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tesclly853CSS Primary Standard “ Mathematics” 1
CSS Middle Standard
Mathematics
For Class 7
Division of Syllabus into three terms
Teacher’s Guide
Fully Solved Exercises
Model Papers
CSS Primary Standard “ Mathematics” 2
Table of Contents
Sr. No. Description Page No.
1. Division of Syllabus 3
2. Unit # 1 3
3. Unit # 2 15
4. Unit # 3 29
5. Unit # 4 34
6. Model Paper # 1 41
7. Model Paper # 2 44
8. Model Paper # 3 47
9. Unit # 5 50
10. Unit # 6 65
11. Unit # 7 76
12. Unit # 8 88
13. Unit # 9 101
14. Unit # 10 112
15. Model Paper # 1 132
16. Model Paper # 2 135
17. Model Paper # 3 138
18. Unit # 11 141
19. Unit # 12 152
20. Unit # 13 159
21. Model Paper # 1 168
22. Model Paper # 2 171
23. Model Paper # 1 174
CSS Primary Standard “ Mathematics” 3
Division of Syllabus
1st Term
Week 1+2 Sets
Week 3+4 Rational Numbers
Week 5+6 Decimals
Week 7 Exponents
Week 8 Revision
2nd Term
Week 1+2 Square root of Positive numbers
Week 3+4 Direct and Inverse Variation
Week 5 Finanaacial Arithmetic
Week 6 + 7 Algebra and Linear Equations
Week 8 + 9 Fundamentals of Geometry
Week 10 Revision
rd
3 Term
Week 1+2 Practical Geometry
Week 3+4 Circumference, Area and Volume
Week 5 Information Handling
Week 6 Revision
Unit No. 1
Sets
Lesson # 1
Teaching Objectives:
To express the set in Descriptive, Tabular, and Set builder form
To introduce Intersection of two or more sets, Union of two or more sets, Difference of
two sets
To introduce and identify the disjoint and overlapping sets
To introduce Universal set and Complement of a set
To verify different properties involving union of sets, intersection of sets, difference of
sets, and complement of sets.
To introduce Venn Diagram and represent set through venn diagram.
To introduce the method of performing operation of union, intersection, and complement
of sets through Venn Diagram.
Learning Outcomes:Students should be able to:
Express the set in
i. Descriptive form ii. Set builder form iii. Tabular form
Define union, intersection, and difference of two sets
Find
CSS Primary Standard “ Mathematics” 4
i. Intersection of two or more sets ii. Union of two or more sets
iii. Difference of two sets
Define and identify the disjoint and overlapping sets.
Define Universal set and Complement of a set.
Verify different properties involving union of sets, intersection of sets, difference of sets,
and complement of sets., e.g. A A′ =
Represent set through Venn diagram.
Perform the operation of union, intersection, and complement of two sets A and B when:
A is subset of B. B is subset of A A and B are disjoint
A and B are overlapping sets, through Venn diagram.
Teaching Materials:
● CSS Middle Standard Mathematics Book 7 ● Writing Board ● Marker ● Eraser
Procedure:
Greet the class. Ask the students to define a set.
Ask them how to represent a set.
Reinforce the fact that sets can be represented in three forms that is, tabular, descriptive and
set builder notation. Give different examples of each before proceeding to the
exercise.Write different sets on white board and ask the students to identify them and also
list the element of given sets.
For example N = {1,2,3,4,5, …}is the set of natural numbers and 1,2,3,4,5, … are the
elements of this set.
List some sets and ask students to express them in descriptive and tabular form.
For example:
Descriptive form Tabular Form
Set of five cities in Pakistan {Lahore, Islamabad, Karachi,
Faisalabad, Sargodha}
Set of whole numbers {0, 1, 2, 3, 4, …}
List some sets and ask student to express them in set builder form.
For example:
Sets Set builder Form
A = {–2, –1, 0 ,1 ,2} A ={ x x Z –2≤ x ≤ 2}
Set of positive integers less than 15 { x x Z 0 x ˂15}
Set of whole numbers less than 20 { x x W x 20}
Set of even numbers less than 10 {2 x x N x 5}
{1, 4, 9, 16, 25} { x 2 x N 1≤ x ≤ 5}
Invite them for book reading.
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
CSS Primary Standard “ Mathematics” 5
pair work finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
Exercise (1a)
Q.1: List the elements of the following sets.
(i) Set of natural numbers between 10 and 20.
Ans: 11, 12, 13, 14, 15, 16, 17, 18, 19
(ii) Set of composite numbers from 4 to 24.
Ans: 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21, 22, 24
(iii) Set of prime numbers between 5 and 27.
Ans: 7, 11, 13, 17, 19, 23
(iv) Set of integers between – 5 and 5.
Ans: –4, –3, –2, –1 , 0, 1, 2, 3, 4
(v) Set of odd numbers from 3 to 29.
Ans: 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29.
Q.2: Express the following sets in tabular form.
(i) Set of first five multiple of 3. Ans:{3, 6, 9, 12, 15}
(ii) Set of factors of 24. Ans:{1, 2, 3, 4, 6, 8, 12, 24}
(iii) Set of integers. Ans:{….., –4, –3, –2, –1, 0, 1, 2, 3, 4…..}
(iv) Set of odd numbers from 3 to 15. Ans:{3, 5, 7, 9, 11, 13, 15}
(v) Set of prime numbers between 41 to 59. Ans:{43, 47, 53}
Q.3: Express the following in set builder form.
(i) A = {0, 1, 2, 3, 4, 5, 6, 7, 8} Ans:A = { x x W x 8}
(ii) B = {2, 3, 5, 7, 11} Ans:B = { x x P x 11}
(iii) C = {5, 10, 15,…. ,55} Ans:C = { x x 5N x 11}
(iv) D = {–4, –3, –2, –1, 0, 1, 2, 3, 4} Ans:D = { x x Z –4 x 4}
(v) E = {h, o, c, k, e, y }
Ans: E = { x x ∈ set of letters in the word hockey}
Q.4: Write the following in descriptive and tabular form.
(i) A = { x x ∈ N x 20} Ans: A = set of first twenty natural numbers.
A = {1, 2, 3, ……., 20}
(ii) B = { x x ∈ P x > 13} Ans:B = set of prime numbers greater than 13.
CSS Primary Standard “ Mathematics” 6
B = {17, 19, 23, ….. }
(iii) C = { x x ∈ O 1 x 10}Ans:C = set of odd numbers from 1 and 10.
C = {1, 3, 5, 7, 9}
(iv) D = { y y ∈ W y 10} Ans: D = set of whole numbers less than and equal to 10.
D = {0, 1, 2, 3, 4, ….., 10}
(v) E = { x x ∈ O 9 x 3}Ans: E = set of odd integers from –9 to 3.
E = {–9, –7, –5, –3, –1, 1, 3}
(vi) F = { y y ∈ E 4 y 10}Ans: F = set of even numbers from 4 to 10.
F = {4, 6, 8, 10}
Exercise (1b)
Classroom Activity:
Write three sets on white board and ask the students to verify the properties involving union
and intersection of given sets.
Define universal set and give examples.
Explain the concept of Complement of a set by giving different examples.
For example Let class room is a universal set consist of 13 boys and 9 girls. If
U = class room, A = Set of all boys, and B = Set of all girls. Then A'= U – A= class room –
Set of all boys = Set of all girls = B.
As sets B contain 9 girls so A' contain 9 students.
Q.1 Find the union of following sets
i. A = {2, 4, 6} and B = {1, 3, 5, 6}
Ans: A B = {2, 4, 6} {1, 3, 5, 6} A B = {1, 2, 3, 4, 5, 6}
ii. C = {a, b, c} and D = {c, d, e}
Ans: C D = {a, b, c} {c, d, e} C D = {a, b, c, d, e}
iii. E= 3, 5, 7, 9 andF= 4, 6, 7, 8
Ans: E F= 3, 5, 7, 9 4, 6, 7, 8 E F= 3, 4, 5, 6, 7, 8, 9
iv. G = a, i, o, u and H = a, e, f, g
Ans: G H= a, i, o, u a, e, f, g G H= a, e, f, g, i, o, u
v. I = +, , ×, ÷ and J = +, <, >, ×
Ans: I j= +, , ×, ÷ +, <, >, × I J= +, , , , ,
vi. K = set of first four multiples of 3 and L = set of first four multiples of 4.
Ans: K= set of first four multiples of 3 = 3, 6, 9, 12
L= set of first four multiples of 4 = 4, 8, 12, 16
K L= 3, 6, 9, 12 4, 8, 12, 16 K L= 3, 4, 6, 8, 9, 12, 16
CSS Primary Standard “ Mathematics” 7
Q.2 Find the intersection of the following
i. A = 0, 1, 2, 3 , B = 0, 1, 2, 3
Ans: A B= 0, 1, 2, 3 0, 1 , 2 , 3 A B=0
ii. C = x, y, z , D = v, w, x, y
Ans: C D= x, y, z v, w, x, y C D= x, y
iii. E = Set of first 10 prime numbers and F = Set of first 10 whole numbers.
Ans: E = Set of first ten prime numbers = 2, 3, 5, 7, 11,13,17, 19, 23, 29
F = Set of first ten whole numbers = 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
E F= 2, 3, 5, 7, 11, 13, 17, 19, 23, 29 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
E F= 2, 3, 5, 7
iv. G = v, s, t, u ,r , H = u, v, w, x, g
Ans: G H= v, s, t, u ,r u, v, w, x, g G H= v,u
v. I = Set of factors of 12 and J = Set of factors of 18
Ans: I = Set of factors of 12 = 1, 2, 3, 4, 6, 12
J = Set of factors of 18 = 1, 2 , 3, 6, 9, 18
I J= 1, 2, 3, 4, 6, 12 1, 2, 3, 6, 9, 18 I J= 1, 2, 3, 6
Q.3 If N = set of natural numbers,
N = Set of natural numbers = 1, 2, 3,..., 10
P = Set of prime numbers = 2, 3, 5, 7, 11, 13, 17, 19, 23, 27
W = Set of whole numbers = 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
Note: Write first 10 numbers in each sets.
Then find:
i. N P W
Ans: N P = {1, 2, 3, ……10} {2, 3, 5, 7, 11, 13, 17, 19, 23, 29}
N P = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 17, 19, 23, 29}
(N P) W = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 17, 19, 23, 29}{0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
(N P) W = {1, 2, 3, 4, 5, 6, 7, 8, 9}
ii. N P W
Ans: P W = {2, 3, 5, 7, 11, 13, 17, 19, 23, 29} {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
P W = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 17, 19, 23, 29}
N (P W) = {1, 2, 3, …, 10} {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 17, 19, 23, 29}
N (P W) = {1, 2, 3, 4, 5, 6, 7, 8, 9}
iii. N P W
Ans: N P = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} {2, 3, 5, 7, 11, 13, 17, 19, 23, 29}
N P = {2, 3, 5, 7}
CSS Primary Standard “ Mathematics” 8
(N P) W = {2, 3, 5, 7} {0, 1, 2, 3, ……,9}
(N P) W = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
iv. N P W
Ans: P W = {2, 3, 5, 7, 11, 13, 17, 19, 23, 29} {0, 1, 2, 3, …,9}
P W = {2, 3, 5……}
N (P W) = {1, 2, 3, …,10} {2, 3, 5, 7}
N (P W) = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
Q.4 Find A–B and B–A and prove A–B ≠ B–A
i. A = 1, 2,3,4,5 , B = 3,4,5,6,7
Ans: A B = 1,2 , B A=6,7
Hence A–B ≠ B–A
ii. A = a,b,c,d,e , B = d,e,f,g,h
Ans: A B = a,b,c and B A= f,g,h
Hence A–B ≠ B–A
iii. A = set of prime numbers = 2,3,5,7......
B = set of natural numbers = 1,2,3,......
Ans: A B = Φ or and B A= 1,4,6,8......
Hence A–B ≠ B–A
Q.5 If L = 1, 2, 3,4,5 , M = 2,4,6,8
O = 1, 3, 5,7 , P = 2, 1,0,1, 2, 3
Then find: (i) L \ M (ii) O \ P (iii) L – P (iv) M – L (v) M \ O
i. Ans: L \ M = L M = 1,2,3,4,5 2,4,6,8
L M= 1,3,5
ii. Ans: O \ P = O P = 1,3,5,7 2, 1,0,1,2,3
O P= 5,7
iii. Ans: L P = 1,2,3,4,5 2, 1,0,1,2,3
L P= 4,5
iv. Ans: M L = 2,4,6,8 1,2,3,4,5
M L= 6,8
v. Ans: M \ O = M O = 2,4,6,8 1,3,5,7
M O= 2,4,6,8
CSS Primary Standard “ Mathematics” 9
Exercise (1c)
Q.1 Find whether the following sets are overlapping or disjoint sets.
i. P = {11, 22, 33, 44} and Q = {16, 26, 36, 46} Ans: Disjoint
ii. R = {2, 4, 6, 8, 10} and S = {1, 2, 3, 5,7} Ans: Overlapping
iii. T = {t, e, a, c, h, r} and U = {s, t, u, d, e, n, t} Ans: Overlapping
iv. V = Boys with age below 16 and W = boys with age above 16
Ans: Disjoint
v. X = natural numbers between 45 and 60
Y = natural numbers between 55 and 70. Ans: Overlapping
Q.2 If A = set of vowels and B = set of English alphabets, find A - B.
Ans: A = set of vowels = a,e,i,o,u
B = set of English alphabets = a,b,c,..., z
A B = a,e,i,o,u a,b,c,..., z
A – B = or { }
Q.3 If A = set of natural numbers and B = set of prime numbers. Specify the universal
set and find A', B'.
Ans: A = set of natural numbers = 1,2,3......
B = set of prime numbers = 2,3,5,7.......
ThenUniversal set = U = set of whole numbers = 0,1,2,3......
A' = U – A
A' = U – A = 0,1,2,3...... 1, 2,3......
A' = U – A = 0
B' = U – B = 0,1, 2,3...... 2,3,5...... = 0,1,4,6......
Q.4 If U = set of whole numbers and P = set of prime numbers, then find the
complement of set P.
Ans:U = set of whole numbers = 0,1,2,3......
P = set of prime numbers = 2,3,5,.......
P ' = U – P = {0, 1, 2, 3, ……} – {2, 3, 5, ……}
P ' = U – P = {0,1 4, 6, 8……}
Q.5 If U = {1, 2, 3, 4, 5, 6, 7, ……15} , A = {1, 2, 4, 6, 8, 10}
B = {2, 4, 6, 8, 10} . C = {1, 5, 9, 10, 11, 13, 14}
Then find (i) A ' (ii) B ' (iii) C '
i. Ans:
A ' = U – A = {1, 2, 3, ……15} – {1, 2, 4, 6, 8, 10}
A ' = U – A = {3, 5, 7, 9, 11, 12, 13, 14, 15}
CSS Primary Standard “ Mathematics” 10
ii. Ans:
B ' = U – B = {1, 2, 3, ……15} – {2, 4, 6, 8, 10}
B ' = U – B = {1, 3, 5, 7, 9, 11, 12, 13, 14, 15}
iii. Ans:
C ' = U – C = {1, 2, 3, ……15} – {1, 5, 9, 10, 11, 13, 14}
C ' = U – C = {2, 3, 4, 6, 7, 8, 12, 15}
Q.6 If N = set of natural numbers = 1,2, 3,..... ,
E Set of even numbers between 4 to 16 = 6,8,10,12,14
O = Set of odd numbers between 3 to 15 = {5, 7, 9, 11, 13}
(i) Associative property w.r.t union of sets
N ( E O) ( N E ) O
L.H .S .
E O {6,8,10,12,14} {5, 7,9,11,13}
{5, 6, 7,8,9,10,11,12,13,14}
N ( E O) {1, 2,3,.....,} {5, 6, 7,...,14}
{1, 2,3,......}
R.H .S.
N E 1, 2,3,........ 6,8,10,12,14
1, 2,3,.......
N E O 1, 2,3,....... 5, 7, 9,11,13
1, 2,3,........
As, L.H .S R.H .S . So, Associative property w.r.t. union holds.
(ii) Associative property w.r.t intersection of sets
N ( E O) ( N E ) O
L.H .S .
E O {6,8,10,12,14} {5, 7,9,11,13}
{ }
N ( E O) {1, 2,3,...)} { }
{ }
R.H .S .
N E {1, 2,3,......} {6,8,10,12,14}
{6,8,10,12,14}
( N E ) O {6,8,10,12,14} {5, 7,9,11,13}
{ }
As, L.H .S R.H .S . So, Associative property w.r.t. intersection holds.
Exercise (1d)
Q.1 Draw Venn diagram to represent.
11
i. Union of sets (A is subset of B)
Ans:
A B = Shaded region
ii. Intersection of sets (C is subset of B)
Ans:
iii. Overlapping sets
Ans:
iv. Disjoint sets
Ans:
Q.2 Which set is represented by shaded part in the given Venn diagram.
i. Disjoint sets because patterns are different. ii. CD=D
iii. E–F iv. GH v. F – E vi. S
Q.3 If U = {a, b, c, d, e, f, g, h}, X = {a, b, c, h} and Y = {a, b, c, d, e}, Then draw Venn
diagram to show the following.
(i) X / Y (ii) X Y (iii) X (iv) Y (v) X Y
i. X/Y=X–Y
Ans:
12
X – Y = {h} = Shaded region
ii. XY
Ans:
X Y = Shaded region
iii. X
Ans:
(Hint: leave X undotted)
iv. Y
Ans:
(Hint: leave Y Shaded)
iv. X Y
Ans:
CSS Primary Standard “ Mathematics” 13
Review Exercise 1
Q.1 Choose the correct answer and fill the circle.
Answers:
i. ii. iii. iv. v. vi. vii. viii. ix.
10 x {1,2,3,…12} W N {8} {} Commutative Associative
Property Property
Q.2 List the first ten component of the following.
i. {0,1,2,3,4,5,6,7,8,9}
ii. {1,3,5,7,9,11,13,15,17,19}
iii. {2,4,6,8,10,12,14,16,18,20}
iv. {Book, Pencil, Bag, Copy, ….}
v. {5,10,15,20,25,30, 35, 40, 45, 50}
Q.3 If A = {1, 3, 7, 9, 10}, B = {2, 5, 7, 8, 9, 10} and C = {0, 1, 3, 10}
Then find:
i. AB
Ans: A B = {1, 3, 7, 9, 10} {2, 5, 7, 8, 9, 10}
A B = {1, 2, 3, 5, 7, 8, 9, 10}
ii. AB
Ans: A B = {1, 3, 7, 9, 10} {2, 5, 7, 8, 9, 10}
A B = {7, 9, 10}
iii. AC
Ans: A C = {1, 3, 7, 9, 10} {0, 1, 3, 10}
A C = {0, 1, 3, 7, 9, 10}
iv. CB
Ans: C B = {0, 1, 3, 10} {2, 5, 7, 8, 9, 10}
C B = {0, 1, 2, 3, 5, 7, 8, 9, 10}
v. BC
Ans: B C = {2, 5, 7, 8, 9, 10}{0, 1, 3, 10}
B C = {10}
Q.4 Find which pair of sets are overlapping and which are disjoint?
i. Ans: P and Q are overlapping
Since P Q = {2, 4, 6, 8, 10} {1, 3, 5, 7, 8} = {8}
ii. Ans: Overlapping; R S = {o, a}
iii. Ans: Overlapping; A B = Set of natural numbers
iv. Ans: Overlapping; C D = {c, l, a}
Q.5 If L = {b, c, d, e} and M = {a, c, e, f}, then find:
i. L–M
Ans: L – M = {b, c, d, e} – {a, c, e, f}= {b, d}
ii. M–L
14
Ans: M – L = {a, c, e, f} – {b, c, d, e}= {a, f}
Q.6 If P = {1, 3, 5, 7}, Q = {1, 2, 3, 4} and R = {2, 4, 6, 8}
Then verify that:
i. P (Q R) = (P Q) R
L.H.S.
Ans: Q R = {1, 2, 3, 4} {2, 4, 6, 8} = {1, 2, 3, 4, 6, 8}
P (Q R) = {1, 3, 5, 7} {1, 2, 3, 4, 6, 8} = {1, 2, 3, 4, 5, 6, 7, 8} …. (a)
R.H.S.
P Q = {1, 3, 5, 7} {1, 2, 3, 4}= {1, 2, 3, 4, 5, 7 }
(P Q) R = {1, 2, 3, 4, 5, 7} {2, 4, 6, 8} = {1, 2, 3, 4, 5, 6, 7, 8} …. (b)
From (a) and (b), it shows that P (Q R) = (P Q) R
ii. P (Q R) = (P Q) R
L.H.S.
Ans: Q R = {1, 2, 3, 4} {2, 4, 6, 8} = {2, 4}
P (Q R) = {1, 3, 5, 7} {2, 4} = or { } …. (a)
R.H.S.
P Q = {1, 3, 5, 7} {1, 2, 3, 4}= {1, 3}
(P Q) R = {1, 3} {2, 4, 6, 8} = or { } …. (b)
From (a) and (b), it shows that P (Q R) = (P Q) R
Q.7 If U = {1, 2, 3, 4, 5, ……. 10}, X = {2, 4, 6, 8, 10}, Y = {1, 3, 5, 7, 9}
and Z = {1, 3, 4, 6, 7, 8}. Then find:
i. X'
Ans: X' = U – X = {1, 2, 3 …… 10} – { 2, 4, 6, 8, 10}= {1, 3, 5, 7, 9}
ii. Y'
Ans: Y' = U – Y = {1, 2, 3 …… 10} – {1, 3, 5, 7, 9}= {2, 4, 6, 8, 10}
iii. Z'
Ans: Z' = U – Z = {1, 2, 3 …… 10} – {1, 3, 4, 6, 7, 8} = {2, 5, 9, 10}
Q.8 Draw the Venn diagram to show the relation between sets.
i. A–B
Ans:
A – B = Dotted region
ii. B'
Ans:
(Hint: Leave B unlined)
B' = U – B = Lined region
15
iii. AB
Ans:
A B = Dotted region
iv. AB
Ans:
A B = Dotted region
v. B is subset of A
Ans:
vi. A and B are disjoint set
Ans:
Unit No. 2
Rational Numbers
Lesson # 1
Teaching Objectives:
To introduce rational numbers and represent them on number line.
To add and subtract the rational numbers.
To find the additive inverse of rational numbers.
To multiply and divide the rational numbers.
To find the multiplicative inverse and reciprocal of rational numbers.
CSS Primary Standard “ Mathematics” 16
To verify the commutative property of two rational numbers with respect to addition and
multiplication.
To verify the associative property of three rational numbers with respect to addition and
multiplication.
To verify the distributive property of three rational numbers with respect to multiplication
over addition/ subtraction.
To make comparison between two rational numbers and arrange different rational numbers
in ascending/ descending order.
Learning Outcomes:
Students should be able to:
p
Define the rational number as a number that can be expressed in the form ,q0
q
Represent rational numbers on number line.
Add two or more and rational numbers
Subtract a rational number from another
Find the additive inverse of a rational number
Multiply two or more rational numbers
Divide a rational number by a non-zero rational number
Find the multiplicative inverse of a rational number
Find the reciprocal of a rational number
Verify the commutative property of rational numbers with respect to addition and
multiplication.
Verify the associative property of rational numbers with respect to addition and
multiplication
Verify the distributive property of rational numbers with respect to multiplication over
addition and subtraction
Compare two rational numbers.
Arrange rational number in ascending or descending order.
Teaching Materials:
● CSS Middle Standard Mathematics Book 7 ● Writing Board ● Marker ● Eraser
Procedure:
Begin by asking about integers.
Ask students to write few examples.
Tell them the definition of rational number given on page no. 20.
Write different numbers on white board and ask the students to identify the rational
numbers by using the concept given on page#20. For example, identify the rational numbers
2 14
, √3, √5, 3.5, , π, 2.999, 68, √101.
9 28
2 14
Here , 3.5, , 2.999, 68 are rational numbers.
9 28
Express the following rational numbers on number line by usding the method given on
page # 21.
17
Invite students for book reading.
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 I ii iii iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson/
unit going on in the classroom.
Exercise (2a)
Q.1 Represent the following rational numbers on the number line.
9
(i)
3
Ans:
4
(ii) 3
5
4 19
Ans: 3
5 5
11
(iii)
4
Ans:
11
(iii)
4
Ans:
CSS Primary Standard “ Mathematics” 18
Q.2 Simplify the following:
i. Ans: ii. Ans:
14 4 7 70 80 56 94 47 16 13 64 65 129
8 2 5 40 40 20 5 4 20 20
iii. Ans:
7 1 7 21 35 189 154
4
9 5 9 5 45 45
iv. Ans:
3 7 11 35 19 18 245 266 144 123
4 3 1
8 4 7 8 4 7 56 56
v. Ans:
5 8 45 56 101
7 9 63 63
vi. Ans:
7 11 3 7 107 15 56 107 90 39
4 3
3 24 4 3 24 4 24 24
17 8
Q.3 Rizwan runs 1 kilometers on Saturday. While he runs 2 kilometers on Sunday.
19 16
How much kilometers he travels in two days.
17 36
Ans: Rizwan runs on Saturday = 1 km km
19 19
8 40
He runs on Sunday = 2 km km
16 16
36 40
Distance traveled by Rizwan in two days =
19 16
576 760 1336 167 15
4 kilometer
304 304 38 38
Q.4 Simplify the following.
i. Ans: ii. Ans:
7 36 252 17 38 646 323
47 125 5875 46 15 690 345
iii. Ans:
1 3 17 31 703 1240 2109 3349
5 4 1
6 4 20 6 80 240 240
iv. Ans:
21 8 168 24
17 7 119 17
v. Ans:
69 13 1 69 13 37 33189 11063
9
42 17 4 42 17 4 2856 952
CSS Primary Standard “ Mathematics” 19
Q.5 Simplify the following.
14 13 14 19 266 133 19 7 24 7 13 91
i. Ans: ii. Ans:
28 19 28 13 364 182 26 3 13 3 24 72
19 21 19 7 133 19 30 11 30 4 120
iii. Ans: iv. Ans:
9 7 9 21 189 27 7 4 7 11 77
Q.6 Find additive inverse, multiplicative inverse and reciprocals of following.
2 7 34
i. Ans: ii. Ans: 3 =
5 9 9
2 2 34 34
Additive inverse of = Additive inverse of =
5 5 9 9
2 5 34 9
Multiplicative inverse of = Multiplicative inverse of =
5 2 9 34
2 5 34 9
Reciprocal of = Reciprocal of =
5 2 9 34
3 9
iii. Ans: iv. Ans:
8 5
3 3 9 9
Additive inverse of = Additive inverse of =
8 8 5 5
8 9 5
Multiplicative inverse = Multiplicative inverse of =
3 5 9
3 8 9 5
Reciprocal of Reciprocal of =
8 3 5 9
Exercise (2b)
Q.1 Verify the following and also name the property used.
4 5 5 4
i. + = +
9 2 2 9
Ans:
L.H.S R.H.S
Hence L.H.S = R.H.S.
This is commutative property of rational numbers with respect to addition.
2 4 4 2
ii. + = +
5 9 9 5
Ans:
L.H.S R.H.S
Hence L.H.S = R.H.S
This is commutative property of rational numbers with respect to addition.
CSS Primary Standard “ Mathematics” 20
4 3 4 4 3 4
iii. + = +
7 5 7 7 5 7
Ans:
L.H.S R.H.S
Hence L.H.S = R.H.S
This is associative property of rational numbers with respect to addition.
2 13 37 2 13 2 37
iv. × = +
7 15 28 7 15 7 28
Ans:
L.H.S R.H.S
Hence L.H.S = R.H.S
This is distributive property of rational numbers w.r.t. multiplication over addition.
2 11 22 2 11 22
v. × = ×
3 7 4 3 7 4
Ans:
L.H.S R.H.S
Hence L.H.S = R.H.S
This is associative property of rational numbers,with respect to multiplication.
14 34 34 14
vi. × = ×
3 16 16 3
Ans:
L.H.S R.H.S
CSS Primary Standard “ Mathematics” 21
Hence L.H.S = R.H.S
This is commutative property of rational numbers with respect to multiplication.
18 8 2 18 8 2
vii. 4 + = +4
3 9 4 3 9 4
Ans:
L.H.S R.H.S
Hence L.H.S = R.H.S
This is associated property with respect to addition.
7 47 47 7
viii. = ×
3 55 55 3
Ans:
L.H.S R.H.S
Hence L.H.S = R.H.S
This is commutative property of rational number with respect to multiplication.
7 1 9 7 1 7 9
ix. 7 × 14 5 = 7 14 + 7 5
3 2 4 3 2 3 4
Ans: L.H.S R.H.S
Hence L.H.S = R.H.S
This is distributive property of rational numbers with respect to multiplication over
addition.
3 9 19 3 9 3 19
x. × =
7 5 13 7 5 7 13
Ans:
CSS Primary Standard “ Mathematics” 22
L.H.S R.H.S
Hence L.H.S = R.H.S
This is distributive property of fraction numbers with respect to multiplication over
subtraction.
18 19 29 18 19 29
xi. × × =
13 14 7 13 14 7
Ans: L.H.S R.H.S
18 19 29 342 29 18 19 29 18 551
13 14 7 182 7 13 14 7 13 98
9918 4959 9918 4959
1274 637 1274 637
Hence L.H.S = R.H.S.
This is associated property of rational numbers with respect to multiplication.
3 14 11 3 14 2 11
xii. 2 × = 2 2
5 13 18 5 13 5 18
Ans:
L.H.S R.H.S
Hence L.H.S = R.H.S
This is distributive property of rational numbers with respect to multiplication over
subtraction.
Q.2
i) True, Distribute property of multiplication over addition.
ii) False
iii) False
iv) False
v) True
vi) True, commutative property of multiplication over addition.
CSS Primary Standard “ Mathematics” 23
Q.3 Prove the commutative property w.r.t. addition and multiplication when
9 7
x = and y = .
11 4
Ans: L.H.S R.H.S
x+y y+x
Hence proved, x + y = y + x
Next Take
L.H.S R.H.S
=x×y =y×x
Hence proved x × y = y × x
9 1 2
Q.4 If a = , b = and c = then satisfy the following equation.
7 8 5
i) a + (b + c) = (a + b) + c
Ans:
L.H.S R.H.S
= a + (b + c) = (a + b) + c
Hence proved a + (b + c) = (a + b) + c
ii) (a × b) × c = a × (b × c)
Ans:
L.H.S R.H.S
= (a × b) × c = a × (b × c)
As, L.H.S = R.H.S Hence proved.
8 2 1
Q.5 Prove that x × (y – z) = (x × y) – (x × z) where x = , y = , z = .
5 9 10
CSS Primary Standard “ Mathematics” 24
Ans: L.H.S R.H.S
x × (y – z) = (x × y) – (x × z)
Hence proved x × (y – z) = x × y – x × z
Exercise (2c)
Q.1 Compare the following rational numbers by substituting “<”, “>” or “=”sign.
2 13
(i) ,
9 21
2 7 13 3 14 39 14 39
Ans: , ,
9 7 21 3 63 63 63 63
7 23
(ii) ,
2 4
Ans:
Step 1: L.C.M of 2,4 is 4
7 2 23 14 23 14 23
Step 2: , ,
22 4 4 4 4 4
5 3
(iii) ,
9 11
Ans: Step 1: L.C.M of 9, 11 is 99.
Step 2: Multiply and divide to make denominator same.
5 11 3 9 55 27 55 27
, ,
9 11 11 9 99 99 99 99
18 5
(iv) ,–
3 2
Ans:
Step 1: L.C.M of 3 and 2 is 6.
Step 2: Multiply and divide to make denominator same.
18 2 5 3 36 15 36 15
, ,
3 2 23 6 6 6 6
11 33
(v) ,
7 14
Ans:
Step 1: L.C.M of 7, 14 is 14
Step 2: Multiply and divide to make denominator same
11 2 33 22 33 22 33
, ,
7 2 14 14 14 14 14
CSS Primary Standard “ Mathematics” 25
7 7
(vi) ,
24 24
7 7
Ans: =
24 24
12 29
(vii) ,
15 30
Ans: Step 1: L.C.M of 15 of 30 is 30
Step 2: Multiply and divide to make denominator same.
