7

Standard

Mathematics Around Us
Practice Book for Students
Central Board of Secondary Education
In collaboration with
 Preface

Dear Teachers

The Central Board of Secondary Education, in its ongoing journey to improve the quality of
education, has developed the present set of resource books of Mathematics for Classes 6-10
titled Mathematics Around Us - Practice Book for Students. These workbooks, focusing on key
mathematical competencies, have been developed by CBSE in collaboration with ThinkTac.

The resolve of the National Education Policy (2020) to make education more meaningful and
relevant finds expression in the Board’s continuous endeavour to shift focus from rote learning
to development of competencies. Development of competencies would equip student with key
21st century skills as envisioned by NEP (2020).

The practice books present a series of questions organised as themes, mapped to concepts
from the curriculum of the respective class. Each theme has multiple case studies describing a
real life situation. The questions following the cases require students to recall and apply
concepts learnt in the curriculum. Implicit in it is the ability to interpret mathematical data and
draw inferences. As students engage with this resource material, they would not only
strengthen mathematical skills and competencies but also appreciate the relevance and
applications of the concepts studied in the natural contexts. The workbooks are designed to
help learners develop the ability to translate a real life problem as a mathematical problem,
recall and apply mathematical processes and tools, interpret the mathematical results and
draw inferences. Dialogue and collaboration with peers and teachers as students work on the
theme would facilitate a deeper understanding.

Most real-life situations involve multiple concepts, often across academic subjects and classes.
As the workbooks are based on exploration of real-life scenarios, a few questions may be from
the curriculum of a lower or higher class. Adequate background information is provided in such
cases.

We welcome feedback for further improvement.

Team CBSE

Maths Around Us - VII (Mathematics) 2

About CBSE
The Central Board of Secondary Education (CBSE) is a national Board under the Ministry of
Education, Govt. of India. The Board has more than 28,000 schools affiliated to it in India and
overseas. These include the Kendriya Vidyalayas, the Jawahar Navodaya Vidyalayas, Central
Tibetan Schools, schools run/aided by the State Governments and private independent
schools. The Board’s main objective is to foster a conducive environment in schools that
encourages quality education and focuses on the holistic development of children. Through
progressive and innovative pedagogies, relevant to the various contexts in India, the CBSE
motivates schools and teachers to adopt child-centric enquiry-based techniques that allow
children to achieve academic excellence.

About ThinkTac
ThinkTac is a social enterprise that integrates experiential learning and 21st century skill
development into the academic curriculum to empower a learner to build skills that enables
her/him to excel in life. ThinkTac offers STEM learning programmes, integrated with I – X grade
curriculum and 21st century competencies offering material kits, resources and teacher
empowerment to schools.

The programmes are built on a foundation of hands-on activities - built using simple,
repurposed materials offering incredible scope for building, rebuilding and tinkering, which
fosters creative, problem-solvers of tomorrow. This supports children to create, experiment,
tinker, innovate and learn, mastering concepts and developing competencies needed to thrive
in the 21st century, enabling them to choose their life purpose.

You can access activity content at www.TACtivity.org and www.youtube.com/thinktac.

Copyright © 2022 by CBSE and ThinkTac

This book is licensed under the Creative Commons Attribution CC-BY-NC licence and may not
be used for any commercial purpose.

Maths Around Us - VII (Mathematics) 3

 Acknowledgements

Advisory Inputs
Ms. Nidhi Chhibber, IAS, Chairperson, Central Board of Secondary Education.

Guidance and Support

Dr. Joseph Emmanuel, Director (Academics), Central Board of Secondary Education.

Co-ordination
Dr. Sweta Singh, Joint Secretary (Academics), Central Board of Secondary Education.

Content Development
Dr. Procheta Mallik, Principal Scientist, ThinkTac
Sh. Vishal Bhatt, VP, Products, ThinkTac
Sh. Rajesh S, Educator & Content Developer, ThinkTac
Ms. Deepa Aditya, Educator & Content Developer, ThinkTac
Ms. Rashi Agarwal, Educator & Content Developer, ThinkTac
Ms. Swati Sircar, Senior Lecturer, Azim Premji University
Ms. Sushma Aradhya, Associate Editor, ThinkTac

Content Review
Dr. Sweta Singh, Joint Secretary (Academics), Central Board of Secondary Education.
Ms. Ishita Mukherjee, Delhi
Ms. Surabhi Pandey, ITL Public School, Dwarka
Sh. Sai Venkatesh, Step by Step, Noida

Graphic Design
Sh. Vinoth Kumar, Lead Graphic Designer, ThinkTac
Ms. Ayesha Dutta, Graphic Designer, ThinkTac
Sh. Soumyadeep Mondal, Graphic Designer, ThinkTac

Maths Around Us - VII (Mathematics) 4

 Contents

Preface....................................................................................................... 2
Acknowledgements.................................................................................... 4
Theme 1: Lines and Angles........................................................................ 6
Theme 2: The Triangle and its Properties.................................................. 20
Theme 3: Comparing Quantities................................................................ 30
Theme 4: Data Handling............................................................................ 39
Theme 5: Perimeter and Area................................................................... 50
Theme 6: Algebraic Expressions............................................................... 61
Theme 7: Exponents and Powers............................................................. 73
Answer keys.............................................................................................. 84

Maths Around Us - VII (Mathematics) 5

 Theme 1: Lines and Angles

Prior Knowledge

It is recommended that you revise the following topics before you start working on these
questions. A timely recall of the relevant knowledge will make working on the case studies
more enjoyable.
Complementary angles
Supplementary angles
Adjacent angles
Vertically opposite angles
Pairs of lines - Intersecting lines, parallel lines
Angles made by the transversal

The City of Alexandria

In the ancient city of Alexandria, we can find the evidence for the earliest practice of
geometry in daily life as well as the foundation stones of modern geometry. Euclid (300
BCE), a mathematician from Alexandria, defined the basic elements of geometry such as
points, straight lines and angles. He wrote five rules (postulates, to be precise) along with
these definitions. The fifth postulate, known as the parallel postulate, is historically the
most discussed one. It is stated as:
If a straight line falling on two straight lines makes the interior angles on the same side less
than two right angles, then if the two lines are produced indefinitely, they will meet on that
side where the angles are less than the two right angles.

If x + y < twice the value of a right angle, then AB

and CD will meet when produced on the right

Fig. 1.1, A straight line falling on two straight lines

Maths Around Us - VII (Mathematics) 6

 The close relationship between geometry and architecture can be seen in the city plan of
Alexandria. The city was built along a quadrilateral grid plan, wherein two main streets
cross each other at right angles and the side streets are parallel to the main streets. The
practices of measuring land and defining its boundaries were prevalent in ancient Egypt
much before Euclid had put forth his five postulates of geometry. This makes us wonder if
in history, architecture inspired the development of mathematics, the opposite of which we
witness in the present times.

Fig. 1.2, The city plan of Alexandria; Image by Philg88 via Wikimedia

Case Study A - Paper Protractor

A protractor is an instrument used for measuring angles, typically in the form of a flat
semicircle marked with degrees (the unit of angle) along the curved edge.
We can fold a square paper into different angles and identify the angles, to use as a
protractor, as described in steps 1 to 7.

Step 1: Fold the paper in half to get a midline. Step 2: Now, take the corner D which is
Fold one of the corners towards the midline, opposite to BC. Then, fold and crease the
as shown. ABC forms Triangle I. corner such that BD aligns with BA. Let us call
it Triangle II.

Maths Around Us - VII (Mathematics) 7

 Step 3: Unfold the paper and mark the angles Step 4: Observe the angle 30° in Triangle II
formed at B as 60°. Next, mark the remaining and find out the angle adjacent to it. Fold
angles in Triangle I and II. Triangle I again and mark the respective
angles at the other side.

Step 5: Using a pen, mark a point on the Step 6: Now, fold Triangle I and II. Also, fold
paper at the end of the 30° angle in Triangle I, the remaining part of the paper such that the
as shown. Unfold the triangle and mark the unfolded side of the square aligns with the
angle as 60°. Mark the remaining angle as longer side of Triangle I. Let us consider this
30°, as shown. as Triangle III. The folding formed due to
Triangle III divides the angle 30° by half. So
mark the angle as 15°, as shown.

Step 7: Also, identify and mark the rest of the angles formed, as shown in the picture, and verify the angles.

Maths Around Us - VII (Mathematics) 8

 Question 1
Choose the correct option from the list given in the box below and fill in the blanks.
i. In Step 2, the triangle formed by folding the corner D (△BDE) is a ___________.

ii. In Step 3, each of the angles formed at B are marked as 60° because these angles are
formed by dividing a ____________ into 3 equal angles.
iii. In Step 3, the angles of Triangle I and II are marked using the _______________
property of triangles.
iv. The final triangle obtained in Step 7 (△ABE) is _____________.

a. acute-angled triangle
b. vertically opposite angles
c. exterior angle
Answer
d. angle sum property
e. straight angle
f. right-angled triangle
g. obtuse-angled triangle

Question 2

Fig. 1.3, Adjustable desk lamp

Sonu has an adjustable desk lamp, as shown in Fig. 1.3. He used the paper protractor to
measure AFD, i.e., angles made at the intersection of the rods AB and CD. If Sonu could
measure the exact angle using the paper protractor, which of the following is a correct
assertion regarding AFD?

Maths Around Us - VII (Mathematics) 9

 a. ∠AFD has any one value between 30° and 50° .

b. ∠AFD cannot be an acute angle Answer

c. ∠AFD can have any value between 0° and 180°
d. ∠AFD can only have values in multiples of 15°

Question 3
After measuring ∠AFD, Sonu uses the properties of angles to find the remaining angles.
Given below is the list of four relations between the angles as noted down by Sonu. Identify
the wrong statement.
a. ∠AFD = ∠CFB because they are vertically opposite angles .

b. ∠AFD + ∠DFB = 180° because they are supplementary angles Answer

c. ∠CFB + ∠DFB = 180° because they form a linear pair
d. ∠AFC = ∠AFD because they are adjacent angles

Case Study B - Goniometer

A goniometer is an instrument used to measure the available range of motion at a joint, i.e.,
we can measure the angle between two parts of the body, which have a common joint, e.g.,
the palm and forearm. The art and science of measuring the angles of joints in each plane
of the joint is called goniometry.
Flexion is the medical term, which stands for “the action of being bent or condition of being
bent”, e.g., folding your forearm.
Extension is the act of increasing the angle at a joint, e.g., increase in the elbow angle while
throwing a shot put.
Hyperextension is an excessive joint movement in which the angle at a particular joint
opens up (or straightens) beyond its normal, healthy range of motion. These motions are
common in sports such as javelin.

Fig. 1.4, Goniometer model

Maths Around Us - VII (Mathematics) 10

 Using the paper goniometer shown in Fig. 1.4, some observations are made on Person 1,
Person 2, and Person 3. The data of angles for different movements in joints are shown in
Table 1.1.

Joint and its movement readings for 3 people

Fig.1.5, Elbow - Flexion Fig. 1.6, Elbow - Hyperextension

130° 155° 140° 5° 5° 2°

Person 1 Person 2 Person 3 Person 1 Person 2 Person 3

Fig. 1.7, Knee - Flexion Fig. 1.8, Knee - Hyperextension

110° 130° 115° 6° 5° 5°

Person 1 Person 2 Person 3 Person 1 Person 2 Person 3

Fig. 1.9, Wrist - Flexion Fig. 1.10, Wrist - Extension

70° 75° 70° 60° 65° 70°

Person 1 Person 2 Person 3 Person 1 Person 2 Person 3

Table 1.1, Angle measurements using a goniometer

Maths Around Us - VII (Mathematics) 11

 Question 4
In accordance with only the data given in Table 1.1, identify the mismatched pairs of joint
movement and its corresponding angle range.
A. Wrist - Flexion & Extension: acute angle
B. Knee - Flexion: obtuse angle
C. Elbow - Hyperextension: obtuse angle

a. Only A b. Only B Answer

c. Only C d. B and C

Question 5
Fig. 1.11 shows the angles formed at various joints in a posture formed while running.
When measured using a goniometer, the following relationships between the angles were
found to exist:
I. Ankle angle = Knee angle
II. Knee angle = Hip angle - Trunk angle
III. Angle of leg + Shank angle = 180°

Fig. 1.11, Angles in a running position

Given below are four reason statements. Which of these explain observations I, II and III
the best? Write the corresponding reasons for each observation in the box given below.
While reading the following statements, assume that all the dotted lines in Fig. 1.11 are
parallel to each other.

Maths Around Us - VII (Mathematics) 12

 A. If a transversal intersects two parallel lines, then each pair of interior angles on the
same side of the transversal is supplementary.
B. If a transversal intersects two parallel lines, then each pair of corresponding angles is
equal.
C. Lines which are parallel to the same line are parallel to each other.
D. If a transversal intersects two parallel lines, then each pair of alternate interior angles
is equal.

Answer
I-
II -
III -

Case Study C - Solar Panel Orientation on the Roof

In the northern hemisphere, solar panels are generally placed facing south and in the
southern hemisphere, they face north. In this arrangement, the solar panels will receive a
good amount of sunlight throughout the year, especially in the winter months when the
need is more, without the need for tilting the panels at different times of the year.

Fig. 1.12, Earth and Sun; Image via flicker.com

To account for the change in the position of the Sun during the day, however, Akash always
wondered "won’t it be better to install the solar panels facing the East in the morning till
noon and facing the West in the afternoon to receive maximum sunlight?” As his house has
slanted roofs facing exactly the east and west, he decided to try this out by installing two
solar panels. In order to get the least slanted sunlight for the maximum duration of a day,
he needs to fix the solar panels such that they can be tilted at different angles, as shown in
Fig. 1.13.

Maths Around Us - VII (Mathematics) 13

 Fig. 1.13, Solar panels A and B on Akash’s house roof

Question 6
At noon, when the Sun is nominally overhead, panels A and B need to be parallel to the
ground. In that arrangement, what would be the angle between the panels and the roof, on
both sides? The roof of Akash’s house is making an angle of 30° with the horizontal, on
both sides.

Fig. 1.14, Image showing solar panel tilts

Answer

Maths Around Us - VII (Mathematics) 14

 Question 7
Maximum tilt angle D° of Panel A and Panel B is shown with the red line in Fig. 1.15. Some
of the statements listed in Column 2 of Table 1.2 will help you find out the value of D, while
the others are not relevant for this purpose. In Column 3, mention if the statement is
relevant (write “YES”) or irrelevant (write “NO”) to find the value of D. In Column 4, mention
the correctness of the statement, regardless of its relevance to finding out D.

Fig. 1.15, Extreme position of each solar panel

Column 2 Column 3 Column 4

# Statement Relevance Correctness

1 The sum of the angles of a triangle is 180º

and the sum of angles of a linear pair is
always equal to 180°.

2 If a side of a triangle is produced, the exterior

angle so formed is equal to the sum of the two
interior opposite angles.

3 Lines which are parallel to a given line are

parallel to each other.

Table 1.2, Statements list to arrive at the answer

Maths Around Us - VII (Mathematics) 15

 Question 8

i. A wall-mounted solar panel makes an angle of 35° with the wall (Fig. 1.16). At what angle
is this panel tilted with respect to the ground?

Fig. 1.16, Wall-mounted solar panel

Answer

ii. In the solar panel installation shown in Fig. 1.17, the tilt angle of Panel A is 45° with
respect to the ground. Both the dotted lines are parallel to the ground.

Fig. 1.17, Solar panels

Identify the correct statement regarding the tilt angle of Panel F with respect to the ground.
The tilt angle of Panel F is ___________.

Maths Around Us - VII (Mathematics) 16

 a. 45° by using the concept of alternate interior angles.
b. 45° by using the concept of corresponding angles.
Answer
c. 135° by using the concept of interior angles on the same side of the
transversal.
d. 45° by using the concept of vertically opposite angles.

Case Study D - Road and Rail Network

Angles play a very important role in determining the safety of roads. For example, a
T-shaped intersection of three roads is considered safer than a Y-shaped one and roads
around circular turns are tilted inwards, instead of being horizontal, to prevent the vehicle
from skidding.
A flyover (also known as an overpass or overbridge) is a structure, which carries one road
over the top of another road. It allows smooth flow of traffic on the lower level by giving an
unobstructed path for the flow of vehicles, pedestrians or rail traffic on the elevated level.

Question 9
Fig 1.18 shows a section of a city where several roads meet to form a junction.

A D
F
B
C
E

H
G I

Fig. 1.18, Road network; Image by Sakari Pöyhönen via Wikimedia Commons

Given below is an assertion about the highway segment AB, CD and EF shown in Fig.
1.18. Identify the correct reasoning to justify the assertion. Note that section AB is part of
an overpass above sections EF and CD, which form the dual carriageway below.

