Bridge Course (REVISED) for Std – 8th Mathematics

 Promoter : Department of School Education, Government of Maharashtra.

 Publisher : State Council of Educational Research and Training, Maharashtra, Pune

 Motivation : Shri.Ranjeetsingh Deol, (I.A.S.)

Hon’ble Secretary, Department of School Education and Sports, Maharashtra.
 Guider : Shri.Suraj Mandhare, (I.A.S.)
Hon’ble Commissioner (Education), Maharashtra.
Shri.Kailas Pagare (I.A.S.)
Hon’ble State Project Director Maharashtra Prathmik Shikshan
Parishad,Mumbai :
 Editor Shri. M.Devender Singh (I.A.S)
Director, State Council of Educational Research and Training, Maharashtra,
Pune
 Co-Editor : Shri. Ramakant Kathmore
Joint -Director, State Council of Educational Research and Training,
Maharashtra, Pune
 Executive Editor : Shri.Vikas Garad,
Principal, State Council of Educational Research and Training
Maharashtra, Pune.
Smt.Rantprabha Bhalerao
Senior Lecturer, Department of Mathematics, SCERT, Pune.
Smt.Vrushali Gaikwad
Lecturer, Department of Mathematics, SCERT, Pune
 Editing Support : Smt.Vaishali Gadhave and Smt. Bhakti Joshi
Subject Assistant, Department of Mathematics, SCERT, Pune

Production member:
1 . Dr. Vaishali Jahagirdar Senior Lecturer ,DIET,Aurangabad.

2. Mr. Atul Kulkarni Asst.Teacher Z.P.School Sindagi ,Tal-Kalmnuri,Dist.Hingoli.

3. Mr. Subhash Marwade Z.P.School & Jr.College Aamgaon Dist- Gondia.

Bridge course Translator :

1. Mr. Sachin Batwal Guru Nanak Highschool & Jr.College Pune

 Instructions for Students
Dear students, due to pandemic situation in the last academic year you continued
your learning and education through online and in various digital modes. This Bridge
Course has been prepared for you with the objective of reviewing the previous year's
syllabus at the beginning of the present academic year and helping you to prepare for this
year's syllabus.
1. The bridge course lasts for a total of 30 days and consists of tests after a certain
period of time.
2. The bridge course will help you to understand exactly what you have learned in the
previous academic year and to understand the curriculum for the next class.
3. This bridge course should be studied on a day-to-day basis.
4. It consists of day-to-day worksheets. You are expected to solve the worksheet on
your own as per the given plan.
5. Seek the help of a teacher, parent or siblings if you have difficulty solving the
worksheet.
6. The video links are provided to better understand the text and activities given in
each worksheet for reference, try to understand the concept using them.
7. Solve the tests provided along with as planned.
8. Get it checked with the teacher after completing the test.
9. Seek the help of teachers, parents or siblings to understand the part that is not
understood or seems difficult.
Best wishes to you all for the successful completion of this Bridge Course!

Instructions for Teachers, Parents and Facilitators

As we all are very well aware about the fact that due to pandemic situation, the
schools were formally closed during the last academic year and the actual classroom teaching
and learning could not take place. There is uncertainty even today as to when schools will
restart in the coming academic year. On this background various efforts have been made by
the government in the last academic year to impart education to the students through online
mode. Accordingly, the Bridge Course has been prepared with the dual objective of
reviewing the studies done by the students in the previous academic year and helping them
to learn the curriculum of the present class in this academic year.
1. The bridge course lasts for a total of 30 days (Excluding holidays) and consists of tests.
Pre-test is given with this set and posttest will be published before test schedule on website.
2. The bridge course is based on the syllabus of previous class and is a link between
the syllabi of previous and the current class.
3. This bridge course has been prepared class wise and subject wise. It is related to the
learning outcomes and basic competencies of the previous class’ textbook and is based on its
components.
4. The bridge course includes component and sub-component wise worksheets. These
worksheets are generally based on learning outcomes and basic competencies.
5. The structure of the worksheet is generally as follows.
Part One - Learning Outcomes/Competency Statements.
Part Two – explaning concept.
Part three - Solved Activity/ Demo
Part Four - Practice
Part Five – little help, DIKSHA Video Link/E-Content/QR Code
Part Six- My Take Away/ Today I Learnt
6. This bridge course will be very important from the point of view to revise and
reinforce the learning of the students from the previous class and pave the way to make their
learning happen in the next class.
7. Teachers/parents and facilitators should help their children to complete this bridge
course as per day wise plan.
8. Teachers/parents and facilitators should pay attention to the fact that the student will
solve each worksheet on his/her own, help them where necessary.
9. The teacher should conduct the tests from the students after the stipulated time
period, assess the test papers and keep a record of the same.
10. Having checked the test papers, teachers should provide additional supplementary
help to the students who are lagged behind.
Best wishes to all the children for the successful completion of this Bridge Course!
 State Council of Education Research and training Maharashtra Pune
INDEX
Bridge Course –Standard -8th
Sr.No. Day Topic
1 1 Angle bisector & perpendicular bisector of triangles
2 2 Geometrical construction - congruency
3 3 Product of Integers
4 4 Division of Integers
5 5 HCF & LCM
6 6 Angles Interior exterior
7 7 Pairs of angles
8 8 Properties of opposite & external angles
9 9 Introduction of rational numbers
10 10 Addition &subtraction of rational numbers
11 11 Product of rational numbers
12 12 Introduction of indices
13 13 Rules of indices
14 14 Introduction of algebric expression
15 15 Addition & subtraction of algebric expressio
16 16 Product of algebric expressi
17 17 Direct proportion
18 18 Inverse proportion
19 19 Banking
20 20 Compound interest
21 21 Circumference & diameter of a circle relation
22 22 Arc of a circle
23 23 Paythagoras Theorem and it’s Triplets
24 24 Perimeter of rectangle & square
25 25 Area of rectangle & square
26 26 Area of right angled triangles
27 27 Surface area of cuboid & cube
28 28 Square of Binomial
29 29 Factorization of Algebric Expression
30 30 Average

Name of the Student: --------------------------------------------------------------------------------------------------------------------

Standard: ------------------------------

Name of the School and Address: -----------------------------------------------------------------------------------------

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Area :knowledge of number and operation on numbers Unit – product and division of numbers
Subunit – product of integer Day - Third

knowledge corner

Scene Ajay & Vijay are two friends Ajay needs Rs 20 so he borrow Rs.20from Vijay.
Vijay give him Rs.20 After some time Ajay again borrrow Rs.20from Vijay.So two
times Vijay give him Rs.20
 First time Ajay borrow amount from Vijay (-20Rs. )
 Second time Ajay borrow amount from Vijay (-20Rs. )
 Total borrowed Amount (-40 Rs. )
Hence (-20)&(-20) becomes (-40)
(-20 ) + (-20) = -40
two times-20 became -40
2 x (-20) = -40
think that
why Rs.20 written as(-20)?

 See product of integer on number line

 See some example below product of integer on number line

2 times (-3)get -6

3 times (-2) we get -6

2 times (-3)get -6
&opposite number
of -6 is 6

I understood

1) Product of two positive number is always positive

2) Product of one positive & one negative number is always negative
3) Product of two negative number is positive
 practice corner – Solve the following examples. & show product on integer number line

1) = ___

2) = ___

3) = ___

Let’s Solve - Solve the following example using positive & negative sign at correct places
1) In kabaddi match when match is lost, then each lost loss of 5 marks loss & when match is win
then gain of 10 marks. One team lost 3 match & gain 4 match then what is total marks of that
team

2) One submarine go from sea surface to deep in sea each minute 50 meter.Determine in half
an hour how meter it will go in deep sea?
  Quick Help

Diksha app link

https://diksha.gov.in/play/collection/do_312528209295843328153323?contentId=do_313000
3196883763201131\
Area – knowledge and operation on numbers Unit – product and division of integer
Subunit – division of integer Day - Fourth

Concept Corner

Let’s play a game – for positive integer we take yellow circle & for negative integer red circle and as
given in the instruction divide equally in positive integer & ngative integers.
positive integer negative integer
1) we divide equaly in two parts then what happen ?
each part having two positive . that is
2) we divide equaly in two parts then what happen ?
each part having two negative . that is
 Now if we take division of integer then what answer we get
1) (2)
1) now we divide negative integer by negative integer then what answer we get
. why answer is Positive Remember that on number line we take product
of ttwo ngative number is written as opposite number of answer. because negative means
opposite number. we can’t make a negative group of any number? Hence making positive
group & then write opposite number of answer
2) In above example We not make -3 group of – 12 but make 3 group so that each group
contain -4 then we write opposite number of -4 is +4 hHence ngative integer divide by
negative integer then answer is positive

