8th Maths EM WWW - Tntextbooks.in
8th Maths EM WWW - Tntextbooks.in
8th Maths EM WWW - Tntextbooks.in
in
STANDARD EIGHT
MATHEMATICS
Content Creation
The wise
possess all
ii
Try this/these
Activity A few questions which
provide scope for
To enjoy learning reinforcement of the
Mathematics by doing content learnt.
ematic
ath
M
Miscellaneous Note
and Challenging To know
problems important facts
To give space for learning more and concepts
and to face higher challenges
in Mathematics and to face
Competitive
Examinations.
ICT Corner
Go, Search the content
and Learn more!
iii
CONTENTS
iv
5 GEOMETRY 155-210
5.1 Introduction 155
5.2 Congruent and Similar Shapes 156
August
5.3 The Pythagorean Theorem 167
5.4 Converse of Pythagoras Theorem 167
5.5 Point of Concurrency 170
5.6 Medians of a Triangle 170
5.7 Altitude of a Triangle 173 December
5.8 Perpendicular Bisectors of a Triangle 174
5.9 Angle Bisectors of a Triangle 175
5.10 Construction of Quadrilaterals 180
July
5.11 Construction of Trapeziums 187
5.12 Construction of Special Quadrilaterals 192
5.13 Construction of a Parallelogram 196 November
5.14 Construction of a Rhombus 201
5.15 Construction of a Rectangle 205
February
5.16 Construction of a Square 207
6 STATISTICS 211-231
6.1 Introduction 211
6.2 Frequency Distribution Table 212
January
Graphical Representation of the Frequency
6.3 217
Distribution for Ungrouped Data
Graphical Representation of the Frequency
6.4 221 February
Distribution for Grouped Data
7 INFORMATION PROCESSING 232-271
7.1 Introduction 233
7.2 Principles of Counting 234 August
7.3 SET - Game 239
7.4 Map Colouring 243
7.5 Fibonacci Numbers 247 November
7.6 Highest Common Factor 251
7.7 Cryptology 254
7.8 Shopping Comparison 262 February
7.9 Packing 267
ANSWERS 273-280
MATHEMATICAL TERMS 281
E-Book Assessment
STANDARD EIGHT
MATHEMATICS
vi
Rational
Numbers
Integers 0.75
Natural –3
1 NUMBERS
Numbers 3.2125
349 –24
12
5 –1.7
0
–10 7.66...
2.1515...
Learning Objectives
To understand the necessity for extending fractions to rational
numbers, to represent rational numbers on the number line and
to know that between any two given rational numbers, there lies
many rational numbers.
To learn and perform the four basic arithmetic operations and solve
word problems on rational numbers and simplify expressions with
atmost three brackets.
To understand the properties of rational numbers.
To compute the square, the square root, the cube and the cube root of numbers.
To make a rough estimate of the square roots and the cube roots of numbers.
o express numbers in exponential form and understand the laws of exponents with
T
integral powers.
To identify and express the numbers in scientific notation.
1.1 Introduction
Let us recall the different types of numbers which we have already learnt in our earlier
classes. When we want to count, it is natural to start with numbers 1, 2, 3, 4, 5, … Isn’t it?
These are all called as Counting numbers or Natural numbers and their collection is
denoted by . The use of three dots at the end of the list is a notation to show that the list keeps
going forever.
The natural numbers can be visualized as a ray marked with these numbers:
1 2 3 4 5 6 7 8 9 10
Fig 1.1
Consider the situation that yesterday my purse had money, say `8, but today the purse
may be empty. How many rupees are there in the purse now? How to denote this emptiness?
Here comes the concept of zero which evolved to symbolize the idea of emptiness. The
concept of zero, though quite natural now, was not normal to early humans. Only after
hundreds of years people started thinking of it as an actual number. The difficulty was solved
when the Indian Mathematicians provided the symbol for zero. The natural numbers system
Numbers 1
with this additional number zero became Whole numbers. The whole numbers can be
visualized now as follows:
0 1 2 3 4 5 6 7 8 9
Fig 1.2
The system of whole numbers is denoted by .
Even zero was not sufficient to solve all problems. Think what happens when 4 is taken
away from 6?
Draw a number line up to, say 9. Mark 6 by a dot on it.
0 1 2 3 4 5 6 7 8 9
Fig 1.3
We know that, to subtract 4, we need to go 4 steps to the left side from 6. We will land
on 2 and so the answer is 2. But what will happen if we want to subtract 6 from 4? This
situation is where the humans needed (and created) negative numbers.
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
Fig 1.4
But, how can a number be negative? Simple! Just think of them as numbers less than zero.
Including the negative integers with the whole numbers, we get the list of numbers called the
Integers. The integers consist of zero, the natural numbers and the negatives of the natural
numbers and it consists a list of numbers that stretch in either direction without end. The
entire collection of integers is denoted by .
If an orange is peeled off and 8 carpels Finding the square root of numbers in
are found, then one carpel represents the the form spiral using the Pythagoras
1
rational number . Theorem from Geometry
8
-12
on the number line? Between –2 and –3. Thus, a ratio made by dividing an integer by
5
another integer is called a rational number. (Remember, we should not divide by zero!)
a
Formally speaking, a rational number is a number of the fractional (ratio) form ,
b
where a and b are integers and b ≠ 0. The collection of all rational numbers is denoted by .
Non-negative rational numbers may be thought of as fractions. They can also be expressed as
decimals and percents.
Since operations on rational numbers demand a basic knowledge of operations on
fractions, let us recall through an exercise some of the basic ideas related to fractions.
Recap Exercise
125
1. The simplest form of is _________.
200
8
2. Which of the following is not an equivalent fraction of ?
12
2 16 32 24
(A) (B) (C) (D)
3 24 60 36
4 8 3 5 7
3. Which is bigger: or ? 4. Add the fractions: + +
5 9 5 8 10
1 1 1 3 4
5. Simplify: − − 6. Multiply: 2 and 1 .
8 6 4 5 7
7 35 70 28 7
7. Divide: by . 8. Fill in the boxes: = = = =
36 81 66 44 121
7 1
9. In a city of the population are women and are children. Find the fraction of the
20 4
population of men.
1 1
10. Represent by a diagram.
2 4
Try these
1. Is the number –7 a rational number? Why?
2. Write any 6 rational numbers between 0 and 1.
Note
The word ‘ratio’ in Math refers to the comparison of the sizes of two different
quantities of any kind. For example, if there is one teacher for every 20 students in a
class, then the ratio of teachers to students is 1:20. Ratios are often written as fractions
1
and so 1:20 = . For this reason, numbers in the fractions form are called rational
20
numbers.
Numbers 3
–2 –1 0 1 2
Fig. 1.5
-3 3 1
Similarly, it is easy to find
between –1 and –2 since 1 .
2 2 2
Now, on the following number line what rational numbers do the letters A and B
represent?
A B
–6 –5 –4 –3 –2 –1 0 1 2 3 4
Fig. 1.6
You will now be able to say easily the rational numbers marked by A and B on the
number line as shown above. Isn’t it? Here, A represents the rational number
4 −32 3 18
−4 and B represents the rational number 3 .
7 7 5 5
1.2.2 Decimal representation of a rational number
A rational number can be nicely represented in decimal form rather than in the usual
a
fractional form. Given a rational number in the form (b ≠ 0), just divide the numerator
b
a by the denominator b and we can see that it can be expressed as a terminating or non-
terminating, recurring decimal.
Activity
Use a string as a number line and fix it on the wall, for the
length of the class room. Just mark the integers spaciously and
ask the students to pick the rational number cards from a box
and fix it roughly at the right place on the number line string.
This can be played between teams and the team which fixes more
number of cards correctly (by marking) will be the winner.
Example 1.1
Write the decimal forms of the following rational numbers:
1 3 4
i) ii) 1 iii) -5 iv) 3 v) 1
4 20 5 3
Solution:
1 25 3 23 115 4 −29 −58
(i)= = 0.25 (ii) 1 = = = 1.15 (iii) −5 = = = −5. 8
4 100 20 20 100 5 5 10
3 30
(iv) 3 = = = 3.0 (v) 1 = 0.3333... (by actual division and it is recurring and non-terminating)
1 10 3
Note
� The above examples show how a rational number may be given in decimal
form. The reverse process of converting the decimal form of a rational number to the
fractional form may be seen in the higher classes.
� There are decimal numbers which are non-terminating and non-recurring such as
𝜋 = 3.141592653589793238462643…..
2 = 1.41421356237309504880168……. etc.
They are not rational numbers and one can study more about them in the higher classes.
Try these
Numbers 5
2020
Bank
Example 1.2
48 −18
Reduce to the standard form: (i) (ii)
−84 −42
Solution:
(i) Method 1:
48 48 2 24 2 12 3 4
(dividing by –2,2 and 3 successively)
84 84 2 42 2 21 3 7
Method 2:
The HCF of 48 and 84 is 12 (Find it!). Thus, we can get its standard form by
dividing it by –12.
48 48 12 4
84 84 (12) 7
(ii) Method 1:
−18 −18 ÷ ( −2) 9 ÷ 3 3
= = = (dividing by –2 and 3 successively)
−42 −42 ÷ ( −2) 21 ÷ 3 7
Method 2:
The HCF of 18 and 42 is 6 (Find it!). Thus, we can get its standard form by
dividing it by 6.
−18 −18 × ( −1) 18 18 ÷ 6 3
= = = =
−42 −42 × ( −1) 42 42 ÷ 6 7
Try these
1. Which of the following pairs represents equivalent rational numbers?
−6 18 −4 1 −12 60
(i) , (ii) , (iii) ,
4 −12 −20 −5 −17 85
2. Find the standard form of:
36 −56 27
(i) (ii) (iii)
−96 −72 18
3. Mark the following rational numbers on a number line.
−2 −8 5
(i) (ii) (iii)
3 −5 −4
Solution:
Since every positive number is greater than every negative number,
5 -10
we conclude that > .
17 19
Type 2 : Comparing two rational numbers represented by two fractions with same
denominators
Example 1.4
1 4
Compare and .
3 3
Solution:
Since the denominators are the same, just compare the numerators.
1 4
Since 1 < 4, we conclude that < .
3 3
Type 3 : Comparing two rational numbers represented by two fractions with different
denominators
Example 1.5
3 5
Compare and .
4 6
Solution:
The LCM of the denominators is 12 (Find it!). Consider for each rational number an
equivalent rational number with the LCM 12 as denominator.
3 9 5 10
We get = and = , which become like fractions now.
4 12 6 12
9 10 3 5
Here, < . Hence, we conclude that < .
12 12 4 6
Type 4 : Comparing two rational numbers that are not in standard form
Example 1.6
9 -2
Compare and .
-4 3
Solution:
9
The number is not in standard form. First put it in the standard form.
-4
9 9 -1 -9
= ´ (to get a positive denominator ) =
-4 -4 -1 4
-9 -2
Now, we shall compare the fractions and . We find that these two fractions are unlike
4 3
fractions. To make them as like fractions, we make use of their LCM, which is 12.
-9 -27 -2 -8
We can now compare their equivalent fractions = and = (How?). We find that
4 12 3 12
the denominators are the same and so just comparing the numerators –27 and –8 are enough.
8 8th Standard Mathematics
Fig. 1.7
-8 -27
–8 is to the right of –27 and hence (–8) > (–27). This leads to the result that > and
12 12
-2 9
consequently we conclude that > .
3 -4
Example 1.7
Write the following rational numbers in ascending and descending order.
−3 7 −15 14 −8
, , , ,
5 −10 20 −30 15
Solution:
First make the denominators to be positive and write the numbers in standard form
− 3 − 7 − 15 − 14 − 8
as , , , , . Here, the LCM of 5,10,15,20 and 30 is 60 (Find it!). Change the
5 10 20 30 15
given rational numbers in equivalent form with common denominator 60.
−3 -7 −15 −14 −8
5 10 20 30 15
3 12 7 6 42 15 3 45 = 14 2 28 8 4 32
= = = =
5 12 10 6 60 20 3 60 30 2 60 15 4 60
−36 7 6 42 15 3 45 14 2 28 8 4 32
= = = = =
60 10 6 60 20 3 60 30 2 60 15 4 60
Comparing the numerators alone, that is, −36, −42, −45, −28 and –32 we see that
−45 < −42 < −36 < −32 < −28
45 42 36 32 28 15 7 3 8 14
Hence, and so, .
60 60 60 60 60 20 10 5 15 30
−15 7 −3 −8 14
So, the ascending order is , , , and .
20 −10 5 15 −30
14 −8 −3 7 −15
Also, its reverse order gives the descending order as , , , and .
−30 15 5 −10 20
1.2.7 Rational numbers between any two given rational numbers
Consider the integers 4 and 10. We can locate five integers namely 5,6,7,8 and 9
(shown in dark dots) between them. Isn’t it?
4 5 6 7 8 9 10
Fig. 1.8
How many integers can you find between 3 and –2? List them.
Are there any integers between –5 and –4? No, is the answer.
?
-5 -4 -3 -2 -1 0 1
Fig. 1.9
Numbers 9
This shows that the choice of integers between two given integers is limited. They are
finite in number or may be nothing between them. Let us think what will happen, if we
consider rational numbers instead of integers? We will see that we can have many rational
numbers between any two rational numbers. There are at least two methods to find more
rational numbers between any two rational numbers.
Method of Averages:
We know that that the average of any two numbers always lies at the middle of them.
2+8
For example, the average of 2 and 8 is = 5 and this 5 lies at the middle of 2 and 8 as
shown in the following number line. 2
average
?
2 3 4 5 6 7 8
{
{
Fig. 1.10
We use this idea to find more rational numbers between any two rational numbers.
Example 1.8
Find a rational number between 1 and 5 .
3 9
Solution:
1 5 1 1 5 1 1 3 5
The average of and = + = × + (Why?)
3 9 2 3 9 2 3 3 9
1 3 5 1 8 4
= + = × =
2 9 9 2 9 9
1 average
=
0 3 1
0 1 2 3 4 5 6 7 8 9
9 9 9 9 9 9 9 9 9 9
Fig. 1.11
4 1 5
Note that is one rational number we have found in between and and we
9 3 9
1 5
can find many such numbers in between and . This
3 9 Think
shows that between any two rational numbers there lie Are there any
an unlimited number of rational numbers! Mathematically, rational numbers
we say that there lie an infinite number of rational numbers −7 6
between and ?
between any two rational numbers. 11 −11
Illustration:
3 4
Let us now try to find more rational numbers say between and by the following
7 7
visual explanation on the number line. If we get the multiples of the denominator of the
equivalent rational numbers (the easy one will be to multiply by 10), then we can insert as
3 30 4 40
many rational numbers as we want. We shall write as and as and see that there
7 70 7 70
3 4
are 9 rational numbers between and as given in the number line below.
7 7
3 30 31 32 33 34 35 36 37 38 39 40 4
= =
7 70 70 70 70 70 70 70 70 70 70 70 7
Fig. 1.12
37 38 37 370
Now, if we want more rational numbers between say and we can write as
70 70 70 700
38 380 37 38
and as . Then again, we will get nine rational numbers between and as
70 700 70 70
371 372 373 374 375 376 377 378 379
, , , , , , , and .
700 700 700 700 700 700 700 700 700
The following diagram helps us to understand this nicely with a magnifying lens used
between 0 and 1 and further zoomed into the fractional parts also.
.–2 –1 0 1 2
0 1 2 3 4 5 6 7
0= =1
7 7 7 7 7 7 7 7
3 30 31 32 33 34 35 36 37 38 39 40 4
= =
7 70 70 70 70 70 70 70 70 70 70 70 7
37 370 371 372 373 374 375 376 377 378 379 380 38
= =
70 700 700 700 700 700 700 700 700 700 700 700 70
Fig. 1.13
Thus, we can see that there are an unlimited number of rational numbers between any
two given rational numbers.
Numbers 11
Example 1.9
-3 -2
Find atleast two rational numbers between and .
4 5
Solution:
The denominators are different for the given rational numbers. The LCM of the
denominators 4 and 5 is 20. Make the rational numbers such that they have common
denominators as 20. Here,
−3 −3 5 −15 −2 −2 4 −8 .
= × = and = × =
4 4 5 20 5 5 4 20
-15 -8
and
It is easy now to find and insert rational numbers between as shown below.
20 20
-3 -2 -15 -14 -13 -12 -11 -10 -9 -8 -3 -2 -15 -14 -13 -12 -11
4 5 20 20 20 20 20 20 20 20 4 5 20 20 20 20 20
-3 --32--3-2-
15
--32-
15
- 314
--2-
15314
--215
- 13
--314
--215
-13
-
-14
-3212
- 15
13
- 14
--
-12
--2-
15
13
-11
14
-
-12
--13
15
-11
-14
12
-
-10
13
-
-11-
12
14
10
-
--13
11
-912
10
-
---11
913
812
10
- 11
9-8-
-- 10
12911
-- 8-
10
-9-11
8-10
-9-8--
10
98 -
-98 -8
4 4 5 45204520420 520420
520
20
420
520
2020
4520
20
2020
20
520
20
20
20
2020
2020
20
20
20
2020
2020
2020
20
20
20
20
2020
20
20
2020
20
202020
20
20
2020
20
20 2020 20
20 20
Fig. 1.14
-14 -13 -12 -11 -10 -9
We can list a few rational numbers as , , , , and between
20 20 20 20 20 20
-15 -8
and .
20 20
-15 -8
Are these the only rational numbers between and ? Think! Try to find 10 more
20 20
rational numbers between them, if possible!
Note
-7 5
We can find many rational numbers between and quickly as given below:
11 -9
The range of rational numbers can be got by the cross multiplication of denominators with the
numerators after writing the given fractions in standard form. The cross multiplication here
-7 -5
gives the range of rational numbers from –63 to –55 with the denominator 99.
11 9
This is nothing but making the given rational numbers equivalent with the denominator 99!
Exercise 1.1
1. Fill in the blanks:
−19
(i) lies between the integers __________ and __________.
5
9 -8 -17 15
(ii) The decimal form of the rational number is __________.
4 3 -5 -4
9 -8 -17
8 15
(iii) The rational numbers and are equidistant from __________.
4 3 -53 -4
−15 20 −25
(iv) The next rational number in the sequence , , is __________.
24 −32 40
58
(v) The standard form of is __________.
−78
12 8th Standard Mathematics
–4 –3 –2 –1 0 1
?
(ii)
–3 –2 –1 0 1 2
?
(iii)
–3 –2 –1 0 1 2
4. The points S, Y, N, C, R, A, T, I and O on the number line are such that CN=NY=YS and
RA=AT=TI=IO. Find the rational numbers represented by the letters Y, N, A, T and I.
S Y N C RAT I O
-4 -3 -2 -1 0 1 2 3 4
5. Draw a number line and represent the following rational numbers on it.
Example 1.10
−6 8 −12
Add : , ,
11 11 11
Solution:
Write the given rational numbers in the standard form and then add them.
6 8 12 6 8 12 10
So,
11 11 11 11 11
Type 2 : Adding numbers that have different denominators
After writing the given rational numbers in the standard form, use the LCM of their
denominators to convert the numbers into equivalent rational numbers with a common
denominator so that this reduces to Type1.
Example 1.11
−5 −4 7
Add : , ,
9 3 12
Solution:
LCM of 9, 3,12 = 36
5 4 6 5 4 4 12 7 3
So,
9 3 12 9 4 3 12 12 3
20 48 21 20 48 21 47
36 36 36 36 36
1.3.2 Additive Inverse
The additive inverse of a rational number is another rational number which when
added to the given number, gives zero.
4 -4 Think
For example, and are additive inverses of each
3 3 Is zero a rational
other, since their sum is zero. number? If so, what
1.3.3 Subtraction is its additive inverse?
Subtraction is simply adding the additive inverse.
Example 1.12
9 −12
Subtract : from
17 17
Solution:
12 9 12 9 12 9 21
Now,
17 17 17 17 17 17
Example 1.13
6 5
Subtract : −2 from −4
11 22
Solution:
5 6
Now, −4 − −2
22 11
93 28
22 11
93 28 −93 + 28 × 2
=
22 11 22
−93 + 56 −37 15
= = = −1
22 22 22
1.3.4 Multiplication
Product of two or more rational numbers is found by multiplying the corresponding
numerators and denominators of the numbers and then writing them in the standard form.
Numbers 15
Example 1.14
−5 7 −6
Evaluate : (i) × (ii) × ( −4 )
8 3 −11
Solution:
−5 7 −5× 7 −35 −6 6 (−4) 6 × (−4) −24
(i) × = = (ii) × (−4) = × = =
8 3 8×3 24 −11 11 1 11 × 1 11
1.3.5 Multiplicative Inverse
Think
If the product of two rational numbers is 1,
What is the multiplicative
then each of them is said to be the reciprocal or the
inverse of 1 and –1?
multiplicative inverse of the other.
1 1 1
For the rational number a, its reciprocal is and vice versa since a a 1.
a a a
a b a b b a
For the rational number , its multiplicative inverse is and vice versa since × = × = 1.
b a b a a b
1.3.6 Division
The idea of reciprocals of fractions is extended to the division of rational numbers
also. To divide a given rational number by another rational number, we have to multiply
the given rational number by the reciprocal of the second rational number. That is, division
is simply multiplying by the multiplicative inverse of the divisor.
Example 1.15
Try these
7 −3
Divide : by Divide :
−8 4
Solution: -7 -7 -7 35
(i) by 5 (ii) 5 by (iii) by
7 3 7 4 7 3 3 3 6
Here,
8 4 8 3 6
Note
For any non-zero b, c, and d, we have
a a b ac a c ad
(i) ÷ c = (ii) a ÷ = (iii) ÷ =
b bc c b b d bc
Example 1.17
−2 3
The product of two rational numbers is . If one number is , then find the other.
3 7
Solution:
Let the other number be x. Aliter
3 2 3 2
Given, x x
7 3 7 3
3 7
Multiplying by the reciprocal of , that is on both sides, x 2 7 14
7 3 3 3 9
7 3 7 2 (by cross multiplication)
x
3 7 3 3
14
x
9
Example 1.18
3
One roll of ribbon is 18 m long. Sankari has four full rolls and one–third of another
4
roll. How many metres of ribbon does Sankari have in total?
Solution:
Number of metres of ribbon Sankari has in total
3 1
= 18 × 4
4 3
75 13 325 1
= × = = 81 m Fig. 1.15
4 3 4 4
Example 1.19
Find the rational numbers that should be added and subtracted so that they will
1 3 3
make the sum 3 + 1 + 2 to the nearest whole number.
2 4 8
Solution:
1 3 3
Now, 3 + 1 + 2
2 4 8
7 7 19 7 × 4 + 7 × 2 + 19 × 1 28 + 14 + 19
= + + = =
2 4 8 8 8
61 5
= = 7 , which lies between the whole numbers 7 and 8.
8 8
5 5 64 61 3 5 64 615 3
= 7 from
If we subtract = 7 , it becomes 7. If we = 7 , it becomes−
− add= to =7+
7 =+ =7+1=8.
8 8 8 8 8 8 8 88 8
Example 1.20
8 8
A student instead of multiplying a number by , by mistake divided it by . If the
9 9
difference between the correct answer and the answer got by him is 34, then find the number.
Numbers 17
Solution:
Let the number be x .
x
8x 9x
The student had to find but, he had found 8 , that is .
9 9 8
9x 8x
Now, − = 34 (given)
8 9
81x − 64 x 17 x
= 34 ⇒ = 34
72 72
34 × 72
x = = 144
17
Example 1.21
4 3 5 30 12 27
Simplify:
3 2 3 12 9 16
Solution:
4 3 5 30 12 27 4 3 −5 12 −12 −27
Here, = + + × + ×
3 2 3 12 9 16 3 2 3 30 9 16
8 9 −1 4 −3 −3
= + + × + ×
6 6 1 6 1 4
17 −4 9
= + +
6 6 4
17 − 4 9 13 9
= + = +
6 4 6 4
26 + 27 53
= =
12 12
Exercise 1.2
1. Fill in the blanks:
−5 7
(i) The value of + = ________.
12 15
−3 18
(ii) The value of × is ________.
6 −9
15 30
(iii) The value of is ________.
23 46
(iv) The rational number ________ does not have a reciprocal.
(v) The multiplicative inverse of –1 is ________.
2. Say True or False:
(i) All rational numbers have an additive inverse.
(ii) The rational numbers that are equal to their additive inverses are 0 and –1.
−11 11
(iii) The additive inverse of is .
−17 17
18 8th Standard Mathematics
Numbers 19
01_8th_Maths_Numbers_Chap 1.indd 21
a+b is in a+b=b+a (a + b) + c a+0 a + ( − a) a × (b + c)
= a + (b + c) =0+a=a = ( − a) + a = 0 = (a × b) + (a × c)
E.g. E.g. E.g. E.g. E.g. E.g.
Addition
5+(23)=2 5 + (−3) = (−3) + 5 (2 + 3) + ( −4) = 1 (4) 0 5 + ( −5) 2 × [3 + (−5)] = −4
⇒ 2 is in ⇒2=2 2 [3 (4)] 1 0 (4) 4 = ( −5) + 5 = 0 (2 × 3) + [2 × (−5)]
= −4
ab is in a ×b =b×a (a × b) × c a ×1
= a × (b × c) = 1× a = a
Multiplication E.g._______ E.g._______ E.g. E.g._______ Does not exist Not Applicable
(2 × 3) × (−6) = −36
2 × [3 × (−6)] = −36
www.tntextbooks.in
Numbers
Division 3 Fails Fails Fails Fails Not applicable
E.g. 3 ÷ 5 = does
5
21
not belong to
20/11/2022 12:47:40
www.tntextbooks.in
Further,
7 3 7 3 21 Try these
a b
8 5 85 40
3 7 7 3
3 7 3 7 21 (i) Is ?
Also, ba 5 8 8 5
5 8 58 40 3 7 7 5
(ii) Is ÷ = ÷ ?
Here, we find that a × b = b × a and hence 5 8 8 3
So, what do you conclude?
multiplication is commutative.
6. Verify the additive and multiplicative inverse property for the rational numbers
−7 17
and .
17 27
Objective Type Questions
7. Closure property is not true for division of rational numbers because of the number
1
(A) 1 (B) –1 (C) 0 (D)
2
1 3 5 1 3 5
8. − − ≠ − − illustrates that subtraction does not satisfy the ________
2 4 6 2 4 6
property for rational numbers.
(A) commutative (B) closure (C) distributive (D) associative
9. Which of the following illustrates the inverse property for addition?
1 1 1 1 1 1 1 1 1
(A) − =0 (B) + = (C) +0= (D) −0=
8 8 8 8 4 8 8 8 8
3 1 1 3 1 3 1
10. illustrates that multiplication is distributive over
4 2 4 4 2 4 4
(A) addition (B) subtraction (C) multiplication (D) division
Think
1 2 3
1 2 4 5 6
1 3 4 7 8 9
Numbers 25
Think
1. Is the square of a prime number, prime?
2. Will the sum of two perfect squares always be a perfect square? What about their
difference and their product?
Try these
1. Which among 256, 576, 960, 1025, 4096 are perfect square numbers?
(Hint: Try to extend the table of squares already seen).
2. One can judge just by look that each of the following numbers 82, 113, 1972, 2057,
8888, 24353 is not a perfect square. Explain why?
Perfect numbers such as 6, 28, 496, 8128 etc., are not square numbers.
Note
If a perfect square number ends in zero, then it must end with even number of
zeroes always. We can verify this for a few numbers in the table given below.
Think
Consider the claim: “Between the squares of the consecutive numbers n and (n+1),
there are 2n non-square numbers”. Can it be true? How many non-square numbers are
there between 2500 and 2601? Verify the claim.
Numbers 27
If 112 = 121, what is 121 ? If 529 = 232, what is the square Square root Reason
root of 529? If we know that 324 = 182, we can immediately 1=1 12 = 1
tell that 324 is 18.
4 =2 22 = 4
We have, 1 = 1 and so 1 is a square root of 1. Similarly,
2
Look at 6 and its prime factors. How many times do 2 and 3 occur in 36 in the list?
Now, look at its square 36 and its prime factors. How many times do 2 and 3 occur in 36 here?
Repeat the above task in the case of other numbers 8, 12, and 15 also. (We may also
choose our own numbers and their squares). What do we find? We find that,
e number of times a prime factor twice the number of times it occurs in
Th
=
occurs in the square of a number the prime factorisation of the number.
We use this idea to find the square root of a square number. First, resolve the given number
into prime factors. Group the identical factors in pairs and then take one from them to find
the square root.
Example 1.22
Find the square root of 324 by prime factorisation.
Solution:
First, resolve the given number into prime factors. Group the identical factors in pairs
and then take one from them to find the square root.
Now, 324 = 2 × 2 × 3 × 3 × 3 × 3 2 324
= 22 × 32 × 32 2 162
3 81
(2 3 3)2
3 27
324 (2 3 3)2 3 9
233 3 3
324 18 1
Example 1.23
Find the least number by which 250 is to be multiplied (or) divided so that the resulting
number is a perfect square. Also, find the square root in that case.
Solution: 5 250
5 50
Here, 250 = 5 × 5 × 5 × 2
5 10
= 52 × 5 × 2 2 2
Here, the prime factors 5 and 2 do not have pairs. 1
Therefore, we can either divide 250 by 10 (5 × 2) or multiply 250 by 10.
(i) If we multiply 250 by 10, we get 2500 = 52 × 5 × 2 × 5 × 2 and therefore the square
root of 2500 would be 5 × 5 × 2 = 50.
(ii) If we divide 250 by 10, we get 25 and in this case we get 25 = 52 = 5 .
Example 1.24
Is 108 a perfect square number?
Solution:
2 108 Think
Here, 108 = 2 × 2 × 3 × 3 × 3 2 54 In this case, if we want to
= 2 ×3 ×3
2 2
3 27 find the smallest factor with which
Here, the prime factor 3 does not 3 9 we can multiply or divide 108 to
have a second pair. Hence, 108 is not a 3 3 get a square number, what should
perfect square number. 1 we do?
Numbers 29
Illustration 1
Find the square root of 576 by long division method.
Step 1:
Group the digits in pairs, starting with the digit in the unit’s place. Each pair
5 76
and the remaining digit (if any) is called a period. Put a bar over every pair of digits
starting from the right of the given number. If there are odd number of digits, the
extreme left digit will be without a bar sign above it.
So, here we have 5 76
Step 2:
Think of the largest number whose square is equal to or just less than 2 × 2 2
the first period. Take this number as the divisor and also as the quotient. The
2 5 76
left extreme number here is 5. The largest number whose square is less than or
equal to 5 is 2. This is our divisor and the quotient. 4
1
Step 3: 2
Bring 76 down and write it down to the right of 2 5 76
the remainder 1. 4
Now, the new dividend is 176. 1 76
Step 4: 2
×2
To find the new divisor, multiply the earlier quotient (2) by 2 (always) 2 5 76
and write it leaving a blank space next to it. 4
Step 5: 4 1 76
2
The new divisor is 4 followed by a digit. We should choose ×2
this digit next to 4 such that the new quotient multiplied by the 2 5 76
new divisor will be less than or equal to 176. 4
4 ? 1 76 ≤ Product
Step 6:
Clearly, the required digit here has to be 4 or 6. (Why?) 2 4
When we calculate, 46 6 276 whereas 44 4 176 . 2 5 76
Therefore, we put 4 in the blank space and write 44 4 176 below 176 and 4 4 1 76
1 76
subtract to get the remainder 0 and the quotient at the top, that is 24 is the
0
square root of 576.
576 24 .
Illustration 2
In the following example, follow the figures one after another and try to understand what
each figure explains, the stage by stage and the gradual computation of computing the square root
of 288369.
1 2 3
5 5
28 83 69 5 28 83 69 5 28 83 69
25 25
3 10 3 83
4 5 6
5 3 5 3 5 3 7
5 28 83 69 5 28 83 69 5 28 83 69
25 25 2
25
103 3 83 103 3 83 103 3 83
3 09 3 09 2 3 09
74 106 74 69 1067 74 69
74 69
0
Example 1.25
Find the square root of 459684 by long division method.
Solution:
By long division method, we can find the square root of 459684 as given below:
6 7 8
6 45 96 84
2
36
127 9 96
2 8 89
1348 1 07 84
1 07 84
0
459684 678
Example 1.26
The area of a square field is 3136 m2. Find its perimeter.
3136 m² ?
Solution:
Given that the area of the square field = 3136 m2.
5 6
∴The side of square field = 3136 m
= 56 m ?
5 31 36
∴The perimeter of the square field = 4 × side 25
= 4 × 56 106 6 36
= 224 m 6 36
Numbers 31
Example 1.27
A real estate owner had two plots, a square plot of side 39 m and a rectangular plot of
dimensions 100 m length and 64 m breadth. He sells both of these plots and acquires a new
square plot of the same area. What is the length of side of his new plot?
Solution:
The transactions can be visualised as follows:
Plots sold New plot bought
39
39
?
64
?
100
Try these
Find the square root by long division method: 1. 400 2. 1764 3. 9801
Hence, we conclude that the number of bars indicates the number of digits in the square root.
