This document provides the solutions to various problems involving integer multiplication from a Class 7 maths textbook. It includes step-by-step workings for finding products of integers, verifying properties of integer multiplication, solving word problems involving rate and profit/loss calculations, and replacing blanks in number sentences to make them true statements involving integer multiplication.
A Vedic Maths is the name given to the ancient system of Indian Mathematics which was rediscovered from the Vedas/sutras between 1911 and 1918 by Sri Bharati Krisna Tirthaji (1884-1960).
According to his research, maths is based on 16 SUTRAS or word-formulae. These formulae describe the way the mind works naturally and are therefore a great help in directing the students to the appropriate solution. This unifying quality is very satisfying,; it makes maths easy, enjoyable and encourages innovation.
Welcome to the wonderful world of "Vedic" mathematics, a science that its founder claims was lost due to the advent of modern mathematics. Vedic mathematics is said by its founder to be a gift given to this world by the ancient sages of India, though there is no historical evidence whatsoever for this claim. It is a system for limited arithmetic and polynomial calculation which is simpler and more enjoyable than the equivalent algorithms of modern mathematics.
A Vedic Maths is the name given to the ancient system of Indian Mathematics which was rediscovered from the Vedas/sutras between 1911 and 1918 by Sri Bharati Krisna Tirthaji (1884-1960).
According to his research, maths is based on 16 SUTRAS or word-formulae. These formulae describe the way the mind works naturally and are therefore a great help in directing the students to the appropriate solution. This unifying quality is very satisfying,; it makes maths easy, enjoyable and encourages innovation.
Welcome to the wonderful world of "Vedic" mathematics, a science that its founder claims was lost due to the advent of modern mathematics. Vedic mathematics is said by its founder to be a gift given to this world by the ancient sages of India, though there is no historical evidence whatsoever for this claim. It is a system for limited arithmetic and polynomial calculation which is simpler and more enjoyable than the equivalent algorithms of modern mathematics.
An Islamic Scientist Sir Alkhwarizmi. his contributioins are in Arithematic,Linear Algebra,Quadratic equation,Trignometry,Astronomy,Geography,Cartography and etc.
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
This is a presentation to help students who always become feared during Maths Exam. This presentation tells about what are the elements that initiates this phobia and what are the possible ways by both the teachers and the students to overcome such Phobia. This presentation also contains Vedic mathematics tricks that helps you to do calculations easily
An Islamic Scientist Sir Alkhwarizmi. his contributioins are in Arithematic,Linear Algebra,Quadratic equation,Trignometry,Astronomy,Geography,Cartography and etc.
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
This is a presentation to help students who always become feared during Maths Exam. This presentation tells about what are the elements that initiates this phobia and what are the possible ways by both the teachers and the students to overcome such Phobia. This presentation also contains Vedic mathematics tricks that helps you to do calculations easily
College algebra real mathematics real people 7th edition larson solutions manualJohnstonTBL
College Algebra Real Mathematics Real People 7th Edition Larson Solutions Manual
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2. LHS = RHS
Hence, verified.
Ex 1.3 Class 7 Maths Question 3.
(i) For any integer a, what is (-1) × a equal to?
(ii) Determine the integer whose product with (-1) is 0.
(a) -22
(b) 37
(c) 0
Solution:
(i) (-1) × a = -a
(ii) (-1) × 0 = 0 [∵ a × 0 = 0]
Hence (c) 0 is the required integer.
Ex 1.3 Class 7 Maths Question 4.
Starting from (-1) × 5, write various products showing some pattern to show (-1) × (-
1) = 1
Solution:
(-1) × 5 = -5
(-1) × 4 = -4 = (-5) + 1
(-1) × 3 = -3 = (-4) + 1
(-1) × 2 = -2 = (-3) + 1
(-1) × (1) = -1 = (-2) + 1
(-1) × 0 = 0 – (-1) + 1
(-1) × (-1) = 1 = 0+1
Ex 1.3 Class 7 Maths Question 5.
