilateral PQRS in which PQ= 4.5cm QR= 5cm P=1000,
R= 750 and S=110100
3. Construct a quadrilateral ABCD in which AB=6cm BC= 3.5cm A= 600,
B=1100 and D=900 measure side CD?
VI Special type of quadrilateral and their construction :
A. Construction of a parallelogram when one side and two diagonal are
given.
Example 10
A. Construct a parallelogram ABCD in which AB= 5cm AC= 5.6 cm and
BD=7.6cm.
Solution:
Keeping the question in mind draw a rough sketch of the figure and write the
measurements along their sides.
D C
O
.
cm
7-6
5-6
cm
.
A B
5 cm.
Fig. 11.24
154 | Mathematics-8
D C
3-8
.
cm
cm
.
2-8
O
3-8
cm
.
cm
.
2-8
A B
5 cm.
Fig. 11-25 Rough Fig.
From this can you construct a parallelogram? We know that in a parallelogram
the diagonals bisect each other.
Therefore OB= OD = 7.6 ÷ 2 = 3.8cm
Steps of construction
1. Draw a line segment AB = 5cm
A B
5 cm.
Fig. 11-26 (i)
2. Taking A as center and of radius 2.8 cm cut an arc above the line AB.
A B
5 cm.
Fig. 11-26 (ii)
3. Now taking B as center and of radius 3.8
X
cm cut an arc on the pervious arc and mark Y
it as O.
O
O
3-8
cm
.
cm
.
2-8
A B
5 cm. A B
4. Join OA and OB and increase up to X and 5 cm.
Y. Fig. 11-26(iv)
Construction of Quadrilateral | 155
5. Taking O as center and of radius 2.8 cm and 3.8cm respectively draw arc
cutting ray OX and OY and mark it as C and D.
X
Y C
D
3-8
.
cm
cm
.
2-8
O
3-8
cm
.
cm
.
2-8
A B
Fig. 11-26(v) 5 cm.
6. Join BC, AD and CD D C
3-8
.
cm
cm
.
2-8
O
3-8
.
cm
cm
.
2-8
A B
5 cm.
Fig. 11-26(vii)
Therefore ABCD is the required parallelogram.
B. Construct a Rhombus when both the diagonals are given:-
Example 11
Construct a Rhombus ABCD in which one diagonal BD= 8cm and the other
diagonal AC = 6 cm.
Solution:
Keeping the question in mind draw a rough stack of the figure.
D C
6
cm
. 8
O cm
.
A B
Fig. 11-27
156 | Mathematics-8
Can you tell how can you construct a Rhombus.
We have learnt in the properties of quadrilateral that the diagonals bisect each
other at right angle. On this basis we construct a Rhombus.
Steps of construction
1. Draw a line segment AC= 6cm
A C
6 cm.
Fig. 11-28(i)
2. Draw a perpendicular bisector XY on AC which cuts AC at O.
A O C
6 cm.
3. Taking O as center and OD = OB = 8/2 = 4cm radius draw are on both sides.
X
B
A O C
6 cm.
D
Y
Construction of Quadrilateral | 157
4. Join AB, AD, BC, and CD B
A C
D
Fig. 11-28(iv)
Therefore ABCD is the required rhombus
Practice - 4
1. Construct a square in which one diagonal AC = 7cm?
Exercise 11.6
1. Construct a parallelogram ABCD in which AB=4cm one diagonal AC=6.2 cm
and the other diagonal BD = 8.4cm?
2. Construct a Rhombus EFGH in which one diagonal EG= 7cm and the other
diagonal FH= 8.4cm.
3. Construct a square PQRS in which one diagonal PR= 5cm.
We have learnt
1. To construct a special type of quadrilateral we should know at least the mea-
surement of five parts in which maximum three angle are there.
2. It is useful to draw a rough sketch with the measurements marked before the
costruction of a quadrilateral.
3. To construct a quadrilateral if
(i) Four sides and one diagonal are given.
(ii) Three sides and two diagonals are given.
(iii) Four sides and one diagonal is given
(iv) Three sides and two internal angle are given
(v) Two adjacent sides and three angle are given.
158 | Mathematics-8
4. If one side and four angles are given of a quadrilateral then we can not draw a
unique quadrilateral.
5. Construction of a quadrilateral is possible only when it satisfies the following
conditions.
(i) Sum of three sides of a quadrilateral should be greater than fourth one.
(ii) Sum of all the four angles of a quadrilateral is equal to 360.
Chapter-12
EQUATION
In your previous class, you have solved simple equaltions. Let us prac-
tice a few more simple equations.
S. No. Equation Solution of the Equation
01. 3x + 9 = 12 x=1
02. 3x + 5 = 8 ........................
03. 5x + 9 = 2x + 12 ........................
04. 6x + 18 = 24 ........................
05. x+3=4 ........................
While solving the above equations shaily told to Anu, that all equations give
x=1 as the answer. Equations are many, but the solutions is only one, why so ?
Look at the equations carefully, you will see that the second equation is ob-
tained from the first equation. On subtracting 4 from both sides of the first equa-
tion, the second equation is obtained, so the solution for both the equations, is the
same. Similarly, adding 2x to both sides of the first equation gives third equation.
The 4th & 5th equations are obtained by multiplying the 1st equation by 2 and
dividing the first equation by 3 respectively.
Rahim said, “Since every time, we are performing similar kind of function with
the same number on both sides of the equation, so we are getting the same result
for the equation every time”.
Therefore
1. On adding or subtracting the same number on both sides of a equation.
2. On multiplying or dividing a number other than zero (that is not zero) to
both the sides of a equation.
We get the same answer or there is no change in the solution of the equation.
What will happen if both sides of a equation is multiplied or divided by zero ?
Think and discuss with your friends and teacher.
160 | Mathematics-8
Activity 1
Now make a equation in the table given below as per instructions.
Table 12.1
[Link]. Equation Taking on both sides of New Equation
the Equation
01. 5x + 6 = 1 On adding 5 5x + 11 = 6
02. 17x -8 = 22 On subtracting 4x
03. 4x - 5 = 2x + 9 On adding 6
04. 3x + 2 = 5 On Multiplying 2
05. 6x + 15 = 9 On Dividing 3
06. 2x - 7 = 11 On adding 3x
You have already studied this type of equation in your previous class :
x
for example 3
7
To solve this equation, we need to delet 7 from the left hand side. For this
we multiply 7 on both sides of the equation.
x
Or 7 3 7
7
x 21
7
Now if the equation is 1 , then how will you solve this ?
x
Here also, to remove x from the denominator we shall multiply x on both
sides of the equation. Thus, the denominator can be deleted from equation
with fractional algebric expressions. Solve the equations in the table on the
next page according to the given instructions.
Equation | 161
Table 12.2
[Link]. Equation Writing on side
On Multiplying On writing the By transpos-
of the equation
denominator on equation as a ing the vari- Solution
as numerator
both sides linear equa- ables and
and denomina-
tion constant
tor
8x 5 8x 5 8 x 5 2 x 7 8x - 6x = x=8
1. 3 0 3 8 x 5 6 x 21 21- 5
2x 7 2x 7 2x 7
3 2x 7
9x
2. 4
x5
2y 9
3. 3 0
3 y 10
3 x 3
4. 2
x4
ax b
Actually, such question are in the from k where a,b,c,d and k are
cx d
integers and x a variable and cx d 0 .
ax b
On solving k type of equations.
cx d
6x 2
The equation 2 is a equation with one variable. In this equation the
4x 1
ax b
denominator also have a variable. On comparing with k , a 6, b 2,
cx d
c 4, d 1 and k 2 .
Example - 1
Solve the equation
2x 5 3
3 x 1 11
In the equation
2x 5 3
3 x 1 11
On multiplying 3x 1 to both sides of the equation.
162 | Mathematics-8
2x 5 3
3 x 1 3 x 1
3x 1 11
3
2x 5 3x 1 Step - 1
11
For deleting 11 from the denominator on left side, we multiply 11 to both
sides of the equation.
3
11 2 x 5 3x 1 11
11
11 2 x 5 3 3x 1
22 x 55 9 x 3 Step - 2
22 x 9 x 3 55 (On solving the brackets)
13x 52
52
x
13
x 4
Verification
2x 5
L.H.S.=
3x 1
2 4 5
3 4 1
8 5
12 1
3
11
3
R.H.S.
11
Therefore, x 4 is the right solution for the given equation.
In the above example you can see that the denominator ( 3x 1 ) of the L.H.S. in
Equation | 163
step 1 gets eliminated from its place and is multiplied to the numerator of R.H.S.
This type of change is known as corss multiplication.
Such problem can also be solved by cross multiplication.
Example - 2
Solve the equation
5 7 y 8
2 4y 7
Solution: Given equation
5 7 y 8
2 4y 7
On cross multiplication
7 5 7 y 8 2 4 y (On Solving the bracket)
35 49 y 16 32 y
49 y 32 y 16 35 (by transposing)
17 y 51
51
y
17
y3
Verify the answer yourself.
Example - 3
Solve the equation
y 7 8 y 11
9 y 3 4 y 7
Solution: Given equation
y 7 8 y 11
9 y 3 4 y 7
164 | Mathematics-8
y 7 8 y 11
(On solving bracket)
9y 3 4y 7
9 y 7 11
5y 3 7
9y 7 11
(On cross multiplcation)
5y 3 7
7 9 y 7 11 5 y 3
63 y 49 55 y 33 (On Solving the bracket)
63 y 55 y 33 49 (By transposing)
8 y 16
16
y
8
y2
Verify the answer yourself.
Example - 4
Solve the equation
x 0.5
20
0.3 x
Solution: Given equation
x 0.5
20
0.3 x
x 0.5 20
0.3 x 1
1 x 0.5 20(0.3x) (on cross multiplication)
x 0.5 6 x
6 x x 0.5
6 x x 0.5 (By transposing)
Equation | 165
5 x 0.5
5
5x
10
5 1
x (on changing side of x)
10 5
1
x
10
x 0.1
Therefore the solution of the euqation is x 0.1
Verify the answer yourself.
Exercise 12.1
Solve the following equations and verify your answers.
4 x 18 5x 2 7 7m 6
1. 2 2. 3. 2
5x 2x 3 5 4m 2
x 3 3 2y 5 3 8 3y 1
4. 5. 6.
x2 7 3 y 1 13 5y 2 6
17 2k 4x x 7 2 1.5 x 0.3 3
7. 3 8. 9.
k 5 3x 5 x 9 3 3x 10
Application of Equations in daily life.
We often face problems related to known, unknown variables or quantities
in everyday situation. If the relationships are changed in equations, we can easily
solve such problems. Solutions to equation are generally solved through the
following steps:
1. Read the question carefully and identify the known and unknown vari-
ables.
2. The unknown quantities are indicated by letters x, y, z etc.
3. Verbal problems are changed into mathematical statements in the form
of equations.
4. Questions are solved to get the value of the unknown variable quanity.
166 | Mathematics-8
5. The answer is verified.
Let us understand this process through some examples.
Example - 5
The sum of two numbers is 35 and their ratio is 1 : 4. Find out the numbers.
Solution: suppose the first number is x.
According to the first condition, the sum of the two numbers = 35.
x + 2nd number = 35
2nd number = 35 x
According to the second condition,
Ratio of the numbers = 1 : 4
x 1
Therefore,
35 x 4
x 1
(On cross multiplication)
35 x 4
x × 4 = 1 × (35 x)
4x = 35 x
4x + x = 35 (On changing side for x)
5x = 35
35
x= (On changing side for x)
5
x= 7
The first number is = 7
and the second number is = 35 7 = 28
Verification
1. The sum of the two numbers 7 + 28 = 35
7 1
2. The ratio of the two numbers 7 : 28
28 4
Therefore, our answer is correct.
Equation | 167
Example - 6
The denominator of a rational number is greater than its numberator by 4.
On adding 6 to the numerator and sutracting 3 from the denominator the
3
fraction obtained is . Find out the rational number..
2
Solution : Consider the numerator as x.
Then denominator =x+4
numerator
The rational number
denominator
x
x4
Now on adding 6 to the numerator.
x6
On subtracting 3 from the denominator
x 4 3 x 1
The new rational number
x6
x 1
3 x6 3
According to the condition, the new number becomes , then
2 x 1 2
x6 3
then (on cross multiplication)
x 1 2
3 x 1 2 x 6
3x 3 2 x 12
3x 2 x 12 3 (on changing sides)
x9
x 9 9
Therefore, the required number is
x 4 9 4 13
168 | Mathematics-8
Verification
1. 13 9 4 , Therefore denominator is 4 less than its numerator..
2. On adding 6 to numerator 6 9 15
On subtracting 3 from denominator 13 3 10 .
15 3
New number
10 2
Answer is correct.
Example - 7
The sum of the digits of a two digit number is 12. On reversing the digits if
the new number obtained becomes 18 more than the original number, findout
the original number.
Solution: Suppose, the original number in the units place is x.
According to the question,
Units digit + tens digit = 12
x + ten’s digit = 12
ten’s digit = 12 x
Therefore the original number
10 (ten’s digit) + (unit’s digit)
10 12 x x
120 10x x 120 9x
On reversing the digits, the digit in the units place will be in the ten's place
and that in the ten's place will be in the units place.
Therefore, units place 12 x
ten's place x
Hence the new number 10 x 12 x
10 x 12 x
9 x 12
According to the condition, the new number becomes 18 more than the
Equation | 169
original.
Therefore the new number = original number 18
9 x 12 120 9 x 18
9 x 12 138 9 x
9 x 9 x 138 12
18 x 126
126
x
18
or x7
Therefore, the original number
= 120 9x
120 9 7
120 63 57
Verify the answer yourself.
Example - 8
Two numbers are in a ratio 3: 5 on subtracting 4 from each, the ratio be-
comes 5 : 9. Find the numbers.
Solution
Suppose the first number = 3x
And the 2nd number = 5x
On subtracting 4 from the 1st number = 3x 4
Subtracting 4 from the 2nd number = 5 x 4
According to the condition, the ratio obtained after subtracing 4 from each
5
number = .
9
3x 4 5
Therefore,
5x 4 9
3x 4 5
(on cross multiplication)
5x 4 9
170 | Mathematics-8
9 3 x 4 5 5 x 4
27 x 36 25 x 20 (on solving bracket)
27 x 25 x 20 36 (on changing sides)
2 x 16
16
x
2
x 8
Therefore the first number = 3x3824
2nd number = 5x5840
Verification
1. Ratio of the two number
24 3
=
40 5
2. On subtacting 4 from each the ratio is
24 4 20
= =
40 4 36
5
=
9
Therefore the solution is correct.
Example - 9
The present age of the father is 20 years more than that of the son. After
three years ratio of the age of the son and father becomes 19 : 39. Then find
the present age of the son?
Solution :- Given equation
Suppose, the present age of son = x years
Then father age = x 20 years.
After 3 years, son's age would be x 3 years
After 3 years, father's age would be x 20 3 x 23 years.
Equation | 171
According to the question,
After 3 years the ratio of the ages of son and father = 19 : 39
Thus x 3 : x 23 19 : 39
x3 19
(on cross multiplication)
x 23 39
x 3 39 19 x 23
39 x 117 19 x 437
39 x 19 x 437 117
20 x 320
320
x (on dividing both sides by 20)
20
x 16
Therefore the present age of the son = 16 years
and the present age of the father = 16 + 20
= 36 years.
Verification
After 3 years the age of the son = 16 + 3 = 19 years.
After 3 years the age of the father = 36 + 3 = 39 years.
The ratio of the age of the son and father after 3 years
= 19 : 39
Hence the solution is correct.
Exercise 12.2
1. The sum of two numbers is 42. If second number is twice the first one, find
the number.
2. Neeraj has mangoes three times that of Mayank If mayank is given 8 man-
goes more than neeraj is given 6 mangoes more, the ratio of mangoes with
mayank and Neeraj will become 1 : 2. Then how many mangoes does each
of them have ?
3. Out of 2 equilateral triangles the side of the first triangle is 3 cms. more than
172 | Mathematics-8
that of the second. The ratio of the perimeters of both the trangles is 5 : 2,
then find out the sides of the triangles.
4. In a two digit number, the ten's place digit is three times the digit in units
place. If the digits are reversed, the new number becomes 36 less than the
original number. Find the number.
5. The sum of the digits of a two digit number is 7. On reversing the digits, the
new number obtained is 9 more than the original number. Find the number.
6. The denominator of a rational number is 2 more than its numerator. If the
numerator is increased 4 times, and 8 is added to the denominator, the new
4
number would be . Find the original number..
3
7. The ages of arun and Aakash are in the ratio of 7 : 5. After 6 years, their
ages would be in the ratio of 5 : 4. Find their present ages.
8. Manisha’s mother is thrice the age of Manisha. After 4 years, mother’s age
would be two and a half times that of Minisha. Find their present ages?
We have learnt
1. There is no difference in the value of the equation if
(i) The same number is added to both sides.
(ii) The same number is subtracted from both sides.
(iii) Multipled by the same number other than zero.
(iv) Divided by the same number other than zero.
ax b
2. If easy to solve k type of equation by cross multiplicatin method.
cx d
ax b
3. k , a, b, c, d and k are integers and cx d 0 , the equation is single
cx d
variable or one unknown equation.
4. The solve a verbal problem, the unknown quantity is indicated by a variable
and after changing it into an algebraic equation according to the question,
the solution is obtained.
v/;k;&13
Chapter-13
izfr'krrk ds vuqiz;ksx
APPLICATION OF PERCENTAGE
APPLICATION OF PERCENTAGE
INTRODUCTION:
We have seen that in the calculation of interest we must know the rate of interest
generally. This rate is considered equal to the interest on Rs. 100 in one year. We have
solved several problems on rate of interest and percentage earlier we have also solved
problems on profit & loss and have also calculated the rates in cost prices & selling
prices. The more the rate, the higher the gain or loss or interest.
To repeat all this, let us solve some problems and revise some points once again.
1. If a student gets 396 out of 600, what is the percentage of marks obtained by
him?
2. In a school 80% students passed out in 2004 if 12 students failed, find out the
total number of students.
3. Rajani sold 8 calculators for Rs. 3500, if she gained Rs. 500, then what is the
percentage of gain per calculator also find the cost price of per calculator.
4. Gamila purchased 50 card sheets for Rs. 400/- she made pictures on the card
sheets after purchasing colour brush etc. for Rs. 100/- Out of each cardsheet she
made 12 cards and sold them for Rs. 2 each How much profit did she get? Find
the percentage of gain also.
5. A business man purchased 50 Kg of paddy for Rs. 1000/- and got it cleaned and
packed in smaller packets of one kilogram, for this he spent Rs. 200. There was
large incoming stock of paddy in the market and the price of paddy went down.
So he could only sell the paddy at the rate of Rs. 21 per kilogram was he at loss
or did he gain? Find out the rate percent also.
6. Mohan returned the borrowed amount after two years along with an interest of
Rs. 500. If the rate of simple interest is 10% per annum, how much paddy did he
borrow?
174 | Mathematics-8
7. Rita gave someone Rs. 5000. After two years, how much amount will she get
back if the rate of interest is 12% per annum.
8. Mohan returned Rs. 3024 to a merchant after 4 years. If the rate of interest is
11% per annum, how much money did he borrow?
We have found solutions to several such problems in class VI and VII.
Let us find solution for a new problem of this type.
Compound Interest :
Akhilesh borrowed in 10000 from the bank for some occasion in his family. He
had to pay 10% interest per annum. This year he had a low income, he went to the
bank to seek excuse for his debt and said that he would return Rs. 12000 next year. He
was told that he would have to return Rs. 12100. Akhilesh pleaded that he shouldn’t be
charged for the delay and he will pay Rs. 12000 only.
The officer at the bank said that he was not being charged anything extra, but
that was the interest over the interest that Akhilesh was not paying that year. Which
meant that the annual interest on Rs. 10000 was Rs. 1000 since that interest was not
being returned the next year his total principal amount turned to be 10000 + 1000 that
is Rs. 11000. So, the coming year they would take an interest on Rs. 11000 Akhilesh
said “And if I cant pay the amount next year you would take an interest on Rs. 12,100?
This was something different for him. The people at the bank explained Akhilesh that
generally we talk of simple interest only where the interest does not get added to the
principal amount but when a person is given a loan, the loaner has to pay an interest
over the interest also. This is known as Compound interest
Let us find out how much amount Akhilesh has to pay look at the table below :
TABLE 13.1
First year Second year Third year
[Link]. Principal Rate
Amount Amount Amount Amount
Interest Interest Interest
1. 10,000 10% 1000 11000 1100 12100 1210 3310
2. 80,000 5%
3. 5,000 10%
Naturally, Compound interest is more than simple interest let us solve a few
problems.
Application of Percentage | 175
Example 1 : Find the compound interest on Rs. 1500 at 6% interest for 2 years find
out the amount also.
Solution : According to the question.
For the first year P= Rs. 1500
R= 6%
T= 1 year
PR T
The interest for 1st year =
100
1500 × 6 ×1
=
100
= Rs. 90
At the end of 1st year the amount would be
= Principal + Interest
= 1500 + 90
= Rs. 1590
The amount at the end of the first year becomes the Principal amount for the
next year.
So for the Second year.
P= Rs. 1590
R= 6%
T= 1 year
PR T
Hence interest for the Second year =
100
1590 6 1
=
100
159 6
= = Rs. 95.40
10
Compound Interest = Interest for the First year + Interest for the Second year
= 90.00 + 95.40
= Rs. 185.40
176 | Mathematics-8
Amount = Principal + Compound Interest
= Rs. 1500 + Rs. 185.40
= Rs. 1685.40
This is how we calculate compound interest. Thus we need to calculate the
interest every year to calculate compound interest.
Example 2 :
Find the amount for Rs. 4000/- for 2 years at the rate of 8% per annum.
