(Mathematics) MYP - 2 IBook

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Made by Ankur Kumar- IBMYP Mathematics Facilitaor at Choithram International

School, Indore
Revised as per new curriculum in May 2020 by D Ganeshwar- IBMYP Mathematics
Facilitator, Choithram International.
Revised as per the new curriculum in June 2022 by Himaditya Choubisa - IBMYP
Mathematics Facilitator, Choithram International
C HAPTER 1
Number System
1. Integers
2. Fractions
3. Decimals
4.Rational Numbers
5. Percentages
6. Ratio and Proportions
7. Patterns and Sequences

Source: https://wordart.com
S ECTION 1
INTEGERS
K EY POINTS :
• Number System
• Natural and Whole Numbers
• Integers
• Positive and Negative Integers
• Operations on Integers
2
Chapter 1: Integers
1.1 Introduction:
In the previous class, we have studied about integers. To

proceed further let us revise those concepts. INTEGERS IN REAL WORLD
The Natural Numbers and Whole Numbers
i. The natural (or counting) numbers are 1, 2, 3, 4, 5, etc.

There are infinitely many natural numbers.
ii. The whole numbers are the natural numbers together

with 0.
The Integers
The integers are the set of real numbers consisting of the

whole numbers and their additive inverses (called as negative
integers).
Example: {...,−5, −4, −3, −2, −1, 0, 1, 2, 3, 4, 5, ...} Source

https://www.youtube.com/watch?v=WFmoNLl5fvw
3
1.2 Operation on Integers:
Rule 2: Integers with opposite sign: If two integers are with
We have already studied the order (ascending, descending), opposite sign (i.e., one positive and one negative), then we
representing integers on a number line, properties of addition find the difference of the numerals (i.e., subtracted value of
and multiplication of integers etc. in the previous year. Let us the numerals) and assign the sign of the integer with greater
now study the sign conventions of operations of integers. numerical value.
Addition of Integers: Solved Examples
Rule 1: Integers with same sign: If we have two or more Example 1: Add: - 67 + 12
integers with same sign then they can be added by adding
Solution: - 67 + 12= -55 [since the integers have opposite
their numerical values (i.e., adding the numbers without the
signs, so we find the difference of the numerals and the final
signs) and then assigning the common sign to the sum.
value will be assigned a negative sign as the negative integer
Solved Examples has a greater numerical value]
Example 1: Add: 2 + 5
Solution: 2 + 5 = 7 [since the integers are positive, so the Example 2: Add: - 26 + 47

numerals will get added and the sum will be assigned a
Solution: - 26 + 47= 21 [since the integers have opposite
positive sign
signs, so we find the difference of the numerals and the final
Example 2: Add: -16 - 47 value will be assigned a positive sign as the positive integer
has a greater numerical value]
Solution: -16 - 47 = -63 [since the integers are negative, so
the numerals will get added and the sum will be assigned a
negative sign]
4
Subtraction of Integers: Exercise 1
The rules for subtraction of integers are same as addition of 1. Evaluate each of the following expressions.
integers, as subtraction means addition of the additive inverse.
1. 2+4 2. 2 – 4 3. – 2 – 4 4. – 2 + 4
Example: 2 – 5 = - 3 [as 2 – 5 can also be written as 2 +
(-5), and then we follow the sign convention of addition]. 5. –4+6 6. 4–6 7. – 7 – 3 8. 7+3
9. 3+4+1 10. – 1 + 4 + 6. 11. 5 + 6 – 3
ACTIVITY: Understanding the concept of addition and 12. – 4 – 2 + 5. 13. – 2 – 3 – 4 14. – 12 – 4

subtraction of integer using force concept.
15. 25 – 5 16. – 20 – 4 17. – 36 + 9
Click on the tab below:
18. – 2 – (+4). 19. – (2) + (-4) 20. 6 – (-5)
21. – (-4) – (-7). 22. – (-3) – (-9). 23. – (-6) – (-1)
24. – (-3) + (-4) 25. (-3) + (-8). 26.– (4) + (-3)
27. – (-3) – (-4). 28. – (-6) + (-4). 29.– (-10) + (-9)
30. 6 + 8 + 1. 31. 9 – (-4) + (-1) 32. – 4 – (-2) – (-5)
33. 8 + (-2) – (-3). 34. – 8 + 5 – 7 + 5 35. – 5 – 7 – 2 – 1
2. Arrange these temperatures in order from coldest to hottest:
(a) 8°C, 2°C, 4°C, 0°C, –2°C
(b) (b) –4°C, -7°C, 0°C, 19°C , 29°C, –12°C
3. What must be added to 55 to get 30?
5
4. What must be subtracted from 128 to get 236? Multiplication and Division of Integers:
5. By how much should 237 be decreased to get 130? The multiplication and division of integers follow the same
sign convention. The sign of the product and the divided
6. A person is going 15 km towards the East then takes a U-turn
values does not depend on the numerical value (i.e., which is
and Travels 29 km towards the West.
greater or lesser). The sign to the product and the divided
a) Express the above situation as integers (taking East as values are assigned as below:
positive direction).
• If both integers are of the same sign (i.e., both
b) Find the actual movement of the person from his initial positive or both negative, then we assign a positive
position. Express the same as an integer (taking East as sign to the result.
positive direction).
7. The height of a mountain is 625 m above the sea-level and the

Example 1: 2 x 5 = 10 (both integers have same sign i.e.
depth of the sea bed is 1800 m.
positive, so the product will also be positive)
a) Taking the sea-level as 0, write the integer equivalent of the
sea-bed. Example 2: - 12 x - 8 = 96 (both integers have same sign
i.e. negative, so the product will also be positive)
b) Find the difference between the mountain-top and the
sea-bed. Example 3: - 72 ÷ - 8 = 9 (both integers have same sign i.e.
negative, so the divided value will also be positive)
8. At a school swimming gala, a student stands on a 9 m high
diving board and dives 15 m to touch the bottom of the pool. • If the two integers have opposite sign (i.e., one
positive and one negative, then we assign a
How deep is the pool? negative sign to the result)
• Example 1: 9 x – 7 = - 63 (the two integers have

opposite sign, so the product will be negative)
• Example 2: -45 ÷ 5= -9
6
ACTIVITY: Understanding the concept of 3. Simplify each of the following:
multiplication and division of integer using the i. 13 - (25 – 16 ÷ 4)
magnetic poles concept. ii. 2 + 4 ÷ (5 - 3)
iii. 35 – {5 + 4 - (6 + 2 – 1 + 4)}
Click on the tab below:
iv. 24 - [36 - {42 - (14 - 13 - 8)}]
v. 38 - [18 - {14 - (15 – 12 ÷ 3 x 2)}]
vi. 45 - [38 - {70 ÷ 2 – (6 - 9 ÷ 3) ÷ 3}]
vii. 23 - [23 - {23 - (23 - 23 - 23)}]
viii. 250 - [510 - {270 - (90 - 80 + 70)}]
ix. 4 + [{-10 x (25 - 13 - 3)} ÷ (-5)]
Exercise 2 x. x. 22 - {-5 - (- 48) ÷ (-16)}
1. Find the product of the following:

Complete the brick wall.
i. (−33)×19 ii. (−22)×(−13) iii. (−1)×40
iv. (−11)×(−1) v. (−40)×12 vi. (−26)×1
vii. (−4)×(−12) viii. 8×(−30) ix. (−7)×(−5)
x. (−15)×5
2. Divide:
i. (-33) by 11 ii. (-45) by (-9) iii. 256 by (-64
ii. iv. 180 by (-9) v. 8776 by (-8)
3. A mountain climber climbed up a cliff 50 feet at a time. He
did this 5 times in one day. What was the overall change in
his elevation?
4.
7
S ECTION 2 $
FRACTIONS
B
K EY POINTS :
L OREM I PSUM
1. Lorem ipsum dolor sit amet

2. Consectetur adipisicing elit, sed do eiusmod
tempor incididunt ut labore et dolore magna
• Fractions Image source:
https://upload.wikimedia.org/wikipedia/commons/f/f8/Fraction_Circles_Sh
aliqua.
• Types of fractions aded.png
3. Ut enim ad minim veniam, quis exercitation

• Comparing fractions
ullamco laboris nisi ut aliquip ex commodo
• Operations
consequat. on fractions
4. Duis aute irure dolor in in voluptate velit esse
cillum dolore eu fugiat nulla pariatur.
Image source:
https://upload.wikimedia.org/wikipedia/commons/thumb/4/4f/Cake_frac
tions.svg/1280px-Cake_fractions.svg.png
8
Chapter 2: Fractions Mixed fractions: These are the fractions which are a
combination of a whole number and a fractional part.
2.1 Introduction
2 3 7
Example: 6 , 25 , 4 , etc.
We have learnt about the concepts of fractions in earlier classes. 5 7 12
Let us do a quick recap of the previous concepts.
Equivalent fractions:
2.2 Recap
Equivalent fractions are those fractions whose simplified form
Fraction: A fraction is a number which represents a part of a remains equal.
whole.
1 5 4 100
Example: , , , , etc. Here the simplified form of all
2 10 8 200
For example if we have a fraction 2/3 it means ‘two-thirds’ 1
which also means if two parts out of three parts. the fractions will come out to be .
2
Types of Fractions: Like Fractions:
Proper Fractions: These are the fractions in which the The fractions having equal denominators are called as like
numerator is less than the denominator. fractions.
Example: 2/3, 5/9, 51/90 etc. 1 5 4 100

Example: , , , , etc.
200 200 200 200
Improper Fractions: These are the fractions in which the
numerator is greater than the denominator. Unlike Fractions:
Example: 8/5, 78/41, 108/73, etc. The fractions having unequal denominators are called as
unlike fractions.
9
Example: 2/3, 5/9, 51/90 etc. 3 5 6 8
, , , .
18 18 18 18
2.3 Comparing Fractions:
Hence the original form of fractions in ascending order are
For comparing fractions as we have already learnt the rules
1 5 1 4
in our previous class, we first need to convert all the , , ,
6 18 3 9
fractions into like fractions then compare them accordingly
as per the numerators.
2.4 Operation of Fractions:
Example: Arrange the fractions in ascending order.
Addition and Subtraction:
1 1 4 5
, , , As we already have studied in previous classes, for addition
3 6 9 18
and subtraction of fractions we first need to convert the
In order to convert the fractions into like fractions we need
fractions into like fractions then perform the operation.
to equalise the denominators. For that we need to take the
LCM of the denominators because LCM is the smallest
Example:
number which can divide all the other numbers of the
denominators.
2 5
+
3 18
Here the LCM of 3, 6, 9 and 18 is 18.
Here the LCM of the denominators (3 and 18) is 18. So we
need to convert both the fractions into like fractions with
So we will convert all the fractions into their equivalent
denominator 18.
fractions with denominator 18.
So it can be solved as
6 3 8 5
So the respective fractions will become , , , . Then 2 × 6 + 5 × 1 17
18 18 18 18 = [as 18 ÷3=6]
18 18
we can easily arrange them in ascending order by comparing
the numerators.
10
Same way we can operate for subtraction. B. Find the sum
Example:
7 11
15
− 30
7 × 2 − 11 × 1
= 30
3 1
= = .
30 10
As the LCM of 15 and 30 is 30.
Note: If we have a mixed fraction then we convert the mixed
fraction into improper fraction the proceed as above.
Exercise 1
C. Find the difference
A. Convert the following fractions into mixed fractions.
Source:https://www.k5learning.com/worksheets/math/grade-5-improper-fractions-to-
mixed-nu
mbers-harder-a.pdf
11
Multiplication and division of fractions For example,
Word problems on fractions
For multiplication of fractions we go ahead with a simple rule. 3 5 3 9 27
i. ÷ girl’s
1. The = hockey
× = team won 6 games, lost 3 games, and
All the numerators get multiplied with each other and all the 5 9 5 5 25
tied
2 2 games.
2 1 What 1fraction of games did they win?
denominators get multiplied with each other. ii. ÷ 8 = × = after simplification.
3 3 8 12
2. In a full set of permanent teeth, ¼ of the teeth are
If there is any possibility for simplification, then we can incisors, ¼ are premolars, and2three-eight are molars.
EXERCISE
simplify any numerator with any denominator. (a) What fraction of all the teeth are incisors, premolars
A. Simplify
In simple words, and1 molars
2 7
together? 10 15 4 5 14
Product of two fractions= Product of numerators i. × ii. × iii. (−6) × × iv. 5 ×
(b)8What 3 fraction
25 of21 18 5 Hence7 find15the
the teeth are canines?
Product of denominators number of canines.
( a5snack)
Division of Fractions 1 2 1 5 24
v. −7 × −8 vi. ÷ vii. ( − 6) ÷
For understanding division of fractions let us first understand 3. Chad7 made by6 combining
18 1/3 of a 25
bowl of
the meaning of reciprocal. granola with ¼ of a bowl of chopped banana and ½ of a
Reciprocal: Two fractions are said to be reciprocal of each bowl 4 1 2 6
1 hold7all of the ingredients
viii. 6of yoghurt.
÷ ix. Did
16 one
÷ 13bowl x. 5 ÷ ( − 8) xi. 3 ÷ 2
other if their product is 1. The other term used for reciprocal is at one 5time?2 Explain.3 What12 7 is
fraction8 of the other bowl
multiplicative inverse. B. Word Problems.
needed to fulfil the requirement?
Example: 1. The girl’s hockey team won 6 games, lost 3 games, and
5 7 tied 2 games. What fraction of games did they win?
5/7 and 7/5 are reciprocal of each other as × = 1 4. In the first two hockey games of the year, Rodayo
7 5 2. In a full set of permanent teeth, ¼ of the teeth are
played 1 ½ periods and 1 ¾ periods. How many periods
Another example is the reciprocal of 1/8 is 8/1 which is 8. incisors, ¼ are premolars, and 3/8 are molars.
in all did he play?
And reciprocal of 6 is 1/6. (a) What fraction of all the teeth are incisors, premolars
and molars together?
5. Neptune completes 1 ½ turns about its axis each day.
Now let us understand about Division of fractions: (b) What fraction of the teeth are canines? Hence find the
a How many turns does it complete in 1 week?
In order to divide a fraction by another non-zero fraction. number of canines.
b 3. Neptune completes 1 ½ turns about its axis each day.
c a c 6. Shane has a turns
piece of rope that is 7 4/5
we multiply by the reciprocal of i.e., we find the product How many does it complete in units long. If he
1 week?
d b d cuts it into pieces that are each 3/5 of a unit long, how
a d a c a d
of and . i.e., ÷ = × many pieces does he have?
b c b d b c
12
9. A stack of boards is 21 inches high. Each board is 13⁄4
4. Chad made a snack by combining 1/3 of a bowl of inches thick. How many boards are there?
granola with ¼ of a bowl of chopped banana and ½ of 10. A satellite makes 4 revolutions of the earth in one day.
a bowl of yoghurt. Did one bowl hold all of the How many revolutions would it make in 61⁄2 days?
1 7
ingredients at one time? Explain. What fraction of the 11. If a bookshelf is 28 inches long, how many 1 inch
8 8
other bowl is needed to fulfill the requirement?
thick books will it hold?
1
5. In the first two hockey games of the year, Rodayo 12. A bolt has 16 turns per inch. How many turns would
2
played 1 ½ periods and 1 ¾ periods. How many 1
be in 12 inches of threads?
periods in all did he play? 2
13. Deborah needs to make 16 costumes for the school play.
6. Shane has a piece of rope that is 7 4/5 units long. If he 1
Each costume requires 2 yards of material. How many
cuts it into pieces that are each 3/5 of a unit long, how 4
many pieces does he have? yards of material will she need?
1
7. About 3/4 of the students of the track team are girls. 14. The Coffee Pub has cans of coffee that weigh 3 pounds
4
About 3/4 of these girls are in grade 7. What fraction 1
of each. The Pub has 8 cans of coffee left. What is the
2
the students of the track team are grade 7 girls? 1
total weight of 8 cans.
2
8. Maria spent 3/5 of her vacation in British Columbia.
While in that province, she spent ½ of her time in.
Vancouver. Press here
(a) What fraction of her vacation did Maria spend in
EXIT TICKET
Vancouver?
(b) If her vacation lasted 20 days, how many days did she
spend in Vancouver?
13
S ECTION 3
Decimals
K EY P OINTS
• Decimals
• Types of Decimals
• Comparing decimals
• Operations of decimals
Image source: https://www.mathsisfun.com/images/decimals.gif
14
3.1 Introduction Example
2.45 has 2 decimal places (2 DP). 3.746 has 3DP, etc.
In our previous class we have understood about decimal
numbers, meaning of decimals, conversion of fractions into Like and Unlike Decimals
decimals and vice-versa, their comparison, addition and
subtraction. Now our target is to understand the All the decimals which have the same number of decimal
multiplication and division of decimals. places are called as like decimals, otherwise they will be
called as unlike decimals.
3.2 Recap
In other words, the decimals when converted into fractions
Decimals: Decimals are the way of representing a part of a without simplification must have same denominators then
whole (fraction) with denominators as powers of 10 (10, 100, they are called as like decimals. Same denominators are
1000, etc.). possible only if the decimals have the same number of
decimal places.
Example: 2.45, 3.746, 47.54, 35.0, etc.
Example
A decimal has two parts- whole number part and decimal
part. These are separated by a dot (.) called as decimal point. 25.25, 3.36, 2.45, 785.38
Example: 2.45 All of the above decimals are like decimals as they all have two
decimal places and if each of them are represented as
Here the whole number part is 2 and the decimal part is 45. fractions without simplification, then each of them will have
Similarly we can identify the decimal and the whole number the same denominator 100.
part of each decimal.
If the decimal places of the decimal numbers are not equal,
Decimal places: The number of digits in the decimal part then they will be called as unlike decimals.
of a decimal are known as decimal places (DP).
15
Multiplication and Division of Decimals For Division of decimal by a whole number or
another decimal, we write the dividend and divisor as
Multiplication of decimals is the same as multiplying whole fractions, then remove the decimal points by simplifying, and
numbers except for the placement of the decimal point in the finally carry on with the normal division.
final solution.
For example, if we have to divide 24.56 by 4 we will write
When we multiply decimals, the decimal point is placed in the the above value as fractions as
product so that the number of decimal places in the product is
the sum of the total number of decimal places in the numbers 24.56 2456
=
which were multiplied. 4 400
Now write the simplified value which is the divided value
For example, let us understand the difference between the
multiplication of 214 by 36 and 21.4 by 3.6 The value simplifies to
614
=6.14
100
Example 2: Divide 4.808 by 0.8
Here again we write the above values as fraction, so we get as

