Paragraph

What Is a Paragraph?

Let’s begin by defining this concept of the paragraph. A paragraph is a group of sentences
that present, develop, and support a single idea in a continual block of sentences with no line
breaks. There may be a prescribed length or number of sentences according to the assignment
you’ve been given.

Paragraphs rarely stand alone, so most often the main topic of the paragraph serves the main
concept or purpose of a larger whole; for example, the main idea of a paragraph in an essay
should serve to develop and support the thesis of the essay.

For more on thesis statements, see “Creating Your Thesis” in this text.

Similarly, the main idea of a paragraph in a letter serves the overall purpose of the letter,
whether that purpose is to thank your Aunt Martha for the thoughtful birthday sweater, or
whether the purpose is to inform a local business that you’re dissatisfied with the quality of a
product or service that you purchased.

Topic Sentences

The job of the topic sentence is to control the development and flow of the information
contained in the paragraph. The topic sentence takes control of the more general topic of the
paragraph and shapes it in the way that you choose to present it to your readers. It provides a
way through a topic that is likely much broader than what you could ever cover in a
paragraph, or even in an essay. This more focused idea, your topic sentence, helps you
determine the parts of the topic that you want to illuminate for your readers—whether that’s a
college essay or a thank you letter to your Aunt Martha. The following diagram illustrates
how a topic sentence can provide more focus to the general topic at hand.
Think about some places where you might commonly find general topics presented with
more focus, perhaps in news stories, textbooks, or speeches. The topic of a news story might
be a deadly forest fire that’s burning out of control, while the focus of the topic might be
about careless humans. The topic of a chapter from a medical text might be phlebotomy (the
practice of drawing blood from a patient), while the focus of a section of that chapter might
be about safe disposal of used needles. Maybe the topic of a persuasive speech is organic
produce, while the focus of the speech is about the importance of supporting local organic
farms.

Most topics are expansive, so they require more focus—whether in a thesis statement or a
topic sentence—to provide a narrower view of the broader subject. This narrower and more
focused view also often seeks to persuade the reader to see things from the writer’s
perspective.

Side note. While we’re on the subject of speech class, let’s talk about how the
presentation of topics in an academic essay differs from the presentation of topics in a
speech. Beginning speech writers often use obvious verbal signposts to announce main
ideas, transitional moments, or concluding thoughts.

For example, it would not be uncommon for a student in a college speech class, while
delivering a speech, to say, “First, I will explain . . .” or “The first topic I will cover . . .” or
“Next, I will tell you about . . .” or “In conclusion, as I have demonstrated . . . .” And while
these methods for announcing a topic may be common and accepted practices in some
college speech classes, they do not suit the expectations of your audience for an academic
essay. With an oral presentation, the audience can’t see how the speech will unfold, but with
written text, readers can see the size and shape of the document that they’re reading, so they
don’t need as much help navigating.

So how can you correct this common problem? It’s quite simple actually. Just remove the
verbal signpost that announces your position, remove the first person “I,” point of view and
simply state the position or topic. See the “Point of View” section in this text.

Here’s an example:

Speech-like announcement of a topic: First, I will explain that while it’s a common belief
that use of cell phones causes lower levels of concentration and focus, cell phone use does
have a place in the classroom and smart phones should be considered a valuable educational
tool.

Improved presentation of a topic: While it’s a common belief that the use of cell phones
causes lower levels of concentration and focus, cell phone use does have a place in the
classroom, and smart phones should be considered a valuable educational tool.
Placement of Topic Sentences

What if I told you that the topic sentence doesn’t necessarily need to be at the beginning?
This might be contrary to what you’ve learned in previous English or writing classes, and
that’s okay. Certainly, placing topic sentences at or near the beginning of paragraphs is a fine
strategy, especially for beginning writers. If you announce a topic clearly and early on in a
paragraph, your readers are likely to grasp your idea and to make the connections that you
want them to make.

Now that you’re writing for a more sophisticated academic audience though—that is an
audience of college-educated readers—you can use more sophisticated organizational
strategies to build and reveal ideas in your writing. One way to think about a topic sentence,
is that it presents the broadest view of what you want your readers to understand. This is to
say that you’re providing a broad statement that either announces or brings into focus the
purpose or the meaning for the details of the paragraph. And if you think of the topic sentence
as the broadest view, then you can think about how every supporting detail brings a narrower
—or more specific—view of the same topic.