Solution : Here Principal P= Rs. 4000
8
Rate R= 8% or
100
Time T= 2 years
We need to find out the interest of 1 year
PR T
Interest in 1st year =
100
4000 8 1
= = Rs. 320
100
Amount at the end of 1st year
= Principal + Interest
= 4000 + 320
= Rs. 4320
This is the Principal for 2nd year
PR T
Interest in 2nd year =
100
4320 8 1
= = Rs. 345.60
100
Amount at the end of 2nd year = Principal + Interest
= Rs. 4320 + Rs. 345.60
= Rs. 4665.60
iz'ukoyh 13-1
Application of Percentage | 177
Exercise 13.1
Q. 1. Find the compound interest for
(i) Rs. 4000 at the rate of 5% for 2 years.
(ii) Rs. 6000 at the rate of 10% for 3 years
(iii) Rs. 6250 at the rate of 8% for 2 years
Q. 2. Find the amount while interest is calculated every year.
(i) Rs. 7500 at the rate of 6% for 2 years
(ii) Rs. 2500 at the rate of 8% for 2 years
(iii) Rs. 5120 at the rate of 12½% for 2 years
Q. 3. A farmer wanted to buy a diesel pump and took a loan of Rs. 5500 from the
rural bank at 4% annual compound interest. Calculate annually & find out
how much money will the farmer return to the bank after 2 years?
Q. 4. Anuradha deposited Rs. 8000 in an institute at 5% interest per annum in
Compound interest, find out the amount of money that she would get after a
period of 3 years.
Compound Interest on quarterly and half yearly calculations
In banks and many other institutes, the calculation of interest is not only annual
but also half yearly & some times quarterly also. This means that every six or three
months the principal amount changes.
Example 3 :
Sakina deposited Rs. 4000 in the bank. Bank gives an interest at the rate of 5%
per annum and the interest is calculated every 6 months. What will be the amount is
her account after one year?
Solution :
4000 5 1
If this interest is calculated annually then Sakina would get that is
100
Rs. 200 and there will be Rs. 4200 as her account. Since interest is calculated in 6
months so we hed to calculate the interest till 6 months and add principal amount to
this.
178 | Mathematics-8
4000 5 6
Interest for first 6 months = 100 (6 months could be written as
100 12
6/12 years)
Therefore after 6 months the Principal amount is Rs. 4100
Interest for second 6 months is
4100 5 6
= Rs. 102.50
100 12
Thus after an year the amount in the account =
4000 + 100 + 102.50 Or
4100 + 102.50 = 4202.50
Obviously the calculation for 6 months we would get an excess interest of Rs.
2.50. The less or the time for which the interest is calculated, the faster will interest be
calculated on the interest and the deposited or balance amount will keep on increasing.
EXERCISE 13.2
Q. 1. In a savings bank account the bank offers an annual compound interest of 5%
If the interest is added to the principal amount every 6 months, then how
much interest will Naresh get after 1 year If he deposited Rs. 1600/- in the
bank.
Q. 2. Anamika deposited Rs. 24000/- at 10% annual interest for 1½ years. If the
interest is calculated every 6 months, how much money will she get on
maturity?
Q. 3. Find out the difference between the compound interest and simple interest
for Rs. 7500 at the rate of 8% per annum for one year. Note that Compound
interest is calculated every 6 months.
Q.4. What will be the compound interest on a principal of Rs. 8000 in 1 year when
rate of interest is 5% per annum. Note that interest is calculated every 6
month.
Application of Percentage | 179
Formula for Compound Interest:
Obviously as the number of years increase the calculation for compound inter-
est will also become lengthy. So, we must make a formula.
For Principal amount we write P1, for the rate of interest we write R and time is
indicated by T. If the calculation of interest is annual, this the principal amount for the
second year is P2. Which is the sum of interest for the first year (I1), and the principal
amount P1
P2 = P1 + I1
P1 R
Also, the interest for the 1st year I1 = (Time T = 1 year)
100
P1 R R
This means, P2= P1+ I1= P1+ = P1 1
100 100
R
Interest for the second year I2 = P2
100
R R
The principal amount for the 3rd year = P2 + I2 = P1 1 P2
100 100
R R R
= P1 1 P1 1
100 100 100
2
R
= P1 1
100
Thus if we more on like this the principal amount and the interest can be calcu-
lated.
Therefore the total amount at the end of the 3rd year
3
th R
= Principal amount for the 4 year (P4) = P1 1
100
4
R
Total amount at the end of the 4th year = P1 1
100
And similarly.
This means that if after “t” years we need to find the amount (Total amount),
t
R
then we would indicate. This as P1 1 ,Where P, is the basic principal amount.
100
180 | Mathematics-8
Therefore the interest obtained in “t” years = the total amount after “t” years –
t
R
principal amount P1 1 + - P1
100
t
R
Therefore compound Interest in “t” years = (C.I.) = P1 1 1
100
Example 4 :
Find out the compound interest for Rs. 800/- at the rate of 10% per annum for 2
years.
Solution : According to the question.
Principal (P) = 800/- Rs.
Interest rate (R) = 10% annum
Time (t) = 2 years
Here the calculation of interest is annual therefore compound interest
t
R
C.I. = P 1 + – 1
100
2 2
10 1
= 800 1 1 = 800 1 1
100 10
11 2 121
= 800 1 = 800 1
10 100
121 100 21
800 = 800 = Rs. 168
100 100
Example 5 :
If Jacob borrowed Rs. 80000/- as a loan to purchase a house from a housing
society at the rate of 15% annual compound interest then how much amount will be
returned by him after 3 years Find also the interest paid by him.
Solution : According to the question.
Application of Percentage | 181
Principal (P) = 80000/- Rs.
Interest rate (R) = 15% annum
Time (t) = 3 years
t
R
Therefore to find amount A = P 1
100
3
15
= 80000 1
100
3 3
3 23
= 80000 1 = 80000
20 20
23 23 23 12167
= 80000 = 80000 =10 12167
20 20 20 8000
= Rs. 121670
Jackob will have to return Rs. 121670/- after 3 years.
Therefore compound interest = Amount – Principal
= A–P
= 1,21,670 – 80,000
= Rs. 41670
In the above examples, compound interest has been calculated annually but it is
not necessary that compound interest should always be calculated annually. Almost all
banks calculate their interest half yearly or every six months. Some banking agencies
also calculate their interest quarterly and keep adding the amount to the principal
amount. It is remarkable that when time period is not mentioned, it is considered to be
annual.
Therefore if interest is calculated every 6 months or half yearly, the time period
is increases to double and the rate is reduced to half with the help of a formula we can
calculate compound interest and the amount.
Let us understand this with the help of an example.
Example 6 :
Urvashi borrowed a loan of Rs. 2000/- at the rate of 20% annual interest. If
interest is calculated half yearly, how much money will she return in after 1½ years?
Also tell the amount of interest.
182 | Mathematics-8
Solution : According to the question.
Principal amount (P) = Rs. 2000
Rate (R) = 20% annual
= 10% half yearly
Time (t) = 1½ years = 3 half yearly interest.
t
R
Therefore, A = p 1
100
3 3
10 1
= 2000 1 = 2000 1
100 10
3
11 1331
= 2000 = 2000
10 1000
= Rs. 2662
C.I. =A–P
= 2662 - 2000 = 662
Example 7 :
Find out the amount which will be Rs. 13310 in 3 years at the rate of 10%
per annum compound interest.
Solution : According to the question.
A = 13310
R = 10%
T = 3 years
T
R
A = P 1
100
3
10
13310 = P 1
100
3
110
or 13310 = P
10 0
Application of Percentage | 183
11 11 11
or 13310 = P
10 10 10
10
110
1210
13310 10 10 10
or P= = Rs. 10000
11 11 11
Therefore the principal amount is Rs. 10000/-
EXERCISE 13.3
Q. 1. Find out the compound interest and amount for the following :
(i) Principal = Rs. 6000, Time = 3 years, Rate 10% annual
(ii) Principal = Rs. 1600, Time = 2 years, Rate 5% annual
(iii) Principal = Rs. 8500, Time = 2 years, Rate 15% annual
(iv) Principal = Rs. 20000, Time = 3 years, Rate 5% annual
Q. 2. Salma took a loan of Rs. 625/- from the Mahila Samiti to purchase a sewing
machine. If the rate of interest be 8% calculated annually, then how much
money would salma return to the samiti after 2 years.
Q. 3. Find out the principal that becomes Rs. 5832/- in two years at the rate of 8%
compound interest.
Q. 4. At what percentage of annual interest does Rs. 4000 become Rs. 5290/- in 2
years if interest be calculated annually.
Q. 5. At what rate does the compound interest for Rs. 1800 be Rs. 378 in 2 years
if interest has been calculated annually.
Q. 6. Find out the difference between the simple interest and compound interest
for Rs. 3200/- at the rate of 12% annually in 2 years.
Another application of percentage discount
Rehana went to buy a compass box with her mother. Her mother asked the
shopkeeper “How much does this cost” The shopkeeper said “This is for Rs. 50/- but
I will take Rs. 46/- only from you” Mother said “ give me some more discount for it”
? She persuaded the shopkeeper for sometime and the compass box was purchased for
Rs. 42/-.
184 | Mathematics-8
Rehana got her compass box, but did you understand what does discount mean?
Discount or rebate is given on the base price (print value) of an item and after discount
the item is sold at a lower price than that is fixed for it. Thus.
Discount or rebate = fixed price – selling price
Many a times the shopkeeper gives a considerable discount on a large purchase.
Sometimes they give us a fixed discount only. The rate of discount is always calcu-
lated on the print value or fixed price of the item.
Example 8.
The printed value of a book is Rs. 40 and 12% discount is available find the discount
& selling price of the book.
Solution :
Print value = Rs. 40, discount = 12%
Since on a print value of Rs. 100, discount in Rs. 12
12
on a print value of Rs. 1, discount is =Rs.
100
12 48
on a print value of Rs. 40, discount will be ¾ 40
10 0 10
Discount = Rs. 4.80
There selling price = Rs. 40 – Rs. 4.80 = Rs. 35.20
Example : 9
The print value of a table is Rs. 1250/- It is sold to a customer on Rs. 1100/-
find out the percentage of discount given on the table.
Solution :
Print value = Rs. 1250/-
Selling value = Rs. 1100/-
Discount = 1250 – 1100 – 150/-
Discount on Rs. 1250 = 150/-
150
Discount on Rs. 1 =
1250
Application of Percentage | 185
3
150 100 15 0 4 15 4
Discount on Rs. 100 =
1250 50 5
This percentage of discount on the table is 12%.
Example 10 :
After a discount of 15% on the print value a shirt was sold for Rs. 442/- find the
print value or print value of the shirt.
Solution :
Suppose the print value of the shirt = Rs. x
15 3x
Discount = 15% of Rs. x = x = Rs.
100 20
Selling price = print value – discount
3x
442 = x
20
20 x 3x
442
20
17 x
442
20
442 20
x
17
x = 520
Therefore the print value of the shirt is Rs. 520/-
186 | Mathematics-8
Activity 1.
Now look at the table below & fill in the blanks given below :
Table 13.2
Example 11 :
A shopkeeper gave a off season 10% discount on sweaters to his customers in
summer even then, 12.5% gain was in the shopkeepers pocket. At what price did the
shopkeeper buy the sweaters if the print price on the sweaters is Rs. 500.
Solution :
Print value =Rs. 500
rate of Discount = 10%
500 10
Discount given = = Rs. 50
100
Selling price of the sweater = (500 – 50) = Rs. 450
Gain by the shopkeeper (in percentage) = Rs. 12.5
450 100 450 100
Cost price 400
100 12.5 112.5
Selling Price 100 Selling Price 100
Cost Price= 100 % gain 100 % less
Thus the cost price of a sweater = Rs. 400/-
Application of Percentage | 187
TAX
You must have read and heard about taxes there are different kinds of taxes like
income tax, sales tax, agriculture revenue tax, entertainment tax etc. Some taxes are
collected by the central government and some others are collected by the state govern-
ment. Some tax amounts are also paid to the Municipality or village, Panchayat why
are taxes put, what are the uses of amount collected through taxes? You will study
about these in your social studies book.
Example 12 :
Farmer Ramdeen has 25 acres of land If property or land tax is charged Rs. 15
per area annually, how much tax would Ramdeen pay for his land every year?
Solution :
Tax for per acre = Rs. 15
Tax for 25 acres of land = 25 × 15 = Rs. 375/-
Ramdeen would pay Rs. 375/- as land tax for his land.
Example 13 :
A motor cycle costs Rs. 42000 and 4% VAT or value added tax is charged on it.
How much tax as VAT would be paid on the motor cycle?
Solution :
On Rs. 100 VAT is Rs. 4
On Rs. 1 VAT is 4/100
On Rs. 42000 VAT is 4/100 × 42000
= Rs. 1680 VAT would be paid
Example 14 :
A city has 5242 houses and if Rs. 2/- per house is deposited as property tax and
Rs. 20/- as water tax every year, then calculate the amount deposited as tax for the city
every year.
Solution :
According to the question :
Property / house tax = Rs. 2/- per house every year
Water tax = Rs. 20/- per house every year
188 | Mathematics-8
Total property tax = Total houses x per house tax
= 5242 × 2
= Rs. 10484/-
Water tax = Total houses × per house water tax
= 5242 × 20
= Rs. 104840
Total amount Deposited as Tax = 10484 + 104840 = Rs. 115324
Example 15 :
A shopkeeper deposited Rs. 4500 as VAT after 6 months of sale. If VAT rate is
4% find out how much material of original amount did he sell?
Solution : Accroding to the question , Vat rate = 4%
When VAT is Rs. 4/- the original amount for the material = Rs. 100
100
When VAT is Rs. 1/- the original amount for the material =Rs.
4
When VAT is Rs. 4500,
100
the ori gi nal am ount f or the m ateri al = 4500 Rs.1,12,500 /
4
Example 16 :
Rajia went to purchase medicines. She brought medicines of Rs. 625/- as print
amount and paid an extra tax of Rs. 12.50 on it what is the percentage of the rate of
tax?
Solution :
tax on Rs. 625/- = Rs. 12.50
12.50
tax on Rs. 1 =
625
12.50 100
tax on Rs. 100 =
625 1
12.50
1250 100
=
625
625 100
= 2%
Application of Percentage | 189
Example 17 :
Suresh bought a Radio. He paid Rs. 780/- to the shopkeeper including 4% tax.
Find the original price of the Radio.
Solution :
Let us suppose, the original price of the Radio Rs. 100/-
Rate of tax = 4%
Now the cost amount paid to the shopkeeper = 100 + 4 = Rs. 104
For Rs. 104, original price is Rs. 100/-
780 100
For is 780/- original price is Rs.
104
= Rs. 750
Now you must have noticed that these questions are applications of unitary
Method and percentage application only. The only thing you need to remember is what
is the original price, the rate of tax and the money paid for tax and you can understand
what is asked in the question & what is given. For example, in example 15 the amount
paid as tax and the rate of tax is given and we have to find out the original amount and
in example 16, the print amount and tax a given you need to find the rate of tax.
EXERCISE 13.4
Q. 1. Sarjus bought a bicycle that costs Rs. 1750/-. If the rate of sales tax on the
cycle is 4% how much amount have Sarjues paid for the cycle?
Q. 2. The Gram Panchayat Gidhpuri near Mahanadi collects tax of Rs. 20 per cubic
metre for the sand from the river bank. If a truck contains 5 cubic metre of
sand, then how much tax would the Panchayat collects for 12 such trucks?
Q. 3. Anjali bought scents that cost Rs. 500 and ornaments that cost Rs. 800/- from
a shop. The sale tax on scent is 16% and that on ornaments is 8% how much
amount did Anjali in total pay to the shopkeeper.
Q.4. A farmer pay Rs. 4 per acre as land revenue to the government. If Ramdeen
has 85 acres of agricultural land, how much land revenue would he pay to the
government?
190 | Mathematics-8
Q.5. Municipal Corporation of Sunderpur decided Rs. 8/- per square feet as
development tax. If the land owned by Bhanuprakash measures 50 feet × 30
feet, how much development tax will be pay?
Q.6. Dinesh brings trucks of grains from other states for Rs. 37500. If 2.5% entry
tax is payable on grains, how much entry tax would Dinesh pay?
Q. 7. Gram Panchayat Adrena charges house tax of Rs. 25/- per house and if there
are 216 houses under the Panchayat area, how much income will the village
Panchayat have through house tax?
Q. 8. The Indian government charges 11% production tax on tractor over the invested
amount. If a tractor produced in a factory costs Rs. 120000, find out the
production tax amount for per tractor?
We have learnt
1. When interest after a fixed time is added to the principal amount and then inter-
est is calculated this kind of interest is called compound interest.
T
R
2. P
Compound Interest C.I = 1 1
100
T
R
3. Amount A = P 1
100
4. When the interest is calculated half yearly time is double & rate becomes half.
5. Discount is always given on the print price or print value.
6. The tax put on the sale of any item is its sale tax.
7. If the selling price & the percentage of gain or loss is known then cost price
Selling Price 100 Selling Price 100
would be
Cost Price= .
100 % gain 100 % loss
Chapter-14
v/;k;&14
{ks=fefr&1 - I
MENSURATION
MENSURATION-1
Akanksha and Ranu cut thick papers into different sizes of rectangles & paral-
lelograms as shown below:
Parallelogram
Rectangle Parallelogram
Rectangle
Fig. 14.1
Ranu asked Akaksha, to find out their areas. Akanksha multiplied the length and
breadth of the rectangular pieces and found out the areas (Area of a rectangle = length
x width) But she could not find the area of the parallelograms because she could not
decide their length and breadths. Ranu said, “If we cut the pieces of parallelogram and
make them rectangle, we will be able to get their areas, so they did the following
activity.
(i) They took a figure of parallelogram and named it as
ABCD. Considering AB as the base, draw a perpendicu-
lar on CD as BL. Then they could separate BLC and cut
it out from the parallelogram figure 14.2.
(ii) When Ranu tried to join the triagular figure, the fig-
ure 14.2 (iii) was obtained After this, Akansha attached it
to the figure and got the shape of fig. 14.2 (iv).
Fig. 14.2
Thus they got the shape of a rectangle. Akansha said figure 14.2(1) and figure 14.2
(iv) have equal areas, become fig. 14.2 (iv) is a changed form of fig. 14.2(1).
192 | Mathematics-8
Rectangle ABLL' = AB × BL = Base of the parallelogram ABCD × height.
Therefore, area of the parallelogram ABCD = base × height
Thus Ranu & Akanksha found out area of parellegoram. So,
(i) Area of a parallegoram = base × height
area
(ii) Base for a parallelogram
height
area
(iii) Height of a parallelogram
base
Example 1 :
Find out the area of a parallelogram where base is 15 cm and height is 5cm.
Solution :
According to the question.
Base = 15 cm, height = 5 cm.
Area of the parallelogram = base x height
= 15 cm x 5 cm
= 75 cm2
Example 2 :
Find out the base of the parallelogram where area is 240 cm2 and height is 8 cm.
Area
Solution : We knew that base of a parallelogram =
height
area = 240 Cm2
height = 8 cm
240cm 2
Base =
8cm
= 30 cm.
Exercise 14.1
Q. 1. Find out the area of a parallelogram whose base and height are as follows:
(i) Base = 15 cm, Perpendicular (apex) = 10 cm
(ii) Base = 90 cm ,Perpendicular (apex) = 8 cm
Mensuration-I | 193
(iii) Base = 120 cm, Perpendicular (apex) = 15 cm
Q.2. Find the area of the parallelogram where base is 26.5 cm and (apex)
perpendicular is 7 cm.
Q.3 Find out the base of the parallelogram, whose area is 390 cm2 and the
perpendicular (apex) in 26 cm.
Q. 4. Find out the Perpendicular (apex) of parallelogram with area is 1200 m2 and
base is 60 m.
Let us do this activity:
Draw a triangle ABC taking A as centre and of BC as length and C as centre and
of BA as length raw two arcs which intersects each other. Now join point A & C and
name it by D. Thus parallelogram ABCD is obtained because AB = DC & AD = BC.
Fig.14.3
Activity
Cut a rectangular piece of hard board ABCD along its diagonal AC with the
help of scissor.
Fig.14.4
Thus, two triangles ABC and ADC were formed. Place the two triangles ABC
on ADC on each other. Do they overlap each other completely? You will find that the
two triangles are congruent and their areas are equal.
Area of ABC + area of ADC = area of rectangle ABCD
Area of ABC = area of ADC
2 (Area of ABC) = AB × BC
194 | Mathematics-8
Area of ABC = ½ × AB × BC
Practice 1
Make a parallelogram on a piece of hard board. Cut it out. Cut it along one of
the diagonals. You will get two triangles. The areas of the two triangles are equal.
Place them on each other & observe.
Area of a triangle:
We can construct a parallelogram by joining two triangles of equal measure-
ment. On drawing a diagonal in a parallelogram we get two triangles of equal measure-
ment. So when we draw a diagonal AC in the parallelogram ABCD we get two tri-
angles ABC and ADC that are congruent. Their areas are also equal.
Therefore, the area of parallelogram BCD = Area of ABC + Area of ADC
= 2 (Area of ABC)
Area of ABC = ½ area of parallelogram gm BCD
= ½ × base × height
= ½ × BC × AL
Therefore : Area of a triangle A = ½ × b × h
Where b = base of the triangle and h = height of the triangle
Remember : The area of a triangle between two paral-
Fig.14.5 lel lines is half the area of a parallelogram with the
same base and height.
Example 3 :
Find out the area of a triangle with base 28 cm and height 6 cm.
Solution :
According to the question.
Base of a triangle b = 28 cm
Height h = 6 cm.
So, the area of a triangle A =½×b×h
= ½ × 28 × 6 cm = 84 cm2
Mensuration-I | 195
Example 4 :
Find out of a triangle where base is 80 cm and area is 0 . 08 square m.
Solution:
Since base is given in Cms, the area also should be converted to cm.
