Std06 Maths EM

© Government of Tamilnadu
First Edition-2003
Reprint - 2005
Chairperson
Dr. K. SRINIVASAN
Reader in Mathematics
Presidency College (Autonomous)
Chennai - 600 005.
Reviewers
Prof. (Mrs.) SHIELA BOSE Thiru M.K. SUBRAMANIAN
Head Department of Mathematics, Deputy Director,
Lady Willingdon Institute of Directorate of Teacher Education,
Advanced Study in Education, Research and Training,
Chennai - 600 005. Chennai - 600 006.
Authors
Thiru G. GNANASUNDARAM Thiru M. PALANIVASAN

P.G. Teacher, P.G. Teacher,
S.S.V. Higher Secondary School, I.C.F. Higher Secondary School,
Park Town, Chennai - 600 003. Chennai - 600 038.
Thiru P. NAGARAJAN Thiru T. KATHIRVEL

B.T. Assistant, Assistant Headmaster,
B.R. Govt. High School, Govt. Higher Secondary School,
Puzhal-600 066. Arumbakkam,
Tiruvallur Dt. Chennai - 600 106.
Price : Rs. 33-00
This book has been prepared by The Directorate of School Education

on behalf of the Government of Tamilnadu
This book has been printed on 60 G.S.M. Paper
Printed by Offset at :
CONTENTS
Page No.
1. NUMBER WORK 1
1.1 Numbers – Revision 1

1.1.1 Natural Numbers and Whole Numbers
1.1.2 Face value and Place value
1.1.3 Expanded form
1.2 Four fundamental operations on Whole numbers 5

1.2.1 Addition
1.2.2 Subtraction
1.2.3 Multipliction
1.2.4 Division
1.3 Number patterns 13

1.3.1 Divisors, Factors and Multiples
1.3.2 Even and Odd numbers
1.3.3 Prime and Composite numbers
1.4 Large numbers in Exponential form 17

1.5 Tests of divisibility – Revision 20
1.6 Greatest common divisor and Least common multiple 23
1.7 Integers 28
1.7.1 Directed numbers
1.7.2 Integers and order in number line
1.7.3 Addition and Subtraction of integers
1.7.4 Multiplication of integers
1.7.5 Division of integers
1.8 Fractions 41
1.8.1 Fractions – Revision
1.8.2 Addition and Subtraction on Fractions
1.8.3 Multiplication and Division on Fractions
1.9 Decimal numbers 53

1.9.1 Decimal form of fractions
1.9.2 Four fundamental operations on decimals
2. EVERYDAY ARITHMETIC 65
2.1 Ratio and Proportion 65

2.1.1 Ratio formation
2.1.2 Comparison of ratios
2.1.3 Proportion formation
2.1.4 Proportion – Applications
2.1.5 Direct variation
2.2 Percentage 77
2.2.1 Percentages, Fractions and Decimals – Relationship
2.2.2 Profit and Loss
2.2.3 Profit and Loss percentage
2.3 Shopping 84
2.3.1 Verification of bill amount
2.3.2 Preparation of a bill
2.4 Finance 90
2.4.1 Simple Interest (Unitary Method)
2.4.2 Formula for Simple Interest
3. MEASUREMENTS 95
3.1 Metric measures 95

3.1.1 Linear measures (measures of length)
3.1.2 Measures of weight
3.1.3 Measures of capacity
3.1.4 Addition and Subtraction in metric measures
3.1.5 Multiplication and Division in metric measures
3.1.6 Measures of area
3.1.7 Measures of volume
3.2 Measures of Time 111

3.2.1 Ordinary time and Railway time; Ordinary year and Leap year
3.2.2 Calculating number of days.
3.2.3 Finding the day of the week
3.3 Area and Perimeter 121
3.3.1 Area and perimeter of a square
3.3.2 Area and perimeter of a rectangle
3.3.3 Area and perimeter of a right angled triangle
3.3.4 Area of Four walls
4. ALGEBRA 137
4.1 Introduction 137
4.2 Mathematical statements 137
4.3 Place holders 138
4.4 Literals 140
4.5 Constants and Variables 141
4.6 Power (or Exponent or Index) of a variable 143
4.7 Coefficients 144
4.8 Terms 145
4.9 Addition and Subtraction of terms 147
5. GEOMETRY 151
5.1 Basic geometrical concepts 151
5.1.1 Point
5.1.2 Line
5.1.3 Ray
5.1.4 Line segment
5.1.5 Plane
5.2 Relationship between points and lines 155

5.2.1 Concurrent lines
5.2.2 Collinear points
5.2.3 Intersecting and Parallel lines
5.3 Angles 159

5.3.1 Angle and measure of an angle
5.3.2 Types of angles
5.3.3 Complementary and Supplementary angles
5.3.4 Bisector of an angle

5.4 Triangles 164
5.4.1 Parts of a triangle
5.4.2 Types of triangles
5.4.3 Important properties of triangles
5.5 Special quadrilaterals 169

5.5.1 Quadrilateral and its parts
5.5.2 Special type of quadrilaterals
6. PRACTICAL GEOMETRY 173
6.1 Geometrical instruments box 173
6.2 Line segment 176
6.3 Constructing a line segment of a given measurement 177
6.4 Measuring the length of a given line segment 178
6.5 Constructing a line perpendicular to a given line at a given point on it 179
6.6 Constructing the perpendicular bisector of a given line segment 181
6.7 Measuring angles 185
6.8 Constructing angles of given measures 188

6.8.1 Constructing 90° and 45° using paper folding method
6.8.2 Drawing angles with the help of a protractor
6.9 Constructing the angle bisector of a given angle 189

6.9.1 Paper folding method
6.9.2 Using protractor and compass
7. HANDLING DATA 191
7.1 Meaning of an average (mean) 191
7.2 Median 194
7.3 Mode 195
7.4 Pictograph 197
7.5 Bar Graph 201
ANSWERS 207
1. NUMBER WORK
“Numbers are my friends” says Ramanujan, the well known Indian Mathematician. He loved
numbers and his contribution to Mathematics is great. We are familiar with some fundamental
mathematical calculations with numbers in the previous classes. Now we briefly revise the number
system which we have studied.
Any number is a concept. ‘one’ is a number name and we use the numeral or symbol ‘1’ to
denote it. ‘Five’ is a number name and we use the numeral ‘5’ to denote it. In olden days, different
symbols were used in different parts of the world to denote the numerals. The present system is based
on ten numerals 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. It was developed by Indians. Arabs made these numerals
known to western countries. Hence these numerals are called Indo-Arabic numerals. This system is
universally accepted.
1.1 Numbers – Revision
1.2 Four fundamental operations on Whole numbers
1.3 Number patterns
1.4 Large numbers in Exponential form
1.5 Tests of divisibility – Revision
1.6 Greatest common divisor and Least common multiple
1.7 Integers
1.8 Fractions
1.9 Decimal numbers.
1.1 Numbers – Revision

1.1.1 Natural Numbers and Whole Numbers
1.1.2 Face value and Place value
1.1.3 Expanded form
1.1.1. (a) Natural Numbers :

The counting numbers 1, 2, 3, ……… are called natural numbers. Natural numbers are
beginning with 1 and increasing one by one. The set of natural numbers is denoted by the
symbol N. In the set of natural numbers, 2 is called the successor of 1. 1 is called the predecessor of 2
and 3 is called successor of 2 and 2 is called predecessor of 3. Can you give the last natural number?
Thus N = {1, 2, 3, ……… }
(b) Whole Numbers :

If we include the number 0 to the set of natural numbers, we get 0, 1, 2, 3, ……… . This is
called the set of whole numbers and is denoted by the symbol W.
Thus W = {0, 1, 2, 3, ……… }
1
1.1.2 Face Value and Place Value
The numerals 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are called digits. It is by using these ten digits, we are
generating all the numbers in the set of whole numbers. For example, to write the numeral for two
thousand four hundred and eighty seven, we write 2487. Here we use the digits together with place
value.
Every digit in a number has a face value and a place value. For example in 2487, the digits we
have used are 2, 4, 8 and 7. The face value of these digits are respectively 2, 4, 8 and 7 only. However
depending upon the place they occupy in the number, each digit has a distinct value. In 2487,
the place value of 2 is 2000;
the place value of 4 is 400 ;
the place value of 8 is 80 ;
the place value of 7 is 7;
Using the ten digits and the concept of place value, we can write any number.
The place value increases in powers of 10, starting from units. The digits in numbers from right
to left have the place values of 1, 10, 100, 1000, 10000 etc. Thus the place value of each digit in
894063217 is as follows :
The place value of 7 is 7 ones 7
The place value of 1 is 1 ten 10
The place value of 2 is 2 hundreds 200
The place value of 3 is 3 thousands 3000
The place value of 6 is 6 ten thousands 60000
The place value of 0 is 0 lakh 0
The place value of 4 is 4 ten lakhs 4000000
The place value of 9 is 9 crores 90000000
The place value of 8 is 8 ten crores 800000000
Now this number can be read as eightynine crore, forty lakh, sixtythree thousand two hundred
and seventeen and is written as 89,40,63,217.
Another method of expressing the numbers is known as international notation. In the
international system of writing the number 742894063154, it is grouped in threes starting from the
unit place and written as 742, 894, 063, 154. Place value of international notation are as follows :
Billions Millions Thousands Hundreds Tens Ones
Hundred Thousand
Hundred Million
Hundred billion
Ten Thousand
Ten Million
Ten billion
Thousand
Hundreds
Million
billion
Ones
Tens
7 4 2 8 9 4 0 6 3 1 5 4
We read the number as “seven hundred and forty two billion, eight hundred and ninety four
million, sixty three thousand one hundred and fifty four.
2
Example 1 :
Give the face value and the place value of each of the digit in the number 5, 47, 61, 893.
Solution :
Face value (digit) Place value
5 5,00,00,000
4 40,00,000
7 7,00,000
6 60,000
1 1000
8 800
9 90
3 3
Table 1.1
The number is written in words as “five crore forty seven lakh sixty one thousand eight hundred
and ninety three”.
In the international notation, the above number 5, 47, 61, 893 is grouped as 54, 761, 893 and
written as “fifty four million, seven hundred and sixty one thousand eight hundred and ninety three”.
1.1.3. Expanded form :
A number can be written in an expanded form using the place values.
Example 2 :
Write 53624 in expanded form.
Solution :
53624 = 50000 + 3000 + 600 + 20 + 4
= 5 × 10000 + 3 × 1000 + 6 × 100 + 2 × 10 + 4
Example 3 :
Find the number which corresponds to the expanded form.
3 × 10000 + 2 × 1000 + 8 × 10 + 3
Solution :
3 × 10000 + 2 × 1000 + 8 × 10 + 3 = 30000 + 2000 + 80 + 3
= 32083
Discuss :
Take various numbers and practise writing the face values and place values of the digits in the
numbers.
Exercise 1.1
1) Which is the smallest natural number?
2) Which is the smallest whole number?
3) Which is the predecessor of the whole number 1 ?
4) Which is the successor of the natural number 10 ?
3
5) Which is the greatest four digit number?
6) Which is the smallest four digit whole number?
7) Mention the place values of the underlined digits (in Indian system)
(a) 832758 (b) 78430 (c) 100258 (d) 289 (e) 372853461
8) Mention the place values of the underlined digits (in International system)
(a) 7483216 (b) 615308457 (c) 41932673 (d) 37047854 (e) 477931
9) Write the number names of the following in Indian system
(a) 2005624 (b) 732416 (c) 503302
10) Write in numerals
(a) Sixty three lakhs twenty one thousand nine hundred and forty six.
(b) Two lakh three hundred and four.
(c) Seven hundred and two million nine hundred and thirty four thousands four hundred
and twenty.
(d) Two billion forty one million seventy nine thousand and sixty five.
11) (a) How many thousands are in a lakh?
(b) How many lakhs are in a million?
(c) How many millions are in a crore?
(d) How many millions are in a billion?
12) How many thousands are in each of the following number?
(a) 3785 (b) 642135 (c) 7000000
13) Write the numbers correspond to the following expanded forms :
(a) 3 × 10000 + 5 × 1000 + 2 × 100 + 6 × 10 + 4
(b) 2 × 10000 + 7 × 1000 + 5 × 10 + 3
14) Write the following numbers in the expanded form :
(a) 25638 (b) 72804 (c) 600003
15) Find the difference of the place values of two 5’s in 65354.
Activity :
(a) Prepare a chart and display in your class containing Tamil numerals.
(b) Prepare a chart containing Roman numerals and the system of writing.
(c) Prepare a chart containing various system of numerals in the world.
(d) Discuss the advantage of Indo-Arabic numerals over other systems of the numerals.
THINGS TO REMEMBER
(1) Natural numbers N = {1, 2, 3, ………}
(2) Whole numbers W = {0, 1, 2, 3, ……}
(3) Every digit in a number has a face value and a place value.
(4) The face value of a digit will always be the same as the digit. The place value
of a digit changes according to its position in the number.
(5) In the Indian system of numeration, the number is grouped in two digits
after the hundred’s place.
(6) In the International system of numeration, the number is grouped in three
digits starting from unit place.
4
1.2 Four fundamental operations on Whole numbers :
We have already learnt the method of applying the four fundamental operations on whole
numbers. Now we use some simple techniques to do the above operations quickly and easily.
1.2.1 Addition
1.2.2 Subtraction
1.2.3 Multipliction
1.2.4 Division
1.2.1 Addition :
Example 4 :
Add : (a) 59 + 21 (b) 118 + 122
Solution :
(a) 59 + 21 = 50 + 9 + 20 + 1
= 70 + 10 = 80
(50 + 20) + (9 + 1)
(b) 118 + 122 = 110 + 8 + 120 + 2
= 230 + 10 = 240
Discuss :
In the above example, how the unit digits are grouped?
Example 5 :
Add : (a) 65 + 37 (b) 48 + 76
Solution :
(a) 65 + 37 = 65 + 35 + 2 = 100 + 2= 102
(b) 48 + 76 = 40 + 8 + 70 + 6 = 110 + 14 = 124
Discuss :
Why were the numbers specified as follows :
37 = 35 + 2, 76 = 70 + 6 and 48 = 40 + 8
Example 6 :
Add : (a) 62 + 70 + 8 (b) 43 + 62 + 17 + 38
Solution :
(a) = 62 + 8 + 70
62 + 70 + 8 = 70 + 70
= 140
(b) = 43 + 17 + 62 + 38
43 + 62 + 17 + 38 = 60 + 100
= 160
Discuss :
The different grouping techniques in the above examples.
5
Example 7 :
Add : 80,765 + 25,437 + 9,502 + 108
Solution :
1 1 1
2
8 7 0
6 5
2 4 5
3 7
5 9
0 2
1 0 8

11 5 8 1 2

Discuss :
In the above example, how do we arrive at the numbers placed just above the dotted lines?
1.2.2 Subtraction :
We know that subtraction and addition are inverse operations. For every addition there are two
subtraction facts.
For example,
2 + 8 = 10 is an addition fact. From this, we can state two related subtraction facts. They are
10 – 8 = 2 and 10 – 2 = 8.
Discuss :
What are the two subtraction facts for the addition fact 6 + 5 = 11 ?
We do problem of subtraction in the same way as we do addition by writing according to the
place value.
Example 8 :
Subtract 2568 from 7349
Solution :
6 12 14
7 3 4 9
2 5 6 8

4 7 8 1

Discuss :
Find out how we arrived at the numbers noted just above the dotted line.
Since the subtraction operation is the inverse operation of addition, we can verify the answer
with the help of addition.
From the previous example
1 1
2 5 6 8
+ 4 7 8 1

7 3 4 9

6
In the example 8, 7349 – 2568 = 4781.
By addition fact, 7349 = 2568 + 4781.
∴ The answer is correct
Discuss :
Can we use simple methods for subtraction as in the case of addition?
25 – 9 = 25 – 10 + 1 = 15 + 1 = 16 Is it not easy ?
How will you find
4678 – 999 and 846 – 98?
Exercise 1.2
I. Add the following using simple methods and verify the answers by adding directly
(a) 199 + 61 (b) 256 + 184 (c) 62 + 57 + 38
(d) 2003 + 200 + 97 (e) 38 + 81 + 92 + 49 (f) 38 + 41 + 52 + 79
2. Do the subtraction using simple methods and verify the answers by subtracting directly.
(a) 37 – 9 (b) 85 – 7 (c) 258 – 99
(d) 564 – 98 (e) 4583 – 999 (f) 7325 – 998
3. Subtract :
(a) 5 4 8 3 (b) 1 7 8 2 5
–3758 – 9574
 
 
4. Mention two corresponding subtraction facts for each of the following :
(a) 15 + 6 = 21 (b) 38 + 65 = 103
5. Write and add three consecutive whole numbers that follow 74689
6. By using the digits 7, 5, 1, 8 and 4 only once write the greatest and the smallest five digit
numbers. Find the difference between them.
7. The cost price of a refrigerator is Rs. 12,500 and a television set costs Rs. 8750 more than
the refrigerator. Find the total cost of both the refrigerator and the television set.
8. There are 3847 people in a village. Out of them 2014 are males. How many females are
there?
9. In a group of 5200 people, 2500 watch TV serial ‘A’ and 1940 watch TV serial ‘B’. How
many people do not watch any serial?
10. Anbu went to the market with Rs. 1500. He bought a shirt for Rs. 250 and a pant for Rs.
350. Also he bought a pair of shoes for Rs. 500. How much money is left with him?
1.2.3 Multiplication :
Multiplication is a short form of addition of the same number several times.
8+8+8+8+8+8 = six times 8
= 6×8
= 48
Note : 6 × 8 means six times eight or eight times six.
In multiplication, if we use some simple and easy techniques, we can get the products easily and
quickly.
7
Consider the following examples :
Example 9 :
Multiply 283 by 101
Solution :
283 × 101 means 101 times 283
or 100 times 283 + one time 283
or 28300 + 283
or 28583
∴ 283 × 101 = 28583
Example 10 :
Multiply 750 × 99
Solution :
750 × 99 means 99 times 750
or 100 times 750 – one time 750
or 75000 – 750
or 74250
∴ 750 × 99 = 74250
Example 11 :
Find the value of 10 × 5 + 12 × 5 + 13 × 5
Solution :
10 × 5 + 12 × 5 + 13 × 5 means
10 times 5 + 12 times 5 + 13 times 5
or 35 times 5
or 35 × 5
or 175
∴ The value = 175
Example 12 :
Multiply 843 by 54 by ordinary method
Solution :
8 4 3 ×
5 4

3 3 7 2
4 2 1 5

4 5 5 2 2

Discuss :
Why is the second row of the multiplication written one place away from the unit place of the
first row?
8
Exercise 1.3
1. Write down the multiplication facts for the following :
(a) 7 +7 + 7 + 7 + 7 + 7 = 42 (b) 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 16
(c) 0 + 0 + 0 + 0 + 0 = 0 (d) 3 + 3 + 3 = 9
2. Write down the addition facts for the following :
(a) 5 × 6 = 30 (b) 0 × 3 = 0 (c) 8 × 1 = 8 (d) 10 × 4 = 40
3. Find the product using short methods
(a) 86 × 99 (b) 165 × 101 (c) 102 × 101 (d) 999 × 20
(e) 34 × 3 + 47 × 3 + 29 × 3 (f) 18 × 10 + 25 × 10 + 12 × 10 + 15 × 10
4. Find the product :
(a) 2003 × 476 (b) 8432 × 423 (c) 521 × 304 (d) 294 × 2004
5. Murugan earns three times of what his brother earns. If his brother earns Rs. 1800 in a
month, how much does Murugan earn?
6. A pen costs Rs. 12 and a pencil costs Rs. 1. If 220 sets of pen and pencil are ordered in a
school, what is the total amount the school has to pay?
7. Instead of multiplying 468 by 45 a student had multiplied it by 54. How much had the
answer increased than the correct one?
1.2.4 Division
Division can be considered as repeated subtraction or equal distribution.
Example 13 :
Divide 40 by 8
Solution :
40
– 8 … (1)

32
– 8 … (2)

24
– 8 … (3)

16
– 8 … (4)

8
– 8 … (5)

0

Here division is done as repeated subtraction. From 40, eight can be subtracted repeatedly five
times.
When 40 chocolates are to be distributed equally among eight children, each child will get five
chocolates.
Division is the inverse operation to multiplication.
9
See the diagram below :
Multiply by 5
8 40
Divide by 5
For every multiplication fact there corresponds two division facts.

In the example, 8 × 5 = 40, (a) 40 ÷ 5 = 8 and (b) 40 ÷ 8 = 5 are the two division facts.
Discuss :
For every division fact, there is only one related multiplication fact.
That is for 40 ÷ 8 = 5, 8 × 5 = 40
Example 14 :
Write the division facts of 56 – 8 – 8 – 8 – 8 – 8 – 8 – 8 = 0
Solution :
We have subtracted 8, seven times from 56 and the resultant is zero.
56
One division fact is 8 = 7
56
Another division fact is 7 = 8
Example 15 :
Write the division facts of 42 – 7 – 7 – 7 – 7 – 7 – 7 – 7 = 0
Solution :
The division facts of 42 – 7 – 7 – 7 – 7 – 7 – 7 – 7 = 0
42 42
are 7 = 6 and 6 = 7
Discuss :
Now consider the two division facts related to each of the following multiplication facts
1×0=0 , 2×0=0 , 3×0=0 , 15 × 0 = 0 , 23 × 0 = 0
⇓ ⇓ ⇓ ⇓ ⇓
0 0 0 0 0
(a) 1 = 0 , 2 = 0 , 3 = 0 , 15 = 0 , 23 = 0
0 0 0 0 0
(b) 0 = 1 , 0 = 2 , 0 = 3 , 0 = 15 , 0 = 23
From the above, we get two interesting properties of zero.
(a) Zero divided by any non-zero whole number is zero.
(b) Zero divided by zero gives different values. That is, 1, 2, 3, ……
This is not acceptable. Therefore division by zero is not permitted.
Discuss :
There is another very exciting question about zero.
What happens when a non-zero whole number is divided by zero?
That is to find 1 ÷ 0, 2 ÷ 0, 3 ÷ 0 etc.
Suppose 1 ÷ 0 is a whole number, then the related multiplication fact is
(The whole number) × 0 = 1.
10
But we know that any whole number multiplied by zero is zero.
So the above statement must be false. Therefore we say,
Division by zero is not a permissible operation in whole numbers.
Ramanujan, the great Mathematician of our country was a student in Town High School,
Kumbakonam in Tamilnadu. While he was studying in the 7th class, one day his teacher said that a
number divided by itself gives always one. Ramanujan asked the teacher whether it was true in the
case of zero also. How Ramanujan would have surprised the teacher and the class !
Example 16 :
Divide 20 by 6
Solution : Here 20 is the dividend
3 6 is the divisor
 20
6 20 (or denominator of 6 )
18
 3 is the quotient
2 2 is the remainder

20 = 6 × 3 + 2
Dividend = divisor × quotient + remainder
We know that division is repeated subtraction. But it is a tedious process if dividend is far
bigger than divisor. So we need a technique.
Consider the following examples :
Example 17 :
Divide 639 by 3.
Solution :
Here we write the dividend in the expanded notation (place value notation)
200 + 10 + 3
3 600 + 30 + 9
600 + 30 + 9
Now the quotient is 200 + 10 + 3 = 213.
Now we shall see some shortcut methods for multiplication and division problems.
Example 18 :
Multiplication by 5. Multiply : (a) 240 × 5 (b) 3645 × 5
10 2400
(a) 240 × 5 = 240 × 2 = 2 = 1200
10 36450
(b) 3645 × 5 = 3645 × 2 = 2 = 18225
Example 19 :
Multiplication by 25. Multiply : (a) 32 × 25 (b) 2003 × 25
100 3200
(a) 32 × 25 = 32 × 4 = 4 = 800
100 200300
(b) 2003 × 25 = 2003 × 4 = 4 = 50075
11
Example 20 :
Division by 5.
Divide : (a) 170 ÷ 5 (b) 2345 ÷ 5
170 170 × 2 340
(a) = = = 34
5 5×2 10
2345 2345 × 2 4690
(b) = = = 469
5 5×2 10
Example 21 :
Divide (a) 325 ÷ 25 (b) 875 ÷ 25
Division by 25
(a) 325 ÷ 25
325 325 × 4 1300
= = = 13
25 25 × 4 100
(b) 875 ÷ 25
875 875 × 4 3500
= = = 35
25 25 × 4 100
Discuss :
Can you suggest a similar simple method to divide a number by 125?
Exercise 1.4
1. State the following as division facts :
(a) 63 – 7 – 7 – 7 – 7 – 7 – 7 – 7 – 7 – 7 = 0
(b) 12 – 2 – 2 – 2 – 2 – 2 – 2 = 0
(c) 4 – 4 = 0
(d) 15 – 5 – 5 – 5 = 0
2. State the multiplication facts related to the following divisions :
(a) 18 ÷ 6 = 3 (b) 84 ÷ 7 = 12 (c) 120 ÷ 10 = 12 (d) 121 ÷ 11 = 11
3. State the two division facts related to the given multiplication
(a) 8 × 7 = 56 (b) 10 × 8 = 80 (c) 12 × 14 = 168 (d) 13 × 5 = 65
4. Multiply the following by using short-cut methods :
(a) 777 × 5 (b) 264 × 5 (c) 3256 × 5 (d) 988 × 5
(e) 299 × 25 (f) 472 × 25 (g) 5329 × 25 (h) 6251 × 25
5. Divide the following by using short-cut methods :
(a) 85 ÷ 5 (b) 315 ÷ 5 (c) 1995 ÷ 5 (d) 2875 ÷ 5
(e) 1225 ÷ 25 (f) 550 ÷ 25 (g) 2875 ÷ 25 (h) 8775 ÷ 25
6. Find the quotient and remainder fot the following :
(a) 564 ÷ 6 (b) 1234 ÷ 12 (c) 2925 ÷ 23 (d) 8243 ÷ 43
7. A person changes Rs. 345 into 25 paise coins. How many 25 paise coins will he get?
8. In a problem, given that the divisor is 15, quotient is 4 and the remainder is 2, find the
dividend.
9. When a number is divided by 215, the quotient is 74 and the remainder is 19. Find the
number.
12
10. The product of two whole numbers is 140436. If one number is 249, find the other number.
11. 42 persons participated in a tour to North India. If the total expenditure was Rs. 90,300 how
much amount each has to pay?
THINGS TO REMEMBER
(1) The four fundamental operations on numbers are Addition, Subtraction,
Multiplication and Division.
(2) Addition is the process of combining two or more numbers into one number.
(3) Subtraction is the reverse process of addition. Here from a given number we
take away a smaller number and find out the remainder.
(4) Multiplication is repeated addition of the same number.
(5) Division is repeated process of subtraction of the same number and the
remainder is found.
(6) The division algorithm is
Dividend = quotient × divisor + remainder.
(7) Adding any number with zero gives the same number.
Subtracting zero from any number gives the same number.
Multiplying any number by zero gives zero.
Dividing any number by zero is not defined.
1.3 Number patterns :

1.3.1 Divisors, Factors and Multiples
1.3.2 Even and Odd numbers
1.3.3 Prime and Composite numbers
In this lesson we study the concepts of divisors, factors, multiples and prime numbers. Also we
shall see the fascinating properties of number patterns.
1.3.1 Divisors, Factors and Multiples :
Divisors :
Consider the number 24. Divide 24 by 3. When we divide 24 by 3, the remainder is 0.
∴ 3 is the divisor of 24. Similarly if we divide 24 by 2, we will get 0 as the remainder.
Again 2 is the divisor 24. By applying the same process, 1, 4, 6, 8, 12, 24 are also divisors.
Thus the divisors of 24 are 1, 2, 3, 4, 6, 8, 12 and 24.
Now, what are the divisors of 13? Clearly 1 and 13 are the only divisors.
Note : The divisor in the division algorithm is different from this divisor. In division algorithm the
divisor indicates the denominator only.
Example 22 :
What are the divisors of (a) 18, (b) 45
Solution :
(a) The divisors of 18 are 1, 2, 3, 6, 9, 18
(b) The divisors of 45 are 1, 3, 5, 9, 15, 45
13
Number Divisors Facts
24 1, 2, 3, 4, 6, 8, 12, 24 1 × 24 = 24 ; 2 × 12 = 24
3 × 8 = 24 ; 4 × 6 = 24
13 1, 13 1 × 13 = 13
18 1, 2, 3, 6, 9, 18 1 × 18 = 18, 2 × 9 = 18, 3 × 6 = 18
45 1, 3, 5, 9, 15, 45 1 × 45 = 45, 3 × 15 = 45, 5 × 9 = 45
19 1, 19 1 × 19 = 19
Table 1.2
Note : Some numbers have only two divisors. That is, the number 1 and the number itself.
Factors :
The divisors of a number other than 1 and the number itself are called the factors of that
number.
Example 23 :
Find all the divisors and factors of (a) 20, (b) 32
Solution :
(a) The divisors of 20 are 1, 2, 4, 5, 10 and 20
The factors of 20 are 2, 4, 5 and 10
(b) The divisors of 32 are 1, 2, 4, 8, 16 and 32
The factors of 32 are 2, 4, 8 and 16
Multiples :
Consider the number 4
Multiply 4 by the numbers 1, 2, 3,..........
Then we get 4, 8, 12, 16, 20,.............
All these are multiples of 4.
Example 24 :
(a) Find six mltiples of 8 (b) Find five multiples of 12
Solution :
(a) The six multiples of 8 are
1×8 = 8
2×8 = 16
3×8 = 24
4×8 = 32
5×8 = 40
6×8 = 48
∴ The six multiples of 8 are 8, 16, 24, 32, 40, 48
(b) The five multiples of 12 are
1 × 12 = 12
2 × 12 = 24
3 × 12 = 36
4 × 12 = 48
5 × 12 = 60
∴ The five multiples of 12 are 12, 24, 36, 48, 60
14
1.3.2 Even and Odd numbers :
Consider the whole numbers which are multiples of 2
0 × 2, 1 × 2, 2 × 2, 3 × 2, 4 × 2, ……………
That is, 0, 2, 4, 6, 8, ………… are multiples of 2.
Consider the whole numbers which are not multiples of 2
1, 3, 5, 7, 9, ……………
The whole numbers which are multiples of 2 are called even numbers.
If we divide the even number by 2, the remainder will be 0.
The whole numbers which are not multiple of 2 are called odd numbers.
If we divide an odd number by 2, the remainder will not be 0 (but the remainder
will be 1).
Now observe the following :
(a) 2 + 2 = 4 ; 2 + 6 = 8 ; 4 + 8 = 12 ; 10 + 20 = 30
(b) 2 × 2 = 4 ; 2 × 6 = 12 ; 4 × 8 = 32 ; 10 × 20 = 200
(c) 1 + 3 = 4 ; 3 + 5 = 8 ; 7 + 9 = 16 ; 13 + 11 = 24
(d) 1 × 3 = 3 ; 3 × 15 = 15 ; 7 × 9 = 63 ; 13 × 11 = 143
From the above examples the following are true.
even number + even number = even number
even number × even number = even number
odd number + odd number = even number
odd number × odd number = odd number
1.3.3 Prime numbers and Composite numbers

Consider the following table 1.3 :
Numbers Divisors
1 1
2 1, 2
3 1, 3
4 1, 2, 4
5 1, 5
6 1, 2, 3, 6
7 1, 7
8 1, 2, 4, 8
9 1, 3, 9
10 1, 2, 5, 10
Table 1.3
We can continue this table as much as we like.
From the above, what are the numbers which have only 2 divisors?
2, 3, 5 and 7 have only two divisors.
What are the numbers which have more than 2 divisors?
15
4, 6, 8, 9 and 10 have more than 2 divisors.
The natural numbers which have only two divisors are called prime numbers.
The natural numbers which have more than two divisors are called the composite numbers.
Discuss :
1 is neither prime nor composite. Why?
Example 25 :
Express the following numbers as product of prime numbers.
(a) 6 (b) 10 (c) 12
Solution :
(a) 6 = 2 × 3 (2 and 3 are prime numbers)
(b) 10 = 2 × 5 (2 and 5 are prime numbers)
(c) 12 = 3 × 4 = 3 × 2 × 2 (3 and 2 are prime numbers)
Here all the composite numbers are expressed as product of prime numbers.
This is called prime factorisation.
Thus any composite number can be written as a product of prime numbers.
A Greek Mathematician Eratosthenes suggested a simple method for finding the prime numbers.
Let us use this method to find prime numbers upto 100.
Write the numbers from 1 to 100
1 is not a prime. Cross it.
2 is a prime. Circle it. Cross out all other multiples of 2.
4 is a composite. This number and multiples of 4 are already crossed out. (Why?)
We continue the process of Circling and crossing till every number in the list is either circled or
crossed out.
All the Circled numbers are prime numbers and the numbers that are crossed out
(except 1) are composite numbers.
Now we can write the circled prime numbers only on the table as follows :
Prime numbers between 1 and 100 :
2 3 5 7
11 13 17 19
23 29
31 37
41 43 47
53 59
61 67
71 73 79
83 89
97
Table 1.4
From the table 1.4, we find few facts :
16
There are 25 primes between 1 and 100. Except 2, all the primes are odd. Except 5, no prime
ends with 5.
Example 26 :
List all the prime numbers between 20 and 30.
Solution :
The numbers between 20 and 30 are
21 22 23 24 25 26 27 28 29
∴ The prime numbers are 23 and 29
Exercise 1.5
1) Write all the divisiors and factors of
(a) 16 (b) 25 (c) 27 (d) 42 (e) 125
2) Find the prime factorisation of the following numbers :
(a) 36 (b) 24 (c) 80 (d) 63 (e) 120
3) How many numbers have exactly two divisors from 30 to 40?
4) List all the primes between
(a)1 and 20 (b) 45 and 50 (c) 55 and 65 (d) 90 and 100
THINGS TO REMEMBER
(1) A number, which divides a given number leaving no remainder is called a
divisor of the given number.
(2) Some numbers have only two divisors, that is 1 and the number itself.
(3) The divisors of a number other than ‘1’ and the number itself are called the
factors of that number.
(4) The whole numbers which are multiples of 2 are called even numbers.
(5) The whole numbers which are not multiples of 2 are called odd numbers.
(6) The natural numbers which have only two divisors are called prime
numbers.
(7) The natural numbers which have more than two divisors are called
composite numbers.
(8) Composite number can be written as a product of prime numbers.
1.4 Large numbers in Exponential form :

Let us see how the product of a number, when repeated more than once can be expressed in a
simple way. It is known as exponential form. This form is very helpful in expressing large numbers.
6 × 6 is expressed in brief 62.
In 62, 6 is called the base, 2 is called the index or the power or the exponent.
62 is read as ‘6 squared’ or 6 raised to the power 2.
17
Observe the following table 1.5 :
Exponent
Repeated product of a Exponential Base Read
or Index
number Form
or power
6×6 62 6 2 six squared or six raised
to the power two.
5×5×5 53 5 3 Five cubed or five raised
to the power three.
2×2×2×2×2 25 2 5 Two raised to the power
five.
10×10×10×10×10×10×10 107 10 7 Ten raised to the power
seven
Table 1.5
To express in the exponential form the index is written on the top to the right of the base.
Generally the large numbers are written using exponential notation.
103 = 10 × 10 × 10 = 1000
105 = 10 × 10 × 10 × 10 × 10 = 100000
107 = 10 ×10 ×10 ×10 ×10 ×10 ×10 = 10000000
Discuss :
108 means 1 followed by how many zeros ?
1036 means 1 followed by how many zeros ?
A number can be written in an expanded form using the place values and it can also be written
using exponential notation.
For example 58634 is written in the expanded form as follows :
58634 = 50000 + 8000 + 600 + 30 + 4
= 5 × 10000 + 8 × 1000 + 6 × 100 + 3 × 10 + 4
= 5 × 104 + 8 × 103 + 6 × 102 + 3 × 10 + 4
Observe the following multiplication :
1×1=1 5 × 5 = 25 9 × 9 = 81
2×2=4 6 × 6 = 36 10 × 10 = 100
3×3=9 7 × 7 = 49 11 × 11 = 121
4 × 4 = 16 8 × 8 = 64 12 × 12 = 144
When a number is multiplied by the same number, the product is known as square of that
number.
1, 4, 9, 16, 25, 36, 49, 64, 81, 100, …… are known as square numbers.
Discuss :
Write and observe the squares of first thirty natural numbers.
The unit digit of a square number is either 0, 1, 4, 5, 6 or 9.
A square number does not end with unit digit as 2 or 3 or 7 or 8.
For example,
20, 51, 44, 35, 46, 39 are not square numbers.
18
Discuss :
Can we say that the numbers ending with unit digits 0, 1, 4, 5, 9 will certainly be square
numbers?
Example 27 :
Find the square of 75
Solution :
Square of 75 = 752 = 75 × 75
= 5625
Observe the following multiplication :
1×1×1=1 6 × 6 × 6 = 216
2×2×2=8 7 × 7 × 7 = 343
3 × 3 × 3 = 27 8 × 8 × 8 = 512
4 × 4 × 4 = 64 9 × 9 × 9 = 729
5 × 5 × 5 = 125 10 × 10 × 10 = 1000
When a number is multiplied repeatedly thrice by itself, the result is the cube of that number.
1, 8, 27, 64, 125, ……… are known as cube numbers.
Example 28 :
Find the cube of 13 :
Solution :
Cube of 13 = 133 = 13 × 13 × 13
= 169 × 13
= 2197
Example 29 :
Write 216 in exponential notation
Solution :
216 = 6×6×6 6 216
3
= 6 6 36
6

Example 30 :
(a) Is 81 a square number ? (b) Is 125 a cube number?
Solution :
(a) 81 = 9 × 9 = 92
∴ 81 is a square number.
(b) 125 = 5 × 5 × 5 = 53
∴ 125 is a cube number.
Example 31 :
Write 5 × 5 × 7 × 7 × 4 × 4 using exponential notation.
Solution :
5×5×7×7×4×4 = 52 × 72 × 42
19
Example 32 :
Find the value of 23 × 32 × 52
Solution :
23 × 3 2 × 5 2 = 2×2×2×3×3×5×5
= 8 × 9 × 25
= 1800
Discuss :
The square of an odd number is odd.
The square of an even number is even.
The cube of an odd number is odd.
The cube of an even number is even.
The square of a prime number other than 2 is odd.
Exercise 1.6
1. Write the following in exponential form.
(a) 2 × 2 × 2 × 2 × 2 × 2 × 2 (b) 10 × 10 × 10 × 10
(c) 8 × 8 × 8 × 8 × 8 (d) 3 × 9 × 7 × 5 × 3 × 7 × 5 × 5 × 3 × 9 × 5
2. Write in exponential form :
(a) Base 6, power 4
(b) Base 4, power 7
(c) Base 10, power 6
3. Find the square and cube of the following :
(a) 5 (b) 14 (c) 8 (d) 15
4. Find the values of the following :
(a) 172 (b) 212 (c) 63 (d) 123 (e) 24 × 32
(f) 22 × 52 × 72 (g) 105 × 53 (h) 107 × 23
5. (a) Write 64 as a square number and also as a cube number.
(b) Write 1 as a square number and as a cube number.
THINGS TO REMEMBER
(1) The product of a number, when repeated more than once can be expressed in
a simple way. It is known as exponential form.
(2) To denote power of a number, the index is written on the top, to the right of
the base.
(3) When a number is multiplied by the same number, the result is known as
square of that number.
(4) When a number is multiplied repeatedly thrice by itself, the result is the cube
of that number.
1.5 Tests of divisibility – Revision

If we understand the nature of divisibility among numbers, we can find divisors easily without
doing complete division.
Numbers ending with 0 are divisible by 10
20
For example, the numbers 10, 20, 50, 580, 2700 end with 0 are exactly divisible by 10.
Numbers ending with 0 or 5 are divisible by 5
For example, the numbers 10, 15, 35, 175, 825 (ending with 0 or 5) are divisible by 5.
Numbers ending with 0‚ 2‚ 4‚ 6 or 8 are divisible by 2
For example 20, 32, 64, 76, 28 are divisible by 2.
Discuss :
If a number is divisible by 2 and 5, then it will be divisible by 10.
If the number formed by the last two digits of a given number is
divisible by 4‚ then the number will be divisible by 4.
Example 33 :
Are the numbers 216, 1900, 1788 divisible by 4?
Solution :
Each of the numbers 216, 1900, 1788 are divisible by 4 because
The last two digists of 216 is 16 and 16 is divisible 4.
∴ 216 is divisible by 4.
The last two digits of 1900 is 00 and 0 is divisible by 4.
The last two digits of 1788 is 88 and 88 is divisible by 4.
Example 34 :
Is 1930 divisible by 4?
Solution :
The last two digists of 1930 is 30 and 30 is not divisible 4.
∴ 1930 is not divisible by 4.
If the number formed by the last three digits of a given number is
divisible by 8‚ then the number will be divisible by 8.
Example 35 :
Solution :
The last three digits of 78848 is 848. Here 848 is divisible by 8.
Example 36 :
Solution :
The last three digits of 23102 is 102. Here 102 is not divisible by 8.
If the sum of the digits of a number is divisible by 3, the number is
divisible by 3.
Example 37 :
21
Solution :
The sum of the digits = 6 + 2 + 3 + 4 = 15 and 15 is divisible by 3.
If the sum of the digits of a number is divisible by 9, the number is
divisible by 9.
Example 38 :
Solution :
The sum of the digits 7 + 6 + 2 + 3 = 18 and 18 is divisible by 9.
Discuss :
If a number is divisible by 3 and also by 2, will it be divisible by 6?
If the difference of the sums of the digits in alternate places is
divisible by 11, the number is divisible by 11.
Example 39 :
Solution :
9 2 7 8 5
9 + 7 + 5 = 21
2 + 8 = 10 The difference between these two additions is 11. ∴ It is divisible by 11.


Example 40 :
Solution :
4 9 8 5 3
4 + 8 + 3 = 15
9 + 5 = 14 The difference between these two additions is 1. ∴ It is not divisible by 11.


