Rational numbers can be expressed as fractions with integer numerators and denominators not equal to zero. Irrational numbers cannot be expressed as either terminating or repeating decimals. Some key differences between rational and irrational numbers are:
- Rational numbers can be written as fractions p/q, while irrational numbers have non-terminating and non-repeating decimal representations.
- The decimal representations of rational numbers either terminate or enter into a repeating pattern, while irrational numbers do not repeat or terminate.
- Examples of rational numbers are integers and fractions with integers in the numerator and denominator, while examples of irrational numbers include the square root of 2 and pi.
The document defines and provides examples of different types of numbers:
1) Natural numbers are positive integers like 1, 2, 3. Whole numbers include natural numbers and 0.
2) Integers include all whole numbers and their negatives. Rational numbers are numbers that can be expressed as fractions. Irrational numbers cannot be expressed as fractions.
3) Real numbers include all rational and irrational numbers and can be represented on a number line. Some key rational numbers are terminating and non-terminating decimals. The Pythagoreans discovered irrational numbers like √2.
1. The document provides important facts and formulas regarding numbers, including place value, types of numbers, tests for divisibility, and progressions.
2. It defines numeral, place value, face value, and types of numbers such as natural numbers, whole numbers, integers, even/odd numbers, prime/composite numbers.
3. Tests for divisibility by various numbers from 2 to 24 are explained. Shortcut methods for multiplication and basic formulas are also listed.
4. Progressions including arithmetic and geometric progressions are defined, with formulas provided for their terms and sums. Solved examples illustrate applications of the concepts.
Here are the steps to make a frequency table for the ages at which some Filipinos drop out of school:
1. List the raw data:
18, 21, 17, 15, 34, 42, 32, 24, 28, 27, 21, 18, 17, 32, 34, 36, 37, 23, 25, 45, 22, 19, 20, 21, 19, 19, 20, 29, 30, 31, 17, 35, 25, 25, 8, 14, 7, 9, 8, 7, 17, 12, 9, 12, 12, 11, 16, 15, 14, 13, 9, 10, 10, 15, 17, 16, 16, 12,
The document provides important facts and formulae related to numbers. It discusses the following key points:
1. The Hindu-Arabic numeral system uses 10 digits (0-9) to represent any number. A group of digits forming a number is called a numeral.
2. Types of numbers include natural numbers, whole numbers, integers, even/odd numbers, prime/composite numbers. Tests for divisibility by various numbers are outlined.
3. Shortcut methods for multiplication like distributive law are described. Basic formulae for exponents, progressions, and the division algorithm are listed.
The document provides instructions for a PSSA review for 8th grade mathematics that includes vocabulary reviews, practice exercises, and solutions for key math concepts tested. It outlines the five categories covered - Numbers & Operations, Measurement, Geometry, Algebraic Concepts, and Data Analysis & Probability - and provides sources for the content. Students are directed to work through the review independently using the provided answer keys and online reinforcement resources.
K to 12 - Grade 8 Math Learners Module Quarter 2Nico Granada
Here are the completed statements based on the conclusions:
1. n(A × B) = n(B × A).
2. A × B ≠ B × A.
The key conclusions are:
1. The cardinalities of the Cartesian products A × B and B × A are equal, since n(A × B) = n(B × A).
2. However, the sets A × B and B × A are not equal, since the ordered pairs will be arranged differently, so A × B ≠ B × A.
This curriculum map outlines the mathematics curriculum for 10th grade students. It details the content, standards, learning competencies, assessments, activities and resources that will be covered during the first grading period, with a focus on patterns and algebra. Key topics include sequences, polynomials, arithmetic and geometric sequences, and their related concepts. A variety of assessment types are listed, like problem solving, oral recitations, and group presentations. The goals are for students to understand key concepts and solve problems related to sequences and polynomials.
This document contains a mathematics exam paper with questions divided into multiple sections. Some key details:
- It is a 21⁄2 hour exam worth 50 marks total, divided into Part A and Part B.
- Part A contains 4 sections with various types of short and long answer questions on topics like real numbers, coordinate geometry, trigonometry, and mensuration.
- Part B contains shorter answer questions to be written directly on the question paper involving skills like interpreting logarithmic expressions and evaluating polynomials.
- The questions test a wide range of mathematics concepts and require calculations, proofs, formula applications, and reasoning about geometric shapes and algebraic expressions.
The document defines and provides examples of different types of numbers:
1) Natural numbers are positive integers like 1, 2, 3. Whole numbers include natural numbers and 0.
2) Integers include all whole numbers and their negatives. Rational numbers are numbers that can be expressed as fractions. Irrational numbers cannot be expressed as fractions.
3) Real numbers include all rational and irrational numbers and can be represented on a number line. Some key rational numbers are terminating and non-terminating decimals. The Pythagoreans discovered irrational numbers like √2.
1. The document provides important facts and formulas regarding numbers, including place value, types of numbers, tests for divisibility, and progressions.
2. It defines numeral, place value, face value, and types of numbers such as natural numbers, whole numbers, integers, even/odd numbers, prime/composite numbers.
3. Tests for divisibility by various numbers from 2 to 24 are explained. Shortcut methods for multiplication and basic formulas are also listed.
4. Progressions including arithmetic and geometric progressions are defined, with formulas provided for their terms and sums. Solved examples illustrate applications of the concepts.
Here are the steps to make a frequency table for the ages at which some Filipinos drop out of school:
1. List the raw data:
18, 21, 17, 15, 34, 42, 32, 24, 28, 27, 21, 18, 17, 32, 34, 36, 37, 23, 25, 45, 22, 19, 20, 21, 19, 19, 20, 29, 30, 31, 17, 35, 25, 25, 8, 14, 7, 9, 8, 7, 17, 12, 9, 12, 12, 11, 16, 15, 14, 13, 9, 10, 10, 15, 17, 16, 16, 12,
The document provides important facts and formulae related to numbers. It discusses the following key points:
1. The Hindu-Arabic numeral system uses 10 digits (0-9) to represent any number. A group of digits forming a number is called a numeral.
2. Types of numbers include natural numbers, whole numbers, integers, even/odd numbers, prime/composite numbers. Tests for divisibility by various numbers are outlined.
3. Shortcut methods for multiplication like distributive law are described. Basic formulae for exponents, progressions, and the division algorithm are listed.
The document provides instructions for a PSSA review for 8th grade mathematics that includes vocabulary reviews, practice exercises, and solutions for key math concepts tested. It outlines the five categories covered - Numbers & Operations, Measurement, Geometry, Algebraic Concepts, and Data Analysis & Probability - and provides sources for the content. Students are directed to work through the review independently using the provided answer keys and online reinforcement resources.
K to 12 - Grade 8 Math Learners Module Quarter 2Nico Granada
Here are the completed statements based on the conclusions:
1. n(A × B) = n(B × A).
2. A × B ≠ B × A.
The key conclusions are:
1. The cardinalities of the Cartesian products A × B and B × A are equal, since n(A × B) = n(B × A).
2. However, the sets A × B and B × A are not equal, since the ordered pairs will be arranged differently, so A × B ≠ B × A.
This curriculum map outlines the mathematics curriculum for 10th grade students. It details the content, standards, learning competencies, assessments, activities and resources that will be covered during the first grading period, with a focus on patterns and algebra. Key topics include sequences, polynomials, arithmetic and geometric sequences, and their related concepts. A variety of assessment types are listed, like problem solving, oral recitations, and group presentations. The goals are for students to understand key concepts and solve problems related to sequences and polynomials.
This document contains a mathematics exam paper with questions divided into multiple sections. Some key details:
- It is a 21⁄2 hour exam worth 50 marks total, divided into Part A and Part B.
- Part A contains 4 sections with various types of short and long answer questions on topics like real numbers, coordinate geometry, trigonometry, and mensuration.
- Part B contains shorter answer questions to be written directly on the question paper involving skills like interpreting logarithmic expressions and evaluating polynomials.
- The questions test a wide range of mathematics concepts and require calculations, proofs, formula applications, and reasoning about geometric shapes and algebraic expressions.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
- 1-2 significant figures are used for things like grades, ages described in decades, cooking measurements, distances, areas, weights, temperatures.
- 3 significant figures are used for more precise measurements like heights, biological works, accurate measurements with a ruler.
- 4 or more significant figures are used for things like trigonometric ratios, logarithms, and highly precise scientific works.
- In general, fewer significant figures are used for less precise measurements and descriptions, while more are used for highly accurate scientific or technical contexts.
This document explores magic squares, their history, construction, and applications. Magic squares are arrangements of numbers where the sums of each row, column, and diagonal are equal. They have been known in China since 650 BCE and were introduced to Arab mathematicians by the 8th century. There are several methods for constructing magic squares, and they exist for all values of n except 2. Magic squares have been applied to music rhythms and are related to Sudoku puzzles. While once thought to have mystical properties, mathematicians now understand magic squares as numerical arrangements following specific rules.
This document provides an overview of mathematics concepts and skills for grade 3 teachers. It covers understanding numbers, addition, subtraction, multiplication, and calendars. Some key points:
- Section I covers place value, writing numbers, comparing numbers, and basic operations including addition, subtraction, and multiplication word problems.
- Section II covers additional concepts like place value, addition, subtraction, and using calendars including finding dates, days of the week, and performing basic operations with dates.
- Section III focuses more on multiplication, including multiplication tables, multi-step word problems, and explaining how entries in the multiplication table are obtained.
The document is a comprehensive guide to core third grade math topics to help teachers understand the
Vedic mathematics provides concise methods for mathematical operations based on ancient Indian teachings. It can solve problems faster than conventional methods by using rules and shortcuts. The system was revived in the early 20th century and is now taught internationally. It is based on 16 sutras that attribute qualities to numbers to simplify operations like multiplication, division, squares, and roots.
This document contains a 35 question multiple choice mathematics exam on topics including geometry, trigonometry, algebra, and calculus. Each question is followed by 4 possible answer choices. The exam tests concepts such as finding lengths and angles using trigonometry, properties of functions, solutions to equations, and relationships between mathematical statements. It concludes by providing a website for solutions to the exam questions.
Math 8 - Solving Problems Involving Linear FunctionsCarlo Luna
This document is a mathematics lesson on solving problems involving linear functions. It contains 4 practice problems. Problem 1 has students solve for the number of wallets to be sold to make a Php 30 profit and express the profit function in terms of wallets sold. Problem 2 deals with the cost of manufacturing shoes. Problems 3 has students model the number of math problems Cassandrea solves each day as a linear function and use it to determine how many problems she will solve on specific days. The document concludes by providing an asynchronous learning activity for students to complete.
Grade 9: Mathematics Unit 2 Quadratic Functions.Paolo Dagaojes
Here are the key points about quadratic functions:
- A quadratic function is a function that can be represented by an equation of the form y = ax2 + bx + c, where a ≠ 0.
- The highest power of the variable x is 2, so the equation is of degree 2.
- Quadratic functions have a parabolic shape when graphed.
- They can model many real-world phenomena like projectile motion, profit, area of shapes, etc.
- Quadratic functions have properties like axis of symmetry, vertex, intercepts, etc. that can be used to analyze and solve problems.
- They can be transformed through translations and stretches/shrinks
This document introduces special products and factors of polynomials. It discusses how patterns can be used to simplify algebraic expressions and solve geometric problems. Students will learn to identify special products through pattern recognition, find special products of polynomials, and apply these concepts to real-world problems. The goals are to demonstrate understanding of key concepts and solve practice problems accurately using different strategies.
Grade 9: Mathematics Unit 1 Quadratic Equations and Inequalities.Paolo Dagaojes
This document provides an introduction to Module 1 of a mathematics learner's material on quadratic equations and inequalities. It includes 7 objectives that will be covered across 7 lessons. Lesson 1 will illustrate quadratic equations, Lesson 2 will cover solving quadratic equations using extracting square roots, factoring, completing the square, and the quadratic formula. Lesson 3 will discuss the nature of roots of quadratic equations. Lesson 4 will describe the relationship between coefficients and roots. Lesson 5 will solve equations transformable into quadratic equations. Lesson 6 will apply quadratic equations to problems. Lesson 7 will illustrate and solve quadratic inequalities and problems involving them. The document provides the structure and overview of the topics to be discussed in the module.
The document contains 68 math and probability questions involving topics like probability, combinations, sequences, functions, and other quantitative reasoning concepts. The questions range in complexity and cover a wide variety of mathematical scenarios and problem types.
The document provides a table for the student to practice factorizing polynomials. It contains expressions in the initial column that the student must factorize. The correct factored forms are in the message from the king section. Being able to factor polynomials is important as it allows reversing the multiplication process.
The document discusses arithmetic sequences and series. An arithmetic sequence is a sequence where the difference between successive terms is constant. The nth term can be calculated using the formula an = a1 + (n - 1)d, where a1 is the first term, d is the common difference, and n is the term number. The sum of an arithmetic sequence is called an arithmetic series, which can be calculated using the formula Sn = (n/2)(a1 + an), where Sn is the sum, n is the number of terms, a1 is the first term, and an is the last term.
The document discusses complex numbers and their arithmetic operations. It defines the imaginary unit i as the square root of -1. Complex numbers are expressed as a + bi, where a is the real part and b is the imaginary part. The four arithmetic operations of addition, subtraction, multiplication, and division are defined for complex numbers by combining or distributing real and imaginary parts. Complex numbers allow equations like x^2 + 1 = 0 to have solutions and are useful in many mathematical applications.
Module 1( final 2) quadtraic equations and inequalities jqLive Angga
This document outlines a regional training for grade 9 mathematics teachers on topics relating to quadratic equations and inequalities. The training will take place from May 15-19, 2014 at Notre Dame of Marbel University in Koronadal City. The training will cover modules on quadratic functions, equations, inequalities, variations, quadrilaterals, similarity, triangles, and trigonometry. It provides lesson plans and activities for teachers that focus on illustrating, solving, and applying concepts relating to quadratic equations and inequalities. The goals are to help teachers understand these topics and be able to effectively teach them to their students.
The document defines and discusses properties of geometric sequences, including:
- A geometric sequence is a sequence where each term is found by multiplying the preceding term by a constant ratio q.
- The general term of a geometric sequence is un = u1qn-1, where u1 is the first term and q is the common ratio.
- The sum of the first n terms of a geometric sequence is given by Sn = u1(1 - qn)/(1 - q) if q ≠ 1 and Sn = nu1 if q = 1.
This document provides learning objectives and content about rational and irrational numbers for a Class 9 mathematics lesson. It begins by defining different types of numbers - natural, whole, integers, rational, and irrational - and provides examples. It then explains rational numbers as those that can be written as fractions p/q, and irrational numbers as those that cannot be expressed as fractions. Various methods are provided for representing and finding rational numbers between two given rational numbers, as well as representing irrational numbers on the number line. Finally, the document discusses operations involving rational and irrational numbers.
This document provides information on numbers and numerical concepts in 3 sentences:
It defines key terms like numeral, place value, and face value. It also categorizes different types of numbers such as natural numbers, whole numbers, integers, even/odd numbers, and prime/composite numbers. Finally, it outlines tests for divisibility and formulas for operations like multiplication, progression, and division.
This document provides information about a mathematics module taught at the foundation level. It includes details such as the module title, code, credit hours, teaching periods, level, learning objectives, assessment types and course content. The module aims to reinforce basic numeracy and algebraic manipulation through lectures, seminars and tutorials. Students will be assessed through classroom tests, examinations and coursework assignments. The course content will cover topics such as numbers, operations, place value, and classifications of real numbers.
This document discusses exponents and radicals. It introduces exponential notation to write repeated multiplication concisely. Natural numbers can be uniquely expressed as a product of prime number factors raised to powers. Radicals are also introduced to represent roots of numbers. Laws of exponents and radicals are defined to simplify expressions. The objectives are to write expressions using exponential notation, factor numbers, simplify expressions using exponent laws, and perform operations on radicals.
This document provides information on various types of numbers and formulas related to numbers. It discusses natural numbers, whole numbers, integers, even/odd numbers, prime numbers and tests for divisibility. It also covers topics like place value, numeral systems, arithmetic progressions, geometric progressions, and shortcut methods for multiplication. Key points include the definition of different types of numbers, tests for divisibility by various numbers, formulas for operations like addition, subtraction and multiplication of algebraic expressions, and the general forms of arithmetic and geometric progressions.
The document discusses number systems and provides examples of different types of numbers. It begins by explaining how early humans counted items without a formal system of numbers. The key developments were the creation of numbers and the number zero, which allowed people to answer questions about quantities.
The document then reviews natural numbers, whole numbers, and integers. It introduces rational numbers as numbers that can be expressed as fractions. Rational numbers can be positive or negative. Any number that cannot be expressed as a rational number, such as the square root of 2, is considered irrational. Real numbers include all rational and irrational numbers.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
- 1-2 significant figures are used for things like grades, ages described in decades, cooking measurements, distances, areas, weights, temperatures.
- 3 significant figures are used for more precise measurements like heights, biological works, accurate measurements with a ruler.
- 4 or more significant figures are used for things like trigonometric ratios, logarithms, and highly precise scientific works.
- In general, fewer significant figures are used for less precise measurements and descriptions, while more are used for highly accurate scientific or technical contexts.
This document explores magic squares, their history, construction, and applications. Magic squares are arrangements of numbers where the sums of each row, column, and diagonal are equal. They have been known in China since 650 BCE and were introduced to Arab mathematicians by the 8th century. There are several methods for constructing magic squares, and they exist for all values of n except 2. Magic squares have been applied to music rhythms and are related to Sudoku puzzles. While once thought to have mystical properties, mathematicians now understand magic squares as numerical arrangements following specific rules.
This document provides an overview of mathematics concepts and skills for grade 3 teachers. It covers understanding numbers, addition, subtraction, multiplication, and calendars. Some key points:
- Section I covers place value, writing numbers, comparing numbers, and basic operations including addition, subtraction, and multiplication word problems.
- Section II covers additional concepts like place value, addition, subtraction, and using calendars including finding dates, days of the week, and performing basic operations with dates.
- Section III focuses more on multiplication, including multiplication tables, multi-step word problems, and explaining how entries in the multiplication table are obtained.
The document is a comprehensive guide to core third grade math topics to help teachers understand the
Vedic mathematics provides concise methods for mathematical operations based on ancient Indian teachings. It can solve problems faster than conventional methods by using rules and shortcuts. The system was revived in the early 20th century and is now taught internationally. It is based on 16 sutras that attribute qualities to numbers to simplify operations like multiplication, division, squares, and roots.
This document contains a 35 question multiple choice mathematics exam on topics including geometry, trigonometry, algebra, and calculus. Each question is followed by 4 possible answer choices. The exam tests concepts such as finding lengths and angles using trigonometry, properties of functions, solutions to equations, and relationships between mathematical statements. It concludes by providing a website for solutions to the exam questions.
Math 8 - Solving Problems Involving Linear FunctionsCarlo Luna
This document is a mathematics lesson on solving problems involving linear functions. It contains 4 practice problems. Problem 1 has students solve for the number of wallets to be sold to make a Php 30 profit and express the profit function in terms of wallets sold. Problem 2 deals with the cost of manufacturing shoes. Problems 3 has students model the number of math problems Cassandrea solves each day as a linear function and use it to determine how many problems she will solve on specific days. The document concludes by providing an asynchronous learning activity for students to complete.
Grade 9: Mathematics Unit 2 Quadratic Functions.Paolo Dagaojes
Here are the key points about quadratic functions:
- A quadratic function is a function that can be represented by an equation of the form y = ax2 + bx + c, where a ≠ 0.
- The highest power of the variable x is 2, so the equation is of degree 2.
- Quadratic functions have a parabolic shape when graphed.
- They can model many real-world phenomena like projectile motion, profit, area of shapes, etc.
- Quadratic functions have properties like axis of symmetry, vertex, intercepts, etc. that can be used to analyze and solve problems.
- They can be transformed through translations and stretches/shrinks
This document introduces special products and factors of polynomials. It discusses how patterns can be used to simplify algebraic expressions and solve geometric problems. Students will learn to identify special products through pattern recognition, find special products of polynomials, and apply these concepts to real-world problems. The goals are to demonstrate understanding of key concepts and solve practice problems accurately using different strategies.
Grade 9: Mathematics Unit 1 Quadratic Equations and Inequalities.Paolo Dagaojes
This document provides an introduction to Module 1 of a mathematics learner's material on quadratic equations and inequalities. It includes 7 objectives that will be covered across 7 lessons. Lesson 1 will illustrate quadratic equations, Lesson 2 will cover solving quadratic equations using extracting square roots, factoring, completing the square, and the quadratic formula. Lesson 3 will discuss the nature of roots of quadratic equations. Lesson 4 will describe the relationship between coefficients and roots. Lesson 5 will solve equations transformable into quadratic equations. Lesson 6 will apply quadratic equations to problems. Lesson 7 will illustrate and solve quadratic inequalities and problems involving them. The document provides the structure and overview of the topics to be discussed in the module.
The document contains 68 math and probability questions involving topics like probability, combinations, sequences, functions, and other quantitative reasoning concepts. The questions range in complexity and cover a wide variety of mathematical scenarios and problem types.
The document provides a table for the student to practice factorizing polynomials. It contains expressions in the initial column that the student must factorize. The correct factored forms are in the message from the king section. Being able to factor polynomials is important as it allows reversing the multiplication process.
The document discusses arithmetic sequences and series. An arithmetic sequence is a sequence where the difference between successive terms is constant. The nth term can be calculated using the formula an = a1 + (n - 1)d, where a1 is the first term, d is the common difference, and n is the term number. The sum of an arithmetic sequence is called an arithmetic series, which can be calculated using the formula Sn = (n/2)(a1 + an), where Sn is the sum, n is the number of terms, a1 is the first term, and an is the last term.
The document discusses complex numbers and their arithmetic operations. It defines the imaginary unit i as the square root of -1. Complex numbers are expressed as a + bi, where a is the real part and b is the imaginary part. The four arithmetic operations of addition, subtraction, multiplication, and division are defined for complex numbers by combining or distributing real and imaginary parts. Complex numbers allow equations like x^2 + 1 = 0 to have solutions and are useful in many mathematical applications.
Module 1( final 2) quadtraic equations and inequalities jqLive Angga
This document outlines a regional training for grade 9 mathematics teachers on topics relating to quadratic equations and inequalities. The training will take place from May 15-19, 2014 at Notre Dame of Marbel University in Koronadal City. The training will cover modules on quadratic functions, equations, inequalities, variations, quadrilaterals, similarity, triangles, and trigonometry. It provides lesson plans and activities for teachers that focus on illustrating, solving, and applying concepts relating to quadratic equations and inequalities. The goals are to help teachers understand these topics and be able to effectively teach them to their students.
The document defines and discusses properties of geometric sequences, including:
- A geometric sequence is a sequence where each term is found by multiplying the preceding term by a constant ratio q.
- The general term of a geometric sequence is un = u1qn-1, where u1 is the first term and q is the common ratio.
- The sum of the first n terms of a geometric sequence is given by Sn = u1(1 - qn)/(1 - q) if q ≠ 1 and Sn = nu1 if q = 1.
This document provides learning objectives and content about rational and irrational numbers for a Class 9 mathematics lesson. It begins by defining different types of numbers - natural, whole, integers, rational, and irrational - and provides examples. It then explains rational numbers as those that can be written as fractions p/q, and irrational numbers as those that cannot be expressed as fractions. Various methods are provided for representing and finding rational numbers between two given rational numbers, as well as representing irrational numbers on the number line. Finally, the document discusses operations involving rational and irrational numbers.
This document provides information on numbers and numerical concepts in 3 sentences:
It defines key terms like numeral, place value, and face value. It also categorizes different types of numbers such as natural numbers, whole numbers, integers, even/odd numbers, and prime/composite numbers. Finally, it outlines tests for divisibility and formulas for operations like multiplication, progression, and division.
This document provides information about a mathematics module taught at the foundation level. It includes details such as the module title, code, credit hours, teaching periods, level, learning objectives, assessment types and course content. The module aims to reinforce basic numeracy and algebraic manipulation through lectures, seminars and tutorials. Students will be assessed through classroom tests, examinations and coursework assignments. The course content will cover topics such as numbers, operations, place value, and classifications of real numbers.
This document discusses exponents and radicals. It introduces exponential notation to write repeated multiplication concisely. Natural numbers can be uniquely expressed as a product of prime number factors raised to powers. Radicals are also introduced to represent roots of numbers. Laws of exponents and radicals are defined to simplify expressions. The objectives are to write expressions using exponential notation, factor numbers, simplify expressions using exponent laws, and perform operations on radicals.
This document provides information on various types of numbers and formulas related to numbers. It discusses natural numbers, whole numbers, integers, even/odd numbers, prime numbers and tests for divisibility. It also covers topics like place value, numeral systems, arithmetic progressions, geometric progressions, and shortcut methods for multiplication. Key points include the definition of different types of numbers, tests for divisibility by various numbers, formulas for operations like addition, subtraction and multiplication of algebraic expressions, and the general forms of arithmetic and geometric progressions.
The document discusses number systems and provides examples of different types of numbers. It begins by explaining how early humans counted items without a formal system of numbers. The key developments were the creation of numbers and the number zero, which allowed people to answer questions about quantities.
The document then reviews natural numbers, whole numbers, and integers. It introduces rational numbers as numbers that can be expressed as fractions. Rational numbers can be positive or negative. Any number that cannot be expressed as a rational number, such as the square root of 2, is considered irrational. Real numbers include all rational and irrational numbers.
This document provides information about different types of numbers. It begins by defining what a number system is and discusses how numbers are used to quantify various things. It then defines what a number is mathematically. Various types of real numbers like rational and irrational numbers are categorized. Specific types of numbers like odd, even, prime, composite etc. are defined along with examples. Methods to represent numbers like 2 and 3 are shown visually on a number line. Converting between rational numbers and decimal expansions is discussed along with examples. Laws of exponents and irrational numbers are stated.
The real numbers are the set of numbers containing all of the rational numbers and all of the irrational numbers. The real numbers are “all the numbers” on the number line. There are infinitely many real numbers just as there are infinitely many in the other sets of numbers.
Here are the answers to the exercises:
1. The 2007th digit after the period in the decimal expansion of 1/7 is 7, since the expansion repeats with a period of 7 digits (142857...).
2. a) and b) have finite decimal expansions, while c) does not.
3. A = [-1, 2], B = (-∞, -1] ∪ (2, ∞). C = (-∞, 1) ∪ (2, ∞). D = (-∞, 1) ∪ (3, ∞). E = [-1, 2].
The finite sets are A and E.
3. Functions
3
- A number line consists of several types of numbers including natural numbers, whole numbers, integers, rational numbers, and irrational numbers.
- Rational numbers can be written as fractions p/q, while irrational numbers cannot. When writing decimals, rational numbers will either terminate or repeat, while irrational numbers will not terminate or repeat.
- There are methods to convert between rational numbers written as decimals and as fractions by multiplying or subtracting terms and solving for the value of the decimal. Geometric constructions can also represent irrational numbers.