Thus 1 meter2 = 1 metre × 1 metre
= 100 cm × 100 cm
= 10000 cm2 (1 m = 100 cm)
Therefore .08 metre2 = 0.08 × 10000 Cm2
= 800 Cm2
Now the area of triangle A = ½×b×h
2A 2×800
Height of a triangle = h = =
b 80
h= 20 cm
Exercise 14.2
Q. 1. Find out the area of a triangle with base 12 cm and corresponding height is of
7 cm.
Q. 2 Find out the area of a triangle with base 25 cm and a Perpendicular from apex
length is of 1.5 cm.
Q. 3. Find out the perpendicular (apex) length of a triangle where base is 6.5 cm and
the area is 26 cm2.
Q. 4. Find out the area of a triangle where base is 120 dm and height is 75 dm.
Area of a rhombus :
A rhombus is a type of parallelogram and so if its base and height are known,
we can find its area, If the base of the fig. be ‘b’ and height be ‘h’ then area A = b x h
ABCD is a rhombus and d1 and d2 are its diagonals since they intersect each
other at right angles, therefore, the four right angled triangles will have perpendicular
196 | Mathematics-8
d1 d
sides and 2 .
2 2
Area of the rhombus = 4 x area of a right angled triangle
= 4 × ½ base × height
11 1
=4× d1 d 2
22 2
Fig.14.7
Area of a rhombus = ½ × d1× d2
Area of the rhombus = ½ × 1st diagonal × 2nd diagonal
Area of a Trapezium:
Trapezium is a quadrilateral whose two opposite sides are parallel to each
other. A trapezium ABCD is shown in fig. 14.8. Side AB and DC are parallel. The
perpendicular distance from the parallel sides have been shown as AM and CL.
If a diagonal AC of this triangle be drawn, we get two triangles ABC and ACD
from this trapezium.
Therefore, the area of a trapezium ABCD = Area of ABC + Area of ACD
Area of a trapezium ABCD =
= ½ × AB × CL + ½ × DC × AM
Since CL and AM indicate the height of the trapezium,
therefore this will be equal so, we consider this as ‘h’.
Fig. 14.8
1 1
Thus the Area of a Trapezium = AB × h + DC × h
2 2
If AB = b1, and DC = b2 then
1 1
Area of a Trapezium = b1 × h + b2 × h
2 2
1
= (b1 + b2) × h
2
Mensuration-I | 197
= ½ × (Sum of parallel sides)× (Distance between parallel sides)
= ½ × (sum of parallel sides) × height
Area of a trapezium = ½ × (Sum of parallel sides) × height
or Area of a Trapezium = ½ (b1 + b2) × h
Example 6 :
The sides of a rhombus are 7cm. and its height is 32 cm. find its area.
Solution :
According to the question
Base = 7 cm, height = 3.2 cm
Area of a rhombus = base × height
= 7 × 3.2 cm2
= 22.4 cm2
Example 7 :
The first diagonal of a rhombus is of 10 cm and the second diagonal of a
rhombus is of 12 cm. find its area.
Solution :
According to the question
First diagonal of the rhombus = 10 cm
Second diagonal of the rhombus = 12 cm
Area of a rhombus = ½ × (1st diagonal) × (2nd diagonal)
= ½ × 10 × 12 cm
= 60 square cm
Example 8 :
The parallel sides of a trapezium are 25 m and 20 m respectively. The distance
between the two parallel sides is 8 m. Find its area.
Solution :
Given :- b1 = 25 m, b2 = 20 m, h=8m
198 | Mathematics-8
Therefore, Area of a trapezium A = ½ × h × (b1 + b2)
= ½ × 8 × (25 + 20)
= ½ × 8 × (45)
= 180 Square metres Ans.
Example 9 :
Area of a trapezium is 140 cm2, if the lenght of one of its parallel sides is 25 cm
and height is 7cm. then find out the length of the second parallel side.
Solution :
According to the question
A = 140 cm2, b1 = 25 cm, h = 7 cm
Area of a trapezium = ½ × h × (b1 + b2)
Fig.14.9
So, 140 = ½ × 7 × (25 + b2)
2 140
= 25 + b2
7
40 = 25+b2
b 2 = 40 – 25
The second side b2 = 15 cm
Exercise 14.3
Q. 1. Find the area of a rhombus where diagonals are of 24 cm & 10 cm.
Q. 2. Find the area of a rhombus where one side is 7.5 cm and the perpendicular
from the apex is 4 cm.
Q. 3. Find the area of a trapezium where parallel sides are of 20 m and 8 m and the
distance between there two sides are 12 cm.
Q. 4 What will be the area of the trapezium where base is 30 cm and 24.4 cm, if its
perpendicular from apex is 1.5 cm
Q. 5. The area of a trapezium is 105 cm2 and its height is 7 cm, if base of the one of
the sides out of the two parallel arms is 6 cm more than the other, find the
length of the two parallel sides.
Mensuration-I | 199
Area of a Rectangular path:
Usually we need to find the area of the verandah around a school building, the
road around a farm, the surrounding space of a play-
ground etc., what do we do in these conditions?
In fig.14.10. we see a rectangular piece of farm
that is surrounded by a road on all sides. What will you
do, if you need to find the area of this road?
Fig.14.10
It is clear that we are getting two rectangles, so we
can subtract the area of the smaller rectangle from the area of the bigger rectangle.
Area of the rectangular path = Area of the bigger rectangle – Area of the smaller rectangle
Example 10 :
A rectangular farm is 90 m. in length and 65 m. in width. On all the four sides
there is path of 5 m. wide find the area of the path.
Solution :
It is clear from the picture that the area of the path =
Area of the rectangle ABCD - Area of the rectangle EFGH
Therefore , Area of the path = (AB × BC) – (EF × FG)
Here, AB = AE + EF + FB
AB = 5 + 90 + 5
AB = 100 meter
Similarly, BC = 5 + 65 + 5
Fig. 14.11
= 75 m.
Now the area of the path = (AB × BC) (EF × FG)
= 100 × 75 90 × 65
= 7500 5850
= 1650 meter2
200 | Mathematics-8
Example 11 :
The length of a wall is 15.5 m and its width is 9m, There are two doors of
3m×1.5m size and two windows of 2m×1m size. What will be the cost of white
washing this wall at the rate of Rs. 5 per square meter.
Solution :
First we need to find the area of the wall that is to be actually white washed.
Therefore, Area of the wall to be white washed
= Area of the complete wall – Area of (2 doors + 2 windows)
Area of the wall = Length × breadth
= 15.5 × 9
= 139.5 m2
Area of one door = length × breadth
= 3 × 1.5
= 4.5 m2
Area of two doors = 2 × 4.5 m2
= 9.0 m2
Area of one window = length × breadth
= 2×1
= 2 m2
Area of two windows = 2 × 2 m2
= 4 m2
Area of the wall to be white washed
= 139.5 – (9.0 +4)
= 139.5 - 13.0
= 126.5 m2
Since the cost of white washing is Rs. 5/- square meter
Therefore, total cost = 126.5 × 5
= Rs. 632.50
Mensuration-I | 201
Example 12 :
The length and breadth of a rectangular area is 35m and 24m respectively.
There is a 2m wide road along its length and 1m wide road along its breadth. Find the
area of the road.
Solution :
Area of the road along the length = 35 × 2 = 70m2
Area of the road along the breadth = 24 × 1
= 24 m2 Fig. 14.12
Area of the shaded part = 2×1
= 2m2
(The shaded part comes in both the roads, So we will subtract that area once)
The area of the road = 70 + 24 – 2
= 94 – 2
= 92 m2
Exercise 14.4
Q. 1. One 25 cm long and 10 cm wide picture is surrounded by a 2 cm wide frame
on all the sides; find the area of the frame.
Q. 2. A rectangular playground measures 35m × 25m. A road 3m wide along the
length and 2 m wide along the width goes through the middle of the ground.
Find the area of the road.
Q.3 A basketball ground is 28 m long and 15 m wide. A 5 m wide gallery for
spectators has to be built on all its sides of the ground. Find the area of the
spectator gallery and the cost of making that gallery at Rs. 5.25 per square
meter.
Area of a circular path:
In our previous classes, we have learnt about the circle. If the
radius of the circle is ‘r’ then circumference C =2 r and the
2
area= r
Since, is a constant and its value is 22/7 or 3.14. Fig. 14.13
202 | Mathematics-8
Example 13 :
Find the circumference and area of the wheel of a bicycle where radius is
21cm.
Solution :
The wheel of a bicycle is circular, therefore the circumference of a wheel
= 2r
22
=2× × 21 cm = 132 cm
7
Area of the wheel = r2
22 2
21
7
22
21 21
7
22 3
21 21
7
= 1386 cm2
Concentric Circle:
In fig. 14.14 are given two concentric circles. If we
need to find the area of the shaded portion, what wall we do?
Obviously we shall subtract the smaller area from the bigger
area.
Fig. 14.14
Therefore:
Area of a circular path = Area of bigger circle – area of smaller circle
Example 14 :
A circular pond is 200 m in its radius. A circular path of
7 m width built along with the bank. Find the area of the path.
Solution:
The area of a circular path =
Area of the bigger circle – area of the smaller circle
Fig. 14.15
Radius of the smaller circle r = 200 m
Mensuration-I | 203
Radius of the bigger circle R = 200 + 7 m
= 207 m
The area of the bank binding of the pond = R 2 r 2
= [(207) 2 (200) 2 ]
22
= (207 200)(207 200) [ (a2 - b2) = (a+b)(a - b)]
7
22
= (407)(7) = 22 (407) m2 = 8954 m2
7
Exercise 14.5
Q. 1. The radius of two concentric circles are 9 cm and 12 cm respectively. Find
the area of the circular path between the two circles.
Q.2. The area of a circle is 616 cm2. There is a 2 m wide road on its edge. What
will be area of that road?
Q.3 The radius of a circular cricket ground is 60 m. Around the ground a 7m
circular gallery is to be built for spectators. What will be its area?
To find the Approximate Area of the Trapezium given on graph paper with the
help of square grid method and verify the result with the formula method –
D 4cm
C
3cm
A E 7cm
B
Fig. 14.16
For figure 14.16
Calculate the Approximate area of a Trapezium with the square grid.
204 | Mathematics-8
In Trapezium ABCD
Number of complete squares = 14
Number of squares that are bigger than half in size = 2
Number of just half sized squares = 1
Area of the Trapezium = (No of Complete square + No of squares more than half
No. of half sized squares
in size) +
2
1
= 14+2+ 1
2
1
= 16 + ×1
2
1
= 16 +
2
= 16 + .5
= 16.5 Sq. Cm.
Area of a Trapezium by formula method
In trapezium ABCD
Parallel Sides AB = 7cm.
and CD = 4cm.
Height of the Trapezium DE = 3cm.
Area of the Trapezium = ½ (Sum of the Parallel side) xHeight
1
= (AB + CD) DE
2
1
= (7 + 4) 3
2
1
= 11
1 3
2
33
=
2
= 16.5 Sq. Cm.
Mensuration-I | 205
It is clear that
Approximate Area of the Trapezium by square grid method = Area of the
Trapezium by formula
To find Approximate Area of polygon given on graph paper by square grid –
In Polygon ABCDEFA
figure 14.17
The area of the figure 14.17 is done by this method.
No. of complete squares = 21
No. of squares that are bigger than half in size = 8
No. of half sized square =2
No. of squares for = (No of Complete square + No of squares more
No. of half sized squares
than half in size) +
2
B
G F
H E
C I
D
Fig. 14.17
206 | Mathematics-8
1
= 21+8+ 2
2
1
= 29 + 2
2
= 29 + 1
= 30
Therefore Area of the polygon ABCDEFA = 30cm2
Calculation of Area of Trapezium by formula
Area of polygon ABCDEFA = Area of ΔAGB + Area of Trapezium BGIC +
Area of ΔCID + Area of ΔDHE + Area of
Rectangle HEFG + Area of ΔGFA
1 1 1
= BG × GA + (BG + CI) × GI + CI × ID
2 2 2
1 1
+ HE × HD + HE × HG + GF × AG
2 2
1 1 1 1
= × 2 × 2 + (2 + 3) × 4 + × 3 × 2 + × 3 × 4
2 2 2 2
1
+3×2+ ×3×2
2
= 2 + (5 × 2) + 3 + (3 × 2) + 6 + 3
= 2 + 10 + 3 + 6 + 6 + 3
= 30cm2
It is clear that
Approximate area of the polygon by square grid = Area of the polygon by formula
method
WE HAVE LEARNT
1. Area of rhombus = base × height
2. The diagonal of a rhombus divides the rhombus into two equal triangles.
3. Area of triangle = 1 2 × base × height
Mensuration-I | 207
3
4. Area of equilateral triangle = ( side) 2
4
5. Area of a rhombus = Base × Height
= ½ × 1st diagonal × 2nd diagonal
= ½ × d1 × d2
6. Area of a trapezium = ½ (sum of parallel sides) × height
= ½× (b1+b2)×h
7. Area of a circle = × (radius)2
22
= r2 (here, =constant = = 3.14 approx.)
7
8. Circumference of a circle = 2× × radius
¾ 2 r
Chapter-15
MENSURATION-II
Introduction
Some children were playing in the sand infront of the school.
Aashu and her friends also reached there. Aashu said “Let us take a mug full of
sand each and make somethings”, Rahim said “OK, but I don’t know how to make a
house or anything of that sort, let’s make a rectangular block”.
Everyone took a mug full of sand (equal amounts) and started making blocks. All
these were completed in a short while but were of different measures. Anu asked
“Why is this so?” All of us
took equal amounts of
sand, then why are the
blocks of different sizes?”
Rahim, looked closely at
the blocks and said “I can
see that the blocks that
have a larger spread on
the ground have lesser
heights. Also there seems
to be some relationship Figure 15.1
between the amount of
sand and the length, width
and height of the block”. Aashu said, “We have learnt in earlier classes that volume
= Length × Breadth × Height. So while the volume of the sand remained the same,
the height, length and breadth changed. Let us measure the length, breadth and
height of the blocks.”
Everybody measured the length, breadth and height of their blocks. Using the formula
Volume = Length × Breadth × Height, they found that the volume of sand used in
each of the blocks was the same.
The three of them then gave different shapes to their sand blocks. Will the new
shapes made by them have the same volume as that of the blocks? If so, then why?
Write in your notebook about this.
Mensuration-II | 209
Is Capacity also the Volume?
Children calculated the volume of the sand in the mug by finding the volume of
sand in the block. The quantity of sand that can be put in a mug, is its capacity.
Similarly, the amount of water in a bucket, or the amount of air in a room, are the
capacities of the bucket and the room respectively. Therefore, the volume of the
substance that can be contained in an empty space is the capacity of the empty
space. Can you tell the capacity of the glass that you use for drinking water and the
capacity of the bucket that you use while bathing? You cannot tell the capacity
because you need to know the maximum amount of water that can be contained in
the glass or in the bucket.
You would have understood what the capacity is. But how would you explain what
the volume of an object is on the basis of your experience? Think and write in your
notebook. Match your answer with those of your friends and find out the difference
and similarity between your thinking and their thinking.
You have read about area in 6th class. The area of a figure represents the measure
of the space covered by it on a plane. In a similar way, volume of an object represents
the amount of space occupied by that object. Let us see how we measure the volume
or the space occupied by an object.
Cuboid:
To find the volume we need to know the shape of the object. Let us first learn about
the shapes of the objects whose volume is to be determined. Observe the things
around you for example- copy, book, match box, chalk box
and a brick. What is special about the shapes of all these
objects?
The special features of these objects are that each of
their surface is rectangular and the area of each surface Figure 15.2
is exactly the same as the area of the surface opposite it. Such type of shapes are
called cuboids.
Activity 1
Make a list of any five cuboidal objects that are found in your surroundings. Check
whether the areas of opposite surfaces are equal or not. Also check whether adjacent
edges of cuboid make an angle of 90° with each other or not. Since adjacent edges
of the cuboid make an angle of 90° with each other, therefore
each of its surface is a rectangle. A cuboid is therefore also called
a rectangular solid.
Figure 15.3
Take a notebook or book that looks like the following:
210 | Mathematics-8
A B The object in your hand is a cuboid.
D At many points of this object, three
C
edges are meeting. Count and write
E F the number of such points.
H G As you are observing in the above
Figure 15.4
figure A, B, C, D, E, F, G, H are such
8 points on the cuboid, these are called the vertices of a cuboid. At each such point
three edges are meeting. Count and write the total number of surfaces present in
the cuboid with you.
You would have noticed that the cuboid has 6 surfaces like - ABCD, its opposite
surface EFGH, AEFB and its opposite surface DCGH and similarly AEHD and its
opposite surface BFGC. In this way every cuboid has 6 surfaces and these are
called faces of the Cuboid.
In this way AB, BC, CD, DA, EF, FG, GH, HE, DH, AE, BF, CG are the 12 edges
(sides) of the cuboid.
Activity 2
Measure the edges of your mathematics book and write down the measurements.
Answer the following questions:-
1. Are all edges of different measurement? A B
D C
2. How many edges are of the same
F G
measurement?
E Figure 15.5 H
3. How many different measures of edges
do we have?
You can see in the figure 15.5 that DC=AB = FG=EH and AD=FE=GH=BC. Similarly
AF=BG=ED=HC etc. In every cuboid there are three quarterplets (4 each) of equal
edges and among these edges one edge may be considered as the length, the
second edge as breadth and third as the height.
Let the length of the cuboid be AB, breadth be AD and height be AF. All these are of
different measures but if the length breadth and height of a cuboid are equal then
what will be the shape of the solid? Have you ever seen a solid of this shape?
Cube:
Concentrate on the figure 15.6. Measure its length, breadth and height.
What is the similarity between its length, breadth and height? What would you call
this shape?
Mensuration-II | 211
“A rectangular solid with equal length, breadth and
A Cube B
height is called a Cube.”
If the length, breadth and height of a cuboid are known
D C then its volume can be calculated.
If the length, breadth and height of a cuboid are known
then its volume = Length × breath × height.
E
F
Or V = × b × h
H G V = Volume of cuboid
Figure 15.6
= length of cuboid
b = breadth of cuboid
h = height of cuboid
We have studied in the previous classes that the area
Cuboid
of a rectangle = length × breadth and the volume of a
cuboid = length breadth × height. Since the base is a
h
rectangle we can also write volume of cuboid as = (Area
of base) × height. b
Length, breadth and height are equal in a cube
Figure 15.7
therefore =b=h.
Since, Volume of cube = side × side × side = (Side)3 = S3 (S= side)
V = S3 (S = Side)
Unit of volume
As meter is the unit of length in the same way square meter or (meter) 2 is the unit
of area. Similarly, we would need a standard unit for volume
also. If everyone uses different units for volume or capacity, Cube
then each will get a different value.
For example; 1 cm
If a tank is filled by 50 small buckets then considering the
small bucket as a unit, the volume of the tank will be 50 units 1 cm 1 cm
or 50 small buckets. But if the same tank gets filled by 10 big Figure 15.8
buckets then taking the big bucket as the unit of volume, the
volume of the tank will be 10 units or 10 big buckets. Therefore, there is a need of
such a standard unit for volume, that has the same value at all places.
212 | Mathematics-8
The unit of volume is a 1 cubic cm. This is equal to the volume of a cube of length1cm,
breadth 1cm and height 1 cm. This can be written as 1 cm 3.
The unit of volume is also cubic meter. This is equal to the volume of a cube of
length 1m, breadth1m and height1m. It can also be written as 1 meter3. This is the
standard unit of volume.
Relation between m3 and cm3
1m3 = 1m × 1m × 1m
= 100 cm × 100 cm × 100 cm
= 100 × 100 × 100 cm3
= 1000000 cm3
= 106 cm3
Activity 3
In the following figure, measure the edges of the cuboids and find their volumes.
Figure 15.9
Example 1: The length breadth 3 cm
and height of a cuboid are 4cm, These are two
3cm and 2cm respectively. Find layers of 1cm
its volume. cubes. There are
4 cm
12 cubes in each
Solution: Given: length of Cuboid
layer. Thus,
() = 4 cm.
there are 24
Breadth (b) = 3cm cubes. Hence,
Height (h) =2 cm the volume of the
2 cm
cuboid is 24cm3.
Volume of Cuboid V = × b × h
Figure 15.10
=4×3×2
= 24 cm3 or cubic centimeter
Mensuration-II | 213
Example 2. If the side of a cube is 5 cm, find its volume.
Solution : Given : Length of one side of a Cube = 5 cm
Volume of Cube = V = S3 = S × S × S
=5×5×5
= 125 cm3
Example 3: Each side of a cube is 6 cm. How many cubes of side 2 cms can be cut
out from this cube?
Solution : Given: The side of the cube = 6cm
The Volume of the cube = (Side)3
= (6)3 = 6 × 6 × 6 = 216 cm3
The side of cubes that have to be cut out = 2 cm
Volume of cube = (side)3
= (2)3
= 2 × 2 × 2 = 8 cm3
Number of cubes that can be cut out.
Volume of Bigger Cube
= Height
Volume of the Cubes Cut Out
216cm3
8cm3
Therefore, the number of cubes is 27.
Example 4: The volume of a wooden cuboid is 36 cm3. If its length is 4 cm and
breadth 3 cm then find its height.
Solution : Given: The volume of the wooden cuboid is = 36cm3
Its Length= 4 cm
Its Breadth = 3 cm
Since volume of cuboid = Length × breadth × height
[Link] cuboid
Height
Length breadth
36
3cm It’s height is 3cm.
43
The formula for calculating the length, breadth and height of a cuboid is as follows:-
214 | Mathematics-8
Volume
1. Length
Breadth Height
Volume
2. Breadth
Length Height
Volume
3. Height
Breadth Length
Example 5: The length of a cuboid is 1 meter, breadth is 50 cm and height 20 cm,
find its volume.
Solution: Here the units of length, breadth and height are different. In solving such
questions their units have to be made same.
Given length of cuboid = 1m = 100cm
Breadth = 50 cm
Height = 20 cm
Volume of cuboid = Length × breadth × height
= 100 × 50 × 20 = 100000 cm3 = 105 cm3
Example 6: If each edge of a cube is made 4 times, then how many times will the
volume become?
Solution:
Let the edge of the first cube = S
Then volume of the first cube = S3
After multiplying the edge by four, edge of the second cube = 4 × S = 4S
Then volume of second cube = (Side)3 = (4S)3
= 4S × 4S × 4S
= 64 S3
Volume of sec ond cube 64S3
3
Volume of first cube S
64
=
1
Therefore, the volume of the second cube is 64 times the volume of the first cube.
Mensuration-II | 215
Exercise 15.1
1. Fill in the blanks:—
(i) A cuboid has a total of ___________ faces
Volume of the cuboid
(ii) Length of a cuboid =
Breadth ______
(iii) 1 cubic m = _________ cubic cm.
2. A water tank is 3 m long, 2 m broad and 1 m deep. What is the capacity of the
tank (in litre) if 1 cubic m = 1000 lt.
3. If the length, breadth and height of a tea box is 10 cm, 7 cm and 4 cm respectively
then find its volume.
4. The length, breadth and height of a chalk box are 15 cm, 10 cm and 8 cm
respectively. Find its volume.
5. Different measurements of cubical shapes are given below. Find their volumes-
S. No. Length Breadth Height
(i) 10 cm 5 cm 3 cm
(ii) 4·5 cm 2·5 cm 2 cm
(iii) 8m 4m 2m
(iv) 5m 3m 1.5 m
(v) 40 mm 35mm 25mm
(vi) 60mm 5cm 4cm
(vii) 12cm 70mm 20mm
(viii) 1m 25cm 150mm
6. The volume of a wooden cuboid is 480 cubic cm. Its length and breadth are 10
cm & 6 cm respectively. Find its height.
7. One side of a cube is 25 cm. How many cubes of side 5 cm can be cut out from
the given cube?
8. The length breadth and height of a room are 5m, 4.5 m and 3 m respectively.
Find the volume of air enclosed in the room.
9. A cuboidal diesel tank is of length 2 m, breadth 2m and depth 40 cm. Find its
capacity in litres.
216 | Mathematics-8
10. A swimming pool is 25 m long and 13 m broad. 325 cubic m water is poured into
it. What will be the height of water in the pool?
11. The edge of a cubical dice is 1.2cm. Find its volume ?
12. A well is 8 m long 6 m broad and 9 m deep. It has water filled up to the height of
6 m. Find the capacity of the well and the present volume of water filled in the
well?
13. A tank is 5 m. long, 4 m wide and 3m deep. Find the capacity of the tank. If the
tank is filled with water upto 2 meters then find its volume?
14. A brick is 20 cm long, 10 cm broad and 6 cm high. How many bricks will be
required to make a wall 60 m long, 0.25 m wide and 2 m high?
Surface Area of a Cuboid A B
C
D
h
F G
b
E
H Figure 15.11
We have already seen that a cuboid has 6 rectangular faces. In these 6 faces we
have 3 pairs of opposite faces. The opposite faces have equal area. This property is
used to determine the surface area. If the length of a cuboid is , breadth is b and
height is h, then the area of its upper and lower faces. (ABCD and EFGH) = × b
+×b
= b + b
= 2 b
2. Area of the faces on the left and right side (BCHG and AFED)
=b× h+b× h
= bh + bh
= 2 bh
3. Area of the front and back faces (CDEH and ABGF) = h+ h = 2 h
Therefore, the total surface area of the cuboid = sum of the areas of all 6 faces of
the cuboid.
= 2b + 2 bh + 2h
= 2 (b + bh + h)
Mensuration-II | 217
Surface Area of a Cube
Surface area of a cuboid = 2 (b + bh + h)
We know that a cube is a special type of cuboid in which length, breadth and height
are equal i.e. = b = h
Cube
s s
Figure 15.12
Total surface area of a cube
= 2 (S.S + S.S + S.S)
= 2(3S2)
= 6S2
Example 7: Find the total surface area of a cuboid whose length, breadth and
height are 9, 6, 2 cms respectively ?
Solution: Given: length of cube ( ) = 9 cm
Breadth (b) = 6 cm
Height (h) = 2 cm
Total surface area of cuboid
= 2 (b + bh + h)
= 2 (9 × 6+ 6 × 2 + 2×9) = 2 (54 + 12 + 18) = 2 (84) = 168 cm 2
Example 8: The edge of a cube is 5.5 cm long. Find its surface area ?
Solution: Given the Edge of the cube (S) = 5.5 cm
Surface area of the cube = 6.S2 = 6 (5.5)2
= 6 (5.5 × 5.5) = 6 (30.25) = 181.50 cm2
Example 9: The Length, breadth and height of a chalk box are 10 cm, 7 cm and 6 cm
respectively. Without considering the thickness of the cardboard, find the surface
area of the cardboard used in making the chalk box ?
Solution: Since the chalk box is a cuboid therefore, the area of the cardboard used
is equal to the surface area of the cuboid.
Given: Length of the cuboid ( ) = 10 cm
Breadth (b) = 7cm
218 | Mathematics-8
Height (h) = 6 cm
Area of the cardboard used = surface area of the cuboid
= 2 (b+ bh + h) = 2 (10 × 7 + 7 × 6 + 6 × 10)
= 2 (70 + 42 + 60) = 344 cm2
Exercise 15.2
1. Fill in the blanks:-
(i) The total surface area of a cube of side 3 cms = ______ cm2
(ii) The area of the front faces of the cuboid is _______________
(iii) A cuboid with equal length, breadth and height is called a _________
2. Find out the total surface area of the cuboid whose length, breadth and height
are 6.5 cm, 4.5 cm and 2 cm respectively ?
3. A cuboid has length 15 feet, breadth 12 feet and height 9 feet. Find its total
surface area ?
4. Find the surface area of a cuboid whose length is 0.5 m, breadth 25 cm and
height 15 cm ?
5. Find the total surface area of cube having side 3.4 cm ?
6. Find the side of a cube, whose total surface area is 216cm2 ?
7. The walls, floor and roof of a room are to be plastered. If the length, breadth and
height of the room are 4.5 m, 3 m and 3.5 m respectively then calculate the
area to be plastered ?
8. The measurements of an cuboidal oil box are 30 cm, 40 cm and 50 cm respectively.
The cost of the tin sheet used in making the box is Rs. 10 per m 2. Find the cost
of the tin required to make 20 such boxes ?
9. The edges of two cubes are 8 cm and 4 cm respectively. Calculate the ratio of
their surface area ?
We have learnt
1. A rectangular solid that has length, breadth and height (3 dimensions), is called
a cuboid.
2. A cuboid has 6 rectangular faces, 12 edges and 8 vertices.
3. A cuboid with equal length, breadth and height, is called a cube.
4. To determine the volume of a cuboid we multiply its length , breadth b and
height h i.e. V= bh
5. Volume of a cube = S3 (S is the edge or side of the cube)
6. The unit of volume is a cubic unit. It is equal to the volume of a cube having 1
unit length, 1 unit breadth and 1 unit height.
7. The sum of the areas of all the rectangular faces of a cuboid is called its
totalsurface area and is given by = 2 (b + bh + h)
8. The total surface of a cube = 6.S2
9. 1m3 = 106 cm3
v/;k;&16
Chapter-16
vkd`fr;k¡ ¼f}foeh; ,oa f=foeh;½
FIGURES (TWO AND
FIGURES
THREE(TWO & THREE DIMENSIONAL)
DIMENSIONAL)
We have learnt about many types of figures and know their characteristic. Out
of these figure, many of them are seen surrounding us directly or indirectly. We have
learnt about, line segment. Line, triangle, quadrilateral and its kinds (Rhombus, rect-
angle, square, trapezium etc.) and about the figure with some more sides.
In previous classes, you have recognized about the figure found in your surround-
ings. Can tell where did you find a shape of rectangle?
And where did you find a triangle?
Triangle, all kinds of quadrilateral, polygons, circle etc. are made up of some
kinds of faces, It mean they have length and breadth but no height. But in real, height
is there. Then how will you exhibit these height in figure?
Come do and observe:
You are already familiar with following figure you also knew about their con-
struction –
(i)
(iii)
(ii)
(vi)
(v)
(iv) Fig.16.1
220 | Mathematics-8
Can you draw brick, box like substances on paper?
Some students drawn figure of brick as follows-
(I) (II)
(III)
(IV)
Fig.16.2 (V)
Are they all look like bricks? These all figures are different from each other.
Can you tell why these are all different?
Activity 1
To understand this take one empty match box, make is stand on it combustible
(gunpowder) face.
Now keep it on its larger face.
(i) (ii) (iii)
Fig.16.3
It is clear, that match box look differently now. Look at fig 16.3 (iii) in this
figure, the match box is kept on smaller face. All the three figure are of match box but
in different positions.
The figure of brick is also of different positions. Take bricks and keep them in
different position according to the figure. Have you been able to keep those bricks
according to the figure 16.2?
Figures (Two and Three Dimensional) | 221
Activity -2
You must have seen box of chalk. Chalks are kept
straight in it. Take a full box of chalk and look from the
above. You will be able to see the circular portions of the
chalk but not its length.
If you draw its figure how it looks like? Anita has
drawn its figure as shown in fig. 16.4. Fig. 16.4
If you draw the figure of an open box of chalk how will it look like? Now in it
the upper portion of chalk will not seen.
Practice - 1
Take 5 items observe them from different
positions and draw their figures.
Figure of an item with different position -
Come and observe the shape of the cuboid
in fig. 16.5.
This cuboid figure if observed from differ- Fig. 16.5
ent positions looks as follows:
If you observe it from the front
Fig. 16.5 (i)
If you observe it from the above fig. 16.5 (ii)
If you observe it from the left side Fig. 16.5 (ii)
If you prepare figure, after joining all the three true figures
given above (16.5 i, ii, iii) then it should be like the previous
one i.e. fig 16.5. As in the previous figure there is a particular
kind of bending (angle) between the face of the figure. In the
Fig.16.5 (iii) same way if all the three above figure are joined with same
222 | Mathematics-8
particular kind of bending (angle) again we get the
same figure. Here, all the three face of the cuboid
are joined with one another fig. 16.5 (iv).
Now if you join all the six face of the cuboid
then will get the same figure as in fig. 16.5.
Activity -3 Fig.16.5 (iv)
Construct a figure of
cuboid :-
Construction : Take piece of
rectangular hard board. Keep
the piece on a plane paper and
draw an outline with a pencil.
In this figure it is exhibited by fp= 16.6 (i)
ABCD. Now, according to the
figure shift the hard board
piece on the paper and again
draw an outline with pencil. It
is exhibited in the figure by
EFGH. EFGH is shaded.
According to the figure Fig. 16.6 (ii)
16.6 (ii) AE, BF, CG and DH
are joined respectively which is the required figure of the cuboid.
In this, there are 6 rectangular face- ABCD, ABFE, BCGF, CDHG, DAEH and
EFGH. Eight vertices A,B,C,D,E,F, G and H and 12, edges – AB, BC, CD, DA, AE,
BF, CG, DH, EF, FG, GH and HE.
Activity -4
Make a figure of triangular prism:
Construction- Take are triangular hard board
pieces and draw two different out lines with pencil,
one is figure ‘A’ and another one is figure ‘B’ which
is at a few distance from figure ‘A’. Now label these (i) (ii)
Fig. 16.7
according to figure 16.7 (iii)
Join AB, A1, B1, and A2 B2. Now the figure which obtained, are like figure
16.7(iv) (two and three dimensional) which is required triangular prism.
Figures (Two and Three Dimensional) | 223
Fig. 16.7 (iii) Fig. 16.7 (iv)
In this, there are 3 rectangular face ABB2A2, A1A2B2B1, and AA1B1B and two
triangular face AA1A2 and BB1B2. There are 9 edges AB, A1B1, A2B2, AA, A1A2 A2A,
B, B1 and B2 and six verities A, A1, A2 and
Practice - 2
1. Construct a cube with the help of square hard board.
2. Construct a 4 cm long prism with the help of a triangular hard board.
Activity -5
Construct a cylindrical shape (cylinder)
Construction- Take one (circular disc) and draw circumference with pencil and
determine the center point fig. 16.8 (i) and 9(ii). Now you have circular figure like
figure 16.8 (ii) which is visible only when the disc is seen form the front.
Now you turn the disc a little and observe its diagonal position. Draw the same
figure as it is visible. It will looks like figure 16.8 (iv)
After this, again you turn a little more and see it from the corners. Then you
find this figure will look like figure 16.8 (iv).
(i) (ii) (iii) (iv)
Fig. 16.8
Now draw two more figure as in fig 16.8 (iii) according to fig 16.8 (v) join the
diameter A1B1 and diameter A2B2. After that join A1B2 and B1B2. In this way, you will
obtain a cylindrical figure. In this figure both the ends have two spherical faces and
the center part is curved.
224 | Mathematics-8
Fig. 16.8 (v) Fig. 16.8 (vi)
Activity -6
Construction of cone: con-
struct a figure like fig. 16.8 (iii)
and at some distance take a
point ‘O2’ in the canter. Join
O2A1 and O2. You will get a fig-
ure of cone fig. 16.9(i&ii) In this
figure, one circular spherical
face, one top part (vertex) and
(i) Fig. 16.9 (ii)
the bottom part is curved.
Practice - 3
1. Construct a cylindrical structure of 5 cm length.
2. Construct a cone of conical structure of 3 cm height.
3. Prepare model of cylindrical structure or a cylinder and conical structure or
‘cone’ by folding papers.
Activity -7
Construction of quadrilateral:
Construction:
1. According to figure 16.10 (i) construct a
triangle and shade it.
2. Take a point ‘P’ at some distance above
the triangle according to fig. 16.10 (ii).
Now join the vertices A,B,C to the point
Fig. 16.10 (i)
‘P’ respectively. Obtained figure will be like
16.10 (iii) It is the required figure quadrilateral.
Figures (Two and Three Dimensional) | 225
In this figure there are four triangular face
ABC, BCP, CAP and ABP, They are called
triangular face also, In this figure there are 6
edges AB, BC, CA, AP, BP and CP and verti-
ces A, B, C and P. There are 3 edges in each
vertices.
Fig. 16.10 (iii)
Fig. 16.10 (ii)
Activity -8
Construction of pyramid –
Construction
1. According to figure 16.11 (i),
Fig. 16.11 (i) Fig. 16.11 (ii) Fig. 16.11 (iii)
construct a figure of square and shade it.
2. Take a point p at some distance near about from the center, according to fig.
16.11 (ii).
3. Now join each vertices to the point ‘p’ obtained figure will be like figure 16.11
(iii). This figure is pyramid.
In this there are one square face ABCD and four triangular face ABP, BCP CDP and
226 | Mathematics-8
DAP. There are 8 edges AB, BC, CD, DA, AP, BP, CP and DP and 5 vertices A, B,
C, D and P also present in this figure.
Exhibit the hidden faces with the help of dotted lines:
There are some figures of cuboid given below. The main figure of cuboid is
16.12 (a) remaining other figures of cuboid are made by observing the coboid from
different position. In such conditions, some parts of cuboid (vertex, edges and faces)
are not seen these are exhibited by dotted lines.
(b)
(a)
(d)
(c)
(e)
(f)
Fig. 16.12
Figures (Two and Three Dimensional) | 227
Practice - 4
Now can you show the hidden faces by dotted lines in the following figure.
(A) Cube &&&&&&&&&&&&
(B) Triangular Prism &&&&&&&&&&&&
(C) Cylinder &&&&&&&&&&&&
Recognition and calculation of vertices, faces and edges of the given figure.
Activity -9
In the given figure, name the vertices, face and edges, recognize them and write
their numbers in the table.
Here a relation among the number of vertices, faces and edges of cuboid has
been established. Now you establish the relation among the number of related parts in
the remaining figure.
228 | Mathematics-8
Table 16.1
[Link]. Figure and its name Vertex(V) Edge(E) Face(F) V-E+F
1. Cuboid 8 12 6 8-12+6=2
2. Cube
3. Tetra Hedron
4. Pyramid
5. Prism
After completing this table you will find there for every polygonal (figure made
by 4 or more than 4 face) the value of V – E+F will always be 2. This relationship was
established by Euler. So this relationship is named Euler relation after his name.
Activity 10
Construct a cuboid of any measurement and made
one pyramid on the upper face, with a radius which is
less than the breadth of cuboid. The figure, made by
you, is like fig.16.13 in which there is a cuboid and a
pyramid is seen.
Fig. 16.13
Figures (Two and Three Dimensional) | 229
Activity -11
In each figure given below, there are more than one figure is joined. Recognize
the figure and write their name.
(a) Cylinder and table (b) -----------------
(c) -----------------
(d) -----------------
(e) ----------------- (f) -----------------
Fig. 16.14
230 | Mathematics-8
Secondary figure to make a model:
The face of the following figure are shown separately. With the help of these you can
make a model by cutting pieces of paper
Cuboid
Fig. 16.15
Prism
Fig. 16.16
Fig. 16.17
Cylinder
Figures (Two and Three Dimensional) | 231
Fig. 16.18
Cone
Fig. 16.19
Tetra Hedron
Fig. 16.20
Pyramid
232 | Mathematics-8
Fig. 16.21
Cube
Tip :- The cube can be separated like face of cuboid and cuboid can be separated
like the faces of the cube.
Exercise – 16
1. Construct (prepare) a cube with the help of square of 3 cm.
2. Construct a cylinder of 5 cm length.
3. Construct two triangles at a distance of 5 cm in your copy with the help of a
triangular hard board and construct a triangular prism with the help of it.
4. Construct a quadrilateral in your copy.
5. If these are 4 faces and 4 vertices in a (polygonal) can you tell how many edges
will be there in it.
v/;k;&17
Chapter-17
la[;kvksa dk [ksy
PLAYINGWITH
PLAYING WITH NUMBERS
NUMBERS
We have learnt a lot about numbers. We have learnt to write the biggest num-
bers. We have also learnt that the numbers that are used counting called Nat weal
numbers. Is we add zero in Nat weal number we get the group of whole numbers a 1,
2, 3 —————. All the qualities of natural numbers exist in whole number. Add the
group of whole number is indicated by “W”. The whole number is indicated in groups
as followers W = {0, 1, 2, 3 ———} on the number lines whole numbers are indi-
cated as ————————
Fig. 17.1
We can solve some questions in whole number.
Q.1 Do you know which is the largest whole number?
Q.2 Which is the smallest whole square odd number?
Q.3 How many four digit number can be formed with 2, 5, 7 and 9.
..........................................................................................................
Q.4 Formed the largest and smallest number by using the digits 2, 4, 6, 8?
Q.5 What is the difference between largest four digit numbers and five digit num-
ber.
Q.6 By using 3, 7, 9 as numbers which largest three digit number and smallest can
be formed.
1. Ragani says that if we add the largest and the smallest number from the above
method, it can be divided by 11.
2. Fatima says that this is only true for a two-digit- number. Verify the statement
of Fatima.
3. Ramesh said that he does not know about the addition but if any three digit
number is reversed, and if we subtract the smaller number from the larger
234 | Mathematics-8
number, the remainder can be divided by 9 and 11. Is this correct?
4. Jyoti said that not only three digit number, but there are other number and
number formed by them when we subtract the smaller number from the largest
number the remainder will be divisible by 9.
Let us play a game -
You think of a number and subtract the sum of digits from the number. Is this
number divisible by 9?
How does it happen? Let us find out the reason.
Suppose you have thought of number 7324 then according to statement.
= 7324 & (7 + 3 + 2 + 4)
= 7324 & 16
= 7308
Now the number is divisible by 9 [The sum of digits of this number is divisible
by 9]. Similarly you can play the mathematical games with your friends.
Sum of whole number -
1. Come, lets see the sum of two whole numbers
18+12 = 30 (whole number)
22+19 = 41 (whole number)
24+68 = 92 (whole number)
Here 30, 41, 92 are also whole number.
Thus we see that sum of two.
Whole numbers is also a whole number.
Does it happen always?
You also find out sum of some more whole number.
Think, does it happens that sum of two whole numbers is not a whole number?
You will see that sum of two whole numbers is always a whole number.
If a and b are two whole number then their sum c will also be a whole
number. Means a+b = c, this property is known as clouser property.
2. Come, lets add the two whole number
25+43 = 68 (Whole number)
Playing with Numbers | 235
Now change the order of the number and add.
43+25 = 68 (Whole number)
Are both their totals are same ?
One more time add two whole number
10487+368 = 10588 (whole number)
Now change the order of numbers and add.
368+10487 = 10855 (whole number)
Is there any difference in their totals?
It means
25+43+= 43+25 = 68
10487 + 368 = 368 +10487 = 10855
Therefore, sum of two whole numbers remains same even if there order is
changed.
If a and b are two whole numbers then their sum (a+b) and after change in
order then sum of (b+a) will give the same result.
It means, a+b= b+a we call this as commutative property of addition .
3. Let us add ‘0’ to any whole number.
Is there any change in value of the number? In any whole number a it we are
adding a whole number to 0, in both case the value is same.
It means a+0= 0+a = a. Due to this special property of 0 it is called identity
element of sum.
Now we do the sum of three whole numbers, like 17+19+44 we can find out
their total in two ways.
We sum up first two numbers then we add the third number to the sum of first
two numbers.
(17+29) + 44 = 46+44 = 90
4. Either we can add the last two whole numbers and then add the first number to
their sum.
17 + (29+44) = 17 + 73 + 90
In both condition the total is same ?
236 | Mathematics-8
Therefore (17+29) + 44 = 17 + (29+44)
Therefore, if a, b, c are three whole numbers, then
a+b+c = (a+b) + c = a + (b+c)
This is called associative law of addition.
This activity can be done with four or more than four number see whether their
sum is same or not?
Rules for subtracting of whole numbers
1. The rules for subtracting of two numbers-
15-8 = 7 (Whole number)
25-14 = 11 (Whole number)
18-18 = 0 (Whole number)
16-23 = ? (Is this will be a whole number?)
Do you always get a whole number by subtracting two whole numbers if not
why?
