Mathematics

Grade

8
Based
Ba
ased o
onnN
National
ational C
Curriculum
urricculum 2
2022
022

ASSOCIATION FOR ACADEMIC QUALITY

 Contents

Sr. Unit Page

1 Real Numbers 1
2 Square
quare Roots
ots and
Roo and Cube
be Roots
Cub Roots 17
3 Financial
ncial Arithmetic
nan Ariithmetiic 32
4 Sets
ets 53
5 Sequence
eq ence and
que and Algebra
Alg
gebra 69
6 Linear
near Equations
ations and
Equa nd their
an eir Graphs
the Grap
phs 92
7 Geometry
eometry 112
8 Surface
urrface Area
ea and Volume
Are Vollume 141
9 Data
a Management
ata Management and
nd Probability
an Probability 162
Answer
er key
nswe key 184
Glossary
ossaryy 199
Index
dex 202
Important
mportantt Formulas
Forrmulas 203
Web Links 204
Unit

Student Learning Outcomes

After completing this unit, students will be able to:
•               
• Represent real numbers on a number line and recognise the absolute value of a real number.
• Demonstrate the ordering properties of real numbers.
• Demonstrate e the following properties:
propertiesess:
R closure property
roperty -associative e property
prop
pr o er
op ty -existence
erty -exxis
iste ncce of
ence o anan identity
iden t ttyy element
nti
R existence of inverses -commutative
-com
ommu
om muta
mu tati
tat ve pproperty
pro
rope
ro pert
rty -distributive
t -dis
disstr
trib
ibut
ib i e property
u iv
ut prop
pr operrty
op ty
• Solve real-world
orld word problems
p oble
pr m involving
ems nvolving calculation
inv calcu lation with decimals
ula deci
de c ma als and
d fractions.
and
•       
 
   
     


  
  

    
(recurringng).
ng
terminating (recurring). ).
).
•        
        





• ! "  #    
   $
$   
    

   
orld
• Solve real-world ld
d word
word problems
pro
pr oble
lems
mss involving
iinv
n olvingg approximation.
app
ppro
ro
oxxiima
mattion.

Unit
Unit Overview
nit Overview
erview

We are aware
W aware that rational nu numbers
umbe erss a
are made up
off decimdecimals,
d im mals, integers, fraction
fractions,
s, etc.,
ns, et a
et and that we
use allll of these in our dailyy calculations,
calccul i n whether
u atio
tthey
th
hey b bee for calculating temperature,
tem
mp
m p
per urr mass,
eratur
ure, m length,
volulu
volume ume
m m easures, or for
measures, fo
or budgeting
budgetetin
et i g an
in and saving
purposes.
p
pu rp Additionally,
posses. Addition nal lyy we now
a ly, now understand
under how
rational
ra
ati
t on nal numbers
nummbe
bers
rs a
appear
ppear on a numbe
number line. We will
now le
no
now llearn
a n about the types of decimal numbers that
lear
ear
will
w
wiillllll h
help
elp us
us understand
undder
erst
stan
st nd th the
he concept of o irrational
numbers.
n umb
m er
mb Additionally,
erss. Add
A d it
dd we
itionally, w e will
w ll learn m
wi more about
 ##
   
 
  


  

Recall What you Know!

1. Find the place value of the digits in 23.724. 1

%    &'%*+'+&  $   $  
&   &',,+  %   
4. Represent the following on a number line.
3
a) 0.23 b) c) 7 d) 4.4
2
5. Simplify the following expression.
2.24 [0.05 + 2 u {0.45 u (4.89 u 2)}]
Unitt
1
1.1 Terminating and Non-Terminating Decimals

1 1
Uzma has 2 m of red wool and 6 m of yellow wool.
Real Numbers

<= > ?  %       

1
2 = 0.5 0.5
2 1.0
B' $ >       $     
0
cimal point and a remainde
after the decimal remainder er off zzero.
ero. The decimals that
10
$ >        
  $

 $ 
$ 
    

   H   1 0
terminating g decimals. 0
J ' > ?  *      
    

0.1666
1
6 = 0.16666…
66… 6 1.0000
0

 

B' $      
 
 $
$  

   
 K$

  
 
10
$  $ >    
  

   ""    $
$ 
$    HH   6
mininat
in
as non-terminatinga in
at ing decimals
decimals. ls. Non-terminating
ls N n-te
No te
erm
rmiin
in ng decimals
inatin de
de hav
ve two
have two 40
s: rrepeating
s:
further types: ep
peating or recurrin
recurring ng deci imals and non-repe
decimals eating,
non-repeating,  36
ng
non-recurringg ded eccim
mals.
decimals. 40
 36
umb
mberr tthat
mb
A decimal number hat has a single e d igit
ig it o
digit or a block of dig
git
its that
digits th
hat 40
    


    


  
  $ 
   
   36
eatinng or
called a repeating o rrecurring
eccur
e cu ring dec
cim
imal
decimala n um
mber.
number. 4

e, the following are

For example,
Take Note!
Take
cimals:
recurring decimals:
In
naddecimal,
ecim
im
mal, the re
repeated
epe
peated digits after the
1 = 0.33333... d
de
decima
e ma
mal po
decimal oint can be
point e represente
represented using dots or
3... or 0.3
3 or
o 0.3
0.3 a bar pu
putt on
n tthe
he rrepeated
epeated part a
ep after the decimal
3
2 = 0.666666... point.
66... or 0.6 or 0.6
3
3 = 0.4285714285714... or 0.428571 or 0.428571
2 7

7 = 0.636363... or 0.63 or 0.63

11

Teaching Idea: Place a basket containing fraction cards on the table. Have students take turns
selecting a card from the basket randomly and converting it to a decimal using long division. Then
identify which type of decimal it is.
!        $     $     H  Unit
1
digits repeating is called a non-recurring decimal. For example, 20 = 1.05263157…,
19
is a non-recurring decimal.
Example 1:

Real Numbers
1
The mass of a basket of mangoes is 3 2 kg. What will be the
mass of 5 such baskets of mangoes? Convert the result into
decimals and identify the type of decimal.
Solution:
1 17.5
The mass of the e basket = 3 2 kkg g
2 35.0
1 7 35
5 1
The mass of 5 baskets = 3 2 kkg gu5= g u 5 = 2 kkg
2 kg g = 17 2 kg 2
So, the mass off 5 bask skket
etss iss 17
baskets 17 1 kg.
g
g. 15
2  14
Let’s convert 177 1 iinto
n o de
nt de
decimal. 10
2
17 1
35
= 2 = 17.57.5
7. 5  10
2 0
ng
gd
It is a terminating de
eci
cimall nu
decimal numb
um er.
number.

Example 2:
3 2
Sumaira bought htt 4 kkg
g of coriander seed
seeds
ds a
ds and
ndd 3 kg of cumin
seeds. Find thee mass
massss of
of both items altogether.
altog
og
o get
ethe
he
er. Convert the
mals
result into decimalsls and
and
d identify
identify the type
pe of
pe of decimal.
deccimal.
de
Solution:
3
der seedss = 4 Kg
Mass of coriander
2
Mass of cumin seeds = 3 Kg
3 2 9 8 (9 + 8
8))
= 17 = 1 12 kg
Total mass = 4 + 3 = 12 + 12 5
=
12 12

Let’s convert 1 5 into decimal.. 1.416666

1 .4
4166666
66
12 12 17.000000
1
177.0000
000000
 12
50
 48
1 5 = 17 20 3
12 12 Test Yourself
 12
= 1.416666 80 The length of a bat is 30 1
3
 72 cm. What will be the length
As the decimal here has repeating 80 of 10 such bats?
digits after decimal point, so it is  72
80
a recurring decimal.  72
80
Unitt
1 1.1: Let’s Practice

1. Identify the terminating and non-terminating decimal numbers.

a) 0.2 b) 0.36 c) 1.24 d) 1.6 e) 21.8
Real Numbers

f) 0.216 g) 6.271 h) 5.9 i) 21.75 j) 8.351

k) 0.212 l) 8.173
2. Identify the recurring and non-recurring decimal numbers.
62277…
a) 0.3162277… b)) 0
0.6
. 666…
6…
0.6666…… c) 0.5916079…
12121…
d) 0.212121… e
e)) 1 .1
109
0905
053
05
1.109053… 3… f)) 0 .2
216
6216…
0.216216…
79583…
g) 0.479583… h 0.9
h) .91259
.9 5912
59 125…
12
0.91259125…5…
3. Convert following
ert the fo
foll
llow
llo
ll into
ow g in
owing decimals
nto d ecimalss an
ec and iidentify
d id y tthe
entify
fy e ttype
he y eo
yp of decimal.

a) 3 b) 3
b) c 2
c) d) 13
1 e) 21
21 f) 14
4 7 9 32 28
2 8 27
g) 17 h)) 17
51 25
2
4. Write the
th
he following
following numbers
fo numb
nu
umb
m erss in
i short
sho
ort recurring
reccurrri
rin
ing form..
52
252
525
25…
5…
a) 0.252525… b) 0.888888…
8…
8… c) 0 .1
129129…
0.129129… d) 24.1
1212
1211
24.121212…
33
3333
33
33…
e) 1.133333… f) 0.25636363…
3 g) 1 .247247…
2
1.247247… h) 0.2
212
1212
121
0.212121…1
1 1
ha
a purchased
5. Madiha a ed 4 2 kg of a
pu chas
pur apples
pple
pp less a
le nd 2 4 kg of or
and oranges.
rang
ngess. H
How many
more kilog
ogra
og ra
ams o
kilograms off apples did sshe
he p u chase than o
ur
purchase ra
ang
ngess? C
nges
oranges? Convert the
result into de
deci
ciima
m lss a
decimals nd iden
and ntify
nt y tthe
identify he ty
ttype
pe of de
eci
cima
m l.
ma
decimal.l.
6. Ahmad d boughth 10 pa ack
cket
ket
packetse s of alm
l onds ffor
lm
almonds o tthe
or he winter. If the mass
e packet is
of one 1 kg, find
finnd the
th
he total
tottall ma
m
mass
ss of al
a
almo
almonds
lm nds he bobought.
4
ert the result
Convert ltt iint
nto
nt
intoo de
d c ma
ci als a
decimals nd
andd iid
dent
ntiify the
identify e ty
ype of de
type decimal.
1
7. Sidra boughtt 6 2 k kg g of sug
ssugar.
ug
gar
ar. S
She
he
e us
u
used
sedd22500
500 g.
50 g HHowow many k
ow kilograms
ar were left? Co
of sugar C nvert th
Convert he result int
the to de
into d cima
ci
cima
m lss a
decimals and
n ide
identify the
type of decimal
decimal.
8. Mahad had a rope that measured 216.45 m in length. He cut the rope
4 into two pieces. If the length of one piece is 65.20 m, what is the
length of the other piece of rope?
9. The distance from Ali’s home to the masjid is 0.8 km. If Ali offers all 5
of his prayers regularly, how much distance does he covers every day
from the masjid to his home and from his home to the masjid?
 Unit
1.2 Real Numbers 1

1.2.1 Rational and Irrational Rational 12.41 1

Numbers 2
73 Integers 6

Real Numbers
Natural numbers begin at 1 and go on 5 Irrational
Whole Numbers
1
 K$        Y
2
7 3 S
15 6
10 1 2
N = {1, 2, 3, 4, …}. If we include 0 in the
47 9 9 1
set of natural numbers,, we g
get the set of 0
10
s, i.e., W = {0, 1,, 2, 3
whole numbers, 3,, 4,
4 …}.
}
}.
Now, in whole numbers, iff w
wee iinclude
nclu
nc lude
de the
e numb
set of negative berrs,, it be
numbers, beco
com
co mes th
mes
becomes thee se
sett of iintegers
nteg
ger
erss th
that
hatt con
ccontain
ontain b
on both positive
nteger
erss al
er
and negative integers aloon with
ong
on
along h00..
Z = {..., 5, 4, 3,  2, 1
2, 1,
1, 0
0,, 1,
1 22,, 3, 4
4,, 5
5,, ....}.
...}. IIntegers,
nteg
nteg
eger
ers,
er s, alo
a long
lo
alongng w ith
it
with h fr
ffractions
acctiion
o sa
and decimals,
ett of ra
make up the set ati
tion
o al
rationala numbe
bers
be r .
rs
numbers.
Take
Tak
Ta
T ake
ke N
Not
Note!
ote!
ot
te!!
hat ccan
The numbers that an be writte
an te
ten
en in tthe
written he
e
p • The
The set
set of rational numbers
se numb
bers includes
inclu
u whole
form q ' $  '
' \ ^ _  \`,   num
mbers, positive and negative
numbers, ne
egati
tive
v integers,
called rational n um
u mbers. For example,
numbers. e decimals
de
dec
ecimals and fractions. We
We represent
rep
epre
p the set
all nu
0.5 is a rational umb
mber as it can be
number e off rational numbers with
witth
th the
he letter
let
e t Q.
1 • Every
Evvery integer is a rational
E ratio
ion
io nall number
numb
nu m e with a
written as 2 . Simi
Similarly,
m la
mi larly, 4 is a rational
lar deenominator of 1.
denominator
4
number, which can be w ten as 1 . We
rriitt
tten
written e
et of rational
represent the set ratio
io
io
ional nu
ummb be
numbers errs with
h tthe
he
e letter
l Q. Ir
Q. IIrrational
Irr
rrationall numbe
numbers are those
p
that cannot be written in the form q ' $ $
$
 
 '' \ ^ _  \`, ~ 
 $ 
mbers with the
of irrational numbers he letter
lettte
terr Q’.
For example, 2 , 11 , 21 , et etc
etc.
c. are
are iirrational
rrat
rr atio
onall nu
numb
numbers
mb
ber
ers as theyy ccannot
annot be represented
p
in the form q . Also, S (pi) is a
ann irration
irrational
onal
on al n
al number.
um
mber. AAn
n ir
irra
irrational
rati
ra tio
ti on number
onal
on number, in decimal
er terminate nor repeat.
form, will neither
A decimal number with a never-ending number of digits after the decimal (with
no repeating pattern) is an irrational number, e.g., 5
7.245132771325438…, 3.90902437976613..., etc. So,
Test Yourself
terminating and recurring decimal numbers are rational
Which of the following are
numbers, while non-terminating non-recurring decimals
irrational numbers?
are irrational numbers. 5 2
7 3 3
Unitt 1.2.2 Real Numbers
1
All the rational and irrational numbers together
form a set of real numbers. All these natural
numbers, whole numbers, integers, decimals,
fractions, irrational numbers, etc. are subsets of
Real Numbers

the set of real numbers. This means that the set

of real numbers is the result of union of the set
of rational and irrational numbers.
The set of real numbers is represented by R.
R = Q ‰ Q’
Absolute Value
alue of Real N
Numbers
umbe
um bers
be rs
rs
If a person walks 2 kikkilometres
lome etr
tres
es ttowwarrds tthe
towards he nnor
orrth ffrom
north rom
ro m a certain
ce
ert
r ain point
poin and another
rs the sa
person covers ame
same e distaancce to
distance owa
wa
wards
towards the
th e so
sout
u h, we ca
ut
south, ccan
n sa ay tha
say that both persons
have coveredd the
hee ssam
ame distan
am
same nce
ce.. Th
distance. he fact
The fa
act tha
hatt th
ha
that the
e di
d rectionss a
directions re o
are opp
opposite does not

 

 H    
 $
$ 
$ 
   > 
 
  $   

 
  >
>>

Observe the numb
number
mber lline
ine
in e be
below:

5 4 
33 
22 1 0 1 2 3 4 5

How far is 5
5 fr
froom 0
om
from 0??
5 from
How far is +5 frrom
o 0?
0?
e off 
The distance      ,  $ $ 
 K$   



   $  $ 
in opposite directtions
ns. Th
ns
ns.
directions. he value off iintegers
The nttege
er is mea
ers
er asured
measuredd frfrom
o “0”
“0”. The distance
rom “0” is also ca
measured from call
lllled tthe
called he ‘‘numerical
nu
umerirriiica
ca
al value’
va or ‘absolu
‘absolute value’. The
appropriate sign of ‘numerical value’’ or ‘absolute
‘absolute
b th indication of
value’ will be the
direction. Ass a result,  

  
  >
> 
>   $
 $   ,,' $    >
units to the right off 0.
0.
The absolutee or numerical va
valu
l e off a
lu
value ann in
inte
tege
te g r is tthe
integer he dis
d ista
is tan
ta
distancence of the integer
in from “0”
ber line.
on the number
Take Note!
Thus, |+5| = |5| = 5
6 Therefore, the absolute or numeric value of +5 and 5 is 5.
The absolute value of any
number is always positive.
Example 1:
What is the absolute value of  5 and 5 ?
Solution:
 5 and 5 are the same distance away from the origin on a number line. Therefore,
 Unit
| 5 | = 5
1
| 5| = 5
Real Numbers on a Number Line
The number line is used to visually represent various numbers. Every real number can

Real Numbers
be uniquely represented on a number line. To represent a real number on a number
line, draw a number line with arrows at the ends. These arrows indicate that the
   H #  $   „ H   ,   
line, as a real number has positive as well as negative numbers. The p point 0 is the
origin of a reall number line. Next,
Neext
xt,, the
the positive
possiti
po tive
ive numbers
numbe
um
mbe ers
r are marked towards the
right and the negative nummbe
b rs a
numbers re marked
are m towa
waard
rdss th
towards thee le
eft
f o
left off the 0. The
T distance
between each number m ust b
must bee th
thee saame
me..
same.
pressen
entt th
We can also represent he absolu
the lu
ute vvalue
absolute allue o
of a re
reaal n
real umber on
um
number n tthe
he numb
n
number line.
Example 1:
Represent the fo
ollllow
o in
ow
followingng nu
n mberss on a n
numbers umbe
um b r lline.
be
number ine
e.
a) 5 b) 13
13 c)  2 d) 5.
.9
5.9
2 5
Solution:
m in d
First, write them eccimal
e c
decimal form for convenience.
conv
nven
nv enie
en ienc
ie nce.
nc Testt You
Y
Yourself
ourse
o
5 = 2.5
2 Represen
Represent 8 4.5, 2 , 5 , 1
nt 1.8,
1.
1 8,
2 2
13 = 2.6 and o
3
on
n a nu
number
umbm er line.
5
 2 = 1.4142 42 | 1.4141
41
13 5
5
 2 2 5.9
6 5 4 3 
22 
11 0 1 2 3 4 5 6
Example 2:
Represent the absolute value off 4 on
n a numb
ber line
number ne
e.
line.
Solution:
Absolute value of 4 = |4| = 4
7
|4| = 4

6 5 4 3 2 1 0 1 2 3 4 5 6

Teaching Idea: Draw a number line on the board. Say a random real number and call students
randomly to show it on the number line.
Unitt
1 1.2: Let’s Practice

1. Identify the following numbers as rational or irrational. Give a reason

for your answer.
a) 3
1
Real Numbers

b) 35 c) 81 d) 2 3 e) 0.72
4
f) 0.2343577… g) 0.34343434… h) 7 i) 11
2. Represent the following real numbers on a number line.
1
a) 2.5, 1.2, 0, 0.5, 2.4, 3 b)  7 ,  1 , 2 , 2 4
3 1 3
c) 3, 2 5 , 1 4 , 2, 5 d)) 
5,
5,, 2
2.4,
.4, 3, 3.4
2 1
4
e)  , 2, 1, 3, 5, 8 f) 2 4 , 3.2, 4, 5 , 20
3.2,, 4
3.
3 2 3 6
3. Find the
he absolute
absololut
ol u e va
valu
value
lue
lu e of
o tthe
he following
ffol
ollo
ol lowi
lo wing
wi ng real
rea
eall n nu
numbers.
umb bers.
a) 7 and  7 b) 2
2.1
2.17
17 an
a
and d 2.
2.17
2.17
2. 17  5 a
c)  and 5
7 7
d) 24.7
.7 and
and 24.7
24.7
7 e)  5 a nd 5
and f 
f) 2.19
2 19 a
2. and
nd 2.19

1.3 Properties
pertties o
off R
Real
eal N
Numbers
umberss
1.3.1 Properties
perrties of Inequa
Inequality
ality
Trichotomy
yPProperty
rro
ope
perty
e of Inequalit
Inequality
ty
 a, b  R, th
hen either
then eitther a = b or a > b or a<
<b
Prope
pert
pe rty
rt
Transitive Property y of Inequality
y
 a, b, c  R,
 Ÿ
 Ÿ

      

   Ÿ
Ÿa<c
operty of Inequality
Addition Property
 a, b, c  R,
a) i) a > b Ÿ a + c > b + c iii) a < b Ÿ a + c < b + c
ii)
  Ÿ
 Ÿ      
  
    Ÿ

 Ÿ    
P t off IInequality
Multiplication Property lit
a)  a, b, c    
8
i) a > b Ÿ ac > bc ii) a < b Ÿ ac < bc
b)  a, b, c     
i) a > b Ÿ ac < bc ii) a < b Ÿ ac > bc
1.3.2 Properties of Addition Unit
1
Closure Property of Addition
According to this property,  a, b  R, a + b  R, i.e., the sum of two real numbers is
also a real number.

Real Numbers
For example, if 6, 2 R, then:
6+2=8R
Commutative Property of Addition
his property,  a, b, c  R, a + b = b + a,
According to this a i.e., if we add two real
r numbers
he sum will alw
in any order, the wayys be tthe
always h sam
he ame.
same.e
For example:
2+8=8+2
op
per
erty
ty o
Associative Property off Ad
Addi
diti
di tion
ti
Addition on
hiis pr
According to this p oper
op ty,  a
erty
property, a,, b  R R,, ((a
a + b) b + c = a + (b b + c),), i.e.,
i. if we are
ea
al n
adding three real nuumbers, tthe
numbers, h ssum
he um iiss al
a ways
always yss tthe
he sam
me re
same reggardle
esss o
regardless off tthe grouping
of numbers.
For example:
.1 = 1.
(1.35 + 0.2) +2.1 1 35
3
1.35 5 + (0.2 + 2.1)
tity
y Property
Additive Identity P o
Pr op
per
er ty
T ke N
Ta
Take Note!
his pr
According to this roper ty,,  a  R, a + 0 = a,, i.e.,
operrty
op
property, i.e., if we 0 iss the
the additive
additiv identity of
add 0 to a reall number,
numberer, the
er t e sum
th sum will be
su be the
t e same real
th real real numbers.
number.
For example:
6 + 0 = 6
rse Property
Additive Inverse
his property
According to this property,  a  R
R, a + ((a)
a) = 0
0, ii.e.,
e if w
wee add a real number
num and its
opposite, the result will always be 0 (the additive identity).
9
For example:
1+ (1) = 0 and (1) + 1 = 0

Teaching Idea: Distribute cards of the names of the properties among students. Ask them to work
in pairs and prove the provided properties using real numbers of their own choice.
Unitt
1 1.3.3 Properties of Multiplication
Closure Property of Multiplication
According to this property,  a, b  R, a u b  R, i.e., the product of two real numbers
is also a real number.
Real Numbers

For example for 3, 4 R:

3 u 4 = 12  R
Commutative Property of Multiplication
o this property,  a
According to a,, b  R R,, a u b = b u a, i.e., if we mu
multiply two real
numbers in any order, th
he pr
the prod
od
oduc
ducct wi
product willlll alw
a lway
lw ayys be
always b tthe
he
e ssame.
ame.
am e
For example::
.9 u 4
4.5 u 3.9 = 3.9 .5
4.5
Associative Pr
rop
oper
err ty o
e
Property off Mu
Mult
ltip
lt ipli
ip lica
li cati
ca
Multiplication tion
ti on
According too tthis
hiss pr
hi rop
oper
per
erty
property,tyy,  a, b  R
R,, (a u b) u c = a u (b u cc),
), ii.e.,
), .e.,
.e
e , iff we
w are multiplying
umbe
um be
b
three real numbers, erss, the pr rod
oduc
uct is a
uc
product lwayss th
lw
always th same
the mee rre
egardlesss of tthe
regardless h grouping of
numbers.
For example:: 1 17 7 u ( 1 u 4 ) = ( 17 7 u 1) u 4
2 5 2 5
ve
Multiplicative e Identity
Ide
de
d ent
n ity Property
According too this
thi e ty,  a  R, a u 1 = a, i.e., if we
h s property,
hi p oper
pr Take
T
Take Note!
multiply 1 byy a real
reeal number,
nu
ummbe
b r, the product
pro
oduct will
willl be the reaal
real 1 is tthe
h mult
multiplicative
f.
number itself. iden
e tity of re
identity real numbers.

For example:: 10 u 1 = 10, 4 u 1 = 4

4
ve Inverse Property
Multiplicative Pro
rope
p rt
rtyy
1
According too this property,
prrop
oper
er ty,  a  R,
erty
ty R, a u a = 1 1,, i.i.e
e., iff we mu
i.e., ulttiply a rea
multiply real number by its
eciprocal, the result
inverse or reciprocal, res
esul
esu
es ult willl always
alw
a lway
lw ayss be
ay b 1 (the (th
thee multiplicative
mult
mu ltip
lt iplicative identity).
ip ide
For example::
1 1
10 u 10 = 1 or 10 u 10 = 1
10
1 1
4 u 4 = 1 or 4 u 4 = 1

Distributive Property of Multiplication over Addition

According to this property,  a, b, c  R,
a u(b + c) = a ub + a uc or (a + b) uc = a uc + b uc.
For example: 2 u (3 + 1) = 2 u 3 + 2 u 1 and (2 + 3) u 1 = 2 u1 + 3 u1
Distributive Property of Multiplication over Subtraction Unit
1
According to this property,  a, b, c  R,
a u(b  c) = a ub  a uc or (a  b) uc = a uc  b uc.
For example: 2 u (3 1) = 2 u 3  2 u 1 and (2  3) u 1 = 2 u1  3 u1

Real Numbers
1.3: Let’s Practice
1. Identify the properties used in the following.
1
a) 7 + 7 = 7 + 7 b) 2.7 u 10 = 10 u 2.7 c) 12 u 12 = 1
1 1 7 7
d) 19 + 0 = 19 e)) 166 u 1 = 166 f) a + (a) = 0

g) (3 + 8)) + 12 =3
3 + (8
8 + 12)
12 h)) ( 12 u 5) u 7 = 12 2 u (5 u 7
7)
additiv
2. Find the additiveive
ive inverse
inverse
in e off each
eac
e ach
ac h of the
he following.
fo lo
fol lowi
wing.
wi
2 3 
11 
12
12
12
a) 4 b)) 5.6
5.
5 6 c) 7
5. d) e) 6
e) f) 5
5 g)
g) 24 h) 0
111
3. Find the multiplicative
mul
ulti
tipl a ive inverse
pliiccat
pl inve
ve rse off each
ers h of tthe
he following.
e ffollowi
wiing
ng.
ng.
1 7 16
 16
6
a) 20 b)
b) 4 c) 3.8 d) 8 e)) 19
e 1 f)
f) 1
12 g) 40 40 h) 0

1.4 

The most common m moo n and easiest type
tyy pe of
o f approximation n iss rounding
rou off.
  hel lps
ps us
helps us quickly
q ickly estimate
qu e thee number we needne
eed to us
ee use in various
    
    ~      $ $
 '   ## 
$   
 
   $
  ?,' ?,,'' ?,,,' 
  ''       
 
  
 '  
       

  
   
K$  $    


   $
 $  

 
  $ 
       
nt.
or measurement.
<=   $   $      

 
 
   
 
• !  "    
• _  $   $    "     11
• Zeros at the end of a number after the decimal point are
Take Note!
 
~$    $       ' Zeros at the start of
round down if the next digit is less than 5 and round up when a number are never
 
the next digit is greater than or equal to 5.
Unitt Example 1:
1
K$         %,‡?%    $   ˆ   
Solution:
Here, we consider the four leftmost digits, which are
Test Yourself
Real Numbers

2091. The digit next to the digit 1 is 2, which is smaller

than 5. So, we will round down, keep 2091 as it is and    *%,‡%  Y
replace the next digits with zeros. a) The nearest whole number
b) The nearest tenth
† ' %,‡?%    ˆ     %,‡?,,
c) The nearest hundredth
Example 2:
   &%‡+ˆ 
%‡+ˆ *   



 
    
 

Solution:
B'    $ $
$ > 
>   '

  ' $ $$
$  &%‡+ˆ
 & %‡+ˆ K$
ˆ K$ 
$ 
 #  $ 
 
4 is 7, which is g
greater
r at
re a er than 55.. S
So, we
o, w willll round
e wi rou nd up,
ound up, add 1 to o the
the digit
d gi 4 and replace
di
$ # 
 $
 "
$ &%‡+ˆ
  † ' &% %‡+
‡+ˆ
ˆ *   

 
   

 
  
  
  &%‡+,,
Example 3:
K$ >   ‰‰‰
  

  
 ?*ˆ
 ?*ˆ 
*ˆ 
  
  $
   &
  

  

Solution:
Here, we consider
nsi sid
si de 15.6.
der
de 15
1 5.6. The next digit
itt to
to 6 is 4,
4 which is smaller
er than
smalle
er tha
han
ha n
5. So, we willl rou
round
und
n d down,
own, keep 15.6 aass it iss an
and next
exxt digits.
nd drop the nex diigi
gits
t .
ts
† ' ?*ˆ  
  & 
  
 
  ?

 ?*
? *
Example 4:
Test Yourself
   %?*% 
?*% &+     


 
   $$     Y
Solution:  %   
Here, we consider 21.627.
nsider 21
2
21.6
1.6
.627
27.. Th
27 The next
he ne digit
ext d igit tto
o 7 is 5. So,, we  &   
5 So
S
 ˆ   
will round up,
p, add 1 to the didigit
d git 7 and
igi an
nd dr op tthe
drop next
he nex digits.
extt di
ex digi
gits
gi ts.
ts
  
   
† ' %?*% &+    %?
&+       %?*%+
%?*
*%+ 4256374 ii) 3.025638
i) 425637

12 Approximation Error
K$   >     #  >   Take Note!

the approximated value of something is known as The closeness between a

measured value and the true
approximation error. For example, the thickness of
(actual) value of something
a wire is 1.45 mm, but the measuring device can only
is known as measurement
measure up to 1.4 mm. In general, the degree of accuracy accuracy.
is half a unit less or more than the unit of measure.
Example 1: Unit
1
Zaeem measured the volume of liquid in a bottle and found it to
be 8 litres (correct to the nearest litre). What could be the actual
possible volume of liquid?
Solution:

Real Numbers
Eight litres, correct to the nearest litre, means the actual volume
could be up to 0.5 litres less or more than the measured value.
8 + 0.5 = 8.5 litres
or 8 – 0.5 = 7.5 litres
So, the actual volume could be any
ywh
w ere be
anywhere betw
wee
en 7.
between 7
7.55 litres and 8.5 litre
litres.
Example 2:
Nida measured the base seeaand
da alt
ltit
lt itud
it u e of a ttr
ud
altitude rian
rian
angu
gula
gu ar frame
triangular frram
ame e and
a d
an
found them to be 28 ccm
m and d 40 ccmm (c(cor
o reect to
(correct to the
th
he nearest
nearesst
ely.
cm), respectively.y C
y. a cula
al ate tthe
Calculate he m in
nim
imum
minimum m a nd max
and m axim
ax
maximumi um
n th
possible error in tthe
e ar
area
ea of th
he fr
the fram
a e.
frame.
Solution:
he m
According to the me
easured values, th
measured he ca
the calc
lccul
ulatted
calculated da rea is:
area
1
le = 2 u base u heigh
gle
Area of a triangle height
ht
1
= 2 u 28 cm u 40 cmm = 56 5
560
60 cm²
60
Now, 28 cm and d 40
40 cm
m (co
((correct
co
co
correct to the nea
e restt cm)
ea
nearest cm) means the
ea ctu l length
ctua
actual l ng could be
le
ss or more
up to 0.5 cm less morre tth
han
a the mea
than asure
re
ed va
measured alue.
value.
28  0.5
5 cm or 28
28 + 0.5 = 28.5 5=2 7 5 cm
7.
27.5
anyw
y here between
So, the actual base length could be anywhere b 27.5 cm and 28.5 cm.
Similarly,
5 cm or 40  0
40 + 0.5 = 40.5 .5
0.55 = 39
3 9.5
39.55 cm
c
So, the actual length of the altitude e co
ccould
uld be anywhere
any
nywher
ny ere
er e between
betw
be tween 3
tw 39.5 cm and
40.5 cm.
1
The smallest possible area is: 2 u 27.5 cm u 39.5 cm = 543.125 cm²
13
1
The greatest possible area is: 2 u 28.5 cm u 40.5 cm = 577.125 cm²

Minimum possible error = 560 cm²  543.125 cm² = 16.875 cm²

Maximum possible error = 577.125 cm²  560 cm² = 17.125 cm²

Teaching Idea: Ask students to recall how to round off numbers and decimals. Then use multiple
real-life examples where approximated values are used.
Unitt
1
1.4: Let’s Practice

1. Round off the following numbers to 3 significant figures.

Real Numbers

a) 45319 b) 18428 c) 8358

d) 9141 e) 26852 f) 513793
g) 14.7261 h) 23.1732 i) 6.3795
j) 2.8584 k) 2.6812 l) 5.538
2. Round d off the following numbers
g nu
numberers to
er significant
o 4 sig
ig
gnificant figures.
a) 14279
79 b 2
b) 235624
356 4
3562
35 c) 936582
936
936
3658582
58 d) 12563
e) 84563
63 28407
f) 2 8407
84 07 g) 443.7139
3.71
7 39 9 h)) 7 70.2161
0.2161
i) 93.1054
054 5.10085
j) 5.1000085
0085
00 k) 33.08316
.0
.083
083
8316
166 l)) 88.43562
.43
.4
435
35
3562
3. Round d offf th
the ffollowing
he fo
followin
o whole
ng wh
whol ole
ol numbers
e nu
numb mber
mb ers to
er
ers significant
to 5 signi ifi
f ca nt ffigures.
cant
nt ig
a) 428926
9226 3723851
b)) 3 7238
72 3851
38 51 c) 11005372
0053
00 5372
53 72 d 5
d) 5659779
6597
65 779
e) 6564005
40005 1725482
f) 17254 54
5482
482
8 0.216371
g)) 0.216
0 637
3 1 h)) 1 1.93205
.932
.9 3205
05
i) 723.916
9166 75.8973
j) 7 5.89
5.89
5. 8 73
7 k) 55.93728
.9
93728 10.00081
l) 10.00 0008
00 0811
4. Ali and Ahad
d Ah
A ad collect mar marbles
rbl
bles
les
e o off di
different
d
dif
iff
fferren
ent colours. Ali h
ent has
as 32
as 32516
3 2
marbleses aand
an
nd Ahad has 42648 m marbles.
arblles. Round off the n number
m e of
umb
marbleses to
to ffour
our significant figures figu
g re
gu and then add them
ress an m to o ffind
in the
in
approximate
xim
im
ma number
atte nu
n mber of totall ma marbles.
marb rble
rb le
es.
5. Mirha invests
inve
ve sts Rs
ests
st Rs 5,057,590 in n a business.
busisin
siiness. Round off offf this is amount
this
th am to 5
significant
cannt figures.
fiig
guurre
es.
s
6. Asim measured
measu ureed a b bead's
beead
a 's width th from
th fro
rom a tasbee
ro tasbeeh eh an
and fo
and ffound
ou d it to be 9
foun
mm (correct
correct to t the n nearest
eare
ea rest
re mm).
s mm) m). W
m)
m). Whathat ccould
ou
uld
ld be
b the actual p possible
width of the bead?
7. The length
ngth and width off a rectangularre
ect
ctan
an
ang gu ar piece
ngula
gu ecce of cardboard
piec cardboard
ar
ar are
a 15.4
cm and d 11.2 cm (correct
(co
corr ectt to the
rrrec
rrec hee00.11 cm).
.1 m). Calculate
cm).
m) C lculate
Ca e the he minimum
tth minim and
maximum
mum possible
po osssib
i lee errorsorss in the
errror the area
are
rea a of
o the
the cardboard.
cardbboard.
(Hint: actual dimensi
dimensions
siion could
onss coululld be
be up
up to 0.0 0.05
.0
05 cmm lless
e s or more.)
es

14 W Word List

Terminating Decimals, Recurring decimals, Repeating Decimals, Rational Numbers, Irrational

J '   J ' !   ‹ '   ' Œ  ' ! #  '   Œ 
 Unit
1
Now We Know

• The repeated digits after the decimal numbers can be represented using dots
or a bar put on the repeated part after the decimal point.

Real Numbers
• The set of rational numbers includes whole numbers, positive and negative
integers, decimals and fractions. We represent the set of rational numbers with
the letter Q.
• Every natural number, whole number, and integer is a rational number with a
denominator of 1.
• The absolutete value of any numbmb
numberber
e is allways
alwaysy p ossit
i ive.
positive.
• _   $       
   >>> 
> 

 
 

ess between
• The closeness n a me
measasu
as ured
ur
measured d value and d the
the tru
ttrue
rue
ru e (a
(act
c ual) value of
(actual)
something is known wn
naass me
meas
asur
as u em
ur men
measuremententt ac
accu
cura
cu racy
ra
accuracy.cyy.

Unit Evaluation
Un
Unit Eva
allu
luat
uaatio
at
ttio
ion
io
on
on

1. Choose thehe
h e correct
correct
or opt
option.
pttio
ion.
n
a) Which h off these
these is a rational al number?
al num
num
u be berr?
r?
66
66…
i) 2.6666…… ii) 2 iiiii)
ii) 1
1.73205…
.73
73205… iv) 0.2
0.25173...
2517
73.
3
b) Which h of tth
he ffollowing
he
the ollowing number
numbersrs is
rs is irra
iirrational?
rra
r tional?
52
252
525…
i) 0.252525…5 ii) 0.875 iiiii)
i) 0 .375
.3
37 4152…
0.3754152… iv) -0
0.1
12121
2
-0.121212…
c) Q ‰ Q’ m maake
kess tth
makes he set of :
the
i) wholeole num
um
mbe
numberserss ii) ra ration
on
nal numbe
rational numbers ers
ational numbers
iii) irrational numberrs
nu iv
iv)v) re eal num
real mbebers
numbers rss
bsolute value of 9 is:
d) The absolute
i) 3 ii) 1 iiiii)
ii)) 9 v) 1
iv
iv)
9 9
e) The multiplica
multiplicative
c tivevve
e iinverse
nver
nv ersse o
er 9
off  9 iis: s:
s:
16
1 6 9
i) 9 i) 1
iiii) 1 iii) 9
iii) ivv) 16
iv)
16 166 9
f) B      
  $  $ $
 
   ,&,,,‘
, ,,,‘
,&
i) 3 ii) 4 iiiii
iii)i) 5 iv) 6
g) ~$$  $  ˆ   ‘
i) 0.081 ii) 27.105 iii) 0.0620 iv) 6105 15
h) B       $  $   ,,,,%?*&‘
i) 3 ii) 4 iii) 5 iv) 6
2. Identify the terminating and non-terminating decimal numbers.
a) 2.15 b) 3.888… c) 1.87251… d) 6.3526
e) 3.67 f) 8.543543… g) 0.124 h) 13.45…
Unitt 3. Identify the recurring and non-recurring decimal numbers.
1
a) 0.444… b) 0.888… c) 0.313131… d) 0.345345…
e) 0.536532… f) 3.142617… g) 3.871871… h) 16.62783…
4. Which of the following are rational numbers and which are irrational
numbers? Justify your answer.
Real Numbers

5
a) 2 2 b) S c) 3.123 d) 13
e) 9 f) 3.9 g) S h) 3
4 14
5. Represent the following real numbers on a number line.
a) 2, 1.6, 0, 2, 2.5 b)  5 , 
b) 2,
2, 1.
1.5,
.5, . , 2, 5
5 1.5
1.5,
6. Find the
he absolute value
e va
v lue
lu e off tthe ffollowing
he fol ollo
ol lowi
lo wing
wi ng rreal
ea
eal numbers.
al nu
n m ers.
mb
a)  11 and 11 b 1.00
b) 1.005005
00 5 and d 1.005
1.00
0005 c 2 and 2
c)
7 7
7. Identify
fy and d write
wri
w e the
rriiite
te e properties
propepert
pe rtiies us
rt used
sed iin the
n th following:
he foll
llow
ll ow
win
i g:
g:
a) 10 + 30 30 = 30 +10 0 b) b) 5 u 8 = 8 u 5 (3 = 0
c)) 3 + (3)
d) 5 u 1 =1 e) 5 + ((2
e) 2 + 6)6 = (5 (5 + 2) + 6
5
5
8. Find the
he additive
ea dd
d dit
itiv
iv inverse
ve invers and
rsse an
a dmmultiplicative
ulttip
iplica
ipl atiive
ve inverse se
eooff ea
each
c number.
ach
c)) 1
5
a) 6 b) 2.7
b) d
d)) e) 220
0
9 2
9. Round off
d offf tthe
he following fi figures
figu
gure
gu ure
r s to to tthe
he number
e sspecified numb ber of significant
figures.
s
s.

    
        
 

Numbers
mb
berrs     


    

   
 
 

 
4531
a) 504531
37254
b) 1937254
6071
c) 15.6071
73548
d) 0.273548
073249
9
e) 1.0073249

otal height of th
10. The total the Burjj K
the halif
ha liifa
Khalifa fa in Du
uba
b i is 8
Dubai 829
2 .8
29
829.8. m
m.. Rou
Round off the
heightt to:
 %     &   
16
Cooperative Learning

Work in groups. Each group will measure the dimensions of their classroom,
  '   '     $  K$    $  
and calculate the area of each region. After competing the task, each group will
reveal their results, compare them, and identify any measurement errors (if any).