NCERT Solutions for Class 7 Maths are solved by experts in order to help students to obtain excellent marks in their annual examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 7 Maths NCERT Solutions with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 7 Maths can easily make a grade in their board exams.
Ex 10.1 Class 7 Maths Question 1. Draw a line, say AB, take a point C outside it. Through C, draw a line parallel to AB using ruler and compasses only. Solution: Steps of Construction :
Take any point P on the line AB.
Take any point C outside AB and join CP.
With P as centre, draw an arc cutting AB and PC at X and Y respectively.
With centre C and the same radius as in step 3, draw an arc on the opposite side of the PC to cut the PC at Q.
With centre Q and radius equal to XY, draw an arc cutting the arc drawn in step 4 at R.
Join CP and produce it in both directions to obtain the required line.
Ex 10.1 Class 7 Maths Question 2. Draw a perpendicular to l at any point on l. On this perpendicular choose a point X, 4 cm away from l. Through X, draw a line m parallel to l. Solution: Steps of Construction:
Draw a line l and take any point P on it.
With P as centre and any radius, draw an arc to intersect line l at A and B.
With A as centre and radius greater than PA, draw in an arc.
With centre B and the same radius, as in step 2, draw another arc to intersect the arc drawn in step 2 at C.
Join PC and produce it to Q. Then PQ ⊥ l
With P as centre and radius equal to 4 cm, draw an arc to intersect PQ at X such than PX = 4 cm.
At X, make ∠RXP = ∠BPX.
Join XR to obtain the required line m.
Validity: Since ∠BXP = ∠BPX and these are alternate angles, therefore, .XR || l, i.e., m || l and contain X such that PX = 4 cm and ∠XPB = 90°.
Ex 10.1 Class 7 Maths Question 3. Let l be a line and P be a point on l. Through P, draw a line m parallel to l. Now join P to any point Q on l. Choose any other point R on m. Through R draw a line parallel to PQ. Let this meet l at S. What shape do the two sets of parallel lines enclose? Solution: Steps of Construction :
Draw a line l and take any point P outside it.
Take any point Q on line l.
Join PQ.
With a centre, draw an arc cutting l and PQ at C and D respectively.
With centre P and the same radius as in step 4, draw an arc on the opposite side of PQ to cut PQ at E.
With centre E and radius equal to CD,’ draw an arc cutting the arc of step 5 at F.
Join PF and produce it in both directions to obtain the required line m.
Take any point R on m.
Through P, draw a line PS || PQ by following the steps already explained.
The shape of the figure endorsed by these lines is a parallelogram RPQS.
Ex 10.3 Class 7 Maths Question 1. Construct ∆DEF such that DE = 5 cm, DF = 3 cm and m ∠EDF = 90° Solution: Steps of Constipation :
Draw a line segmerit DE = 5cm.
Draw ∠EDX = 90°.
With centre D and radius = 3 cm, draw an are to intersect DX at F.
Join EF to obtain the required triangle DBF.
Ex 10.3 Class 7 Maths Question 2. Construct an isosceles triangle in which the lengths of each of its equal Sides is 6.5 cm find the angle between them is 110° Solution: Steps of Construction :
Draw a line segment BC = 6.5 cm.
Draw ∠CBX = 110°.
With B as centre and radius = 6.5 cm, draw an arc intersecting BX at A.
Join AC to obtain the required ∆ABC.
Ex 10.3 Class 7 Maths Question 3. Construct ∆ABC with BC = 7.5 cm, AC = 5 cm and m∠C = 60°. Solution: Steps of Construction :
Draw a line segment BC =7.5 cm.
Draw ∠BCX = 60°.
With C as centre and radius = 5 cm, draw an arc intersecting CX at A.
Ex 10.4 Class 7 Maths Question 1. Construct ∆ABC, given m∠A = 60°, m∠B = 30° and AB = 5.8 cm. Solution: Steps of Construction : 1. Draw a line segment AB = 5.8 cm. 2. Draw ∠BAX = 60°. 3. Draw ∠ABY, with Y on the same side of AB such that ∠ABY = 30°. Let AX and BY interest at C. Then, ∆ABC is the required triangle.
Ex 10.4 Class 7 Maths Question 2. Construct ∆PQR if PQ = 5cm, m ∠PQR = 105° and m ∠QRP = 40°. Solution: Here, we are given the side PQ, ∠Q and ∠R. But to draw the triangle, we require ∠P
Ex 10.4 Class 7 Maths Question 3. Examine whether you can construct ∆DEF such that EF = 7.2 cm, m∠E = 110° and m∠F = 80°. Justify your answer. Solution: Since m∠E +m∠F = 110° + 80° = 190°, so the ∆DEF cannot be drawn as the’sum of all the angles of a triangle is 180°.
Ex 10.5 Class 7 Maths Question 1. Construct the. right-angled ∆PQR, where m∠Q = 90°, QR = 8 cm and PR = 10 cm. Solution: Steps of Construction :
Draw a line segment QR = 8 cm.
Draw ∠XQR = 90°.
With R as centre and radius =10 cm, draw an arc to intersect ray QX at P.
Join RP to obtain the required ∆PQR.
Ex 10.5 Class 7 Maths Question 2. Construct a right-angled triangle whose hypotenuse is 6 cm long and one of the legs is 4 cm long. Solution: Steps of Construction :
Draw a line segment QR = 4 cm.
Draw ∠XQR = 90°.
With R as centre and radius equal to hypotenuse 6 cm, draw an arc to intersect ray QX at P.
Join RP to obtain the required ∆PQR.
Ex 10.5 Class 7 Maths Question 3. Construct an isosceles right-angled triangle ABC, where m ∠ACB = 90° and AC = 6 cm. Solution: Steps of Construction :
Draw a line segment CB = 6 cm (∵ CB = AC = 6 cm)
Draw ∠BCX = 90°.
With C as centre and radius = 6 cm, draw an arc to intersect ray CX at A.
NCERT Solutions for Class 7 Maths are solved by experts in order to help students to obtain excellent marks in their annual examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 7 Maths NCERT Solutions with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 7 Maths can easily make a grade in their board exams.
Ex 9.1 Class 7 Maths Question 1. List five rational numbers between (i) -1 and 0 (ii) -2 and -1 (iii)−45 and −23 (iv) –12 and 23 Solution:
Ex 9.1 Class 7 Maths Question 2. Write four more rational numbers in each of the following patterns : Solution:
Ex 9.1 Class 7 Maths Question 3. Give four rational numbers equivalent to (i)−27 (ii)5−3 (iii)49 Solution:
Ex 9.1 Class 7 Maths Question 4. Draw the number line and represent the following rational numbers on it : (i)34 (ii)−58 (iii)−74 (iv)78 Solution: (i) In order to represent 34 on the number line, we first draw a number line and mark a point O on it to represent zero. Now, mark the point P representing 3 on the number line as shown. Now, divide the segment OP into four equal parts. Let A, B, C be the points of division so that OA = AB =BC = CP. By construction, OA is three- fourth of OP. So, A represents the rational number 34
(ii) In order to represent −58 on the number line, we first draw a number line and mark a point O on it to represent zero. Now, mark the point P representing -5 on it as shown. Now, divide the segment OP into eight equal parts. Let A, B, C, D, E, F, G be the points of division such that OA = AB = BC = CD = DE = EF = FG = GP. By construction, OA is one-eighth of OP. So, A represents the rational number −58.
(iii) In order to represent −74 on the number line, we first draw a number line and mark a point O on it to represent zero. Now, mark a point P to represent -7 on the number line. Now,divide the segment OP into 4 equal parts. Let A, B, C be the points of division so that OA = AB = BC = CP. By construction, OA is one-fourth of OP. Therefore, A represents the rational number −74.
(iv) In order to represent 78 on the number line, we first draw a number line and mark a point O on it to represent zero. Now, mark the point P to represent 7 on the number line. Now, divide the segment OP into 8 equal parts. Let A, B, C, D, E, F, G be the points of division such that OA = AB = BC = CD = DE = EF = FG = GP. By construction, OA is one-eighth of OP. Therefore, A represents the rational number 78.
Ex 9.1 Class 7 Maths Question 5. The points P, Q, R, S, T, U, A, and B on the number line are such that, TR = RS = SU and AP = PQ = QB. Name the rational numbers represented by P, Q, R, and S.
Solution:
Ex 9.1 Class 7 Maths Question 6. Which of the following pairs represents the same rational number? Solution:
Ex 9.1 Class 7 Maths Question 7. Rewrite the following rational numbers in the simplest form : (i)−86 (ii)2545 (iii)−4472 (iv)−810 Solution:
Ex 9.1 Class 7 Maths Question 8. Fill in the boxes with the correct symbol out of >, <, and =. Solution: (i) Clearly, −57 is a negative rational number and 23 is a positive rational number. We know that every negative rational number is less than every positive rational number. Therefore, (ii) Clearly, denominators of the given rational numbers are positive. The denominators are 5 and 7. Their L.C.M. is 35. So, we first express each rational number with 35 as a common denominator.
(iii) First- we write each one of the given rational numbers with a positive denominator. Clearly, denominator of −78 is positive. The denominator of 14−16 is negative. So, we express it with a positive denominator as follows:
(iv) Clearly, the denominators of the given rational numbers are positive. The denominators are 5 and 4. Their L.C.M. is 20. So, we first express each rational number with 20 as a common denominator.
(v) First we write each one of the given rational numbers with a positive denominator. Clearly, denominator of 1−3 is negative. So, expressing it with a positive denominator as follows:
(vi) First we write each one of the given rational numbers with a positive denominator.
(vii) Since every negative rational number is less than 0,
Ex 9.1 Class 7 Maths Question 9. Which is greater in each of the following : (i)23,52 (ii)−56,−43 (iii)−34,2−3 (iv)−14,14 (v) -327,-345 Solution:
Ex 9.1 Class 7 Maths Question 10. Write the following rational numbers in ascending order : Solution:
NCERT Solutions for Class 7 Maths are solved by experts in order to help students to obtain excellent marks in their annual examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 7 Maths NCERT Solutions with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 7 Maths can easily make a grade in their board exams.
Ex 8.1 Class 7 Maths Question 1. Find the ratio of: (a) ₹5 to 50 paise (b) 15 kg to 210 kg (c) 9 m to 27 cm (d) 30 days to 36 hours Solution:
Ex 8.1 Class 7 Maths Question 2. In a computer lab, there are 3 computers for every 6 students. How many computers are needed for 24 students? Solution: ∵ For every 6 students, there are 3 computers ∴ For 1 student there are 36 computer ∴ For 24 students there are 36 × 24 computers = 12 computers Hence, 12 computers are needed for 24 students.
Ex 8.1 Class 7 Maths Question 3. Population of Rajasthan = 570 lakhs and population of U.P. = 1660lakhs. Area of Rajasthan = 3 lakh km2 and area of U.P. = 2 lakh km2. (i) How many people are there per km2 in both these states? (ii) Which state is less populated? Solution:
Ex 8.2 Class 7 Maths Question 1. Convert the given fractional number to per cents : (a)18 (b)54 (c)340 (d)27 Solution:
Ex 8.2 Class 7 Maths Question 2. Convert the given decimal fractions to per cents. (a) 0.65 (b) 2.1 (c) 0.02 (d) 12.35 Solution:
Ex 8.2 Class 7 Maths Question 3. Estimate what part of the figures is coloured and hence find the per cent which is coloured. Solution:
Ex 8.2 Class 7 Maths Question 4. Find : (a) 15% of 250 (b) 1% of 1 hour (c) 20% of ₹ 2500 (d) 75% of 1 kg Solution:
Ex 8.2 Class 7 Maths Question 5. Find the whole quantity if (a) 5% of it is 600 (b) 12% of it is ? 1080 (c) 40% of it is 500 km (d) 70% of it is 14 minutes (e) 8% of it is 40 litres Solution:
Ex 8.2 Class 7 Maths Question 6. Convert given per cents to decimal fractions and also to fractions in simplest forms : (a) 25% (b) 150% (c) 20% (d) 5% Solution:
Ex 8.2 Class 7 Maths Question 7. In a city, 30% are females, 40% are males and remaining are children. What per cent are children? Solution: In a city, Percentage of females = 30% Percentage of males = 40% Percentage of children = (100 – 30 – 40)% = 30%
Ex 8.2 Class 7 Maths Question 8. Out of 15,000 voters in a constituency, 60% voted. Find the percentage of voters who did not vote. Can you now find how many actually did not vote? Solution: Percentage of voters who voted = 60% Percentage of voters who did not vote = (100 – 60)% = 40% Total number of voters = 15000 Number of voters who did not vote = 40% of 15000 = ( 40100 × 15000 ) = 6000
Ex 8.2 Class 7 Maths Question 9. Meeta saves ₹ 400 from her salary. If this is 10% of her salary, what is her salary? Solution:
Ex 8.2 Class 7 Maths Question 10. A local cricket team played 20 matches in one season. It won 25% of them. How many matches did they win? Solution: Out of 100, 25% matches are won. Then, out of 20, the number of matches that the team won = 25100 × 20 = 14 × 20 = 5
Ex 8.3 Class 7 Maths Question 1. Tell what is the profit or loss in the following transactions. Also find profit per cent or loss per cent in each case. (a) Gardening shears bought for ₹ 250 and sold for ₹ 325. (b) A refrigerator bought for ₹ 12,000 and sold at ₹ 13,500. (c) A cupboard bought for ₹ 2,500 and sold at ₹ 3,000. (d) A skirt bought for ₹ 250 and sold at ₹ 150. Solution:
Ex 8.3 Class 7 Maths Question 2. Convert each part of the ratio to percentage : (a) 3 : 1 (b) 2 : 3 : 5 (c) 1 : 4 (d) 1 : 2 : 5 Solution:
Ex 8.3 Class 7 Maths Question 3. The population of a city decreased from 25,000 to 24,500. Find the percentage decrease. Solution: Original population of the city = 25000 Decreased population of the city = 24500 ∴ Decrease in population = 25000 – 24500 = 500 ∴ Percentage of decrease = ( 50025000 × 100 ) % = 2%
Ex 8.3 Class 7 Maths Question 4. Arun bought a car for ₹ 3,50,000. The next year, the price went upto ₹ 3,70,000. What was the percentage of price increase? Solution: Original cost of the car = ₹ 3,50,000 Increased cost of the car = ₹ 3,70,000 ∴ Increase in price = ₹ (370000 – 350000) = ₹ 20,000 ∴ Percentage increase = ( 20000350000 × 100 )% = 407 % = 5 57%
Ex 8.3 Class 7 Maths Question 5. I buy a T.V. for ₹ 10,000 and sell it at a profit of 20%. How much money do I get for it? Solution:
Ex 8.3 Class 7 Maths Question 6. Juhi sells a washing machine for ? 13,500. She loses 20% in the bargain. What was the price at which she bought it? Solution: We have, S.P. = ₹13,500 and loss = 20%.
Ex 8.3 Class 7 Maths Question 7. (i) Chalk contains calcium, carbon and oxygen in the ratio 10:3:12. Find the percentage of carbon in chalk. (ii) If in a stick of chalk, carbon in 3g, what is the weight of the chalk stick? Solution:
Ex 8.3 Class 7 Maths Question 8. Amina buys a book for ₹ 275 and sells it at a loss of 15%. How much does she sell it for? Solution:
Ex 8.3 Class 7 Maths Question 9. Find the amount to be paid at the end of 3 years in each case : (a) Principal = ₹ 1,200 at 12% p.a. (b) Principal = ₹ 7,500 at 5% p.a. Solution:
Ex 8.3 Class 7 Maths Question 10. What rate gives ₹ 280 as interest on a sum of ₹ 56,000 in 2 years? Solution:
Ex 8.3 Class 7 Maths Question 11. If Meena gives an interest of ₹ 45 for one year at 9% rate p.a. What is the sum she has borrowed? Solution:
Which of the following is not a criterion for congruence of triangles?
(a) SSA
(b) SAS
(c) ASA
(d)SSSSolution 1
Correct option: (a)
SSA is not a criterion for congruence of triangles.Question 2
If AB = QR, BC = RP and CA = PQ, then which of the following holds?
(a) ∆ABC ≅ ∆PQR
(b) ∆CBA ≅ ∆PQR
(c) ∆CAB ≅ ∆PQR
(d) ∆BCA ≅ ∆PQRSolution 2
Correct option: (c)
Question 3
If ∆ABC ≅ ∆PQR then which of the following is not true?