Try these
Without calculating the square root, guess the number of digits in the square root of
the following numbers: 1. 14400 2. 390625 3. 100000000
Put the decimal point in the square root as soon as the integral part is
exhausted. 42.25 6.5
1.7.5 Square root of product and quotient of numbers
For any two positive numbers a and b. we have
a a
(i) ab = a × b and (ii) (b 0) Try these
b b
Example 1.28 Find the square root of
Find the value of 256 . 1. 5.4756 2. 19.36 3. 116.64
Solution:
256 16 16 16 16 4 4 16.(or) 256 64 4 64 4 8 2 16.
Think
Try to fill in the blanks using ab = a × b .
36 = 6 9 × 4 = 3×2 = 6 Is 36 = 9 × 4 ? 81= ? 9 × 9 = __× __ = __ Is 81 = 9 × 9 ?
Activity
Attempt to prepare a table of square root problems as in the above case to show that
if a and b are two perfect square numbers, then a a (b 0) . We can use this idea to
b b
compute certain square-root problems easily.
Numbers 33
Example 1.29
Find the value of 42.25 .
Solution:
4225 4225
We can write this as 42.25 = =
100 100
Now, it is easy to compute the square root of the whole number 4225 by long division method
4225 4225 65
as 4225 = 65 and so, we now get 42.25 = = = = 6. 5
100 100 10
This is another way of tackling problems of square root of
Try these
decimal numbers without any botheration of decimal symbol.
Using this method,
Example 1.30 find the square root of
98 the numbers 1.2321 and
Simplify: (i) 12 × 3 (ii)
162 11.9025.
Solution:
a a
(i) Remembering the rule, a b ab (ii) Remembering the rule, (b 0)
b b
2 98 2 49 49 72 7
12 3 12 3 36 6 6
162 2 81 81 92 9
Example 1.31
7 9
Simplify: (i) 2 (ii) 1
9 16
Solution:
7 25 52 5 2 9 25 52 5 1
(i) =
2 = = = 1 (ii) 1= = = = 1
9 9 32 3 3 16 16 42 4 4
Remark: In the case of the (ii) problem one may be tempted to give the answer immediately
3
as 1 , but this is not correct since you have to convert the mixed fraction into an improper
4
a a
fraction and then use the rule (b 0)
b b
1.7.6 Approximating square roots Try these
Can you write the given numbers 40 , 6 and 7 in Write the numbers in
ascending order? Here 40 is not a square number and ascending order.
so we cannot determine its root easily. However, we can 1. 4, 14 , 5 2. 7, 65 , 8
estimate an approximation to 40 and use it here.
We know that the two closest squares surrounding 40 are 36 and 49.
Thus, 36 < 40 < 49 which can be written as 62 < 40 < 72.
Considering the square root, we have 6 < 40 < 7.
Exercise 1.4
1. Fill in the blanks:
(i) The ones digit in the square of 77 is___________.
(ii) The number of non-square numbers between 242 and 252 is ______.
(iii) The number of perfect square numbers between 300 and 500 is ______.
(iv) If a number has 5 or 6 digits in it, then its square root will have ___________ digits.
(v) The value of 180 lies between integers ______ and ______.
Numbers 35
1×1×1 13 1
23 8
2×2×2
33 27
3×3×3
4×4×4 43 64
Note
Try these
• A perfect cube does not end with
Find the ones digit in the cubes
two zeroes.
of each of the following numbers.
• The cube of a two digit number may have
1. 12 2. 27 3. 38
4 or 5 or 6 digits in it.
4. 53 5. 71 6. 84
1.8.2 Cube root
The cube root of a number is the value that Cube Cube
Cubes Cubes
when cubed gives the original number. Roots Roots
For example, the cube root of 27 is 3 because when 3 1 1 729 9
is cubed we get 27. 8 2 1000 10
Notation: 27 3 1331 11
The cube root of a number x is denoted as
1 64 4 1728 12
3
x (or ) . x3 125 5 2197 13
Here are some more cubes and cube roots: 216 6 2744 14
3 3
3
1 = 1 since 1 = 1, 8 = 2 since 2 = 8,
3
343 7 3375 15
3
27 = 3 since 33 = 27, 3 64 = 4 since 43 = 64, 512 8 4096 16
3
125 = 5 since 53 = 125 and so on.
Numbers 37
Example 1.32
Is 400 a perfect cube?
Solution:
By prime factorisation, we have 400 = 2 × 2 × 2 × 2 × 5 × 5.
There is only one triplet. To make further triplets, we will need two more 2’s and one more 5.
Therefore, 400 is not a perfect cube.
Example 1.33
Find the smallest number by which 675 must be multiplied to obtain a perfect cube.
Solution: 3 675
We find that, 675 = 3 × 3 × 3 × 5 × 5 …………….(1) 3 225
Grouping the prime factors of 675 as triplets, we are left over with 5 × 5. 3 75
We need one more 5 to make it a perfect cube. 5 25
5 1
To make 675 a perfect cube, multiply both sides of (1) by 5.
1
675 × 5 = 3 × 3 × 3 × 5 × 5 × 5
3375 = 3 × 3 × 3 × 5 × 5 × 5 Think
Now, 3375 is a perfect cube. Thus, the smallest In this question, if the word
required number to multiply 675 such that the new ‘multiplied’ is replaced by the word
number perfect cube is 5. ‘divided’, how will the solution vary?
Example 1.34
Find the cube root of 27000.
Solution:
By prime factorisation, we have 27000 = 2 × 2 × 2 × 3× 3× 3× 5× 5× 5
∴ 3 27000 = 2 × 3× 5 = 30.
Example 1.35
Evaluate: (i) 3
9261 (ii) 3
1728
8000 729
Solution: 1 1
9261 3
9261 (21 )
(21×21×21) 21
3 1
3 3
(i)
3 = = 1 1 = =1
=
8000 3
8000 20 20
(20×20×20)3 (20 )3 3
1 1
1728 3
1728 (12 ×12 ×12) 3 (12 )3 12 4 1 3
(ii)
3 = = = = = =1
1 1
729 3
729 9 3 3
(9×9×9) 3
(9 )3 3
Exercise 1.5
1. Fill in the blanks:
(i) The ones digits in the cube of 73 is____________.
(ii) The maximum number of digits in the cube of a two digit number is _______.
(iii) The smallest number to be added to 3333 to make it a perfect cube is ___________.
(iv) The cube root of 540×50 is ___________.
(v) The cube root of 0.000004913 is ___________.
2. Say True or False:
(i) The cube of 24 ends with the digit 4.
(ii) Subtracting 103 from 1729 gives 93.
(iii) The cube of 0.0012 is 0.000001728.
(iv) 79570 is not a perfect cube.
(v) The cube root of 250047 is 63.
3. Show that 1944 is not a perfect cube.
4. Find the smallest number by which 10985 should be divided so that the quotient is a
perfect cube.
5. Find the smallest number by which 200 should be multiplied to make it a perfect cube.
6. Find the cube root of 24 × 36 × 80 × 25.
7. Find the cube root of 729 and 6859 by prime factorisation.
8. What is the square root of cube root of 46656?
9. If the cube of a squared number is 729, find the square root of that number.
10. Find the two smallest perfect square numbers which when multiplied together gives a
perfect cube number.
Activity
Observe that Observe that
23 − 13 = 1 + 2 × 1 × 3 13 = 1 = 1
33 − 23 = 1 + 3 × 2 × 3 23 = 8 = 3 + 5
43 − 33 = 1 + 4 × 3 × 3 33 = 27 = 7 + 9 + 11
Find the value of 153 −143 in the above Continue this pattern to find the value of
pattern. 73 as the sum of consecutive odd numbers.
1.9 Exponents and Powers
We know how to express some numbers as squares and cubes. For
Numbers 39
zz Quotient law
According to this law, when dividing two powers that have the same base we can subtract
the exponents. That is,
am
n
= a m-n
a
where a (a ¹ 0), m, n are integers. Note that the base should be the same in both the quantities.
How does it work? Study the following examples.
Numbers 41
Examples:
(3)5
2
(3)52 by law and (3)3 27
(3)
(or )
(3)5
a) 2
(3)5 (3)2 (3)52 (3)3
(3)
(or )
(3)5 (3) (3) (3) (3) (3)
2
(3) (3) (3) (3)3
(3) (3) (3)
(−7)100
98
=(−7)100−98 by law and (−7)2 =49
(−7)
b) (or)
(−7)100 (−7) × (−7) × (−7) × ...100 times
= = (−7) × (−7) = 49
(−7)98 (−7) × (−7) × (−7) × ... 98 times
zz Power law
According to this law, when raising a power to another power, we can just multiply the
exponents.
(am)n = amn
where a (a ¹ 0), m, n are integers.
Examples:
[(-2)3 ]2 = (-2)3×2 by law and(-2)6 = 64
(or)
[(-2)3 ]2 = [(-2) × (-2) × (-2)]2 = [-8]2 = 64
Try these
Verify the following rules (as we did above). Here, a,b are non-zero integers and
m, n are any integers.
1. Product of same powers to power of product rule: am × bm = (ab)m
m
a m a
2. Quotient of same powers to power of quotient rule: m =
b b
3. Zero exponent rule: a = 1.
0
Example 1.36
1 32
Find the value of (i) 4 −3 (ii) (iii) (−2)5
× (−2)−3
(iv)
2−3 3−2
Solution:
1 1 1 1
(i) 4−3 = 3
= = (ii) 3
23 2 2 2 8
4 4 × 4 × 4 64 2
42 8th Standard Mathematics
32 2 2
(iii) (2)5 (2)3 (2)53 (2)2 2 2 4 (iv) -2 = 3 ×3 = 9 × 9 = 81
3
Example 1.37
Simplify and write the answer in exponential form:
4
5
(ii) (−3) ×
5 8 5 –5 4
(i) (3 ÷ 3 ) × 3
3
Solution:
5
35 5 58 5 5 3 5 5 35 5 15 5 155 1
(i) 8 3 (3 ) 3 (3 ) 3 3 3 3 3 3 320 20
3 3
4 4
5 4 5
(ii) 3 3 4 54 625
4
3 3
Example 1.38
x+2 5 10
Find x so that ( −7 ) × ( −7 ) = ( −7 )
Solution:
x+2 5 10
(-7) ´(-7) = (-7)
x 2 5 10
7 7
Since the bases are equal, we equate the exponents to get
x 7 10
x 10 7 3
Numbers 43
Examples:
Standard Form Scientific Notation Standard Form Scientific Notation
0.00123 1.23 × 10−3 123 1.23 × 102
0.0123 1.23 × 10−2 1230 1.23 × 103
0.123 1.23 × 10−1 12300 1.23 × 104
1.23 1.23 × 100 123000 1.23 × 105
12.3 1.23 × 101 1230000 1.23 × 106
Some more examples:
(a) The diameter of the earth is 12756000 miles. This can be easily written in scientific
form as 1.2756 ´107 miles.
(b) The volume of Jupiter is about 143300000000000 km3. This can be easily written in scientific
form as 1.433 × 1014 km3 .
(c) The size of a bacterium is 0.00000085 mm. This can be easily written in scientific
form as 8.5 × 10 −7 mm.
Note
1. The positive exponent in 1.3 ×1012 indicates that it is a large number.
2. The negative exponent in 7.89 × 10–21 indicates that it is a small number.
Example 1.39
Combine the scientific notations: (i) 7 102 5.2 107 (ii) 3.7 105 2 103
Solution:
(i) 7 102 5.2 107 = 36.4 × 109 = 3.64 × 1010
Example 1.40
Write the following scientific notations in standard form:
(i) 2.27 104 (ii) Light travels at 1.86 × 105 miles per second.
Solution:
(i) 2.27 104 0.000227.
(ii) Light travels at 1.86 × 105 miles per second = 186000 miles per second
Try these
1. Write in standard form: Mass of planet Uranus is 8.68 ´ 1025 kg.
2. Write in scientific notation: (i) 0.000012005 (ii) 4312.345 (iii) 0.10524
(iv)The distance between the Sun and the planet Saturn 1.4335´1012 miles.
Exercise 1.6
1. Fill in the blanks:
7
(i) (−1)even integer is _____________. (iv) 2 ____________.
5
(ii) For a ¹ 0, a0 is ______________. 1
(v) ____________.
3 3 3
(iii) 4 5 __________.
2. Say True or False:
1
(i) If 8 x = , the value of x is 22.
64
−1
1
(ii) The simplified form of (256) 4 × 42 is .
4
2
(iii) Using the power rule, 37 35 .
(iv) The standard form of 2 × 10–4 is 0.0002.
(v) The scientific form of 123.456 is 1.23456 ×10−2 .
3 -5 -3
æ1ö æ -5 ö
3. Evaluate: (i) 1 (ii) çç ÷÷÷ (iii) ççç ÷÷÷ (iv) (2-5 ´27 ) ¸ 2-2 (v) (2-1 ´3-1 ) ¸ 6-2
2 èç 2 ø è 6 ø
4 -2 -2 -3 -3
æ2ö æ5ö æ4ö æ4ö æ1ö
4. Evaluate: (i) çç ÷÷÷ ´ çç ÷÷÷ (ii) çç ÷÷÷ ¸ çç ÷÷÷ (iii) 27 ´ çç ÷÷÷
èç 5 ø èç 2 ø èç 5 ø èç 5 ø çè 2 ø
0
(ii) (2 + 3 ) ÷ 6 (iii) (3-1 + 4-2 + 5-3 )
−1 −1 −1
5. Evaluate: (i) (50 + 6-1 ) ´ 32
Numbers 45
−1 1
(A) (B) (C) 32 (D) –32
32 32
13. Which is not correct?
2 2 4 2 2
−1 −1 1 −1 1
−2
(A) = 4 (B) = (C) = 16 −1 (D) − = 16 −1
4 4 2 4 4
10 x
14. If -3
=109 , then x is ____________.
10
(A)4 (B) 5 (C) 6 (D) 7
15. 0.0000000002020 in scientific form is ____________.
(A) 2.02 ´109 (B) 2.02 ×10−9 (C) 2.02 ×10−8 (D) 2.02 ×10−10
Exercise 1.7
Miscellaneous Practice Problems
3
1. If of a box of apples weighs 3 kg and 225 gm, how much does
4
a full box of apples weigh?
4 2
2. Mangalam buys a water jug of capacity 3 litre. If she buys another jug which is 2
5 3
times as large as the smaller jug, how many litre can the larger one hold?
25 16 10
3. Ravi multiplied and and he says that the simplest form of this product is
8 15 1 3
and Chandru says the answer in the simplest form is 3 . Who is correct? (or)
3
Are they both correct? Explain.
153 11
4. Find the length of a room whose area is sq.m and whose breadth is 2 m.
10 20
5. There is a large square portrait of a leader that covers an area of 4489 cm2. If each
side has a 2 cm liner, what would be its area?
6. A greeting card has an area 90 cm2. Between what two whole numbers is the length
of its side?
7. 225 square shaped mosaic tiles, each of area 1 square decimetre exactly cover a square
shaped verandah. How long is each side of the square shaped verandah?
8. If 3 1906624 ´ x = 3100, find x.
9. If 2m-1 + 2m+1 = 640, then find m.
Challenging Problems
11. In a map, if 1 inch refers to 120 km, then find the distance between two cities B and
1 1
C which are 4 inches and 3 inches from the city A which lies between the cities
6 3
B and C.
12. Give an example and verify each of the following statements.
(i) The collection of all non-zero rational numbers is closed under division.
(ii) Subtraction is not commutative for rational numbers.
(iii) Division is not associative for rational numbers.
(iv) Distributive property of multiplication over subtraction is true for rational
numbers. That is, a (b − c ) = ab − ac .
(v) The mean of two rational numbers is rational and lies between them.
13. If 1 of a ragi adai weighs 120 grams, what will be the weight of 2 of the same
4 3
ragi adai?
2 1
14. If p + 2q = 18 and pq = 40 , find + .
p q
x 3
15. Find x if 5 × 3 = 21.
5 4
1
1
10
16. By how much does exceed ?
10
11
11
17. A group of 1536 cadets wanted to have a parade forming a square design. Is it possible?
If it is not possible, how many more cadets would be required?
18. Evaluate: 286225 and use it to compute 2862.25 + 28.6225
19. Simplify: (3.769 × 105) + (4.21 × 105)
20. Order the following from the least to the greatest: 1625 , 8100 , 3500 , 4 400 , 2600
SUMMARY
a
zz A number that can be expressed in the form where a and b are integers and
b
b ≠ 0 is called a rational number.
zz All natural numbers, whole numbers, integers and fractions are rational numbers.
zz Every rational number can be represented on a number line.
zz 0 is neither a positive nor a negative rational number.
zz A rational number a is said to be in the standard form if its denominator b is a
b
positive integer and HCF (a,b)=1
Numbers 47
zz There are unlimited numbers of rational numbers between two rational numbers.
zz Subtracting two rational numbers is the same as adding the additive inverse of the
second number to the first rational number.
zz Multiplying two rational numbers is the same as multiplying their numerators
and denominators separately and then writing the product in the standard form.
zz Dividing a rational number by another rational number is the same as multiplying
the first rational number by the reciprocal of the second rational number.
zz The following table is about the properties of rational numbers( ).
Multiplication is
Closure Commutative Associative
distributive over +/2
+
2 × ×
× -
÷ × × × -
zz 0 and 1 are respectively the additive and the multiplicative identities of rational
numbers.
zz The additive inverse for a is −a and vice – versa.
b b
zz The reciprocal or the multiplicative inverse of a rational number a is b since a × b = 1.
b a b a
zz A natural number n is called a square number, if we can find another natural
number m such that n = m2. 1
zz The square root of a number n, written as n (or) n 2 , is the number that gives n
when multiplied by itself.
zz The number of times a prime factor occurs in the square is equal to twice the
number of times it occurs in the prime factorization of the number.
zz For any two positive numbers a and b. we have
a a
(i) ab = a × b and (ii) (b 0)
b b
zz If you multiply a number by itself and then by itself again, the result is a cube number.
zz The cube root of a number is the value that when cubed gives the original number.
zz An expression that represents repeated multiplication of the same factor is called
a power.
zz The exponent corresponds to the number of times the base is used as a factor.
am
zz Laws of Exponents: (i) am × an = am + n (ii) n = a m-n (iii) (am)n = amn
a m
−m 1 m m m a m a
zz Other results: (i) a = 1 (ii) a = m
0
(iii) a × b = (ab) (iv) m =
a b b
a
zz To write in scientific notation, we follow the form S × 10 where S is a number (integer
or integer with decimal) between 1 and 10, but not 10 itself, and a is a positive or
negative integer.
ICT CORNER
Step-1 Open the Browser and type www.Geogebra.com (or) Through this activity you will know about
scan the QR CODE given below. the rational numbers, operations on them
and study their properties as well.
Step-2 Type Rational Numbers on the search column
Step-3 Move the numerator and denominator slide to show
the different rational numbers and click the number
line models to show the number line.
Step 1 Step 2
ICT CORNER
Step-1 Open the Browser type the URL Link given below
Expected Outcome
(or) Scan the QR Code. GeoGebra work sheet named
“8th Standard III term” will open. Select the work
sheet named “Square root_prime factors”
Step-2 Click on “ NEW PROBLEM” and check the calculation.
Step 1 Step 2
Numbers 49
2 MEASUREMENTS
Learning Objectives
2.1 Introduction
An important aspect in everyone’s day-to-day life is ‘to measure’. Measuring the
length of a rope, the distance between two places, finding the perimeter and area of plots
and lands, building the structures under specified measures etc., are a few of the many
situations where the concept of ‘measure’ is used.
It is said that the biggest invention by man is the wheel. The wheel is otherwise called
as the ‘cradle of invention’. What is the shape of a wheel? Circle, isn’t it? In the things we use,
apart from circles, we can also see different shapes like triangles, squares, rectangles etc.,
Measurements play a vital role in everyone’s life. Not only the persons who learns
proper mathematics in schools, but also the layman uses his logical thinking to apply the
concept of measurements when he needs. For example, a carpenter who carves out the
wooden wheels of a temple car wants to protect the outer surface by an iron strap. With
all his experience, he says that a 22 feet strap will be required for a 7 feet high (diameter)
wooden wheel.
MATHEMATICS ALIVE – AREA AND PERIMETER IN REAL LIFE
We have already learnt how to find the perimeter and the area of shapes like circles,
triangles, squares, rectangles, trapeziums, parallelograms etc. In this chapter, we shall see
the parts of a circle and how to find the perimeter and the area of a sector and some
combined shapes.
Recap
The teacher asks the students to calculate the area of the circle of radius 7 cm. Many
students have solved it as in Method 1, but a few of them have done it as in Method 2.
Method 1: Method 2:
Area of the circle, A = pr 2 sq.units Area of the circle, A = pr 2 sq.units
22
= ×7×7 = 3.14×7×7
7
= 154 sq.cm = 153.86 sq.cm
Measurements 51
us
di
Ra
circle into two parts. A chord which passes through the centre of a O
C
circle is called as a ‘diameter’. A diameter of a circle divides it into B Diameter
Chord
two equal parts. It is also the ‘longest chord’ of a circle. D E
1. Using a bangle, draw a circle on the paper and cut it. Then mark any two
points A and B on it and fold the circle so that the fold has A and B on it.
Now, this line segment represents a chord.
2. By paper folding, find two diameters and hence the centre of a circle.
3. Check whether the diameter of a circle is twice its radius.
the circular sectors. Here A1 is the minor sector and A2 is the major
sector. Sector
A part of the circumference of a circle is called a circular arc. D
t
en
The plane surface that is enclosed between two radii and the
gm
Se
circular arc of a circle is called a sector.
Fig. 2.5
Each part of a circle which is divided by a chord is called a segment.
Note Think
The part which The given circular
has a smaller arc is called figure is divided into
Major
as the ‘minor segment’ six equal parts. Can we
Segment
and the part which has a
call the equal parts as
larger arc is called as the Minor sectors? Why?
‘major segment’. Segment Fig. 2.6
Central Angle
The angle formed by a sector of a circle at its centre is called the central angle. The
vertex of the central angle of the sector is the centre of the circle. The two arms of it are
the radii. In the Fig. 2.7, the shaded sector has the central angle, AOB = q (read as theta)
and its two arms OA and OB are the radii of the circle. B
Fill the central angle of the shaded sector (each circle is divided into equal
sectors)
q°
q° q° q°
Sectors
Central angle
360
θ° = q° =120°
n
Measurements 53
1 90
Length of the arc of the circular quadrant = × 2pr = × 2pr units.
4 360 90°
1 90
Area of the quadrant = × pr 2 =
× pr 2 sq.units
4 360
What do we know from this?
Fig. 2.11
If the ratio of the central angle of a sector to the central angle of
a circle is multiplied with the circumference and the area of the circle, we can find the
length of the arc of that sector and its area respectively.
That is, if we assume that the central angle of a sector of radius ‘r’ units as θ°,
q°
then, the ratio of the central angle q° to 360° is .
360
θ
Length of the arc, l = × 2πr units
360
θ
Area of the sector, A =
× πr 2 sq.units.
360
Think
1 1 1 180° 120°
Instead of multiplying by , and , we shall multiply by ,
2 3 4 360° 360°
90°
and respectively. Why?
360°
Note
Measurements 55
Note
r u n it s
l=p
1. The perimeter of a semi-circle
P = l+2r units
pr 2r (p 2)r units A r O r B B pr
l= units
2
2. The perimeter of a circular quadrant r
pr p
P = l + 2r = + 2r = + 2 r units O r A
2 2
Example 2.1
The radius of a sector is 21cm and its central angle is 120 °. Find (i) the length of
22 B
the arc (ii) area of the sector (iii) perimeter of sector. p = m
7 21 c
Solution: O
Radius, r = 21 cm and central angle, θ = 120 °. 120°
θ°
(i) Length of the arc, l = × 2πr units
360°
120 22
2 21
360 7
= 44 cm (approximately) A
θ° Fig. 2.13
(ii) Area of the sector, A = × πr 2 sq.units.
360° Aliter:
120 22 Area of the sector
21 21
360 7 lr
A = sq.units
A = 462 sq.cm (approximately) 2
44 × 21
(iii) Perimeter of the sector, P = l + 2r units = = 462 cm2
2
= 44+2×21
= 44+42 = 86 cm (approximately)
Example 2.2
A circular shaped gymnasium ring of radius 35cm is divided into 5 equal arcs shaded
with different colours. Find the length of each of the arcs.
Solution:
Radius, r = 35 cm and n = 5.
1
Length of each of the arcs, l = × 2pr units
n
1
= × 2 × p × 35 = 14p cm. Fig. 2.14
5
56 8th Standard Mathematics
Example 2.3
A spinner of radius 7.5 cm is divided into 6 equal sectors. Find the area of each of the
sectors.
Solution:
Radius, r = 7.5 cm and n = 6.
1
Area of each of the sectors, A = × pr 2 sq. units
n
1
= × p × 7. 5 × 7. 5
6
= 9.375p sq. cm Fig. 2.15
Example 2.4
Kamalesh has a dining table, circular in shape of radius 70 cm whereas Tharun has
a circular quadrant dining table of radius 140 cm. Whose dining table has a greater
22
area? p =
7
Solution:
Area of the dining table with Kamalesh = pr 2 sq. units
22
= × 70 × 70
7 Fig. 2.16
A = 15400 sq.cm (approximately.)
Area of the circular quadrant dining table with Tharun
1 1 22
= pr 2 = × × 140 × 140
4 4 7
A = 15400 sq.cm (approximately.)
We find that, the area of the dining tables of both of
them have the same area.
Fig. 2.17
Think
If the radius of a circle is doubled, what will happen to the area of the new circle
so formed?
Example 2.5
Four identical medals, each of diameter 7cm are placed as shown in
22
Fig. 2.18. Find the area of the shaded region between the medals. p =
7
Fig. 2.18
Measurements 57
1
= a2 − 4 × pr 2
Solution: 4
1 22 7 7
Diameter, d==( 7 ×cm, 4 × 4 × 7r =× 2 ×cm.
7) −therefore
2
Area of the shaded region = Area of the square – 4 × Area of the circular quadrant
1
= a2 − 4 × pr 2
4
1 22 7 7
= (7 × 7) − 4 × × × ×
4 7 2 2
= 49 –38.5 = 10.5 sq.cm. (approximately)
Exercise 2.1
1. Fill in the blanks:
(i) The ratio between the circumference and diameter of any circle is _______.
(ii) A line segment which joins any two points on a circle is a ___________.
(iii) The longest chord of a circle is __________.
(iv) The radius of a circle of diameter 24 cm is _______.
(v) A part of circumference of a circle is called as _______.
2. Match the following:
1 2
(i) Area of a circle - (a) pr
4
(ii) Circumference of a circle - (b) (p + 2)r
(iii) Area of the sector of a circle - (c) pr 2
(iv) Circumference of a semicircle - (d) 2 p r
θ°
(v) Area of a quadrant of a circle - (e) × πr 2
360°
3. Find the central angle of the shaded sectors (each circle is divided into equal sectors).
q° q° q°
Sectors q°
4. For the sectors with given measures, find the length of the arc, area and perimeter.
(π=3.14)
(i) central angle 45º, r = 16 cm (ii) central angle 120º, d =12.6 cm
5. From the measures given below, find the area of the sectors.
(i) length of the arc = 48 m, r = 10 m (ii) length of the arc = 50 cm, r = 13.5 cm
22
6. Find the central angle of each of the sectors whose measures are given below. p =
7
(i) area = 462 cm2, r = 21 cm (ii) length of the arc = 44 m, r = 35 m
7. A circle of radius 120 m is divided into 8 equal sectors. Find the length of the arc of
each of the sectors.
8. A circle of radius 70 cm is divided into 5 equal sectors. Find the area of each of the
sectors.
9. Dhamu fixes a square tile of 30 cm on the floor. The tile has a sector
design on it as shown in the figure. Find the area of the sector.
(p = 3.14) .
Likewise, list the shapes used to make an invitation card and a locker.
Thus, two or more plane figures joined with the sides of same measure give rise to
combined shapes.
Measurements 59
To find the area of a combined shape, split the combined shape into known
simpler shapes, find their area separately and then add them up. That is, the area of
combined shapes is nothing but the sum of all the areas of the simple shapes in it.
To find the area of the Fig.2.20, find the area of the square and the area of
the equilateral triangle separately and then add them up.
The combined shapes that we come across mostly in our day-to-day life a
Fig. 2.20
are irregular polygons. To find the area of the given irregular polygon, we must
identify the simple shapes in it, find their areas separately and then add them up.
For example, an irregular polygonal field given below can be split into known simpler
shapes as under and then its area can be found.
E D E D
(ii)
(i)
A G (iii)
C A C
F (iv) (v) H
B B
Fig. 2.21 Fig. 2.22
A closed plane figure formed by three or more sides is called a ‘polygon’ .Based
on the sides, some of the polygons are named as given below.
Number of sides 3 4 5 6 7 8 9 10
Quadrilateral
Heptagon
Pentagon
Nonagon
Hexagon
Decagon
Octagon
Triangle
Name of the
Polygon
If all sides and all angles of a polygon are equal, then it is called as a regular polygon.
Examples: equilateral triangle, square etc., Other polygons are irregular polygons.
Examples: scalene triangle, rectangle etc.,
Think
All the sides of a rhombus are equal. Is it a regular polygon?
The formulae to find the area and the perimeter of some plane figures learnt in the earlier class
are tabulated below and it will be helpful to find the area and the perimeter of combined figures.
S.No Shape Name Area Perimeter
(sq.units) (units)
A
1 Sum of all
1 h Triangle ×b×h three sides
2
B b C
A
Equilateral
2 3 2 3 3a
h
triangle a h = a
4 2
B a C
C
D
d
1 Sum of all the
3 h1
h2 Quadrilateral × d × (h1 + h2 ) four sides
2
A B
D C
D C
5 b Rectangle l ×b 2(l + b)
A l B
D b C
d1
7 Rhombus 1 4a
d2 ×d ×d
2 1 2
A a B
D C
8 Square a2 4a
A a B
Measurements 61
Example 2.6
22
Find the perimeter and area of the given Fig.2.23. p =
7
Solution: 3.5 cm
Example 2.7
Nishanth has a key-chain which is in the form of an equilateral triangle
and a semicircle attached to a square of side 5 cm as shown in the Fig. 2.24. Find
(
its area. p = 3.14, 3 = 1.732 )
Solution: 5 cm
Example 2.8
A 3-fold invitation card is given with measures as in
the Fig. 2.25. Find its area.
16 cm
III
II
I
5 cm
Solution: 8 cm 8 cm 8 cm
Fig. 2.25
Figures I and II are trapeziums separately as well as combinedly.
The parallel sides of the combined trapezium (I and II) are 5 cm and 16 cm and its
height, h = 8 + 8 = 16 cm , length of the rectangle (III) = 16 cm and its breadth = 8 cm
Aliter:
Area of the invitation card
1
= l ×b − ×b × h
16 cm
III
2 II
I
5 cm
1
= 24 ×16 − ×11×16
2 8 cm 8 cm 8 cm
Fig. 2.26
= 384 − 88 = 296 cm2
Example 2.9
Seenu wants to buy a floor mat for his kitchen at home as
given in Fig. 2.27. If the cost of the mat is ` 20 per square foot, 7 feet
9f
ee
what will be the cost of the entire mat? t
et
2 fe
Solution:
The mat given in the figure can be split into two rectangles Fig. 2.27
as follows:
Measurements 63
2 ft
= l1 ×b1 + l2 ×b2
2 ft
= 5× 2 + 9 × 2 = 10 + 18 = 28 sq.feet
Fig. 2.28
Cost per sq. foot = ` 20
Try these
In the above example split the given mat into two trapeziums and verify your answer.
Example 2.10
Find the area of the shaded region in the square of side 10 cm as given in the
22
Fig. 2.29. p =
7 III
Solution:
IV II
Mark the unshaded parts of the given figure as I, II, III and IV
I
Area of the I and III parts = Area of the square – Area of 2 semicircles 10 cm
Fig. 2.29
1
= a − 2 × pr 2 2
2
22
= 10 ×10 − × 5× 5 = 100 – 78.57 = 21.43 cm .
2
7
Similarly, the area of the II and IV parts = 21.43 cm2 .
∴ Area of the shaded part = area of the square – area of the unshaded parts
1. The
area of the unshaded regions in each of the squares of side a units are the
same in all the cases given below.
2. If the biggest circle is cut from a square of side ‘a’ units, then the remaining area in
3 2 22
the square is approximately a sq.units. p =
14 7
11 2
3. The area of the biggest circle cut out from the square of ‘a’ units = a sq. units
14
(approximately)
22
4. In the given figure if p = , the area of the unshaded part of a square
7
3
of side a units is approximately a2 sq.units and that of the shaded part
7
4 2
is approximately a sq.units.
7
E
Example 2.11 D
(I) 6 m (II) 4 m (III)
Find the area of an irregular polygon field whose
5m 8m 5m 8m
measures are as given in the Fig. 2.30. A F G H C
(V) (IV)
Solution: 10 m
Exercise 2.2
22
1. Find the perimeter and area of the figures given below. p =
7
3.5 cm
(i) (ii)
7m
6 cm
10 m
Measurements 65
2. Find the area of the shaded part in the following figures. ( p = 3.14 )
7 cm
(i) (ii)
10 cm 8 cm
3. Find the area of the combined figure given which is got by the
6 cm
joining of two parallelograms.