shown below
Here, both the solutions have the same digits however, the
values in both the cases are different.
4.808 4808 × 10
= after removing the decimals from the
0.8 8 × 1000
In the second case, the numerically multiplied value 7704 will numerator and the denominator. Now it simplifies to 601/100
have a total of 2 decimal places as the numbers which were which is equal to 6.01.
getting multiplied were having a total of 2 decimal places i.e.,
1 decimal places from each number.
16
Example 3: Divide 0.015 by 0.2 6. The product of two numbers is 42.63. If one number is 2.1,
find the other.
Solution: First let us write the above numbers as fractions 7. John bought 9.25m of cloth for $425.50. Find the cost
0.015 price per metre.
0.2 8. The weight of 1 bag of sugar is 12.5 kg. What is the weight
Now after removing the decimal points we get, of 15 such bags?
15 × 10 15
which simplifies to which is equal to 7.5/100, 9. A vehicle covers a distance of 48.3 km in 2.3 litre of petrol.
2 × 1000 2 × 100
How much distance will it cover in 1 litre of petrol?
which gives the final value as 0.075.
Conversion of units
EXERCISE 1
For example, if we have to convert 45 metres into
1. Find the product
kilometres, we apply the concept of metric systems, i.e.,
i. 2.045 x 7.5 ii. 68.5 x 14.2 iii. 0.00769 x 6.4
iv. 91.32 × 83. v. 27.45 x 8.5 vi. 32.255 x 100
1 km = 1000 m
vii. 24.05 x 1.02 viii. 0.003 x 0.0014
or, 1000 m = 1 km
So, 1 m = 1/1000 km, which is equal to 0.001 km.
2. If the cost of 1 kg of sugar is 24.5 rupees. What will be the
cost of 2.5 kg of sugar?
So if we have to convert any distance which is in metres into
kilometres, we simply multiply that number by 0.001
3. If a car is travelling with a speed of 50.5 km/h for 3.6hours,
how much distance will it cover in that time?
So, 45 m = 45 x 0.001 = 0.045 km.
Example 2: Convert 15 minutes into hours.

Solution: 15 minutes can be written as 15/60 hours, which is
4. Divide the following:
equal to 0.25 hours.
i. 65.68 by 2 ii. 24.625 by 5 iii. 10.24 by 32
5. If the cost of 6 kg of rice is equal to 196.6 rupees, what will

be the cost of 1 kg?
17
Exercise 2
End of chapter review
1. Convert the following units of measurements:

Question 1 of 5
55 metres is equal to
i. 85 mm into cm ii. 40 cm into mm
iii. 55 metres into cm iv. 55 cm into metres
v. 145 m into km vi. 23 km into metres
vii. 8 ml into litres viii. 55 ml into litres A. 5.5 km
2. If the price of 450 grams of a vegetable is 9 rupees. what B. 0.55 km

will be the cost of 1 kg of the vegetable?
C. 0.055 km
3. (Challenging situation) If it takes 2 hour 45 minutes for
a cyclist to cover a distance of 15 km and 125 metres, how D. 0.0055 km
much is the speed of the cyclist?
Check Answer
18
S ECTION 4
Rational Numbers
K EY P OINTS
• System of Rational Numbers and Irrational

numbers Image source:
https://upload.wikimedia.org/wikipedia/commons/thumb/e/ef/Real_numbers.svg/2000px-R
eal_numbers.svg.png
• Representation of rational numbers on a number
line
• Comparison of rational numbers

• Operation of rational numbers
• Properties of operation of rational numbers
Image source:
https://upload.wikimedia.org/wikipedia/commons/9/9d/The_Real_Number_System.png
19
4.1 Introduction 4.2 Rational Numbers
Before we start the introduction of rational numbers let us Rational numbers are numbers that can be expressed as the
recall that for two given integers a and b, their sum, a+b ratio of two integers. Rational numbers follow the rules of
product a x b and ab the difference are always integers. arithmetic and all rational numbers can be reduced to the form
a/b, where b ≠ 0 and HCF of a and b is 1.
However, it may not always be possible for a given integer to
exactly divide another given integer means the result of Example: 2, -3, 4/5, -6/11 are all rational numbers.
division of an integer by a non- zero integers may or may not
be an integer. For example, when 9 is divided by 4, the result is 0 is also a rational number as 0 can be represented as 0/1
not an integer since 9 is not exactly divisible by 4. Thus, there which is in the form of p/q.
is need to extend the system of integers so that it may also be
possible to divide any given integer by any other given Rational numbers are a subset of the real numbers, which
non-zero integer (because division by zero is not possible). comprise the complete number line.
Now, we shall introduce the system of rational numbers, Irrational numbers

comparison of rational numbers, representation of rational Real numbers that cannot be expressed as the ratio of two
numbers on the number line, various operations on rational integers are called irrational numbers.
numbers and the properties of these operations on rational
numbers.
4.2 Rational Numbers

Rational numbers are numbers that can be expressed as the
ratio of two integers. Rational numbers follow the rules of Examples: 2, 5, π, etc. are all irrational numbers.
arithmetic and all rational numbers can be reduced to the form
a/b, where b ≠ 0 and HCF of a and b is 1.
20
• Every Integer is a rational number Solved Examples
• Every fraction where the denominator ≠ 0 is a rational
number. 1. Represent 1/2 and -1/2 on the number line.
4.3 Some important points related to Rational Solution:

numbers:
Draw a line. Take a point O on it. Let the point O represent 0.
Is every rational number a natural number, whole Set off unit lengths OA to the right side of O and OA' to the
number or an integer? left side of O.
Then, A represents the integer 1 and A' represents the integer

-1.
Is zero a rational number?
Now, divide the segment OA into two equal parts. Let P be the
mid-point of segment OA and OP be the first part out of these
two parts. Thus, OP = PA = 1/2. Since, O represents 0 and A

represents 1, therefore P represents the rational number 1/2.
21
Again, divide OA' into two equal parts. Let OP' be the first part
out of these two parts. Thus, OP' = PA' = −1/2. Since, O Now, 13/5 = 2 3/5 = 2 + 3/5
represents 0 and A' represents -1, therefore P' represents the
rational number −1/2. From O, set off unit distances OA, AB and BC to the right of O.
Clearly, the points A, B and C represent the integers 1, 2 and 3
2. Represent 2/3 and −2/3 on the number line. respectively. Now, take 2 units OA and AB, and divide the
third unit BC into 5 equal parts. Take 3 parts out of these 5
Solution: parts to reach at a point P. Then the point P represents the
rational number 13/5.
Draw a line. Take a point O on it. Let it represent 0. From the
point O set off unit distances OA to the right side of O and
OA' to the left side of O respectively.
Again, from the point O, set off unit distances to the left. Let
these segments be OA', A' B', B’ C’, etc. Then, clearly the points
Divide OA into three equal parts. Let OP be the segment
A’, B’ and C’ represent the integers -1, -2, -3 respectively.
showing 2 parts out of 3. Then the point P represents the
rational number 2/3.
Now, = -13/5 = -(2 + 3/5)
Take 2 full unit lengths to the left of O. Divide the third unit B’
C’ into 5 equal parts. Take 3 parts out of these 5 parts to reach
Again, divide OA' into three equal parts. Let OP' be the a point P’.
segment consisting of 2 parts out of these 3 parts. Then, the Then, the point P’ represents the rational number -13/5.
point P' represents the rational number −2/3.
Thus, we can represent every rational number by a point on
3. Represent 13/5 and −13/5 on the number line. the number line.
Solution:
Draw a line. Take a point O on it. Let it represent 0. Source:.math-only-math.com/representation-of-rational-numbers-on-the-number
-line.html
22
4.4 Comparing Rational numbers: 4.5 Operations of rational numbers
For comparing rational numbers as we have already discussed As all the rational numbers are expressed in the form of p/q,
the rules in our previous class for fractions, we first need to so we follow the same rules for operating on the fractions,
convert all the rational numbers into their equivalent with decimals and integers.
equal denominator then compare them accordingly as per the
numerators. If the rational number is expressed as a fraction, then we
follow the rules of the fractions. If the rational number is
Example: Arrange the rational numbers in ascending order. expressed as a decimal, then we follow the rules for decimals,
and so on.
1 1 4 5
, , ,
3 6 9 18
Example:
Here the LCM of 3, 6, 9 and 18 is 18. 2 5

+
3 18
So we will convert all the rational numbers into their equivalent Here the LCM of the denominators (3 and 18) is 18. So we
with denominator 18. need to convert both the rational numbers into their
6 3 8 5
So the respective rational numbers will become , , , . equivalent with denominator 18.
18 18 18 18
Then we can easily arrange them in ascending order by
So it can be solved as
comparing the numerators. 2 × 6 + 5 × 1 17
= [as 18 ÷3=6]
18 18
3 5 6 8
, , , .
18 18 18 18 Same way we can operate for subtraction.
Hence the original form of rational numbers in ascending order

are
1 5 1 4
, , ,
6 18 3 9
23
Example: 4.6.1 Properties of Addition:
7 11
15
− 30
i. Closure Property: The sum of two rational is always a
a c
rational number. For example, if. and are two rational
7 × 2 − 11 × 1 b d
= 30
a c
numbers, then + will also be a rational number.
b d
3 1
= = . ii. Commutative Property: For any two rational numbers
30 10 a c
As the LCM of 15 and 30 is 30. and
b d
a c c a
+ = +
Same way we can perform addition and subtraction of b d d b
decimals and integers.
iii. Associative Property: The addition of rational
Multiplication and division of rational numbers also numbers is associative, i.e., for any three rational
a c e
follow the same rules by which we operate for numbers , and ,
b d f
fractions, decimals and integers.
b (d f ) (b d) f
a c e a c e
× × = × ×
Example:
iv. Additive Identity: The additive identity of rational
numbers is 0 i.e., if we add any rational number by the
3 5 3 9 27
÷ = × = additive identity (0) we will get back the same rational
5 9 5 5 25
number as the result.
a a
4.6 Properties of Operations of rational Numbers: +0=
b b
We have already discussed the properties of operations of v. Additive Inverse: If we add a rational number with its
integers in our previous class. As Integers are the subsets of additive inverse then we get the additive identity i.e., 0 as
rational numbers so basically those properties were actually the result. which means the additive inverse of a rational
the properties of rational numbers. number is the same rational number with the opposite
sign.
24
( b)
a a
Example: + − = 0. Exercise
b
b ( b)
a a
So, the additive inverse of is − . 1. Can every fractions called as rational numbers?
2. Can every rational numbers called as fractions?