Yes, if we subtract a small whole number from a larger whole number or if we
subtract two similar number than we get the whole number. But when we subtract a
larger whole number from a small whole number than we do not get a whole number.
If a and b are two whole numbers and a>b or a=b than a-b = c will be a whole
number and if a<b than a-b will not be a whole number.
2. Let us subtract three whole numbers 25, 8, 6. It can be subtracted in two ways.
Lets do it-
(25 & 8)& 6 25 & (8 & 6)
= 17 & 6 = 25 & 2
= 11 = 23
Is the value same in both conditions?
Take some more numbers and solve it your self what result (conclusion) do
you get from it? This only, that while subtracting the order of numbers cannot be
changed.
3. Let us subtract 0 from a whole number
5-0 = 5, 18-0 = 18
Try to subtract zero from some more whole numbers. Do you get the same
numbers?
Playing with Numbers | 237
So if a is the whole numbers than
a0=a
So it we subtract 0 from any whole numbers we get the same whole number.
4. Now if 15 15 = 0, 23 23 = 0
Do the same activity with other whole numbers. Have you ever get any other
number than “0”? If we subtract any whole number from the same whole number the
result is zero.
If a is any whole number than a a = 0.
Multiplication of whole numbers
1. Let us multiply two whole numbers
18 × 8 = 144, 29 × 12 = 348
41 × 7 = 287, 86 × 4 = 344
We see that 144, 348, 287, 344 are all whole numbers. Multiplication of two
whole numbers result into a whole number.
Is it always happens so.
Try to multiply two whole numbers. On multiplying two whole number have
you not received any whole number.
So we come to the conclusion that multiplication of two whole numbers result
into a whole number.
If a and b are two numbers the multiplicand of this whole numbers is always
be whole numbers. So a × b = c is called obscure law of multiplication.
2. Let us take two whole number 5 and 8. What multiplcant do you get by multi-
plying this numbers?
5 × 8 = 40
Change in their order and multiply
8 × 5 = 40
Is there difference in their product?
Take some more whole numbers and multiply them.
Change their order and multiply.
Does it happen, that there is change in their multiplicand ?
238 | Mathematics-8
The multiplicand remains same if we are multiplying two whole numbers with
and without changing their orders.
If a and b are two whole numbers then the multiplicand a × b and after change
of order b × a will remain same. This is commutative property of multiplication.
3. Now take three whole numbers and multiply.
The multiplication can be done in following two ways-
4×5×6 = (4 × 5) × 6 = 4 × (5 × 6)
= 20 × 6 = 4 × 30
= 120 = 120
Is the value of multiplication coming same in both conditions? If yes, than take
few more whole numbers and multiply them in same ways.
Do you get the same value for all multiplication?
Similarly take 4 numbers and multiply. If three or more numbers are multiply in
any order the value of multiplication remains same.
If a, b and c are three whole numbers then (a × b ) × c = a × ( b × c). This is
associative property of multiplication.
4. Now multiply any whole number with 0 and see the result.
8 × 0 = 0, 19 × 0 = 0, 0 × 15 = 0
29 × 0 = 0, 45 × 0 = 0, 48 × 0 = 0
Now if you multiply any whole number with 0, will you always get value as 0?
It means multiplication of any whole number with 0 will give the value
as 0. If a is any whole numbers then a × 0 = 0.
5. Similarly, multiply any whole number with 1. What is the value of that whole number.
If any whole number is multiplied with 1 we get the same number.
If ‘a’ is any whole number then a × 1 = a because this special property of 1
it is called multiplication identity.
6. Multiply the following numbers-
The multiplication can be done in two ways.
5 (8 + 4)
= 5(8 + 4) = 5(8 + 4)
= 5(12) =5×8+5×4
Playing with Numbers | 239
= 60 = 40 + 20
= 60
Do you get the same value in both conditions?
Similarly,
5(8 & 4)
= 5 × (8 & 4) = 5 (8 & 4)
= 5×4 =5×8&5×4
= 20 = 40 & 20
= 20
If a, b, c are whole numbers then a b c a b a c .This is called dis-
tributive property of multiplication in addion/substraction.
Similarly take any three numbers and solve it by both method and see whether
you get same value not?
Division of whole numbers-
1. We know that division is opposite of multiplication. Let us see, how?
40 ÷ 4 = 10 10 × 4 = 40
21 ÷ 3 = 7 7 × 3 = 21
Come let’s divide few more whole numbers and see.
20 ÷ 5 = 4 and remainder 0
25 ÷ 4 = 6 and remainder 1
The value gained by division of whole number will not be always a whole
number, means we will not get 0 as remainder always. So we can say that dividing a
whole number with another whole number will not always give value as whole
number.
2. We know that
15 ÷ 15 = 1 28 ÷ 28 = 1 49 ÷ 49 = 1
Therefore dividing the whole number with same number (except zero) will
always give the value of division as 1.
If a is any whole number (except 0) then a ÷ a = 1
Now 15 ÷ 1 = 15 28 ÷ 1 = 28
40 ÷ 1 = 40
If we are dividing any whole number by 1 we will always get value of
240 | Mathematics-8
division as the same number.
If a is a whole number then a ÷ 1 = a
Fractional number
Come let us divide 21 by 4 and see.
The division of 21 by 4 is written 21/4 and such number are called fractional.
Fractional number - Fractional numbers are those numbers whose numerator
and denominator are natural numbers
The diagrams given below indicate that one unit is divided in many parts and
out of that some parts are taken.
(i)
Fig. 17.2
(iii)
(ii)
Write the shaded and blank portions of able diagram in form of fractions.
Shaded part Total parts Fraction
3
(i) 3 5
5
(ii) ---------------- ---------------- ----------------
(iii) ---------------- ---------------- ----------------
These are all perfect fractions. Perfect fractions are those fractions in which
the value of numerator is less than denominator. Those fractions whose numerator
Playing with Numbers | 241
greater than denominator are called imperfect fractions. In this fraction these can be
many complete units. In a fraction how many complete units and incomplete units are
there to show them mixed fractions are used.
8
Like can be shown by the help of diagram in following way..
3
+ +
1 + 1 + 2/3
Fig. 17.3
In this three units are divided there equal parts and out of that 2 complete units
and 2 of three parts of third unit is taken.
We can also write the mixed fraction as per rule of division like 78/37 in which
78 is dividend and 37 is divisor.
37) 78 (2
74
4 remainder
4
Then we can write in form of mixed fraction as 2 .
37
When the numerator of fractions are equal then with increase in value of de-
1 1 1 1 1
nominator the value of fraction decreases like > > > > .... ,and when the
2 3 4 5 6
denominator of fraction are equal then with increase in value of numerator the value of
1 2 3 4 5 6 7
fraction increase like < < < < < <
8 8 8 8 8 8 8
Exercise 17.1
Q.1 Find out perfect fractions.
16 12 78 6
(i) (ii) (iii) (iv)
5 13 41 7
Q.2 Show the fractions in form of diagrams.
6 3 7 4
(i) (ii) (iii) (iv)
5 8 11 15
242 | Mathematics-8
Q.3 Find complete units in the following fractions and also write in form of mixed
-
fraction?
14 89 119 267
(i) (ii) (iii) (iv)
9 12 18 61
Q.4 Write the fraction in ascending order.
8 6 4 2 1 4 2 8 7
(i) , , , (ii) , , , ,
9 9 3 5 9 9 9 9 9
Fraction on number line -
Like whole number we can also show fraction on number line. Fractional num-
1 4 8 13
bers , , and are shown on number line in the following way..
3 3 9 9
=3/9 =12/9
Fig. 17.3
4 13
In the above number line shown fraction and are near but there are many
3 9
25 37 51
different fractional numbers in between them like :- , , etc.
18 27 36
Integer-
Negative numbers are required while subtracting whole number and we get the
group of integers and when we add whole number and the group of negative number.
We get a group of whole numbers. In integer, positive and negative number have zero
also. The group of integers is shown by I as -
I = {...., 4, 3, 2, 1, 0, 1, 2, 3, 4, ....}
Showing integer on numbers line-
Take a number line and mark its centre as zero. Mark the positive numbers on
the right side of zero and negative numbers on the left side of zero. There is no bigger
or smaller number in this.
Fig. 17.4
Playing with Numbers | 243
Rational number -
p
Rational number are those which can be written (q 0) This number can be
q
either positive or negative.
4 6 13 8 9 0
All number , , , , , , are rational numbers.
5 4 4 1 1 7
All fractional numbers are rational numbers and all integers are rational number.
We can compare the rational numbers and can also be shown on the number line.
Rational number can be changed into standard form for example the standard form
16 4
of is .
20 5
Exercise 17.2
Q.1 Show the following fractional number on number line.
3 6 7
(i) (ii) (iii)
5 5 8
Q.2 Write this rational number in the form of integers.
8 12 20
(i) (ii) (iii)
1 1 1
39 59
(iv) (v)
1 1
Q.3 Show the largest number in the following pairs of number.
5 6
(i) and 0 (ii) and 0
9 7
5 17 6 13
(iii) and (iv) and
3 10 5 8
4 2
Q.4 What should be added to the numerator of to get .
9 3
5
Q.5 What should be subtracted from the denominator of to get 1.
6
Q.6 The numerator of any fraction is 2 more then the denominator. If the numerator
is 5 what will be the fraction?
244 | Mathematics-8
Activity 1
How many three digit number can be formed by using the number 0, 4, 7 ?
Write in the following table-
Table 1
[Link]. Number Expended from Does the number
in the place value have three digit
1. 047 000 + 40 + 7 No
2. 407 400 + 00 + 7 Yes
3. ------ -----------------
4. ------ ----------------- -----------------
5. ------ ----------------- -----------------
6. ------ ----------------- -----------------
Observation - 1. Which are the numbers formed with three digit numbers.
2. Why is 047, not a three digit numbers?
Since ‘0’ does not have any value if it is placed before any integer’s number.
Therefore 047=47 which is two digit number.
Activity 2
Complete the table.
[Link]. Value of a, b, c 100 a + 10 b + c Number
1. a = 9, b = 2, c = 8 100 9 + 10 2 + 8 900 + 20 + 8 = 928
2. a = 3, b = 0, c = 4 ................................. ......................= 304
3. a = 0, b = 7, c = 5 ................................. .................................
4. a = .., b = .., c = .. ................................. .................................
5. a = .., b = .., c = .. ................................. .................................
Practice
1. How many three digit numbers can be formed by using only three digits? Write
in ascending order.
2. Write the following number in the form of 100 a + 10b + c.
(i) 376 (ii) 850 (iii) 69 (iv) 207
Playing with Numbers | 245
Some Mathematical game
Activity 3
(Magic Triangle)
In the given triangle fill 1, 2, 3, 4, 5, 6 in such a way that the addition of the
numbers on each side is the same –
1 1
5 6 6
3 4 2 2
Addition - 9 Addition - 10
2
3 3 2
1 1
Addition - 11 Addition - 12
In the above triangle we can see that sum of numbers 1, 2, 3, 4, 5, 6 it arranged
in a various ways, will be the same
You can also make various groups of these digits and get the same addition.
Activity -4
Complete the given sequence
(i) 1, 2, 3, __, __, __, __, 8 (ii) 3, 5, 7, __, __, 13, __
(iii) 26, 23, 20, __, __, __, 8, __ (iv) 7, 12, 18, __, __, 42, __, __, 75
(v) 1, 4, 9, __, 25, __, __, 64, __
246 | Mathematics-8
Activity 5
Continuing the following series fill in the blanks.
1 1
1 3 = 1 3
2 2
1 1
1 4 = 1
3 3
1
1 5= 5
1
=1
5
After completing the above series make any two series of own.
Queries
Guessing the number with asking anything. Bharti ask her friend Jayanti to
think of a three digit number whose first and last digits are not same and after that
interchange the digit and make the new numbers and find the difference of these two
number. Now interchange the digits of answer received and add it to the answer.
After telling this Bharti tells to Jayanti that after doing the above exercise you are
having with you final sum as 1089 Jayanti was astonished.
How Bharti came to know that the remainder with her was 1089.
Come, lets solve the problem & see
Let Jayanti have thought of number as 102
After interchanging the digits, number is 201
The difference of number = 201
102
099
Now interchanging the digits of answer = 990
099
And total of both =
990
1089
In this way you can also play games with you friends.
Playing with Numbers | 247
Activity 6
Fill the logic as for information
Left to right.
A- five times of square of six
D- 1 less than square of ten
E- 10 more than square of nine
F- 4 less than eight hundred.
G- Cube of nine
Top to bottom
A- Square of fourteen
B- Two numbers respectively
C- Cube of six
E- The largest number of three digit
F- Twice of square of multiplicand of two smallest prime numbers respec-
tively.
Logic
All the students of calls 8th were telling their age out of them Anju and Raju
refused to tell their age. Then Rahul and Vivek said, Alright. You don’t tell us your age
but answer few questions and we will tell your age. Anju and Raju agreed for same.
Now Vivek and Rahul asked Anju to do the following.
Anju, you double your age and add five to it and whatever answer your get
multiply it with so. After this add Raju’s age to that number and add number of days
(365) of a year to that number. Whatever is the answer substract 615 out of that? Now
tell us what number is remaining with you.
After doing all the above mentioned things Anju and Raju gave the answer.
With this answer Rahul and Vivek told about the age of Anju and Raju.
Now Anju and Raju were wondering that they have done the calculation of their
age on their own and haven’t told anything about it, but how Rahul and Vivek came to
know about their age.
248 | Mathematics-8
Now Anju and Raju were ages to know how Rahul and Vivek know of about
their age. They asked them.
Rahul and Vivek explained them the method.
Anju’s Let us take your age to be 14 years.
Now multiply your age with 2 = 14 × 2 = 28
Add five to the number = 28 + 5 = 33
Now multiply the number with 50 = 33 × 50 = 1650
Now add Raju’s age (assume 13 years) 1650 in above numbers
= 1650 + 13 = 1663
Add number of days of year it = 1663 + 365 = 2028
Now subtract 615 from it = 615
1413
In the answer received first two digit shows age of Anju. And remaining two
digits show age of Raju.
Play similar games with your friends.
Activity 7
Magic square
In the given magic square use numbers from 1 to 16 and fill in the blank boxes
such that the sum of numbers should be 34 however you add it. (That is from left to
night, top to bottom, inclined etc.)
16 13
10
9 7 12
15 1
Sum = 34
Similarly take any other 16 numbers in series and try to make Magic square.
Logic
Write any three digit number and again after previous numbers write the same
member and make it a six digit number. Now divide it with 7, 11 and 13. Do you get
Playing with Numbers | 249
the answer as same number which you have taken earlier? How is it possible? Think
about in and find reason.
Exercise 17.3
1. By using digits 0, 3, 5 how many numbers can be formed. Select the number
formed by two digits and three digits out of these numbers.
2. Solve the questions given below.
(A) 37 3 = --------------- (B) 1 2 3 4 5 6 7 9 9 = ---------------
37 6 = --------------- 1 2 3 4 5 6 7 9 18 = ---------------
37 9 = --------------- 1 2 3 4 5 6 7 9 27 = ---------------
37 12 = -------------- 1 2 3 4 5 6 7 9 36 = ---------------
-------------------------- ------------------------------------------
-------------------------- ------------------------------------------
3 Complete the given series.
(a) 2, 5, 10, 17, __, __, 50, __, 82, __
(b) 0, 1, 1, 2, 3, 5, 8, __, 21, __, 55, __,
(c) 125, 120, 114, 107, __, __, __, 69, __
(d) 20, 15, 11, __, __, 5
4. See the following relations carefully.
043 = 01 + 42 + 33 = 0 + 16 + 27 = 043
135 = 11 + 32 + 53 = 1 + 9 + 125 = 135
2427 = 21 + 42 + 23 + 74 = 2 + 16 + 8 + 2401 = 2427
Solve the following as above -
063, 175, 518, 1306
5. In how many ways do you get 100 by taking number 1 to 9 in series and using
the signs? Like
6. In the given square find out the value of A, B, C, D ……… J by adding.
Sum
57 49 30 A B
32 C 30 27 114
28 D 26 29 E
13 15 17 F 71
37 35 G H 120
Sum I 136 128 130 J
250 | Mathematics-8
7. Vijay has multiplied a number with 5 and then subtracted 5 from it and then
divided the answer with 5. Now tell what is the number Vijay got? Is the num-
bers got by Vijay less then 1 then the previously taken number? How is it
possible?
8. Sunita has taken a three digit number as 258 and made it a six digit number
258258. Then she divided this number with 7, 11 and 13 respectively. What is
the quotient got by Sunita? Is it the initial number taken by her? How is it
possible?
9. House number of Simon’s is 57. After doubling the number he added 5 and
multiplied the new number with 50 and then he added his friend Kailash’s age
15 and number of days (365) to that answer and then subtracted 615 out of
new answer received. After doing so is the answer received is 5715? Is this
Simon’s house number and Kailash’s age in the answer? How it is possible?
10. Take the number 2 five times and use signs +, , × and ÷ and get the answer as
3 and 7. Similarly, try to get other numbers also.
11. 7 non divisible numbers are given. Use these numbers in the given figure in
such a way that the sum of its any side should be 41.
5, 7, 11, 13, 17, 19, 23
Verification rule of Divisibility
A number is completely divisible by another number or not, to know this we
use division method. But, do you know that there are some simple rules also. With the
help of these rules we can find divisibility by any particular number.
Let us see, some rules. (Further in this chapter we write “divisible” only in place
of completely divisible)
Playing with Numbers | 251
1. Verification of Divisibility by 2
If the unit place of any number has 0, 2, 4, 6 and 8, then this number is
completely divisible by 2.
20, 62, 34, 26, 18, .............. are divisible by 2.
21, 63, 33, 35, 17, .............. are not divisible by 2.
here, 18 is divisible by 2. Let us verify this by division.
218 9 Therefore, it is completely divisible by 2. 2) 21(10
18 –2
Whether the 21 is also divisible by 2, Remainder is 1 01
0
Therefore, it is not completely divisible by 2. 00
2. Verification of divisibility by 3 1
If the sum of all the digits of a number is divisible by 3, then the number is
divisible by 3. For example: In 111111,the sum of all the digits would be 1 + 1
+ 1 + 1 + 1 + 1 = 6, therefore the number is divisible by 3.
Similarly in 5112 the sum of all the digits 5 + 1 + 1 + 2 = 9 so this number is
divisible by 3.
The digits in 412 will give the sum 7, therefore this number will not be divisible
by 3.
3. Verification of divisibility by 6
If any number is divisible by 2 and 3 separately, then the number will be
divisible by 6.
216, it is divisible by 2 (The digit in unit’s place is 2)
216 is divisible by 3 .(The sum of digits is 9)
So, it will be divisible by 6.
643212, is divisible by 2 (because the digit in unit’s a place is 2)
is divisible by 3 (because the sum of digits is 18).
So, the number is divisible by 6.
4. Verification of divisibility by 9
If the sum of digits of a number is divisible by 9, then the number will also be
divisible by 9.
The number 3663, is divisible by 9 (because the sum is 3 + 6 + 6 + 3 = 18,
divisible by 9).
1827, is divisible by 9 (the sum of digits is 18, which is divisible by 9).
1227, is divisible by 9 (the sum of digits is 12, which is not divisible by 9).
5. Verification of divisibility by 5
If the digit in the unit’s place is 0 or 5, the number will be divisble by 5.
e.g. 1045, is divisible by 5 (because the digit in the unit’s place is 5).
940, is divisible by 5 (because the digit in the unit’s place is 0).
252 | Mathematics-8
6. Verification of divisibility by 10
If any number has 0 in its unit’s place, then the number is divisible by 10.
Example:
1000, is divisible by 10 ( digit in the unit’s place is 0).
2130, is divisible by 10 ( digit in the unit’s place is 0).
5003, is not divisible by 10 ( digit in the unit’s place is 3).
7. Verification of divisibility by 4
If the number made by the ten’s and unit’s place digits of any number is
divisible by 4 or the ten’s and unit’s place has zero, then the number is divisible
by 4.
For example:
In 79412, the digits in ten’s and unit’s place are 1 and 2, so the number made
by these two digits is 12. Since 12 is divisible by 4, therefore, 79412 will be
divisible by 4.
1300 will be divisible by 4 (because the digits in ten’s and unit’s place are 0).
413 will not be divisible by 4 (because the digits 13 is not completely divisible
by 4).
8. Verification of divisibility by 8
If the number made by unit’s, ten’s and hundredth places is divisible by 8, or
the number contains 0 in all these three places, then the number would be
divisible by 8.
31000 (divisible by 8)
1816 (divisible by 8, because 816 is divisible by 8)
12317 (not divisible by 8, because 317 is not divisible by 8)
9. Verification of divisibility by 7
Take a number and double its last digit. Now subtract this doubled number
from the rest of the digits of the original number.
Repeat the process till the result is a one digit or two digit number. If the
obtained number is divisible by 7, then the original number also be divisible by 7.
In 1729, the last digit is 9, twice of 9 is 18
172 - 18 = 154
In 154, the last digit is 4, twice of 4 is 8
15 - 8 = 7, 7 is the last digit.
Therefore the number will be divisible by 7.
Playing with Numbers | 253
10. Verification of divisibility by 11
For any number find out the sum of the digits in the odd places and the sum of
the digits in the even places. If the difference between the sum of digits at odd
places and the sum of digits in even places are 0, 11 or multiple of 11, then the
number would be divisible by 11.
Example: In 856592,
the sum of digits in odd places
= 8 + 6 + 9 = 23
the sum of digits in even places
= 5 + 5 + 2 = 12
The difference between the two sums :
23 - 12 = 11
Therefore, the number is divisible by 11.
Exercise 17.4
1. Verify the given numbers are divisible by 2 or not.
(i) 252 (ii) 457 (iii) 436 (iv) 2509 (v) 94241
2. Verify the given numbers are divisible by 3 or not.
(i) 324 (ii) 2500 (iii) 20325 (iv) 83812 (v) 94241
3. Which the given number are divisible by 5
(i) 932 (ii) 815 (iii) 6570 (iv) 45864 (v) 77129
4. Which the given number are divisible by 7
(i) 560 (ii) 791 (iii) 5623 (iv) 7007
254 | Mathematics-8
We have learnt
1. Sum of two whole numbers is always a whole number.
2. Sum of two whole numbers and sum of after interchanging the order of numbers
are always same.
