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TABLE OF CONTENTS
❖ Numbers and operations
● Introduction to sets
➢ Describe the concept of sets
➢ Describe sets verbally using appropriate mathematical terms (e.g., inclusive) and be able to write sets in
tabular form and set-builder notation.
➢ Describe the types of a set.
➢ Describe and perform operations on two or more sets, to solve problems involving the intersection and union
of sets.
➢ Venn diagram
➢ Draw and use Venn Diagram to solve problems involving basic operation on sets
➢ Describe Natural number, Whole Number and Integer
● Factors and Multiples
➢ Describe factor of a number.
➢ Describe Multiple of a number.
➢ Define Even, Odd, Prime, and Composite number in terms of factor/multiple.
➢ Test for divisibility
➢ Factorization (division method and tree method)
➢ HCF (Highest Common Factor)
➢ LCM (Least Common Multiple)
➢ Prime factorization and long division Method
➢ Relationship between HCF and LCM
➢ Application of HCF and LCM
● Rational Numbers
➢ Define Rational numbers.
➢ Representation of Rational numbers on number line.
➢ Apply operations on Rational numbers.
➢ Describe Additive identity and inverse of Rational numbers.
➢ Describe multiplicative identity and inverse of Rational numbers.
➢ Write Reciprocal of Rational numbers.
➢ Compare two Rational numbers.
➢ Arrange rational numbers in ascending or descending order.
● Exponent
➢ Identify Coefficient, Base and Power
➢ Describe Laws of Exponents
➢ Find Value of exponential form
➢ Demonstrate the concept of power of integer that is (−𝑎)𝑛 when “n” is even or odd Integer.
➢ Apply laws of exponents to evaluate expressions.
● Ratio and Proportion
➢ Describe Ratio.
➢ Continued Ratio
➢ Describe the relationship between ratio and fraction.
➢ Describe proportion
➢ Find Direct and inverse proportion.
➢ Compound Proportion
➢ Solve real life problems based on direct and inverse proportion.

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● Percentage
➢ Define percentage.
➢ Find percentage of a given quantity
➢ Convert a percentage into fraction
➢ Convert a given percentage into ratio
➢ Convert a fraction into the percentage
➢ Convert a decimal into the percentage
➢ Convert a given ratio into the percentage
➢ Increase percentage
➢ Decrease Percentage
➢ Solve problems related to percentage
❖ Algebra
➢ Identify variables and constants in an expression.
➢ Describe Algebraic Expressions and Polynomial
➢ Describe the types of polynomials in one and two variables
➢ Identify like and unlike terms of polynomials
➢ Determine degree of a polynomial
➢ Evaluate Polynomials
➢ Describe and determine the Zero of a polynomial.
➢ Apply four basic operations on polynomials
➢ Word problems related quadric equations
➢ Solve linear equations in one and two variables.
➢ Solve linear equation with Fractional Coefficient.
➢ Solve simultaneous linear equations using different techniques.
➢ Solve Real life problems involving linear equations.
❖ Geometry
➢ Common symbols used in geometry
➢ Define Geometry.
➢ Describe point, line and line segment, Ray, parallel and perpendicular lines.
➢ Describe angle and its types and properties.
➢ Describe Triangle and its types and properties.
● isosceles triangles
● equilateral triangles
● 30°-60°-90° triangles
➢ Describe congruent triangles.
➢ Describe Circle and its elements.
➢ Three-dimensional figures
➢ Area, perimeter, volume
➢ The Pythagorean theorem
➢ Solve problems related to above concepts
❖ INFORMATION HANDLING
➢ Define types of data and data collection.
➢ Define and construct Frequency distribution.
➢ Define, interpret and draw graph of pie chart and histogram

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 UNIT 1: INTRODUCTION TO SETS
OBJECTIVES:
The candidate will be able to:
❖ Describe the concept of sets
❖ Describe sets verbally using appropriate mathematical terms (e.g., inclusive) and be able to
write sets in tabular form and set-builder notation.
❖ Describe the types of a set.
❖ Describe and perform operations on two or more sets. To solve problems involving the
intersection and union of sets.
❖ Draw and use Venn diagram to solve problems involving basic operation on sets.

DESCRIBE THE CONCEPT OF SETS:

Set: A set is a collection of “well defined” and “distinct” objects.

Explanation of the term “Well-defined”: Well-defined means, it must be clear that which object belongs
to the set, and which does not.
For example: ‘The collection of positive numbers less than 10’ is a set, because, given any numbers, we can
always find out whether that number belongs to the collection or not. But ‘the collection of good students in
your class’s is not a set as in this case no definite rule is supplied by the help of which you can determine
whether a particular student of your class is good or not. Thus, ‘the collection of first five months of a year’
is a set, but ‘the collection of rich man in your town’ is not a set.

The collection of children in class VII whose weight exceeds 35 kg represents a set.

The collection of all the intelligent children in class VII does not represent a set because the word intelligent
is vague. What may appear intelligent to one person may not appear the same to another person.

Elements of a Set: The objects in a set are called its elements. So, in the case of the above Set A, the
elements would be 1, 2, 3, 4, and 5. We can say, 1 ∈ A, 2 ∈ A and so on.
Usually, we denote Sets by CAPITAL LETTERS like A, B, C, etc. while their elements are denoted in small
letters like x, y, z.
If x is an element of A, then we say x belongs to A and we represent it as x ∈ A.
If x is not an element of A, then we say that x does not belong to A and we represent it as x ∉ A.

DESCRIBE SETS VERBALLY USING APPROPRIATE MATHEMATICAL TERMS AND BE

ABLE TO WRITE SETS IN DESCRIPTIVE FORM, TABULAR FORM, SET-BUILDER
NOTATION.
Representation of a Set: A set can be represented in following three methods:

1. Descriptive Form: A set can be described by writing a description of its elements.

Example: A is the set of odd whole numbers less than 5.
2. Tabular Form: In this form, we just list the elements.
Example: A = {1, 2, 3, 4} or B = {a, b, c, d, e}
3. Set- Builder Form: In this method, we list the properties satisfied by all elements of the set
A= {x: -10<x<10}

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Some examples of tabular Form vs Set-builder Form
Tabular Form Set-Builder Form
{1, 2, 3, 4, 5} {𝑥: 𝑥 ∈ 𝑁 ∧ 𝑥 < 6}
{2, 4, 6, 8, 10} {𝑥: 𝑥 = 2𝑛, 𝑛 ∈ 𝑁, 1 ≤ 𝑛 ≤ 5}
{1, 4, 9, 16, 25, 36} {𝑥: 𝑥 = 𝑛2 , 𝑛 ∈ 𝑁, 1 ≤ 𝑛 ≤ 6}

TYPES OF SETS:

1. Natural Numbers, 𝑁 = {1, 2, 3, 4, 5 6, 7, … }

3. Whole Numbers, 𝑊 = {0, 1, 2, 3, 4, 5, 6 … }

2. Integers, 𝑍 = {… , −3, −2, −1, 0, 1, 2, 3, 4, … }

𝑝
4. Rational Numbers, 𝑄 = { : 𝑝 ∈ 𝑍, 𝑞 ∈ 𝑍, 𝑞 ≠ 0}
𝑞

Finite Sets & Infinite Sets

Finite Set: A set where the process of counting the elements of the set would surely come to an end is called
Finite set.
Examples: 1) All natural numbers less than 50,
2) All factors of the number 36.

Infinite Set: An infinite set is one in which it is not possible to list and count all the members of the set.
Examples: 1) Set of all natural numbers is an infinite set. i.e., N = {1, 2, 3, ……….}.
2) Set of all whole numbers is an infinite set i.e. W = {0, 1, 2, 3, …….}
3) A= {x | x ∈ N, x > 100}

Order of Finite Set: The number of distinct elements contained in a finite set A is called the order of A and
is denoted by 𝑛(𝐴).
Examples: 1) A = {1, 2, 3, 4} then n (A) = 4
2) B = {x | x is a letter in the word ‘APPLE’}. Therefore B = {A, P, L, E} and n (B) = 4
3) C = {x | x is the factor of 36}, Therefore C = {1, 2, 3, 4, 6, 9, 12, 18, 36} and n (C) = 9

Empty Set: A set containing no elements at all is called an empty set or a null set or a void set.
It is denoted by ϕ (phi)
In tabular form you write ϕ = {}. Also, n(ϕ) = 0.
Examples: 1) {x | x ∈ N, 3 < x < 4} = ϕ
2) {x | x is an even prime number, x > 5} = ϕ

Non-Empty Set: A set which has at least one element is called a non-empty set
Example: A = {1, 2, 3} or B = {0}

Singleton Set: A set containing exactly one element is called a singleton set
Example: A = {a} or B = {0}

Equal Sets: Two set A and B are said to be equal sets and written as A = B if every element of A is in B and
every element of B is in A or both sets contain same elements
Example: A = {1, 2, 3, 4} and B = {4, 2, 3, 1}

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It is not about the number of elements. It is the elements themselves.
If the sets are not equal, then we write as A ≠ B.

Equivalent Sets: Two finite sets A and B are said to be equivalent, written as A ~ B, iff n(A) = n(B), that is
they have the same number of elements.
Example: A = {a, e, i, o, u} and B = {1, 2, 3, 4, 5}, Therefore n(A) = 5 and n(B) = 5
Therefore A ~ B.
Note: Two equal sets are always equivalent but two equivalent sets need not be equal.

Subsets: If A and B are two sets given in such a way that every element of A is in B, then we say A is a
subset of B and we write it as A ⊆ B
Therefore, if A ⊆ B and x ∈ A then x ∈ B.
If A is a subset of B, we say B is a superset of A and is written as B ⊇ A.
If A ⊆ B and B ⊆ A, then A = B.
Similarly, if A = B, then A ⊆ B and B ⊆ A.
If set A contains n elements, then there are 2𝑛 subsets of A.
Note: 1) Every set is a subset of itself. i.e., A ⊆ A, B ⊆ B etc.
2) Empty set is a subset of every set i.e., ϕ ⊆ A, ϕ ⊆ B.

Power Set: The set of all possible subsets of a set A is called the power set of A, denoted by P (A). If A
contains n elements, then P (A) = 2𝑛 .
i.e., if A = {1, 2}, then P(A) = 22 = 4
Empty set is a subset of every set, so in this case the subsets are {1}, {2}, {2, 3} & ϕ

Proper Subset: Let A be any set and let B be any non-empty subset. Then A is called a proper subset of B
and is written as A ⊂ B, if and only if every element of A is in B, and there exists at least one element in B
which is not in A.
i.e., if A ⊆ B and A ≠ B then A⊂ B

Note: 1) ϕ has no proper subset

2) A set containing n elements has (2𝑛 – 1) proper subsets.
i.e., if A = {1, 2, 3, 4}, then the number of proper subsets is (24 – 1) = 15.

Universal Set: If there are some sets in consideration, then there happens to be a set which is a superset of
each one of the given sets. Such a set is known as universal set, it is denoted by U. i.e., if 𝐴 = {1, 2}, 𝐵 =
{3, 4}, and 𝐶 = {1, 5}, then we can say 𝑈 = {1, 2, 3, 4, 5} is universal set of A, B and C.

OPERATIONS ON SETS

Union of Sets: The union of sets A and B, denoted by A∪ B, is the set of all those elements, each one of
which is either in A or B or in both A and B. If there is a set A = {2, 3} and B = {a, b}, then A∪ B = {2, 3, a,
b} So if A∪ B = {x | x ∈ A or x ∈ B} then x ∈ A ∪ B which means x ∈ A or x ∈ B and if x ∉ A ∪ B which
means x ∉ A and x ∉ B.

Interaction of Sets: The intersection of sets A and B is denoted by A ∩ B and is a set of all elements that are
common in sets A and B. If A = {1, 2, 3} and B = {2, 4, 5}, then A ∩ B = {2} as 2 is the only common
element. Thus A ∩ B = {x: x ∈ A and x ∈ B} i.e., x ∈ A and x ∈ B and if x ∉ A ∩ B i.e., x ∉ A and x ∉ B.

Disjoint Sets: Two sets A and B are called disjoint if they have no element in common. Therefore: x ∉ A ∩
B i.e., x ∉ A and x ∉ B

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Intersecting sets/ Overlapping Sets: Two sets are said to be intersecting or overlapping or joint sets, if they
have at least one element in common. Therefore, two sets A and B are overlapping if and only if A ∩ B ≠ ϕ.

Properties of Sets
1. Intersection of sets is Commutative i.e. A ∩ B = B ∩ A, for any sets A and B.
2. Intersection of sets is Associative i.e., for any sets, A, B, C, (A ∩ B) ∩ C = A ∩ (B ∩ C).
3. If A ⊆ B, then A ∩ B = A.
4. If A ⊆ U, then A ∩ U = A.
5. For any sets A and B, A ∩ B ⊆ A and A ∩ B ⊆ B.
6. A ∩ ϕ = ϕ for every set A

Difference of Sets: For any two sets A and B, the difference A – B is a set of all those elements of A which
are not in B i.e., if A = {1, 2, 3, 4, 5} and B = {4, 5, 6}, Then A – B = {1, 2, 3} and B – A = {6}
Therefore A – B = {x | x ∈ A and x ∉ B}, then x ∈ A – B then x ∈ A but x ∉ B If A ⊆ B then A – B = ϕ

Complement of a Set: Let 𝑈 be the universal set and let 𝐴 ⊆ 𝑈. The complement of A, denoted by 𝐴’ is
the set if all those elements of x which are not in A.
i.e., let U= {1, 2, 3, 4, 5, 6, 7, 8} and A= {2, 3, 4}, then 𝐴′ = {1, 5, 6, 7, 8}. Thus 𝐴′ = {x | x ∈ U and x ∉ A}
clearly x ∈𝐴′ and x ∉ A.
Note: 1) 𝜙′ = U and 𝑈 ′ = ϕ
2) A ∪ 𝐴′ = U and A ∩ 𝐴′ = ϕ

Distributive property of Union over Intersection

For any three sets A, B, C, we have A ∪ (B ∩ C) = (A ∪ B) ∩ (A ∪ C)
For Example: A = {1, 2}, B = {2, 3} and C = {3, 4}. Then A ∪ (B ∩ C) = {1, 2, 3} and (A ∪ B) ∩ (A ∪ C)
= {1, 2, 3}.

Distributive property of Intersection over Union

For any three sets A, B, C, we have A ∩ (B ∪ C) = (A ∩ B) ∪ (A ∩ C)
For Example: Say A = {1, 2}, B = {2, 3} and C = {3, 4}. Then A ∩ (B ∪ C) = {2} and (A ∩ B) ∪ (A ∩ C)
= {2}

De-Morgan’s Laws: Let A and B be two subsets of a universal set U, then.

(i) (𝐴 ∪ 𝐵)’ = 𝐴’ ∩ 𝐵’
(ii) (𝐴 ∩ 𝐵)’ = 𝐴’ ∪ 𝐵’

Let 𝑈 = {1, 2, 3, 4, 5, 6}, 𝐴 = {1, 2, 3} and 𝐵 = {3, 4, 5} . Then 𝐴 ∪ 𝐵 = {1, 2, 3, 4, 5} So

(𝐴 ∪ 𝐵)’ = {6}. Furthermore, 𝐴’ = {4, 5, 6} 𝑎𝑛𝑑 𝐵’ = {1, 2, 6} So A '  B ' = {6}. It verifies
De-Morgan’s 1st law.

VENN DIAGRAM: Venn diagrams are illustrations to bring out relationships in sets and their use in
simple logical problems.
To represent 𝐴 ⊂ 𝜉, where 𝜉 is the universal set.

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To represent two intersecting subsets
of a universal set

To represent three intersecting subsets of a universal set

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 WORK SHEET-1
Q#1: Which of the following are sets? Justify your answer
(i) {3, 5, 7, 9} (iii) {2,2,3,3,4,4}
(ii) Set of Beautiful birds (iv) Set of good players

Q#2: If 𝑃 = {𝑎, 𝑒, 𝐼, 𝑜, 𝑢} and𝑄 = {1, 2, 3, … , 10}, then which of the following statements are true or
false.
(i) 𝑎∈𝑃 (ii) 1 ∉ 𝑃 (iii) 𝑢 ∉ 𝑄 (iv) 9 ∈ 𝑄
Q#3: Write the following sets in descriptive form.
(i) 𝑁 = {1, 2, 3, 4, … , 10}
(ii) P = {a, e, i, o, u}
(iii) Q = {Jan, June, July}
(iv) R= {Monday, Tuesday, Wednesday, Sunday}
Q#4: Write the following sets in the tabular form.
(i) A = The set of all even numbers less than 12
(ii) B = The set of all prime numbers greater than 1 but less than 29
(iii) C = The set of integers lying between -2 and 2
(iv) D = The set of letters in the word LOYAL
(v) E = The set of all factors of 36
Q#5: Write each of the followings in set builder form.
(i) 𝑆 = {1, 2, 3, 4, … , 10}
(ii) T = {a, e, i, o, u}
(iii) U = {Jan, June, July}
(iv) V= {Monday, Tuesday, Wednesday, Sunday}
Q#6: Write the following sets in the tabular form.
(i) G = {x: x ∈ N, 5 < x < 12}
(ii) H = {x: x is a multiple of 3 and x < 21}
(iii) J = {x: x ∈ 𝑊 𝑎𝑛𝑑 𝑥 < 10}
(iv) M = {x: x is a positive integer and x < 40}
(v) N = {x: x is a positive integer and is a divisor of 18}
Q#7: Classify the following as finite and infinite sets.
(i) A = {0, 1, 2, 3, …, 50}
(ii) B = {1, 3, 5, 7, 9, ….,}
(iii) C= {x: x ∈ N and x is even}
(iv) D = {x: x ∈ N and 3𝑥 − 2 = 0}
(v) E = {The set of numbers which are multiples of 3}
(vi) F= {The set of letters in the English alphabet}
(vii) G = {x | x ∈ P, p is a prime number}
Q#8: Identify the following as null set or singleton set.
(i) Set of students of your class over 20 years of age.
(ii) The set of children in your class whose names start with “K”
(iii) A = {x | x ∈ N, 1 < x < 2}
(iv) B= {x: x is an even prime number greater than 2}
(v) C= {x | x is an even prime number}
(vi) D = {The set of whole numbers lying between 0 and 2}
(vii) E = {0}
(viii) F= {The set of largest 1 digit number}
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 (ix) G = {The set of triangles having 4 sides}
Q#9: From the sets given below, select the equal and equivalent sets.
(i) A= {3, 5, 9, 13}
(ii) B = {2, 3, 4, 5}
(iii) C = {p, a, t}
(iv) D = {t, a, p}
(v) Set of odd numbers less than 4
(vi) Set of even Numbers less than 5
(vii) G = {2, 4}
Q#10: If A = {1, 2, 3, 4, 5, 6}, then which of the following are correct statements?
(i) {2, 3} ⊂ A (v) {1} ⊂ A
(ii) {1, 2, 3, 4, 5,6, 7} ⊃ A (vi) {1, 2, 3, 4} ⊇ A
(iii) 8 ⊆A (vii) ϕ ⊂ A
(iv) {3, 5, 1, 7} ⊃ A (viii) {}⊄ A
Q#11: Write down all the subsets of the following sets.
(i) A= {1, 2, 3, 4} (iii) C= {a, b, c,}
(ii) B= {0} (iv) D= {}
Q#12: Find the set X if
(i) P(X)= {∅, {𝑎}, {𝑏}, {𝑎, 𝑏}}
(ii) P(X)= {∅, {1}, {2}, {3}, {1,2}, {1,3}, {2,3}, {1,2,3}}
Q#13: Given set A = {2, 4, 6, 8, 10, 12}, set B = {3, 6, 9, 12, 15, 18} and set, C= {0, 6, 12, 18}, then find
(i) A-B (ii) B – C (iii) C – A (iv) A – C
Q#14: Let U = {1, 2, 3, 4, 5, 6, 7, 8, 9}, A = {1, 2, 3, 4} and B = {2, 4, 6, 8}
(i) Find A' (iii) Verify (A ∩ B)' = A' ∪ B'
′ ′
(ii) Find 𝐴 − 𝐵 (iv) Verify (A ∪ B)' = A' ∩ B'
Q#15: If A= {2, 3, 4}, B= {1, 2, 3, 4, 5, 6} and C= {2, 4, 6, 8}. Find the members of the following sets.
(i) (𝐴 ∪ 𝐵) ∪ 𝐶 (iii) 𝐴 ∪ (𝐵 ∪ 𝐶) (v) (𝐴 ∩ 𝐵) ∩ 𝐶
(ii) 𝐴 ∩ (𝐵 ∩ 𝐶) (iv) 𝐴 ∩ (𝐵 ∪ 𝐶) (iv) 𝐴 ∪ (𝐵 ∩ 𝐶)
Q#16: Verify Associative property of union and intersection in the following
(i) A= {}, B={a} and C= {a, b, c}
(ii) A=∅, B= {1, 2, 3, 5} and C= {2, 3, 6, 8, 10}
(iii) A= {x, y}, B= {y, z, t} and C= {x, y, z}
Q#17: Draw the Venn diagrams to show the following relations, where U is the universal set of non-empty
sets A and B
(i) A⊆B (iv) A ∪ B = B (vii) A ∪ B
(ii) A⊆B⊆U (v) A ∩ B = ∅ (viii) U ∩ A
(iii) A ∩ B = A (vi) (A ∩ B)' = U (ix) A – B

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 UNIT 2: FACTORS AND MULTIPLES
OBJECTIVES:
The candidates will be able to:
❖ Describe factor of a number.
❖ Describe Multiple of a number.
❖ Define Even, Odd, Prime, and Composite number in terms of factor/multiple.
❖ Test for divisibility
❖ Factorization (division method and tree method)
❖ HCF (Highest Common Factor)
❖ LCM (Least Common Multiple)
❖ Prime factorization and long division Method
❖ Relationship between HCF and LCM
❖ Application of HCF and LCM

DESCRIBE FACTOR OF A NUMBER:

A number which divides a given number exactly (completely) is called a factor of that given number.
By word exactly we mean, not only remainder comes zero, but quotient should be an integer.
Example: 8  2 = 4 , 99  3 = 33 and 1, 2, 3 and 6 are factors of 6.
Note: i) 1 is the factor of any number.
ii) Any number is a factor of itself.
iii) 0 has infinite factors. In fact, all numbers are factors of zero.
iv) 0 is not a factor of any number because division by 0 is meaningless.
Every number has a fixed number of factors:
For Example: i) Factors of 24 are 1, 2, 3, 4, 6, 8, 12, and 24.
ii) Factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18, and 36.
iii) Factors of 48 are 1, 2, 3, 4, 6, 8, 12, 16, 24, and 48.
iv) Factors of 30 are 1, 2, 3, 5, 6, 10, 15, and 30.
v) Factors of 70 are 1, 2, 5, 7, 10, 14, 35, and 70.
DESCRIBE MULTIPLE OF A NUMBER:
A number obtained by multiplying given number with any natural number is called multiple of given
number.
Example: i) 3 1 = 3 i.e., 3 is first multiple of 3.
ii) 3  2 = 6 i.e., 6 is the second multiple of 3.
iii) 3  4 = 12 i.e., 12 is fourth multiple of 3.
iv) 3  5 = 15 i.e., 15 is the fifth multiple of 3.
v) 3 100 = 300 i.e., 300 is hundredth multiple of 3.