4.6.2 Properties of Multiplication:
3. Does commutative property hols for subtraction

The closure, commutative, associative properties of
and division?
multiplication of rational numbers are similar to the properties
of addition.
4.Represent the following rational numbers on a
number line:
In case of multiplication the Multiplicative identity is 1 and
Multiplicative inverse is the reciprocal of that rational
a b i. -1/2 ii. 3/7 iii. 14/9
number i.e., the multiplicative inverse of is .
b a
Note: Except for 0 we can find the inverse of all other rational
numbers as reciprocal of 0 would be 1/0 which is non-existent.
Distributive Property: The multiplication of rational

a c e
numbers is distributive over their addition, i.e., if. , and
b d f
are three rational numbers, then
b(d f ) b d b f
a c e a c a e
+ = × + ×
ac ae
= +
bd bf
25
S ECTION 5
Percentages
K EY P OINTS
• Percentage
• Percentage as a fraction or decimal
• Conversion of percentage into a fraction or
decimal and vice-versa
• Finding percentage value of a given number

• Expressing one quantity as a percentage of
another
Image source: https://pixabay.com/p-76213/?no_redirect
26
5.1 Introduction 5.3 Finding percentage of a given number
As we are familiar with the concepts of fractions and In order to find the percentage of a given number, divide the
decimals and understand them as a part of a whole, now we percentage value by 100 and multiply it with the number.
will learn about a new concept called as percentage which
also means part of a whole but here the whole value in fixed Example: 1. Calculate the values of:
as 100.
(i) 10% of 50
5.2 Percent
10
10% of 50= × 50 = 5
100
The word percent is derived from a Latin phrase ‘percentum’
which means out of hundred or per hundred. It is
(ii) 65% of 500
represented by the symbol %.
65
Example: 30% means 30 out of 100, 50% means 50 out of 65% of 500= × 500 = 65 × 5 = 325
100
100 or half of the value, etc.
1
(iii) 2 % of 300 km
Some more examples: 2
1. There are 60% boys in a class. 1 5

2 % of 300 km= % of 300 km=
It means that out of every 100 students 60 are boys, which 2 2
also means there will be 40 girls per 100 students or 40%
5/2 5 15
girls. × 300 = × 300 = = 7.5 km
100 200 2
2. A businessman is making a profit of 10%.
(iv) 7.5% of 85
It means he is making a profit of $10 on his every investment
of $100. 7.5 75 3 255
7.5% of 85= × 85 = × 85 = × 85 = = 6.375
100 1000 40 40
27
Example 2: Find a number whose 5% is 25
Understanding percentages
Solution: Let the number be x.

So, 5% of x= 25, which means
5
100
× x = 25
25 × 100
⇒x= 5
= 500
Example 3: Calculate the total distance of which 15% is 75 km. Video source:
https://www.youtube.com/watch?v=1YhhAdFscpA
Solution: Let the total distance be x km.
So, 15% of x km= 75 km, which means
15
100
× x = 75 Exercise 1
75 × 100 1. Express each of the percentages as fractions in the simplest
⇒x= 15
= 500 km
form:
1
(i) 55% (ii) 0.25% (iii) 150% (iv) 8 % (v) 1.75%
4
2. Express each of the percentages in question ‘1’ as decimals.
3. Express each of the following fractions as per cent:
2 21 1 8 3
(i) (ii) (iii) 2 (iv) (v)
5 100 4 25 4
28
4. Convert the above fractions in question ‘3’ into decimals. For example,
5. Express the following decimals as percent: i. Represent 12 as a percentage of 60.
(i) 0.54 (ii) 0.8 (iii) 0.002 (iv) 0.235 Solution: 12 out of 60 means 12/60, which simplifies to 1/5.
So the percentage value will be
(v) 5.642
12
× 100
6. Convert the above decimals into fractions in the simplest 60
forms. 1
= × 100
5
7. Calculate the values of =20%
i. 15% of 400 ii. 8% of 120 iii. 75% of 80
ii. What percentage of 120 is 12?
8. Which one is greater, 20% of 30 or 30% of 20?
Solution: It means 12 out of 120. So as a percentage it can be
5.4 Representing one quantity as a percentage of the represented as 12/120, which simplifies to 1/10. So the
other quantity: percentage value will be,
i. First show the first quantity as a fraction with respect to the

12
second quantity. × 100
120
1
ii. Then multiply the fraction by 100 to get the percentage = × 100
10
representation. =10%
29
5.5 Understanding the real-life connection of Exercise 2
percentages: 1. What percent of
Percentage is used in various contexts in real-life such as i. 24 is 4

profit and loss, calculation of loan and interests,
expressing one quantity as a part of the other, ii. 3 days is 18 hours
percentage of quantity spent/saved, etc.
iii. 1 litres is 360 ml
In-fact, the entire trade and commerce involved the concept 2. Find the following:
of percentages.
i. 12 is 20% of which number?
The video below shows how to understand the
concept of percentage by reading the situation: ii.48 is 50% of which number?
How percentages are understood by the language iii. 30% of which number is 15?
5.6 Percentage increase or decrease:

The concept of percentage increase or decrease is
applied when there is some increase or decrease from
the original value. And that increase or decrease is with
respect to 100.
For example: How much is 10% more than 50?

Video source:
https://www.youtube.com/watch?v=KewfKIXRRtI
Solution: First we calculate 10% of 50
30
10
× 50
100
=5
So, the increased value will be 50+5 = 55 i.e., 50 is increased
Note: The selling price is always calculated as percentage
by 10%
increase or decrease from the cost price.
Example 2: 40 is reduced by 20%. How much is the value

Selling price in case of profit is the percentage
now?
increase from the cost price.
Solution: First we calculate 20% of 40 which is

20 Selling price in case of loss is the percentage decrease
× 40 from the cost price.
100
=8.
So, the decreased value will be 40-8=32 i.e., 40 is reduced by Example 1:
20%. A product is bought for $50 and sold at a profit of 18%.
Calculate the selling price of the product.
Real-life Application
These concepts of Percentage increase or decrease Solution: CP= $50
is used in the case of profit and loss because Profit percentage= 18%
it means there is an increase of 18% from the cost price which
i. Profit is the percentage increase from the Cost price. can be calculated as
ii.Loss is the percentage decrease from the Cost price. 18
× 50
100
=$9
Some terms related to Profit and Loss (Click on the
Hence, the selling price= $50+$9=$59.
names):
31
Example 2: Exercise 3
A product is bought for $80 and sold at a profit of 10%.
Calculate the selling price of the product. 1. Convert the following fractions or decimals into percentage:
i. 0.35 ii. 5/8 iii. 7/10 iv. 0.4
Solution: CP= $80 v. 7.5 vi. ¾
Loss percentage= 10%
it means there is an decrease of 10% from the cost price which
can be calculated as 2. Convert the following percentages into decimals:
10 i. 42% ii. 40% iii. 50% iv. 55%
× 80
100 v. 23% vi. 25%
=$8
vii. 7% viii. 8% ix. 12% x. 20%
Hence, the selling price= $80-$8=$72.
3. Convert each of the subparts of question 2 into fractions.
4. Find the Selling price (SP) for the following conditions:

i. CP (cost price)= $400, profit= 12%
ii. CP= $900, loss= 8%
iii. CP= $1000, profit= 35%
iv. CP= ₹95, profit=20%
v. CP= $150000, first a loss of 10% then a profit of 10%.
5. A test has 20 questions. If Roger gets 60% correct, how

many questions did he attempted and hence calculate how
many questions did he missed?
6. In a school, 48% of the teachers are females. If there are 50

teachers in total, how many female teachers are there in the
school?
32
7. 25 students in a class took a test. If 12 students passed the
test, what percent do not pass? MCQ test of percentages (Select the
correct option).
8. A second hand car was sold for $ 190000, at a loss of
$8500. Find the CP of the car. Question 1 of 5
What percentage of $5 dollars is
9. Maria sold her gem-set for $ 10000 at a profit of $ 1800. 25 cents?
Find the CP of gem-set.
10. Rick bought a TV for $5400 and spent $ 85 on its shipping

He sold it for $ 6400. Find his profit or loss percent.
11. Joy bought stationery packets at $ 180 a dozen. He sold it A. 2%

for $ 20 each. What is his profit percent?
B. 5%
12. Simi bought a study table for $ 9000. She sold it at a profit
of 20%. How much profit did she make? What is the selling C. 10%
price?
D. 25%
13. Find the selling price if the cost price is $ 1000 and loss
percentage is 35%.
Check Answer
33
S ECTION 6
Ratio and Proportion
K EY POINTS
• Ratio
• Understanding the concept of Ratio
• Dividing a given number in a ratio
• Expressing two or more quantities as a ratio
• Proportion
• Finding an unknown quantity in a proportion
• Unitary method
• Direct variation Source: https://wordart.com
• Inverse Variation
34
6.1 Ratio
6.2 Dividing a number in a given ratio
In our daily lives, we observe many situations where we need
to compare between different quantities based on their Example: $20 is distributed between Ron and Rick in the
measurements, be it cooking, painting, distribution of ratio 2 : 3. Calculate the amount each one will get?
something, etc., the concept of Ratio plays a very important
role. Solution:
Ron and Rick get the money in the ratio 2 : 3 i.e. if Ron gets 2
Ratio: A ratio is basically the comparison of two quantities. parts of it, Rick should get 3 parts.
The ratio of ‘A’ to ‘B’ is written as,
In other words, if we make (2 + 3) = 5 equal parts, then Ron
A : B = 1: 4 which means out of total five parts, 1 part is of A should get 2 parts out of these 5 equal parts
and 4 parts is of B. i.e. Ron gets = 2/5 of the total money = 2/5 of 20 = 2/5 × 20
= $8
In other words, B is 4 times of A.
Similarly, Rick will get 3 parts out of 5 equal parts
For example, In a packet of 100 sweets, 30 are Jalebies and i.e. Rick will get = 3/5 of the total money= 3/5 of 20 = 3/5 ×
rest are Rasgullas. What is the ratio of Jalebi to the rasgullas? 20 = $12
Solution: Therefore, Ron will get $8 and Rick will get $12.
Number of Jalebies= 30
Number of rasgullas= 70
So, the ratio of Jalebi to the rasgullas is 30 : 70 which

simplifies to 3 : 7.
35
6.3 Proportion
EXERCISE 1
1. Express the following ratios in the simplest form: Proportion means two equal ratios. It is represented by
i. 45 : 108 ii. 24 : 40 iii. 65 : 130 iv. 40:60 double colon, i.e., (::)
2. The pocket money of Sam and Maria 600 rupees and 750
rupees respectively. What is the ratio of their pocket money Example: Let us observe the ratios 6 : 12 and 30 : 60.
in the simplest form?
3. Divide $450 in the ratio 2 : 3. Here, both the ratios in their simplest form is 1 : 2. So, we can
4. Three numbers are in the ratio 2 : 3 : 5. If their sum is 600, say that 6, 12, 30 and 60 are in proportion.
calculate the individual numbers. Four numbers a, b, c and d in proportion are represented as
5. Divide $3000 in the ratio 1 : 4 : 5. a : b :: c : d and we call them as a : b is proportional to c : d.
6. The ratio of monthly income and saving of a person is 7 : 2.
If the savings is $500, calculate the income and the EXERCISE 2
expenditure.
7. In a group, the ratio of doctors to lawyers is 5:4. If the total Are the following numbers in proportion?
number of people in the group is 72, what is the number of
lawyers in the group? i. 30, 40, 45 and 60 ii. 33, 44, 66 and 88
8. If the ratio of chocolates to ice-cream cones in a box is 5:8
and the number of chocolates is 30, find the number of iii. 36, 49, 6 and 7 iv. 46, 69, 69 and 46
ice-cream cones.
9. What must be added to each term of the ratio 2 : 3, so that it
may become equal to 4 : 5?
11. The ratio of number of boys and girls is 4 : 3. If there are 18
girls in a class, find the number of boys in the class and the
total number of students in the class.
12. Divide $370 into three parts such that second part is 1/4 of
the third part and the ratio between the first and the third
part is 3 : 5. Find each part.
36
6.4 Finding an unknown number in a proportion 6.3 Unitary Method
In order to find an unknown value from a given proportion, we Unitary method is often used in our daily lives.
compare both the ratios in their simplest form and then find by
how much the corresponding numbers from bot the ratios are For example, if we want to buy 10 bananas, we ask the cost of a
getting multiplied, in the same manner we increase the other dozen bananas and then calculate how much we need to pay
number. for 10.
Example: If 3 : x :: 12 : 20, find the value of x. This is done using the unitary method. It is a method that
calculates the value of the desired amount of item by first
Solution: Here 3 will be compared to 12 and x will be compared calculating the cost of one or a unit, hence it is termed as the
to 20. the unitary method.
So, 3 is increasing four times to become 12 so, x must also be Unitary Method is of two types:
increased by 4 times to become 20. Hence, the value of x must
be 5. i. Direct Variation: here with increase in the value of
one quantity the other quantity simultaneously
EXERCISE 3 increases.
1. Calculate the value of x: ii.Inverse Variation: here with increase in the value of
i. 24 : x :: 12 : 10 ii. x : 3 :: 25 : 36 one quantity the other quantity simultaneously
iii. 16 : 18 :: 80 : x iv. 16 : 20 :: x : 5 decreases.
2. The first, second and third terms of the proportion are 42,
36, 35. Find the fourth term.
37
Example 1: The cost 12 pens is $84. Calculate the cost of 15 EXERCISE 4
such pens. 1. The cost of 20 metres of a cloth is 300 rupees. Calculate the
cost of 50 metres of the cloth.
Solution : This is a situation of direct variation, i.e., more pens, 2. If 6 water tanks can be filled by a water supply board in in 4
more cost. hours 30 min. How much time will it take to fill 4 such
Cost of 12 pens = $84 tanks?
3. Three-fourths of a quantity weighs 800 grams. How much is
Cost of 1 book = $84/12= $7 the weight of the total quantity?
5. By travelling with a speed of 50 km/h a car takes 4 hours.
So, the cost of 15 pens= $7 multiplied by 15 which is equal to How much time will it take while returning if the speed
$105. while returning is 40 km/h?
6. A certain recipe calls for 3kgs of sugar for every 6 kgs of
Example 2: If 60 men take 6 hours to complete a work, how flour. If 60kgs of this sweet has to be prepared, how much
much time will it take by 80 men to do the same work? sugar is required?
7. If 60 men take 2 weeks to complete a construction work,
Solution : This is an inverse variation question, as when how much time will it take by 50 men to do the same
number of men increases, time taken decreases. work?
8. On a certain map, 1 cm = 12 km actual distance. If two
Time taken by 60 men = 6 hours places are 96 km apart, what is their distance on map?
9. A person types 360 words in 4 minutes. How much time
Time taken by one man = 6 × 60 = 360 hours does he take to type 900 words?
10. On a map, one inch represents 150 miles. If Las Vegas
Time taken by 80 men = 360/80= and Reno are five inches apart on the map, what is the
hours = 4.5 hours or 4 hours 30 min actual distance between them?
38
S ECTION 7
Patterns and Sequences
KEY POINTS
1. Sequences
2. Term
3. Position number
4. Term to term rule
5. General term (nth term)
Source
https://www.google.com/search?source=univ&tbm=isch&q=word+art+patterns+and+sequences&safe=active
&sa=X&ved=2ahUKEwiI2ozW4ePpAhWmxTgGHfrZBuAQsAR6BAgHEAE&biw=1199&bih=749#imgrc=cm9s
BnAD-aKWyM
39
Sequence
A sequence is a set of numbers, shapes, letters of Position Number 1 2 3 4 5