3. If zero is added to any whole number and any whole number is added to zero,
the value of number will be same.
4. If a, b and c are three whole numbers then (a+b) + c = a + (b+c).
5. If a and b are two whole numbers and if a>b or a = b then is case of a b, we
will get a whole number.
6. If a is any whole number then a 0 = a
7. If a is any whole number then a a = 0
8. Multiplicand of two whole number is also a whole number. If
a×b=c
If a and b are two whole numbers then their multiplicand c is also a whole
number.
9. Multiplicand of two whole numbers and multiplicand after change in their order
will remain same
a×b=b×a
10. Multiplicand of three whole numbers are same in different conditions (a×b) × c = a
× (b × c).
11. If a is any whole number then multplication of a with 0 will give product as 0
i.e. a×0 =0.
12. If a is any whole number and if it is multiplied by 1 then product will be whole
number a × 1 = a.
Chapter-18
OPERATIONS ON RATIONAL NUMBER
p
You have learnt that the numbers which can be expressed in the form , where p
q
and q are integers and q o, are called rational numbers.
In class 6, we learnt addition, subtraction, multiplication and division of positive
fractions. Let us learn all these operations in detail.
Addition of Rational Numbers
A watermelon seller divided one watermelon into 10 equal
parts. From these, Sujeet bought 2 parts, Uma bought 3
parts and Akanksha bought 3 parts, how many parts have
been sold?
From a total of 10 parts, Sujeet has taken 2 parts = 2/10
From a total of 10 parts, Uma has taken 3 parts = 3/10
Figure 18.1 Akanksha has taken 3 parts =3/10
Therefore, total parts that Sujeet, Uma and Akanksha have
taken = 2/10 +3/10 +3/10 = (2+3+3)/10 =8/10
The seller sold 8 parts out of 10 or 8/10 parts of the watermelon.
Let us learn to add two rational numbers with the help of a figure.
x
x x
0 Example 1: Add
3
and
1
x x
5 3
x Take a rectangle, to represent 3/5 draw 4
0
x horizontal lines spaced such that the rectangle
x x is divided into 5 equal parts. From these, label
0
three parts by the symbol ‘x’. Now to represent 1/
0 3, draw 2 vertical lines spaced such that the
rectangle is divided into 3 equal parts. From these
0 3 parts, label one by ‘0’. Now the rectangle has
Figure 18.2
been divided into 15 parts. Add the parts labeled
by ‘x’ and the parts labeled by ‘0’.
256 | Mathematics-8
Number of ‘x’ blocks + Number of ‘0’ blocks = 9+5 = 14
14
14 parts out of 15 are marked or the marked blocks are
15
And 3/5+1/3 = (9 +5)/15 = 14/15
3 1
In the same way to find , subtract the number of ‘0’ blocks from the number of
5 3
‘x’ blocks or 9-5 = 4 parts and the total no of blocks is 15.
3 1 95 4
Therefore
5 3 15 15
Similarly, add and subtract the following rational numbers using figures. Write
the answer in lowest form.
3 1 2 1 3 1 2 1
(i) (ii) (iii) (iv)
7 4 5 3 7 4 5 3
5 2 1 2
(v) (vi)
6 3 4 3
Let us discuss the answers of the questions solved by you.
Ans (i) In solving this question, you drew horizontal lines in a rectangle to divide it
into 7 equal parts. Of these 7 parts, you label 3 by ‘X’ .Now, by drawing 3 vertical
lines you divide the rectangle into 4 equal parts and label one of them by ‘ ’. In this
way the rectangle has been divided into 28 equal parts of which 12 blocks are
marked by ‘X’ and 7 blocks are marked by ‘’.
Therefore, the sum of 3/7 and 1/4 will contain 12+7 = 19 blocks out of 28
3 1 12 7 12 7 19
blocks or
7 4 28 28 28 28
3 1 12 7 12 7 5
Similarly, for .
7 4 28 28 28 28
Ans (V): To solve this question, you divided the rectangle into 6 equal parts by
drawing horizontal or vertical lines. You marked 5 parts with ‘X’ signs. Then you
divided the rectangle into 3 equal parts as in previous questions and marked 2 of
these with ‘ ’ sign. Now the rectangle has been divided into 18 parts. It has 15
parts marked with ‘X’ and 12 parts marked with ‘’. Total number blocks marked by
‘X’ and ‘’ =15 + 12 = 27
5 2 15 12 27
Therefore
6 3 18 18 18
3
The lowest form of this will be .
2
Operations on Rational Number | 257
While solving this questions, Fatima told Raju, that last year, while adding and
subtracting fractions, we converted the given fractions changed into common de-
nominator [Link] denominator of the sum was always the product of the de-
nominators of the two fractions.
In this method also the denominator of the sum is the product of the denomi-
nators of the two rational numbers. Raju said, that in the previous chapter we
p r
learnt that rational numbers can be expressed as or , where p, q, r, s are integer
q s
and q o, s 0.
fractions with small denominators can be added by making equivalent fractions for
5 3
eg
6 8
5 5 10 15 20 25
, , , ,
6 6 12 18 24 30
3 3 6 9 12 15
, , , ,
8 8 16 24 32 40
Here equivalent fractions with same denominator are
5 20 3 9
;
6 24 8 24
5 3 9 20 29
+
6 8 24 24 24
“Can we add or subtract these numbers by using the “common denominator method”
Fatima said, “Let us try and find out”.
p r
For getting the common denominator of , we multiplying the numerator and
q s
denominator of p/q by s and multiply the numerator and denominator of r/s by q.
(p/q) x (s/s) + (r/s) x (q/q)= (ps/qs)+ (rq/sq) = (ps+rq)/sq
In the same way find the sum of the following rational numbers.
m r a q s c
(i) (ii) (iii)
n b n t d
3 4
Add by using common denominator method.
5 7
Here, the denominators are 5 and [Link], to reduce them into common
denominator form, multiply the numerator and denominator of the first rational
number by 7 and multiply the numerator and denominator of the second rational
number by 5.
258 | Mathematics-8
3 3 7 21 4 4 5 20
Therefore, and
5 5 7 35 7 75 35
3 4 21 20 21 20 1
Thus,
5 7 35 35 35 35
Some-times while solving by reducing into the common denominator form, we may
get a common factor in the denominator.
5 3
Can you find the value of
6 8
5 3 3 6
Radha started solving the problem.
6 8 8 6
But Fatima did not like this method. She said, since 2 is a common factor between the
denominators, there is no need to multiply the numerator and denominator by 2, it
5 4
means we will multiply the numerator and denominator of by and the numerator
23 4
3 3
and denominator of is multiplied by 5 4 3 3 20 9 29
2 4 3
6 4 8 3 24 24 24
We can get the common denominator form of two fractions this way also.
3 5
Radha said that on reducing to the common denominator form the denominator
25 2 7
will be 2 × 5 ×7. This is also the L.C.M. of the denominators.
Activity 1
Find the LCM of the denominators and perform the addition and subtraction of the
rational numbers according to the operations mentioned in the activity.
Table 18.1
S, Rational Rational LCM of Numerator of I LCM + Numerator of II LCm Answer
No number number denomi Denominator of I Denominator of II
I II -nators L C M of denominator
4 60 + 7 60
4 7 4 4 7 5 16 35 51 17
1. 60 15 12 or
15 12 60 60 60 20
60
2. 7 3 ............. ......................................................................... ................
20 10
3. 7 11
............. ......................................................................... ................
3 12
15 13
4. ............. ......................................................................... ................
8 12
6 5
5. ............. ......................................................................... ................
7 21
Operations on Rational Number | 259
Properties of Addition
The sum obtained by the addition of two rational numbers follows certain rules. Let
us learn them through the following examples. Fill the blanks in the following
examples and examine table.
Activity
Closure Property
Table 18.2
[Link]. Rational Numbers Add Steps for Adding Sum Is this a rational
Number?
5 45 4 5 4 5 4 9 Yes
1 and
7 77 7 7 7 7 7
6 3 6 3 5 ( 6) 1 9 Yes
2 3 and - 5
1 5 5 5
_ 5 5 - - - -
3 and
13 13
4 1 7 - - - -
and
8 8
It is clear from the above table that the sum of two rational numbers is always a
rational number. This is called Closure Property of addition.
Take any two rational numbers and check whether their sum is a rational number
or not?
Commutative Property
Suppose two rational numbers are
5 3 5 3 5 2 3 3 10 9 1
and , then
6 4 6 4 12 12 12
3 5 3 3 (5) 2 9 (10) 1
and
4 6 12 12 12
Therefore, -5/6+3/4 = 3/4 + (-5/6)
260 | Mathematics-8
Fill up the blanks of the following table
Table 18.3
Sum of Sum of rational Are their sums
[Link]. Rational numbers on
rational equal in both the
Numbers changing their
numbers situations
order
1 7 1 7 1 7 8 7 1 7 1 8 Yes
1.
8
and
8
8 8 8 8 8 8 8 8
2. –3 5 3 5 5 3 &&&&&
and
8 16 8 16 16 8
_ 7 8 8 7
3.
15
and &
25
7 8
&&&&&
15 25 25 15
p r p r r p
4. and &&&&&
q s q s s q
From the above table we get that sum of two rational numbers is equal to the sum of
the rational numbers obtained by changing the order of addition of the rational
number.
The sum of two rational numbers remains same if the order of their addition is
changed. This property is called Commutative Property of addition in rational
numbers.
p r p r r p
So, if and are two rational numbers then
q s q s s q
3 5 3
If x then, what is the value of x ?
4 8 4
Associative Property
4 2 3
Let the three rational numbers be , and . We can add these numbers in two
5 7 8
ways.
First Method
4 2 3 4 2 8 3 7
5 7 8 5 56
Operations on Rational Number | 261
4 16 21 4 5
=
5 56 5 56
4 56 5 5 224 25 199
= =
280 280 280
Second Method
4 2 3 4 7 2 5 3
5 7 8 35 8
28 10 3
35 8
38 3 38 8 3 35
= =
35 8 280
304 105 199
=
280 280
(Addition of rational number follows Associative Property)
4 2 3 4 2 3
Here
5 7 8 5 7 8
In adding three rational numbers, if we add third number to the sum of first
two numbers, we get the same value as we obtain when we add first to sum of
second and third number. This rule is called Associative Property of addition of
rational numbers.
Activity 3
Find the value of the following:-
1 5 7 1 5 7
(1) and
11 6 12 11 6 12
3 5 4 3 5 4
(2) and
4 3 5 4 3 5
2 1 3 2 1 3
(3) and
3 5 4 3 5 4
Do we get the same value in both the situations?
From the above activity, we find that solution obtained in both the situations is the
same. Therefore, we can say that addition of rational numbers follows Associative
Property.
262 | Mathematics-8
Sum of Zero with other rational numbers
We know that on adding 0 to another integer, there is no change in the value of the
integer. Let us add 0 to rational numbers-
3 3 0 3 0 3
0
5 5 5 5 5
4 4
Similarly, 0
9 9
Does there exist any number other than ‘0’ which when added to another rational
number does not change its value?
Thus we know that there is no number except 0 which when added to a rational
number leaves the value of the rational number unchanged.
Because of this property ‘0’ is called the Additive Identity for rational numbers. If
p p p
is any rational number, 0 .
q q q
Additive inverse
11 11 11 11 11 11
and are two rational numbers. Their sum 0
15 15 15 15 15
Given below are two rational numbers, one is positive and the other one is negative.
Find the sum of these rational numbers.
13 13
(i) ______
36 36
289 289
(ii) ______
295 295
For each rational number, there always exists a rational number such that the
sum of the two numbers is zero. That number is called the Additive inverse of the
given number.
3 3
For example, the additive inverse of is
5 5
17 17
additive inverse of is
19 19
To obtain the additive inverse of any number we add such a number to the given
Operations on Rational Number | 263
number that the sum is zero. For example
5 5
x 0 or x .
7 7
5 5
Therefore, the additive inverse of is
7 7
Exercise 18.1
1. Add the following rational numbers –
3 13 7 3 3 2
(i) , (ii) , (iii) ,
2 17 9 4 4 5
2. Use commutative property to fill up the following blanks:-
5 4 4 11 6
(i) ____ (iii) ___ ___
9 7 7 29 31
15 13 5 7 7
(iii) ___ ___ (iv) ____
7 19 6 9 9
2 4 3 2 4 3
3. Show that . Which property is used in this?
5 9 4 5 9 4
4. Simplify -
3 4 6 1 2 1
(i) (ii)
7 9 11 6 3 3
5 2 3
(iii)
14 7 2
7
5. What should be added with so that the sum is 0 ?
12
6. Fill up the blanks:–
5 ______
(i) Additive inverse of
7
4 4 ____
(ii) =
17 17
264 | Mathematics-8
39 _____
(iii) 0
51
42 _____
(iv) Additive inverse of
17
7. The following problems are related to some rule. Write the appropriate property
that is used in the each blank-
13 4 4 13
(i) (...........................)
15 8 8 15
2 3 4 2 3 4
(ii) (...........................)
19 17 13 19 17 13
p p
(iii) 0 (...........................)
q q
r r
(iv) 0 (...........................)
s s
8. Think of some rational numbers, verify the use of commutative and associative
laws of addition for these rational numbers.
Subtraction of Rational Numbers
In class 6, while subtracting one fraction from the other, we found the answer by
making the denominators equal. The operation of subtraction is opposite of the
operation of addition. Subtraction of one number from the other number is the sum
of the number and the additive inverse of the second number. Let us understand
this through the following examples-
1 3
Examples 2: Subtract from
4 8
3 1 3 1 1 2 3 2 1
(LCM of 4, 8 is 8)
8 4 8 8 8
1
Addition of the given number with the additive inverse of is
4
3 1 3 (1) 3 1 (1) 2 3 2 1
8 4 8 4 8 8 8
Thus, both the solutions are equal.
Operations on Rational Number | 265
11 7 7 11
Now, subtract from and add to the additive inverse of , then examine your
13 19 19 13
answers.
We can even subtract rational numbers by using a number line. Let us see-
7 5
Example 3: Subtract from
12 6
Solution: Here, the denominators are not equal. Therefore, before solving we will
make the denominators equal.
5 5 2 10
(LCM of 6 and 12 is 12)
6 6 2 12
7 7 1 7
12 12 1 12
10
We divide 1 unit on the number line into 12 equal parts. Firstly, to show we
12
7
move 10 parts to the right of 0. Since we have to now subtract from, we return
12
7 parts to the left of the10th part.
0 1 2 3 4 5 6 7 8 9 10 11 12
12 12 12 12 12 12 12 12 12 12 12 12 ;k 1
Figure 18.3
3 3 7 5
We reach . Similarly, we get after subtracting from
12 12 12 6
5 7 10 7
6 12 12 12
10 7 3 1
= = =
12 12 4
3 4
Example 4: Subtract from
9 9
Solution: Since the subtraction of a rational number means the addition of the
additive inverse of that rational number.
266 | Mathematics-8
4 3
+ +
9 9
0 1 2 3 4 5 6 7 8 9
9 9 9 9 9 9 9 9 9
Or 1
fp= 24
Figure 18.4
3 3
Therefore, subtraction of means the addition of the additive inverse of ,that
9 9
is 3/9
4 3 4 3 4 3 7
9 9 9 9 9 9
We divide the number line between 0 and 1 into 9 equal parts. We move 4 parts to
the right of 0, and then again move 3 parts in the same direction. Thus we reach
7
the 7th part, equal to .
9
4 3 7
Therefore,
9 9 9
5 2
Example 5: What should be added to so that the sum is ?
9 3
5 p 2
Solution: Let the sum of and be
9 q 3
5 p 2
9 q 3
5
Add the additive inverse of to the both sides.
9
5 p 5 2 5
9 q 9 3 9
p 2 5
Or
q 3 9
p 2 3 5 1
Or (LCM of 3, 9 is 9)
q 3 3 9 1
Operations on Rational Number | 267
p 6 5
Or
q 9 9
p 65
Or
q 9
p 1
Or
q 9
Thus on adding 1/9 to 5/9 the sum is 2/3.
11 5
Example 6: What should be subtracted from to get ?
13 26
Solution: Subtracting p/q from 11/13 yields 5/26.
11 p 5
13 q 26
11
Add the additive inverse of to the both sides
13
11 p 11 5 11
Or
13 q 13 26 13
p 5 11
Or -
q 26 13
p 5 1 11 2
Or q 26 1 13 2 (L.C.M. of13, 26 is 26)
p 5 22
Or
q 26 26
p 5 22
Or
q 26
p 17
Or
q 26
p 17
Or (Multiplying both sides by -1)
q 26
5 17 11
Thus we get after subtracting from
26 26 13
268 | Mathematics-8
1 5 7
Example 7: Simplify .
4 9 12
Solution: Here, we are given three rational numbers, where the operations of
addition and subtraction are to be done simultaneously.
For solving such questions, we make the denominators of all the rational numbers
in the question equal.
1 1 9 9
Here the L.C.M. of 4, 9 and 12 is 36.
4 4 9 36
5 5 4 20
9 9 4 36
7 7 3 21
12 12 3 36
1 5 7 9 20 21
4 9 12 36 36 36
9 20 21 30 20
= =
36 36
10 5
= =
36 18
Properties of subtraction in Rational Number
1. Closure property- We have seen the properties of addition of rational numbers.
In the subtraction of rational numbers also some properties apply. Let us see the
following example:-
25 11
Subtract from
36 21
11 25 1112 25 7 132 175
Here (Here, LCM of 21 and 36 is 252)
21 36 252 252
43
= ,which is a rational number.
252
Operations on Rational Number | 269
11 25 43
Here, , and all three are rational numbers. The operation of subtraction
21 36 252
between any two rational numbers gives a rational number. Check this property by
taking some rational numbers.
2. Subtraction of zero from rational number- If zero is subtracted from a rational
number, the value of the rational number does not change.
21 21 5 5
For example 0 and 0
45 45 17 17
P P
0
Q Q
3. Commutative property :-
Find the value of the following:-
5 6 6 5
(i) and (ii)
12 13 13 12
5 6 5 13 6 12
Here
12 13 12 13 13 12
65 72
= (L.C.M. of 12 and 13 is 156)
156 156
65 72 7
= =
156 156
6 5 6 12 5 13
And = = (72/156) – (65/156)
13 12 13 12 12 13
72 65 7
= =
156 156
7 7
Is equal to ?
156 156
Therefore, (5/12) – (6/13) (6/13) – (5/12).
Hence, subtraction of rational numbers does not follow the commutative property.
Exercise 18.2
Q1. Subtract the first rational number from the second rational number.
4 3 1 1
(i) from (ii) from
5 4 8 4
270 | Mathematics-8
13 5 7 8
(iii) from (iv) from
24 12 13 13
Q2. Solve
2 1 5 1 3 1 1 3
(i) (ii) (iii) 6
9 3 9 5 7 2 12 5
3 11
Q3. What should be added to so that the sum is ?
8 12
13 19
Q4. What should be subtracted from so that the difference is ?
25 25
Q5. Write true or false and give right statements for the false statements
3
(i) Additive inverse of is
5 3
4 7 7 4
(ii)
5 9 9 5
(iii) The value of a number does not change after subtracting 0 from it.
(iv) Subtraction of a rational number means the addition of the additive inverse
of that number.
Multiplication of Rational Number
While multiplying two fractions, you have seen that we multiply the denominator
with the denominator and the numerator with the numerator. Since rational numbers
are also composed of numerator and denominator, we multiply rational numbers in
a similar way. Let us discuss the multiplication of two rational numbers through
examples.
3 7
Example 8: Multiply and and write the value.
4 16
3 7 3 7 21
Solution:
4 16 4 16 64
5 13
Example 9: Multiply and and write the value.
7 17
5 13 5 13 65
Solution:
7 17 7 17 119
Operations on Rational Number | 271
9 22
Example 10: Multiply and and write the value.
11 27
9 22 9 22 1 2 2
Solution: =
11 27 11 27 1 3 3
It is clear from the above examples that to find the product of two rational numbers,
we multiply the numerator with the numerator and the denominator with the
denominator.
If (p/q) and (r/s) are two rational numbers then (p/q) x (r/s) = (p x r)/ (q x s)
2 6 8
Example 11: Multiply , and
3 7 15
2 6 8 2 6 8 32
Solution:
3 7 15 3 7 15 105
In finding the product of more than two rational numbers, we multiply all numerators
with each other and all denominators with the other denominators. If the rational
p r u w p r u w pru w
numbers , , and etc are multiplied, then and the product
q s v z q s v z qs vz
is written in its simplest formProperties of multiplication in rational number
Activity 4
Fill up the blanks in the table given below as directed:-
Table 18.4
Multiplication On Changing
Rational Product the order of Product The obtained
[Link]. of rational
Numbers multiplication number is
numbers
rational or
not?
11 1 11 1 11 1 11 11
, Yes
1. 15 4 15 4 60 4 15 60
5 7 5 7
2. , --------- -------------
8 4 8 4
19 5 19 5
3. , --------- -------------
12 13 12 13
4.
4 18 ------------ --------- ------------
,
9 5
5.
31 24 ----------- --------- ----------
,
6 7
272 | Mathematics-8
From the above, you find that on multiplying rational numbers, we get another
rational number. Thus the set of rational number is closed under multiplication.
The change in the order of numbers being multiplied does not affect the product.
This property is the commutative property of multiplication. Hence, if we have two
p r p r r p
rational numbers and ,
q s q s s q
Think of two other rational numbers and verify whether their multiplication follows
Commutative Property of multiplication or not.
Distributive property
Integers follow distributive property. Is this also applicable to rational numbers? Let
us see through some examples.