4. Find the area of the combined figure given, formed by joining a semicircle 6 cm
9 cm
70 cm
70 cm
measures as given in the figure. Find its area.
30 cm
20 cm
figure. Find its area.
120 cm
7. Find the area of the irregular polygon shaped fields given below.
E
8m
10m
H
6m F 8m
A G 5m D
3m
8m
Fig. 2.31
What shapes have you traced? A circle, a rectangle and a square. Isn’t it? These shapes
represents the plane figures. Also, these plane figures have two dimensions namely length and
breadth. Now, you place some two rupee coins, some ten rupee notes and some square shaped
biscuits respectively on the drawn shapes as shown in the figure.
Fig. 2.32
What do you get now? A cylinder, a cuboid and a cube. Isn’t it? These shapes do not
lie completely on the plane and they occupy some space also. That is, they have the third
dimension namely the height along with the dimensions length and breadth. Thus, the shapes
which have three dimensions namely length, breadth and height (depth) are called three
dimensional shapes, simply called as 3-D shapes. Some examples of 3-D shapes are
Front
Front
Fig. 2.34
A line segment which connects any two faces of a cube is called as Edge and each
corner point where three edges meet is called as Vertex. So, a cube has 6 faces, 12 edges and
8 vertices.
Measurements 67
Try these
Tabulate the number of faces (F), vertices (V) and edges (E) for the following
polyhedrons. Also find F+V–E
Solid Name F V E F+V–E
Cube 6 8 12
Cuboid
Triangular Prism
Square Pyramid
Triangular Pyramid
What do you observe from the above table? We observe that, F+V–E = 2 in all
the cases. This is true for any polyhedron and this relation F+V–E = 2 is known as
Euler’s formula.
Activity
Draw a line to match the following shapes to their relevant nets.
2.4.3 Drawing 3-D shapes using isometric dot sheets and grid sheets
Activity
1. Draw each of the given solid figures on an isometric dot sheet
Measurements 69
Solids
2-D Shape
Name Square
F
T
F
T
Exercise 2.3
1. Fill in the blanks:
(i) The three dimensions of a cuboid are ____, _____ and ____.
(ii) The meeting point of more than two edges in a polyhedron is called as ______.
(iii) A cube has __________ faces.
(iv) The cross section of a solid cylinder is __________.
(v) If a net of a 3-D shape has six plane squares, then it is called ______.
2. Match the following:
(i) - (a) Cylinder
4. For each solid, three views are given. Identify for each solid, the corresponding Top,
Front and Side (T, F and S) views.
Solid Three views
T
F
T
S
F
T
Measurements 71
Exercise 2.4
Miscellaneous Practice Problems
1. Two gates are fitted at the entrance of a library. To open the
gates easily, a wheel is fixed at 6 feet distance from the wall
to which the gate is fixed. If one of the gates is opened to
90º, find the distance moved by the wheel (p = 3.14) .
2. With his usual speed, if a person covers a circular track of radius 150 m in 9 minutes,
find the distance that he covers in 3 minutes (p = 3.14) .
5c
3. Find the area of the house drawing given in the figure.
m
10 cm
6 cm 8 cm
4. Draw the top, front and side view of the following solid shapes
T
T
(i) (ii)
S S
F F
Challenging problems
5. Guna has fixed a single door of width 3 feet in his room where as Nathan has fixed a
double door, each of width 1 1 feet in his room. From the closed position, if each of
2
the single and double doors can open up to 120 , whose door takes a minimum area?
6. In a rectangular field which measures 15 m × 8m, cows are tied with a rope of length
3m at four corners of the field and also at the centre. Find the area of the field where
no cows can graze. (p = 3.14)
7. Three identical coins each of diameter 6 cm are placed as shown. Find
the area of the shaded region between the coins. (p = 3.14) ( 3 =1.732)
SUMMARY
zz If any two points on a circle are joined by a line segment, then the line segment is called
a ‘chord’.
zz A diameter of a circle divides it into two equal parts. It is the longest chord of a circle.
zz A part of the circumference of a circle is called the circular arc.
zz The plane surface that is enclosed between two radii and the circular arc of a circle is
called a ‘sector’.
zz The angle made by the sector with the centre of the circle is called the ‘central angle’.
zz The perimeter of a combined shape is the sum of all the lengths of the sides that form a
closed boundary.
zz The area of combined shapes is nothing but the sum of all areas of the simpler shapes in it.
zz The shapes which have three dimensions namely length, breadth and height are called
three dimensional shapes (or) simply called as 3-D shapes.
zz A cube has 6 faces, 12 edges and 8 vertices.
ICT CORNER
Measurements 73
Y
2
II Quadrant I Quadrant
(-,+) 1 (+,+)
3 ALGEBRA
(0,0)
X' -2 -1 O 1 2 X
-1
III Quadrant IV Quadrant
(-,-) -2 (+,-)
Y'
Learning Objectives
Recap
In our earlier classes, we have learnt about constants, variables, like terms, unlike
terms, co-efficients, numerical and algebraic expressions. Later, we have done some basic
operations like addition and subtraction on algebraic expressions. Now, we shall recollect
them and extend the learning.
Like Terms
x 2 , 3 y , 3a2b2 , 4 x , x 2 y , 9 p2 ,
The variables of the
2
−3 y , 4ba , 9ab, 7q, 8 p, − 25x terms along with their
−5x 2 , 2 x , 9 x 2 y , − 9 p2 , qp2 , 2xy2 respective exponents must be same
2 Examples : x 2 , 4 x 2
−10 p2 , q, 3 y 2 x ,
p, − x 2 , a 2b2,
3 a2b2 , −5a2b2
−ab, a 2b, 2ba, m3n2 , 5m3n2
2m, −7m
10. A tin had x litres of oil. Another tin had (3x 2 + 6 x − 5) litres of oil.
The shopkeeper added (x+7) litres more to the second tin. Later, he sold (x2+6) litres
of oil from the second tin. How much oil was left in the second tin?
MATHEMATICS ALIVE – ALGEBRA IN REAL LIFE
Linear equations are used for speed, Graphs are used for drawing
distance, time and average speed
Algebra 75
3.1 Introduction
Let us consider the given situation that Ganesh planted saplings
in his garden. He planted 10 rows each with 5 saplings. Can you say
how many saplings were planted?
Yes, we know that, the total number of saplings is the product
of number of rows and number of saplings in each row.
Hence, the total number of saplings = 10 rows × 5 saplings in each row = 10 × 5 = 50 saplings
Likewise, David planted some saplings. Not knowing the total number of rows and saplings
in each row, how will you express the total number of saplings?
For the unknown quantities, we call them as ‘x’ and ‘y’. Therefore, the total number
of saplings = ‘x’ rows × ‘y’ sapling in each row
= ‘x × y’ = xy saplings
Let us extend this situation, Rahim planted saplings where the number of rows are
(2 x + 5x − 7) and each row contains 3 y 2 saplings. Now the above idea will help us to find
2
Note
A polynomial is an expression containing two or more algebraic terms. In a
polynomial all variables are raised to only whole number powers.
a2 + 2ab + b2 4 x 2 + 3x − 7
A polynomial cannot contain :
2 5
Polynomial 1) Division by a variable. Eg. 4 x is not a polynomial.
1 x
2) Negative exponents. Eg. 7x–2 + 5x – 6 is not a polynomial.
1
3) Fractional exponents. Eg. 3x + 3
4x 2 + 5 is not a polynomial.
An expression which contains only one term is called a monomial. Examples:
Monomial
4 x , 3x 2 y , − 2 y 2 .
An expression which contains only two terms is called a binomial.
Binomial Examples: 2 x + 3, 5 y 2 + 9 y , a2b2 + 2b .
An expression which contains only three terms is called a trinomial.
Trinomial Examples : 2a2b −8ab + b2 , m2 −n2 + 3 .
Step 1: Multiply the signs of the terms. That is, the product of two like signs are positive
and the product of two unlike signs are negative.
Like signs (+ ) × (+ ) = + ( −) × ( −) = +
Unlike signs (+ ) × ( −) = − ( −) × (+ ) = −
For example, x 3 × x 4 = x 3+ 4 = x 7
Note
Product of two terms is represented by the symbols ( ), dot (.) or × .
For example,
multiplying 4 x 2 and xy can be written in any one of the following ways.
(4 x 2 )(xy ) 4 x 2 × xy 4 x 2 (xy ) (4 x 2 ) × xy 4 x 2 ⋅ xy
If there are ‘x’ pens and the cost of each pen is ` ‘y’,
then the cost of (3x 2 ) pens bought by Geetha @ ` 5y @ - at the rate of
= (3x 2 ) × 5 y
= (3 × 5)(x 2 × y )
= ` 15x2y
Example 3.1
If the length and breadth of a rectangular painting are
3
4 xy and 3x 2 y . Find its area.
Solution:
Area of the rectangular painting, A = (l × b) sq.units
3x 2 y
= (4 xy 3 ) × (3x 2 y )
= (4 × 3)(x × x 2 )( y 3 × y )
4 xy 3
A = 12 x 3 y 4 sq.units
Example 3.2
Find the product of 2 x 2 y 2 , 3 y 2 z and – z 2 x 3 Try these
Solution:
Find the product of
We have, (2 x 2 y 2 ) × (3 y 2 z ) × ( − z 2 x 3 )
(i) 3ab2 , −2a2b3
2 3 2 2 2
= (+ ) × (+ ) × (−)(2 × 3 × 1)(x × x )( y × y )(z × z ) (ii) 4 xy , 5 y 2 x ,(− x 2 )
= −6 x 5 y 4 z 3 (iii) 2m, −5n, −3 p
3.2.2 Multiplication of a polynomial by a monomial
If there are ‘a’ shops and each shop has ‘x’ apples in 8 baskets and ‘y’ oranges in 3 baskets
and ‘z’ bananas in 5 baskets, then the total number of apples, oranges and bananas are
= a × (8 x + 3 y + 5z )
= a(8 x ) + a(3 y ) + a(5z ) monomial × monomial = monomial
binomial × monomial = binomial
(using distributive law).
binomial × binomial = binomial/polynomial
= 8ax + 3ay + 5az polynomial × monomial = polynomial
Note
If a is a constant, x and y are variables then a(x + y ) = ax + ay
Distributive law For example, 5(x + y ) = 5x + 5 y
Example 3.3
Think
Multiply 3x 2 y and (2 x 3 y 3 − 5x 2 y + 9 xy ) Why 3+(4x–7y)≠ 12x−21y ?
Solution:
Now, (3x 2 y ) × (2 x 3 y 3 − 5x 2 y + 9 xy )
= 3x 2 y(2 x 3 y 3 ) − 3x 2 y(5x 2 y ) + 3x 2 y(9 xy )
multiplying each term of the polynomial by the monomial
= (3 × 2)(x 2 × x 3 )( y × y 3 ) − (3 × 5)(x 2 × x 2 )( y × y ) + (3 × 9)(x 2 × x )( y × y )
= 6 x 5 y 4 − 15x 4 y 2 + 27 x 3 y 2
Example 3.4
Ram deposited ‘x’ number of `2000 notes, ‘y’ number of `500 notes, ‘z’ number
of `100 notes in a bank and Velan deposited ‘3xy’ times of amount of what Ram had
deposited. How much amount did Velan deposit in the bank?
Solution:
Amount deposited by Ram
= (x × ` 2000 + y × ` 500 + z × ` 100)
= `( 2000 x + 500 y + 100z )
Amount deposited = 3xy times × Amount deposited
by Velan by Ram
= 3xy × (2000 x + 500 y + 100z )
=`
= (3 × 2000)(x × x × y ) + (3 × 500)(x × y × y ) + (3 × 100)(x × y × z )
= `(6000 x 2 y + 1500 xy 2 + 300 xyz )
Try these
Multiply
(i) (5x + 7x – 3) by –4x2
2
(ii) (10x – 7y + 5z) by 6xyz
(ii) (ab+3bc –5ca) by 3a2bc (iv) (4m2 – 3m + 7) by –5m3
Algebra 79
If (x + y ) and ( p + q) are two binomials, we can find their product as given below,
(i) H
orizontal distributive (ii) V
ertical distributive (iii) Grid approach
approach approach
x+y × x y
( x + y ) ( p + q) = x ( p + q) + y ( p + q) p+q p xp yp
xq + yq q xq yq
= xp + xq + yp + yq xp + yp
= xp +xq + yp +yq = xp + xq + yp + yq
Try these
Think
Multiply
(i) (a − 5) and (a + 4) (iv) (2 x + 3)(x + 4) (i) In 3x2 (x4–7x3+2),
what is the highest power
(ii) (a + b) and (a − b) (v) (3x + 7)( x −5) in the expression?
(ii) Is –5y2 +2y–6 = –(5y2 +2y–6)?
(iii) (m4 + n4 ) and (m − n) (vi) (x − 2)(6 x − 3)
If not, correct the mistake.
Exercise 3.1
1. Complete the table.
× 2x 2 −2xy x 4 y3 2xyz (__)xz 2
x4
(___) 4x5 y 4
−x 2 y
2 y 2z −10 xy 2 z 3
−3xyz
(___) −14 xyz 2
4. Expand
(i) 5x(2 y − 3) (ii) −2 p(5 p2 − 3 p + 7)
(iii) 3mn(m3n3 − 5m2n + 7mn2 ) (iv) x 2 (x + y + z ) + y 2 (x + y + z ) + z 2 (x − y − z )
Algebra 81
8. A car moves at a uniform speed of ( x + 30) km/hr. Find the distance covered by the
car in ( y + 2) hours. (Hint: distance = speed × time).
10. The missing terms in the product −3m3n × 9(__) = _________ m4n3 are
(A) mn2 , 27 (B) m2n, 27 (C) m2n2 , −27 (D) mn2 , −27
12. If the area of a rectangle is 48m2n3 and whose length is 8mn2 then, its breadth is__.
(A) 6 mn (B) 8m2n (C) 7m2n2 (D) 6m2n2
13. If the area of a rectangular land is (a2 − b2 ) sq.units whose breadth is (a − b) then, its
length is__________
(A) a − b (B) a + b (C) a2 − b (D) (a + b)2
= `50
whereas if we have `50 and we want to buy 10 balls then,
50
the cost of each ball is =
10
= `5
82 8th Standard Mathematics
What we have seen above is division on numbers. But how will you divide an algebraic
expression by another algebraic expression?
Of course, the same procedure has to be followed for the algebraic expressions with
the help of laws of exponents.
If x is a variable and m, n are constants, then x m ÷ x n = x m−n where m > n .
Example 3.6
Velu pastes ‘ 4xy ’ pictures in one page of his scrap book.
How many pages will he need to paste 100 x 2 y 3 pictures? (x, y are
positive integers)
Solution:
Total number of pictures = 100 x 2 y 3
Pictures in one page = 4xy
Total number of pictures
Total number of pages needed =
pictures in one page
25
100 x 2 y 3
= = 25x 2−1 y 3−1
4 xy
= 25xy 2 pages
Try these
Divide
(i) 12x 3y 2 by x2y (ii) −20a5b2 by 2a 3b 7 (iii) 28a 4 c 2 by 21ca 2
22 33
√6 x62xy2 3y 3
(iv) (3(x3xy )y )√by mm
(v) 6464 4 4 2 23 3
(n(n) )÷by÷4m2 22 2
4mnn 2 22 23 3
÷(8(x82xy22y)2 )2
(vi) (8(x8 xy y) )÷by
2 2
2 23 30 0 (x(3x)3 )
(vii) 8181 2 24 4
p pq q÷by p pq q
÷ 8181 2 24 4 (vii) (4(x4 xy y) )÷by÷ 6 6
xx
Algebra 83
Solution: 4y + 3 5m2 + 9
(i) =y+3 (ii) =5m2
We have, (5 y 3 − 25 y 2 + 8 y ) ÷ 5 y 4 9
3 2 2x 2 + 8
5 y − 25 y + 8 y (iii) = 2x2 + 2. If not , correct it.
= 4
5y
3 5 2
5y 25 y 8y
= − +
5y 5y 5y
8 Try these
= y 3−1 − 5 y 2−1 +
5 (i) (16 y 5 − 8 y 2 ) ÷ 4 y
8
= y2 − 5 y +
5 (ii) ( p5q 2 + 24 p3q − 128q 3 ) ÷ 6q
2 2
(iii) (4m n + 9n m + 3mn) ÷ 4mn
3.4 Avoid Some Common Errors
S.No Error Correct Reason
1. 2 xx = 2 x 2 xx = 2 × x1 × x1 = 2 x 2 Product of variables
2. −3x − 4 x = −1x −3x − 4 x = −7 x Same sign factors should be
added and put the same sign.
3. 4 y + 3y + y = 7 y 4 y + 3y + y = 8y y is same as 1y,co-efficient
1 of a term is usually not
written.
4. 5x + 3x = 8 x 2 5x + 3x = 8 x When we add or subtract
like terms, add or subtract
only the co-efficient of the
like terms, keep the variable
as it is.
5. 9 x + 1 = 10 x 9x + 1 = 9x + 1 Unlike terms cannot be
added or subtracted
6. 3x + 4 y = 7 xy 3x + 4 y = 3x + 4 y Unlike terms cannot be
added
7. 3(4 x + 9) 3(4 x + 9) = 12 x + 27 3 is common factor multiply
= 12 x + 9 both the terms.
8. 5 + (3 y − 4) 5 + (3 y − 4) Addition symbol is in
= 15 y − 20 = 5 + 3y − 4 between the terms, not
multiplication
84 8th Standard Mathematics
Exercise 3.2
1. Fill in the blanks:
18m4 (__) 5 l 4m5n(__) l 3m2n 42a 4b5 (__)
(i) = _____ mn (ii) = (iii) = (__)b(__)c 2
2m3n3 2lm(__)n6 (__) 4 2
6a b
2. Say True or False 3. Divide
(i) 8 x 3 y ÷ 4 x 2 = 2 xy (i) 27 y 3 by 3 y (ii) x 3 y 2 by x 2 y
(ii) 7ab3 ÷ 14ab = 2b2 (iii) 45x 3 y 2 z 4 by (−15xyz ) (iv) (3xy )2 by 9 xy
4. Simplify
3m2 2m4 1414p5pq53q 3 1212p3pq34q 4
(i) + 3 (ii) −−−
m m 2 2p2pq2q 3q32q 2
5. Divide:
(i) (32 y 2 − 8 yz ) by 2y (ii) (4m2n3 + 16m4n2 − mn) by 2mn
(iv) 81( p 4q 2r 3 + 2 p3q 3r 2 − 5 p2q 2r 2 ) by (3 pqr )
2
(iii) 5xy 2 18 x 2 y 3 6 xy by
6 xy
6xy
Algebra 85
3.5 Identities
We have studied in the previous class about standard algebraic identities. An identity
is an equation satisfied by any value that replaces its variable(s). Now, we shall recollect
four known identities, which are,
(a + b)2 =
≡ a 2 + 2ab + b2 (a − b)2 =
≡ a 2 − 2ab + b2
((aa22−−bb22))=≡=((aa++bb)()(aa−−bb)) ((xx++aa)()(xx++bb))=≡= xx22 ++((aa++bb))xx++ab
ab
Try these
Expand the following
(i) ( p + 2)2 = ........................ (ii) (3 − a)2 = .......................
(iii) (62 − x 2 ) = ....................... (iv) (a + b)2 − (a − b)2 = ..........
(v) (a + b)2 = (a + b) × ............ (vi) (m + n)(.....) = m2 − n2
(vii) (m ...)2 m2 14m 49 (viii) (k 2 49) (k )(k )
(ix) m2 − 6m + 9 = .............. (x) (m − 10)(m + 5) = ..........
Note
x=1 is the only solution for 7x + 3=10 whereas any value of x satisfies (x+2)2 =
x2 + 4x + 4. So 7x + 3=10 is an equation (x+2)2 = x2 + 4x + 4 is an identity. An identity is
an equation but vice versa is not true.
Example 3.8
Find the value of (3a + 4c)2 by using (a+b)2 identity.
Solution:
Comparing (3a + 4c)2 with (a + b)2 , we have= a 3= a , b 4c
Example 3.11
Expand y 2 − 16 by using a2−b2 identity
Solution:
y 2 − 16 can be written as y 2 − 42
Comparing it with a2 − b2 , we get=
a y=
,b 4
Now a2 − b2 = (a + b)(a − b)
y 2 − 42 = ( y + 4)( y − 4)
y 2 − 16 = ( y + 4)( y − 4)
Algebra 87
Example 3.12
Simplify (5x + 3)(5x + 4) by using (x+a) (x+b) identity.
Solution:
We have (5x + 3)(5x + 4)
Comparing it with (x + a)(x + b) , we get x = 5x and =
a 3=
,b 4
We know (x + a)(x + b) = x 2 + (a + b)x + ab (replacing x, a and b values)
(5x + 3)(5x+4) = (5x)2 + (3+4) (5x) + (3) (4)
= 52 x 2 + (7)(5x ) + 12
(5x + 3)(5x + 4) = 25x 2 + 35x + 12
Try these
Expand using appropriate identities.
(i) (3 p + 2q)2 (ii) (105)2 (iii) (2 x − 5d )2
(iv) (98)2 (v) ( y − 5)( y + 5) (vi) (3x )2 − 52
(vii) (2m + n)(2m + p) (viii) 203 × 197
(ix) Find the area of the square whose side is (x − 2) units.
(x) Find the area of the rectangle whose length and breadth are ( y + 4) units and
( y − 3) units.
Deductions:
The above identities give the following deductions:
(i) (ii)
(a + b)3 = a3 + b3 + 3ab(a + b) (
a3 + b3 = (a + b) a2 − ab + b2 )
(iii) (iv)
(a − b)3 = a3 − b3 − 3ab(a − b) a 3 − b3 = (a − b) (a 2
+ ab + b )2
Solution:
Comparing (x + 4)3 with (a + b)3 , we get a = x , b = 4 (4)2 = 4 × 4 = 16
We know (a + b)3 = a3 + 3a2b + 3ab2 + b3 (4)3 = 4 × 4 × 4 = 64
(x + 4)3 = (x )3 + 3(x )2 (4) + 3(x )(4)2 + (4)23 (replacing a, b values)
= ( x )3 + 3x 2 (4) + 3(x )(16) + 16
64 Try to expand this by using
(x + 4)3 = x 3 + 12 x 2 + 48 x + 16
64
(a + b)3 = a3 + b3 + 3ab(a + b)
Example 3.14
Find the value of (103)3
Solution:
Now, (103)3 = (100 + 3)3
(103)3 = 1092727
Example 3.15
Expand: ( y − 5)3
Solution:
Comparing ( y − 5)3 with (a − b)3 , we get a = y , b = 5
Example 3.16
Find the value of (98)3
Solution:
Now, (98)3 = (100 − 2)3
Comparing this with (a − b ) , we get a = 100 , b = 2
3
Example 3.17
Expand: (x + 3)(x + 5)(x + 2)
Solution:
Given (x + 3)(x + 5)(x + 2)
Try these
Exercise 3.3
1. Expand
(i) (3m + 5)2 (ii) (5 p − 1)2 (iii) (2n − 1)(2n + 3) (iv) 4 p2 − 25q 2
2. Expand
(i) (3 + m)3 (ii) (2a + 5)3 (iii) (3 p + 4q)3 (iv) (52)3 (v) (104)3
3. Expand
(i) (5 − x )3 (ii) (2 x − 4 y )3 (iii) (ab − c)3 (iv) (48)3 (v) (97 xy )3
4. Simplify ( p − 2)( p + 1)( p − 4)
5. Find the volume of the cube whose side is (x + 1) cm
6. Find the volume of the cuboid whose dimensions are (x + 2),(x − 1) and (x − 3)
Algebra 91
Type 1: Factorisation by taking out the common factor from each term.
Example 3.18
Factorise: 4 x 2 y + 8 xy
Solution:
We have, 4 x 2 y + 8 xy This can be written as,
= (2 × 2 × x × x × y ) + (2 × 2 × 2 × x × y )
92 8th Standard Mathematics
Example 3.21
Factorise : x 2 + 8 x + 16
Solution:
Now, x 2 + 8 x + 16 can be written as x 2 + 8 x + 42
Algebra 93
Example 3.22
Factorise 49 x 2 − 84 xy + 36 y 2
Solution:
Now, 49 x 2 − 84 xy + 36 y 2
72 x 2 − 84 xy + 62 y(27=
x )2(7−2xx2)2(7−x284 xy ))(++66(y62)y+)22(6 y )2
)((67xy
Comparing this with a2 − 2ab + b2 = (a − b)2 we get a = 7 x , b = 6 y
(7 x )2 − 2(7 x )(6 y ) + (6 y )2 = (7 x − 6 y )2
∴ 49 x 2 − 84 xy + 36 y 2 = (7 x − 6 y )2 Try these
(7x–6y), (7x–6y) are the two factors. Find the factors
Example 3.23 factor 1 factor 2 product sum
Factorise : 49 x 2 − 64 y 2 35 12
-40 -3
Solution:
60 -17
Now, 49 x 2 − 64 y 2 -51 +14
2 2 2 2 2
7 x − 8 y = (7 x ) − (8 y ) 2 -32 -4
Comparing this with a2 − b2 = (a + b)(a − b) we get a = 7 x , b = 8y
(7 x )2 − (8 y )2 = (7 x + 8 y )(7 x − 8 y )
(7x+8y), (7x–8y) are the two factors.
Type 5 : Factorisation of the expression (ax2 + bx + c)
Example 3.24
Factorise x 2 + 8 x + 15 Product = 15 Sum = 8
1×15 = 15 1+15 = 16
Solution:
3 × 5 = 15 3+5 = 8 ü
Given x 2 + 8 x + 15
This is in the form of ax 2 + bx + c +15
We get = a 1=, b 8, c = 15
×
Now, the product = a × c and sum = b
+3 +5
= 1 × 15 b=8
+
= 115× 15
+8
= x 2 + 8 x + 15
= x 2 + 3x + 5x + 15 (the middle term 8x can be written as 3x+5x)
= (x 2 + 3x ) + (5x + 15)
= x(x + 3) + 5(x + 3) taking out the common factor x+3 )
x 2 8 x 15 (x 3)(x 5) Think
Example 3.25
Factorise 7c 2 + 2c − 5 Product = –35 Sum = 2
Solution: 1×(–35) = –35 1–35 = –34
Given 7c 2 + 2c − 5 –1 × 35 = –35 –1+35 = 34
5 × (–7) = –35 5–7 = –2
This is in the form of ax 2 + bx + c
–5 × 7 = –35 –5+7 = 2 ü
We get a = 7, b = 2, c = −5
Now, the product = a × c = 7 × (−5) = –35 and sum b = 2 –35
= 7c 2 + 2c − 5 ×
7c 2 5c 7c 5 (the middle term 2c can be
–5 +7
written as –5c+7c)
+
= (7c 2 − 5c) + (7c − 5)
= c(7c − 5) + 1(7c − 5) (taking out the common factor 7c–5 ) +2
= (7c − 5)(c + 1)
Therefore, (7c–5), (c+1) are the two factors.
Try these
Factorise the following :
1) 3 y + 6 2) 10 x 2 + 15 y 2 3) 7m(m − 5) + 1(5 − m) 4) 64 − x 2 5) x2–3x+2
6) y2–4y–32 7) p2+2p–15 8) m2+14m+48 9) x2–x–90 10) 9x2–6x–8
Algebra 95
Exercise 3.4
1. Factorise the following by taking out the common factor
(i) 18 xy − 12 yz (ii) 9 x 5 y 3 + 6 x 3 y 2 − 18 x 2 y (iii) x(b − 2c) + y(b − 2c)
(iv) (ax + ay ) + (bx + by ) (v) 2 x 2 (4 x − 1) − 4 x + 1 (vi) 3 y(x − 2)2 − 2(2 − x )
(vii) 6 xy − 4 y 2 + 12 xy − 2 yzx (viii) a3 − 3a2 + a − 3 (ix) 3 y 3 − 48 y (x) ab2 − bc 2 − ab + c 2
2. Factorise the following expressions
(i) x 2 + 14 x + 49 (ii) y 2 − 10 y + 25 (iii) c 2 − 4c − 12 (iv) m2 + m − 72 (v) 4 x 2 − 8 x + 3
3. Factorise the following expressions using (a + b)3 = a3 + 3a2b + 3ab2 + b3 identity
(i) 64x3+144x2 + 108x+27 (ii) 27p3+54p2q+36pq2+8q3
4. Factorise the following expressions using (a − b)3 = a3 − 3a2b + 3ab2 − b3 identity
(i) y3–18y2+108y–216 (ii) 8m3–60m2n+150mn2–125n3
(A) 3y, (x+2) (B) 3x, (3x+3y) (C) 6x, (3x+2y) (D) 3x, (3x+2y)
6. Factors of 4–m2 are
(A) (2+m)(2+m) (B) (2–m)(2–m) (C) (2+m)(2–m) (D) (4+m)(4–m)
7. (x+4) and (x–5) are the factors of ___________
(A) x2–x+20 (B) x2–9x–20 (C) x2+x–20 (D) x2–x–20
8. The factors of x2–5x + 6 are (x–2)(x–p) then the value of p is _________
(A) –3 (B) 3 (C) 2 (D)–2
9. The factors of 1–m3
(A) (1+m), (1+m+m2) (B) (1–m), (1–m–m2)
(C) (1–m), (1+m+m2) (D) (1+m), (1–m+m2)
10. One factor of x3+y3 is
(A) (x – y) (B) (x + y) (C) (x + y)3 (D) (x – y)3
96 8th Standard Mathematics
Exercise 3.5
Miscellaneous Practice Problems
1. Subtract: −2(xy )2 ( y 3 + 7 x 2 y + 5) from 5 y 2 (x 2 y 3 − 2 x 4 y + 10 x 2 )
( )
2. Multiply 4 x 2 + 9 and (3x − 2)
3. Find the simple interest on Rs. 5a2b2 for 4ab years at 7b% per annum.
(
4. The cost of a note book is Rs. 10ab. If Babu has Rs. 5a2b + 20ab2 + 40ab . Then how)
many note books can he buy?
(
5. Factorise : 7 y 2 − 19 y − 6 )
Challenging problems
6. A contractor uses the expression 4 x 2 + 11x + 6 to determine the amount of wire to
order when wiring a house. If the expression comes from multiplying the number of
rooms times the number of outlets and he knows the number of rooms to be ( x + 2) ,
find the number of outlets in terms of ‘x’. [Hint : factorise 4 x 2 + 11x + 6 ]
7. A mason uses the expression x 2 + 6 x + 8 to represent the area of the floor of a room.
If the decides that the length of the room will be represented by ( x + 4 ) , what will the
width of the room be in terms of x ?
8. Find the missing term: y 2 x 56 y 7 y
9. Factorise : 16 p 4 − 1
10. Factorise : 3x3 – 45x2y + 225xy2 – 375y3
3.8.3 Equations
An equation is a statement that asserts the equality of two expressions; the expressions
are written one on each side of an “equal to” sign.
For example: 2x + 7 = 17 is an equation (where x is a variable). 2x + 7 forms the Left Hand
Side (LHS) of the equation and 17 is its Right Hand Side (RHS).
Linear equations
An equation containing only one variable with its highest power as one is called a linear
equation. Examples: 3x – 7 = 10.
Linear equations in one or more variables:
An equation is formed when a statement is put in the form of mathematical terms.
Here are some examples:
(i) A number is added to 5 to get 25
This statement can be written as x + 5 = 25.
This equation x + 5 = 25 is formed by one variable (x) whose highest power is 1. So it is
called a linear equation in one variable.
Therefore, an equation containing only one variable with its highest power as one is called
a linear equation in one variable.
Examples: 5 x − 2 = 8, 3 y + 24 = 0
This linear equation in one variable is also known as simple equation.
This equation x + y = 45 is formed by two variables x and y whose highest power is 1. Hence, we
call it as a linear equation in two variables.
Now, in this class we shall learn to solve linear equations in one variable only. You will
learn to solve other type of equations in higher classes.
Note
The equations so formed with power more than 1 of its variables, (2,3....etc.)
are called as quadratic, cubic equations and so on.
Examples: (i) x 2 + 4 x + 7 = 0 is a quadratic equation.
(ii) 5 x3 − x 2 + 3x = 10 is a cubic equation.
Try these
6x
(vi) 7k – 12= 0 (vii) + y = 1 (viii) 5 + y = 3x (ix) 10p+2q=3 (x) x2–2x–4
8
Try these
Convert the following statements into linear equations:
1. On subtracting 8 from the product of 5 and a number, I get 32.
2. The sum of three consecutive integers is 78.
3. Peter had a Two hundred rupee note. After buying 7 copies of a book he was left with `60.
4. The base angles of an isosceles triangle are equal and the vertex angle measures 80°.
5. In a triangle ABC, ∠A is 10o more than ∠B. Also ∠C is three times ∠A. Express the
equation in terms of angle B.
