Disclaimer: This teaching material is meant for enlightening students and inculcating the right values in them. It has been published pursuant to an undertaking given by the author/s that the contents do not in any way whatsoever violate any existing copyright or intellectual property right. In the event the authors have been unable to track any source, and if any copyright has been inadvertently infringed, please notify the publisher for any corrective action. New Frank AINACS Mathematics Class 6 Published by Frank Bros. & Co. (Publishers) Ltd. B-41, Sector-4, Noida-201301 Gautam Budh Nagar Phones: 0120-4689999 (100 Lines) Office: 2/10, Ansari Road, Daryaganj, ‘New Delhi-110002 ©All rights reserved. No part of this publication may be reproduced in any form without the prior written permission of the publishers. First Edition 2009 Reprinted 2010, 2011 ISBN 978-81-8409-654-5 Printed at Shree Maitrey Printech Pvt. Ltd. A-84, Sector-2, NOIDA (U.P).Contents Revision Exercise Number System Chapter 1 — Natural Numbers and Whole Numbers 12 Chapter 2 - Factors and Multiples 40 Chapter 3 - Integers 63 Commercial Mathematics Chapter 4 - Ratio and Proportion 90 Chapter 5- The Unitary Method 100 Chapter 6 - Percentage and Its Application 104 Algebra Chapter 7 - Introduction to Algebra 123 Chapter 8 - Algebraic Expression 130 Chapter 9 - Linear Equations 144 Geometry Chapter 10 - Basic Geometrical Concepts 153 Chapter 11 ~ Angles 169 Chapter 12 - Pair of Lines and Transversal 190 Chapter 13 - Triangles 200 Chapter 14 - Circle 219 Chapter 15 - Constructions 224 Chapter 16 - Mensuration 237 Answers 250aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Percentages Recall of percentage as a fraction whose denominator is 100. Converting fractions and decimals into percentages and vice-versa. Finding required percentage of a given number. Applications to problems on profit and loss, simple interest (by unitary method) and other real life situations. (Only direct problems may be given on profit and loss such as (i) Given C.P. and S.P., find profit or loss; profit or loss per cent. (ii) Given C.P. and profit or loss per cent, find S.P. (iii) C.P. should not include overhead charges). UNIT-IIl ALGEBRA (40 Periods) Introduction to Algebra Use of letters to denote numbers. Concept of a literal number. Conventions regarding use of letters and numbers to denote fundamental operations and powers (Last alphabets like u, v, r, s, t,x, y, 2, are treated as variables). Algebraic Expressions Idea of an algebraic expression (The exponents of the letter symbols should be natural numbers). Terms of an algebraic expression. Co-efficient of a term. Like and unlike terms. Monomial, binomial, trinomial. Value of an algebraic expression (Algebraic expression may not include more than 4 terms). Operations on Algebraic Expressions Addition and subtraction of algebraic expressions (Sum and difference not having more than four or five terms). Simple Linear Equations in one Variable Linear equations in one variable. Solution of an equation by trial and error followed by systematic method (Solution should be an integer. No word problems). Unit-IV Geometry (70 Periods) Basic Geometrical Concepts Concepts of a point, line and plane. Line segment and ray. Parallel Lines. Verification of the following properties:aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.10. Tl. 12. 13, 15. 16. 17. 18. 19, 20. 21. 22. . Rewrite the following numbers in descending order : () 5632, 76395, 1020, 3642 (i) 9562, 8962, 2659, 9526 (ii) 8432, 4328, 8426, 8762 (iv) 9872, 8974, 7982, 8296 (v) 7632, 8792, 9736, 9003 . Write the successor of (i) 59632 (ii) 6999 . Write the predecessor of () 59999 (i) 49329 Write the place value of the underlined digit : () 84321 (i) 891362 (i) 563214 (iv) 693421 (v) 763216 (vi) 763284 (vif) 56321 (vii) 42005 Write in the expanded form : () 5693 (ii) 9567 (ii) 84321 Using the rules of divisibility, find which of the following numbers are divisible by 5. () 760 (ii) 225 (iii) 6080 (iv) 30400 (v) 156846 (vi) 5968428 (wii) 5559 (viii) 2005 Round off the following numbers to the nearest hundreds : (i) 15649 (ii) 364569 (iif) 6230562 (iv) 562149 (v) 72689 (vi) 786953 (vii) 984623 (viii) 956432 . Write the smallest and the greatest number of 6 digits, where () Digits do not repeat. (i) Digit may repeat. () Find the first four multiples of 6. (ii) Find the first five multiples of 8. Find the prime numbers from 1 to 30. Find the odd numbers from 11 to 40. Find the even numbers from 21 to 50. Write even prime number. Write any six composite numbers from 1 to 20. Find the prime factors of the following : () 96 (ii) 126 (iff) 324 (iv) 343 Find the H.CE. of the following : () 225, 625 (i) 1875, 675 (iii) 484, 1936 (iv) 575, 8625 (v) 156, 624 (vi) 4992, 14976aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.61. 62. 64. Joyti got 60 marks, Nidhi got 56 marks, Neha got 45 marks, Ambika got 52 marks, Neeta got 56 marks in mathematics. Find their average marks. . Find the interest on Rs. 5000 for 2 yrs. at 5% per annum. 63. (a) Sohan bought an old scooter for Rs. 3500, spending Rs. 800 on its repair and then sold it for Rs. 5,600. Find how much money he earned ? (b) A pencil was bought for Rs. 2 and sold for Rs. 2.40. Find the gain percent. In a school hostel 24 litres of milk is consumed daily. If each student gets 400 millilitres of milk, find the number of students residing in the hostel. D. Mensuration 65. 66. 67. 68. 69. 70. 71. 72, 73. 74. 75. 76. W7: 78. 79. 80. Find the circumference of a circle whose radius is 2.5 cm. (Usen=2) Find the perimeter of a triangle whose sides are 6.9 cm, 8.5 cm and 10.6 cm. Find the perimeter of a rectangle whose length is 15.2 cm and breadth is 10.6 cm. Find the perimeter of a square whose one side is in 44 cm. The dimensions of a room are 12.5 m x 6.5m x3 m. Find the area of the four walls and the cost of white washing it at Rs. 1.80 per square metre. A water tank is 5.5 m long, 3 m wide and 2.5 m deep. How much water does it contain ? Find the volume of a cube whose edge is 6 m. The dimensions of a rectangular log of wood are 8 m, 1.5 m and 75 cm. Find the number of cubical blocks which can be cut from it if the edge of the block is 35 cm. Find the volume of a cube whose edge is 7 cm. Find the volume of a cuboid whose dimensions are 10.2 cm, 9.6 cm and 7.6 cm. The area of a rectangle is 460 m2, If the length is 23 m, find the breadth of the rectangle. The area of a square is 144 cm’, Find the perimeter of the square. The area of a rectangle is 690 m’, If length is 30 m, find the perimeter of the rectangle. The perimeter of a square is 64 cm. Find the area of the square. The area of a circle is 44 cm’. Find the radius of the circle. The circumference of a circle is 44 cm. Find the area of the circle.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.. 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50 19. 2is even prime number 20. 4,6,9, 10, 12,14 21.23 (237 (i2,3 (e) 7 22, 25 (i) 75 iii) 484 (v) 575 (v) 156 (vi) 4992 23. () 720 ~~ (ii) 384 (iii) 2304 24, 42 25. 133 26. 60. 27. 900001 28. () 40607 (ii) 65913 (iii) 26694 (iv) 6358 0 (vi) 7943448 (vii) 6303 (wii) 2643 29. (10 =i) 100 ~—SGitt) 10 (iv) 4026 (@) 20 Lei 4t wm 12,1, 30. 3555350 @ 35S 2S a1 wee Seed od? oS 2 2d oS 2 Gi) 9 <3 <78<2 () 9<73<5 <3 20% we wy? () 541 448 .. 76 ay SA @) ie CH) TF iit) Ty 32. (0.77 (i) 4.4 (iii) 0.25 (v) 75 15 ... 304 ee <5 m 26 361 33. ) i999 =) 700 Gil) i000 @) to ©) F000 34, 0.02, 2.3, 3.01, 3.92, 45, 5.6 35. 5.6, 4.23, 3.02, 2.31, 0.21, 0.02 36. 24+3=5,54+2=7 37. Yes 38. () 11.58 (ii) 24.42 (ii) 2.548 (iv) 1.87 (0) 23.5584 (vi) 617.0256 (wii) 1960.30872 (viii) 117.566 (ix) 606.5365 (x) 0.5357 39. {i) 69% (if) 25% (iil) 375% (iv) 33.33% 16 1 61 wy Be 40. () 95 WS Gi) TOND (@) 7 ral i on og i) 45 Git) 5 (oi) 3 41, (4 (i) 8 (ii) 2.28 (iv) t @) 2 42. (i) 2.305 (ii) 51.06 (iii) 6.35 (iv) 16.34 43. () 125 (ii) 588 (iii) 324 (iv) 217.6 (v) 380 44, 11.90% 45. 6.57% 46. 80% 47. 5600 grams, 345 centimetres 48. 200km 49. 778 kg 50. Rs 6780 51. Rs 165.49 52. 5hours55 min. 53. Rs 160 54. Rs 200 55. Rs 16 per kg 56. 2% 57. 700 soldiers 58. 1400 marks 59. 26.8 . 60. 20.675 cm 61. 53.8 62. Rs. 500aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.A number can be represented by either of the following place value charts— Indian system and international system. The Place Value Chart (Indian System) Periods Arabs Crores Lakhs Thousands Units Places a a =) “9 od c P/E} s|e8 ZF 2 /FIFIE 2 Flolels| #3 ae a é sie ke s)/elelelele F /2/s/e8]/2/8!8] slelel. 3 s/s/8/S/8]s!] 8 gis};s|]- 2/$/e)/e]3)s] & = B/e|2|&8 8 The Place Value Chart (International System) Periods Trillions Billions Millions | Thousands Units a a 2 FIS/EIE/S/2 F/S|E/F/ P/F) F)F] g mos Je ta /e/e s/s 2/5 Blele) 2)" | SHUG UeA Ee Bla & S| 2 Be) 5 5 5 e i & a a a & Blelel. B/2/Sl2lslslslel- S/ISlsls S\/SlslelsielelT 2|8 S/8/e/s 8/8 /2/sis/s g/s|- Slslsis/sle/sisisisisie 8)2|s/s/8/2/2/5/5 3/8] 8/e/e1° 8 In order to read the number, we group place values into periods as indicated above. The digits in the same period are read together and then the name of the period is read along with them. For very large numbers, it is suggested that commas be put after each period and then follow the same procedure to write the number.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.EXAMPLE 1.15. How many times does the digit 3 occur in all the natural numbers from 1 to 100 ? SOLUTION. At unit’s place, 3 occurs 10 times. (In numbers 3, 13, 23, 33, 43, 53, 63, 73, 83, 93) At ten’s place, 3 occurs 10 times. (In numbers 30, 31, 32, 33, 34, 35, 36, 37, 38, 39) 2. The digit 3 occurs 20 times. EXERCISE |.1 A-TYPE 1. (i) What is the smallest natural number ? (ii) What is the largest natural number ? (ii) What is the smallest whole number ? (iv) Can you write the largest whole number ? 2. Insert commas at appropriate places and write the following numbers in words in the Indian system and the International system of numeration : (i) 56004 (ti) 805065 (iii) 5623008 (iv) 506080181 (v) 6256408033 (vi) 55000505002 3. Write the number corresponding to each of the following : (i) 4000 + 400 + 4 (if) 70000000 + 6000000 + 30000 + 400 + 80 +9 (iii) 900000 + 10000 + 2000 + 300 + 40 +5 (iv) 100000 + 20000 + 3000 + 400 + 50+ 6 4. Write the numbers in Q. No. 3 in words in the Indian system, 5. Write the following numbers in words in the International system of numeration : (i) 5,60,002 (i) 321,010,010,001 (iii) 123 456,789,012 (iv) 2,332,005,601 6. Write the following numbers in figures : (i) One hundred million, two hundred two thousand, five hundred and fifty. (i) One billion, five million, ten thousand and five. (iii) Thirty seven lakhs, thirty five thousand, three hundred nine. (iv) One arab, thirty two crores, five lakhs, one thousand and five.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Let us derive some important properties of whole numbers by observing the number line : Property 1. There is no whole number on the left of ‘0’. Thus ‘0’ is the smallest whole number. Property 2. The number line does not have any end point on right side. Thus there is no largest whole number. Property 3. Every whole number on the number line is greater than every whole number on its left. For example : 9>2,12>9,17 > 10 ete. Property 4. Every whole number on the number line is less than every whole number on its right. For example : 2<6,3<4,1<10 Property 5. From the number line, we observe that ‘one’ is one more than ‘zero’, ‘two’ is one more than ‘one’, ‘three’ is one more than ‘two’ and so on. Thus, each whole number has one and only one successor. 0 is not the successor of any whole number. Property 6. From the number line, it is further observed that ‘zero! is one less than ‘one’, ‘one’ is one less than ‘two’, ‘two’ is one less than ‘three’ and so on. Thus each whole number (except zero) has one and only one predecessor. 