1) The document describes how a 10-year-old boy was able to quickly calculate the sum of all integers from 1 to 100 by recognizing a pattern involving adding pairs of numbers that are equidistant from the endpoints.
2) Specifically, he realized that adding 1 and 100, 2 and 99, and so on up to 50 and 51 would yield the same result each time due to their symmetric relationship.
3) Multiplying this common result by the number of pairs (100) provided the final answer of 5050 without having to do the individual additions.
This document discusses place value and expanded form. It provides examples of writing numbers like 85, 457, and 36268 in expanded form by expressing each digit in terms of its place value. It also discusses the difference between the place values of digits within a number like in 3945. Concrete and abstract numbers are defined. Questions are provided to fill in blanks about place values and expanded form.
The document is a workbook on mathematics concepts for students preparing for the CREST Olympiads exam. It covers topics like number sense, operations, fractions, units of measurement, geometry, and data handling. Each chapter provides explanations of key concepts and examples, followed by practice questions for students. The workbook aims to complement school studies and help students develop analytical thinking and problem-solving skills for competitive exams.
This document discusses counting techniques used in probability and statistics. It introduces the fundamental principle of counting and the multiplication rule for determining the total number of possible outcomes of multi-step processes. Specific counting techniques covered include the tree diagram, permutations, and combinations. Examples are provided to demonstrate how to apply these techniques to problems involving determining the number of arrangements of different objects.
This document contains lecture notes for a first semester calculus course. It begins by discussing different types of numbers like integers, rational numbers, and real numbers which are represented by possibly infinite decimal expansions. It then introduces functions and their properties like inverse functions and implicit functions. The notes provide examples and exercises to accompany the explanations.
This document contains information about important numbers and formulas. It discusses topics like place value, types of numbers (natural, whole, integers, even, odd, prime, composite), tests for divisibility, multiplication shortcuts, basic formulas, progression, and the Euclidean algorithm for division. Some key points covered are the place value system in Hindu-Arabic numerals, definitions of different types of numbers, tests for divisibility by various numbers, formulas for arithmetic and geometric progressions, and the division algorithm.
The document provides a lesson on rounding numbers to various place values including thousands, ten thousands, hundreds of thousands, and millions. It includes examples of rounding numbers up and down based on the digit in the place value being rounded to. Students are given practice problems to round numbers to different place values and assess their understanding of rounding numbers.
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Maths ch 1 rd sharma
1. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
Exercise -1.1
1. Is zero a rational number? Can you write it in the form
𝑝
𝑞
, where p and q are integers and
𝑞 ≠ 0?
Sol:
Yes, zero is a rotational number. It can be written in the form of
p
q
where q to as such as
0 0 0
, , , .........
3 5 11
etc
2. Find five rational numbers between 1 and 2.
Sol:
Given to find five rotational numbers between 1 and 2
A rotational number lying between 1 and 2 is
3 3
1 2 2 3 2 . .,1 2
2 2
i e
Now, a rotational number lying between 1 and
3
2
is
3 2 3 5 5 1 5
1 2 2 2
2 2 2 2 2 4
i.e.,
5 3
1
4 2
Similarly, a rotational number lying between 1 and
5
4
is
5 4 5 9 9 1 9
1 2 2 2
4 2 4 4 2 8
i.e.,
9 5
1
8 4
Now, a rotational number lying between
3
2
and 2is
5 4 5 9 9 1 9
1 2 2 2
4 4 4 4 2 8
i.e.,
9 5
1
8 4
Now, a rotational number lying between
3
2
and 2is
3 3 4 7 1 7
2 2 2
2 2 2 2 4
2. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
i.e.,
3 7
2
2 4
Similarly, a rotational number lying between
7
4
and 2 is
7 7 8 15 1 15
2 2 2
4 4 4 2 8
i.e.,
7 15
2
4 8
9 5 3 7 15
1 2
8 4 2 4 8
Recall that to find a rational number between r and s, you can add r and s and divide the
sum by 2, that is
2
r s
lies between r and s So,
3
2
is a number between 1 and 2. you can
proceed in this manner to find four more rational numbers between 1 and 2, These four
numbers are,
5 11 13 7
, ,
4 8 8 4
and
3. Find six rational numbers between 3 and 4.
Sol:
Given to find six rotational number between 3 and 4
We have,
7 21 7 28
3 4
7 7 7 7
and
We know that
21 22 23 24 25 26 27 28
21 22 23 24 25 26 27 28
7 7 7 7 7 7 7 7
22 23 24 25 26 27
3 4
7 7 7 7 7 7
Hence, 6 rotational number between 3 and 4 are
22 23 24 25 26 27
, , , , ,
7 7 7 7 7 7
4. Find five rational numbers between
3
4
𝑎𝑛𝑑
4
5
Sol:
Given to find 5 rotational numbers lying between
3 4
.
5 5
and
We have,
3. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
3 6 18
5 6 100
and
4 6 24
5 6 30
We know that
18 19 20 21 22 23 24
18 19 20 21 22 23 24
30 30 30 30 30 30 30
3 19 20 21 22 23 4
, ,
5 30 30 30 30 30 5
3 19 2 7 11 23 4
5 30 3 10 15 30 5
Hence, 5 rotational number between
3
5
and
4
5
are
19 2 7 11 23
, , , , .
30 3 10 15 30
5. Are the following statements true or false? Give reasons for your answer.
(i) Every whole number is a rational number.
(ii) Every integer is a rational number.
(iii) Every rational number is a integer.
(iv) Every natural number is a whole number.
(v) Every integer is a whole number.
(vi) Evert rational number is a whole number.
Sol:
(i) False. As whole numbers include zero, whereas natural number does not include zero
(ii) True. As integers are a part of rotational numbers.
(iii) False. As integers are a part of rotational numbers.
(iv) True. As whole numbers include all the natural numbers.
(v) False. As whole numbers are a part of integers
(vi) False. As rotational numbers includes all the whole numbers.
4. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
Exercise – 1.2
Express the following rational numbers as decimals:
1. (i)
42
100
(ii)
327
500
(iii)
15
4
Sol:
(i) By long division, we have
100 42.00 0 42
400
200
200
0
42
0 42
100
(ii) By long division, we have
500 327 000 0.654
3000
2700
2500
2000
2000
0
327
0 654
500
(iii) By long division, we have
4 15 00 3 75
12
30
28
20
20
0
15
3 75
4
5. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
2. (i)
2
3
(ii) −
4
9
(iii)
−2
15
(iv) −
22
13
(v)
437
999
Sol:
(i) By long division, we have
3 2 0000 0.6666
18
20
18
20
18
20
18
2
2
0 6666..... 0.6
3
(ii) By long division, we have
9 4 0000 0 4444
36
40
36
40
36
40
36
4
4
0 4444..... 0.4
9
Hence,
4
0.4
9
(iii) By long division, we have
5 2 0000 0.13333
15
50
45
50
45
6. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
50
45
5
2
0.1333 ... 0.13
15
2
Hence, 0.13
15
(iv) By long division, we have
13 22.0000 1.692307692307
_13
90
_ 78
120
_117
30
_ 26
40
_ 39
100
_ 91
90
_ 78
120
_117
30
26
22 22
1 692307692307....... 1.692307 1.692307
13 13
(v) By long division, we have
999 437.000000 0.437437
3996
3740
2997
7430
6993
7. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
4370
3996
3740
2997
7430
6993
4370
437
0.437437......... 0.437
999
(vi) By long division, we have
26 33.0000000000000 1.2692307692307
26
70
_ 52
180
_156
240
_ 234
60
_ 52
80
_ 78
200
_182
180
_156
240
_ 234
60
_ 52
80
_ 78
200
_182
18
33
1.2692307698307............ 1.2692307
26
8. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
3. Look at several examples of rational numbers in the form
𝑝
𝑞
(𝑞 ≠ 0), where p and q are
integers with no common factors other than 1 and having terminating decimal
representations. Can you guess what property q must satisfy?
Sol:
A rational number
p
q
is a terminating decimal only, when prime factors of q are q and 5
only. Therefore,
p
q
is a terminating decimal only, when prime factorization of q must have
only powers of 2 or 5 or both.
Exercise -1.3
1. Express each of the following decimals in the form
𝑝
𝑞
:
(i) 0.39
(ii) 0.750
(iii) 2.15
(iv) 7.010
(v) 9.90
(vi) 1.0001
Sol:
(i) We have,
39
0 39
100
39
0 39
100
(ii) We have,
750 750 250 3
0 750
1000 1000 250 4
3
0.750
4
(iii) We have
215 215 5 43
2 15
100 100 5 20
43
2 15
20
9. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
(iv) We have,
7010 7010 10 701
7 010
1000 1000 10 100
701
7010
100
(v) We have,
990 990 10 99
9 90
100 100 10 10
99
9 90
10
(vi) We have,
10001
1 0001
10000
10001
1 0001
10000
2. Express each of the following decimals in the form
𝑝
𝑞
:
(i) 0. 4
̅
(ii) 0. 37
̅
̅
̅̅
Sol:
(i) Let 0 4
x
Now,
0 4 0.444.... 1
x
Multiplying both sides of equation (1) by 10, we get,
10 4.444.... 2
x
Subtracting equation (1) by (2)
10 4.444... 0.444...
x x
9 4
4
9
x
x
Hence,
4
0 4
9
(ii) Let 0 37
x
Now,
0.3737... ..... 1
x
Multiplying equation (1) by l0.
10 3.737.... 2
x
10. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
100 37.3737... 3
x
Subtracting equation (1) by equation (3)
100 37
x x
99 37
37
99
x
x
Hence,
37
0 37
99
Exercise -1.4
1. Define an irrational number.
Sol:
A number which can neither be expressed as a terminating decimal nor as a repeating
decimal is called an irrational number. For example,
1.01001000100001…
2. Explain, how irrational numbers differ from rational numbers?
Sol:
A number which can neither be expressed as a terminating decimal nor as a repeating
decimal is called an irrational number, For example,
0.33033003300033...
On the other hand, every rational number is expressible either as a terminating decimal or
as a repeating decimal. For examples, 3.24and 6.2876 are rational numbers
3. Examine, whether the following numbers are rational or irrational:
(i) 7
(ii) 4
(iii) 2 3
(iv) 3 2
(v) 3 5
(vi)
2
2 2
(vii)
2 2 2 2
(viii)
2
2 3
(ix) 5 2
11. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
(x) 23
(xi) 225
(xii) 0.3796
(xiii) 7.478478……
(xiv) 1.101001000100001……
Sol:
7 is not a perfect square root, so it is an irrational number.
We have,
2
4 2
1
∴ 4 can be expressed in the form of ,
p
q
so it is a rational number.
The decimal representation of 4 is 2.0.
2 is a rational number, whereas 3 is an irrational number.
Because, sum of a rational number and an irrational number is an irrational number, so
2 3
is an irrational number.
2 is an irrational number. Also 3 is an irrational number.
The sum of two irrational numbers is irrational.
3 2
is an irrational number.
5 is an irrational number. Also 3 is an irrational number.
The sum of two irrational numbers is irrational.
3 5
is an irrational number.
We have,
2 2 2
2 2 2 2 2 2 2
2 4 2 4
6 4 2
Now, 6 is a rational number, whereas 4 2 is an irrational number.
The difference of a rational number and an irrational number is an irrational number.
So, 6 4 2
is an irrational number.
2
2 2
is an irrational number.
We have,
2
2 2 2
2 2 2 2 2 2
4 2
2
2
1
a b a b a b
12. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
Since, 2 is a rational number.
2 2 2 2
is a rational number.
We have,
2 2 2
2 3 2 2 2 3 3
2 2 6 3
5 2 6
The sum of a rational number and an irrational number is an irrational number, so 5 2 6
is an irrational number.
2
2 3
is an irrational number.
The difference of a rational number and an irrational number is an irrational number
5 2
is an irrational number.
23 4.79583152331........
15
225 15
1
Rational number as it can be represented in
p
q
form.
0.3796
As decimal expansion of this number is terminating, so it is a rational number.
7.478478............ 7.478
As decimal expansion of this number is non-terminating recurring so it is a rational
number.
4. Identify the following as rational numbers. Give the decimal representation of rational
numbers:
(i) 4
(ii) 3 18
(iii) 1.44
(iv)
9
27
(v) 64
(vi) 100
Sol:
We have
2
4 2
1
4 can be written in the form of ,
p
q
so it is a rational number.
13. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
Its decimal representation is 2.0.
We have,
3 18 3 2 3 3
3 3 2
9 2
Since, the product of a rations and an irrational is an irrational number.
9 2
is an irrational
3 18
is an irrational number.
We have,
144
1 44
100
12
10
1.2
Every terminating decimal is a rational number, so 1.2 is a rational number.
Its decimal representation is 1.2.
We have,
9 3 3
27 27 3 3 3
3
3 3
1
3
Quotient of a rational and an irrational number is irrational numbers so
1
3
is an irrational
number.
9
27
is an irrational number.
We have,
64 8 8
8
8
1
64
can be expressed in the form of ,
p
q
so 64
is a rotational number.
Its decimal representation is 8.0.
We have,
14. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
100 10
10
1
100 can be expressed in the form of .
p
q
so 100 is a rational number.
The decimal representation of 100 is 10.0.
5. In the following equations, find which variables x, y, z etc. represent rational or irrational
numbers:
(i) 2
5
x
(ii) 2
9
y
(iii) 2
0.04
z
(iv) 2 17
4
u
(v) 2
3
v
(vi) 2
27
w
(vii) 2
0.4
t
Sol:
(i) We have
2
5
x
Taking square root on both sides.
2
5
5
x
x
5 is not a perfect square root, so it is an irrational number.
(ii) We have
2
9
y
9
3
3
1
y
9 can be expressed in the form of ,
p
q
so it a rational number.
(iii) We have
2
0.04
z
Taking square root on the both sides, we get,
2
0.04
z
15. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
0.04
z
0.2
2
10
1
5
z can be expressed in the form of ,
p
q
so it is a rational number.
(iv) We have
2 17
4
u
Taking square root on both sides, we get,
2 17
4
u
17
2
u
Quotient of an irrational and a rational number is irrational, so u is an irrational
number.
(v) We have
2
3
v
Taking square root on both sides, we get,
2
13
3
v
v
3 is not a perfect square root, so y is an irrational number.
(vi) We have
2
27
w
Taking square root on both des, we get,
2
27
w
3 3 3
w
3 3
Product of a rational and an irrational is irrational number, so w is an irrational
number.
(vii) We have
2
0.4
t
Taking square root on both sides, we get
2
0.4
t
16. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
4
10
t
2
10
Since, quotient of a rational and an irrational number is irrational number, so t is an
irrational number.
6. Give an example of each, of two irrational numbers whose:
(i) difference is a rational number.
(ii) difference is an irrational number.
(iii) sum is a rational number.
(iv) sum is an irrational number.
(v) product is a rational number.
(vi) product is an irrational number.
(vii) quotient is a rational number.
(viii) quotient is an irrational number.
Sol:
(i) 3 is an irrational number.
Now,
3 3 0
0 is the rational number.
(ii) Let two irrational numbers are 5 2 and 2
Now,
5 2 2 4 2
4 2 is the rational number.
(iii) Let two irrational numbers are 11 and 11
Now,
11 11 0
0 is the rational number.
(iv) Let two irrational numbers are 4 6 and 6
Now,
4 6 6 5 6
5 6 is the rational number.
(v) Let two irrational numbers are 2 3 and 3
Now, 2 3 3 2 3
6
6 is the rational number.
(vi) Let two irrational numbers are 2 and 5
Now, 2 5 10
17. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
10 is the rational number.
(vii) Let two irrational numbers are 3 6 and 6
Now,
3 6
3
6
3 is the rational number.
(viii) Let two irrational numbers are 6 and 2
Now,
6 3 2
2 2
3 2
2
3
3 is an irrational number.
7. Give two rational numbers lying between 0.232332333233332 . . . and
0.212112111211112.
Sol:
Let, a = 0.212112111211112
And, b = 0.232332333233332...
Clearly, a b
because in the second decimal place a has digit 1 and b has digit 3
If we consider rational numbers in which the second decimal place has the digit 2, then
they will lie between a and b.
Let,
x = 0.22
y = 0.22112211...
Then,
a x y b
Hence, x, and y are required rational numbers.
8. Give two rational numbers lying between 0.515115111511115 ... and 0.5353353335 ...
Sol:
Let, a = 0.515115111511115...
And, b = 0.5353353335...
We observe that in the second decimal place a has digit 1 and b has digit 3, therefore,
.
a b
So if we consider rational numbers
0.52
x
y = 0.52052052...
We find that,
a x y b
Hence x, and y are required rational numbers.
18. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
9. Find one irrational number between 0.2101 and 0.2222 . . . = 0. 2
̅
Sol:
Let, a = 0.2101
And, b = 0.2222...
We observe that in the second decimal place a has digit 1 and b has digit 2, therefore
.
a b
in the third decimal place a has digit 0. So, if we consider irrational numbers
0.211011001100011....
x
We find that
a x b
Hence, x is required irrational number.
10. Find a rational number and also an irrational number lying between the numbers
0.3030030003 ... and 0.3010010001 ...
Sol:
Let, 0.3010010001
a
And, 0.3030030003...
b
We observe that in the third decimal place a has digit 1 and b has digit 3, therefore .
a b
in
the third decimal place a has digit 1. so, if we consider rational and irrational numbers
0.302
0.302002000200002.....
x
y
We find that
a x b
And, a y b
Hence, x and y are required rational and irrational numbers respectively.
11. Find two irrational numbers between 0.5 and 0.55.
Sol:
Let 0.5 0.50
a
And, 0.55
b
We observe that in the second decimal place a has digit 0 and b has digit 5, therefore .
a b
so, if we consider irrational numbers
0.51051005100051...
0.530535305353530...
x
y
We find that
a x y b
Hence, x and y are required irrational numbers.
19. Class IX Chapter 1 – Number System Maths
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12. Find two irrational numbers lying between 0.1 and 0.12.
Sol:
Let, 0.1 0.10
a
And, 0.12
b
We observe that in the second decimal place a has digit 0 and b has digit 2, Therefore
.
a b
So, if we consider irrational numbers
0.11011001100011...
0.111011110111110...
x
y
We find that,
a x y b
Hence, x and y are required irrational numbers.
13. Prove that √3 + √5 is an irrational number.
Sol:
If possible, let 3 5
be a rational number equal to x. Then,
3 5
x
2
2
2 2
2
2
2
3 5
3 5 2 3 5
3 5 2 15
8 2 15
8 2 15
8
15
2
x
x
x
x
Now, x is rational
2
x
is rational
2
8
2
x
is rational
15
is rational
But, 15 is rational
Thus, we arrive at a contradiction. So, our supposition that 3 5
is rational is wrong.
Hence, 3 5
is an irrational number.
20. Class IX Chapter 1 – Number System Maths
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14. Find three different irrational numbers between the rational numbers
5
7
and
9
11
Sol:
5
0.714285
7
9
0.81
11
3 irrational numbers are
0.73073007300073000073.......
0.75075007500075000075.......
0.79079007900079000079.......
Exercise -1.5
1. Complete the following sentences:
(i) Every point on the number line corresponds to a ______ number which many be
either ______ or ______
(ii) The decimal form of an irrational number is neither ______ nor ______
(iii) The decimal representation of a rational number is either ______ or ______
(iv) Every real number is either ______ number or ______ number.
Sol:
(i) Every point on the number line corresponds to a Real number which may be either
rational or irrational.
(ii) The decimal form of an irrational number is neither terminating nor repeating
(iii) The decimal representation of a rational number is either terminating, non-
terminating or recurring.
(iv) Every real number is either a rational number or an irrational number.
2. Represent √6, √7, √8 on the number line.
Sol:
Draw a number line and mark point O, representing zero, on it
21. Class IX Chapter 1 – Number System Maths
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Suppose point A represents 2 as shown in the figure
Then 2.
OA Now, draw a right triangle OAB such that 1.
AB
By Pythagoras theorem, we have
2 2 2
2 2 2
2
2 1
4 1 5 5
OB OA AB
OB
OB OB
Now, draw a circle with center O and radius OB.
We fine that the circle cuts the number line at A
Clearly, 1
OA OB
radius of circle 5
Thus, 1
A represents 5 on the number line.
But, we have seen that 5 is not a rational number. Thus we find that there is a point on
the number which is not a rational number.