Example 3.30
(a) Solve the equation: x − 7 = 6 (b) Solve the equation: 3x = 51
Solution: Solution:
x–7=6 (Given) 3x = 51 (Given)
x – 7 +7 = 6+7 (add 7 on both sides) 3 × x = 51
x = 13 3 × x 51 (÷ 3 on both sides)
=
3 3
x = 17
20 y − 6 y Think
=7
15
1. “An equation is multiplied or divided by
14 y = 7 × 15 a non zero number on either side.” Will there be
7 × 15 any change in the solution?
y=
14 2. “An equation is multiplied or divided by two
2
15 different numbers on either side”. What will
y=
2 happen to the equation?
Exercise 3.6
1. Fill in the blanks:
Example 3.36
There is a wooden piece of length 2m. A carpenter wants to cut it into two pieces such that
the first piece is 40 cm smaller than twice the other piece. What is the length of the smaller piece ?
Solution:
Let us assume that the length of the first piece is x cm.
Then the length of the second piece is (200cm – x cm) i.e., (200 − x) cm.
ccording to the given statement (change m
A
to cm), Think
irst piece = 40 less than twice the Suppose we take the second
F
second piece. piece to be x and the first piece to be
x = 2× (200 − x) − 40 (200 − x), how will the steps vary? Will
the answer be different?
x = 400 − 2x − 40
x + 2x = 360
3x = 360 Hence,
x=
360 (i) Thus the length of the first piece is 120 cm
3 (ii) The length of second piece is 200cm − 120cm = 80cm,
x = 120 which happens to be the smaller.
Example 3.37
Mother is five times as old as her daughter. After 2 years, the mother will be four times as
old as her daughter. What are their present ages?
Solution:
Age / Person Now After 2 years
Daughter x x +2
Mother 5x 5 x +2
Given condition: After two years, Mother’s age = 4 times of Daughter's age
5 x + 2 = 4 ( x + 2)
5x+2 =4x+8
5 x − 4x = 8 − 2
x=6
Hence daughter’s present age = 6 years;
and mother’s present age = 5 x = 5 × 6 = 30 years
Example 3.38
The denominator of a fraction is 3 more than its numerator. If 2 is added to the numerator
5
and 9 is added to the denominator, the fraction becomes . Find the original fraction.
6
Solution:
x
Let the original fraction be .
y
104 8th Standard Mathematics
Exercise 3.7
1. Fill in the blanks:
(i) The solution of the equation ax+b=0 is_______.
(ii) If a and b are positive integers then the solution of the equation ax=b has to be
always_______.
(iii) One-sixth of a number when subtracted from the number itself gives 25. The number
is_______.
(iv) If the angles of a triangle are in the ratio 2:3:4 then the difference between the greatest
and the smallest angle is _______.
(v) In an equation a + b = 23. The value of a is 14 then the value of b is_______.
2. Say True or False
(i) “Sum of a number and two times that number is 48” can be written as y+2y = 48
(ii) 5(3x+2) = 3(5x−7) is a linear equation in one variable.
(iii) x = 25 is the solution of one third of a number is 10 less than the original number.
3. One number is seven times another. If their difference is 18, find the numbers.
4. The sum of three consecutive odd numbers is 75. Which is the largest among them?
1
5. The length of a rectangle is of its breadth. If its perimeter is 64m, then find the length
3
and breadth of the rectangle.
6. A total of 90 currency notes, consisting only of `5 and `10 denominations, amount to
`500. Find the number of notes in each denomination.
7. At present, Thenmozhi’s age is 5 years more than that of Murali’s age. Five years ago, the
ratio of Thenmozhi’s age to Murali’s age was 3:2. Find their present ages.
8. A number consists of two digits whose sum is 9. If 27 is subtracted from the original
number, its digits are interchanged. Find the original number.
9. The denominator of a fraction exceeds its numerator by 8. If the numerator is increased
3
by 17 and the denominator is decreased by 1, we get . Find the original fraction.
2
10. If a train runs at 60 km/hr it reaches its destination late by 15 minutes. But, if it runs at
85 kmph it is late by only 4 minutes . Find the distance covered by the train.
Objective Type Questions
11. Sum of a number and its half is 30 then the number is______.
(A) 15 (B) 20 (C) 25 (D) 40
12. The exterior angle of a triangle is 120° and one of its interior opposite angle 58°, then the
other opposite interior angle is________.
(A) 62° (B) 72° (C) 78° (D) 68°
13. What sum of money will earn `500 as simple interest in 1 year at 5% per annum?
(A) 50000 (B) 30000 (C) 10000 (D) 5000
14. The product of LCM and HCF of two numbers is 24. If one of the number is 6, then the
other number is ________.
(A) 6 (B) 2 (C) 4 (D) 8
15. The largest number of the three consecutive numbers is x+1, then the smallest number is
(A) x (B) x+1 (C) x+2 (D) x–1
3.9 Graph
3.9.1 Introduction
There was an instance in the 17th century when Rene North
Descartes, a famous mathematician became ill and from (East 4 ft, North 3 ft)
his bed, noticed an insect hovering over a corner and sitting 3
at various places on the ceiling. He wanted to identify all
Feet
−6 −5 −4 −3 −2 −1 0 1 2 3 4
3 3
2 2
1 1
0
−4 −3 −2 −1 O 1 2 3 4
−1 −1
−2 −2
−3 −3
The intersecting point of the perpendicular lines ‘O’ represent the origin (0, 0).
Cartesian system
Rene Descartes system of fixing a point with the help of two measurements, horizontal
and vertical, is named as Cartesian system, in his honour. The horizontal line is named as XOX',
called the X-axis. The vertical line is named as YOY', called the Y- axis. Both the axes are called
coordinate axes. The plane containing the X axis and the Y axis is known as the coordinate plane
or the Cartesian plane.
3.9.3 Signs in the graphs
1. X-coordinate of a point is positive along
Y
OX and negative along OX'
2. Y-coordinate of a point is positive along OY 2
and negative along OY'
3.9.4 Ordered pairs (+) 1
A point represents a position in a plane. A
point is denoted by a pair (a,b) of two numbers ‘a’ X' −2 −1 O 1 2 X
and ‘b’ listed in a specific order in which ‘a’ represents −1
(−) (+)
the distance along the X-axis and ‘b’ represents the
distance along the Y-axis. It is called an ordered (−) −2
pair (a,b). It helps us to locate precisely a point in
Y'
the plane. Each point can be exactly identified by a
pair of numbers. It is also clear that the point (b,a)
108 8th Standard Mathematics
ordinate
2
3 Units
fixed point (which we have,
agreed to call as origin), 1
(ii) first, move 4 units along the abscissa
horizontal direction (that
X' −2 −1 0 1 2 3 4 X
is, the direction of x-axis) 4 Units
−1
(iii) and then trek along the
y- direction by 3 units. −2
To understand how we have
Y'
travelled to reach M, we denote
by (4,3).
4 is called the x-coordinate of M and 3 is called the y-coordinate of M.
It is also habitual to name the
x-coordinate as abscissa and the
Think
y-coordinate as ordinate. (4,3) is as an
If instead of (4,3), we write (3,4) and try to mark
ordered pair.
it, will it represent ‘M’ again?
3.9.5 Quadrants
The coordinate axes divide the plane of the graph into four regions called quadrants.
It is a convention that the quadrants are named in the anti clock wise sense starting from the
positive side of the X axis.
Quadrant Sign Y
x>0, y>0, then the coordinates 2
I
are (+,+) II Quadrant I Quadrant
the region XOY
Examples: (5,7) (2,9) (10,15) (,+) 1 (+,+)
x<0, y>0 then the coordinates i n
II (0,0) orig
are (−,+) -7 -6
the region X'OY X' 2 1 O 1 2 X
Examples (−2,8) (−1,10) (−5,3)
1
x<0, y<0 then the coordinates are III Quadrant IV Quadrant
III
(−,−) (,) 2 (+,)
the region X'OY'
Examples: (−2,−3) (−7,−1) (−5,−7)
Y'
x>0, y<0 then the coordinates
IV
are (+,−)
the region XOY'
Examples : (1,−7) (4,−2) (9,−3)
Algebra 109
Try these
1. Complete the table given below.
S.No Point Sign of X-coordinate Sign of Y-coordinate Quadrant
1 (−7,2)
2 (10,−2)
3 (−3,−7)
4. (3,1)
5. (7,0)
6. (0,−4)
4 G
E
I
3
2
A H F B
1
J M L K T
X' −4 −3 −2 −1 O 1 2 3 4 5 6 7 X
Q R U
N −1
P
−2
D S C
−3
Y'
Exercise 3.8
1 Fill in the blanks:
(i) X- axis and Y-axis intersect at __________.
(ii) The coordinates of the point in third quadrant are always__________.
(iii) (0, −5) point lies on ________axis.
(iv) The x- coordinate is always ______on the y-axis.
(v) _________ coordinates are the same for a line parallel to Y-axis.
Algebra 111
4
Y intercept point
3 (0, 3)
)
,0
X intercept point
(2
X' 3 2 1 0 1 2 3 4 5 X
1
2
B (4, 3)
3
Y'
Solution:
te
2
rc
ep
2
oi
nt
of points A and B in P( 1
,0)
,0)
(3
R S
Join the points and O
X' 5 4 3 X in 2 1 1 2 3 4 X
extend it to get AB ter T 1)
ce
pt 1 (0,
straight line. Plot the po
in
t
second pair of points B (5,2) 2 N (1,-2)
M and N in II and IV
quadrants. Join the 3
points and extend it to Y'
get MN straight line.
Algebra 113
Example 3.43
Draw the graph of x = 5
Solution:
x=5 means that x-coordinate is always 5 for whatever value of y-coordinate. So we may
give any value for y-coordinate and this is tabulated as follows.
X 5 5 5 5 5 x =5 is given (fixed)
Y −2 −1 0 2 3 Take any value for y (Why?)
4
5 Units Note
3 D (5,3)
A (5,0)
X' 2 1 O 1 2 3 4 5 6 X
Think
1 E (5,1)
4
Y'
The points are (5,−2) (5,−2) (5,0) (5,2) (5,3). Plot the points in the graph and join them.We get
a straight line parallel to Y axis at a distance of 5 units from the Y axis.
3.9.9 Scale in a graph
There will be situations in drawing a graph where ‘y’ is a big multiple of ‘x’ and the usual
graph in units may not be enough to locate the ‘y’ coordinate and vice-versa. In this situation,
114 8th Standard Mathematics
we use the concept of scale in both the axes as per the need. Represent a convenient scale at the
right side corner of the graph. A few examples are given below.
Y Y
6 150
4 100
2 50
−4 −100
Y' Y'
Linear equations use one (or more) variables where one variable is dependent on the other(s).
The longer the distance we travel by a taxi, the more we have to pay. The distance travelled
is an example of an independent variable. Being dependent on the distance, the taxi fare is
called the dependent variable.
The more one uses electricity, greater will be the amount of electricity bill. The amount of
electricity consumed is an example for independent variable and the bill amount is naturally
the dependent variable.
15 (3,15)
10 (2,10)
5
5x
y=
(0,0)
X' 4 3 2 1 O 1 2 3 4 5 X
(1,-5) 5
10
(3,15)
15
Y'
Example 3.45
Scale: On the X axis 1cm = 1unit
Y
Graph the equation y = x + 1. On the Y axis 1cm = 1unit
Begin by choosing a couple of 4
values for x and y. It will firstly help
to see 3 (2,3)
(i) what happens to y when x is x+1
2 y=
zero and
(ii) what happens to x when y is 1 (0,1)
zero. (–1,0)
After this we can go on to find one
X' –3 –2 –1 O 1 2 3 4 X
or two more values.
Let us find at least two more (–2,–1) –1
ordered pairs. For easy graphing,
–2
let us avoid fractional answers.
We shall make suitable guesses. Y'
x y = x+1
−2 y = −2+1 = -1 Note
−1 y = −1+1 = 0
The orientation of the graph
0 y = 0+1 = 1
x −2 −1 0 1 2 will be different according to the
1 y = 1+1 = 2 scale chosen.
y −1 0 1 2 3 2 y = 2+1 = 3
We have now five points of the graph: (−2,−1) (−1, 0) (0, 1) (1, 2) and (2, 3).
Try these
Identify and correct the errors
Y Y Y
Scale: X axis 1cm = 1unit
9 3 3
8
Y axis 1cm = 1unit (3,2)
7
6
5 2 2 (2,0)
4
3
2 1 1
1 O (–2,1)
–7 –6 –5 –4–3–2 –1 1 2 3 4 5 67 8 9 (0,1)
X' –1 X
–2 X' –3 –2 –1 O 10 20 30 X X' –3 –2 –1 O 1 2 3 X
–3
–4 –1
–5
–6 (–1,–2)
–7
–8 –1 –2
(–2,2)
Y' Y' Y'
(i) (ii) (iii)
Exercise 3.9
1. Fill in the blanks:
(i) y = p x where p ∈z always passes through the__________.
(ii) The intersecting point of the line x = 4 and y = − 4 is__________.
Algebra 117
Exercise 3.10
Miscellaneous Practice Problems
1. The sum of three numbers is 58. The second number is three times of two-fifth of the first
number and the third number is 6 less than the first number. Find the three numbers.
2. In triangle ABC, the measure of ∠B is two-third of the measure of ∠A. The measure of
∠C is 20° more than the measure of ∠A. Find the measures of the three angles.
3. Two equal sides of an isosceles triangle are 5y−2 and 4y+9 units. The third side is 2y+5
units. Find ῾y᾿ and the perimeter of the triangle.
4. In the given figure, angle XOZ and angle ZOY form a Z
linear pair. Find the value of x.
5. Draw a graph for the following data:
Area (cm2) 4 9 16 25 36 Y O X
Challenging Problems
6. Three consecutive integers, when taken in increasing order and multiplied by 2, 3 and 4
respectively, total up to 74. Find the three numbers.
7. 331 students went on a field trip. Six buses were filled to capacity and 7 students had to
travel in a van. How many students were there in each bus?
8. A mobile vendor has 22 items, some which are pencils and others are ball pens. On a
particular day, he is able to sell the pencils and ball pens. Pencils are sold for `15 each and
ball pens are sold at `20 each. If the total sale amount with the vendor is `380, how many
pencils did he sell?
9. Draw the graph of the lines y = x, y = 2x, y = 3x and y = 5x on the same graph sheet.
Is there anything special that you find in these graphs?
10. Consider the number of angles of a convex polygon and the number of sides of that polygon.
Tabulate as follows:
Name of Polygon No. of angles No. of sides
Use this to draw a graph illustrating the relationship between the number of angles and the
number of sides of a polygon.
SUMMARY
� When the product of two algebraic expressions we follow,
Multiply the signs of the terms,
Multiply the corresponding co-efficients of the terms.
Multiply the variable factors by using laws of exponents.
For dividing a polynomial by a monomial, divide each term of the polynomial by a
�
monomial.
� Identity: An identity is an equation is satisfied by any value that replaces its variables (s).
(a + b)2 = a 2 + 2ab + b2 (x + a)(x + b) = x 2 + (a + b)x + ab
2 2
(a b) a 2ab b 2
(a + b)3 = a3 + 3a2b + 3ab2 + b3
a 2 − b 2 = (a + b ) (a − b ) (a − b)3 = a3 − 3a2b + 3ab2 − b3
( x + b) ( x + b) ( x + c ) = x 3 + (a + b + c ) x 2 + (ab + bc + ca ) x + abc
� Factorisation: Expressing an algebraic expression as the product of two or more
expression is called Factorisation.
� An equation containing only one variable with its highest power as one is called a linear
equation in one variable.
� The value which replaces a variable in an equation so as to make the two sides of the equation
equal is called a solution or root of the equation.
� Graphing is just a visual method for showing relationships between numbers.
� The horizontal line is named as XOX’, called the X-axis. The vertical line is named as YOY’,
called the Y-axis. Both the axes are called coordinate axes. The plane containing the x axis
and the y axis is known as the coordinate plane or the Cartesian plane.
� A point is denoted by a pair (a,b) of two numbers ‘a’ and ‘b’ listed in a specific order in which
‘a’ represents the distance along the X-axis and ‘b’ represents the distance along the Y axis. It
is called an ordered pair (a,b).
� The coordinate axes divide the plane of the graph into four regions called quadrants.
� The line graph for the linear equation is called a linear graph.
Algebra 119
ICT CORNER
Step-1 Open the Browser and type the URL given below. Through this activity you will know
about the Algebra, operations on
Step-2 Click on any one of the link in the items to know about the them and study their properties as
basics in algebra, exponents, polynomial, quadric equation etc. well.
Step-3 For example, click on the “Balance While adding and
subtracting”, link under the Basic menu. A new tab will open in
the browser where you can see the interactive game on adding
and subtracting algebra.
Step-4 Likewise you can learn all the concepts in algebra.
Step 1 Step 2
Step 3 Step 4
ICT CORNER
Step-1 Open the Browser type the URL Link given below (or) Scan the Expected Outcome
QR Code. GeoGebra work book named “ALGEBRA” will open.
Click on the worksheet named “Point Plotting”.
Step-2 In the given worksheet you can get new point by clicking on
“New point”.Enter the correct point in the input box and press
enter.
Step 1 Step 2
LIFE
4 MATHEMATICS
Learning Objectives
To recall the concepts of percentage, profit, loss and simple interest.
To solve problems involving percentage, applications of percentage
in profit, loss, overhead expenses, discount and GST.
To know what compound interest is and to be able to find the compound interest
through patterns and formula and use them in simple problems.
To find the difference between compound interest and simple interest for
2 years and 3 years.
To recall direct and inverse proportions.
To know about compound variation and do problems on it.
To solve time and work problems.
4.1 Introduction
The following conversation happens in a Math class of VIII Std.
Teacher : Dear students, money collection is being made for the Flag Day and so far 32 out
of 40 students in VII Std and 42 out of 50 students from our class have contributed.
Can anyone of you say, whose contribution is better?
32 42
Sankar :
Teacher, 32 out of 40 is and 42 out of 50 is . The corresponding like fractions
40 50
160 168
of them are and respectively. So, our class students’ contribution is better.
200 200
Teacher : Very Good, Sankar. Students, is there any other way to compare?
32 32
Bumrah : Yes Teacher, percentages will help. Here, = × 100 = 80 % and
40 40
42 42
= × 100 = 84 % Clearly, our class contribution is 4 % more than VII Std.
50 50
Teacher : Well done, Bumrah. You are exactly correct. Can anyone of you say where the use
of percentages is seen more?
Bhuvi : Yes Teacher. My father told me that percentages are used in the calculation of
profit, loss, discount, calculation of tax (eg: GST), interest on investment, growth in
population and depreciation of machines and almost everywhere where comparison
is made. He also had told me that it is an easy tool which is helpful to compare values.
Teacher : Well said, Bhuvi. These are the topics what we are going to see in this chapter
using percentages.
Life Mathematics 121
The above conversation leads the way to know the application of percentages in various
situations and in the commonly seen problems in our day-to-day life. We will also see direct
and inverse proportions, compound variation and time and work problems topics later.
Money grows faster by The growth of a giraffe over time is an example for direct
compound interest. proportion and see-saw is an example for inverse proportion
Try these
Find the indicated percentage value of the given numbers.
Number
% 60 240 660 852 1200
10 %
20 %
25 %
33 1 %
%
3
4.2 Applications of Percentage in Word Problems
We know that Per Cent means per hundred or out of a hundred. It is denoted by the symbol %.
x% denotes the fraction x . It is very useful in comparing quantities easily. Let us see its uses
100
in the following word problems.
Example 4.1
If x % of 600 is 450, then find the value of x.
Solution:
Given, x % of 600 = 450
x
× 600 = 450
100
450
x=
6
x = 75
122 8th Standard Mathematics
Example 4.2
When a number is decreased by 25 % , it becomes 120. Find the number.
Solution:
Let the number be x . If we start with a quantity A and then
decrease that quantity by x% , we will get
Given, x − 25 x = 120 the decreased quantity as,
100
100 x − 25 x x
D = 1 − A
= 120 100
100
75 x
= 120 Aliter: Using the above formula,
100
25 75
120 × 100 D = 1 A 120 A
⇒ x = 100 100
75
100
⇒ x = 160 A 120 = 160
75
Example 4.3
Akila scored 80 % of marks in an examination. If her score was 576 marks, then find the
maximum marks of the examination.
Solution:
Let the maximum marks be x .
Now, 80 % of x = 576
80
× x = 576
100
100
⇒ x = 576 × = 720 marks
80
Therefore, the maximum marks of the examination = 720.
Example 4.4
If the price of Orid dhall after 20% increase
If we start with a quantity A
is ₹96 per kg, then find the original price of
and then increase that quantity by
Orid dhall per kg.
x% , we will get the increased quantity as,
Solution:
x
I = 1 + A
Let the original price of Orid dhall be ₹ x . 100
ew price after 20% increase
N
Aliter: Using the above formula,
20 120 x
= x + x = 20
100 100 I = 1 A
120 x 100
Given that, = 96 120
100 96 A
96 × 100 100
∴x = 100
120 A 96
120
∴ Original price of Orid dhall per kg, x = ₹80 A = ₹80
Try these
1. What percentage of a day is 10 hours?
2. Divide ₹350 among P, Q and R such that P gets 50% of what Q gets and Q gets 50% of
what R gets.
Think
With a lot of pride, the traffic police commissioner
of a city reported that the accidents had decreased by 200%
in one year. He came up with this number by stating that
the increase in accidents from 200 to 600 is clearly a 200%
rise and now that it had gone down from 600 last year to
200 this year should be a 200% fall. Is this decrease from
600 to 200, the same 200% as reported by him? Justify.
Example 4.5
The income of a person is increased by 10 % and then decreased by 10 % . Find the change
in his income.
Solution:
Let his initial income be ₹ x .
Income after 10% increase is
Aliter:
10 110 11 Let his income be ₹100
₹x+ ×x = ₹ x (or) ₹ x
100 100 10
(or) Income after 10% increase is
Now, income after 10% decrease is,
10
11x 10 11x 100 + 100 × = ₹110.
₹ − 100
10 100 10
11x 11x 110 x − 11x 99 x Now, income after 10% decrease is,
− = =₹
10 100 100 100 10
110 – 110 × = 110 – 11 = ₹99
99 x x 100
∴ Net change in his income = x − =
100 100 ∴ Net change in his income = 100 – 99 = 1
x x x
1100
= 100
∴ Percentage change = 100 %
× 100
× 100 = 1%
= 1% ∴ Percentage change = = × 100 %
× 100 = 1% .
= 1%
x x 100x
That is, income of the person is reduced by 1%. That is, income of the person is reduced by 1%.
Note
For any given number, when it is increased first by x % and then decreased by y %,
xy
then the value of the number is increased or decreased by x + y + % . Use ‘negative’
100
sign for decrease and also assume ‘decrease’ if the sign is negative. Use this note to check
the answer for the Example 4.5.
Exercise 4.1
1. Fill in the blanks:
(i) If 30 % of x is 150, then x is _________.
(ii) 2 minutes is _________ % to an hour.
(iii) If x % of x = 25, then x = ________.
(iv) In a school of 1400 students, there are 420 girls. The percentage of boys in the school
is ________.
(v) 0.5252 is ________ % .
2. Rewrite each underlined part using percentage language.
(i) One half of the cake is distributed to the children.
(ii) Aparna scored 7.5 points out of 10 in a competition.
(iii) The statue was made of pure silver.
(iv) 48 out of 50 students participated in sports.
(v) Only 2 persons out of 3 will be selected in the interview.
3. 48 is 32% of which number?
4. What is 25% of 30% of 400?
5. If a car is sold for ₹200000 from its original price of ₹300000, then
find the percentage of decrease in the value of the car.
6. If the difference between 75% of a number and 60% of the same
number is 82.5, then find 20% of that number.
7. A number when increased by 18% gives 236. Find the number.
8. A number when decreased by 20% gives 80. Find the number.
9. A number is increased by 25% and then decreased by 20%. Find the percentage change in
that number.
10. The ratio of boys and girls in a class is 5:3. If 16% of boys and 8% of girls failed in an
examination, then find the percentage of passed students.
Objective Type Questions
11. 12% of 250 litre is the same as ________of 150 litre.
(A) 10% (B) 15% (C) 20% (D) 30%
12. If three candidates A, B and C in a school election got 153,245 and 102 votes respectively,
then the percentage of votes got by the winner is___________.
(A) 48% (B) 49% (C) 50% (D) 45%
13. 15% of 25% of 10000 =___________.
(A) 375 B) 400 C) 425 (D) 475
14. When 60 is subtracted from 60% of a number to give 60, the number is
(A) 60 (B) 100 (C) 150 (D) 200
15. If 48% of 48 = 64% of x , then x =
(A) 64 (B) 56 (C) 42 (D) 36
Life Mathematics 125
Try these
1. I f the selling price of an article is less than the cost price of the article, then there
is a ________.
2. A
n article costing ₹5000 is sold for ₹4850. Is there a profit or loss? What percentage
is it?
3. I f the ratio of cost price and the selling price of an article is 5:7, then the profit/ gain
is_________%.
Formulae:
Profit
(i) Profit or Gain % = × 100 %
C .P
Loss
(ii) Loss % = × 100 %
C .P
(100 + Profit%)
100
×× S.P
(iii) Selling Price, S.P = × C.P (or) Cost Price, C.P =
100 ( 100 + Profit% )
(iv) Selling Price, S.P =
(100 − Loss%) × C.P (or) Cost Price, C.P = 100
× S.P
100 (100 − Loss%)
4.3.2 Discount
During the month of Aadi and festival seasons, shopkeepers offer a certain percentage of
rebate on the marked price of the articles in order to increase the sales and also to clear the old
stock. This rebate is known as discount.
Marked price
In big shops and departmental stores, we see that every product is tagged with a card
and a price marked on it. This price marked on the card is called the marked price.
Based on this marked price, the shopkeeper offers a certain percentage of discount. The
price payable by the customer after deduction of discount is called the selling price.
That is, Selling Price = Marked Price – Discount
4.3.3 Overhead Expenses
Traders, retailers and shopkeepers are involved in the buying and selling of goods.
Sometimes, when articles like machinery, furniture, electronic items etc., are bought, a few
expenses may happen on their repairs, transportation and labour charges etc., These expenses
are included in the cost price and are called as overhead expenses.
Total Cost Price = Cost Price + Overhead Expenses
Discount
Discount % = × 100%
marked price
4.3.4 Goods and Services Tax (GST)
The goods and services tax (GST) is the only common tax in India levied on almost
all the goods and the services meant for domestic consumption. The GST is remitted by
the traders and the consumers alike and is also one of the main sources of income to both
the Central and State Governments.There are 3 types of GST namely Central GST (CGST),
State GST (SGST) and Integrated GST (IGST). For union territories, there is UTGST.
The GST is shared by the Central and the State Governments equally. There are also
many products like Egg, Honey, Milk, Salt etc., which are exempted from GST. Products like
Petrol, Diesel etc., do not come under GST and they are taxed separately. The GST council has
fitted over 1300 goods and 500 services under four tax slabs namely 5%, 12%, 18% and 28%.
Example 4.6
Ranjith bought a washing machine for ₹16150 and paid ₹1350 for its transportation.
Then, he sold it for ₹19250. Find his gain or loss percentage.
Solution:
Total C.P of the washing machine
= C.P + Overhead Expenses
= 16150 + 1350 = ₹17500
S.P = ₹19250
Here, S.P > C.P. Hence, there is a gain.
Gain 19250 − 17500
Gain % = × 100 % = × 100 %
C .P 17500
Gain 19250 − 17500
175000571 − 05291 niaG
× 100 % = = 001 × × 100 =%
% = 10%
10% = % 001 ×
C .P 17500 00571
17500 P. C
Example 4.7
5
If the selling price of an LED TV is equal to of its cost price, then find the gain / profit
percentage. 4
Solution:
Let the C.P of the LED TV be ₹x.
5
∴ S.P = x
4
5 x
Profit = S.P – C.P = x − x =
4 4
Profit
Profit % = × 100 %
C .P
x/4 1
∴ Profit %= × 100 % = × 100 % = 25 %
x 4
Example 4.8
The cost price of 16 boxes of strawberries is equal to the selling price of 20 boxes of
strawberries. Find the gain or loss percentage.
Solution:
Let the C.P of one strawberry box be ₹ x .
C.P of 20 strawberry boxes = 20 x and
S.P of 20 strawberry boxes = C.P of 16 strawberry boxes = 16 x (given)
Here, S.P < C.P, hence there is a loss.
Loss = C.P –S.P = 20 x − 16 x =4 x
Loss
Loss % = × 100 %
C .P
4x
= × 100 %
20 x
∴ Loss % = 20 %
Example 4.9
By selling a bicycle for ₹4275, a shopkeeper loses 5%. For how much should he sell it to
have a profit of 5%?
Solution:
S.P of the bicycle = ₹4275
Loss = 5%
100
∴ C.P = × S.P
(100 − Loss%)
100
= ₹4500
× 4275 = Rs. 4500
95
Now, C.P = ₹4500 and the desired profit = 5%
∴ Desired S.P =
(100 + Profit%) C.P
×
100
100 + 5
= × 4500 = 105 × 45 = ₹4725
100
∴ To have a profit of 5%, he should sell the bicycle for ₹4725.
Example 4.10
The price of a rain coat was slashed from ₹1060 to ₹901 by a
shopkeeper in the rainy season to boost the sales. Find the rate of
discount given by him.
Solution:
Discount = Marked Price –Selling Price
= 1060 – 901
= ₹159
Gain 19250 − 159 00571 − 05291
17500 niaG
∴ Discount
× 100 % = % =% 001 × ×× 100
100 %% = % 001 ×
C .P 175001060
00571 P. C
= 15%
Think
A shopkeeper marks the price of a marker board 15% above the cost price and then
allows a discount of 15% on the marked price. Does he gain or lose in the transaction?
Example 4.11
Find the single discount in percentage which is equivalent to two successive discounts of
25% and 20% given on an article.
Solution:
Let the marked price of an article be ₹100.
25
First discount of 25% = 100 × = ₹25
100
Price after first discount = 100 − 25 = ₹75
20
Second discount of 20% = 75 × = ₹15
100
Life Mathematics 129
Note
If there are 2 successive discounts of a % and b % respectively, then
�
a b
S.P = 1 − 1 − × M.P.
100 100
zz Single discount in % equivalent to 3 successive discounts of a %, b % and c % respectively
a b c
= 1 − 1 − 1 − 1 − × 100% .
100 100 100
(Use this formula for the Example 4.11 and check the answer).
Example 4.12
A water heater is sold by a trader for ₹10502 including GST at 18%. Find the marked price
of the water heater and GST.
Solution:
Let the marked price be ₹ x .
18 x
Now, x += 10502
100
118 x
= 10502
100
∴ Marked price, x = ₹8900
GST at 18% = ₹10502 – ₹8900 = ₹1602
(or)
18
= 8900 × = ₹1602
100
Example 4.13
A family went to a hotel and spent ₹350 for food and paid extra 5% as GST. Calculate the
CGST and SGST.
Solution:
Cost of food = ₹350
Extra 5% paid as GST is equally shared by the Central and the State Governments at 2.5% each.
2.5
∴ CGST = SGST = 350 × = ₹8.75
100
Exercise 4.2
1. Fill in the blanks:
(i) Loss or gain percentage is always calculated on the__________.
(ii) A mobile phone is sold for ₹8400 at a gain of 20%. The cost price of the mobile phone
is________.
130 8th Standard Mathematics
1
(iii) An article is sold for ₹555 at a loss of 7 %. The cost price of the article is ________.
2
(iv) A mixer grinder marked at ₹4500 is sold for ₹4140 after discount. The rate of discount
is __________.
(v) The total bill amount of a shirt costing ₹575 and a T-shirt costing ₹325 with GST of 5%
is_______.
2. If selling an article for ₹820 causes 10% loss on the selling price, then find its cost price.
3. I f the profit earned on selling an article for ₹810 is the same as loss on selling it for ₹530,
then find the cost price of the article.
4. I f the selling price of 10 rulers is the same as the cost price of 15 rulers, then find the profit
percentage.
5. Some articles are bought at 2 for ₹15 and sold at 3 for ₹25. Find the gain percentage.
6. B
y selling a speaker for ₹768, a man loses 20%. In order to gain 20%, how
much should he sell the speaker?
8. Find the total bill amount for the data given below:
9. A
branded Air-Conditioner (AC) has a marked price of ₹38000. There are 2 options given
for the customer.
(i) Selling Price is the same ₹38000 but with attractive gifts
worth ₹3000
(or)
(ii) Discount of 8% on the marked price but no free gifts.
Which offer is better?
10. If a mattress is marked for ₹7500 and is available at two successive discounts of 10% and
20%, find the amount to be paid by the customer.
Try these
1. The formula to find the simple interest for a given principal is __________.
2. Find the simple interest on ₹900 for 73 days at 8 % p.a.
3. In how many years will ₹2000 become ₹3600 at 10 % p.a simple interest?
In post offices, banks, insurance companies and other financial institutions, there is
another type of interest calculation on offer. Here, the interest accrued during the first time
period (say 6 months) is added to the original principal and the amount so obtained is taken
as the principal for the second time period (that is, the next 6 months) and this keeps going
on, up to the fixed time agreement between the banker and the depositer.
After a certain period, the difference between the amount and the money deposited is
called the compound interest which is abbreviated as C.I. Clearly, the compound interest will
be more than the simple interest just because the principal keeps on changing for every time
period.
We call the time period after which the interest is added to the principal, as the conversion
period. For example, if the interest is compounded say quarterly, there will be four conversion
periods in a year, every 3 months. In such cases, the interest rate will be one fourth of the annual
rate and the number of times that interest will be compounded is four times the number of
years.
In case of simple interest, the principal remains the same for the whole duration where
as in case of compound interest, the principal keeps on changing as per the conversion period.
The simple interest and the compound interest remains the same for the first conversion period.
Illustration 1
To find the compound interest on ₹20000 for 4 years at 10 % p.a compounded annually
and compare it with the simple interest obtained for the same.
Calculating Compound Interest Calculating Simple Interest
Principal for the I year = ₹20000 Recall that,
20000 × 10 × 1 PNR
Interest for the I year
= ₹ 2000 Simple Interest, II=
100 100
Amount at the end of I Year (P+I) = ₹22000 Here, P = ₹20000
That is, Principal for the II year = ₹22000 N = 4 years
22000 × 10 × 1 R = 10%
Interest for the II year = ₹ 2200
∴ I = 20000 × 4 × 10
100
Amount at the end of II year = ₹24200 100
That is, I = ` 8000
That is, Principal for the III year = ₹24200
24200 × 10 × 1
Interest for the III year = ₹ 2420
100
Amount at the end of III year = ₹26620
consuming. So, to save time and to find the amount and the compound interest easily we have
a formula as explained in the following illustration.
Illustration 2
To calculate the amount and compound interest for ₹1000 for 3 years at 10% p.a compound
annually.
You deposit ₹ 1000
End of I year End of II year End of III year
at the beginning of I year
A=
₹13
31
0 1 2 3
where a, b and c are interest rates for I, II and III years respectively.
b
(v)
When interest is compounded annually but time period is in fraction say a years,
c
we have
b
r a c × r
A = P 1 + 1 +
100 100
(Use of calculators are permitted for lengthy calculations and also to verify answers).
Example 4.14
Find the C.I for the data given below:
(i) Principal = ₹4000, r = 5% p.a, n = 2 years, interest compounded annually.
1
(ii) Principal = ₹5000, r = 4% p.a, n = 1 years, interest compounded half-yearly.
2
(iii) Principal = ₹30000, r = 7% for I year, r = 8% for II year, compounded annually.
3
(iv) Principal = ₹10000, r = 8% p.a, n = 2 years, interest compounded yearly.
4
Solution:
r n
(i) Amount, A = P 1 +
100
5 2
= 4000 1 +
100
21 21
= 4000 × ×
20 20
A = ₹4410
∴ C.I =A − P = 4410 − 4000 =₹410
3
r 2n 2×
(ii) Amount, A = P 1 + = 5000 1 + 4 2 = 5000 × 51 × 51 × 51
200 200 50 50 50
= 51 × 10.2 × 10.2
= ₹5306.04
∴ C.I = A − P = 5306.04 − 5000
= ₹306.04
Life Mathematics 135
a b
(iii) Amount, A = P 1 + 1 +
100 100
7 8
= 30000 1 + 1 +
100 100
107 108
= 30000 × ×
100 100
A = ₹34668
∴ C.I = A − P = 34668 − 30000 = ₹4668
b 3
a ×r 2 ×8
(iv)
Amount, A = P 1 +
r
1+
c
= 10000 1 + 8 1 + 4
100 100 100 100
2
27 53
= 10000
25 50
27 27 53
= 10000 × × ×
25 25 50
A = ₹12363.84
∴ C.I = A − P = 12363.84 − 10000 = ₹2363.84
Example 4.15
The value of a motor cycle 2 years ago was ₹70000. It depreciates at the rate of 4% p.a.
Find its present value.
Solution: n
r
Depreciated value = P 1 −
100
4 2
= 70000 1 −
100
96 96
= 70000 × ×
100 100
= ₹64512
Example 4.16
The bacteria in a culture grows by 5% in the first hour, decreases by 8% in the second
hour and again increases by 10% in the third hour. Find the count of the bacteria at the end of
3 hours, if its initial count was 10000.
Solution:
Bacteria at the end of 3 hours
a b c
A = P 1 + 1+
− 1+
100 100 100
5 8 10
= 10000 1 + 1− 1+ (‘−’ because ‘decrease’)
100 100 100
105 92 110
= 10000 × × ×
100 100 100
A = ₹10626
Example 4.17
The population of a town is increasing at the rate of 6% p.a. It was 238765 in the year
2018. Find the population in the year 2016 and 2020.
Solution:
Let the population in 2016 be P.
r n
Then, A = P 1 +
100
2 53 2
6
⇒ 238765
= P 1 + = P
100 50
50 50
⇒ P = 238765 × ×
53 53
∴ P = 212500
Let the population in 2020 be A
r n
Then, A = P 1 +
100
2
6
∴ A = 238765 1 +
100
53 53
= 238765 × ×
50 50
= 95.506 × 53 × 53
A = 268276
∴ The population in the year 2016 was 212500 and that in the year 2020 will be 268276.
Example 4.18
Find the difference in C.I and S.I for
(i) P = ₹5000, r = 4% p.a, n = 2 years.
(ii) P = ₹8000, r = 5% p.a, n = 3 years.
Solution:
r
2
4 4
(i) For 2 years, C.I – S.I = P = 5000 × × = ₹8
100 100 100
r r
2
Exercise 4.3
1. Fill in the blanks:
(i) The compound interest on ₹5000 at 12 % p.a for 2 years, compounded annually is
____________.
(ii) The compound interest on ₹8000 at 10 % p.a for 1 year, compounded half yearly is
____________.
(iii) The annual rate of growth in population of a town is 10 % . If its present population
is 26620, then the population 3 years ago was_________.
(iv) If the compound interest is calculated quarterly, the amount is found using the
formula __________.
(v) The difference between the C.I and S.I for 2 years for a principal of ₹5000 at the rate
of interest 8 % p.a is ___________.
14. The sum which amounts to ₹2662 at 10 % p.a in 3 years, compounded yearly is_______.
(A) ₹2000 (B) ₹1800 (C) ₹1500 (D) ₹2500
15. The difference between compound and simple interest on a certain sum of money for
2 years at 2 % p.a is ₹1. The sum of money is __________ .
(A) ₹2000 (B) ₹1500 (C) ₹3000 (D) ₹2500
4.5 Compound Variation
Before we could learn about compound variation, let us recall the concepts on direct and
inverse proportions.
If two quantities are such that an increase or decrease in one quantity makes a
corresponding increase or decrease (same effect) in the other quantity, then they are said
to be in direct proportion or said to vary directly. In other words, x and y are said to vary
directly if y=kx always, where k is called the proportionality constant and k > 0 assuming
y
that y depends on x and so k = .
x
For example, let us assume that one of you plan to give 2 pens to each of your friends in
the birthday party. Then the number of pens to be bought will be in direct proportion with
the number of friends who will attend the party. Isn’t it? The following table will help you
understand this clearly.
Number of friends (x) 1 2 5 12 15
Number of pens (y) 2 4 10 24 30
y 2 4 10 24 30
In this case, we find that the proportionality constant, k = = = = = = =2.
x 1 2 5 12 15
Few more examples of Direct Proportion:
1. Distance –Time (under constant speed): If the distance increases, then the time taken to
reach that distance will also increase and vice- versa.
2. Purchase – Spending: If the purchase on utilities for a family during the festival time
increases, then the spending limit also increases and vice versa.
3. WorkTime – Earnings: If the number of hours worked is less, then the pay earned will
also be less and vice-versa.
Similarly, if two quantities are such that an increase or decrease in one quantity makes a
corresponding decrease or increase (opposite effect) in the other quantity, then they are said
to be in inverse (indirect) proportion or said to vary inversely. In other words, x and y are said
to vary inversely, if xy = k always, where k is called proportionality constant and k > 0.
For example, let us assume that a class of 30 students in a school walks on streets in
a village for health awareness campaign in an orderly manner, then we can see an inverse
proportion in the number of rows and columns they walk. The following table will help you
understand this clearly.
We can map a few of these arrangements as (5 rows/6 columns) and (6 rows/5 columns)
and see the opposite variations in rows and columns.
In this case, we find that the proportionality constant, k is 30.
Few more examples of Inverse Proportion:
1. Price – Consumption: If the price of consumable products increases, then naturally its
consumption will decrease and vice-versa.
2. Workers – Time: If more workers are employed to complete a work, then the time
taken to complete the work will be less and vice-versa.
3. Speed – Time (Fixed Distance): If we travel with less speed, then the time taken to
cover a given distance will be more and vice-versa.
Now, use the concept of direct and inverse proportions and try to answer the following
questions:
Try these
1. Classify the given examples as direct or inverse proportion:
(i) Weight of pulses to their cost.
(ii) Distance travelled by bus to the price of ticket.
(iii) Speed of the athelete to cover a certain distance.
(iv) Number of workers employed to complete a construction in a specified time.
(v) Area of a circle to its radius.
2. A student can type 21 pages in 15 minutes. At the same rate, how long will it take the
student to type 84 pages?
3. If 35 women can do a piece of work in 16 days, in how many days will 28 women do the
same work?
Let us now see what a Compound Variation is? There will be problems which may
involve a chain of two or more variations in them. This is called as Compound Variation.
The different possibilities of two variations are:
Direct-Direct, Direct-Inverse, Inverse-Direct, Inverse-Inverse.
Note
There are situations where neither direct proportion nor indirect proportion can
be applied. For example, if one can see a parrot at a distance through one eye, it does not
mean that he can see two parrots at the same distance through both the eyes. Also, if it takes
5 minutes to fry a vadai, it does not mean that it will take 100 minutes to fry 20 vadais!
Let us now solve a few problems on compound variation. Here, we compare the known
quantity with the unknown (x). There are a few methods in practice by which problems on
compound variation are solved. They are given as follows:
Here, the unknown (x) is in men and so it is compared to the known, namely hours and
d
days. If men and hours are in direct proportion (D), then take the multiplying factor as .
c
(take the reciprocal). Also, if men and days are in inverse proportion ( I ), then take the multiplying
e d e
factor as .(no change). Thus, we can find the unknown (x) in men as x a .
f c f
4.5.3 Formula Method
Identify the data from the given statement as Persons (P), Days (D), Hours (H) and
Work (W) and use the formula,
P1 × D1 × H1 P × D2 × H 2
= 2
W1 W2
where the suffix 1 contains the complete data from the first statement of the given problem
and the suffix 2 contains the unknown data to be found out in the second statement of the
problem. That is, this formula says, P1 men doing W1 units of work in D1 days working H1
hours per day is the same as P2 men doing W2 units of work in D2 days working H 2 hours
per day. Identifying the work W1 and W2 correctly is more important in these problems. This
method will be easy for finding the unknown (x) quickly.
Example 4.19 (Direct – Direct Variation)
If a company pays `6 lakh for 15 workers for 20 days, how much would it need to pay for
5 workers for 12 days?
Solution:
Proportion Method
Workers Pay (Work) Days
15 6 20
D D D D
5 x 12
Here, the unknown is the pay (x). It is to be compared with the workers and the days.
Step 1:
Here, less days means less pay. So, it is in direct proportion.
∴ The proportion is 20 : 12 :: 6 : x 1
Step 2:
Also, less workers means less pay. So, it is in direct proportion again.
∴ The proportion is 15 : 5 :: 6 : x 2
Step 3:
Combining 1 and 2 ,
20 : 12
:: 6 : x
15 : 5
We know that, the product of the extremes = the product of the means
Extremes Means Extremes
20 : 12 : 6 : x
15 : 5
12×6×5
So, 20×15× x = 12×6×5 ⇒ x = = ` 1.2 lakh.
20×15
Multiplicative Factor Method
Workers Pay (Work) Days
15 6 20
D D x D D
5 12
Here, the unknown is the pay (x). It is to be compared with the workers and the days.
Step 1:
Here, less days means less pay. So, it is in direct proportion.
12
∴ The multiplying factor is (take the reciprocal).
20
Step 2:
Also, less workers means less pay. So, it is in direct proportion again.
5
∴ The multiplying factor is (take the reciprocal).
15
Step 3:
12 5 = ` 1.2 lakh.
∴ x = 6× ×
20 15
Formula Method
Here, P1 = 15, D1 = 20 and W1 = 6 . Also, P2 = 5, D2 = 12 and W2 = x
P1 × D1 P × D2
Using the formula, = 2
W1 W2
⇒ 15×20 = 5×12
6 x
5×12×6
⇒x = = ` 1.2 lakh.
15×20
Step 1:
Here, more length means more days. So, it is in direct proportion.
512
∴ The multiplying factor is (take the reciprocal).
180
Step 2:
Also, more women means less days. So, it is in inverse proportion.
15
∴ The multiplying factor is (no change).
32
Step 3:
512 15
∴ x = 12 × × = 16 days.
180 32
Formula Method:
Here, P1P=1 15,D
= 15, 1D=1 12 and
= 12
&& = 180 and P 2P=2 32
W1W=1 180 and
, D, 2D=2 x= &
= 32 x&W2W=2 512
= 512
P1 × D1 P × D2
Using the formula, = 2
W1 W2
15×12 32×x
⇒ =
180 512
32 × x 512
⇒ 1= ⇒ x= = 16 days.
512 32
Remark: Students may answer in any of the three given methods dealt here.
Try these
Activity
Draw a circle of a given radius. Then, draw its radii in such a way that the angles
between any two consecutive pair of radii are equal. Start drawing 3 radii and end with
drawing 12 radii in the circle. List and prepare a table for the number of radii to the angle
between a pair of consecutive radii and check whether they are in inverse proportion.
What is the proportionality constant?
Here, the unknown is the students (x). It is to be compared with the days and the length of
the wall.
Step 1:
Here, less days means more students. So, it is in inverse proportion.
56
∴ The multiplying factor is .
27
Step 2:
Also, less length means less students. So, it is in direct proportion.
160
∴ The multiplying factor is .
448
Step 3:
56 160
∴ x = 81 × ×
27 448
x = 60 students.
Here, the unknown is the days (x). It is to be compared with the men and the hours.
Step 1:
Here, less men means more days. So, it is in inverse proportion.
48
∴ The multiplying factor is .
28
146 8th Standard Mathematics
Step 2:
Also, more hours means less days. So, it is in inverse proportion again.
7
∴ The multiplying factor is .
8
Step 3:
48 7
∴ x = 24 × × = 36 days.
28 8
Formula Method
=
Here, =
P1 48, D1 24, H1 = 7 and W1 = 1 (Why?)
= =
P2 28, D2 x , H 2 = 8 and W2 = 1 (Why?)
P1 × D1 × H1 P × D2 × H 2
Using the formula, = 2
W1 W2
48 24 7 28 x 8
⇒
1 1
48 24 7
x 36 days.
28 8
Try these
Unitary Method
If two persons X and Y can complete some work individually in a and b days, then their
1 1
one day’s work will be and respectively.
a b 1 1 a+b
Working together, their one day’s work = + = and so,
a b ab
ab
X and Y together can complete the work in a + b days.
Example 4.23
A and B together can do a piece of work in 16 days and A alone can do it in 48 days. How
long will B take to complete the work?
Solution: Note
1
( A + B ) ’s 1 day’s work = The time taken to complete a
16 work or task depends on various factors
1 such as number of persons, their capacity
A’s 1 day’s work =
48 to do the work, the amount of work and
1 1 the time spent per day for the completion
∴ B’s 1 day’s work = −
16 48 of work.
3 −1 2 1
= = =
48 48 24
∴ B alone can complete the work in 24 days.
Example 4.24
P and Q can do a piece of work in 20 days and 30 days respectively. They started the work
together and Q left after some days of work and P finished the remaining work in 5 days. After
how many days from the start did Q leave?
Solution:
1 1
P’s 1 day’s work =
and Q’s 1 day’s work =
20 30
1 5 1
P’s work for 5 days = × 5 = =
20 20 4
1 3
Therefore, the remaining work = 1 − = (as the total work is always 1). This remaining
4 4
work was done by both P and Q.
1 1 5 1
Work done by P and Q in a day = + = =
20 30 60 12
3
Therefore, the number of days they worked together = 4 = 3 × 12 = 9 days.
1 4 1
12
So, Q left after 9 days from the day the work started.
Example 4.25
A works 3 times as fast as B and is able to complete a work in 24 days less than the days
taken by B. Find the time in which they can complete the work together.
Solution:
If B does the work in 3 days, then A will do it in 1 day. That is, the difference is 2 days.
Here, given that the difference between A and B in completing the work is 24 days. Therefore,
24
A will take = 12 days and B will take 3 × 12 = 36 days to complete the work separately.
2
ab
Hence, the time taken by A and B together to complete the work = days.
a+b
12×36 12×36
= = = 9 days.
12 + 36 48
Note
a b
If A is times as good a worker as B, then A will only of the time taken by B
b a
to complete the work. Try to solve the above Example 4.25 using this.
If the ratio of the time taken by A and B in doing a work is x : y, then the ratio of
•
1 1
work done by A and B is : = y : x . This is the ratio for their separate wages too.
x y
• If three persons A, B and C can do a work in x, y and z days respectively, then the ratio in
1 1 1
which their wages will be distributed to them is : : .
x y z
Example 4.26
X, Y and Z can do a piece of job in 4, 6 and 10 days respectively.
If X,Y and Z work together to complete, then find their separate
shares if they will be paid ` 31000 for completing the job.
Solution:
Since they all work together for the same number of
60
days , the ratio in which they share the money is equal to
31
the ratio of their work done per day.
1 1 1 15 10 6
That is, it is equal to : : = : : = 15 : 10 : 6
4 6 10 60 60 60
Here, the total parts = 15 + 10 + 6 = 31
15
Hence, A’ s share = ×31000 = `15000 , B’ s share = 10 ×31000 = `10000 and
31 31
C’ s share is `31000 − (`15000 + `10000)= `6000.
Try these
3
1. Vikram can do one-third of a work in p days. He can do th of the same
4
work in _______ days.
2. If m persons can complete a work in n days, then 4m persons can complete the work
m
in _______days and persons can complete the same work in _______ days.
4
Exercise 4.4
9. A can do a work in 45 days. He works at it for 15 days and then, B alone finishes the
remaining work in 24 days. Find the time taken to complete 80% of the work, if they work
together.
10. A is thrice as fast as B. If B can do a piece of work in 24 days, then find the number of days
they will take to complete the work together.
Exercise 4.5
Miscellaneous Practice Problems
1. A fruit vendor bought some mangoes of which 10 % were rotten. He sold
33 1 % of the rest. Find the total number of mangoes bought by him initially,
3
if he still has 240 mangoes with him.
2. A student gets 31 % marks in an examination but fails by 12 marks. If the pass percentage
is 35 % , find the maximum marks of the examination.
3. Sultana bought the following things from a general store. Calculate the total bill amount
paid by her.
4. P’s income is 25 % more than that of Q. By what percentage is Q’s income less than P’s?
5. Vaidegi sold two sarees for ₹2200 each. On one she gains 10 % and on the other
she loses 12 % . Find her total gain or loss percentage in the sale of the sarees.
6. If 32 men working 12 hours a day can do a work in 15 days, then how many
men working 10 hours a day can do double that work in 24 days?
7. Amutha can weave a saree in 18 days. Anjali is twice as good a weaver as Amutha.If both
of them weave together, then in how many days can they complete weaving the saree?
8. P and Q can do a piece of work in 12 days and 15 days respectively. P started the work
alone and then after 3 days, Q joined him till the work was completed. How long did the
work last?
Challenging Problems
9.
If the numerator of a fraction is increased by 50 % and the denominator is decreased by
3
20 % , then it becomes . Find the original fraction.
5
10. Gopi sold a laptop at 12 % gain. If it had been sold for ₹1200 more, the gain
would have been 20 % . Find the cost price of the laptop.
11. A shopkeeper gives two successive discounts on an article whose marked price is ₹180 and
selling price is ₹108. Find the first discount percentage if the second discount is 25 % .
12. Find the rate of compound interest at which a principal becomes 1.69 times itself in
2 years.
13. A small–scale company undertakes an agreement to make 540 motor pumps in 150 days
and employs 40 men for the work. After 75 days, the company could make only 180 motor
pumps. How many more men should the company employ so that the work is completed
on time as per the agreement?
2
14. P alone can do 1 of a work in 6 days and Q alone can do of the same work in 4 days.
2 3
3
In how many days will they finish of the work, working together?
4
15. X alone can do a piece of work in 6 days and Y alone in 8 days. X and Y undertook the work
for `48000. With the help of Z, they completed the work in 3 days. How much is Z’s share?
SUMMARY
zz When the S.P is more than the C.P, then there is a gain or profit. Profit/Gain =S.P – C.P.
� When the S.P is less than the C.P, then there is a loss. Loss = C.P – S.P.
� The profit or loss is always calculated on the cost price.
� Selling price = Marked price – Discount.
� Formulae
Profit
(i) Profit or Gain % = × 100 %
C .P
Loss
(ii) Loss % = × 100 %
C .P
(100 + Profit%)
100
×× S.P
(iii) Selling Price, S.P = × C.P (or) Cost Price, C.P =
100 ( 100 + Profit% )
r n
� When the interest is compounded annually, A= P 1 + .
100
r 2n
� When the interest is compounded half yearly, A= P 1 + .
200
r 4n
� When the interest is compounded quarterly, A = P 1 + .
400
� When the interest is compounded annually but rate of interest differs year by year,
a b c
A = P 1 +
1 + 1 + … where a, b and c are interest rates for the I, II and
100 100 100
III years respectively.
b
� When interest is compounded annually but time period is in fraction say a years,
b c
a
r c × r
A = P 1 1+ .
100 100
� C.I = A−P (Amount − Principal).
� The simple interest and the compound interest remains the same for the first year or the
first conversion period.
2
r
� For 2 years, the difference in C.I and S.I is C.I − S.I =P .
100
2 r
r
� For 3 years, the difference in C.I and S.I is C.I − S.I = P 3+ .
100 100
x and y are said to vary directly if y=kx always, where k is called the proportionality
�
y
constant and k > 0 assuming that y depends on x and so k = .
x
x and y are said to vary inversely, if xy = k always, where k is called the proportionality
�
constant and k > 0.
�
There will be problems which involve a chain of two or more variations in them.
This is called as compound variation.
�
By finding the proportion, we can use the fact that the product of the extremes is
equal to the product of the means to find the unknown (x) in the problem.
P1 × D1 × H1 P × D2 × H 2
�
By using the formula = 2 , we can find the unknown (x).
W1 W2
�
We can also find the unknown (x) by Multiplicative Factor Method.
�
If two persons X and Y can complete some work individually in a and b days, their
1 1
one day’s work will be and respectively and X and Y together can complete the
a b
ab
work in days.
a+b
ICT CORNER
Step-1 Open the Browser type the URL Link given below (or)
Scan the QR Code. GeoGebra work book named “LIFE Expected Outcome
MATHEMATICS” will open. Click on the worksheet
named “Percentage”.
Step-2 In the given worksheet you can drag the red points E
and F to change the Blue rectangle. Find the ratio of Blue
with the whole by counting the squares and check the
ratio and percentage.
Step 1 Step 2
ICT CORNER
Expected Outcome
Step-1 Open the Browser type the URL Link given below (or)
Scan the QR Code. GeoGebra work sheet named “8th
Standard III term” will open. Select the work sheet named
“Work Day Problem”
Step 1 Step 2
5 GEOMETRY
Learning Objectives
To recall the similar and congruence properties and also the basic properties of
triangles.
To understand the theorems based on these properties and apply
them appropriately to problems.
To understand the Pythagorean theorem and solve problems using it.
To know and understand the concurrency of medians, altitudes,
angle bisectors and perpendicular bisectors in a triangle.
To construct quadrilaterals of various types.
5.1 Introduction
Geometry, as we all know studies shapes by looking at the properties and relations
of points, circles, triangles of two dimensions and solids. In the earlier classes, we have
seen a few properties of triangles. In this class, we are going to recall them and also learn
the congruence and the similarity properties in triangles. Also, we shall learn about the
Pythagorean theorem and the concurrency of medians, altitudes, angle bisectors and
perpendicular bisectors in a triangle. Also, we will also see how to construct quadrilaterals
of various types.
The Pythagoras theorem is useful in finding For better strength and stability, congruent
the distance and the heights of objects. triangles in the construction of buildings.
Geometry 155
2. The exterior angle of a triangle is equal to the sum of the ____________ angles to it.
3. In a triangle, the sum of any two sides is ____________ than the third side.
4. Angles opposite to equal sides are _______ and vice – versa.
5. What is ∠A in the triangle ABC?
Fig. 5.1
5.2 Congruent and Similar Shapes
Congruent figures are exactly the same in shape and size. In other words, shapes are
congruent if one fits exactly over the other.
Examples
Similar figures mathematically have the same shape but different sizes. Two
geometrical figures are said to be similar () if the measures of one to the corresponding
measures of the other are in a constant ratio. In other words, every part of a photographic
enlargement is similar to the corresponding part of the original.
Examples
Try these
Identify the pairs of figures which are similar and congruent and write the letter pairs.
Geometry 157
Note
Try these
Match the following by their congruence property
S.No. A B S.No. A B
1 RHS 3 SAS
2 SSS 4 ASA
Example 5.1
Find the unknowns in the following figures
Solution:
(i) Now, from Fig. 5.7(i), 140° + z = 180° (linear pair)
⇒ x = 70°
⇒ 2x = 130°
⇒ x = 65°
⇒ y = 65°
Similarly B C x (Why?)
⇒ x = 60
Geometry 159
Proof:
(i) TA = TP (hypotenuse) and ∠TSA = 90
TS is common (leg)
Hence, by RHS congruence, TAS ≡ TPS
(ii) Given TA = TP
∴ ∠P = ∠A (if angles then sides)
PQ PR QR
also = = ≡ DABC .
. This is denoted as DPQR
AB AC BC Q R
There are 4 ways by which one can prove that two triangles are Fig. 5.11
similar.
(i) AAA (Angle – Angle – Angle) or AA (Angle – Angle) Similarity
Two triangles are similar if two angles of one triangle are equal respectively to two angles
of the other triangle. In the given figure, ∠A = ∠P , ∠B = ∠Q .
Therefore, ∆ABC ∆PQR.
Geometry 161
Example 5.5
In the Fig. 5.16, if DPQR DXYZ ,
find a and b.
Solution:
Given that DPQR DXYZ Fig. 5.16
8 × 16 128 always.
⇒a= =
10 10 If two angles are both congruent and
a = 12.8 cm
supplementary then, they are right
14 10 angles.
Also, =
b 16
All congruent triangles are similar.
14 × 16 224
⇒b = = The symbol ~ is used to denote
10 10
similarity.
∴ b = 22.4 cm
162 8th Standard Mathematics
Proof:
Fig. 5.17
Statements Reasons
1 ∠ABC ≡ ∠EDC given
2 ∠BCA ≡ ∠DCE vertically opposite angles are equal
3 DABC DEDC by AA property (1, 2)
4 AB BC AC corresponding sides are
= = proportional by 3
ED DC EC
8 16
⇒ = ⇒ EC = 12 units
6 EC
Given, the perimeter of DCDE = 27 units,
∴ ED + DC + EC = 27 ⇒ ED + 6 + 12 = 27 ⇒ ED = 27–18 = 9 units
AB 8
∴ = ⇒ AB = 12 units and hence AB = EC.
9 6
3 ∠2 ≡ ∠4 given
Geometry 163
Statements Reasons
1 ∠ART = ∠URN ∠R is common in DRAT and DRUN
1
2 = AU
RA = RU A is the midpoint of RU
2
1
3 = TN
RT = RN T is the midpoint of RN
2
RA RT 1
4 = = the sides are proportional from 2 and 3
RU RN 2
Solution:
PQ 20 4
Now, = =
PR 15 3
PR 15 4 Fig. 5.20
= =
PS 11.25 3
QR 12 4
Also, = =
RS 9 3
PQ PR QR
We find = =
PR PS RS
That is, their corresponding sides are proportional.
Solution:
Here, DABC DADE (given)
Exercise 5.1
1. Fill in the blanks with the correct term from the given list.
(in proportion, similar, corresponding, congruent, shape, area, equal)
(i) Corresponding sides of similar triangles are _______.
(ii) Similar triangles have the same _________ but not necessarily the same size.
(iii) In any triangle ______ sides are opposite to equal angles.
(iv) The symbol ≡ is used to represent _______ triangles.
(v) The symbol is used to represent ________ triangles.
4. In the given figure, D BCD is isosceles 5. In the given figure, D is the midpoint
with base BD and ∠BAE ≡ ∠DEA . of OE and ∠CDE = 90°. Prove that
Prove that AB ≡ ED . DODC ≡ DEDC
Geometry 165
8. In the given figure YH TE . Prove that 9. In the given figure, if DEAT DBUN
DWHY DWET and also find HE , find the measure of all angles.
and TE.
10. In the given figure, UB ||AT and CU ≡ CB Prove that DCUB DCAT and hence
DCAT is isosceles.
25
sq
3 units, 4 units and 5 units. From this well known 3 − 4 − 5
u
ar
es
triangle, one can easily visualise and understand the meaning of
16 squares
the Pythagorean theorem. 4 5
called the legs or sides of the right angled triangle. The side
of measure 5 units is called the hypotenuse. Recall that the 9 squares
hypotenuse is the greatest side in a right angled triangle Fig. 5.23
Now, it is easily seen that a square formed with side 5 units (hypotenuse) has
5 × 5 = 25 unit squares (small squares) and the squares formed with side 3 units and
4 units have 3 × 3 = 9 unit squares and 4 × 4 = 16 unit squares respectively. As per the
statement of the theorem, the number of unit squares on the hypotenuse is exactly the
sum of the unit squares on the other two legs (sides) of the right angled triangle. Isn’t
this amazing?
Yes, we find that
5×5 = 3×3+4×4
i.e. 25 = 9+16 (True)
Geometry 167
(i) There are special sets of numbers a, b and c that makes the Pythagorean
relationship true and these sets of special numbers are called Pythagorean
triplets. Example: (3, 4, 5) is a Pythagorean triplet.
(ii) Let k be any positive integer greater than 1 and (a, b, c) be a Pythagorean triplet, then
(ka, kb, kc) is also a Pythagorean triplet.
Examples: k (3,4,5) (5,12,13)
2k (6,8,10) (10,24,26)
3k (9,12,15) (15,36,39)
4k (12,16,20) (20,48,52)
So, it is clear that we can have infinitely many Pythagorean triplets just by multiplying
any Pythagorean triplet by k.
We shall now see a few examples on the use of Pythagoras theorem in problems.
Example 5.11
In the figure, AB ⊥ AC
a) What type of ∅ is ABC?
b) What are AB and AC of the DABC ?
c) What is CB called as ?
d) If AC = AB then, what is the measure of ∠ B and ∠C ? Fig. 5.25
Solution:
a) D ABC is right angled as AB ⊥ AC at A.
b) AB and AC are legs of D ABC .
c) CB is called as the hypotenuse.
90
d) ∠ B + ∠ C = 90 and equal angles are opposite to equal sides. Hence, ∠ B = ∠ C = = 45
2
Example 5.12
Can a right triangle have sides that measure 5cm, 12cm and 13cm?
Solution:
Take a = 5 , b = 12 and c = 13
Now, a 2 + b2 = 52 + 122 = 25 + 144 = 169
= 13
=2
c2
By the converse of Pythagoras theorem, the triangle with given measures is a right angled
triangle.
Example 5.13
A 20-feet ladder leans against a wall at height of 16 feet from the
ground. How far is the base of the ladder from the wall?
Solution:
The ladder, wall and the ground form a right triangle with the ladder as
the hypotenuse. From the figure, by Pythagoras theorem, Fig. 5.26
202 = 162 + x 2
⇒ 400 = 256 + x 2
⇒ x 2 = 400 − 256 = 144 = 122 ⇒ x = 12 feet
Therefore, the base (foot) of the ladder is 12 feet away from the wall.
Activity
1. W e can construct sets of Pythagorean triplets as follows.
Let m and n be any two positive integers (m > n):
(a, b, c) is a Pythagorean triplet if a = m 2 − n 2 , b = 2mn and c = m 2 + n 2 (Think, why?)
Complete the table.
m n a = m2 − n2 b = 2mn c = m2 + n2 Pythagorean triplet
2 1 ___ ___ ___ ______
3 2 ___ ___ ___ ______
4 1 15 8 17 (15, 8, 17)
7 2 45 28 53 (45, 28, 53)
Example 5.14
Find LM, MN, LN and also the area of D LON.
Solution:
From DLMO, by Pythagoras theorem,
LM 2 = OL2 − OM 2
⇒ LM 2 = 132 − 122 = 169 − 144 = 25 = 52
Example 5.15
∆ABC is equilateral and CD of the right triangle BCD is 8 cm.
Find the side of the equilateral ∆ABC and also BD.
Solution: A
x 2 + 4 x + 4 = x 2 − 4 x + 4 + 82
⇒ 8 x = 82 D
Fig. 5.28
⇒ x = 8 cm
∴ The side of the equilateral D ABC = 6 cm and BD =10 cm.