Assertion: The AB highway segment is not a transversal to the CD and EF segments.

Maths Around Us - VII (Mathematics) 17

 a. It is not in the same plane as CD and EF
b. It intersects more than two road segments Answer
c. It intersects CD and EF at distinct points
d. It is not parallel to CD and EF

Question 10
Fig. 1.19 shows a map of the Colchester Royal Grammar School.

Fig. 1.19, Map of the Colchester Royal Grammar School, Image by Geoffrey Haward Martin
via Wikimedia Commons

During construction, which of the following conditions would have been satisfied to ensure
that both Papillon (P) and Manor (M) roads form a T-shaped intersection with Rawstorn (R)
road?
1. Rawstorn road made perpendicular to Manor road.
2. Manor road and Papillon road laid parallel to each other.
3. Manor road and Papillon road laid parallel to Crouch Street.
4. Rawstorn road made to transverse Papillon and Manor roads.

a. Both 3 and 4 b. Only 4 Answer

c. Both 1 and 2 d. Only 2

Question 11
Given below are four different roads and railway networks. Which of the following pictures
contain exactly one transversal path?

Maths Around Us - VII (Mathematics) 18

 Answer

A. B.

C. D.
Fig. 1.20, Image A is via pixabay.com; Image B is by Seb Zurcher via wikimedia.com;
Image C is by Alexander Pidgeon via wikimedia.com; Image D is via flickr.com

Exploration Pathway

A protractor is an instrument used for measuring angles, typically in the form of a flat semicircle marked with
degrees along the curved edge.

In this TACtivity, we fold a square paper in different angles and identify the angles to use it as a protractor.

Paper Protractor

A simple tool made from transparent plastic that enables angle concepts to be easily understood.

Rotagram

Joints in our body are essential to carry out any physical activity. They may start functioning abnormally after
some injury. To assess the recovery of joints post-injury, doctors use a goniometer to measure the range of
movement at the joint.

In this TACtivity, we will make our own goniometer, using a goniometer template, card sheet, and a piece of
wire.
Goniometer Model

Maths Around Us - VII (Mathematics) 19

 Theme 2: The Triangle and its Properties

Prior Knowledge

It is recommended that you revise the following topics before you start working on this
theme. A timely recall of the relevant knowledge will make working on the case studies
more enjoyable.
Median of a triangle
Altitude of a triangle
Exterior angle of a triangle and its properties
Angle sum property of a triangle
Special triangles - equilateral, isosceles and right-angled triangle
Pythagoras property

Origami without Ruler or Protractor

Origami is a popular art form known to us for hundreds of years. Many of us would have
been folding paper to create something new and interesting even before the term origami
got popularised. Though we end up applying a lot of geometry principles, in many cases,
paper folding is used for recreation and expression, not for learning or teaching geometry.
You may notice that the instructions of most origami activities do not involve the usage of
a protractor or ruler, though it is necessary to fold paper precisely at specific angles and
lengths to get the desired output. How do we achieve this without the usage of appropriate
tools? If you pay attention, we have some information available to us and some simple
methods are sufficient to infer lengths, angles as well as symmetry.
● Most paper manufacturers cut the papers such that the corners form exactly
90-degree angles.
● When we fold a paper such that one corner overlaps with the other such that it hides
the other corner, it implies that the angles formed at those corners are equal.
● The easiest way to get a straight line on a paper is to fold it and crease it.

● When we fold the paper such that one side of the paper exactly overlaps with another
side from one point to another, then we know that the two lengths are equal. See how
the lengths of the sides are inferred in Fig. 2.1.
Maths Around Us - VII (Mathematics) 20
 Fig. 2.1, A square paper of size 14 cm x 14 cm folded multiple times, and the lengths of the sides being inferred as we fold

We use these methods with many paper folding activities, knowingly or unknowingly. Now
let us use them knowingly and see if we can fold a paper to form isosceles or equilateral
triangles without using a ruler or protractor. Do you think we can also make the medians
and altitudes of the triangles without using specific tools? What about finding out if two
triangles are congruent? Let us start with the question of an equilateral triangle.

Case Study A - Equilateral Triangle

In this hands-on activity, we make an equilateral triangle using square paper, without using
a ruler or protractor.

Step 1: Take a square-shaped paper. Now, Step 2: Unfold the paper. Then, fold and
fold the square in half to get two equal rectan- crease one of the corners towards the midline
gles. Again fold the square in half to get four such that the corner touches the midline, and
equal squares forms a sharp pointed end at the other corner,
as shown

Maths Around Us - VII (Mathematics) 21

 Step 3: Similarly, fold and crease the corner Step 4: Now, fold and crease the protruding
diagonally opposite to the previous one corner such that it results in an equilateral
towards the other midline such that the corner triangle. Measure the sides of the triangle and
touches the midline, and forms a sharp verify the conditions.
pointed end at the other corner, as shown.

Question 1

i. Kevin did the hands-on activity, Equilateral Triangle, by starting with a square sheet of
side 10 cm, following steps 1 to 4. He is likely to get an equilateral triangle whose side is
__________________.
a. Less than 10 cm
b. Equal to 10 cm
Answer
c. More than 10 cm
d. Cannot predict; it depends on the corner from which you start
the first fold

ii. Which of the following helped you in arriving at the answer to Question 1 i. above?

a. One side of the triangle formed is the same as the side of the square.
b. The hypotenuse is the longest side of the right triangle.
Answer
c. Folding a corner towards the midline reduces the length.
d. The result varies if we start from the left side bottom corner
instead of starting from the left side top corner.

iii. Kevin made one more identical equilateral triangle by taking the same-sized square
paper. On placing both the triangles next to each other such that one side of one triangle
is completely in contact with one side of another triangle, he gets a _______.

Maths Around Us - VII (Mathematics) 22

 a. Square
b. Rhombus
Answer
c. Rectangle
d. Kite (a quadrilateral with two pairs of equal sides; the equal
sides are adjacent to each other)

Question 2
Kevin tried folding the square paper in a slightly different way and he opened the folds to
get the crease lines, as shown in Fig. 2.2. He measured ACB = 60° and noted that C is
at an equal distance from A and B. Infer the type of triangle formed by these points A, B,
and C. Justify your answer.

Fig. 2.2, Folding a square sheet into a triangle

Answer

Question 3
If he continues to work without a ruler or protractor, what should Kevin do to find one of the
medians of the triangle? Choose the most appropriate option out of the list given below.

Maths Around Us - VII (Mathematics) 23

 a. Fold and crease the paper such that point A touches point B and
you get a sharp pointed end at corner C
b. Fold and crease the paper such that point B touches point C and Answer
you get a sharp pointed end at corner A
c. Not possible without ruler/protractor
d. Either of a. or b. will work

Question 4
Instead of an equilateral triangle, Kevin makes an isosceles triangle by folding the square
sheet of paper (Fig 2.3) along one of its diagonals. The square sheet is obtained by folding
an A4 sheet into the largest possible square. What will be the length of one of the equal
sides of the isosceles triangle he made?

Fig. 2.3, Dimensions of A4 paper

a. 210 mm .

b. 297 mm Answer
c. Less than 210 mm
d. Between 210 mm and 297 mm

Case Study B - Geodesic Dome

A geodesic structure is a spherical structure, which is constructed out of line segments
rather than curved surfaces, as shown in Fig. 2.4. Mrs. Roy wants to build a small geodesic
dome with her students using straw pieces of different lengths.

Fig. 2.4, Geodesic dome; Image by Togo via Wikimedia Commons

Maths Around Us - VII (Mathematics) 24

 Question 5
The first task was to make an isosceles triangle by cutting a straw into three pieces. Mrs.
Roy asked each student to choose the length of the three pieces. Table 2.1 gives the straw
lengths selected by 5 students. Which out of these 5 students can successfully make an
isosceles triangle using the three straw lengths? Note your answer in the third column of
Table 2.1.

Triangle can be formed?

Student Straw length (cm)
(Yes/No)

A 8, 8, 8

B 4, 4, 6

C 8, 6, 6

D 2, 4, 8

E 2, 2, 6

Table 2.1, Straw length selected by 5 students

Question 6
Based on their observation about whether a triangle is formed or not from the given three
lengths, students arrived at the following assertion statement and a reason.
Assertion (A): An isosceles triangle cannot be formed when the third side is larger than
the double of its equal sides.
Reason (R): A triangle can be formed if the sum of the lengths of any two sides of a triangle
is greater than the length of the third side and the difference between the lengths of any
two sides is smaller than the length of the third side.

Mrs. Roy needs to correct _____________ statement.

a. Only assertion b. Only reason Answer

c. Both assertion and reason d. Neither

Maths Around Us - VII (Mathematics) 25

 Question 7

i. Mrs. Roy gave straws having a length of 21 cm to her students and asked them to cut
the straw to get three pieces, which can be used to form each of the three types of trian-
gles. The lengths of the three pieces were supposed to be whole numbers (1 cm, 2 cm,
3 cm…) only. Based on these criteria, write any one possible combination of straw
lengths in Column 3 of Table 2.2.

Column 1 Column 2 Column 3

# Type of triangle Side lengths (cm)

1 Scalene triangle

2 Isosceles triangle

3 Equilateral triangle

Table 2.2, Straw parts to form different types of triangles

ii. Mrs. Roy gave two random straw pieces to three children in her class and one full-length
(21 cm) straw. The lengths of the two straw pieces are given in Table 2.3. Identify the
smallest and the largest possible length that can be cut from the 21 cm straw to form a
triangle using the first two pieces.

1st side 2nd side Shortest possible Longest possible

Student
(cm) (cm) length of 3rd side (cm) length of 3rd side (cm)

P 5 8

Q 7 7

R 6 4

Table 2.3, Shortest and largest possible third side

Question 8
The students make five isosceles triangles of base 6 cm and height 4 cm. When joined
together they form a regular pentagon, as shown in Fig 2.5. Similarly, one can make a
regular hexagon using six triangles. A series of such pentagons and hexagons need to be
joined together to form a geodesic dome. What should be the length of each of the blue
straws? (Note: the actual height of the isosceles triangle is 4.13 cm and is rounded off to 4
cm for simplifying the calculations.)

Maths Around Us - VII (Mathematics) 26

 Fig. 2.5, Five isosceles triangles forming a regular pentagon.

a. 25 cm b. 5 cm Answer
c. 42 cm d. 6 cm

Case Study C - Planting Methods

An orchard is an area where fruit crops like mango, citrus, papaya, banana, etc. are
cultivated. The marking of the position of the plant in the field is referred to as the layout.
This layout has to be prepared as a sketch before the actual planting is taken up. This is
done to provide adequate space for plants, accommodate more plants, and allow easy
operations like irrigation, spraying of plant protection chemicals and growth regulators,
harvesting, etc. There are different layout systems like square, rectangular, triangular,
diagonal, hexagonal, etc. The square and the diagonal systems are shown in Fig. 2.6.

Fig. 2.6, Different systems of planting

Question 9
A farmer is planning to go with a square system in her orchard. She plants saplings at the
corners of the square represented by green dots in Fig. 2.7. Rows and columns are spaced
equally at a 1 m distance so that once the saplings grow into plants they have enough
spacing in between them. All the red saplings around Sapling F are considered adjacent to
F (see Fig. 2.8). Identify the true statement from the options below.

Maths Around Us - VII (Mathematics) 27

 Fig. 2.7, Square system of planting Fig. 2.8, Adjacent saplings of F represented by red dots

a. All the saplings are at equal distances from the sapling at F.

b. Sapling at F is closer to K than B. Answer
c. Saplings at A, K and C are at equal distance from the sapling at F.
d. Distance between any of the adjacent saplings of F is equal to 1 m.

Question 10
Her friend suggested a second option with a diagonal system that has the same 1 m
distance between rows and columns to accommodate more saplings. Here R is at an equal
distance from all its adjacent saplings.

Fig. 2.9, Diagonal systems of planting

Which of the following methods can be used to find the distance between the adjacent
saplings of the sapling at R?

A. Length of median of ∆PSQ from the vertex P

B. Length of altitude of ∆SQT from the vertex T
C. Half the distance between S and Q

Maths Around Us - VII (Mathematics) 28

 a. Only A b. Either B or C Answer
c. Only B d. Any one of A, B or C

Question 11
An insect wants to travel from the sapling at point S to the one at point P. It has two options:
A. Walk along the straight line SP
B. Walk along the line SR and then along RP

In which option will it need to walk less? Why?

a. Option A, since the length of the longest side of a triangle is bigger

than the sum of the length of the other two sides.
b. Option B, since the length of the longest side of a triangle is smaller Answer
than the sum of the length of the other two sides.
c. Option A, since the length of the longest side of a triangle is smaller
than the sum of the length of the other two sides.
d. Option B, since the length of the longest side of a triangle is bigger
than the sum of the length of the other two sides.

Exploration Pathway

In geometry, an equilateral triangle is a triangle in which all three sides have the same length. In the familiar
Euclidean geometry, an equilateral triangle is also equiangular; that is, all three internal angles are also
congruent to each other and are each 60°. In this TACtivity, using an A4 paper, fold it to make an equilateral
triangle without using a ruler/protractor/pencil/pen and verify the conditions.

Equilateral
Triangle

An isosceles triangle is a triangle with (at least) two equal sides. This property is equivalent to two angles of
the triangle being equal. An isosceles triangle, therefore, has two equal sides and two equal angles. The
property that a perpendicular from the vertex joining the equal sides will bisect the third side.

In this TACtivity, using an A4 paper, fold it to make an isosceles triangle and verify the conditions.
Isosceles
Triangle

Maths Around Us - VII (Mathematics) 29

 Theme 3: Comparing Quantities

Prior Knowledge

It is recommended that you revise the following topics before you start working on this
theme. A timely recall of the relevant knowledge will make working on the case study more
enjoyable.
Equivalent ratios
Percentage
Converting fractions and decimals into a percentage
Converting percentages to fractions or decimals
Ratios to percentage
Buying and selling price (cost price and selling price)
Profit or loss as a percentage
Simple interest

Buying in Smaller v/s Bigger Quantity

You often find small sachets of shampoo, coconut oil, instant coffee powder, etc., in the
grocery stores, which are priced just at ₹ 1 to ₹ 10. It works as a trial product for a few and
an affordable product for a few others. Many consumers look at sachets as an opportunity
to try out different brands, sometimes convenient to carry and dispose of during travels!
Are these smaller packets more expensive compared to buying the same product in bulk?
For the time being, if you ignore the environmental harm that the plastic sachets cause,
which one do you think works out the best, only in terms of cost: is it the small sachets or
the large volumes? How do you decide on this? Should we decide by comparing the
quantity with the cost?

Maths Around Us - VII (Mathematics) 30

 Case Study A - Soil Percolation
Percolation is the movement of water through soil. The speed at which this movement
occurs is termed as the percolation rate. The percolation rate of the soil is found by dividing
the amount of percolated water by the amount of time.
E.g., if 11 ml of water has percolated through a sample in 2 minutes, then
11 ml
Percolation rate = = 5.5 ml/min.
2 min
Rashida performed an experiment to understand the percolation rate using a half-cut
bottle, measuring cylinder, different samples of soil and a timer. She took 100 grams of
each sample and poured 100 ml of water into each by noting the time, as shown in Fig. 3.1
to 3.3.

Fig. 3.1, Pour 100 ml of water on Fig. 3.2, Measure the amount of Fig. 3.3, Repeat the experiment
a soil sample, i.e., 100 g of soil water collected, using a with different samples
taken in the half-cut bottle. Start the measuring cylinder. (clay, cocopeat, mud).
stopwatch, and wait for 5 minutes.
Collect the water percolated.

Observations noted by Rashida are given in Table 3.1.

Amount of water
Type of Weight of Amount of water Percolation
(ml) percolated
material sample (g) added (ml) rate (ml/min)
in 5 min
Sand 100 100 32

Red soil 100 100 24

Cocopeat 100 100 11

Clay 100 100 6

Table 3.1, Soil Properties - Material type and its percolation rate

Maths Around Us - VII (Mathematics) 31

 Question 1
Fill the blank spaces in Table 3.2 with the percolation rate of different materials tested by
Rashida as listed in the first column. As an example, the percolation rate of sand is already
given. Enter the remaining values in the same manner.

Type of material Percolation rate (ml/min)

Sand 32 = 6.4
5
Red soil
Cocopeat
Clay
Table 3.2, Percolation rate in different materials

ii. Identify the material which has the highest percolation rate among the given materials.
Write your answer in the space provided.
Answer

Question 2
In the same experimental set-up, Rashida wanted to figure out the percentage increase in
the weight of the sand at the end of the experiment. Which of the steps below will help her
to get the required answer?