I understood

4) Division of two positive integer is positive

5) One Positive & One negative integer numbers product is negative
6) Division of two negative integer is positive

Practice Corner
Solve the following division If answer is positive then integer write that number of yellow cicrcle in
given box if answer is negative answer then write red circle in given box


 Solve Challanging Question - By writing positive & negative sign at correct places
1) 8 friends get a loss in business is Rs. 5600 if loss each friend is equal then what is loss of each

 Quick Help

 Ebalbharti 7 th maths text book link - https://cart.ebalbharati.in/BalBooks/ebook.aspx

 Diksha app link – video पाहा -
https://diksha.gov.in/play/collection/do_312528209295843328153323?contentId=do_
3130003201933803521144
Area – knowledge and operation on numbers Unit – HCF & LCM
Sub unit : HCF Day– Fifth

Concept Corner

Saee has 16 blue diamond & 8 red diamonds She want todivide both diamonds ineual group so that
she carefully divide no diamond remains we help her to do this
blue diamonds – 16 & red diamonds – 8
 we grouped 16 diamonds as below so that no diamond be remains – 1,2,4,8,16
 we grouped 8 diamonds as below so that no diamond be remains – 1,2,4,8
 Common group of 16 & 8 are – 1,2,4,8
 among this common group gretest group is – 8
hiding maths – 16 & 8 having common greatest factor is 8 hence HCF is 8
now we determine HCF of 16 & 8 by prime factor method 16= 2x2x2x2
factors of 8 are –
product of common factor of 8& 6 -
hence HCF of 16 & 8 is 8.

7) Product of pair of prime factor of two or more number is HCF of that

I Understood numbers
8) Greatest common factor of given number is HCF of that numbers.
9) HCF can be determine by list method prime factor method or
division method.
10) HCF of two or more prime number is always 1
11) HCF is not equal to 0 & not more than given numbers

 Practice Corner :

See following Example

1) HCF of 12 & 18 can be determined by list method as following.
Factor of12 – 1,2,3,4,6,12 Factor of 18– 1,2,3,6,9,18
Common factor of 12&18– 1,2,3,6. Greatest factor – 6
Hence HCF of 12 & 18 is 6.
2) HCF of 9 & 15 by using prime factor as following .
Prime factor of 9 – Prime factor of 15 –
Common factor of 9 & 15 – 3 Greatest factor– 3
HCF of 9 & 15 is 3.
  Let’s Solve :
Find HCF by both method list method & prime factor method and compare answer .
HCF of 10 & 15 – by list metod HCF of 10 & 15– by using prime factor metod
using product
factor of 10- Prime factor of 10-
Factor of 15 - Prime factor of 15-
Common factor- Common factor-
Greatest factor in common factor - Greatest common factor -
HCF of 10& 15 HCF of 10&15 -

 Is answer is same by both method tick mark on correct option yes / no

 Quick Heip

Diksha app link – To find HCF click the link

https://diksha.gov.in/play/collection/do_312528209295843328153323?contentId=do
_3130140123786772481242
 Unit – HCF & LCM Subunit – LCM

 Concept Corner
Scene – Pankaj go every 6th day to swimming & every 4th day to tabla class . Today he go to both
laces then again what day he go to both places.See any thing remainde you ? You also take help of
calender again how can solve this?any other method?
 Day for swimming are 6 th, 12th, 18th,...and so on
table of 6 – 6,12, 18, 24, …
 For tabla class days 4th,8th,12th,16th,...and so on
Table of 4 – 4, 8, 12, 16, 24, …
 6See care fully pankaj go to both swimming & tabla class on same day which are
12,24...and like that
 Which is first day for both activity exactly 12th day
 12 is smallest & same number which is in both table 4 & 6
 12 is a smallest number which is divisible by both 4& 6
 Hence least common multiple LCM of 4& 6 is 12 .

 I understood
 Least multiple of two or mote number is LCM of that given numbers.
 Given numbets wrtten in their multiple or their table and then their smallest common multiple is
called LCM
 Two or more than two numbers having LCM is always greater than that numbers
 List method Facorization method or division metod are used to determine LCM
 Given two or more numbers if Greater number is divisible by smaller number then greater
number is LCM
for example 4,12,36 then 36 is divisible by all 4,12,36 then LCM is 36.

LCM = product of common,& uncommon factors

 Practice corner
Now we determine LCM of 4& 9 by using list method ,prime factor method & division method
& then we see answer by all method…!
List Method – Table of 4 – 4, 8,12, 16, 20, 24, 28, 32, 36, 40, 44, 48,52,56,60,64,68,72…
Table of 9 – 9,18, 27, 36, 45, 54, 63, 72, 81,90, 99,---
Common numbers of 4th & 9 th table – 36, 72, …
least common multiple is 36. hence LCM of 4 & 9 is 36.
Prime factor method –
prime factors of 4 = , Prmime factor of 9=
Common factor of prime factor of 4 & 9 has no common factors.
Produc of uncommon factors of 4 & 9 is
LCM= Product of common prme factors & uncommon prime factors
Division method – See the adjoining method take a prime factor of 4 & 9 upto 1
then take product of common and uncommon factor we get LCM this method is
known as division method

 Solve this –
1) Find LCM of 8&12 by list method

2) What is LCM of 3,9,&27 without using factorization method

-------------------------------------------------------

3) Find LCM of 5,6&7 by using division method

 Quick Help

Diksha app link –See video of LCM

https://diksha.gov.in/play/content/do_31327270197864038416463
 I Understand

Practice
Area – knowledge and operation on numbers Unit – Operation on rational numbers
Subunit – Introduction of rational numbers Day - 9th

Concept Corner

Scene: shamal bring a big cake and make ‘Cut into 8 equal part 2 part eat by shamal.Two part eat
by her younger brother. 1 part each eat by her mother & father.one part each eat by her grandpa &
grandma
we write part of cake eaten by each person mathematically
Equal part of cake – 8 eaten by shamal -
Eaten by younger brother - Eaten by mother -
Eaten by father - Eaten by grandma-
Eaten by grandpa -
Think & mark At correct place
 Can we cut a cake in 0 equal parts ? yes/ no
See maths fun
means means 4/0 is not possible as 0×0 not equal 4

 That means no number is divided by 0

In case of cake we write all numbers in form but we can’t write q=0
 We Write 2 in form as Also -5 in form
 But 2 or -5 cannot be write as 2/0 or -5/0
 2is whole number while -5 is integer

12) Number which can be written as p/q form & q is not equal to 0 is
 I understand
called rational number All natural, whole,integer,decimal numbers can
be written in the form of rational numbers but denominator is not 0
13) All fractions are rational numbers but all rational numbers may ormay
not be rational numbers Eational numbers are negative or positive.

 Practice corner
See these example which are rational numbers . , - , 6, 12, -18, 2.1 etc

These example are not rational numbers. , etc.

These example are not fraction , , etc.

Let’s Solve - Mark this at correct places.

Number Rational Not rational Fraction Not fraction

12
-7/9
17/0
8/9

 Small Help
Diksha app link Rational number video.
https://diksha.gov.in/play/content/do_31327270259433472016527
Subunit – addition & subtraction of rational numbers Day - 10th

 ConceptCorner
Scene 1 – Ayush compete journey in two stages He complete 2/6 part journey yesterday & 4/6 part
journey today .So how much part journey completed in two day..!
Part of journey by Ayush yesterday = 2/6
Part of journey by Ayush today = 4/6
For total journey we adding . =
Scene 2 - Suraj take 5/2 sugar & Sohel take 5/2 sugar How many Kg sugar they both take
Sugar bought by Suraj = 5/2 kg
Sugar bought bySohel= 7/3 kg
Sugar bought by both = kg
Scene3 – Sagar baught gold16/7 gm Sangita baught gold12/5gm How many more gram gold baught
by sangita thn sagar
Gold baught by saSagar= 16/ 7gm
Gold baught by Sangita = 12/5 gm
More gold baught by sangita than Sabgar= gm

 I understood
1) When addition or subtraction of rational numbers whose denominator are
equal we only add or subtract numerator
2) When denominator are different then equal denominator by taking LCM.
3) When we add or subtract decimal fraction then adding or subtracting
integer 7 add or subtract fraction by decimal method

 Practice Corner – Compete following activity.