A number has unlimited number of multiples:

Example: i) Multiples of 2 are 2, 4, 6, 8, 10, 12, 14 etc.
ii) Multiples of 5 are 5, 10, 15, 20, 25, 30 etc.
iii) Multiples of 11 are 11, 22, 33, 44, 55, 66 etc.
iv) Multiples of 8 are 8, 16, 24, 32, 40, 48 etc.
v) Multiples of 14 are 14, 28, 42, 56, 70, 84 etc.
From the above explanation, we understand how multiples and factors are related to each other.

Suppose for example, 12 = 1 × 12, 12 = 2 × 6, 12 = 3 × 4, this shows that each of the number, i.e., 1, 2, 3, 4,
6 and 12 are factors of 12.
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In other words, we can say that 12 is a multiple of each one of the numbers 1, 2, 3, 4, 6 and 12.

Thus, when a divisor divides a number and there is zero remainder, then the divisor is called the factor of the
dividend and dividend is called the multiple of the divisor.

Composite number: A number which has more than two factors is a composite number i.e., 4, 10, 88, 198
all are composite numbers.

TEST FOR DIVISIBILITY:

Here is an easy way to learn whether a given number is divisible by another. The traditional division method
will take too much time for big numbers but if you know this divisibility rules and tricks then it will be much
easier and, on a test, no chance of getting wrong. These rules will help you do fast and effective calculations
(Mental Math) in the future.
1) Divisibility rule for number 1: Every number is divisible by 1.
Example: Is 5 divisible by 1? YES
2) Divisibility rule for number 2: The last digit of the given number should be even. That means the
number should end with 0, 2, 4, 6 and 8.
Example: Is 1875494 divisible by 2?
The last digit is 4 and it is an even number so this big number 1875494 is divisible by 2.
3) Divisibility rule for number 3: Add up all the digits and it should be multiple of 3 (divisible by 3).
Example: Is 2742204 divisible by 3?
Add up all the digits that are 2+7+3+4+2+2+0+4=24. 24 is divisible by (8×3)/3 so this number 2742204 is
divisible by 3 as well.
4) Divisibility rule for number 4: The last 2 digit (ones and tens) should be divisible by 4.
Example: Is 8763424 divisible by 4?
Check the last 2 digits, that is 24 and 24 is divisible by (4×6) /3 so this big number 8763424 is divisible by
4.
5) Divisibility rule for number 5: The last digit should be 0 or 5.
Example: Is 498730 divisible by 5?
The last digit is 0 so this number 498730 is divisible by 5.
Example: Is 285 divisible by 5?
The last digit is 5 so 285 is divisible by 5. Very easy to remember, isn’t it?

6) Divisibility rule for number 6:

The rule for checking whether a number is divisible by 6 is quite tricky.
Since 6=2×3.
We must apply the rules of 2 and 3 on a number to check if it is divisible by 6. So, rules are
1) The last digit should be an even number (Divisibility trick for 2).
2) Add up all the digits and it should be multiple of 3 (divisible by 3).
Example: Is 2742204 divisible by 6?
The last digit in 2742204 is 4 and it is an even number. Add up all the digits so 2+7+3+4+2+2+0+4=24. 24
is divisible by 3. This number 2742204 satisfy both the rules (2 &3) so it is divisible by 6.
7) Divisibility rule for number 7:
There are 2 methods to check whether a given number is divisible by 7.
Method 1) This method is suitable for 3- or 4-digit numbers:
a) Double the last digit.
b) Subtract it from the remaining digits.
c) The answer should be divisible by 7. Let’s check the example:
Example: Is 434 divisible by 7?
The last digit is 4 so double it (4×2=8). Now subtract 8 from remaining number 43, 43-8=35 and 35 is
divisible by 7(7×5=35). So, 434 is also divisible by 7.
Method 2) This method is suitable for more than 5-digit numbers (This is the rule for 7):

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a) Take the beginning of the number from the right and multiply it by 1, 3, 2, 6, 4 and 5 in sequence.
Remember this sequence otherwise your answer will be wrong. If you still don’t understand, then check the
example.
b) For 7 or more digits number, repeat this sequence.
c) Add up all. If the sum (total) is divisible by 7 then that big number is divisible by 7 as well.
Example: Is 373212 divisible by 7?
2(1) +7(3) +3(2) +2(6) +1(4) +2(5) = 2+21+6+12+4+10 = 56 and 56 is divisible by 7 so this number 373212
is divisible by 7 as well.
8) Divisibility rule for number 8:
Method 1)
1) The last 3 digits should be divisible by 8.
2) A number with three zeros in last 3 digits is always divisible by 8.
Example: Is 3587008 divisible by 8?
Check: the last 3 digits are 008 that means 8 and 8 are divisible by 8 (8×1=8) so 3587008 is divisible by 8.
Example: Is 90,000 divisible by 8?
Check: the last 3 digits are 0’s so 90,000 is divisible by 8.
CONFUSION?
8=4×2 so if a number follows the divisibility rules of 4 and 2, then the number is divisible by 8? It is not
always true, let’s see how…
1) The last digit should be an even number (Divisibility trick for 2).
2) The last 2 digits (ones and tens) should be divisible by 4.
Example: Is 924 divisible by 8?
Check:
1) the last digit is 4 and it is an even number.
2) The last 2 digits are 24 and it is divisible by 4 (4×6=24) so this number 924 should be divisible by 8 but it
is not while the number 384 follows this rule so nowadays we don’t follow 8=4×2 rules.
9) Divisibility rule for number 9:
Method) 9=3×3 so it will follow divisibility rule of 3.
Add up all the digits and it should be multiple of 9 (divisible by 9).
Example: Is 2742204 divisible by 9?
Add up all the digits that are 2+7+3+4+2+2+0+4=24. 24 is divisible by 9 so this number 2742204 is not
divisible by 9.
Example: Is 2742234 divisible by 9?
Add up all the digits: 2+7+3+4+2+2+3+4=27 and 27 are divisible by 9 (9×3=27) so this big number
2742234 is divisible by 9.
10) Divisibility rule for number 10:
Method) The last digit should be 0 (Multiples of 10).
Example: Is 900 divisible by 10?
Check: Yes, because the last digit is 0.
11) Divisibility rule for number 11:
Method)
1) Add up every second digit.
2) Subtract the rest of the digits and answer should be 0 or divisible by 11. Check the example.
Example: Is 254987 divisible by 11?
Check: Add up every 2nd digit: (5+9+7) – (2+4+8) = 21-14=7. The answer is not 0 or a multiple of 11 so
this number 254987 is not divisible by 11.
Example: Is 558987 divisible by 11?
Check: (5+9+7) – (5+8+8) = 21- 21=0. The answer is 0 so 558987 is divisible by 11.
12) Divisibility rule for number 12:
Method) 12=3×4 so if the number follows the divisibility rules of 3 and 4 is divisible by 12.
1) Add up all the digits and it should be multiple of 3 (divisible by 3).
2) The last 2 digits (ones and tens) should be divisible by 4.
Example: Is 834864 divisible by 12?

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Check: Add up all the digits: 8+3+4+8+6+4=33 and it is multiple of (3×11)/3.
The last two digits are 64 and it is divisible by (4×16)/3 so this number 834864 is divisible by 12.
13) Divisibility rule for number 13: This rule is too complicated to understand so it is better to do it with
our traditional division method. In case any of you are interested then, just remove the last digit, and multiply
it (that last digit) with 4 and add to the remaining digit. Do this sequence until only 2 digits remain, and those
2 digits should be divisible by 13.
Example: Is 1543 divisible by 13?
Check:
1) Remove the last digit 3 and multiply it by 4 and add to rest of the digit so 3×4=12; 154+12=166
2) Again remove 6 and multiply by 4 and add to rest of the digit so 6×4=24; 16+24=40.
40 is not divisible by 13 so 1543 is not divisible by 13.
14) Divisibility rule for number 14:
Method: 14=2×7 so number should be divisible by 2 as well as 7 so apply divisibility rules of 2 and 7.
15) Divisibility rule for number 15:
Method: 15=3×5 so number should be divisible by 3 as well as 5. Apply divisibility rules of 3 and 5.
16) Divisibility rule for number 16:
Method: Again, it is very complicated, you must have to divide the last 4 digits by 16 and if it is divisible by
16 then any given big number is divisible by 16.
Example: Is 976347648 divisible by 16?
Check: Take the last four digits. 7648 and divide it by 16. The answer is 478 so it is divisible by 16 so it can
be said that this 9-digit number 976347648 is divisible by 16 as well.
17) Divisibility rule for number 17:
Method:
1) Multiply the last digit by 5.
2) Subtract it from the rest and if the answer is divisible by 17 then that number is divisible by 17 as well.
Example: Is 765 divisible by 17?
Check:
1) Multiply the last digit by 5 that is 5×5=25.
2) Subtract it from the rest that is 76-25=51 and 51 is divisible by (17×3=51)/3 so 765 is divisible by 17 as
well.
18) Divisibility rule for number 18:
18=2×9 so apply divisibility rules of number 2 and 9.
19) Divisibility rule for number 19:
Method:
1) Double the last digit.
2) Add to the rest of the numbers until you get two- or three-digit number that should be divisible by 19.
Example: Is 6688 divisible by 19?
Check: 8×2=16, Add 16 to the rest of the number so 668+16=684.
Repeat it again: 4×2=8 and add to 68+8=76 and 76 is divisible by 19 so this number 6688 is divisible by 19
as well.
20) Divisibility rule for number 20:
Method:
1) The last digit should be 0 (divisible by 10).
2) The second last digit should be even.
Example: Is 4490 divisible by 20?
Check: The last digit is 0 but the last 2nd digit 9 is not an even number so 4490 is not divisible by 20.
Method-2: The last 2 digits should be divisible by 20.
Example: Is 654880 divisible by 20?
Check: The last 2 digits are 80 and this number is divisible by 20 (20×4=80) so 654880 is divisible by 20 as
well.
21. Divisibility rule for number 25:
A number is divisible by 25 if it ends with 0, 25, 50, or 75.
OR

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A number is divisible by 25 if the last two digits of the given number are divisible by 25.
Example:
A) 154,750 is divisible by 25 because it ends with 50.
B) 6,783,034 is not divisible by 25 because it does not end with 0, 25, 50, or 75.

FACTORIZATION: a process/method of expressing a given number as a product of two or more than two
of its factors is called factorization.
Example:
8 = 2 4
8 = 1 8
8 = 1 2  4
Here 8 is expressed as a product of its factors.

Prime factorization is a process to express a given number as a product of its prime factors.
OR
The decomposition of a composite number into prime factors is known as prime factorization.
8 = 2 2 2 2
12 = 2  2  3
Prime factorization can be done by two methods:
1. Division method
2. Factor Tree method
Prime factorization by Division method
Observe the following steps.
(i) First, we divide the number by the smallest prime number which divides the number exactly.
(ii) We divide the quotient again by the smallest or the next smallest prime number if it is not exactly
divisible by the smallest prime number. We repeat the process again and again till the quotient
becomes 1. Remember, we use only prime numbers to divide.
(iii) We multiply all the prime factors. Remember, the product is the number itself.
Let us consider a few examples using the division method.
1. Find the prime factors of 15.
First Step: 2 is the smallest prime number. But it cannot divide 15 exactly. So, consider 3.
Second Step: Now, 5 cannot be divided by 3. Consider the next smallest prime number 5.
The prime factors of 15 are 3 × 5.
2. Find the prime factors of 18.
First Step: Consider 2, the smallest prime number.
Second Step: As 9 cannot be divided by 2. Consider the next smallest prime 3. Repeat the process till
quotient becomes 1.
The prime factors of 18 are 2 × 3 × 3.
How to find the prime factors of a number?
Let us take an example to find prime factors of 210. Prime Factors of 210
We need to divide 210 by the first prime number 2 we get 105.
Now we need to divide 105 by the prime number 3 and we get
35.
Again, we need to divide 35 by the prime number 5 and we get
7.
And again, we need to divide 7 by the prime number 7 and we
get 1.
Therefore, 210 = 2 × 3 × 5 × 7

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In the same way, if we find the factor of 14 then, they are 1, 2, 7 and 14. Out of these 2 and 7 are prime
numbers.
Therefore, 2 and 7 are prime factors of 14.
Hence, 14 = 2 × 7

HCF (Highest Common Factor):

HCF of two or more numbers can be obtained by following methods:
❖ Common Multiple Method.
❖ Prime Factorization Method.
❖ Long Division Method.
The highest common factor (H.C.F) of two or more numbers is the greatest number which divides each of
them exactly.
Now we will learn about the method of finding highest common factor (H.C.F).
Steps 1: Find all the factors of each given number.
Step 2: Find common factors of the given number.
Step 3: The greatest of all the factors obtained in Step 2, is the required highest common factor (H.C.F).
1. Find the highest common factor (H.C.F) of 6 and 9.
Solution:
Factors of 6 are 1, 2, 3 and 6.
Factors of 9 are 1, 3 and 9.
Therefore, the common factor of 6 and 9 are 1 and 3.
Highest common factor (H.C.F) of 6 and 9 is 3.
Therefore, 3 is H.C.F. or G.C.D. greatest common divisor of 6 and 9.
H.C.F. or G.C.D. of given numbers is the greatest number which divides all the numbers without leaving a
remainder.
2. Find the highest common factor (H.C.F) of 14 and 18.
Solution:
Factors of 14 are 1, 2, 7 and 14.
Factors of 18 are 1, 2, 3, 6, 9 and 18.
Therefore, the common factor of 14 and 18 are 1 and 2.
Highest common factor (H.C.F) of 14 and 18 is 2.
3. Find the highest common factor (H.C.F) of 15 and 10.
Solution:
Factors of 15 are 1, 3, 5 and 15.
Factors of 10 are 1, 2, 5 and 10.
Therefore, the common factor of 15 and 10 are 1 and 5.
Highest common factor (H.C.F) of 15 and 10 is 5.

Rule: HCF= product of common factors of two or more numbers

Long division method:

Rules:
1. Divide the greater number by the smaller number.
2. Take remainder as the divisor and divide the first divisor by it.
3. Again, remainder will be taken as divisor and 2nd divisor will be
treated as a dividend.
4. Continue this process till the remainder becomes zero.
5. The last divisor will be HCF.
Remember that HCF (the answer) in long division method is divisor not quotient.
So HCF is 2

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Highest Common Factor by using Prime Factorization Method:
To find the highest common factor by using prime factorization method is discussed here.
Step I: Find the prime factorization of each of the given numbers.
Step II: The product of all common prime factors is the HCF of the given numbers.
Let us consider some of the examples to find the highest common factor by using prime factorization
method.

1. Find highest common factor (HCF) of 14 and 8 by using prime factorization method.
Solution:

14 = 1 × 2 × 7.
8 = 1 × 2 × 2 × 2.
Common factors of 8 and 14 are 1 and 2.
H.C.F. is the product of lowest powers of factors common to all numbers.
Highest common factor of 8 and 14 are 2.

3. Find highest common factor (HCF) of 390, 702 and 468 by using prime factorization method.

Solution:

390 = 1 × 2 × 3× 5 × 13.
702 = 1 × 2 × 3 × 3 × 3 × 13.
468 = 1 × 2 × 2 × 3 × 3 × 13.
Common factors 390, 702 and 468 are 1, 2, 3, 13.
Highest common factor of 390, 702 and 468 = 2 × 3 × 13= 78.

LCM (LEAST COMMON MULTIPLE):

LCM of two or more numbers can be obtained by following methods:

1. Common Multiple Method.

LCM of two or more given numbers is the smallest of all their common multiples.
2. Prime Factorization Method.
3. Division method.
LCM of two or more given numbers is the product of common and non-common factors.
LCM of two or more given numbers is the product of all prime factors.
Common Multiple Method:
Let us find the L.C.M. of 2, 3 and 4.
Multiples of 2 are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, ...... etc.

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Multiples of 3 are 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, ...... etc.
Multiples of 4 are 4, 8, 12, 16, 20, 24, 28, 32, 36, ...... etc.
Common multiples of 2, 3 and 4 are 12, 24, 36, ...... etc.
Therefore, the smallest common multiple or least common multiples of 2, 3 and 4 is 12.

Consider the following:

(i) 12 is the least common multiple (L.C.M) of 3 and 4.
(ii) 6 is the least common multiple (L.C.M) of 2, 3 and 6.
(iii) 10 is the least common multiple (L.C.M) of 2 and 5.
We can also find the L.C.M. of given numbers by their complete factorization.
To find for instance, L.C.M. of 24, 36 and 40, we first factories them completely.
24 = 2 × 2 × 2 × 3 = 23 × 3
36 = 2 × 2 × 3 × 3 = 22 × 32
40 = 2 × 2 × 2 × 5 = 23 × 5
L.C.M. is the product of the highest power of primes present in the factors.
Therefore, L.C.M. of 24, 36 and 40 = 23 × 32 × 51 = 360

Least Common Multiple by using Prime Factorization Method

We write the prime factorization of each of the given numbers. Then, the required LCM of these numbers is
the product of all different prime factors of the numbers using the greatest power of each common prime
factor.
For example:

1. Find the least common multiple (L.C.M) of 36 and 14 by using the prime factorization method?
Solution:

To find the LCM, multiply all prime factors. But the common factors are included only once.
36 = 2 × 2 × 3 × 3 = 2² × 3².
14 = 2 × 7.
Least common multiple (L.C.M) of 36 and 14 is 2² × 3² × 7 = 2 × 2 × 3 × 3 × 7
The required least common multiple (L.C.M) of 36 and 14 = 252.

2. What is the least common multiple (L.C.M) of 5, 4 and 16 by using prime factorization method?

Solution:

To find the LCM, multiply all prime factors. But the

common factors are included only once.

5 = 5 × 1.
4 = 2 × 2.
16 = 2 × 2 × 2 × 2 = 2⁴.
LCM= 2⁴ × 5 = 2 × 2 × 2 × 2 × 5 = 80.
The required least common multiple (L.C.M) of 5, 4 and 16 = 80.

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Find Least Common Multiple by using Division Method:
To find Least Common Multiple by using Division Method we need to follow the following steps.
Step 1: Write the given numbers in a horizontal line, separating them with commas.
Step 2: Divide them by a suitable prime number, which exactly divides at least two of the given numbers.
Step 3: We put the quotient directly under the numbers in the next row. If the number is not divided exactly,
we bring it down in the next row.
Step 4: We continue the process of step 2 and step 3 until all co-prime numbers are left in the last row.
Step 5: We multiply all the prime numbers by which we have divided, and the co-prime numbers left in the
last row. This product is the least common multiple of the given numbers.

For Example:
1. Find the least common multiple (L.C.M) of 20 and 30 by division method.

Solution:

Least common multiple (L.C.M) of 20 and 30 = 2 × 2 × 5 × 3 = 60.

2. Find the least common multiple (L.C.M) of 120, 144, 160 and 180 by the division method.

The least common multiple (L.C.M) of 120, 144, 160 and 180 is 2 × 2 × 2 × 2 × 3 × 3 × 5 × 2.
Therefore, the product is the least common multiple of 120, 144, 160 and 180 is 1440.

RELATIONSHIP BETWEEN HCF AND LCM:

The product of any two non-zero numbers=product of their HCF and their LCM
Let A and B be any two non-zero numbers and H be their HCF and L be their LCM, then mathematically,
the relationship can be described as:
A  B = HL

For Example:
1. Find the L.C.M. of 1683 and 1584.
Solution: First, we find highest common factor of 1683 and 1584

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Therefore, highest common factor of 1683 and 1584 = 99
Lowest common multiple of 1683 and 1584 = First number × Second number/ H.C.F.
= 1584 × 1683/99
= 26928
2. Highest common factor and a lowest common multiple of two numbers are 18 and 1782
respectively. One number is 162, find the other.
Solution:
We know, H.C.F. × L.C.M. = First number × Second number then we get,
18 × 1782 = 162 × Second number
18 × 1782/162 = Second number
Therefore, the second number = 198

APPLICATIONS OF HCF AND LCM:

HCF and LCM are used in daily life as explained in the following examples
For Example:
1. Find the greatest length of measuring tape which can be used to measure exactly 520cm and 360
cm.
Solution: The greatest length of the tape is the HCF of 520cm and 360cm.
Let’s find the required HCF by using prime factorization method.

Highest common factor of 520, and 360 is 23 × 5 = 40.

Hence, the required length of the tape is 40cm.

WORK SHEET-1
Q.1 Find the HCF of the following by using
1. Prime Factorization Method
2. Division Method

a) 12 and 30 b) 15 and 75 c) 16 and 40 d) 24 and 64

e) 24 and 108 f) 48, 72 and 132 g) 27, 63 and 207
h) 2  3  5 and 2  3  5 2  52  7 and 23  34  53  7 2
3 2 2 4 3
i)
Q.2 Find the LCM of the following by using
1. Common Multiple Method
2. Prime Factorization Method
3. Division Method

a) 3 and 7 b) 6 and 9 c) 100 and 75 d) 6, 9 and 15

e) 28, 44 and 68 f) 65, 175 and 135 g) 18, 12, 83 and 6
h) 2  3  5 and 2  3  5  7 i) 2  3  5 and 2  3  5
2 3 4 4 3 3 4 2 3 2

APPLICATIONS of HCF and LCM

Q.3 James wants to cover a floor measuring 90cm by 120cm with square tiles of the same size. Given that
he uses only whole tiles, find.
a) The largest possible length of the side of each tile.
b) The number of tiles that are needed to cover the floor.
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Q.4 Paul has three pieces of ropes with the length of 140cm, 168cm and 210 cm. He wishes to cut the three
pieces of rope into smaller pieces of equal length with no remainder.
a) What is the greatest possible length of each of the smaller pieces of rope?
b) How many of the smaller pieces of rope of equal length can he get altogether?

Q.5 Find the greatest length of a wooden scale which can be used to measure 540cm and 360cm exactly.

Q.6 Two tankers contain 600litres and 570litres of petrol respectively. Find the maximum capacity of the
container which can measure the petrol of either tanker in an exact number of times.

Q.7 The length, breadth, and height of a room are 8m, 6m and 4m respectively. Determine the longest tape
which can measure the three dimensions of the room exactly.

Q.8 Three bells ring at intervals of 5, 10 and 15 minutes respectively. If these started ringing at 8 A.M. Find
the time when they will ring together again.

Q.9 Find the least quantity of milk which can be exactly measured by buckets of capacity 12 liters, 16 liters
and 24 liters.

Q.10 Two lighthouses flash their lights every 20 seconds and 30 seconds respectively. Given that they flash
together at 8 P.M. When will they next flash together?

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 UNIT 3: INTEGERS
The integers are a special group or category of numbers that:

● Consist of the set of numbers: {… − 4, −3, −2, −1, 0, 1, 2, 3, 4 … }

● Are all positive and negative whole numbers, which do not include any fractional or decimal part.

A few things to note here:

● There are no fractions or decimals in any part of the numbers.

● Negative numbers often represent the idea of being below a standard value.
● Zero is an integer. In many other number groups whether or not zero is included makes a difference.

Negative Integers: The negative numbers … … … . −5, −4, −3, −2, −1 are called negative integers. Thus,
examples of negative integers are … … … − 5, −4, −3, −2, −1.
Positive Integers: The natural numbers 1, 2, 3, 4, 5 … … … are called positive integers.
Thus, examples of positive integers are 1, 2, 3, 4, 5 … … … ..
Note: The number zero simply is an integer. It is neither positive nor negative.

REPRESENTATION OF INTEGERS ON A NUMBER LINE

Representation of integers on a number line is explained here step by step. In the number line, the positive
numbers are to the right side and the negative numbers are to the left side of the 0.
Thus, we have integers on the number line as shown in the below figure.

i) In order to mark +2 on the number line, we move 2 points to the right side of the zero.

ii) In order to mark −6 on the number line, we move 6 points to the left side of the zero.

iii) In order to mark −1 on the number line, we move 1 point to the left side of the zero.

iv) In order to mark +7 on the number line, we move 7 points to the right side of the zero.

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ADDITION OF INTEGERS ON A NUMBER LINE
The addition of integers on a number line is discussed here. To add two integers on a number line, we follow
the following step procedure:
Procedure:
STEP I: Draw a number line and mark integers on it.
STEP II: Start from the point representing the first number on the number line.
STEP III: Move as many units as the second number to the

● the right of the first number, if the second number is positive.

● left of the first number, if the second number is negative.

STEP IV: Obtain the number representing the point reached in the previous step. This number represents
the required sum of the given integers.

The following examples will explain the use of the above procedure to add two integers on a number line.

Represent the following on the number line:

i) 3 + 4
Solution:
We begin at zero and move 3 units to the right of it to arrive at A representing 3. The second number is
positive. So move 4 units to the right to A to arrive at B representing 7.

Thus, we have 3 + 4 = 7.
(ii) −3 + 4
Solution:
We begin at zero and first move 3 units to the left of zero to arrive at A which represents -3. The second
number is positive 4. So, we move 4 units to the right of A to arrive at B representing 1.

Thus, we have −3 + 4 = 1.
(iii) 4 + (−3)
Solution:
We begin at zero and first move 4 units to the right of zero to arrive at A which represents 4. The second
number is negative 3. So we move 3 units to the left of A to arrive at B representing 1.

Thus, we have 4 + (-3) = 1.

(iv) (−3) + (−4)
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Solution:
We begin at zero and first move 3 units to the left of zero to arrive at A which represents -3. The second
number is negative 4. So we move 4 units to the left of A to arrive at B which represents -7.

Thus, we have(−3) + (−4) = −7.

WORK SHEET-1

1. Find the new temperature if

a) The temperature was -5oC and rises 9oC.
b) The temperature was -12oC and rises 8oC.
c) The temperature was +14oC and falls 8oC.
d) The temperature was -3oC and falls 4oC.
e) The temperature was -7oC and falls 11oC.
f) The temperature was 2oC it falls 8oC then rises 6oC.
g) The temperature was 5oC it falls 8oC then falls a further 6oC.
h) The temperature was -2oC it falls 6oC, then rises 10oC.
i) The temperature was 20oC it falls 18oC, then falls a further 8oC.
j) The temperature was 5oC below zero and falls 8oC.

2. The highest temperature ever recorded was in Libya. It was 58oC. The lowest temperature ever
recorded was -88o C in Antarctica. What is the temperature difference?
3. Julius Caesar was born in 100 BC (or BCE) and was 56 years old when he died. In what year
did he die?
4. Marcus Flavius was born in 20 BC and died in AD 42 (or CE). How old was he when he died?
5. Rome was founded in 753 BC. Constantinople fell to Mehmet Sultan Ahmed in AD 1453, ending
the Roman Empire last in the East. For how many years did the Roman Empire last in the East?
6. My bank account shows a credit balance of £105. Describe my balance as a
positive or negative number after each of these transactions is made in sequence.
a) Rent £140 b) Car insurance £283 c) 1 week’s salary £230
d) Food bill £73e) Credit transfer £250
7. A lift in the Empire State Building in New York has stopped somewhere close to the halfway
point. Call this ‘floor zero’. Show on a number line the floors it stops at as to makes the
following sequence:
a) Up 75 floors b) Down 155 floors c) Up 110 floors
d) Down 60 floors e) Down 35 floors

8. A hang-glider is launched from a mountainside in the Swiss Alps. It climbs 650 m and then
starts its descent. It falls 1220 m before landing.
a) How far below its launch point was the hang-glider when it landed?
b) If the launch point was at 1650 m above sea level, at what height above sea level did its
land.

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 WORK SHEET-2

1. The average noon temperature in Sydney in January is +32oC. The average midnight
temperature in Boston in January is -12oC. What is the temperature difference between the two
cities?

2. The temperature in London on New Year’s Day is -2oC. The temperature in Moscow on the
same day is -14oC. What is the temperature difference between the two cities?

3. The temperature inside the freezer is -8oC. To defrost it, the temperature is allowed to rise by
12oC. What will the temperature be after this rise?

4. A plane flying at 8500m drops a sonar device onto the ocean floor. If the sonar falls a total of
10200m, how deep is the ocean at this point?

5. The roof of an apartment block is 130m above ground level. The car park beneath the apartment
is 35m below ground level. How high is the roof above the floor of the car park?

6. A submarine is at a depth of 165m. If the ocean floor is 860m from the surface, how far is the
submarine from the ocean floor?

7. The table below shows dates of some significance to mathematics. Use the table to answer
questions (i) to (vi).
Date Event
2900 BC Great Pyramid built
1650 BC Rhind Papyrus written
540 BC Pythagoras born
300 BC Euclid born
290AD (CE) Lui Chih calculated 𝜋 as 3.14
1500 AD Leonardo da Vinci born
1900 AD Albert Einstein born
1998 AD Fermat’s last theorem proven

(i) How many years before Einstein was born was the Great Pyramid built?
(ii) How many years before Leonardo was born was Pythagoras born?
(iii) How many years after Lui Chih’s calculation of was Fermat’s last theorem proven?
(iv) How many years were there between the births of Euclid and Einstein?
(v) How long before Fermat’s last theorem was proven was the Rhind Papyrus written?
(vi) How old was the Great Pyramid when Leonardo was born?

25 | Page
 UNIT:4 RATIONAL NUMBERS
OBJECTIVES:

The candidates will be able to:

❖ Define Rational numbers.
❖ Representation of Rational numbers on number line.
❖ Apply operations on Rational numbers.
❖ Describe Additive identity and inverse of Rational numbers.
❖ Describe multiplicative identity and inverse of Rational numbers.
❖ Write Reciprocal of Rational numbers.
❖ Compare two Rational numbers.
❖ Arrange rational numbers in ascending or descending orders.

RATIONAL NUMBERS:
When we add two whole numbers, the result is always a whole number. However, if we subtract one whole
number from another, do we always obtain a whole number?
We know that 5 − 2 = 3 and 3 − 5 = −2 (Not a whole number, it is an integer).

Thus, subtraction of whole numbers does not always produce a whole number. This explains the need to
include negative numbers to form the set of integers.
When we multiply two integers, we always obtain an integer. However, if we divide one integer by another,
do we always obtain an integer?
1
We know that 6÷ 2 = 3 and 2 ÷ 6 = (not an integer, it is a fraction).
3
Thus, the quotient of two integers does not necessarily result in an integer. Hence, there is a need to include
fractions to form a bigger set of numbers known as the set of rational numbers.
𝑎
A rational number is a number that can be expressed in the form , where a and b are integers
𝑏
and 𝑏 ≠ 0.
3 1 5
From the definition of a rational number, we see that fraction such as − , and are rational numbers. If
4 2 3
𝑎 𝑎 𝑎
we replace b by an integer 1 in , we have = = 𝑎.
𝑏 𝑏 1
6 −10 0
Hence, the integers 6 = , −10 = and 0 = so on are rational numbers.
1 1 1

REPRESENTATION OF RATIONAL NUMBERS ON NUMBER LINE.

Basic rules on representing rational no. on a number line.

(i) If the rational number (fraction) is proper then, it lies between 0 and 1.
(ii) If the rational number (fraction) is improper then, first convert it to mixed fraction and
then the given rational no. lie between the whole number and next whole number.

Example: Use the following steps to represent 4 / 7 on the number line.

Draw a number line.

As the number 4 /7 is a positive number so it will be on right side of zero.

26 | Page
So after zero mark, 1/ 7 , 2 /7 , 3 / 7, 4 / 7, 5/ 7 , 6/ 7 , ( 7 / 7 = 1).

Example:
Represent -5 / 3 on the number line.
Solution:
1) Draw a number line.

2) As the number – 5 / 3 is a negative number so it will be on left of zero. -5/3 can be written in a mixed
fraction as -1 2/3. So the number lie between -1 and -2.

3) So left side of zero mark, -1 / 3, - 2 / 3, (-3 /3 = -1), -4 /3, -5 / 3,

(-6 / 3 = -2).

APPLY OPERATIONS ON RATIONAL NUMBERS

Add Two or More Rational Numbers:

Case 1: If denominators of rational numbers are same, then add or subtract the numerators using the same
denominator.
𝑎 𝑏 𝑎±𝑏
Example: ± =
𝑐 𝑐 𝑐

Case 2: If denominators rational numbers are different then calculate the LCM of the denominators.
𝑎 𝑐 𝑎𝑑±𝑏𝑐
Example: ± =
𝑏 𝑑 𝑏𝑑

DESCRIBE ADDITIVE IDENTITY AND INVERSE OF RATIONAL NUMBERS

Additive Identity of a Rational Number:

𝑎 𝑎 𝑎
For any rational number where 𝑏 ≠ 0, + 0 =
𝑏 𝑏 𝑏
Therefore, zero is the identity element for addition in a rational number.
Or
The additive identity property says that if you add a real number to zero or add zero to a real number, then
you get the same real number back. The number zero is known as the identity element or the additive
identity.

Additive Inverse of a Rational Number:

If the sum of two rational numbers is zero (The additive identity) then they are called additive inverses of
each other.
𝑎 𝑎
Two Rational numbers and − are additive inverses of each other.
𝑏 𝑏
𝑎 𝑎 𝑎 𝑎
As + (− ) = − = 0
𝑏 𝑏 𝑏 𝑏

Note: Additive inverse of ZERO is always ZERO

DESCRIBE MULTIPLICATIVE IDENTITY AND INVERSE OF RATIONAL NUMBERS
Multiplicative Identity of A Rational Number:

27 | Page
 𝑎 𝑎 𝑎 𝑎
For any rational number , we have ( × 1) = (1 × ) =
𝑏 𝑏 𝑏 𝑏

1 is called the multiplicative identity for a rational number.

OR
The multiplicative identity property states that any time you multiply a number by 1, the result, is that
𝑎 𝑎
original number. ×1=
𝑏 𝑏

Multiplicative Inverse of a Rational Number:

If the product of two non-zero rational numbers is 1(the multiplicative identity) then they are called
multiplicative inverses of each other.
𝑎 𝑏
Two non-zero rational numbers and are multiplicative inverses of each other.
𝑏 𝑎
𝑎 𝑏
As × =1
𝑏 𝑎
Note: Multiplicative inverse of ZERO does not exist because denominator of a rational number can never
be zero, if it is so, it will give undefined number(infinity).
Reciprocal of a Rational Number:
𝑎 1
If is a non-zero rational number, then 𝑏 is its reciprocal:
𝑏
𝑎
1 𝑏 𝑎 𝑎
i.e.: 𝑏 =1÷ =1× =
𝑎 𝑏 𝑏
𝑎

COMPARISON OF TWO RATIONAL NUMBERS:

In order to compare two rational numbers, we just compare their numerators if denominators are same. If
denominators of the two rational numbers are not same then re-write the rational numbers with common
denominator by using LCM.
3 5
Example: and
4 4
Since the denominators are same, therefore we just compare numerators.
3 5
Here 3 < 5 so <
4 4
5 3
Example: and
7 8
Since denominators are not same, therefore we find their LCM.
As LCM of the denominators is 56, so we have to convert the denominators into 56.
5 5×8 40
= =
7 7×8 56
3 3 × 7 21
= =
8 8 × 7 56
5 3
Here, 40 > 21 therefore >
7 8
ARRANGE RATIONAL NUMBERS IN ASCENDING OR DESCENDING ORDER:
Two or more rational numbers can be arranged in ascending and descending order with the help of the
numerators if the denominators are the same.
If denominators are not same then we have to re-write all the rational numbers with common denominators
by taking the LCM of denominators and converting the denominators into LCM of all the denominators.

Arrange the following rational numbers in descending order.

1 2 8 1 3 5 4 1 5
(1) , , (2) , , (3) , ,
2 3 9 6 4 6 7 3 6
6. Arrange the following rational numbers in descending order.
1 1 1 4 1 2 3 1 5
(1) , , (2) , , (3) , ,
2 3 4 5 10 15 8 4 6

28 | Page
 WORK SHEET-1

Q#1. Write down the numerator of each of the following rational numbers:
−7 15 −17
(i) (ii) (iii) (iv) 5
5 −4 −21
Q#2. Write down the denominator of each of the following rational numbers:
−4 11 −15
(i) (ii) (iii) (iv) 0
5 −34 −82
Q#3. Write down the rational number whose numerator is (−3) × 4, and whose denominator is (34 −
23) × (7 − 4).
Q#4. Write the following rational numbers as integers:
17 −23 35 −77 91
, , , ,
1 1 1 1 1
Q#5. Write down the rational number whose numerator is the smallest four-digit number and denominator is
the largest five-digit number.
Q#6. Separate positive and negative rational numbers from the following rational numbers:
−5 12 7 13 −18 −95 −1
, , , , 0, , ,
−7 −5 4 −9 −7 116 −9
Q#7. Express 3/5 as a rational number with numerator:
(i) 6 (ii) -15 (iii) 21 (iv) -27
Q#8 Convert each of the following rational numbers in its lowest form:
(i) -12/30 (ii) -14/49 (iii) 24/-64 (iv) -36/-63
Q#9. Draw the number line and represent the following rational numbers on it:
(i) 1/3 (ii) 2/3 (iii) 2/7 (iv) ¾ (v) (-7)/3 (vi) 22/(-7)
Q#10. Add the following rational numbers:
(i) -2/5 and 4/5 (ii) -6/11 and -4/11 (iii) -11/8 and 5/8
Q#11. Subtract the first rational number from the second in each of the following:
(i) 3/8, 5/8 (ii) -7/9, 4/9 (iii) -2/11, -9/11
Q#12. Find the product of each of the following:
(i) 3/5 × (-7)/8 (ii) (-9)/2 × 5/4 (iii) (-6)/11 × 5/3
Q#13. Divide the rationale numbers:
(i) 1 by ½ (ii) 5 by -5/7 (iii) -3/4 by 9/-16
Q#14. The product of two rational numbers is 15. If one of the numbers is -10, find the other.
Q#15. The product of two rational numbers is -9. If one of the numbers is -12, find the other.
Q#16. The product of two rational numbers is -16/9. If one of the numbers is -4/3, find the other.
Q#17. Find out a rational number lying between 1/4 and 1/3.
Q#18. Find out a rational number lying between 2 and 3.
Q#19. Find out a rational number lying between -1/3 and 1/2.

WORK SHEET-2

Q#1. If 3/11 of a number is 22, what is 6/11 of that number?

Q#2. Jason won some goldfish at the state fair. During the first week, 1/5 of them died, and during the
second week, 3/8 of those still alive at the end of the first week died. What fraction of the original goldfish
were still alive after two weeks?

Q#3. 5/8 of 24 is equal to 12/7 of what number?

Q#4. If 7a = 3 and 3b = 7, what is the value of a/b?

29 | Page
Q#5. One day at Lincoln High School, 1/12 of the students were absent, and 1/5 of those present went on a
field trip. If the number of students staying in school that day was 704, how many students are enrolled at
Lincoln High?

Q#6. For the final step in a calculation, Ezra accidentally divided by 1000 instead of multiplying by 1000.
What should he do to his incorrect answer to correct it?

Q#7. When 300 pupils are in a lecture hall, only 2/3 of the seats are occupied. How many seats are there?

Q#8. If John has p hours of homework and has worked for r hours, what part of his homework is yet to be
done?

Q#9. A team played 30 games of which it won 24, what part of the games played did it loses?

Q#10. If a man’s weekly salary is x and he saves y dollars, what part of his weekly salary does he spend?

Q#11. What part of an hour elapses between 11:50 am and 12:14 pm?

Q#12. One half of the employees of ICI Co earn salaries above 18,000/= annually, one third of the
remainder earn salaries between 15,000/= and 18,000/=. What part of the staff earns below 15,000/=?

30 | Page
 UNIT 5: EXPONENTS

OBJECTIVES:

The candidates will be able to:

❖ Identify Coefficient, Base and Power
❖ Describe Laws of Exponents
❖ Find Value of exponential form
❖ Demonstrate the concept of power of integer that is (−𝑎)𝑛 when 𝑛 is even or
odd integer
❖ Apply laws of exponents to evaluate expressions

IDENTIFY COEFFICIENT, BASE, EXPONENT AND POWER

Concept of powers (exponents): A power contains two parts exponent and base.
We know 2 × 2 × 2 × 2 = 24, where 2 is called the base and 4 is called the power or exponent or index of 2.
Reading Exponents
Base: A base is a number which is to be multiplied by itself according to an exponent.
Exponent or index: An Exponent is a number which represents the number of times, a base is to be
multiplied by itself.
The value of exponential form: The product of base with itself according to the exponent is the value of
exponential form (power).

Example:
Power
Exponent

Coefficient
a x =c b

Base
LAWS OF EXPONENTS:

Multiplying powers with same base

For example: x² × x³, 2³ × 2⁵, (-3) ² × (-3) ⁴

In multiplication of exponents if the bases are same then we need to add the exponents.
Consider the following:
1. 23 × 22 = (2 × 2 × 2) × (2 × 2) = 23 × 22 = 23+2 = 25

2.34 × 32 = (3 × 3 × 3 × 3) × (3 × 3) = 34+2 = 36

Dividing powers with the same base

For example:

31 | Page
𝟑⁵ ÷ 𝟑¹, 𝟐² ÷ 𝟐¹, 𝟓(²) ÷ 𝟓³
𝐈𝐧 𝐝𝐢𝐯𝐢𝐬𝐢𝐨𝐧 𝐢𝐟 𝐭𝐡𝐞 𝐛𝐚𝐬𝐞𝐬 𝐚𝐫𝐞 𝐬𝐚𝐦𝐞 𝐭𝐡𝐞𝐧 𝐰𝐞 𝐧𝐞𝐞𝐝 𝐭𝐨 𝐬𝐮𝐛𝐭𝐫𝐚𝐜𝐭 𝐭𝐡𝐞 𝐞𝐱𝐩𝐨𝐧𝐞𝐧𝐭𝐬.
Consider the following:

𝟐𝟕 𝟐×𝟐×𝟐×𝟐×𝟐×𝟐×𝟐
1. 𝟐𝟕 ÷ 𝟐𝟒 = = = 𝟐𝟕−𝟒 = 𝟐𝟑
𝟐𝟒 𝟐×𝟐×𝟐×𝟐
56 5×5×5×5×5×5
2. 56 ÷ 52 = = = 56−2 = 54
52 5×5
710 7 × 7 × 7 × 7 × 7 × 7×7×7×7×7
3. 710 ÷ 78 = = = 710−8 = 72
78 7 × 7×7×7×7×7×7×7

Power of a power

For example: (2³)², (5²)⁶, (32 )−3

In power of a power, you need multiply the powers.

Consider the following

(i) (2³)⁴
Now, (2³)⁴ means 2³ is multiplied four times
i.e. (2³)⁴ = 2³ × 2³ × 2³ × 2³
= 23+3+3+3 = 212
(ii) (𝟒−𝟐 )𝟑

Now, (𝟒−𝟐 )𝟑 means 𝟒−𝟐 is multiplied three times

i.e. (4−2 )3 = 𝟒−𝟐 × 𝟒−𝟐 × 𝟒−𝟐

= 4−2−2−2
= 4−6

Negative Exponents

If the exponent is negative, we need to change it into positive exponent by writing the same in the
denominator and 1 in the numerator.

If ‘a’ is a non-zero integer or a non-zero rational number and m is a positive integer, then 𝑎−𝑚 is the
1 1 𝑎 −𝑛 𝑏 𝑛
reciprocal of 𝑎𝑚 , i.e. 𝑎−𝑚 = 𝑚 and 𝑎
𝑚
= −𝑚 similarly ( ) = ( ) where n is positive integer.
𝑎 𝑎 𝑏 𝑎

Consider the following:

1 1 1 1 1
2−1 = 2−3 = = 2−4 = =
2 23 8 24 16

For example:
1 1 1 1 1
1. 10−3 = = × × =
103 10 10 10 1000
1 1 1 1 1 1
2. −2−4 = = × × × =
−24 −2 −2 −2 −2 16
1
3. = 34 = 3 × 3 × 3 × 3 = 81
3−4

Power with exponent zero

32 | Page
 If the exponent is 0 then you get the result 1 whatever the base is.

𝑎 0
Example: 80 , ( ) , 𝑚0
𝑏

If ‘a’ is a non-zero integer or a non-zero rational number then,

𝑎 0
𝑎0 = 1 similarly ( ) = 1 where 𝑎/𝑏 is an integer.
𝑏

For Example:

2 3 2 −3 2 3+(−3) 2 0
1. ( ) × ( ) =( ) = ( ) = 1.
3 3 3 3
25 5−5 0
2. 5 = 2 = 2 = 1.
2
0 0
3. 3 × 4 = 1 × 1 = 1.

Examples on evaluating powers (exponents):

1. Evaluate each expression:

(i) 54
Solution:
54 = 5 ∙ 5 ∙ 5 ∙ 5 → Use 5 as a factor 4 times.
= 625 → Multiply.

(ii) (−3)3 .
Solution:
(−3)3 = (−3) ∙ (−3) ∙ (−3) → Use -3 as a factor 3 times.
= −27 → Multiply.