1.7 COMPARISON OF TWO WHOLE NUMBERS When two whole numbers are given and if they are small numbers, they can be compared by plotting them on the number line. Using properties No. 3 and 4, we can connect them with symbols > or <. Examples : 5 < 12 as 5 is to the left of the number 12. 12 > 5 as 12 is to the right of the number 5. In case of bigger numbers, it becomes impracticable to represent them on the number line. As such, we shall try to find some other method of comparing the bigger numbers. Let us observe the following examples : 25 < 28 as 25+3=28 50< 70 as 50 +20 = 70 353 < 355 as 353 + 2 = 355 Thus, we observe that of the given two different whole numbers, the smaller is that to which we have to add a natural number so that the sum equals the other. Hence of 353 and 355, 353 is smaller as we have to add 2 to 353 so as to get 355 ie, 353 + 2 = 355. 353 < 355aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.SOLUTION. @ 325 + 675 675 + 325 325 + 675 199 + 311 311 + 199 o 199 + 311 (iii) 111 + 377 + 889 111 + 377 + 889 ” (111 + 377) + 889 (iv) 2351 + 845 + 649 2351 + 845 + 649 2351 + 845 + 649 u 1000 1000 675 + 325 = 1000 510 510 311 + 199 (111 + 889) + 377 = 1000 + 377 = 1377 (111 + 377) + 889 = 488 + 889 = 1377 (111 + 889) + 377 2351 + 649 + 845 (2351 + 649) + 845 3000 + 845 3845 2351 + (649 + 845) 2351 + 1494 3845 (2351 + 649) + 845 2351 + (649 + 845) EXAMPLE 1.20. Find the sum of 23, 462, 737 and 158. SOLUTION. 23 + 462 + 737 + 158 = (23 + 737) + (462 + 158) 760 + 620 = 1380 EXAMPLE 1.21. What is the maximum and minimum number of digits in the sum of any two five digits numbers ? SOLUTION. The greatest five digit number is 99999 and the smallest five digit number is 10000. The sum of two greatest five digit numbers 99999 + 99999 199998 = six digit number I The sum of two smallest five digit numbers = 10000 + 10000 = 20000 = five digit number Thus if we add any two five digit numbers, the result will have a maximum of six digits and a minimum of five digits.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.* . Find the difference between the largest number of five digits and the smallest number of seven digits. . Pulkit deposited Rs. 32500 in his savings bank account. Later he withdrew Rs. 9999 from it. How much money is left in his account. 6. Ramesh goes to the market with Rs. 2500. He buys a pair of shoes for Rs. 1000, one shirt for Rs. 560 and one trouser for Rs. 800. How much money is left with him. The population of a town is 6,83,562. If the number of males is 432,169, find the number of females. w ss: 0 . The population of a town is 9,75,689. In one year, it increased by 4563 and next year, it decreased by 8976. What was the population left. 9. In a group of 6900 people, 1200 watch T.V. serial ‘Aaj Tak’, 3157 watch ‘Discovery’ and the rest watch Star T.V. How many people watch Star TY. C TYPE 10. Find the whole number x in each of the following : ()x+3=12 (i) x+0=6 (i) 94 x = 12 (av) x 4727 11. Classify the following statements as true or false : (i) F a and b are two whole numbers, then a— is always a whole number. (ii) If a and b are two whole numbers such that a> b, then a - b is always a whole number. (iii) If a and b are two distinct whole numbers, then a@— b # ba. (iv) If a and b are two equal numbers, then a— b # b- a. (v) If a, b and ¢ are three whole numbers, then a-(b-c)=(a-b)-c (vi) The difference between the largest and the smallest number of 3 digits is 899. 18.3 Properties of Multiplication In a class room, there are four rows and each row contains 5 students. The total number of students will be 5 + 5 + 5 + 5 = 20. It can also be written as 5x4. Thus we observe that multiplication is repeated addition.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.a . In each of the following, fill in the blanks to make the statement true : (i) 4355 x 365 x 4355, (ii) 10 X 100 X ae. = 10000 (iii) 37 x 18 = 37 x 12 +37 x44. (iv) 49 x 63 + x 51 = 63 x( (v) (400 + 11) (300 - 1) = 299 x (vi) 222 + 333 + 555 = 11... + (vii) 835 x 99 + 835 = (viii) 4 x 8444 = 16 +111) 6. Replace each * by the correct digits : @ 337 Wi 431 (ii) 2% 43 x # x *# x 3#* *6O*S KK *#*801 se 5 Ee OA 4K ## "281 B TYPE 7. A dealer purchased 99 coloured T.V. sets. If the cost of each set is Rs 13750, find the total cost. 8. 60 chairs and 40 Black Boards were purchased for a school. If each chair costs Rs 225 and a Black Board costs Rs 450, find the total amount. 9. Charu purchases 20 bottles of coke and 20 pieces of burgers for a party. The cost of a bottle of coke is Rs 8 and that of a burger Rs 7. Find the total amount Charu paid. 10. A school charges Rs 197 per month from each students for transport. In all there are 136 students using school bus. Find the total amount collected for the bus. CTYPE 11. The product of two whole numbers is zero. What do you conclude ? 12. Name the whole number(s) which when multiplied by itself gives the same number. 13. Classify the following statements as True or False : (i) the product of any two even numbers is even.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.7. Which least number should be added to 1000 so that 35 divides the sum exactly ? 8. Which least 5-digit number is exactly divisible by 75 ? 9. Which greatest 5-digit number is exactly divisible by 75 ? 10. Find a number which when divided by 35 gives the quotient 30 and the remainder 12. 11. The population of a town is 9,75,176, One out of every 15 is reported to be senior citizen. In all, how many senior citizens are there in the town. © TYPE 12. Classify the following as true or false statements : (i) If a and » are two distinct whole numbers, then a + b= b +a. (ii) If a and b are two whole numbers, then f is a whole number. (ii) a+ (b+ =(@+bee (iv) Any natural number divided by itself gives quotient 1. (2) Any whole number divided by itself gives quotient 1. (vi) a + a= a for a particular value of a. (vii) Division is inverse of subtraction. (viii) 111 + 222 + 333 = 11101 +2 + 3). THINGS TO REMEMBER If a, b, c are whole numbers then 1. @+ 5) is a whole number. 2.a+b=bea 3.a+0=0+a=a 4. (a+ b)t+c=at(b+c)=@t+or+b 5. a- bisa whole number if a2 b. 6. a—b is not a whole number if a < b. 7.a-O=a 8. a-b#b-a 9. (a= b)-c#a-(b- 0) 10. axb=bxa 11. ax bis aAvhole number 12. (axb)xc=ax(bxc) =(axc)xb 13. ax0=0xa=0 14. 0 +a = 0 (where a #0) 15. ax1=1xa=a 16. ax (b+ c)=axb+axe 17. ax (bc) = axb-axcwhen b> ¢. 18. a+b may not be a whole number. 19. a+beb+a 20. (a+b) +c#a+(b+0) 21. Dividend = Divisor x Quotient + Remainderaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.THINGS TO REMEMBER . A factor of a number divides that number exactly. . A multiple of a number is exactly divisible by that number. . 1 is neither prime nor composite number. . Every number is a factor as well as multiple of itself. . 2 is the only even prime number. Except 2, all even numbers are composite numbers. . Two prime numbers are always co-primes. Two co-primes need not be both prime numbers. . Prime factorisation of a number is unique irrespective of the order of its factors. 10. Prime numbers occurring in pairs with a difference of two are called twin primes. 11. The product of H.C.F and L.C.M. of two numbers equals their product. 12. The L.C.M. of any two primes or co-prime numbers equals their product. 13. The H.C.E. of two or more numbers is never greater than any of the numbers. 4. The L.C.M. of two or more numbers is never less than any of the numbers. 15. The H.CF of two or more numbers is a factor of their L.C.M. WCeENaukOnN ES A number is divisible by 16. 2, if the unit’s digit of the number is 0, 2, 4, 6 or 8. 17. 3, if the sum of the digits of the number is divisible by 3. 18. 4, if the number formed by its digits in ten’s and unit’s places is | divisible by 4. 19. 5, if unit's digit is 0 or 5. 20. 6, if it is divisible by both 2 and 3. 21. 8, if the number formed by its digits in hundred’s, ten’s and unit's places is divisible by 8. 22. 10, if the unit’s digit is 0. 23. 11, if the difference of the sum of its digits in odd places and the sum of its digits in even places (starting from unit's place) is either 0 or divisible by 11. 24, LCM. x H.C = Ist Number x 2nd Number - axb LCM. of a and b= pap ehCHAPTER 3 INTEGERS 3.1 INTRODUCTION We have studied about natural numbers and whole numbers in the earlier chapter. In this chapter, we shall extend our number system from whole numbers to integers, represent integers on the number line, illustrate addition and subtraction and ordering using number line, discuss the idea of absolute value, operations on integers and their properties and powers of integers 3.2 THE NEED FOR INTEGERS Tn our day to day life we come across situations like profit or loss in a transaction, height of a tree, depth of a river, position of a submarine in an ocean, temperature of an object above and below 0°C etc. If a whole number is subtracted from another whole number, the difference may or may not be a whole number, If a smaller number is subtracted from a larger number, we get a whole number but what about when a larger number is subtracted from a smaller number say 6 - 8; 8 - 15; 20 - 25 etc. It has no answer in whole numbers. Thus there is a need to extend our number system so as to represent the situations as illustrated above. Consider natural numbers 1, 2, 3, we create numbers such as -1, -2, ~: Corresponding to each natural number, . such that : : 1+()=0 44+ (4) =0 2+()=0 5+ (5) =0 34+(3)=0 6 + (-6) = Oand so on. Here 1 is called negative one or minus one. 1 and -1 are called opposite of each other. Similarly 2 and -2 are called opposite of each other and so on. Thus we develop a new system which has positive and negative numbers separated by zero (0) called integers represented by symbol I. Symbolically we write it as Is -3, -2, -1, 0, 1, 2, 3,Here the numbers 1, 2, 3, .... are called positive integers and -1, -2, -3, .... are called negative integers. The number ‘0’ is an integer—neither positive nor negative. Note : We use ‘— sign to denote subtraction. It is also used to denote integers. When we say that the temperature at Mount Everest is -20°C, it is clear that no subtraction is involved. It simply means that the temperature at Mount Everest is 20°C below 0°C. 3.3 REPRESENTATION OF INTEGERS ON THE NUMBER LINE Consider the whole numbers 0, 1, 2, 3, ... on a number line. Since negative integers are opposite of positive integers, we represent then in the opposite direction i.e, on the left side of zero on the number line. The opposite integers 1 and -1, 2 and -2, 3 and -3, ... are kept at the same distance from zero but in the opposite direction as shown in Fig. 3.1. 