(a) BC = PQ
(b) AC = PR
(c) BC = QR
(d) AB = PQSolution 3
Question 4
In Δ ABC, AB = AC and ∠B = 50°. Then, ∠A = ?
(a) 40°
(b) 50°
(c) 80°
(d) 130° Solution 4
Correct option: (c)
In ΔABC,
AB = AC
⇒ ∠C = ∠B (angles opposite to equal sides are equal)
⇒ ∠C = 50°
Now, ∠A + ∠B + ∠C = 180°
⇒ ∠A + 50° + 50° = 180°
⇒ ∠A = 80° Question 5
In Δ ABC, BC = AB and ∠B = 80°. Then, ∠A = ?
(a) 50°
(b) 40°
(c) 100°
(d) 80° Solution 5
Correct option: (a)
In ΔABC,
BC = AB
⇒ ∠A = ∠C (angles opposite to equal sides are equal)
Now, ∠A + ∠B + ∠C = 180°
⇒ ∠A + 80° + ∠A = 180°
⇒ 2∠A = 100°
⇒ ∠A = 50° Question 6
In ΔABC, ∠C = ∠A, BC = 4 cm and AC = 5 cm. Then, AB = ?
(a) 4 cm
(b) 5 cm
(c) 8 cm
(d) 2.5 cmSolution 6
Correct option: (a)
In ΔABC,
∠C = ∠A
⇒ AB = BC (sides opposite to equal angles are equal)
⇒ AB = 4 cm Question 7
Two sides of a triangle are of length 4 cm and 2.5 cm. The length of the third side of the triangle cannot be
(a) 6 cm
(b) 6.5 cm
(c) 5.5 cm
(d) 6.3 cmSolution 7
Correct option: (b)
The sum of any two sides of a triangle is greater than the third side.
Since, 4 cm + 2.5 cm = 6.5 cm
The length of third side of a triangle cannot be 6.5 cm. Question 8
In ΔABC, if ∠C > ∠B, then
(a) BC > AC
(b) AB > AC
(c) AB < AC
(d) BC < ACSolution 8
Correct option: (b)
We know that in a triangle, the greater angle has the longer side opposite to it.
In ΔABC,
∠C > ∠B
⇒ AB >AC Question 9
It is given that ∆ABC ≅ ∆FDE in which AB = 5 cm, ∠B = 40o, ∠A = 80o and FD = 5 cm. Then which of the following is true?
(a) ∠D = 60o
(b) ∠E = 60o
(c) ∠F = 60o
(d) ∠D = 80oSolution 9
Question 10
In ∆ABC, ∠A = 40o and ∠B = 60o. Then the longest side of ∆ABC is
(a) BC
(b) AC
(c) AB
(d) Cannot be determinedSolution 10
Question 11
In the given figure AB > AC. Then, which of the following is true?
(a) AB < AD
(b) AB = AD
(c) AB > AD
(d) Cannot be determined
Solution 11
Correct option: (c)
Question 12
In the given figure AB > AC. If BO and CO are the bisectors of ∠B and ∠C respectively, then
(a) OB = OC
(b) OB > OC
(c) OB < OC
Solution 12
Question 13
In the given figure, AB = AC and OB = OC. Then, ∠ABO : ∠ACO = ?
(a) 1 :1
(b) 2 : 1
(c) 1 :2
(d) None of these
Solution 13
Question 14
If the altitudes from two vertices of a triangle to the opposite sides are equal, then the triangle is
(a) Equilateral
(b) Isosceles
(c) Scalene
(d) Right-angledSolution 14
Question 15
In ∆ABC and ∆DEF, it is given that AB = DE and BC = EF. In order that ∆ABC ≅ ∆DEF, we must have
(a) ∠A = ∠D
(b) ∠B = ∠E
(c) ∠C = ∠F
(d) None of these
Solution 15
Question 16
In ∆ABC and ∆DEF, it is given that ∠B = ∠E and ∠C = ∠F. In order that ∆ABC ≅ ∆DEF, we must have
(a) AB = DF
(b) AC = DE
(c) BC = EF
(d) ∠A = ∠D
Solution 16
Question 17
In ∆ABC and ∆PQR, it is given that AB = AC, ∠C = ∠P and ∠B = ∠Q. Then, the two triangles are
(a) Isosceles but not congruent
(b) Isosceles but congruent
(c) Congruent but not isosceles
(d) Neither congruent nor isosceles
Solution 17
Question 18
Which is true ?
(a) A triangle can have two right angles.
(b) A triangle can have two obtuse angles.
(c) A triangle can have two acute angles.
(d) An exterior angle of a triangle is less than either of the interior opposite angles.
Solution 18
Question 19
Fill in the blanks with
(a) (Sum of any two sides of a triangle)……(the third side)
(b) (Difference of any two sides of a triangle)…..(the third side)
(c) (Sum of three altitudes of a triangle) ……. (sum of its three sides
(d) (Sum of any two sides of a triangle)….. (twice the median to the 3rd side)
(e) (Perimeter of a triangle)……(sum of its medians)Solution 19
Question 20
Fill in the blanks
(a) Each angle of an equilateral triangles measures …….
(b) Medians of an equilateral triangle are ……….
(c) In a right triangle the hypotenuse is the ….. side
(d) Drawing a ∆ABC with AB = 3cm, BC= 4 cm and CA = 7 cm is ……..Solution 20
Exercise Ex. 9B
Question 1(i)
Is it possible to construct a triangle with lengths of its sides as given below? Give reason for your answer.
5 cm, 4 cm, 9 cmSolution 1(i)
No, it is not possible to construct a triangle with lengths of its sides given because the sum of two sides, 5 cm and 4 cm, is not greater than the third side, 9 cm. Question 1(ii)
Is it possible to construct a triangle with lengths of its sides as given below? Give reason for your answer.
8 cm, 7 cm, 4 cmSolution 1(ii)
Yes, it is not possible to construct a triangle with lengths of its sides given because the sum of any two sides is greater than the third side. Question 1(iii)
Is it possible to construct a triangle with lengths of its sides as given below? Give reason for your answer.
10 cm, 5 cm, 6 cmSolution 1(iii)
Yes, it is not possible to construct a triangle with lengths of its sides given because the sum of any two sides is greater than the third side. Question 1(iv)
Is it possible to construct a triangle with lengths of its sides as given below? Give reason for your answer.
2.5 cm, 5 cm, 7 cmSolution 1(iv)
Yes, it is not possible to construct a triangle with lengths of its sides given because the sum of any two sides is greater than the third side. Question 1(v)
Is it possible to construct a triangle with lengths of its sides as given below? Give reason for your answer.
3 cm, 4 cm, 8 cmSolution 1(v)
No, it is not possible to construct a triangle with lengths of its sides given because the sum of two sides, 3 cm and 4 cm, is not greater than the third side, 8 cm. Question 2
In ΔABC, ∠A = 50° and ∠B = 60°. Determine the longest and shortest sides of the triangle.Solution 2
In ΔABC,
∠A + ∠B + ∠C = 180°
⇒ 50° + 60° + ∠C = 180°
⇒ ∠C = 70°
Thus, we have
∠A < ∠B < ∠C
⇒ BC < AC < AB
Hence, the longest side is AB and the shortest side is BC. Question 3(iii)
In ΔABC, ∠A = 100° and ∠C = 50°. Which is its shortest side?Solution 3(iii)
In ΔABC,
∠A + ∠B + ∠C = 180°
⇒ 100° + ∠B + 50° = 180°
⇒ ∠B = 30°
Thus, we have
∠B < ∠C < ∠A
⇒ AC < AB < BC
Hence, the shortest side is AC. Question 3(i)
In ABC, if A = 90o, which is the longest side?Solution 3(i)
Question 3(ii)
In ABC, if A = B = 45o, name the longest side.Solution 3(ii)
Question 4
In ABC, side AB is produced to D such that BD = BC. If B = 60o and A = 70o, prove that (i) AD > CD and (ii) AD > AC.
Solution 4
Question 5
In the given figure, ∠B < ∠A and ∠C < ∠D. Show that AD < BC.
Solution 5
In ΔAOB,
∠B < ∠A
⇒ AO < BO ….(i)
In ΔCOD,
∠C < ∠D
⇒ DO < CO ….(ii)
Adding (i) and (ii),
AO + DO < BO + CO
⇒ AD < BC Question 6
AB and CD are respectively the smallest and largest sides of quadrilateral ABCD. Show that ∠A > ∠C and ∠B > ∠D.
Solution 6
Construction: Join AC and BD.
In ΔABC,
BC > AB
⇒ ∠BAC > ∠ACB ….(i)
In ΔACD,
CD > AD
⇒ ∠CAD > ∠ACD ….(ii)
Adding (i) and (ii), we get
∠BAC + ∠CAD > ∠ACB + ∠ACD
⇒ ∠A > ∠C
In ΔADB,
AD > AB
⇒ ∠ABD > ∠ADB ….(iii)
In ΔBDC,
CD > BC
⇒ ∠CBD > ∠BDC ….(iv)
Adding (iii) and (iv), we get
∠ABD + ∠CBD > ∠ADB + ∠BDC
⇒ ∠B > ∠D Question 7
In a quadrilateral ABCD, show that
(AB + BC + CD + DA) > (AC + BD).Solution 7
In ΔABC,
AB + BC > AC ….(i)
In ΔACD,
DA + CD > AC ….(ii)
In ΔADB,
DA + AB > BD ….(iii)
In ΔBDC,
BC + CD > BD ….(iv)
Adding (i), (ii), (iii) and (iv), we get
AB + BC + DA + CD + DA + AB + BC + CD > AC + AC + BD + BD
⇒ 2(AB + BC + CD + DA) > 2(AC + BD)
⇒ AB + BC + CD + DA > AC + BD Question 8
In a quadrilateral ABCD, show that
(AB + BC + CD + DA) < 2(BD + AC).Solution 8
In ΔAOB,
AO + BO > AB ….(i)
In ΔBOC,
BO + CO > BC ….(ii)
In ΔCOD,
CO + DO > CD ….(iii)
In ΔAOD,
DO + AO > DA ….(iv)
Adding (i), (ii), (iii) and (iv), we get
AO + BO + BO + CO + CO + DO + DO + AO > AB + BC + CD + DA
⇒ 2(AO + CO) + 2(BO + DO) > AB + BC + CD + DA
⇒ 2AC + 2BD > AB + BC + CD + DA
⇒ 2(AC + BD) > AB + BC + CD + DA
⇒ AB + BC + CD + DA < 2(AC + BD) Question 9
In ABC, B = 35o, C = 65o and the bisector of BAC meets BC in X. Arrange AX, BX and CX in descending order.
Solution 9
Question 10
In the given figure, PQ > PR and QS and RS are the bisectors of ∠Q and ∠R respectively. Show that SQ > SR.
Solution 10
In ΔPQR,
PQ > PR
⇒ ∠PRQ > ∠PQR
⇒ ∠SRQ > ∠SQR
⇒ SQ > SRQuestion 11
D is any point on the side AC of ΔABC with AB = AC. Show that CD < BD.Solution 11
In ΔABC,
AB = AC
⇒ ∠ABC = ∠ACB ….(i)
Now, ∠ABC = ∠ABD + ∠DBC
⇒ ∠ABC > ∠DBC
⇒ ∠ACB > ∠DBC [From (i)]
⇒ ∠DCB > ∠DBC
⇒ BD > CD
i.e. CD < BD Question 12
Prove that in a triangle, other than an equilateral triangle, angle opposite to the longest side is greater than of a right angle.Solution 12
Let PQR be the required triangle.
Let PR be the longest side.
Then, PR > PQ
⇒ ∠Q > ∠R ….(i)
Also, PR > QR
⇒ ∠Q > ∠P ….(ii)
Adding (i) and (ii), we get
2∠Q > ∠R + ∠P
⇒ 2∠Q + ∠Q > ∠P + ∠Q + ∠R (adding ∠Q to both sides)
⇒ 3∠Q > 180°
⇒ ∠Q > 60°
Question 13(i)
In the given figure, prove that CD + DA + AB > BC
Solution 13(i)
In ΔCDA,
CD + DA > AC ….(i)
In ΔABC,
AC + AB > BC ….(ii)
Adding (i) and (ii), we get
CD + DA + AC + AB > AC + BC
Subtracting AC from both sides, we get
CD + DA + AB > BC Question 13(ii)
In the given figure, prove that
CD + DA + AB + BC > 2AC.
Solution 13(ii)
In ΔCDA,
CD + DA > AC ….(i)
In ΔABC,
AB + BC > AC ….(ii)
Adding (i) and (ii), we get
CD + DA + AB + BC > AC + AC
⇒ CD + DA + AB + BC > 2AC Question 14(i)
If O is a point within ABC, show that:
AB + AC > OB + OCSolution 14(i)
Given : ABC is a triangle and O is appoint insideit.
To Prove : (i) AB+AC > OB +OCQuestion 14(ii)
If O is a point within ABC, show that:
AB + BC + CA > OA + OB + OCSolution 14(ii)
AB+BC+CA > OA+OB+OCQuestion 14(iii)
If O is a point within ABC, show that:
OA + OB + OC > (AB + BC + CA)Solution 14(iii)
OA+OB+OC> (AB+BC+CA)
Proof:
(i)InABC,
AB+AC>BC.(i)
And in , OBC,
OB+OC>BC.(ii)
Subtracting (i) from (i) we get
(AB+AC)-(OB+OC)> (BC-BC)
i.e.AB+AC>OB+OC
(ii)AB+AC> OB+OC[proved in (i)]
Similarly,AB+BC > OA+OC
AndAC+BC> OA +OB
Addingboth sides of these three inequalities, we get
(AB+AC) +(AC+BC) +(AB+BC)>OB+OC+OA+OB+OA+OC
i.e.2(AB+BC+AC)> 2(OA+OB+OC)
Therefore, we have
AB+BC+AC > OA+OB+OC
(iii)InOAB
OA+OB > AB(i)
InOBC,
OB+OC > BC(ii)
And, in OCA,
OC+OA>CA
Adding (i), (ii) and (iii)we get
(OA+OB) + (OB+OC)+(OC+OA)> AB+BC+CA
i.e2(OA+OB+OC) > AB+BC+CA
OA+OB+OC> (AB+BC+CA)Question 15
In the given figure, AD ⊥ BC and CD > BD. Show that AC > AB.
Solution 15
Construction: Mark a point S on BC such that BD = SD. Join AS.
In ΔADB and ΔADS,
BD = SD (by construction)
∠ADB = ∠ADS (Each equal to 90°)
AD = AD (common)
∴ ΔADB ≅ ΔADS (by SAS congruence criterion)
⇒ AB = AS (c.p.c.t.)
Now, in ΔABS,
AB = AS
⇒ ∠ASB = ∠ABS ….(i)(angles opposite to equal sides are equal)
In ΔACS,
∠ASB > ∠ACS ….(ii)
From (i) and (ii), we have
∠ABS > ∠ACS
⇒ ∠ABC > ∠ACB
⇒ AC > ABQuestion 16
In the given figure, D is a point on side BC of a ΔABC and E is a point such that CD = DE. Prove that AB + AC > BE.
Solution 16
In ΔABC,
AB + AC > BC
⇒ AB + AC >BD + DC
⇒ AB + AC >BD + DE ….(i) [since CD = DE]
In ΔBED,
BD + DE > BE ….(ii)
From (i) and (ii), we have
AB + AC > BE
Exercise Ex. 9A
Question 1
In the given figure, AB ∥ CD and O is the midpoint of AD.
Show that (i) Δ AOB ≅ Δ DOC (ii) O is the midpoint of BC.
Solution 1
(i) In ΔAOB and ΔDOC,
∠BAO = ∠CDO (AB ∥ CD, alternate angles)
AO = DO (O is the mid-point of AD)
∠AOB = ∠DOC (vertically opposite angles)
∴ ΔAOB ≅ ΔDOC (by ASA congruence criterion)
(ii) Since ΔAOB ≅ ΔDOC,
BO = CO (c.p.c.t.)
⇒ O is the mid-point of BC.Question 2
In the given figure, AD and BC are equal perpendiculars to a line segment AB. Show that CD bisect AB.
Solution 2
In ΔAOD and ΔBOC,
∠AOD = ∠BOC (vertically opposite angles)
∠DAO = ∠CBO (Each 90°)
AD = BC (given)
∴ ΔAOD ≅ BOC (by AAS congruence criterion)
⇒ AO = BO (c.p.c.t.)