(iii) −72 .
Solution:
−72 = −(72 ) → The power is only for 7 not for negative 7
= −(7 ∙ 7) → Use 7 as a factor 2 times.
= −(49) → Multiply.
= −49

Writing Powers (exponents)

Write each number as the power of a given base:

(a) 16; base 2

Solution:
16; base 2
Express 16 as an exponential form where base is 2
The product of four 2’s is 16.
Therefore, 16
= 2 ∙ 2 ∙ 2 ∙ 2 = 24
Therefore, required form = 24

(b) 81; base -3

Solution:
33 | Page
81; base −3
Express 81 as an exponential form where base is -3
The product of four (−3)’s is 81.
Therefore,
81= (−3) ∙ (−3) ∙ (−3) ∙ (−3) = (−3)4
Therefore, required form = (−3)4

DEMONSTRATE THE CONCEPT OF POWER OF INTEGER THAT IS (−𝒂)𝒏 WHEN 𝒏 IS

EVEN OR ODD INTEGER:
( −a ) = + an , if
n
n is even
( −a ) = −an , if
n
n is odd
Q.1 Convert the following into negative or positive exponent.
1 1 1 1
1. 2. 3. 4.
25 37 x6 4
6

 
5
−7 −2
−8 1 −5 −7 2
1. 5 6.   7. x 8. y 9.  
3 3
Q.2 Identify which of the following is positive or negative.
17 −26
 11   1
1. ( −7 ) 11.  −  12.  −  13. ( −3)
6 0

 2  5
APPLY LAWS OF EXPONENTS TO EVALUATE EXPRESSIONS

Q.3 Find the value of x in the following.

8 6 2x
 11   11   11 
1. 36  34 = 3x 3.      =  
9 9 9
x

 4  
3
 4
9 x
1 1 1
5 10

2.    =   4.      =  
 7  
  7 5 5 5

34 | Page
 UNIT 6: RATIO AND PROPORTION
OBJECTIVES:
The candidates will be able to:
❖ Describe Ratio.
❖ Continued Ratio
❖ Describe the relationship between ratio and fraction.
❖ Describe proportion
❖ Find Direct and inverse proportion.
❖ Compound Proportion
❖ Solve real life problems based on direct and inverse proportion.

A mathematical expression representing the

Fraction division of one whole number by another. 3
OR 4
A part of a Whole
3
Ratio A comparison of two similar quantities 3:4 or
4
180 rupees
Rate A comparison of two different quantities Cost of 1 egg =
12 eggs
Distance
Speed Rate of Distance and Time Speed =
time
15
Percentage A ratio expressed as a fraction of 100
100
DESCRIBE RATIO:
The method of comparing two quantities of the same kind and in the same units by division is known as a
ratio.
OR
A ratio compares values. A ratio says how much of one thing there is compared to another thing. Ratio 3:1
This comparison is always in the form of numbers. The ratio is represented by a fraction or the symbol " : " .

The ratio has no units.

• It can be expressed as a fraction. 2 : 3 can be expressed as 2/3.

• The two quantities that are compared should be of the same kind. 3 liters and 2 grams cannot be compared.
• The two quantities must have the same units. The ratio between 10 g and 15 g is 10 : 15.
• The ratio must be expressed in the simplest form. 3 : 9 can be expressed as 1 : 3.
• The ratio a : b is said to be in the simplest form if the H.C.F. of a and b is 1.
• If the H.C.F. of 'a' and 'b' is not 1, then divide 'a' and 'b' by the H.C.F. of 'a' and 'b', the ratio will be reduced
to the lowest form.
Example-1: If Arif has 9 rupees and Saleem has 20 rupees then ration of their amounts is written as 9:20
(with no unit mentioned)

35 | Page
Example-II: Divide Rs. 60 in the ratio 3 : 2.
Solution:
The two parts are 3 and 2
The sum of the parts = 3 + 2 = 5
3
Therefore, 1ˢᵗ part = × (60) = 𝑅𝑠. 36
5
2
2ⁿᵈ part = × (60) = 𝑅𝑠. 24.
5

Example-III: The ratio of girls to boys in a class was 5 : 4. There were 32 boys. How many girls were there
in the class?
Solution:
Let x be total number students in the class
The two parts are 5 and 4
The sum of the ratio = 5 + 4 = 9
4
Therefore, boys = × (𝑥)
9
As given boys are 32 so
4
32 = × (𝑥)
9
𝑥 = 72
5
Girls = × (72) = 40.
9

CONTINUED RATIO

The continued ratio of three quantities can be defined as:

If two ratios containing A, B and C are A : B = x : y and B : C = y : z then their continued ratio is A : B : C
= x : y : z.

Example I: Find the continued ratio a: b: c if

a: b = 5: 6 and b: c = 6: 7
Solution:
Here a: b = 5: 6 and b: c = 6: 7
Since the size of common quantity b is same in the both ratios i.e. 6.
Therefore a: b: c = 5: 6 :7
In case the size of common quantity is different, we can find the continued ratio as mentioned in the
following example.

Example II: Find the continued ration x: y: z, if x: y = 6: 7 and y: z= 8: 9

Solution: First Method
First of all, we find the product of the sizes of common quantity y which is 56, Now we make the
size of y same (i.e., 56) in each ratio
x:y=6:7 and y : z = 8 : 9
𝑥 6 𝑦 8
or = or =
𝑦 7 𝑧 9
6 ×8 48 8×7 56
= = = =
7 ×8 56 9 ×7 63
Hence x: y: z = 48: 56: 63

Second Method
x :y : z
6 7
8 9
48 : 56 : 63
Hence x : y : z = 48 : 56 : 63
36 | Page
Example III: Find a : b : c: d if a: b = 2 : 3 , b : c = 4 : 5 and c : d = 2:7
Solution: a : b : c : d
2 3

4 5
8 : 12 : 15

2 7
16 : 24 : 30 : 105

Hence a: b: c: d = 16: 24: 30: 105

Note: Ratio is a form of common fraction.
3
Like as fraction is equal to 3 : 4 .
4
DESCRIBE PROPORTION:
If four quantities w, x, y and z are such that the ratio 𝑤 ∶ 𝑥 is equal to the ratio 𝑦 ∶ 𝑧 then we say w, x, y and
z are in proportion or, w, x, y and z are proportional. We express it by writing 𝑤 ∶ 𝑥 ∶ : 𝑦 ∶ 𝑧.
𝑤 𝑦
𝑤 ∶ 𝑥 ∶ : 𝑦 ∶ 𝑧 if and only if = .
𝑥 𝑧
In 𝑤 ∶ 𝑥 ∶∶ 𝑦 ∶ 𝑧, w, x, y and z are the first, second, third and fourth terms respectively. Also, w and z are
called the extreme terms while x and y are called the middle terms or mean terms.

Product of extremes = product of means

or 𝑤𝑧 = 𝑥𝑦

Example 1: Find the missing term of 6 ∶ 𝑥 ∶ : 8 ∶ 24

Solution: By definition product of mean = product of extreme that is 8 × 𝑥 = 6 × 24 that is 8x = 144 =>
𝑥 = 18

Example II. The first, second and third terms of the proportion are 42, 36, 35. Find the fourth term.
Solution:
Let the fourth term be x.
Thus 42, 36, 35, x is in proportion.
Product of extreme terms = 42 × 𝑥 and Product of mean terms = 36 × 35
Since the numbers make up a proportion. Therefore, 42 × 𝑥 = 36 × 35
or, 𝑥 = (36 × 35)/42
or, x = 30
Therefore, the fourth term of the proportion is 30.

DIRECT proportion:

Two quantities are said to vary directly if the increase (or decrease) in one quantity causes the increase (or
decrease) in the other quantity.

Examples of direct variation or direct proportion:

(i) The distance covered by a moving object varies directly as its speed. (More speed, more distance covered
at the same time)
(ii) The work done varies directly as the number of men at work. (More men at work, more is the work done
in the same time)
(iii) The work done varies directly as the working time. (More is the working time, more is the work done)

37 | Page
Example I. If one dozen oranges cost Rs. 60, how many oranges can be bought for Rs. 70?
Solution:
For Rs. 60, number of oranges bought = 12
For Rs. 1, number of oranges bought = 12/ 60 [less money, less oranges]
For Rs. 70, number of oranges bought = {(12/ 60) × 70} [More money, more oranges]
= 14.
Hence, the number of oranges bought for $ 70 is 14.
INVERSE PROPORTION:

Two quantities are said to vary inversely the increase (or decrease) in one quantity causes the decrease (or
increase) in the other quantity.

EXAMPLES ON INVERSE VARIATION OR INVERSE PROPORTION:

(i) The time taken to finish a piece of work varies inversely as the number of men at work. (More men at
work, less is the time taken to finish it)

(ii) The speed varies inversely with the time taken to cover a distance. (More is the speed, less is the time
taken to cover a distance)

Example I. If 35 men can reap a field in 8 days; in how many days can 20 men reap the same field?
Solution:
35 men can reap the field in 8 days
1 man can reap the field in (35 × 8) days [fewer men, more days]
20 men can reap the field in (35 × 8)/20 days [more men, more days]
= 14 days
Hence, 20 men can reap the field in 14 days.

Example II. 6 typists working 5 hours a day can type the manuscript of a book in 16 days. How many days
will 4 typists take to do the same job, each working 6 hours a day?
Solution:
6 typists working 5 hours a day can finish the job in 16 days
6 typists working 1 hour a day can finish it in (16 × 5) days [fewer hours per day, more
days]
1 typist working 1 hour a day can finish it in (16 × 5 x 6)/6 days [fewer typists, more days]
1 typist working 6 hours a day can finish it in 6 days [more hours per day, fewer days]
4 typists working 6 hours a day can finish it (16 × 5 × 6)/(6 × 4) days = 20 days.
Hence, 4 typists working 6 hours a day can finish the job in 20 days.

COMPOUND PROPORTION

“The proportion involving two or more quantities is called Compound Proportion.”

Rules for Solving Compound Proportions

Quantity1 Quantity2 Quantity 3

a b c
d e x

CASE-1
If quantity 1 and quantity 2 are directly related and quantity 2 and quantity 3 are also directly related, then
we use the following rule:

38 | Page
 𝑎 × 𝑏 𝑑 × 𝑒
=
𝑐 𝑥

CASE-2
If quantity 1 and quantity 2 are directly related and quantity 2 and quantity 3 are inversely related, then we
use the following rule:

𝑏 × 𝑐 𝑒 × 𝑥
=
𝑎 𝑑

CASE-3
If quantity 1 and quantity 2 are inversely related and quantity 2 and quantity 3 are directly related, then we
use the following rule:

𝑎 × 𝑏 𝑑 × 𝑒
=
𝑐 𝑥

CASE-4
If quantity 1 and quantity 2 are inversely related and quantity 2 and quantity 3 are also inversely related,
then we use the following rule:

𝑎 ×𝑏×𝑐 =𝑑×𝑒×𝑥

Example I:
195 men working 10 hours a day can finish a job in 20 days. How many men are employed to finish the job
in 15 days if they work 13 hours a day?
Solution:
Let x be the no. of men required

Days Hours Men

20 10 195

15 13 x

20 × 10 × 195 = 15 × 13 × 𝑥
20 ×10×195
𝑥= = 200 men.
15×13

WORKSHEET-1
1.Reduce the following into the lowest equivalent form.
a) 4: 50 b) 0.8: 72

2. Find the ratio of the following and write in lowest form.

a) Rs 150 and Rs180 b) 5 years and 3 months 15 days, c) 2 weeks and 1 month

3. Identify means and extremes in the following.

a) 2: 5 = 8: 20 b) 3: 4 = 6: 8 c) 𝑎: 𝑏 = 𝑐: 𝑑

4.Decide whether the four numbers given in each of the following are in proportion or not.
18, 24, 30 and 40
14, 19, 3 and 4
39 | Page
8, 8, 12 and 16
15, 20, 16 and 21
5. Find the value of x if 2:x=3:7

6. If 50 persons working 8 hours daily complete a work in 40 days, find in how many days can 25 persons
working 4 hours daily complete the same work?

7. Find the mean proportion in the following.

a) 15 and 16 b) 18 and 32 c) 28 and 63 d) 27 and 12

8. A school has an enrolment of 630 Chinese students, 120 Japanese students, and 60 Turkish students. Find
the ratio of Japanese Students to Chinese students to Turkish students.

9. A man earns $ 1200 and spends $450 per month. Find the ratio of
i. His income to his expenditure
ii. His saving to income.
10. If 5 persons reap 120 acres in 7 days, find how many acres will be reaped by 13 persons in 21days?

11. The sides of two squares are 4cm and 6cm. Find the ratio of:
i. Their areas
ii. Their perimeters.
12. Ahmed secured 60 marks in a paper of 100 marks. What shall be his score if the paper were of 75
marks?

13. On the map, 80 km are represented by 5cm. If the distance between two cities on the map is 15cm. Find
the actual distance between them.

14. A book covers 130 pages with 24 lines on every page. If we make the same book of 80 pages with
increasing number of lines. How many lines would there be on each page?

15. If 80 workers complete a work in 6 days. Find the number of days required to complete the same by 10
workers.

16. Find A: B:C if

a) A : B = 2 : 5 and B : C = 5: 4 c) A : B = 3: 7 and B : C = 8: 9
a) A : B = 3: 7 and B : C = 20 : 21 d) A : B = 3: 5 and B:C = 4:9

17. The expenses of 35 guests in a party are RS 5250. Find the expenses of 85 guests.

18. Three friends Imran, Bilal and Ahmed share $416 among themselves. Imran receives $169 and Bilal
receives $156. Fin the ratio in which the sum of money is shared.

19. The ratio of weights of Shazia and Nazia is 5: 9 and that of Nazi and Madiha is 8: 11. Find the continued
ratio of their weights.

20. Divide 2000 rupees among Saleem, Irfan and Imran in 2: 3: 5.

21. Marks of Akhtar and Aziz are in 3: 4 and Aziz and Anis are in 5: 7 . Find the continued ratio of their
marks.

40 | Page
22. The ratios in the property of family members are as under. The ratio of the property of Father and
Mother is 5:2 Mother and Daughter is 3:4 and Daughter and Son is 6:7. Find their continued ratio in the
property.
23. An amount of Rs 27,400 is used for utility bills of a person; electricity, phone, gas, and water. The ratio
among electricity and phone is 5: 2 , phone and gas is 4: 3 but gas and water is 7: 6 . Find the actual amount
of bills.

24. The price of 15 chairs is 4500 rupees. Find the price of such 20 chairs.

25. Six identical pipes can fill a water tank in 3 hours. How many can such pipes fill the same tank in 2
hours?

26. If 5 persons can consume the food provision in 8 days. How many persons can consume the same food
provisions in 4 days?

27. The cost of 4 kilograms of mangoes is 300 rupees. Find the cost of 10 kilograms of mangoes.

28. 20 soldiers can consume a food stock in 8 days. How many soldiers will consume the same job 6
workers?

41 | Page
 UNIT 7: PERCENTAGE
OBJECTIVES:

The candidates will be able to:

❖ Define percentage.
❖ Find percentage of a given quantity
❖ Convert a percentage into fraction
❖ Convert a given percentage into ratio
❖ Convert a fraction into the percentage
❖ Convert a decimal into the percentage
❖ Convert a given ratio into the percentage
❖ Increase percentage
❖ Decrease Percentage
❖ Solve problems related to percentage.

DEFINE PERCENTAGE:

The percentage is a special type of fraction which indicates parts out of hundred parts.
OR
A percentage is a fraction with denominator as 100 i.e. % = 1/100

The meaning of ‘percent’

Percentages are used in reporting information because they are easier to understand and compare than other
types of fractions. For example, comparing 20% and 15% of the population is a lot simpler than if the same
figures were presented as 1/5 and 3/20. Percentages are simple and powerful because they always use the
same base number, 100. Unfortunately, this basic understanding of the meaning of percentages has been
obscured for many adults because of a common preoccupation with teaching formulae rather than meaning.
This section attempts to redress that focus and to demystify percentages for adults operating in a modern
world

FINDING PERCENTAGE OF A GIVEN QUANTITY.

We know, a percentage is a fraction with denominator as 100 i.e. % = 1/100. Therefore, to determine the
exact value of a percent of a given quantity we need to express the given percent as fraction and multiply it
by the given number.
We will follow the following steps for finding a percentage of a given number:
Step I: Obtain the number. Let the number be m.
Step II: Obtain the required percentage. Let it be r %.
Step III: To find r % of m, multiply m by R and then divide by 100; i.e. r % of m = r/100 × m
Following examples will help us to find the percentage of the given quantity using the above procedure.
Solved examples to find percent of a given number:
Example-1. Find 40 % of 240
Solution:
We know that r % of m is equal to r/100 × m.
So, we have 40 % of 240
40/100 × 240
= 96
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CONVERSION A PERCENTAGE INTO FRACTION
We will follow the following steps for converting a percentage into a fraction:
Step I: Obtain the given percentage. Let it be x %.
Step II: Remove the percentage sign (%) and then divide the number by 100.
Therefore, 𝑥 % = 𝑥/100
Step III: Reduce the fraction obtained to its lowest terms as required.
For example:
1. Express each of the following percentage into fraction in lowest terms:
16 4
(i) 16 % = =
100 25
48 12
(ii) 48 % = =
100 25
5 1
(iii) 5 % = =
100 20
25 1
(iv) 25 % = =
100 4
115 23
(v) 115 % = =
100 20
1
(vi) 1 % =
100
CONVERSION A GIVEN PERCENTAGE INTO RATIO
We will follow the following steps for converting a percentage into a ratio:
Step I: Obtain the percentage.
Step II: Convert the given percentage into fraction by dividing it by 100 and removing percentage symbol
(%).
Step III: Reduce the fraction obtained in step II in the simplest form.
Step IV: Write the fraction obtained in step III as a ratio.
For example:
1. Express each of the following percentage as ratios in the simplest form:
46 23
(i) 46 % = = = 23 ∶ 50
100 50
20 1
(ii) 20 % = = = 1∶ 5
100 5
125 5
(iii) 125 % = = = 5∶ 4
100 4
34 17
(iv) 34% = = = 17 ∶ 50
100 50
1
(v) 1 % = = 1 ∶ 100
100
2. Express each of the following fraction percentage into ratio in lowest term:
3 3 1 3
(i) % = × = = 3 ∶ 400
4 4 100 400

2 20 20 1 20
(ii) 6 % = % = × = = 1 ∶ 15
3 3 3 100 300

3 3 1 3
(iii) % = × = = 3 ∶ 500
5 5 100 500

2 32 32 1 32 8
(iii) 6 % = % = × = = = 8 ∶ 125
5 5 5 100 500 125

3 43 43 1 43
(iv) 5 % = % = × = = 43 ∶ 800
8 8 8 100 800

3. Express each of the following decimal percentage as ratios in the simplest form:
165 165 1 165 33
(i) 16.5 % = % = × = = = 33 ∶ 200
10 10 100 1000 200
43 | Page
 4 4 1 4 1
(ii) 0.4 % = % = × = = = 1 ∶ 250
10 10 100 1000 250
25 25 1 25 1
(iii) 2.5 % = % = × = = = 1 ∶ 40
10 10 100 1000 40
1010 1010 1 1010 101
(iv) 10.10 % = % = × = = = 101 ∶ 1000
100 100 100 10000 1000
12 12 1 3
(iv) 1.2 % = % = × = = 3 ∶ 250
10 10 100 250

CONVERSION A FRACTION INTO PERCENTAGE

We will follow the following steps for converting a fraction into a percentage:
Step I: Obtain the fraction. Let the fraction is x/y.
Step II: Multiply the fraction by 100 and write the percentage (%) symbol to find the required percent.
𝑥 𝑥
Therefore, = ( × 100) %
𝑦 𝑦
1. Convert each of the following fractions as percentage:
3 3
(i) = ( × 100) % = 12 %
25 25
4 4
(iii) = ( × 100) % = 80 %
5 5
3 3
(iii) = ( × 100) % = 75 %
4 4
2 2 200 66 2
(iv) = ( × 100) % = ( )% = %
3 3 3 3
(v) 1 = (1 × 100)% = 100 %
Note: 100 % = 1
2. Express each of the following fraction into a percentage:
6 6
(i) = ( × 100) % = 120 %
5 5
2 22 22
(ii) 4 = = ( × 100) % = 440 %
5 5 5

1 5 5
(iii) 1 = = ( × 100) % = 125 %
4 4 4
3. Express each of the following statements in the percentage form:
(i) 5 out of 20 are bad
5
= eggs are bad
20
5
= ( × 100) % eggs are bad
20
= 25 % eggs are bad
(ii) 3 children in a class of 30 are absent.
3
= children are absent
30
3
= ( × 100) % children are absent
30
= 10 % children are absent
(iii) 21 apples out of 30 are good
21
= apples are good
30
21
= ( × 100) % apples are good
30
= 70 % apples are good
(iv) 47 students out of 50 are present
47
= students are present
50
47
= ( × 100) % students are present
50
= 94 % students are present
44 | Page
CONVERSION A DECIMAL INTO PERCENTAGE
We will follow the following steps for converting a decimal into a percentage:
Step I: Obtain the number in decimal form.
Step II: Multiply the number in decimal form by 100 and put percent sign (%)
Note: When we multiply the decimal number by 100, then we need to shift the decimal point two places to
the right (add zeros if necessary).
I. Express each of the following decimal as percent:
(i) 0.8 = 0.8 × 100 % = 80 %
(ii) 1.2 = 1.2 × 100 % = 120 %
(iii) 7.1 = 7.1 × 100 % = 710 %
(iv) 10.1 = 10.1 × 100 % = 1010 %
(v) 31.3 = 31.3 × 100 % = 3130 %
(vi) 123.7 = 123.7 × 100 % = 12370 %
(vii) 101.9 = 101.9 × 100 % = 10190 %
II. Conversion of decimal into percent:
(i) 0.29 = 0.29 × 100 % = 29 %
(ii) 0.25 = 0.25 × 100 % = 25 %
(iii) 0.01 = 0.01 × 100 % = 1 %
(iv) 0.51 = 0.51 × 100 % = 51 %
(v) 13.01 = 13.01 × 100 % = 1301 %
(vi) 201.17 = 201.17 × 100 % = 20117 %
(vii) 100.11 = 100.11 × 100 % = 10011 %

CONVERSION A GIVEN RATIO INTO PERCENTAGE

We will follow the following steps for converting a ratio into a percentage:
Step I: Obtain the ratio. Let the ratio be 𝑥 ∶ 𝑦
Step II: Convert the given ratio into the fraction 𝑥/𝑦.
Step III: Multiply the fraction obtained in step II by 100 and put the percentage sign(%).
1. Express each of the following ratio into percentage:
6 6 600
(i) 6 ∶ 5 = = ( × 100) % = % = 120 %
5 5 5
8 8
(ii) 8 ∶ 25 = = ( × 100) % = 32 %
25 25
10 1
(iii) 10 ∶ 50 = = ( × 100) % = 20 %
50 5
4 4
(iv) 4 ∶ 5 = = ( × 100) % = 80 %
5 5
7 7
(v) 7 ∶ 25 = = ( × 100) % = 28 %
25 25

INCREASING PERCENTAGE
It can easily be understood if it is expressed as percent. We will follow the following steps to convert the
increase into percent.
Step I: First find the increase in value
Step II: Divide it by the original quantity
Step III: Multiply the fraction by 100 and put percent sign (%)
Formula for finding the increase % is Increase in value/Original value × 100 %.
Note: Increase percent is calculated on the original value.
For example:
If price of milk increases from $4 per liter to $5.40 per liter.
Increase in price = $5.40 − $4 = $1.40, increase % = Increase in price/Original price × 100%
45 | Page
 1.40 140
= × 100 % = % = 35 %
4 4
We will apply the concept of solving some real-life problems by using the formula for finding the increase
percent.
Solved examples:
1. The price of rice is increased from $10 to $12.50 per kg. Find the percentage increase in price.
Solution:
Price of rice before = $10
Price of rice now = $12.50
Increase in price = current price – original price
= $12.50 − $10
= $2.50
Therefore, percentage increase in price = Increase in price/Original price × 100 %
= 2.50/10 × 100 %
= 250/10 %
= 25 %
Thus, increase in price= 25 %
2. The population in a small town increases from 20000 to 21250 in one year. Find the percentage increase
in population.
Solution:
Population in a small town last year = 20000
Population in a small town after one year = 21250
Increase in population = 21250 − 20000 = 1250
Therefore, percentage increase in population = Increase in population/Last year population × 100 %
1250
= × 100 %
20000
125000
= %
20000
25
= %
4
= 6.25%
Thus, the increase in population is 6.25%

DECREASING PERCENTAGE
It can easily be understood if it is expressed as per cent. We will follow the following steps to convert the
decrease into per cent
Step I: first find the decrease
Step II: divide it by the original quantity
Step III: multiply the fraction by 100%
Formula for finding the Decrease% is = Decrease in value/Original value × 100%
Note: decrease per cent is calculated on the original value.
For example:
The price of sugar decreases from $8 per kg to $6.40 per kg.
Decrease in price = $8 - $6.40 = $1.60 and decrease % = decrease in price/Original price × 100%
1.60
= × 100 %
8
160
= %
8
= 20 %
We will apply the concept of solving some real-life problems by using the formula for finding the decrease
percent.
Examples-1. The cost of an article is decreased by 15%. If the original cost is $80, find the decrease cost.
Solution:
Original cost = $80
46 | Page
Decrease in it = 15% of $80
15
= × 80
100
1200
=
100
= $12
Therefore, decrease cost = $80 − $12 = $68
Example-2. A television manufacturing company declares that a television is now available for $5600 as
against $8400 one year before. Find the percentage reduction in the price of television offered by the
company.
Solution:
Price of the television a year before = $8400
Price of the television after a year = $5600
Decrease in price = $(8400 − 5600) = $2800
2800 100 1
Therefore, decrease % = × 100 % = = 33 %
8400 3 3
Application of percentage will help us to apply the procedure to solve real-life percent problems.

REAL LIFE PROLEM RELATED TO PERCENTAGE:

Example-1: In an election, candidate A got 70 % of the total valid votes. 20 % of the total votes were
declared invalid. If the total number of votes is 600000, find the number of valid votes polled in favor of the
candidate.
Solution:
Total number of invalid votes = 20 % of 600000
20
= × 600000
100
= 120000
Total number of valid votes polled = 600000 − 120000 = 480000
Percentage of valid votes polled in favor of the candidate = 70 %
Therefore Number of valid votes polled in favor of the candidate = 70 % of 480000
70
= × 480000 = 336000 votes
100
Therefore, the number of valid votes polled in favor of the candidate is 336000.
Example-II: Mother's weight is 25 % more than that of daughter. What percent is daughter's weight less
than mother's weight?
Solution:
Let daughter's weight be 100 kg.
Then mother's weight = (100 + 25) kg = 125 kg
If mother's weight is 125 kg, then daughter's weight is 100 kg.
100
If mother's weight is 1 kg, then daughter's weight is kg
125
100
If mother's weight is 100 kg, then daughter's weight = ( × 100) kg
125
Therefore, daughter's weight is 20 % less than that of mother

WORKSHEET-1
1. Find the following percentages.
a) 10% of 50 e) 30% of 70
b) 25% of 250 f) 50% of 50
c) 75% of 750 g) 125% of 50cm
d) 60% 0 f 300 litres h) 20% of Rs 13.25

47 | Page
 2. Find the resulting new increased or decreased quantity due to:
(i) 8 % decrease in $ 400
(ii) 5 % increase in 25 km
(iii) 121/2 % increase in a speed of 600 km/h
(iv) 30 % decrease in a temperature of 40° Celsius
(v) 2.5 % increase in a salary of $ 1250
(vi) 2.5 % decrease in 800 gram
3. Find the percentage change from the first quantity to the second quantity:

(i) $75; $90

(ii) 40 cm; 60 cm

(iii) 20 gm; 5 gm

(iv) 60 km/h; 45 km/h

(v) 5 dozen eggs; 100 eggs

(vi) 13.5; 18

4. Increase 150 by 10 % and decrease the same by 15 %. Find the new number in each case.

5. The population of a place in a particular year increased by 15 %. Next year it decreased by 15%.
Find the net increase or decrease per cent in the initial population

WORKSHEET-2
1
1. Find the amount of commission on Rs 45000 at the rate of 2 %.
4

2. Kamran has to pay commission of 5% on the sale of a bicycle for Rs 1875. Find the amount of
commission.

3. Hamid Purchased a T.V for Rs 16000. He paid 2% commission at the time of selling and got Rs 12800
only. Find the loss percent

4. Mr. Sharma has a monthly salary of $ 7, 500. If he spends $ 6,250 every month, find his expenditure and
savings in percent?

5. In a school there are 1500 boys and some are girls. If the number of boys is 75 %, calculate the number of
girls.

6. A man bought an old car and spent 20 % of the cost of repairs. If his total cost including repairs was $
1,20,000, at what price did he buy the car?

7. Mr. Mohan saves 33 % of his income, what percent of his income does he spend?

8.A certain school has 120 teachers. If this constitutes 30% of its workforce, find the number of employees
in the school.

48 | Page
9.There are 80 coins of $5 in the purse. These coins constitute 20 % of its total coins. How many coins are
there in the purse?
10. Mike needs 30% to pass. If he scored 212 marks and falls short by 13 marks, what was the maximum
marks he could have got?

11. A number is increased by 40 % and then decreased by 40 %. Find the net increase or decrease per cent?

49 | Page
 UNIT 8: ALGEBRA
OBJECTIVES:
THE CANDIDATES WILL BE ABLE TO:
❖ Identify variables and constants in an expression.
❖ Describe Algebraic Expressions and Polynomial
❖ Describe the types of polynomials in one and two variables
❖ Identify like and unlike terms of polynomials
❖ Determine degree of a polynomial
❖ Evaluate Polynomials
❖ Describe and determine the Zero of a polynomial
❖ Apply four basic operations on polynomials
❖ Solve linear equations in one and two variables.
❖ Solve linear equation with Fractional Coefficient.
❖ Solve simultaneous linear equations using different techniques.
❖ Solve Real life problems involving linear equations.
INTRODUCTION TO ALGEBRA
1 3
You are already familiar with numbers 0, 1, 2, 3,…, , ,….√2 etc. and operations of addition (+), subtraction
2 4
(–), multiplication (×) and division (÷) on these numbers. Sometimes, letters called literal numbers are also
used as symbols to represent numbers. Suppose we want to say “The cost of one book is twenty rupees”. In
arithmetic, we write the cost of one book = Rs 20. In algebra, we put it as the cost of one book in rupees is x.
Thus, x stands for a number. Similarly, a, b, c, x, y, z, etc. can stand for a number of chairs, tables, monkeys,
dogs, cows, trees, etc. The use of letters helps us to think in more general terms. Let us consider an example;
you know that if the side of a square is 3 units, its perimeter is 4 × 3 units. In algebra, we may express this as
p = 4 s, where p stands for the number of units of perimeter and s those of a side of the square. On comparing
the language of arithmetic and the language of algebra we find that the language of algebra is
a) More precise than that of arithmetic.
b) More general than that of arithmetic.
c) Easier to understand and makes solutions of problems easier.
A few more examples in comparative form would confirm our conclusions drawn above:
Verbal statement Algebraic statement
A number increased by 3 gives 8 a+3=8
A number increased by itself gives 12 x + x = 12, written as 2x = 12
Distance = speed × time d = s × t, written as d = st
A number, when multiplied by itself and added b × b + 5 = 9, written as b2 + 5 = 9
to 5 gives 9

The product of two successive natural numbers y × (y + 1) = 30, written as y (y + 1) = 30

is 30

Since literal numbers are used to represent numbers of arithmetic, symbols of operation +,–, × and ÷ have the
same meaning in algebra as in arithmetic. Multiplication symbols in algebra are often omitted. Thus for 5 ×
a, we write 5a and for a × b, we write ab.

IDENTIFY VARIABLES AND CONSTANTS:

Consider the months January, February, March, and December of the year 2009. If
we represent ‘the year 2009’ by a and ‘a month’ by x we find that in this situation ‘a’ (year2009) is a fixed
entity whereas x can be any one of January, February, March, ...., December. Thus, x is not fixed. It varies.
We say that in this case ‘a’ is a constant and ‘x’ is a variable. Similarly, when we consider students of class X
and represent class X by, say, b and a student by, say, y; we find that in this case b (class X) is fixed and so b
is a constant and y (a student) is a variable as it can be any one student of class X. Let us consider another
50 | Page
situation. If a student stays in a hostel, he will have to pay fixed room rent, say, Rs1000. The cost of food, say
` Rs100 per day, depends on the number of days he takes food there. In this case, room rent is constant and
the number of days, he takes food there, is variable.
Now think of the numbers.
√3 4 21
4, −14, √2, ,− , 3x, y, √2z.
2 15 8
√3 4 21
You know that 4, −14, √2, , and − are real numbers, each of which has a fixed value, while 3x, y,
2 15 8
and √2z contain unknown x, y and z respectively and therefore do not have fixed values like 4, –14, etc. Their
values depend on x, y and z respectively. Therefore, x, y and z are variables.

Thus, a variable is a literal number which can have different values whereas a constant has a fixed value.

In algebra, we usually denote constants by a, b, c and variables x, y, z. However, the context will make it clear
whether a literal number has denoted a constant or a variable.

DESCRIBE ALGEBRAIC EXPRESSION AND POLYNOMIALS:

Expressions, involving arithmetical numbers, variables, and symbols of operations are called algebraic
expressions. Thus
1 𝑥 𝑎𝑥+𝑏𝑦+𝑐𝑧
3 + 8, 8𝑥 + 4, 5𝑦, 7𝑥 − 2𝑦 + 6, , ,
√2𝑥 √𝑦−2 𝑥+𝑦+𝑧
are all algebraic expressions. You may note that 3 + 8 is both an arithmetic as well as algebraic expression.

An algebraic expression is a combination of numbers, variables and arithmetical operations.

One or more signs + or – separates an algebraic expression into several parts. Each part along with its sign is
called a term of the expression. Often, the plus sign of the first term is omitted in writing an algebraic
expression. For example, we write x – 5y + 4 instead of writing + x – 5y + 4. Here x, – 5y and 4 are the
three terms of the expression.
1 1
In 1/3xy, is called the numerical coefficient of the term and also of 𝑥𝑦. Coefficient of x is y and that of y
3 3
1
is x. When the numerical coefficient of a term is +1 or –1, the ‘1’ is usually omitted in writing. Thus,
3
numerical coefficient of a term, say, 𝑥 2 𝑦 is +1 and that of −𝑥 2 𝑦 is –1.

An algebraic expression, in which variable does (do) not occur in the denominator, exponents of variable(s)
are whole numbers and numerical coefficients of various terms are real numbers, is called a polynomial.
In other words,
i) No term of a polynomial has a variable in the denominator;
ii) In each term of a polynomial, the exponents of the variable are non-negative integers;
iii) The Numerical coefficient of each term is a real number.
1 1
Thus, for example, 5, 3x –y, 1/3a – b+7/2 and 𝑥 3 − 2𝑦 2 + 𝑥𝑦 − 8 are all polynomials whereas, 𝑥 3 − ,
4 𝑥
2
2 2 3
√𝑥 + 𝑦 and 𝑥 + 5 are not polynomials. 𝑥 + 8 is a polynomial in one variable x and 2𝑥 + 𝑦 is a
3

polynomial in two variables x and y. In this lesson, we shall restrict our discussion of polynomials including
up to two variables only.

General form of a polynomial in one variable x is:

𝑎° + 𝑎1 𝑥 + 𝑎2 𝑥 2 + 𝑎3 𝑥 3 +, … , +𝑎𝑛 𝑥 𝑛 ,
Where coefficients (𝑎° , 𝑎1 , 𝑎2 , 𝑎3 , … , 𝑎𝑛 ) are real numbers, x is a variable and n is a whole number.
𝑎° , 𝑎1 𝑥, 𝑎2 𝑥 2 , 𝑎3 𝑥 3 , … , 𝑎𝑛 𝑥 𝑛 are (n + 1) terms of the polynomial.

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DESCRIBE THE TYPES OF POLYNOMIALS IN ONE AND TWO VARIABLES:
An algebraic expression or a polynomial, consisting of only one term, is called a monomial. Thus, –2, 3𝑦,
1
– 5𝑥 2 , 𝑥𝑦, 𝑥 2 𝑦 3 are all monomials.
2

An algebraic expression or a polynomial, consisting of only two terms, is called a binomial. Thus, 5 + 𝑥,
𝑦 2 – 8𝑥, 𝑥 3 – 1 are all binomials.

An algebraic expression or a polynomial, consisting of only three terms, is called a trinomial. Thus, 𝑥 +
𝑦 + 1, 𝑥 2 + 3𝑥 + 2, 𝑥 2 + 2𝑥𝑦 + 𝑦 2 are all trinomials.

IDENTIFY LIKE AND UNLIKE TERMS OF A POLYNOMIAL:

The terms of a polynomial, having the same variable(s) and the same exponents of the variable, are called like
terms.
For example, in the expression
3𝑥𝑦 + 9𝑥 + 8𝑥𝑦 – 7𝑥 + 2𝑥 2
The terms 3𝑥𝑦 and 8𝑥𝑦 are like terms; also 9𝑥 and – 7𝑥 are like terms whereas 9𝑥 and 2𝑥 2 are not like
terms. Terms that are not like, are called unlike terms. In the above expression 3𝑥𝑦 and – 7𝑥 are also
unlike terms.
Note: that arithmetical numbers are like terms. For example, in the polynomials
𝑥 2 + 2𝑥 + 3 and 𝑥 3 − 5, the terms 3 and – 5 are regarded as like terms since 3 = 3𝑥 0 and – 5 = – 5𝑥 0 .
The terms of the expression
2𝑥 2 – 3𝑥𝑦 + 9𝑦 2 – 7𝑦 + 8
are all unlike, i.e., there are no two like terms in this expression.

Example 1: Write the variables and constants in 2𝑥 2 𝑦 + 5.

Solution:
Variables: 𝑥 and 𝑦
Constants: 2 and 5

Example 2: In 8𝑥 2 𝑦 3 , write the coefficient of

i) 𝑥2𝑦3 ii) 𝑥 2 iii) 𝑦 3

Solution:
i) 8𝑥 2 𝑦 3 = 8 × (𝑥 2 𝑦 3 )
Coefficient of 𝑥 2 𝑦 3 is 8

ii) 8𝑥 2 𝑦 3 = 8𝑦 3 ×(𝑥 2 )
Coefficient of 𝑥 2 is 8𝑦 3 .

iii) 8𝑥 2 𝑦 3 = 8𝑥 2 ×(𝑦 3 )
Coefficient of 𝑦 3 is 8𝑥 2 .

Example 3: Write the terms of expression

5 1
3𝑥 2 𝑦 − 𝑥 − 𝑦 + 2
2 3
Solution: The terms of the given expression are
5 1
3𝑥 2 𝑦, − 𝑥 , − 𝑦, 2
2 3
Example 4: Which of the following algebraic expressions are polynomials?

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 1
i) + 𝑥 3 − 2𝑥 2 + √6𝑥 iii) 2𝑥 2 + 3𝑥 − 5√𝑥 + 6
2
1
ii) 𝑥+ iv) 5 − 𝑥 − 𝑥 2 − 𝑥 3
𝑥
Solution: (i) and (iv) are polynomials.
1
In (ii), the second term is, = 𝑥 −1 . Since second term contains negative exponent
𝑥
of the variable, the expression is not a polynomial.
1
In (iii), the third term is −5√𝑥 = −5𝑥 2 . Since third term contains fractional exponent
of the variable, the expression is not a polynomial.

Example 5: Write like terms, if any, in each of the following expressions:

i) 𝑥+𝑦+2 iii)1 − 2𝑥𝑦 + 2𝑥 2 y − 2xy 2 + 5x 2 y 2
1 2 1 √5 1
ii) 𝑥 2 − 2𝑦 − 𝑥 2 + √3𝑦 − 8 iv) 𝑦− 𝑧+ 𝑦+
2 √3 3 3 3
Solution: (i) There are no like terms in the expression.
1
In (ii) 𝑥 2 and − 𝑥 2 are like terms, also −2𝑦 and √3𝑦 are like terms.
2
In (iii) there are no like terms in the expression.
2 √5
In (iv) 𝑦 and 𝑦 are like terms
√3 3

DETERMINE DEGREE OF A POLYNOMIAL

The sum of the exponents of the variables in a term is called the degree of that term. For example, the degree
1
of 𝑥 2 𝑦 is 3 since the sum of the exponents of 𝑥 and 𝑦 is 2 + 1, i.e.,3. Similarly, the degree of the term 21𝑥 5
2
is 5. The degree of a non-zero constant, say, 3 is 0 since it can be written as 3 = 3 × 1 = 3 × 𝑥 0 , as 𝑥 0 =1.
A polynomial has a number of terms separated by the signs + or –.

The degree of a polynomial is the same as the degree of its term or terms having the highest degree
and non-zero coefficient.
For example, consider the polynomial
3𝑥 4 𝑦 3 + 7𝑥𝑦 5 − 5𝑥 3 𝑦 2 + 6𝑥𝑦
It has terms of degrees 7, 6, 5, and 2 respectively, of which 7 is the highest. Hence, the degree of this
polynomial is 7.
A polynomial of degree 2 is also called a quadratic polynomial. For example,
3 – 5𝑥 + 4𝑥 2 and 𝑥 2 + 𝑥𝑦 + 𝑦 2 are quadratic polynomials.
Note that the degree of a non-zero constant polynomial is taken as zero.
When all the coefficients of variable(s) in the terms of a polynomial are zeros, the polynomial is called a
zero polynomial. The degree of a zero polynomial is not defined.

EVALUATION OF POLYNOMIALS
We can evaluate a polynomial for given value of the variable occurring in it. Let us understand the steps
involved in evaluation of the polynomial 3𝑥 2 – 𝑥 + 2 for 𝑥 = 2. Note that we restrict ourselves to
polynomials in one variable.
Step 1: Substitute given value in place of the variable.
Here, when 𝑥 = 2, we get 3 × (2)2 – 2 + 2.
Step 2: Simplify the numerical expression obtained in Step 1.
3 × (2)2 – 2 + 2 = 12
Therefore, when 𝑥 = 2, we get 3 𝑥 2 – 2 + 2= 12
Let us consider another example.
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Example 6: Evaluate
1
i) 1 − 𝑥 5 + 2𝑥 6 + 7𝑥 for 𝑥 = .
2
ii) 5𝑥 3 + 3𝑥 2 − 4𝑥 − 4 for 𝑥 = 1.
1
Solution: (i) For 𝑥 = , the value of the given polynomial is
2
1 5 1 6 1
= 1 − ( ) + 2( ) + 7( )
2 2 2
1 1 7 1
=1− + + =4
32 32 2 2

Solution: (ii) For 𝑥 = 1, the value of the given polynomial is

5(1)3 + 3(1)2 − 4(1) − 4

5+3−4−4=0
DESCRIBE AND DETERMINE THE ZERO OF A POLYNOMIAL:
The value of the variable for which the value of a polynomial in one variable is zero is (are) called zero of
the polynomials. In Example 6 (ii) above, the value of the polynomial 5𝑥 3 + 3𝑥 2 − 4𝑥 − 4 for 𝑥 = 1 is
zero. Therefore, we say that 𝑥 = 1 is a zero of the polynomials 5𝑥 3 + 3𝑥 2 − 4𝑥 − 4.
Let us consider another example.

Example 7: Determine whether given value is a zero of the given polynomials:

i) 𝑥 3 + 3𝑥 2 + 3𝑥 + 2; 𝑥 = – 1
ii) 𝑥 4 – 4𝑥 3 + 6𝑥 2 – 4𝑥 + 1; 𝑥 = 1
Solution: (i) For 𝑥 = – 1, the value of the given polynomial is
= (−1)3 + 3(−1)2 + 3(−1) + 2
= −1 + 3 − 3 + 2 = 1
= 1≠0
Hence, 𝑥 = – 1 is not a zero of the given polynomials.

Solution: (ii) For 𝑥 = 1, the value of the given polynomial is

= (1)4 – 4(1)3 + 6(1)2 – 4(1) + 1

= 1−4+6−4+1=0
Hence, 𝑥 = 1 is a zero of the given polynomials.

APPLY FOUR BASIC OPERATIONS ON POLYNOMIALS:

The addition of Polynomials:
You are now familiar that polynomials may consist of like and unlike terms. In adding polynomials, we add
their like terms together. Similarly, in subtracting a polynomial from another polynomial, we subtract a term
from a like term. The question, now, arises ‘how do we add or subtract like terms?’ Let us take an example.
Suppose we want to add like terms 2𝑥 and 3𝑥 .The procedure, that we follow in arithmetic, we follow in
algebra too. You know that
5 × 6 + 5 × 7 = 5 × (6 + 7)
6 × 5 + 7 × 5 = (6 + 7) × 5
Therefore,
2𝑥 + 3𝑥 = 2 × 𝑥 + 3 × 𝑥
= (2 + 3) × 𝑥
= 5 × 𝑥
= 5𝑥
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Similarly,
2xy + 4 xy = (2 + 4) xy = 6xy
3x 2 y + 8x 2 y = (3 + 8)x 2 y = 11x 2 y

In the same way, since

7 × 5 – 6 × 5 = (7 – 6) × 5 = 1 × 5
∴ 5𝑦 – 2𝑦 = (5 – 2) × 𝑦 = 3𝑦

and 9x 2 y 2 – 5x 2 y 2 = (9 – 5)x 2 y 2 = 4x 2 y 2

In view of the above, we conclude:

i) The sum of two (or more) like terms is a like term whose numerical coefficient is the sum of the
numerical coefficients of the like terms.
ii) The difference of two like terms is a like term whose numerical coefficient is the difference of
the numerical coefficients of the like terms.
Therefore, to add two or more polynomials, we take the following steps:

Step 1: Group the like terms of the given polynomials together.

Step 2: Add the like terms together to get the sum of the given polynomials.

Example 8: Add – 3x + 4 and 2x 2 – 7x – 2

Solution: (–3x + 4) + (2x2 – 7x – 2)

= 2𝑥 2 + (– 3𝑥 – 7𝑥) + (4 – 2)
= 2𝑥 2 + (– 3 – 7)𝑥 + 2
= 2𝑥 2 + (– 10)𝑥 + 2
= 2𝑥 2 – 10𝑥 + 2
∴ (– 3𝑥 + 4) + (2𝑥 2 – 7𝑥 – 2) = 2𝑥 2 – 10𝑥 + 2
Polynomials can be added more conveniently if
i) the given polynomials are so arranged that their like terms are in one column, and
ii) the coefficients of each column (i.e., of the group of like terms) are added

3 4
Example 9: Add 5𝑥 + 3𝑦 − and −2𝑥 + 𝑦 +
4 7
3
5𝑥 + 3𝑦 −
4
4
−2x + y +
7
3𝑥 + 4𝑦 + 1

3 4
∴ 5𝑥 + 3𝑦 − + −2𝑥 + 𝑦 + = 3𝑥 + 4𝑦 + 1
4 7
Subtraction of Polynomials:
In order to subtract one polynomial from another polynomial, we go through the following three steps:
Step 1: Arrange the given polynomials in columns so that like terms are in one column.
Step 2: Change the sign (from + to – and from – to +) of each term of the polynomial to be subtracted.
Step 3: Add the like terms of each column separately.

Let us understand the procedure by means of some examples.

Example 10: Subtract −4𝑥 2 + 3𝑥 + 2 from 9𝑥 2 − 3𝑥 − 2

55 | Page
Solution:
9𝑥 2 − 3𝑥 − 2
−4𝑥 2 + 3𝑥 + 2
+ − −
(9 + 4)𝑥 2 + (– 3 – 3)𝑥 + (−2– 2)
= 13𝑥 2 − 6x − 4
∴ (9𝑥 2 − 3𝑥 − 2) − (−4𝑥 2 + 3𝑥 + 2) = 13𝑥 2 − 6𝑥 − 4

Example 11: Subtract 12𝑥𝑦 – 5𝑦 2 – 9𝑥 2 from 15𝑥𝑦 + 6𝑦 2 + 7𝑥 2 .

Solution:
15𝑥𝑦 + 6𝑦 2 + 7𝑥 2
12𝑥𝑦 – 5𝑦 2 – 9𝑥 2
– + +
3𝑥𝑦 + 11𝑦 2 + 16𝑥 2
Thus, (15𝑥𝑦 + 6𝑦 2 + 7𝑥 2 ) – (12𝑥𝑦 – 5𝑦 2 – 9𝑥 2 ) = 3𝑥𝑦 + 11𝑦 2 + 16𝑥 2
Note: In the same manner, we can add more than two polynomials.

Multiplication of Polynomials:

To multiply a monomial by another monomial, we make use of laws of exponents and the rule of signs. For
example,
3𝑎 × 𝑎2 𝑏 2 𝑐 2 = (3 × 1)𝑎2+1 𝑏2 𝑐 2 = 3𝑎3 𝑏 2 𝑐 2
– 5𝑥 × 2 𝑥𝑦 3 = (– 5 × 2) 𝑥 1+1 𝑦 3 = – 10 𝑥 2 𝑦 3
To multiply a polynomial by a monomial, we multiply each term of the polynomial by the monomial. For
example
𝑥 2 𝑦 × (– 𝑦 2 + 2𝑥𝑦 + 1) = 𝑥 2 𝑦 × (– 𝑦 2 ) + (𝑥 2 𝑦) × 2𝑥𝑦 + (𝑥 2 𝑦) × 1
= – 𝑥 2 𝑦 3 + 2𝑥 3 𝑦 2 + 𝑥 2 𝑦
To multiply a polynomial by another polynomial, we multiply each term of one polynomial by each term of
the other polynomial and simplify the result by combining the terms. It is advisable to arrange both the
polynomials in increasing or decreasing powers of the variable.
For example,
(2𝑛 + 3) (𝑛2 – 3𝑛 + 4)
= 2𝑛 × 𝑛2 + 2𝑛 × (– 3𝑛) + 2𝑛 × 4 + 3 × 𝑛2 + 3 × (– 3𝑛) + 3 × 4
= 2𝑛3 – 6𝑛2 + 8𝑛 + 3𝑛2 – 9𝑛 + 12
= 2𝑛3 – 3𝑛2 – 𝑛 + 12
Example 12: Find the product of (0.2𝑥 2 + 0.7 x + 3) and (0.5𝑥 2 – 3x)
Solution:
(0.2𝑥 2 + 0.7 𝑥 + 3) × (0.5 𝑥 2 – 3𝑥)
= 0.2𝑥 2 × 0.5 𝑥 2 + 0.2𝑥 2 × (– 3𝑥) + 0.7 𝑥 × 0.5 𝑥2 + 0.7 𝑥 × (– 3𝑥) + 3 × 0.5𝑥 2
+ 3 × (– 3𝑥) )
= 0.1𝑥 4 – 0.60𝑥 3 + 0.35𝑥 3 – 2.1𝑥 2 + 1.5 𝑥 2 – 9𝑥
= 0.1 𝑥 4 – 0.25𝑥 3 – 0.6𝑥 2 – 9𝑥
Division of Polynomials

To divide a monomial by another monomial, we find the quotient of numerical coefficients and variable(s)
separately using laws of exponents and then multiply these quotients. For example,
3 3
25𝑥 3 𝑦 3 5 × 5 × 𝑥 × 𝑥 2 × 𝑦 × 𝑦 2
2
25𝑥 𝑦 ÷ 5𝑥 𝑦 = =
5𝑥 2 𝑦 5𝑥 2 𝑦
2
= 5𝑥𝑦
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To divide a polynomial by a monomial, we divide each term of the polynomial by the monomial. For
example,
3 2
(15𝑥 3 − 3𝑥 2 + 18𝑥 ) 15𝑥 3 3𝑥 2 18𝑥
(15𝑥 − 3𝑥 + 18𝑥 ) ÷ 3𝑥 = = − +
3𝑥 3𝑥 3𝑥 3𝑥
= 5𝑥 2 − 𝑥 + 6
The process of division of a polynomial by another polynomial is done on similar lines as in arithmetic. Try
to recall the process when you divided 20 by 3.

The steps involved in the process of division of a polynomial by another polynomial are explained below
with the help of an example.
Let us divide 2x 2 + 5x + 3 by 2x + 3.
Step 1: Arrange the terms of both the polynomials in decreasing powers of the variable common to both the
polynomials.

Step 2: Divide the first term of the dividend by the first term of the divisor to obtain the first term of the
quotient.

Step 3: Multiply all the terms of the divisor by the first term of the quotient and subtract the result from the
dividend, to obtain a remainder (as next dividend)

Step 4: Divide the first term of the resulting dividend by the first term of the divisor and write the result as
the second term of the quotient.
Step 5: Multiply all the terms of the divisor by the second term of the quotient and subtract the result from
the resulting dividend of Step 4.

Step 6: Repeat the process of Steps 4 and 5, till you get either the remainder zero or a polynomial having the
highest exponent of the variable lower than that of the divisor. In the above example, we got the quotient x +
1 and remainder 0.
Let us now consider some more examples.
Example 13: Divide 5𝑥 – 11 – 12𝑥 2 + 2𝑥 3 𝑏𝑦 2𝑥 – 5.
Solution: Arranging the dividend in decreasing powers of x, we get it as
2𝑥 3 – 12𝑥 2 + 5𝑥 – 11
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So:
7 25
x2 − x −
2 4
2 x − 5 2 x − 12 x + 5 x − 11
3 2

2 x3 − 5 x 2
−7 x 2 + 5 x − 11
35
−7 x 2 + x
2
−25
x − 11
2
−25 125
x+
2 4
169
−
4
7 25 169
We get quotient 𝑥 2 − 𝑥 − and remainder −
2 4 4

SOLUTION OF LINEAR EQUATION IN 0NE OR TWO VARIABLE:

In this unit, we are going to be looking at simple equations in one variable, and the equations will be linear -
that means there’ll be no 𝑥 2 terms and no 𝑥 3 ’s, just x’s and numbers. For example, we will see how to solve
the equation
3𝑥 + 15 = 𝑥 + 25.

Solving Equations by Collecting Terms

Suppose we wish to solve the equation
3𝑥 + 15 = 𝑥 + 25.
The important thing to remember about any equation is that the equals sign represents a balance. What an
equals sign says is that what’s on the left-hand side is exactly the same as what’s on the right-hand side. So,
if we do anything to one side of the equation, we have to do it to the other side. If we don’t, the balance is
disturbed. Therefore, whatever operation we perform on either side of the equation, so long as it’s done in
exactly the same way on each side the balance will be preserved.
Our first step in solving any equation is to attempt to gather all the x’s together and to gather all the numbers
together.
From 3𝑥 + 15 = 𝑥 + 25
we can subtract x from each side, because this will remove it entirely from the right, to give
2𝑥 + 15 = 25
We can subtract 15 from each side to give
2𝑥 = 10
and finally, by dividing each side by 2 we obtain
𝑥 = 5
So, the solution of the equation is x = 5. This solution should be checked by substitution into the original
equation in order to check that both sides are the same. If we do this, the left is 3(5) + 15 = 30. The right is 5
+ 25 = 30. So, the left equals the right and we have checked that the solution is correct.
Example 14: Solve the equation 2𝑥 + 3 = 6 − (2𝑥 − 3).
Solution: From 2x + 3 = 6 − (2x − 3) we first remove the brackets on the right to give
2x + 3 = 6 − 2x + 3
so that
2x + 3 = 9 − 2x

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We are now in the same position as we were in during the Example 14. We need to get the x’s together by
adding 2x to each side.
4𝑥 + 3 = 9
Now take 3 away from each side:
4𝑥 = 6
so that
6 3
(By dividing both sides by 4) 𝑥 = =
4 2
When solving simple equations, we should always check the solution by taking our answer and substituting
it in the original equation to check that the left- and right- hand sides are the same.
3
Substituting 𝑥 = in the left-hand and right-hand side gives:
2
3 3
2 ( ) + 3 = 6 − (2 ( ) − 3)
2 2
6=6
So again, the left- and right- hand sides are equal - we’ve got that balance, so we know that we’ve got the
right answer.

Solving Equations By Removing Brackets & Collecting Terms

Example 15: Solve the equation
8(x − 3) − (6 − 2x) = 2(x + 2) − 5(5 − x)
Solution: We begin by multiplying out the brackets, taking care, in particular, with any minus signs.
8x − 24 − 6 + 2x = 2x + 4 − 25 + 5x
Each side can be tidied up by collecting the x terms and the numbers together.
10𝑥 − 30 = 7𝑥 − 21
Now take 7x from each side, and then add 30 to each side:
3x − 30 = −21
3x = 9
x = 3
And again, you should take the solution (x = 3), substitute it back into the original equation to check that we
have got the correct answer. On the left:
8(𝑥 − 3) − (6 − 2𝑥) = 8(3 − 3) − (6 − 2(3)) = 0 − 0 = 0.
On the right:
2(𝑥 + 2) − 5(5 − 𝑥) = 2(3 + 2) − 5(5 − 3) = 10 − 10 = 0.
So, both sides equal zero. The equation balances and so x = 3 is the solution

LINEAR EQUATIONS WITH FRACTIONAL COEFFICIENTS:

Example 16: Solve the equation

4(𝑥 + 2) 5𝑥
=7+
5 13
Solution:
In this example, the fractions are the cause of the difficulty. We want to try to remove them and work with
whole numbers. Multiplying both sides by 5 and then by 13 will remove the fractions. This is equivalent to
multiplying both sides by the lowest common denominator, which is 5 × 13 = 65.
4(𝑥 + 2) 5𝑥
65 × ( ) = 65 × (7 + )
5 13
4(𝑥 + 2) 5𝑥
13 × ( ) = 65 × 7 + 65 ×
5 13

13 × (4(𝑥 + 2)) = 455 + 25𝑥

52(𝑥 + 2) = 455 + 25𝑥
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This is a much more familiar form, like the earlier examples. Multiply out the brackets, collect together x
terms and collect together the numbers.
52𝑥 + 104 = 455 + 25𝑥
27𝑥 = 351
351
𝑥 =
27
= 13

SOLVE SIMULTANEOUS LINEAR EQUATIONS USING DIFFERENT TECHNIQUES.

There are so many methods to solve the two linear equations in two variables, but here we use only an
elimination method. In this method, we shall get the third equivalent equation involving only one variable
with the help of two given equations. The value of the variable by solving the third equation is obtained and
same after putting in either of the two-given equation, the value of another variable is obtained.

To solve systems using elimination, follow this procedure.

• Arrange both equations in standard form, placing like variables and constants one above the other.
• Choose a variable to eliminate, and with a proper choice of multiplication, arrange so that the
coefficients of that variable are opposites of one another.
• Add the equations, leaving one equation with one variable.
• Solve for the remaining variable.
• Substitute the value found in Step 4 into any equation involving both variables and solves for the
other variable.
• Check the solution in both original equations.

Example 17: Find the solution set of

2x + 5y = 3
3x − 2y = 1
Solution: Select a variable to eliminate, say y.
The coefficients of y are 5 and –2. These both divide into 10. Arrange so that the coefficient of y is 10 in one
equation and –10 in the other. To do this, multiply the top equation by 2 and the bottom equation by 5 and
add the new equations, eliminating y.
4x + 10y = 6
15x − 10y = 5
19x = 11
11
Solve for the remaining variable. 𝑥 = .
19
Substitute x and solve for y.
2x + 5y = 3
11
2 ( ) + 5𝑦 = 3
19
35
5𝑦 =
19
7
𝑦=
19
11 7
The solution is 𝑥 = ,𝑦= .
19 19

Example 18: Find the solution set of

3x + y = 9
5x + 4y = 22
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Solution: Begin by multiplying the first equation by −4 so that the coefficients of y are opposites
−12x − 4y = −36
5x + 4y = 22
−7x = −14
x=2
Substitute x and solve for y
3(2) + y = 9
𝑦=3
The solution is 𝑥 = 2, y = 3.

SOLVE REAL LIFE PROBLEMS INVOLVING LINEAR EQUATION.

Problem-solving strategy for solving linear equation

Step-I: Read the problem carefully. Identify what unknown you are trying to find and determine what
information is available to help you to find it.

Step-II: Choose a variable to assign to an unknown quantity in the problem.

Step-III: Use the relationships among the known and unknown quantities to form an equation.
Step-IV: Solve the equation. Determine the values of the variable and use the result to find any other
unknown quantities in the problem.

Example 19: Teacher asks Sania to divide 25 meters long wire into two pieces, such that one piece is 1
meter longer than the other. Find the length of each piece.
Solution: Let the length of two pieces be 𝑥 and 𝑥 + 1 meters respectively so Sonia can set up the following
linear equation:
x + (x + 1) = 25
x + x + 1 = 25
Or
2x + 1 = 25
Or
𝑥 = 12
Hence one piece of wire is 12 meters long.
So, the other piece of wire is 𝑥 + 1 = 12 + 1 = 13 meters long
Example 20: The sum of two consecutive odd numbers is 36. Find the numbers.
Solution: Let one odd number is x.
Then consecutive next odd number will be x+2.
So, the required linear equation is
x + (x + 2) = 36
Or
x + x + 2 = 36
Or
2x + 2 = 36
Or
2x = 34
Or
𝑥 = 17
Therefore, first odd number is 17.
The next consecutive odd number will be 𝑥 + 2 = 17 + 2 = 19.

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 WORKSHEET-1

Q#1. Write the following sentence in the symbols.

(i) Sum of a number x and two is eight.
(ii) The product of a number y and seven is greater than two.
Q#2. Find the values of the number ∆ or ∇ which makes the following statements true.
(i) ∆ + 6 = 15. (ii) 35 − ∇= 29 (iii) 3∇ + 1 = 10.

Q#3. Write the number of the terms of the following expressions.

(i) 3mn (ii) 4l+3m+9 (iii) 7x+5+8

Q#4. Identify the polynomial from following

1
(i) x 3 + x 2 + √3 (iii) 3x 2 + 5x + 9√x
3
1
(ii) 3x 3 + 2x 2 + 7x + 9 (iv) x −2 + 3x 3 + x + 1

Q#5. Identify the monomial, binomial or trinomial expression from the following algebraic expression.
(i) 5𝑥 3 (iii) x 2 − x + 6 (v) 𝑥 − 5
5
(ii) x(x − 1) (iv) 25 (vi) 𝑥 + 3𝑥 + 2

Q#6. For each of the following polynomials write down its degree
(i) 5
(ii) 4u + 5u3 + 17u5 + 7
(iii) 5a3 b – 7a2 + 11b3

Q#7. Add the following algebraic expression.

(i) 2a+3b, 6a+5b
(ii) 14e-15f+10g, 13e+14f-g,
(iii) 𝑎3 + 2a2 − 6a + 7, a3 + 2a2 + 5, 2a3 + 2a − a2 − 8

Q#8. Subtract the following algebraic expression.

(i) 8a+10b-2c from 14a+15b+16c
(ii) 2x+3y-4z-1 from 2x+3y-4z+1
(iii) 𝑎3 − 3a2 b + 3ab2 − b3 from a3 + 3a2 b − 3ab2 + b3

Q#9. Find the product of the following expression

(i) 4𝑐 5 , 8cd2
(ii) −6𝑥𝑦, 3𝑥 3 y 2 , 2xy
(iii) 3𝑥𝑦 + 2𝑥𝑦 2 , −6𝑥𝑦 2
(iv) 2𝑙𝑚 + 3𝑚𝑛, 3𝑛 − 2𝑚.
(v) 4𝑥 2 + 2x − 6, 3𝑥 2 − x + 3

Q#10. Find the quotient of given algebraic expression.

(i) 65𝑎13 ÷ 13a10
(ii) (𝑎6 − 𝑏 6 ) ÷ (a + b)
(iii) (𝑥 4 + 2𝑥 3 + 3𝑥 2 + 2𝑥 + 1) ÷ (x 2 + x + 1)

Q#11. Verify the following identities

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 (i) (8𝑎 − 9)2 = 64a2 − 144a + 81
(ii) (5𝑥 + 11)2 = 25x 2 + 110x + 121
(iii) (6𝑥 + 5)(6x − 5) = 36x 2 − 25
(iv) 9𝑝2 − 100q2 = (3p + 10q)(3p − 10q)

Q#12. Simplify the followings

(i) (4𝑎 − 7)2 (iii) (2𝑎 − 3)2 + (4𝑎 − 3)2
(ii) (3𝑎 + 1)2 (iv) (8𝑎 − 7)2 − (7𝑎 − 5)2

Q#13. Find the values of the followings by using formula.

(i) (108)2 (iii) (58)2
(ii) (110)2 (iv) (63)2

Q#15. Factorize the following expression.

(i) 3a(b + c) + 6d(b + c)
(ii) pq(p2 − q)2 + pr(p2 − q)2 + qr(p2 − q)2
(iii) xy(a + b) + y(a + b)2 + x(a + b)

Q#16. Factorize the following by using appropriate formula.

(i) 𝑥 2 + 12x + 36
(ii) 3𝑠 2 − 48st + 192𝑡 2
(iii) 9𝑎2 t 2 − 42ats + 49s 2
(iv) a2 c 2 − 16c 2 d2
(v) (𝑝 − 𝑞 )2 − 49(p + q)2
(vi) 72(𝑐 + 𝑑 )2 − 162(c − d)2
(vii) (99)2 − (98)2
(51)2 −(49)2
(viii)
100

Q#17. Solve the following one variable linear equation

(i) x+5=9
5 1
(ii) 4x + = x + 4
2 2
(iii) 5 + 3(x − 1) = 5x − 6
(iv) 5(1 − 2x) + 2(3 − x) = 3(x + 4) + 14

Q#18. Solve the following two variable system of linear equations.

I.
𝑥+𝑦 =2
II.
𝑥+𝑦 =0 x + y = 16
𝑥−𝑦 =2 𝑥−𝑦 =0 III.
x− y =0
2 x + y = 23 8 x + 13 y = 2 5 x − 6 y = 14
IV. V. VI.
4 x − y = 19 5 x + 13 y = 11 5 x − 5 y = 15

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Q#19. Solve real life problems involving linear equation.
(i) The sum of a number and its double is 9. Find the number.
(ii) The sum of 6 and four times a number is 42. Find the number.
(iii) Ali has some amount of rupees. If Rs 7 is added to thrice of that amount it makes Rs 22.
What amount is with him?
(iv) The sum of four consecutive odd numbers is 120. What are the numbers?
(v) The price of a toy was decreased by Rs 7. If the new price is 25 rupees. Find the original
price.
(vi) Ask your friend to think of a number. Add 3 to it and then multiply by 2. Now subtract 6
from it and then divide the result by 2. What is the number? Did he get the same number that he
initially thought of?
(vii) The length of a room is 1.5m more than its breadth. If the perimeter of the room is 63m, find
the length and breadth of the room.
(viii) In a two-digit number, the digit at the unit place is greater than the digit at tens place. If their
sum is 12 and difference is 6, find the number.
(ix) In a two-digit number, the digit at the unit place is twice that of tens place. If digits are
interchanged, the new number is greater than the original number by 18. Find the number.
(x) A man buys in a month 25 newspapers and 5 Sunday papers and it bills Rs 250. In another
month he buys 27 newspapers, and 3 Sunday papers and pays the bill of Rs 246. Find separately the
price of each paper.

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 UNIT 8: GEOMETRY

POINT, LINE, PLANE AND LINE SEGMENTS

Plane

Point A . Point B .