1)

2)
  Let’s Solve –

Solve the following addition / subtraction

1) =

2) =

3) =

4) =

 Quick Help
Diksha app link – Addition & subtraction of rational numbers
https://diksha.gov.in/play/collection/do_312528209295843328153323?contentId=do_313000320622
7312641121
Subunit – product of rational number Day - 11th

 Concept Corner

 5 times of 3/4 is equal to? for solving this example help of addition & multiplication
 5 times of 3/4 hence we take 3/4 five times we write in the form of addition. as

 Also we write in the form of multiplication –

 Method by taking multiplication is very easy
 Now see next example. In this example product of negative & positive
rational numbers is always negative
 How can you solve ? .... In this example rational numbers multiplications of
numerator & multiplication of Denominator

1) Multiplication of rational number at numerator product of numerator &

at Denominator product of denominator
 I understood 2) When product of negative & positive rational numbers we follow rules
of sign
3) When division of rational number taking reciprocal of divisor & and
then product
4) While division we follow rules of sign same as for integers.

𝟏
 ... What is the answer of this question means that divide 𝟐 in two equal parts by
figure we can observe it clearly.
𝟏
 rational number we see 1 whole
𝟐

Half of half is one fourth h =

 Similarly let’s solve following example

लक्षात घ्या –
 Practice Corner–
दोन परिमेय संखयां चा भागाकाि किताना
Complete theभाजक परिमेय संखयेचactivity
following ी गुणाकािव्यस्त संखया घेवनू गुणाकाि केला आहे .

1)
 2)

Let’s Solve –

Solve following multiplication & Division

−𝟏𝟐 𝟑
1) × =
𝟖 𝟕

−𝟗
2) ÷𝟖 =
𝟐

3) What is -5 times of 4/9?

4) Divide 2/3 in -1/5 equal parts then each part is

 Quick help
Diksha app link Video link for multiplication & division of rational number

1) https://diksha.gov.in/play/collection/do_312528209295843328153323?contentId=do_31300032079723724811
00

2) https://diksha.gov.in/play/collection/do_312528209295843328153323?contentId=do_31300078045816422412
48
Area – knowledge and operation on numbers Unit – Indices
Subunit – introduction of indices Day - 12th

Concept Corner

 Let remember -
Find the following product.
1) ___ (2) (3)

 Check whether your answer is correct or not

1) 4 (2) (3)
Very good …! Now we see another method for writing when one number is multiplied by itself
 Now see understand and write the answer at the blank spaces

You write 4 in the blank spaces correct but why?

 Because in first place you multiply 2 by two times hence 2 is written on head of 2
 multiply 2 by three times hence 3 is written on head of 2
 multiply 2 by Four times hence 4 is written on head of 2
Yes understood a number is multiply by itself in how many times can be written on head of that
number in number 2 is a base & number 3 on head is index
 in this number 6 is base & 5 is index ,6 is multiply by 6 in 5 times its product form is

 The number which can be form by base & power is called Indices number

 I understood
 A number is multiplied by itself in one or number of times then
that number of times is called index or power of that numbers
 Base & index we get indices
 Index form of numbers means number multiply with itself

 Practice corner let’s try to understand

1)
2)

3)

 Try to understand following

1) 2)
Let’s Solve -
Write tickmark & crossmark at correct places
number false true number false true

Quick help
Diksha app link – Index number Video-

https://diksha.gov.in/play/collection/do_312528209295843328153323?contentId=do_313000321063
6247041101
Area – Number work and operations on number Unit – Indices
Subunit – Rules of Indices Day - 13th

 Concept Corner

Let's observe the following math fun.

𝟑𝟐 × 𝟑𝟑 = 𝟑 × 𝟑 × 𝟑 × 𝟑 × 𝟑 In this example, the number 𝟑𝟐 was initially written as a multiplication
form and the number 𝟑𝟑 was also written as a multiplication form and then the multiplication of all 3’s
was presented in one place Now try to write the multiplicative number here as index form !
𝟑 × 𝟑 × 𝟑 × 𝟑 × 𝟑 = _____
 Make sure that you have written35 in the blank space .. Have you done? ... Very nice… Now it
can be written together as follows.
𝟑𝟐 × 𝟑𝟑 = 𝟑𝟓 means 𝟑𝟐 × 𝟑𝟑 = 𝟑𝟐+𝟑 = 𝟑𝟓
𝟑𝟓 𝟑×𝟑×𝟑×𝟑×𝟑
 Similarly we can write 𝟑𝟓 ÷ 𝟑𝟑 = 𝟑𝟑 = = 𝟑 × 𝟑 = 𝟑𝟐 in short 𝟑𝟓 ÷ 𝟑𝟑 = 𝟑𝟐
𝟑×𝟑×𝟑
Now observe the given pattern and write what number will appear in the blank space.
 Have you tried? ... Write the number that comes in the blank space. ____
 The number 1 appears in the blank space. As the index is decreasing by one then its
value becoming half of previous one. Here 8, 4 and 2. Thus 2 will be followed by 1.
 In the case of any other index form of the number you will find the same result. .

 Now I know
 The following rules are used to calculate the value of index
number . We call them laws of indices :

 Practice Corner -

Study the examples in the table below and write the correct number in the blanks.
1) 𝟓𝟒 × 𝟓𝟑 𝟓𝟒+ _____ = 𝟓𝟕

2) 𝟗𝟓 ÷ 𝟗𝟐 𝟗𝟓− ____ = ___𝟑

3) (−𝟑𝟒 )𝟓 −𝟑𝟒×𝟓 = −𝟑

4) 𝟏𝟐𝟎 __

5) 𝟏𝟏−𝟐 𝟏
𝟏𝟏−𝟐 =
𝟏𝟏___
  Let’s solve - Solve the following examples using laws of indices.
1) 𝟏𝟑𝟓 × 𝟏𝟑𝟖 = _____________________

2) (−𝟒)𝟗 ÷ (−𝟒)𝟒 = ________________

𝟒
3) (𝟒−𝟐 ) = __________

4) 𝟏𝟐𝟑𝟒𝟎 = __________

5) 𝟖−𝟑 = _____________

 Quick help
Diksha app link – Laws of Indices – Watch the given video.
https://youtu.be/sbftWkb3CmE
Area – Algebra Unit – Algebraic Expressions and Operations on them
Subunit – Algebraic Expressions-Introduction Day - 14th
Concept Corner

Let’s recall
1. How many mangoes will be 2 mangoes and 3 mangoes together? --- There will be 5 mangoes
2. How many fruits will there be with 2 mangoes and 3 chickoos? -There will be 5 fruits.
That's right.
If we use the letter x for 1 mango, note that 2 mangoes and 3 mangoes together will be 5 mangoes.
This can be written as 𝟐𝒙 + 𝟑𝒙 = 𝟓𝒙
Now let us use the letter x for 1 mango and the letter y for 1 chikoo. because mango and chikoo are
different fruits so the letters used for them will also be different. Now let's do addition of 2 mangoes
and 3 chickoos as follows. 𝟐𝒙 + 𝟑𝒚
Note that the above addition will not be 5xy.
 𝑳𝒆𝒕 𝒖𝒔 𝒄𝒂𝒍𝒍 𝒕𝒉𝒆 𝒆𝒙𝒑𝒓𝒆𝒔𝒔𝒊𝒐𝒏 𝒇𝒐𝒓𝒎𝒆𝒅 𝒃𝒚 𝒏𝒖𝒎𝒃𝒆𝒓𝒔 𝒂𝒏𝒅 𝒍𝒆𝒕𝒕𝒆𝒓𝒔 𝟐𝒙 𝒂𝒏𝒅 𝟑𝒚 𝒂𝒔 𝒕𝒉𝒆
𝒂𝒍𝒈𝒆𝒃𝒓𝒂𝒊𝒄 𝒆𝒙𝒑𝒓𝒆𝒔𝒔𝒊𝒐𝒏′. 𝑯𝒆𝒓𝒆 𝒕𝒉𝒆 𝒏𝒖𝒎𝒃𝒆𝒓𝒔 𝟐 𝒂𝒏𝒅 𝟑 𝒂𝒓𝒆 𝒄𝒐𝒆𝒇𝒇𝒊𝒄𝒊𝒆𝒏𝒕𝒔 𝒂𝒏𝒅 𝒕𝒉𝒆
𝒍𝒆𝒕𝒕𝒆𝒓𝒔 𝒙, 𝒚 𝒂𝒓𝒆 𝒄𝒂𝒍𝒍𝒆𝒅 𝒗𝒂𝒓𝒊𝒂𝒃𝒍𝒆𝒔.