Exercise 1.7
1. Find out the number or numbers to be placed in the * if
(a) 7354 * is divisible by 10 (b) 275*0 is divisible by 10
(c) 5381* is divisible by 5 (d) 634* is divisible by 4
(e) 57*2 is divisible by 4 (f) 6*432 is divisible by 3
(g) 2463* is divisible by 9 (h) 5326* is divisible by 8
(i) 4*3016 is divisible by 11 (j) 495*38 is divisible by 11
2. State with reason which of the following numbers 2, 3, 4, 5, 6, 9, 10, 11 are divisiors of the
following numbers :
(a) 4356 (b) 73520 (c) 480963 (d) 792135 (e) 202408 (f) 2004
22
3) (a) Is a number divisible by 4 also divisible by 2 ? Give an example.
(b) Is a number divisible by 9 also divisible by 3? Give an example.
4) State true or false. If false, give an example.
(a) A number divisible by 4 is also divisible by 8.
(b) A number divisible by 2 or 4 is divisible by 8.
(c) A number divisible by 3 is also divisible by 9.
THINGS TO REMEMBER
(1) Numbers ending with 0 are divisible by 10.
(2) Numbers ending with 0 or 5 are divisible by 5.
(3) Numbers ending with 0, 2, 4, 6 or 8 are divisible by 2.
(4) If the number formed by the last two digits of a given number is divisible by
4, the given number will be divisible by 4.
(5) If the number formed by the last three digits of a given number is divisible
by 8, the given number will be divisible by 8.
(6) If the sum of the digits of a number is divisible by 3, the number is divisible
by 3.
(7) If the sum of the digits of a number is divisible by 9, the number is divisible
by 9.
(8) If the difference of sums of the digits in alternate places is divisible by 11, the
number is divisible by 11.
1.6 Greatest common divisor and Least common multiple :

1.6. (a) Greatest common divisors (G.C.D.) :
Two numbers may have several common divisors. The largest among them is called the greatest
common divisors (g.c.d) of the numbers.
Note : G.C.D. is also known as the highest common factor (H.C.F.)
Example 41 :
Find the g.c.d. of 12 and 16
Solution :
Method 1 : To find the g.c.d.
Step :
(1) Write the divisors of 12 and 16
(2) Write the common divisors of 12 and 16
(3) Select the greatest common divisor.
Divisors of 12 : 1, 2, 3, 4, 6, 12
Divisors 16 : 1, 2, 4, 8, 16
Common divisors : 1, 2, 4
Greatest common divisor : 4
Method 2 :
Step :
(1) Find the prime factors of 12 and 16.
(2) Circle common divisors.
(3) Multiply the encircled common divisors.
23
12 = 2 × 2 × 3 (Prime factorisation)
16 = 2 × 2 × 2 × 2 (Prime factorisation)
Here the common divisors are 2 and 2.

∴ g.c.d. = 2 × 2 = 4
Method 3 : (Short cut method)
2 12‚ 16 (Divide by common divisor 2)
2 6‚ 8 (Divide by common divisor 2)
3, 4

∴ g.c.d. = 2 × 2 = 4
Method 4 : Continued Division Method
The division method is useful for finding the g.c.d. of large numbers.
Divide the bigger number by smaller number. Then the divisors are divided in succession by the
remainders got. This division should be carried out till we get the remainder zero. The last divisor is
the g.c.d. of the given numbers.
Example 42 :
Find the g.c.d. of 124 and 648.
Solution :
124) 648 (5
620

28) 124 (4
112

12) 28 (2
24

4) 12 (3
12

0

Here the last divisor is 4.Therefore the g.c.d. of 124 and 648 is 4.
Example 43 :
Find the g.c.d. of 10, 15, 20 by shortcut method.
Solution :
5 10‚ 15‚ 20 (Divide by common divisor 5)
2‚ 3‚ 4
∴ g.c.d. = 5
Example 44 :
Find the g.c.d. of 12, 18, 60 by prime factorisation method.
24
Solution :
12 = 2 × 2 × 3
18 = 2 × 3 × 3
60 = 2 × 2 × 3 × 5
Here the common factors are 2 and 3.
∴ g.c.d. = 2 × 3 = 6.
Example 45 :
The length and breadth of a rectangular sheet are 12cm and 8cm respectively. Equal squares of
a maximum size are to be cut without wasting the sheet. What will be the side of such a square?
Solution :
Greatest equal distances have to be cut from the
length as well as breadth of the rectangle. So we 8
need to find the g.c.d. of the length and breadth
12
The g.c.d. of length 12 and breadth 8 is
12 = 2 × 2 × 3
8 = 2 × 2 × 2
∴ g.c.d. = 2 × 2 = 4
∴ The side of a square will be 4 cm.
1.6.(b) Least common multiple (L.C.M.) :
The smallest among the common multiples of two numbers is called their least common
multiple (l.c.m.)
Method :
To find the l.c.m.
Step (1) Write the multiples of first number
(2) Write the multiples of second number
(3) Write the common multiples
(4) Write the least common multiple
Example 46 :
Find the l.c.m. of 8, 12.
Solution :
Multiples 8 : 8, 16, 24 , 32, 40, 48 , 56, 64, 72
Multiples of 12 : 12, 24 , 36, 48 , 60, 72 , 84
Common multiples : 24, 48, 72,…………
Least common multiples : 24
Another method (division method) :
Example 47 :
Find the l.c.m. of 30 and 12.
25
Solution :
2 30‚ 12 (common divisor 2)
5, 2 (no common divisor)
l.c.m. = 2 × 3 × 5 × 2 = 60
Example 48 :
Find the g.c.d. and l.c.m. of 36, 48
Solution :
3, 4 (No common divisor)
∴ g.c.d. = 2 × 2 × 3 = 12 [Product of common divisors only]
l.c.m. = 2 × 2 × 3 × 3 × 4 = 144.
Example 49 :
(a) Find the g.c.d. and l.c.m. of 8 and 12.
(b) Find the product of their l.c.m. and g.c.d.
(c) Find the product of these numbers 8 and 12.
(d) What do you find from these results ?
Solution :
(a) 2 8 ‚ 12
2 4‚ 6
2‚ 3
g.c.d. = 2 × 2 = 4
l.c.m. = 2 × 2 × 2 × 3 = 24
(b) Product of l.c.m. and g.c.d. = 24 × 4 = 96.
(c) Product of the numbers 8 and 12 = 8 × 12 = 96.
(d) Here we find the product of l.c.m. and g.c.d is equal to the product of the given numbers.
Thus we can say
The product of g.c.d. and l.c.m. of two numbers is equal to the product of
given numbers.
Example 50 :
The g.c.d. of 36 and 80 is 4. Find their l.c.m.
We know that
(g.c.d.) × (l.c.m.) = (product of given numbers)
∴ 4 × l.c.m. = 36 × 80
4 × l.c.m. = 2880
4 × l.c.m. 2880
4 = 4
2880
l.c.m. = 4
l.c.m. = 720
26
Example 51 :
Find the g.c.d. and l.c.m. of 12, 20, 32.
Solution :
Using short cut method
2 12 20 32
2 6 10 16
3 5 8
g.c.d. = 2×2=4
l.c.m. = 2 × 2 × 3 × 5 × 8 = 480
Example 52 :
The g.c.d. of two numbers is 2 and their l.c.m. is 48. If one of the numbers is 16, find the other
number.
Product of given numbers = l.c.m. × g.c.d.
(one number) × (other number) = l.c.m. × g.c.d.
16 × (other number) = 48 × 2
= 96
(other number) 96
16 × 16 = 16
∴ other number = 6
Example 53 :
Find the g.c.d. and l.c.m. of the numbers 3 and 5.
Solution :
The g.c.d. of 3 and 5 = 1 1 3‚ 5
The l.c.m. of 3 and 5 = 15 3 5

Discuss :
(a) The g.c.d. of two prime numbers is 1
(b) The l.c.m. of two prime numbers is their product
Exercise 1.8
1. Find the g.c.d. of the following :
(a) 3 × 5 × 7, 3 × 7 × 13 (b) 2 × 2 × 2 × 3, 2 × 3 × 5 × 7
(c) 18, 24 (d) 26, 32 (e) 16, 32, 48 (f) 15, 20, 30
(g) 120, 274 (h) 285, 480
2. Find the l.c.m. of the following :
(a) 2 × 3 × 3 × 3, 2 × 3 × 5 × 7 (b) 3 × 5 × 11, 2 × 5 × 11
(c) 8, 15 (d) 12, 20 (e) 6, 18, 24 (f) 20, 30, 45
3. Find g.c.d. and l.c.m. of 12, 16, 24.
4. Given two prime numbers. What are their g.c.d. and l.c.m.?
27
5. A merchant has 120 litres and 180 litres of two kinds of oil. He wants to sell the oil by filling
the two kinds of oil in tins of equal volumes. What is the greatest volume of such a tin?
6. The students of a class can be divided into groups of 6 or groups of 8 without leaving out any
student. What will be the minimum number of students in such a class ?
7. The g.c.d. of 72 and 252 is 36. Find their l.c.m.
8. The l.c.m. of two numbers is 1320. Their g.c.d. is 12. If one of the numbers is 132, find the
other.
THINGS TO REMEMBER
(1) The largest among the common divisors of two or more numbers is called the
greatest common divisor (g.c.d.) of the numbers.
(2) The smallest among the common multiples of two or more numbers is called
their least common multiple (l.c.m.).
(3) The product of g.c.d. and l.c.m. of two numbers is equal to the product of
given numbers.
1.7 Integers
We have studied several properties of whole numbers and four fundamental operations namely
addition, subtraction, multiplication and division. But we have not studied the differences such as
5 – 7, 6 – 10, 20 – 30 etc. in the whole number system. This shows the need to extend our whole
number system to represent such differences as well.
To enable us to study such numbers we shall see the new idea of representing the numbers with
direction. These numbers are known as directed numbers.
1.7.1 Directed numbers

1.7.2 Integers and order in number line
1.7.3 Addition and Subtraction of integers
1.7.4 Multiplication of integers
1.7.5 Division of integers
1.7.1 Directed numbers :

In our day to day life we often use the idea of ‘opposites’. East-west, right-left, up-down, profit-
loss are few examples of opposites.
Consider the following situation :
West
West East
East
I H
H G
G FF A B C D
D EE
Fig. 1.1
In the figure 1.1, a road running east-west is shown. The distance between any two consecutive
places is 1 km.
Let the point A represent a bus stand. Suppose two friends Vani and Selvi got down at the bus
stand and walked in opposite directions.
28
Now Selvi is at D and Vani is at G.
This means Selvi has walked 3km east from the bus stand and this can be written as 3km →.
Similarly Vani has walked 2km west from the bus stand and this can be written as ← 2km.
From the above representation we can find their present position clearly.
Unless we specify the direction with the distance we cannot fix their positions.
Therefore numbers associated with direction are known as directed numbers.
Example 54 :

An aeroplane is flying at 2000m above the
sea level. A submarine ship is moving at a depth
of 800m in the sea. Write these details using
directed numbers. 2000 m
Aeroplane is flying at a height of

2000m ↑ or ‘up 2000m”.
Submarine ship moves at a depth of

800 m ↓ or ‘down 800 m’.
800 m
Fig. 1.2
Example 55 :
Mary deposited Rs. 1000 in the bank and noted it as Rs. 1000 →. She withdrew Rs. 400 from
the bank. How did she note this amount?
Mary deposited Rs. 1000 →
Mary withdrew ← Rs. 400.
We use the symbols ←, →, ↑ ↓ to represent the different positions. Instead of such symbols
we can use the symbols ‘+’ and ‘–’ to represent the ‘opposites’.
Figure 1.1. can be modified as follows :
–4 –3 –2 –1 O +1 +2 +3 +4
I H G F A B C D E
Fig. 1.3.
Here B, C, D, E……are denoted as + 1, + 2, + 3, … and F, G, H, I…… are denoted as
– 1, – 2, – 3, …. The numbers + 1, + 2, + 3, + 4, … are known as positive numbers and
– 1, – 2, – 3, … are known as negative numbers. (read as minus 1, minus 2, minus 3……)
Discuss :
Is zero positive or negative?
Zero corresponds to the origin. This is the reference point. This does not involve any direction.
Therefore zero is neither positive nor negative.
29
Example 56 :
Kannan deposited Rs. 5000 in the savings account. He withdrew Rs. 1500. Use positive and
negative numbers for the above statement.
Solution :
Kannan deposited : + Rs. 5000
Kannan withdrew : – Rs. 1500
Exercise 1.9
Write the following using suitable directions :
1) End of last week, National Stock Exchange point increased by 26 points.
This week, National Stock Exchange point decreased by 15 points.
2) Go 10 km towards North from the bus stand.
Go 12 km towards South from the bus stand.
3) Before the rainy season, the level of water in well went down by 1m. After the rain it has
risen by 2m.
4) The shop owner had a profit of Rs. 500 yesterday and had a loss of Rs. 100 today.
5) Go up by five floors in the lift and then come down by three floors.
6) Write the above five statements using ‘+’ and ‘–’ signs.
1.7.2 Integers and order in number line :
Positive numbers, zero and negative numbers together form integers.
We denote the set of integers by Z. Therefore Z : … – 3, – 2, – 1, 0, + 1, + 2, + 3, ….
+ 1, + 2, + 3, … are called positive integers.
– 1, – 2, – 3, … are called negative integers.
Note : Positive numbers can be written even without the ‘+’ sign. For example, +5, +4, +3, +2, +1 are
written as 5, 4, 3, 2, 1.
Thus, Z = {…… – 3, – 2, – 1, 0, 1, 2, 3, ……}
The integers are represented on the number line as follows :
–4 –3 –2 –1 O 1 2 3 4
Fig. 1.4
From the above figure 1.4
4 is to the right of 2 ∴ 4 > 2
3 is to the right of 0 ∴ 3 > 0
0 is to the right of – 1 ∴ 0 > –1
– 2 is to the right of – 4 ∴ – 2 > –4
3 is to the left of 5 ∴ 3 < 5
– 1 is to the left of 3 ∴ – 1 < 3
– 3 is to the left of – 2 ∴ – 3 < – 2
– 4 is to the left of – 1 ∴ – 4 < – 1
On the number line, we find that the number values increase as we move to the right and
decrease as we move to the left.
30
Example 57 :
Which is greater? – 4 or – 2?
Solution :
Locate these numbers on the number line.
–5 –4 –3 –2 –1 O 1 2 3 4
Fig. 1.5
On the number line, – 2 is on the right side of – 4.
∴ – 2 > – 4.
Example 58 :
Write in ascending order
– 5, 2, – 1, 0, 3, 4, – 3
Solution :
Represent these numbers on a number line.
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
Fig. 1.6
Now arrange the numbers from left to right to get them in ascending order.
– 5 < – 3 < – 1 < 0 < 2 < 3 < 4.
∴ The ascending order is – 5, – 3, – 1, 0, 2, 3, 4.
Example 59 :
Write in descending order – 4, 5, 0, – 2, 3, – 6.
Solution :
Represent these numbers on a number line.
–6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6 7
Fig. 1.7
Now arrange the numbers from right to left to get them in descending order.
5 > 3 > 0 > – 2 > – 4 > – 6.
∴ The descending order is 5, 3, 0, – 2, – 4, – 6.
Discuss : When two integers are given, can you decide which is greater or less without the help of a
number line?
Exercise 1.10
1. Find all integers between
(a) 0 and 6 (b) – 1 and 5 (c) – 3 and + 2 (d) – 8 and – 1
2. Put the sign ‘<’ or ‘>’ in the box :
(a) 3 – 1 (b) – 1 –4 (c) – 15 0
(d) 5 – 5 (e) 0 – 10 (f) – 24 – 48
31
3. In the following pairs of numbers which one is greater?
(a) 37, – 45 (b) – 28, – 18 (c) 0, – 145
(d) – 200, – 318 (e) – 145, – 150 (f) – 100, 0
4. Write the following in ascending order :
(a) – 3, 4, – 5, 10, 7, – 10, 9 (b) – 4, 7, 4, 0, – 7, 2, – 2, 3
5. Write fhe following in descending order :
(a) – 4, 3, 6, – 8, 0, – 5, 2, – 1 (b) – 100, 4, – 20, 50, 45, – 65, – 75
1.7.3 Addition and Subtraction of integers :
1.7.3 (a) Addition :

Example 60 :
Add 4 with 3.
Solution :
+3 +4
–6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6 7
Fig. 1.8
First go to 3. Then move right by 4 units. We reach 7.
Therefore 3 + 4 = 7.
Example 61 :
Add – 5 with – 2
Solution :
–5 –2
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
Fig. 1.9
First go to – 2. Then move left by 5 units. We reach – 7.
Therefore (– 2) + (– 5) = – 7.
Example 62 :
Add – 3 with 7
Solution :
7
–3
–3 –2 –1 O 1 2 3 4 5 6 7
Fig. 1.10
First go to 7. Then move left by 3 units. We reach 4.
Therefore 7 + (– 3) = 4.
32
Example 63 :
Add 4 with – 6.
Solution :
–6
+4
–8 –7 –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6
Fig. 1.11
From the figure (– 6) + 4 = – 2.
Example 64 :
Add 3 with – 3
Solution :
–3
+4 +3
–4 –3 –2 –1 O 1 2 3 4
Fig. 1.12
From the figure 3 + (– 3) = 0.
Sometimes we get zero when we add a negative number and a positive number. Then these
numbers are called additive inverses of each other.
Here 3 and – 3 are called additive inverses of each other. Similarly 4 and – 4 ; 5 and – 5 ;
6 and – 6 are some examples for additive inverses.
Discuss :
(1) On the number line, why did you go some units right in the examples (60) and (63) and
left in the examples (61) and (62)?
(2) From the above examples, when a positive integer and a negative integer are added we get
either a positive integer or a negative integer or zero.
Thus the following simple rule is used for doing addition of integers.
To add a positive number and a negative number, subtract the smaller
number from the bigger number without taking the sign into account and
to the result, give the sign of the bigger number.
Now we shall do the additions in Integers (Z), without using number line.
Example 65 :
Add 10 + (– 12)
Solution :
The bigger number among 10, 12 is 12
The difference between these numbers is (12 – 10) = 2
The sign of the bigger number is –
∴ 10 + (– 12) = – 2
33
Example 66 :
Add : (a) (– 3) + 8 (b) (– 9) + 6 (c) 7 + (– 2) (d) 3 + (– 5)
Solution :
(a) The bigger number among 3 and 8 is 8.
The difference between these numbers is 5.
The sign of the bigger number is +.
∴ –3 + 8 = +5
= 5 (Why)
(b) The bigger number among 9 and 6 is 9.
The sign of the bigger number is – .
∴ –9 + 6 = –3
(c) The bigger number among 7 and 2 is 7.
The sign of the bigger number is +.
∴ 7 + (– 2) = + 5
= 5
(d) The bigger number among 3 and 5 is 5.
The sign of the bigger number is – .
∴ 3 + (– 5) = – 2
So far we have studied the addition of two integers when

(a) both are positive
(b) one is positive and another is negative
Now, let us see the simplest method to add two negative integers.
Step 1 : Add the two integers without taking the signs.
Step 2 : Put the ‘–’ sign before the result.
Example 67 :
Add – 5 and – 3,
Solution :
Step 1 : 5 + 3 = 8
Step 2 : – 8
Thus – 5 + (– 3) = – 8
1.7.3 (b) Subtraction :
In whole numbers, we have learnt that addition and subtraction are inverse operations. We have
also learnt that for every subtraction fact we have one addition fact.
For 8 – 2 = , we write the addition fact 8 = + 2. This means what should be added to 2 to
give 8. We know that the answer is 6.
34
Example 68 :
Subtract 3 from 7.
Solution :
Subtract 3 from 7 means, what should be added to 3 to give 7. Clearly the answer is 4.
Example 69 :
Subtract – 2 from 8.
Solution :
To subtract – 2 from 8, we should find what should be added to – 2 to give 8. Let us consider
this on a number line.
–6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Fig. 1.13
From the figure 1.13, from – 2 to 8, we see that there are 10 units.
∴ 8 – (– 2) = 10
But we know that 8 + (+ 2) = 10
Therefore to subtract (– 2) from 8, it is enough to add the additive inverse of (– 2). Thus the
following simple rule is used for the subtraction of two integers.
To subtract an integer from another integer it is enough to add
the additive inverse of the second number.
Now we shall do subtraction in Z, without using numberline.
Example 70 :
Subtract (a) – 4 from – 10 (b) subtract 3 from – 5
Solution :
(a) – 10 – (– 4) = – 10 + (additive inverse of – 4)
= – 10 + 4
= –6 (see addition of two integers)
(b) – 5 – (3) = – 5 + (additive inverse of 3)
= – 5 + (– 3)
= –5–3
= –8
Exercise 1.11
1. Add by using the number line.
(a) 5 + 3 (b) (– 3) + 7 (c) 6 + (– 4) (d) (– 3) + (– 4)
(e) 4 + (– 4) (f) 0 + ( – 3)
35
2. Write the details of addition or subtraction shown in the following figure :
3. Add without using the numberline.

(a) 11 + (– 7) (b) (– 13) + 8 (c) (– 15) + (– 18)
(d) (– 250) + (+ 150) (e) (+ 380) + (– 273) (f) 0 + (– 36)
4. Subtract :
(a) 35 – (– 20) (b) (– 15) – (– 45) (c) 28 – (– 12)
(d) – 67 – (– 67) (e) – 73 – (– 38) (f) – 850 – (– 350)
Discuss :
+ sign and – sign have been used in different situations.
(i) How is plus sign used in different situations?
(1) It is used to mention positive integers.
(2) It is used to mean the operation of addition.
(ii) How is minus sign used in different ways?
(1) It is used to mention negative integers.
(2) It is used to mean the operation of subtraction.
36
1.7.4 Multiplication of integers :
We know that multiplication is repeated addition.
Example 71 :
Multiply (a) 2 and 3 (b) (– 2) and 3
Solution :
By repeated addition we get the following :
(a) 2×3 = 2 + 2 + 2 = 6.
(b) (– 2) × 3 = (– 2) + (– 2) + (– 2) = – 6
Let us verify these on the number line.
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
Fig. 1.14
(+ 2) × 3 = 2 + 2 + 2 = 6
–7 –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6
Fig. 1.15
(– 2) × 3 = (– 2) + (– 2) + (– 2) = – 6
From the above example we observe that
(a) the product of two positive integers is a positive integer.
(b) the product of a negative integer and a positive integer is a negative integer.
We have found the product of 2 × 3 and (– 2) × 3 on numberline. But it is not possible to find
the product of 2 × (– 3) and (– 2) × (– 3) using number line.
Now observe the pattern in the following products.
(+ 3) × (+ 3) = + 9
(+ 3) × (+ 2) = + 6
(+ 3) × (+ 1) = + 3
(+ 3) × (0) = 0
What do you observe? In the above products, on the left hand side, the first number remains the
same. The second number goes on decreasing by one. On the right handside, the result goes on
decreasing by 3.
If we extend this process, what will we get?
We will get the following multiplication facts.
(+ 3) × (– 1) = –3
(+ 3) × (– 2) = –6
(+ 3) × (– 3) = –9
37
Thus we see that by multiplying a positive number and a negative number the result will be a
negative number.
Now consider (+ 3) × (– 3) = – 9. On the left hand side keep the second number the same and go
on decreasing the first number by one. We get the following pattern.
(+ 3) × (– 3) = –9
(+ 2) × (– 3) = –6
(+ 1) × (– 3) = –3
0 × (– 3) = 0
We see that on the right hand side, the numbers go on increasing by 3.
(– 1) × (– 3) = +3
(– 2) × (– 3) = +6
Thus multiplication of two negative integers gives a positive integer.
Therefore we state the following rules about multiplication of integers.
The product of two positive integers is a positive integer.
The product of a positive integer and a negative integer is a negative integer.
The product of two negative integers is a positive integer.
This can also be written as follows :
Positive number × positive number = positive number
Positive number × negative number = negative number
Negative number × positive number = negative number
Negative number × negative number = positive number
Example 72 :
Find the product of
(a) (+ 6) × (– 5) (b) (– 12) × (+ 12) (c) (– 15) × (– 4)
Solution :
(a) (+ 6) × (– 5) = – 30 (positive × negative = negative)
(b) (– 12) × (+ 12) = – 144 (negative × positive = negative)
(c) (– 15) × (– 4) = + 60 (negative × negative = positive)
Example 73 :
Find the product of
(a) (– 3) × (+ 5) × (+ 2) (b) (– 2) × (– 5) × (+ 10) (c) (– 4) × (– 2) × (– 6)
Solution :
(a) (– 3) × (+ 5) × (+ 2) (b) (– 2) × (– 5) × (+ 10) (c) (– 4) × (– 2) × (– 6)
= (– 15) × (+ 2) = (+ 10) × (+ 10) = (+ 8) × (– 6)
= – 30 = + 100 = – 48
38
Exercise 1.12
(a) (+ 5) × (– 3) (b) 20 × (– 8) (c) 11 × (– 7) (d) 0 × (– 13)
(a) (– 6) × 8 (b) (– 13) × 6 (c) (– 15) × 6 (d) (– 7) × 9
(a) (– 15) × (– 4) (b) (– 8) × (– 4) (c) (– 25) × (– 4) (d) (– 17) × (– 17)
(a) (– 3) × (– 5) × (+ 4) (b) (– 12) × (– 5) × (– 10) (c) 8 × (– 7) × (+ 12)
(d) (– 4) × (0) × (– 28) (e) (– 4) × (– 4) × (– 4) (f) 14 × (– 2) × (– 2)
5. Complete the multiplication table given below :
X –2 –1 0 1 2
–2
–1
0
1
2
6. In a quiz 50 questions were asked to each participant. 2 marks were awarded for each right
answer, – 1 mark for wrong answer and 0 marks for no answer.
Salim answered 39 questions correctly, 6 questions wrongly and did not answer the
remaining questions. Find the marks obtained by him.
1.7.5 Division of integers :
We have studied already that from each multiplication fact we can get two division facts.
20 20
For example 5 × 4 = 20 gives two division facts 5 = 4 and 4 = 5.
Now consider the following examples
Example 74 :
Divide : + 21 by + 7
Solution :
+ 21
We know that (+ 7) × (+ 3) = + 21, therefore the two division facts are + 7 = + 3
+ 21
and + 3 = + 7
+ 21
∴ +7 = +3
Example 75 :
Divide : (+ 30) by (– 6)
Solution :
+ 30 + 30
We know that (– 6) × (– 5) = + 30. The two division facts are – 6 = – 5 and – 5 = – 6
+ 30
∴ – 6 = – 5.
39
Example 76 :
Divide : (– 15) by (+ 3)
Solution :
– 15
+ 3 = – 5 [because (+ 3) × (– 5) = – 15]
Example 77 :
Divide : (– 35) by – 7
Solution :
We know that (– 7) × (+ 5) = (– 35)
– 35
Therefore, – 7 = + 5
Thus from the examples 74, 75, 76 and 77, we have
Positive number
Positive number = Positive number
Positive number
Negative number = Negative number
Negative number
Positive number = Negative number
Negative number
Negative number = Positive number
Example 78 :
Divide :
(a) (+ 200) ÷ (+ 25) (b) (– 144) ÷ (+ 12) (c) (– 75) ÷ (– 15) (d) (+ 96) ÷ (– 8)
Solution :
+ 200 – 144 – 75 + 96
(a) + 25 = + 8 (b) + 12 = – 12 (c) – 15 = + 5 (d) – 8 = – 12
Example 79 :
(– 32) × (– 2) (– 45) × (– 2)2
Simplify : (a) (b)
(– 8) (– 3)2
Solution :
(– 32) × (– 2) + 64
(a) (– 8) = –8 = –8
(– 45) × (– 2)2 (– 45) × (– 2) × (– 2)
(b) =
(– 3) 2 (– 3) × (– 3)
(– 45) × (+ 4) – 180
= (+ 9) = +9
= – 20
Exercise 1.13
1. Divide :
(a) (+ 100) × (+ 25) (b) (+ 18) ÷ (+ 18) (c) 28 ÷ (– 4) (d) 441 ÷ (– 21)
(e) (– 156) ÷ 12 (f) (– 91) ÷ 7 (g) (– 108) ÷ (– 6) (h) (– 77) ÷ (– 11)
(i) (– 84) ÷ (+ 42) (j) 350 ÷ (– 70)
2. Fill up the place holders :
(a) (– 18) ÷ (– 3) = (b) (– 20) ÷ (+ 10) =
(c) (28) ÷ = 4 (d) 84 ÷ = –7
(e) (– 56) ÷ =–8 (f) (– 169) ÷ = 13
40
3. Simplify :
(– 4) × (– 8) (– 3) × (– 12) (– 2) × (+ 12) (– 2)2 × 32
(a) (+ 16) (b) (c) (d) (– 4)
(– 9) (+ 4) × (– 6)
THINGS TO REMEMBER
(1) Positive numbers, negative numbers and zero form integers.
Z = {… – 3, – 2, – 1, 0, 1, 2, 3, … }
(2) To add a positive number and a negative number, subtract the smaller
number from the bigger number without taking the sign into account and to
the result give the sign of the bigger number.
(3) To subtract an integer from another integer it is enough to add the additive
inverse of the second number.
(4) (a) The product of two positive integers is a positive integer.
(b) The product of a positive integer and a negative integer is a negative
integer.
(c) The product of two negative integers is a positive integer.
Positive number
(5) Positive number = Positive number
Positive number
Negative number = Negative number
Negative number
Positive number = Negative number
Negative number
Negative number = Positive number
1.8 Fractions
We have learnt about fractional numbers in our previous classes. Let us recall certain facts about
fractions.
1.8.1 Fractions – Revision
1.8.2 Addition and Subtraction on Fractions
1.8.3 Multiplication and Division on Fractions
1.8.1 Fraction – Revision

A fraction is a part or parts of a whole.
Look at each one of the following figures. Express the shaded portions in the figure as a part of
the whole.
(i) (ii) (iii)

Fig. 1.16
2
In fig. (i) out of 4 equal parts 2 parts are shaded. We denote this by 4 . Here 2 is called the
numerator and 4 is called the denominator.
41
1
Fig. (ii) represents the fraction 4 .
3
Fig. (iii) represents the fraction 5 .
In a fraction, if the numerator is less than its denominator, the fraction is called a proper
fraction.
2 3 5 19
For example 7 , 4 , 8 , 37 are all proper fractions.
In a fraction, if the numerator is greater than its denominator, the fraction is called an
improper fraction.
4 7 10 28
For example 3 , 2 , 4 , 5 are all improper fractions.
Discuss :
A proper fraction is always less than 1. An improper fraction is always greater than 1.
A number consisting of a natural number and a fraction is called a mixed fraction.
1 1 3 2
For example 2 2 , 3 4 , 10 4 , 4 7 are all mixed fractions.
Example 80 :
19
Convert the improper fraction 5 into mixed fraction.
Solution :
19
Find the quotient and remainder of 5 .
That is 3

5 ) 19
15 Here 3 is the quotient, 4 is the remainder and 5 is the divisor.
19
 (or denominator of 5 )
4

19 remainder
∴ 5 = quotient + divisor
19 4 19 4
5 = 3 + 5 or 5 = 3 5
Example 81 :
3
Convert the mixed fraction 4 5 into an improper fraction.
Solution :
3 4×5+3 20 + 3 23
45 = 5 = 5 = 5
Fractions having the same denominator are called like fractions.
1 2 5 8 10
For example 7 , 7 , 7 , 7 , 7 are all like fractions.
Fractions having different denominators are called unlike fractions.
3 5 6 13 20
For example 4 , 8 , 7 , 14 , 11 are unlike fractions.
We can express a given fraction in different ways :
42
(a) (b) (c) (d)
Fig. 1.17
1
In the figure (a) 2 part is shaded.
2
In fig. (b) 4 part is shaded.
4
In fig. (c) 8 part is shaded.
8
In fig. (d) 16 part is shaded.
1 2 4 8
In all the figures, shaded portions are equal. Therefore 2 = 4 = 8 = 16 .
These fractions are called equivalent fractions.
When two or more fractions represent the same part of a whole, the fractions are called
equivalent fractions.
Note :
(a) A fraction remains unaltered in value if both the numerator and denominator are multiplied
by the same number.
(b) A fraction remains unaltered in value if both the numerator and denominator are divided
by the same number.
Example 82 :
5
Give any three equivalent fractions to 12 .
Solution :
5 5×2 10
= = 24
12 12 × 2
5 5×4 20
= = 48
12 12 × 4
5 5×7 35
= = 84
12 12 × 7
10 20 35 5
24 , 48 , 84 are some equivalent fractions to 12 .
Example 83 :
120
Express 280 in its lowest form .
Solution :
120 2 × 2 × 3 × 10 3
280 = 2 × 2 × 7 × 10
= 7 (Divide the numerator & denominator by 2, 2 and 10)
Example 84 :
85
Reduce the fraction 175 to its lowest form .
43
Solution :
5 85 ‚ 175
17‚ 35 The g.c.d. of 85 and 175 is 5.

85 5 × 17 17
Now 175 = = 35 .
5 × 35
Note : To reduce a fraction to its lowest form, both the numerator and denominator should be
either divided by all their factors in succession or divided by their g.c.d. once.
Example 85 :
5 6
Which is bigger? 7 or 7
Solution :
6
In like fractions, bigger the numerator, bigger the fraction. So 7 is the bigger fraction.
Example 86 :
2 3
Which is bigger? 5 or 7
Solution :
Here make these fractions to have the same denominator and then compare.
The l.c.m. of 5 and 7 is 35.
2 2×7 14
Now 5 = =
5×7 35
3 3×5 15
= =
7 7×5 35
15 14
35 is bigger than 35
3 2
So 7 is bigger than 5 .
Note : For comparison of two or more fractions, we convert them into like fractions and then the
fraction which has greater numerator is said to be greater than the others.
For that we follow the following steps :
(1) Find the l.c.m. of the denominators.
(2) Convert the fractions with l.c.m. as the common denominator.
(3) The greater fraction is that which has the greater numerator.
Example 87 :
There are 35 pupils in a class. Out of these 20 are girls. What is the fraction of the boys in the
class ? What is the fraction of girls in the class ?
Solution : Number of pupils in the class = 35
Number of girls = 20
∴ Number of boys = 15
15 3×5 3
∴ Fraction of boys in the class = 35 = =7
7×5
20 4×5 4
Fraction of girls in the class = 35 = = 7
7×5
44
Example 88 :
Arrange the following in ascending order and in descending order :
2 3 5 1
3 , 4 , 6 , 4
Solution :
2 3 5 1
Find the equivalent fractions for 3 , 4 , 6 , 4 by taking l.c.m. of the denominators.
l.c.m. = 12 3 3‚ 4‚ 6‚ 4
2 1‚ 4‚ 2‚ 4
2 1‚ 2‚ 1‚ 2 3 × 2 × 2 = 12
1‚ 1‚ 1‚ 1
2 2 4 8
∴ 3 = 3 × 4 = 12
3 3 3 9
4 = 4 × 3 = 12
5 5 2 10
6 = 6 × 2 = 12
1 1 3 3
4 = 4 × 3 = 12
3 8 9 10
Writing these fractions in ascending order. 12 , 12 , 12 , 12 .
1 2 3 5
Therefore 4 , 3 , 4 , 6 are in ascending order.
5 3 2 1
Similarly we can write these fractions in descending order as 6 , 4 , 3 , 4 (Why?)
Exercise 1.14
1. In each of the following figures, what fraction is the shaded portion to that of the whole
figure?
(a) (b) (c)
(d) (e)
2. Express the following improper fractions as mixed fractions.

10 25 138 100 235
(a) 3 (b) 4 (c) 11 (d) 9 (e) 8
45
3. Express the following mixed fractions as improper fractions :
2 8 1 1 3
(a) 3 5 (b) 2 12 (c) 14 3 (d) 13 9 (e) 25 4
4. Fill the place holder :

2 20 2 13 39 21
(a) 5 = 10 (b) = 1 (c) 16 = (d) 4 = 28
1 2 3 4
(e) 5 = 10 = = = 25= 30
5. Give any three equivalent fractions to the following :

3 1 2 5
(a) 4 (b) 6 (c) 5 (d) 7
6. Reduce the following fractions to their lowest form.

36 60 144 432
(a) 48 (b) 48 (c) 180 (d) 576
7. Arrange the following in ascending order :

2 3 11 7 9 8 5 7
(a) 3 , 4 , 15 , 20 (b) 10 , 15 , 8 , 12
8. Arrange the following in descending order :

2 8 1 3 5 4 2 9
(a) 5 , 11 , 2 , 4 (b) 6 , 5 , 3 , 10
9. There are 150 fruits in a basket. 25 of them got spoiled. What fraction are good fruits?
10. Banu scored 18 marks out of 20 in Mathematics in the first test. She scored 41 marks out of
50 in the second test. In which test was her performance better?
1.8.2 Addition and Subtraction on fractions
1.8.2 (a) Addition on fractions :
(i) For addition of fractional numbers with the same denominator, all the numerators are
added and the sum is written as numerator in the result, keeping the denominator same.
Example 89 :
2 3 1 3 2
Add (a) 9 + 9 (b) 7 + 7 + 7
Solution :
2 3 2+3 5
(a) 9 + 9 = 9 = 9
1 3 2 1+3+2 6
(b) 7 + 7 + 7 = 7 = 7
For addition of fractional numbers with different denominators, follow the steps given below :
(i) Find l.c.m. of all the denominators.
(ii) Convert each of the given fractional number into an equivalent fraction with the same
l.c.m. as denominator.
(iii) Taking l.c.m. as the common denominator add all the numerators.
46
Example 90 :
7 11
Add : 8 + 12
Solution :
The l.c.m. of 8 and 12 is 24
7 7×3 21
∴ 8 = = 24
8×3
11 11 × 2 22
= = 24
12 12 × 2
7 11 21 22 43 19
8 + 12 = 24 + 24 = 24 = 1 24
Exmple 91 :
1 1
Veni walked 2 2 km on first day, 3 4 km on the next day. How far did she walk on these two
days?
Solution :
1
Veni walked on the first day= 2 2 km
1
Veni walked on the second day = 3 4 km
1 1
Total distance walked by Veni = 2 2 + 3 4 (l.c.m. of 2 and 4 is 4)
5 13 5×2 13
= 2 + 4 = + 4
2×2
10 13
= 4 + 4
23
= 4
3
= 54
3
Veni walked on these two days was 5 4 km
1.8.2 (b) Subtraction on fractions :

For subtraction of fractions with same denominator, subtract the two numerators and the result
is written as numerator, keeping the denominator same.
For subtraction of fractions with different denominators follow these steps.
(a) Find the l.c.m. of denominators.
(b) Convert the fractions into like fractions and then subtract.
Example 92 :
4 7
Subtract 15 from 15
7 4 7–4 3 1
Solution : 15 – 15 = 15 = 15 = 5
Example 93 :
5 13
Subtract 12 from 24
47
Solution : l.c.m. of 12 and 24 is 24.
5 5×2 10
= = 24
12 12 × 2
13 5 13 10 3 1
24 – 12 = 24 – 24 = 24 = 8
Example 94 :
7 8
Subtract : 10 – 15
Solution :
l.c.m. of 10 and 15 is 30.
7 8 7×3 8×2
10 – 15 =
10 × 3
–
15 × 2
21 16
= 30 – 30
21 – 16 5
= 30 = 30
1
= 6
Example 95 :
3 4
Subtract 7 from 5
4 3 4×7 3×5
Solution : 5 – 7 = – (l.c.m. of the denominators 5 and 7 is 35)
5×7 7×5
28 15
= 35 – 35
13
= 35
Example 96 :
2 3
Subtract 3 5 – 2 8
2 3 17 19
Solution : 35 – 28 = 5 – 8
17 × 8 19 × 5
= – l.c.m. of 5 and 8 is 40
5×8 8×5
136 95
= 40 – 40
41
= 40
1
= 1 40
Example 97 :
1 1 1
Simplify : 3 + 2 2 – 1 6
48
Solution :
1 1 1 1 5 7
3 + 22 – 16 = 3 + 2 – 6
1×2 5×3 7×1

= + – l.c.m. of 3, 2, 6 is 6
3×2 2×3 6×1
2 15 7
= 6 + 6 – 6
2 + 15 – 7
= 6
10 5 2
= 6 = 3 = 13
Exercise 1.15
1. Add :
5 7 5 11 4 18 17 13 7 11 4
(a) 16 + 16 (b) 15 + 15 + 15 (c) 20 + 20 (d) 17 + 17 + 17 + 17
2. Add :
1 3 2 4 4 5 11 13
(a) 2 + 4 (b) 5 + 9 (c) 9 + 18 (d) 12 + 14
3. Add :
1 3 8 1 1 14
(a) 2 4 + 1 4 (b) 2 9 +33 (c) 3 5 + 2 25
1 1 2 5 5 1
(d) 2 3 + 4 4 + 1 3 (e) 3 6 + 2 12 + 5 18
4. Subtract :
1 3 5 13 24 17 17 4
(a) 8 from 8 (b) 16 from 16 (c) 25 – 25 (d) 33 – 33
5. Simplify :
1 1 1 1 4 2 7 2
(a) 2 – 4 (b) 4 – 10 (c) 5 – 3 (d) 8 – 3
6. Simplify :
1 1 1 1 1
(a) 1 – 2 (b) 3 – 1 2 (c) 5 – 3 4 (d) 4 4 – 3 2
2 1 2 3
(e) 5 3 – 2 3 (f) 4 5 – 2 4
7. Simplify :
2 1 5 5 3 13 1 1 3 1 4 1
(a) 3 + 4 – 6 (b) 8 + 4 – 24 (c) 2 4 + 1 2 – 2 4 (d) 3 4 + 5 – 2 10
1.8.3 Multiplication and Division on fractions :

1.8.3 (a) Multiplication on fractions :
Now we can see the multiplication of a fractional number by a whole number on a number line.
0 1
0 1 2 3 4 5 6 7 8
8 8 8 8 8 8 8 8 8
Fig. 1.18
49
1 1 1 1 1 1
Here 5 × 8 =
8 + 8 + 8 + 8 + 8
5
= 8
The same value can be obtained by this method also :
1 5 1 5×1 5
5×8 = 1 ×8 = = 8
1×8
Hence, when we multiply two fractional numbers, we should write the product of two
numerators as the numerator and the product of two denominators as the denominator.
Example 98 :
3 8
Multiply 5 and 6
Solution :
3 8 3 ×8 24
5 × 6 =
5 × 6
= 30
4
= 5
Example 99 :
1 1
Multiply 3 2 and 4 7
Solution :
1 1 7 29 29
32 × 47 = 2 × 7 = 2
1
= 14 2
Example 100 :
2 3 6 3
Find the product of : (a) 5 and 4 (b) 7 and 8
Solution :
2 3 2×3 6
(a) 5 × 4 =
5×4
= 20
3
= 10
6 × 3 6×3 18
(b) = =
7 8 7×8 56
9
= 28
Example 101 :
3 4 5 2
Find the product of : (a) 1 4 and 7 (b) 22 and 4 5
Solution :
3 4 7 4
(a) 14 × 7 = 4 × 7 = 1
5 2 5 22
(b) 22 × 4 5 = 22 × 5 = 1
Note : If the product of two numbers is one, then each of the two numbers is known as the
7 4 22 5
reciprocal of the other. 4 is the reciprocal of 7 and 5 is the reciprocal of 22 .
50
Discuss :
(1) The reciprocal of 1 is 1.
(2) 0 has no reciprocal.
Example 102 :
Find the reciprocals of the following :
3 3
(a) 5 (b) 5 7
Solution :
3 5 3 5
(a) The reciprocal of 5 is 3 , since 5 × 3 = 1.
3 38
(b) 5 7 is equal to 7
38 7
∴ The reciprocal of 7 is 38 .
1.8.3 (b) Division on fractions :

To divide a fraction by another fraction follow the steps.
(1) Find the reciprocal of second fraction.
(2) Find the product of the first fraction and reciprocal of second fraction.
Example 103 :
5 5 3
(a) Divide 8 by 7 (b) Divide 6 by 9
Solution :
(a)
5
÷
5
=
5
× reciprocal of 5
8 7 8  7
5 7
= 8 × 5
7
= 8
6 ÷ 4 
3 3
(b)
  = 6 × reciprocal of 4
= 1 × 3 = 3
6 4 24
 
= 8
Example 104 :
6 3
Divide 2 11 by 1 11
6 3 28 14
Solution : 2 11 ÷ 1 11 = 11 ÷ 11
28 11  14 11
= 11 × 14 reciprocal of 11 is 14
= 2.
Example 105 :
2
Find the distance travelled in 1 hour if a person covers 42km in 4 3 hours.
Solution :
51
2
In 4 3 hours the person covers 42 km.
2
In 1 hour the person covers 42 ÷ 4 3 km
42 14
= 1 ÷ 3
42 3 126
= 1 × 14 = 14 .
= 9
In 1 hour the person covers 9 km.
Exercise 1.16
1. Simplify the products :
3 7 5 2 5 3 22
(a) 14 × 10 (b) 8 × 5 (c) 21 × 7 (d) 11 × 39
1 1 2 5 1 5 1
(e) 2 5 × (10) (f) 7 2 × 1 3 (g) 2 8 × 1 2 (h) 5 9 × 7 5
12 9 5 1 1 5
(i) 18 × 10 × 6 (j) 4 2 × 1 3 × 2 6
2. Simplify the divisions :
2 5 5 10 3 5 5 5
(a) 3 ÷ 7 (b) 6 ÷ 11 (c) 10 ÷ 6 (d) 22 ÷ 33
3 4 2 5 1
(e) 7 ÷ 5 (f) 10 ÷ 3 (g) (5) ÷ 6 (h) 21 ÷ 1 2
16 3 1
(i) 21 ÷ 8 (j) 15 4 ÷ 4 4
1
3. A tailor had 19 5 metre of cloth. He cut out 16 baby frocks out of it. How much material
was used for each frock?
1
4. One kg. of sweet costs Rs. 85 . What is the cost of 2 4 kg of sweets?
2
5. A rope 16 3 metres in length was cut into 10 equal pieces. What is the length of 1 piece?
1
6. A man distributed Rs. 802 2 to three of his sons. How much did each son get?
1 1
7. The product of two numbers is 11 3 . If one number is 4 4 , find the other number.
THINGS TO REMEMBER
(1) Fraction indicates a part or parts of a whole.
(2) If the numerator is less than its denominator the fraction is called a proper fraction.
(3) If the numerator is greater than its denominator the fraction is called an improper
fraction.
(4) A number consisting of the sum of a natural number and a fraction is called a
mixed fraction.
(5) Fractions having the same denominator are called like fractions.
(6) Fractions having different denominators are called unlike fractions.
52
(7) Two or more fractions which represent the same value are called equivalent
fractions.
(8) A fraction remains unaltered in value if both its numerator and denominator are
multiplied by the same number.
(9) To convert the unlike fractions into like fractions, we use the following steps:
(a) Find l.c.m. of all the denominators.
(b) Bring each of the given fractions into equivalent fractions with l.c.m. as
denominator.
(10) For comparison of two or more fractions, convert them into like fractions and the
one which has greater numerator is called the greater than other fractions.
(11) For the addition of like fractions, all the numerators are added, the sum is written
as numerator keeping the denominator same.
(12) For the addition of unlike fractions, first convert them into like fractions using
l.c.m. and add the fractions.
(13) For the subtraction of two like fractions, we subtract their numerators and write
the difference as numerator and keep its denominator same.
(14) For the subtraction of two unlike fractions, change the fractions to like fractions
using l.c.m. and do the subtraction.
(15) To find the product of two fractions, multiply their numerators and their
denominators separately and put them as a new fraction. Simplify the new fraction
into its lowest form.
(16) To divide a fraction by another fraction, multiply the first fraction by the
reciprocal of the second fraction.
1.9 Decimal Numbers

1.9.1 Decimal form of fractions
1.9.2 Four fundamental operations on decimals
1.9.1 Decimal form of fractions :

Decimals – revision :
We have learnt about fractions in the previous classes. Now we shall learn about special
fractions whose denominators are 10,100,1000 etc. These fractions are called decimal fractions. Let us
use these fractions in a new way. That is
1
10 is read as one-tenth and is represented in decimal fraction as 0.1
1
100 is read as one-hundredth and is represented in decimal fraction as 0.01
1
1000 is read as one-thousandth and is represented in decimal fraction as 0.001
Expressing the decimal numbers in place value form :

Our number system is developed with ten as the base. The place value of a number increases in
powers of ten from right to left and decreases in powers of 10 from left to right.
Let us study about the place value of digits in decimal numbers.
53
Example 106 :
Express 2843.654 in the place value table and in expanded notation.
Solution :
Hundredths Thousandths
Thousands Hundreds Tens Ones Tenths 1
1
103 102 101 1 1
103
10 102
2 8 4 3 6 5 4
This number is read as,
Two thousand eight hundred forty three point six five four.
We can write this number in expanded form as :
2843.654 = 2 × 1000 + 8 × 100 + 4 × 10 + 3 × 1
1 1 1
+ 6 × 10 + 5 × 100 + 4 × 1000
1 1 1
2843.654 = 2 × 103 + 8 × 102 + 4 × 101 + 3 × 1 + 6 × 1 +5× 2 +4×
10 10 103
Note : The numbers to the left of the decimal point are whole numbers and the numbers to the
right of the decimal point are fractions.
Representation of decimal numbers on the number line :
We know how to represent numbers on the number line. In a similar way we can represent the
decimal numbers on the number line.
Example 107 :
Represent 0.3, 0.5, 0.8 on the number line.
Solution :
P Q R
0 .1 .2 .3 .4 .5 .6 .7 .8 .9 1
0 1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10 10
Fig. 1.20
Diivide the segment joining the points corresponding to 0 and 1 into 10 equal parts.
In this number line P represents 0.3, Q represents 0.5 and R represents 0.8.
Converting the fractions into decimals :
Usually three methods are used to convert a fractional number into a decimal number.
Method 1 :
When the denominator of a fractional number is 10 or a power of 10, the method of converting
it into a decimal is as follows :
3 37 376 3768
For example 10 , 100 , 1000 , 1000 are written in decimals as
3 37 376 3768
10 = 0.3 ; 100 = 0.37 ; 1000 = 0.376 ; 1000 = 3.768
Method 2 :
If the denominator of a fractional number is other than 10 or its powers, then it can be expressed
in a form whose denominator is 10 or a power of 10.
54
Now we can follow the previous method to get the decimal form. Even we can get the decimal
form by actual division method.
Example 108 :
3
Convert 8 into decimal form.
Solution :
(a) Converting the fraction into a form having denominator 10 or its power, we have
3 3 × 125 375
8 = 8 × 125 = 1000 = 0.375
(b) By division method, 0.375

8 3.000
24

60
56

40
40

0

3
∴ 8 = 0.375
Note : There are fractional numbers whose denominators cannot be expressed as 10 or powers of
10.
1
For example, consider the fraction 3 . This cannot be expressed in the decimal form (See the
division)
0.33333……

3 1.00000000
9

10
9

10
9

10
9

10
9

55
Discuss :
1) Give any two fractions which cannot be expressed as decimal.
(2) Do 0.5, 0.50, 0.500, 0.5000 have the same value?
(3) Do 0.3, 0.03 have the same value ?
Example 109 :
Convert 8.37 into an ordinary fraction.
1 1
Solution : 8.37 = 8 × 1 + 3 × 10 + 7 × 100
3 7
= 8 + 10 + 100
8 × 100 3 × 10 7
= + + 100
1× 100 10 × 10
800 30 7
= 100 + 100 + 100
837
= 100
Example 110 :
Which is bigger ? 0.2 or 0.09
2 20
Solution : 0.2 = 10 = 100
9
0.09 = 100
20 9
100 is bigger than 100
Therefore 0.2 is bigger than 0.09
Exercise 1.17
1. Find the place value of 5 in the following numbers :
(a) 413.258 (b) 4.31524 (c) 503.826 (d) 216.9253
(e) 5216.293 (f) 385.432
2. Write the following numbers in the expanded form :
(a) 2458.615 (b) 405.008 (c) 11.111 (d) 0.0005
3. Express the following as decimals :
5 3 6
(a) 6000 + 200 + 40 + 8 + 10 + 100 + 1000
2 8 9
(b) 2 × 103 + 7 × 102 + 3 × 101 + 4 + 10 + 2 + 3
10 10
4 8 9 5
(c) 10 + 100 + 1000 + 10000
1 1 1
(d) 5 × 100 + 4 × 10 + 3 × 1 + 2 × 10 + 4 × 100 + 5 × 1000
4. Convert the following into decimals :

3 5 7 9 5
(a) 5 (b) 8 (c) 25 (d) 125 (e) 3
56
5. Which is bigger in each of the given pairs of numbers?
(a) 0.3, 0.03 (b) 0.4, 0.08 (c) 0.6, 0.06 (d) 1.09, 1.90
6. Convert the following decimals into simple fractional form :
(a) 0.4 (b) 0.8 (c) 0.66 (d) 0.25
(e) 0.75 (f) 0.08 (g) 1.250 (h) 2.125
7. Arrange the following decimals in ascending order :
(a) 10.271, 10.207, 10.272, 10.222, 10.277
(b) 0.9876, 0.9918, 0.9753, 0.9873, 0.9921
8. Arrange the following decimals in descending order :
(a) 5.81, 5.08, 5.88, 5.85, 5.87, 5.82
(b) 3.301, 3.031, 3.310, 3.290, 3.931, 3.321
1.9.2 Four fundamental operations on Decimals
1.9.2 (a) Addition and subtraction of decimal numbers :
For addition and subtraction of decimal fractions, it is important that the terms should be
arranged one below the other according to their place values.
Example 111 :
Add 16.302, 3.672, 145.07, 76.3, 2
Solution :
Among the five numbers, one or more numbers are having maximum of 3 decimal places. ∴
Convert all the numbers with three decimal places without affecting the values.
That is 145.07 = 145.070
76.3 = 76.300
2 = 2.000
Now write the numbers in the following form and add.
16.302
3.672
145.070
76.300
2.000

243.344

Example 112 :
Subtract : 362.725 from 573.863.
Solution :
573.863
– 362.725

211.138

Example 113 :
Simplify : 37.62 – 14.05 + 15.467 – 27.108
57
Solution :
To simplify do the following steps :
(i) First add the positive numbers. (ii) Add the negative numbers.
(iii) Find the difference. (iv) Put the sign of the greater number
Add : 37.62 + 15.467 = 53.087 37.620
15.467

53.087
Add : 14.05 + 27.108 = 41.158

The difference = 53.087 14.050
– 41.158 27.108
 
11.929 41.158
 
The sign of greater number is positive
∴ 37.62 – 14.05 + 15.467 – 27.108 = 11.929
Example 114 :
A cloth merchant had 235.5 metres of cloth. He sold 32.25 m, 105.5 m, 83.75 m on three
successive days respectively. How much cloth is unsold?
Solution :
First day sales = 32.25 m
Second day sales = 105.50 m
Third day sales = 83.75 m

Total sales = 221.50 m

The length of the cloth = 235.50 m
Total sales = 221.50 m

The unsold cloth = 14.00 m

Exercise 1.18
1. Add :
(a) 4.7 + 0.47 (b) 3.002 + 2.030 (c) 38.102 + 6.138
2. Subtract :
(a) 175.562 – 43.84 (b) 325.042 – 119.072 (c) 100 – 13.452
3. Find the sum of the following :
(a) 19.465 + 10.201 + 32.457 + 13.0583
(b) 137.291 + 118.321 + 108.005 + 0.927
4. Simplify :
(a) 45.743 – 25.06 + 12.345 – 11.214
(b) 345.421 – 131.140 – 421.263 + 507.215
58
5. The amount of rainfall recorded on four days in a place are given below :
7.52cm, 4.05 cm, 6.15 cm and 5 cm. Find the total amount of rainfall on all four days.
6. Anbuselvi saved Rs. 105.50, Rs. 84.25, Rs. 38.75, Rs. 110.75 in four successive months.
What is her total savings?
7. The sum of two numbers is 74.65. If one number is 39.28, find the other number.
8. 0.875 part of a water tank is filled with water. How much part is yet to be filled?
9. Kanimozhi took Rs. 100 to the market. She purchased tea for Rs. 8.25, rice for Rs. 43.50,
vegetables for Rs. 23.25 and fruits for Rs. 15.75. How much money is left with her?
1.9.2 (b) Multiplication and division of decimal numbers :
Multiplication of decimal numbers by 10
Observe the following multiplications.
12345 12345
12.345 × 10 = 1000 × 10 = 100 = 123.45
12345 12345
12.345 × 100 = 1000 × 100 = 10 = 1234.5
12345
12.345 × 1000 = 1000 × 1000 = 12345 = 12345.0
Note : From the above examples we observe, multiplying by 10 makes the decimal point move 1
place from left to right.
Multiplying by 100 makes the decimal point move 2 places from left to right.
Multiplying by 1000 makes the decimal point move 3 places from left to right.
Division of decimal numbers by 10
Now observe the following divisions :
123.45 12345 12345
= = = 12.345
10 100 × 10 1000
123.45 12345 12345
= = = 1.2345
100 100 × 100 10000
123.45 12345 12345
= = = 0.12345
1000 100 × 1000 100000
From the above examples we get the following results :
On dividing by 10, the decimal point moves 1 place from right to left.
On dividing by 100, the decimal point moves 2 places from right to left.
On dividing by 1000, the decimal point moves 3 places from right to left.
For example,
85.6 × 10 = 856
3.48 × 10 = 34.8
0.032 × 10 = 0.32
0.124 × 100 = 12.4
7.325 × 100 = 732.5
43.6 × 100 = 4360
0.2934 × 1000 = 293.4
59
For example
531.4 ÷ 10 = 53.14
8.9242 ÷ 10 = 0.89242
2.574 ÷ 100 = 0.02574
54.32 ÷ 100 = 0.5432
7 ÷ 1000 = 0.007
25 ÷ 1000 = 0.025
Discuss :
1 1 1
10 × 10 = 100 . Thefefore .1 × .1 = 0.01
1 1 1
10 × 100 = 1000 . Therefore .1 × .01 = 0.001
1 1 1
10 × 1000 = 10000 . Thefore .1 × .001 = 0.0001
1 1 1
100 × 100 = 10000 . Therefore .01 × .01 = 0.0001
Multiplication of Decimal numbers :

Example 115 :
Multiply (a) 15.4 × 1.2 (b) 6.43 × 0.22
Solution :
154 12 154 × 12 1848
(a) 15.4 × 1.2 = 10 × 10 = 100 = 100 = 18.48
643 22 643 × 22 14146

(b) 6.43 × 0.22 = 100 × 100 = 10000 = 10000 = 1.4146
What do these examples tell us?

In multiplication of decimal numbers, first without considering the decimal points multiply the
numbers. Then in the result, place the decimal point as many places from the right as the total number
of decimal places in both the numbers.
Example 116 :
Multiply : 14.2 × 2.13
Solution :
First multiply : 142 × 213 142 × 213

426
142
142 × 213 = 30246. 284
Total number of decimal places in both the numbers is 3 
30246
∴ 14.2 × 2.13 = 30.246 
60
Example 117 :
Multiply : 2.1 × 1.3 × 1.2
Solution :
First multiply : 21 × 13 × 12 21 × 13

63
21

273
273× 12

We have, 21 × 13 × 12 = 3276. 546
Total number of decimal places in all the 273
three numbers is 3. 
∴ 2.1 × 1.3 × 1.2 = 3.276 3276

Example 118 :
The cost of 1 kg sugar is Rs. 14.70. Find the cost of 6.5 kg of sugar ?
Solution :
The cost of 1 kg sugar = Rs. 14.70.
The cost of 6.5 kg of sugar = 14.70 × 6.5 1470 × 65
= 95550 
= 95.550 7350
= 95.55 8820

95550
∴ The cost of 6.5 kg of sugar is Rs. 95.55 
Division of decimal numbers :
To divide a decimal or a whole number by a decimal, convert the divisor into a whole number
by multiplying by 10 or powers of 10 suitably. Multiply the dividend also by the same number and
then divide it.
Example 119 :
Divide : 8.4 × 1.4
8.4 8.4 × 10 84
Solution : = = 14 = 6.
1.4 1.4 × 10
8.4
1.4 = 6
61
Example 120 :
Divide 66.65 ÷ 0.215
66.65 66.65 × 1000 66650
Solution : 0.215 = 0.215 × 1000 = 215
= 310
310

215 ) 66650
645

215
215

0

66.65
∴ 0.215 = 310
Example 121 :
Divide : 37.5 ÷ 1.5
37.5 37.5 × 10 375
Solution : 1.5 = 1.5 × 10 = 15
25

15 ) 375
30

75
75

0

37.5
∴ 1.5 = 25
Example 122 : The price of 30 pens is Rs. 172.50. Find the price of one pen.
Solution :
Price of 30 pens = Rs. 172.50
Price of 1 pen = 172.50 ÷ 30
= Rs. 5.75
5.75

30 ) 172.50
150

225
210

150
150

0
∴ The price of 1 pen is Rs. 5.75 
62
Exercise 1.19
1. Multiply :
(a) 12.15 × 23 (b) 3.562 × 47 (c) 0.625 × 12 (d) 4.5 × 2.8
(e) 34.3 × 5.3 (f) 0.4 × 0.4 (g) 0.25 × 0.25 (h) 0.007 × 0.2
(i) 0.09 × 0.08
2. Find the product of the following by using the product 132 × 214 = 28248
(a) 1.32 × 2.14 (b) 13.2 × 21.4 (c) 0.132 × 21.4 (d) 132 × 0.214
(e) 013.2 × 0.0214 (f) 0.132 × 0.214
3. Find the product of the following :
(a) 1.2 × 1.1 × 0.2 (b) 3 × 4 × 1.3 (c) 12 × 0.25 × 2.5 (d) 0.5 × 0.4 × 8.0
4. Divide :
(a) 96.85 ÷ 5 (b) 4.5 ÷ 3 (c) 7.91 ÷ 7 (d) 0.144 ÷ 12
(e) 24.8 ÷ 0.4 (f) 3.42 ÷ 0.02 (g) 0.168 ÷ 0.8 (h) 0.0064 ÷ 0.008
5. A van can run 8.75 km using 1 litre of diesel. How far can it go using 3.5 litres of diesel?
6. Cost of 1 kg of rice is Rs. 23.75. Find the cost of 25 kg of rice.
THINGS TO REMEMBER
(1) Decimals are fractions having their denominators as 10 or powers of 10.
(2) Equivalent forms of decimal can be obtained easily by including zero to the
right of the decimal as follows : 0.5, 0.50, 0.500, 0.5000 are equivalent
decimals.
(3) To add two more more decimals arrange the numbers in such a way that the
decimal points of the numbers are in the same column and the digits of the
same place value are in the same column. Then add the numbers and put the
decimal point directly under the decimal points of the numbers.
(4) To subtract the decimals we arrange the decimals in such a way that the
decimal points are in the same column and the digits having the same place
value are in the same column. Then we subtract them and put the decimal
directly under the decimal point of the numbers.
(5) To multiply a decimal by another decimal, first remove the decimal point
and do the ordinary multiplication. In the result, place the decimal point as
many places from the right as the total number of decimal places in the
numbers.
(6) To divide a decimal by another decimal, first we convert the denominator
(divisor) into a whole number by multiplying by 10, 100 or 1000 etc.
whatever is suitable. We multiply the numerator (dividend) also by the same
number and then divide it.
UNIT TEST – 1
Part – I 20 × 1 = 20
Choose the correct answers :
(1) The predecessor of the whole number 1 is
(a) 0 (b) 1 (c) 2 (d) 3
(2) The prime number among the following is
(a) 93 (b) 95 (c) 97 (d) 99
(3) The number divisible by 3 is
(a) 215 (b) 138 (c) 209 (d) 200
(4) The number divisible by 4 is
(a) 114 (b) 202 (c) 512 (d) 126
(5) The g.c.d. of 5 and 7 is
(a) 1 (b) 5 (c) 7 (d) 12
(6) Additive inverse of – 6 is
(a) 0 (b) – 6 (c) + 6 (d) 1
63
(7) (– 6) + (– 2) is
(a) – 4 (b) + 4 (c) + 8 (d) – 8
15
(8) The simplest form of the fraction 60 is
1 1 1
(a) 4 (b) 5 (c) 6 (d) 4
(9) The place value of 5 in 123.456 is
1 1
(a) 100 (b) 10 (c) 10 (d) 100
(10) The value of 5 × 0.2 is
(a) 0.1 (b) 1.0 (c) 10 (d) .01
Complete the following :
(11) The number of thousands in the number 215083 is ____________ .
(12) The prime number between 21 and 25 is ____________ .
(13) The l.c.m. of 12 and 18 is ___________ .
(14) The bigger among 23, 32 is ___________ .
(15) (– 15) – (– 5) = __________ .
(16) (– 20) ÷ (– 5) = ____________ .
1 1
(17) 3 + 5 = _________ .
(18) The reciprocal (multiplicative inverse) of 3/7 is _________ .
(19) 0.0123 × 1000 = __________ .
1.25
(20) 0.25 = __________ .
Part – II (10 × 2 = 20)
Answer the following in one or two steps :
(21) There are 144 biscuits in one box. How many biscuits are there in 348 boxes?
(22) The product of two numbers is 45355. If one number is 235 find the other number.
(23) Find whether the number 31526 is divisible by 11.
(24) Find the g.c.d. of 15, 20, 30.
(– 8) × (+ 3)
(25) Simplify : .
(+ 6) × (– 4)
5 7
(26) Which is bigger? 6 or 8
3 9 17
(27) Write in ascending order : 4 , 16 , 48 .
1 1
(28) Subtract : 1 2 from 3 4 .
(29) Add : 4.312 + 9.26 + 7.18 .
(30) Multiply : 18.46 × 1.2
Part – III (4 × 5 = 20)
Answer in detail :
(31) A man had 220 sheep. He sold them at Rs. 650 each and bought cows for the money. If
the price of a cow was Rs. 5800, how many cows did he buy?
(32) Find g.c.d. and l.c.m. of 32, 48, 96.
2 3 11
(33) Find the sum of 15 and 5 and take the sum from 12 . What do you get?
(34) A travel company charges Rs. 5.50 per kilometer to run a car. A person hired a car and
that car covered a distance of 120.5 km. How much money did he pay to the travel
company?
64
2. EVERYDAY ARITHMETIC
Directly or indirectly we use arithmetic in our day-to-day life. The literacy rate is calculated by
the 3 R’s namely ‘Read’, ‘wRite’ and ‘aRithmetic’. From this we can conclude that arithmetic takes
an important role in our daily life. For successful life one must know the values of arithmetic.
2.1 Ratio and Proportion
2.2 Percentage
2.3 Shopping
2.4 Finance
2.1 Ratio and Proportion :
2.1.1 Ratio formation

2.1.2 Comparison of ratios
2.1.4 Proportion – Applications
2.1.1 Ratio–formation :
Introduction :
In our day-to-day life we compare quantities by means of their measurements.
When we compare two quantities of the same kind by division, we have a ratio of those two
quantities.
Definition :
Ratio means Comparison of two similar quantities by division.
Example 1 :
In a classroom there are 25 boys and 15 girls. What is the ratio between the number of boys
and the number of girls?
Solution :
25
The ratio between the number of boys and number of girls = 15
5
When reduced to lowest form = 3
It is customary to write this ratio as 5 : 3
∴ Ratio between the number of boys and girls = 5 : 3 (read as 5 is to 3)
Remarks :
1) Usually the symbol “ : ” is used to denote "ratio"
2) The ratio is generally denoted in the form a : b
3) Ratio should be in the lowest form.
2
For example, 2 : 4 is not in the lowest form because 4 is not the simplified form. The
1
simplified form is 2 . Lowest form of 2 : 4 is 1 : 2.
69
4) The order in the ratio is very important.
For example, the ratio of number of boys to number of girls is different from the ratio of the
number of girls to the number of boys.
5) Ratio is purely a number. It should not be expressed in terms of any unit.
[See Example 3].
6) The two quantities must be expressed in the same unit [see examples 4 & 5].
Discuss :
In the example 1, what is the ratio of the number of girls to the number of boys?
Example 2:
The age of Ramu’s father is 40 years and that of Ramu is 10 years. What is the ratio between
the father’s age and Ramu's age?
Solution :
Ratio between the father's age and Ramu's age = 40 : 10
= 4:1
Note : We cannot write the above ratio as 1 : 4, Why?
Example 3:
The cost of a notebook is Rs. 20 and the cost of a pen is Rs. 15. What is the ratio between the
cost of a notebook and the cost of a pen?
Solution :
Ratio between the cost of a note book and the cost of a pen = 20 : 15
= 4:3
Note : We should not write the above ratio as 4 : 3 Rupees.
Example 4:
Find the ratio of 3 Kg to 750 g
Note : Here the two quantities are not in the same unit ; therefore convert them into the same
unit.
Solution :
3 Kg = 3 × 1000 = 3000 g
∴Required ratio = 3000 : 750
= 300 : 75
= 60 : 15
= 12 : 3
= 4:1
Example 5 : Find the ratio of 50 cm to 3m.
Solution :
3m = 3 × 100cm = 300 cm
∴Required ratio = 50 : 300
= 5 : 30
= 1:6
70
Example 6 :
Give two equivalent ratios to 2 : 3
Solution :
2 2 4
2:3 = 3 ×2 = 6 = 4:6
[Multiply the Numerator and the Denominator by 2]
2 3 6
2:3 = 3 ×3 = 9 = 6:9
[Multiply the Numerator and the Denominator by 3]
∴The two equivalent ratios to 2 : 3 are 4 : 6 and 6 : 9
Discuss :
2 4 6
In example 6, 3 , 6 , 9 ……are all equivalent fractions while 2 : 3, 4 : 6, 6 : 9……are all
equivalent ratios. If one of these fractions or ratios is given, how will you get the other ?
Example 7:
Cheran gets Rs. 10000 as salary and his savings is Rs. 2000. Find the ratio of
a) his salary to savings
b) his salary to expenditure
c) his savings to expenditure
Solution :
a) Cheran’s salary = Rs. 10000
His savings = Rs. 2000
His expenditure = Rs. 10000 – Rs. 2000
= Rs. 8000
Ratio of his salary to savings = 10000 : 2000
= 10 : 2
= 5:1
b) Ratio of his salary to expenditure = 10000 : 8000
= 10 : 8
= 5:4
c) Ratio of his savings to expenditure = 2000 : 8000
= 20 : 80 = 1 : 4
Example 8:
1 1
Find the lowest form of 2 : 1 2
Solution :
1 1
1 1 1 3 2 2×2 1
2 : 12 = 2 : 2 = 3 = 3 = 3 = 1:3
2 2×2
Example 9:
Find the lowest form of 1.3 : 6.5
71
Solution :
1.3 1.3 × 10 13 1
1.3 : 6.5 = 6.5 = = 65 = 5
6.5 × 10
= 1:5
Exercise 2.1
1) Express the following ratios in the lowest form
1 1
(a) 6 : 15 (b) 10 : 25 (c) 4 : 20 (d) 35 : 77 (e) 1.2 : 4.8 (f) 3 : 1 3
2) Express the following ratios in the lowest form

(a) 1 Kg to 250g (b) 20 cm to 2m (c) 500 ml to 3 litres (d) 30 min to 2 hours
(e) 25 paise to 2 Rs. (f) 60 students to 2 teachers
3) There are 2000 students in a school. 500 students went for an excursion. Find the ratio
between
(a) the total number of students and the number of students who went for the excursion
(b) the total number of students and the number of students who did not go for the
excursion.
4) John is 50 years old, his son is 10 years old. Write down the ratio between their ages
(a) 5 years ago (b) at present (c) after 5 years
5) 250 people are working in an office, out of which 150 are men and the remaining are
women. Find the ratio of
(a) the total number of people to that of men
(b) the total number of people to that of women
(c) the number of men to that of women.
6) Give three equivalent ratios to each of the following
1 1 2
(a) 1 : 4 (b) 2 : 5 (c) 2 : 1 2 (d) 1 : 3
7) (a) Is 8 : 32 equivalent to 16 : 60 ? (b) Is 99 : 11 equivalent to 9 : 1 ?

8) Match the following equivalent ratios
A B
2:3 12 : 15
1:4 6 : 15
4:5 6:9
2:5 12 : 16
3:4 5 : 20
2.1.2 Comparison of ratios :
Two ratios can be compared. To compare the ratios, convert the given ratios into fractions with
the same denominator.
Example 10:
Compare 3 : 4 and 4 : 5
Solution :
3 4
We have to compare 4 and 5
72
The l.c.m. of denominators 4 and 5 is 20
3 3 5 15
4 = 4 × 5 = 20
4 4 4 16
5 = 5 × 4 = 20
16 15
20 is greater than 20
4 3
∴ 5 is greater than 4
Hence 4 : 5 is greater than 3 : 4

Discuss :
In the above example why did we take l.c.m. of the denominators?
Example 11 :
Divide Rs. 240 in the ratio 3 : 5
Solution :
3 : 5 means the first quantity is 3 parts and the second quantity is 5 parts.
∴The total number of parts = 3 + 5 = 8
8 Parts = Rs. 240
240
1 part = 8 = Rs. 30.
∴ 3 Parts = 3×30 = Rs. 90

5 parts = 5×30 = Rs. 150
Example 12:
The length and breadth of a rectangle are in the ratio 4 : 3. If the breadth is 21 cm, find the
length?
Solution
Breadth = 21 cm
The ratio of length to breadth is 4 : 3
Breadth = 3 parts
3 parts = 21 cm
21
1 part = 3 cm = 7 cm
Length = 4 parts
4 parts = 4 × 7 cm = 28 cm
Length of the rectangle = 28 cm
Exercise 2.2
1) (a) Which is greater 2 : 3 or 3 : 4? (b) Which is smaller 3 : 5 or 4 : 7?
2) (a) Write in ascending order 2 : 3, 4 : 5, 3 : 4
(b) Write in descending order 3 : 5, 7 : 9, 5 : 7
3) (a) Divide Rs. 300 in the ratio 2 : 3 (b) Divide 5 kg 600 gm in the ratio 4 : 3
(c) Divide 2m 25 cm in the ratio 5 : 4 (d) Divide 2 hour 30 minutes in the ratio 1 : 4
73
4) Mixture 'A' has cement and sand in the ratio 1 : 4 and Mixture 'B' has cement and sand in
the ratio 2 : 7. Which mixture has more sand?
5) If Rs. 5,500 is divided between Vivek and Deepak in the ratio 6 : 5, who will get more and
how much more?
6) The length and breadth of a rectangle are in the ratio 7 : 2. If the length is 35 cm, find the
breadth.
7) The ratio of expenditure and savings in a family is 5 : 2. If the expenditure is Rs. 2,500,
what is the savings?
8) A box of Sweets was divided between Saravanan and Kumaran in the ratio of 3 : 4. If
Saravanan got 36 sweets , how many sweets did Kumaran get? What was the total number
of sweets in the box?

Introduction :
If the cost of a particular pen is Rs. 5, then the cost of 5 pens is Rs. 25 and the cost of 8 pens is
Rs. 40. Now the ratio of two quantities is 5 : 8 further the ratio of their costs is 25 : 40. The lowest
form of costs is 5 : 8.
Therefore 5 : 8 = 25 : 40
Definition :
Proportion is an equality of two ratios.
Example 13 :
The cost of 4 notebooks is 24 and the cost of 7 notebooks is Rs. 42. What is the proportion?
Solution :
The ratio of two quantities = 4 : 7
The ratio of their costs = 24 : 42
∴The proportion is 4 : 7 = 24 : 42
Note : 1) We say that the four numbers are in proportion.
2) We cannot change the order of any one of the ratios. Here 4 : 7 ≠ 42 : 24.
3) Is 7 : 4 = 42 : 24 ? Why?
Consider the proportion

2 : 3 = 10 : 15
The first and fourth terms (2 and 15) are called the extreme terms or extremes.
The second and third terms (3 and 10) are called the middle terms or means
Means
2:3 = 10 : 15
Extremes
Important Property :
Product of extremes = Product of means
In the above example 2 × 15 = 3 × 10
30 = 30
74
Discuss :
Consider any proportion and verify yourself whether the product of extremes is equal to the
product of means. Can we use this property to check whether the given 4 quantities are in proportion?
Can we find the missing term of a proportion when 3 of its terms are given?
Example 14 :
Verify 4 : 3 = 8 : 6 is a proportion or not.
Solution : Product of extremes = 4 × 6 = 24
Product of means = 3 × 8 = 24
24 = 24
These two products are equal.
∴ 4 : 3 = 8 : 6 is a proportion.
Example 15 :
If 2 : 5 = 6 : is a proportion, find the missing term.
Solution :
Product of extremes = 2 ×
Product of means = 5 × 6 = 30.
Since it is a proportion, 2 × = 30
Divide both sides by 2
2 × 30
2 = 2
30
∴ = 2 = 15.
Example 16 : If 3 × X = 4 × Y, find X : Y
Solution :
3×X = 4×Y
Divide both sides by 3
3×X 4×Y
3 = 3
4
X = 3 Y
Divide both sides by Y
X 4Y 4
Y = 3Y = 3
X:Y = 4:3
Note : Discuss example 16, by writing
X:Y= : and use proportion property (Product of means = Product of extremes) to
fill the boxes.
Example 17 :
The income and Savings of a family are in the ratio 7 : 2. If the income of the family is
Rs. 5,600. Find how much is being saved.
75
Solution :
Let the savings be Rs. x.
∴ The proportion is 7 : 2 = 5600 : x
(Income : Saving) = (Income : Saving)
∴ 7x = 2 × 5600
7x 2 × 5600
7 = 7 = 1600
x = 1600
∴ The Savings = Rs. 1600.
Example 18 :
Using 3 and 10 as means write any two proportions.
Solution :
Given 3 and 10 are means
: 3 = 10 :
The product of the means 3 ×10 = 30

∴ The product of Extremes must be 30
30 can be written as 2 × 15 or 6 × 5 etc.
∴ 2 : 3 = 10 : 15
6 : 3 = 10 : 5
Two proportions are 2 : 3 = 10 : 15 and

6 : 3 = 10 : 5
Example 19:
If the cost of 7m cloth is Rs. 49, find the cost of 5m cloth.
Quantity (in m) Cost (in Rs.)
7 49
5 ?
The proportion is
7 : 5 = 49 : ?
Product of means = 5 × 49 = 245

Product of Extremes = 7 ×
7× = 245
7× 245
7 = 7
245
= 7 = 35
The cost of 5 m cloth = Rs. 35.
76
Exercise 2.3
1) Verify whether the following are proportion in the given order
(a) 1,2,3,4 (b) 5,10,15,30 (c) 2,4,6,8 (d) 10,12,18,20 (e) 0.2,0.4,8,16
2) Find the missing term
(a) 4 : 6 = :3 (b) 7 : = 21 : 15
(c) : 1.5 = 6 : 4.5 (d)) 10 : 25 = 25 :

3) The length and breadth of the rectangular ground are in the ratio 6 : 5. If its length is
120m, find the breadth of the ground. [Use proportion]
4) Cement and sand are mixed in the ratio 2 : 7 in a mixture. If the weight of cement is 100 kg,
What will be the weight of the sand?
5) The cost of 3m cloth is Rs. 135. Find the cost of 7m of the same cloth.
6) (a) Using 4 and 15 as means, write two proportions.
(b) Using 4 and 10 as extremes, write two proportions.
2.1.4 Proportion – Applications :
If we want to draw a plan of a house, it is not possible to draw the plan in actual dimensions
(or size).
Let the ratio between drawn length and actual length be a : b
1) If a is less than b, we get a reduced figure.
2) If a = b, we get equal scale figure (same size figure)
3) If a is greater than b, we get an enlarged figure.
For example,
1) a house plan map – a reduced figure
2) Geometrical figure drawn in note book – equal scale figure
3) bacteria seen through microscope – enlarged figure
a
Note : The ratio b is called the representative fraction (a and b must be in the same unit)
Example 20:
A map is drawn to the scale of 1 cm to 200 km.
(a) What is the representative fraction.
(b) If on this map the distance between Nellai and Chennai are 3 cm apart, what is the actual
distance between the two places?
Solution :
Note that the drawn length and the actual length are not in the same unit.
Therefore convert them into the same unit
Now 200 km = 200 × 100000cm (see Chapter 3)
= 2,00,00,000 cm
1
(a) The representative fraction = 20000000
(b) The distance between Nellai and Chennai (in map) = 3 cm
The actual distance between Nellai and Chennai = 3 × 200 = 600 km.
77
Discuss :
Look at the India map showing railway routes in India. Note the scale on the map and find the
distance between 1) Chennai and Trichy 2) Chennai and Delhi 3) Mumbai and Bangalore.
Exercise 2.4
1) A Map is drawn in the scale 1 cm to 1000 km
(a) Express this as a representative fraction
(b) What is the actual distance represented by 4.5 cm in the map ?
(c) What distance on the map will represent an actual distance of 2200 km ?
2) A scale used in a map is 1 cm to 500m.
(a) Express as a representative fraction.
(b) What is the actual distance represented by 7.5 cm on the map ?
(c) What distance on the map will represent an actual length of 2250m ?
3) Fill in the blanks :
Scale actual length drawn length
(a) 1 cm = 100m --------------- 3 cm
(b) 1 cm = 250 km 1250 km ---------------
(c) 1 cm = ------m 3750m 5 cm
Activity :
Draw a rough sketch of a rectangular field of length 500m and breadth 300m by taking a
suitable scale.
If two quantities vary always in the same ratio then they are in direct Variation.
Example 21:
A pen costs Rs. 10. What will be the cost of 5 pens, 8 pens and 10 pens.
Number of pens 1 5 8 10
Cost (Rs.) 10 50 80 100.
1 5 8 10
It is true that 10 = 50 = 80 = 100
∴The number of pens and their cost are in direct Variation.

Example 22 :
The following table gives the age and the corresponding weight of a person.
Age 5 10 15 20
Weight 20 30 40 50
5 10 15 20
Here 20 ≠ 30 ≠ 40 ≠ 50
Eventhough the weight increases as age increases, the ratio of age to weight is not the same.
∴The age and the weight are not in direct variation.
78
Discuss :
Which of the following are examples for direct variation ?
(a) Number of pens purchased and amount paid for the same
(b) Height and weight of a person.
(c) Side and perimeter of a given square
(d) Speed and distance travelled in a given time.
Example 23:
A man travels at a certain uniform speed and covers 150 km in 3 hours. What will be the
distance covered by him in 5 hours in the same speed ?
Solution :
Let x be the distance covered in 5 hours.
Time (hour) distance (Km)
3 150
5 x
Time and distance are in direct Variation.
∴ 3 : 5 = 150 : x
3 × x = 5 × 150
3×x 5 × 150
3 = 3
5 × 150 750
∴x = 3 = 3 = 250 km
The distance covered in 5 hours = 250 km.