Fig. 3.4, Finding the percentage of water absorbed

Maths Around Us - VII (Mathematics) 32

 ( weight of wet sand (
weight of dry sand .
a. X 100 Answer

weight of dry sand (

b. (
weight of wet sand
X 100

weight of dry sand (

c. (
weight of wet sand
X 100

d. (amount of water added - amount of water percolated ) X 100

Question 3
Rashida’s friend conducted the same experiment but she doubled all the parameters, i.e.,
she took 200 grams of each sample, 200 ml of water, and also increased the observation
time to 10 minutes. Given below are assertion and reason statements.
Assertion (A): Since Rashida’s friend is doubling all the parameters, even the percolation
rate will get doubled accordingly.
Reason (R): For a fixed amount of sample, as the amount of water percolated increases,
the time taken will also increase, keeping the percolation rate constant.
Which of the following is true about A and R?
a. Both A and R are true, and R is the correct explanation of A.
b. Both A and R are true, but R is not the correct explanation of A. Answer

c. A is true, but R is false.

d. A is false, but R is true

Case Study B - Education Loan

Shashwat is planning to take an education loan to pursue his higher studies. He enquired
about the eligibility criteria for getting a loan and the details of interest rate, etc., from
different banks in his city. He shortlisted four banks satisfying his requirement, which are
given in Table 3.3. Here, the processing fee is a one-time, upfront fee charged by the
education loan provider to the applicant while processing the loan application.

# Banks Interest rates for education loan Processing fees

1 Citizen Bank 7.50% 1% of the loan amount

2 IPG Bank 8.00% 0.5% of the loan amount

3 Smart Budget Bank 8.50% NIL

4 IMO Trust Bank 8.00% Flat ₹ 3,000

Table 3.3, Bank and interest rate

Maths Around Us - VII (Mathematics) 33

 Question 4
Pranav is looking for a loan of ₹ 1 lakh. He has planned to save a part of his scholarship to
repay the loan amount all at one time, at the end of the 3rd year of his course. Which bank
will work out better for him? Include the processing fee also while selecting the most
suitable bank.
Answer

Question 5
Shashwat’s friend, Gurpreet, is also joining the same course and his parents are funding
50% of the course fee. Gurpreet consulted Shashwat for his help in selecting the right bank
for his requirement of a loan for the remaining 50% of the course fee. Like Shashwat,
Gurpreet also has similar plans to repay the full amount at the end of the 3rd year. Which of
the following is the best advice that Shashwat can give to Gurpreet?
a. Gurpreet should not select the same bank as Shashwat, since he .

needs only 50% of the course fee. Answer

b. Gurpreet should select Smart Budget Bank, since there is no
processing fee charged by this bank.
c. Gurpreet should select Citizen Bank, since the sum of the processing
fee along with interest is less when compared to other banks.
d. Gurpreet should select IPG Bank, since its processing fee is less than
that of Citizen Bank.

Question 6
Due to some issues, Gurpreet couldn't repay his loan amount at the end of the 3rd year. But
he got an extension of the loan period from the bank and he managed to repay the full
amount after one year and two months from the initial due date of 3 years. Find the total
amount to be paid by Gurpreet to the bank.
Assume that Gurpreet has gone with the best advice given by Shashwat regarding the
selection of the bank, and the processing fee (if any) is already paid at the time of the loan
approval.

Maths Around Us - VII (Mathematics) 34

 Answer

Question 7
Due to financial problems, Gurpreet sold his two-wheeler, which is worth ₹ 85000, for just
₹70000. What % decrease did he make to the price of the two-wheeler while selling it?

a. Less than 5% b. 10% Answer

c. Between 15% and 20% d. More than 20%

Question 8
To arrive at the answer to Question 7, we consider our understanding of cost price (CP),
selling price (SP), and percentage decrease. In the same way, we come across profit,
profit%, loss, loss%, and also percentage increase. Identify the wrong one from the options
below:
a. Change from 20 to 40 is 100% increase whereas change from 40 to .

20 is 50% decrease.
b. Loss % = Loss X 100 Answer
CP
c. If CP > SP then you have a loss which is given by, Loss = CP - SP.
CP
d. SP = (100 + Loss%) X
100

Question 9
In the second year of joining the job, Shashwat had got an increment of 10% in his salary.
But later on, when his company was going through a tough time, the management
declared a salary reduction, of 10%. Effectively, is there any increase or decrease in his
salary after the reduction, when compared to his salary before the hike? If yes, by how
much? Justify your answer. Consider his original salary before the hike as ₹ x.

Answer

Maths Around Us - VII (Mathematics) 35

 Case Study C - Chocolate Bars
A salted snacks manufacturing company is venturing into chocolate production. They
launched the product in 3 sizes: Mini, Max and Royal. They fixed the weight of the Mini
chocolate bar to be 30 grams and each subsequent size will be 40% more than its preced-
ing one, i.e., the weight of Max is 40% more than the weight of Mini and the weight of Royal
is 40% more than the weight of Max.
Chocolate bars of these three sizes are made in three varieties with different percentages
of the main ingredients, as given in Table 3.4.

Chocolate type
Main ingredient
Dark chocolate Milk chocolate White chocolate

Cocoa solids 70% 30% 20%

Cocoa butter 10% 12% 15%

Sugar 10% 32% 20%

Milk powder 9% 25% 44%

Others 1% 1% 1%

Table 3.4, Ingredients in different variety of chocolates

Answer the questions below based on this information.

Question 10
What will be the weight of each Max chocolate bar and Royal chocolate bar?
Answer

Question 11
What is the percentage increase in the weight of the Royal chocolate bar with respect to
the Mini chocolate bar?

a. 40% b. 60% Answer

c. 80% d. 96%

Maths Around Us - VII (Mathematics) 36

 Question 12
Manya purchased a Royal white chocolate bar, which had 15 rectangular blocks, as shown
in Fig. 3.5.

Fig. 3.5, Royal white chocolate bar

She gave 4 rectangular blocks to her brother and kept 4 rectangular blocks for herself.

i. What fraction of the chocolate is left?

Answer

ii. Express the fraction of the chocolate left in decimals and also in percentage.
Answer

Question 13

i. How many grams of sugar is consumed by Manya if she eats one full Mini bar of milk
chocolate, which weighs 30 g?

a. 9.6 g b. 9 g Answer
c. 7.5 g d. 6 g

ii. How much less sugar would she have consumed if she had taken a Mini dark chocolate
bar instead of a Mini milk chocolate bar? Assume she eats the full Mini bar purchased by
her.

Maths Around Us - VII (Mathematics) 37

 Answer

Maths Around Us - VII (Mathematics) 38

 Theme 4: Data Handling

Prior Knowledge

It is recommended that you revise the following topics before you start working on this
theme. A timely recall of the relevant knowledge will make working on the case study more
enjoyable.

Mean, median and mode for ungrouped data

Range
Bar graph
Double bar graph
Chance and probability

Amazing things Data can do

Have you ever wondered how Google Maps can tell the traffic on the map by marking red,
orange and green on the map to indicate traffic delays? To what extent are these
indications accurate? It is not using any data provided by satellites or any information from
the local traffic police. Google Maps interprets the data collected from users of Google
Maps in other vehicles commuting on the same stretch of road and in front of you. It even
processes the location history data to find what is the average time a tourist spends at a
particular location, the time of the day when most tourists visit a place and so on. Central
tendencies (mean, mode, median) from a data set play a major role in many such
analyses.

Food wastage in food services is a global problem. How does a restaurant decide on the
quantity of food to be prepared at a particular time (breakfast hour, lunch hour, etc.) or day?
Does paying attention to the average customers count help the owner of the restaurant to
decide even the quantity of the ingredients to purchase for a particular menu? What does
the time at which the maximum number of customers visit a restaurant the owner? Think
about other fields where analysing the data plays an important role.

Maths Around Us - VII (Mathematics) 39

 Case Study A - Swachh Town Award
To encourage clean maintenance of towns, the district administration decided to give the
Swachh Town Award to the best performing city. Several parameters were checked to
declare the award and there was a tie in the score between two towns, Town A and Town
B. (The town name was not shown to the judges to avoid any bias). As a tie-breaker, the
organising committee had shown the data on recycling carried out in these towns for the
past 5 years to the judges. These data are shown in Fig. 4.1. Note that the data captured
takes into account the area of the town and its population before preparing the graph.

Fig. 4.1, Yearwise percentage of recycling done in Town A and Town B

Question 1
i. Among all the five years, which town did the maximum amount (in percentage) of
recycling in a particular year? And by what percentage?

a. Town A, 40% b. Town B, 40% Answer

c. Town A, 38% d. Town B, 32%

ii. In which year did Town A recycle double the percentage of waste as compared to Town
B?

a. 2018 b. 2021 Answer

c. 2020 d. 2019

Maths Around Us - VII (Mathematics) 40

 Question 2
Which of the statements below is a wrong inference with respect to the graph given in Fig.
4.1? Choose all that apply.
a. The recycling done by Town A is always more than or equal to that of Town B.
b. Since the representation is in a double bar graph, the same scale
is used for the data belonging to the two different towns. Answer
c. The recycling percentage of Town B in 2018 is equal to the recycling
percentage of Town A in 2017.
d. If we consider the average data from all 5 years, Town A has done
a smaller percentage of waste recycling.

Question 3
The announcement about such an award for Swachh Town was decided just two years
back. So, the judging committee was interested in looking at the average percentage of the
last three years' data (2019, 2020 and 2021). Which town do you think will win the award
and why?

Answer

Question 4
Let us assume that the data from the past 5 years were considered for the award.

i. Write the probability that Town A recycles more than or equal to 20% of waste from 2017
to 2021?
Answer

ii. Write the probability that Town B recycles less than 20% of waste from 2017 to 2021?
Answer

Maths Around Us - VII (Mathematics) 41

 iii. If the tie-breaker was based on randomly picking a year and considering the probability
of recycling more than 20% of waste from 2017 to 2021 then ___________.
a. Town A will win the award, since its probability is more than that of Town B .

b. Town A will win the award, since its probability is less than that of
Town B Answer

c. Town B will win the award, since its probability is equal to 1

d. There will again be a tie because both have equal probability

Case Study B - Mass Measurement

I. Balance Scale
A balance scale is an apparatus used to measure the mass of different objects by
comparing it with a known mass. Sanvi prepared a balance scale model (also known as a
beam balance) using two cut bottles, cotton thread and two cycle spokes, as shown in Fig.
4.2.
She measured the mass of different objects by placing
them in the left container and placing a different number of
nuts of mass 1 gram each in the right container. The bar
graph plotted by her for the data captured through this
experiment (refer to Table 4.1) is given in Fig. 4.3.
Fig. 4.2, Balance scale model

# Object (placed in the left container) Mass of the object (g)

1 2 new pencils 10

2 1 small scale 12

3 Compass with a new pencil 28

4 4 identical erasers 24

5 Five rupee coin 8

6 A steel spoon 35
Table 4.1, Object and its mass

Maths Around Us - VII (Mathematics) 42

 )

Fig 4.3, Object and its mass

Question 5
i. When Sanvi rechecks the bar graph, she notices some mistakes in the graph, such as
bars being plotted wrongly and/or labelling done incorrectly along the x-axis. Can you
identify and write all the errors in the graph in Fig. 4.3, assuming the observations noted
in Table 4.1 are accurate?
Answer

ii. Can Sanvi correct the mistake by changing the scale used for the y-axis, i.e., by
increasing or decreasing the height of the bars used to represent 1 g mass?
a. Yes, this will alter the width of the individual bar and corrects the
mistake in part (i)
b. No, this will alter both the width and height of the bars and retains
the error made in part (i) Answer
.
c. No, the scale chosen has nothing to do with the error
d. Yes, this will alter the height of the bar representing the wrong data
only and corrects the mistake in part (i)

Maths Around Us - VII (Mathematics) 43

 Question 6
For her first day of drawing class, Sanvi carries a new pencil, an eraser and a small scale
in her hand (rest of the required things will be given by the teacher). She wonders how
much mass she is holding in her hand. How much do you think is the total mass of these
three items? Use the data from Table 4.3 to answer this question.
Answer

Question 7
To check the accuracy of her balance scale, Sanvi placed two 1 g nuts in the container on
one side and two more 1 g nuts in the container on the other side of the balance and she
noted that the beam was in the balanced position. If she follows similar accurate
measurements as before for all her future measurements, what can you comment about
the probability of an event in which she measures an unknown mass accurately?
a. It is an impossible event with a probability of 1 .

b. It is a certain event with a probability of 1 Answer

c. It is a certain event with a probability of 0
d. It is an impossible event with a probability of 0

II. Biasing the Balance

Sometimes we get doubts about the mass measurement done using a balance scale,
though we have checked the balancing done in front of our own eyes while purchasing.
This could be because of the malpractice of a few vendors with the intention to increase the
profit earned. One such trick used by those vendors is to attach a hidden weight to one of
the balancing pans, as shown in Fig. 4.4, and adjust the centre balancing point in the
beam.

Fig. 4.4, A hidden nut below the left side balancing pan

Maths Around Us - VII (Mathematics) 44

 Question 8
To understand what exactly is biasing a balance scale, Sanvi attached a 5 g nut to the
container in which the object being weighed is placed. She noted the mass of the same
objects (as listed in Table 4.1) and plotted a new bar graph, based on these new
measurements, by considering a scale of 1 g = 1 unit. How can she read the correct mass
from the new bar graph knowing that she has added a 5 g nut before starting the
measurement?
a. Each bar width should be reduced by 5 units to get the correct mass .

b. Each bar height should be reduced by 5 units to get the correct mass Answer
c. Each bar height should be increased by 5 units to get the correct
mass
d. Bar height is independent of the added 5 g mass. It depends only on
the mass of the small nuts used for measurements

Case Study C - Private Transport Buses

Many villages in India are connected by private transport buses. Suraksha Transport is one
such private transport company that runs non-stop buses between many small cities. Due
to a pandemic, their business is at loss and they have decided to replace the big buses with
minibuses on a few routes and to stop the service on a few routes, based on the number
of travellers on that particular route. They have realised that on an average at least 50 %
of the total available seats in their bus should be filled each day to avoid losses (total seats
in each big bus = 50, excluding driver and conductor). Now, they decided to look at the
number of seats filled on 10 consecutive days based on the number of tickets sold on those
days. The data of tickets sold on two routes for a duration of 10 days are given in Table 4.2.

Number of passengers
Day #
Route A Route B

1 22 4

2 38 34

3 15 41

4 30 17

5 26 5

6 15 50

Maths Around Us - VII (Mathematics) 45

 7 15 7

8 48 44

9 29 1

10 15 7
Table 4.2, Number of passengers travelling on Route A and Route B

Question 9
i. Which central tendency will help decide whether 50% of the seats are filled or not to take
a decision on continuing the service on a particular route?

a. Mean b. Median Answer

c. Mode d. Range

ii. What does the mode indicate for a particular route?

a. The average number of passengers travelling .
b. The number of passengers travelling on most of the days
Answer
c. The total number of passengers travelling on a given route
d. The maximum number of passengers that travelled on that route on
a particular day

Question 10
Select the correct statement/s based on the data given in Table 4.2. Recall that it is
considered a loss if less than 50 % of the seats are filled.
a. Route A is just above the loss margin specified .

b. Route B is just above the loss margin specified Answer

c. There is no mode defined for Route B

d. For Route A, its mode and the least number of passengers that travelled
in the 10 days duration are both the same.

Maths Around Us - VII (Mathematics) 46

 Question 11
Identify the incorrect statement related to the mean, median and mode calculation.

a. Mean value depends on the extreme values (too high or too low
values).
b. Mode, if it exists, will always be one of the values from the data set Answer
itself.
c. Median refers to the value which lies in the middle of the data and
is always one of the values from the data set itself.
d. The median is not dependent on the extreme values
e. To know the range of the number of passengers, we subtract the
minimum data from the maximum data.

Case Study D - Migratory Waterfowl

Birds from around 30 countries fly to India each year. There are many reasons for counting
the migratory birds, and one simple connection is to know the health of the surrounding
ecosystem. Chandigarh Bird Club (CBC) conducts an annual survey of birds on November
12th of every year in memory of ornithologist Dr. Salim Ali, ‘India’s birdman’, who was born
on November 12. They identify different species of birds and count them.
One such data set about the number of waterfowl birds counted by them is listed in Table
4.3.

Year Number of waterfowls Number of species of waterfowls

2017 717 28

2018 417 31

2019 620 33

2020 429 34

2021 335 24
Table 4.3, Number of waterfowls and waterfowl species

Maths Around Us - VII (Mathematics) 47

 Question 12
If the number of migratory waterfowl observed in the year 2022 is x, then ________
a. The mean will increase irrespective of the value of x.
b. The mean will remain the same irrespective of the value of x, since
the number of the year (denominator) also increases. Answer
c. The mean will increase only if the value of x is more than the mean
from 2017 to 2021.
d. The mean will increase for any value of x more than the number of
waterfowls in 2021 but less than that in 2020.