Now, draw a right triangle 1 1,
OA B Such that 1 1 1
A B AB
Again, by Pythagoras theorem, we have
2 2 2
1 1 1 1
2
2 2
1
2
1 1
5 1
5 1 6 6
OB OA A B
OB
OB OB
Draw a circle with center O and radius 1 6.
OB This circle cuts the number line at 2
A as
shown in figure
Clearly 2 1 6
OA OB
Thus, 2
A represents 6 on the number line.
Also, we know that 6 is not a rational number.
Thus, 2
A is a point on the number line not representing a rational number
Continuing in this manner, we can represent 7 and 8 also on the number lines as shown
in the figure
Thus, 3 2 7
OA OB
and 4 3 8
OA OB
3. Represent √3.5, √9.4, √10.5 on the real number line.
Sol:
Given to represent 3 5, 9 4, 10 5
on the real number line
Representation of 3 5
on real number line:
Steps involved:
(i) Draw a line and mark A on it.
22. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
(ii) Mark a point B on the line drawn in step - (i) such that 3 5
AB units
(iii) Mark a point C on AB produced such that BC = 1unit
(iv) Find mid-point of AC. Let the midpoint be O
3 5 1 4 5
4 5
2 25
2 2
AC AB BC
AC
AO OC
(v) Taking O as the center and OC OA
as radius drawn a semi-circle. Also draw a line
passing through B perpendicular to OB. Suppose it cuts the semi-circle at D.
Consider triangle ,
OBD it is right angled at B.
2 2 2
BD OD OB
2
2 2
BD OC OC BC
radius
OC OD
2
2
2
BD OC BC BC
2
2 2 25 1 1 35
BD BD
(vi) Taking B as the center and BD as radius draw an arc cutting OC produced at E. point
E so obtained represents 3 5
as 3 5
BD BE
radius
Thus, E represents the required point on the real number line.
Representation of 9 4
on real number line steps involved:
(i) Draw and line and mark A on it
23. Class IX Chapter 1 – Number System Maths
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(ii) Mark a point B on the line drawn in step (i) such that 9 4
AB units
(iii) Mark a point C on AB produced such that 1
BC unit.
(iv) Find midpoint of AC. Let the midpoint be O.
9 4 1 10 4
AC AB BC
units
10 4
5 2
2 2
AC
AD OC
units
(v) Taking O as the center and OC OA
as radius draw a semi-circle. Also draw a line
passing through B perpendicular to OB. Suppose it cuts the semi-circle at D.
Consider triangle OBD, it is right angled at B.
2 2 2
BD OD OB
2
2 2
radius
BD OC OC BC OC OD
2
2 2 2
2 2
2 2
2
2
2 5 2 1 1 9 4 units
BD OC OC OC BC BC
BD OC BC BC
BD BD
(vi) Taking B as center and BD as radius draw an arc cutting OC produced at E so
obtained represents 9 4
as 9 4 radius
BD BE
Thus, E represents the required point on the real number line.
Representation of 10 5
on the real number line:
Steps involved:
(i) Draw a line and mark A on it
(ii) Mark a point B on the line drawn in step (i) such that 10 5 units
AB
(iii) Mark a point C on AB produced such that 1unit
BC
(iv) Find midpoint of AC. Let the midpoint be 0.
10 5 1 11 5 units
AC AB BC
24. Class IX Chapter 1 – Number System Maths
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11 5
5 75 units
2 2
AC
AO OC
(v) Taking O as the center and OC OA
as radius, draw a semi-circle. Also draw a line
passing through B perpendicular to DB. Suppose it cuts the semi-circle at D. consider
triangle OBD, it is right angled at B
2 2 2
BD OD OB
2
2 2
radius
BD OC OC BC OC OD
2
2 2 2
2 2
2
2
BD OC OC OC BC BC
BD OC BC BC
2 2 2
BC OD OB
2
2 2
radius
BD OC OC BC OC OD
2
2 2 2
2
BD OC OC OC BC BC
2 2
2
BD OC BC BC
2
2 575 1 1 10 5
BD BD
(vi) Taking B as the center and BD as radius draw on arc cutting OC produced at E. point
E so obtained represents 10 5
as 10 5
BD BE
radius arc
Thus, E represents the required point on the real number line
4. Find whether the following statements are true or false.
(i) Every real number is either rational or irrational.
(ii) it is an irrational number.
(iii) Irrational numbers cannot be represented by points on the number line.
Sol:
(i) True
As we know that rational and irrational numbers taken together from the set of real
numbers.
(ii) True
As, is ratio of the circumference of a circle to its diameter, it is an irrational
number
2
2
r
r
(iii) False
Irrational numbers can be represented by points on the number line.
25. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
Exercise -1.6
Mark the correct alternative in each of the following:
1. Which one of the following is a correct statement?
(a) Decimal expansion of a rational number is terminating
(b) Decimal expansion of a rational number is non-terminating
(c) Decimal expansion of an irrational number is terminating
(d) Decimal expansion of an irrational number is non-terminating and non-repeating
Sol:
The following steps for successive magnification to visualise 2.665 are:
(1) We observe that 2.665 is located somewhere between 2 and 3 on the number line. So,
let us look at the portion of the number line between 2 and 3.
(2) We divide this portion into 10 equal parts and mark each point of division. The first
mark to the right of 2 will represent 2.1, the next 2.2 and soon. Again we observe that
2.665 lies between 2.6 and 2.7.
(3) We mark these points 1
A and 2
A respectively. The first mark on the right side of 1,
A will
represent 2.61, the number 2.62, and soon. We observe 2.665 lies between 2.66 and
2.67.
(4) Let us mark 2.66 as 1
B and 2.67 as 2.
B Again divide the 1 2
B B into ten equal parts. The
first mark on the right side of 1
B will represent 2.661. Then next 2.662, and so on.
Clearly, fifth point will represent 2.665.
26. Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
2. Which one of the following statements is true?
(a) The sum of two irrational numbers is always an irrational number
(b) The sum of two irrational numbers is always a rational number
(c) The sum of two irrational numbers may be a rational number or an irrational number
(d) The sum of two irrational numbers is always an integer
Sol:
Once again we proceed by successive magnification, and successively decrease the lengths
of the portions of the number line in which 5.37 is located. First, we see that 5.37 is
located between 5 and 6. In the next step, we locate 5.37 between 5.3 and 5.4. To get a
more accurate visualization of the representation, we divide this portion of the number line
into lo equal parts and use a magnifying glass to visualize that 5 37
lies between 5.37 and
5.38. To visualize 5.37 more accurately, we again divide the portion between 5.37 and
5.38 into ten equal parts and use a magnifying glass to visualize that S.S lies between 5.377
and 5.378. Now to visualize 5.37 still more accurately, we divide the portion between
5.377 and 5.378 into 10 equal parts, and visualize the representation of 5.37 as in fig.,(iv) .
Notice that 5.37 is located closer to 5.3778 than to 5.3777(iv)