⇒ CD bisects AB. Question 3
In the given figure, two parallels lines l and m are intersected by two parallels lines p and q. Show that Δ ABC ≅ Δ CDA.
Solution 3
In ΔABC and ΔCDA
∠BAC = ∠DCA (alternate interior angles for p ∥ q)
AC = CA (common)
∠BCA = ∠DAC (alternate interior angles for l ∥ m)
∴ ΔABC ≅ ΔCDA (by ASA congruence rule)Question 4
AD is an altitude of an isosceles ΔABC in which AB = AC.
Show that (i) AD bisects BC, (ii) AD bisects ∠A.
Solution 4
(i) In ΔBAD and ΔCAD
∠ADB = ∠ADC (Each 90° as AD is an altitude)
AB = AC (given)
AD = AD (common)
∴ ΔBAD ≅ ΔCAD (by RHS Congruence criterion)
⇒ BD = CD (c.p.c.t.)
Hence AD bisects BC.
(ii) Also, ∠BAD = ∠CAD (c.p.c.t.)
Hence, AD bisects ∠A.Question 5
In the given figure, BE and CF are two equal altitudes of ΔABC.
Show that (i) ΔABE ≅ ΔACF, (ii) AB = AC.
Solution 5
(i) In ΔABE and ΔACF,
∠AEB = ∠AFC (Each 90°)
BE = CF (given)
∠BAE = ∠CAF (common ∠A)
∴ ΔABE ≅ ACF (by ASA congruence criterion)
(ii) Since ΔABE ≅ ΔACF,
AB = AC (c.p.c.t.)Question 6
ΔABC and ΔDBC are two isosceles triangles on the same base BC and vertices A and D are on the same side of BC. If AD is extended to intersect BC at E, show that
(i) ΔABD ≅ ΔACD
(ii) ΔABE ≅ ΔACE
(iii) AE bisects ∠A as well as ∠D
(iv) AE is the perpendicular bisector of BC.
Solution 6
(i) In ΔABD and ΔACD,
AB = AC (equal sides of isosceles ΔABC)
DB = DC (equal sides of isosceles ΔDBC)
AD = AD (common)
∴ ΔABD ≅ ACD (by SSS congruence criterion)
(ii) Since ΔABD ≅ ΔACD,
∠BAD = ∠CAD (c.p.c.t.)
⇒ ∠BAE = ∠CAE ….(1)
Now, in ΔABE and ΔACE
AB = AC (equal sides of isosceles ΔABC)
∠BAE = ∠CAE [From (1)]
AE = AE (common)
∴ ΔABE ≅ ACE (by SAS congruence criterion)
(iii) Since ΔABD ≅ ΔACD,
∠BAD = ∠CAD (c.p.c.t.)
⇒ ∠BAE = ∠CAE
Thus, AE bisects ∠A.
In ΔBDE and ΔCDE,
BD = CD (equal sides of isosceles ΔABC)
BE = CE (c.p.c.t. since ΔABE ≅ ACE)
DE = DE (common)
∴ ΔBDE ≅ CDE (by SSS congruence criterion)
⇒ ∠BDE = ∠CDE (c.p.c.t.)
Thus, DE bisects ∠D, i.e., AE bisects ∠D.
Hence, AE bisects ∠A as well as ∠D.
(iv) Since ΔBDE ≅ ΔCDE,
BE = CE and ∠BED = ∠CED (c.p.c.t.)
⇒ BE = CE and ∠BED = ∠CED = 90° (since ∠BED and ∠CED form a linear pair)
⇒ DE is the perpendicular bisector of BC.
⇒ AE is the perpendicular bisector of BC.Question 7
In the given figure, if x = y and AB = CB, then prove that AE = CD.
Solution 7
Question 8
In the given figure, line l is the bisector of an angle ∠A and B is any point on l. If BP and BQ are perpendiculars from B to the arms of ∠A, show that
(i) ΔAPB ≅ ΔAQB
(ii) BP = BQ, i.e., B is equidistant from the arms of ∠A.
Solution 8
(i) In ΔAPB and ΔAQB,
∠APB = ∠AQC (Each 90°)
∠BAP = ∠BAQ (line l is the bisector of ∠A)
AB = AB (common)
∴ ΔAPB ≅ AQB (by AAS congruence criterion)
(ii) Since ΔAPB ≅ ΔAQB,
BP = BQ (c.p.c.t.) Question 9
ABCD is a quadrilateral such that diagonal AC bisect the angles ∠A and ∠C. Prove that AB = AD and CB = CD.Solution 9
In ΔABC and ΔADC,
∠BAC = ∠DAC (AC bisects ∠A)
AC = AC (common)
∠BCA = ∠DCA (AC bisects ∠C)
∴ ΔABC ≅ ADC (by ASA congruence criterion)
⇒ AB = AD and CB = CD (c.p.c.t.) Question 10
ΔABC is a right triangle right angled at A such that AB = AC and bisector of ∠C intersect the side AB at D. Prove that AC + AD = BC.Solution 10
Construction: Draw DE ⊥ BC.
In ΔDAC and ΔDEC,
∠DAC = ∠DEC (Each 90°)
∠DCA = ∠DCE (CD bisects ∠C)
CD = CD (common)
∴ ΔDAC ≅ ΔDEC (by AAS congruence criterion)
⇒ DA = DE (c.p.c.t.) ….(i)
and AC = EC (c.p.c.t.) ….(ii)
Given, AB = AC
⇒ ∠B = ∠C (angles opposite to equal sides are equal)
In ΔABC, by angle sum property,
∠A + ∠B + ∠C = 180°
⇒ 90° + ∠B + ∠B = 180°
⇒ 2∠B = 90°
⇒ ∠B = 45°
In ΔBED,
∠BDE + ∠B = 90° (since ∠BED = 90°)
⇒ ∠BDE + 45° = 90°
⇒ ∠BDE = 45°
⇒ ∠BDE = ∠DBE = 45°
⇒ DE = BE ….(iii)
From (i) and (iii),
DA = DE = BE ….(iv)
Now, BC = BE + EC
⇒ BC = DA + AC [From (ii) and (iv)
⇒ AC + AD = BCQuestion 11
In the given figure, OA = OB and OP = OQ. Prove that (i) PX = QX (ii) AX = BX.
Solution 11
Question 12
In the given figure, ABC is an equilateral triangle; PQ || AC and AC is produced to R such that CR = BP. Prove that QR bisects PC.
Solution 12
Question 13
In the given figure, ABCD is a quadrilateral in which AB || DC and P is the midpoint BC. On producing, AP and DC meet at Q. Prove that (i) AB = CQ, (ii) DQ = DC + AB.
Solution 13
Question 14
In the given figure, ABCD is square and P is a point inside it such that PB = PD. Prove that CPA is a straight line.
Solution 14
Question 15
In the given figure, O is a point in the interior of square ABCD such that ΔOAB is an equilateral triangle. Show that ΔOCD is an isosceles triangle.
Solution 15
ΔOAB is an equilateral triangle.
⇒ ∠OAB = ∠OBA = AOB = 60°
ABCD is a square.
⇒ ∠A = ∠B = ∠C = ∠D = 90°
Now, ∠A = ∠DAO + ∠OAB
⇒ 90° = ∠DAO + 60°
⇒ ∠DAO = 90° – 60° = 30°
Similarly, ∠CBO = 30°
In ΔOAD and ΔOBC,
AD = BC (sides of a square ABCD)
∠DAO = ∠CBO = 30°
OA = OB (sides of an equilateral ΔOAB)
∴ ΔOAD ≅ ΔOBC (by SAS congruence criterion)
⇒ OD = OC (c.p.c.t.)
Hence, ΔOCD is an isosceles triangle.Question 16
In the adjoining figure, X and Y are respectively two points on equal sides AB and AC of ABC such that AX = AY. Prove that CX = BY.
Solution 16
Question 17
In ABC, D is the midpoint of BC. If DL AB and DM AC such that DL = DM, prove that AB = AC.
Solution 17
Question 18
In ABC, AB = AC and the bisectors of B and C meet at a point O. Prove that BO = CO and the ray AO is the bisector A.
Solution 18
Question 19
The line segments joining the midpoints M and N of parallel sides AB and DC respectively of a trapezium ABCD is perpendicular to both the sides AB and DC. Prove that AD = BC.Solution 19
Construction: Join AN and BN.
In ΔANM and ΔBNM
AM = BM (M is the mid-point of AB)
∠AMN = ∠BMN (Each 90°)
MN = MN (common)
∴ ΔANM ≅ ΔBNM (by SAS congruence criterion)
⇒ AN = BN (c.p.c.t.) ….(i)
And, ∠ANM = ∠BNM (c.p.c.t.)
⇒ 90° – ∠ANM = 90° – ∠BNM
⇒ ∠AND = ∠BNC ….(ii)
In ΔAND and DBNC,
AN = BN [From (i)]
∠AND = ∠BNC [From (ii)]
DN = CN (N is the mid-point of DC)
∴ ΔAND ≅ ΔBNC (by SAS congruence criterion)
⇒ AD = BC (c.p.c.t.)Question 20
The bisectors of ∠B and ∠C of an isosceles triangle with AB = AC intersect each other at a point O. BO is produced to meet AC at a point M. Prove that ∠MOC = ∠ABC.Solution 20
In ΔABC, AB = AC
⇒ ∠ABC = ∠ACB
⇒ ∠OBC = ∠OCB ….(i)
Now, by exterior angle property,
∠MOC = ∠OBC + ∠OCB
⇒ ∠MOC = 2∠OBC [From (i)]
⇒ ∠MOC = ∠ABC (OB is the bisector of ∠ABC) Question 21
The bisectors of ∠B and ∠C of an isosceles ΔABC with AB = AC intersect each other at a point O. Show that the exterior angle adjacent to ∠ABC is equal to ∠BOC.Solution 21
In ΔABC, AB = AC
⇒ ∠ABC = ∠ACB
⇒ ∠OBC = ∠OCB ….(i)
In ΔBOC, by angle sum property,
∠BOC + ∠OBC + ∠OCB = 180°
⇒ ∠BOC + 2∠OBC = 180° [From (i)]
⇒ ∠BOC + ∠ABC = 180°
⇒ ∠BOC + (180° – ∠ABP) = 180° (∠ABC and ∠ABP form a linear pair)
⇒ ∠BOC + 180° – ∠ABP = 180°
⇒ ∠BOC – ∠ABP = 0
⇒ ∠BOC = ∠ABP Question 22
P is a point on the bisector of ∠ABC. If the line through P, parallel to BA meets BC at Q, prove that ΔBPQ is an isosceles triangle.Solution 22
AB ∥ PQ and BP is a transversal.
⇒ ∠ABP = ∠BPQ (alternate angles) ….(i)
BP is the bisector of ∠ABC.
⇒ ∠ABP = ∠PBC
⇒ ∠ABP = ∠PBQ ….(ii)
From (i) and (ii), we have
∠BPQ = ∠PBQ
⇒ PQ = BQ (sides opposite to equal angles are equal)
⇒ ΔBPQ is an isosceles triangle.Question 23
The image of an object placed at a point A before a plane mirror LM is seen at the point B by an observer at D, as shown in the figure. Prove that the image is as far behind the mirror as the object is in front of the mirror.
Solution 23
To prove that the image is as far behind the mirror as the object is in front of the mirror, we need to prove that AT = BT.
We know that angle of incidence = angle of reflection.
⇒ ∠ACN = ∠DCN ….(i)
AB ∥ CN and AC is the transversal.
⇒ ∠TAC = ∠ACN (alternate angles) ….(ii)
Also, AB ∥ CN and BD is the transversal.
⇒ ∠TBC = ∠DCN (corresponding angles) ….(iii)
From (i), (ii) and (iii),
∠TAC = ∠TBC ….(iv)
In ΔACT and ΔBCT,
∠TAC = ∠TBC [From (iv)]
∠ATC = ∠BTC (Each 90°)
CT = CT (common)
∴ ΔACT ≅ ΔBCT (by AAS congruence criterion)
⇒ AT = BT (c.p.c.t.)Question 24
In the adjoining figure, explain how one can find the breadth of the river without crossing it.
Solution 24
Let AB be the breadth of a river. Now take a point M on that bank of the river where point B is situated. Through M draw a perpendicular and take point N on it such that point, A, O and N lie on a straight line where point O is the mid point of BM.
Question 25
In a ΔABC, D is the midpoint of side AC such that BD = . Show that ∠ABC is a right angle.Solution 25
D is the mid-point of AC.
⇒ AD = CD =
Given, BD =
⇒ AD = CD = BD
Consider AD = BD
⇒ ∠BAD = ∠ABD (i)(angles opposite to equal sides are equal)
Consider CD = BD
⇒ ∠BCD = ∠CBD (ii)(angles opposite to equal sides are equal)
In ΔABC, by angle sum property,
∠ABC + ∠BAC + ∠BCA = 180°
⇒ ∠ABC + ∠BAD + ∠BCD = 180°
⇒ ∠ABC + ∠ABD + ∠CBD = 180° [From (i) and (ii)]
⇒ ∠ABC + ∠ABC = 180°
⇒ 2∠ABC = 180°
⇒ ∠ABC = 90°
Hence, ∠ABC is a right angle.Question 26
“If two sides and an angle of one triangle are equal to two sides and an angle of another triangle then the two triangles must be congruent.” Is the statement true? Why?Solution 26
The given statement is not true.
Two triangles are congruent if two sides and the included angle of one triangle are equal to corresponding two sides and the included angle of another triangle. Question 27
“If two angles and a side of one triangle are equal to two angles and a side of another triangle then the two triangles must be congruent.” Is the statement true? Why?Solution 27
The given statement is not true.
Two triangles are congruent if two angles and the included side of one triangle are equal to corresponding two angles and the included angle of another triangle.
NCERT Solutions for Class 7 Maths are solved by experts in order to help students to obtain excellent marks in their annual examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 7 Maths NCERT Solutions with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 7 Maths can easily make a grade in their board exams.
Ex 7.1 Class 7 Maths Question 1. Complete the following statements:
(a) Two line segments are congruent if (b) Among two congruent angles, one has a measure of 70°; the measure of the other angle is (c) When we write ∠A = ∠B, we actually mean
Solution:
(a) Two line segments are congruent if they have the same length. (b) Among two congruent angles, one has a measure of 70° the measure of the other angle is 70°. (c) When we write ∠A = ∠B, we actually mean m ∠A = m ∠B.
Ex 7.1 Class 7 Maths Question 2. Give any two real-life examples for congruent shapes. Solution: Two one-rupee coins, two ten-rupee notes.
Ex 7.1 Class 7 Maths Question 3. If ∆ABC = FED under the correspondence ABC ↔ FED, write all the corresponding congruent parts of the triangles. Solution: ∆ABC = ∆FED means that ∆ABC superposes on ∆FED exactly such that the vertices of ∆ABC fall on the vertices of ∆FED in the following order A ↔ F, B ↔ E and C ↔ D.
Ex 7.1 Class 7 Maths Question 4. If ∆DEF = BCA, write the part(s) of ∆BCA that correspond to Solution:
Ex 7.2 Class 7 Maths Question 1. Which congruence criterion do you use in the following ? Solution:
Ex 7.2 Class 7 Maths Question 2. You want to show that ∆ART = ∆PEN.
(a) If you have to use SSS criterion, then you need to
AR =
RT =
AT =
(b) If it is given that ∠T = ∠N and you are to use SAS criterion, you need to have
RT = and,
PN =
(c) If it is given that AT = PN and you are to use ASA criterion, you need to have
?
?
Solution: (a) In order to show that ∆ART = ∆PEN using SSS criterion, we need to show that
AR = PE
RT = EN
AT = PN
(b) If m∠T = m∠N and to use SAS criterion, we need to show that
RT = EN and
PN = AT
(c) If AT = PN and to use ASA criterion, we need to show that
∠RAT = ∠EPN and
∠ATR = ∠PNE
Ex 7.2 Class 7 Maths Question 3. Solution:
Ex 7.2 Class 7 Maths Question 4. In ∆ABC, ∠A = 30°, ∠B = 40° and ∠C = 110° In ∆PQR, ∠P = 30°, ∠Q = 40° and ∠R = 110°. A student says that ∆ABC = ∆PQR by AAA congruence criterion. Is he justified? Why or why not? Solution: In two triangles, if the three angles of one triangle are respectively equal to the three angles of the other, then the triangles are not necessarily congruent.
