MATHematics

Class - 7 (Semester - II)

Text Book Development Committee
Smt. Vetriselvi. K, IAS
State Project Director, Samagra Sikha,
Special Officer, English Medium Project, A.P.
Dr. B. Pratap Reddy,
M.A., B.Ed., Ph.D.
Director, SCERT, A.P.
Sri. D. Madhusudhana Rao,
M.A., B.Ed.
Director - Govt. Text Book Press, A.P.

Co-ordinator
Dr. Katabathina Subramanyam,
M.Sc., M.A., M.Ed., M.Phil., Ph.D.
Professor, SCERT, A.P.
Editors
Dr. P. Ramesh, Principal (FAC),
Govt. IASE, SPSR Nellore Dt.

Dr. R. Yasoda, Associate Professor,

Dept. of Education & HRD,
Dravidian University, Kuppam.
Dr. N. Ayyub Hussain, Principal (FAC),
Govt. DIET, Kurnool Dt.

Dr. R. Balaji Rao, Principal (FAC),

Govt. DIET, SPSR Nellore Dt.

Acknowledgments to
Dr. Chourasia
Professor, R.I.E., Ajmer.
Dr. H.Doraswami
Professor, R.I.E., Mysore.

Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.

i
 © Government of Andhra Pradesh, Amaravati

First Published 2021

All rights reserved

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condition being imposed on the
subsequent purchaser.
The copyright holder of this book is
the Commissioner of School Education,
Amaravati, Andhra Pradesh.

This book has been printed on 70 G.S.M. SS Maplitho

Title Page 200 G.S.M. White Art Card

Free distribution by Samagra Shiksha, Government of Andhra Pradesh

Y
Printed in India
at the A.P. Govt. Text Book Press
Amaravati
Andhra Pradesh

ii
 Subject Co-ordinator
Sri Malempati Somasekhara Brahmanandam,
M.Sc., M.Ed.
Faculty, SCERT, A.P.

Authors
Sri R. Sankara Narayana Reddy, S.A. Sri N. Venkata Ramaiah, S.A.
ZPHS, Budili, Ananthapuramu Dt. ZPHS (Boys), Markapur, Prakasam Dt.

Smt. T. Tulasi, S.A. Sri G. Bhasker, S.A.

ZPHS, Settipalli, Chittoor Dt. ZPHS (Boys), Venkatagiri, SPSR Nellore Dt.

Sri T. Lakshmu Naidu, S.A. Sri G. Pavan Kumar, S.G.T.

ZPHS,Thimmaraju Peta, Visakhapatnam Dt. MPUPS, Chillapeta Rajam, Srikakulam Dt.

Sri Y. Eswara Reddy, S.A. Sri Sk. Usman Pasha, S.A.

MPUPS, China Uppada, Visakhapatnam Dt. ZPHS, Rangapuram, West Godavari Dt.

Smt. T. Sri Lakshmi, S.A. Sri K. Satish Babu, S.A.

ZPHS, Vunnava, Guntur Dt. GHS, Seethanagaram, East Godavari Dt.

Sri T. Eswara Rao, S.A. Smt. S. Yellajiyamma, S.A.

ZPHS, Vadada, Vizainagaram Dt. MPUPS, Gopalapatnam, Visakhapatnam Dt.

Sri M. Venkateswara Rao, S.A. Smt. Y. Jaya Bharati, S.A.

JHSS, Machilipatnam, Krishna Dt. ZPHS (Girls), Giddalur, Prakasam Dt.

Technical Support Illustrator

Sri Ch. Ramesh, S.A. Sri M. Lakshmana Babu,
MPUPS, Vallabharaopalem, Guntur Dt. ZPHS, Nidamanuru, Krishna Dt.

DTP & Designing

Sri Ch. Sankar Sri M. Krishna Rao

B.S. Agencies, Vijayawada Rasmi Graphics, Hyderabad

iii
 FOREWORD
The aim of education will not only be the cognitive development, but also
building up character, creating holistic and equipped with the 21st century skills. The
curriculum of mathematics reoriented and revamped to attain these critical goals. It
was also reduced to its core essentials to make space to critical thinking, discussion
based heuristic learning. The content was focused on concepts, problem solving,
reasoning and daily life applications etc. Teaching learning process will be conducted
in a more interactive way with fun, creative and exploratory activities for more
experiential learning.
The mathematical concepts in the text book are developed based on themes
like Number System, Arithmetic, Algebra, Mensuration, Geometry and Statistics. In
this text book, concepts are introduced through activities related to daily life situations
and conversations. To strengthen these concepts, individual activities, group activities
and whole class activities are designed. After completion of every concept of the chapter,
an opportunity is provided to the student in the form of Check your progress, Let’s
explore, Let’s think etc. Unit exercise is given at the end of each chapter.
In this text book, we introduced Reasoning Corner to improve mathematical,
logical and critical thinking of the students, which was recommended by NEP 2020.
We wish this new attempt will help the students in competitive examinations like NMMS,
NTSE and other Mathematical Olympiads. The textbook attempted to enhance this
endeavor by giving activities in the form of Let’s do activity, Project, Historical note,
Puzzle time etc. QR codes are incorporated in each chapter to enable efficient learning
outside the class room.
We are grateful to our Honourable Chief Minister Sri Y.S. Jagan Mohan Reddy
for being our source of inspiration to carry out this extensive reform in the Education
Department. We extend our gratitude to our Honourable Minister of Education
Dr. Adimulapu Suresh for striving towards qualitative education. Our special thanks
to Sri Budithi Rajasekhar, IAS, Principle Secretary, School Education, Sri Vadrevu China
Veerabhadrudu, IAS, Director of School Education, Smt. Vetriselvi. K, IAS, State Project
Director, Samagra Siksha and Special Officer, English Medium Project, A.P., Sri. D.
Madhusudhana Rao, Director, Govt. Textbook Press, A.P, for their constant motivation
and guidance.
We convey our sincere thanks to the text book writers, who studied curriculum
and best practices across the globe to reach global standards. Our heartful thanks to
NCERT and SCERTs of Kerala, Tamilnadu, Maharashtra, Rajasthan, Gujarat, Uttar
Pradesh in designing the text book. We also thank our Coordinator, Editors, Subject
coordinator, Technical team member, Artist, DTP and Layout designers for their
contribution in the development of this text book. We invite constructive feedback
from the teachers, parents and Educationalists for the further refinement of the text
book.
Dr. B. Pratap Reddy,
Director,
SCERT – Andhra Pradesh

iv
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OUR NATIONAL ANTHEM C²rjáT ^Ôá+
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Bharata bhagya vidhata uó²sÁÔá uó²>·«$<ó‘Ԑ!
Panjaba Sindhu Gujarata Maratha |Ÿ+C²‹, d¾+<óŠT, >·TÈsÔá, eTssĐ,
Dravida Utkala Banga ç<‘$&ƒ, –ÔáØÞø, e+>±!
Vindhya Himachala Yamuna Ganga $+<óŠ«, V¾²eÖ#á\, jáTeTTH, >·+>±!
uchchala jaladhi taranga –#áÌ\ È\~ó ÔásÁ+>±!
Tava Subha name jage, tave subha asisa Ôáe Xø—uó„HyûT C²¹>!
mage,
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gahe tava jaya gatha.
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Jana gana mangala dayaka jaya he
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Bharata bhagya vidhata.
uó²sÁÔá uó²>·« $<ó‘Ԑ!
Jaya he, Jaya he, Jaya he,
ÈjáTV²! ÈjáTV²! ÈjáTV²!
jaya jaya jaya jaya he.
ÈjáT ÈjáT ÈjáT ÈjáTV²!!
`Rabindranath Tagore ` sÁM+ç<HŠ <¸Ž sĐ>·ÖsY

PLEDGE ç|ŸÜÈã
India is my country. All Indians are my brothers and sisters.
I love my country and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.
- Pydimarri Venkata Subba Rao

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vi
 MATHEMATICS
>·DìÔá+
Class / ÔásÁ>·Ü -7
(™d$TdŸ¼sY) ` 2
Semester

CONTENTS / $wŸjáT dŸÖº¿£

Lesson No Name of the lesson Month Page

bÍsÄ+Á . dŸ+. bÍsÄÁ+ |sÁT Hî\ |J\T
1. Ratio and Proportion November 1 - 50
“wŸÎÜï eT]jáTT nqTbÍÔá+ qe+‹sY
2. Exponents and Powers December 51 - 90
|˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T &™d+‹sY
3. Algebraic Expressions January 91 - 128
;JjáT dŸeÖkÍ\T Èqe]
4. Construction of Triangles February 129 - 152
Üç uóT„ C²\ “sˆD+ |˜¾ç‹e]
5. Area of Plane Figures Feb. - March 153 - 192
dŸeTÔá\ |Ÿ{²\ yîÕXæý²«\T |˜¾ç‹e]`eÖ]Ì
6. Symmetry March 193 - 222
kåwŸ÷eeTT eÖ]Ì
Key 223 - 238
Èy‹T\T

Teacher Corner Student Corner

vii
 Learning Outcomes Content Items

The learner is able to 1.0 Introduction

• understand the concept of compound ratio. 1.1 Compound ratio
• understand the concepts of different types of 1.2 Direct proportion
proportions-direct, inverse and compound 1.3 Inverse proportion
proportions and solve problems related to them.
1.4 Compound proportion
• solve the problems related to conversion of percentage
to fraction and decimal values and vice versa. 1.5 Applications of percentages
1.6 Discount
• calculate profit or loss and their percentages and applies
them in real life situations. 1.7 Simple interest
• calculate the discount using the given data.
• calculate the simple interest and rate percentage in simple
interest and applies them in daily life situations.

1.0 Introduction
There are several situations in our daily life where we use ratio and proportion. Let’s look
at the following pictures and answers to the given questions:
1. Can we say the ratio of speeds of Cheetah to Man?

Speed of Cheetah Speed of Man

120 km per hour 20 km per hour

2. What will be the ratio of heights of Hema to Amir?

Hema Amir

3. + = `80 =?

4. Do you know which aspect ratio makes constructions more attractive and beautiful?

7th Class Mathematics 1 Ratio - Proportion

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1.0 |Ÿ]#ájáT+ :
eTq+ “Ôá« J$Ôá+ý˓ #ý² dŸ+<ŠsÒÛ\ýË “wŸÎÜï eT]jáTT nqTbÍԐ\qT –|ŸjÖî ÐkÍï+.
ç¿ì+~ ºçԐ\qT #áÖ&ƒ+&. eT]jáTT ‚ºÌq ç|ŸX•ø \Å£” dŸeÖ<ó‘H\qT #î|Ο +&.
1. ºsÁTÔá |ŸÚ* yû>±“¿ì eT“w¾ yû>±“¿ì >·\ “wŸÎÜï“ #î|ŸÎ>·\eÖ?
150 ™d+.MT.

75 ™d+.MT. ºsÁTÔá|ŸÚ* yû>·+ >·+³Å£” eT“w¾ yû>·+ >·+³Å£”

120 ¿ì.MT. 20 ¿ì.MT.
2. V²eT mÔáTqï Å£” , nMTsY mÔáTqï Å£” >·\ “wŸÎÜï m+Ôá?

V²eT nMTsY

3. = `80 =?

4. @ ¿±sÁ¿£ “wŸÎÜï, ¿£³&¼ †\qT eT]+Ôá n+<Š+>± €¿£süÁ Dj

¡ Tá +>± ÔájÖá sÁT #ûdTŸ +ï <à MTÅ£” Ôî\TkÍ?
7e Ôás>Á Ü
· >·DÔ
ì eá TT 2 “wŸÎÜï - nqTbÍÔá+
 Aspect ratio 1.618:1 is known as
‘Golden Ratio’. In the construction of
adjacent monuments the aspect ratio
very nearer to the golden ratio.

Taj Mahal Parthenon in Athens

We already learnt the concepts of ratio, proportion and percentages in the previous class. Now in
this chapter we will discuss about types of proportions and applications of percentages. Before going
to discuss these concepts, let us recall and review the previous learnt concepts first.
Ratio :

Comparing two quantities of the same kind by division is called ‘Ratio’ of those
a
quantities. The ratio of two numbers ‘a’ and ‘b’ is a ÷ b or and is denoted by
b
a : b and read as ‘a’ is to ‘b’

* In order to find a ratio, the terms must be expressed in the same units.
* Usually a ratio is expressed in its simplest form.
Proportion :

3:2 3:2 3:2

The ratio between length and breath of the above figures is same.
The equality of ratios is called proportion. If two ratios a:b and c : d are equal, then we represent
it as a : b :: c : d [we read it as ‘a’ is to ‘b’ is as ‘c’ is to ‘d’] or a : b = c : d
If a : b = c : d, then a, b, c, d are in proportion. a, d are extremes and b, c are means,
The product of Extremes = The product of Means

1) Find the ratio of the following:

i) 5, 8 ii) `10, `15 iii) 25Kg., 20Kg.
iv) 5l, 500ml v) 2Km. 500m, 1Km. 750m vi) 3hrs, 1hr. 30min.
vii) 40 days, 1 year

7th Class Mathematics 3 Ratio - Proportion

 ¿±sÁ¿£ “wŸÎÜï 1.618:1 qT eTq+ ‹+>±sÁT
“wŸ Î Üï n+{²sÁ T . ç|Ÿ ¿ £ Ø |Ÿ { ²\ýË
#áÖ|¾+#á‹&q ç|Ÿ|Ÿ+#á ç|ŸU²«Ü>±+ºq
¿£³¼&†\ “sˆD ¿±sÁ¿£ “wŸÎÜï ‹+>±sÁT
“wŸÎÜï¿ì #ý² <Š>sZ· >Á ± –+³T+~.
ԐCÙeTVŸ²ýÙ @<¸îHŽàýË bÍ]œHHŽ
ç¿ì+~ ÔásÁ>·ÔáT\ýË eTq+ “wŸÎÜï-nqTbÍÔá+ eT]jáTT XæԐ“¿ì dŸ+‹+~ó+ºq $$<óŠ uó²eq\T HûsTÁ ÌÅ£”“
–H•eTT. ‚|ŸÚÎ&ƒT, ‡ n<ó‘«jáT+ýË eTq+ nqTbÍÔá+ýË sÁ¿±\T eT]jáTT XæԐ\ jîTT¿£Ø nqTesÁHï \qT >·T]+º
Ôî\TdŸTÅ£”+{²+. n+Ôá¿+£ fñ eTT+<ŠT>± >·Ô+á ýË HûsTÁ ÌÅ£”q• $wŸjÖá \qT |ŸÚq]ÇeTsÁô #ûdTŸ Å£”+<‘+.
“wŸÎÜï :
ÿ¹¿ sÁ¿y£ Tî q® s +&ƒT sXø—\qT uó²>·VäŸ sÁ+ <‘Çs bþ\Ì&†“• “wŸÎÜï n+{²+» a eT]jáTT b sXø—\ “wŸÎÜï
a
a ÷ b ýñ<‘ qT a : b >± dŸÖºkÍï+. a ‡CÙ ³T b n“ #á<TŠ eÚԐ+.
b
l sXø—\ “wŸÎÜï ¿£qT>=q&†“¿ì € sXø—\T m\¢|ڟ Î&ƒÖ ÿ¹¿ ç|ŸeÖD²\ýË –+&†*.
l kÍ<ó‘sÁD+>± “wŸÎÜï“ m\¢|ŸÚÎ&ƒÖ dŸÖ¿£Œ ˆsÁÖ|Ÿ+ýË –+#*.
nqTbÍÔá+ :

3:2 3:2 3:2

™|Õ |Ÿ{²\ýË bõ&ƒeÚ, yî&ƒ\TÎ\ “wŸÎÜï dŸeÖq+>± eÚ+~.
“wŸÎÔáT\ï jîTT¿£Ø dŸeÖqԐÇHû• nqTbÍÔá+ n+{²+. s +&ƒT “wŸÎÔáT\ï T a : b eT]jáTT c : d dŸeÖqyîTÔ® û
y{ì “ a : b :: c : d >± dŸ Ö ºkÍï + ýñ < ‘ a : b = c : d >± skÍï + .
a : b = c : d nsTTÔû a, b, c, d \T nqTbÍÔá + ýË –H•sTT n“ n+{²+. a, d \qT
n+Ôá«eTT\T n“, b, c \qT eT<ó«Š eTeTT\T n“ n+{²+.
n+Ôá«eTT\ \‹Ý+ R eT<ó«Š eTeTT\ \‹Ý+

|ŸÚq]ÇeTsÁô nuó²«dŸ+
1. ç¿ì+~ y{ì jîTT¿£Ø “wŸÎÜï ¿£qT>=q+&:
i) 5,8 ii) `10, `15 iii) 25 ¿ì.ç>±, 20 ¿ì.ç>±
iv) 5 ©, 500 $T.©. v) 2 ¿ì.MT. 500 MT., 1 ¿ì.MT, 750 MT. vi) 3 >·+., 1>·+.30.“.
vii) 40 sÃE\T, 1 dŸ+eÔáàsÁ+

7e Ôás>Á Ü
· >·DÔ
ì eá TT 4 “wŸÎÜï - nqTbÍÔá+
2) Express the following ratios in the simplest form:
i) 120 : 130 ii) 135 : 90 iii) 48 : 144 iv) 81 : 54 v) 432 : 378
3) Check whether the two ratios given below are in proportion.
i) 10 : 20, 25 : 50 ii) 18 : 12, 15 : 10 iii) 25 : 20, 16 : 14 iv) 54 : 27, 18 : 9
4) Find the missing number in each of the following problems :
i) 15 : 19 = 45: c ii) 9:13 = c : 65 iii) 8 : c = 72 : 63
5) Fill in the boxes with equivalent ratio of 3 : 4.
3:4

6) Pick out any four numbers from below and arrange them so that they are in proportion
2, 3, 10, 12, 15, 18
Ex : 2 : 10 = 3 : 15 i) : ________________ ii) : ________________
7) Divide `1500 into two parts such that they are in the ratio of 7 : 3
8) If there are 20 chocolates in a packet, Rajani and Ragini share them Rajani takes 12 chocolates.
Then what is the ratio of chocolates taken by Rajani to Ragini?
9) A pipe is cut into two parts such a ratio that the first part to second part is 7 : 8. If the length of the
2nd part is 48cm, then what is the length of the first part? What is the total length of the pipe before
cutting?
7.1 Compound Ratio :
A baker mixes milk and sugar in the ratio of 4:5 for preparing a sweet. The ratio of their unit costs
is in the ratio 4:3 then what is the ratio of the amounts spent for milk and sugar?

Here what will be the ratio of costs of milk and

sugar? How can we say?
In this type of situations we use ‘Compound ratio’.
Compound ratio is nothing but ratio of product of
‘Antecedents’ to the product of ‘Consequents’.

Here, ratio of quantities of milk to sugar is 4:5 antecedents

Ratio of unit costs of milk to sugar is 4 : 3
a:b c:d
Compound ratio = 4 × 4 : 5 × 3 = 16:15
which means, the amounts spent for milk and sugar consequents
are in the ratio = 16:15
In a : b, ‘a’ is called Antecedent, ‘b’ is called Consequent.
So, for any two ratios a : b and c : d, the compound ratio is a × c : b × d
[i.e. Product of antecedents : Product of consequents]

7th Class Mathematics 5 Ratio - Proportion

2. ç¿ì+~ “wŸÎÔáTï\qT dŸÖ¿£Œ ˆsÁÖ|Ÿ+ýË Ôî\Î+& :
i) 120 : 130 ii) 135 : 90 iii) 48 : 144 iv) 81 : 54 v) 432 : 378
3. ç¿ì+~ “wŸÎÔáT\ï T nqTbÍÔá+ýË –H•jîÖ ýñ<à |Ÿ¯¿ì+Œ #á+&.
i) 10 : 20, 25 : 50 ii) 18 : 12, 15 : 10 iii) 25 : 20, 16 : 14 iv) 54 : 27, 18 : 9
4. ‡ ç¿ì+~ U²°\qT dŸs qÕ dŸ+K«\Ôà “+|Ÿ+& :
i) 15 : 19 = 45: c ii) 9:13 = c : 65 iii) 8 : c = 72 : 63
5. 3:4 dŸeÖqyîTq® “wŸÎÔáT\ï qT, U²° ™|fÉ\¼ ýË |ŸP]+#á+&:
3:4

6. ‡ ç¿ì+<Š ‚eNj&q dŸ+K«\ qT+& @yîHÕ  H\T>·T dŸ+K«\qT m+#áT¿=“, nqTbÍÔá+ýË –q•³T¢>± y{ì“
neTsÁTÌeTT. 2, 3, 10, 12, 15, 18
–<‘ : 2 : 10 = 3 : 15 i) : ________________ ii) : ________________
7. `1500qT 7 : 3 “wŸÎÜïýË –+&ûý² s +&ƒT uó²>±\T>± $uó›„ +#á+&.
8. ÿ¿£ bͫ¿{Ù ýË 20 #Â¿³¢ T¢ –H•sTT. sÁȓ, sÐDì \T y{ì“ |Ÿ+#áT¿=q>±, sÁȓ 12 #Â¿³¢ T¢ rdŸTÅ£”+~.nsTTq
sÁȓ, sÐDì\ #Â¿³ ¢ ¢ “wŸÎÜï m+Ôá?
9. ÿ¿£ >={²¼“• s +&ƒT uó²>±\T>± #ûjTá >±, yîTT<Š{ì uó²>±“¿ì, s +&ƒe uó²>±“¿ì >·\ “wŸÎÜï 7:8. s +&ƒe uó²>·+
bõ&ƒeÚ 48 ™d+.MT. nsTTq yîTT<Š{ì uó²>·+ bõ&ƒeÚ m+Ôá? uó²>±\T #ûjTá ¿£eTT+<ŠT >=³¼+ yîTTÔá+ï bõ&ƒeÚ
m+Ôá?
7.1 ‹VŸQÞø “wŸÎÜï :
ÿ¿£ $TsĐsTT ÔájÖá ¯<‘sÁT&ƒT bÍ\T eT]jáTT #á¿Â ØsÁ\qT 4:5 “wŸÎÜïýË ¿£*|¾ ÿ¿£ $TsĐsTT“ ÔájÖá sÁT#ûdTŸ Hï •&ƒT.
y{ì jîTT¿£Ø çbÍeÖDì¿£ yî\\ “wŸÎÜï 4:3 nsTTq bÍ\T eT]jáTT #á¿Â ØsÁ\ ¿=sÁŔ£ ™|{ìq¼ KsÁTÌ\ “wŸÎÜï m+Ôá?
‚¿£Ø&ƒ bÍ\T eT]jáTT #á¿Â ØsÁ \ ¿=sÁŔ£ ™|{ìq¼
KsÁTÌ\ “wŸÎÜï m+ÔáeÚÔáT+~? mý² #î|Ο >·\+?
‚ý²+{ì dŸ+<ŠsÒÛ\ýË eTq+ ‹VŸQÞø “wŸÎÜï“
–|ŸjÖî ÐkÍï+. ‹VŸQÞø “wŸÎÜï nq>± s +&ƒT
“wŸÎÔáTï\ýË |ŸPsÁÇ|Ÿ<‘\ \u²Ý“¿ì eT]jáTT
|ŸsÁ|Ÿ<‘\ \u²Ý“¿ì >·\ “wŸÎÜï.
‚¿£Ø&ƒ, bÍ\T eT]jáTT #á¿Â ØsÁ |Ÿ]eÖD²\ “wŸÎÜï 4:5
|ŸPsÁÇ |Ÿ<‘\T
bÍ\T eT]jáTT #á¿Â ØsÁ\ çbÍeÖDì¿£ yî\\ “wŸÎÜ 4:3
a:b c:d
‹VŸQÞø “wŸÎÜï R 4 × 4 : 5 × 3 R 16 : 15
nq>±, bÍ\T eT]jáTT #á¿Â ØsÁ\ ¿=sÁŔ£ ™|{ìq¼ KsÁTÌ\ |ŸsÁ |Ÿ<‘\T
“wŸÎÜï R 16:15
a : b ýË ‘a’ “ |ŸPsÁÇ |Ÿ<Š+ n“, ‘b’“ |ŸsÁ |Ÿ<Š+ n“ n+{²+.
@yîHÕ  s +&ƒT “wŸÎÔáT\ï T a : b eT]jáTT c : d \ ‹VŸQÞø “wŸÎÜï a × c : b × d
(nq>±, |ŸPsÁÇ |Ÿ<‘\ \‹Ý+ : |ŸsÁ |Ÿ<‘\ \‹Ý+)
7e Ôás>Á Ü
· >·DÔ
ì eá TT 6 “wŸÎÜï - nqTbÍÔá+
Example 1: Find the compound ratio of 2 : 3 and 4 : 5
Solution : Compound ratio = 2 × 4 : 3 × 5 = 8 : 15
Example 2 : Find the compound ratio of 8 : 7 and 9 : 13
Solution : Compound ratio = 8 × 9 : 7 × 13 = 72 : 91

1. Write the compound ratio of the following given ratios.

i) 3 : 5 and 4 : 3 ii) 8 : 3 and 6 : 5 iii) 2 : 1 and 8 : 7

2. Fill in the boxes with correct answers.

First ratio Second ratio Compound ratio
1:3 2:5 2:c
7:6 c :4 21 : c
9:5 3:c c : 40

Example 3 : Two friends Prabhu and Suresh started a business with `1,00,000 each. After 3 months
Suresh left the business. At the end of the year, there was a profit of `20,000. Calculate
the profits shared by Prabhu and Suresh?
Solution : Here Prabhu and Suresh started a business with `1,00,000
Prabhu continued till the end of the year
Suresh continued only for 3 months.
The ratio of the contributions = 100000 : 100000 = 1 : 1
Ratio of their period of business = 12 : 3 = 4 : 1
So, their profits should be divided on the basis of compound ratio
Compound ratio = 1 × 4 : 1 × 1 = 4 : 1
Profit = `20,000
Total parts = 4 + 1 = 5
1
Suresh’s profit = 20000 × = `4000
5
Prabhu’s profit = 20000 – 4000 = `16,000
Example 4 : Rani started a beauty parlour with an amount `75,000. After 4 months,Vani also joined
with Rani with an amount `50,000. After one year, they got a profit of `52,000. Calculate
the profits shared by Rani and Vani?
Solution : Rani’s investment = `75,000
Rani’s period in business = 1 year = 12 months
Vani’s investment = `50,000

7th Class Mathematics 7 Ratio - Proportion

–<‘VŸ²sÁD 1 : 2 : 3 eT]jáTT 4 : 5 \ ‹VŸQÞø “wŸÎÜï“ ¿£qT>=qTeTT.
kÍ<óŠq : ‹VŸ Q Þø “wŸ Î Üï 2 × 4 : 3 × 5 = 8 : 15
–<‘VŸ²sÁD 2 : 8 :7 eT]jáTT 9 : 13 \ ‹VŸQÞø “wŸÎÜï“ ¿£qT>=qTeTT
kÍ<óŠq : ‹VŸ Q Þø “wŸ Î Üï 8 × 9 : 7 × 13 = 72 : 91
ú |ç >Ÿ Ü
· “
Ôî\TdŸT¿Ã
1. ç¿ì+~ ‚ºÌq “wŸÎÔáT\ï ‹VŸQÞø “wŸÎÜï“ ¿£qT>=q+&:
i ) 3:5 eT]jáTT 4:3 ii) 8 : 3 eT]jáTT 6 : 5 iii) 2 : 1 eT]jáTT 8 : 7
2. ‡ ç¿ì+~ U²°\qT dŸs qÕ dŸeÖ<ó‘H\Ôà |ŸP]+#á+&.
yîTT<Š{ì “wŸÎÜï s +&ƒe “wŸÎÜï ‹VŸQÞø “wŸÎÜï
1:3 2:5 2:c
7:6 c :4 21 : c
9:5 3:c c : 40
–<‘VŸ²sÁD 3 : ‚<ŠÝsÁT d•V¾²ÔáT\T ç|Ÿuó„T, dŸT¹swt ÿ¿=Ø¿£ØsÁT `100000Ôà ÿ¿£ y«bÍs“• çbÍsÁ+_ó+#sÁT. eTÖ&ƒT
Hî\\ ÔásÇÔá dŸTs¹ wt y«bÍsÁ+ qT+& yî<Õ =*>±&ƒT. dŸ+eÔáàs+ÔáeTTq y]¿ì `20000 ý²uó+„
eºÌq, <‘“ýË dŸTs¹ wt eT]jáTT ç|ŸuT„ó \ ý²uó²\ y{²\T ýÉ¿Øì +#á+&.
kÍ<óqŠ : ‚¿£Ø&ƒ dŸTs¹ wt, ç|ŸuT„ó \T ‚<ŠsÝ ÖÁ ÿ¿=Ø¿£ØsÁT `100000Ôà y«bÍs“• çbÍsÁ+_ó+#sÁT. ç|ŸuT„ó dŸ+eÔáàsÁeT+Ԑ
y«bÍsÁ+ýË ¿=qkÍ>±&ƒT.
dŸTs¹ wt y«bÍsÁ+ýË eTÖ&ƒT Hî\\T eÖçÔáyTû ¿=qkÍ>±&ƒT.
y] jîTT¿£Ø ™|³T¼‹&ƒT\ “wŸÎÜï R 100000 : 100000 R 1:1
ç|ŸuT„ó , dŸTs¹ wt\T y«bÍsÁ+ýË ¿=qkÍÐq ¿±ý²\ “wŸÎÜï R 12:3 R 4:1
n+<ŠTe\¢, y] jîTT¿£Ø ý²u󲓕 y] jîTT¿£Ø ™|³T¼‹&ƒT\T eT]jáTT ¿±ý²\ jîTT¿£Ø ‹VŸQÞø “wŸÎÜï
€<ó‘sÁ+>± |Ÿ+#áT¿Ãy*.
‹VŸQÞø “wŸÎÜï R 1 × 4 : 1 × 1 = 4 : 1
ý²uó+„ R `20000
yîTTÔá+ï uó²>±\T 4 G 1 R 5
1
dŸTs¹ wt jîTT¿£Ø ý²uó+„ R 20000 × 5
= `4000

ç|ŸuT„ó jîTT¿£Ø ý²uó+„ R 20000 - 4000 R `16000

–<‘VŸ²sÁD 4 : sDì ÿ¿£ ‹Ö«{¡bÍsÁs¢ qY T `75000 ™|³T¼‹&Ôà çbÍsÁ+_ó+º+~. H\T>·T Hî\\ ÔásTÁ yÔá yDì,
sDìÔà n<û y«bÍsÁ+ýË `50000 ™|³T¼‹& ™|{ì+¼ ~. dŸ+eÔáàs+ÔáeTTq y]sÁTeÚsÁT `52000
ý²u󲓕 dŸ+bÍ~+#sÁT. nsTTq sDì, yDì ý²uó²\ y{²\T m+Ôî+Ôá?
kÍ<óŠq: sDì jîTT¿£Ø ™|³T¼‹& R `75000
sDì jîTT¿£Ø y«bÍsÁ ¿±\+ R 1 dŸ+eÔáàsÁ+ R 12 Hî\\T
yDì jîTT¿£Ø ™|³T¼‹& R `50000
7e Ôás>Á Ü
· >·DÔ
ì eá TT 8 “wŸÎÜï - nqTbÍÔá+
 Vani’s period in business = 8 months
The ratio of investments of Rani to Vani = 75,000 : 50000 = 3 : 2
The ratio of periods of business of Rani to Vani = 12 : 8 = 3 : 2
The profit should be distributed on the basis of compound ratio.
Compound ratio = 3 × 3 : 2 × 2 = 9 : 4
Profit = `52,000
Total parts = 9 + 4 = 13
9
Rani’s profit = 52000 × = `36000
13
Vani’s profit = 52000 – 36000 = `16,000.

Exercise - 1.1

1. Pavan and Roshan started a business with `150000 and `200000 respectively. After nine
months Roshan left from the business. At the end of the year they got a profit of `45000.
Then find the profits shared by Pavan and Roshan?
2. Salman started a hotel with an amount of `75000. After 5 months Deepak joined with an
amount of `80000. At the end of the year they earned a profit of `73000. How will they
share their profit?
3. Ramayya took a grass field for rent for grazing his 24 cows.
After 5 months, Somayya also joined with him for his 40
cows. At the end year they paid a rent of `35,500. What would
be the rent paid by each of them?

4. Ravi started a business with `2,10,000. After a few months, Prakash joined in the business with
an amount of `3,60,000. At the end of the year if they got a profit of `1,20,000 each, then find
after how many months did prakash join in the business?
1.2 Direct proportion :
Look at the following pictures and discuss the observations :

rice need
rice need for 10
for 6 days days

Fig. (i)

Fig. (ii)

7th Class Mathematics 9 Ratio - Proportion

 yDì jîTT¿£Ø y«bÍsÁ ¿±\+ R 8 Hî\\T
sDì eT]jáTT yDì\ ™|³T¼‹&ƒT\ “wŸÎÜï R 75000 : 50000 R 3:2
sDì eT]jáTT yDì\ y«bÍsÁ ¿±ý²\ “wŸÎÜï R 12:8 R 3:2
¿±eÚq, y] jîTT¿£Ø ý²u󲓕 y] jîTT¿£Ø ™|³T¼‹&ƒT\T eT]jáTT ¿±ý²\ jîTT¿£Ø ‹VŸQÞø “wŸÎÜï €<ó‘sÁ+>±
|Ÿ+#áT¿Ãy*.
‹VŸQÞø “wŸÎÜï R 3 I 3 : 2 I 2 R 9 : 4
ý²uó+„ R `52000
yîTTÔá+ï uó²>±\T R 9 G 4 R 13
9
sDì jîTT¿£Ø ý²uó+„ R 52000 × 13 = `36000

yDì jîTT¿£Ø ý²uó+„ R 52000 - 36000 R `16000.

nuó²«dŸ+`1.1
1. |ŸeHŽ eT]jáTT sÃwŸHŽ \T ÿ¿=Ø¿£ØsÁT esÁTdŸ>± `150000, `200000 Ôà ÿ¿£ y«bÍs“• çbÍsÁ+_ó+#sÁT.
Ô=$Tˆ~ Hî\\ ÔásÇÔá sÃwŸHŽ y«bÍsÁ+ qT+& yî<Õ =*>±&ƒT. dŸ+eÔáàs+ÔáeTTq y]¿ì `45000 ý²uó+„
eºÌ+~. € ý²uó+„ ýË |ŸeHŽ eT]jáTT sÃwŸH\Ž jîTT¿£Ø y{²\T m+Ôî+Ôá?
2. dŸý²ˆHŽ `75000 ™|³T¼‹&Ôà ÿ¿£ VŸ²Ã³ýÙ çbÍsÁ+_ó+#&ƒT. 5 Hî\\ ÔásÇÔá B|Ÿ¿ù € y«bÍsÁ+ýË `80000
™|³T¼‹&Ôà #ûs&ƒT. dŸ+eÔáàs+ÔáeTTq ysÁT `73000 ý²u󲓕 dŸ+bÍ~+#á>±, € ý²uó+„ ýË y] jîTT¿£Ø
y{²\T mý² |Ÿ+#áT¿=+{²sÁT?
3. seTjáT« Ôáq jîTT¿£Ø 24 €eÚ\qT yûT|ŸÚ³Å£” >±qT ÿ¿£ |ŸºÌ¿£‹jáT\T
n<îÅÝ ”£ rdŸTÅ£”H•&ƒT. 5 Hî\\ ÔásÇÔá kþeTjáT« Ôáq jîTT¿£Ø 40
€eÚ\qT yûT|ŸÚ³Å£” n<û |ŸºÌ¿£‹jáT\T n<îÝÅ£” rdŸT¿=HîqT.
dŸ+eÔáàs+ÔáeTTq y]<ŠsÝ ÖÁ ¿£*d¾ `35500 n<îÝ #î*+¢ ºq, € n<îÝ
ýË y]<Š]Ý uó²>±\T m+Ôî+Ôá?
4. sÁ$ ÿ¿£ y«bÍs“• `2,10,000Ôà çbÍsÁ+_ó+#&ƒT. ¿=“• Hî\\
ÔásÇÔá, ç|Ÿ¿±wt n<û y«bÍsÁ+ýË `3,60,000 ™|³T¼‹&Ôà ç|Ÿy¥û +#&ƒT.
dŸ+eÔáàs+ÔáeTTq y]sÁTeÚsTÁ Å£”, ÿ¿=Ø¿£Ø]¿ì `120000 ý²uó+„ eºÌq, ç|Ÿ¿±wt m“• Hî\\ ÔásÇÔá € y«bÍsÁ+ýË
#ûs&à ¿£qT>=q+&.
1.2 nqTýËeÖqTbÍÔá+ : \¿ì
¿ì s à E j áT«+
ç¿ì+~ ºçԐ\qT |Ÿ]o*+#á+&. |Ÿ]o\q\qT #á]Ì+#á+&: à E \ «+
6 s • _j áT Á + ?
0
1 “• _ Á + ?
m edŸs
m“ e d Ÿ s n
n

|Ÿ³+ (ii)
|Ÿ³+ (i)
7e Ôás>Á Ü
· >·DÔ
ì eá TT 10 “wŸÎÜï - nqTbÍÔá+
Discuss and answer the following questions related to real life situation:
1. If the cost of 3 ball pens is `15, then what is the cost of 6 such pens?
2. In a school, for implementing ‘Jagananna Gorumudda’ scheme for class VII of 40 students they
need 6Kgs of rice for one day.
l How much rice is needed for 6 days?
l How much rice is needed for 10 days?
l How much rice is needed for 5 days?
From the above examples we have observed that, when the cost of ball pens increases as with the
number of ball pens and in second example also quantity of rice increases as with the number of
students.
In two quantities when one quantity increases, then the other also increases or if one
quantity decreases, then the other also decreases in the same proportion, then the two
quantities are said to be in direct proportion.

Given below the number of workers working for construction of a house and their wages in total
Number of workers (x) 2 3 5 10
Workers wages (y) 600 900
Ratio (x : y) 1 : 300

From the table, we can observe that when the value of ‘x’ increases, the corresponding
values of ‘y’ also increases and if ‘x’ decreases, ‘y’ also decreases. In such a way that the ratio in
each case has the same value. Thus, we can say that the number of workers for the construction of a
house and total the wages paid to them are in direct proportion. It is denoted by ‘x a y’ and read as x
is directly proportional to y.
x
In general y = k , when ‘x’ and ‘y’ are in direct proportion. ‘k’ is called constant of proportion.

x
When ‘x’ and ‘y’ are in direct proportion, then = k or x = k × y
y

Example 5 : If 3 : 4 and 9 : x are in direct proportion, then what is the value of x?

Solution : If 3 : 4 and 9 : x are in direct proportion, then their ratio is constant.
4×9
∴3= 9 ⇒3×x=4×9⇒x= = 12
4 x 3
Example 6 : If the cost of 4 note books is `80. What would be the cost of 7 note books?
Solution : We know that as number of note books increases, the cost also increases such that the
ratio of number of note books and the ratio of their costs will remain the same. That means
here number of note books and the cost are in direct proportion.

7th Class Mathematics 11 Ratio - Proportion

ç¿ì+<Š ‚eNj&q “Ôá« J$Ôá ç|ŸX•ø \qT #á]Ì+º dŸeÖ<ó‘H\T #î|Ο +&:
1. eTÖ&ƒT u²ýÙ ™|qT•\T `15 nsTTq n³Te+{ì 6 u²ýÙ ™|qT•\ yî\ m+Ôá?
2. ÿ¿£ bÍsÄXÁ æ\ýË È>·qq• >ÃsÁTeTT<ŠÝ |Ÿ<¿Š¸ +£ ýË uó²>·+>± @&ƒe Ôás>Á Ü· ýË 40 eT+~ $<‘«sÁT\œ Å£” >±qT ÿ¿£
sÃE¿ì 6 ¿ì.ç>±. _jáT«+ nedŸs+Á .
l 6 sÃE\¿ì m“• _jáT«+ nedŸs+Á ?
l 10 sÃE\¿ì m“• _jáT«+ nedŸs+Á ?
l 5 sÃE\¿ì m“• _jáT«+ nedŸs+Á ?
™|Õ –<‘VŸ²sÁDýË u²ýÙ ™|qT•\ dŸ+K« ™|sÁT>·TÔáÖ –+fñ y{ì yî\ Å£L&† ™|sÁT>·TÔáT+~. n<û$<ó+Š >± s +&ƒe
dŸ+<ŠsÒÁ +Û ýË Å£L&† sÃE\ dŸ+K« ™|sÁT>·TÔáÖ –+fñ ¿±y*àq _jáT«+ Å£L&† ™|sÁT>·TÔáT+~. nq>± ÿ¿£ s¥
™|sÁT>·TÔáÖ –+fñ s +&ƒe s¥Å£L&† ™|sÁT>·TÔáT+~. n<û$<ó+Š >± ÿ¿£ s¥ Ôá>T· ÔZ Öá –+fñ s +&ƒe s¥ Å£L&†
Ôá>T· ÔZ Tá +~.
s +&ƒT sXø—\ýË ÿ¿£ s¥ ™|]Ðq|ŸÚ&ƒT, Âs+&ƒe~ Å£L&† n<û nqTbÍÔá+ýË ™|]ÐÔû ýñ<‘ ÿ¿£ s¥ ÔáÐZq|ŸÚ&ƒT Âs+&ƒe
s¥ Å£L&† n<û nqTbÍÔá+ýË ÔáÐZÔû, n|ŸÚÎ&ƒT € Âs+&ƒT sXø—\T nqTýËeÖqTbÍÔá+ýË –H•jáT“ n+{²+.

ÿ¿£ ‚\T¢ ¿£³&¼ †“¿ì nedŸsyÁ Tî q® Å£L* |Ÿ“ yÞø—¢ dŸ+K«, yÞø¿¢ ì sÃEy] ‚#ûÌ yîTTÔá+ï yûÔHá “• ç¿ì+<Š ‚eNj&+~.

|Ÿ“yÞøß dŸ+K« (x) 2 3 5 10

|Ÿ“yÞøß yûÔqá + (y) 600 900
“wŸÎÜï (x : y) 1 : 300
™|Õ |Ÿ{켿£ qT+& eTq+ |Ÿ]o*dï ‘x’ jîTT¿£Ø $\Te ™|sÁT>·TÔáÖ –+fñ <‘“¿£qT>·TD+>± ‘y’ $\Te Å£L&†
™|sÁT>·TÔáT+~. n<û$<óŠ+>± ‘x’ $\Te Ôá>T· ÔZ Öá –+fñ <‘“ ¿£qT>·TD+>± ‘y’ $\Te Å£L&† Ôá>T· ÔZ Tá +~. n<û$<ó+Š >±,
ç|ŸÜ dŸ+<ŠsÁÒÛ+ýË ‘x’ eT]jáTT ‘y’ \ “wŸÎÜï ÿ¹¿ $\TeqT ¿£*Ð eÚ+~. n+<ŠTe\¢ |Ÿ“ yÞøß dŸ+K« eT]jáTT
y]¿ì nedŸs+Á njûT« yîTTÔá+ï yûÔqá + nqTýËeÖqTbÍÔá+ ýË –+<Š“ #îbÍïeTT. B““ ‘x a y’ Ôà dŸÖºkÍïsTÁ . ‘x
eT]jáTT y’ \T nqTýËeÖqTbÍÔá+ ýË –H•jáT“ #îbÍï+.
kÍ<ó‘sÁD+>± ‘x eT]jáTT y’ \T nqTýËeÖqTbÍÔá+ýË –+fñ x
y
=k (d¾œsÁ+). ‘k’ nqTbÍÔá d¾sœ +¿£+

‘x eT]jáTT y’ \T nqTýËeÖqTbÍÔá+ýË –+fñ x

y
=k ýñ<‘ x = k × y. ‘k’qT nqTbÍÔá d¾sœ +¿£+£ n+{²sÁT.
–<‘VŸ²sÁD 5 : 3 : 4 eT]jáTT 9 : x \T nqTýËeÖqTbÍÔá+ ýË –+fñ x $\Te m+Ôá?
kÍ<óŠq : 3 : 4 eT]jáTT 9 : x nqTýËeÖqTbÍÔá+ýË –+fñ y{ì “wŸÎÜï d¾sœ eÁ TT.

4×9
∴3= 9 ⇒3×x=4×9⇒x= = 12
4 x 3
–<‘VŸ²sÁD 6 : 4 HóT |ŸÚdŸï¿±\ yî\ `80 nsTTq, 7 HóT |ŸÚdŸ¿ï ±\ yî\ m+Ôá?
kÍ<óŠq : ‚¿£Ø&ƒ HóT |ŸÚdŸï¿±\ dŸ+K« ™|]Ðq, y{ì yî\ Å£L&† ™|sÁT>·TÔáT+~. n<û$<óŠ+>± HóT |ŸÚdŸï¿±\
dŸ+K«Å£”, y{ì yî\Å£” >·\ “wŸÎÜï d¾œsÁeTT. nq>± ‚¿£Ø&ƒ HóT |ŸÚdŸï¿±\ dŸ+K«, y{ì yî\
nqTýËeÖqTbÍÔá+ýË –H•sTT.
7e Ôás>Á Ü
· >·DÔ
ì eá TT 12 “wŸÎÜï - nqTbÍÔá+
 Let the cost of 7 note books be ‘x’
Then, 4 : 80 = 7 : x
If the ratios are equal, the product of means = The product of the extremes
4 × x = 80 × 7
80 × 7
⇒x= = `140.
4
Thus, the cost of 7 note books is equal to `140

The above problem can be solved by using unitary method. Can you solve? How? Think.
Example 7 : The scale of a map is given as 1:30000. If two cities are 20 cm apart on the map, then
find the actual distance between them?
Solution : Let the actual distance be ‘x’cm. Since the distance on the map is directly proportional
to the actual distance.
1 : 30000 = 20 : x
If the ratios are equal, the product of means = The product of the extremes
∴ 1× x = 30,000 × 20
⇒ x = 6,00,000 cm = 6 Km. [1,00,000 cm = 1000m = 1Km.]
Thus, two cities which are 20cm apart on the map are actually 6km away from each other.

Fill in the blanks, if the given quantities are in direct proportion.

Quantity 1 : 2 4 16 24 72
Quantity 2 : 6 15 90 120 180

Exercise - 1.2

1) Find out whether the given quantities are in direct proportion or not?
i) Cost of pens, number of pens
ii) Number of people, food required to them
iii) Speed of a car, time taken to reach destination
iv) Time taken, distance covered
v) Cost of the vegetables, number of vegetable bags.
2) Five people went to a Park and paid `580 for tickets. If three
people went to the Park, how much money did they have to pay?
3) A map drawn with a scale of 1 cm represents 26 Km. If the original distance between two
stations 1404 Km., then what would be the distance between the stations in the map?

7th Class Mathematics 13 Ratio - Proportion

 @&ƒT HóT |ŸÚdŸï¿±\ yî\ ‘x ’ nqTÅ£”q•#Ã,
€|ŸÚÎ&ƒT, 4 : 80 = 7 : x
“wŸÎÔáT\ï T dŸeÖq+ nsTTq|ŸÚÎ&ƒT, n+Ôá«eTT\ \‹Ý+ R eT<ó«Š eTeTT\ \‹Ý+.
4 × x = 80 × 7
80 × 7
⇒x=
4
= `140 7 HóT |ŸÚdŸï¿±\ yî\ = `140
™|Õ dŸeTdŸ«qT @¿£ edŸTï |Ÿ<ŠÆܓ –|ŸjîÖÐ+º kÍ~ó+#á>·\+. MTsÁT #ûjáT>·\s?
mý²? €ý˺+#áT.
–<‘VŸ²sÁD 7 : ÿ¿£ |Ÿ{²“• 1 : 30000 dØ\T (|Ÿ]eÖD+)Ôà ^jáT‹&+~. |Ÿ³+ýË s +&ƒT |Ÿ³D¼ ²\ eT<ó«Š <ŠÖsÁ+
20 ™d+.MT. nsTTq, s +&ƒT |Ÿ³D ¼ ²\ eT<ó«Š ydŸeï <ŠÖsÁ+ m+Ôá?
kÍ<óŠq : |Ÿ³+ýË –q• <ŠÖs“¿ì, ydŸeï <ŠÖsÁ+ nqTýËeÖqTbÍÔá+ýË –+³T+<Š“ eTq+ >·eT“+#áe#áTÌ.
s +&ƒT |Ÿ³D
¼ ²\ eT<ó«Š ydŸeï <ŠÖsÁ+ ‘x’ nqTÅ£”q•#Ã,
1 : 30000 = 20 : x
“wŸÎÔáT\ï T dŸeÖq+ ¿±eÚq, n+Ôá«eTT\ \‹Ý+ R eT<ó«Š eTeTT\ \‹Ý+
∴ 1× x = 30,000 × 20
⇒ x = 6,00,000 ™d+.MT = 6 ¿ì.MT [1,00,000™d+.MT = 1000 MT = 1 ¿ì.MT]
|Ÿ³+ýË 20 ™d+.MT. <ŠÖsÁ+ýË –q• |Ÿ³D
¼ ²\ eT<ó«Š ydŸeï <ŠÖsÁ+ R 6 ¿ì.MT.

ç¿ì+<Š ‚eNj&q |Ÿ{¿¼ì ý£ Ë sXø—\T nqTýËeÖqTbÍÔá+ýË –+fñ U²°\qT |ŸP]+#á+& :

|Ÿ]eÖD+ 1 : 2 4 16 24 72
|Ÿ]eÖD+ 2 : 6 15 90 120 180

nuó²«dŸ+`1.2
1. ‡ ç¿ì+<Š ‚eNj&q sXø—\T nqTýËeÖqTbÍÔá+ýË –H•jîÖ ýñ<à ¿£qT>=q+&:
i) ™|qT•\ yî\, ™|qT•\ dŸ+K«
ii) eTqTwŸ§\ dŸ+K«, y]¿ì ¿±y*àq €VŸäsÁ+
iii) ¿±sÁT yû>+ · , >·eÖ«“• #ûs&Á †“¿ì |Ÿf¼ñ dŸeTjáT+.
iv) |Ÿ{q ¼ì dŸeTjáT+, ç|ŸjÖá Dì+ºq <ŠÖsÁ+.
v) Å£LsÁ>±jáT\ yî\, u²«>·T\ dŸ+K«.
2. ×<ŠT>·TsÁT e«Å£”ï\T ÿ¿£ bÍsÁTØÅ£” yî[ß {ì¿س¢ ¿=sÁÅ£” `580 #î*+¢ #sÁT.
n<û bÍsÁTØÅ£” eTT>·TsZ TÁ e«Å£”\ï T yîÞïâ {ì¿Â س¢ ¿=sÁŔ£ m+Ôá kõeTTˆ #î*+¢ #*?
3. ÿ¿£ eÖ«|ŸÚýË 26 ¿ì.MT.qT ÿ¿£ ™d+.MT. çbÍeÖDì¿+£ >± ^XæsÁT. s +&ƒT çbÍ+Ԑ\ eT<ó«Š ydŸeï <ŠÖsÁ+ 1404
¿ì.MT. nsTTq, eÖ«|týË y{ì eT<ó«Š <ŠÖsÁ+ m+Ôá –+³T+~?
7e Ôás>Á Ü
· >·DÔ
ì eá TT 14 “wŸÎÜï - nqTbÍÔá+
4) The weight of 72 pipes is 180 Kg. Then what is the
weight of 90 such pipes?
5) A motorbike requires 3 liters of petrol to cover 135 Km. on average.
How many litres of petrol will be required to cover 495 Km.?
6) The shadow of a pole with the height of 10 m. is 6 m. Then find the height of
another pole whose shadow is 9 m. at the same time?

Take a clock and fix its minute hand at a particular number

on clock (if it is 12 it will be easy). Then find and note the
angles made by minute hand in every 15 minutes interval of
time:

Time passed (in minutes) 15 30 45 60

Angle (in degrees) 90
Check whether they are in direct proportion or not?

v What is the angle made by minutes hand in a minute?

v What is the angle made by hours hand in one minute?

1.3 Inverse Proportion :

If in two quantities, when one quantity increases, then the other quantity decreases in the
same proportion or vice versa, then the two quantities are said to be in inverse proportion.
k k
When x and y are in Inverse Proportion then x × y = k or x = or y =
y x

Example 8 : If 4, 7 and 2, x are inverse proportion, then what is the value of x?

Solution : 4, 7 and 2, x are in inverse proportion. Therefore, 4 × 7 = 2 × x
4× 7
⇒x= = 14
2

1. Fill in the blanks if the given quantities are in inverse proportion

Quantity 1 2 3 6
Quantity 2 90 36 20
Example 9 : If four children share some chocolates, each one gets 10 chocolates. If one more child
joins with them and equally distributes, how many chocolates each one gets?
Solution : Here the total number of chocolates are constant.
If the number of children increases, the chocolates each one
get will be decreases.

7th Class Mathematics 15 Ratio - Proportion

4. 72 ™||Õ ÚŸ \ ‹sÁTeÚ 180 ¿ì.ç>±. nsTTq n³Te+{ì 90 ™||Õ ÚŸ \ ‹sÁTeÚ m+Ôá?
5. ÿ¿£ yîÖ{²sY ™d¿Õ ýì Ù 135 ¿ì.MT.<ŠÖs“• #ûsTÁ ³Å£” dŸsdŸ]q 3 ©. ™|ç{Ë\T nedŸsyÁ Tî q® ,
495 ¿ì.MT. <ŠÖs“• #ûsTÁ ³Å£” m“• ©³sÁ¢ ™|ç{ËýÙ nedŸseÁ TòÔáT+~?
6. 10 MT. bõ&ƒeÚ ¿£*Ðq ÿ¿£ dŸ+œ uó+„ jîTT¿£Ø ú&ƒ bõ&ƒeÚ 6 MT. n<û dŸeTjáT+ýË eTs=¿£
dŸ+œ uó+„ jîTT¿£Ø ú&ƒ bõ&ƒeÚ 9 MT. nsTTq, € dŸ+œ uó+„ jîTT¿£Ø ndŸ\T bõ&ƒeÚ m+Ôá?

ÿ¿£ >·&jáÖsÁ+“ rdŸTÅ£”“ “$TcÍ\ eTT\T¢ @<îÕH ÿ¿£ dŸ+K« <Š>·ZsÁ

–+#á+&. (‚~ 12 <Š>sZ· Á nsTTÔû dŸT\uó+„ neÚÔTá ++~) n|ŸÎ{ì qT+& ç|ŸÜ
15 “$TcÍ\ e«e~óýË € eTT\T¢ #ûdq¾ ¿ÃD²“• ¿£qT¿=ؓ, qyîÖ<ŠT
#ûjTá +&.
¿±\+ (“eTTcÍ\ýË) 15 30 45 60
¿ÃD+ (&ç^\ýË) 90
™|Õ sXø—\T nqTýËeÖqTbÍÔá+ýË –H•jîÖ ýñ<à |Ÿ¯¿ì+Œ #á+&.
v “$TcÍ\ eTT\T¢ ÿ¿£ “eTTwŸ+ýË #ûjTá T ¿ÃD+ m+Ôá?
v >·+³\ eTT\T¢ ÿ¿£ “eTTwŸ+ýË #ûjTá T ¿ÃD+ m+Ôá?
1.3 $ýËeÖqTbÍÔá+ :
s +&ƒT sXø—\ýË, ÿ¿£ s¥ ™|]Ðq|ŸÚ&ƒT s +&ƒe s¥ n<û nqTbÍÔá+ýË ÔáÐÔZ û ýñ<‘ ÿ¿£ s¥ ÔáÐqZ |ŸÚ&ƒT s +&ƒe
s¥ n<û nqTbÍÔá+ýË ™|]ÐÔû n|ŸÚÎ&ƒT € s +&ƒT sXø—\T $ýËeÖqTbÍÔá+ýË –H•jáT“ n+{²+.
k k
x, y \T $ýËeÖqTbÍÔá+ýË –+fñ x × y = k ýñ<‘ x= ýñ<‘ y=
x
y
–<‘VŸ²sÁD 8 : 4, 7 eT]jáTT 2, x \T $ýËeÖqTbÍÔá+ýË –+fñ, x $\Te m+Ôá?
kÍ<óŠq : 4 ,7 eT]jáTT 2, x \T $ýËeÖqTbÍÔá+ ýË –H•sTT. n+<ŠTe\¢, 4 × 7 = 2 × x
4× 7
⇒x= = 14
2

1. ç¿ì+<Š ‚eNj&q sXø—\T $ýËeÖqTbÍÔá+ýË –+fñ, U²°\qT |ŸP]+#á+& :

yîTT<Š{ì s¥ 2 3 6
s +&ƒe s¥ 90 36 20

–<‘VŸ²sÁD 9 : ¿=“• #Â¿³¢ q¢ T q\T>·TsÁT |¾\\¢ T dŸeÖq+>± |Ÿ+#áTÅ£”+³T+fñ, ÿ¿=Ø¿£Ø]¿ì 10 #Â¿³¢ T¢ e#ÌsTT.
n<Šq+>± eTs=¿£ |¾\¢y&ƒT y]Ôà #û]q, nyû #Â¿¢³¢qT
dŸeÖq+>± |Ÿ+#áTÅ£”q•#Ã, ÿ¿=Ø¿£Ø]¿ì m“• #Â¿³ ¢ T¢ ekÍïsTT?
kÍ<óŠq : ‚¿£Ø&ƒ yîTTÔáï+ #Â¿¢³¢ dŸ+K« d¾œsÁ+. |¾\¢\ dŸ+K« ™|sÁT>·TÔáÖ
–+fñ, ÿ¿=Ø¿£Ø]¿ì e#ûÌ #Â¿³ ¢ T¢ dŸ+K« Ôá>T· ÔZ Tá +³T+~.
7e Ôás>Á Ü
· >·DÔ
ì eá TT 16 “wŸÎÜï - nqTbÍÔá+
So the number of children and the number of chocolates each one get are in inverse proportion.
Let the number of chocolates each one gets be ‘x’.
Number of children Number of chocolates
4 10
5 x
By taking inverse proportion,
Observe this:
4 : 5 = x :10 The total number of chocolates = 4×10
Then, In inverse proportion, product is always constant.

∴ 4 × 10 = 5 × x ∴ 4 × 10 = 5 × x
⇒ 5 × x = 4 × 10 ⇒ 5 × x = 4 × 10
4 ×10 4 ×10
⇒x= =8 ⇒x= =8
5 5

∴ If chocolates are distributed to five children then each one will get 8 chocolates.

Example 10: If 18 workers can build a wall in 12 days, how many

days will eight workers take to build the same wall?
Solution: If the number of workers decreases, the time taken to
build the wall increases in the same proportion.
So number of workers and the number of days to
complete work are in inverse proportion.
Let the number of days to complete the work be ‘x’.
Number of workers Number of days
18 12
8 x
By taking inverse proportion,
18 : 8 = x : 12

Then, 18 × 12 = 18 × x Observe this:

⇒ 8 × x = 18 × 12 In inverse proportion, product is always
18 ×12 constant.
⇒x= = 27 days
8 18 ×12 = 18 × x
⇒ 8 × x = 18 × 12
∴ Eight workers can complete the wall in 27 days. 18 × 12
⇒x= = 27 days
8

7th Class Mathematics 17 Ratio - Proportion

¿±eÚq, |¾\\¢ dŸ+K«, ÿ¿=Ø¿£Ø]¿ì e#ûÌ #Â¿³¢ ¢ dŸ+K« $ýËeÖqTbÍÔá+ýË eÚ+{²sTT. ÿ¿=Ø¿£Ø]¿ì eºÌq #Â¿³¢ T¢ dŸ+K«
‘x’ nqT¿=“q,
|¾\\¢ dŸ+K« #Â¿³¢ ¢ dŸ+K«
4 10
5 x
$ýËeÖqTbÍԐ“• rdŸTÅ£”+fñ, ‚~ |Ÿ]o*+#á+&:
4 : 5 = x : 10 yîTTÔá+ï #Â¿³
¢ ¢ dŸ+K« R 4 I 10
n|ŸÚÎ&ƒT, $ýËeÖqTbÍÔá+ ý˖+fñ, \‹Ý+ m\¢|ڟ Î&ƒÖ d¾sœ +Á .
∴ 4 × 10 = 5 × x ∴ 4 × 10 = 5 × x
⇒ 5 × x = 4 × 10 ⇒ 5 × x = 4 × 10
4 ×10 4 ×10
⇒x= =8 ⇒x= =8
5 5
∴ ¿±eÚq, ×<ŠT>·TsÁT |¾\\¢ T |Ÿ+#áTÅ£”+fñ ÿ¿=Ø¿£Ø]¿ì 8 #Â¿³
¢ T¢ ekÍïsTT.

–<‘VŸ²sÁD 10 : 18 eT+~ |Ÿ“yÞø—ß ÿ¿£ >Ã&ƒqT 12 sÃE\ýË ¿£³>¼ \· sÁT. nsTTq

m“$T~eT+~ |Ÿ“yÞø—ß, ný²+{ì >Ã&ƒqT m“• sÃE\ýË
“]ˆ+#á>·\sÁT?
kÍ<óŠq: |Ÿ“yÞøß dŸ+K« Ôá>·TZÔáÖ –+fñ, >Ã&ƒ ¿£³¼&†“¿ì |Ÿfñ¼ sÃE\
dŸ+K« ™|sÁT>·TÔáT+~. ¿±eÚq, |Ÿ“yÞøß dŸ+K« eT]jáTT >Ã&ƒ
¿£³&¼ †“¿ì |Ÿf¼ñ sÃE\T dŸ+K« $ýËeÖqTbÍÔá+ýË –+{²sTT.
>Ã&ƒ ¿£³&¼ †“¿ì |Ÿf¼ñ sÃE\ dŸ+K« ‘x’ nqT¿=qTeTT.
, |Ÿ“yÞøß dŸ+K« sÃE\ dŸ+K«
18 12
8 x

$ýËeÖqTbÍԐ“• rdŸTÅ£”+fñ,
18 : 8 = x : 12 ‚~ |Ÿ]o*+#á+& :
n|ŸÚÎ&ƒT, 18 ×12 = 18 × x $ýËeÖqTbÍÔá+ ý˖+fñ, \‹Ý+
⇒ 8 × x = 18 × 12 m\¢|ڟ Î&ƒÖ d¾sœ +Á .
18 × 12
⇒x= = 227 sÃE\T 18 × 12 = 18 × x
8
⇒ 8 × x = 18 × 12
∴ ¿±eÚq, m“$T~ eT+~ |Ÿ“yÞø—ß 27 sÃE\ýË >Ã&ƒqT “]ˆ+#á>\
· sÁT. 18 × 12
⇒x= = 227 sÃE\T
8

7e Ôás>Á Ü
· >·DÔ
ì eá TT 18 “wŸÎÜï - nqTbÍÔá+
Example 11: 4 Pumps are required to fill a tank in 1 hr 30min. How long will it take if only 3 pumps
of the same type are used?
Solution: Let the time be ‘x’.
1hr 30min = 60 + 30 = 90 minutes

If the number of pumps are decrease, the time taken to fill the tank increases.
So the number of pumps and time taken to fill the tank are in inverse proportion
Number of pipes Time taken to fill (min)
4 90
3 x
By taking inverse proportion
4 : 3 = x : 90 Observe this:
In inverse proportion, product is always
Thus, constant
4 × 90 = 3 × x 4 × 90 = 3 × x
⇒ 3 × x = 4 × 90 ⇒ 3 × x = 4 × 90
4 × 90 4 × 90
⇒x= = 120 min ⇒x= = 120 min
3 3

∴ 3 pumps will fill the tank in 120 min or 2hrs.

Exercise - 1.3
1) Find out whether the given quantities are vary directly or inversely
i) Time taken to cover a distance, speed
ii) Area of land and its cost
iii) Number of men for work, time taken to complete the work
iv) Number of people, quantity of food grains each one gets (total quantity remains same)
v) The length of a journey by bus and price of the ticket
2) If 24 men can construct a wall in 10 days. In how many days will 15 men do it?
3) In a hostel there are food provisions for 50 girls for 40 days. If 30 more girls join the hostel, how
long will the provisions last?
4) Suman travels a distance for 5 hours with a speed of 48 kilometres per hour. If he wants to travel
the same in 4 hours at what speed he should travel?
5) A person has money to buy 8 bicycles of worth `4500 each. If the cost of the bicycle is decreased
by `500, then how many bicycles can he buy with the amount he has?

7th Class Mathematics 19 Ratio - Proportion

–<‘VŸ²sÁD 11: ÿ¿£ ™|<ŠÝ úÞøß Ô=fÉq¼ T H\T>·T |Ÿ+|ŸÚ\T 1 >·+. 30 “.\ýË “+|Ÿ>\· eÚ. n<û Ô=fÉq¼ T 3 |Ÿ+|ŸÚ\T
m+Ôá dŸeTjáT+ýË “+|Ÿ>\· eÚ?
kÍ<óŠq: dŸeTjáT+ ‘x’ nqTÅ£”+fñ
1 >·+. 30 “. R 60 G 30 R 90 “.
|Ÿ+|ŸÚ\ dŸ+K« Ôá>T· ÔZ Öá –+fñ, úÞøß Ô=fɼ “+&ƒ&†“¿ì |Ÿf¼ñ dŸeTjáT+
™|sÁT>·TÔáÖ –+³T+~.
™||Õ ÚŸ \ dŸ+K« “+|Ÿ&†“¿ì |Ÿf¼ñ ¿±\+(“.)
4 90
3 x
$ýËeÖqTbÍԐ“• rdŸTÅ£”+fñ:
4 : 3 = x : 90 ‚~ Å£L&† |Ÿ]o*+#á+& :
n|ŸÚÎ&ƒT, $ýËeÖqTbÍÔá+ ý˖+fñ, \‹Ý+ m\¢|ڟ Î&ƒÖ d¾sœ +Á .
4 × 90 = 3 × x
4 × 90 = 3 × x
⇒ 3 × x = 4 × 90
⇒ 3 × x = 4 × 90
4 × 90
4 × 90 ⇒x= = 1120 “.
⇒x= = 1120 “. 3
3
∴ ¿±eÚq, eTÖ&ƒT |Ÿ+|ŸÚ\T ¿£*|¾ € úÞøß Ô=fɼ qT 120 “. ýñ<‘ 2 >·+.\ýË “+|Ÿ>\· eÚ.

nuó²«dŸ+ `1.3
1. ‡ ç¿ì+<Š ‚eNj&q sXø—\T nqTýËeÖqTbÍÔá+ýË –+{²jîÖ ýñ<‘ $ýËeÖqTbÍÔá+ ýË –+{²jîÖ ¿£qT¿ÃØ+&:
i) “]Ýw¼Ÿ <ŠÖs“• #ûsTÁ ³Å£” |Ÿ³T¼ dŸeTjáT+, yû>+ · .
ii) dŸœ\+ yîX Õ æ\«+, <‘“ K¯<ŠT.
iii) |Ÿ““ |ŸP]ï #ûjTá T³Å£” eTqTwŸ§\ dŸ+K«, |Ÿ“ |ŸPsÁe ï &†“¿ì |Ÿ³T¼ dŸeTjáT+.
iv) eTqTwŸ§\ dŸ+K«, ÿ¿=Ø¿£Ø]¿ì e#ûÌ €VŸäsÁ<‘ó H«\ |Ÿ]eÖD+ (yîTTÔá+ ï €VŸäsÁ <ó‘H«\T d¾sœ +Á ).
v) ‹dŸTàýË ç|ŸjÖ á D+ #ûd <ŠÖsÁ+, {ì¿Â {Ù <ósŠ .Á
2. 24 eT+~ e«Å£”\ï T ÿ¿£ >Ã&ƒqT 10 sÃE\ýË “]ˆ+#á>\· sÁT. n+Ôû bõ&ƒyqÕî >Ã&ƒqT 15 eT+~ e«Å£”\ï T m“•
sÃE\ýË “]ˆ+#á>\· sÁT?
3. ÿ¿£ u²*¿£\ edŸÜ >·VŸ²+ýË, 50 eT+~ u²*¿£\Å£” 40 sÃE\Å£” dŸ]bþjûT €VŸäsÁ |Ÿ<‘sœ\T –H•sTT.
n<Šq+>± 30 eT+~ u²*¿£\T ç|ŸyXû +ø bõ+~q, n+<Š]¿¡ m“• sÃE\ esÁÅL£ € €VŸäsÁ|<Ÿ ‘sœ\T dŸ]bþԐsTT?
4. dŸTeTHŽ ¿=+Ôá <ŠÖsÁ+ >·+³Å£” 48 ¿ì.MT. dŸsdŸ] yû>+· ÔÃ, ×<ŠT >·+³\bͳT ç|ŸjÖá Dì+#&ƒT. n<û <ŠÖs“•
nÔáqT H\T>·T >·+³\ýË ç|ŸjÖá D+ #ûjTá eýÉqq•, m+Ôá yû>+· Ôà ç|ŸjÖá D+ #ûjÖá *?
5. ÿ¿=Ø¿£Ø ™d¿Õ \ì T yî\ `4500 #=|ŸÚÎq, m“$T~ ™d¿Õ Þì q¢ø T ¿=qT³Å£” ÿ¿£ e«¿ìï e<ŠÝ &ƒ‹TÒ\T –q•$. ÿ¿=Ø¿£Ø ™d¿Õ ýì Ù
yî\ `500 ÔáÐqZ , Ôáq e<ŠeÝ Úq• n<û kõeTTˆÔà nÔáqT m“• ™d¿Õ Þì q¢ø T ¿=q>·\&ƒT?

7e Ôás>Á Ü
· >·DÔ
ì eá TT 20 “wŸÎÜï - nqTbÍÔá+
6) 2 pumps are required to fill a tank in 1 hour. How many pumps
of the same type are used to fill the tank in 24 minutes?
7. 18 men can reap a field in 10 days. For reaping the same field
in 6 days, how many more men are required?
8. 1200 soldiers in a checkpost had enough food for 28 days.
After 4 days some soldiers were transferred to another
checkpost and thus remaining food is sufficient for 32 more
days.
How many soldiers left the checkpost?
1.4 Compound Proportion :
Let us observe the following problem :
Example 12: If 30 persons use 40 Kg. of sugar in 10 days, find in how many days 80 persons will use
320 Kg. of sugar? How can we solve?

Solution: Here, the 3 quantities are persons, weight and number of days.
Persons Weight (Sugar) No. of Days
30 ↑ 40 ↓ 10 ↓
80 320 ?
From the above
l Here days and persons are in inverse we denote it with ↑ mark.
l Here days and sugar are in direct proportion we denote it with ↓ mark.
Here number of days is depends on both persons and weight of sugar. So we have to take
compound ratio of 80 : 30 and 40 : 320
∴10 : x = 80 × 40 : 30 × 320 = 3200 : 9600
Since the ratios are equal, the product of extremes is equal to product of means.
10 : x = 3200 : 9600

⇒ 10 × 9600 = x × 3200
⇒ x × 3200 = 10 × 9600
10 × 9600
⇒x= = 30
3200
Some times change in one quantity depends upon the change in two or more quantities in some
proportion, which means in some problems which may involve a chain of two or more variations
in them. This is called ‘Compound Proportion’ or ‘Mixed proportion’.
Then we equate the ratio of the first quantity to the compound ratio of the other two quantities.
i) One quantity may be in direct proportion with the other two quantities.
ii) One quantity may be in inverse proportion with the other two quantities.
iii) One quantity may be in direct proportion with one quantity and in inverse proportion with the
remaining quantity.

7th Class Mathematics 21 Ratio - Proportion

6. 2 |Ÿ+|ŸÚ\T ÿ¿£ úÞø¢ {²«+Å£”qT, ÿ¿£ >·+³ dŸeTjáT+ýË “+|Ÿ >·\eÚ.
n<û úÞøß {²«+¿ùqT 24 “.\ýË “+|ŸeýÉqq• m“• |Ÿ+|ŸÚ\T ¿±eýÉqT?
7. 18 eT+~ e«Å£”\ï T ÿ¿£ bõ\+ýË |Ÿ+³qT 10 sÃE\ýË ¿ÃjáT>·\sÁT.
n<û |Ÿ+³qT 15 sÃE\ýË ¿ÃjáTeýÉqq•, m+Ôá eT+~ eTqTwŸ§\T
¿±eýÉqT?
8. ÿ¿£ dŸ]VŸ²<ŠTÝ #î¿ù bþdt¼ e<ŠÝ 1200 eT+~ ™d“Õ Å£”\Å£” 28 sÃE\Å£”
dŸ]bþjûT €VŸäsÁ |Ÿ<‘sœ\T –H•sTT. 4 sÃE\ ÔásÇÔá ¿=+ÔáeT+~
™d“Õ Å£”\T yûs=¿£ #î¿ù bþdtż ”£ ‹~©¿±>±, $TÐ*q y]¿ì 32 sÃE\Å£”
€VŸäsÁ |Ÿ<‘sœ\T dŸ]bþjáÖsTT. nsTTq m+Ôá eT+~ ™d“Õ Å£”\T ‹~©
njáÖ«sÁT?
1.4 $TçXøeÖqTbÍÔá+ :
ç¿ì+~ dŸeTdŸ«qT |Ÿ]o*+#á+&:
–<‘VŸ²sÁD 12 : 30 eT+~ e«Å£”\ï T 40 ¿ì.ç>±. #á¿Â ØsÁqT |Ÿ~ sÃE\ýË y&q, 80 eT+~ e«Å£”\ï T 320 ¿ì. ç>±.\
#á¿Â ØsÁqT m“• sÃE\ýË $“jîÖÐkÍïsTÁ ? mý² kÍ~ókÍï+?
kÍ<óŠq : ‚¿£Ø&ƒ 3 sXø—\T –H•sTT. n$ eTqTwŸ§\ dŸ+K«, #á¿Â ØsÁ ‹sÁTeÚ eT]jáTT sÃE\ dŸ+K«\T.
eTqTwŸ§\ dŸ+K« ‹sÁTeÚ (#á¿Â ØsÁ) sÃE\ dŸ+K«
30 ↑ 40 ↓ 10 ↓
80 320 ?
™|Õ |Ÿ{¿¼ì £ qT+&,
l sÃE\ dŸ+K« eT]jáTT e«Å£”\ï dŸ+K« s +&ƒT sXø—\T $ýËeÖqTbÍÔá+ýË –+{²sTT. B““ ↑ >·TsÁTï Ôà dŸÖº+#+.
l sÃE\ dŸ+K« eT]jáTT #á¿Â ØsÁ ‹sÁTeÚ s +&ƒT sXø—\T nqTýËeÖqTbÍÔá+ýË –+{²sTT. B““ ↓ >·TsÁTÔï à dŸÖº+#+.
‚¿£Ø&ƒ sÃE\ dŸ+K«, e«Å£”\ï dŸ+K« eT]jáTT #á¿Â ØsÁ ‹sÁTeÚ\T s +&+{ì™|Õ €<ó‘sÁ|&Ÿ Tƒ ÔáT+~. ¿±eÚq, eTq+
80 : 30 eT]jáTT 40 : 320 ‹VŸQÞø “wŸÎÔáT\
ï qT rdŸT¿Ãy*.
∴ 10 : x = 80 × 40 : 30 × 320 = 3200 : 9600
“wŸÎÔáT\ï T dŸeÖq+ ¿±eÚq, n+Ôá«eTT\ \‹Ý+, eT<ó«Š eTeTT\ \u²Ý“¿ì dŸeÖq+.
10 : x = 3200 : 9600
⇒ 10 × 9600 = x × 3200
⇒ x × 3200 = 10 × 9600
10 × 9600
⇒x= = 30
3200
¿=“•kÍsÁT¢ ÿ¿£ s¥ýË eÖsÁTÎ, @yîHÕ  eTs=¿£ s +&ƒT ýñ<‘ n+Ôá¿+£ fñ mÅ£”Øe sXø—\ýË eÖsÁTÎ\™|Õ @<à ÿ¿£
nqTbÍÔá+ýË €<ó‘sÁ|&Ÿ  –+³T+~. nq>± ¿=“• dŸeTdŸ«\ýË s +&ƒT ýñ<‘ n+Ôá¿+£ fñ mÅ£”Øe>± eÖsÁTÎ\T ¿£*Ð
–+{²sTT. B“Hû $TçXøeÖqTbÍÔá+ n+{²sÁT. n³Te+{ì dŸ+<ŠsÒÁ +Û ýË yîTT<Š{ì sXø—\ “wŸÎÜï¿,ì $TÐ*q sXø—\
“wŸÎÔáT\ï jîTT¿£Ø ‹VŸQÞø “wŸÎÜï¿ì dŸeÖq+ #ûkÍï+.
1. ÿ¿£ s¥ $TÐ*q s +&ƒT sXø—\Ôà nqTýËeÖqTbÍÔá+ ¿£*Ð –+&=#áTÌ.
2. ÿ¿£ s¥ $TÐ*q s +&ƒT sdŸT\Ôà $ýËeÖqTbÍÔá+ ¿£*Ð –+&=#áTÌ.
3. ÿ¿£ s¥ $TÐ*q s +&ƒT sXø—\ýË ÿ¿£<‘“Ôà nqTýËeÖqTbÍÔá+, eTs=¿£<‘“Ôà $ýËeÖqTbÍÔá+ ¿£*Ð –+&=#áTÌ.
7e Ôás>Á Ü· >·DÔ ì eá TT 22 “wŸÎÜï - nqTbÍÔá+
Example 13: If the mess charges for 35 students for 24 days is `6300. How much will be the mess
charges for 25 students for 18 days?
Solution: Here, we have three quantities number of students, days and mess charges.
No. of students No. of Days Mess charges
35 24 6300
25 18 ?
Mess charges and number of students are in direct proportion.
Mess charges and number of days are in direct proportion.
Since mess charges depend upon both the values of number of students and number of
days, so we will take a compound ratio of 35 : 25 and 24 : 18
Therefore 6300 : x = 35 × 24 : 25 × 18 = 840 : 450
Since the ratios are equal, Product of means is equal to product of extremes.
6300 : x = 840 : 450

⇒ 6300 × 450 = x × 840

6300 × 450
⇒x= = 3375
840
Hence the mess charges are `3375

Example 14: 8 painters can paint a wall of 160m long in 5 days. How many painters are required to
paint 240m.wall in 10 days?
Solution: Here we have three quantities - number of painters, length of wall and number of days.
No.of painters Length No. of Days
8 160 5
? 240 10
Number of painters is directly proportional to length of the wall.
Number of painters is inversely proportional to the number of days.
Since the number of painters depends both on length of wall and number of days,
We will take the compound ratio of 160 : 240 and 10 : 5

∴ 8 : x =160 × 10 : 240 × 5
Since the ratios are equal, product of means is equal to product of extremes
8 : x =160 × 10 : 240 × 5

⇒ x × 160 × 10 = 8 × 240 × 5
8 × 240 × 5
⇒x= =6
160 × 10
Hence the required number of painters = 6

7th Class Mathematics 23 Ratio - Proportion

–<‘VŸ²sÁD 13 :ÿ¿£ edŸÜ >·VŸ²+ýË 35 eT+~ $<‘«sÁT\œ Å£” 24 sÃE\ Å£” uóËÈq KsÁTÌ\T `6300 nsTTq, 25
eT+~ $<‘«sÁT\œ Å£” 18 sÃE\Å£” uóËÈq KsÁTÌ\T m+Ôá neÚԐsTT?
kÍ<óŠq: ‚¿£Ø&ƒ eTqÅ£” 3 sXø—\T nq>± $<‘«sÁT\œ dŸ+K«, sÃE\ dŸ+K« eT]jáTT uóËÈq KsÁTÌ\T –H•sTT.
$<‘«sÁT\œ dŸ+K« sÃE\ dŸ+K« uóËÈq KsÁTÌ\T
35 24 6300
25 18 ?
uóËÈq KsÁTÌ\T eT]jáTT $<‘«sÁT\œ dŸ+K« nqTýËeÖqTbÍÔá+ýË –+{²sTT.
uóËÈq KsÁTÌ\T eT]jáTT sÃE\ dŸ+K« nqTýËeÖqTbÍÔá+ýË –+{²sTT.
uóËÈq KsÁTÌ\T, $<‘«sÁT\œ dŸ+K« eT]jáTT sÃE\ dŸ+K« s +&+{ì MT<Š €<ó‘sÁ|&Ÿ  –q•+<ŠTq eTq+ 35:25
eT]jáTT 24:18 “wŸÎÔáT\ï ‹VŸQÞø “wŸÎÜï“ rdŸT¿Ãy*.
¿±eÚq, 6300 : x = 35 × 24 : 25 × 18 = 840 : 450
“wŸÎÔáT\ï T dŸeÖq+. ¿±eÚq, n+Ôá«eTT\ \‹Ý+, eT<ó«Š eTeTT\ \u²Ý“¿ì dŸeÖq+.
6300 : x = 840 : 450

⇒ 6300 × 450 = x × 840

6300 × 450
⇒x= = 3375
840
¿±eÚq, uóËÈq KsÁTÌ\T `3375
–<‘VŸ²sÁD 14: 8 eT+~ sÁ+>·T\T yûdysÁT 160 MT. bõ&ƒeÚ >·\ ÿ¿£ >Ã&ƒÅ”£ , 5 sÃE\ýË sÁ+>·T\T yûjTá >·\sÁT.
240 MT. bõ&ƒeÚ >·\ >Ã&ƒÅ”£ , 10 sÃE\ýË sÁ+>·T yûjTá T³Å£” m+Ôá eT+~ |Ÿ“yÞø—ß ¿±eýÉqT?
kÍ<óŠq: ‚¿£Ø&ƒ eTÖ&ƒT sXø—\T nq>± sÁ+>·T\T yûdy] dŸ+K«, >Ã&ƒ bõ&ƒeÚ eT]jáTT sÃE\ dŸ+K« >·\eÚ.
sÁ+>·T\T yûdy] dŸ+K« bõ&ƒeÚ sÃE\ dŸ+K«
8 160 5
? 240 10
sÁ+>·T\T yûdy] dŸ+K«, >Ã&ƒ bõ&ƒeÚ nqTýËeÖqTbÍÔá+ýË –+{²sTT.
sÁ+>·T\T yûdy] dŸ+K«, sÃE\ dŸ+K« Å£” $ýËeÖqTbÍÔá+ýË –+{²sTT.
sÁ+>·T\T yûdy] dŸ+K«, >Ã&ƒ bõ&ƒeÚ eT]jáTT sÃE\dŸ+K« s +&+{ì ™|HÕ  €<ó‘sÁ|&Ÿ  –+&ƒ&+ƒ e\¢ eTq+
160:240 eT]jáTT 10:5 “wŸÎÔáT\ï ‹VŸQÞø “wŸÎÜï“ rdŸT¿Ãy*.
∴ 8 : x =160 × 10 : 240 × 5
“wŸÎÔáT\ï T dŸeÖq+. ¿±eÚq, n+Ôá«eTT\ \‹Ý+, eT<ó«Š eTeTT\ \u²Ý“¿ì dŸeÖq+.
8 : x =160 × 10 : 240 × 5

⇒ x ×160 × 10 = 8 × 240 × 5
8 × 240 × 5
⇒x= =6
160 ×10
sÁ+>·T\T yûjTá T³Å£” ¿±e*àqy] dŸ+K« = 6
7e Ôás>Á Ü
· >·DÔ
ì eá TT 24 “wŸÎÜï - nqTbÍÔá+
Example 15: 195 men working 10 hours a day can finish a job in 20 days. How many men are
employed to finish the job in 15 days if they work 13 hours a day?
Solution:Here we have three quantities number of workers, number of hours and number of days.

No. of men Hours No. of Days

195 10 20
? 13 15
Here the number of workers inversely proportional to number of hours per day.
Here the number of workers inversely proportional to number of days.
Since number of workers depends on both number of hours and number of days, we
will take compound ratio of 13:10 and 15:20.
Since the ratios are equal, the product of means is equal to product of extremes.

195 : x = 13 × 15 : 20 × 10
x × 13 × 15 = 195 × 20 × 10
195 × 20 × 10
⇒x= = 200
13 × 15
Hence the required number of workers = 200

Analyse how the three quantities given below are related and find ‘x’.
Ration (Kg.) No. of Days No. of Men
108 15 18
70 25 x

Exercise - 1.4
1. If 5 men take 8 days to type 10 books. Then find in how many days 8 men will type 2 books?

2. If 5 men take 9 days to plough 18 acres of land. Then find

how long 25 men will take to plough 30 acres?
3. Rice costing `480 is needed for 8 members for 20 days.
What is the cost of rice required for 12 members for 15
days?
4. 24 men working at 8 hours per day can do a piece of work in 15 days. In how many days can 20
men working at 9 hours per day do the same work?

7th Class Mathematics 25 Ratio - Proportion

–<‘VŸ²sÁD 15 : 195 eT+~ |ŸÚsÁTwŸ§\T sÃE¿ì |Ÿ~ >·+³\T #=|ŸÚÎq |Ÿ“#ûdq¾ , 20 sÃE\ýË ÿ¿£ |Ÿ““ |ŸP]ï
#ûjTá >·\sÁT. n<û |Ÿ““ sÃE¿ì 13 >·+. #=|ŸÚÎq |Ÿ“#ûd֟ ,ï 15 sÃE\ýË |ŸP]ï #ûjTá T³Å£” m+Ôá
eT+~ |ŸÚsÁTwŸ§\T nedŸseÁ TeÚԐsÁT?
kÍ<óŠq: ‚¿£Ø&ƒ 3 sXø—\T nq>± |ŸÚsÁTwŸ§\ dŸ+K«, sÃE\dŸ+K« eT]jáTT sÃE¿ì |Ÿ“#ûdq¾ >·+³\T ¿£\eÚ.
|ŸÚsÁTwŸ§\ dŸ+K« >·+³\T sÃE\ dŸ+K«
195 10 20
? 13 15
‚¿£Ø&ƒ |ŸÚsÁTwŸ§\ dŸ+K«, sÃE¿ì |Ÿ“#ûdq¾ >·+³\T dŸ+K« $ýËeÖqTbÍÔá+ýË –+{²sTT.
|ŸÚsÁTwŸ§\ dŸ+K«, sÃE\ dŸ+K« $ýËeÖqTbÍÔá+ýË –+{²sTT.
|ŸÚsÁTwŸ§\ dŸ+K«, sÃE¿ì |Ÿ“ #ûdq¾ >·+³\T eT]jáTT sÃE\ dŸ+K« s +&+{ì™|Õ €<ó‘sÁ|&Ÿ  –+&ƒ&+ƒ e\¢ eTq+
13:10 eT]jáTT 15:20 “wŸÎÔáT\ï ‹VŸQÞø “wŸÎÜï“ rdŸT¿Ãy*.
¿±eÚq, 195 : x = 13 × 15 : 20 × 10
“wŸÎÔáT\ï T dŸeÖq+. ¿±eÚq, n+Ôá«eTT\ \‹Ý+, eT<ó«Š eTeTT\ \u²Ý“¿ì dŸeÖq+.
x × 13 × 15 = 195 × 20 × 10
195 × 20 × 10
⇒x= = 200
13 × 15
¿±eÚq, nedŸsyÁ Tî q® |ŸÚsÁTwŸ§\ dŸ+K« R 200

‡ ç¿ì+<Š ‚eNj&q |Ÿ{¿¼ì ý£ Ë sXø—\T @ $<óyŠ Tî q® dŸ+‹+<󑓕 ¿£*Ð –H•jîÖ $Xâw¢ +¾ º ‘x’ $\TeqT ¿£qT>=q+&:
“Ԑ«edŸs\T (¿ì.ç>±) sÃE\ dŸ+K« eTqTwŸ§\ dŸ+K«
108 15 18
70 25 x

nuó²«dŸ+-1.4
1. ×<ŠT>·TsÁT e«Å£”\ï T 10 |ŸÚdŸ¿ï ±\qT, 8 sÃE\ýË fÉ|® ڟ #ûjTá >·\sÁT. nsTTq 8 eT+~ e«Å£”\ï T, s +&ƒT |ŸÚdŸ¿ï ±\qT
fÉ|® ڟ #ûjTá &†“¿ì m“• sÃE\ dŸeTjáT+ |Ÿ&Tƒ ÔáT+~?
2. ×<ŠT>·TsÁT e«Å£”\ï T 18 m¿£s\ bõý²“• <ŠTqT•³Å£”, 9 sÃE\ dŸeTjáT+
|Ÿ&Tƒ ÔáT+~. nsTTq 25 eT+~ e«Å£”\ï T, 30 m¿£s\ bõý²“• m“•
sÃE\ýË <ŠTq•>·\sÁT?
3. 8 eT+~¿ì 20 sÃE\Å£” nedŸseÁ TjûT« _jáT«+ yî\ `480. nsTTq
12 eT+~ eTqTwŸ§\Å£” |Ÿ~V²qT sÃE\Å£” nedŸseÁ TjûT« _jáT«+
yî\ m+Ôá?
4. ÿ¿£ |Ÿ““ 24 eT+~ sÃE¿ì m“$T~ >·+³\T #=|ŸÚÎq |Ÿ“#ûd֟ ,ï 15 sÃE\ýË |ŸP]ï #ûjTá >·\sÁT. n<û |Ÿ““
20 eT+~¿ì sÃE¿ì 9 >·+.\T #=|ŸÚÎq |Ÿ“#ûd֟ ,ï m“• sÃE\ýË |ŸP]ï #ûjTá >·\sÁT?
7e Ôás>Á Ü
· >·DÔ
ì eá TT 26 “wŸÎÜï - nqTbÍÔá+
5. 12 painters can paint a wall of 180 meters long in 3 days. How many painters are required to paint
200 meters long wall in 5 days?
1.5 Applications of percentages:
1.5.1 Percentages:
We learnt about percentages in the previous class. Let us recall about percentages.
Seema’s marks Kamala’s Marks
Total 400/500 Total 420/600
By observing the marks, Kamala said she has done better as she got 420 marks but Seema said
she has done better.
Whom do you think has done better?
They cannot decide who has done better by just comparing the total marks obtained, because the
maximum marks out of which they got are not the same. Seema appeared a test of maximum
marks 500, Kamala for 600 marks. To avoid such confusion we use "Percentage".
The word “Percent” means “Per-Cent” (Cent means 100) i.e., “out of hundred”. You can therefore
consider each whole as broken up into 100 equal parts, each one of which is a single percent.
The symbol “%” is used to represent ‘Percentage’.

400
Now, Seema's marks percentage = × 100 = 80%
500

420
Kamala's marks percentage = × 100 = 70%
600
Seema performed better in the examination.
We can observe this type of percentages in our daily life situations
F In several news papers to represent profits and losses and other data.
F This year our school SSC pass percentage 91%
F A shop keeper offers a discount of 20% on sarees
F Percentage of attendance of students

1
1% = = 0.01 = 1:100
100
For every percentage we can express it in fractional form, decimal form and in the form of ratio.

20 1
20% = = [Simplified form]
100 5
= 1:5 [Ratio]
= 0.2 [Decimal form]

7th Class Mathematics 27 Ratio - Proportion

5. 12 eT+~ sÁ+>·T\T yûdysÁT 180 MT. bõ&ƒeÚ >·\ >Ã&ƒÅ”£ sÁ+>·TqT, 3 sÃE\ýË yûjTá >·\sÁT. nsTTq 200
MT. bõ&ƒeÚ >·\ >Ã&ƒÅ”£ sÁ+>·TqT 5 sÃE\ýË yûjTá &†“¿ì, m+Ôá eT+~ sÁ+>·T\T yûdysÁT ¿±y*?
1.5 XæԐ\ nqTesÁïH\T:
1.5.1 XæԐ\T:
XæԐ\qT >·T]+º ç¿ì+~ Ôás>Á Ü· ýË eTq+ Ôî\TdŸT¿=“ –H•+. XæԐ\qT >·T]+º |ŸÚqXøÌsÁD #ûdTŸ Å£”+<‘+.
dÓeT jîTT¿£Ø eÖsÁTØ\T ¿£eT\ jîTT¿£Ø eÖsÁTØ\T
400/500 420/600
™|Õ eÖsÁTØ\qT |Ÿ]o*+º, HûqT |Ÿ¯¿£ýŒ Ë¢ u²>± ç|ŸÜuó„ ¿£q|ŸsÌq“ ¿£eT\ nq•~. ¿±ú dÓeT, H¹¿ eT+º
eÖsÁTØ\T e#ÌsTT n“ nq•~.
mesÁT u²>± ç|ŸÜuó„ ¿£q|ŸsÌsÁ“ MTsÁT nqTÅ£”+³TH•sÁT?
yÞø—ß mesÁT u²>± ç|ŸÜuó„ ¿£q|ŸsÌsà yÞøßÅ£” eºÌq eÖsÁTØ\qT bþ*Ì #î|Ο ýñ+. m+<ŠT¿£+fñ yîTTÔá+ï |Ÿ¯¿£Œ
eÖsÁTØ\T ‚<Š]Ý M dŸeÖq+>± ýñeÚ. dÓeT sd¾q |Ÿ¯¿£Œ yîTTÔá+ï eÖsÁTØ\T 500. ¿£eT\ sd¾q |Ÿ¯¿£Œ yîTTÔá+ï 600.
‚ý²+{ì >·+<Šs>Á ÃÞø |Ÿ]d¾Ôœ Tá \qT Ô=\Ð+#á&†“¿ì eTq+ »XæԐ\Tµ qT y&ƒTԐ+.
XæÔá+ nHû |Ÿ<‘“¿ì nsÁ+œ »e+<Š¿µì . nq>±, ÿ¿£ |ŸP]ï<‘““ 100 dŸeÖq uó²>±\T #ûjTá >±, ÿ¿=Ø¿£Ø uó²>±“•
ÿ¿£ XæÔá+>± |Ÿ]>·Dkì Íï+.
»%µ “ XæԐ“¿ì >·TsÁT>ï ± y&ƒTԐ+.
400
‚|ŸÚÎ&ƒT, dÓeT jîTT¿£Ø eÖsÁTØ\ XæÔá+ = 500
× 100 = 80%

420
¿£eT\ jîTT¿£Ø eÖsÁTØ\ XæÔá+ = 600
× 100 = 70%

|Ÿ¯¿£ŒýË¢ dÓeT mÅ£”Øe ç|ŸÜuó„ ¿£q|ŸsºÁ +~.

eTq “Ôá« J$Ôá+ýË XæԐ\qT #ý² dŸ+<ŠsÒÛýË¢ |Ÿ]o*+#áe#áTÌ. n+<ŠTýË ¿=“• :
F nHû¿£ ysï|çŸ Ü¿£ýË¢ ¿£+™|ú\ ý²uó²\T, qcͼ\qT dŸÖº+#á&†“¿ì
F ‡ dŸ+eÔáàsÁ+ eTq bÍsÄXÁ æ\ jáTdt.jáTdt.d¾. –rïsԒÁ XæÔá+ 91%
F ‹³¼\ <ŠT¿±D+ýË NsÁ\™|Õ 20% ssTTrý²+{ì$
F $<‘«sÁTœ\ VŸäÈsÁT XæÔá+
1
1% = = 0.01 = 1:100
100
¿±eÚq, ç|Ÿr XæԐ“• eTq+ _óq•sÁÖ|Ÿ+ýË, <ŠXæ+XøsÖÁ |Ÿ+ýËqT eT]jáTT “wŸÎÜï sÁÖ|Ÿ+ýË e«¿£|ï sŸ #Á >á \· +.
20 1
20% = =
100 5
(dŸÖ¿¡Œ ˆ¿£sD
Á sÁÖ|Ÿ+)
= 1:5 (“wŸÎÜï)
= 0.2 (<ŠXæ+XøsÖ
Á |Ÿ+)
7e Ôás>Á Ü
· >·DÔ
ì eá TT 28 “wŸÎÜï - nqTbÍÔá+
Example 16: Express the following percentages as fraction, decimal and in ratio.
i) 45% ii) 62%
45 9 62 31
Solution: i) 45% = = [fraction] ii) 62% = = [fraction]
100 20 100 50
= 0.45 [decimal form] = 0.62 [decimal form]
= 9:20 [ratio] = 31:50 [ratio]
Example 17: Find 24% of 150 and also the remaining of that number.
24
Solution: 24% of 150 = × 150 = 36
100
The remaining of that number = 150 – 36 = 114
Profit or Loss:s
Percentages can be used in various situations in our day to day life. Some of them are related to
profit or loss, discount and interest. Expressing these in the form of percentages makes comparisons
easy.
Look at the following picture:
l The price at which you sell is known as the ‘Selling Price’. It is written in short as SP.
l The buying price of any item is known as its ‘Cost Price’. It is written in short as CP.
Will always selling price higher than ‘Cost Price’?
If we bought a bike for `1,00,000 after 2 years, if we sell it at a cost of `80,000 what we get here?
By observing the above examples, we come to a conclusion that:
u If, Selling Price is higher than Cost Price, then
we get profit.
u Cost Price is higher than Selling Price, then
we get loss.
u Cost Price is equal to Selling Price, then we get neither
profit nor loss.

Profit = S.P. - C.P. S.P. = Profit + C.P.

Loss = C.P. - S.P. C.P. = Loss + S.P.
Profit or Loss as a percentage
The Profit or loss can be converted to a percentage. It is always calculated on the C.P
Profit
Profit Percentage = ×100
C.P
Loss
Loss Percentage = ×100
C.P

7th Class Mathematics 29 Ratio - Proportion

–<‘VŸ²sÁD 16 : ç¿ì+~ XæԐ\qT _óH•\T>±, <ŠXæ+Xæ\T>± eT]jáTT “wŸÎÔáTï\T>± sjáT+&.
i) 45% ii) 62%

kÍ<óŠq : i) 45% =
45
=
100 20
9
(_óq•+) ii) 62% =
62 31
=
100 50
(_óq•+)
= 0.45 (<ŠXæ+Xø+) = 0.62 (<ŠXæ+Xø+)
= 9:20 (“wŸÎÜï) = 31:50 (“wŸÎÜï)

–<‘VŸ²sÁD17 : 150 ýË 24% ¿£qT¿ÃØ+& eT]jáTT € dŸ+K«ýË $TÐ*q dŸ+K«qT ¿£qT¿ÃØ+&?

kÍ<óŠq : 150 ýË 24%0 = 24
× 150 = 36
100
€ dŸ+K«ýË $TÐ*q dŸ+K« R 150 - 36 R 114
ý²uó+„ ýñ<‘ qwŸ+¼ :
XæԐ\qT eTq “Ôá«J$Ôá+ýË #ý² dŸ+<ŠsÒÛýË¢ –|ŸjÖî ÐdŸT+ï {²+. n+<ŠTýË ¿=“• ý²uóq„ cͼ\T, ssTTr
eT]jáTT e&ž.¦ M{ì“ XæԐýË¢ e«¿£|ï sŸ #Á &á +ƒ e\¢ bþ\Ì&ƒ+ #ý² dŸT\uóԄ sá eÁ TeÚÔáT+~.
ý²uóq„ cͼ\T :
ç¿ì+~ ºçԐ“• |Ÿ]o*+#á+&.
l ÿ¿£ edŸTeï ÚqT m+Ôá K¯<ŠTÅ£” neTTˆÔsà <‘““ »n$Tˆqyî\µ n+{²+. dŸÖ¿£Œ ˆ+>± n.yî. n“ skÍï+.
l ÿ¿£ edŸTeï ÚqT m+Ôá K¯<ŠTÅ£” ¿=+{²yîÖ <‘““ »¿=q•yî\µ n“ n+{²+. dŸÖ¿£Œ ˆ+>± ¿=.yî. n“ skÍï+.
ç|Ÿr dŸ+<ŠsÒÁ +Û ýË n$Tˆqyî\, ¿=q•yî\ ¿£+fñ mÅ£”Øe>± –+³T+<‘?
ÿ¿£ yîÖ{²sÁT ™d¿Õ \ì TqT `1,00,000 ¿=“, ¿=“• sÃE\ ÔásÇÔá
`80,000¿ì n$TˆÔû, @+ edŸT+ ï ~?
™|Õ –<‘VŸ²sÁD\qT >·eT“dï,
u n$Tˆqyî\ ¿£qT¿£ ¿=q•yî\ ¿£+fñ mÅ£”Øe>± –+fñ ý²uó„+
edŸTï+~.
u ¿=q•yî\ ¿£qT¿£ n$Tˆqyî\ ¿£+fñ mÅ£”Øe>± –+fñ qwŸ+¼ edŸT+ï ~.
u n$Tˆqyî\ ¿£qT¿£ ¿=q•yî\¿ì dŸeÖq+>± –+fñ ý²uó+„ >±“
qwŸ+¼ >±“ @B s<ŠT.
ý²uó+„ R n$Tˆqyî\ - ¿=q•yî\ n$Tˆqyî\ R ý²uó+„ G ¿=q•yî\
qwŸ+¼ R ¿=q•yî\ - n$Tˆqyî\ ¿=q•yî\ R qwŸ+¼ G n$Tˆqyî\
ý²uóX„ æÔá+ ýñ<‘ qwŸX¼ æÔá+ :
ý²uó+„ ýñ<‘ qwŸ+¼ XæÔá+ýË eÖsÁÌe#áTÌ. B““ m\¢|ڟ Î&ƒÖ ¿=q•yî\ €<ó‘sÁ+>± ýÉ¿Øì kÍï+.
ý²uóX„ æÔá+ R ý²uó+„ I 100
¿=q•yî\
qwŸ+¼
qwŸX¼ æÔá+ R I 100
¿=q•yî\
7e Ôás>Á Ü · >·DÔ ì eá TT 30 “wŸÎÜï - nqTbÍÔá+
Example 18 : Raghu bought pens for `400 and he sold them for `480 what is his profit or loss percent?

Solution : Anwar solved it this way:

Jyothi solved it this way
Profit = S.P. – C.P. = 480 – 400 = `80
Here C.P. = `400, S.P. = `480
The ratio of profit and cost or the fraction
S.P. > C.P. So Raghu gets a profit
80
P = 480 – 400 = `80 is
400
80
Profit Percentage = × 100 = 20% 80
400 ∴ Profit percentage = × 100 = 20%
400

Suresh solved it using proportion.

When C.P. is ` 400, the profit is 80 C.P. is ` 100, let the profit be ` x.
Here C.P and profit are in direct proportion.

x : 80 = 100:400 x 100
⇒ =
80 400
⇒ x × 400 = 100 × 80
100 × 80
⇒x= = 20%
400

Profit = 20 per 100

Profit Percentage = 20%

Example 19: Ramana bought a cycle for `1200 and sold it to his friend Rehman for `900, then what
is Ramana’s profit or loss percentage?

Solution: Here Ramana’s Cost price = `1200

Selling price = `900

S.P < C.P, then Ramana got loss

Loss = C.P - S.P

= 1200 – 900 = `300

300
Loss percentage = × 100 = 25%
1200

7th Class Mathematics 31 Ratio - Proportion

–<‘VŸ²sÁD 18 : sÁ|˜ŸTT ™|qT•\qT `400 ¿=“, `480 ¿ì n$Tˆq, nÔᓠý²uó+„ ýñ<‘ qwŸX¼ æԐ“• ¿£qT>=q+&?
kÍ<óŠq: CË«Ü ‡ $<ó+Š >± kÍ~ó+º+~: nqÇsY ‡ ç¿ì+~ $<ó+Š >± kÍ~ó+#&ƒT:
‚¿£Ø&ƒ ¿=q•yî\ R `400, n$Tˆqyî\ R `480 ý²uó+„ R n$Tˆqyî\ - ¿=q•yî\
n$Tˆqyî\ > ¿=q•yî\ ¿±eÚq sÁ|TŸ˜ T¿ì ý²uó+„ R 480 - 400 R `80
edŸT+ï ~. 80
ý²u󲓿ì, ¿=q•yî\¿ì >·\ “wŸÎÜï ýñ<‘ _óq•+
ý²uó+„ R 480 - 400 R `80 400

80
ý²uó„ XæÔá+ R
80
× 100 = 20% ý²uó„ XæÔá+ R 400
×100 = 20%
400

dŸTs¹ wt nqTbÍԐ“• –|ŸjÖî Ð+º ‚ý² #ûXæ&ƒT:

¿=q•yî\ `400 nsTTÔû ý²uó+„ `80, ¿=q•yî\ `100 nsTTÔû ý²uó+„ »xµ nqT¿=qTeTT. ‚¿£Ø&ƒ ¿=q•
yî\ eT]jáTT ý²uó+„ nqTýËeÖqTbÍÔá+ýË –H•sTT.

x 100
=
x : 80 = 100:400 ⇒ 80 400
⇒ x × 400 = 100 × 80
100 × 80
⇒x= = 20%
400

ý²uó+„ = 100 ¿ì 20

ý²uóX„ æÔá+ = 20%

–<‘VŸ²sÁD 19 : sÁeTD ÿ¿£ ™d¿Õ \ì TqT `1200 ¿ì ¿=“, Ôáq d•V¾²ÔáT&ƒT s VŸ²eÖHŽÅ”£ `900 ¿ì neֈ&ƒT. nsTTÔû
sÁeTD jîTT¿£Ø ý²uó+„ ýñ<‘ qwŸ¼ XæԐ“• ¿£qT¿ÃØ+&.

kÍ<óŠq: sÁeTD jîTT¿£Ø ¿=q•yî\ R `1200

n$Tˆq yî\ R `900
‚¿£Ø&ƒ n.yî. < ¿=.yî. ¿±eÚq sÁeTD¿ì qwŸ+¼ edŸT+ï ~.
qwŸ+¼ R ¿=.yî. ` n.yî. R 1200 ` 900 R `300

300
qwŸX¼ æÔá+ R 1200
×100 = 25%

7e Ôás>Á Ü
· >·DÔ
ì eá TT 32 “wŸÎÜï - nqTbÍÔá+
Example 20: If John buys a car for `1,50,000 and gains 10% on selling it. Then find the selling price?
Solution: Cost Price = `1,50,000
Gain = 10%
Profit = 10% of `1,50,000
10
= × 150000 = `15000
100
Selling Price = C.P + Profit
= `1,50,000 + `15000
= `1,65,000
This can be solved using proportion:
Gain 10% means
If CP is `100, the gain is `10
Thus S.P = 100 + 10 = 110
Now, here C.P = `1,50,000
Let S.P = ` x
CP and SP are directly proportional
110 x
=
100 1,50, 000

x 110
=
1,50, 000 100

1,50, 000 × 110

x=
100
= `1,65,000
Example 21: Kiran sold a refrigerator for `16800 at a gain of 12%. Then what is the cost price of it?
Solution :
Roopa did the problem using unitary method:
S.P = `16800
Gain= 12%
If CP is `100, then Profit is `12 and thus S.P = `112
So when S.P is `112 then C.P is `100
100
When S.P is One Rupee, C.P is
112
Here S.P is `16800
100
So, C.P = × 16800 = `15000
112

7th Class Mathematics 33 Ratio - Proportion

–<‘VŸ²sÁD 20 : C²HŽ ÿ¿£ ¿±sÁTqT `1,50,000 ¿=H•&ƒT. 10% ý²u󲓿ì nÔáqT ¿±sÁTqT n$Tˆq yî\ ¿£qT¿ÃØ+&.
kÍ<óŠq: ¿=q•yî\ R `1,50,00.
ý²uó+„ R 10%
nq>± ý²uó+„ R `1,50,000ýË 10%
10
= × 150000 = `15000
100
n.yî. R ¿=.yî. G ý²uó+„
300
qwŸX¼ æÔá+ R 1200
×100 = 25%

R `1,50,000 G `15,000 R `1,65,000

‡ dŸeTdŸ«qT nqTbÍԐ“• –|ŸjÖî Ð+º kÍ~ó+#áe#áTÌ:
ý²uó+„ 10% nq>±,
¿=.yî. `100 nsTTÔû ý²uó+„ `10
n|Ÿð&ƒT n.yî. R `100 G 10 R `110
ç|ŸdTŸ Ôï á dŸeTdŸ«ýË ¿=.yî. R `1,50,000
n.yî. R x nqTÅ£”+fñ
¿=.yî. eT]jáTT n.yî. nqTýËeÖqTbÍÔá+ýË –+{²sTT.
110 x
=
100 1,50, 000

x 110
=
1,50, 000 100
1,50, 000 × 110
x= = `1,65,000
100
–<‘VŸ²sÁD 21 : ¿ìsDÁ Y ‚¿£ ]ç|˜›¾ s¹ ³sYqT `16800¿ì n$TˆÔû nÔᓿì ý²uó+„ eºÌq, € ]ç|˜›¾ s¹ ³sY ¿=q•yî\ m+Ôá?
kÍ<óŠq:
sÁÖ|Ÿ ‡ dŸeTdŸ«qT @¿£edŸTï |Ÿ<ŠÆܓ –|ŸjîÖÐ+º #ûd+¾ ~.
n.yî R `16,800
ý²uó+„ R 12%
¿=.yî `100 nsTTÔû, ý²uó+„ `12
¿±eÚq n.yî R `112
nq>± ¿=.yî ` 100 nsTTÔû n.yî `112
n.yî ¿£qT¿£ `1 nsTTÔû, ¿=.yî R 100
112
‚¿£Ø&ƒ n.yî `16,800
¿£qT¿£, 100
112
× 16800 ¿=.yî R `15,000

7e Ôás>Á Ü
· >·DÔ
ì eá TT 34 “wŸÎÜï - nqTbÍÔá+
 Sneha solve did the problem using proportion as follows:
Gain = 12%
S.P = `16800
If C.P is `100, then profit is `12, thus SP = `12
here S.P = `16800
C.P be ‘x’
C.P and S.P are directly proportional
x 100
∴ =
16800 112
100 × 16800
⇒x= = 15000
112

1) A man buys chocolates 10 for `10 rupees and sells them at 10 for `12. Does this result profit or
loss? What percent?
2) If a shopkeeper bought sofa sets and increases their prices by 50% and sell at 50% less, is
it a loss or gain?

Example 22: The cost of an article goes down every year by 10% of its previous value. Find its
original cost, if its cost after 2 years is `32400.
Solution: Let the cost at the beginning of 1st year be `100. At the beginning of 2nd year i.e at the
end of 1st year it will be decreased by 10% means cost will be `90.
At the end of 2nd year i.e at the beginning of 3rd year it will be reduced by 10% i.e. `90
is reduced by 10%
90 – 9 = `81
If the cost of object is `100 at the beginning, then after 2years it’s cost will be `81
Let the cost of the object `‘x’ at the beginning, after 2years it’s cost is `32,400
Thus ratio of original costs = ratio of costs after 2years

⇒ x :100 = 32400 : 81
x 32400
⇒ =
100 81
32400 ×100
⇒x= = 40000
81

Exercise - 1.5

1. Rekha bought a wrist watch for `2250 and sold it for `1890.
Then find her loss or gain percentage?
2. A shopkeeper buys a toy for `250 and sells it for `300.
Find his gain or loss percentage?

7th Class Mathematics 35 Ratio - Proportion

 d•VŸ² ‡ dŸeTdŸ«qT nqTbÍԐ“• –|ŸjÖî Ð+º ç¿ì+~ $<ó+Š >± kÍ~ó+º+~:
ý²uó+„ R 12% n.yî R `16,800
¿=.yî ` 100 nsTTÔû, ý²uó+„ `12.
n|ŸÚÎ&ƒT n.yî R `112
‚¿£Ø&ƒ n.yî `16,800
¿=.yî R ‘x’ nqTÅ£”+fñ
¿=.yî eT]jáTT n.yî \T nqTýËeÖqTbÍÔá+ýË –+{²sTT.
x 100
∴ =
16800 112
100 ×16800
⇒x= = 15000
112

1. e«¿ìï ÿ¿£ e«¿ìï `10¿ì 10 #Â¿³¢ T¢ ¿=“, `12¿ì 10#Â¿³¢ T¢ neֈ&ƒT. nÔᓿì ý²uóe„ Ö? qwŸe¼ Ö? m+ÔáXæÔá+?
2. ÿ¿£ esÁÅï ”£ &ƒT ÔáqT ¿=q• kþb˜Í\qT 50% <ósŠ \Á qT ™|+º, € ÔásÇÔá 50% ÔáŔ£ Øe <ósŠ ÅÁ ”£ neTTˆÔáTq•#Ã,
n~ ý²uóe„ Ö? qwŸe¼ Ö?
–<‘VŸ²sÁD 22: ÿ¿£ edŸTïeÚ jîTT¿£Ø <óŠsÁ ç|ŸÜ dŸ+eÔáàsÁ+, <‘“ eTT+<ŠT dŸ+eÔáàsÁ+ ¿£+fÉ 10% Ôá>·TZÔáÖ
–+³T+~. 2 dŸ+eÔáàs\ ÔásÇÔá € edŸTeï Ú yî\ `32,400 nsTTq, <‘“ ndŸ\T yî\ m+Ôá?
kÍ<óŠq: ÿ¿£ edŸTeï Ú yî\ yîTT<Š{ì dŸ+eÔáàsÁ+ çbÍsÁ+uóe„ TTq `100 nsTTÔû, s +&ƒe dŸ+eÔáàsÁ+ çbÍsÁ+u󲓿ì
nq>± yîTT<Š{ì dŸ+eÔáàsÁ+ |ŸPsÁj ï Tû «dŸ]¿ì 10% Ôá>T· ÔZ Tá +~. nq>± <‘“ yî\ `90 neÚÔáT+~.
s +&ƒe dŸ+eÔáàsÁ+ |ŸPsÁj ï Tû «dŸ]¿ì nq>± 3e dŸ+eÔáàsÁ+ çbÍsÁ+u󲓿ì <‘“ yî\ 10% Ôá>T· ÔZ Tá +~.
nq>±? 90ýË 10% Ôá>T· ÔZ Tá +~.
90 – 9 = `81
`100 yî\ ¿£*Ðq ÿ¿£ edŸTeï Ú, 2 dŸ+eÔáàs\ ÔásÇÔá <‘“ yî\ `81 neÚÔáT+~.
edŸTeï Ú yî\ çbÍsÁ+uó+„ ýË `‘x’ nqTÅ£”+fñ 2 dŸ+eÔáàs\ ÔásÇÔá <‘“ yî\ `32,400
¿±eÚq, çbÍsÁ+uó|„ ڟ yî\\ “wŸÎÜï R 2 dŸ+eÔáàs\ ÔásÇÔá yî\\ “wŸÎÜï neÚÔáT+~.
⇒ x :100 = 32400 : 81
x 32400
⇒ =
100 81
32400 ×100
⇒x= = 40000
81

nuó²«dŸ+-1.5
1. s¹ K ÿ¿£ #ûÜ >·&j  Öá s“• `2,260¿ì ¿=“, `1,870¿ì n$Tˆ+~.
nsTTq €yîT jîTT¿£Ø ý²uó+„ ýñ<‘ qwŸX¼ æԐ“• ¿£qT¿ÃØ+&.
2. ÿ¿£ esÁÅï ”£ &ƒT ÿ¿£ u¤eTˆqT `250¿ì ¿=“ `300¿ì n$Tˆq#Ã, nÔá“
ý²uó+„ ýñ<‘ qwŸX¼ æԐ“• ¿£qT¿ÃØ+&.
7e Ôás>Á Ü
· >·DÔ
ì eá TT 36 “wŸÎÜï - nqTbÍÔá+
3. The cost price of a chair `480. If he sold at a profit of 10%, what would be selling price of it?
4. If Sharma purchased a car for `350000. After two years he sold at a loss of 12%. Find its
selling price?
5. A shopkeeper buys wooden tables each at `2800 and expends `400 on
each table for painting. If he sells it at a cost of `4000. Find his profit
percentage?
6. In a garment shop, a saree is sold at a cost of `1800 after a profit of
`600. Find the profit percentage and cost price?
7. After incurring a loss of `258, Jean pant was sold at `1750. Then find
the cost price and loss percentage?
8. The cost price of 10 articles is equal to the selling price of 9 articles. Find the profit percentage?
9. By selling a book for `258, a bookseller gains 20%. For how much should he sell it to gain 30%?
1.6 Discount
Did you see such advertisement during festive seasons or at some other
times?
Why the shopkeepers sold their items on Discount prices?
l To attract the people to increase the sales by reducing the prices.
l On special occasions such as Dussehra, Deepavali, Ramdan,
Christmas, Sankranthi they offer discount to increase sales.
l Some times to clear their old stock, they offer clearance sale in the form of discounts.
Generally the price shown on the items Called the ‘Marked price’. The “Discount” is often
given as a percent of the ‘Marked price’.
Discount = Marked price - Selling price

Discount
Discount percentage = ×100
Marked price

Example 23: Find discount if,

i) marked price is `450, selling price = `415
ii) marked price = `810, selling price= `765,
Solution: i) Discount = marked price-selling price ⇒ 450 – 415 = `35.
ii) Discount = marked price-selling price ⇒ 810 – 765 = `45.
Example 24: If discount is `40, marked price is `400, then find
discount percentage?
Solution: Discount = `40, marked price= `400, then discount
40
percentage = ×100 = 10
400
Example 25: In a garment’s shop they offer a discount of 20% on
Sarees. If the marked price on saree is `3000, then
what is the selling price?
Solution: Marked price = `3000

7th Class Mathematics 37 Ratio - Proportion

3. ÿ¿£ Å£”¯Ì ¿=q•yî\ `480. <‘““ 10% ý²u󲓿ì n$Tˆq#Ã, <‘“ jîTT¿£Ø n$Tˆqyî\ m+Ôá?
4. XøsˆÁ ÿ¿£ ¿±sÁTqT `3,50,000 ¿ì ¿=H•&ƒT. s +&ƒT dŸ+eÔáàs\T ÔásÇÔá 12% qcͼ“¿ì neֈ&ƒT. nsTTq ¿±sÁT
n$Tˆq yî\ m+Ôá ?
5. ÿ¿£ esÁÅï ”£ &ƒT ÿ¿=Ø¿£Ø #î¿Ø£ ‹\¢qT `2,800¿ì ¿=“, y{ì¿ì sÁ+>·TyûjTá T “$TÔá+ï ÿ¿=Ø¿£Ø
<‘“¿ì `400 KsÁTÌ #ûXæ&ƒT. ÿ¿=Ø¿£Ø ‹\¢qT nÔáqT `4,000¿ì n$Tˆq#à nÔᓿì
ý²uóX„ æÔáyTî +Ôá?
6. ÿ¿£ ‹³¼\ <ŠT¿±D+ýË ÿ¿=Ø¿£Ø NsÁqT `600 ý²uó+„ ÔÃ, `1,800¿ì neTTˆ#áTH•sÁT.
nsTTq <‘“ jîTT¿£Ø ¿=q•yî\qT, ý²uóX„ æԐ“• ¿£qT¿ÃØ+&.
7. ÿ¿£ JHŽbÍ«+³TqT `1,750¿ì neTˆ>± `258 qwŸ+¼ eºÌ+~. nsTTq <‘“ jîTT¿£Ø
¿=q•yî\qT, qwŸX¼ æԐ“• ¿£qT¿ÃØ+&.
8. 10 edŸTeï Ú\ ¿=q•yî\, 9 edŸTeï Ú\ n$Tˆqyî\Å£” dŸeÖqyîTq® ý²uóX„ æԐ“• ¿£qT¿ÃØ+&.
9. ÿ¿£ |ŸÚdŸï¿±“• `258¿ì neTˆ>± 20% ý²uó+„ eºÌ+~. n<û |ŸÚdŸ¿ï ±“• 30% ý²uó+„ sy\+fñ m+ÔáŔ£
neֈ*?
1.6 ssTTr :
‚ý²+{ì ç|Ÿ¿³£ q\qT |Ÿ+&ƒ>y· Þû ýø Ë¢ >±“, eT¹s dŸ+<ŠsÒÛýË¢ >±“ m|ŸÚÎ&îHÕ  #áÖXæs?
@ <ŠT¿±D²<‘sÁTýÉHÕ  y] edŸTeï Ú\qT m+<ŠTÅ£” ssTTr <ósŠ \Á ™|Õ neTTˆÔsÁT?
l ç|ŸÈ\qT €¿£]ü+º y] jîTT¿£Ø neTˆ¿±\qT ™|+#áT¿Ãe&ƒ+ ¿ÃdŸ+.
l ¿=“• ç|ŸÔ«û ¿£ dŸ+<ŠsÒÛ\T-<ŠdsŸ , BbÍe[, sÁ+C²HŽ, ç¿ìdˆŸ dt, dŸ+翱+Ü ý²+{ì |Ÿ+&ƒT>·\
yûÞø ssTTr\T ‚eÇ&ƒ+ <‘Çs neTˆ¿±\T ™|+#áTÅ£”+{²sÁT.
l ¿=“•kÍsÁT¢ y]e<ŠqÝ Tq• bÍÔá dŸsTÁ Å£”\ “\Ç\qT ÔáÐ+Z #áT³Å£” cÍ|ŸÚyÞø—ß ssTTr\™|Õ
edŸTeï Ú\qT neTˆ&ƒ+.
ssTTrHû ÔáÐ+Z |ŸÚ ýñ<‘ eTT<Šs n“ Å£L&† n+{²+.
kÍ<ó‘sÁD+>± edŸTeï Ú\™|Õ #áÖ|¾+#û <ósŠ qÁ T »ç|Ÿ¿³ £ q\ yî\µ n+{²+.
ssTTr ýñ<‘ eTT<Šs ýñ<‘ ÔáÐ+Z |ŸÚqT kÍ<ó‘sÁD+>± »ç|Ÿ¿³ £ q yî\µ ™|Õ ýÉ¿Øì +º XæÔá+>± ç|Ÿ¿{£ dì TŸ +ï {²sÁT.
ssTTr R ç|Ÿ¿³£ q yî\ - n$Tˆqyî\
ssTTr
ssTTr XæÔá+ R I 100
ç|Ÿ¿³
£ q yî\
–<‘VŸ²sÁD 23: ssTTr\qT ¿£qT¿ÃØ+&?
i) ç|Ÿ¿³ £ q yî\ `450, n$Tˆqyî\ R `415
ii) ç|Ÿ¿³ £ q yî\ `810, n$Tˆqyî\ R `765
kÍ<óŠq : i) ssTTr R ç|Ÿ¿³ £ q yî\ - n$Tˆqyî\ R 450 - 415 R `35
ii) ssTTr R ç|Ÿ¿³ £ q yî\ - n$Tˆqyî\
R 810 - 765 R `45
–<‘VŸ²sÁD 24 :ÿ¿£ edŸTeï Ú jîTT¿£Ø ç|Ÿ¿³£ q yî\ `400, ssTTr `40
nsTTq ssTTr XæԐ“• ¿£qT¿ÃØ+& ?
kÍ<óŠq : ssTTr R `40
ç|Ÿ¿³£ q yî\ R `400
ssTTr XæÔá+ = 40 ×100 = 10
400
–<‘VŸ²sÁD 25: ÿ¿£ ‹³¼\ <ŠT¿±D+ýË NsÁ\™|Õ 20% ssTTr“
‚dŸTHï •sÁT. ÿ¿£ NsÁ jîTT¿£Ø ç|Ÿ¿³
£ q yî\ `3000
sÁÖbÍjáT\T nsTTq, n$Tˆq yî\ m+Ôá?
kÍ<óŠq: ç|Ÿ¿³ £ q yî\ R `3000
7e Ôás>Á Ü
· >·DÔì eá TT 38 “wŸÎÜï - nqTbÍÔá+
 Discount = 20%
Discount always calculated on marked price.
Discount = 20% of `3000
20
× 3000 = `600
100
Selling price = 3000 – 600 = `2400
Example 26: A shopkeeper marks his goods 20% above the cost price and allows a discount of 10%
on them. What percent does he gain?
Solution : Let the cost price be `100
Then the marked price = 100 + 20 = `120
10
Discount = 10%, so discount = × 120 = 12%
100
SP = Marked price - Discount = `120 – `12 = `108
8
Gain = × 100 = 8%
100
The shopkeeper gains 8% after discount.

Marked price Discount percentage Discount (in rupees) Selling price

500 10
1250 20
720 612

Exercise - 1.6
1. A shop selling sewing machines, offers 3% discount on purchases. If the marked price is
`6500, then what is the selling price?

2. The marked price of a ceiling fan is `720

during off season, it is sold for ` 684.
Determine the discount percentage?

3. A publisher gives 32% discount on the printed price of books to book sellers. If the printed
price is `275, then what amount does the seller has to pay to publisher?
4. Rohit buys an item at 25% discount on the marked price. If he bought it for `660, what is
the marked price?

7th Class Mathematics 39 Ratio - Proportion

 ssTTr R 20%
ssTTr“, m\¢|ڟ Î&ƒÖ ç|Ÿ¿³
£ q yî\ ™|Õ ýÉ¿Øì kÍïsTÁ .
ssTTr `3000 \ýË 20%
20
× 3000 R `600
100
n$Tˆq yî\ R 3000% - 600 R `2400
–<‘VŸ²sÁD 29: ÿ¿£ esÁÅï ”£ &ƒT edŸTeï Ú\qT, ÔáqT ¿=q• yî\ ¿£+fñ 20% n<Šq+>± ™|+º, ÔásÇÔá 10% ssTTr™|Õ
edŸTeï Ú\qT neTTˆÔáTH•&ƒT. nÔᓠjîTT¿£Ø ý²uóX„ æÔá+ m+Ôá?
kÍ<óŠq: ¿=q•yî\ e+<Š sÁÖbÍjáT\T nqTÅ£”+fñ
ç|Ÿ¿³
£ q yî\ R 100 G 20 R 120
10
ssTTr R10%, ssTTr R 100
× 120 = 12%

n$Tˆq yî\ R ç|Ÿ¿³

£ q yî\ - ssTTr R `120 - `12 R `108
ý²uó+„ R 108 -100 R `8
8
ý²uó„ XæÔá+ R 100 ×100 = 8%
ssTTr ÔásÇÔá esÁÅï ”£ &ƒT 8% ý²u󲓕 bõ+<ŠTԐ&ƒT.
.

ç|Ÿ¿³£ q yî\ ssTTr XæÔá+ ssTTr (sÁÖbÍjáT\ýË) n$Tˆq yî\

500 10
1250 20
720 612

nuó²«dŸ+-1.6
1. ÿ¿£ cÍ|ŸÚýË esÁïÅ£”&ƒT ‹³¼\T Å£”fñ¼ jáT+çÔá+ |Ÿ]¿£s\™|Õ 3% ÔáÐZ+|ŸÚ ç|Ÿ¿£{ìdŸTïH•&ƒT. ÿ¿£ edŸTïeÚ ç|Ÿ¿£³q
yî\ `650 –+fñ, <‘“ n$Tˆq yî\ m+Ôá?

2. ÿ¿£ dŸ+<ŠsÒÁ +Û ýË, `720 ç|Ÿ¿³

£ q yî\ ¿£*Ðq ÿ¿£
dÓ*+>´ b˜Í«qTqT `684Å£” neTTˆÔáÖ –+fñ, ssTTr
XæÔá+ m+Ôá?

3. ÿ¿£ |ŸÚdŸ¿ï £ eTTç<ŠD #ûdyÞø—ß, yÞø¢ |ŸÚdŸ¿ï +£ yî\¿ì 32% ÔáÐ+Z |ŸÚqÅ£” <ŠT¿±D+ yÞø¿¢ ì neTTˆÔáTH•sÁT. €
|ŸÚdŸï¿£+ ç|Ÿ¿£³q yî\ `275 nsTTq, <ŠT¿±D+ ysÁT eTTç~+#û yÞø¿¢ ì m+Ôá kõeTTˆ #î*+¢ #*?
4. sÃV¾²ÔY ÿ¿£ edŸTeï Ú qT 25% ÔáÐ+Z |ŸÚqÅ£” ¿=H•&ƒT. nÔáqT `660 ¿ì edŸTeï ÚqT ¿=q•#Ã, € edŸTeï Ú jîTT¿£Ø
ç|Ÿ¿³
£ q yî\ m+Ôá?
7e Ôás>Á Ü
· >·DÔ
ì eá TT 40 “wŸÎÜï - nqTbÍÔá+
7.7 Simple Interest :
Rakesh in need of money for agricultural purpose and approaches to Kethan.
Rakesh : Kethan, I need `50000 for agricultural purpose.
Kethan : Okay, when will you return?
Rakesh : I need one year time to return.
Kethan : Okay, but I need some excess amount
Rakesh : How much?
Kethan : 24% excess amount per year.
Rakesh : Ah! it is very high I don’t need, bye.
Now Rakesh went to a Bank.
Rakesh : Sir, I need some money for agricultural purpose.
Manager : How much you require?
Rakesh : `50000 sir
Manager : How long will you take to repay?
Rakesh : One year, sir.
Manager : You have to pay an excess of 7% per year on the loan
Rakesh : Yes I agree sir, I will repay after one year along with 7% of excess money.
What do you understand from the above conversation?
The excess amount we paid on lending amount is called interest and the lending amount is
called principal.
How he calculates the excess amount?
7% means on every `100 he has to pay `7 per year.
7
We can write it as in fraction
100
The excess amount is called interest.
7
For `50000, he has to pay × 50000 = `3500
100
So, he has to pay an excess of `3500 along with the lending amount of `50000.
7
If we take this for 2 years then, simple interest = 50000 × 2 × = `7000
100
7
If we take it for 3 years then, simple interest = 50000 × 3 × = `10500
100
7
If we take it for T years, the simple interest = 50000 × T ×
100

7th Class Mathematics 41 Ratio - Proportion

7.7 kÍ<ó‘sÁD e&ž¦
s¹¿wt e«ekÍjáT |ŸqT\ “$TÔá+ï ¿=+Ôá kõeTTˆ nedŸsyÁ Tî ,® ¿¹ ÔáHŽ e<ŠÅÝ ”£ yîÞ²ß&ƒT.
s¹¿wt : ¿¹ ÔáH,Ž HÅ£” e«ekÍjáT |ŸqT\ “$TÔá+ï `50000 nedŸs+Á .
¿¹ ÔáHŽ : dŸ¹s, eT°¢ m|ŸÚÎ&ƒT ‚kÍïeÚ?
s¹¿wt : ÿ¿£ dŸ+eÔáàsÁ+ dŸeTjáT+ ¿±y*.
¿¹ ÔáHŽ : dŸs¹ , ¿±ú HûqT ‚ºÌq <‘“¿£+fñ ¿=+Ôá mÅ£”Øe &ƒ‹TÒ ¿±y*.
s¹¿wt : m+Ôá?
¿¹ ÔáHŽ : dŸ+eÔáàs“¿ì 24%
s¹¿wt : zVt²! ‚~ #ý² mÅ£”Øe. HÅ£” e<ŠTýÝ ñ eT].
‚|ŸÚÎ&ƒT s¹¿wt u²«+Å£”Å£” yîÞ²ß&ƒT.
s¹¿wt : yûTHûÈsY >±sÁÖ! HÅ£” e«ekÍjáT |ŸqT\ “$TÔá+ï
¿=+Ôá kõeTTˆ nedŸs+Á .
yûTHûÈs :Y m+Ôá &ƒ‹TÒ ¿±y*?
s¹¿wt : `50000 ¿±y*.
yûTHûÈsY : m+Ô῱\+ ÔásÇÔá eT°ß ‚eÇ>·\sÁT?
s¹¿wt : ÿ¿£ dŸ+eÔáàsÁ ¿±\+
yûTHûÈsY : ÿ¿£ dŸ+eÔáàs“¿ì 7% n<Šq+>± ‚eÇe\d¾ –+³T+~.
s¹¿wt : ný²¹>q+&ž! dŸ+eÔáàsÁ+ |ŸPsÁj ï Tû «dŸ]¿ì ‚#ûÌkÍïqT. 7% kõeTTˆqT n<Šq+>± #î*k¢ ÍïqT.
™|Õ dŸ+uó²wŸD\ qT+&, MT¹¿+ ne>±VŸ²q nsTT«+~?
eTq+ rdŸTÅ£”q• n|ŸÚÎ MT<Š n<Šq+>± ‚#ûÌ #î*+¢ #û kõeTTˆqT e&ž¦ n+{²sÁT. rdŸTÅ£”q• n|ŸÚÎqT ndŸ\T
n+{²sÁT. n<Šq+>± ‚eÇe\d¾q kõeTTˆqT mý² ýÉ¿Øì kÍïsTÁ ?
7% nq>± ç|ŸÜ e+<Š sÁÖbÍjáT\¿ì `7 ‚eÇeýÉqT.
7
_óq• sÁÖ|Ÿ+ýË sjáT>± 100
‚¿£Ø&ƒ eTq+ rdŸTÅ£”q• kõeTTˆÅ£” n<Šq+>± ‚#ûÌ kõeTTˆHû e&ž¦ n+{²+
7
¿±eÚq, `50000 ¿ì n<Šq+>± ‚eÇe\d¾q kõeTTˆ R × 50000 = `3500
100
¿±eÚq, nÔáqT rdŸTÅ£”q• `50000 ¿ì n<Šq+>± `3500 ‚eÇeýÉqT.
7
‚<û dŸeTdŸ«qT eTq+ s +&ƒT dŸ+eÔáàs\Å£” rdŸTÅ£”+fñ kÍ<ó‘sÁD e&ž¦ = 50000 × 2 × 100 = `7000

7
B““ eTq+ eTÖ&ƒT dŸ+eÔáàs\¿ì rdŸTÅ£”+fñ kÍ<ó‘sÁD e&ž¦ = 50000 × 3 × 100 = `10500

7
n<û$<ó+Š >±, eTq+ T dŸ+eÔáàs\¿ì rdŸTÅ£”+fñ kÍ<ó‘sÁD e&ž¦ = 50000 × T × 100 .
7e Ôás>Á Ü
· >·DÔ
ì eá TT 42 “wŸÎÜï - nqTbÍÔá+
 R
Similarly, in general form simple interest I = P × ×T
100
P ×T × R
If the amount P taken for T years at the rate of R% per annum, then the interest I =
100
From the above, we can derive principal or time or Here, I = Simple Interest
rate of interest
P = Principal amount
I ×100 I × 100 I ×100 R = Rate of interest
P= T= R=
T ×R P×R P ×T
T = Time
Total amount = Principal + Interest

P ×T × R ⎛ TR ⎞
Total amount = P + =P ⎜1 + ⎟
100 ⎝ 100 ⎠
Example 27:
Calculate simple interest and the total amount, if
i) principal = `5000, time = 2 years, rate = 10%
ii) principal = `25000, time = 3 years, rate = 12%
P × T × R 5000 × 2 ×10
Solution: i) Simple interest I = = = `1000
100 100
Total amount = principal + interest = 5000 + 1000 = `6000
P × T × R 25000 × 3 ×12
ii) Simple interest = = = `9000
100 100
Total amount = principal + interest = 25000 + 9000 = `34000
Example 28: If principal = `20000, time = 3years, simple interest = `3600, then find interest rate.
I × 100 3600 × 100
Solution: Rate of Interest = = = 6%
T ×P 20000 × 3
Example 29: If Raheem borrowed a sum of `25000 at a rate 10% per annum, what is the simple
interest and Total amount he has to pay for 3 years?
Solution: Rajesh did like this :
Principal = `25000
Time = 3 years
Rate of interest = 10%
P × T × R 25000 × 3 × 10
Simple interest = I = = = `7500
100 100
Total amount = `25000 + `7500 = `32500
Sangeetha did like this :
For 1 year we have to pay 10%
7th Class Mathematics 43 Ratio - Proportion
 R
B“Hû kÍeÖq« sÁÖ|Ÿ+ýË sd,ï kÍ<ó‘sÁD e&ž¦ I = P × 100 ×T

P ×T × R
P kõeTTˆ, T dŸ+eÔáàs\¿ì >±qT, dŸ+eÔáàs“¿ì R% #=|ŸÚÎq njûT« kÍ<ó‘sÁD e&ž¦ I = 100
™|Õ <‘“ qT+& eTq+ ndŸ\T¿ì ýñ<‘ ¿±\+ ýñ<‘ e&ž¦ XæÔá+ s¹ ³T\qT s‹³¼e#áTÌ. ‚¿£Ø&ƒ I = kÍ<ó‘sÁD e&ž¦
P = ndŸ\T
I ×100 I × 100 I × 100
P= T= R= R = e&ž¦ XæÔá+
T ×R P×R P ×T
yîTTÔá+ï kõeTTˆ R ndŸ\T G e&ž¦ T = ¿±\+

P ×T × R ⎛ TR ⎞
yîTTÔá+ï R P + 100 = P ⎜1 + 100 ⎟
–<‘VŸ²sÁD 27: kÍ<ó‘sÁD e&ž¦ eT]jáTT yîTTԐï\qT⎝ýÉ¿Øì +#á+⎠&:
i) ndŸ\T `5000, ¿±\+ 2 dŸ+eÔáàs\T, e&ž¦ 10%
ii) ndŸ\T `25000, ¿±\+ 3 dŸ+eÔáàs\T, e&ž¦ 12%
P × T × R 5000 × 2 ×10
kÍ<óŠq: i) kÍ<ó‘sÁD e&ž¦ I = 100
=
100
= `1000

yîTTÔá+ï R ndŸ\T G e&ž¦ R 5000 G 1000 R `6000

P × T × R 25000 × 3 ×12
ii) kÍ<ó‘sÁD e&ž¦ R 100
=
100
= `9000

yîTTÔá+ï R ndŸ\T G e&ž¦ R 25000 G 9000 R `34000

–<‘VŸ²sÁD 28: ndŸ\T `20000, ¿±\eTT 3 dŸ+., kÍ<ó‘sÁD e&ž¦ `3600 nsTTq, e&ž¦ XæԐ“• ¿£qT>=q+&.
I × 100 3600 × 100
kÍ<óŠq: e&ž¦ XæÔá+ (¹s³T) R T × P = 20000 × 3 = 6%
–<‘VŸ²sÁD 29: sÁV²Ó + `25000qT, dŸ+eÔáàs“¿ì 10% e&žÔ¦ à n|ŸÚÎ rdŸTÅ£”H•&ƒT. nsTTÔû eTÖ&ƒT dŸ+eÔáàs\¿ì
njûT« kÍ<ó‘sÁD e&ž¦ m+Ôá?
kÍ<óŠq: ™|Õ dŸeTdŸ«qT sCñwt ç¿ì+~ $<óŠ+>± #ûXæ&ƒT.
ndŸ\T R `25000
¿±\+ R 3 dŸ+eÔáàs\T
e&ž¦ s¹ ³T R 10%
P × T × R 25000 × 3 × 10
kÍ<ó‘sÁD e&ž¦ I = 100
=
100
= `7500

yîTTÔá+ï R ndŸ\T G e&ž¦

dŸ+^Ôá ‡ ç¿ì+~ $<ó+Š >± #ûd+¾ ~:
ÿ¿£ dŸ+eÔáàs“¿ì eTq+ #î*+¢ #áeýd¾+~ 10%

7e Ôás>Á Ü
· >·DÔ
ì eá TT 44 “wŸÎÜï - nqTbÍÔá+
 for 3years we have to pay 3 × 10 = 30% as interest
30
Interest = × 25000 = `7500
100
Total amount = `25000 + `7500 = `32500
Example 30: In what time will `10000 amount to `12000, if simple interest is calculated 10% per
annum?
Solution : Amount = `12000
Principle = `10000
S.I = Amount – Principal = `12000 – `1000 = `2000
R = 10%
P×T×R
I=
100
10000 × 10 × T 2000 × 100
I= ⇒T = = 2 years
100 10000 ×10
Example 31: What sum will yield an interest `6000 at 9% per annum in 3years 4 months?
Solution: S.I = `6000
R = 9%

⎡ 4⎤ ⎡ 1⎤ 10
Time = 3years 4 months = ⎢3 + ⎥ years = ⎢3 + ⎥ years = years
⎣ 12 ⎦ ⎣ 3⎦ 3

P ×T × R
I =
100
P × 9 × 10
⇒ 6000 =
100 × 3
6000 × 100 × 3
⇒P= = C 20000
9 × 10

∴ Principal = `20000
Example 32: At what rate per annum will `70000 yield an interest of ?14000 in 2½ years?
Solution: Principal = `70000
5
Time = 2 ½ years = years
2
Simple interest = `14000
P×T×R 70000×5×R
I= ⇒ 14000 =
100 100×2
14000 × 100 × 2
⇒R= = 8% Interest rate = 8%
70000 × 5

7th Class Mathematics 45 Ratio - Proportion

 eTÖ&ƒT dŸ+eÔáàs\¿ì e&ž¦ R 3 I 10 R 30%
30
kÍ<ó‘sÁD e&ž¦ R 100
× 25000 = `7500

yîTTÔá+ï R `25000 G `7500 R `32500

–<‘VŸ²sÁD 30: `10000 n|ŸÚÎ, dŸ+eÔáàs“¿ì 10% e&žÔ¦ Ã, m“• dŸ+eÔáàs\ýË yîTTÔá+ï kõeTTˆ `12000
neÚÔáT+~?
kÍ<óŠq: yîTTÔá+ï R `12000
ndŸ\T R `10000
kÍ<ó‘sÁD e&ž¦ R 12000-10000 R `2000
R = 10%
P×T×R
I=
100
10000 × 10 × T 2000 × 100
I= ⇒T = = 2 dŸ+eÔáàs\T
100 10000 ×10
–<‘VŸ²sÁD 31: m+Ôá kõeTTˆ ™|Õ dŸ+eÔáàs“¿ì 9% e&žÔ¦ Ã, 3 dŸ+.\ 4 Hî. ¿±ý²“¿ì, kÍ<ó‘sÁD e&ž¦ `6000
neÚÔáT+~?
kÍ<óŠq: kÍ<ó‘sÁD e&ž¦ R `6000
e&ž¦ s¹ ³T R 9%
⎡ 4⎤ ⎡ 1⎤
¿±\+ R dŸ+eÔáàs\T = ⎢3 + ⎥ = 10 dŸ+eÔáàs\T
⎢⎣3 + 12 ⎥⎦ ⎣ 3⎦ 3

ndŸ\T P ×T × R
I =
100
P × 9 × 10
⇒ 6000 =
100 × 3
6000 × 100 × 3
⇒P= = C 20000
9 × 10
ndŸ\T R `20000
–<‘VŸ²sÁD 32: m+Ôá XæÔá+ e&ž¦ s¹ ³TÔÃ, ndŸ\T `70000¿ì 2½ dŸ+.\ýË kÍ<ó‘sÁD e&ž¦ `14000 neÚÔáT+~?
kÍ<óŠq : ndŸ\T R `70000
5
¿±\+ R 2 ½ dŸ+eÔáàs\T = 2
dŸ+eÔáàs\T
kÍ<ó‘sÁD e&ž¦ R 14000
P×T×R 70000×5×R
I= ⇒ 14000 =
100 100×2
14000 × 100 × 2
⇒R=
70000 × 5
= 8% e&ž¦ s¹ ³T R 8%

7e Ôás>Á Ü
· >·DÔ
ì eá TT 46 “wŸÎÜï - nqTbÍÔá+
 Principle (rupees) Time (years) Interest rate Interest (rupees) Total (rupees)
6000 1 6
10000 3 12
30000 4 9200

Ø At what rate per annum will the principle doubles in 10 years?

Ø At what rate per annum will the principle be 4 times in 15 years?

Exercise - 7.7
1. Calculate the simple interest accrued on a sum of `12600, at the rate of 9% per annum for
2years.
2. Calculate the simple interest accrued for 3years and the total amount on a sum of `85000, at
the rate of 11% per annum.
3. In what time will `45000 amounts to `63000, if the simple interest is calculated 10% per
annum?
4. On a certain amount at the rate of 12% per annum for time 3 years the total interest becomes
`18000. What is the principal amount?
5. In what time the simple interest accrued on a sum of `35000 at the rate of 13% per annum
becomes `27300?

1. If the cost of 7 toys is `1575, then what would be the cost of 6 such toys?
2. A boy went to a hotel and wants to buy 5 plates of Idly worth `24 each. After going to Hotel he
observed that rates of Idly were increased to `30. Now if the boy wants to buy idlies, how many
plates of idlies he can buy with the same amount?
3. Raju covers a distance of 28 kilometers in 2 hours. Find the Time taken by him to cover a distance
of 56 km with the same speed?
4. 24 men working at 8 hours per day can do a piece of work in 15 days. In how many days 20 men
working 9 hours per day do the same work?
5. Out of 15000 voters in a constituency, 60% of the voters voted. Find the number of people not
voted in the constituency?
6. A shopkeeper bought a suitcase for `950 and sold it for `1200. Find its profit or loss
percentage?
7. On selling a mobile for `4500, a shopkeeper losses 10%. For what amount should be sell it
to gain of 15%?
7th Class Mathematics 47 Ratio - Proportion
 ndŸ\T (sÁÖbÍjáT\T) ¿±\+ (dŸ+.) e&ž¦ s¹ ³T e&ž¦ (sÁÖbÍjáT\T) yîTTÔá+ï (sÁÖbÍjáT\T)
6000 1 6
10000 3 12
30000 4 9200

Ø m+Ôá e&ž¦ s¹ ³TÔà ndŸ\T |Ÿ~ dŸ+eÔáàs\ýË s {ì+¼ |ŸeÚÔáT+~?

Ø m+Ôá e&ž¦ s¹ ³TÔà 15 dŸ+eÔáàs\ýË ndŸ\T H\T>·T s ³T¢ neÚÔáT+~?

nuó²«dŸ+-7.7
1. ndŸ\T `12600 Å£”, dŸ+eÔáàs“¿ì 9% e&žÔ¦ Ã, s +&ƒT dŸ+eÔáàs\ýË njûT« kÍ<ó‘sÁD e&ž¦ ¿£qT¿ÃØ+&.
2. ndŸ\T `85000 Å£”, dŸ+eÔáàs“¿ì 11% e&žÔ¦ Ã, eTÖ&ƒT dŸ+eÔáàs\ýË njûT« kÍ<ó‘sÁD e&ž¦ ýÉ¿Øì +#á+&.
3. m+Ôá dŸeTjáT+ýË ndŸ\T `45000Å£”, dŸ+eÔáàs“¿ì 10% e&žÔ¦ à yîTTÔá+ï `63,000 neÚÔáT+~?
4. ¿=+Ôá kõeTTˆ ™|Õ dŸ+eÔáàs“¿ì 12% e&žÔ¦ Ã, 3 dŸ+eÔáàs\ýË kÍ<ó‘sÁD e&ž¦ `18000 nsTTq~. nsTTq
ndŸ\T m+Ôá?
5. m+Ôá ¿±\+ýË `35000 kõeTTˆ ™|,Õ dŸ+eÔáàs“¿ì 13% e&žÔ¦ Ã, kÍ<ó‘sÁD e&ž¦ `27300 neÚÔáT+~?

jáT֓{Ù nuó²«dŸ+
1. 7 €&ƒTÅ£”Hû u¤eTˆ\ yî\ `1575 nsTTq, n³Te+{ì 6 u¤eTˆ\ yî\ m+Ôá?
2. ÿ¿£ u²\T“ e<ŠÝ |³¢ T ‚&ž¢ `24 #=|ŸÚÎq, 5 |³¢ T¢ ‚&ž\¢ T ¿=qT³Å£”>±qT dŸ]bþjûT &ƒ‹TÒ –q•~. ¿±ú VŸ²Ã³ýÙ¿ì
yî[ßq ÔásÇÔá |³¢ T ‚&ž¢ <ósŠ Á `30¿ì ™|]Ðq<Š“ Ôî*d¾q, n<û &ƒ‹TÒÔà € u²\T&ƒT m“• |³¢ T¢ ‚&ž\¢ T ¿=q>·\&ƒT?
3. sE s +&ƒT >·+³ýË¢ 28 ¿ì.MT. <ŠÖs“• ç|ŸjÖá D+ #ûdH¾ &ƒT. n<û yû>+· Ôà 56 ¿ì .MT. <ŠÖs“• ç|ŸjÖá D+
#ûjTá &†“¿ì nÔᓿì m+Ôá dŸeTjáT+ |Ÿ&Tƒ ÔáT+~?
4. 24 eT+~ e«Å£”\ï T sÃE¿ì 8 >·+³\T #=|ŸÚÎq |Ÿ“ #ûd֟ ï ÿ¿£ |Ÿ““ 15 sÃE\ýË |ŸP]ï #ûjTá >·\sÁT. n<û
|Ÿ““ 20 eT+~ e«Å£”\ï T sÃE¿ì 9 >·+³\T #=|ŸÚÎq |Ÿ“ #ûd֟ ï m“• sÃE\ýË |ŸP]ï #ûjTá >·\sÁT?
5. ÿ¿£ “jîÖÈ¿£esÁZ |Ÿ]~ó 15000 z³sÁ¢ ýË 60% eT+~ z³T yûdq¾ , z³T yûjTá “ y] dŸ+K« m+Ôá?
6. ÿ¿£ esÁÅï ”£ &ƒT ÿ¿£ dŸÖ{Ù ¿¹ dt qT `950¿ì ¿=“ `1200¿ì neֈ&ƒT. nsTTq nÔᓠý²uó+„ ýñ<‘ qwŸ¼ XæԐ“•
¿£qT¿ÃØ+&?
7. ÿ¿£ esÁÅï ”£ &ƒT ™dýÙbþ˜ qT qT `4500 ¿ì n$TˆÔû, nÔᓿì qwŸ+¼ 10% edŸT+ï ~. 15% ý²uó+„ sy\+fñ €
™dýÙbþ˜ qTqT m+ÔáŔ£ neֈ*?

7e Ôás>Á Ü
· >·DÔ
ì eá TT 48 “wŸÎÜï - nqTbÍÔá+
8. A carpenter allows 15% discount on his goods. Find the marked price of a chair which is
sold by him for `680?
9. What is the simple interest accrued on a sum of `75000 at the rate of 11% for 3 years? Find
the total amount.

1. Find total number of students in your class, in each class of your school and also in your school.
Then find percentages of boys and girls in each class and also in your school. Write them in a
tabular form.

Ø Compound Ratio of a:b and c : d is ac : bd.