0 Fig. 3.1 Corresponding to every integer, there is a point on the number line. 3.4 ORDERING OF INTEGERS In the previous chapter, we followed a convention that every whole number on the right of a number on the number line is greater than every whole number to its left. We shall follow the same convention for integers also i.e., the numbers occurring on the right is greater than that on the left and the numbers on the left is smaller than that on the right. Thus we observe that : () 3 > 1 as 3 is to the right of 1. (i) 1 > 0 as 1 is to the right of 0. (iii) -2 > -3 as -2 is to the right of -3. (iv) -3 < as -3 is to the left of 0. (v) -3 < -2 as -3 is to the left of -2. From the above observations, we conclude that (i) Every positive integer is greater than every negative integer. (ii) Zero is less than every positive integer. (iii) Zero is greater than every negative integer. (iv) The greater the number, the lesser is its opposite ic., If a and b are two integers such that @ > b, then -« <-b.3.5 ABSOLUTE VALUE OF AN INTEGER The absolute value of an integer is the numerical value of that integer regardless of its sign. Thus the absolute value of an integer is always positive. Consider a point(s) 5 units away from O on the number line. Obviously, there are two points A and B, 5 units away from O. 8 A 6543270123 456 Fig. 3.2 The distance from O to A = 5 units The distance from O to B = 5 units |5| = 5, the absolute value of 5 is 5. |-5| = 5, the absolute value of -5 is 5. We use two vertical bares, one on either side of the integer to, show its absolute value. As zero is neither positive nor negative, its absolute value is 0, i.e., [0] = 0 From above, we conclude that : If @ is an integer, then |a| = aif ais positive or zero and |a| = -2 if ais negative. EXAMPLE 3.1. Using integers, express the following : (i) 20°C above zero (ii) 5°C_ below zero (iii) a profit of Rs. 500 (iv) a loss of Rs. 500 (v) the height of a mountain is 5000 m(vi) the depth of a well is 50 m SOLUTION. () 20°C (i) -5°C (iii) Rs. 500 (iv) -Rs. 500 (») 5000 m (i) -50 m EXAMPLE 3.2, Which number in ench of the following pairs is smaller ? (i) 6, -6 (ii) 0, -12 (iii) 12, 0 (iv) -10, -5 SOLUTION. (i) -6 (ii) -12 (iii) 0 (iv) -10EXAMPLE 3.3. Replace #* in each of the following by < or > so that the statement is true : (i) 0 #15 (ii) -10 * -15 (iii) -20 * -10 (iv) -235 -#* -532 SOLUTION. @0<15 (i) -10 > -15 (iii) -20 < -10 (iv) -235 > -532 EXAMPLE 3.4, Find the value of (i) |-110| (i) |0| (ii) [10 - 5| (iv) [10] + 1-3] SOLUTION. (@ 110 (i) 0 Gi) 5 (iv) 15 EXERCISE 3.1 A TYPE 1. Write the opposite of each of the following : () Going north (ii) Going east (iif) Depositing money (iv) Spending money (v) Gaining weight of 10 kg (vi) Loss of Rs 1000 2. Express the following using integers : (i) 15°C above zero (ii) 20°C below zero (iii) A profit of Rs. 10 (iv) A loss of Rs. 20 (v) A deposit of Rs. 500 (vi) A withdrawal of Rs. 500 3. Mark the following integers on the number line : 4 (it) -3 (ii) -5 (iv) 0 4. Which number in each of the following pairs is to the right of the other on the number line ? (44 (i) 0, 12 (iii) 6, 0 (iv) -10, -5 5. Which number in each of the following pairs is smaller 7 (i) 6, -6 i) 0, 15 (iii) -12, -8 (iv) +6, 0 . Which number in each of the following pairs is greater ? (i) 20, -15 (ii) 2, -2 (ii) -10, -15 (iv) 5, 0 aTYPE 7. Write all integers between (i) -3 and 2 (ii) O and 5 (iii) -3 and 3 (iv) -6 and 0 (v) 5 and -5 (vi) 1 and 2 8. Write all integers from (i) 1to3 (ii) Oto (ii) 3 to3 (iv) 5 to 0 (2) 1 t02 (vi) 5 to 1 9. Replace % in each of the following by < or > so that the statement is true : (O*8 (ii) BS *5 (iii) 18 * -31 (iv) +10 * -16 (v) 0 * -16 (vi) 10 * -10 10. Write the absolute value of each of the following : (i) 10 (ii) -10 (iii) 0 (iv) -125 (ve) a+5ifa<-5 (vi)a+5ifa>5 11. Find the value of : () [4-2] (i) [6-9] (if) |8 - 3] (iv) |-4| + |2| (v) 16] + |-9] (vi) |8| - |-3] 12. Write five integers (i) less than ~15, (ii) greater than -15. 13. Classify the following statements as ‘True’ or ‘False’ : (i) The smallest integer is zero (ii) The opposite of -4 is 4. (iii) The absolute value of an integer is always greater than the integer. (iv) Zero is not an integer as it is neither positive nor negative. (0) A positive integer is greater than its opposite. (vi) Every negative integer is less than every natural number. (vii) The distance between the integer and zero on the number line is the absolute value of the number. (viii) -1 lies on the right of zero on the number line. 3.6 OPERATION ON INTEGERS 3.6.1 Addition of Integers We know the method of adding two whole numbers. As each whole number is either positive integer or zero, we can add the integers if they are positive or zero. But what happens if one of them or both of them are negative ? We shall discuss the addition of integers under the following cases : (i) Both the integers are positive. (ii) Both the integers are negative. (iii) One of the two integers is positive.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Property V. If a is an integer, then there is an integer —a such that a+ (-a)=(-a)+a=0 i.e, the sum of an integer and its opposite is always zero. Examples: 4 + (-4)=0 , (-12)+12=0 Property VI. Every integer has a successor and a predecessor. If a is an integer, then a + 1 is its successor and a — 1 is its predecessor. Examples : 14 is the successor of 13 and the predecessor of 13 is 12. The successor and predecessor of -4 are -3 and -5 respectively. The successor and predecessor of 0 are 1 and -1 respectively. EXERCISE 3.2 ATYPE 1. Draw a number line and represent each of the following on it : () 5 +8 i) 44+) (iil) -4 + (8) (iv) 2+ (3) +3 (oe) 3+(4)+) i) 345-2 2. Using properties, add the following : (f) 315, 210, -315 (ii) 222, 0 (iii) 125, 327, 75 (iv) 637, 363, 429 (2) -111, 0, 1111 (vi) 427, 977, 527 3, Find the sum of the following : (i) 100 + (55) + (45) (ii) 1237 + (-347) + (-937) + 547 (iif) 531 + (36) + 9 + (142) (iv) 53 + 40 - 402 - 68 B_TYPE 4. What integer should be added to each of the following to get zero ? @ -64 (ii) 35 (iit) 0 (iv) -1~ 5. Find the successor of each of the following : () 356 (ii) -342 (iii) 960 (iv) 0 6. Find the predecessor of each of the following : () 10 (i) 0 (iii) -10 (iv) -25aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book._ . Complete the following table : - 1 2 0 -3 5 -2 | -4 2 -5 0 Now answer the following from the above table : (i) Which is the lowest number ? (ii) List the pairs of integers whose result is zero. (iii) List the pairs of integers whose difference is 3 or -3. (iv) List the pairs of integers whose sum is -10 or 10. C TYPE 8. Find the value of the following : () 26 + (18) (ii) 21 - (24) (iii) 4 - 8 - (18) (iv) 7 - (6) + 63) (@) 20 = [(-13) + 17] (vi) -12 - (20) - 5 + (7) 9. If * is an operation such that for any two integers a and b a*b=a+b Find () 12 % (-13) (iil) (7) (6) (iit) (-7) * (6) ba*b=b*a? 10. The sum of two integers is -15. If one of the numbers is 150, find the other. 11. The sum of two integer is 56. If one of the integers is 35, find the other. 12. Evaluate each of the following : ()1-24+3-44+5-6+... (i) B+ (3) + B+ (AB) F crercreeees A. If the number of terms is 30. B. If the number of terms is 31. 13. If a is the predecessor of b, find a—- b and b-a. 14. If a is the successor of b, find a- b and b- a.15. Classify the following statements as true or false : @) -5 + 3) <2 (ii) The negative of a negative integer is always positive. (iii) The difference of two integers is always an integer. (iv) If @ and b are two integers such that @< b, then a~ b is always a positive integer. (v) If the number of five’s is 251, the sum of 5 + (-5) +54 (5) +5 4 (5) + is zero. (vi) If a and b are two integers, then a - b= b- a. 3.6.5 Multiplication of Integers We recall that multiplication is simply a repeated addition. For example 3 x 7 = 3434343434343 = 21. If we want to multiply -3 by 7, ie, 3) x7 = (-3) + (-3) + C3) + 3) + C3) + C3) + 3) = -21. Rule I. To find the product of two integers with unlike signs, we find the product of their absolute values and assign minus sign to the product. EXAMPLES : (i) 4 x (-7) = -28 (ii) 8 x (-6) = 48 (iii) (-5) x 8 = -40 (iv) 6) x 7 = 42 Rule Il, To find the product of two integers with the same sign, we find the product of their absolute values and assign plus sign to the product. EXAMPLES ; (i) 4 x 8 = 32 (ii) (5) x (-10) = 50 (iii) (-8) x (-8) = 64 (iv) (-18) x (-20) = 360 3.6.6 Properties of Multiplication Property I. The product of two integers is always an integer. EXAMPLES : () 4 x 6 = 24 and 24 is an integer. (ii) (-7) x 8 = -56 and —56 is an integer. (iii) 9 x (-5) = -45 and ~45 is an integer. (iv) (-9)_x (-5) = 45 and 45 is an integer. Property II. For any two integers a and b, we have ax b= b xa. EXAMPLES : (4) x (-7) = (-7) x 4,3 x4=4 x3, Property III. If 2, b,c are any three integers then (ax b)xc=ax(bxc)aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.3.6.8 Properties of Division Property I. If a and b are two integers, a +b is not always an integer. EXAMPLES : (i) When we divide -5 by 6, we get | which is not an integer. (ii) When we divide -5 by -3, we get 3 which is again not an integer. (ii) When we divide 2 by 3, we get 3 which is not an integer. Property Il. Ifa is any integer, thena +a=1,(a #0;a +1=4. EXAMPLES : 8 +8=1,6 +6=1and3 +1=3,4+1=4. Property III. If a is any integer, then a + (-a) = -1, (a #0); (-) +a =-1, (a #0);a + (-1) =-a. EXAMPLES : 7 + (-7) = -1,-5 + (5) =-1 and 4 + (-1) = +4. Property IV. If a (a # 0) is any integer, then 0 + a = 0. EXAMPLES : 0 + (-12) = 0;0 + (15) = 0 EXERCISE 3.5 1. Perform the following division : @ & + 3) (ii) (425) + (-25) Git) 120 + 30 (iv) 320 + 80 (2) (440) + (11) (wi) (525) + (-25) 2. Fill in the blanks : O) + (12 =4 (ii) + (10) = 36 (iii) + (36) = 0 (2) B= =9 (0) 882 + 42 (Bi) nnane * (360) = 1 3. Which of the following statements are true ? () 0+ (6) =0 (i) 15 + (5) =3 (iii) 81 +12 =7 (iv) 5+ (I) =5 (v) If a and b are integers, then a + b is an integer. (vi) If @ is an integer, then a + 0 is an integer. (vii) If a is an integer then a + a = 1 for all values of a. (viii) If zero is divided by any non-zero integer, the result is always zero.3.7 POWER OF INTEGERS Writing the product of an integer by itself a number of times is expressed as power of that integer. It is as below : For We write Read as 5 5 First power of 5. 5x5 5 Second power of 5 or 5 square. 5x5xS 8 Third power of 5 or 5 cube. 5x 5xX5X5 st Fourth power of 5 or 5 raised to power four. Thus 5! = 5, 5? = 25, 5° = 125, 5! = 625 and so on. In 54, the number 5 is called the base and ‘4’ the power or the exponent. Similarly (5) = 52-5 (52 = Bx 5 = 25 (5)? = 5 x5 x-5 =-125 (5) = 5 x5 x-5 x-5 = 625 and so on. From the above, we conclude that (-A)even positive integer = 7 (-1)eM4 positive integer = Perfect Squares: When an integer is multiplied by itself, the product is known as perfect square ie., If a is an integer, then a? is called a perfect square. For +1, +2, 43, +4, ...., the perfect squares are 1, 4, 9, 16, .... because Peel ; B=(y=4 P= (3P=9 5 2 = (4-16 Perfect Cubes i When an integer is multiplied three times itself, the product is known as perfect cube ie, if a is an integer, then a} is called a perfect cube. For 1, 2, 3, 4, the perfect cubes are 1, 8, 27, 64, for -1, -2, -3, +4, ......, the perfect cubes are -1, -8, -27, -64, ....0 EXAMPLE 3.8. Express the following in power notation : @)3x3x3 x3 x3x3 (ii) (-5) x (5) x (-5) x (-5) x (-5) x (5) x (-5) SOLUTION. () Here the integer 3 is multiplied by itself six times. ~3x3x3x3x3%3=36 (ii) Here the integer (-5) is multiplied by itself seven times. se (6B) x CB) x CS) x CS) x 5) x (5) x (5) = C5)” andEXAMPLE 3.9. Write the base and exponent for each of the following : (i) (-2)”° (ii) (10 SOLUTION. (i) Here base = -2 and exponent = 10. (ii) Here base = 10 and exponent = 2. EXAMPLE 3.10. Find the value of (i) (-1)1, (ii) (-1)™. SOLUTION. (i) Here exponent = 101 which is odd. 2 (1)! 2-1 (ii) Here exponent is even. (A) = 1 EXAMPLE 3.11. Find the value of (-1)" for all positive integers. SOLUTION. Let us observe the following : (1)! = -1 ave (1p =4x-1 = 41 (18 =-2x-1x-l1 =-1 (1) = -1x-1x-1x-1 =4+1 (4B = 4axaxaxax-1 eAf (-1)6 = A x-1 x x-1x-l x = Land soon. We find that if 1 is odd (when n = 1, 3, 5, .....), the product is -1 and if n is even (when n = 2, 4, 6, ....), the product is +1. Thus (-1)" = -1 for all positive odd integers = +1 for all positive even integers EXAMPLE 3.12. Simplify (i) 2? x 3°, (ii) (-2)? x (-3)4 SOLUTION. (i) 2x3 =2x2x3x3x3 aa x = 108 @ (2) = (3)! = (-1)7@)%18)! = -1xK2x2xK%2x3x3x3x3 =-8 x 81 = -648aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.EXAMPLE 3.14. Simplify : 10 - [15 - (8 - (6 - 8-2))J]. SOLUTION. 10 - [15 - (8 - (6 - 8=2)}] = 10- [15 - {8 - 6 - 8 + 2)]] Note this step 10 - [15 - (8 - 6 +8 - 2)] 10- [15-8 46-842] 10-15+8-6+8-2 26 - 23 3 " EXAMPLE 3.15. Simplify : 45 +[35-155-(4+2 of 3-5))]. SOLUTION. 43+[3}-63-(442083-5))] EXERCISE 3.7 A-TYPE Simplify the following : 1.5-(4 +42) 2.13- (6-4) +2 3.6+(14-7-3)+4 4.5+(@ of 3-6+4)+8 5.12~ {16 - (6+ 2-6 +3)BTYPE Simplify the following : 6.4-(3-2+ (6-441) 7.7 ~ (13 = {5.2 - (8.1 -7.2-3.5)}] 8.7-[6-(5+2-3+5) 9. 