. .
A Line B

. .
C Ray D

F
E Line Segment

. .
X Line Segment Y

It has position only. It has no length, width, thickness, or size. A

POINT
point can be represented by dot and named with a capital letter.
A never–ending straight path. It has indefinite length, but no width
LINE
or thickness or size. It can be represented by ̅̅̅̅
𝑨𝑩
A part of a line that extends indefinitely in one direction. It can be
RAY
represented by ̅̅̅̅
𝑪𝑫.
PLANE It has length and width but no thickness.
The part of a straight line between two of its point,
LINE SEGMENT including the two points can be represented by 𝐸𝐹 ̅̅̅̅
CONGRUENT Two-line segments having the same length are
SEGMENTS said to be congruent. For example, ̅̅̅̅̅ ̅̅̅̅ are Congruent
𝐸𝐹 and 𝑋𝑌

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PAIR OF LINES
t

l 1 2
4 3

m 5 6
8 7

Straight lines which lie on the same plane and do not intersect however
PARALLEL LINES
far they extended. l and m are parallel lines
INTERSECTING LINES Straight line which lies on the same plane and intersecting at any point.
TRANSVERSAL A line that cuts across two or more lines. t is a transversal.
When two straight lines are cut by transversal, these angles formed
INTERIOR ANGLES
between the two lines.  3,  4,  5 and  6 are interior angles.
When two straight lines are cut by a transversal, these are angles formed
EXTERIOR ANGLES
outside the two lines.  1,  2,  7 and  8 are exterior angles.
When two straight lines are cut by the transversal, these are the angles
CORRESPONDING on the same side of the transversal and on the same side of the lines.
ANGLES (They form a capital F).  1,  5 and  2,  6 and  3,  7 and  4,
 8 are pairs of corresponding angles.
When two straight lines are cut by a transversal, these are the angels
ALTERNATIVE between the two lines and on opposite side of the transversal. (They
INTERIOR ANGLES form a capital Z or N).  3,  5 and  4,  6 are pairs of alternatives
interior angles.

PRINCIPLES AND PROPERTIES OF PARALLEL LINE

Through a given point not a given line, one and only one line can be drawn parallel to a given line.
This statement is called Play fair’s postulate.
If two lines are parallel, a pair of corresponding angles is congruent.
If Two lines are parallel, a pair of alternate interior angles is congruent.
If Two lines are parallel, a pair of interior angles on the same side of the transversal is supplementary.
If Lines are parallel, they are perpendicular to the same line.
If two lines are parallel, each pair of corresponding angles is congruent.
If two lines are parallel, each pair of interior angles is congruent
If two lines are parallel, each pair of interior angles on the same side of the transversal is supplementary.
If lines are parallel, a line perpendicular to one of them is perpendicular to the others also. If lines
are parallel, a line to one of them is parallel to the others also
If the sides of two angles are respectively parallel to each other, the angles are either congruent or
supplementary.

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ANGLES

Acute Angle Right Angle Obtuse Angle

Straight Angle Reflex Angle

ACUTE ANGLE An angle whose measure is less than 90o

o
RIGHT ANGLE An angle that measures 90
o o
OBTUSE ANGLE An angle whose measure is more than 90 and less than 180
o
STRAIGHT ANGLE An angle that measures 180
o o
REFLEX ANGLE An angle that measures is more than 180 and less than 360
CONGRUENT
An angle that has the same number of degrees
ANGLES
ANGLE BISECT A line that bisects an angle divides it into two congruent parts.
PERPENDICULARS Lines or rays or segments that meet at right angles
PERPENDICULAR
It is perpendicular to the segment and bisects it.
BISECTOR

KINDS OF PAIRS OF ANGLES

1
4 2
3
2 Vertical Angles
1
Adjacent Angles

Supplementary Angles Complementary Angles

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 Two angles which have the same vertex and a common side
ADJACENT ANGLES
between them.
VERTICAL ANGLES Two nonadjacent angles formed by two intersecting lines.
COMPLEMENTARY ANGLES Two angles whose measure total 90o
SUPPLEMENTARY ANGLES Two angles whose measures total 180o

PRINCIPLES OF PAIRS OF ANGLES

o o o o o
PRINCIPLE: 1 If an angle of co is cut into two adjacent angles of a and b , then a +b =c
PRINCIPLE: 2 Vertical angles are congruent.
PRINCIPLE: 3 If two complementary angles contain ao and bo then ao+bo=90o
Adjacent angles are complementary if their exterior sides are perpendicular to
PRINCIPLE: 4
each other.
PRINCIPLE: 5 If two supplementary angles contain ao and bo, then ao +bo =180o
Adjacent angles are supplementary if their exterior sides lie in the same straight
PRINCIPLE: 6
line.
If supplementary angles are congruent, each of them is a right angle. Equal
PRINCIPLE: 7
supplementary angles are right angles.

DISTANCE BETWEEN TWO GEOMETRICAL FIGURES

The distance between two geometric figures is the straight-line segment which is the shortest
segment (perpendicular) between the figures.

If point is on the perpendicular bisector of a line segment, then it is equidistance from the ends
of the line segment.

If a point is equidistant from the ends of a line segment, then it is on the perpendicular bisector
of the line segment.
If a point is on the bisector of an angle, then it is equidistant from the sides of the angle.

If a point is equidistant from the sides of an angle, then it is on the bisector of the angle.

Two point each equidistant from the ends of a line segment determine the perpendicular
bisectors of the line segment.

The perpendicular bisectors of the sides of a triangle meet in a point which is equidistant from
the vertices of the triangle.

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 Triangle
A

Perpendicular Bisector of a side

Altitude

Median
B C
Midpoint

Scalene Triangle Isosceles Triangle Equilateral Triangle

Right angled Triangle Obtuse Triangle Acute Triangle

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 PARALLELOGRAMS
QUADRILATERAL A polygon having four sides
PARALLELOGRAM A quadrilateral whose opposite sides are parallel
A diagonal of a parallelogram divides it into two congruent triangles.
The opposite sides of parallelogram are congruent.
The opposite angles of parallelogram are congruent
The consecutive angles of a parallelogram are supplementary.
The diagonal of parallelogram bisects each other.
Five ways to prove a quadrilateral is a parallelogram
1. A quadrilateral is a parallelogram if its opposite sides are parallel.
2. A quadrilateral is a parallelogram if its opposite sides are congruent.
3. A quadrilateral is a parallelogram if its two sides are congruent and parallel.
4. A quadrilateral is a parallelogram if its opposite angles are congruent.
5. A quadrilateral is a parallelogram if its diagonals bisect each other.
FORMAL DEFINITIONS
RECTANGLE An equiangular parallelogram
RHOMBUS An equilateral parallelogram
SQUARE An equilateral and equiangular parallelogram

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 RECTANGLE, RHOMBUS OR SQUARE HAS THE PROPERTIES OF A PARALLELOGRAM
Each angle of a rectangle is a right angle.
The diagonals of a rectangle are congruent.
All sides of rhombus are congruent.
The diagonals of a rhombus are perpendicular bisectors of each other.
The diagonals of a rhombus from four congruent triangles.
A square has all the properties of both the rhombus and the rectangle.

MINIMUM DEFINITION
If a parallelogram has one right angle, then it is a rectangle.
RECTANGLE
If a parallelogram has congruent diagonals, then it is a rectangle.
RHOMBUS If a parallelogram has congruent adjacent sides, then it is a rhombus.
If a parallelogram has a right angle and two congruent adjacent sides,
SQUARE
then it is a square.

TRIANGLE A polygon having three sides

VERTEX OF A A point at which two of the sides meet. (Plural:
TRIANGLE Vertices)
SCALENE TRIANGLE A triangle having no congruent sides.
ISOSCELES TRIANGLE A triangle having at least two congruent sides.
EQUILATERAL
TRIANGLE A triangle having three congruent sides.
RIGHT TRIANGLE A triangle having a right angle.
OBTUSE TRIANGLE A triangle having an obtuse angle.
ACUTE TRIANGLE A triangle having three acute angles.
ANGLE BISECTOR OF
A
A segment or ray that bisects an angle and extends to the
TRIANGLE opposites side.
A line segment joining a vertex to the midpoint of the opposite
MEDIAN OF A side. The medians
TRIANGLE
of a triangle intersect at a point which is the centroid
of the triangle.
PERPENDICULAR 7
BISECT A line that bisects and is perpendicular to a side. 9
R OF A SIDE
ALTITUDE TO A SIDE
OF A
A segment from a vertex perpendicular to the opposite
TRIANGLE side.
ALTITUDE OF OBTUSE The altitude drawn to either side of the obtuse angle falls outside

TRIANGLE the triangle.

TRAPEZOIDS
TRAPEZOIDS A quadrilateral having two and only two parallel sides.
ISOSCELES
A trapezoid whose legs are congruent.
TRAPEZOID

TRAPEZOID PRINCIPLES
The base angles of an isosceles trapezoid are congruent.
If the base angles of a trapezoid are congruent, the trapezoid is isosceles.

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 KITE
KITE A quadrilateral having two pairs of adjacent sides equal in length.
One pair of equal angles.
Diagonals intersect at right angles.
The shorter diagonal being bisected by the longer diagonal.
PROPERTIES
The area of a kite is equal to the product of its diagonal lengths.
In the special case in which the two diagonals have equal lengths, the
kite is a rhombus.

MEDIANS AND MIDPOINT (THREE OR MORE PARALLELS)

If three or more than parallel cut off congruent segments on one transversal, then they
cut off congruent segments on any other transversal.
If a line is draw from the midpoint of one side of a triangle and parallel to a second
side, then it passes through the midpoint of the third side.
If line joins the midpoint of two sides of triangle, then it is parallel to the third side
and its length is one-half the length of the third side.
The median of a trapezoid is parallel to its bases, and its length is equal to one half of
the sum of their lengths.
The length of the median to the hypotenuse of a right triangle equals one-half the
length of the hypotenuse

TRIANGLE A polygon having three sides

VERTEX OF A A point at which two of the sides meet. (Plural:
TRIANGLE Vertices)
SCALENE TRIANGLE A triangle having no congruent sides.
ISOSCELES TRIANGLE A triangle having at least two congruent sides.
EQUILATERAL
TRIANGLE A triangle having three congruent sides.
RIGHT TRIANGLE A triangle having a right angle.
OBTUSE TRIANGLE A triangle having an obtuse angle.
ACUTE TRIANGLE A triangle having three acute angles.
ANGLE BISECTOR OF
A
A segment or ray that bisects an angle and extends to the
TRIANGLE
opposites side.
A line segment joining a vertex to the midpoint of the opposite
MEDIAN OF A side. The medians
TRIANGLE
of a triangle intersect at a point which is the centroid
of the triangle.
PERPENDICULAR 8
BISECT A line that bisects and is perpendicular to a side. 0
OR OF A SIDE
A segment from a vertex perpendicular to the opposite
TRIANGLE side.
ALTITUDE OF OBTUSE The altitude drawn to either side of the obtuse angle falls outside
TRIANGLE the triangle.

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 The set of all points in a plane that are the same
CIRCLE
distance from the center.
CIRCUMFERENCE The distance around the circle. 3600
The segment joining the center of a circle to the point
RADIUS
on the circle. (plural: radii)
CHORD A segment joining any two point on a circle.
A chord through the center of the circle; it is the
DIAMETER
longest chord and is twice the length of a radius.
ARC Continuous part of a circle. Symbol: AB
An arc measuring one-half the circumference of a
SEMICIRCLE circle and thus contains 1800
CENTRAL ANGLE An angle that is formed by two radii.
MINOR ARC An arc that is less that a semicircle.
MAJOR ARC An arc is that greater than a semicircle
SECANT OF A CIRCLE A line that intersects the circle at two points.
TANGENT OF A CIRCLE A line that touches the circle at one and only one point.
INSCRIBED POLYGON A polygon all of whose sides are chords of a circle.
CIRCUMSCRIBED POLYGON A polygon all of whose sides are tangents to a circle.
A circle to which all the sides of a polygon are
INSCRIBED CIRCLE
tangents to a circle.
CONCENTRIC CIRCLES Circles that have the same center.
CIRCLE PRINCIPLES
A diameter divides a circle into two equal parts.

If a chord divides a circle into two equal parts, then it is a diameter.

A point is outside, on, or inside a circle according to whether its distance from the
center is greater than, equal to, or smaller than the radius.

Radii of the same or congruent circles are congruent.

Diameters of the same or congruent circles are congruent.

In the same or congruent circle, congruent central angles have congruent arcs.

In the same or congruent circle, congruent arcs have congruent central angles.

In the same or congruent circle, congruent chords have congruent arcs.

In the same or congruent circle, congruent arcs have congruent chords.

A diameter perpendicular to a chord bisects the chords and its arcs.

A perpendicular bisector of a chord passes through.

A tangent is a straight line that touches a circle without cutting through it.
A tangent is perpendicular to the radius drawn to the point of contact.

A line tangent to a circle, if it is perpendicular to a radius at its outer end.

A Secant is a straight line that intersects a circle at two points.

.

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 ANGLE-MEASUREMENT PRINCIPLES
A central angle is measured by its intercepted arc.
Angles inscribed in a semicircle are a right angle.

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WORKSHEET# 01

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WORKSHEET# 02

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WORKSHEET# 03

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WORKSHEET# 04

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 UNIT:9 INFORMATION HANDLING
OBJECTIVES

The candidates will be able to:

❖ Define types of data and data collection.
❖ Define and construct Frequency distribution.
❖ Define, interpret and draw graph of pie chart and histogram.

DEFINE A DATA AND DATA COLLECTION

The main portion of Statistics is the display of summarized data. Data is initially collected from a given
source. A data is the set of information and facts which is collected whether they are experiments, surveys,
or observation and is presented by following methods
➢ Textual Method:
The reader acquires information through reading the gathered data.
➢ Tabular Method
Provides a more precise, systematic and orderly presentation of data in rows or columns.
➢ Semi-tabular Method
Use both textual and tabular methods.
➢ Graphical Method
The utilization of graphs is a most effective method of visually presenting statistical results or
findings.
Distinguish between Group and Ungroup Data
➢ Ungroup data
The ungroup data have not been summarized in any way, it is also called raw data or Data which
shows the individual information is known is ungroup data
Example 1: The marks obtained by 25 students in a class in a certain examination are given below
25, 8, 37, 16, 45, 40, 29, 12, 42, 25, 14, 16, 16, 20, 10, 36, 33, 24, 25, 35, 11, 30, 45, 48.
➢ Grouped data
Group data is data that has been grouped together in categories. Histograms and frequency tables can
be used to show grouped data:
Example 2: The marks obtained by 40 students of class VIII in an examination are given below:

16, 17, 18, 3, 7, 23, 18, 13, 10, 21, 7, 1, 13, 21, 13, 15, 19, 24, 16, 2, 23, 5, 12,
18, 8, 12, 6, 8, 16, 5, 3, 5, 0, 7, 9, 12, 20, 10, 2, 23
Divide the data into five groups, namely, 0-5, 10-10, 10-15, 15-20 and 20-25, where 0-5 means marks
greater than or equal to 0 but less than 5 and similarly 5-10 means marks greater than or equal to 5 but less
than 10, and so on.
Thus, the distribution may be given as under:
Marks Marks obtained Number of students
0-5 0, 1, 2, 2, 3, 3, 6
5-10 5, 5, 5, 6, 7, 7, 7, 8, 8, 9 10
10-15 10, 10, 12, 12, 12, 13, 13, 13 8
15-20 15, 16, 16, 16, 17, 18, 18, 18, 19 9
20-25 20, 21, 21, 23, 23, 23, 24 7

DEFINE AND CONSTRUCT FREQUENCY DISTRIBUTION.

Frequency: The number of values that occurs for a particular group of a data is called its frequency.
Example 3: Ahmed played football on
Saturday Morning,
Saturday Afternoon
Thursday Afternoon

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The frequency was 2 on Saturday, 1 on Thursday and 3 for the whole week.

Example 4: These are the numbers of newspapers sold at a local shop over the last 10 days:

22, 20, 18, 23, 20, 25, 22, 20, 18, 20

Let us count how many of each number there is:

Paper sold Frequency

18 2
19 0
20 4
21 0
22 2
23 1
24 0
25 1

It is also possible to group the values. Here they are grouped in

Paper Sold Frequency

15-19 2
20-24 7
25-29 1
Example 4: A group of twenty students of VII class obtained the following marks in science test.
16, 11, 40, 27, 38, 55, 45, 70, 50, 65, 60, 41, 100, 71, 80, 75, 82, 85, 92, 89.
Step-1: Arrange the data in ascending order:
11, 16, 27, 38, 40, 41, 45, 50, 55, 60, 65, 71, 70, 75, 80, 82, 85, 89, 92, 100
Step-II: Make an interval of suitable number of three groups.
First, students who obtained marks from 11 to 40. Second, who obtained the marks from 41 to 70.
Third, who secured the marks from 71 to 100.
Step-III: Make frequency chart as under:
Name of Group Period or class Marks obtained No. of Tally Marks
interval students
First 11-40 11, 16, 27, 38, 40, 5 IIII
Second 41-70 41, 45, 50, 55, 60, 65, 70 7 IIII II
Third 71-100 71, 75, 80, 82, 85, 89, 92, 8 IIII III
100
The frequency chart is an under:
The frequency of (11-40) is 5. Here 5 students obtained marks 11 to 40.
The frequency of ( 41-70) is 7. Here 7 students obtained marks 41 to 70.
The frequency of (71-100) is 8. Here 8 students obtained marks 71 to 100.
Class Intervals: Each group of a data is also known as the class interval.
As by using above table (11-40), (41-70), and (71-100) are class intervals represent the values of a group
Upper Class limit: The greatest value of a class interval is called the upper class limit. For example in the
class interval (41-70), 70 is the upper class limit.
Lower Class limit: The smallest value of a class interval is called the lower-class limit. For example, in the
class interval (41-70), 41 is the lower-class limit
The size of the class interval: The number of values in a class interval is called its size or length. For
example the size of the class interval (11- 40) is 30.

𝐆𝐫𝐞𝐚𝐭𝐞𝐬𝐭 𝐯𝐚𝐥𝐮𝐞 − 𝐥𝐨𝐰𝐞𝐬𝐭 𝐯𝐚𝐥𝐮𝐞

𝐅𝐨𝐫𝐦𝐮𝐥𝐚 𝐨𝐟 𝐬𝐢𝐳𝐞 𝐨𝐟 𝐜𝐥𝐚𝐬𝐬 =
𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐜𝐥𝐚𝐬𝐬 𝐢𝐧𝐭𝐞𝐫𝐯𝐚𝐥𝐬
81 | Page
Mean (Arithmetic)

The mean (or average) is the most popular and well-known measure of central tendency. It can be used with
both discrete and continuous data, although its use is most often with continuous data. The mean is equal to
the sum of all the values in the data set divided by the number of values in the data set. So, if we have n
values in a data set and they have values𝑥1 , 𝑥2 , 𝑥3 , … , 𝑥𝑛 the sample mean, usually denoted by 𝑥̅

(pronounced x bar), is:

This formula is usually written in a slightly different manner using the Greek capital letter, pronounced
"sigma", which means "sum of...":

∑𝑥
𝑥̅ =
𝑛

You may have noticed that the above formula refers to the sample mean.

Example 5: A student obtained 84, 90, 72, 60 and 74 marks in five tests respectively. Find the arithmetic
mean of the marks.

Sum of marks obtained

Solution: Arithmetic mean =
number of tests

84+90+72+60+74 380
= = = 76
5 5

It is noted that an arithmetic mean 76 is not among the obtained marks.

To find the Mean of the grouped data

To find the Mean of group data when 𝑥1 , 𝑥2 , 𝑥3 , … , 𝑥𝑛 with their respective frequencies are 𝑓1 , 𝑓2 , 𝑓3 , … , 𝑓𝑛
is given by

∑ 𝑓𝑖 𝑥𝑖
𝑥̅ =
∑ 𝑓𝑖

Example 6: A die is thrown 20 times and the following scores were recorded
6, 3, 2, 4, 5, 5, 6, 1, 3, 3, 5, 6, 6, 1, 3, 3, 5, 6, 6, 2.
Prepare the frequency table of scores on the upper face of the die and find the mean score.
Solution:
Number on the upper Number of times it occurs
𝑓𝑖 𝑥𝑖
face of die (frequency)
1 2 1×2=2
2 2 2×2=4
3 5 3 × 5 = 15
4 1 4×1=4
5 4 5 × 4 = 20
6 6 6 × 6 = 36
∑ 𝑓𝑖 𝑥𝑖
Therefore, mean of the data = ∑ 𝑓𝑖
= (2 + 4 + 15 + 4 + 20 + 36)/20 = 81/20 = 4.05
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Example 7: A survey was conducted among 75 families in a village. The table below shows the number
of children per family.
No. of Children per 0 1 2 3 4 5 6
family
No. Of families 0 3 8 16 20 15 13
Find the mean number of children per family
Solution: Let us form a table with which it becomes easier to find the mean.
Number of Children Number of Families (f) f. x
per family x
0 0 0
1 3 3
2 8 16
3 16 48
4 2 8
5 15 75
6 13 78
∑ f = 75 ∑ fx = 300

∑ fi xi 300
x̅ = ∑ fi
= =4
75

Mean number of children per family is 4.

To find the Mode of primary data
The mode is the value that appears most often in a set of data or the mode of a set of data is the value in the
set that occurs most often.
Example 8: The number of points scored in a series of football games is listed below. Which score
occurred most often?
7, 13, 18, 24, 9, 3, 18
Solution: Ordering the scores from least to greatest, we get:
3, 7, 9, 13, 18, 18, 24

The score which occurs most often is 18.

To find the median of primary data and grouped data:

Median is defined as the middle item of all given observations arranged in order. For ungrouped data, the
median is obvious. In the case of the number of observations is even, the median is obtained by taking the
average of the middle.

Example 9: The median of the ungrouped data: 20, 18, 15, 15, 14, 12, 11, 9, 7, 6, 4, 1 is
Solution: first arrange the data in ascending or descending order which is already given
Here the number of observations is even so
Median is average of middle observation
12+11 23
Median = = = 11.5
2 2
Example 10: Find the median of data 3,4,4,5,6,8,8,9,10.
Solution: Here the data of 9 magnitudes is given in ascending order and it is an odd number. Hence its
middle term will be the fifth term as four numbers are before and four numbers are after it. As the fifth
number is 6 it is the median.
Example 11: A dice is thrown 30 times and the results obtained are given in the table.
Number appeared 1 2 3 4 5 6
Number of times 2 7 5 7 3 6
Find the median number appearing on the dice.

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Solution:
Number appeared 1 2 3 4 5 6
Number of times 2 7 5 7 3 6
Total of Numbers 2 2+7=9 9+5=14 14+7=21 21+3=24 24+6=30
The number 30 is an even number and its two middle terms are 15 and 16. The value concerned to 15 and 16
4+4
is 4 in each. Hence the average of 15thand 16th terms will be = 4. Thus 4 is the median in the given
2
table.
DEFINE, INTERPRET AND DRAW GRAPH PIE CHART & HISTOGRAM.