Ex 7.2 Class 7 Maths Question 5. In the figure, the two triangles are congruent The corresponding parts are ∆ RAT = ? Solution:
Ex 7.2 Class 7 Maths Question 6. Complete the congruence statement : Solution:
Ex 7.2 Class 7 Maths Question 7. In a squared sheet, draw two triangles of equal areas such that (i) the triangles are congruent. (ii) the triangles are not congruent. What can you say about their perimeters? Solution:
Ex 7.2 Class 7 Maths Question 8. Draw a rough sketch of two triangles such that they have five pairs of congruent parts but still the triangles are not congruent. Solution: In some special cases (which depend on the lengths of the sides and the size of the angle involved),
SSA is enough to show congruence. However, it is not always enough. Consider the following triangles :
Here side AB is congruent to side DE (S) side AC is congruent to side DF(S) angle C is congruent to angle F(A)
But the triangles are not congruent, as we can see.
What happens is this : If we draw a vertical line through point A in the first triangle, we can sort of “flip” side AB around this line to get the second triangle. If we were to lay one triangle on top of the other and draw the vertical line, this how it would look.
Clearly, side DE is just side AB flipped around the line. So, we have not changed the length of the side, and the other side AC (or DF) is unchanged, as is angle C (or F). So, these two triangles that have the same SSA information, but they are not congruent.
Ex 7.2 Class 7 Maths Question 9. If ∆ABC and ∆PQR are to be congruent, name one additional pair of corresponding parts. What criterion did you use? Solution: In order prove that ∆ABC ≅ ∆PQR, the additional pair of corresponding parts are named as BC = QR. Criterion used is ASA rule of congruence
Ex 7.2 Class 7 Maths Question 10. Explain, why ∆ABC ≅ ∆FED Solution:
NCERT Solutions for Class 7 Maths are solved by experts in order to help students to obtain excellent marks in their annual examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 7 Maths NCERT Solutions with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 7 Maths can easily make a grade in their board exams.
Ex 6.1 Class 7 Maths Question 2. Draw rough sketches for the following : (a) In ∆ABC, BE is a median. (b) in ∆PQR, PQ and PR are altitudes of the triangle. (c) In ∆XYZ, YL is an altitude In the exterior of the triangle. Solution: (a) Rough sketch of median BE of ∆ABC is as shown. (b) Rough sketch of altitudes PQ and PR of ∆PQR is as shown. (c) Rough sketch of an exterior altitude YL of ∆XYZ is as shown.
Ex 6.1 Class 7 Maths Question 3. Verify by drawing a diagram if ‘the median and altitude of an isosceles triangle can be same. Solution: Draw a line segment BC. By paper folding, locate the perpendicular bisector of BC. The folded crease meets BC at D, its mid-point. Take any point A on this perpendicular bisector. Join AB and AC. The triangle thus obtained is an isosceles ∆ABC in which AB = AC. Since D is the mid-point of BC, so AD is its median. Also, AD is the perpendicular bisector of BC. So, AD is the altitude of ∆ABC. Thus, it is verified that the median and altitude of an isosceles triangle are the same.
Ex 6.2 Class 7 Maths Question 1. Find the value of the unknown exterior angle x in the following diagrams : Solution: Since, in a triangle an exterior angle is equal to the sum of the two interior opposite angles, therefore,
x = 50°+ 70° = 120°
x = 65°+ 45° = 110°
x = 30°+ 40°= 70°
x = 60° + 60° = 120c
x = 50° + 50° = 100c
x = 30°+ 60° = 90°
Ex 6.2 Class 7 Maths Question 2. Find the value of the unknown interior angle x in the following figures : Solution: We know that in a triangle, an exterior angle is equal to the sum of the two interior opposite angles. Therefore,
Ex 6.4 Class 7 Maths Question 1. Is it possible to have a triangle with the following sides? (i) 2 cm, 3 cm, 5 cm (ii) 3 cm, 6 cm, 7 cm (iii) 6 cm, 3 cm, 2 cm Solution: (i) Since, 2 + 3 > 5 So the given side lengths cannot form a triangle. (ii) We have, 3 + 6 > 7, 3 + 7 > 6 and 6 + 7 > 3 i. e., the sum of any two sides is greater than the third side. So, these side lengths form a triangle. (iii) We have, 6 + 3 > 2, 3 + 2 Undefined control sequence \ngtr 6 So, the given side lengths cannot form a triangle.
Ex 6.4 Class 7 Maths Question 2. Take any point O in the interior of a triangle PQR. Is (i) OP + OQ > PQ? (ii) OQ + OR > QR ? (iii) OR + OP > RP ? Solution: (i) Yes, OP + OQ > PQ because on joining OP and OQ, we get a ∆OPQ and in a triangle, sum of the lengths of any two sides is always greater than the third side.
(ii) Yes, OQ + OR > QR, because on joining OQ and OR, we get a ∆OQR and in a triangle, sum of the length of any two sides is always greater than the third side.
(iii) Yes, OR + OP > RP, because on joining OR and OP, we get a ∆OPR and in a triangle, sum of the lengths of any two sides is always greater than the third side.
Ex 6.4 Class 7 Maths Question 3. AM is median of a triangle ABC. Is AB + BC + CA > 2AM? (Consider the sides of triangles ∆ABM and ∆AMC.) Solution: Using triangle inequality property in triangles ABM and AMC, we have AB + BM > AM …(1) and, AC + MC > AM …(2) Adding (1) and (2) on both sides, we get AB + (BM + MC) + AC > AM + AM ⇒ AB + BC + AC > 2AM
Ex 6.4 Class 7 Maths Question 4. ABCD is a quadrilateral. Is AB + BC + CD + DA > AC + BD? Solution:
Ex 6.4 Class 7 Maths Question 5. ABCD is a quadrilateral. Is AB + BC + CD + DA < 2(AC + BD)? Solution: Let ABCD be a quadrilateral and its diagonals AC and BD intersect at O. Using triangle inequality property, we have In ∆OAB OA + OB > AB ……(1)
Ex 6.4 Class 7 Maths Question 6. The lengths of two sides of a triangle are 12 cm and 15 cm. Between what two measures should the length of the third side fall? Solution: Let x cm be the length of the third side. Thus, 12 + 15 > x, x + 12 > 15 and x + 15 > 12 ⇒ 27 > x, x > 3 and x > -3 The numbers between 3 and 27 satisfy these. ∴ The length of the third side could be any length between 3 cm and 27 cm.
Ex 6.5 Class 7 Maths Question 1. PQR is a triangle, right-angled at P. If PQ = 10 cm and PR? = 24 cm, find QR. Solution:
Ex 6.5 Class 7 Maths Question 2. ABC is a triangle right-angled atC. If AB = 25 cm and AC = 7cm, find BC. Solution:
Ex 6.5 Class 7 Maths Question 3. A 15 m long ladder reached a window 12 m high from the ground on placing it against a wall at a distance a. Find the distance of the foot of the ladder from the wall. Solution: Hence, the distance of the foot of the ladder from the wall is 9 m.
Ex 6.5 Class 7 Maths Question 4. Which of the following can be the sides of a right triangle? (i) 2.5 em, 6.5 cm, 6 cm. (ii) 2 cm, 2 cm, 5 cm. (iii) 1.5 cm, 2 cm, 2.5 cm. In the case of right-angled triangles, identify the right angles. Solution: Thus, the given sides form a right-triangle and the right-angle is opposite to the side of length 2.5 cm.
Ex 6.5 Class 7 Maths Question 5. A tree is broken at a height of 5 m from the ground and its top touches the ground at a distance of 12 m from the base of the tree. Find the original height of the tree. Solution: Let ACB be the tree before it broke at the point C. and let its top A touch the ground at A‘ after it broke. Then, ∆A‘BC is a right triangle, right-angled at B such that A’ B = 12 m, BC = 5 m. By Pythagoras theorem, we have
Ex 6.5 Class 7 Maths Question 6. Angles Q and ii of a APQR are 25° and 65°. Write which of the following is true : (i) PQ2 + QR2 = RP2 (ii) PQ2 + RP2 = QR2 (iii) RP2 + QR2 = PQ2 Solution:
Ex 6.5 Class 7 Maths Question 7. Find the perimeter of the rectangle whose length is 40 cm and a diagonal is 41 cm. Solution: Let ABCD be a rectangle such that AB = 40 m and AC = 41 m. In right-angled ∆ABC, right-angled at B, by Pythagoras theorem, we have BC2 = AC2 – AB2
Ex 6.5 Class 7 Maths Question 8. The diagonals of a rhombus measure 16 cm and 30 cm. Find its perimeter. Solution: Let ABCD be the rhombus such that AC = 30 cm and BD = 16 cm. We know that the diagonals of a rhombus bisect each other at right angles.
By the factor theorem, g(x) = 3x – 2 will be a factor of p(x) if = 0.
Now, p(x) = 3x3 + x2 – 20x + 12
Hence, g(x) = 3x – 2 is a factor of the given polynomial p(x). Question 9
Using factor theorem, show that:
(x – ) is a factor of Solution 9
f(x) =
By the Factor Theorem, (x – a) will be a factor of f(x) if f(a) = 0.
Here,
= 14 – 8 – 6
= 14 – 14 = 0
Question 10
Using factor theorem, show that:
(x + ) is a factor of Solution 10
f(x) =
By the Factor Theorem, (x – a) will be a factor of f(x) if f(a) = 0.
Here,
Question 11
Show that (p – 1) is a factor of (p10 – 1) and also of (p11 – 1).Solution 11
Let q(p) = (p10 – 1) and f(p) = (p11 – 1)
By the factor theorem, (p – 1) will be a factor of q(p) and f(p) if q(1) and f(1) = 0.
Now, q(p) = p10 – 1
⇒ q(1) = 110 – 1 = 1 – 1 = 0
Hence, (p – 1) is a factor of p10 – 1.
And, f(p) = p11 – 1
⇒ f(1) = 111 – 1 = 1 – 1 = 0
Hence, (p – 1) is also a factor of p11 – 1. Question 12
Find the value of k for which (x – 1) is a factor of (2x3+ 9x2 + x + k).Solution 12
f(x) = (2x3 + 9x2 + x + k)
x – 1 = 0 x = 1
f(1) = 2 13 + 9 12 + 1 + k
= 2 + 9 + 1 + k
= 12 + k
Given that (x – 1) is a factor of f(x).
By the Factor Theorem, (x – a) will be a factor of f(x) if f(a) = 0 and therefore f(1) = 0.
f(1) = 12 + k = 0
k = -12. Question 13
Find the value of a for which (x – 4) is a factor of (2x3 – 3x2 – 18x + a).Solution 13
f(x) = (2x3 – 3x2 – 18x + a)
x – 4 = 0 x = 4
f(4) = 2(4)3 – 3(4)2 – 18 4 + a
= 128 – 48 – 72 + a
= 128 – 120 + a
= 8 + a
Given that (x – 4) is a factor of f(x).
By the Factor Theorem, (x – a) will be a factor of f(x) if f(a) = 0 and therefore f(4) = 0.
f(4) = 8 + a = 0
a = -8 Question 14
Find the value of a for which (x + 1) is a factor of (ax3 + x2 – 2x + 4a – 9).Solution 14
Let p(x) = ax3 + x2 – 2x + 4a – 9
It is given that (x + 1) is a factor of p(x).
⇒ p(-1) = 0
⇒ a(-1)3 + (-1)2 – 2(-1) + 4a – 9 = 0
⇒ -a + 1 + 2 + 4a – 9 = 0
⇒ 3a – 6 = 0
⇒ 3a = 6
⇒ a = 2 Question 15
Find the value of a for which (x + 2a) is a factor of (x5 – 4a2x3 + 2x + 2a + 3).Solution 15
Let p(x) = x5 – 4a2x3 + 2x + 2a + 3
It is given that (x + 2a) is a factor of p(x).
⇒ p(-2a) = 0
⇒ (-2a)5 – 4a2(-2a)3 + 2(-2a) + 2a + 3 = 0
⇒ -32a5 – 4a2(-8a3) – 4a + 2a + 3 = 0
⇒ -32a5 + 32a5 -2a + 3 = 0
⇒ 2a = 3
Question 16
Find the value of m for which (2x – 1) is a factor of (8x4 + 4x3 – 16x2 + 10x + m).Solution 16
Let p(x) = 8x4 + 4x3 – 16x2 + 10x + m
It is given that (2x – 1) is a factor of p(x).
Question 17
Find the value of a for which the polynomial (x4 – x3 – 11x2 – x + a) is divisible by (x + 3).Solution 17
Let p(x) = x4 – x3 – 11x2 – x + a
It is given that p(x) is divisible by (x + 3).
⇒ (x + 3) is a factor of p(x).
⇒ p(-3) = 0
⇒ (-3)4 – (-3)3 – 11(-3)2 – (-3) + a = 0
⇒ 81 + 27 – 99 + 3 + a = 0
⇒ 12 + a = 0
⇒ a = -12 Question 18
Without actual division, show that (x3 – 3x2 – 13x + 15) is exactly divisible by (x2 + 2x – 3).Solution 18
Let f(x) = x3 – 3x2 – 13x + 15
Now, x2 + 2x – 3 = x2 + 3x – x – 3
= x (x + 3) – 1 (x + 3)
= (x + 3) (x – 1)
Thus, f(x) will be exactly divisible by x2 + 2x – 3 = (x + 3) (x – 1) if (x + 3) and (x – 1) are both factors of f(x), so by factor theorem, we should have f(-3) = 0 and f(1) = 0.
Now, f(-3) = (-3)3 – 3 (-3)2 – 13 (-3) + 15
= -27 – 3 9 + 39 + 15
= -27 – 27 + 39 + 15
= -54 + 54 = 0
And, f(1) = 13 – 3 12 – 13 1 + 15
= 1 – 3 – 13 + 15
= 16 – 16 = 0
f(-3) = 0 and f(1) = 0
So, x2 + 2x – 3 divides f(x) exactly.Question 19
If (x3 + ax2 + bx + 6) has (x – 2) as a factor and leaves a remainder 3 when divided by (x – 3), find the values of a and b.Solution 19
Letf(x) = (x3 + ax2 + bx + 6)
Now, by remainder theorem, f(x) when divided by (x – 3) will leave a remainder as f(3).
So, f(3) = 33 + a 32 + b 3 + 6 = 3
27 + 9a + 3b + 6 = 3
9 a + 3b + 33 = 3
9a + 3b = 3 – 33
9a + 3b = -30
3a + b = -10(i)
Given that (x – 2) is a factor of f(x).
By the Factor Theorem, (x – a) will be a factor of f(x) if f(a) = 0 and therefore f(2) = 0.
f(2) = 23 + a 22 + b 2 + 6 = 0
8 + 4a+ 2b + 6 = 0
4a + 2b = -14
2a + b = -7(ii)
Subtracting (ii) from (i), we get,
a = -3
Substituting the value of a = -3 in (i), we get,
3(-3) + b = -10
-9 + b = -10
b = -10 + 9
b = -1
a = -3 and b = -1.Question 20
Find the values of a and b so that the polynomial (x3 – 10x2 + ax + b) is exactly divisible by (x – 1) as well as (x – 2).Solution 20
Let f(x) = (x3 – 10x2 + ax + b), then by factor theorem
(x – 1) and (x – 2) will be factors of f(x) if f(1) = 0 and f(2) = 0.
f(1) = 13 – 10 12 + a 1 + b = 0
1 – 10 + a + b = 0
a + b = 9(i)
Andf(2) = 23 – 10 22 + a 2 + b = 0
8 – 40 + 2a + b = 0
2a + b = 32(ii)
Subtracting (i) from (ii), we get
a = 23
Substituting the value of a = 23 in (i), we get
23 + b = 9
b = 9 – 23
b = -14
a = 23 and b = -14.Question 21
Find the values of a and b so that the polynomial (x4 + ax3 – 7x2 – 8x + b) is exactly divisible by (x + 2) as well as (x + 3).Solution 21
Letf(x)= (x4 + ax3 – 7x2 – 8x + b)
Now, x + 2 = 0 x = -2 and x + 3 = 0 x = -3
By factor theorem, (x + 2) and (x + 3) will be factors of f(x) if f(-2) = 0 and f(-3) = 0
f(-2) = (-2)4 + a (-2)3 – 7 (-2)2 – 8 (-2) + b = 0
16 – 8a – 28 + 16 + b = 0
-8a + b = -4
8a – b = 4(i)
And, f(-3) = (-3)4 + a (-3)3 – 7 (-3)2 – 8 (-3) + b = 0
81 – 27a – 63 + 24 + b = 0
-27a + b = -42
27a – b = 42(ii)
Subtracting (i) from (ii), we get,
19a = 38
So, a = 2
Substituting the value of a = 2 in (i), we get
8 2 – b = 4
16 – b = 4
-b = -16 + 4
-b = -12
b = 12
a = 2 and b = 12.Question 22
If both (x – 2) and are factors of px2 + 5x + r, prove that p = r.Solution 22
Let f(x) = px2 + 5x + r
Now, (x – 2) is a factor of f(x).