20+ (10-54 (7-3 x2)} 10. 3 - [5 - {2 - (245 +7 x 3)j] CTYPE Simplify the following : 11. 2 x [29 - {5 + (12 - 3+5)}] 2. (15-10) x [15 - (3+ B- 47) Z_|31,J}g17_(41 13. 45 -[> + {e-[4 14. 0.8 + [0.75 + (1.35 — 0.65 — 0.11 x 5)) 15.9 + [5-916 +3-(20f2-9 +3) + 5M THINGS TO REMEMBER . The number ..., +4, -3, -2, -1, 0, 1, 2, 3, 4, ... are integers. . 0 is an integer which is neither positive nor negative. . 0 is less than positive integers but greater than negative integers. If a and b are integers and also if a > b then -a < -b, eg. 15 > 13 and ~15 < -13. 5. The absolute value of an integer is its numerical value regardless of its sign. 6. On adding two integers of same sign, their sum also has the same sign, eg.44+3=7 and-4-3=~7. 7. In the case of addition of two integers having opposite signs, we take the difference of their numerical values and put the sign of the integer which is numerically greater. 8. For two integers a and b, a - b is equivalent to a + (-b). 9. If a and b are two integers then (a - b) is also an integer. 10. -a and a are opposite of each other. Ronell. 12; 13. 14. ‘3 16. i 18. 19. @ (ii) (iii) (2) (@) The quotient of two negative or two positive integers is a positive integer. axax.., n times = a", This is called exponential form. There is no smallest integer. Every integer has a successor. If a is an integer, its successor is a + 1. Every integer has a predecessor. If a is an integer, its predecessor is a-1. (-1)" =1 if n is even and —1 if n is odd. Simplification of expression having brackets is done by removing them in order iz., —,( ), { },[ ] from left to right. Remember the word ‘BODMAS’ for the order of operations. If a, b, c are integers, then Addition Properties Multiplication Properties a+ bis an integer () ax bis an integer a— bis an integer a+b may or may not be integer atb=bta (i) axb=bxa a-b#b-a a+b#tbea a+(b+ch=(a+ bre (ii) ax (bx0) = (axb)xe a+0=-O+a (iv) ax0=0xa=0 a+(-a)=0 (v) axl=1xa=a (vi) ax(b+c)=axbeaxcaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Unit—2 ComMMERCIAL MATHEMATICS CHAPTER 4 RATIO AND PROPORTION 4.1 INTRODUCTION In our day to day life, we come across situations where we compare similar things—He is richer than him, he is taller than him, he moves faster than him etc. Here we compare the wealth, height or speed of two individuals. Let us compare the height of Amrit and Satish having heights 170 cm and 160 cm respectively. The comparison can be done in two ways. Comparison by Difference : The difference of their heights is 10 cm. We can say that the height of Amrit is 10 cm more than that of Satish or Satish is 10 cm shorter than Amrit. This is called comparison by difference. Comparison by Division : Here we try to find out how many times one number is of the other iz, we have Height of Amrit _ 170 Height of Satish — 160 So, we can say that the height of Amrit is z times the height of Satish. This is called comparison by division. When we compare two quantities of the same kind by division, we say that we have found a ratio of the two quantities, Thus, we can say that the ratio of the heights of Amrit and Satish is 170 + 160 or a Usually, we express the ratio by the symbol : and write it as 17 : 16. It is read as 17 is to 16. Similarly, if the cost of a car is ten times the cost of a scooter, we write the ratio of the cost of a car to that of a scooter is 10 : 1. In general, the ratio of two numbers a and Wb #0) is a+b (orf) and is denoted as a: b. The first term of a ratio ie, a is called the antecedent and the second term i.e., b is called the consequent.Some Properties of Ratios : (i) A ratio, as far as possible, is expressed in the simplest form. For example, 100 : 60 = 10: 6 = 5: 3. Here we observe that the terms 5 and 3 have no common factor other than 1. The ratio expressed in this form is said to be in the simplest form or the lowest form. (ii) A ratio exists between the quantities of the same kind ie., of the same units of length, volume, area or currency etc. Thus the ratio between Rs. 10 and 50 P is not 10 : 50 but 1000 : 50 ie, 20:1. (iii) A ratio does not have units. Thus the ratio between Rs 1000 and Rs 50 is 20: 1 and not Rs 20: Re 1. (iv) In a ratio, order of the terms is very important. It may be noted that 1:2 is not the same as 2: 1. Let us take some examples to illustrate the concepts. EXAMPLE 4.1, Find the ratio of (i) 32 and 72 (ii) 80 paise to Rs. 4 (iii) 20 minutes to an hour (iv) 200 ml to 1 litre SOLUTION. 32:72 =4x8:9x8 =4:9 80 : 400 = 8: 40 ries 20: 60 = 10:30 =1:3 (iv) 200 : 1000 = 2: 10 =1:5 EXAMPLE 4.2. Express the ratio in the simplest form of 250 gm to 1 kg. 1 . . 201 _,. SOLUTION. Ratio of 250 gm to 1 kg is qggg=q = 1:4 4 EXAMPLE 4.3. The number of boys and girls in a school are 2500 and 1250 respectively. Express the ratio of the number of boys to that of the girls in the simplest form. SOLUTION. The required ratio is 2500 : 1250. To express it in the simplest form, we find the HCF of 1250 and 2500. It is 1250. Thus we divide each term of the ratio by the HCF ie, 1250. 2500 +1250 _ 2 * T3504 105 or2:1 1 EXAMPLE 4.4. The length of a steel tape is 10 m and its width is 2.5 cm. Find the ratio of (i) its length to the width (ii) its width to the lengthSOLUTION. 8 . z 10m __ 10x100x10 @ Ratio of length to width = pean" og = 400 Thus the required ratio is 400 : 1 2.5m 25 (ii) Ratio of width to length 10m ~ 10x10x100 1 a) «. the required ratio is 1: 400. EXAMPLE 4.5. Out of 90 persons working in an office, 36 are men and the remaining are women. Find the ratio of the number of (i) men to that of women (ii) men to the total number of persons (iii) women to that of the total number of persons. SOLUTION. Total number of persons = 90 Number of men = 36 Number of women = (90 — 36) = 54 @ Ratio of men to women = 36 (ii) Ratio of men to total persons = (iii) Ratio of women to total persons = EXAMPLE 4.6. A school opens at 7.30 A.M. and closes at 1.00 PM. with a recess for 30 minutes. Find the ratio between recess and the teaching periods. SOLUTION. Total school hours = (13.00 - 7.30) = 5 hours 30 minutes Recess period = 30 minutes Teaching period = 5 hours 30 minutes - 30 minutes = 5 hours “ the required ratio = 30 minutes : 5 hoursaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.EXERCISE 4.1 A_TYPE 1. Express each of the following in the ratio form : (i) Jyoti got 60 marks and Amita got 80 marks. (i) Ram has Rs. 70 whereas Mohan has Rs. 80. (ii) In class VI, there are 42 girls and 56 boys. (iv) Ajay scores 70 runs whereas Sachin scores 98 runs. 2. Express as simple ratio : (i) 40 days and 2 weeks (ii) 600 metre and 2 kilometre (iii) 350 g and 1 kg (iv) Rs. 25 and 75 paise (@) 5 litres and 750 ml (vi) 25 kg and 500 g (vii) 34 km and 119 km (vif) 2 gm and 1 kg 3. Identify the antecedent and consequent in each of the following : (1:2 (i) 15:14 Gili) 125: 81 (iv) 25 : 42 4. Find the ratio of (i) 3.5 metres to 25 metres _(if) 10 metres to 40 cm (iii) 5 kg to 400 gm (iv) 3 hours to 25 seconds BTYPE 5. Out of 150 apples in a basket, 30 apples are found rotten. Find (i) ratio of rotten apples to the number of good apples. (ii) ratio of good apples to the total apples. (iii) ratio of rotten apples to the total apples. 6. Vandana works in a school and earns Rs. 12450 per month. She saves Rs. 2490 per month from her salary. Find the ratio of (i) her savings to her income (ii) her income to her expenditures (iii) her savings to her expenditures. 7. The population of a town is 60,000 out of which 25,000 are males, 24,000 are females and the rest are children. Find the ratio of (i) male population to the total population. (ii) female population to the total population. (iii) female population to the male population. (iv) children to the total population of town.C TYPE 8. A train covers a distance of 300 km in 4 hours and the car covers the same distance in 5 hours. Calculate the ratio in the speed of train and car. 9. The total weight of 10 girls of a class is 450 kg and that of 20 boys is 1020 kg. Find the ratio of the average weight of a boy to that of a girl 10. If A:B=3:7andB:C=5:9, find A:B:C. 11. A student secured a total of 240 marks in English, Mathematics and Hindi. The marks secured in English, Mathematics and Hindi are in the ratio 3:5: 4. Find the marks secured in each subject. 12. Find the ratio of the price of pencil to that of a ball pen if pencils costs Rs. 15 per dozen and ball pens costs Rs. 40 per score 4.2 PROPORTION Four quantities are said to be in proportion or proportional, if the ratio of the first to the second is equal to the ratio of the third to the fourth. In other words, a, b, c,d are said to be in proportion or proportional, if a: b = c: d then we can write itas a: bs c: dor faq aad = be Here ‘a’ and ‘d’ ie. the first and the last terms are called extremes and the middle terms b and c are called the means. If four quantities are in proportion, the product of the extreme is equal to the product of the means. The product of means = Product of the extremes If only three numbers a, b and c are in proportion, then 6 is said to be the ‘mean proportional between a and c and c is said to be the third proportional. g=2, means = ac If three quantities are in proportion, the product of the extremes is equal to the square of the mean. Let us illustrate it by taking some examples : EXAMPLE 4.12. Are the following in proportion ? (i) 30, 40, 45, 60 (ii) 3, 7, 12, 28 (iii) 2.1, 3.5, 13.5, 22.5 (iv) 4, 6, 5, 3aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.EXERCISE 4.2 A TYPE 1. 2. 3. Which of the following numbers are in proportion ? (i) 20, 120, 300, 50 (ii) 24, 32, 12, 16 (iii) 20, 25, 12, 15 (iv) 3, 15, 21, 105 Find the value of x if () 6:4::9:x (ii) x: 20:: 36: 10 (ili) 102225234 (iv) 96 :45::x:75 Calculate the fourth proportional to (i) 9, 12, 18 (ii) 2, 6, 36 4. Calculate the third proportional to 2,3 (i) 1, 13 (iii) 4,9 (iv) 16, 20 BTYPE . The second, third and fourth terms of a proportion are 35, 48 and 60. Find the first term. . Prove that 6 is the mean proportional between 4 and 9. . Prove that 48 is the mean proportional between 36 and 64. . The first, second and fourth terms of a proportion are 6, 18 and 25 respectively. Find the third term. CTYPE 9. 10. i. 12. The ratio of the income to the expenditure of a family is 7 : 6. Find the savings if the income is Rs. 1,400. The price of five dozens of cricket balls is Rs. 510. Find the price of 16 balls. The ratio of income of a person to his savings is 12: 1. If his savings in one year amount to Rs. 15,000, find his income per month. The ratio of speeds of two trains per hour is 7 : 9. If the faster train covers the distance of 630 km in 14 hours, find the time taken by the other train to cover the same distance.Rene THINGS TO REMEMBER . The ratio of a number a to another number b (b # 0) is written as a: b. . The ratio is generally expressed in its lowest form. . The ratio has no units. . An equality of two ratios is called a proportion. The numbers a, b, c, d are in proportion if Bae: bod . The first and the fourth terms of a proportion are called extreme terms while the second and the third term are called the means. . The numbers 4, b, c, d are in proportion if ad = be i., The product of extremes = Product of means . If a,b, ¢ are in proportion, then b? = ac, the middle term is called the mean proportional.