objects, placed in orer, that make a pattern or follow a
rule. Each item is called a term. Value of the term 2 4 6 8 10
In the sequence 2, 4,6,8,10,12....the first term is 2 and A position-to-term rule is the rule which relates the
the second term is 4. The dots after 12 means the position number to the value of the term. In the table
sequence would continue using the same rule. above, the position to term rule is to multiply the position
number by 2 to get the valueof the term. for example the
The position number of a term is which position it has 100th term would be 100 x 2 = 200.
in the sequence. The first term has position number 1
and the fourth term has position number 4. In the Solved example 1.
sequence 2,4,6,8,10,12,....the number 8 has position
number 4. (a) The first term of a sequence is 5 and the term-to-term
rule is ‘ add 6’. find the first 6 terms of this sequence.
When the next number in a sequence is generated by
applying a rule to the previous term it is called a Solution:
term-to-term rule.
a) 5,11, 17,23,29,35
For example, the term-to-term rule “add 3” means add 3
to a number to get the next number in the sequence’. If The term-to-term rule tells us to add 6 to each term to get
the first number of sequence is 5 then the next three the next term.
terms will be 8,11,14. Start with the first term and follow the rule ‘add 6’.
Some sequences can be found by looking at patterns of
shapes or other objects and their properties.
The general term of a sequence is a way of describing

how you get the value of a term from its position
number. If the sequence looked like this; b) Find the term-to-term rule for this sequence ;
2, 4, 8, 16, 32
40
Solution:
b) The term-to-term rule is multiply by 2.
To find the rule start with the first term and look at some
ways the second term cabe be generated.
Two possible ways are: add 2 or multiply by 2. d) The first term of a sequence is 3. The term-to-term
rule is ‘multiply by 2 then add 1’. What are the first
Adding 2 gives the sequence 2, 4 , 6, 8...
four terms of this sequence?
Multiplying 2 gives the sequence 2, 4, 8, 16, 32... which
Solution:
is correct.
d) The first four terms are 3, 7, 15, 31.
Type to enter text
The first term is 3. Multiplying 3 by 2 and adding 1 gives
the result as 3 x 2 +1 = 7
7 is the second term. The third term will be 7 x 2 +1 =

c) Each term of sequence is three times its position 15. The fourth term will be 15 x 2 +1 = 31.
number . What are the first, third and fifth terms of the
sequence?
Solution:
c) The first term is 1 x 3 = 3. Third term is 3 x 3 = 9.

Exercise 1
The fifth term is 5 x 3 = 15.
1. Write the first three terms of each sequence.
The rule tells us to multiply the position number of the
term by 3 to get the value of the term. a. The first term is 3 and the term -to-term rule is add 5.
b. The first term is 5 and the term-to-term rule is add7.
For example, the first term has position number 1, so we
c. The first term is -2 and the term-to-term rule is
find the term by multiplying 1 by 3 to get 3, and so on.
subtract 3 .
41
d. The first term is -1, term-to-term rule is subtract 10 7. The first term of the sequence is 7. The
term-to-term rule is multiply by 2 and subtract 3.
e. The first term is 10, term-to-term rule is multiply by 2.
The first three terms of the sequence are 7, 11, 19. . . .
f. The first term is 10, term-to-term rule is multiply by 3 What is the fifth term of this sequence.
and add 1.
8. The first two terms of a sequence are 2 and 6.
g. The first term is 7, term-to-term rule is multiply by 2 Complete the possible term-to-term rules for these
and subtract 2. two terms.
2. The first term of a sequence is 5. The term-to-term a. multiply by ...........

rule is ‘add 10’. What is the 20th term of the
b. b. multiply by 4 and .......... 2.
sequence? Explain how you worked out your answer.
c. Add ......... and multiply by 2.
3. The fifth term of a sequence is 23. The term-to-term
rule is ‘add 4’. Work out the first term of the sequence. d. Multiply by 40 and. ...........
Explain how you solved the problem.
9. The first term of sequence is 3.
4. The 10th term of a sequence is 20. The term-to-term
rule is ‘subtract 4’. Work out the fifth term of the a. Five possible term -to-term rules which would give
sequence. Explain how you solved the problem. a second term of 11.
5. The eighth term of a sequence is 19; the seventh term b. Can you find a term -to-term rule which gives term
of the sequence is 16. Work out the fifth term of the of 91?
sequence. Explain how you solved the problem.
Spatial Patterns
6. Each term of a sequence is three times its position Finding nth term of the sequence
value. Which of these statements is not true ? Write
the correct version of the statement which is not true. Let us discuss the following example 1.
John is drawing triangle patterns using equilaternal
a. The first term is 3. b. The seventh term is 22.
triangles of side 1 cm. Each time she adds another
c. The ninth term is 27. triangle to form the next pattern and records the
perimeter of the shape in a table.
42
The numbers in perimeter row are 3,4,5,6 and 7.
Each number can be obtained by adding 1 to the
previous number.
a). Complete the table
Position
1 2 3 4 5
Number
c. Find a rule connecting the pattern number with the
Perimeter in cm 3
perimeter.
Solution: Solution: To get the perimeter add 2 to the position
(figure number).
The missing numbers are 4,5,6, and 7.
We can see that each perimeter is 2 more than its
Position
1 2 3 4 5
position number.
Number
Perimeter in
cm
3 4 5 6 7
Count the perimeter of the triangles which are drawn.
Then draw the fifth one of the pattern and count them.
The fifth one in the pattern has a perimeter of 7. d. What is the perimeter of the shape which has 150
triangles?
b. Write the term-to-term rule for the sequence of
numbers in the perimeter row. Solution : 152.
Solution : To find the perimeter we add 2 to the position number.
The term-to-term rule is add 1.
43
a. Complete the table
Therefore 150 +2 =152.
PATTERN NUMBER NO. OF TOOTHPICKS
150 +2 152
e. Write a sentence describing how to find the 1 2
perimeter from the number of triangles in this
pattern.
2 4
Solution: If we add 2 to the number of triangles
then we get the perimeter. 3 6
Note: There is more than one correct way of writing
this sentence. 4 8
No. of triangles +2 perimeter.
b. How many toothpicks are needed to make the 30th
Example 2 pattern?
Look at the pattern made from toothpics: Answer: 10 x 2 = 20
c. How is the number of toothpicks related to the

pattern number? Write the mathematical
expression to get the number of toothpicks(t) for
nth pattern number.
The 1st pattern has 2 toothpicks. Answer:

The 2nd pattern has 4 toothpicks. The number of toothpicks is two times the pattern
The 3rd pattern has 6 toothpicks. number. This is expressed in mathematical form as
The number of toothpicks is related to the pattern below: t = 2 x n.
number.
44
Exercise 2 2. These are the four shapes in a spatial pattern.
1. Look at the diagram.
a. Copy and complete this table showing the number of

squares in each pattern
a. Draw the next two diagrams. Position 1 2 3 4 5
b. Copy and complete the table. Squares 1 3 5
No. of Yellow tiles 1 2 3 4 5 b. Describe the general rule for the above sequence.
No. of Blue tiles c. Explain in words how to find the number of squares
for any shape in this pattern.
c. Describe the relationship between the number of d. Verify your rule.
yellow and number of blue tiles.
3. For the given sequence
d. How many blue tiles are there if there are 20 yellow
tiles? 2, 5 8 11 . . .
e. Write a mathematical expression for ‘n’ number of a. Write next three terms.
yellow tiles and ‘m’ number of blue tiles.
b. What is the difference between the terms.
f. Verify this expression.
c. Explain why the formula for the nth term is 3n-1.
45
4. For each sequence, write down the difference a. Describe the rule for finding the next number in
between each term and the formula for the nth the sequence.
term.
b. Find a formula in terms of n for the number of
a. 3 5 7 11 ....... sticks in the n th shape.
b. 29 23 17 11...... c. Verify your formula.
c. 4 7 10 13....... xxxxEND xxxxxx
d. 14 11 8 5 .......
5. Explain why the formula for the nth term of this

sequence,
1 1 1 1 1
a. , , , , ...... is ,
2 4 6 8 2n
b. What is the formula for the nth term of this
sequence?
1 1 1 1
, , , , .....
3 5 7 9
6. Match sticks are arranged in the following shapes
46
C HAPTER 2
Algebra
1. ALGEBRAIC EXPRESSIONS
i. Expressions
ii.Literals
iii.Constants
iv.Polynomials
v.Coefficients
vi.Like terms
vii.Unlike terms
2. LINEAR EQUATIONS IN ONE VARIABLE
S ECTION 1
Algebraic Expressions
K EY POINTS
• ALGEBRAIC EXPRESSIONS
Introduction to Algebraic expressions

• Understanding the concepts of
i. Expressions
ii.Literals
iii.Constants
iv.Polynomials
v.Coefficients
vi.Like terms
vii.Unlike terms
• Expressing a situation in the form of an expression
https://www.youtube.com/watch?v=OF2GtIinL_s
48
1.1 Introduction For example: What must be added to 9 to get 11?
This can be written as :
The word Algebra is derived from the Arabic word Al-Jabr,
and this comes from the tratise written in 820 by the 9 + unknown number = 11
medieval Persian mathematician, Muhammad ibn Musa
al-Khwarizami. In algebra, we take help of alphabetical letters to replace the
unknown quantities. The above question can be written in
Algebra is the most widely used in the world today. Complex the following manner.
calculations can be easily understood with the help of algebra.
So let us proceed to understand the concept of algebra. 9 + a = 11, what is the value of ‘a’?
In this chapter, you will study about another branch of
mathematics known as algebra. Besides the four fundamental Similarly, in another example , Bolt’s age is two times his
operations (addition, subtraction, multiplication and son’s age. This statement can be expressed mathematically
division), algebra also uses letters ( a,b,c, x, y, z . . . . etc.) which as :
represent numbers. These letters representing numbers are
known as literals derived from the word letters. Bolt’s age = 2 times the age of his son.
Assuming Bolt’s age as ‘a’ years and his son’s age as ‘b’ years.
1.2 Literals and Numbers We redefine the statement mathematically as :
In real life, you come across some unknown quantities which a = 2 x b i.e. a = 2b.
unless known, cannot be expressed in the form of specific
numbers.
For example: What must be added to 9 to get 11? Algebra, therefore, is arithmetic operations with literals and
This can be written as : 9 + unknown number = 11 numbers.
In algebra, we take help of alphabetical letters to replace the
unknown quantities. The above question can be written in the
following manner.
49
1.3 Basic operation on literals and numerals [E] Power of a literal:
[A] Addition: If the literal ‘a’ is repeatedly multiplied with itself , for
example
i. The sum of a and c = a + c
a × a is written in short as a 2( read as ‘a’ to the power 2 or a-
ii.y more than x = x+y
square)
iii.three more than y = y+3
a × a × a is written as a 3 ( read as ‘a’ to the power 3 or a-cube)
[B] Subtraction:
In general , a x a x a x a x a.....m times = a m. This read as ‘a’
i. The difference of x and y = x − y raised to power ‘m’ or simply ‘a’ to the power ‘m’. Here literal
‘a’ is called the base and the power ‘m’ is called exponent or
ii. x less than y = y − x index. a m is the exponential form of expressing a product.
iii.Subtract y from x = x − y Some more examples are given below:
iv. Seven less than b = b − 7 z × z × z × z = z4
[C] Multiplication: y × y × y × y × y × y × y = y7
i. The product of a and b = a x b = ab
ii. a times y = ay or ya
iii. The product of 11 and b = b x 10 = 10b
[D] Division:
a
i. a divided by b = a ÷ b or
b
m
ii.m divided by 9 = m ÷ 9 or
9
50
Example 2: Expand: −5x(2w − 3y)
EXERCISE 1
= −5(7 − x) + 3(2x − 3) × 2w −5x × −3y
1. Express the following statements as algebraic expressions. (Using distributive property )
(i) Four more than c = −10x w + 15x y
(ii) m decreased by twelve Example 3: Simplify: 3{2(x − y) + 2(y − z) + 2(z − x)} − 11
(iii)square of y less square of x = −5 ×7 −5× −x + 3× 2x + 3× −3
(Using distributive property to expand the brackets).

(iv) two times g is added to one-fifth of m
= −35 +5x + 6x − 9
1.4 Expanding and Simplifying brackets = 11x − 44
While expanding the bracket we use distributive property of EXERCISE 2

multiplication over addition and subtraction.
1. Expand and simplify: i. y(6y+2x)-2x(y-9x) ii. 9(2x-y)
If a, b, c are non zero integers then
a (b+c) = a × b + a ×c and 2. Factorise: i. 21x 2 + 21x y − 30x ii. 2ab + b 2
a(b−c) = a × b − a × c 3. What are polynomials? What are the different types of

polynomials? Explain in short with examples.
This is distributive property of multiplication over addition
and subtraction.
4. 18x 2 + 21x y − 130x is an example of which of the
Example: 1. Expand : 7( 2a +3b) following and why?:
= 7 × 2a + 7 × 3b A. Trinomial B. Multinomial C. Both A and

D. None
(Using distributive property)
= 14a +21b
51
7. Write the algebraic expression for the following. (Read and
5. Select the correct option understand the language carefully).
Question 1 of 5 i. A number increased by 7

All trinomials are
multinomials. ii. A number decreased by 7
iii. A number decreased from 7
iv. Square of a number

A. True
v. 7 times a number
B. False
vi. 4 times a number increased by square of the number
vii. 8 times square of a number increased by 9
Check Answer vii.Cube of a number decreased by 2
8. Write the following for the expression 14x 2y

6. Write the degree of the following:
i. 2x 2y 3 Degree= …………… i. Numerical coefficient
ii.3x yz − 7x 2 Degree= …………… ii.Literal coefficient
iii. 4x + 9y 2 − 2x yz Degree= …………… iii.Coefficient of x
iv.Coefficient of y
v.Coefficient of x 2
52
S ECTION 2
EXPONENTS
Introduction to exponents
Learning Outcomes
1. Students will be able to understand the

exponents and laws.
2. Students will be able to solve problems using
laws of exponents.
3. Students will understand convert the numbers
into standard form and usual form from https://www.youtube.com/watch?v=-zUmvpkhvW8
standard form.
4. Students will be able to apply laws of exponents
and use scientific notations in real life problem
53
2.1. Introduction : 2.2. Rules/ Laws of Exponents
2.1 Exponent or Power: Let a and b be any non zero number and ‘m’ and ‘n’
be any integer then we have :
It is a number which indicates the number of times
multiplication is to be performed. It is written above the 1. am x an = am+n
base number on its right side.
2. am ÷ an = am−n
3. ((a)m) = am×n
n
4. (a × b) = am × bm
m
5. (a ÷ b) = am ÷ bm
m
where b is not equal to 0.
Source: 1 1
6. a −m = or = am
https://files.askiitians.com/cdn/images/20181129-12632445-7620-exponents.png am a −m
An exponent can be a positive or negative number. 7. a 0 = 1

Example: 23 means we need to multiply 2 for three
times i.e. 23 = 2 x 2 x 2. Here, 2 is known as the base
and 3 is known as the exponent. Solved. Examples
Example: 24 = 2 × 2 × 2 × 2 = 16 Example 1. Evaluate : (i) 34 × 33 (ii) 24 ÷ 23
Example: 96 is easier to write and read than Solution (i) Using product law(1) am x an = am+n
9×9×9×9×9×9 34+3 = 37
In general an tells you to multiply a by itself, so there are
n of those a's: Solution (ii) Using quotient law (2) am ÷ an = am−n
24−3 = 21 = 2.
54
Example 2. Evaluate : (i). 32×3 = 36 (ii)
−1
(( 3 ) )
2
2 Examples: Original number → Scientific Notation
76300 → 7.63 × 104

Solution (i) Using Power of a power rule 2,560,000 → 2.56 × 104
32×3 = 36 = 729. 0.000066 → 6.6 × 10−5
0.005 → 5 × 10−3
Solution(ii). Using Power of a power rule
To write a number in scientific notation:
(3) (3)
2×−1 −2
2 2
= If the number is in decimal notation, move the decimal
point to the right of its original position and place it
after the first non-zero digit. The exponent of 10 will be
Taking receprocal of fraction to convert into positive
the number of places the original decimal point was
exponent
moved, and it will be negative since it was moved to the
(2)
2 right.
3 3×3 9
= =
2×2 4 Examples: 0.0000643 → 6.43 × 10−5
2.3 Scientific notation If the number to be changed to scientific notation is a
Scientific notation is a short way to write very large or whole number greater than 10, move the decimal point
very small numbers. to the left of its original position and place it after the
first digit. The exponent of 10 will be the number of
It is written as the product of a number between 1 and places the original decimal point was moved, and it will
10 and a power of 10. Scientific notation is mostly used be positive since it was moved to the left.
when dealing with large quantities or numbers
containing many digits since it shortens the notation. Examples: 125,000 → 1.25× 105.
55
Real life examples of scitific notation
(3) ]
0
[
1
0 0
(v) 3 + 1 + ÷ (3)−1
Mass of an electron is
0.000 000 000 000 000 000 000 000 000 Q5. Express the following numbers in standard form:
00091093822 kg. = 9.1093822 x 10−31 kg
(i) 52400000 (ii) 98389000 (iii) 63487 × 103
One light year means the distance 1
(iv) 61879400 (v) 1 gigabyte (vi)
9460528400000000 km.= = 9.4605284 x 1015 km 1250000000
Q6. Express the following in usual form:
The world population is nearly 7000,000,000. Which (i) 1.9 × 104 (ii) 8.1 × 10−6 (iii) 1.112 × 1010
can be represented in scientific notation as below:
(iv) 123.45 × 10−7 (v) 4017.05 × 10−11
= 7 × 109.
Q7. A speck of dust in an electron microscope is 1.2 ×.
Exercise.1 102 millimeters wide. The image is 5× 102 times
Q1. Write each of the following in exponential form: larger than the actual size. How many millimeters
(i) (5) × (5) × (5)
−2 −1 3
wide is the actual speck of dust?
Q8. The population of the United State is 3 × 108 and
(5) (5) (5)
−3 7 −2
1 1 1
(ii) × ×
the population of the world is 7 × 109 How many
(3)
−4
1 times larger is the population of the world than
Q2. Evaluate: (i) (−7)−3 (ii) (−4)−3 (iii)
the U.S.?
( 11 )
−2
3
(iv) Q9. Write one million in standard form and scientific
(5)
−2
3 notation.
(ii) {5−2 × 2−2}
2
Q3. Simplify: (i) (32 − 22) ×
−1
Q10.How far is a million inches in miles? (There are
−2 3 3
5280 feet in 1 mile.)
{( 3 ) } {( 5 ) }
2 −3
−1 4
(iii) (iv)
56
S ECTION 3
Linear Equation in One

Variable
K EY P OINT
• Solving Linear Equations in One Variables

• Word Problems based on Linear Equations in
One Variable
57
2.1 Introduction x
Example 3: Solve =6
2
x
As we have already studied linear equations in our previous Solution: =6
2
classes, so we will just go through a quick recap and explore or, x= 6 x 2
some challenging word problems related to linear equations or, x= 12
in 1 variable
EXERCISE 1
2.2 Linear Equations in One Variable
1. Solve the following equations:
An equation in which the degree is 1 i.e., the highest power of i. x-9=-4 ii. 3x=15 iii. 8(2x-3)= 7
the involved variables is 1. iv. 5(x-2)+3(x+1)=25
Linear Equations in one variable involves only 1 variable 2. Solve:

along with the constants. 1 7 y−8 7 − 4y
i. x + = ii. =
2 2 3 7
Example: x-3=5
Solution: If x - 3 = 5 6x − 2 3x + 5 1
iii. + =
then x= 5 + 3 (as done in the previous classes) 9 18 3
which means x = 8.
iv. 0.5z + 0.3 = 0.25z + 7
Example 2: Solve 2x - 4 = 12
Solution: 2x- 4 = 12, which means,
2x= 12 + 4
or, 2x= 16
or, x= 16/2
or, x=8.
58
2.3 Word Problems based on Linear Equations So, 2x + 1 = 25
which means, 2x = 25 - 1
In order to solve the word problems based on linear or, 2x= 24
equations, it is very important to understand the language of or, x = 24/2
the problems. or, x=12 is the first number.
Example 1: When 5 is added to a number it becomes 9. Hence, the second number is x + 1= 12 + 1 = 13.
Find the number.
EXERCISE 2
Solution: Let the required number be x
1. Convert the following statements into equations then solve
So, when 5 is added to the number the expression becomes them:
x+5
(a) 5 added to a number is 9.
Now, as per the problem it becomes 9
(b) 3 subtracted from a number is equal to 12.
So, the equation becomes, x + 5 = 9
or, x = 9 - 5 (c) 5 times a number decreased by 2 is 4.
or, x = 4 is the required number.
(d) 2 times the sum of the number x and 7 is 13.
Example 3: The sum of two consecutive numbers is 25.
Find the numbers. 2. A number is 12 more than the other. Find the numbers if
their sum is 48.
Solution: Let the numbers be x and (x+1) respectively.
3. Twice the number decreased by 22 is 48. Find the number.
So, as per the problem, the equation becomes,
x+ (x+1)=25
59
4. Seven times the number is 36 less than 10 times the 12. 36 less than four times a number is equal to twice of that
number. Find the number. number. Find the number.
5. The sum of two consecutive even numbers is 42. Find the 13. 20 more than four times a number is equal to eight times
numbers. the number. Find the number.
6. A sum of $1800 is to be given in the form of 63 prizes. If 14. Sum of two consecutive numbers is 27. Find the numbers.
the prize is of either $100 or $25, find the number of prizes of
each type. 15. Rahul is thrice the age of Ravi. After 10 years he will be
twice the age of Ravi. Find their present ages.
7. Among the two supplementary angles, the measure of the
larger angle is 78° more than the measure of smaller. Form 16. Riya is 5 years younger than Suman. Four years later
the equation and find their measures. Suman will be twice the age of Riya. Find their present ages.
8. Among the two complementary angles, the larger angle is 17. Raj is 2 years more than thrice the age of his younger
twice the measure of smaller. Form an equation and find their brother. After 5 years he will be twice the age of his brother.
measures. Find their present ages.
9. Sum of four consecutive even numbers is 52. Find the 18. In a class of 48 students the number of boys is three-fifth
numbers. of the number of girls. Find the number of boys and girls.
10. The length of a rectangular park is twice the breath. If the 19. My mother is 12 years more than twice my age. After 8
perimeter is 72 m, find the area of the park. years, my mother’s age will be 20 years less than three times
my age. Find my age and my mother’s age.
11. The cost of 7 pens and 10 note-books is ₹540. If the cost of
a note-book is ₹20 more than a pen, form an equation and
find the cost of each pen and note-book.
60
20. Three nos. are in the ratio 2:3:5 whose mean is 100. Find
the individual nos. End of chapter review
21. The angles of a triangle are in the ratio 2:3:4. Find the value Question 1 of 5
of each of the angles. 5 added to a number is 9. The number
is
22. Sara’s mother is 3 times as old as Sara and 4 times as old as

her sister Ann. Ann is 3 years younger than Sara. Find their
present ages.
23. A sum of ₹8400 is made up of 50, 20, 10 and 5 rupee A. 3

notes. The number of 10 rupee notes is five times the
number of 5 rupees notes, four times the number of 20 B. 4
rupees notes and ten times the number of 50 rupees notes.
Find the number of notes of each type. C. 5
24. a. In a hostel mess, 50 kg of rice is consumed every day. If D. 6

each student takes 400 gms of rice per day, find the number of
students who take meals in the hostel mess.
b. Identify the error in the above statement.
c. Explain the authenticity of the above facts (of part ‘a’) in

Check Answer
real-life situations.
61
C HAPTER 3
Statistics
1. STATISTICS
i. Data
ii.Types of Data
Steps in Statistics:
i. Collecting
ii.Organising
iii.Analysing
iv.Representing
2. PROBABILITY
S ECTION 1
Statistics (Data handling)

K EY P OINTS
• Statistics (meaning of Statistics)
• Average (literal meaning)
• Data (meaning of Data)
• Types of Data:
• Meaning of frequency table. Making frequency table (both

Discrete and Grouped data; meaning of frequency, class, class
interval).
• Measures of Central tendencies (Mean, Median, Mode).
• Real-life uses of each of the Measures of Central Tendencies

based on the situations.
• Calculation of Mean, Median and Mode for discrete data.
• Calculation of range.
• Data Display (Graphs)
• Bar Graph, Line graph, pie chart.