12×2 29 24 29 24 29
, , <
15×2 30 30 30 30 30
6 9
(viii) – ,
13 8
Step 1: L.C.M of 13, 8 is 104.
Step 2: Multiply and divide to make denominator same.
6×8 9×13 48 117 48 117
, ,
13×8 8×13 104 104 104 104
Q.2 Arrange the following in ascending order as well as in descending order.
1 2 1 7 5
(i) , , , ,
8 13 2 2 2
Ans: Step 1: L.C.M of 8, 13, 2 is 104.
Step 2: Multiply and divide to make denominator same.
1 13 2 8 1 52 7 52 5 52
, , , ,
8×13 13×8 2×52 2×52 2×52
13 16 52 364 260
, , , ,
104 104 104 104 104
Ascending Order: Descending Order:
13 16 52 260 364 364 260 52 16 13
104 104 104 104 104 104 104 104 104 104
15 9 23 10
(ii) , , ,
12 7 6 3
Ans: Step 1: L.C.M of 12, 7, 6, 3, is 84.
Step 2: Multiply and divide to make denominator same.
15 7 9 12 23 14 10 28
, , ,
12×7 7×12 6×14 3×28
105 108 322 280
, , ,
84 84 84 84
Ascending Order: Descending Order:
280 105 108 322 322 108 105 280
84 84 84 84 84 84 84 84
8 11 14 5
(iii) , , ,
7 9 7 7
CSS Primary Standard “ Mathematics” 26
8
Note: (Just add – symbol on book with
7
Ans: Step 1: L.C.M of 7,9 is 63.
Step 2: Multiply and divide to make denominator same.
8 9 11 7 14 9 15 9
, , ,
7×9 9×7 7×9 7×9
72 77 126 45
, , ,
63 63 63 63
Ascending Order: Descending Order:
77 72 45 126 126 45 72 77
63 63 63 63 63 63 63 63
15 6 3 9
(iv) , , ,
2 30 7 4
Ans:
Step 1: L.C.M of 2, 30, 7, 4 is 420.
Step 2: Multiply and divide to make denominator same.
15 210 6 14 3 60 9 105
, , ,
2×210 30×14 7×60 4×105
2150 84 180 945
, , ,
420 420 420 420
Ascending Order: Descending Order:
945 180 84 3150 3150 84 180 945
420 420 420 420 420 420 420 420
7 15 7 15
(v) , , ,
8 8 8 8
Ans:
Ascending Order: Descending Order:
15 7 7 15 15 7 7 15
8 8 8 8 8 8 8 8
9 23 9 23
(vi) , , ,
2 2 13 21
Ans: Step 1: L.C.M of 2, 12, 21, is 546.
Step 2: Multiply and divide to make denominator same.
9 273 23 273 9 42 23 26
, , ,
2×273 2×273 13×42 21×26
2457 6279 378 598
, , ,
546 546 546 546
Ascending Order: Descending Order:
378 598 2457 6279 6279 2457 598 378
546 546 546 546 546 546 546 546
27
Q.3 Compare and arrange the following rational numbers using the number line.
1 1 1 2 16 5
(i) , , , , ,
9 14 28 18 21 6
Ans: Step 1: L.C.M of 9, 14, 28, 18, 21, 6 is 252.
1 28 1 18 1 9 2 14 16 12 5 42
Step 2: , , , , ,
9×28 14×18 28×9 18×14 21×12 6×42
28 18 9 28 192 210
, , , , ,
252 252 252 252 252 252
210 9 18 28 28 192
252 252 252 252 252 252
–1 –5/6 -1/28 0 1/14 2/18=1/9 16/21 1
2 7 18 6 9
(ii) , , , ,
3 6 5 8 4
Ans:
Step 1: L.C.M of 3, 6, 5, 8, 4 is 120.
Step 2: Multiply and divide to make denominator same.
2 40 7 20 18 24 6 15 9 30
, , , ,
3×40 6×20 5×24 8×15 4×30
80 140 432 90 270
, , , ,
120 120 120 120 120
270 80 90 140 432
120 120 120 120 120
7 1 2 20
(iii) , , , 0,
2 2 5 11
Ans: Step 1: L.C.M of 2, 5, 11 is 110.
Step 2: Multiply and divide to make denominator same.
7 55 1 55 2 22 20 10
, , , 0,
2×55 2×55 5×22 11×10
Teachers can draw number lines by using fractions or deerimals or both
385 55 44 200
, , , 0,
110 110 110 110
385 44 55 200
0
110 110 110 110
Note: Teachers can draw number lines by using fractions or decimal or both.
CSS Primary Standard “ Mathematics” 28
Review Exercise 2
Q.1 Choose the correct answer and fill the circle.
Answers:
i. ii. iii. iv. v. vi. vii. viii.
5 1 c 6 –2 5 52 Ps + rq
2 5 5 4 45 qs
ix. x. xi. xii. xiii. xiv. xv.
None of Commutative Rational 0 0 Commutative Rational number
these property nubmers Property
Q.2 Answer the following.
Answer: Consult CSS Mathematics class 7
Q 3. Solve the following:
13 20 1
(i) ×
9 3 2
260 1 520 27 493
Ans:
27 2 54 54
7 8 39
(ii) ÷
5 9 11
7 8 39
Ans:
5 7
11
7 7 39 49 39 539 1560 2099 339
4
5 8 11 40 11 440 440 440
17 19 2
(iii) ×
21 6 3
323 2 323 3 969 323
Ans:
126 3 126 2 252 84
(iv) ÷
3 9 6
4 8 5
10 18 28
Ans:
3 9 6 3 8 6 2 6
4 8 5 4 9 5 3 5 15 15
Q 4. Find additive inverse, multiplicative inverse and reciprocal of the following.
13 1 7 9
(i) (ii) 0 (iii) (iv) (v)
19 7 8 7
13 19 19
Ans: (i) Additive inverse = , Multiplicative inverse = ,Reciprocal =
19 13 13
(ii) Additive inverse = 0, Multiplicative inverse = 0, Reciprocal = 0
1
(iii) Additive inverse = , Multiplicative inverse = 7, Reciprocal = 7
7
7 8 8
(iv) Additive inverse = , Multiplicative inverse = , Reciprocal =
8 7 7
CSS Primary Standard “ Mathematics” 29
9 7 7
(v) Additive inverse = , Multiplicative inverse = , Reciprocal =
7 9 9
7 2 11
Q 5. Verify the following if a = , b = , c = ,
9 3 3
(i) a × (b – c) = (a × b) – (a × c)
Ans:
L.H.S R.H.S
= a × (b – c) = (a × b) – (a × c)
Hence proved a × (b – c) = a × b – a × c
(ii) (a + b) + c = a + (b + c)
Ans:
L.H.S R.H.S
(a + b) + c a + (b + c)
Hence proved (a + b) + c = a + (b + c)
Q6. As per the prervious practice of ascending / descending order.
Unit No. 3
Decimals
Lesson # 1
Teaching Objectives:
To introduce the method to convert the decimals into rational number.
To introduce terminating and non-terminating decimals .
To introduce recurring decimals.
To introduce rule to check that rational number is terminating or non- terminating decimals.
To introduce rule to convert the common fraction into decimals and round off the decimals
upto 2, 3, 4 decimal places.
Learning Outcomes: Students should be able to:
Convert the decimals to rational numbers.
CSS Primary Standard “ Mathematics” 30
Define terminating decimals as decimals having a finite number of digits after the decimal
point.
Define recurring decimals as non-terminating decimals in which a single digit or a block of
2
digits repeat itself infinite number of times after decimal point (e.g. =0.285714285714…)
7
Use the following rule to find whether a given rational number is terminating or not. Rule
the denominator of a rational number in standard form has no prime factor other than 2, 5 or
2 and 5, then and only then the rational number is a terminating decimal.
Express a given rational number as a decimal and indicate whether it is terminating or
recurring
Get an approximate value of a number, called rounding off, to a desired number of decimal
places
Teaching Materials:
● CSS Middle Standard Mathematics Book 7 ● Writing Board ● Marker ● Eraser
Procedure:
Ask students about decimals numbers.
Give the students some decimal numbers and ask them to write those decimals into place
value chart. For example, write the decimal number 1726.48 in the columns on chart.
Thousands Hundred Tens Ones Tenth Hundredth
1 7 2 6 4 8
Explain the procedure of converting decimals into rational numbers.
Invite the class for book reading.
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii Iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
Exercise (3a)
Q.1 Convert the following into rational numbers.
(i) 152.5 (ii) 3.767
1525 305 3767
Ans: Ans:
10 2 1000
CSS Primary Standard “ Mathematics” 31
(iii) 0.250 (iv) 0.00080
250 25 5 1 80 8 4 2 1
Ans: Ans:
1000 100 20 4 100000 10000 5000 2500 1250
(v) 5.075 (vi) 2.76
5075 1015 203 276 138 69
Ans: Ans:
1000 200 40 100 50 25
(vii) 35.70 (viii) 1.65
3570 357 165 33
Ans: Ans:
100 10 100 20
(ix) –6.135 (x) –84.884
6135 1227 84884 42442 21221
Ans: Ans:
1000 200 1000 500 250
Exercise (3b)
Q.1 Indicate which of the following fractions will be terminating decimals and which of them
will non-terminating decimals. Also prove your statement.
22 22 2×11
(i) Ans:
33 33 3×11
22
After cutting the prime, factor of the denominator is 3. Therefore, is non-terminating.
33
13 13 13
(ii) Ans:
24 24 2×2×2×3
13
The prime factor of denominator is 2 and 3. So is non-terminating.
24
4 4
(iii) Ans:
7 7
4
The denominator has 7 as “prime factor”. Therefore is non-terminating.
7
9 9 3 3
(iv) Ans:
8 8 2×2×2
9
The denominator has 2 as prime factor. Therefore is terminating.
8
17 17 17
(v) Ans:
40 40 2 2 2 5
17
The denominator has 2, 5 as prime factors. Therefore is terminating.
40
27 27 3×3×3
(vi) Ans:
200 200 2 2 2 5 5
27
The denominator has 2, 5 as prime factors. Therefore is terminating.
200
13 13 13
(vii) Ans:
18 18 2 3 3
13
The denominator has 2, 3 as prime factors. Therefore is non terminating.
18
CSS Primary Standard “ Mathematics” 32
11 11 11
(viii) Ans:
15 15 3 5
11
The denominator has 3,5 as prime factor. Therefore is non terminating.
15
59 59 59
(ix) Ans:
99 99 3 3 11
59
The denominator has 3, 11 as prime factors. Therefore is non termanting.
99
Exercise (3c)
Q.1 Express the following common fractions in the decimals. Round off the answer up to
three decimal places.
24 24
(i) Ans: = 1.0909 1.091
22 22
52 52
(ii) Ans: = 4.7272 4.727
11 11
27 27
(iii) Ans: = 0.2967 0.297
91 91
22 22
(iv) Ans: = 3.14285 3.143
7 7
2 2
(v) Ans: = 0.22222 0.222
9 9
4 4
(vi) Ans: = 0.57142 0.571
7 7
Q 2. Round off the decimal up to two decimal places.
(i) 9.9872 Ans: 9.99
(ii) 8.7234 Ans: 8.72
(iii) 6.3455 Ans: 6.35
(iv) 0.9835 Ans: 0.98
Q 3. Round off the decimals up to four decimal places.
(i) 77.767676 Ans: 77.7677
(ii) 5.453223 Ans: 5.4532
(iii) 9.9876223 Ans: 9.9876
(iv) 1.234459 Ans: 1.2345
Reivew Exercise 3
Q.1 Choose the correct answer and fill the circle.
Answers:
i. ii. iii. iv. v
153 Mixed Terminating Dot 0
25 recurring
vi. vii. viii. ix. x.
Approximate value Rational 79.998 Non- Terminating
terminating decimal
CSS Primary Standard “ Mathematics” 33
Q.2 Answer the following.
Answer:Consult CSS Mathematics class 7
Q 3. Convert the decimal into rational numbers.
3456 1728 864
(i) 34.56 Ans:
100 50 25
44498 22249
(ii) 444.98 Ans:
100 50
76988 38494 19247
(iii) -76.988 Ans:
1000 500 250
754 377
(iv) 7.54 Ans:
100 50
9
(v) –0.9 Ans:
10
7655 321
(vi) 7655.321 Ans:
1000
711245 142249
(vii) 7.11245 Ans:
100000 20000
Q 4. Convert the following rational numbers into decimal and indicate terminating and non-
terminating decimals.
3
(i) Ans: = – 0.6 Terminating decimal
5
81
(ii) Ans: = 3.24 Terminating decimal
25
20
(iii) Ans: = 1.8181= 1.81 Non-terminating decimal
11
57
(iv) Ans: = 14.25 Terminating decimal
4
19
(v) Ans: = 3.1666= 3.16 Non-terminating decimal
6
29
(vi) Ans: = 3.222 = 3.2 Non-terminating decimal
9
24
(vii) Ans: = 1.7142857143 Non-terminating decimal
14
Q 5. Round off the following decimals to three decimal places.
(i) 98.9918 Ans: 98.992
(ii) 4.3212 Ans: 4.321
(iii) 333.4555 Ans: 333.456
(iv) –0.76543 Ans: 0.765
(v) 43.32154 Ans: 43.322
(vi) 67.624387 Ans: 67.624
(vii) 65.51113 Ans: 65.511
CSS Primary Standard “ Mathematics” 34
Unit No. 4
Exponents
Lesson # 1
Teacher Objectives:
To introduce base, exponent and value.
To deduce laws of exponents i.e. product law, Quotient law, power law, for zero and
negative integer exponent, by using rational numbers.
To explain the concept of power of integer i.e., (–a)n when n is even or odd integer.
To explain the application of law of exponent for evaluation of expression.
Learning Outcomes: At the end of this unit, students will be able to:
Identify base, exponent and value.
Use of rational number to deduce law of exponents.
Product law.
When bases are same but exponent different am × an = am + n
Quotient Law:
When bases are same but exponents are different am ÷ an = am – n
n
a
When bases are different but exponents are same an ÷ bn =
b
Power Law:
(am)n = amn For zero exponent a0 = 1
1
For exponent as negative integer ; a–m = m
a
Demonstrate the concept of power of integer that is (–a) n when n is even or odd integer.
Apply laws of exponent to evaluate expression.
Teaching Materials:
● CSS Primary Standard Mathematics Book7 ● Writing Board ● Master ● Eraser
Procedure:
Greet students and ask them about multiplication.
Write 5 × 5 × 5 × 5 × 5 × 5 × 5 × 5 on the board and ask them to solve the questions.
Ask them to name this kind of multiplication.
Tell the class that it is repeated multiplication.
Tell the students that today they will learn an easy way to do repeated multipclation.
Invite the class for book reading.
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
CSS Primary Standard “ Mathematics” 35
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
Exercise (4a)
Q.1 Express each in the exponential form.
(i) ab × ab × ab Ans: = (ab)3
(ii) 19 × 19 × 19 × 19 × 19 Ans: = (19)5
3
b b b b
(iii) × × Ans: =
c c c c
4
11 11 11 11 11
(iv) × × × Ans: =
22 22 22 22 22
(v) x×x×x×x×x×x×x Ans: = x 7
(vi) (–b) × (–b) Ans: = (–b)2
Q.2 Write the value of the following exponent.
(i) (–2)8 Ans: (–2)8 = 28 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 256
3
(ii) (–t) Ans: (–t)3 = –t × –t × –t = –t3
4 4 4
p p p p p p p
(iii) Ans: = = 4
q q q q q q q
81
2
81
2 819 819
(iv) Ans: = = 9 × 9 = 81
9 9 9 9
Q.3 Express the following rational number in exponent form.
(i) 49 Ans: 49 = 7 × 7 = 72
(i) 484 Ans: 484 = 2 × 2 × 11 × 11 = 22 × 112
(iii) –36 Ans: (–1)(6 × 6) = –62
2
25 25 5 5 5
(iv) Ans: =
9 9 3 3 3 2 256
2 2 128
1 1 1 1 1
(v) Ans: 2 64
100 100 10 10 10 2 32
Q.4 Prove the following. 2 16
(i) 28 = 256 2 8
Ans: R.H.S = 256 2 4
=2×2×2×2×2×2×2×2 2 2
= 28 = L.H.S 1
CSS Primary Standard “ Mathematics” 36
2
1 1
(ii)
100 10000
2
1 1 1 1
Ans: L.H.S = = = = R.H.S
100 100 100 10000
(iii) (0)7 = 0
Ans: L.H.S = 07 = 0×0×0×0×0×0×0 = 0 = R.H.S
3
3 27
(iv)
5 125
3
3 3 3 3 27
Ans: = = = = R.H.S
5 5 5 5 125
(v) (–21)4 = 194481
Ans: L.H.S = (–21)4
= – 21 × –21 × –21 × –21= 194481 = R.H.S
Q.5 Identify exponents and base.
Base Exponent
(i) –m
–m
x x
(ii) 1
y y
(iii) (–1)7 –1 7
(iv) 5
5
(v) b–6 b –6
Exercise (4b)
Q.1 Solve the following by using law of exponents.
(i) (9)3 × (9)7 Ans: (9)3 × (9)7= (9)3 + 7 = (9)10 OR 3486784401
(ii) (–1)2 × (–1)3 Ans: (–1)2 × (–1)3= (–1) 2 + 3 = (–1)5
4 8 4 8 4+8 12
7 7 7 7 7 7
(iii) Ans: = × = = OR –1
11 11 11 11 11 11
13841287201
(iv) (3)5 × (19)5 Ans: = 35 × 195= (3 × 19)5 OR
3138428376721
(v) (xy)t × (ab)t Ans: (xy)t × (ab)t= (xy × ab)t= (xyab)t OR 601692057
16 16 16
27 21 27 21
(vi) Ans: = × OR xt yt at bt
3 3 3 3
14 14
6 6
(vii) Ans: (14) 6 2 (14) 4 OR (63)16
14 14
2 2
P P
q q
(viii) Ans: = (P)q ÷ (p)r= Pq – r
P P
r r
CSS Primary Standard “ Mathematics” 37
51 51
13 13
(ix) Ans: = (51)13 ÷ (51)7= (51)13 – 7 = (51)6 OR 17596287801
51 51
7 7
31 15 31 15 3115 16
21 21 21 21 21 21
(x) Ans: ÷ = = OR (–3)16
7 7 7 7 7 7
x
x x x x p x
(xi) (p) (q) Ans: (p) /(q) = (p / q) = OR p2 q–x
q
4 4
4 4 4 4 8 4 1
(xii) 8 ÷ 144 Ans: 8 ÷ 144 = (8 ÷ 144) = OR
144 8
3
66
3 3 3 3 3 3
66 2 66 2 66 2 18 11
(xiii) Ans: ÷
= ÷ = OR
18 3 18 3 18 3 2 2
3
(xiv) (84)2 × (100)2 Ans: = (84 × 100)2 OR (8400)2 or 70560000
3
12
(xv) (12)3 ÷ (4)3 Ans: (12)3 ÷ (4)3 = (12 ÷ 4)3 = OR (3)3 = 27
4
3
1
1 9 1 9 b 1
3 3 2 2 2 3
1 9 1
(xvi) ÷ Ans: ÷ = ÷ = = OR
b b b b b b 9 9 729
b
Note: All above question are in simplified form. You can also stop simplification according to book
answers.
Q.2 Verify the following:
(i) (21 × 5)6 = (21)6 × (5)6 Ans: L.H.S = (21 × 5)6 = 216 × 56 = (21)6 × (5)6 = R.H.S
(ii) (18 × 3)2 = (18)2 × (3)2 Ans: L.H.S = (18 × 3)2 = 182 × 32 = (18)2 × (3)2 = R.H.S
(iii) (39 × 77)4 = (39)4 × (77)4
Ans: L.H.S = (39 × 77)4 = 394 × 774 = (39)4 × (77)4 = R.H.S
(iv) (21)13 × (21)41 = (21)54 Ans: L.H.S = (21)13 × (21)41 = (21)13 + 41 = (21)54 = R.H.S
(v) (2)16 × (2)32 = (2)48 Ans: L.H.S = (21)16 × (21)32 = (21)16 + 32 = (21)48 = R.H.S
(vi) (–14)98 × (–14) = (–14)99
Ans: L.H.S = (–14)98 × (–14) = (–14)98 + 1 = (–14)99 = R.H.S
(vii) 74 ÷ 7 = 73 Ans: R.H.S = 74 ÷ 7 = 74–1 = 73 = R.H.S
(viii) (79)6 ÷ (79)2 = (79)4 Ans: L.H.S = (79)6 ÷ (79)2 = (79)6–2 = (79)4= R.H.S
18 17
11 11 11
(ix) ÷
22 22 22
18 181 17
11 11 11 11
Ans: L.H.S = ÷ = = = R.H.S
22 22 22 22
14 14
14 6 14 614 14 14 6
(x) 6 ÷7 = Ans: L.H.S = 6 ÷ 7 = 14 = = R.H.S
7 7 7
CSS Primary Standard “ Mathematics” 38
9 9
9 x9 x
9 9
(xi) x ÷y = Ans: L.H.S = x ÷ y = = R.H.S
y y
3 3 3
1 1 3
(xii) ÷
2 3 2
1 1 2
3
31 3
3
1 3 3
Ans: L.H.S = ÷ = = 2 = = R.H.S
13 1 2
3
2 3
3
Exercise (4c)
Q.1 Solve the following.
(i) (525)50 Ans: (525)50 = 525×50= 51250
(ii) [(a)b]c Ans: [(a)b]c= (a)b × c = (a)bc = abc
7 7
11 3 11 3 11 3×7 11 21
(iii) Ans: = =
4 4 4 4
5
185 185 181
(iv) Ans: = = 15 = 1
185 18 5
18
(v) 1000 Ans: 1000 = 1
1
(vi) a–xy Ans:
axy
1 1 1
(vii) Ans: = = (xy)z OR xz yz
xy xy
z -z
1
xy
z
1 1 1
(viii) Ans: = = 102 = 100
10 10
2 2
1 2
10
8x3 y 9 8x 3 y9 8 x 3 y9 x 5 y 5 3–5 9–5 –2 4 2y4
(ix) Ans: = = 2x y = 2x y =
4x5 y 5 4x 5 y5 4 x2
(x) (–14)3 Ans: (–14)3 = (–14) × (–14) × (–14) = –2744
(xi) (–xy)2 Ans: (–xy)2 =x2y2
(xii) (–81)2 Ans: (–81)2 = (–81) × (–81) = 6561
Q.2 Simplify the following.
(i) 82 × (3)2 ÷ (24)2
Ans: 82 × 32 ÷ (24)2 = 82 × 32 ÷ (8 × 3)2 = 82 × 32 ÷ 82 × 32 = 82–2 × 32–2 = 80 × 30 = 1 × 1 = 1
(ii) (10)5 × (–10)3 ÷ (–10)
Ans: (10)5 × (–10)3 ÷ (–10) = (10)5 × (–10)3–1 = (10)5 × (–10)2 = (10)5 × (10)2 = 105 + 2 = 107
3a10b6 a 2
(iii) 5
ab 2 b
3a b a 2
10 6
Ans: 2
÷ 5 = 3a10–1 b6–2 ÷ a2b–5 = 3a9b4÷ a2b–5 = 3a9–2 b4–(–5) = 3a7 b4+5 = 3a7 b9
ab b
CSS Primary Standard “ Mathematics” 39
(iv) [(28)3]5 ÷ (28)19
1
Ans: [(28)3]5 ÷ (28)19 = (28)3×5 ÷ (28)19 = (28)15 ÷ (28)19 = (28)15–19 = (28)–4 =
284
1 9 x6 y 4
(iv) x× (vi)
xy
z
y2
1 9x 6 y4 9 y2
Ans: x× = x × (xy)z = x × xz yz = x1 + z yz Ans: = 9x–6 4–2
y = 9x–6 2
y =
xy
z
y2 x6
x1
(vii) 1
y0
x
x1
Ans: 1
÷y0 = x1–1 ÷ y0 = x0÷y0 = 1 ÷ 1 = 1
x
Q.3 Write in the simplest form:
(i) (43)5 Ans: (43)5 = (4)3 × 5 = 415 OR 1073741824
2 2
1 3 1 3 1 3×2 1 6 1
(ii) Ans: = = OR
9 9 9 9 531441
3 3×3 9
(iii) [(–2)3]3 Ans: [(–2)3] = (–2) = (–2) OR –512
3 7 3 7 3×7 21
(iv) (a ) Ans: (a ) = (a) =a
3 7 3 7
4 4 4
3 7 21
4 21
(iv) Ans: = = = (2) OR 2097152
2 2 2 2
Review Exercise 4
Q.1 Choose the correct answer and fill the circle.
i. What is the value of 25?
16 32 64 128
–
ii. The exponent of m is?
1
– m None of them
l
iii. am × ap = ?
m p
m–p m+p
a a a p
a m
iv. pr–k = ?
Pr
k pr + pk pr × p k prk
p
3
9
v. =?
2
81 81 729 729
4 8 4 8
vi. (23)7 = ?
221 23 210 24
CSS Primary Standard “ Mathematics” 40
vii. x0?
1
0 1 x
x
viii. 8–3= ?
1 1
512 512–1
10 64
39
ix. 5 ?:
3
27 81 9 243
x. (43)4 =?
412 4–12 40 44
6 2
4 4
xi. :
3 3
6 2 8 4
4 4 4 4
3 3 3 3
xii. 3 ÷ [(3)2]3
6
0 1 –1 6
xiii. (–1)78 =
0 1 –1 78
xiv. (–4)–3
1
0 –4 –3
4
3
Q.2 Identify the base and exponents from the following
(i) an
Ans: Base = a Exponent = n
2
(ii) 100
Ans: Base = 100 Exponent = 2
56
7
(iii)
9
7
Ans: Base = Exponent = 56
9
Q.3 Simplify. (59 ÷ 55) × 84 Ans: 59-4 × 84 = 54× 84 = (5× 8)4=(40)4 OR 2560000
7 2 5
9x 15x b
Q.4 Simplify. 3 2
xy 3b3
9x7 15x 2b5
Ans: 3 2
÷ 3 = 9x7–3 y–2 ÷ 5x2 b5–3 = 9x4 y–2 ÷ 5x2b2
xy 3b
9 4–2 –2 –2 9x 2
= x y b =
5 5y2 b 2
CSS Primary Standard “ Mathematics” 41
Model Paper No. 1
Section A
Time Allowed: 50 Minutes (Objective Type) Total Marks: 40
Q.1: Fill the circle of correct answer. (40 Marks)
1. If A = {1, 3, 5, 7}, B = {1, 5, 6, 8} then A ∪ B = __________.
{1, 5} {1,1,3,5,5,7,6,8} {1, 3, 5, 6, 7, 8} {5, 7, 6, 8}
2. Set of Whole number is represented by.
N W Z P
3. The set having no element is called __________ set.
prime singleton null composite
4. The set {1, 2, 3} has __________ proper subsets:
1 7 3 8
5. The set of common elements is called __________ of set:
union difference product intersection
6. If A = {1, 3, 5, 7}, B = {3, 5, 8} then A–B = __________
{1, 3, 5, 7} {3, 5, 8} {1, 7} {8}
7. If A and B have some common elements but not subsets of each other, the A and B are called
__________sets.
disjoint prime overlapping equivalent
8. A ∩ A' =.
∪ A A'
9. U' =
A A' ∪
10. In given figure, the shaded part represent.
A∩B A∪B A–B B–A
11. From the figure, check which of the following statements are correct:
A B B A
A and B are disjoint A, B are overlapping
12. The property of sets A ∪ B = B ∪ A is called:
commutative property w.r.t addition commutative w.r.t union
associative w.r.t union distributive
13. Which of the following is not member of {s, t, u, x, y}
s x w t
P
14. A number which cannot be written in ,q 0 , from is called __________ number.
q
whole natural rational irrational
15. Sum of two rational numbers is __________.
irrational rational integer prime
3
16. Additive inverse of is:
5
5 5 3 3
3 3 5 5
p s
17. The name of property :
q t
commutative associative inverse identity
CSS Primary Standard “ Mathematics” 42
18. Which of the following is associative property:
a b c a a b a b b a
b c a b b c c c c c
a b b c a a b a b c a a b
b b c a b b c b c a b b c
4
19. Which an is greater than :
7
1 3 4 3
21 9 21 7
1
20. Reciprocal of is:
5
1 1
5 –5
5 5
1 1
21. Compare:
5 5
> < = none of these
9 13 1
22.
7 11 2
4 2 1 77
77 77 77 4
23. The division of any two rational numbers is a:
Addivtive inverse rational numbers
comparison of number none of these
24. Additive inverse of 0 is:
–0 1 –1 0
3 1
25.
8 3
1 3 2 1
24 24 23 23
3
26. 5 __________:
9
15 3 16
1
3 16 3
27. 3.24626 is which form of decimal numbers:
non-recurring mixed recurring pure recurring terminating
28. A decimal numbers whose last digit after decimal point is not known is called:
terminating non-terminating recurring irrational
29. The number which has two parts separated with a dot is called:
decimal part decimal places decimal number decimal point
30. An integer can be expressed as a decimal by adding the __________ and the digit __________.
decimal part, 1 decimal point, 1 decimal point, 0 decimal part, 0
31. __________ is a process of finding the approximate value of decimal up to some required
decimal places by leaving digits after decimal point:
Irrational rationalization round off none of these
43
32. When round off up to 4 decimal places the approximate values of 3.8345689 is __________.
3.8346 3.8345 3.8341 3.8341
20
33. is __________ in decimal form:
3
terminating non-terminating recurring non-recurring
34. 8.42 can be written in the following form of common factor.
842 842 421 421
1000 10 100 50
35. Round off 5.45323 up to 2 decimal places.
5.45 5.42 5.40 5.13
36. Round off 3.73891 up to 3 decimal places:
3.731 3.738 3.737 3.739
37. Terminating and recurring decimals are __________ number:
rational irrational whole all of above
52
38. __________
11
3.7272 4.7273 4.7217 4.7273
39. Rational form of –3.7125 is:
297 26 216 228
800000 800000 800000 800000
40. Multiplicative inverse of 3 is:
1 1
3 3
3 3
Section B
Time Allowed: 2:10 minutes (Subjective Type) Total Marks: 60
Attempt all questions. Each question carries equal marks.
Q.1: Draw Venn diagram to show the relation between sets A and B. When A and B are overlapping.
(i) A – B (ii) A ∩ B (iii) A` ∪ B`
Q.2: If A = {1, 3, 5, 8}, B = {2, 6, 8, 9} and C = {1, 3, 5, 9, 10} then show that.
A ∩ (B ∩ C) = (A ∩ B) ∩ C
Q.3: If U = {1, 2, 3 ……., 20}, A = {1, 3, 9, 7, 11} and B = {1, 2, 9, 8, 10, 11, 16, 17} then A` ∪ B'.
Q.4: Which set is represented by shaded part in the given Venn diagram.
(i) (ii)
(iii)
CSS Primary Standard “ Mathematics” 44
3 14 3 11
Q.5: Find: 2 2
5 13 5 8
3 2 9
Q.6: If a = , b = and c = then show that a × (b – c) = a × c
8 9 7
Q.7: Compare and arrange the following rational numbers using number line:
9 23 3 7 9 23
, , , , ,
2 2 7 5 17 21
Q.8: Prove the commutative property of addition and multiplication w.r.t addition and multiplication
3 16
when a = ,b=
11 15
17 8 1
Q.9: Solve: 7
21 9 11
163
Q.10: Express in the decimal number up to 4 decimal places:
240
Model Paper No. 2
Section A
Time Allowed: 50 Minutes (Objective Type) Total Marks: 40
Q.1: Fill the circle of correct answer. (40 Marks)
1. If A = {1, 3, 6, 8, 5} B = {1, 5, 6, 8, 9} then A ∩ B.
{1, 3, 5, 8, 9} {1, 6, 8} {1, 6, 9} {1, 6, 8, 9}
2. Set of natural number is represented by:
N P O W
3. The set having one element is called __________ set.
empty singleton prime composite
4. All possible subsets of {a, b, c, d} are:
4 6 16 32
5. The set containing the all elements of two sets is called __________ of sets.
intersection subset union superset
6. For any two non-empty set A – B = B – A
= ≠
7. The set having no common elements
overlapping disjoint equivalent prime
8. A ∩ A` =.
∪ A A`
9. ' =
A A' ∪
10. In the given figure, the shaded box represent:
A∩B A∪B A–B B–A
11. In the given figure, the shaded part represent
A∩B A∪B A–B B–A
12. {x / x N x 17}
2
{1, 2, 3, ……, 16} {1, 4, 9, 16} {1, 3, 5, 8} {1, 2, 3, 7, 9, 16}
CSS Primary Standard “ Mathematics” 45
13. The property of sets A ∩ B = B ∩ A
commutative w.r.t union distributive
commutative w.r.t intersection associative
14. {2 x/ x W x 5} .
{1, 2, 3, 4, 5} {2, 4, 6, 8, 10} {0, 2, 4, 6, 8} {0, 2, 4, 6, 8, 10}
15. Which is not element of {1, 3, 5, 8}
1 3 5 9
16. If A, B, c are three non-empty sets then (A ∩ B) ∩ C = A ∩ (B ∩ C) is:
associative property w.r.t union associative property w.r.t intersection
distributive commutative
p
17. The number which can be written in, where q ≠ 0, from is called __________ number:
q
whole integer rational irrational
18. product of two rational number is:
irrational rational (a) and (b) none of these
3
19. Multiplicative inverse of is:
5
3 3 5 5
5 5 3 3
p s s p
20. The name of property × = × is
q t t q
commutative w.r.t addition commutative w.r.t multiplication
distributive associative
5
21. Which one is less then
6
3 13 8 4
5 2 4 3
a c
22.
b d
ad bc ab cd ad bd ab bd
bd bd bc cd
5
23. 7
2
19 18 17 12
2 2 5 2
5 1
24.
4 2
9 9 4 3
4 2 2 4
25. All integers are __________:
irrational numbers negative number whole numbers non-zero
26. Additive inverse of –3 is:
1 1
3 –3
3 3
27. Multiplicative identity of rational number is:
0 1 –1 2
CSS Primary Standard “ Mathematics” 46
28. Compare:
3 5
8 7
> < = ≠
3 2 2
29.
5 7 3
63 61 62 60
105 105 105 105
30. 4.6 is which form of decimal numbers:
nonrecurring mixed recurring pure recurring terminating
31. A decimal number, whose last digit after ______ is not known is called non-terminating number:
rational decimal part decimal number none of these
32. ________ are the number which have two parts separated with a dot called decimal point.
decimal number whole number line bracket
33. Round off is a process to find the __________ value of decimal up to some required decimal
places by leaving digit after decimal point:
irrational rational approximate exact
34. 3.8732 after round off up to 2 decimal places is:
3.87 3.86 3.85 3.87
1
35. is __________ decimal form:
3
terminating non-terminating, non-recurring
recurring none recurring
36. 3.58 can be written in the following form of common fraction.
358 179 358 176
10 50 1000 50
37. The decimal number whose last digit after decimal point is given is called ______ number:
recurring non-recurring terminating non-terminating
20
38. convert into decimal number :
9
2.2 2.3 3.2 3.3
1
39. 0
7
1 1
1 0
7 7
40. Every rational number __________ whole number:
is is not may or may not none of these
Section B
Time Allowed: 2:10 minutes (Subjective Type) Total Marks: 60
Attempt all questions. Each question carries equal marks.
Q.1: If U = set of whole numbers and P = set of prime number. Then find complement of P and show
that P ∪ P' = U
Q.2: Draw Venn diagram to show the relation between A and B when A and B are disjoint the draw
A' ∩ B', A ∪ B, B – A
Q.3: If A = {1, 2, 3, 6, 9, 11}, then show (A ∪ B) ∪ C = A ∪ (B ∪ C).
Q.4: Verify that X ∪ Y = Y ∪ X, when X = {1, 2, 6, 8}, Y = {3, 5, 7}.
CSS Primary Standard “ Mathematics” 47
3 1 2
Q.5: Show that a × (b + c) = a × b + a × c, where a = ,b= ,c= .
2 4 5
Q.6: Compare and arrange the following rational numbers using number line:
3 6 3 2 1 3
, , , , ,
5 2 4 3 5 9
3 3 2
Q.7: Solve:
5 2 6
1 5 1 2
Q.8: Find: 7 7
8 3 8 5
Q.9: Express the decimal number into rational number:
(i) 3.562 (ii) 4.5848 (iii) 3.5626
315
Q.10: Express the given rational number into decimal number up to 4 decimal places:
120
Model Paper No. 3
Section A
Time Allowed: 50 Minutes (Objective Type) Total Marks: 40
Q.1: Fill the circle of correct answer. (40 Marks)
1. If A = {a, b, c, d} B = {b, e, f} then A ∩ B is
{b, c} {a, b, c, d} {b, e, f} {}
2. Set of prime number 13 represented by:
W N Z P
3. The set {a, b, c} has __________ improper subsets.
3 8 7 1
4. A set having no element is called __________.
W N P {}
5. The set of common elements of two sets is called __________ of set:
union difference complement intersection
6. If A = {a, b, c, d, e} B = {d, e, f, g} then B – A =
{a, b, c} {b, c, d} {e, f, g} {f, g}
7. x/x N x 10
{1, 2, 3, 4, 5, 6, 7, 9} {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
{0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10} {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
8. 3x/x W x 4
{0, 3, 6, 9, 12} {0, 1, 2, 3, 4} {0, 1, 2, 3} {0, 3, 6, 9}
9. A – B = B – A if:
A and B are disjoint A and B are overlapping
BA BA
10. {1, 9, 16, 25}=
x 2 / x N x 5 x 2 / x W x 5 x / x N x 25
11. {f, o, o, t, b, a, l, l} =
x / x is spelling of ball x / x is spelling of foot
x / xis spelling of foot ball None of these
48
12. {1, 4, 6, 7} =
set of whole number set of natural number from 1 to 7
set of composite number between 1 and 7 none of these
13. A ∩ A'
A A' ∪
14. `
∪ A A'
15. In the given figure the shaded part represent
A–B B–A A∩B A∪B
16. From the given figure, A ∩ B =
{1, 2, 4, 6} {3, 9, 10} {5, 8} {5, 8, 3}
17. If A = {1, 2, 3, 5, 8}, B = {2, 3, 5} then A __________ B:
= ≠
18. For A, B, C, (A ∩ B) ∩ C = A ∩ (B ∩ C) is
distributive property associative property
commutative property associative property w.r.t intersection
3 2
19. × =
8 4
3 3 5 3
16 24 24 25
20. Additive inverse of 0 is:
1 –1 0 2
3 1
21. – =
5 2
1 2 1 2
10 10 5 5
22. Compare:
3 7
8 9
> < = +
3 2 1
23.
7 5 5
1 1 3 6
175 175 176 175
CSS Primary Standard “ Mathematics” 49
s x
24. +
t y
sy+tx st+yx sy tx 1
ty ty ty ty
25. Multiplicative identity of rational number is:
2 0 –1 1
2 3
26.
5 8
30 31 32 33
40 40 40 40
3
27. 3
7
24 21 28 23
7 7 7 7
1
28.
4
32 31 33 30
4 4 4 4
29. All integers are __________ number:
irrational rational prime composite
30. 3.726 is which form of decimal numbers:
pure recurring mix recurring terminating not recurring
31. 4.38 can be written in the following form of common fraction:
219 218 217 216
50 50 50 50
11
32. is__________ decimal form.
9
terminating non-terminating recurring both b and c
33. A rational is __________ and __________.
terminating recurring non-terminating both and a and b
34. Convert decimal into rational number 3.7:
36 37 37 37
5 10 100 1000
35. 9.98943 after round off up to 3 decimal places is:
9.990 9.899 9.989 9.899
36. 3.769 after round off up to two decimal places is:
4.77 4.76 4.78 4.76
1
37. 1
5
1
1 5 –5
5
38. 270 +0 =
271 270 272 273
CSS Primary Standard “ Mathematics” 50
1
39. 5
5
0 1 5 –5
40. 4 + (–4) =
0 1 8 –8
Section B
Time Allowed: 2:10 minutes (Subjective Type) Total Marks: 60
Attempt all questions. Each question carries equal marks.
Q.1: If A = {a, b, c, d, e} and B = {c, d, f, g}, C = {d, e, f} then find (A ∪ B) ∩ C
Q.2: Show that A ∩ B = B ∩ A when A = {7, 8, 11, 12}, B = {5, 7, 8,13, 18} also write the name of
above property.
Q.3: If A = {a, b, c, d, e}, B = {b, c, d, e, f} then draw Venn diagram of A – B, A`, B`.
3 5 7
Q.4: Show that x × (y – z) = x × y – x × y where x = , b = , also write name of this property.
6 9 3
3 6 3
Q.5: Solve:
8 7 2
2 1 2 1
Q.6: Find: 3 5 3 2
5 2 5 2
Q.7: Express the following rational number into decimal:
27 36 12
(a) , (b) , (c)
12 11 9
Q.8: Differentiate terminating and non-terminating Decimals with example.
456
Q.9: Express the given rational number up to 4 decimal places:
13
Q.10: Compare and arrange the following rational number using number line
5 3 2 4 2 8
, , , , , ,
9 7 8 5 5 3
Unit No. 5
Square Root of Positive Number
Lesson # 1
Teacher Objectives:
To introduce the perfect square.
To explain the testing whether a number is perfect square or not.
To recognize and explain the application of properties i.e the square root of an even number
is even , square root of odd number is odd, the square root of a proper fraction is less than
itself, and the square root of a decimals less then 1 is smaller than itself.
To introduce the square root of a natural number and identify its notation.
CSS Primary Standard “ Mathematics” 51
To explain how to find the square root of natural number, fraction and decimal, by division
method and prime factorization method.
To explain the solution of real life problems involving square roots.
Learning Outcomes: At the end of this unit, students will be able to:
Define a perfect square.
Test whether a number is a perfect square or not.
Identify and apply the following properties of perfect square of number.
The square of an even number is even.
The square of an odd number is odd.
The square of proper fraction is lest than itself.
The square of a decimal less than 1 is smaller than decimal.
Define square root of a natural number and recognize its notation.
Find square root, by division method and factorization method of.
Natural number. Fraction. Decimal.
Which are perfect square.
Solve real life problems involving square roots.
Teaching Materials:
● CSS Middle Standard Mathematics Book 7 ● Writing Bard ● Marker ● Eraser
Procedure:
Greet students and ask them what they know about square and square root.
Write the word square on the board and ask students about it.
Tell them that today we learn about the square root of positive numbers.
Invite them for book reading.
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii Iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
Exercise (5a)
Q.1 Find the square of the following numbers.
Ans:
CSS Primary Standard “ Mathematics” 52
Numbers Square
2
21 (21) = 21 × 21 = 441
22 (22)2 = 22 × 22 = 484
23 (23)2 = 23 × 23 = 529
24 (24)2 = 24 × 24 = 576
25 (25)2 = 25 × 25 = 625
26 (26)2 = 26 × 26 = 676
27 (27)2 = 27 × 27 = 729
28 (28)2 = 28 × 28 = 784
29 (29)2 = 29 × 29 = 841
30 (30)2 = 30 × 30 = 900
Q.2 Which of the following are perfect square? 2 72
(i) 72 2 36
Ans: 72 = 2 × 2 × 2 × 3 × 3 = 22 × 2 × 32 2 18
As 2 is a factor which does not have square form. So 72 is not a perfect 3 9
square. 3 3
(ii) 27 1
2
Ans: 27 = 3 × 3 × 3 = 3 × 3
3 27
As 3 is a factor which does not have square from. so 27 is not perfect square.
3 9
(iii) 84
Ans: 84 = 2 × 2 × 3 × 7 3 3
2 84
As that 3 and 7 are factors which do not from pair, so 1
2 42
84 is not perfect square.
3 21 11 121
(iv) 121
2 7 7 11 11
Ans: 121 = 11 × 11 = 11
Since factor 11 form square, so 121 is perfect square. 1 1
2 1000
(v) 1000 2 500
Ans: 1000 = 2 × 2 × 2 × 5 × 5 × 5 = 22 × 2 × 52 × 5
2 250
As 2 and 5 are factors which do not form square, so
5 125
1000 is not perfect square. 3 105
(vi) 105 5 25
5 5 5 35
Ans: 105 = 3 × 5 × 7
1 7 7
As each factor does not form pair, so 105 is not
perfect square. 1
2 200
(vii) 200
Ans: 200 = 2 × 2 × 2 × 5 × 5 = 22 × 2 × 52 2 100
2 is a factor which does in square form, 2 50
so 200 is not perfect square. 5 25
(viii) 144 5 5 2 144
2 2 2
Ans: 144 = 2 × 2 × 2 × 2 × 3 × 3 = 2 × 2 × 3 1 2 72
As each factor form in square, so 144 is perfect square. 2 36
Q.3 Without solving, separate the perfect squares of even and odd numbers. 2 18
(i) 196 Ans: 196 is perfect square of even number.
3 9
(ii) 1369 Ans: 1369 is perfect square of odd number.
3 3
(iii) 3136 Ans: 3136 is perfect square of even number.
1
CSS Primary Standard “ Mathematics” 53
(iv) 2500 Ans: 2500 is perfect square of even number.
(v) 2025 Ans: 2025 is perfect square of odd number.
(vi) 961 Ans: 961 is perfect square of odd number.
(vii) 12544 Ans: 12544 is pefect square of even number.
Q.4 Find the squares of proper fractions. Also compare them with itself.
2
1 1 1 1 1 1 1
(i) Ans: ;
4 4 4 4 16 4 16
2
1 1 1 1 1 1 1
(ii) Ans: = ;
7 7 7 7 49 7 49
2
1 1 1 1 1 1 1
(iii) Ans: = ;
9 9 9 9 81 9 81
2
4 4 4 4 16 4 16
(iv) Ans: = ;
11 11 11 11 121 11 121
Q.5 Find the squares of decimal and compare them with itself.
(i) 0.7 Ans: (0.7)2 = 0.49; 0.7 > 0.49
2
(ii) 0.9 Ans: (0.9) = 0.81; 0.9 > 0.81
2
(iii) 0.12 Ans: (0.12) = 0.0144; 0.12 > 0.0144
2
(iv) 0.3 Ans: (0.3) = 0.09; 0.3 > 0.09
2
(v) 0.08 Ans: (0.08) = 0.0064; 0.08 > 0.0064
Q.6 Write the four square numbers which end in 6.
Ans: (i) 16 (ii) 196 (iii) 256 (iv) 36
Q.7 Write the four square numbers which ends in 5.
Ans: (i) 25 (ii) 225 (iii) 625 (iv) 1225
Exercise (5b)
Q.1 Find the square root of the following numbers by prime factorization.
(i) 36
Ans: 36 = 2 × 2 × 3 × 3= 22 ×32 2 36
2 18
= (2×3)2
3 9
By taking square on both sides. 3 3
36 (2 3) 2 2 3 6 1
(ii) 1225 5 1225
Ans: 1225 = 5 × 5 × 7 × 7 5 245
= 52 ×72 7 49
7 7
1225 (5 7) 2 5 7 35 1 5 3025
(iii) 3025 5 605
Ans: 3025 = 5 × 5 × 11 × 11 11 121
= 52 × 112= (5 × 11)2 11 11
1
3025 (5 11) 2 5 11 55
CSS Primary Standard “ Mathematics” 54
(iv) 4096 2 4096
2 2048
Ans: 4096 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2
2 1024
= 2 2 × 22 × 22 × 22 × 22 × 22 2 512
= (2 × 2 × 2 × 2 × 2 × 2)2 2 256
4096 (2 2 2 2 2 2) 2 2 128
2 64
2 2 2 2 2 2 64 2 32
2 1296
(v) 1296 2 16
2 648 2 8
Ans: 1296 = 2 × 2 × 2 × 2 × 9 × 9 2 324 2 4
= 22 × 22 ×92= (2 × 2 × 9)2 2 162 2 2
1296 (2 2 9) 2 9 81 1
9 9
2 2 9 36 1
2 324
(vi) 324 2 162
2 2 3 3 3 3 2 2 32 32 2 9 2 9 18 3 81
3 27
(vii) 729
3 9
Ans: 729 = 3 × 3 × 3 × 3 × 3 × 3 3 3 3 729
= 32 × 32 × 32= (3 × 3 × 3)2 1 3 243
3 81
729 (3 3 3) 2
3 27
3 3 3 27 3 9
(vii) 841 29 841 3 3
Ans: 841 = 29 × 29= 292 29 29 1
1
841 292 29
(ix) 4761 3 4761
Ans: 4761 = 3 × 3 × 23 × 23 = 32 ×232 3 1587
= (3 × 23)2 23 529
23 23 2 1764
4761 (3 23) 3 23 69
2
1 2 882
(x) 1764 3 441
3 147
Ans: 1764 = 2 × 2 × 3 × 3 × 7 × 7 7 49
= 22 × 32 ×72 = (2 × 3 ×7)2 7 7
(2 3 7)2 2 3 7 42 1
Q.2 Find the square root of the following fractions.
81 3 81
(i) 7 49
49 3 27 7 7
81 3 3 3 3 32 32 3 3
2
3 9 1
Ans: 3 3
49 77 72 7
1
CSS Primary Standard “ Mathematics” 55
2
81 3 3 9
49 7 7
196 2 196
(ii)
144 2 98
196 2 2 77 7 49
Ans: 7 7
144 2 2 2 2 3 3 2 144
2
1 2 72
22 7 2 27
2 36
2 2 3 223
2 2 2
2 18
2 3 9
196 27 2 7 14
3 3
144 2 23 2 2 3 12
1
196
(iii) 2 256
256
2 196 2 128
196 2 2 7 7
Ans: 2 98 2 64
256 2 2 2 2 2 2 2 2 7 49 2 32
2
22 7 2 27 7 7 2 16
1
2 2 2 2 222 2
2 2 2 2 2 8
2 4
2
196 27 2 7 14 2 2
256 2 2 2 2 2 2 2 2 16 1
49
(iv)
841
49 77 72
Ans: 29 841
841 29 29 292 7 49
2
7 7 29 29
49 7 7 1 1
841 29 29
41
(v) 5
64
41 361 19 19
Ans: 5
64 64 2 2 2 2 2 2 19 361 2 64
2 19 98 2 32
192 19
1 2 16
2 2 2 2 2 2
2 2 2
2 8
2 2 4
41 19 19 19
5 2 2
64 2 2 2 2 2 2 8
1
13 49
(vi) 1
36 36
49 72 7 1
Ans: 2 1
36 6 6 6
(vii) 1.69
CSS Primary Standard “ Mathematics” 56
169 13 13
Ans: 1.69
100 2 2 5 5 13 169 2 100
2 13 13 2 50
132 13
2 2 1 5 25
2 5 25 5 5
2 1
13 13 13
1.69 1.3
25 2 5 10
(viii) 12.25 5 1225 2 100
1225 5 5 7 7 5 245 2 50
Ans: 12.25 7 49 5 25
100 2 2 5 5
2
7 7 5 5
52 7 2 5 7 1 1
2 2
2 5 25
2
5 7 5 7 35
12.25 3.5 2 324 2 100
25 2 5 10 2 162 2 50
(ix) 3.24 3 81 5 25
324 2 2 3 3 3 3 3 27 5 5
Ans: 3.24 3 9
100 2 255 1
2 3 3
22 32 32 2 3 3 1
22 52 2 5
2
2 3 3 2 3 3 18
3.24 1.8
25 25 10
(x) 59.29
7 5929 2 100 2 10000
5929 7 7 1111 7 847 2 50 2 5000
59.29
100 10 10 11 121 5 25 2 2500
Ans: 5 5
7 11
2
7 11 77 11 11 2 1250
7.7 1 1 5 625
25 2 5 10
5 125
(xi) 0.0064 2 64 5 25
64 2 2 2 2 2 2 2 32 5 5
Ans: 0.0064 2 16 1
10000 2 2 2 2 5 5 5 5
2 2 8
2 2 22 22 2 2 2 2 10000
2 2 2 2 2 4
2 5000
2 2 5 5 2 255 2 2
2 2500
2 1
2 2 2 2 2 2 8 2 1250
0.0064 0.08
2 2 5 5 2 2 5 5 100 5 625
5 125
(xii) 0.0441 21 441 5 25
441 21 21 21 21 5 5
Ans: 0.0441
10000 2 2 2 2 5 5 5 5 1 1
CSS Primary Standard “ Mathematics” 57
2
212 21
2 2 5 5 2 2 5 5
2 2 2 2
2
21 21 21
0.0064 0.21
2 2 55 2 2 5 5 100 2 1000000
2 500000
(xiii) 0.000081 2 250000
3 81
Ans 3 27 2 125000
81 3 9 2 62500
0.000081
1000000 3 3 2 31250
3 3 3 3 1 5 15625
5 3125
2 2 2 2 2 2 5 5 5 5 5 5
2 5 625
32 32 3 3 5 125
2 2 2 2 2 2
2 2 2 5 5 5 2 2 2555 5 25
2 5 5
3 3 3 3 1
0.000081
2 2 2 5 5 5 2 2 2 5 55
9
0.009
1000
(xiv) 0.1936 2 10000
2 1936
Ans: 2 968 2 5000
1936 2 2 2 2 11 11 2 484 2 2500
0.1936
10000 2 2 2 2 5 5 5 5 2 242 2 1250
2 11 121 5 625
22 22 112 2 2 11
2 2 2 2 11 11 5 125
2 2 5 5 2 255 1 5 25
2 5 5
2 2 11 2 2 11 44
0.1936 0.44 1
2 2 5 5 2 2 5 5 100
Q.3 Prove each of the following by prime factorization.
(i) 36 × 9 = 36 × 9 2 9
Ans: 2 3
2 36 1
L.H.S = 36×9 = 324 2×2×3×3×3×3
2 18 2 324
= 22 ×32×32 = (2×3×3)2 2 3 3 18 3 9 2 162
3 3 3 81
R.H.S = 36× 9 2×2×3×3 3×3
1 3 27
22 ×32 32 (2×3)2 32 3 9 2 64
2 3 3 18 3 3 2 32
L.H.S = R.H.S
1 2 16
(ii) 25 × 64 = 25 × 64 2 8
Ans: 2 25 2 4
L.H.S = 25×64= 1600 = 2×2× 2×2×2×2×5×5 2 5 2 2
1 1
CSS Primary Standard “ Mathematics” 58
= 52 ×22 ×22 ×22 = (5×2×2×2) 2 2 1600
2 800
5 2 2 2 40 2 400
R.H.S = 25× 64 5×5 2×2×2×2×2×2 2 200
2 100
52 22 22 22 52 (2×2×2)2 5 2 2 2 40
2 50
L.H.S = R.H.S 5 25
(iii) 196 × 64 = 196 × 64 5 5
2 12544
Ans: 1
2 6272
L.H.S = 196×64= 12544= 2×2×2×2×2×2×2×2×7×7 2 3136 2 64
2 1568 2 32
= 22 ×22 ×22 ×22 ×72 = (2×2×2×2×7) 2 2 784 2 16
2 196
2 2 2 2 7 112 2 392 2 98 2 8
R.H.S = 196× 64 2 2 7 7 2×2×2×2×2×2 2 196 7 49 2 4
2 98 7 7 2 2
(2×7)2 (2 2 2)2 2 7 2 2 2 112 7 49 1 1
L.H.S = R.H.S 7 7
9 9 1
(iv) =
144 144 2 144
Ans: 2 72
3 9
2 2 36
9 3×3 3 3 3
L.H.S = = 2 2 2 1
2 18
144 2×2×2×2×3×3 2 ×2 ×3 3 9
3
2
3 3 1 3 3
1
2×2×3 2×2×3 12 4
9 3 3 32
R.H.S =
144 2 2 2 2 3 3 22 22 32
32 3 3 1
L.H.S = R.H.S
(2 2 3) 2 2 2 3 12 4
121 121
(v) =
484 484 2 484
Ans: 2 242
11 121
11 121
121 11×11 112 11 11
L.H.S = = 2 2 1
11 11
848 2×2×11×11 2 ×11 1
2
11 11 11 1
2×11 2×11 22 2
121 11 11 112 112
R.H.S =
484 2 2 11 11 22 112 (2 11)2
11 11 1
L.H.S = R.H.S
2 11 22 2
CSS Primary Standard “ Mathematics” 59
Exercise (5c)
Q.1 Find the square root of the following by division method.
(i) 1296 (ii) 9801
Ans: 1296 36 Ans: 9801 99
36 99
3 9
9 81
66 396 189 1701
396 1701
× ×
(iii) 42025 (iv) 46225
Ans: 42025 205 Ans: 46225 215
205 215
2 2
4 4
405 2025 41 62
2025 41
× 425 2125
2125
×
(v) 9604 (vi) 14400
Ans: 9604 98 Ans: 14400 120
98 120
9 1
81 1
188 1504 220 44
1504 44
× 240 00
00
×
(vii) 119025 (viii) 321489
Ans: 119025 345 Ans: 321489 567
345 567
3 5
9 25
64 290 106 714
256 636
685 3425 1127 7889
3425 7889
× ×
CSS Primary Standard “ Mathematics” 60
Q.2 Find the number the must be added to 1400 so as to get a perfect square.
Ans:
37
We will find the square root of 1400
3
(37)2<1400
9
Next perfect square is (38)2 = 1444 67 500
Hence, the number to be added is 469
2
(38) – 1400 = 44 31
Q.3 Find the square root of the following common fraction by division method.
196 14
(i)
25 1 5
196 14
5
Ans: 1
24 96 25
25 5
96 ×
×
33 22
1089 3 2
(ii)
484 9 4
1089 33 63 189 42 84
Ans:
484 22 189 84
× ×
75 10
5625
(iii) 7 1
100
49 1
5625 75 145 725 20 00
Ans:
100 10 725 00
× ×
1296 36
(iv) 3 9
81 9
1296 36 9
Ans: 81
81 9 66 396
396 ×
×
13 12
169 1
(v) 1
144 1
1
169 13 22 44
Ans: 23 69
144 12 69 44
× ×
CSS Primary Standard “ Mathematics” 61
576 24 25
(vi)
625 2 2
576 24 4 4
Ans:
625 25 44 176 45 225
176 225
× ×
Q.4 Find the square root of following decimals by division method.
(i) 1.5625
1.25
Ans: 1.5625 1.25 1
1
22 56
44
0.36 245 1225
(ii) 0.1296 1225
3
Ans: 0.1296 0.36 ×
.9
66 396
396
× 3.14
3
(iii) 9.8596
9
Ans: 9.8596 3.14 61 85
61
624 2496
.69 2496
.6 ×
(iv) 0.4761
.36
Ans: 0.4761 0.69 129 1161 .012
1161
.1
×
.0001
(v) 0.000144 22 44
Ans: 0.000144 0.012 44
×
32.9
3 28.28
(vi) 1082.41 2
9
Ans: 1082.41 32.9 62 182 4
124 48 399
649 5841 384
5841 562 1575
(vii) 799.7584 × 1124
5648 45184
Ans: 799.7584 28.28
45184
×
CSS Primary Standard “ Mathematics” 62
(viii) 131.1025 11.45
Ans: 131.1025 11.45 1
1
21 31
21
224 1010
896
2285 11425
11425
×
Exercise (5d)
Q.1 Find the positive number which when multiplied by itself give 11025.
Ans: Let the required number = x
Then according to given condition 5 11025
x × x = 11025 5 2205
3 441
x 2 = 11025
3 147
x 2 = 5 × 5 × 21 × 21 7 49
x 2 = 52 ×212 7 7
2 2 1
x = (5×21)
( x)2 (5×21)2
x = 5×21 = 105, So 105 is required number.
Q.2 Product of number and its half is 98. Find the number.
Ans: Let’s the required number = x
According to given condition 2 196
1 2 98
x × x = 98 7 49
2
1 2 7 7
x = 98 1
2
x 2 = 98×2
x 2 = 196
x 2 = 2×2×7×7
x 2 = 22×72
x 2 = (2×7)2
( x)2 (2×7)2
x = 2×7 = 14 , So 14 is required number.
Q.3 Area of the rectangular piece of carpet is 98 square centimeter. Its length is twice of
width of rectangular carpet. Find length and width.
Ans: Let the width of rectangular carpet = x 7 49
Then its length = 2 x 7 7
According to given condition 1
CSS Primary Standard “ Mathematics” 63
Area = 98
Length × Width = 98
2 x × x = 98
2 x 2 = 98
x 2 = 49
x 2 = 7×7 = 72
x 2 72
x=7
Hence width = x = 7cm and Length = 2 x = 2(7) = 14cm
Q.4 Area of square region is 50625 square meter. Find the perimeter.
Ans: Let length of each side of square = x 5 50625
According to given condition 5 10125
Area of square = (length of side of square)2 5 2025
Area = 50625 5 405
2 3 81
(Length) = 50625
2 3 27
x = 50625
2
x = 50625 = 3×3×3×3×5×5×5×5 3 9
2 2 2 2
x = 3 ×3 ×5 ×5 2 3 3
2
x = (3×3×5×5) 2 1
x 2 (3×3×5×5)2
x = 3×3×5×5 = 225
Now, Perimeter = 4 x = 4(225) = 900
Q.5 Area of a square field is 1600 square meter. Find the cost of boundary wall if the
rate of per meter is Rs.500
Ans: Let the length of each side of square = x 40
According to given condition 4
Area of a square = 1600
x 2 = 1600
1600
x 2 40 , x = 40 80 00
Perimeter of square = 4 x = 4(40) = 160 meters 00
Cost of boundary wall = Rs 500×160 = Rs 80,000 ×
Q.6 The product of two positive numbers is 2400. One of them is six times the other.
Find the numbers.
Ans: Let the first number = x
Then second nmber = 6 x 20
According to given condition 2
x × 6 x = 2400
4
6 x 2=2400 40 00
2400 00
x2 = x 2 = 400
6 ×
x 2 20 , x = 20
Hence first number = x = 20, 2nd number = 6 x = 6(20) = 120
CSS Primary Standard “ Mathematics” 64
Review Exercise 5
Q.1 Choose the correct answer and fill the circle.
i. The square root of 169 has ____________ digit?
one two three four
ii. The square root of 15500 is equal to ____________?
140 120 124.5 1.20
iii. 324 is an:
even number odd number prime number irrational number
529
iv. is equal to:
23
23
1 2 23
23
v. The area of the square region is 169 square meter. Its perimeter:
12 meter 24 meter 52meter 13 meter
vi. The square field has an area of 196 square meters. The length of each side of the region is
16 meter 14 meter 18 meter 14 meter
vii. The square of 19 is the number ending in:
9 1 8 2
25 61
viii. is equal to:
9 625
1 9
1 none of these
5 5
ix. The square of 47 is number ending in:
7 9 4 8
x. 40,000 is equal to:
40 200 40 20
Q.2 Define perfect square.
Ans: The product of a number with itself is called perfect square.
Q.3 Define square root.
Ans:T he square root of a given number is a number whose square is equal to the given number.
Q.4 Name the two method for finding the square roots of large natural numbers.
Ans: i) Square root by factorization method. ii) Square root by division method.
Q.5 There are 600 students in a school. For P.T. drill they have to stand in such a manner that
the number of rows is equal to number of columns. How many students would be left out in
this arrangement?
Ans: Total students = 600 24
According to given condition the arrangement should be a square 2
2 4
(i.e number of rows = number of columns)As (24) < 600
So the number of students that would be left = 600 –(24) 2 44 200
= 600 – 576 = 24 176
24
So, 24 students would be left out for making that arragements.
CSS Primary Standard “ Mathematics” 65
Q.6 Find square root of 167281 by division method. 409
4
Ans: 167281 409
16
809 7281
7281
×
Q.7 Find the least number which must be subtracted from each of the following as to get
perfect square.
(i) 825 28
Ans: We will find the square root of 825 2
As (29)2> 825 4
2
Previous perfect square = (28 =784) 48 425
384
Hence, the number to be subtracted is
41
825 – (28)2 = 825 – 784 = 41 57
(ii) 3250 5
Ans: We will find the square root of 3250 25
As (58)2> 3250 107 750
2 749
Previous perfect square = (57) =3249
Hence, the number to be subtracted is 1
3250 – (37)2 = 3250 – 3249 = 1
Q.8 Find the least number which must be added to each of the following 25
numbers so as to get a perfect square. 2
(i) 625
4
Ans: As 625 is perfect square so nothing need to add this 45 225
number 80 225
(ii) 6412 8 ×
Ans: We will find the square root of 6412 64
As (80)2 < 6412 16 12
2
The next perfect square is = (81) = 6561
Hence, the number to be added
(81)2 – 6412 = 6561 – 6412 = 149
Unit No. 6
Direct and Inverse Viration
Lesson # 1
Teacher Objection:
To introduce the continued ratio and revise the direct and inverse proportions.
To explain the unitary method and proportion method for solving real life problems.
To explain the use of proportion to solve the real life problems related to time and work.
CSS Primary Standard “ Mathematics” 66
To explain the relation between time and distance.
To explain the conversion of speed from kilometer/hour into meter/second and vice versa.
To explain the solution variation related problems involving time and distance.
Learning Outcomes:
At the end of this unit, students will be able to:
Define continued ratio and recall direct and inverse proportion.
Solve real life problems (involving direct and inverse proportion) using unitary method
and proportion method.
Solve real life problems related to time and work using proportion.
Find relation (i.e speed) between time and distance.
Convert units of speed (kilometer per hour into meter per second and vice versa).
Solve variation related problems involving time and distance.
Teaching Materials:
CSS Middle Standard Mathematics Book 7. Writing Board. Marker. Eraser.
Procedure:
Ask students about ratio them how ratio is useful in the daily life.
Invite them for book reading.
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii Iv v
Focus on the definitions and ask students to learn the definitions with understanding. Once in
a week, homework can be assigned based on the definition given in the chapter / lesson / unit
going on in the classroom.
Exercise (6a)
Q.1 Solve the following.
(i) a:b = 3:2, b:c = 2:7 find a : b : c
Ans: a:b:c
3:2
2:7
6 : 4 : 14
3: 2 : 7
(ii) a:b = 7:2, b:c = 4:3 find a : b : c
CSS Primary Standard “ Mathematics” 67
Ans: a:b:c
7:2
4:3
28 : 8 : 6
14: 4 : 3
(iii) a:b = 1:7, b:c = 5: 6 find a : c
Ans: a:b:c
1:7
5:6
5 : 35 : 42
a : b : c =5 : 35 : 42
a : c = 5 : 42
(iv) a:b = 2:3, b:c = 2: 3 find a : c
Ans: a:b:c
2:3
2:3
4:6:9
a:c=4:9
2 1 1 2
(v) a:b = : , b:c = : find a : b : c
3 3 2 3
Ans: a:b:c
21
:
33
1 2
:
2 3
1 1 2
: :
3 6 9
1 1 2
a:b:c= : :
3 6 9
1 1 2
18 : 18 : 18 6 : 3 : 4
3 6 9
Q.2 Qasim is twice old as Amir and Amir is thrice as old as Basit. Find Ratio between
ages of Qasim, Amir and Basit.
Ans: Let Basit’s age = x
Then Amir’s age = 3x
Qasim’s age = 2(3x) = 6x
Qasim’s age : Amir’s Age : Basit’s age
6x : 3x : x
6 : 3 : 1
CSS Primary Standard “ Mathematics” 68
Q.3 Anoral has invited her friends at her home on a tea party. There are biscuits to cake
and samosas in the tea party. The ratio of biscuit to cakes is 9:2 and the ratio of cake
to samosas is 1:8. Find the continued ratio of biscuit, cake and samosas.
Ans: Biscuits : Cake : Samosas
9 : 2
1 : 8
9 : 2 : 16
Q.4 A triangle XYZ has 42 centimeter perimeter. What will be the length of side XY, YZ
and ZX, If the ratio between sides is XY : YZ = 5 : 3 and YZ : ZX = 6 : 5
Ans: XY : YZ : ZX
5 : 3
6 : 5
30 : 18 : 15
10 : 6 : 5
Sum of Ratio = 10 + 6 + 5 = 21
10 6
Length of side XY = 42 = 20, Length of side YZ = 42 = 12
21 21
5
Length of side ZY = 42 = 10
21
Q.5 Divide Rs. 7200 among Amin, Ahsan and Arif in the ratio of 6:5:7 .
Ans: Sum of ratio = 6 + 5 + 7 = 18
6 400
Amin’s Share = 7200 = Rs. 2400,
18
5 400
Ahsans’s share = 7200 = Rs. 2000
18
7 400
Arif’s share = 7200 = Rs. 2800
18
Q.6 Alishaba wants to make fruit chat, she went to market and buy fruits in such way
that the ratio between apple quantity and mangoes quantity is 2:5 to the ratio
between mangoes quantity to banana quantity is 3:5. Find the quantity of each fruit
which will be required in order make 92 grams of fruit chart.
Ans: Apple : Mango : Banana
2 : 5
3 : 5
6 : 15 : 25
Sum of ratio = 6 + 15 + 25 = 46
6 2
Quantity of Apples = 92 = 12 grams
46
15 2
Quantity of Mangoes = 92 =30 grams
46
25 2
Quantity of Banana = 92 = 50 grams
46
CSS Primary Standard “ Mathematics” 69
Exercise (6b)
Q.1 In a camp there is enough food for 500 soldiers for 35 days. If 200 more soldiers join
the camp, how many days will the food last?
Ans: Soldiers : Days
500 : 35
700 : x
500 x
=
700 35
5 00 5
x= × 35 = 25 days
7 00
Q.2 32 workers can complete a work in 84 days. How many workers will complete the
same work in 48 days.
Ans: Workers : Days
32 : 84
x : 48
x 84
=
32 48
84
x= ×32 = 56 workers
48
Q.3 4 people can paint a fence, in 3 hours. How long it take 6 people to paint it?
Ans: People : Hours
4 : 3
6 : x
4 x
=
6 3
4
x = ×3 = 2 hours
6
Q.4 y is directly proportional to x, and when x = 3 then y = 15, what will be the value of
x when y = 9.
Ans: Let the value of x = t
y : x
15 : 3
9 : t
9
t = ×3 = 1.8 x = t = 1.8
15
, Hence x = 1.8 when y = 9
Q.5 If 52 man, can do a piece of work in 35 days, then 28 men will complete. The same
work in how many days?
CSS Primary Standard “ Mathematics” 70
Ans: Men : Days
52 : 35
28 : x
52 x 52
= ×35 = x
28 35 28
x = 65 days
Q.6 If 350 people can travel in 21 compartment of a train, how many compartment are
required for 1000 people?
Ans: People : No. of compartment
350 : 21
1000 : x
1000 x
=
350 21
1000
x= ×21= 60 components
350
Q.7 2 cooks can prepare 10 kilogram of vegetables in 30 minutes. How long would it take
30 cooks to prepare the same amount?
Ans: Cooks : Minutes
2 : 30
30 : x
2 x 2
= x= ×30 = 2 minutes
30 30 30
Q.8 If 2 chairs occupy space of 400 cubic centimeter in a class room, then how much
space is required to place 20 charis.
Ans: Chairs : Space
2 : 400
20 : x
20 x
=
2 400
20 200
x= × 400 = 4000 cubic centimeter.
2
Exercise (6c)
Q.1 An electric water filling machine can fill 40 bottles in 2 hours. How much time will
be required by machine to fill 60 bottles.
Ans: bottles : hours
40 : 2
60 : x
60 x 60
= x= ×2 = 3 hour
40 2 40
CSS Primary Standard “ Mathematics” 71
Q.2 If 8 kilometers road can be constructed in 2 months, then how many months are
required to construct 20 kilometer road?
Ans: Kilometers : Months
8 : 2
20 : x
20 x 20
= x= ×2 = 5 months
8 2 8
Q.3 If 3 men can do a job in 10 days. How many people are required to completed the
job in 5 days?
Ans: Men : Days
3 : 10
x : 5
x 10
=
3 5
10
x = ×3 = 6 men
5
Q.4 A mason can construct a wall in 15 days. In how many days two masons can
construct the same wall?
Ans: Meson : Days
1 : 15
2 : x
1 x
=
2 15
x 15 x = 7.5 days
2
Q.5 25 laborers can paint a wall in 20 days. How many days are required by 16 laborers
to paint the same wall.
Ans: Laborer : Days
25 : 20
16 : x
25 x 25
= x= ×20 = 31.25 days
16 20 16
Q.6 If it takes 10 seconds to write the work Pakistan on a note-book twice. How much
time will be required to write “Pakistan” 10 times .
Ans: Seconds : No. of this work written
10 : 2
x : 10
x 10 10
= x = ×10 = 50 seconds
10 2 2
CSS Primary Standard “ Mathematics” 72
Q.7 A contractor estimate to construct a building in 2 months with help of 39 workers.
How many workers would be needed to construct the building in 36 days?
Ans: 2 months = 60 days
Days : No. of workers
60 : 39
36 : x
60 x 60
= x = ×39 = 65 workers
36 39 36
Q.8 5 wooden chairs can be polished at a furniture warehouse in 14minutes. How long
will it take to polish 35 such chairs?
Ans: No. of chairs : Minutes
5 : 14
35 : x
35 x 35
= x = ×14 = 98 minutes
5 14 5
Q.9 Ameena can stich 14 frocks in 25 days. In how many days she will be able to stich 35
frocks.
Ans: No. of frocks : Days
14 : 25
35 : x
35 x 35
= x = ×25 = 62.5 days
14 25 14
Exercise (6d)
Q.1 Arsal travels 120 kilometers in 6 hours what distance will he cover in 4 hours.
Ans: Kilometer : Hours
120 : 6
x : 4
x 4 4
= x = ×120 = 80 kilometers
120 6 6
Q.2 A racing car completes racing track in 3 hours 20 minutes at 75 kilometer/hour. If
the speed is reduced to 50 kilometer/hour what time will the racing car take to
complete the track.
Ans: Minutes : Speed
200 : 75
x : 50
3
x 75 75 100
= x= × 200 = 300minutes
200 50 2
50
CSS Primary Standard “ Mathematics” 73
Q.3 A car is travelling at a speed of 35 meter/seconds. Express the speed in kilometer /
hour.
Ans: Speed of car = 35 meter/seconds
1 kilometer = 1000 meters
1
1 meter = kilometer
1000
1 hour = 60 minutes
= 60 × 60 seconds
= 3600 seconds
1
1 second = hours
3600
Now speed of car = 35 meter/second
1 1
= 35 kilometers hours 126 kilometer/hour
1000 3600
Q.4 A cyclist is traveling at speed of 40 kilometer/hour. Find the distance he travel in 50
second.
Ans: Speed = 40 kilometer/hours
40 1000
= meter/sec
3600
100
= meter/second
9
Distance
Speed =
time
Distance = speed × time
100
= meter/ second ×50 seconds
9
5000 5
= meter kilometer 0.56 kilometer
9 9
Q.5 Areeba’s house is at 600 kilometer distance from Saima’s house. Find the speed
required by Saima to reach at Areeba’s house in 5 hours?
Ans: Distance = 600 kilometer
Time = 5 hours
Speed = ?
Distance 600kilometer
Speed = 120 kilometer/hour
time 5hours
Q.6 Fareeha is running at the rate of 5 kilometer/hour to cover the distance of 800
meters. Find the time taken by Fareha to cover the distance.
Ans: Speed = 5 kilometer/hour
5000
= meter / second 1.39 meter/seconds
3600
CSS Primary Standard “ Mathematics” 74
Distance = 800 meter
Distance
Time =
Speed
800 meter 800
= seconds
1.39 meter /second 1.39
Time = 576 seconds
Q.7 A missile let the target which is 6000 kilometer away from the missile in 40 minutes.
Find the speed of missile.
Ans: Distance = 6000 kilometers
Distance 6,000km
Speed = 150km / min
Time 40min
Q.8 The speed of an Aero-plan is 340 meter/seconds. Find the speed in kilometer/hour.
1
Ans: 1 meter = kilometer
1000
1
1 second = hour
3600
Speed = 340 meter/second
1 1
= 340 kilometer/ hour
1000 3600
1
= 340 ×3600 kilometer/hour 1224 kilometer/hour
1000
Review Exercise 6
Q.1 Choose the correct answer and fill the circle.
i. Continued ratio is the ratio which compares____________ quantities of same kind.
three two four five
ii. Two quantities are said to be in direct proportion when one quantity increase, the other
____________.
decrease increase at same rate
remain constant decrease at half rate
iii. Time and work are:
not related inversely proportional
directly proportional constant
iv. Time is inversely proportional to:
distance work number of workers none
v. If Anum can type 60 words in 2 minutes. How many word can she type in 40 seconds?
60 40 20 10
vi. The __________ is the length of space travelled by a moving objects.
time speed distance work
vii. _________ is sometimes referred as rate:
time distance length speed
CSS Primary Standard “ Mathematics” 75
viii. SI unit of time is:
hour second minute all of these
ix. SI unit of distance is:
meter kilometer centimeter all of these
x. If a rickshaw has covered 420 meters of a road in 84 seconds. What is speed of the
rickshaw?
5 kilometer/minute 3 meter/second
5 meter/second 5 kilometer/second
Q.2 Answer the following questions:
i. When two quantities are said to be in direct proportion
Ans: Two quantities are said to be in direct proportion when one quantity increases, the other
also increases at the same rate and vice versa.
ii. How can we know that two quantities are inversely proportional to each other?
Ans: When one quantity increases, the other decreases at the same rate and vice versa, then we
can say that two quantities are inverse proportional to each other.
iii. Define the term speed.
Ans: “It is amount of distance travelled in unit time”.
iv. Defined distance.
Ans: “The length of space traveled by moving object”.
Distance = speed × time
v. Write the formula to show the relation of distance with speed and time.
Ans: Distance = speed × time
Q.3 Express the following in the form of continued ratio.
i. p:q = 7:9 and q:r = 6:13
Ans: p:q:r
7:9
6 : 13
42 : 54 : 117
14 : 18 : 39
ii. t:u = 7:5 and u:v = 3:2
Ans: t:u:v
7:5
3:2
21 : 15 : 10
iii. a:b = 2:3 and b:c = 2:5
Ans: a:b:c
2:3
2:5
4 : 6 : 15
Q.4 If Amir can skip a rote 60 times in 2 hour. How many times can he skip 40 minutes.
Ans: 2 hours = 120 minutes
CSS Primary Standard “ Mathematics” 76
Minutes : No. of time Amir skip
120 : 60
40 : x
40 x
=
120 60
40
x= ×60 = 20 times
120
Q.5 If a horse covers a distance of 30 meters in 1 hour. How much speed in terms of
meters per second is required to cover the distance of 50 meters in 1 hour?
Ans: Distance = 30 meter
Time = 1 hour = 60 minutes
Distance
Speed =
Time
50 meter
=
1hour
50 meter
=
3600 second
5
= meter / second
360
= 0.014 meter/second
Unit No. 7
Financial Arithmetic
Lesson # 1
Teacher Objective:
To discuss the property tax and sales tax.
To explain the solution of tax-related problems.
To discuss profit and markup.
To explain the method to find rate of profit/markup per annum.
To explain the solution of real life problems involving profit/markup.
To introduce zakat and ushr.
To explain the solution of problems related to zakat and ushr.
Learning Outcomes:
At the end of this unit, students will be able to:
Explain property tax and general sales tax.
Solve tax-related problems.
Explain profit and markup.
Find profit and markup.
CSS Primary Standard “ Mathematics” 77
Find the rate of profit/markup per annum.
Solve the real life problems involving profit/markup.
Define zakat and ushr.
Solve problems related to zakat and ushr.
Teaching Material:
CSS Primary Standard Mathematics Book 7.
Writing Board, Marker and Eraser.
Proceduure:
Ask the students what they know about tax.
Talk about the word profit
Talk about zakat
Invite the class for reading
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii Iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
Exercise (7a)
Classroom Activity
If you buy a product for Rs. 4000 and sell it for Rs. 4300, how much profit% will you
earn?
Solution: C.P = Rs. 4000
S.P = Rs. 4300
Profit = 4300 – 4000
= Rs. 300
Profit
Profit % = 100 = 7.5 %
C.P
What would be the principle value if the markup value is Rs. 670 for 6 months @ 8% per
annum.
Solution: P = Principal value = ?
Markup value = Rs. 670
1
T = Time = 6 months = year
2
CSS Primary Standard “ Mathematics” 78
R = Markup rate = 8%
P×R×T
As Markup =
100
Markup×100 670 100
P= Rs. 16750
R ×T 1
8
2
Q.1 Hamid paid the property tax of Rs.23970 @ 0.8%. Find the worth of the property.
Ans: Property tax = Rs. 23970
Tax rate = 0.8%
Value of property = ?
0.8% of worth of property = Rs. 23970
0.8
×worth of property = Rs. 23970
100
100
Worth of property = Rs. 23970 ×
0.8
= Rs. 2996250
Q.2 A person has a property of worth Rs. 9060,000. Find the property tax @ 2.5%
Ans: Value of property = Rs. 9060,000
Tax rate = 2.5%
Property tax = ?
2.5
Property tax = 9060,000
100
= Rs. 226500
Q.3 If salmon pays Rs. 19750 as property tax and worth of his property is Rs. 2,650,000.
Find the percentage of property tax.
Ans: Property tax = Rs. 19750
Value of property = Rs. 2,650,000
Tax percentage = ?
19750
Tax percentage = 100% = 0.75%
2,650,000
Q.4 The amount of property tax. Paid in different cases is as follows. Find the amount of
property in each case while the rate of tax is 5%.
i. Rs. 32460
Ans: Property tax = Rs. 32460
Tax rate = 5%
Value of property = ?
5% of value of property = 32460
5 100
×value of property = 32460, Value of property = 32460
100 5
= Rs. 649200
CSS Primary Standard “ Mathematics” 79
ii. Rs. 6550
Ans: Property tax = Rs. 6550
Tax rate = 5%
Value of property = ?
5% of value of property = 6550
5
×value of property = 6550
100
100
Value of property = 6550 Rs. 131000
5
Q.5 Ibrahim wait to buy some items with 17% general sales tax impose on it calculate
the amount that Ibrahim has to pay for each times.
i. Cycle = Rs. 6000
Ans: Price of cycle = Rs. 6000
Tax rate = 17%
Cycle tax = ?
Cycle tax = 17% of 6000
17
= 6000 Rs.1020
100
Amount = Rs. 7020
ii. Skating shoes = Rs. 2700
Ans: Tax rate = 17%
= 17% of 2700
17
= 2700 Rs.459
100
Amount = Rs. 459+2700=Rs.3159
iii. Video game = Rs. 5600
Ans: Tax rate = 17%
Video game tax = 17% of 5600
17
= 5600 Rs.952
100
Amount = Rs. 952+5600=Rs.6552
iv. Bag = Rs. 2300
Ans: Tax rate = 17%
Bag tax = 17% of 2300
17
= 2300 Rs.391
100
Amount = Rs. 319+2300=Rs.2691
Q.6 How much amount Ajmal has to pay if he buys an item of Rs. 1700 with GST 17%
impose on it.
Ans: Rate of GST = 17%
CSS Primary Standard “ Mathematics” 80
Price of item = Rs. 1700
Amount Ajmal has to pay = 17% of 1700
17
= 1700 Rs.289 = Rs. 289
100
Amount = Rs. 700+289 = Rs.1989
Q.7 Shazia paid the property tax of Rs. 5690 at the rate of 5%. Find the worth of her
property.
Ans: Property tax = Rs. 5690
Tax rate = 5%
Value of property = ?
5% of value of property = Rs. 5690
5
×value of property = Rs. 5690
100
100
Value of property = 5690 × = 113800 Rupees
5
Q.8 The price of motorcycle is Rs.75000 inclusive 17% GST. What is the original price
of the motorcycle?
Ans: Price of moter cycle with GST = Rs. 75000
17
GST = 1700 75000
100
GST = Rs.12750
Original price = Price of motorcycle with GST – GST
= 75000 – 12750 Rs. 62250
Exercise (7b)
Q.1 Find the cost price of a bicycle of 15% profit on it is Rs. 677?
Ans: 15% of cost price = Rs. 677
15
×cost price = Rs. 677
100
100
Cost price = 677 Rs. 4513.34
15
Q.2 Saima bought an oven for Rs. 15000 and spent Rs. 3000 more on it what should be
the selling price if she wants to get 13% profit?
Ans: Cost Price of oven = 15000
After spending Rs. 3000, the price of oven = 15000 + 3000
= Rs 18000
13
13% of 18000 = 18000
100
= 2340
Profit = Selling Price – C.P
Selling price = Profit + C.P
= 2340 + 18000 = Rs. 20340
CSS Primary Standard “ Mathematics” 81
Q.3 Anoral bought a smart phone for Rs. 80,000 and paid a markup price of Rs. 20,000
for 2 years, what markup rate did she pay?
Ans: Principal = P = Rs. 80,000
Markup = Rs. 20,000
Period = 2 year
Markup rate = R = ?
R×P×T
As Markup =
100
Markup ×100
R=
PT
25
1 50
20 , 000 ×100
= R = 12.5% per year
2 4 80 000 2
Q.4 If a principal amount of bed is 60,000 @ 7% per annum for 3 years. What would be
the markup value on it?
Ans: Principal = P = Rs. 60,000
Markup rate = 7%
Time = 3 years
Markup = ?
RPT
As Markup =
100
60,0000 ×7×3
Markup = Rs. 12600
100
Q.5 If a person bought an air-plane ticket for Rs. 75,000 and sold it for Rs. 76,500. Find
percentage of profit.
Ans: C.P = Rs. 75,000
S.P = Rs. 76,500
Propfit = 76,500 –75,000 Rs. 1,500
Profit 1500
Profit % = 100 100 2%
C.P 75000
Q.6 Aslam purchased a house for 1,200,000 and sold it for 1,400,000. How much profit
did he make.
Ans: Profit = S.P – C.P Profit = 1,400,000 – 1,200,000 = Rs. 200,000
Q.7 The cost of pizza is Rs. 1000 and it is sold for Rs. 1100. What is the % age of profit?
Ans: C.P = Rs. 1000
S.P = Rs. 1100
Profit = S.P – C.P
= Rs. 1100 – Rs. 1000 Rs. 100
Profit 100
Profit = 100 100 = 10%
C.P 1000
CSS Primary Standard “ Mathematics” 82
Q.8 Find the missing values by using the formula.
Markup Principal Time Markup rate
amount
1 Rs. 2152.5 Rs. 20500 3.5%
2 Rs. 670 2 years 10%
3 Rs. 1550 4 years 5%
4 Rs. 480 Rs. 1890 7 years
5 Rs. 950 6 years 2.5%
i.
Ans: Markup = Rs. 2050
P = Rs. 20500
T=?
Markup rate = R = 3.5%
P×R ×T
Markup =
100
Markup 100 2050 100
T= = 3 years
PR 20500×3.5
ii.
Ans: Markup rate = R = 10%
T = 2 years
P = 670
Markup = ?
P×R ×T
Markup =
100
67 0 1 0 2
= Rs. 134
10 0
iii.
Ans: Markup = Rs. 1,550
P=?
T = 4 years
R = 5%
P×R ×T
Markup =
100
Markup 100 1550 100
P = Rs. 7,750
RT 5×4
iv.
Ans: Markup = Rs. 480
P = 1890
T = 7 years
R=?
P×R ×T
Markup =
100
1890RT 480 100
R = R = 3.63%
100 1890×7
CSS Primary Standard “ Mathematics” 83
v.
Ans: Markup = Rs. 950
T = 6 years
R = 2.5%
P=?
P×R ×T
Markup =
100
Markup×100 950 100
P = P = Rs. 6333.33
RT 6×2.5
Classroom Activity:
Ask your mother how much tola gold is she hare and calculate the zakat she would pay
after one year as per recent rate of gold.
Solution:Mother have gold = 15 Tolas
Rate of gold = Rs. 54000 per tola.
Rate for 15 tola gold = Rs. 54000 × 15 Rs. 810000
Rate of zakat = 2.5%
Amount of zakat = 2.5% of 810000
2.5
= 810000 Rs. 20250
100
If your father has 5 kanal tube well irrigated land. What is the yield and what ushr will he pay?
Solution: Yield of mangoes in 5 kanal land = 95000 kilogram
Sale price of mangoes = Rs. 130.
Total sale price = 95000 × 130 = Rs. 12350000
Rate of Ushr = 5%
5
Amount of Ushr = 5% of 12350000 = 12350000 Rs. 617500
100
Exercise (7c)
Q.1 Find Zakat on the following amounts.
i. Rs. 89,500
Ans: Rate of Zakat = 2.5%
Amount of Zakat = ?
Amount of Zakat = 2.5% of 89500
2.5
= 89500 Rs. 2237.5
100
ii. Rs. 155,000
Ans: Rate of Zakat = 2.5%
Amount of Zakat = ?
Amount of Zakat = 2.5% of 155000
2.5
= 155000 Rs. 3875
100
CSS Primary Standard “ Mathematics” 84
Q.2 Asher paid amount of Rs. 60,000 as Zakat. How much wealth did he have?
Ans: Amount of Zakat = 60,000
Rate of Zakat = 2.5%
2.5% of wealth = Rs. 60,000
2.5
×wealth = Rs. 60,000
100
60,000
Wealth = 100 Rs. 2,400,000
2.5
Q.3 Find Ushr on the following amounts:
i. Rs. 65,780
Ans: Amount = Rs. 65,780
Rate of Ushr = 5%
Ushr amount = ?
5
Ushr amount = 5% of Rs. 65,780 65, 780 Rs. 3,289
100
ii. Rs. 86,550
Ans: Rate of Ushr = 5%
Ushr amount = ?
5
Ushr amount = 5% of 86,550 86, 550 Rs. 4327.5
100
Q.4 Naeem paid Rs. 6,780 as Ushr at the rate of 10%. What is the amount he had
earned?
Ans: Usher amount = Rs. 6,780
Rate of Ushr = 10%
Amount he earned = ?
10% of earned amount = Rs. 6,780
10
× earned amount = Rs. 6,780
100
100
Earned amount = Rs. 6,780 × Rs. 67,800
10
Q.5 How much amount of Ushr a farmer has to pay if he earned Rs. 90,500 while the
rate of Ushr is 5%.
Ans: Earned amount = Rs. 90,500
Rate of Ushr = 5%
Amount of Ushr = ?
Amount of Ushr = 5% of Rs. 90,500
5
= Rs. 90, 500 = Rs. 4,525
100
CSS Primary Standard “ Mathematics” 85
Q.6 How much Ushr Usman has to pay if he earn Rs. 676,550 by selling rice?
Ans: S.P = 676,550
Rate of Ushr = 5%
Amount of Ushr = 5% of 676550 = Rs. 33827
Q.7 Rs. 6730 has been paid as Ushr. Find the total amount for which Ushr has been
paid.
Ans: Amount of Ushr = Rs. 6,730
Rate of Ushr = 5%
5% of total amount = Rs. 6,730
5
×total amount = Rs. 6,730
100
100
Total amount = Rs, 6730 Rs. 134,600
5
Review Exercise 7
Q.1 Choose the correct answer and fill the circle.
i. Who pays the sale tax:
sale man buyer importer exporter
ii. Rate of sale tax is:
10% 16% 25% 35%
iii. GST on tea bags worth Rs. 500@16% is:
Rs. 80 Rs. 75 Rs.78 Rs. 100
iv. Which of the following is correct
MRT MRP MPT PRT
P= T= R= M=
100 100 100 100
v. Nisab for Gold is:
1
8 tolas 7 tolas 7 tolas 20 tolas
2
vi. Nisab for silver is:
1
30 tolas 80 tolas 52 tolas 60 tolas
2
vii. Rate of Zakat on minerals or buried wealth is:
2.50% 5% 3% 4%
viii. The rate of property tax for recorded value is:
6% 2% 18% 0.2%
ix. Ushr is payable after:
one year six month every harvest all of thes
x. Government levies taxes to collect money to:
construct roads pay salaries to its employees
build army all of these
CSS Primary Standard “ Mathematics” 86
Q.2 Answer the following questions:
i. What are the rates of Zakat and Ushr fixed by islam?
Ans: The rate of zakat is 2.5%
The rate of Ushr is 10% for land irrigated by natural sources and 5% for land irrigated by
artificial sources.
ii. Find the amount of money a man has to pay on an article marked as Rs. 550
included 16% GST.
16
Ans: 16% of 550 = 550 = 88
100
Now the amount of man which have to pay = Rs. 550 + 88 = Rs. 638
iii. Rs. 1590 is paid as zakat. Find the total amount of money on which the zakat is paid.
Ans: Amount of zakat = Rs. 1,590
Total amount = ?
Rate of zakat = 2.5%
2.5% of total amount = Rs. 1,590
2.5
×total amount = 1590
100
100
Total amount = 1590 = Rs. 63,600
2.5
iv. Find the percentage of GST if Nayel bought a coat for Rs. 4,000 and paid Rs. 650
more as GST.
Ans: C.P = Rs. 4,000
GST = Rs. 650
650
% GST = 100 = 16.25%
4000
v. If a TV is sold for Rs. 30,000 with profit of 20%, find the cost price of TV.
Ans: S.P = Rs. 30,000
% profit = 20%
C.P = ?
Profit
As profit% = 100
S.P
S.P
20 = Profit
100
20 30,000
= Profit
100
Profit = 6,000
As we know profit = S.P – C.P
C.P = S.P – Profit
= 30,000 – 6000 = Rs. 24,000
CSS Primary Standard “ Mathematics” 87
vi. Rehman has 3,000 kilogram rice. The price of rice is Rs. 110 per kilograms. Find the
Ushr that he will pay.
Ans: Total yield of rice = 3,000 kilograms
Price of rice = Rs. 110 per kilograms
Total price = 110 × 3,000
= 330,000
Rate of Ushr = 10%
Amount of Ushr = 10% of 330,000
10
= 3300 00
100
= Rs. 33,000
vii. Saleem has a house of so lac rupees. How much property tax will he has to pay after
one year if the rate of property tax is 5%.
Ans: Property value = Rs. 8,000,000
Tax rate = 5%
Amount of tax = ?
Amount of tax = 5% of 8,000,000
5
= 8, 000, 000
100
= Rs. 400,000
viii. Anoral has an amount of Rs. 106,000 in a year. How much will she pay as zakat?
Ans: Property value = Rs. 106,000
Tax rate = 2.5%
Amount of zakat = ?
Amount of zakat = 2.5% of 106,000
2.5
= 106,000
100
= Rs. 2650
ix. Find the amount of Ushr a person has to pay. If the rate of Ushr is 5% and produce
is of Rs. 1450,000?
Ans: Total amount = Rs. 1,450,000
Tax rate = 5%
Amount of Ushr = ?
Amount of Ushr = 5% of 1400,000
5
= 1, 450,0 00
100
= Rs. 72,500
CSS Primary Standard “ Mathematics” 88
Unit No. 8
Algebra
Lesson # 1
Teacher Objective:
To introduce a constant.
To revise variable.
To revise literal.
To revise algebraic expression.
To introduce polynomial.
To recognize a monomial, binomial and trinomial.
To explain addition of two or more polynomials.
To explains subtraction of a polynomial from another polynomial.
To explain the multiplication of monomial with monomial/binomial/trinomial.
To explain the simplification of algebraic expression involving addition, subtraction and
multiplication.
To identify and explain the verification of algebraic identities. Such as (x + a) (x + b) = x2
+ (a + b) x + ab, (a + b)2 = a2 + 2ab + b2, (a–b)2 = a2 –2ab + b2, a2 – b2 = (a + b) (a – b).
To explain the factorization of algebraic expression by using algebraic identities.
To explain the factorization of algebraic expression by making groups.
Learning Outcomes: At the end of this unit, the students will be able to:
Define constant as a symbol having a fixed numerical value.
Recall variable as a quantity which can be take various numerical values.
Recall literal as an unknown number represented by an alphabet.
Recall algebraic expression as a combination of constants and variables connected by
signs of fundamental operations.
Define polynomial as a an algebraic expression in which the power of variables all whole
numbers.
Identify a monomial, a binomial and a trinomial as a polynomial having one term, two
terms and three terms respectively.
Add two or more polynomials.
Subtract a polynomial from another polynomial.
Find the product of:
Monomial with monomial. Monomial with binomial/trinomial
Binomial with binomial/trinomial
Simplify algebraic expression involving addition subtraction and multiplication.
Recognize and verify the algebraic identities:
CSS Primary Standard “ Mathematics” 89
(x + a) (x + b) = x2 + (a + b) x + ab (a + b)2 = a2 + 2ab + b2
(a – b)2 = a2 –2ab + b2 a2 – b2 = (a + b) (a – b)
Factorize an algebraic expression (using algebraic identities).
Factorize an algebraic expression (making groups).
Teacher Material:
CSS Middle Standard Mathematics Book 7.
Writing board Marker Eraser.
Procedure:
Begin by introducing book material. Greet students
Ask them about algebra
Ask them about constants and variables Invite them for book reading.
(i) 5+3=8
Ans: 5, 3, 8 are constants.
(ii) x–y
Ans: x, y are variables.
(iii) a3 – a2 + a = 0
Ans: a is variable, 0 is constant.
(iv) 0
Ans: 0 is constant.
(v) 2x4y ÷ 5x
Ans: x, y are variable, 2, 5 are coefficient.
(vi) x
Ans: x is variable.
(vii) y – 27
Ans: y is variable, 27 is constant.
x
(viii)
y
Ans: x, y are variables
(ix) a × b
Ans: a, b are variables.
Which of the following are algebraic expression or polynomials and also tell degree of
polynomial.
(i) z2 + z
Ans: This is polynomial of degree 2.
(ii) x4+x2y + 2
Ans: This is an polynomials of two variables.
(iii) 4abc + 7 a2b2c + a2bc
Ans: This is a polynomial of degree 5.
(iv) 2x + 7y
Ans: This is an algebraic expression.
(v) 7 x + 4y
Ans: This is an algebraic expression.
CSS Primary Standard “ Mathematics” 90
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
Exercise (8a)
Q.1 Which of the following are algebraic expression or polynimials and also tell degree
of the polynomials.
i. 2x + 3
Ans: It is polynomial of degree 1.
ii. x – y + xy
Ans: It is polynomial of degree 2.
iii. x2y + xy + x
Ans: It is polynomial of degree 3.
iv. x2 – 3y + 5
Ans: It is polynomial of degree 2.
1
v. x–1 + +2
y2
Ans: It is not a polynomial.
vi. a3b2 + a2b2
Ans: It is polynomial of degree 5.
7
vii. –4y + 3x2
3
Ans: It is polynomial of degree 2.
1
viii. x–
x
Ans: It is not a polynomial.
ix. x5
Ans: It is not a polynomial.
1 1
x.
a2 a
Ans: It is not a polynomial.
CSS Primary Standard “ Mathematics” 91
a2 + 2ab + b2
xi.
ab
Ans: It is not a polynomial.
xii. –7a + 8b + 9c
Ans: It is polynomial of degree 1.
Classroom Activity:
Find the verticle sum of 3x2 + 2x + 7, 9x2 + 11x –4
3x2 + 2x + 7
9x2 + 11x – 4
12x2 + 13x + 3
Find the horizontal sum of a2 + 5b – 4, a2 – 9, –7b + 3
Solution: a2 + 5b – 4 + (a2 – 9) + (–7b + 3) = a2 + 5b – 4 + a2 – 9 – 7b + 3
= a2 + a2 + 5b – 7b – 4 –9 + 3
= 2a2 – 2b –10
Subtract 5x – 7 from 8x – 10 by using horizontal method.
Solution:
(8x – 10) – (5x – 7) = 8x – 10 – 5x + 7
= 8x – 5x – 10 + 7
= 3x – 3
Subract 7a – 3 from 10a – 7 using verticle method.
Solution:
10a – 7
– 7a – 3
3a – 4
Exercise (8b)
Q.1 Add the following using horizontal and vertical method.
i. x + y + z , 2x + 3y
Ans:
Horizontal method Vertical method
x + y + z + 2x + 3y x+y+z
= x + 2x + y + 3y + z 2x + 3y
3x + 4y + z
= (2 + 1) x + (3 + 1)y + z
= 3x + 4y + z
ii. 46x2 + 9y2 + z , 6x2 + z + 5
Ans:
Horizontal method Vertical method
2 2 2
46x + 9y + z + 6x + z + 5 46x2 + 9y2 + z
= 46x2 + 6x2 + 9y2 + z + z + 5 6x2 +z+5
2 2 2 2
= 52x + 9y + 2z + 5 52x + 9y +2z+5
CSS Primary Standard “ Mathematics” 92
iii. 10x3 –x2 + 5x + xy + 7 , –20x3 – 9x + 11xy + 21
Ans:
Horizontal method Vertical method
10x3 – x2 + 5x + xy + 7 + (–20x3 – 9x + 11xy + 10x3 –x2 + 5x + xy + 7
21) –20x3 – 9x + 11xy + 21
= 10x3 – 20x3–x2 + 5x –9x + xy + 11xy + 7 + 21 –10x – x2 –4x +12xy+28
3
= –10x3 – x2 – 4x + 12xy + 28
iv. p2q2 + p2 + q2, 5p2q2 – 3p2 + 3 , –14 p2 q2 – 7q2 – 6
Ans:
Horizontal method Vertical method
p2q2 + p2 + q2 + 5p2q2 – 3p2 + 3 – 14p2q2 – 7q2 – 6 p 2 q2 + p 2 + q 2
= p2q2 + 5p2q2 – 14p2q2 + p2 – 3p2 + q2 – 7q2 – o + 3 – 6 5p2q2 – 3p2 + 3
= –8p2q2 – 2p2 – 6q2 –3 –14p2q2 – 7q2 – 6
–8p2q2 – 2p2 – 6q2 –3
v. 6x2 + 7y2 – 29 , –7x2 + 3y2 + 74– 48
Ans:
Horizontal method Vertical method
6x2 + 7y2–29 –7x2+ 3y2 + 74 – 48 6x2 + 7y2–29
= 6x2– 7x2 + 7y2 + 3y2 – 29 + 74 – 48 –7x2+ 3y2 + 74
– x2 + 10y2 –3 – 48
–x + 10y2 –3
2
Q.2 Subtract the following using horizontal and vertical method.
i. x + y + 2 from 2x + 3y + 2
Ans: Horizontal method
x+y+2
2x 3y 2
–x –2y
ii. 3s + 4t – 17u from s – 9t + 59
Ans: Horizontal method Vertical method
s – 9t + 59 – (3s + 4t – 17u) s – 9t + 59
= s – 3s – 9t – 4t + 59 + 17u 3s 4t 17u
= –2s – 13+17 u + 59 – 2s – 13 + 17u + 59
iii. 5a3 + 7a2 + 2a – 11 from –3a + 5 –2a2 + 5a3
Ans: Horizontal method Vertical method
–3a + 5 – 2a2 + 5a3 – (5a3 + 7a2 + 2a – 11) –3a + 5 – 2a2 + 5a3
= –3a + 5 – 2a2 + 5a3 5a3– 7a2 – 2a + 11 2a 11 7a2 5a3
= –3a – 2a + 5 + 11– 2a2 – 7a2 + 5a3 –5a3
= –5a + 16 – 9a2 – 5a + 16 – 9a2
CSS Primary Standard “ Mathematics” 93
iv. a2 + b2 – ab from a2 – b2 + 2ab
Ans: Horizontal method Vertical method
a2 – b2 + 2ab – (a2 + b2 – ab) a2 – b2 + 2ab
= a2 – b2 + 2ab – a2– b2+ ab a2 b2 ab
= a2– a2 – b2 – b2 + 2ab + ab
=–2b2+3ab –2b2 + 3ab
v. 2x3 – 8x2 from 3a5 + 9a4 + 28
Ans:
Horizontal method Vertical method
3a5 + 9a4 + 28 – (2x3 – 8 x 2) 3a5 + 9a4 + 28
= 3a5 + 9a4 + 28 – 2 x 3+ 8 x 2 2 x3 8 x2
= 3a5 + 9a4 – 2 x 3 + 8 x 2 + 28
3a5 + 9a4 + 28 – 2x3 + 8x 2
Exercise (8c)
Q.1 Simplify the following.
i. (5a3) (2a2)
Ans: = (5 × 2) a3+2
= 10a5
ii. (x – 2) (x2 + 5)
Ans: = x(x2 + 5) – 2(x2 + 5)
= x1+2 + 5x – 2x2 – 10
= x3 + 5x – 2x2 – 10
= x3 – 2x2 + 5x – 10
iii. 2a(3a2 – 3b2 + 3ab)
Ans: = (2 × 3) a1+2– (2×3) ab2 + (2 × 3) a1+1b
= 6a3 – 6ab2 + 6a2b
iv. (2x2 – 4y) (7x2 + 6y + 3)
Ans: = (2x2 – 4y) (7x2 + 6y + 3)
= 2x2(7x2 + 6y + 3) – 4y(7x2 + 6y + 3)
= (2 × 7) x2+2 + (2 × 6)x2y + (2 × 3) x2 – (4 × 7) x2y – (4 × 6) y1+1 – (4 × 3)y
= 14x4 + 12x2y – 28x2y + 6x2 – 24y2 – 12y
= 14 x4 – 16x2y + 6x2 – 24y2 – 12y
v. (a + b) (a – b)
Ans: = a(a – b) + b(a – b)
= a1+1 – ab + ba – b1+1
= a2 – ab + ab – b2
= a 2 – b2
CSS Primary Standard “ Mathematics” 94
vi. (x + y) (x2 + y2 + z2)
Ans: = x(x2 + y2 + z2) + y(x2 + y2 + z2)
= x1+2 + xy2 + xz2 + yx2 + y1+2 + yz2
= x3 + xy2 + xz2 + x2y + y3 + yz2
vii. (x + 9) (x2 – 3x + 3xz)
Ans: = x(x2 – 3x + 3xz) + 9 (x2 – 3x + 3xz)
= x1+2 –3x1+1 + 3x1+1z + 9x2 – (9 × 3)x + (9 × 3)xz
= x3 – 3x2 + 3x2z + 9x2 – 27x + 27xz
viii. (a3 + b3 + c3) (a2 – b2 – c2)
Ans: = a3(a2 – b2 – c2) + b3(a2 –b2 – c2) + c3(a2 – b2 – c2)
= a3+2 – a3b2 – a3c2 + b3a2 – b2+3 – b3c2 + c3a2 – c3b2 – c3+2
= a5 – a3b2 – a3c2 + b3a2 – b5 – b3c2 + c3a2 – c3b2 – c5
= a5 – b5 – c5 – a3b2 – a3c2 + a2b3 – b3c3 + a2c3 – b2c3
Q.2 Solve the following.
i. 2x(x +xy) – 7(x2 – z3) + 29(2x2 – y2)
Ans: = 2x1+1 – 2x2y – 7x2 + 7z3 + (29 × 2) x2 – 29y2
= 2x2 – 2x2y – 7x2 + 7z3 + 58 x2 – 29y2
= 2x2 – 7x2 + 58x2 – 2x2y – 7z3 – 29y2
= 53x2 – 2x2y – 7z3 – 29y2
ii. (11x + 2) (22 x3 – 68x2y – xy2) – 23y(23x + 4y)
Ans: = 11x(22x3 – 68x2y – xy2) + 2(22x3 – 68x2y – xy2) – (23 × 23) yx – (23 ×4) y1+1
= (11 × 22) x1+3 – (11 × 68) x1+2y – (11×1) x1+1y2 + (2×22) x3 – (2×68)
x2y – 2xy2 – 529xy – 92y2
= 242x4 – 748x3y – 11x2y2 + 44x3 – 136x2y– 2xy2 – 529xy – 92y2
iii. (a + b) (a2 + 2ab + b2) – 2a2b
Ans: = a(a2 + 2ab + b2) + b(a2 + 2ab + b2) –2a2b
= a1+2 + 2a1+1b + ab2 + ba2 + 2ab1+1 +b1+2 –2a2b
= a3 + 2a2b + ab2 + a2b + 2ab2 + b3 – 2a2b
= a3 + a2b + 3ab2+ b3
iv. (x3+y3) (x+y+3(x+y))
Ans: (x3+y3) (x+y+3 (x+y))
(x3+y3) (x+y+3x+3y)
= (x3+y3) (4x+4y)
= x3(4x+4y)+y3 (4x+4y)
–4x4+4x3y+4xy3+4y4 = 4 (x4+x3y+xy3+y4)
v. (9x2 – 5x +4) (25 – x2 + 7xy)
Ans: = 9x2(25 – x2 + 7xy) – 5x(25 – x2 + 7xy) + 4(25 – x2 + 7xy)
= (9 × 25) x2 – 9x2+2 + (9 × 7) x2+1y – (5 × 25) x + 5x1+2 – (5 × 7) x1+1y + (4 × 25) – 4x2 +
(4 × 7) xy
CSS Primary Standard “ Mathematics” 95
= 225x2 – 9x4 + 63x3y – 125x + 5x3 – 35x2y + 100 – 4x2 + 28xy
= 225x2 – 4x2 –9x4 + 63x3y – 125x + 5x3 – 35x2y + 100 + 28xy
= 221x2 – 9x4 + 63x3y – 125x + 5x3 – 35x2y + 100 + 28xy
= –9x4 + 5x3 + 63x3y + 221x2 – 35x2y – 125x + 28xy + 100
Exercise (8d)
Q.1 Evaluate using identity.
i. (a – 5) (a + 17)
Ans: = a2 + (–5 + 17) a + (–5) × 17 = a2 + 12a – 85
ii. (28x – 7) (x + 21)
Ans: = (28x × x) + (28 × 21 – 7) x + (–7) × 21
= 28x2 + (588 – 7) x – 147 = 28x2 + 581x – 147
iii. (S + P) (S – P)
Ans: = S2 + (1 × –1 + 1 × 1) SP + P × (–P)
= S2 + (–1 + 1) SP – P2 = S2 + 0 – P 2 = S 2 – P2
7 2
iv. x + y x + 7y
8 3
7 2 7 2
Ans: = x x × 7 +1× xy + (y×7y)
8 3 8 3
14 2 147 +16 14 2 163 14x 2 +163xy+168y 2
= x xy + 7y 2 = x xy + 7y
2
24 24 24 24 24
v. (3a – 4) (3a – 3)
Ans: = 3a × 3a + [(3 × – 3 + 3× – 4)] a + (–4) × (–3)
= 9a2 + (–9 –12) a + 12 = 9a2 – 21a + 12
Q.2 Evaluate the following.
i. (x+4)2
Ans: = (x + 4)2 = (x + 4) (x + 4) = x2 + ( 4 + 4) x + 4 × 4 = x2 + 8x + 16
ii. (p+q)2
Ans: = (p + q)2 = (p + q) (p + q) = p + (1 + 1) pq + q × q = p2 + 2pq + q2
iii. (y + 36x)2
Ans: = (y + 36x)2 = (y + 36x) (y + 36x) = y × y + (36 + 36) xy +1296 x × x
2 2
= y + 72 xy + 1296x
iv. (x2 + y2)2
Ans: (x2 + y2)2 = (x2 + y2) (x2 + y2) = x2 × x2 + (1 + 1) x2y2 + y2 × y2
= x4 + 2x2y2 + y4
Q.3 Evaluate.
i. (36 – y)2
Ans: = (36)2 – 2 (36) (–y) + (y2) = 1296 – 72y + y2
ii. (3x – y)2
Ans: = (3x)2 - 2(3x) (y) + (y)2 = 9x2 – 6xy + y2
CSS Primary Standard “ Mathematics” 96
iii. (p – q)2
Ans: = (p)2 – 2 (p) (q) + q2 = p2 – 2pq + q2
2
1
iv. x –
x
2
2 1 1 1
Ans: = (x) – 2 (x) = x2 – 2 +
x x x2
Q.4 Solve the following
i. (x–6) (x + 6)
Ans: = (x)2 – (6)2 = x2 – 36
ii. (3x + 4) (3x – 4)
Ans: = (3x)2 – (4)2 = 9x2 – 16
1 1
iii. x – x +
x x
2
1 1
Ans: = (x)2 – = x2 –
x x2
7 7
iv. x + y x y
8 8
2
7 49 2
Ans: = x (y)2 = x y2
8 64
v. (xyz + 1) (xyz – 1)
Ans: = (xyz)2 – (1)2 = x2y2z2 – 1
Exercise (8e)
Q.1 Solve the following.
i. 908 × 908
Ans: = (908)2 = (900 + 8)2 = (900)2 + 2(900) (8) + (8)2
= 810000 + 14400 + 64 = 824464
ii. 697 × 697
Ans: = (697)2 = (700 – 3)2 = (700)2 – 2(700) (3) + (3)2
= 490000 – 4200 + 9 = 485,809
2
iii. (97)
Ans: = (100 – 3)2
= (100)2 – 2(100) (3) + (3)2 = 10000 – 600 + 9 = 9409
iv. 47 × 53
Ans: = (50 – 3) × (50 + 3) = (50)2 – (3)2 = 2500 – 9 = 2491
v. 193 × 207
Ans: = (200 – 7) × (200 + 7) = (200)2 – (7)2 = 40000 – 49 = 39951
2
vi. (102)
Ans: = (100 + 2)2 = (100)2 + 2(100) (2) + (2)2 = 10000 + 400 + 4 = 10404
CSS Primary Standard “ Mathematics” 97
1 1
Q.2 If x+ = 9 find x 2 + 2
x x
2 2
1 1 1
Ans: x+ = (9)2 = x +2(x) 81
2
x x x
1 1 1
= x 2 +2 + 2 81 = x 2 + 2 81 2 = x 2 + 2 79
x x x
Q.3 If p+q = 7 pq = 8 find p2+q2
Ans: p + q = 7 = (p + q)2 = (7)2
p2 + 2 (p) (q) + q2 = 49 = p2 + 2pq + q2 = 49
p2 + 2(8) + q2 = 49 = p2 + 16 + q2 = 49
p2+q2 = 49 – 16 = p2 + q2 = 33
1 1
Q.4 If x – = 12 find x 2 + 2
x x
2 2
1 1 1 1
Ans: x = 12 = x = (12)2 = x 2(x) 144
2
x x x x
1 1 1
= x 2 2 2 144 = x 2 + 2 144 2 = x 2 + 2 146
x x x
Q.5 Find out unknown terms.
i. x2 – 36 = (x + 6) ( )
Ans: x2 – 36 = (x)2 – (6)2
= (x + 6) (x – 6)
2
x – 36 = (x + 6) (x – 6)
ii. (2a – 7b)2 = 4a2 – ( ) ab + 49b2
Ans: (2a – 7b)2 = (2a)2 – 2(2a) (7b) + (7b)2
= 4a2 – 28ab + 49b2
(2a – 7b)2 = 4a2 – 28ab + 49b2
iii. (7p + 4q)2 = 49p2 + 56pq + ( )
Ans: (7p + 4q) = (7p) + 2(7p) (4q) + (4q)2
2 2
= 49p2 + 56pq + 16q2
(7p + 4q)2 = 4p2 + 56pq + 16q2
iv. (x + 9) (x – 7) = x2 + ( ) x – 63
Ans: (x + 9) (x – 7) = x(x – 7) + 9(x – 7)
= x2 – 7x + 9x – 63
= x2+ 2x – 63
(x + 9) (x – 7) = x2 + 2x – 63
v. (2a – 5) (2a – 6) = 4a2 – 22a + ( )
Ans: (2a –5) (2a – 6) = 2a(2a – 6) – 5(2a – 6)
= 4a2 – 12a – 10a + 30
= 4a2 – 22a + 30
(2a – 5) (2a – b) = 4a2 + 22a + 30
CSS Primary Standard “ Mathematics” 98
Exercise (8f)
Q.1 Factorize the following.
i. (pq + qr) ii. x3y3 +x2y – x
Ans: = q(p+r) Ans: = x(x2y3+xy – 1)
iii. 9y2 – 6y + 3 iv. 24x2 – 36xy
Ans: = 3(3y2 – 2y + 1) Ans: = 12x(2x – 3y)
v. y(x – a) –b(x – a) vi. 9x2 – 12xy + 4y2
Ans: = (x – a) (y – b) Ans: = (3x)2 – 2(3x)(2y) – (2y)2
= (3x – 2y)2 (3x – 2y) (3x – 2y)
vii. 243x2 + 54x +3
Ans: = 3(81x2 + 18x + 1) 3[(9x)2 + 2(9x) (1) + (1)2]
3[(9x + 1)2] 3 (9x + 1) (9x + 1) (27x + 3) (9x + 1)
viii. x4 + 2x2 + 1
Ans: = (x2)2 + 2(x2) (1) + (1)2 = (x2 + 1)2 (x2 + 1) (x2 + 1)
ix. x2 – 18xy + 81y2
Ans: = (x)2 – 2(x)(9y) + (9y)2 = (x – 9y)2 (x – 9y) (x – 9y)
16 2 49
x. x 2 xy + y 2
49 16
2 2 2
4 4 7 7 4 7 4 7 4 7
Ans: = x 2 x y + y = x y x– y x– y
7 7 4 4 7 4 7 4 7 4
Exercise (8g)
Q.1 Factorize the following.
i. x2 – 9
Ans: = (x)2 – (3)2 = (x + 3) (x – 3)
1
ii. x2
x2
2
1
Ans: = (x) – = x x
2 1 1
x x x
iii. 4x2 – 36y2
Ans: = (2x)2 – (6y)2 = (2x + 6y) (2x – 6y)
4 4
iv. p –q
Ans: = (p2)2 – (q2)2 = (p2 + q2) (p2 – q2)
= (p2 + q2) ((p)2 – (q)2) = (p2 + q2) (p + q) (p – q)
Q.2 Factorize.
i. (450)2 – (150)2
Ans: = (450 + 150) (450 – 150)
= (600) (300) = 180000
CSS Primary Standard “ Mathematics” 99
ii. (3.74)2 – (1.26)2
Ans: = (3.74 + 1.26) (3.74 – 1.26) = (5) (2.48) = 12.4
2 2
iii. (497) – (3)
Ans: = (497 + 3) (497 –3) = (500) (494) = 247000
Q.3 Factorize.
i. x – my + mx – y
Ans: = x + mx – my – y = x( + m) – y(m + ) = ( + m) (x – y)
2
ii. n + 5n – n – 5
= n(n + 5) –1(n + 5) = (n + 5) (n – 1)
2
iii. 2xy – 6y + x – 3y
Ans: = 2y (x – 3y) + 1 (x – 3y) = (x – 3y) (2y + 1)
iv. t2 – 5t + t – 5
Ans: = t(t – 5) + 1(t – 5) = (t – 5) (t + 1)
2 2
v. a b + 7ab – ab – 7
Ans: = ab(ab + 7) – 1(ab + 7) = (ab + 7) (ab – 1)
vi. a2 + 5a – 7a – 35
Ans: = a(a + 5) – 7(a + 5) = (a + 5) (a – 7)
2
vii. x + 5x – x – 5
Ans: = x(x + 5) – 1(x + 5) = (x + 5) (x – 1)
2 2
viii. x y + 6xy – xy – 6
Ans: = xy(xy + 6) – 1(xy + 6) = (xy + 6) (xy –1)
ix. 10x2 + 5x + 20x + 10
Ans: = 5x (2x + 1) + 10(2x + 1) = (2x + 1) (5x + 10)
Review Exercise 8
Q.1 Choose the correct answer and fill the circle.
i. Sum of (3x – 7) and (4x – 8) is:
x–1 7x 7x – 15 7x + 15
2 2
ii. (a + b) – (a – b) = ?
2ab 2(a2 + b2) 4ab a2 + 2ab
2 2
iii. Sum of (a + b) and (a – b) is:
a2 + b 2 2(a2 + b2) 4ab (a + b)2
3 2
iv. 2x – 5x + 1 is the polynomial of degree:
1 2 3 4
v. Sum of 3x + 10x is:
13x2 13x 30x2 30x
vi. a2 + b2 – 2ab=?
a2 – b2 a2 + b 2 (a – b)2 (a + b)2
vii. Square of 95 is:
8025 9050 9025 8125
CSS Primary Standard “ Mathematics” 100
viii. 3x4 + 25x2 + 1 is a polynomial of degrees
1 2 3 4
Q.2 Perform indicated operation:
i. (2 x2 + x – 2) + (–4 x2 + 5 x +6)
Ans: = 2x2 + x – 2 –4 x 2 + 5 x + 6
= 2 x2 – 4 x2 + x + 5 x – 2 + 6 = –2 x 2 + 6 x + 4
ii. (x 2 – x + 1) (x + 1)
Ans: = (x + 1) (x 2 – x + 1)
= x(x2 – x + 1) + 1 (x2 – x + 1)
= x3 – x2 + x + x2 – 1 + 1
= x3 + 1
iii. (2x2 –5x + 6) – (7x2 – x – 6)
Ans:= 2x2 – 5x + 6 – 7x2 + x + 6
= 2x2 – 7x2 – 5x + x + 6 + 6
= –5x2 – 4x + 12
iv. (y – 2x)2
Ans: = (y – 2x)2
= (y)2 – 2(y)(2x) + (2x)2
= y2 – 4xy + 4x2
v. (2x3 – 8) (2x + 5)
Ans: = 2x3(2x + 5) – 8(2x + 5)
= 4x4 + 10x3 – 16x – 40
Q.3 Simplify (4a + 1)(4a – 1) – (4a – 1)2
Ans: (4a + 1) (4a –1) – (4a – 1)2
= (4a – 1) [(4a + 1) – (4a – 1)]
= (4a – 1) [2]
= 8a –2
Q.4 Simplify.
(a + b)2 – (a – b)2
Ans: = (a)2 + 2(a)(b) + (b)2 – [(a)2 – 2(a)(b) + (b)2]
= a2 + 2ab + b2 – (a2 – 2ab + b2)
= a2 +2ab + b2 – a2 + 2ab – b2
= a 2 – a 2 + 2ab + 2ab + b 2 – b 2 = 4ab
Q.5 Factorize
x2(y2 – z2) + y2(x2 – z2) – z2(x2 – y2)
Ans: = x2y2 – x2z2 + y2x2 – y2z2 – z2x2 + z2y2
= x2y2 + x2y2 – x2z2 – z2x2 – y2z2 + z2y2
= 2x2y2 – 2x2z2 = 2x2(y2 – z2)
= 2x2(y2 – z2) = 2x2[(y)2 – (z)2]
= 2x2 (y + z) (y – z)
CSS Primary Standard “ Mathematics” 101
Unit No. 9
Linear Equation
Lesson # 1
Teacher Objective:
To introduce the linear equation in one variable.
To explain different techniques to solve linear equation.
To explain solution of linear equation of the types
ax + b = c
ax+b m
=
cx+d n
To explain solution of real life problems involving linear equations.
Learning Outcomes: At the end of this unit, students will be able to:
Define a linear equation in one variable.
Demonstrate different techniques to solve linear equation.
Solve line equation of the type.
ax + b = c ax+b m
=
cx+d n
Solve real life problems involving linear equation.
Teaching Material:
CSS Middle Standard Mathematics Book 7. Writing Board, Marker and Eraser.
Procedure:
Ask about the equation.
Invite the class for book reading.
Make an equation end add 10 on both sides. Then solve other equation and also verify.
Solution: 7x – 10 = 32
Adding 10 on both sides.
7x – 10 + 10 = 32 + 10
7x = 42
7x 42
= x=6
7 7
Verification: Put x = 6 in eq……. (i)
7 (6) – 10 = 32
42 – 10 = 32 32 = 32 (True)
Solve the following:
y + 7 = 40 + 2, y + 7 = 40 + 2
y + 7 – 2 = 40 + 2 – 2
y + 5 = 40
y + 5 – 5 = 40 – 5 y = 35
CSS Primary Standard “ Mathematics” 102
Tell the students if a linear equation given to you have 8x on left sides an 9 on right side
and you are asked to divide both sides with a number that would simplify the equation.
How would you do that?
Solution: According to given condition the equation is
8x = 9
Now divide both sides by 8
8x 9
=
8 8
9
x=
8
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii Iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
Exercise (9a)
Q.1 Solve the following equations.
i. 2x + 3x = 18
Ans: 2x + 3x = 18 (2 + 3)x = 18 5x = 18
5x 18
3.6 x = 3.6
5 5
ii. x – 3 = – 16
Ans: x – 3 + 3 = – 16 + 3 x = –13
iii. 2x + 3 = 4
2x 1 1
Ans: 2x + 3 – 3 = 4 – 3 2x = 1 x = 0.5
2 2 2
x5
iv. = 12
4
x 5
Ans: ×4=12×4 x – 5 = 48 x – 5 + 5 = 48 + 5 x = 53
4
CSS Primary Standard “ Mathematics” 103
v. x–3=5
Ans: x – 3 + 3 = 5 + 3 x=8
1
vi. x=4
3
1
Ans: x×3 = 4×3 x = 12
3
z
vii. + 3 = 18
3
z z z
Ans: +3 3=18 3 =15 ×3=15 3 z = 45
3 3 3
viii. 6x = 48
6x 48
Ans: = x=8
6 6
1
ix. x=4
16
1
Ans: x×16=4×16 x = 64
16
x. 2x + 10 = 0
2x 10
Ans: 2x + 10 – 10 = 0 – 10 2x = – 10 = x = –5
2 2
xi. 22 + 3y = 38
3y 16 16
Ans: 22 + 3y – 22 = 38 – 22 3y = 16 = y= 5.33
3 3 3
xii. 2x – 9 = 9
2x 18
Ans: 2x – 9 + 9 = 9 + 9 2x = 18 = x=9
2 2
3x
xiii. = 15
5
3x 3x 75
Ans: ×5=15×5 3x = 75 = x= 25
5 3 3
2x + 3
xiv. = 18
2
2x+3
Ans: ×2=18×2 2x + 3 = 36 2x + 3 – 3 = 36 – 3
2
2x 33 33
2x = 33 = x= 16.5
2 2 2
xv. 2y + 3y = 10
5y 10
Ans: (3 + 2)y = 10 5y = 10 = y=2
5 5
Q.2 Find the solution of the following equations.
i. 4x + 1 = 2x + 3
CSS Primary Standard “ Mathematics” 104
Ans: 4x + 1 – 1 = 2x + 3 –1 4x = 2x + 2 4x – 2x = 2x + 2 –2x
2x 2
2x = 2 = ,x = 1
2 2
ii. 2(x – 1) + 8 = 4x – 20
Ans: 2(x – 1) + 8 –8 = 4x – 20 – 8 2(x – 1) = 4x – 28
2x – 2 = 4x – 28 2x – 2 – 2x = 4x – 28 – 2x
–2 = 2x – 28 –2 + 28 = 2x – 28 + 28
26 2 x
26 = 2x = 13 = x x = 13
2 2
65
iii. x = 130
2
65 65x 260
Ans: x ×2=130×2 –65x = 260 = x=–4
2 65 65
iv. 6z – 5 = 3z
Ans: 6z – 5 –3z = 3z –3z 6z –3z – 5 = 0 (6 – 3) z – 5 = 0 3z – 5 = 0
3z 5 5
3z – 5 + 5 = 0 + 5 3z = 5 = z= 1.667
3 3 3
5( x + 3)
v. = 10
5
5(x 3)
Ans: =10 x + 3 = 10 x + 3 – 3 = 10 – 3 x=7
5
3x + 8 x + 7
vi. =
5 2
Ans: The L.C.M of 5,2 is 10 so.
3x+8 x+7
×10= 10 (3x + 8) × 2 = (x + 7) × 5 2(3x + 8) = 5(x + 7)
5 2
6x + 16 = 5x + 35 6x – 5x + 16 = 5x + 35 – 5x
x + 16 = 35 x + 16 –16 = 35 – 16 x = 19
x+3 3
vii. =
x 5 10
x +3 3 3
Ans: × x 5 = ( x 5) x + 3 = (x 5)
x 5 10 10
3
10(x + 3) = 10 × (x 5) 10(x + 3) = 3(x – 5) 10x + 30 = 3x – 15
10
10x + 30 – 3x = 3x – 15 – 3x 10x – 3x + 30 = 3x – 3x – 15 7x + 30 = –15
7x + 30 = –15 7x + 30 –30 = –15 – 30 7x = –45
7x 45 45
=– x= 6.43
7 7 7
viii. 5(x + 3) = 10 (x – 9)
Ans: 5x + 15 = 10x – 90 5x + 15 – 5x = 10x – 90 – 5x
5x – 5x + 15 = 10x – 5x – 90 15 = 5x – 90 15 + 90 = 5x – 90 + 90
CSS Primary Standard “ Mathematics” 105
105 5x
105 = 5x x = 21
5 5
y+7
ix. = 19
5
y+7
Ans: ×5=19×5 y + 7 = 95 y + 7 – 7 = 95 – 7 y = 88
5
7x 9
x. =1
x 18
7x 9
Ans: ×x 18 = 1(x 18) 7x – 9 = x – 18 7x – 9 – x = x – 18 – x
x 18
6x – 9 = – 18 6x – 9 + 9 = –18 + 9 6x = –9
6x 9 3
= x = 1.5
6 6 2
x3 2
xi. =
5x 5 5
Ans: 5(x + 3) = 2(5x – 5) 5x + 15 = 10x – 10 5x + 15 – 5x = 10x – 10 – 5x
25 5x
15 = 5x – 10 15 + 10 = 5x – 10 + 10 25 = 5x = x=5
5 5
xii. 5(x – 20) + 6 = 3x – 10
Ans: 5(x – 20) + 6 = 3x – 10 5x – 100 + 6 = 3x – 10 5x – 94 = 3x – 10
5x – 94 – 3x = 3x – 10 – 3x 2x – 94 = –10 2x – 94 + 94 = – 10 + 94
2x 84
2x = 84 = x = 42
2 2
Exercise (9b)
Q.1 Two brothers bought 10 books together. One of them bought 4 books, how many
books did the other brother buy?
Ans: Let the No. of books bought by one of brothers = x
The No. Of books bought by the other brothers = y
The according to given condition
x + y = 10 ………………(i)
as given x = 4, so put x = 4 in (i)
4 + y = 10
y = 10 – 4
y=6
No. of books bought by other brother = y = 6
Q.2 A father is four times old as his daughter. In 6 years, he will be three times old as
she is now. How old is daughter now?
Ans: Let the age of daughter = x
Then age of father = 4x
CSS Primary Standard “ Mathematics” 106
Age of daughter = x + 6
Age of father = 4x + 6
According to given condition
4x + 6 = 3(x + 6)
4x + 6 = 3x + 18
4x + 6 – 3x = 3x + 18 – 3x
4x – 3x + 6 = 3x –3x + 18
x + 6 = 18
x + 6 – 6 = 18 – 6
x = 12
Now age of daughter = x = 12
Age of father = 4x = 4(12) = 48
Q.3 A pipe having length of 100 centimeter, it has been given the shape of a rectangle,
the length of rectangle is 20 centimeter more than width. Find the length and width
of rectangle.
Ans: Let width of rectangle = x
Then length of rectangle = x + 20
According to given condition.
Perimeter = 100
2(x + x + 20) = 100
2(2x + 20) = 100
2(2x+20) 100
=
2 2
2x + 20 – 20 = 50 – 20
2x = 30
2x 30
=
2 2
x = 15
Width of rectangle = x = 15
Length of rectangle = x + 20 = 15 + 20 = 35
Q.4 Shameer bought 10 toffies. He gave Rs. 500 to shopkeeper. The shopkeeper returned
him 350. For how much did he buy one toffee?
Ans: Let price of one toffee = x
Then price of 10 toffies = 10x
Now according to given condition.
500 – 10x = 350
500 – 10x + 10x = 350 +10x
500 = 350 + 10x
500 – 350 = 350 + 10x – 350
150 = 10x
CSS Primary Standard “ Mathematics” 107
150 10x
= 15 = x
10 10
Price of one toffee = x = Rs. 15
Q.5 After 13 years from now, a girl will be 5 times as old as she was 5 years back. How
old is the girl now?
Ans: Let now the age of the girl = x
After 13 year, age of girl = x + 13
5 year back, the age of girl = x – 5
According to given condition.
x + 13 = 5 (x – 7)
x + 13 = 5x – 35
x + 13 – x = 5x – 35 –x
13 = 4x – 35
13 + 35 = 4x
48 4x
=
4 4
12 = x
Now age of girl = x = 12 years
Q.6 The length of room is 4 times its breadth. If the perimeter of room is 200 meter.
Find the length and breadth of room.
Ans: Let the breadth of roox = x
Then length of room = 4x
According to given condition.
Perimeter = 200
2(x + 4x) = 200
2(5x) = 200
10x = 200
10x 200
=
10 10
x = 20
Now breadth of room = x = 20 meter
Length of room = 4x = 4(20) = 80 meter.
Q.7 Distribute an amount of Rs. 1000 between Ahmad and Uzma such that Ahmad gets
Rs. 100 more then twice as much as Uzma gets.
Ans: Let amount of Uzma = x
Then amount of Ahmad = 2x + 100
Now according to given condition.
x + 2x + 100 = 1000
3x + 100 = 1000
3x + 100 – 100 = 1000 – 100
CSS Primary Standard “ Mathematics” 108
3x = 900
3x 900
=
3 3
x = 300
Now amount of Uzma = x = Rs. 300
And amount of Ahmad = 2x + 100 = 2(300) + 100 = Rs. 700
Q. 8 Iman bought two toys from the market for Rs. 260. She does not remember the
price of toys, but remembers that one toy costs Rs. 20 more than other. What is cost
of each toy?
Ans: Let price of one toy = x
Then price of other toy = x + 20
Now according to given condition.
The price of toys = Rs 260
x + x + 20 = 260
2x + 20 = 260
2x + 20 – 20 = 260
2x + 20 – 20 = 260 – 20
2x 240
2x = 240 = x = 120
2 2
Now price of 1 toy = x = Rs. 120
And the price of other toy = x + 20 = 120 + 20 = Rs. 140
Review Exercise 9
Q.1 Choose the correct answer and fill the circle.
1
i. If x = 3, then x =?
5
15 1 2 10
ii. The equation y= 2x + 1 is a linear equation with exponent.
2 1 3 4
iii. The solution of 1 – 4x = –7
x=1 x=2 x=3 x=0
iv. The solution of 2z – 6z = 8 is
z = –2 z = –4 z=5 z=1
v. The solution of 5y + 9 = 7y + 3
y=3 y=5 y=4 y=2
vi. Which is an algebraic equation?
3x = 8 2+5=7 x<5 6y > 10
vii. The solution set of a linear equation in one variable has:
one element two elements
no element infinite numbers of elements
CSS Primary Standard “ Mathematics” 109
viii.Solution of linear equation means to find the value of:
constant coefficient unknown quantity known quality
ix. Product of x and 6 is 60. What is x?
60 360 10 6
x. The statement “4 added to 6 times a number gives 9” can be written as:
6x + 4 = 9 4x + 6 = 9 4x + 9 = 6 9x + 4 = 6
Q.2 Answer the following questions.
i. What is linear equation?
Ans: A linear expression containing sign of equality “=” is called linear equation e.g. 4x+ 3=1.
ii. What is meant by the solution of an equation?
Ans: The value of variable which makes the equation a true sentence is called solution of an
equation.
iii. Define the linear equation in one variable.
Ans: Linear equation in one variable is an equation of form:
3x + 2 = 7 or 4y – 3 = 2y or z + 9 = 2z
Q.3 Solve the following equations.
1 2 1 5
i. (x 5) + = (6x 5) +
3 3 3 2
1 2 1 5
Ans: (x 5)+ = (6x 5)+
3 3 3 2
As L.C.M of 3,2 is 6 so
1 2 2 2 1 2 5 3
(x 5)× 6 + × 6 = (6x 5)× 6 + 6
3 3 3 2
2(x–5) + 4 = 2(6x – 5) + 15 2x – 10 + 4 = 12x – 10 + 15
2x – 6 = 12x + 5 2x – 6 – 2x = 12x + 5 – 2x
2x – 2x – 6 = 12x – 2x + 5 –6 = 10x + 5 –6 –5 = 10x + 5 –5
11 10x 11 11
–11 = 10x = =x x=
10 10 10 10
1 2 (6x 5)
ii. (x 3) + =
3 3 6
1 2 (6 x – 5)
Ans: ( x – 3) + =
3 3 6
As L.C.M of 3,6 is 6 so
1 2 2 2 6x 6
(x 3)× 6 + × 6 = 6 2(x – 3) + 4 = 6x – 6
3 3 6
2x – 6 + 4 = 6x – 6 2x – 2 = 6x – 6 2x – 2 – 2x = 6x – 6 – 2x
–2 = 4x – 6 –2 + 6 = 4x – 6 + 6 4 = 4x
4 4x
= 1=x x=1
4 4
CSS Primary Standard “ Mathematics” 110
iii. 5z + 7 = 8z + 12
Ans: 5z + 7 = 8z + 12 5z + 7 – 5z = 8z + 12 – 5z 7 = 3z + 12
5 3z 5 5
7 – 12 = 3z + 12 – 12 –5 = 3z – = – =z z= –
3 3 3 3
1 2y
iv. =2
7
1 2y 1 2y
Ans: =2 ×7=2×7 1 – 2y = 14 1 – 2y + 2y = 14 + 2y
7 7
1 = 14 + 2y 1 – 14 = 14 + 2y – 14 – 13 = 2y
13 13
– =y y= –
2 2
5 3 1 5
v. x = x+
3 5 3 2
5 3 1 5
Ans: x= x+
3 5 3 2
As L.C.M of 3,5,2 is 30 so
5 10 3 6 x 10 5 15
30 x × 30 = × 30 + 30
3 5 3 2
50 – 18x = 10x + 75 50 – 18x + 18x = 10x + 75 + 18x 50 = 28x + 75
25 25
50 – 75 = 28x + 75 – 75 –25 = 28x x x
28 28
6(2x – 4) – 9 x + = 0
3
vi.
2
Ans: 6(2x – 4) – 9 x+ = 0
3 27
12x – 24 – 9x – =0
2 2
(12x × 2) – (24 × 2) – (9x × 2) – 2 0
27
24x – 48 – 18x – 27 = 0
2
6x – 75 = 0 6x – 75 + 75 = 0 + 75 6x = 75
25
75 25
x OR 12.5
62 2
9 5
vii. 9y = 6y
3 2
9 5
Ans: 9y =6y
3 2
5 5
9y – 3 = 6y 9y – 3 – 6y = 6y 6y
2 2
5 5
9y – 6y – 3 = 6y 6y 3y – 3 = 2(3y – 3) = –5
2 2
1
6y – 6 + 6 = – 5 + 6 6y = 1 y=
6
CSS Primary Standard “ Mathematics” 111
2
viii. (4 x 1) = 6 x + 1
3
2
Ans: (4x 1) = 6x +1 2(4x – 1) = 3(6x + 1) 8x – 2 = 18x + 3
3
8x – 2 – 8x = 18x + 3 – 8x 8x – 8x – 2 = 18x – 8x + 3 –2 = 10x +3
1 1
– 2 – 3 = 10x +3 –3 –5 = 10x x x
2 2
ix. 20z + 17 = 8z
Ans: 20z + 17 = 8z 20z + 17 – 8z = 8z – 8z 20z – 8z + 17 = 0
12z + 17 = 0 12z + 17 – 17 = 0 – 17 12z = – 17
12z 17 17
z=
12 12 12
x. y – 5 = 2y – 5
Ans: y – 5 = 2y – 5 y – 5 – y = 2y – y – 5 5=y–5
–5+5=y–5+5 0=y
Q.4 Find the number.
i. –4 added to a numbers equal to 10.
Ans: –4 + x = 10
–4 + x + 4 = 10 + 4 x = 14
ii. 6 times a number is 24.
6x 24
Ans: 6x = 24 x =4
6 6
iii. 10 subtracted from three times a number is 8.
3x 18
Ans: 3x – 10 = 8 3x – 10 + 10 = 8 + 10 3x = 18 x =6
3 3
iv. A number divid by 3 gives 5 less than twice the number.
x
Ans: =2x 5 x = 6x – 15 x – x = 6x – 15 – x 0 = 5x – 15
3
15 5x
0 + 15 = 5x – 15 + 15 15 = 5x 3=x x=3
5 5
v. The sum of 4 consecutive number numbers is 66.
Ans: Let first number x.
Then 2nd number = x + 1
3rd number = x + 2
4th number = x + 3
According to given condition.
x + x + 1 + x + 2 + x + 3 = 66 4x + 6 = 66
4x 60
4x + 6 – 6 = 66 – 6 4x = 60
4 4
x = 15 So, numbers are 15, 16, 17, 18
CSS Primary Standard “ Mathematics” 112
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 I ii iii iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
Unit No. 10
Fundamentals of Geometry
Lesson # 1
Teacher Objective:
To introduce adjacent angles, complementary and supplementary angles.
To introduce vertically opposite angles.
To explain the procedure to calculate the unknown angles involving adjacent angles,
complementary, supplementary angle and vertically opposite angle.
To explain the procedure to calculate the unknown angles of a triangle.
To recognize the congruent and similar figures.
To identify the symbol of congruency.
To explain the application of properties for two figures to be congruent or similar.
To explain the application of the following properties for two figures to be congruent or
similar.
SSS SSS, SAS SAS, ASA ASA, HS HS
To explain to draw an segment of a circle and also explain that the angles in the same
segment of circle are equal.
To explain how to draw a semi-circle and explain that the angle in semi-circle is a right
angle.
To demonstrate a circle and its center, radius, diameter, chord, arc major arc and minor
arc, semi-circle and segment of a circle.
Learning Outcomes:
At the end of this unit, students will be able to:
CSS Primary Standard “ Mathematics” 113
Define adjacent angles, complementary and supplementary angles.
Define vertically opposite angels.
Calculate unknown angels involving adjacent angles, complementary, Supplementary
angles and vertically opposite angles.
Calculate unknown angles of a triangle.
Identify congruent and similar figures.
Recognize symbol of congruency.
Apply the property for two figures to be congruent or similar.
Apply the following properties for two figures to be congruent or similar.
SSS SSS, SAS SAS, ASA ASA, HS HS
Draw a segment of a circle and demonstrate the property; the angles in the same segment
of circle are equal.
Draw a semi-circle and demonstrate the property; the angle in the semicircle is right
angle.
Describe a circle and its center, radius, diameter, chard, arc, major arc and minor arc,
semi-circle and segment of a circle.
Teacher Material:
CSS Middle Standard Mathematics Book 7. Writing Board. Marker. Eraser.
Procedure:
Ask students about angles.
Write the name as many angles as you can symbolic from figure mAOB 1 ,
mAOB 2
Draw an angle with vertex “A” and arms AB and AC.
(i) Common ray (ii) Angles (iii) Vertex (iv) Adjacent angles.
(i) OB is common ray.
(ii) mAOB and mBOC
(iii) O is vertex.
(iv) mAOB and mBOC are adjacent angles.
Draw a figure of an angle and ask students, what is measure of BAC , what is measure
of DAB , mBAC + mDAB= Are mBAC and mDAB complementary angles yes/no.
Prove that
(i) mBAC = 30° (ii) mDAB = 40°
(iii) mBAC = mDAB = 30° + 40° = 70°
(iv) mBAC and mDAB are not complementary angles.
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
114
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
Exercise (10a)
Brain Teaser:
Name the triangle whose two sides and two angles are equal isosceles.
Name the triangle whose all three sides and three angels are equal. Equilateral triangle.
Procedure:
Ask students to measure of all three sides of angles x, y, z in the given triangle. With
help, of protector, put value in equation.
x° + y° + z° = 180°
Verify whether sum of angles 180°.
From figure x = 70°, y = 45°, z = 65°
x° + y° + z° = 180° 70° + 45° + 65° = 180° 180° = 180°
Take a compass with sharp pencil. Put a dot. Open the compass and fix the metal tip on
the dot. Draw prints all around. Now join all the points. Tell the class that you get a figure called
circle. Join center of circle with any point. Again draw a line segment passing line segment
joining two points of a circle. Discuss the figure.
Invite students for book reading.
Q.1 Name the adjacent angles of in the following figures.
i.
Adjacent angles are:
A and B
B and D
D and E
E and A
ii.
Adjacent angles are:
115
AOC and COB
COB and BOD
DOA and AOC
Q.2 Write the name of angles which are not adjacent in the following figures.
i.
The angels which are not adjacent are:
BOA and COD
BOC and AOD
ii.
The angles which are not adjacent are:
AOD and BOC
AOB and DOC
Q.3 Tick the pair of complementary angles:
i. 1°,90° ii. 80°,10° iii. 70°,10° iv. 51°,49° v. 82°,18°
vi. 79°,11°vii. 90°,90° viii. –45°,45°
Q.4 Identify the pair of supplementary angles:
i. 100°,80°
Ans: Supplementary angles.
ii. 90°,110°
Ans: Not supplementary angles.
iii. 140°,40°
Ans: Supplementary angles.
iv. 107°,73°
Ans: Supplementary angles.
v. 0°,180°
Ans: Supplementary angles.
vi. 161°,34°
Ans: Not supplementary angles.
Q.5 Find the value of x when:
i. x° and 70° are complementary angles.
116
Ans: As sum of complementary
Angles is 90° so
x° + 70° = 90°
x° + 70° – 70° = 90° – 70°
x° = 20°
ii. x° and 70° are supplementary angles.
Ans: As sum of supplementary
angles is 180° so
x° + 70° = 180°
x° + 70° – 70° = 180° – 70°
x° = 110°
iii. x° and 70° are vertical opposite angles.
Ans: Since the vertically opposite angles are same so
x° = 70°
iv. x° and y° are adjacent angles such that x° + y° = 100° and x° = 41°.
Ans: x° + y° = 100°
put x° = 41°
41° + y° = 100°
41° + y° – 41° = 100° – 41°
41° – 41° + y° = 100° – 41°
y° = 59°
Q.6 Name all pairs of complementary, supplementary and vertically apposite angles of
the following figures.
i.
Complementary angles:
3 and 9, 6 and 7 are pair of complementary angles.
Supplementary angles:
10 and 2
2 and 8
8 and 5
5 and 10
Are pairs of supplementary angles.
Vertically opposite angles.
10 and 8
2 and 5
Are pairs of vertically opposite angles.
117
ii.
Complementary angles:
D and C
F and G
A and J
I and L
are pair of complementary angles.
Supplementary angles:
B and E
B and K
E and H
K and H
are pairs of supplementary angles.
Vertically opposite angles.
B and H
E and K
are pairs of vertically opposite angles.
iii.
Complementary angles:
1 and 2
are pair of complementary angles.
Supplementary angles:
3 and 4
4 and 5
5 and 6
6 and 3
7 and 8
8 and 9
9 and 10
10 and 7
are pairs of supplementary angles.
118
Vertically opposite angles.
3 and 5 , 6 and 4
9 and 7 , 8 and 10
are pairs of vertically opposite angles.
Q.7 Find the value of unknown angles in the following.
i.
Ans: As A and B are complementary angles so.
A + B = 90
A + 30° = 90°
A + 30° – 30° = 90° – 30°
A = 60°
A + B = 30° + 60° = 90° A + B = 90
As C and D are complementary angles, so
C + D = 90°
C + 30° = 90°
C + 30° – 30° = 90° – 30°
C = 60°
Now A + B + C = 60° + 30° + 60°
A + B + C = 150°
Now A + B + C + D = 60° + 30° + 60° + 30°
A + B + C + D = 180°
ii.
Ans: As BOC and AOC are complementary angles, so
mBOC + mAOC = 90°
x + 5x = 90°
6x = 90°
6x 90°
= x = 15°
6 6
Now BOC = x = 15°
AOB = 5x = 5(15°) = 75°
AOC = x + 5x = 15° + 75° = 90°
119
iii.
Ans: As x and 40° are complementary angles so
x + 40° = 90°
x + 40° = 90°
x + 40° – 40° = 90° – 40°
x = 50°
As x and y are vertically opposite angles so
y = x = 50°
y = 50°
iv.
Ans: As from figure sum of x, 90° and x make a straight line, so
x + 90° + x = 180°
2x + 90° = 180°
2x – 90° = 180° – 90°
2x = 90°
2x 90°
= x = 45°
2 2
As x and y are vertically opposite angles so
y = x = 45° y = 45°
Q.8 Find the values of A,B,C and D
Ans: As D and 45° are complementary angles so
D + 45° = 90°
D + 45° – 45° = 90°–45° D = 45°
As D + 45° and C are vertically opposite angles, so
120
C = 90°
As sum of A,B,C make straight line, so
A + B + C = 180°
A + B + 90° – 90° = 180° – 90° A + B = 90°
From figure, as A and 45° are complementary angles 80,
A + 45° = 90°
A + 45° – 45° = 90° – 45°
A = 45°
As
A + B = 90°
45° + B = 90°
B + 45° – 45° = 90° – 45° B = 45°
Exercise (10b)
Q. 1: Find unknown angles in the following:
i.
Ans: As sum of interior angles of a triangle is 180°, So.
x + 50° + 65° = 180°
x + 115° = 180°
x + 115° – 115° – 180° – 115° x = 65°
ii.
Ans: As sum of interior angles of a triangle is 180, So
y + 50° + 90° = 180°
y + 140° = 180°
y + 140° – 140° = 180° – 140° y = 40°
iii.
As sum of interior angles of a triangle is 180°, so.
121
z + 75° + 50° = 180°
z + 125° = 180°
z + 125° – 125° = 180° – 125°
z = 55°
Q. 2: Fill in the blanks of ABC
Sr. No A B C
o o
i. 30 90
ii. 70o 40o
o
iii. 75 75o
iv. 25o 85o
v. 100o 37o
As A + B + C =180o
i. 30o + 90o + C = 180o
C = 180o – 120o
C = 60o
ii. As A + B + C =180o
A + 70o + 40o = 180o
A = 180o – 110o
A = 70o
iii. As A + B + C =180o
75o + B + 75o = 180o
B = 180o – 150o
B = 30o
iv. As A + B + C =180o
25o + 85o + C = 180o
C = 180o – 110o
C = 70o
v. As A + B + C =180o
100o + B + 37o = 180o
B = 180o – 137o
B = 43o
Q. 3: Calculate the value of unknown angles in the following triangles:
i.
Ans: As sum of interior angle of a triangle is 180o, so.
x + 2x + 60o = 180o
122
3x + 60o – 60o = 180o – 60o
3x = 120o
3 x 120o
=
3 3
x = 40o
and 2x = 2 ( 40o)
2x = 80o
ii.
Ans: As sum of the interior angles of a triangle is 180o, so:
2x + 3x + 4x = 180o
9x = 180o
9 x 180o
=
9 9
x = 20o
2x = 2 (20o)
2x = 40o
3x = 3 (20o)
3x = 60o
4x = 4 (20o)
4x = 80o
iii.
Ans: As sum of the interior angles of a triangle is 180o, so:
x + 60o + 40o = 180o
x + 100o = 180o
x + 100o – 100o = 180o – 100o
x = 80o
iv.
Ans: As sum of the interior angles of a triangle is 180o, so:
123
2A + 3A + 4A = 180o
9A = 180o
9 A 180o
=
9 9
A = 20o
2A = 2(20o) = 40o 2A = 40o
3A = 3(20o) = 60o 3A = 60o
4A = 4(20o) = 80o 4A = 80o
Exercise (10c)
Q.1 Identify congruent and similar figures as under Also give reasons.
i.
Ans: The given figures are congruent because they have equal corresponding sides and angles.
ii.
Ans: The given figures are similar because they have same shape but not same size.
iii.
Ans: The given figures are similar because they have same shapes but different sizes.
iv.
Ans: The given figures are similar because they have same shapes but different sizes.
Q.2 Identify the corresponding sides and angles in the following pairs of congruent figures.
i.
Ans: Corresponding sides Corresponding angles
AB DE ABC DEF
BC EF ACB DFE
AC DF BAC EDF
124
ii.
Ans: Corresponding sides Corresponding angles
AC LM ACD LMN
CD MN CDB MNO
AB LO DBA NOL
BD ON BAC OLM
iii.
Ans: Corresponding sides Corresponding angles
AB CB BAD BCD
AD DC ABD CBD
BD BD BDA BDC
iv.
Ans: No side and angle in circle.
v.
Ans: Corresponding sides Corresponding angles
QS PR RPQ RSQ
PQ RS PQR QRS
RQ RQ RSQ QPR
Q.3 Find the value of x in the following similar figures.
i. ii.
125
Ans: Since the figures are similar, so all sides are proportional, so
AC AB
DF DE
x 4
3.5 2
4
x = 3.5 7 x = 7cm
2
Q.4 Find the value of x in the following figure.
Ans:
Since both are similar triangles, they all the sides, are proportional so.
AB BC
AD DE
x 3 3
x= 4 x = 2cm
4 6 6
Exercise (10d)
i.
Ans: In this triangle SAS property is used in the above triangles.
126
ii.
Ans: SSS property is used
iii.
Ans: SAS property is used.
iv.
Ans: ASA property is used.
Q.2 Find the unknown quantities in the following pair of congruent triangles. Also write
congruent sides.
i.
Ans: As the given triangles are congruent so, the corresponding angles and sides are congruent i.e.
z = 7, c = 4, g = 5, e = 50°
As sum of interior angle of a triangle is 180°, so, by DEF 90° + 50° + d = 180°
140° + d = 180°
d = 180° – 140° = 40°
d = 40°
As f = d = 40°
f = 40°
DE AB
EF BC
DF AC
ii.
127
Ans: As the given triangles are congruent so their corresponding sides and angles are
concurrent so.
a = 50°, b = 60°, ACB = 70°
LM AB
x = 4cm
Q.3 Prove with help of congruence conditions, that angles are congruent.
Ans: Since the sum of all interior angles in a triangles is 180°, so
From ABC and XYZ
A + B + C = 180° and X + Y + Z = 180°
70° + 30° + C = 180° and 70° + 30° + Z = 180°
100° + C = 180° and 100° + Z = 180°
C = 180° – 100° and Z = 180° + 100°
C = 80° and Z = 80°
As A X
B Y
C Z
As corresponding three angles of ABC and XYZ are congruent so, these triangles are
congruent by AAA property.
Exercise (10c)
Q.1 Describe a circle and its center radius diameter chord, arc, major arc, minor arc
and semicircle.
Circle:
A set of all those point which are-equidistance from a fixed point is called circle.
Center:
The fixed point is called center of circle.
Radius:
The line segment joining the center to any point on the boundary of circle is called
Radius.
Chord:
The line segment which joins any two points of circle is called
chord.
Diameter:
The chord passing through center of circle is called diameter.
Fig.1
Arc: A small part of circle is called arc. In (fig.1) A B
128
Q.2 Identify the radii, diameter, chords and center of following circles.
i. Chords Diameter Radius Center.
Ans: Chord Diameter Radius
CD CD OA
AB AB OB
CA OC Centre is O
ED OD
DF OE
CB OF
ii.
Ans: Chord Diameter Radius
AB AB OA
AC OB
CD OD
BC
Q.3 Identity major arc, minor arc and semicircle in the following figure.
i.
Ans:
is minor arc.
BC
is major arc
BAC
DAE is semi-circle.
129
ii.
and GH
Ans: FH are minor arcs
is major arc.
GFH
FHG is semi-circle.
Exercise (10f)
Q.1 Draw a circle of radius 4cm. Take points L,M,N on the semicircle. Demonstrate
whether L, M, N all are right angles.
Ans:
i. Draw a circle of radius 4cm with center O.
ii. Take semi-circle and draw points M,L,N on it.
iii. Measure L,M,N with help of protector.
iv. All angles L = M N = 90°
Q.2 Draw a circle of radius 3cm. Draw a chord to divide circle into larger and smaller
segments. Take three points C,D,E on the major arc.
Demonstrate where C, D, E are equal.
Ans:
i. Draw a circle of 3cm radius with center O.
ii. Draw a chord AB, which divide the circle in to smaller and
larger segments.
iii. Draw three points C,D,E on major arc.
iv. Draw the angles with help of protector. As triangles in
semicircle are all right triangle. so
v. D = C = C, Hence proved.
Review Exercise 10
Q.1 Choose the correct answer and fill the circle.
i. Two angels which have common vertex and one arm common arm common are:
adjacent angles Complementary angles
supplementary angles vertical angles
ii. Complement of angel 75° is:
15° 105° 25° 5°
130
iii. 90° and x are supplementary angle. The value of x is:
100° 90° 80° 0°
iv. 50° and x are supplementary angle. The value of x is:
40° 50° 130° 0°
v. If the sum of two angles in a triangle is 90°. The value of third angle will be:
0° 30° 90° 120°
vi. If the corresponding sides and angles of two triangles are equal, the triangles are:
congruent equal not same similar
vii. The figure consist of a set of points equidistance from center is a:
circle rectangle square triangle
viii. A line segment joining the center of circle to any point of circle is called:
center chord diameter radius
ix. The largest chord of circle is called:
arc chord diameter radius
x. Triangles formed inside the semi-circle are always:
isosceles right angle bolis a cute
xi. In figure which are vertically opposite angles:
COB and BOD BOD and DOE
BOC and AOD AOE and BOC
xii. The value of x and y in the following figure is:
60° and 40° 60° and 50° 50° and 60° 50° and 40°
xiii. The value of x in triangle will be:
90° 60° 30° 40°
131
Q.2 Prove that these figures are similar. Also find values of x and y.
Ans: ABC DEF
BC AB
FD DE
4 x
2 3
2
4
x 3
2
x=6
2
y 6
4
y=3
BC BA AC
Since 2
FD DE FE
all sides are proportional
So triangles are similar.
Q.3 If two triangles are congruent wirte all possible conditions of congruency.
Ans:
If two triangles are congruent.
i. Its two corresponding sides and one angle are congruent.
ii. It two corresponding angles and one side are congruent.
iii. Its all three corresponding sides are congruent.
iv. Its all three corresponding angles are congruent.
v. In case of right angle triangles, hypotenuse and one corresponding sides are congruent.
Q.4 Find the value of a,b and x in the following similar figure.
Ans: Let the third angle in ABC is y.
As sum of interior angles in a triangle is 180° so in ABC
132
55° + 55° + y = 180°
110° + y = 180°
y = 70°
As x,y are vertically opposite angles, so x = y, x = y = 70°
x = 70°
As ABC and DEC are similar triangles. so
AB AC
FD DE
4 a
a=2
2 1
AB AC 4 b
also b=2
FD DE 2 1
Q.5 Define circle and terms related to circle.
Ans: See answer of Q#1 ( Exercise 10e)
Q.6 Draw a semi-circle and demonstrate the property: the angle in a semi-circle is right
angle.
Ans: See 10.4.2 Angle in semi-circle is right angle.
Q.7 Draw the segment of a circle and demonstrate the property the angles in the same
segment of a circle are equal.
Ans: See 10.4.3 Angles in the same segment of a circle are always equal.
Model Paper No. 1
Section A
Time Allowed: 50 Minutes (Objective Type) Total Marks: 40
Q.1: Fill the circle of correct answer. (40 Marks)
5
1. What is value of 2 ?
32 16 64 128
2
2. The exponent of (–3) is __________.
2 –3 6 3
3. x 2 × x3 =
x6 x5 x1 x7
3
3
4. :
5
81 27 6 9
125 125 125 125
6. (25)3 =
2125 28 22 215
7. y° =
1
1 0 y
y
CSS Primary Standard “ Mathematics” 133
8. 29 ÷ (22)3
23 1 254 21
9. (–1)38 =
38 –38 1 –1
8 8
3 2
10.
7 5
8 8 8 8
6 5 3 3
35 12 7 7
11. The square root of 196 has __________ digits:
2 3 4 1
12. 45 :
9 5 4 1
13. The square root of 40000 has __________ zeroes.
2 3 4 1
14.
The square of 43 is number ending m:
6 9 4
7
15. 45 :
5 2
3 2
9 8
16. If the area of a square region is 256. Its length of each side is:
54 72 64 16
17. The least number that must be added to 1500 so as to get perfect square is:
31 29 21 41
18. 25 16 =__________ × 16 :
16 15 25 36
19. 1872.2929
4.327 43.27 432.7 0.4327
20. Square of an even number is:
Odd Prime Even Composite
21. If a:b = 4:5, b:c = 3.2, then a:b:c is:
4:3:2 3:2:4 12:15:10 10:15:12
22. 20 man construct a bridge in 8 days. How many men will be required to do the same work in 10
days.
22 14 16 18
23. When one quantity increases, the other oder increases is called __________ proportion.
direct inverse continued none
24. Number of workers are inversely proportional to __________ .
distance work time none
25. __________ is sometimes referred as rate:
time speed distance length
CSS Primary Standard “ Mathematics” 134
26. Ratio is comparison of quantities of __________ kind:
deferred same both none of them
27. 1 hour = __________ seconds.
1 1
360 3600
60 3600
28. General rates of property tax is __________ :
5% 2% 2.5% 3%
PRT
29.
100
principal tax rate time markup
30. Rate of ushr on a piece of land watered by artificial means of irrigation is:
5% 10% 15% 8%
31. Nisab of silver is:
52 tolas 7 tolas 52.5 tolas 62.5 tolas
32. Zakat is payable after __________.
1 year 2 years 6 months 10 months
33. If ushr is Rs. 3850 at rate of 5%. Then the total amount for which ushr has paid is:
Rs. 38500 Rs. 77000 Rs. 67000 Rs.35800
2
34. (2x +) =
4x2 + 4x + 9 4x2 + 12x + 6 4x2 + 12x + 9 none
35. The solution of 9x – 5x = 8 is:
1
8 3 2
3
36. Product of x and 7 is 35 hat is x?:
5 3 28 245
37. Solution of linear equation in one variable has:
three elements two elements one element foru element
38. The largest chord of a circle is called:
radius diameter chard arc
39. The sum of two angle in a triangle is 120° the value of third angle is.
90° 60° 80° 30°
40. The complement of 65° is:
115° 90° 25° none
Section B
Time Allowed: 2:10 minutes (Subjective Type) Total Marks: 60
Attempt all questions. Each question carries equal marks.
Q.2: Write in the simplest form.
2 3
1 7 1 2
(i)
( ii) 5 3 6
(iii)
3600 3
Q.3: Find the square of following by division methods.
(i) 59049
CSS Primary Standard “ Mathematics” 135
(ii) 861184
Q.4: Find the square of decimals and compare then with itself.
(i) 0.31
(ii) 0.002
(iii) 0.08
Q.5: A labour get Rs. 6350 for 9 days. How many days should he work to earn Rs. 19050?
Q.6: A car cover 140 kilometer in 6 hour, kind its speed in meter/seconds.
Q.7: Factorize the following:
(i) xy + ab + xb + ay
(ii) 3xl + 4my _ 4ly + 3mx
Q.8: Find the solution of equation 7 (x + 20) – 8 = 3x + 50
Q.9: The price of a car is Rs. 2375000 inclusive 15% GST. What is original price of car?
Q.10: Define the followings:
Center, diameter, semi circle.
Model Paper No. 2
Section A
Time Allowed: 50 Minutes (Objective Type) Total Marks: 40
Q.1: Fill the circle of correct answer. (40 Marks)
–l
1. The exponent of P is?
1
P l –l
l
2. y3 × y =
y4 y3 y y5
5
2
3.
3
32 32 16 32
27 243 81 243
Sa
4. :
Sb
Sa × Sb Sab Sa–b Sa – Sb
6. (2–3)2 =
55 56 59 51
7. (–3)–5
1 1
35 35
35 35
8. (–2)5
32 –32 16 0
9. (0)100 =
100 50 1 0
CSS Primary Standard “ Mathematics” 136
10. 36 ÷ (33)2
1
3 0 1
3
11. The square root of 15625 has __________ digits:
1 2 3 4
36 21
12. :
4 729
1 31
1 none of these
4 17
13. 361 is an/a __________ number.
even composite prime irrational
14. The square of 54 is number ending in:
8 2 6 9
15. The perimeter of a square is 176 then the length of each side is:
4 46 42 48
16. The lowest number that must be subtracted from 5061 as to get perfect square is:
23 24 42 32
17. Square root of 0.000441 is.
0.0121 0.021 0.0021 0.021
169
18.
225
13 3 11 3
25 15 15 25
19. Square of an even number is always __________.
odd prime even none
20. If a:b=3:2, b:c=3:4, then a:c=__________.
6:9 9:6 6:8 9:8
21. If ali read 38 pages of a novel in 76 minutes. How many pages can be read in 38 minutes.
76 30 19 14
22. Continued ratio is a ratio which compares __________ quantities of same kind:
three two four fives
23. There is __________ proportion between time and work.
direct inverse continued none
24. SI unit of speed is:.
Kilometer/second meter/hour meter/second kilometer/hour
25. A car cover 324 kilometer in 4 hours. How much distance will cover in 3 hours?
243 248 423 348
26. Distance is product of:
speed, tiem displacement/speed sped, work time/work
27. 1 kilometer = __________ meter.
1 1
1000 100
100 1000
CSS Primary Standard “ Mathematics” 137
28. Two quantities are said to be in inverse proportion when one quantity increases the other
__________ .
increase at same rate decrease at double rate
decrease at same rate decrease at half rate
29. The number of men and days are __________ proportional.
inverse direct continued none
30. In Pakistan the item __________ has no GST.
book shoes tv detergent
31. Anoral bought a LED at Rs. 42000 and sold at Rs. 45000, then % profit is:
4.17% 7.14% 6.41% 5.14%
32. Rate of ushr on piece of means of irrigation is:
51 8% 10% 15%
33. GST on a shampoo bottle of Rs. 480 at rate 15% is:
80 70 72 85
34. Ushr is payable after:
6 months 1 years every harvest none of these
35. Sum of 2x + 4 and 3x–6 is:
x–2 5x+10 5x–2 x+2
36. Product of x and 7 is 35 hat is x?
4xy (x–y)2 2(x2 + y2) (x + y)2
37. Which is an algebraic equation in one variable:
3+7=0 3x + 4y = 5 3y > 5 5x = 15
38. The solution of 3z+5 = 4z + 5 is:
z = 10 z=2 z=0 z=1
39. Complement of angle 60° is:
30° 120° 70° 40°
40. The figures consist of a set of points equidistance from center is:
triangle rectangle square circle
Section B
Time Allowed: 2:10 minutes (Subjective Type) Total Marks: 60
Attempt all questions. Each question carries equal marks.
Q.1: Verify the following:
(i) (–12)72 × (–12)3 = (–12)75
9 5 4
7 7 7
(ii)
36 36 36
9 9 9
5 7 5
(iii)
3 3 7
Q.2: Solve the following by law of exponent:
2 12
36 25
(i)
5 5
CSS Primary Standard “ Mathematics” 138
(ii) (xy)3 × (xy)5
(iii) 84 ÷ 1444
Q.3: Find square root of following by prime factorization method.
(i) 1369
(ii) 3844
Q.4: Area of a square region is 99856 square centimeter. Find the perimeter.
Q.5: 17 painters paint a building in 18 days how many painter will be required to do the same work in 6
days.
Q.6: A wooden tables can be polished at a furniture house in 14 minutes. How long will it take to polish
54 such table.
Q.7: Ahmad has property of worth Rs. 5732185. Find the property tax @ 2.5%.
Q.8: Find solution of following equations:
3x+5 3
=
2x+9 5
Q.9: Evaluate using identity.
(i) (4a – 5) (4a + 2) (ii) (25x + 7) (x – 9)
Q.10: With the help of congruence conditions, prove that the given triangles are congruent.
Model Paper No. 3
Section A
Time Allowed: 50 Minutes (Objective Type) Total Marks: 40
Q.1: Fill the circle of correct answer. (40 Marks)
3
1. The exponent of (–x) is?
1
–3 3 –l
3
2. x–3 × x5 =
x8 x15 x2 x5
4
5
3.
7
625 125 625 615
2401 343 343 2409
4. a × an =:
m
amn am–n am+n am + an
6. (27)8 =
515 21 256 264
7. x23 ÷ x3
x3 x11 x5 x18
8. z° =
1
1 –1 z
z
CSS Primary Standard “ Mathematics” 139
9. (–1)5 =
–5 5 1 –1
10. 36 ÷ (33)2
x 1 –x 0
11. 484
even odd prime irrational
729
12.
27
27 1 2 27
13. The square of 37 is number ending in:
9 1 7 4
14. The area of square 121, then the length of each sides is.
11 9 44 21
15. The least number that must be added to 190 so as to get perfect square is:
–6 –5 6 8
16. 1303.21
37.9 35.1 36.9 38.1
225
17.
3
5 25
5 15
3 3
121
18.
169
21 11 11
none
13 23 13
19. The square root of 100 has __________ zero.
1 2 4 3
20. 76
prime composite even none of these
21. If maria can write 45 words in 3 minute. How many words she can write in 60 seconds.
30 15 20 25
22. SI unit of time is:
hour minute second none
23. SI unit of distance is.
meter centimeter kilometer none of these
24. 1 meter = __________ kilometer.
1 1
1000 100
100 1000
25. The distance is __________ of space travelled by a moving object.
time speed distance legth
26. If 5:1 = 5:4, t:u = 2:3, then s:t = __________.
8:15 5:8 5:4 5:6
CSS Primary Standard “ Mathematics” 140
27. There is __________ proportion between time and work.
direct invere continued none
28. Continued proportion is ratio which compare __________ quantities of same kind.
2 3 4 5
29. If a bus cover 435 kilometer in 4 hours. How much distance will it cove in 3 hours.
30. Ratio is camparison between __________ quantities.
2 3 4 7
31. % profit =
Profit Profit Loss
×100% ×100% ×100% none
C.P S.P C.P
32. Nisab of silver is:
52.5 tolas 7 tolas 52 tolas 62.5 tolas
33. Ushr on Rs. 96560 is:
5793 6759 4828 2896
34. Rate of zakat on minerals or buried wealth is:
2.5% 5% 3% 4%
35. The solution of 2 ÷ 5x = –8:
7 5 2 4
36. Two friend bought together 17 pens. One of them bought 13 pens, how many pens did the other
buy?
5 6 4 9
3
37. What is value of 3 ?
9 27 81 3
38. x5 × x° =
x50 x° x5 x6
39. A triangle having three equal sides is called:
right angle triangle scalene triangle equilater triangle none
40. If the sum of two angle in a triangle is 100° than third angle is:
90° 60° 120° 80°
Section B
Time Allowed: 2:10 minutes (Subjective Type) Total Marks: 60
Attempt all questions. Each question carries equal marks.
Q.1: Solve by law of exponents:
3 3 2 2
16 2 1 8
(i) (ii) ÷
18 3 c c
13 13
4 4
(iii)
25 16
Q.2: Simplify the following:
3a11b 7 a 4
(i) ÷
a 2 b b3
CSS Primary Standard “ Mathematics” 141
(ii) 253 × 83 ÷ (70)3
Q.3: Find the square root of following by division method.
(i) 119025
(ii) 321489
Q.4: Find the square root of following fractions by prime factorization method.
11025
(i)
484
46225
(ii)
196
Q.5: Alishaba, Anoral, Shazia are three friend and they work in different colleges. Alishaba pay is
thrice the pay of Anoral, and Shazia pay is twice pay of Anoral. Find the ratio among their pay.
Q.6: In a boarding school a food is enough for 350 students for 20 days. If the 150 more students. Join
them, then in how many days will the food enough?
Q.7: After 11 year from now, a boy will be t times as old as he was a year back. How old is the boy
now?
Q.8: Amir obtained the yield of 85000 kilograms of watermelon from his canal irrigated land. How
much ushr will he pay if it was sold for Rs. 150 per kilogram.
Q.9: Evaluate using identity.
3 5
(i) x+y x 9y
5 4
(ii) (3a + 2b) (5a + 7b)
(iii) (a – 5) (a + 9)
Q.10: Find the value of x° and y° in the following figure.
Unit No. 11
Practical Geometry
Lesson # 1
Teacher Objective:
To introduce the division a line segment into given number of equal segments.
To introduce the division of a line segment internally in a given ratio.
To explain the construction of a triangle when perimeter and ratio among the lengths of
sides are given.
To introduce the construction of a equilateral triangle when:
Base is given Attitude is given
To introduce construction of an isosceles triangle when:
Base and base angle are given. Vertical angle and attitude are given.
Attitude and a base angle are given.
To introduce the construction of a parallelogram when:
142
Two adjacent sides and their included angle are given.
Two adjacent sides and a diagonal arc given.
To introduce the practical verification that the sum of:
Measure of angles of a triangle is 180°.
Measure of angles of a quadrilateral is 360°.
Learning Outcomes:
At the end of this unit, students will be able to:
Divide a line segment into given number of equal segments.
Divide a line segment internally in a given ratio.
Construct a triangle, when perimeter and ratio among the lengths of sides are given.
Construct an isosceles triangle when base and a base angle are given.
Vertical angle and altitude are given.
Altitude and a base angle are given.
Construct a parallelogram when two adjacent sides and their included angle are given,
two adjacent sides and a diagonal are given.
Verify practically that the sum of measures of angles of a triangle is 180°, measures of
angle of a quadrilateral is 360°.
Teacher Material:
CSS Middle Standard Mathematics Book 7. Writing Board. Marker. Eraser.
Procedure:
Begin by asking about lines. Follow the instructions given in the book.
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
Exercise (11a)
Q.1: Divide the line segment of the given length into equal segments:
(I). Length of line segment = 6.5, No. of segments = 4
(i) Draw a line segment AB of measure 6.5 cm.
(ii) Draw AP making angle 60o at point A.
(iii) Draw BH making angle 60o at point B.
143
(iv) With help of compass mark four equidistance points,
C, D, E and F on BH .
(v) Using the same measure of length make four points I, J, K and L on AP .
(vi) Join A to F, I to E, J to D, K to C and L to B.
(vii) The line segment AB is divided into four equal segments.
(II). Length of line segment = 7cm, No. of segments = 5
(i) Draw a line segment AB 7cm.
(ii) Draw AP making angle 60o at point A.
(iii) Draw BH making angle 60o at point B.
(iv) With help of compass mark five points.
C, D, E, F and G on BH .
(v) Using the same measure of length mark five equidistance points I, J, K, L and M on AP .
(vi) Join A to G, I to F, J to E, K to D and L to C, and m to B.
(vii) The line segment AB is divided into five equal parts.
(III). Length of line segment = 8cm, No. of segments = 6
construction.
(i) Draw a line segment AB 8cm.
(ii) Draw AP making angle 60o at point A.
(iii) Draw BH making angle 60o at point B.
(iv) With help of compass mark six points.
C, D, E, F, G and H on BH .
(v) Using the same measure of length mark six equidistance points I, J, K, L, M and N on AP
(vi) Join A to H, I to G, J to F, K to E and L to D, M to C and N to B.
(vii) The given line segment AB is divided into six equal segments.
(IV). Length of line segment=9cm, No. of segments = 6 construction.
(i) Draw a line segment AB = 9cm. construction is same as
III from (ii-vii)
(V). Length of line segment = 7.7cm, No. of segments = 7
construction:
(i) Draw a line segment AB 7cm.
(ii) Draw AP making angle 60o at point A.
(iii) Draw BH making angle 60o at point B.
(iv) With help of compass mark seven points.
C, D, E, F, G, H and P on BH .
(v) With same measure of length mark seven equidistance points
I, J, K, L, M N and O on AP .
(vi) Join A to P, I to H, J to G, K to F and L to E, M to D, N to C and O to B.
144
(vii) The given line segment AB is divided into seven equal segments.
Q. 2: Divide the line segment of given line into equal ratios.
(I). Length of line segment = 7.5cm Construction.
(i) Draw a line segment AB 7.5cm.
Step (ii) – (v) are same as step (ii) – (v) of Q1 (II)
(vi) Join A to G, J to F and M to B.
(vii) The given line segment is divided ratio 2:3
(II) Length of line segments = 8cm Construction
(i) Draw line segment AB=8cm
Step (ii) – (v) are same
As step (ii) – (v) of
Q1 (v)
(vi) Join A to B, K to F and O to B.
The given line segment AB is divided into 3:4.
(III) Length of line segment=8.3 Ratio 1:2:3
Construction
(i) Draw a line segment AB = 8.3cm
Step (ii) – (v) are same
as step (ii) – (v)
of Q1 (III)
(vi) Join A to H, K to E and N to B.
(vii) The given line segment AB is divided into 1:2:3
(IV) Length of line segment = 7.8cm Ratio 2:1:4
Construction
(i) Draw line segment AB = 7.8cm
Step (ii) – (v) are same as step (ii) – (v)
of Q1 (v)
(vi) Join A to P, J to G, K to E and O to B.
(vii) The given line segment is divided into 2:1:4
(V) Length of line segment = 9.1cm, Ratio 1:2:4
Construction.
(i) Draw line segment AB = 9.1cm
Step (ii) – (v) are same
As step (ii) – (v)
Of Q1 (v)
(vi) Join A to P, I to H, K to F and O to B.
(vii) The given line segment is divided into 1:2:4
145
Q3: Divide 6.5cm long segment into 5 equal segment.
Measure the length of each segment
Construction:
(i) Draw line segment AB = 6.5cm
Step (ii) – (vii) are same as step (iv) – (vii) of
Q1 (II)
Measure the length the length of each segment is 1.3cm
Exercise (11b)
1) Construct the triangle with following measurements.
(I). XYZ, perimeter = 11cm, Ratio 2:4:5
Construction:
(i) Draw a line segment LM = 11cm.
(ii) Divide LM in the ratio 2:4:5
(iii) Draw an arc of radius LX with center X.
(iv) Draw another arc of radius YM with center Y
Which intersect the first arc at Z.
(v) Join point Z to point X and Y.
(vi) XYZ is required triangle.
(II) XYZ, perimeter = 12cm, Ratio: 3:4:5
Construction:
(i) Draw the line segment LM = 12cm
Step (ii) – (vi) are same as
Step (ii) – (vi) Q1 (I) with
(III) ABC perimeter = 10cm, Ratio: 3:3:4
Construction:
(i) Draw the line segment LM = 10cm
Step (ii) – (vi) are same as
Step (ii) – (vi) of Q1 (I)
With ratio 3:3:4
Hence ABC is
Required triangle.
(IV) ABC perimeter = 15cm, Ratio: 4:5:6
Construction:
(i) Draw the line segment LM = 15cm
Step (ii) – (vi) are same as
Step (ii) – (vi) of Q1 (I)
with ratio 4:5:6
Hence ABC is
Required triangle.
146
(V) LMN perimeter = 6cm 1:2:3
Activity
Measure the length of sides of isosceles triangle, Are
they equal?
Two sides of isosceles triangle are equal.
Q2:
Ans: P = 10 cm
Sum of ratio = 2 + 3 + 4 = 9
2 2
Side l1 = P= × 10 = 2.22 cm
9 9
3 3
Side l2 = P = × 10 = 3.33 cm
9 9
4 4
Side l3 = P = × 10 = 4.44 cm
9 9
Exercise (11c)
Q1: Construct equilateral triangle when base = 4.4cm
(i) Draw a line segmentAB = 4.4cm, AB is base.
(ii) Draw two arcs of radii 4.4cm with centre A and B.
(iii) Both arcs intersect each other at point C.
(iv) Join C with A and B.
(v) ABC is a required equilateral triangle.
(II) Base 5.3cm
Part I
Same procedure as mentioned above.
(III) Base = 61cm
Construction is same as part I with base 6.1cm.
Same procedure as mentioned above.
Q2: Construct an equilateral triangle when altitude is given.
(I) Altitude = 3.5cm
(i) Draw a lineAB.
(ii) Take a point C at line AB.
(iii) Draw a perpendicular at point C.
147
(iv) With centre C draw an arc of radius 3.5cm which cut
CE at D.
(v) At equilateral triangle has equal angles at vertex is 60°.
(vi) Draw an angle CDG = 30o
And CDH = 30o
(vii) Join D with G and D with H. Here DG = DH
(viii) DGH is required equilateral triangle.
(II) Altitude = 4.7cm
Construction is same
As Q2 (Part I)
With altitude
4.7cm
(III) Altitude = 2.9cm
Construction is same as
Q2 part I with
Altitude 2.9cm
Q3: Construct an Isosceles triangle when base and base angle are given.
Base = 6cm, base angle = 30o
Construction:
(i) Draw AB 6cm.
(ii) With centre A and B draw the angle of 30o
(iii) Both angle interest each other at point C.
(iv) ABC is required triangle with AC = BC .
(II) Base = 5cm, base angle = 45o
Construction is same
As Q3 (Part I)
With base 5cm and angle 45o
Q4: Construct Isosceles triangle when altitude and
vertical angle are given:
(I) Altitude = 4cm, Vertical angle = 45o
Construction:
(i) Draw a line XY.
(ii) Take a point Z on XY .
(iii) Draw altitude at point Z = 4cm.
(iv) Draw angle of 45o at point A on both sides of
altitude AZ . Which intersect XY at B and C.
(v) ABC is required triangle.
148
(II) Altitude = 5cm, Vertical angle = 45o
Construction is same as Q4 (Part I)
With altitude = 5 and vertical angle = 45o
Q5: Construct Isosceles triangle when altitude
and base angle are given.
(I) Altitude = 4.5cm, base angle = 40o
Construction:
We know that sum of all three angles of =
180o
40o+40o +vertex angle = 180o
Vertex angle =180o-80o = 100o
100o
Angle across altitude = 50o
2
(i) Draw a line XY and take point O on it.
(ii) Draw a perpendicular OP on the base line.
(iii) From point O draw an arc of 4.5cm which
intersect OP at A.
(iv) Draw an angle of 50o at point A on both sides.
(v) Both angles intersect XY at C and B
( AC = BC )
(vi) ABC is required triangle.
(II) Altitude = 5.2cm, Base angle = 30o
Construction is same as
Q5 (Part I) with altitude 5.2
and base angle 30o
Exercise (11d)
Q1: Construct a parallelogram ABCD where.
o
(I). AB =5cm, BC = 4cm, ABC =60
Construction:
(i) Draw a line segment AB = 4cm
(ii) Construct angle of 60o at point B.
(iii) With centre B draw an arc of 4cm which intersect the
BX at point C.
(iv) With help of compass draw arc of radius 4cm with centre A.
149
(vi) Both arcs intersect each other at D.
(vii) Join D with X and A.
(viii) ABCD with required parallelogram.
AB =4.8cm, AD =4cm, A =45
o
(II)
Construction is same as mentioned above.
AD =6cm, CD =5cm, B =50
o
(III)
Construction:
In parallelogram, is same as mentioned above.
AD = BC and CD = AB
Construction is same as Q1 (Part I)
And B =50o
Q2: Construct a parallelogram EFGH when
(I) EF =3.8cm, FG =3.5cm, EG =7cm
Construction:
(i) Draw EF =3.8cm
(ii) At point F draw an arc of radius = 3.5cm.
(iii) At point E draw another arc of radius = 7cm
(this is diagonal) which meets first arc at point G.
(iv) Join point G to point E and F.
(v) Draw an arc GH = EF with centre at point G.
(vi) Draw an arc of radius = 3.5cm with centre at point E.
(vii) Both arcs meet at point H. Join H with E and G.
(viii) EFGH is required parallelogram.
(II) EH =4cm, FH =6.5cm, EF =4.3cm
Construction:
In parallelogram EFGH, as FG = EF = 4cm,
Construction is same as Q2 (Part I)
with FG =4cm, EF =4.3cm and
diagonal FH =6.5cm
(III) GH =3cm, EG =5.8cm, FG =3cm
Construction:
In parallelogram EFGH, as
EH = FG and GH = EF
So,
EH =3cm, EF =3cm
Construction is same as Q2 (Part I)
with diagonal EG =5.8cm.
150
Q3: Construct a parallelogram in which measures of adjacent sides are 5.5cm and 6.5cm
and length of diagonal is 8.8cm.
Construction:
EF =5.5cm, FG =6.5cm, EG =88cm
Construction is same as Q2.
Activity
Measure angles of triangle.
mA=60o, mB =70o, mC =50o,
Activity
Measure angles of quadrilateral ABCD
B =120o = mD
mA=60o mC
A = 90o, B = 30o, C = 60o
A + B + C = 90o+30o+60o=180o
Exercise (11e)
Q1: Measure all angles of the following figures and find
sum. Write the names of these figures.
A = B = C = 60o
A + B + C = 60o+60o+60o
= 180o
X=Y=Z= 60o
X+Y+Z=60o+60o+60o
=180o
A = B = C + D = 90o
A + B + C + D = 90o+90o +90o+90o
= 360o
151
E = F = G = H = 90o
E = F = G = H = 90o+90o +90o+90o
= 360o
o
Q = 135 = S
P = 45o = R
Q2: Measure of three angles of a quadrilateral is 47o, 77 o
and 110o. What is measure of fourth angle?
Sum of all angles in a quadrilateral = 360o
Angle = 360° – 47° – 77° – 110°
= 126o
Review Exercise (11)
Q1: Choose the correct answers and fill the circle.
(i) A line segment has
no end point one end point two end points three end points
(ii) Sum of interior angles of a triangle is:
90o 180o 270o 360o
(iii) Sum of all the internal angles of a quadrilateral is:
180o 200o 270o 360o
(iv) A triangle in which all the sides are equal is:
obtuse isosceles equilateral right angled
(v) We can draw a triangle when sum of two lengths is __________ the third length:
equal to less than greater than twice
(vi) Diagonal of a quadrilateral divides it into two:
rectangle square circle triangle
(vii) Parallelogram is a figure in which __________ sides are parallel.
two four opposite none of these
(viii) The line segment joining opposite vertices of parallelogram is called:
perpendicular diagonal altitude base
(ix) Two diagonal of the parallelogram are?
equal unequal parallel none of these
(x) The perpendicular drawn from any vertex of a triangle to its opposite side is called:
vertex base perpendicular altitude
Q2: Divide a line segment of length 9.1cm into 7 equal parts.
Construction is same Q1 of exercise 11.1 with length of line segment 9.1cm and no. of
segments = 7.
Q3: Divide a line segment AB =11.5cm in the ratio 2:3:4.
152
Construction is same Q2 of exercise 11.2 with length
of line segment 11.5cm and ratio 2:3:4.
Q4: Construct a triangle when perimeter is 15cm and the
ratio among sides is 3:4:6.
Construction is same Q1 of exercise 11.2.
Q5: Construct an isosceles triangle when value of base is
4cm and altitude is 5cm.
Construction.
(i) Draw a line segment AB=4cm
(ii) Take a point O at line segment AB.
(iii) Draw a perpendicular at point O.
(iv) Draw altitude of 5cm at O which cut OX at c.
(v) Join C with A to B. Here AC = BC
(vi) ABC is required triangle.
Q6: Construct an isosceles triangle when altitude is 3.7cm and base angle is 55 o.
Ans: Construction is same as Q#5 of exercise 11C with altitude 3.7cm and base angle = 55o.
Q7: Construct a parallelogram when length of two adjacent sides is 4.1 and included angle is
60o.
Ans: Construction is same as Example 11 (before 11.4).
Q8: Construct a parallelogram when lengths of two adjacent sides is 4cm and 4.5cm and
length of diagonal is 7.8cm.
Ans: Construction is same as Q#2 of Exercise 11.4 with EF =4cm, FG = 4.5cm,
Unit No. 12
Circumference, Area and Volume
Lesson # 1
Teacher Objective:
To introduce as the ratio between the circumference and the diameter of a circle.
To introduce circumference and the diameter of a circle.
To introduce formula to calculate the circumference of circle.
To introduce formula to calculate arcs of circular region.
To introduce the formula to calculate surface area of a cylinder.
To introduce formula to calculate the volume of cylindrical region.
To introduce method for solution of real life problem involving:
Circumference and area of a circle. Surface area and volume of a cylinder.
Learning Outcomes:
At the end of this unit, the students will be able to:
Express as the ratio between the circumference and a diameter of a circle.
CSS Primary Standard “ Mathematics” 153
Find the circumference of a circle using formula.
Find the area of a circular region using formula.
Find the surface area of a cylinder using formula.
Find the volume of cylindrical region using formula.
Solve real life problem involving.
Surface area and volume of a cylinder.
Teacher Material:
CSS Middle Standard Mathematics Book 7. Writing Board. Marker. Eraser.
Procedure:
With the help of the students measure the circumference of a coin in your class. Take the
thread or tape around the coin after that measure its length that is 5cm. Hence the
circumference of coin = 5cm
Invite them for book reading.
Complete the following table using formula of circumference of circle.
Diameter = 2r, circumference = 2r, Area = r2
Radius Diameter Circumference
6cm 12cm 37.68cm
17.5cm 35cm 109.9cm
6.37cm 12.7cm 40cm
.40cm .80cm 2.5cm
7.5cm 15cm 47.1cm
Class Room Activity:
Radius (r) centimeter Area of circle (A) centimeter
square
3.2cm 32.15cm2
27.57cm 2386.73cm2
7.8cm 191.04cm2
63.cm 12462.66cm2
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
CSS Primary Standard “ Mathematics” 154
Exercise (12a)
Q.1 The diameter of a ball is 15cm. Find the circumference of the circle.
Ans: d = 15cm Circumference (C) = ?
Note: We can use any value from given
Formula
below:
C = d = 3.14(15cm) = 47.1
C = 47.1cm
Q.2The circumference of a circles is 2.54cm.Find diameter and radius of the circle.
Ans: C = 2.54, d = ?, r = ?
Formula
C = d
2.54
2.54 = 3.14 d =d d = 0.8089
3.14
2r = d
d .8089
r= = r = 0.4045
2 2
Q.3 Radius of a circle is 12.45cm. Find the circumference of the circle.
Ans: r = 12.45cm
C=?
Formula
C = 2r = 2(3.14)(12.45cm) = 78.186cm
C = 78.186cm
Q.4 Radius of a bicycle wheel is 56cm. What is circumference and area of the wheel.
Ans: r = 56cm, C = ?, A = ?
Formula
C = 2r = 2(3.14)(56cm)= 351.68 cm
2
A = r
= 3.14 (56cm)2= 9847.04cm2
Q.5 Find the radius of a circle if the circumference in 180 cm.
Ans: C = 180, r=?
Formula
C 180
C = 2rr = = = 28.65m
2π 2(3.14)
Q.6 Find the radius of a circle if its area is 2500 square centimeter.
Ans: A = 2500cm2
A 2500cm2
r2 = =
π 3.14
r 2
796.178cm2 r = 28.22cm
Q.7 Find the area of circle if its circumference is 54.3cm.
Ans: C = 54.3cm, A=?
CSS Primary Standard “ Mathematics” 155
Formula
C2 (54.3cm) 2
A= = = 234.75cm2
4π 4(3.14)
Q.8 A 49.5m long wire is bent into a ring. Find the radius of the ring.
Ans: C = 49.5m, r=?
Formula
C 49.5cm
C = 2r r= = = 7.88 m
2π 2(3.14)
Q.9 The radius of a circular plate is 20 centimeter. Find area which is covered by the
plate.
Ans: r = 20 cm, A = ?
Formula
A = r2= 3.14 (20cm)2= 1256cm2
Q.10 A complete round of the wheel of a cycle covers 125cm distance. Find radius of
wheel.
Ans: Circumference of cycle = C = 125cm, Radius of wheel = r =?
Formula
C 125cm
C=2r r = = 19.90cm
2 2(3.14)
Cylinder:
Class room Activity:
Complete the table for the give measurement of cylinder ( = 3.14).
Sr.# Radius Height Area of curved Area of circular Surfacr area
2
(r) (h) surface = 2rh surface = 2() = 2r(r + h)
2
1 10cm 15cm 942cm 628 1570
2 2.5cm 7.9cm 124.03 39.25 163.28
3 18.8cm 20.5cm 2420.312 2219.60 4639.912
Exercise (12b)
Q.1 Find the curved surface are of a cylinder if r = 3.7cm and h = 8cm, = 3.14.
Ans: r = 3.7cm, h = 8cm, Area of curved surface = ?
Formula
Area of curved surface = 2rh= 2(3.14)(3.7cm)(8cm)= 185.88cm2
Q.2 Find the surface area of a cylinder if the radius r = 43cm and height is 35cm.
Ans: r = 43cm, h = 35cm, Surface area of cylinder = ?
Formula
Surface area of cylinder r = 2r(r + h) = 2(3.14)(43cm)(43cm + 35cm)= 21063.12cm2
Q.3 Find the volume of a cylinder if the diameter is 25cm and height 40cm.
Ans: d = 25cm , r = 12.5cm, height = 40cm, volume of cylinder = ?
CSS Primary Standard “ Mathematics” 156
Formula
V = r2h= 3.14(12.5cm)2(40cm0= 19625cm3
Q.4 A tube light is 89cm long and has a diameter of 3.5cm. Find the surface Area of the
tube light.
Ans: = 89cm, d = 3.5cm,r = 1.75cm
Surface Area of tube = 2r(r + )
= 2(3.14)(1.75cm)(1.75cm + 89cm)
= 997.34cm2
Q.5 Find the capacity of a water drum if its diameter is 60cm and its height is 110cm.
Also find its surface area.
Ans: d = 60cm , r = 30cm , h = 110cm, Surface Area = ?
Formula
Surface Area of tube = 2r(r + )
= 2(3.14)(30cm)(30cm + 110cm)
= 263.76cm2
Capacity = V = r2h= 3.14 × 302 × 110= 310860cm3
Q.6 Find the radius of an oil tank whose height is 9cm and its capacity is 4050 cm 3.
Ans: h = 9cm, V = 4050cm3,r = ?
Formula
V V 4050cm3
V = r2hr2 = r = = = 11.97cm
πh πh (3.14)9cm
Q.7 Find height of a gas cylinder, if its radius is 15 m and its capacity is 1990cm 3.
Ans: r = 15cm, V = 1990cm3,h = ?
Formula
V 1990
V = r2hh = = = 2.817 cm
πr 2
3.14(15)2
Q.8 Find capacity of a cylinder water tank whose radius = 38cm and its height = 80cm.
Ans: r = 38cm, h = 80cm, V=?
Formula
V = r2h= (3.14)(38cm)2(80cm)= 362732.8cm3
Q.9 The radius of a circular pool is 12m. Calculate the cost of flooring tiles used on the
floor of the pool at rate of Rs. 190/square meter.
Ans: r = 12m
Rate = 190/square meter
Cost of flooring tiles = ?
Surface are of circular surface = r2 = (3.14)(12)2 = 452.16m2
Cost of flooring tiles = Rs. 190 × 452.16 = Rs. 85910
CSS Primary Standard “ Mathematics” 157
Q.10 The diameter of a circular ground is 25m. Calculate the cost of repairing the floor of
the ground at the rate of 250/square meter and also find the cost of fencing the
ground at rate of Rs. 80/m.
Ans: d = 25m r = 12.5m
Rate = 250/square m
Cost of repairing floor = ?
Cost of fencing ground = ?
Rate = 80/m2
Surface area of circular floor = r2 = (12.5m)2 = 490.63m2
Cost of repairing floor = Rs. 250 × 490.63 = Rs. 122656
Surface area of curved surface = 2r = 2(3.14)(12.5) = 78.5m
Cost of fencing = Rs. 80 × 78.5 = Rs. 6280
Q.11 A cylindrical wooden piece is 25.4cm long. What would be its surface area if its
diameter is 15 centimeter.
Ans: = 25.4cm
d = 15cm r = 7.5cm
Surface area = ?
Surface area = 2r(r + )
= 2(3.14)(7.5cm)(7.5cm + 25.4cm)
= 1549.59 cm2
Q.12 The diameter of a round pillar is 7.9m and its height is 7m. Find the cost of
cementing the round pillar at the rate of Rs. 150/m2.
Ans: d = 7.9m r = 3.95m
h = 7m
Cost of cementing = ?
Surface Area = 2rh
= 2(3.14)(3.95 m)(7m)
= 173.642m2
Cost of cementing = Rs. 150 × 173.642 = Rs. 26046.2
Review Exercise 12
Q.1 Choose the correct answer and fill the circle.
i. The value of is:
3.25 3.14 3.22 3.18
ii. Circumference of a circle =
d r2 2r2 2d
iii. In circle, the length of its curved surface is called:
radius diameter height circumference
CSS Primary Standard “ Mathematics” 158
iv. Pi is the ratio between:
radius and circumference circumference and diameter
diameter and radius diameter and circumference
v. The volume of a cylinder is found by:
2r2 rh r2h 2rh2
vi. The length of the boundary of a circle is called ______________ of the circle.
area volume circumference radius
vii. The constant ratio between the circumference and diameter of a circle is called:
Pi Phi Si None of these
viii. If the diameter of a circle is 10cm, then the radius will be:
15cm 10cm 5cm 20cm
7
ix. The circumference of a circle with radius m is:
22
1m 2m 3m 4m
x. Area of a circle:
r2 2r2 3r2 4r2
Q.2 A compass is opened 15cm on a ruler. Find the length of the circle drawn by it.
Ans: r = 15cm, C=?
Formula
C = 2r = 2(3.14)(15cm) = 94.2cm
Q.3 Find the surface area and volume of the cylinders. If r = 10m and h = 20cm.
Ans: Surface area of cylinder = ?
Volume of cylinder = ?
r = 10 cm
h = 20cm
Formula
Surface area of cylinder = 2r(r + h)
= 2(3.14)(10cm)(10cm+20cm)
= 1884cm2
Volume of cylinder = r2h = (3.14)(10m)2(20cm) = 6280cm3
Q.4 The radius of a wheel of Ahmad’s cycle is 40cm. To reach school from house, the
wheel complete 1500 rounds. Find the distance from the school.
Ans: r = 40cm, round = 1500, distance = ?
C = 2r = 2(3.140(40cm) = 251.2cm
Distance = 251.2 × 1500
= 376800cm
= 376800cm = 3768 m
Q.5 A water tank is 15m deep and its diameter is 2m. How much water is required to fill
it.
Ans: h = 15m, d = 2m, V=?
CSS Primary Standard “ Mathematics” 159
Formula
V = r2h = (3.14)(1m)2(15m) = 47.1m3
Q.6 Find area of the head of a screw if its diameter is 15mm.
Ans: d = 15mm r = 7.5mm
Area = ?
Area = r2
= (3.14)(7.5mm)2
= 176.62mm2
Q.7 Find the cost of painting an oil tank at a rate of Rs. 60/m2 whose height is 6 meter
and its radius is 2.5m.
Ans: h = 6m
r = 2.5m
Surface area = ?
Rate = Rs. 60/m2
Surface area = 2r (r + h)
= 2(3.14)(2.5m)(2.5m + 6m) = 133.52m2
Cost of painting = Rs. 60 × 133.52 = Rs. 8011
Unit No. 13
Information Handling
Lesson # 1
Teacher Objective:
To describe presentation of data.
To introduce frequency distribution (i.e., frequency lower class limit, upper class limit,
class interval).
To demonstrate and draw pie graph.
Learning Outcomes:
At the end of this unit, the students will be able to:
Demonstrate data presentation .
Define frequency distribution (i.e., frequency, lower class limit, upper class limit, class
interval).
Interpret and draw pie graph.
Teacher Material:
CSS Middle Standard Mathematics Book 7. Writing Board. Marker. Eraser.
Procedure:
Ask students what they know abot graps.
Construct the frequency distribution table for the data on heights (cm) of 20 given
students from class:
CSS Primary Standard “ Mathematics” 160
120, 128, 125, 123, 110, 105, 108, 119, 121, 112, 106, 129, 125, 124, 107, 108, 123, 120,
107, 105.
Ans:
Class Tally Mark Frequency
105-109 IIII II 7
110-114 II 2
115-119 I 1
120-124 IIII I 6
125-129 IIII 4
Total = 20
Invite them for book reading.
Note for the teacher:
Focus on all examples given in the book. Always solve few questions on the board by
yourself. Then encourage students to solve other questions there. For notebooks work, begin by
pair work and finally ending with individual work. Suppose you have an exercise consisting of 5
questions. Each question further consists of 5 parts then your strategy should be:
Question No. Done by the Board Pair work Individual Home work
teacher practice by work
the students
Part Part Part Part Part
1 i ii iii iv v
Focus on the definitions and ask students to learn the definitions with understanding.
Once in a week, homework can be assigned based on the definition given in the chapter / lesson
/ unit going on in the classroom.
Exercise (13a)
Q.1 A food company has a number of outlets in Islamabad city. The numbers of
customers visited the blue area outlet in the past 25 days where:
50, 44, 59, 64, 98, 55, 62, 79, 59, 51, 90, 72, 56, 70, 62, 66, 80, 94, 79, 63, 73, 71, 85, 60,
79. Start with 40 as lower class limit of first class and using class interval of 10
arrange the data in frequency distribution.
Ans:
Clases Frequency
40 – 49 1
50 – 59 6
60 – 69 6
70 – 79 7
80 – 89 2
90 – 99 3
Total = 25
CSS Primary Standard “ Mathematics” 161
Q.2 Marks obtained by students in a writing competition were grouped into the
following frequency distribution.
Class Frequency
0–9 8
10 – 19 4
20 – 29 6
30 – 39 9
40 – 49 3
i. What is total number of students?
Ans: 30 students.
ii. What is class interval of each class?
Ans: 10
iii. What is total number of classes?
Ans: 5
iv. Write down the upper-class limit of last class.
Ans: The last class is 40 – 49 and 49 is upper class limit.
v. Find out the size of class interval of this class.
Ans: 10
Q.3 These are number of newspaper sold at a local shop over the last 20 days:
22, 20, 18, 23, 20, 25, 22, 20, 18, 21, 16, 19, 24, 29, 25, 24, 20, 18, 15, 22. Arrange the
data in the frequency distribution.
Ans:
Class Frequency
15 – 19 6
20 – 24 11
25 – 29 3
Total: 20
Q.4 Amna measured the lengths of leaves on the oak tree ( to the nearest cm)9, 16, 13, 7,
8, 8, 18, 10, 9, 12, 5, 9, 17, 1, 5. Make table of 5 classes of equal size.
Ans:
Class Frequency
1–4 2
5–8 4
9 – 12 5
13 – 16 2
17 – 20 2
Total: 15
CSS Primary Standard “ Mathematics” 162
Q.5 Weekly pocket expenses of 15 students of class 8th are 400, 225, 250, 380, 425, 175,
230, 235, 150, 300, 200, 180, 350, 375, 200. Make frequency table of 4 classes of an
equal size.
Ans:
Class Frequency
100 – 199 3
200 – 299 5
300 – 399 5
400 – 499 2
Total 15
Pie Graph
Class Room Activity:
Draw a pie chart by considering the five flavour of ice cream and the number of students
like these flavours.
Banana
58¯ Choclolate
108¯
Vanilla
86°
Qulfa
Strawberry 58¯
50°
Flavour Number of students Angle
Banana 8 8
×360°= 58°
50
Chocolate 15 15
×360°= 108°
50
Vanilla 12 12
×360°= 86°
50
Strawberry 7 7
×360°= 50°
50
Kulfa 8 8
×360°= 58°
50
Exercise (13b)
Q.1 The number of students in a government university in each discipline are the
following:
163
Discipline No. of students
BBA 60
MBA 75
Bs. Eng 45
M.Sc 28
Represent data by a pie graph.
Ans:
Discipline No. of Angle Class Relative Percentage
students Frequency
BBA 60 60 0.288461538 0.288 × 100%
×360°= 104°
208 = 28.8%
MBA 75 75 0.360576923 0.360 × 100%
×360°= 130°
208 = 36.8%
Bs. Eng 45 45 0.216346154 0.216 × 100%
×360°= 78°
208 = 22%
M.Sc 28 28 0.134615385 0.1346 × 100%
×360°= 48°
208 = 13%
Total 208 360 1 100%
Pie Chart:
Q.2 Mr. Nadeem monthly income is 60,000. The monthly expenses of his family on
various items are given below. Represent this by a pie graph.
Items Expenditure
Rent 20,000
Food 9,000
Clothing’s 6,000
Education 6,000
Bills 4,000
Installment of car 10,000
Saving 5,000
Ans:
Items Expenditure Angle Class Relative Percentage
Freqency
Rent 20,000 20,000 0.33333333 0.33 × 100%
×360°= 120°
60,000 = 33%
164
Food 9,000 9,000 0.15 0.15 × 100%
×360°= 54°
60,000 = 15%
Clothing 6,000 6,000 0.1 0.1 × 100%
×360°= 36°
60,000 = 10%
Education 6,000 6,000 0.1 0.1 × 100%
×360°= 36°
60,000 = 10%
Bills 4,000 4,000 0.066666667 0.07 × 100%
×360°= 24°
60,000 = 7%
Installment of 10,000 10,000 0.166666667 0.167 × 100%
×360°= 60°
car 60,000 = 16.7%
Saving 5,000 5000 0.083333333 0.083 × 100%
×360°= 30°
60,000 = 8.3%
Total 60000 360 1 100%
Pie Chart:
Q.3 In a zoological part there are 1000 creatures as per the following table given below.
Represent this data by a pie chart.
Ans:
Animals No. of Angle Class Percentage
animals Relative
Frequency
Beast Animal 150 150 0.15 0.15 × 100%
×360°= 54°
1000 = 15%
Other land 400 400 0.4 0.4 × 100%
×360°= 144°
animals 1000 = 40%
Birds 225 25 0.225 0.225 × 100%
×360°= 81°
1000 = 22.5%
Water animal 175 175 0.175 0.175 × 100%
×360°= 63°
1000 = 17.5%
Reptiles 50 50 0.05 0.05 × 100%
×360°= 18°
1000 = 5%
Total 1000 360 1 100%
165
Pie Chart:
Q.4 In a company there are 1080 workers of different religions. The data of different
religion are given below. Represent the data by a pie chart.
Ans:
Religion No. of Angle Class Relative Percentage
workers Frequency
Muslims 450 450 0.416666667 41.7%
×360°= 150°
1080
Hindu 255 255 0.236111111 23.6%
×360°= 85°
1080
Nepali 270 270 0.25 25%
×360°= 90°
1080
Christian 105 105 0.097222222 9.7%
×360°= 35°
1080
Total 1080 360 1 100%
Pie Chart:
Q.5 The following table shows the number of different fruits kept in a hamper.
Represent that by a pie chart.
Ans:
Type of Number Angle Class Relative Percentage
fruits Frequency
Mangoes 26 26 0.29545454545 29.5%
×360°= 106°
88
Apples 30 30 0.340909091 34.1%
×360°= 123°
88
166
Oranges 21 21 0.238636364 23%
×360°= 86°
88
Coconuts 5 5 0.056818182 5.7%
×360°= 20°
88
Pomegranates 6 6 0.068181818 6.8%
×360°= 25°
88
Total 88 360 1 100%
Pie Chart:
Review Exercise 13
Q.1 Choose the correct answer and fill the circle.
i. The process of arranging data into classes is called:
classification tabulation frequency class interval
ii. The number of observation in a group is called:
class interval class limit frequency tabulation
iii. The difference between lower class limits or upper class limits of two consecutive classes
is called:
class limit classification frequency class interval
iv. The lower limit of a class 10 – 15 is:
12 7 10 15
v. The upper limit of class 20 – 25 is:
20 25 60 23
vi. In pie graph, the central angle measure:
90° 180° 240° 360°
vii. In the class interval (12 – 50), the upper-class limit is:
11 12 50 54
viii. In a grouped data, greatest value = 20, lowest value = 3 and number of interval = 3 then
size of class is:
3 6 18 21
ix. The method which is used to record the all result is called ____________ :
talling observation sequencing frequency
x. Each ___________ represents all values of a group.
interval class number limit
CSS Primary Standard “ Mathematics” 167
Q.2 Make frequency distribution for the following set of data by taking 10 as the class
interval 12, 6, 7, 8, 11, 13, 15, 17, 18, 14, 10, 25, 29, 26, 22, 20, 24, 5, 29, 28.
Ans:
Classes Frequency Observations
1 – 10 5 5, 6, 7, 8, 10
11 – 20 8 11, 12, 13, 14, 15, 17, 18, 20
21 – 30 7 22, 24, 25, 26, 28, 29, 29
Total = 20
Q.3
Classes Frequency
1 – 20 7
21 – 40 15
41 – 60 13
61 - 80 12
Total = 47
Read the above information and answer the following questions.
i. How many classes are there in this table? Ans: 4 classes.
ii. What is the size of interval? Ans: 20.
iii. What is upper class limit in interval 21 – 40? Ans: 40
iv. Find total frequency? Ans: 47
Q.4 Given below is the result of an annual examination of a class, showing the
percentage of students in each category. Represent this data by a pie chart.
Ans:
Division No. of Angle Class Relative
Students Frequency
First 25% 25 0.25
×360°= 90°
100
Second 45% 45 0.45
×360°= 162°
100
Third 20% 20 0.2
×360°= 72°
100
Failed 10% 10 0.1
×360°= 36°
100
Total 100% 360 1
Pie Chart:
Failed
10%
First
Third 25%
20%
Second
45%
CSS Primary Standard “ Mathematics” 168
Q.5 The following table shows the percentage of buyers of for different brands of
bathing soaps. Represent the data in a pie chart.
Brand A B C D
Number of buyer 20% 40% 25% 15%
Ans:
Brand No. of buyer Required angle Class relative Percentage
frequency
A 20% 72 0.2 20
B 40% 144 0.4 40
C 25% 90 0.25 25
D 15% 54 0.15 15
100% 360 1 100
Pie Chart:
Brand A
Brand D 20%
15%
Brand B
Brand C 40%
25%
Model Paper No. 1
Section A
Time Allowed: 50 Minutes (Objective Type) Total Marks: 40
Q.1: Fill the circle of correct answer. (40 Marks)
1. Two diagnals of a parallelogram are___________:
Equal Parallel Unequal None of these
2. A triangle can be constructed by taking its side:
1.8cm, 2.6cm, 4.4cm 2cm, 3cm, 4cm
2.4cm, 2.4cm, 6.4cm 3.2cm, 2.3cm, 5.5cm
3. A triangle can be constructed by taking two of its sides as:
110o, 40o 70o, 115o 135o, 45o 90o, 90o
4. The line segment joining the opposite vertices of a parallelogram is called:
Perpendicular Altitude Base Diagonal
5. For construction of a triangle, the sum of two sides should be _________ third side:
Greater than Equal to Less than Greater than or equal
CSS Primary Standard “ Mathematics” 169
6. In Isosceles triangle__________ sides are equal:
Two Three Zero Four
7. The line segment joining the vertex of triangle to the opposite side is called:
Base Altitude Diagonal Radius
8. Sum of all interior angles in a parallelogram is _________:
90o 180o 360o 720o
9. A parallelogram is constructed by taking its angles:
90o,45o,45o 30o,25o,35o 35o,45o,135 o,45o 110o,250o,110 o,250 o
10. Ray has__________:
One end point Two end point Three end point No end point
11. A triangle in which two sides are equal is called_________ triangle:
Equilateral Isosceles Scelens Right angle
12. In parallelogram the measure of opposite angles are:
Equal Unequal Double Triple
13. If the measure of three angles in a quarilateral is 125 o, 75 o, 110o, then fourth angle should be:
50o 60o 70o 80o
14. Sum of all lengths of triangle is called:
Area Volume Perimeter None of these
15. Formula used to measure circumference of circle is:
2 r r2 r2 r3
16. In formula 2 r, r is considered as:
Circumference Area Perimeter Radius
17. If circumference of circle is 65 then area of circle is:
664 cm2 1024 cm2 1050 cm2 512 cm2
18. If circumference of circle is 82 Then value of r is:
41cm 82cm 27.34cm 20cm
19. Formula used to measure area of circle is:
4 r2 r2 2 r2 r 2 +2r
20. From a rectangular metal sheet of sides 25cm and 20cm, a circular sheet as large as possible is
cut off. What is the area of the remaining sheet?
186 cm2 144 cm2 93 cm2 72 cm2
21. Three cubes each of side 5cm are joined end to end. What is the surface area of the resulting
cusoid?
300 cm2 350 cm2 375 cm2 400 cm2
22. A roller of diameter 70cm and length 2m is rolling on the ground. What is the area covered by
the roller in 50 revolutions?
180 cm2 200 cm2 220 cm2 240 cm2
23. Cylindrical pillars of a building have to be pointed. The diameter of each pillar is 70cm and
height is 4m. What is the cost of painting at the rate of Rs.5 per square meter?
Rs.400 Rs.440 Rs.480 Rs.500
24. The radii of the circular ends of a bucket of height 40cm are of lengths 35cm and 14cm. What is
the volume of bucket?
60060 cm3 70040 cm3 80080 cm3 80160 cm3
CSS Primary Standard “ Mathematics” 170
25. Circumference of the base of a right circular cylinder is 44cm and its height is 15cm. The volume
of cylinder is:
1155 1540 2310 770
26. If the diameter of cylinder is 8cm and its height is 16cm. The volume of cylinder is:
804.352 cm3 1000 cm3 900 cm3 850 cm3
27. If volume of cylinder is 900 cm3 with height of 20cm then diameter of cylinder is:
24 cm2 7.57 cm2 9.57 cm2 12.23 cm2
28. If circular metal sheet is 0.65cm thick and of 50cm is diameter is melted and recast into
cylindrical bar with 8cm diameter than length of bar will be:
24.41cm 35.41cm 40.41cm 30.41cm
29. Any information collected for the first time develops the:
Group data Raw data Frequency None
30. Data is condensed form of ____________:
Information Subject Words Objects
31. Raw data is also called____________:
Frequency Group data Ungrouped data Tally
32. Process of arranging data is called_____________:
Survey Census Classification None
33. Number of observations is called ___________:
Survey Frequency Census Classification
34. In class interval 35-45, 35 is __________:
Lower limit Upper limit Interval Range
35. A frequency distribution is a summery taste in which data is arranged into ___________:
Classes Row Census Survey
36. Graphical display of a numerical data in form of disjoint sectors of a circle is called
___________:
Line graph Vertical bar graph
Horizontal bar graph Pie graph
37. The upper limit of class 5-20 is:
5 15 20 25
38. The process of arranging data into rows and columns is called:
Classification Frequency Tabulation None
39. Size of class interval:
No.of classes No.of classes
Lowest value Greatest value
Lowest value-greatest value Greatest value-lowest value
No. of classes No. of classes
40. Angle of sector of circle=__________:
Given value Given percentage
360 360
100% 100%
Given value
360 None
Total value%
CSS Primary Standard “ Mathematics” 171
Section B
Time Allowed: 2:10 minutes (Subjective Type) Total Marks: 60
Attempt all questions. Each question carries equal marks.
Q.1: Construct a parallelogram when length of two adjacent sides are 5cmm and 504cm and length of
diagonal is 8.2cm.
Q.2: Construct triangle with following measurements.
RST perimeter = 15
Ratios among lengths 4:5:6
Q.3: Find surface area of a cylindrical tank whose length 70cm and diameter is 25. Also find volume of
cylinder.
Q.4: A complete round of wheel of a bus covers 165cm distance. Find radius of wheel.
Q.5: Mr. Asif monthly income is 80,000. The monthly expenses of his family on various items are given
below. Represent this by a pie graph.
Items Expenditures
Rent 25,000
Food 10,000
Clothing 10,000
Education 8,000
Bills 6,000
Installment of car savings 7,000
Q.6: Marks obtained by students in a writing competition where grouped into following frequency
distribution.
Classes Frequency
0-19 10
20-39 6
40-59 8
60-79 7
80-99 5
i) What is class interval of each class?
ii) What is total number of classes?
iii) Write down upper class limit of first class.
iv) What is total number of student’s?
v) Find out the size of class interval.
Model Paper No. 2
Section A
Time Allowed: 50 Minutes (Objective Type) Total Marks: 40
Q.1: Fill the circle of correct answer. (40 Marks)
1. Sum of interior angles of a triangle is:
90o 180o 270o 360o
2. The line segment which join the vertex of parallelogram to the opposite side is called:
Base Altitude Width Diagonal
CSS Primary Standard “ Mathematics” 172
3. The perpendicular drawn from any vertex of a triangle to its opposite side is called:
Vertex Base Perpendicular Altitude
o o
4. If the length of two sides of triangle is 75 and 55 .Then length of their side will be:
45o 50o 60o 75o
5. The line segment has __________:
One end points No end point Three end point Two end points
6. Diagonal of a quadrilateral divide it into two:
Circles Triangles Squares Rectangle
7. Two diagonal of a rectangle are:
Equal Unequal Parallel None
8. In scelen triangle:
Two sides are equal All sides are equal
All sides are unequal None
9. In righ angle triangle
All sides are unequal One angle is 90o
Two sides are equal All sides are equal
10. Parallelogram is a figure in which ___________ sides are parallel:
Two Four Opposite Three
11. A quadrilateral has ___________ sides:
Two Three Four Five
12. Each angle in square is:
90o 60o 180o 360o
13. Perimeter of triangle=___________:
Sum of its sides Area of all its sides
Volume of its sides None
14. A triangle has ____________ vertices:
Two Three Four Five
15. If radius = 15cm and h = 35cm, Then volume of cylinder:
4375 cm3 5375 cm3 5475 cm3 6375 cm3
16. If the volume of a cylinder is 1750 cm3 and its radius is 8.4cm. The h =_______:
8.9cm 7.8cm 7.9cm 9.8cm
3
17. If diameter of a cylinder is 5cm and volume of cylinder is 650 cm . Then height of cylinder is:
40cm 25cm 33cm 45cm
18. If diameter of right circular cylinder is 18cm with height of 28cm and value of = 3.142. Then
total surface area of cylinder is:
2092.572 cm3 8092.572 cm3 4092.572 cm3 1092.572 cm3
19. Given a cylinder with radius of 5 and a height of seven, what is surface area?
219.8 unit squared 157 unit squared 376.8 unit squared 298.3 unit squared
20. What is volume of a rectangular prison that is 1cm by 2cm by 3cm?
5 cm3
3 3 2
6 cm 5 cm 6 cm
21. What is the surface area of cylinder?
96 1005.31 2412.74 804.25
CSS Primary Standard “ Mathematics” 173
22. What is volume of the cylinder?
96 1005.31 2412.74 804.25
23. Area of curved surface = __________:
2 rh 2 r 2 r2 2 r+h
24. Area of circular surface = ___________:
2 rh 2 r2 2r 2 r (r+h)
25. Surface area = __________:
2 rh 2 r2 2 r h2 2 r (r+h)
26. Volume of cylinder = ___________:
2 rh r2 h 2 r2 h 2 r h2
27. The ratio between circumference and diameter is:
9 2 3
28. =?
3.14 4.13 1.34 2.34
29. If radius of a circle is 20cm. What will be circumference:
94.3cm 12.56cm 125.6cm 115.6cm
30. Circumference = _____________:
r2 2 r 2 r2 2 rh
31. The length of the minute hand of a clock is 3cm. Find circumference:
18.84cm 94.2cm 46.2cm 84.2cm
32. If the diameter of circle is 12. Then its radius is:
5 4 6 8
33. The class interval is the difference between ___________ of two consecutive classes:
Frequency Lower class limits
Upper class limit Lower class limits or upper class limits
34. In Pi graph, the central angle measure:
90o 180o 270o 360o
35. In a grouped data greatest value = 35, lowest value is 10, and number of classes = 5, the size of
class:
5 25 10 18
36. The method which is used to record result is called:
Talling Observation Sequencing Frequency
37. Each __________ represent all values of a group:
Interval Class Number Limit
38. The process to find out how many times the observation is repeated in a data is called:
Survey Census Frequency Distribution
39. The number of observation in a group is called:
Class limit Class interval Frequency Tabulation
40. Circular representation of data is called:
Pie graph Line graph
Horizontal bar graph Vertical bar graph
CSS Primary Standard “ Mathematics” 174
Section B
Time Allowed: 2:10 minutes (Subjective Type) Total Marks: 60
Attempt all questions. Each question carries equal marks.
Q.1: Construct Isosceles triangles, when altitude and base angles are given.
Altitude = 4.2cm Base angle = 60o
Q.2: Divide the line segments 6.5cm into 5 equal segments.
Q.3: If the area of a circle is 135.5 cm 2 . Find the circumference of the circle.
Q.4: The length of the minute hand of a clock is 6cm. Find the distance covered by the pointer of
minute hand in 6 hrs.
Q.5: Weekly pocket money of 20 students of class 7th are 300, 400, 250, 275, 150, 200, 325, 200, 375,
350, 410, 450, 325, 370, 260, 125, 320, 315, 400, 390.
Q.6: The following table shows the numbers hrs. spent by a child on different events on a working
day.
Activity No. of Hrs.
School 5
Sleep 9
Playing 3
Study 3
Watching TV 1
Others 3
Represent the data on Pie chart
Model Paper No. 3
Section A
Time Allowed: 50 Minutes (Objective Type) Total Marks: 40
Q.1: Fill the circle of correct answer. (40 Marks)
1. Two diagonals of a parallelograms a __________:
Equal Unequal Parallel None
2. A triangle has two equal sides is called ___________ triangle:
Equilateral Right angle Isosceles Sceles
3. For construction of a triangle, the sum of two sides should be ___________ third side:
Greater than equal to Less than Equal to Greater than
4. A triangle can be constructed by taking two of its sides as:
80o,110o 90o,100o 30o,90o 100o,120o
5. A parallelogram is constructed by taking its angle:
135o,45o,135o,45o 90o,45o,45o 110o,250o,110o,250o
6. Line segment has ____________:
One end point Two end points Three end points No end points
7. If measure of three angles in a quadrilateral is 135o,85o 100o.Then fourth angle should be:
50o 40o 60o 70o
8. Each angle in a rectangular is:
90o 180o 75o 60o
CSS Primary Standard “ Mathematics” 175
9. Perimeter of a triangle is:
Area all its sides Sum of all its sides
Volume of its sides None
10. If radius = 10cm and h = 25cm, Then volume of cylinder is __________cm3:
250 2500 25000 5000
11. In formula r h, h represents:
2
Circumference Area Perimeter Height
12. If circumference of circle is 100cm then value of r is:
40cm 50cm 60cm 90cm
13. A roller of diameter 70cm and length 2m is rolling on the ground. What is the area covered by
roller in 50 revolutions.
180 cm 2 220 cm 2 240 cm 2 200 cm 2
14. The diameter of a cylinder is 8cm and its height is 16cm, The volume of cylinder is:
850 cm3 804.352 cm3 900 cm3 1000 cm3
15. If volume of cylinder 900 cm3 with height of 20cm then diameter of cylinder is:
2 2 2 2
24 cm 9.57 cm 12.23 cm 7.57 cm
16. Any information collected from the first time develops the _________:
Group data Frequency Classification Raw data
17. Raw data is also called:
Frequency Classification Grouped data Ungrouped data
18. Data is condensed form of ____________:
Information Words Objects Symbols
19. Number of observation is called:
Survey Frequency Census Classification
20. In class interval 20-40, 20 is ____________:
Upper limit Mid limit Lower limit Interval
21. Process of arranging data in called:
Census Classification Survey None
22. Size of class interval:
No.of classes Greatest value-lowest value
Greatest value No. of classes
No.of classes Lowest value-lowest value
Lowest value No. of classes
23. The upper limit of 110-130:
110 20 130 125
24. Sum of interior angle of a triangle is:
270o 180o 360o 90o
25. The perpendicular drawn from vertex to opposite side of triangle is called:
Base Perimeter Area Altitude
26. Diagonals of parallelogram are:
Parallel Equal Unequal None of these
27. The line has ___________:
One end point Two end points No end points Three end points
28. If length of two sides of a triangle are 60o and 30o.Then length of third side is:
60o 45o 90o 75o
CSS Primary Standard “ Mathematics” 176
29. A triangle whose all sides are equal is called ___________ triangle:
Equilateral Isosceles Scelene Right angle
30. A parallelogram is a figure in which ____________ sides are parallel:
Two Four Three Five
31. A quadrilateral has ______________ vertices:
Two Four Three Five
32. A triangle whose all sides are unequal is ____________ triangle:
Right angle Scelene Isosceles Equilateral
33. If radius of a circle is 10cm. What will be circumference:
47.15cm 6.28cm 62.8cm 52.8cm
34. Circumference = ____________:
2r r2h 2rh h
35. If radius of circle is 10. Then diameter is:
5 20 15 30
36. Pi = _________:
3.14 4.14 4.34 5.14
37. The ratio between circumference and diameter of a circle is:
Perimeter Area Volume Pi
38. In Pie chart, the central angle is:
270o 720o 360o 180o
39. Volume of cylinder = ___________:
r2 2r 2r2h r2h
40. Each ___________ represent all values of a graph:
Limit Class interval Class Number
Section B
Time Allowed: 2:10 minutes (Subjective Type) Total Marks: 60
Attempt all questions. Each question carries equal marks.
Q.1: Construct a parallelogram when length of two adjacent sides is 5cm and their included angle is
75o.
Q.2: Construct a isosceles triangle when altitude = 5cm and vertical angle = 60
Q.3: If circumference of a circle is 194.5 then find radius and area of circle.
Q.4: Find surface area of a gas cylinder whose length is 120m and diameter is 30m. Also find volume
of cylinder.
Q.5: Define the following:
Classification, Tabulation, Frequency, Distribution.
Q.6: In a school, there are 1100 students of different religions. The data of different religion is given as:
Religion No. of Students
Muslims 470
Hindu 265
Christian 260
Jewish desert 105
Represent data on pie chart.
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