⇒ f(2) = 0
⇒ p(2)2 + 5(2) + r = 0
⇒ 4p + 10 + r = 0
⇒ 4p + r = -10
Also, is a factor of f(x).
From (i) and (ii), we have
4p + r = p + 4r
⇒ 4p – p = 4r – r
⇒ 3p = 3r
⇒ p = rQuestion 23
Without actual division, prove that 2x4 – 5x3 + 2x2 – x + 2 is divisible by x2 – 3x + 2.Solution 23
Let f(x) = 2x4 – 5x3 + 2x2 – x + 2
and g(x) = x2 – 3x + 2
= x2 – 2x – x + 2
= x(x – 2) – 1(x – 2)
= (x – 2)(x – 1)
Clearly, (x – 2) and (x – 1) are factors of g(x).
In order to prove that f(x) is exactly divisible by g(x), it is sufficient to prove that f(x) is exactly divisible by (x – 2) and (x – 1).
Thus, we will show that (x – 2) and (x – 1) are factors of f(x).
The polynomial f(x) = x4 – 2x3 + 3x2 – ax + b when divided by (x – 1) and (x + 1) leaves the remainders 5 and 19 respectively. Find the values of a and b. Hence, find the remainder when f(x) is divided by (x – 2).Solution 14
Letf(x) = (x4 – 2x3 + 3x2 – ax + b)
From the given information,
f(1) = 14 – 2(1)3 + 3(1)2 – a 1 + b = 5
1 – 2 + 3 – a + b = 5
2 – a + b = 5(i)
And,
f(-1) = (-1)4 – 2(-1)3 + 3(-1)2 – a(-1) + b = 19
1 + 2 + 3 + a + b = 19
6 + a + b = 19(ii)
Adding (i) and (ii), we get
8 + 2b = 24
2b= 24 – 8 = 16
b =
Substituting the value of b = 8 in (i), we get
2 – a + 8 = 5
-a + 10 = 5
-a = -10 + 5
-a = -5
a = 5
a = 5 and b = 8
f(x) = x4 – 2x3 + 3x2 – ax + b
= x4 – 2x3 + 3x2 – 5x + 8
f(2) = (2)4 – 2(2)3 + 3(2)2 – 5 2 + 8
= 16 – 16 + 12 – 10 + 8
= 20 – 10 = 10
The required remainder is 10.Question 15
If p(x) = x3 – 5x2 + 4x – 3 and g(x) = x – 2, show that p(x) is not a multiple of g(x).Solution 15
The polynomial p(x) will be a multiple of g(x) if g(x) divides p(x) completely.
i.e. when p(x) is divided by g(x), it does not leave any remainder.
There is a number x such that x2 is irrational but x4 is rational. Then, x can be
(a)
(b)
(c)
(d) Solution 54
Correct option: (d)
Question 55
If then value of p is
(a)
(b)
(c)
(d) Solution 55
Correct option: (b)
Question 56
The value of is
(a)
(b)
(c)
(d) Solution 56
Correct option: (b)
Question 57
The value of xp-q⋅ xq – r⋅ xr – p is equal to
(a) 0
(b) 1
(c) x
(d) xpqrSolution 57
Correct option: (b)
xp-q⋅ xq – r⋅ xr – p
= xp – q + q – r + r – p
= x0
= 1 Question 58
The value of is
(a) -1
(b) 0
(c) 1
(d) 2Solution 58
Correct option: (c)
Question 59
= ?
(a) 2
(b)
(c)
(d) Solution 59
Correct option: (a)
Question 60
If then x = ?
(a) 1
(b) 2
(c) 3
(d) 4Solution 60
Correct option: (d)
Question 61
If (33)2 = 9x then 5x = ?
(a) 1
(b) 5
(c) 25
(d) 125Solution 61
Correct option: (d)
(33)2 = 9x
⇒ (32)3 = (32)x
⇒ x = 3
Then 5x = 53 = 125 Question 62
On simplification, the expression equals
(a)
(b)
(c)
(d) Solution 62
Correct option: (b)
Question 63
The simplest rationalisation factor of is
(a)
(b)
(c)
(d) Solution 63
Correct option: (d)
Thus, the simplest rationalisation factr of Question 64
The simplest rationalisation factor of is
(a)
(b)
(c)
(d) Solution 64
Correct option: (b)
The simplest rationalisation factor of is Question 65
The rationalisation factor of is
(a)
(b)
(c)
(d) Solution 65
Correct option: (d)
Question 66
Rationalisation of the denominator of gives
(a)
(b)
(c)
(d) Solution 66
Correct option: (d)
Question 67
(a)
(b) 2
(c) 4
(d) Solution 67
Correct option: (c)
Question 68
(a)
(b)
(c)
(d) None of theseSolution 68
Correct option: (c)
Question 69
(a)
(b) 14
(c) 49
(d) 48Solution 69
Correct option: (b)
Question 70
(a) 0.075
(b) 0.75
(c) 0.705
(d) 7.05Solution 70
Correct option: (c)
Question 71
(a) 0.375
(b) 0.378
(c) 0.441
(d) None of theseSolution 71
Correct option: (b)
Question 72
The value of is
(a)
(b)
(c)
(d) Solution 72
Correct option: (d)
Question 73
The value of is
(a)
(b)
(c)
(d) Solution 73
Correct option: (c)
Question 74
(a) 0.207
(b) 2.414
(c) 0.414
(d) 0.621Solution 74
Correct option: (c)
Question 75
= ?
(a) 34
(b) 56
(c) 28
(d) 63Solution 75
Correct option: (a)
Question 76
Each question consists of two statements, namely, Assertion (A) and Reason (R). For selecting the correct answer, use the following code:
(a) Both Assertion (A) and Reason (R) are true and Reason (R) is a correct explanation of Assertion (A).
(b) Both Assertion (A) and Reason (R) are true but Reason (R) is not a correct explanation of Assertion (A).
(c) Assertion (A) is true and Reason (R) is false.
(d) Assertion (A) is false and Reason (R) is true.
Assertion (A)
Reason (R)
A rational number between two rational numbers p and q is .
The correct answer is: (a)/(b)/(c)/(d).Solution 76
Question 77
Each question consists of two statements, namely, Assertion (A) and Reason (R). For selecting the correct answer, use the following code:
(a) Both Assertion (A) and Reason (R) are true and Reason (R) is a correct explanation of Assertion (A).
(b) Both Assertion (A) and Reason (R) are true but Reason (R) is not a correct explanation of Assertion (A).
(c) Assertion (A) is true and Reason (R) is false.
(d) Assertion (A) is false and Reason (R) is true.
Assertion (A)
Reason (R)
Square root of a positive integer which is not a perfect square is an irrational number.
The correct answer is: (a)/(b)/(c)/(d).Solution 77
Question 78
Each question consists of two statements, namely, Assertion (A) and Reason (R). For selecting the correct answer, use the following code:
(a) Both Assertion (A) and Reason (R) are true and Reason (R) is a correct explanation of Assertion (A).
(b) Both Assertion (A) and Reason (R) are true but Reason (R) is not a correct explanation of Assertion (A).
(c) Assertion (A) is true and Reason (R) is false.
(d) Assertion (A) is false and Reason (R) is true.
Assertion (A)
Reason (R)
e is an irrational number.
Π is an irrational number.
The correct answer is: (a)/(b)/(c)/(d).Solution 78
Question 79
Each question consists of two statements, namely, Assertion (A) and Reason (R). For selecting the correct answer, use the following code:
(a) Both Assertion (A) and Reason (R) are true and Reason (R) is a correct explanation of Assertion (A).
(b) Both Assertion (A) and Reason (R) are true but Reason (R) is not a correct explanation of Assertion (A).
(c) Assertion (A) is true and Reason (R) is false.
(d) Assertion (A) is false and Reason (R) is true.
Assertion (A)
Reason (R)
The sum of a rational number and an irrational number is an irrational number.
The correct answer is: (a)/(b)/(c)/(d).Solution 79
Question 80
Match the following columns:
Column I
Column II
(p) 14(q) 6(r) a rational number(s) an irrational number
The correct answer is:
(a)-…….,
(b)-…….,
(c)-…….,
(d)-…….,Solution 80
Question 81
Match the following columns:
Column I
Column II
The correct answer is:
(a)-…….,
(b)-…….,
(c)-…….,
(d)-…….,Solution 81
Exercise Ex. 1B
Question 1(i)
Without actual division, find which of the following rationals are terminating decimals.
Solution 1(i)
If the prime factors of the denominator are 2 and/or 5 then the rational number is a terminating decimal.
Since, 80 has prime factors 2 and 5, is a terminating decimal.Question 1(ii)
Without actual division, find which of the following rationals are terminating decimals.
Solution 1(ii)
If the prime factors of the denominators of the fraction are other than 2 and 5, then the rational number is not a terminating decimal.
Since, 24 has prime factors 2 and 3 and 3 is different from 2 and 5,
is not a terminating decimal.Question 1(iii)
Without actual division, find which of the following rationals are terminating decimals.
Solution 1(iii)
If the prime factors of the denominators of the fraction are other than 2 and 5, then the rational number is not a terminating decimal.
Since 12 has prime factors 2 and 3 and 3 is different from 2 and 5,
is not a terminating decimal.Question 1(iv)
Without actual division, find which of the following rational numbers are terminating decimals.
Solution 1(iv)
Since the denominator of a given rational number is not of the form 2m × 2n, where m and n are whole numbers, it has non-terminating decimal. Question 2(i)
Write each of the following in decimal form and say what kind of decimal expansion each has.
Solution 2(i)
Hence, it has terminating decimal expansion. Question 2(ii)
Write each of the following in decimal form and say what kind of decimal expansion each has.
Solution 2(ii)
Hence, it has terminating decimal expansion. Question 2(iii)
Write each of the following in decimal form and say what kind of decimal expansion each has.
Solution 2(iii)
Hence, it has non-terminating recurring decimal expansion. Question 2(iv)
Write each of the following in decimal form and say what kind of decimal expansion each has.
Solution 2(iv)
Hence, it has non-terminating recurring decimal expansion. Question 2(v)
Write each of the following in decimal form and say what kind of decimal expansion each has.
Solution 2(v)
Hence, it has non-terminating recurring decimal expansion. Question 2(vi)
Write each of the following in decimal form and say what kind of decimal expansion each has.
Solution 2(vi)
Hence, it has terminating decimal expansion. Question 2(vii)
Write each of the following in decimal form and say what kind of decimal expansion each has.
Solution 2(vii)
Hence, it has terminating decimal expansion. Question 2(viii)
Write each of the following in decimal form and say what kind of decimal expansion each has.
Solution 2(viii)
Hence, it has non-terminating recurring decimal expansion. Question 3(i)
Express each of the following decimals in the form , where p, q are integers and q ≠ 0.
Solution 3(i)
Let x =
i.e. x = 0.2222…. ….(i)
⇒ 10x = 2.2222…. ….(ii)
On subtracting (i) from (ii), we get
9x = 2
Question 3(ii)
Express each of the following decimals in the form , where p, q are integers and q ≠ 0.
Solution 3(ii)
Let x =
i.e. x = 0.5353…. ….(i)
⇒ 100x = 53.535353…. ….(ii)
On subtracting (i) from (ii), we get
99x = 53
Question 3(iii)
Express each of the following decimals in the form , where p, q are integers and q ≠ 0.
Solution 3(iii)
Let x =
i.e. x = 2.9393…. ….(i)
⇒ 100x = 293.939……. ….(ii)
On subtracting (i) from (ii), we get
99x = 291
Question 3(iv)
Express each of the following decimals in the form , where p, q are integers and q ≠ 0.
Solution 3(iv)
Let x =
i.e. x = 18.4848…. ….(i)
⇒ 100x = 1848.4848……. ….(ii)
On subtracting (i) from (ii), we get
99x = 1830
Question 3(v)
Express each of the following decimals in the form , where p, q are integers and q ≠ 0.
Solution 3(v)
Let x =
i.e. x = 0.235235..… ….(i)
⇒ 1000x = 235.235235……. ….(ii)
On subtracting (i) from (ii), we get
999x = 235
Question 3(vi)
Express each of the following decimals in the form , where p, q are integers and q ≠ 0.
Solution 3(vi)
Let x =
i.e. x = 0.003232..…
⇒ 100x = 0.323232……. ….(i)
⇒ 10000x = 32.3232…. ….(ii)
On subtracting (i) from (ii), we get
9900x = 32
Question 3(vii)
Express each of the following decimals in the form , where p, q are integers and q ≠ 0.
Solution 3(vii)
Let x =
i.e. x = 1.3232323..… ….(i)
⇒ 100x = 132.323232……. ….(ii)
On subtracting (i) from (ii), we get
99x = 131
Question 3(viii)
Express each of the following decimals in the form , where p, q are integers and q ≠ 0.
Solution 3(viii)
Let x =
i.e. x = 0.3178178..…
⇒ 10x = 3.178178…… ….(i)
⇒ 10000x = 3178.178……. ….(ii)
On subtracting (i) from (ii), we get
9990x = 3175
Question 3(ix)
Express each of the following decimals in the form , where p, q are integers and q ≠ 0.
Solution 3(ix)
Let x =
i.e. x = 32.123535..…
⇒ 100x = 3212.3535…… ….(i)
⇒ 10000x = 321235.3535……. ….(ii)
On subtracting (i) from (ii), we get
9900x = 318023
Question 3(x)
Express each of the following decimals in the form , where p, q are integers and q ≠ 0.
Solution 3(x)
Let x =
i.e. x = 0.40777..…
⇒ 100x = 40.777…… ….(i)
⇒ 1000x = 407.777……. ….(ii)
On subtracting (i) from (ii), we get
900x = 367
Question 4
Express as a fraction in simplest form.Solution 4
Let x =
i.e. x = 2.3636…. ….(i)
⇒ 100x = 236.3636……. ….(ii)
On subtracting (i) from (ii), we get
99x = 234
Let y =
i.e. y = 0.2323…. ….(iii)
⇒ 100y = 23.2323…. ….(iv)
On subtracting (iii) from (iv), we get
99y = 23
Question 5
Express in the form of Solution 5
Let x =
i.e. x = 0.3838…. ….(i)
⇒ 100x = 38.3838…. ….(ii)
On subtracting (i) from (ii), we get
99x = 38
Let y =
i.e. y = 1.2727…. ….(iii)
⇒ 100y = 127.2727……. ….(iv)
On subtracting (iii) from (iv), we get
99y = 126
Question 9(v)
Without actual division, find which of the following rationals are terminating decimals.
Solution 9(v)
If the prime factors of the denominator are 2 and/or 5 then the rational number is a terminating decimal.
Since 125 has prime factor 5 only
is a terminating decimal.
Exercise Ex. 1C
Question 1
What are irrational numbers? How do they differ from rational numbers? Give examples.Solution 1
Irrational number: A number which cannot be expressed either as a terminating decimal or a repeating decimal is known as irrational number. Rather irrational numbers cannot be expressed in the fraction form,
For example, 0.101001000100001 is neither a terminating nor a repeating decimal and so is an irrational number.
Also, etc. are examples of irrational numbers.Question 2(iii)
Classify the following numbers as rational or irrational. Give reasons to support you answer.
Solution 2(iii)
We know that, if n is a not a perfect square, then is an irrational number.
Here, is a not a perfect square number.
So, is irrational.Question 2(v)
Classify the following numbers as rational or irrational. Give reasons to support you answer.
Solution 2(v)
is the product of a rational number and an irrational number .
Theorem: The product of a non-zero rational number and an irrational number is an irrational number.
Thus, by the above theorem, is an irrational number.
So, is an irrational number.Question 2(i)
Classify the following numbers as rational or irrational. Give reasons to support your answer.
Solution 2(i)
Since quotient of a rational and an irrational is irrational, the given number is irrational. Question 2(ii)
Classify the following numbers as rational or irrational. Give reasons to support your answer.
Solution 2(ii)
Question 2(iv)
Classify the following numbers as rational or irrational. Give reasons to support your answer.
Solution 2(iv)
Question 2(vi)
Classify the following numbers as rational or irrational. Give reasons to support your answer.