O
at point O and hence it is called the point of intersection
of l1 and l2 . Intersecting Roads
Three or more lines in a plane are said to be concurrent,
A P
D
if all of them pass through the same point.
O
In this figure, AB , CD and PQ are concurrent lines B
C
and O is the point of concurrency. Q
Example 5.16 A
Activity
A
B C
1. Consider a paper cut-out of a triangle. 2. Fold the paper along the line that passes
(Let us have an acute-angled triangle, to through the point A and meets the line
start with). Name it, say ABC. BC such that point B falls on C. Make a
crease and unfold the sheet.
3. Mark the mid point M of BC. 4. You can now draw the median AM, if
you want to see it clearly. (Or you can
leave it as a fold).
5. In the same way, fold and draw the 6. Do the medians pass through the same
other two medians. point?
Now you can repeat this activity for an obtuse-angled triangle and a right triangle.
What is the conclusion? We see that,
The three medians of any triangle are concurrent.
5.6.1 Centroid
The point of concurrence of the three medians in a triangle
is called its Centroid, denoted by the letter G. Interestingly,
it happens to be the centre of mass of the triangle. One can
easily verify this fact. Take a stiff cut out of triangle of paper.
It can be balanced horizontally at this point on a finger tip or
a pencil tip.
Geometry 171
Should you fold all the three medians to find the centroid? Now you can explore among
yourself the following questions:
(i) How can you find the centroid of a triangle?
(ii) Is the centroid equidistant from the vertices?
(iii) Is the centroid of a triangle always in its interior?
(iv) Is there anything special about the medians of an
(a) Isosceles triangle? (b) Equilateral triangle?
Properties of the centroid of a triangle
The location of the centroid of a triangle exhibits some nice properties. A
P PG : GD = 2:1
The centroid of a triangle splits each of the medians in two QG : GE = 2:1
RG : GF = 2:1
segments, the one closer to the vertex being twice as long as the other one. F E
G
X
Example 5.17
In the figure G is the centroid of the triangle XYZ. N
G M
Solution:
ABC is a triangle and G is its centroid. If,
1 1 2 2
AD = 12 cm Þ GD = of AD = (12) = 4 cm and BE = 9 cm ÞBG = of BE = (9) = 6cm .
3 3 3 3
1 1
Also D is a midpoint of BC Þ BD = of BC = (8) = 4cm .
2 2
\ The perimeter of DBDG = BD+GD+BG = 4+4+6 = 14 cm
A
5.7 Altitude of a Triangle
Altitude of a triangle also known as the height of the triangle, is the
perpendicular drawn from the vertex of the triangle to the opposite side.
The altitude makes a right angle with the base of a triangle. Here, in ∆ABC,
AD is one of the altitudes as AD ⊥ BC. B
D
C
A A A
Altitude
B C C B C
B
1. Consider a paper cut-out 2. Fold the triangle so that 3. You can now draw the
of an acute angled triangle. a side overlaps itself and altitude AM, if you want
Name it, say ABC. the fold contains the vertex to see it clearly.
opposite to that side.
In the same way, you find altitudes of other two sides. Also, with the help of your
teacher, you find altitudes of right angled triangle and obtuse angled triangle. Do the
altitudes of triangle pass through the same point? What is your conclusion? We see that,
The three altitudes of any triangle are concurrent.
The point of concurrence is known as its Orthocentre, denoted by the letter H.
Think
Geometry 173
Consider a triangle ABC. It has three sides. For each side you can have a perpendicular
bisector as follows:
A A A
N P
B M C B C
B C
Surprisingly, all the three perpendicular bisectors of the sides of a triangle are concurrent at a point!
Activity
One can visualize the point of concurrence of the perpendicular A
As done in the earlier activity on Centroid, you can repeat the experiment S
for various types of triangle, acute, obtuse, right, isosceles and equilateral. B M
C
Do you find anything special with the equilateral triangle in this case?
A
5.8.1 Circumcentre
The point of concurrence of the three perpendicular bisectors of a P N
B C
M
Fig. 5.35
174 8th Standard Mathematics
Why should it be called so? Because one can draw a circle exactly passing through the
three vertices of the triangle, with centre at the point of concurrence of the perpendicular
bisectors of sides. Thus, the circumcentre is equidistant from the vertices of the triangle.
Activity
Check if the following are true by paper-folding:
1. The circumcentre of an acute angled triangle lies in the interior of the triangle.
2. The circumcentre of an obtuse angled triangle lies in the exterior of the triangle.
3. The circumcentre of a right triangle lies at the midpoint of its hypotenuse.
Example 5.19 A
In DABC, S is the circumcentre, BC = 72 cm and DS = 15 cm.
Find the radius of its circumcircle.
Solution: S
As S is the circumcentre of ∆ABC, it is equidistant from
15 cm
A,B and C. So AS=BS=CS=radius of its circumcircle. As AD is the B D C
1 1 72 cm
perpendicular bisector of BC, BD = × BC = × 72 = 36 cm
2 2 Fig. 5.36
In right angled triangle BDS, by Pythagoras theorem,
BS2 = BD2 +SD2 = 362 + 152 = 1521 = 392 ÞBS = 39cm.
\The radius of the circumcircle of D ABC is 39 cm.
A
Consider a triangle ABC. How many angles does a triangle have ? 3 angles. For each
angle you can have an angle bisector as follows:
A A A
E F
B D C B C C
B
Geometry 175
Activity
A A A
B C B C B C
1. Consider a paper 2. Fold the triangle so that 3. Trace all of the folds.
cut-out of a triangle. the opposite sides meet and
Do the angle bisectors
Name it, say ABC. contain the vertex. Repeat
pass through the same
the same to find angle
point?
bisectors of other two angles
also.
Now you can repeat this activity for an obtuse-angled triangle and a right angled
triangle. What is the conclusion? Do the angle bisectors pass through the same point
in all the cases? Yes, we see that,
The three angle bisectors of any triangle are concurrent.
5.9.1 Incentre
The point of concurrence of the three angle bisectors of A
Example 5.20
Identify the incentre of the triangle PQR.
P
Solution:
Incentre is the point of intersection of angle bisectors. N
O B
Here, PM and QN are angle bisectors of ∠P and ∠Q respectively, A
intersecting at B.
Q M R
So, the incentre of the triangle PQR is B. Fig. 5.39
(Can A and C be the incentre of ∆PQR? Why?)
Try these
A A
Identify the type of segment required in each
l1
triangle: B D C
(median, altitude, perpendicular bisector, B D C
A
angle bisector) A 3.5
cm
D D
3.5
(i) AD =__________ (ii) l1 =__________ cm 25º
25º
B C C
B
(iii) BD =__________ (iv) CD =__________
Activity
1. By paper folding, find the centroid, orthocentre, circumcentre and incentre
of an equilateral triangle. Do they coinside?
2. By paper folding, find the centroid (G), orthocentre(H), circumcentre (S) and
incentre (I) of a triangle. Join G,H,S and I. Are they collinear?
Exercise 5.2
1. Fill in the blanks:
(i) If in a DPQR, PR 2 PQ2 QR 2 , then the right angle of ∆PQR is at the vertex ________.
(ii) I f ' l ' and ‘m’ are the legs and ' n ' is the hypotenuse of a right angled triangle
then, l 2 = ________.
(iii) If the sides of a triangle are in the ratio 5:12:13 then, it is ________.
(iv) The medians of a triangle cross each other at ___________.
(v) The centroid of a triangle divides each medians in the ratio ___________.
Geometry 177
30 30 30
Q XQ Q X X
x x
34 x 34 34
9 9 9 z 36 z 36 z 36
y y y
Y Y Z Y Z Z
40 39 39 39
40 40 P P P
B M C
U V T Q
A N
W B
C
Q S R
Q M R
10. I n the given figure, A is the midpoint of YZ 11. I f I is the incentre of ∆XYZ,
and G is the centroid of the triangle XYZ. If ∠IYZ = 30° and ∠IZY = 40° , find
the length of GA is 3 cm, find XA. ∠YXZ .
Z X
A ?
G
m
3c
X Y 30º 40º
Y Z
13. Th
e hypotenuse of a right angled triangle of sides 12cm and 16cm is __________.
(A) 28 cm (B) 20 cm (C) 24 cm (D) 21 cm
14. The area of a rectangle of length 21cm and diagonal 29cm is __________.
(A) 609 cm2 (B) 580 cm2 (C) 420 cm2 (D) 210 cm2
15. Th
e sides of a right angled triangle are in the ratio 5:12:13 and its perimeter is 120 units
then, the sides are ______________.
(A) 25, 36, 59 (B) 10,24,26 (C) 36, 39, 45 (D) 20,48,52
Exercise 5.3
Miscellaneous Practice Problems
1. In the figure, given that 1 2 and 2. From the figure, prove that
∠3 ≡ ∠4 . Prove that D MUG ≡ DTUB. DSUN D RAY.
3. The height of a tower is measured by 4. Find the length of the support cable
a mirror on the ground at R by which required to support the tower with
the top of the tower’s reflection is the floor.
seen. Find the height of the tower.
If D PQR DD STR
x
20 ft
15 ft
5. Rithika buys an LED TV which has a 25 inches screen. If its height is 7 inches, how
wide is the screen? Her TV cabinet is 20 inches wide. Will the TV fit into the cabinet?
Give reason.
Geometry 179
Challenging problems
6. In the figure, ∠TMA ≡ ∠IAM and 7. In the figure, if ∠FEG ≡ ∠1 then,
∠TAM ≡ ∠IMA . P is the midpoint of prove that DG 2 = DE.DF .
MI and N is the midpoint of AI. Prove
that D PIN D ATM.
17
M N
(iii) If DO = 8, then FD = ? P
(iv) IF OE = 36 then EP = ?
D O F
So, to construct a particular quadrilateral, we need a 5th measure. That can be its
diagonal or an angle measure. Moreover, even if 2 or 3 sides are given, using the measures
of the diagonals and angles, we can construct quadrilaterals.
180 8th Standard Mathematics
Note
We can split any quadrilateral into two triangles by drawing a diagonal.
In the above figures, a quadrilateral is split in two ways by its diagonals. So, if
a diagonal is given, first draw the lower triangle with two sides and one diagonal.
Then, draw the upper triangle with other two measures.
E D
(i) • A polygon in which atleast one interior angle is
more than 180°, is called a concave polygon. In the C
Note
Consider the given Quadrilateral ABCD. In which AC is a diagonal (d), BE (h1)
and DF (h2) are the perpendiculars drawn from the vertices B and D on diagonal AC.
Area of quadrilateral ABCD = Area of ∆ABC + Area of ∆ACD D
1 1 C
= × AC × BE + × AC × FD h2
2 2 E
1 1 1 h1
= × d × h1 + × d × h2 = × d ×(h1 + h2 ) sq.units. F
2 2 2 A B
Geometry 181
We shall now see a few types on constructing these quadrilaterals when its:
(i) 4 sides and a diagonal are given. (ii) 3 sides and 2 diagonals are given.
(iii) 4 sides and an angle are given. (iv) 3 sides and 2 angles are given.
(v) 2 sides and 3 angles are given.
5.10.1 Constructing a quadrilateral when its 4 sides and a diagonal are given
Example 5.21
Construct a quadrilateral DEAR with DE=6 cm, EA = 5 cm, AR = 5.5cm, RD = 5.2 cm
and DA = 10 cm. Also find its area.
Solution:
Given:
DE = 6 cm, EA = 5 cm, AR = 5.5 cm,
RD = 5.2 cm and a diagonal
DA = 10 cm
Rough diagram
Fig. 5.40
Steps:
1. Draw a line segment DE = 6 cm.
2. With D and E as centres, draw arcs of radii 10 cm and 5 cm respectively and let them cut
at A.
3. Join DA and EA.
4. With D and A as centres, draw arcs of radii 5.2 cm and 5.5 cm respectively and let them cut
at R.
5. Join DR and AR .
6. DEAR is the required quadrilateral.
Calculation of Area:
1
Area of the quadrilateral DEAR = × d × (h1 + h2 ) sq. units
2
1
= × 10 × (1.9 + 2.3) = 5 × 4.2 = 21 cm2
2
5.10.2 Construct a quadrilateral when its 3 sides and 2 diagonals are given
Example 5.22
Construct a quadrilateral NICE with NI=4.5 cm, IC= 4.3 cm, NE= 3.5 cm, NC= 5.5 cm
and IE = 5 cm. Also find its area.
Solution:
Given:
NI = 4.5 cm, IC= 4.3 cm,
NE = 3.5 cm and two diagonals,
NC = 5.5 cm and IE = 5 cm
Rough diagram
Fig. 5.41
Steps:
2. With N and I as centres, draw arcs of radii 5.5 cm and 4.3 cm respectively and let
them cut at C.
4. With N and I as centres, draw arcs of radii 3.5 cm and 5 cm respectively and let them
cut at E.
Calculation of Area:
1
Area of the quadrilateral NICE = × d × (h1 + h2 ) sq. units
2
1
= × 5 × (2.4 + 3.1)
2
= 2.5 × 5.5 = 13.75 cm2
Geometry 183
5.10.3 Construct a quadrilateral when its 4 sides and one angle are given
Example 5.23
Construct a quadrilateral MATH with MA=4 cm, AT= 3.6 cm, TH = 4.5 cm,
MH= 5 cm and ∠A = 85° . Also find its area.
Solution:
Given:
MA=4 cm, AT= 3.6 cm,
TH = 4.5 cm, MH= 5 cm and ∠A = 85°
Rough diagram
Fig. 5.42
Steps:
2. Make ∠A = 85° .
3. With A as centre, draw an arc of radius 3.6 cm. Let it cut the ray AX at T.
4. With M and T as centres, draw arcs of radii 5 cm and 4.5 cm respectively and let them
cut at H.
Calculation of Area:
1
Area of the quadrilateral MATH =
× d × (h1 + h2 ) sq. units
2
1
= × 5.1 × (3.9 + 2.8)
2
= 2.55 × 6.7 = 17.09 cm2
5.10.4 Construct a quadrilateral when its 3 sides and 2 angles are given
Example 5.24
Construct a quadrilateral ABCD with AB=7 cm, AD= 5 cm, CD = 5 cm, ∠BAC = 50°
and ABC 60 . Also find its area.
Solution:
Given:
AB=7 cm, AD= 5 cm, CD = 5 cm
and two angles ∠BAC = 50° and
ABC 60
Rough diagram
Steps:
Fig. 5.43
1. Draw a line segment AB = 7 cm.
2. At A on AB , make ∠BAY = 50° and at B on AB, make ∠ABX = 60° . Let them intersect
at C.
3. With A and C as centres, draw arcs of radius 5 cm each. Let them intersect at D.
Calculation of Area:
1
Area of the quadrilateral ABCD =
× d × (h1 + h2 ) sq. units
2
1
= × 6.4 × (3.8 + 5.3)
2
= 3.2 × 9.1 = 29.12 cm2
Geometry 185
5.10.5 Construct a quadrilateral when its 2 sides and 3 angles are given
Example 5.25
Construct a quadrilateral PQRS with PQ=QR=5 cm, ∠QPR =
50 , ∠PRS =
40 and
∠RPS =80° . Also find its area.
Solution:
Given:
PQ= 5 cm, QR=5 cm, ∠QPR = 50 ,
∠PRS = 40 and ∠RPS =80°
Rough diagram
Fig. 5.44
Steps:
50 .
2. At P on PQ, make ∠QPX =
Calculation of Area:
1
Area of the quadrilateral PQRS = × d × (h1 + h2 ) sq. units
2
1
= × 6.4 × (4.7 + 3.8)
2
= 3.2 × 8.5 = 27.2 cm2
Think
Is it possible to construct a quadrilateral PQRS with PQ = 5 cm,
QR = 3 cm, RS = 6 cm, PS = 7 cm and PR = 10 cm. If not, why?
Note: The arrow marks in the above shapes represent parallel sides.
If the non-parallel sides of a trapezium are equal in length and form
equal angles at one of its bases, then it is called an isosceles trapezium.
Try these
1. Three sides and one diagonal. 2. Three sides and one angle.
3. Two sides and two angles. 4. Four sides.
Geometry 187
5.11.1 Constructing a trapezium when its three sides and one diagonal are given
Example 5.26
Construct a trapezium BOAT in which BO is parallel to TA, BO=7cm, OA=6cm,
BA=10cm and TA=6cm. Also find its area.
Solution:
Given:
BO=7cm, OA=6cm, BA=10cm ,
TA=6cm and BO || TA
Rough diagram
Fig. 5.45
Steps:
1. Draw a line segment BO = 7cm.
2. With B and O as centres, draw arcs of radii 10cm and 6cm respectively and let them cut at A.
3. Join BA and OA.
4. Draw AX parallel to BO
5. With A as centre, draw an arc of radius 6cm cutting AX at T.
6. Join BT. BOAT is the required trapezium.
Calculation of Area:
1
Area of the trapezium BOAT = × h × (a + b) sq.units
2
1
= × 5.9× (7 + 6) = 38.35 sq.cm
2
5.11.2 Constructing a trapezium when its three sides and one angle are given
Example 5.27
Construct a trapezium CARD in which CA is parallel to DR, CA=9cm, ∠ CAR = 70° ,
AR=6cm and CD=7cm. Also find its area.
Solution:
Given:
CA=9cm, ∠ CAR = 70° AR=6cm,
and CD=7cm and CA || DR Rough diagram
Fig. 5.46
Steps:
1. Draw a line segment CA= 9cm.
2. Construct an angle ∠ CAX = 70° at A.
3. With A as centre, draw an arc of radius 6cm cutting AX at R.
4. Draw RY parallel to CA.
5. With C as centre, draw an arc of radius 7cm cutting RY at D.
6. Join CD. CARD is the required trapezium.
Calculation of Area:
1
Area of the trapezium CARD = × h × (a + b) sq.units
2
1
= × 5.6× (9 + 11) = 56 sq.cm
2
Geometry 189
5.11.3 Constructing a trapezium when its two sides and two angles are given
Example 5.28
Construct a trapezium DEAN in which DE is parallel to NA, DE=7cm, EA=6.5cm
∠ EDN = 100° and ∠ DEA = 70° . Also find its area.
Solution:
Given:
DE=7cm, EA=6.5cm ∠ EDN = 100°
and ∠ DEA = 70° and DE || NA
Rough diagram
Fig. 5.47
Steps:
1. Draw a line segment DE= 7cm.
2. Construct an angle ∠ DEX = 70° at E.
3. With E as centre draw an arc of radius 6.5cm cutting EX at A.
4. Draw AY parallel to DE.
5. Construct an angle ∠ EDZ = 100° at D cutting AY at N.
6. DEAN is the required trapezium.
Calculation of Area:
1
Area of the trapezium DEAN = × h × (a + b) sq.units
2
1
= × 6.1× (7 + 5.8) = 39.04 sq.cm
2
Example 5.29
Construct a trapezium DESK in which DE is parallel to KS, DE=8cm, ES=5.5cm,
KS =5cm and KD=6cm. Find also its area.
Solution:
Given:
DE=8cm, ES=5.5cm, KS =5cm,
KD=6cm and DE || KS
Rough diagram
Fig. 5.48
Steps:
1. Draw a line segment DE= 8cm.
2. Mark the point A on DE such that DA=5cm.
3. With A and E as centres, draw arcs of radii 6cm and 5.5cm respectively. Let them cut at S.
Join AS and ES.
4. With D and S as centres, draw arcs of radii 6cm and 5cm respectively. Let them cut at K.
Join DK and KS.
5. DESK is the required trapezium.
Calculation of Area:
1
Area of the trapezium DESK = × h × (a + b) sq.units
2
1
= × 5.5× (8 + 5) = 35.75 sq.cm
2
Geometry 191
Exercise 5.4
I. Construct the following quadrilaterals with the given measurements and also find their
area.
1. ABCD, AB = 5 cm, BC = 4.5 cm, CD = 3.8 cm, DA = 4.4 cm and AC= 6.2 cm.
2. PLAY, PL= 7 cm, LA = 6 cm, AY= 6 cm, PA = 8 cm and LY = 7 cm.
3. PQRS, PQ=QR= 3.5 cm, RS= 5.2 cm, SP = 5.3 cm and ∠Q = 120°.
4. MIND, MI =3.6 cm, ND = 4 cm, MD= 4 cm, ∠M = 50° and ∠D = 100°.
5. AGRI, AG= 4.5 cm, GR = 3.8 cm, ∠A = 60°, ∠G = 110° and ∠R = 90°.
II. Construct the following trapeziums with the given measures and also find their area.
1. AIMS with AI || SM, AI=6cm, IM=5cm, AM=9cm and MS=6.5cm.
2. CUTE with CU || ET, CU=7cm, ∠ UCE = 80° CE=6cm and TE=5cm.
3. ARMY with AR || YM, AR=7cm, RM=6.5cm ∠ RAY = 100° and ∠ ARM = 60°
4. CITY with CI || YT, CI=7cm, IT=5.5cm, TY=4cm and YC=6cm.
Activity
2. W
e need a pair of 30o–60o–90o set- squares for this activity.
Place them as shown in the figure.
(ii) Is it a parallelogram?
It is a quadrilateral; infact it is
a rectangle. (How?)
Geometry 193
Activity
4.
We again use four identical 30o–60o–90o set- squares for this activity.
Note carefully how they are placed
touching one another.
(i) Do we get a parallelogram
now?
(ii) What can we say about its
lengths of sides, angles and
diagonals?
(iii) What is special about their
diagonals?
Based on the outcome of the above activities, we can list out the various properties of the
above quadrilaterals, all of which happen to be parallelograms!
Bisect
Supple- Cut at
Equal Equal Equal Parallel 90 o
each
mentary rt.angles
other
Try these
3. Two sticks are placed on a ruled sheet as shown. What figure is formed if the four
corners of the sticks are joined?
(a) (b)
Geometry 195
Try these
(c) (d)
Two unequal sticks. Placed intersecting Two equal sticks. Placed intersecting
at mid points perpendicularly. at mid points perpendicularly.
(e) (f)
1. Two adjacent sides and one angle. 2. Two adjacent sides and one diagonal.
3. Two diagonals and one included angle. 4. One side, one diagonal and one angle.
Note
Similar arrows Similar lines Figure shows that Figure shows that the
indicates the parallel indicates the the diagonals opposite angles are
sides. congruent sides. bisect each other. congruent.
5.13.1 Constructing a parallelogram when its two adjacent sides and one angle are
given
Example 5.30
Construct a parallelogram BIRD with BI=6.5cm, IR=5cm and ∠ BIR = 70° . Also find its area.
Solution:
Given:
BI=6.5cm, IR=5cm and ∠ BIR = 70°
Rough diagram
Fig. 5.49
Steps:
1. Draw a line segment BI=6.5cm.
2. Make an angle ∠ BIX = 70° at I on BI .
3. With I as centre, draw an arc of radius 5cm cutting IX at R.
4. With B and R as centres, draw arcs of radii 5cm and 6.5cm respectively. Let them cut at D.
5. Join BD and RD.
6. BIRD is the required parallelogram.
Calculation of Area:
Area of the parallelogram BIRD = bh sq.units
= 6.5× 4.7 = 30.55 sq.cm
Geometry 197
5.13.2 Constructing a parallelogram when its two adjacent sides and one diagonal are
given
Example 5.31
Construct a parallelogram CALF with CA=7cm, CF=6cm and AF=10cm.
Also find its area.
Solution:
Given:
CA=7cm, CF=6cm and AF=10cm
Rough diagram
Calculation of Area:
Area of the parallelogram CALF = bh sq.units
= 7× 5.9 = 41.3 sq.cm
5.13.3 Constructing a parallelogram when its two diagonals and one included angle
are given
Example 5.32
Construct a parallelogram DUCK with DC=8cm, UK=6cm and ∠ DOU = 110° . Also
find its area.
Solution:
Given:
DC=8cm, UK=6cm and ∠ DOU = 110°
Rough diagram
5.8
cm
Fig. 5.51
Steps:
1. Draw a line segment DC=8cm.
2. Mark O the midpoint of DC .
3. Draw a line XY through O which makes ∠ DOY = 110° .
4. With O as centre and 3cm as radius draw two arcs on XY on either sides of DC . Let the
arcs cut OX at K and OY at U
Calculation of Area:
Area of the parallelogram DUCK = bh sq.units
= 5.8 × 3.9 = 22.62 sq.cm
Geometry 199
5.13.4 Constructing a parallelogram when its one side, one diagonal and one angle are given
Example 5.33
Construct a parallelogram BEAR with BE=7cm, BA=7.5cm and ∠ BEA = 80° . Also find
its area.
Solution:
Given:
BE=7cm, BA=7.5cm and ∠ BEA =
80°
Rough diagram
Fig. 5.52
Steps:
1. Draw a line segment BE=7cm.
2. Make an angle ∠ BEX = 80° at E on BE .
3. With B as centre, draw an arc of radius 7.5cm cutting EX at A and Join BA.
4. With B as centre, draw an arc of radius equal to the length of AE .
5. With A as centre, draw an arc of radius 7cm. Let both arcs cut at R.
6. Join BR and AR.
7. BEAR is the required parallelogram.
Calculation of Area:
Area of the parallelogram BEAR = bh sq.units
= 7× 4.1 = 28.7 sq.cm
5.14.1 Construction of a rhombus when one side and one diagonal are given
Example 5.34
E S
Construct a rhombus ROSE with RO = 5 cm and RS = 8 cm.
Also find its area. m
8c
Solution:
Given: RO = 5 cm and RS = 8 cm R O
5 cm
Rough diagram
E S
6 cm
8 cm
R 5 cm O
Fig. 5.53
Steps:
1. Draw a line segment RO = 5 cm. 4. With R and S as centres, draw arcs of
2. With R and O as centres, draw arcs of radius 5 cm each and let them cut at E.
radii 8 cm and 5 cm respectively and let 5. Join RE and SE.
them cut at S. 6. ROSE is the required rhombus.
3. Join RS and OS.
Calculation of Area:
1
Area of rhombus ROSE = × d × d sq.units
2 1 2
1
= × 8 × 6 = 24sq.cm
2
Geometry 201
5.14.2 Construction of a rhombus when one side and one angle are given
Example 5.35 F A
Construct a rhombus LEAF with LE = 6 cm and ∠ L = 65° .
Also find its area.
Solution:
65º
Given: LE = 6 cm and ∠ L = 65° L E
6 cm
Rough diagram
F A
6.4
cm
cm
K .2
10
J
65º
L 6 cm E
Fig. 5.54
Steps:
1. Draw a line segment LE = 6 cm.
2. At L on LE, make ∠ ELX = 65° .
3. With L as centre draw an arc of radius 6 cm. Let it cut LX at F.
4. With E and F as centres, draw arcs of radius 6 cm each and let them cut at A.
5. Join EA and AF.
6. LEAF is the required rhombus.
Calculation of Area:
1
Area of rhombus LEAF = × d × d sq.units
2 1 2
1
= × 6.4 × 10.2 = 32.64 sq.cm
2
T
E
Rough diagram
4 cm
N S
9 cm O
4 cm
Calculation of Area:
1
Area of rhombus NEST = × d × d sq.units
2 1 2
1
= × 9 × 8 = 36 sq.cm
2
Geometry 203
5.14.4 Construction of a rhombus when one diagonal and one angle are given
Example 5.37
M
Construct a rhombus FARM with FR = 7 cm and
∠ F = 80° . Also find its area.
80º
Solution: F 7 cm R
Given: FR = 7 cm and ∠ F = 80°
P A
X
Rough diagram
M
5.9 cm
40º 40º
F 40º 7 cm O 40º R
Q Y
Fig. 5.56
Steps:
1. Draw a line segment FR = 7 cm.
Calculation of Area:
1
Area of rhombus FARM = × d × d sq.units
2 1 2
1
= × 7 × 5.9 = 20.65 sq.cm
2
5.15.1 Construction of a rectangle when its length and breadth are given
Example 5.38
Construct a rectangle BEAN with BE = 5 cm and BN = 3 cm. Also find its area.
Solution: N A
Given: BE = 5 cm and BN = 3 cm
3 cm
X
B 5 cm
E
N A Rough diagram
3 cm
B 5 cm E
Fig. 5.57
Steps:
1. Draw a line segment BE = 5 cm.
2. At B, construct BX ⊥ BE .
4. With E and N as centres, draw arcs of radii 3 cm and 5 cm respectively and let them cut
at A.
Calculation of Area:
Geometry 205
7 cm
L 6 cm I
Rough diagram
E M
3.6 cm
7c
m
L 6 cm I
Fig. 5.58
Steps:
1. Draw a line segment LI = 6 cm.
2. At L, construct LX ⊥ LI .
4. With I as centre and LE as radius draw an arc. Also, with E as centre and LI as radius
draw an another arc. Let them cut at M.
Calculation of Area:
Example 5.40
L 4 cm A
Rough diagram
X
P M
L 4 cm A
Fig. 5.59
Steps:
1. Draw a line segment LA = 4 cm.
2. At L, construct LX ⊥ LA .
3. With L as centre, draw an arc of radius 4 cm and let it cut LX at P.
4. With A and P as centres, draw arcs of radius 4 cm each and let them cut at M.
5. Join AM and PM. LAMP is the required square.
Calculation of Area:
Geometry 207
Example 5.41
Construct a square RAMP of a diagonal 8 cm. Also find its area.
Solution: P M
Given: diagonal = 8 cm
X 8 cm
P
R A
Rough diagram
4 cm
R 8 cm O M
4 cm
cm
5.7
Y
Fig. 5.60
Steps:
1. Draw a line segment RM = 8 cm.
2. Draw the perpendicular bisector XY to RM. Let it bisect RM at O.
3. With O as centre, draw arcs of radius 4 cm on either side of O which cut OX at P and OY
at A.
4. Join RA, AM, MP and PR.
5. RAMP is the required square.
Calculation of Area:
Exercise 5.5
I. Construct the following parallelograms with the given measurements and find their area.
SUMMARY
zz Congruent figures are exactly the same in shape and size.
zz Similar figures have the same shape but different sizes.
zz In a right angled triangle, the square on the hypotenuse is equal to the sum of the
squares on the other two sides. This is known as Pythagoras theorem.
zz The three medians of any triangle are concurrent. The point of concurrence of the
three medians in a triangle is called its Centroid, denoted by the letter G.
zz The three altitudes of any triangle are concurrent. The point of concurrence of the
three altitudes of a triangle is called as its Orthocentre, denoted by the letter H.
zz The three perpendicular bisectors of the sides of any triangle are concurrent. The
point of concurrence of the three perpendicular bisectors of a triangle is called as
its Circumcentre, denoted by the letter S.
zz The three angle bisectors of any triangle are concurrent. The point of concurrence
of the three angle bisectors of a triangle is called as its Incentre, denoted by the
letter I.
zz A trapezium is a quadrilateral in which a pair of opposite sides are parallel.
zz A parallelogram is a quadrilateral in which the opposite sides are parallel.
zz Rhombus is a parallelogram in which all its sides are congruent.
zz Rectangle is a parallelogram whose all its angles are right angles.
zz Square is a parallelogram in which all its sides and angles are equal.
Geometry 209
ICT CORNER
Step-1 Open the Browser type the URL Link given below
(or) Scan the QR Code. GeoGebra work book named Expected Outcome
“GEOMETRY” will open. Click on the worksheet named
“Parallelogram”.
Step 1 Step 2
ICT CORNER
Step-1 Open the Browser type the URL Link given below (or)
Scan the QR Code. GeoGebra work sheet named “8th Expected Outcome
Standard III term” will open. Select the work sheet named
“Rectangle Construction”.
Step-2 Move the sliders on left side to change the length and
breadth of the rectangle. Drag the slider step by step on
right side to see the steps for construction.
Step 1 Step 2
26 25
24
STATISTICS
22
6
22
30%
20
20
% Pink
20 d
18
18
16 Re
No. of students
14
12
12
50 Stude
10
10
nts
8
8
6
6 25%
Blue
5
4
3 15%
2 Green
X' −10 O 10 20 30 40 50 60 70 80 90 100 X
−2 Marks
Y'
Learning Objectives
6.1 Introduction
Before we learn on Pie charts, Histograms and Frequency Polygons, let us recall what we
have studied in the previous classes like data (primary and secondary) and frequency tables
for ungrouped data.
Kamaraj! Go and collect II-term Math marks of all the students from our class.
Geetha! You go and note down the heights of all the students from the cumulative record.
Students, here the marks collected by Kamaraj and heights noted by Geetha are called ‘Data’.
Data is a collection of facts such as numbers, words, measurements and observations.
For example: Staff ’s age in a company 27, 51, 19, 21, 46, 35, 52, 25, 57, 29.
6.1.1 Data:
Primary data:
These are the data that are collected in person for the first time for a specific purpose.
Here, Kamaraj has collected the data of math marks from the students in person. It is called
primary data.
Also, (i) Census in a village
(ii) Collection of colours which the students like in a class are some examples of
primary data.
Secondary data:
These are the data that are sourced from some places that has originally collected it. This
kind of data has already been collected by some other persons. The statistical operation may
have been performed on them already. Here, Geetha also collected the data but she took it
from a record which had already collected them. This is called secondary data.