63
1.1 Introduction 1.3 Calculation of Mean, Median and Mode by using
frequency table:
We have covered a major portion of statistics in our previous
class like the meaning of statistics, types of data, classification 1.3.1 Calculation of mean:
of data, collecting, organising, analysing and representing the
data, measures of Central tendencies, calculation of mean, Example: Observe the following data of the ages of different
median and mode for discrete data (without using the persons living in a locality and calculate the mean:
frequency table), range of data, data display through bar
graph, line graphs and pie charts. AGE NO.OF
(YEARS) PERSONS
This year we will continue further and study about some

5 4
additional concepts.
1.2 Measures of Central Tendencies (click on the 10 8

names for the meanings):
15 2
20 1
Solution: In order to calculate the mean from a frequency

table we follow the steps as given below:
i. We multiply the class (x) values with their respective
frequencies (f) to get the sum of the respective values from
a class (xf).
For this we add 1 more column to the table as shown in the
next page.
64
1.3.2 Calculation of Mode:
If we look into the above table in the previous example, the

age of 10 years was having the maximum repetitions, i.e., 8
times, So the mode of the data= 10 years.
1.3.3 Calculation of median:
For calculating the median we use the same formula as

discussed in the previous class (grade 6). However, in order
to get the middle most value we first get the cumulative
frequency of the data.
CUMULATIVE FREQUENCY:
Cumulative frequency of a class is the sum of all the

ii. Now we get the sum of (xf) and (f). frequencies upto that class.
iii.As we know that mean = (sum of all the values)/(no. of
terms). Now if we refer to the above table and add a column for the
iv.If we look into the above table the sum of xf is actually the cumulative frequency we will get the cumulative frequency
sum of all the values together and sum of all f is the total table as shown in the next page.
no. of terms.
xf Note: The cumulative frequency of the last class is
v. So the mean of the above data is x =
f equal to the total no. of terms.
150
= = 10 years.
15
65
Example 2: Let us observe another example below:
AGE NO.OF CUMULATIVE
(YEARS) PERSONS FREQUENCY (CF)
HEIGHT NO.OF CUMULATIVE
5 4 4 (CM) PERSONS FREQUENCY (CF)
155 3 3
10 8 12
160 5 8
15 2 14
165 6 14
20 1 15
170 2 16
The above data have 15 (odd set of data) values in
total, so the median will be The above table has an even set of data. So, we will
( 2 ) ( 2 )
th th
n+1 15 + 1 use the formula,
term i.e., term = 8th term.
(2) (2 )
th th
n n
Median = average of the term and +1
Now the 8th term is 10 (which is having the frequency greater
than 4 and upto 12 as per the CF value). So, our median is 10. term.
Similarly if there are even set of data we use the

(2) (2 )
th th
16 16
formula, Median= average of the term and +1
term, which means mean of 8th and the 9th term.
(2) (2 )
th th
n n
Median = average of the term and +1
term.
66
Now, the 8th term is 160 and the 9th term is 165 (as seen from 2. Calculate the mean, median and mode of the following
the cumulative frequency). data:
So, the median = (160+165)/2 DAILY WAGES

FREQUENCY
= 325/2 = 162.5 cm. ($)
60 4
1.4 Range: The range of a data is the width of the whole set
of the data i.e., the difference of the maximum and the 80 3
minimum value of the class.
100 5
Example: If we observe the same table of the previous 120 1

example (Example 2), we observed that the maximum height
is 170 cm and the minimum height is 155 cm. So, the range of
the above data is 170 - 155 = 15 cm. 3. Calculate the mean, median and mode of the following
frequency table:
Exercise 1
WEIGHT OF
NO. OF
CHILDREN
1. Calculate the mean, median, mode and range of the CHILDREN
(KG)
following data:
30 6
MARKS FREQUENCY 35 4
10 3 40 2
20 5 45 4
30 8
40 4
67
4. Observe the following raw data: 1.5 Data Display
20, 24, 15, 30, 20, 40, 30, 20, 15, 24, 30, 24, 40, 20, 1.5.1 Bar Graphs
24, 30, 24, 15, 30, 15.
We use a bar graph to represent the independent data. It
Form a frequency table or the above data and hence calculate means the values of the individual class will not affect each
the median, mode and mean of the data from the table. other. We compare the data as per the height of the bars.
5. The mean of 5 numbers is 30. The first 4 numbers are 32, Example: Observe the following data of the overall levels
27, 24 and 35. Find the 5th number. obtained by a student in different subjects in the term end
assessment:
6. Two numbers are such that one of the numbers is twice the
other. If the mean of the numbers is 30, find the numbers.
SUBJECTS MARKS
7. The mean of 5 nos. is 50. Out of them the three numbers English 4
are 42, 48 and 50. The 4th no. is thrice the 5th number. Find
Mathematics 7
the 4th and the 5th numbers.
Sciences 5
8. Three numbers are in the ratio 2:3:5 whose mean is 100.
I&S 4
Find the individual numbers.
Represent the above data through a suitable representation.
9. Gautam is a part of the school's cricket team and this year
he has scored an average of 54 runs. He has played 6 innings Solution: In this case as the data is an independent data
so far and his scores in 5 of them are 57, 53, 48, 57, 52, (the levels of each subject are independent of each other). So,
respectively. What was his score in the last innings? the best way to represent this data is through a bar graph as
shown in the next page.
68
Subject-wise levels obtained in Term End Assessment
AVERAGE PROFIT
7 MONTH
7 (%)
6 January 20
5 February 15
5
March 18
4
Levels
4 4 April 10
3 May 8
2 June 25
July 10
1
August 12
0 September 16
English Mathematics Sciences I&S
Subjects October 18
Scale: 1 unit on Y axis = 1 level. November 10
December 8
1.5.2 Line Graphs
We use a line graph to represent a continuous data i.e., a data Solution: In this case as the data is continuous so we will
which is occurred over a period of time. We usually observe plot a line graph to see the trend of monthly profit as shown
the trend of the data through a line graph. in the next page.
Example: Observe the following data of the average monthly

profit (%) of a Company for the year 2017 and represent the
data through a line graph:
69
Example: Observe the following data for the time spent by a
Average Monthly Profit of XYZ Company in 2017
student in a day and represent it through a pie chart:
30
25
ACTIVITY NO. OF HOURS SPENT
20
Profit (%)
15
School 7
10 Homework 3
5 Play 2
Sleep 8
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Others 4
Months of 2017
Scale: 1 unit on Y axis = 5% Total 24
Solution: The value of a complete angle is 360˚. So, we first

1.5.3 Pie Charts
convert each of the activity’s time into the angle values
(degrees) with respect to the total value. So, we first divide 360
We use a pie chart to represent the data when the data has to
degrees by the total duration of a day (24 hours).
be represented as a part of the whole. It shows the percentage
of a data with respect to the whole value.
So, 360˚/24 = 15˚ for each hour.
For making a pie chart we first calculate the angle values of

Then we multiply each activity’s time spent by 15 to get the
each class with respect to a complete angle i.e., 360 degrees
individual angle value as shown in the table in the next page.
and then draw the pie chart using these angle values.
Using the angle values we draw the pie chart.
70
Exercise 2
NO. OF HOURS ANGLE VALUES (IN
ACTIVITY
SPENT DEGREES)
1. The following table gives the number of different fruits kept
in a hamper.
School 7 7 times 15 = 105 degrees
Homework 3 3 times 15 = 45 degrees
Play 2 2 times 15 = 30 degrees

Represent the above data by a pie chart.
Sleep 8 8 times 15 = 120 degrees
2. Given below is the result of an annual examination of a

Others 4 4 times 15 = 60 degrees
University, showing the percentage of students in each
Total 24 360 degrees
category.
Time spent by a student in a day
Represent the above data by a pie chart.
Others School
7hours 3. 4. A group of students from a German college are selected
4hours
for a study. The colour of the eyes of the students are noted as:
Homework
Sleep 3hours
Play
8hours 2hours a) Represent the above data using at least two forms of
representation.
School Homework Play Sleep

b) Which method of representation is used in what context?
Others
71
4. Following is the table to show Roger’s monthly salary which
he received for each month from January to June:
Recap of the concepts
Question 1 of 6
Which of the following is not a
a) Represent the above data using a bar and a line graph. measure of the central tendency?
b) Which method of representation is used in what context?
c) Is there a third way to represent the data? What will be the

context for that representation?
5. Iqbal measures the height of 7 of his friends as follows (in

A. Mean
centimetres):
B. Median
118, 131, 123, 123, 108, 118 and 149
C. Mode
a) What is the average of their heights?
D. range
b) Which method of representation is the best to represent
the above data? Explain with reasons.
c) Draw the most appropriate representation.
Check Answer
72
S ECTION 2
Probability
K EY T ERMS
• Meaning of probability
• Basic terms related to Probability:
1. Favourable outcomes
2. Possible Outcomes
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2.1 Probability Similarly, if we roll an unbiased dice on a board then there are
6 possibilities which may occur i.e., any number fro 1 to 6 may
The term Probability as the name suggests tells us the chances occur. Hence, we say that the total number of possible
of occurrence of an event. The chances can be decided only in outcomes in rolling a fair dice are 6 (1, 2, 3, 4, 5 & 6).
case of an unbiased event.
2.2.2 Favourable outcome
Unbiased means when the condition of occurrence of
an event is not tampered. It means the condition has The number of favourable outcomes are the number of
to be neutral for a probability calculation to be outcomes which we are expecting to happen.
authentic.
For example, on tossing a coin if we are expecting a tail, then
For example if an unbiased coin is tossed, there are half the our favourable outcome will be 1 out of 2.
chances that a ‘Head’ will come. Which means that the chances
of getting a head on tossing a coin is 50%. Similarly, on rolling a fair dice if we are expecting a 1 to
appear, then the number of favourable outcomes will be 1
Hence, we can say that the probability of getting a head is 1/2 (because 1 is present only once in a dice).
or 0.5.
Similarly, if we are expecting an odd number on rolling a dice,
2.2 Basic Terms associated with Probability then the number of favourable outcomes will be 3 (as there
are three chances of getting an odd number i.e., 1, 3 and 5 on
2.2.1 Possible outcomes rolling a dice).
These are the total number of possible outcomes in an event
i.e., all the possibilities which may happen in an activity or
event.
For example, if we toss an unbiased coin then there are only

two possibilities which will happen i.e., either a head or a
tail.
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2.3 Calculation of Probability Solution: No. of favourable outcomes = 1 (i.e., a 4 which we
are expecting to occur)
Probability is calculated using the concept of number of
favourable outcomes out of the total number of all the possible Total no. of possible outcomes = 6 (1, 2, 3, 4, 5 & 6).
outcomes.
Hence, Probability of getting a 4 = 1/6.
Formula-wise,
Example 3: A bag contains 4 red balls, 3 green balls and 5
blue balls. One ball is taken out at random from the bag
No . of favourable outcomes
Probabilit y = without seeing it. Calculate the probability of getting a red
Total no . of possible outcomes
ball.
Solution: No. of favourable outcomes = 4 (i.e., there are 4

red balls which we are expecting to occur)
Example 1: Calculate the probability of getting a ‘Head’ on
tossing an unbiased coin. Total no. of possible outcomes = 12 (i.e., total no. of balls).
Solution: No. of favourable outcomes = 1 (Head which we are Hence, Probability of getting a red ball = 4/12 which
expecting to occur) simplifies to 1/3.
Total no. of possible outcomes = 2 (Head and Tail) Note: Probability is always represented in the
simplest form of a fraction or as a decimal.
Hence, Probability of getting a head = 1/2 or 0.5
The maximum value of the probability in
Example 2: Calculate the Probability of getting a 4 on rolling unbiased condition is 1
a fair dice.
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3. Each letter of the word ‘PROBABILITY’ are written on
If the probability of an event to occur is x, the
different cards and then the cards are shuffled. Then one
probability not occurring of the event will be 1 - x.
card is picked up at random without looking into it.
Calculate the probability of getting the card having the
following letters written:
For example, the probability of getting a 2 on rolling a fair dice
is 1/6 so, the probability of not getting a 2 will be 1 - 1/6 which (a) ‘P’
is equal to 5/6. (b) ‘B’
(c) A vowel bearing card.
Exercise
4. Write about the importance of calculating probability in
1. An unbiased coin is tossed and a fair die is thrown together. real life.
Find the probabilities of the following events:
(a) A head on the coin.
(b) A ‘3’ on the die.
(c) An odd number on the die.
(d) A prime number on the die.
(e) A multiple of 2 on the die.
(f) A factor of 6 on the die.
2. A bag contains 5 white marbles, 3 black marbles and 8

green marbles. Calculate the probability of getting
(a) A white marble

(b) A green marble
(c) Not getting a black marble.
76
C HAPTER 4
Geometry
1 Parallel Lines
2 Triangles, their properties and other polygons
3. Mensuration (Area, and perimeter of 2

dimensional shapes; Square, rectangles,
triangles and circles and Volume of 3
dimensional shapes; cube an cuboid)
S ECTION 1
Parallel Lines and Angles
K EY POINTS
• Basic Geometrical terms

• Angles and their types
• Parallel Lines
• Properties of the Angles formed when the
transversal line cuts parallel lines.
78
1.1 Introduction 1.3 Some more terms related to Basic geometry
Basic terms of Geometry
In previous classes we have already studied about the basic Complementary angles : Two angles are complementary if
geometrical terms which are given below. Please click on the the sum of their measures is 90°.
names to get the meaning of each of the terms.
Supplementary angles: Two angles are supplementary if
the sum of their measures is 180°.
Intersecting Lines – Two lines that cross each other at one

point are called as intersecting lines.
Vertically opposite Angles – Two intersecting lines form

1.2 Types of angles two pairs of vertically opposite angles and vertically opposite
angles are always equal.
As we have discussed in the previous class about the
Parallel Lines – Two lines in the same plane that never meet
types of angles. Following are the types of angles:
or cross each other are called as parallel lines. The distance
Let the angle be x
(perpendicular distance) between these two lines is always the
same at every point on the lines.
i. Zero angle: Angle value is exactly 0∘.
ii.Acute angle: The angle value lies between 0∘ < x < 90∘. Perpendicular Lines – Two lines that intersect to form right
iii.Right angle: The angle value is exactly 90∘. angles are called as perpendicular lines.
iv.Obtuse angle: The angle value lies between Transversal Line : A straight line that intersect two or more
90∘ < x < 180∘. lines in the same plane at different points is called a
v.Straight angle: The angle value is exactly 180∘. transversal line.
vi.Reflex angle: The angle value lies between
180∘ < x < 360∘.
vii. Complete angle: The angle value is exactly 360∘.
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1.4 Properties of angles formed when transversal Exercise 1
line intersects two parallel lines.
1. Identify the types of angles
(i) 30° (ii) 78° (iii) 106° (iv) 285° (v) 90°
(vi) 180° (vii) 345°
2. Using ruler and protractor draw the following angles
(i) 200° (ii) 150° (iii) 270°
When a transversal line cuts the two parallel lines : 3. Give 5 real life examples of parallel lines.
1. Four pairs of corresponding angles are formed and the 4. Observe the diagram below and state the property that
corresponding angles are always are equal. supports each conclusion:
∠1 = ∠5, ∠2 = ∠6, ∠3 = ∠7 and ∠4 = ∠8.
2. Two pairs of alternate interior angles are formed are equal,

Given: a || b
i.e ∠4 = ∠6 and ∠3 = ∠5.
3. Two pairs of alternate exterior angles are formed are

equal, i.e. ∠1 = ∠7and∠2 = ∠8.
4. Two pairs of co-interior angles are formed on the same

side of transversal is equal to 180°. The sum of each pair of
co-interior angles is 180°. i. Angle 2 = angle 7
⇒ ∠4 + ∠5 = 180° and ∠3 + ∠6 = 180°. ii. Angle 2 + angle 5 = 180 degrees
iii. Angle 1 = angle 8
iv.Angle 1 = angle 5
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v. Angle 1 = angle 4 iii.
vi. Angle 1 + angle 2 = 180 degrees
5. Observe the following diagram. If the value pf angle 1 is 120

degrees, find the value of all the other angles.
7. Find the values of x and y. Explain your reasoning by

stating the property or postulate.
Figure not to scale
i.
6. Find the value of x so that n || m. Justify your solution.
i.
ii.
ii.
iii.
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8. Select the correct option in the following MCQ: 9. For the figure below, calculate all the remaining angles.
The given angle is marked in the figure.
“For a pair of lines intersected by a transversal state
Question 1 of 6
If any pair of corresponding
angles are equal then the two
lines must be parallel 10. Among the two supplementary angles, the measure of the
larger angle is 48° more than the measure of smaller. Form
the equation and find their measures.
11. Among the two complementary angles, the larger angle is

A. True twice the measure of smaller. Form an equation and find
their measures.
B. False
Check Answer
82
S ECTION 2
Triangles and their properties
K EY POINTS
• Triangles
• Types of triangles
• Based on sides
• Based on angles
• Triangle as a polygon
• Angle sum property of polygons
• Properties of triangles
• Right angled triangles
• Pythagoras Theorem
83
2.1 Introduction iii. Scalene (All the sides are unequal, similarly all the angles
are also unequal).
In the previous class we have studied in details about the basic
concepts related to polygons such as what are polygons, names 2.3.2 Based on angles
of polygons based on the number of sides/angles, angle sum
property for the polygons, triangle as a polygon, types of i. Acute angled triangle (All the angles are acute).
triangles based on sides as well as angles, interior and exterior ii.Right angled triangle (One of the angles is equal to 90°).
angles. iii.Obtuse angled triangle (One of the angles is obtuse).
This year we will learn some new concepts related to triangles

Thinking hats:
such as properties of the sides of any right angled triangle, how
1. Can a right angled triangle have 2 right
they are related to each other (Pythagoras Theorem).
angles?
Before moving on to the right angled triangles let us do a quick

2. Can an obtuse angled triangle have more
recap of the basic terms.
than one obtuse angles?
2.2 Triangles
Triangles are the polygons which have three sides.

2.4 Angle sum property of polygons
2.3 Types of triangles:
We have already discussed and proved in grade that the sum of
2.3.1 Based on sides: all the interior-angles in any polygon with ‘n’ sides is
(n − 2) × 180∘.
i. Equilateral Triangle (All sides are equal, All the angles
are equal and the value is 60°). 2.5 Regular Polygon
ii.Isosceles Triangle (Only two of the sides are equal, the
angles opposite to the equal sides are also equal). A polygon in which all the sides are equal to each other.
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Exercise 1
For example, an equilateral triangle is an example of a
regular 3-sided polygon. Similarly, a square is an example of a 1. Find the sum of all the interior angle of a polygon having 22
regular 4-sided polygon. sides.
2.5.1 Value of each angle of a regular polygon 2. If the sum of all the interior angles of a polygon is 1800°,
calculate the number of sides of the polygon. What is the
The measure of each interior-angle of a regular n-sided polygon name of that polygon?
is given by (Sum of all angles)/n.
3. Calculate the sum of all the interior-angles of a decagon.
For example, for an equilateral triangle, as we know that the
sum of all the angles is 180° hence, the measure of each angle 4. Deduce the expression for the sum of all the angles of a
will be 180°/3 = 60°. polygon.
Example 2: What will be the measure of each of the angles of 5. For a regular polygon the sum of all the interior angles is
a regular pentagon? 900°. Calculate the number of sides of the polygon. Hence,
calculate the value of each of the angle of the polygon. What
Solution: As we have discussed that the sum of all angles of is the name of the polygon?
any polygon is given by (n − 2) × 180∘ where n is the number of
sides.
So, for a pentagon n = 5. So, the sum of all the angles will be
(5 − 2) × 180 = (3) × 180 = 540°.
∘ ∘
Now, the measure of each angle will be 540°/5= 108°.
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2.6 Angle sum property of triangle Exercise 2
1. Out of three angles of a triangle, the second angle is 50° more
We have already discussed in MYP 1 that the sum of all the than the smallest angle and the third angle is 10° more than
angles of a triangle is 180°. thrice the smallest angle.
i. Draw a rough diagram of the triangle showing the three
Example 1: In an triangle two of the angles measure 45° and angles (in terms of x ).
80° respectively. Calculate the value of the third angle. ii. Form an equation and solve it to get the values of each angle.
Solution: As we know that sum of all angles of a triangle is
180°. 2. The angles of a triangle are in the ratio 2:3:4. Find the value
of each of the angles.
So, let the third angle be x°.
Hence, 45° + 80° + x° = 180° 3. Calculate the value of x and hence, the respective angles’
or, x° + 125° = 180° value in the following figures:
or, x = 180° - 125° = 55°
Hence, the measure of the third angle is 55°. i.
ii.
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2.7 Exterior angle property of a triangle Solution: As we know that ∠1 + ∠2 = ∠4 (Exterior angle
property of a triangle)
We. have also covered this property in MYP 1.
Hence, ∠4= 140°.
This property states that the measure of the exterior angle at Exercise 3
any vertex of a triangle is always equal to the sum of the 1. For the figure below, calculate the value of x for the
interior opposite angles (i.e., the interior angles which are on following given conditions:
the other two vertices of the triangle).
Illustration: Observe the figure below:
i. Given: ∠1= 100° , ∠2= 40°, ∠4= (3x - 4)°

ii. Given: ∠1= 45° , ∠2= 60°, ∠4= (x + 5)°
iii.Given: ∠1= 100° , ∠2= 40°, ∠4= (3x - 4)°
In the above figure, ∠1 + ∠2 = ∠4. iv. Given: ∠1= 110° , ∠2= x°, ∠4= 150°
Activity: In groups, work out for the proof of the above

property. 2. For the following figure, prove that ∠4+ ∠5 + ∠6 = 360°
Example: In the following figure calculate the value of ∠4.

Given: ∠1= 100° , ∠2= 40°.
87
2.8 Right angled triangles 2.9 Pythagoras Theorem
The triangle in which one of the angles is a right angle. The sides of a right-angled triangle have a special relation
between them. All the three sides are inter-linked.
2.8.1 Sides of a right-angled triangle
This relation was given by Greek Mathematician Pythagoras.
The sides of a right-angled triangle are named as Base, This relation is known as Pythagoras Theorem, which states
Perpendicular and Hypotenuse. that:
‘In a right-angled triangle the square of the
The hypotenuse is the side opposite to the right angle. hypotenuse is equal to the sum of the squares of the
The perpendicular and the base makes the right angle of the perpendicular and base of the triangle’.
triangle.
Mathematically, h 2 = p 2 + b 2.
The sides are illustrated in the following diagram:
In the above figure, the side AC is the hypotenuse. So, the

Pythagoras theorem can be expressed as,
AC2 = AB2 + BC2
88
Example: Calculate the missing sides for a right angles REAL LIFE APPLICATIONS OF PYTHAGORAS
triangle: THEOREM:
i. h= 25 cm, p= 24 cm, find b.
ii.p= 4 cm, b= 3 cm, find h. a) Calculating the size of TV, monitors, size of suitcases, etc.
The sizes of the above objects are actually the diagonal length
Solution: i. As per the Pythagoras theorem, h 2 = p 2 + b 2. So, of the object. For example if a TV is 52 inches it means its
252 = 242 + b 2 diagonal length is 52 inches, not the length or width of the TV.
=> 625= 576 + b 2 Same way it is done for the other rectangular objects (Size of
=> 625 - 576 = b 2 Blackboard, TV, suitcases, Computer monitors, etc. which are
=> 49 = b 2 only shown by one value).
=> b 2 = 49
=> b= 49 b) Displacement of a person moved in a particular direction.
So, b = 7 cm. For example if a person moves 6 km towards East and then 8
km towards north then the distance he actually moved from
ii.As per the Pythagoras theorem, h 2 = p 2 + b 2. So, the original position is the hypotenuse value of the right angled
h 2 = 42 + 32 triangle so obtained. i.e., the displacement will be 10 km from
=> h 2= 16 + 9 the original position as calculated by the Pythagoras Theorem.
=> h 2 = 25
=> h = 25 c) Painters use ladders to paint on high buildings and often use
So, h = 5 cm. the help of Pythagoras' theorem to complete their work. The
painter needs to determine how tall a ladder needs to be in
order to safely place the base away from the wall so it won't tip
over. In this case the ladder itself will be the hypotenuse.
89
Exercise 4 2.10 Pythagorean Triplets
1. Calculate the missing sides in the following for a right angled Any three positive integers a, b and c are called as
triangle. illustrate through a rough diagram: Pythagorean triplets if c 2 = a 2 + b 2.
i. h= 13 cm, p= 12 cm, find b.
ii. p= 12 cm, b= 9 cm, find h. For example, 3, 4 and 5 are Pythagorean triplets as,
iii. p = 8 cm, b= 15 cm, find h 52 = 32 + 42.
iv.h= 10 cm, b = 8 cm, find p
Note: LHS = 25
2. Mr. Mathews saw an advertisement of a T.V. in the and RHS = 9 + 16 which is also 25. So, 3, 4 and 5 are
newspaper where it is mentioned that the T.V. is 10 inches high Pythagorean triplets.
and 24 inches wide.
a) What is the screen-size of the TV in inches? Exercise 5
b) Write about the authenticity and accuracy of your
calculation of the screen-size. Draw the diagram to Which of the following sets of numbers are Pythagorean
elaborate. triplets:
3. Mary wants to get a computer monitor for her desk which i. 5, 12, 13
can hold a 22 inch monitor. She has `found a monitor 16 ii.8, 14, 16
inches wide and 12 inches high. Will the computer fit into iii.8, 15, 17
Mary’s cabin? Draw the diagram to elaborate. iv.7, 24, 25
v.12, 35, 37,
4. A painter who has to paint a wall which is about 4 m high. vi.15, 36, 39
The painter has to put the base of the ladder 3 m away from
the wall to ensure it does not tip. What will be the length of
the ladder required by the painter to complete his work?
Draw the diagram to elaborate.
90
S ECTION 3
Mensuration
K EY POINTS
• 2 D shapes
• Area and perimeter of closed 2 D shapes
(triangle, square, rectangle, circle, semi-circle).
• Area of composite shapes

• 3 D shapes
• Volume of 3 D shapes (cube and cuboid).
• Real-life application of perimeter, area and
volume.
91
3.1 Area and Perimeter 1
Area of a triangle, A = × base × height square units.
2
The perimeter has a one dimension that is only length. The 1
⇒A= × BC × AD square units.
length of the boundary of a shape is called its perimeter. The 2
perimeter of any rectilinear figure is the sum of its all lengths.
The unit of perimeter is same as the unit of length. Example 1: Find the area of a triangle whose base is 12cm
and altitude is 6cm.
The area is the two dimensional space bound by the perimeter.
Solution:
3.2 Triangle
Given: Base of triangle = 12 cm and altitude of a triangle = 6
Altitude of a triangle corresponding to a particular side is cm
perpendicular distance of that side from the opposite vertex. 1
Area of a given triangle, A = × base × height square units.
In the given figure the height corresponding to the side BC of 2
△ ABC. 1
∴ A= × 12cm × 63cm
2
∴ A = 12 × 3cm2
Hence, the area of a given triangle is 36 cm2
Example 2: The lengths of three sides of a triangle are 5cm,

12 cm and 13cm. Find the
perimeter of a triangle.
Solution: Perimeter of a triangle = Sum of all the sides
∴ P = 5cm +12cm +13 cm
∴ P = 30cm
The height corresponding to the side BC can be represented Hence, the perimeter of a given triangle is 30cm.
by (AD ⊥ BC )
A triangle has three sides,
∴ Perimeter = Sum of the sides
P = AB + BC + AC
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3.3 Rectangle Area of a Rectangle = Length x Breadth square units
A rectangle is polygon with four sides and each angle is a
right angle (90 degrees). The opposite sides of a rectangle are Example 3: The length and breadth of a rectangle are 12cm
equal. and 14 cm respectively. Find the area and perimeter of a
rectangle.
□ ABCD is a rectangle.
Solution: Given that length = 12cm and breadth = 14cm
1. AB = CD and AD = BC
2. ∠A = ∠B = ∠C = ∠D = 90° Perimeter = 2 × (length + breadth) units

= 2 × (12 + 14) cm
= 2 × 26 cm
Perimeter = 52 cm
Area of a Rectangle = Length x Breadth square units

= 12cm x 14cm
Area = 168 cm 2
Example 4: A farmer owns a rectangular piece of land of

Perimeter of a rectangle = Sum of all sides
dimensions 120ft by 80ft.
⇒ P = AD + BC +AB + CD
i. What is the cost of ploughing the field at the rate of Rs.15
per square ft?
⇒ P = 2BC + 2CD
ii.What will be the cost of fencing at the rate of Rs. 10 per
feet?
⇒ P = 2 × length + 2 × breadth
or P = 2 × (length + breadth)
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Solution: Given that the length and breadth of rectangular Perimeter of a square is also sum of all sides, since its all sides
field are 120 ft length and 80 ft as breadth. are equal.
We can say perimeter is four times its length.
i. Area of rectangular field = Length x breadth square ft.
A = 120 ft x 80 ft Perimeter = 4 × side units
A = 9600 square ft.
Cost of ploughing = 9600 sq. ft x Rs. 15.
Area of a square = side ×side sq. units.
= Rs. 1,44,000.
Hence, the cost of ploughing the given rectangular field is
Rs.1,44,000. Example 5: Find the area and perimeter of a square of side
20 cm.
ii. Perimeter = 2 × (length + breadth) units
= 2 × (120 + 80) feet
Solution: Area of a square = side x side sq. units
= 2 × 200 feet
Perimeter = 400 feet = 20cm x 20cm
Cost of fencing = 400 feet x Rs. 10 = 400 cm 2
= Rs. 4000. Perimeter of a square = 4 x side units
Hence, the cost of fencing the field is Rs. 4000.
= 4 x 20cm
= 80cm.
3.4 Square
A regular polygon with four sides is called a square. Square 3.5 Circle
has all its four sides equal and each angle is 90 degrees. A A circle is a round symmetrical figure which is a combination
of points equidistant from the centre. The boundary of the
square is also a rectangle as its opposite sides are equal,
circle is called as ‘circumference’.
parallel and each angle is 90 degrees.
Radius: The distance from the centre to the circumference is

called as radius.
94
22
3.5.1 Area and Circumference of a circle So, C = 2 × × 3.5
7
=> C = 22 cm.
Area:
The area of a circle is given by the formula πr 2, where r is the
3.6 Semi-circle
radius of the circle.
When we divide the area of a circle into two parts along the
The symbol ‘ π’ is called as pie. Its value is 22/7 or 3.14. It is a
diameter then we get a semi-circle.
unit-less quantity.
Example: Calculate the area of the circle with radius 5 cm.
Solution: Here, r = 5 cm. So, area of the circle is πr 2
A = πr 2
22
=> A = ×7×7 The area of a semi-circle is exactly half of the area of the
7
=> A = 22 × 7 respective circle i.e.,
=> A = 154 cm.
πr 2
Area of a semi-circle = .
Circumference: The circumference of a circle is given by 2
2πr.
Similarly the perimeter of a semi-circle is given by
Example: Calculate the circumference of the circle of radius
2πr
3.5 cm P=( = πr) + 2r
2
P = πr + 2r
Solution: The circumference of the circle is 2πr. Here, r = 3.5
cm.
95
Example: Calculate the perimeter and area of a semi-circle 3.7.1 Area and perimeter of compound shapes
with radius 14 cm. As we have already discussed in MYP 1 that the area of a
compound shape is given by adding the individual areas of all
πr 2 the shapes and the perimeter of it is the sum of all the
Solution: Area of a semi-circle =
2 outer-most boundary lengths.
22
× 14 × 14
A= 7
2 Example: Calculate the area and perimeter of the following
=> A = 616/2 shape:
Hence, the area of the semi-circle = 308 sq. cm
Perimeter = πr + 2r
22
=> P = × 14 + 2(14)
7
=> P = 44 + 28
=> P = 72cm.
3.7 Composite shapes
Solution: The above figure can be divided into sub-shapes (1

Composite shapes are formed by combining two or
rectangle and a square) as shown below:
more shapes to make a combined shape as a whole.
Examples: Following are some examples of

compound/composite shapes:
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Now, the rectangle is of 5 cm length and 2 cm width and the 3.8.2 Volume of a cube
square is of sides 6 cm.
So, the combined area of the whole shape= Since a cube has all the dimensions equal, so, the volume is
A = (5 x 2) + (6 x 6) given by
=> A = 10 + 36
=> A = 46 sq. cm V = side3
Perimeter = (2 + 11 + 6 + 6 + 4 + 5) cm
=> P = 34 cm. Example: Calculate the volume of a cube of sides 5 cm.
3.8.1 Volume of a cuboid Solution: As the volume of a cube is given by

The volume of a cuboid is given by l x b x h, where l is the
length, b is the breadth and h is the height of the cuboid. V = side3
Example: Calculate the volume of a cuboid whose So, the volume of the cube will be ,
dimensions are 4 cm, 5 cm and 6 cm. V=5x5x5
Solution: V = l x b x h => V = 125 cubic cm.
So, V = 4 x 5 x 6 = 120 cubic cm.
Some important facts related to volume which are
used in real-life
Introduction to Volume
i. Conversion of cubic cm to mL
1 cubic cm = 1 mL
ii. Conversion of cubic metre to litres
1 cubic metre = 1000 litres.

https://www.youtube.com/watch?v=qJwecTgce6c
97
Exercise 2. Calculate the area of the following shapes:
1. Calculate the area of the following shapes (each smaller i. iv.

square has a dimension of 1 cm):
i.
ii.
ii.
iii.
iii.
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3. A rectangular container of dimensions 6 cm, 10 cm and 12 d) Write about the authenticity of the solutions with respect to
cm. How much water can be contained in the container? Draw real-life situation.
diagram.
6. The length of a rectangular park is twice the breath. If the
4. A tank of dimensions 1.5 m, 2 m and 1.8 m, is built to store perimeter is 72 m, find the area of the park.
water. Draw a rough diagram to show the dimensions of the
tank. 7. A cuboidal container has dimensions 8 cm, 7 cm and 10 cm.
How much fluid in mL is can hold?
a) How many litres of water can it store? Write your answer in
correct degree of accuracy.
b) Explain about the authenticity of your result.
5. A square park needs to be constructed in a locality. He plot

has dimensions 15 m each side. There must be a 1m
pathway built up within the plot and the remaining area
can be used to build the park.
a) Calculate the area left to build the park.
b) Calculate the area of the pathway.
c) Calculate the total cost of building the park. Given: cost of

fencing= ₹50 per metre, cost of building the pathway=
₹800 per square metre and cost of construction of the
park= ₹950 per square metre.
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S ECTION 4
Construction
K EY POINTS
• Construction of the following using compass,

protractor and straight edge (ruler):
✴ Triangle with 3 given sides.
✴ Triangle with 2 angles and the common side.
✴ Triangle with 1 angle and 2 sides.
✴ Rectangle/square with given dimensions.
✴ Perpendicular-bisector of a given line-
segment.
✴ Angle-bisector of a given angle. Image source:
https://en.wikipedia.org/wiki/Compass-and-straightedge_construction
✴A line passing through a given point and
parallel to a given line.
100
4.1 Introduction 4.3.1 Construction of a triangle with 3 given sides
In MYP 1 we have studied about the construction of circles,

triangles and rectangles/squares. This year also we will work Construction of a triangle with 3 given sides
on the same constructions along with a few add-ons such as
Parallel lines, angle bisectors, and perpendicular bisectors.
4.2 Tools to be used for construction
For each of the constructions, we will be using only ruler

(straight edge), compass and protractor. The constructions
should be made using a sharp HB pencil only.
Each type of the constructions is elaborated through a

video. So, watch the videos carefully. Source: https://www.youtube.com/watch?v=urivXd755y8
4.3 Construction of triangles
A triangle has 6 basic elements/parts i.e., 3 sides and 3 angles.

It is possible to construct a triangle if we have minimum of 3
elements given and one of them must be a side. Exercise 1
Construct a triangle ABC with the given sides:
Now, let us watch the videos to learn the construction of i. 5 cm, 7 cm and 9 cm
triangles. ii.8.5 cm, 4.5 cm and 5 cm
iii.6.3 cm, 4.8 cm and 7.6 cm
101
4.3.2 Construction of a triangle with 2 angles and the 4.3.3 Construction of a triangle with 1 angle and 2
common side sides
Construction of a triangle with 2 angles and the Construction of a triangle with 1 angle and 2 sides
common side
Source: https://www.youtube.com/watch?v=nnzYT0jzlK4 Source: https://www.youtube.com/watch?v=C7IwKsfG8sk&t=25s
Exercise 2 Exercise 3
Construct a triangle XYZ with the given measurements: Construct a triangle PQR with the given measurements:
i. XY = 6 cm, angle X = 40° and angle Y = 60° i. PQ = 4 cm, QR = 5 cm and angle P = 40°
ii.YZ = 7 cm, angle Y = 50° and angle Z = 70° ii.PR = 5 cm, angle R = 50° and PQ = 3 cm
iii.XZ = 6.3 cm, angle Y = 55° and angle Z = 35° iii.QR = 6.8 cm, PQ = 4.3 cm and angle Q = 55°
102
4.4 Construction of a Rectangle/square with given 4.5 Construction of a perpendicular-bisector of a
dimensions given line-segment
Both the construction of rectangles and squares follow the Bisector: The term bisector means dividing in two equal
same rule as shown in the following video: parts.
Construction of a Rectangle with given dimensions Construction of a perpendicular-bisector of a given

line-segment
Source: https://www.youtube.com/watch?v=EV16h34znEs&t=105s
Source: https://www.youtube.com/watch?v=Dpkt5yS2ETY
Exercise 4
1. Construct the following and name/label the drawn figures
correctly: Exercise 5
i. A rectangle PQRS with length 4 cm and breadth 3 cm Construct the following:
ii.A rectangle ABCD with length 5.5 cm and breadth 4.5 cm Draw a line segment PQ of the given lengths. Draw a
iii.A square WXYZ with sides 5 cm. perpendicular bisector of the line segment. Verify your
construction by measuring the length of the bisecting point on
2. (Challenging situation) Construct a rectangle ABCD the line segment from either ends and the angle at which it
with length AB = 4 cm and Diagonal AC = 5 cm. Measure the intersects the line segment:
breadth of the rectangle from your construction. i. 6 cm ii. 8 cm iii. 5 cm iv. 4 cm
103
4.6 Construction of angle-bisector of a given angle 4.7 Construction of a line passing through a given
point and parallel to another given line
Construction of angle-bisector of a given angle

Construction of a line passing through a given point
and parallel to another given line
Source: https://www.youtube.com/watch?v=J6iGa5UoL7M
Source: https://www.youtube.com/watch?v=4PesBbY-TRU&t=28s
Exercise 6
Exercise 7
1. Construct the following angles and name them
Draw a line AB. Place a point P at a distance of the following
appropriately:
measurements and construct a line passing through the point
i. 50° ii. 90° iii. 120°
P and parallel to line AB:
iv. 110° v. 60° vi. 40°
i. 3 cm ii. 4 cm iii. 4.5 cm

2. Construct the angle bisectors of each of the above angles.
Verify them by measuring the bisected angles.
104
Bibliography
Sharma, R D. Mathematics (Class VII). Dhanpat Rai Publications, 2010.
"Word Cloud Art Generator". Wordart.Com, 2022, https://wordart.com/.
"7Th Grade Math Problems |7Th Grade Algebra|7Th Grade Geometry|7Th Grade Numbers". Math Only
Math, 2022, https://www.math-only-math.com/7th-Grade-Math-Problems.html.
"Decimals". Mathsisfun.Com, 2022, https://www.mathsisfun.com/decimals.html.
"Word Art Patterns And Sequences - Google Search". Google.Com, 2022,

https://www.google.com/search?source=univ&tbm=isch&q=word
+art+patterns+and+sequences&safe=active&sa=X&ved=2ahUKEw
iI2ozW4ePpAhWmxTgGHfrZBuAQsAR6BAgHEAE&biw=1199&bih =749#imgrc=cm9sBnAD-aKWyM.
2022, https://files.askiitians.com/cdn/images/20181129- 12632445-7620-exponents.png.
Youtube.Com, 2022, https://www.youtube.com/watch?v=-zUmvpkhvW 8.
Byrd, Greg et al. Cambridge Checkpoint Mathematics. Cambridge University Press, 2013.
Youtube.Com, 2022, https://www.youtube.com/watch?v=OF2GtIinL_s.
"Laws Of Exponents". Mathsisfun.Com, 2022, https://www.mathsisfun.com/algebra/exponent-laws.html.
2022, https://www.lehman.edu/faculty/anchordoqui/Scientific_Notation.pdf.
Conway, Michele et al. Cambridge Lower Secondary Maths.

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Made by Ankur Kumar- IBMYP Mathematics Facilitaor at Choithram International

6. Ratio and Proportions

7. Patterns and Sequences

In the previous class, we have studied about integers. To

The Natural Numbers and Whole Numbers

i. The natural (or counting) numbers are 1, 2, 3, 4, 5, etc.

ii. The whole numbers are the natural numbers together

The integers are the set of real numbers consisting of the

Example: {...,−5, −4, −3, −2, −1, 0, 1, 2, 3, 4, 5, ...} Source

Addition of Integers: Solved Examples

Solution: 2 + 5 = 7 [since the integers are positive, so the Example 2: Add: - 26 + 47

9. 3+4+1 10. – 1 + 4 + 6. 11. 5 + 6 – 3

ACTIVITY: Understanding the concept of addition and 12. – 4 – 2 + 5. 13. – 2 – 3 – 4 14. – 12 – 4

21. – (-4) – (-7). 22. – (-3) – (-9). 23. – (-6) – (-1)

24. – (-3) + (-4) 25. (-3) + (-8). 26.– (4) + (-3)

27. – (-3) – (-4). 28. – (-6) + (-4). 29.– (-10) + (-9)

30. 6 + 8 + 1. 31. 9 – (-4) + (-1) 32. – 4 – (-2) – (-5)

33. 8 + (-2) – (-3). 34. – 8 + 5 – 7 + 5 35. – 5 – 7 – 2 – 1

2. Arrange these temperatures in order from coldest to hottest:

(a) 8°C, 2°C, 4°C, 0°C, –2°C

(b) (b) –4°C, -7°C, 0°C, 19°C , 29°C, –12°C

3. What must be added to 55 to get 30?

7. The height of a mountain is 625 m above the sea-level and the

• Example 1: 9 x – 7 = - 63 (the two integers have

1. Find the product of the following:

1. Lorem ipsum dolor sit amet

3. Ut enim ad minim veniam, quis exercitation

Types of Fractions: Like Fractions:

Example: 2/3, 5/9, 51/90 etc. 1 5 4 100

Image source: https://www.mathsisfun.com/images/decimals.gif

Example 2: Divide 4.808 by 0.8

Here again we write the above values as fraction, so we get as

Example 2: Convert 15 minutes into hours.

5. If the cost of 6 kg of rice is equal to 196.6 rupees, what will

1. Convert the following units of measurements:

iii. 55 metres into cm iv. 55 cm into metres

v. 145 m into km vi. 23 km into metres

vii. 8 ml into litres viii. 55 ml into litres A. 5.5 km

2. If the price of 450 grams of a vegetable is 9 rupees. what B. 0.55 km

• System of Rational Numbers and Irrational

• Comparison of rational numbers

Now, we shall introduce the system of rational numbers, Irrational numbers

4.2 Rational Numbers

4.3 Some important points related to Rational Solution:

Then, A represents the integer 1 and A' represents the integer

two parts. Thus, OP = PA = 1/2. Since, O represents 0 and A

Here the LCM of 3, 6, 9 and 18 is 18. 2 5

Hence the original form of rational numbers in ascending order

2. Can every rational numbers called as fractions?

3. Does commutative property hols for subtraction

Distributive Property: The multiplication of rational

• Finding percentage value of a given number

Image source: https://pixabay.com/p-76213/?no_redirect

1. There are 60% boys in a class. 1 5

Solution: Let the number be x.

So, 15% of x km= 75 km, which means

2. Express each of the percentages in question ‘1’ as decimals.

3. Express each of the following fractions as per cent:

5. Express the following decimals as percent: i. Represent 12 as a percentage of 60.