4.1276Solution 2(vi)
The given number 4.1276 has terminating decimal expansion.
Hence, it is a rational number. Question 2(vii)
Classify the following numbers as rational or irrational. Give reasons to support your answer.
Solution 2(vii)
Since the given number has non-terminating recurring decimal expansion, it is a rational number. Question 2(viii)
Classify the following numbers as rational or irrational. Give reasons to support your answer.
1.232332333….Solution 2(viii)
The given number 1.232332333…. has non-terminating and non-recurring decimal expansion.
Hence, it is an irrational number. Question 2(ix)
Classify the following numbers as rational or irrational. Give reasons to support your answer.
3.040040004…..Solution 2(ix)
The given number 3.040040004….. has non-terminating and non-recurring decimal expansion.
Hence, it is an irrational number. Question 2(x)
Classify the following numbers as rational or irrational. Give reasons to support your answer.
2.356565656…..Solution 2(x)
The given number 2.356565656….. has non-terminating recurring decimal expansion.
Hence, it is a rational number. Question 2(xi)
Classify the following numbers as rational or irrational. Give reasons to support your answer.
6.834834….Solution 2(xi)
The given number 6.834834…. has non-terminating recurring decimal expansion.
Hence, it is a rational number. Question 3
Let x be a rational number and y be an irrational number. Is x + y necessarily an irrational number? Give an example in support of your answer.Solution 3
We know that the sum of a rational and an irrational is irrational.
Hence, if x is rational and y is irrational, then x + y is necessarily an irrational number.
For example,
Question 4
Let a be a rational number and b be an irrational number. Is ab necessarily an irrational number? Justify your answer with an example.Solution 4
We know that the product of a rational and an irrational is irrational.
Hence, if a is rational and b is irrational, then ab is necessarily an irrational number.
For example,
Question 5
Is the product of two irrationals always irrational? Justify your answer.Solution 5
No, the product of two irrationals need not be an irrational.
For example,
Question 6
Give an example of two irrational numbers whose
(i) difference is an irrational number.
(ii) difference is a rational number.
(iii) sum is an irrational number.
(iv) sum is an rational number.
(v) product is an irrational number.
(vi) product is a rational number.
(vii) quotient is an irrational number.
(viii) quotient is a rational number. Solution 6
(i) Difference is an irrational number:
(ii) Difference is a rational number:
(iii) Sum is an irrational number:
(iv) Sum is an rational number:
(v) Product is an irrational number:
(vi) Product is a rational number:
(vii) Quotient is an irrational number:
(viii) Quotient is a rational number:
Question 7
Examine whether the following numbers are rational or irrational.
Solution 7
Question 8
Insert a rational and an irrational number between 2 and 2.5Solution 8
Rational number between 2 and 2.5 =
Irrational number between 2 and 2.5 = Question 9
How many irrational numbers lie between? Find any three irrational numbers lying between .Solution 9
There are infinite irrational numbers between.
We have
Hence, three irrational numbers lying between are as follows:
1.5010010001……., 1.6010010001…… and 1.7010010001……. Question 10
Find two rational and two irrational numbers between 0.5 and 0.55.Solution 10
Since 0.5 < 0.55
Let x = 0.5, y = 0.55 and y = 2
Two irrational numbers between 0.5 and 0.55 are 0.5151151115……. and 0.5353553555…. Question 11
Find three different irrational numbers between the rational numbers .Solution 11
Thus, three different irrational numbers between the rational numbers are as follows:
0.727227222….., 0.757557555….. and 0.808008000….. Question 12
Find two rational numbers of the form between the numbers 0.2121121112… and 0.2020020002……Solution 12
Let a and b be two rational numbers between the numbers 0.2121121112… and 0.2020020002……
Now, 0.2020020002…… <0.2121121112…
Then, 0.2020020002…… < a < b < 0.2121121112…
Question 13
Find two irrational numbers between 0.16 and 0.17.Solution 13
Two irrational numbers between 0.16 and 0.17 are as follows:
0.1611161111611111611111…… and 0.169669666……. Question 14(i)
State in each case, whether the given statement is true or false.
The sum of two rational numbers is rational.Solution 14(i)
TrueQuestion 14(ii)
State in each case, whether the given statement is true or false.
The sum of two irrational numbers is irrational.Solution 14(ii)
FalseQuestion 14(iii)
State in each case, whether the given statement is true or false.
The product of two rational numbers is rational.Solution 14(iii)
TrueQuestion 14(iv)
State in each case, whether the given statement is true or false.
The product of two irrational numbers is irrational.Solution 14(iv)
FalseQuestion 14(v)
State in each case, whether the given statement is true or false.
The sum of a rational number and an irrational number is irrational.Solution 14(v)
TrueQuestion 14(vi)
State in each case, whether the given statement is true or false.
The product of a nonzero rational number and an irrational number is a rational number.Solution 14(vi)
FalseQuestion 14(vii)
State in each case, whether the given statement is true or false.
Every real number is rational.Solution 14(vii)
FalseQuestion 14(viii)
State in each case, whether the given statement is true or false.
Every real number is either rational or irrational.Solution 14(viii)
TrueQuestion 14(ix)
State in each case, whether the given statement is true or false.
is irrational and is rational.Solution 14(ix)
True
Exercise Ex. 1D
Question 1(i)
Add:
Solution 1(i)
We have:
Question 1(ii)
Add:
Solution 1(ii)
We have:
Question 1(iii)
Add:
Solution 1(iii)
Question 2(i)
Multiply:
Solution 2(i)
Question 2(ii)
Multiply:
Solution 2(ii)
Question 2(iii)
Multiply:
Solution 2(iii)
Question 2(iv)
Multiply:
Solution 2(iv)
Question 2(v)
Multiply:
Solution 2(v)
Question 2(vi)
Multiply:
Solution 2(vi)
Question 3(i)
Divide:
Solution 3(i)
Question 3(ii)
Divide:
Solution 3(ii)
Question 3(iii)
Divide:
Solution 3(iii)
Question 4(iii)
Simplify:
Solution 4(iii)
Question 4(iv)
Simplify:
Solution 4(iv)
Question 4(vi)
Simplify:
Solution 4(vi)
Question 4(i)
Simplify
Solution 4(i)
= 9 – 11
= -2 Question 4(ii)
Simplify
Solution 4(ii)
= 9 – 5
= 4 Question 4(v)
Simplify
Solution 4(v)
Question 5
Simplify
Solution 5
Question 6(i)
Examine whether the following numbers are rational or irrational:
Solution 6(i)
Thus, the given number is rational. Question 6(ii)
Examine whether the following numbers are rational or irrational:
Solution 6(ii)
Clearly, the given number is irrational. Question 6(iii)
Examine whether the following numbers are rational or irrational:
Solution 6(iii)
Thus, the given number is rational. Question 6(iv)
Examine whether the following numbers are rational or irrational:
Solution 6(iv)
Thus, the given number is irrational. Question 7
On her birthday Reema distributed chocolates in an orphanage. The total number of chocolates she distributed is given by .
(i) Find the number of chocolates distributed by her.
(ii) Write the moral values depicted here by Reema.Solution 7
(i) Number of chocolates distributed by Reema
(ii) Loving, helping and caring attitude towards poor and needy children.Question 8(i)
Simplify
Solution 8(i)
Question 8(ii)
Simplify
Solution 8(ii)
Question 8(iii)
Simplify
Solution 8(iii)
Exercise Ex. 1G
Question 1(iii)
Simplify:
Solution 1(iii)
Question 1(i)
Simplify
Solution 1(i)
Question 1(ii)
Simplify
Solution 1(ii)
Question 1(iv)
Simplify
Solution 1(iv)
Question 2(i)
Simplify:
Solution 2(i)
Question 2(ii)
Simplify:
Solution 2(ii)
Question 2(iii)
Simplify:
Solution 2(iii)
Question 3(i)
Simplify:
Solution 3(i)
Question 3(ii)
Simplify:
Solution 3(ii)
Question 3(iii)
Simplify:
Solution 3(iii)
Question 4(i)
Simplify:
Solution 4(i)
Question 4(ii)
Simplify:
Solution 4(ii)
Question 4(iii)
Simplify:
Solution 4(iii)
Question 5(i)
Evaluate:
Solution 5(i)
Question 5(ii)
Evaluate:
Solution 5(ii)
Question 5(iii)
Evaluate:
Solution 5(iii)
Question 5(iv)
Evaluate:
Solution 5(iv)
Question 5(v)
Evaluate:
Solution 5(v)
Question 5(vi)
Evaluate:
Solution 5(vi)
Question 6(i)
If a = 2, b = 3, find the value of (ab + ba)-1Solution 6(i)
Given, a = 2 and b = 3
Question 6(ii)
If a = 2, b = 3, find the value of (aa + bb)-1Solution 6(ii)
Given, a = 2 and b = 3
Question 7(i)
Simplify
Solution 7(i)
Question 7(ii)
Simplify
(14641)0.25Solution 7(ii)
(14641)0.25
Question 7(iii)
Simplify
Solution 7(iii)
Question 7(iv)
Simplify
Solution 7(iv)
Question 8(i)
Evaluate
Solution 8(i)
Question 8(ii)
Evaluate
Solution 8(ii)
Question 8(iii)
Evaluate
Solution 8(iii)
Question 8(iv)
Evaluate
Solution 8(iv)
Question 9(i)
Evaluate
Solution 9(i)
Question 9(ii)
Evaluate
Solution 9(ii)
Question 9(iii)
Evaluate
Solution 9(iii)
Question 9(iv)
Evaluate
Solution 9(iv)
Question 10(i)
Prove that
Solution 10(i)
Question 10(ii)
Prove that
Solution 10(ii)
Question 10(iii)
Prove that
Solution 10(iii)
Question 11
Simplify and express the result in the exponential form of x.Solution 11
Question 12
Simplify the product Solution 12
Question 13(i)
Simplify
Solution 13(i)
Question 13(ii)
Simplify
Solution 13(ii)
Question 13(iii)
Simplify
Solution 13(iii)
Question 14(i)
Find the value of x in each of the following.
Solution 14(i)
Question 14(ii)
Find the value of x in each of the following.
Solution 14(ii)
Question 14(iii)
Find the value of x in each of the following.
Solution 14(iii)
Question 14(iv)
Find the value of x in each of the following.
5x – 3× 32x – 8 = 225Solution 14(iv)
5x – 3 × 32x – 8 = 225
⇒ 5x – 3× 32x – 8 = 52 × 32
⇒ x – 3 = 2 and 2x – 8 = 2
⇒ x = 5 and 2x = 10
⇒ x = 5 Question 14(v)
Find the value of x in each of the following.
Solution 14(v)
Question 15(i)
Prove that
Solution 15(i)
Question 15(ii)
Prove that
Solution 15(ii)
Question 15(iii)
Prove that
Solution 15(iii)
Question 15(iv)
Prove that
Solution 15(iv)
Question 16
If x is a positive real number and exponents are rational numbers, simplify
Solution 16
Question 17
If prove that m – n = 1.Solution 17
Question 18
Write the following in ascending order of magnitude.
Solution 18
Exercise Ex. 1A
Question 1
Is zero a rational number? Justify.Solution 1
A number which can be expressed as , where ‘a’ and ‘b’ both are integers and b ≠ 0, is called a rational number.
Since, 0 can be expressed as , it is a rational number.Question 2(i)
Represent each of the following rational numbers on the number line:
(i) Solution 2(i)
(i)
Question 2(ii)
Represent each of the following rational numbers on the number line:
(ii) Solution 2(ii)
(ii)
Question 2(iii)
Represent each of the following rational numbers on the number line:
Solution 2(iii)
Question 2(iv)
Represent each of the following rational numbers on the number line:
(iv) 1.3Solution 2(iv)
(iv) 1.3
Question 2(v)
Represent each of the following rational numbers on the number line:
(v) -2.4Solution 2(v)
(v) -2.4
Question 3(i)
Find a rational number lying between
Solution 3(i)
Question 3(ii)
Find a rational number lying between
1.3 and 1.4Solution 3(ii)
Question 3(iii)
Find a rational number lying between
-1 and Solution 3(iii)
Question 3(iv)
Find a rational number lying between
Solution 3(iv)
Question 3(v)
Find a rational number between
Solution 3(v)
Question 4
Find three rational numbers lying between
How many rational numbers can be determined between these two numbers?Solution 4
Infinite rational numbers can be determined between given two rational numbers.Question 5
Find four rational numbers between Solution 5
We have
We know that 9 < 10 < 11 < 12 < 13 < 14 < 15
Question 6
Find six rational numbers between 2 and 3.Solution 6
2 and 3 can be represented asrespectively.
Now six rational numbers between 2 and 3 are
. Question 7
Find five rational numbers between Solution 7
Question 8
Insert 16 rational numbers between 2.1 and 2.2.Solution 8
Let x = 2.1 and y = 2.2
Then, x < y because 2.1 < 2.2
Or we can say that,
Or,
That is, we have,
We know that,
Therefore, we can have,
Therefore, 16 rational numbers between, 2.1 and 2.2 are:
State whether the given statement is true or false. Give reasons. for your answer.
Every natural number is a whole number.Solution 9(i)
True. Since the collection of natural number is a sub collection of whole numbers, and every element of natural numbers is an element of whole numbersQuestion 9(ii)
Write, whether the given statement is true or false. Give reasons.
Every whole number is a natural number.Solution 9(ii)
False. Since 0 is whole number but it is not a natural number.Question 9(iii)
State whether the following statements are true or false. Give reasons for your answer.
Every integer is a whole number.Solution 9(iii)
False, integers include negative of natural numbers as well, which are clearly not whole numbers. For example -1 is an integer but not a whole number.Question 9(iv)
Write, whether the given statement is true or false. Give reasons.
Ever integer is a rational number.Solution 9(iv)
True. Every integer can be represented in a fraction form with denominator 1.Question 9(v)
State whether the following statements are true or false. Give reasons for your answer.
Every rational number is an integer.Solution 9(v)
False, integers are counting numbers on both sides of the number line i.e. they are both positive and negative while rational numbers are of the form . Hence, Every rational number is not an integer but every integer is a rational number.Question 9(vi)
Write, whether the given statement is true or false. Give reasons.
Every rational number is a whole number.Solution 9(vi)
False. Since division of whole numbers is not closed under division, the value of , may not be a whole number.
Exercise Ex. 1E
Question 1
Represent on the number line.Solution 1
Draw a number line as shown.
On the number line, take point O corresponding to zero.
Now take point A on number line such that OA = 2 units.
Draw perpendicular AZ at A on the number line and cut-off arc AB = 1 unit.
By Pythagoras Theorem,
OB2 = OA2 + AB2 = 22 + 12 = 4 + 1 = 5
⇒ OB =
Taking O as centre and OB = as radius draw an arc cutting real line at C.
Clearly, OC = OB =
Hence, C represents on the number line.Question 2
Locate on the number line. Solution 2
Draw a number line as shown.
On the number line, take point O corresponding to zero.
Now take point A on number line such that OA = 1 unit.
Draw perpendicular AZ at A on the number line and cut-off arc AB = 1 unit.
By Pythagoras Theorem,
OB2 = OA2 + AB2 = 12 + 12 = 1 + 1 = 2
⇒ OB =
Taking O as centre and OB = as radius draw an arc cutting real line at C.
Clearly, OC = OB =
Thus, C represents on the number line.
Now, draw perpendicular CY at C on the number line and cut-off arc CE = 1 unit.
By Pythagoras Theorem,
OE2 = OC2 + CE2 = 2 + 12 = 2 + 1 = 3
⇒ OE =
Taking O as centre and OE = as radius draw an arc cutting real line at D.
Clearly, OD = OE =
Hence, D represents on the number line. Question 3
Locate on the number line.Solution 3
Draw a number line as shown.
On the number line, take point O corresponding to zero.
Now take point A on number line such that OA = 3 units.
Draw perpendicular AZ at A on the number line and cut-off arc AB = 1 unit.
By Pythagoras Theorem,
OB2 = OA2 + AB2 = 32 + 12 = 9 + 1 = 10
⇒ OB =
Taking O as centre and OB = as radius draw an arc cutting real line at C.
Clearly, OC = OB =
Hence, C represents on the number line. Question 4
Locate on the number line. Solution 4
Draw a number line as shown.
On the number line, take point O corresponding to zero.
Now take point A on number line such that OA = 2 units.
Draw perpendicular AZ at A on the number line and cut-off arc AB = 2 units.
By Pythagoras Theorem,
OB2 = OA2 + AB2 = 22 + 22 = 4 + 4 = 8
⇒ OB =
Taking O as centre and OB = as radius draw an arc cutting real line at C.
Clearly, OC = OB =
Hence, C represents on the number line. Question 5
Represent geometrically on the number line.Solution 5
Draw a line segment AB = 4.7 units and extend it to C such that BC = 1 unit.
Find the midpoint O of AC.
With O as centre and OA as radius, draw a semicircle.
Now, draw BD ⊥ AC, intersecting the semicircle at D.
Then, BD = units.
With B as centre and BD as radius, draw an arc, meeting AC produced at E.
Then, BE = BD = units. Question 6
Represent on the number line.Solution 6
Draw a line segment OB = 10.5 units and extend it to C such that BC = 1 unit.
Find the midpoint D of OC.
With D as centre and DO as radius, draw a semicircle.
Now, draw BE ⊥ AC, intersecting the semicircle at E.
Then, BE = units.
With B as centre and BE as radius, draw an arc, meeting AC produced at F.
Then, BF = BE = units.Question 7
Represent geometrically on the number line.Solution 7
Draw a line segment AB = 7.28 units and extend it to C such that BC = 1 unit.
Find the midpoint O of AC.
With O as centre and OA as radius, draw a semicircle.
Now, draw BD AC, intersecting the semicircle at D.
Then, BD = units.
With D as centre and BD as radius, draw an arc, meeting AC produced at E.
Then, BE = BD = units.Question 8
Represent on the number line.Solution 8
Draw a line segment OB = 9.5 units and extend it to C such that BC = 1 unit.
Find the midpoint D of OC.
With D as centre and DO as radius, draw a semicircle.
Now, draw BE ⊥ AC, intersecting the semicircle at E.
Then, BE = units.
With B as centre and BE as radius, draw an arc, meeting AC produced at F.
Then, BF = BE = units.
Extend BF to G such that FG = 1 unit.
Then, BG =
Question 9
Visualize the representation of 3.765 on the number line using successive magnification.Solution 9
Question 10
Visualize the representation of on the number line up to 4 decimal places.Solution 10
Exercise Ex. 1F
Question 1
Write the rationalising factor of the denominator in . Solution 1
The rationalising factor of the denominator in is Question 2(i)
Rationalise the denominator of following:
Solution 2(i)
On multiplying the numerator and denominator of the given number by , we get
Question 2(ii)
Rationalise the denominator of following:
Solution 2(ii)
On multiplying the numerator and denominator of the given number by , we get
Question 2(iii)
Rationalise the denominator of following:
Solution 2(iii)
Question 2(iv)
Rationalise the denominator of following:
Solution 2(iv)
Question 2(v)
Rationalise the denominator of following:
Solution 2(v)
Question 2(vi)
Rationalise the denominator of each of the following.
Solution 2(vi)
Question 2(vii)
Rationalise the denominator of each of the following.
Solution 2(vii)
Question 2(viii)
Rationalise the denominator of each of the following.
Solution 2(viii)
Question 2(ix)
Rationalise the denominator of each of the following.
Solution 2(ix)
Question 3(i)
find the value to three places of decimals, of each of the following.
Solution 3(i)
Question 3(ii)
find the value to three places of decimals, of each of the following.
Solution 3(ii)
Question 3(iii)
find the value to three places of decimals, of each of the following.
Solution 3(iii)
Question 4(i)
Find rational numbers a and b such that
Solution 4(i)
Question 4(ii)
Find rational numbers a and b such that
Solution 4(ii)
Question 4(iii)
Find rational numbers a and b such that
Solution 4(iii)
Question 4(iv)
Find rational numbers a and b such that
Solution 4(iv)
Question 5(i)
find to three places of decimals, the value of each of the following.
Solution 5(i)
Question 5(ii)
find to three places of decimals, the value of each of the following.
Solution 5(ii)
Question 5(iii)
find to three places of decimals, the value of each of the following.
Solution 5(iii)
Question 5(iv)
find to three places of decimals, the value of each of the following.
Solution 5(iv)
Question 5(v)
find to three places of decimals, the value of each of the following.
Solution 5(v)
Question 5(vi)
find to three places of decimals, the value of each of the following.
Solution 5(vi)
Question 6(i)
Simplify by rationalising the denominator.
Solution 6(i)
Question 6(ii)
Simplify by rationalising the denominator.
Solution 6(ii)
Question 7(i)
Simplify: Solution 7(i)
Question 7(ii)
Simplify
Solution 7(ii)
Question 7(iii)
Simplify
Solution 7(iii)
Question 7(iv)
Simplify
Solution 7(iv)
Question 8(i)
Prove that
Solution 8(i)
Question 8(ii)
Prove that
Solution 8(ii)
Question 9
Find the values of a and b if
Solution 9
*Back answer incorrect Question 10
Simplify
Solution 10
Question 11
Solution 11
Thus, the given number is rational. Question 12
Solution 12
Question 13
Solution 13
Question 14
Solution 14
Question 15
Solution 15
Question 16
Solution 16
Question 17
Solution 17
Question 18
*Question modified Solution 18
Question 19
Solution 19
Question 20
Solution 20
Question 21
.Solution 21
Question 22(i)
Rationalise the denominator of each of the following.
Solution 22(i)
Question 22(ii)
Rationalise the denominator of each of the following.
Solution 22(ii)
Question 22(iii)
Rationalise the denominator of each of the following.
The equation 2x + 5y = 7 has a unique solution, if x and y are
(a) natural numbers
(b) rational numbers
(c) positive real numbers
(d) real numbersSolution 6
Correct option: (a)
The equation 2x + 5y = 7 has a unique solution, if x and y are natural numbers.
If we take x = 1 and y = 1, the given equation is satisfied. Question 7
The graph of y = 5 is a line
(a) making an intercept 5 on the x-axis
(b) making an intercept 5 on the y-axis
(c) parallel to the x-axis at a distance of 5 units from the origin
(d) parallel to the y-axis at a distance of 5 units from the originSolution 7
Correct option: (c)
The graph of y = 5 is a line parallel to the x-axis at a distance of 5 units from the origin. Question 8
The graph of x = 4 is a line
(a) making an intercept 4 on the x-axis
(b) making an intercept 4 on the y-axis
(c) parallel to the x-axis at a distance of 4 units from the origin
(d) parallel to the y-axis at a distance of 4 units from the originSolution 8
Correct option: (d)
The graph of x = 4 is a line parallel to the y-axis at a distance of 4 units from the origin. Question 9
The graph of x + 3 = 0 is a line
(a) making an intercept -3 on the x-axis
(b) making an intercept -3 on the y-axis
(c) parallel to the y-axis at a distance of 3 units to the left of y-axis
(d) parallel to the x-axis at a distance of 3 units below the x-axisSolution 9
Correct option: (c)
The graph of x + 3 = 0 is a line parallel to the y-axis at a distance of 3 units to the left of y-axis. Question 10
The graph of y + 2 = 0 is a line
(a) making an intercept -2 on the x-axis
(b) making an intercept -2 on the y-axis
(c) parallel to the x-axis at a distance of 2 units below the x-axis
(d) parallel to the y-axis at a distance of 2 units to the left of y-axisSolution 10
Correct option: (c)
The graph of y + 2 = 0 is a line parallel to the x-axis at a distance of 2 units below the x-axis. Question 11
The graph of the linear equation 2x + 3y = 6 meets the y-axis at the point
(a) (2, 0)
(b) (3, 0)
(c) (0, 2)
(d) (0, 3)Solution 11
Correct option: (c)
When a graph meets the y-axis, the x coordinate is zero.
Thus, substituting x = 0 in the given equation, we get
2(0) + 3y = 6
⇒ 3y = 6
⇒ y = 2
Hence, the required point is (0, 2).Question 12
The graph of the linear equation 2x + 5y = 10 meets the x-axis at the point
(a) (0, 2)
(b) (2, 0)
(c) (5, 0)
(d) (0, 5)Solution 12
Correct option: (c)
When a graph meets the x-axis, the y coordinate is zero.
Thus, substituting y = 0 in the given equation, we get
2x + 5(0) = 10
⇒ 2x = 10
⇒ x = 5
Hence, the required point is (5, 0). Question 13
The graph of the line x = 3 passes through the point
(a) (0,3)
(b) (2,3)
(c) (3,2)
(d) None of theseSolution 13
Question 14
The graph of the line y = 3 passes though the point
(a) (3, 0)
(b) (3, 2)
(c) (2, 3)
(d) none of theseSolution 14
Correct option: (c)
Since, the y coordinate is 3, the graph of the line y = 3 passes through the point (2, 3).Question 15
The graph of the line y = -3 does not pass through the point
(a) (2,-3)
(b) (3,-3)
(c) (0,-3)
(d) (-3,2)Solution 15
Question 16
The graph of the linear equation x-y=0 passes through the point
Solution 16
Question 17
If each of (-2,2), (0,0) and (2,-2) is a solution of a linear equation in x and y, then the equation is
(a) x-y=0
(b) x+y=0
(c) -x+2y=0
(d) x – 2y=0Solution 17
Question 18
How many linear equations can be satisfied by x = 2 and y = 3?
(a) only one
(b) only two
(c) only three
(d) Infinitely manySolution 18
Correct option: (d)
Infinitely many linear equations can be satisfied by x = 2 and y = 3. Question 19
A linear equation in two variable x and y is of the form ax+by+c=0, where
(a) a≠0, b≠0
(b) a≠0, b=0
(c) a=0, b≠0
(d) a= 0, c=0Solution 19
Question 20
If (2, 0) is a solution of the linear equation 2x + 3y = k then the value of k is
(a) 6
(b) 5
(c) 2
(d) 4Solution 20
Correct option: (d)
Since, (2, 0) is a solution of the linear equation 2x + 3y = k, substituting x = 2 and y = 0 in the given equation, we have
2(2) + 3(0) = k
⇒ 4 + 0 = k
⇒ k = 4 Question 21
Any point on x-axis is of the form:
(a) (x,y), where x ≠0 and y ≠0
(b) (0,y), where y ≠0
(c) (x,0), where x ≠0
(d) (y,y), where y ≠0Solution 21
Question 22
Any point on y-axis is of the form
(a) (x,0), where x ≠ 0
(b) (0,y), where y ≠ 0
(c) (x,x), where x ≠ 0
(d) None of theseSolution 22
Question 23
x = 5, y = 2 is a solution of the linear equation
(a) x + 2y = 7
(b) 5x + 2y = 7
(c) x + y = 7
(d) 5x + y = 7Solution 23
Correct option: (c)
Substituting x = 5 and y = 2 in L.H.S. of equation x + y = 7, we get
L.H.S. = 5 + 2 = 7 = R.H.S.
Hence, x = 5 and y = 2 is a solution of the linear equation x + y = 7. Question 24
If the point (3, 4) lies on the graph of 3y = ax + 7 then the value of a is
(a)
(b)
(c)
(d) Solution 24
Correct option: (b)
Since the point (3, 4) lies on the graph of 3y = ax + 7, substituting x = 3 and y = 4 in the given equation, we get
3(4) = a(3) + 7
⇒ 12 = 3a + 7
⇒ 3a = 5
Exercise Ex. 4B
Question 1(vii)
Draw the graph of each of the following equation.
y + 5 = 0 Solution 1(vii)
y + 5 = 0
⇒ y = -5, which is a line parallel to the X-axis, at a distance of 5 units from it, below the X-axis.
Question 1(viii)
Draw the graph of each of the following equation.
y = 4Solution 1(viii)
y = 4 is a line parallel to the X-axis, at a distance of 4 units from it, above the X-axis.
Question 1(i)
Draw the graph of each of the following equation.
x = 4Solution 1(i)
x = 4 is a line parallel to the Y-axis, at a distance of 4 units from it, to its right.
Question 1(ii)
Draw the graph of each of the following equation.
x + 4 = 0Solution 1(ii)
x + 4 = 0
⇒ x = -4, which is a line parallel to the Y-axis, at a distance of 4 units from it, to its left.
Question 1(iii)
Draw the graph of each of the following equation.
y = 3Solution 1(iii)
y = 3 is a line parallel to the X-axis, at a distance of 3 units from it, above the X-axis.
Question 1(iv)
Draw the graph of each of the following equation.
y = -3Solution 1(iv)
y = -3 is a line parallel to the X-axis, at a distance of 3 units from it, below the X-axis.
Question 1(v)
Draw the graph of each of the following equation.
x = -2Solution 1(v)
x = -2 is a line parallel to the Y-axis, at a distance of 2 units from it, to its left.
Question 1(vi)
Draw the graph of each of the following equation.
x = 5Solution 1(vi)
x = 5 is a line parallel to the Y-axis, at a distance of 5 units from it, to its right.
Question 2(i)
Draw the graph of the equation y = 3x.
From your graph, find the value of y when x = 2.Solution 2(i)
y = 3x
When x = 1, then y = 3(1) = 3
When x = -1, then y = 3(-1) = -3
Thus, we have the following table:
x
1
-1
y
3
-3
Now, plot the points A(1, 3) and B(-1, -3) on a graph paper.
Join AB and extend it in both the directions.
Then, the line AB is the required graph of y = 3x.
Reading the graph
Given: x = 2. Take a point M on the X-axis such that OM = 2.
Draw MP parallel to the Y-axis, cutting the line AB at P.
Clearly, PM = 6
Thus, when x = 2, then y = 6.Question 2(ii)
Draw the graph of the equation y = 3x. From your graph, find the value of y when x = -2.Solution 2(ii)
The given equation is y = 3x.
Putting x = 1, y = 3 1 = 3
Putting x = 2, y = 3 2 = 6
Thus, we have the following table:
x
1
2
y
3
6
Plot points (1,3) and (2,6) on a graph paper and join them to get the required graph.
Take a point P on the left of y-axis such that the distance of point P from the y-axis is 2 units.
Draw PQ parallel to y-axis cutting the line y = 3x at Q. Draw QN parallel to x-axis meeting y-axis at N.
So, y = ON = -6.Question 3(ii)
Draw the graph of the equation x + 2y – 3 = 0.
From your graph, find the value of y when x = -5Solution 3(ii)
x + 2y – 3 = 0
⇒ 2y = 3 – x
When x = -1, then
When x = 1, then
Thus, we have the following table:
x
-1
1
y
2
1
Now, plot the points A(-1, 2) and B(1, 1) on a graph paper.
Join AB and extend it in both the directions.
Then, the line AB is the required graph of x + 2y – 3 = 0.
Reading the graph
Given: x = -5. Take a point M on the X-axis such that OM = -5.
Draw MP parallel to the Y-axis, cutting the line AB at P.
Clearly, PM = 4
Thus, when x = -5, then y = 4. Question 3(i)
Draw the graph of the equation x + 2y – 3 = 0. From your graph, find the value of y when x = 5.Solution 3(i)
The given equation is,
x + 2y – 3 = 0
x = 3 – 2y
Putting y = 1,x = 3 – (2 1) = 1
Putting y = 0,x = 3 – (2 0) = 3
Thus, we have the following table:
x
1
3
y
1
0
Plot points (1,1) and (3,0) on a graph paper and join them to get the required graph.
Take a point Q on x-axis such that OQ = 5.
Draw QP parallel to y-axis meeting the line (x = 3 – 2y) at P.
Through P, draw PM parallel to x-axis cutting y-axis at M.
So, y = OM = -1.Question 4
Draw the graph of the equation 2x – 3y = 5. From the graph, find (i) the value of y when x = 4, and (ii) the value of x when y = 3.Solution 4
The given equation is, 2x – 3y = 5
Now, if x = 4, then
And, if x = -2, then
Thus, we have the following table:
x
4
-2
y
1
-3
Plot points (4,1) and (-2,-3) on a graph paper and join them to get the required graph.
(i) When x = 4, draw a line parallel to y-axis at a distance of 4 units from y-axis to its right cutting the line at Q and through Q draw a line parallel to x-axis cutting y-axis which is found to be at a distance of 1 units above x-axis.
Thus, y = 1 when x = 4.
(ii) When y = 3, draw a line parallel to x-axis at a distance of 3 units from x-axis and above it, cutting the line at point P. Through P, draw a line parallel to y-axis meeting x-axis at a point which is found be 7 units to the right of y axis.