Ø a, b are two quantities if a increases b also increases or a decreases b also decreases then a and
b are said to be in direct proportion.
a
Ø a and b are in direct proportion then = k , where k is proportional constant.
b
Ø a, b are two quantities, if ‘a’ increases, ‘b’ decreases or ‘a’ decreases, ‘b’ increases then ‘a’ and
‘b’ are said to be in inverse proportion.
Ø a and b are in inverse proportion then a × b = k ,where k is proportional constant.
Ø Sometimes change in one quantitiy depends upon the change in two or more quantities in some
proportion, which is called compound proportion.
1% = 1/100 = 0.01 = 1:100
Profit = Selling price – Cost price
Loss = Selling price – Cost price
profit
Ø Profit percentage = × 100
C.P
loss
Ø Loss percentage = × 100
C.P
Ø Discount always calculated on marked price
Ø Discount = Marked price – selling price
P×T×R
Ø Simple interest I =
100

7th Class Mathematics 49 Ratio - Proportion

8. ÿ¿£ eç&ƒ+Ð |Ÿ“y&ƒT ÔáqT #ûdq¾ #î¿Ø£ edŸTeï Ú\ ™|Õ 15% ssTTr“ ‚dŸTHï •&ƒT. ÿ¿£ Å£”¯Ì“ nÔáqT `680 ¿ì
n$Tˆq, <‘“ ç|Ÿ¿³£ q yî\ m+Ôá?
9. dŸ+eÔáàs“¿ì 11% e&ž¦ s¹ ³TÔà ndŸ\T `75000 ¿ì 3 dŸ+eÔáàs\ýË njûT« kÍ<ó‘sÁD e&ž¦ m+Ôá? yîTTÔá+ï
kõeTTˆqT ¿£qT>=q+&.

1. MT Ôás>Á Ü· ýË, MT bÍsÄXÁ æ\ ç|Ÿr Ôás>Á Ü· ýË eT]jáTT yîTTÔá+ï bÍsÄXÁ æ\ýË $<‘«sÁT\œ T dŸ+K«qT ¿£qT>=q+&.
ç|Ÿr Ôás>Á Ü· ýË eT]jáTT yîTTÔá+ï bÍsÄXÁ æ\ýË u²\TsÁT eT]jáTT u²*¿£\ XæԐ“• ¿£qT>=q+&. y{ì“ ÿ¿£ |Ÿ{¿¼ì £
sÁÖ|Ÿ+ýË sjáT+&.

Ø a:b eT]jáTT c : d \ ‹VŸQÞø “wŸÎÜï ac : bd.

Ø a, b\T s  +&ƒT sXø—\T nsTTq, a ™|sÁT>·TÔáTq•|ŸÚ&ƒT b Å£L&† ™|sÁT>·TÔáÖ ýñ<‘ a Ôá>·TZÔáTq•|ŸÚ&ƒT b Å£L&†
Ôá>·TZÔáÖ –+fñ n|ŸÚÎ&ƒT a, b \T nqTýËeÖqTbÍÔá+ýË –H•sTT n“ n+{²+.
a
Ø a, b\T nqTýËeÖqTbÍÔá+ ýË –+fñ =k neÚÔáT+~. ‚¿£Ø&ƒ k “ nqTbÍÔá d¾sœ +¿£+ n+{²sÁT.
b
Ø a, b\T s
 +&ƒT sXø—\T nsTTq, ‘a’ ™|sÁT>·TÔáTq•|ŸÚ&ƒT ‘b Ôá>T· ÔZ Tá +fñ ýñ<‘ ‘a’ Ôá>T· ÔZ Öá –q•|ŸÚ&ƒT ‘b’ ™|sÁT>·TÔáÖ
–+fñ a, b \T $ýËeÖqTbÍÔá+ýË –H•sTT n“ n+{²+.
Ø a, b \T $ýËeÖqTbÍÔá+ ýË –+fñ a × b = k neÚÔáT+~. ‚¿£Ø&ƒ k “ nqTbÍÔá d¾s œ +¿£+ n+{²sÁT.
Ø ¿=“•kÍsÁT¢ ÿ¿£ s¥ýË eÖsÁTÎ s +&ƒT ýñ<‘ n+Ôá¿+£ fñ mÅ£”Øe sXø—\ýË eÖsÁTÎ\™|Õ €<ó‘sÁ|&Ÿ  –+³T+~. B“Hû
$TçXøeÖqTbÍÔá+ n+{²eTT.
Ø 1% = 1/100 = 0.01 = 1:100
Ø ý²uó+„ R n$Tˆq yî\ - ¿=q•yî\
Ø qwŸ+¼ R ¿=q•yî\ - n$Tˆq yî\
Ø ý²uó„ XæÔá+ R ý²uó+„ I 100
¿=q•yî\
qwŸ+¼
Ø qwŸ¼ XæÔá+ R I 100
¿=q•yî\
Ø ssTTr m\¢|ڟ Î&ƒÖ ç|Ÿ¿³
£ q yî\™|Õ ýÉ¿Øì kÍïsTÁ .
Ø ssTTr R ç|Ÿ¿³£ q yî\ - n$Tˆq yî\
Ø kÍ<ó‘sÁD e&ž¦ R P×T×R
100
7e Ôás>Á Ü
· >·DÔ
ì eá TT 50 “wŸÎÜï - nqTbÍÔá+
 Learning Outcomes Content Items
The learner is able to
l understand the concepts of Exponents and Powers. 2.0 Introduction
l know the laws of Exponents and applies them while 2.1 Exponential form
solving the problems. 2.2 Laws of Exponents
l write the exponential form of given numbers and 2.3 Expressing large numbers in
variables.
Expanded form and in
l recognise the common errors in Exponents and
Standard form
Powers.
l express the large numbers in Expanded form and
in Standard form.
l solve daily life problems connected to Exponents
and Powers.

2.0 Introduction:
Teacher asked students to tell the large numbers known to them. They said numbers like thousand,
ten thousand, lakh, ten lakh, crore and so on. Finally, Likhith told ‘Thousand lakh crores’ which is the
largest number among the students told. Then the teacher
appreciated him. All the students clapped. Likhith was
extremely happy.
The teacher asked him to write the number Can you read this?
5976300000000000000000000
‘Thousand lakh crores’ on the black board.
With great difficulty, counting the zeros several times,
he wrote as 1000000000000000. Is it correct?
Look at the picture. “Can you read this number?
There was an absolute silence in the classroom.
This type of large numbers are difficult to read. Is n’t it?

7th Class Mathematics 51 Exponents and Powers

 |˜Ö
Ÿ Ԑ+¿±\T
n<ó‘«jáT+

eT]jáTT |˜ŸÖԐ\T
nuó„«dŸq |˜Ÿ*Ԑ\T $wŸjáÖ+Xæ\T
nuó²«dŸÅ£”\T 2.0 |Ÿ]#ájTá +
l |˜ÖŸ Ԑ+¿±\T eT]jáTT |˜ÖŸ Ԑ\ uó²eq\qT nsÁ+œ #ûdTŸ ¿Ã>·\&ƒT.
l |˜ŸÖÔá+¿£ H«jáÖ\qT Ôî\TdŸT¿Ã>·\&ƒT eT]jáTT dŸeTdŸ«\T 2.1 |˜ÖŸ Ԑ+¿£ sÁÖ|Ÿ+
kÍ~ó+#á&†“¿ì |˜ÖŸ Ôá+¿£ H«jáÖ\qT e]ï+|Ÿ#kû Íï&Tƒ . 2.2 |˜ÖŸ Ôá+¿£ H«jáÖ\T.
l ‚ºÌq dŸ+K«\T eT]jáTT #á\sXø—\ |˜ÖŸ Ԑ+¿£ sÁÖbÍ\qT 2.3 ™|<ŠÝ dŸ+K«\qT $dŸïsÁD eT]jáTT
sjáT>·\&ƒT.
çbÍeÖDì¿£ sÁÖ|Ÿ+ýË e«¿£|ï sŸ #Á Tá ³
l |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\ýË kÍ<ó‘sÁD <ÃcÍ\qT
>·T]ï+#á>·\&ƒT.
l ™|<ŠÝdŸ+K«\qT $dŸïsÁD eT]jáTT çbÍeÖDì¿£ sÁÖ|Ÿ+ýË
e«¿£ï|ŸsÁ#á>·\&ƒT.
l |˜ÖŸ Ԑ+¿±\T eT]jáTT |˜ÖŸ Ԑ\Å£” dŸ+‹+~ó+ºq “È J$Ôá
dŸeTdŸ«\T kÍ~ó+#á>·\&ƒT.

2.0 |Ÿ]#ájáT+:
–bÍ<ó‘«jáTT&ƒT $<‘«sÁT\œ Å£” Ôî*d¾q ™|<ŠÝ dŸ+K«\qT #î|Ο eT“ n&>±sÁT.ysÁT yîsTT«, |Ÿ~yû\T, \¿£,Œ |Ÿ~\¿£\Œ T,
¿Ã{ì yîTT<Š\>·T dŸ+K«\qT #îbÍÎsÁT. *ÏÔY $<‘«sÁTœ\T #î|¾Îq dŸ+K«\ýË ™|<ŠÝ dŸ+K« »yîsTT« \¿£Œ\ ¿Ã³T¢µ #îbÍÎ&ƒT.
nÔᓓ –bÍ<ó‘«jáTT&ƒT n_óq+~+#&ƒT. $<‘«sÁT\œ +<ŠsTÁ #á|Ο ³T¢ ¿={²¼sTÁ . *ÏÔY #\ dŸ+ÔÃw¾+#&ƒT.
–bÍ<ó‘«jáTT&ƒT *ÏÔY #î|ξ q »yîsTT« \¿£\Œ ¿Ã³T¢µ qT q\¢‹\¢
MTsÁT B““ #á<Še>·\s?
™|Õ sjáTeT“ n&>±&ƒT. dŸTH•qT #\ kÍsÁT¢ ýÉ¿Øì dŸÖï nÜ ¿£w+¼Ÿ Ôà 5976300000000000000000000

nÔáqT 1000000000000000 >± sXæ&ƒT. ‚~ dŸs qÕ <ûH?

|Ÿ³+qT |Ÿ]o*+#á+&. MTsÁT ‡ dŸ+K«qT #á<eŠ >·\s?
ÔásÁ>·Ü >·~ýË dŸ+|ŸPsÁ’ “Xøô‹Ý+ Hî\¿=+~.
‡ sÁ¿y£ Tî q® ™|<ŠÝ dŸ+K«\qT #á<eŠ &ƒ+¿£w+¼Ÿ ! “ÈyûTH?

7e ÔásÁ>·Ü >·DìÔáeTT 52 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

 To make large numbers easy to read, write and understand in a simple manner, Exponents
help us in doing so. Exponents are used extensively in many fields, including Economics, Biology,
Chemistry, Physics, Computer science etc. Here are some pictures and values, where we use
exponents in the real life situations.

COMPUTERS
Exponents are used to
describe a computer’s
memory. For example, 1
gig(abyte) of RAM means
that you have 1 x 10 9
bytes.
Mass of the Earth = 5.9763 ´ 1024 kg
Fig. (i) Fig. (ii)

COUNTING LARGE NUMBERS

Exponents are used
when counting
things that grow
very qucickly.
EARTHQUAKES For example, the
Exponents are used to measure the strenth of number of bacteria
earthquakes. in a single sneeze is
i) A level 1 earthquake is 1 x 101 between 1 x 104 and
ii) A level 2 earthquake is 1 x 102 1 x 105
iii) A level 3 is 1 x 103 etc.
Fig. (iii) Fig. (iv)
In this chapter, we will learn more about the Exponents, the laws of Exponents, Expanded
and Standard form of Exponents.
2.1 Exponential form:
Observe the following:
4+4+4+4+4
5 +5 + 5 + 5 + 5 + 5
6+6+6+6+6+6+6
We know that the repeated addition can be written in the form of multiplication to make it simple. So,
we can write as 5 × 4, 6 × 5 and 7 × 6 respectively for the above values.
Similarly can we express repeated multiplication in a simple way?
O h! w ow,
Observe, 10 × 10 × 10 × 10 = 10000 1c ro re ca n be
written as 10 7
. It
10 × 10 × 10 × 10 =104 is ve ry ea sy.

Instead of writing the factor 10 repeated

by 4 times, we can simply write 10 4 . It an Exponen
t
can be read as 10 raised to the power Base
of 4 or 10 to the power of 4.
10 4 is called the Exponential form of
10,000.
We say 10 is the base and 4 is the
exponent.

7th Class Mathematics 53 Exponents and Powers

 ™|<ŠÝ dŸ+K«\qT dŸsÞÁ yø Tî q® ¯ÜýË #á<eŠ &ƒ+, sjáT&ƒ+, nsÁ+œ #ûdTŸ ¿Ãe³+ýË |˜ÖŸ Ԑ+¿±\T –|ŸjÖî >·|&Ÿ ԃ sTT.
|˜ÖŸ Ԑ+¿±\T €]œ¿X£ æçdŸ+ï , JeXæçdŸ+ï , sÁkÍjáTqXæçdŸ+ï ,uó Ü¿£XæçdŸ+ï eT]jáTT ¿£+|ŸP«³sY ™dqÕ Tà dŸVäŸ nHû¿£ sÁ+>±\ýË
$dŸï Ôá+>± $“jîÖÐ+#á‹&ƒTÔáTH•sTT. ‚¿£Ø&ƒ |˜ÖŸ Ԑ+¿±\qT “È J$Ôá dŸ+<ŠsÒÛ\ýË –|ŸjÖî Ð+#û $\Te\ÔÃ
Å£L&q ¿=“• ºçԐ\T –H•sTT.
¿£+|ŸP«³sÁT¢
¿£+|ŸP«³sY C²ã|¿Ÿ X£ ¿ø “ïì $e]+#á&†“¿ì
|˜ÖŸ Ôá+¿±\T –|ŸjÖî >·|&Ÿ ԃ sTT.
–<‘ : RAM jîTT¿£Ø ÿ¿£ Ð>±uÉ{Õ Ù n+fñ
uóք $T ç<Šq«s¥ = 5.9763 ´ 10 ¿ì.ç>± 24 1 x 109 uÉ{Õ Ù\T –H•sTT n“ nsÁ+œ .
|Ÿ³+ (i) |Ÿ³+ (ii)
™|<ŠÝ dŸ+K«\ >·Dq
yû>·+>± ™|sÁT¹> edŸTïeÚ\qT
ýÉ¿Øì +#û³|ŸÚÎ&ƒT |˜ÖŸ Ԑ+¿±\T
–|ŸjÖî ÐkÍïsTÁ .
uóք ¿£+bÍ\T –<‘VŸ²sÁDÅ£”, ÿ¿£ ÔáTeTTˆýË
uóք ¿£+bÍ\ rçeÔᓠ¿=\e&†“¿ì |˜ÖŸ Ԑ+¿±\T –|ŸjÖî ÐkÍïsTÁ .
i) ýÉeýÙ1 uóÖ „ ¿£+bÍ\ rçeÔá 1 x 101 >·\ u²«¿¡]¼ jáÖ 1 x 10 eT]jáTT
4

ii) ýÉeýÙ1 uóÖ „ ¿£+bÍ\ rçeÔá 1 x 102 1 x 105 –+&ƒTqT

iii) ýÉeýÙ1 uóÖ
„ ¿£+bÍ\ rçeÔá 1 x 103 yîTT<ŠýÉÕq$.
|Ÿ³+ (iii) |Ÿ³+ (iv)
‡ n<ó‘«jáT+ýË eTq+ |˜ÖŸ Ԑ+¿±\T, |˜ÖŸ Ԑ+¿£ H«jáÖ\T eT]jáTT $dŸsï D
Á sÁÖ|Ÿ+ eT]jáTT çbÍeÖDì¿£
sÁÖ|Ÿ+ >·T]+º $esÁ+>± Ôî\TdŸTÅ£”+{²+.
2.1 |˜ŸÖԐ+¿£ sÁÖ|Ÿ+ ýñ¿£ |˜ŸÖÔá sÁÖ|Ÿ+ :
¿ì+~ y{ì“ |Ÿ]o*<‘Ý+:
4G4G4G4G4
5G5G5G5G5G5
6G6G6G6G6G6G6
|ŸÚqseÔá dŸ+¿£\q+qT dŸsÞÁ Ôø sá +Á #ûjTá &†“¿ì >·TD¿±sÁ sÁÖ|Ÿ+ýË sjáTe#á̓ eTqÅ£” Ôî\TdŸT. ¿±eÚq eTq+™|Õ
y{ì“ 5 I 4, 6 I 5 eT]jáTT 7I6>± sjáTe#áTÌ.
‚<û$<ó+Š >± ÿ¿£ dŸ+K« jîTT¿£Ø |ŸÚqseÔá >·TD¿±s“• Å£L&† dŸsÞÁ yø Tî q® ¯ÜýË e«¿£|ï sŸ #Á eá #Ì? z
! yy
10 >± çyŽ,ÿj¿£ ¿Ã{ì“
>·eT“+#á+&, 10I10I10I10 R 10000 7
‚~ #ý² d áTe#áTÌ.
ŸT\uó„+
10I10I10I10 R 10 4

¿±sÁD²+¿£+ 10“ 4 kÍsÁT¢ |ŸÚqseÔá+ #ûjTá &†“¿ì ‹<ŠT\T>± |˜ÖŸ Ԑ+¿£+

eTq+ 104 >± skÍïeTT. B““ »10 jîTT¿£Ø 4e |˜ÖŸ Ôá+µ ýñ<‘ an
uóք $T
10 ³T~ båesY n|t b˜þsY n“ #á<TŠ eÚԐ+.
104“ 10000 jîTT¿£Ø |˜ÖŸ Ôá sÁÖ|Ÿ+ n“ n+{²+. eTq+ »10
“ uóք $T ýñ¿£ €<ó‘sÁ+ n“µ, 4 “ |˜ÖŸ Ԑ+¿£+ n“ n+{²eTT.

7e ÔásÁ>·Ü >·DìÔáeTT 54 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

Note : The exponent is usually written at the top right corner of the base and smaller in size when
compared to the base.
Observe the following table:
Number Expanded form Exponential Base Exponent Read as
form
1,00,000 10 × 10 × 10 × 10 × 10 105 10 5 10 raised to the power of 5
10,00,000 10 × 10 × 10 × 10 × 10 × 10 106 10 6 10 raised to the power of 6
1,00,00,000 10 × 10 × 10 × 10 × 10 × 10 × 10 107 10 7 10 raised to the power of 7

Write the following in exponential form by using 10 as the base number:

i) 10,00,00,000 ii) 100,00,00,000

2.1.1 Exponent with other bases :

We have seen numbers whose base is 10. However, the base can be any other number also.
Observe the following exponent
i) 64 = 8 × 8 = 8 2 26 base
82 is called the exponential form of 64.
exponential form
Here 8 is the base and 2 is the exponent.
It can be read as 8 raised to the power of 2 or 8 square.
I can read in
both ways
ii) 64 = 4 × 4 × 4 = 43
102 102
43 is called the exponential form of 64. 10 squared 10 raised to the power 2
103 103
Here 4 is the base and 3 is the exponent. 10 cubed 10 raised to the power 3

It can be read as 4 raised to the power of 3 or 4 cube.

iii) 64 = 2 × 2 × 2 × 2 × 2 × 2 = 26
26 is called the exponential form of 64.
Here 2 is the base and 6 is the exponent.
It can be read as 2 raised to the power of 6.
6a2 and (6a)2 have same
Similarly, we can write 125 = 5 × 5 × 5 = 53
base or not? Why?
53 is called the exponential form of 125.
Here 5 is the base and 3 is the exponent.
It can be read as 5 raised to the power of 3 or 5 cube.

7th Class Mathematics 55 Exponents and Powers

>·eT“¿£: |˜ÖŸ Ԑ+¿£+ kÍ<ó‘sÁD+>± uóք $T jîTT¿£Ø Å£”& m>·Te eTÖ\ýË sjáT‹&ƒTÔáT+~ eT]jáTT uóք $TÔà bþ*Ìq|ŸÚ&ƒT
|Ÿ]eÖD+ ÔáŔ£ Øe>± eÚ+³T+~.
¿ì+~ |Ÿ{켿£qT >·eT“+#á+&
dŸ+K« $dŸsï DÁ sÁÖ|Ÿ+ |˜ÖŸ Ԑ+¿£ uóք $T |˜ÖŸ Ԑ+¿£+ #á~yû $<ó‘q+
sÁÖ|Ÿ+
1,00,000 10I10I10I10I10 105 10 5 10 jîTT¿£Ø 5 e |˜ÖŸ Ôá+
10,00,000 10I10I10I10I10I10 10 6
10 6 10 jîTT¿£Ø 6 e |˜ÖŸ Ôá+
1,00,00,000 10I10I10I10I10I10I10 107 10 7 10 jîTT¿£Ø 7 e |˜ÖŸ Ôá+
¿ì+~ y{ì“ uóք $T 10>± –+&û $<ó+Š >± |˜ÖŸ Ԑ+¿£ sÁÖ|Ÿ+ýË sjáT+&.
i) 10,00,00,000 ii) 100,00,00,000

2.1.1 ‚ÔásÁ uó„ÖeTT\T >·\ |˜ŸÖԐ+¿±\T:

eTq+ ‚+ÔáesÁŔ£ 10 uóք $T>± >·\ dŸ+K«\qT #áÖXæ+. uóք $T yûs¹ dŸ+K«\T Å£L&† –+&ƒe#áTÌ.
¿ì+~ y{ì“ >·eT“+#á+& 6 |˜ÖŸ Ԑ+¿£+
i ) 64 R 8 I 8 R 82
2 uóք $T
82qT 64 jîTT¿£Ø |˜ÖŸ Ôá sÁÖ|Ÿ+ n+{²+. |˜ÖŸ Ôá sÁÖ|Ÿ+
‚¿£Ø&ƒ 8 uóք $T eT]jáTT 2 |˜ÖŸ Ԑ+¿£+
HûqT B““ s +&ƒT
B““ 8 jîTT¿£Ø 2e |˜ÖŸ Ôá+ ýñ¿£ 8 jîTT¿£Ø esÁeZ TT n“ #á<TŠ eÚԐ+. $<ó‘\T>± #á<Še>·\qT
ii ) 64 R 4 I 4 I 4 R 43
10 2 102
10 jîTT¿£Ø esÁZ+
4 qT 64 jîTT¿£Ø |˜ÖŸ Ôá sÁÖ|Ÿ+ n+{²+.
3
10 3
10 jîTT¿£Ø 2e |˜ŸÖÔá+
103
10 jîTT¿£Ø |˜ŸTq+ 10 jîTT¿£Ø 3e |˜ŸÖÔá+
‚¿£Ø&ƒ 4 uóք $T eT]jáTT 3 |˜ÖŸ Ԑ+¿£+
B““ 4 jîTT¿£Ø 3e |˜ÖŸ Ôá+ ýñ¿£ 4 jîTT¿£Ø |˜TŸ qeTT n“ #á<TŠ eÚԐ+.
iii ) 64 R 2 I 2 I 2 I 2 I 2 I 2 R 26
26qT 64 jîTT¿£Ø |˜ÖŸ Ôá sÁÖ|Ÿ+ n+{²+
‚¿£Ø&ƒ 2 uóք $T eT]jáTT 6 |˜ÖŸ Ԑ+¿£+ 6a2 eT]jáTT (6a)2 \T ÿ¹¿ uó„Ö$T
B““ 2 jîTT¿£Ø 6e |˜ÖŸ Ôá+ n“ #á<TŠ eÚԐ+. ¿£*ÐeÚH•jáÖ? m+<ŠTÅ£”?

n<û$<ó+Š >± 125R 5 I 5 I 5 R 53>± sjáTe#áTÌ

53 qT 125 jîTT¿£Ø |˜ÖŸ Ôá sÁÖ|Ÿ+ n+{²+.
‚¿£Ø&ƒ 5 uóք $T eT]jáTT 3 |˜ÖŸ Ԑ+¿£+.
B““ 5 jîTT¿£Ø 3e |˜ÖŸ Ôá+ ýñ¿£ 5 jîTT¿£Ø |˜TŸ qeTT n“ #á<TŠ eÚԐ+.

7e ÔásÁ>·Ü >·DìÔáeTT 56 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

General exponential form:
Take any positive integer ‘a’ as base.
a = a1 (this is read as ‘a’ raised to the power of ‘1’)
a×a = a2 (this is read as ‘a’ raised to the power of ‘2’ or ‘a squared’)
a×a×a = a3 (this is read as ‘a’ raised to the power of ‘3’ or ‘a cubed’)
a×a×a×a = a4 (this is read as ‘a’ raised to the power of ‘4’)
a×a×a×a×a = a5 (this is read as ‘a’ raised to the power of ‘5’)
a × a × a × a × a × a = a6 (this is read as ‘a’ raised to the power of ‘6’) and so on
Thus we can say a ´ a ´ a ... ‘n’ times = an, Where ‘a’ is the base and ‘n’ is the exponent
This is said to be exponential form.
Example 1 : Which one is greater 82 or 28? Justify.
Solution : 82 = 8 × 8 = 64
28 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 256
256 > 64
Therefore, 28 > 82.

1. Observe and complete the following table. First one is done for you.
Number Expanded form Exponential Base Exponent
form
216 6×6×6 63 6 3
144 122
225 15 × 15 15
343 7 3
15625 25 × 25 × 25

2. Write the following numbers in exponential form. Also state the base, exponent and how to
read.
i) 16 ii) 49
iii) 512 iv) 243
3. Compute the following and write the greater one.
i) 43 or 34 ii) 53 or 35
4. Is 32 equal to 23? Justify your answer.

7th Class Mathematics 57 Exponents and Powers

|˜ŸÖԐ+¿£ kÍ<ó‘sÁD sÁÖ|Ÿ+:
@<îÕH ÿ¿£ <óŠq |ŸPsÁ’ dŸ+K« »aµ qT uóք $T>± rdŸT¿=+<‘+.
a R a1 (B““ »aµ jîTT¿£Ø 1e |˜ÖŸ Ôá+ n“ #á<TŠ eÚԐ+)
a×a = a2 (B““ »aµ jîTT¿£Ø 2e |˜Ö Ÿ Ôá+ ýñ¿£ a jîTT¿£Ø esÁeZ TT n“ #á<TŠ eÚԐ+)
a×a×a = a3 (B““ »aµ jîTT¿£Ø 3e |˜Ö Ÿ Ôá+ ýñ¿£ a jîTT¿£Ø |˜TŸ qeTT n“ #á<TŠ eÚԐ+)
a×a×a×a = a4 (B““ »aµ jîTT¿£Ø 4e |˜Ö Ÿ Ôá+ n“ #á<TŠ eÚԐ+)
a×a×a×a×a = a5 (B““ »aµ jîTT¿£Ø 5e |˜Ö Ÿ Ôá+ n“ #á<TŠ eÚԐ+)
a×a×a×a×a×a = a6 (B““ »aµ jîTT¿£Ø 6e |˜Ö Ÿ Ôá+ n“ #á<TŠ eÚԐ+)
n<û $<ó+Š >± a ´ a ´ a ... ‘n’kÍsÁT¢ R an, ‚¿£Ø&ƒ ‘a’ uóք $T eT]jáTT ‘n’ |˜ÖŸ Ԑ+¿£+ n“ #î|Ο e#áTÌ. B““ |˜ÖŸ Ԑ+¿£
kÍ<ó‘sÁD sÁÖ|Ÿ+ n“ n+{²+.
–<‘VŸ²sÁD1 : 82 ýñ¿£ 28 \ýË @~ ™|<ŠÝ~? dŸeT]Æ+#á+&.
kÍ<óŠq : 82 R 8 I 8 R 64
28 R 2 I 2 I 2 I 2 I 2 I 2 I 2 I 2 R 256
256 > 64
n+<ŠTe\¢, 28 > 82

1. ¿ì+~ |Ÿ{¿¼ì q£ T >·eT“+º |ŸP]+#á+&. yîTT<Š{~ì MT¿ÃdŸ+ #ûjTá ‹&q~.

dŸ+K« $dŸïsÁD sÁÖ|Ÿ+ |˜ŸÖԐ+¿£ sÁÖ|Ÿ+ uó„Ö$T |˜ŸÖԐ+¿£+
216 6I6I6 63 6 3
144 122
225 15 I 15 15
343 7 3
15625 25 I 25 I 25
2. ¿ì+~ dŸ+K«\qT |˜ÖŸ Ԑ+¿£ sÁÖ|Ÿ+ýË sjáT+&. y{ì uóք $T, |˜ÖŸ Ԑ+¿£+ eT]jáTT mý² #á<TŠ eÚԐsà dŸÖº+#á+&.
i) 16 ii) 49 iii) 512 iv) 243
3. ¿ì+~ y{ì“ >·D+ì º ™|<Š<Ý ‘““ sjáT+&.
i) 43 ýñ<‘ 34 ii) 53 ýñ<‘ 35
4. 32 nHû~ 23 Å£” dŸeÖqeÖ? MT Èy‹TqT dŸeT]Æ+#á+&?

7e ÔásÁ>·Ü >·DìÔáeTT 58 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

2.1.2 Writing a number in exponential form through prime factorisation:
Let us see the following numbers in the exponential form by using prime factorisation
Eg : i) 72 ii) 405
Solution :
2 72
i) 72 = 2 × 36
2 36
= 2 × 2 × 18
2 18
=2×2×2×9
=2×2×2×3×3 3 9

= 23 × 32 3 3

∴ 72 = 23 × 32 1

ii) 405 = 3 × 135 3 405

= 3 × 3 × 45 3 135
= 3 × 3 × 3 × 15 3 45
=3×3×3×3×5 3 15
4 1
=3 ×5 5 5
4
∴ 405 = 3 × 5 1

Express the following number in exponential form using prime factorisation:

i) 432 ii) 1296 iii) 729 iv) 1600

Exercise - 2.1

1. Express the following into exponential form :

i) 14 × 14 × 14 ii) 25 × 25 × 25 × 25 × 25 iii) ab × ab × ab × ab iv) 7 × p × p × q
2. Express the following into expanded form :
i) 276 ii) 1015 iii) (2b)4 iv) 3a8
3. Express the following in exponential form through prime factorisation :
i) 81 ii) 125 iii) 324 iv) 1080
4. Compute and identify the greater number in the following pairs :
i) 25 or 52 ii) 73 or 37 iii) 23 or 32
5. Expand 33 × 42 and 43 × 32. Are they equal? Justify?

7th Class Mathematics 59 Exponents and Powers

2.1.2 ÿ¿£ dŸ+K«qT |ç < Ÿ ‘ó q ¿±sÁD²+¿£eTT\T>± $uó›
„ +º |˜ÖŸ Ôá sÁÖ|Ÿ+ýË sjáT&ƒ+.
ç|Ÿ<‘ó q ¿±sÁD²+¿£ |Ÿ<ÜƊ “ –|ŸjÖî Ð+º ¿ì+~ dŸ+K«\qT |˜ÖŸ Ԑ+¿£ sÁÖ|Ÿ+ýË sd $<ó‘H“• eTq+ |Ÿ]o*<‘Ý+.
–<‘ : i) 72 ii) 405
kÍ<óŠq : 2 72
i) 72 = 2 × 36
2 36
= 2 × 2 × 18
=2×2×2×9 2 18
=2×2×2×3×3 3 9
= 23 × 32 3 3
∴ 72 = 23 × 32 1

ii) 405 = 3 × 135 3 405

= 3 × 3 × 45 3 135
= 3 × 3 × 3 × 15 3 45
=3×3×3×3×5
3 15
= 34 × 51
5 5
∴ 405 = 34 × 5
1

1. ¿ì+~ dŸ+K«\qT ç|Ÿ<‘ó q ¿±sÁD²+¿£ |Ÿ<ÜƊ “ –|ŸjÖî Ð+º |˜ÖŸ Ôá sÁÖ|Ÿ+ýË sjáT+&.
i) 432 ii) 1296 iii) 729 iv) 1600

nuó²«dŸ+ - 2.1
1. ¿ì+~ y{ì“ |˜ÖŸ Ôá sÁÖ|Ÿ+ýË e«¿£|ï sŸ #Á +á &.
i) 14 × 14 × 14 ii) 25 × 25 × 25 × 25 × 25 iii) ab × ab × ab × ab iv) 7 × p × p × q
2. ¿ì+~ y{ì“ $dŸsï D
Á sÁÖ|Ÿ+ýË e«¿£|ï sŸ #Á +á &.
i) 276 ii) 1015 iii) (2b)4 iv) 3a8
3. ¿ì+~ y{ì“ ç|Ÿ<‘ó q ¿±sÁD²+¿£ |Ÿ<ÜƊ “ –|ŸjÖî Ð+º |˜ÖŸ ÔásÖÁ |Ÿ+ýË sjáT+&.
i) 81 ii) 125 iii) 324 iv) 1080
4. ¿ì+~ ÈÔá\ýË @~ ™|<ŠÝ<à >·Dì+º >·T]ï+#á+&.
i) 25 ýñ<‘ 52 ii) 73 ýñ<‘ 37 iii) 23 ýñ<‘ 32
5. 33 I 42 eT]jáTT 43 I 32 \qT $dŸ]ï +#á+&. n$ dŸeÖqyûTH?nsTTÔû m+<ŠTÅ£”?dŸeT]Ý+#á+&.
7e ÔásÁ>·Ü >·DìÔáeTT 60 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T
6. Express the following numbers in exponential form with the given base.
i) 1000, base 10 ii) 512, base 2 iii) 243, base 3
7. If a = 2, b = 3 find the value of
i) a a + bb ii) ab + ba iii) (a + b)b
8. Write the following in Exponential form :
i) The speed of light in vacuum is about 30,00,00,000 m/sec.
ii) The population of India is about 121,00,00,000 as per 2011 census.
2.2 Laws of exponents :
Let us discuss laws of exponents here.
2.2.1 Multiplication of powers with same base :
i) Let us see the value of 23 × 22
23 × 22 = (2 × 2 × 2) × (2 × 2)
3 times 2 times
= (2 × 2 × 2 × 2 × 2)
5 times
= 25
= 23 + 2
We observe that the base of 23 and 22 is 2, the sum of the exponents is 3 + 2 = 5.
ii) Let us see the value of 54 × 56
54 × 56 = (5 × 5 × 5 × 5) × (5 × 5 × 5 × 5 × 5 × 5)
4 times 6 times
= (5 × 5 × 5 × 5 × 5 × 5 × 5 × 5 × 5 × 5)
10 times
= 510
= 54 + 6
Again, we observe that the base of 54 and 56 is 5,
am ´ an = am+n
The sum of the exponents is 4 + 6 = 10.
iii) a2 × a4 = (a × a) × (a × a × a × a)
=a×a×a×a×a×a
= a6
= a2 + 4
Based on the above observations we can say that.

7th Class Mathematics 61 Exponents and Powers

6. ‚ºÌq uóք $TÔà ¿ì+~ dŸ+K«\qT |˜ÖŸ Ôá sÁÖ|Ÿ+ýË e«¿£|ï sŸ #Á +á &.
i) 1000, uó„Ö$T10 ii) 512, uó„Ö$T 2 iii) 243, uó„Ö$T 3
7. a = 2, b = 3 nsTTq, ç¿ì+~y{ì $\Te\qT ¿£qT>=q+&.
i) a a + bb ii) a b + ba iii) (a + b)b
8. ¿ì+~ y{ì“ $dŸsï D
Á sÁÖ|Ÿ+ýË sjáT+&.
i) XøSq«+ýË ¿±+Ü yû>+· <‘<‘|ŸÚ 30,00,00,000 MT./™d.
ii) 2011 ÈHuó² ýÉ¿Ø£ \ ç|Ÿ¿±sÁ+ uó²sÁÔ<
á Xû ø ÈHuó² <‘<‘|ŸÚ>± 121,00,00,000.
2.2 |˜ŸÖԐ+¿£ H«jáÖ\T:
‚¿£Ø&ƒ eTq+ |˜ÖŸ Ԑ+¿£ H«jáÖ\qT #á]Ì<‘Ý+.
2.2.1 ÿ¹¿ uó„Ö$T >·\ |˜ŸÖԐ\ >·TD¿±sÁ+
i) 23 I 22 jîTT¿£Ø $\TeqT #áÖ<‘Ý+
23 × 22 = (2 × 2 × 2) × (2 × 2)
3 kÍsÁT¢ 2 kÍsÁT¢
= (2 × 2 × 2 × 2 × 2)
5 kÍsÁT¢
= 25
= 23 + 2
23 eT]jáTT 22\ jîTT¿£Ø uóք $T 2 |˜ÖŸ Ԑ+¿±\ yîTTÔá+ï 3 G 2 R 5 n“ eTq+ >·eT“+#eTT.
ii) 54 × 56 jîTT¿£Ø $\TeqT #áÖ<‘Ý+
54 × 56 = (5 × 5 × 5 × 5) × (5 × 5 × 5 × 5 × 5 × 5)
4 kÍsÁT¢ 6 kÍsÁT¢
= (5 × 5 × 5 × 5 × 5 × 5 × 5 × 5 × 5 × 5)
10 kÍsÁT¢
10
=5
= 54 + 6
eTsÁý² eTq+, 54 eT]jáTT 56 jîTT¿£Ø uóք $T 5
|˜ÖŸ Ԑ+¿±\ yîTTÔá+ï 4G6R10 n“ eTq+ >·eT“+#eTT
iii) a2 × a4 = (a × a) × (a × a × a × a) am ´ an = am+n
=a×a×a×a×a×a
= a6
= a2 + 4
™|Õ |Ÿ]o\q\ qT+º eTq+

7e ÔásÁ>·Ü >·DìÔáeTT 62 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

 am × an = [a × a × a... m times] × [a × a × a... n times]
= [a × a × a...m + n times] = am + n

For any non-zero integer ‘a’ and integers ‘m’ and ‘n’, am × an = am + n

Example 2 : Simplify the following using the formula am × an = am+n.

(i) (–5)7 × (–5)4 (ii) 33 × 32 × 34
Solution :
(i) (–5)7 × (–5)4 = (–5)7 + 4 (' am × an = am + n)
= (–5)11
∴ (–5)7 × (–5)4 = (–5)11
(ii) 33 × 32 × 34 = 33+2+4 (' am × an = am + n)
= 39
∴ 33 × 32 × 34 = 39

1. Write the appropriate number in place of c in the following.

Let ‘b’ be any non-zero integer
i) b2 × b3 = bc ii) b10 × bc = b14
2. Simplify the following using the formula am × an = am + n.
i) 57 × 54 ii) p3 × p2 iii) (–4)10 × (–4)3 × (–4)2
2.2.2 Power of Exponential form:
i) Consider (23)2
(23)2 = 23 × 23
= 23+3 (' am × an = am+n)
= 26
= 23 × 2
∴ (23)2 = 23 × 2
ii) Consider (35)4
(35)4 = 35 × 35 × 35 × 35
= 35+5+5+5 (' am × an = am+n)
= 320
= 35 × 4

7th Class Mathematics 63 Exponents and Powers

 am × an = [a × a × a... m kÍsÁT]¢ × [a × a × a... n kÍsÁT]¢
= [a × a × a...m + n kÍsÁT¢] = am + n n“ #î|Ο e#áTÌqT.
@<îÕH ÿ¿£ XøSHû«ÔásÁ |ŸPsÁ’dŸ+K« ‘a’ eT]jáTT ‘m’, ‘n’\T |ŸPsÁ’dŸ+K«\T nsTTÔû am × an = am + n
–<‘VŸ²sÁD 2 : ¿ì+~ y{ì“ am × an = am+n dŸÖçԐ“• –|ŸjÖî Ð+º dŸÖ¿¡ë¿£]+#á+&.
(i) (–5)7 × (–5)4 (ii) 33 × 32 × 34
kÍ<óŠq :
(i) (–5)7 × (–5)4 = (–5)7 + 4 (' am × an = am + n)
= (–5)11
∴ (–5)7 × (–5)4 = (–5)11
(ii) 33 × 32 × 34 = 33+2+4 (' am × an = am + n)
= 39
∴ 33 × 32 × 34 = 39

1. ç¿ì+~ y{ìýË U²° >·& c ýË ÔáÐq dŸ+K«qT sjáT+&.

»bµ @<îHÕ  ÿ¿£ XøSHû«ÔásÁ |ŸPsÁd’ +Ÿ K«>± rdŸT¿Ã+&.
i) b2 × b3 = bc ii) b10 × bc = b14
2. ¿ì+~ y{ì“ am × an = am + n dŸÖçԐ“• –|ŸjÖî Ð+º dŸÖ¿¡ˆŒ ¿£]+#á+&.
i) 57 × 54 ii) p3 × p2 iii) (–4)10 × (–4)3 × (–4)2
2.2.2 |˜ŸÖÔá+ jîTT¿£Ø |˜ŸÖÔá sÁÖ|Ÿ+
i) (23)2 rdŸT¿=+<‘+.
(23)2 = 23 × 2 3
= 23+3 (' am × an = am+n )
= 26
= 23 × 2
∴ (23)2 = 23 × 2
ii) (35)4 rdŸT¿=+<‘+.
(35)4 = 35 × 35 × 35 × 35
= 35+5+5+5 (' am × an = am+n )
= 320
= 35 × 4
∴ (35)4 = 35 × 4

7e ÔásÁ>·Ü >·DìÔáeTT 64 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

 ∴ (35)4 = 35 × 4
iii) Consider (am)5
(am)5 = am × am × am × am × am
= am+m+m+m+m (' am × an = am+n)
(am)n = amn
5m
=a
= am×5
∴ (am)5 = am×5
Based on the above observations, we can say that
(am)n = [am × am........n times]
= am+m+...n times

= amn
For any non-zero integer ‘a’ and integers ‘m’ and ‘n’, (am)n = amn.
n
Example 3: Simplify the following using the formula (am) = amn
i) (83)4 ii) [(–11)5]2 iii) (750)2
Solution :
n
i) (83)4 = 83×4 [' (am) = amn]

= 812
∴ (83)4 = 812
ii) [(–11)5]2 = (–11)5×2
= (–11)10
∴ [(–11)5]2 = (–11)10
iii) (750)2 = 750×2

= 7100
2
∴(750) = 7100

Write the following in exponential form using the formula (am)n = amn .
4
i) (62) ii) (22)100 iii) (206)2 iv) [(–10)3]5

7th Class Mathematics 65 Exponents and Powers

 iii) (am)5 rdŸT¿=+<‘+.
(am)5 = am × am × am × am × am
= am+m+m+m+m (' am × an = am+n )
= a5m
(am)n = amn
= am×5
∴ (am)5 = am×5
™|Õ |Ÿ]o\q\ qT+º, eTq+
(am)n = [am × am........n kÍsÁT]¢
= am+m+...n kÍsÁT¢
= amn n“ #î|Ο e#áTÌqT.
»aµ @<îÕH ÿ¿£ XøSHû«ÔásÁ |ŸPsÁ’ dŸ+K« eT]jáTT »mµ , »nµ\T |ŸPsÁ’ dŸ+K«\ nsTTÔû (am)n = amn
–<‘VŸ²sÁD3: ¿ì+~ y{ì“ (a ) m n
= amn dŸÖçԐ“• –|ŸjÖî Ð+º dŸÖ¿¡ë¿£]+#á+&.
2
i) (83)4 ii) [(–11)5]2 iii) (750)
kÍ<óŠq :
[' (am) = amn ]
n
i) (83)4 = 83×4
= 812
∴ (83)4 = 812
ii) [(–11)5]2 = (–11)5×2
= (–11)10
∴ [(–11)5]2 = (–11)10
2
iii) (750) = 750×2
= 7100
2
∴(750) = 7100

¿ì+~ y{ì“ (am)n = amn dŸÖçԐ“• –|ŸjÖî Ð+º |˜ÖŸ Ôá sÁÖ|Ÿ+ýË sjáT+&.
4
i) (62) ii) (22)100 iii) (206)2 iv) [(–10)3]5

7e ÔásÁ>·Ü >·DìÔáeTT 66 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

2.2.3 Multiplying Powers having same exponents:
i) Consider 23 × 33
Here 23 and 33 have the same exponent 3 but different bases
23 × 33 = (2 × 2 × 2) × (3 × 3 × 3)
= (2 × 3) × (2 × 3) × (2 × 3)
= (2 × 3)3
∴ 23 × 33 = (2 × 3)3 am ´ bm = (ab)m
ii) Consider 44 × 34
44 × 34 = (4 × 4 × 4 × 4) × (3 × 3 × 3 ×3)
= (4 × 3) × (4 × 3) × (4 × 3) × (4 × 3)
= (4 × 3)4
∴ 44 × 34 = (4 × 3)4
iii) Consider a5 × b5
a5 × b5 = (a × a × a × a × a) × (b × b × b × b × b)
= (a × b) × (a × b) × (a × b) × (a × b) × (a × b)
= (a × b)5
∴ a5 × b5 = (a × b)5
Based on the above observations, we can say that
am × bm = [a × a × a... m times] × [b × b × b... m times]
= [(a × b) × (a × b) ..... m times]
= (a × b)m
For any two non-zero integer ‘a’ and ‘b’ and any positive integer ‘m’,
am ´ bm = (a ´ b)m .
Example 4 : Simplify the following using the exponential law am × bm = (ab)m :
i) 52 × 32 ii) p3 × q3 iii) (7 × 8)4
Solution : i) 52 × 32 =(5 × 3)2 [' am × bm = (ab)m]
ii) p3 × q3 = (p × q)3
iii) (7 × 8)4 = 74 × 84 [' (ab)m = am × bm]

Simplify the following by using the law am × bm = (ab)m

i) 76 × 36 ii) (3 × 5)4 iii) a4 × b4 iv) 32 × a2

7th Class Mathematics 67 Exponents and Powers

2.2.3 ÿ¹¿ |˜ÖŸ Ԑ+¿£+ >·\ |˜ÖŸ Ԑ\qT >·TDì+#á&+ƒ .
i) 23 × 33 rdŸT¿=+<‘+.
‚¿£Ø&ƒ 23 eT]jáTT 33\T ÿ¹¿ |˜ÖŸ Ԑ+¿£+ 3 ¿£*Ð eÚH•sTT. ¿±“ y{ì uóք eTT\T yûsTÁ yûsTÁ >± eÚH•sTT.
23 × 33 = (2 × 2 × 2) × (3 × 3 × 3)
= (2 × 3) × (2 × 3) × (2 × 3)
= (2 × 3)3
∴ 23 × 33 = (2 × 3)3 am ´ bm = (ab)m
ii) 44 × 34 rdŸT¿=+<‘+.
44 × 34 = (4 × 4 × 4 × 4) × (3 × 3 × 3 ×3)
= (4 × 3) × (4 × 3) × (4 × 3) × (4 × 3)
= (4 × 3)4
∴ 44 × 34 = (4 × 3)4
iii) a5 × b5 rdŸT¿=+<‘+.
a5 × b5 = (a × a × a × a × a) × (b × b × b × b × b)
= (a × b) × (a × b) × (a × b) × (a × b) × (a × b)
= (a × b)5
∴ a5 × b5 = (a × b)5
™|Õ |Ÿ]o\q\ qT+º, eTq+
am × bm = [a × a × a... m kÍsÁT¢] × [b × b × b... m kÍsÁT¢]
= [(a × b) × (a × b) ..... m kÍsÁT]¢
= (a × b)m n“ #î|Ο e#áTÌqT.
»a, bµ\T @yîÕH Âs+&ƒT XøSHû«ÔásÁ |ŸPsÁ’dŸ+K«\T eT]jáTT »mµ @<îÕH <óŠq |ŸPsÁ’ dŸ+K«
nsTTÔû am × bm = (a × b)m
–<‘VŸ²sÁD 4 : ¿ì+~ y{ì“ a m
× bm = (ab)m H«já֓• –|ŸjÖî Ð+º dŸÖ¿¡ë¿£]+#á+&.
i) 52 × 32 ii) p3 × q3 iii) (7 × 8)4
kÍ<óŠq : i) 52 × 32 =(5 × 3)2 [' am × bm = (ab)m]
ii) p3 × q3 = (p × q)3
iii) (7 × 8)4 = 74 × 84 [' (ab)m = am × bm]

¿ì+~ y{ì“ am × bm = (ab)m H«já֓• –|ŸjÖî Ð+º dŸÖ¿¡ë¿£]+#á+&.

i) 76 × 36 ii) (3 × 5)4 iii) a4 × b4 iv) 32 × a2

7e ÔásÁ>·Ü >·DìÔáeTT 68 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

2.2.4 Division of Powers:
Let us discuss the division of powers here.
(a) Dividing the powers having same base:

25
i) Let us calculate the value of 2
2

25 2/ × 2/ × 2 × 2 × 2
2 =
2 2/ × 2/

= 23

= 25–2 (' 23 can be written as 25–2)

25
∴ 2 = 25–2
2
53
ii) Let us calculate the value of
52

53 5 × 5/ × 5/
=
52 5/ × 5/
= 51
= 53–2 [' 5 1 can be written as 53–2]

53
∴ 2
= 53− 2
5

34
iii) Let us alculate the value of
37

34 3/ × 3/ × 3/ × 3/
7 =
3 3 × 3 × 3 × 3/ × 3/ × 3/

1
=
3× 3× 3
1
=
33
1
= 7−4
3

34 1
∴ 7
= 7−4
3 3

7th Class Mathematics 69 Exponents and Powers

2.2.4 |˜ÖŸ Ԑ\ uó²>·VäŸ sÁ+
eTq+ ‚¿£Ø&ƒ |˜ÖŸ ÔásÖÁ bÍ\ uó²>·VäŸ s“• #á]Ì+#áTÅ£”+<‘+.
(a) ÿ¹¿ uó„Ö$T >·\ |˜ŸÖÔásÁÖbÍ\ uó²>·VŸäsÁ+
25
i) jîTT¿£Ø $\TeqT eTq+ ýÉ¿Øì <‘Ý+
22

25 2/ × 2/ × 2 × 2 × 2
=
22 2/ × 2/
= 23
= 25–2 (' 23 qT 25–2 >± çyjáTe#áTÌ).
25
∴ 2 = 25–2
2
53
ii) jîTT¿£Ø $\TeqT eTq+ ýÉ¿Øì <‘Ý+
52

53 5 × 5/ × 5/
=
52 5/ × 5/
= 51
= 53–2 [' 51 qT 53–2 >± çyjáTe#áTÌ]
53
∴ = 53− 2
52

34
iii) jîTT¿£Ø $\TeqT eTq+ ýÉ¿Øì <‘Ý+
37

34 3/ × 3/ × 3/ × 3/
7 =
3 3 × 3 × 3 × 3/ × 3/ × 3/

1
=
3× 3× 3
1
=
33
1
= 7−4
3

34 1
∴ 7
= 7−4
3 3

7e ÔásÁ>·Ü >·DìÔáeTT 70 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

 a2
iv) Let us calculate the value of am
a5 n
= a m − n if m > n
a
a2 a/ × a/ am 1
= = n − m if m < n
a 5
a/ × a/ × a × a × a a n
a
1
=
a×a×a

1 1
= 3 =
a a 5− 2

a2 1
∴ 5
= 5− 2
a a
Based on all the above observations,

am am 1
we can say that n
= a m − n if m > n and n
= n − m if m < n
a a a
am m−n
For any non-zero integer ‘a’ and integers ‘m’ and ‘n’, n = a if m > n
a m
1 a
and n = n − m if m < n.
a a

am m− n am 1
Example 5 : Simply the following and write in the form of n
= a or n
= n−m
a a a

( −9 )
11
29
i) ii)
( −9 )
7
23

am
710 62 If m = n then =?
iii) iv) . an
713 65

(−9 ) = −9 11−7 = −9 4
11
29 ⎛ am m−n ⎞
Solution : i) = 29 −3 ⎜' n = a ⎟ ii) ( ) ( ).
(−9 )
7
2 3
⎝ a ⎠
= 26

1 ⎛' a = 1 ⎞
m
710 62 1 1
iii) = ⎜ ⎟ = 5− 2 = 3
713 713−10 ⎝ a
n
a n − m ⎠ . iv) 6 5
6 6

1
=
73

7th Class Mathematics 71 Exponents and Powers

 a2
iv) jîTT¿£Ø $\TeqT eTq+ ýÉ¿Øì <‘Ý+ am
a5 n
= a m − n if m > n
a
a2 a/ × a/ am 1
= = n − m if m < n
a 5
a/ × a/ × a × a × a a n
a

1
=
a×a×a

1 1
= 3 =
a a 5− 2

a2 1
∴ 5
= 5− 2
a a
™|Õ |Ÿ]o\q\ qT+& eTq+
am am 1
m > n nsTTÔû n
= a m−n eT]jáTT m < n nsTTÔû n
= n−m n“ #î|ŸÎ>·\+.
a a a
am
@<îÕH ÿ¿£ XøSHû«ÔásÁ |ŸPsÁ’dŸ+K« ‘a’ eT]jáTT ‘m’, ‘n’ \T |ŸPsÁ’dŸ+K«\T , m > n nsTTÔû = a m−n
an
am 1
eT]jáTT m < n nsTTÔû n
= n−m
a a
am am
–<‘VŸ²sÁD 5: ç¿ì+~ y{ì“ dŸÖ¿¡ë¿£]+º
a n
= a m− n ýñ<‘
a n
1
= n−m
a
sÁÖ|Ÿ+ýË sjáT+&.

( −9 )
11
29
i) ii)
( −9 )
7
23
am
m = n nsTTÔû =?
710 62 an
iii) iv) .
713 65

(−9 ) = −9 11−7 = −9 4
11
29 ⎛ am m−n ⎞
kÍ<óŠq : i) = 29 −3 ⎜' n = a ⎟ ii) ( ) ( ).
(−9 )
7
2 3
⎝ a ⎠

= 26

1 ⎛' a = 1 ⎞
m
710 62 1 1
iii) = ⎜ ⎟ . iv) = 5− 2 = 3
713 713−10 ⎝ a
n
a n−m ⎠ 6 5
6 6

1
=
73

7e ÔásÁ>·Ü >·DìÔáeTT 72 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

 b) Zero exponent :

53
Consider 3
5

53 5/ × 5/ × 5/
= =1 ..(i)
53 5/ × 5/ × 5/

53 ⎛ am m−n ⎞
(ii) ⎜' a n = a ⎟
3− 3
Now we know that 3 = 5 = 5
0

5 ⎝ ⎠
From equations (i) and (ii) we can say that 50 = 1.

Also consider
Observe the following patterns
a 4 a/ × a/ × a/ × a/
= = 1 ...............(i) a0 = ?
a 4 a/ × a/ × a/ × a/
Pattern – 1 Pattern – 2
Now we know that 25 = 32 35 = 243
24 = 16 34 = 81
a4
4
= a 4 − 4 = a 0 ................(ii) 23 = 8 33 = 27
a
22 = 4 32 = 9
From equations (i) and (ii) we can say that a = 1
0
21 = 2 31 = 3
Based on all the above observations, we can 20 = ? 30 = ?
say that (Hint : half of 2) (Hint : one third of 3)
For any non zero integer ‘a’, a0 =1 You can get 20 = 1 and 30 = 1

1
1. Simply and write in the form of am–n or n−m .
a

( −7 )
13
108 125 34
i) ii) iii) iv)
( −7 )
10
104 128 37

58
2. Fill the apropriate number in the box c . Ex : = 55 .
53

(−5 )
5
712 a5 1 2013 1
i) =7 ii) = (–5) c
iii) 8 = iv) 15 = .
( −5 )
3
77 a a 20 20

7th Class Mathematics 73 Exponents and Powers

 b) XøSq« |˜ŸÖԐ+¿£+ :
53
rdŸT¿=+<‘+
53

53 5/ × 5/ × 5/
= =1 ..(i)
53 5/ × 5/ × 5/

53 ⎛ am m−n ⎞
‚|Ÿð&ƒT eTqÅ£” = 5 = 5 n“ Ôî\TdŸT ....... (ii) ⎜' n = a ⎟
3− 3 0

53
⎝ a ⎠
(i) eT]jáTT (ii) dŸMT¿£sD
Á ²\ qT+& eTq+ 50 = 1 n“ #î|ŸÎ>·\+.
n<û $<óŠ+>±
a 4 a/ × a/ × a/ × a/
= = 1 ...............(i) a0 $\Te
m+Ôá?
a 4 a/ × a/ × a/ × a/
¿ì+~ neT]¿£\qT >·eT“+#á+&.
a4 neT]¿£ ` 1 neT]¿£ ` 2
‚|Ÿð&ƒT eTqÅ£” 4 = a 4−4 = a 0 ................(ii) n“
a 25 = 32 35 = 243
Ôî\TdŸT 24 = 16 34 = 81
(i) eT]jáTT (ii) dŸMT¿£sDÁ ²\ qT+& eTq+ a0 = 1 n“ 23 = 8 33 = 27
#î|Ο >·\+. 22 = 4 32 = 9
™|Õ |Ÿ]o\q\ qT+& eTq+ 21 = 2 31 = 3
20 = ? 30 = ?
‘a’, @<îHÕ  ÿ¿£ XøSHû«ÔásÁ |ŸPsÁd’ +Ÿ K« nsTTÔû a0 =1
(dŸÖ#áq : 2ýË dŸ>+· ) (dŸÖ#áq : 3ýË 3e e+ÔáT)
n“ #î|Ο e#áTÌqT. MTsÁT 20 = 1 eT]jáTT 30 = 1 n“ Ôî\TdŸTÅ£”H•sÁT.

1
1. ¿ì+~ y{ì“ dŸÖ¿¡ë¿£]+º am–n ýñ<‘ a n−m sÁÖ|Ÿ+ýË sjáT+&.

(−7 )
13
108 125 34
i) ii) iii) iv)
(−7 )
10
104 128 37

58
2. U²° >·&“ c dŸs qÕ dŸ+K«Ôà “+|Ÿ+&. Ex : = 55 .
53

(−5 )
5
712 a5 1 2013 1
i) = 7 ii) = (–5)c iii) 8 = iv) = .
( −5 )
3 15
77 a a 20 20

7e ÔásÁ>·Ü >·DìÔáeTT 74 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

3. Simplify the following:

68 t 10 127 p5
i) 8 ii) iii) iv)
6 t 10 127 p5
c) Dividing the powers having same exponents:
i) Observe the following simplification
4
24 2 × 2 × 2 × 2 2 2 2 2 ⎛ 2 ⎞
= = × × × =⎜ ⎟
34 3 × 3 × 3 × 3 3 3 3 3 ⎝ 4 ⎠
m
am ⎛ a ⎞
6 =⎜ ⎟
56 5 × 5 × 5 × 5 × 5 × 5 5 5 5 5 5 5 ⎛ 5 ⎞ bm ⎝ b ⎠
= = × × × × × =⎜ ⎟
76 7 × 7 × 7 × 7 × 7 × 7 7 7 7 7 7 7 ⎝ 7 ⎠

3
a3 a × a × a a a a ⎛ a ⎞
= = × × =⎜ ⎟
b3 b × b × b b b b ⎝ b ⎠ am
Based on the above observations, we can say that

a m a × a × a...... m times
=
b m b × b × b...... m times

a a
= × × ..... m times
b b
m
⎛a⎞
=⎜ ⎟
⎝b⎠
m
am ⎛ a ⎞
For any non-zero integers ‘a’ and ‘b’ and any positive integer ‘m’, m = ⎜ ⎟ .
b ⎝b⎠
m
am ⎛ a ⎞
Example 6 : Simplify the following by using formula m = ⎜ ⎟
b ⎝b⎠
4
53 ⎛8⎞
i) ii) ⎜ ⎟
23 ⎝5⎠

53 ⎛ 5 ⎞
3 ⎛ a m ⎛ a ⎞m ⎞
Solution : i) =⎜ ⎟ ⎜⎜' m = ⎜ ⎟ ⎟⎟
23 ⎝ 3 ⎠ ⎝ b ⎝b⎠ ⎠

⎛8⎞ 8
44 ⎛ ⎛ a ⎞m a m ⎞
ii) ⎜ ⎟ = 4 ⎜⎜' ⎜ ⎟ = m ⎟⎟ .
⎝5⎠ 5 ⎝ ⎝b⎠ b ⎠

7th Class Mathematics 75 Exponents and Powers

 3. ¿ì+~ y{ì“ dŸÖ¿¡ë¿£]+#á+&.
68 t 10 127 p5
i) 8 ii) iii) iv)
6 t 10 127 p5
c) ÿ¹¿ |˜ÖŸ Ԑ+¿£+ >·\ |˜ÖŸ Ԑ\qT uó²Ð+#á&+ƒ
i) ¿ì+~ dŸÖ¿¡ë¿£sD Á \qT >·eT“+#á+&.
4
24 2 × 2 × 2 × 2 2 2 2 2 ⎛ 2 ⎞
= = × × × =⎜ ⎟
34 3 × 3 × 3 × 3 3 3 3 3 ⎝ 4 ⎠
m
am ⎛ a ⎞
6 =⎜ ⎟
56 5 × 5 × 5 × 5 × 5 × 5 5 5 5 5 5 5 ⎛ 5 ⎞ bm ⎝ b ⎠
= = × × × × × =⎜ ⎟
76 7 × 7 × 7 × 7 × 7 × 7 7 7 7 7 7 7 ⎝ 7 ⎠

3
a3 a × a × a a a a ⎛ a ⎞
= = × × =⎜ ⎟
m
× bm = (ab)m b3 b × b × b b b b ⎝ b ⎠
™|Õ |Ÿ]o\q\ qT+º eTq+ ‡ $<ó+Š >± n“ #î|Ο e#áTÌqT.
kÍsÁT¢
a m a × a × a...... m times
=
b m
kÍsÁT¢
b × b × b...... m times

a a
= = × × ..... m kÍsÁ
T¢
times
b b
m
⎛a⎞
=⎜ ⎟
⎝b⎠
m
am ⎛ a ⎞
‘a’, ‘b’ \T @yîÕH Âs+&ƒT XøSHû«ÔásÁ |ŸPsÁ’dŸ+K«\T eT]jáTT ‘m’, @<îÕH <óŠq |ŸPsÁ’ dŸ+K« nsTTÔû =⎜ ⎟
bm ⎝ b ⎠

m
am ⎛ a ⎞
–<‘VŸ²sÁD 6 : ç¿ì+~ y{ì“ =⎜ ⎟
bm ⎝ b ⎠
dŸÖçԐ“• –|ŸjÖî Ð+º dŸÖ¿¡ë¿£]+#á+&.

4
53 ⎛8⎞
i) ii) ⎜ ⎟
23 ⎝5⎠

53 ⎛ 5 ⎞
3 ⎛ a m ⎛ a ⎞m ⎞
kÍ<óŠq : i) =⎜ ⎟ ⎜⎜' m = ⎜ ⎟ ⎟⎟
⎝b⎠ ⎠
23 ⎝ 3 ⎠ ⎝ b

⎛8⎞ 8
4
4 ⎛ ⎛ a ⎞m a m ⎞
ii) ⎜ ⎟ = ⎜⎜' ⎜ ⎟ = m ⎟⎟
⎝ ⎝b⎠
4
⎝5⎠ 5 b ⎠

7e ÔásÁ>·Ü >·DìÔáeTT 76 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

 1. Complete the following boxes c.
4 ,
⎛ −7 ⎞ −7 5
4
⎛3⎞ 3
i) ⎜ ⎟ = ii) ⎜ ⎟ =
⎝5⎠ 5 ⎝ 6 ⎠ 65

4 7
⎛5⎞ ⎛ p⎞ ,
iii) ⎜ ⎟ = iv) ⎜ ⎟ = 7 .
⎝3⎠ ⎝q⎠ q

2.2.5 Terms having negative base:

Example 7 : Evaluate (1)4, (1)5, (1)7, (–1)2, (–1)3, (–1)4, (–1)5
Solutions : (1)4 = 1 × 1 × 1 × 1 = 1
(1)5 = 1 × 1 × 1 × 1 × 1 = 1
(1)7 = 1 × 1 × 1 × 1 × 1 × 1 × 1 = 1
(–1)2 = (–1) × (–1) = 1
(–1)3 = (–1) × (–1) × (–1) = –1
(–1)4 = (–1) × (–1) × (–1) × (–1) = 1
(–1)5 = (–1) × (–1) × (–1) × (–1) × (–1) = –1
From the above illustrations,
i) 1 raised to any power is 1
ii) (–1) raised to even power is (+1) and (–1) raised to odd power is (–1)
Thus (–1)m = 1 if ‘m’ is even
(–1)m = –1 if ‘m’ is odd
−8
Example 8 : Express in exponential form .
27
Solutions : 8 = (–2) × (–2) × (–2) = (–2)3
27 = 3 × 3 × 3 = (3)3

−8 (−2 ) ⎛ −2 ⎞
3 3

∴ = 3 =⎜ ⎟
27 3 ⎝ 3 ⎠

1 . Express the following in exponential form.

−27 −32 −125 −1
i) ii) iii) iv) .
125 243 1000 625
Note: The Laws of exponents like integers can equally apply for rational numbers also.

7th Class Mathematics 77 Exponents and Powers

 1. ç¿ì+~ U²° >·&ƒT\ c qT |ŸP]+#á+&.
4 ,
⎛ −7 ⎞ −75
4
⎛3⎞ 3
i) ⎜ ⎟ = ii) ⎜ ⎟ =
⎝5⎠ 5 ⎝ 6 ⎠ 65

4 7
⎛5⎞ ⎛ p⎞ ,
iii) ⎜ ⎟ = iv) ⎜ ⎟ = 7 .
⎝3⎠ ⎝q⎠ q

2.2.5 ‹TTD €<ó‘s\T >·\ |Ÿ<‘\T

–<‘VŸ²sÁD 7 : (1)4, (1)5, (1)7, (-1)2, (-1)3, (-1)4, (-1)5 $\Te\qT ýÉ¿Øì +#á+&.
kÍ<óŠq : (1) = 1 × 1 × 1 × 1 = 1
4

(1)5 = 1 × 1 × 1 × 1 × 1 = 1
(1)7 = 1 × 1 × 1 × 1 × 1 × 1 × 1 = 1
(–1)2 = (–1) × (–1) = 1
(–1)3 = (–1) × (–1) × (–1) = –1
(–1)4 = (–1) × (–1) × (–1) × (–1) = 1
(–1)5 = (–1) × (–1) × (–1) × (–1) × (–1) = –1
™|Õ –<‘VŸ²sÁD\ qT+& eTq+ ¿ì+~ $wŸjÖá \T >·eT“+#áe#áTÌ.
i) 1 jîTT¿£Ø @ |˜Ö Ÿ Ôá+¿Â qÕ <‘“ $\Te 1.
ii ) (-1) jîTT¿£Ø dŸ] |˜Ö
Ÿ Ôá+ 1 eT]jáTT (-1) jîTT¿£Ø uñd¾ |˜ÖŸ Ôá+ -1n>·TqT.
¿±‹{ì¼ (–1)m = 1 ‘m’ dŸ]dŸ+K« nsTTq
(–1)m = –1 ‘m’ uñdd ¾ +Ÿ K« nsTTq
−8
–<‘VŸ²sÁD 8: qT |˜ÖŸ Ôá sÁÖ|Ÿ+ýË e«¿£|ï sŸ #Á +á &
27
kÍ<óŠq : –8 = (–2) × (–2) × (–2) = (–2)3
27 = 3 × 3 × 3 = (3)3

−8 (−2 ) ⎛ −2 ⎞
3 3

∴ = 3 =⎜ ⎟
27 3 ⎝ 3 ⎠

1. ¿ì+~ y{ì“ |˜ÖŸ Ôá sÁÖ|Ÿ+ýË e«¿£|ï sŸ #Á +á &.

−27 −32 −125 −1
i) ii) iii) iv) .
125 243 1000 625
>·eT“¿£ : |˜ÖŸ Ԑ+¿£ H«jáÖ\T |ŸPsÁd’ +Ÿ K«\ eýÉ n¿£sD
Á j
¡ Tá dŸ+K«\Å£” Å£”&† e]ïkÍïsTT.

7e ÔásÁ>·Ü >·DìÔáeTT 78 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

1. Deekshitha and Harsha computed 4(3)2 in different ways.
Deekshitha did it like this Harsha did it like this
4(3)2 = (4 × 3)2 4(3)2 = 4 × (3 × 3)
= 122 =4×9
= 144 = 36
Who has done the problem incorrectly? Discuss the reason for the mistake with your friends.
Example 9 : Abhilash computed a3. a2 as a6 . Has he done it correctly? Justify your answer.
Solutions : Abhilash has done it incorrectly.
Because a3. a2 = a3+2 = a5 [ ' am . an = am+n]
Therefore, a3 . a2 =8 a5 is correct answer.
a
Example 10: Riyaz computed 2 as a4. Has he done it correctly? Justify your answer.
a
Solution : Riyaz has done it incorrectly.

a8 am
Because 2 = a8–2 = a6 [' m
= a m−n ]
a b

a8
∴ = a6 is correct answer.
a2

Finding the pair

Divide the classroom into two groups. Each group has a set of cards. Each
student of group 1 has to pair with one suitable student of group 2 by stating in the
reason.
Group 1 Group 2
36 × 35 103
2030 × 2014 20 × 3015
15

456
311
456
1052
7060
1049
(6 × 7)3 128
(20 × 30) 15
454
(124)2 2044
(704)15 63 × 73
Note: This activity can be extended till all the children in the class are familiarised with the laws of
exponents.
7th Class Mathematics 79 Exponents and Powers
1. B¿ìԌ á eT]jáTT VŸ²sÁü 4(3)2 qT yûsTÁ yûsTÁ $<ó‘\T>± ýÉ¿Øì +#sÁT.
B¿ìŒÔá ‚ý² #ûd¾+~ VŸ²sÁü ‚ý² #ûkÍ&ƒT
4(3)2 = (4 × 3)2 4(3)2 = 4 × (3 × 3)
= 12 2 = 4 × 9
= 144 = 36
mesÁT dŸeTdŸ«qT Ôá|ڟ Î>± #ûXæsÁT? MT d•V¾²ÔáT\Ôà Ôá|ڟ Î #ûjTá T³Å£” ¿±sÁD²\qT #á]Ì+#á+&.
–<‘VŸ²sÁD 9 : n_óý²wt a3. a2 qT a6 >± ýÉ¿Øì +#&ƒT.nÔá&Tƒ #ûdq¾ ~ dŸ]jîT® q<ûH? MT Èy‹TqT dŸeT]œ+#á+&.
kÍ<óŠq : n_óý²wt #ûdq¾ ~ dŸ]¿±<ŠT. m+<ŠT¿£q>±
a 3. a 2 = a3+2 = a5 [ ' a m . a n = a m+n]
¿±eÚq, a3 . a2 = a5 nqTq~ dŸ]jî®Tq~.
8
–<‘VŸ²sÁD10 : ]jáÖCÙ aa qT a >± ýÉ¿Øì +#&ƒT. nÔá&Tƒ #ûdq¾ ~ dŸ]jîT® q<ûH? MT Èy‹TqT dŸeT]œ+#á+&.
2
4

kÍ<óŠq : ]jáÖCÙ #ûd¾q~ dŸ]¿±<ŠT.

a8 am
m+<ŠT¿£q>± =a 8–2
=a 6 m−n
[' m = a ]
a2 b

a8
∴ = a6 nqTq~ dŸ]jîT® q~.
a2
ÈÔáqT ¿£qT>=q&ƒ+
Ôás>Á Ü· >·~“ s +&ƒT ç>·Ö|ŸÚ\T>± $uó›„ +#á+&. ç|ŸÜ ç>·Ö|ŸÚ Å£L&† ¿±sÁT\¦ ¿£³q¼ T ¿£*Ð
–H•sTT. ç>·Ö|t-1ý˓ ç|ŸÜ $<‘«]œ ç>·Ö|ŸÚ-2ý˓ ÔáÐq $<‘«]œÔà ÈÔá Å£L& dŸs qÕ ¿±sÁD+
#îbÍÎ*.
ç>·Ö|ŸÚ-1 ç>·Ö|ŸÚ-2
3 ×36 5
103
2030 × 2014 20 × 3015
15

456
311
456
1052
7060
1049
(6 × 7)3 128
(20 × 30)15 454
(124)2 2044
(704)15 63 × 73
>·eT“¿£: Ôás>Á Ü· ý˓ $<‘«sÁT\œ +<Š]¿ì |˜ÖŸ Ԑ+¿£ H«jáÖ\ |Ÿ³¢ ne>±VŸ²q njûT«esÁŔ£ ‡ ¿£Ԑ«“• ¿=qkÍÐ+#áe#áTÌ.
7e ÔásÁ>·Ü >·DìÔáeTT 80 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T
 Exercise - 2.2

1. Simplify the following by using Laws of Exponents .

i) 37 × 38 ii) 92 × 90 × 93

iii) (28)3 iv) (a5)4

4 3 8
⎛2⎞ ⎛2⎞ ⎛2⎞
v) ⎜ ⎟ ×⎜ ⎟ ×⎜ ⎟ vi) 75 ÷78
⎝5⎠ ⎝5⎠ ⎝5⎠

(− 6 )9
vii) viii) (64 × 62) ÷ 65
(− 6)5

53
ix) x) (–3)3 × (–3)10 × (–3)7
23

2. Simplify and express each of the following in Exponential form .

⎛ a5 ⎞ 8
i) ⎜⎜ 3 ⎟⎟ × a ii) 20 + 30 – 40
⎝a ⎠

iii) (23 × 2)2 iv) [(52)3 × 54] ÷ 57

⎛ xa ⎞ ⎛ xb ⎞ ⎛ xc ⎞
3. Simplify ⎜⎜ b ⎟⎟ × ⎜⎜ c ⎟⎟ × ⎜⎜ a ⎟⎟ .
⎝x ⎠ ⎝x ⎠ ⎝x ⎠

4. Find the value of the following.

i) (–1)1000 ii) (1)250
iii) (–1)121 iv) (10000)0
5. If 75 × 73x = 720 then find the value of ‘x’.
6. If 10y =10000 then 5y = ?
7. If 5x =100 then find the following values.
i) 5x+2 ii) 5x–2 .
8. By what number should 34 be multiplied so that the product is 243?
9. Arushi computed (52)4 as 516. Has she done it correctly or not? Justify your answer.
10. Is 35 × 45 equal to 1225 ?If not why? Justify your answer.
7th Class Mathematics 81 Exponents and Powers
 nuó²«dŸ+`2.2
1. |˜ÖŸ Ԑ+¿£ H«jáÖ\qT|ŸjÖî Ð+º ¿ì+~ y{ì“ dŸÖ¿¡ë¿£]+#á+&.
i) 37 × 38 ii) 92 × 90 × 93

iii) (28)3 iv) (a5)4

4 3 8
⎛2⎞ ⎛2⎞ ⎛2⎞
v) ⎜ ⎟ ×⎜ ⎟ ×⎜ ⎟ vi) 75 ÷78
⎝5⎠ ⎝5⎠ ⎝5⎠

(− 6 )9
vii) viii) (64 × 62) ÷ 65
(− 6)5

53
ix) x) (–3)3 × (–3)10 × (–3)7
23

2. ¿ì+~ y{ì“ dŸÖ¿¡ë¿£]+º |˜ÖŸ Ôá sÁÖ|Ÿ+ýË e«¿£|ï sŸ #Á +á &.

⎛ a5 ⎞ 8
i) ⎜⎜ 3 ⎟⎟ × a ii) 20 + 30 – 40
⎝a ⎠

iii) (23 × 2)2 iv) [(52)3 × 54] ÷ 57

⎛ xa ⎞ ⎛ xb ⎞ ⎛ xc ⎞
3. ⎜⎜ b ⎟⎟ × ⎜⎜ c ⎟⎟ × ⎜⎜ a ⎟⎟ qT dŸÖ¿¡ë¿£]+#á+&.
⎝x ⎠ ⎝x ⎠ ⎝x ⎠

4. ¿ì+~ y{ì $\Te ¿£qT¿ÃØ+&.

i) (–1)1000 ii) (1)250
iii) (–1)121 iv) (10000)0
5. 75 × 73x = 720 nsTTÔû ‘x’ $\Te ¿£qT¿ÃØ+&.
6. 10y =10000 nsTTÔû 5y = ?
7. 5x =100 nsTTÔû ¿ì+~ y{ì $\Te\T ¿£qT¿ÃØ+&.
i) 5x+2 ii) 5x–2 $\Te ¿£qT¿ÃØ+&.
8. 34 qT @ dŸ+K«#û >·TDì+ºq \‹ÝeTT 243 neÚÔáT+~?
9. €sÁTw¾ (52)4 qT 516>± ýÉ¿Øì +º+~. €yîT #ûdq¾ ~ dŸ]jîT® q<ûH? MT Èy‹TqT dŸeT]œ+#á+&.
10. 35 I 45 nqTq~ 1225Å£” dŸeÖqeÖ? ¿±“#à m+<ŠTÅ£” ¿±<ŠT? MT Èy‹TqT dŸeT]œ+#á+&.

7e ÔásÁ>·Ü >·DìÔáeTT 82 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

 Collect the annual income of 5 families in your location by observing their ration card and
rounded into the nearest thousand / Lakh and express in the exponential form. One done for you.
Name of the Annual Rounded Exponential
S.No. Head of Income into nearest form
the family (`) thousand / lakhs (`)
1 J. Narasimhulu 75,400 75,000 75 × 103

2.3 Expressing large numbers in expanded form and standard form :

We can also use exponents in writing the large numbers in expanded form.
i) 47563 = (4 × 10,000) + (7 × 1000) + (5 × 100) + (6 × 10) + (3 ×1)

= (4 × 104) + (7 × 103) + (5 × 102) + (6 × 101) + (3 × 1)

ii) The population of Andhra Pradesh according to 2011 census is about 8,50,00,000.
Expanded form of the population of Andhra Pradesh = 8,50,00,000 = 85 × 106
The large numbers can be expressed conveniently in standard by using exponents.

Observe the following .

i) 59 = 5.9 × 10 = 5.9 × 101 (decimal is shifted one place to the left)
590 = 5.9 × 100 = 5.9 × 102 (decimal is shifted two places to the left)
5900 = 5.9 × 1000 = 5.9 × 103 (decimal is shifted three places to the left)
59000 = 5.9 × 10000 = 5.9 × 104 (decimal is shifted four places to the left)
Based on all the above observations, we can say that as below
In standard form, a number is expressed as product of integer exponent of
10 and a decimal number from 1 to 9.
Example 11 : Write the following into standard form .
i) 7465
ii) The height of Mount Everest is 8848 m
iii) The distance from the Sun to Earth is 149,600,000,000 m
Solution :
i) 7465 = 7.465 × 1000 (decimal is shifted three places to the left)
= 7.465 × 103
7th Class Mathematics 83 Exponents and Powers
 MT çbÍ+ÔáeTTý˓ 5 Å£”³T+u²\ y]ü¿£ €<‘jáT $es\qT y] s¹ wŸHŽ ¿±sÁTq¦ T |Ÿ]o*+º <Š>sZ· Á yîsTT« /
\¿£\Œ Å£” dŸe]+º |˜ÖŸ Ôá sÁÖ|Ÿ+ýË e«¿£|ï sŸ #Á Tá eTT. ÿ¿£{ì MT ¿ÃdŸ+ #ûjTá ‹&q$.
Å£”³T+‹ jáTÈe֓ y]ü¿£ €<‘jáTeTT <Š>sZ· Á yîsTT«/ \¿£\Œ Å£”
e.dŸ+ |sÁT (sÁÖbÍjáT\ýË) dŸe]+ºq (sÁÖbÍjáT\ýË)
|˜ÖŸ Ôá sÁÖ|Ÿ+

1 CÉ. qsÁ¥+VŸQ\T 75,400 75,000 75 × 103

2.3 $T¿ìØ* ™|<ŠÝ dŸ+K«\qT $dŸsï DÁ sÁÖ|Ÿ+ eT]jáTT bç ÍeÖDì¿£ sÁÖ|Ÿ+ýË e«¿£ï |Ÿs#
Á Tá ³:
™|<ŠÝ dŸ+K«\qT $dŸsï D
Á sÁÖ|Ÿ+ýË sjáT&ƒ+ýË Å£L&† |˜ÖŸ Ԑ+¿±\qT –|ŸjÖî Ð+#áe#áTÌ.
i) 47563 = (4 × 10,000) + (7 × 1000) + (5 × 100) + (6 × 10) + (3 ×1)
= (4 × 104) + (7 × 103) + (5 × 102) + (6 × 101) + (3 × 1)
ii) 2011ÈHuó² ýÉ¿Ø£ \ ç|Ÿ¿±sÁ+ €+ç<óŠ ç|Ÿ<Xû Ù sçwŸ¼ ÈHuó² dŸTeÖsÁT>± 8,50,00,000
€+ç<óŠ ç|Ÿ<Xû Ù sçwŸ¼ ÈHuó² jîTT¿£Ø $dŸsï D
Á sÁÖ|Ÿ+ R 8,50,00,000 R 85 I 106
|˜ÖŸ Ԑ+¿±\qT –|ŸjÖî Ð+#á&+ƒ <‘Çs ™|<ŠÝ dŸ+K«\qT çbÍeÖDì¿£ sÁÖ|Ÿ+ýË kå¿£s«Á e+ÔáeTT>± e«¿£ï |Ÿs#Á eá #áTÌ.
ç¿ì+~ y{ì“ |Ÿ]o*+#á+&.
i) 59 = 5.9 × 10 = 5.9 × 101 (<ŠXæ+Xø+ ÿ¿£ k͜q+ m&ƒeT yî|Õ ÚŸ Å£” eÖsÁ̋&ƒTÔáT+~).
590 = 5.9 × 100 = 5.9 × 102 (<ŠXæ+Xø+ s +&ƒT k͜H\T m&ƒeT yî|Õ ÚŸ Å£” eÖsÁ̋&ƒTÔáT+~).
5900 = 5.9 × 1000 = 5.9 × 103 (<ŠXæ+Xø+ eTÖ&ƒT k͜H\T m&ƒeT yî|Õ ÚŸ Å£” eÖsÁ̋&ƒTÔáT+~).
59000 = 5.9 × 10000 = 5.9 × 104 (<ŠXæ+Xø+ H\T>·T k͜H\T m&ƒeT yîÕ|ŸÚÅ£” eÖsÁ̋&ƒTÔáT+~).
™|Õ n“• |Ÿ]o\q\ qT+º eTq+ ‡ ç¿ì+~ $<ó+Š >± #î|Ο >·\+.
ÿ¿£ dŸ+K«qT 1 qT+& 9 esÁŔ£ >·\ <ŠXæ+Xø _óq•+ eT]jáTT 10 jîTT¿£Ø |ŸPs’+¿£ |˜ÖŸ Ԑ\ \‹Ý+
>± çyjáTT³qT çbÍeÖDì¿£ sÁÖ|Ÿ+ýË e«¿£ï |Ÿs#Á &á +ƒ n+{²+.
–<‘VŸ²sÁD11 : ¿ì+~ y{ì“ çbÍeÖDì¿£ sÁÖ|Ÿ+ýË sjáT+&.
i) 7465
ii) meÂsdt¼ ¥KsÁ+ mÔáTï 8848 MT
iii) dŸÖsÁT«&ƒT eT]jáTT uóÖ
„ $T eT<ó«Š <ŠÖsÁ+ 149,600,000,000 MT
kÍ<óŠq : i) 7465 = 7.465 × 1000 (<ŠXæ+Xø+ eTÖ&ƒT k͜H\T m&ƒeT yî|Õ ÚŸ Å£” eÖsÁ̋&ƒTÔáT+~)
= 7.465 × 103

7e ÔásÁ>·Ü >·DìÔáeTT 84 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

 ii) The height of Mount Everest
= 8848 m
= 8.848 × 1000 m (decimal is shifted three places to the left)
= 8.848 × 10 m 3

iii) The distance from the Sun to Earth = 149,600,000,000 m

= 1.496 × 100000000000 m
= 1.496 × 1011 m

Exercise - 2.3
1. Write the following numbers into the expanded form .
i) 23468 ii) 120718 iii) 806190 iv) 3006194
2. Write the following numbers into standard form :
i) 5,00,000 ii) 48,30,000 iii) 3,94,00,00,00,000 iv) 30000000
v) 180000
3. Express the number appearing in the following statements in standard form.
i) The Universe is estimated to be about 12,000,000,000 years old.
ii) Earth circumference is about 402000000 km.

1. Answer the following.

i) The exponential form 149 should read as……………….
ii) When base is 12 and exponent is 17, it’s exponential form is…………..
iii) The value of (14 × 21)0 is…………………..
2. Express the following numbers as a product of powers of prime factors :
i) 648 ii) 1600 iii) 3600
3. Simplify the following using laws of exponents.
p
⎛2⎞
i) a ×a
4 10
ii) 18 ÷ 18
18 14 m 0
iii) (x ) iv) (6 × 6 ) ÷ 6
2 4 3
v) ⎜ ⎟
⎝3⎠
4. Identify the greater number in each of the following and justify your answer.
i) 210 or 102 ii) 54 or 45
2 5 k
⎛4⎞ ⎛4⎞ ⎛4⎞
5. If ⎜ ⎟ × ⎜ ⎟ = ⎜ ⎟ then find the value of ‘k’.
⎝5⎠ ⎝5⎠ ⎝5⎠
6. If 52p+1 ÷ 52 = 125 then find the value of ‘p’.

7th Class Mathematics 85 Exponents and Powers

 ii) meÂsdt¼ ¥KsÁ+ mÔáTï R 8848 MT
= 8.848 × 1000 MT (<ŠXæ+Xø+ eTÖ&ƒT k͜H\T m&ƒeT yî|Õ ÚŸ Å£” eÖsÁ̋&ƒTÔáT+~)
R 8.848 I 103MT
iii) dŸÖsÁT«&ƒT eT]jáTT uóÖ
„ $T eT<ó«Š <ŠÖsÁ+ R 149,600,000,000 MT
R 1.496 I 100000000000 MT
R 1.496 I 1011 MT

nuó²«dŸ+`2.3
1. ¿ì+~ dŸ+K«\qT $dŸsï D
Á sÁÖ|Ÿ+ýË sjáT+&.
i) 23468 ii) 120718 iii) 806190 iv) 3006194
2. ¿ì+~ dŸ+K«\qT çbÍeÖDì¿£ sÁÖ|Ÿ+ýË sjáT+&.
i) 5,00,000 ii) 48,30,000 iii) 3,94,00,00,00,000 iv) 30000000
v) 180000
3. ¿ì+~ y¿±«\ýË >·\ dŸ+K«\qT çbÍeÖDì¿£ sÁÖ|Ÿ+ýË e«¿£ï |Ÿs#Á +á &
i) $XøÇ+ jîTT¿£Ø ejáTdŸTà 12,000,000,000 dŸ+eÔáàs\T>± n+#áH yûXæsÁT.
ii ) uóÖ
„ $T #áT³T¼ ¿=\Ôá dŸTeÖsÁT 402000000 ¿ì.MT

jáT֓{Ù nuó²«d+Ÿ
1. ¿ì+~ y{ì¿ì qeÖ<ó‘q+ ‚eÇ+&.
i) |˜Ö Ÿ Ôá sÁÖ|Ÿ+ 149 qT #á~yû $<ó‘q+ .................
ii) uóք $T 12 eT]jáTT |˜ÖŸ Ԑ+¿£+ 17 nsTTq <‘“ |˜ÖŸ Ԑ+¿£ sÁÖ|Ÿ+ ................
iii) (14 I 21)0 $\Te ........................
2. ¿ì+~ dŸ+K«\qT ç|Ÿ<‘ó q ¿±sÁD²+¿±\ \‹ÝeTT>± e«¿£|ï sŸ #Á +á &.
i) 648 ii) 1600 iii) 3600
3. ¿ì+~ y{ì“ |˜ÖŸ Ԑ+¿£ H«jáÖ\qT –|ŸjÖî Ð+º dŸÖ¿¡ë¿£]+#á+&.
p
⎛2⎞
i) a ×a4 10
ii) 18 ÷ 1818 14
iii) m 0
(x ) iv) (6 × 6 ) ÷ 6
2 4 3
v) ⎜ ⎟
⎝3⎠
4. ¿ì+~ y{ìýË ™|<ŠÝ dŸ+K«qT >·T]ï+º MT Èy‹TqT dŸeT]Æ+#á+&.
i) 210 or 102 ii) 54 or 45
2 5 k
⎛4⎞ ⎛4⎞ ⎛4⎞
5. ⎜ ⎟ ×⎜ ⎟ = ⎜ ⎟ nsTTÔû ‘k’$\TeqT ¿£qT¿ÃØ+&.
⎝5⎠ ⎝5⎠ ⎝5⎠
6. 52p+1 ÷ 52 = 125 nsTTÔû ‘p’$\TeqT ¿£qT¿ÃØ+&.

7e ÔásÁ>·Ü >·DìÔáeTT 86 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

 a b c
⎛ xb ⎞ ⎛ xc ⎞ ⎛ x a ⎞
7. Prove that ⎜⎜ c ⎟⎟ × ⎜⎜ a ⎟⎟ × ⎜⎜ b ⎟⎟ = 1
⎝x ⎠ ⎝x ⎠ ⎝x ⎠
8. Express the following numbers in the expanded form.
i) 20068 ii) 120718
9. Express the number appearing in the following statements in standard form :
i) The Moon is 384467000 metres away from the Earth approximately.
ii) Mass of the Sun is 1,989,000,000,000,000,000,000,000,000,000 kg
10. Lasya solved some problems of exponents and powers in the following way. Do you agree
with the solution? If not why? Justify your answer.

4x6 35 1
i) x3 × x2 = x6 ii) (63)10 = 613 iii) 2
= 2 x 3 iv) =
2x 95 3
11. Is –22 is equal to 4? Justify your answer.
12. Beulah computed 25 × 210 = 250. Has she done it correct? Give the reason.

39
13. Rafi computed as 33. Has he done correct? Justify your answer.
33
14. Is (a2)3equal to a8 ? Give the reason.

1. a × a × a ... ‘n’ times = an

2. Laws of exponents:
For any non-zero integers ‘a’ and ‘b’ and integers ‘m’ and ‘n’
i) am × an = am+n
ii) (am)n = amn iv) am × bm = (ab)m
iii) am-n = am–n if m > n , m
⎛a⎞
v) a ÷b = ⎜ ⎟
m m

⎝b⎠
1
= if m < n
a n−m vi) a0 = 1 (where a ≠ 0)
vii) (–1) even number = 1
= 1 if m = n
(–1) odd number = –1

3. In standard form a number is expressed as the product of largest integer exponent of 10 and
any decimal number from 1 to 9.

7th Class Mathematics 87 Exponents and Powers

 a b c
⎛ xb ⎞ ⎛ xc ⎞ ⎛ x a ⎞
7. ⎜⎜ c ⎟⎟ × ⎜⎜ a ⎟⎟ × ⎜⎜ b ⎟⎟ = 1 n“ #áÖ|Ÿ+&.
⎝x ⎠ ⎝x ⎠ ⎝x ⎠
8. ¿ì+~ dŸ+K«\qT $dŸsï D
Á sÁÖ|Ÿ+ýË e«¿£|ï sŸ #Á +á &.
i) 20068 ii) 120718
9. ¿ì+~ y¿±«\ýË >·\ dŸ+K«\qT çbÍeÖDì¿£ sÁÖ|Ÿ+ýË e«¿£|ï sŸ #Á +á &.
i) #á+ç<ŠT&ƒT uóք $T¿ì dŸTeÖsÁT 384467000 MT³sÁ¢ <ŠÖsÁ+ýË eÚH•&ƒT.
ii) dŸÖsÁT«“ ç<Še«s¥.1,989,000,000,000,000,000,000,000,000,000 ¿ì.ç>±.
10. |˜ÖŸ Ԑ+¿±\T eT]jáTT |˜ÖŸ Ԑ\ý˓ dŸeTdŸ«\qT »ý²dŸ«µ ¿ì+~ $<ó+Š >± #ûd+¾ ~. €yîT kÍ<óqŠ Ôà MTsÁT @¿¡u$„ó dŸTHï •s?
MT Èy‹TqT dŸeT]Æ+#á+&.
4 x6 35 1
i) x 3 × x2 = x 6 ii) (63)10 = 613 iii) 2
= 2 x 3 iv) =
2x 95 3
11. -22 nqTq~ 4Å£” dŸeÖqeÖ? MT Èy‹TqT dŸeT]Æ+#á+&.
12. ‹T«ý² 25 × 210 = 250>± ýÉ¿Øì +º+~. €yîT #ûdq¾ ~ dŸ]jîT® q<ûH? ¿±sÁD+ Ôî\|Ÿ+&.
39
13. qT 33>± ýÉ¿Øì +#&ƒT. nÔá&Tƒ #ûdq¾ ~ dŸ]jîT® q<ûH? MT Èy‹TqT dŸeT]Æ+#á+&
33
14. (a2)3 nqTq~ a8 Å£” dŸeÖqeÖ?¿±sÁD+ Ôî\|Ÿ+&.

1. ™|<ŠÝ dŸ+K«\qT dŸsÞÁ yø Tî q® ¯ÜýË #á<eŠ &ƒ+. nsÁ+œ #ûdTŸ ¿Ãe³+ýË |˜ÖŸ Ԑ+¿±\T <ÃVŸ²<Š|&Ÿ ԃ sTT. sjáT&ƒ+.
–<‘ : 2 × 2 × 2 × 2 × 2 × 2 = 26
a × a × a ... ‘n’ kÍsÁT¢ R an
2. |˜ÖŸ Ԑ+¿£ H«jáÖ\T :
‘n’ eT]jáTT ‘m’ \T @yîÕH Âs+&ƒT XøSHû«ÔásÁ |ŸPsÁ’dŸ+K«\T, ‘a’ eT]jáTT ‘b’ \T |ŸPsÁ’dŸ+K«ýÉÕq
i) am × an = am+n iv) am × bm = (ab)m
ii) (am)n = amn m
⎛a⎞
iii) am-n = am–n nsTTÔû m > n, v) a ÷b = ⎜ ⎟
m m

⎝b⎠
1 vi) a0 = 1 (a ≠ 0) m¿£Ø&ƒ?
= nsTTÔû m<n
(–1) dŸ]dŸ+K« = 1
n−m
a vii)
= 1 nsTTÔû m = n (–1) uñd¾dŸ+K« = –1
3. ÿ¿£ dŸ+K«qT 1 qT+& 9 eT<ó«Š >·\ <ŠXæ+Xø _óq•+>± sd¾ <‘“¿ì ¿±e\d¾q 10 jîTT¿£Ø |˜ÖŸ Ԑ\Ôà \‹Ý+
#ûjTá {²“• çbÍeÖDì¿£ sÁÖ|Ÿ+ýË e«¿£ï |Ÿs#Á &á +ƒ n+{²+.

7e ÔásÁ>·Ü >·DìÔáeTT 88 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

 Odd one out in numbers
In each of the following questions, there are 4 numbers. Three of them are similar in
a certain way but one is not like the other three. One has to identify the similarity and then
strike the odd one out as answer option. The number can be odd/ even / consecutive,
prime numbers, multiple of some number, single, square or cubes of different numbers,
plus/minus of some other number or combinations of any mathematical calculation.

Questions Answers Hint

1) a) 12 b) 25 c) 37 d) 49 Ans: C Prime number
2) a) 13 b) 63 c) 83 d) 43 Ans: B Not a prime number
3) a) 21 b) 49 c) 56 d) 36 Ans: D Not divisible by 7
4) a) 112 b) 256 c) 118 d) 214 Ans : B Square number
5) a) 42 b) 21 c) 84 d) 35 Ans : D Divisible by 3
6) a) 11 b) 13 c) 15 d) 17 Ans : C Prime number
7) a) 10 b) 11 c) 15 d) 16 Ans : B Prime number
8) a) 49 b) 63 c) 77 d) 81 Ans : D Not divisible by 7
9) a) 28 b) 65 c) 129 d) 215 Ans : A Even number
10) a) 51 b) 144 c) 64 d) 121 Ans : A Not square number
Practice Questions :
Find the odd one from the given
1. a) 3 b) 9 c) 5 d) 7
2. a) 6450 b) 1776 c) 2392 d) 3815
3. a) 24 b) 48 c) 42 d) 12
4. a) 616 b) 252 c) 311 d) 707
5. a) 18 b) 12 c) 30 d) 20
6. a) 3730 b) 6820 c) 5568 d) 4604
7. a) 2587 b) 7628 c) 8726 d) 2867
8. a) 63 b) 29 c) 27 d) 25
9. a) 23 b) 37 c) 21 d) 31
10. a) 18 b) 9 c) 21 d) 7

7th Class Mathematics 89 Exponents and Powers

 dŸ+K«\ýË _óq•yîT®q <‘““ >·T]ï+#á&ƒ+
ç¿ì+<Š ‚eNj&q ç|ŸÜ ç|ŸX•ø ýË 4 dŸ+K«\T ‚eNj&†¦sTT. n+<ŠTýË 3 ÿ¹¿ $<ó+Š >± dŸ+‹+<󑓕
¿£*Ð –H•sTT. ¿±“ ÿ¿£{ì eÖçÔá+ $TÐ*q eTÖ&ƒT dŸ+K«\Å£” _óq•+>± –q•~. eTÖ&+{ì eT<ó«Š
dŸ+u+<󑓕 ¿£qT>=“ _óq•+>± –q• dŸ+K«qT >·T]ï+º dŸeÖ<ó‘q+>± çyjáTTeTT.
dŸ+U«\T uñd¾ / dŸ] / esÁTdŸ dŸ+K«\T, ç|Ÿ<ó‘q dŸ+K«\T, m<à ÿ¿£ dŸ+K« jîTT¿£Ø >·TDìC²\T esZ\T ýñ<‘
|˜TŸ H\T, Å£L&¿£ ýñ<‘ rd¾yÔû \á ýË @<îHÕ  ÿ¿£ dŸ+‹+<󑓕 >±“ $uóq„ • dŸ+‹+<ó‘\ ¿£\sTT¿£>± HîHÕ  –+&ƒe#áTÌ.
ç|ŸX•ø \T dŸeÖ<ó‘H\T dŸÖ#áq\T
1) a) 12 b) 25 c) 37 d) 49 Ans: C ç|Ÿ<‘ó q dŸ+K«
2) a) 13 b) 63 c) 83 d) 43 Ans: B ç|Ÿ<ó‘q dŸ+K« ¿±<ŠT
3) a) 21 b) 49 c) 56 d) 36 Ans: D 7Ôà uó²Ð+|Ÿ‹&ƒ<TŠ .
4) a) 112 b) 256 c) 118 d) 214 Ans : B esÁZ dŸ+K«
5) a) 42 b) 21 c) 84 d) 35 Ans : D 3Ôà uó²Ð+|Ÿ‹&ƒTqT.
6) a) 11 b) 13 c) 15 d) 17 Ans : C ç|Ÿ<‘ó q dŸ+K«
7) a) 10 b) 11 c) 15 d) 16 Ans : B ç|Ÿ<‘ó q dŸ+K«
8) a) 49 b) 63 c) 77 d) 81 Ans : D 7Ôà uó²Ð+|Ÿ‹&ƒ<TŠ .
9) a) 28 b) 65 c) 129 d) 215 Ans : A dŸ]dŸ+K«
10) a) 51 b) 144 c) 64 d) 121 Ans : A esÁZ dŸ+K« ¿±<ŠT
kÍ<ó‘H ç|ŸXø•\T :
ç¿ì+<Š ‚eNj&q y{ìýË _óq•yîTq® dŸ+K«qT >·T]ï+#á+&.
1. a) 3 b) 9 c) 5 d) 7
2. a) 6450 b) 1776 c) 2392 d) 3815
3. a) 24 b) 48 c) 42 d) 12
4. a) 616 b) 252 c) 311 d) 707
5. a) 18 b) 12 c) 30 d) 20
6. a) 3730 b) 6820 c) 5568 d) 4604
7. a) 2587 b) 7628 c) 8726 d) 2867
8. a) 63 b) 29 c) 27 d) 25
9. a) 23 b) 37 c) 21 d) 31
10. a) 18 b) 9 c) 21 d) 7

7e ÔásÁ>·Ü >·DìÔáeTT 90 |˜ŸÖԐ+¿±\T eT]jáTT |˜ŸÖԐ\T

 Learning Outcomes Content Items
The learner is able to 3. 0 Introduction
l understand the concept of algebraic expressions. 3. 1 Algebraic Expressions
l identify the coefficient of terms and classify like and 3. 2 Types of algebraic
unlike terms. expressions
l represent algebraic expressions in standard form. 3. 3 Addition of algebraic
l add and subtract algebraic expressions. expressions
l find out the value of algebraic expressions at given 3. 4 Subtraction of algebraic
values. expressions
l solve real life problems by converting them into algebraic 3. 5 Value of algebraic
expressions. expression.

3.0 Introduction:
We have learnt that, a variable can take various values and its value
cannot be fixed. a, b, x, y, z etc., are used to denote variables. More over, a
constant has a fixed value.
For example 6, 8, –10 etc., are some constants.We came across simple expressions like
2x – 3, a + 3 and also how these expressions are useful in formulating and solving problems.
Some real life situations like offers at shopping mall, solving puzzles etc., can be expressed in
the form of Algebraic expressions.

In this chapter, we are going to learn how these real life situations can be converted into
algebraic expressions, also about coefficients, types of algebraic expressions, addition and
subtraction of algebraic expressions etc.
Now, let us review what we have learnt in the previous class :

7th Class Mathematics 91 Algebraic Expressions

 3. 0
l 3. 1
l 3. 2
3. 3
l 3. 4
l 3. 5

3.0
a, b, x, y, z
6, 8, –10
2x – 3, a + 3

92
1) Identify constants and variables in the following terms:
0, – x, 3t, – 5, 5ab, – m, 700, – n, 2pqr, – 1, ab, 10, – 6z
2) Observe the pattern the side and express the pattern in the form
of an algebraic expression.
Row 1 2 3 4 n
No. of sticks in each row 3 5 7 9 ?
3) Write the following statements as expressions:
i) x reduced by 5 ii) 8 more than twice of k iii) Half of y
iv) One fourth of product of b and c v) One less than three times of p

4) Write the following expressions as statements:

b
i) s + 3 ii) 3p + 10 iii) 5c – 8 iv) 10z v)
9
5) Write the following situations into algebraic expressions:
i) Cost of one pen is double the cost of pencil ii) Age of John is 10 more than age of Yusuf
iii) Height of Siri is 15 cm less than height of Giri
iv) Length of a rectangle is 2 more than three times breadth

3.1 Algebraic Expressions :

Two friends Karthik and Surya went to a charitable trust, to distribute food packets to needy
people during the Covid lockdown time. Then, the conversation is as follows:
Surya : Hai sir! we want to distribute food packets to the needy
people. May I know, how many food packets do you
need for this trust sir?
Trust Manager : Very good, welcome boys. We have three more than
twice the number of packets are needed for the people
here. Can you guess?
Karthik : Oh! we too like puzzles, if number of people here is x,
then number of food packets need is 2x + 3.
Manager : That’s correct, let us distribute the food packets.
Like that we can derive an expression for any given situation or condition by using terms. Now
let us recap about term and expression.

7th Class Mathematics 93 Algebraic Expressions

1)
0, – x, 3t, – 5, 5ab, – m, 700, – n, 2pqr, – 1, ab, 10, – 6z
2)

1 2 3 4 n
3 5 7 9 ?
3)
i) x 5 ii) k iii) y
iv) b c v) p
4)
b
i) s + 3 ii) 3p + 10 iii) 5c – 8 iv) 10z v)
9
5)
i) ii)
iii)
iv)

3.1

:
x 2x + 3
:

94
Term: Constants or variables or combination of both with multiplication or division is a Term.
5m
6, p, –5a, 11x2 y, 18, , –9 … are some examples to terms.
3
In these, 6, 18, –9 …are Numeric terms and
5m
–5a, 11x2 y, …. are Algebraic terms.
3
Expression: An expression is a constant or a variable or combination of these two, using the
mathematical operations (+, –, ×, ÷) i.e., terms are added to form expressions.

5 5 x
8, , d, a + 3, 2 + 3 – 6, 5c – 4, , 2x2 + 3x – 6, are some examples to expressions
3 p y
containing different number of terms.

5 x
In these, 8, d, , are expressions with single term,
p y
a + 3, 5c – 4 are expressions with two terms.

If every term of an expression is a constant term, then that expression is Numerical expression.

5
In the above examples, 8, , 2 + 3 – 6 are Numerical expressions.
3
If an expression has atleast one algebraic term, then that expression is Algebraic expression.
x
d, a + 3, 5c – 4, 2x2 + 3x – 6, are Algebraic expressions.
y
Example 1 : How many number of terms are there in each of the following expressions?
5m
(i) a + b (ii) 3t2 (iii) 9p3 + 10q – 15 (iv) (v) 4x + 5y – 3z – 1
3n
Solution : (i) a + b ---- 2 terms (ii) 3t2 ---- 1 term (iii) 9p3+10q – 15 ---- 3 terms
5m
(iv) ---- 1 term (v) 4x+5y-3z-1 ---- 4 terms
3n
Example 2 : In the following expressions, write the number of terms and identify numerical and
algebraic expressions in them.
(i) 8p (ii) 5c + s – 7 (iii) – 6 (iv) (2 +1) – 6 (v) 9t + 15
Solution : (i) 8p - 1 term - Algebraic expression
(ii) 5c + s – 7 - 3 terms - Algebraic expression
(iii) –6 - 1 term - Numerical expression
(iv) (2 +1) – 6 - 2 terms - Numerical expression
(v) 9t + 15 - 2 terms - Algebraic expression

7th Class Mathematics 95 Algebraic Expressions

 5m
6, p, –5a, 11x2 y, 18, , –9 …
3

5m
6, 18, –9 … p, –5a, 11x2 y, ….
3

+, –, ×, ÷

5 5 x
8, , d, a + 3, 2 + 3 – 6, 5c – 4, , 2x2 + 3x – 6,
3 p y

5 x
8, d, ,
p y
a + 3, 5c – 4

5
8, ,2+3–6
3

x
d, a + 3, 5c – 4, 2x2 + 3x – 6,
y
1:
5m
(i) a + b (ii) 3t2 (iii) 9p3 + 10q – 15 (iv) (v) 4x + 5y – 3z – 1
3n
(i) a + b 2, (ii) 3t2 (iii) 9p3+10q – 15
5m
(iv) (v) 4x+5y-3z-1
3n
2:

(i) 8p (ii) –3 – 11 (iii) 5c + s – 7 (iv) – 6 (v) (2 +1) – 6 (vi) 9t + 15

(i) 8p - 1 -
(ii) 5c + s – 7 - 3 -
(iii) – 6 - 1 -
(iv) (2 +1) – 6 - 2 -
(v) 9t + 15 - 2 -

96
 1. How many number of terms are there in each of the following expressions?
(i) 5x² + 3y + 7 (ii) 5x²y + 3 (iii) 3x²y (iv) 5x – 7 (v) 7x³ – 2x
2. Write numeric and algebraic terms in the above expressions.
3. Write the terms in the following expressions.
4 2 5
– 3x+4, 2x – 3y, a + b , 1.2ab + 5.1b – 3.2a
3 2
Coefficient : A coefficient may be either a numerical or an algebraic factor or a product of both in a
term.

In the term 3xy, 3 is numerical coefficient of xy and xy is algebraic coefficient of 3.

xy
Example 3 : Write the coefficients of (i) p in 8pq (ii) x in (iii) abc in (– abc)
3
Solution :
(i) 8pq = p(8q) so, coefficient of p in 8pq is 8q

xy y xy y
(ii) =x 3 so, coefficient of x in is
3
3 3

(iii) (– abc) = – (abc) so, coefficient of abc is –1

1. Identify the terms which contain m2

and write the coefficients of m2
(i) mn2 + m2n (ii) 7m2 – 5m – 3
(iii) 11 – 5m2 + n + 8 mn

Prepare a colourful wheel as shown beside,

fill the empty boxes and display in your class
room.

7th Class Mathematics 97 Algebraic Expressions

 1.
(i) 5x² + 3y + 7 (ii) 5x²y + 3 (iii) 3x²y (iv) 5x – 7 (v) 7x³ – 2x
2.
3.
4 2 5
– 3x+4, 2x – 3y, a + b , 1.2ab + 5.1b – 3.2a
3 2

ab
6b a
6a b
b 6a
a 6b
ab

3xy 3 xy xy
xy
3: (i) 8pq p (ii) x
3
(iii) (– abc) abc
(i) 8pq = p(8q) p 8q
xy y xy y
(ii) =x 3 x
3
3 3
(iii) (– abc) = – (abc) abc –1

1. m2
m2

(i) mn2 + m2n

(ii) 7m2 – 5m – 3
(iii) 11 – 5m2 + n + 8 mn

98
 Exercise - 3.1

1. Write numerical and algebric coefficients of the following terms

pq
i) 4xy ii) –7a2 b3 c iii) iv) – 6mn
2r
2. Write the number of terms in each of the following expressions and write them:
(i) 5 – 3t² (ii) 1 + t² + t³ (iii) x + 2xy + 3y (iv) 100m + 1000n (v) – p²q² + 7pq
3. In – 5ab2c write the coefficients of
(i) b2c (ii) – b²c (iii) – 5abc (iv) 5ac (v) ab2 (vi) – 5ab

4. Write term containg x and coefficient of x for the following algebraic expressions
i) 2x + 5y ii) – x + y + 3 iii) 6y2 – 7xy
3.2 Types of Algebraic Expressions:
Before going to discuss on types of algebraic expressions, let us learn about like and unlike
terms. Let us consider the following situation.

3.2.1 Like and unlike terms :

Lasya went to the market along with her grandmother
to buy vegetables. After returning home, grandmother asked
Lasya, to separate and make groups of same vegetables that
is all tomatoes in one bowl, all brinjals in one bowl, all capsicums
in one bowl and all carrots in one bowl, to preserve them
easily.
The basket with full of vegetables can be taken as an algebraic expression with unlike terms
(mixed vegetables). Groups of same kind of vegetables are taken as like terms.
Similarly, we can group same kind of terms in an algebraic expressions whenever necessary.

The terms having the same algebraic factors are like terms and the terms having
different algebraic factors are unlike terms.

7th Class Mathematics 99 Algebraic Expressions

 - 3.1

1.
pq
i) 4xy ii) –7a2 b3 c iii) iv) – 6mn
2r
2.
(i) 5 – 3t² (ii) 1 + t² + t³ (iii) x + 2xy + 3y (iv) 100m + 1000n (v) – p²q² + 7pq
3. – 5ab2c
(i) b2c (ii) – b²c (iii) – 5abc (iv) 5ac (v) ab2 (vi) – 5ab

4. x x
i) 2x + 5y ii) – x + y + 3 iii) 6y – 7xy
2

3.2

3.2.1 :

100
Examples:
The terms 2x, 3x and 4x are like terms, as they have same algebraic factor 'x'.
The terms 6ab, – ab and 7ba have same algebraic factor 'ab'.
So, they are like terms. ab = ba Why?
The terms 5t and 8s are unlike terms, as they have different algebraic
factors t and s.
On the other hand, the terms 2p2q and – q2p are unlike terms, as they contain algebraic factors with
different exponents.
Let us follow some simple steps to decide whether the given terms are like or unlike terms:
Ignore the numerical coefficients and concentrate on algebraic coefficients of terms.
Check the variables in the terms. They must be equal.
Check the exponents of each variables in the terms, they must be the same.
Example-4 : Identify like terms among the following and group them:
10ab, 7a, 8b, – a2b2, – 7ba, – 105b, 9b2a2, – 5a2, 90a.
Solution : (7a, 90a) are like terms because they contain same algebraic factor 'a'.
(10ab, –7ba) are like terms as they have same algebraic factor 'ab'.
(8b, –105b) are like terms because they contain same algebraic factor 'b' .
(– a2b2, 9b2a2) are like terms because they contain same algebraic factor 'a2b2'.

1. Write like terms from the following:

–xy², –4yx, 8x, 2xy², 7y, –11x², –100x, –11yx, 20x²y, –6x², y, 2xy, 3x
2. Write 3 like terms for (i) 3x2y (ii) – ab2c
3.2.2 Types of Algebraic Expressions : We know, how to count number of terms in an algebraic
expression. Now we will learn how algebraic expressions are named according to number of terms
containing in it.
Monomial: An expression with only one term is called Monomial.
11
c , –3t, 8p… are some examples to Monomials.
5x2y,
6
Binomial: An expression which contains two unlike terms is called a Binomial.
a b
x + y, p2 – q2, are some examples to Binomials.
2 7
Trinomial: An expression which contains three unlike terms is called a Trinomial.
m
11p – 3q – 5, l + + n are some examples to Trinomials.
3
Polynomial : An algebraic expression in which the exponent of variable is a non-negative integer is
called a Polynomial. x²y, pq+9, a + b + c+ d +e ..... are some examples to polynomials.
3
x-3+5, a + are algebraic expressions but not polynomials. Because exponents of variables are
b4
negative and rational numbers.
7th Class Mathematics 101 Algebraic Expressions
 2x, 3x 4x 'x'
6ab, – ab 7ba 'ab'

ab = ba
5t 8s t s

2p2q – q2 p

4:
10ab, 7a, 8b, – a2b2, – 7ba, – 105b, 9b2a2, – 5a2, 90a
(7a, 90a) 'a'
(10ab, –7ba) 'ab'
(8b, –105b) 'b'
(– a2b2, 9b2a2) 'a2b2'

1.
–xy², –4yx, 8x, 2xy², 7y, –11x², –100x, –11yx, 20x²y, –6x², y, 2xy, 3x
2. (i) 3x2y (ii) – ab2c

3.2.2 :

:
11
5x2y, c , –3t, 8p…
6
:
a b
x + y, p2 – q2,
2 7
:
m
11p – 3q – 5, l + +n
3
:
x²y, pq+9, a + b + c+ d +e .....
3
x-3+5, a + 4
b

102
Example 5 : State with reasons, classify the following expressions into monomials, binomials, trinomials.
a+ 4b, 3x2y, px2 + qx + 2, qz2, x2 + 2y , 7xyz, 7x2 + 9y3 – 10z4, 3l2 – m2, x, – abc
Solution :
Expressions Type of the Expression Reason
x, 7xyz
3x²y, qz², – abc Monomial One term
a + 4b
x² + 2y Binomial Two unlike terms
3l² – m²
px² + qx + 2
7x² + 9y3– 10z4 Trinomial Three unlike terms

1. Jasmin says that 3xyz is a trinomial. Is she right? Give reason.

2. Give two examples each for Monomial and Binomial algebraic expression.

Exercise - 3.2

1. State True or False and give reasons for your answer.

(i) 7x² and 2x are unlike terms.
(ii) pq² and – 4pq² are like terms.
(iii) xy, –12x²y and 5xy² are like terms.
2. Write like terms in the following :
1
(i) a2, b2, 2a2, c2 (ii) 5x, yz, 3xy, yz
9
(iii) 4m2n, n2p, – m2n, m2n2 (iv) acb2, 2c2ab, 5b2ac, 3cab2
3. Write number of terms and name of the expression for the following algebraic expressions.
a b
(i) p2q + q2p (ii) 2020 (iii) 3ab –
2 5
4. Classify the following into monomials, binomials and trinomials:
(i) 8a + 7b2 (ii) 15xyz (iii) p + q – 2r (iv) l2m2n2 (v) cab2
cd
(vi) 3t – 5s + 2u (vii) 1000 (viii) + ab (ix) 5ab – 9a (x) 2p2q2 + 4qr3
2
3.3 Addition of Algebraic Expressions:
There are a number of real life situations in which we need to use expressions and do arithmetic
operations on them. Let us learn how to add like and unlike terms.
Consider the following situation.

7th Class Mathematics 103 Algebraic Expressions

 5:
a + 4b, 3x y, px2 + qx + 2, qz2, x2 + 2y , 7xyz, 7x2 + 9y3 – 10z4, 3l2 – m2, x, – abc
2

x, 7xyz
3x²y, qz², – abc
a + 4b
x² + 2y
3l² – m²
px² + qx + 2
7x² + 9y3– 10z4

1. 3xyz
2.

-3.2

1.
(i) 7x² 2x
(ii) pq² – 4pq²
(iii) xy, –12x²y 5xy²

2.
1
(i) a2, b2, 2a2, c2 (ii) 5x, yz, 3xy,
yz (iii) 4m2n, n2p, – m2n, m2n2
9
(iv) acb2, abc, 2c2ab, 5b2ac, – a2bc, 3cab2
3.
a b
(i) p2q + q2p (ii) 2020 (iii) 3ab –
2 5
4.
(i) 8a + 7b2 (ii) 15xyz (iii) p + q – 2r (iv) l2m2n2 (v) cab2
cd
(vi) 3t – 5s + 2u (vii) 1000 (viii) + ab (ix) 5ab – 9a (x) 2p2q2 + 4qr3
2
3.3

104
 Number of pencils with Gouse is equal to 4 times the pencils with
Chandu. What is the total number of pencils both have together?
To find answers to such questions, we have to know how to add like
terms. Let us learn.
Number of pencils with Chandu is not given, we shall take the number as 'x'.
Then the number of pencils with Gouse is 4 times of Chandu = 4 × x = 4x
To find the total number of pencils, we have to add x and 4x
So, the total number of pencils = x + 4x = (1 + 4)x = 5x

Example 6 : Find the sum of the following like terms:

(i) 3a, 9a (ii) 5p2q, 2 p2q (iii) 6m, – 15m, 2m
Solution :
Let us consider two unlike terms
(i) Sum of 3a, 9a = 3a + 9a = (3 + 9)a = 12a
3a and 2b. The sum of these two
(ii) Sum of 5p2q, 2p2q = 5p2q + 2 p2q = (5 + 2) p2q = 7 p2q
(iii) Sum of 6m, - 15m, 2m = 6m + (– 15m) + 2m terms is written as 3a + 2b only.

= 6m – 15m + 2m We can’t simplify further because

= (6 – 15 + 2)m a, b are different variables.
= – 7m
Example 7 : Write the perimeter of the given figure.
Solution : The perimeter of the figure = 10 + 4 + x + 3 + y
= x + y + (10 + 4 + 3)
= x + y + 17

Add the following like terms (i) 12ab, 9ab, ab (ii)10x2, –3x2, 5x2
iii) – y2, 5y2, 8y2, – 14y2 (iv) 10mn, 6mn, – 2mn, – 7mn

Simplification of Algebraic Expressions: Consider the expression 3a2 – 2ab + 5b2 + 3ab – b2 – 4a2
+ 6ab. Here we can see that there are some like terms in the expression. They are 3a2, – 4a2; – 2ab,
3ab, 6ab; 5b2, – b2. On adding these like terms, we get an algebraic expression in its simplest form.
Let us simplify the above expressions:
l Write down the expression: 3a2 – 2ab + 5b2 + 3ab – b2 – 4a2 + 6ab
l Group the like terms together: 3a2 – 4a2 – 2ab + 3ab + 6ab + 5b2 – b2
l Adding the like terms: (3 – 4)a2 + (– 2 + 3 + 6) ab + (5 – 1)b2 = – a2 + 7ab + 4b2

So, if no two terms of an algebraic expression are alike then, it is said to be in simplified form.

The sum of two or more like terms is the sum of the numerical coefficients of the given terms.

7th Class Mathematics 105 Algebraic Expressions

 'x'
4 × x = 4x
x 4x
= x + 4x = (1 + 4)x = 5x

6:
(i) 3a, 9a (ii) 5p2q, 2 p2q (iii) 6m, – 15m, 2m

(i) 3a, 9a = 3a + 9a = (3 + 9)a = 12a 3a, 2b

(ii) 5p2q, 2p2q = 5p2q + 2 p2q
= (5 + 2) p2q = 7 p2q 3a + 2b
(iii) 6m, – 15m, 2m = 6m + (– 15m) + 2m
= 6m – 15m + 2m a, b
= (6 – 15 + 2)m = – 7m

7:
, P = 10 + 4 + x + 3 + y
= x + y + (10 + 4 + 3)
= x + y + 17

(i) 12ab, 9ab, ab, (ii)10x2, –3x2, 5x2

iii) – y2, 5y2, 8y2, – 14y2 (iv) 10mn, 6mn, – 2mn, – 7mn

: 3a2 – 2ab + 5b2 + 3ab – b2 – 4a2 + 6ab

3a2, – 4a2; – 2ab, 3ab, 6ab; 5b2, – b2

l 3a2 – 2ab + 5b2 + 3ab – b2 – 4a2 + 6ab

l 3a2 – 4a2 – 2ab + 3ab + 6ab + 5b2 – b2
l (3 – 4)a2 + (– 2 + 3 + 6)ab + (5 – 1)b2 = – a2 + 7ab + 4b2

106
 Reshma simplified the expression 4p + 6p + p like this. 4p + 6p + p
= 10p. Is she correct ?

Standard form of Algebraic Expression:

Consider the expression 3x + 5x² – 9.
l The exponents of first, second and third terms are 1, 2 and 0 respectively.
l Here, the exponents of terms are not in the descending order.
l By re-arranging the terms in such a way that their exponents are in descending order (2, 1, 0),
we get the expression 5x² + 3x – 9.
l Now the expression is said to be in standard form.

In an expression, if the terms are arranged in such a way that the exponents of the terms
are in descending order then the expression is said to be in standard form.

Let us consider 3c + 6a – 2b.

l Exponents of all the terms in this expression are same. This type of expressions are also said to be
in standard form.
l If we write it in alphabetical order as 6a – 2b + 3c it looks more beautiful.

Write the standard form of the following expressions:

(i) – 5l + 2l2 + 4 (ii) 4b2 + 5 – 3b (iii) z – y – x

Addition of Algebraic Expressions:

Addition of algebraic expressions can be done in many ways. Let us discuss two methods in this
chapter.
(i) Row or Horizontal Method (ii) Column or Vertical Method
Let us consider any two binomials 8a + 3 and 5a + 4. The following table shows the adding of
expressions in two methods:
Row or Horizontal Method Column or Vertical Method
The sum = (8a + 3) + (5a + 4) Write the expressions below the other such that
= (8a + 5a) + (3 + 4) (rearranging the like terms) the like terms come in the same column.
= 13a + 7 8a + 3
So, the sum of 8a + 3 and 5a + 4 is = 13a + 7 5a + 4
(8 + 5) a + (3 + 4) = 13a + 7

Example 8 : Simplify 6a2 + 3ab + 5b2 – 2ab – b2 + 2a2 + 4ab + 2b2 – a2

Solution : 6a2 + 3ab + 5b2 – 2ab – b2 + 2a2 + 4ab + 2b2 – a2
= (6a2 + 2a2 – a2) + (3ab – 2ab + 4ab) + (5b2– b2 + 2b2)
= [(6 + 2 – 1) a2] + [(3 – 2 + 4)ab] + [(5 – 1 + 2)b2]
= 7a2 + 5ab + 6b2

7th Class Mathematics 107 Algebraic Expressions

 4p + 6p + p
4p + 6p + p = 10p

:
3x + 5x² – 9
l

l (2, 1, 0)
5x² + 3x – 9
l

3c + 6a – 2b
l

l 6a – 2b + 3c

(i) – 5l + 2l2 + 4 (ii) 4b2 + 5 – 3b (iii) z – y – x

(i) (ii)
8a + 3 5a + 4

= (8a + 3) + (5a + 4)
= (8a + 5a) + (3 + 4)
= 13a + 7
8a + 3 5a + 4 = 13a + 7 8a + 3
5a + 4
(8 + 5) a + (3 + 4) = 13a + 7

8 : 6a2 + 3ab + 5b2 – 2ab – b2 + 2a2 + 4ab + 2b2 – a2

6a2 + 3ab + 5b2 – 2ab – b2 + 2a2 + 4ab + 2b2 – a2
= (6a2 + 2a2 – a2) + (3ab – 2ab + 4ab) + (5b2– b2 + 2b2)
= [(6 + 2 – 1) a2] + [(3 – 2 + 4)ab] + [(5 – 1 + 2)b2]
= 7a2 + 5ab + 6b2

108
Example 9 : Add 2x² - 3x + 5 and 9 + 6x² in vertical method.
Solution :

S.No. Steps Process

1 Write the expressions in standard form if necessary. 2x² – 3x + 5 = 2x² – 3x + 5
9 + 6x² = 6x2 + 9
2 Write the expressions below the other such that the like 2x² – 3x + 5
terms come in the same column. 6x2 +9

3 Add the like terms column wise and write the result below 2x² – 3x + 5
the concerned column. 6x2 +9
8x2 – 3x + 14

Add the following expressions in both Row and Column methods:

(i) x – 2y, 3x+4y (ii) 4m² – 7n² + 5mn, 3n² + 5m² – 2mn
(iii) 3a – 4b, 5c – 7a + 2b

Think of at least two situations in each of which you need to form two
algebraic expressions and add them.

3.4 Subtraction of Algebraic Expressions:

Additive inverse of an expression: We already come across additive inverse of an integer. For
example 25+(– 25) = 0, so 25 and (– 25) are additive inverse to each other.
Like that for every algebraic expression there exists another algebraic expression such that their
sum is zero. These two expressions are called additive inverse of each other.
For '3x' there exists '–3x' such that 3x + (– 3x) = 0. Therefore, '3x' and '–3x' are additive
inverse of each other.
Example 10 : Find the additive inverse of the following expressions:
(i) 35 (ii) –5a (iii) 3p – 7 (iv) 6x² – 4x + 5
Solution : Additive inverse of 35 = – 35
Additive inverse of – 5a = – (–5a) = 5a
Additive inverse of 3p – 7 = – (3p – 7) = – 3p + 7
Additive inverse of 6x² – 4x + 5 = – (6x² – 4x + 5) = – 6x² + 4x – 5
Subtraction of Algebraic Expressions containing like terms:
Let us consider one more situation, Sravya and Cherry went to a store. Sravya bought 7 books
and Cherry bought 2 books. All the books are of same cost. How much money did Sravya spend
more than Cherry?

7th Class Mathematics 109 Algebraic Expressions

 9 : 2x² – 3x + 5 9 + 6x²

1 2x² – 3x + 5 = 2x² – 3x + 5
9 + 6x² = 6x2 + 9
2 2x² – 3x + 5
6x2 +9

3 2x² – 3x + 5
6x2 +9
8x2 – 3x + 14

(i) x – 2y, 3x+4y (ii) 4m² – 7n² + 5mn, 3n² + 5m² – 2mn
(iii) 3a – 4b, 5c – 7a + 2b

3.4
:
25 + (– 25) = 0, 25 (– 25)

'3x' 3x + (– 3x) = 0 '–3x' '3x' '–3x'

10:
(i) 35 (ii) –5a (iii) 3p – 7 (iv) 6x² – 4x + 5
35 = – 35
– 5a = – (–5a) = 5a
3p – 7 = – (3p – 7) = – 3p + 7
6x² – 4x + 5 = – (6x² – 4x + 5) = – 6x² + 4x – 5
:

110
 To find answer for such type of situations, we have to
know how to subtract like terms.
Since the cost of each book is not given, we shall take it
as y. Therefore, Sravya spends 7 × y = ` 7y ; Cherry spends
2 × y = ` 2y. To find how much more Sravya spends, we have
to subtract 2y from 7y.
Therefore, the amount spent more = 7y – 2y = (7 – 2) y = `5y

The subtraction of two or more like terms is the difference between the numerical
coefficients of the given like terms.

Example 11 : Subtract 2p2 – 3 from 9p2 – 8.

Solution : 9p2 – 8 – (2p2 – 3) = 9p2 – 8 – 2p2 + 3
= (9 – 2) p2 – 8 + 3 = 7p2 – 5

Subtract the first term from second term: (i) 2xy, 7xy (ii) 4a2, 10a2
(iii) 15p, 3p (iv) 6m2n, – 20m2n (v) a2b2, – a2b2

Subtraction of Algebraic Expressions containing like and unlike terms:

Subtracting a term is same as adding its additive inverse, that means subtracting 10b from 3a is
the same as adding –10b (which is additive inverse of 10b) to 3a. That is 3a + (–10b) = 3a – 10b.

There are different methods to subtract algebraic expressions. Let us learn subtraction of
expressions in two methods, row or horizontal method and column or vertical method.

Row or Horizontal Method : Let us learn this method by some examples.

Example 12 : Subtract 3a + 4b – 2c from 6a – 2b + 3c in row method.

Solution : Let A = 6a – 2b + 3c, B = 3a + 4b – 2c What is the difference
Subtracting 3a + 4b – 2c from 6a – 2b + 3c is equal to of 8t and 3s ?

adding additive inverse of 3a + 4b – 2c to 6a – 2b + 3c i.e., A – B = A + (–B)

additive inverse of (3a + 4b – 2c) = – (3a + 4b – 2c) = –3a – 4b + 2c
A – B = A + (–B) = 6a – 2b + 3c + (–3a – 4b +2c)
= 6a – 2b + 3c – 3a – 4b +2c
= (6 – 3)a – (2 + 4)b + (3 + 2)c
Thus, the required answer = 3a – 6b + 5c

7th Class Mathematics 111 Algebraic Expressions

 `y
` 7y, ` 2y
7y 2y
7y – 2y = (7 – 2) y = `5y

11 : 9p2 – 8 2p2 – 3
9p2 – 8 – (2p2 – 3) = 9p2 – 8 – 2p2 + 3
= (9 – 2) p2 – 8 + 3 = 7p2 – 5

(i) 2xy, 7xy

(ii) 4a2, 10a2 (iii) 15p, 3p (iv) 6m2n, – 20m2n (v) a2b2, – a2b2

dŸ
+¿£
\ q $ ý Ëe Ö“ • Å£
L &ƒ e Öqe TT. 3a
{ ²“ ¿ì dŸ 10b 3a 10b
(–10b) 3a + (–10b) = 3a – 10b

:
12 : 6a – 2b + 3c 3a + 4b – 2c
A = 6a – 2b + 3c, B = 3a + 4b – 2c 6a – 2b + 3c 3a + 4b – 2c
6a – 2b + 3c 3a + 4b – 2c
A – B = A + (–B)
(3a + 4b – 2c) = – (3a + 4b – 2c) = –3a – 4b + 2c
A – B = A + (–B) = 6a – 2b + 3c + (–3a – 4b +2c)
= 6a – 2b + 3c – 3a – 4b +2c 8t 3s
= (6 – 3)a – (2 + 4)b + (3 + 2)c
= 3a – 6b + 5c

112
Example 13 : Subtract 3m³ + 4 from 6m³ + 4m² + 7m – 3 in step wise method.
Solution : Let us solve this in stepwise.
Step 1: 6m³ + 4m² + 7m – 3 – (3m³ + 4)
Step 2: 6m³ + 4m² + 7m – 3 – 3m³ – 4
Step 3: 6m³ – 3m³ + 4m² + 7m – 3 – 4 (rearranging like terms)
Step 4: (6 – 3)m³ + 4m² + 7m – 7 (distributive law)
Thus, the required answer = 3m³ + 4m² + 7m – 7
Column or vertical Method : Here is an example to learn subtracting the expressions in vertical or
column method:
Example 14 : Subtract 4m² – 7n² + 5mn from 3n² + 5m² – 2mn
(For easy understanding, same colours are taken to like terms)
Solution :
Step No. Steps Process
1 Write both expressions in standard form, if 3n²+ 5m² – 2mn = 5m² + 3n² – 2mn
necessary. 4m² – 7n²+ 5mn = 4m² – 7n² + 5mn
Write the expressions one below the other
2 such that the expression to be subtracted 5m² + 3n² – 2mn
comes in the second row and the like terms 4m² – 7n² + 5mn
come one below the other.
Change the sign of every term of the 5m² + 3n² – 2mn
3 expression in the second row to get the 4m² – 7n² + 5mn
additive inverse of that expression. (–) (+) (–)

Add the like terms, column-wise and write (5 – 4)m² + (3 + 7)n² (–2 – 5)mn
4 the result below the concerned column. = m² +10n² – 7mn

Add and Subtract the following expressions in both Horizontal and Vertical
method x – 4y + z, 6z – 2x + 2y.

Exercise - 3.3

1. Write standard form and additive inverse of the following expressions.

(i) – 6a (ii) 2 + 7c² (iii) 6x² + 4x – 5 (iv) 3c + 7a – 9b
2. Write the following expressions in standard form:
(i) 6x + x² – 5 (ii) 3 – 4a² – 5a (iii) – m + 6 + 3m² (iv) c³ + 1 + c + 2c² (v) 9 – p²
3. Add the following algebraic expressions using both horizontal and vertical methods. Did you get
the same answer with both the methods? Verify.
(i) 2x² – 6x +3; 4x² + 9x + 5 (ii) a² + 6ab + 8; –3a² – ab – 2 (iii) –p² + 2p – 10; 4 – 5p – 2p²

7th Class Mathematics 113 Algebraic Expressions

 13 : 6m³ + 4m² + 7m – 3 3m³ + 4

1: 6m³ + 4m² + 7m – 3 – (3m³ + 4)

2: 6m³ + 4m² + 7m – 3 – 3m³ – 4
3: 6m³ – 3m³ + 4m² + 7m – 3 – 4
4: (6 – 3)m³ + 4m² + 7m – 7
= 3m³ + 4m² + 7m – 7
:

14 : 3n² + 5m² – 2mn 4m² – 7n² + 5mn

1 3n²+ 5m² – 2mn = 5m² + 3n² – 2mn

4m² – 7n²+ 5mn = 4m² – 7n² + 5mn

2 5m² + 3n² – 2mn

4m² – 7n² + 5mn

5m² + 3n² – 2mn

3 4m² – 7n² + 5mn
(–) (+) (–)

(5 – 4)m² + (3 + 7)n² (–2 – 5)mn

4
= m² +10n² – 7mn

x – 4y + z, 6z – 2x + 2y.

- 3.3

1.
(i) – 6a (ii) 2 + 7c² (iii) 6x² + 4x – 5 (iv) 3c + 7a – 9b
2.
(i) 6x + x² – 5 (ii) 3 – 4a² – 5a (iii) – m + 6 + 3m² (iv) c³ + 1 + c + 2c² (v) 9 – p²
3.

(i) 2x² – 6x +3; 4x² + 9x + 5 (ii) a² + 6ab + 8; –3a² – ab – 2 (iii) –p² + 2p – 10; 4 – 5p – 2p²

114
4. Subtract the second expression from the first expression:
(i) 2x + y , x – y (ii) a + 2b + c, – a – b – 3c (iii) 2l² – 3lm + 5m², 3l² – 4lm + 6m²
(iv) 7 – x – 3x², 2x² – 5x – 3 (v) 6m³ + 4m² + 7m – 3, 2m³ + 4

5. Find the perimeter of the beside rectangle whose

length is 6x + y and breadth is 3x – 2y

6. Find the perimeter of triangle whose sides are a + 3b, a – b and 2a – b

7. Subtract the sum of x² – 5xy + 2y² and y² – 2xy – 3x² from the sum of 6x² – 8xy – y² and
2xy – 2y² – x² .
8. What should be added to 1 + 2p – 3p² to get p² – p – 1?
9. What should be taken away from 3a² – 4b² + 5ab + 20 to get – a² – b² + 6ab +3 ?
10. If A = 4x² + y² – 6xy; B = 3y² + 12x² + 8xy; C = 6x² + 8y² + 6xy then,
find (i) A + B + C (ii) (A – B) – C
3.5 Value of an Algebraic Expression:
There are number of situations in which we need to find the value of an expression. The value
obtained by substituting particular value for variable is called 'the value of expression' at that value.
In Geometry and every day mathematics, we need to find the
value of expression.
In a school, if a physical education teacher wants to
select 10 students for kabaddi game, for which he can choose
any number of girls and boys.
Let the number of girls be p, then number of boys,
10 – p.
If 6 girls are interested to participate, then the number
of boys required is 10 – 6 = 4.
If only 3 girls are interested to participate, then the number of boys required is 10 – 3 = 7.
Here we observe that the number of boys is changing in accordance with the number of girls.
So, we can say that 4 is the value of expression 10 – p when p = 6.
Similarly, 7 is the value of expression 10 – p when p = 3.
The numerical value of an algebraic expression is the number obtained by replacing the unknown
values with the numerical value given and perform the operations.

7th Class Mathematics 115 Algebraic Expressions

4.
(i) 2x + y , x – y (ii) a + 2b + c, – a – b – 3c (iii) 2l² – 3lm + 5m², 3l² – 4lm + 6m²
(iv) 7 – x – 3x², 2x² – 5x – 3 (v) 6m³ + 4m² + 7m – 3, 2m³ + 4

5. 6x + y, 3x – 2y

6. a + 3b, a – b, 2a – b

7. 6x² – 8xy – y² 2xy – 2y² – x² x² – 5xy + 2y² y² – 2xy – 3x²

8. 1 + 2p – 3p² p² – p – 1
9. 3a² – 4b² + 5ab + 20 – a² – b² + 6ab +3
10. A = 4x² + y² – 6xy; B = 3y² + 12x² + 8xy; C = 6x² + 8y² + 6xy
(i) A + B + C (ii) (A – B) – C

3.5

p 10 – p.
10 – 6 = 4.

10 – 3 = 7.

p=6 10 – p
p=3 10 – p

116
Example 15 : Find the value of the following expressions, when x = 3
(i) x + 6 (ii) 8x – 1 (iii) 14 – 5x
Solution :
(i) When x = 3, value of x + 6 (substituting 3 in the place of x) is (3) + 6 = 9
(ii) When x = 3, The value of 8x – 1 = 8(3) – 1 = 24 – 1 = 23
(iii) When x = 3, the value of 14 – 5x = 14 – 5(3) = 14 – 15 = – 1

1. Write an expression whose value is – 15 when x = – 5

2. Write an expression whose value is 15 when x = 2

While finding the value of an algebraic expression 5x when x = – 2, two

students solved as follows:
Chaitanya Reeta
5x = 5(–2) = –10 5x = 5 – 2 = 3

Can you guess who has done it correctly? Justify!

Exercise - 3.4

1. Find the value of the expression 2x2 – 4x + 5 when (i) x = 1 (ii) x = –2 (iii) x = 0.
2. Find the value of expressions when m = 2, n = –1 (i) 2m + 2n (ii) 3m – n (iii) mn – 2.
3. Simplify and find the value of the expression 5x2 – 4 – 3x2 + 6x + 8 + 5x – 13 when x = – 2
3a 2a
4. Find the length of the line segment PQ when a = 3 cm.
P R Q

5. The area of a square field of side s meters, is s2 sq. m. Find the area of
s
square field, when
(i) s = 5m (ii) s = 12m (iii) s = 6.5m

1
6. The area of tringle is given by bh and if b = 12 cm, h = 8 cm, then find the area of triangle.
2
PTR
7. Simple interest is given by I = , If P = ` 900, T = 2 years, and R = 5% , then find the Simple
100
interest.

7th Class Mathematics 117 Algebraic Expressions

 15 : x = 3
(i) x + 6 (ii) 8x – 1 (iii) 14 – 5x

(i) x = 3 x + 6 (x (3) + 6 = 9
(ii) x = 3 8x – 1 = 8(3) – 1 = 24 – 1 = 23
(iii) x = 3 14 – 5x = 14 – 5(3) = 14 – 15 = – 1

1. x = – 5 – 15

2. x = 2

x=–2 5x

5x = 5(–2) = –10 5x = 5 – 2 = 3

-3.4

1. (i) x = 1 (ii) x = –2 (iii) x = 0 2x2 – 4x + 5

2. m = 2, n = –1 (i) 2m + 2n (ii) 3m – n (iii) mn – 2
3. 5x2 – 4 – 3x2 + 6x + 8 + 5x – 13 x=–2
3a 2a
4. PQ a=3 P R Q

5. s s2
s
(i) s = 5 (ii) s = 12 (iii) s = 6.5

1
6. bh b = 12 , h=8
2
PTR
7. I= , P = ` 900, T = 2 R = 5%
100
118
8. Find the errors and correct them in the following:
The value of following when a = –3.
(i) 3 – a = 3 – 3 = 0
(ii) a2 + 3a = (–3)2 + 3(–3) = 9 + 0 = 9
(iii) a2 – a – 6 = (–3)2 – (–3) – 6 = 9 – 3 – 6 = 0
(iv) a2 + 4a + 4 = (–3)2 + 4(–3) + 4 = 9 + 1 + 4 = 14
(v) a3 – a2 – 3 = (–3)3 – (–3)2 – 3 = – 9 + 6 – 3 = – 6

1. Fill in the blanks:

(i) The constant term in the expression a + b + 1 is ............................
(ii) The variable in the expression 3x – 8 is ............................
(iii) The algebraic term in the expression 2d – 5 is ............................
(iv) The number of terms in the expression p2 – 3pq + q is ............................
(v) The numerical coefficient of the term – ab is ............................
2. Write below terms are True or False:
3x
(i) is a binomial.
9y
(ii) The coefficient of b in – 6abc is – 6a.
(iii) 5pq and – 9qp are like terms.
(iv) The sum of a + b and 2a + 7 is 3a + 7b.
(v) When x = – 2, then the value of x + 2 is 0.

2 7c a
3. Identify like terms among the following: 3a, 6b, 5c, – 8a, 7c, 9c, – a, b, ,
3 9 2
4. Arjun and his friend George went to a stationary shop. Arjun bought 3 pens and 2 pencils where
as George bought one pen and 4 pencils. If the price of each pen and pencil is `x and ` y rupees
respectively, then find the total bill amount in x and y ?
5. Find the errors and correct the following:
(i) 7x + 4y = 11xy (ii) 8a2 + 6ac = 14a3c (iii) 6pq2 – 9pq2 = 3pq2
(iv) 15mn – mn = 15 (v) 7 – 3a = 4a
6. Add the expressions (i) 9a + 4, 2 – 3a (ii) 2m – 7n, 3n + 8m, m + n
7. Subtract (i) – y from y (ii) 18 pq from 25pq (iii) 6t + 5 from 1 – 9t

7th Class Mathematics 119 Algebraic Expressions

8. a = –3
(i) 3 – a = 3 – 3 = 0
(ii) a2 + 3a = (–3)2 + 3(–3) = 9 + 0 = 9
(iii) a2 – a – 6 = (–3)2 – (–3) – 6 = 9 – 3 – 6 = 0
(iv) a2 + 4a + 4 = (–3)2 + 4(–3) + 4 = 9 + 1 + 4 = 14
(v) a3 – a2 – 3 = (–3)3 – (–3)2 – 3 = – 9 + 6 – 3 = – 6

1.
(i) a+b+1 ............................
(ii) 3x – 8 ............................
(iii) 2d – 5 ............................
(iv) p2 – 3pq + q ............................
(v) – ab ............................
2.

3x
(i)
9y
(ii) – 6abc b – 6a.
(iii) 5pq – 9qp
(iv) a+b 2a + 7 3a + 7b.
(v) x=–2 x+2 0.
2 7c a
3. 3a, 6b, 5c, – 8a, 7c, 9c, – a, b, ,
3 9 2
4.

`x `y x y
5.
(i) 7x + 4y = 11xy (ii) 8a2 + 6ac = 14a3c (iii) 6pq2 – 9pq2 = 3pq2
(iv) 15mn – mn = 15 (v) 7 – 3a = 4a
6. (i) 9a + 4, 2 – 3a(ii) 2m – 7n, 3n + 8m, m + n
7. (i) y –y (ii) 25pq 18 pq (iii) 1 – 9t 6t + 5

120
8. Simplify the following:
(i) t + 2 + t + 3 + t +6 – t – 6 + t
(ii) (a + b + c) + (2a + 3b – c) – (4a + b – 2c)
(iii) x + (y + 1) + (x + 2) + (y + 3) + (x + 4) + (y + 5)
9. The perimeter of a triangle is 8x2 + 7x – 9 and two of its sides are x2 – 3x + 4, 2x2 + x – 9
respectively, then find third side.
10. The perimeter of a rectangle is 2a3 – 4a2 – 12a + 10, if length is 3a2 – 4, find its breadth.

1. A variable can take various values and its value cannot fixed. Example: a, b,
x, y, z etc., on the other hand a constant has a fixed value. For example 6, 8,
–10. etc., are some constants.
2. If every term of an expression is a constant term, then the expression is called
a numerical expression.
3. If an expression has at least one algebraic term, then the expression is called an algebraic expression.
4. The terms having the same algebraic factors are like terms and the terms having different algebraic
factors are unlike terms.
5. An algebraic expression containing one term is called a monomial. An algebraic expression containing
two unlike terms is called a binomial. An algebraic expression containing three unlike terms is
called a trinomial.
6. An algebraic expression in which the exponent of the variable is a non-negative integer is called
polynomial.
7. In an expression, if the terms are arranged in a manner such that the exponants of the variables are
in descending order then the expression is said to be in standard form.
8. If no two terms of an algebraic expression are alike then, it is said to be in simplified form.
9. The sum of two or more like terms is the sum of the numerical coefficients of all the like terms.
10. The difference between two or more like terms is the difference between the numerical coefficients
of the like terms.
11. The value of an expression depends on the different values taken by the variable from which the
expression is formed.

Coding and decoding :

Coding - Decoding is all about sending some information in a coded form such that only the
desired person can decode that information. Now a days coding and decoding plays a vital role in all
competitive examinations. We can get various types of questions from coding and decoding as a logic
of coding the information or refining it. There are infinite methods of coding and decoding. We can
check it in different ways.

7th Class Mathematics 121 Algebraic Expressions

8.
(i) t + 2 + t + 3 + t +6 – t – 6 + t
(ii) (a + b + c) + (2a + 3b – c) – (4a + b – 2c)
(iii) x + (y + 1) + (x + 2) + (y + 3) + (x + 4) + (y + 5)
9. 8x2 + 7x – 9 x2 – 3x + 4,
2x2 + x – 9
10. 2a3 – 4a2 – 12a + 10, 3a2 – 4

1.
a, b, x, y, z
6, 8, –10
2.

3.

4.

5.

6.

7.

8.
9.

10.
11.

122
 Let us discuss some methods like symbolic logic, shifting of letters in different patterns, position
of letters in alphabetical order.
First we have to prepare one table by assigning numbers to letters in Alphabetical order in both
forward and reverse direction. This will help us in decoding of some problems.

Alphabetical number table:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Let us see some examples on coding and decoding from the below table:
Sl.No. Method Example Explanation
By comparing each letter with
In a certain code MATH symbol, by writing one below the
is written as #@$%, and other,
1 Symbolic Logic PAT is written as &@$, M AT H , PA T
then how will be PATH is
written in that code? #@S% &@$
from this, PATH = & @ $%
In this method, each letter in a word
is shifted to 1 position forward in
alphabetical order.
Shifting of letters M A T H
MATH : NBUI, then
2 Forward direction +1 +1 +1 +1
ROCK:?
(+1) N B U I
then, R O C K = S P D L
In this method, each letter in a word
is shifted to 1 position backward in
Shifting of letters alphabetical order.
Forward and Backward MATH : L B S I, then M A TH
3
direction WIND:? -1 +1 -1 +1 then,
( -1,+1,- 1, +1 ) L B S I WI ND=VJME

7th Class Mathematics 123 Algebraic Expressions

 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

MATH
#@$% PAT &@$ M AT H , PA T
1 PATH
#@S% &@$

PATH = &@ $%

MATH : NBUI, M A T H
2
ROCK:? +1 +1 +1 +1
(+1) N B U I
ROCK=SPDL

MATH : L B S I,
3
M A TH
( -1,+1,- 1, +1 ) WIND:? -1 +1 -1 +1
L B S I WI ND=VJME

124
Sl.No. Method Example Explanation
In this method, each letter in a word
is shifted to 1,2,3,4 places in
Shifting of letters alphabetical order. The logic behind
MATH : NCWL, then this is ‘ +1’
4 Increasing pattern
(+1,+2,+3,+4) FAIR : ? M A T H
+1 +2 +3 +4
N C W L then,
FA I R = G C LV
First write numbers below the given
word, then observe the pattern.
Follow the same to decode the
Shifting of letters M A T H : T H M A, then given word.
5 (in different places) BOOK:?
MAT H = T H MA
1 2 3 4 3 4 1 2
so, B O O K = O K B O
1 2 3 4 3 4 1 2
In the above alphabetic number
Position of letters: M A T H : 131208, then table, the numbers of corresponding
6 (as per alphabetical letters are taken in forward,
NOTE:?
order) (M =13, A = 1, T = 20, H = 8)
so N O T E = 1415205
The numbers corresponding letters
Position of letters: M A T H : 1426719,
taken in reverse position
7 (in reverse ) then
(M = 14, A= 26, T = 7, H = 19)
LIFE:?
So, L I F E = 15182122
Taking the letters from same
positions,but in reverse direction
Position of letters: M A T H : N Z G S, MA T H
8 (same position but in then 13 1 20 8 the letters in 13, 1, 20,
reverse direction) SONG :? 8 positions are N Z G S.
so, S O N G = H L M T

Taking sum of positions of letters in

M A T H : 42, forward direction,
Sum of positions then
9 13 + 1 + 20 + 8 = 42
( in forward direction) B E AT : ? So B E A T = 2 + 5 + 1 + 20 = 28
Taking product of positions of
M A T H : 2080,
10 letters in forward direction
Product of positions then
MATH = (13)(1)(20)(8) = 2080,
LINE:?
So, LINE= (12)(9)(14)(5) = 7560

7th Class Mathematics 125 Algebraic Expressions

 MATH : NCWL,
4 M A T H
(+1, +2, +3, +4) FAIR : ? +1 +2 +3 +4
N C W L
FA I R = G C LV

M A T H : T H M A,
5
MAT H = T H MA
BOOK:? 1 2 3 4 3 4 1 2
BOOK= O K B O
1 2 3 4 3 4 1 2

M A T H : 131208,
6
NOTE:? (M =13, A = 1, T = 20, H = 8)
N O T E = 1415205

M A T H : 1426719,
7
(M = 14, A= 26, T = 7, H = 19)
LIFE:?
L I F E = 15182122

M A T H : N Z G S,
MA T H
8
SONG :? 13 1 20 8
13, 1, 20, 8
N Z G S.
SONG=HLMT

M A T H : 42,
9
13 + 1 + 20 + 8 = 42
B E AT : ?
B E A T = 2 + 5 + 1 + 20 = 28

M A T H : 2080,
10
LINE:? MATH = (13)(1)(20)(8) = 2080,
LINE= (12)(9)(14)(5) = 7560

126
Practice questions :
1) In a certain code BOARD: CNBQE, how ANGLE will be written in that code? ( )
a) BMHKF b) CNIJE c) BLGIF d) CMIKF
2) In a certain code, MOBILE : 56, how PHONE will be written in that code? ( )
a) 52 b) 54 c) 56 d) 58
3) If BEAN: ABNE, then NEWS ? ( )
a) WSNE b) WSEN c) WNSE d) WNES
4) If ROSE : 6821, CHAIR : 73456, PREACH: 961473, then SEARCH ? ( )
a) 241673 b) 214673 c) 216473 d) 216743
5) If COMPUTER: RFUVQNPC, then MEDICINE ? ( )
a) EDJOJMEF b) EOJDJEFM c) EOJJDFEM d) EDJJOFME
6) If LAKE = 7@$5, WALK = %@7$, then WAKE = ? ( )
a) @%75 b) %@$5 c) %5@7 d) %@57
7) If MANY = OCPA, then LOOK = ? ( )
a) NQQM b) MQQN c) QMQN d) QNQM
8) If SOME = PLJB, then BODY = ? ( )
a) LABY b) YBAL c) YLAV d) ABLY
9) If ARC = CVI, then RAY = ? ( )
a) TEU b) TEE c) TED d) TEF
10) If MEAN = KGYP, then MODE = ? ( )
a) QBGK b) KBQG c) KGBQ d) KQBG
11) If FIND = DNIF, then DONE = ? ( )
a) ENOD b) ENDO c) NEOD d) ONED
12) If BASE = SBEA, then AREA = ? ( )
a) AARE b) EAAR c) EARA d) REAA
13) If LESS = 55, then MORE = ? ( )
a) 54 b) 50 c) 51 d) 52
14) If BACK = 17, then CELL = ? ( )
a) 33 b) 30 c) 31 d) 32
15) If BIG = 63, then SMALL = ? ( )
a) 76 b) 78 c) 74 d) 72
16) If BANK = YZMP, then MANY = ? ( )
a) NZBM b) ZNBM c) NZMB d) ZNMB
17) If FACTOR = UZXGLI, then SCHOOL = ? ( )
a) HLSLSO b) HLLOSX c) HSXLLO d) HXSLLO
18) If NONE = 12, then MAP = ? ( )
a) 10 b) 15 c) 30 d) 36
19) If SIDE = HRWV, then ROAD = ? ( )
a) IWLZ b) IZLW c) ILZW d) ZILW
20) If SQUARE = 81, then RHOMBUS = ? ( )
a) 92 b) 93 c) 94 d) 95

7th Class Mathematics 127 Algebraic Expressions

1) BOARD: CNBQE, ANGLE ( )
a) BMHKF b) CNIJE c) BLGIF d) CMIKF
2) MOBILE : 56, PHONE ( )
a) 52 b) 54 c) 56 d) 58
3) BEAN: ABNE NEWS ( )
a) WSNE b) WSEN c) WNSE d) WNES
4) ROSE : 6821, CHAIR : 73456, PREACH: 961473 SEARCH ( )
a) 241673 b) 214673 c) 216473 d) 216743
5) COMPUTER: RFUVQNPC MEDICINE ( )
a) EDJOJMEF b) EOJDJEFM c) EOJJDFEM d) EDJJOFME
6) LAKE = 7@$5, WALK = %@7$ WAKE = ? ( )
a) @%75 b) %@$5 c)%5@7 d) %@57
7) MANY = OCPA LOOK = ? ( )
a) NQQM b) MQQN c) QMQN d) QNQM
8) SOME = PLJB BODY = ? ( )
a) LABY b) YBAL c) YLAV d) ABLY
9) ARC = CVI RAY = ? ( )
a) TEU b) TEE c) TED d) TEF
10) MEAN = KGYP MODE = ? ( )
a) QBGK b) KBQG c) KGBQ d) KQBG
11) FIND = DNIF DONE = ? ( )
a) ENOD b) ENDO c) NEOD d) ONED
12) BASE = SBEA AREA = ? ( )
a) AARE b) EAAR c) EARA d) REAA
13) LESS = 55 MORE = ? ( )
a) 54 b) 50 c) 51 d) 52
14) BACK = 17 CELL = ? ( )
a) 33 b) 30 c) 31 d) 32
15) BIG = 63 SMALL = ? ( )
a) 76 b) 78 c) 74 d) 72
16) BANK = YZMP MANY = ? ( )
a) NZBM b) ZNBM c) NZMB d) ZNMB
17) FACTOR = UZXGLI SCHOOL = ? ( )
a) HLSLSO b) HLLOSX c) HSXLLO d) HXSLLO
18) NONE = 12 MAP = ? ( )
a) 10 b) 15 c) 30 d) 36
19) SIDE = HRWV ROAD = ? ( )
a) IWLZ b) IZLW c) ILZW d) ZILW
20) SQUARE = 81 RHOMBUS = ? ( )
a) 92 b) 93 c) 94 d) 95

128
 Learning Outcomes Content Items
The learner is able to : 4.0 Introduction
4.1 Construction of triangles with given
construct triangles with given
three sides
measurements by using geometrical
4.2 Construction of triangles with given two
instruments.
sides and one angle
draw different types of triangles 4.3 Construction of triangle with two given
based on their properties. angles and one side
determine whether triangle can be
constructed or not with the given
measurements.

4.0 Introduction
Let us recall, what we have learnt in the previous chapters
i) The sum of three angles of a triangle is 180°,
ii) The sum of two sides of a triangle is greater than the third side of the triangle,
iii) The difference between the two sides is less than the third side,
iv) The exterior angle of a triangle is equal in measure to the sum of opposite interior angles.
(v) Construction of the line segment and angles.

Look at the beside picture and answer the following questions :

1. Name some things from your daily life that look like
triangles.
2. What are the types of triangles can see in the picture?
3. Do you think all triangles show are similar with their
properties? What are they?
Now, we will learn about constructions of triangles
in this chapter. Let us recall the previous concepts which
we already learnt in previous class.

7th Class Mathematics 129 Construction of Triangles

 4.0
4.1

4.2

4.3

4.0

i) 180°.
ii)
iii)
iv)

(v)

1.
2.
3.

130
1. Draw the angles 70° and 110° by using protractor.
2. Construct the angles 60° and 120° by using ruler and compass.
3. Draw a line segment PQ = 4.5 cm and construct its perpendicular bisector by using ruler and
compass.
4. Construct DEF = 60° and its angular bisector by using ruler and compass.
5. Construct an angle 90° without using protractor.

4.1 Construction of a triangle with given three sides (SSS):

To construct a triangle with given measurements, we should first draw a rough sketch and indicate
the given measures. This will help us to understand the sequential steps has to be followed in the
construction of a triangle.

Example-1 : Construct ABC with sides AB = 6 cm, BC = 4 cm, and AC = 5 cm.

Solution :

Step-1 : Draw a rough sketch of the triangle and

label it with the given measurements.

Rough figure

Step-2 : Draw a line segment with AB = 6 cm.

A 6 cm B

Step-3 : Draw an arc with centre A and

radius 5 cm.

A 6 cm B

7th Class Mathematics 131 Construction of Triangles

1. 70°, 110°
2. 60° 120°
3. PQ = 4.5

4. DEF = 60°
5. 90°
4.1

1 : AB = 6 BC = 4 AC = 5 ABC

AB
A 6 cm B

A 5

A 6 cm B

132
 Step-4 : Draw another arc with centre B and
radius 4 cm to intersect the previous
arc at C.

A 6 cm B

Step-5 : Join AC and BC. C

Then, we get the required ABC.

5 cm 4 cm

A B
6 cm

1. Construct an equilateral triangle XYZ with XY = 4 cm.

2. Construct an isoscales triangle PQR with PQ = PR = 3 cm, QR = 5 .

Can you construct ABC with AB = 4 cm, BC = 5 cm and CA = 10 cm?

Why? Justify your answer.

Exercise - 4.1

1. Construct ABC with measurements such that AB = 3.5 cm, BC = 4 cm and AC = 4.5 cm.
2. Construct an equilateral triangle PQR with side PQ = 5.5cm
3. Construct XYZ with measurements XY = 3.5 cm, YZ = 5 cm and ZX = 3.5 cm.
Which type of triangle is this?
4. Construct a triangle with measurements of 5 cm, 3cm and 4.5 cm

4.2 Construction of a triangle with given two sides and an angle:

Let us construct a triangle with given two sides and one angle in the following situations.

4.2.1 Construction of a triangle with given two sides and included angle (SAS):
Example-2 : Construct EFD with the measurements F = 70°, EF = 4 cm and FD = 5 cm.

7th Class Mathematics 133 Construction of Triangles

 B

‘C’

A 6 cm B

AC, BC C
ABC

5 cm 4 cm

A B
6 cm

1. XY = 4 XYZ
2. PQ = PR = 3 QR = 5
PQR

AB = 4 , BC = 5 CA = 10 ABC

1. AB = 3.5 BC = 4 AC = 4.5 ABC

2. PQ = 5.5 PQR
3. XY = 3.5 , YZ = 5 ZX = 3.5 XYZ

4.

4.2

4.2.1: (SAS)
2: F = 70°, EF = 4 FD = 5 EFD

134
Solution :

Step-1 : Draw a rough sketch of the triangle

and label it with the given
measurements.
Rough figure

Step-2 : Draw a line segment with EF = 4 cm. E 4 cm F

Step-3 : Draw a ray FX such that

EFX = 70°

70o )
E 4 cm F

5 cm
Step-4 : Draw an arc with centre F and radius
5 cm, to intersect FX at point D.

70o
)
E 4 cm F
X

D
Step-5 : By joining E and D we get the required
triangle DEF.
5 cm

70o )
E 4 cm F

7th Class Mathematics 135 Construction of Triangles

:

: EF
E 4 cm F

: EFX = 70° FX

70o )
E 4 cm F

: F FX
5 cm
D

70o
)
E 4 cm F
X

D
: E, D
DEF
5 cm

70o )
E 4 cm F

136
4.2.2 : Construction of a triangle with given two sides and non-included angle:
Example-3 : Construct ABC with AB = 6 cm, BC = 7 cm, BAC = 800
Solution :
Step-1 : Draw a rough sketch of ABC and label it with the given
measurements.
Step-2 : Draw a line segment AB of length 6 cm.
Step-3 : Draw a ray AX such that BAX = 80°
Step-4 : Draw an arc with center B and radius 7 cm to intersect the ray Step-1 Rough figure
AX at C.
Step-5 : Join B and C to get the required ABC.

Step-2 Step-3 Step-4 Step-5

4.2.3 : Construction of a right angled triangle with given hypotenuse and a side (RHS):
Example-4 : Construct a right angled triangle XYZ, XY = 4 cm, XZ = 6.5 cm and Y= 900
Solution :
Step-1 : Draw a rough sketch of XYZ and label it with given measurements.
Step-2 : Draw a line segment with XY = 4 cm.
Step-3 : Draw a ray YP such that XYP = 900.
Step-4 : Draw an arc with center X and radius 6.5 cm to
intersect the Ray YP at Z.
Step-5 : Join X and Z to get the required XYZ.
Step-1 : Rough figure
Rough figure

Step-2 Step-3 Step-4 Step-5

7th Class Mathematics 137 Construction of Triangles

4.2.2 :
3 : AB = 6 , BC = 7 , BAC = 800 ABC

: ABC
: AB
: BAX = 80° AX
: B AX C

: B, C ABC

4.2.3 :
4 : XY = 4 , XZ = 6.5 Y= 900 XYZ

: XYZ
: XY 4
: XYP = 900 YP
: X 6.5 YP Z

: X, Z XYZ
Rough figure

138
 Construct MAT with measurements MA = 5.5 cm, MT = 4 cm and
M=700.

Construct the triangle with the measurements of AB = 7cm, B = 60° and

C = 700.

Exercise-4.2

1. Construct ABC in with measurements AB = 4.5 cm, BC = 6 cm and B=750.

2. Construct an isosceles triangle measurements DE = 7 cm, EF = 7 cm and E = 600.
3. Draw a triangle with measurements B = 500, AB = 3 cm and AC = 4 cm.
4. Construct a right angled triangle in which, XY = 5 cm, XZ = 6 cm and right angle at X.
5. Construct a right angled with measurements ABC, B = 900, AB = 8 cm and AC = 10 cm.

4.3 Construction of a triangle with given two angles and included side:
Example-5 : Construct PEN with measurements PE = 7 cm, PEN = 250 and EPN = 600
Solution :
Step-1 : Draw a rough sketch of triangle and label it with given measurements.
Step-2 : Draw a line segment with PE = 7 cm.
Step-3 : Draw a ray PX such that EPX = 60°.
Step-4 : Draw another ray EY such that PEY = 25°
Step-5 : Rays PX and EY intersect each other at N.
Hence, we get the required PEN.
(If necessary, extend the rays to form a triangle.)
Step-1 : Rough figure

Step-2 Step-3

7th Class Mathematics 139 Construction of Triangles

 MA = 5.5 , MT = 4 M=700 MAT

AB = 7 B = 60° C = 700

1. AB = 4.5 , BC = 6 B=750 ABC

2. DE = 7 , EF = 7 E = 600

3. B = 500, AB = 3 AC = 4 ABC

4. XY = 5 , XZ = 6 X

5. B = 900, AB = 8 AC = 10 ABC

4.3
5 : PE = 7 , PEN = 250 EPN = 600 PEN

:
: PE 7
: EPX = 60° PX
: PEY = 25° EY
: PX, EY ‘N’
PEN

140
 Step-4 Step-5

Example-6 : Construct MPC the triangle with the measurements MP = 4 cm, P = 450 and
C = 800.
Solution : Now we have to find out the third angle.
We know that, the sum of three angles in a triangle is 180°.
So, M+ P+ C = 180°
M + 45° + 80° = 180°
M + 125° = 180° Step-1 : Rough figure
M = 180 – 125 = 55°
Step-1 : Draw a rough sketch of triangle and label it with given measurements.
Step-2 : Draw a line segment with MP = 4 cm.
Step-3 : Draw a ray MX such that PMX = 55°.
Step-4 : Draw another ray PY such that MPY = 45°.
Step-5 : Rays MX and PY intersect each other at C. ( If necessary extend the rays to form a triangle.)
Hence, we get the required triangle MPC.
Verification : By using the protractor and check whether C is equal to 80o or not.

Step-2 Step-3 Step-4 Step-5

Construct ABC with the measurements A = 900, C = 500 and

AC = 8cm

Construct a triangle with angles 1000, 950 and a side of length of your
choice. Can you construct the triangle?

7th Class Mathematics 141 Construction of Triangles

 6 : MP = 4 , P = 450 C = 800 MPC
:
180°
M+ P+ C = 180°
M + 45° + 80° = 180°
M + 125° = 180°
M = 180 – 125 = 55°
:
: MP
: PMX = 55° MX
: MPY = 45° PY
: MX, PY ‘C’
MPC
C 80°

A = 900, C = 500 AC = 8 ABC

1000, 950

142
 Exercise-4.3

1. Construct DEF with measurements D = 60°, F = 500 and DF = 4 cm.

2. Construct the triangle with the measurements XY = 7.2 cm, Y = 300 and Z = 1000.
3. Construct PQR with the measurements P = Q = 600 and PQ = 7 cm.

Thales of Miletus was a Greek mathematician. Thales had been credited

with the discovery of five Geometric theorems:
1) The circle is bisected by its diameter.
2) The angles in a triangle opposite two sides of equal length are equal.
3) The opposite angles formed by intersecting straight lines are equal.
4) The angle inscribed inside a semicircle is a right angle.
5) The triangle is determined if its base and the two angles at the base are given.
His mathematical achievements are difficult to assess, however, because of the ancient practice
of crediting particular discoveries to men with the general reputation for wisdom.

Construct triangles for the following:

1. Construct PQR with measurements PQ = 5.8 cm, QR = 6.5 cm and PR = 4.5 cm.
2. Construct an isosceles triangle LMN with measurements LM = LN = 6.5 cm and MN = 8 cm.
3. Construct ABC with measurements A = 600, B = 700 and AB = 7 cm.
4. Construct a right angled triangle XYZ in which Y = 900, XY = 5 cm and YZ = 7 cm.
5. Construct an equilateral triangle DEF in which DE = EF = FD = 5 cm.
7. Construct a triangle with non-included angle for the sides of ST and SU of lengths 6 and 7 cm.
respectively and T = 800.
8. Can you construct DEF with DE = 7 cm, EF = 14 cm and FD = 5 cm.? If not give reasons.

7th Class Mathematics 143 Construction of Triangles

1. D = 60°, F = 500 DF = 4 DEF
2. XY = 7.2 , Y = 300 Z = 1000 XYZ
3. P= Q = 600 PQ = 7 PQR

1)
2)
3)
4)
5)

1. PQ = 5.8 , QR = 6.5 PR = 4.5 PQR

2. LM = LN = 6.5 MN = 8 LMN
3. A = 600, B = 700 AB = 7 ABC
4. Y = 900, XY = 5 YZ = 7 XYZ
5. DE = EF = FD = 5 DEF
6. ST, SU T = 800
7. DE = 7 , EF = 14 FD = 5 DEF

144
 Counting of Triangles

S.No Type Type of Picture Solution

1
Count the Number 4 2
1 of Triangles in the 3
given Square Number of diagonals = 2
Number of blocks = 4
Total number of triangles = 4 2 = 8

1 2
8 3
Count the Number 7 4
2 6 5
of Triangles in the
given Rectangle Number of diagonals = 2
Number of blocks = 8
Total number of triangles = 2 8 = 16
Number of Triangles in 1st Square = 8
Number of Triangles in 2nd Square = 8
Count the Number
3 of Triangles in the
given figure which is
combination of two
squares Other than this, we got two more
triangles like above.
So, Total number of triangles
= 16+2 =18

We have three squares in the given figure.

Number of Triangles in 1st Square = 8
Number of Triangles in 2nd Square = 8
Count the Number Number of Triangles in 3rd Square = 8
of Triangles in the
4 given figure which is
combination of
Three squares
Other than this, we got four more
triangles like above at four vertices.
So, Total number of triangles
= 24 + 4 =28

7th Class Mathematics 145 Construction of Triangles

 1
4 2
1 3
=2
=4
=4 2= 8
1 2
8 3
7 4
2 6 5
=2
=8
= 2 8 = 16

=8

= 16+2 =18

= 8
= 8
= 8

= 24 + 4 =28

146
S.No Type Type of Picture Solution

Count the Number

of Triangles in the
5 Triangle having one
line segment from 1 2
the vertex to the
opposite side . 1 + 2 =3
Total number of triangles = 3

Count the Number

of Triangles in the
Triangle having
6 three line segments 1 2 3 4
from the vertex to
the opposite side . 1 + 2 + 3 + 4 = 10
Total number of triangles = 10

Count the Number

of Triangles in the 1 2
Triangle having one
line segment from 1 2
7 the vertex to the
opposite side No of triangles = (1+2) + (1+2)
and one line =3+3 =6
segment parallel to
base.
Count the Number
of Triangles in the 123 4
Triangle having 1 2 3 4
three line segments 1 2 3 4
8 from the vertex to
the opposite side Number of rows = 3
and two line Sum of numbers in each row =
segments parallel 1+2+3+4=10
to base. Number of triangles in the picture
= 3(10)= 30
Total number of triangles = 30
Formula to count number of triangles
Outer trianlge
= 4n + 1
Counting triangles Here, n = number of embedded triangles
9 with in embedded in outer triangle.
Triangle Embedded
trianlge For example, n =1
Number of Triangles = 4 + 1 = 5

7th Class Mathematics 147 Construction of Triangles

5 1 2

1 + 2 =3
=3

6 1 2 3 4

1 + 2 + 3 + 4 = 10
= 10

1 2
1 2
7
= (1+2) + (1+2)
=3+3 =6

123 4
1 2 3 4
1 2 3 4
8
= 3
=
1+2+3+4=10
= 3(10)= 30
= 30

= 4n + 1
,n=
9

n =1
=4+1=5

148
S.No Type Type of Picture Solution

For example, n =2
Number of Triangles = 8 + 1 = 9

Formula to count number of triangles =

n n 2 2n 1
8
where n = number of triangles
formed in a side .
Note : Take only integer part obtained
in above formula for finding number of
triangles .
(For example, Integer part of 15.12 =15
Integer part of 27.9 = 27)

3
2
Counting triangles 1
10 with in Triangle
Here n = 3
3 3 2 2 3 1
No of triangles =
8
3 5 7
= = 13.12
8
Integer part of 13.12 =13

4
3
2
1
No of triangles = 27 (How ?)

7th Class Mathematics 149 Construction of Triangles

 n =2
=8+1=9

=
n n 2 2n 1
8
n =

15.12 =15
27.9 27)

3
2
1
10
n=3
3 3 2 2 3 1
=
8
3 5 7
= = 13.12
8
13.12 =13

4
3
2
1

= 27 ( )

150
Practice questions
Find the number of triangles in the given figures.

1. (a) 8 (b) 9 (c) 10 (d) 12

2. (a) 60 (b) 65 (c) 84 (d) 90

3. (a) 12 (b) 13 (c) 14 (d) 15

4. (a) 16 (b) 13 (c) 9 (d) 7

5. (a) 21 (b) 23 (c) 25 (d) 29

6. (a) 10 (b) 19 (c) 21 (d) 23

7. (a) 5 (b) 6 (c) 8 (d) 10

8. (a) 9 (b) 10 (c) 11 (d) 12

9. (a) 19 (b) 20 (c) 16 (d) 14

10. (a) 56 (b) 48 (c) 32 (d) 60

7th Class Mathematics 151 Construction of Triangles

1. (a) 8 (b) 9 (c) 10 (d) 12

2. (a) 60 (b) 65 (c) 84 (d) 90

3. (a) 12 (b) 13 (c) 14 (d) 15

4. (a) 16 (b) 13 (c) 9 (d) 7

5. (a) 21 (b) 23 (c) 25 (d) 29

6. (a) 10 (b) 19 (c) 21 (d) 23

7. (a) 5 (b) 6 (c) 8 (d) 10

8. (a) 9 (b) 10 (c) 11 (d) 12

9. (a) 19 (b) 20 (c) 16 (d) 14

10. (a) 56 (b) 48 (c) 32 (d) 60

152
 Learning Outcomes Content Items

The learner is able to 5.0 Introduction

derive the formula for area of triangle. 5.1 Area of triangle
solve the daily life problems related to the area of 5.2 Area of rectangular and
triangle. square paths
derive the area of representing rectangular paths and
5.3 Area of a circle
area of square paths.
solve the daily life problems connected to the area 5.4 Area of circular paths
of rectangular paths and square paths.
derive the formula for area of circle and area of circular
paths.
solve daily life problems related to the area of circle
and area of circular paths.

5.0 Introduction:
Teacher : Good morning children!
Students : Good morning madam.
Raju : This is the outline picture of
my field. How can I measure
the area of my field?
Teacher : Children! See the picture
carefully. Can anyone give
any idea to Raju?
Renu : It is irregular in shape. How
can we measure? Please give
us some idea mam!
Teacher : I am drawing two vertical lines, one is joining
A,E and another one is joining G, H through F.
We already learnt area of square and rectangle.
Now try to find area of square BCHG and
rectangle DEFH by using the formulae of area
of sqare and area of rectangle.
Salma : Now I can find area of square BCHG. Area
of square BCHG = 30 30 = 900 sq.m.

VII Class Mathematics 153 Area of plane figures

 5.0
5.1
5.2

5.3
5.4

5.0

A, E
G, H F

BCHG
DEFH
BCHG
BCHG

154
Kiran : I can find area of rectangle DEFH.
Area of rectangle DEFG = 40×20
= 800 sq.m.
Teacher : Very good, children! How can you
find the area of triangle AGF?
Raju : We don't know teacher.
Teacher : Ok, now in this chapter we will learn
how to find the area of triangle, area
of rectangular paths, area of circle and area
of circular paths. Generally we see
rectangular and circular paths as shown in
the figure like swimming pool and grass
lawn in our daily life.
Before going to discuss these concepts, let us recall the concepts which we learnt in the
previous classes.

Find the missing value in the following tables and fill by using given hints:

(i) S.No. Length Breadth Area Perimeter Hint

The perimeter of a rectangle

1. 10 m 5m
= 2(l+b) units
Area of a rectangle = l × b
2. 16 cm 80 sq.cm square units
(where ‘l’ is length and ‘b’ is
3. 40 mm 440 mm breadth of a rectangle).

b
4. 13 m 36 m
l

(ii) S.No. Side Area Perimeter Hint

Perimeter of a square = 4 s units.
40 cm
Area of a square = s s square
units.
81 sq.m (where ‘s’ is the side of the square)

120 mm
s

VII Class Mathematics 155 Area of plane figures

 DEFH

DEFH

AGF

(i)

1. 10 5 l b
=
2. 16 80 2(l+b)
=
3. 40 440 l×b

b
4. 13 36
l

(ii)

s
40
=4 s
=s s
81

120
s

156
 (iii) S.No. Radius Diameter Perimeter Hint

Perimeter of circle P = 2 r or d
7 cm (where ‘r’ is radius and ‘d’ is diameter
of circle)
132 cm

44 mm

(iv) S.No. Sides of the triangle Perimeter Hint

3 cm, 4 cm, 5 cm Perimeter of triangle

a c
= a + b + c units
6 m, 8 m, 12 m (where a, b, c are
sides of triangle) b

5.1 Area of Triangle :

We will find the area of triangle with the help of rectangle.

Take a rectangular shaped chart, draw triangle and colour it as shown in

Fig-1. Cut the rectangle into two small rectangles through the vertex of triangle as
shown in Fig-2. Then triangle also divided in to two small triangles as shown below.

Fig - 1 Fig - 2
Observe carefully, the area of two different coloured triangles, equal to each other in each
rectangular part. Hence sum of the area of two same coloured triangle is half of the sum of area of two
rectangles, so, area of required triangle is half of area of rectangle Actually area of rectangle = l x b
If you take length of rectangle ‘l ’ = base of the triangle ‘b’ and breadth of rectangle ‘b’ =
height of the triangle ‘h’

Area of rectangle l b b h 1 1
Area of triangle = = = = b h= base height
2 2 2 2 2
Now, we go back to Raju's problem.

VII Class Mathematics 157 Area of plane figures

 (iii)

r d
r d

(iv)
a, b, c
a+b+c

a c

5.1

l×b
(l) (b)
(b) (h)
1 l b b h 1 1
= b h
2 2 2 2 2

158
Teacher : Raju, can you find the area of AGF?
Raju : Yes mam, I can find that.
Teacher : What is the base and height of AGF?
Raju : Base GF = 10 m and
height AG = 40 m
1 40 10
Area of AGF = b h =
2 2
= 200 sq.m
Teacher : By adding square, rectangle and triangle areas, you get area of A

Raju’s field.
Raju : O.k. mam! I will do. 900+800+200= 1900 sq.m. Thanks to all.
Area of Right-angled Triangle :
In ABC sides forming the right angle are 'a' and 'b'.
C B
1
Area of a right-angled triangle = product of lengths
2
1
of sides forming the right angle = a b
2
Example-1 : Find the area of the given triangles. S

Solution : (i) In PQR, Base (QR) = 6 cm, Height (PS) = 4 cm

1 1 1
Area of PQR = × base × height = QR PS = × 6 cm × 4 cm = 12 Sq.cm.
2 2 2
(ii) In LMN, Base (MN) = 3 cm, Height (LO) = 2 cm
1 1 1
Area of LMN = × base × height = MN LO = × 3 cm × 2 cm = 3 Sq.cm.
2 2 2
Example-2 : The area of the XYZ is 12 Sq.cm and the height XL is 3 cm then find base YZ.
Solution : In XYZ, Base = YZ, Height (XL) = 3 cm, Area of the XYZ = 12 Sq.cm.
1 1
Area of the XYZ = × base × height = × YZ × XL
2 2
1 2
12 = × YZ × 3 YZ = 12
2 3
So, YZ = 8 cm
Example-3 : In ABC, AC = 8 cm, BC = 4 cm and AE = 5 cm.
Find (i) the area of the ABC (ii) BD
Solution : (i) In ABC, Base (BC) = 4 cm, Height (AE) = 5 cm.
1 1
Area of the ABC = × base × height = × 4 × 5 = 10 sq.cm.
2 2

VII Class Mathematics 159 Area of plane figures

 AGF

AGF
GF AG
1 40 10
AGF b h
2 2

ABC a, b
1
2

C B

(i) PQR (QR) = 6 ,

S
(PS) = 4 S

1 1 1
PQR = × × = QR PS = × 6 × 4 = 12
2 2 2
(ii) LMN (MN) = 3 , (LO) = 2
1 1
LMN = × × = MN LO
2 2
1
= ×3 ×2 =3
2
XYZ XL
YZ
XYZ YZ, XL = 3 ,
XYZ = 12
1 1
XYZ = × × =× YZ × XL
2 2
1 2
12 = × YZ × 3 YZ = 12 YZ = 8
2 3
ABC AC = 8 , BC = 4 AE = 5
(i) ABC (ii) BD
(i) ABC (BC) = 4 , (AE) = 5
1 1
ABC = × × = × 4 × 5 = 10
2 2

160
(ii) In BAC, Base (AC)= 8 cm, height (BD ) = ?, Area of BAC = 10 sq.cm
1
Area of BAC = base × height In a triangle you
2
can take any side as
1
i.e., 10 = × 8 × BD base and take
2 height according to base.
2 10 5
BD = 10 × = = = 2.5
8 4 2
So, height (BD) = 2.5 cm

Example-4 :
Calculate the area of the given right-angled triangle with sides having right angle are 6 cm, 6 cm.
Solution : Method-1 : Sides having right angles are 6 cm, 6 cm. A

Sides forming the right angle a = 6 cm, b = 6 cm

6 cm
1
Area of a right-angled triangle = × Product of sides forming the right angle
2
1 1 B C
= a×b = × 6 × 6 = 6 × 3 = 18 sq.cm 6 cm
2 2
(or)
Method-2 : Observe the grid carefully, the right angled triangle
covering half of the area of Square.
1
Area of a right-angled triangle = × Area of square
6 cm

2
1
= ×6×6
2
= 18 sq.cm. 6 cm

1. Fill the missing values in the following table.

S.No. Base Height Area of Triangle
15 cm 30 cm
16 cm 72 sq.cm
24 m 156 sq.cm
2. Anu has 4 right angled triangles with same size. Using those triangles,
she makes a star like toy given below. Calculate the area of this toy
star.

VII Class Mathematics 161 Area of plane figures

(ii) BAC (AC) = 8 , (BD ) = ?, BAC = 10
1
BAC = ×
2
1
i.e., 10 = × 8 × BD
2
2 10 5
BD = 10 × = = = 2.5
8 4 2
(BD) = 2.5

PQR

A
1
×
2
1

6
= × 6 × 6 = 6 × 3 = 18
2
B C
6

1
= ×
2
1
= ×6×6
2
6

= 18
6

15 30
16 72
24 156
2.

162
Example-5 : Find the area of the triangle shaped lawn whose base and heights are 12m.,7m.
respectively. Find the total cost of laying lawn, if cost of grass is ` 300 per Sq. m.
Solution : Base of the triangle shaped lawn = 12 m.
Height = 7 m.
1
Area of triangle shaped lawn = b h
2
1
= 12 7
2
= 6 7 = 42 Sq.m
Cost of grass for laying in lawn per 1 Sq.m = ` 300
Cost of grass for laying in lawn for 42 Sq.m = ` 300 x 42
= ` 12,600
1. The areas of triangular field ABC
and rectangular field EFGH are
equal. The length and breadth of
EFGH are 15 m., 10 m.
respectively. The base of ABC
25 m. then find it's height.

2. All the triangles in the given figure are on

the base AB = 12 cm. Find the height of
each of the triangles corresponding to the
base AB, by counting the grids and find
the area of each triangle. What do you
observe ?

Aryabhatta (476-550 AD)

The great Indian mathematician Aryabhatta calculated the value of ‘ ’
(pie) at 3.1416. In ganitapada 6, Aryabhatta given a formula to find
area of a triangle as ‘tribhujasya phalasariram samadalakoti
bhujardhasamvargah’ that translates to ‘For a triangle,the result of a
perpendicular with the half side is area’.

Exercise - 5.1

1. Calculate the area of the following triangles given below:

VII Class Mathematics 163 Area of plane figures

 `

1
b h
2
1
12 7
2

`
`
`

1. ABC
EPGH

EFGH

ABC

2. AB

1.

164
2. Find the area of triangle with base 3.8 cm and height 4.6 cm. ?

3. The surface area of a triangular shape window is 24 sq.m. and height

is 6m. then find the base of the triangle, if the cost of glass fitting per
sqm is ` 250 then find total cost of glass fitting for window?

4. A traffic signal plate in the shape of triangle is having base

20 cm, height 15 cm. Find the area of the triangle. If the
cost of painting is ` 2 per Sq.cm then find the total cost
for painting the signal board on one side?

5. Find the area of triangular shaped wall painting whose base is 24m,
height is 38m. Find the are of the triangle, if the cost of painting is
` 50 per Sq. m. find total cost of painting.

6. The area of triangle shaped elevation of a house is 195 Sq.m. Its

base is 26m. Find the height of elevation. Find the total cost of
cementing, if the cost of cementing per Sq.m. is ` 250.

5.2 Area of rectangular and square paths:

You may observe, in gardens and parks, some space is left all around in the form of path
or in between as cross paths.
Case-1: ABCD is a rectangle of length 'L', breadth 'B'.
A path of width 'w' inside the rectangle ABCD is prepared
then EFGH rectangle of length ' l ', breadth 'b' formed. Then,
The area of the rectangular path =
[Area of rectangle ABCD] – [Area of rectangle EFGH]
= (L × B) – (l × b) [l = L – 2w, b = B – 2w]
Note : If path is out side the rectangle of length (l) and breadth (b) then [L = l + 2w, B = b + 2w]
Case-2 : If two paths are inside the middle of the rectangle, one is parallel to length another one is
parallel to breadth, then both the paths intersect mutually as shown in the figure.

VII Class Mathematics 165 Area of plane figures

2.

3.

4.

5.
`

6.

5.2.

ABCD ‘L’ ‘B’

‘w’
‘l’ ‘b’
ABCD
y îÕ
Xæ\ «+ – EFGH
(L × B) – (l × b) [l = L – 2w, b = B – 2w]
: (l), (b) [L = l +2w, B = b + 2w].

166
Area of shaded path = Area of EFGH + Area of MNOP – (Area of IJKL)

Example-6 : The length and breadth of a rectangular field is

65 m, 30 m respectively. A path of width 2.5 m is made
around the park outside. Find the area of the path.
Solution : In the fig, ABCD is a rectangular field and shaded
area shows 2.5m. wide path. EFGH is a rectangle (field with
path)
Length of ABCD (AB) = 65m., breadth of ABCD (AD) = 30m. Width of path = 2.5 m.
Area of path = Area of outer rectangular field EFGH – Area of inner rectangular field ABCD
Length of rectangle EFGH = EF = Length of field (AB) + (2 × Width of path)
= 65m + (2 × 2.5m)
= 65m + 5m = 70m
Breadth of rectangle EFGH = EH = Breadth of field (AD) + (2 × Width of path)
= 30m + (2 × 2.5m)
= 30m + 5m = 35m
Area of outer rectangle EFGH = length × breadth
= 70m × 35m
= 2450 Sq.m
Area of inner rectangle ABCD = length × breadth
= 65m × 30m
= 1950 Sq.m
Area of path = Area of outer rectangle EFGH – Area of inner rectangle ABCD
= 2450 Sq.m – 1950 Sq.m = 500 Sq.m.
Area of square paths:
Example-7 : A square shaped swimming pool of side 70m. It has 5m width path is present the outer
side of the boundary. Find the area of this path. Find the expenditure of covering that path with tiles at
the rate of ` 150 per sq.m.
Solution : WXYZ shows a square shaped swimming pool of side 70m.
5m wide path to the outer side of the swimming pool.
Area of the path = Area of swimming pool PQRS with path –
Area of swimming pool WXYZ
PS = Side of swimming pool (WZ) + (2 breadth of path)

VII Class Mathematics 167 Area of plane figures

 EFGH MNOP – IJKL

ABCD

EFGH
ABCD (AB) ABCD (AD)
EFGH – ABCD
EFGH (EF) (AB)
65 + 2 × 2.5
65 +5 = 70
EFGH (EH) (AD)
30 + 2 × 2.5
30 +5 = 35
EFGH

ABCD
65 × 30
1950
EFGH – ABCD
– 1950

WXYZ
(WZ)

PQRS
PQRS – WXYZ
PS (WZ)
168
 = 70m + (2 5m) = 70m + 10m
= 80m
Area of swimming pool with path PQRS = (Side) 2 = (80m)2
= 6400 Sq.m.
Area of swimming pool WXYZ = (Side) = (70m)22

= 4900 Sq.m.
Area of path = Area of swimming pool PQRS with path
– Area of swimming pool WXYZ
= 6400 – 4900 = 1500 Sq.m.
If cost of covering tiles per 1 Sq.m. = ` 150
Cost of covering tiles per 1500 Sq.m. = ` 150 × 1500
= ` 2,25,000
Example-8 : The length of rectangular grass land is 55 m and breadth is 45 m in the centre of the grass
land two paths of 3 m wide one parallel to the length and another parallel to breadth are situated in such
a way that they intersect each other. Find the area of the path.
Solution : In fig. ABCD is rectangular grass land.
Length of ABCD = 55 m
Breadth of ABCD = 45 m
Width of path = 3m
Area of path EFGH = Length × Width
= 55 × 3
= 165 Sq.m
Area of path MNOP = Breadth × Width
= 45 × 3 = 135 Sq.m.
Area of common path IJKL (situated on both paths)
= Width Width = 3 m 3 m
= 9 Sq.m.
Area of square IJKL i.e., 9 Sq.m is included in both the paths. So we substract one time.
Area of total path = Area of path EFGH + Area of path MNOP – Area of IJKL
= (165 Sq.m. + 135 Sq.m. – 9 Sq.m.)
= (300 – 9) Sq.m.
= 291 Sq.m.

1. 5 cm width white tiles arranged between square

shaped blue tiles along sides as shown in the figure. If
the side of the total arrangement is 150 cm, find the
area of the arranged white tiles.

2. 2 m wide path is present the outer side of the

square grass land of side 80 m. Find the area of
path and total expenditure of the path flooring
with bricks, if the cost of flooring with bricks per
sq.m is ` 200.

VII Class Mathematics 169 Area of plane figures

 = 70 + 10
= 80
PQRS
WXYZ
PQRS –
WXYZ
–
` 150
` 150 × 1500
` 2,25,000

ABCD ABCD
ABCD
EFGH

MNOP

IJKL

IJKL

EFGH MNOP – IJKL

= (165 + 135 – 9)
= (300 – 9 ) = 291
1.

2.

170
 Prepare two coloured rectangles one is red colour
of length 25 cm, breadth 20 cm. Another one is

20 cm
Picture green of length 20 cm, breadth 15 cm and place
smaller rectangle middle to the bigger rectangle,
so, that 2.5 cm red colour formed outside to green
colour rectangle. Find the area of red colour path.
25 cm

Exercise - 5.2

1. The length and breadth of the tablet are 16cm, 8cm respectively.
It has a inner side black border of 1 cm width around the screen.
Find the area of the black border.

2. Revanth has a rectangular lawn of length 45 m and breadth 20 m in his

garden. He wants to do flooring 5 m along outside the lawn for path. Find
out the area of path. Find the cost of flooring at the rate ` 100 per sq.m.

3. The surface of water pool is in the shape of a square whose side is

450 cm. Its exterior 20 cm width edge part cemented along the side
of the square. Find the area of that cemented part. Find cost for
cementing if the rate is ` 15 per sq.cm.

4. Two pathways parallel to the length and breadth have been

constructed in the centre of the rectangular park whose length is
120 m and breadth is 90 m. If the width of each pathway is 15 m,
find out expenditure of flooring on the pathway at the rate ` 80 per
sq.m.

5. A photo frame of length 28 cm. and breadth 11 cm. has done

decoration of 3 cm. along inside shown in the figure. Find the total
area of decoration. If the cost of decoration is ` 2 per Sq.cm.,
find total cost of decoration.

5.3 Area of the circle

In the part of 'Nadu-Nedu' programme, Head master decided to
arrange circular shape flower bed with radius 7 m in the premises of
his school. How many flower plants needed if it takes 4 plants per
sq. m. ?

VII Class Mathematics 171 Area of plane figures

 20 cm
Picture

25 cm

1.

2.

` 100

3.

` 15

4.

` 80

5.

5.3

172
 To solve the above problem it is need to find out the area of circle.
Now let us find area of circle through area of rectangle by doing the following activity.

1. Draw a circle on a sheet of paper

and cut it as shown in figure. O

2. Fold it once along its diameter to obtain two

semicircles. Shade one half of the circle as shown.
3. Again fold the 2 semicircles vertically middle and cut to get 4 sectors.
These sectors are re-arranged and make them into a shape as shown below.

4. Cut them by folding vertically middle of the sectors 4 sectors into 8, 8

sectors into 16 and 16 sectors into 32 as shown below and arrange them
as shown in the figures given below. It look like rectangle approximately.

Here, length of the rectangle ( l ) = Half of the perimeter of circle = r ,

breadth of the rectangle (b) = radius of circle = r
We know that the area of the rectangle = l × b = r × r ( l = r , b = r)
= r2 = Area of the circle.
2
So, the area of the circle A = r
Now we solve above problem, where ‘r’ = 7m
22
Area of flower bed = r2 = × 7 × 7 = 22 × 7 =154 sq.m
7
Number of plants per sq.m = 4
Number of plants for 154 sq.m = 154 × 4 = 616 plants
So Headmaster needs 616 plants for the flower bed.
Example-9 :
Find the area of the rangoli of it's radius is 21 cm.
22 21 cm
(Use = )
7
Solution : Radius of rangoli (r) = 21 cm

VII Class Mathematics 173 Area of plane figures

 1.
O

2.

3.

4.

(l)= r (b) = r
= l×b = r×r ( l = r , b = r)
= r2 =
(A) = r2
‘r’ = 7
22
= r2 = × 7 × 7 = 22 × 7 =154
7
=4
154 = 154 × 4 = 616

21

(r) = 21

174
Area of circular shaped rangoli = r2
22
= × 21 cm × 21 cm
7
= 1386 sq. cm
Area of the circle = 1386 sq. cm
22
Example-10 : Find the surface area of a circular shaped pool whose diameter is 28 m (use = )
7
Solution : The diameter of circular shaped pool (d) = 28 m

28
Radius (r) = m = 14 m
2
Area of a circular shaped pool = r2
22 2
= 14m
7
22
= × 14 m × 14 m
7
= 22 × 2 × 14 sq.m.
= 616 sq.m.

1. The circumference of the circle shaped rongoli sheet is

88 cm. Find the radius of the circle and the area of the
circle.

2. Calculate the areas of circles shown in the figure.

Exercise - 5.3

1. The diameter of round table upper surface in Science lab is

70 cm. Find the area.

VII Class Mathematics 175 Area of plane figures

 = r2
22
= × 21 × 21 21
7
= 1386
= 1386
22
28 ( = )
7
(d) = 28
28
(r) = m = 14
2
= r2
22
= 142
7
22
= × 14 × 14
7
= 22 × 2 × 14
= 616

1.

2.

1.

176
2. Radius of the circular shaped wall painting is 14 cm. Calculate the area of
wall painting.

3. If the area of circular shaped dart board is 1386 sq.cm. Find its
radius and diameter.

4. Circumference of the circular shaped clock is 44 cm. Find the radius

and surface area of the clock.

5. The circumference of a circular shaped lawn in a park is

352 m. Find the area of the circular shaped lawn. If cost of
grass per sq. m is ` 30 then find total cost of laying grass on
lawn.

5.4 Area of circular paths

Look at the adjacent figure, we take 'R' as outer circle radius, 'r' as inner circle radius then
the area of circular pathway
= Area of outer circle – Area of inner circle
= R2 r2
= R2 r 2

= R r R r sq. units
Note : If ‘r’ and ‘w’ given then ‘R’ = (r + w)
Similarly if ‘R’ and ‘w’ given, then ‘r’ = R – w where ‘w’ is width of path.

Example-11 : In a circular shaped park inner portion is given for kids to

play and outer portion is given for walking to elders. If outer radius is
35 m, width of walking track is 14 m, then find the area of walking path.
Solution :
Outer radius of park (R) = 35 m, Width of walking track = 14 m.
Radius of playground (r) = R – w = 35 – 14 = 21 m.
Area of walking track = Area of the park – Area of playing ground.
= R2 r2

VII Class Mathematics 177 Area of plane figures

2.

3.

4.

5.

5.4
‘R’ ‘r’

– R2 r2
‘r’ ‘w’ ‘R’ (r + w)
‘R’ ‘w’ ‘r’ R – w ‘w’

(R) = 35

(r) = R – w = 35 – 14 = 21
–
= R2 r2

178
 22 22
= 352 212
7 7
22
= 352 212
7
22
= (1225 – 441)
7
22
= 784 = 22 112 = 2461 sq.m
7

Example-12 : A water fountain is in circular shaped whose radius is

10 m. Its inner portion of radius 3m is arranged for fountain and
remaining part is cemented. Find the area of that cemented part and
total cost of cementing if cost of cementing is ` 200 per sq.m.

Solution : Radius for total water fountain (R) = 10 m

Radius of fountain arranged portion (r) = 3 m
Area of cemented part = Area of total water
fountain – Area of fountain arranged portion
= R2 r2
22 2 22 2
= 10 3
7 7
22 2 2 3m
= 10 3 10
7 m
22
= 100 9 sq.m.
7
22
= 91 sq.m.
7
= 22 13
= 286 sq.m
Given the cost of cementing per sq.m = ` 200
Total cost of cementing = 286 200
= ` 5,72,000

Radius of cicular shaped grass land is 11 m. A

goat is tied with a rope of length 4 m at the centre
then find the area of grass land that the goat can not
graze.

VII Class Mathematics 179 Area of plane figures

 22 22
= 352 212
7 7
22
= 352 212
7
22
= (1225 – 441)
7
22
= 784 = 22 112 = 2461
7

` 200

(R) = 10
(r) = 3

= –

= R2 r2
22 2 22 2
= 10 3
7 7
22 2 2
= 10 3
7
3
22
= 100 9 sq.m. 10
7
22
= 91 sq.m.
7
= 22 13
= 286
= ` 200
= 286 200
= ` 5,72,000

180
 Exercise - 5.4

1. The radius of a circular shaped park is 40 m. A path of width 7 m. is

layed around outside the park . Find the area of circular path.

2. Bhuvanesh builds a circular lawn of radius 28 m. in front of his house.

A path of 7 m. width is laid around outside the lawn. Find the area of
the circular path.

3. A water fountain is in circular shaped whose radius is 12 m. Its inner

portion 5 m. arranged for fountain remaining part cemented. Find the
area of that cemented part. Find the cost for cementing, if the rate is Picture
` 150 per Sq. m.

4. The radius of circular shaped cricket ground is 55 m. A lobby of 5 m.

width has been constructed inside of the ground for the purpose of
sitting the people. Find the area of lobby. Find the cost of total
constructing sitting arrangement, if the rate of construction is ` 1500
per Sq. m.

1. Match the following :

i) Area of triangle ( ) (a) r2
1
ii) Area of circle ( ) (b) bh
2
1
iii) Area of a right-angled triangle ( ) (c) ab
2
2. Write the formulae of the following:
i) Area of the rectangular path ...........................
i) Area of the square path .................................
ii) Area of the circular path .................................
13
3. Find the area of a triangle if its base is 18 cm, height is 13 cm.
18

VII Class Mathematics 181 Area of plane figures

1.

2.

3.
Picture
` 150

4.

` 1500

1.

i) ( ) (a) r2
1
ii) ( ) (b) bh
2
1
iii) ( ) (c) ab
2
2.
i) .................................
ii) .................................
iii) .................................
13
3.
18

182
4. In a park a rectangular path given outside for walking around
the grassland of length 28 m. breadth 20 m. If the width of the
working area is 2 m., find the area of walking path.

5. The elevation of building have square shaped window of a side

150 cm. Around this window tiles arranged with a width of 70 cm.
Find the area of tiles and total cost of tiles arranged, if cost per sq.cm.
is ` 5.

6. Two cross roads, each of width 4 m, run at right angles through the
centre of a rectangular park of length 60 m and breadth 40 m and
parallel to its sides. Find the area of the roads. Also find the cost of
constructing the roads at the rate of ` 100 sq.m.

7. Find the area of the circular shaped photo frame whose radius
28 cm. If the cost of decoration is ` 3 per sq. cm., find total cost of
decoration.

8. Find the path area of circular shaped grassland of radius 42 m

where width of the path is 7 m. around and outside the circle.
Find the area of path and total cost of flooring, if the cost of
flooring ` 150 per sq.m.

1
1. Area of triangle = base height
2 h
1
= b h
2 b
1
2. Area of a right-angled triangle = product of sides forming the right angle
2 b
1
= a b
2 a

VII Class Mathematics 183 Area of plane figures

4.

5.

` 5.

6.

` 100

7.
`

8.
`

1
1. = × ×
2 h
1
= ×b×h
2 b
1
2. =
2
b
1
= ×a×b
2 a

184
 3. The area of the rectangular path = Area of outer rectangle ABCD
– Area of inner rectangle EFGH
= (L × B) – (l × b)
Note: If path is out side the rectangle of length (l ), breadth (b)
then L = l + 2w, B = b + 2w.
If path is inside the rectangle of length (L), breadth (B)
then l = L – 2w, b = B – 2w.

4. The Area of square path = Area of outer square PQRS – Area of

inner square WXYZ.

5. Area of shaded portion = Area of EFGH + Area of MNOP –

Area of IJKL
Picture

6. The area of the circle A = r2 r

7. The area of circular path = Area of outer circle – Area of inner circle
= R2 r2

= R2 r 2

= R r R r sq.units
Note : If inner circle radius 'r' and width of path 'w' are given then outer
circle radius 'R' = (r+w)

VII Class Mathematics 185 Area of plane figures

3. =
ABCD – EFGH
= (L × B) – (l × b)
l b
L = l + 2w, B = b + 2w,
L B
l = L – 2w, b = B – 2w

4. = PQRS
– WXYZ

5. = EFGH + MNOP
– IJKL
Picture

r
6. A = r2

7. = –
= R2 r2

= R2 r2

= R r R r
'r' 'w'
'R' = (r+w)

186
 REASONING CORNER (NON VERBAL)

1. Embedded Figures
The problem figure (X) is given, answer figures as (a), (b), (c) & (d) given besides. The problem
figures as a hidden figure of answer figure and one should identify that figure.
Example

(X) (a) (b) (c) (d)

Solution (A)
Practice questions :
In each question below, you are given a figure (x) followed by four figure (a), (b), (c) and (d) such
that (x) is embedded in one of them. Trace out the correct alternative.

1. ( )

(x) (a) (b) (c) (d)

2. ( )

(x) (a) (b) (c) (d)

3. ( )

(x) (a) (b) (c) (d)

4. ( )

(x) (a) (b) (c) (d)

5. ( )

(x) (a) (b) (c) (d)

6.
( )
(x) (a) (b) (c) (d)

VII Class Mathematics 187 Area of plane figures

 (X) (a), (b), (c) & (d)

(X) (a) (b) (c) (d)

(A)

(X), (a), (b), (c) (d)

1. ( )

(x) (a) (b) (c) (d)

2. ( )

(x) (a) (b) (c) (d)

3. ( )

(x) (a) (b) (c) (d)

4. ( )

(x) (a) (b) (c) (d)

5. ( )

(x) (a) (b) (c) (d)

6.
( )
(x) (a) (b) (c) (d)

188
7. ( )

(x) (a) (b) (c) (d)

8. ( )

(x) (a) (b) (c) (d)

9. ( )

(x) (a) (b) (c) (d)

10. ( )

(x) (a) (b) (c) (d)

2. Figure completion
Example : Select a figure from the four alternatives, when that placed in the missing portion of the
original figure as shown by figure (x) would complete the pattern ( )

?
(x) (a) (b) (c) (d)
Solution: It is clear that option (2) completes the original figure
which looks like the figure given beside
Practice questions :
To complete the figure (x), choose correct figure from the given answer figure (a),(b),(c) and (d).

1. ( )
(x) (a) (b) (c) (d)

2. ( )

(x) (a) (b) (c) (d)

VII Class Mathematics 189 Area of plane figures

7. ( )

(x) (a) (b) (c) (d)

8. ( )

(x) (a) (b) (c) (d)

9. ( )

(x) (a) (b) (c) (d)

10. ( )

(x) (a) (b) (c) (d)

?
(x) (a) (b) (c) (d)

(x), (a),(b),(c)
(d)

1. ( )
(x) (a) (b) (c) (d)

2. ( )

(x) (a) (b) (c) (d)

190
3. ( )

(x) (a) (b) (c) (d)

4. ( )

(x) (a) (b) (c) (d)

?
5. ( )

(x) (a) (b) (c) (d)

6. ( )

(x) (a) (b) (c) (d)

7. ( )

(x) (a) (b) (c) (d)

8. ( )

(x) (a) (b) (c) (d)

9. ( )

(x) (a) (b) (c) (d)

10. ( )

(x) (a) (b) (c) (d)

VII Class Mathematics 191 Area of plane figures

3. ( )

(x) (a) (b) (c) (d)

4. ( )

(x) (a) (b) (c) (d)

?
5. ( )

(x) (a) (b) (c) (d)

6. ( )

(x) (a) (b) (c) (d)

7. ( )

(x) (a) (b) (c) (d)

8. ( )

(x) (a) (b) (c) (d)

9. ( )

(x) (a) (b) (c) (d)

10. ( )

(x) (a) (b) (c) (d)

192
 Learning Outcomes Content Items
The learner is able to 6.0 Introduction
l recognise and compare shapes which are in symmetry.
6.1 Line Symmetry of regular
l explain the nature of symmetry in a figure. polygons
l identify the symmetrical figures and draw line(s) of 6.2 Rotational Symmetry
symmetry.
6.3 Point Symmetry
l understand and differentiate Line symmetry, Rotational
symmetry and Point symmetry. 6.4 Tessellations
l give examples for various symmetries.
l appreciate the applications of symmetry in various
shapes and figures in the real-life situations.

6.0 Introduction:
Look at following picture and speak about what you have noticed regarding symmetry in the
picture.

1. What do you observe in this picture?

2. Can you name the different shapes in picture?
VII Class Mathematics 193 Symmetry
 6.0
l
6.1
l

l
6.2
6.3
l

6.4
l

6.0

1.
2.
194
3. Which figures are looking attractive and beautiful? Why?
4. Which figures are in symmetry?
5. Can you draw line(s) of symmetry for them?
We use symmetry in several situations of real life. Let us recall the concepts of symmetry which
we have learnt in the previous class.
Line symmetry
Look at the following figures. If we fold them exactly to their equal halves, one half of each figure
exactly coincides with other half.
l What do we call such figures?
l What do we call the line along which we fold the
figures so that, one half coincides with the other?
They are called symmetric figures and the line
which cuts them exactly into two identicals is called line
of symmetry or axis of symmetry.

1. In the following figures, the mirror line (i.e., the line of symmetry) is given as a dotted line.
Complete each figure performing reflection in
the dotted (mirror) line. (You might perhaps place a
mirror along the dotted line and look into the mirror
for the image).
2. Which of the following figures are having line (i) (ii) (iii) (iv)
symmetry? Write YES or NO in the given below the
figure boxes.

3. Draw the other half of the each symmetrical shape for the following pictures.

VII Class Mathematics 195 Symmetry

3.
4.
5.

1.

2.
(i) (ii) (iii) (iv)

3.

196
 Take a rectangular paper. Fold it in the middle of it as in two halves. Punch a hole at
any place. Open the paper and observe it.

Fold a sheet into Are two holes

Punch a hole.
two halves. symmetric?

l The fold is a line (or axis) of symmetry.

l Mode punches at different locations on the folded paper open the paper.
l Now it is in symmetrical shape line along folded part is line symmetry.

6.1 Line symmetry for regular polygons:

A polygon with all equal sides and equal angles is called a ‘Regular Polygon’.
The lines of symmetry for some regular polygons:

Equilateral Triangle Square Regular Pentagon Regular Hexagon

Regular Polygons

No. of lines
(3) (4) (5) (6)
of symmetry

l Take a square shaped paper (Figure-1).

l Fold it vertically first, then horizontally (Figure-2 & 3).
l Then fold along a diagonal such that the paper takes a triangular shape (Figure 4).
l Cut the folded edges as shown in the figure-5 or as you wish .
l Now open the piece of paper (Figure-6).

Fig.-1 Fig.-2 Fig.-3 Fig.-4 Fig.-5 Fig.-6

VII Class Mathematics 197 Symmetry

 l

6.1

(3) (4) (5) (6)

l .
l

198
 l Observe the figure-6, it is symmetrical figure.
l It is having multi lines or axes of symmetry.

1. Find relation between the number of sides of regular polygon and its
lines of symmetry?
2. How many lines of symmetry can be drawn to a circle?

Exercise 6.1

1. Draw the possible line(s) of symmetry for the following figures, as shown in Figure-(i).

(i) (ii) (iii) (iv)

2. Observe the figures with punched holes and draw the axes of symmetry.

(i) (ii) (iii)

3. Mark the other dot to become the following dotted line in the picture as line symmetry.

(i) (ii) (iii) (iv)

4. State the number of lines of symmetry for the following figures and draw them.
(i) An equilateral triangle (ii) An isosceles triangle (iii) A scalene triangle
5. Construct an equilateral triangle with a length of side 4cm and draw all possible lines of symmetry
(No need to write the steps of constructions).
6. Construct the triangle with the base 4.5cm and base angle 45o each. Draw all possible lines of
symmetry (No need to write the steps of constructions).

VII Class Mathematics 199 Symmetry

 l

1.

2.

1.

(i) (ii) (iii) (iv)

2.

(i) (ii) (iii)

3.

(i) (ii) (iii) (iv)

4.
(i) (ii) (iii)
5.

6.

200
 1. Draw any three shapes basing on below sentences :
(i) no line of symmetry (ii) one line of symmetry
(iii) two lines of symmetry (iv) three lines of symmetry

6.2 Rotational Symmetry

A ceiling fan, hands of clock, the wheel of a bicycle etc. are said to be in motion when they rotate.
The direction in which the hands of a clock move is clockwise direction. If opposit it is said to be
anticlockwise direction. The wheel of a bicycle rotates in both the directions.
When a figure rotates, its shape and size do not change. The rotation turns a figure about a fixed
point. This fixed point is called the centre of rotation. What is the centre of rotation of the hands of a
clock? Think about it. The angle of turning during rotation is called the angle of rotation. Do you
know a full rotation means? A full rotation means 360°.
What is the measure of the angle of rotation for: (i) a half-turn? (ii) a quarter-turn?
A half-turn means rotation by 180°, a quarter-turn is rotation by 90°.
When it is 12 O'clock, the hands of a clock are together. By 3 O'clock, the
minute hand would have made three complete turns, but the hourhand would have
made only a quarter-turn. What can you say about their positions at 6 O' clock?

Let us make a paper wind wheel:

l Take a paper and cut it into the shape of a square.
l Fold it along the diagonals.
l Starting from one corner, cut the paper along the diagonals towards the
centre, up to one fourth of the length of the diagonal. Do the same from
the remaining corners.
l Fold the alternate corners towards the centre.
l Fix the mid point to a stick with a pin so that the paper rotates freely.
l Face it in the opposite direction of the wind. You will see its rotation.
Now, let us rotate the paper wind-wheel by 90º. After each rotation you will see that the wind-
wheel looks exactly the same. The paper wind-wheel has rotational symmetry.
Thus, if we rotate a figure, through its centre point through an angle 360o and the figure looks
exactly the same as it was at least twice, then, we say that the figure has rotational symmetry and the
angle of rotational symmetry is the smallest angle for which the figure can be rotated to coincide with
itself. The order of rotational symmetry is the number of times the figure coincides with itself as it rotates
through 360°.

VII Class Mathematics 201 Symmetry

 1.
(i) (ii)
(iii) (iv)

6.2

202
 Observe the rotation of paper wind wheel through an angle of 3600.

In a full turn, there are precisely four positions (on rotation through the angles 90°, 180°, 270°
and 360°) when the paper windmill looks exactly the same. Because of this, we say it has a rotational
symmetry of order 4 about its centre. We can observe that in this activity.
Note: When a square is rotated by 900. So, the angle of rotational symmetry for a square is 900.

(i) The centre of rotation is the centre of the paper wind Do you know ?
mill
The order of rotational
(ii) The angle of rotational symmetry is 90o.
360o
(iii) The direction of rotation is anti-clockwise. symmetry =
xo
Where xo is angle of rotational sym-
metry.

Example-1 : If an equilateral triangle ABC is rotated through 360o about the point of rotation 'P' (i.e.,
point of intersection of angle bisectors), it attains the original form three times upon rotation through
120o, 240o and 360o as shown below.

Given figure

Clearly, the above figure possesses a rotational symmetry of order 3.

Example-2 : While rotating the following figure through

360° about the point 'O' (mid-point of BC), it attains the
original form twice (upon rotation through 180° and 360°)
Given
as shown below. figure
Clearly, the above given figure possesses a rotational
symmetry of order 2. 180 o 180 o

VII Class Mathematics 203 Symmetry

 (i)

(ii) 360o
=
xo
(iii) x

ABC 'P' (
1200, 2400 3600

'O' BC

180 o 180 o

204
 Find whether the following letters of the English alphabet have rotational
symmetry or not. If yes, find the point of rotational symmetry (approximately),
and also order of rotational symmetry.

Exercise-6.2

1. Which of the following shapes have line symmetry? Which have rotational symmetry?

2. Determine the order of rotational symmetry in the figures given below.

3. Draw the 2 such figures which have line symmetry and rotational symmetry of order more than 1.
4. Name the quadrilaterals which have both line symmetry and rotational symmetry of order more
than 1.
5. After rotating by 60° about its axis, a figure looks exactly the same as its original position. what
other angles will this happen for the same figure.
6. Fill in the blanks
Shape of Angle of rotational
Shape Order of rotation
Polygon symmetry
Square 90o 4
Rectangle

Equilateral Triangle
Regular Hexagon

VII Class Mathematics 205 Symmetry

1.

2.

3. .

4.

5.

6.

90o 4

206
6.3 Point Symmetry
Observe the adjacent figure. Does it have line of symmetry?
It does not have line symmetry, but it has another type of symmetry.
The figure looks the same either you see it from upside or from
down side. i.e., from any two opposite directions.
If corresponding to each point P on the figure, there exits a point
P' on the other side of the centre O, which is directly opposite to the
point P and lies on the figure. Then, we say that the figure has point symmetry about point O.
If you look at the figure you may observe that every part of it has a matching part. If you draw a
line through its centre, it cuts the diagram on either side of the centre at equal distance.
Draw some more lines through centre and verify. Observe here the given figure upon rotating
through an angle 1800 with respect to its centre will exactly coincides with the original figure. So, we
conclude that any figure which has point symmetry will exactly coincides with original figure upon
rotating through an angle 1800.
So, if any figure having 2nd order rotational symmetry, then it must have a point symmetry.

Example-3 : Check whether the letter 'S' has point symmetry.

Solution : Yes, it has a point symmetry.
Because, in the given figure, we have
(i) Every part of the letter has a matching part are at the same distance
from the central point.
(ii) The part of the alphabet and its matching part are in the opposite direction.

Look at the following pictures, and write their angle of symmetry and order
of symmetry.

(i) Spinner (ii) Gaint wheel

Exercise-6.3

1. Draw lines of symmetry for the following figures. Identify which of them have point symmetry. Is
there any relation between lines of symmetry and point symmetry?

VII Class Mathematics 207 Symmetry

6.3

‘P’ ‘O’
‘P’ ‘O’

'S'

(i)

(ii)

(i) (ii)

1.

208
2. Identify which of the English alphabet have point symmetry in the following :

6.4 Tesselations
MATHS
Majority of the objects what we use in daily life have atleast one type of symmetry, Most of the
machine made products are symmetric.
Observe these patterns
Basic unit figure

Fig (i) Fig (ii) Fig (iii)

Where do you see these?

We see these patterns in floor designs and fabric painting etc. How these patterns are formed?
Are they symmetric as whole?
Does the basic figure which is used to form the tessellations symmetric?
You can observe that only some patterns have symmetry as a whole as in fig(i) and (ii), through
the basic figures/unit figures are symmetric. Observe the fig(iii). You may notice that the two shapes can
observe as ‘Basic or unit figures’ which is square or hexagon used to draw tessellation.
Usually, these patterns are formed by arranging congruent figures side by side in all the
directions to spread upon an area without any overlaps or gaps. This is called tessellation.
This enhances the beauty of the diagrams.

Fill the following with different colours to get beautiful tessellation patterns

VII Class Mathematics 209 Symmetry

2.

6.4
MATHS

(i) (ii) (iii)

(i) (ii)
(iii)

210
 Exercise 6.4

1. Observe the following pattern and complete it.

2. Draw any two tessellations and identify the basic shape.

Construct a square having side 3cm. Draw all possible lines of symmetry.
(Steps of construction is not necessary)

1. Fill in the blanks

i. A figure has __________ symmetry if there is a line about which the figure may be folded
so that the two parts of the figure coincide.
ii. A regular pentagon has ____________ line of symmetry.
iii. A figure has ____________ symmetry if after a rotation through a certain angle. The figure
looks exactly the same.
iv. A __________ triangle has no lines of symmetry.
v. Each regular polygon has as many lines of symmetry as it has _____________.
vi. The concept of line symmetry is closely related to __________ reflection.
vii. The quadrilateral that has four lines of symmetry and order-four rotational symmetry is a
_______________.
viii. The angle of rotational symmetry for letter S is ________________.
ix. A line segment is symmetrical about its _______________________________.
x. Rotation turns an object about a fixed point. The fixed point is called ________________.
xi. Each of the letters H, N, S and Z has a rotational symmetry of order __________.
xii. The line of symmetry of an isosceles triangle is it's ______________________ from the
vertex having the equal sides.

VII Class Mathematics 211 Symmetry

1.

2.

1.
i. ____________

ii. ____________ .
iii. ____________

iv. __________
v. _____________
vi. __________
vii. _______________.
viii. ‘S’ ________________.
ix. _____________
x. ______________

xi. H, N, S Z __________.
xii.
________________

212
2. Cut the capital letters of English and paste them in your note book. Draw possible number of
lines of symmetry for each of the letter.
(i) How many letters have no linear symmetry? What are they?
(ii) How many letters have one line of symmetry? What are they?
(iii) How many letters have two lines of symmetry? What are they?
(iv) How many letters have more than two lines of symmetry? What are they?
(v) Which of them have rotational symmetry? What are they?
(vi) Which of them have point symmetry? What are they?
3. Draw some natural objects which have at least one line of symmetry.
4. Draw three tessellations and expose the basic shapes used on your tessellation.
5. Construct a line segment of length 7cm. Draw possible line(s) of symmetry.

u If a line devide the given figure into two coincidental parts, then the figure is
said to be ‘symmetrical’ and the line is called the ‘axis of symmetry’ or
‘line of symmetry’.
u A figure can have one or more than one lines of symmetry or axes of symmetry.
u If we rotate a figure, about a fixed point by a certain angle and the figure looks exactly the same
as before, we say that the figure has rotational symmetry.
u The angle of turning during rotation is called the angle of rotation.
u All figures have rotational symmetry of order 1, as can be rotated completely through 360º to
come back to their original position. So, we say that a figure has rotational symmetry only when
the order of symmetry is more than 1.
u Some shapes have only line symmetry and some have only rotational symmetry and some have
both. Squares, equilateral triangles and circles have both line and rotational symmetry.
u Each regular polygon has as many lines of symmetry as it’s sides.
Regular Regular Equilateral
Regular Polygon Square
Hexagon Pentagon Triangle
Number of lines of symmetry 6 5 4 3

Mirror images

The image of an object as seen in a mirror is known as mirror image. In mirror image of an object, right
side of the object appears at left side and vice versa. There are some objects whose mirror images are
identical to the objects.For example, 11 capital English alphabets whose mirror images remain unchanged.
They are A, H, I, M, O, T, U,V,W, X and Y.

VII Class Mathematics 213 Symmetry

2. Capital letters

(i)
(ii)
(iii)
(iv)
(v)
(vi)
3.
4.
5.

u
u

u
u

6 5 4 3

A, H, I, M, O, T, U, V, W, X Y.

214
Mirror Images of English Alphabets and some numbers :

Practice questions :
Choose the correct mirror image of the given words
1. LATERAL ( )
a) b) c) d)
2. QUANTITATIVE ( )
a) b)
c) d)
3. JUDGEMENT ( )
a) b) c) d)
4. EMANATE ( )
a) b) c) d)
5. KALINGA261B ( )
a) b) c) d)
6. COLONIAL ( )
a) b) c) d)
7. BR4AQ16HI ( )
a) b) c) d)
8. R4E3N2U ( )
a) b) c) d)

VII Class Mathematics 215 Symmetry

1. LATERAL ( )
a) b) c) d)
2. QUANTITATIVE ( )
a) b)
c) d)
3. JUDGEMENT ( )
a) b) c) d)
4. EMANATE ( )
a) b) c) d)
5. KALINGA261B ( )
a) b) c) d)
6. COLONIAL ( )
a) b) c) d)
7. BR4AQ16HI ( )
a) b) c) d)
8. R4E3N2U ( )
a) b) c) d)

216
9. DL3N469F ( )
a) b) c) d)
10. MIRROR ( )
a) b) c) d)

Water images :
The reflection of an object as seen in water is known as water image. The upper part of the object seen
downward and vice-versa . There are some objects whose water images are identical to the objects.
For example, 9 capital English alphabets given below, whose water images remain unchanged. They
are B, C, D, E, H, I, K,O and X.

Practice questions :
Choose the correct water image of the given words
1. KICK ( )
a) b) c) d)
2. UPKAR ( )
a) b) c) d)
3. KID ( )
a) b) c) d)
4. SUBHAM ( )
a) b) c) d)
VII Class Mathematics 217 Symmetry
9. DL3N469F ( )
a) b) c) d)
10. MIRROR ( )
a) b) c) d)

B, C, D, E, H, I, K,O X.

1. KICK ( )
a) b) c) d)
2. UPKAR ( )
a) b) c) d)
3. KID ( )
a) b) c) d)
4. SUBHAM ( )
a) b) c) d)
218
5. CHIDE ( )
a) b) c) d)
6. HIKE ( )
a) b) c) d)
7. CODE ( )
a) b) c) d)
8. ab45CD67 ( )
a) b) c) d)
9. abc ( )
a) b) c) d)
10. 01234 ( )
a) b) c) d)

Mirror image of the clock

1. A clock is a device provided with three hands an hour

hand minute and second hand. Hours hand also known
as short hand and minutes hand is also known as long
hand.

2. The face of the clock is divided into 12 equal divisions. The angular
space between any two consecutive divisions has further divided into
five more divisions.

Let us observe the following images of a clocks and their mirror images :
Case I :To find the time in the mirror image subtract the actual
time from 11 hours 60 minutes.
Example 1 : If actual time in clock is 9 hours 30 minutes then,
what is the time shown in mirror?
Solution : 11 hrs 60 min – 09 hrs 30 min = 2 hrs 30 min
Example 2: If actual time in clock is 7 hours then what is the
time shown in mirror?
Solution: 11 hrs 60 min – 07 hrs 00 min = 4 hrs 60 min = 5 hrs (1 hour = 60 minutes)

VII Class Mathematics 219 Symmetry

5. CHIDE ( )
a) b) c) d)
6. HIKE ( )
a) b) c) d)
7. CODE ( )
a) b) c) d)
8. ab45CD67 ( )
a) b) c) d)
9. abc ( )
a) b) c) d)
10. 01234 ( )
a) b) c) d)

1.

2.

– =2 30
:

– 07 00 =4 60 =5 (1 = 60 )

220
Case II : If the time in clock is between 12hrs and 01 hr then to find
the time in the mirror image subtract the actual time from 23 hr 60
min.
Example: If actual time in clock is 12 hours 15 minutes then what is
the time shown in mirror?
Solution: 23 hrs 60 min – 12 hrs 15 min = 11 hrs 45 min

Practice questions :
1. If actual time in clock is 06 hours 10 minutes then what is the time shown in mirror? ( )
(a) 3 hrs 50 min (b) 4 hrs 50 min (c) 5 hrs 50 min (d) 5 hrs 50 min
2. If actual time in clock is 03 hours 54 minutes then what is the time shown in mirror? ( )
(a) 8 hrs 06 min (b) 9 hrs 06 min (c) 8 hrs 54 min (d) 9 hrs 54 min
3. If actual time in clock is 08 hours 26 minutes then what is the time shown in mirror? ( )
(a) 6 hrs 34 min (b) 3 hrs 34 min (c) 1 hrs 34 min (d) 3 hrs 36 min
4. If actual time in clock is 4 hours then what is the time shown in mirror? ( )
(a) 7 hrs (b) 7 hrs 30 min (c) 8 hrs (d) 8 hrs 30 min
5. If actual time in clock is 10o clock then what is the time shown in mirror?
(a) 2 hrs (b) 3 hrs (c) 4 hrs (d) 5 hrs
6. If the time shown in mirror is 10 hours 05 minutes then what is the actual time in clock?( )
(a) 1 hrs 55 min (b) 1 hrs 35 min (c) 1 hrs 25 min (d) 12 hrs 15 min
7. If the time shown in mirror is 02 hours 47 minutes then what is the actual time in clock?( )
(a) 6 hrs 13 min (b) 7 hrs 13 min (c) 8 hrs 13 min (d) 9 hrs 13 min
8. If actual time in clock is 11 hours 45 minutes then what is the time shown in mirror? ( )
(a) 1 hrs 15 min (b) 3 hrs 15 min (c) 6 hrs 15 min (d) 12 hrs 15 min
9. If actual time in clock is 12 hours 45 minutes then what is the time shown in mirror? ( )
(a) 9 hrs 15 min (b) 10 hrs 15 min (c)11 hrs 15 min (d) 12 hrs 15 min
10. If actual time in clock is 12 hours 12 minutes then what is the time shown in mirror? ( )
(a) 11 hrs 42 min (b) 11 hrs 48 min (c) 10 hrs 48 min (d) 12 hrs 42 min

VII Class Mathematics 221 Symmetry

 :

1. ( )
(a) (b) 4 50 (c) 5 50 (d) 5 40
2. ( )
(a) 8 06 (b) 9 06 (c) 8 54 (d) 9 54
3. 08 26 ( )
(a) 6 34 (b) 3 34 (c) 1 34 (d) 3 36

4. 4 ( )
(a) 7 (b) 7 30 (c) 8 (d) 8 30
5. 10
(a) 2 (b) 3 (c) 4 (d) 5
6. 10 05 ( )
(a) 1 55 (b) 1 35 (c) 1 25 (d) 12 15
7. 02 47 ( )
(a) 6 13 (b) 7 13 (c) 8 13 (d) 9 13
8. 11 45 ( )
(a) 1 15 (b) 3 15 (c) 6 15 (d) 12 15
9. 12 45 ( )
(a) 9 15 (b) 10 15 (c)11 15 (d) 12 15
10. 12 12 ( )
(a) 11 42 (b) 11 48 (c) 10 48 (d) 12 42

222
 ANSWERS
CHAPTER - 1
REVIEW EXERCISE
1) i) 5:8 ii) 2:3 iii) 5:4 iv) 10:1 v) 10:7
vi) 2:1 vii) 8:73
2) i) 12:13 ii) 3:2 iii) 1:3 iv) 3:2 v) 8:7
3) i) In proportion ii) In proportion iii) not in proportion iv) In proportion v) In proportion
4) i) 57 ii) 45 iii) 7 iv) 20 v) 21
5) 6:8 ; 9:12 ; 12:16 ; 15:20 ; 18: 24 ; 21:28
6) i) 12:18 ii) 15:18
7) ` 1050, ` 450 8) 3:2 9) 42 cm., 90 cm.

Exercise 1.1
1) ` 22500, ` 22500 2) ` 45000, ` 28000 3) ` 18000, `17500 4) 5
Exercise 1.2
1) i) Direct proportion ii) Direct proportion iii) not in Direct proportion
iv) Direct proportion v) no relation
2) ` 348 3) 54cm. 4) 225Kg. 5) 11l 6) 15 months
Exercise 1.3
1) i) Inverse proportion ii) Direct proportion iii) Inverse proportion
iv) Inverse proportion v) Direct proportion
2) 16 days 3) 25 days 4) 60Kmph. 5) 9 6) 5 7) 30 8) 300
Exercise 1.4
1) 1 day 2) 3days 3) 540 4) 16 5) 8
Exercise 1.5
1) Loss percentage 16% 2) Profit percentage 20% 3) ` 528 4) ` 3,08,000
1
5) 25% 6) 50% 7) 10.88% 8) 11 % 9) ` 279.50
9
Exercise 1.6
1) ` 630.50 2) 5% 3) ` 203 4) ` 880
Exercise 1.7
1) ` 2268 2) ` 28050 3) 4yr. 4) ` 50,000 5) 6yr.

VII Class Mathematics 223 Key

1) i) 5:8 ii) 2:3 iii) 5:4 iv) 10:1 v) 10:7
vi) 2:1 vii) 8:73
2) i) 12:13 ii) 3:2 iii) 1:3 iv) 3:2 v) 8:7
3) i) ii) iii) iv)
v)
4) i) 57 ii) 45 iii) 7 iv) 20 v) 21
5) 6:8 ; 9:12 ; 18: 24 ; 15:20 ; 12:16 ; 21:28
6) i) 12:18 ii) 15:18
7) ` 1050, ` 450 8) 3:2 9) 42 , 90
1.1
1) ` 22500, ` 22500 2) ` 45000, ` 28000 3) ` 18000, `17500 4) 5
1.2
1) i) ii) iii)
iv) v)
2) ` 348 3) 54 4) 225 5) 11 6) 5
1.3
1) i) ii) iii)
iv) v)
2) 16 3) 25 4) 60 5) 9 6) 5 7) 30 8) 300
1.4
1) 1 2) 3 3) 540 4) 16 5) 8
1.5
1) 16% 2) 20% 3) ` 528 4) ` 3,08,000
1
5) 25% 6) 50% 7) 10.88% 8) 11 % 9) ` 279.50
9
1.6
1) ` 630.50 2) 5% 3) ` 203 4) ` 880
1.7
1) ` 2268 2) ` 28050 3) 4 4) ` 50,000 5) 6

224
 Unit Exercise
1) ` 1350 2) 4 3) 4hr. 4) 16 days 5) 6000
6
6) 26 % 7) ` 5750 8) ` 800 9) ` 24750 ; ` 99750
19

CHAPTER - 2
Exercise 2.1
1) i) 143 ii) 255 iii) (ab)4 iv) 7 × p2 × q
2) i) 27 × 27 × 27× 27 × 27 × 27 ii) 101 × 101 × 101 × 101 × 101
iii) 2b × 2b × 2b× 2b iv) 3× a × a × a × a × a × a× a × a
4 3
3) i) 3 ii) 5 iii) 22 × 34 iv) 23 × 33 × 51
4) i) 25 ii) 37 iii) 32
5) 33 × 42 = 3×3×3×4×4 and 43× 32 = 4×4×4×3×3. They are not equal.
6) i) 103 ii) 29 iii) 35
7) i) 31 ii) 17 iii) 125
8) i) 3 × 108 m/sec ii) 121 × 107 crores
Exercise 2.2
15
15 5 24 20
2
1) i) 3 ii) 9 iii) 2 iv) a v)
5
3
1 4
5
vi) vii) (-6) viii) 6 ix) x) (-3)20
73 2
2) i) a10 ii) 1 iii) 28 iv) 53
3) 1
4) i) 1 ii) 1 iii) -1 iv) 1
5) 5 6) 20
7) i) 2500 ii) 4 8) 3
4
9) She has done it incorrectly. Because 52 = 58

10) 35 × 45 is not equal to 1225 because 35 × 45 = (12)5

Exercise 2.3
1) i) 23468 = (2 × 104) + (3 × 103) + (4 × 102) + (6 × 101) + (8 × 1)
ii) 120718 = (1 × 105) + (2 × 104) + (7 × 102) + (1 × 101) + (8 × 1)
iii) 806190 = (8 × 105) + (6 × 103) + (1× 102) + (9 × 101)
iv) 3006194 = (3 × 106) + (6 × 103) + (1× 102) + (9 × 101) + (4× 1)
2) i) 5 × 105 ii) 4.83 × 106 iii) 3.94 × 1011 iv) 3 × 107 v) 1.8 × 105
3) i) 1.2 × 1010 years ii) 4.02 × 108 km

VII Class Mathematics 225 Key

1) ` 1350 2) 4 3) 4 4) 16 5) 6000
6
6) 26 % 7) ` 5750 8) ` 800 9) ` 24750 ; ` 99750
19

2.1
1) i) 143 ii) 255 iii) (ab)4 iv) 7 × p2 × q
2) i) 27 × 27 × 27× 27 × 27 × 27 ii) 101 × 101 × 101 × 101 × 101
iii) 2b × 2b × 2b× 2b iv) 3× a × a × a × a × a × a× a × a
3) i) 34 ii) 53 iii) 22 × 34 iv) 23 × 33 × 51
4) i) 25 ii) 37 iii) 32
5) 33 × 42 = 3×3×3×4×4 43× 32 = 4×4×4×3×3.
6) i) 103 ii) 29 iii) 35
7) i) 31 ii) 17 iii) 125
8) i) 3 × 108 ii) 121 × 107
2.2
15
15 5 24 20
2
1) i) 3 ii) 9 iii) 2 iv) a v)
3 5
1 5
vi) 3 vii) (-6)4 viii) 6 ix) x) (-3)20
7 2
2) i) a10 ii) 1 iii) 28 iv) 53
3) 1
4) i) 1 ii) 1 iii) -1 iv) 1
5) 5 6) 20
7) i) 2500 ii) 4 8) 3
4
9) 52 = 58

10) 35 × 45 1225 35 × 45 = (12)5

2.3
1) i) 23468 = (2 × 104) + (3 × 103) + (4 × 102) + (6 × 101) + (8 × 1)
ii) 120718 = (1 × 105) + (2 × 104) + (7 × 102) + (1 × 101) + (8 × 1)
iii) 806190 = (8 × 105) + (6 × 103) + (1× 102) + (9 × 101)
iv) 3006194 = (3 × 106) + (6 × 103) + (1× 102) + (9 × 101) + (4× 1)
2) i) 5 × 105 ii) 4.83 × 106 iii) 3.94 × 1011 iv) 3 × 107 v) 1.8 × 105
3) i) 1.2 × 1010 ii) 4.02 × 108

226
 UNIT EXERCISE
1) i) 14 raised to the power of 9 ii) 1217 iii) 1
2) i) 23 34 ii) 26 52 iii) 24 32 52
14 4 3
2p
3) i) a ii) 18 iii) 1 iv) 6 v)
3p
10 5
4) i) 2 ii) 4 5) k = 7 6) p = 2
8) i) (2 104) + (6 101) + (8 1)
ii) (1 105) + (2 104) + (7 102) + (1 101) + (8 1)
9) i) 3.84467 108m ii) 1.989 1030 kg.
3 10 30
10) i) No, because x3 x2= x5 ii) No, because (6 ) = 6

4 x6 35 1
iii) No, Because = 2x4 iv) No, Because =
2x 2
95
35
11) No, it is –4 12) Byula has done it incorrectly. because 25 210 = 215

39 2 3 2 3
13) Rafi has done it incorrectly. because 3 = 36 14) (a ) a8 because (a ) = a6
3
2. Exponents and powers (Odd one out in numbers)
Practice questions
1 2 3 4 5 6 7 8 9 10
c b d b d c b d c d

CHAPTER - 3
REVIEW EXERCISE
1. constants = 0, –5, 700, –1, 10 variables = –x, 3t, 5ab, -m, -n, 2pqr, ab, - 6z
2. Expression = 2n + 1
y bc
3) i) x – 5, ii) 2k + 8, iii) , iv) , v) 3p – 1
2 4
4) i) three added to s ii) ten added to thrice of p iii) eight less than five times of c
iv) ten times z v) ninth part of b
5) i) Cost of pencil = x then cost of pen = 2x ii) age of Yusuf = a then age of John = a + 10,
iii) height of Giri = h, then height of Siri = h – 15 iv) if breadth = b, then length = 3b +2
Exercise 3.1
pq
1) ii) –7, a2b3c iii) 2, iv) –6, mn v) cd
r
2) i) 5, – 3t2 ii) 1, t2, t3 iii) x, 2xy, 3y iv) 100m, 1000n v) – p²q², 7pq
3) i) –5a ii) 5a iii) b iv) –b2 v) –5c vi) bc
4) i) 2x, 2 ii) –x, –1 iii) –7xy, –7y

VII Class Mathematics 227 Key

1) i) 14 ii) 1217 iii) 1
3 4 6 2 4 2 2
2) i) 2 3 ii) 2 5 iii) 2 3 5
2p
3) i) a14 ii) 184 iii) 1 iv) 63 v)
3p
4) i) 210 ii) 45 5) k = 7 6) p = 2
4 1
8) i) (2 10 ) + (6 10 ) + (8 1)
ii) (1 105) + (2 104) + (7 102) + (1 101) + (8 1)
9) i) 3.84467 108 ii) 1.989 1030
10) i) x3 x2= x5 ii) (63)10 = 630
4 x6 4
35 1
iii) 2 = 2x iv) =
2x 9 5
35
11) –4 12) 25 210 = 215
39 2 3
(a2)3 = a6
13. 3 = 36 14) (a ) a8
3

1 2 3 4 5 6 7 8 9 10
c b d b d c b d c d

1. = 0, –5, 700, –1, 10 = –x, 3t, 5ab, - m, - n, 2pqr, ab, - 6z

2. = 2n + 1
y bc
3) i) x – 5, ii) 2k + 8, iii) , iv) , v) 3p – 1
2 4
4) i) s ii) p
iii) c iv) z v) b
5) i) x 2x ii) a = a + 10,
iii) = h, = h – 15 iv) =b = 3b +2
3.1
pq
1) i) 4, – xy ii) –7, a2b3c iii) 2, iv) –6, mn
r
2) i) 5, – 3t2 ii) 1, t2, t3 iii) x, 2xy, 3y iv) 100m, 1000n v) – p²q², 7pq
3) i) –5a ii) 5a iii) b iv) –b2 v) –5c vi) bc
4) i) 2x, 2 ii) –x, –1 iii) –7xy, –7y

228
 Exercise 3.2
1) i) True, because they contain variables with different exponents
ii) True, because they contain variables with same exponents
iii) False, three terms contain same variables with different exponents
1
2) i) a2, 2a2 ii) yz, yz iii) 4m2n, –m2n iv) acb2, 3cab2, 5b2ac
9
3) i) 2, Binomial ii) 1, Monomial iii) 3, Trinomial
4) i) Binomial ii) Monomial iii) Trinomial iv) Monomial v) Monomial
vi) Trinomial vii) Monomial viii) Binomial ix) Binomial x) Binomial
Exercise 3.3
1) i) –6a; +6a ii) 7c2 + 2 ; –7c2-2 iii) 6x² + 4x – 5 ; – 6x² – 4x + 5
iv) 7a – 9b + 3c ; –7a + 9b – 3c
2) i) x2 + 6x – 5 ii) –4a2 – 5a + 3 iii) 3m2 – m + 6 iv) c3 + 2c2 + c + 1 v) – p2 + 9
3) i) 6x2 + 3x + 8 ii) –2a2 + 5ab + 6 iii) –3p2 – 3p – 6
4) i) x + 2y ii) 2a + 3b + 4c iii) – l2 + lm – m2 iv) –5x2 + 4x + 10
v) 4m3 + 4m2 + 7m – 7 5) 18x – 2y 6) 4a + b
2 2 2 2 2
7) 7x + xy – 6y 8) 4p – 3p – 2 9) 4a – ab – 3b + 17
10) i) 22x + 8xy + 12y2
2
ii) – 14x2 – 20xy – 10y2
Exercise 3.4
1) i) 3 ii) 21 iii) 5
2) i) 2 ii) 7 iii) –4 3) –31 4) 15
5) i) 25 m2 ii) 144 m2 iii) 42.25 m2 6) 48cm2 7) ` 90
8) i) 6 ii) 0 iii) 6 iv) 1 v) –39
Unit Exercise
1) i) 1 ii) x iii) 2d iv) 3 v) -1
2) i) False, ii) False, iii) True, iv) False, v) True
a
3) The Like terms: 3a, –8a, –a, ; 6b, b; 5c, 7c, 9c
2
4) 4x + 6y
5) i) 7x + 4y (here we should not add the coefficients, because of different variables x , y
ii) 10a2 + 6ac (here we should not add the Coefficients. Because 8a2, 6ac are unlike terms)
iii) (6 – 9)pq2 = – 3pq2 iv) (15 – 1)mn = 14mn
v) 7 – 3a, here we should not subtract the coefficients 7 and 3, because 7 and – 4a are unlike
terms.
6) i) 6a + 6 ii) 11m – 3n
7) i) 2y ii) 7pq iii) –15t – 4

VII Class Mathematics 229 Key

 3.2
1) i)
ii)
iii)
1
2) i) a2, 2a2 ii) yz, yz iii) 4m2n, –m2n iv) acb2, 3cab2, 5b2ac
9
3) i) 2, ii) 1, iii) 3,
4) i) ii) iii) iv) v)
vi) vii) viii) ix) x)
3.3
1) i) –6a; +6a ii) 7c2 + 2 ; –7c2-2 iii) 6x² + 4x – 5 ; – 6x² – 4x + 5
iv) 7a – 9b + 3c ; –7a + 9b – 3c
2) i) x2 + 6x – 5 ii) –4a2 – 5a + 3 iii) 3m2 – m + 6 iv) c3 + 2c2 + c + 1 v) – p2 + 9
3) i) 6x2 + 3x + 8 ii) –2a2 + 5ab + 6 iii) –3p2 – 3p – 6
4) i) x + 2y ii) 2a + 3b + 4c iii) – l2 + lm – m2 iv) –5x2 + 4x + 10
v) 4m3 + 4m2 + 7m – 7 5) 18x – 2y 6) 4a + b
2 2 2 2 2
7) 7x + xy – 6y 8) 4p – 3p – 2 9) 4a – ab – 3b + 17
10) i) 22x + 8xy + 12y2
2
ii) – 14x2 – 20xy – 10y2
3.4
1) i) 3 ii) 21 iii) 5
2) i) 2 ii) 7 iii) –4 3) –31 4) 15
5) i) 25 2
ii) 144 2
iii) 42.25 2
6) 48 2
7) ` 90
8) i) 6 ii) 0 iii) 6 iv) 1 v) –39

1) i) 1 ii) x iii) 2d iv) 3 v) -1

2) i) ii) iii) iv) v)
a
3) 3a, –8a, –a, ; 6b, b; 5c, 7c, 9c
2
4) 4x + 6y
5) i) 7x + 4y ( x, y
ii) 8a2 + 6ac ( 8a2, 6ac )
iii) (6 – 9)pq2 = – 3pq2 iv) (15 – 1)mn = 14mn
v) 7 – 3a, 7, – 4a .
6) (i) 6a + 6 (ii) 11m – 3n

230
8) i) 3t + 5 ii) – a + 3b + 2c iii) 3x + 3y + 15
9) 5x2 + 9x – 4 10) a3 – 5a2 – 6a + 9

3. Algebric Expressions (Coding and Decoding)

Practice questions
1 2 3 4 5 6 7 8 9 10
a d c b b d a c b d
11 12 13 14 15 16 17 18 19 20
a b c d b c d a c b

CHAPTER 4
Exercise 4.1
3) Isosceles triangle
Unit Exercise
7) No, we can’t construct the triangle. Because the sum of any two sides is greater than the third
side.
CHAPTER 5
Review Exercise
1) i) 1) 50 Sq.m.; 30m. 2) 5cm.; 42 cm. 3) 180mm.; 7200 Sq.mm. 4) 5m.; 65 sq.m.
ii) 1) 1600 Sq.cm. ; 160cm. 2) 9m ; 36m 3) 30mm ; 900 Sq.mm.
iii) 1) 14cm.; 44cm. 2) 21m. ; 42m. 3) 7mm.; 44 mm.
iv) 1) 12cm 2) 26 m

4. Construction of Triangles (Counting of triangles)

Practice questions
1 2 3 4 5 6 7 8 9 10
b a b a d c c a a b

Exercise 5.1
1) a) 9 Sq.cm. b) 6.72 Sq.cm. c) 6 Sq.cm. d) 5 Sq.cm.
2) 8.74 Sq.cm. 3) 8m.; ` 6,000 4) 150 Sq.cm. ; ` 300
5) 456 Sq.m. ` 22,800 6) 15m. ; ` 48,750
Exercise 5.2
1) 44 Sq.cm. 2) 750 Sq.m. ; ` 75,000 3) 37,600 Sq.cm. ; ` 5,64,000
4) 2,925 Sq.m. ; ` 2,34,000 5) 198 Sq.cm. ; ` 396

VII Class Mathematics 231 Key

7) (i) 2y (ii) 7pq (iii) –15t – 4
8) (i) 3t + 5 (ii) – a + 3b + 2c (iii) 3x + 3y + 15
9) 5x2 + 9x – 4 (10) a3 – 5a2 – 6a + 9

1 2 3 4 5 6 7 8 9 10
a d c b b d a c b d
11 12 13 14 15 16 17 18 19 20
a b c d b c d a c b

4.1
3)

7)

1) i) 1) 50 ; 30 . 2) 5 ; 42 3) 180 ; 7200 4) 5 .; 65
ii) 1) 1600 ; 160 2) 9 ; 36 3) 30 ; 900
iii) 1) 14 ; 44 2) 21 ; 42 3) 7 ; 44
iv) 1) 12 2) 26

1 2 3 4 5 6 7 8 9 10
b a b a d c c a a b

5.1
1) a) 9 b) 6.72 c) 6 d) 5
2) 8.74 3) 8 ; ` 6,000 4) 150 ; ` 300
5) 456 ` 22,800 6) 15 ; ` 48,750
5.2
1) 44 2) 750 ; ` 75,000 3) 37,600 ; ` 5,64,000
4) 2,925 ; ` 2,34,000 5) 198 ; ` 396

232
 Exercise 5.3
1) 3850 Sq.cm. 2) 616 Sq.cm. 3) 21cm. ; 42cm. 4) 7 cm. 154 Sq.cm.
5) 9856 Sq.m. ; ` 2,95,680
Exercise 5.4
1) 1914 Sq.m. 2) 1386 Sq.m. 3) 374 Sq.m. ; ` 56,100 4) 1650 Sq. m. ; ` 24,75,000
Unit Exercise
1) i) b ii) a iii) c
2) i) Area of outer rectangle – Area of inner rectangle
ii) area of outer square – area of inner square iii) R r R r
3) 117 Sq.cm 4) 208 Sq.m. 5) 61,600 Sq.cm. ; ` 3,08,000
6) 384 Sq.m. ; ` 38,400 7) 2,464 Sq.cm. ; ` 7,392 8) 2,002 Sq.m. ; ` 3,00,300

5. Area of plane figures (Non-verbal)

Practice questions (Embedded figures)
1 2 3 4 5 6 7 8 9 10
a c b a c a b b d b
Practice questions (Figure completion)
1 2 3 4 5 6 7 8 9 10
d d b a c d b d b b
CHAPTER 6
Review Exercise

1)

2) Yes, yes, no, yes, yes, no

Exercise 6.1
1) Isosceles triangle

VII Class Mathematics 233 Key

 5.3
1) 3850 2) 616 3) 21 ; 42 4) 7 ; 154
5) 9856 ; ` 2,95,680
5.4
1) 1914 2) 1386 3) 374 ; ` 56,100 4) 1650 ; ` 24,75,000

1) i) b ii) a iii) c
2) i) –
ii) – iii) R r R r
3) 117 4) 208 4) 61,600 ; ` 3,00,800
5) 384 ; ` 38,400 6) 2,464 ; ` 7,392 7) 2,002 ; ` 3,00,300

1 2 3 4 5 6 7 8 9 10
a c b a c a b b d b

1 2 3 4 5 6 7 8 9 10
d d b a c d b d b b

1)

2)
6.1
1)

234
2)

3)

4) i) Three lines of symmetry ii) One line of symmetry iii) No line of symmetry
Exercise 6.2
1) i) No line symmetry, has rotational symmetry ii) has line symmetry, no rotational symmetry
iii) has line symmetry and rotational symmetry iv) has line symmetry and rotational symmetry
2) i) 4 ii) 6 iii) 3 iv) 4
4) Rectangle, square, rambus
5) 120o, 180o, 240o, 300o, 360o
6)

VII Class Mathematics 235 Key

2)

3)

4) i) ii) iii)
6.2
1) i) ii)
iii) iv)
2) i) 4 ii) 6 iii) 3 iv) 4
4)
5) 120o, 180o, 240o, 300o, 360o
6)

236
 Exercise 6.3
1) (i), (ii), (iv) have point symmetry
2) H, S
Unit Exercise
1) i) line ii) five iii) rotational iv) scalene v) number of sides
vi) mirror vii) Square viiii) 180 ix) perpendicular bisector
x) point of rotation xi) 2 xii) median / altitude / angular bisector
2) i) 11 ii) 11 iii) 3 iv) 1 v) 4
vi) H, I, N, O, S, X, Z

6. Symmetry
Practice questions (Mirror Images)
1 2 3 4 5 6 7 8 9 10
b d c b d b a c c d
Practice questions (Water Images)
1 2 3 4 5 6 7 8 9 10
d a b c d a a b a d
Practice questions (Mirror image of Clock)
1 2 3 4 5 6 7 8 9 10
c a b c a a d d c b

VII Class Mathematics 237 Key

 6.3
1) (i), (ii), (iv)
2) H, S

1) i) ii) iii) iv) v)

vi) vii) viiii) 180 ix)
x) xi) 2 xii)
2) i) 11 ii) 11 iii) 3 iv) 1 v) 4
vi) H, I, N, O, S, X, Z

1 2 3 4 5 6 7 8 9 10
b d c b d b a c c d

1 2 3 4 5 6 7 8 9 10
d a b c d a a b a d

1 2 3 4 5 6 7 8 9 10
c a b c a a d d c b

238
 A word with the Teacher
F The syllabus and lessons are written according to the conditions of our Andhra Pradesh
State and the themes are based on the learning outcomes of the National Council of
Educational Research and Training (NCERT) and some International curriculums. i.e.
Localisation with International Flavour.
F There are Twelve lessons (Six in each Semester) under six themes. Each lesson is enriched
with colourful pictures to make children to understand the concepts in a better manner.
F Every lesson starts with either a real-life situation or child experiences based on known to
unknown, simple to complex, inductive to deductive approaches. It gives opportunity to
understand the importance of mathematics and usage of the concept in their daily life
which keeps away the fear of mathematics. You are expected to give more utility of the
concept.
F Children to be encouraged to respond about the concepts and their experiences in the
classroom.
F This textbook mainly focuses on the processing skills rather than problem solving. Hence
whole classroom, groups or individual activities, logos and QR codes are also given to
specify the different activities. Teaching learning process should be carried out with the
help of proper teaching learning material. So the teacher should prepare the required TLM
and utilize virtual, digital classes effectively. Work sheet is given in the form digital content
at the end of each lesson.
F Exercises are given not only to know what children have learnt, but also to express their
creativity and thoughts. So all children should be given a chance to explore the activities.
F In each lesson there is an activity ‘Let us Do’, to give scope for children to do on their own
with a little explanation of the teacher. Children should do these problems either individually
or in a group.
F After this a good scope is given to explore the learner to apply his understanding of concept
in the form of ‘Let’s Explore’. By solving these problems pupil will be ready to do the
problems in the exercise.
F There is another activity by the title ‘Let’s Think.’ A scope is provided for the children to
think and discuss them with classmates, teachers or elders. Children should identify them
independently.
F Points to remember are listed at the end of each lesson. Children’s conceptual understanding
should be evaluated with these points. Children should be made to read these features.
These are given to review the concept.
F In each and every lesson, the exercises and problems are incorporated keeping in view the
Continuous and Comprehensive Evaluation (C.C.E).
F To prepare the child for vocationalisation / employment (Gandhi’s Nai Thalem), we provided
a ‘Reasoning Corner’ at the end of each chapter. It develops mathematical aptitude and
mental ability in the child, which will prepare them for future competitive exams like
NMMS, NTSE, Olympiads etc.
F The NEP – 2020 is also stressed on the ‘coding’ at the middle school level. So we have
introduced basic level of coding in ‘Reasoning Corner’. You are expected to guide the child
towards competitive word (Globalisation with Indian Values) through this gateway.
F Teacher should note down the progress of children based on the competencies achieved.

Wishing Happy & Fruitful Teaching...

239
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240
 Mathematics Symbols

1. Plus
2. Minus
3. Into
4. Divided by
5. : Is to
6. :: Is as
7. Therefore
8. Since
9. Is equal to
10. Is not equal to
11. Identically equal to
12. Is Less than
13. Is Less than or equal to
14. Is greater than
15. Is greater than or equal to
16. Square root
17 3
Cube root
18. 0
Degree
19. Angle
20. Triangle

21. || Is Parallel to
22. Is Perpendicular to
23. Implies
24. For all values of
25. True
T
26. False
F
27. Approximately
28. Infinity
29. Belongs to
30. Does not belongs to

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