Question 13
i. Find out the range in the observed number of waterfowls for the data given in Table 4.3.

Answer

ii. Find out the mode for the number of species of the waterfowls.
Answer

iii. As observed in Table 4.3, the number of waterfowl and their species varies each year.
Based on the data for 2017 to 2021, what is the probability of spotting more than 30
species of waterfowl in 2022?
Answer

Maths Around Us - VII (Mathematics) 48

 Exploration Pathway

Beam balance is an apparatus used to measure the mass of different objects by comparing it with a known
mass. It consists of a horizontal beam with a support at its centre and depends on the gravitational pull on it.

In this TACtivity, we will learn to make a beam balance to measure and compare the mass of different
objects, using the given weights.
Beam Balance
Model

Maths Around Us - VII (Mathematics) 49

 Theme 5: Perimeter and Area

Prior Knowledge

It is recommended that you revise the following topics before you start working on this
theme. A timely recall of the relevant knowledge will make working on the case studies
more enjoyable.
Area and perimeter of squares and rectangles
Area and perimeter of circles and arcs
Triangles as parts of parallelograms
Conversion of units

Geography of Cities

India’s two largest cities, Mumbai and Delhi, are fascinating cities in their own ways. They
have stark contrasts and similarities, and epitomise the diversity of India. It so happens that
they have very similar populations at this moment in time, about 20 million people
crammed into their respective urban agglomerates! But ask anyone, and they’ll tell you that
Mumbai is far more ‘crammed’! Why is that? Dig a little further, and you find that people in
Mumbai commute as much as 60 or 70 kilometres every day to go to work, whereas in
Delhi people rarely commute more than half that distance. Then how is Mumbai more
densely populated than Delhi?
It all comes down to how the cities are ‘shaped’,
geographically, and what their areas are. While Mumbai is
hemmed in by the sea and a bay on 3 sides, a narrow strip
of land jutting into the sea is all the space that there was to
build a city. Despite all the reclamation and expansion of
the city, it is a very elongated urban area: long but narrow.
Delhi, on the other hand, built on the flat river plains of the
Yamuna, has had space to expand in all directions almost Fig. 5.1, Map of Delhi and Mumbai,
Image by AR2332 (Delhi) and Saqib
equally and is virtually circular in shape. So even though Qayyum (Mumbai) via Wikimedia
Delhi’s ‘radius’ is about 20 km, and Mumbai’s north-south Commons

extent is as much as 60 km, it is Delhi that is about 2.5

times larger (in area) than Mumbai. How is that possible?

Maths Around Us - VII (Mathematics) 50

 Now, imagine that you are given a string of a certain length (i.e., to calculate the perimeter).
What shape would you trace with it to enclose the largest area? What is the minimum area
you would be able to enclose with it? Suppose you were given the constraint that the shape
has to be a rectangle, then what type of rectangle would enclose the largest area? And can
you think of how the rectangle that occupies the least possible area would look?

These are some of the questions you’ll need to ponder while you engage with this theme
of Perimeter and Area. How big is the football field in your school? What about the cricket
field? If both are of the same area, which one would you rather do rounds of?

Case Study A - The Football Field

A football field or pitch is rectangular in shape. Its longer sides are called touch lines and
the shorter sides are called goal lines. The field is divided into two equal and symmetric
halves by the halfway line. All the lines marked on the ground are of equal width and are,
at the most, 12 cm. They constitute the area they enclose. To score points, players have to
shoot the ball into the goal box. At each corner of the rectangular field, there is an arc in
which the ball has to be placed for corner kicks.

Fig. 5.2, A football field; Image via rawpixel.com

Maths Around Us - VII (Mathematics) 51

 Question 1
When the corner-kick was initially introduced, the kick was supposed to be taken from the
corner flag (Fig. 5.3) itself. But the average shoulder width of a player being around 41 cm,
it would be practically impossible to take the corner-kicks because the flagpole would
always act as an obstacle. This problem was solved by increasing the size of the corner
area by introducing an arc inside which the player is allowed to place the ball anywhere.

Fig. 5.3, Corner area; Image via rawpixel.com

Each corner arc is a quarter of a circle of circumference nearly 2π metres. What is the area
(in m2) enclosed by each arc?

π b. π Answer
a.
4
π2
c. π 2 d.
4

Question 2
The diameter of a football is 22 cm. The corner area is much larger than the area required
to place one football on the ground. Hence a player can place the ball at the place of her
or his choice inside the corner area so that s/he can kick it at her/his preferred angle. How
many times is the corner area bigger than the area required to place one football on the
ground? Assume that the area required to place one football is the same as the area of a
circle of the same diameter. You may round off your answer to the nearest whole number.

Answer

Maths Around Us - VII (Mathematics) 52

 Question 3
i. The shorter side of the goal area rectangle is 6 yards. If the total perimeter of this
rectangle is 52 yards, then which of the following represents the dimensions of the goal
area, in metres? Choose the closest answer. (Note: 1 yd = 0.91 m).

a. 16 m X 7.5 m b. 5.5 m X 16.5 m Answer

c. 18 m X 5.5 m d. 18.5 m X 5 m

ii. The goal box is made by placing a horizontal bar on two vertical bars separated by 7.32
metres. The total area of the rectangle so formed (see Fig. 5.4) is 17.86 sq. metres.
Assume that someone kicks the ball towards the goal box, exactly above the head of the
goalkeeper. The height of the goalkeeper is 6 feet (1.83 m). Do you think she can block
a goal kick without jumping vertically? Explain your answer. Assume that when the
goalkeeper raises her hands, they go 60 cm above her head.

Fig. 5.4, Goal box; Image via pxhere.com

Answer

Maths Around Us - VII (Mathematics) 53

 Food for thought
Given below is a table consisting of the dimensions of the goal boxes used in different
games.

Game Width (m) Height (m)

Football 7.32 ?

Hockey 3.66 2.14

Handball 3 2

Ice hockey 1.8 1.2

Which game has the biggest goal box and which one has the smallest? Why?
Answer

Question 4
i. A man is painting the boundaries (goal lines and touch lines) of a 50 m by 100 m football
field. How many steps will he take to reach the same point from where he started?
Assume that the average distance covered by him in one step is 2.5 feet. Note: 1 foot =
0.3 metres.
Answer

ii. If the same distance is walked around a circular cricket field, how does the area
enclosed, 'C', relate to the area of the football field, 'F'?

a. C = F b. C > F Answer
c. C < F d. C =
⁓
F

Maths Around Us - VII (Mathematics) 54

 Question 5

Fig. 5.5, Parts of a football field

i. Match each quantity listed in the first column with the correct option in the second
column. One option can be matched with more than one quantity.
Note: The notation used in the second column is:
1 = light green region.
1+2 = light green + orange region and so on…

A. Largest Area P. 1

B. Smallest Area Q. 1+2

C. Largest Perimeter R. 1+2+3

D. Smallest Perimeter S. 1+2+3+4

Answer
A. __________

B. __________

C. __________

D. __________

ii. What can be inferred about the relationship between variations in area and perimeter?
Increase in perimeter (always increases / does not increase / may not increase)
__________________________ area.

Maths Around Us - VII (Mathematics) 55

 Case Study B - Fun with A4 Sheets
In geometry, an isosceles triangle is a triangle in which two sides have the same length. In
this hands-on activity, we make an isosceles triangle using a square paper

Step 1: Take an A4 size paper. Fold and crease it in half Step 2: Unfold the paper. Gently, tear the paper along the
along its width, as shown. midline. You now have two A5 papers.

Step 3: Take one of the prepared A5 papers. Fold and Step 4: Now, fold and crease one of the shorter edges
crease it along the diagonal line, as shown. along the adjacent longer edge, as shown.

Step 5: Similarly, fold and crease the other short edge Step 6: You now have an isosceles triangle, as shown.
such that the fold is at the same side of the previous fold,
as shown.

Maths Around Us - VII (Mathematics) 56

 Question 6
Consider the isosceles triangle ∆ABC formed in Step 6 with AB = AC and AB < BC.

Fig. 5.6, Isosceles triangle

Let p, q and r be the perpendiculars drawn from the corresponding opposite vertex to the
sides AB, BC and CA, respectively. Identify the correct relation among these heights.

a. p = q = r b. p = r and p > q Answer

c. p ≠ q ≠ r d. p = q and p < r

Question 7
One more triangle is made following the exact same steps and the two triangles are placed
next to each other to form parallelograms. The three different ways in which the
parallelograms are formed are shown in Fig. 5.7.

Fig. 5.7, Parallelograms formed from two isosceles triangles

Identify the incorrect statement related to the three parallelograms.

Maths Around Us - VII (Mathematics) 57
 a. All three parallelograms will have equal area and perimeter.
b. All three parallelograms will have equal perimeters but different Answer
areas.
c. All three parallelograms will have equal area but the perimeter need
not be equal.
d. All three parallelograms will have unequal areas and unequal
perimeters.

Question 8
In Fig. 5.6, if the approximate length of AC is 16 cm and p is 14 cm, then the area of
Parallelogram 1 shown in Fig. 5.7 will be _________.

a. 112 sq. cm b. 224 sq. cm Answer

c. 60 sq. cm d. 448 sq. cm

Case Study C - Geometry of Kaju Katli

Kaju katli is one of the most popular Indian sweets. It is made by cooking a mixture of
powdered cashews and sugar syrup. Once the cooking is done, the mixture is kneaded into
a dough and the dough is rolled into flat sheets. Lastly, kaju katli pieces are cut out from the
sheets using a knife or a mould. The pieces are usually diamond-shaped (ever wondered
why?).

Fig. 5.8, Kaju katli dessert; Image by Unknomics via Wiki Commons

Maths Around Us - VII (Mathematics) 58

 Question 9
Sanju had a square-shaped cookie cutter. He pressed it slightly to bend it into a
parallelogram to make the sweet, just like he had seen in the market.

Fig. 5.9, A square mould bent to make a parallelogram mould.

i. How do you think the side SP and SR are related in the parallelogram PQRS, which
represents the sweet mould? The metal used to make the mould is not stretchable.

a. SP > SR b. SP = SR Answer
c. SP < SR d. Depends on how the cutter was bent

ii. Which of the following comparisons between the measurements of the square and
parallelogram moulds are correct? Select all that apply.

a. Height of the parallelogram (h) = height of the square

b. Perimeter of the parallelogram = perimeter of the square Answer

c. Height of the parallelogram (h) < height of the square

d. Perimeter of the parallelogram > perimeter of the square

Question 10
Validate the set of assertion and reasoning statements for the parallelogram shape PQRS.
Assertion (A): Area of ∆PQS and ∆PQR are equal.
Reason (R): They both have an equal base and equal height
Choose the correct option.
a. A is true, but R is the wrong reasoning for it
b. A is true and R is false Answer

c. A and R are true and R is the correct reason for A

d. A is false, but R is the correct reasoning in itself

Maths Around Us - VII (Mathematics) 59

 Question 11
Alfred visited a sweet shop, which had kaju katlis 4 cm long and
with height 3 cm. The shopkeeper took one piece and cut it
exactly in half and gave it to him for tasting.

Fig. 5.10, Kaju katli

Can you find out the area of the piece that was given to Alfred for tasting?

a. We need the length of the other side to find the area

b. 12 cm2 Answer

c. We can find the area only if we know the way the piece is cut in half
d. 6 cm2

Food for thought

Some sweets like kalakand or barfi have a square/rectangular shape when looked at from
the top, whereas kaju katli has a parallelogram/rhombus shape. You also have some
sweets like peda with a circular shape. What do you think are the advantages and
disadvantages of these shapes? Try and find the history behind the shapes of these
sweets.
Answer

Exploration Pathway

Paper folding is a technique of folding paper to create two-dimensional and three-dimensional objects. In this
TACtivity, we use A5 paper sheets to make triangles, which are then arranged to form a pentagon.

Fun with A4

Pentagons are polygons with 5 sides. In a regular pentagon, all the sides and all the angles are equal, and so
each of the interior angles measures 108°. Similarly, hexagons are polygons with 6 sides. The sum of the
interior angles in a hexagon is 720°.

Paper Pentagon In this TACtivity, we use paper strips to make a pentagon and hexagon shape.
and Hexagon

Maths Around Us - VII (Mathematics) 60

 Theme 6: Algebraic Expressions

Prior Knowledge

It is recommended that you revise the following topics before you start working on this
theme. A timely recall of the relevant knowledge will make working on the case studies
more enjoyable.
Variables and constants
Like and unlike terms
Monomials, binomials, polynomials
Simplification using mathematical operations
Patterns, perimeter and area

Tiger Reserves

When was the last time you saw a tiger? Compared to animals like dogs, camels, horses,
etc., why is it uncommon to see this animal? One of the reasons is that they do not exist in
large numbers. If you have heard about the food pyramid, animals like tigers are at the top
of this pyramid. There is a good reason behind using a triangle for that representation.

Fig. 6.1, Food pyramid; Image by Thompsma via Wikimedia Commons

Maths Around Us - VII (Mathematics) 61

 The number of tigers in a region is far less than the number of deer and the number of deer
is far less than the number of plants available for the deer to eat. If the number of tigers
increases, then it will reduce the number of deer, thereby increasing the number of plants,
but ultimately the tigers would starve and their numbers would come down, thereby
bringing back the number of deer to a higher number. These food chains have a way to
balance themselves. However, some activities may make it harder to regain a balance. As
humans discovered this, we started reserving some areas of the forests where human
activities are minimised or not allowed at all. These reserved areas are called reserve
forests and depending on the availability of tigers, some of them are tiger reserves, where
the larger objective is to reserve the forest area for the entire pyramid starting from the top
of the pyramid.

How much area should be reserved for a tiger reserve and what should be the basis to
decide this? Many animals mark their regions, called territory, where they don’t allow other
animals from their own species to enter. You may have noticed dogs doing the same. A
male tiger’s territory ranges from 50 to 100 square kilometres. Imagine the area of a square
with each side being 10 km long to visualise 100 square kilometres. A reserve forest often
gets divided into multiple zones, where a zone gets defined by the area covered by one
male tiger. The number of tigers and the number of offspring is monitored for each zone.
These numbers are tracked over years. We then look for patterns in the rate of growth in
the tiger’s population. This also helps us understand how the rate is related to other
changes in the environment of these forests.

One of the best ways to infer patterns in any system is to replace the numbers with names.
This helps us generalise and not only find the pattern but also effectively communicate the
pattern. In this theme, we start with identifying patterns in the rate of growth of the tiger
population and apply similar methods to other cases.

Case Study A - Tiger Population Growth Rate

In 1973, the Royal Bengal Tiger was declared as the

national animal of India in an effort to save this
magnificent species from extinction. Today, nearly
50 years later, tiger reserves like Corbett, Kaziranga,
Nagarhole and Ranthambore are close to their
carrying capacity, which indicates the maximum
number of tigers these forest environments can
support. Would any tiger reserve take 50 years to
Royal Bengal Tiger via Pixabay reach its carrying capacity? Let us look at some
numbers and find out.

Maths Around Us - VII (Mathematics) 62

 Question 1
The tiger population in India was estimated to be 1411 in 2006 and 2226 in 2014. The
population has increased at different rates during different years. Let us represent the rate
from 2006 to 2014 by R and that from 2014 to 2018 by T.

i. Write an algebraic expression to represent the increase in the number of tigers from
2006 to 2018.
Answer

ii. Identify the terms and coefficients in this algebraic expression and fill the table below.

Term with Factor R Coefficient of R Term with Factor T Coefficient of T

Question 2

i. If we consider the ratio between T and R to be 9 : 5, which of the two rates is higher?
a. T
Answer
b. R
c. They are equal

ii. If T : R is 9 : 5, what can we infer about the living conditions for the tigers during the two
time periods? During which time period did the tigers experience better conditions for
survival and growth?

a. 2006 to 2014 b. 2014 to 2018 Answer

c. Same d. Not enough information to infer

Maths Around Us - VII (Mathematics) 63

 Question 3
Consider a reserve forest which has x number of zones. Each year y tiger cubs are born in
at least 3 out of every 4 zones. But z out of y number of cubs do not survive till one year of
age. What is the minimum annual increase in the forest’s tiger cub population?

a. 3 xyz
4
b. 3
xz − xy Answer
4
c. 3 x ( y − z)
4
d. 3
xy − zx
4

Question 4
The tiger population in Manas National Park, located in Assam, has been given in Table
6.1.