 Now I know!

1) The term formed after multiplying numbers by letters is called

algebraic term.
2) Numbers are called coefficients and letters are called variables.
3) Expressions are named after the number of terms they have.
Expressions with one term are called monomials, those with two
terms, binomials, with three terms, trinomials and if they have more
than three terms, they are called polynomials
4) Terms which have the same variables with the same powers are called
‘like terms’
5)
6)
7)
 Practice Corner8)-
 Given algebraic9)expressions are monomials: - 𝟑𝒙 , −𝟒𝒚, 𝟖𝒛𝟐 etc.
 Given algebraic10)
expressions are binomials: 𝟑𝒙 + 𝟐𝒚, 𝟓𝒛 − 𝟗𝒑 etc.
 Given algebraic expressions
11) ‘like terms’.
are trinomial: 𝟑𝒙 + 𝟐𝒚 − 𝟗𝒛, 𝟓𝒛 − 𝟗𝒑 + 𝟕𝒒 etc.
 The terms in the given pair are the like terms.𝟒𝒙𝟐 𝒚 व 𝟗𝒙𝟐 𝒚 , 𝟑𝒛 व − 𝟓𝒛 etc.
Note that all the above expressions are also polynomial .

Let’s solve –

Mark √ in front of the type of correct polynomial in the following table.

Algebraic expression Monomial binomial trinomial

𝟒𝒙𝒚𝒛

𝟔𝒚 + 𝟗𝒛

𝟖𝒂 + 𝟗𝒃 − 𝟕𝒄
  Write any like term for the following algebraic term.

 1) 𝟒𝒙𝒚 =____ (2) 𝟐𝒙𝟑 𝒚 =____ (3) 𝟗𝒑𝒒𝟑 𝒓 = ______

 Quick help

Diksha app link – Watch the video on algebraic expression .

https://youtu.be/ffLLmV4mZwU
Area – Algebra Unit – Algebraic Expressions and Operations on them
Subunit – Addition & Subtraction of Algebraic Expressions Day - 15th

 Concept Corner
 3 Chikoo and 5 Chikoo together make 8 Chikoos. Let's solve this addition
using the following methods. We will use the letter x for a chikoo.
𝟑𝒙 + 𝟓𝒙 = 𝟖𝒙
 After selling 3 dozen mangoes out of 10 dozen mangoes,7 dozen mangoes
remains, using the variable y for 1 dozen mangoes we can write this subtraction
as follows.
𝟏𝟎𝒚 − 𝟑𝒚 = 𝟕𝒚
 Let us write the total number of 2 chikoo and 3 mangoes using the letter x for
chikoo and the letter y for mango.
2x + 3y
 Note that : Here the addition will not be 5xy .

 Now I know!
 In algebraic expressions additions and subtractions are
made only of like terms of expressions.
 When there are no like terms, the addition or subtraction
is written using variables as it is .

 Practice Corner : Study examples of addition and subtraction in the following table .

𝟒𝒙𝒚 + 𝟗𝒙𝒚= 𝟏𝟑𝒙𝒚

𝟒𝒑 − 𝟑𝒑= 𝟏𝒑

Let’s solve - Solve the examples of addition and subtraction in the following table .

𝟕𝒑𝒒𝒓 − 𝟐𝒑𝒒𝒓 −𝟏𝟐𝒛 + 𝟏𝟎𝒛

𝟖𝒙 − 𝟑𝒚 𝟐𝟕𝒎𝒏 − 𝟐𝟎𝒎

 Quick help
Diksha app link – Addition and subtraction of algebraic expressions - watch the video .
https://youtu.be/kuntXMSMYrE
Area – Algebra Unit – Algebraic Expressions and Operations on them
Subunit – Multiplication of Algebraic Expressions Day - 16th

 Concept Corner
Let’s recall. –
1) Multiplication is repeated addition of the same number or expression.
2) According to the laws of indices ,when the indices with the same base are
multiplied then we add the indices in the resultant product and the indices
are subtracted in division.
 2 times 2x =? For this we will add it up twice and see what the answer is.
𝟐𝒙 + 𝟐𝒙 = 𝟐 𝒕𝒊𝒎𝒆𝒔 𝟐 𝒙 = 𝟒𝒙
 Now if we take 3xy ; 4 times, you will have noticed that 12xy will come.
From this,
𝟒 × 𝟑𝒙𝒚 = 𝟏𝟐𝒙𝒚
 𝟐𝒙 𝒕𝒊𝒎𝒆𝒔 𝟒𝒙 𝒘𝒊𝒍𝒍 𝒃𝒆 𝒎𝒖𝒍𝒕𝒊𝒑𝒍𝒊𝒆𝒅 𝒖𝒔𝒊𝒏𝒈 𝒕𝒉𝒆 𝒍𝒂𝒘𝒔 𝒐𝒇 𝒊𝒏𝒅𝒊𝒄𝒆𝒔
𝟐𝒙 × 𝟒𝒙 = 𝟐 × 𝟒 × 𝒙 × 𝒙 = 𝟖𝒙𝟐
 Now let's see how multiplication will work if there are different variables.
Such as -
𝟑𝒙𝒚 × 𝟐𝒑𝒒 = 𝟑 × 𝟐 × 𝒙𝒚 × 𝒑𝒒 = 𝟔𝒙𝒚𝒑𝒒

 Now I know!

1) While multiplying algebraic expressions, multiply the

coefficients by the coefficients and multiply the variables
by the variables.
2) If there are variables, multiply the indices by using the
rule of multiplication of index.
3) If there are no like terms, in multiplication they all write
the same in multiplication form.

 Practice corner Study the following Products.

(1) 𝟓 × 𝟔𝒙𝒚 = 𝟑𝟎𝒙𝒚 (2) 𝟓𝒙 × 𝟔𝒙𝒚 = 𝟑𝟎𝒙𝟐 𝒚 (3) 𝟑𝒙𝒛 × 𝟒𝒚 = 𝟏𝟐𝒙𝒚𝒛

 Let’s Solve - Study the following multiplication and write the correct number in the
blanks.

(1) 𝟏𝟐 × 𝟑𝒙 = 𝟑𝟔___

(2) −𝟒𝒙 × 𝟐𝒙 = −𝟖___

 (3) −𝟓𝒙𝒚 × (−𝟐)𝒛 = ___𝒙𝒚𝒛

(4) 𝟏𝟎𝟎𝒙𝟑 × 𝟐𝒙𝟑 𝒚 = 𝟐𝟎𝟎____

(5) (5) −𝟏𝟎𝒍𝒎𝒏 × 𝟑𝒍𝒎 = ________

𝟑𝒙
(6) (6) 𝟗𝒚 × = 𝟐𝟕____
𝒚

 Quick Help
Diksha app link – Video Link for : Multiplication of Algebraic Expressions

https://youtu.be/YqnsUf40gNI
Area – Applied mathematics Unit – Direct Proportion and Inverse Proportion
Subunit – Direct Proportion and Inverse Proportion Day - 17th & 18th

Concept Corner

Event - Children of Mangal Society are going from house to house on the occasion of
Ganeshotsav and collecting donations. The number of houses they visited and the donation
received from each house are given in the table below. Let's understand that.
Number of houses visited Donation from each household (in rupees)
2 300
5 750
10 1500
Observe the above table carefully , write the correct answers to the following questions.
1. The amount of donation increases / decreases as the number of houses increases.
My Answer - ----
2. How much is the donation from one house?
My Answer - _______
 Let's check the answers given are correct or not .
1. The amount of donation increases / decreases as the number of houses increases.
My answer - increases.
2. How much is a donation from one house fee?
My answer - Rs. 150
2. The secrete /hidden mathematics behind this –
The ratio of the number of houses visited and the donaton collected from each house =
𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒉𝒐𝒖𝒔𝒆𝒔 𝟐 𝟓 𝟏𝟎 𝟏
= 𝟑𝟎𝟎 = 𝟕𝟓𝟎 = 𝟏𝟓𝟎𝟎 = 𝟏𝟓𝟎
𝒅𝒐𝒏𝒂𝒕𝒊𝒐𝒏 𝒄𝒐𝒍𝒍𝒆𝒄𝒕𝒆𝒅
That is, the ratio of the number of houses to each donation collected is constant. which is ,1:150
• Now look at the example in the table below.
Number of pages read per day The days it takes to finish reading a book
20 40

10 80

5 160

Got it? Let's find , What is the total number of pages in the book to read the book completely?
Exactly… 800
The secrete /hidden mathematics behind this –
 As the number of pages read per day decreases, the number of days it takes to finish
reading a book increases.
 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒑𝒂𝒈𝒆𝒔 𝒓𝒆𝒂𝒅 𝒑𝒆𝒓 𝒅𝒂𝒚 × 𝒅𝒂𝒚𝒔 𝒓𝒆𝒒𝒖𝒊𝒓𝒆𝒅 =
𝟐𝟎 × 𝟒𝟎 = 𝟏𝟎 × 𝟖𝟎 = 𝟓 × 𝟏𝟔𝟎 = 𝟖𝟎𝟎
 That is, the product of the number of pages and the number of days required is constant.
  Now I know
1. An increase or decrease in one quantity increases or decreases in another quantity
based on it, Such a proportion is called as direct proportion.
2. If the given quantities are in direct proportion then their ratio is always constant.
3. An increase in one quantity leads to a decrease in another quantity based on it or a
decrease in one quantity leads to an increase in another quantity . Such a proportion
is called inverse proportion.
4. If the given quantities are inverse proportion, then their product is always constant.