With this in mind, take some time to contemplate the diagrams in the figure obelow. The
widest point of each diagram (the bases of the triangles) represents the topic sentence of the
paragraph. As details are presented, the topic becomes narrower and more focused. The topic
can precede the details, it can follow them, it can both precede and follow them, or the details
can surround the topic. There are surely more alternatives than those that are presented here,
but this gives you an idea of some of the possible paragraph structures and possible
placements for the topic sentence of a paragraph.

Figure 6.2: Examples of possible paragraph structures. [Image description]

Consider some of the following examples of different topic sentence placements in a

paragraph from a review essay of the beloved children’s book, The Cat in the Hat, by Dr.
Seuss. Paragraph structures are labelled according to the diagrams presented above, and topic
sentences are identified by red text.
Topic Sentence-Details-Topic Sentence

A good children’s book requires an exciting plot and a problem with which children can
sympathize. In The Cat in the Hat there is plenty of action, depicted in the wild antics of the
cat, and later in the amazing but dangerous and messy tricks of Thing 1 and Thing 2. All this
excitement and action naturally draws children into the story and keeps the plot moving
forward at a pace that maintains their interest. There is also tension to be resolved. The fish
senses danger and constantly warns the children not to participate in the cat’s perilous stunts.
And later, as the mother’s return becomes more imminent, the children begin to heed the
fish’s warning and finally wish to contain the chaos and clean up the mess, but how? While
this plot is fantastic enough to fuel any child’s imagination, it also contains a problem with
which any child can relate: a mess and the threat of a parent’s disapproval. The careful
balance of action, tension, and relatability is what makes this book an enduring childhood
favourite.

Topic Sentence-Details

The careful balance of action, tension, and relatability is what makes Dr. Seuss’s The Cat in
the Hat an enduring childhood favourite. In The Cat in the Hat there is plenty of action,
depicted in the wild antics of the cat, and later in the amazing but dangerous and messy tricks
of Thing 1 and Thing 2. All this excitement and action naturally draws children into the story
and keeps the plot moving forward at a pace that maintains their interest. There is also
tension to be resolved. The fish senses danger and constantly warns the children not to
participate in the cat’s perilous stunts. And later, as the mother’s return becomes more
imminent, the children begin to heed the fish’s warning and finally wish to contain the chaos
and clean up the mess, but how? While this plot is fantastic enough to fuel any child’s
imagination, it also contains a problem with which any child can relate: a mess and the threat
of a parent’s disapproval.

Note: You can relocate the topic sentence to the end here, and you’ll have an example of
the Details-Topic Sentence method of organizing the paragraph.

Details-Topic Sentence-Details

In The Cat in the Hat there is plenty of action, depicted in the wild antics of the cat, and later
in the amazing but dangerous and messy tricks of Thing 1 and Thing 2. All this excitement
and action naturally draws children into the story and keeps the plot moving forward at a pace
that maintains their interest. The careful balance of action, tension, and relatability is what
makes Dr. Seuss’s The Cat in the Hat an enduring childhood favorite. There is definitely
tension to be resolved here. The fish senses danger and constantly warns the children not to
participate in the cat’s perilous stunts. And later, as the mother’s return becomes more
imminent, the children begin to heed the fish’s warning and finally wish to contain the chaos
and clean up the mess, but how? While this plot is fantastic enough to fuel any child’s
imagination, it also contains a problem with which any child can relate: a mess and the threat
of a parent’s disapproval.
Implied Topic Sentences

Now that you’re getting used to the idea that the topic sentence doesn’t necessarily need to be
placed at the beginning of the paragraph, what if I told you that, sometimes, the topic
sentence doesn’t need to be stated at all? It’s true! Eliminating the topic sentence isn’t
always the best strategy for beginning writers, but it can be effective, and it’s a pretty
common strategy among professional writers. It’s also worthwhile to note that many
instructors will prefer an explicit topic sentence over an implied one, just as many will prefer
an explicit thesis over an implied one. When in doubt, ask your instructors about their
preferences in areas such as these.

One area where you’re likely to find implied topic sentences is in narrative essays. In
narratives, as in novels or other works of creative writing, readers often prefer to glean the
meaning from the text rather than to have it thrust upon them. Writers also often prefer to
imply themes and ideas rather than spelling it out for their readers. There are also times when
your main idea will be obvious enough without having to come out and state your topic
sentence. If you’re not sure about whether or not an implied topic is working in a paragraph,
write an explicit topic sentence for the paragraph. Read the paragraph with and without your
new explicit topic. Does addition of the explicit topic improve the clarity of the paragraph or
essay? Share the essay with a couple of friends or classmates and get some second opinions.

Consider the following paragraph from an essay titled “The Bothersome Beauty of Pigeons,”
by author and Boise State writing professor, Bruce Ballenger. It’s important to note that this
is a personal narrative essay rather than a more traditional academic essay, but it the
paragraph provides a good example of an implied topic. In this essay Ballenger takes the time
to consider the beauty of pigeons, a bird that’s usually thought of as nothing more than a
nuisance. Just prior to this paragraph, Ballenger talks about how he used a fake owl to scare
away pigeons on his property. He goes on to explain
My pigeons moved next door where an elderly couple feed them bird seed and have the time and
willingness to clean up after their new charges; so it seems, in this case, things have worked out for
everyone. But the large flocks still haunt the piazzas in Florence and Venice, the squares in London,
and similar places in nearly every city across the globe. Despite their ability to distinguish between a
Van Gogh and a Chagall, pigeons still deposit droppings that deface the great marble statues and
facades—the works of art and architecture that are part of our human heritage—and yet people still
buy bags of seed for about a dollar and pose for photographs, drenched in doves. Meanwhile, officials
in these cities continue, sometimes quietly, to wage war against the birds (“Introduction”).

Here, Ballenger seems to be saying that in spite of the attempts of so many to rid themselves
of the pigeons, others are still drawn to them and will feed them and encourage them to come
back. His main idea seems to be that the battle against pigeons is a losing proposition, but he
doesn’t come out and say so. His message in this paragraph is implied. Do you think this
paragraph would be improved with an explicit topic sentence? As you write and revise your
own paragraphs, these will be important questions for you to consider about your own
writing.+
Characteristics of a Good Topic Sentence

If a reader or teacher comments that your paragraph lacks unity, you probably need a better
topic sentence (or maybe you don’t have one yet). So, how can you spot a good topic
sentence when you’ve written one? A good topic sentence might meet the following criteria:

 Signals the topic and also the more focused ideas of the paragraph
 Presents an idea or ideas that are clear and easy to understand
 Provides unity to the paragraph (so it’s clear how all supporting ideas relate)
 Omits supporting details
 Engages the reader

There’s no right order in the writing process for identifying or writing the topic sentence of a
paragraph. Some writers begin drafting a paragraph with a main idea already in mind and
then decide how to support it. Others begin writing about details, examples, or quotations
from sources that they feel somehow relate to what they want to say, writing for a while
before deciding what the main idea is. Most writers rely on a variety of strategies that they
have developed through trial and error. So don’t let the lack of a main idea hold you back
from getting out what you want to say. Write for a while, and a main idea will surely emerge.

Exercises
Here are some exercises to help you practice identifying and developing topics and topic sentences.

[Link] the Topic and Focus

o Choose a piece of writing, perhaps an essay or some news articles provided by
your instructor, and for each paragraph identify (1) the topic and (2) the more
focused idea. Remember, the topic sentence applies more focus to the broader
topic to help narrow the scope of the paragraph. For example, the topic of a
paragraph might be school lunches. The more focused idea of that same
paragraph might be the idea of having students plant school gardens as a way to
help incorporate more fresh produce in the menu.
[Link] Readers to Find the Topic Sentences
o Ask someone to read your essay and for each supporting paragraph, ask your
reader to underline the most likely topic sentence. If your reader can’t find a
topic sentence, ask him or her to write a topic sentence for that paragraph.
[Link] a Readers to Share Their Expectations
o Provide a reader with a list of your topic sentences, without the paragraphs that
they belong to. Ask the reader what he or she thinks each paragraph is about
and what kind of supporting details or discussion he or she would expect to see
in the paragraph.
Image Description

Figure 6.1: Examples of focusing an idea. The more focused ideas are in curly braces and the
topics are in parentheses.

{Additional state budget funding must be allocated} to subsidise (affordable housing

initiatives.)

(The amazing sweater you knitted me) is {going to look especially great with my rainbow
unicorn socks.} [Return to Figure 6.1]

COMPREHENSION
Gender bias and poverty
1) __________ between men and women results in poorer health for
children and greater 2) __________ for the family, 3) __________ to a
new study. The UN agency Unicef found that in places where women
are 4) __________ from family decisions, children are more likely to
suffer from 5) __________. There would be 13 million 6)
__________ malnourished children in South Asia if women had an
equal say in the family, Unicef said.

Unicef 7) __________ family decision-making in 30 countries 8)

__________ the world. Their chief finding is that equality between men
and women is vital to 9) __________ poverty and improving health,
especially that of children, in developing countries. The conclusions
are contained in the agency's latest report. This report 10) __________ to
a greater 11) __________ of opportunities for girls and women in education and work
which contributes to disempowerment and poverty. Where men control the household,
less money is spent on health care and food for the family, which 12) __________ in
poorer health for the children.

An increase in 13) __________ and income-earning opportunities for

women would increase their 14) __________ power, the report said.
For example, the agency found that 15) __________ has the greater
share of household income and assets decides whether those
resources will be used for family needs.

Comprehension Questions...
Q1
Unequal
Inequal
Unequality
Inequality
Q2
poor
poorness
poverty
impoverished

Q3
resulting
according
regarding
with regard

Q4
excluded
exclude
exclusion
excludes

Q5
ill-nourished
malnourish
malnutrition
ill-nutrition

Q6
more
few
fewer
least

Q7
survey
surveying
surveys
 surveyed

Q8
in
around
over
among

Q9
increase
reduce
increasing
reducing

Q10
points
indicates
shows
suggests

Q11
lack
lacking
lacks
lacky

Q12
leads
result
lead
results

Q13
employ
employment
 employee
employed

Q14
house
householder
household
home

Q15
whatever
whoever
whichever
however

MATHS
ALGEBRA
Algebra
Algebra is the branch of mathematics that helps in the representation of
problems or situations in the form of mathematical expressions. It involves
variables like x, y, z, and mathematical operations like addition, subtraction,
multiplication, and division to form a meaningful mathematical expression.
All the branches of mathematics such as trigonometry, calculus, coordinate
geometry, involve the use of algebra. One simple example of an expression
in algebra is 2x + 4 = 8.
Algebra deals with symbols and these symbols are related to each other
with the help of operators. It is not just a mathematical concept, but a skill
that all of us use in our daily life without even realizing it. Understanding
algebra as a concept is more important than solving equations and finding
the right answer, as it is useful in all the other topics of mathematics that
you are going to learn in the future or you have already learned in past.
What is Algebra?

Algebra is a branch of mathematics that deals with symbols and the

arithmetic operations across these symbols. These symbols do not have
any fixed values and are called variables. In our real-life problems, we often
see certain values that keep on changing. But there is a constant need to
represent these changing values. Here in algebra, these values are often
represented with symbols such as x, y, z, p, or q, and these symbols are
called variables. Further, these symbols are manipulated through various
arithmetic operations of addition, subtraction, multiplication, and division, with
an objective to find the values.
The above algebraic expressions are made up of variables, operators, and
constants. Here the numbers 4 and 28 are constants, x is the variable, and
the arithmetic operation of addition is performed.
Branches of Algebra

The complexity of algebra is simplified by the use of numerous algebraic

expressions. Based on the use and the complexity of the expressions,
algebra can be classified into various branches that are listed below:
 Pre-algebra
 Elementary Algebra
 Abstract Algebra
 Universal Algebra

Pre-algebra

The basic ways of presenting the unknown values as variables help to

create mathematical expressions. It helps in transforming real-life problems
into an algebraic expression in mathematics. Forming a mathematical
expression of the given problem statement is part of pre-algebra.
Elementary Algebra

Elementary algebra deals with solving the algebraic expressions for a

viable answer. In elementary algebra, simple variables like x, y, are
represented in the form of an equation. Based on the degree of the
variable, the equations are called linear equations, quadratic equations,
polynomials. Linear equations are of the form, ax + b = c, ax + by + c = 0, ax
+ by + cz + d = 0. Elementary algebra based on the degree of the
variables, branches out into quadratic equations and polynomials. A
general form of representation of a quadratic equation is ax2 + bx + c = 0,
and for a polynomial equation, it is axn + bxn-1+ cxn-2+ .....k = 0.
Abstract Algebra

Abstract algebra deals with the use of abstract concepts like groups, rings,
vectors rather than simple mathematical number systems. Rings are a
simple level of abstraction found by writing the addition and multiplication
properties together. Group theory and ring theory are two important
concepts of abstract algebra. Abstract algebra finds numerous applications
in computer sciences, physics, astronomy, and uses vector spaces to
represent quantities.
Universal Algebra

All the other mathematical forms involving trigonometry, calculus, coordinate

geometry involving algebraic expressions can be accounted as universal
algebra. Across these topics, universal algebra studies mathematical
expressions and does not involve the study of models of algebra. All the
other branches of algebra can be considered as the subset of universal
algebra. Any of the real-life problems can be classified into one of the
branches of mathematics and can be solved using abstract algebra.
Algebra Topics

Algebra is divided into numerous topics to help for a detailed study. Here,
we have listed some of the important topics of algebra such as algebraic
expressions and equations, sequence and series, exponents, logarithm, and
sets.
Algebraic Expressions

An algebraic expression in algebra is formed using integer constants,

variables, and basic arithmetic operations of addition(+), subtraction(-),
multiplication(×), and division(/). An example of an algebraic expression is
5x + 6. Here 5 and 6 are fixed numbers and x is a variable. Further, the
variables can be simple variables using alphabets like x, y, z or can have
complex variables like x2, x3, xn, xy, x2y, etc. Algebraic expressions are also
known as polynomials. A polynomial is an expression consisting of variables
(also called indeterminates), coefficients, and non-negative integer
exponents of variables. Example: 5x3 + 4x2 + 7x + 2 = 0.

An equation is a mathematical statement with an 'equal to' symbol between

two algebraic expressions that have equal values. Given below are the
different types of equations, based on the degree of the variable, where we
apply the concept of algebra:
 Linear Equations: Linear equations help in representing the relationship
between variables such as x, y, z, and are expressed in exponents of
one degree. In these linear equations, we use algebra, starting from
 the basics such as the addition and subtraction of algebraic
expressions.
 Quadratic Equations: A quadratic equation can be written in the standard
form as ax2 + bx + c = 0, where a, b, c are constants and x is the
variable. The values of x that satisfy the equation are called solutions
of the equation, and a quadratic equation has at most two solutions.
 Cubic Equations: The algebraic equations having variables with power 3
are referred to as cubic equations. A generalized form of a cubic
equation is ax3 + bx2 + cx + d = 0. A cubic equation has numerous
applications in calculus and three-dimensional geometry (3D Geometry).

Sequence and Series

A set of numbers having a relationship across the numbers is called a

sequence. A sequence is a set of numbers having a common mathematical
relationship between the number, and a series is the sum of the terms of a
sequence. In mathematics, we have two broad number sequences and
series in the form of arithmetic progression and geometric progression.
Some of these series are finite and some series are infinite. The two series
are also called arithmetic progression and geometric progression and can
be represented as follows.
 Arithmetic Progression: An Arithmetic progression (AP) is a special type of
progression in which the difference between two consecutive terms is
always a constant. The terms of an arithmetic progression series is a,
a+d, a + 2d, a + 3d, a + 4d, a + 5d, .....
 Geometric Progression: Any progression in which the ratio of adjacent
terms is fixed is a Geometric Progression. The general form of
representation of a geometric sequence is a, ar, ar 2, ar3, ar4, ar5, .....

Exponents

Exponent is a mathematical operation, written as an. Here the expression

an involves two numbers, the base 'a' and the exponent or power
'n'. Exponents are used to simplify algebraic expressions. In this section, we
are going to learn in detail about exponents including squares,
cubes, square root, and cube root. The names are based on the powers of
these exponents. The exponents can be represented in the form an = a × a
× a × ... n times.
Logarithms

The logarithm is the inverse function to exponents in algebra. Logarithms are

a convenient way to simplify large algebraic expressions. The exponential
form represented as ax = n can be transformed into logarithmic form as
logaan = x. John Napier discovered the concept of Logarithms in 1614.
Logarithms have now become an integral part of modern mathematics.
Sets

A set is a well-defined collection of distinct objects and is used to represent

algebraic variables. The purpose of using sets is to represent the collection
of relevant objects in a group. Example: Set A = {2, 4, 6, 8}..........(A set of
even numbers), Set B = {a, e, i, o, u}......(A set of vowels).
Algebraic Formulas

An algebraic identity is an equation that is always true regardless of the

values assigned to the variables. Identity means that the left-hand side of
the equation is identical to the right-hand side, for all values of the
variables. These formulae involve squares and cubes of algebraic
expressions and help in solving the algebraic expressions in a few quick
steps. The frequently used algebraic formulas are listed below.
 (a + b)2 = a2 + 2ab + b2
 (a - b)2 = a2 - 2ab + b2
 (a + b)(a - b) = a2 - b2
 (a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca
 (a + b)3 = a3 + 3a2b + 3ab2 + b3
 (a - b)3 = a3 - 3a2b + 3ab2 - b3

Let us see the application of these formulas in algebra using the following
example,

Example: Using the (a + b)2 formula in algebra, find the value of (101)2.
Solution:

Given: (101)2 = (100 + 1)2

Using algebra formula (a + b)2 = a2 + 2ab + b2, we have,
(100 + 1)2 = (100)2 + 2(1)(100) + (1)2
(101)2 = 10201
For more formulas check the page of algebraic formulas, containing the
formulas for expansion of algebraic expressions, exponents, and
logarithmic formulas.
Algebraic Operations

The basic operations covered in algebra are addition, subtraction,

multiplication, and division.

 Addition: For the addition operation in algebra, two or more

expressions are separated by a plus (+) sign between them.
 Subtraction: For the subtraction operation in algebra, two or more
expressions are separated by a minus (-) sign between them.
 Multiplication: For the multiplication operation in algebra, two or more
expressions are separated by a multiplication (×) sign between them.
 Division: For the division operation in algebra, two or more expressions
are separated by a "/" sign between them.
Basic Rules and Properties of Algebra

The basic rules or properties of algebra for variables, algebraic

expressions, or real numbers a, b and c are as given below,

 Commutative Property of Addition: a + b = b + a

 Commutative Property of Multiplication: a × b = b × a
 Associative Property of Addition: a + (b + c) = (a + b) + c
 Associative Property of Multiplication: a × (b × c) = (a × b) × c
 Distributive Property: a × (b + c) = (a × b) + (a × c), or, a × (b - c) = (a ×
b) - (a × c)
 Reciprocal: Reciprocal of a = 1/a
 Additive Identity Property: a + 0 = 0 + a = a
 Multiplicative Identity Property: a × 1 = 1 × a = a
  Additive Inverse: a + (-a) = 0

☛ Related Topics:

 Algebra 1
 Addition of Algebraic Expressions
 Subtraction of Algebraic Expressions
 Multiplication of Algebraic Expressions
 Division of Algebraic Expressions

Download FREE Study Materials

Algebra Worksheet

Algebra Worksheet

Algebra Worksheet

Examples on Algebra

 Example 1: Expand (2x + 3y)2 using the algebraic identities.

Solution:

Here we shall use an identity in algebra, (a + b) 2 = a2 + 2ab + b2

(2x + 3y)2 = (2x)2 + 2(2x)(3y) + (3y)2
= 4x2 + 12xy + 9y2
Therefore, the answer is (2x + 3y)2 = 4x2 + 12xy + 9y2
 Example 2: The present age of a person is double the age of his
son. Ten years ago, his age was four times the age of his son.
Use the concept of algebra and find the present age of the son.

Solution:

Let us consider the present age of the son as 'x' years. It is given
that the age of the person is double the age of his son, so the
age of the person is '2x' years. Now considering the situation 10
years ago, the age of the son was (x - 10) years and the age of
the person was (2x - 10) years. The question says that 10 years
ago the age of the person was 4 times the age of his son.
Therefore, this can be expressed as,

2x - 10 = 4(x - 10)

2x - 10 = 4x - 40

2x - 4x = -40 + 10

-2x = -30

2x = 30

x = 30/2

x = 15

Therefore, the present age of the son is 15 years.

 Example 3: Five less than a number equals to two. What is the

number?

Solution:

Using the concept of Algebra, we will assume the number to be a

variable. Let the number be x. As per the question, we can write
x - 5 = 2. On solving this, we get x = 7. Therefore, the required
number is 7.
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Practice Questions on Algebra

 Q.1

The equation 4x2 - 5x + 4 is an example of a ____________ .



Quadratic equation
Quadratic equation
 

Linear equation
Linear equation


Surd
Surd


Arithmetic series
Arithmetic series

Check Answer
 Q.2

Find the value of x in the expression 6x - 11 = 4x + 13



9
9


10
10


12
12


8
8