Year 2010 2020 2021 2022

Change compared to the previous Got multiplied Increased Increased

year mentioned by (M + 1) by (MN - 2) by (N + 2)

Population by the end of year N MN + N

________ ________

Table 6.1, Population of tigers in Manas National Park, Assam, for the given years

i. Write the simplified expression for the population of tigers by the end of 2022.
Answer

Maths Around Us - VII (Mathematics) 64

 ii. What can you conclude about the number of tigers in 2022, based on the simplified
expression? Select all that apply. Assume that M is an integer greater than 0.

a. Equal to double the number in 2010 .

b. More than double the number in 2010 Answer

c. Equal to double the number in 2020
d. More than double the number in 2020

Case Study B - Tea Chain Shops

During the last 2-3 decades, we have seen these chains of shops open in different parts of
India where the ambience supports long talks along with a cup of coffee/tea and some light
snacks. These shops often sell the tea/coffee at a premium price that is higher than the
roadside shops.
A startup company plans to open a similar chain of shops for selling a variety of teas. The
founder noted that the cost of making the tea varies depending on the cost of ingredients
and the location of the shop. However, she wanted to standardise the price to give the
same experience to her customers across all branches.

Question 5
Given below is an expression for estimating the price of one cup of tea made using basic
ingredients with varying proportions. Hence the quantity of water (W), milk (M), sugar (S)
and tea leaves (T) are variables.
For a cup of tea, price P = aW + bM + cS + dT + K
where a, b, c and d are constant numeric coefficients representing the cost of unit quantity
of each ingredient and K is a constant representing the profit.

How would the expression change in each of the cases mentioned in Column 1 of Table
6.2? Match the changes (Column 1) with the modification it brings in the expression
(Column 2).

Column 1 Column 2 (change in the algebraic expression)

1. Profit amount increased A. Add a new term

2. For making ginger tea B. Modify a numerical coefficient

3. The price of milk hiked C. Add or replace a constant

Table 6.2, Modify the expression

Maths Around Us - VII (Mathematics) 65

 Answer
1-
2-
3-

Question 6
i. Harbir visits one of the newly opened tea shops and orders a cup of tea for himself and
two glasses of milkshakes for his kids. If the price of one cup of tea is ₹x and the price of
one glass of milkshake is ₹y, write the algebraic expression for the total bill.
Answer

ii. He also purchased one plate of sandwich, which cost him ₹z. He gave ₹500 at the billing
counter. Which of the expressions below represents the amount of money he got back?

a. ₹500 − � − y − z b. ₹500 − � + 2y + z Answer

c. ₹500 + � + 2y + z d. ₹500 − � − 2y − z

Question 7
By selling a cup of tea, this tea shop makes a profit of ₹20 per cup. The founder charges
₹x to the customers, which includes this profit. She continues to modify the price as the
cost of ingredients varies so that the profit amount remains fixed. Here are some
statements about the cost of one cup of tea. Identify the true statements.
A. ₹x is a variable that depends on the fixed profit ₹20.
B. ₹x is a variable that depends on the cost of ingredients.
C. ₹x is a constant, which includes the variable profit.
D. Profit amount ₹20 is a variable that depends on the cost of ingredients.
Select the correct option.

a. Only A b. Only B Answer

c. Only C d. Both C and D

Maths Around Us - VII (Mathematics) 66

 Case Study C - A0 to A8 Paper Size
We have all seen A4 size papers used commonly for taking printouts or photocopies. No
matter where you are in the world, the A4 size paper measures 210 mm × 297 mm. This
has been established by the International Organization for Standardization (ISO). The A
series of paper standards has 11 sizes and comes under ISO 216.
A0 is the largest size and A11 is the smallest size of the A-series. From Step 1 to Step 6 we
will see how to obtain the larger and the smaller sizes starting with an A4 sheet of paper.

Step 1: An A4 sheet Step 2: A different view of the A4 sheet

Step 3: Two A4 sheets when placed along Step 4: Fold the A4 sheet along the
their longer edges form an A3 sheet. centre of the longer edge and tear
it into equal halves to get two A5
sheets

Maths Around Us - VII (Mathematics) 67

 Step 5: Each half is an A5 sheet width equal to Step 6: Two A3 sheets (4 A4 sheets) joined
l and length equal to w along their longer edges give
2 an A2 sheet

Fig. 6.2, Visualising A0 to A8 size; Image by NielsF via Wikimedia Commons

Question 8
A special property of all A-series paper sizes is that the lengths of the longer side (l) and
shorter side (w) of each size are such that the ratio l:w remains constant. It is
approximately equal to 1.4:1.
i. We can cut out a square from any rectangle. What will decide the length of the side of
the biggest square - the longer side of the rectangle or the shorter side of the rectangle?
Answer

Maths Around Us - VII (Mathematics) 68

 ii. If we make the biggest possible square using an A4 paper, what will be the area of this
square? Given (1.4)2 ≈ 2 .

a. l
2

2
b. l2
Answer
c. w
2

2
d. w
2

Question 9
The dimensions of all the An series papers for odd values of n are given in Table 6.3. The
dimensions have been captured in terms of l0 and w0, which are the longer and shorter
sides of the A0 paper, respectively.

Paper size Longer side (ln) Shorter side (wn)

w0 l0
A1
2
w0 l0
A3
2 22
w0 l0
A5
22 23
Table 6.3, Dimensions of the A-series papers (for odd values of n)

The following expression represents the ratio of the longer side to the shorter side of an An
paper, where n is odd:
w0 l0
ln : wn = q : r
2 2

Which of the following correctly represent the relationship between q and r. Select all that
apply.

a. r + q = 1 b. r − q = 1 Answer
c. q − r = 1 d. q + r = n

Maths Around Us - VII (Mathematics) 69

 Question 10
Now see Table 6.4 for the dimensions of An for even values of n. Here l0 and w0 represent
the length and width of an A0 paper, respectively.

Paper size Longer side (ln) Shorter side (wn)

l0 w0
A2
2 2
l0 w0
A4
22 22
l0 w0
A6
23 23
Table 6.4, Dimensions of the A-series papers (for even values of n)

Let us try to generalise and write the dimensions for ln and wn in terms of l0 and w0

0 0
= (?) = ( ?)
2 2

The unknown (?) in both the expressions will be filled with

a. Variables which are like terms .

b. Variables which are unlike terms Answer

c. Constants which are equal
d. Constants which are unequal

Question 11
The A-series defines the paper size till A8. If you had to continue the pattern further, what
would be the size of an A10 paper? Values of l0 and w0 (sizes of A0 paper) have been given
below.
l0 = 119 cm , w0 = 84 cm

Answer

Maths Around Us - VII (Mathematics) 70

 Food for thought
Why do you think the A-series stops at A11 and does not continue to A12, A13, etc?
Answer

Food for thought

If we cut out an A2 sheet from an A0 sheet, which of the following is not the correct
expression for the area of the remaining sheet?

Fig. 6.3, Representation of different A series papers shown inside A0 (as per scale)

( ( ( 2l x w2 (
a. l0 x w0 − 0 0

b. (w x ( + ( x (
l l w Answer
0 0 0
Answer
02 2 2

c. ( x l x w (
3
0 0
4

d. (w x ( ( x
2 2 (
l l0
w 0 0
−
02

Maths Around Us - VII (Mathematics) 71

 Exploration Pathway

The paper sizes A0 to A8 have an interesting concept behind them. In this TACtivity, we form all the sizes of
paper using an A4 size paper.

A0 to A8 Paper
Size

Algebraic tiles aid students to understand factors of an algebraic expression and also infer the process to
identify the factors. The algebraic tiles kit contains multiple copies of shapes of six different types, each
representing a term in the algebraic expression. The goal is to use as many copies of these 6 types of shapes
as required, so as to form a rectangle to represent a given polynomial expression. The factors can be inferred
based on the length of the sides of this rectangle.
Algebraic tiles

Maths Around Us - VII (Mathematics) 72

 Theme 7: Exponents and Powers

Prior Knowledge

It is recommended that you revise the following topics before you start working on this
theme. A timely recall of the relevant knowledge will make working on the case studies
more enjoyable.
Laws of exponents
Decimal number system
Expressing numbers in scientific or standard notation

Different Number Systems

A number system is a writing system used by us, humans, to express numbers. Different
number systems have evolved during the rise of different civilisations and cultures over
many years. This evolution was based on the usefulness of numbers in speech, writing and
reasoning. The reasoning gave rise to a system of numbers having a set of base numbers
that define the fundamental numbers. The calculations are done using the numbers
defined in the number base. The number base is referred to as Radix in mathematics. For
the decimal number system, the radix is 10 and it uses ten digits (0 to 9). For the
hexadecimal system, the radix is 16 and it uses sixteen digits (0 to 9 followed by A to F).

Though the decimal system is used in everyday calculations, the base 10 is not always the
most suitable for all applications. The simplest counting using just 2 digits (0 and 1) is used
in computing and in electronic devices. One of the advantages of using only 0 and 1 is, that
these two values can easily be assigned to two states of a switch; 0 to the "OFF" state and
1 to the "ON" state. Such a number system that uses only two numbers is known as a
binary number system (“bi” refers to two).

Maths Around Us - VII (Mathematics) 73

 Case Study A - Binary Number System
I. Representing Numbers in Binary
In the binary system, we use the powers of two to find the value of any digit in a number. In
the decimal system, we use the powers of ten for this purpose. The numbers 0 and 1 in the
binary system would be equal to 0 and 1 in the decimal system as well. But what about
other numbers? E.g., consider the number:
100011 in the binary number system.

100011 = 1 x 25 + 0 x 24 + 0 x 23 + 0 x 22 + 1 x 21 + 1 x 20
= 1 x 32 + 0 x 16 + 0 x 8 + 0 x 4 + 1 x 2 + 1 x 1
= 32 + 0 + 0 + 0 + 2 + 1
= 35 in the decimal number system.
Recall, 35 = 3 x 10 + 5 x 100 in the decimal number system.
1

35 in decimal = 100011 in binary.

Note: You may scan the QR codes to see the animation for the ‘Decimal to Binary’ and
‘Binary to Decimal’ conversions.

Decimal to Binary Binary to Decimal

Question 1
As per the background information, in the binary number system, only 2 digits are used,
which are “0” and “1”. These digits are multiplied with powers of 2 to obtain the value of a
binary number in decimal form. As a reverse process, can you express the following
decimal numbers in binary form?

Maths Around Us - VII (Mathematics) 74

 a. 4 b. 8 Answer
c. 16 d. 256

Question 2
Which of the following assertion statements are true about all the numbers given in
Question 1?
I. The numbers are powers of 2.
II. Their binary form consists of all 1s; the number of 1s is given by the exponent of 2.
III. Their binary form starts with a 1 on the left-hand side, followed by 0s. The number of
0s is equal to the exponent of 2.
IV. There is no particular pattern in the binary forms of the above numbers.

a. Only II b. I and II Answer

c. I and III d. Only IV

II. Positional Weightage

In the decimal number system, each digit place will have a weightage ten times the digit
place to its immediate right. Similar logic holds true for binary numbers as well. But instead
of 10, each digit place will have a weightage 2 times its neighbouring number, as we move
from right to left. This is true for the digit places after '.' (decimal point in the decimal
system, or radix point in other systems) as well, i.e., the weightage continues to reduce by
a factor of 2 after '.' as well.
E.g., in the decimal number system:
1 1
678.54 = 6 x 100 + 7 x 10 + 8 x 1 + 5 x +4x
10 100
In the binary number system:
1 1
110.01 = 1 x 22 + 1 x 21 + 0 x 20 + 0 x 1 + 1 x 2
2 2
= 1 x 4 + 1 x 2 + 0 x 1 + 0 x 0.5 + 1 x 0.25

Question 3
Validate the correctness of the assertion and reason statements given below.
Assertion (A): In the binary number 0.0001, the positional weightage of the non-zero digit
is 0.0625.
Reason (R): The positional weightage of the place to the immediate right of the '.' is 0 and
it becomes half of the previous weightage as we move further to the right of the '.'.

Maths Around Us - VII (Mathematics) 75

 a. A is true, but R is false
b. A is false, but R is true Answer

c. Both A and R are true, but R is not the correct explanation of A.

d. Both A and R are true, and R is the correct explanation of A.

III. Message in Binary System

Although we can easily represent numbers using binary, what if we wanted to send
messages in English using the binary system? Though the real-world implementation of
this is a bit different, let us use a simple method to carry this out. Assign a decimal number
to each letter of the alphabet, such that A = 0, B = 1, C = 2 , … , Z = 25. Convert the decimal
number into binary, and using these we can write any message we want!

Question 4
Given below is a message which is converted to binary form using the method described
in the background information. What would the message look like in English?

10010 | 01000 | 01110 | 00110

Note: the vertical bars ‘|’ separate each letter of a word
Answer

Case Study B - Metric System

I. Prefixes
The metric system is the most widely used system of measurements in the world and the
one we use here in India. It is a standard system of measurement that follows a decimal
method of multiplying factors. Familiar units such as “metre”, “gram”, “second” and so on
are all part of the metric system. We use powers of 10 as prefixes to express higher or
lower numbers along with the units. Prefixes, such as “kilo”, “milli”, etc., can be used with
any standard unit to denote a multiple. For example, 1 kilometre = 103 metres, 1 kilogram
= 103 grams and so on. Table 7.1 gives the set of prefixes and their respective multiplying
factors.

Maths Around Us - VII (Mathematics) 76

 Name of Prefix Multiplying Factor

giga 109

mega 106

kilo 103

hecto 102

deca 101

standard unit 1 = 100

deci 1 = 0.1
101
centi 1 = 0.01
102
milli 1 = 0.001
103
micro 1
106
1
nano 109
Table. 7.1, Prefixes and their multiplying factors

Question 5
Aman was performing an experiment on plant cells, for which he had to use a microscope
to analyse the cells. After observing the image in the microscope, he came to the
conclusion that the size of a single plant cell was 45 micrometres. Which of the following
options represents his observation in terms of metres?

a. 0.45 metres b. 4.5 metres Answer

c. 0.000045 metres d. 0.0000045 metres

Question 6
i. Aman had read in a book that a hectare is a unit of area in the metric system and is equal
to 10000 square metres. In other words, the area of land in the shape of a square of side
length 100 metres will be 1 hectare. As per this definition of a hectare, help Aman to
identify the wrong one from the following.

Maths Around Us - VII (Mathematics) 77

 a. 100 hectares = 1 square kilometre
b. 100 hectares = 10 square kilometres Answer

c. 10 hectares = 1 square kilometre

d. 10 hectares = 100 square kilometres

ii. A useful way to compare the masses of two objects is to take the ratio of their masses.
Aman is trying to compare the mass of the Sun and the Earth using the following data.
Mass of the Sun = 1.989 x 1030 kg
Mass of the Earth = 5.972 x 1024 kg
Which of the relations below gives the correct comparison?
a. Mass of the Sun =
⁓
3.333 x 105 times the mass of the Earth
⁓
b. Mass of the Sun = 0.333 x 105 times the mass of the Earth Answer
1
c. Mass of the Earth =
⁓
3.333 x 5 times the mass of the Sun
10
d. Mass of the Sun =
⁓
3.333 x 1 5 times the mass of the Earth
10

II. Physical Quantities

Any property of a system that can be measured is known as a physical quantity. We come
across many such quantities, which are a product/ratio/sum of two or more quantities.

Distance
Example: Speed = ; Density = Mass
Time Volume

Volume of a cuboid = Length x Breadth x Height

Each physical quantity is expressed as a value which consists of a number and its unit. To
represent a large or small quantity, the numerical value will be associated with a prefix.
E.g., the volume of medicinal syrup that a bottle cap can hold = 5 ml. Here 5 is the
numerical value, milli is the prefix and litre is the unit of the physical quantity, volume.
In any calculations involving prefixes, we can convert the prefix into its multiplying factor,
carry out the mathematical operation and convert the result back into its corresponding
new prefix. E.g., suppose we have data in nanometres per microsecond, then it can be
simplified to,
1
9 m
nanometre = 10 1
= m/s = milli m/s = mm/s.
microsecond 1 103
s
106

Maths Around Us - VII (Mathematics) 78

 Question 7
Identify the wrong statement in the set of statements given below.
a. If we take the reciprocal of a quantity with prefix milli, we get the
prefix kilo. Answer

b. If we multiply milli and micro, we get the prefix nano.

c. If we divide a quantity with prefix centi with a quantity with prefix
deca, then we get the result in prefix kilo
d. If we multiply a quantity with prefix milli with itself, the resulting
number will have the prefix micro.

Question 8
Express the numbers in the statements given below in their standard form. Write your
answer in the space provided.
i. The temperature in the Sun's core is about 15,000,000℃
ii. The estimated number of cells in the average human body is approximately
30,000,000,000,000.
iii. Our Earth is about 4,543,000,000 years old.
iv. The Amazon rainforest covers an area of 6700000 square km.