Also, (i) The details of 'PATTA' for a land can be had from the registration office.
(ii) Birth–Death details data can be got from concern office are some examples of
secondary data.
Statistics 211
From these primary and secondary data , Sometimes we can’t get any specific or required
information directly like, how many students have got more than 50 marks? how many students
got marks between 30 and 40? how many of them are with height 125 cm? If we need answer
for these questions, we have to tabulate the data.
Frequency
Watching TV 80
(25 minutes) (2 hours)
Listening music 60
(20 minutes)
40
Interacting with
frineds 20
(20 minutes)
0
%
–1 %, – 9%
–1 , – %
–1 %, – 6%
–1 %, –15%
–1 %, –1 %
–1 , –1 %
0% 0%
–8 –8%
%, %
–5 –5%
–3 , –3%
–2 –2%
0% 0%
1% 1%
3%, 3%
5% 5%
6% 6%
8% 8%
9% , 9%
%, %
13 131%
% %
16 , 16%
%
–2 , –21
8% 18
3
1% 1
–7 , –7
11 , 11
14 , 14
17
Reading books
–1 %, –1
6 1
5 1
%,
,
,
,
,
%,
,
%,
%
%
%
3%
(40 minutes)
1
9
3
–2
Stock Market Return
Try these
1.
Arrange the given data in ascending and descending order:
9,34,4,13,42,10,25,7,31,4,40
2. Find the range of the given data : 53, 42, 61, 9, 39, 63, 14, 20, 06, 26, 31, 4, 57
Example 6.1
Form an ungrouped frequency distribution table for the weight of 25 students in STD IV
given below and answer the following questions.
25, 24, 20, 25, 16, 15, 18, 20, 25, 16, 20, 16, 15, 18, 25, 16, 24, 18, 25, 15, 27, 20, 20, 27, 25.
(i) Find the range of the weights.
(ii) How many of the students has the highest weight in the class?
(iii) What is the weight to which more number of students belong to?
(iv) How many of them belong to the least weight?
Solution:
To form a distribution table, arrange the given data in ascending order under Weight
column then, put a vertical mark against each variable under Tally marks column and count
the number of tally marks against the variable and enter it in Frequency column as given
below. Hence, the distribution table is
Weight Tally Marks Frequency
15 ||| 3
16 |||| 4
18 ||| 3
20 |||| 5
24 || 2
25 |||| | 6
27 || 2
Total 25
(i) The range of the given data is the difference between the largest and the smallest
value. Here, the range = 27–15 =12.
(ii) From this table, two of the students have the highest weight of 27 kg.
(iii) 6 students belong to 25 kg weight.
(iv) 3 students belong to the least weight of 15 kg.
So, when we tabulate the given data, it is easy to get the information at a glance, Isn’t it?
Statistics 213
Activity
1. Collect the blood group of your classmates. Complete the table and analyse.
Blood group Tally marks No. of students
A+
B+
AB+
O+
A-
B-
AB-
O-
2. Observe the last alphabet in the name of your classmates, tabulate them and answer
the following questions.
Alphabet Tally No. of
marks students (f)
1. In which letter do the names end the most?
2. In which letter do the names end the least?
3. What are the letters in which the names do
not end with?
4. Girl names mostly end with ______ letter(s).
5. Boy names mostly end with ______ letter(s).
For example,
Marks for the C.I 10 to 20 can be written as 10-20, whose class size is 20–10=10
Class interval
10 20 30 40 11 20 21 30 31 40
(e.g.) (e.g.)
10 - 20 11 - 20 gap
20 - 30 21 - 30
30 - 40 31 - 40
40 - 50 41 - 50
(a) While distributing the frequency, we follow the counting as given below. Suppose the classes
are 10-20, 20-30, 30-40, 40-50 ..... This represent a continuous series. Here, 20 is included in
the class 20-30 and 30 is included in 30-40, likewise for the other classes also.
(b) I n case the given series has a gap between the limits of any two adjacent classes, this
gap may be filled up by extending the two limits of each class by taking half of the value
of the gap. Half of the gap is called the adjustment factor.
Conversion of a discontinuous series into continuous series:
In case the given series is a discontinuous, we can make it as continuous as follows,
Illustration 1:
11 - 20 gap difference in the gap = 21 – 20
=1
21 - 30
31 - 40
41 - 50
Lower boundary = lower limit –half of the gap
1
= 11 − (1)
2
= 11 – 0.5 = 10.5
Upper boundary = upper limit + half of the gap
1
= 20 + (1) Discontinuous series Continuous series
2
= 20 + 0.5 -0.5 +0.5
= 20.5 and so on for other 11-20 10.5-20.5
classes too. 21-30 20.5-30.5
Therefore, the class interval can be changed
31-40 30.5-40.5
into a continuous one as given in the
following table, 41-50 40.5-50.5
Statistics 215
Note
Inclusive series:
In the class-intervals, if the upper limit and lower limit are included in that class interval then
it is called inclusive series. For example, 11-20, 21-30 , 31-40, 41-50 etc is an inclusive series.
Here, the data 11 and 20 are included in the class (11-20) and so on. Clearly, it is a discontinuous
series.
Exclusive series:
In the class intervals, if the upper limit of one class interval is the lower limit of the next class
interval then it is called exclusive series. For example, 10-15, 15-20, 20-25, 25-30 etc., is an
exclusive series.
Here, 15 is included in the class 15-20 and 20 is included in 20-30. Clearly, it is a
continuous series.
Solution:
As told above, first we should fill the gap by extending the two limits of each class by half
of the value of the gap. Here the gap is 1, so subtracting and adding half of the gap i.e 0.5 to
the lower and the upper limit of each class makes it as a continuous series.
Try these
The Pie diagram is so called because the entire graph looks like an American
food ‘pie’ and the components like slices cut from ‘pie’.
6.3.2 Method of constructing a pie chart:
In a pie chart, we know that the various components are represented by
American food ‘pie’
the sectors of a circle and the whole circle represents the sum of the value of
all the components. Therefore, the total angle of 360° at the centre of the circle is divided into
different sectors according to the value of the components.
Sometimes, the value of the components are expressed in percentage. In such cases,
Example 6.4
Draw a pie diagram to represent the following data, which shows the expenditure of
paddy cultivation in 2 acres of land.
Also, 1. Find the percentage of the head in which more money had been spent?
2. What percentage of money was spent for seeds?
Solution: Value
Particulars Central angle = Total × 360
Expenditure of paddy cultivation in 2 acres.
2000
Seeds × 360° = 20°
36000
Seeds
Plough 6000
10 Plough × 360° = 60°
0° 60° Coolie 36000
20°
30° Fertilizer 10000
Coolie × 360° = 100°
°
70
Harvesting 36000
80
Others 7000
Fertilizer × 360° = 70°
36000
8000
1.
More money had been spent for wages Harvesting × 360° = 80°
36000
`10,000. Converting into percentage, We have
3000
10000 Others × 360° = 30°
Wages = × 100% = 27.7% 36000
36000
Total 360°
2.
`2000 was spent for seeds. Converting into
percentage, We have,
2000
Seeds = × 100% = 5.55%
36000
Example 6.5
Draw a suitable pie chart for the following data relating to the cost of construction of a house.
Particulars Bricks Steel Cement Timber Labour Others
Expenses: 10% 15% 25% 10% 20% 20%
Also, find how much was spent on labour if `55000 was spent for cement.
Solution: Particulars Central angle
10
Bricks × 360° = 36°
Cost of construction of a house. 100
15
Steel × 360° = 54°
100
Bricks
25
Steel Cement × 360° = 90°
°
100
54
90
36° Cement
10
°
Labour 20
Labour × 360° = 72°
Others 100
20
Others × 360° = 72°
100
Total 360°
Statistics 219
20 % Expenses
Therefore, the expense on Labour =
= × 55000
25 25 55000
20 ?
= ` 44,000
Direct proportion
Note
Exercise 6.1
1. Fill in the blanks:
(i) Data has already been collected by some other person is _____________ data.
(ii) The upper limit of the class interval (25-35) is _____________.
(iii) The range of the data 200, 15, 20, 103, 3, 196, is _____________.
(iv) If a class size is 10 and range is 80 then the number of classes are _________.
(v) Pie chart is a __________ graph.
2. Say True or False:
(i) Inclusive series is a continuous series.
(ii) Comparison of parts of a whole may be done by a pie chart.
(iii) Media and business people use pie charts.
(iv) A pie diagram is a circle broken down into component sectors.
3. Represent the following data in ungrouped frequency table which gives the number of
children in 25 families.
1, 3, 0, 2, 5, 2, 3, 4, 1, 0, 5, 4, 3, 1, 3, 2, 5, 2, 1, 1, 2, 6, 2, 1, 4
4. Form a continuous frequency distribution table for the marks obtained by 30 students in
a X std public examination.
328, 470, 405, 375, 298, 326, 276, 362, 410, 255, 391, 370, 455, 229, 300, 183, 283, 366, 400,
495, 215, 157, 374, 306, 280, 409, 321, 269, 398, 200.
5. A paint company asked a group of students about their favourite colours and made a pie
chart of their findings. Use the information to answer the following questions.
(i) What percentage of the students like red colour?
(ii) How many students liked green colour?
15%
8. Monthly expenditure of Kumaran’s family is given below. Draw a suitable Pie chart.
Particulars Food Education Rent Transport Miscellaneous
Expenses (in %) 50 % 20 % 15 % 5% 10 %
Also
1. Find the amount spent for education if Kumaran spends `6000 for Rent.
2. What is the total salary of Kumaran?
3. How much did he spend more for food than education?
Graphical representation
Statistics 221
}
are represented on the vertical axis (y-axis). Height of the rectangle
is the frequency
300
The area of each rectangle is 200
proportional to the frequency in the 100
respective class interval and the total area
of the histogram is proportional to the X' –10 O 50 60 70 80 90 100 110 120 130 X
–100
total frequency. Because of the continuous Indicates No gap between
Y' not starts from the rectangles
frequency distribution, the rectangles are ‘0’
Note
Example 6.6
Draw a histogram for the following table which represents the age groups from 100
people in a village.
Ages 0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90
Number of people 11 9 8 20 25 10 8 6 3
Solution:
The given data is a continuous Y Scale : On the X axis 1 cm = 10 years
On the Y axis 1 cm = 2 people
frequency distribution. The class intervals 26
25
are drawn on x-axis and their respective 24
14
No. of people
12
Note 11
10
10
9
8 8
8
If class intervals do not start from 6
6
‘0’ then, it is indicated by drawing a
kink (Zig-Zag) mark ( ) on the 4
3
The following table gives the number of literate females in the age group 10 to 45 years
in a town.
Statistics 223
No. of Females
using the adjustment factor 0.5. 500 450
400
The first class interval can be written as 9.5-15.5 350
300
and the remaining class intervals are changed in the 200
230
200
.5
.5
.5
.5
.5
.5
5
9.
15
21
27
33
39
45
−100
Age group
Y'
Example 6.8
Observe the given histogram and answer the following questions
Hint: Under weight: less than 30 kg; Normal weight: 30 to 45 kg; Obese: More than 45 kg
1. What information does the histogram represent?
Scale : In X axis 1 cm = 5 kg
2. Which group has maximum number of Y
Y axis 1 cm = 2 Students
14
students?
12
3. How many of them are under weight?
10
9
4. How many students are obese?
No. of students
8
7
5. How many students are in the weight group of 6
6
5
30-40 kg? 4
3
Solution: 2
2
weight.
3. There are 7 (= 2 + 5) students who are under weight.
4. There are 3 students who are obese.
5. There are 16(= 9 + 7) students in the 30-40 kg weight group.
Example 6.9
The following is the distribution of time spent in the library by students in a school.
Time spent (in minutes) 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90
Number of Students 25 40 33 28 30 20 16 8
Draw a frequency polygon using histogram.
Solution: Y Scale : In X axis 1 cm = 10 minute
Y axis 1 cm = 5 Students
Represent the time spent in the library 45
40
along x- axis and number of students along 40
the y–axis. 35
33
28 30
30
Draw a histogram for the given data.
No. of students
25
25
Now, mark the midpoints of the upper sides 20
20
of the consecutive rectangles. Also mark the 16
15
midpoints of two imagined class intervals
10 8
0-10 and 90-100 whose frequency is 0 on
5
x- axis. Now, join all the midpoints with the
help of ruler. We get a frequency polygon X' −10
O 10 20 30 40 50 60 70 80 90 100 X
−5 Time Spent in the Library
imposed on the histogram.
Y'
Statistics 225
Note
Sometimes imagined class intervals do not exist. For example, in case of marks obtained
by the students in a test, we cannot go below zero and beyond maximum marks on the two
sides. In such cases, the extreme line segments meet at the mid points of the vertical left and
right sides of first and last rectangles respectively.
Example 6.10
Draw a frequency polygon for the following data using histogram.
Marks 0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100
Number of
5 8 10 18 25 22 20 13 6 3
students
Solution: Y Scale : In X axis 1 cm = 10 marks
Y axis 1 cm = 2 students
Mark the class intervals along the x-axis 28
14
Because imagined class intervals do not exist 12
12
8
6.4.2 (ii) To draw a frequency polygon 8
6
without using a histogram: 6
5
4
(1) Find the midpoints of the class 3
(2)
Mark the midpoints of the X' −10 O 10 20 30 40 50 60 70 80 90 100 X
−2 Marks
class intervals on x-axis and
Y'
frequencies on y-axis.
(3) Plot the points corresponding to the frequencies at each midpoints.
(4) Join the points using a ruler, to get the frequency polygon.
Example 6.11
Draw a frequency polygon for the following data without using histogram.
Class interval (Marks) 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90
Frequency 4 6 8 12 10 14 5 7
Solution:
Find the midpoint of the class intervals and tabulate it.
Class interval ( C.I) Mid point (x) Frequency (f)
10 – 20 15 4
20 – 30 25 6
30 – 40 35 8
40 – 50 45 12
50 – 60 55 10
60 – 70 65 14
70 – 80 75 5
80 – 90 85 7
8
I
We take the imagined class as 0 – 10 at 6
C
Exercise 6.2
1. Which of the following data can be represented in a histogram?
(i) The number of mountain climbers in the age group 20 to 60 in TamilNadu.
(ii) Production of cycles in different years.
(iii) The number of students in each class of a school.
(iv) The number votes polled from 7 am to 6 pm in an election.
(v) The wickets fallen from 1 over to 50th over in a one day cricket match.
Statistics 227
3. In a village, there are 570 people who have cell Y Scale : In X axis 1 cm = 1hour
Y axis 1 cm = 100 people
phones. An NGO survey their cell phone usage. 600
No. of people
the following questions. 300
220
(i) How many people use the cell phone for less 200 180
110
than 3 hours? 100
100
50
(ii) How many of them use the cell phone for more
X' −1 O 1 2 3 4 5 6 7 X
than 5 hours? −100 Hours
(iii) Are people using cell phone for less than 1 Y'
hour?
4. Draw a histogram for the following data.
Class Interval 0-10 10-20 20-30 30-40 40-50 50-60
No. of students 5 15 23 20 10 7
6. The distribution of heights ( in cm ) of 100 people is given below. Construct a histogram and
the frequency polygon imposed on it.
Height (in cm) 125-135 136-146 147-157 158-168 169-179 180-190 191-201
Frequency 12 22 18 24 15 7 2
Exercise 6.3
Continent Asia Africa North America South America Europe Australia Antarctica
Area 30 % 20 % 16 % 12 % 7% 6% 9%
2. The data on modes of transport used by the students to come to school are given below.
Draw a pie chart for the data.
Statistics 229
Challenging problems
5. Form a continuous frequency distribution table and draw histogram from the following data.
Age (in years) No. of persons
Under 5 1
Under 10 12
Under 15 19
Under 20 26
Under 25 27
Under 30 35
Under 35 38
Under 40 45
Under 45 48
Under 50 53
6. A rupee spent in a cloth manufacturing company is distributed as follows. Represent this in
a pie chart.
Particulars Paise
Farmer 20
Spinner 35
Dyer 15
Weaver 15
Printer 05
Salary 10
SUMMARY
zz Data is a collection of facts such as numbers, words, measurements and
observations.
zz A frequency distribution is the arrangement of the given data in the form of the table
showing frequency with which each variable occurs.
zz In the class-intervals, if the upper limit and lower limit are included in that class
interval then it is called inclusive series.
zz In the class intervals, if the upper limit of one class interval is the lower limit of the
next class interval then it is called exclusive series.
zz A pie chart is a circular graph which shows the total value with its components.
zz A histogram is a graph of a continuous frequency distribution.
zz A frequency polygon is a line graph for the graphical representation of the frequency
distribution.
ICT CORNER
Step-1 Open the Browser type the URL Link given below Expected Outcome
(or) Scan the QR Code. GeoGebra work sheet named
“8th Standard III term” will open. Select the work
sheet named “PIE CHART”
Step-2 Type your values in the check box on right side. You
can observe the change in the pie chart. Click on the
check boxes to see respective calculations.
Step 1 Step 2
Statistics 231
INFORMATION
7 PROCESSING
Learning Objectives
Recap
Before to learn, we recall the concepts like listing, counting, pattern of Fibonacci
series and calculate the unit price of the products by answering the following questions
1. Find the number of all possible triangles that can be formed from the triangle given below.
A
D E
F Ans:____________
B C
2. Use the numbers given in the figure to form a 3 x 3 magic square.
13
Ans:
15 7
17 9 1
11 3
× ×
Ans:____________
10 5 9 4
4. (i) Find the total time taken by the bus to reach from A to E via B , C and D.
(ii) Find which is the shortest route from A to E.
8hr
A C E (i) .......................hrs.
5hr 3hr
7hr D 6hr
(ii) A → ... → ... → E
B 4hr
5. Connect the Fibonacci squares through diagonals by curve from corner to corner
across each square to draw a Golden Spiral.
5 5
8
1 1 1 1 1 1 1 1 1 1 1
3 3 3
2 2 2 2
FIBONACCI SQUARES
6. W
hen you plan to buy a shirt, one shop offers a discount of `200 on MRP `1000 and
another shop offers 15% discount on the same MRP. Where would you buy?
7. Amazing park is offers a package deal of 5 entrance passes for `130. If one entrance
pass normally costs `30, how much will you save by taking advantage of this special
deal?
7.1 Introduction
Success in Mathematics depends on the development of the number sense, logical
thinking and cognitive skills. In this class, we find practical solutions for day to day
life situations like selection procedures from various forms, colour the given map with
minimum number of colours. We are also going to see Fibonacci number pattern in physical
and biological phenomena and also discuss some cipher for the higher order thinking
which is to do well in the competitive exams. We will also discuss how will you be a wise
consumer while shopping and packing. Meanwhile we will play a game to support your
mind blooming activities. All the above discussions are very helpful to you, to explore
other chapters and improve your interest in Mathematics.
Biological example for the Fibonacci Mason packing bricks for constructing
numbers a wall between two pillars
Example 7.1
If you are going to a hotel to have food and the hotel offers different food items as
shown in Fig 7.2. Find how many ways are possible to have either tiffin or meals?
Tiffin Meals
Fig. 7.2
Solution:
From the above Fig. 7.2, we come to know
(i) For tiffin, we can choose one among 7 items in 7 ways
(ii) For meals, we can choose one among 9 items in 9 ways.
Therefore, there are 16 (7 tiffin items + 9 meals items) different ways by which we
can choose any one food.
7.2.2 Multiplication principle
If a selection can be performed in m ways, following which another selection can be
performed in n ways, and both the selections are dependent on each other then, the two
selections together can be performed in exactly (m × n) different ways.
Now, we shall learn about multiplication principle of counting from the following
situation.
Situation:
There are 3 places in a city namely A,B and C. There are 3 routes a1, a2 and a3 from A
to B. There are 2 different routes, b1 and b2 from B to C as shown in the Fig 7.3.
a1 b1
a2
A B C
a3 b2
Fig. 7.3
Suppose a person wants to travel from A to C via B. Lets us see the number of ways he
can go from place A to C via B.
(i) In the first way, he can go from A b1
C (a1, b1)
to B in 3 routes and B
b2 C (a1, b2)
a1
(ii) In the second way, he can go from a2
b1 C (a2, b1) 6
A B possible
B to C in 2 different routes. a3 b2 C (a2, b2) ways
Therefore, the total number of B
b1 C (a3, b1)
ways in which he can travel is 6 (3 × 2) b2 C (a3, b2)
routes as shown in Fig 7.4.
Fig. 7.4
Information Processing 235
Thus, we come to know, if a selection A can occur in m ways and another selection B
can occur in n ways, and both the selections are dependent on each other then, the two
selections can be performed in exactly (m × n) different ways. Let as learn more about
from the following examples.
Example 7.3
In class VIII, a math club has four members M,A,T and H. Find the number of
different ways, the club can elect
(i) a leader,
(ii) a leader and an assistant leader.
Solution:
(i) To elect a leader
In class VIII, a math club has four members namely M, A, T and H.
Therefore, there are 4 (4 × 1) different ways by which they can be elected a leader.
236 8th Standard Mathematics
Activity
1. Determine the number of two digit numbers that can be formed using the digits
1, 3 and 5 with repetition of digits allowed. One's Digit
The activity consists of two parts 1 3 5
(i) Choose a one's digit. 1 15
Ten's
(ii) Choose a ten's digit. 3 33
Digit
Complete the table given beside 5 51
2. Find the three digit numbers that can be formed using the digits
1, 3 and 5 without repetition of digits.
Complete the tree diagram given below to the numbers
135
3
1
Using 1 5 315 Total
1,3 and 5 Possibilities
5 1
5
531
A password using 6 characters is created where the first 2 characters are any of
the alphabets, the third character is any one special character like @, #, $, %, &, _,+,~,
* or - and the last 3 characters are any of the numbers from 0 to 9. For that, there are
26 × 26 × 10 × 10 × 10 × 10 = 67,60,000 number of different ways possible to create that
password.
Example 7.4
In how many ways, can the students answer 3 true or false type questions in a slip
test?
Number of ways of answering the questions
Solution: Questions
(i) Assuming that the question Q1 is answered
Q1 Q2 Q3
True, questions Q2 and Q3 can be answered as TT, TF,
T/F T/F T/F
FT and FF in 4 ways. Answer1 T T T
(ii) Assuming that the question Q1 is answered Answer2 T T F
Madhan wants to a buy a new car. The following choices are available for him.
• There are 2 types of cars as shown in the Fig. 7.9
• There are 5 colours available in each type as shown in Fig. 7.9.
• There are 3 models available in each colour
(i) GL (standard model)
(ii) SS (sports model)
(iii) SL (luxury model)
Type 1 Type 2
GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL
Fig. 7.9
(i) In how many different ways can Madhan buy any one of the new car?
(ii) If the white colour is not available in Type 2, then in how many ways can Madan
buy a new car among the given option?
Solution:
(i) To buy any one of the new car from the given choices
Type 1 Type 2
GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL
1 (Type) × 5 (colours) × 3 (models) = 15 choices 1 (Type) × 5 (colours) × 3 (models) = 15 choices
Fig. 7.10
Here, we have 2 types of car with 5 different colours and 3 models in each colour.
Therefore, there are 30 [2 (1 × 5 × 3)] different ways to buy a new car by Madhan.
(ii) If the white colour is not available in Type 2, then...
Type 1 Type 2
GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL GL SS SL
Fig. 7.12
Outlined
Outlined
Outlined
Spiral
Spiral
Spiral
Solid
Solid
Solid
In one full deck of SET cards, there are 3 different shapes: circle, star, square and in
3 different colours: red, green, blue. 3 Each of these 9 cards (3 shapes × 3 colours) have 3
different shades: solid, outlined, spiral and also they can be paired 3 with different numbers:
one, two and three. So there are totally 81 cards (3 shapes × 3 colours × 3 shades × 3numbers)
in the deck as shown in Fig. 7.12.
A SET which consists of three cards should satisfy all the four following conditions:
(i) All the three cards have the same shape or have three different shapes.
(ii) All the three cards have the same colour or have three different colours.
(iii) All the three cards have the same shade or have three different shades.
(iv) All the three cards have the same number or have three different numbers.
Situation:
The teacher displays 12 cards as shown in Fig. 7.13 and explains how to form a SET
using these 2 cards and taken from them. Now, follow the step by step
procedure to figure out the third card to complete this SET is as follows.
Fig. 7.13
Remember, a SET consists of 3 set of cards.
STEP 1: If you look at the shape then, one is star and the other one is also star.
These two cards have the same shape. So, the last card also should have the same shape.
STEP 2: If you look at the colour then, one is green and the other is red
These two cards have different colours. So, the last card also should have a different
colour that is blue.
STEP 3: If you look at the shade then, one is solid and the other is also solid .
These two cards have the same shade. So, the last card also should have the same shade.
STEP 4: If you look at the number then, one star card is green solid and the
other has two star red solid cards . So, the last card also should have a different
number three blue cards. Therefore these three set of cards have different
numbers and different colours with same shape and shade.
Information Processing 241
Finally,
1. Think
Shape : All same Colour : All same For the given
Shade : All different Number : All same set of 12 cards from
Yes, This is a SET. Fig.7.13 7 SETs are
possible. Explore.
2. (repetition of cards
allowed).
Shape : All different Colour : All different
Shade : All different Number : All different
Yes, This is a SET.
Again , the teacher makes an arrangement of cards and asks them to check whether,
it forms a SET?
3.
Shape : All same or all different Colour : All same or all different
Shade : All same or all different Number : All same or all different
No, this is not a SET.
Since, the above SET does not complete the SET rule.
Thus,we come to know a SET consists of 3 set of cards in which each individual feature
is either all same on each card or all different on each card.
Activity
Choose the correct card to complete the perfect SET. One is done for you.
l. ?
Ans:
(i) (ii) (iii)
2. ?
(i) (ii) (iii)
3. ?
(i) (ii) (iii)
4. ?
(i) (ii) (iii)
5. ?
(i) (ii) (iii)
Try these
ind any five SETs among these set of
1. F 2. This is an example for a
cards (repetition of cards allowed). magic square in SETs. Can
you make another two?
1. 2. 3.
Fig. 7.14
Fig. 7.15 , shows how each group is coloured
Using maximum colours
Group
Group -- II
1.
1. 2.
2. 3.
3.
99 Colours
Colours 88 Colours
Colours 21
21 Colours
Colours
Using minimum colours
Group
Group -- IIII
1.
1. 2.
2. 3.
3.
22 Colours
Colours 33 Colours
Colours 44 Colours
Colours
Fig. 7.15
From this investigation, we will get results. Which could be more interesting , if we
want to colour a map.
Map colouring is about the colours that must be chosen for regions in a map, which
make bordering regions with different colours. Let us learn more from the following examples.
Example 7.6
Colour a map of South India (Fig. 7.16) with the fewest number of colours.
Solution:
solutions.
Fig. 7.17
Activity
Try to colour the INDIA-States map with the fewest number of colours.
N
L
A W E
D
A
K S
H
GOA
Minimum number of
colours required = _________ Anda
Lakshad weep is la
an and nico m
(I NDIA)
( I ND I A
ba
nd
)
ri
s
sl
ds
an
Not to Scale
Fig. 7.18
Try these
Draw your school building map showing the HM room, class rooms, staff room,
science lab, PET room, computer lab, office room etc., and use map colouring to detetermine
the minimum number of colours that can be used to colour the map of your school.
Exercise 7.1
1. You want to have an ice cream or a cake. There are three flavours
(chocolate, strawberry and vanilla) in ice creams, and two flavours
(orange and red velvet) in the cakes. In how many possible ways can
you choose an ice cream or a cake?
2. Shanthi has 5 chudithar sets and 4 frocks. In how many possible
ways, can she wear either a chudithar or a frock ?
8. The given spinner is spun twice and the two numbers got are used
to form a 2 digit number. How many different 2 digits numbers are
possible?
Situation:
Let us look at the family tree of a male drone bee and a female bee as shown Fig 7.19.
Here, female bees have 2 parents, male (drone) bees have just one parent, a female. (Male bee
(drone) are produced by the queen’s unfertilized eggs, so male(drone) bees only have a mother
but no father!)
Great- Great
E Grandparents
Male Female Female Male Female
Great
D Grandparents
Female Male Female
C Grandparents
Male Female
B Parent
Female
A
Male
Fig. 7.19
From the picture the following points are noted:
1. The male A has 1 parent, a female B .
2. The male A has 2 grandparents C , since his mother had parents C , a male and a female.
3. The male A has 3 great-grandparents D : since his grandmother has two parents but his
grandfather has only one.
Now, answer, how many great-great-grandparents did the male A have?
Let us try to find the relationship among the pattern of bees family by representing in the
tabular form given below,
Great Great- Great Great- Great-Great
Number of Parents Grandparents
Grandparents Grandparents Grandparents
A B C
D E F
a Male bee (1) 1 2 3 5 8
a Female bee (1) 2 3 5 8 13
Note
The difference between two consecutive numbers of the Fibonacci sequence
increase very quickly. ((For example F(5) – F(4) = 5 – 3 = 2 ; F(10) – F(9) = 55 – 34 = 21 ;
F(15) – F(14) = 610 – 377 = 233)(1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987, 1597,
2584, 4181, 6765, 10946 ...))
Example 7.7
Given that one pair of new born rabbits they produce a new pair each month and from
the second month, each new pair can breed themselves. Find how many pairs of rabbits
are bred from one pair in a year, and find the relationship between the number of months
and the number of pairs of rabbits by tabulation (a pair means (a male and a female)).
Solution:
The below picture clearly forms the sequence is 1,1,2,3,5,8... Here, we find the pattern
in which each number is in the Fibonacci sequence, obtained by adding together with
previous two. Going on like this to find subsequent numbers at the twelfth month, we will
get 144 pairs of rabbits. In the other words, twelfth Fibonacci number is 144.
1st month
= 1(given new born pair)
2nd month
= 1(pair of adult)
3rd month
= 1(pair of adult)+
1(new born pair) = 2
4th month
= 2(pairs of adult)+
1(new born pair) = 3
5th month
= 3(pairs of adult)+
2(new born pairs) = 5
6th month
= 5(pairs of adult)+
3(new born pairs) = 8
Number of months 1 2 3 4 5 6 7 8 9 10 11 12
Number of pairs of rabbits 1 1 2 3 5 8 13 21 34 55 89 144
Activity
Using the given Table I, find the pattern, answer the following questions and
colour the values in the given Table II. One is done for you.
Table I
Term(n) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ...
From the above table, we get a general rule as Every kth Fibonacci number is a multiple of F(k).
So that for 5 children you can give 4 mangoes (20 ÷ 5 = 4) and 3 apples
(15 ÷ 5 = 3) to each of them. In this way you can distribute equally the mangoes
and the apples to each child.
Prime Factors of 18 = 2 x 3 x 3
Prime Factors of 27 = 3 x 3 x 3
Common prime factors of 18 and 27 = 3 x 3 = 9
So, the HCF of 18 and 27 is 9.
Now, let us learn some more methods of finding the HCF. The largest team member each
group is 9, Std VII has 2 teams and Std VIII has 3 teams.
3. Repeated Division Method:
The above methods are easy to finding HCF, but for larger numbers these methods are
tedious to find factors of the given numbers. In that case, alternatively we have some more
methods to find HCF. Let us learn more about the other methods of finding the HCF.
For the above Situation, what if the Class VII had 396 students and Class VIII had 300
students? Then, what would be the biggest possible team size? Well, the above said two methods
may not help us quickly. So, we can use continuous division method for finding the highest
common factor.
STEP 1: Divide the larger number by the smaller number.
Dividend
Here, 360 is the larger number. So, we divide
360 (Dividend) by 300 (Divisor). We get the Divisor 300 396 1 Quotient
–300
Remainder as 96.
Remainder 96
STEP 2: The remainder from Step 1 becomes the
new divisor, and divisor of Step 1 becomes the new dividend.
Dividend
From the step 1, we got 96 as remainder.
So, in the second step 96 becomes the new divisor First 300 396 1
Divisor –300
and 300 becomes the new dividend.
New 96 300 3 New
Divisor –288 Dividend
STEP 3:
Repeat this division process till 12
remainder becomes zero. The divisor
of the last division (when remainder is zero) is the HCF.
From step 2, we got 12 as the new remainder which
300 396 1
will become the new divisor. In the third step 12 becomes the –300
new divisor and 96 becomes the new dividend. Now, the
remainder is zero when 12 is the last divisor of the division. 96 300 3
–288
Therefore,12 is the required HCF.
12 96 8
Hence, the HCF of 396 and 300 is 12. So each team –96
would be 12 students.