Example 24:
A reader reads 20 pages of a book in 2 hours in an uniform speed. How much time will it take
to read 50 pages of the same book in the same speed?
Solution :
Let x be the time taken to read 50 pages.
Quantity Time
(pages) (hours)
20 2
50 x
Quantity and time are in direct variation
∴ 20 : 50 = 2 : x
20 × x = 50 × 2
20 × x 50 × 2
20 = 20
50 × 2
x = 20 = 5 hours.
Example 25:
Verify whether the following represents direct variation.
Principal (in Rs.) 300 450 250 600
Interest (in Rs.) 18 27 15 36
79
Solution :
Arrange the principals in ascending order
250 300 450 600
15 18 27 36
250 50 300 50 450 50 600 50
Here the ratios are 15 = 3 ; 18 = 3 ; 27 = 3 ; 36 = 3 .
250 300 450 600
∴ 15 = 18 = 27 = 36
Here all the ratios are equal

∴They are in direct variation.
Exercise 2.5
1) Verify whether the following represent direct variation or not .
(a) Number of books 10 8 20 4
Cost (in Rs.) 25 20 50 10
(b) Time (in hrs.) 2 3 5 4
Distance (in kms) 70 100 175 120
(c) Age (in yrs) 2 6 4 8
Weight (in kg) 3.5 10.57 14 24
2) Complete the table if they are in direct variation
(a) 8 10 15 4 2
20 — — — —
(b) 5 – 12 15 10
— 21 36 — —
(c) — 20 — 15 10
45 — 60 — 15
3) A bus covers 135 km in 3 hours. What will be the distance covered in 8 hours in the same
speed?
4) The mass of a rod whose length 10 cm is 250 gm. What will be the mass if the rod is 25 cm
long?
5) The interest for a certain principal for 5 years is Rs. 600. At the same rate, what will be the
interest for 8 years for the same principal?
6) The rent for a room for 2 months is Rs. 4400. What will be the rent for one year for that
room?
7) A machine prints 750 pages in 30 minutes. How much time will the machine take to print
4500 pages?
8) The cost of 15 chairs is Rs. 2250. Find the number of such chairs that can be purchased for
Rs. 10500.
9) The cost of 5 books is Rs. 250. Find the cost of 12 books.
10) The cost of 10 kg rice is Rs. 200. Find the cost of 2 kg rice.
11) A car needs 12 litres of petrol to cover a distance of 144 km. How much petrol will be
required for the car to cover a distance of 720 km?
80
THINGS TO REMEMBER
1) When we compare two quantities of the same kind by division, we have a ratio of those
two quantities.
2) The ratio should be in the lowest form.
3) The order in the ratio is very important. It cannot be interchanged.
4) Ratio has no unit.
5) Two or more ratios can be compared
6) Proportion is an equality of two ratios.
7) The first and fourth terms of a proportion are called extremes. The second and third
terms of a proportion are called means.
8) In a proportion,
the product of extremes = the product of means.
9) If the ratio between the drawn length and actual length is a : b, then
(a) If a is less than b, we get a reduced figure.
(b) If a = b, we get equal scale figure
(c) If a is greater than b, we get an enlarged figure.
10) If two quantities vary always in the same ratio, then they are in direct variation.
2.2 Percentage :
2.2.1 Percentages, Fractions and Decimals – Relationship
2.2.2 Profit and Loss
2.2.3 Profit and Loss percentage
2.2.1 Percentages, Fractions and Decimals – Relationship :

Introduction :
Percent is an abbreviation for the Latin word "Percentum'. The meaning is per hundred or
hundredths.
Definition :
A percentage is a fraction whose denominator is 100.
The symbol for percentage is "%"
Example 26:
Convert the following into percentages
2 3 1
(a) 5 (b) 4 (c) 2
Solution :
2 2 100 40
(a) 5 = 5 × 100 = 100 = 40%
3 3 100 75
(b) 4 = 4 × 100 = 100 = 75%
1 1 100 50
(c) 2 = 2 × 100 = 100 = 50%
81
Example 27:
Convert the following into fractions
(a) 25% (b) 30% (c) 80%
Solution :
25 1
(a) 25% = 100 = 4
30 3
(b) 30% = 100 = 10
80 4
(c) 80% = 100 = 5
Example 28 :
Convert the following decimals into percentage
(a) 0.25 (b) 1.6 (c) 0.175
Solution :
100 25
(a) 0.25 = 0.25 × 100 = 100 = 25%
100 160
(b) 1.6 = 1.6 × 100 = 100 = 160%
100 17.5
(c) 0.175 = 0.175 × 100 = 100 = 17.5%
Example 29 :
The monthly salary of Meena is Rs. 4000. She spends 80% of her salary every month. How
much does she save every month?
Solution :
Meena's monthly salary = Rs. 4000
Expenditure = 80% of 4000
80
= 100 × 4000 = Rs. 3200
∴ Savings = 4000 – 3200 = Rs. 800
Another method :
Expenditure = 80% of 4000
∴ Savings = 20% of 4000
20
= 100 × 4000 = Rs. 800.
Example 30 :
1
Express 5 3 % as a fraction.
Solution :
1 16 16
1
53 3 3 ×3
5 3 % = 100 = 100 =
100 × 3
16 4
= 300 = 75
82
Example 31 :
1
Express 4 as (a) a ratio (b) a decimal (c) a percentage
1
Solution : (a) 4 = 1:4
1 1 100 25
(b) 4 = 4 × 100 = 100 = 0.25
1 1 100 25
(c) 4 = 4 × 100 = 100 = 25%
Note : A percentage can be written as a common fraction or a decimal fraction.
Fig. 2.1 Fig. 2.2 Fig. 2.3

Look at fig.2.1
1) How many small squares are there?
2) What fraction in each small square of the large square? 100

1
 
3) What decimal is it? (.01)
4) What percent is it? (1 %)
Look at fig. 2.2
1) How many small squares are shaded? (25)
2) Express the shaded portion in
(a) fraction 100
25
(b) decimal (0.25) (c) percent (25%)
 
Look at fig. 2.3
Express the shaded portion in (a) fraction (b) decimal (c) percent
Exercise 2.6
1) Complete the following table :
Fraction
in lowest with Decimal Percentage
terms denominator
100
1 25 .25 25%
4 100
1 .5 —
2 —
3 — —
4 —
— — — 40%
60 — —
— 100
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2) Convert the following into percentages :
2 7 3 1 1
(a) 5 (b) 25 (c) 50 (d) 2 2 (e) 2 5
(f) 1.25 (g) 2.15 (h) 0.05 (i) 0.25 (j) .125
3) Convert the following into fractions.
(a) 20% (b) 15% (c) 30% (d) 60%
4) Express the following in percentage :
(a) Rs. 2 in Rs. 20 (b) 5 in 25 (c) 3 in 15
1
(d) 100 ml in 2 litre (e) 250 gms in 1 kg (f) 50 cms in 1m
5) Find the following :

1
(a) 25% of 80 (b) 3 3 % of 60 metres
4 1
(c) 5 5 % of 20 kg (d) 7 2 % of 12 litres.
1 1
6) Which is smaller 5 2 % of 500 or 3 3 % of 300?
7) In a mathematics examination 20 students out of 25 passed. What is the pass percentage?

8) There are 10 girls in a class of 35 students. What is the percentage of boys?
9) 20% of Ravi’s income is Rs. 3000. Find his income.
10) In an examination Geetha obtained 95% marks. If the maximum marks is 500, find the
marks obtained by her.
11) The population of a town is 2,25,000. If it increases by 3% every year find the population of
town after one year.
12) The speed of a car is 60km per hour. If it is increased by 10% find the new speed of the car.
1
13) A person saves 8 3 % of his monthly salary. If his salary per month is Rs. 15,000, what is his
montly expenditure?
14) A boy got 8 out of 10 marks in the first test and 15 out of 20 marks in the second test. In
which test did he do better?
1 2
15) Mixture A has 22 2 % rice and the rest dhal. Mixture B has 5 part rice and the rest dhal.
Which mixture has more rice?
2.2.2 Profit and Loss :
Introduction :
Suppose a shopkeeper buys an article from a manufacturer or wholesale dealer, the money paid
by the shopkeeper to buy the article is called the cost price of the article. Generally we write C.P. for
the cost price.
The shopkeeper sells the article which is generally more than its C.P. The price at which the
shopkeeper sells the article is called the selling price of the article. Generally we write S.P. for the
selling price.
If the S.P. of an article is greater than the C.P., then the shopkeeper has earned a gain or profit.
84
Thus
∴ Gain or profit = S.P. – C.P.
Further, C.P. = S.P. – Profit
S.P. = C.P. + Profit
If the S.P. of an article is less than the C.P. then the shopkeeper has suffered a loss.
∴ Loss = C.P. – S.P.
Further, S.P. = C.P. – Loss
C.P. = S.P. + Loss
Example 32 :
An article was bought at Rs. 450 and sold for Rs. 500. Find the profit or loss.
Solution :
C.P. of an article = Rs. 450
S.P. of an article = Rs. 500
S.P. is greater than C.P. so there is a profit.
∴ Profit = S.P. – C.P.
= 500 – 450 = Rs. 50.
Example 33 :
A television set was bought for Rs. 10,500 and sold at Rs. 9,500. Find the profit or loss.
Solution :
C.P. of the television set = Rs. 10,500
S.P. of the television set = Rs. 9,500
Here C.P. is greater than S.P. so there is a loss.
Loss = C.P. – S.P.
= 10,500 – 9,500 = Rs. 1,000.
Example 34 :
A bag is bought at Rs. 200 and sold at a profit of 10%. Find the selling price.
Solution :
Profit = 10% of Rs. 200
10
= 200 × 200 = Rs. 20
S.P. = C.P. + Profit

= 200 + 20 = Rs. 220
Discuss :
In the above example, we can simplify the procedure as follows :
Selling Price =  100  × Cost Price

100 + 10
 
110
= 100 × 200 = Rs. 220
Example 35 :
A motor cycle is bought at Rs. 10,000 and sold at a loss of 15%. Find the selling price.
85
Solution : Loss = 15% of 10,000
15
= 100 × 10,000 = Rs. 1500
S.P. = C.P. – Loss
= 10,000 – 1,500 = Rs. 8,500
Discuss :
In the above example we can simplify the procedure as follows :
Selling Price =  100  × Cost Price
100 – 15
 
85
= 100 × 10,000 = Rs. 8,500
2.2.3 Profit and Loss Percentage :

Profit or loss is always expressed as a percentage of the cost price.
profit
Profit percent = C.P. × 100 %
Loss
Loss percent = C.P. × 100 %
Example 36 :
A man purchased an article for Rs. 2000 and sold it for Rs. 2500. Find the profit percent.
Solution : Profit = S.P. – C.P.

= 2500 – 2000 = Rs. 500
profit
Profit percent = C.P. × 100 %
500
= 2000 × 100% = 25%
Example 37 :
A man bought 75 apples for Rs. 375. After some time 5 apples were spoiled. He sold the
remaining for Rs. 6 each. Find the profit or loss percent.
Solution :
C.P. of 75 apples = Rs. 375.
5 apples were spoiled.
∴ Remaining apples = 75 – 5 = 70
S.P. of one apple = Rs. 6
∴ S.P. of 70 apples = 70 × 6 = Rs. 420.
∴ Here S.P. is greater than C.P.
∴ Profit = S.P. – C.P.
∴ = 420 – 375 = Rs. 45
Profit
∴ Profit % = C.P. × 100
45 9 3
= 375 × 100 = 75 × 100 = 25 × 100
= 12 %
86
Example 38 :
A man purchased a cycle for Rs. 600 and sold it for Rs.480. Find the loss percent.
Solution :. C.P. of the cycle = Rs. 600
S.P. of the cycle = Rs. 480
∴ Loss = C.P. – S.P.
= 600 – 480
= Rs. 120
loss
Loss % = C.P. × 100 %
120
= 600 × 100 %
= 20 %
Example 39 :
A man purchased a radio for Rs. 1200 and sold it for Rs. 1000. Find the loss percent.
Solution : Loss = C.P. – S.P.
= 1200 – 1000 = Rs. 200
loss
Loss percent = C.P. × 100%
200 50
= 1200 × 100% = 3 %
2
= 16 3 %
Exercise 2.7
1) Complete the following with correct entries (wherever possible)
C.P. S.P. Profit Loss
(a) Rs. 500 Rs. 400 —
(b) Rs. 750 Rs. 600 —
(c) Rs. 300 — Rs. 50
(d) — Rs. 250 50
(e) — Rs. 500 Rs. 100
2) Find the Selling Price for the following :
(a) A pen bought for Rs. 15 is sold at a profit of 20%
(b) A book bought for Rs. 60 is sold at a profit of 10%
(c) A watch bought for Rs. 700 is sold at a loss of 15%
(d) A box bought for Rs. 150 is sold at a loss of 12%
3) Find the percentage of profit or loss for the following :
(a) A jewel costs Rs. 6000 is sold for Rs. 6500.
(b) A T.V. costs Rs. 15000 is sold for Rs. 13000.
(c) A car costs Rs. 50000 is sold for Rs. 40000
(d) A house sold for Rs. 70000 was bought at Rs. 60000.
87
4) Rosy bought a car for Rs. 75000. She repaired it for Rs. 15000. If she sold it for Rs. 1,10,000
what was her profit or loss percent?
5) A man bought 150 oranges for Rs. 500. After sometime 10 oranges were spoiled. He sold the
remaining oranges for Rs. 5 each. Find his profit or loss percent.
6) Meeran bought 600 eggs at Rs. 15 per dozen. He gained 15% by selling them. At what rate
per dozen did he sell?
7) Sunil purchased 250 kg of rice at the rate of Rs. 15 per kg and sold it at a loss of 20%.
Calculate the loss and the selling price.
THINGS TO REMEMBER
1) A percentage is a fraction whose denominator is 100.
1
2) To convert a percent into fraction, multiply given number by 100 and simplify the
resulting fraction.
3) To convert a percent into decimal remove the % symbol and shift the decimal point,
two places to the left.
4) To convert a decimal into a percent, shift the decimal point two places to the right and
insert % symbol.
5) Profit = S.P. – C.P.
6) Loss = C.P. – S.P.

Profit
7) Profit % = C.P. × 100
Loss
8) Loss % = C.P. × 100
2.3 Shopping :
2.3.1 Verification of bill amount
2.3.2 Preparation of a bill
2.3.1 Verification of bill amount :

When we go to a super market or any shop and buy different items, the salesman gives a bill. The
bill normally has five divisions.
(1) serial number
(2) items purchased
(3) rate
(4) quantity
(5) amount
The total amount of that bill will be given at the bottom.
88
Example 40 :
----------------------------------------------------------------------------------------------------------------
CASH BILL
No. 123 Date : 4.12.2002
SELVAM SUPER MARKET
15, Seeyalam Street, Adyar,
Chennai – 20. Phone : 24912020
Amount
S.No. Item Rate Quantity
Rs. P.
1. Rice Rs. 20 / kg 5 kg 100.00
2. Dhal Rs. 30 / kg 2 kg 60.00
3. Sugar Rs. 15 / kg 1 kg 15.00
4. Coconut Oil Rs. 100 / kg 1 150.00
1 2 kg
TOTAL 325.00
Signature
----------------------------------------------------------------------------------------------------------------
Look at the above bill and answer the following :
(a) What is the cost of 1 kg of sugar?
(b) What is the amount paid for the rice?
(c) What is the total amount paid by the purchaser?
(d) What is the phone number in the bill?
(e) On what date was the purchase made?
Example 41 :
----------------------------------------------------------------------------------------------------------------
CASH BILL
VASAN STORES
25, Canal Road, Saidapet,
Chennai – 15. Phone : 24925115.
Amount
Rs. P.
1. Pant Rs. 150 / m 1.20 m 180.00
2. Shirt Rs. 80 / m 2.00 m 160.00
3. Dhoti Rs. 120 / each 1 No. 120.00
4. Towel Rs. 30 each 2 Nos. 60.00
TOTAL 520.00
Signature
Check the bill and verify the total amount to be paid.
89
Solution :
Item 1: Cost of 1m pant = Rs. 150
Cost of 1.2m pant = Rs. 150 × 1.20
= Rs. 180.00
Item 2: Cost of 1m shirt = Rs. 80.00
Cost of 2m shirt = Rs. 80 × 2
= Rs. 160.00
Item 3 : Cost of 1 Dhoti = Rs. 120.00
Item 4 : Cost of 1 towel = Rs. 30
Cost of 2 towels = Rs. 30 × 2
= Rs. 60.00

Total Rs. 520.00

The bill is thus correctly prepared.
Exercise 2.8
1)
----------------------------------------------------------------------------------------------------------------
CASH BILL
No. 555 Date : 27.9.02
MANI FANCY STORES
20, Main Bazaar, Bodinayakanur,
Theni (DT). Phone : 283456.
Amount
Rs. P.
1. Soap Rs. 11 / each 5 55.00
2. Paste Rs. 25 / each 2 50.00
3. Oil Rs. 160 / lit 500 ml 80.00
4. Blade Rs. 33 / pack 2 66.00
TOTAL 251.00
Signature
----------------------------------------------------------------------------------------------------------------
From the above bill, answer the following :
(i) What is the date of the bill?
(ii) Is there a phone number?
(iii) What is the cost of one soap?
(iv) What is the cost of 1 litre of oil?
(v) What is the total amount paid by the purchaser?
90
2) Check the bill and verify the total amount.
----------------------------------------------------------------------------------------------------------------
CASH BILL
No. 234 Date : 3.11.02
BABU BOOK STALL
15, Main Bazaar,
Coimbatore.
Amount
Rs. P.
1. Book Rs. 8.50 each 5 42.50
2. Pen Rs. 102 / dozen 1/2 dozen 51.00
3. Paper Rs. 48 / ream 1/4 ream 12.00
4. Cover Rs. 10 / dozen 3/4 dozen 7.50
TOTAL 113.00
Signature
3) Check the bill and verify the total amount.

----------------------------------------------------------------------------------------------------------------
CASH BILL
No. 1050 Date : 5.2.02
GOBU FANCY STORES
15, Gandhi Street,
Madurai – 2.
Amount
Rs. P.
1. Soap Rs. 9.50 each 4 38.00
2. Paste Rs. 32.50 each 3 97.50
3. Blade Rs. 12.00 / 5 Nos. 10 24.00
4. Powder Rs. 45 each 2 90.00
TOTAL 249.50
Signature
----------------------------------------------------------------------------------------------------------------
91
4) Verify the cost of each item of the bill and the total amount.
----------------------------------------------------------------------------------------------------------------
CASH BILL
MEERA NURSING HOME

Chennai – 41.
Bill No. 8889 Date : 27.8.02
Amount
S.No. Item Rate
Rs. P.
1. Bed Charges 7 days @ Rs. 75 / day 525.00
2. Medicine 7 days @ Rs. 125 / day 875.00
3. Doctor’s Visit 7 days @ Rs. 50 / day 350.00
4. Nursing 7 days @ Rs. 40 / day 280.00
TOTAL 2030.00
Signature
----------------------------------------------------------------------------------------------------------------
(Note : @ means “at the rate of”)

5) Verify the cost of each item of the bill and the total amount.
----------------------------------------------------------------------------------------------------------------
CASH BILL
HOTEL SURIYA BHAVAN
Trichy.
Bill No. 567 Date : 8.7.02
No. of persons : 3
Amount
Rs. P.
1. Idly Rs. 6 / 2 Nos. 6 18.00
2. Vadai Rs. 5 each 3 15.00
3. Pongal Rs. 8 each 3 24.00
4. Coffee Rs. 4 each 3 12.00
TOTAL 79.00
Signature
----------------------------------------------------------------------------------------------------------------
2.3.2 Preparation of Bill :

If the details of items and rates are given, we can prepare the bill without any difficulty.
Sometimes we get the things required first and after sometime we receive the bill. So it is better to
know how to prepare and compute a bill for ourselves. When the bill comes, we can compare and
check the bill very easily.
92
Example 42 :
Prepare a bill if the following purchases are made.
(a) 10 note books @ Rs. 4.50 each.
(b) 6 pens @ Rs. 18 per dozen.
3
(c) white papers 4 ream @ Rs. 40 per ream.
(d) 9 pencils @ Rs. 24 per dozen.
Solution :
Item 1 Cost of one note book = Rs. 4.50
∴ Cost of 10 note books = 4.50 × 10 = Rs. 45
Item 2 Cost of 12 pens = Rs. 18.00
18
∴ Cost of 1 pen = Rs. 12
18
∴ Cost of 6 pens = 12 × 6 = Rs. 9.
Item 3 Cost of 1 ream of white paper = Rs. 40.00
3 3
∴ Cost of 4 ream of white paper = 4 × 40 = Rs. 30
Item 4 Cost of 12 pencils = Rs. 24.00
24
∴ cost of 1 pencil = 12
24
∴ cost of 9 pencils = 12 × 9 = Rs. 18
The bill is as follows :
Amount
Rs. P.
1. Note books 4.50 each 10 45.00
2. Pens 18 / dozen 6
9.00
3. White papers 40 / ream 3
4 ream 30.00
4. Pencils 24 / dozen 18.00
9
TOTAL 102.00
Exercise 2.9
1) Prepare a bill for the following purchases :
(a) 5 kg of rice @ Rs. 12 per kg.
(b) 2 kg of dhal @ Rs. 24 per kg.
(c) 3 kg of sugar @ Rs. 16 per kg.
(d) 500 gm of salt @ Rs. 10 per kg.
(a) 15 tablets @ Rs. 7.00 / 10 tablets.
(b) 2 tubes of tooth paste @ Rs. 23.00 / each
(c) 60ml syrup @ Rs. 150.00 / 100 ml.
(d) 100 ml dettol @ Rs. 2.00 / 10 ml.
93
3) Prepare a bill for the following purchases at Aavin sales counter in Chennai-20
on 5.10.02.
(a) 5 milk packets of 500 ml @ Rs. 13.00 / litre
(b) 100 gm ghee @ Rs. 175 / kg
(c) 250 gm butter @ Rs. 160 / kg.
(a) 5 copies of a novel @ Rs. 20 each
(b) 7 copies of a dictionary @ Rs. 45 each
(c) 15 copies of Thirukkural @ Rs. 15 each
(d) 10 copies of Bharathiar Songs @ Rs. 25 each
2.4 Finance :
2.4.1 Simple Interest (Unitary Method)
2.4.2 Formula for Simple Interest
2.4.1 Simple Interest :
When we need money, we borrow money from individuals or banks or finance companies. At
the time of returning the money, we have to pay some additional money for the benefit of using the
money borrowed for a specified period.
Principal is the sum of money borrowed.
Interest is the additional money to be given.
Amount = Principal + Interest
A=P+I
Unitary Method :
Let the cost of 5 books be Rs. 50. We have to find the cost of 10 books. From the cost of 5
books, we find the cost of one book and then we find the cost of 10 books.
The cost of 5 books = Rs. 50
50
∴ The cost of 1 book = 5 = Rs. 10
∴ The cost of 10 books = 10 × 10 = Rs. 100

The above process of finding the cost of 10 books is known as unitary method.
Thus the unitary method is a process in which we find the value of the required quantity by
converting the given quantity into one unit.
We use unitary method to calculate the simple interest .
Example 43 :
Find the simple interest on a sum of Rs. 500 for 1 year at the rate of 6% per annum.
Solution : Principal = Rs. 500
Rate of interest = 6 % per annum
Interest on Rs. 100 for 1 year = Rs. 6
6
Interest on Rs. 500 for 1 year = 100 × 500 = Rs. 30
94
Example 44 :
1
Find the simple interest on a sum of Rs. 1200 for 2 2 years at the rate of 5% per annum.
Solution Principal = Rs. 1200
Rate of interest = 5 % per annum
5
∴ Interest on Rs. 1200 for 1 year = 100 × 1200
= Rs. 60
1 1
∴ Interest on Rs. 1200 for 2 2 years = 2 2 × 60
5
= 2 × 60
= Rs. 150
Example 45 :
A man deposits Rs. 2000 in a bank. The bank pays interest at the rate of 4% per annum. Find the
interest received by him at the end of 3 years. Also find the amount to be paid at the end of 3 years.
Solution : Principal = Rs. 2000
Rate of interest = 4 %
4
∴ Interest on Rs. 2000 for 1 year = 100 × 2000 = Rs. 80
∴ Interest on Rs. 2000 for 3 years = 3 × 80 = Rs. 240

Amount = Principal + Interest
= Rs. 2000 + 240
= Rs. 2240.
Exercise 2.10
1) Mani deposits Rs. 7000 for 1 year at the rate of 7% per annum. Find the interest.
2) Murugan deposited Rs. 10000 in a finance company, which pays an interest 9% per annum.
1
Find the interest at the end of 1 2 years?
3) Find the interest on Rs. 12000 for the period of 2 years at the rate of 6% per annum. Also
find the amount to be paid at the end of the period.
4) A man borrowed Rs. 4000 from a finance company at the rate of 24% simple interest per
annum. Find the amount to be paid at the end of 6 months.
5) Suresh deposits Rs. 50000 in a bank which pays 8% interest per annum. He gives the interest
equally to his four sons every year. Find the value of money received by each son.
1
6) A business man borrows Rs. 40000 from his friend at the rate of 12 2 % per annum. At the
end of two years he cleared the account by paying Rs. 5000 and a machine. Find the cost of
the machine.
95
2.4.2 Formula for Simple Interest :
Let p be the principal
r be the rate of interest
n be the number of years
Interest on Rs. 100 for one year = r
r pr
∴ Interest on Rs. p for one year = 100 × p = 100
pr prn
Interest on Rs. p for ‘n’ years = 100 × n = 100
pnr
Interest (I) = 100
Activity :
Try to solve the problems in the previous exercise using the above formula.
THINGS TO REMEMBER
1. Principal is the sum of money borrowed.

2. Interest is the additional money given.
3. Amount = Principal + Interest
pnr
4. I = 100
UNIT TEST – 2
PART – I 20 x 1 = 20
Choose the correct answer :
1) A ratio equivalent to 3 : 4 is
(a) 12 : 9 (b) 6 : 10 (c) 4 : 3 (d) 6 : 8
2) If Rs. 150 is divided in the ratio 3 : 2, the bigger amount among the parts is
(a) 50 (b) 90 (c) 100 (d) 120
3) Which among the following is a proportion?
(a) 2 : 3 = 3 : 2 (b) 2 : 5 = 4 : 8 (c) 3 : 2 = 6 : 4 (d) 3 : 4 = 4 : 5
4) If 3 : 5 = : 10, then the missing number is
(a) 5 (b) 6 (c) 7 (d) 8
5) If in a map 1 cm represents 10m, then the representative fraction is
(a) 1 : 10 (b) 1 : 100 (c) 1 : 1000 (d) 1 : 10000
6) 25% is equal to
1 1 1 1
(a) 2 (b) 3 (c) 4 (d) 5
7) 5 in 25 is equal to
(a) 20% (b) 25% (c) 30% (d) 40%
8) A bag is bought at Rs. 10 and sold at Rs. 15. Then the profit percentage is
(a) 25% (b) 50% (c) 75% (d) 100%
96
9) A toy is bought at Rs. 20 and sold at Rs. 10. Then the loss percent is
(a) 25% (b) 50% (c) 75% (d) 100%
10) Interest for Rs. 200 for 1 year at the rate of 5% per annum
(a) Rs. 5 (b) Rs. 10 (c) Rs. 15 (d) Rs. 20
Fill in the blanks :
11) The ratio of a gram to kilo gram is ________ (Refer Chapter 3)
12) The number of books and their cost will be in ________ variation.
13) 0.125 is equal to ___________ %
14) The lowest form of 75% in fraction is ______________ .
15) 3 : 7 = ____________ : 21
16) If 4a = 3b then a : b = ______ : ______ .
17) 20% of 300 = ______________ .
18) Profit = ______________ – C.P.
19) Profit or loss is to be calculated on the ______________ price.
20) A = ___ + I
PART – II 10 x 2 = 20
Write the answer in one or two steps :
21) Which is smaller 2 : 3 or 3 : 4
22) Give two equivalent ratios to 3 : 5
23) Divide Rs. 1200 in the ratio 2 : 3
24) Examine whether 10 : 15 = 2 : 3 is a proportion or not.
25) It is known that 1.61 km is a mile. How many km are there for 3 miles?
26) There are 50 students in a class. 70% are boys. What will be the strength of boys?
1
27) Find the value of 8 3 % of 36.
1 1
28) Which is smaller 12 2 % of 50 or 2 2 % of 20?
29) A bag bought for Rs. 8 was sold at a loss of 25%. Find the selling price.
5
30) Find the interest for Rs. 525 for 2 years at the rate of 2 % per annum.
PART – III 4 x 5 = 20
Answer in detail :
31) Mani’s salary is Rs. 12000 per month and his wife’s salary is Rs. 8000 per month. Find the
ratio between
(a) Mani’s salary to his wife’s salary
(b) Mani’s salary to total salary
(c) his wife’s salary to total salary.
32) The cost of 25 books is Rs. 300. Find
(a) the cost of 35 books
(b) the number of books purchased for Rs. 2400.
97
33) A man bought 65 eggs for Rs. 81.25. After sometimes 10 eggs were rotten. He sold the
remaining for Rs. 1.50 each. Find the profit or loss percent.
34) Check the amount of each item and the total amount for the given bill.
----------------------------------------------------------------------------------------------------------------
CASH BILL
BHARATHI STORE
Chennai – 5.
Invoice : 1234 Date : 12.12.2002
Amount
Rs. P.
1. Soap Rs. 10 each 5 50.00
2. Coconut oil Rs. 160 / lit 250 ml 40.00
3. Powder Rs. 180 / dozen 2 30.00
4. Paste Rs. 250 / kg 100 gm 25.00
TOTAL 145.00
Signature
----------------------------------------------------------------------------------------------------------------
98
3. MEASUREMENTS
3.1 Metric measures
3.2 Measures of Time
3.3 Area and Perimeter
3.1 Metric measures :

The quantities used to find lengths, capacities, weights of things etc are called measures. Many
countries have their own system of measures. But Metric System of measures is very simple and easy
to calculate. Hence most countries in the world use Metric System of measures.
In Metric System
The basic unit of length is metre (m)
The basic unit of weight is gram (g)
The basic unit of capacity is litre (l)
Metric system is also known as decimal system, as it has other sub units in powers of ten.
Now look at the table 3.1 given below :
1 1 1
1000 100 10 1 (Unit)
10 100 1000
Metre
Kilo Hecto Deca gram deci centi milli
litre
Table 3.1
In this table 3.1 the basic units metre, gram and litre are in the unit’s place.
The higher units are named by prefixing deca (means ten), hecto (means hundred) and kilo
(means 1000).
The lower units are named by prefixing deci (means a tenth), centi (means a hundredth) and
milli (means a thousandth).
Conversion :
In the metric system, to convert a higher unit into a lower unit we multiply it by powers of ten
and to convert a lower unit into a higher unit we divide it by powers of ten.
Look at the step diagram (Fig. 3.1) given below :
km × 10
↓
hm × 10
↓
dam × 10
↓
m × 10
↓
dm × 10
↓
cm × 10
↓
mm
Fig. 3.1
In the fig. 3.1. the steps give us an idea of reaching the lowest unit (milli) from the highest unit
(kilo).
Example 1 :
Convert 3 km into lower units.
Solution :
3 km = 30 hm (3 × 10) = 3 × 101
= 300 dam (3 × 100) = 3 × 102
= 3000 m (3 × 1000) = 3 × 103
= 30000 dm (3 × 10000) = 3 × 104
= 300000 cm (3 × 100000) = 3 × 105
= 3000000 mm (3 × 1000000) = 3 × 106
The following step diagram (Fig. 3.2) explains the method of reaching the highest unit (kilo)
from the lowest unit (milli).
km ←
+ 10
hm ←
+ 10
dam ←
+ 10
m ←
+ 10
dm ←
+ 10
cm ←
+ 10
mm
Fig. 3.2
Example 2 :
Express 1273865 mm into higher units.
Solution : 1273865 mm = 127386.5 cm  10 

1273865 1273865
=
  101
= 12738.65 dm 
1273865 1273865
=
 100  102
= 1273.865 m  1000 
1273865 1273865
=
  103
= 127.3865 dam  10000 

1273865 1273865
=
  104
= 12.73865 hm  100000 
1273865 1273865
=
  105
= 1.273865 km 1000000
1273865 1273865
=
  106
96
Note : The same procedure could be followed for the other two measures, namely, weight and
capacity.
Conversion in the decimal system is very simple as we shift the decimal point to the left for
higher conversion and to the right for lower conversion.
Example 3 :
(a) Convert 378.6 cm into metre (b) Convert 40.1735 km into metre.
Solution :
(a) Here the conversion is from centimetre to metre. i.e. from lower unit to higher unit.
100cm = 1m.
378.6
Hence 378.6cm = 100 m
= 3.786 m (shifting the decimal two digits to the left)

(b) Here the conversion is from higher to lower. Hence we have to shift the decimal point to
the right.
1km = 1000 m
40.1735 km = 40.1735 × 1000 m
= 40173.5 m
3.1.1 Linear measures (measures of length)

3.1.2 Measures of weight
3.1.3 Measures of capacity
3.1.4 Addition and Subtraction in metric measures
3.1.5 Multiplication and Division in metric measures
3.1.6 Measures of area
3.1.7 Measures of volume
3.1.1 Linear measures (Measures of length) :

How is the size of the T.V. sets expressed? It is in centimetre like 53cm, 63cm etc. Isn’t it?
How is the length and breadth of the class room measured? Isn’t in metres?
How do we express the distance between two places? Don’t we express it in kilometres?
These are some examples for linear measures such as length, breadth, height, distance etc.
You have already studied the metric measures of length in your previous classes.
Now recall the following :
1. Linear measures Short form of writing

millimetre mm
centimetre cm
decimetre dm
metre m
decametre dam
hectometre hm
kilometre km
97
2. Converstion Table :
10 mm = 1 cm
10 cm = 1 dm
10 dm = 1 m
10 m = 1 dam
10 dam = 1 hm
10 hm = 1 km
100 cm = 1 m
1000 m = 1 km
Table 3.2
Discuss :
Using the table 3.2 complete the following :
(a) 1m = __________ mm
(b) 1 km = _________ dam
(c) 1 hm = ________ m
(d) 1000 dm = _________ hm
(e) 100 mm = _________ dm
3.1.2 Measures of weight :
How do we buy groceries such as mustard, pepper, rice, sugar, dhall etc. from a shop? Isn’t it in
grams and kilograms? How do the vegetable vendors weigh vegetables? It is in kilograms. Isn’t it?
Do you know how the wholesale merchants buy things in larger quantities? They buy things in
quintal, tonnes etc. Don’t they? Can we buy gold in larger quantities? We can’t. because the cost of
gold is very high. People buy gold in grams and milligrams only. These are some examples for
measures of weight.
Discuss :
(a) What is the basic unit of weight? What are its higher and lower units? Write their short
forms.
(b) Do you know how many grams of gold make 1 sovereign?
Look at the table 3.3 given below :
10 mg = 1 cg
10 cg = 1 dg
10 dg = 1g
10 g = 1 dag
10 dag = 1 hg
10 hg = 1 kg
1000 mg = 1 g
1000 g = 1 kg
100 kg = 1 quintal (q)
1000 kg = 1 tonne (ton)
Table 3.3
Discuss :
(a) How many quintals make 1 ton?
(b) How many milligrams are there in 1 kg?
98
3.1.3 Measures of capacity :
How do doctors prescribe syrup and polio drops for children? They prescribe it in milli litres
(ml). Don’t they? Nowadays water (mineral water) is sold in bottles and cans. Do you know the
capacity of the bottles and cans? It is in millilitres (ml) and litres. Isn’t it? How many litres of milk
does your mother buy daily? These are some well known examples for the measures of capacity.
Read the table 3.4
10 ml = 1 cl
10 cl = 1 dl
10 dl = 1l
10 l = 1 dal
10 dal = 1 hl
10 hl = 1 kl
Table 3.4
Discuss :
(a) Can you tell how many millilitres make 1 litre?
(b) Convert 500 ml into litres.
(c) Can you fill 1 kl of water in a bucket? Why?
Using the above tables Table 3.2, 3.3, 3.4 we can convert the measures of length, weight and
capacity from one unit to other units.
Example 4 :
Convert 6m into millimetre.
Note : Here we are converting the unit metre into millimetre. i.e. from higher unit to lower unit. So
the operation should be multiplication.
Solution :
Method 1 : 1 m = 1000 mm
Hence 6 m = 6 × 1000 mm
= 6000 mm
Discuss :
In step diagram (Fig. 3.1) how many steps do we go down to reach millimetre from metre?
What is the value of 103?
Method 2 :
m dm cm mm
6 0 0 0 = 6000 mm
Hence 6 m = 6000 mm
Note : If we use the second method, we should write the units in descending order, starting
from the given unit to the required unit.
Example 5 :
Express 8 kg 3 dag in grams
99
Solution :
Method 1 : 1 kg = 1000 g
1 dag = 10 g
Hence 8 kg 3 dag = 8 × 1000 g + 3 × 10 g
= 8000 g + 30 g
= 8030 g
Method 2 :
kg hg dag g
8 0 3 0 = 8030 g
Discuss :
Which of the two methods is easier and shorter? Why do we write ‘0’ below ‘hg’ and ‘g’ in the
method 2?
Example 6 :
Convert 5 kl 7 hl 8 l into centi litres.
Solution :
kl hl dal l dl cl
5 7 0 8 0 0 = 570800 cl
Discuss :
(a) In the above example 6 we didn’t write the unit millilitre. Why?
(b) Do this problem in the first method.
Example 7 :
Express 2769 g in kilograms.
Solution :
1000 g = 1 kg
2769
Hence 2769 g = 1000 kg (why do we divide here?)
= 2.769 kg
Short Method :
kg hg dag g
2 7 6 9 = 2.769 kg
Note :
2769 g = 2000 g + 700 g + 60 g + 9 g
= 2 × 1000 g + 7 × 100 g + 6 × 10 g + 9 g
= 2 × 1 kg + 7 × 1 hg + 6 × 1 dag + 9 g
= 2 kg + 7 hg + 6 dag + 9 g
Example 8 :
Change 60541 cm into decametre.
Solution :
Short method :
dam m dm cm
60 5 4 1 = 60.541 dam
100
Discuss :
We write 60 (i.e. two digits) below decametre. Why?
Example 9 :
Express 7.2513 hg into grams.
Solution :
1 hg = 100 g [100 = 102]
7.2513 hg = 725.13 g
Note: Here we convert higher unit into a lower unit. Hence we shift the decimal point to the right.
Example 10 :
Express 5925.8 cl into deca litres.
Solution :
1000 cl = 1 dal (1000 = 103)
5925.8 cl = 5.9258 dal (how?)
Example 11 :
Express 7402 kg into quintals.
Solution :
100 kg =1q
7402
7402 kg = 100 q
= 74.02 q
Example 12 :
Convert 3 ton 7q 18 kg into kilograms.
Solution :
1 ton = 1000 kg
1q = 100 kg
Hence 3 ton 7 q 18 kg = 3 × 1000 kg + 7 × 100 kg + 18 kg
= 3000 kg + 700 kg + 18 kg
= 3718 kg
Example 13 :
Convert 25 kl 37 l into litres.
Solution : 1 kl = 1000 l
Hence 25 kl 37 l = 25 × 1000l + 37 l
= 25000 l + 37 l
= 25037 l
Discuss :
Do the above problem (Example 13) using short method.
101
Exercise 3.1
1) Convert into metres :
(a) 6873 km (b) 9080 dam (c) 5432 hm (d) 454 cm (e) 7524 mm (f) 879 dm
2) Convert into kilogram :
(a) 5824 dg (b) 1840 g (c) 1246 dag (d) 3905 hg (e) 2798 cg (f) 4195 mg
3) Convert into milli litres :
(a) 3948 l (b) 25 kl (c) 307 dl (d) 532 cl (e) 41 hl (f) 38 dal
4) Convert into kilometres :
(a) 4km 3hm 4 dam 6m (b) 17 km 5 dam 3 dm
(c) 8 hm 6m 7 dm (d) 5 km 3m 1 dm 9 cm
5) Convert into centigrams :
(a) 7g 8 dg 6 mg (b) 5 dag 4 g 7 dg 3 cg
(c) 19 dg 8 mg (d) 12 g 33 cg
6) Convert into litres :
(a) 3 kl 5 hl 4 dal 6l (b) 7 hl 9 dal 6 dl 4 cl
(c) 7 kl 233 l (d) 10 kl 74 l
7) Express the following in the unit given in brackets :
(a) 73.593 m (in hm) (b) 9301.78 g (in kg)
(c) 1208.2 dal (in kilolitre) (d) 13.1 km (in metre)
(e) 60.49 l (in dl) (f) 4.937 dag (in centigram)
8) Express in tonnes :
(a) 8691 kg (b) 764 kg (c) 546 q (d) 3293 q
9) Express in quintals :
(a) 72 tons (b) 3.7 tons (c) 4321 kg (d) 809.2 kg
10) Express in kilograms :
(a) 3 ton 5 q (b) 4 ton 7q 51 kg (c) 6 ton 38 q (d) 72q 34 kg
3.1.4 Addition and Subtraction in metric measures :

We have already seen that metric measures are based on powers of ten. Hence addition and
subtraction in metric system is just like addition and subtraction in the number work.
Example 14 :
Add : 7 m 2 dm 5 cm ; 4 m 3 dm 6 cm and 5 m 8 cm
Solution : m dm cm
7 2 5
4 3 6
5 0 8

16 6 9

Total : 16 m 6 dm 9 cm
102
Example 15 :
A man purchased shirting cloth for four persons in the following measures :
2 m 1 dm 5 cm, 2 m 4 dm, 1 m 9 dm 6 cm and 2 m 8 cm. Find the total length of the cloth
purchased.
Solution :
m dm cm
Length of the cloth for the first person 2 1 5
for the second person 2 4 0
for the third person 1 9 6
for the fourth person 2 0 8

Total 8 5 9

Total length of the cloth purchased is 8 m 5 dm 9 cm.
Example 16 :
Subtract 6 g 4 dg 5 cg from 8 g 2 dg 9 cg
Solution :
g dg cg
8 2 9
6 4 5

Total 1 8 4

Difference 1 g 8 dg 4 cg
Example 17 :
A hotel had ordered for 500 l of milk on a day. It received only 427.75 l of milk. By how much
was the supply of milk short?
Solution : Milk ordered 500.00 l
Milk received 427.75 l

72.25 l

The shortage of milk was 72.25 l.
Discuss :
Are 500 l and 500.00 l same? Why do we write 500 l as 500.00 l in the above example 17?
Exercise 3.2
1) Add the following :
(a) 6 m 5 dm 2 cm + 7 m 5 cm + 3 m 6 dm 8 cm.
(b) 7 l 253 ml + 15 l 705 ml + 3l 127 ml
(c) 18 kg 523 g + 11 kg 75 g + 8 kg 65 g
(d) 23.137 km + 30.058 km + 7.009 km
103
2) A rice merchant sold 860.95 kg of rice on the first day. He sold 525.8 kg of rice on the
second day and 605.56 kg of rice on the third day. Find the total quantity of rice sold by him
on all the three days.
3) Prakash bought 15 l 357 ml of white paint, 6 l 235 ml of red paint and 12 l 569 ml of blue
paint. How many litres of paint did he buy on the whole?
4) A contractor was given the job of laying a road. He was able to complete 56.08 m,
80.47 m, 73.95 m and 69.72 m during the first, second, third and fourth weeks respectively.
Find the total length of the road that he was able to complete in four weeks.
5) In a sugar mill, the production of sugar on three days are as follows : 5 ton 7 q 65 kg;
8 ton 6 q 72 kg and 7 ton 3 q 25 kg. Find the total production of sugar on all the three days.
6) Subtract :
(a) 77 km 506 m – 39 km 369 m (b) 79 l 515 ml – 25 l 923 ml
(c) 36 g 272 mg – 27 g 160 mg (d) 85 m 38 cm – 43 m 29 cm
7) A candle was 32 cm long when it was lighted. It is now 25 cm 8 mm long. How much candle
has been burnt out?
8) A can had 16 l of oil. If 9.275 l were used, find how much of oil is left in the tin.
9) 75 kg 450 g of dhal was allotted to a noon-meal centre. 53 kg 275 g of dhal was used. Find
the amount of dhal in stock.
10) Deepan bought 7 l 250 ml of petrol. He used 5 l 750 ml. How much petrol has he now?
3.1.5 Multiplication and Division in metric measures :
We have already seen that the metric units are in powers of ten. Multiplication and division in
metric measures are the same as in number work.
Example 18 :
Multiply 7 m 18 cm by 12
Solution :
7 m 18 cm = 7.18 m
7.18 × 12

86.16 = 86 m 16 cm

Hence 7 m 18 cm × 12 = 86 m 16 cm
Note : Multiplication or division should be done only after converting the measures into a single unit.
Discuss :
Do the problem in example 18 by converting the units into centimetres.
Example 19 :
Weight of 1 table is 12.523 kg. Find the weight of 35 such tables.
Solution :
Weight of 1 table = 12.523 kg
Weight of 35 tables = 12.523 × 35

62615
37569

438.305 kg

Weight of 35 tables is 438.305 kg.
104
Example 20 :
Divide 4 l 650 ml by 15.
Solution :
4 l 650 ml =
4650 ml (Converting into smaller unit)
310
= 
15 4650
45

15
15

0

4650 ml ÷ 15 = 310 ml
Discuss :
Try to do the above example 20 converting into litres and find the result in litres.
Example 21 :
5 grams of gold was used to make a ring. How many rings can be made out of 1.5 kg of gold?
Solution :
1 kg = 1000 g
1.5 kg = 1.5 × 1000 g
= 1500 g
Total weight of gold = 1500 g
5 g was used to make 1 ring
1500 g was used to make = 1500 ÷ 5
= 300 rings
Total rings made = 300
Exercise 3.3
1) Multiply :
(a) 5 m 7 dm 6 cm × 3 (b) 7.208 km × 8 (c) 8 kg 145 g × 7
(d) 9.27 g × 13 (e) 5 l 670 ml × 16 (f) 4.026 kl × 20
(g) 27 q × 11 (h) 9 km 15 m × 25
2) The length of thread in a ball of thread is 64 m 5 dm. What is the length of thread in 15
such balls of thread?
3) A box of sweet weighs 2 kg 250 g. Find the weight of 22 such boxes.
4) A tin can hold 4 l 200 ml of water. Find the total capacity of water in 30 such tins.
5) The weight of one chair is 13.23 kg. Find the weight of 25 such chairs.
6) Simplify the following :
(a) 57 m 84 cm ÷ 6 (b) 75 l 3 dl 6 cl ÷ 12 (c) 84.59 l ÷ 11
(d) 13 kg 600 g ÷ 8 (e) 6 km 471 m ÷ 9 (f) 40 ton 625 kg ÷ 13
105
7) A man covers a distance of 5 km 250 m in 10 rounds. What is the distance covered by him in
one round?
8) A ribbon seller bought 1 dam 5 m of ribbon and cut it into 20 pieces of equal length. Find
the length of each piece.
9) An oil container can hold 150 g of oil. How many such oil containers are needed to fill 16.5
kg of oil?
10) Length of an iron rod is 26 m 40 cm. It is cut into pieces of length 2 m 20 cm each. Find the
number of pieces cut out.
3.1.6 Measures of area :
We have learnt about linear measures such as length, height, distance etc. A linear measure can
be considered as a line segment and its measure can be expressed in metre or its sub units. Now let us
see what is an area and how it can be expressed in metric system.
If we keep a book on a table it occupies some place (or surface) on the table. You know that the
black board occupies some place on the wall. If we spread a mat on the floor it occupies some surface
of the floor. We call these surfaces occupied by the objects as the area of that object.
Hence, the measure of a plane region or the amount of surface which any object occupies is
called the area of that object.
Unit of Area :
Now look at figure 3.3 .
It is a square of side 1 cm. Hence we call it as 1 centimetre 1cm
square.
1cm 1cm
It is 1 square centimetre in area. We simply write it as 1 sq.cm.
We call it as a unit square and it is the basic unit for measuring area. 1cm
The square centimetre or cm2 is used to express the area of an Fig. 3.3
object.
Note : A square of side 1 mm or 1 cm or 1 m etc. is taken as a basic unit of area. If we use squares
of different sizes to find the area of a region it may not give the correct measure. Hence,
there is a need for a basic unit of area.
2cm
Now look at figure 3.4.
It is a 2 cm square. i.e. it is a square with each side 2 cm long. 2cm 2cm
We see that this square consists of 4 unit squares and therefore its area
is 4 sq.cm.
2cm
Fig. 3.4
Now compare the shapes and areas of figures 3.3 and 3.4
Shape of the figure Area of the figure

Fig. 3.3 1 cm square 1 sq.cm
Fig. 3.4 2 cm square 4 sq. cm
106
Discuss :
(a) How many unit squares will have a 10 cm square?
(b) Can we call a 10 cm square as a 1 dm square?
Note : To express areas of smaller objects such as book, postcard etc., we use sq.cm as its unit. But
for areas of larger regions like playground, class room, garden etc. we use sq.m. as its unit.
Measures of length Measures of Area

1 cm = 10 mm 1 sq.cm = 100 sq.mm (10 × 10)
1 dm = 10 cm 1 sq.dm = 100 sq.cm
1m = 100 cm 1 sq.m = 10000 sq.cm (100 × 100)
1 dam = 10 m 1 sq.dam = 100 sq.m.
1 hm = 100 m 1 sq.hm = 10000 sq.m
Table 3.5
Land area is still larger and hence we express them in square metres or are or hectares
100 sq.m = 1 are
100 are = 1 Hectare
10000 sq.m = 1 Hectare
Table 3.6
Now let us see how to convert the given unit of area into its other units.
Example 22 :
Convert 5 sq.m into square centimetre.
Solution :
1 sq.m = 10000 sq.cm
5 sq.m = 5 × 10000 sq.cm
= 50000 sq.cm
Example 23 :
Convert 3675 sq.cm into square metres.
Solution :
10000 sq.cm = 1 sq.m.
3675
3675 sq.cm = 10000 sq.m
= 0.3675 sq.m
Example 24 :
Convert 12500 sq.m into (a) ares (b) hectares
Solution :
(a) 100 sq.m = 1 are
12500
12500 sq.m = 100 are
= 125 are
(b) 10000 sq.m = 1 hectare
107
12500
12500 sq.m = 10000 hectare
= 1.25 hectare
Example 25 :
Convert 7 hectares into (a) Ares (b) Square metres
Solution :
(a) 1 hectare = 100 ares
7 hectares = 7 × 100 ares
= 700 ares
(b) 1 hectare = 10000 sq.m
7 hectares = 7 × 10000 sq.m
= 70000 sq.m.
Example 26 :
Convert 165 ares into (a) square metres (b) hectares
Solution :
(a) 1 are = 100 sq.m.
165 ares = 165 × 100 sq.m
= 16500 sq.m
(b) 100 are = 1 hectare
165
165 are = 100 hectare
= 1.65 hectare
Example 27 :
Express 0.4 hectare in (a) ares (b) square metres
Solution :
(a) 1 hectare = 100 ares
0.4 hectare = 0.4 × 100 ares
= 40 ares
(b) 1 hectare = 10000 sq.m
0.4 hectare = 0.4 × 10000 sq.m
= 4000 sq.m
Discuss : 10 m = 1 dam
10 m × 10 m = 1 dam × 1 dam
i.e. 100 m2 = 1 dam2

i.e. 1 are = 1 dam2
Similarly try to find the relation between hectare and square hectametre.
108
Exercise 3.4
I) Express the following in ares :
(a) 500m2 (b) 75m2 (c) 758 m2
(d) 2 hectares (e) 3.2 hectares (f) 8 hectares
II) Express the following in square metres :
(a) 3 hectares (b) 0.15 hectare (c) 1.8 hectares
(d) 11 ares (e) 4.7 ares (f) 9 ares
III) Express the following in hectares :
(a) 60000 m2 (b) 130400 m2 (c) 7300 m2
(d) 800 ares (e) 2690 ares (f) 36 ares
3.1.7 Measures of volume :
You have seen several common solids and you use such solids in your daily life. Some solids
are given below :
If we place If we place
them them
somewhere somewhere
Fig. 3.5
If we place them somewhere what happens? They occupy some amount of empty space where
they are placed. Isn’t it? That space is called the volume of that object.
Hence,
The space occupied by any object is called the volume of that object.
Consider the two cubes A and B.. Which one

occupies greater amount of space? cube B occupies
greater amount of space than cube A. Doesn’t it?
Cube A Cube B
Fig. 3.6
Now look at cones C & D.
Both C & D are of same shape and size. Cone C is C D
hollow inside and D is not hollow. Do both cones occupy
the same amount of space? Yes, they do.
Fig. 3.7
Discuss :
Two solids having same shape and size have the same volume. Two solids having the same
volume may not have the same shape or the same size – verify!
Liquids like water, milk, oil etc. do not have shape. They occupy the shape of the containers. So
we calculate the volume by the capacity of the container which holds it.
Hence,
The measure of the inner space of a hollow solid is called its capacity.
Discuss :
We know air (or any gas) is neither a solid nor a liquid. Can we measure the volume of air?
109
Unit of volume :
We measure the length of a line segment in terms of centimetre. We measure the area of a
region or surface in terms of the unit called unit square. Similarly we measure the volume of a solid
in terms of a unit called the unit cube.
Look at the shape of the unit cube shown in fig. 3.8. Its Face
each edge is 1 cm long. Its each face is 1 sq.cm in area. Its Face
volume is base area × thickness (or height or edge). Hence 1 cm Face
it has a volume of 1 Cubic Centimetre. We simply write it as 1 cm
1 cm
1 cc or 1 cm3.
Fig. 3.8
To measure the volume of a solid, we find the number of unit cubes contained in the solid. For
example if a solid contains 8 unit cubes, the volume of the solid is 8 cu. centimetre.
The cubic centimetre or cm3 is used to express the volume of solids.
We calculate the volume of the liquid by the capacity of the container which holds it.
1l
500 1000 ml
200 ml
100 ml
ml
Fig. 3.9
We know 1 litre is 1000 millilitre (or 1000 ml). Now take a hollow empty cube,
whose each edge is 10cm long. Hence its volume (the capacity of inner space) is
10 cm × 10 cm × 10 cm = 1000 cm3. If we pour 1000 ml water into it, we can see that the cube is
completely filled with water.
From this we conclude that
1000 cm3 (1000 cc) = 1000 ml
i.e. 1000 cm3 = 1 l
or simply 1 cm3 = 1 ml
Discuss :
If the unit cube is of side 1 m its volume is 1 m3. Can you tell the capacity of water it will hold,
in litres?
1 ml = 1 cm3 (1 cc)
1000 ml = 1000 cm3
1l = 1000 cm3
1000 l = 1 m3
1 kl = 1 m3
Table 3. 7
Example 28 :
Express the given volumes in capacity.
(a) 75 cm3 (b) 3945 cm3 (c) 2m3 (d) 1.3 m3
Solution : (a) 1 cm3 = 1 ml
75 cm3 = 75 × 1 ml
= 75 ml
(b) 1 cm3 = 1 ml
110
3945 cm3 = 3945 ml
= 3.945 l (how?)
(c) 1 m3 = 1 kl (or 1000 l)
3
2m = 2 kl (or 2000 l)
(d) 1 m3 = 1000 l
3
1.3 m = 1.3 × 1000 l
= 1300 l (or 1.3 kl)
Example 29 :
Express the given capacities in volume :
(a) 273 ml (b) 1483 ml (c) 3.687 l (d) 65.7 l (e) 5.3 kl
3
Solution : (a) 1 ml = 1 cm
273 ml = 273 cm3
(b) 1 ml = 1 cm3
1483 ml = 1483 cm3
(c) 1l = 1000 cm3
3.687 l = 3.687 × 1000cm3
= 3687 cm3
(d) 1l = 1000 cm3
65.7 l = 65.7 × 1000 cm3
= 65700 cm3
(e) 1 kl = 1 m3
5.3 kl = 5.3 m3
Exercise 3.5
1) Express the following volumes in capacities :
(a) 37 cm3 (b) 407 cm3 (c) 8397 cm3 (d) 5 m3 (e) 12.6 m3 (f) 7.608m3
II) Express the following capacities in volumes :
(a) 8 ml (b) 64 ml (c) 9317 ml (d) 47 l (e) 3.126 l
(f) 73.46 l (g) 3 kl (h) 13.8 kl
3.2 Measures of Time :

How do we tell the particular time of the day? By looking at the watch or clock. Isn’t it? You
may have seen watches and clocks of different models.
Discuss :
In the olden days when there were no watches or clocks how did people tell the time?
Have you heard about “sand-clocks” and “water-clocks”?
At what time does the school start? It is at 8.30 in the morning. Isn’t it? Here we know 8.30
means 8 hours and 30 minutes. In running races the time taken to cover a distance of 50 m,
100 m etc. is expressed in minutes and seconds.
111
Which is the first day of the week? It is Sunday. In which month of the year the Annual
Examinations are held? Usually it is in April. In which year did India get freedom? India got its
freedom in 1947.
These are some of the measures of time which we use in our daily life.
Now in this section we are going to study about the following :
3.2.1 Ordinary time and Railway time; Ordinary
year and Leap year
3.2.2 Calculating number of days.
3.2.3 Finding the day of the week
3.2.1 Ordinary time and Railway time; Ordinary year and Leap year :
Generally in most of the watches you can see three hands namely, hour hand, minute hand and
second hand. Can you tell how many seconds make 1 minute? It is 60 seconds. How many minutes
make 1 hour? It is 60 minutes. How many hours make 1 day? 24 hours. You know 7 days make 1
week, 30 days make 1 month and 365 days make 1 year. You have learnt these in your previous
classes.
60 seconds = 1 minute
60 minutes = 1 hour
24 hours = 1 day
7 days = 1 week
30 days = 1 month
12 months = 1 year
365 days = 1 year
366 days = 1 leap year
Table 3. 8
Discuss :
Do all the months have 30 days? which months have 31 days? which month has the least
number of days? How many weeks make 1 year?
In geography you would have learnt that earth takes 1 day to make one complete rotation by
itself. Generally, the time duration from the midnight of a day till the midnight of the next day is
counted as one day.
You also know that the earth takes 1 year to make one complete revolution about the sun. You
1
know that 365 days make 1 year. In fact, the earth takes 365 4 days to make 1 revolution. This extra
1 1 
4 day is added to February once in 4 years 4 × 4 = 1 . Such a year is known as Leap year. Hence a
leap year has 366 days.
How will you identify a ‘leap year’? A year which is exactly divisible by 4 is a leap year.
For example, consider the years 1952, 1960 and 1996. They are divisible by 4. Hence we call
them leap years.
Now consider 1947, 1958, 1978 and 1983. Are they leap years? Why? These numbers leave
remainder when we divide them by 4. Hence they are not leap years.
112
Discuss :
What is a century? In which century are we now? In which century did we get our
Independence?
Years like 1800, 1900, 2000 are multiples of 100. Those years which are multiples of 100
should be exactly divisible by 400 to be a leap year. Here 2000 is a leap year.
Discuss :
We celebrate birthdays of great leaders like Mahatma Gandhiji, Jawaharlal Nehru and Dr.
Ambedkar every year. Do you know on which day our former Prime Minister Morarji Desai was
born? Do we celebrate his birthday every year?
We know the time from 12 mid-night to 12 noon is noted as a.m. (ante meridian) and the time
from 12 noon to 12 midnight is noted as p.m. (post meridian). We normally use a 12-hour clock in our
houses, schools etc. But some departments like Railways, Airlines use a 24-hour clock time. We
generally call a 24-hour clock time as Railway Time. In Railway timings a.m. and p.m. are not
expressed.
In Railway time 12 mid-night is denoted by 2400 hours or 00.00 hours.
Similarly
12 noon is denoted by 12 00 hours.
9.10 a.m. is written as 09 10 hours.
9.10 p.m. is written as 21 10 hours.
Note : While converting into Railway time, add 12 hours to the ordinary time expressed in ‘p.m.’
Also we express the Railway time as hours and not as ‘a.m.’ or ‘p.m.’ while converting into
ordinary time, we should subtract 12 from the hours column if it is greater than 12 00 hours.
Example 30 :
Convert (a) 386 seconds to minutes and seconds
(b) 7 hours 25 minutes to minutes
(c) 3 minutes 40 seconds to seconds
(d) 406 minutes to hours and minute.
Solution :
(a) 60 seconds = 1 minute 6 minutes
386 
386 seconds = 60 minutes
60 386
= 6 minutes 26 seconds 360

26 seconds
(b) 1 hour = 60 minutes

7 hours = 7 × 60 minutes
= 420 minutes
7 hours 25 minutes = 420 + 25 minutes
= 445 minutes
(c) 1 minute = 60 seconds
3 minutes = 3 × 60 = 180 seconds
3 minutes 40 seconds = 180 + 40 seconds
= 220 seconds
113
(d) 60 minutes = 1 hour 6 – hours
406 
406 minutes = 60 hours
60 406
= 6 hours 46 minutes 360

46 minutes

Example 31 :
Find out which of the following are leap years :
(a) 1950 (b) 1960 (c) 1968 (d) 1900 (e) 1600
Solution :
(a) When 1950 is divided by 4 it leaves a remainder. Hence 1950 is not a leap year.
Note : Recall the divisibility test, you have learnt in the chapter Number Work.
(b) 1960 is exactly divisible by 4. Hence 1960 is a leap year.
(c) 1968 is eaxctly divisible by 4. Hence 1968 is a leap year.
(d) 1900 leaves a remainder when it is divided by 400. (Why?) Hence 1900 is not a leap year.
(e) 1600 is exactly divisible by 400. Hence 1600 is a leap year.
Example 32 :
Add 15 hours 25 minutes + 12 hours 40 minutes + 16 hours 35 minutes
Note : We can write the following in short forms as noted below :
Hours – hrs
Minutes – mins
Seconds – secs
Solution :
hrs – mins
15 – 25
12 – 40
16 – 35

Total = 43 – 100 1 hr
= 44 – 40 (How ?) 
60 100
60

40 mins

100 mins = 1 hr 40 mins
Total = 44 hrs 40 min
114
Example 33 :
Subtract : 14 hrs 27 mins – 10 hrs 33 mins
Solution :
hrs – mins
13 – 87 (How ? Why ?)
14 – 27
10 – 33

3 – 54

3 hrs 54 mins
Example 34 :
Multiply : 12 hrs 15 mins by 7
hrs – mins
12 – 15 × 7 1 hr
 
= 84 – 105 60 105
= 85 – 45 60
= 85 hrs 45 mins. 
45 mins

Example 35 :
Express the following using Railway timings.
(a) 10.15 a.m. (b) 5.05 p.m. (c) noon
Solution :
(a) 10.15 a.m. is 10 15 hrs.
(b) 5.05 p.m. = 05 05 + 12 00 hrs
= 17 05 hrs
(c) noon is 12 00 Hrs.
Example 36 :
Express the following in ordinary timings :
(a) 01 42 Hrs. (b) 00 00 hrs (c) 19 10 hrs
Solution : (a) 01 42 hrs is 1.42 a.m.
(b) 00 00 hrs is midnight 12
(c) 19 10 hrs = 19 10 – 12 00
= 7.10 p.m.
115
Example 37 :
A bank functions from 9 in the morning till 3.30 in the afternoon with a lunch break in the
afternoon from 12.30 to 1.15. If the bank works for 6 days in a week, find the total duration of
working hours in a week.
Note : If we convert the given timings into time in 24 hr clock (Railway timings) we can easily
solve the problem.
Morning and forenoon refer a.m.
Evening and afternoon refer p.m.
Morning 9.00 is 09 00 hrs.
Solution :
3.30 p.m. is 15 30 hrs
12.30 p.m. is 12 30 hrs
1.15 p.m. is 13 15 hrs
hrs mins hrs mins
The closing time of the bank = 15 – 30 12 75 (how?)
The opening time of the bank = 09 – 00 13 15
 (–) 12 30
Time in between = 06 – 30 
Lunch break [13 15 – 12 30] = 00 – 45 00 45
Working hours for 1 day = 05 – 45
Total working hours for 6 days = 05 – 45 × 6 4 → hrs
= 30 – 270 
= 34 – 30 60 270
240

30 → mins

∴ Total duration of working hours in a week = 34 hrs 30 mins
Example 38 :
A clock is fast by 5 seconds per hour. Find the time that it will show at 3 p.m., if it was set
correct at 7.00 a.m.
Solution : 3 p.m. = 15 00 hrs
7.00 a.m. = 07 00 hrs

Duration of time = 08 00 hrs

In 1 hr the clock runs fast by 5 secs
In 8 hrs it runs fast by 8 × 5 secs = 40 secs
Hence the clock will show 40 secs more than the correct time at 3.00 p.m.
i.e. at 3.00 p.m. the clock will show 3 hrs 00 min 40 secs in the afternoon.
116
Example 39 :
The arrival and departure timings of train No. 2635 Vaigai Express at stations in between
Chennai and Madurai are given below :
Station Arrival Time Departure Time
Chennai Egmore –––– 12 25
Villupuram 14 45 14 50
Vridhachalam 15 38 15 40
Trichy 17 35 17 40
Dindigul 19 00 19 05
Madurai 20 15 –
(a) Find the journey time between Chennai and Madurai.
(b) Find the journey time between Villupuram and Trichy.
(c) At which time the train arrives at Dindigul?
(d) How long does the train halt at Vridhachalam?
Solution :
(a) hrs – mins
19 – 75 (Why ?)
Arrival time at Madurai = 20 – 15
Departure time at Chennai = 12 – 25

Journey time = 7 – 50

Journey time between Chennai and Madurai is 7 hrs 50 mins
(b) hrs – mins
16 – 95
Arrival time at Trichy = 17 – 35
Departure time at Villupuram = 14 – 50

Journey time = 2 – 45

Journey time = 2 Hrs 45 mts.
(c) The arrival time at Dindigul is 19 00 Hrs.
(d) Hr – Min
Departure time at Vridhachalm = 15 – 40
Arrival train at Vridhachalam = 15 – 38

Halting time = 00 – 02

The train halts at Vridhachalam for 2 minutes.
117
Example 40 :
Train No. 6121 Kanyakumari Express leaves Chennai at 19 00 Hrs. It reaches Kanyakumari, the
next day at 09 55 Hrs. Find the journey time.
Solution :
hrs – mins
Arrival Time at Kanyakumari = 09 – 55
Departure time at Chennai = 19 – 00
(The previous day)
Journey time = (24 00 – 19 00) + 09 55 (Why ?)
= 05 00 + 09 55
= 14 55
Journey time = 14 hrs 55 mins
Exercise 3.6
(a) There are _________ seconds in 1 hour.
(b) There are _________ minutes in 1 day.
(c) There are __________ seconds in 30 minutes.
(d) There are __________ minutes in 10 hours.
(e) There are __________ hours in 5 days.
2) Change into minutes :
(a) 3 hrs (b) 5 hrs 40 mins (c) 10 hrs 7 mins (d) 8 hrs
3) Convert into seconds :
(a) 7 mins (b) 20 mins (c) 12 mins 23 secs (d) 15 mins 15 secs
4) Which of the following are leap years?
(a) 1840 (b) 1925 (c) 1700 (d) 1200 (e) 1996 (f) 2002
5) Add :
(a) 7 hrs 45 mins + 5 hrs 52 mins + 9 hrs 15 mins
(b) 4 mins 40 secs + 8 mins 55 secs + 6 mins 26 secs
(c) 3 days 18 hrs + 12 days 15 hrs + 7 days 20 hrs
6) Subtract :
(a) 12 years 9 months – 8 years 10 months
(b) 17 hrs 24 mins – 9 hrs 55 mins
(c) 15 mins 48 secs – 10 mins 23 secs
7) Multiply :
(a) 3 weeks 5 days × 6 (b) 9 hrs 24 mins × 11 (c) 5 mins 20 secs × 8
8) Express in Railway Timings (24 hour clock time)
(a) 1.20 p.m. (b) 4.50 a.m. (c) 9.30 a.m.
(d) 12.00 noon (e) 3.15 p.m. (f) 12.00 midnight
118
9) Express in ordinary timings : (Mark a.m. or p.m.)
(a) 15 25 hrs (b) 09 20 hrs (c) 04 55 hrs
(d) 13 40 hrs (e) 00 35 hrs (f) 21 10 hrs.
10) Poonkuzhali leaves home at 8.30 a.m. She returns home at 6.10 p.m. How long does she stay
out of the house?
11) An electric fan was switched on at 9.20 p.m. and switched off at 5.30 a.m. on the next day.
How long did it run?
12) A school works from 9.15 a.m. till 4.05 p.m. with a lunch break from 12.25 p.m. to
1.15 p.m. and two more breaks of 10 mins each in the forenoon and afternoon sessions. If
the school works for 5 days in a week, find the total working hours of the school in a week.
13) A clock is slow by 6 secs per hour. If it was set correct at 6.00 a.m. Find the time that it will
show at 4.00 p.m.
14) The Cheran Express departs from Chennai at 21 45 hrs and arrives at Kovai at 06 10 hrs
the next day. In between the train stops at Salem and Erode for 5 minutes each. Find the
running time of the train.
15) The departure timings of some trains at Coimbatore and their arrival times at Arakkonam
are given below :
Dep. time at Arrival time at

Train No. Train Name
Kovai Arakkonam
6628 West Coast Express 06 30 14 00
2676 Kovai Express 13 40 19 53
6606 Nilgiri Express 20 40 04 15
Find which train takes (a) less time and (b) more time to reach Arakkonam.
3.2.2 Calculating the number of days :

Nowadays many people save money in the bank. Some people get loan from the bank or from
money lenders. For the calculation of interest for our savings or for loan amount, counting the number
of days in between two specified dates is necessary. In this section we are going to calculate the
number of days between two given dates.
Note : (a) In the problems if it is given, ‘from this date’ or “to this date” we have to include the
days.
(b) If it is given as “on” date, we should not include that date.
(c) If it is given as ‘ending date’ or ‘inclusive’ we have to take that last day also for
calculation.
Example 41 :
Find the number of days from 3rd of February 2002 to 25th of August in the same year.
119
Solution :
Month No. of days
February 26 (28 – 2) Why?
March 31 (entire month)
April 30 (entire month)
May 31 (entire month)
June 30 (entire month)
July 31 (entire month)
August 25

Total 204 days

Example 42 :
Find the number of days from 15th of April, ending 17th of July in the same year.
Solution :
Month No. of days
April 16 (30 – 14)
May 31 (entire month)
June 30 (entire month)
July 17 (meaning of ‘ending date’)

Total 94 days

3.2.3 Finding the day of the week :

If the day of a particular date is given, we can find the day of a later date, asked for. To find
this, we should calculate the total number of days first.
Example 43 :
If it is Thursday on January 6, 2000, find the day on June 9 of the same year.
Solution :
Month No. of days
January 26 (31 – 5) Why?
February 29 (How?)
March 31
April 30
May 31
June 8

Total 155 days

120
22 weeks

155 days = 22 weeks + 1 day 7 155
∴ The required day is 1 day after Thursday, that 14
is Friday. 
15
Hence June 9th of 2000 is Friday 14

1 day

Discuss :
While finding the day of a particular date why should we divide the total number of days
by 7?
Exercise 3.7
(a) Our Independence Day falls on _________ month and _________ day of every year.
(b) We celebrate our Republic Day on ____________ of every year.
(c) Every year we celebrate “Gandhi Jayanthi” on ____________ .
(d) Nehruji was born on ____________ .
2) Find the number of days from January 25, 1984 to May 15 of the same year.
3) Find the number of days from the Republic Day of 2001 to the Independence Day of the
same year.
4) A Junior Assistant was on leave from 12.7.2003 to 15.9.2003. For how many days was he on
leave?
5) A person got a loan from a bank on 7.2.1995 (inclusive) and he returned the amount on
20.8.1995. For how many days did he pay the interest?
6) A school was closed on 24.4.2003 for summer vacation and reopened on 2.6.2003. For how
many days was the school closed for summer vacation?
7) If it is Monday on June 3, 2002, find the day on September 7 of the same year.
8) July 15, 2003 is Tuesday. Find the day on October 2 of the same year.
9) January 1, 2004 falls on Thursday. What day will it be on May 22, 2004?
10) November 14, 2003 falls on Friday. Find the day of December 30 of the same year.
3.3 Area and Perimeter :

Area :
In Section 3.1.6, we have already learnt that the measure of a plane region or the amount of
the surface which any object occupies is called the area of that object.
In fig. 3.10, 3.11 and 3.12 the triangle, the square and the rectangle occupy some surface. The
surface occupied by each figure is its area.
121
Z D C
S R
X Y A B P Q
Fig. 3.10 Fig. 3.11 Fig. 3.12
Perimeter :
See the triangle in Fig.3.10. What are its sides? Aren’t they XY, YZ and ZX? These three sides
form a boundary to enclose the triangle. What will be the distance if you ‘go round’ the triangle once?
Isn’t it equal to the length of the boundary of the triangle? We say this length of the boundary as the
perimeter of that triangle. Similarly in Fig.3.11 AB, BC, CD, DA form a boundary to the square and
the length of the boundary is the perimeter of that square.
Discuss :
What shape do you find in Fig. 3.12? Which sides make the boundary of the figure? Aren’t
these three figures closed?
From the above we can say,
The length of the boundary of any closed figure is called its perimeter.
In the following section we are going to find the area and perimeter of square, rectangle and
right angled triangles.
3.3.1 Area and perimeter of a square

3.3.2 Area and perimeter of a rectangle
3.3.3 Area and perimeter of a right angled triangle
3.3.4 Area of Four walls
3.3.1 Area and perimeter of a square :

Finding area of a square :
In section 3.1.6. we have learnt to find the area of a surface in terms of unit squares. We can call
this method as direct measurement.
We shall now learn to find the area by indirect measurement method. In this method we are
going to form (derive) a formula and use it to find the area of a square. This method is faster and
easier.
Look at Fig.3.13 1cm 1cm
How many unit squares are there in one row? 2 squares 1cm 1cm
How many rows are there in all? 2 rows
1cm 1cm
How many unit squares are there in all? 4 squares Aren’t there?
1cm 1cm
Fig. 3.13
Hence, the area of the square is (2 × 2) 4 sq.cm
What is the length of one side of the square? Isn’t it 2 cm?
Hence, we notice that the area of the square with side 2 cm is 4 sq.cm.
122
3cm
Now look at Fig.3.14
How many unit squares are there in one row? 3 squares
3cm
How many rows are there in all? 3 rows
How many unit squares are there in all? 9 squares.
Hence, the area of this square is (3 × 3) 9 sq.cm. 3cm
Fig. 3.14
What is the length of one side of the square?
Isn’t 3 cm? Hence, we note that the area of the square with side 3cm is 9 sq.cm.
If we prepare a table of sides, number of squares and the areas of squares discussed above, we
get the following table 3.9.
Side Side Total No. of Area

(in cm) (in cm) Unit Square (in Sq.cm)
2 2 4 4 (2 × 2)
3 3 9 9 (3 × 3)
Table 3.9
What relationship do we observe between the sides and the area?
From the above Table 3.9 it can be seen that, when the side is 2 cm, the area is 2 × 2 sq.cm. (i.e.)
4 sq.cm. Similarly if the side is 3 cm, its area is 3 × 3 sq.cm. = 9 sq.cm.
Area of a square = side × side
Note : Here ‘area’ means the amount of surface enclosed by the square and ‘side’ means measure of
a side.
In symbols, we can write this as
A = a×a
i.e. A = a2
Note : The symbol ‘A’ stands for area and ‘a’ stands for ‘measure of a side’.
Finding perimeter of a square :
What will be the distance if you ‘go round’ the square in Fig. 3.13 once?
Isn’t it equal to 2 cm + 2 cm + 2 cm + 2 cm = 4 × 2 cm = 8 cm?
That is the perimeter is 4 × length of a side. Isn’t it?
Similarly in fig. 3.14 the perimeter of the square is
3 cm + 3 cm + 3 cm + 3 cm = 4 ×3 cm = 12 cm
i.e. The perimeter is 4 × measure of the side. So we say that the perimeter of a square is
4 times the measure of its side.
Hence, we have
Perimeter of a square = 4 × side
In symbols, it is
P = 4a
Note : The symbol ‘P’ stands for perimeter.
123
Discuss :
(a) What are the measures of area?
(b) We know length, breadth, height, distance etc. are linear measures. Can we say ‘perimeter’
is a linear measure? Isn’t it the length of the boundary enclosed?
Example 44 :
Find (a) area and (b) perimeter of a square whose side is 12 cm.
Solution :
(a) Side of the square, a = 12 cm
Area of the square, A = a2
= a×a
= 12 × 12
= 144 sq.cm (or 144 cm2)
(b) Perimeter of the square, P = 4a
= 4 × 12 cm
= 48 cm
Discuss :
The measure of the side of a square table is 1 m 6 dm. Can you express the measure of side in
the same unit? That is (a) in ‘metre’ ? (b) in ‘decimetre’?
Example 45 :
The side of a square wall is 3m 50 cm. Determine the cost of colour washing it at the rate of Rs.
2 per sq.m.
Note : Since the side is given in metre and centimetre, we should convert it into the same unit i.e.
metre or centimetre.
In this problem as the rate is given per square metre, we should convert it into metre.
Solution :
Side of the wall, a = 3 m 50 cm
50
= 3 m + 100 m (How?)
= 3 m + 0.5 m
∴ a = 3.5 m
Area of the square wall, A = a2
= 3.5 m × 3.5 m
= 12.25 sq.m
Cost of colour washing 1 sq.m = Rs. 2.
∴ cost of colour washing 12.25 sq.m = Rs. 12.25 × 2
= Rs. 24.50
Cost of colour washing is Rs. 24.50.
Discuss :
What is the formula to find the perimeter of a square? Isn’t it P = 4a?
Can we write it as 4a = P?
How can you find the side of a square if its perimeter is given?
124
Example 46 :
The perimeter of a square playground is 1200m. Find its area in Ares.
Note : To find the area of a square, we need the measure of its side. If the perimeter is given, we
should find the side of the square from its perimeter.
Solution : Perimeter of the square ground, p = 4a
i.e. 4a = p
p
i.e. a = 4
1200
Hence, a = 4 m [since p = 1200 m ]
∴ a = 300 m
Area of the square ground A = a2
= 300 m × 300 m
i.e. Area = 90000 sq.m.
90000
= 100 ares (how?)
= 900 ares.
Hence the area of the playground is 900 ares.
Exercise 3.8
1) Find the area of the squares, whose sides are given below :
(a) 7cm (b) 12 dm (c) 2 m 25 cm (d) 3.2 m
2) Find the perimeter of the squares given in problem (1).
3) Find the area of square land in hectares whose side is 250 m.
4) Calculate the cost of levelling a square garden of side 75 m at the rate of Rs. 8 per sq.m
5) The side of a square hall is 8 m 5 dm. Find the cost of fixing tiles on its floor at the rate of
Rs. 300 per sq.m.
6) Find the area of a square whose perimeter is 600 m.
7) The perimeter of the floor of a square room is 22m. Find its area.
3.3.2 Area and perimeter of a rectangle :
Finding area of a rectangle :
So far we have learnt the formulae to find the area and perimeter of a square. In this section we
shall learn the formulae to find the area and perimeter of a rectangle.
Look at fig. 3.15 shown below :
5cm
4cm 4cm
5cm
Fig. 3.15
125
What is the shape of fig. 3.15? It is a rectangle. Each row contains 5 unit squares.
How many rows are there in all? There are 4 rows.
As there are 20 unit squares in it its area is 20 sq.cm. The area of rectangle with length 5 cm and
breadth 4 cm is 20 sq.cm.
4cm
Again look at fig. 3.16
It contains 4 unit squares in each row and
there are 3 rows. There are 12 unit squares in all. 3cm 3cm
Hence its area is 12 sq.cm.
Hence the area of the rectangle with length
4cm and breadth 3cm is 12 sq.cm.
4cm
Fig.3.16
Now look at the following table 3.10 prepared from the figures discussed above :
Length Breadth Total No. of Area
(in cm) (in cm) unit squares (in sq.cm)
5 4 20 20 (5 × 4)
4 3 12 12 (4 × 3)
Table 3.10
From the above table 3.10 it is clear that when the length is 5 cm and the breadth is 4 cm the
area is 5 × 4 i.e. 20 sq.cm. Similarly when the length is 4 cm and the breadth is 3 cm the area is 12
sq.cm.
Hence we have
Area of a rectangle = length × breadth
In symbols it is
A = l × b
i.e. A = lb
Note : The symbol ‘A’ refers to area, ‘l’ refers to length and ‘b’ refers to breadth of the rectangle.
Discuss :
A = lb and lb = A . Both are same. Isn’t it?
Since l × b = A, we can write
A
l = b
area
i.e. length = breadth
Now can you write breadth in terms of area and length?
Finding perimeter of a rectangle :
What is the length of the boundary that encloses the rectangle in fig. 3.15 ?
126
The distance round this figure is 5 cm + 4 cm + 5 cm + 4 cm = 18 cm. Isn’t it?
i.e. 5 cm + 5 cm + 4 cm + 4 cm = 18 cm
i.e. perimeter of the rectangle = 2 × 5 cm + 2 × 4 cm
i.e. perimeter = 2 × length + 2 × breadth
Hence
perimeter of a rectangle = 2 lengths + 2 breadths
In symbols we write this as
P = 2l + 2b or P = 2(l + b)
Example 47 :
Find the area and perimeter of a rectangle whose length is 2m and breadth is 70 cm.
Solution :
Length of the rectangle, l = 2 m or 200 cm
Breadth of the rectangle, b = 70 cm
(a) Area of the rectangle, A = l × b
= 200 cm × 70 cm
∴ Area = 14000 sq.cm.
(b) Perimeter of the rectangle, P = 2l + 2b
= 2 × 200 cm + 2 × 70 cm
= 400 cm + 140 cm
∴ Perimeter = 540 cm
Discuss :
Find the area and perimeter of the above rectangle by converting length and breadth in metres.
Use the formula P = 2(l + b) to find the perimeter.
Example 48 :
The area of a rectangular field is 3.75 hectares. If the length is 250 m find its breadth.
Solution : Area of the rectangular field = 3.75 hectares
= 3.75 × 10000m2
= 37500 m2
Area A = 37500 m2
length, l = 250 m
A
breadth, b = l (how?)
37500
= 250 m
= 150 m
breadth = 150 m
Example 49 :
Find the cost of fencing a rectangular park of length 170 m and breadth 100 m at the rate of Rs.
5 per metre.
127
Note : Fencing a rectangular or square land means we should find the length of the boundary. i.e.
the perimeter of the given land.
Solution :
length l = 170 m
breadth b = 100 m
Perimeter of the rectangle P = 2 l + 2 b
= 2 × 170 m + 2 × 100 m
= 340 m + 200 m
= 540 m
Cost of fencing 1 m = Rs. 5
Hence cost of fencing 540 m = Rs. 540 × 5
= Rs. 2700
Example 50 :
The perimeter of the floor of a rectangular hall is 24 m. Its length is 7 m. Find its area.
Note : To find area we should know the measurements of length and breadth. Here length is given.
Hence we should find the breadth from the perimeter.
Solution :
2 length + 2 breadth = perimeter
2 × 7 + 2b = 24 (how?)
14 + 2b = 24
i.e. 2b = 24 – 14
2 b = 10
10
b = 2 = 5
Now the area of the rectangle A = l b

= 7m×5m
= 35 sq.m.
Exercise 3.9
1) Find the area of the rectangles whose lengths and breadths are given below :
(a) 15cm, 8 cm (b) 3 dm, 5.6 cm (c) 2 m 5 dm, 1 m 20 cm (d) 6.5 m, 4.5 m
2) Find the perimeter of the rectangles given in problem (1)
3) A carpet is 5 m long and 3 m 5 dm wide. If the cost of 1 sq.m is Rs. 40 find the cost of the
carpet.
4) The length and breadth of a rectangular field are 500 m and 69 m. Find its area in hectares.
5) The area of the floor of a class room is 2880 sq.m. If its length is 60m, find its breadth and
the perimeter.
6) The petimeter of a rectangular garden is 160m. Its breadth is 30m. Find the cost of levelling
it at the rate of Rs. 2.50 per sq.m.
128
7) A rectangular plot is 130m long and 70m broad. Find the cost of fencing it at Rs. 3.50 per
metre.
8) The cost of levelling a rectangular football ground is Rs. 27,000 at the rate of
Rs. 500 per Are. If the breadth of the ground is 60m find its length.
9) The length of a rectangular field is 180 m and its breadth is 120 m. Sandhya walks round the
field 5 times, find the distance she covers?
10) Ramesh bought a square plot of side 50m. Adjacent to this Daniel bought a rectangular plot
of length 60 m and breadth 40 m for the same price. Find out who is benefitted more.
3.3.3 Area and perimeter of a right triangle :
How many angles does a triangle have? Three angles. If one of them is a right angle (i.e. one
angle is of measure 90°), then we call the triangle as a right-angled triangle, or simply a right triangle.
Finding area of a right-triangle :
Now take a rectangular piece of paper ABCD. Cut it along the diagnoal AC (fig.3.17) Don’t
you get two right triangles? If you place them one above the other such that their longest sides and the
right angles coincide, you can notice that they are identical. That is the area of each right triangle is
half of the area of the rectangle ABCD. Isn’t it?
D l C C A
b b b b height
A l B A l B C l D
base
Fig. 3.17
1
Hence, the area of each right triangle is 2 × l × b.
In the figure we notice that the length and breadth of the rectangle become the base and height
of the triangles.
Hence, area of the right triangle is half the product of length of the sides containing the right
angle.
1
Hence area of a right triangle = 2 × base × height
In symbols we write it as
1
A = 2 bh
(‘b’ is the base and ‘h’ is the height of the right triangle).
Finding the perimeter of the right-triangle :
Now how will you find the length of the boundary of the right triangle? Isn’t it the sum of three
sides of the right triangle?
Hence, perimeter of a right triangle is the sum of the measures of its three sides.
Discuss :
We know that the area of a right triangle is half that of a rectangle containing it. Now find the
perimeter of the rectangle and the right triangle. Check whether the perimeter of the right triangle is
half the perimeter of the rectangle.
129
Example 51 :
In a right triangle the length of sides containing the right angles are 20 cm and 21 cm. Find its
area.
Solution :
Let b = 20 cm and h = 21 cm
1
Area of the right triangle, A = 2 bh
1
= 2 × 20 cm × 21 cm
= 210 sq.cm
Discuss :
Can we take b = 21 cm and h = 20 cm in the above problem? Shall we get the same area? Verify
!
Example 52 :
Senthil brought a plot in the shape of a right triangle for Rs. 50,000 at the rate of Rs. 200 per
sq.m. If the length of one side containing the right angle is 25 m, find the length of the other side
containing the right angle.
Solution :
Total cost of the plot is Rs. 50000.
For Rs. 200 we get 1 sq.m.
50000
∴ For Rs. 50000 we get 200 = 250 sq.m.
i.e. Area of the right triangle = 250 sq.m.

1
But, area of the right triangle = 2 bh
1
i.e. 2 × 25 × h = 250
2
Multiplying both sides by 25 we get
2 1 2
25 × 2 × 25 × h = 25 × 250
500
i.e. h = 25 = 20 m
∴ h = 20 m
Exercise 3.10
1) The length of sides containing right triangles are given below. Find their area.
(a) 9 cm, 12 cm (b) 3.6 m, 1.5 m (c) 24 dm, 4.5 m (d) 40 cm, 41 cm
2) A field is in the shape of a right triangle. The sides containing the right angle are 75 m and
40 m. What will be the cost of levelling it at Rs. 3 per sq.m.?
130
3) A garden is in the form of a right triangle. The length of the sides containing the right
angles are 80 m and 150 m respectively. Find the cost of levelling it at Rs. 250 per Are.
4) The area of a right triangle is 110 cm2. Its base is 20 cm. Find its height.
5) Akbar bought a plot in the shape of a right triangle for Rs. 90000 at the rate of Rs. 150 per
sq.m. If one side containing the right angle is 30m, find the length of the other side
containing the right angle.
6) Which has larger area? A right triangle with the length of the sides containing the right
angle being 50 cm and 40 cm or a rectangle of length 25 cm and breadth 20 cm?
7) The length of the side of a square field is 16 m. Adjacent to this is a field in the shape of
right triangle with the length of the sides containing the right angle being 24 m and 20 m. If
each field is to be sold for the same price, find out which transaction will be profitable?
3.3.4 Area of Four walls :

Consider a rectangular room. Look at the four walls around the room. They are also rectangular.
The walls are of the same height. Aren’t they?
Discuss :
If the four walls of the room are placed side by side how will it look? It will be an “elongated”
rectangular wall.
Note : Take a container part of a match box and open the sides. You will get the ‘model’ of the four
walls placed side by side.
Look at the fig. 3.18 :
height
length breadth length breadth
Fig. 3.18
What is the length of the ‘elongated’ rectangle? It is (length + breadth + length + breadth).
What is the breadth of the ‘elongated’ rectangle? It is the ‘height’. Isn’t it?
Area of the ‘elongated’ rectangle = (2 length + 2 breadth) × height
= (2 l + 2 b) × h
= perimeter of the room × height
Hence, Area of four walls=Perimeter of the room × height
In symbols this can be written as

A = ph
Here ‘p’ stands for perimeter of the room and ‘h’ its height.
Discuss :
(a) Can we write ph as 2h (l + b) ?
131
(b) Find the area of each of the four walls separately and add. Also find the area of the four
walls using the formula A = ph. The answers are the same ! Isn’t it? Which method is
easier and simpler? Isn’t the formula method?
Example 53 :
The length, breadth and height of a room are 10 m, 8 m and 3 m respectively. Find the area of its
four walls.
Solution :
l = 10 m, b = 8 m, h = 3m
Perimeter of the room p = 2 l + 2 b
= 2 × 10 m + 2 × 8 m
= 20 + 16 = 36 m
Area of the four walls = p h
= 36 × 3 = 108m2
∴ Area of the four walls = 108 m2
Example 54 :
Area of the four walls of a hall is 360 sq.m. Its length and breadth are 20 m and 10m
respectively. Find its height.
Solution :
ph = 360 m2 ; l = 20 m ; b = 10 m ; h = ? (Observe how these details are written)
p = 2 l + 2b
= 2 × 20 + 2 × 10
= 40 + 20 = 60
p × h = 360
i.e. 60 × h = 360
Dividing both sides by 60,
60 × h 360
60 = 60
∴ h = 6m
∴ height = 6 m
Discuss :
Generally rooms have doors and windows. Should we include the area of doors and windows
when we calculate the area of four walls to be whitewashed?
Example 55 :
The length, breadth and height of a room are 5 m, 4 m and 3 m respectively. The room has two
doors each of dimensions 2 m × 1 m and five windows each of dimensions 1 m × 0.8 m. What is the
area of the walls to be white washed?
132
Solution :
Perimeter of the room p = 2 l + 2 b
= 2×5m+2×4m
= 10 m + 8 m = 18 m
height = 3 m
Area of the four walls including
 = ph
doors and windows 
= 18 m × 3 m = 54m2
Area of 2 doors = 2 × l b
2 × 2m × 1 m = 4m2
Area of 5 windows = 5 × l b
= 5 × 1 m × 0.8 m = 4 m2
Total area of 2 doors + 5 windows = 4m2 + 4 m2 = 8 m2 (Why?)
(Area of the 4 walls) –
Area of the walls to be white washed = 
(Area occupied by doors and windows)
= 54 – 8 = 46m2
∴ Area to be white washed = 46 m2
Example 56 :
1
A square room of side 16 m is 4 m high. 4 parts of the area of the walls is occupied by doors
and windows. Find the cost of white washing the walls of the room at Rs. 3.50 per sq.m.
Solution :
Perimeter of the square room p = 4 a
= 4 × 16 m = 64 m
height = 4 m
Area of the four walls = ph
= 64 m × 4 m = 256 m2
1
Area of doors and windows = 4 × 256 m2 (how?)
= 64 m2
Area to be white washed = 256 m2 – 64 m2
= 192 m2
Cost of white washing 1 m2 = Rs. 3.50
Cost of white washing 192 m2 = Rs. 192 × 3.50
= Rs. 672
Hence the cost of white washing the room = Rs. 672.
133
Exercise 3.11
1) Calculate the area of four walls from the following data :
(a) Perimeter 50 m, height 3.2 m
(b) Length 7 m, Breadth 5 m, height 3 m
(c) Length 45 dm, breadth 40 dm, height 28 dm
(d) Floor is a square of side 6 m and height 3.5 m
2) The length, bredth and height of a rectangular hall are 12 m, 8.5 m and 5 m respectively.
Find the cost of colour washing the walls at Rs. 12 per sq.m.
3) The length, breadth and height of a room are 8 m, 5 m and 4 m respectively. The room has
three entrances each of dimensions 2.5 m × 1.2 m and six windows each of dimensions 1.5
m × 1 m. Find the area of the four walls to be white washed.
4) A square room of side 15 m is 4 m high. There are five windows each 1.2 m × 0.8 m and
two doors each 2.2 m × 1.5 m. Find the cost of white washing the walls at Rs. 3 per sq.m.
1
5) A hall is 10 m long, 6 m broad and 5 m high. 5 parts of the area of the walls is occupied by
entrances, exits and windows. Find the area to be white washed.
1
6) The length, breadth and height of a room are 8 m, 4 m and 3 m respectively. 6 parts of the
area of the four walls is occupied by the doors and windows. Find the cost of cementing the
walls at Rs. 8 per sq.m.
7) The cost for fixing tiles for the four walls of a room at the rate of Rs. 25 per sq.m. is
Rs. 12500. The length and height of the room are 35 m and 5 m respectively. Find its
breadth.
THINGS TO REMEMBER
(1) The basic units of length, weight and capacity are metre, gram and litre respectively.
(2) In metric system,
(a) to convert a higher unit into a lower unit, multiply it by powers of ten. In
decimal system shift the decimal point to the right.
(b) To convert a lower unit into a higher unit, divide it by powers of ten. In decimal
system shift the decimal point to the left.
(3) Multiplication or division should be done only after converting the measures into
the same single unit.
(4) The measure of a plane region or the amount of the surface which any object occupies
is called the area of that object. To express the area we use square centimetre or cm2.
(5) The space occupied by any object is called the volume of that object. To express the
volume of solids we use cubic centimetre or cm3.
(6) The measure of the inner space of a hollow solid is called its capacity. To express the
capacity we use litre (l).
(7) An ordinary year has 365 days. A leap year has 366 days.
(8) We call a 24-hour clock time as Railway time.
134
(9) The length of the boundary of any closed figure is called its perimeter.
(10) (a) Area of a square, A = a2
Perimeter of a square, P = 4a. a = 4  .

P
(b)
 
Area of a rectangle, A = lb. l = b ; b = l  .
A A
(11) (a)
 
(b) Perimeter of a rectangle, P = 2l + 2b (or) P = 2 (l + b).
(12) If one angle of a triangle is a right angle, we call it as a right-triangle.
1
(13) (a) Area of a right triangle, A = 2 bh
(b) Perimeter of a right triangle is the sum of the measure of its three sides.
(14) Area of four walls A = ph (or) A = 2h (l + b).
UNIT TEST – 3
Part I (14 × 1 = 14)
(1) 1 metre is
(a) 10 cm (b) 100 cm (c) 1000 cm (d) 10000 cm
(2) 1000 gram is
(a) 1 kg (b) 1hg (c) 1 dag (d) 1 dg
(3) 1 litre is
(a) 1cm3 (b) 1dm3 (c) 100cm3 (d) 100dm3
(4) 1 hectare is
(a) 100m2 (b) 1000m2 (c) 100 are (d) 1000 are
(5) 1 hour is
(a) 3600 sec (b) 60 sec (c) 3600 min. (d) 24 min.
(6) 17 00 Hrs. is
(a) 7 a.m. (b) 7 p.m. (c) 5 a.m. (d) 5 p.m.
(7) Area of a rectangle is
1
(a) 2h (l + b) (b) lb (c) a2 (d) 2 bh

(8) To convert higher unit into a lower unit we _______ it by powers of ten.
(9) 1 are is ________ m2
(10) The space occupied by any object is called the _________ of that object.
(11) 1 leap year has _______ days.
(12) If one angle of a triangle is a right angle, we call it as a ______ triangle.
(13) Area of four walls is ________ .
(14) Perimeter of a square is __________ .
135
Part – II (8 × 2 = 16)
Solve in one or two steps :
(15) Express in litres : 5kl 3hl 4 dal 7 l
(16) Add : 25.183 km + 16.725 km + 11.804 km
(17) Weight of 1 bag of wheat is 25.318 kg. Find the weight of 7 such bags.
(18) The sun-rise was at 5.55 in the morning and the sun-set was at 6.05 in the evening, find
the duration of time.
(19) Find the number of days from 10.5.2002 to 25.11.2002.
(20) Find the area of a square, whose side is 2.5cm.
(21) In a right-triangle, the length of sides containing the right angle are 15 cm and 8 cm. Find
the area of the triangle.
(22) January 26, 2003 is a Sunday. What day will it be on March 15, 2003 ?
Part – III (4 × 5 = 20)

(23) Find the quantity of rice in a bag if 14 ton 520 kg of rice is equally packed in 120 bags.
(24) Yuvaraj started his work at 8.45 a.m. and finished his work at 5.15 p.m. Lunch break was
between 1.15 p.m. to 2.30 p.m. How many hours did he actually work on that day?
(25) Gravel has to be laid on a road of 1km length with a breadth of 10m. Find the cost of
laying gravel at Rs. 20 per sq.m..
(26) The length, breadth and height of a room are respectively 5m, 3.4 m, and 4.5m. Find the
cost of white washing its four walls at Rs. 6 per sq.m.
136
4. ALGEBRA
Algebra is a branch of Mathematics. An Arab Mathematician, Mohammed ibn Al
Khowarizmi about 825 A.D. wrote the first book on Algebra, called Aljebar W’al Muquabalah.
Later it was called Algebra in English. In Algebra, the unknown values or the values to be found out
are represented by symbols and letters.
Ancient Indian Mathematicians also made full use of symbols to denote unknown quantities.
Great Indian Mathematicians like Aryabhata (born in 476 A.D.), Brahmagupta (born in 598 A.D.),
Mahavira (around 850 A.D.), Sridhara (around 1025 A.D.) and Bhaskara II (born in 1114 A.D.)
contributed a lot to the study of Algebra.
In Algebra we study not only about numbers but also other important concepts that are used in
Science and Engineering. In this chapter we are going to study some basics of Algebra.
4.1 Introduction
4.2 Mathematical statements
4.3 Place holders
4.4 Literals
4.5 Constants and Variables
4.6 Power (or Exponent or Index) of a variable
4.7 Coefficients
4.8 Terms
4.9 Addition and Subtraction of terms
4.1 Introduction :
In Arithmetic we make statements with numbers having definite value. In Algebra, besides
numerals we use symbols and literals in place of unknown numbers to make a statement. Hence,
Algebra may be regarded as an extension of Arithmetic. Algebra is a branch of Mathematics
consisting of both numerals and literals.
4.2 Mathematical statements :

A statement is the meaningful combination of words. In addition, if we use numbers to make a
statement, it is called as Mathematical statement.
Now consider the following statements :
1) Ezhil is 19 years old now. What will be her age after 7 years?
This statement involves three numbers, of which one is unknown.
2) Consider a number. Subtract 6 from it. The resultant is 3.
Here also one number is unknown.
3) Product of two natural numbers is 18.
This statement has two unknown numbers.
The above statements are called Mathematical statements. They involve one or two unknown
numbers.
137
Activity–1 :
Try to form Mathematical statements involving one or two unknown numbers.
4.3 Place holders :
You know that Mathematical statements involve unknown numbers. We use different symbols
like , ∆, ?, etc. to represent those unknown numbers. Such symbols are known as place holders,
because they hold the places.
4.3. (a) Statements involving one place holder :
Example 1 :
What is the sum of 7 and 8? Express this statement using place holder.
Solution :
We can write this statement, in short, as
7+8 =
Note : Here you need not find the result.
Example 2 :
What number added to 10 will give 15?
Solution :
It is 10 + ∆ = 15
Example 3 :
Preethi has 18 rupees. She buys fruits for 8 rupees. Find the remaining amount with her.
Solution :
We can write it as 18 – 8 = ?
Example 4 :
Find the product of 5 and 12
Solution :
5 × 12 =
Example 5 :
When a number is multiplied by 9, the product is 36
Solution :
∆ × 9 = 36.
Discuss :
What is the use of representing Mathematical statements with the help of place holders?
The Mathematical statements are expressed shortly with the use of place holders. Therefore the
statements written using place holders should also be understood as Mathematical statements.
Example 6 :
Write 12 + 18 = as a Mathematical statement.
Solution : It can be written as, what is the sum of 12 and 18?
Note : We can write this statement in many ways.
For example, it may also be written as,
Arun travelled 12 kms by bus. Then he travelled 18 kms by train. Find the total distance
travelled by him.
138
Example 7 :
Write 25 – = 10 as a Mathematical statement.
Solution :
What number is to be subtracted from 25 to get 10 ?
Discuss :
Try to form two other statements for this example.
Example 8 :
Write 23 × 10 = ∆ as a Mathematical statement.
Solution :
What is 10 times 23?
Exercise 4.1
1) Write the following statements using place holder symbols such as , ∆, ?, , ∇ etc.
(Don’t try to find the answer).
a) What is the sum of 10 and 13?
b) Sachin scored 58 runs in the first innings. The total runs he scored in that test match is
163. Find the number of runs he scored in the second innings?
c) What whole number when added to 17 gives 28?
d) What number we get if we subtract 21 from 32?
e) Kavitha scored a total of 450 marks in 5 subjects. Her total marks in 4 subjects is 370.
How many marks did she score in the fifth subject?
f) What is 9 times 16?
g) Which number when multiplied by 11 gives 33?
h) A candle box contains 12 candles. Find the number of boxes has to buy to get 60
candles.
2) Write Mathematical statements for the following :
a) 18 + 27 = b) ∆ + 72 = 94 c) 64 + = 105 d) 32 – 18 = ∇
e) 17 – ? = 5 f) − 22 = 11 g) 14 × 9 = h) ∆ × 25 = 100 i) 15 × = 60
4.3. (b) Statements involving two place holders :
So far we have seen statements involving one unknown number and we use one place holder for
it. Now let us see statements involving two place holders.
Example 9 :
Which two whole numbers make the sum 25?
Solution :
This statement has two unknown numbers. Hence, we need two place holders. We can write it
in different ways as follows :
(a) + ∆ = 25
(b) + ∆ = 25 and so on.
Example 10 :
There are 30 students in a class. After admitting some new students, what will be the strength of
the class?
139
Solution :
It is 30 + ∇ =
Example 11 :
The difference between the money which Akbar and Anand had was Rs. 60. Using symbols
rewrite this statement.
Solution :
− ∆ = 60
Example 12 :
The area of a rectangle is 24 sq.cm.
Solution :
We know that the product of length and breadth is the area of rectangle. Hence we can write it
as,
× ? = 24
Discuss :
A number when divided by another number gives 5. What are the numbers? Can you write this
statement using place holders?
Example 13 :
Write ∆ + = 50 as a statement.
Solution :
Find two numbers whose sum is 50.
Example 14 :
× 2 = ∆. Write a mathematical statement for this.
Solution :
Two times of the radius of a circle is its diameter.
Note : Each statement can be expressed in different ways without affecting the concept.
Exercise 4.2
1) Write the following statements using place holders.
a) Sum of two natural numbers is 37.
b) The total number of boys and girls in a class is 80.
c) The difference between the money that Kala and Mala had was Rs. 24.
d) I had 17 mangoes. I gave some mangoes to Siva and the balance to Salim. How many
mangoes did each get?
e) The product of two numbers is 38.
f) 4 times the side of a square is its perimeter.
2) Write mathematical statements for the following : (Don’t try to fill the place holders)
a) ∆ + = 32 b) 6 + = c) – ? = 13
d) 28 – ∆ = e) + ∇ = 75 f) 13 × = ∆
4.4 Literals :
So far we have learnt, how to use place holders to represent unknown numbers. Instead of place
holders, we can use letters like a, b, c, x, y etc. to represent the unknown numbers. These letters, which
are used to represent numbers are called Literals.
140
Example 15 :
Method of using place holders Method of using Literals
1) 6 + 12 = 6 + 12 = x
2) 10 + = 15 10 + y = 15
3) – 7 = 12 a–7 = 12
4) 6 × 7 = 6×7 = m
∆ x
5) 3 = 11 3 = 11
6) ∆ + = 28 x+y = 28
7) 23 − = ∇ 23 – a = b
8) ×? = 80 p×q = 80
∇ m
9) = 6 n = 6
Note : Instead of place holders, we use the literals in order to understand easily.
Discuss :
3 × x can be written shortly as 3x. Similarly x × y can be written as xy.
How can we write 7 × m = 35 shortly?
Exercise 4.3
1) Replace the place holders with literals.
a) + 10 = 21 b) 15 × ∆ = 90 c) ∆ – =1

d) + 17 = ∇ e) 5 × = f) 4 = 8
2) Write the following statements using literls like a, b, m, n, etc.

a) Sum of 10 and 33
b) Gopu walked 3 kms in the morning and 2 kms in the evening. Find the total distance walked
by him on that day.
c) What should be subtracted from 35 to get 24?
d) A number multiplied by 8 is 40.
e) The difference between two numbers is 27.
f) Consider two numbers. When the first number is divided by the second number, the quotient
is 12.
3) Write Mathematical statements for the following :
28
a) 11 + 9 = x b) 17 – y = 9 c) 6 × a = 36 d) x = 4
c
e) m + n = 46 f) x – y = 14 g) 13 × p = 9 h) d = 8
4.5 Constants and Variables :

Consider the following statement
Product of two numbers is 20.
This can be written as
l × b = 20
141
Here 20 is a numeral and its value is fixed. But ‘l’ and ‘b’ are literals (literal numbers) and the
values of ‘l’ and ‘b’ are not fixed.
For example consider the following rectangles.
4 b 2 b
10
5 Fig. 4.2 l
Fig. 4.1 l
The areas of the two rectangles are the same (that is 20), but lengths and breadths are different.
For the rectangle in fig. 4.1 length l = 5, breadth b = 4.
For the rectangle in fig. 4.2 length l = 10, breadth b = 2
Area of the rectangle = length × breadth = 20
Area of the rectangle (fig. 4.1) = 5 × 4 = 20
Area of the rectangle (fig. 4.2) = 10 × 2 = 20
From the example l is either 5 or 10.
That is l can take different values.
‘b’ is either 4 or 2. That is b takes different values.
Here 20 is constant and l and b are variables.
From this example, we can say,
(a) A quantity which takes a fixed numerical value is called a constant
(b) A quantity which takes different numerical values is called a variable.
Discuss :
(a) Consider x + y = 10. What values of x and y can make this statement true?
Try to write some possible values of x and y, which can make this statement true.
(b) a – b = 5. Write some possible values for a and b to make this statement true.
Example 16 :
Consider
p = 4s
x + 5 = 10
a – b = – 15
Here
4, 5, 10 and – 15 are constants.
p, s, x, a and b are variables.
Note : (a) The numerals are constants.
(b) To denote variables we use the alphabets A to Z (or) a to z.
Example 17 :
Pick out the constants in the following :
5
8, a, x, y, – 25, 0, z, 35, 2.7, 8
142
Solution :
5
The constants are 8, – 25, 0, 35, 2.7 and 8 .
Example 18 :
Pick out the variables in the following :
63, x, 27, m, p, q, 10, 0, y.
Solution :
The variables are x, m, p, q and y
Example 19 :
Pick out the variables and constants : A, – 15, q, l, 22.3, 73
Solution :
The variables are A, q and l
The constants are – 15, 22.3 and 73.
Exercise 4.4
1) Pick out the constants in the following :
2
5, a, b, 11, p, – 15, 3.7, q, x, m, 7 , z
2) Pickout the variables in the following :

6, c, – 12, h, k, 16, m, n, – 22, p, s, 30
3) Write any FIVE constants and FIVE variables.
4.6 Power (or Exponent or Index ) of a variable :

We have learnt that the product of 16 and x is 16 × x and it is shortly written as 16x.
Similarly the product of two literals x and y is x × y = xy.
Now let us see how the repeated product of a literal with itself is written.
Multiply x with itself. We get x × x and is denoted by x2.
We read x2 as x to the power of 2. Similarly m × m × m = m3, which is read as m to the
power of 3.
In x2,
2 is the power (or index or exponent)and x is the base.
In m3,
3 is the power and m is the base.
Note : The power of a literal indicates the number of times the base (variable) has been multiplied
by itself.
Discuss :
Can you tell the power and base of ‘y’?
Example 20 :
Write the following using powers :
(a) 5 × m × m × m (b) a × b × a × a × b (c) x × y × y × z × 3 × z × y
143
Solution :
(a) 5×m×m×m = 5m3
(b) a×b×a×a×b = a×a×a×b×b
= a 3 × b 2 = a3 b2
(c) x×y×y×z×3×z×y = 3×x×y×y×y×z×z
= 3 × x × y 3 × z2
= 3xy3 z2
Note : The product x × 16 will be written as 16x and not as x16. It is conventional to write the
constant first.
Example 21 :
Write the following in the product form :
(a) 8xy2 (b) a3b (c) 10p2qr3
Solution :
(a) 8xy2 = 8 × x × y × y
(b) a3b = a × a × a × b
(c) 10p2qr3 = 10 × p × p × q × r × r × r
Exercise 4.5
1) Write the following using powers :
a) 4 × a × a × b b) 12 × x × y × y × x × y c) 6 × m × n × m × n
d) 5 × x × y × x × y × x × y e) p × p × q × p × q × r × r.
2) Write the following in the product form :
a) 9xz2 b) p2q3 c) 10a2bc3 d) c3d3 e) 7m2n
4.7 Coefficients :
Consider the quantities – 3a, 8b2, 5xy and – 2y3. All are product of constant and variables. In –
3a, – 3 is the coefficient of a.
Similarly in 8b2, 8 is the coefficient of b2.
in 5xy, 5 is the coefficient of xy.
and in – 2y3, – 2 is the coefficient of y3
Hence, the number (constant) connected to a variable or product of variables by means of
multiplication (or Division) is called the coefficient.
Example 22 :
Write the coefficient in the following :
(a) 7x (b) – 11m3 (c) – y2 (d) 15pq
144
Solution :
(a) The coefficient of x is 7
(b) The coefficient of m3 is – 11
(c) The coefficient of – y2 is – 1 [l – y2 = – 1y2]
(d) The coefficient of pq is 15
Discuss :
The product of 6 and x is 6x and we say 6 is the coefficient of x.
The sum of 6 and x is 6 + x. What can you say about 6 here? Is it the coefficient of x?
Similarly in 6 – x, is 6 a coefficient of – x?
Exercise 4.6
Fill up the blanks :
(a) The coefficient a in 10a is____ .
(b) The coefficient of c in 3c is____ .
(c) The coefficient of m in – 5m is____ .
(d) The coefficient of q2 in – q2 is____ .
(e) The coefficient of x3 in 4x3 is____ .
(f) The coefficient of yz in yz is____ .
(g) The coefficient of n in – 20n is____ .
(h) The coefficient of ab in 15ab is____ .
(i) The coefficient of u in – 18u is ____ .
(j) The coefficient of pqr in 25pqr is ____ .
4.8 Terms :
x
Consider the quantities 5, 3ab, – 9x, 28, 36, m, n2, yz, 50, p3, 5 .
Here,
(a) 5, 28, 36 and 50 are only constants.
(b)m, n2, yz and p3 are only variable or product of variables
x
(c) 3ab, – 9x and 5 are combination of constant and variables by means of
multiplication (or division).
We call each of this quantity as a term.
Hence,
A constant or a variable or a combination of constant and variables combined by
means of multiplication (or division) is called a term.
Note : (a) If a constant and a variable are joined together by means of addition or subtraction like
10 + m, x – 15 etc, they are considered as separate terms.
145
That is in 10 + m we have two terms, namely 10 and m. Similarly in x – 15 the terms are x and
– 15.
(b) If a constant and a variable are joined together by means of multiplication or division
p
(like 12a, 5 etc.) it is considered as a single term.
4.8. (a) Like Terms :

So far we have seen that a term consists of
2
(1) only a constant such as 4, 12, – 17, 3 etc.
(2) only variable or product of variables such as a, xy, m, y3, p2q etc.
(3) both constant and variables such as 3a, – 5cd, 6x2y3, – 7a3bc etc.
Now consider the following pairs of terms :
(1) 6m and – 8m, (2) x2 and 3x2 (3) – 17pq and 13pq.
In the first pair 6m and – 8m, both the terms contain the same variable ‘m’. Similarly the second
and third pairs also have the same product of variables in both terms x2 and pq. We call such terms as
like terms.
Hence
Two or more terms which have the same variable or same product of variables or
same division of variables are called like terms.
Discuss :
Can you give some examples for like terms?
4.8. (b) Unlike Terms :
Now consider the pairs, (1) 3x, 10y (2) 11p3, – q3 (3) – 5m2, 12n2.
In the above pairs, each term has different variables or different product of variables.
That is in 3x and 10y, the variables are x and y, which are different. In 11p3 and – q3, the
product of variables p3 and q3 are different. Similarly in – 5m2 and 12n2, the product of variables m2
and n2 are different. We call these terms as unlike terms.
Hence,
Two terms which have different variables or different product of variables or
different division of variables are called Unlike Terms.
Discuss :
Consider the terms x2 and x3. They are different powers of the same letter x.
Are they like terms or unlike terms? Why?
Example 23 :
Find the pairs of like terms.
(a) 7u, – 11u (b) – 3m2, – 10n2 (c) 5xy, 12xz (d) – 13p3, 24p3
Solution :
The pairs of like terms are (a) 7u and – 11u (d) – 13p3 and 24p3
146
Example 24 :
Find the pairs of unlike terms.
(a) 20a, – 12a (b) 15x2, – 11y2 (c) – 3u3, – 10w2, (d) mn2, – 9mn2.
Solution :
The pairs of unlike terms are (b) 15x2 and – 11y2 (c) – 3u3 and – 10w2.
Exercise 4.7
1) Find the pairs of like terms :
(a) 12a and 15a (b) – 3b and 6c (c) – 23p and – 31q (d) m and – 18m
(e) – 4x2y and 13x2y (f) 3mn2 and – 7m2n (g) 17z3 and 35z3
2) Write any THREE pairs of like terms.
3) Write any THREE pairs of unlike terms.
4.9 Addition and Subtraction of terms :

Since the literals are used to represent numbers in algebra, they must obey the fundamental
operations (addition, subtraction, multiplication and division).
In this section we are going to learn some basic concepts of addition and subtraction in Algebra.
In algebra, we classify the terms as like terms and unlike terms.
We can add and subtract like terms.
Example 25 :
Find (a) x + x (b) x + x + 2x
x + x = 1x + 1 x x + x + 2x = 1x + 1 x + 2x
= (1 + 1) x = (1 + 1 + 2)x
= 2x = 4x
Note : Here we add the coefficients of the like terms and we write it with the variable to get the
result (answer).
(c) Add the terms 5x and 12x.
The above terms are like terms. Hence we can add them.
Solution :
5x + 12x = (5 + 12)x
= 17x
3 3 3
(d) Add 10m , 8m and 4m .
Since all the given terms are like terms, we can add them.
Solution : 10m3 + 8m3 + 4m3 = (10 + 8 + 4)m3
= 22m3
(e) Subtract 6a from 13a
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Solution :
13a – 6a = (13 – 6)a
= 7a
(f) Find 9xy – 15xy
Both the given terms are like terms. Hence subtraction is possible. But here we have to subtract
a greater number from a smaller one. (Recall the rule for subtraction of integers).
Solution :
9xy – 15xy = (9 – 15)xy
= – 6xy
From the above examples we understand that
1) The sum of two or more like terms is a term whose coefficient is the sum of the
coefficients of all the like terms.
2) The difference between two like terms is a term whose coefficient is the difference
between the numerical coefficients of the two like terms.
However we cannot add or subtract unlike terms. In this case we can simply indicate the
operations of addition and subtraction.
For example,
(a) Add 4x and 7y
The sum is 4x + 7y.
(b) Add 7m2, 6m and 10
The sum is 7m2 + 6m + 10
(c) Subtract 15d from 4c
The solution is 4c – 15d.
Exercise 4.8
1) Find the sum of the like terms :
(a) 8a and 11a (b) 7b2c and 5b2c (c) x3, 4x3 and 14x3 (d) 3pq, 8pq and 25 pq
(e) 14xy2, 8xy2 and 3xy2.
2.) Subtract the first term from the second term :
(a) 12y and 23y (b) 4a2b, 14a2b (c) 16m3, 10m3 (d) 17p, 22p (e) 19cd, 25cd
x × y = xy
Variables have no place values
7 × 5 is not equal to 75. Why?
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THINGS TO REMEMBER
1) The symbols used to represent numbers are called PLACE HOLDERS.
2) The letters used to represent numbers are called LITERALS.
3) A quantity which takes a fixed numerical value is called a CONSTANT.
4) A quantity which takes different numerical values is called a VARIABLE.
5) The number (constant) connected to a variable or product of variables by means of
multiplication (or division) is called the COEFFICIENT.
6) The number of times the base (literal) has been multiplied by itself is called the POWER
(or INDEX).
7) A constant or a variable or a combination of constant and variables combined by means
of multiplication (or division) is called a TERM.
8) (a) Terms, which have the same variable or product of variables or divisions of
variables are called LIKE TERMS.
(b) Terms, which have the different variables or different product of variables or
different division of variables are called UNLIKE TERMS.
9) We can add and subtract Like Terms.
10) The variables obey the four fundamental operations namely addition, subtraction,
multiplication and division.
UNIT TEST – 4
Part I 10 × 1 = 10
1) In 5x, x is
(a) a constant (b) a variable (c) a term (d) a coefficient
2) In – 7m3, the coefficient of m3 is
(a) – 7 (b) 3 (c) m (d) m3
3) y × y can be written as
(a) 2y (b) y2 (c) yy (d) y
4) Like term of 3pq is
(a) 3p (b) 3q (c) – 5pq (d) p3q3
5) Sum of 4a2 and 3a2 is
(a) 12a2 (b) 7a4 (c) 12a4 (d) 7a2
Complete the following :

6) The symbol ∆, in ∆ + 5 is called a ___________ .
7) A quantity which takes different values is called a __________ .
8) 2 × m × n × n × m × m can be written as ____________ .
149
9) Numerals are ____________ (constants / variables)
10) We cannot add or subtract ___________ terms.
Part II 5 x 2 = 10
Answer in one or two steps :
11) Write a mathematical statement for x + 5 = 17.
12) Write any two pairs of like terms.
13) Add the following terms : 3xy, 7xy and 18xy.
14) Subtract 4m3 from 13m3.
15) Pick out constants and variables
6x, – 11, 1.5, 12mn, y, 23.
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5. GEOMETRY
Geometry is one of the most important branches of Mathematics. Geometry gives the idea of
various geometrical shapes and figures in our daily life such as articles in the houses, wells, buildings,
bridges etc. Great Indian mathematicians such as Aryabhatta, Brahmagupta, Bhaskara wrote books on
Geometry. From this we learn that the concept of geometry have begun from ancient times. The term
‘Geometry’ means a study of properties of figures and shapes and the relationship between them.
5.1 Basic geometrical concepts

5.2 Relationship between points and lines
5.3 Angles
5.4 Triangles
5.5 Special quadrilaterals
In the previous classes we have studied some basic geometrical concepts namely point, line, ray
and plane.
Let us recall what we have learnt about them.
5.1 Basic geometrical concepts :

5.1.1 Point
5.1.2 Line
5.1.3 Ray
5.1.4 Line segment
5.1.5 Plane
5.1.1 Point :
Place a dot with the sharp tip of your pencil or with a pin on a sheet of paper. This dot gives you
an idea of a point. This point represents a location.
B
A
Fig. 5.1.
Thus we say that a point has an exact position. A point has no length, breadth or thickness.
We use English alphabets in capital letters like A, B, C, D etc. to denote points.
5.1.2 Line :
Fold a piece of paper and unfold it. What do we see in the paper?
We find that a straight crease is formed.
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The straight crease in the paper
(fig. 5.2) is an example of a line.
Fig. 5.2
Mark two points A and B on a sheet of paper. Join these two points and extend in both
directions. Represent the ends using arrow-heads on either side as shown in fig. 5.3.
A B
Fig. 5.3
↔
This is a straight line and it is denoted by AB or line AB or line l .
↔
AB means that
(a) the points A and B lie on the same line.
(b) the line passes through the points A and B.
Note : A line has no starting point and ending point. So we cannot draw a line fully in a sheet of
paper. We draw only a part of a line and mark arrow-heads at its two ends to show that it
extends endlessly in both directions.
Example 1 :
Write the names of the following lines.
Q M
(a) (c) N
(b)
Fig. 5.4
Solution :
↔ ↔
(a) PQ or line PQ (b) line l (c) MN or line MN
5.1.3 Ray :
We have seen that the sun is emitting rays of light. We can also see the rays of light from the
torch light. These represent the idea of ray.
Fig. 5.5
A ray of light originates from a point in the sun or from the torch light (fig. 5.5) and extends
endlessly in one direction.
152
Thus we can say that
a ray starts from a fixed point and extends endlessly in one direction.
A B
Fig. 5.6
In the figure 5.6, A is called the starting point. This ray starts from A and goes without an end in
→ →
the direction AB. This is called a ‘ray’ and it is written as AB. Read ABas ‘ray AB’.
In the following fig. 5.7 some rays are shown in different directions.
P
N →
A AB B
→
MN
→
PQ
Q
A
M →
BA B
Fig. 5.7
Note : Just as in the case of a line, a ray also cannot be drawn fully on a paper. We can draw only a
part of a ray with a starting point at one end and an arrow-head on the other end.
Example 2 :
→
Let AB be a ray.
(1) What is the starting point of the ray?
(2) Can B be the starting point of the ray?
(3) Where does the point B lie on the ray?
→ →
(4) Are the ray AB and the ray BA different?
Solution :
1) A is the starting point.
2) No.
3) B can be marked anywhere on the ray inorder to name the ray.
→ →
(4) AB and BA are different because they are in different directions.
5.1.4 Line segment :
A line segment is a part of a line consisting of two end points on it.
A B
l
Fig. 5.8
Consider the line l. Mark two points A and B on the line l (Fig. 5.8).

The portion of the line l from A to B is called the line segment AB. It is denoted by AB

or BA and it is read as line segment AB or line segment BA. The line segment AB and the line
segment BA are the same and they are equal in measure.
153
Example 3 :
Name the line segments from the following figure 5.9
A B C
(a) Q R
(b)
Fig. 5.9
Solution :
  
In Fig. 5.9 (a), the line segments are named as AB , AC , BC .
  
In Fig. 5.9 (b), the line segments are PQ , PR , QR .
5.1.5 Plane :
The floor, the walls, the top of a table and the black board in our class are all having flat
surfaces. These are examples for planes.
A plane is a flat surface which extends endlessly in all directions. It has no boundary. A plane
cannot be drawn. But a part of a plane can be drawn on any flat surface.
The diagrams (Fig. 5.10) represent planes.
B C
Fig. 5.10
Discuss :
Hold three pencils of different heights in 3 different places - not in a straight line. Now place a
cardboard touching the three tips of the pencils.
Does the cardboard lie exactly on the tip of the pencils?
Yes. Hence we infer that three points not lying on a line are needed to determine a plane.
THINGS TO REMEMBER
(1) A point represents a location.
(2) A line is straight and extends endlessly in both directions. A line AB is
↔
denoted by AB .
(3) A ray starts from a fixed point and extends endlessly in one direction. A ray
→
AB is denoted by AB .
(4) A line segment is a portion of a line with two end points. A line segment AB

is denoted by AB .
(5) A plane is a flat surface which extends endlessly in all directions.
154
Exercise 5.1
1) Complete the statements :
(a) The tip of a pin gives us an idea of a _______________ .
(b) A blackboard gives us an idea of a ______________ .
(c) A wall gives us an idea of a ____________ .
(d) At least ____________ points not lying on the same line are needed to determine a
plane.
2) Mark two points A and B on a sheet of a paper. With the help of a ruler draw a line passing
through them.
(a) Can you draw any other line passing through them?
(b) How many such lines can you draw?
3) How many rays can be drawn from a starting point and passing through a given point?
4) Give two examples from your environment for planes.
5) Mark three points A, B, C not lying on the same line. Draw as many lines as possible
through any two points. Also name the lines.
C
D
B
6. How many rays are represented in the
O
figure? Name them.
E A
F
7. From the following figures, name the line, line segment and ray.
M
P Q
N R S
8. Write the names of the lines from the following figures.
S R O
P Q M N
5.2 Relationship between points and lines :

We shall study some of the relations between the points and lines in a plane.
5.2.1 Concurrent lines

5.2.3 Intersecting and Parallel lines
155
5.2.1 Concurrent lines :
Mark a point P on a paper. Draw a line ‘l’ passing through the point P. Draw another line ‘m’
through the same point P. Continue this process.
How many lines can be drawn through this point P?
Many lines can be drawn through this point.
n
P
l
m
Fig. 5.11
Look at the fig. 5.11. Are these the only lines drawn through this point?
No. We can draw many more lines through P. Is it not so?
All these lines passing through the same point P are called concurrent lines. The point P is called the
point of concurrence.
Thus three or more lines passing through the same point are called concurrent lines. The point
is called the point of concurrence.
Example 4 :
In the fig.5.12 name the concurrent lines
and the point of concurrence. C
Solution : D
↔ ↔ ↔
(a) The lines AD, BD, CD are
concurrent lines and the point of
concurrence is D.
↔ ↔ ↔ B
(b) The lines BA, BD, BC are concurrent
and the point of concurrence is B. A
Fig. 5.12
We have seen that through one point many A
lines can be drawn. How many lines can be
drawn through two points? We can draw only B
one line through two points (fig. 5.13). However,
not only these two points are on this line, but we
can mark many points on this line. All these Fig. 5.13
points are called collinear points.
The word collinear means co-linear, lying on the same line.
F
E B
D
C
A G
Fig. 5.14
156
In the figure 5.14, A, C, D, B are collinear points. The points E, F, G are not collinear because
they do not lie on the same line. Thus three or more points lying on the same line are called collinear
points and points not lying on the same line are called non collinear points.
Example 5 :
In the figure 5.15 write (a) collinear T
points (b) non-collinear points
P Q R S
Solution :
(a) P, Q, R, S are collinear points. U V
(b) T, U, V are non collinear points. Fig. 5.15
5.2.3 Intersecting lines and Parallel lines :

Look at the figure 5.16.
How many lines are there?
A E B
Three. Is it not so?
What are they?
↔
(1) AB F
↔ C D
(2) CD
↔ Fig. 5.16
(3) EF
↔ ↔ ↔ ↔
In the figure, AB and EF are intersecting at E. So AB and EF are called intersecting lines.
Are there any other intersecting lines?
↔ ↔
Do AB and CD intersect? (fig. 5.16)
↔ ↔
No. They are not intersecting in the figure 5.16. These lines AB and CD are called parallel
lines. Therefore parallel lines do not intersect at any point.
Thus the non-intersecting lines are called parallel lines.
Railway tracks, opposite edges of blackboard etc. are few examples of parallel lines.
Example 6 :
From the figure 5.17
(a) write the intersecting lines and
L U
intersecting points. P Q
(b) Write a pair of parallel lines. A B
Solution :
↔ ↔
(a) LM and PQintersect at A. C D
↔ ↔ R S
PQand UV intersect at B. V
M
↔ ↔
RS and LM intersect at C
↔ ↔ Fig. 5.17
UV and RS intersect at D.
↔ ↔
(b) PQ and RS are parallel lines.
157
Example 7 :
From the figure 5.18 write A
(a) collinear points.
(b) Concurrent lines and their point of
concurrence. B D
Solution :
(a) In the figure, points A, B, C are
collinear. C
↔ ↔ ↔
(b) The lines AD, BD, CD are
concurrent lines. D is the point of Fig. 5.18
concurrence.
Example 8 :
From the figure 5.19 write
(a) Concurrent lines G
(b) Concurrent point
(c) Parallel lines D F
(d) Collinear points
(e) intersecting lines at B
C
Solution :
↔ ↔ ↔
(a) AB, AC, AD are concurrent lines.
(b) A is the point of concurrence. A B E
↔ ↔
(c) BDand EG are parallel lines.
(d) A, B, E ; A, C, F; A, D, G ; B, C, D Fig. 5.19
; E, F, G are collinear points.
↔ ↔
(e) BA and BC are intersecting at B.
THINGS TO REMEMBER
(1) Three or more lines passing through the same point are called concurrent
lines. The point is called the point of concurrence.
(2) Three or more points lying on the same line are called collinear points.
(3) If two lines intersect at a point, these lines are called intersecting lines.
(4) The non-intersecting lines are called parallel lines.
Exercise 5.2
(a) Through a given point _____ lines can be drawn.
(b) ________ line(s) passes through two different given points.
(c) Three or more points are _________ if all of them lie on the same line.
(d) Three or more lines are _________ if all of them pass through the same point.
(e) Two lines in a plane either intersect or are ___________ .
2) Give any one example from your classroom (a) intersecting lines (b) parallel lines.
158
3) Give two examples of concurrent lines from your environment.
E D
4) From the figure, write

(a) point of concurrence F C
(b) collinear points O
(c) any two pair of parallel lines

A B
5) From the figure, write E

(a) a pair of intersecting lines at E. D
(b) a pair of intersecting lines at A.
(c) the collinear points. F
A B C
D
6) From the figure, write
(a) the concurrent lines and point of
concurrence. C
(b) intersecting lines at E. A E
(c) parallel lines.

B
F
7. From the figure, write
E D
(a) any two points of concurrence.
(b) intersecting lines at F.
A
(c) collinear points.
B
C
5.3 Angles
Observe the hands of the clock, the folded hand, corner of the paper and the blades of scissors.
All these have two arms joined together at one point and give us the idea of an angle.
12
11 1
10 2
9 3
8 4
7 5
6
Fig. 5.20
159
5.3.1 Angle and measure of an angle
5.3.2 Types of angles
5.3.3 Complementary and Supplementary angles
5.3.4 Bisector of an angle
5.3.1 Angle and measurement of an angle : B

side)
arm (
Mark a point O on a sheet of paper. Draw
→ → angle
two rays OA and OB as shown in the figure 5.21. O A
Vertex arm (side)
Fig.5.21
The above figure consists of two rays with the same starting point O. Then at ‘O’ an angle is
→ →
formed. The two rays OAand OB are called the arms or the sides of the angle. The common point ‘O’
is the vertex of the angle. The arms are often joined by a small circular arc near the vertex as shown in
the figure 5.21.
Then we can say
an angle is a figure formed by two rays with a common starting point. We represent the angle in
the figure 5.21 as AOB or BOA and we read angle AOB or angle BOA. The vertex is always
written in the middle. Sometimes vertex itself indicates the angle such as O .
Let us consider the following angle in the figure 5.22.
D
We know that a ray is named by its C
→
starting point and another point on it. So OA,
→ → →
OB represent the same ray. Similarly OC, OD
represent the same ray. So the above angle can O A B
be denoted in the following different ways.
Fig.5.22
O , COA , DOA , COB , DOB , AOC , AOD , BOC , BOD
→
From the figure 5.23 the ray OArotates B
with O as centre on anticlockwise direction and
→
reaches OB. The rotation made by the ray is O A
called the measure of that angle.
Fig.5.23
5.3.2 Types of angles :
Fold a piece of paper as shown in the C
figure 5.24 and unfold it. We get two intersecting

line segments. Name these as AB and CD. These
A B
line segments AB and CD making four angles at O
the point of intersection at O. We see that the
four angles AOC , BOC , AOD , BOD D
are equal. Fig.5.24
160
Each of them is called a right angle. A right angle is divided into 90 equal parts and each part is
called a degree. Degree is the unit for measuring angles. The degrees are denoted by the symbol
‘ ° ’. For example if the measure of an angle is 60 degrees, it is denoted by 60°.
Right angle :
An angle of measure 90° is called a right angle.
B
B
O A
O A
Fig.5.25
In figure 5.25 AOB is a right angle.
Perpendicular : If the two lines intersect at right angles, then the two lines are called
→ →
perpendicular to each other. In the figure 5.25, OA is perpendicular to OB. We write it as
→ →
OA ⊥ OB.
B
An angle whose measure is greater than
zero degree but less than 90 degrees is called an
acute angle. (See figure 5.26)
The angles 15°, 30°, 47°, 65° and 88° are O A
some examples of acute angles.
Fig.5.26
B
Obtuse angle :
An angle whose measure is greater than
90° and less than 180° is called an obtuse angle.
(See figure 5.27)
The angles 95°, 100°, 130°, 162° and 178°
are some examples of obtuse angles.
O A
Fig.5.27
Zero angle : B
If the initial ray and final ray coincide, the O A
angle formed is the zero angle. (fig. 5.28) Fig.5.28
Straight angle : 180°

An angle whose measure is 180° is called
a straight angle. In the fig.5.29, AOB = 180° B O A
→ →
and OA and OB are opposite rays.
Fig.5.29
161
5.3.3 Complementary and Supplementary angles :
Complementary angles :
If the sum of the measures of two angles is 90°, then they are called complementary angles.
Each angle is the complement of the other.
For example 25° are 65° are complementary angles (Fig.,5.30.) because the sum of the angles 25° and
65° (25° + 65°) = 90°
The complementary angle of 25° is 90° – 25° = 65°
The complementary angle of 65° is 90° – 65° = 25°.
Therefore 25° is the complement of 65° .
and 65° is the complement of 25°.
65°
25° 65°
25°
Fig. 5.30
Example 9 :
What is the complementary angle of 37° ?
Solution :
The complementary angle of 37° = 90° – 37° = 53°.
Supplementary angles :
If the sum of the measures of two angles is 180°, then they are called supplementary angles.
Each angle is the supplement of the other.
For example 50° and 130° are supplementary angles (Fig. 5.31) because the sum of the
angles 130° and 50° = 130° + 50° = 180°
The supplementary angle of 50° is 180° – 50° = 130°.
The supplementary angle of 130° is 180° – 130° = 50°.
∴ 50° is the supplement of 130° and 130° is the supplement of 50°.
130°
50°
Fig. 5.31
Example 10 :
Find the supplementary angle of 75°
Solution :
The supplementary angle of 75° = 180° – 75° = 105°.
Note : The supplementary angle of 105° = 180° – 105° = 75°.
The angles 75° and 105° are supplementary angles.
162
5.3.4 Bisector of an angle :
B
A ray which divides an angle into two equal

angles is called the bisector of the angle.
In fig.5.32, AOP and POB have the same P
→
measure. So they are equal. OP has divided AOB
x°
→
into two equal angles.So OP is called the bisector of x°
AOB . O A
Fig.5.32
Example 11 :
→
In fig.5.32 the measure of angle AOB is 80° and OP is the angular bisector. Find AOP .
Solution :
We know that the angular bisector divides the angle into two equal parts.
∴ AOP is half of AOB .
80
∴ AOP = 2 = 40°
THINGS TO REMEMBER
(1) An angle is a figure formed by two rays with a common starting point.
(2) An angle of measure 90° is called a right-angle.
(3) An angle whose measure is greater than 0° and less than 90° is called an
acute angle.
(4) An angle whose measure is greater than 90° and less than 180° is called an
obtuse angle.
(5) Two angles whose sum is 90° are called complementary angles. One angle is
the complement of the other.
(6) Two angles whose sum is 180° are called supplementary angles. One angle is
the supplement of the other.
(7) A ray which divides an angle into two equal angles is called the bisector of
the angle.
Exercise 5.3
(a) The measure of the complement of an angle 50° is ___________ .
(b) If the measure of the angle between two lines is 90°, the two lines are called _________
to each other.
(c) The supplementary angle of a right angle is __________ .
(d) The bisector of an angle divides the angle into __________ angles.
(e) The supplement of an acute angle is __________ .
(f) The supplement of an obtuse angle is _____________ .
(g) The complement of an acute angle is ___________ .
163
2) Classify each of the following angles by observation as acute, obtuse, right, straight.
(b)
(a)
(c)
(d) (e)
3) The measures of some angles are given below. What type of an angle it is?
(a) 75° (b) 35° (c) 90° (d) 142°
(e) 89° (f) 180° (g) 0° (h) 127°
4) Give two examples of right angle from your environment.
5) Answer the following :
(a) Through how many degrees does the minute-hand turn in fifteen minutes?
(b) Through how many degrees does the minute-hand turn in 30 minutes?
(c) Through how many degrees does the minute hand turn in one hour?
(d) Through how many degrees does the hour-hand turn in 3 hours?
6) Write the measures of complementary angles of the following :
(a) 20° (b) 73° (c) 60° (d) 45° (e) 82° (f) 14°
(g) 37° (h) 58° (i) 65° (j) 15°
7) Write the measures of supplementary angles of the following :
(a) 120° (b) 165° (c) 30° (d) 110° (e) 15° (f) 75°
(g) 96° (h) 63° (i) 122° (j) 47°
8) From the following pairs of measures of angles pickout the complementary angles and
supplementary angles.
(a) 30°, 60° (b) 85°, 95° (c) 45°, 45°
(d) 68°, 112° (e) 90°, 90° (f) 36.5°, 53.5°
9) (a) If an angle and its complement are equal, find them.
(b) If an angle and its supplement are equal, find them.
→
10) The measure of angle AOB is 110°. If OP is angular bisector then find angle AOP
5.4 Triangles :
We know that a triangle is a closed figure formed by three line segments.
In this lesson we shall study the parts of triangles, classification of triangles and some important
properties of triangles.
5.4.1 Parts of a triangle
5.4.2 Types of triangles
5.4.3 Important properties of triangles
164
5.4.1 Parts of a triangle :
A
Make three points A, B, C not on the
 
same line. Draw the line segments AB , BC

and AC
The figure formed is called triangle
ABC. The symbol ∆ is used to denote the B C
triangle. Thus ∆ABC is read as triangle ABC.
Fig. 5.33
The points A, B, C are called the vertices of the triangle ABC. The line segments
  
AB, BC , CA are called the sides of ∆ABC. The angles are represented by capital letters A, B, C.
Thus the triangle has mainly six parts namely three sides and three angles.
5.4.2 Types of Triangles :

Triangles are classified according to the measures of their (a) sides (b) angles
(a) Classification of triangles on the basis of sides :
Triangles can be classified into three kinds according to the measures of their sides as follows :
D
A
P
3 5
4 4 2 2
B
7
C
(a) E 2 F Q 2 R
(b) (c)
(a) If all the three sides of a triangle are unequal then it is called a scalene triangle.
In the fig (a), ∆ABC is a scalene triangle.
(b) If any two sides of a triangle are equal then it is called an isosceles triangle.
In the fig. (b) ∆DEF is an isosceles triangle.
(c) If all the three sides of the triangle are equal then it is called an equilateral triangle.
In the fig. (c), ∆PQR is an equilateral triangle
Example 12 :
Determine the kind of triangle if the measures of the sides are as follows :
(a) AB = 3cm ; BC = 4 cm ; AC = 6 cm
(b) AB = 4.5cm ; BC = 3cm ; AC = 4.5 cm
(c) AB = 5cm ; BC = 5 cm ; AC = 5 cm
Solution :
(a) All the sides are different. ∴ It is a scalene triangle.
(b) AB = AC = 4.5. Two sides are equal. ∴ It is an isosceles triangle.
(c) AB = BC = AC = 5. All the three sides are equal. ∴ It is an equilateral triangle.
165
(b) Classification of triangles on the basis of angles :
According to the angles, triangles are classified into three kinds as follows :
A
50° D
120°
60° 70°
90° R
Q (c)
B (a) C E (b) F
Fig. 5.35
(a) If each angle of a triangle is an acute angle, that is, less than 90°, it is called an acute
angled triangle [see fig. (a)]
(b) In a triangle, if any one angle is a right angle, that is equal to 90°, then the triangle is
called a right angled triangle [see fig (b)].
(c) In a triangle if any one angle is an obtuse angle, that is, greater than 90°, then the triangle
is called an obtuse angled triangle. [See fig (c)]
5.4.3 Important properties of triangles :

Activity 1 :
Draw any triangle on a sheet of paper and

mark its angles as shown in the C
B
figure 5.36.
Fig. 5.36
Cut out the three corners of the triangle.

Now arrange the angles as shown in the
A
figure 5.37. B C
Fig. 5.37
We see that these three angles lie on a straight line and hence form a straight angle. We know
that the measure of a straight angle is 180°.
From this we can say
The sum of the measures of the angles of a triangle is 180°.
Example 13 :
Can the following be the measure of the angles of a triangle?
(a) 40° , 80°, 60° (b) 70°, 80°, 60°
166
Solution :
(a) The sum of the measure of the three angles is
40 + 80 + 60 = 180
Therefore 40°, 80°, 60° can be the measure of the angles of a triangle.
(b) The sum of the measure of the three angles is
70 + 80 + 60 = 210.
But the sum of the measure of the angles of a triangle is 180°.
Therefore 70°, 80°, 60° cannot be the measures of the angles of a triangle.
Example 14 :
In the fig. 5.38, find R .
Solution :
R
P + Q = 90 + 30 = 120 ?
But P + Q + R = 180
∴ R = 180 – 120
90°
R = 60° 30° Q
P
Fig. 5.38
Activity 2 :
Draw different triangles as you like in a sheet of paper and measure the lengths of the sides of
all the triangles.
Add any two measures of the sides of each triangle and compare with the third side of the same
triangle.
What do you observe?
From this experiment we observe that
The sum of the measures of any two sides is always greater
than the third side.
Consider the triangle ABC (fig. 5.39).
C
AB + BC is always greater than AC

or BC + AC is always greater than AB
or AB + AC is always greater than BC.
A B
Fig. 5.39
Example 15 :
Can the following measures be the lengths of the sides of a triangle?
(a) 8, 7, 13 (b) 6, 3, 2
167
Solution :
(a) In the given measures 8, 7, 13
8 + 7 = 15 is greater than 13.
7 + 13 = 20 is greater than 8
Here sum of any two sides is greater than the third side.
∴ We can draw the triangle.
(b) In the given measures 6, 3, 2
3 + 2 = 5 is not greater than 6.
∴ These are not the measures of the lengths of the sides of a triangle.
THINGS TO REMEMBER
(1) A triangle is a closed figure formed by three line segments.
(2) A triangle has mainly six parts namely three sides and three angles.
(3) Triangle can be classified into three kinds acccording to their sides as scalene
triangle, isosceles triangle and equilateral triangle.
(4) According to angles, triangles are classified into three kinds as acute angled
triangle, right angled triangle and obtuse angled triangle.
(5) The sum of the measure of the angles of a triangle is 180°.
(6) In a triangle, the sum of the measures of any two sides is always greater than
the third side.
Exercise 5.4
(a) The sum of the three angles of a triangle is _________ .
(b) In an equilateral triangle, the three sides are __________ .
(c) The triangle in which two sides are equal is called an ________ triangle.
(d) If a triangle has one right angle, it is called a _________ triangle.
(e) In a triangle the sum of the measure of any two sides is _______ than the third side.
2) What are the six parts of a triangle?
3) The three angles of a triangle are equal. What is the measure of each of the angle?
4) One of the angles of a triangle is 100° and the other two angles are equal. What is the
measure of each of these equal angles.
5) Determine the kind of triangle if the measures of sides are
(a) 3, 4, 5 (b) 1.5, 2.5, 2.5 (c) 7.5, 7.5, 7.5 (d) 8, 7, 10
6) Can we have a triangle whose degree measures as :
(a) 25°, 75°, 80° (b) 10°, 70°, 80° (c) 110°, 40°, 30°
(d) 60°, 90°, 100° (e) 70°, 70°, 70° (f) 2 right angles
7) Determine the kind of triangle if the three angles are
(a) 60°, 60°, 60° (b) 65°, 55°, 60° (c) 40°, 50°, 90°
(d) 105°, 35°, 40° (e) 90°, 27°, 63° (f) 35°, 52°, 93°
8) State if these three measures could be the possible lengths of the sides of a triangle.
(a) 4, 5, 6 (b) 3, 6, 9 (c) 5, 9, 2 (d) 12, 13, 18
(e) 10, 20, 30 (f) 8, 15, 17
168
5.5 Special Quadrilaterals :
5.5.1 Quadrilateral and its parts
5.5.2 Special type of quadrilaterals
5.5.1 Quadrilateral and its parts :

A quadrilateral is a closed figure in a plane C
formed by four line segments.
D
In the figure 5.40, we have a quadrilateral
ABCD.
(1) Points A, B, C, D are the vertices of
the quadrilateral.
   
(2) AB, BC, CD, DA are the sides. A
(3) A , B , C , D are the angles. B

 
(4) AC and BD are called the diagonals Fig. 5.40
   
(5) In quadrilateral ABCD, ABand DC are opposite sides and AD and BC are also opposite
sides.
(6) The sum of the measures of all angles is 360°.
That is, A + B + C + D = 360°.
We have seen the quadrilateral and its parts. Now we shall see the special types of
quadrilaterals.
5.5.2 Special types of quadrilaterals :
The family chart of quadrilateral
Quadrilateral
Trapezium
Parallelogram
rectangle Rhombus
Square
Fig. 5.41.
(1) Trapezium D C
In a quadrilateral if a pair of opposite sides
are parallel then the quadrilateral is known as a
O
Trapezium (See fig.5.42). In this figure the sides
AB and DC are parallel. Further AC and BD are
called diagonals.
A B
Fig. 5.42
169
(2) Parallelogram : D C
In a quadrilateral if the opposite sides are
parallel then it is known as Parallelogram. (See
fig.5.43) Here the sides AB and DC are parallel
and the sides AD and BC are parallel. Futher AC O
and BD are diagonals.
A B
Fig. 5.43
The properties of a parallelogram ABCD are listed below :
   
(a) AB = DC and AD= BC
(b) A = C and B = D
(d) A + D = 180°, B + C = 180°, A + B = 180°, D + C = 180°.
(3) Rhombus : D C
In a parallelogram if all the four sides are
equal then it is called a Rhombus.
(See fig.5.44)
In Rhombus all the sides are equal in
length and the diagonals are perpendicular to
each other.
A B
Fig. 5.44
(4) Rectangle : D C
In a quadrilateral, if opposite sides are
equal and all the four angles are equal to right
angle then it is called a rectangle. ( fig.5.45)
 
Here diagonals AC and BD are equal.
A = B = C = D = 90° A B
Fig. 5.45
(5) Square D C
In a quadrilateral if all the four sides are
equal and if all the angles are right angle then the
quadrilateral is called a square. ( fig.5.46)
 
Here AC= BD
A = B = C = D = 90°
A B
Fig. 5.46
Discuss :
(a) A square is a quadrilateral
(b) A square is a rectangle
(c) A rectangle is a parallelogram
170
THINGS TO REMEMBER
(1) A quadrilateral is a closed figure formed by four line segments in a plane.
(2) In a quadrilateral if a pair of opposite sides are parallel then the
quadrilateral is known as a Trapezium.
(3) In a quadrilateral if the opposite sides are parallel then it is known as
parallelogram.
(4) In a quadrilateral if all the four sides are equal then it is called a Rhombus.
(5) In a quadrilateral, if opposite sides are equal and all the four angles are
equal to right angle then it is called a rectangle.
(6) In a quadrilateral if all the four sides are equal and if all angles are right
angles then it is called a square.
Exercise 5.5
1. State true or false
(a) In a square, all angles are right angles.
(b) In a rhombus, all angles are equal.
(c) In a Trapezium a pair of opposite sides are parallel.
(d) In a parallelogram ABCD, A = C .
(e) In a rectangle the diagonals are not equal.
2. State any three properties of a quadrilateral.
3. State the properties of a parallelogram.
4. State the properties of rhombus.
5. State the properties of a rectangle.
6. State the properties of a square.
UNIT TEST – 5
Part – I 10 × 1 = 10
Choose the corrct answer of the following :
(1) The number of points are needed to determine a line is
(a) 1 (b) 2 (c) 3 (d) 4
(2) Among the following, obtuse angle is
(a) 38° (b) 90° (c) 108°(d) 300°
(3) The complementary angle of 65° is
(a) 25° (b) 35° (c) 90° (d) 115°
(4) Supplementary angle of a right angle is
(a) zero angle (b) acute angle (c) obtuse angle (d) right angle
(5) In the following, the diagonals of equal length is
(a) Trapezium (b) Parallelogram (c) Rhombus (d) rectangle
(6) At least _______ points not lying on the same line and needed to determine a plane.
(7) The two non-intersecting lines in a plane are called __________ .
(8) If the measure of the angle between two lines is 90°, the two lines are called ______ to
each other.
(9) The measures of two angles of a triangle are 60° and 40° then the third angle is ____.
(10) In rhombus all the sides are _________ .
Part – II 5 × 2 = 10
Answer the following :
(11) What are the complement and supplement of the angle 47°?
171
(12) How many rays are represented in the figure? Name them.
13) How many line segments are there in the following figure? Name them.
M
N P
14) The measures of some angles are given below. Say what kind of angle it is
(a) 49° (b) 90° (c) 125°(d) 180°
15) Give the angle properties of a rectangle.
Part – III 5 × 6 = 30
IV. Answer the following in detail :
16) In the following figure name
(a) a pair of parallel lines E
(b) the lines intersecting at E

(c) the lines intersecting at C
D
A B C
17) In the following figure T S

(a) How many line segments are
shown in the figure ? U
V
Name any six line segments.
O
(b) Name any three lines having a R
point of concurrence.
P Q
E
C
18) In the following figure find EOC
and give reasons for your answer. O 30°
A B
120°
D
19) Classify the triangles on the basis of (a) sides (b) angles.
20) State any five properties of a quadrilateral.
172
6. PRACTICAL GEOMETRY
We have studied the concept of points, lines, rays, line segments and angles in theoretical
geometry. In this chapter we shall learn how to draw and measure geometrical figures using
appropriate instruments.
6.1 Geometrical instruments box
6.2 Line segment
6.3 Constructing a line segment of a given measurement
6.4 Measuring the length of a given line segment
6.5 constructing a line perpendicular to a given line at a given point on it
6.6 Constructing the perpendicular bisector of a given line segment
6.7 Measuring angles
6.8 Constructing angles of given measures
6.9 Constructing the angle bisector of a given angle
6.1 Geometrical instruments box :

1. Ruler
A Geometrical instruments box is a basic requirement for those who learn geometry. You have
used the instruments in the geometry box in your previous classes. Let us recall their names and uses.
Fig 6.1
One edge of the ruler is graduated in centimeters and the other in inches. A ruler is used to draw
lines and measure the length of the line segment.
2. Compass
Fig 6.2
173
Fig. 6.3 Fig. 6.4
Compass is used to draw a circle with a given measurement of its radius and a line segment. We
can also construct angles of given measures with the compass.
There is a provision in the compass to insert a pencil.
3. Divider
Fig. 6.5
It is used to measure the length of a line segment and to compare the lengths of two given line
segments.
174
4 and 5 A pair of Set – Squares
Fig. 6.6 Fig. 6.7

They are used to construct perpendicular lines and parallel lines. One set-square has
30° − 60° − 90° angles at the vertices and the other has 45° − 45° − 90° angles at the vertices.
6. Protractor
Fig. 6.8
A protractor’s curved edge is graduated into 180 equal parts. Each part is equal to one degree.
The graduation starts from 0° on the right hand side and ends with 180° on the left hand side and vice-
versa. A protractor is used to construct and to measure given angles.
175
To construct almost accurate figures remember the following :
(a) In the instruments box all the instruments should have fine edges and tips.
(b) It is better to have an eraser and two pencils in the box, so as to use one pencil with
compass for inserting in it and the other to draw lines and mark points.
(c) Always draw thin lines and mark points lightly.
6.2 Line Segment :

Consider a line l (fig. 6.9). Take two points P and Q on the line l. In the figure three paths
(P1, P2, P3) are given from P to Q and there may be several possible paths from P to Q. But the
shortest path is the straight line that joins P and Q.
Fig. 6.9
We have seen in theoretical geometry that exactly one line passes through two given points P
and Q. So the straight path from P to Q in figure fig. 6.9 is a segment, piece or portion of the line l

passing through points P and Q. Hence it is called the line segment P Q. It is denoted by PQ and read
as ‘line segment PQ’. P and Q are called its end points. In general if we join two points P and Q
with the help of a ruler we get the line segment PQ. Thus a line segment is the straight path with two

end points. There is only one line segment joining the end points P and Q (i.e.) PQ . The line
 
segment QP is the same as PQ . hence the measure of the line segment PQ and QP are equal.
Note : A line segment has two end points but a line has no points.
Exercise 6.1
1) Count the number of line segments drawn in each of the following figures and name them.
R
P Q
(a)
B
A C D
)b)
176
A
C
B (c)
E
F
G
D C
B
(d)
2) Draw a line l on a paper and mark 3 points on the line. Name the different line segments.
3) Can you count the number of line segments in a given line segment?
4) Can you count the number of line segments in a given line?
5) Give three examples of line segments from your class room environment.
6.3 Constructing a line segment of a given measurement :

Example 1 :

Draw AB with length 7.8 cm
Solution :
Take a graph sheet. Draw a number line in the graph sheet and mark units. Fix A with
0 (zero) and proceed along the number line upto 7 units. Now we want a segment of length 7.8 cm.
After 7 units, count 8 small divisions and fix the point B there. Now AB is of length 7.8 cm. Thus we
can construct a segment of a given measurement using the number line.
A B
Fig. 6.10
177

Let us now see how to construct AB with length 7.8 cm without the number line.
Construction :
(a) Draw a line l with the ruler and mark a point A on it.
l
A Fig 6.11
(b) Take a measure of 7.8 cm with the compass. Place the metal point of the compass on A.
Then with the pencil point make a small arc on l to cut the line. Mark the point as B.
l
)
A 7.8 B
Fig 6.12
 
(c) AB is the required line segment. AB = 7.8 cm.
l
A B
Fig 6.13
6.4 Measuring the length of a given line segment :
Construction :
(a) Draw a line l using a ruler. Mark two points A and B on it by giving sufficient space in

between them. AB is the given line segment.
l
A Fig 6.14 B
(b) Take the divider and place one tip of the divider on A. Pull the other tip and place it on B.
l
A B
178
Fig. 6.15
(c) Without changing the measurement of the divider lift the divider and fix it on the
graduated ruler so that one tip is at zero mark. Then read the mark against the other tip of
the divider. In the figure it is 3 big divisions to the right of the zero division mark. Thus

the length of the given segment AB is 3 cm.
Note : Instead of fixing one tip at zero mark, we can fix at any mark and find the length of the
segment. For example if one tip is at the big division mark 2 and the other up is at the big
division mark 6 then the length of the given segment is 6 − 2 = 4cm. The length of the
segment is final reading minus initial reading.
6.5 Constructing a line perpendicular

to a given line at a given point on it:
(a) Construction (using a protractor)
l l
P
Fig. 6.17 (a)
179
Q
l
P
Fig. 6.17 (b)

Step 1 : Draw a line l.
Step 2 : Take a point P on the line l
Step 3 : Place the protractor on the paper with its centre coinciding with given point P and its
0° − 180° line lying along the given line l (fig. 6.17 (a))
Step 4 : Holding the protractor, mark a point Q with a pencil on the paper against the 90°
mark of the protractor.
Step 5 : Remove the protractor and with a ruler draw a line passing through points P and Q.
Then PQ is perpendicular to the line l and the given point P (Fig 6.17 (b))
(b) Construction using compass
Fig. 6.18
Construction
Step 1 : Draw a straight line l. Place the metal point of the compass on P. With the pencil
point make two small arcs of equal radius on l to cut the line at A and B.
Fig. 6.19
Step 2 : Take a measurement more than half of the measurement of AB and place the metal point
of the compass on A. Then with the pencil point make a small arc above the line l.
180
Step 3 : Without changing the measurement, place the metal point of the compass on B and
make a small arc with the pencil point to cut the previous arc at Q.
Fig. 6.20
Step 4 : Draw a line with a ruler passing through points P and Q.
Then PQ is perpendicular to the line l at the given point P.
Note : The perpendicular bisector of a line segment is that line which passes through the midpoint
of the line segment and is perpendicular to the line segment.
6.6 Constructing the perpendicular bisector of a
given line segment :
(a) Paper folding method
Construction
Take a rectangular sheet of paper. Fold the paper in such a way that the two lengthwise sides
exactly coincide. Now unfold the paper. A lengthwise line segment lies on the folded line. Name it
AB.
(a)
(b)
A B
(c)
Fig. 6.21 (a), (b)(, (c)
181
Now fold the paper in such a way that the breadthwise sides exactly coincide. Now unfold the
paper. A breadth wise line segment lies on the folded line. name it XY.
(a)
(b)
X
A B
Y
(c)
Fig. 6.22 (a), (b), (c)
   
Now XY divides AB into two equal parts and AB divides XY into two equal parts.
    
More over AB is perpendicular to XY and XY is perpendicular to AB . Hence AB is the
  
perpendicular bisector of XY and XY is the perpendicular bisector of AB .

b) Perpendicular bisector for any segment AB :
Fold a paper as shown in the figure. A line segment lies on the folded line.
A B
Fig. 6.23 (a)


Mark two points on A and B on the line AB is a line segment.

To bisect AB , again fold the paper by placing the point B on A and unfold. Now we get the line

segment XY
182
X
A B
Y
Fig. 6.23 (b)
 
XY divides AB into two equal parts.
 
Therefore XY is the perpendicular bisector of AB
c) Construction using compass :
Example 1 :
Draw a line segment of 8cm and construct its perpendicular bisector.

Construction

(a) Draw a line l and construct the line segment AB - 8cm on it (see fig 6.24)
l
A 8 cm B
(b) Take more than half of the measurement of AB with the compass. Draw arcs on both sides

of AB with A as centre.
l
A B
Fig. 6.25

(c) Similarly with B as centre draw two more arcs on both sides of AB with the same
 
measurement. The two arcs meet the previous arcs at X and Y. Draw XY . XY bisects

AB at the point M.
183
X
l
A M B
Fig. 6.26
 
Now AM = MB
 
Measure AM and MB by using divider and ruler. Check whether they are of equal length.
 
Further using protractor check whether XY is perpendicular to AB .
Exercise 6.2
1) Draw line segments of the following lengths using number line.
a) 8 cm b) 5.9 cm c) 6.5 cm
2) Draw line segments of the following lengths using ruler and compass
a) 7 cm b) 4.9 cm c) 5.5 cm
3) Draw any line segment and measure it.
4) On a centimetre scale one end of the divider tip is fixed on the starting division of the scale
and the other end at the point showing 8.7 cm. What is the distance between the two points
of the divider tips?
5) On a centimeter-marked scale one end of the tip of the divider is fixed at 3cm and the other
end touches at 9.7 cm. What is the distance between the two points of the divider tips?
6) Draw line segments of the following lengths and construct the perpendicular bisectors to
each of them.
  
a) AB = 6.8 cm b) PQ = 7.7 cm c) MN = 8.3 cm
184
7) Draw a line segment of measure 8.7cm on a sheet of paper. Using paper folding bisect the
line segment.
8) Taking a square paper find the two bisecting line segments, using paper folding method
Activity :
1) Draw different line segments and measure them using number ray as well as divider and
ruler.
2) Draw line segments for different measures.
3) Draw different line segments and construct perpendicular bisectors.
6.7 Measuring angles :

We have studied the concept of an angle and the different kinds of angles in theoretical
geometry. We shall now learn how to measure the given angle.
The unit for measurement of an angle is degree. An angle is measured with the help of a
protractor.
Example 3 :
Measure the angle in the fig. 6.28.
185
As shown in the figure 6.29 place the centre of the base line of a protractor on point B, the

vertex of the angle 0° − 180° line falling on BC . From the right start counting from 0° in the

ascending order and stop at the point the ray BA passes through. Note the measurement. The measure
is 70°. Write it as m ABC = 70°.
Example 4 : Measure the angle in the fig 6.30.
186
As shown in the figure 6.31 place the centre of the base line of a protractor on point B, the

vertex of the angle 0° − 180° line falling on BC . From the left start counting from 0° in the ascending

order and stop at the point the ray BA passes through. Note the measurement. The measure is 60°.
Write it as m ABC = 60°.
Exercise 6.3
1) Measure each of the following angles :
187
6.8 Constructing angles of given measures :
6.8.1 Constructing 90° and 45° using paper folding method
6.8.2 Drawing angles with the help of a protractor
6.8.1 Constructing 90° and 45° using paper folding method :
(a) Angle measuring 90° :
Fig. 6.32 a, b, c
Take a piece of paper and fold it into half. Again fold the paper so that folded edges fall on one-
another. At the folding corner, the line segments make an angle of 90° as shown in the figure
6.32 a, b, c.
Fig. 6.33
Now we get an angle of measure 45° (which is half of 90°).
6.8.2 Drawing angles with the help of a protractor :

Example 5 :
construct an angle ABC of measure 50′
Construction :
Draw a ray BA with starting point B. Place mid point of the protractor at the point B and the

base on the ray BA. On BA from the right start counting from 0° in the ascending order. Press the
protractor firmly and mark a point C using a sharp pencil at the point showing 50° on the semi circular

edge of the protractor. Remove the protractor and draw BC . We get the required angle ABC. Here m
ABC = 50°
188
Fig. 6.35
Note : There are two set-squares in geometrical box. In one, the angles are 30°, 60°, 90° and in the
other the angles are 45°, 45°, 90°. These set-squares can be used to construct angles 30°, 45°,
60° and 90°.
6.9 Constructing the angle bisector of a given angle :

6.9.1 Paper folding method
6.9.2 Using protractor and compass
The angle bisector of any angle is obtained by bringing the arms of the angle together by
folding.
189
6.9.1 Paper folding method : C
A
B
Fig. 6.36
 
Let ABC be the given angle. Fold the paper so that BA falls on BC . Spread it out and mark
 
the crease BD . BD is the bisector of ABC . Therefore m ABD = m CBD .
6.9.2 Using protractor and compass :
Example 6 :
Construct the angle bisector of 50°
B
Q
R
50°
A
O
Fig. 6.37
Construction :
Construct m ACB = 50° using ruler and protractor. With vertex 0 as centre and a convenient
radius draw an arc of a circle cutting Oa at P and OB at Q. With P as centre and radius equal to more
1
than 2 PQ draw an arc. With Q as centre using the same radius draw another arc cutting the previous
arc at R. Join OR and produce it to form the ray OX. Then ray OX is the bisector of AOB . By
measurement m AOX = m XOB .
Exercise 6.4
I) Construct the angles of the following measures and name each of them
(a) m AOB = 80° b) m ABC = 90°
(c) m DEF = 120° d) m PQR = 140°
(e) m LMN = 155° (f) m POR = 110°

2) By paper folding method construct the angle of measure 135° (use 90° and 45°).
3) By paper folding method construct angle bisectors of 100° and 80°.
4) Construct the angle bisectors of 70° and 110° using protractor and compass.
Activity :
1) Draw different angles and measure them.
2) Draw angles for different given measures
3) Draw different angles and bisect them.
190
7. HANDLING DATA
Data handling is an art. Sometimes the raw data (data as they are) will not be useful to get the
required information. In order to get proper and useful information, we have to process the data. A
very important useful information from the given data is average.
In this chapter we shall learn about
7.1 Meaning of an average (mean)

7.2 Median
7.3 Mode
7.4 Pictograph
7.5 Bar graph
7.1 Meaning of an average (mean) :

Suppose your mother gives milk to you and your sister in two equal sized glass tumblers. When
you notice that the quantity of milk (say 50ml) (Fig. 7.1) in your tumbler is less than the quantity of
milk in your sister’s tumbler, (say 70ml) (Fig. 7.2) you make a complaint that your sister is given
more milk than you. When there is no extra milk what does your mother do? Your mother simply
pours a little quantity of milk from your sister’s tumbler to your tumbler till the quantity of milk in
both the tumblers are equal (Fig. 7.3). Now you are satisfied that the quantity of milk in both the
tumblers are equal.
This process of sharing out equally is the basis of average. We call the averaged amount or
quantity as the arithmetic average (or arithmetic mean or simply average or mean).
70ml + 50ml
Mean (arithmetic average) = 2
120
= 2 ml
Mean = 60 ml
70ml
50ml
Fig. 7.1 Fig. 7.2
60ml 60ml
Fig. 7.3
Example 1 :
Two pencils are of lengths 18cm and 24cm respectively. What is their mean length?
18cm + 24cm
Solution : Mean length = 2
42
= 2 cm
= 21 cm
Discuss :
Suppose your father gives Rs. 50, Rs. 40 and Rs. 30 to your mother, elder brother and you
respectively, what is the mean amount?
Consider the following example :
A boy scores the following marks 50, 40, 60, 55 and 45 in five subjects. If you add all the marks
the total will be 250. Note that this is same as scoring 50 marks in each subject (which also totals upto
250).
So to find the mean we find the total and share it out equally among the number of quantities. In
this case
50 + 40 + 60 + 55 + 45
Mean = 5
250
= 5
= 50
Note that 50 + 40 + 60 + 55 + 45 = 250
50 + 50 + 50 + 50 + 50 = 250
From the above examples and discussions, we observe that
(a) The mean of several items is the value equally shared out among the items.
Total of all items
(b) Mean = Number of items
(c) Total of all items = Mean × Number of items

Remark :
Note that the mean is greater than the smallest item and smaller than the greatest item.
Example 2 :
The mean marks in mathematics for a class is 42. If there are 55 pupils in the class find the total
marks scored by them in mathematics.
total marks
Solution number of pupils = mean
Total marks = mean × number of pupils

= 42 × 55
= 2310
(Note : Total = mean × number of items)
Discuss :
Take any five measurements. Find the mean of the five measurements. Now add 2 to each
measurement. Now find the mean of the new five measurements. Note the change in mean.
192
Example 3 :
The mean marks of a class in a science test was 46. There were 40 pupils in the class. The
teacher gave 5 marks to each student for assignment work. How will the mean change?
Solution :
Previous total marks = 46 × 40
= 1840
Marks added = 5 × 40
= 200
New total = 1840 + 200
= 2040
2040
New mean = 40
= 51 (= 46 + 5)
We see that the mean also has increased by 5.
Example 4 :
The mean sales of a particular soap in a shop during the first ten days in a month was 12. The
mean sales of the same soap in the same shop during the next twenty days was 9. What was the mean
sales for the whole month?
Solution :
Total sales for first 10 days = 12 × 10 = 120
Total sales for next 20 days = 9 × 20 = 180

Total sales for the month = 300

300
Mean sales for the month = 30
= 10
Example 5 :
The following is the statement of marks of two groups of students in an examination.
Group A : 19, 23, 60, 27, 71
Group B : 20, 38, 81, 30, 42, 65
Find which group has performed better.
19 + 23 + 60 + 27 + 71
Solution : Mean of group A = 5
200
= 5
= 40
20 + 38 + 81 + 30 + 42 + 65
Mean of group B = 6
276
= 6
= 46
Thus we find that the performance of group B is better.
Note : The mean gives a general picture of a given set of values. This will be helpful to compare
different sets of data.
193
Example 6 :
The mean study hours of 16 students in a day is 8. Two of them spend 6 hours and 10 hours
respectively. What is the mean study hours of remaining students?
Solution :
The mean study hours of 16 students = 8
∴ The total study hours of 16 students = 16 × 8
= 128
Total study hours of two students = 6 + 10 = 16
The total study hours of the remaining 14 students = 128 – 16
= 112
112
∴ The mean study hours of remaining students = 14
= 8
Exercise 7.1
1) Calculate the mean of the following 5 numbers.
23, 44, 32, 11, 25
2) The monthly income (in Rs.) of 6 families are given below. Find the mean income.
1800, 700, 1300, 800, 1500, 1100
3) The weight (in kg.) of 7 students are given below. Find the mean weight.
38, 42, 30, 34, 44, 37, 41
4) If the mean of 25 numbers is 48 find the total of 25 numbers.
5) The mean of 30 numbers is 45. If each number is increased by 3 what will be the new mean?
6) Find the mean of the first 6 whole numbers.
7) The mean marks of 5 students is 48. If two of them got 42 and 48 find the mean of the
remaining 3 students.
8) The heights of 6 children are as follows :
1.14m, 1.22m, 1.21m, 1.20m, 1.05m, 1.08m
Find the mean height.
9) The following is the statement of marks obtained by two groups of students in an
examination.
Group A : 42, 33, 16, 35, 45, 51
Group B : 41, 35, 19, 36, 43, 54
Find which group has performed better.
10) The mean of 10 numbers is 48 and the mean of 9 of them is 45. What is the tenth number?
Apart from arithmetic average (mean) we have two more averages namely Median and Mode.
7.2 Median :
The median is the middle item when the given items are arranged in an ascending or descending
order.
Example 7 :
Find the median of the following numbers :
16, 8, 19, 7, 12, 6, 13
194
Solution :
Arranging the given numbers in ascending order we get
6, 7, 8, 12, 13, 16, 19
↓
Middle term
Median = Middle item
= 12
(Note that median divides the data in the ‘middle’)
Discuss :
Arrange the numbers in the descending order and then find the median.
Example 8 :
Find the median of the following numbers :
5, 12, 9, 7, 21, 19, 14, 17
Solution :
Arranging the given numbers in ascending order we get
5, 7, 9, 12, ↓ 14, 17, 19, 21
Median is here
Median = Item midway between 12 and 14
12 + 14
= 2
26
= 2
= 13
Discuss :
Calculation of median when the number of items is odd and when the number of items is even.
7.3 Mode :
The owner of a readymade shop, through his daily sales makes a note of the size of banian,
shirt, pant etc. which are frequently sold. In a similar manner the shoe shop owner makes a note of the
size of shoe, footwear which are frequently sold. These sizes are the most popular sizes and the
business people are concerned about the most common size. Such a measure is also an average called
“Mode” of the given items.
The mode of a set of items is that item which occurs most often.
Example 9 :
Find the mode of the following numbers :
10, 5, 7, 7, 8, 6, 7, 8
Solution :
Mode = 7 because it occurs 3 times and the other values do not occur so often.
Note : Even though 8 occurs two times, it is not a mode, since 7 occurs 3 times.
Example 10 :
Find the mode of the following set of numbers :
8, 11, 10, 12, 11, 16, 10, 17, 11, 15, 10
Solution :
Here there are two modes 10 and 11 (Each of them occurs three times).
195
Example 11 :
Find the mode if any, of the following set of numbers :
1, 2, 5, 7, 3, 8
Solution :
Here none of the numbers is repeated. Therefore it has no mode.
Note : Mean exists and is unique.
Median exists and is unique.
Mode need not be unique and sometimes it does not exist.
Discuss the following figures :
2 feet 3 feet 4 feet 5 feet 6 feet

Fig. 7.4
Mean =
Median =
Mode =
5 feet 5 feet 5 feet 5 feet 5 feet

Fig. 7.5
Mean =
Median =
Mode =
196
Exercise 7.2
1) Find the ‘Median’ of the following :
a) The runs Scored by a batsman in 7 innings
60, 10, 100, 78, 54, 49, 37
b) The numbers
20, 18, 22, 27, 25, 13, 19, 21, 30
c) The first seven whole numbers
d) The marks of 10 Students in a test
5, 9, 6, 7, 10, 6, 7, 8, 8, 9
e) The numbers
62, 66, 61, 65, 69, 60, 58
2) Find the mode of the following numbers (if any)
a) 3, 4, 5, 5, 5, 8, 7, 6
b) 8, 12, 10, 15, 12, 16, 12, 20
c) 9,9,9, 7,7,7, 6, 6, 4, 3
d) 10, 20, 30, 40, 50, 60, 70
e) 2, 4, 3, 7, 4, 6, 7, 8, 7
f) 6, 3, 5, 2, 4, 1
3) Find mean, median, mode (if any) of the following :
a) 2, 4, 2, 6, 6, 4
b) 2.3, 4.7, 3.8, 3.2, 6
7.4 Pictograph :
To express a given data or information we use words, symbols, graphs and pictures.
Pictographs are used to represent an information through pictures or symbols. Informations are easily
understood when represented by pictures.
Example 12 :
The following pictograph shows the number of trees planted in Coimbatore city during the years
1998 to 2002. Each figure represents 1000 trees.
1998
1999
2000
2001
2002
Fig. 7.6
Pictograph of the number of trees planted in Coimbatore city during the years 1998-2002.
197
Questions :
1) Which of the given years had the maximum number of trees planted ?
2) Which of the given years had the minimum number of trees planted ?
3) What was the number of trees planted in 1999 ?
Solution :
1) The year 2002 had the maximum number of trees planted
2) The year 1998 had the minimum number of trees planted
3) The number of trees planted in 1999 was 5000.
Example 13 :
The manufacturing of buses in a Bus factory during the years 1995 to 1999 is given below in
Table 7.1.
Year No. of Buses
1995 150
1996 250
1997 200
1998 300
1999 350
Table 7.1
The following pictograph represents the above information
represents 50 Buses
1995
1996
1997
1998
1999
Fig. 7.7
Pictograph of the manufacture of buses in a Bus factory during the years 1995 to 1999.
198
Questions :
1) Find the number of buses manufactured in the year 1997
2) Find the year in which the number of buses manufactured was 350.
3) Find the difference between the maximum number of buses manufactured and the minimum
number of buses manufactured.
4) Find the total number of buses manufactured upto and inclusive of the year 1997.
5) Find the total number of buses manufactured after the year 1997 (exclusive of the year 1997)
Solution :
1) The number of buses manufactured in the year 1997 was 200.
2) 1999 was the year in which the number of buses manufactured was 350.
3) The difference between the maximum number of buses manufactured and minimum number of
buses manufactured was 200. (350 – 150 = 200).
4) The total number of buses manufactured upto and inclusive of the year 1997 is 600
5) The total number of buses manufactured after the year 1997 (exclusive of the year 1997) is
650.
Example 14 :
See the pictograph (Fig.7.8) and answer the following Questions.
represents Rs. 200
House Rent
Food
Education
Electricity
Transport
Miscellaneous
Fig. 7.8
Pictograph of the monthly expenditure on various items of Mr. Kumar's family.

Questions :
1) Name the item on which maximum amount was spent.
2) Name the item on which minimum amount was spent.
3) Find the amount spent on education.
Solution :
1) The item on which maximum amount was spent is food.
2) The item on which minimum amount was spent is electricity.
3) The amount spent on education is Rs.800.
199
Exercise 7.3
1) See the pictograph (fig. 7.9) and answer the following questions
represents 1 Lakh
1996
1997
1998
1999
2000
Fig. 7.9
Pictograph of the number of tourists who visited KanyaKumari during the years 1996 to
2000.
Questions
1) What is the information given by the pictograph ?
2) State the year in which the number of tourists was minimum.
3) State the year in which the number of tourists was maximum.
4) State whether true or false :
The number of tourists during the year 1996 was twice that of the number of tourists during
the year 2000.
2) See the pictograph and answer the following questions
represents 100 cycles
1998
1999
2000
2001
2002
Fig. 7.10
Pictograph of the cycles manufactured in a factory during the years 1998 to 2002.
Questions :
1) What is the information given by the pictograph ?
2) State the year in which the manufacture is minimum.
3) State the year in which the manufacture is maximum.
200
4) State the number of cycles manufactured in the year 2000.
5) State the difference between the maximum manufactured and minimum manufactured.
Note : Another name for pictograph is pictogram.
7.5 Bar graph :
In pictograph, we use pictures to represent data. For example the picture symbols such as
represent different numbers. This way of representing numerical data is time consuming and it is
difficult to compare two items. Instead of pictures and symbols, it is better to use bars. This type of
representation is called bar graph or bar diagram.
Consider the example 14 that is the monthly expenditures of Kumar's family on various items.
Items Expenditure (In Rs.)
House Rent 2000
Food 3000
Education 800
Electricity 400
Transport 600
Miscellaneous 600
3200
3000
2800
2600
2400
2200
2000
1800
1600
1400
1200
1000
800
600
400
200
0
House Rent Food Education Electricity Transport Miscellaneous
Items
Fig. 7.11
201
Bar graph showing the monthly expenditure of Kumar's family on various items.
Reading the bar graph :
(a) The bar graph shows the monthly expenditure of Kumar's family on various items.
(b) The various items are shown on the horizontal line.
(c) The corresponding expenditures are shown along the vertical line.
The data given in the above example can also be represented by another bar graph taking
expenditures along the horizontal line and items along the vertical line as shown in the following
figure 7.12.
Miscellaneous
Transport
Electricity
Education
Food
House Rent
0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 2600 2800 3000 3200
Expenditure in Rs.
Fig. 7.12
Bar graph showing the monthly expenditures of Kumar's family on various items.
Reading of bar graph :
(a) The various items are shown on the vertical line.
(b) The corresponding expenditures are shown along the horizontal line.
Questions :
1) What is the information given by the bar graph ?
2) State the number of items given in the bar graph and mention them..
3) State the item on which maximum amount was spent.
4) State the item on which minimum amount was spent.
Solution :
1) The information given by the bar graph is the monthly expenditure of Kumar's family on
various items.
2) The number of items given in the bar graph is 6. They are house rent, food, education,
electricity, transport and miscellaneous.
3) The item on which maximum amount was spent is food.
4) The item on which minimum amount was spent is electricity.
202
Example 15 :
The bar graph (figure 7.13) represents the following data regarding the number of Students
admitted in VI Std during the years 1998 to 2002 in Government Higher Secondary School, Athoor.
Year No. of Students admitted
1998 300
1999 250
2000 350
2001 600
2002 550
700
650
600
550
500
450
400
350
300
250
200
150
100
50
0
1998 1999 2000 2001 2002
Years
Fig 7.13
Bar graph showing the number of students admitted in VI Std during the years 1998 to 2002 in
Government Higher Secondary School, Athoor.
Questions :
1) What is the information given by the bar graph?
2) State the year in which the admission was minimum
3) State the year in which the admission was maximum.
Solution :
1) The information given by the bar graph is the number of students admitted in VI Std during
the years 1998 to 2002 in Government Higher Secondary School, Athoor.
2) The year in which the admission was minimum is 1999
3) The year in which the admission was maximum is 2001.
203
Exercise 7.4
1) See the bar graph and answer the following questions.
100
90
80
70
60
50
40
30
20
10
0
Tamil English Mathematics Science Social Science
Subjects
Bar graph showing Arul’s marks obtained in Quarterly Examination in different Subjects.
Questions :
1) What information is given by the bar graph ?
2) Name the subject in which maximum mark was obtained and what was his mark in that
subject ?
3) Name the subject in which minimum mark was obtained and what was his mark in that
subject?
4) State the number of subjects and also the name of the subjects.
5) Find the mean (average) marks.
2) See the bar graph and answer the following questions.
Saturday
Friday
Thursday
Wednesday
Tuesday
Monday
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70
No. of Shirts
Bar graph showing the number of shirts sold in a ready made shop from Monday to
Saturday.
204
Questions:
1) What information is given by the bar graph ?
2) Mention the day on which the maximum number of shirts were sold and also mention the
number of shirts sold.
3) Mention the day on which the minimum number of shirts were sold and also mention the
number of shirts sold.
3) Answer the following questions by using the bar graph
1100
1000
900
800
700
600
500
400
300
200
100
0
SALEM CHENNAI MADURAI TRICHY COIMBATORE
Places
Bar graph representing the average rainfall during the North-East, monsoon in the year 2002
at different places.
Questions :
1) What information is given by the bar graph?
2) What are the places mentioned in the bar graph?
3) Mention the name of the place in which the average rainfall was maximum. What was the
rainfall in that place?
4) Mention the name of the place in which the average rainfall was minimum. What was the
rainfall in that place?
4) Answer the following questions by using the bar graph
2002
2001
2000
1999
1998
1997
0 5 10 15 20 25 30 35 40 45 50 55
Measures in degrees celsius
205
Bar graph representing the average temperature during the month of May at Chennai during
the years 1997 to 2002.
Questions :
1) What information is given by the bar graph?
2) What are the years mentioned in the bar graph?
3) Name the place for which information is given.
4) Mention the year in which the temperature was maximum. What was the temperature
recorded?
5) Mention the year in which the temperature was minimum. What was the temperature
recorded?
206
ANSWERS
Exercise 1.1
(1) 1 (2) 0 (3) 0 (4) 11 (5) 9999 (6) 1000
(7) (a) 8 lakhs (b) 4 hundreds (c) 0 (d) 9 units (e) 7 crores
(8) (a) 4 hundred thousand (b) 6 hundred million
(c) 2 thousand (3) 4 ten thousand (e) 3 tens
(9) (a) Twenty lakh five thousand six hundred and twenty four.
(b) Seven lakh thirty two thousand four hundred and sixteen.
(c) Five lakh three thousand and three hundred and two.
(10) (a) 63,21,946 (b) 2,00,304 (c) 702,934,420 (d) 2,041,079,065
(11) (a) 100 thousands (b) 10 lakhs (c) 10 millions (d) 1000 millions
(12) (a) 3 thousands (b) 642 thousands (c) 7000 thousands
(13) (a) 35264 (b) 27053
(14) (a) 2 × 10000 + 5 × 1000 + 6 × 100 + 3 × 10 + 8
(b) 7 × 10000 + 2 × 1000 + 8 × 100 + 0 + 4
(c) 6 × 100000 + 3
(15) 4950
Exercise 1.2
(1) (a) 260 (b) 440 (c) 157 (d) 2300 (e) 260 (f) 210
(2) (a) 28 (b) 78 (c) 159 (d) 466 (e) 3584 (f) 6327
(3) (a) 1725 (b) 8251
(4) (a) 21 – 6 = 15 ; 21 – 15 = 6 (b) 103 – 65 = 38 ; 103 – 38 = 65
(5) 224073 (6) 72963 (7) Rs. 33750 (8) 1833 (9) 760 (10) Rs. 400
Exercise 1.3
(1) (a) 7 × 6 = 42 (b) 2 × 8 = 16 (c) 0 × 5 = 0 (d) 3 × 3 = 9
(2) (a) 5 + 5 + 5 + 5 + 5 + 5 = 30 (b) 0 + 0 + 0 = 0
(c) 1 + 1 + 1 + 1 + 1 + 1 + 1 +1 = 8 (d) 10 + 10 + 10 + 10 = 40
(3) (a) 8514 (b) 16665 (c) 10302 (d) 19980 (e) 330 (f) 700
(4) (a) 953428 (b) 3566736 (c) 158384 (d) 589176
(5) Rs. 5400 (6) Rs. 2860 (7) Rs. 4212
Exercise 1.4
63 12 4 15
(1) (a) 7 = 9 (b) 2 = 6 (c) 4 = 1 (d) 5 = 3
(2) (a) 6 × 3 = 18 (b) 7 × 12 = 84 (c) 10 × 12 = 120 (d) 11 × 11 = 121
56 56 80 80
(3) (a) 7 = 8 ; 8 = 7 (b) 10 = 8 ; 8 = 10
168 168 65 65
(c) 14 = 12 ; 12 = 14 (d) 13 = 5 ; 5 = 13
(4) (a) 3885 (b) 1320 (c) 16280 (d) 4940
(e) 7475 (f) 11800 (g) 133225 (h) 156275
(5) (a) 17 (b) 63 (c) 399 (d) 575
(e) 49 (f) 22 (g) 115 (h) 351
207
(6) (a) quotient 94, remainder 0 (b) quotient 102 remainder 10
(c) quotient 127 remainder 4 (d) quotient 191 remainder 30
(7) 1380 (8) 62 (9) 15929 (10) 564 (11) Rs. 2150
Exercise 1.5
(1) (a) Divisors of 16 are 1, 2, 4, 8, 16 ; Factors of 16 are 2, 4, 8
(b) Divisors of 25 are 1, 5, 25 ; Factor of 25 is 5
(c) Divisors of 27 are 1, 3, 9, 27 ; Factors of 27 are 3, 9
(d) Divisors of 42 are 1, 2, 3, 6, 7, 14, 21, 42 ; Factors of 42 are 2, 3, 6, 7, 14, 21.
(e) Divisors of 125 are 1, 5, 25, 125 ; Factors of 125 are 5, 25
(2) (a) 2 × 2 × 3 × 3 (b) 2 × 2 × 2 × 3 (c) 2 × 2 × 2 × 2 × 5
(d) 3 × 3 × 7 (e) 2 × 2 × 2 × 3 × 5
(3) 31, 37 (4) (a) 2, 3, 5, 7, 11, 13, 17, 19 (b) 47 (c) 59, 61 (d) 97
Exercise 1.6
7 4
(1) (a) 2 (b) 10 (c) 85 (d) 33 × 54 × 72 × 92
(2) (a) 64 (b) 47 (c) 106
(3) (a) 52 = 25 ; 53 = 125 (b) 142 = 196 ; 143 = 2744
(c) 82 = 64 ; 83 = 512 (d) 152 = 225 ; 153 = 3375
(4) (a) 289 (b) 441 (c) 216 (d) 1728
(e) 144 (f) 4900 (g) 12500000 (h) 80000000
(5) (a) 64 = 82 ; 64 = 43 (b) 1 = 12 ; 1 = 13
Exercise 1.7
(1) (a) 0 (b) any digit (c) 0 or 5 (d) 0 or 4 or 8
(e) 1 or 3 or 5 or 7 or 9 (f) 0 or 3 or 6 or 9 (g) 3
(h) 4 (i) 2 (j) 6
(2) (a) Divisible by 2, 3, 4, 6, 9, 11 (b) divisible by 2, 4, 5, 10
(c) Divisible by 3 (d) Divisible by 3, 5, 9
(e) 2, 4 (f) 2, 3, 4, 6
Exercise 1.8
(1) (a) 21 (b) 6 (c) 6 (d) 2 (e) 16 (f) 5 (g) 2 (h) 15
(2) (a) 1890 (b) 330 (c) 120 (d) 60 (e) 72 (f) 180
(3) g.c.d. = 4 ; l.c.m. = 48 (4) g.c.d. = 1 ; l.c.m. = product of two primes
(5) 60 litres (6) 24 (7) 504 (8) 120
Exercise 1.9
(1) 26 ↑, 15↓ (2) 10 km →, ← 12 km (3) 1m ↓ 2m↑
(4) Rs. 500 → , ← Rs. 100 (5) 5 ↑ , 3↓
(6) + 26, – 15 ; + 10, – 12 ; – 1, + 2, + 500, – 100 ; + 5, – 3
Exercise 1.10
(1) (a) 1, 2, 3, 4, 5 (b) 0, 1, 2, 3, 4 (c) – 2, – 1, 0, 1 (d) – 7, – 6, – 5, – 4, – 3, – 2
(2) (a) 3 > – 1 (b) – 1 > – 4 (c) – 15 < 0 (d) 5 > – 5
(e) 0 > – 10 (f) – 24 > – 48
(3) (a) 37 > – 45 (b) – 18 > – 28 (c) 0 > – 145 (d) – 200 > – 318
(e) – 145 > – 150 (f) 0 > – 100
208
(4) (a) – 10, – 5, – 3, 4, 7, 9, 10 (b) – 7, – 4, – 2, 0, 2, 3, 4, 7
(5) (a) 6, 3, 2, 0, – 1, – 4, – 5, – 8 (b) 50, 45, 4, – 20, – 65, – 75, – 100
Exercise 1.11
(1)
+5 +3
5+3
(l)
(a)
0 1 2 3 4 5 6 7 8 9 10
+7
(– 3) + 7
–3
(æ)
(b)
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
6
–4
6 + (– 4)
(c)
(˘)
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
–4 –3
(– 3) + (– 4)
(d)
(‡)
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9
+4
–4
4 + (–4)
(e)
(ˆ)
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
–3
0 + (– 3)
(f)
(h)
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
(2) (a) 2 + 3 = 5 (b) 2 – 5 = – 3 (c) + 5 – 5 = 0 (d) (– 4) + (+ 3) = – 1

(e) (– 2) – (– 6) = 4 (f) (– 3) – (– 8) = 5
(3) (a) 4 (b) – 5 (c) – 33 (d) – 100 (e) 107 (f) – 36
(4) (a) 55 (b) 30 (c) 40 (d) 0 (e) – 35 (f) – 500
Exercise 1.12
(1) (a) – 15 (b) – 160 (c) – 77 (d) 0
(2) (a) – 48 (b) – 78 (c) – 90 (d) – 63
(3) (a) 60 (b) 32 (c) 100 (d) 289
(4) (a) 60 (b) – 600 (c) – 672 (d) 0 (e) – 64 (f) 56 (6) 72
Exercise 1.13
(1) (a) 4 (b) 1 (c) – 7 (d) – 21 (e) – 13
(f) – 13 (g) 18 (h) 7 (i) – 2 (j) – 5
209
(2) (a) 6 (b) – 2 (c) 7 (d) – 12 (e) 7 (f) – 13
(3) (a) 2 (b) – 4 (c) 1 (d) – 9
Exercise 1.14
2 5 3 3 10
(1) (a) 4 (b) 15 (c) 8 (d) 4 (e) 35
1 1 6 1 3
(2) (a) 3 3 (b) 6 4 (c) 12 11 (d) 11 9 (e) 29 8
17 32 43 118 103
(3) (a) 5 (b) 12 (c) 3 (d) 9 (e) 4
(4) (a) 4 (b) 10 (c) 48 (d) 3 (e) 15, 20, 5, 6
3 6 9 12 1 2 3 4
(5) (a) 4 = 8 = 12 = 16 (b) 6 = 12 = 18 = 24
2 4 6 8 5 10 15 20
(c) 5 = 10 = 15 = 20 (d) 7 = 14 = 21 = 28
3 5 4 3
(6) (a) 4 (b) 4 (c) 5 (d) 4
7 2 11 3 8 7 5 9
(7) (a) 20 , 3 , 15 , 4 (b) 15 , 12 , 8 , 10
3 8 1 2 9 5 4 2
(8) (a) 4 , 11 , 2 , 5 (b) 10 , 6 , 5 , 3
5
(9) 6
(10) In the first test.
Exercise 1.15
3 1 3 35 1
(1) (a) 4 (b) 1 3 (c) 1 4 (d) 17 or 2 17
1 38 13 71
(2) (a) 1 4 (b) 45 (c) 18 (d) 1 84
2 19 1 11
(3) (a) 4 (b) 6 9 (c) 5 25 (d) 8 4 (e) 11 36
1 1 7 13
(4) (a) 4 (b) 2 (c) 25 (d) 33
1 3 2 5
(5) (a) 4 (b) 20 (c) 15 (d) 24
1 1 3 3 1 13
(6) (a) 2 (b) 1 2 (c) 1 4 (d) 4 (e) 3 3 (f) 1 20
1 5 19
(7) (a) 12 (b) 6 (c) 1 (d) 1 20
Exercise 1.16
3 1 5 2
(1) (a) 20 (b) 4 (c) 3 (d) 13 (e) 22
75 63 1
(f) 6 (g) 16 (h) 40 (i) 2 (j) 17
14 11 9 3 15
(2) (a) 15 (b) 12 (c) 25 (d) 2 (e) 28
2 63
(f) 15 (g) 6 (h) 14 (i) 21 (j) 17
1 1 2
(3) 15 m (4) Rs. 191 4 (5) 1 3 m
210
1 2
(6) Rs. 267 2 (7) 2 3
Exercise 1.17
1 1 1
(1) (a) 100 (b) 1000 (c) 1000 (d) 1000 (e) 1000 (f) 1
1 1 1
(2) (a) 2 × 103 + 4 × 102 + 5 × 10 + 8 + 6 × 10 + 1 × 100 + 5 × 1000
1
(b) 4 × 102 + 5 × 1 + 8 × 1000
1 1 1
(c) 10 + 1 + 10 + 100 + 1000
1
(d) 5 × 10000
(3) (a) 6248.536 (b) 2734.289 (c) 0.4895 (d) 543.245

(4) (a) 0.6 (b) 0.625 (c) 0.28 (d) 0.072
(e) 1.666666…… This cannot be expressed in complete form.
(5) (a) 0.3 (b) 0.4 (c) 0.6 (d) 1.90
2 4 33 1 3 2 5 17
(6) (a) 5 (b) 5 (c) 50 (d) 4 (e) 4 (f) 25 (g) 4 (h) 8
(7) (a) 10.207, 10.222, 10.271, 10.272, 10.277
(b) 0.9753, 0.9873, 0.9876, 0.9918, 0.9921
(8) (a) 5.88, 5.87, 5.85, 5.82, 5.81, 5.08
(b) 3.931, 3.321, 3.310, 3.301, 3.290, 3.031
Exercise 1.18
(1) (a) 5.17 (b) 5.032 (c) 44.24
(2) (a) 131.722 (b) 205.97 (c) 86.548
(3) (a) 75.1813 (b) 364.544
(4) (a) 21.814 (b) 300.233
(5) 22.72 cm
(6) Rs. 339.25 (7) 35.37 (8) 0.125 (9) 9.25
Exercise 1.19
(1) (a) 279.45 (b) 167.414 (c) 7.5 (d) 12.6 (e) 181.79
(f) 0.16 (g) 0.0625 (h) 0.0014 (i) 0.0072
(2) (a) 2.8248 (b) 282.48 (c) 2.8248 (d) 28.248
(e) 0.28248 (f) 0.028248
(3) (a) 0.264 (b) 15.6 (c) 7.5 (d) 1.6
(4) (a) 19.37 (b) 1.5 (c) 1.13 (d) 0.012 (e) 62 (f) 171
(g) 0.21 (h) 0.8
(5) 30.625 km (6) Rs. 593.75
UNIT TEST 1
Part – I
(1) (a) (2) (c) (3) (b) (4) (c) (5) (a) (6) (c) (7) (d)
(8) (a) (9) (d) (10) (b)
211
(11) 215 thousands (12) 23 (13) 36 (14) 32 (15) – 10
8 7
(16) 4 (17) 15 (18) 3 (19) 12.3 (20) 5
Part – II
(21) 50112 (22) 193 (23) divisible by 11 (24) 5
7 17 9 3 3
(25) 1 (26) 8 (27) 48 , 16 , 4 (28) 1 4
(29) 20.752 (30) 22.152
Part – III
(31) 24 cows (32) g.c.d. = 16, l.c.m. = 96
11
(33) 60 (34) Rs. 662.75
Exercise 2.1
(1) (a) 2 : 5 (b) 2 : 5 (c) 1 : 5 (d) 5 : 11 (e) 1 : 4 (f) 1 : 4
(2) (a) 4 : 1 (b) 1 : 10 (c) 1 : 6 (d) 1 : 4 (e) 1 : 8 (f) 30 : 1
(3) (a) 4 : 1 (b) 4 : 3
(4) (a) 9 : 1 (b) 5 : 1 (c) 11 : 3
(5) (a) 5 : 3 (b) 5 : 2 (c) 3 : 2
(6) (a) 2 : 8, 3 : 12, 4 : 16 (b) 4 : 10, 6 : 15, 8 : 20
(c) 2 : 6, 3 : 9, 4 : 12 (d) 6 : 4, 9 : 6, 12 : 8
(7) (a) No (b) yes
(8) A B
2:3 6:9
1:4 5 : 20
4:5 12 : 15
2:5 6 : 15
3:4 12 : 16
Exercise 2.2
(1) (a) 3 : 4 (b) 4 : 7
(2) (a) 2 : 3, 3 : 4, 4 : 5 (b) 7 : 9, 5 : 7, 3 : 5
(3) (a) Rs. 120, Rs. 180 (b) 3 kg 200 g, 2 kg 400 g
(c) 1 m 25 cm, 1m (d) 30 minutes, 2 hrs
(4) Mixture (A) (5) Vivek Rs.500 more (6) 10 cm
(7) Rs. 1000 (8) 48, 84
Exercise 2.3
(1) (a) No (b) Yes (c) No (d) No (e) Yes
(2) (a) 2 (b) 5 (c) 2 (d) 62.5
(3) 100 m (4) 350 kg (5) Rs. 315
(6) (a) 12 : 4 = 15 : 5 , 10 : 4 = 15 : 6
(b) 4 : 8 = 5 : 10, 4 : 20 = 2 : 10
Exercise 2.4
1
(1) (a) 100000000 (b) 4500 km (c) 2.2 cm
1
(2) (a) 50000 (b) 3750 m (c) 4.5 cm
(3) (a) 300 m (b) 5 cm (c) 750 m
212
Exercise 2.5
(1) (a) Yes (b) No (c) No
(2) (a) 8 10 15 4 2
20 25 37.5 10 5
(b) 5 7 12 15 10
15 21 36 45 30
(c) 30 20 40 15 10
45 30 60 22.5 15
(3) 360 km (4) 625 gm (5) Rs. 960 (6) Rs. 26400 (7) 180 minutes
(8) 70 (9) Rs. 600 (10) Rs. 40 (11) 60 litres
Exercise 2.6
(1) 1 25 .25 25%
4 100
1 50 .5 50%
2 100
3 75 .75 75%
4 100
2 40 .4 40%
5 100
3 60 .6 60%
5 100
(2) (a) 40% (b) 28% (c) 6% (d) 250% (e) 220%
(f) 125% (g) 215% (h) 5% (i) 25% (j) 12.5%
1 3 3 3
(3) (a) 5 (b) 20 (c) 10 (d) 5
(4) (a) 10% (b) 20% (c) 20% (d) 20% (e) 25% (f) 50%
29 9
(5) (a) 20 (b) 2 (c) 25 (d) 10
1 500
(6) 3 3 % of 300 (7) 80% (8) 7 %
(9) Rs. 15000 (10) 475 (11) 2,31,750 (12) 66 km/hour
(13) Rs. 13750 (14) First test (15) Mixture B
Exercise 2.7
(1) (a) 100 (b) 150 (c) 350 (d) 300 (e) 400
(2) (a) 18 (b) 66 (c) 595 (d) 132
1 1 2
(3) (a) Profit 8 3 % (b) loss 13 3 % (c) loss 20% (d) Profit 16 3 %
2
(4) Profit 22 9 % (5) Profit 40% (6) Rs. 17.25
(7) Loss = Rs. 750, S.P. = Rs. 3000
Exercise 2.8
(1) (i) 27.9.02 (ii) 283456 (iii) Rs. 11 (iv) Rs. 160 (v) Rs. 251
(2) correct (3) correct (4) correct (5) wrong
Exercise 2.9
(1) Rs. 161 (2) Rs. 166.50 (3) Rs. 90 (4) Rs. 890
Exercise 2.10
(1) Rs. 490 (2) Rs. 1350 (3) Rs. 1440, Rs. 13440 (4) Rs. 480, Rs. 4480
(5) Rs. 1000 (6) Rs. 45000
213
UNIT TEST 2
Part – I
(1) 6:8 (2) 90 (3) (c) 3 : 2 = 6 : 4 (4) 6 (5) 1 : 1000
1
(6) 4 (7) 20 % (8) 50 % (9) 50% (10) Rs. 10
3
(11) 1 : 1000 (12) direct (13) 12.5% (14) 4 (15) 9
(16) a:b = 3:4 (17) 60 (18) S.P. (19) C.P. (20) Principal or P
Part – II
(21) 2:3 (22) 6 : 10, 9 : 15 (23) Rs. 480, Rs. 720
(24) Yes (25) 4.83 km (26) 35 (27) 3
1
(28) 2 2 % of 20 (29) Rs. 6 (30) Rs. 26.25
Part – III
(31) (a) 3 : 2 (b) 3 : 5 (c) 2 : 5
7
(32) (a) Rs. 420 (b) 200 (33) 1 13 % (34) correct
Exercise 3.1
(1) (a) 6873000m (b) 90800m (c) 543200 m (d) 4.54 m
(e) 7.524 m (f) 87.9 m
(2) (a) 0.5824 kg (b) 1.84 kg (c) 12.46 kg (d) 390.5 kg
(e) 0.02798 kg (f) 0.004195 kg
(3) (a) 3948000 ml (b) 25000000 ml (c) 30700 ml (d) 5320 ml
(e) 4100000 ml (f) 380000 ml
(4) (a) 4.346 km (b) 17.0503 km (c) 0.8067 km (d) 5.00319 km
(5) (a) 780.6 cg (b) 5473 cg (c) 190.8 cg (d) 1233 cg
(6) (a) 3546 l (b) 790.64 l (c) 7233 l (d) 10074 l
(7) (a) 0.73593 hm (b) 9.30178 kg (c) 12.082 kl (d) 13100 m
(e) 604.9 dl (f) 4937 cg
(8) (a) 8.691 ton (b) 0.764 ton (c) 54.6 ton (d) 329.3 ton
(9) (a) 720 q (b) 37 q (c) 43.21 q (d) 8.092 q
(10) (a) 3500 kg (b) 4751 kg (c) 6380 kg (d) 7234 kg
Exercise 3.2
(1) (a) 17m 2 dm 5 cm (b) 26 l 85ml
(c) 37 kg 663 g (d) 60.204 km
(2) 1992.31 kg (3) 34 l 161 ml
(4) 280.22 m (5) 21 ton 7 q 62 kg
(6) (a) 38 km 137 m (b) 53 l 592 ml (c) 9 g 112 mg (d) 42 m 9 cm
(7) 6 cm 2 mm (8) 6.725 l (9) 22 kg 175 g (10) 1 l 500 ml
Exercise 3.3
(1) (a) 17 m 2 dm 8 cm (b) 57.664 km
(c) 57 kg 15 g (d) 120.51 g
(e) 90 l 720 ml (f) 80.52 kl (g) 297 q (h) 225 km 375 m
(2) 967 m 5 dm (3) 49 kg 500 g (4) 126 l (5) 330.75 kg
(6) (a) 9m 64 cm (b) 6 l 2 dl 8 cl (c) 7.69 l (d) 1 kg 700 g
(e) 719 m (f) 3 ton 125 kg
(7) 525 m (8) 0.75 m (9) 110 (10) 12
214
Exercise 3.4
(1) (a) 5 are (b) 0.75 are (c) 7.58 are (d) 200 are
(e) 320 are (f) 800 are
2
(2) (a) 30000m (b) 1500 m2 (c) 18000m2 (d) 1100 m2
(e) 470 m2 (f) 900 m2
(3) (a) 6 hectare (b) 13.04 hectare (c) 0.73 hectare (d) 8 hectare
(e) 26.9 hectare (f) 0.36 hectare
Exercise 3.5
(1) (a) 37 ml (b) 407 ml (c) 8.397 l (d) 5 kl
(e) 12.6 kl (f) 7.608 kl
(2) (a) 8 cm3 (b) 64 cm3 (c) 9317 cm3 (d) 47000 cm3
(e) 3126 cm3 (f) 73460 cm3 (g) 3 m3 (h) 13.8 m3
Exercise 3.6
(1) (a) 3600 (b) 1440 (c) 1800 (d) 600 (e) 120
(2) (a) 180 mins (b) 340 mins (c) 607 mins (d) 480 mins
(3) (a) 420 secs (b) 1200 secs (c) 743 secs (d) 915 secs
(4) (a) 1840 (d) 1200 (e) 1996
(5) (a) 22 hrs 52 min (b) 20 min 1 sec (c) 24 days 5 hrs
(6) (a) 3 years 11 months (b) 7 hrs 29 min (c) 5 min 25 secs
(7) (a) 22 weeks 2 days (b) 4 days 7 hrs 24 min / 103 hrs 24 min (c) 42 min 40 secs
(8) (a) 13 20 hrs (b) 04 50 hrs (c) 09 30 hrs (d) 12 00 hrs
(e) 15 15 hrs (f) 00 00 hrs
(9) (a) 3.25 p.m. (b) 9.20 a.m. (c) 4.55 a.m. (d) 1.40 p.m.
(e) 0.35 a.m. (f) 9.10 p.m.
(10) 9 hrs 40 min (11) 8 hrs 10 min (12) 28 hrs 20 min
(13) 3.59 p.m. (14) 8 hrs 15 min (15) (a) Kovai Express (b) Nilgiri Express
Exercise 3.7
(1) (a) August 15th (b) January 26th (c) October 2nd (d) November 14th
(2) 112 days (3) 202 days (4) 66 days (5) 194 days
(6) 38 days (7) Saturday (8) Thursday (9) Saturday (10) Tuesday
Exercise 3.8
2 2
(1) (a) 49cm (b) 144 dm (c) 50625 cm2 / 5.0625 m2 (d) 10.24 m2
(2) (a) 28 cm (b) 48 dm (c) 900 cm / 9m (d) 12.8 m
2
(3) 6.25 hectares (4) Rs. 45000 (5) Rs. 21675 (6) 22500m (7) 30.25m2
Exercise 3.9
2 2
(1) (a) 120 cm (b) 168 cm (c) 3 m2 (d) 29.25 m2
(2) (a) 46 cm (b) 71.2 cm (c) 7.4 m (d) 22 m
(3) Rs 700 (4) 3.45 hectares (5) breadth 48 m ; perimeter 216m
(6) Rs. 3750 (7) Rs. 1400 (8) 90 m (9) 3000 m (10) Ramesh
Exercise 3.10
2 2
(1) (a) 54 cm (b) 2.7 m (c) 5.4 m2 (d) 820 cm2
(2) Rs. 4500 (3) Rs. 15000 (4) 11 cm (5) 40 m
(6) right triangle (7) square field
215
Exercise 3.11
2 2
(1) (a) 160 m (b) 72 m (c) 4760 dm2 (d) 84 m2
(2) Rs. 2460 (3) 86 m2 (4) Rs. 685.80 (5) 128 m2 (6) Rs.480 (7) 15 m
UNIT TEST 3
Part – I
(1) (b) 100 cm (2) (a) 1 kg (3) (b) 1 dm3 (4) (c) 100 are (5) (a) 3600 secs
(6) (d) 5 p.m. (7) (b) lb
(8) Multiply (9) 100 (10) volume (11) 366 (12) right
(13) 2h (l + b) / ph (14) 4a
Part – II
(15) 5347 l (16) 53.712 km (17) 177.226 kg (18) 12 hrs 10 min
2 2
(19) 200 days (20) 6.25 cm (21) 60cm (22) Saturday
Part – III
(23) 121 kg (24) 7 hrs 15 min (25) Rs. 2,00,000 (26) Rs. 453.60
Exercise 4.4
2
(1) 5, 11, – 15, 3.7 and 7 (2) c, h, k, m, n, p and s
Exercise 4.5
2 2 3
(1) (a) 4a b (b) 12x y (c) 6m2n2 (d) 5x3y3 (e) p3q2r2
(2) (a) 9 × x × z × z (b) p × p × q × q × q (c) 10 × a × a × b × c × c × c
(d) c × c × c × d × d × d (e) 7 × m × m × n
Exercise 4.6
(a) 10 (b) 3 (c) – 5 (d) – 1 (e) 4 ( f) 1
(g) – 20 (h) 15 (i) – 18 (j) 25
Exercise 4.7
(1) (a) 12a and 15a (d) mand – 18m (e) – 4x2y and 13x2y (g) 17z3and 35z3
Exercise 4.8
(1) (a) 19a (b) 12b2c (c) 19x3 (d) 36pq (e) 25xy2
(2) (a) 11y (b) 10a2b (c) – 6m3 (d) 5p (e) 6cd
UNIT TEST 4
Part – I
(1) (b) a variable (2) (a) – 7 (3) (b) y2 (4) (c) – 5pq (5) (d) 7a2
(6) place holder (7) variable (8) 2m3n2 (9) constants (10) unlike
Part – II
(13) 28xy (14) 9m3
(15) (a) constants : 6, – 11, 1.5, 12 and 23 (b) variables : x, m, n and y
Exercise 5.1
(1) (a) _point_ (b) plane (c) plane (d) three points
(2) (a) no (b) only one
↔ ↔ ↔
(3) only one ray (5) AB , BC , CA
216
→ → → → → →
(6) Six, OA , OB, OC, OD, OE, OF.
→ ↔ 
(7) ray PQ, line MN , line segment RS
Exercise 5.2
(1) (a) many (b) only one line (c) collinear (d) concurrent (e) parallel
(4) (a) A, B, C, D, E, F, O (b) A, O, D ; B, O, E ; C, O, F
   
(c) AB , ED ; BC , EF
↔ ↔ ↔ ↔
(5) (a) BE, CE. (b) AB , AF (c) A, B, C ; A, F, D ; B, F, E ; C, D, E
↔ ↔ ↔ ↔ ↔ ↔ ↔ ↔ ↔ ↔ ↔ ↔
(6) (a) AB, AC, AD; BD, BC, BA; CB, CA, CD; DA, DB, DC
And the point of concurrence are A, B, C, D
↔ ↔ ↔ ↔ ↔ ↔
(b) AC, BD. (c) AB, DC; AD, BC
↔ ↔
(7) (a) A, B, D (b) FA, FE (c) A, B, C ; A, E, D ; B, E, F
Exercise 5.3
(1) (a) 40° (b) perpendicular (c) right angle (d) two equal parts
(e) obtuse angle (f) acute angle (g) acute
(2) (a) acute (b) right angle (c) obtuse (d) straight angle (e) acute
(3) (a) acute (b) acute (c) right (d)obtuse (e) acute
(f) straight (g) zero (h) obtuse
(5) (a) 90° (b) 180° (c) 360° (d) 90°
(6) (a) 70° (b) 17° (c) 30° (d) 45° (e) 8°
(f) 76° (g) 53° (h) 32° (i) 25° (j) 75°
(7) (a) 60° (b) 15° (c) 150° (d) 70° (e) 165°
(f) 105° (g) 84° (h) 117-° (i) 58° (j) 133°
(8) (a) complementary (b) supplementary (c) complementary
(d) supplementary (e) supplementary (f)complementary
(9) (a) 45° (b) 90°
(10) 55°
Exercise 5.4
(1) (a) 180° (b) equal (c) isosceles (d) right angled triangle (e) greater
(2) three sides and three angles (3) 60° (4) 40°
(5) (a) scalene (b) isosceles (c) equilateral (d) scalene
(6) (a) Yes (b) No (c) Yes (d) No (e) No (f) No
(7) (a) acute angled triangle (b)acute angled triangle
(c) right angled triangle (d) obtuse angled triangle
(e) right triangle (f) obtuse angled triangle
(8) (a) Yes (b) No (c) No (d) Yes (e) No (f) Yes
Exercise 5.5
(1) (a) True (b) False (c) True (d) True (e) False
217
UNIT TEST 5
Part – I
(1) (b) 2 (c) (3) (a) (4) (d) (5) (d)
(6) three (7) parallel lines (8) perpendicular (9) 80° (10) equal
Part – II
(11) Complement of 47° is 43°, supplement of 47° is 133°
→ → → →   
(12) 4 rays OA , OB , OC , OD (13) Three MN, NP , PM
(14) (a) acute angle (b) right angle (c) obtuse angle (d) straight angle
Part – III
↔ ↔ ↔ ↔ ↔ ↔
(16) (a) AE, BD (b) AE, DE (c) CD, CB.
(17) (a) 12 line segments (b) O, P, Q, R, S, T, U, V (18) 90°
Exercise 6.1
  
1) (a) 3 PQ , QR , PR
     
(b) 6 AC , AD , AB , CD , CB , DB
  
(c) 3 AB , BC , CA
        
(d) 18 AF , AB , FB BD , BC , DC AE , AC , EC
        
AG , AD , GD BG , BE , GE CG , CF , GF
3) No 4) No
Exercise 6.2
4) 8.7 cm 5) 6.7 cm
Exercise 7.1
1) 27 2) Rs.1200 3) 38 kg 4) 1200
5) 48 6) 2.5 7) 50 8) 1.15 m
9) Group B has performed better 10) 75
Exercise 7.2
1) (a) 54 (b) 21 (c) 3 (d) 7.5 (e) 62
2) (a) 5 (b) 12 (c) Two modes 7 and 9 (d) No mode (e) 7 (f) No mode
3) (a) Mean = 4 (b) Mean = 4
Median = 4 Median = 3.8
No mode No mode
218

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© Government of Tamilnadu

Thiru G. GNANASUNDARAM Thiru M. PALANIVASAN

Thiru P. NAGARAJAN Thiru T. KATHIRVEL

Price : Rs. 33-00

This book has been prepared by The Directorate of School Education

This book has been printed on 60 G.S.M. Paper

1.1 Numbers – Revision 1

1.2 Four fundamental operations on Whole numbers 5

1.3 Number patterns 13

1.4 Large numbers in Exponential form 17

1.6 Greatest common divisor and Least common multiple 23

1.9 Decimal numbers 53

2.1 Ratio and Proportion 65

2.1.5 Direct variation

2.2.2 Profit and Loss

2.2.3 Profit and Loss percentage

2.3.2 Preparation of a bill

3.1 Metric measures 95

3.1.7 Measures of volume

3.2 Measures of Time 111

5.2 Relationship between points and lines 155

5.2.3 Intersecting and Parallel lines

5.3 Angles 159

5.3.4 Bisector of an angle

5.5 Special quadrilaterals 169

6. PRACTICAL GEOMETRY 173

6.1 Geometrical instruments box 173

6.2 Line segment 176

6.3 Constructing a line segment of a given measurement 177

6.4 Measuring the length of a given line segment 178

6.5 Constructing a line perpendicular to a given line at a given point on it 179

6.6 Constructing the perpendicular bisector of a given line segment 181

6.7 Measuring angles 185

6.8 Constructing angles of given measures 188

6.9 Constructing the angle bisector of a given angle 189

7. HANDLING DATA 191

7.1 Meaning of an average (mean) 191

7.2 Median 194

7.3 Mode 195

7.4 Pictograph 197

7.5 Bar Graph 201

1.1 Numbers – Revision

1.1.1. (a) Natural Numbers :

(b) Whole Numbers :

For every multiplication fact there corresponds two division facts.

1.3 Number patterns :

1.3.3 Prime numbers and Composite numbers

1.4 Large numbers in Exponential form :

6 × 6 is expressed in brief 62.

1.5 Tests of divisibility – Revision

∴ 92785 is divisible by 11.

∴ 49853 is not divisible by 11.

1.6 Greatest common divisor and Least common multiple :

Here the common divisors are 2 and 2.

The l.c.m. of 3 and 5 = 15 3 5

1.7.1 Directed numbers

1.7.1 Directed numbers :

Aeroplane is flying at a height of

Submarine ship moves at a depth of

1.7.3 Addition and Subtraction of integers :

1.7.3 (a) Addition :

So far we have studied the addition of two integers when

3. Add without using the numberline.

(c) (28) ÷ = 4 (d) 84 ÷ = –7