Answer
i.
ii.
iii.
iv.

Maths Around Us - VII (Mathematics) 79

 Case Study C - ‘Kailasa Pata’ - Traditional Snakes & Ladders
The normal board game Snakes and Ladders makes use of a board with a start point
marked at 1 and an end position at 100. But Tina and Tinku at their grandparent's house
saw the “Kailasa pata”, a huge snake and ladders board with 1 at the start position and
1000 at the end position. They wanted to play the game using that board. As it takes a
longer time to reach the endpoint by tossing a single die, they decided to use one special
die, which had 0, 1, 1, 2, 2, and 3 written on its six faces along with one regular die with 1,
2, 3, 4, 5, and 6 dots on its faces, as shown in Fig. 7.1.

Fig. 7.1, Die 1 with dots and Die 2 with numbers

They agreed to roll both the dice in each turn, and the pawn will be moved based on the
number they obtain with the rule set by them, which is given below.
Rule: the number of steps a pawn needs to move

= (Number of dots rolled on the regular six sided die)(number rolled on the special die)
For simplicity, let us call number rolled with regular die as Die 1 and that with the special
die as Die 2.
= (Die 1)(Die 2)
E.g., when both the dice are rolled, if the regular die shows 4 dots on its face and the
number shown by the special die is 3, then they have to move 43, i.e., 64 steps. Also, as a
rule, players should move the full steps, i.e., if they are 6 steps away from the end position
and if they get a count more than 6, then they lose their turn; if it is equal to 6, then they
win; if it is less than 6, then they just move that many steps.

Maths Around Us - VII (Mathematics) 80

 Question 9
i. The smallest possible move and the largest possible move in one throw are,
respectively, _________.

a. 0, 216 b. 1, 216 Answer

c. 0, 6 d. 1, 256

ii. The smallest possible move in part (i) can happen in different cases because _______.
I. (any number)0 is always 0
II. (1)any number is always 1
III. (any number)0 is always 1
IV. (0)any number is always 0

a. Only I b. Both I and IV Answer

c. Only III d. Both II and III

Question 10
In the first throw itself Tinku got 6 on Die 1 and 3 on Die 2, which means he has to move 63
steps. Which of the calculations below will give the same answer as 63? Choose all that are
applicable

a. 6+6+6 b. 23 x 33 Answer
c. 23 + 33 d. 62 x 61

Question 11
In a particular stage of the game, Tinku moved double the number of steps moved by Tina
in her previous move. Which one from Table 7.2 corresponds to the move described here?
Write your answer in the space provided. Read the numbers in the order Die 1, Die 2.
Justify your answer.

Maths Around Us - VII (Mathematics) 81

 # Tinku Tina

A 4, 3 2, 3

B 2, 2 6, 1

C 2, 3 4, 1

D 2, 3 4, 2

Table. 7.2, Numbers on Die 1 and Die 2

Answer

Question 12
Tina was just 12 steps behind the end position and she got 4 on Die 1. Which values on
Die 2 can allow her to move? Which values can make her win (if possible)?
Answer

Question 13
Aisha and Sudha joined Tina and Tinku to play. Tina suggested playing a trial round so that
Aisha and Sudha can also understand the rules. Also, they decided that the person who
gets the biggest number in the trial throw gets the first chance to play. Pick the correct
order based on the results of the trial throw captured in Table 7.3.

Name Die 1 Die 2

Aisha 4 3

Sudha 6 0

Tina 2 3

Tinku 3 2

Table. 7.3, Trial round played by four friends

Maths Around Us - VII (Mathematics) 82

 a. Aisha, Tina, Tinku, Sudha
b. Sudha, Tina, Tinku, Aisha Answer

c. Tinku, Aisha, Tina, Sudha

d. Aisha, Tinku, Tina, Sudha

Exploration Pathway

A binary number is a number expressed in the base-2 numeral system or binary numeral system, a method
of mathematical expression which uses only two symbols: typically "0" and "1".

In this TACtivity, we make cards containing a different number of dots that will help us in expressing and
Binary Number understanding the binary number system.
Cards

Maths Around Us - VII (Mathematics) 83

 Answer Keys - 7th Standard
(Mathematics)

Mathematics Around Us
Practice Book for Students
Central Board of Secondary Education
In collaboration with

Maths Around Us - VII (Mathematics) 84

 Theme 1: Lines and Angles

Question 1

i. f. right-angled triangle
ii. e. straight angle
iii. d. angle sum property
iv. a. acute-angled triangle
Explanation:
i. Corner D is a vertex of a square, hence ∠D = 90°. ∴∆BDE is a right angled triangle.
ii. B is on a side of the square, hence a straight angle.
iii. The unknown angle of a triangle can be found using the concept that the sum of interior
angles of a triangle is 180°, i.e., angle sum property of a triangle.
iv. All the angles of the triangle shown in Step 7 are less than 90°, hence it is an acute angle
triangle.

Question 2

d. ∠AFD can only have values in multiples of 15°

Explanation:
From the angle markings shown on the Paper Protractor in step 7 of case study A, clearly,
all the angles are in multiples of 15°. Given that Sonu could measure the exact angle and
it is an adjustable lamp, the correct assertion regarding ∠AFD is option (d).

Question 3

d. ∠AFC = ∠AFD because they are adjacent angles

Explanation:
∠AFC and ∠AFD share a common vertex and a common arm, hence they are adjacent
angles. But they need not always be equal. Hence the wrong statement is answer option
(d).

Maths Around Us - VII (Mathematics) 85

 Question 4

c. Only C
Explanation:
From Table 1.1, the angle range for Wrist - Flexion & Extension is 60° to 75°, i.e., acute
angle.
Knee - Flexion is more than 90° and less than 180°, i.e., obtuse angle.
Elbow - Hyperextension is 2° to 5°, i.e., acute angle.
∴ The mismatched pair is Elbow - Hyperextension: obtuse angle, i.e., answer option (c).

Question 5

I - D. If a transversal intersects two parallel lines, then each pair of alternate interior angles
is equal.
II - D. If a transversal intersects two parallel lines, then each pair of alternate interior angles
is equal.
III - A. If a transversal intersects two parallel lines, then each pair of interior angles on the
same side of the transversal is supplementary.

Explanation:
Identify the given angles in the running position and match them with the corresponding
reason.

Question 6

30° each.
Explanation:
Given panels A and B are parallel to the ground.
∴ the angle between the panels and the roof = the angle between the roof and the
horizontal = 30° (∵ alternate interior angles).

Maths Around Us - VII (Mathematics) 86

 Question 7

Relevant/Irrelevant Correct/Incorrect
# Statement
(YES/NO) (YES/NO)

1 The sum of the angles of a triangle

is 180º and the sum of the angles of YES YES
a linear pair is always equal to 180° .

2 If a side of a triangle is produced,

the exterior angle so formed is equal YES YES
to the sum of the two interior
opposite angles.

3 Lines which are parallel to a given

NO YES
line are parallel to each other.

Explanation:
Knowing the angle between the roof and the horizontal, D° can be found using both the
statements given in #1 and #2. Hence they are relevant and also true.
Statement #3 is not relevant here but it is a true statement.

Question 8

i. 55°
ii. b. 45° by using the concept of corresponding angles
Explanation:
i. The angle between the wall and the ground = 90°

By using the angle sum property of the triangle, the panel tilt angle with respect to the
ground = 180°- 90°- 35° = 55°

Maths Around Us - VII (Mathematics) 87

 ii. Since the two dotted lines are parallel to the ground, in turn, they both are also parallel.
Hence the tilt angle of Panel A and F are nothing but the corresponding angles. Hence
the correct answer option is (b).

Question 9

a. It is not in the same plane as CD and EF

Explanation:
By definition, transversal intersects two or more lines and lies in the same plane. Here the
given highway segments are a part of different roads and clearly, AB is not in the same
plane as CD and EF.
∴ The correct answer option is (a).

Question 10

c. Both 1 and 2
Explanation:
1 ⇒ R is perpendicular to M
2 ⇒ M is parallel to P
1 and 2 ⇒ R is perpendicular to M and P
∴ The correct answer option is (c).

Question 11

A and C
Explanation:
Observe the given images carefully and identify the parallel lines and transversal to arrive
at the answer.

Maths Around Us - VII (Mathematics) 88

 Theme 2: The Triangle and its Properties

Question 1

i. c. More than 10 cm
Explanation:

In △ ABC,
BC is a side of the square, i.e., BC = 10 cm
AB is a side of the equilateral triangle that Kevin finally makes from the
square sheet of paper.
We know that in a right-angled triangle, length of the hypotenuse is greater than the length
of perpendicular and base
∵ AC and BC are perpendicular to each other and AB is the hypotenuse,
AB > BC or AB > 10 cm (answer option c.)
ii. b. The hypotenuse is the longest side of the right triangle.
Explanation:

In any right-angled triangle, the hypotenuse happens to be the longest side. From the
folding, it is clear that BC is the side of the square paper and AB is the hypotenuse.
∴ answer option b.

Maths Around Us - VII (Mathematics) 89

 iii. b. Rhombus
Explanation:
Kevin places two equilateral triangles next to each other as shown.

Since both triangles are made from square papers of the same size, the two triangles will
be congruent to each other and hence the sides of the resulting quadrilateral will be equal
to each other. The quadrilateral will have the following properties:
All sides equal.
Opposite pairs of angles of equal measure.
∴ The quadrilateral is a rhombus.

Question 2

△ABC is an equilateral triangle.

From the given data ∠ACB = 60°, AC = BC
Thus ABC is isosceles.
By the property of isosceles triangles, base angles opposite to the equal sides are equal.
∠A = ∠B
And, by angle sum property of triangle,
∠A + ∠B + ∠C = 180°
Using ∠C = 60°and ∠A = ∠B, we get ∠A = ∠B = 60°
Thus △ABC is an equilateral triangle.

Maths Around Us - VII (Mathematics) 90

 Question 3

d. Either a. or b. will work

Explanation:
C

AB
When the paper is folded in a manner such that point A touches point B, the crease line will
divide AB into two equal halves.
Since the fold also forms a pointed corner at C, the crease line passes through the vertex
opposite to AB, therefore the fold will make a median.
The same thing will happen if the process is repeated at side AC or BC of the triangle.

Question 4

a. 210 mm
Explanation:

The largest possible square made from an A4 sheet will have each side 210 mm long since
that is the shorter side out of the two sides of the original rectangle.
When the square sheet is folded along its diagonal, the diagonal forms the hypotenuse of
the isosceles right-angled triangle and the sides of the square sheet make equal sides of
the triangle. Therefore, each of the equal sides will be 210 mm long.

Maths Around Us - VII (Mathematics) 91

 Question 5

Does it form a triangle?

Student Straw length (cm)
(Yes/No)

A 8, 8, 8 Yes
B 4, 4, 6 Yes
C 8, 6, 6 Yes
D 2, 4, 8 No
E 2, 2, 6 No

Explanation:
Sides of an isosceles triangle follow these two properties:
1) The sum of the length of any two sides is greater than the length of the third side.
2) The difference between the lengths of any two sides is less than the length of the third
side.
3) Two sides are of equal length.
Now we look at each of the five cases.

A 8, 8, 8 8 > 8 - 8 ∣ 8 < 8 + 8 ∣ equilateral triangle is also an isosceles triangle

B 4, 4, 6 4 < 6 + 4 and 6 < 4 + 4 ∣ 4 > 6 - 4 and 6 > 4 - 4 ∣ two sides are equal
C 8, 6, 6 6 < 6 + 8 and 8 < 6 + 6 ∣ 8 > 8 - 6 and 6 > 6 - 6 ∣ two sides are equal
D 2, 4, 8 8≮2+4
E 2, 2, 6 6≮2+2

Question 6

d. Neither
Explanation:
Both Assertion and Reason statements are correct based on the properties of triangles
mentioned in Question 5.

Maths Around Us - VII (Mathematics) 92

 Question 7

i.

Side measures (cm)

# Type of triangle
(Sample answers)

1 Scalene triangle 3, 4, 5
2 Isosceles triangle 5, 5, 7
3 Equilateral triangle 6, 6, 6

Explanation:
Any combination of side lengths should satisfy all of the following three properties:
1) The sum of the length of any two sides is greater than the length of the third side.
2) The difference between the lengths of any two sides is less than the length of the third
side.
3) Sum of the lengths of the three sides should not be more than 21 cm.
To make a scalene triangle, none of the two sides should be equal
To make an isosceles triangle, at least two sides should be equal
To make an equilateral triangle, all three sides should be equal.
Note: Column 3 answer can be any measure satisfying the required type of triangle with a
perimeter not exceeding 21 cm.
ii.

Shortest possible Longest possible

Student 1st side 2nd side
length of 3rd side length of 3rd side

P 5 8 4 12
Q 7 7 1 13
R 6 4 3 9

Explanation:
The smallest possible length would be the smallest whole number greater than the
difference of 1st and 2nd sides. This can be calculated as: 1 + (difference of sides 1 and 2).
The longest possible length would be the largest possible whole number less than the sum
of the other two sides. This can be calculated as: (sum of sides 1 and 2) - 1

Maths Around Us - VII (Mathematics) 93

 Question 8

b. 5 cm
Explanation:

The line representing the height of a triangle is perpendicular to the base and hence the
triangle ABC is a right-angled triangle where,
AB = 3 cm
AC = 4 cm
CB is the hypotenuse, ∴ according to Pythagoras theorem:
CB2 = AC2 + AB2
i.e., CB2 = (4)2 + (3)2 = 25
⇒ CB = √25 = 5 cm
∴ There length of blue straw is answer option b.

Question 9

c. Saplings at A, K and C are at equal distance from the sapling at F.

Explanation:

Saplings’ distance at A, K and C from F is nothing but the distance FA, FK and FC, which
is the hypotenuse length of the right triangles formed in the arrangement. Thus they all are
at an equal distance from F.
The hypotenuse is the longest side in a right triangle. Hence, the saplings at A, K and C are
at a farther distance (> 1m) from the sapling at F. Thus options a, b, and d are false.

Maths Around Us - VII (Mathematics) 94

 Question 10

d. Any one of A, B or C
Explanation:
From Fig. 2.9, PQ = PS, thus △PQS is an isosceles triangle.

Given, R is at an equal distance from its adjacent saplings.

∴ SR = RQ ⇒ R is the midpoint of SQ.

Since PR is also the median and the altitude of the isosceles triangle PSQ, options A and
B can be used to find the required distance.

Also, R is the midpoint of SQ. Thus the required distance can also be found by knowing the
distance SQ.
∴ Either A or B or C can be used to find the distance between adjacent saplings of the
sapling at R.

Question 11

c. Option A, since the length of the longest side of a triangle is smaller than the sum of the
length of the other two sides.
Explanation:
We know that the sum of the length of any two sides of a triangle is always greater than the
third side.
Hence SP < SR + RP
Thus the correct answer is option c.

Maths Around Us - VII (Mathematics) 95

 Theme 3: Comparing Quantities

Question 1

i.

Percolation rate
Type of material
(mL/min)
32
Sand 5
= 6.4
24
Red soil 5
= 4.8
11
Cocopeat 5
= 2.2
6
Clay 5
= 1.2

ii. Among the given materials, sand has a higher percolation rate.
Explanation:
i. From the given example in the case study, we know that the percolation rate is
calculated by dividing the amount of percolated water by the amount of time.
Here, time = 5 minutes
Consider the amount of water percolated for each type of soil from Table 3.1.
Divide this by the time (5 min) to find the percolation rate.
ii. From the filled table for the percolation rate in part (i) we see that the percolation rate
for sand is the highest among the given type of material.

Question 2

weight of wet sand

c. ( - 1) x 100
weight of dry sand

Explanation:
Percentage increase is calculated by finding the increase with respect to the initial value
and expressed as a percentage.
Here, the percentage increase in the weight of the sand
increase in the weight of sand weight of wet sand - weight of dry sand
= initial weight of sand
x 100 = x 100
weight of dry sand

weight of wet sand

=( - 1) x 100
weight of dry sand

Maths Around Us - VII (Mathematics) 96

 Question 3

d. A is false, but R is true.

Explanation:
amount of water percolated
From the case study, percolation rate = time taken
We know that the ratio will not change when both the numerator and denominator are
doubled.
We are taking double the quantity of the sample, double the quantity of water and also the
observation time is doubled.
Thus the percolation rate will remain the same.
⇒ The assertion is false.
As time increases, more and more water is percolated keeping the ratio constant.
⇒ The reason statement is true.