 Practice Corner - Read the following examples carefully and identify whether there
is direct proportion or inverse proportion in it ?

1) The petrol filled in the car and the distance travelled by the car in per litre petrol in it -
direct proportion (because the more petrol there is, the greater the distance travelled per
litre.)
2) Increased number of workers at work and number of days required to complete the work –
inverse proportion (because the more workers there are, the fewer days required to complete
the work.)

Let’s Solve -

In the following table , write the correct number in the blank by identifying
the type of proportion and the quantity in it.

𝒙 4 22 𝒑 5 4 1 10

𝒚 12 15 21 𝒒 20 25

 If a car covers 400 km in 20 liters of petrol, how many km will the same car cover in 40 liters
of petrol?

 The construction of a house is completed by 40 workers in 60 days. If the number of workers

is reduced to 24 for some reason, how many days will it take to complete the construction?
  Quick help
Video link – Direct and inverse proportion
https://youtu.be/kuvdMCDqmKg
Area – Applied mathematics Unit – Banks and Simple Interest
Subunit – Banks transactions Day - 19th

Concept Corner
A bank is a government recognized institution that carries out transactions of money.
Banks make it easier to plan the use of money, i.e., to do financial planning. We can either deposit cash
money in a bank or withdraw cash from it. For that purpose, we must open an account in a bank
Different Types of Accounts
 Current Account:
A current account is mainly for traders and those dealing in money on a daily basis. An
account holder can deposit or withdraw money any number of times in a day. The bank issues a
passbook for this account and also a cheque book on demand. The bank does not pay any interest
on the money in this type of account. Money can also be withdrawn or deposited by cheque.
 Savings Account:
A person can deposit a minimum amount and open a savings account. In some banks, no
minimum amount is required for opening an account. The bank pays some interest on the basis
of the daily credit balance in the account. There are some restrictions on how often money can
be withdrawn from this account. For this account too, the bank issues a passbook and, on
demand, a cheque book.
 Recurring Deposit Account:
The account holder can decide the amount to be deposited every month in the account. The
bank gives an interest on the deposit which is more than that paid for the savings account. Such an
account is a means of compulsory savings. Often it is convenient to have a joint account for say,
husband and wife or guardian and ward, etc. Besides, accounts of business partners, housing
societies, trusts of voluntary agencies, etc. are required to be operated by more than one person.
 Fixed Deposit:
A depositor deposits a certain amount for a fixed period in the bank. This deposit attracts a
greater rate of interest than the savings account. However, these rates are different in different
banks. Senior citizens get a slightly greater rate of interest than the usual.

 Now I know

 A current account is mainly for traders and An account holder

can deposit or withdraw money any number of times in a day.
 In saving account there are some restrictions on how often
money can be withdrawn from this account.
 In fixed deposite account a depositor deposits a certain amount
for a fixed period in the bank.

 Practice corner : Match the following

 Name of student - Standard – VIII
Current Account some restrictions on how often money can be withdrawn
 Area – Applied mathematics Unit – Banks and Simple Interest
Savings Account deposits a certain amount for a fixed period in the bank
 Subunit – Banks transactions Day - 24th
Recurring Deposit Account the amount to be deposited every month in the account
 /_______________________________________
Fixed Deposit can deposit or withdraw money any number of times in a day
Concept Corner

A passbook is issued for a savings account and a recurring deposit account. Amounts deposited,
withdrawn and the balance are recorded in it with their dates

LINE DATE PARTICULARS CHEQUE AMOUNT AMOUNT BALANCE

NO No. WITHDRAWN DEPOSITED

1. 23.12.2020 cheque 180503 5000.00 9000.00

2. 24.12.2020 self 1500.00 7500.00

3. 08.01.2021 cash 2000.00 9500.00

4. 18.01.2021 cheque 271274 3000.00 6500.00

5. 25.02.2021 interest 126.00 6626.00

 Now I know

 The amount specified on cheque deposited in the account of the person whose
name is written on that cheque, same amount will be deducted from the
account of the person who has issued a cheque.
 A passbook shows a entry of an interest paid by the bank to the account
holder .

 Practice corner
Observe the entries made in the page of a passbook specimen shown below and fii in the blanks
LINE DATE PARTICULARS CHEQUE AMOUNT AMOUNT BALANCE
NO No. WITHDRAWN DEPOSITED

1. 21.12.2020 cheque 343563 2000.00 5000.00

2. 23.12.2020 self 3000.00

3. 09.01.2021 cash 2000.00 4000.00

4. 18.01.2021 cheque 452312 3000.00

5. 25.02.2021 interest 26.00

 Quick help
Video link – Bank and types of accounts:

https://youtu.be/pajW7WqG6Bc
Area – Applied mathematics Unit – Banks and Simple Interest
Subunit – Simple Interest-I Day - 20th

Concept corner
Alka took a loan of of 50000 rupees at 12 p.c.p.a. interest for 5 years from her bank to buy a two wheeler.
At the end of 5 years , she had to pay back an amount of 6000 rupees over and above what she had
borrowed. ·
Based on this information fill in the boxes below.
Principal = …….. , Rate of interest = …… %, Interest = …….` , Time = …… years.
The total amount returned to the bank = 50,000 + 6000 = …………

 Simple Interest: Rate of interest per cent per annum = R

𝑷×𝑹
Interest on Rs. 100 for 1 year = R Interest on Rs. P for 1 year = 𝟏𝟎𝟎
𝑹 𝑷×𝑹×𝑵
Interest on Rs.1 for 1 year = Interest on Rs.P for N year =
𝟏𝟎𝟎 𝟏𝟎𝟎
𝑷×𝑹×𝑵
Simple Interest= 𝟏𝟎𝟎

 Now I know

𝑷×𝑹×𝑵
Simple Interest = Here P= principle
𝟏𝟎𝟎
R= rate of interest
N = time(years)

 Practice corner
Ramrao took a loan of 6,000 rupees from a bank at 10 p.c.p.a. for 2 years. What is the total interest
he must pay to the bank?
Solution : Principal = 6,000, R = 10 , T = 2
Let’s apply formula for simple interest
𝑷×𝑹×𝑵 [ ] ×𝟏𝟎 ×𝟐
Simple Interest= =
𝟏𝟎𝟎 𝟏𝟎𝟎
( )
= 𝟏𝟎𝟎

Ramrao must pay total interest Rs. 1200

Concept corner
Alka took a loan of of 50000 rupees at 12 p.c.p.a. interest for 5 years from her bank to buy a two
wheeler. At the end of 5 years , she had to pay back an amount of 6000 rupees over and above what
she had borrowed. ·
Based on this information fill in the boxes below.
The total amount returned to the bank = principal + interest
= 50,000 + 6000
=56000

 Now I know

𝑷×𝑹×𝑵
Simple Interest = Here P= principle
𝟏𝟎𝟎
R= rate of interest
N = time(years)
Amount (A)= Principal(P) + Interest(I)

 Practice corner
Ex: Anil took a loan of of 50000 rupees at 10 p.c.p.a. interest for 2 years from his bank to buy a
machine . What amount will he return to the bank at the end of 2 years?

 Quick help
Video link – Bank and interest:

https://youtu.be/S8nkXvxz1gc
Area – Geometry Unit – Circle
Subunit – Relationship between Circumference and Diameter Day - 21th

Concept corner
Identify the parts in the circle alongside and write their names in the table below

Centre
Radii
Diameters
Chords

Circumference of a Circle
Fix one end of a thread with nail and tie a pencil to other end
to rotate it in a circular way the way formed is nothing but
circumference of the circle.

Raju measure the circumference and diameter of the objects below and enter in the table you try to
find the ratio of the circumference to its diameter.
Sr. No Object Circumference(C) Diameter(D) Ratio C / D
1 44 cm. 14 cm. 𝟒𝟒
= 𝟑. 𝟏𝟒
𝟏𝟒

Watch
2 23.5 cm 7.5 cm

Bangle
3 314 cm. 99 cm.

Bullock cart wheel

 The ratio of the circumference of any circle to its diameter is approximately =

 The ratio of the circumference of any circle to its diameter is remains constant. This constant
is represented by the Greek letter π
 𝝅 = 𝐜𝐢𝐫𝐜𝐮𝐦𝐟𝐞𝐫𝐞𝐧𝐜𝐞 𝟐𝟐
𝐝𝐢𝐚𝐦𝐞𝐭𝐞𝐫
= 𝟑. 𝟏𝟒 𝒐𝒓 𝟕 (𝒂𝒑𝒑𝒓𝒐𝒙𝒊𝒎𝒂𝒕𝒆)

 Now I know
𝐜𝐢𝐫𝐜𝐮𝐦𝐟𝐞𝐫𝐞𝐧𝐜𝐞(𝐜)
= 𝝅 ∴ 𝒄 = 𝝅𝒅 𝒃𝒖𝒕 𝒅 = 𝟐 𝒓 ∴ 𝒄 = 𝟐𝝅𝒓
𝐝𝐢𝐚𝐦𝐞𝐭𝐞𝐫(𝐝)
The distance around the edge of a circle is circumference . The ratio
of the circumference of circle to its diameter is constant = π
  Practice corner
Complete the table below.
Radius (r) Diameter (d) Circumference (c)
14 cm.
42 cm.
44 cm.

The radius of the wheel of a school bus is 0.7 m. A picnic point for students is at a distance of 4.4
Km. away from school How many rotations will a wheel complete while travelling this
distance ?
Solution : Radius of the wheel (r ) = 0.7 m
When the wheel completes one rotation it
crosses a distance of 4.4 m., (1 rotation = 1
Diameter of wheel ( d) = 2 × circumference)
= distance 4.4 km = 4.4 × 1000 = m.
Circumference = πd 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆
Total number of rotations =
𝟐𝟐 𝐜𝐢𝐫𝐜𝐮𝐦𝐟𝐞𝐫𝐞𝐧𝐜𝐞(𝐜)
c =𝟕 ×
( )
=
𝟒.𝟒
=
=

A wheel completes rotations to cover

the distance of 4.4 km

 Quick help
Video link – Circle and its circumference

https://youtu.be/ZyOhRgnFmIY
Area – Geometry Unit – Circle
Subunit – Arc of the Circle Day - 22nd

Concept corner Arc of the Circle:

A plastic bangle is shown alongside. Suppose it

breaks at points P and Q. Then each of these
pieces called as a arc of circle
In figure PXQ and PYQ are two arcs of circle.

Minor arc: The arc AXB is smaller and is called a minor arc.
Major arc: Arc AYB is bigger and is called the major arc.

If bangle is breaks exactly in between gives rise

to two equal parts They are called semi circular
arcs.

semicircular arcs.
 Now I know

If the circle is divided into two parts. Of these, the smaller part is called a minor arc ,
and bigger part is called the major arc. Also two equal arcs of same circle are called
semicircular arcs.

Central Angle and the Measure of an Arc:

In the figure alongside , ‘O’ is the vertex of the ∠AOB. which is the
centre of the circle such angle is called a central angle. The ∠AOB in
the figure is the central angle corresponding to arc AZB.
m(arc AZB) = m∠AOB
The measure of a minor arc
In the figure alongside, the measure of central
angle ∠AOB = 80°.
∴ Measure of the minor arc AZB is 80°
It is written as m(arc AZB) = m∠AOB = 80°.
The measure of a major arc :
Measure of a major arc = 360° - measure of the corresponding
minor arc
∴ Measure of major arc AXB in the figure = 360° - m(arcAZB)
= 360° - 80°
= 280°
 The measure of a circle:
When the radius of a circle turns anti-clockwise, as shown
in the figure alongside, through a complete angle, it turns
through an angle that measures 360°.
∴ The angle subtended at the centre by the circle is 360°.
∴ The measure of the complete circle is 360°.

Measure of a semicircular arc:

The diameter gives rise to two semicircular arcs of a
circle . The measure of the complete circle is 360°
therefore the measure of each semicircular arc is 180°.

 Now I know

 The measure of a minor arc is equal to its corresponding central angle.

 The measure of a major arc = 360° - measure of corresponding minor arc.
 The measure of a semicircular arc = 180°

 Practice corner
1)In a circle with centre O segment PQ is a Answer:
diameter and segment SR is a chord
name the minor arcs , major arcs and
semicircular arcs of that circle.

2)In the following table measure of central angle , the measure of the corresponding minor arc and
the measure of the corresponding major arc is given complete the following table :
Sr. No. Measure central angle measure of minor arc measure of major arc
1 ….. 130°. …..
2 ….. ….. 320°.
3 50°. ….. …..

3)In the circle with centre O if the Answer:

measure of central angle ∠AOB is
60° then find the measure of
corresponding minor arc and that
of the measure of the major arc
corresponding to this minor arc.

Quick help
Video link – Arcs of the circle
https://youtu.be/XCPJ7HbMglk
Area – Geometry Unit – Pythagora’s Theorem
Subunit – Pythagora’s Theorem Day - 23rd

Concept corner

As shown in the adjacent picture, there is a way to school from

Sarita’s house.. She wants to reach the school by shorter
way,then which way she will select; A→ 𝑪 straight way or 𝑨 →
𝑩 → 𝑪 the way along right angled ? Think over it?
Surely your answer will be straight way; A→ 𝑪
As this straight way A→ 𝑪 , is along the hypotenuse means the
length of hypotenuse of a right angled triangle is less than the
sum of lengths of other two sides
Pythagoras’ Theorem:
Pythagoras was a great Greek mathematician who was the first
to prove the theorem, it is named after him. Theorem of
Pythagoras states that in a right-angled triangle, the square of the
hypotenuse is equal to the sum of the squares of the other two
sides.
Activity : (1) As shown in Figure (i) from a cardsheet, cut out four identical
right-angled triangles show it’s sides by á’ ‘b’ and ‘ c’ units
( 2) Using these four triangles form a square with side b+c as shown in
figure (ii) and numbered the triangles properly .
Observe the figures. we can see a square of side ‘a’ units in the uncovered
portion of square with side b+c .

Area of the uncovered portion in

Figure (ii)
= Area of the uncovered portion
in Figure (iii)

a 2 = b 2 + c2
Activity:
(1) Using square lined notebook cut two squares such that first has 9 square boxes and second has 16
square boxes.
(2) As shown in the figure arrange the squares such that their sides form a right angle and draw the
2 2 2
hypotenuse to complete right angled triangle. a =b +c
(3) Using these two squares form a new square which fit to the length of hypotenuse , what a fun! We can
cut and form a new square from these two squares which will fit to the length of hypotenuse.
In a right-angled triangle, the square of the hypotenuse is equal to the sum of the squares of the other
two sides.
 Pythagorean triplets
If, in a triplet of natural numbers, the square of the biggest number is equal to the sum of the squares of
the other two numbers, then the three numbers form a Pythagorean triplet. If the lengths of the sides of a
triangle form such a triplet, then the triangle is a right-angled triangle
Practice Corner –

Ex(1) In the right-angled ∆LMN,∠N = 90°.If l(MN) =20 cm & l(LN) =15 cm,find the length of
seg LM.
Solution : In the right-angled triangle LMN, ∠N = 90°. Hence,
side LM is the hypotenuse.
According to Pythagoras’ theorem,

𝒍(𝑳𝑴)𝟐 = 𝒍(𝑳𝑵)𝟐 + 𝒍(𝑴𝑵)𝟐

= 152 + ( )
= [ ] + [ ] = [ ]
∴ l (LM) = 25 cm.

(2) Do the given numbers form a Pythagorean triplet If the length of sides of the the triangle
(3, 4, 5) ? are 11cm , 60 cm and 61 cm then decide
Solution : In he given example ; whether triangle is right angled or not ?
biggest number = 5 ∴ 52 = [ ]
sum of the squares of the other two numbers
= 32 + 42
= 9 + [ ]
= [ ]
∴ The square of the biggest number is equal to
the sum of the squares of the other two numbers..
∴ 3, 4 and 5 is a Pythagorean triplet.

Quick Help : Video Link for Pythagoras theorem : https://youtu.be/yd4JZZ1HN7

Area – Mensuration Unit – Perimeter and Area
Subunit – The perimeter of a rectangle & square Day - 24th

Concept corner
Episode-1 - What do we need to know if we want to put a string of flags on all four walls of the
school's cultural department's rectangular hall for the 15 August event? If we calculate the length
of each wall and add up the lengths of all the sides, the answer we get is the perimeter of the
rectangular hall wall.

Episode-2 - If a handkerchief of square size with a length of two meters is to be laced on all four
sides, we have to decide the perimeter of the handkerchief .
Perimeter of a square = length + length + length + length = 4 × length of side = 4 × 2 =8meters
Similarly perimeter of rectangle = length + breadth + length + breadth = 2 × length + 2 × breadth

Now I know

 The sum of the lengths of all the sides of a closed figure is the perimeter of
that figure.
 Perimeter of a polygon = sum of the lengths of all its sides
 Perimeter of the square = 4 × length of side
 Perimeter of rectangle = 2 × length + 2 × breadth = 2 (length + breadth)

Practice corner – Observe the solved example.

If the perimeter of a rectangle is 72 cm and the length of the rectangle is 20 cm, what is the breadth of that
rectangle?
Perimeter of rectangle = 2 (length + breadth)
72 = 2( 20 +breadth)
Divide both sides by 2,
36= 20 + breadth
By subtracting 20 from both sides,
breadth = 36 – 20 = 16 cm

Let’s Solve -
1) If the length and breadth of a rectangle are tripled, how many times will the perimeter of the
rectangle be equal to the perimeter of the original rectangle?
2)Four pieces all of the same size were made from a square piece of cloth of length 2 m. What length of
lace will be required to trim all four sides of all the four pieces ?

Quick Help Video link – The perimeter of a rectangle & square

https://youtu.be/K_aR9B4tKF
Area – Mensuration Unit – Perimeter and Area
Subunit – Area of a rectangle & square Day - 25th

Concept corner
 If we want to paint a rectangular wall of the house or put rectangular shaped tiles on the ground,
we have to calculate the area of the wall and area of the floor to see how many colours or how
many tiles will be needed in both the cases. To find the area of a closed figure is to find out how
many square units of space occupies that figure.
 Take a square book and draw rectangles and squares on it as follows and write how many
square units of space occupied by rectangles and squares.
1 2 3 4
 The rectangle is 4 units long and 2 units wide and
5 6 7 8
has 8 squares. So the area of a rectangle is 8 square
units.
 What is the area of this square ? _____
 Why?

Now I know

1) Area of rectangle = length ×breadth (square unit)

2) Area of square = side × side = 𝒔𝒊𝒅𝒆𝟐 (square unit)

Practice corner – Observe the solved example

If length of a photo frame is 35 cm and breadth is 20 cm then how much space will that photo frame occupy
on the wall?
The shape of the photo frame is rectangular.
Area of rectangle = length ×breadth
= 35 x 20 = 700 sq.cm.

Let’s Solve -
1) The area of a rectangle is 162 sq. cm. If its length is 18 cm, what is the breadth of the rectangle?
2) If the side length of a square is doubled, how many times its area will be equal to the area of the
original square?

 Let's solve (challenging questions) -

1) An open box of length 1.7 m, breadth 1 m, and height 1.3 m is to be made for use on a trolley for
collecting dry waste. How much sheet metal will be required to make this box ?

 Qu ick Help

Video link – Area of a rectangle & square

https://youtu.be/eQPaqkyrCP4
Area – Mensuration Unit – Perimeter and Area
Subunit – Area of a Right-angled Triangle Day - 26th

Concept corner

 Divide the rectangular paper into two equal triangles. After cutting such a paper, it will look as
follows.

breadth
height

length base
 Here ,Area of rectangle = 2 × Area of a right angled triangle
𝟏
 means , the area of a right angled triangle = 𝟐 × 𝑨𝒓𝒆𝒂 𝒐𝒇 𝒓𝒆𝒄𝒕𝒂𝒏𝒈𝒍𝒆
𝟏
 area of a right angled triangle = 𝟐 × 𝒍𝒆𝒏𝒈𝒕𝒉 × 𝒃𝒓𝒆𝒂𝒅𝒕𝒉
𝟏
 area of a right angled triangle = 𝟐 × 𝒃𝒂𝒔𝒆 × 𝒉𝒆𝒊𝒈𝒉𝒕
Here we can also summarize that -
𝟏
 area of a right angled triangle = × 𝒑𝒓𝒐𝒅𝒖𝒄𝒕 𝒐𝒇 𝒔𝒊𝒅𝒆𝒔 𝒇𝒐𝒓𝒎𝒊𝒏𝒈 𝒕𝒉𝒆 𝒓𝒊𝒈𝒉𝒕 𝒂𝒏𝒈𝒍𝒆
𝟐
𝟏
 area of a right angled triangle = 𝟐 × 𝒃𝒂𝒔𝒆 × 𝒉𝒆𝒊𝒈𝒉𝒕

Now I know

𝟏
1) We can find area of triangle by formula × 𝒃𝒂𝒔𝒆 × 𝒉𝒆𝒊𝒈𝒉𝒕 .
𝟐
𝟏
2)area of a right angled triangle =𝟐 ×product of sides forming the right angle

Practice corner – Observe the solved example

If the base of a triangle is 10 cm and the height is 8 cm then What is the area of triangle?
𝟏
 area of a triangle = 𝟐 × 𝒃𝒂𝒔𝒆 × 𝒉𝒆𝒊𝒈𝒉𝒕
1
= × 10 × 8
2
80
= = 40 𝑠𝑞. 𝑐𝑚
2
Let’s Solve –

1) The area of a right angled triangle is 49 sq. unit. What is the length of the other perpendicular side
if one of the perpendicular side is 14 units?

2) What is the area of each of the two right angled triangles Formed by the diagonal of a rectangle
having area 100 sq.units? Why?

 Quick Help Video link – Area of a Right-angled Triangle

https://youtu.be/IWo---EMPsU
Area – Mensuration Unit – Surface Area
Subunit – Surface Area of a Cuboid & a Cube Day - 27th

Concept Corner

Observe the cubic box in the adjacent figure. It has total 6 surfaces.
The outer sides of this cubic box are to be covered exactly with craft
paper. How much paper will be required to do so ? The answer to this
question is to adding the area on each side of this cubic box a (total area
of 6 faces) and the final answer will be the area of the craft paper.
The same method can be used for cuboid -shaped box.
The total area of all 6 faces(squares) of a cube is the surface area of the
cube.
Total surface area of the cube = Sum of areas of 6 squares.
= 6 × side2 ( sq.units )
The net of these six faces of cube looks like as alongside .
Similarly, the total surface area of a cobiod = area of all 6 rectangles
= 2 x lb + 2 x bh + 2 x lh
= 2(lb+bh+hl) sq.units

Now I know

1) The surface area of any three-dimensional object is the sum of the areas of all
its faces.
2) Total surface area of the cube = 6 × side2 = 𝟔 × 𝒂𝟐 ( sq.units )
3) total surface area of a cobiod = 2 x lb + 2 x bh + 2 x lh = 2(lb+bh+hl) (sq.units)

Practice Corner –
1) How much sheet metal is required to make a closed rectangular box of length 2.3 m, breadth
1.2 m and height 1.9 m ?
Total surface area of cuboidal shaped box= metal sheet required
= 2 × (𝑙𝑏 + 𝑏ℎ + ℎ𝑙)

= 2 × [(− −× 1.2) + (1.2 × − −) + (− −× −−) ]

= 2 × [( ) + ( ) + ( )]

= 2 × ( ) = ( ) sq.m.
 2) The total surface area of a cubic box is 0.96 sq. m. what is the length of each side of the box?