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.The unitary method is well illustrated by the examples given below : EXAMPLE 5.1. The cost of 30 shirts is Rs. 2700. Find the cost of 5 shirts. SOLUTION. Cost of 30 shirts = Rs 2700 Cost of 1 shirt = Rs 2m = Rs 90 Cost of 5 shirts = Rs (90 x 5) = Rs 450 EXAMPLE 5.2. The price of 10 metre piece of cloth is Rs 330. Find the price of 8 metre of the same cloth. SOLUTION. The price of 10 metre cloth = Rs 330 The price of 1 metre cloth = ‘The price of 8 metre cloth Rs (33 x 8) = Rs 264 Hence the price of 8 metre of cloth is Rs 264. EXAMPLE 5.3. Toilet soap is sold at Rs 198 per dozen. Find the selling price of 2 soap cakes. SOLUTION. The price of 12 soap cakes = Rs 198 198 The price of 1 soap cake = Rs 4? = Rs. 1650 xg The price of 2 soap cakes = Rs 1650 x 2 Hence the price of 2 soap cakes = Rs 33 EXAMPLE 5.4. A 100 kg pack of Basmati rice costs Rs 4500. In retail the same quality of rice is available at 5 kg for Rs 240. Compare the retail and wholesale prices of 3 kg of rice. SOLUTION. The wholesale price of 100 kg of Basmati rice = Rs 4500 The wholesale price of 1 kg of Basmati rice = Rs 490? = Rs 45 The wholesale price of 3 kg of Basmati rice = Rs 45 x 3 = Rs 135 The retail price of 5 kg of Basmati rice = Rs 240 The retail price of 1 kg of Basmati rice = Rs 782 = Rs 48 The retail price of 3 kg of Basmati rice = Rs 48 x 3 = Rs 144 «. the required ratio of retail price and wholesale price of rice is 144 : 135 ie, 16 : 15. @EXAMPLE 5.5. A labourer was hired for 10 days for Rs 975 on a contract. He worked for 7 days and left. How much amount is to be paid to the labourer. SOLUTION. The wages for 10 days = Rs 975 975 _ Rs 70 = Rs 97.50 The wages for 1 day The wages for 7 days = Rs (97.50 x 7) = Rs 682.50 EXAMPLE 5.6. A car consumes 15 litres of petrol to cover 255 km. How much petrol will be required to cover a distance of 374 km. SOLUTION. If distance covered is 255 km, petrol consumed = 15 litres If distance covered is 1 km, petrol consumed = & litres If distance covered is 374 km, petrol consumed = 3g »374 litres Hence, petrol required to cover 374 km = 22 litres EXERCISE 5.1 A-TYPE 1. If the cost of 24 mangoes be Rs 33.60, find the cost of 30 mangoes. 2. If the cost of 25 metres of cloth is Rs 912.50, find the cost of 8 metres of such cloth. 3. 10 balls cost Rs 36. Find the cost of 48 balls. 4. A car runs 150 km in 3 hours. How far will it go in 5 hours. BTYPE 5. There are 2275 trees in 65 rows. How many trees are there in 73 rows. 6. 12 litres of oil costs Rs 396. Find the cost of 10 kg of oil 7. The cost of 3 kg of sugar is Rs 45. Find the cost of 7 kg of sugar. 8. The yield of wheat from 8 hectares of land is 280 quintals. Find the number of hectares of land required for a yield of 245 quintals. CTYPE 9. The cost of 32 chairs is Rs 23520. Find the number of such chairs that can be purchased for Rs 51450.ll. 12. 13. . A bus travels 36 km in 40 minutes. If it maintains a uniform speed, how long will it take to cover 162 km ? How far it travels in 8 hours ? 25 bags of wheat weighing 50 kg cost Rs 15000. Find the cost of 15 bags of wheat, if each bag weighs 30 kg. 36 packets, each containing 12 pencils, cost Rs 756. Find the cost of 12 packets of 10 pencils each. The price of 3 pens or 5 pencils is Rs 15. Find the price of 4 pens and 3 pencils. . A departmental store lists the rate of articles as below : Article Rate A bag of rice (5 kg) Rs 160.00 Soap (3 cakes) Rs 43.50 Rusk (2 kg pack) Rs 40.00 Tin of Biscuits (6 dozen) Rs 90.00 What will a person pay for 2 kg of rice, 5 soap cakes, 1 kg rusk and 4 dozen biscuits ? THINGS TO REMEMBER . Less number of articles cost less, to get less, we divide. Cost of given number of articles . Cost of one article = SBS . More number of articles cost more, to get more, we multiply. Cost of required number of articles = (Cost of one article) x (Number of articles) . The method of calculating the cost of one article from the cost of the given number of articles and then finding the cost of the desired number of articles is called the unitary method.CHAPTER 6 PERCENTAGE AND ITS APPLICATION 6.1 INTRODUCTION In our daily life, we come across very frequently with the concept of percentage. We come across various statements such as : (® Kapil scored 95 per cent marks in Mathematics (i) The bank pays 5 per cent interest on Saving Bank Accounts. (iii) 50 per cent off on off season sale. (iv) 70 per cent population of India lives in villages. (v) In the annual examination, pass percentage was 85% and so on. In all the above statements, a comparison has been made. The word per cent means ‘per hundred’ or out of hundred. It is an abbreviation of the Latin phrase ‘PERCENTUM’ which means per hundred. Thus the term per cent (%) means for every hundred. A fraction whose denominator is 100 is called a percentage and the numerator of the fraction is called rate per cent. 6.2 PER CENT AS A FRACTION We have already learnt that per cent means per hundred or hundredths. Now #3,=35x;15 = 35 per hundred = 36 hundredths = 35% and P= 56x15 = 56 per hundred = 56 hundredths = 56% and so on. Thus the numerator of the fraction with denominator 100 is called rate per cent. Let us take some examples to illustrate these concepts : EXAMPLE 6.1. Express the following as per cents : ai «2 (iii) 0.056(i) (ii) 0.056 = = 5.6% 56 _ 56, 1 1000 ~ 10" 100 EXAMPLE 6.2. Express 35% as fraction and ratio in the simplest form. Express it as decimal also. SOLUTION. Asa fraction ; 35% = 35x-L=7 700 20 As a ratio $ 35% = 35: 100=7: 20 i ‘ % = 1 2 Av adecimal : 35% = 35xqh5 = 0.35 Note: Here we observe that (i) When we convert a per cent into a fraction, we divide the number by 100 and drop the per cent sign. (i) When we convert a per cent into a ratio, we form a ratio by taking the number as first term and 100 as the second term. (iii) When we convert a per cent into decimal, we shift the decimal position by two places to the right. EXAMPLE 6.3. Express the following per cents into decimal fraction : (i) 0.5% (ii) 125% (iii) 107.015% SOLUTION. @ 0.5% = O5x355 = 0.005 (i) 125% = 125x315 = 125 (iii) 107.015% = 107.015 555 = 1.070156.3 FINDING A PERCENTAGE OF A GIVEN NUMBER We come across situations when we are to find P% of a given number x, We follow the following steps : (i) Write the number x. (ii) Write the required per cent say P%. (iii) The required P% of x= wm It is illustrated with the help of following examples : EXAMPLE 6.4. Find 30% of Rs 240. SOLUTION. 30% of Rs 240 = Rs x20 = Rs 72 Hence 30% of Rs 240 is Rs 72. EXAMPLE 6.5. Find 70 per cent of Rs. 700. SOLUTION. 70% of Rs 700 = Rs x70 = Rs 0 Hence 70% of Rs 700 is Rs 490. EXAMPLE 6.6. What per cent of Rs 500 equals to ‘Rs 200 ? SOLUTION. In this problem, we want to find out the percentage. Let the percentage be x. 4s x% of Rs 500 = Rs 200° => 799500 = 200 > x= 40 Hence 40% of Rs 500 equals to Rs 200. EXAMPLE 6.7. Manish secured 480 marks out of 600 in the annual examination. Find the per cent score. SOLUTION. Let the per cent score = x x% of 600 = 480 x => Foo *600 = 480 = x= BB 100 > x= a Hence Manish secured 80% marks in the annual examination. alt)EXAMPLE 6.8. 30% of a number is 120. Find the number. SOLUTION. Let the number be x. 20% of x = 120 30 > i00** = 120 x = 220x100 = = 30 => x = 400 Hence the required number is 400. EXAMPLE 69. Atul gave 35% of the amount he had to his son, 40% to his wife and the remaining Rs 1500 to his daughter. Find the amount of money he had. SOLUTION. Suppose Atul had = Rs 100 . He gave tohisson = Rs 35 and to his wife = Rs 40 He gave to his daughter = 100 - (35 + 40) = Rs. 25 25% of Atul's amount = Rs 1,500 Suppose the amount of money Atul has is Rs x. > ae = 1,500 => 25x = 1500 x 100 4 x = 15003100 _ 5 6900 Hence, Atul’s amount = Rs 6,000. EXAMPLE 6.10. Jyoti obtained 70 marks out of 75 in Mathematics. Find the percentage of marks obtained by Jyoti in Mathematics. SOLUTION. Given that Jyoti obtained 70 marks out of 75. We have to find out the percentage. Let x% of 75 = x = iw = 70 => 75x =.70 x 100 => x= ae = 93.33% She got 93.33% marks in Mathematics.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.CTYPE 21. Ashish gets 60 marks and fails by 20 marks in maths paper, where the maximum marks are 200. Find the pass percentage. 22. After spending 50% of his income and giving 20% of the remainder in charity, a man is left with Rs. 600, find his income. 23. In an examination a candidate must get 33% marks to pass. A candidate who gets 220 marks fails by 11 marks. What are the maximum marks ? 24. In an election, between two candidates, A won the election by 6970 votes. If the winning candidate got 55% votes and no votes were in valid, find the total number of votes. 6.4 PROFIT AND LOSS We do our shopping from the retailer. The retailer buys goods from a wholesaler. The money paid to buy the goods is called the Cost Price (C.P) of the shopkeeper. The price at which he sells the goods is called the Selling Price (S.P) of the shopkeeper. If the selling price of the goods is more than the cost price, then the shopkeeper makes a profit. In this case Profit = Selling Price — Cost Price (Here $.P. > CR) Also Selling Price = Profit + Cost Price and Cost Price = Selling Price — Profit There is another possibility. The selling price of the goods is less than the cost price. In such cases, the shopkeeper suffers a loss and the amount of loss is equal to the difference between the cost price and the selling price i.e,, Loss = Cost Price ~ Selling Price (Here C.P. > S.P) Also Selling Price = Cost Price —- Loss and Cost Price = Selling Price + Loss 6.4.1 To find the gain or loss in a transaction EXAMPLE 6.15. A man buys a pen for Rs. 25 and sells its for Rs 30. Find his profit or loss. SOLUTION. Here C.P. of the pen = Rs 25 S.P. of the pen = Rs 30 Profit = SP. - CP = Rs (30 ~ 25) =Rs5 Hence profit is Rs 5.EXAMPLE 6.16. A man purchased an Rs 670. Find his profit or loss. SOLUTION. Here C.P. of the iron and SP. of the iron Loss Hence loss is Rs 30. 6.4.2 Profit or Loss per cent Generally profit or loss in expressed calculated on the cost price. Profit % Loss % Let us illustrate it with the help ot electric iron for Rs 700-and sells it for Rs 700 Rs 670 CP. - S.P. = Rs (700 - 670) Rs 30 ol as per cent. Remember, profit or loss is Profit ol Loss ep *100 f examples : EXAMPLE 6.17. A man bought a radio for Rs. 850 and sold it for Rs. 918. Find his gain or loss per cent. SOLUTION. CP. of radio SP. of radio Profit Profit % Hence Profit is 8%. EXAMPLE 6.18. A man bought an Find his profit per cent. SOLUTION. CP. of the article S.P. of the article Profit Profit % Hence he eams a profit of 124%. = Rs 850 = Rs 918 = Rs (918 - 850) = Rs 68 Profit CP. 68. 850 x100 «100=8 article for Rs. 720 and sold it for Rs 810. = Rs 720 = Rs 810 = Rs (810 — 720) = Rs. 90 Profit = “Gp, x100 ® 002102 9°00 = 125EXAMPLE 6.19. A man bought an article for Rs. 9950 and sold it for Rs. 8955. Find his loss percent. SOLUTION. Here CP = SP. = Loss = Loss per cent = Hence the loss per cent = Rs 9950 Rs 8955 Rs 995 Loss (ks CP. 100) % = 10% EXAMPLE 6.20. A box of apples was purchased by Suresh for Rs 240. He had to sell it for Rs 204 because they began to get over ripe. What was his loss per cent ? SOLUTION. Here CP. = S.P. = ‘Loss = Loss per cent = 0 Suresh suffers a loss of 15%. EXAMPLE 6.21. A dealer bought 18 them at Rs. 275 each and the remaining loss %. SOLUTION. CP. of 18 chairs SP. of 12 chairs S.P. of 6 chairs Total S.P. of 18 chairs Since CP, > S.P; Loss % Hence the loss Rs 240 Rs 204 Rs (240 - 204) = (ee x100)% Rs 36 36, 9 Hyg 100 = 15% chairs at Rs 250 each. He sold 12 of chair at Rs 150 each. Find the gain or Rs 250 x 18 = Rs 4500 Rs 275 x 12 = Rs 3300 Rs 150 x 6 = Rs 900 Rs (3300 + 900) = Rs 4200 ss 100 300 20_ 62 #00" A 363 62%aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.3. A man bought a sofa set for Rs. 12500 and sold it for Rs. 14000. Find his profit or loss per cent. 4. Parol purchased a wrist watch for Rs. 840 and sold it for Rs. 910. Find her gain per cent. 5. Aman bought a table fan for Rs. 600. At what price should be sell so as to get a profit of 15%. 6. A man bought a table for Rs. 2400 and sold it at a loss of 8%. Find his selling price. 7. By selling an article for Rs. 8010, the shopkeeper losess 11%. Find the cost price. 8. Aman purchased eggs at the rate of Rs. 48 per tray of 30 eggs. At what rate per hundred should he sell the eggs to gain 15%. 