GANITA PRAKASH

Textbook of Mathematics
Grade

7
Part – I

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 0774 – Ganita Prakash
Textbook of Mathematics for Grade 7 ISBN 978-93-5729-983-1

First Edition ALL RIGHTS RESERVED

April 2025 Chaitra 1947  No part of this publication may be reproduced, stored in a retrieval system
or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise without the prior permission of the
publisher.
 This book is sold subject to the condition that it shall not, by way of trade,
be lent, re-sold, hired out or otherwise disposed of without the publisher’s
PD 1500T BS consent, in any form of binding or cover other than that in which it is published.
 The correct price of this publication is the price printed on this page, Any revised
price indicated by a rubber stamp or by a sticker or by any other means is
incorrect and should be unacceptable.

© National Council of Educational

Research and Training, 2025

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 FOREWORD
The National Education Policy 2020 envisages a system of education in the
country that is rooted in an Indian ethos and its civilisational accomplishments
in all fields of knowledge and human endeavour. At the same time, it aims
to prepare students to engage constructively with the opportunities and
challenges of the 21st century. The basis for this aspirational vision has been
well laid out by the National Curriculum Framework for School Education
(NCF-SE) 2023 across curricular areas at all stages. By nurturing students’
inherent abilities across all five planes of human existence (pañchakośhas),
the Foundational and Preparatory Stages set the stage for further learning
at Middle Stage. Spanning Grades 6 to 8, the Middle Stage serves as a critical
three-year bridge between the Preparatory and Secondary Stages.
The NCF-SE 2023, at the Middle Stage, aims to equip students with the
skills that are needed to grow, as they advance in their lives. It endeavours
to enhance their analytical, descriptive, and narrative capabilities, and to
prepare them for the challenges and opportunities that await them. A diverse
curriculum, covering nine subjects ranging from three languages — including
at least two languages native to India — to Science, Mathematics, Social
Science, Art Education, Physical Education and Well-being, and Vocational
Education promotes their holistic development.
Such a transformative learning culture requires certain essential
conditions. One of them is to have appropriate textbooks in different curricular
areas, as these textbooks will play a central role in mediating between content
and pedagogy — a role that will strike a judicious balance between direct
instruction and opportunities for exploration and inquiry. Among the other
conditions, classroom arrangement and teacher preparation are crucial to
establish conceptual connections both within and across curricular areas.
The National Council of Educational Research and Training, on its part, is
committed to providing students with such high-quality textbooks. Various
Curricular Area Groups, which have been constituted for this purpose,
comprising notable subject-experts, pedagogues, and practising teachers as
their members, have made all possible efforts to develop such textbooks.
Ganita Prakash, the textbook of Mathematics for Grade 7, Part I, aligns with
the expectations of NEP 2020 and NCF-SE 2023, with respect to creating a
spark for initiating mathematical thinking. This textbook designed for Grade
7 students, takes forward its journey through the world of mathematics that
started in Grade 6. During this journey the concepts and problems emerge
from daily life situations and so it is expected that students will be able to
relate to them with ease. The book makes efforts to encourage the students
to observe and explore the patterns around them and discover mathematical
concepts on their own. The content attempts to integrate mathematics with
other subject areas such as science, social science with cross-cutting themes
like environmental education, value education, inclusive education, and
Indian Knowledge Systems (IKS). Colourful illustrations and interactive
exercises form the basis of this textbook that would develop a strong
foundation among children in understanding more complex mathematical

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 concepts. Throughout the book, stories, conversations and anecdotes have
been incorporated to make abstract mathematical concepts more relatable
and accessible to young learners. Puzzles and innovative problems will not
only engage the students in thoughtfully relating the mathematical concepts
to the world around them and help them in deepening their understanding
of mathematics, but also prepare them to understand the concepts of the
emerging field of computational thinking. The focus is on collaboration and
active engagement through student-centered approach to education.
However, in addition to this textbook, students at this stage should also be
encouraged to explore various other learning resources. School libraries play
a crucial role in making such resources available. Besides, the role of parents
and teachers will also be invaluable in guiding and encouraging students to
do so.
With this, I express my gratitude to all those who have been involved in
the development of this textbook and hope that it will meet the expectations
of all stakeholders. At the same time, I also invite suggestions and feedback
from all its users for further improvement in the coming years.

Dinesh Prasad Saklani

Director
New Delhi National Council of Educational
March 2025 Research and Training

iv

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 ABOUT THE BOOK
Mathematics helps students develop not only basic arithmetic skills, but
also the crucial capacities of logical reasoning, creative problem solving,
and clear and precise communication (both oral and written). Mathematical
knowledge also plays a crucial role in understanding concepts in other
school subjects, such as Science and Social Science, and even Arts, Physical
Education, and Vocational Education. Learning Mathematics can also
contribute to the development of capacities for making informed choices and
decisions. Understanding numbers and quantitative arguments is necessary
for effective and meaningful democratic and economic participation.
Mathematics thus has an important role to play in achieving the overall aims
of school education.
Mathematics at the Middle Stage is a major challenge and has to perform
the dual role of being both close to the experience and environment of the
child and being abstract. It must perform the dual role of developing intuition
while also maintaining and emphasising rigour. It must perform the dual
role of enhancing critical and logical thinking while also developing artistry
and creativity and a sense of elegance and aesthetics. Finally, Mathematics
must perform the dual role of providing students plenty of opportunities for
exploration and discovery of concepts on their own while also teaching best-
known methods in the global repertoire of mathematics.
The present textbook has made an attempt to address the above mentioned
goals and challenges of learning mathematics. The writers of this book have
aimed to strike a judicious balance between informal and formal definitions
and methods to develop in students both intuition and rigour. The book also
provides numerous opportunities for student-student and student–teacher
interaction in the classroom to promote active and experiential learning. A
number of questions, puzzles, and interactive exercises are posed throughout
the book to encourage constant exploration. Many of the questions are open-
ended to stimulate in-class discussion.
The first chapter of this book, ‘Large Numbers Around Us’, is an introduction
to the world of lakhs and crores, and millions and billions through engaging
explorations and contexts.
Chapter 2, ‘Arithmetic Expressions’, considers expressions having multiple
operations and discusses how they can be written and read without ambiguity.
Chapter 3, ‘A Peek Beyond the Point’, introduces the usage of the decimal
point and additions and subtractions involving decimal numbers. Chapter
4, ‘Expressions using Letter-Numbers’ builds on the chapter on Arithmetic
Expressions to guide students to take the first steps into the world of algebra.
The fundamental notions of letter-numbers and algebraic expressions are
introduced. Chapter 5, ‘Parallel and Intersecting Lines’, introduces some
fundamental building blocks of geometry and has a balance of engaging
activities like paper folding and rigorous mathematical reasoning. Chapter
6, ‘Number Play’, covers aspects of computational thinking and problem
solving through puzzles and concepts of parity, the Virahāṅka-Fibonacci
sequence, and cryptarithms. Chapter 7, ‘A Tale of Three Intersecting Lines’,

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 explores, through construction, some of the striking properties of a triangle
related to the lengths of their sides and angles. Chapter 8, ‘Working with
Fractions’, builds on the students’ understanding of fractions, and explores
the multiplication and division of fractions. The methods and formulas of
the great Indian mathematician Brahmagupta (628 CE) for performing these
operations on fractions is brought alive with fresh examples and interesting
puzzles. In all chapters, an attempt has been made to emphasise connections
with other subjects including Art, History, and Science.
By weaving together storytelling and hands-on activities, we hope that
an immersive learning experience will be created that ignites curiosity and
fosters a love for mathematics. It is hoped that teachers would give children
the opportunity to discuss, play, engage with each other, provide logical
arguments for different ideas, and find loopholes in arguments presented.
This is necessary for the learners to eventually develop the ability to
understand what it means to prove something and also become confident
about underlying concepts. The mathematics classroom should not expect a
blind application of algorithms but should rather encourage children to find
many different ways to solve problems.
As per the NEP 2020, computational thinking has also been gently
introduced through puzzles, games, and interactive exercises that encourage
such thinking. Indian rootedness has also been kept in mind while giving
contexts for different concepts. The contributions of Indian mathematicians
have been given as part of a problem-solving approach to make students
aware of India’s rich mathematical heritage and its global contributions to
mathematics.
The concepts and problems are related to daily life situations. An attempt
has been made to use contexts and materials with which the students are
familiar. Learning material sheets have been given at the back of the book
that may be photocopied and used. At many places, exercises or activities are
given to encourage peer group efforts and discussions. The textbook intends
to address the learning needs of a diverse group of students in the classroom.
We have tried to link concepts learnt in initial chapters with ideas in
subsequent chapters to show the connectedness and unity of mathematics.
We hope that teachers will use this as an opportunity to revise these concepts
in a spiralling way so that children are able to appreciate the entire conceptual
structure of mathematics. We hope that teachers may give more time to
the ideas of fractions, negative numbers and other notions that are new to
students. Many of these are the basis for further learning in mathematics.
Finally, this book aims to be more than just a textbook—it’s a passport
to a world of mathematical discovery and exploration. Whether used in the
classroom or at home, we hope that it may inspire students to embark on
their own mathematical adventures, empowering them to see the beauty
and relevance of mathematics in everything around them. With its engaging
approach and comprehensive coverage of Grade 7 mathematics concepts,
this book hopes and aims to captivate young minds and set them on a lifelong
journey of mathematical discovery.

vi

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 I thank again all the writers of and contributors to this textbook for this
important and valuable contribution and service to the nation’s mathematics
teachers, learners and enthusiasts.
We look forward to your comments and suggestions regarding the book
and hope that you will send interesting exercises, activities and tasks that
you develop during the course of teaching and learning, to be included in
future editions.

Ashutosh Wazalwar
Professor, Academic Convener
Department of Education in
Science and Mathematics
National Council of Educational
Research and Training

vii

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 NATIONAL SYLLABUS AND
TEACHING LEARNING MATERIAL
COMMITTEE (NSTC)
1. M.C. Pant, Chancellor, National Institute of Educational Planning and
Administration (NIEPA), (Chairperson)
2. Manjul Bhargava, Professor, Princeton University, (Co-Chairperson)
3. Sudha Murty, Acclaimed Writer and Educationist
4. Bibek Debroy, Chairperson, Economic Advisory Council to the Prime
Minister (EAC – PM)
5. Shekhar Mande, Former Director General, CSIR, Distinguished Professor,
Savitribai Phule Pune University, Pune
6. Sujatha Ramdorai, Professor, University of British Columbia, Canada
7. Shankar Mahadevan, Music Maestro, Mumbai
8. U. Vimal Kumar, Director, Prakash Padukone Badminton Academy, Bengaluru
9. Michel Danino, Visiting Professor, IIT – Gandhinagar
10. Surina Rajan, IAS (Retd.), Haryana, Former Director General, HIPA
11. Chamu Krishna Shastri, Chairperson, Bharatiya Bhasha Samiti, Ministry
of Education
12. Sanjeev Sanyal, Member, Economic Advisory Council to the Prime
Minister (EAC – PM)
13. M.D. Srinivas, Chairperson, Centre for Policy Studies, Chennai
14. Gajanan Londhe, Head, Programme Office
15. Rabin Chhetri, Director, SCERT, Sikkim
16. Pratyusa Kumar Mandal, Professor, Department of Education in Social
Sciences, NCERT, New Delhi
17. Dinesh Kumar, Professor, Department of Education in Science and
Mathematics, NCERT, New Delhi
18. Kirti Kapur, Professor, Department of Education in Languages, NCERT,
New Delhi
19. Ranjana Arora, Professor and Head, Department of Curriculum Studies
and Development, NCERT (Member-Secretary)

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 TEXTBOOK DEVELOPMENT TEAM
Contributors
Aaloka Kanhere, Project Scientific Officer, Homi Bhabha Center for Science
Education, Mumbai
Amartya Kumar Dutta, Professor, Stat-Math Unit, Indian Statistical Institute
(ISI), Kolkata
Anjali Gupte, Principal (Retd.), Vidya Bhavan Public school, Udaipur
Aparna Lalingakar, Director, Aksharbrahma Consultancy, Pune — (Team Leader)
Ashutosh Kedarnath Wazalwar, Professor, Department of Education in
Science and Mathematics, NCERT, New Delhi — CAG (Mathematics)
Member Coordinator
Geetanjali Phatak, Professor, S. P. College, Pune
H. S. Sharada, TGT, Government High School, HD Kote, Karnataka
K. V. Subrahmanyam, Professor, Chennai Mathematical Institute (CMI), Chennai
Kiran Barve, Faculty, Bhaskaryacharya Partisthan, Pune
Madhavan Mukund, Director, Chennai Mathematical Institute, Chennai —
CAG Chairperson (Mathematics)
Madhu B., Assistant Professor, Regional Institute of Education (RIE), Mysuru
Manjul Bhargava, Professor, Princeton University, and Co-Chairperson, NSTC
Padmapriya Shirali, Former Principal, Sahyadri School KFI, Pune
Patanjali Sharma, Assistant Professor, Regional Institute of Education, (RIE), Ajmer
Rakhi Bannerjee, Associate Professor, Azim Premji University, Bengaluru
Ramchandar Krishnamurthy, Principal, Azim Premji School, Bengaluru
Shivkumar K. M, Senior Consultant, Programme Office, NSTC
Shravan S. K., Senior Consultant, Programme Office, NSTC
Sujatha Ramdorai, Professor, University of British Columbia, Canada,
Member NSTC
V.M. Sholapurkar, Adjunct Professor, Bhaskaryacharya Pratisthan, Pune
Vijayan K., Professor, Department of Curriculum Studies and Development,
NCERT, New Delhi
Reviewers
Anurag Behar, Member, National Curriculum Framework Oversight Committee
K. (Ravi) Subramaniam, Professor (Retd.), Homi Bhabha Centre for Science
Education (HBCSE), Mumbai

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 ACKNOWLEDGEMENTS
The National Council of Educational Research and Training (NCERT)
acknowledges the guidance and support of the esteemed Chairperson and
members of the Curricular Area Group (CAG): Mathematics and other concerned
CAGs for their guidelines on cross-cutting themes in developing this textbook.
During the development of this textbook, various workshops were organised
and subject experts in Mathematics from different Institutions were invited.
The NCERT acknowledges the valuable views and inputs given by subject
experts — Shailesh A. Shirali, Director, Teacher Education Program, a Valley
School, KFI; Sadik Ali Shaikh, Head, Department of Mathematics, Maulana
Azad College of Arts, Science and Commerce, Aurangabad, Maharashtra;
Jaspal Kaur, TGT (Maths), School of Excellence, Delhi; Bina Prakash, Senior
PGT Mathematics, Campion School, Bhopal; Mahendra Shankar, Senior
Lecturer (Retd.), NCERT, New Delhi; Shaily Choudhary, TGT Mathematics,
GGSSS, Khajoori Khas, Delhi; Ravi Raxit Sharma, TGT Mathematics, GCMS,
New Seelampur, Delhi; Poonam Arora, PGT Mathematics, Mentor Teacher,
SBV, West Patel Nagar, New Delhi; Shalini Arora Bahri, TGT Maths, SKV No.1,
Narela, Delhi; Sangeeta Solanki, TGT Mathematics, The Heritage School, Delhi;
Sunita Sharma, TGT Mathematics, The Heritage School, Delhi, Rishikesh
Kumar, Assistant Professor, DESM, NCERT, New Delhi; Ishita Mukherjee, CBSE
Resourse Person, Delhi; Tarun Choubisa, Programme Office, NSTC — for
improving the content and pedagogy of the textbook.
The Council acknowledges the efforts of Nidhi M. Shastri and Bhawana
Upadhyay from the Programme Office.
The page number design draws inspiration from the Prime Climb game by
Math For Love. The Council acknowledges Chaitanya Dev and Ramu MS for
providing the pictures of the Decimal Coinage stamps.
The Council acknowledges the academic and administrative support of
Sunita Farkya, Professor and Head, DESM, NCERT, New Delhi.
The Council appreciates the contributions of Sushmita Joshi, Senior
Research Associate; Manju Mhar, Senior Research Associate; Department of
Education in Science and Mathematics, NCERT, for providing support in the
development of the textbook.
The contribution of Ilma Nasir, Editor (contractual); Aastha Sharma,
Editorial Assistant (contractual); Adiba Tasneem, Jatinder Kumar and
Talha Faisal Khan, Proofreaders (contractual), Publication Division is also
appreciated. The NCERT gratefully acknowledges the contributions of
Pawan Kumar Barriar, In charge, DTP Cell; Kishore Singhal, Vivek Mandal,
Vipan Kumar Sharma and Bittu Kumar Mahato DTP Operator (contractual),
Publication Division, NCERT for all his efforts in laying out this book.

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 NOTE TO THE TEACHER
We hope that this book, Ganita Prakash, will serve as a strong support and
guide to you in achieving the exciting task that you have before you: that of
passing on the joy of learning the beautiful subject of Mathematics to the next
generation.
This task calls for providing a fertile environment that allows for the
flowering of mathematical thinking in the minds of students. Classrooms,
where students just listen and write down whatever is being told to them or
written on the board, are deficient in the conditions required for learning
mathematics. Instead, classrooms need to be places where students are
engaged in playing with mathematical concepts, finding and discussing
patterns, and developing creative strategies together to solve problems.
Students should also be posing problems to each other and discussing possible
solutions with each other. In fact, these are the very conditions that have
led to the development of the entire field of mathematics so far, and so one
cannot expect students to pick up mathematical thinking and understanding
without these conditions.
Fortunately, it is not difficult to create such conditions in the classroom.
It just requires an interesting question, problem, pattern, or challenge to be
thrown open to the students on a regular basis, and sufficient time to be given
to them to play with, discuss, and work on it as a class or in pairs or groups.
Along with it, an environment that accepts mistakes and acknowledges
their importance in learning needs to be nurtured.
While creating the spark for initiating mathematical thinking in
classrooms is not difficult, sustaining it may be challenging and may involve
efforts from your side. Nevertheless, even if just the first part of throwing
open a question, problem, pattern, or challenge is done at least once or twice
a week, accompanied by sufficient waiting time from your side for students
to play, discuss, and work on it, it can have a great positive impact on how the
students view and approach mathematics.
It should be noted that this positive impact will not happen overnight. That
takes time and depends on various factors such as the number of opportunities
you give for problem solving, your patience, and the encouragement you give
to the students.
To support you in posing problems, all the problems or questions in this
book are marked using the icon . This icon is an indicator of a potential
opportunity to start off a process of problem solving and exploration in the
classroom. You will find some of the problems labelled “Math Talk”. Such
questions can especially be made as topics for classroom discussion.
An owl mascot appears at various points in the textbook to highlight
important mathematical processes, ways of thinking, and problem-solving
approaches. These can be brought out during classroom discussions, both
where the owl is present and also in other similar situations.

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 To develop students’ mathematical thinking and understanding of
concepts, a sufficient number of problems are given. Trying to “cover” all
of them must not happen at the cost of students not getting to spend quality
time on playing with and discussing them.
It is important to understand that the exploratory problems are not
only for promoting problem solving skills; they also serve in strengthening
procedural fluency when children start engaging in exploration.
Efforts must be made in making students independent learners. One
essential aspect required for this is an ability to read and understand
mathematical text. To promote this skill, students should be encouraged to
read the book by themselves and in groups. Give opportunities to them to
interpret what they read and express it to others. This will also address the
big problem that students face in speaking mathematics and interpreting
word problems.
This book contains a number of open-ended problems. It also contains
new treatments of certain concepts. If you are not able to solve them or
follow some of them immediately, it is perfectly okay! Not everyone knows
everything. Along with trying to understand and reflect upon such content,
it will be very useful to take it to the classroom and open it up for discussion.
After the discussion, things that are clear and those that are not yet clear
can be clearly summarised. This process itself can throw a lot of light on the
content.
In these discussions, you can participate as a fellow seeker, and when
students see a teacher seek and think to understand something, it sets a
wonderful example for them.
It is hoped that you and your students will have a great and fruitful time
using this book!

Summary of Key Points

Time for Exploration

1. It is important to routinely pose new problems, questions, patterns, or

challenges to the students and give them sufficient time to play with,
discuss, and work on them, individually and in groups.
2. During this time, an environment that accepts mistakes and
acknowledges their importance in learning needs to be nurtured.
3. There should be a culture where students pose problems to each other
and discuss with each other various ways to approach the problems.

About the Problems in the Book

1. The exploratory problems in the book not only promote problem

solving; they also aim to strengthen procedural fluency when children
start engaging in exploration.

xii

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 2. Trying to ‘cover’ all the problems in the book must not happen at the
cost of students not getting to spend quality time on playing with,
discussing, and solving them.

Reading

1. Encourage students to read the book by themselves and in groups.

2. Give opportunities to them to interpret what they read and to express
it to others.

Right of Not Knowing!

1. It is perfectly okay if some of the content is not understood immediately.

Along with trying to understand and reflect upon such content, it can
also be taken to the classroom and opened up for discussion. After
the discussion, things that are clear and those that are not yet clear
can be clearly summarised. In these discussions, you can participate
as a fellow seeker, and when students see a teacher seek and think to
understand something, it sets a wonderful example for them!
2. Learning is a continual process. Indeed, there is so much in
mathematics that is still not known and requires further exploration!

xiii

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 CONSTITUTION OF INDIA
Part III (Articles 12 – 35)
(Subject to certain conditions, some exceptions
and reasonable restrictions)
guarantees these
Fundamental Rights
Right to Equality
• before law and equal protection of laws;
• irrespective of religion, race, caste, sex or place of birth;
• of opportunity in public employment;
• by abolition of untouchability and titles.
Right to Freedom
• of expression, assembly, association, movement, residence and profession;
• of certain protections in respect of conviction for offences;
• of protection of life and personal liberty;
• of free and compulsory education for children between the age of six and fourteen years;
• of protection against arrest and detention in certain cases.
Right against Exploitation
• for prohibition of traffic in human beings and forced labour;
• for prohibition of employment of children in hazardous jobs.
Right to Freedom of Religion
• freedom of conscience and free profession, practice and propagation of religion;
• freedom to manage religious affairs;
• freedom as to payment of taxes for promotion of any particular religion;
• freedom as to attendance at religious instruction or religious worship in educational
institutions wholly maintained by the State.
Cultural and Educational Rights
• for protection of interests of minorities to conserve their language, script and culture;
• for minorities to establish and administer educational institutions of their choice.
Right to Constitutional Remedies
• by issuance of directions or orders or writs by the Supreme Court and High
Courts for enforcement of these Fundamental Rights.

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 A NOTE TO STUDENTS!
To be able to appreciate the art of mathematics, it is not enough to just be a
passive spectator. You need to immerse yourself in its process like a detective
getting into action to solve a mystery.
This is especially required when you see a new question or when a
question arises from your own sense of wonder, or when you come across a
new beautiful pattern. When you encounter these, pause your reading, and
use your creativity to work out the question or understand and appreciate
the pattern.
You will find that some questions are accompanied by their answers. Even
if this is the case, it is worthwhile to work on the problems by yourself or in
a group before you see the answer.
This will enrich your experience of going through the book!
Whenever there are questions coming up, you will see this icon: . This
indicates that it is time for figuring things out!
Sometimes you will find many questions collected together in a single
place under the title ‘Figure it Out’.
Math
Some questions are marked Talk . These questions are meant to be
discussed and worked out with your friends.
Try
This
Finally, there are questions marked . These questions demand
more creativity to be answered, and therefore will also often be more fun to
answer as a result!

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 Constitution of India
Part IV A (Article 51 A)

Fundamental Duties
It shall be the duty of every citizen of India —
(a) to abide by the Constitution and respect its ideals and institutions, the
National Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national
struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to
do so;
(e) to promote harmony and the spirit of common brotherhood amongst
all the people of India transcending religious, linguistic and regional
or sectional diversities; to renounce practices derogatory to the dignity
of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes,
rivers, wildlife and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry
and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective
activity so that the nation constantly rises to higher levels of endeavour
and achievement;
* (k) who is a parent or guardian, to provide opportunities for education
to his child or, as the case may be, ward between the age of six and
fourteen years.

Note: The Article 51A containing Fundamental Duties was inserted by the Constitution (42nd
Amendment) Act, 1976 (with effect from 3 January 1977).
*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from
1 April 2010).

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 CONTENTS
Foreword iii
About the Book v
Note to the Teacher xi
A Note to Students xv

Chapter 1
Large Numbers Around Us 1

Chapter 2
Arithmetic Expressions 24

Chapter 3
A Peek Beyond the Point 46

Chapter 4
Expressions using Letter-Numbers 81

Chapter 5
Parallel and Intersecting Lines 106

Chapter 6
Number Play 127

Chapter 7
A Tale of Three Intersecting Lines 146

Chapter 8
Working with Fractions 173

Learning Material Sheets 200

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0_Prelims.indd 18 4/12/2025 12:54:12 PM
 1 LARGE NUMBERS
AROUND US

1.1 A Lakh Varieties!

Eshwarappa is a farmer in Chintamani,
a town in Karnataka. He visits the
market regularly to buy seeds for his
rice field. During one such visit he
overheard a conversation between
Ramanna and Lakshmamma. Ramanna
said, “Earlier our country had about a
lakh varieties of rice. Farmers used to
preserve different varieties of seeds
and use them to grow rice. Now, we
only have a handful of varieties. Also,
farmers have to come to the market to buy seeds”.
Lakshmamma said, “There is a seed bank near my house. So far, they
have collected about a hundred indigenous varieties of rice seeds from
different places. You can also buy seeds from there.”
You may have heard the word ‘lakh’
before. Do you know how big one lakh is? Let
us find out.
Eshwarappa shared this incident with his
daughter Roxie and son Estu .
Estu was surprised to know that there
were about one lakh varieties of rice in this
country. He wondered “One lakh! So far I
have only tasted 3 varieties. If we tried a new
variety each day, would we even come close
to tasting all the varieties in a lifetime of 100
years?”
What do you think? Guess.

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 Ganita Prakash | Grade 7

But how much is one lakh? Observe the pattern and fill in the boxes
given below.

The largest 3-digit number is 999

+1
The smallest 4-digit number is

The largest 4-digit number is

+1
The smallest 5-digit number is

The largest 5-digit number is

+1
The smallest 6-digit number is 1,00,000

1,00,000 is read as “One Lakh”

99,995

99,996 99,998

Roxie and Estu found that if they ate

one variety of rice a day, they would come
nowhere close to a lakh in a lifetime! Roxie
suggests, “What if we ate 2 varieties of
rice every day? Would we then be able to
eat 1 lakh varieties of rice in 100 years?”

What if a person ate 3 varieties of rice every day? Will they be able to
taste all the lakh varieties in a 100 year lifetime? Find out.
Estu said, “We know how many days there are in a year — 365, if
we ignore leap years. If we live for y years, the number of days in our
lifetime will be 365 × y.”

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 Large Numbers Around Us

Choose a number for y. How close to one lakh is the number of days in
y years, for the y of your choice?

Figure it Out
1. According to the 2011 Census, the population of the town of
Chintamani was about 75,000. How much less than one lakh is 75,000?
2. The estimated population of Chintamani in the year 2024 is 1,06,000.
How much more than one lakh is 1,06,000?
3. By how much did the population of Chintamani increase from 2011
to 2024?

Getting a Feel of Large Numbers

You may have come across interesting facts like these:
• The world’s tallest statue is the ‘Statue of Unity’
in Gujarat depicting Sardar Vallabhbhai Patel. Its
height is about 180 metres.
• Kunchikal waterfall in Karnataka is said to drop
from a height of about 450 metres.
It is not always easy to get a sense of how big these measurements
are. But, we can get a better sense of their size when we compare them
with something familiar. Let us see an example.
Look at the picture on the right. Somu is 1 metre tall. If each floor
is about four times his height, what is the approximate height of the
building?
Which is taller — The Statue of Unity or this building? How much taller?
____________m.
We can see that the 500

height of the Statue of Unity

is close to 4 times the height 400
of Somu’s building.
How much taller is the 300
meters

Kunchikal waterfall
than Somu's building?
200
____________m.

How many floors should 100

Somu’s building have to be
as high as the waterfall? 0
____________ .

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 Ganita Prakash | Grade 7

Is One Lakh a Very Large Number?

Eshwarappa asked Roxie and Estu, “Is a lakh big or
small?”
Roxie feels that 1 lakh is a large number:
• “We had one lakh varieties of rice — that
is a lot.”
• “Living 1 lakh days would mean living for 274
years — that is a really long time!”
• “If 1 lakh people stood shoulder to shoulder in a line they could
stretch as far as 38 kilometres.”
Estu, however, thinks it is not that big:
• “Do you know that the cricket stadium in
Ahmedabad has a seating capacity of more
than 1 lakh? One lakh people in such a small
area!”
• “Most humans have 80,000 to 1,20,000 hairs on
their heads. Imagine, 1 lakh hairs fit in such a
tiny space!”
• “I heard that there are some species of fish
where a female fish can lay almost one lakh
eggs at once very comfortably. Some even lay tens of lakhs of eggs
at a time.”
How do you view a lakh — is a lakh big or small?

Reading and Writing Numbers

We have already been using commas for 5-digit numbers like 45,830 in
the Indian place value system. As numbers grow bigger, using commas
helps in reading the numbers easily. We use a comma in between the
digits representing the “ten thousands” place and the “one lakh” place
as you have seen just before (1,00,000).
The number name of 12,78,830 is twelve lakh seventy eight thousand
eight hundred thirty.
Similarly, the number 15,75,000 in words is fifteen lakh seventy five
thousand.
Write each of the numbers given below in words:
(a) 3,00,600
(b) 5,04,085
(c) 27,30,000
(d) 70,53,138

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 Large Numbers Around Us

Write the corresponding number in the Indian place value system for
each of the following:
(a) One lakh twenty three thousand four hundred and fifty six
(b) Four lakh seven thousand seven hundred and four
(c) Fifty lakhs five thousand and fifty
(d) Ten lakhs two hundred and thirty five

Note to the Teacher: Encourage students to make connections between these facts.
For example, can the whole population of Chintamani fit in the stadium? How
can we imagine the line of 38 km, having a lakh people, sitting next to each
other in the stadium?

1.2 Land of Tens

In the Land of Tens, there are special calculators with special buttons.
1. The Thoughtful Thousands only has a +1000 button. How many
times should it be pressed to show:
(a) Three thousand? 3 times
(b) 10,000? ____________
(c) Fifty three thousand? ___________
(d) 90,000? ______________
(e) One Lakh? ________________
(f) ____________? 153 times
(g) How many thousands are required to make one lakh?
2. The Tedious Tens only has a +10 button. How
many times should it be pressed to show:
(a) Five hundred? _____________
(b) 780? _________
(c) 1000? _________
(d) 3700? ________
(e) 10,000? ___________
(f) One lakh? _____________
(g) ____________? 435 times
3. The Handy Hundreds only has a +100 button. How many
times should it be pressed to show:
(a) Four hundred? ___________times
(b) 3,700? __________

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 Ganita Prakash | Grade 7

(c) 10,000? __________

(d) Fifty three thousand? __________
(e) 90,000? __________
(f ) 97,600? __________
(g) 1,00,000? __________
(h) _________? 582 times
(i) How many hundreds are required to make ten
thousand?
(j) How many hundreds are required to make one lakh?
(k) Handy Hundreds says, “There are some numbers which
Tedious Tens and Thoughtful Thousands can’t show but I
can.” Is this statement true? Think and explore.
4. Creative Chitti is a different kind of
calculator. It has the following buttons:
+1, +10, +100, +1000, +10000, +100000 and
+1000000. It always has multiple ways of
doing things. “How so?”, you might ask.
To get the number 321, it presses +10
thirty two times and +1 once. Will it get
321? Alternatively, it can press +100 two
times and +10 twelve times and +1 once.
5. Two of the many different ways to get
5072 are shown below: Buttons 5072
These two ways can be expressed as:
+10,00,000
(a) (50 × 100) + (7 × 10) + (2 × 1) = 5072
(b) (3×1000) + (20×100) + (72 ×1) = 5072 +1,00,000
Find a different way to get 5072 and write
+10,000
an expression for the same.
+1,000 3
Figure it Out
For each number given below, write +100 50 20
expressions for at least two different ways
to obtain the number through button clicks. +10 7
Think like Chitti and be creative.
(a) 8300 +1 2 72

(b) 40629
(c) 56354

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 Large Numbers Around Us

(d) 66666
(e) 367813
Creative Chitti has some questions for you —
(a) You have to make exactly 30 button presses. What is the largest
3-digit number you can make? What is the smallest 3-digit
number you can make?
(b) 997 can be made using 25 clicks.
Can you make 997 with a different
number of clicks?
Create questions like these and challenge
your classmates.
Systematic Sippy is a different kind of
calculator. It has the following buttons: +1,
+10, +100, +1000, +10000, +100000. It wants
to be used as minimally as possible.
How can we get the numbers (a) 5072, (b) 8300 using as few button
clicks as possible?
Find out which buttons should be Buttons 5072
clicked and how many times to get the
desired numbers given in the table. +10,00,000
The aim is to click as few buttons as
possible. +1,00,000
Here is one way to get the number
5072. This method uses 23 button +10,000
clicks in total.
Is there another way to get 5072 +1,000 5
using less than 23 button clicks?
Write the expression for the same. +100 0

Figure it Out 6
+10
1. For the numbers in the previous
exercise, find out how to get each +1 12
number by making the smallest
number of button clicks and write
the expression.
2. Do you see any connection between each number and the
corresponding smallest number of button clicks?
3. If you notice, the expressions for the least button clicks also Math
give the Indian place value notation of the numbers. Think Talk
about why this is so.

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 Ganita Prakash | Grade 7

What if we press the +10,00,000 button ten times? What number

will come up? How many zeroes will it have? What should we call it?
The number will be 100 lakhs, which is also called a crore. 1 crore is
written as 1,00,00,000 — it is 1 followed by seven zeroes.

1.3 Of Crores and Crores!

The table below shows some numbers according to both the Indian
system and the American system (also called the International system)
of naming numerals and placing commas. Observe the placement of
commas in both systems.

Indian System American System

1,000 One thousand 1,000 One thousand

10,000 Ten thousand 10,000 Ten thousand
1,00,000 One lakh 100,000 Hundred
thousand
10,00,000 Ten lakhs 1,000,000 One million
1,00,00,000 One crore 10,000,000 Ten million
10,00,00,000 Ten crores 100,000,000 Hundred
million
1,00,00,00,000 One arab or One 1,000,000,000 One billion
hundred crores
Notice that in the Indian system, commas are placed to group the
digits in a 3-2-2-2... pattern from right to left (thousands, lakhs, crores,
etc.). In the American system, the digits are grouped uniformly in a
3-3-3-3… pattern from right to left (thousands, millions, billions, etc.).
The Indian system of naming numbers is also followed in Bhutan,
Nepal, Sri Lanka, Pakistan, Bangladesh, Maldives, Afghanistan, and
Myanmar. The words lakh and crore originate from the Sanskrit words
lakṣha (लक्ष) and koṭi (कोटि‍). The American system is also used in many
countries.
Observe the number of zeroes in 1 lakh and 1 crore.
1 lakh, written in numbers would be 1 followed by 5 zeroes.
1 crore, written in numbers would be 1 followed by 7 zeroes.
A lakh is a hundred times a thousand, a crore is a hundred times a
lakh and an arab is a hundred times a crore (i.e., a hundred thousand
is 1 lakh, 100 lakhs is 1 crore, and 100 crores is 1 arab).
How many zeros does a thousand lakh have? _____

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 Large Numbers Around Us

How many zeros does a hundred thousand have? ____

The number 9876501234 can be easily read by placing commas first:
(a) 9,87,65,01,234 → 9 arab 87 crore 65 lakhs 1 thousand and 234
or 987 crore 65 lakh 1 thousand 234 (in the Indian system).
(b) 9,876,501,234 → 9 billion 876 million 501 thousand 234 (in the
American system).
Figure it Out
1. Read the following numbers in Indian place value notation and
write their number names in both the Indian and American systems:
(a) 4050678 (b) 48121620
(c) 20022002 (d) 246813579
(e) 345000543 (f) 1020304050
2. Write the following numbers in Indian place value notation:
(a) One crore one lakh one thousand ten
(b) One billion one million one thousand one
(c) Ten crore twenty lakh thirty thousand forty
(d) Nine billion eighty million seven hundred thousand six hundred
3. Compare and write ‘<’, ‘>’ or ‘=’:
(a) 30 thousand ____ 3 lakhs
(b) 500 lakhs ______ 5 million
(c) 800 thousand ____ 8 million
(d) 640 crore ______ 60 billion
We shall come across even bigger numbers in later grades.

1.4 Exact and Approximate Values

1 lakh people
visited the
book fair.

If I had not gone,

Ohh, so they would have
many written “99,999
people! people visited the
book fair last week”.

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 Ganita Prakash | Grade 7

What do you think of this conversation? Have you read or heard

such headlines or statements?
Very often, exact numbers are not required and just an approximation
is sufficient. For example, according to the 2011 census, the population
of Chintamani town is 76,068. Instead, saying that the population is
about 75,000 is enough to give an idea of how big the quantity is.

Bappi, call and

check if Toofan
Express is on time.

What
number
did you
call?

I called the
rounded off
number, of course!
My teacher told
us that efficient
people deal with
rounded off
numbers.

There are situations where it makes sense to round up a number

(rounding up is when the approximated number is more than the actual
number). For example, if a school has 732 people including students,
teachers and staff: the principal might order 750 sweets instead of
700 sweets.
There are situations where it is better to round down (rounding down
is when the approximated number is less than the actual number). For
example, if the cost of an item is ₹470, the shopkeeper may say that the
cost is around ₹450 instead of saying it is around ₹500.
Think and share situations where it is appropriate to (a) round up,
(b) round down, (c) either rounding up or rounding down is okay and
(d) when exact numbers are needed.

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 Large Numbers Around Us

Nearest Neighbours
With large numbers it is useful to know the nearest thousand, lakh or
crore. For example, the nearest neighbours of the number 6,72,85,183
are shown in the table below.

Nearest thousand 6,72,85,000

Nearest ten thousand 6,72,90,000
Nearest lakh 6,73,00,000
Nearest ten lakh 6,70,00,000
Nearest crore 7,00,00,000

Similarly, write the five nearest neighbours for these numbers:

(a) 3,87,69,957
(b) 29,05,32,481
I have a number for which all five nearest neighbours are Math
5,00,00,000. What could the number be? How many such numbers Talk
are there?
Roxie and Estu are estimating the values of simple expressions.
1. 4,63,128 + 4,19,682,
Roxie: “The sum is near 8,00,000 and is more than 8,00,000.”
Estu: “The sum is near 9,00,000 and is less than 9,00,000.”
(a) Are these estimates correct? Whose estimate is closer to the
sum?
(b) Will the sum be greater than 8,50,000 or less than 8,50,000?
Why do you think so?
(c) Will the sum be greater than 8,83,128 or less than 8,83,128?
Why do you think so?
(d) Exact value of 4,63,128 + 4,19,682 = ___________
2. 14,63,128 – 4,90,020
Roxie: “The difference is near 10,00,000 and is less than 10,00,000.”
Estu: “The difference is near 9,00,000 and is more than 9,00,000.”
(a) Are these estimates correct? Whose estimate is closer to the
difference?
(b) Will the difference be greater than 9,50,000 or less than
9,50,000? Why do you think so?

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 Ganita Prakash | Grade 7

(c) Will the difference be greater than 9,63,128 or less than

9,63,128? Why do you think so?
(d) Exact value of 14,63,128 – 4,90,020 = __________

Note to the Teacher: Ask students questions like — “what could the numbers
be if the sum had to be less than 8,50,000."

Populations of Cities
Observe the populations of some Indian cities in the table below.

Rank City Population (2011) Population (2001)

1 Mumbai 1,24,42,373 1,19,78,450

2 New Delhi 1,10,07,835 98,79,172

3 Bengaluru 84,25,970 43,01,326

4 Hyderabad 68,09,970 36,37,483

5 Ahmedabad 55,70,585 35,20,085

6 Chennai 46,81,087 43,43,645

7 Kolkata 44,86,679 45,72,876

8 Surat 44,67,797 24,33,835

9 Vadodara 35,52,371 16,90,000

10 Pune 31,15,431 25,38,473

11 Jaipur 30,46,163 23,22,575

12 Lucknow 28,15,601 21,85,927

13 Kanpur 27,67,031 25,51,337

14 Nagpur 24,05,665 20,52,066

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 Large Numbers Around Us

15 Indore 19,60,631 14,74,968

16 Thane 18,18,872 12,62,551

17 Bhopal 17,98,218 14,37,354

18 Visakhapatnam 17,28,128 13,45,938

19 Pimpri-Chinchwad 17,27,692 10,12,472

20 Patna 16,84,222 13,66,444

From the information given in the table, answer the following questions
by approximation:

1. What is your general observation about this data? Share it with

the class.
2. What is an appropriate title for the above table?
3. How much is the population of Pune in 2011? Approximately, by
how much has it increased compared to 2001?
4. Which city’s population increased the most between 2001 and 2011?
5. Are there cities whose population has almost doubled? Which
are they?
6. By what number should we multiply Patna’s population to get a
number/population close to that of Mumbai?

1.5 Patterns in Products

Roxie and Estu are playing with multiplication. They encounter an
interesting technique for multiplying a number by 10, 100, 1000, and
so on.

A Multiplication Shortcut
Roxie evaluated 116 × 5 as follows:
58
10
116 × 5 = 116 ×
2
= 58 × 10
= 580.

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 Ganita Prakash | Grade 7

Estu evaluated 824 × 25 as follows:

206
100
824 × 25 = 824 ×
4
= 20600.

Using the meaning of multiplication and division, can you explain Math
why multiplying by 5 is the same as dividing by 2 and multiplying Talk
by 10?

Figure it Out
1. Find quick ways to calculate these products:
(a) 2 × 1768 × 50
1000
(b) 72 × 125 [Hint: 125 = ]
8
(c) 125 × 40 × 8 × 25
2. Calculate these products quickly.
(a) 25 × 12 = _____________
(b) 25 × 240 = _____________
(c) 250 × 120 = _____________
(d) 2500 × 12 =_____________
(e) ______×______= 120000000

How Long is the Product?

In each of the following boxes, the multiplications produce interesting
patterns. Evaluate them to find the pattern. Extend the multiplications
based on the observed pattern.

11 × 11 = 66 × 61 =
111 × 111 = 666 × 661 =
1111 × 1111 = 6666 × 6661 =

3×5= 101 × 101 =

33 × 35 = 102 × 102 =
333 × 335 = 103 × 103 =

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 Large Numbers Around Us

Observe the number of digits in the two numbers being multiplied

and their product in each case. Is there any connection between the
numbers being multiplied and the number of digits in their product?

Roxie says that the product of two 2-digit numbers can only be a 3- or
a 4-digit number. Is she correct?

Should we try all possible multiplications with 2-digit numbers to tell

whether Roxie’s claim is true? Or is there a better way to find out?
She explains her reasoning: “We want to
know about the number of digits in the product
of two 2-digit numbers. To know the smallest
such product I took 10 × 10, so all other products
will be greater than 100.
To know the greatest such product I
multiplied the smallest 3-digit numbers (100
× 100) to get 10,000; so the product of all the
2-digit multiplications will be less than 10,000.”
Can multiplying a 3-digit number with another 3-digit number give a
4-digit number?

Can multiplying a 4-digit number with a 2-digit number give a 5-digit

number?

Observe the multiplication statements below. Do you notice any

patterns? See if this pattern extends for other numbers as well.

1-digit × 1-digit = 1-digit or 2-digit

2-digit × 1-digit = 2-digit or 3-digit

2-digit × 2-digit = 3-digit or 4-digit

3-digit × 3-digit = 5-digit or 6-digit

5-digit × 5-digit = or

8-digit × 3-digit = or

12-digit × 13-digit = or

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 Ganita Prakash | Grade 7

Fascinating Facts about Large Numbers

Some interesting facts about large numbers are hidden below. Calculate
the product or quotient to uncover the facts. Once you find the product
or quotient, read the number in both Indian and American naming
systems. Share your thoughts and questions about the fact with the
class after you discover each number.

1250 × 380
______________
is the number of kīrtanas composed by Purandaradāsa
according to legends.
Purandaradāsa was a composer and singer in the 15th
century. His kīrtanas spanned social reform, bhakti
and spirituality. He systematised methods for teaching
Carnatic music which is followed to the present day.

How many years did he live to compose

so many songs? At what age did he start
composing songs?
If he composed 4,75,000 songs, how
many songs per year did he have to
compose?

2100 × 70,000
_______________
is the approximate distance
in kilometers, between the Earth
and the Sun.
This distance keeps varying throughout the year.
The farthest distance is about 152 million kilometers.

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 Large Numbers Around Us

How did they measure

the distance between the
Earth and the Sun?

6400 × 62,500
_________________
is the average number of litres of water the Amazon river
discharges into the Atlantic Ocean every second.
The river's flow into the Atlantic is so much that
drinkable freshwater is found even 160 kilometers into
the open sea.

As you did before, divide the given numbers to uncover interesting

facts about division. Share your thoughts and questions with the class
after you uncover each number.

13,95,000 ÷ 150
_________________
is the distance (in kms) of the longest single-train journey
in the world. The train runs in Russia between Moscow
and Vladivostok. The duration of this journey is about 7
days. The longest train route in India is from Dibrugarh
in Assam to Kanyakumari in Tamil Nadu; it covers 4219
kms in about 76 hours.

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 Ganita Prakash | Grade 7

Adult blue whales can weigh more than

10,50,00,000 ÷ 700
_________________
kilograms. A newborn blue whale weighs around 2,700 kg,
which is similar to the weight of an adult hippopotamus. The
heart of a blue whale was recorded to be nearly 700 kg. The
tongue of a blue whale weighs as much as an elephant. Blue
whales can eat up to 3500 kg of krill every day. The largest
known land animal, Argentinosauras, is estimated to weigh
90,000 kgs.

52,00,00,00,000 ÷ 130
_________________
was the weight, in tonnes, of global plastic waste
generated in the year 2021.

Large Number Fact

In a single gram of healthy soil there can be 100 million to 1 billion bacteria and 1 lakh to
1 million fungi, which can support plants’ growth and health.

Share such large-number facts you know / come across with your class.

1.6 Did You Ever Wonder…?

Estu is amused by all these interesting facts about large numbers. While
thinking about these, he came up with an unusual question, “Could the
entire population of Mumbai fit into 1 lakh buses?”
What do you think?
How can we find out?
Let us assume a bus can accommodate 50 people. Then 1 lakh buses
can accommodate 1 lakh × 50 = 50 lakh people.

