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Maharashtra Class 9 Maths Solutions

The document provides solutions for Class 9 Maths, specifically focusing on real numbers, including classifications of rational numbers, decimal forms, surds, and irrational numbers. It includes practice sets with problems on identifying terminating and non-terminating decimals, proving irrationality, and performing operations with surds. Additionally, it covers absolute values and rationalizing denominators, along with multiple-choice questions related to the concepts discussed.

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113 views28 pages

Maharashtra Class 9 Maths Solutions

The document provides solutions for Class 9 Maths, specifically focusing on real numbers, including classifications of rational numbers, decimal forms, surds, and irrational numbers. It includes practice sets with problems on identifying terminating and non-terminating decimals, proving irrationality, and performing operations with surds. Additionally, it covers absolute values and rationalizing denominators, along with multiple-choice questions related to the concepts discussed.

Uploaded by

tanishqdadgal
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Maharashtra Board Solutions For Class 9 Maths Part 1

Chapter 2 – Real Numbers

Practice set 2.1 Page no: 21


1. Classify the decimal form of the given rational numbers into terminating and non-
terminating recurring type.
i. 13/5
ii. 2/11
iii. 29/16
iv. 17/125
v. 11/6

Solution:
i.
∵ The division is exact
∴ it is a terminating decimal.

ii.
∵ The division never ends and the digits ‘18’ is repeated endlessly
∴ it is a non-terminating recurring type decimal.

iii.
∵ The division is exact
∴ it is a terminating decimal.

iv.
∵ The division is exact
∴ it is a terminating decimal.

v.
∵ The division never ends and the digit ‘3’ is repeated endlessly
∴ it is a non-terminating recurring type decimal.

2. Write the following rational numbers in decimal form.


Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

i. 127/200
ii. 25/99
iii. 23/7
iv. 4/5
v. 17/8

Solution:
i.

ii.

iii.

iv.

v.

3. Write the following rational numbers in form.


i.
ii.
iii.
iv.
v.

Solution:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

Practice set 2.2 Page no: 25


1. Show that is 4√2 an irrational number.

Solution:

2. Prove that 3 + √5 is an irrational number.

Solution:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

3. Represent the numbers √5 and √10 on a number line.

Solution:
Given √5

Given that √10

4. Write any three rational numbers between the two numbers given below.
(i) 0.3 and -0.5
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

Solution:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

(ii) -2.3 and -2.33

Solution:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

(iii) 5.2 and 5.3

Solution:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

(iv) -4.5 and 4.6

Solution:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

Practice set 2.3 Page no: 30


1. State the order of the surds given below.

Solution:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

2. State which of the following are surds. Justify.

Solution:

iv. √256 = √162 = 16


Surds are numbers left in root form (√) to express its exact value. It has an infinite
number of non-recurring decimals. Therefore, surds are irrational numbers.
It is not a surd ∵ it is a rational number.
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

3. Classify the given pair of surds into like surds and unlike surds.
i. √52, 5√13
ii. √68, 5√3
iii. 4√18, 7√2
iv. 19√12, 6√3
v. 5√22, 7√33
vi. 5√5, √75

Solution:
Two or more surds are said to be similar or like surds if they have the same surd-factor.
Two or more surds are said to be dissimilar or unlike when they are not similar.
Therefore,

i. Given √52, 5√13


given surd can be written as
√52 = √ (2×2×13) = 2√13
5√13
∵ both surds have same surd-factor that is √13.
∴ they are like surds.

ii. Given √68, 5√3


Given surd can be written as
√68 = √ (2×2×17) = 2√17
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

5√3
∵ both surds have different surd-factors √17 and √3.
∴ they are unlike surds.

iii. Given 4√18, 7√2


Given surd can be written as
4√18 = 4 √ (2×3×3) = 4×3√2 = 12√2
7√2
∵ both surds have same surd-factor i.e., √2.
∴ they are like surds.

iv. Given 19√12, 6√3


Given surd can be written as
19√12 = 19√ (2×2×3) = 19×2√3 = 38√3
6√3
∵ both surds have same surd-factor i.e., √3.
∴ they are like surds.

v. Given 5√22, 7√33


∵ both surds have different surd-factors √22 and √33.
∴ they are unlike surds.

vi. Given 5√5, √75


5√5
Given surd can be written as
√75 = √ (5×5×3) = 5√3
∵ both surds have different surd-factors √5 and √3.
∴ they are unlike surds.

4. Simplify the following surds.


i. √27
ii. √50
iii. √250
iv. √112
v. √168

Solution:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

Practice set 2.4 Page no: 32


1. Multiply
i. √3(√7 – √3)
ii. (√5 – √7) √2
iii. (3√2 – √3) (4√3 – √2)

Solution:
i. Given √3 (√7 – √3)
=√3 × √7 – √3 × √3
[∵ √a (√b – √c) = √a × √b – √a × √c]
=√21 – 3

ii. Given (√5 – √7) √2


=√5 × √2 – √7 × √2
[∵√a (√b – √c) = √a × √b – √a × √c]
= √10 – √14

iii. Given (3√2 – √3) (4√3 – √2)


=3√2 (4√3 – √2) – √3 (4√3 – √2)
[∵ √a (√b – √c) = √a × √b – √a × √c]
= 3√2 × 4√3 – 3√2 × √2 – √3 × 4√3 + √3 × √2
= 12√6 – 3 × 2 – 4 × 3 + √6
= 12√6 – 6 – 12 + √6
= 13√6 – 18

2. Rationalize the denominator.


Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

iv.

Solution:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

Practice set 2.5 Page no: 33


1. Find the value.
(i) |15 - 2|
(ii) |4 - 9|
(iii) |7| × |-4|

Solution:
i. Given |15 - 2|
Absolute value describes the distance of a number on the number line from 0 without
considering which direction from zero the number lies. The absolute value of a number
is never negative.
Therefore,
|15 - 2| = |13| = 13

ii. Given |4 - 9|
Absolute value describes the distance of a number on the number line from 0 without
considering which direction from zero the number lies. The absolute value of a number
is never negative.
Therefore,
|4 - 9| = |-5| = 5

iii. Given |7| × |-4|


Absolute value describes the distance of a number on the number line from 0 without
considering which direction from zero the number lies. The absolute value of a number
is never negative.
Therefore,
|7| × |-4| = 7 × 4 = 28

2. Solve.
i. |3x - 5| = 1
ii. |7 – 2x| = 5

iii.
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

iv.

Solution:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

Problem set 2 Page no: 34


1. Choose the correct alternative answer for the questions given below.
i. Which one of the following is an irrational number?
A. √16/25
B. √5
C. 3/9
D. √196

Solution:
B. √5

Explanation:
An irrational number is a number that cannot be expressed as a fraction p/q for
any integers p and q and q ≠ 0.
Since √5 cannot be written as p/q it is an irrational number
Therefore √5 is an irrational number.

ii. Which of the following is an irrational number?


A. 0.17
B.
C.
D. 0.101001000....

Solution:
D. 0.101001000....

Explanation:
An irrational number is a number that cannot be expressed as a fraction p/q for
any integers p and q and q ≠ 0.
0.101001000.... is an irrational number because it is a non-terminating and non-
`repeating decimal.
Therefore, 0.101001000.... is an irrational number.

iii. Decimal expansion of which of the following is non-terminating recurring?


Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

A. 2/5
B. 3/16
C. 3/11
D. 137/25

Solution:
C. 3/11

Explanation:
A non-terminating recurring decimal representation means that the number will have an
infinite number of digits to the right of the decimal point and those digits will repeat
themselves.

∵ it has an infinite number of digits to the right of the decimal point which are repeating
themselves ∴ it is a non-terminating recurring decimal.

iv. Every point on the number line represent, which of the following numbers?
A. Natural numbers
B. Irrational numbers
C. Rational numbers
D. Real numbers.

Solution:
D. Real numbers.

Explanation:
Every point of a number line is assumed to correspond to a real number, and every real
number to a point. Therefore, every point on the number line represent a real number.

v. The number 0.4 in p/q form is ………….


A. 4/9
B. 40/9
C. 3.6/9
D. 36/9

Solution:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

C. 3.6/9

Explanation:

vi. What is √n, if n is not a perfect square number?


A. Natural number
B. Rational number
C. Irrational number
D. Options A, B, C all are correct.

Solution:
C. Irrational number

Explanation:
If n is not a perfect square number, then √n cannot be expressed as ratio of a and b
where a and b are integers and b ≠ 0
Therefore, √n is an Irrational number

vii. Which of the following is not a surd?


A. √7
B. 3√17
C. 3√64
D. √193

Solution:
C. 3√64

Explanation:
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

viii. What is the order of the surd ?


A. 3
B. 2
C. 6
D. 5

Solution:
C. 6

Explanation:

ix. Which one is the conjugate pair of 2√5 + √3?


A. -2√5 + √3
B. -2√5 - √3
C. 2√3 + √5
D. √3 + 2√5

Solution:
A. -2√5 + √3

Explanation:
A math conjugate is formed by changing the sign between two terms in a binomial. For
Maharashtra Board Solutions For Class 9 Maths Part 1
Chapter 2 – Real Numbers

instance, the conjugate of x + y is x - y.


Now,
2√5 + √3 = √3 + 2√5
Its conjugate pair = √3 - 2√5 = -2√5 + √3
∴ The conjugate pair of 2√5 + √3 = -2√5 + √3

x. The value of |12 – (13 + 7) × 4| is ...........


A. -68
B. 68
C. -32
D. 32

Solution:
B. 68

Explanation:
|12 – (13 + 7) × 4| = |12 – 20 × 4|
(Solving it according to BODMAS)
⇒ |12 – (13 + 7) × 4| = |12 – 80|
⇒ |12 – (13 + 7) × 4| = |-68|
⇒ |12 – (13 + 7) × 4| = 68

Common questions

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√5 is considered an irrational number because it cannot be expressed as a simple fraction p/q, where p and q are integers and q is not zero. Additionally, its decimal expansion is non-terminating and non-repeating .

Like surds have the same surd factor, meaning they can be expressed with the same base and power under the radical. For example, √52 and 5√13 are like surds because they both involve the same surd factor of √13. Unlike surds, in contrast, have different surd factors. For example, √68 and 5√3 have surd factors of √17 and √3, respectively, making them unlike surds .

The significance lies in the fact that the number line visually demonstrates the completeness of the set of real numbers, including rational and irrational numbers. This representation highlights that between any two rational numbers, there are infinitely many irrational numbers, and vice versa. It underpins the fundamental understanding that real numbers include all possible magnitudes along the number line, showcasing the density and continuity of real numbers .

To solve |3x - 5| = 1, you need to consider two cases: 3x - 5 = 1 and 3x - 5 = -1. Solving these, for 3x - 5 = 1, add 5 to get 3x = 6, then divide by 3 to find x = 2. For 3x - 5 = -1, add 5 to get 3x = 4, then divide by 3 to find x = 4/3 .

To represent irrational numbers like √5 and √10 on a number line, construct right-angled triangles where these could function as the hypotenuse. For √5, create a triangle with sides of lengths 1 and 2, using the Pythagorean theorem. For √10, sides of lengths 1 and 3 can be used. Draw a circle centered at the origin with radius equal to these numbers, and mark their intersection with the number line .

A decimal is classified as terminating if the division of the numerator by the denominator results in an exact division. For example, 13/5 is terminating because it results in an exact division. A decimal is non-terminating recurring if the division results in a repeating decimal sequence. For example, 2/11 results in a recurring decimal of '18' endlessly .

The 'order of surd' refers to the degree or power of the radical under consideration. It is determined by the expression within the surd's root. For instance, the expression √(x^6) implies an order of 6, because the expression under the sqrt is raised to the power 6. Hence, in this context, it gauges the complexity of a surd or its equivalency in exponential notation .

To rationalize the denominator, you multiply the numerator and the denominator by a conjugate or an appropriate radical factor to eliminate the irrational number from the denominator. This is necessary to convert the denominator to a rational number, making it easier to handle arithmetically. For instance, if the denominator involves a term a + √b, you can multiply by its conjugate a - √b .

The number 0.101001000... is classified as an irrational number because its decimal expansion is non-terminating and non-repeating. This means it cannot be written as a fraction of two integers, which is the defining characteristic of irrational numbers .

A surd is a number that remains in root form to express its exact value and has an infinite number of non-recurring decimals, qualifying it as an irrational number. √256 is not a surd because it simplifies to the integer 16, thus qualifying as a rational number, not a surd .

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