9. A bookseller sold 200 copies of a book at a profit of 15%. If a book costs him Rs. 70, find the total selling price of the books. 10. A sofa was bought for Rs. 2500 and sold at a loss of 8%. Find the selling price of the sofa. B TYPE 11. A vendor purchased 50 dozen bananas for Rs. 600. Five dozen bananas could not be sold because they got rotten. At what price per dozen should the vendor sell the remaining, bananas so that he make a profit of 20%. 12. A wholesaler purchased eggs at the rate of Rs. 24 per dozen. At what rate per hundred should he sell the eggs to gain 5% in the transaction. 13. Dinesh purchased 50 kg of pulse for Rs. 1200. Due to Monsoon, he had to sell the same at the rate of Rs. 20.40 per kg. Find his loss or gain per cent. 14. By selling a refrigerator for Rs. 18000, I lose 20%. What did I pay for it ? 15. By selling a T.V. for Rs. 18000, the shopkeeper makes a profit of 20%. What is the cost price of T.V ? CTYPE 16. Ram buys 16 toys at Rs. 45 each try and sells 12 of them at Rs. 35 each and the rest at Rs. 40 each. Find his gain or loss per cent. 17. A sells a bicycle to B at a profit of 20% and B sells it to C at a profit of 10%. If C pays Rs. 1980, what did A pay for it 2 18. A florist buys 100 dozen roses at Rs. 9 a dozen. By the time the flower are delivered, 16 dozen roses get spoiled and are thrown away. At what price should he sell the rest if he needs to make 12% profit on his purchase,aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.EXAMPLE 6.28. Mrs. Kamaljeet borrowed Rs 10,000 from the State Bank of India for a fixed time of 2 years 6 months. Find the interest and the amount paid by her if the rate of interest is 13% per annum. SOLUTION. We have Principal = Rs 10,000 Rate = 13% per annum, Time 2 years and 6 months = 25-3 years. Bi, = PaTocR 10000 3315, = 50 x5 x 13 = Rs 3,250 She has to pay Rs 3,250 as interest and amount will be = Rs (10,000 + 3,250) = Rs. 13,250 EXAMPLE 6.29. Mr. Sharma deposited Rs 18,000 in a bank on 10 fan. 1999 and closes his account on 17th August, 1999. If the bank allows an interest at 9% per annum on daily balance, what amount does he get on closing the account ? SOLUTION. Principal = Rs 18,000, Rate = 9% In this problem we have to count the days of every month and then convert it into year by dividing by 365 (1 yr. = 365 days) as the interest is calculated on yearly basis. Jan. Feb, March April May June July August 21 + 28 + 31 + #30 + 31 + 30 + 31+ 17 = 219 days Now use the formula = Re 18000 219x9 PxTxR=Rso9 365 — 365 S.L = Rs 972 P+S.1. = Rs 18,000 + Rs 972 = Rs 18972 Amount EXERCISE 6.3 ATYPE 1. Find the principal when the amount is Rs. 560 and interest is Rs. 40. 2. Find the principal when the amount is Rs. 460.30 and interest is Rs. 20.60.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.THINGS TO REMEMBER Per cent: 1. Per cent is a fraction with denominator 100 or a ratio with 100 as the second term. 2. To convert a fraction or a ratio into per cent multiply it by 100. 3. To convert a decimal into percentage, shift the decimal point two places to the right. 4. To convert a percentage to a fraction, divide by 100 and drop the % sign. 5. To convert a percentage into decimal, shift the decimal point two places to the left and drop the % sign. Profit and Loss : 1. The amount we pay to buy goods is called its cost price (C.P). 2. The price at which goods are sold is called selling price (6.P). 3. () IFSP. > CP. then there is a profit. (i) IE SP. < CP. then there is a loss. Profit CP. 100 | profit oF loss % is always calculated on the CP. 5. Loss % = 2Ex100 4. Profit % = 6. The price indicated on an article is called the marked price. 7. To find the CP. when profit or loss is given S.P.x100 CP.= Togrgain%) (When there isa gain) CP. = Flo (When there is a loss) 8. To find the SP. when profit or loss % is given _ CPx (1004 gain%) See 00 SP. = Simple Interest : 1, The amount of borrowed money is called the principal. 2. The additional amount paid by the borrower to the lender after a specified time is called the interest. 3. Amount = Principal + Interest 4. SI. = Px R x T. Where R is the rate of interest in per cent per annum. T is the time in years and P is the principal. So, SI. = PXRXT C.P.(100-1oss%) 100aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.7.3 BASIC OPERATIONS ON LITERAL NUMBERS All the fundamental operations of addition, subtraction, multiplication and division can be performed with the literal numbers as illustrated below : I. Addition : (i) The sum of literal a and bis a+ b. (ii) x more than y is written as x + y. (iii) The sum of 2x and -3y is 2x + (-3y). IL Subtraction : () The difference of two literals a and b is expressed as a - b. (ii) b less than a is a ~ b. (ii) a less than bis b- a. III. Multiplication : (i) 5 times x is 5 x x and written as 5x (ii) The product of two numbers x and y is x x y i., xy. (iii) For any literal a, b, ¢ ax0=0xa=0 axb=bxa=ab a(b + c) = ab + ac a(b x c) = (@xb)xC IV. Division : (0 x divided by y is written as 4. (ii) x divided by 6 is written as 3. (ii) 40 divided by x is written as 42 Let us illustrate the use of literal numbers in expressing statements by taking examples. EXAMPLE 7.1. Write the following using literals, numbers and signs of basic operations : (i) Add 15 to a. (ii) Subtract a from b. (iii) 5 times x added to 3 times y. (iv) Divide 50 by x. (v) Divide the product of x and 3y by 2z. (vi) A number 25 is subtracted from a number which is 7 times the number x. 124SOLUTION. We write the above statements as below : (a+ 15 (i) b-a (it) 5x + 3y (ivy 0 (o) Se (vi) 7x = 25 2 EXAMPLE 7.2. Express the following using literals, numbers and four fundamental operations : (i) The perimeter of a square is four times its sides. (ii) The perimeter of a rectangle is double the sum of its length and breadth. (iti) The perimeter of a triangle is the sum of its three sides. (iv) The diameter of a circle is twice its radius. (o) The selling price equals the sum of its cost price and the gain. SOLUTION. (i) Let the length of the side of a square = a Then the perimeter of a square = 4a (ii) Let the length of a rectangle be « units and breadth b units. Then the perimeter of rectangle = 2(a + b) (iii) Let the lengths of the sides of a triangle be a, b and c units. Then the perimeter of triangle = a+ b+ (iv) Let the radius of the circle be x units. Then the diameter of the circle = 2x. ) Let the cost price = Rs x and Gain = Rs y Then selling price = Rs (x + y) EXAMPLE 7.3. A housewife spent Rs. 2500 on buying sarees, Rs 300 on buying cloth for the blouse and Rs x for stitching the blouse. Find the total amount spent by her. SOLUTION. Money spent by the housewife on @ Buying sarees = Rs 2500 (ii) Blouse piece = Rs 300 (iii) Stitching charges = Rs x Total amount spent by her = Rs (2500 + 300 + x) = Rs (2800 + x)aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.(vi) A man purchased a chair of Rs. x and sells it for Rs. y. Find the expression for the loss per cent earned by the man. Also state the relation between x and y. . (vii) Five times a number ‘a’ is x less than a number y. (viii) The average of three numbers x, y and z is a. 7.3 POWERS OF LITERAL NUMBERS Recall that when a number is multiplied by itself, the product is expressed in exponential form, eg, 3x 3 = 3?,3 x3 x3 = 33,3 x3 x3 x3 = 34 and so on. Since a literal number represents a number, writing a number in exponential form is applicable to it. Thus axa is written as a? axXaxa_— is written as a? axaxaxa_ is written as a* and so on. We read a? as second power of a, a? as the third power of a, a4 as the fourth power of a and so on. In a’, @ is the base and 2 is the exponent. In a3, a is the base and 3 is the exponent. In a, a is the base and 4 is the exponent. We observe that the exponent in a power indicates the number of times the base (literal number) has been multiplied by itself. Thus aS=axaxaxaxax a (repeatedly multiplied 6 times) bo =bxbxbxbxbxbxbxbxb xb (repeatedly multiplied 10 times) Note that a! is written as simply a. EXAMPLE 7.4. Write the following in the expanded form : (at Gi) (a> Gi) (ab) SOLUTION. @ at=axaxaxa Gi) (a =-ax-ax4 (iif) (@b)5 = ab x ab x ab x ab x ab EXAMPLE 7.5. Write the following in exponential form : (i)axaxaxaxa (ii) 12x xx xx xx (iii) 7a xa xb xb xb xe xe xe xc xe xe (i) x XxX XX XX XX... 20 timesaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.BLTYPE 5. Ifa =2, b=-3, c = 4, find the value of the following : (i) 2a - 3b (ii) 5a-c (iii) 5a + 3b (iv) 9¢ - 2a (v) 3a - 4b 6. Identify the monomials, the binomials, the trinomials and the polynomials from the following algebraic expressions : (@5+x (ii) 20xyz (iii) x + y + 2z (iv) 9a2b?c (2) 6a - 3b - 9 (vi) 2ab (vii) abc? (viii) 2a + 3b (ix) 5a2b? - 9622 (x) 6abe? (xi) 5a + WP (xii) dabe + 2a (xiii) 7a? - 3b + 4c + A(xiv) 5a? — 3b? - 4c? - 6 7. ia=4, b=3, c=2and d= 0, find the value of (i) 2ab + 3cd (ii) 5be - 9a (iii) 4abe - 2a (ivy HE ( ‘ee 8. Choose the like and unlike terms from the following : 2ab, Sabc?, -a?b?, 4a°b*c?, 10ab3, b’c?, -6a2b?c?, -5a°b?, -10bc?, 12a7b, 10abc?, 6a?b? C TYPE 9. fa =3, b=-4,c =2,d=-1,e =0, find the value of the following : (i) 2a%be + Sed? (i) WP - Ade + She (iii) 908? - Tabe ~ 8de (iv) 202? ~ dar — 5dPe2 6a? +5b? ) Aabed @) Seo @) at She 10. If x = 2, y=1, z =-3, find the value of each of the following : () 2+ Qy+ P+ 2 (ii) (+ y- 2) Git) 2+ P+ 2+ Qxy + Bz + 2x (iv) 2 + yP + 2? - Qxy + yz - Qex8.5 OPERATIONS ON ALGEBRAIC EXPRESSIONS Addition : In adding or subtracting algebraic expressions, we collect different groups of like terms and find the sum or difference of the like terms. There are two different methods to add them. ( Horizontal Method : All expressions are written in a horizontal line (row) and then the terms are arranged to collect all the groups. (i) Column Method : In this method each expression is written in a separate row such that their like terms are arranged one below the other. EXAMPLE 8.4. Add the expressions 4a? + 5b — 6c; 6a? + 7b + 9c; 2a? — 5b + 4c. SOLUTION. Column Method : We write the expressions in such a way that like terms are in a column : 4a? + 5b - 6c 6a? + 7b + 9 2a? - 5b + 4e 1202 + 7b + 7c Horizontal Method : At + 5b - 6c + 60% 7h + 9c + 2a? - 5b + 4c = 4a? + 60° + 2a + 5b + 7b - 5b - 6c + 9c + 4c = 120 + 7b + 7c Now three types of cases arise for addition : il ve lik Rule (i) Add the numerical coefficients. (i) Prefix the common sign. EXAMPLE 8.5. Find the sum of 5ab, 8ab, 9ab and 7ab. SOLUTION. Explanation : (i Here all the terms are alike and have the same sign. (ii) The letters in the sum are ab. (iii) The coefficient is (6 +8 + 9 +7) = 29. (iv) The sign to be prefixed is +. *. The sum = 29ab.(iii) Let us examine the 1st column in the above question. 6x3] The sum of the coefficients of positive terms = 6 + 1 =7. x -3x3| The sum of the coefficients of negative terms = 3. Difference = 7-3 = 4 Now annex the common letter i.e., x3. Write 4x° (prefix the sign of the greater coefficient) Similarly do with other columns. Be very careful in arranging the like terms in columns. x and x? are quite different. We can not place one below the other. They must be written in separate columns. EXAMPLE 8.9. Add 3x3 — 2x? — 7x + 8; 5x3 + 4x? + 6x — 10; 3 - 4x - 5x2 4.33 SOLUTION. Arrange these terms as already explained. 3x3 - 2x7 - 7x + 8 -5x9 + 4x7 + 6x - 10 we - 5x 4x + 3 Ea 3x Sx + 1 EXAMPLE 8.10. Add -0 + 20?b — 3ab? + 60°; 2ab? + 3 + 7a°b; 4a? - 5b? - 62°b; 6a? + ab? — 3b°, SOLUTION. -a? + 2a7b - 3ab? + 6b% + Ja) + 2ab? + BF 403 — 6a7b - 5b ~6a3 + ab? — 363 -lla? + 3a2b - Bb 8.6 SUBTRACTION OF ALGEBRAIC EXPRESSIONS Subtraction is opposite of addition. For example, subtracting y from x is the same as adding -y to x and we get x- y. Rule (@ Change the sign of each term of the expression to be subtracted and add it to the expression from which subtraction is to be made. (ii) The subtraction of terms which are not similar can only be indicated. However, the sign of the subtrahend must be changed.EXAMPLE 8.11. Subtract 6abe from 2abc. SOLUTION. 