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 Large Numbers Around Us

The population of Mumbai is more than 1 crore 24 lakhs (we saw

this in an earlier table). So, the entire population of Mumbai cannot fit
in 1 lakh buses.
The RMS Titanic ship carried about 2500 passengers. Can the population
of Mumbai fit into 5000 such ships?

Inspired by this strange question, Roxie wondered, “If I could travel

100 kilometers every day, could I reach the Moon in 10 years?” (The
distance between the Earth and the Moon is 3,84,400 km.)
How far would she have travelled in a year?
How far would she have travelled in 10 years?
Is it not easier to perform these calculations in stages? You can use
this method for all large calculations.
Find out if you can reach the Sun in a lifetime, if you travel 1000
kilometers every day. (You had written down the distance between the
Earth and the Sun in a previous exercise.)
Make necessary reasonable assumptions and answer the questions
below:
(a) If a single sheet of paper weighs 5 grams, could you lift one
lakh sheets of paper together at the same time?
(b) If 250 babies are born every minute across the world, will a
million babies be born in a day?
(c) Can you count 1 million coins in a day? Assume you can count
1 coin every second.
Think and create more such fun questions and share them with your
class.

Figure it Out
1. Using all digits from 0 – 9 exactly once (the first digit cannot be 0) to
create a 10-digit number, write the —

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 Ganita Prakash | Grade 7

(a) Largest multiple of 5

(b) Smallest even number
2. The number 10,30,285 in words is Ten lakhs thirty thousand two
hundred eighty five, which has 43 letters. Give a 7-digit number
name which has the maximum number of letters.
3. Write a 9-digit number where exchanging any two digits results in
a bigger number. How many such numbers exist?
4. Strike out 10 digits from the number 12345123451234512345 so
that the remaining number is as large as possible.
5. The words ‘zero’ and ‘one’ share letters ‘e’ and ‘o’. The words ‘one’
and ‘two’ share a letter ‘o’, and the words ‘two’ and ‘three’ also
share a letter ‘t’. How far do you have to count to find two consecutive
numbers which do not share an English letter in common?
6. Suppose you write down all the numbers 1, 2, 3, 4, …, 9, 10, 11, ... Try
The tenth digit you write is ‘1’ and the eleventh digit is ‘0’, as This
part of the number 10.
(a) What would the 1000th digit be? At which number would it
occur?
(b) What number would contain the millionth digit?
Try
(c) When would you have written the digit ‘5’ for the 5000th This
time?
7. A calculator has only ‘+10,000’ and ‘+100’ buttons. Write an
expression describing the number of button clicks to be made for
the following numbers:
(a) 20,800
(b) 92,100
(c) 1,20,500
(d) 65,30,000
(e) 70,25,700
8. How many lakhs make a billion?
9. You are given two sets of number cards numbered from 1 – 9. Place
a number card in each box below to get the (a) largest possible sum
(b) smallest possible difference of the two resulting numbers.

20

[Link] 20 4/12/2025 12:13:55 PM

 10. You are given some number cards; 4000, 13000, 300, 70000,
150000, 20, 5. Using the cards get as close as you can to the
numbers below using any operation you want. Each card
can be used only once for making a particular number.
(a) 1,10,000: Closest I could make is 4000 × (20 + 5) + 13000
= 1,13,000
(b) 2,00,000:
(c) 5,80,000:
(d) 12,45,000:
(e) 20,90,800:
11. Find out how many coins should be stacked to match the height of
the Statue of Unity. Assume each coin is 1 mm thick.
12. Grey-headed albatrosses have a roughly 7-feet wide wingspan.
They are known to migrate across several oceans. Albatrosses can
cover about 900 – 1000 km in a day. One of the longest single trips
recorded is about 12,000 km. How many days would such a trip
take to cross the Pacific Ocean approximately?
13. A bar-tailed godwit holds the record for the longest recorded
non-stop flight. It travelled 13,560 km from Alaska to Australia
without stopping. Its journey started on 13 October 2022
and continued for about 11 days. Find out the approximate
distance it covered every day. Find out the approximate distance it
covered every hour.
14. Bald eagles are known to fly as high as 4500 – 6000 m above the
ground level. Mount Everest is about 8850 m high. Aeroplanes can
fly as high as 10,000 – 12,800 m. How many times bigger are these
heights compared to Somu’s building?

[Link] 21 4/12/2025 12:13:58 PM

 Ganita Prakash | Grade 7

SUMMARY
• We came across large numbers — lakhs, crores and arabs; millions
and billions. We learnt how to read and write these numbers in the
Indian and American/International naming systems.
(a) 1 lakh is 1 followed by 5 zeroes: 1,00,000
(b) 1 crore is 1 followed by 7 zeroes: 1,00,00,000
(c) 1 million is 1 followed by 6 zeroes: 1,000,000 (which is also ten
lakhs)
(d) 1 arab is 1 followed by 9 zeroes: 1,000,000,000 (which is also 100
crore or 1 billion)
• We generally round up or round down large numbers. Many times it
is enough just to know roughly how big or small something is.
• To get a sense of large numbers or quantities, we can check how
many times bigger they are compared to numbers or quantities that
are more familiar.
• We saw how to factorise numbers and regroup them to make
multiplications simpler.
• We carried out interesting thought experiments such as — “Would
one be able to watch 1000 movies in a year?”

22

[Link] 22 4/12/2025 12:13:58 PM

 Toothpick Digits

We can write digits as shown in the image below:

0123456789
You can either use toothpicks or matchsticks, or just write the
digits in this way, using lines to represent sticks.
To make the digit 7, three sticks are needed.
Write or make the number 5108. How many sticks are required?

1. Make or write the number 42,019. It would require exactly

23 sticks.
2. Starting with 42,019, add or write two more sticks, and
make a bigger number. One example is 42,078. What other
numbers bigger than 42,019 can you make in this way?
3. Preetham wants to insert the digit ‘1’ somewhere among
the digits ‘4’, ‘2’, ‘0’, ‘1’ and ‘9’. Where should he place the
digit ‘1’ to get the biggest possible number?
4. What other numbers can he make by placing the digit ‘1’?

1. Make or write the number 63,890.

2. Starting with 63,890, rearrange exactly four sticks and
make a bigger number. One example is 88,078. What other
numbers bigger than 63,890 can you make in this way?

1. Make any number using exactly 24 sticks or lines.

2. What is the biggest number that can be made using 24
sticks or lines?
3. What is the smallest number that can be made using 24
sticks or lines?

Make your own questions and challenge each other.

[Link] 23 4/12/2025 12:14:00 PM

 Chapter – 1

Large Numbers Around Us

Page No. 3

Figure it out
1. According to the 2011 Census, the population of the town of
Chintamani was about 75,000. How much less than one lakh is
75,000?
Ans: 75,000 is 25,000 less than 1 lakh.

2. The estimated population of Chintamani in the year 2024 is

1,06,000.
How much more than one lakh is 1,06,000?
Ans: 1,06,000 is 6,000 more than 1 lakh.

3. By how much did the population of Chintamani increase from

2011 to 2024?
Ans: Increase in population from 2011 to 2024 is 31,000.

Look at the picture on the right. Somu is 1 metre tall. If each floor
is about four times his height, what is the approximate height of
the building? (Refer textbook for the picture)

Ans: 40 m

Which is taller — The Statue of Unity or this building? How much

taller? ____________m.
Ans: The Statue of Unity is 140 m taller than the building.

How tall is the Kunchikal waterfall compared to the building? 410 m.

How many floors should Somu’s building have to be as high as the
waterfall? approx 113 floors .

Page No. 4

Write each of the numbers given below in words:

(a) 3,00,600

Ans: Three lakh six hundred

(b) 5,04,085

Ans: Five lakh four thousand eighty five

1
 (c) 27,30,000

Ans: Twenty seven lakh thirty thousand

(d) 70,53,138

Ans: Seventy lakh fifty three thousand one hundred thirty eight

Page No. 5

Write the corresponding number for each of the following:

(a) One lakh twenty-three thousand four hundred and fifty-six.

Ans: 1,23,456

(b) Four lakh seven thousand seven hundred and four.

Ans: 4,07,704

(c) Fifty lakhs five thousand and fifty.

Ans: 50,05,050

(d) Ten lakhs two hundred and thirty-five.

Ans: 10,00,235

Thoughtful thousand

(a) Three thousand? 3 times

(b) 10,000? 10 times

(c) Fifty three thousand? 53 times

(d) 90,000? 90 times

(e) One Lakh? 100 times

(f) 1,53,000 ? 153 times

(g) How many thousands are required to make one lakh? 100

Tedious tens

(a) Five hundred? 50 times

(b) 780? 78 times

(c) 1000? 100 times

(d) 3700? 370 times

(e) 10,000? 1000 times

(f) One lakh? 10,000 times

2
 (g) 4350 ? 435 times

Handy Hundreds

(a) Four hundred? 4 times

(b) 3,700? 37 times

(c) 10,000? 100 times

(d) Fifty three thousand? 530 times

(e) 90,000? 900 times

(f) 97,600? 976 times

(g) 1,00,000? 1000 times

(h) 58200 ? 582 times

(i) How many hundreds are required to make ten thousand ? 100

(j) How many hundreds are required to make one lakh? 1000

(k) Handy Hundreds says, “There are some numbers which Tedious
Tens and Thoughtful Thousands can’t show but I can”. Is this
statement true? Think and explore.

Ans: No

Page No. 6

Find a different way to get 5072 and write an expression for the same.

Buttons 5072
+10,00,000
+1,00,000
+10,000
+1,000 5 4 1
+100 10 40
+10 7 7 6
+1 2 2 12

3
 Figure it out

1. For each number given below, write expressions for at least two
different ways to obtain the number through button clicks. Think
like Chitti and be creative.

Ans: Some ways are given below. Try more ways.

(a) 8300
Ans: (8 × 1000) + (3 × 100)

or, (5 × 1000) + (33 × 100)

(b) 40629
Ans: (40 × 1000) + (6 × 100) + (2 × 10) + (9 × 1)

or, (30 × 1000) + (106 × 100) +(29 × 1)

(c) 56354
Ans: (56 × 1000) + (3 × 100) + (5 × 10) + (4 × 1)

or, (46 × 1000) + (103 × 100) + (54 × 1)

(d) 66666
Ans: (66 × 1000) + (6 × 100) + (66 × 1)

or, (6 × 10000) + (6 × 1000) + (6 × 100) + (6 × 10) + (6 × 1)

(e) 367813

Ans:
(3 × 100000) + (6 × 10000) + (7 × 1000) ) + (8 × 100) + (1 × 10) + (3 × 1)

or, (36 × 10000) + (78 × 1000) + (13 × 1)

Page No. 7

Creative Chitti has some questions for you —

(a) You have to make exactly 30 button presses. What is the largest 3-
digit number you can make? What is the smallest 3-digit number
you can make?

Ans: 993 is the largest 3-digit number that can be made using 30 button
presses.

102 is the smallest 3-digit number that can be made using 30

button presses.

4
(b) 997 can be made using 25 clicks. Can you make 997 with a different
number of clicks?

Ans: 997 can also be made as –

(8 × 100) + (19 × 10) + (7 × 1)

Number of clicks = 8 + 19 + 7
= 34

How can we get the numbers (a) 5072, (b) 8300, using as few button
clicks as possible?
Ans:

(a) 5072 = (5 × 1000) + (7 × 10) + (2 × 1)

Number of clicks = 14

(b) 8300 = (8 × 1000) + (3 × 100)

Number of clicks = 11

Figure it out

1. For the numbers in the previous exercise, find out how to get each
number by making the smallest number of button clicks and write
the expression.

Ans:

(a) 8300 = (8 × 1000) + (3 × 100)

Number of clicks = 11

(b) 40629 = (4 × 10000) + (6 × 100) + (2 × 10) + (9 × 1)

Number of clicks = 4 + 6 + 2 + 9 = 21

(c) 56354 = (5 × 10000) + (6 × 1000) + (3 × 100) + (5 × 10) + (4 × 1)

Number of clicks = 5 + 6 + 3 + 5 + 4 = 23

(d) 66666 = (6 × 10000) + (6 × 1000) + (6 × 100) + (6 × 10) + (6 × 1)

Number of clicks = 6 + 6 + 6 + 6 + 6 = 30

(f) 367813 =

(3 × 100000) + (6 × 10000) + (7 × 1000) + (8 × 100) + (1 × 10) + (3 × 1)

Number of clicks = 3 + 6 + 7 + 8 + 1 + 3 = 28

5
 2. Do you see any connection between each number and the
corresponding smallest number of button clicks?

Ans: The smallest number of buttons click for each number is the sum of
its digit.

Page No. 8

How many zeros does a thousand lakh have? 8 zeros

How many zeros does a hundred thousand have? 5 zeros

Page No. 9

Figure it out
1. Read the numbers and write their number names in both the Indian
and American systems:

Sl. No. Indian System American System

(a) 4050678
40,50,678 4,050,678

Forty Lakh Fifty Thousand Six Four Millions Fifty

Hundred Seventy-Eight Thousand Six Hundred
Seventy-Eight
(b) 48121620
4,81,21,620 48,121,620

Four Crore Eighty-One Lakh Forty Eight Millions One

Twenty-One Thousand Six Hundred Twenty One
Hundred Twenty Thousand Six Hundred
Twenty
(c) 20022002
2,00,22,002 20,022,002

Two Crore Twenty Two Thousand Twenty millions twenty

Two two thousand and two
(d) 246813579
24,68,13,579 246,813,579

Twenty Four Crore Sixty Eight Two Hundred Forty Six

Lakh Thirteen Thousand Five Millions Eight Hundred
Hundred Seventy Nine Thirteen Thousand Five
Hundred Seventy Nine
(e) 345000543
34,50,00,543 345,000,543

6
 Thirty four crore fifty lakh five Three hundred forty
hundred forty three five millions five
hundred forty three
(f) 1020304050
1,02,03,04,050 1,020,304,050

One Arab two crore three lakh One billion twenty

four thousand fifty millions three hundred
four thousand fifty

2. Write the following numbers in Indian place value notation:

(a) One crore one lakh one thousand Ten
Ans: 1,01,01,010

(b) One billion one million one thousand one

Ans: 1,00,10,01,001

(c) Ten crore twenty lakh thirty thousand forty

Ans: 10,20,30,040

(d) Nine billion eighty million seven hundred thousand six hundred
Ans: 9,08,07,00,600

3. Compare and write ‘<’, ‘>’ or ‘=’:

(a) 30 thousand __<__ 3 lakhs
(b) 500 lakhs ___>___ 5 million
(c) 800 thousand __<__ 8 million
(d) 640 crore ___<___ 60 billion

Page No. 10

Think and share situations where it is appropriate to (a) round up,

(b) round down, (c) either rounding up or rounding down is okay
and (d) when exact numbers are needed.

Ans:
(a) Buying food/fruits for a group.
(b) Estimating time remaining to leave for the school (catching the
school bus).
(c) Distance estimation between places, especially far off places.
(d) Handling money in banks.
Find more such situations.

7
Page No. 11

Similarly, write the five nearest neighbours for these numbers:

(a) 3,87,69,957

Nearest thousand 3,87,70,000

Nearest ten thousand 3,87,70,000
Nearest lakh 3,88,00,000
Nearest ten lakh 3,90,00,000
Nearest crore 4,00,00,000

(b) 29,05,32,481

Nearest thousand 29,05,32,000

Nearest ten thousand 29,05,30,000
Nearest lakh 29,05,00,000
Nearest ten lakh 29,10,00,000
Nearest crore 29,00,00,000

Page No. 13

From the information given in the table answer the following

questions by approximation: (Refer table on P. 12–13

1. What is your general observation about this data? Share with the
class.
Ans: One of the observations is –
Most cities shown in the table have seen a significant rise in population
from 2001 to 2011.
Think of more observations.

2. What is an appropriate title for the above table?

Ans: Population of some Indian cities in 2001 and 2011.

3. How much is the population of Pune in 2011? Approximately, by how

much has it increased compared to 2001?
Ans: Population of Pune in 2011 is 31,15,431.
The population of Pune has approximately increased by 6 lakh.

4. Which city’s population increased the most between 2001 and -2011?
Ans: Bengaluru has shown maximum increase in population which is
41,24,644.

8
 5. Are there cities whose population has almost doubled? Which are
they?
Ans: Yes, they are Bengaluru, Hyderabad, Surat and Vadodara

6. By what number should we multiply Patna’s population to get a

number/population close to that of Mumbai?
Ans: We need to multiply Patna’s population by 7.39 to get a number close to
the population of Mumbai.

Page No. 14

Using the meaning of multiplication and division, can you explain why
multiplying by 5 is the same as dividing by 2 and multiplying by 10?
Ans: 10 ÷ 2 is the same as 5.

Figure it out

1. Find quick ways to calculate these products:

(a) 2 × 1768 × 50
= 2 × 50 × 1768
= 100 × 1768

1000
(b) 72 × 125 [Hint: 125 =
8
1000
= 72 ×
8
72
= × 1000 = 9 × 1000
8

(c) 125 × 40 × 8 × 25
= 125 × 8 × 40 × 25
= 1000 × 1000

2. Calculate these products quickly.

(a) 25 × 12 = _____________
100
25 × 12 = × 12
4
12
= 100 × 4
= 100 × 3

(b) 25 × 240 = _____________

100
25 × 240 = × 240
4
240
= 100 ×
4
= 100 × 60

9
 (c) 250 × 120 = _____________
1000
250 × 120 = × 120
4
120
= 1000 ×
4
= 1000 × 30
(d) 2500 × 12 =_____________
10,000
= 2500 × 12 = × 12
4
12
= 10,000 ×
4
= 10,000 × 3

(e) __1200____×_1,00,000_____= 120000000

Page No. 15

Observe the number of digits in the two numbers being multiplied

and their product in each case. Is there any connection between the
numbers being multiplied and the number of digits in their
product?
Ans:
The maximum digits in their product will be the sum of the digits of
the two numbers.
The minimum digit in their product will be one less than their sum.

Roxie says that the product of two 2-digit numbers can only be a 3- or
a 4-digit number. Is she correct?
Ans: Yes, Roxie is correct.

Should we try all possible multiplications with 2-digit numbers to

tell whether Roxie’s claim is true? Or is there a better way to find
out?
Ans: She can just check the minimum and maximum number of digits
possible.

Can multiplying a 3-digit number with another 3-digit number give a

4-digit number?
Ans: No.

Can multiplying a 4-digit number with a 2-digit number give a 5-digit

number?
Ans: Yes.

10
Observe the multiplication statements below. Do you notice any patterns? See if
this pattern extends for other numbers as well.

Page No. 16

5-digit × 5-digit = 9 or 10

8-digit × 3-digit = 10 or 11

12-digit × 13-digit = 24 or 25

Page No. 19

Find out if you can reach the Sun in a lifetime, if you travel 1000
kilometers every day. (You had written down the distance between
the Earth and the Sun in a previous exercise.)
Ans: We cannot reach the sun in a lifetime because it takes approx. 403
years.

Make necessary reasonable assumptions and answer the questions

below:
(a) If a single sheet of paper weighs 5 grams, could you lift one lakh
sheets of paper together at the same time?

Ans: Weight of one lakh (1,00,000) sheets = 500 kg.

Since a person cannot lift 500 kg so, we cannot lift one lakh sheets
of paper.

(b) If 250 babies are born every minute across the world, will a
million babies be born in a day?
Ans: Babies born in one day = 3,60,000 babies.
3,60,000 is less than one million (10 lakh)
Hence, a million babies cannot born in a day.
(c) Can you count 1 million coins in a day? Assume you can count 1
coin every second.
Ans: No. Because, Coins counted per day = 86,400

11
 Figure it out

Page No. 19

1. Using all digits from 0 – 9 exactly once (the first digit cannot be 0) to
create a 10-digit number, write the —
(a) Largest multiple of 5
Ans: largest multiple of 5 = 9876543210

(b) Smallest even number

Ans: The smallest such even number = 1023456798

2. The number 10,30,285 in words is ten lakhs thirty thousand two

hundred eighty-five, which has 42 letters. Give a 7-digit number name
which has the maximum number of letters.
Ans: One such number is 77,77,777, which has 60 letters.

3. Write a 9-digit number where exchanging any two digits results in a

bigger number. How many such numbers exist?
Ans: One such number is 987654312.
Exchanging last two digits, we get 987654321, which is bigger number
than the initial number.
Try more!

4. Strike out 10 digits from the number 12345123451234512345 so that

the remaining number is as large as possible.
Ans: 5534512345

6. Suppose you write down all the numbers 1, 2, 3, 4, …, 9, 10, 11, and so
on. The tenth digit you write is ‘1’ and the eleventh digit is ‘0’, as part
of the number 10. (This question can be solved in different ways. One
of the way is —)
(a) What would the 1000th digit be? At which number would it
occur?
Ans: Digits from 1 to 9 = 9 digits
Digits from 10 to 99 = 99-10+1 = 90 numbers × 2 = 180 digits
Total digits from 1 to 99 = 9 + 180 = 189 digits
Remaining digits to reach 1000th digit = 1000 – 189 = 811
811
Number of 3-digit numbers = 3 = 270 full numbers + 1 digit left
over.
The first 3-digit number is 100
270th 3-digit number is 100 + 270 – 1 = 369

12
 The next number is 370.
The first digit of 370, which is 3, is the 1000th digit.

(b) What number would contain the millionth digit?

Ans: The millionth digit occurs in the number 185184+1=1,85,185.

(c) When would you have written the digit ‘5’ for the 5000th time?
Ans: 13995

7. A calculator has only ‘+10,000’ and ‘+100’ buttons. Write an

expression describing the number of button clicks to be made for the
following numbers:
(a) 20,800
Ans: 20,800 = (2 × 10,000) + (8 × 100)
Total clicks = 2 + 8 = 10 button clicks.

(b) 92,100
Ans: 92,100 = (9 × 10,000) + (21 × 100)
Total clicks = 9 + 21 = 30 button clicks.

(c) 1,20,500
Ans: 1,20,500 = (12 × 10,000) + (5 × 100)
Total clicks = 12 + 5 = 17 button clicks.

(d) 65,30,000
Ans: 65,30,000 = (653 × 10,000)
Total clicks = 653 button clicks.

(e) 70,25,700
Ans: 70,25,700 = (702 × 10,000) + (57 × 100)
Total clicks = 759 button clicks.

8. How many lakhs make a billion?

Ans: 10,000 lakh make a billion.

9. You are given two sets of number cards numbered from 1 – 9. Place a
number card in each box below to get the (a) largest possible sum (b)
smallest possible difference of two resulting numbers.
(a) Ans:
9 9 8 8 7 7 6

6 5 5 4 4
Sum = 1,00,54,320

13
 (b) Ans:
1 1 2 2 3 3 4

9 9 8 8 7
Difference = 10,22,447

10. You are given some number cards; 4000, 13000, 300, 70000, 150000, 20,
5. Using the cards get as close as you can to the numbers below using
any operation you want. Each card can be used only once for making
a particular number.
(a) 1,10,000: 4000 × (20 + 5) + 13000 = 1,13,000

(b) 2,00,000:
Ans: closest estimate = 1,50,000 + 70,000 – (4000 × 5) = 2,00,000.

(c) 5,80,000:
Ans: closest estimate = (1,50,000 × 4) – (4000 × 5) = 5,80,000.

(d) 12,45,000:
Ans:
closest estimate = (70,000 × 20) – 1,50,000 – 4,000 – (300 × 5) =
12,44,500.

(e) 20,90,800:
Ans: closest estimate = (1,50,000 × 14) + 4,000 – 13,000 = 20,91,000.

11. Find out how many coins should be stacked to match the height of the
Statue of Unity. Assume each coin is 1 mm thick.
Ans:
Height of each coin = 1 mm
Height of Statue of Unity = 180 m = 180 × 100 × 10 mm = 1, 80,000 mm.
Number of coins to be stacked = 1,80,000 mm ÷ 1 mm = 1,80,000 coins.

12. Grey-headed Albatrosses have a roughly 7-feet wide wingspan. They

are known to migrate across several oceans. Albatrosses can cover
about 900 – 1000 km in a day. One of the longest single trips recorded
is about 12,000 km. How many days would such a trip take to cross an
ocean approximately?

14
 Ans:
Estimated number of days if it flies 900 km/day = 12,000 ÷ 900
= 13.3 days
Estimated number of days if it flies 1000 km/day = 12,000 ÷ 1000
= 12 days
Hence it would take approximately 12 to 14 days for a grey headed
albatross to complete a 12,000 km trip to cross an ocean.

13. A bar-tailed godwit holds the record for the longest recorded non-
stop flight. It travelled 13,560 km from Alaska to Australia without
stopping. Its journey started on 13 October 2022 and continued for
about 11 days. Find out the approximate distance it covered every
day. Find out the approximate distance it covered every hour.

Ans:
Distance covered per day = 13,560 km ÷ 11 days = 1232.73 km or 1233 km.
Distance covered per hour = 1233 ÷ 24 = 51.36 km or 51 km.

14. Bald eagles are known to fly as high as 4500 – 6000 m above the ground
level. Mount Everest is about 8850 m high. Aeroplanes can fly as high
as 10,000 – 12,800 m. How many times bigger are these heights
compared to Somu’s building?

Ans:
Height of Somu’s building = 40 m
(i) Bald eagles’ flight height = 4500 – 6000 m
Lower estimate = 4500 ÷ 40 = 112.5 times
Upper estimate = 6000 ÷ 40 = 150 times
Bald eagles fly about 112 to 150 times higher than Somu’s building.

(ii) Mount Everest height = 8850 m

Now, 8850 ÷ 40 = 221.25
Mount Everest is approximately 221 times taller than Somu’s
building.

(iii) Aeroplanes flight height = 10,000 – 12,000 m

Lower estimate = 10,000 ÷ 40 = 250
Upper estimate = 12800 ÷ 40 = 320.
Airplanes fly about 250 to 320 times as high as Somu’s building.

15
 2 ARITHMETIC
EXPRESSIONS

2.1 Simple Expressions

You may have seen mathematical phrases like 13 + 2, 20 – 4, 12 × 5, and
18 ÷ 3. Such phrases are called arithmetic expressions.
Every arithmetic expression has a value which is the number it
evaluates to. For example, the value of the expression 13 + 2 is 15. This
expression can be read as ‘13 plus 2’ or ‘the sum of 13 and 2’.
We use the equality sign ‘=’ to denote the relationship between an
arithmetic expression and its value. For example:
13 + 2 = 15.

Example 1: Mallika spends ₹25 every day for lunch at school. Write
the expression for the total amount she spends on lunch in a week
from Monday to Friday.
The expression for the total amount is 5 × 25.
5 × 25 is “5 times 25” or “the product of 5 and 25”.
Different expressions can have the same value. Here are multiple
ways to express the number 12, using two numbers and any of the four
operations +, – , × and ÷:
10 + 2, 15 – 3, 3 × 4, 24 ÷ 2.

Choose your favourite number and write as many expressions as you

can having that value.

Comparing Expressions
As we compare numbers using ‘=’, ‘<’ and ‘>’ signs, we can also compare
expressions. We compare expressions based on their values and write
the ‘equal to’, ‘greater than’ or ‘less than’ sign accordingly. For example,
10 + 2 > 7 + 1

[Link] 24 4/12/2025 11:27:34 AM

 Arithmetic Expressions

 ecause the value of 10 + 2 = 12 is greater than the value of 7 + 1 = 8.

b
Similarly,
13 – 2 < 4 × 3.

Figure it Out
1. Fill in the blanks to make the expressions equal on both sides of
the = sign:
(a) 13 + 4 = ____ + 6 (b) 22 + ____ = 6 × 5
(c) 8 × ____ = 64 ÷ 2 (d) 34 – ____ = 25
2. Arrange the following expressions in ascending (increasing) order
of their values.
(a) 67 – 19 (b) 67 – 20
(c) 35 + 25 (d) 5 × 11
(e) 120 ÷ 3
Example 2: Which is greater? 1023 + 125 or 1022 + 128?
Imagining a situation could help us answer this Raja (1023 + 125)
without finding the values. Raja had 1023 marbles 1
1022
and got 125 more today. Now he has 1023 + 125
marbles. Joy had 1022 marbles and got 128 125
more today. Now he has 1022 + 128 marbles. Who
has more?
Joy (1022 + 128)
This situation can be represented as shown in
the picture on the right. To begin with, Raja had 1 1022
more marble than Joy. But Joy got 3 more marbles
than Raja today. We can see that Joy has (two) 125 1 1 1
more marbles than Raja now.
That is,
1023 + 125 < 1022 + 128.

Example 3: Which is greater? 113 – 25 or 112 – 24? Raja (113 – 25)

Imagine a situation, Raja had 113 marbles and lost
112 1
25 of them. He has 113 – 25 marbles. Joy had 112
marbles and lost 24 today. He has 112 – 24 marbles. 24
Who has more marbles left with them? remove
Raja had 1 marble more than Joy. But he also
Joy (112 – 24)
lost 1 marble more than Joy did. Therefore, they
have an equal number of marbles now. 112
That is,
24
113 – 25 = 112 – 24. remove

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Use ‘>’ or ‘<’ or ‘=’ in each of the following expressions to compare

them. Can you do it without complicated calculations? Explain your
thinking in each case.

(a) 245 + 289 246 + 285

(b) 273 – 145 272 – 144
(c) 364 + 587 363 + 589
(d) 124 + 245 129 + 245
(e) 213 – 77 214 – 76

2.2 Reading and Evaluating Complex Expressions

Sometimes, when an expression is not accompanied by a context, there
can be more than one way of evaluating its value. In such cases, we
need some tools and rules to specify how exactly the expression has to
be evaluated.
To give an example with language, look
at the following sentences:
(a) Sentence: “Shalini sat next to a
friend with toys”.
Meaning: The friend has toys and
Shalini sat next to her.

(b) S
 entence: “Shalini sat next to a
friend, with toys”.
Meaning: Shalini has the toys
and she sat with them next to her
friend.

This sentence without the punctuation could have been interpreted

in two different ways. The appropriate use of a comma specifies how
the sentence has to be understood.
Let us see an expression that can be evaluated in more than one way.
Example 4: Mallesh brought 30 marbles to the playground. Arun
brought 5 bags of marbles with 4 marbles in each bag. How many
marbles did Mallesh and Arun bring to the playground?
Mallesh summarized this by writing the mathematical expression —
30 + 5 × 4.

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 Arithmetic Expressions

Without knowing the context behind this expression, Purna found

the value of this expression to be 140. He added 30 and 5 first, to get 35,
and then multiplied 35 by 4 to get 140.
Mallesh found the value of this expression to be 50. He multiplied 5
and 4 first to get 20 and added 20 to 30 to get 50.
In this case, Mallesh is right. But why did Purna get it wrong?
Just looking at the expression 30 + 5 × 4, it is not clear whether we
should do the addition first or multiplication.
Just as punctuation marks are used to resolve confusions in language,
brackets and the notion of terms are used in mathematics to resolve
confusions in evaluating expressions.

Brackets in Expressions
In the expression to find the number of marbles — 30 + 5 × 4 — we had
to first multiply 5 and 4, and then add this product to 30. This order of
operations is clarified by the use of brackets as follows:
30 + (5 × 4).
When evaluating an expression having brackets, we need to first find
the values of the expressions inside the brackets before performing
other operations. So, in the above expression, we first find the value
of 5 × 4, and then do the addition. Thus, this expression describes the
number of marbles:
30 + (5 × 4 ) = 30 + 20 = 50.

Example 5: Irfan bought a pack of biscuits for ₹15 and a packet of toor
dal for ₹56. He gave the shopkeeper ₹100. Write an expression that can
help us calculate the change Irfan will get back from the shopkeeper.
Irfan spent ₹15 on a biscuit packet and ₹56 on toor dal. So, the total
cost in rupees is 15 + 56. He gave ₹100 to the shopkeeper. So, he should
get back 100 minus the total cost. Can we write that expression as—
100 – 15 + 56 ?
Can we first subtract 15 from 100 and then add 56 to the result? We
will get 141. It is absurd that he gets more money than he paid the
shopkeeper!
We can use brackets in this case:
100 – (15 + 56).
Evaluating the expression within the brackets first, we get 100 minus
71, which is 29. So, Irfan will get back ₹29.

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Terms in Expressions
Suppose we have the expression 30 + 5 × 4 without any brackets. Does
it have no meaning?
When there are expressions having multiple operations, and the
order of operations is not specified by the brackets, we use the notion
of terms to determine the order.
Terms are the parts of an expression separated by a ‘+’ sign. For
example, in 12+7, the terms are 12 and 7, as marked below.

12 + 7 = 12 + 7

We will keep marking each term of an expression as above. Note

that this way of marking the terms is not a usual practice. This will be
done until you become familiar with this concept.
Now, what are the terms in 83 – 14? We know that subtracting a
number is the same as adding the inverse of the number. Recall that
the inverse of a given number has the sign opposite to it. For example,
the inverse of 14 is –14, and the inverse of –14 is 14. Thus, subtracting
14 from 83 is the same as adding –14 to 83. That is,

83 – 14 = 83 + – 14

Thus, the terms of the expression 83 – 14 are 83 and –14.

Check if replacing subtraction by addition in this way does not change
the value of the expression, by taking different examples.
Can you explain why subtracting a number is the same as adding its Try
inverse, using the Token Model of integers that we saw in the Class This
6 textbook of mathematics?
All subtractions in an expression are converted to additions in this
manner to identify the terms.
Here are some more examples of expressions and their terms:

–18 – 3 = – 18 + –3

6×5+3= 6×5 + 3

2 – 10 + 4 × 6 = 2 + – 10 + 4×6

Note that 6 × 5, 4 × 6 are single terms as they do not have any ‘+’ sign.
In the following table, some expressions are given. Complete the table.

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 Arithmetic Expressions

Expression Expression as the sum of its terms Terms

13 – 2 + 6 13 + –2 + 6 13, – 2, 6

5+6×3 5 + 6×3

4 + 15 – 9 + +

23 – 2 × 4 + 16 + +

28 + 19 – 8 + +

Now we will see how terms are used to determine the order of
operations to find the value of an expression.
We will start with expressions having only additions (with all the
subtractions suitably converted into additions).
Does changing the order in which the terms are added give different
values?

Swapping and Grouping

Let us consider a simple expression having only two terms.
Example 6: Madhu is flying a drone from a terrace. The drone goes 6 m
up and then 4 m down. Write an expression to show how high the final
position of the drone is from the terrace.
The drone is 6 – 4 = 2 m above the terrace. Writing it as sum of terms:

6 + –4 = 2

Will the sum change if we swap the terms?

–4 + 6 = 2

It doesn’t in this case.

We already know that swapping the terms does not change the sum
when both the terms are positive numbers.
Will this also hold when there are terms having negative numbers as
well? Take some more expressions and check.

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 Ganita Prakash | Grade 7

Can you explain why this is happening using the Token Model of Try
integers that we saw in the Class 6 textbook of mathematics? This

Thus, in an expression having two terms, swapping them does not

change the value.

Term 1 + Term 2 = Term 2 + Term 1

Now consider an expression having three terms: (–7) + 10 + (–11). Let

us add these terms in the following two different orders:

–7 + 10 + – 11

(adding the first two terms and then adding their sum to the third
term)

–7 + 10 + – 11

(adding the last two terms and then adding their sum to the first
term)
What do you see? The sums are the same in both cases.
Again, we know that while adding positive numbers, grouping them
in any of the above two ways gives the same sum.
Will this also hold when there are terms having negative numbers as
well? Take some more expressions and check.
Can you explain why this is happening using the Token Model of Try
integers that we saw in the Class 6 textbook of mathematics? This

Thus, grouping the terms of an expression in either of the following

ways gives the same value.

Term 1 + Term 2 + Term 3 = Term 1 + Term 2 + Term 3

Let us consider the expression (–7) + 10 + (–11) again. What happens

when we change the order and add –7 and –11 first, and then add this
sum to 10? Will we get the same sum as before?
We see that adding the terms of the expression (–7) + 10 + (–11) in
any order gives the same sum of –8.

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Does adding the terms of an expression in any order give the same
value? Take some more expressions and check. Consider expressions
with more than 3 terms also.
Can you explain why this is happening using the Token Model of Try
integers that we saw in the Class 6 textbook of mathematics? This

Thus, the addition of terms in any order gives the same value.
Therefore, in an expression having only additions, it does not matter
in what order the terms are added: they all give the same value.
Now let us consider expressions having multiplication and division
also, without the order of operations specified by the brackets. The
values of such expressions are found by first evaluating the terms.
Once all the terms are evaluated, they are added.
For example, the expression 30 + 5 × 4 is evaluated as follows:

30 + 5 × 4 = 30 + 5×4 = 30 + 20 = 50

The expression 5 × (3 + 2) + 78 + 3 is evaluated as follows:

5 × (3 + 2) + 78 + 3 = 5 × (3 + 2) + 7×8 + 3

Where (3+2) is first evaluated and this sum is multiplied by 5 (= 25).

The expression 7 × 8 is evaluated (= 56). This simplifies to 25 + 56 + 3 =
84.
Manasa is adding a long list of numbers. It took her five 1342
minutes to add them all and she got the answer 11749. Then 774
she realised that she had forgotten to include the fourth 8611
number 9055. Does she have to start all over again? 9055
In mathematics we use the phrase commutative property
1022
of addition instead of saying “swapping terms does not
change the sum”. Similarly, “grouping does not change the sum” is
called the associative property of addition.

Swapping the Order of Things in Everyday Life

Manasa is going outside to play. Her mother says, “Wear
your hat and shoes!” Which one should she
wear first? She can wear her hat first and then
her shoes. Or she can wear her shoes first and
then her hat.
Manasa will look exactly the same in both cases.
Imagine a different situation: Manasa’s mother
says “Wear your socks and shoes!” Now the

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 Ganita Prakash | Grade 7

order matters. She should wear socks and then shoes. If she wears
shoes and then socks, Manasa will feel very uncomfortable and look
very different.

More Expressions and Their Terms

Example 7: Amu, Charan, Madhu, and John went to a hotel and ordered
four dosas. Each dosa cost ₹23, and they wish to thank the waiter by
tipping ₹5. Write an expression describing the total cost.
Cost of 4 dosas = 4 × 23
Can the total amount with tip be written as 4 × 23 + 5? Evaluating it,
we get

4 × 23 + 5 = 4 × 23 + 5 = 92 + 5 = 97

Thus, 4 × 23 + 5 is a correct way of writing the expression.

If the total number of friends goes up to 7 and the tip remains the
same, how much will they have to pay? Write an expression for this
situation and identify its terms.
Example 8: Children in a class are playing “Fire in the mountain, run,
run, run!”. Whenever the teacher calls out a number, students are
supposed to arrange themselves in groups of that number. Whoever is
not part of the announced group size, is out.
Ruby wanted
to rest and sat on
one side. The other
33 students were
playing the game in
the class.
The teacher called
+ + +
out ‘5’. Once
children settled,
Ruby wrote
6×5+3
(understood as 3 more than 6 × 5)
Think and discuss why she wrote this.
The expression written as a sum of terms is—

6×5 + 3 .

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For each of the cases below, write the expression and identify its terms:
If the teacher had called out ‘4’, Ruby would write ____________
If the teacher had called out ‘7’, Ruby would write ____________
Write expressions like the above for your class size.
Example 9: Raghu bought 100 kg of rice from the wholesale market
and packed them into 2 kg packets. He already had four 2 kg packets.
Write an expression for the number of 2 kg packets of rice he has now
and identify the terms.
He had 4 packets. The number of new 2 kg packets of rice is 100 ÷ 2,
100
which we also write as .
2
100
The number of 2 kg packets he has now is 4 + . The terms are—
2
100
4 + .
2

Example 10: Kannan has to pay ₹432 to a shopkeeper using coins of ₹1

and ₹5, and notes of ₹10, ₹20, ₹50 and ₹100. How can he do it?
There is more than one possibility. For example,
432 = 4 × 100 + 1 × 20 + 1 × 10 + 2 × 1
Meaning: 4 notes of ₹100, 1 note of ₹20, 1 note of ₹10 and 2 notes of ₹1
432 = 8 × 50 + 1 × 10 + 4 × 5 + 2 × 1
Meaning: 8 notes of ₹50, 1 note of ₹10, 4 notes of ₹5 and 2 notes of ₹1
Identify the terms in the two expressions above.
Can you think of some more ways of giving ₹432 to someone?
Example 11: Here are two pictures. Which of these two arrangements
matches with the expression 5 × 2 + 3?

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 Ganita Prakash | Grade 7

Let us write this expression as a sum of terms.

5×2 + 3 = 10 + 3 = 13

This expression 5 × 2 + 3 can be understood as 3 more than 5 × 2,

which describes the arrangement on the left.
What is the expression for the arrangement in the right making use of
the number of yellow and blue squares?
Do you recall the use of brackets? We need to use brackets for this.
2 × (5 + 3)
Notice that this arrangement can also be described using—
5+3+5+3
OR
5×2+3×2

Figure it Out
1. Find the values of the following expressions by writing the terms
in each case.
(a) 28 – 7 + 8 (b) 39 – 2 × 6 + 11
(c) 40 – 10 + 10 + 10 (d) 48 – 10 × 2 + 16 ÷ 2
(e) 6 × 3 – 4 × 8 × 5
2. Write a story/situation for each of the following expressions and
find their values.
(a) 89 + 21 – 10 (b) 5 × 12 – 6
(c) 4×9+2×6
3. For each of the following situations, write the expression describing
the situation, identify its terms and find the value of the expression.
(a) Queen Alia gave 100 gold coins to Princess Elsa and 100 gold
coins to Princess Anna last year. Princess Elsa used the coins
to start a business and doubled her coins. Princess Anna
bought jewellery and has only half of the coins left. Write
an expression describing how many gold coins Princess Elsa
and Princess Anna together have.
(b) A metro train ticket between two stations is ₹40 for an adult
and ₹20 for a child. What is the total cost of tickets:
(i) for four adults and three children?
(ii) for two groups having three adults each?

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 Arithmetic Expressions
Border
3 cm
(c) Find the total height of the window
by writing an expression
describing the relationship among Grill
2 cm
the measurements shown in the
Gap
picture. 5 cm

Removing Brackets — I
Total
Let us find the value of this expression, Height

200 – (40 + 3).

We first evaluate the expression inside the
bracket to 43 and then subtract it from 200.
But it is simpler to first subtract 40 from 200:
200 – 40 = 160.
And then subtract 3 from 160:
160 – 3 = 157.
What we did here was 200 – 40 – 3. Notice, that we did not do
200 – 40 + 3.
So,
200 – (40 + 3) = 200 – 40 – 3.

Example 12: We also saw this earlier in the case of Irfan purchasing a
biscuit packet (₹15) and a toor dal packet (₹56). When he paid ₹100, the
change he gets in rupees is:
100 – (15 + 56) = 29.
The change could also have been calculated as follows:
(a) First subtract the cost of the biscuit packet (15) from 100:
100 – 15 = 85.
This is the amount the shopkeeper owes Irfan if he had
purchased only the biscuits. As he has purchased toor dal
also, its cost is taken from this remaining amount of 85.
(b) So, to find the change, we need to subtract the cost of toor
dal from 85.
85 – 56 = 29.
What we have done here is 100 – 15 – 56. So,
100 – (15 + 56) = 100 – 15 – 56.
Notice how upon removing the brackets preceded by a negative
sign, the signs of the terms inside the brackets change. Observe

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 Ganita Prakash | Grade 7

the signs of 40 and 3 in the first example, and that of 15 and 56 in

the second.
Example 13: Consider the expression 500 – (250 – 100). Is it possible to
write this expression without the brackets?
To evaluate this expression, we need to subtract 250 – 100 = 150
from 500:
500 – (250 – 100) = 500 – 150 = 350.
If we were to directly subtract 250 from 500, then we would have
subtracted 100 more than what we needed to. So, we should add back
that 100 to 500 – 250 to make the expression take the same value as 500
– (250 – 100). This sequence of operations is 500 – 250+100. Thus,
500 – (250 – 100) = 500 – 250 + 100.
Check that 500 – (250 – 100) is not equal to 500 – 250 – 100.
Notice again that when the brackets preceded by a negative sign
are removed, the signs of the terms inside the brackets change. In this
case, the signs of 250 and – 100 change to – 250 and 100.
Example 14: Hira has a rare coin collection. She has 28 coins in one bag
and 35 coins in another. She gifts her friend 10 coins from the second
bag. Write an expression for the number of coins left with Hira.
This can be expressed by 28 + (35 – 10).
We know that this is the same as 28 + (35 + (–10)). Since the terms
can be added in any order, this expression can simply be written as
28 + 35 + (–10), or 28 + 35 – 10. Thus,
28 + (35 – 10) = 28 + 35 – 10 = 53.
When the brackets are NOT preceded by a negative sign, the terms
within them do not change their signs upon removing the brackets.
Notice the sign of the terms 35 and – 10 in the above expression.

Rather than simply remembering rules for when to change the sign and
when not to, you can figure it out for yourself by thinking about the
meanings of the expressions.

Tinker the Terms I

What happens to the value of an expression if we increase or decrease
the value of one of its terms?
Some expressions are given in following three columns. In each
column, one or more terms are changed from the first expression. Go
through the example (in the first column) and fill the blanks, doing as
little computation as possible.

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 Arithmetic Expressions

53 + – 16 = 37 53 + – 16 = 37 – 87 + – 16 =

54 + – 16 = 38 52 + – 16 = – 88 + – 15 =

54 is one more than 52 is one less than

53, so the value will 53, so the value will
be 1 more than 37. be 1 less than 37.
– 86 + – 18 =

53 + – 15 = 53 + – 17 =

Is –15 one more or Is –17 one more or – 97 + – 26 =

one less than –16? one less than –16?

Figure it Out
1. Fill in the blanks with numbers, and boxes with operation signs
such that the expressions on both sides are equal.
(a) 24 + (6 – 4) = 24 + 6 _____
(b) 38 + (_____ _____) = 38 + 9 – 4
(c) 24 – (6 +4) = 24 6–4
(d) 24 – 6 – 4 = 24 – 6 _____
(e) 27 – (8 + 3) = 27 8 3
(f) 27– (_____ _____) = 27 – 8 + 3
2. Remove the brackets and write the expression having the same
value.
(a) 14 + (12 + 10) (b) 14 – (12 + 10)
(c) 14 + (12 – 10) (d) 14 – (12 – 10)
(e) –14 + 12 – 10 (f ) 14 – (–12 – 10)
3. Find the values of the following expressions. For each pair, first
try to guess whether they have the same value. When are the two
expressions equal?
(a) (6 + 10) – 2 and 6 + (10 – 2)
(b) 16 – (8 – 3) and (16 – 8) – 3
(c) 27 – (18 + 4) and 27 + (–18 – 4)
4. In each of the sets of expressions below, identify those that
have the same value. Do not evaluate them, but rather use your
understanding of terms.

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 Ganita Prakash | Grade 7

(a) 319 + 537, 319 – 537, – 537 + 319, 537 – 319

(b) 87 + 46 – 109, 87 + 46 – 109, 87 + 46 – 109, 87 – 46 + 109, 87
– (46 + 109), (87 – 46) + 109
5. Add brackets at appropriate places in the expressions such that
they lead to the values indicated.
(a) 34 – 9 + 12 = 13
(b) 56 – 14 – 8 = 34
(c) –22 – 12 + 10 + 22 = – 22
6. Using only reasoning of how terms change their values, fill the
blanks to make the expressions on either side of the equality (=)
equal.
(a) 423 + ______= 419 + ______
(b) 207 – 68 = 210 – ______
7. Using the numbers 2, 3 and 5, and the operators ‘+’ and ‘–’, and
brackets, as necessary, generate expressions to give as many
different values as possible. For example, 2 – 3 + 5 = 4 and 3 – (5 – 2)
= 0.
8. Whenever Jasoda has to subtract 9 from a number, she subtracts 10
and adds 1 to it. For example, 36 – 9 = 26 + 1.
(a) Do you think she always gets the correct answer? Why?
Math
(b) Can you think of other similar strategies? Give some Talk
examples.
9. Consider the two expressions: a) 73 – 14 + 1, b) 73 – 14 – 1. For each
of these expressions, identify the expressions from the following
collection that are equal to it.
(a) 73 – (14 + 1) b) 73 – (14 – 1)
(c) 73 + (– 14 + 1) d) 73 + (– 14 – 1)

Removing Brackets — II
Example 15: Lhamo and Norbu went to a hotel. Each of them ordered
a vegetable cutlet and a rasgulla. A vegetable cutlet costs ₹43 and a
rasgulla costs ₹24. Write an expression for the amount they will have
to pay.
As each of them had one vegetable cutlet and one rasagulla, each of
their shares can be represented by 43 + 24.
What about the total amount they have to pay? Can it be described by
the expression: 2 × 43 + 24?

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 Arithmetic Expressions

Writing it as sum of terms gives:

2 × 43 + 24
₹ 43 ₹ 24
This expression means 24 more than
2 × 43. But, we want an expression
which means twice or double of 43 + 24.
We can make use of brackets to write
such an expression: 2 × (43 + 24)
2 × (43 + 24).
So, we can say that together they have ₹ 43 ₹ 24

to pay 2 × (43 + 24). This is also the same

as paying for two vegetable cutlets and
two rasgullas:
2 × 43 + 2 × 24.
Therefore,
2 × (43 + 24) = 2 × 43 + 2 × 24. 2 × 43 + 2 × 24

If another friend, Sangmu, joins them and orders the same items, what
will be the expression for the total amount to be paid?
Example 16: In the Republic Day parade, there are boy scouts and girl
guides marching together. The scouts march in 4 rows with 5 scouts in
each row. The guides march in 3 rows with 5 guides in each row (see
the figure below). How many scouts and guides are marching in this
parade?
The number of boy scouts marching is 4 × 5. The number of girl
guides marching is 3 × 5.
The total number of
scouts and guides will be
4 × 5 + 3 × 5. 3×5
This can also be found
by first finding the total
number of rows, i.e., 4 +
(4+3) × 5
3, and then multiplying
their sum by the number
of children in each row. 4×5
Thus, the number of boys
and girls can be found by
(4 + 3) × 5.
Therefore, 4 × 5 + 3 × 5
= (4 + 3) × 5.
Computing these expressions, we get

4×5+3×5= 4×5 + 3×5 = 20 + 15 = 35

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 Ganita Prakash | Grade 7

(4 + 3) × 5 = 7 × 5 = 35
5 × 4 + 3 ≠ 5 × (4 + 3). Can you explain why?
Is 5 × (4 + 3) = 5 × (3 + 4) = (3 + 4) × 5?
The observations that we have made in the previous two examples
can be seen in a general way as follows.
Consider 10 × 98 + 3 × 98. This means taking the sum of 10 times 98
and 3 times 98.
98 + 98 + 98 + 98 + 98 + 98 + 98 + 98 + 98 + 98 + 98 + 98 + 98

10 times 3 times

Clearly, this is the same as 10 + 3 = 13 times 98. Thus,

10 × 98 +3 × 98 = (10 + 3) × 98.
Writing this equality the other way, we get
(10 + 3) 98 = 10 × 98 + 3 × 98.
Swapping the numbers in the products above, this property can be
seen in the following form:
98 × 10 + 9 × 83 = 98 (10 + 3), and
98 (10 + 3) = 98 × 10 + 98 × 3.
Similarly, let us consider the expression 14 × 10 – 6 × 10. This means
subtracting 6 times 10 from 14 times 10.
14 times

10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10
Clearly, this is 14 – 6 = 8 times 10. Thus,
14 × 10 – 6 × 10 = (14 – 6) × 10,
or
(14 – 6) × 10 = 14 × 10 – 6 × 10
This property can be nicely summed up as follows:
The multiple of a sum (difference) is the same as the sum (difference)
of the multiples.

Tinker the Terms II

Let us understand what happens when we change the numbers
occurring in a product.

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 Arithmetic Expressions

Example 17: Given 53 × 18 = 954. Find out 63 × 18.

As 63 × 18 means 63 times 18,
63 × 18 = (53 + 10) × 18
= 53 ×18 + 10×18
= 954 + 180
= 1134.
Example 18: Find an effective way of evaluating 97 × 25.
97 × 25 means 97 times 25.
We can write it as (100 – 3) × 25
We know that this is the same as the difference of 100 times 25 and
3 times 25:
97 × 25 = 100 × 25 – 3 × 25
Find this value.
Use this method to find the following products:

(a) 95 × 8
(b) 104 × 15
(c) 49 × 50
Is this quicker than the multiplication procedure you use generally?
Which other products might be quicker to find like the ones above? Math
Talk
Figure it Out
1. Fill in the blanks with numbers, and boxes by signs, so that the
expressions on both sides are equal.
(a) 3 × (6 + 7) = 3 × 6 + 3 × 7
(b) (8 + 3) × 4 = 8 × 4 + 3 × 4
(c) 3 × (5 + 8) = 3 × 5 3 × ____
(d) (9 + 2) × 4 = 9 × 4 2 ×____
(e) 3 × (____ + 4) = 3 ____+____
(f ) (____+ 6) × 4 = 13 × 4 + ____
(g) 3 × (____+____) = 3 × 5 + 3 × 2
(h) (____+____)×____= 2 × 4 + 3 × 4
(i) 5 × (9 – 2) = 5 × 9 – 5 × ____
(j) (5 – 2) × 7 = 5 × 7 – 2 × ____
(k) 5 × (8 – 3) = 5 × 8 5 × ____
(l) (8 – 3) × 7 = 8 × 7 3×7

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 Ganita Prakash | Grade 7

(m) 5 × (12 –____) =____ 5 ×____

(n) (15 –____) × 7 =____ 6×7

(o) 5 × (____–____) = 5 × 9 – 5 × 4
(p) (____–____) × ____= 17 × 7 – 9 × 7
2. In the boxes below, fill ‘<’, ‘>’ or ‘=’ after analysing the expressions
on the LHS and RHS. Use reasoning and understanding of terms and
brackets to figure this out and not by evaluating the expressions.
(a) (8 – 3) × 29 (3 – 8) × 29
(b) 15 + 9 × 18 (15 + 9) × 18
(c) 23 × (17 – 9) 23 × 17 + 23 × 9
(d) (34 – 28) × 42 34 × 42 – 28 × 42
3. Here is one way to make 14: _2_ × ( _1_ + _6_ ) = 14. Are there other
ways of getting 14? Fill them out below:
(a) _____× (_____+_____) = 14
(b) _____× (_____+_____) = 14
(c) _____× (_____+_____) = 14
(d) _____× (_____+_____) = 14
4. Find out the sum of the numbers given in each picture below in
at least two different ways. Describe how you solved it through
expressions.

Figure it Out
1. Read the situations given below. Write appropriate expressions for
each of them and find their values.
(a) The district market in Begur operates on all seven days of
a week. Rahim supplies 9 kg of mangoes each day from his
orchard and Shyam supplies 11 kg of mangoes each day from
his orchard to this market. Find the amount of mangoes
supplied by them in a week to the local district market.

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 Arithmetic Expressions

(b) Binu earns ₹20,000 per month. She spends ₹5,000 on rent,
₹5,000 on food, and ₹2,000 on other expenses every month.
What is the amount Binu will save by the end of a year?
(c) During the daytime a snail climbs 3 cm up a post, and during
the night while asleep, accidentally slips down by 2 cm. The
post is 10 cm high, and a delicious treat is on its top. In how
many days will the snail get the treat?
2. Melvin reads a two-page story every day except on Tuesdays and
Saturdays. How many stories would he complete reading in 8
weeks? Which of the expressions below describes this scenario?
(a) 5 × 2 × 8
(b) (7 – 2) × 8
(c) 8×7
(d) 7 × 2 × 8
(e) 7 × 5 – 2
(f ) (7 + 2) × 8
(g) 7 × 8 – 2 × 8
(h) (7 – 5) × 8
3. Find different ways of evaluating the following expressions:
(a) 1 – 2 + 3 – 4 + 5 – 6 + 7 – 8 + 9 – 10
(b) 1 – 1 + 1 – 1 + 1 – 1 + 1 – 1 + 1 – 1
4. Compare the following pairs of expressions using ‘<’, ‘>’ or ‘=’ or by
reasoning.
(a) 49 – 7 + 8 49 – 7 + 8
(b) 83 × 42 – 18 83 × 40 – 18
(c) 145 – 17 × 8 145 – 17 × 6
(d) 23 × 48 – 35 23 × (48 – 35)
(e) (16 – 11) × 12 –11 × 12 + 16 × 12
(f ) (76 – 53) × 88 88 × (53 – 76)
(g) 25 × (42 + 16) 25 × (43 + 15)
(h) 36 × (28 – 16) 35 × (27 – 15)

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 Ganita Prakash | Grade 7

5. Identify which of the following expressions are equal to the given

expression without computation. You may rewrite the expressions
using terms or removing brackets. There can be more than one
expression which is equal to the given expression.
(a) 83 – 37 – 12
(i) 84 – 38 – 12
(ii) 84 – (37 + 12)
(iii) 83 – 38 – 13
(iv) – 37 + 83 –12
(b) 93 + 37 × 44 + 76
(i) 37 + 93 × 44 + 76
(ii) 93 + 37 × 76 + 44
(iii) (93 + 37) × (44 + 76)
(iv) 37 × 44 + 93 + 76
5. Choose a number and create ten different expressions having
that value.

SUMMARY
• We have been reading and evaluating simple expressions for quite
some time now. Here we started by revising the meaning of some
simple expressions and their values.
• We learnt how to compare certain expressions through reasoning
instead of bluntly evaluating them.
• To help read and evaluate complex expressions without confusion,
we use terms and brackets.
• When an expression is written as a sum of terms, changing the order
of the terms or grouping the terms does not change the value of the
expression. This is because the “commutative property of addition”
and the “associative property of addition”, respectively.
• To evaluate expressions within brackets, we saw that when we
remove brackets preceded by a negative sign, the terms within the
bracket change their sign.
• We also learnt about the “distributive property” — multiplying a
number with an expression inside brackets is equal to the multiplying
the number with each term in the bracket.

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 Arithmetic Expressions

Expression Engineer!

Using three 3’s along with the four operations (addition, subtraction,
multiplication, and division) and brackets as needed we can create
several expressions. For example, (3 + 3)/3 = 2, 3 + 3 – 3 = 3, 3 ×
3 + 3 = 12, and so on.
Using four 4’s, create expressions to get all values from 1 to 20.
Using the numbers 1, 2, 3, 4, and 5 exactly once in any order get
as many values as possible between – 10 and +10.
Using the numbers 0 to 9 exactly once in any order, make an
expression with a value 100.
What other similar interesting questions can you ask?

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 Chapter – 2
Arithmetic Expressions

Page No. 24

Choose your favourite number and write as many expressions as you

can having that value.

Ans: Let us choose the number 24.

The arithmetic expressions for the number can be as follows:
12 + 12 = 24; 4 × 6 = 24; 48 ÷ 2 = 24, 34 – 10 = 24, 20 + 4 = 24 etc.
Now you choose your number and form arithmetic expressions for that
number.

Page No. 25

Figure it Out
1. Fill in the blanks to make the expressions equal on both sides of the =
sign:

(a) 13 + 4 = _____ + 6 (b) 22 + ______ = 6 × 5

(c) 8 × ______ = 64 ÷ 2 (d) 34 – ______ = 25

Ans: 1. (a) 11 (b) 8 (c) 4 (d) 9

2. Arrange the following expressions in ascending (increasing) order of

their values.

(a) 67 – 19 (b) 67 – 20 (c) 35 + 25

(d) 5 × 11 (e) 120 ÷ 3

Ans: 2. 120 ÷ 3 < 67 – 20 < 67 – 19 < 5 × 11 < 35 + 25

Page No. 26

Use ‘>’ or ‘<’ ‘=’ in each of the following expressions to compare them.
Can you do it without complicated calculations? Explain your thinking
in each case.
Ans: (a) > (b) = (c) < (d) < (e) <

1
Page No. 28 – 29

Check if replacing subtraction by addition in this way does not change

the value of the expression, by taking different examples.

Ans: Let us take the numbers. 18 and 10

18 – 10 = 8 and 18 + (– 10) = 8

Can you explain why subtracting a number is the same as adding its
inverse, using the Token Model of integers that we saw in the Class 6
textbook of mathematics?

Ans: Refer chapter 10 of class VI Mathematics Textbook.

Does changing the order in which the terms are added give different
values?
Ans: No,
For example, 14 + 10 +( – 5) = 19 or (– 5) + 10 + 14 = 19

Page No. 29

Will this also hold when there are terms having negative numbers as
well? Take some more expressions and check.
Ans:
Yes,
For example: (– 4) + (– 2) = – 6 or (– 2) + (– 4) = – 6
(– 6) + (– 8) = – 14 or (– 8) + (– 6) = – 14
Write some more examples.

Page No. 30

Can you explain why this is happening using the Token Model of
integers that we saw in the Class 6 textbook of mathematics?
Ans:

2
 Will this also hold when there are terms having negative numbers as
well? Take some more expressions and check.
Ans: Yes
For example, Other way

Can you explain why this is happening using the Token Model of
integers that we saw in the Class 6 textbook of mathematics?
Ans: Yes.
Consider the expression: − 6 + (− 7) + (– 13)

Page No. 31

Does adding the terms of an expression in any order give the same
value? Take some more expressions and check. Consider expressions
with more than 3 terms also.
Ans: Yes, adding the terms of an expression in any order gives the same
value Consider an expression with 3 terms
9+4+6

Order 1: 9 + 4 + 6
= (9 + 4) + 6 = 13 + 6 = 19

Order 2: 9 + 4 + 6
= 9 + (4 + 6) = 9 + 10 = 19

An expression with 4 terms (including a negative number)

Consider the expression: 15 + (– 8) + 5 + 12

Order 1: (15 + (– 8)) + 5 + 12 = (7 + 5) + 12 = 12 + 12 = 24

Order 2: 15 + 5 + 12 + (– 8)
= (15 + 5 + 12) + (– 8)

3
 = ((15 + 5) + 12) + (– 8) = (20 + 12) + (– 8) = 32 + (– 8) = 24

Manasa is adding a long list of numbers. It took her five minutes to

add them all and she got the answer 11749. Then she realised that she
had forgotten to include the fourth number 9055. Does she have to
start all over again?

Ans: No, she can add fourth number, 9055 to the sum she got (11749) to get
the correct sum of the list of given numbers. That is 11749 + 9055 =
20804 (Using Associative Property)

Page No. 32
If the total number of friends goes up to 7 and the tip remains the same,
how much will they have to pay? Write an expression for this situation
and identify its terms.
Ans:
The expression for the total cost = 7 × 23 + 5 = 161 + 5 = ₹166.
The terms in the expression 7 × 23 + 5 are 7 × 23, 5.

Page No. 33

For each of the cases below, write the expression and identify its terms:

(a) If the teacher had called out ‘4’, Ruby would write _________
(b) If the teacher had called out ‘7’, Ruby would write _________

Write an expression like the above for your class size.

Ans:
(a) 8 × 4 + 1
Terms: 8 × 4, 1

(b) 4 × 7 + 5
Terms: 4 × 7, 5

4
 Identify the terms in the two expressions above.
Ans:
Way 1: 432 = 4 × 100 + 1 × 20 + 1 × 10 + 2 × 1
Terms: 4 × 100, 1 × 20, 1 × 10, and 2 × 1

Way 2: 432 = 8 × 50 + 1 × 10 + 4 × 5 + 2 × 1
Terms: 8 × 50, 1 × 10, 4 × 5, and 2 × 1

Can you think of some more ways of giving ₹ 432 to someone?

Ans:
40 × 10 + 3 × 10 + 2 × 1
Terms: 40 × 10, 3 × 10 and 2×1
Try for some more expressions.

Page No. 34 – 35

Figure it Out
1. Find the values of the following expressions by writing the
terms in each case.
(a) 28 – 7 + 8
(b) 39 – 2 × 6 + 11
(c) 40 – 10 + 10 + 10
(d) 48 – 10 × 2 + 16 ÷ 2
(e) 6 × 3 – 4 × 8 × 5

Ans:
(a) 28 – 7 + 8
Terms: 28, – 7, and 8 Value: 29
(b) 39 – 2 × 6 + 11
Terms: 39, – 2 × 6 and 11 Value: 38
(c) 40 – 10 + 10 + 10 = 40 + (– 10) + 10 + 10
Terms: 40, – 10, 10 and 10 Value: 50
(d) 48 – 10 × 2 + 16 ÷ 2 = 48 + (– 10 × 2) + (16 ÷ 2)
Terms: 48, – 10 × 2, 16 ÷ 2 Value: 36
(e) 6 × 3 – 4 × 8 × 5 = (6 × 3) + (– 4 × 8 × 5)
Terms: 6 × 3, 4 × 8 × 5 Value: – 142

5
 2. Write a story/situation for each of the following expressions and
find their values.
(а) 89 + 21 – 10
(b) 5 × 12 – 6
(c) 4 × 9 + 2 × 6

Ans:

(a) 89 + 21 – 10;

One of the stories could be;

A library had 89 books on its shelves. The librarian bought 21 new

books and added them to the collection. Later, 10 books were
borrowed by students. How many books remain on the shelves?

Value of the expression: 100

(b) 5 × 12 – 6

Make a story of your own for the given expression.

Value of the expression: 54

(c) 4 × 9 + 2 × 6

Make a story of your own for the given expression.

Value of the expression: 48

3. For each of the following situations, write the expression describing

the situation, identify its terms, and find the value of the expression.

(а) Queen Alia gave 100 gold coins to Princess Elsa and 100 gold coins
to Princess Anna last year. Princess Elsa used the coins to start a
business and doubled her coins. Princess Anna bought jewellery
and has only half of the coins left. Write an expression describing
how many gold coins Princess Elsa and Princess Anna together
have.

6
 (b) A metro train ticket between two stations is ₹40 for an adult and
₹20 for a child. What is the total cost of the tickets?

(i) for four adults and three

children?

(ii) for two groups having three

adults each?

(c) Find the total height of the window

by writing an expression
describing the relationship among
the measurements shown in the
picture.

Ans:
(a)
100
Expression describing the situation = 2 × 100 + 2
100
Terms: 2 × 100, Value: 250 gold coins.
2

(b)
(i) Expression = 4 × 40 + 3 × 20
Terms: 4 × 40, 3 × 20 Value: ₹220
(ii) Expression = 2 × (3 × 40).
Terms: 2 × (3 × 40) Value: ₹240

(c)
Expression = 7 × 5 + 6 × 2 + 2 × 3
Terms: 7 × 5, 6 × 2, 2 × 3
Total height: 53 cm

Page No. 37

Some expressions are given in the following three columns. In each

column, one or more terms are changed from the first expression. Go
through the example (in the first column) and fill in the blanks, doing
as little computation as possible.

7
Ans:

8
Page No. 37 – 38

Figure it Out
1. Fill in the blanks with numbers, and boxes with operation signs such
that the expressions on both sides are equal.
(a) 24 + (6 – 4) = 24 + 6 _________
(b) 38 + (_________ ________) = 38 + 9 – 4
(c) 24 – (6 + 4) = 24 6–4
(d) 24 – 6 – 4 = 24 – 6 _________
(e) 27 – (8 + 3) = 27 _________ 8 _________ 3
(f) 27 – (_________ ________) = 27 – 8 + 3

Ans:

(a) 24 + (6 – 4) = 24 + 6 4

(b) 38 + (9 4) = 38 + 9 – 4

(c) 24 – (6 + 4) = 24 6–4

(d) 24 – 6 – 4 = 24 – 6 4

(e) 27 – (8 + 3) = 27 – 8 – 3

(f) 27 – (8 3) = 27 – 8 + 3

2. Remove the brackets and write the expression having the same
value.
(a) 14 + (12 + 10)
(b) 14 – (12 + 10)
(c) 14 + (12 – 10)
(d) 14 – (12 – 10)
(e) – 14 + 12 – 10
(f) 14 – ( – 12 – 10)
Ans: (a) and (f)

3. Find the values of the following expressions. For each pair, first try
to guess whether they have the same value. When are the two
expressions equal?
(a) (6 + 10) – 2 and 6 + (10 – 2)
(b) 16 – (8 – 3) and (16 – 8) – 3
(c) 27 – (18 + 4) and 27 + (– 18 – 4)

9
Ans:
(a) (6 + 10) – 2 = 6 + 10 – 2 = 14
6 + (10 – 2) = 6 + 10 – 2 = 14
So, (6 + 10) – 2 = 6 + (10 – 2)

(b) 16 – (8 – 3) and (16 – 8) – 3

16 – (8 – 3) = 16 – 8 + 3 = 11
(16 – 8) – 3 = 16 – 8 – 3 = 5
So, 16 – (8 – 3) ≠ (16 – 8) – 3

(c) 27 – (18 + 4) and 27 + ( – 18 – 4)

27 – (18 + 4) = 27 – 18 – 4 = 5
27 + ( – 18 – 4) = 27 – 18 – 4 = 5
So, 27 – (18 + 4) = 27 + ( – 18 – 4)

4. In each of the sets of expressions below, identify those that have the
same value. Do not evaluate them, but rather use your
understanding of terms.
(a) 319 + 537, 319 – 537, – 537 + 319, 537 – 319
(b) 87 + 46 – 109, 87 + 46 – 109, 87 + 46 – 109, 87 – 46 + 109, 87 – (46 +
109), (87 – 46) + 109
Ans:
(a) 319 – 537 and – 537 + 319 have the same terms So, 319 – 537 and –
537 + 319 have the same value.
(b) 87 + 46 – 109, 87 + 46 – 109, 87 + 46 – 109 and also, 87 – 46 + 109 and
(87 – 46) + 109 have the same terms and so have equal values.

5. Add brackets at appropriate places in the expressions such that they

lead to the values indicated.

(a) 34 – 9 + 12 = 13
(b) 56 – 14 – 8 = 34
(c) – 22 – 12 – 10 + 22 = – 22
Ans:

(a) 34 – (9 + 12) = 34 – 21 = 13
(b) (56 – 14) – 8 = 42 – 8 = 34
(c) – 22 – (12 + 10) + 22 = – 22 – 22 + 22 = – 22

10
6. Using only reasoning of how terms change their values, fill the
blanks to make the expressions on either side of the equality (=)
equal.

(a) 423 + ________ = 419 + ________

(b) 207 – 68 = 210 – ________

Ans:
(a) 423 + 419 = 419 + 423 (Commutative Property)
(b) 207 – 68 = 207 + 3 – 3 – 68 = 207 + 3 – (3 + 68) = 210 – 71 (Associative
Property)

7. Using the numbers 2, 3, and 5, and the operators ‘+’ and ‘ – ‘, and
brackets, as necessary, generate expressions to give as many
different values as possible.

For example, 2 – 3 + 5 = 4 and 3 – (5 – 2) = 0

Ans: Some of the expressions are

1. 3–2–5=–4
2. 5 + 2 + 3 = 10
3. 5+2–3=4
4. 2 – (3 + 5) = – 6

Form more expressions.

8. Whenever Jasoda has to subtract 9 from a number, she subtracts 10

and adds 1 to it.
For example, 36 – 9 = 26 + 1

(a) Do you think she always gets the correct answer? Why?
(b) Can you think of other similar strategies? Give some examples.
Ans:
(a) Yes
36 – 9 = 36 – (10 – 1) = 36 – 10 + 1 = 26 + 1
(b) Yes
To subtract 8: Subtract 10 and add 2 (since – 8 = – 10 + 2).
Ex: 55 – 8 = 55 – (10 – 2) = 55 – 10 + 2
More such strategies can be thought of.

11
 9. Consider the two expressions:
(a) 73 – 14 + 1
(b) 73 – 14 – 1
For each of these expressions, identify the expressions from the
following collection that are equal to it.
(a) 73 – (14 + 1)
(b) 73 – (14 – 1)
(c) 73 + (– 14 + 1)
(d) 73 + (– 14 – 1)

Ans: Expressions (b) and (c) are equal to the expression 73 – 14 + 1, and
expressions (a) and (d) are equal to the expression 73 – 14 – 1.

Page No. 39

If another friend, Sangmu, joins them and orders the same items,
what will be the expression for the total amount to be paid?

Ans: Expression: 3 × (43 + 24).

Page No. 40

5 × 4 + 3 ≠ 5 × (4 + 3). Can you explain why?

Ans:
5 × 4 + 3 = (5 × 4) + 3 = 23.
5 × (4 + 3) = 5 × 7 = 35
So, 5 × 4 + 3 ≠ 5 × (4 + 3)

Is 5 × (4 + 3) = 5 × (3 + 4) = (3 + 4) × 5?
Ans: Yes, all three expressions are equal.

Page No. 41

Use this method to find the following products:

(a) 95 × 8
(b) 104 × 15
(c) 49 × 50

Is this quicker than the multiplication procedure you use generally?

12
 Ans:
(a)
95 × 8 = (100 – 5) × 8
= 100 × 8 – 5 × 8
= 800 – 40
= 760

(b)
104 × 15 = (100 + 4) × 15
= 100 × 15 + 4 × 15
Try further.

(c)
49 × 50 = (50 – 1) × 50
= 50 × 50 – 50 × 1
Try further.
Yes, this procedure is quicker than the multiplication procedure we
generally use.

Which other products might be quicker to find, like the ones above?

Ans:
This method is useful when one of the numbers is close to a multiple
of 10, 50, 100, 1000, etc.
For example:
98 × 7 = (100 – 2) × 7 ; 103 × 9 = (100 + 3) × 9
49 × 5 = (50 – 1) × 5
Find some more!

Page No. 41 – 42
Figure it Out
1. Fill in the blanks with numbers and boxes by signs, so that the
expressions on both sides are equal.
(а) 3 × (6 + 7) = 3 × 6 + 3 × 7
(b) (8 + 3) × 4 = 8 × 4 + 3 × 4
(c) 3 × (5 + 8) = 3 × 5 3 × ________
(d) (9 + 2) × 4 = 9 × 4 2 × ________
(e) 3 × ( ________ + 4) = 3 ________ + ________
(f) (________ + 6) × 4 = 13 × 4 + ________
(g) 3 × (________ + ________) = 3 × 5 + 3 × 2
(h) (________ + ________) × ________ = 2 × 4 + 3 × 4

13
 (i) 5 × (9 – 2) = 5 × 9 – 5 × ________
(j) (5 – 2) × 7 = 5 × 7 – 2 × ________
(k) 5 × (8 – 3) = 5 × 8 5 × ________
(l) (8 – 3) × 7 = 8 × 7 3×7
(m) 5 × (12 – ________) = ________ 5 × ________
(n) (15 – ________) × 7 = ________ 6×7
(o) 5 × (________ – ________) = 5 × 9 – 5 × 4
(p) (________ – ________) × ________ = 17 × 7 – 9 × 7

Ans:
(c) 3 × (5 + 8) = 3 × 5 3×8
+

(d) (9 + 2) × 4 = 9 × 4 2×4
+

(e) 3 × (10 + 4) = 3×10 + 3 × 4

(f) (13 + 6) × 4 = 13 × 4 + 6 × 4

(g) 3 × (5 + 2) = 3 × 5 + 3 × 2

(h) (2 + 3) × 4 = 2 × 4 + 3 × 4

(i) 5 × (9 – 2) = 5 × 9 – 5 × 2

(j) (5 – 2) × 7 = 5 × 7 – 2 × 7

(k) 5 × (8 – 3) = 5 × 8 5×3
–

(l) (8 – 3) × 7 = 8 × 7 3×7
–

(m) 5 × (12 – 3) = 5 × 12 5×3

–

(n) (15 – 6) × 7 = 15 × 7 6×7

–

(o) 5 × (9 – 4) = 5 × 9 – 5 × 4

(p) (17 – 9) × 7 = 17 × 7 – 9 × 7

[In (e), (m) you may put any number other than 10 and 3 respectively.]

14
2. In the boxes below, fill in ‘<’, ‘>’ or ‘=’ after analysing the expressions
on the LHS and RHS. Use reasoning and understanding of terms and
brackets to figure this out, and not by evaluating the expressions.

(a) (8 – 3) × 29 (3 – 8) × 29

(b) 15 + 9 × 18 (15 + 9) × 18

(c) 23 × (17 – 9) 23 × 17 + 23 × 9

(d) (34 – 28) × 42 34 × 42 – 28 × 42

Ans:

(a) > : since 8 – 3 > 3 – 8 (b) < (c) < (d) =

[Try to reason in other parts]

3. Here is one way to make 14: 2 × (1 + 6) = 14. Are there other ways of
getting 14? Fill them out below:

(a) ________ × (________ + ________) = 14

(b) ________ × (________ + ________) = 14
(c) ________ × (________ + ________) = 14
(d) ________ × (________ + ________) = 14

Ans:

(a) 2 × (5 + 2) = 14
(b) 2 × (3 + 4) = 14
(c) 7 × (1 + 1) = 14
(d) 2 × (6 + 1) = 14

4. Find out the sum of the numbers given in each picture below in at
least two different ways. Describe how you solved it through
expressions.

(I) (II)

15
 Ans:

For I: Way1:
(5 × 4) + (4 × 8) = 52
Way 2:
2 × (4 + 8 + 4) + (8 + 4 + 8) = 52

For II: Way 1:

(8 × 5) + (8 × 6) = 88
Way 2:
8 × (5 + 6) = 88
Find more ways.

Page No. 42 – 44

Figure it Out
1. Read the situations given below. Write appropriate expressions for
each of them and find their values.
(a) The district market in Begur operates on all seven days of the
week. Rahim supplies 9 kg of mangoes each day from his
orchard, and Shyam supplies 11 kg of mangoes each day from his
orchard to this market. Find the number of mangoes supplied by
them in a week to the local district market.
(b) Binu earns ₹ 20,000 per month. She spends ₹ 5,000 on rent, ₹ 5,000
on food, and ₹ 2,000 on other expenses every month. What is the
amount Binu will save by the end of the year?
(c) During the daytime, a snail climbs 3 cm up a post, and during the
night, while asleep, accidentally slips down by 2 cm. The post is
10 cm high, and a delicious treat is on top. In how many days will
the snail get the treat?

Ans:

(a) Expression: 7 × (9 + 11) kg

Value: 140 kg
(b) Expression: 12 × 20,000 – 12 × (5000 + 5000 + 2000)
Amount Binu will save by the end of the year = ₹96,000
(c) In the daytime the snail climbs 3 cm up the post and slips down by 2
cm at night.
So, the distance climbed by the snail on the post in full day cycle
= 3 – 2 = 1 cm
∴ The distance climbed by the snail in 7 days = 7 cm The height of the
post is 10 cm.
On the 8th day the snail will climb i.e. 7 × (3 – 2) + 3 × 1 = 10 cm

16
2. Melvin reads a two – page story every day except on Tuesdays and
Saturdays. How many stories would he complete reading in 8
weeks? Which of the expressions below describes this scenario?
(a) 5 × 2 × 8
(b) (7 – 2) × 8
(c) 8 × 7
(d) 7 × 2 × 8
(e) 7 × 5 – 2
(f) (7 + 2) × 8
(g) 7 × 8 – 2 × 8
(h) (7 – 5) × 8

Ans: Expressions describing the scenario (total stories) = (b) and (g).

3. Find different ways of evaluating the following expressions:

(a) 1 – 2 + 3 – 4 + 5 – 6 + 7 – 8 + 9 – 10
(b) 1 – 1 + 1 – 1 + 1 – 1 + 1 – 1 + 1 – 1

Ans:

(a) Way 1 : 1 – 2 + 3 – 4 + 5 – 6 + 7 – 8 + 9 – 10
= (1 + 3 + 5 + 7 + 9) + (– 2 – 4 – 6 – 8 – 10)

Way 2: 1 – 2 + 3 – 4 + 5 – 6 + 7 – 8 + 9 – 10
= (1 – 2) + (3 – 4) + (5 – 6) + (7 – 8) +(9 – 10)
Try more ways.

(b) Way 1: 1 – 1 + 1 – 1 + 1 – 1 + 1 – 1 + 1 – 1
= (1 – 1) + (1 – 1) + (1 – 1) + (1 – 1) + (1 – 1)

Way 2: 1 – 1 + 1 – 1 + 1 – 1 + 1 – 1 + 1 – 1
= (1 + 1 + 1 + 1 + 1) + (– 1 – 1 – 1 – 1 – 1)
Try more ways.

4. Compare the following pairs of expressions using ‘<’, ‘>’, or ‘=,’ or by

reasoning.

(a) 49 – 7 + 8 49 – 7 + 8

(b) 83 × 42 – 18 83 × 40 – 18

(c) 145 – 17 × 8 145 – 17 × 6

(d) 23 × 48 – 35 23 × (48 – 35)

(e) (16 – 11) × 12 – 11 × 12 + 16 × 12

(f) (76 – 53) × 88 88 × (53 – 76)

17
 (g) 25 × (42 + 16) 25 × (43 + 15)

(h) 36 × (28 – 16) 35 × (27 – 15)

Ans:

(a) = (b) > (c) < (d) >

(e) = (f) > (g) = (h) >

5. Identify which of the following expressions are equal to the given

expression without computation. You may rewrite the expressions
using terms or removing brackets. There can be more than one
expression that is equal to the given expression.
(a) 83 – 37 – 12
(i) 84 – 38 – 12
(ii) 84 – (37 + 12)
(iii) 83 – 38 – 13
(iv) – 37 + 83 – 12

(b) 93 + 37 × 44 + 76
(i) 37 + 93 × 44 + 76
(ii) 93 + 37 × 76 + 44
(iii) (93 + 37) × (44 + 76)
(iv) 37 × 44 + 93 + 76
Ans:
(a) (i) and (iv)
(b) (iv)

6. Choose a number and create ten different expressions having that

value.

Ans: Let’s choose the number 26. Here are ten different expressions with

the value 26:

1. 10 + 16
2. 30 – 4
3. 13 × 2
52
4.
2
5. 5 + (3 × 7)
6. (5 × 5) + 1

Try for some other numbers.

18
 3 A PEEK BEYOND
THE POINT

3.1 The Need for Smaller Units

Sonu’s mother was fixing a
toy. She was trying to join
two pieces with the help of
a screw. Sonu was
watching his mother with
great curiosity. His mother
was unable to join the
pieces. Sonu asked why.
His mother said that the
screw was not of the
right size.
She brought another screw from the box and was able to fix the toy.
The two screws looked the same to Sonu. But when he observed them
closely, he saw they were of slightly different lengths.
Sonu was fascinated
by how such a small
difference in lengths
could matter so much.
He was curious to
know the difference
in lengths. He was also
curious to know how
little the difference
was because the
screws looked nearly
the same.
In the following figure, screws are placed above a scale. Measure
them and write their length in the space provided.

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 A Peek Beyond the Point

Between 2 cm _______________
and 3 cm

More than 2 1
2 _______________
cm but less than
3 cm

_______________
2 7 cm
10

Which scale helped you measure the length of the screws accurately?
Why?

What is the meaning of 2 7 cm (the length of the first screw)?

10
As seen on the ruler, the unit length between two consecutive
numbers is divided into 10 equal parts. To get the length 2 7 cm, we
10
go from 0 to 2 and then take seven parts of 1 . The length of the screw
10
is 2 cm and 7 cm. Similarly, we can make sense of the length 3 2 cm.
10 10
We read 2 7 cm as two and seven-tenth centimeters, and 3 2 cm
10 10
as three and two-tenth centimeters.

Can you explain why the unit was divided into smaller parts to measure
the screws?

Measure the following objects using a scale and write their

measurements in centimeters (as shown earlier for the lengths of the
screws): pen, sharpener, and any other object of your choice.

Write the measurements of the objects shown in the picture:

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 Ganita Prakash | Grade 7

As seen here, when exact measures are required we can make use of
smaller units of measurement.

3.2 A Tenth Part

The length of the pencil shown in the figure below is 3 4 units, which can
10
also be read as 3 units and four one-tenths, i.e., (3 × 1) + 4 × 1 units.
10 ( )

1 1 1 1 1 1 1 1 1 1
+
10 10
+ 10 + 10 + 10
+ 10 + 10 + 10
+ 10 + 10

= 10 times 1 = 10 × 1 = 1 unit
10 10
This length is the same as 34 one-tenths units because 10 one-tenths
units make one unit.

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 A Peek Beyond the Point

34 × 1 = 34 = 10 + 10 + 10 + 4 (34 one-tenths)
10 10 10 10 10 10

= 1 + 1 + 1 + 4 (3 and 4 one-tenths)
10
A few numbers with fractional units are shown below along with
how to read them.
4 1 ‘four and one-tenth’
10
4 ‘four one-tenths’ or ‘four-tenths’
10
41 ‘forty-one one-tenths’ or ‘forty-one tenths’
10
41 1 ‘forty-one and one-tenth’
10
For the objects shown below, write their lengths in two ways and
read them aloud. An example is given for the USB cable. (Note that the
unit length used in each diagram is not the same).
The length of the USB cable is 4 and 8 units or 48 units.
10 10

Arrange these lengths in increasing order:

(a) 9 (b) 1 7 (c) 130 (d) 13 1

10 10 10 10

(e) 10 5 (f ) 7 6 (g) 6 7 (h) 4

10 10 10 10

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 Ganita Prakash | Grade 7

Arrange the following lengths in increasing order: 4 1 , 4 , 41 , 41 1 .

10 10 10 10
Sonu is measuring some of his body parts. The length of Sonu’s lower
arm is 2 7 units, and that of his upper arm is 3 6 units. What is the
10 10
total length of his arm?
To get the total length, let us see the lower and upper arm length as
2 units and 7 one-tenths, and 3 units and 6 one-tenths, respectively.
So, there are (2 + 3) units and (7 + 6) one-tenths. Together, they make
5 units and 13 one-tenths. But 13 one-tenths is 1 unit and 3 one-tenths.
So, the total length is 6 units and 3 one-tenths.

(a)
7
+
10 10
6
(2 + 3) + ( )
= (2 + 3) +
13
10 ( )
13
=5+
10
10 3 3
=5+ + =5+1+
10 10 10
3
=6+
10
3
= 6
10

7
(b) 2
10
6
+ 3
10
13
= 5
10
3
= 6
10

Or, both the lengths can be converted to tenths and then added:
(c) 27 one-tenths and 35 one-tenths is 62 one-tenths

27 35 62
+ =
10 10 10
62
10 is the same as 60 one-tenths
60
10 and 2 ( )
one-tenths
2
( )
10 , which is

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 A Peek Beyond the Point

2
equal to 6 units and 2 one-tenths, i.e., 6 10.

The lengths of the body parts of a honeybee are given. Find its
total length.
Head Thorax abdomen
3
Head: 2 10 units
4
Thorax: 5 10 units
5
Abdomen: 7 10 units

4
The length of Shylaja’s hand is 12 10 units,
7
and her palm is 6 10 units, as shown in the picture. What is the length
of the longest (middle) finger?

The length of the finger can be found by

(
evaluating 12 +
4
10 ) (
– 6+
7
10 )
. This can be
4
7
done in different ways. For example, 12
10
units
6 units
10
4 7
(a) 12 + –6–
10 10

(
= (12 – 6) +
4
–
10 10
7
)
3
=6–
10
Discuss what is
3
=5+1– being done here
10 and why.
10 3
=5+ –
10 10
7 7
=5+ =5
10 10

4 14
(b) 11
12
10 10
7 7
– 6 –6
10 10
7
= 5
10
As in the case of counting numbers, it is convenient to start
subtraction from the tenths. We cannot remove 7 one-tenths from 4

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 Ganita Prakash | Grade 7

one-tenths. So we split a unit from 12 and convert it to 10 one-tenths.

Now, the number has 11 units and 14 one-tenths. We subtract 7 one-
tenths from 14 one-tenths and then subtract 6 units from 11 units.
Try computing the difference by converting both lengths to tenths.
4
A Celestial Pearl Danio’s length is 2 cm, and the length of a Philippine
10
9
Goby is cm. What is the difference in their lengths?
10

How big are these fish compared to your finger?

Celestial Pearl Danio Philippine Goby

Observe the given sequences of numbers. Identify the change after

each term and extend the pattern:

3 6
(a) 4, 4 ,4 , _________, _________, _________, _________
10 10
2 7 2
(b) 8 ,8 ,9 , _________, _________, _________, _________
10 10 10
6 7
(c) 7 ,8 , _________, _________, _________, _________
10 10
7 3
(d) 5 ,5 , _________, _________, _________, _________
10 10
5 5
(e) 13 , 13, 12 , _________, _________, _________, _________
10 10
5 4 3
(f ) 11 , 10 ,9 , _________, _________, _________, _________
10 10 10

3.3 A Hundredth Part

The length of a sheet of paper was 8

9
units, which can also be said as
10
8 units and 9 one-tenths. It is folded
in half along its length. What is its
length now?

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 A Peek Beyond the Point

We can say that its

4
length is between 4
10
5
units and 4 units. But
10
we cannot state its exact
measurement, since there
are no markings. Earlier,
we split a unit into 10
one-tenths to measure
smaller lengths. We can
do something similar and
split each one-tenth into
10 parts.

What is the length of this

smaller part? How many
such smaller parts make
a unit length?
As shown in the figure
below, each one-tenth has
10 smaller parts, and there are 10 one-tenths in a unit; therefore, there
will be 100 smaller parts in a unit. Therefore, one part’s length will
1
be of a unit.
100

Returning to our question, what is the length of the folded paper?

4 5
We can see that it ends at 4 , read as 4 units and 4 one-tenths
10 100
and 5 one-hundredths.

How many one-hundredths make one-tenth? Can we also say that Math
the length is 4 units and 45 one-hundredths? Talk

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 Ganita Prakash | Grade 7

Observe the figure below. Notice the markings and the corresponding
lengths written in the boxes when measured from 0. Fill the lengths in
the empty boxes.

3
0 1 2 1 1 2
10
10 10
1 20 99 130
100 100 100 100

The length of the wire in the first picture is given in three different
ways. Can you see how they denote the same length?

1 1 4 One and one-tenth and four-hundredths

10 100
1 14 One and fourteen-hundredths
100
114 One Hundred and Fourteen-hundredths
100
For the lengths shown below write the measurements and read out the
measures in words.

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 A Peek Beyond the Point

In each group, identify the longest and the shortest lengths. Mark each
length on the scale.

3 3 33
(a) , ,
10 100 100

1 30 3
(b) 3 , ,1
10 10 10

45 54 5 4
(c) , , ,
100 100 10 10

6 6 6 6
(d) 3 ,3 ,3
10 100 10 100

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 Ganita Prakash | Grade 7

8 2 9 8
(e) , ,1
10 100 100 100

3 5 5 41
(f ) 7 ,7 ,7
10 100 10 100

65 15 87 7
(g) ,5 ,5
10 100 100 100

3 4 6 8
What will be the sum of 15 and 2 ?
10 100 10 100
This can be solved in different ways. Some are shown below.
(a) Method 1

(15 + 2) + ( 3
+
10 10 ) (
6
+
4
+
8
100 100 ) 10 hundredths is
9 12
= 17 + + the same as 1 tenth.
10 100
9 1 2
= 17 + + +
10 10 100
10 2
= 17 + +
10 100
2
= 18 .
100
3 4
(b) Method 2 15
10 100
6 8
+ 2
10 100
9 12
= 17
10 100
10 2
= 17
10 100
2
= 18
100
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 A Peek Beyond the Point

Are both these methods different?

Observe the addition done below for 483 + 268. Do you see any Math
similarities between the methods shown above? Talk

(400 + 80 + 3) + (200 + 60 + 8)
= (400 + 200) + (80 + 60) + (3 + 8)
= 600 + 140 + 11
= 600 + 150 + 1
= 700 + 50 + 1
= 751
3 4 6 8
One can also find the sum 15 +2 by converting to
10 100 10 100
hundredths, as follows.
34
(c) (15 + 2) + (
+
100 100
68
)
102
= 17 +
100
100 hundredths is
2
= 17 + 1 + same as 1 unit.
100
2
= 18
100

(d) ( ) ( )
1534
100
+
268
100
1802 15 is the same as
= 1500 hundredths
100
and 2 is the same as
1802 2 200 hundredths.
= +
100 100
2
= 18
100

9 4 7
What is the difference: 25 –6 ?
10 10 100
One way to solve this is as follows:

9 8 10 8 10
25 25 25
10 10 100 10 100
4 4 7 4 7
–6 –6 –6
10 10 100 10 100
4 3
= 19
10 100

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 Ganita Prakash | Grade 7

Solve this by converting to hundredths. Math

Talk
3 4 6 8
What is the difference 15 –2 ?
10 100 10 100
One way to solve this is as follows:

3 4 2 14 12 14
15 15 14
10 100 10 100 10 100

6 8 6 8 6 8
–2 –2 –2
10 100 10 100 10 100
6 6
=2
10 100

Observe the subtraction done below for 653 – 268. Do you see any Math
similarities with the methods shown above? Talk

(600 + 50 + 3) – (200 + 60 + 8)
= (600 – 200) + (50 – 60) + (3 – 8)
= (600 – 200) + (40 – 60) + (13 – 8)
= (600 – 200) + (40 – 60) + 5
= (500 – 200) + (140 – 60) + 5
= 300 + 80 + 5
= 385
Figure it Out
Find the sums and differences:
3 4 5 7 1 3
(a) +3 (b) 9 +2
10 100 10 100 10 100
6 4 3 6 7 4
(c) 15 + 14 (d) 7 –4
10 100 10 100 100 100
6 3 6 2 9 9
(e) 8 –5 (f) 12 –
100 100 100 100 10 100

3.4 Decimal Place Value

You may have noticed that whenever we need to measure something
more accurately, we split a part into 10 (smaller) equal parts ― we split
a unit into 10 one-tenths and then split each one-tenth into 10, one-
hundredths and then we use these smaller parts to measure.

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Can we not split a unit into 4 equal parts, 5 equal parts, 8 equal parts,
or any other number of equal parts instead?
Yes, we can. The example below
compares how the same length is
represented when the unit is split
into 10 equal parts and when the
unit is split into 4 equal parts.
If an even more precise measure
is needed, each quarter can further
be split into four equal parts. Each
part then measures 1 of a unit, i.e.,
16
16 such parts make 1 unit.

Then why split a unit into 10 parts every time?

The reason is the special role that 10 plays in the Indian place value
system. For a whole number written in the Indian place value system —
for example, 281 — the place value of 2 is hundreds (100), that of 8 is
tens (10), and that of 4 is one (1). Each place value is 10 times bigger
than the one immediately to its right. Equivalently, each place value is
10 times smaller than the one immediately to its left:
10 ones make 1 ten,
10 tens make 1 hundred,
10 hundreds make 1 thousand, and so on.

× 10 × 10 × 10 × 10

10,000 1000 100 10 1

÷ 10 ÷ 10 ÷ 10 ÷ 10

In order to extend this system of writing numbers to quantities

smaller than one, we divide one into 10 equal parts. What does
this give? It gives one-tenth. Further dividing it into 10 parts gives
one-hundredth, and so on.

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 Ganita Prakash | Grade 7

× 10 × 10 × 10 × 10 × 10 × 10

10,000 1000 100 10 1 1 1

10 100

÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10

Can we extend this further?

1
What will the fraction be when is split into 10 equal parts?
100
1
It will be , i.e., a thousand such parts make up a unit.
1000

Just as when we extend to the left of 10,000, we get bigger place

1
values at each step, we can also extend to the right of , getting
1000
smaller place values at each step.

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 A Peek Beyond the Point

× 10 × 10 × 10 × 10 × 10 × 10 × 10 × 10 × 10

1,00,000 10,000 1000 100 10 1 1 1 1 1

10 100 1000 10,000

÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10

This way of writing numbers is called the “decimal system” since it

is based on the number 10; “decem” means ten in Latin, which in turn
is cognate to the Sanskrit daśha meaning 10, with similar words for
10 occurring across many Indian languages including Odia, Konkani,
Marathi, Gujarati, Hindi, Kashmiri, Bodo, and Assamese. We shall learn
about other ways of writing numbers in later grades.
How Big?
We already know that a hundred 10s make 1000, and a hundred 100s
make 10000.
We can ask similar questions about fractional parts:

(a) How many thousandths make one unit?

(b) How many thousandths make one tenth?
(c) How many thousandths make one hundredth?
(d) How many tenths make one ten?
(e) How many hundredths make one ten?
Make a few more questions of this kind and answer them.

Notation, Writing and Reading of Numbers

We have been writing numbers in a particular way, say 456, instead of
writing them as 4 × 100 (4 hundreds) + 5 × 10 (5 tens) + 6 × 1 (6 ones).
Similarly, can we skip writing tenths and hundredths?

( )
2 1 1 Math
Can the quantity 4 be written as 42 skipping the in 2 × ? Talk
10 10 10
If yes, how would we know if 42 means 4 tens and 2 units or it
means 4 units and 2 tenths?
Similarly, 705 could mean:
(a) 7 hundreds, and 0 tens and 5 ones (700 + 0 + 5)

(
(b) 7 tens and 0 units and 5 tenths 70 + 0 +
5
10 )
(c) 7 units and 0 tenths and 5 hundredths 7 + ( 0
+
5
10 100 )
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 Ganita Prakash | Grade 7

Since these are different quantities, we need to have distinct ways

of writing them.
To identify the place value where integers end and the fractional
parts start, we use a point or period (‘.’) as a separator, called a
decimal point.
The above quantities in decimal notation are then:

Quantity Decimal Notation

7 hundreds and 5 ones

705
(700 + 0 + 5)

(
7 tens and 5 tenths 70 + 0 +
5
10 ) 70.5

7 units and 5 hundredths

( )
5 7.05
7+0+
100

These numbers, when shown through place value, are as follows:

Decimal
Hundreds Tens Units Tenths Hundredths
number

705 7 × 100 0 × 10 5×1

70.5 7 × 10 0×1 1
5×
10

7.05 7×1 1 1
0× 5×
10 100

1 1
× 10 × 1 × 10 × 100

number of number of one-hundredths

tens

number of number of
units one-tents

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 A Peek Beyond the Point

Thus decimal notation is a natural extension of the Indian place

value system to numbers also having fractional parts. Just as 705 means
1
7 × 100 + 5 × 1, the number 70.5 means 7 × 10 + 5 × , and 7.05 means
10
1
7 × 1 +5 × .
100
We have seen how to write numbers using the decimal point (‘.’). But
how do we read/say these numbers?
We know that 705 is read as seven hundred and five.
70.5 is read as seventy point five, short for seventy and five-tenths.
7.05 is read as seven point zero five, short for seven and five
hundredths.
0.274 is read as zero point two seven four. We don’t read it as zero
point two hundred and seventy four as 0.274 means 2 one-tenths
and 7 one-hundredths and 4 one-thousandths.
Make a place value table similar to the one above. Write each quantity
in decimal form and in terms of place value, and read the number:

(a) 2 ones, 3 tenths and 5 hundredths

(b) 1 ten and 5 tenths
(c) 4 ones and 6 hundredths
(d) 1 hundred, 1 one and 1 hundredth
8 9
(e) and
100 10
5
(f )
100
1
(g)
10
1 1 7
(h) 2 ,4 and 7
100 10 1000
In the chapter on large numbers, we learned how to write 23
hundreds.
23 hundreds = 23 × 100 = 2000 + 300 = 2300.

Thousands Hundreds Tens Units

23
2 3 0 0
Similarly, 23 tens would be:
23 tens = 23 × 10 = 200 + 30 = 230.

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 Ganita Prakash | Grade 7

Thousands Hundreds Tens Units

23
2 3 0

How can we write 234 tenths in decimal form?

234
234 tenths =
10
200 30 4
= + +
10 10 10
4
= 20 + 3 +
10
= 23.4.

Hundreds Tens Units Tenths Hundredths

234
2 3 4

Write these quantities in decimal form: (a) 234 hundredths, (b) 105 tenths.

3.5 Units of Measurement

Length Conversion
We have been using a scale to measure length for a few years. We
already know that 1 cm = 10 mm (millimeters).
How many cm is 1 mm?
1
1 mm = cm = 0.1 cm (i.e., one-tenth of a cm).
10

How many cm is (a) 5 mm? (b) 12 mm?

5
5 mm = cm = 0.5 cm
10
12 mm = 10 mm + 2 mm
2
= 1 cm + cm
10
= 1.2 cm.

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 A Peek Beyond the Point

How many mm is 5.6 cm? Since each cm has 10 mm, 5.6 cm (5 cm +

0.6 cm) is 56 mm.
Fill in the blanks below (mm <–> cm)

12 mm = 1.2 cm 56 mm = 5.6 cm 70 mm = _______

________ = 0.9 cm 134 mm =__________ ________ = 203.6 cm

The illustration below shows how small some things are! Try taking
an approximate measurement of each.

1.5 mm

1 mm

0.5 mm

• The three blue stripes represent the typical relative sizes of pen
strokes: fine stroke, medium stroke, and bold stroke.
• A human hair is about 0.1 mm in thickness.
• The thickness of a newspaper can range from 0.05 to 0.08 mm.
• Mustard seeds have a thickness of 1 – 2 mm.
• The smallest ant species discovered so far, Carabera Bruni, has a
total length of 0.8 – 1 mm. They are found in Sri Lanka and China.
• The smallest land snail species discovered so far, Acmella Nana,
has a shell diameter of 0.7 mm. They are found in Malaysia.
We also know that 1 m = 100 cm. Based on this, we can say that

1
1 cm = m = 0.01 m.
100

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 Ganita Prakash | Grade 7

How many m is (a) 10 cm? (b) 15 cm?

1
10 cm = m = 0.1 m
10
Since each cm is one-hundredth of a meter, 15 cm can be written as
15
15 cm = m
100
10 5
= m+ m
100 100
1 5
= m+ m
10 100
= 0.15 m.

Fill in the blanks below (cm <–> m):

36 cm = _______ 50 cm = _______ _______ = 0.89 m

4 cm = _______ 325 cm = _______ ________ = 2.07 m

How many mm does 1 meter have?

1
Can we write 1 mm = m?
1000
Here, we have some more interesting facts about small things in
nature!

1 cm

0
1 cm

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 A Peek Beyond the Point

• The egg of a hummingbird typically is 1.3 cm long and 0.9 cm wide.

• The Philippine Goby is about 0.9 cm long. It can be found in the
Philippines and other Southeast Asian countries.
• The smallest known jellyfish, Irukandji, has a bell size of 0.5 – 2.5
cm. Its tentacles can be as long as 1 m. They are found in Australia.
Its venom can be fatal to humans.
• The Wolfi octopus, also known as the Star-sucker Pygmy Octopus,
is the smallest known octopus in the world. Their typical size is
around 1 – 2.5 cm and they weigh less than 1 gm. They are found
in the Pacific Ocean.

Weight Conversion
Let us look at kilograms (kg). We know that 1 kg = 1000 gram (g). We
can say that
1
1g= kg = 0.001 kg.
1000

How many kilograms is 5 g?

5
5g= kg = 0.005 kg.
1000

How many kilograms is 10 g?

10 1
10 g = kg = kg = 0.010 kg.
1000 100
As each gram is one-thousandth of a kg, 254 g can be written as

254
254 g = kg
1000

= ( 200
+
50
+
4
1000 1000 1000
kg )
= ( 2
+
5
+
4
10 100 1000
kg )
= 0.254 kg.

Fill in the blanks below (g <–> kg)

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 Ganita Prakash | Grade 7

465 g = _______ 68 g = _________ 1560 g = ________

704 g = _______ ________ = 0.56 kg _______ = 2.5 kg

Look at the picture below showing different quantities of rice.

Starting from the 1g heap, subsequent heaps can be found that are 10
times heavier than the previous heap/packets. The combined weight of
rice in this picture is 11.111 kg.

Also,
1
1 gram = 1000 milligrams (mg). So, 1 mg = g = 0.001 g.
1000

Rupee ─ Paise conversion

You may have heard of ‘paisa’. 100 paise is equal to 1 rupee. As we have
coins and notes for rupees, coins for paise were also used commonly
until recently. There were coins for 1 paisa, 2 paise, 3 paise, 5 paise, 10
paise, 20 paise, 25 paise, and 50 paise. All denominations of 25 paise
and less were removed from use in the year 2011. But we still see paise
in bills, account statements, etc.
1 rupee = 100 paise
1
rupee = 0.01 rupee
1 paisa =
100
As each paisa is one-hundredth of a rupee,

75
75 paise = rupee
100

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 A Peek Beyond the Point

= ( 70
+
5
100 100 )
rupee

= ( 7
+
5
100 100 )
rupee

= 0.75 rupee.

Fill in the blanks below (rupee <–> paise)

10 p = ___________ _______p = ₹ 0.05 ________p = ₹ 0.36

_________ = ₹ 0.50 99 p = _________ 250 p = _________

During the 1970s, a masala dosa

cost just 50 paise, one could
buy a banana for 20-25 paise,
a handful of peppermints were
available for 2 paise or 3 paise,
and a kg of rice cost ₹2.45.

Discuss with adults at home/school the prices of different products Try

and services during their childhood. Try to find old coins and stamps. This

3.6 Locating and Comparing Decimals

Let us consider the decimal number 1.4. It is equal to 1 unit and 4
tenths. This means that the unit between 1 and 2 is divided into 10

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 Ganita Prakash | Grade 7

equal parts, and 4 such parts are taken. Hence, 1.4 lies between 1 and
2. Draw the number line and divide the unit between 1 and 2 into 10
equal parts. Take the fourth part, and we have 1.4 on the number line.

1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2

Name all the divisions between 1 and 1.1 on the number line.

1.04

1 1.1 1.2 1.3

Identify and write the decimal numbers against the letters.

A B C D

5 5.1 5.3 5.4

There is Zero Dilemma!

Sonu says that 0.2 can also be written as 0.20, 0.200; Zara thinks that
putting zeros on the right side may alter the value of the decimal
number. What do you think?
We can figure this out by looking at the quantities these numbers
represent using place value.

Decimal
Units Tenths Hundredths Thousandths
number
0.2 0 2
0.20 0 2 0
0.200 0 2 0 0
0.02 0 0 2
0.002 0 0 0 2
We can see that 0.2, 0.20, and 0.200 are all equal as they represent
the same quantity, i.e., 2 tenths. But 0.2, 0.02, and 0.002 are different.

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 A Peek Beyond the Point

Can you tell which of these is the smallest and which is the largest?

Which of these are the same: 4.5, 4.05, 0.405, 4.050, 4.50, 4.005, 04.50?
Observe the number lines in Figure (a) below. At each level, a
particular segment of the number line is magnified to locate the
number 4.185.
Identify the decimal number in the last number line in Figure (b)
denoted by ‘?’.

0 10 0 10

4 5

4.1 4.2

?
4.18 4.185 4.19

(a) (b)

Make such number lines for the decimal numbers: (a) 9.876 (b) 0.407.

In the number line shown below, what decimal numbers do the boxes
labelled ‘a’, ‘b’, and ‘c’ denote?

5 10

a b c

The box with ‘b’ corresponds to the decimal number 7.5; are you
able to see how? There are 5 units between 5 and 10, divided into 10
equal parts. Hence, every 2 divisions make a unit, and so every division
is 1 unit. What numbers do ‘a’ and ‘c’ denote?
2

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 Ganita Prakash | Grade 7

Using similar reasoning find out the decimal numbers in the boxes
below.

Which is larger: 6.456 or 8 8.1

6.465?
To answer this, we d e
can use the number line
to locate both decimal
numbers and show
which is larger.
This can also be 4.3 4.8
done by comparing the
corresponding digits at
each place value, as we f g h
do with whole numbers.
This comparison is
visualised step by step below. Note that the visualisation below is not to scale.

Both numbers have 6 units.

6.456

6
6.465

Both numbers have 6 units

and 4 tenths.
6.456

6 6.4
6.465

6.45 Both numbers have 6 units

and 4 tenths, but the first
6.456
number has only 5
hundredths, whereas the
second number has 6
6 6.4
hundredths.
6.465
6.46

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 A Peek Beyond the Point

We start by comparing the most significant digits (digits with the

highest place value) of the two numbers. If the digits are the same,
we compare the next smaller place value. We keep going till we find
a position where the digits are not equal. The number with the larger
digit at this position is the greater of the two.
Why can we stop comparing at this point? Can we be sure that Math
whatever digits are there after this will not affect our Talk
conclusion?

Which decimal number is greater?

(a) 1.23 or 1.32

(b) 3.81 or 13.800
(c) 1.009 or 1.090

Closest Decimals
Consider the decimal numbers 0.9, 1.1, 1.01, and 1.11. Identify the
decimal number that is closest to 1.
Let us compare the decimal numbers. Arranging these in ascending
order, we get 0.9 < 1 < 1.01 < 1.1 < 1.11. Among the neighbours of 1, 1.01
is 1/100 away from 1 whereas 0.9 is 10/100 away from 1. Therefore,
1.01 is closest to 1.
Which of the above is closest to 1.09?

Which among these is closest to 4: 3.56, 3.65, 3.099?

Which among these is closest to 1: 0.8, 0.69, 1.08?

In each case below use the digits 4, 1, 8, 2, and 5 exactly once and Math
try to make a decimal number as close as possible to 25. Talk

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 Ganita Prakash | Grade 7

3.7 Addition and Subtraction of Decimals

Priya requires 2.7 m of cloth for her skirt, and Shylaja requires 3.5m
for her kurti. What is the total quantity of cloth needed?
We have to find the sum of 2.7m + 3.5m.
7 5
Earlier, we saw how to add 2 +3 (also shown below). Can you
10 10
carry out the same addition using decimal notation? It is shown below.
Share your observations.
The total quantity of cloth needed is 6.2 m.

27
10
1
+3 5 2.7
10 + 3.5

= 5 12 = 6.2
10

= 6 2
10

How much longer is Shylaja’s cloth compared to Priya’s?

We have to find the difference of 3.5m – 2.7m. Again, observe how

5 7
the differences 3 –2 and 3.5m – 2.7m are computed.
10 10
2 1
5 15 3.5 3.5
3 2
10 10
7 7 – 2.7 – 2.7
–2 –2
10 10
8 = 0.8
= 0
10
As you can see, the standard procedure for adding and subtracting
whole numbers can be used to add and subtract decimals.
A detailed view of the underlying place value calculation is shown
below for the sum 75.345 + 86.691. Its compact form is shown next to it.

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 A Peek Beyond the Point

1
1×
1 × 100 1 × 10 1×1 10
1 1 1
7 × 10 5×1 3× 4× 5×
10 100 1000
11 1
1 1 1 75.345
+ 8 × 10 6×1 6× 9× 1×
10 100 1000
+86.691

1 =162.036
1 1
= 1 × 100 16 × 10 12 × 1 10 × 13 × 6×
10 100 1000

Write the detailed place value computation for 84.691 – 77.345, and Try
its compact form. This

Figure it Out
1. Find the sums

(a) 5.3 + 2.6 (b) 18 + 8.8

(c) 2.15 + 5.26 (d) 9.01 + 9.10

(e) 29.19 + 9.91 (f ) 0.934 + 0.6

(g) 0.75 + 0.03 (h) 6.236 + 0.487

2. Find the differences

(a) 5.6 – 2.3 (b) 18 – 8.8

(c) 10.4 – 4.5 (d) 17 – 16.198

(e) 17 – 0.05 (f ) 34.505 – 18.1

(g) 9.9 – 9.09 (h) 6.236 – 0.487

Decimal Sequences
Observe this sequence of decimal numbers and identify the change
after each term.
4.4, 4.8. 5.2, 5.6, 6.0, …
We can see that 0.4 is being added to a term to get the next term.
Continue this sequence and write the next 3 terms.

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 Ganita Prakash | Grade 7

Similarly, identify the change and write the next 3 terms for each
sequence given below. Try to do this computation mentally.

(a) 4.4, 4.45, 4.5, … (b) 25.75, 26.25, 26.75, …

(c) 10.56, 10.67, 10.78, … (d) 13.5, 16, 18.5, …

(e) 8.5, 9.4, 10.3, … (f ) 5, 4.95, 4.90, …

(g) 12.45, 11.95, 11.45, … (h) 36.5, 33, 29.5, …

Make your own sequences and challenge your classmates to extend

the pattern.

Estimating Sums and Differences

Sonu has observed sums and differences of decimal numbers and says,
“If we add two decimal numbers, then the sum will always be greater
than the sum of their whole number parts. Also, the sum will always be
less than 2 more than the sum of their whole number parts.”
Let us use an example to understand what his claim means:
If the two numbers to be added are 25.936 and 8.202, the claim is
that their sum will be greater than 25 + 8 (whole number parts) and
will be less than 25 + 1 + 8 + 1.
What do you think about this claim? Verify if this is true for these Math
numbers. Will it work for any 2 decimal numbers? Talk

What about for the sum of 25.93603259 and 8.202?

Similarly, come up with a way to narrow down the range of whole Try
numbers within which the difference of two decimal numbers This
will lie.

Note to the Teacher: Estimating the result before computing may help in
identifying if a mistake happens with the calculation.

3.8 More on the Decimal System

Decimal and Measurement Disasters
Decimal point and unit conversion mistakes may seem minor sometimes
but they can lead to serious problems. Here are some actual incidents
in which such errors caused major issues.

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 A Peek Beyond the Point

• In 2013, the finance office of Amsterdam City Council (Netherlands)

mistakenly sent out €188 million in housing benefits instead of the
intended €1.8 million due to a programming error that processed
payments in euro cents instead of euros. (1 euro-cent = 1/100
euro).
• In 1983, a decimal error nearly caused a disaster for an Air Canada
Boeing 767. The ground staff miscalculated the fuel, loading 22,300
pounds instead of kilograms—about half of what was needed (1
pound ~ 0.453 kg). The plane ran out of fuel mid-air, forcing the
pilots to make an emergency landing at an abandoned airfield.
Fortunately, everyone survived.
Several incidents have occurred due to incorrect reading of decimal
numbers while giving medication. For example, reading 0.05 mg as 0.5
mg can lead to using a medicine 10 times more than the prescribed
quantity. It is therefore important to pay attention to units and the
location of the decimal point.

Deceptive Decimal Notation

Sarayu gets a message: “The bus will reach the station 4.5 hours post
noon.” When will the bus reach the station: 4:05 p.m., 4:50 p.m., 4:25 p.m.?
None of these! Here, 0.5 hours means splitting an hour into 10
equal parts and taking 5 parts out of it. Each part will be 6 minutes (60
minutes/10) long. 5 such parts make 30 minutes. So, the bus will reach
the station at 4:30.
Here is a short-story of a decimal mishap: A girl measures the width
of an opening as 2 ft 5 inches but conveys to the carpenter to make a
door 2.5 ft wide. The carpenter makes a door of width 2 ft 6 inches
(since 1 ft = 12 inches, 0.5 ft = 6 inches), and it wouldn’t close fully.

I said the door’s

width should be
2.5 ft.

It is 2.5 ft! You

can verify.

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 Ganita Prakash | Grade 7

If you watch cricket, you might have noticed decimal-looking

numbers like ‘Overs left: 5.5’. Does this mean 5 overs and 5 balls or 5
5
overs and 3 balls? Here, 5.5 overs means 5 overs (as 1 over = 6 balls),
6
i.e., 5 overs and 5 balls.
Where else can we see such ‘non-decimals’ with a decimal-like Math
notation? Talk

A Pinch of History – Decimal Notation Over Time

1 1
Decimal fractions (i.e., fractions with denominators like , ,
10 100
1
, and so on) are used in the works of a number of ancient Indian
1000
astronomers and mathematicians, including in the important 8th
century works of Śhrīdharāchārya on arithmetic and algebra. Decimal
notation, in essentially its modern form, was described in detail in
Kitāb al-Fuṣūl fī al-Ḥisāb al Hindī (The Book of Chapters on Indian
Arithmetic) by Abūl Ḥassan al-Uqlīdisī, an Arab mathematician, in
ˈ
around 950 CE. He represented the number 0.059375 as 0 059375.
In the 15th century, to separate whole numbers from fractional
parts, a number of different notations were used:
• a vertical mark on the last digit of the whole number part (as
shown above),
• use of different colours and
• a numerical superscript giving the number of fractional decimal
2
places (0.36 would be written as 36).
In the 16th century, John Napier, a Scottish mathematician, and
Christopher Clavius, a German mathematician, used the point/period
(‘.’) to separate the whole number and the fractional parts, while
François Viète, a French mathematician, used the comma (‘,’) instead.
Currently, several countries use the comma to separate the integer
part and the fractional part. In these countries, the number 1,000.5
is written as 1 000,5 (space as a thousand separator). But the decimal
point has endured as the most popular notation for writing numbers
having fractional parts in the Indian place value system.
Figure it Out
1. Convert the following fractions into decimals:

5 16 12 254
(a) (b) (c) (d)
100 1000 10 1000

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 A Peek Beyond the Point

2. Convert the following decimals into a sum of tenths, hundredths

and thousandths:

(a) 0.34 (b) 1.02 (c) 0.8 (d) 0.362

3. What decimal number does each letter represent in the number

line below?

6.4 6.5 6.6

a c b

4. Arrange the following quantities in descending order:

(a) 11.01, 1.011, 1.101, 11.10, 1.01
(b) 2.567, 2.675, 2.768, 2.499, 2.698
(c) 4.678 g, 4.595 g, 4.600 g, 4.656 g, 4.666 g
(d) 33.13 m, 33.31 m, 33.133 m, 33.331 m, 33.313 m
5. Using the digits 1, 4, 0, 8, and 6 make:
(a) the decimal number closest to 30
(b) the smallest possible decimal number between 100 and 1000.
6. Will a decimal number with more digits be greater than a decimal
number with fewer digits?
7. Mahi purchases 0.25 kg of beans, 0.3 kg of carrots, 0.5 kg of potatoes,
0.2 kg of capsicums, and 0.05 kg of ginger. Calculate the total weight
of the items she bought.
8. Pinto supplies 3.79 L, 4.2 L, and 4.25 L of milk to a milk dairy in
the first three days. In 6 days, he supplies 25 litres of milk. Find the
total quantity of milk supplied to the dairy in the last three days.
9. Tinku weighed 35.75 kg in January and 34.50 kg in February. Has
he gained or lost weight? How much is the change?
10. Extend the pattern: 5.5, 6.4, 6.39, 7.29, 7.28, 6.18, 6.17, ____, _____
11. How many millimeters make 1 kilometer?
12. Indian Railways offers optional travel insurance for passengers
who book e-tickets. It costs 45 paise per passenger. If 1 lakh people
opt for insurance in a day, what is the total insurance fee paid?
13. Which is greater?
10 1
(a) or ?
1000 10

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 Ganita Prakash | Grade 7

(b) One-hundredth or 90 thousandths?

(c) One-thousandth or 90 hundredths?
14. Write the decimal forms of the quantities mentioned (an example
is given):
(a) 87 ones, 5 tenths and 60 hundredths = 88.10
(b) 12 tens and 12 tenths
(c) 10 tens, 10 ones, 10 tenths, and 10 hundredths
(d) 25 tens, 25 ones, 25 tenths, and 25 hundredths
Try
15. Using each digit 0 – 9 not more than once, fill the boxes below so This
that the sum is closest to 10.5:

16. Write the following fractions in decimal form:

1 3
(a) (b)
2 2
1 3
(c) (d)
4 4
1 4
(e) (f)
5 5

SUMMARY
• We can split a unit into smaller parts to get more exact/accurate
measurements.
• We extended the Indian place value system and saw that
» 1 unit = 10 one-tenths,
» 1 tenth = 10 one-hundredths,
» 1 hundredth = 10 one-thousandths,
» 10 one-hundredths = 1 tenth,
» 100 one-hundredths = 1 unit.
• A decimal point (‘.’) is used in the Indian place value system to separate
the whole number part of a number from its fractional part.
• We also learnt how to compare decimal numbers, locate them on the
number line, and perform addition and subtraction on them.

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 Chapter – 3
A Peek Beyond the Point

Page No. 47

Write the measurements of the objects shown in the picture.

Ans:

4 5 1 4
Eraser → 2 cm, Pencil → 4 cm → 4 cm, Chalk → 1 𝑐𝑚
10 10 2 10
Page No. 49

Arrange the lengths in increasing order:

𝟗 𝟕 𝟏𝟑𝟎 𝟏
(a) (b) 1 (c) (d) 13
𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎
𝟓 𝟔 𝟕 𝟒
(e) 10 (f) 7 (g) 6 (h)
𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎

Ans:

4 9 7 7 6 5 130 1
, ,1 ,6 ,7 , 10 , , 13
10 10 10 10 10 10 10 10

1
Page No. 50

1
Arrange the following lengths in increasing order: 4 ,
10
4 41 1
, , 41
10 10 10

Ans:
4 41 1 1
Increasing order: , =4 , 41
10 10 10 10

Page No. 51

The lengths of the body parts of a honeybee are given. Find its total
length.

3
Head = 2 units
10
4
Thorax = 5 units
10
5
Abdomen = 7 units
10

2
Ans: 15 units.
10

Page No. 52

𝟒
A Celestial Pearl Danio’s length is 𝟐 𝟏𝟎 cm, and the length of a
𝟗
Philippine Goby is 𝟏𝟎 cm. What is the difference in their lengths?

5
Ans: 1 cm
10

Observe the given sequences of numbers. Identify the change after

each term and extend the pattern:
𝟑 𝟔
(a) 4, 4 ,4 , _______, _______, _______, _______
𝟏𝟎 𝟏𝟎
𝟐 𝟕 𝟐
(b) 8 ,8 ,9 , _______, _______, _______, _______
𝟏𝟎 𝟏𝟎 𝟏𝟎
𝟔 𝟕
(c) 7 ,8 , _______, _______, _______, _______
𝟏𝟎 𝟏𝟎

2
 𝟕 𝟑
(d) 5 ,5 , _______, _______, _______, _______
𝟏𝟎 𝟏𝟎
𝟓 𝟓
(e) 13 , 13, 12 , _______, _______, _______, _______
𝟏𝟎 𝟏𝟎
𝟓 𝟒 𝟑
(f) 11 , 10 ,9 , _______, _______, _______, _______
𝟏𝟎 𝟏𝟎 𝟏𝟎

Ans:

3 6 9 2 5 8 3
(a) 4, 4 ,4 ,4 ,5 ,5 ,5 → increment of each time.
10 10 10 10 10 10 10

2 7 2 7 2 7 2 5
(b) 8 ,8 ,9 ,9 , 10 , 10 , 11 → increment of each time.
10 10 10 10 10 10 10 10

6 7 8 9 1 1
(c) 7 ,8 ,9 , 10 , 12, 13 → increment of 1 +
10 10 10 10 10 10

7 3 9 5 1 7 4
(d) 5 ,5 ,4 ,4 ,4 ,3 → subtracting: each time
10 10 10 10 10 10 10

5 5 5 5 5
(e) 13 , 13 , 12 , 12, 11 , 11, 10 → decreasing by
10 10 10 10 10

5 4 3 2 1 1
(f) 11 , 10 ,9 , 8 , 7 , 6 → decreasing by 1
10 10 10 10 10 10

Page No. 53

How many one‑hundredths make one‑tenth? Can we also say that

the length is 4 units and 45 one‑hundredths?

1 10
Ans: =
10 100

So, 10 one‑hundredths make one‑tenth.

45
Yes, we can write it 4 + = 4 units and 45 one‑hundredths.
100

3
Page No. 54

Observe the figure below. Notice the markings and the

corresponding lengths written in the boxes when measured from 0.
Fill the lengths in the empty boxes.

Ans:

For the lengths shown below write the measurements and read out
the measures in words.

Ans:

37
Measurement − 5
100

In words: Five and thirtyseven-hundredths.

3
Measurement − 15
100

In words: Fifteen and three-hundredths.

4
Page No. 55

52
Measurement − 7
100

In words: Seven and fiftytwo-hundredths.

80
Measurement − 9
100
In words: Nine and eighty-hundredths.

In each group, identify the longest and the shortest lengths. Mark
each length on the scale.

Ans:

5
 33 3
(a) Longest = Shortest =
100 100
1 3
(b) Longest = 3 Shortest = 1
10 10
54 4
(c) Longest = Shortest =
100 10
6 6 6
(d) Longest = 3 Shortest = 3
10 100 100

6
Page No. 56

8 9
(e) Longest = 1 Shortest =
100 100
5 3 5
(f) Longest = 7 Shortest = 7
100 10 100
65 15 7
(g) Longest = Shortest = 5
10 100 100

7
Page No. 58
Figure it Out
Find the sums and differences

3 4
(a) +3
10 100

34
Ans: 3
100

5 7 1 3
(b) 9 +2
10 100 10 100

7
Ans: 11
10

6 4 3 6
(c) 15 + 14
10 100 10 100

Ans: 30

7 4
(d) 7 –4
100 100

3
Ans: 3
100

6 3
(e) 8 –5
100 100

3
Ans: 3
100

6 2 9 9
(f) 12 –
10 100 10 100

63
Ans: 11
100

Page No. 63

Make a place value table similar to the one above. Write each
quantity in decimal form and in terms of place value, and read the
number:

Ans:

8
 Hundredths

Thousandth
Hundreds

Decimal

Read as
Tenths

Form
Ones
Tens
Question

s
2 ones, 3 – – 2 3 5 – 2+
3
+ 100
5
Two point
10
tenths and 5 = 2.35 three five (or
a hundredths two and
thirty-five
hundredths)

1 ten and 5 – 1 – 5 – – 5
10 + 10 = 10.5 Ten point
tenths five (or ten
b
and five
tenths)

4 ones and – – 4 – 6 – 4 + 0 + 100

6
Four point
6 = 4.06 zero six (or
c
hundredths four and six
hundredths)

1 hundred, 1 – 1 – 1 – 100 + 0 + 1 + 0 + 100

1
One hundred
1 one and 1 one point
hundredth =101.01 zero one (or
d
one hundred
one and one
hundredth)

8 9
and 10 – – – 9 8 – 9
+ 100
8
Zero point
100 10
= 0.98 nine eight
e (or ninety-
eight
hundredths)

9
 5 – – – 5 – 5
= 0.05 Zero point
100
100
zero five (or
f
five
hundredths)

1 – – – 1 – – 1
= 0.1 Zero point
10
10
g one (or one
tenth)

Two point
1
2 ,4 ,
1 – 2 0 1 - 2.01
10 10 zero one

and 7
7 and
4 1 – - 1
1000 4+ = 4.1
10
Four point
h 7 - - 7
0 0 7 one
7+ + +
10 100 1000 and
= 7.007
Seven point
zero zero
seven

13.117 Thirteen
point one
one seven.

Page No. 64

Write these quantities in decimal form:

(a) 234 hundredths

Ans: 2.34

(b) 105 tenths.

Ans: 10.5

10
 Fill in the blanks below (mm < – > cm)

Ans:

12 mm= 1.2 cm 56 mm = 5.6 cm 70 mm = 7.0 cm

9 mm = 0.9 cm 134 mm = 13.4 cm 2036 mm = 203.6 cm

Page No. 66

Fill in blanks (cm <-> m):

36 cm = 0.36 m 50 cm = 0.5 m 89 cm = 0.89 m

4 cm = 0.04 m 325 cm = 3.25 m 207 cm = 2.07 m

How many mm does 1 meter have?

Ans: 1m = 1000 mm

𝟏
Can we write 1 mm = m?
𝟏𝟎𝟎𝟎

Ans: Yes

Page No. 68

Fill in the blanks below (g < – > kg)

Ans:

465 g = 0.465 kg 68 g = 0.068 kg 1560 g = 1.56 kg

704 g = 0.704 kg 560 g = 0.56 kg 2500 g = 2.5 kg

11
Page No. 69

Fill in the blanks below (rupee < – > paise)

10 p = ₹0.10 5 p = ₹0.05 36 p = ₹0.36

50 p = ₹0.50 99 p = ₹0.99 250 p = ₹2.50

Page No. 70

Name all the divisions between 1 and 1.1 on the number line.

Ans: The small divisions between 1 and 1.1 on the number line (if the sub-
division is of 10 parts) are: 1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.07, 1.08, 1.09

Identify and write the decimal numbers against the letters.

Ans:

Page No. 71

Can you tell which of these is the smallest and which is the largest?

Ans:

Decimal Number Units Tenths Hundredths Thousandths

0.2 0 2 0 0
0.20 0 2 0 0
0.200 0 2 0 0
0.02 0 0 2 0
0.002 0 0 0 2

0.2 = 0.20 = 0.200 is the largest.

12
 0.002 is the smallest.

Which of these are the same: 4.5, 4.05, 0.405, 4.050, 4.50, 4.005, 04.50?
Ans: 4.5, 4.50, and 04.50 are equal.
4.05 and 4.050 are equal.

Identify the decimal number in the last number line in Figure (b)
denoted by ‘?’
Ans:

Make such number lines for the decimal numbers: (a) 9.876 (b) 0.407.

Ans: (a) (b)

13
 In the number line shown below, what decimal numbers do the boxes
labelled ‘a’, ‘b’, and ‘c’ denote?

Ans:

Page No. 72

Using similar reasoning find out the decimal numbers in the boxes
below.
Ans:

14
Page No. 73

Which decimal number is greater?

(a) 1.23 or 1.32 (b) 3.81 or 13.800 (c) 1.009 or 1.090

Ans:
(a) 1.32 is larger.
(b) 13.800 is larger.
(c) 1.090 is larger.

Consider the decimal numbers 0.9, 1.1, 1.01 and 1.11

Which of the above is closest to 1.09?
Ans: 1.1 is closest to 1.09.

Which among these is closest to 4: 3.56, 3.65, 3.099?

Ans: 3.65 is closest to 4.

Which among these is closest to 1: 0.8, 0.69, 1.08?

Ans: 1.08 is closest to 1.

In each case below use the digits 4, 1, 8, 2, and 5 exactly once and try
to make a decimal number as close as possible to 25.

Ans:

Page No. 75
Figure it Out

1. Find the sums

(a) 5.3 + 2.6 (b) 18 + 8.8
(c) 2.15 + 5.26 (d) 9.01 + 9.10
(e) 29.19 + 9.91 (f) 0.934 + 0.6
(g) 0.75 + 0.03 (h) 6.236 + 0.487

15
 Ans:

(a) 7.9 (b) 26.8

(c) 7.41 (d) 18.11
(e) 39.10 (f) 1.534
(g) 0.78 (h) 6.723

2. Find the differences

(a) 5.6 – 2.3 (b) 18 – 8.8
(c) 10.4 – 4.5 (d) 17 – 16.198
(e) 17 – 0.05 (f) 34.505 – 18.1
(g) 9.9 – 9.09 (h) 6.236 – 0.487

Ans:
(a) 3.3 (b) 9.2
(c) 5.9 (d) 0.802
(e) 16.95 (f) 16.405
(g) 0.81 (h) 5.749

Continue this sequence 4.4, 4.8. 5.2, 5.6, 6.0, … and write the next 3
terms.

Ans: 4.4, 4.8. 5.2, 5.6, 6.0, 6.4, 6.8, 7.2

Page No. 76

Similarly, identify the change and write the next 3 terms for each
sequence given below.
Try to do this computation mentally.
(a) 4.4, 4.45, 4.5, … (b) 25.75, 26.25, 26.75, …
(c) 10.56, 10.67, 10.78, … (d) 13.5, 16, 18.5, …
(e) 8.5, 9.4, 10.3, … (f) 5, 4.95, 4.90, …
(g) 12.45, 11.95, 11.45, … (h) 36.5, 33, 29.5, …

Ans:
(a) 4.4, 4.45, 4.5,4.55, 4.6, 4.65 → increment of + 0.05

(b) 25.75, 26.25, 26.75, 27.25, 27.75, 28.25 → add 0.5

(c) 10.56, 10.67, 10.78, 10.89, 11.0, 11.11→ Add 0.11

(d) 13.5, 16, 18.5, 21.0, 23.5, 26.0 → Add 2.5

16
 (e) 8.5, 9.4, 10.3, 11.2, 12.1, 13.0 → Add 0.9

(f) 5, 4.95, 4.90, 4.85, 4.80, 4.75 → Subtract 0.05

(g) 12.45, 11.95, 11.45, 10.95, 10.45, 9.95 → Subtract 0.50

(h) 36.5, 33, 29.5, 26.0, 22.5, 19.0 → Subtract 3.5

Page No. 78

Figure it out

1. Convert the following fractions into decimals:

𝟓 𝟏𝟔 𝟏𝟐 𝟐𝟓𝟒
(a) (b) (c) (d)
𝟏𝟎𝟎 𝟏𝟎𝟎𝟎 𝟏𝟎 𝟏𝟎𝟎𝟎

Ans:
5 16 12 254
(a) = 0.05 (b) = 0.016 (c) = 1.2 (d) = 0.254
100 1000 10 1000

Page No. 79

2. Convert the following decimals into a sum of tenths, hundredths

and thousandths:
(a) 0.34 (b) 1.02 (c) 0.8 (d) 0.362

Ans:
3 4 100 2 2
(a) + (b) + =1+
10 100 100 100 100
8 3 6 2
(c) (d) + +
10 10 100 1000

3. What decimal number does each letter represent in the number

line below?
Ans:

17
4. Arrange the following quantities in descending order:
(a) 11.01, 1.011, 1.101, 11.10, 1.01
→ Descending order: 11.10, 11.01, 1.101, 1.011, 1.01.

(b) 2.567, 2.675, 2.768, 2.499, 2.698

→ Descending order: 2.768, 2.698, 2.675, 2.567, 2.499.

(c) 4.678 g, 4.595 g, 4.600 g, 4.656 g, 4.666 g

→Descending order: 4.678, 4.666, 4.656, 4.600, 4.595.

(d) 33.13 m, 33.31 m, 33.133 m, 33.331 m, 33.313 m

→ Descending order: 33.331, 33.313, 33.31, 33.133, 33.13.

5. Using the digits 1, 4, 0, 8, and 6 make: (a) the decimal number

closest to 30 (b) the smallest possible decimal number between
100 and 1000.
Ans: Using the digits 1, 4, 0, 8, and 6, we can make:
(a) 40.168
(b) 104.68

6. Will a decimal number with more digits be greater than a

decimal number with fewer digits?
Ans: No. It is not necessary. For example, 2.05 (2 digits after decimal) vs
2.5 (1 digit after decimal). 2.5 >2.05

7. Mahi purchases 0.25 kg of beans, 0.3 kg of carrots, 0.5 kg of potatoes,

0.2 kg of capsicums, and 0.05 kg of ginger. Calculate the total
weight of the items she bought.
Ans: 1.3 kg

8. Pinto supplies 3.79 L, 4.2 L, and 4.25 L of milk to a milk dairy in the
first three days. In 6 days, he supplies 25 liters of milk. Find the
total quantity of milk supplied to the dairy in the last three days.

18
 Ans: 12.76 L

9. Tinku weighed 35.75 kg in January and 34.50 kg in February. Has

he gained or lost weight? How much is the change?
Ans: He has lost weight. The change in the weight = 1.25 kg

10. Extend the pattern: 5.5, 6.4, 6.39, 7.29, 7.28, 8.18, 8.17, ____, _____
Ans: 9.07, 9.06

11. How many millimeters make 1 kilometer?

Ans: 1000000 mm

12. Indian Railways offers optional travel insurance for passengers

who book e-tickets. It costs 45 paise per passenger. If 1 lakh
people opt for insurance in a day, what is the total insurance fee
paid?
Ans: The total insurance fee paid for 1 lakh passengers is ₹45,000.

13. Which is greater?

𝟏𝟎 𝟏
(a) or ?
𝟏𝟎𝟎𝟎 𝟏𝟎
(b) One-hundredth or 90 thousandths?
(c) One-thousandth or 90 hundredths?

Ans:
1 1
(a) >
10 100
(b) 90 thousandths > One-hundredth
(c) 90 hundredths > One-thousandth

Page No. 80

14. Write the decimal forms of the quantities mentioned (an

example is given):
(a) 87 ones, 5 tenths and 60 hundredths
(b) 12 tens and 12 tenths
(c) 10 tens, 10 ones, 10 tenths, and 10 hundredths
(d) 25 tens, 25 ones, 25 tenths, and 25 hundredths
Ans:

19
 (a) 88.10 121.2
(b) 111.1 277.75

15. Using each digit 0 – 9 not more than once, fill the boxes below so
that the sum is closest to 10.5:
Ans:

16. Write the following fractions in decimal form:

1 3 1
(a) (b) (c)
2 2 4

3 1 4
(d) (e) (f)
4 5 5

Ans:
(a) 0.5 (b) 1.5 (c) 0.25
(d) 0.75 (e) 0.2 (f) 0.8

20
 EXPRESSIONS
4 USING LETTER-
NUMBERS

4.1 The Notion of Letter-Numbers

In this chapter we shall look at a concise way of expressing mathematical
relations and patterns. We shall see how this helps us in thinking about
these relationships and patterns, and in explaining why they may hold
true.
Example 1: Shabnam is 3 years older than Aftab. When Aftab’s age
10 years, Shabnam’s age will be 13 years. Now Aftab’s age is 18 years,
what will Shabnam’s age be? _______

Given Aftab’s age, how will you find out Shabnam’s age?
Easy: We add 3 to Aftab’s age to get Shabnam’s age.
Can we write this as an expression?
Shabnam’s age is 3 years more than Aftab’s. In short, this can be
written as:
Shabnam’s age = Aftab’s age + 3.
Such mathematical relations are Aftab’s Expression for
generally represented in a shorthand age Shabnam’s age
form. In the relation above, instead 4 4 + 3
of writing the phrase ‘Aftab’s Age’,
the convention is to use a convenient 10 10 + 3
symbol. Usually, letters or short phrases 23 23 + 3
are used for this purpose. ? ? + 3
Let us say we use the letter a to
denote Aftab’s age (we could have a a + 3
used any other letter), and s to denote
Fig. 4.1
Shabnam’s age. Then the expression to
find Shabnam’s age will be a + 3, which can be written as
s = a + 3.
If a is 23 (Aftab’s age in years), then what is Shabnam’s age?

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 Ganita Prakash | Grade 7

Replacing a by 23 in the expression a + 3, we get, s = 23 + 3 = 26 years.

Letters such as a and s that are used to represent numbers are called
letter-numbers. Mathematical expressions containing letter-numbers,
such as the expression a + 3, are called algebraic expressions.
Given the age of Shabnam, write an expression to find Aftab’s age.
We know that Aftab is 3 years younger than Shabnam. So, Aftab’s
age will be 3 less than Shabnam’s. This can be described as
Aftab’s age = Shabnam’s age – 3.
If we again use the letter a to denote Aftab’s age and the letter s
to denote Shabnam’s age, then the algebraic expression would be:
a = s – 3, meaning 3 less than s.
Use this expression to find Aftab’s age if Shabnam’s age is 20.

Example 2: Parthiv is making matchstick patterns. He repeatedly

places Ls next to each other. Each L has two matchsticks as shown in
Figure 4.2.

Fig. 4.2

How many matchsticks are needed to make 5 Ls? It will be 5 × 2.

How many matchsticks are needed to make 7 Ls? It will be 7 × 2.
How many matchsticks are needed to make 45 Ls? It will be 45 × 2.
Now, what is the relation between the number of Ls and the number
of sticks?
First, let us describe the relationship or the pattern here. Every L
needs 2 matchsticks. So the number of matchsticks needed will be 2
times the number of L’s. This can be written as:
Number of matchsticks = 2 × Number of L’s
Now, we can use any letter to denote the number of L’s. Let’s use n.
The algebraic expression for the number of matchsticks will be:
2 × n.
This expression tells us how many matchsticks are needed to make
n L’s. To find the number of matchsticks, we just replace n by the
number of L.
Example 3: Ketaki prepares and supplies coconut-jaggery laddus. The
price of a coconut is ₹35 and the price of 1 kg jaggery is ₹60.

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 Expressions Using Letter-Numbers

How much should she pay if she buys 10 coconuts and 5 kg jaggery?
Cost of 10 coconuts = 10 × ₹35
Cost of 5 kg jaggery = 5 × ₹60
Total cost = 10 × ₹35 + 5 × ₹60 = ₹350 + ₹300 = ₹650.
How much should she pay if she buys 8 coconuts and 9 kg jaggery?

Write an algebraic expression to find the total amount to be paid for a

given number of coconuts and quantity of jaggery.
Let us identify the relationships and then write the expressions.

Quantity needed Relationship Expression

Number of
Cost of coconuts c × 35
coconuts × 35

Number of kgs of
Cost of jaggery j × 60
jaggery × 60

Here, ‘c’ represents the number of coconuts and ‘j’ represents the
number of kgs of jaggery. The total amount to be paid will be:
Cost of coconuts + Cost of jaggery.
The corresponding algebraic expression can be written as:
c × 35 + j × 60

Use this expression (or formula) to find the total amount to be paid for
7 coconuts and 4 kg jaggery.
Notice that for different values of ‘c’ and ‘j’, the value of the expression
also changes.
Writing this expression as a sum of terms we get:
c × 35 + j × 60

Example 4: We are familiar with calculating the perimeters of simple

shapes. Write expressions for perimeters.
The perimeter of a square is 4 times the length of its side. This can
be written as the expression: 4 × q, where q stands for the sidelength.
What is the perimeter of a square with sidelength 7 cm? Use the
expression to find out.
You must have realised how the use of letter-numbers and algebraic
expressions allows us to express general mathematical relations in

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 Ganita Prakash | Grade 7

a concise way. Mathematical relations expressed this way are often

called formulas.
Figure it Out
1. Write formulas for the perimeter of:
(a) triangle with all sides equal.
(b) a regular pentagon (as we have learnt last year, we use the
word ‘regular’ to say that all sidelengths and angle measures
are equal)
(c) a regular hexagon
2. Munirathna has a 20 m long pipe. However, he wants a longer
watering pipe for his garden. He joins another pipe of some length to
this one. Give the expression for the combined length of the pipe. Use
the letter-number ‘k’ to denote the length in meters of the other pipe.
3. What is the total amount Krithika has, if she has the following
numbers of notes of ₹100, ₹20 and ₹5? Complete the following table:

No. of No. of No. of Expression and total

₹100 notes ₹20 notes ₹5 notes amount

3 5 6

6 × 100 + 4 × 20 + 3 × 5
= 695

8 4 z

x y z

4. Venkatalakshmi owns a flour mill. It takes 10 seconds for the roller

mill to start running. Once it is running, each kg of grain takes
8 seconds to grind into powder. Which of the expressions below
describes the time taken to complete grind ‘y’ kg of grain, assuming
the machine is off initially?
(a) 10 + 8 + y (b) (10 + 8) × y
(c) 10 × 8 × y (d) 10 + 8 × y
(e) 10 × y + 8
5. Write algebraic expressions using letters of your choice.
(a) 5 more than a number
(b) 4 less than a number

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 Expressions Using Letter-Numbers

(c) 2 less than 13 times a number

(d) 13 less than 2 times a number
6. Describe situations corresponding to the following algebraic
expressions:
(a) 8 × x + 3 × y
(b) 15 × j – 2 × k
7. In a calendar month, if any 2 × 3 grid full of dates is chosen as
shown in the picture, write expressions for the dates in the blank
cells if the bottom middle cell has date ‘w’.

w–1 w

4.2 Revisiting Arithmetic Expressions

We learnt to write expressions as sums of terms and it became easy
for us to read arithmetic expressions. Many times they could have
been read in multiple ways and it was confusing. We used swapping
(adding two numbers in any order) and grouping (adding numbers
by grouping them conveniently) to find easy ways of evaluating
expressions. Swapping and grouping terms does not change the value of
the expression. We also learnt to use brackets in expressions, including
brackets with a negative sign outside. We learnt the distributive
property (multiple of a sum is the same as sum of multiples).
Let us revise these concepts and find the values of the following
expressions:
1. 23 – 10 × 2 2. 83 + 28 – 13 + 32
3. 34 – 14 + 20 4. 42 + 15 – (8 – 7)
5. 68 – (18 + 13) 6. 7×4+9×6
7. 20 + 8 × (16 – 6)
Let us evaluate the first expression, 23 – 10 × 2. First we shall write
the terms of the expression. Notice that one of the terms is a number,
while the other one has to be converted to a number before adding the
two terms.
23 – 10 × 2 = 23 + –10 × 2 = 23 + –20 = 3

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 Ganita Prakash | Grade 7

Let us now evaluate the second one. All the terms of this expression
are numbers. If we notice the terms, we find that it will be easier to
evaluate if we swap and group the terms.
83 + 28 – 13 + 32 =

83 + 28 + –13 + 32

= 70 + 60 = 130

Let us now look at the fifth expression. It has brackets with a negative
sign outside. This can be evaluated in two ways — by solving the bracket
first (like the solution on the left side) or by removing the brackets
appropriately (as on the right side).

= 68 + –(18 + 13) = 68 + –(18 + 13)

= 68 + –18 + –13
= 68 + –31 OR

= 37 = 50 + –13 = 37

Now, find the values of the other arithmetic expressions.

Algebraic expressions also take number values when the letter-
numbers they contain are replaced by numbers. In Example 1, for
finding Shabnam’s age when Aftab is 23 years old, we replaced the
letter-number a in the expression a + 3 by 23, and it took the value 26.

4.3 
Omission of the Multiplication Symbol in
Algebraic Expressions
Look at this number sequence:
4, 8, 12, 16, 20, 24, 28, ...
How can we describe this sequence or pattern? Easy: These are the
numbers appearing in the multiplication table of 4 (multiples of 4 in
an increasing order).
What is the third term of this sequence? It is 4 × 3.
What is the 29th term of this sequence? It is 4 × 29.
Find an algebraic expression to get the nth term of this sequence.
Note that here ‘n’ is a letter-number that denotes a position in the
sequence.

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 Expressions Using Letter-Numbers

As it is the sequence of multiples of 4, it can be seen that the nth term

will be 4 times n:
4×n
As a standard practice, we shorten 4 × n to 4n by skipping the
multiplication sign. We write the number first, followed by the letter(s).
Find the value of the expression 7k when k = 4. The value is 7 × 4 = 28.
Find the value that the expression 5m + 3 takes when m = 2.
As 5m stands for 5 × m, the value of the expression when m = 2 is
5 × 2 + 3 = 13.

Mind the Mistake, Mend the Mistake

Some simplifications are shown below where the letter-numbers are
replaced by numbers and the value of the expression is obtained.
1. Observe each of them and identify if there is a mistake.
2. If you think there is a mistake, try to explain what might have gone
wrong.
3. Then, correct it and give the value of the expression.

1 2 3
If a = – 4, If d = 6, If s = 7,
then 10 – a = 6. then 3d = 36. then 3s – 2 = 15.

4 5 6
If r = 8, If j = 5, If m = –6,
then 2r + 1 = 29. then 2j = 10. then 3 (m + 1) = 19.

7 8 9
If f = 3, g = 1 If t = 4, b = 3 If h = 5, n = 6
then 2f – 2g = 2. then 2t + b = 24. then h – (3 – n) = 4.

4.4 Simplification of Algebraic Expressions

Earlier we found expressions to find perimeters of different regular
figures in terms of their sides. Let us now find an expression to find the
perimeter of a rectangle.

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 Ganita Prakash | Grade 7

As in the previous cases, we will first describe how to get the perimeter
when the length and the breadth of the rectangle are known:
Find the sum of length + breadth + length + breadth.
Let us use the letter-numbers l and b in place of length and breadth
respectively. Let p denote the perimeter of the rectangle. Then we have
p=l+b+l+b
As we know, these represent numbers, and so the terms of an
expression can be added in any order. Hence the above expression can
be written as:
=l+l+b+b
As l + l = 2 × l = 2l, and b + b = 2 × b = 2b, we have
p = 2l + 2b.
Notice that the initial expression (l + b + l + b) and the final expression
(2l + 2b) that we got for the perimeter look different. However, they
are equal since the expression was obtained from the initial one by
applying the same rules and operations we do for numbers; they are
equal in the sense that they both take the same values when letter-
numbers are replaced by numbers.
For example, if we assign l = 3, b = 4, we get
l + b + l + b = 3 + 4 + 3 + 4 = 14, and
2l + 2b = 2 × 3 + 2 × 4 = 14.
We call the expression 2l + 2b the simplified form of l + b + l + b.
Let us see some more examples of simplification.
Example 5: Here is a table showing the number of pencils and erasers
sold in a shop. The price per pencil is c, and the price per eraser is d. Find
the total money earned by the shopkeeper during these three days.

Day 1 Day 2 Day 3

Pencils
5 3 10
(Price ‘c’)

Erasers
4 6 1
(Price ‘d’)

Let us first find the money earned by the sale of pencils.

The money earned by selling pencils on Day 1 is 5c. Similarly, the
money earned by selling pencils on Day 2 is _____, and Day 3 is ______.
The total money earned by the sale of pencils is 5c + 3c + 10c. Can we
simplify this expression further and reduce the number of terms?

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 Expressions Using Letter-Numbers

The expression means 5 times c is added to 3 times c is added to 10

times c. So in total, the letter-number c is added (5 + 3 + 10) times. This
is what we have seen as the distributive property of numbers. Thus,
5 × c + 3 × c + 10 × c = (5 + 3 + 10) × c
(5 + 3 + 10) × c can be simplified to 18 × c = 18c.

If c = ₹50, find the total amount earned by the scale of pencils.

Write the expression for the total money earned by selling erasers.
Then, simplify the expression.
The expression for the total money earned by selling pencils and
erasers during these three days is 18c + 11d.
Can the expression 18c + 11d be simplified further?
There is no way of further simplifying this expression as it contains
different letter-numbers. It is in its simplest form.
In this problem, we saw the expression 5c + 3c + 10c getting simplified
to the expression 18c.
Check that both expressions take the same value when c is replaced by
different numbers.

Example 6: A big rectangle is split into two smaller rectangles as

shown. Write an expression describing the area of the bigger rectangle.

Another way of seeing

the distributive v
property.

4 3

The areas of the smaller rectangles are 4v sq. units and 3v sq. units.
The area of the bigger rectangle can be found in two ways: (i) by
directly using its side lengths v and (4 + 3), or (ii) by adding the areas
of the smaller rectangles.
The first way gives 7v, and the second way gives 4v + 3v. We know
that they are equal: 4v + 3v = 7v, and this is the required expression for
the area of the bigger rectangle.
As earlier, a big rectangle is split into two smaller rectangles as shown
below. Write an expression to find the area of the rectangle AEFD.

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 Ganita Prakash | Grade 7

Even in this case, the area of rectangle AEFD can be found in two
ways: (i) by directly using the side lengths n and (12 – 4), or (ii)
subtracting the area of the rectangle EBCF from that of ABCD.

D F 4 C

A 12 E B

The first method gives us 8n, and the second method gives us
12n – 4n, and they are equal, since 12n – 4n = 8n. This is the expression
for the area of the rectangle AEFD.
Sets of terms such as (5c, c, 10c), (12n, – 4n) that involve the same
letter-numbers are called like terms. Sets of terms such as {18c, 11d}
are called unlike terms as they have different letter-numbers.
As we have seen, like terms can be added together and simplified
into a single term.
Example 7: A shop rents out chairs Item Amount
and tables for a day’s use. To rent Chair ₹40
them, one has to first pay the following
amount per piece. Table ₹75
When the furniture is returned, the
Amount
shopkeeper pays back some amount
returned
as follows.
Write an expression for the total Chair ₹6
number of rupees paid if x chairs and Table ₹10
y tables are rented.
For x chairs and y tables, let us find the total amount paid at the
beginning and the amount one gets back after returning the furniture.
Describe the procedure to get these amounts.
The total amount in rupees paid at the beginning is 40x + 75y, and
the total amount returned is 6x + 10y.
So, the total amount paid = (40x + 75y) – (6x + 10y).
Math
Can we simplify this expression? If yes, how? If not, why not? Talk

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Recalling how we open brackets in an arithmetic expression, we get

(40x + 75y) – (6x + 10y) = (40x + 75y) – 6x – 10y
Since the terms can be added in any order, the remaining bracket
can be opened and the expression becomes 40x + 75y + – 6x + – 10y
We can group the like terms together, This results in
40x + – 6x + 75y + – 10y
= (40 – 6)x + (75 – 10)y
= 34x + 65y.
The expression (40x + 75y) – (6x + 10y) is simplified to 34x + 65y,
which is the total amount paid in rupees.
Could we have written the initial expression as Math
(40x + 75y) + (– 6x – 10y)? Talk

Example 8: Charu has been through three rounds of a quiz. Her scores
in the three rounds are 7p – 3q, 8p – 4q, and 6p – 2q. Here, p represents
the score for a correct answer and q represents the penalty for an
incorrect answer.

What do each of the expressions mean?

If the score for a correct answer is 4 (p = 4) and the penalty for a wrong
answer is 1 (q = 1), find Charu’s score in the first round.
Charu’s score is 7 × 4 – 3 × 1. We can evaluate this expression by
writing it as a sum of terms.
7 × 4 – 3 × 1 = 7 × 4 + – 3 × 1 = 28 + – 3 = 25
What are her scores in the second and third rounds?
What if there is no penalty? What will be the value of q in that
situation?
What is her final score after the three rounds?
Her final score will be the sum of the three scores:
(7p – 3q) + (8p – 4q) + (6p – 2q).
Since the terms can be added in any order, we can remove the
brackets and write
7p + – 3q + 8p + – 4q + 6p + –2q
= 7p + 8p + 6p + – (3q) + – (4q) + – (2q) (by swapping and grouping)
= (7 + 8 + 6)p + – (3 + 4 + 2)q
= 21p + – 9q
= 21p – 9q.
Charu’s total score after three rounds is 21p – 9q. Her friend Krishita’s
score after three rounds is 23p – 7q.

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Give some possible scores for Krishita in the three rounds so that they
add up to give 23p – 7q.

Can we say who scored more? Can you explain why?

How much more has Krishita scored than Charu? This can be found by
finding the difference between the two scores.
23p – 7q – (21p – 9q)
Simplify this expression further.

Example 9: Simplify the expression 4 (x + y) – y

Using the distributive property, this expression can be simplified to
4 (x + y) – y = 4x + 4y – y
= 4x + 4y + – y
= 4x + (4 – 1)y
= 4x + 3y.

Example 10: Are the expressions 5u and 5 + u equal to each other?

The expression 5u means 5 times the number u, and the expression
5 + u means 5 more than the number u. These two being different
operations, they should give different values for most values of u.
Let us check this.

Fill the blanks below by replacing the letter-numbers by numbers; an

example is shown. Then compare the values that 5u and 5 + u take.

10 7

u = 11 u = 11
u=2 u=2

5u 5+u

u=8 u=5 u=8

u=5

If the expressions 5u and 5 + u are equal, then they should take the

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same values for any given value of u. But we can see that they do not.
So, these two expressions are not equal.
Math
Are the expressions 10y – 3 and 10(y – 3) equal? Talk
10y – 3, short for 10 × y – 3, means 3 less than 10 times y,
10(y – 3), short for 10 × (y – 3), means 10 times (3 less than y).
Let us compare the values that these expressions take for different
values of y.

17 –10

y=2 y=2
y=0 y=0

10y – 3 10 (y – 3)

y = 10 y=7 y = 10
y=7

After filling in the two diagrams, do you think the two expressions are
equal?

3 3 3 3
Example 11: What is the sum of the numbers
in the picture (unknown values are denoted by
r s
letter-numbers)?
There are many ways to go about it. Here, we r s
show some of them.
1. Adding row wise gives: 3 3 3 3

(4 × 3) + (r + s) + (r + s) + (4 × 3)
2. Adding like terms together gives:
(8 × 3) + (r + r) + (s + s)
3. Adding the upper half and doubling gives:
2 × (4 × 3 + r + s)
The three expressions might seem different. We can simplify each
one and see that they all are the same: 2r + 2s + 24.
Figure it Out
1. Add the numbers in each picture below. Write their Math
corresponding expressions and simplify them. Try adding the Talk
numbers in each picture in a couple different ways and see

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that you get the same thing.

5y –6 x 2p 3q –2 3 –5g 5k 5k –5g

x 2 5y 3q 2p 3 –2 5k 5k 5k 5k

2p 3q 5k 5k 5k 5k

3q 2p –5g 5k 5k –5g

2. Simplify each of the following expressions:

(a) p + p + p + p, p + p + p + q, p + q + p – q,
(b) p – q + p – q,
p + q – p + q,
(c) p + q – (p + q),
p–q–p–q
(d) 2d – d – d – d, 2d – d – d – c,
(e) 2d – d – (d – c), 2d – (d – d) – c,
(f ) 2d – d – c – c

Mind the Mistake, Mend the Mistake

Some simplifications of algebraic expressions are done below. The
expression on the right-hand side should be in its simplest form.
• Observe each of them and see if there is a mistake.
• If you think there is a mistake, try to explain what might have
gone wrong.
• Then, simplify it correctly.
Expression Simplest Form Correct Simplest
Form
1. 3a + 2b 5
2. 3b – 2b – b 0
3. 6 (p + 2) 6p + 8
4. (4x + 3y) – (3x + 4y) x+y
5. 5 – (2 – 6z) 3 – 6z
6. 2 + (x + 3) 2x – 6
7. 2y + (3y – 6) –y+6
8. 7p – p + 5q – 2q 7p + 3q
9. 5 (2w + 3x + 4w) 10w + 15x + 20w

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10. 3j + 6k + 9h + 12 3 (j + 2k + 3h + 4)
11. 4 (2r + 3s + 5) – 20 – 8r – 12s
Take a look at all the corrected simplest forms (i.e. brackets are removed,
like terms are added, and terms with only numbers are also added). Is
there any relation between the number of terms and the number of
letter-numbers these expressions have?

4.5 Pick Patterns and Reveal Relationships

In the first section we got a glimpse of algebraic expressions and
how to use them to describe simple patterns and relationships in a
concise and elegant manner. Here, we continue to look for general
relationships between quantities in different scenarios, find patterns
and, interestingly, even explain why these patterns occur.
Remember the importance of describing in simple language, or
visualising mathematical relationships, before trying to write them as
expressions.

Formula Detective
Look at the picture given. In each case, the number machine takes in
the 2 numbers at the top of the ‘Y’ as inputs, performs some operations
and produces the result at the bottom. The machine performs the same
operations on its inputs in each case.
Find out the formula of this number machine.

5 2 8 1 9 11 10 10 6 4

8 15 7 10

expression: expression: expression: expression: expression:

The formula for the number machine above is “two times the first
number minus the second number”. When written as an algebraic
expression, the formula is 2a – b. The expression for the first set of
inputs is 2 × 5 – 2 = 8. Check that the formula holds true for each set
of inputs.

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Find the formulas of the number machines below and write the
expression for each set of inputs.
5 2 8 1 9 11 10 10 a b

5 7 18 18

expression: expression: expression: expression: expression:

4 1 6 0 3 2 10 3 a b

5 1 7

expression: expression: expression: expression: expression:

Now, make a formula on your own. Write a few number machines as

examples using that formula. Challenge your classmates to figure it out!

Note to the Teacher: Not just solving problems but creating new questions is
also very much a part of learning and doing mathematics!

Algebraic Expressions to Describe Patterns

Example 12: Somjit noticed a repeating pattern along the border

of a saree.

A B C D E F

Somjit wonders if there is a way to describe all the positions where the
(i) Design A occurs, (ii) Design B occurs, and (iii) Design C occurs.

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Let us start with design C. It appears for the first time at position 3,
the second time at position 6.
Where would design C appear for the nth time?
We can see that this design appears in positions that are multiples of
3. So the nth occurrence of Design C will be at position 3n.
Similarly, find the formula that gives the position where the other
Designs appear for the nth time.
The positions where B occurs are 2, 5, 8, 11, 14, and so on.
We can see that the position of the nth appearance of Design B is one
less than the position at which Design C appears for the nth time. Thus,
the nth occurrence of Design B is at position:
3n – 1
Similarly, the expression describing the position at which the design
A appears for the nth time is: 3n – 2.
Given a position number can we find out the design that appears there?
Which Design appears at Position 122?
If the position is a multiple of 3, then clearly we have Design C. As
seen earlier, if the position is one less than a multiple of 3, it has Design
B, and if it is 2 less than a multiple of 3, then it has Design A.
Can the remainder obtained by dividing the position number by 3 be
used for this? Observe the table below.

Position no. Quotient on division by 3 Remainder

99 33 0
122 40 2
148 49 1

Use this to find what design appears at positions 99, 122, and 148.

Patterns in a Calendar
Here is the calendar of November 2024. Consider 2 × 2 squares,
as marked in the calendar. The numbers in this square show an
interesting property.

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Let us take the marked 2 × 2 square, and

consider the numbers lying on the diagonals;
12 13
12 and 20; 13 and 19. Find their sums; 12 + 20,
13 + 19. What do you observe?
19 20 They are equal.
Let us extend the numbers in the calendar beyond
30, creating endless rows.

Will the diagonal sums be equal in every 2 × 2 square in this endless

grid? How can we be sure?
To be sure of this we cannot check with all 2 × 2 squares as there are
an unlimited number of them.
Let us consider a 2 × 2 square. Its top left number can be any number.
Let us call it ‘a’.
Given that we know the top left number, how do we a ?
find the other numbers in this 2 × 2 square?
? ?
As we have been doing, first let us describe the other
numbers in words.

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 Expressions Using Letter-Numbers

• the number to the right of ‘a’ will be 1 more than it.

• the number below ‘a’ will be 7 more than it.
• the number diagonal to ‘a’ will be 8 more than it.
So the other numbers in the 2 × 2 square can be a a+1
represented as shown in the grid. Let us find the
diagonal sums; a + (a + 8), and (a + 1) + (a + 7). a+7 a+8
Let us simplify them.
Since the terms can be added in any order, the
brackets can be opened.
a + (a + 8) = a + a + 8 = 2a + 8
(a + 1) + (a + 7) = a + 1 + a + 7 = a + a + 1 + 7 = 2a + 8
We see that both diagonal sums are equal to 2a + 8 (8 more than
2 times a).
Verify this expression for diagonal sums by considering any 2 × 2
square and taking its top left number to be ‘a’.
Thus, we have shown that diagonal sums are equal for any value of
a, i.e., for any 2 × 2 square!

This problem is an example that shows the power of algebraic modelling

in verifying whether a pattern will always hold.

Consider a set of numbers from the calendar (having endless rows)

forming under the following shape:

14 15 16

22

Find the sum of all the numbers. Compare it with the number in the
centre: 15. Repeat this for another set of numbers that forms this shape.
What do you observe?
We see that the total sum is always 5 times the number in the centre.
Will this always happen? How do you show this? Math
Talk
[Hint: Consider a general set of numbers that forms this shape.
Take the number at the centre to be ‘a’. Express the other numbers in
terms of ‘a’.]
Find other shapes for which the sum of the numbers within the Math
figure is always a multiple of one of the numbers. Talk

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Matchstick Patterns
Look at the picture below. It is a pattern using matchsticks. Can you
identify what the pattern is?

1 2 3 4

We can see that Step 1 has 1 triangle, Step 2 has 2 triangles, Step 3
has 3 triangles, and so on.
Can you tell how many matchsticks there will be in the next step,
Step 5? It is 11. You can also draw this and see.
How many matchsticks will there be in Step 33, Step 84, and Step 108?
Of course, we can draw and count, but is there a quicker way to find
the answers using the pattern present here?
What is the general rule to find the number of matchsticks in the
next step? We can see that at each step 2 matchsticks are placed to get
the next one, i.e., the number of matchsticks increases by 2 every time.

Step Number 1 2 3 4 5 6

No. of
3 5 7 9 11 13
Matchsticks

Think of a way to use this to find out the number of matchsticks in

Step 33 (without continuing to write the numbers).
As each time 2 matchsticks are being added, finding out how many
2s will be added in Step 33 will help. Look at the table below and try to
find out.

Step Number 1 2 3 4 5 6

No. of
3 5 7 9 11 13
Matchsticks

3+2 3+2+2 3+2+2+2 3+2+2+2+2

The number of matchsticks needed to make 33 triangles (Step 33) is

_________. Similarly, find the number of matchsticks needed for Step 84
and Step 108.

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What could be an expression describing the rule/formula to find out

the number of matchsticks at any step?
The pattern is such that in Step 10, nine 2s and an added 3 (3 + 2 ×
9) gives the number of matchsticks; in Step 11, ten 2s and an added
3 (3 + 2 × 10) gives the number of matchsticks. For step y, what is
the expression?
It is: one less than y (i.e. y – 1) 2s and a 3.
Therefore, the expression is
3 + 2 × (y – 1).
This expression gives the number of matchsticks in Step y. Now we
can find the number of matchsticks at any step quickly.
You might have already noticed that there is a 2 in the first step also,
3 = 1 + 2. Using this, the expression we get is
2y + 1.
Does the above expression also give the number of matchsticks at each
step correctly? Are these expressions the same?
We can check by simplifying the expression 3 + 2 × (y – 1).
3 + 2 × (y – 1) = 3 + 2y – 2
= 2y + 1.
Both expressions are the same.
There is a different way to count, or see the pattern. Let us take a
look at the picture again.

Matchsticks are placed in two orientations — (a) horizontal ones at

the top and bottom, and (b) the ones placed diagonally in the middle.
For example, in step 2 there are 2 matchsticks placed horizontally and
3 matchsticks placed diagonally.
What are these numbers in Step 3 and Step 4?

How does the number of matchsticks change in each orientation as the

steps increase? Write an expression for the number of matchsticks at
Step ‘y’ in each orientation. Do the two expressions add up to 2y + 1?

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Figure it Out
For the problems asking you to find suitable expression(s), first try to
understand the relationship between the different quantities in the
situation described. If required, assume some values for the unknowns
and try to find the relationship.
1. One plate of Jowar roti costs ₹30 and one plate of Pulao costs ₹20.
If x plates of Jowar roti and y plates of pulao were ordered in a day,
which expression(s) describe the total amount in rupees earned
that day?
(a) 30x + 20y (b) (30 + 20) × (x + y)
(c) 20x + 30y (d) (30 + 20) × x + y
(e) 30x – 20y
2. Pushpita sells two types of flowers on Independence day: champak
and marigold. ‘p’ customers only bought champak, ‘q’ customers
only bought marigold, and ‘r’ customers bought both. On the same
day, she gave away a tiny national flag to every customer. How
many flags did she give away that day?
(a) p + q + r (b) p + q + 2r
(c) 2 × (p + q + r) (d) p+q+r+2
(e) p + q + r + 1 (f) 2 × (p + q)
3. A snail is trying to climb along the wall of a deep well. During the
day it climbs up ‘u’ cm and during the night it slowly slips down
‘d’ cm. This happens for 10 days and 10 nights.
(a) Write an expression describing how far away the snail is
from its starting position.
(b) What can we say about the snail’s movement if d > u?
4. Radha is preparing for a cycling race and practices daily. The Try
first week she cycles 5 km every day. Every week she increases This
the daily distance cycled by ‘z’ km. How many kilometers would
Radha have cycled after 3 weeks?
5. In the following figure, observe how the expression w + 2 becomes
4w + 20 along one path. Fill in the missing blanks on the remaining
paths. The ovals contain expressions and the boxes contain
operations.

×3 w-3 –5 +3 w+5 ×4 4w + 20

w+2

–4 –8 +3 ×4 3w – 6

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 Expressions Using Letter-Numbers

6. A local train from Yahapur to Vahapur stops at three stations at

equal distances along the way. The time taken in minutes to travel
from one station to the next station is the same and is denoted by t.
The train stops for 2 minutes at each of the three stations.
(a) If t = 4, what is the time taken to travel from Yahapur to
Vahapur?
(b) What is the algebraic expression for the time taken to travel
from Yahapur to Vahapur? [Hint: Draw a rough diagram to
visualise the situation]
7. Simplify the following expressions:
(a) 3a + 9b – 6 + 8a – 4b – 7a + 16
(b) 3 (3a – 3b) – 8a – 4b – 16
(c) 2 (2x – 3) + 8x + 12
(d) 8x – (2x – 3) + 12
(e) 8h – (5 + 7h) + 9
(f ) 23 + 4(6m – 3n) – 8n – 3m – 18
8. Add the expressions given below:
(a) 4d – 7c + 9 and 8c – 11 + 9d
(b) – 6f + 19 – 8s and – 23 + 13f + 12s
(c) 8d – 14c + 9 and 16c – (11 + 9d)
(d) 6f – 20 + 8s and 23 – 13f – 12s
(e) 13m – 12n and 12n – 13m
(f ) – 26m + 24n and 26m – 24n
9. Subtract the expressions given below:
(a) 9a – 6b + 14 from 6a + 9b – 18
(b) – 15x + 13 – 9y from 7y – 10 + 3x
(c) 17g + 9 – 7h from 11 – 10g + 3h
(d) 9a – 6b + 14 from 6a – (9b + 18)
(e) 10x + 2 + 10y from –3y +8 – 3x
(f ) 8g + 4h – 10 from 7h – 8g + 20
10. Describe situations corresponding to the following algebraic
expressions:
(a) 8x + 3y
(b) 15x – 2x
11. Imagine a straight rope. If it is cut once as shown in the picture, we
get 2 pieces. If the rope is folded once and then cut as shown, we

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 Ganita Prakash | Grade 7

get 3 pieces. Observe the pattern and find the number of pieces if
the rope is folded 10 times and cut. What is the expression for the
number of pieces when the rope is folded r times and cut?

12. Look at the matchstick pattern below. Observe and identify the
pattern. How many matchsticks are required to make 10 such
squares. How many are required to make w squares?

13. Have you noticed how the colours change in a traffic signal? The
sequence of colour changes is shown below.
Find the colour at positions 90, 190, and 343. Write expressions to
describe the positions for each colour.

...................

1 2 3 4 5

14. Observe the pattern below. How many squares will be there in Step
4, Step 10, Step 50? Write a general formula. How would the formula
change if we want to count the number of vertices of all the squares?

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15. Numbers are written in a particular 1 2 3 4

sequence in this endless 4-column grid.
1 2 3 4
(a) Give expressions to generate all the
numbers in a given column (1, 2, 3,
5 6 7 8
4).
(b) In which row and column will the 9 10 11 12
following numbers appear:
(i) 124 13 14 15 16

(ii) 147
(iii) 201
(c) What number appears in row r and
column c?
(d) Observe the positions of multiples of 3.
Do you see any pattern in it? List other patterns that you see. Math
Talk

SUMMARY
• Algebraic expressions are used in formulas to model patterns
and mathematical relationships between quantities, and to make
predictions.
• Algebraic expressions use not only numbers but also letter-numbers.
The rules for manipulating arithmetic expressions also apply to
algebraic expressions. These rules can be used to reduce algebraic
expressions to their simplest forms.
• Algebraic expressions can be described in ordinary language, and
vice versa. Patterns or relationships that are easily written using
algebra can often be long and complex in ordinary language. This is
one of the advantages of algebra.

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 Chapter – 4
Expressions Using Letter–Numbers

Page No. 83

How much should she pay if she buys 8 coconuts and 9 kg jaggery?

Ans: Total cost: ₹ 820

Page No. 84
Figure it Out

1. Write formulas for the perimeter of: (a) triangle with all sides equal.
(b) a regular pentagon (as we have learnt last year, we use the word
‘regular’ to say that all sidelengths and angle measures are equal)
(c) a regular hexagon

Ans:
(a) Let length of each side of the triangle = a units
Perimeter of Triangle = 3a units
(b) Let length of each side of pentagon = a units
Perimeter of Regular Pentagon = 5a units
(c) Let length of each side of regular hexagon = a units
Perimeter of Regular Hexagon = 6a units

2. Munirathna has a 20 m long pipe. However, he wants a longer

watering pipe for his garden. He joins another pipe of some length
to this one. Give the expression for the combined length of the pipe.
Use the letter–number ‘k’ to denote the length in meters of the other
pipe.

Ans: (20 + k) meters

1
 3. What is the total amount Krithika has, if she has the following
numbers of notes of ₹100, ₹20 and ₹5? Complete the following table:

Ans:

No. of ₹100 No. of ₹20 No. of ₹5 Expression and total amount

Notes notes notes (in ₹)

3 × 100 + 5 × 20 + 6 × 5
3 5 6
= 430

6 × 100 + 4 × 20 + 3 × 5
6 4 3
= 695

8 × 100 + 4 × 20 + z × 5
8 4 z
= 880 + 5z

x × 100 + y × 20 + z × 5
x y z
= 100x + 20y + 5z

4. Venkatalakshmi owns a flour mill. It takes 10 seconds for the roller

mill to start running. Once it is running, each kg of grain takes 8
seconds to grind into powder. Which of the expressions below
describes the time taken to complete grind ‘y’ kg of grain, assuming
the machine is off initially?

(a) 10 + 8 + y (b) (10 + 8) × y (c) 10 × 8 × y

(d) 10 + 8 × y (e) 10 × y + 8

Ans: (d) 10 + 8 × y

5. Write algebraic expressions using letters of your choice. (a) 5 more

than a number (b) 4 less than a number (c) 2 less than 13 times a
number (d) 13 less than 2 times a number

Ans:
Let letter ‘d’ represent the number, then
(a) d + 5
(b) d – 4
(c) 13 × d – 2
(d) 2 × d – 13

2
Page No. 85

6. Describe situations corresponding to the following algebraic

expressions:

(a) 8 × x + 3 × y
Ans:
A shopkeeper sells a pen for ₹x and a notebook for ₹y. Abha buys 8 pens
and 3 notebooks. What will be the total cost of her purchase?

(b) 15 × j – 2 × k
Ans:
A factory makes 15 chairs every day. If the factory works for j days, it will
make 15 × j chairs. But 2 chairs break daily for k days. How many good
chairs remain after j days and k days breakages?
Try for more situations

7. In a calendar month, if any 2 × 3 grid full of dates is chosen as shown

in the picture, write expressions for the dates in the blank cells if
the bottom middle cell has date ‘w’.
Ans:

Page No. 89

If c = ₹50, find the total amount earned by the sale of pencils.

Ans: 18c = ₹900.

Page No. 92

Fill the blanks below by replacing the letter–numbers by numbers;

an example is shown.

Then compare the values that 5u and 5 + u take.

3
 Ans:

After filling in the two diagrams, do you think the two expressions
are equal?

Ans:

The expressions 10y – 3 and 10(y – 3) are not equal.

Page No. 93-94

Figure it Out

Add the numbers in each picture below. Write their corresponding

expressions and simplify them. Try adding the numbers in each
picture in a couple different ways and see that you get the same thing.

Ans:
Some of the ways are

4
(i) Method 1: Group by Like Terms
5y + x + x + 5y + (– 6) + 2
= (5y + 5y) + (x + x) + (– 6 + 2)
= 10y + 2x – 4

Method 2: Group by Rows

Top row: 5y + (– 6) + x
Bottom row: x + 2 + 5y
Combine: (5y + 5y) + (x + x) + (– 6 + 2)
=10y + 2x – 4
Final Number: 10y + 2x – 4
Try some other ways!

(ii) Method 1: Group by Term Type

2p appears 4 times: 8p
3q appears 4 times: 12q
Final number: 3 + (– 2) + (– 2) + 3 = 2
Total: 8p + 12q + 2

Method 2: Group by Columns

Column 1: 2p + 3q
Column 2: 3q + 2p
Column 3: (– 2) + 3 + 2p + 3q = 1 + 2p + 3q
Column 4: 3 + (– 2) + 3q + 2p = 1 + 3q + 2p
Final Number: 8p + 12q + 2
Try some other ways!

(iii) Method 1: Group by Term Type

–5g appears 4 times: –20g
5k appears 12 times: 60k
Total: –20g + 60k

Method 2: Group by Columns

First column: –5g + 5k + 5k + (–5g) = –10g + 10k

Middle columns 2 and 3 all 5k = 8 × 5k = 40k
Last column: –5g + 5k + 5k + (–5g) = –10g + 10k
Total of all: = –10g + 10k + 40k –10g + 10k
= –20g + 60k
Try some other ways!

5
 Simplify each of the following expressions:

(a) p + p + p + p, p + p + p + q, p + q + p – q
(b) p − q + p − q, p + q – p + q
(c) p + q − (p + q), p – q – p – q
(d) 2d – d – d – d, 2d – d – d – c
(e) 2d – d − (d − c), 2d − (d − d) – c
(f) 2d – d – c – c
Ans:
(a) 4p, 3p + q, 2p (b) 2p – 2q, 2q (c) 0, –2q
(d) – d, – c (e) c, 2d – c (f) d – 2c

Some simplifications of algebraic expressions are done below. The

expression on the right–hand side should be in its simplest form.

● Observe each of them and see if there is a mistake.

● If you think there is a mistake, try to explain what might have gone
wrong.
● Then, simplify it correctly.
Ans:

Sr. No. Expression Simplest Form Correct Simplest

form
1 3a + 2b 5 3a + 2b
2 3b – 2b –b 0 0
3 6 (p + 2) 6p + 8 6p + 12
4 (4x + 3y) – (3x + 4y) x +5 x–y
5 5 – (2 – 6z) 3 – 6z 3 + 6z
6 2 + (x + 3) 2x – 6 x+5
7 2y + (3y – 6) –y + 6 5y – 6
8 7p – p + 5q – 2q 7p + 3q 6p + 3q
9 5 (2w + 3x + 4w) 10w + 15x + 20w 30w + 15x
10 3j + 6k + 9h + 12 3 (j + 2k + 3h + 4) 3j + 6k + 9h + 12
11 4 (2r + 3s + 5) – 20 – 8r – 12s 8r + 12s + 20

6
Page No. 95

Take a look at all the corrected simplest forms (i.e. brackets are
removed, like terms are added, and terms with only numbers are
also added). Is there any relation between the number of terms and
the number of letter–numbers these expressions have?
Ans:

(B) (C) (D)

Sr. (A)
Correct Simplest Number of Number of
No. Expression
form terms in (B) letters in (B)

1 3a + 2b 3a + 2b 2 2

2 3b – 2b –b 0 1 0

3 6 (p + 2) 6p +12 2 1

4 (4x + 3y) – (3x + 4y) x–y 2 2

5 5 – (2 – 6z) 3 + 6z 2 1

6 2 + (x + 3) x+5 2 1

7 2y + (3y – 6) 5y – 6 2 1

8 7p – p + 5q – 2q 6p + 3q 2 2

9 5 (2w + 3x + 4w) 30w + 15x 2 2

10 3j + 6k + 9h + 12 3j + 6k + 9h + 12 4 3

11 4 (2r + 3s + 5) 8r + 12s + 20 3 2

No. of letters ≤ no of terms

Page No. 96

Find the formulas of the number machines below and write the
expression for each set of inputs.
Ans: (i) Formula: Two is subtracted from the sum of the two numbers.
Algebraic expression = a + b – 2

7
(ii) Formula: One is added to the multiplication of two numbers.
Algebraic expression= (a × b) + 1 = ab + 1
4th expression: 10 × 3 + 1 = 30 + 1 = 31
5th expression: a × b + 1

Page No. 97

Use this to find what design appears at positions 99, 122, and 148.
Ans:
1. Design C appears at position 99.
2. Design B appears at position 122.
3. Design A appears at position 148.

Page No. 99

Will this always happen? How do you show this?

Ans: Let’s build a similar 3×3 grid with a Centre number a.

a–7
a–1 a a+1
a+7

Here, the sum is

a – 7 + a – 1 + a + a +1 + a + 7 = 5a (5times the number in the Centre.)

8
Page No. 101.

What are these numbers in Step 3 and Step 4?

Ans:
Step 3: No. of matchsticks placed horizontally-3
No. of matchsticks placed diagonally-4

Step 4: No. of matchsticks placed horizontally-4

No. of matchsticks placed diagonally-5

How does the number of matchsticks change in each orientation as

the steps increase? Write an expression for the number of
matchsticks at Step ‘y’ in each orientation. Do the two expressions
add up to 2y + 1?
Ans:

For horizontal placement: 1, 2, 3, 4, …

At the yth step, the number of horizontal matchsticks = y.
For diagonal placement: 2, 3, 4, 5, …
At the yth step, the number of diagonal matchsticks = y + 1.
Yes.

Page No. 102.

Figure it Out

1. One plate of Jowar roti costs ₹30 and one plate of Pulao costs ₹20. If x
plates of Jowar roti and y plates of pulao were ordered in a day, which
expression(s) describe the total amount in rupees earned that day?
(a) 30x + 20y (b) (30 + 20) × (x + y) (c) 20x + 30y
(d) (30 + 20) × x + y (e) 30x – 20y

Ans: (a) 30x + 20y.

2. Pushpita sells two types of flowers on Independence Day: champak and

marigold. ‘p’ customers only bought champak, ‘q’ customers only
bought marigold, and ‘r’ customers bought both. On the same day, she
gave away a tiny national flag to every customer. How many flags did
she give away that day?
(a) p + q + r (b) p + q + 2r (c) 2 × (p + q + r)

(d) p + q + r + 2 (e) p + q + r + 1 (f) 2 × (p + q)

Ans: (a) p + q + r

9
3. A snail is trying to climb along the wall of a deep well. During the day it
climbs up ‘u’ cm and during the night it slowly slips down ‘d’ cm. This
happens for 10 days and 10 nights.

(a) Write an expression describing how far away the snail is from its
starting position.

(b) What can we say about the snail’s movement if d > u?

Ans:

(a) 10 (u − d) cm

(b) If d > u, the snail slips down more than it climbs.

This means the snail will never reach the top.

4. Radha is preparing for a cycling race and practices daily. The first week
she cycles 5 km every day. Every week she increases the daily distance
cycled by ‘z’ km. How many kilometers would Radha have cycled after
3 weeks?

Ans: 105 + 21z km

5. In the following figure, observe how the expression w + 2 becomes 4w +

20 along one path. Fill in the missing blanks on the remaining paths.
The ovals contain expressions and the boxes contain operations.

Ans:

Page No. 103

6. A local train from Yahapur to Vahapur stops at three stations at equal

distances along the way. The time taken in minutes to travel from one
station to the next station is the same and is denoted by t. The train
stops for 2 minutes at each of the three stations. (a) If t = 4, what is the

10
 time taken to travel from Yahapur to Vahapur? (b) What is the
algebraic expression for the time taken to travel from Yahapur to
Vahapur? [Hint: Draw a rough diagram to visualise the situation]

Ans:
(a) 22 minutes

(b) The algebraic expression for the time taken to travel from Yahapur to
Vahapur = 4t + 6 minutes.

7. Simplify the following expressions:

(a) 3a + 9b – 6 + 8a – 4b – 7a + 16
(b) 3 (3a – 3b) – 8a – 4b –16
(c) 2 (2x – 3) + 8x + 12
(d) 8x – (2x – 3) + 12
(e) 8h – (5 + 7h) + 9
(f) 23 + 4 (6m – 3n) – 8n – 3m –18
Ans:
(a) 4a + 5b + 10
(b) a – 13b – 16
(c) 12x + 6
(d) 6x + 15
(e) h + 4
(f) 5 + 21m – 20n

8. Add the expressions given below:

(a) 4d – 7c + 9 and 8c – 11 + 9d
(b) – 6f + 19 – 8s and – 23 + 13f + 12s
(c) 8d – 14c + 9 and 16c – (11 + 9d)
(d) 6f – 20 + 8s and 23 – 13f – 12s
(e) 13m – 12n and 12n –13m
(f) – 26m + 24n and 26m –24n
Ans:
(a) 13d + c – 2
(b) 7f + 4s – 4
(c) 2c – d – 2
(d) –7f – 4s + 3
(e) 0
(f) 0

11
 9. Subtract the expressions given below:
(a) 9a – 6b + 14 from 6a + 9b – 18
(b) – 15x + 13 – 9y from 7y – 10 + 3x
(c) 17g + 9 – 7h from 11 – 10g + 3h
(d) 9a – 6b + 14 from 6a – (9b + 18)
(e) 10x + 2 + 10y from –3y +8 – 3x
(f) 8g + 4h – 10 from 7h – 8g + 20
Ans:
(a) – 3a + 15b – 32
(b) 16y + 18x – 23
(c) 10h – 27g + 2
(d) – (3a + 3b + 32)
(e) – 13y – 13x + 6
(f) 3h – 16g + 30

10. Describe situations corresponding to the following algebraic

expressions:
Ans:

(a) 8x + 3y
One of the examples is–Situation: A fruit seller sells mangoes at ₹8 each
and bananas at ₹3 each. If a customer buys x mangoes and y bananas.
The total cost would be 8x + 3y.

(b) 15x – 2x
Situation: A shopkeeper has 15 pencils in a packet. The cost of one pencil
is ₹x. Two pencils in the packet are not sold. Find the amount received for
this packet.

11. Imagine a straight rope. If it is cut once as shown in the picture, we get
2 pieces. If the rope is folded once and then cut as shown, we get 3
pieces. Observe the pattern and find the number of pieces if the rope is
folded 10 times and cut. What is the expression for the number of pieces
when the rope is folded r times and cut?

12
Ans: If the rope is folded 10 times and cut, we get 10 + 2 = 12 pieces.
In the same way, when the rope is folded r times and cut, we get r + 2 pieces.

Page No. 104

12. Look at the matchstick pattern below. Observe and identify the pattern.
How many matchsticks are required to make 10 such squares? How
many are required to make w squares?

Ans: To make 10 squares, we need

4 + 3 × 9 = 31 matchsticks

To make w squares the number of matchsticks required is = 4 + 3 (w - 1)

13. Have you noticed how the colours change in a traffic signal? The
sequence of colour changes is shown below. Find the colour at positions
90, 190, and 343. Write expressions to describe the positions for each
colour.

𝟗𝟎
Ans: For Position 90:
𝟒
The colour is Yellow.

𝟏𝟗𝟎
For Position 190:
𝟒
The colour is Yellow

𝟑𝟒𝟑
For Position 343:
𝟒
The colour is Green

Expressions:
In general, 4n – 3 positions for red light, 4n – 1 position for green light
and 2n position for yellow light.

13
14. Observe the pattern below. How many squares will be there in Step 4,
Step 10, Step 50? Write a general formula. How would the formula
change if we want to count the number of vertices of all the squares?

Ans: No. of Squares in Step 4 = 17

No. of Squares in Step 10 = 41
No. of Squares in Step 50 = 201
So, general formula = 5 + (n – 1) × 4 = 4n + 1
No. of vertices = 16n + 4.

Page No. 105

15. Numbers are written in a particular sequence in this endless 4 – column

grid.

Ans:
(a) Give expressions to generate all the numbers in a given column (1, 2, 3, 4).

Let r be the row number.

Column 1:
So, number in the rth row of column 1 = 4 × (r – 1) + 1

14
 Column 2: 4 × (r – 1) + 2
Column 3: 4 × (r – 1) + 3
Column 4: 4 × (r – 1) + 4
If c is the column number,
then the general formula to generate all numbers is= 4 × (r – 1) + c

(b) In which row and column will the following numbers appear:

(i) 124 (ii) 147 (iii) 201

(i) We divide each number by 4 to find its row and column

124 ÷ 4 So, Quotient = 31 and remainder is 0

∴ 124 = 4 × 31 + 0 or 4 × 30 + 4
Comparing it with 4 × (r – 1) + c, we get
r – 1 = 30, c = 4
So, r = 31 and c = 4

(ii) 147 will appear at row 37 and column 3

(iii) 201 will appear at row 51 and column 1.

(c) What number appears in row r and column c?

The number that appears in row r and column c is 4(r – 1) + c.

(d) Observe the positions of multiples of 3.

The pattern in the columns in which multiples of 3 appear, follow a

repeating sequence of column number: 3, 2, 1, 4, 3, 2, 1, ... as shown.

15
Do you see any pattern in it? List other patterns that you see.

1. All numbers in Column 4 are multiples of 4.

2. Even numbers always appear in column 2 and column 4.
3. Odd numbers always appear in column 1 and column 3.
Find some more!

16
 PARALLEL AND
5 INTERSECTING
LINES

5.1 Across the Line

Take a piece of square paper and fold it in different ways. Now, on
the creases formed by the folds, draw lines using a pencil and a scale.
You will notice different lines on the paper. Take any pair of lines and
observe their relationship with each other. Do they meet? If they do
not meet within the paper, do you think they would meet if they were
extended beyond the paper?

Fig. 5.1

In this chapter, we will explore the relationship between lines on a

plane surface. The table top, your piece of paper, the blackboard, and
the bulletin board are all examples of plane surfaces.
Let us observe a pair of lines that meet each other. You will notice
that they meet at a point. When a pair of lines meet each other at a
point on a plane surface, we say that the lines intersect each other.
Let us observe what happens when two lines intersect.
How many angles do they form?
In Fig. 5.2, where line l intersects line m, we can see that four angles
are formed.

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 Parallel and Intersecting Lines

a b
l
d
c

Fig. 5.2

Can two straight lines intersect at more than one point?

Activity 1
Draw two lines on a plain sheet of paper so that they intersect. Measure
the four angles formed with a protractor. Draw four such pairs of
intersecting lines and measure the angles formed at the points of
intersection.
What patterns do you observe among these angles?

In Fig. 5.2, if ∠a is 120°, can you figure out the measurements of ∠b, ∠c
and ∠d, without drawing and measuring them?
We know that ∠a and ∠b together measure 180°, because when they
are combined, they form a straight angle which measures 180°. So, if
∠a is 120°, then ∠b must be 60°.
Similarly, ∠b and ∠c together measure 180°. So, if ∠b is 60°, then ∠c
must be 120°. And ∠c and ∠d together measure 180°. So, if ∠c is 120°,
then ∠d must be 60°.
Therefore, in Fig. 5.2, ∠a and ∠c measure 120°, and ∠b and ∠d
measure 60°.
When two lines intersect each other and form four angles, labelled
a, b, c and d, as in Fig. 5.2, then ∠a and ∠c are equal, and ∠b and ∠d
are equal!
Is this always true for any pair of intersecting lines?
Check this for different measures of ∠a. Using these measurements,
can you reason whether this property holds true for any measure of ∠a?
We can generalise our reasoning for Fig. 5.2, without assuming the
values of ∠a.
Since straight angles measure 180°, we must have ∠a + ∠b = ∠a + ∠d
= 180°. Hence, ∠b and ∠d are always equal. Similarly, ∠b + ∠a = ∠b +
∠c = 180°, so ∠a and ∠c must be equal.
Adjacent angles, like ∠a and ∠b, formed by two lines intersecting
each other, are called linear pairs. Linear pairs always add up to 180°.

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 Ganita Prakash | Grade 7

Opposite angles, like ∠b and ∠d, formed by two lines intersecting

each other, are called vertically opposite angles. Vertically opposite
angles are always equal to each other.
From the above reasoning, we conclude that whenever two lines
intersect, vertically opposite angles are equal. Such a justification is
called a proof in mathematics.
Figure it Out
List all the linear pairs and vertically opposite angles you
b
observe in Fig. 5.3:
a c
Linear Pairs ∠a and ∠b, …
d
Pairs of Vertically l
∠b and ∠d, … m
Opposite Angles

Fig. 5.3
Measurements and Geometry
You might have noticed that when you measure linear pairs, sometimes
they may not add up to 180°. Or, when you measure vertically opposite
angles they may be unequal sometimes. What are the reasons for this?
There could be different reasons:
• Measurement errors because of improper use of measuring
instruments — in this case, a protractor
• Variation in the thickness of the lines drawn. The “ideal” line in
geometry does not have any thickness! But it is not possible for us
to draw lines without any thickness
In geometry, we create ideal versions of “lines” and other shapes
we see around us, and analyse the relationships between them. For
example, we know that the angle formed by a straight line is 180°.
So, if another line divides this angle into two parts, both parts should
add up to 180°. We arrive at this simply through reasoning and not
by measurement. When we measure, it might not be exactly so, for
the reasons mentioned above. Still the measurements come out very
close to what we predict, because of which geometry finds widespread
application in different disciplines such as physics, art, engineering
and architecture.

5.2 Perpendicular Lines

Can you draw a pair of intersecting lines such that all four angles are
equal? Can you figure out what will be the measure of each angle?

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 Parallel and Intersecting Lines

Fig. 5.4

If two lines intersect and all four angles are equal, then each angle
must be a right angle (90°).
Perpendicular lines are a pair of lines which intersect each other
at right angles (90°). In Fig. 5.4, we can say that lines l and m are
perpendicular to each other.

5.3 Between Lines

Observe Fig. 5.5 and describe the way the line segments meet or cross
each other in each case, with appropriate mathematical words (a point,
an endpoint, the midpoint, meet, intersect) and the degree measure of
each angle.
For example, line segments FG and FH meet at the endpoint F at an
angle 115.3°.
T O
V Q
S
B P
U
C

X R
D
A I L
H Y
F

115.3° J
G
M

Fig. 5.5

Are line segments ST and UV likely to meet if they are extended?

Are line segments OP and QR likely to meet if they are extended?
Here are some examples of lines we notice around us.

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 Ganita Prakash | Grade 7

What is common to the lines in the pictures above? They do not seem
likely to intersect each other. Such lines are called parallel lines.

Parallel lines are a pair of lines that lie on the same plane, and do
not meet however far we extend them at both ends.

Name some parallel lines you can spot in your classroom.

Parallel lines are often used in artwork and shading.

Which pairs of lines appear to be parallel in Fig. 5.6 below?

a
d e
c
g

b
f
i h

Fig. 5.6

Note to the Teacher: It is important that the lines lie on the same plane. A line
drawn on a table and a line drawn on the board may never meet but that does
not make them parallel.

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 Parallel and Intersecting Lines

5.4 
Parallel and Perpendicular Lines in Paper
Folding
Activity 2
Take a plain square sheet of paper (use a newspaper for this activity).
• How would you describe the opposite edges of the sheet? They
are _________________________ to each other.
• How would you describe the adjacent edges of the sheet? The
adjacent edges are _________________________ to each other. They
meet at a point. They form right angles.
• Fold the sheet horizontally in half. A new line is formed
(see Fig. 5.7).
• How many parallel lines do you see now? How does the new line
segment relate to the vertical sides?

Fig. 5.7

• Make one more horizontal fold in the folded sheet. How many
parallel lines do you see now?
• What will happen if you do it once more? How many parallel
lines will you get? Is there a pattern? Check if the pattern extends
further, if you make another horizontal fold.
• Make a vertical fold in the square sheet. This new vertical line is
___________ to the previous horizontal lines.
• Fold the sheet along a diagonal. Can you find a fold that creates a
line parallel to the diagonal line?

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 Ganita Prakash | Grade 7

Here is another activity for you to try.

• Take a square sheet of paper, fold it in the middle and unfold it.
• Fold the edges towards the centre line and unfold them.
• Fold the top right and bottom left corners onto the creased line to
create triangles. Refer to Fig. 5.8.
• The triangles should not cross the crease lines.
• Are a, b and c parallel to p, q and r respectively? Why or why not?

Fig. 5.8

Notations
In mathematics, we use an arrow mark (>) to show that a set of lines is
parallel. If there is more than one set of parallel lines (as in Fig. 5. 9), the
second set is shown with two arrow marks and so on. Perpendicular
lines are marked with a square angle between them.

90°

Fig. 5.9

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 Parallel and Intersecting Lines

Figure it Out
1. Draw some lines perpendicular to the lines given on the dot paper
in Fig. 5.10.

Fig. 5.10

2. In Fig. 5.11, mark the parallel lines using the notation given
above (single arrow, double arrow etc.). Mark the angle between
perpendicular lines with a square symbol.
(a) How did you spot the perpendicular lines?
(b) How did you spot the parallel lines?

Fig. 5.11

3. In the dot paper following, draw different sets of parallel lines.

The line segments can be of different lengths but should have dots
as endpoints.

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 Ganita Prakash | Grade 7

4. Using your sense of how parallel lines look, try to draw lines parallel
to the line segments on this dot paper.

a b
c
d
e f

Fig. 5.12

(a) Did you find it challenging to draw some of them?

(b) Which ones?
(c) How did you do it?
5. In Fig. 5.13, which line is parallel to line a —– line b or line c? How
do you decide this?

b
c

Fig. 5.13

Note to the Teacher: It is easier to draw vertical and horizontal lines and the
ones inclined at 45° (on rectangular dot sheets), but drawing a line parallel to
one which has a different orientation is slightly harder. Let students use their
intuition for this.

From previous exercises we observed that sometimes it is difficult

to be sure whether two lines are parallel. To determine this we use the
idea of transversals.

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 Parallel and Intersecting Lines

5.5 Transversals
We saw what happens when two lines intersect in different ways. Let
us explore what happens when one line intersects two different lines.

1 2
l
4 3
m
5 6
8 7

Fig. 5.14

In Fig. 5.14, line t intersects lines l and m. t is called a transversal.

Notice that 8 angles are formed when a line crosses a pair of lines.
Is it possible for all the eight angles to have different measurements?
Why, why not?

What about five different angles — 6, 5, 4, 3 and 2?

In Fig. 5.14, since ∠1 and ∠3 are vertically opposite angles, they are
equal. Are there other pairs of vertically opposite angles? We can see
that there are a total of four pairs of vertically opposite angles and in
each pair, the angles are equal to each other.
Thus, when a transversal intersects two lines, it forms eight angles
with a maximum of four distinct angle measures.

5.6 Corresponding Angles

In Fig. 5.14, we notice that the transversal t forms two sets of angles —
one with line l and another with line m. There are angles in the first set
that correspond to angles in the second set based on their position. ∠1
and ∠5 are called corresponding angles. Similarly, ∠2 and ∠6, ∠3 and
∠7, ∠4 and ∠8 are the corresponding angles formed when transversal
t intersects lines l and m.
Activity 3
Draw a pair of lines and a transversal such that they form two
distinct angles.

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 Ganita Prakash | Grade 7

Step 1: Draw a line l and a transversal t intersecting it at point X.

l X

Fig. 5.15

Step 2: Measure ∠a formed by lines l and t (let us say it is 60°).

l X a = 60°

t
Fig. 5.16

How many distinct angles have formed now?

If one angle is 60°, the other angle of the linear pair should be 120°.
So, we already have two distinct angles.
So, when we draw another line intersecting the transversal t we
wish to form only two angles, 60° and 120°.
Step 3: Mark a point Y on line t.

l X a = 60°

t
Fig. 5.17

Step 4: Draw a line m through point Y that forms a 60° angle to line t.
This can be done either by copying ∠a with a tracing paper or you can
use a protractor to measure the angles.

l X a = 60°

m Y b = 60°

t
Fig. 5.18

What do you observe about lines l and m? Do they appear to be

parallel to each other?
Yes, they do appear to be parallel to each other.
Angles, ∠a and ∠b are corresponding angles formed by the transversal
t on lines l and m. These corresponding angles are equal to each other.

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 Parallel and Intersecting Lines

From this we can observe:

When the corresponding angles formed by a transversal on a pair

of lines are equal to each other, then the pair of lines are parallel
to each other.

Suppose, we have a transversal intersecting two parallel lines. What

can be said about the corresponding angles?
Activity 4
Fig. 5.19 has a pair of parallel lines l and m (what is the notation used
in the figure to indicate they are parallel?) . Line t is the transversal
across these two lines. ∠a and ∠b are corresponding angles. Take a
tracing paper and trace ∠a on it. Now place this tracing paper over
∠b and see if the angles align exactly. You will observe that the angles
match. Check the other corresponding angles in the figure using a
protractor. Are all the corresponding angles equal to each other?

l a

m b

Fig. 5.19

Corresponding angles formed by a transversal intersecting a pair

of parallel lines are always equal to each other.

Activity 5
In Fig. 5.20, draw a transversal t to the lines l and m such that one pair
of corresponding angles is equal. You can measure the angles with a
protractor.
l

Fig. 5.20

Are you finding it hard to draw a transversal such that the

corresponding angles are equal?

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When a pair of lines are not parallel to each other, the corresponding
angles formed by a transversal can never be equal to each other.

5.7 Drawing Parallel Lines

Can you draw a pair of parallel lines using a ruler and a set square?
Fig. 5.21 shows how you can do it.
Draw a line l with a scale. By sliding your set square you can make
two lines perpendicular to line l.
Are these two lines parallel to each other? How are we sure that they
are parallel to each other? What angles are formed between these lines
and line l?

Fig. 5.21

Since we used a set square, the angles measure 90°. The position
of the lines is different, but they make the same angle with l. If line l
is seen as a transversal to the two new lines, then the corresponding
angles measure 90°.

Fig. 5.22

As we know these are corresponding angles and they are equal, we

can be sure that the lines are parallel.
Draw two more parallel lines using the long side of the set square as
shown in Fig. 5.22.

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How do you know these two lines are parallel? Can you check if the
corresponding angles are equal?

Note to the Teacher: Students should be encouraged to check the equality of

corresponding angles both by using the tracing method and using protractors to
measure the angles. Pay attention to the language used to make the relationship
between corresponding angles and parallel lines. Equality of corresponding
angles is both necessary and sufficient for the pair of lines to be parallel to
each other.

Figure it Out
Can you draw a line parallel to l, that goes through point A? How will
you do it with the tools from your geometry box? Describe your method.
A

l
Fig. 5.23

Making Parallel Lines through Paper Folding

Let us try to do the same with paper folding. For a line l (given as a
crease), how do we make a line parallel to l such that it passes through
point A?
We know how to fold a piece of paper to get a line perpendicular to l.
Now, try to fold a perpendicular to l such that it passes through point
A. Let us call this new crease t.
Now, fold a line perpendicular to t passing through A again. Let us
call this line m. The lines l and m are parallel to each other.

l l

t t
A A
m

l l

Fig. 5.24

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Why are lines l and m parallel to each other?

5.8 Alternate Angles

In Fig. 5.25, ∠d is called the alternate angle of ∠f, and ∠c is the alternate
angle of ∠e.

l a b
d c
m
e f
h g

t
Fig. 5.25

You can find the alternate angle of a given angle, say ∠f, by first
finding the corresponding angle of ∠f, which is ∠b and then finding the
vertically opposite angle of ∠b, which is ∠d.
Activity 6
In Fig. 5.25, if ∠f is 120° what is the measure of its alternate angle ∠d?
We can find the measure of ∠d if we know ∠b because they are
vertically opposite angles. Remember, vertically opposite angles are
equal.
What is the measure of ∠b? It is 120° because it is the corresponding
angle of ∠f.
So, ∠d also measures 120°.
In fact, ∠f = ∠b irrespective of the measure of ∠f. Why? Because ∠b
is the corresponding angle of ∠f.
Similarly, ∠b = ∠d irrespective of the measure of ∠b. Why? Because
∠d is the vertically opposite angle of ∠b. So, it must always be the
case that
∠f = ∠d
Using our understanding of corresponding angles without any
measurements, we have justified that alternate angles are always equal.

Alternate angles formed by a transversal intersecting a pair of

parallel lines are always equal to each other.

Example 1: In Fig. 5.26, parallel lines l and m are intersected by the

transversal t. If ∠6 is 135°, what are the measures of the other angles?

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 Parallel and Intersecting Lines

2
1 3 135° m
4 6
5 7
8
t

Fig. 5.26

Solution: ∠6 is 135°, so ∠2 is also 135°, because it is the corresponding

angle of ∠6 and the lines l and m are parallel.
∠8 is 135°, because it is the vertically opposite angle of ∠6. ∠4 is 135°
because it is the corresponding angle of ∠8.
∠2 is 135° because is the vertically opposite angle of ∠4. So, ∠2, ∠4,
∠6, and ∠8 are all 135°.
∠5 and ∠6 are a linear pair, together they measure 180°. If ∠6 is
135°, then
∠5 = 180 – 135 = 45°
We can similarly find out that ∠1, ∠3, and ∠7 measure 45°.
Example 2: In Fig. 5.27, lines l and m are intersected by the transversal
t. If ∠a is 120° and ∠f is 70°, are lines l and m parallel to each other?

120°
a b l
d c
70° m
e f
h g

t
Fig. 5.27

Solution: ∠a is 120°, so ∠b is 60° because ∠a and ∠b form a linear pair.

∠b is a corresponding angle of ∠f. If l and m are parallel, ∠b should be
equal to ∠f, however, they are not equal.
Therefore, lines l and m are not parallel to each other as the corresponding
angles formed by the transversal t are not equal to each other.
Example 3: In Fig. 5.28, parallel lines l and m are intersected by the
transversal t. If ∠3 is 50°, what is the measure of ∠6?

l 1 2
4 3
50°
m 5 6
8 7
t
Fig. 5.28

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Solution: ∠3 is 50°; therefore, ∠2 is 130°, because ∠2 and ∠3 form a

linear pair, and linear pairs always add up to 180°.
∠2 and ∠6 are corresponding angles, and they need to be equal since
lines l and m are parallel.
So, ∠6 is 130°.
Angles ∠3 and ∠6 are called interior angles.

Is there a relation between ∠3 and ∠6? You could try to find the
relationship by taking different values for ∠3 and see what ∠6 is.
Once you find a relation, try to justify it or prove that this relation
holds always. You will find that the sum of the interior angles on
the same side of the transversal always add up to 180°.

Example 4: In Fig. 5.29, line segment AB is parallel to CD and AD is

parallel to BC. ∠DAC is 65° and ∠ADC is 60°. What are the measures of
angles ∠CAB, ∠ABC, and ∠BCD?
Solution: Let us observe the parallel lines AB and CD. AD is a
transversal of these two lines.
A B

65°

60°
D C
Fig. 5.29

We know that the sum of the interior angles formed by a transversal

on a pair of parallel lines adds up to 180°. So
∠ADC + ∠DAB = 180°
60° + ∠DAB = 180°.
So ∠DAB = 120°.
Can we find ∠CAB from this?
∠DAB = ∠DAC + ∠CAB.
So 120° = 65° + ∠CAB.
So ∠CAB = 55°.
Let us observe the parallel line segments AD and BC. They are
intersected by a transversal CD. So, ∠ADC + ∠BCD = 180°, because they
are interior angles on the same side of the transversal. Since ∠ADC is
given as 60°, ∠BCD = 120°
Similarly, we find ∠ABC = 60°.
Therefore, in Fig. 5.29, ∠CAB = 55°, ∠ABC = 60°, and ∠BCD = 120°.

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Figure it Out
1. Find the angles marked below.

52° 99° 81°

48°
b° c°
a°

a= b= c=

d° e° f°
81° 99° 69° 132°
97° 83°

d= e= f=

g° 58° i°
122° 75°
h° 54°
122° 70° 56°
58°
120°

g= h= i=

27°

97° 124°
j°

j=

Fig. 5.30

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2. Find the angle represented by a.

42°
62°
100° a°
a°

110°

35° a°

a°
67°

Fig. 5.31

3. In the figures below, what angles do x and y stand for?

x°

y°
65° 53° 78°
x°

Fig. 5.32

4. In Fig. 5.33, ∠ABC = 45° and ∠IKJ = 78°. Find angles ∠GEH, ∠HEF,
∠FED

J
C

78° B 45°
I K A

G E D

H F
Fig. 5.33

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 Parallel and Intersecting Lines

5. In Fig. 5.34, AB is parallel to CD and CD is parallel to EF. Also, EA is

perpendicular to AB. If ∠BEF = 55°, find the values of x and y.

A C E

D 55°
y°
B
x°
F
Fig. 5.34

6. What is the measure of angle ∠NOP in Fig. 5.35?

P
L N
52°
96°
a°

40° O
Q
M
Fig. 5.35

[Hint: Draw lines parallel to LM and PQ through points N and O.]

5.9 Parallel Illusions

There do not seem to be any parallel lines here. Or, are there?

What causes these illusions?

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SUMMARY
• When two lines intersect, they form four angles. The vertically
opposite angles are equal and the linear pairs add up to 180°.
• When two lines intersect and the angles formed are 90° (i.e., all four
angles are equal), the lines are said to be perpendicular to each other.
• When two lines never intersect on a plane, they are called parallel
lines.
• When a line t intersects another pair of lines, it is called a transversal
and it forms 2 sets of 4 angles. Each of the 4 angles in the first set has
a corresponding angle in the second set.
• When a transversal intersects a pair of parallel lines, the
corresponding angles are equal. When a transversal intersects a pair
of lines and the corresponding angles are equal, then the pair of lines
is parallel.
• When a transversal intersects a pair of parallel lines, the alternate
angles are equal.
• The interior angles on the same side formed by a transversal
intersecting a pair of parallel lines always add up to 180°.

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 Chapter – 5
Parallel and Intersecting Lines

Page No. 107

Can two straight lines intersect at more than one point?

Ans: No

What patterns do you observe among these angles?

Ans:
∠a = ∠c and ∠b = ∠d.
∠a + ∠b = 180° and ∠b + ∠c = 180°.
Find more such relations.

Is this always true for any pair of intersecting lines?

Ans: Yes

Page No. 108.

Figure it Out

List all the linear pairs and vertically opposite angles you observe in

Fig. 5.3:

Fig. 5.3

Ans:

Linear Pairs ∠a and ∠b, ∠b and ∠c, ∠c and ∠d, ∠d

and ∠a.

Pairs of Vertically Opposite Angles ∠b and ∠d, ∠a and ∠c

Page No. 110

Which pairs of lines appear to be parallel in Fig. 5.6 below?

Fig. 5.6

Ans: a, i and h; c and g; d and f; e and b

Page No. 111

Activity 2

Take a plain square sheet of paper (use a newspaper for this

activity).
• How would you describe the opposite edges of the sheet? They
are _______ to each other.
• How would you describe the adjacent edges of the sheet? The
adjacent edges are ______ to each other. They meet at a point.
They form right angles.
• Fold the sheet horizontally in half. A new line is formed (see
Fig. 5.7).
• How many parallel lines do you see now? How does the new
line segment relate to the vertical sides?
 Fig. 5.7

• Make one more horizontal fold in the folded sheet. How many
parallel lines do you see now?
• What will happen if you do it once more? How many parallel
lines will you get? Is there a pattern? Check if the pattern
extends further, if you make another horizontal fold.
• Make a vertical fold in the square sheet. This new vertical line
is ___________ to the previous horizontal lines.
• Fold the sheet along a diagonal. Can you find a fold that creates
a line parallel to the diagonal line?

Ans:

Fill in the Blanks

● The opposite edges of the sheet are parallel to each other.
● The adjacent edges of the sheet are perpendicular to each other.

First Horizontal Fold

● We will see three parallel lines. The new line segment is perpendicular
to the vertical sides.

Subsequent Horizontal Folds

● After one more horizontal fold, we will see a total of five parallel lines.
The two original horizontal edges, the first fold line, and the second fold
line are all parallel to each other.
● If we fold it horizontally one more time, we will get nine parallel lines.
Yes, the pattern is 2n + 1, where n is the number of folds.
 Vertical and Diagonal Folds
• This new vertical line is perpendicular to the previous horizontal lines.
• Yes, we can find a fold that creates a line parallel to the diagonal line.

Page No. 112

Here is another activity for you to try.

• Take a square sheet of paper, fold it in the middle and unfold it.
• Fold the edges towards the centre line and unfold them.
• Fold the top right and bottom left corners onto the creased line to
create triangles. Refer to Fig. 5.8.
• The triangles should not cross the crease lines.
• Are a, b and c parallel to p, q and r respectively? Why or why not?

Fig. 5.8

Ans:

• Line segments a, b and c are parallel to Line segments p, q and r

respectively.

• a and p lie on parallel lines. b, q are both respectively perpendicular

to these, so are parallel to each other.

• c, r are both parallel because the triangular folds create lines

parallel to the same diagonal.

Page No. 113-114

Figure it Out

1. Draw some lines perpendicular to the lines given on the dot paper
in the Figure.

Fig. 5.10

Ans:
2. In the given Fig.5.11, mark the parallel lines using the notation given
above (single arrow, double arrow, etc). Mark the angle between
perpendicular lines with a square symbol.
(a) How did you spot the perpendicular lines?
(b) How did you spot the parallel lines?

Fig. 5.11
Ans:

(a) The vertical and horizontal lines on the grid paper meet at a 90-
degree angle (a right angle)
(b) By identifying lines that always remain the same distance apart.

3. In the dot paper following, draw different sets of parallel lines. The
line segments can be of different lengths but should have dots as
endpoints.

Ans: Some of the lines are:

4. Using your sense of how parallel lines look, try to draw lines parallel
to the line segments on this dot paper.
 (a) Did you find it challenging to draw some of them?
(b) Which ones?
(c) How did you do it?

Ans: Some of the lines are

(a) Yes
(b) Line segments e, f, h, and g.
(c) Parallel lines are drawn by keeping them equidistant from the given
line.
5. In Fig 5.13, which line is parallel to line a — line b or line c? How do
you decide this?

Fig. 5.13

Ans: In the given figure, line c is parallel to line a because these two lines are
always at the same distance apart.
Page No. 115

Is it possible for all the eight angles to have different measurements?

Why, why not?

Ans: No, because  1 =  3,  2 =  4,  5 =  7, and  6 =  8 (vertically opposite

angles are equal).

What about five different angles — 6, 5, 4, 3 and 2?

Ans: No, because  2 =  4.

Page No. 119

Figure it Out

Can you draw a line parallel to l, that goes through point A? How will
you do it with the tools from your geometry box? Describe your
method.

Ans:
Tools required: Ruler, Set-squares (right-angled triangle), Pencil, eraser
Steps:

1. Place the set square so that one side is along the line l.
2. Hold the ruler against the other side of the set square so that the
ruler won’t move.
3. Slide the set square along the ruler until one side reaches point A.
4. Draw a line along the edge of the set square through point A.
 5. This new line is parallel to line l and passes through point A.

Page No. 120.

Why are lines l and m parallel to each other?

Ans:

When we fold the paper, first we make line t perpendicular to l passing

through A. Then we make another line m perpendicular to t through point
A. Since lines l and m are perpendicular to t, so pair of corresponding
angles are equal i.e. 900. Thus, l and m are parallel.
Page No. 123-125
Figure it Out

1. Find the angles marked below.

Ans:
 a = 48°  b = 52°  c = 81°  d = 99°
 e = 69°  f = 48°  g = 122°  h = 75°
 i = 54°  j = 97°
2. Find the angle represented by a.

Ans: (i) 138° (ii) 118° (iii) 105° (iv) 23°

3. In the figures below, what angles do x and y stand for?

Ans:
(i)  x = 25°,  y = 155° (ii)  x = 25°

4. In Figure, ABC = 45° and IKJ = 78°. Find angles GEH, HEF, FED.

Ans:  GEH = 45°;  HEF = 57°;  FED = 78°

5. In the Figure, AB is parallel to CD, and CD is parallel to EF. Also, EA is
perpendicular to AB. If  BEF = 55°, find the values of x and y.

Ans:  x =  y = 125° [Corresponding Angles]

6. What is the measure of angle  NOP in the given figure?

[Hint: Draw lines parallel to LM and PQ through points N and O]

Ans:  NOP = 108°

 6 NUMBER PLAY

6.1 Numbers Tell us Things

What do the numbers in the figure below tell us?

Remember the children from the Grade 6 textbook of mathematics?
Now, they call out numbers using a different rule.

What do you think these numbers mean?

The children rearrange themselves and each one says a number
based on the new arrangement.

Could you figure out what these numbers convey? Observe and try to
find out.

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The rule is — each child calls out the number of children in front of
them who are taller than them. Check if the number each child says
matches this rule in both the arrangements.
Write down the number each child should say based on this rule for
the arrangement shown below.

Figure it Out
1. Arrange the stick figure cutouts given at the end of the book or
draw a height arrangement such that the sequence reads:
(a) 0, 1, 1, 2, 4, 1, 5
(b) 0, 0, 0, 0, 0, 0, 0
(c) 0, 1, 2, 3, 4, 5, 6
(d) 0, 1, 0, 1, 0, 1, 0
(e) 0, 1, 1, 1, 1, 1, 1
(f ) 0, 0, 0, 3, 3, 3, 3
2. For each of the statements given below, think and identify if it
is Always True, Only Sometimes True, or Never True. Share your
reasoning.
(a) If a person says ‘0’, then they are the tallest in the group.
(b) If a person is the tallest, then their number is ‘0’.
(c) The first person’s number is ‘0’.
(d) If a person is not first or last in line (i.e., if they are standing
somewhere in between), then they cannot say ‘0’.
(e) The person who calls out the largest number is the shortest.
(f ) What is the largest number possible in a group of 8 people?

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 Number Play

6.2 Picking Parity

Kishor has some number cards and is working on a puzzle: There
are 5 boxes, and each box should contain exactly 1 number card. The
numbers in the boxes should sum to 30. Can you help him find a way
to do it?

+ + + + = 30

Can you figure out which 5 cards add to 30? Is it possible?

There are many ways of choosing 5 cards from this collection.
Is there a way to find a solution without checking all possibilities?
Let us find out.
Add a few even numbers together. What kind of number do you get?
Does it matter how many numbers are added?
Any even number can be arranged in pairs without any leftovers.
Some even numbers are shown here, arranged in pairs.

As we see in the figure, adding any number of even numbers

will result in a number which can still be arranged in pairs
without any leftovers. In other words, the sum will always be an
even number.
Now, add a few odd numbers together. What kind of number do you
get? Does it matter how many odd numbers are added?
Odd numbers can not be arranged in pairs. An odd number is one
more than a collection of pairs. Some odd numbers are shown below:

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Can we also think of an odd number as one less than a collection

of pairs?
This figure shows that the sum of two odd numbers must always
be even! This along with the other figures here are more examples
of a proof!

We can see that

two odd numbers added
together can always be
arranged in pairs.

What about adding 3 odd numbers? Can the resulting sum be arranged
in pairs? No.

Explore what happens to the sum of (a) 4 odd numbers, (b) 5 odd
numbers, and (c) 6 odd numbers.
Let us go back to the puzzle Kishor was trying to solve. There are
5 empty boxes. That means he has an odd number of boxes. All the
number cards contain odd numbers.
They should add to 30, which is an even number. Since, adding any
5 odd numbers will never result in an even number, Kishor cannot
arrange these cards in the boxes to add up to 30.
Two siblings, Martin and Maria, were born exactly one year apart.
Today they are celebrating their birthday. Maria exclaims that the sum
of their ages is 112. Is this possible? Why or why not?
As they were born one year apart, their ages will be (two) consecutive
numbers. Can their ages be 51 and 52? 51 + 52 = 103. Try some other
consecutive numbers and see if their sum is 112.
The counting numbers 1, 2, 3, 4, 5, ... alternate between even and odd
numbers. In any two consecutive numbers, one will always be even
and the other will always be odd!
What would be the resulting sum of an even number and an odd
number? We can see that their sum can’t be arranged in pairs and thus
will be an odd number.

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 Number Play

Since 112 is an even number, and Martin’s and Maria’s ages are
consecutive numbers, they cannot add up to 112.
We use the word parity to denote the property of being even or odd.
For instance, the parity of the sum of any two consecutive numbers is
odd. Similarly, the parity of the sum of any two odd numbers is even.
Figure it Out
1. Using your understanding of the pictorial representation of odd
and even numbers, find out the parity of the following sums:
(a) Sum of 2 even numbers and 2 odd numbers (e.g., even + even
+ odd + odd)
(b) Sum of 2 odd numbers and 3 even numbers
(c) Sum of 5 even numbers
(d) Sum of 8 odd numbers
2. Lakpa has an odd number of ₹1 coins, an odd number of ₹5 coins
and an even number of ₹10 coins in his piggy bank. He calculated
the total and got ₹205. Did he make a mistake? If he did, explain
why. If he didn’t, how many coins of each type could he have?
3. We know that:
(a) even + even = even
(b) odd + odd = even
(c) even + odd = odd
Similarly, find out the parity for the scenarios below:
(d) even – even = ___________________
(e) odd – odd = ___________________
(f) even – odd = ___________________
(g) odd – even = ___________________

Small Squares in Grids

In a 3 × 3 grid, there are 9 small squares,
which is an odd number. Meanwhile, in
a 3 × 4 grid, there are 12 small squares,
which is an even number.
Given the dimensions of a grid, can you
tell the parity of the number of small
squares without calculating the product?

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Find the parity of the number of small squares in these grids:

(a) 27 × 13
(b) 42 × 78
(c) 135 × 654

Parity of Expressions
Consider the algebraic expression: 3n + 4. For different values of n, the
expression has different parity:

n Value of 3n + 4 Parity of the Value

3 13 odd
8 28 even
10 34 even

Come up with an expression that always has even parity.

Some examples are: 100p and 48w – 2. Try to find more.
Come up with expressions that always have odd parity.

Come up with other expressions, like 3n + 4, which could have either

odd or even parity.

The expression 6k + 2 evaluates to 8, 14, 20,... (for k = 1, 2, 3,...) — many

even numbers are missing.

Are there expressions using which we can list all the even numbers?
Hint: All even numbers have a factor 2.
Are there expressions using which we can list all odd numbers?
We saw earlier how to express the nth term of the sequence of
multiples of 4, where n is the letter-number that denotes a position in
the sequence (e.g., first, twenty third, hundred and seventeenth, etc.).
What would be the nth term for multiples of 2? Or, what is the nth even
number?
Let us consider odd numbers.
What is the 100th odd number?
To answer this question, consider the following question:

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 Number Play

What is the 100th even number?

This is 2 × 100 = 200.
Does this help in finding the 100th odd number? Let us compare the
sequence of evens and odds term-by-term.
Even Numbers: 2, 4, 6, 8, 10, 12,...
Odd Numbers: 1, 3, 5, 7, 9, 11,...
We see that at any position, the value at the odd number sequence
is one less than that in the even number sequence. Thus, the 100th odd
number is 200 – 1 = 199.
Write a formula to find the nth odd number.
Let us first describe the method that we have learnt to find the odd
number at a given position:
(a) Find the even number at that position. This is 2 times the
position number.
(b) Then subtract 1 from the even number.
Writing this in expressions, we get
(a) 2n
(b) 2n – 1
Thus, 2n is the formula that gives the nth even number, and 2n – 1 is
the formula that gives the nth odd number.

6.3 Some Explorations in Grids

16
Observe this 3 × 3 grid. It is filled following a simple 4 7 5
rule — use numbers from 1 – 9 without repeating
9
any of them. There are circled numbers outside the 6 1 2
grid.
3 9 8 20
Are you able to see what the circled numbers
represent? 13 17 15

The numbers in the yellow circles are the sums of the corresponding
rows and columns.
Fill the grids below based on the rule mentioned above:

13 24
9

14 4 15

5 18 3 6

24 9 12 12 16 17

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Make a couple of questions like this on your own and challenge your
peers.
Try solving the problem below. 5

You might have realised that it is not possible to

find a solution for this grid. Why is this the case? 21
6
The smallest sum possible is 6 = 1 + 2 + 3. The 19
largest sum possible is 24 = 9 + 8 + 7. Clearly, any
number in a circle cannot be less than 6 or 9 11 26
greater than 24. The grid has sums 5 and 26.
Therefore, this is impossible!
In the earlier grids which we solved, The 3 row sums
added together gives
Kishor noticed that the sum of all the 45! So does adding
numbers in the circles was always 90. Also, the column sums.
Vidya observed that the sum of the circled
numbers for all three rows, or for all three
columns, was always 45. Check if this is true
in the previous grids you have solved.
Why should the row sums and column sums
always add to 45?
From this grid, we can see that all the
row sums added together will be the same 4 7 5 4+7+5
as the sum of the numbers 1 – 9. This can be
seen for column sums as well. The sum of 6 1 2 6+1+2
the numbers 1 – 9 is
3 9 8 3+9+8
1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 = 45.
A square grid of numbers is called a
4+6+3 7+1+9 5+2+8
magic square if each row, each column and
each diagonal, add up to the same number.
This number is called the magic sum.
Diagonals are shown in the picture.
Trying to create a magic square by randomly filling
the grid with numbers may be difficult! This is because
there are a large number of ways of filling a 3 × 3 grid
using the numbers 1 – 9 without repetition. In fact, it
can be found that there are exactly 3,62,880 such ways.
Surprisingly, the number of ways to fill in the grid can be
found without listing all of them. We will see in later years how to do this.
Instead, we should proceed systematically to make a magic square.
For this, let us ask ourselves some questions.
1. What can the magic sum be? Can it be any number?

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 Number Play

Let us focus, for the moment, only on the row sums. We have seen that
in a 3 × 3 grid with numbers 1 – 9, the total of row sums will always be
45. Since in a magic square the row sums are all equal, and they add up
to 45, they have to be 15 each. Thus, we have the following observation.
Observation 1: In a magic square made using the numbers 1 – 9, the
magic sum must be 15.
2. What are the possible numbers that could occur at the centre of a
magic square?
Let us consider the possibilities one by one.
Can the central number be 9? If yes, then 8 must 8
come in one of the other squares. For example,
In this, we must have 8 + 9 + other number = 15. 9
But this is not possible! The same issue will
occur no matter where we place 8.
So, 9 cannot be at the centre. Can the central
number be 1?
If yes, then 2 should come in one of the other
squares.
Here, we must have 2 + 1 + other number = 15.
But this is not possible because we are only
using the numbers 1 – 9. The same issue will 1
occur no matter where we place 1.
So, 1 cannot be at the centre, either. 2

Using such reasoning, find out which other

numbers 1 – 9 cannot occur at the centre.
This exploration will lead us to the following
interesting observation.
Observation 2: The number occurring at
the centre of a magic square, filled using 1 – 9, 5
must be 5.
Let us now see where the smallest number 1
and the largest number 9 should come in a magic
square. Our second observation tells us that
they will have to come in one of the boundary
positions. Let us classify these positions into two categories:

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 Ganita Prakash | Grade 7

Can 1 occur in a corner position? For example, 15

1
can it be placed as follows?
If yes, then there should exist three ways of 5
adding 1 with two other numbers to give 15.
We have 1 + 5 + 9 = 1 + 6 + 8 = 15. Is any other
combination possible? 15
15

Similarly, can 9 can be placed in a corner position?

Observation 3: The numbers 1 and 9 cannot occur in any corner, so
they should occur in one of the middle positions.
Can you find the other possible positions for 1 and 9?

1 5 9 5

Now, we have one full row or column of the magic square!

Try completing it!
[Hint: First fill the row or columns containing 1 and 9]
Figure it Out
1. How many different magic squares can be made using the Math
numbers 1 – 9? Talk
2. Create a magic square using the numbers 2 – 10. What strategy
would you use for this? Compare it with the magic squares
made using 1 – 9.
3. Take a magic square, and
(a) increase each number by 1
(b) double each number
I n each case, is the resulting grid also a magic square? How do the
magic sums change in each case?
4. What other operations can be performed on a magic square to Math
yield another magic square? Talk
5. Discuss ways of creating a magic square using any set of 9
consecutive numbers (like 2 – 10, 3 – 11, 9 – 17, etc.).

Generalising a 3 × 3 Magic Square

We can describe how the numbers within the magic square are related
to each other, i.e., the structure of the magic square.

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 Number Play

Choose any magic square that you have made so far

using consecutive numbers. If m is the letter-number
of the number in the centre, express how other m
numbers are related to m, how much more or less
than m.
[Hint: Remember, how we described a 2 × 2 grid of a
calendar month in the Algebraic Expressions chapter].

Once the generalised form is obtained, share your observations Math

with the class. Talk

Figure it Out
1. Using this generalised form, find a magic square if the centre
number is 25.
2. What is the expression obtained by adding the 3 terms of any row,
column or diagonal?
3. Write the result obtained by—
(a) adding 1 to every term in the generalised form.
(b) doubling every term in the generalised form
4. Create a magic square whose magic sum is 60.
5. Is it possible to get a magic square by filling nine
Try
non-consecutive numbers? This

The First-ever 4 × 4 Magic Square

The first ever recorded 4 × 4 magic square is found in a 10th century
inscription at the Pārśhvanath Jain temple in Khajuraho, India, and is
known as the Chautīsā Yantra.

7 12 1 14

2 13 8 11

16 3 10 5

9 6 15 4
The first ever recorded 4 × 4 magic square, the Chautīsā Yantra, at Khajuraho, India

Chau̐tīs means 34. Why do you think they called it the Chautīsā Yantra?
Every row, column and diagonal in this magic square adds up to 34.
Can you find other patterns of four numbers in the square that add up
to 34?

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 Ganita Prakash | Grade 7

Magic Squares in History and Culture

The first magic square ever recorded, the Lo Shu Square, dates
back over 2000 years to ancient China. The legend tells of a
catastrophic flood on the Lo River, during which the gods sent
a turtle to save the people. The turtle carried a 3 × 3
grid on its back, with the numbers 1 to 9 arranged in
2 7 6 a magical pattern.
Magic squares were studied in different parts of
9 5 1 the world at different points of time including India, Japan,
Central Asia, and Europe.
4 3 8
Indian mathematicians have worked extensively on magic
squares, describing general methods of constructing them.
The work of Indian mathematicians was not just limited to 3 × 3 and
4 × 4 grids, which we considered above, but also extended to 5 × 5 and
other larger square grids. We shall learn more about these in
later grades.
The occurrence of magic squares is not limited to scholarly
mathematical works. They are found in many places in India.
The picture to the right is of a 3 × 3 magic square found on
a pillar in a temple in Palani, Tamil Nadu. The temple dates
back to the 8th century CE.
3 × 3 magic squares can also be found in homes and shops in
India. The Navagraha Yantra is one such example shown below.

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 Number Play

Notice that a different magic sum is associated with each graha. A

picture of a Kubera Yantra is shown below:

27 20 25

22 24 26

23 28 21

6.4 Nature’s Favourite Sequence: The Virahāṅka–

Fibonacci Numbers!
The sequence 1, 2, 3, 5, 8, 13, 21, 34, . . . (Virahāṅka–Fibonacci Numbers)
is one of the most celebrated sequences in all of mathematics — it
occurs throughout the world of Art, Science, and Mathematics. Even
though these numbers are found very frequently in Science, it is
remarkable that these numbers were first discovered in the context of
Art (specifically, poetry)!
The Virahāṅka–Fibonacci Numbers thus provide a beautiful
illustration of the close links between Art, Science, and Mathematics.

Discovery of the Virahāṅka Numbers

The Virahāṅka numbers first came up thousands of years ago in the
works of Sanskrit and Prakrit linguists in their study of poetry!
In the poetry of many Indian languages, including, Prakrit, Sanskrit,
Marathi, Malayalam, Tamil, and Telugu, each syllable is classified as
either long or short.
A long syllable is pronounced for a longer duration than a short
syllable — in fact, for exactly twice as long. When singing such a poem,
a short syllable lasts one beat of time, and a long syllable lasts two
beats of time.
This leads to numerous mathematical questions, which the ancient
poets in these languages considered extensively. A number of important
mathematical discoveries were made in the process of asking and
answering these questions about poetry.
One of these particularly important questions was the following.
How many rhythms are there with 8 beats consisting of short syllables
(1 beat) and long syllables (2 beats)? That is, in how many ways can one

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 Ganita Prakash | Grade 7

fill 8 beats with short and long syllables, where a short syllable takes
one beat of time and a long syllable takes two beats of time.
Here are some possibilities:
long long long long
short short short short short short short short
short long long short long
long long short short long
.
.
.
Can you find others?
Phrased more mathematically: In how many different ways can one
write a number, say 8, as a sum of 1’s and 2’s?
For example, we have:
8 = 2 + 2 + 2 + 2,
8 = 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1,
8 = 1 + 2 + 2 + 1 + 2,
8 = 2 + 2 + 1 + 1 + 2,
etc.
Do you see other ways?
Here are all the ways of writing each of the numbers 1, 2, 3, and 4,
as the sum of 1’s and 2’s.

Different Ways Number of Ways

n=1 1 1
1+1
n=2 2
2
1+1+1
n=3 1+2 3
2+1
1+1+1+1
1+1+2
n=4 1+2+1 5
2+1+1
2+2
Try writing the number 5 as a sum of 1s and 2s in all possible ways
in your notebook! How many ways did you find? (You should find 8
different ways!) Can you figure out the answer without listing down all
the possibilities? Can you try it for n = 8?
Here is a systematic way to write down all rhythms of short and long
syllables having 5 beats. Write a ‘1+’ in front of all rhythms having 4
beats, and then a ‘2+’ in front of all rhythms having 3 beats. This gives
us all the rhythms having 5 beats:

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 Number Play

n=5 1+1+1+1+1 2+1+1+1

1+1+1+2 2+1+2
1+1+2+1 2+2+1
1+2+1+1
1+2+2
Thus, there are 8 rhythms having 5 beats!
The reason this method works is that every 5-beat rhythm must begin
with either a ‘1+’ or a ‘2+’. If it begins with a ‘1+’, then the remaining
numbers must give a 4-beat rhythm, and we can write all those down.
If it begins with a 2+, then the remaining number must give a 3-beat
rhythm, and we can write all those down. Therefore, the number of
5-beat rhythms is the number of 4-beat rhythms, plus the number of
3-beat rhythms.
How many 6-beat rhythms are there? By the same reasoning, it will
be the number of 5-beat rhythms plus the number of 4-beat rhythms,
i.e., 8 + 5 = 13. Thus, there are 13 rhythms having 6 beats.
Use the systematic method to write down all 6-beat rhythms, i.e., write
6 as the sum of 1’s and 2’s in all possible ways. Did you get 13 ways?
This beautiful method for counting all the rhythms of short syllables
and long syllables having any given number of beats was first given by
the great Prakrit scholar Virahāṅka around the year 700 CE. He gave
his method in the form of a Prakrit poem! For this reason, the sequence
1, 2, 3, 5, 8, 13, 21, 34, . . . is known as the Virahāṅka sequence, and
the numbers in the sequence are known as the Virahāṅka numbers.
Virahāṅka was the first known person in history to explicitly consider
these important numbers and write down the rule for their formation.
Other scholars in India also considered these numbers in the
same poetic context. Virahāṅka was inspired by earlier work of the
legendary Sanskrit scholar Piṅgala, who lived around 300 BCE. After
Virahāṅka, these numbers were also written about by Gopala (c. 1135
CE) and then by Hemachandra (c. 1150 CE).
In the West, these numbers have been known as the Fibonacci
numbers, after the Italian mathematician who wrote about them in
the year 1202 CE — about 500 years after Virahāṅka. As we can see,
Fibonacci was not first, nor the second, not even the third person to
write about these numbers! Sometimes the term “Virahāṅka–Fibonacci
numbers” is used so that everyone understands what is being referred
to.
So, how many rhythms of short and long syllables are there having
8 beats? We simply take the 8th element of the Virahāṅka sequence:
1, 2, 3, 5, 8, 13, 21, 34 , 55, ...
Thus, there are 34 rhythms having 8 beats.

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 Ganita Prakash | Grade 7

Write the next number in the sequence, after 55.

We have seen that the next number in the sequence is given by
adding the two previous numbers. Check that this holds true for the
numbers given above. The next number is 34 + 55 = 89.
Write the next 3 numbers in the sequence:
1, 2, 3, 5, 8, 13, 21, 34 , 55, 89, ____, ____, ____, …
If you have to write one more number in the sequence above, can
you tell whether it will be an odd number or an even number (without
adding the two previous numbers)?
What is the parity of each number in the sequence? Do you notice any
pattern in the sequence of parities?
Today, the Virahāṅka–Fibonacci numbers form the basis of many
mathematical and artistic theories, from poetry to drumming, to
visual arts and architecture, to science. Perhaps the most stunning
occurrences of these numbers are in nature. For example, the number
of petals on a daisy is generally a Virahāṅka number.
How many petals do you see on each of these flowers?

A daisy with 13 A daisy with 21 A daisy with 34

petals petals petals

There are many other

remarkable mathematical
properties of the Virahāṅka–
Fibonacci numbers that we
will see later, in mathematics
as well as in other subjects.
These numbers truly
exemplify the close connections
between Art, Science, and
Mathematics.

6.5 Digits in Disguise

You have done arithmetic operations with numbers. How about doing
the same with letters?

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 Number Play

In the calculations below, digits are replaced by letters. Each letter

stands for a particular digit (0 – 9). You have to figure out which digit
each letter stands for.

T
T
+ T
UT
Here, we have a one-digit number that, when added to itself twice,
gives a 2-digit sum. The units digit of the sum is the same as the single
digit being added.
What could U and T be? Can T be 2? Can it be 3? K2
Once you explore, you will see that T = 5 and UT = 15. + K2
Let us look at one more example shown on the right.
Here K2 means that the number is a 2-digit number HMM
having the digit ‘2’ in the units place and ‘K’ in the tens place. K2 is
added to itself to give a 3-digit sum HMM. What digit should the letter
M correspond to?
Both the tens place and the units place of the sum have the same
digit.
What about H? Can it be 2? Can it be 3?
These types of questions can be interesting and fun to solve! Here
are some more questions like this for you to try out. Find out what each
letter stands for.
Share how you thought about each question with your classmates;
you may find some new approaches.

YY B5 KP C1
+ Z + 3D + KP + C
ZOO ED5 PRR 1FF
These types of questions are called ‘cryptarithms’ or ‘alphametics’.
Figure it Out
1. A light bulb is ON. Dorjee toggles its switch 77 times. Will the
bulb be on or off? Why?

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 Ganita Prakash | Grade 7

2. Liswini has a large old encyclopaedia. When she opened it, several
loose pages fell out of it. She counted 50 sheets in total, each printed
on both sides. Can the sum of the page numbers of the loose sheets
be 6000? Why or why not?
3. Here is a 2 × 3 grid. For each row and column, o
the parity of the sum is written in the circle; ‘e’
for even and ‘o’ for odd. Fill the 6 boxes with 3 e
odd numbers (‘o’) and 3 even numbers (‘e’) to
satisfy the parity of the row and column sums. e e o
4. Make a 3 × 3 magic square with 0 as the magic
sum. All numbers can not be zero. Use negative numbers, as needed.
5. Fill in the following blanks with ‘odd’ or ‘even’:
(a) Sum of an odd number of even numbers is ______
(b) Sum of an even number of odd numbers is ______
(c) Sum of an even number of even numbers is ______
(d) Sum of an odd number of odd numbers is ______
6. What is the parity of the sum of the numbers from 1 to 100?
7. Two consecutive numbers in the Virahāṅka sequence are 987 and
1597. What are the next 2 numbers in the sequence? What are the
previous 2 numbers in the sequence?
8. Angaan wants to climb an 8-step staircase. His playful rule is that
he can take either 1 step or 2 steps at a time. For example, one of
his paths is 1, 2, 2, 1, 2. In how many different ways can he reach
the top?
9. What is the parity of the 20th term of the Virahāṅka sequence?
10. Identify the statements that are true.
(a) The expression 4m – 1 always gives odd numbers.
(b) All even numbers can be expressed as 6j – 4.
(c) Both expressions 2p + 1 and 2q – 1 describe all odd numbers.
(d) The expression 2f + 3 gives both even and odd numbers.
11. Solve this cryptarithm:

UT
+ TA
TAT

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 Number Play

SUMMARY
In this chapter, we have explored the following:
• In the first activity, we saw how to represent information about how
a sequence of numbers (e.g., height measures) is arranged without
knowing the actual numbers.
• We learnt the notion of parity — numbers that can be arranged in
pairs (even numbers) and numbers that cannot be arranged in pairs
(odd numbers).
• We learnt how to determine the parity of sums and products.
• While exploring sums in grids, we could determine whether filling
a grid is impossible by looking at the row and column sums. We
extended this to construct magic squares.
• We saw how Virahāṅka numbers were first discovered in history
through the Arts. The Virahāṅka sequence is 1, 2, 3, 5, 8, 13, 21, 34,
55, ...
• We became math-detectives through cryptarithms, where digits are
replaced by letters.

I just heard
that 14,70,369
Wait, shouldn’t
people got
it be an even
married last
number?
year.

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 CHAPTER – 6
Number Play

Page No- 128

Write down the number each child should say based on this rule for the
arrangement shown below.

The rule is:

Each child calls out the number of children standing in front of them who are
taller than they are. Let’s assign the numbers from left to right for the 7
children:
Child 1: From left → 0
Child 2: From left → 0
Child 3: From left → 1
Child 4: From left → 0
Child 5: From left → 3
Child 6: From left → 0
Child 7: From left → 3

Figure it out

1. Arrange the stick figure cutouts given at the end of the book or draw a
height arrangement such that the sequence reads:
(a) 0, 1, 1, 2, 4, 1, 5
(b) 0, 0, 0, 0, 0, 0, 0
(c) 0, 1, 2, 3, 4, 5, 6
(d) 0, 1, 0, 1, 0, 1, 0
(e) 0, 1, 1, 1, 1, 1, 1
(f) 0, 0, 0, 3, 3, 3, 3

1
Ans:
(a) From the cutouts at the back of the book we have → F, C, B, G, A, D, E
May also like to draw this way —

Try for other subparts

2. For each of the statements given below, think and identify if it is Always
True, Only Sometimes True, or Never True. Share your reasoning.
(a) If a person says ‘0’, then they are the tallest in the group.
(b) If a person is the tallest, then their number is ‘0’.
(c) The first person’s number is ‘0’.
(d) If a person is not first or last in line (i.e., if they are standing
somewhere in between), then they cannot say ‘0’.
(e) The person who calls out the largest number is the shortest.
(f) What is the largest number possible in a group of 8 people?
Ans:
(a) Only sometimes true
(b) Always true
(c) Always true
(d) Only sometimes true
(e) Only sometimes true
(f) The largest possible number in a group of 8 people is 7

Page No- 131

Figure it out

1. Using your understanding of the pictorial representation of odd and even

numbers, find out the parity of the following sums:
(a) Sum of 2 even numbers and 2 odd numbers (e.g., even + even + odd +
odd)
(b) Sum of 2 odd numbers and 3 even numbers

2
 (c) Sum of 5 even numbers
(d) Sum of 8 odd numbers
Ans:
(a) Even number
(b) Even number
(c) Even number
(d) Even number

2. Lakpa has an odd number of ₹1 coins, an odd number of ₹5 coins and an

even number of ₹10 coins in his piggy bank. He calculated the total and got
₹205. Did he make a mistake? If he did, explain why. If he didn’t, how many
coins of each type could he have?
Ans:
Lakpa must have made a mistake!
The total can never be ₹205 with the given coin counts.

3. We know that:

(a) even + even = even

(b) odd + odd = even

(c) even + odd = odd

Similarly, find out the parity for the scenarios below:

(d) even – even = _____

(e) odd – odd = _____

(f) even – odd = _____

(g) odd – even = _____

Ans:

(d) Even
(e) Even
(f) Odd
(g) Odd

3
 Given the dimensions of a grid, can you tell the parity of the number of
small squares without calculating the product?

Ans:

The parity of the number of small squares in a grid (with m rows and n
columns) is:

(i) Even, if at least one of the numbers (either m or n) is even.

(ii) Odd, if both numbers (m and n) are odd.
(iii) Even, if both numbers (m and n) are even.

Page No- 132

Find the parity of the number of small squares in these grids:

(a) 27 × 13
(b) 42 × 78
(c) 135 × 654

Ans:
(a) Odd
(b) Even
(c) Even

Come up with an expression that always has odd parity.

Ans:
Some such expressions are 2m + 1, 8a + 3; 4n + 3, 6n + 5 etc.

Come up with other expressions, like 3n + 4, which could have either odd
or even parity.
Ans:

4
 (i) If n is odd, then 3n + 4 is odd then some expressions of odd parity would be—
5n + 2, 9n + 4 etc.
Some expressions of even parity — 2n + 4, 4n + 6 etc.
(ii) If n is even, then 3n + 4 is even then all expression will be even parity —
(5n – 2), n + 4 etc.

Are there expressions using which we can list all odd numbers?
Ans: 2n-1 is the expression that can list all odd numbers.

What would be the nth term for multiples of 2? Or, what is the nth even
number?
Ans: 2n

Fill the grids below based on the rule mentioned above:

Ans:

Try to find out other possible ways.

5
Page No- 136

Figure it out
1. How many different magic squares can be made using the numbers 1 – 9?
Ans: There is exactly one unique magic square with numbers 1 – 9, if we ignore
rotations and reflections.

8 1 6

3 5 7

4 9 2

2. Create a magic square using numbers 2 – 10. What strategy would you use
for this? Compare it with the magic squares made using 1 – 9.
Ans: We will add 1 to every number in the magic square in Q.1

9 2 7

4 6 8

5 10 3

3. Take a magic square, and

(a) Increase each number by 1
(b) Double each number
In each case, is the resulting grid also a magic square? How do the magic
sums change in each case?

Ans: Consider the magic square.

8 1 6

3 5 7

4 9 2

6
 (a) After increasing each number by 1:

9 2 7

4 6 8

5 10 3

This is still a magic square.

(b) After Doubling each number:

16 2 12

6 10 14

8 18 4

This is still a magic square

In case (a), magic sum is increased by 3 times that constant. (i.e., 1)
In case (b), magic sum is multiplied by that constant. (i.e., 2)

4. What other operations can be performed on a magic square to yield

another magic square?
Ans:
Operations like Addition, subtraction, multiplication and division can be
performed on a magic square to yield another magic square.

5. Discuss ways of creating a magic square using any set of 9 consecutive

numbers (like 2 – 10, 3 – 11, 9 – 17, etc.).
Ans:
Magic square with numbers 1 – 9:

8 1 6

3 5 7

4 9 2

7
 Magic square with numbers 2 – 10 can be created by adding 1 to each number
of the magic square 1 – 9.

9 2 7

4 6 8

5 10 3

Magic square with numbers 3 – 11 can be created by adding 2 to each number

of the magic square 1 – 9.
Magic square with numbers 9 – 17 can be created by adding 8 to each number
of the magic square 1 – 9.

Choose any magic square that you have made so far using consecutive
numbers. If m is the letter-number of the number in the centre, express
how other numbers are related to m, how much more or less than m. [Hint:
Remember, how we described a 2 × 2 grid of a calendar month in the
Algebraic Expressions chapter].
Ans: Taking ‘m’ as the letter-number of the number in the centre and expressing
other numbers in relation to ‘m’.

m+3 m–4 m+1

m–2 m m+2

m–1 m+4 m–3

Page No- 137

Figure it out
1. Using this generalised form, find a magic square if the centre number is
25.
Ans:
28 21 26
23 25 27
24 29 22

8
 2. What is the expression obtained by adding the 3 terms of any row,
column, or diagonal?
Ans: The expression obtained = 3 × m
where m is the letter - number representing the number in the centre.

3. Write the result obtained by

(a) Adding 1 to every term in the generalised form.
(b) Doubling every term in the generalised form.
Ans:
(a)

m+4 m–3 m+2

m–1 m+1 m+3

m m+5 m–2
(b)

2m + 6 2m – 8 2m + 2

2m – 4 2m 2m + 4

2m – 2 2m + 8 2m – 6

4. Create a magic square whose magic sum is 60.

Ans:
23 16 21

18 20 22

19 24 17

5. Is it possible to get a magic square by filling nine non-consecutive

numbers?
Ans:
Yes, it is possible.
24 3 18

9 15 21

12 27 6
Try some more.

9
Page No- 142

Write the next 3 numbers in the sequence:

1, 2, 3, 5, 8, 13, 21, 34, 55, 89, ____, ____, ____, …
If you have to write one more number in the sequence above, can you tell
whether it will be an odd number or an even number (without adding the
two previous numbers)?

Ans: 55 + 89 = 144, 89 + 144 = 233, 144 + 233 = 3779

The next number will be an even number.

What is the parity of each number in the sequence? Do you notice any
pattern in the sequence of parities?

The parity patterns —

Sequence: 1(O), 2(E), 3(O), 5(O), 8(E), 13(O), 21(O), 34(E), …
The pattern is: Odd, Even, Odd, Odd, Even, Odd, Odd, Even….
The group odd, even, odd repeats.
3rd term = 1st term + 2nd term = O + E = O;
4th term = 2nd term + 3rd term = E + O = O;
5th term = 3rd term + 4th term = O + O = E…

Page No- 143-44

Figure it out
1. A light bulb is ON. Dorjee toggles its switch 77 times. Will the bulb be on or
off? Why?
Ans. The bulb will be OFF.

2. Liswini has a large old encyclopaedia. When she opened it, several loose
pages fell out of it. She counted 50 sheets in total, each printed on both
sides. Can the sum of the page numbers of the loose sheets be 6000? Why
or why not?
Ans. Each sheet has two pages, one with an even number and the other with an odd
number.
Since there are 50 sheets, so there will be fifty pages with an even number and
50 pages with an odd number
The sum of the even numbers is even.
The sum of the odd numbers taken even number of times is also even.
Thus, 6000 being even, it is possible that sum of all the page numbers of the
loose sheets could be 6000.

10
 3. Here is a 2 × 3 grid. For each row and column, the parity of the sum is
written in the circle; ‘e’ for even and ‘o’ for odd. Fill the 6 boxes with 3 odd
numbers (‘o’) and 3 even numbers (‘e’) to satisfy the parity of the row and
column sums.

Ans: One of the ways is –

Try more combinations.

4. Make a 3 × 3 magic square with 0 as the magic sum. All numbers cannot
be zero. Use negative numbers, as needed.
Ans: One of the such magic squares is –

3 –4 1

–2 0 2

–1 4 –3

5. Fill in the following blanks with ‘odd’ or ‘even’:

(a) Sum of an odd number of even numbers is ______
(b) Sum of an even number of odd numbers is ______
(c) Sum of an even number of even numbers is ______
(d) Sum of an odd number of odd numbers is ______
Ans:
(a) Even.
(b) Even.

11
 (c) Even.
(d) Odd.

6. What is the parity of the sum of numbers from 1 to 100?

Ans: The parity is even. [Hint– Add numbers from 1 to 100.]

7. Two consecutive numbers in the Virahanka sequence are 987 and 1597.
What are the next 2 numbers in the sequence? What are the previous 2
numbers in the sequence?
Ans:
The next two numbers are:
987 + 1597 = 2584
1597 + 2584 = 4181
The previous two numbers are:
1597 – 987 = 610
987 – 610 = 377
The sequence is …, 377, 610, 987, 1597, 2584, 4181, …

8. Angaan wants to climb an 8 - step staircase. His playful rule is that he can
take either 1 step or 2 steps at a time. For example, one of his paths is 1, 2,
2, 1, 2. In how many different ways can he reach the top?
Ans:
Different Ways Number of ways

1, 1, 1, 1, 1, 1, 1, 1 1
1, 1, 1, 1, 1, 1, 2 7
1, 1, 1, 1, 1, 2, 1
.
.
.
1, 1, 1, 1, 2, 2 15
1, 1, 1, 2, 1, 2
.
.
.
1, 1, 2, 2, 2 10
1, 2, 2, 2, 1
.
.
.
2, 2, 2, 2 1

So, the total ways in which Angaan reaches the top = 1 + 7 + 15 + 10 + 1 = 34

ways.

12
 9. What is the parity of the 20th term of the Virahanka sequence?
Ans:
Consider the Virahanka sequence given below:
1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987, ….
The pattern of odd/even in Virahanka numbers is:
O, E, O, O, E, O …
So the 20th term of the Virahanka sequence is even.

10. Identify the true statements.

(a) The expression 4m – 1 always gives odd numbers.
(b) All even numbers can be expressed as 6j – 4.
(c) Both expressions 2p + 1 and 2q – 1 describe all odd numbers.
(d) The expression 2f + 3 gives both even and odd numbers.

Ans:
(a) True
(b) False
(c) False
(d) False

11. Solve this cryptarithm:

Ans:

U = 9, T = 1 and A = 0.

13
 A TALE OF THREE
7 INTERSECTING
LINES

A triangle is the most basic closed shape. As we know, it consists of:

• three corner points, that we call the vertex of the triangle, and
• three line segments or the sides of the triangle that join the pairs
of vertices.
Triangles come in various shapes. Some of them are shown below.
B
A
U
X

Y Z
B ∆ YZX A
W
C
∆ ABC V ∆WUV
∆BAU U

Observe the symbol used to denote a triangle and how the triangles
are named using their vertices. While naming a triangle, the vertices
can come in any order.
The three sides meeting at the corners give rise to three angles that
we call the angles of the triangle. For example, in ∆ABC, these angles
are ∠CAB, ∠ABC, ∠BCA, which we simply denote as ∠A, ∠B and ∠C,
respectively.
What happens when the three vertices lie on a straight line?

7.1 Equilateral Triangles

Among all the triangles, the equilateral triangles are the most symmetric
ones. These are triangles in which all the sides are of equal lengths. Let
us try constructing them.
Construct a triangle in which all the sides are of length 4 cm.

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How did you construct this triangle and what tools did you use? Can
this construction be done only using a marked ruler (and a pencil)?
Constructing this triangle using just a ruler is certainly possible. But
this might require several trials. Say we draw the base — let us call it
AB — of length 4 cm (see the figure below), and mark the third point C
using a ruler such that AC = 4 cm. This may not lead to BC also having
a length of 4 cm. If this happens, we will have to keep making attempts
to mark C till we get BC to be 4 cm long.
C

4
4 cm

cm
A ? B
4 cm

How do we make this construction more efficient?

Recall solving a similar problem in the previous year using a compass
(in the Chapter ‘Playing with Constructions’). We had to mark the top
point of a ‘house’ which is 5 cm from two other points. The method we
used to get that point can also be used here.
After constructing AB = 4 cm, we can do the following.
Step 1: Using a compass, construct a sufficiently long arc of radius 4 cm
from A, as shown in the figure. The point C is somewhere on this arc.
How do we mark it?

A 4 cm B

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Step 2: Construct another arc of radius 4 cm from B.

A 4 cm B

Let C be the point of intersection of the arcs.

The construction ensures that both AC and BC are of length 4 cm. Can
you see why?
Step 3: Join AC and BC to get the required equilateral triangle.
C

A 4 cm B

7.2 
Constructing a Triangle When its Sides are
Given
How do we construct triangles that are not equilateral?
Construct a triangle of sidelength 4 cm, 5 cm and 6 cm.
As in the previous case, this triangle can also be constructed using
just a marked ruler. But it will involve several trials.

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How do we construct this triangle more efficiently?

Choose one of the given lengths to be the base of the triangle: say 4
cm. Draw the base. Let A and B be the base vertices, and call the third
vertex C. Let AC = 5 cm and BC = 6 cm.

Fig. 7.1

Like we did in the case of equilateral triangles, let us first get all the
points that are at a 5 cm distance from A. These points lie on the circle
whose centre is A and has radius 5 cm. The point C must lie somewhere
on this circle. How do we find it?

m
5c
A B
4 cm

Fig. 7.2

We will make use of the fact that the point C is 6 cm away from B.
Construct an arc of radius 6 cm from B.

m
5c

A B

cm
6

Fig. 7.3

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The required point C is one of the points of intersection of the two

circles. C
The reason why the point of
intersection is the third vertex is the
same as for equilateral triangles. This
point lies on both the circles. Hence
its distance from A is the radius of
the circle centred at A (5 cm) and its B
A
distance from B is the same as the
radius of the circle centred at B (6 cm).
Let us summarise the steps of
construction, noting that constructing
full circles is not necessary to get the
third vertex (see Fig. 7.2 and 7.3).
Step 1: Construct the base AB with one of the side lengths. Let us choose
AB = 4 cm (see Fig. 7.1).
Step 2: From A, construct a sufficiently long arc of radius 5 cm
(see Fig. 7.2).
Step 3: From B, construct an arc of radius 6 cm such that it intersects
the first arc (see Fig. 7.3).
Step 4: 
The point where both the arcs meet is the required third
vertex C. Join AC and BC to get ∆ABC.

Construct
Construct triangles having the following sidelengths (all the units are
in cm):
(a) 4, 4, 6
(b) 3, 4, 5
(c) 1, 5, 5
(d) 4, 6, 8
(e) 3.5, 3.5, 3.5
We have seen that triangles having all three equal sides are called
equilateral triangles. Those having two equal sides are called isosceles
triangles.
Figure it Out
1. Use the points on the circle and/or the centre to
form isosceles triangles.

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2. Use the points on the circles and/or their centres to form isosceles
and equilateral triangles. The circles are of the same size.

A B A B

A and B are the centres of A, B, and C are the centres of

circles of the same size circles of the same size

Are Triangles Possible for any Lengths?

Can one construct triangles having any given sidelengths? Are there
lengths for which it is impossible to construct a triangle? Let us explore
this.
Construct a triangle with sidelengths 3 cm, 4 cm, and 8 cm.
What is happening? Are you able to construct the triangle?
Here is another set of lengths: 2 cm, 3 cm, and 6 cm. Check if a triangle
is possible for these sidelengths.

Try to find more sets of lengths for which a triangle construction Math
is impossible. See if you can find any pattern in them. Talk
We see that a triangle is possible for some sets of lengths and
not possible for others. How do we check if a triangle exists for a given
set of lengths? One way is to actually try to construct the triangle and
check if it is possible. Is there a more efficient way to check this?
Triangle Inequality
Consider the lengths 10 cm, 15 cm and 30 cm. Does there exist a triangle
having these as sidelengths?
To tackle this question, let us study a property of triangles. Imagine
a small plot of plain land having a tent, a tree, and a pole. Imagine
you are at the entrance of the tent and want to go to the tree. Which is
the shorter path: (i) the straight-line path to the tree (the red path) or
(ii) the straight-line path from the tent to the pole, followed by the
straight-line path from the pole to the tree (the yellow path)?

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Clearly, the direct straight-line path from the tent to the tree is shorter
than the roundabout path via the pole. In fact, the direct straight-line
path is the shortest possible path to the tree from the tent.

Will the direct path between any two points be shorter than the
roundabout path via a third point? Clearly, the answer is yes.
Can this understanding be used to tell something about the existence
of a triangle having sidelengths 10 cm, 15 cm and 30 cm?
Let us suppose that there is a triangle for this set of lengths. Remember
that at this point we are not sure about the existence of the triangle but
we are only supposing that it exists. Let us draw a rough diagram.

Fig. 7.4

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Does everything look right with this triangle?

If this triangle were possible, then the direct path between any two
vertices should be shorter than the roundabout path via the third
vertex. Is this true for our rough diagram?
Let us consider the paths between B and C.
Direct path length = BC = 10 cm
What is the length of the roundabout path via the vertex A? It is the
sum of the lengths of line segments BA and AC.
Roundabout path length = BA + AC = 15 cm + 30 cm = 45 cm
Is the direct path length shorter than the roundabout path length? Yes.
Let us now consider the paths between A and B.
Direct path length = AB = 15 cm
Finding the length of the roundabout path via the vertex C, we get
Roundabout path length = AC + CB = 30 cm + 10 cm = 40 cm
I s the direct path length shorter than the roundabout path length? Yes.
Finally, consider paths between C and A.
Direct path length = CA = 30 cm
Roundabout path length = CB + BA = 10 cm + 15 cm = 25 cm
Is the direct path length shorter than the roundabout path length? In
this case, the direct path is longer, which is absurd. Can such a triangle
exist? No.
Therefore, a triangle having sidelengths 10 cm, 15 cm and 30 cm
cannot exist.
We are thus able to see without construction why a triangle for the
set of lengths 10 cm, 15 cm and 30 cm cannot exist. We have been able
to figure this out through spatial intuition and reasoning.
Recall how we used similar intuition and reasoning to discover
properties of intersecting and parallel lines. We will continue to do
this as we explore geometry.
Can we say anything about the existence of a triangle having sidelengths
3 cm, 3 cm and 7 cm? Verify your answer by construction.

“In the rough diagram in Fig. 7.4, is it possible to assign

lengths in a different order such that the direct paths are
always coming out to be shorter than the roundabout
paths? If this is possible, then a triangle might exist.”
Is such rearrangement of lengths possible in the triangle? Math
Talk

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Figure it Out
1. We checked by construction that there are no triangles having
sidelengths 3 cm, 4 cm and 8 cm; and 2 cm, 3 cm and 6 cm. Check if
you could have found this without trying to construct the triangle.
2. Can we say anything about the existence of a triangle for each of
the following sets of lengths?
(a) 10 km, 10 km and 25 km
(b) 5 mm, 10 mm and 20 mm
(c) 12 cm, 20 cm and 40 cm
You would have realised that using a rough figure and comparing
the direct path lengths with their corresponding roundabout path
lengths is the same as comparing each length with the sum of the other
two lengths. There are three such comparisons to be made.
3. For each set of lengths seen so far, you might have noticed that Try
in at least two of the comparisons, the direct length was less This
than the sum of the other two (if not, check again!). For example,
for the set of lengths 10 cm, 15 cm and 30 cm, there are two
comparisons where this happens:
10 < 15 + 30

15 < 10 + 30
But this doesn’t happen for the third length: 30 > 10 + 15.
Will this always happen? That is, for any set of lengths, will there be at
least two comparisons where the direct length is less than the sum of
the other two? Explore for different sets of lengths.

Further, for a given set of lengths, is it possible to identify which

lengths will immediately be less than the sum of the other two, without
calculations?

[Hint: Consider the direct lengths in the increasing order.]

Given three sidelengths, what do we need to compare to check for the

existence of a triangle?
When each length is smaller than the sum of the other two, we say
that the lengths satisfy the triangle inequality. For example, the set 3,
4, 5 satisfies the triangle inequality whereas, the set 10, 15, 30 does not
satisfy the triangle inequality.
We have seen that lengths such as 10, 15, 30 that do not satisfy the
triangle inequality cannot be the sidelengths of a triangle.

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Does a triangle exist with sidelengths 4 cm, 5 cm and 8 cm?

This satisfies the triangle inequality:
8<4+5=9

Why do we not need to check the other two sides?

This means that all the direct path lengths are less than the
roundabout path lengths. Does this confirm the existence of a triangle?
If one of the direct path lengths had been longer, we could have
concluded that a triangle would surely not exist. But in this case, we
can only say that a triangle may or may not exist.
For the triangle to exist, the arcs that we construct to get the third
vertex must intersect. Is it possible to determine that this will happen
without actually carrying out the construction?
Visualising the construction of circles
Let us imagine that we start the construction by constructing the
longest side as the base. Let AB be the base of length 8 cm. The next
step is the construction of sufficiently long arcs corresponding to the
other two lengths: 4 cm and 5 cm.
Instead of just constructing the arcs, let us complete the full circles.
Suppose, we construct a circle of radius 4 cm with A as the centre.

Now, suppose that a circle of radius 5 cm is constructed, centred at B.

Can you draw a rough diagram of the resulting figure?
Note that in the figure below, AX = 4 cm and AB = 8 cm. So, what is
BX? Does this length help in visualising the resulting figure?

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Since BX = 4 cm, and the radius of the circle centred at B is 5 cm, it is

clear that the circles will intersect each other at two points.

Fig. 7.5: Circles intersecting each other at two points

What does this tell us about the existence of a triangle? The points
A and B along with either of the points of intersection of the circles
will give us the required triangle. Thus, there exists a triangle having
sidelengths 4 cm, 5 cm and 8 cm.
Figure it Out
1. Which of the following lengths can be the sidelengths of a triangle?
Explain your answers. Note that for each set, the three lengths have
the same unit of measure.
(a) 2, 2, 5 (b) 3, 4, 6
(c) 2, 4, 8 (d) 5, 5, 8
(e) 10, 20, 25 (f ) 10, 20, 35
(g) 24, 26, 28
We observe from the previous problems that whenever there is
a set of lengths satisfying the triangle inequality (each length <
sum of the other two lengths), there is a triangle with those three
lengths as sidelengths.
Will triangles always exist when a set of lengths satisfies the triangle
inequality? How can we be sure?

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We can be sure of the existence of a triangle only if we can show that

the circles intersect internally (as in Fig. 7.5) whenever the triangle
inequality is satisfied. But are there other possibilities when the two
circles are constructed? Let us visualise and study them.
The following different cases can be conceived:

A B A B

Case 1: Circles touch each other Case 2: Circles do not intersect

A B

Case 3: Circles intersect each other internally

Note that while constructing the circles, we take
(a) the length of the base AB = longest of the given length
(b) the radii of the circles to be the smaller two lengths.
Which of the above-mentioned cases will lead to the formation of a
triangle? Clearly, triangles are formed only when the circles intersect
each other internally (Case 3).
Let us study each of these cases by finding the relation between the
radii (the smaller two lengths) and AB (longest length).

Case 1: Circles touch each other at a point

For this case to happen,
sum of the two radii = AB

or

sum of the two smaller lengths = longest length

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A B
X

Case 2: Circles do not intersect internally

For this case to happen, what should be the relation between the radii
and AB?
It can be seen from the figure that,
sum of the two radii < AB

or

sum of the the two smaller lengths < longest length

A B

Case 3: Circles intersect each other

radius 1

A B

radius 2

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AB is composed of one radius and a part of the other. So,

sum of the two radii > AB,

or

sum of the two smaller lengths > longest length

Can we use this analysis to tell if a triangle exists when the lengths
satisfy the triangle inequality?
If the given lengths satisfy the triangle inequality, then the sum of
the two smaller lengths is greater than the longest length. This means
that this will lead to Case 3 where the circles intersect internally, and
so a triangle exists.
How will the two circles turn out for a set of lengths that do not satisfy
the triangle inequality? Find 3 examples of sets of lengths for which
the circles:

(a) touch each other at a point,

(b) do not intersect.

Frame a complete procedure that can be used to check the existence of

a triangle.

Conclusion
If a given set of three lengths satisfies the triangle inequality, then a
triangle exists having those as sidelengths. If the set does not satisfy the
triangle inequality, then a triangle with those sidelengths does not exist.
Figure it Out
1. Check if a triangle exists for each of the following set of lengths:
(a) 1, 100, 100 (b) 3, 6, 9
(c) 1, 1, 5 (d) 5, 10, 12
2. Does there exist an equilateral triangle with sides 50, 50, 50? In
general, does there exist an equilateral triangle of any sidelength?
Justify your answer.
3. For each of the following, give at least 5 possible values for the
third length so there exists a triangle having these as sidelengths
(decimal values could also be chosen):
(a) 1, 100
(b) 5, 5
(c) 3, 7

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See if you can describe all possible lengths of the third Try
side in each case, so that a triangle exists with those sidelengths. This
For example, in case (a), all numbers strictly between 99 and
101 would be possible.

7.3 
Construction of Triangles When Some Sides
and Angles are Given
We have seen how to construct triangles when their sidelengths are
given. Now, we will take up constructions where in place of some
sidelengths, angle measures are given.

Two Sides and the Included Angle

How do we construct a triangle if two sides and the angle included
between them are given? Here are some examples of measurements
showing the included angle.

6c 40°

2 cm
m
m

3c
3c

m
60° 30°

4 cm 5 cm

Construct a triangle ABC with AB = 5 cm, AC = 4 cm and ∠A= 45°.

Let us take one of the given sides, AB, as the base of the triangle.

45°
A B
5 cm C

Step 1: Construct a side AB of length 5 cm.

Step 2: Construct ∠A = 45° by drawing the
cm

other arm of the angle.

4

Step 3: Mark the point C on the other arm

such that AC = 4 cm. 45°
A B
Step 4: Join BC to get the required triangle. 5 cm

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Figure it Out
1. Construct triangles for the following measurements where the
angle is included between the sides:
(a) 3 cm, 75°, 7 cm
(b) 6 cm, 25°, 3 cm
(c) 3 cm, 120°, 8 cm
We have seen that triangles do not exist for all sets of sidelengths. Is
there a combination of measurements in the case of two sides
and the included angle where a triangle is not possible? Justify Math
Talk
your answer using what you observe during construction.

Two Angles and the Included Side

In this case, we are given two angles and the side that is a part of both
angles, which we call the included side. Here are some examples of
such measurements:

20°

6
cm
40° 50° 30° 45°

5 cm 4 cm 50°

Construct a triangle ABC where AB = 5 cm, ∠A = 45° and ∠B = 80°.

Let us take the given side as the base.
C

45° 80°
A B C
5 cm

Step 1: Draw the base AB of length 5 cm.

Step 2: Draw ∠A and ∠B of measures 45°, and
80° respectively.
Step 3: The point of intersection of the two new
line segments is the third vertex C.
45° 80°
A B
5 cm

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Figure it Out
1. Construct triangles for the following measurements:
(a) 75°, 5 cm, 75°
(b) 25°, 3 cm, 60°
(c) 120°, 6 cm, 30°
Do triangles always exist?
Do triangles exist for every combination of two angles and their Math
included side? Explore. Talk
As in the case when we are given all three sides, it turns out that
there is not always a triangle for every combination of two angles and
the included side.
Find examples of measurements of two angles with the included side
where a triangle is not possible.
Let us try to visualise such a situation. Once the base is drawn, try to
imagine how the other sides should be so that they do not meet.
Here are some obvious examples.

If the two angles are greater than or equal to a right angle (90°), then
it is clear that a triangle is not possible.
Now we make one of the base angles an acute angle, say 40°. What
are the possible values that the other angle should take so that the lines
don’t meet?
C

40°
A B

It is clear that if the line from B is “inclined” sufficiently to the right,

then it will not meet the line l.

(a) Try to find a possible ∠B (marked in the figure) for this

to happen.
(b) What could be smallest value of ∠B for the lines to not meet?

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40°
A B

The blue line is the line with the least rightward bend that doesn’t
meet the line ‘l’
Visually, it is clear that the line that creates the smallest ∠B has to be
the one parallel to l. Let us call this parallel line m.
Can you tell the actual value of ∠B be in this case?
[Hint: Note that AB is the transversal.]
We have seen that when two lines are parallel, the internal angles
on the same side of the transversal add up to 180°. So ∠B = 140°.
So, for what values of ∠B, does a triangle not exist? Does the length
AB play any part here?
From the discussion above, it can be seen that the length AB does not
play any part in deciding the existence of a triangle. We can say that a
triangle does not exist when ∠B is greater than or equal to 140°.
Figure it Out
1. For each of the following angles, find another angle for which a
triangle is (a) possible, (b) not possible. Find at least two different
angles for each category:
(a) 30°
(b) 70°
(c) 54°
(d) 144°
2. Determine which of the following pairs can be the angles of a
triangle and which cannot:
(a) 35°, 150°
(b) 70°, 30°
(c) 90°, 85°
(d) 50°, 150°
Like the triangle inequality, can you form a rule that describes the two
angles for which a triangle is possible?
Can the sum of the two angles be used for framing this rule?

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When the sum of two given angles is less than 180°, a triangle exists
with these angles. If the sum is greater than or equal to 180°, there is
no triangle with these angles.
Let us take two angles, say 60° and 70°, whose sum is less than 180°.
Let the included side be 5 cm.
What could the measure of the third angle be? Does this measure
change if the base length is changed to some other value, say 7 cm?
Construct and find out.

In general, once the two angles are fixed, does the third angle depend
on the included sidelength? Try with different pairs of angles and
lengths.
The measurements might show that the sidelength has no effect (or
a very small effect) on the third angle. With this observation, let us see
if we can find the third angle without carrying out the construction
and measurement.
Try experimenting with different triangles to see if there is a
relation between any two angles and the third one. To find this Math
Talk
relation, what data will you keep track of and how will you
organise the data you collect?

Consider a triangle ABC with ∠B= 50° and ∠C= 70°. Let us see how we
can find ∠A without construction.
A

50° 70°
B C

We saw that the notion of parallel lines was useful to determine that
the sum of any two angles of a triangle is A
X Y
less than 180°. Parallel lines can be used to
find the third angle, ∠BAC as well.
Let us suppose we construct a line XY
parallel to BC through vertex A.
We can see new angles being formed here: 50° 70°
B C
∠XAB, and ∠YAC. What are their values? Fig. 7.6

Since the line XY is parallel to BC,

∠XAB = ∠B and ∠YAC = ∠C, because they are alternate angles of the
transversals AB and AC.

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Therefore, ∠XAB = 50°, and ∠YAC = 70°. Can we find ∠BAC from this?
We know that ∠XAB, ∠YAC and ∠BAC together form 180°. So
∠XAB + ∠YAC + ∠BAC = 180°

50° + ∠BAC + 70° = 180°

120° + ∠BAC = 180°

Thus, ∠BAC = 60°

Now construct a triangle (taking BC to be of any suitable length) and
verify if this is indeed the case.
Figure it Out
1. Find the third angle of a triangle (using a parallel line) when two of
the angles are:

(a) 36°, 72°

(b) 150°, 15°
(c) 90°, 30°
(d) 75°, 45°
2. Can you construct a triangle all of whose angles are equal to 70°? If
two of the angles are 70° what would the third angle be? If all the
angles in a triangle have to be equal, then what must its measure
be? Explore and find out.
3. Here is a triangle in which we know Try
∠B = ∠C and ∠A = 50°. Can you find ∠B and ∠C? This
A

50°

B C

Angle Sum Property

What can we say about the sum of the angles of any triangle?
Consider a triangle ABC. To find the sum of its angles, we can use
the same method of drawing a line parallel to the base: construct a line
through A that is parallel to BC.

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We need to find ∠A + ∠B + ∠C.

We know that ∠B = ∠XAB, ∠C = ∠YAC.
So, ∠A + ∠B + ∠C = ∠A + ∠XAB + ∠YAC
= 180° as together they form a straight angle.
Thus we have proved that the sum of the three angles in any triangle
is 180°! This rather surprising result is called the angle sum property
of triangles.
X A Y

B C
Fig. 7.7
Take some time to reflect upon how we figured out the angle sum
property. In the beginning, the relationship between the third angle
and the other two angles was not at all clear. However, a simple idea of
drawing a line parallel to the base through the top vertex (as in Fig. 7.7)
suddenly made the relationship obvious. This ingenious idea can be
found in a very influential book in the history of mathematics called
‘The Elements’. This book is attributed to the Greek mathematician
Euclid, who lived around 300 BCE.
This solution is yet another example of how creative thinking plays
a key role in mathematics!
There is a convenient way of verifying the angle sum property by
folding a triangular cut-out of a paper. Do you see how this shows that
the sum of the angles in this triangle is 180°?

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Exterior Angles
The angle formed between the extension of a side of a triangle and
the other side is called an exterior angle of the triangle. In this figure,
∠ACD is an exterior angle.
A

Exterior Angle

B C D

Find ∠ACD, if ∠A = 50°, and ∠B = 60°.

From the angle sum property, we know that
50° + 60° + ∠ACB = 180°

110° + ∠ACB = 180°

So, ∠ACB = 70°
So, ∠ACD = 180 ° – 70° = 110°,
since, ∠ACB and ∠ACD together form a straight angle.
Find the exterior angle for different measures of ∠A and ∠B. Do you
see any relation between the exterior angle and these two angles?
[Hint: From angle sum property, we have ∠A + ∠B + ∠ACB = 180°.]
We also have ∠ACD + ∠ACB = 180°, since they form a straight angle.
What does this show?

7.4 Constructions Related to Altitudes of Triangles

There is another set of useful measurements with respect to a triangle —
the height of each of its vertices with respect to the opposite sides.
In the world around us, we talk of the A
heights of various objects: the height of a
person, the height of a tree, the height of
a building, etc. What do we mean by the
word ‘height’?
Consider a triangle ABC. What is the
height of the vertex A from its opposite B D C
side BC, and how can it be measured? Fig. 7.8
Let AD be the line segment from A drawn perpendicular to BC. The
length of AD is the height of the vertex A from BC. The line segment AD
is said to be one of the ‘altitudes’ of the triangle. The other altitudes

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are BE and CF in the figure below: the perpendiculars drawn from the
other vertices to their respective opposite sides.

A
F
E

B C

Whenever we use the word height of the triangle, we generally

refer to the length of the altitude to whatever side we take as base (this
altitude is AD in the case of Fig. 7.8).
What would the altitude from A to BC be in this triangle?

A A

B C D B C

We extend BC and then drop the perpendicular from A to this line.

Altitudes Using Paper Folding

Cut out a paper triangle. Fix one of the sides as the base. Fold it in
such a way that the resulting crease is an altitude from the top vertex
to the base. Justify why the crease formed should be perpendicular to
the base.

Construction of the Altitudes of a Triangle

Construct an arbitrary triangle. Label the vertices A, B, C taking BC to
be the base.
Construct the altitude from A to BC,
Constructing the altitude using just a ruler is not accurate. To get a
more precise angle of 90°, we use a set square along with a ruler.
Can you see how to do this?

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Step 1: Keep the ruler aligned to the base. Place the set square on the
ruler as shown, such that one of the edges of the right angle touches
the ruler.
A

B C

Step 2: Slide the set square along the ruler till the vertical edge of the
set square touches the vertex A.
A

B C

Step 3: Draw the altitude to BC through A using the vertical edge of the
set square.
Does there exist a triangle in which a side is also an altitude?
Visualise such a triangle and draw a rough diagram.
We see that this happens in triangles where one of the angles is a
right angle.
Triangles having one right angle are called right-angled triangles
or simply right triangles.
Altitude from A to BC
A

B C

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7.5 Types of Triangles

In our study of triangles, we have encountered the following types of
triangles; equilateral, isosceles, scalene and right-angled triangles.
Did you spot any other type of triangle?
The classification of triangles as equilateral and isosceles was based
on equality of sides.
Equilateral triangles have sides of equal length. Isosceles triangles
have two sides of equal length. Scalene triangles have sides of three
different lengths.

Equilateral Triangle Isosceles Triangle Scalene Triangle

Equilateral Triangle Isosceles Triangle Scalene Triangle

Can a similar classification be done based on equality of angles? Is

there any relation between these two classifications? We will answer
these questions in a later chapter.
We used angle measures when classifying a triangle as a right-
angled triangle.
What are the other types of triangles based on angle measures?
A classification of triangles based on their angle measures is acute-
angled, right-angled and obtuse-angled triangles. We have already
seen what a right-angled triangle is. It is a triangle with one right angle.
Similarly, an obtuse-angled triangle has one obtuse angle.
What could an acute-angled triangle be? Can we define it as a Math
triangle with one acute angle? Why not? Talk

In an acute-angled triangle, all three angles are acute angles.

Figure it Out
1. Construct a triangle ABC with BC = 5 cm, AB = 6 cm, CA = 5 cm.
Construct an altitude from A to BC.
2. Construct a triangle TRY with RY = 4 cm, TR = 7 cm, ∠R = 140°.
Construct an altitude from T to RY.

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3. Construct a right-angled triangle ∆ABC with ∠B = 90°, Try

AC = 5 cm. How many different triangles exist with these This
measurements?
[Hint: Note that the other measurements can take any values. Take
AC as the base. What values can ∠A and ∠C take so that the other
angle is 90°?]
4. Through construction, explore if it is possible to construct an
equilateral triangle that is (i) right-angled (ii) obtuse-angled.
Also construct an isosceles triangle that is (i) right-angled
(ii) obtuse-angled.

SUMMARY
• Use of a compass simplifies the construction of triangles when the
sidelengths are given.
• A set of three lengths where the length of each is smaller than the
sum of the other two is said to satisfy the triangle inequality.
• Sidelengths of a triangle satisfy triangle inequality, and, if a given set
of lengths satisfy the triangle inequality, a triangle can be constructed
with those sidelengths.
• Triangles can be constructed when the following measurements are
given:
(a) two of the sides and their included angle
(b) two angles and the included side
• The sum of the angles of a triangle is always 180°.
• An altitude of a triangle is a perpendicular line segment from a
vertex to its opposite side.
• Equilateral triangles have sides of equal length. Isosceles triangles
have two sides of equal length. Scalene triangles have sides of three
different lengths.
• Triangles are classified based on their angle measures as
acute-angled, right-angled and obtuse-angled triangles.

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Shortest Path in a Box!

There is a spider in a corner of a box. It wants to reach the farthest

opposite corner (marked in the figure). Since it
cannot fly, it can reach the opposite point only by
walking on the surfaces of the box. What is the
shortest path it can take?
Take a cardboard box and mark the path that
you think is the shortest from one corner to its
opposite corner. Compare the length of this path with that of the
paths made by your friends.

Hint:

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Page No. 150

Figure it out

1. Use the points on the circle and/or the centre to form isosceles
triangles.

Ans: One Such diagram is

Try more

Page No. 151

2. Use the points on the circles and/or their centres to form isosceles
and equilateral triangles. The circles are of the same size.

Ans:
Take points C, C1, C2, C3 … on the circle with centre B. The triangles ABC,
AC1B, AC2B, … are isosceles triangle. Similarly for points D1, D2, D3 … ∆ADB,
∆AD1B, ∆AD2B, … are isosceles triangles.
∆ABC and ∆ADB are equilateral triangle.
Similarly it can be done for the other figure.

1
Page No. 154

Figure it out

1. We checked by construction that there are no triangles having

sidelengths 3 cm, 4 cm and 8 cm; and 2 cm, 3 cm and 6 cm. Check if you
could have found this without trying to construct the triangle.
Ans: Here sum of the two sides (i.e 3 cm and 4 cm) is less than the third side
(i.e 8 cm). Similarly for sides of lengths 2cm, 3cm and 6cm, 2 + 3 < 6. So, in
both cases triangles are not possible.

2. Can we say anything about the existence of a triangle for each of the
following sets of lengths?
Ans:

(a) 10 km, 10 km and 25 km

Ans: A triangle does not exist

(b) 5 mm, 10 mm and 20 mm

Ans: A triangle does not exist

(c) 12 cm, 20 cm and 40 cm

Ans: A triangle does not exist

3. Will this always happen? That is, for any set of lengths, will there be
at least two comparisons where the direct length is less than the sum
of the other two? Explore for different sets of lengths.
Ans: Some sets are 7, 10, 15; 12, 14, 18

Page No. 156

Figure it out

1. Which of the following lengths can be the sidelengths of a triangle?

Explain your answers. Note that for each set, the three lengths have
the same unit of measure.
Ans:

(a) 2, 2, 5

Ans: Since 2 + 2 < 5.

So, these are not the side lengths of a triangle.

2
 (b) 3, 4, 6

Ans: Since 3 < 4 + 6, 4 < 6 + 3 and 6 < 3 + 4.

These are the side lengths of a triangle.

(c) 2, 4, 8

Ans: 8 > 2 + 4.
So, these are not the side lengths of a triangle.

(d) 5, 5, 8

Ans: Since 5 < 5 + 8, 8 < 5 + 5.

These are the side lengths of a triangle.

(e) 10, 20, 25

Ans: Since 10 < 20 + 25, 20 < 25 + 10 and 25 < 10 + 20.

These are the side lengths of a triangle.

(f) 10, 20, 35

Ans: 35 > 10 + 20.

So, these are not the side lengths of a triangle.

(g) 24, 26, 28

Ans: Since 24 < 26 + 28, 26 < 28 + 24 and 28 < 24 + 26.

These are the side lengths of a triangle.

Page No. 159

Figure it out

1. Check if a triangle exists for each of the following set of lengths:

(a) 1, 100, 100

Ans: A triangle exists.

(b) 3, 6, 9
Ans: A triangle cannot exists.

(c) 1, 1, 5
Ans: A triangle cannot be constructed.

(d) 5, 10, 12
Ans: A triangle exists.

3
 2. Does there exist an equilateral triangle with sides 50, 50, 50? In
general, does there exist an equilateral triangle of any sidelength?
Justify your answer.

Ans: There exists an equilateral triangle with sides 50, 50, 50 because each
length < sum of the other two lengths. There exists an equilateral
triangle of any side length.

3. For each of the following, give at least 5 possible values for the third
length so there exists a triangle having these as sidelengths (decimal
values could also be chosen):

(a) 1, 100
Ans: 99.5, 100, 100.7, 100.5, 99.4.

(b) 5, 5
Ans: 5, 4, 3, 4.9, 1

(c) 3, 7
Ans: 5, 8, 7, 6.4, 6

Try some more lengths.

Page No. 161

We have seen that triangles do not exist for all sets of sidelengths. Is
there a combination of measurements in the case of two sides and the
included angle where a triangle is not possible? Justify your answer
using what you observe during construction.

Ans: If the included angle is greater than or equal to 180°, then a triangle is
not possible.

For example–

(a) 4cm, 210°, 6cm

(b) 3cm, 180°, 7cm

4
Page No. 163

Figure it out

1. For each of the following angles, find another angle for which a
triangle is (a) possible, (b) not possible. Find at least two different
angles for each category:

Triangle is possible Triangle is not possible

Another angle should be less than Another angle should be

(a)
150°. It could be 50° or 90°. greater than or equal to 150°.
30°
Find the third angle in each case. It could be 150° or 170°.

Another angle should be less than Another angle should be

(b)
110°. It could be 60° or 80°. greater than or equal to 110°.
70°
Find the third angle in each case. It could be 140° or 120°.

Another angle should be less than Another angle should be

(c)
126°. It could be 90° or 64°. greater than or equal to 126°.
54°
Find the third angle in each case. It could be 134° or 154°.

Another angle should be less than Another angle should be

(d)
36°. It could be 20° or 35°. greater than or equal to 36°.
144°
Find the third angle in each case. It could be 36° or 90°.

2. Determine which of the following pairs can be the angles of a

triangle and which cannot:

(a) 35°, 150°

Ans: This pair cannot form angles of a triangle.

(b) 70°, 30°

Ans: This pair of angles can be the angles of a triangle.

(c) 90°, 85°

Ans: This pair of angles can be the angles of a triangle.

(d) 50°, 150°

Ans: This pair cannot form angles of a triangle.

5
 Like the triangle inequality, can you form a rule that describes the
two angles for which a triangle is possible?

Ans: Rules for two angles A and B to form a triangle is 0° < A + B < 180°.

Page No. 165

Figure it out

1. Find the third angle of a triangle (using a parallel line) when two of
the angles are:

Process for (a) is given. Try for rest.

(a) 36°, 72°

Ans: Consider ∆ABC, Draw line XY parallel to line BC so AB and AC become

transversals.

Therefore XAB = B = 36° and YAC = C = 72° (Alternate Angles)

On line XY —

XAB + BAC + YAC = 180°

So, BAC = 72°

(b) 150°, 15°

Ans: 15°

(c) 90°, 30°

Ans: 60°

(d) 75°, 45°

Ans: 60°

6
2. Can you construct a triangle all of whose angles are equal to 70°? If
two of the angles are 70° what would the third angle be? If all the
angles in a triangle have to be equal, then what must its measure
be? Explore and find out.

Ans:

• No, such triangle is not possible.

• 40°
• 60°

3. Here is a triangle in which we know,

B = C and A = 50°. Can you find B and C?

Ans: B = C = 65°

7
 8 WORKING WITH
FRACTIONS

8.1 Multiplication of Fractions

Aaron walks 3 kilometres in 1 hour.
How far can he walk in 5 hours?
This is a simple question. We know
that to find the distance, we need to
find the product of 5 and 3, i.e., we
multiply 5 and 3.
Distance covered in 1 hour = 3 km.
Therefore,
Distance covered in 5 hours
= 5 × 3 km

= 3 + 3 + 3 + 3 + 3 km

= 15 km.

Aaron’s pet tortoise walks at a much slower pace. It can walk only 1
4
kilometre in 1 hour. How far can it walk in 3 hours?
Here, the distance covered in an hour is a fraction. This does not
matter. The total distance covered is calculated in the same way, as
multiplication.
Distance in
1 hour
0

1
km
4

Distance in 3 hour

1
Distance covered in 1 hour = 4 km.

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1
Therefore, distance covered in 3 hours = 3 × 4 km

= 1 + 1 + 1 km
4 4 4
= 3 km.
4
The tortoise can walk 3 km in 3 hours.
4
Let us consider a case where the time spent walking is a fraction of
an hour.
We saw that Aaron can walk 3 kilometres in 1 hour. How far can he
walk in 1 hours?
5
We continue to calculate the total distance covered through
multiplication.

Distance in 1 hour

0 3 km
1
Distance in
5
hour

Distance covered in 1 hours = 1 × 3 km.

5 5
Finding the product:
Distance covered in 1 hour = 3 km.
In 1 hours, distance covered is equal to the length we get by dividing
5
3 km into 5 equal parts, which is 3 km.
5
This tells us that 1 × 3 = 3 .
5 5

How far can Aaron walk in 2 hours?

5

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 Working with Fractions

Once again, we have —

Distance covered = 2 × 3 km.
5

Distance in 1 hour

Distance in
1
hour
5
2
Distance in hour
5

Finding the product:

1. We can first find the distance covered in 1 hours.

5
2. Since, the duration 2 1
is twice , we multiply this distance by 2 to
5 5
get the total distance covered.
Here is the calculation.
Distance covered in 1 hour = 3 km.

1. Distance covered in 1 hour

5
= The length we get by dividing 3 km in 5 equal parts
= 3 km.
5
2. Multiplying this distance by 2, we get

2 × 3 = 6 km.
5 5
From this we can see that

2 × 3 = 6.
5 5

Discussion
Multiplier Multiplicand
We did this multiplication as follows:
2×3
• First, we divided the 5
multiplicand, 3 , by the
denominator of the multiplier, 5, to get 3.
5

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• We then multiplied the result by the numerator of the multiplier,

that is 2, to get 6.
5 Multiplier Multiplicand
Thus, whenever we need to
multiply a fraction and a whole 2
×3
5
number, we follow the steps above. 3
2 3÷5=
5
Example 1: A farmerhad 5 5

grandchildren. She distributed 2 acre

2
2×3=6
5 5 5
3
of land to each of her grandchildren.
How much land in all did she give to her grandchildren?

5 × 2 = 2 + 2 + 2 + 2 + 2 = 10.
3 3 3 3 3 3 3

Example 2: 1 hour of internet time costs ₹8. How much will 1 1 hours
4
of internet time cost?

1 1 hours is 5 hours (converting from a mixed fraction).

4 4
Cost of 5 hour of internet time = 5 × 8
4 4
=5×8
4
=5×2
= 10.

It costs ₹10 for 1 1 hours of internet time.

4
Figure it Out
1
1. Tenzin drinks glass of milk every day. How many glasses of milk
2
does he drink in a week? How many glasses of milk did he drink in
the month of January?
2. A team of workers can make 1 km of a water canal in 8 days. So, in
one day, the team can make ___ km of the water canal. If they work
5 days a week, they can make ___ km of the water canal in a week.
3. Manju and two of her neighbours buy 5 litres of oil every week
and share it equally among the 3 families. How much oil does each
family get in a week? How much oil will one family get in 4 weeks?
4. Safia saw the Moon setting on Monday at 10 pm. Her mother, who is
5
a scientist, told her that every day the Moon sets hour later than
6
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 Working with Fractions

the previous day. How many hours after 10 pm will the moon set
on Thursday?
5. Multiply and then convert it into a mixed fraction:

(a) 7 × 3
5
(b) 4 × 1
3
(c) 9 × 6
7
(d) 13 × 6
11
So far, we have learnt multiplication of a whole number with a
fraction, and a fraction with a whole number. What happens when
both numbers in the multiplication are fractions?

Multiplying Two Fractions

We know, that Aaron’s pet tortoise can walk only 1 km in 1 hour. How
far can it walk in half an hour? 4

Following our approach of using Hour Distance

multiplication to solve such problems, we
have, 1 1
4
Distance covered in 1 hour = 1 × 1 km.
2 2 4
1 ?
Finding the product: 2

Distance covered in 1 hour = 1 km.

4
Therefore, the distance covered in 1 an hour is the length we get by
2
dividing 1 into 2 equal parts.
4
To find this, it is useful to represent fractions using the unit square
to stand for a “whole”.
1
4

Unit square as a “whole” 1

of the whole
4

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Now we divide this 1 into 2 equal parts. What do we get?

4
What fraction of the whole is shaded?
Since the whole is divided into 8 equal parts
and one of the parts is shaded, we can say that 1
? 8
of the whole is shaded. So, the distance covered
by the tortoise in half an hour is 1 km.
8
1
divided into 2 equal parts This tells us that 1 × 1 = 1 .
4 2 4 8
If the tortoise walks faster and it can cover 2 km in 1 hour, how far will
5
it walk in 3 of an hour?
4

Distance covered = 3 × 2.
4 5
Finding the product:

(i) First find the distance covered in 1 of an hour.

4
(ii) Multiply the result by 3, to get the distance covered in 3 of an
4
hour.

Distance in km covered in 1 of an hour

(i)
4 whole
= The quantity we get by dividing 2 into
4 equal parts. 5
2
5
Taking the unit square as the whole, the
shaded part (in Fig. 8.1) is a region we get
when we divide 2 into 4 equal parts.
5
How much of the whole is it?
Fig. 8.1
The whole is divided into
5 rows and 4 columns,
creating 5 × 4 = 20 equal parts.
Number of these parts shaded = 2.
So, the distance covered in 1 of an hour = 2 .
4 20

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 Working with Fractions

(ii) Now, we need to multiply 2 by 3.

20
Distance covered in 3 of an hour = 3 × 2
4 20
= 6 .
20
So, 3 × 2 = 6 = 3 .
4 5 20 10

Discussion
In the case of a fraction multiplied by
another fraction, we follow a method Multiplier Multiplicand

similar to the one we used, when 3 2

×
we multiplied a fraction by a whole 4 5
number. We multiplied as follows:

3 2÷4= 2 Divide the multiplicand by 4.

4 5 20

3 3 × 2 = 6 = Divide the multiplicand by 3.

4 20 20

Math
Using this understanding, multiply 5 × 3. Talk
4 2
First, let us represent 3, taking the unit square as
2 whole
the whole. Since, the fraction 3 is one whole and a
2
half, it can be seen as follows:

3
Following the steps of multiplication, we need to 2
first divide this fraction 3 into 4 equal parts. It can
2
be done as shown in the Fig. 8.2 with the yellow
shaded region representing the fraction obtained Fig. 8.2

by dividing 3 into 4 equal parts. What is its value?

2
We see that the whole is divided into —
2 rows and 4 columns,
creating 2 × 4 = 8 equal parts.
Number of parts shaded = 3.
So the yellow shaded part = 3 .
8

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Now, the next step is multiplying this result by 5. This gives the
product of 5 and 3:
4 2
5 × 3 = 5 × 3 = 15.
4 2 8 8

Connection between the Area of a Rectangle and Fraction

Multiplication
In the Fig. 8.3, what is the length and breadth of the shaded rectangle?
Since we started with a unit square (of side 1 unit), the length and
breadth are 1 unit and 1 unit.
2 4
What is the area of this rectangle? We see 1
8
that 8 such rectangles give the square of area
1 square unit. So, the area of each rectangle
is 1 square units.
8
Do you see any relation between the area and Fig. 8.3
the product of length and breadth?
The area of a rectangle of fractional sides equals the product
of its sides.
In general, if we want to find the product of two fractions, we can
find the area of the rectangle formed with the two fractions as its sides.
Figure it Out
1. Find the following products. Use a unit square as a whole for
representing the fractions:

(a) 1 × 1
3 5
(b) 1 × 1
4 3
(c) 1 × 1
5 2
(d) 1 × 1
6 5
Now, find 1 × 1 .
12 18

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Doing this by representing the fractions using a unit square is

cumbersome. Let us find the product by observing what we did in the
above cases.
In each case, the whole is divided into rows and columns.
The number of rows is the denominator of the multiplicand, which
is 18 in this case.
The number of columns is the denominator 1
18
of the multiplier, which is 12 in this case.
Thus, the whole is divided into 18 × 12 equal
parts. 18 parts

So, 1 × 1 = 1 = 1 .
18 12 (18×12) 216
Thus, when two fractional units are 12 parts

multiplied, their product is

1
(product of denominators).
We express this as:

1×1= 1 .
b d b×d
2. Find the following products. Use a unit square as a whole for
representing the fractions and carrying out the operations.

(a) 2 × 4 (b) 1×2

3 5 4 3
(c) 3 × 1 (d) 4×3
5 2 6 5

Multiplying Numerators and Denominators

Now, find 5 × 7 .
12 18
Like the previous case, let us find the product
by performing the multiplication, step by step.
7
First, the whole is divided into 18 rows and 12 18
columns creating 12 × 18 equal parts.
18 parts

The value we get by dividing 7 into 12 equal

18
parts is 7 .
(12 × 18)
12 parts

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Then, we multiply this result by 5 to get 5

the product. This is (5 × 7) .

7
(12 × 18) 18

So, 5 × 7 = (5 × 7) = 35 .
18 parts
12 8 (12 × 18) 216
From this we can see that, in general,
12 parts
a× c = a×c.
b d b×d
This formula was first stated in this general form by Brahmagupta in
his Brāhmasphuṭasiddhānta in 628 CE.
The formula above works even when the multiplier or multiplicand
is a whole number. We can simply rewrite the whole number as a
fraction with denominator 1. For example,

3 × 3 can be written 3 × 3
4 1 4

= 3×3 = 9.
1×4 4
And,

3 × 4 can be written 3 × 4
5 5 1

= 3 × 4 = 12.
5×1 5

Multiplication of Fractions — Simplifying to Lowest Form

Multiply the following fractions and express the product in its lowest
form:

12 × 5
7 24
Instead of multiplying the numerators (12 and 5) and denominators
(7 and 24) first and then simplifying, we could do the following:

12 × 5 = 12 × 5
7 24 7 × 24
We see that both the circled numbers have a common factor of 12.
We know that a fraction remains the same when the numerator and
denominator are divided by the common factor. In this case, we can
divide them by 12.

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1
12 × 5 = 1 × 5 = 5 .
7 × 24 7 × 2 14
2

Let us use the same technique to do one more multiplication.

14 × 25
15 42
1 5
14 × 25 = 1 × 5 = 5 .
15 × 42 3 × 3 9
3 3

When multiplying fractions, we can first divide the numerator

and denominator by their common factors before multiplying the
numerators and denominators. This is called cancelling the common
factors.

A Pinch of History
In India, the process of reducing a fraction to its lowest terms — known
as apavartana — is so well known that it finds mention even in a
non-mathematical work. A Jaina scholar Umasvati (c. 150 CE) used it as
a simile in a philosophical work.
Figure it Out

1. A water tank is filled from a tap. If the tap is open for 1 hour, 7 of
10
the tank gets filled. How much of the tank is filled if the tap is open
for

(a) 1 hour ____________

3
(b) 2 hour ____________
3
(c) 3 hour ____________
4
(d) 7 hour ____________
10
Try
(e) For the tank to be full, how long should the tap be running? This

2. The government has taken 1 of Somu’s land to build a road.

6
What part of the land remains with Somu now? She gives half of

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 Ganita Prakash | Grade 7

the remaining part of the land to her daughter Krishna and 1 of

3
it to her son Bora. After giving them their shares, she keeps the
remaining land for herself.
(a) What part of the original land did Krishna get?
(b) What part of the original land did Bora get?
(c) What part of the original land did Somu keep for herself?

3. Find the area of a rectangle of sides 3 3 ft and 9 3 ft.

4 5
4. Tsewang plants four saplings in a row in his garden. The distance
between two saplings is 3 m. Find the distance between the first
4
and last sapling. [Hint: Draw a rough diagram with four saplings
with distance between two saplings as 3 m]
4
5. Which is heavier: 12 of 500 grams or 3 of 4 kg?
15 20
Is the Product Always Greater than the Numbers
Multiplied?
Since, we know that when a number is multiplied by 1, the product
remains unchanged, we will look at multiplying pairs of numbers
where neither of them is 1.
When we multiply two counting numbers greater than 1, say 3 and
5, the product is greater than both the numbers being multiplied.
3 × 5 = 15
The product, 15, is more than both 3 and 5.
But what happens when we multiply 1 and 8?
4
1×8=2
4
In the above multiplication the product, 2, is greater than 1, but less
4
than 8.

What happens when we multiply 3 and 2 ?

4 5

3×2= 6
4 5 20
Let us compare this product 6 with the numbers 3 and 2. For this,
20 4 5

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 Working with Fractions

let us express 3 as 15 and 2 as 8 .

4 20 5 20
From this we can see that the product is less than both the numbers.
When do you think the product is greater than both the numbers
multiplied, when is it in between the two numbers, and when is it
smaller than both?
[Hint: The relationship between the product and the numbers
multiplied depends on whether they are between 0 and 1 or they
are greater than 1. Take different pairs of numbers and observe their
product. For each multiplication, consider the following questions.]

Situation Multiplication Relationship

Situation 1 Both numbers are The product (16) is

greater than 1 3
greater than both the
(e.g., 4 × 4)
3 numbers

Situation 2 Both numbers are The product ( 3 ) is

between 0 and 1 10
less than both the
(e.g., 3 × 2) numbers
4 5

Situation 3 One number is The product (15) is

between 0 and 1, 4
and one number is less than the number
greater than 1 greater than 1 and
greater than the
(e.g., 3 × 5) number between 0
4
and 1

Create more such examples for each situation and observe the
relationship between the product and the numbers being multiplied.
What can you conclude about the relationship between the numbers
multiplied and the product? Fill in the blanks:

• When one of the numbers being multiplied is between 0 and 1,

the product is ____________ (greater/less) than the other number.
• When one of the numbers being multiplied is greater than 1, the
product is _____________ (greater/less) than the other number.

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Order of Multiplication
1
2

1 1
4 8
We know that 1 × 1 = 1.
2 4 8

1
4

1 1
2 8

Now, what is 1 × 1 ?
4 2
That is 1 too.
8

In general, note that the area of a rectangle remains the same even if
the length and breadth are interchanged.
The order of multiplication does not matter. Thus,

a × c = c × a.
b d d b
This can also be seen from Brahmagupta’s formula for multiplying
fractions.

8.2 Division of Fractions

What is 12 ÷ 4? You know this already. Dividend Divisor
But can this problem be restated as a
12 ÷ 4 = 3
multiplication problem?
What should be multiplied by 4 to get Quotient
12? That is,
4 × ? = 12

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We can use this technique of converting division into multiplication

problems to divide fractions.
What is 1 ÷ 2 ?
3
Let us rewrite this as a multiplication problem

2×?=1
3
What should be multiplied by 2 to get the product 1?
3
If we somehow cancel out the 2 and the 3, we are left with 1.

2×3=1
3 2

Answer

So,
1 ÷ 2 = 3.
3 2
Let us try another problem:
3 ÷ 2.
3
This is the same as

2 × ? = 3.
3
Can you find the answer?
We know what to multiply 2 by to get 1. We just need to multiply that
3
by 3 to get 3. So,
2×3 ×3=3
3 2

Answer

So,

3 ÷ 2 = 3 × 3 = 9.
3 2 2

What is 1 ÷ 1 ?
5 2
Rewriting it as a multiplication problem, we have

1 × ? = 1.
2 5

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How do we solve this?

1×2×1 =1
2 5 5

Answer

So,

1 ÷ 1 = 2 × 1 = 2.
5 2 5 5
What is 2 ÷ 3 ?
3 5
Rewriting this as multiplication, we have

3 × ? = 2.
5 3
How will we solve this?

3×5×2 =2
5 3 3 3

Answer

So,

2 ÷ 3 = 5 × 2 = 10.
3 5 3 3 9

Discussion
In each of the division problems above, observe how we found the
answer. Can we frame a rule that tells us how to divide two fractions?
Let us consider the previous problem.
2÷3
In every division problem we have
3 5
a dividend, divisor and quotient. The
Dividend Divisor
technique we have been using to get
the quotient is: = 5 × 2 = 10
1. First, find the number which gives 3 3 9
1 when multiplied by the divisor.
Quotient
We see that the resulting number is
a fraction whose numerator is the
divisor’s denominator and denominator is the divisor’s numerator.

For the divisor 3 this fraction is 5. We call 5 the reciprocal of 3.

5 3 3 5
When we multiply a fraction by its reciprocal, we get 1. So, the first
step in our technique is to find the divisor’s reciprocal.

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2. We then multiply the dividend with this reciprocal to get the

quotient.
Summarising, to divide two fractions:
• Find the reciprocal of the divisor
• Multiply this by the dividend to get the quotient.

a c d a d×a
So, ÷ = × = .
b d c b c×b
This can be rewritten as:

a c a d a×d
÷ = × = .
b d b c b×c
As with methods and formulas for addition, subtraction, and
multiplication of fractions that you learnt earlier, this method and
formula for division of fractions, in this general form, was first explicitly
stated by Brahmagupta in his Brāhmasphuṭasiddhānta (628 CE).
2 3
So, to evaluate, for example, ÷ using Brahmagupta’s formula
3 5
above, we write:

2 3 2 5 2 × 5 10
÷ = × = = .
3 5 3 3 3×3 9

Dividend, Divisor and the Quotient

When we divide two whole numbers, say 6 ÷ 3, we get the quotient 2.
Here the quotient is less than the dividend.
6 ÷ 3 = 2, 2 < 6
1
But what happens when we divide 6 by ?
4
1
6÷ = 24.
4
Here the quotient is greater than the dividend!
1 1
What happens when we divide by ?
8 4
1 1 1
÷ = .
8 4 2
Here too the quotient is greater than the dividend.
When do you think the quotient is less than the dividend and when
is it greater than the dividend?
Is there a similar relationship between the divisor and the quotient?

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Use your understanding of such relationships in multiplication to

answer the questions above.

8.3 Some Problems Involving Fractions

1
Example 3: Leena made 5 cups of tea. She used litre of milk for this.
4
How much milk is there in each cup of tea?

1
4 litres of 5 cups

Milk in
1 cup

1
Leena used litres of milk in 5 cups of tea. So, in 1 cup of tea the
4
volume of milk should be:
1
÷ 5.
4
Writing this as multiplication, we have:

1
5 × (milk per cup) = .
4
We perform the division as follows as per Brahmagupta’s method:
1
The reciprocal of 5 (the divisor) is .
5
1
Multiplying this reciprocal by the dividend ( ), we get
4
1 1 1
× = .
5 4 20
1
So, each cup of tea has litre of milk.
20

Example 4: Some of the oldest examples of working with non-unit

fractions occur in humanity’s oldest geometry texts, the Śhulbasūtra.
Here is an example from Baudhāyana’s Śhulbasūtra (c. 800 BCE).
1
Cover an area of 7 square units with square bricks each of whose
2
1
sides is units.
5

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How many such square bricks are needed?

1 1 1
Each square brick has an area of × = square units.
5 5 25
1 15
The total area to be covered is 7 sq. units = sq. units.
2 2
As (Number of bricks) × (Area of a brick) = Total Area,

15 1
Number of bricks = ÷ .
2 25
The reciprocal of the divisor is 25.
Multiplying the reciprocal by the dividend, we get

15 25 × 15 375
25 × = = .
2 2 2
Example 5: This problem was posed by Chaturveda Pṛithūdakasvāmī
(c. 860 CE) in his commentary on Brahmagupta’s book
Brāhmasphuṭasiddhānta.
Four fountains fill a cistern. The first fountain can fill the cistern in a
day. The second can fill it in half a day. The third can fill it in a quarter of
a day. The fourth can fill the cistern in one fifth of a day. If they all flow
together, in how much time will they fill the cistern?
Let us solve this problem step by step.
In a day, the number of times —
• the first fountain will fill the cistern is 1÷ 1 = 1
1
• the second fountain will fill the cistern is 1 ÷ = _____
2
1
• the third fountain will fill the cistern is 1 ÷ = _____
4
1
• the fourth fountain will fill the cistern is 1 ÷ = _____
5
The number of times the four fountains together will fill the cistern
in a day is ___ + ____ + ___ + ____ = 12.

Thus, the total time needed by the four fountains to fill the cistern
1
together is days.
12

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Fractional Relations
Here is a square with some lines drawn inside.

Fig. 8.4

What fraction of area of the whole square does the shaded region Math
occupy? Talk

There are different ways to solve this problem. Here is one of them:
Let the area of the whole square be 1 square unit.
1
We can see that the top right square (in Fig. 8.5), occupies of the
4
area of the whole square.

Fig. 8.5

1
Area of red square = square units.
4

Fig, 8.6

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Let us look at this red square. The area of the triangle inside it
(coloured yellow) is half the area of the red square. So,

1 1 1
the area of the yellow triangle = × = square units.
2 4 8
What fraction of this yellow triangle is shaded?
3
The shaded region occupies of the area of the
4
yellow triangle. Are you able to see why?

3 1 3
The area of shaded part = × = square units.
4 8 32
3
Thus, the shaded region occupies of the area of the whole square.
32

In each of the figures given below, find the fraction of the big square
that the shaded region occupies.

We will solve more interesting problems of this kind in a later

chapter.

A Dramma-tic Donation
The following problem is translated from Bhāskarāchārya’s
(Bhāskara II’s) book, Līlāvatī, written in 1150 CE.
1 1 1 1 2 3
“O wise one! A miser gave to a beggar of of of of of of
5 16 4 2 3 4
a dramma. If you know the mathematics of fractions well, tell me O
child, how many cowrie shells were given by the miser to the beggar.”
Dramma refers to a silver coin used in those times. The tale says that
1 dramma was equivalent to 1280 cowrie shells. Let’s see what fraction
of a dramma the person gave:

( 1 2 3 1 1 1
× × × × ×
2 3 4 5 16 4 ) th
part of a dramma.

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6
Evaluating it gives .
7680
Upon simplifying to its lowest form, we get

6 1
= .
7680 1280
So, one cowrie shell was given to the beggar.
You can see in the answer Bhāskarāchārya’s humour! The miser had
given the beggar only one coin of the least value (cowrie).
Around the 12th century, several types of coins were in use in
different kingdoms of the Indian subcontinent. Most commonly used
were gold coins (called dinars/gadyanas and hunas), silver coins (called
drammas/tankas), copper coins (called kasus/panas and mashakas), and
cowrie shells. The exact conversion rates between these coins varied
depending on the region, time period, economic conditions, weights of
coins and their purity.
Gold coins had high-value and were used in large transactions and
to store wealth. Silver coins were more commonly used in everyday
transactions. Copper coins had low-value and were used in smaller
transactions. Cowrie shells were the lowest denomination and were
used in very small transactions and as change.
If we assume 1 gold dinar = 12 silver drammas, 1 silver dramma = 4
copper panas, 1 copper pana = 6 mashakas, and 1 pana = 30 cowrie shells,

1 copper pana =
1
48
gold dinar (
1 1
×
12 4 )
1 cowrie shell =____ copper panas

1 cowrie shell =____ gold dinar.

A Pinch of History
As you have seen, fractions are an important type of number, playing
a critical role in a variety of everyday problems that involve sharing
and dividing quantities equally. The general notion of non-unit fractions
as we use them today — equipped with the arithmetic operations of
addition, subtraction, multiplication, and division — developed largely in
India. The ancient Indian geometry texts called the Śhulbasūtra — which
go back as far as 800 BCE, and were concerned with the construction
of fire altars for rituals — used general non-unit fractions extensively,
including performing division of such fractions as we saw in Example 3.
Fractions even became commonplace in the popular culture of
India as far back as 150 BCE, as evidenced by an offhand reference to
the reduction of fractions to lowest terms in the philosophical work of
the revered Jain scholar Umasvati.

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General rules for performing arithmetic operations on fractions —

in essentially the modern form in which we carry them out today —
were first codified by Brahmagupta in his Brāhmasphuṭasiddhānta in
628 CE. We have already seen his methods for adding and subtracting
general fractions. For multiplying general fractions, Brahmagupta
wrote:
“Multiplication of two or more fractions is obtained by taking the
product of the numerators divided by the product of the denominators.”
(Brāhmasphuṭasiddhānta, Verse 12.1.3)
a c a×c
That is, × = .
b d b×d

For division of general fractions, Brahmagupta wrote:

“The division of fractions is performed by interchanging the numerator
and denominator of the divisor; the numerator of the dividend is then
multiplied by the (new) numerator, and the denominator by the (new)
denominator.”
Bhāskara II in his book Līlāvatī in 1150 CE clarifies Brahmagupta‘s
statement further in terms of the notion of reciprocal:
“Division of one fraction by another is equivalent to multiplication of
the first fraction by the reciprocal of the second.” (Līlāvatī, Verse 2.3.40)
Both of these verses are equivalent to the formula:
a c a d a×d
÷ = × = .
b d b c b×c
Bhāskara I, in his 629 CE commentary Āryabhaṭīyabhāṣhya on
Aryabhata’s 499 CE work, described the
geometric interpretation of multiplication
of fractions (that we saw earlier) in terms
of the division of a square into rectangles
via equal divisions along the length and
breadth.
Many other Indian mathematicians,
such as Śhrīdharāchārya (c. 750 CE),
Mahāvīrāchārya (c. 850 CE), Caturveda 1 1
Pṛithūdakasvāmī (c. 860 CE), and Bhāskara II 4 20
1
(c. 1150 CE) developed the usage of arithmetic 5
of fractions significantly further. Bhāskara I’s visual explanation that
The Indian theory of fractions and 1 1 1
x =
5 4 20
arithmetic operations on them was
transmitted to, and its usage developed further, by Arab and African
mathematicians such as al-Hassâr (c. 1192 CE) of Morocco. The theory
was then transmitted to Europe via the Arabs over the next few

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centuries, and came into general use in Europe in only around the
17th century, after which it spread worldwide. The theory is indeed
indispensable today in modern mathematics.
Figure it Out
1. Evaluate the following:

7 14 2 2 14 7
3÷ ÷2 ÷ ÷
9 4 3 3 6 3

4 3 7 1 8 4
÷ ÷ ÷
3 4 4 7 2 15

1 1 1 11 2 3
÷ ÷ 3 ÷1
5 9 6 12 3 8

2. For each of the questions below, choose the expression that

describes the solution. Then simplify it.
(a) Maria bought 8 m of lace to decorate the bags she made for
1
school. She used m for each bag and finished the lace. How
4
many bags did she decorate?
1 1 1
(i) 8× (ii) ×
4 8 4
1 1
(iii) 8 ÷ (iv) ÷8
4 4
1
(b) meter of ribbon is used to make 8 badges. What is the
2
length of the ribbon used for each badge?
1 1 1
(i) 8× (ii) ÷
2 2 8
1 1
(iii) 8 ÷ (iv) ÷8
2 2
1
(c) A baker needs kg of flour to make one loaf of bread. He has
6
5 kg of flour. How many loaves of bread can he make?
1 1
(i) 5× (ii) ÷5
6 6
1
(iii) 5 ÷ (iv) 5×6
6

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 Working with Fractions

1
3. If kg of flour is used to make 12 rotis, how much flour is used to
4
make 6 rotis?

4. Pāṭīgaṇita, a book written by Sridharacharya in the 9th century

CE, mentions this problem: “Friend, after thinking, what sum will
1 1 1 1
be obtained by adding together 1 ÷ , 1 ÷ ,1÷ , 1 ÷ , and
6 10 13 9
1”
1 ÷ . What should the friend say?
2
1
5. Mira is reading a novel that has 400 pages. She read of the pages
5
3
yesterday and of the pages today. How many more pages does
10
she need to read to finish the novel?
3
6. A car runs 16 km using 1 litre of petrol. How far will it go using 2
4
litres of petrol?

7. Amritpal decides on a destination for his vacation. If he takes a

1
train, it will take him 5 hours to get there. If he takes a plane, it
6
1
will take him hour. How many hours does the plane save?
2
8. Mariam’s grandmother baked a cake. Mariam and her cousins
4
finished of the cake. The remaining cake was shared equally by
5
Mariam’s three friends. How much of the cake did each friend get?

9. Choose the option(s) describing the product of ( 565 707

×
465 676 )
:
565 565
(a) > (b) <
465 465
707 707
(c) > (d) <
676 676
(e) > 1 (f) <1
10. What fraction of the whole square is shaded?

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11. A colony of ants set out in search of food.

As they search, they keep splitting equally
at each point (as shown in the Fig. 8.7)
and reach two food sources, one near a
mango tree and another near a sugarcane
field. What fraction of the original group
reached each food source?
1
12. What is 1 – ?
2

( ) ( )
1
1– × 1– ?
2
1
3 Fig. 8.7

( ) ( ) ( ) ( )
1 1
1– × 1– × 1– × 1– ?
2 3
1
4
1
5

( )( )( )( )( )( )( )( ) (
1 1 1 1 1
1– × 1– × 1– × 1– × 1– × 1– × 1– × 1–
2 3 4 5 6
1
7
1
8
1
9
× 1–
1
10
? )
Make a general statement and explain.

SUMMARY
• Brahmagupta’s formula for multiplication of fractions:
a c a×c
× = .
b d b×d
• When multiplying fractions, if the numerators and denominators
have some common factors, we can cancel them first before
multiplying the numerators and denominators.
• In multiplication — when one of the numbers being multiplied is
between 0 and 1, the product is less than the other number. If one of
the numbers being multiplied is greater than 1, then the product is
greater than the other number.
a b
• The reciprocal of a fraction is . When we multiply a fraction by its
b a
reciprocal, the product is 1.
• Brahmagupta’s formula for division of fractions:
a c a d a×d
÷ = × = .
b d b c b×c
• In division — when the divisor is between 0 and 1, the quotient is
greater than the dividend. When the divisor is greater than 1, the
quotient is less than the dividend.

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Chess Puzzles —
Non-attacking Queens

Chess is a popular 2-player strategy game. This game has its origins
in India. It is played on an 8 × 8 chequered grid. There are 2 sets of
pieces — black and white — one set for each player. Find out how
each piece should move and the rules of the game.
Here is a famous chess-based puzzle. From its current position,
a Queen piece can move along the horizontal, vertical or diagonal.
Place 4 Queens such that no 2 queens attack each other. For example,
the arrangement below is not valid as the queens are in the line of
attack of each other.

Now, place 8 queens on this 8 × 8 grid so that no 2 queens attack

each other!

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 Learning Material Sheets

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 CHAPTER – 8

Working with Fractions

Page No. 176

Figure it out
𝟏
1. Tenzin drinks glass of milk every day. How many glasses of milk
𝟐
does he drink in a week? How many glasses of milk did he drink in
the month of January?
7
Ans: Quantity of milk that Tenzin drinks in a week = glasses.
2
Quantity of milk Tenzin drinks in the month of January which has 31
31
days = glasses.
2

2. A team of workers can make 1 km of a water canal in 8 days. So, in one

day, the team can make ___ km of the water canal. If they work 5 days
a week, they can make ___ km of the water canal in a week.
Ans:
1
Length of water canal made in 1 day = km.
8
5
Length of water canal made in 5 days = km.
8

3. Manju and two of her neighbours buy 5 litres of oil every week and
share it equally among the 3 families. How much oil does each family
get in a week? How much oil will one family get in 4 weeks?
Ans:
5
Oil each family gets in 1 week = litres.
3
20
Oil each family gets in 4 weeks = litres.
3

4. Safia saw the Moon setting on Monday at 10 pm. Her mother, who is a
𝟓
scientist, told her that every day the Moon sets hour later than the
𝟔
previous day. How many hours after 10 pm will the moon set on
Thursday?
Ans:
Time at which the moon sets on Thursday (i.e. 3 days after Monday)
1 1
= 10 + 2 + = 12 am Or 12:30 am
2 2
Page No. 177

5. Multiply and then convert it into a mixed fraction:

𝟑
(a) 7 ×
𝟓
3 21 1
Ans: 7 × = =4
5 5 5

𝟏
(b) 4 ×
𝟑
1 4 1
Ans: 4 × = =1
3 3 3

𝟗
(c) ×6
𝟕
9 54 5
Ans: × 6 = =7
7 7 7

𝟏𝟑
(d) ×6
𝟏𝟏
13 78 1
Ans: ×6= =7
11 11 11

Page No. 180

Figure it out

1. Find the following products. Use a unit square as a whole for

representing the fractions:

𝟏 𝟏
(a) ×
𝟑 𝟓

1
Ans:
15
 𝟏 𝟏
(b) ×
𝟒 𝟑

1
Ans:
12

𝟏 𝟏
(c) ×
𝟓 𝟐

1
Ans:
10

𝟏 𝟏
(d) ×
𝟔 𝟓

1
Ans:
30
Page No. 181

2. Find the following products. Use a unit square as a whole for

representing the fractions and carrying out the operations.

𝟐 𝟒
(a) ×
𝟑 𝟓

8
Ans:
15

(Draw the figure in the same manner as shown in question 1)

𝟏 𝟐
(b) ×
𝟒 𝟑

2 1
Ans: =
12 6

𝟑 𝟏
(c) ×
𝟓 𝟐

3
Ans:
10

𝟒 𝟑
(d) ×
𝟔 𝟓

12 2
Ans: =
30 5

Page No. 183

Figure it out
𝟕
1. A water tank is filled from a tap. If the tap is open for 1 hour, of the
𝟏𝟎
tank gets filled. How much of the tank is filled if the tap is open for

𝟏
(a) hour ____________
𝟑
7
Ans: part
30

𝟐
(b) hour ____________
𝟑
14
Ans: part
30

𝟑
(c) hour ____________
𝟒
21
Ans: part
40
 𝟕
(d) hour ____________
𝟏𝟎
49
Ans: part
100

(e) For the tank to be full, how long should the tap be running?
10
Ans: hours
7

𝟏
2. The government has taken of Somu’s land to build a road. What part
𝟔
of the land remains with Somu now? She gives half of the remaining
𝟏
part of the land to her daughter Krishna and of it to her son Bora.
𝟑
After giving them their shares, she keeps the remaining land for
herself.
(a) What part of the original land did Krishna get?
(b) What part of the original land did Bora get?
(c) What part of the original land did Somu keep for herself?

5
Ans: Part of land that remains with somu =
6
5
(a)
12
5
(b)
18
5
(c)
36

Page No. 184

𝟑 𝟑
3. Find the area of a rectangle of sides 3 ft and 9 ft.
𝟒 𝟓
Ans: 36 sq. ft.

4. Tsewang plants four saplings in a row in his garden. The distance

𝟑
between two saplings is m. Find the distance between the first and
𝟒
last sapling.
1
Ans: 2 m
4

𝟏𝟐 𝟑
5. Which is heavier: of 500 grams or of 4 kg?
𝟏𝟓 𝟐𝟎
3 12
Ans: of 4 kg is heavier than of 500 gm.
20 15
Page No. 191

In a day, the number of times —

(a) the first fountain will fill the cistern is 1÷ 1 = 1

𝟏
(b) the second fountain will fill the cistern is 1 ÷ = _____
𝟐
Ans: 2 times

𝟏
(c) the third fountain will fill the cistern is 1 ÷ = _____
𝟒
Ans: 4 times

𝟏
(d) the fourth fountain will fill the cistern is 1 ÷ = _____
𝟓
Ans: 5 times

The number of times the four fountains together will fill the cistern in
a day is ___ + ____ + ___ + ____ = 12.
Ans: The number of times the four fountains together will fill the cistern
in a day is
= 1 + 2 + 4 + 5 = 12

Page No. 193

In each of the figures given below, find the fraction of the big square
that the shaded region occupies.

(a) (b)
3
Ans: The shaded region of Fig. (a) occupies of the area of whole square.
8
1
The red shaded part of Fig. (b) occupies of the area of whole square.
16
Page No. 196

Figure it out
1. Evaluate the following:

7 27 14 7 2 2 14 7
3÷ = ÷2= ÷ =1 ÷ =1
9 7 4 4 3 3 6 3
4 3 16 7 1 49 8 4
÷ = ÷ = ÷ = 15
3 4 9 4 7 4 2 15
1 1 9 1 11 2 2 3 2
÷ = ÷ = 3 ÷1 =2
5 9 5 6 12 11 3 8 3

2. For each of the questions below, choose the expression that describes
the solution. Then simplify it.
(a) Maria bought 8 m of lace to decorate the bags she made for school.
𝟏
She used m for each bag and finished the lace. How many bags
𝟒
did she decorate?
Ans:
1
(iii) 8 ÷
4
𝟏
(b) meter of ribbon is used to make 8 badges. What is the length of
𝟐
the ribbon used for each badge?
Ans:
1
(iv) ÷8
2
𝟏
(c) A baker needs kg of flour to make one loaf of bread. He has 5 kg
𝟔
of flour. How many loaves of bread can he make?
Ans:
1
(iii) 5 ÷
6

Page No. 197

𝟏
3. If kg of flour is used to make 12 rotis, how much flour is used to make
𝟒
6 rotis?
1
Ans: kg
8
4. Patiganita, a book written by Sridharacharya in the 9th century C.E.,
mentions this problem: “Friend, after thinking, what sum will be
obtained by adding together
𝟏 𝟏 𝟏 𝟏 𝟏
1÷ ,1÷ ,1÷ , 1 ÷ , and 1 ÷ ”. What should the friend say?
𝟔 𝟏𝟎 𝟏𝟑 𝟗 𝟐
Ans: 40

𝟏
5. Mira is reading a novel that has 400 pages. She read of the pages
𝟓
𝟑
yesterday and of the pages today. How many more pages does she
𝟏𝟎
need to read to finish the novel?
Ans: 200 pages.

𝟑
6. A car runs 16 km using 1 litre of petrol. How far will it go using 2
𝟒
litres of petrol?
Ans: 44 km.

7. Amritpal decides on a destination for his vacation. If he takes a train,

𝟏
it will take him 5 hours to get there. If he takes a plane, it will take
𝟔
𝟏
him hour. How many hours does the plane save?
𝟐
2
Ans: 4 hour
3

8. Mariam’s grandmother made a cake. Mariam and her cousins finished

𝟒
of the cake. The remaining cake was shared equally by Mariam’s
𝟓
three friends. How much of the cake did each friend get?
1
Ans: of the whole cake.
15

𝟓𝟔𝟓 𝟕𝟎𝟕
9. Choose the option(s) describing the product of ( × ):
𝟒𝟔𝟓 𝟔𝟕𝟔
Ans: (a), (c) and (e) are correct.

10. What fraction of the whole square is shaded?

3
Ans: of the whole square.
32
11. A colony of ants set out in search of food. As they search, they keep splitting
equally at each point (as shown in the figure 8.7) and reach two food
sources, one near a mango tree and another near a sugarcane field. What
fraction of the original group reached each food source?
29 3
Ans: Mango trees = and Sugarcane trees =
32 32

𝟏
12. What is 1 – ?
𝟐
1
(1 − )
2
1
Ans:
2

1 1
(1 − ) × (1 − )?
2 3
1
Ans: 3

1 1 1 1
(1 − ) × (1 − ) × (1 − ) × (1 − )?
2 3 4 5
1
Ans:
5

1 1 1 1 1 1 1 1 1
(1 − 2) × (1 − 3) × (1 − 4) × (1 − 5) × (1 − 6) × (1 − 7) × (1 − 8) × (1 − 9) × (1 − 10)?
1
Ans:
10

Make a general statement and explain.

1 1 1 1 1 1
Ans: (1 − ) × (1 − ) × (1 − ) × (1 − ) . . . . . . . . . . . (1 − ) =
2 3 4 5 𝑛 𝑛