Thus, when y = 3, x = 7.Question 5
Draw the graph of the equation 2x + y = 6. Find the coordinates of the point, where the graph cuts the x-axis.Solution 5
The given equation is 2x + y = 6
y = 6 – 2x
Now, if x = 1, then y = 6 – 2 1 = 4
And, if x = 2, then y = 6 – 2 2 = 2
Thus, we have the following table:
x
1
2
y
4
2
Plot points (1,4) and (2,2) on a graph paper and join them to get the required graph.
We find that the line cuts the x-axis at a point P which is at a distance of 3 units to the right of y-axis.
So, the co-ordinates of P are (3,0).Question 6
Draw the graph of the equation 3x + 2y = 6. Find the coordinates of the point, where the graph cuts the y-axis.Solution 6
The given equation is 3x + 2y = 6
2y = 6 – 3x
Now, if x = 2, then
And, if x = 4, then
Thus, we have the following table:
x
2
4
y
0
-3
Plot points (2, 0) and (4,-3) on a graph paper and join them to get the required graph.
We find that the line 3x + 2y = 6 cuts the y-axis at a point P which is 3 units above the x-axis.
So, co-ordinates of P are (0,3).Question 7
Draw the graphs of the equations 3x – 2y = 4 and x + y – 3 = 0. On the same graph paper, find the coordinates of the point where the two graph lines intersect.Solution 7
Graph of the equation 3x – 2y = 4
⇒ 2y = 3x – 4
When x = 2, then
When x = -2, then
Thus, we have the following table:
x
2
-2
y
1
-5
Now, plot the points A(2, 1) and B(-2, -5) on a graph paper.
Join AB and extend it in both the directions.
Then, the line AB is the required graph of 3x – 2y = 4.
Graph of the equation x + y – 3 = 0
⇒ y = 3 – x
When x = 1, then y = 3 – 1 = 2
When x = -1, then y = 3 – (-1) = 4
Thus, we have the following table:
x
1
-1
y
2
4
Now, plot the points C(1, 2) and D(-1, 4) on a graph paper.
Join CD and extend it in both the directions.
Then, the line CD is the required graph of x + y – 3 = 0.
The two graph lines intersect at point A(2, 1). Question 8(i)
Draw the graph of the line 4x + 3y = 24.
Write the coordinates of the points where this line intersects the x-axis and the y-axis.Solution 8(i)
4x + 3y = 24
⇒ 3y = 24 – 4x
When x = 0, then
When x = 3, then
Thus, we have the following table:
x
0
3
y
8
4
Now, plot the points A(0, 8) and B(3, 4) on a graph paper.
Join AB and extend it in both the directions.
Then, the line AB is the required graph of 4x + 3y = 24.
Reading the graph
The graph of line 4x + 3y = 24 intersects the X-axis at point C(6, 0) and the Y-axis at point A(0, 8). Question 8(ii)
Draw the graph of the line 4x + 3y = 24.
Use this graph to find the area of the triangle formed by the graph line and the coordinate axes.Solution 8(ii)
4x + 3y = 24
⇒ 3y = 24 – 4x
When x = 0, then
When x = 3, then
Thus, we have the following table:
x
0
3
y
8
4
Now, plot the points A(0, 8) and B(3, 4) on a graph paper.
Join AB and extend it in both the directions.
Then, the line AB is the required graph of 4x + 3y = 24.
Reading the graph
Required area = Area of ΔAOC
Question 9
Draw the graphs of the lines 2x + y = 6 and 2x – y + 2 = 0. Shade the region bounded by these two lines and the x-axis. Find the area of the shaded region.Solution 9
Graph of the equation 2x + y = 6
⇒ y = 6 – 2x
When x = 1, then y = 6 – 2(1) = 6 – 2 = 4
When x = 2, then y = 6 – 2(2) = 6 – 4 = 2
Thus, we have the following table:
x
1
2
y
4
2
Now, plot the points A(1, 4) and B(2, 2) on a graph paper.
Join AB and extend it in both the directions.
Then, the line AB is the required graph of 2x + y = 6.
Graph of the equation 2x – y + 2 = 0
⇒ y = 2x + 2
When x = -1, then y = 2(-1) + 2 = -2 + 2 = 0
When x = 2, then y = 2(2) + 2 = 4 + 2 = 6
Thus, we have the following table:
x
-1
2
y
0
6
Now, plot the points C(-1, 0) and D(2, 6) on a graph paper.
Join CD and extend it in both the directions.
Then, the line CD is the required graph of 2x – y + 2 = 0.
The two graph lines intersect at point A(1, 4).
The area enclosed by the lines and X-axis is shown in the graph.
Draw AM perpendicular from A on X-axis.
PM = y-coordinate of point A(1, 4) = 4
And, CP = 4
Area of shaded region = Area of ΔACP
Question 10
Draw the graphs of the lines x – y = 1 and 2x + y = 8. Shade the area formed by these two lines and the y-axis. Also, find this area.Solution 10
Graph of the equation x – y = 1
⇒ y = x – 1
When x = 1, then y = 1 – 1 = 0
When x = 2, then y = 2 – 1 = 1
Thus, we have the following table:
x
1
2
y
0
1
Now, plot the points A(1, 0) and B(2, 1) on a graph paper.
Join AB and extend it in both the directions.
Then, the line AB is the required graph of x – y = 1.
Graph of the equation 2x + y = 8
⇒ y = 8 – 2x
When x = 2, then y = 8 – 2(2) = 8 – 4 = 4
When x = 3, then y = 8 – 2(3) = 8 – 6 = 2
Thus, we have the following table:
x
2
3
y
4
2
Now, plot the points C(2, 4) and D(3, 2) on a graph paper.
Join CD and extend it in both the directions.
Then, the line CD is the required graph of 2x + y = 8.
The two graph lines intersect at point D(3, 2).
The area enclosed by the lines and Y-axis is shown in the graph.
Draw DM perpendicular from D on Y-axis.
DM = x-coordinate of point D(3, 2) = 3
And, EF = 9
Area of shaded region = Area of ΔDEF
Question 11
Draw the graph for each of the equations x + y = 6 and x – y = 2 on the same graph paper and find the coordinates of the point where the two straight lines intersect.
*Back answer incorrect.Solution 11
Graph of the equation x + y = 6
⇒ y = 6 – x
When x = 2, then y = 6 – 2 = 4
When x = 3, then y = 6 – 3 = 3
Thus, we have the following table:
x
2
3
y
4
3
Now, plot the points A(2, 4) and B(3, 3) on a graph paper.
Join AB and extend it in both the directions.
Then, the line AB is the required graph of x + y = 6.
Graph of the equation x – y = 2
⇒ y = x – 2
When x = 3, then y = 3 – 2 = 1
When x = 4, then y = 4 – 2 = 2
Thus, we have the following table:
x
3
4
y
1
2
Now, plot the points C(3, 1) and D(4, 2) on a graph paper.
Join CD and extend it in both the directions.
Then, the line CD is the required graph of x – y = 2.
The two graph lines intersect at point D(4, 2).Question 12
Two students A and B contributed Rs. 100 towards the Prime Minister’s Relief Fund to help the earthquake victims. Write a linear equation to satisfy the above data and draw its graph.Solution 12
Let the amount contributed by students A and B be Rs. x and Rs. y respectively.
Total contribution = 100
⇒ x + y = 100
⇒ y = 100 – x
When x = 25, then y = 100 – 25 = 75
When x = 50, then y = 100 – 50 = 50
Thus, we have the following table:
x
25
50
y
75
50
Now, plot the points A(25, 75) and B(50, 50) on a graph paper.
Join AB and extend it in both the directions.
Then, the line AB is the required graph of x + y = 100.
Exercise Ex. 4A
Question 1(i)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
3x + 5y = 7.5 Solution 1(i)
We have,
3x + 5y = 7.5
⇒ 3x + 5y – 7.5 = 0
⇒ 6x + 10y – 15 = 0
On comparing this equation with ax + by + c = 0, we obtain
a = 6, b = 10 and c = -15Question 1(ii)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
Solution 1(ii)
On comparing this equation with ax + by + c = 0, we obtain
a = 10, b = -1 and c = 30 Question 1(iii)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
3y – 2x = 6Solution 1(iii)
We have,
3y – 2x = 6
⇒ -2x + 3y – 6 = 0
On comparing this equation with ax + by + c = 0, we obtain
a = -2, b = 3 and c = -6 Question 1(iv)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
4x = 5ySolution 1(iv)
We have,
4x = 5y
⇒ 4x – 5y = 0
On comparing this equation with ax + by + c = 0, we obtain
a = 4, b = -5 and c = 0 Question 1(v)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
Solution 1(v)
⇒ 6x – 5y = 30
⇒ 6x – 5y – 30 = 0
On comparing this equation with ax + by + c = 0, we obtain
a = 6, b = -5 and c = -30 Question 1(vi)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
Solution 1(vi)
On comparing this equation with ax + by + c = 0, we obtain
a = , b = and c = -5 Question 2(i)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
x = 6Solution 2(i)
We have,
x = 6
⇒ x – 6 = 0
⇒ 1x + 0y – 6 = 0
⇒ x + 0y – 6 = 0
On comparing this equation with ax + by + c = 0, we obtain
a = 1, b = 0 and c = -6 Question 2(ii)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
3x – y = x – 1Solution 2(ii)
We have,
3x – y = x – 1
⇒ 3x – x – y + 1 = 0
⇒ 2x – y + 1 = 0
On comparing this equation with ax + by + c = 0, we obtain
a = 2, b = -1 and c = 1 Question 2(iii)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
2x + 9 = 0Solution 2(iii)
We have,
2x + 9 = 0
⇒ 2x + 0y + 9 = 0
On comparing this equation with ax + by + c = 0, we obtain
a = 2, b = 0 and c = 9 Question 2(iv)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
4y = 7Solution 2(iv)
We have,
4y = 7
⇒ 0x + 4y – 7 = 0
On comparing this equation with ax + by + c = 0, we obtain
a = 0, b = 4 and c = -7 Question 2(v)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
x + y = 4Solution 2(v)
We have,
x + y = 4
⇒ x + y – 4 = 0
On comparing this equation with ax + by + c = 0, we obtain
a = 1, b = 1 and c = -4 Question 2(vi)
Express each of the following equations in the form ax + by + c = 0 and indicate the values of a, b, c in each case
Solution 2(vi)
We have,
⇒ 3x – 8y – 1 = 0
On comparing this equation with ax + by + c = 0, we obtain
a = 3, b = -8 and c = -1 Question 3(i)
Check which of the following are the solutions of the equation 5x – 4y = 20.
(4, 0)Solution 3(i)
Given equation is 5x – 4y = 20
Substituting x = 4 and y = 0 in L.H.S. of given equation, we get
L.H.S. = 5x – 4y
= 5(4) – 4(0)
= 20 – 0
= 20
= R.H.S.
Hence, (4, 0) is the solution of the given equation.Question 3(ii)
Check which of the following are the solutions of the equation 5x – 4y = 20.
(0, 5)Solution 3(ii)
Given equation is 5x – 4y = 20
Substituting x = 0 and y = 5 in L.H.S. of given equation, we get
L.H.S. = 5x – 4y
= 5(0) – 4(5)
= 0 – 20
= -20
≠ R.H.S.
Hence, (0, 5) is not the solution of the given equation. Question 3(iii)
Check which of the following are the solutions of the equation 5x – 4y = 20.
Solution 3(iii)
Given equation is 5x – 4y = 20
Substituting x = -2 and y = in L.H.S. of given equation, we get
L.H.S. = 5x – 4y
= 5(-2) – 4
= -10 – 10
= -20
≠ R.H.S.
Hence, is not the solution of the given equation. Question 3(iv)
Check which of the following are the solutions of the equation 5x – 4y = 20.
(0, -5)Solution 3(iv)
Given equation is 5x – 4y = 20
Substituting x = 0 and y = -5 in L.H.S. of given equation, we get
L.H.S. = 5x – 4y
= 5(0) – 4(-5)
= 0 + 20
= 20
= R.H.S.
Hence, (0, -5) is the solution of the given equation. Question 3(v)
Check which of the following are the solutions of the equation 5x – 4y = 20.
Solution 3(v)
Given equation is 5x – 4y = 20
Substituting x = 2 and y = in L.H.S. of given equation, we get
L.H.S. = 5x – 4y
= 5(2) – 4
= 10 + 10
= 20
= R.H.S.
Hence, is the solution of the given equation. Question 4(a)
Find five different solutions of each of the following equations:
2x – 3y = 6Solution 4(a)
Given equation is 2x – 3y = 6
Substituting x = 0 in the given equation, we get
2(0) – 3y = 6
⇒ 0 – 3y = 6
⇒ 3y = -6
⇒ y = -2
So, (0, -2) is the solution of the given equation.
Substituting y = 0 in the given equation, we get
2x – 3(0) = 6
⇒ 2x – 0 = 6
⇒ 2x = 6
⇒ x = 3
So, (3, 0) is the solution of the given equation.
Substituting x = 6 in the given equation, we get
2(6) – 3y = 6
⇒ 12 – 3y = 6
⇒ 3y = 6
⇒ y = 2
So, (6, 2) is the solution of the given equation.
Substituting y = 4 in the given equation, we get
2x – 3(4) = 6
⇒ 2x – 12 = 6
⇒ 2x = 18
⇒ x = 9
So, (9, 4) is the solution of the given equation.
Substituting x = -3 in the given equation, we get
2(-3) – 3y = 6
⇒ -6 – 3y = 6
⇒ 3y = -12
⇒ y = -4
So, (-3, -4) is the solution of the given equation.Question 4(b)
Find five different solutions of each of the following equations:
Solution 4(b)
Given equation is
Substituting x = 0 in (i), we get
4(0) + 3y = 30
⇒ 3y = 30
⇒ y = 10
So, (0, 10) is the solution of the given equation.
Substituting x = 3 in (i), we get
4(3) + 3y = 30
⇒ 12 + 3y = 30
⇒ 3y = 18
⇒ y = 6
So, (3, 6) is the solution of the given equation.
Substituting x = -3 in (i), we get
4(-3) + 3y = 30
⇒ -12 + 3y = 30
⇒ 3y = 42
⇒ y = 14
So, (-3, 14) is the solution of the given equation.
Substituting y = 2 in (i), we get
4x + 3(2) = 30
⇒ 4x + 6 = 30
⇒ 4x = 24
⇒ x = 6
So, (6, 2) is the solution of the given equation.
Substituting y = -2 in (i), we get
4x + 3(-2) = 30
⇒ 4x – 6 = 30
⇒ 4x = 36
⇒ x = 9
So, (9, -2) is the solution of the given equation.Question 4(c)
Find five different solutions of each of the following equations:
3y = 4xSolution 4(c)
Given equation is 3y = 4x
Substituting x = 3 in the given equation, we get
3y = 4(3)
⇒ 3y = 12
⇒ y = 4
So, (3, 4) is the solution of the given equation.
Substituting x = -3 in the given equation, we get
3y = 4(-3)
⇒ 3y = -12
⇒ y = -4
So, (-3, -4) is the solution of the given equation.
Substituting x = 9 in the given equation, we get
3y = 4(9)
⇒ 3y = 36
⇒ y = 12
So, (9, 12) is the solution of the given equation.
Substituting y = 8 in the given equation, we get
3(8) = 4x
⇒ 4x = 24
⇒ x = 6
So, (6, 8) is the solution of the given equation.
Substituting y = -8 in the given equation, we get
3(-8) = 4x
⇒ 4x = -24
⇒ x = -6
So, (-6, -8) is the solution of the given equation.Question 5
If x = 3 and y = 4 is a solution of the equation 5x – 3y = k, find the value of k.Solution 5
Since x = 3 and y = 4 is a solution of the equation 5x – 3y = k, substituting x = 3 and y = 4 in equation 5x – 3y = k, we get
5(3) – 3(4) = k
⇒ 15 – 12 = k
⇒ k = 3 Question 6
If x = 3k + 2 and y = 2k – 1 is a solution of the equation 4x – 3y + 1 = 0, find the value of k.Solution 6
Since x = 3k + 2 and y = 2k – 1 is a solution of the equation 4x – 3y + 1 = 0, substituting these values in equation, we get
4(3k + 2) – 3(2k – 1) + 1 = 0
⇒ 12k + 8 – 6k + 3 + 1 = 0
⇒ 6k + 12 = 0
⇒ 6k = -12
⇒ k = -2 Question 7
The cost of 5 pencils is equal to the cost of 2 ballpoints. Write a linear equation in two variables to represent this statement. (Take the cost of a pencil to be Rs. x and that of a ballpoint to be Rs. y).Solution 7
Let the cost of one pencil be Rs. x and that of one ballpoint be Rs. y.