 Quick Help

Watch the video for more information by clicking the link below.

https://youtu.be/7g69wLn0UjI
Area – Algebra Unit – Algebraic Formulae - Expansion of Squares
Subunit – Expansion of Squares Day - 28th

Concept corner

 Let’s recall.
 What is the square of the number 9? ____. How did you find it ? ... Exactly ..! You would
have done 9x9 = 81
 Now let us see how to find a square of algebraic expression with the help of a diagram.
The stripes used in this figure are called algebraic stripes.
 Let's consider an example. (𝒂 + 𝒃)𝟐 = (𝒂 + 𝒃) × (𝒂 + 𝒃) in which a and b are positive
terms. So let's show by the yellow stripes as shown figure . Here we have a
rectangular arrangement of multiplication. Each square is a rectangle.

 Therefore, (𝒂 + 𝒃)𝟐 = 𝒂𝟐 + 𝟐𝒂𝒃 + 𝒃𝟐 .

 Similarly, we will observe the rectangular arrangement of expansion
 (𝒂 − 𝒃)𝟐 = (𝒂 − 𝒃) × (𝒂 − 𝒃)
Here as 'a' is positive term let us show it by yellow strip and 'b' is negative term by red
strip.

(𝒂 − 𝒃)𝟐 = 𝒂𝟐 − 𝟐𝒂𝒃 + 𝒃𝟐

 Now let’s study the expansion

(𝒂 + 𝒃) × (𝒂 − 𝒃) = 𝒂𝟐 − 𝒃𝟐 with the help of figure

Now I know
 The product of algebraic expressions is called their ‘expansion’ or
their ‘expanded form’.
 Formulas are created so that the expansion of a particular type of
algebraic expression can be written directly .
 (𝒂 + 𝒃)𝟐 = 𝒂𝟐 + 𝟐𝒂𝒃 + 𝒃𝟐
 (𝒂 − 𝒃)𝟐 = 𝒂𝟐 − 𝟐𝒂𝒃 + 𝒃𝟐
 (𝒂 + 𝒃) × (𝒂 − 𝒃) = 𝒂𝟐 − 𝒃𝟐
Practice Corner -

Let’s study the Expanded Form of the Square of a Binomial.

1) (𝒙 + 𝟐𝒚)𝟐 = (𝒙)𝟐 + 𝟐 × (𝒙) × (𝟐𝒚) + (𝟐𝒚)𝟐 = 𝒙𝟐 + 𝟒𝒙𝒚 + 𝟒𝒚𝟐

2) (𝒙 − 𝟐𝒚)𝟐 = (𝒙)𝟐 − 𝟐 × (𝒙) × (𝟐𝒚) + (𝟐𝒚)𝟐 = 𝒙𝟐 − 𝟒𝒙𝒚 + 𝟒𝒚𝟐

3) 𝟒𝒙𝟐 − 𝟗𝒚𝟐 = (𝟐𝒙)𝟐 − (𝟑𝒚)𝟐 = (𝟐𝒙 + 𝟑𝒚)(𝟐𝒙 − 𝟑𝒚)

Let’s Solve - Write the expansion of following expression in the given table.

expression The Expanded Form of the Square of a Binomial

(𝟐𝒛 + 𝟒𝒚)𝟐 =

(𝟒𝒑 − 𝟓𝒒)𝟐 =

𝟏𝟔𝒍𝟐 − 𝟐𝟓𝒎𝟐

 Quick Help :
Video Link for Expansion of Squares:

https://youtu.be/IXt6lApUpRk
Area – Algebra Unit – Algebraic Formulae - Expansion of Squares
Subunit - Factorising Algebraic Expressions Day - 29th

Concept corner

 Let’s recall –

The factors of number 12 are - 𝟐 × 𝟐 × 𝟑

The factors of number 15 are - 𝟑 × 𝟓

A common factor12 and 15 is 3 this means 3 divides both the numbers 12 and 15.

Now let us learn to factorise algebraic expressions using same concept and methos

𝑻𝒉𝒆 𝒇𝒂𝒄𝒕𝒐𝒓𝒔 𝒐𝒇 𝟒𝒙𝟐 = 𝟒 × 𝒙 × 𝒙 and

𝑻𝒉𝒆 𝒇𝒂𝒄𝒕𝒐𝒓𝒔 𝒐𝒇 𝟖𝒙𝟐 𝒚 = 𝟖 × 𝒙 × 𝒙 × 𝒚

hence the factors of 𝟒𝒙𝟐 + 𝟖𝒙𝟐 𝒚 are = (𝟒 × 𝒙 × 𝒙) + (𝟖 × 𝒙 × 𝒙 × 𝒚)

 4, x and x are factors of every term in the binomial that is 𝟒 × 𝒙 × 𝒙 = 𝟒𝒙𝟐
 Hence 𝟒𝒙𝟐 + 𝟖𝒙𝟐 𝒚 has factors = 𝟒𝒙𝟐 (𝟏 + 𝟐𝒚)
 We can factorise a binomial by identifying the factors common to both terms and writing
them outside the brackets in product form

Now I know

 When factorising a monomial, first factorise the coefficient if

possible and then factorise the part with variables

Practice Corner - Let’s study the factors of the following algebraic expressions:

1) 6𝑦 3 − 18𝑥𝑦 = 6𝑦(𝑦 2 − 3𝑥)

2) 9𝑥 2 − 25𝑦 2 = (3𝑥 )2 − (5𝑦)2 = (3𝑥 + 5𝑦)(3𝑥 − 5𝑦)

3) 25𝑝2 𝑞𝑟 3 + 15𝑝𝑞𝑟 = 5𝑝𝑞𝑟(5𝑝𝑟 2 + 3)

  Let’s Solve -

Factorize the following algebraic expressions and fill in blanks :

algebraic expressions Factors

𝟐𝟓𝒑𝟐 − 𝟖𝟏𝒒𝟐 = (𝟓__)𝟐 − (__𝒒)𝟐 = (𝟓𝒑 + __)(𝟓𝒑 − 𝟗𝒒)

𝒙𝟐 𝒚 + 𝒙𝒚 =
𝟒 𝟐 𝟐𝟓 𝟐
𝒎 − 𝒚 =
𝟗 𝟏𝟔

 Quick Help

Video Link for Factorising Algebraic Expressions :

https://youtu.be/NLL9CyoXa_U
Area – Statistics Unit – Average
Subunit – To find the average Day - 30th

Concept corner

Situation : The following table shows how many minutes Atul took to cycle to school
everyday, from Monday to Saturday
Day Mon Tue Wed Thu Fri Sat
Minutes 20 19 21 20 22 18

We see from the table that Atul takes 20 minute on some days, 19 on others and
even 21 or 22 minutes on one day. If we consider these six school days, what would you
say is the approximate time he takes to cycle to school ?
In mathematics, to make such an estimate, we find the ‘average’. If we add
together the number of minutes required on each day and divide the sum by six, the
number we get is, approximately, the time required every day. It is the ‘average’ of all six
numbers.
𝐴𝑣𝑒𝑟𝑎𝑔𝑒
𝑆𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 𝑡𝑎𝑘𝑒𝑛 𝑡𝑜 𝑐𝑦𝑐𝑙𝑒 𝑡𝑜 𝑠𝑐ℎ𝑜𝑜𝑙 𝑜𝑛 𝑒𝑎𝑐ℎ 𝑜𝑓 𝑠𝑖𝑥 𝑑𝑎𝑦𝑠
=
𝑇𝑜𝑡𝑎𝑙 𝑑𝑎𝑦𝑠

20 + 19 + 21 + 20 + 22 + 18 120
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 = = = 20
6 6

On an average, Atul takes 20 minutes to cycle to school every day.

Think !
Which are other events around us in which we can find average?z

Now I know

𝑺𝒖𝒎 𝒐𝒇 𝒂𝒍𝒍 𝒔𝒄𝒐𝒓𝒆𝒔 𝒊𝒏 𝒕𝒉𝒆 𝒈𝒊𝒗𝒆𝒏 𝒅𝒂𝒕𝒂

𝑨𝒗𝒆𝒓𝒂𝒈𝒆 =
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒔𝒄𝒐𝒓𝒆𝒔
Practice Corner - Solve the following examples.
In order to help covid's patients, the students of the school Raised funds ; they collected Rs. 50, ₹ 500,
₹ 200, ₹ 100, ₹ 10, ₹ 1000, ₹ 250, ₹ 50, ₹ 20, ₹ 100 from ten houses respectively ? So what is the average
amount of relief funds collected per house?

1) A farmer bought 7 sacks of soyabean. The weights of the sacks are given below in
kilograms. What is the average weight of the sacks ?.
55 Kg., 57 Kg, 48 Kg, 52 Kg, 46 Kg ,49 Kg, 36 Kg

 Quick Help

Video Link
https://youtu.be/dPmQS4eSsBw