2abe babe - Change the sign —4abe EXAMPLE 6.12, Subtract —4xy from 0. SOLUTION. 0 ~Axy + Change the sign 4xy EXAMPLE 8.13. Subtract -9xy + 2yz from 6xy -10yz. SOLUTION. 6xy - 10yz - Oxy + yz + “ Change the sign Ixy - 12xyz EXAMPLE 8.14. Subtract 18xy - 10yz from 12xy - 15yz. SOLUTION. l2xy - 15yz 18xy - 10yz - + — 6xy - 5yz EXAMPLE 8.15. Subtract 2a - 3b + 6c from 5a - 4b + 8c. SOLUTION. Sa - 4b + 8c 2a - 3b + 6c a 3a - b + 2 EXAMPLE 8.16. Subtract 5a - 8b + 4c from 6a — 9b - 10c + 10. SOLUTION. 6a - 9b -10c + 10 5a - 8b + 4c a - b -1se + 10aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.9.3 SOLUTION OF A LINEAR EQUATION An equation can be compared with a physical balance, the sides of the equation are the pans whereas the sign of equality tells that both the pans are in balance. We denote each side of the pan by LHS. and RHS. LHS RHS Fig. 9.1 Left Hand Side and Right Hand Side are connected by the symbol of equality indicating LHS. = RHS. If on substituting a number in place of a variable, both the sides become equal, then the number is said to be the solution or root of the equation. This method is called trial and error method. (i) Trial and Error method : This method is illustrated by the examples given below : EXAMPLE 9.4. Solve cach of the following by Trial and Error method : (i) x+4=10 (i) 3x -5=7-x SOLUTION. (i) Let us think of a number which when added to 4 makes 10. Definitely it will be 6 ie, 6 + 4 = 10. Hence, x = 6. (ii) Let x = 1, then in the equation. LHS. = 3x-5=3x1-5=-2 LHS. # R.HS. “. 4 =1 is not the solution.Let x = 2, then Again For x = 3, RHS. = 7-3 4 Here, Hence, x = 3 is the solution of the given equation. It is observed that the method of solving an equation by trial and error method is very time consuming. So we shall have to find a better method of solving an equation. While observing the balance, you must have noticed the following : () If we put equal weights on both sides, the two pans remain in balance. (ii) If we remove equal weights from both sides, the two pans remain in balance. Thus the balance will remain in equilibrium if we add or remove equal weights from both sides of the pans. Similarly in the case of equation, we can ( add the same number to both sides of the equation. (ii) subtract the same number from both sides of the equation. (iif) multiply both sides of the equation by the same non-zero number and (iv) divide both sides of the equation by the same non-zero number. Now we shall illustrate it with the help of examples. EXAMPLE 9.5. Solve the following equations : (i)x-6=2 (Gi)x+4=9 (iii) 2at6. SOLUTION. @ x-6=2 Adding 6 to both sides, x-646=24+6 * x=8 Hence x = 8 is the solution of the equation. (ii) xt4de Subtracting 4 from both sides, x+4-4=9-4 he xe5 Hence x = 5 is the solution of the equation.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.SOLUTION. @ $+ 3 Multiply both sides by 10, (+3) 2x + 30 2x + 30 2x = 5x 3x «. Dividing both sides by -3, = Hence x = 5 is the solution. (i) 20 ~ 3(x - 2) or 20 - 3x +6 3x + 6x = 4x 7x x Hence x = 1 is the solution. 10/2441] 5 + 1) +10 5x+5+ 10 15 ~ 30 -15 (By transposing) 27 — 6x + 2(2x - 1) 27 - 6x +4x-2 27-2-6-20 -1 1 (Opening brackets) (By transposing) EXERCISE 9.2 A-TYPE 1, Solve each of the following equations by trial and error method : = 10 6 @x-7 (iif) 10 - os (ii) 8x + 2 = 10 (iv) 2@-1)= 441 (vi) x3 = 4x43 2. Find the solution of the following equations : @y+3=7 Gi) x4 8-01 (») gx 47=1 (ii) y+ 7 = y+ 10 (iv) 3x +4 =5x-4 (i) 2y + 4 = 3yaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.MISCELLANEOUS EXERCISE-3 (On chapters 7, 8 & 9) Add the following : (i) 2a + 3b — 4c; 5a ~ 3b + 5c; 7a + 3b—9e (ii) 222 — 3x — 5; 7x - 822 + 2; 5 - 2 43x (iii) 12x? - 4x - 10; 9x? - 5x - 6; -72? + Bx - 10 . Subtract : () a+ 2b—c from 2a + 3b + (ii) x + 8y + 8z from 10x ~ 7y — 6z (iii) a - 7b - 9c from —4a + 3b + 8c (iv) -xy + yz - zx from 2xy + 2x (v) m= 2n- p from m + 2n 3. What should be added to 5x? - 4x - 7 so that the sum may be 7x° - 5x” -6x+3? 4, What should be added to 3x?- xy + 5y" to get 0? 5. The perimeter of a triangle is 8x - 43. One side is 4x — 5 and the other is 4 —5vx. Find the third side. 6. If A= 7x? + Sxy — 9y%, B= Ax? + xy + 5y? and C = 4y? - 3x? - 6xy, show thatA+B+C=0. . Simplify : (i) 2x - [By - (3 - x] - 2- Y - 4x)] (ii) (2x - 3y) - [(5x + y) - 4x - 6y)] (iii) a - [4b - (c - Ga + 2b) + 2c - (5b + c)}) (iv) 2a - [3b - {4c - (3a - 2=4c)}] 8. If a= -2, b =-3, c = -4, find the values of (i) 2a - 3b + 4c (ii) -a + 3b - Se (iii) a + P+ ce (iv) 3a? - 4b? + 2c? (v) 5ab - 3b? + Barc Solve the following equations : 9. 3x=642x+9 10. 8x -3-5x-5=7x 11. Sx-17+3x-5=6x-7-8x+115 = 12. 5(x-3) = 4(x - 2) 13. 16 - 4x) = 7(5 - 6x) 14. 8(x = 3) - 203 = x) = 2 + 2) -5(5 - x) 15, dxt+dxex-3 16. x-%-5=3+ 5 ® v xaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.7. From Fig. 10.16, write @) Concurrent lines and their concurrent points (i) Collinear points (Any three) 8. In Fig. 10.17, write examples of () Four pairs of intersecting lines. (i) Four set of collinear points. (iif) Two set of non-collinear points. (iv) Three concurrent lines. (v) Four pairs of parallel lines. Fig. 10.17 C TYPE 9. With the help of a figure, find the maximum and minimum number of points of intersection of four lines in a plane. 10. Lines p, q and r are concurrent, also lines p, r and s are concurrent, draw a figure. 10.10 LINE SEGMENT Let A and B be any two points in a plane. The shortest path that joins A and B is straight. The straight path from) «—____,__________, A to B is a segment or a portion of the A 8 line | passing through points A and B as shown in Fig. 10.18. Fig. 10.18 It is called line segment and is denoted by AB- It has two end points. Further you can draw only one line passing through two given points. Thus a line segment is completely known if its end points are known.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.10.12 CONGRUENT SEGMENT Two line segments may be congruent if ‘ ‘Gam their lengths are same. For example, line segment AB = 6 cm and line segment g—————_____________p CD = 6 cm, therefore AB = CD. Sen Fig. 10.24 10.13 MEASUREMENT OF LINE SEGMENTS We have learnt how to compare the line segments with the help of thread, divider or pair of compasses. By these we can compare the two line segments up to short distances. But when we talk about longer distances then we have to use certain units. In older days foot, yards and miles were used to measure the length, whereas now-a-days we are using centimetre, metre, kilometre for the measurement of length. The basic unit of length is a metre. In short it is written as ‘m’. One metre length is divided into 100 centimetres. This system of measurement of length is called the metric system of units or the international system of units G.l). The derived units from the metre are shown in the following table : Unit Symbol Value equivalence — 1 1 millimetre Imm lmm= Too ™= 0.001 m " 1 1 centimetre lcm lem= Too ™ = 0.01 m 1decimetre idm 1decametre ldam 1 hectometre lhm 1 kilometre lkm In India we have been using the S.I. system of units since 1962. There is one more system called CGS system of units. Unit Symbol Equivalence Inch 1 in or 1” T inch = 2.54 cm = Foot Iftor 1’ 1 ft = 12" = 30.48 cm Yard tyd Lyd = 3’ =36"=0.91m Mile 1 mile 1760 yd = 5280 ft = 1.609 kmRuler and its uses : In class-room work, you are provided with a ruler whose length is 6 inches or 15 cm. On one side it has centimetres and on the other side it has inches. Each centimetre is divided into 10 equal parts and each part is known as millimetre. 123 4 5 6 7 8 3 10 11 12 13 14 15 1 2 3 4 5 6 titi Fig. 10.25 10.14 TO CONSTRUCT A LINE SEGMENT OF A GIVEN LENGTH To construct a line segment of a given length, we have to follow the following steps : 1. Take two sharp pencils, one is big and the other is smaller. 2. Fix small pencil in the compass. 3. Mark a point A on a sheet of paper and place the ruler so that the zero mark coincides with the point A. 4. Draw a line segment of any measurement. 5. Put one arm of the compasses on the point A, and open the compasses to the given distance. Mark an arc on the line, that point will be B. 6. Join A and B. This is the required line segment. (See Fig. 10.26) Alternative Method : With the help of ruler we can also draw a line segment of required length. The following points should be kept in your mind. 1. Take a sharp pencil. Mark point A on the paper. Place the ruler so that zero of scale coincides with the point A. 2. Mark point B at the required distance. 3. Join A and B. This is the required line segment. (See Fig. 10.27) Example : Draw a line segment of 6 cm with the help of @ a pair of compasses, te Fig. 10.26 (ii) a ruler. hor 6 em Fig. 10.2710.15 TO CUT A SEGMENT OF A GIVEN LENGTH FROM A GIVEN LINE Let a line / and a line segment AB is given to us. We are required to draw a line segment OC on the line / such that AB is equal to OC. For this, use the following steps : 1. Mark point O on the given line 1. 2. Open the arms of divider, or compasses or put your ruler at point A. Measure the distance by divider or compasses or ruler upto point B. 3. Transfer it on the line segment ! from O to C. Thus line segment OC = AB. Fig. 10.28 10.16 TO CONSTRUCT A LINE SEGMENT WHOSE LENGTH IS THE SUM OF THE LENGTHS OF TWO GIVEN LINE SEGMENTS Such types of line segments can be drawn by divider or by compasses. Method : 1. Draw line segments CD and EF of any given measurement. 2. Draw a line 1. 3. Fix the point A on the line |. 4, Measure line segment CD by divider or by compasses. Put your compasses or divider on the point A and mark point O. 5. Now again measure the distance EF by compasses or divider, put your compasses or divider on the point O and mark the point B. Then AB will be the sum of two line segments. ¢ A 3. e 4. om 2 3 om —_> Fig. 10.29In Fig. 10.29, AO = 4cm,OB=3cm Now, AB = AO + OB Hence, AB 4cm + 3cm 7 om 10.17 TO CONSTRUCT A LINE SEGMENT WHOSE LENGTH IS THE DIFFERENCE OF THE LENGTHS OF TWO GIVEN SEGMENTS For this problem again we have to use either divider or compasses. For such construction we adopted the same method. Method : te Draw the two line segments of given length and mark them as CD and ER. . Draw another line |. . Take point A on the line /. Measure CD and transfer it on line |. Mark it as AO with the help of compasses such that AO = CD. . Now put your compasses on EF, measure it then transfer to line /. Put your compasses at point O and mark an arc (OB = EF) from O to B. . The portion AB is difference of two line segments CD and EF. Hence, AB is the required line segment. Fig, 10.30EXERCISE 10.2 A TYPE 1. How many segments can you draw from two given points ? 2. In the following figures, how many segments are there ? Name them. 7 c 2 c F E P| * . 8 Cc A B dD w@ Gi) (iil) 3. What are collinear points ? Name how many collinear points are there in the following figures : (i) (ii) 4. Construct line segments of the following measurement, use only pencil and ruler (@) 2.8 cm (i) 3.9 cm (iii) 5 cm (iv) 5.6 cm B_TYPE 5. Convert the following into centimetres : @ 3m (ii) 15m (iii) 2m 60 cm 6. Convert the following into metres : () 760 cm (i) 150 cm (iii) 450 cm 7. Convert the following into millimetres : (i) 5m (ii) 4.5 cm (ii) 2.6 cmaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.CHAPTER 11 ANGLES 11.1 RAY Sun rays falling on the earth, beam of light rays coming from a torch, all these are nothing but the bundles of light rays. Look at the following figures : ‘Sun rays, Torch Fig. 11.1 Look at Fig. 11.1. A is a point from where we can draw number of rays in all the directions. Hence, ray can be defined as the part of a line which extends indefinitely in one direction from a fixed point, say A, A is called the initial point of the ray. Ray is also a part of a line. We should know the following points regarding ray : (i) A ray extends indefinitely in one direction. (ii) A ray is part of a line. eat pa (iii) A ray has only one end point called initial point. Fig. 11.2 Thus a ray with O as the initial point and passing through another point A is named as ray OA or OA as indicated in Fig. 11.2.