2 3 1
Example 12: Simplify
5 4 7
Solution: First Method;
2 3 1 2 3 7 1 4
5 4 7 5 28
2 21 4
=
5 28
2 25 5
=
5 28 14
We can also solve the above problems in the following way.
Second Method:
2 3 1 2 3 2 1 2 3 2 1
5 4 7 5 4 5 7 5 4 5 7
6 2 6 7 2 4 42 8 50 5
= = =
20 35 140 140 140 14
The solutions of the first and the second method are the same, this means that
23 1 2 3 2 1
54 7 5 4 5 7
This is distributive law for rational numbers
Operations on Rational Number | 273
Think of any other three similar rational numbers and verify whether they follow
the distributive property.
Therefore, if p/q, r/s, and u/v are three rational numbers then (p/q) (r/s + u/v) =
(p/q) × (r/s) + (p/q) × (u/v)
Example 13: If x, y and z are three rational numbers then
x × (y+z) = x × y + x × z
5 7 11
Where x ,y ,z
8 9 12
L.H.S. = x × (y +z)
5 7 11
= (substituting the values of x, y and z)
8 9 12
5 7 4 11 3
=
8 36
5 28 33
=
8 36
5 61 305
=
8 36 288
R.H.S. =x × y + x × z
5 7 5 11
=
8 9 8 12
35 55
=
72 96
35 4 55 3
R.H.S. = (L.C.M. of 72 and 96 is 288)
288
140165
=
288
305
=
288
L.H.S. = R.H.S.
274 | Mathematics-8
Multiplication of rational number with zero
Zero is a rational number, You can write it in many ways like 0/1, 0/-27, 0/q
where q is an integer and q 0
Multiplying 0 with any rational number like:-
27 0 0
0
84 q 84q
Similarly, the multiplication of 0 with any other rational number yields 0.
Multiplicative identity
Can you think of a rational number which when multiplied with a rational number
p p
yields the product
q q
Radha said to Fatima, “We know that when we multiply a number with 1, the value
of the number does not change and since one is also a rational number, which can
be written as 1/1, -2/-2, 57/57 etc. Therefore, 1 is the rational number whose
p p
multiplication with q (where q0) gives the product q .”
Here ‘1’ is called the Multiplicative identity.
Multiplicative inverse
1 which number should be put in the blank box so that it’s product is 1.
=1,
3
3
Your answer will be .
1
Activity 5
Some problems are given below. Fill up the blank boxes with appropriate numbers.
1 1
(i) 1 (ii) 1
7 7
1 1
(iii) 1 (iv) 1
13 13
7 13
(v) 1 (vi) 1
13 7
Operations on Rational Number | 275
You are observing that two rational numbers whose product is 1 (a multiplicative
identity) are being multiplied. You also write below pairs of rational numbers whose
product is 1 (the multiplicative identity.)
(1) ______ × ______ =1
(2) ______ × ______ =1
(3) ______ × ______ =1
(4) ______ × ______ =1
While filling up the above, Raju was thinking that to obtain the additive identity, we
added the number to its additive inverse. Then similarly to get the multiplicative
identity do we multiply the number with its multiplicative inverse? If this is so,
then the numbers given above would be the multiplicative inverses of each other.
Thus, if the product of two numbers is one then both numbers are the
multiplicative inverses of each other.
Let us see, how to find multiplicative inverse.
p
Example 14: What is the multiplicative inverse of ?
q
p
Solution. Let x be the multiplicative inverse of .
q
p
×x=1
q
Or px=q
q
Or x= .
p
p q
Thus, the multiplicative inverse of is .
q p
That is, we can obtain the multiplicative inverse of a number by changing the
numerator into denominator and denominator into numerator.
Let us see some examples:-
4 3
(1) 1
3 4
27 53
(2) 1
53 27
a b b a
(3) 1 or 1
b a a b
276 | Mathematics-8
b a a
Thus, is the multiplicative inverse of and is also known as the reciprocal of
a b b
b
reciprocal of .
a
Write the multiplicative inverse or the reciprocal of the following:-
4 2 8 c
, , , , 4, 5
9 7 15 d
Does a multiplicative inverse exist for each rational number?
What will be the multiplicative inverse of 0? Think about it?
The multiplicative inverse of 0 does not exist, since we do not get 1 on multiplying 0
with any rational number.
Thus, 0 does not have any multiplicative inverse.
Exercise 18.3
p r r p
Q1. Substitute the values given below and check if .
q s s q
p 3 r 11 p r 13
(i) , (ii) 2,
q 7 s 15 q s 17
p 105 r 5 p 16 r
(iii) , (iv) , 0
q 13 s 8 q 3 s
Q2. Substitute x, y and z and check whether x (y + z)=x y+x z
1 5 7 3 8 17
(i) x ,y ,z (ii) x ,y ,z
2 7 4 2 5 6
9
(iii) x 1, y ,z 0
5
Q3. Fill in the blanks using commutative property :-
2 11 1
(i) 4 4 (ii) ___ ___
3 19 2
7 3
(iii) ___ ____
9 17
Q4. Use associative property and fill the blanks.
1 17 2 1 17
(i)
2 6 9 2 6
Operations on Rational Number | 277
1 2 1 1 4 25 1
(ii) (___×
___) (iii) (___×
___) ___
8 5 4 4 7 3 5
Q5. Each of the questions given below relate to some property .Write the property
in the blank against each.
Property
7 1 5 7 1 7 5
(i) (__________________)
12 9 3 12 9 12 3
5 25 4 5 25 5 4
(ii) (__________________)
7 3 3 7 3 7 3
8 3 3 8
(iii) (__________________)
11 7 7 11
5 3
(iv) 1 (__________________)
3 5
3 3 3
(v) 1 1 (__________________)
12 12 12
Q6. Write the reciprocal of the following:-
17 6 p
(i) 4 (ii) (iii) (iv)
5 29 q
Q7. Write true or false:
(i) The product of a rational number and its reciprocal is one.
(ii) If the reciprocal of x is y, the reciprocal of y is 1/x.
(iii) The multiplicative inverse of a positive rational number is a negative rational
number.
(iv) 0 is not the multiplicative inverse of any number.
Division of Rational Number
Radha and Fatima were playing the game find the multiplicative inverse. They
were giving numbers to each other to find its multiplicative inverse. Radha noticed
something new. She told Fatima “See in these examples multiplication of a number
with its multiplicative inverse is in fact equivalent to dividing the number by itself.
278 | Mathematics-8
1 4
Like 4 44
4 4
1 2
2 22
2 2
Fatima said that this means that dividing by a number is the same as multiplying
with the multiplicative inverse of the number.
3 4 = 3 (multiplicative inverse of 4)
1
3
4
Activity 6
Convert division into multiplication using multiplicative inverse.
2 1 2 3
e.g
3 3 3 1
4 3 7 8 a b p r
(i) = (ii) (iii) (iv)
3 4 9 7 x y q s
x a
We can conclude from the above that if we have to divide by . Then by writing it
y b
x a
as (Multiplicative inverse of ), we can get the answer.
y b
x a x a x b
(Multiplicative inverse of ) =
y b y b y a
Example 15: Solve the following
2 5 15 23 46
(i) 2 (ii) (iii)
3 4 14 12 36
2 3 5 15 5 14 7
Solution: (i) 2 = 2 3 (ii)
3 2 4 14 4 15 6
23 46 23 36 3
(iii)
12 36 12 46 2
3
Example 16: The product of two rational numbers is -21. If one of the number is ,
10
find the second number ?
p
Solution: Let the second rational number be
q
Operations on Rational Number | 279
3 p
According to the question 21
10 q
10
Multiplying both sides by , (the multiplicative inverse of 3/10)
3
3 p 10 10
21
10 q 3 3
p 210 70
Or =
q 3 1
210 70
Thus, the second number is or
3 1
Exercise 18.4
Q.1. Divide -
1 3 8 5 4
(i) by (ii) by (iii) 9by
6 4 11 9 7
102 17 6 8 60
(iv) by (v) by (vi) by 10
38 19 15 35 9
Q2. Simplify
4 95 8 7 2
(i) (1) (ii) (iii)
5 16 19 8 15
21 7 6
(iv) (v) (15) (vi) 7 (5)
5 5 7
3
Q3. The product of two numbers is 12. If one number is , find the second
5
number?
9
Q4. Which number multiplied by gives the product -11?
5
28
Q5. What should be multiplied by so that the product is the multiplicative
39
3
inverse of ?
7
5
Q6. There are 540 students in a school out of them are boys. How many girls are
9
in the school
280 | Mathematics-8
How many numbers are there between two rational numbers
Fatima and Kartik were solving questions related to ordering of rational numbers.
Fatima said, “Kartik, we can write integers between – 15 and -8. These are -14, -
13, -12, -11, -10, -9. Similarly, can we write rational numbers between two rational
numbers?”
Kartik said, “Definitely, we can write many rational numbers between two rational
numbers”.
15 8
Fatima Said, “Yes! between and we have all the integers but besides that
1 1
15 14 29
between and we also have . Kartik said, “There are many more rational
1 1 2
numbers.” Fatima, “Oh! Yes. There would be many, that it would be difficult to count
them”.
Do you agree with Kartik and Fatima? Is the statement of Fatima that there are
15 8
countless rational numbers between and correct? Radha said, “How can this
1 1
2 3
be? There is no fraction between and .”
5 5
2 3
Can you think which fractions lie between and ?
5 5
Kartik said, “Let us find out-
2 2 2 4
5 5 2 10
3 3 2 6
5 5 2 10
5
lies between the two rational numbers.
10
Immediately, Ramesh and Meena together said.
2 23 6
5 5 3 15
3 3 3 9
5 5 3 15
7 8
Now , are between these numbers.
15 15
2 3
Can you find at least 20 rational numbers between and ?
5 5
Operations on Rational Number | 281
5 6
So, how many rational numbers do we have between and ?
7 7
Anu saw a special thing that if we have two rational numbers with equal denominators
5 6
and consecutive numerators like and , then if these are multiplied by
7 7
2 10 12 11 10 12 3
, we get & , is between and . If we multiply them by , we get
2 14 14 14 14 14 3
15 18 16 17
and thus , , are two other rational numbers between them.
21 21 21 21
5
If we multiply the chosen numbers by , We get 4 new rational numbers between
5
25 30
and .
35 35
17
Anu said - if I multiply them by , we will get 16 new rational numbers between
17
5 6
and .
7 7
Do you agree with Anu’s statement?
If we consider the above examples we can see that we have found many rational
5 6
numbers between and . Can you imagine how many rational numbers exist
7 7
5 6
between and ?
7 7
Activity 7
1 2
1. Write 25 rational numbers between and .
3 3
2. Can you write any two fractions such that there is no fraction between them?
4 3
Example 4: Write 10 rational numbers between and
3 4
Solution: Given rational numbers do not have equal denominator.
4 4 4 16
So, we make all the denominators equal than,
3 3 4 12
3 3 3 9 16 9
and . Now and are rational numbers with equal denominators.
4 4 3 12 12 12
The difference between their numerators is 25.
282 | Mathematics-8
4 3
So, there will be 24 rational numbers between and
3 4
15 14 13 2 1 0 1 2 7 8
, , .......... , , , , ... ,
12 12 12 12 12 12 12 12 12 12
We can choose any 10 rational numbers from the above numbers.
4 4
If you have to find 25 rational numbers between and what will you do?
3 3
Another Method
1 1
Example 5: Write 5 rational numbers between and
8 2
1 1
Solution: is bigger and is smaller among them.
2 8
If we add both the two numbers and divide them by 2. Then, the resulting number is
the central number (midpoint) between them.
First mid point between them is:-
1 1
1 1 1 1 11 1x4
8 2
2 2 8 2 2 8 1 2x4
1 1 4 5
2 8 16
1/8 5/16 1/2 Figure 1.10
1 1
As shown in figure 1.10. This is exactly in the middle of and .
8 2
To find more rational numbers we can find two more middle numbers between
1 5 5 1
& and &
8 16 16 2
1 5
The middle number between and is –
8 16
1 1 5 1 1 2 5 1
2 8 16 2 2 8 16 1
Operations on Rational Number | 283
1 25 1 7 7
2 16 2 16 32
5 1 1 5 1 1 5 1 1 8 1 5 8 13
The middle number between and is
16 2 2 16 2 2 16 1 2 8 2 16 32
1/8 7/32 5/16 13/32 1/2
Figure 18.6
1 7 13 1
Now, We find the middle number between and and and
8 32 32 2
1 7
The middle number between and
8 32
1 1 7 1 1 4 7 1 1 4 7 1 11 11
2 8 32 2 8 4 32 1 2 32 32 2 32 64
13 1
The middle number between and
32 2
1 13 1 1 13 1 116 1 13 16 29
1/8 11/64 7/32 5/16 13/32 29/64 1/2
2 32 2 2 32 1 2 16 2 32 32 64
Figure 18.7
1 1 11 7 5 13 29
Thus, five rational numbers between and are:- , , , ,
8 2 64 32 16 32 64
Rajni said, “This means that we can find at least one rational number between any
two rational numbers.” Rahul said, “That is not all, if we continue we can find as
many rational numbers as we wish”.
What do you think about this? Discuss among yourselves.
7 5
Example 6: Write three rational numbers between and
3 8
7 5
Solution : The middle rational number between and
3 8
1 7 5
2 3 8
1 7 8 5 3 1 56 15 41
2 3 8 8 3 2 24 48
284 | Mathematics-8
7 41
The middle rational number between and
3 48
1 7 41 1 7 16 411 1 112 (41) 1 153 153
2 3 48 2 3 16 48 1 2 48 2 48 96
41 5
The middle rational number between and
48 8
1 41 5 1 411 5 6
2 48 8 2 48 1 8 6
1 41 30
2 48
1 11 11
2 48 96
7 5 153 41 11
Thus three numbers between and are , and
3 8 96 48 96
EXERCISE 18.5
1. Fill up the blanks in following figure.
5 5 3
i)
7 7 2
2
5
ii) 5 3 - - - ----
9
9 7
2
iii) 4 4 2 2
9 9 9 2 3
2
2. How many rational numbers can be written between two rational numbers?
Explain.
1 1
3. Write 5 rational numbers between and .
3 2
Operations on Rational Number | 285
1 2
4. Write 4 rational numbers between and .
3 7
1 3
5. Write 6 rational numbers between and
6 4
6. True or false -
1 1 3
(i) is the middle number of and
10 2 5
4 6
(ii) There is no rational number between and
5 5
(iii) There are only 3 rational numbers between 3 and 7
7. Write more questions in which you have to find rational numbers between two
rational numbers. Give these questions to your friends ?
8. Write in your words what you have learnt in this chapter about rational numbers ?
We have learnt
1. If x and y are two rational numbers,
(i) x + y is also a rational number
(ii) x - y is also a rational number
(iii) x × y is also a rational number
(iv) x ÷ y is also a rational number (If y is non – zero)
2. If x and y are two rational numbers then
(i) x+y=y+x
(ii) x × y = y × x
(iii) x-y y-x (except when x = y)
(iv) x÷y y ÷x(except when x = y and x 0, y 0)
3. If x, y and z are three rational numbers then
(i) x y z x (y z)
(ii) x y z x (y z)
4. If x, y and z are three rational numbers then
(i) x × (y+z)= x × y + x × z
286 | Mathematics-8
(ii) x × (y-z) = x × y – x × z
5. If x is any rational number, the following statements are true.
(i) x + 0 = 0+ x = x (ii) x – 0 = x
(iii) x × 0= 0 × x = 0 (iv) x × 1 = 1 × x = x (v) x ÷1 = x
p 1 q
6. If x is a non – zero rational number, the multiplicative inverse of x is
q x p
is also a rational number ?
7. Dividing a rational number x by another rational number y is the same as
multiplying x with the multiplicative inverse of y ?
(x/y)/(a/b) = (x/y) × (multiplicative inverse of a/b) = (x/y) × (b/a)
Or divisor ÷ dividend = Divisor × (reciprocal of dividend).
8. In adding the two rational numbers, we convert them into common denominator
fractions and then add them.
9. There are infinite rational numbers between two rational numbers.
10. If we have two rational numbers with equal denominators, then we can easily find
rational numbers whose number is one less than the difference of their numerators.
v/;k;&15
Chapter-19
{ks=fefr & 2
MENSURATION-III
MENSURATION
You see pipe of tap, roller of wood, refill of pen; tube light, battery of torch,
like things daily. Can you tell the name of these fegures? What are the similarities in
them?
Look at the following figure carefully and make their groups.
Ludo Box of chalk Pipe of bridge
1 kg. of
vegetable
oil
Ball Wire of iron
Tabor Roller for levelling the
Fig. 19.1 ground
On what basis we can identity the above figure? Discuss with your friends.
You will find two circular phases lying on the figure like pipe, roller etc, which
288 | Mathematics-8
are parallel and equal and the third surface is curved. These type of figures are called
cylinder.
Let’s discuss about a cylinder-
A cylinder is shown in the Circular
given figure. There are two circular (or spheried shape)
ends in a cylinder which are parallel
and equilibrium. These circular ends
are called vertex and base. Left por-
tion of cylinder i.e. both circular ends
adjoin the cylindrical surface is called
curved portion or curved surface of Curved portion
cylinder.
Base of cylinder or radius of
upper base are radius of cylinder rep-
resented by ‘r’.
The line segment which joins Circular
Fig.19.2 (or spheried shape)
centre of base and vertex of cylin-
der, is altitude. This altitude is the height of cylinder which is represented by ‘h’.
Volume of cylinder
In class 7th you have learnt to measur the volume of cuboid. Can you tell that
how can we measure the volume of cuboid?
Monika: To find the volume of cuboids we have to multiply its length, breath and
its height. i.e. volume of cuboid = length × breath × height.
Sunil: But length × breath is equal to area of the base of the cuboids.
So, can we say that volume of cuboid = Area of base × height
Can we find the volume of cylinder similarly? Discuss with your friends and
teacher. You will find that this formula is also true for volume of cylinder. i.e., volume
of cylinder = Area of base of cylinder × height, let r is radius of base of cylinder.
Since base of cylinder is circular so that the Area of base = r2
Mensuration-III | 289
Now of the height of cylinder is h then volume of cylinder = Area of base ×
height = r2 h = r2h
Volume of cylinder (V) = r2×h cubic unit
V = r2h cubic unit
Fig. 19.3
Activity 1.
Complete the following figure on the basis of given measures-
[Link]. Figure of cylinder height or radius Volume
Length (h) (r) (V)
4 cm
1 ---------- ---------- ----------
2 ---------- ---------- ----------
290 | Mathematics-8
3 2 cm
---------- ---------- ----------
Example 1.
The diameter of base of cylinder is 14 cm and height in 15 cm. Find its vol-
ume?
Solution: According to question, diameter of base of cylinder = 14 cm.
14
Radius of base of cylinder (r) = = 7 cm.
2
And height of cylinder (h) = 15 cm
Volume of cylinder (V) = r2h
22 2
= 7 15
7
22 1
7 7 15
= 7
1
= 22 7 15
= 2310 cm3 or cubic cm.
So, volume of cylinder is 2310 cm3.
Example 2.
A circular well of radius 3.5 m is digged up to 20 m
deep. Find out the volume of mud digged out from the well?
Solution- According to question
Cylindrical well’s radius (r) = 3.5 m
Well’s height (h) = 20 m
Volume of mud digged out = volume of the well Fig. 19.4
Mensuration-III | 291
= r2 h
22 2
= 3.5 20
7
22 0.5
= 3.5 3.5 20
7
1
= 22 0.5 3.5 20
= 770 cm3
Example-3
22 m × 10 m rectangular sheet of iron rolled towards its length and formed a
cylindrical pipe. Find the volume of pipe?
Fig. 19.5
Solution:
Since sheet of iron is rolled towards its length, so the height of pipe will be 10
m.
height of cylindrical pipe h = 10 m
By folding the sheet the radius of the pipe formed be r metre then.
Length of rectangular sheet = circumference of the base of pipe.
22 = 2r
22
22 = 2 r
7
22 7
r
2 22
r 7 2 meter
So the volume of pipe = r2h
292 | Mathematics-8
2
22 7
= 10
7 2
11
22 7 7 5
= 10
7 2 2
= 385 cubic meter
Example 4.
Area of the base of a cylinder is 154 square cm. and height in 8 cm then find its
volume?
Solution: According to the question,
Area of the base of cylinder = 154 cm2
height of cylinder = 8 cm
Volume of cylinder = Area of base × height
= 154 cm2 × 8 cm
= 1232 cm3
Exercise 19.1
Q-1 Fill in the blanks-
(i) The shape of the base of cylinder is __________
(ii) Formula of the volume of cylinder is ______________
(iii) Radius and height of cylinder is 7 cm each. Volume of cylinder is ________
Q-2 Area of base of cylinder is 1386 cm2. If its height in 13 cm then what will be the
volume?
Q-3 With the given measurements find the volume of cylinder.
(i) Radius = 12 cm. height = 14 cm.
(ii) Radius = 2.8 cm, height = 5 cm.
(iii) Diameter = 20m, height = 21 m.
Q-4 If the diameter of a cylinder is half then find the ratio between the volume of
new and the old one?
Mensuration-III | 293
Q-5 A cylindrical tank is of radius 2.8 m and height in 3.5 m. Find the capacity of
tank.
Q-6 How much volume of iron is required for making a solid iron rod with diameter
1.4 cm and length 90 cm.
Surface Area of Cylinder-
Take a closed cylindrical box of tin. Now tell, to find out the whole surface
area of the box. Which of the areas we have to find?
Box of tin (Fig. 19.6)
There are three phase in a cylindrical box. Two of them are circular (upper
base and lower base) and the third part in curved. Area of will be equal. If the radius
of circular phase in r then are of each circular phase will be r2.
Now the question arises that how can we get the area of third phase or circular
part.
Fig. 19.8
Fig. 19.7
To find the area of curved part take a line segment pp' in it (fig 15.7). Now cut
and spread the curved part of box along with its length pp'. So we get a rectangular
strip like fig 19.8. The length of resultant rectangular fig. will be equal to circumfer-
294 | Mathematics-8
ence of curved part and height will be equal to breath of curved part. Simultaneously
area of rectangular part and area of curved part both will be equal.