HCF 0
3. Do the given problems by repeated subtraction method and verify the result.
(i) 56 and 12 (ii) 320, 120 and 95
12 56 4 120 320 2 40 95 2
–48 –240 –80
80 120 1 15 40 2
8 12 1 –80 –30
–8 40 80 2 10 15 2
4 8 2 –80 –10
–8 HCF 0 5 10 2
–10
0 0
HCF HCF
4. Kalai wants to cut identical squares as big as she can, from a piece of paper measuring
168mm and by 196mm. What is the length of the side of the biggest square? (To find HCF
using repeated subtraction method)
Objective Type Questions
5. What is the eleventh Fibonacci number?
(a) 55 (b) 77 (c) 89 (d) 144
6. If F(n) is a Fibonacci number and n =8, which of the following is true?
(a) F(8) = F(9)+F(10) (b) F(8) = F(7)+F(6) (c) F(8) = F(10)×F(9) (d) F(8) = F(7)–F(6)
7. Every 3rd number of the Fibonacci sequence is a multiple of _______
(a) 2 (b) 3 (c) 5 (d) 8
8. Every _______ number of the Fibonacci sequence is a multiple of 8
(a) 2nd (b) 4th (c) 6th (d) 8th
9. The difference between the 18th and 17th Fibonacci number is
(a) 233 (b) 377 (c) 610 (d) 987
7.7 Cryptology
In today’s world, security in information is a fundamental necessity not only for military
and political departments but also for private communication. Today’s world of communication
has increased the importance of financial data exchange, image processing, biometrics and
e-commerce transaction which in turn has made data security an important issue. Cryptology
is defined as the science which is concerned with communication in secured form.
7.7.1 Cryptology – Some technical details
Plain text: The original message is called plain text.
Cipher text or Cipher number: The encrypted output (converted message
into code) is called Cipher text or Cipher number. Cipher text is written in
capital letters, while plain text is usually written in lowercase. A secret key is
to use something to generate the Cipher text from the plain text.
Encryption and Decryption: The process of converting the plain text to the Cipher text is
called encryption and the vice versa is called decryption.
254 8th Standard Mathematics
Let us try to create some Cipher text that we use in the form of coded message at some
point in our real life.
7.7.2 Examples of Cipher Code
1. Shifting Cypher Text
Ceasar Cipher
The Ceasar Cipher is one of the earliest known and simplest ciphers. It is a type of
substitution cipher in which each letter in the text is “shifted” a certain number of places
down the alphabets.
To pass an encrypted message from one person to another, it is first necessary that both
parties have the ‘key’ for the cipher, so that the sender may encrypt it and the receiver may
decrypt it. For the Caesar Cipher, the “key” is the number of characters to shift the cipher
alphabet. So, we have to know how big the switch is to break the code.
Let us know about more Ciphers from the following examples and situations.
Example 7.8
Use Ceasar Cipher table set +4 and try to solve the given secret sentence.
fvieo mr gshiw ger fi xvmgoc
Solution:
Let us make Ceasar Cipher table first. Here, we have to set to +4 table.
For that, we have to start letter e to set as A, f as B … likewise d as Z.
Now, the +4 Ceasar Cipher table looks like
Plain Text a b c d e f g h i j k l m n o p q r s t u v w x y z
Cipher Text W X Y Z A B C D E F G H I J K L M N O P Q R S T U V
Plain Text a b c d e f g h i j k l m n o p q r s t u v w x y z
Cipher Text W X Y Z A B C D E F G H I J K L M N O P Q R S T U V
f v i e o m r g s h i w g e r f i x v m g o c
B R E A K I N C E C A N B E R I C K
Now, to start converting a plain text into Cipher number, first we have to make a cipher
table as shown below. Here there key is 5. As per key number, we have to start and fill a = 05,
b = 06 …….. z = 04 respectively.
Plain Text a b c d e f g h i j k l m n o p q r s t u v w x y z
Numbers 00 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Cipher Numbers 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 00 01 02 03 04
To start encoding the text, let us count the frequency of alphabets and frame frequency
table as shown below.
Plain Text a b c d e f g h i j k l m n o p q r s t u v w x y z
Frequency of
alphabets in 8 1 6 3 5 0 3 5 7 0 1 5 3 5 5 0 1 3 5 4 3 0 4 0 2 0
the plain text
With the help of Cipher table and frequency table, let us fill the Cipher numbers for the
plain text. Let us first match the most repeated letters (5 times and above), then 2 to 4 times
repeated letters and finally remaining letters step by step as shown in given figure.
Step 1:- Cipher number for most repeated letters(5 times and above)
Plain text m a t h e m a t i c s i s a u n i q u e s y m b o l i c
Cipher Numbers 05 1209 05 130723 1323 05 1813 09 23 19161307
Plain text l a n g u a g e i n w h i c h t h e w h o l e
Cipher Numbers 160518 05 09 1318 12130712 1209 12191609
Plain text w o r l d w o r k s a n d a c t s a c c o r d i n g l y
Cipher Numbers 19 16 19 23 0518 0507 23 05070719 1318 16
Step 2: Cipher number for most repeated letters (2 times and above)
Plain text m a t h e m a t i c s i s a u n i q u e s y m b o l i c
Cipher Numbers 1705241209170524130723 1323 05 251813 2509 230317 19161307
Plain text l a n g u a g e i n w h i c h t h e w h o l e
Cipher Numbers 1605181124051109 1318 0112130712 241209 0112191609
Plain text w o r l d w o r k s a n d a c t s a c c o r d i n g l y
Cipher Numbers 0119221608 011922 23 051808 05072423 0507071922081318111603
Plain text l a n g u a g e i n w h i c h t h e w h o l e
Cipher Numbers 1605181125051109 1318 0112130712 241209 0112191609
Plain text w o r l d w o r k s a n d a c t s a c c o r d i n g l y
Cipher Numbers 0119221608 0119221523 051808 05072423 0507071922081318111603
Activity
TREASURE HUNT
Treasure in the Mathematics Club room
The teacher divides the students into four groups and gives each group a code and a
clue and then asks them to cracking the clues to find
(i) the identity of the treasure (ii) the place of the treasure
(iii) the room in which the treasure is present.
You may take notes on this piece of paper as you proceed through the search
Code 1: Pigpen
Message:- If you decode the clue here you can get the four expected treasure names
I. Fill in the blank boxes and decode
The Pigpen code looks like meaningless writing, but it is quite easy to catch on to.
Each letter is represented by the part of the “Pigpen” that surrounds it.
The first code uses the following key. To complete the code, you need to work out
how to use the key to decode the message.
A B C J K L S W
• • • •
D E F M N O T U X Y
• • • • •
G H I P Q R V Z
• • • •
= W A T E R B O T T L E
=
N O P Q R S T U V W X Y Z
J V A Q B J - ____________
P B Z C H G R E G N O Y R - ____________
P U N V E - ____________
P H O O B N E Q - ____________
After finding the codes, the teacher then asks students to rearrange the clues one by one
CLUES
i. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
ii. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
iii. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
iv. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
RESULT
Try these
1. Use Pigpen Cipher code and write the code for your name ________and your chapter
names
(i) LIFE MATHEMATICS (ii) ALGEBRA
(iii) GEOMETRY (iv) INFORMATION PROCESSING
2. Decode the following Shifting and Substituting secret codes given below. Which one is
easier for you?
(i) Shifting method:- M N S G H M F H R H L O N R R H A K D
(ii) Substituting method:-
3. Write a short message to a friend and get him to decipher it.(use either shifting or substituting
code method)
Exercise 7.3
1. Fill in the blanks (Use Atbash Cipher that is given in code 3)
(i) G Z N R O = _____________________________
(ii) V M T O R H S = _____________________________
(iii) N Z G S V N Z G R X H = _____________________________
(iv) H X R V M X V = _____________________________
(v) H L X R Z O H X R V M X V = _____________________________
4. A message like “Good Morning” written in reverse would instead be “Doog Gninrom”.
In the same way decode the sentence given below:
“Ot dnatsrednu taht scitamehtam nac eb decneirepxe erehwreve ni erutan dna laer efil.”
5. Decode the given Pigpen Cipher text and compare your answer to get the Activity 3 result.
I. The room number in which the treasure took place:
1 A 2 B 3 C 10 J 11K 12 L
• • •
4 D 5 E 6 F 13M 14N 15O
II. Place of the treasure : • • •
7 G 8 H 9 I 16 P 17Q 18 R
• • •
19 S W
23
III. The name of the treasure : •
20 T U21 24 X Y 25
• •
22 V 26 Z
•
6. P
raveen recently got the registration number for his new two-wheeler. Here, the number
is given in the form of mirror-image. Encode the image and find the correct registration
number of praveen’s two-wheeler.
TN12H2589
(a) TN12H2589 (b) T N 1 2 H 2 5 8 9
(c) (d)
9852H21NT 9852H21NT
Now, we will calculate the total price of the required and quantity of fruits from both the
departmental store and market.
Calculating the total price from the Departmental store:
Fruit Name Cost of the required fruits Total Price (`)
Now, let us compare the shopping price of the Departmental store to that of the Market shop.
Cost of items as per your requirement (`)
Fruits
Departmental Store Market
20 kg of Apples 2400 2200
20 kg of Guavas 1000 800
30 boxes of Strawberries 2400 2550
20 dozens of Bananas 1200 1000
Total cost of shopping 7000 6550
From the above comparison, we find that shopping made at the Market shop is the best
deal quantity wise as well as in price wise and hence it is wise to shop in the Market.
Activity
Consider that you are going to a store with your total budget of `220 to buy things
without changing the quantity of the items given in the list below with the following
conditions.
1 kg 1 kg 1 kg 1 kg
MRP `42 MRP `65 MRP `34 MRP `28
`32 `26
.50 .50
kg kg
.50
kg
Conditions:
(i) First you have to complete the price list given. Now, answer the following questions:
(ii) You have to buy three items as per the given 1. In how many ways can you buy your
price list but within your budget `220. items? Complete the price lists given
(iii) You won’t carry exceeding 5kg because you below. One is done for you.
have to walk home carrying them, so they 2. Which one is the best purchase price
cannot be bulky. list and why?
1 l +1 l 351
2 850 499 249.50
combo (850-499)
Buy 5 l get
5+1 = 6 2000 1500 3000
1 l free
Buy 1 get
2+2 = 4 1486 743 185.75
1 free
Spl. offer
1+1= 2 850 1 l pack of 2 390 195
` 390
12 (1) = 1 l pack of
5100 1650 3450
12 12
Try these
The teacher divides the class into four groups and sets up a mock market in the
class room and ask the students to involve in role play as two groups of businessmen
and two groups of consumers. Consumers have to buy products at different shops and
prepare a price list.
The two supermarkets in which the two groups can buy are Star Food Mart and
Super Provisions. This week they each have got a special deal on some products. At Star
Food Mart, you can buy items at discount prices. At Super Provisions, there are some
“BUY ONE GET ONE” deals. Have a look at their deal:
Super Provisions
7.9 Packing
When we are packing something in a box or a suitcase or a
cupboard, first we have to decide how we are going to pack. How
many items can be fitted into that fixed space? A good example of this
is, before you go to school, you try to pack everything you need (like
your books, notebooks, geometry box, sports equipment, food and
water bottle) into your school bag. At that time, you are very clear that
your books should not be damaged and you are able to carry everything yourself. Think! The
same rules apply to posting a package to a friend or family member or others.
Apart from these, the packaging methods are used in many cases such as cutting of sheets,
glass, paper, wood, cloth or other materials and room allotment, seating arrangement in the
particular space provided, parking vehicles with proper lanes and saving data in hard disk,
CD, pen drive and so on.
Using some of the packing methods from the following situations and examples, let us try to
understand how best to fit the items into the space in the containers or in rooms or in boxes etc.,
7.9.1 Packing Approaches - Fractional method
Here, when we fill items in bags or in containers, we determine the weight,
value and number of each item with the condition that the total weight of the
container is less than or equal to a given limit and the total value is as large as
possible. Fractional method uses the technique of buying things fractionally
and admits buying of more items within a given budget. Let us learn more
about this approach from the following situation.
Situation 1:
Suppose that you want to buy some ` 60 / 1 kg ` 30 / 1kg ` 35 / 1kg
vegetables and fruits that are given
in the Fig. 7.20 with their weights
and price and that you have a bag
that capacity of carrying 15 kg. The
objective is to buy more items within
your budget of `550 and also that
weight should not exceed 15 kg.
You cannot buy all the items because
` 80 / 1 kg ` 30 / 1 kg ` 17.50 / 1kg ` 20 / 1 kg
if you calculate the total weight of all
Fig. 7.20
the items, then it would be greater
than 15 kg (maximum capacity of your bag is 15 kg). So, let us try some approaches, to find
how you can select more items so that you will buy them with maximum price within your
budget of `550. For that let us tabulate the items with their weights and price you want to buy.
Items
Weight (kg) 1 3 5 4 1 3 2
Remaining weight to
Items Weight (kg) Price (`)
buy
5 15−5=10 150.00
3 10−3=7 105.00
3 7−3=4 90.00
1 4−1=3 80.00
3 3−3=0 70 × 3 = 52.50
4
Here, 3 kg of papaya is enough as the total weight reaches 15 kg. So, 3 kg of papaya costs
`52.50. Hence, in this approach we will spend maximum `472.50 to buy 15 kg of vegetables
and fruits.
Approach II - Selecting items with Minimum Weight
In this approach, we select the items according to the minimum weight. Here, we can
select more and more items. Now, let us tabulate to find the total price and how much can we
buy vegetables and fruits within our budget and not exceeding 15kg.
1 15−1=14 60.00
1 14−1=13 80.00
2 13−2=11 40.00
3 11−3=8 105.00
3 8−3=5 90.00
4 5−4=1 70.00
Here, 1 kg of Sapotta is enough to complete 15 kg with minimum price of `30 per kg.
Hence in this approach, we will spend maximum `475 to buy 15 kg of vegetables and fruits.
Items Weight (kg) Price of 1kg Remaining weight to buy Price (`)
In this approach, we can buy all vegetables and fruits except papaya as we need with
maximum price within our budget and not exceeding 15 kg. Comparatively, in the II approach
we can buy more items but spend minimum amount only. So, we can say third approach is best
one. Isn’t it?
Exercise 7.4
1. Find the best buy of the following purchases:
(i) A pack of 5 chocolate bars for `175 or 3 chocolate bars for `114?
(ii) Basker buy 1½ dozen of eggs for `81 and Aruna buy 15 eggs for `64.50?
2. Using the given picture find the total special offer price of fresh sweets and bakery products
to buy ½ kg laddu, 1 kg cake, 6 pockets of bread.
`36
Papaya Papaya `36
Broccoli Broccoli `45
(1 kg) Potato
`21 (250 g) ` 45 (1 kg) ` 30 Potato `21
(250 g) ` 37
(1 kg) (1 kg) ` 18
`145/1 kg. `130/1 kg. `82/1 kg. `99/1 kg. `78/1 kg.
ANSWERS
1. NUMBERS
Exercise 1.1
–1 0 1 2 3
(ii) −8
3
–3 –2 –1 0 1
(iii) −17 17
=
−5 5
–1 0 1 2 3 4
(iv) 15
−4
–4 –3 –2 –1 0 1
Answers 273
Exercise 1.5
1. (i) 7 (ii) 6 (iii) 42 (iv) 30 (v) 0.017
2. (i) True (ii) True (iii) False (iv) True (v) True 4. 5 5. 5 6. 120
7. 9,19 8. 36 = 6 9. 3 = 1.732 10. 4,16
Exercise 1.6
−1
1. (i) 1 (ii) 1 (iii) 20 −3 (iv) (v) –243
128
2. MEASUREMENTS
Exercise 2.1
1. (i) p (ii) chord (iii) diameter (iv) 12 cm (v) circular arc
2. (i) c (ii) d (iii) e (iv) b (v) a
3.
q° q° q°
Sectors q°
5. (i) 240 m2 (ii) 337.5 cm2 6. (i) q = 120° (ii) q 72 7.
(i) 30p m
2
(ii8.
) 980 p cm 9. 706.5 cm (approximately) 10. 1232 cm (approximately)
2 2
Answers 275
Exercise 2.2
1. (i) 38 m, 50.75 m2 (approximately) (ii) 30 cm,40.25 cm2 (approximately)
2. (i) 21.5 cm2 (approximately) (ii) 27.93 cm2 (approximately)
3. 48 cm2 4. 41.13 cm2 (approximately) 5. 5600 cm2 6. 3500 cm2 7. 244 m2
Exercise 2.3
1. (i) length, breadth and height (ii) Vertex (iii) Six (iv) Circle (v) Cube
2. (i) (b) (ii) (a) (iii) (d) (iv) (c)
3. (i) Cube (ii) Cuboid (iii) Triangular Prism (iv) Square Pyramid (v) Cylinder
4. (i) F, T, S (ii) T, S, F (iii) S, F, T
5. (i) Yes (ii) No (iii) Yes (iv) No (v) Yes
Exercise 2.4
Miscellaneous Practice Problems
1. 9.42 feet 2. 314 m 3. 128 cm2
4. (i)
Top View Front View Side View (ii) Top View Front View Side View
Challenging Problems
5. double door requires the minimum area 6. 63.48 m2 (approximately)
7. 1.46 cm2 (approximately) 8. (i) F = 10 (ii) V = 4 (iii) E= 28
3. ALGEBRA
Exercise 3.1
1. x 2x2 −2xy x4 y3 2xyz −5 xz 2
x4 2 x6 −2 x5 y x8 y 3 2 x5 yz −5 x5 z 2
4xy 8 x3 y −8 x 2 y 2 4 x5 y 4 8x2 y 2 z −20 x 2 yz 2
−x 2 y −2 x 4 y 2 x3 y 2 −x 6 y 3 −2 x3 y 2 z 5 x3 yz 2
2 y2 z 4x2 y 2 z −4 xy 3 z 2 x4 y5 z 4 xy 3 z 2 −10 xy 2 z 3
−3xyz −6 x3 yz 6x2 y 2 z −3 x5 y 4 z −6 x 2 y 2 z 2 15 x 2 yz 3
−7z −14 x 2 z 14xyz −7 x 4 y 3 z −14 xyz 2 35 xz 3
2.
3. (i ) 24m 4 n 2 (ii ) − 9 x 5 y 6 3. 4. − 24 p 6 q 6
4.
5. (i ) 10 xy − 15 x (ii ) − 10 p 3 + 6 p 2 − 14 p (iii ) 3m 4 n 4 − 15m3 n 2 + 21m 2 n3
(iv) x 3 + y 3 − z 3 + x 2 y + x 2 z + xy 2 + zy 2 + xz 2 − yz 2 5.
6. (i ) 4 x 2 − 2 x − 12
(ii ) 2 y 4 + 3 y 3 − 8 y 2 − 12 y (iii ) 5m 4 n 2 m 2 n 2 5m 2 n3 n3 (iv) 6 x 2 36 x 30
76.. (i ) − 2 x 2 ii ) − 3mp iii ) 2 y (5 x 2 y − x + 3 y 2 )7. (C) iv, v, ii, iii, i 8.
9. xy + 2 x + 30 y + 60
9. (B) 28p7 10. (D) mn2, –27 11.
12. (C)
(c) 6 x y 2
12. (A) 6 mn 13. (B) (a+b)
Exercise 3.2
18m 4 (n8 ) l 4 m5 n ( 7 ) l 3 m 2 n 42a 4b5 (c 2 )
1. (i ) = 9 mn 5
(ii ) = (iii ) = (7)b3c 2
2m ( 3) n 3 2lm( 3) n6 2 6(a ) 4 (b) 2
2. (i) True (ii) False 3. (i ) 9 y 2 (ii ) xy (iii ) − 3 x 2 y z 3 (iv) x y
276 8th Standard Mathematics
1 5
4. (i ) 5m (ii ) 3 p 3q 2 5. (i )16 y − 4 z (ii ) 2mn 2 + 8m3 n − (iii ) y 3 xy 2 1
2 6
(iv) = 9 p 2 r + 18 pq − 45
76.. (i ) 9 y 2 (ii ) 9 xy (iii ) 4m 2 − 3m (iv)16 n 2 − 2n + 3 (v) x 2 + 1x − 6 (vi) –(3p2 –4p + 7)
7. (ii) A is true but B is false 8. (i) both A and B are true
Exercise 3.3
1. (i ) 9m + 30m + 25 (ii ) 25 p − 10 p + 1 (iii ) 4n 2 + 4n − 3 (iv) (2 p + 5q )(2 p − 5q )
2 2
Exercise 3.5
Miscellaneous Practice Problems
7 3 4
1. 7 x 2 y 5 + 4 x 4 y 3 + 60 x 2 y 2 2.12 x 3 − 8 x 2 + 27 x − 18 3. S .I = ab
1 5
4. a + 2b + 4 5. ( y − 3)(7 y + 2)
2
Challenging Problems
1. 4 x + 3 7.
6. 2. x + 2 8.
3. ( y + 7)( y + 8) 9.
4. (4 p 2 + 1)(2 p + 1)(2 p − 1) 10. 3( x − 5 y )3
Exercise 3.6
1. (i) x = 7 (ii) y = 11 (iii) m = 7 (iv) p = 15 (v) One
2. (i) True (ii) False 3. (c) (iii),(i), (iv), (v), (ii)
4. (i) x = 11 (ii) y = 1 (iii) x = −1 5. (i) x = −4 (ii) p = −1 (iii) x = −11
−4
6. (i) x = −2 (ii) m = −4
Exercise 3.7
b
1. (i). x = − (ii) Positive (iii) x = 30 (iv) 40° (v) b=9
a
2. (i) True (ii) False (iii) False 3. 3, 21 4. 27
5. l = 8 cm, 7. Murali’s is 15 years old, 9. 13
6. (80,10) notes 8. 63
b = 24 cm Thenmozhi’s age is 20 years old 21
10. 37.4km 11. (B) 20 12. (A) 62° 13. (C) 10000 14. (C) 4 15. (D) (x–1)
Answers 277
Exercise 3.8
1. (i) Origin (0,0) (ii) negative (iii) y-axis (iv) zero (v) X-Coordinate
2. (i) True (ii) True (iii) False
Exercise 3.9
1. (i) Origin (ii) (4,-4) (iii) x-axis 1cm=3 units, y-axis 1cm=25 units
2. (i) True (ii) False
Exercise 3.10
Miscellaneous Practice Problems
1. x = 20 2. 60°, 40°, 80° 3. y = 11 units p=133 units 4. 116°,64°
Challenging Problems
6. 7,8,9 7. 54 8. 12 pencils
4. LIFE MATHEMATICS
Exercise 4.1
1
1. (i) x = 500 (ii) 3 % (iii) x = 50 (iv) 70% (v) 52.52%
3 2
2. (i) 50% (ii) 75% (iii) 100% (iv) 96% (v) 66 %
1 3
3. x = 150 4. 30 5. 33 % 6. 110 7. x = 200 8. x = 100 9. No change
3
10. 87% 11. (C) 20% 12. (B) 49% 13. (A) 375 14. (D) 200 15. (D) 36
Exercise 4.2
1. (i) Cost price (ii) ₹7000 (iii) ₹600 (iv) 8% (v) ₹945
1
2. ₹902 3. ₹670 4. 50% 5. 11 % 6. ₹1152
9
7. (i) x = ₹207 (ii) y = ₹12600 (iii) z = 18% 8. ₹2836
9. Discount of 8% is better 10. ₹5400
11. (C) 25% 12. (B) 550 13. (B) 168 14. (D) ₹250 15. (A) 40%
Exercise 4.3
4n
1. (i) ₹1272 (ii) ₹820 (iii) ₹20,000 (iv) A = P 1 + r (v) ₹32
400
2. (i) True (ii) False (iii) True (iv) False (v) True
1
3. ₹162 4. ₹936.80 5. ₹1875 6. 1 years 7. ₹10,875 8. ₹0.50
2
9. 5% 10. ₹ 16000 11. (C) 6 12. (B) 1 year 13. (B) ₹ 12500
14. (A) ₹2000 15. (D) ₹2500
Exercise 4.4
1. (i) 2 (ii) 5 (iii) 8 (iv) 25 (v) ₹1,20,000 2. 162 men
1
3. 7000 cement bags 4. 7 days 5. 4 more lorries 6. 4 hours
2
7. A- 30 days, B -20 days, C-60 days 8. 180 minutes 9. 16 days 10. 6 days
Exercise 4.5
Miscellaneous Practice Problems
2
1. 400 2. 300 3. `38163 4. 20% 5. 2 % loss 6. 48 men 7. 6 days 8. 8 days
9
Challenging Problems
8
9. 10. `15000 11. 20 % 12. 30 % 13. 20 more men 14. 3 days 15. ` 6000
25
5. GEOMETRY
Exercise 5.1
1. (i) in proportion (ii) shape (iii) equal (iv) congruent (v) similar
6. Yes, RHS Congruence 38..= HE 18= , TE 16 9. ∠T = ∠N = 75°, ∠E = ∠B = 35°, ∠A = ∠U = 70°
11. (D) matching 12. (A) Q Y 13. (D) 93 m 14. (A) 50 15. (C) AC = CD
Exercise 5.2
1. (i) Q (ii) n − m (iii) a right angled triangle
2 2
(iv) centroid (v) 2:1
2. (i) True (ii) True (iii) True (iv) True (v) False
3. (i) Yes (ii) No (iii) Yes (iv) Yes (v) Yes
4 (i) x = 41 (ii) y = 16 (iii) z = 15 5. 5cm 6. 170m
7. 10cm 8. W 9. P 10. 9cm 11. 40°
12. (c) 45° 13. (b) 20cm 14. (c) 420cm2 15.(d) 20, 48, 52
Exercise 5.3
Miscellaneous Practice Problems
3. 48 ft 4. 25 ft 5. No, the wide of cabinet is lesser than the wide of TV
Challenging Problems
8. 40cm 9. 28 ft 10. (i) 22 (ii) 6 (iii) 16 (iv) 24
Exercise 5.4
1. (i) Orthocentre (ii) Centroid (iii) Incentre (iv) Circumcentre (v) 2:1
2. (i) True (ii) True (iii) false
3. (a) (i) Interior (ii) Exterior (iii) On the hypotenuse
(b) (i) Interior (ii) Exterior (iii) On the vertices containing 90°
4. (i) BE (ii) AD (iii) CF
5. AB=5cm 6. XYM= ZYM= 50° 7. 7 cm 8. 10 cm
Exercise 5.5
1. W 2. P 3. 9cm 4. 12 feet 5. 40°
6. (i) 22 (ii) 6 (iii) 16 (iv) 24
6. STATISTICS
Exercise 6.1
1. (i) Secondary (ii) 35 (iii)197 (iv) 8 (v) Circular
2. (i) False (ii) True (iii) True (iv) True
5. (i) 20% (ii) 75 (iii) 1/4 (iv) 400 (v) 275 (vi) 500
8. (i) ₹8000 (ii) ₹40000 (iii) ₹12000
Answers 279
Exercise 6.2
1. (i) Yes (ii) No (iii) No (iv) Yes (v) Yes
2. (i) Proportional (ii) Histogram (iii) Grouped
3. (i) 330 (ii) 150 (iii) No
9. (d) all the three 10. (c) Frequency 11. (a) range 12. (b) grouped
13. (b) discontinuous 14. (b) Exclusive 15. (c) pie chart 16. (a) continuous
17. (a) frequency polygon 18. (d) histogram
7. INFORMATION PROCESSING
Exercise 7.1
1. 5 2. 9 3. 8 4. 6 5. 4995 6. 10000 7. 15 8. 20
9. (i) 10. (i) (ii)
Mathematical Terms
Algebraic expression இயற்கணிதக் க�ோவை Laws of exponent அடுக்கு விதிகள்
Altitude குத்துக்கோடு ஒருபடிச் சமன்பாடு/
Linear equation நேரியச் சமன்பாடு
Angle bisector க�ோண இருசமவெட்டி
Associative property சேர்ப்புப் பண்பு Logical தருக்கரீதியான
Binomial ஈருறுப்புக் க�ோவை Loss நட்டம்
Central angle மையக்கோணம் Lower limit கீழ் எல்லை
Centroid நடுக்கோட்டு மையம் Marked price குறித்த விலை
மத்திய சரக்கு மற்றும் Median நடுக்கோடு
CGST சேவை வரி ஓருறுப்புக் க�ோவை
Monomial
Circular arc வட்ட வில் Ordered pair வரிசை ச�ோடி
Circular sector வட்டக்கோணப் பகுதி Origin ஆதிப்புள்ளி
Circular segment வட்டத்துண்டு Orthocentre செங்கோட்டு மையம்
Circumcentre சுற்றுவட்ட மையம் Overhead expenses இதரச் செலவுகள்
Class interval பிரிவு இடைவெளி Packing அடைத்தல்
Closure property அடைவுப் பண்பு Parallel lines இணைக்கோடுகள்
Co-ordinate axes ஆய அச்சுகள் Parallelogram இணைகரம்
Code குறியீடு Perfect cube numbers முழு கன எண்கள்
Coincide ஒருங்கமைவு Perfect square முழு வர்க்கம்
Commutative property பரிமாற்றுப் பண்பு Perpendicular bisector மையக்குத்துக்கோடு
Compound interest கூட்டு வட்டி Pie chart வட்ட விளக்கப்படம்
Compound variation கலப்பு மாறல் Point of concurrency ஒருங்கமைப் புள்ளி
Congruent சர்வசமம் Polyhedron பன்முக வடிவம்
Conversion period மாற்று காலம் Polynomial பல்லுறுப்புக் க�ோவை
Corresponding sides ஒத்தப் பக்கங்கள் Primary data முதல்நிலைத் தரவு
Cost price அடக்க / வாங்கிய விலை Prime factorisation பகாக் காரணிப்படுத்துதல்
Cryptology குறியாக்கவியல் Principal அசல்
Cube root கனமூலம் Profit இலாபம்
Cubic identities கன முற்றொருமைகள் Quadrant கால்பகுதி
ஒரு புள்ளி வழிச் செல்லும் Range வீச்சு
Concurrent lines க�ோடுகள் Rational number விகிதமுறு எண்
Data தரவு Real number line மெய்யெண் க�ோடு
Deposit முதலீடு Regular polygon ஒழுங்குப் பலக�ோணம்
Depreciation value தேய்மான மதிப்பு Scientific notation அறிவியல் குறியீடு
Direct proportion நேர் விகிதம் Secondary data இரண்டாம் நிலைத் தரவு
Discount தள்ளுபடி Selling price விற்ற / விற்பனை விலை
Distributive property பங்கீட்டுப் பண்பு மாநில சரக்கு மற்றும்
விளிம்புகள்
SGST சேவை வரி
Edges
Encryption குறியாக்கம் Side view பக்கவாட்டுத்தோற்றம்
Estimate உத்தேச மதிப்பு Simple interest தனி வட்டி
Extremes கடை உறுப்புகள் Solid shapes திண்ம வடிவங்கள்
Frequency distribution நிகழ்வெண் பரவல் Square root வர்க்கமூலம்
Frequency polygon நிகழ்வு பலக�ோணம் மிகை நிரப்புக்
Supplementary angles க�ோணங்கள்
Front view முகப்புத்தோற்றம்
Graph sheet வரைபடத்தாள் Tally marks நேர்கோட்டுக் குறிகள்
Grouped data த�ொகுக்கப்பட்ட தரவு Terminating முடிவுறு
Histogram நிகழ்வு செவ்வகம் Three dimensional
முப்பரிமாண வடிவங்கள்
Hypotenuse கர்ணம் shapes
Identity சமனி Top view மேற்பக்கத் த�ோற்றம்
Incentre உள்வட்ட மையம் Transposition இடமாற்று முறை
Interest வட்டி Trinomial மூவுறுப்புக் க�ோவை
Inverse நேர்மாறு Upper limit மேல் எல்லை
Inverse proportion எதிர் விகிதம் Vertically opposite குத்தெதிர்
Irregular polygon ஒழுங்கற்ற பலக�ோணம் Vertices உச்சிகள்
Mathematics - Class 8
Text Book Development Team
Reviewers Academic Advisor
Dr. R. Ramanujam Dr. P. Kumar
Professor, Joint Director (Syllabus),
Institute of Mathematical Science, SCERT, Chennai.
Chennai.
Academic Co-ordinator
R. Athmaraman V. Ilayarani Mohan
Educational Consultant, Assistant Professor,
Association of Mathematics Teachers of India, SCERT, Chennai.
Chennai.
Art and Design Team
Content Writers
Layout and Illustration
G. Kamalanathan
B. Yogesh, C. Prasanth, A. Adison
B.T. Assistant,
GHSS, Arpakkam, R. Mathan Raj, Sridhar Velu
Kancheepuram. In-House QC
K. Gunasekar P. Arun Kamaraj
B.T. Assistant, Wrapper Design
PUMS, Vallavanur West, Kathir Aarumugam
Koliyanur Block,
Villupuram. Layout Co-ordinator
Ramesh Munisamy
G.Palani
B.T. Assistant,
GHS, Jagadab,
EMIS Technology Team
Krishnagiri. R.M. Satheesh, State Coordinator Technical,
TN EMIS, Samagra Shiksha.
P. Malarvizhi K.P. Sathya Narayana, IT Consultant,
B.T. Assistant, TN EMIS, Samagra Shiksha.
Chennai High School,
R. Arun Maruthi Selvan,
Strahans Road, Pattalam, Chennai.
Technical Project Consultant,
TN EMIS, Samagra Shiksha.
ICT Coordinator
D. Vasuraj
P.G. Assistant, KRM Public School,
This book has been printed on 80 GSM
Sembiyam, Chennai.
Elegant Maplitho paper
Printed by offset at :
Typist
K. Punitha
Triplicane, Chennai.