Pie graph/chart:

The pie chart is constructed by dividing a circle into two or more sections or slices. The chart is used
to show the proportion that each part is of the whole. Hence, it should be used when you want to
compare individual categories with the whole.

The chart below shows the budget for each of four departments in a hypothetical company.

Example 5: The expenditure made by a student in a week period is Rs 3600. It is represented by the
following pie graph and answer.

Clothes
45c
150c Education
45c
Health
90c Conveyance

i) Draw a chart showing the expenditure on each item.

ii) At what items, he spent most amounts? And how much?
iii) At what item, he spent the least amount? And how much?
iv) At what items, he spends equal amount? And how much?

Solution: Here the whole circle is divided in 360° .

There are five sectors. The biggest sector has an angle of 150° , it shows the expenditure made on food.

Rs 3600×𝟏𝟓𝟎°
i) Therefore, amount spent on food = = Rs 1500.
𝟑𝟔𝟎°
84 | Page
 Rs 3600×𝟗𝟎°
ii) The amount spent on clothes = = Rs 900.
𝟑𝟔𝟎°
Rs 3600×𝟒𝟓°
iii) The amount spent on Health and Education = = Rs 450.
𝟑𝟔𝟎°
Rs 3600×𝟑𝟎°
iv) The amount spent on Conveyance = = Rs300
𝟑𝟔𝟎°

Name of Item Food Clothes Education Health Conveyance

Amount spent Rs 1500 Rs 900 Rs 450 Rs 450 Rs 300
Pie graph shows the amount is spent on food i.e. Rs 1500.
Pie graph shows, the least amount is spent on conveyance i.e. Rs.300.

Example 6: In district sports competition of 1800 students 750 played cricket, 200 played badminton, 400
played hockey and 450 played footballs. Draw a pie graph of the students playing the games.

Solution: Total number of students =1800

i) Find the angle for each sector by using the following formula.
No. of students played a game
Required angle = × 360°
Total number of students
200
Measure of angle associated with badminton = × 360° = 40°
1800

750
Measure of angle associated with Cricket = × 360° = 150°
1800

400
Measure of angle associated with Hockey = × 360° = 80°
1800

450
Measure of angle associated with Football = × 360° = 90°
1800
ii) To draw a pie graph.

Step I: Draw a circle of suitable radius.

Step II: Draw an angle of 40° representing the badminton.
Step III: Draw an angle of 150° representing the cricket.
Step VI: Draw an angle of 80° representing the hockey.
Step V: Remaining angle representing the football will be of 90° .

40o Cricket

150o Hockey
90o
Football
80o Badminton

iii) Label each sector according to the data.

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 iv) Answer the following:
1. Which is the most favorite game?
Cricket.
2. Which game is liked by the least number of students?
Badminton.
3. How many more students played football than hockey?
50 Students.
4. How many a smaller number of students played badminton than hockey.
200 students.

Concept of histogram
A histogram is a visual representation of continuous frequency distribution. It consists of a set of the
adjacent rectangle. The figure below represents a histogram of a frequency table showing the marks
obtained in mathematics test by 40 students.

10
8
Frequency

6
4
2
0
1 2 3 4 5 6 7 9
Marks

Construction of histogram with equal intervals and Interpretation

Suppose 40 students of a class obtained the following marks out of 10 marks in a mathematics test.
8 6 7 3 5 5 2 9 2 7
9 3 3 7 7 5 8 3 7 3
4 8 7 8 2 4 6 2 4 1
7 7 6 2 4 6 4 6 10 6
Every teacher wants to see the results of his class and also know the number of passing students and his skill
of teaching. He will be interested in the followings:
i) What is average of marks?
ii) Which number is repeated/
iii) What is highest number of marks?
iv) What is the lowest number of marks?
v) Whether the test held was easy or difficult?

From the above table, it is difficult to know about everything as the given data is not properly arranged.
We shall first arrange the given data in order to get proper results.

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 Let us write the obtained marks in an arranged form. The number of times the score is repeated is called
frequency.

Obtained marks Frequency Tally Marks

0 0
1 1 I
2 5 IIII
3 5 IIII
4 6 IIII I
5 3 III
6 6 IIII I
7 7 IIII II
8 4 IIII
9 2 II
10 1 I

Sum of numbers is 40.

We write all possible scores in an array.
We represent the lines for each of the given score and then write below the frequency after counting the
lines. The way of writing this information is called a frequency table and with the help of this, we
contract the histogram.
7
6
Frequency

5
4
3
2
1
1 2 3 4 5 6 7 8 9 10
Marks

The histogram shows the score of marks out of 10 obtained by 40 students in a mathematics test.
WORKSHEET-1
Q#1: Which of the following tables are a group and ungroup data?
i)
Name Ali Sana Umar Ahmed Raza Rahila Saba Maria Faraz
of
students
Marks 46 50 30 42 69 59 70 75 40

ii) Raza book store’s sale in a month is shown by the table.

Number of 512- 611 612-711 712-811 812-911
books sold

87 | Page
 Days 8 5 4 9
iii) Visitors in Sindh Museum
Number of 150- 199 200-249 250-299 300-349 350-399
Visitors
Days 3 4 1 2 3
iv) Runs scored by players of our school cricket team in one day match.
Players 1 2 3 4 5 6 7 8 9 10

Runs 62 41 15 59 22 10 8 2 43 7
Q#2. A bookstore sold the following number of story books, last week constructs a frequency distribution
table.
Number Monday Tuesday Wednesday Thursday Friday Saturday Sunday
of days
Books 24 25 27 28 22 30 21
sold
Q#3. The following data shows the number of children who visited the zoo in last month.
134, 167, 145, 130, 155, 142, 130, 180, 162, 130, 120, 165, 170, 110, 200, 185, 132, 140, 110, 170,
100, 160, 133, 150, 125, 110, 145, 155, 160, 200.
Construct a frequency distribution table by taking 10 as a class interval.
Q#4. There are 30 students in class VII who secured following marks in a mathematics test.
45, 19, 49, 17, 37, 10, 25, 28, 50, 46, 43, 34, 25, 50, 48, 46, 42, 34, 33, 11, 28, 19, 30, 17, 13, 11, 39,
41, 35, 34.
Q#5. Awais collected 20 leaves and wrote down their lengths, in cm.
Here are the results
5, 6, 5, 2, 4, 5, 8, 7, 5, 4, 7, 6, 4, 3, 5, 7, 6, 4, 8, 5
Complete the frequency table to show Awais’s results.
Length in cm Tally Frequency
3
4
4
5
6
7
8

Q#6. The number of calls from motorists per day for roadside service was recorded for the month of
December 2003. The result was as follows
28, 122, 217, 130, 120, 86, 80, 90, 120, 140, 70, 40, 145, 187, 113, 90, 68, 174, 194, 170, 100, 75,
104, 97, 75, 123, 100, 82, 109, 120, 81.
Set up a frequency table for this set of data values
Class Tally Frequenc
Intervals y
0-39 I
40-79 IIII
80-119 IIII IIII
II
120-159 IIII III
160-199 IIII
200-239 I

88 | Page
Q#7. Use following frequency table answer the given
i) What are the lower- and upper-class limits for the first three classes?
ii) Determine the class size of the first class.
Class 200 - 300 – 300 – 500 – 600 – 700 – 800 – 899
299 399 399 599 699 799
Frequen 12 19 6 2 11 7 3
cy

Q#8. Find the arithmetic mean of the following.

i) 8, 4, 7, 3, 5, 9 ii) 11.5, 12.5, 10.3, 10.8, 10.9, 11.0

Q#9. 30 students appeared in a test. The table below shows the marks obtained by them. Find mean of the
marks.
Marks obtained 0 1 2 3 4 5
Number of Students 1 6 5 6 4 8
Q#10. The mean of 6 numbers is 45. The first three are 54, 34, 44 and the remaining three numbers are
equal to y.
i) What is the sum of all the six numbers?
ii) What is the value of y?

Q#11. Find the mean of the frequency tables.

i)
x 2 3 4 5 7 9
F 37 8 57 57 5 2
ii)
x 0 1 2 3 4 5 6
F 6 8 5 6 2 2 1
Q#12. Find the mode and median of the following.
i) 2, 3, 3, 5, 6, 7, 8
ii) 26.01, 24.99, 25.5, 24.99, 25.01

Q#13. Find the mode and median of the following tables.

i)
x 2 4 6 8 10 12
F 2 4 10 16 3 2
ii)
x 0 1 2 3 4 5 6
F 1 2 2 3 4 5 4
Q#14. In the mathematics quiz 80 students appeared. 60 students passed and 20 students failed. Represent it
through pie chart.

Q#15. Sara and her friends eat fruits in a week as shown in the table:
Name of fruit Apple Banana Mango Peach
No. of fruits 12 24 16 8

89 | Page
Q#16. 30 students of a class appeared in an examination out of 10 marks. The obtained marks are given
below.
8 4 3 0 2 2 4 3 3 5
2 2 4 3 5 1 0 3 5 4
3 4 4 0 3 2 3 6 0 1
i) Form a frequency table from the given information
ii) What is the highest marks?
iii) Which number of marks are obtained by a maximum number of students?
iv) Draw histogram of the examination result.

Q#17. A test of 150 persons of an institution was conducted for 10 marks. The score is given in the table:
Score 1 2 3 4 5 6 7 8 9 10
Frequency 6 12 15 21 35 24 20 10 6 1
i) Draw a histogram from the above table.
ii) What is the highest number of marks obtained?
iii) What is the lowest number of marks obtained?

Additional Worksheets
Worksheet# 01
1. Find the square root of the following:

(a) 9 (b) 25 (c) 49 (d) 8100

(e)900 (f)289 (g) 1225 (h) 225

2. Find the square of the following:

(a) 121 (b) 196 (c) 324

(d) 625 (e) 6400 (f) 36864
(g) 817216 (h) 14161 (i) 9409

3. Extract the square root of the following problems:

(a) 1.21 (b) 4.41 (c) 10.24

(d) 136.89 (e) 0.0000576 (f) 0.0000484
(g) 0.00529 (h)131.1025 (i) 249.64

4. Find the square roots of the following up to three places:

(a) 2 (b) 7 (c) 8

(d) 0.8 (e) 41431 (f) 0.17823
(g) 1.3 (h)35.24 (i) 11.1

5. Find the square root of the following problems:

(a)0.1 (b)0.01 (c) 0.4 (d) 0.04

(e)0.09 (f)0.2 (g) 0.02 (h)0.03

Worksheet# 02
1. A group of students spent 1681 on an excursion. If each of the students has as many rupees as
were the students in the group, then find the number of the students in the group.

90 | Page
2. Some of the people contributed as many rupees for a certain function as the number of people
in the club. If the total collection amounts to 1024. Find the number of the people and the
amount paid by each.

3. Find the number that is multiplies by itself gives 3794.56.

4. Ahmed planted 5776 plants in his garden in such a way that the number of plants in each row
was as same as the number of rows in the garden. How many rows of plants were there in the
garden?

5. The girls of the MBA classes contributed as many 5 paisa coins as there were girls in the class.
If the total contribution amounts to Rs20. Find the number of girls in the class and the
amount as contributed by each.

6. Find the least number that is multiplied to 1176 to make it perfect square.

7. Find the least number that is divided 1805 to make it perfect square.

8. With what should 12288 be multiplied to make it perfect square?

9. Find the least no: which is required to multiply to 2028 to get number perfect square?

10. What should be subtracted from 62612 to make it a perfect square.

11. Find the greatest number of five digits, which is a perfect square.

12. Find the least number of five digits, which is the perfect square.

13. Find the least number four digits, which is perfect square.

14. Find the greatest number of four digits, which is the perfect square.
15. Eight hundred soldiers are to be arranged in the square form. Find the required no: of the
soldiers are to be added to make it perfect square.

16. A drillmaster arranged 3605 students in a square from the found that 5 are more. Find the no:
of the students in each row.
17. Find the least square number which can be divided by 10, 16, and 24.
Worksheet# 03
1. John deposits $700 in a bank that pays 3 percent per year. How much money will he have
at the end of the year?

2. How much money would a man has to invest at the rate of 5 percent, to have $1470 at the
end of the year?

3. Rockie receives a salary of $6000 per year plus 5 percent of all his sales over $10000 and a
special bonus of $500 if his sale exceeds $20,000. What are his earnings during a year when
his sales total $21,000?

4. If 54% of a town’s population received the first two polio shots, but 10 percent of these
people did not receive the third, what percent of the town took all three shots?

5. In the chamber of commerce, 66 ⅔% of the members are women and 200 of the members
are men. How many chambers of commerce members are there in all?

91 | Page
6. Of the 600 crimes committed in Central City last month, 450 included assaults. What
percent of the crimes included assault?

7. Jackie’s budget for entertainment is 50% of her annual salary, which limits her
entertainment spending to $2500 per year. How much is her salary?

8. A certain car sells for $ 20000, if it is paid for in full (cash price). However, car can be
financed with a 10percent down payment and a monthly payment of $1000 for 24 months.
How much more money is paid for the privilege of financing, excluding tax? What percent
is this of car’s cash price?

9. Last Monday, 25% of the 20-member hockey squad missed practice. How many
members practiced that day?

10. When the local department store put all its shirts on sale for 20% off, Jason saved a total of
$ 30 by purchasing four shirts. What was the total price of 4 shirts before the sale?

11. In a city, 40% of the houses are white. If there are 200 houses how many are not white?

12. If 6 feet of a 30-foot pole are underground, what percent of the pole is above the ground?

Worksheet# 04
Find the Average (arithmetic mean) and medians of the following given data.
1. 2 4 6 7 4 3 5
2. 49 50 63 61 67 59 73 68 42
3. 6 7 8 7 8 6
4. 15 16 12 19 14 20 18 17 18 16
5. 107 109 117 119 112

6. Which group of students scored best in this numerical reasoning test?

Group A: 11 12 13 6 18 17 4 12 10 15
Group B: 10 11 9 12 14 13 12 10 11 14

7. Find the average of the numbers 340, 750, 554 and 800.

8. Find the average of the numbers 220, 330, 550 and 1000.

9. Janeiro made the scores of 125, 39, 0, 54 and 117, what was his average?

10. The population of 6 towns are 84806, 76326, 71008, 70619, 5435 and 51880. What is the
average population of these towns?
11. For the last five years rainfall at certain places was 20.5inches, 2.71inches, 23.44inches,
19.78inches and 21.28inches. Find the average rainfall.
12. A man bought twenty-seven horses at Rs. 70 each, nine horses at Rs. 80 each and six horses
at Rs. 90 each. Find the average price of the horses.

92 | Page
13. Out of the forty-four boys in the class, nine are at the age of 10; fifteen are at the age of 9 and
the rest are at the age of 8. Find the average age of these boys.
14. Out of the thirty-five boys in the class, seven are 4’5’’ tall; fifteen are 3’4’’ tall and the rest of
4’ tall. Find the average height of the boys.
15. If the average of a and – 5 is 10, then a = __________.
16. The average of five consecutive integers is 18. What is the middle number?
17. The average of the two numbers is 3n-4. If one of the numbers is n, then the other number is?
18. If the average of x + 2, x + 4 and x + 6 is 0, then x = ______.
19. One day a supermarket received a delivery of 25 frozen turkeys. If the average weight of
turkeys was 14.2 pounds, what was the total weight, in pounds, of all the turkeys?

20. In a certain class there are 12 boys and 18 girls. If the class average for an algebra exam is 90
and the boys’ average score is 87, what is the girls’ average score?
21. In a certain course, Lilly received an average score of 82 for her first 2 tests, 76 for her third
test, and 92 for her fourth test. What grade must she receive on her next test if she wants an
average of 86 for all 5 tests?
Worksheet# 05
1. A merchant keeps four grades of sewing machines. Their prices are to be respectively 19, 18,
17 and 15. It stocks 15, 20, 24 and 25 machines respectively. Find the average price of
machines.

2. The populations of the eight villages are 900. 750, 1100, 1050, 835, 555, 1250 and 630. Find
the population of ninth village, if the average population of the nine villages is 900.

3. The average age of the forty-five boys is 15 years. With the admission of the five new boys,
the average age is reduced to 14 years. What is the average of 5 new boys?

4. The average forty-five numbers are 9. The average of the first twenty is 10 and the average of
the last twenty-four is 8. Find the 21st number.

5. If the daily readings of the barometer are 29.83, 29.97, missing, 8.99, 29.62, 29.47, 30.32.
The average is known as 29.85. What is the missing reading?

6. The average of Saturday & Sunday was 82oF; the average of the Sunday & Monday was 85oF.
If temperature of the Monday was 89oF what would be the temperature on Saturday?

7. The average weight of thirty-five boys’ class is 24 lbs. By the admission of a new boy the
average raise 35 lbs. Find his weight.

8. Sheila took five chemistry tests during the semester and the average of her five test scores was
85. If her average after the first three tests was 83, what was the average of her fourth and fifth
tests?

93 | Page
 Solving Equations & Inequalities
There are six steps to solve the equations& Inequalities.
STEPS QUESTIONS WHAT TO DO?
Are there any fractions or decimals? Get rid the fractions and decimals by
1 multiplying both sides by the lowest
Common Denominator (LCD).
Are there any parentheses? Get rid of all parentheses by using
2
the distributive law.
3 Are there any like terms to combine? Combine like terms on each side.
Are there variables on both sides? By adding or subtracting, get all the
4
variables on one side (left side).
Is there a plain number on the same By adding or subtracting, get all the
5 sides as the variable? plain numbers on the other side
(Right side).
Does the variable have a coefficient? Divide both sides by the coefficient of
6
the variable.

Translation word problem into mathematical expressions or equations

MATHEMATICAL
ENGLISH WORDS SYMBOL
MEANING
Is, was, will be, had, has, will have, is equal to,
Equals =
is the same as
Plus, more than, sum, increased by, added to,
exceeds, received, got, older than, farther than, Addition +
greater than
Minus, fewer, less than, difference, decreased by,
Subtraction –
subtracted from, younger tan, gave, lost
Times, of, product, multiplied by Multiplication x
𝒂÷𝒃
Or a/b
Divided by, quotient, per, for Division
More than, greater than, Inequality >
At least Inequality ≥
Fewer than, less than Inequality <
Al most Inequality ≤
x or other
What, how many, etc Unknown Quantity
variable

94 | Page
Worksheet# 06

95 | Page
 Worksheet# 07
Topic: Age Problems
1. A boy is 5 times as old as his sister. Two years ago, the sum of the squares of their ages
was 170. Find the present age of sister.

2. A girl is 18 years younger than her mother. In 3 years’, time the sum of their ages will be
48. How old is the girl now?

3. A man was 32 years old when his daughter was born. He is now 5 times as old as his
daughter. How old is his daughter now?

4. A’s mother is twice as old as A’s brother. A is 6 years younger than his brother but 4 years
older than his sister. If A’s sister is 15 his mother’s age is:

5. Latif is now 14 years older than Abid. If in 10 years Latif will be twice as old as Abid, how
old will Latif be in 5 years?

6. The average age of a group of 13 boys is 13. When two more boys joined the group, the
average rose by 2 years. The sum of the ages of two new boys is.

7. The average age of a class of 40 students is 12 years. If the teacher’s age is also included,
the average age increases by 1 year. The teacher’s age is:

8. The average age of 32 students is 10 years. If the teacher’s age is also included, the average
age increases by 1 year. What is the age of the teacher?

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9. The average age of the class of 20 boys is 14.95 years. The average of class is raised to 15
years by the coming of a new boy. How old is this boy?

10. The average age of group of 16 persons is 28 years and 3 months. Two people, each 58 years
old left the group. The average age of remaining persons is:

11. The average age of 600 students of a class is 10.75. By enrollment of 40 new students, the
average age is lowered to 10.4375 years. Find the average age of new students.

12. Nasir thinks of a number, doubles it. Adds 7, multiplies it by 4 then divides it by 6 to give
the final answer 10. What was the number?

Worksheet# 08
Topic: Distance Problems

1. What is the average speed in miles per hour, of a plane that covers l20 miles in 1 hour and 20
minutes?
2. Mr. Banson left his home at 8:00 am, and traveled at the average rate of 40 miles per hour until
11:30 a.m. What distance in miles did he cover during the period?
3. A salesman travels for two hours at 30 miles an hour and then covers 60 miles in the next 3
hours. What is the average rate for an entire trip?

4. What is the rate in miles per hour for a messenger who travels 2/3 of a mile in 4 minutes?

5. What is the distance covered by a jet plane that travels at the rate of xy miles per hour for 2
hours?
6. At what time does a train traveling at 50 miles per hour arrive at the station if it is 5 miles from
the station at 5:00 pm.

7. How fast does the train move if it covers d miles in h hours?

8. If a train travels from one city to another in 46 minutes. If the distance between two cities is 59.8
miles, what is the average rate of a train in miles per hour?

9. A train covered d miles the first hour, e miles the second hour, and f miles the third hour. What
was the average rate for the entire trip?

10. A motorist traveled 60 miles at the rate of 20 miles per hour and returned over the same route
at 40 miles per hour. What was the average rate for the entire trip?

11. How many minutes will it take a police car to respond to a call d miles away if the police car
travels m miles per hour?

12. A wheel rotates 10 times each minute and moves 20 feet during each rotation. How many feet
does the wheel move in 1 hour?

13. Two automobiles travel in the same direction at 40 miles per hour and 50 miles per hour,
respectively? How many hours after they are alongside each other will they be 18 miles apart?

14. A train travels at an average speed of 50 miles per hour for 5/2 hours and then travels at a
speed of 70 miles per hour for 3/2. how far did the train travel in the Entire 4 hours?

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15. The distance from Cleveland to Buffalo is 200 miles. A train takes 7/2 hours to go from
Buffalo to Cleveland and 9/2 hours to go back from Cleveland to Buffalo. What was the
average speed of the train for the round trip from Buffalo to Cleveland and back?

16. Avi drove from his home to college at 60 miles per hour. Returning over the same route, there
was a lot of traffic, and he was only able to drive at 40 miles per hour. If the return trip took
one hour longer, how many miles did he drive each way?

17. Lindsay is trying to collect all the cards in a special commemorative set of baseball cards. She
currently has exactly 1/4 of the cards in the set. When she gets 10 more cards, she will then
have 1/3 of the cards. How many cards are in the set?

18. Jen, Ken, and Len have a total of $390. Jen lias 5 times as much as Len, and Ken has 3/4 as
much as Jen. How much money does Ken have?

19. Howard has three times as much money as Ronald. If Howard gives Ronald $50, Ronald will
then have three times as much money as Howard. How much money do the two of them have
together?

20. If 1/2 x years ago Adam was 12, and ½ x years from now he will be 2x years old, how old will
he be 3x years from now?

21. A Jar contains only red, white, and blue marbles. The number of red marbles is 4/5 the number
of white ones, and the number of white ones is 3/4 the number of blue ones. If there are 470
marbles in all, how many of them are blue?

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