Question 4

Citizen Bank
Explanation:
Let us calculate the total amount he has to repay at the end of 3 years by taking a 1 lakh
loan; also we have to consider the processing fee while choosing the suitable bank.
P = ₹100000; T = 3 year;
#1 Citizen Bank: R = 7.5%
Processing fee = 1% of loan amount = 1% of 1 lakh = ₹ 1000
PTR 100000 x 3 x 7.5
SI = 100
= 100
= ₹22500
Total = Processing fee + SI = 1000 + 22500 = ₹23500

#2 IPG Bank: R = 8%
Processing fee = 0.5 % of 1 lakh = ₹500
PTR 100000 x 3 x 8
SI = 100
= 100
= ₹24000
Total = Processing fee + SI = ₹24500

#3 Smart Budget Bank: R = 8.5%

Processing fee = 0
PTR 100000 x 3 x 8.5
SI = 100
= 100
= ₹25500
Total = Processing fee + SI = ₹25500

Maths Around Us - VII (Mathematics) 97

 #4 IMO Trust Bank: R = 8%
Processing fee = ₹3,000
PTR 100000 x 3 x 8
SI = = = ₹24000
100 100
Total = Processing fee + SI = ₹27000
Thus Citizen Bank is best suitable for him because the total is least for Citizen Bank.

Question 5

c. Gurpreet should select Citizen Bank, since the sum of the processing fee along with
interest is the least when compared to other banks.
Explanation:
Shashwat should help him by first finding the simple interest and processing fee for ₹50000
(i.e. 50% of 1 lakh) loan amount that Gurpreet is looking for.
PTR
SI = 100
50000 x 3 x 7.5
Bank #1: SI + Processing fee = 100
+ 1% of 50000 = 11250 + 500 = ₹11750
50000 x 3 x 8
Bank #2: SI + Processing fee = 100
+ 0.5% of 50000 = 12000 + 250 = ₹12250
50000 x 3 x 8.5
Bank #3: SI + Processing fee = 100
+ 0 = ₹12750

50000 x 3 x 8
Bank #4: SI + Processing fee = 100
+ 3000 = 12000 + 3000 = ₹15000

The lowest of SI + processing fee ₹11750 is offered by Bank #1, i.e., Citizen Bank.

Question 6

The total amount to be paid by Gurpreet to the bank = ₹65625

Explanation:
Given Gurpreet has gone with the best advice from Shashwat as per Question 5.
∴ Gurpreet has taken a loan from Citizen Bank.
2 25
Here, P = ₹50000; T = 4 years 2 months = 4 + 12
= 6
years; R = 7.5%
25
PTR 50000 x x 7.5
6
SI = 100
= 100
= ₹15625
Total amount = P + SI = 50000 + 15625 = ₹65625

Maths Around Us - VII (Mathematics) 98

 Question 7

b. Between 15% and 20%

Explanation:
Difference in the price 85000 - 70000 15000
%decrease = Original amount
x 100 = x 100 = x 100 = 17.64%
85000 85000

Question 8
CP
d. SP = (100 + Loss%) x 100
Explanation:
Let us validate each of the answer options.
a. Change from 20 to 40 is 100% increase whereas change from 40 to 20 is 50% decrease.
40 - 20
% increase for 20 to 40 = x 100 = 100%, hence this is correct.
20
Loss x 100
b. Loss % = CP
We know that Loss can be expressed in percentage and is always calculated on the CP.
Hence this is a correct equation.
c. If CP > SP then you have a loss, which is given by Loss = CP - SP.
We know that there is a loss whenever the selling price is less than the cost price. The
difference between these two prices gives the loss amount and hence the given
statement is correct.
CP
d. SP = (100 + Loss%) x 100
CP
Actually SP = (100 + Profit %) x 100
CP
Or SP = (100 - Loss%) x 100
, thus the given equation is incorrect.

Maths Around Us - VII (Mathematics) 99

 Question 9

Effectively there is a decrease in his salary.

% decrease = 1%
Justification (Explanation):
Given the initial salary = ₹x
After the hike, the new salary = x + 10% x = 1.1x
Now, his salary is reduced by 10%.
10
∴Revised salary = 1.1x - 10% of 1.1x = 1.1x - 100 x 1.1x = 1.1x - 0.11x
= 0.99x = 99% of x
∴Initial salary ₹x is now changed to ₹0.99x
∴Effective decrease in the salary = 1%

Question 10

Weight of Max chocolate bar = 42 grams

Weight of Royal chocolate bar = 58.8 grams
Explanation:
Given the weight of the Mini chocolate bar = 30 grams
Weight of Max chocolate bar
= 40% more than Mini bar = 30 + 40% of 30 = 30 + 12 = 42 g
Weight of Royal chocolate bar
40
= 40% more than Max bar = 42 + 40% of 42 = 42 + 100 x 42 = 42 + 16.8 = 58.8 g

Question 11

d. 96%
Explanation:
change (58.8 - 30) 28.8 288
%increase = original
x 100 = x 100 = x 100 = = 96%
30 30 3

Maths Around Us - VII (Mathematics) 100

 Question 12

7
i. Fraction of the chocolate bar left = 15
7
ii. Part of the chocolate bar left in decimals = 15 = 0.467
Part of the chocolate bar left in percentage = 46.7%
Explanation:
i. There are 15 equal rectangular blocks out of which Manya gave 4 to her brother and she
ate 4, i.e., 7 are left.
∴Fraction of the chocolate bar left = 7
15
7
ii. Dividing 7 by 15, we get part of the chocolate bar left in decimals = = 0.467
15
To express the fraction in percentage we multiply it by 100.
7
∴Part of the chocolate bar left in percentage = 15 x 100 = 46.7%

Question 13

i. a. 9.6 g
ii. 6.6 g
Explanation:
i. From Table 3.4, the Milk chocolate bar contains 32% sugar.
A Mini bar of Milk chocolate weighs 30 grams
∴The amount of sugar in a Mini Milk chocolate bar
32
= 32% of 30 gram = 100 x 30 = 9.6 g
ii. Weight of Mini Dark chocolate bar = 30 grams
From Table 3.4, the Dark chocolate bar contains 10% sugar.
∴The amount of sugar in a Mini Dark chocolate bar
10
= 10% of 30 gram = 100 x 30 = 3 g

Difference in the sugar content of a single Mini Milk chocolate bar and Dark chocolate
bar = 9.6 - 3 = 6.6 g

Maths Around Us - VII (Mathematics) 101

 Theme 4: Data Handling

Question 1

i. b. Town B, 40%
ii. d. 2019
Explanation:
i. From the double bar graph given in Fig.4.1, the bar representing Town B in the year
2021 is the highest.
∴ The correct answer option is (b).
ii. Comparing the y-axis values that represent the percentage of recycled waste, we see
that in 2019, Town B has recycled 15% of waste and Town A recycled 30% of waste, i.e.,
double that of Town B.
∴ The correct answer option is (d).

Question 2

a. The recycling done by Town A is always more than or equal to that of Town B.
d. If we consider the average data from all 5 years, Town A has done a smaller percentage
of waste recycling.
Explanation:
Let us validate each of the statements given.
a. From the double bar graph in Fig. 4.1, though the bar representing Town A is either
higher or equal to that of Town B for four out of 5 years, in 2021 Town B has done more
recycling than Town A. Thus the given statement is wrong.
b. We know that the same scale should be considered for both the data while plotting a
double bar graph. Hence the given statement is true.
c. The recycling percentage of Town B in 2018 is 12% and the recycling percentage of
Town A in 2017 is also 12%. Thus the given statement is correct.
d. The average of recycling done by Town A
sum of recycling done in 5 years 132
= 5 years
= 12 + 20 + 30
5
+ 32 + 38
= 5
= 26.4%
The average of recycling done by Town B
sum of recycling done in 5 years 10 + 12 + 15 + 32 + 40 109
= 5 years
= = 5
= 21.8%
5

Maths Around Us - VII (Mathematics) 102

 Clearly, the average of the recycling percentage is more for Town A. Thus the given
statement is wrong.
∴ The correct answer options are (a) and (d).

Question 3

As per the graph in Fig. 4.1, the data for the previous three years refers to the data from
the years 2019, 2020 and 2021.
sum
average percentage of recycling = 3
30 + 32 + 38 100
average percentage of recycling done by Town A = 3
= 3 = 33.33%
15 + 32 + 40 87
average percentage of recycling done by Town B = 3
= 3
= 29%
33.33% > 29%
Hence, Town A will win the Swachh Town award.
Explanation: (same as the answer key)

Question 4

i. 4
5
ii. 3
5

iii. a. Town A will win the award, since its probability is more than that of Town B.
Explanation:
number of required outcome
Probability = total possible outcome

i. Out of 5 years, 4 times Town A has a recycling % more than or equal to 20%, i.e., all
years except 2017.
4
∴ Required probability = 5
ii. Out of 5 years, 3 times Town A has a recycling % less than 20%, i.e., in 2017, 2018 and
2019.
3
∴ Required probability = 5

iii.From (ii) or by analysing the graph for a recycling % more than or equal to 20% for Town B
will be 2 and is less than that of Town A (from (i)).
5
∴The correct answer option is (a).

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 Question 5

i. 1. Bar length corresponding to the objects “compass with a new pencil” and “4 identical
erasers” is interchanged. (If the student identifies it as the wrong bar length for
“compass with a new pencil” and “4 identical erasers” instead of calling it interchanged
values, it can still be considered a correct answer).
2. Instead of “five rupee coin”, the object is wrongly noted as “five one rupee coins”
ii. c. No, the scale chosen has nothing to do with the error.
Explanation:
i. (same as the answer key)
ii. Changing the scale along the y-axis will alter the bar length of all the objects based on
the scale chosen. It cannot alter the bar length of one particular data to correct the
mistake as listed in part(i) and also there is an error in labelling along the x-axis which
has nothing to do with the scale along the y-axis.

Question 6

From Table 4.1, mass of (1 pencil + 1 eraser + small scale) = 5 + 6 + 12 = 23 grams .

Explanation:
From Table 4.1, the mass of 2 new pencils =10 grams
∴ The mass of 1 new pencil = 5 grams
Mass of 4 erasers 24
Also, the mass of one eraser = 4
= 4
= 6 grams
The mass of 1 small scale = 12 grams
∴ The total mass of the three objects Sanvi is holding = 5 + 6 + 12 = 23 grams

Question 7

b. It is a certain event with a probability of 1.

Explanation:
Since Sanvi is doing accurate measurements and it is also given that she follows similar
accurate measurements as before for all her future measurements, we can infer that her
measurements are always accurate. Hence it is a certain event and its probability is 1.
(Recall - Events which have no chance of happening have a probability of 0 and events
that are bound to happen have a probability of 1).

Maths Around Us - VII (Mathematics) 104

 Question 8

b. Each bar height should be reduced by 5 units to get the correct mass.
Explanation:
Based on the explanation given in the case study about biassing the balance and the given
data, we know that each time the added mass of 5 grams is considered along with the
actual mass of the object. Hence she should reduce the mass noted by 5 grams to get the
correct mass. Here, the data along the y-axis, i.e., height of the bar represents the mass
and this needs to be reduced by 5 units.
∴The correct answer option is (b).

Question 9

i. a. Mean
ii. b. The number of passengers travelling on most of the days
Explanation:
i. We know that the average or mean is a number that represents the central tendency of
a group of observations. Here, when we find the mean, we get tickets sold per day and
it can be compared with 50% of the available seats to take a decision.
ii. Mode represents the data that occurs most number of times. Hence the correct answer
option is (b).

Question 10

a. Route A is just above the loss margin specified.

d. For Route A, its mode and the least number of passengers that travelled in the 10 days
duration are both the same.
Explanation:
Given, at least 50% of the total available seats (total seats = 50, excluding driver and
conductor) in their bus should be filled to avoid losses.
50 % of the total available seats = 50 x 50 = 25 seats
100
a. The average number of seats filled in Route “A” =
Total number of passengers 253
= = 25.3 ⇒ 25 passengers = 50% of 50
Total number of days 10

Thus statement given in option (a) is true.

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 b. The average number of seats filled in Route “B” =
Total number of passengers 210
= = 21 < 50% of 50
Total number of days 10

Thus statement given in option (b) is false.

c. Route “B” has 7 passengers on two days and is the mode for Route “B”.
Thus statement given in option (c) is false.
d. From the given data, mode for Route “A” is 15 and its least number of passengers is also
15. Hence statement given in option (d) is true.

Question 11

c. Median refers to the value which lies in the middle of the data and is always one of the
values from the data set itself.
Explanation:
Median need not be a part of the data. For an even number of values, the median is the
average of the two middle values. Rest of the statements (a, b, d and e) are true.

Question 12

c. The mean will increase only if the value of x is more than the mean from 2017 to 2021.
Explanation:
Based on the definition of mean, we know that mean will increase if the newly added
observation is more than the mean.
Here, mean number of waterfowls
2518
= 717 + 417 + 620
5
+ 429 + 335
= 5
= 503.6 ⇒ 504 waterfowls.
So, for the mean to increase, x should be > 504
∴The correct answer option is (c).

Question 13

i. Range = Maximum value - Minimum value = 717 - 335 = 382

ii. Mode is not defined for the number of species of the waterfowls because every data
occurs only once and there is no data that occurs a maximum number of times.
3
iii.
5

Maths Around Us - VII (Mathematics) 106

 Explanation:
i. From Table 4.3, the minimum number of waterfowls observed is 335 and the maximum
is 717.
∴Range = Maximum value - Minimum value = 717 - 335 = 382
ii. Mode represents the data that appears the most number of times.
Here, each data is appearing only once and hence the mode is not defined.
number of times more than 30 species is spotted 3
iii. Required probability = number of years considered
=
5

Maths Around Us - VII (Mathematics) 107

 Theme 5: Perimeter and Area

Question 1

a. π/4
The circumference = 2π metres
Let r be the radius
⇒ 2π r = 2π ⇒ r = 1 metre
∴ Area (in m2) = ¼ πr2 = ¼ π12 = ¼ π = π/4

Question 2

Around 20 times
Explanation:
Total area of one corner = π/4 m2
Radius of the football = 22/2 = 11 cm = 0.11 m
∴ Area needed to place a football on the ground = πr2 = π x 0.112
Ratio of area of the ball to the corner area = π xπ/4
0.112
= 1
= 20.6
4 x 0.11 x 0.11

Question 3

i. c. 18 x 5.5
ii. Yes, she can stop without jumping because the height of the vertical bars is 2.43 m and
she can touch the horizontal bar with her hands without jumping.
Explanation:
i.
Shorter side of the goal area = 6 yards = 6 x 0.91 m = 5.46 � 5.5 m
Total boundary of the goal area in metres = 52 x 0.91 = 47.32
Perimeter of a rectangle = 2 x (Length + Breadth)
⇒ 47.32 = 2 x (Length + 5.5) ⇒ Length = ( 47.32
2
) - 5.5 = 18.16 � 18 m
ii.
Distance between the two vertical bars = 7.32 m
Total area of the goal box through which ball can go = 17.86 sq. metres
17.86
∴ Height of the vertical bars = 7.32
= 2.43 m
When the goalkeeper raises her hands, she would reach a height of 1.83 + 0.6 = 2.43 m.

Maths Around Us - VII (Mathematics) 108

 Question 4

i. 400
ii. b. C > F
Explanation:
i.
Perimeter of the ground = 2 x (100 + 50) = 300 m
Distance covered in one step = 2.5 x 0.3 feet = 0.75 m
300
∴ Number of steps = = 400
0.75
ii.
Area of the football ground F = Length x Breadth = 100 x 50 = 5,000 sq. metres.
Given: Same distance is walked around a cricket ground which is circular.
∴ Perimeter of the cricket ground = perimeter of the football ground = 300 m
∴ Circumference of the circle = 2π r = 300 m
300
⇒ r = 2π = 47.74 m
∴ Area of the cricket field = C = πr2 = π(47.74)2 = 7160 sq. metres
Hence C > F

Question 5

i. A. - S
B. - P
C. - P
D. - R
ii. may not increase
Explanation:
i. We can answer this question by analysing Fig. 5.5
ii. Generally, we may feel that an increase in perimeter will result in an increase in area. But
it need not always be true. As we could see while answering the previous question - the
polygon with the largest perimeter (C) is not the polygon with the largest area. So, an
increase in perimeter may or may not increase the area.

Maths Around Us - VII (Mathematics) 109

 Question 6

i. b. p = r and p > q
Explanation:
Area of ∆ ABC = 12 x BC x q = 1
2
x AB x p = 1
2
x CA x r
Given, AB = AC and AB < BC
⇒ p = r and p > q

Question 7

c. All three parallelograms will have equal area but the perimeter need not be equal.
Explanation:
All these 3 parallelograms are made from the same two triangles, without any overlap in
their area. Hence, they all will have equal areas.
But the perimeters of these shapes 1, 2 and 3 shown in Fig. 5.7 need not be equal. Only 2
and 3 will have equal perimeters because the triangles are isosceles. The same can be
analysed by considering the sum of the sides in each of these shapes.