Since the radius of curved part in r then fore its circumference in = 2r
Now if the height of curved part (of box) in h then.
Area of curved part = Area of rectangular part
= (length × breath)
= Circumference of curved part × height
= 2r × h = 2rh
Area of curved surface of cylinder = 2rh
So whole surface area of cylindrical box
= Area of curved part + Area of base + Area of top
= 2rh + r2 + r2
= 2rh + 2r2
= 2r(r+h)
Whole surface area of cylinder = 2r (r+h)
Example 5.
Radius in 7cm. and height in 15 cm of a closed cylindrical tin box. Find the
area of the in sheet used for making that tin box.
Solution- According to question
Radius of cylindrical box = 7cm.
and height h = 15 cm.
\ Area of used sheet = whole surface area of box
= whole surface area of cylinder.
= 2r(h + r)
22
= 2 7 (15 7)
7
22 1
2 7 22
= 7
1
= 968 cm2
Mensuration-III | 295
Example-6
A solid cylindrical base whose radius is 5 cm and height is 21 cm. Find the
curved surface and whole surface area.
Solution- According to question
Radius of cylindrical box = 5cm.
and height h = 21 cm.
Surface area of cylinder = 2rh
22 3
= 2 5 21
71
= 2 22 5 3
= 660 cm2
And whole surface area of cylinder = 2r(h + r)
22
= 2 5 21 5
7
22
= 2 5 26
7
= 817.14 cm2
Example 7.
Volume of a cylinder is 36cm3 and area of the base of cube in 9cm2 find the
whole surface area of cylinder.
Solution- Let the radius of base of a cylinder be r cm and height is h cm.
So the area of base of cylinder = r2
9 = r2
9 = r2
r = 9
r = 3 cm
and volume of cylinder = r2 h
36 = (3)2 h
36 = 9h
36/9 = h
h = 4 cm
296 | Mathematics-8
Therefore whole surface area of cylinder = 2r (r + h)
= 2 3(3 + 4)
= 6 7
= 42cm2
Example 8.
A cylindrical pipe whose diameter is 14 cm. and height is 20 cm. Find the cost
to paint curved surface @ Rs. 2 per 100 cm2.
Solution-
According to question
Diameter of pipe = 14 Cm.
14
Radius r = = 7 cm.
2
and height of pipe (h) = 20 cm.
Curved surface area of pipe = 2rh
22
= 2 7 20 = 880 cm2
7
It is given that the cost of painting 100 cm2 = Rs. 2
88 0 2
Total cost of painting the pipe = = Rs. 17.60
10 0
Example-9
Circumference of base of a cylinder is 132 cm and its height in 2 m. Find the
area of curved surface.
Solution: According to question
Circumference of base = 132 cm
Height of cylinder (h) = 2 m = 200 cm.
Area of curved surface =?
Curved surface area of cylinder =
= Circumference of base × height
= 132 × 200 = 26400 cm2
Curved surface Area of cylinder = 26400 cm2.
Mensuration-III | 297
Exercise 19.2
Q-1 Find the curved surface and whole surface area of a cylinder whose measures
are given below-
(i) Radius = 7 cm, height = 24 cm
(ii) Diameter = 20 m, height = 21 m.
(iii) Radius = 10.5 cm, height = 35 cm
(iv) Radius = 14 cm, height = 1 m
Q-2 Circumference of base of a cylindrical tank in 176 cm and height in 30 cm.
Then find its curved surface area.
Q-3 Volume of a cylinder is 44 Cubic cm and radius is 2 cm. Find its whole surface
area.
Q-4 A well whose diameter is 14m and 25m deep. Find the volume of mud taken out
of the well. Also find the cost of plastering the well from inside at the rate of Rs.
3 per square metre.
Q-5 Circumference of the base of a cylinder and height is 44m. Find its curved
surface.
Q-6 Area of curved part of a cylinder is 1000 square cm and its diameter is 20 cm
find the height of the given cylinder?
We have learnt
1. Volume of cylinder = Area of base × height
= r2 h
2. Curved surface of a cylinder = Circumference of base × height
= 2rh
3. Whole surface of a cylinder = 2 × Area of base + curved surface
= 2r2 + 2rh
= 2r(r + h)
4. Area of a unit is always in square unit such as square centimeter, square meter
etc and the volume of a unit is always in cubic unit such as cubic centimeter,
cubic meter etc.
5. There are three phases in a solid cylinder. Two of them are circular (upper base
and lower base) and the third one in curved phase.
ANSWERSHEET
Answersheet 1.1
1. (i) Not a perfect square (ii) perfect square (iii) perfect square (iv) perfect square
(v) Not a perfect square
Answersheet 1.2
1. (i) Perfect cube (ii) not a perfect cube (iii) Perfect cube (iv) Perfect cube
(v) not a perfect cube (vi) not a perfect cube
2. 2 3. 13 4. 11 5.(ii) 10 (v) 484 (vi) 169
Answersheet 1.3
1. (i) 19 (ii) 20 (iii) 28 (iv) 32 (v) 48 (vi) 84, 2. 16
Answersheet 1.4
1- ¼i½ 23 ¼ii½ 37¼iii½ 32 ¼vi½ 76 ¼v½ 30 ¼vi½ 89 ¼vii½ 225 ¼viii½ 603
2- 43 row or column 3- 38m lenght or width
Answersheet 1.5
1- ¼i½ 2-7 ¼ii½ 4-1 ¼iii½ 3-05
2- ¼i½ 95 ¼ii½ 2-24 ¼iii½ 2-64
Answersheet 1.6
¼i½ 5 ¼ii½ 7 ¼iii½ 11 ¼vi½ 13 ¼v½ 21 ¼vi½ 55 ¼vii½ 17 ¼viii½ 35
Answersheet | 299
Answersheet 2.1
1. (a) &125 (b) &1024 (c) 64 (d) 729
2. (a) 56 (b) &(15)26 (c) &(12)2 (d) &(p)7
Answersheet 2.2
1 16 16
1. (a) (b) (c) &3125 (d)
343 2 25 3 6
9
5 3 3
2. (a) (b) (c)
7 5 2
4. (a) True (b) True (c) False (d) False
Answersheet 3.2
1. AE = 2 cm. 2. 2.5 cm. 3. 1.2 cm.
Answersheet 4.1
1. (i) 6x2 + 25x + 14 (ii) 6x2 + 17x - 45 (iii) 105x2 - 104x + 12
3 2 72
(iv) x xy 6 y 2 (v) 7x2 + 34xy - 5y2
2 5
5 1
2. (i) 9x2 + 10xy + 3y2 (ii) 3x2 - x+
4 8
(iii) 3x3 - 5x2y + 3xy2 - 5y3 (iv) a2 + 2ab + b2
Answersheet 4.2
1. (i) &3xy (ii) 3xy (iii) +xy2 (iv) &4a3b (v) &4a2b2c2
2. (i) x2 & 3x + 2 (ii) &a2b+2a+3
1 2 1 1
(iii) &3a3+4a (iv) x x
4 2 2
(v) a+b+c
300 | Mathematics-8
Answersheet 4.3
1. (i) 8x4&4x3+15x2&3x&15 (ii) 12m5-9m3-6m2+8m+16
(iii) 9m4&m3&16m2&4m+16 (iv) 12y4&8y3&6y2+4
2. (i) to (v) the remainder is zero. So, the divisor is a factor of dividend.
3. (i) Quotient = x2 + 3x + 6, remainder = 10
(ii) Quotient = x2 & 2x + 6, remainder = &42
(iii) Quotient = 2x3 & 4x2 + x + 5, remainder = &21
(iv) Quotient = 2x2 & 2x + 3, remainder = 12
4. (i) Quotient = m & 1, remainder = 5
(ii) Quotient = a2 4a + 9, remainder = 16
(iii) Quotient = 3x2 + 4x 3, remainder = +6
(iv) Quotient = 2x + 3, remainder = x + 3
Answersheet 5.1
1. (i) major arc (ii) minor arc (iii) ADB, ACB (iv) minor arc AB
(v) Arc CDA (vi) minor CD (vii) ADB , ADC , BDC
Answersheet 5.2
¼i½ A 45 ¼ii½ x y 33 ¼iii½ p 40
¼iv½ m 72 , n 57 ¼v½ u 93 , v 87
Answersheet 5.3
1. Acute angle 2. obtuse angle 3. 180°
Answersheet | 301
Answersheet 5.4
1. PRQ 90 , QPR 50 2. PYQ PXQ 80
3. P 90 , Q R 45 4. BDC 130 5. PTR PSR 50
Answersheet 5.5
1. (a) x 130 (b) x 124 (c) x y 37
2. (i) x y 52 (ii) x 150 , y 75
3. COD 70 4. PQ = 3.2 cm
5. (i) x 90 , y 115 (ii) x 115 , y 65
Answersheet 5.6
1. BM = 3.5 cm., AB = 7 cm. 2. x = 90°, y = 50° 3. PM = MQ = 4 cm.
4. (1) Bisects (2) perpendicular
Answersheet 6.1
1. 72 2. 60 3. 8
4. 30 kg. 5. 67 6. 5 7. 3
8. 5 9. x=8
Answersheet 6.3
1 1 1 1 1
1. 2. 3. 4. 5.
4 4 5 3 2
1 1
6. ,
2 2
302 | Mathematics-8
Answersheet 7.1
1. (i) Direct variation (ii) Direct variation
(iii) It's not a direct variation. (iv) It's not a direct variation.
2. 100, 3, 250, 6 (3) (4) 1000 Km
5. (i), (ii), (iii), (iv), (v)
6. 60 ticket (7) 180 Km (8) Rs. 216
(9) 50 minute (10) 5 hours (11) Rs. 2000
(12) 29 days (13) 252 metre (14) Rs. 7.30
(15) 1.925 cm (16) minute or 256 seconds (17) 18 words per minute
(18) 34 labours (19) 15.75 quintal
(20) (i) (b), (ii) (a), (iii) (d), (iv) (c)
Answersheet 7.2
1. x 8 6 4 72 36
y 9 12 18 10 2
2. Speed (in Km/hr) 4 8 16 32 64
Time taken(in minute) 80 40 20 10 5
3. 10 day 4. 81 day 5. 45 Km/hr
6. 10 horses 7. 45 day 8. 175 soldier
9. 10 day 10. 15 day
11. (iii), (iv), (v) 12. 80 gm 13. 800 litre
Answersheet | 303
Answersheet 8.1
1. (i) 1, 5, t, 5t, t2, 5t2 (ii) 1, 7, x, y, 7x, 7y, 7xy
(iii) 1, 2, 7, 14, , 2, m, 2, 22, 2m, 7, 72, 7m, 14, 142, 14m, m,
2m, 7m, 14m, 2m, 22m, 72m, 142m
(iv) 1, 3, 13, 39, ,3,13,39, m, 3m, 13m, 39m, n, 3n, 13n, 39n, m,
3m,13m, 39m, n,3n,13n, 39n, mn,3mn,13mn, 39mn, mn,
3mn,13mn, 39mn
2. (i) H.C.F. = 5 (ii) H.C.F. =3 (iii) H.C.F. = 2a (iv) H.C.F. = m
3. (i) 6m (ii) 4bc (iii) xy (iv) 7x
(v) 11pq2r (vi) x (vii) 1
Answersheet 8.2
1. (i) x2 (ii) 5a2 (iii) 2c (iv) 16x, 9z
(v) 6b2, 4bc, 5a.
2. (i) 2a(2x + 3ay) (ii) a(a4y + b3) (iii) q2(pr - 2t)
(iv) -5m(m + 2n) (v) 5(m + n)(m - n)
3. (i) 2(x + 3y)(xy+2) (ii) (m - 2n)(5mn + 12)
(iii) (3x + 4)(2x2 + 3y) (iv) (5x2 + 4y)(3x2 + 2y2)
(v) (x + 3)(x + 8) (vi) (x - 4)(3x - 5)
(vii) ( - m)(2m + 3)
4. (i) x - 3y2x (ii) - 51x3 + 153x2 (iii) 6a3 - 8a4
(iv) 9m2 - 9mn (v) 9t3 - 63t5
Answersheet 9.1
4 2 3 9
(1) (i) 4a2 + 12a +9 (ii) m m
25 5 16
304 | Mathematics-8
9 2 12 16
(2) (i) x2 10x + 25 (ii) x xy y 2
4 5 25
1
(iii) 4a2 2a + (iv) x4 2x2y2 + y4
4
2
x2 y2
(3) (i) 16x 25 (ii)
4 9
(iii) b4 a4 (iv) x6 y6
4 4 10 2 2 25 4
(4) (i) 4a2 + 20a + 25 (ii) m mn n
9 9 36
(iii) 64x6 80x3y3 + 25y6
(5) (i) 1681 (ii) 4761 (iii) 9409 (iv) 7056
(6) (i) 9975 (ii) 8096 (iii) 249991
(7) (i) 50 (ii) 31 (iii) 13 (iv) 13
(8) 9x2 30xy 25y2
x 2 xy y 2
(9)
9 6 16
Answersheet 9.2
1. (i) (2x + 5)(2x + 5) (ii) (5a + 7b)(5a + 7b)
(iii) (3x + 1)(3x + 1) (iv) (1 + 9a)(1 + 9a)
1 1
(v) (p + )(p + )
2 2
(vi) (6a + 11b)(6a + 11b)
2. (i) (a - 5b)(a - 5b) (ii) (4x - 13)(4x - 13)
(iii) (11x - 4y)(11x - 4y) (iv) (x - 15)(x - 15)
(v) (6a - 1)(6a - 1)
3. (i) (5a + 7b)(5a - 7b) (ii) (3x + 11y)(3x - 11y)
(iii) (8a + 1)(8a - 1) (iv) (1 + 4b)(1 - 4b)
Answersheet | 305
4 2 4 2
(v) ( m+ n)( m - n)
5 3 5 3
4. (i) (x + 4y + 7)(x + 4y - 7) (ii) (10 + 2a + 3b)(10 - 2a - 3b)
(iii) (2x + 5y + 6)(2x + 5y - 6) (iv) (7x - 5y)(5y - x)
(v) (xy + 4)(xy - 4)
5. (i) (x - 5y) (ii) 3, x (iii) 7, 7 (iv) (a + b - 2)
Answersheet 10.1
1. (a)- (iii) Rectangle (b)- (iii) Rectangle (c)- (ii) 120° (d)- (ii) 28 cm
2. (i) Square (ii) trapezium (iii) 6 (iv) (n2)
4. 1080° 5. 120°, 60°, 60° 6. 80°, 80°, 100°, 100°
7. 18 cm, 24 cm
Answersheet 10.2
1. 50º 2. 95º 3. 72º, 108º, 72º, 108º
4. 60º, 90º, 120º 5. 36º, 72º, 108º, 144º
6. 80º, 100º, 80º, 100º
Answersheet 12.1
(1) x=3 (2) x=1 (3) m=2
3
(4) x= (5) y=4 (6) y=2
2
(7) k = &2 (8) x=3 (9) x = &0.5
306 | Mathematics-8
Answersheet 12.2
(1) 14, 28 (2) 10, 30 (3) 5 cm, 2 cm
5
(4) 62 (5) 34 (6)
7
(7) 14 years, 10 years (8) 36 years, 12 years
Answersheet 13.1
1. (i) Rs. 410 (ii) Rs. 1986 (iii) Rs. 1040
2. (i) Rs. 8427 (ii) Rs. 2916 (iii) Rs. 6480
3. Rs. 5948.80 4. Rs. 9261
Answersheet 13.2
1. Rs. 81 2. Rs. 27783 3. Rs. 12 4. Rs. 405
Answersheet 13.3
1. (i) Rs. 7986, Rs. 1986 (ii) Rs. 1764, Rs. 164
(iii) Rs. 11241.25, Rs. 2741.25 (iv) Rs. 23152.50, Rs. 3152.50
2. Rs. 729 3. Rs. 5000 4. 15% 5. 10%
6. Rs. 46.08
Answersheet 13.4
1. Rs. 1820 2. Rs. 1200 3. Rs. 1444 4. Rs. 340
5. Rs. 12000 6. Rs. 937.50 7. Rs. 5400 8. Rs. 13200
Answersheet | 307
Answersheet 14.1
1. (i) 150 cm2 (ii) 720 cm2 (iii) 1800 cm2
2. 185.5 cm2 3. 15 cm2 4. 20 m
Answersheet 14.2
(1) 42 cm2 (2) 18.75 cm2 (3) 8 cm (4) 4500 dm2
Answersheet 14.3
(1) 120 cm2 (2) 30 cm2 (3) 168 cm2 (4) 40.8 cm2 (5) 12 cm, 18 cm
Answersheet 14.4
(1) 156 cm2 (2) 149 cm2 (3) 530 cm2, Rs. 2782.50
Answersheet 14.5
(1) 198 cm2 (2) 188.57 cm2 (3) 2794 cm2
Answersheet 15.1
1. (i) 6 (ii) height (iii) 106
2. 6000 litre 3. 280 cm3 4. 1200 cm3
5. (i) 150 cm3 (ii) 22.5 cm3 (iii) 64 m3
(iv) 22.5 m3 (v) 35 cm3 (vi) 120 cm3
(vii) 168 cm3 (viii) 37500 cm3
6- 8 cm 7- 125 pic 8- 67-5 m3 9- 1600 litre
10- 1m 11- 1-728 cm3
12- 432 m3 (capacity) 288 m3
13- 60 m3 ] 40000 litre 14- 25000 bricks
308 | Mathematics-8
Answersheet 15.2
1. (i) 54 (ii) equal (iii) cube 2. 102.5 cm2 3. 846 foot2 4. 4750 cm2 5. 69.36 cm2
6. 6 cm 7. 79.50 cm2 8. Rs. 188 9. 4:1
Answersheet 16
(5) 6
Answersheet 17.1
12 6
1. (ii) , (iv)
13 7
5 5 11 23
3. (i) 1, 1 (ii) 7, 7 (iii) 6, 6 (iv) 4, 4
9 12 18 61
2 6 8 4 1 2 4 7 8
4. (i) , , , (ii) , , , ,
5 9 9 3 9 9 9 9 9
Answersheet 17.2
2. (i) 8 (ii) - 12 (iii) 20 (iv) - 39 (v) 59
5 5 13
3. (i) (ii) 0 (iii) - (iv)
9 3 8
5
4. 2 5. 1 6.
3
Answersheet 17.3
1. 10, two digit numbers 30, 50, 35, 53, three digit numbers 305, 350, 503, 530
2. (A) 111, 222, 333, ...., .... etc.
(B) 111111111, 222222222, .... etc.
3. (a) 26, 37, 65, 101
(b) 13, 34, 89
(c) 99, 90, 80, 57 (d) 8, 6
4. 01 + 62 + 33 = 0 + 36 + 27 = 63 etc.
5. 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 9 = 100
Answersheet | 309
6. A = 25, B = 161, C = 25, D = 12, E = 95, F = 26,
G = 25, H = 23, I = 167, J = 561
10. (i) 2 + 2 & 2 + 2/2 = 3 (ii) 22 2 & 2 & 2 = 7
11. 5 19 12
13
11 7 23
Answersheet 17.4
1- (i) yes (ii) no (iii) yes (iv) no (v) no
2- (i) divisible (ii) not divisible (iii) divisible
(iv) not divisible (v) divisible
3- 1&(ii) 815] (iii) 6570
4- (i) 560 (ii) 791 (iv) 7007
Answersheet 18.1
9 19
1- ¼i½ 2
34
¼ii½ & 1
36
¼iii½
13 15 5
2- ¼i½ ¼ii½ ¼iii½ 9
,
7
¼iv½ 6
3- Asociative law
6
4- ¼i½ ¼ii½ ¼iii½ 1
14
7
5- 12
5 39
6- ¼i½ 7
¼ii½ 0 ¼iii½ 51
¼iv½
8- ¼1½ Communtative law ¼ii½ Asociative law
¼iii½ Additive identity ¼iv½ Additive inverse
310 | Mathematics-8
Answersheet 18.2
1- ¼i½ ¼ii½ ¼iii½ ¼4½
2- ¼i½ 0 ¼ii½ ¼iii½
3- 4- 5- ¼i½ false ¼ii½ false ¼iii½ ture ¼iv½ ture
Answersheet 18.3
3- ¼i½ ¼ii½ ¼iii½
4- ¼i½ ¼ii½ ¼iii½
5- ¼i½ Distributive law ¼ii½ Distributive law
¼iii½ Communtative ¼iv½ Multiplicative inverse
¼v½ Multiplicative indentity
6- ¼i½ ¼ii½ ¼iii½ ¼4½
7- ¼i½ ture ¼ii½ false ¼iii½ false ¼iv½ ture
Answersheet 18.4
1- ¼i½ ¼ii½ ¼iii½ ¼iv½ 3 ¼v½ ¼vi½
2- ¼i½ ¼ii½ ¼iii½ ¼iv½ &3 ¼v½ ¼vi½
3- 20 4- 5-
Answersheet 18.5
1. (i) (ii) (iii)
3.
4.
Answersheet | 311
5.
6. (i) ture (ii) false (iii) false
Answersheet 19.1
1. (i) Circular (ii) r2h (iii) 1078 cm3
2. 20790 cm3
3. (i) 6336 cm3 (ii) 123.20 cm3 (iii) 6600 m3
4. 4:1
5. 86.24 m3 6. 138.6 cm3
Answersheet 19.2
1. (i) Curved surface = 1056 lseh2, whole surface = 1364 cm2
(ii) Curved surface = 1320 m2, whole surface = 1948.57 m2
(iii) Curved surface = 2310 cm2, whole surface = 3003 cm2
(iv) Curved surface = 8800 cm2, whole surface = 10032 cm2
2. 5280 cm2 3. 69.14 cm2 4. 3850 m3, Rs. 3300
5. 264 m2 6. 50 cm
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