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.11.7 MAGNITUDE OF AN ANGLE Look at Fig. 11.12. We can assume angle ZAOB as if arm OB is obtained by rotations of OA from its original position around O in anticlockwise direction. Hence, the amount of rotation, through which one of the arms of an angle is rotated about the vertex is called the magnitude of }. that angle. Initial position =A Fig. 11.12 11.8 COMPARISON OF ANGLES Angles can be compared with respect to their magnitudes. In terms of magnitude we can say that one angle is bigger than the other. Look at Fig, 11.13. ° 0 Oo) Fig. 11.13 In Fig. 11.13, ZABC > ZFOE. Comparison of angles can be done by two different processes which are as below : 11.8.1 Comparison by Observation Look at Fig. 11.13. By observing we can say that ZABC is greater than FOE. But in Fig. 11.14 can you say which angle is greater ? It is not easy to decide by observing. So we require better method for comparisonaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.2. Linear pair of angles : If we have two adjacent angles ZAOC and ZBOC such that rays OA c and OB are opposite, then the two angles are said to form a linear pair. In Fig. 1125, Za + 2) = 180°. We should keep following points in our mind to b find if a given pair of angles is a linear pair or not. () They are adjacent angles. ; (i) Their uncommon arms are opposite rays. Fig. 11.25 (iii) The sum of the measures of angles in a linear pair is 180°, Look at Fig. 11.26. The sum of the two angles is 180°. ° Will you call ita linear pair? Answer is no because there is no common arm. 100° 80° Fig. 11.26 3. Vertically opposite angles : When two lines intersect each other at a point then their opposite angles are called vertically opposite angles. These angles have no common arm. Look at Fig, 11.27. Here, Za= Zband Zc= 4d. We have studied that when two straight lines intersect each other then their vertical opposite angles are equal. Verification of the property that “vertically opposite angles are equal.” Experiment No. 1. Two straight lines intersect at an angle of 50°, find all the other angles at their point of intersection. Proof. Two line segments AB and CD intersect each other at point O. ZDOB = 50° (Given) ZAOD + ZDOB = 180° (Linear pair) = ZAOD + 50° = 180° >= ZAOD = 180° - 50° Hence ZAOD = 130° afi) Fig. 11.27 Fig. 11.28aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.b p 90° oe a 30° 8 ce F @ a ZDEF + ZPQR Here Za + 2b = 90" = 60" + 30° = 90' Complementary angles Complementary angles Fig. 11.31 Fig. 11.32 5. Supplementary angles : If the sum of two angles equals 180° then such angles are called supplementary angles. e ZAOC + ZBOC = 180°. Look at Fig. 11.33. Linear pairs are also supplementary angles. B fo) A Fig. 11.33 6. Congruent angles : Two angles are said to be congruent (or equal) if their measures are the same. Look at Fig. 11.34. 4 D 50° 50° 8 € E F Fig. 11.34 Here, ZABC = ZDEF = 50° Hence, ZABC = ZDEF ( is sign for congruence) EXAMPLE 11.2. Find the complementary angles of the following whose one angle is (i) 13° (ii) 20° (iii) one angle is it times the other.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.BLIYPE 6. The measures of the angles in a linear pair are x° and (x + 40)°. Find the measure of each of them. 7. The measures of the two complements are x° and (x + 50)°. Find the measure of each of them. 8. An angle is E of its complement. What is its magnitude ? 4 9. An angle is = of its supplement. What is its magnitude ? 10. Name the pairs of vertical angles, linear pair in Fig. 11.40 and 11.41. Fig. 11.40 Fig. 11.41 C TYPE 11. Find the value of x and y in each of the following :Fig. 11.42 12. If (x - 15)° and (x + 25)° are a pair of linear angles, find the magnitude of each of them. 13. Construct angles of the following measure with the help of a protractor : (i) 40° (ii) 65° (iii) 90° (iv) 135°aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.(v) Alternate Exterior Angles : A pair of angles in which one arm of each of the angles is on opposite sides of the transversal and whose other arms are in opposite sense and do not include line segment AB is form a pair of alternate exterior angles. 2Z2and 28 Z1 and Z7 form a pair of alternate exterior angles. Note : In general, the term alternate angles is used for alternate interior angles. 1 EXAMPLE 12.1. In Fig. 12.5, ‘I’ is a@ transversal to the lines m and n. Identify the following angles : 7 (i) Alternate angle to Zc and 2d WY (ii) Corresponding angles to Zc and 2d Go ‘A (iii) Interior and exterior angles on the same side of the transversal on which is Ze. SOLUTION. Fig, 12.5 (i) Alternate angle to Zc is Zf. Alternate angle to Zd is Ze. (ii) Corresponding angle to Zc is Zh. Corresponding angle to Zdis 2g. (iii) Zd and Ze are interior angles while 2a and Zh are exterior angles. 12.3 PARALLEL LINES Two lines in the same plane are said to be parallel if they do not meet however far they are produced in either direction. The words—'In the same plane’ should be carefully noted. There can be two lines in two different planes. They are not parallel and at the same time they do not meet each other. For example, two lines one of which is drawn on the table and other on the floor would never meet, but they are not necessarily parallel. Examples of parallel lines from our daily life are : (i) Railway Track. (i) The opposite edges of walls, floors and ceiling of classroom. (iii) The opposite edges of a black board. (iv) The opposite edges of the ruler. (v) The printed lines on the pages of your notebooks.—_—_—__ It may be observed that the i perpendicular distance between two | parallel lines is the same everywhere. x x x See Fig. 12.6. This distance is called the \ | | distance between two parallel lines. 9, 6 sb Fig. 12.6 12.4 ANGLES MADE BY A TRANSVERSAL WITH TWO PARALLEL LINES. Draw two parallel lines | and m and let a transversal f cut the line | at A and the line m at B. Clearly Eight angles are formed. Name them 1, 2,3, ... 8. Measure the angles with the help of protractor. You will find so many angles having the same measure. You may see that : @) Z41= 45, 44= 28, 22= £6, 23= Z7. (Corresponding angles) Fig. 12:0 (ii) 23= 25, A= 26, 22= Z8, 21 = Z7 (Alternate angles) (iii) 23+ 26 = 180°, 24+ 25 = 180° Repeat this exercise by taking two other parallel lines and another transversal. Again measure all eight angles so formed. Here also you will find that : @ Z1= 45, 44= 248, 22= £6 23= 27 (Corresponding angles) (i) B= 2, A= 4, 2= 221-27 ot! 2 GST (Alternate angles) we (ii) 3+ 26 = 180, 24+ £5 = 180 qe? From above, we conclude that : If a transversal intersects two parallel lines, then Fig. 12.8 (i) pairs of corresponding angles are equal. (ii) pairs of alternate angles are equal. (i) interior angles on the same side of the transversal are supplementary ie. the sum of the interior angles on the same side of the transversal is 180°. Note : If two lines are not parallel and a transversal intersects at different points, none of the above conditions are satisfied. It is left to the students to verify the same by experiment.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.THINGS TO REMEMBER 1. Transversal : A line which intersects two or more given lines in a plane at different points is called a transversal. 2. If a transversal intersects two parallel lines then : (i) pairs of corresponding angles are equal, (ii) pairs of alternate angles are equal, (iii) the sum of the interior angles on the same side of the transversal is 180°. 3. If a transversal intersects two lines such that any one of the following conditions holds : (i pairs of corresponding angles are equal, (ii) pairs of alternate angles are equal, (iii) the sum of the interior angles on the same side of the transversal is 180°, then the two lines are parallel.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is 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1724 17801 2155 15258 23274 7629 933281 7. Rs. 1361250 8. Rs. 31500 9. Rs. 300 10. Rs. 26792 11. Atleast one of them is zero 12. Oand1 13. True : (), (ii), (i), (vii) False : (ii), (iv), (v), (viii) EXERCISE 1.6 1. (348 ii) 423 (iti) 423 (iv) 245 @ 250i) 67 2. No 3. 425i 0 (iii) 325 (v) 600 = @O (vi) 800 4. 48 5.42 6, 20 7.15 8. 50 9. 99975 10.1062 ‘11. 65011 12. True : (iv), (vi), (vil) False : (i), (ii), (iii), (0), (vif) Chapter 2 EXERCISE 2.1 1. See from the text 2 @1,3,5,7,35 (i) 113 Gil, 2.3,4,5, 6 8,10.12, 15, 20, 24, 23, 30, 60, 120 (i) 1,3,9,27 @) 1,2.4,8,16,32,64 (@) 1,23, 4,5,6, 10, 12, 15, 20, 30, 60 (vii) 1, 5, 25, 125 (viii) 1,3,9, 27, 81, 243, 729 3. (@ 4,8, 12, 16,20 (i) 5, 10, 15, 20, 25 (ii) 6, 12, 18, 24, 30 (io) 11, 22,33, 44, 55 (v) 16, 32, 48, 64, 80 (vi 17, 34, 51, 68, 85 (vii) 21, 42, 63,84, 105 (viii) 25, 50, 75, 100, 125 4. (i, (i), Gi) 5. () 2.3,5,7, 11, 13, 17, 19, 23, 29 (i) 31,37,41, 43, 47 (iii) 101, 103, 107, 109, 113, 127, 131, 137, 139, 149 (jv) 151, 157, 163, 167, 173, 179, 181, 191, 193, 197, 199 6 ()3+37 (i) 13+37 (ii) 29+31 (jv) 234.41 (Different groups are possible the above answers are not unique) 7. Prime numbers : 37, 59, 103 Composite numbers : 39, 91, 99aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.gzecoz ABOUT THE BOOK The New Frank AINACS Mathematics for Class 6 has been written in strict conformity with the latest National Curriculum Framework for school education prepared by NCERT and covers the syllabus for schools affiliated to CBSE and Counoil for the Indian School Certificate Examinations. The book is also suitable for schools affliated to State Boards of Education following the National Curriculum Framework. The book has been specially designed to suit the needs of schools affliated to AINACS. Each part of the book has beer’ carefully planned to make it an effective tool to arouse the interest of the students in the study of mathematics and at the same time develop the art of thinking, The book has been recommended for usein all schools affiliated to AINACS. Some of the salient features of the book are: © A proper pedagogical approach has been followed for each topic where the topic has been ‘explained theoretically followed by ample illustrative examples to make the concepts and steps involved absolutely clearin the mind of the students. © _Examplesand exercises have been carefully chosen and graded{to achieve clarity. ¢ — Examplosare simple and illustrativeto explain each theoretical concept. © Presentation of both theory and problem solving technique is precise, logical and lucid to avert students fromgoing into unnecessary details. © Varying requirements of the average as well as the bright students have been kept in mind throughout the book. @ Each chapteris supported by ‘Things to Remember’to ensure mastery of the fundamentals. © ‘Miscellaneous exercises’ have been provided at the end of each unit to offer more practice. ABOUT THE AUTHOR Mr. S.N. Chhibber has 20 years of experience as teacher and 20 years as Principal with Directorate of Education, Delhi Administration. He is the Secretary of Delhi Association of Mathematics Teachers. He is alsothe resource person for N.C.E.R.T., S.C.E.R.T. and C.BS.E. Apart from being a member of the Syllabus Drafting Committee of the N.C.E.R.T. and C.B.S.E. and being involvedin the marking scheme, framing of Board papers and examination paper analysis, he has been to many African countries including Kenya and Ethiopia as a subject expert in mathematics appointed by the Government of India. Rs. 104.90 - ISBN 978-81-8409-654-5 oF MN FRANK BROS. & CO. (PUBLISHERS) LTD. B-41, Sector-4, Noida-201301, Gautam Budh Nagar olivaeiealovesas: