>\\Thft~~ea~'~~-

"v Generalise d {orm of numbers

Games with numbers
Q Creating m agic squ are
8 Divisibility t ec; t s

t ;!) ~ ..... ~Po

Numbers play the most significant role in the study of Mathematics. In the previous classes, we have read a
lot about numbers and various types of numbers, i.e. about natural numbers, whole numbers, integers and
rational numbers.

We have also read about various pro~erties of these -~umbers. In this unit, we shall explore more about
numbers and will study about generalised form of wnting numbers, puzzles and games with numbers. We
will also study the justification of divisibility tests of numbers that we had gone through in class VI.

Gener;llised Form ()f NumbPrs

Let us consider two digit numbers such as 29 and 86.
We can write these numbers as
29 = 20 + 9 = 10 X 2 + 9
86 = 80 + 6 = lQ X 8 + 6

\ nspare
In general, a two digit number ab can be written as (10 x a)+ b where b · ct· .
l '
. d · dig
18 1g1t at uruts place an a 15
S1m1lary, c1 two digit nL1mber ba can be written as (10 x b) + a where a 1s the digit at units place and bis the
d1g1t at lens place.
Let's now consider three d igit numbers such as 739 and 915.
\-\'c can express these numbers as
739 = 700 + 30 + 9 = (100 X 7) + (10 X 3) + 9
915 = 900 + 10 + 5 = (100 X 9) + (10 X 1) + 5
In gl•ne ra l, a three digit number abc can be written as (100 x a) + (10 x b) + c, where c is the digit at units
place, b is the digit at tens place and a is the digit at hundreds place.
In the 5imilar way, bac can be written as (100 x b) + (IO x a) + c and cab can be written as (100 x c) +
(10 x a) + b and so on.

Game5, with Numbers

You mu st have faced situations wh en your friends and sometimes your teachers also trap you in number
games or number puzzles. Sometimes these puzzles are easy to solve, while som etimes these are little
tricky and make you utterly confused.
Rahul's Maths teacher decides to ask her students a puzzle.
Let's see how Rahul h andles the situation.

Teacher Rahul

e a 2 digit num Ok, ma'am. I have chosen.

choice. (He has chosen 73)

reverse the digi Yes, ma'am, I've done.

a new number. (He got 37)

·s new nurnbe Ok.

revious number. (He got 110)

Ok, I have divided.

(He got 10)

Yes, ma'am. But how do

you know?

Playing w ith Numbers

 l She asks Rahul Su m of these numbers ~
The teacher now explains the whole thing to the c ass divisible ~y 11 and qu~
what number he had chosen. is 'a + b 1.e. sum of dig;,._
Initial number = 73 Also, sum of these nulllbera
Number formed by reversing the digits= 37 is divisible by the stun CJf
Sum of numbers = 73 + 37 = 11O digits and quotient is 11.
110+11=10
Thus, there 1s no remainder left.
Let's see whether the result is same when we choose some other numbers.
Suppose a two digit number ab is chosen {ab can be written as (10 x a)+ b}
After reversing the digits, a new number ba is formed. ba can be written as (10 -x b) + a.
The sum of two number= [(10 x a)+ b] + ((10 x b) +a]= (10a + b) + (10b + a)
= 10a + b + 10b + a
= lla + llb
=ll(a+b)
Thus, the sum is divisible by 11 and this is how, remainder will be zero irrespective of the numbers bein
chosen. Rahul's classmate Nisha reads puzzle books very often and wants to ask another puzzle of thi
type. To encourage the participation of students, the teacher chooses another girl Ria and involve her Ii
the task. Ria is told to choose any 2-digit number of her choice. (She has choosen 92J . Then, she is to1
to reverse the digits. (She gets 29). She is further told to subtract the smaller number from the larger on
(Her answer is 63). Nisha tells Ria to divide the number by 9, and then to Ria's surpnse, N isha alread
knows that the remainder is zero. The teacher gives the following explanation.

When we divide the difference of two numbers by 9, the quotient is a - b or b - a depending on whether
a > b or b > a. Also, the difference of two numbers is divisible by the difference of the digits and ~
quotient is 9.

Suppose ab is a randomly chosen two digit number. ab can be written as (10 x a)+ b.
After reversing the digits, a new number ba is formed. ba can be written as (10 x b) + a.
(z) If a> b, i.e. the digit at tens place is larger than that at ones place.
The difference between the two numbers= (10a + b)- (10b + a)
= 10a + b- lOb - a= 9a - 9b = 9 (a - b)
(ii) If b > a, i.e. the digit at ones place is larger than at tens place.
The difference between the two numbers= (10b + a)- (10a + b) = 9 (b _ a)
(iii) If a= b, then the difference between two numbers= o
Thus, we conclude that in all these cases, the difference is divisible by 9.
Let's see how another Maths teacher makes these puzzles using thr d. . ~
Shivani. ee igit numbers and interacts\,·
11

·~~ 9uickCheck·-------------------------------___________________________ ...

,'' 1. Let your friends choose some different number d h

':;
"',.
!~. --- - ---- - - --- - - -- -- ·- -- -- - - -- - - -------- --- -- - - s an c eek the validity of these results.

-=
~~~------------ ---------------------------·
Si
fc
Pt

New learnwell M a ~
 The teacher also explnins how Lhis result is valid for all three digit numbers.
Teacher Shivani

of a three di
ber of your choi Ok, Sir I've chosen.
which all digits (She has chosen 247.)
are

Now, make two more Sir, I've made two more

numbers by changing the numbers.
digits in cyclic order.
g

Write down all these Ok, Sir I'm adding. (She adds
numbers secretly and add 247, 472, 724
them up.
and gets 1443.)

Let me check. Yes

sum is divisible b it is. But how do you
y the sum of the ? (She got the quotien
d 111 respec ·v

Looking at the puzzled faces of students, the teacher begins the

explanation Let abc be a 3-digit number.
By changing the order of digits in cyclic order, we get two more
numbers: bca and cab.
All these numbers can be rewritten as: When we change cyclic order of
digits of number abc, we replace
abc = 100a + lOb + c digits as shown above.
bca = 100b + 10c + a
cab = 100c + 10a + b
The sum of the numbers = abc + bca + cab
= (100a + 10b + c) + (100b + 10c + a) + (100c + 10a + b)
= (100 + 10 + 1)a + (100 + 10 + 1)b + (100 + 10 + 1 )c
We used cyclic order
= 111a + 111b + 111c to avoid other possible
= l 11(a + b + c) rearrangements such as
= 3 x 37 x (a + b + c) bac, cba and others.
Since, three factors are involved, we can conclude it in a tabular form as
foBows:
Playing with Numbers
 Divisor Quotient
Number
111 n+b+c
al1c + lira + cab
37 3(n + b + c)
3 37(n + b + c)
n+b+c 111
3(a + l1 + c) 37
37(n + l, + c) 3

Prayas asks the teacher whether there is a puzzle involving difference of numbers formed by reversini
the digits of a 3-digit numbers.
The teacher presents one such puzzle and asks him to think of a 3-digit number. (Prayas choses 359.) H~
is then told to reverse the digits to get a new number. (The new number is 953.)
Prayas is further told to subtract the smaller number from larger number. (The difference is 594.)
The teacher tells him to divide the difference by 99. He further declares that the remainder will be zerc
Prayas divides and is amazed to see that the teacher was correct. The class is given the explanation a:
follows:
Let nbc be a randomly chosen three digit number. The number obtained by reversing the digits is cba. WE
can write nbc and cbn as
abc = (100 x a)+ (10 x b) + c
cba = (100 x c) + (10 x b) + a
Now, two cases arise.
(i) If a> c,
The difference of two numbers is
abc-cba = [(100 x n) + (10 x b) + c]-[(100 x c) + (10 x b) + a]
= (100- l)a - (100 - l)c
= 99a - 99c = 99 (a - c)
(ii) If C > a,
Then, the difference of two numbers
cba - abc = [(100 x c) + (10 x b) + a] - [(100 x a)+ (10 x b) + c]
= (100 - l)c - (100 - l)a = 99c - 99a
= 99(c - a)= 9 x 11 (c - a)
= 3 x 3 x 11 (c - a) = 3 x 33 (c - a)
(iii) If C = a,
Difference of two numbers is zero.
Since, we can have more than 2 factors here, we can conclude th . .
/.~--- - - - ·- e quotient ma tabular form.
-
Number
abc- cba
--~ - --
Divisor
- - Quotient
- -----
99
--·-- (a -c)
9 ---=
ll(a c)
11
9(a - c)

New learnwel I Mathemati-~.,J

·
 !Ho I )

11 H11 I )

(11 I ) I /I J

11(11 ,) 'I

'1(11
') If
11(/1 I) 'I
1(,, I ) 'I I

~:1111if,11• (.1lil 1• 1,111 lw 111,1111· \\' h1•11 11111111,1 •1 1•11 /1,1 ,,I,,
\\ 11 • I I I
1111,11111 ,dt11 1' 1,1,1 f II I I l''jll<IJIII II f I ft
11d I l'ldl\ d1dl l/ 1 )d1 1d1dl, ll

~ (1) ,•;11111 nf dir,il•l - •I I :1- 7

Wl11·11 w,· iii\ i, 11• •~11111 111 ,, I w11 clil',il 1111111lw,· ,llld tlw nwnbn obtained by revcr1:,ing
1('. dtr,it.-.. hy till' 811111 111 1111' clt)•,1f !-l, fhc• q11otll'llf , ~ I l.

' 1'1111·, ,\lll'11 w,• d1v1d1• llw t, 11111 nf '1 I ,111d 1'1 by 7, we gPI 11.
(11) Wlwn 1'11• :-il1111 of ., tw,1 digit 1111111lwr ,111d tlw nurnb,·r obtained by reversing its
d1r,1t ~ is div1d1•d hy 11, tlu• q11ot11•11t is tlw s um of tlw digits .
'lhll'-.., on div1d111g ~11111 of •IJ ,ind ,,1 by If, w1• get 7.
J 111d '"' lJ(llllltlll \\-Ill 11 llll d1f I fl Ill 111 Ill I ( 1 )d l(f 11 . .i

Tlw difkn 1 tll'1• of Ilic· digits • H- ~, • .S

(1) Wlic•n WL' d1v1d1• llw diffc•n•nn· of HJ .H'ld 38 by 9, thc• quotient obtained is the
d1ff1•n·1h'1• of till' d1g1ls Thus, Wt' gl'l C:,
(ii) On d1v1d111g tlw diff1•re1H'1' of ,I two digit numb(•r ,md the number obk,ined on
n!VL'rsmg its d1glls by tlw d1ffc•renn• of tlw dig1l.s, Wl' get lht.> quotient 9.
Thu::;, tlw q11ol1t'nl 1s 9.
\\ llll'lll l '"'I Ill mW ii •h\. 1 IOII Ill c• '111 tjllll(Jl nt ,,isl'l lh 1ft' • n

ind , ,.... I

(11) c I\ d, I b\.

~ A~ we know, tlw givl'n m1mlwrs ,in• oht,rnwd by inh•rch,mging Uw order of digits in

l'.yclic ord,•r
The sum of tlw numbl'r-.. 11bt,111wd by 1.'h.1nging tlw digit~ in rydk l'[Link]
J J7 >< (Sum of digit~) ,I<

} ll'rt', tlw sum of tlw digit:, • .1 ➔ H ·t 4 • IS

(i) Wlwn w1' divid1• tlw ... 1m1 of g1\'l'n numbers 384, H43 nnd 438 hy 3, w~ gt't
qunli1•11l • J7 >< (Sum nf digits)
i.l'. 37 ('15) • 5~5
(ii) Wlwn dividl•d by :17,
quoti1>nt • 3 (Sum of digits) • 3 ( 15) • 45
(ti i) When w1• divide' llw s11n1 hy 4", i.l'. by J (sum nl tht~ digits), Wl' get the
Ljllnlitmt :w.

'
Playing with Numbl~r~
 t ., l"' md I 2 1
.. • t quc,•1l rt \\ hen the d 1ttL rcinc~ '-l ...
(1 I C 1d ~ l .,_
d \ i-... .:I b 11 !I ) d1, ided b\ llU

Ji\ d~d b -t; c •) dn i k•d b, l':i

= 99(c - a)
~
Here a= 2, c = 7. Thus c >a. As discussed already, (cba - abc)
(1) On dividing (cba - abc) by 11, the quotient will be
9(c - 11), i.e. 9(7 - 2) = 9(5) = 45
(ii) On dividing the difference by 99, the quotient will be (c - a), i.e. 7 - 2 = 5.
(iii) On dividing the difference by 5 (i.e. c - a), the quotient is 99.
(iv) On diVIding the difference by 45 (5 x 9),
712 - 217 495 99
we get the quotient= - - - = - - = - = 11
5 x9 5x9 9
______ j 1
We can find the quotient
(z 1) The quotient obtained by dividing difference by by directly applying our
conclusions from the
712-217 495
15(5 X 3) = - - - = - = 3 3 table.
5x3 5x3

j Let us Practise 5.1. ....... ............. .

1. Without performing the actual div1s1on, find the quotient when the sum of 17 and 71 is divided by
- ----------+

(1) 11 (11) 8
2. Without performing an} actual division, find the quotient when the difference of 25 and the number
obtained by reversing its digits is divided by
(1) 9 (11) 3
3. Evaluate the quotient obtained by dividing the sum of the number 378 and the
two other numbers obtained by rearranging the digits in cyclic order by
(1) 9 (i1) 111 (iii) 999 (iv) 37 HOTS
4. Find the quotient when the difference of 517 and 715 is divided by
(1) 9 (i,) 18 (iii) 22

5. Find the quotient when the difference of 268 and 862 is divided by
(i) 27 (iz) 66 (iiz) 3 (iv) 11 HOTS

Puzzle Involving Replacement of Alphabets by Digits

In this section, we shall discuss the puzzles where missing numbers are r epresente d b y alphabets. Eau•-~
. · d • •
alphabet must represent a d 1g1t an each digit must be represented by an al ph ab et.
~ f md the, amt'S ot letter-. m the follow mg pu.r zle<;.
d4!

{I 1 A B (11) 2 A
(lll) p
+ A B 7 + ~ 7
t p
C 5 8 B I t p
Q r
.14.·. - J
New Learnwell MathematiCS--
 ·nu, digits .ire 0, I, 2, 3, ,1, 5, 6, 7, 8 and 9.
I Cl's sec which of th~s•• satisfy tlw conditions giwn in :i [Link] probli:m.

3 A B
A 13 7
C 5 8

Here, we have three unknown valucc; Lcl's begin wi th fmdmg the va lue of B.
We need the value of B such that its add1t1on to 7 results m 8 at units place
The only such possible value of Bis J.
Now, at tens place we need -5 in the sum.
We have B = 1, thus the only possibility left. for A is 4.
Let's replace A and B by 4 and 1 respecti vely in this p uzzle.
3 4 1
+ 4 1 7
7 5 8
Thus, we have, A= 4, B = 1 and C = 7.
(iz) 2 A
+ 5 7
B 1

We have 2 unknowns here A and B.

H ere, we are looking fo r that value of A whose addition with 7 provides 1 at units
place. Thus, we can have 4 as the only possibility.
Thus, A = 4
Putting the value of A in the given problem, we get

2 4
The puzzles in which digits
+ 5 7 are replaced by letters are
8 1 known as cryptarithms.

Hence, B = 8
Thus, we have, A = 4 and B = 8
(iiz) p
+ p
+ p
Q p
We need two digits here for replacing P and Q.
The value of Pis such that sum of three P's results in same value, i.e. P, at units place.
There are two such possibilities P = 0 and p = s. ""'

Playing with Numbers ~ . }

~ .....:,...,
 Let's first consider P - 0.
·ch · · ·ble since Q can't be the same asp
In this case, Q also becomes Owhi 1s unposs1 .
Thus, P = 5.
Replacing P by 5, we get;
5
+ 5
+ 5
1 5
Hence, P = 5 and Q = 1.
~ l'-~pu:u. .:;: Jk lt'lll..£"1 ... Ult: following by suitable digits.

C B A
+ 8 9 2
1 2 A 8

~ The sum of digits at units place is 8. The only possibility for A is to be 6.

Putting A= 6, we get
C B 6
+ 8 9 2
1 2 6 8
Now, the sum of digits at tens place results in 6 at tens place in the addition. Thus, the on
possibility for Bis to be 7.
Putting B = 7, we get
C 7 6
+ 8 9 2
1 2 6 8

Now, the digits at hundreds place results in 12 after being added. Thus, C must be }J
3 + 8 + 1 = 12.
~ rmct the vaiues of letters in the following puzzles, which involve multiplications
LL

(t) 1 A (iz) p Q (iii) B A

X A X 6 x B 3
9 A Q Q Q 5 7 A

Noto fi>r the

Teacher

Ask students to develop more such puzzles.

;u,;,
New learnwell Matne"-
l ~--·~~
~ (r) Here Ax A results in ('ilhN /\ or tlw 1m1t·:1 d1~it in th<> product is 1.
We have three possibihtH·Hlwn·
1 x 1 - 1, 5 x 5 .., 25 and 6 x 6 3<,
In all these cases, we have• samt· digit at unite, place.
If we consider A - 1, then we cannot have.· 9 at tl'n'i place in the pr<,<luct.
Similar is the case, when we take A 5, then w<· cann,,t hav,· 9 at tens place in the
product.
Thus,A=6.
Putting A= 6 in the puzzle, we get
1 6
X 6
9 6
Hence, our choice is justified.
Thus,A=6.
(iz) p Q
X 6
Q Q Q
Iltis means that Q x 6 is a number in which we have Q at units place.
Thus, the possible values of Q are 2, 4, 6, 8.
When we choose Q as 2, 6 and 8, we observe that no value of P can bring us the
solution.
When Q = 4 is chosen, we get:
p 4
X 6
4 4 4
Iltis is definitely possible for P = 7. Hence, P = 7 and Q = 4 is the solution.
(iiz) B A
x B 3
5 7 A

Here, we have to find two unknown digits represented by A and B.

We need the value of A for which Ax 3 results in A or units digit in the product.
Thus, A can be either Oor 5.
If we consider A= 0, there is no value of B to satisfy the product.
Therefore A must be 5.
We need to find the value of B for which
BS x B3 = 575
If B = 1,
15 >< 13 • 195 < 575

Playing with Numbers

 1f B = J,
J5, 33 = l 155 "575
lfB = 2
25 x 23 = 575
Hence B = 2 "md A= S.
QJ@! iii;i ► Rt.:ploct? the 2ilphabets in the followmg puull' by suitt1ble digits.
R A B C
- A B C 5
D 4 8 8
fNC£RT F·rt•mpk•
We need to replace C by a digit from which when 5 is subtracted we get 8 at unib
place. This is not possible until C borrows from B.
Thus, C = 3
B has to lend, that makes it 2. Similarly, A becomes 7. Carrying out the subtraction, v.
get D = 1.
Putting all these values in the given puzzle, we get
8 7 2 3
- 7 2 3 5
l 4 8 8

Hence, A = 7, B = 2, C = 3 and D = 1.

@J4W@ij ► Replace the alphabets by suitable digits in the following:

DE) 7 A B C (2 F G
- 5 0
2 3 B
2 2 5
7 C
- 7 C
0

~ Since, (DE) x 2 = 50 )
25 7 3 2 5 (2 9 J
Thus, D = 2, E = 5
- 5 0
Also, A-0=3
2 3 2
So, A ==3
- 2 2 5
And, 25 X 9 = 225
7 5
So, F =9
- 7 5
Now, B-5=7
0
· taking carry 1 also)
B =2 (Sinee, B is

-~..
New learnwell Mathemall""
i
 Also, 25x3=75
Hence, G =3 and C=5
So, A= 3, B =2 C = 5
D = 2, E = 5 F = 9, G = 3.

t \,.r ~ l ~tr.., 1d the d1g1ts to repl..1ce the giH'n alph...ibets:

---. Numbers

~
t '- l l.'1ll: Sum 0 rc.,lnr>t-

~ We are supposed to find t\.\•o numbers A and B whose difference is 18 and product is 63.
63 can be factorised as follows:
63 = 1 X 63 = 3 X 21 = 7 X 9
3 and 21 are the numbers whose product is 63 and difference is 18.
Also, the sum of numbers= 3 + 21 = 24.
Thus, the alphabets can be replaced as:

® 0
A ~
Difference Sum Product

Cre ting ,\1,tgic Square

We can create our own magic squares by using simple tricks as discussed below.

Creating 3 x 3 Magic Square

To create a 3 x 3 magic square ,,·e take a group of [Link] numbers (3 x 3) such that
every two consecutive numbers have equal difference, for example 2, 4, 6, 8, 10, 12,
14, 16, 18 or 3, 4, 5, 6, 7, 8, 9, 10, 11 and so on.
Draw a 3 x 3 square with one square outside as shown alongside.
2
Write the middlemost number of the chosen nine numbers in the middlemost
square. The rest of the numbers are written diagonally in the order as shown in the 8 4
figure. (For the numbers 2, 4, 6, 8, 10, 12, 14, 16 and 18.) 14 10 6
Now. we change the position of the numbers written outside the square by moving 16 12
it 3 places ahead in its row or column. For example, 2 is written below 10, and 18 is
written above 10. Similarly, 14 is written to the right of 10, and 6 is written to the 18
left of 10 as shmvn below.
8 18 4
6 10 14
magic square of
16 2 12 order n, where n is an
odd natural number,
Now, we observe that magic constant = n x
central number. ~

..
• The sum of all numbers in each row, each column and each diagonal is
30 which is three times of the middle number.

Playing w,th Numbers '

 . are of order n x n for any o dd na11:e.
• The same procedure can be exten ded to create a magIC squ <i.

number n.

Creating 4 x 4 Magic Square b such that the difference of any h

ed 4 x 4 = 16 num ers
To create a magic square of order 4 x 4, we ne ak th umbers 1 to 16 here .
consecutive numbers is always the same. Let us t e en
. . 4 4 are as shown below.
Write these numbers row wise ma x squ h and keep the rest of t1
Now, we just reverse the order of the numbers a1ong the diagonals as s own ~
numbers as they are.
16 2 3 13
5 11 10 8
9 7 6 12
4 14 15 1
Now, in each row, column and diagonal the sum of all numbers is 34.
It is also interesting to note that
The sum of four comer numbers= 16 + 13 + 1 + 4 = 34
The sum of four squares in each comer = 16 + 2 + 5 + 11
=3 + 13 + 10 + 8
=9+7+4+14
= 6 + 12 + 15 + 1 = 34
And the sum of four squares in the middle = 11 + 10 + 7 + 6 = 34
> t-111 me ~[Link] . .e mg1t., trum L to..., to n.•pLace Ult d1g1tr, m
. .___-=-...--- the fullm"' int, square.,(, th. H th(' sum of EY11...h wv. [Link].1
and diagondl is 1c;_

~ B ( The square in ,•,:hich the

D E F numbers in each row,
column and diagonal
add up to same number
is called the magic square
~ Here, we have to fill digits from 1 to 9.
and the sum is called the
Thus, the possible options are
1, 2, 3, 4, 5, 6, 7, 8, 9

And the groups of 3 digits such that the sum of digits in each group is 15 are
(1, 5, 9); (1, 6, 8); (2, 4, 9); (2, 5, 8); (2, 6, 7); (3, 4, 8); (3, 5, 7); (4, 5, 6)
Number at centre:
We get 5 in 4 groups, i.e. the number 5 occurs most ft
o en.
Thus, 5 will be filled up at centre. Thus, E = s.
Numbers at comers:
2, 4, 6, 8, are the numbers such that each of th .. .
Thus, these numbers will occupy the f em exists m 3 groups.
A= 2, C = 4, I === 8, G = 6 our corners.

Now, remaining digits can be filled .

eas11y.
Thus, B =9, D =7, H = 1 and F :::: 3 satisfy th ..
e condition of obt,=,, .... ~- th
\ ~ ' ·- ~=~~=-==~~-~ le:
"-U..[Link] e same sum :,.
New Learnwell Mathem.1tt·oJ
•
 ' '
~

tl • ,':.

121
~ rn ...'

4 & ~
...
Q
-'
\\1u.:h tJ1.e ~·, qum.,i m.l~h- 5~1u.1.n'.

.___,. . __
i.5

_,,► C 'tt:" ·-: ' - t .. ~ ~· ,4L.' ~ ,, th t num "''- , J " ... "" 11 1~ 1c; t
.., .... ....,
'~" \\ 'l
"' ~m ~
~
.. '-'-)n-.t nf'

' ..
-'-' =-
(If
11
I lQ t-5
I9 ~o 31
\\1uch 1s the reqmred n1.1g1.: 5qu.u"t' [Link] tht' m.lf_t(' 1..',m~[Link] .1~
,,,~ - - ~- _...,
:,.::,~='- + __ = -

The rnme nUil1L•~f$ '- .ll't' -, ~.., :-- - . 11 l"",, 1-1 t~ __

"'...., -""-:i ,,
"' l,..v,
,- 41 , 4::~
4:-, 33. 5Q 61, b:-- -1 73. :-0, S.3 so .md ~-
The required num~rs are l't'Fn:>~ntt.--d by A~ B C l') F ,md F ~uch
that
A+ 23 + 43 + C + D = lSQ
or A+ C + D + 66 -= 1.5Q
or A+ C -1- D :r 15\) - 66 "" ~J ... (l )
And,
B + 43 + 71 + E + F = lSQ
or 8 + E + F + 114 = 15~
or
Thus, ,ve need to select a group l1 f thrt."t'.' prinw numht.-rs
possible group is 5, 11 and 2Q. .,
wh\.)St'

;J'
:-um is 4S. Ont' :-th~h

n,
/8 Let us Practise 5.2 .......... .
1. Rl•pl,ll'l' tlw ktlt•rs by ~[Link]' d igit•; in v , 11
•

hut till' h11l,1,, 111g

• • II • • • •
. . .. .

(1) (ti) B (l (111) I\ II B

7 !\
+ 3 2 H •I K I\ () ;\ H

10 •+ h (' I\ 2 H (I H
INL Cl\ r r .,1•m11fflll
(m) A A (11) I\ n (' l r•i) y H :,
X I\ l) B X 7. l)

l' l) ) {) ,l y
C /\ B B
;; w w
z z 't l) y

2. Let E • 3, H 7 and/\ • 4. Find till' ntlwr digits 111 llw sum ~iVl'I\ lwlnw.

B A S I~
+ B A L l,
G A M E 3

3. Solve lhl' following puzzh•.

CD ) 9-A-B ,~ -3 E~ 41•:l-:F(;
7 6
1 4 B
- I 3 3
I 3 E
- 13 3
43
- 3 8
5H
- SE
()

.,
4. J<(•plao-' the ldtPr'i ill Uw puzzh• With dioi•u
,,,.,_, tr o111 I to') ( vill
that the sum of numlwr1:1 on 1•arh !iidt• ol lrinnglt• ls IS. ' iout rt'Pl'lllion) sttrh

t
l I
 5. Complete the magic square.
36 A 2) 33
,__ L - - - · - .,_..~ -- ~--
25 F 30 28
--
B E C 32
24 34 D 21
6. F~ _in the grid so thal every row, every column and every block of 3 1< 3 contains digits fmrn 1 to 9 Some
digits have already been provided. Make sure there is no repetition of digit in any row or column or block

2 6 8
4 5
4 2 7
2 8 9 1 This puule is known as
9 6 SUDOKU which is commonly
available in newspapers and
8 1 3 2 magazines.
8 2 4
1 6

5 3 8

7. Create a 3 x 3 magic square with magic constant 24.

8. Create a 4 x 4 magic square with magic constant 98 using the numbers given below:
2, 5, 8, 11, 14, 17, 20, 23, 26, 29, 32, 35, 38, 41, 44, 47

Divisibility Tests
In class VI, we have studied how to check the divisibility of a given number by 10, S, 2, 3, 6, 4, 8, 9, 11
without performing actual division.
We used certain divisibility tests without justifying how these tests work. In this section, we shall discuss
how these tests work.
(1) Divisibility by 10: This was the simplest test studied by you The tl'st says th.1t 'a numbN is dt\ 1sible
by 10 if its units digit is zero'. Some of the multiples of 10 '1re 10, 20, 40, 100 <1nd so on.
Thus, in generalised form, we can write ... cba as ... + 100c-+ 10b + a
= 10 (... + 10c + b) + n
Here, 10 (... + 10c + b) is divisible by 10. Thus, for the number ... cl1a While writing tht' numbt.>r a,
to be divisible by 10, a must be divisible by l 0. .., cha, the dots md1u1t-c [Link] the
number may ro1b15t of mere
Thus, a must be zero. digits to tht• left 1..lf c.
That is why, a number is divisible by 10, if its units digit is n•ro.
(ii) Divisibility by 5: This test says that 'a number is divisihlt.• by S, 1f its units digit b either O or S. Some
of the multiples of 5 are, 5, 10, 15, 20, ..., 95, 100, 105, ... and so on
Let us see how this test is justified .
 'D1<' nnmbt.'r ... d,n 1.·.m lw writ-kn ,\~ ... 1 IOlk ,. Il1lJ + ,1
.,, ll) l I· (l)(' ~ [,) l 1/

"\('"~ It) ( . + ltk .. 11) 1:- dn 1s1bk b, tl) ,1nd lwnCt.' t,y :i ll)n ,1s ~ i~ ,\ l,WIPI' 11 1 I0.
Thu.:-, f.__1r the numl't.'r . d111 t1.1 b1.' dn 1:-1hk by 5 11 must b1.' di\ 1~1L,h• hv ['l
Hl·ncc ., can be eitlwr O or S.
That i::- why, umt-. d1g1t of .1 multipk' ('11 S 1:- 1..'1tlwr O( ) f 5.
(iii) Divisibility by 2: The test 1s that ' ,1 numb1..•r 1s di, 1s1l1 1l• b, 1 ii its urn ts d1g1l is ,111 l'Vt'n digit, 1 ~
2 4, 6 or 8.
Some of the numbers divisible b, 2 ,1rc 2, .i
100 .. and so on.
ti 8. . 10 22. 24, ..., 9h, 4~,
Gmt@1rnboi
A numb1..•r , divis ible by
Lets see ho" the test "ork.s. S(lnlt' numbl•r .11 is .1lw,1y1
A number ... ch1 can be \\Titten as ... + lO(k + 10b + a di v isihll' by IJdors of

= 10 ( ... + 10c + l1) + 11

>Jow the number 10 (... + 10c + b) is div1sible bv 2 because 10 is dinsible by 2
Thus for the number to be divisible bv 2 . 11 must be divisible b, 2.
This means that a can take Yalues O 2 -1 o or 8.
That is a number is divisible by 2 1f and only if the units dig1t is an ~vcn number.
(iv) Divisibility by 3 and 9: Let's first recapitulate these tests.
'A number is di\isible by 9 if the sum of its digits is cti,isible by 9', and' a number is divisible by
the sum of its digits is cliYisible by 3 .
Let us first consider a two cligit number ab. It can be written as:
ab= 10a + b = 9a +a+ b = 9a + (a + b)
Now, 9a is divisible by 9 as well as by 3.
Thus, the number ab is divisible by 9, if the sum of its digits (a+ b) is divisible by 9.
Similarly, the number ab is divisible by 3, if sum of its digits (a+ b) is divisible by 3.
Nmv, let's consider a three ctigit number abc which can be ·w ritten as:
abc = 100a + 10b + c
= (99a + a) + (9b + b) + c
= (99a + 9b) + (a+ b + c)
= 9 (Ila+ b) +(a+ b + c)
\Ve can clearly say that 9 (11a + b) is divisible by 9 as well as by 3.
Hence, the number abc is divisible by 9, if the sum of its digits (a+ b + c) is divisible by 9.
On the same lines, the number abc is divisible by 3, if the sum of digits, i.e. (a+ b + c), is di\'isible
st
(v) Divisibility by 6: As 6 = 2 x 3, the te says that' a number is divisible bv 6. if it is divisible by tio:
and 3'. "
Let's consider a number which can be written as cba = 100c + 10b + a
= 10 (10c + b) + a
Thus, number is divisible by 2, if a is divisible by 2

ie:Also, cba = 99c + c + 9b + b + a

= 9 (llc + b) +a+ b + c
§9
 Hence, a number is divisible by 3, if the sum of its digits, i.e. (a+ b + c), is divisible by 3
This justifies the test.
(vi) ~ivisi~ility b~ 4: The test 1s that ' a numlwr is div 1-, 1hl(• by 4, if th1• numbers formed by its last tvvo
d1g1ts 1s also divisible by 4.'
We need not consider a 2-digit number twre.
Let us consider a number cha.
Which can be written as
cbn = 100c + 10b + n l,a is the us ua l for rn of writmg the
number (!Ob + a).
= (100c) + (1 Qt, ➔ a)
= 4 (25c) + (ba)
Thus, the number under consideration will be divisible by 4 if (ba), 1c. the number fo rmed by the
last tvvo digits is divisible by 4.
(vii) Divisibility by 11: 'A number is divisible by 11, if the difference of the sum of d igits at odd p laces
and those at even places is either O or a multiple of 11.'
Let's consider a three digit numbers abc which can be written as
abc = 100a + 10b + c
= 99a + a + l lb - b + c We have spht the numbers in
= (99a + llb) + (a - b + c) such a way that we get multiples
of 11 .
= 11 (9a + b) + (a - b + c)
Hence, the number will be divisible by 11, if a - b + c or {(a+ c) - b} 1s zero o r is divisible by 11.
Here, {(a+ c) - b} is the difference betvveen the sum of digits at odd and even places.
This justifies the test. On the similar lines, it can be justified for larger number.

I~~ lf 43y2657 is d1vis1ble by..,, nnd the ,•aJue of tt

~ Sum of digits in 43y2657 = 4 + 3 + y + 2 + 6 + 5 + 7 = 27 + y

Since, the number 43y2657 is divisible by 9, the sum of digits is defin itely divisible by Q.
Which implies that
27 + y = 27, 36, 45, 54, .. .
or y = 0, 9, 18, 27, ...
But y is a d1g1t here. Hence, IJ can have one of thCSl' \'alues 0, 9.
[Link]~ vv llnout actual cc1lcu1;111on'i, imu thC' rem 11nJl r, ,, hl t 4t ~ ,-.. "' , , h l°', ,

~ The remainder obtained by dividing the numbt.•r 918623 bv 9 is sanw as the remainder
obtained by dividing the sum of it s digits by 9. ·
Now, the sum of the digits "" 9 + I t H+ 6 t 2 t 3 =: 29
On dividing 29 by 9, we get remainder 2.
Thus, on dividing the number 918623 by 9, the remaindt.•r nbtaim~d "ill bt' 2..

~ ~h liw [Link] it tlH• ,,um ot d1J11ts of it 4 d1 ~1l numbrr t ~uhtr,dul lr1.'!1 th, m1 t •,r

t
the> nu mbu oht auwd wi ll h,, d1" 1c. thl P hv q
11,is result ,s applicable for all
~ Let 4-digit number be• ab(d wlul'h hns tlw
generalised form
numbers [Link] of two or
more digits.
1000a + J0UI, + J()c •· d

Playing with Numbers

 The sum of the digits in number abed= a+ b + c + d . . . .
The difference between the number and the sum of its d1g1ts IS
(1000a + 100b + 10c + d) - (a+ b + c + d) j

= (lOOO -1) a+ (100- 1) b + (10 -1) c '

= 999a + 99b + 9c = 9 (11 la+ 1 lb+ c)
Which is divisible by 9. Hence proved.
~ If the numoer bl2~ao 1s d1v1s1ble by 4, what are the possible values of a?

~ t
For the number 6129a8 to be divisible by 4, the number formed by laS two digits Illl!j
be divisible by 4.
Number formed by last two digits= lO(a) + 8 = 10a + 8 !
So, 10a + 8 = 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48, 52, 60,
64, 68, 72, 76, 80, 84, 88, 92, 96
But, all these multiples of 4 can't be expressed as 10a + 8.
⇒ a = 0, 2, 4, 6, 8
Thus, the possible values of a are O, 2, 4, 6, 8.
~ ror what values ot y, will the number y3879 be divisible by 11?

~ The number that we have is y3879.

The sum of the digits in odd places= 9 + 8 + y = 17 + y
The sum of the digits in even places= 7 + 3 = 10
The sum of the digits in odd places - The sum of the digits in even places
= (17 + y) -10 = 7 + y
For the number to be divisible by 11, this number must be either 'O' or some oth
multiple of 11.
Hence, 7 + y = 0, 11, 22, ...
The only possible value of y is 4.

~
hnd 1hc greatest values of p and q so that the even number 4pq4p is divisible by both
and 5.
Since, the number 4pq4p is divisible by 5.
p can be either Oor 5.
But as it is an even number,
p =0
Sum of digits in number 4pq4p = 4 + p + q + 4 + p
=8 + 2p + q =8 + q
For the number to be divisible by 3.
The sum of the digits must be divisible by 3_
Hence, 8 + q = 9, 12, 15, 18I 2 1, 24, •••
Being a digit, q can take the values 1, 4 or 7.
Hence, the greatest value of p and
q are p = 0 and q == 7.
R

New Learn I Math~

 _¢/
~ '\\.ife Skills
Two st udc: 11 ts Sht"l'.)' ,rnd l lill•Sh g,,vl' the • lollowi11g st,,IPt1H'11ls, rCfifH'CIJvely,
(a) It ,, numbl·r is d i\ rsrhlc• h\ 1 it will c1l<io lw di v1.,1lil1• l>y <J,
(/,) If ll nurnbl'r is dh 1·,1h l1• h) 9, it will ,il.,n lw d1 vis1l It• by J.
Who is lelling•;i lil' 7 Wh,1111, llw 1111porl,111l't' of lnrlh in life?

St ');(
~ et us Practise 5.3 ..................... .
'
... ..
1. A number 32n6n is di v isible by 3 Find wh,tl v,1lucs c,in n hold ? Writ11 find all such numbers.
2. Given thal the number 63115() is div1s1ble by 9. Find all tht• va lu es that a c,in have.
3. Find the rcmaindl'r without dorng any calculations, when 78625 is divided by 3.
4. A five digit numbt>r AAUAA is divisible by 33. Write all Lhc numbers of this form. INCERT Exemplar]
5. Find tht' possible values of n for which the numbers 81an4 is divisible by 12.
HOTS
6. Find the value of k where 31k2 is divisible by 6. (NCERT Exemplar]
7. Replace b by the smallest digit so Lhat the number 8lb0535 is divisible by
(i) 3 (Ii) 9
8. With the help of 5 randomly chosen 3-digit numbers consisting of Oat tens place, prove that the difference
of the sum of the digits from number itself is always a multiple of 11.
9. Find the greatest possible values of both n and b for which the following odd numbers are diV1S1ble by 3
as well as by 5:
(i) b643a (ii) 9ba2a
er 10. Nidhi forgot her friend's cell number and had to inform her about something urgl'nt She
remembered that only two digits were involved and were appearing alternatively but there
was no zero. Also, the cell number was divisible by 9. How many numbers should she try?
Write all the possible numbers. (Assuming, that cell number begins with 7, 8 or 9 only.) HOTS
3
\/
rN,O,\C/ I Know
• Generalised form of a 2-digil number a/11s lOr1 + /,,
• Generalised form of a 3-digil numlwr r1l1c is 100a t I0/1 + c.
• (ab+ ba) has two factors 11 and (a t /,).
• (ab - ba) has two factors 9 ,md (a 11), wht•n• a > 11.
• (ba - ab) has two factors 9 and (/J -- a), wlwn' /1 > 11.
• (nbc + bra + rab) has factors 3, 37, 111 and (11 t /J tr).

•
• (abc _ cba) has factors 3, 9, 11, 33, 99 and (n - c), wlwre a > t".
• (cba - abc) h,1s factors 3, 9, 11, 33, 99 and (r - 11), wht.'fl' t > 11.
A magic square is a squan! in which th 1' sum of the lllll~lhPrs Ill t>.td\ row, c-olumn 1md d1ngol\al j,; U,c

l e
same. This sum ii; known as lhl' rnag1c '>ttm or tht> rn,,~ll' l onsl,tnl
Justifications of divisibility h•sts when numbers ,ire d1vid1•d hy 10, .5, 2, 3, 9, h, 4, 11

Playing with Numbers ii

· - - l.....
•
~ Exercise
1. It lAB + CCA = 697 and there is no carry-over m ad ition,
. d". fi dthevalueofA+B+C [NCERT Exernp/
n 'ltj

2. Work out the following multiplication:

1 2 3 4 5 6 7 9 •
X 9

Use the result to answer the following questions:

(a) What will be 12345679 x 45?
(b) What will be 12345679 x 63?
(c) By what number should 12345679 be multiplied to get 888888888? [NCERT Exemplar 1 1

3. Evaluate the quotients when we divide the sum of 219, 192 and 921 by
(i) 36 (ii) 3 (iii) 37 (iv) 111 (v) 12 (vi) 666
4. What quotient do we get when we divide the difference of 318 and 813 by
(i) 15 (ii) 11 (iii) 99 (iv) 45 (v) 9 (vi) 33
5. Find the quotient when (895 - 598) is divided by
(i) 27 (ii) 9 (iii) 3
6. Replace the letters by suitable digits in the following
(z) 3 1 * (ii) P Q R (iii) X Y (iv) A B
+ 9 * 2 + RQP x 4 X 6
13 1 1 10 4 9 ZZ X C 6 8
[NCERT Exempla~
7. Replace the letters by suitable digits if the digits are given as 1, 2, 3, 4, 5, 6, 7, 8, 9
(i) [Kl [[][g <ii) rn [Q] ffiJ
+ [Q] [A][]] - [[]IT]
13 8 3 7 9 3
8. Complete the multiplication table.
X 3 6 1 2 4 7 9 8 5
5
6 30
8 56
0 0
1
3
9
81
4 24
7
28 35
-
if% t

New Learnwell Mathefll'

~1
11
 9. Repl ace the letters in tri ang l,cs wit, •
· 1 su1lahlt• 1111mbt~n,, rf •
. th.- n11mhers •111 c1nfos or1• 1-,uppos1•d lo 111• Itw
qu ot1l'nt of connecting triangks.

A
(-4 ) (8

10. Let D = 3, L = 7 and A = 8. Find tlw other digits in tlw sum

MAD
+ A S
+ A
B U L L [NCF:R1' Exemplar)
11. Find all possible values of p and q in the number 31p4p2q, if it 1s divisiblf' by both 3 and 4.
12. Check for what values of a the number 2135a6 is divisible by
(1) 5 (ii) 10 (11i) 9 (iv) 4
13. In a village in Haryana, lhere are 13y69 men and 91x6 women If both, the number of men and that of
women are divisible by 9, find the values of x and y. Also, find the number of men and women m this
village.

•
Write the numbers from 1 to 19 in the circles so that the numbers in every 3 circles on a straight line is equal to 30.

Playing with Numbers

 I

,I Mental·Maths----------------------------------------:
1. If 6 6 5 = I and 90 L 72 = 18, find the value of 31 D 8.
2. If 12 I j4 = 3 and 3 Q 5 = 15, find the value of (10 D 2) 0 S.
3. Find the next two terms in the >I-Fibonacci sequence.
0, 1, 1, 2, 3, 5, 8, 13,21, _ _ _ _.J _ _ __

[NCERT Exemplar
4. If AB x B = 96 then A= _ _ _ _ and B = _ _ __
5. In which numbers the generalised forms lOa + 11 and 1Ob + a are equal?
6. Find the value of yin 623y so that it is divisible by 2 and 3.
7. lf 100a + 10b + 9 = 979-30, then find the values of a and b.
8. Which is the smallest number divisible by 2, 3 and 10?
9. lfl + 3 = 4 = 2:!, 1 + 3 + 5 = 9 = 32, then find how we can write 1 + 3 + 5 + 7?
•Fibonacci sequence is a pattern of numbers in which each term is the sum of the two previous terms.
----- ------ ----· ---------------~-------

.i Prn\ec\ work- - - - - - - - - - - 1
Take 4 black and 4 white big buttons (similar to the size of n coin) and put them on a table in a row, follo\\
the pattern of white, black, white, black and so on. Leave a vacant place at one end which can hold 2 butt
After 4 moves, all the black buttons should be on one side and the white buttons on the other side.
A move consists of shifting two adjacent buttons, keeping their order, into any vacant space.

,.Web Links ----

I
---------------------------------- --------·
I
I
Informative site:
I
I y,rww·.[Link]/magic/[Link]
I
Activity site:
'
I
I w,[Link]/teachers/10-magic [Link]
\

'------------------ -- ------------------------------------------·

New learnwell Math~

 CHAPHR 'i
l t L,~ Pr c 11 .I
1. (r) 8 (ii) 11 2. (i) 3 (ii) 9 3. (z) 222 (ii) 18 (ii,) 2 (iv) 54 4. (!) 22 (ii) 11 (ii!) 9 5. (r) 22 (ii) 9 (iii) 198 (iv) 54
L tl Pr t1•-t: , l.
1. (r) A= 9, B = 7 or A= 7, B = 9 (ii) A= 6, B = 7, C = 1 (iii) A= 8, B = 9 (iv) A= 9, B = 1, C = 8
(v) A = 9, B = 8, C = 7 ( r) Y = 7 W = 6, Z = 2
2. 5 = 8, L = 5, M = 9, G = 1 3. A= 0, B = 6, C = 1, D = 9, E = 7, F = 2, G = 3 4. A= 8, B = 6, C = 1, D = 9, E = 5, F = 2
5. A= 22, B = 29, C = 26, D = 35, E = 27, F = 31
6. 7. 8. 8 .,
r "'I
3 2
" "
7
" , ..
5 1
,.
-\
6
-,,
9 4 8 7 12 5 47 5
... 38
.
~ "i.,
9 1 6 7 4 r 8 5 3 2 6 8 10 14 32 29 23
.,
~
~

5 4 8 2 9 3 7 11 4 9 26 20 17 . 35
,.,
1 6
.Jo " '
.a•
- ·,
4 7
·.'
'"
2' 6 8 "'· 5 3 9 1 I..
11
. 41 j 44
~ . 2,
] 3 5 4 2 9 6 8 7
-
8 6 9 1 3 7 4 2 5
-. .
cs

6 8 3
,,
9 7 2 1 5 4
·~
... •.

7 9 4 ..
8 5 1 2 6 3
·- ~- : , ..,,
' ;

2 5 J 3 6 4 8 7 9
- .
" ·-~ -·

l 1f 111
I Shrey is telling a lie. Truthfulness in commu!lication builds trust .
l tl Ir I
l. 2, 5, 8; 32262, 32565, 32868 2. 4 3. I 4. 33033, 66066, 99099. 5. 4 6. k = 0, 3, 6, 9 7. (i) b = 2 (ii) b • 5
8. I .cl the.> 3-d1g1t number be a 1OOx + y, where O< x, y < 9
Requirt!d number• JOOx-+ y- (x + y) == 99:r
• 11 x 9r wluch 1s nh,ays divisible by 11 for all v,,lues of x.
So, 5 such cxamplt'!; can be 102, 209, 506, 701 and 903.
9. (1) n • 5, b • o (u) a• 5, b • 9 10. 2 numbers are 8181818181, 7272727272

J. 12 2. 111111111 (a) 555555555 (b) 777771111 lC) 72 3. (1) 37 (u) 444 (iir) 36 (iu) 12 (v) 111 (vi) 2 4. (r) 33 (ii) 45
(111) S (rt') J 1 (t•) 55 (vt) 15 S. (1) 1 J (u) 33 (111) 99 6. (1) 9 (rr) P • 3, Q • 7, R • 6 or P • 6, Q • 7, R • 3 or P • 5,

~ 7 R •4 or P •4, Q • 7, R • 5 (w) X • 2. Y • 8, Z• l (m) A •7, B •8, C•4 .,,.,., , eal"flNPil Yatbernvks VIII
 ,. .""' A = 5, B = 2, C = 7. D = 8, E = 6 (ii) P = 8 Q = 2, R = 9, S = 3, T = 6 9. A= 16, B = -4, C = 2 10. (z) S = 6, M = 9,
1

B = l L'" = 0 11. q = 4; p = 2, 5, 8; q = O; p = 1, 4, 7; q = 8; p = O, 3, 6, 9
12. (i' Xot divisible by 5 (ii) Not divisible by 10 (iiz) 1 (iv) 1, 3, 5, 7, 9 13. x = 2, y = 8; 13869, 9129.
\ _n~t Maths 2
I . 23 2. 25 3. 34, 55 4. A = 2, B = 4 or A = 1, B = 6 5. When a= b e.g. 11, 22, ... 6. 4 7. a= 9, b = 4 8. 30 9. 4