Question 8

b. 224 sq. cm
Explanation:
Since the base AB = AC = 16 cm and the corresponding height p = 14 cm,
the Area of △ABC = 12 x AB x p = 12 x 16 x 14 = 112 sq. cm
Parallelogram 1 is formed by using two triangles.
Thus, the area of parallelogram = 2 x area of △ABC = 2 x 112 = 224 sq.cm

Question 9

i. b. SP = SR
ii. b. Perimeter of the parallelogram = perimeter of the square
c. Height of the parallelogram (h) < height of the square
Explanation:
i. Given, the metal used to make the sweet mould is not stretchable. Hence, by slightly
pressing one can just change the angle and not the side length.
We know that the initial shape of the mould is square, i.e., all the sides are equal.
Thus, the parallelogram will also have its sides equal in length.
∴ SP = SR

Maths Around Us - VII (Mathematics) 110

 ii. The same mould is reshaped, hence the boundary length is the same, i.e., they both
have the same perimeter.

As seen in the figure, PS is the hypotenuse of △SPT (∠STP = 90°, because ST is the
height). ∴ SP > ST.
But SP = AD. (AD is the height of the square.)
⇒ AD > ST
Or in other words, ST < AD.
Thus, the height of the parallelogram is less than the height of the square.

Question 10

c. A and R are true and R is the correct reason for A

Explanation:
1 1
Area of triangle = 2
base x height = 2
x PQ x h for both the triangles.

Question 11

d. 6 cm2
Explanation:
Area of parallelogram = length x height = 4 x 3 = 12 cm2
∴ Area of half of this parallelogram-shaped kaju katli = 12 x 12 cm2 = 6 cm2

Maths Around Us - VII (Mathematics) 111

 Theme 6: Algebraic Expressions

Question 1

i. 4T + 8R
Explanation:
Given the rate of increase in tigers from 2006 to 2014 = R, each year.
∴ The increase in 8 years (from 2006 to 2014) = 8R
Similarly,
the rate of increase in tigers from 2014 to 2018 = T, each year.
∴ The increase in 4 years (from 2016 to 2018) = 4T
∴ The required algebraic expression to represent the increase in the number of tigers
from 2006 to 2018 is 4T + 8R
ii.

Term with Factor R Coefficient of R Term with Factor T Coefficient of T

8R 8 4T 4

Explanation:
From Question (1), the final algebraic expression is 4T + 8R.
(It has 2 terms, 4T and 8R)
Here, the term with factor R is 8R and the coefficient of R is 8.
Similarly, the term with factor T is 4T and the coefficient of T is 4.

Question 2

i. a. T
ii. b. 2014 to 2018
Explanation:
i. Since T : R has a value of 9 : 5, which is greater than 1, we can say that T is bigger than R.
Option a. T is right.
ii. We can hence infer that the tiger population grew at a higher rate from 2014 to 2018
when compared to 2006 to 2014 and hence the living conditions were better for the
tigers from 2014 to 2018.
Option b. 2014 to 2018 is correct.

Maths Around Us - VII (Mathematics) 112

 Question 3

3
c. 4
x(y - z)
Explanation:
Given, each year y tiger cubs are born in 3 out of 4 zones and z out of y do not survive.
∴ The number of tiger cubs that survive in these 3 out of 4 zones = y - z
Number of surviving tiger cubs in x zones = 34 (y - z) x x = 34 x (y - z)
∴ The correct answer option is (c).

Question 4

i. 2MN + 2N
ii. b. more than double the number in 2010
c. equal to double the number in 2020
Explanation:
i. Given,
The number of tigers in 2021 = MN + N + (MN - 2) = 2MN + N - 2
The number of tigers in 2022 = 2MN + N - 2 + (N + 2)
= 2MN + 2N
ii. From part (i), the number of tigers in 2022 = 2MN + 2N
From the given data, the number of tigers in 2010 = N
And the number of tigers in 2020 = MN + N
Given M > 0 ⇒ 2MN + 2N > 2N
And 2MN + 2N is the same as 2(the number of tigers in 2020)
∴ The required answer options are (b) and (c).

Question 5

1-C
2-A
3-B
Explanation:
Based on the equation for a cup of tea, price P = aW + bM + cS + dT + K.
∴ Change in profit is related to change in constant, change in ingredient is related to
adding or removing a term and change in the cost of an ingredient is related to
change in numerical coefficient.

Maths Around Us - VII (Mathematics) 113

 Question 6

i. Total Cost = cost of one cup of tea + cost of 2 glasses of milkshake

= x + 2y
ii. d. ₹500 - x - 2y - z
Amount of money he gets back = money given - total cost including the sandwich cost
= 500 - (x + 2y + z) = 500 - x - 2y - z
∴ The correct answer option is (d).

Question 7

b. Only B
Explanation:
Given, the cost of one cup of tea ₹x includes a fixed profit of ₹20 and the cost of
ingredients. But the cost of ingredients is variable. Thus ₹x is a variable which depends on
the cost of ingredients.
∴ The correct answer option is (b).

Question 8

i. The shorter side of the rectangle

l2
ii. a. 2

Explanation:
i. In a square, all the angles are 90° and all 4 sides are equal.
In a rectangle, the angles are already 90°.
∴ The shorter side of the rectangle will decide the biggest square that can be obtained
from a rectangle.
ii. Given l : w = 1.4 : 1
(1.4)2 ≈ 2
Since w < l, the maximum square that can be folded from this paper will have side as w
units.
∴ Its area = w2, (not given in the answer options)
l 1.4 l
But, w = 1
⇒ w = 1.4
l2
∴ Area = 2
I.e., the correct answer option is (a).

Maths Around Us - VII (Mathematics) 114

 Question 9

b. r - q = 1
d. q + r = n
Explanation:
Let us write n, q and r for each of the given paper sizes.
w l
Paper size n Length (ln = 2q0 ) q Width (wn = 20r ) r
w l0
A1 1 w0 = 200 0 1
2
w0 w l0
A3 3 2
= 210 1 2
22
w0 l0
A5 5 22
2 3
23

Thus by observing the values of n, q and r we can conclude,

r - q = 1 and q + r = n
∴ The correct answer options are (b) and (d).

Question 10

a. Variables which are like terms

Explanation:
l0 w0
On analysing Table 6.3 we get, ln = n and wn = n
2 2
22

I.e., the unknown is n in both the cases, where n is a variable.

2
∴ The correct answer option is (a).

Question 11

Going by the formula derived in Q10,

l0 119 119
l10 = = 25
= 32
= 3.7 cm
22
10

w0 84 84
w10 = 10 = 25
= 32
= 2.6 cm
22

Note for teachers: have your students visualise using a ruler, how big would an A10 paper
be. Looking at an A8 paper would be equally valuable. Ideally, they should continue to cut
an A4 paper all the way down till A10 or A12 but you may choose to do this activity in the
class or demonstrate depending on how much time you have.

Maths Around Us - VII (Mathematics) 115

 Question 12

(
d. w0 x
l0
2 (( l
− 0 x
2 2
w0
(
Explanation:
Required area of the remaining sheet can be found out by marking all the dimensions after
cutting an A2 sheet from an A0 sheet.

The required area can be expressed in different ways.

l w
Area = Total area of A0 - area of A2 = l0 x w0 - 20 x 20
I.e., the same as option (a).
w0 l0
Also, the Area = area of A1+ area of sheet with width 2
and length 2
(from the figure
above)
l l w
= w0 x 20 + 20 x 20
3 3
Or Area = 4
total area of A0 = 4
x l0 x w0
I.e., the same as option (c)
l l w lw lw lw
On simplifying option (d), w0 x 20 - 20 x 20 = 02 0 - 04 0 = 04 0 ≠ required area
Thus the required answer option is (d).
(Students can arrive at the answer by simplifying each expression and comparing it with
3l w
the area of the remaining sheet. The first 3 equations simplify to 04 0 but not option (d)).

Maths Around Us - VII (Mathematics) 116

 Theme 7: Exponents and Powers

Question 1

i. 100
ii. 1000
iii.10000
iv.100000000

Explanation:
i. 4 = 22 , i.e., this number is a power of 2.
Since the place value for Binary is in powers of two, this will be a 1 in the third place
from the right. Very similar to 100 being 102 in decimals, has a 1 in the third place
from the right.
∴ 4 in decimal = 100 in binary
ii. Similarly, 8 = 23
∴ 8 in decimal = 1000 in binary
iii. 16 = 24
∴ 16 in decimal = 10000 in binary
iv. 256 = 28 ∵ 256 = 16 x 16 = 24 x 24 = 28
∴ 256 in decimal = 100000000 in binary

Question 2

c. I and III
Explanation:
From the answer to Question 1, we know that ‘Statement I’ is true and each number binary
representation starts with 1 followed by the number of zeros equal to the exponent of 2.
Hence ‘Statement III’ is true. (E.g., In 8 = 23, the exponent is 3 and its binary representation
has 1 followed by 3 zeros, i.e., 1000.)
∴ Answer (c).

Maths Around Us - VII (Mathematics) 117

 Question 3

a. A is true, but R is false

Explanation:
Based on the case study - Positional weightage: we know that positional weightage
becomes two times smaller than its neighbouring number as we move from left to right.
Given the number is 0.0001
Here, the non-zero digit is in the 4th place after the “.”.
Hence, its weightage gets reduced by 2 four times.
1
24
= 0.0625
∴ Assertion statement is true.
The second half of the reason is correctly stated and the first half says “the positional
weightage of the place to the immediate right of the “.” is 0”, but it is 1 from the case study
2
section.
∴ The reason statement is false.
∴ The correct answer option is (a)

Question 4

SING
Explanation:
Given A = 0, B = 1, C = 2 , … , Z = 25.
Consider each letter of the given word.
Converting from binary to decimal we get,
10010 in binary = 1 x 24 + 0 x 23 + 0 x 22 + 1 x 21 + 0 x 20 = 16 + 2
= 18 = 19th letter (because the first letter A is assigned 0 and not 1)
= S (from the given data)
01000 in binary = 0 x 24 + 1 x 23+ 0 x 22 + 0 x 21 + 0 x 20 = 8 = I
01110 in binary = 0 x 24 + 1 x 23 + 1 x 22 + 1 x 21 + 0 x 20 = 8 + 4 + 1 = 13 = N
00110 in binary = 0 x 24 + 0 x 23 + 1 x 22 + 1 x 21 + 0 x 20 = 4 + 2 = 6 = G
∴The given message is SING

Question 5

c. 0.000045 metres
Explanation:
1
From Table 7.1, micro = 106
1
Given the size of a single plant cell = 45 micrometres = 45 x 106
= 0.000045 metres
∴ The correct answer option is (c).

Maths Around Us - VII (Mathematics) 118

 Question 6

i. a. 100 hectares = 1 square kilometre

Explanation:
Given
1 hectare = 10000 square metres = 100 m x 100 m
Let us express 10 hectares and 100 hectares in square kilometres to validate each of
the answer options.
1 1
10 hectares = 10 x 10000 square metres = 105 m x m = 105 x 1000 km x 1000 km
1 1
= 10 x 106 km = 101 square kilometres = 0.1 square kilometres
5 2

1 1
100 hectares = 100 x 10000 square metres =106 m x m = 106 x 1000 km x 1000 km
1
=106 x 106 km2 = 1 square kilometre
∴ The correct answer option is (a).
ii. a. Mass of the Sun ≅ 3.333 x105 times the mass of the Earth

Explanation:
Given mass of the Sun = 1.989 x 1030kg
mass of the Earth = 5.972 x 1024kg
mass of the Sun 1.989 x 1030 1
∴ mass of the Earth
= = 3
x 106 = 0.333 x 106 = 3.33 x 105
5.972 x 1024

∴ The correct answer option is (a).

Question 7

c. If we divide a quantity with prefix centi with a quantity with prefix deca, then we get the
result in prefix kilo.
Explanation:
Let us validate each of the statements.
1
a. Reciprocal of prefix milli = milli = 11 = 103 = kilo ⇒ True
103

1 1 1 1
b. Multiplying milli and micro = 103
x 10 6 =
103+6
= 109
= nano ⇒ True
1
centi 1 1
c. = 10
10
1 = = = milli � kilo ⇒ False
2

deca 102+1 103

1 1 1 1
d. milli x milli = 103
x 103
= 103+3
= 106
= micro ⇒ True
∴ The wrong statement is given in answer option (c).

Maths Around Us - VII (Mathematics) 119

 Question 8
i. 15,000,000 ℃ = 1.5 x 107 ℃
ii. 30,000,000,000,000 = 3 x 1013
iii. 4,543,000,000 years = 4.543 x 109 years
iv. 30,000,000,000,000 = 6.7 x 106 square km
Explanation:
We know, in standard form of representation, a given number is expressed as a decimal
number between 1.0 and 10.0 including 1.0 multiplied by a power of 10. Thus, by shifting
the decimal point we get the standard form as given above in the answer key.

Question 9

i. b. 1, 216
ii. d. Both II and III
Explanation:
i. Given the numbers on Die 1 are 1, 2, 3, 4, 5, and 6.
The numbers on Die 2 are 0, 1, 1, 2, 2, and 3.
The number of steps a pawn can move = (Die 1)(Die 2)
∴ By picking the smallest possible number from both Die 1 and Die 2, we get the smallest
possible move = 10 = 1
Similarly, by picking the largest possible number from both Die 1 and Die 2, we get the
largest move = 63 = 216
∴ The correct answer option is (b).
ii. I. (any number)0 = 1 and ≠ 0
II. (1)any number = 1
III. (any number)0 = 1
IV. (0)any number = 0 but it is not defined for (0)0
∴ The correct answer option is (d).

Question 10

b. 23 x 33
d. 62 x 61
Explanation:
63 = 62+1 = 62 x 61
Also, 63 = 6 x 6 x 6 = 2 x 3 x 2 x 3 x 2 x 3 = 23 x 33
∴ The correct answer options are (b) and (d).

Maths Around Us - VII (Mathematics) 120

 Question 11

# Tinku Tina

C 2, 3 4, 1

Justification:
The number of steps a pawn can move = (Die 1)(Die 2)
Tinku's score = 23 = 8
Tina's score = 41 = 4
Thus, Tinku’s score = Double of Tina’s score

Explanation:
Given Tinku moved double the number of steps moved by Tina in her previous move. -----(1)
We know, the number of steps a pawn can move = (Die 1)(Die 2)
Let us find out the number of steps moved by Tinku and Tina based on the data given in
Table 7.2.

# Tinku Number of steps moved by Tinku Tina Number of steps moved by Tina

A 4, 3 43 = 64 2, 3 23 = 8

B 2, 2 22 = 4 6, 1 61 = 6

C 2, 3 23 = 8 4, 1 41 = 4

D 2, 3 23 = 8 4, 2 42 = 16

Clearly, the condition given in the question is satisfied in # C.

Question 12

0 or 1 on Die 2 will allow her to move

It is not possible for her to win in this turn because no power of 4 will give 12. She can move
either 1 or 4 steps only for 0 or 1 on Die 2. Getting 2 or 3 on Die 2 will exceed 12 steps.
Explanation:
Number of steps a pawn can move = (Die 1)(Die 2) = 4Die 2, because she got 4 on Die 1.
Given, the numbers on Die 2 are 0, 1, 2, and 3.
Thus the corresponding number of steps will be (4)0 = 1, (4)1 = 4, (4)2 = 16 or (4)3 = 64 steps.

Maths Around Us - VII (Mathematics) 121

 Out of these possible values, it is possible to move either 1 step or 4 steps only, since she
is 12 steps behind the end position. She has to miss her turn if she gets 2 or 3 on Die 2.
Thus, only 0 or 1 on Die 2 will allow her to move.
She cannot win in this turn because no power of 4 will give 12.

Question 13

d. Aisha, Tinku, Tina, Sudha

Explanation:
We know the number of steps a pawn can move =(Die 1)(Die 2)
Let us find out the number of steps moved by each person to know who gets the first
chance to play.

Name Die 1 Die 2 No. of steps to move = (Die 1)(Die 2)

Aisha 4 3 43 = 64

Sudha 6 0 60 = 1
Tina 2 3 23 = 8
Tinku 3 2 32 = 9

Arranging the score (number of steps to move) in the decreasing order, we get
64 < 9 < 8 < 1
I.e., the required order is Aisha, Tinku, Tina, Sudha.

Maths Around Us - VII (Mathematics) 122

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Vishal Bhat has a masters from IIT Delhi and is the co-founder and Chief Learning Officer at ThinkTac

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