Find the product, using suitable properties:
(a) 26 × (-48) + (-48) × (-36)
(b) 8 × 53 × (-125)
(c) 15 × (-25) × (-4) × (-10)
(d) (-41) × 102
(e) 625 × (-35) + (-625) × 65
(f) 7 × (50 – 2)
(g) (-17) × (-29)
(h) (-57) × (-19) + 57
Solution:
(a) 26 × (-48) + (-48) × (-36)
= -48 × [26 + (-36)] = -48 × [26 – 36] = -48 × -10 = 480 [Distributive property of
multiplication over
addition]
(b) 8 × 53 × (-125) = 53 × [8 × (-125)]
[Associative property of multiplication] = 53 × (-1000) = -53000
(c) 15 × (-25) × (-4) × (-10)
= [(-25) × (-4)] × [15 × (-10)]
[Regrouping the terms] = 100 × (-150) = -15000
3. (d) (-41) × 102 = (-41) × [100 + 2]
= (-41) × 100 + (-41) × 2
[Distributive property of multiplication over addition] = -4100 – 82 = -4182
(e) 625 × (-35) + (-625) × 65
= 625 × [(-35) + (-65)]
[Distributive property of multiplication over addition]
= 625 × (-100) = -62500
(f) 7 × (50 – 2) = 7 × 48 = 336 or
7 × (50 – 2) = 7 × 50 -7 × 2 = 350 – 14 = 336 [Distributive property of multiplication
over addition]
(g) (-17) × (-29) = (-17) × [30 + (-1)]
= (-17) × 30 + (-17) × (-1)
= -510 + 17 = -493
[Distributive property of multiplication over addition]
(h) (-57) × (-19) + 57 = 57 × 19 + 57
= 57 × 19 + 57 × 1 [Y (-) × (-) = (+)] [Distributive property of multiplication over
addition]
= 57 × (19 + 1) = 57 × 20 = 1140
Ex 1.3 Class 7 Maths Question 6.
A certain freezing process requires that room temperature be lowered from 40°C at
the rate of 5°C every hour. What will be the room temperature 10 hours after the
process begins?
Solution:
Temperature of the room in the beginning = 40°C
Temperature after 1 hour
= 40°C – 1 × 5°C = 40°C – 5°C – 35°C
Similarly, temperature of the room after 10 hours
= 40°C – 10 × 5°C = 40°C – 50°C = -10°C
Ex 1.3 Class 7 Maths Question 7.
In a class test containing 10 questions, 5 marks are awarded for every correct
answer and (-2) marks are awarded for every incorrect answer and 0 for questions
not attempted.
(i) Mohan gets four correct and si× incorrect answers. What is his score?
(ii) Reshma gets five correct answers and five incorrect answers, what is her score?
(iii) Heena gets two correct and five incorrect answers out of seven questions she
attempts. What is her score?
Solution:
(i) Marks awarded to Mohan = 4 × 5
=20 for correct answers Marks awarded to Mohan = 6 × (-2)
= -12 for incorrect answers.
∴ Total marks obtained by Mohan
= 20 + (-12) = 20 – 12 = 8
4. (ii) Marks awarded to Reshma for correct answers
= 5 × 5 = 25
Marks awarded to Reshma for incorrect answers
= 5 × (-2) = -10
∴ Total marks obtained by Reshma
= 25 + (-10) = 25 – 10 = 15
(iii) Marks awarded to Heena for correct answers
= 2 × 5 = 10
Marks awarded to Heena for incorrect answers
= 5 × (-2) = -10
Number of question not attempted by Heena
= 10 – (2 + 5) = 10 – 7 = 3
Marks awarded to Heena for non-attempted questions
=3×0=0
∴ Total marks obtained by Heena
= 10 + (-10) + 0 = 10-10+ 0 = 0
Ex 1.3 Class 7 Maths Question 8.
A cement company earns a profit of ₹ 8 per bag of white cement sold and a loss of ₹
5 per bag of grey cement sold.
(a) The company sells 3,000 bags of white cement and sold 5,000 bags of grey
cement in a month. What is its profit or loss?
(b) What is the number of white cement bags it must sell to have neither profit nor
loss, if the number of grey bags sold is 6,400 bags.
Solution:
(a) Profit on one white cement bag = ₹ 8
loss on one grey cement bag = ₹ – 5
Profit on 3,000 bags of white cement
= ₹ (8 × 3,000) = ₹ 24,000
Loss on 5,000 bags of grey cement
= ₹ (-5 × 5000) = – ₹ 25,000
Total loss = – ₹ 25,000 + ₹ 24,000
= – ₹ 1000 i.e. ₹ 1000
(b) Selling price of grey bags at a loss of ₹ 5
= ₹ (5 × 6,400) – ₹ 32,000
For no profit and no loss, the selling price of white bags = ₹ 32,000
Rate of selling price of white bags at a profit of ₹ 8 per bag.
∴ Number of white cement bags sold
=320008=4000
Hence, the required number of bags = 4,000
Ex 1.3 Class 7 Maths Question 9.
Replace the blank with an integer to make it a true statement.
(a) (-3) × __ = 27
(b) 5 × __ = -35
(c) __ × (-8) = -56
(d) __ × (-12) = 132
Solution: