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Full Ebook of Math Power 7Th Grade 1St Edition Anita Rajput Online PDF All Chapter
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3. Decimals. 47
AnswerS, .331
Svllabus
Prescribed by NCERT
Multiplication offractions
Fraction as an operator
Reciprocal of a fraction
Division offractions
Word problems involving mixed fractions
Introduction to rational numbers (with representation on number line)
i) Powers:
Exponents only natural numbers.
Laws of exponents (through observing patterns to arrive at generalization.)
(1) a". a" = a"*
Angle sum property (with notions of proof & verification through paper folding, proofs
using property of parallelines, diference between proof and verification.)
Exterior angle property
Sum of two sides of aA> it's third side
Pythagoras Theorem (Verification only)
(ii) Symmetry
Recalling reflection symmetry.
Idea of rotational symmetry, observations of rotational
symmetry of 2-D objects. (90°.
120, 180)
Operation of rotation through 90"and 180° of simple figures
Examples offigures with both rotation and reflection symmetry (both operations)
Examples of figures that have reflection and rotation symmetry and viceversa
() Representing 3-D in 2-D:
Drawing 3-D figures in 2-D showing hidden faces.
ldentification & counting of vertices edges, faces, nets (for cubes cuboids, &
cylinders, cones).
Matching pictures with objects (ldentitying names)
Mapping the space around approximately through visual estimation
(V) Congruence
Congruence through superposition (examples-blades, stamps, etc.)
Extend congruence to simple geometrical shapes e.g., triangles, circles
Criteria of congruence (byverification) SSS, SAS, ASA, RHS
(vi) Construction (Using scale, protractor, compass):
Construction of a line parallel to a given line from a point outside it. (Simple proof as
remark with the reasoning of alternate angles)
Construction of simple triangles. Like given three sides, given a side and two angles
on it, given two sides and the angle between them
Area
Concept of measurement using a basic unit area of a square, rectangle, triangle,
parallelogram and circle, area between two rectangles and two concentric circles.
testing.
i) Mean, median and mode of ungrouped data-understanding what they represent.
(m) Constructing bargraphs
iv) Feel of probability using data through experiments. Notion of chance in events like
occurrences of 1 through 6 in a
tossing coins, dice etc. Tabulating and counting
number of throws. Comparing the observation with that for a coin. Observing strings
of throws, notion of randomness.
INTEGERS 1
Introduction
In the previousclass we have learnt about integers, their addition and subtraction.
Here we shall study the properties of integers (including identities and inverse for
addition, closure, commutative, associative, and distributive laws). Also we shall study the
multiplication and division of integers. At last we solve some word problems on integers.
Let us recall the integers and their addition and subtraction. We know that the
integers are signed whole numbers i.e., whole numbers with + or -signs.
Positive Integers:
The numbers 1, 2, 3, 4, 5, . .
Know
DidYo
DO YOURSELF
1. Complete the following table: The symbolto
denote negative
integers and the
S. No. Predecessor Number Successor same symbol is
used to indicate the
() 3 5 subtraction. But, in
the context it will be
i) 0 clearly mentioned
whether we mean
(i) negative integer or
subtraction.
(iv)
() 6
vi) b
500 BC ----------o-
(u)
11:00 am
(vi)
FK Mathematics Class - VII
2
We represet positive numbers on right side ofzero and negative numbers on the left side.
From the number line, we can easily order the integers. We say that an integer 'a is
greater than the other integer b if'a' lies to the right of 'b' on the number line.
-7 -6 -3 0 2 89
Addition of Integers
In order to add two integers on a number line, lollow the
we following steps:
Step 1. On the number line, mark one
of the given integers.
Step 2. Move as many umls as the second number to the:
(i) right of the first, if the second integer is positive.
(i) left of the first, if the second integer is negalrve.
Step 3. 7he point thus reach represents the
we sum
of two given integers.
Example 1: Add the following integers:
(i) 6 and -9 ( ) - 3 and -4 (i) - 4 and 5
Solution: ) First we draw a number line and mark the integer 6 on it.
Adding 9
-6-5 4 3 ) -2 -1 0 1 2 3 4 5 67 8
To add-9 we move 9 to the left from 6.
steps we reach at a Thus, point
representing - 3. Hence the sum of6 and -9 is-3. That is, 6 + (-9) = -3.
Note that if we represent the number -9 on the number line then to find
6+(-9) we shall move 6 units to the right of-9. Obviously, we reach at -3.
Adding 6
(i) Draw a number line and mark the integer -3on it.
Adding-4
-5 4 -3 2 -1 0 2 3 45
To add 5 w - 4 we have to move 5 steps to the right of- 4, in this way we
aTiVC a point representing I which represents the sum oftwo integers.
Therefore, (-4) +5 =l.
Thus, e conclude that;
To add a positive integer we move to right as many steps as the second integer is to be added,
while to odd o negative integer we move to left as many steps as the negative integer is to be
added
should also be noticed that no matter which number you choose as first and
the other as second number, because in both the conditions you will get the
s121 aiIswer.
Example 2: Draw a number line and represent each of the following on it
() - 1 + (- 8) + 6
( i ) -2 + 8 +(-9) (ii) - 2 + (-3) + (- 5).
0 1 2 3 4 5 6
-10-9-8 -7 -6 -5 43-2 1 7 8 9 10
Adding 6
FK Mathematics Class - VIl
4
() -2 + 8 +(-9) =-3
Adding 9
- 1 0 - 9 - s -7 -6 - 5 4 3 2 - 1 0 1 2 3 4 5 6 7 8 9 10
Adding8
(ii) -2 +(-3) + (-5) = - 10.
Adding-5 Adding-3
-10-9 8 -7 -6 - ) 4 3 2 -1 o12
0 1 2 33 45
4 67 8 9 10
Subtraction of Integers
We know that in the subraction fact 9 5 = 4, 9 is the minuend, 5 is the
subtrahend and 4 is the dillerence.
In order to subtract an integer from another integer, we follow the following steps:
Step 1. First we draw a number line and mark (label) the mimuend on it.
Step 2. (i) To subtract a positive integer, we move to the left from the minuend as many steps
as the second integer is.
(i) To sublract a negative integer, we move to lhe vight (not lefl) as many steps as the
second integer s.
Step 3. The point thus we reach represents the difference of two integers.
Example 3: Subtract the following integers:
0) 4-8 () - 5 4 (i) - 3 - (-4)
(i)0-(-6)
Solution: () First we draw a number line and mark the number 4 on it.
Subtracting 8
Hence, 4 -8 = -4.
Hence, -5 -4 =-9.
(i) First we draw a number line and mark the integer -3 on it.
Subtracting (-4)
6 - 5 4 3 - 2 -1 0 (1) 2 3 4 5 67
To subtract a negative integer-4, we will move 4 steps to the right of- 3,
thus we reach at the point representing 1.
Hence, (-3) - (-4) -3 +4 =1
(iv) For 0-(-6), firstly we draw a numberlineand mark the number O on it.
Subtracting (-6)
To subtroct a positive integer, move lefhwards as many steps as the positive integer is to be subtracted.
Tosubtract a negative integer, move rightwards (from the position of minuend) as many steps as
the negative integer is to be subtracted.
From the above examples (iü) and (iv).
We observe that -3-(-4) = l which is same as -3+4. Also 0-(-6) = 6 which is same
as 0 +6 = 6.
lt is clear that subtracting a number means adding the additive inverse of the
number. This rule cannot be understood without a proper mathematical explanation. But
with the help of following analogy, we can have an idea of it:
Imagine that you are cooking some kind of dish, but not on a stove. You control the
temperature of the stove with magic cubes. These cubes come in two types: hot cubes and
cold cubes.
Letting hot cubes as positive numbers and cold cubes as negative numbers.
Therefore,
If you add a hot cube (add a positive number), the temperature goes up. If you add a
cold cube (add a negative number), the temperature goes down. If you remove a hot cube
(subtract a positive number), the temperature goes down and if you remove a cold cube
(subiract a negative number), the temperature goes up.
That is subtracting a negative is the same as adding a positive and subtracting a positive is the
same as adding a negative.
To add two negative numbers, we add the numbers without sign and then we put the negative sign
(common sign) before the sum so obtained.
Summary on Addition and Subtraction of Integers
)While adding integers with like signs (both positive or both negative), we add the
numbers (by dropping their negative sign if any), and the common sign is put up
before the sum.
i) While adding integers of unlike signs, we suburact the smaller number from the
larger (obained after dropping the negative sign) and give the sign of the larger
obtained.
number before the diflerence so
FK Mathematics Class - VII
6
(i) When the addition and subtraction signs are placed side by side without any
number in between, the two opposite signs give a negative sign.
For example: -5+(-9) = - 5-9 =- 14
- 7 - (+8) = - 7- 8 = - 15.
Exacise 1.1
1. Represent the following numbers as integers with appropriate signs:
S.No. Statement Signs
() 500 m abovesea level
(i) 35 C below 0°Ctemperature
(i) 5°C below 0°C temperature
(iv) Height of 300 m
(u) Depth of 500 m
(u) Adeposit of rupees thirty thousand
(vu) Withdrawal of rupees seven hundred
2. Compare the following pairs of numbers using > or <.
)0 5 ii) 5 -5 9
(u) i i 15 (vi) -20 -18
(iv) -1 B7
3. Represent the following numbers on a number line:
) +9 () -8 )-5 (1)+8
4. The number line given below shows the temperature of different cities on a
particular day: Shimla Chennai
Patnitop- Srinagar Bhubaneswar
HH++H++H+++|++H++|+++H+H+|+HH+++H
-10 5 20 25 30 35 40 45 50
Nainital varanasi
i) Observe the number line and write the temperature of the cities markcd on it.
(ii) What is the difference of temperature between the hollest and the coldest
places anong the above?
(i) Can we say temperature ol Bhubaneswar is more than the temperature ol
Nainital and Srinagar together?
5. Draw a number line and represent each of the following:
) - 3 +-7) +6 (i) 2 +6 +(-7) (iü) -6 +8
6. Add the following integers:
) 7 and -11 (i) 6 and -5(ii)-4 and -7
7. Find the difference between the following pairs of integers:
(i)-20 and 40 ( ) - 19 and 30 (ri) 45 and 3 6
8. Drawa number line and answer the following:
) Which number will we reach if we move 8 steps to the right of- 15: Write this
number with appropriate sign.
(i) Which number will we reach if we move 12 steps to the left of 3?
(ai) Ifweare at -7 on a number line, in which direction should we move to reach- 15
and how many steps?
(iu) 12?
If we are at -7 on a number line, in which direction should we move to reach
Integers
9. Write all the integers between the given pairs in ascending and descending orders:
8 and -15
) | - 4 0 and-32
10. Write the following integers in ascending and descending orders:
3-4 0 12 4
- 3
4
7
- 19 - 19
-27
7
12. Write true (T) or false (F) for the following statements. Also correct those which
are false
(i) Sum of two positive integers is always positive.
(i) Sum of two negative integers is always positive.
( ) When a positive integer and a negative integer are added, the result is always a
negative integer.
(iv) The sum of an integer and its additive inverse is always zero.
()When a positive integer and a negative integer are added. we 1ake tlheir
difference and place the sign of bigger integer, ignoring the sign of both.
(a) We know that in a magic square, each row, column and diagonal have the equal
13.
sum. Check which of the following is a magic square.
(i)
-- -10
-5-2 -4-3-2
o33 6
-7
(b) Magic squares are given below, fill in the empty cells with appropriate integers:
() 4 5
-2
-6
FK Mathematics Class - VIl
14. Observe the pattern for each of the following and find the next three numbers:
()1,3,5,7,9,
(ii) 2, 4, 6, 8, 10,
(i) 25, 20, 15, 10,
(i) -27,- 18, -9,
( ) -1, - 10, - 100, - 1000,
(oi) 11,9, 7, 5,
(viü) 1,3, 6, 10,
15. In a quiz competition, one positive mark is allotted for each correct answer and one
negative mark is allotted for each wrong answer. If Tom's score in five successive
rounds were 19,-10, 18, 21, and -17 respectively, then what was his total at the end?
16. At midnight the temperature was 21°C. Two hours later, it was 3° colder. What was
the temperature then?
17. At mid-day the temperature was 18°C. Two hours later, it was 2° warmer. What was
the temperature then?
18. A rock climber started at + 200 m and came a distance of 50 m down the rock face.
How far above sea level was he then?
19. At midnight the temperature was - 5°C. One hour later, it was 2" warmer. What was
484
9
Integers
Properties of Addition
We have obtained integers by extending the system of whole numbers to integers. We
now state the properties of addition of integers as follows:
1. Closure Property
Let us add two integers:
6+3 9; -6 +3 = -3;
6+(-3)=3; -6 +(-3) = -9
In all the above four cases, when an integer is added to another integer, we always get an
integer. Therefore, we say integers are closed under addition.
2. Commutative Property
Let us add two integers in different order:
8 +(-5)=8-5=3 and (-5) +(-3) = - 5-3 = -8
-5+(8) = - 5 +8 = 3 - 3 +(-5)= - 3 - 5 = -8
and
Therefore, +(-5)=
=-5
5+(8). Therefore, (-5) +(-3) =-3+(-5)
A change in the order of addition of two integers does not change the sum of the integers. This is
known as commutative property of addition of integers.
3. Associative Property
Let us add three integers in any order:
3 +[(+5) +
(-6)]. Thus, we
In addition of integers, when the grouping is changed, the result does not change. This property
is called associative property of addition of integers.
4. Additive Identity
Let us add 0 to an integer:
- 5 +0 = - 5
- 6 +0 = -
6
0+(-6) = - 6
What do you observe?
When O is added to any integer the result is the integer itself. Zero is the additive identity for
integers.
10 FK Mathematics Class - VII
5. Additive Inverse
Complete the following table and write your observation:
(ii) 15 15 15+(-15) =0
(iv) 0 0+0 0
() 7
- 8
(vi)
- 100
(vii)
(uii) 21
2. Commutative Property
Let us subtract:
3-(-2) = -3 +2 =--1
and -2-(-3) =-2 +3 =lI
So -3-(-2)* -2 -(-3)
Hence
Subtraction of integers is not commutative.
3. Associative Property
Let us subtract:
5-(-3)]-4 = [5 +3]-4 =8 -4 =4
4. Subtraction of Zero
Let us subtract zero from an integer:
14 0 14. 0-0 =(0, -5 -0 = - 5, 2-0 =2
We observed that:
When zero is subtracted from an integer, we get the same integer.
But, if an integer is subtracted from zero, we obtain the opposite of the integer.
For example, - 14 - 0 = - 14, 0-(-14) = 14,
5. Subtraction of 1
Let us subract I from an
integer
4-1 =3. 10-1 =9
- 7 -l = -8, 0 - 1 = - 1, etc.
We observed that;
a sum -
=
-
EXCNGSA 1.2
1. Write a pair of integers whose
) difference is - 12 (i) difference is5 (ii) sum is 0
2. Write a pair of integers whose difference gives:
() an integer greater than both the integers.
1) an integer greater than only one of the integers.
(ii) zero.
(i) a
whose difference is 16.
(i) a negative integer and a positive integer
12 FK Mathematics Class - VII
Multiplication of Integers
We know that the multiplication is a simpler form of repeated addition.
CaseI: Multiplication of Two Positive Integers
Observe the pattern and complete the table:
3 times 4 4 +4 + 4 3x 4 12
7 times 9 7x9 63
9+9+9+9+9+9
5 times 4
8 times 2
Case II: Multiplication of a Positive Integer by a Negative Integer
Let us observe the following epeated addition.
x 3 = -9 2x 5 - 10
First factor is -3 x 5 = - 15
decreasing by 1 First factor is
-4x 5 = - 20
decreasing by 1
What do you observe?
To get the product of two integers with unlike signs, we multiply the numbers without their sign
and give a minus sign to the product.
(iv) -
What do we observe?
We observe that:
If negative integers are multiplied even times, product is always a positive integer.
If negative integers are multiplied odd times, product is always a negative integer.
FK Mathematics Class - VII
DO YOURSELF
F'ind the sign in the following products:
) 4 -4x0 0 Yes
(iii) Ix-1=1 Yes
(iv) 5 -3x5 =-15 Yes
S. No. a xb b xa a x b=b xa
) 2x-3=-6 -3x 2 - 6 Yes
19
Thus, 7x (2 +5) = 7x2 +7x5
Integers 15
= -2 x -2 = 6-2
=
4 = 4
This property of integers is known as the Distributive property of multiplication over subtraction.
DO YOURSELF
) Is 5x[7+(-2)] =5x7+5x-2?
() Is (-23) x[(-21) +(-9)] = -23 x-21 +(-23) x(-9) ?
(m) Is[-11+(-11)]x11 =11x(-11) +11x(-11)?
5. Multiplication by 1
Let us multiply integers by 1:
0 x 1 = 1 x 0 = 0
7 x 1 =1 x7 =7
-2x 1 =l x-2 = -2
6x1 =l x 6 =6
What do you observe?
The product of ary integer and 1 is the integer itsef. 1 is called the multiplicative identity of integers.
6. Multiplication by 0
-7 x 0 = 0 x-7 =0
6x 0 = 0 x 6 =0
-1 x 0 = 0 x-1 = 0
given every
Renu
(i) all questions
attempt but only 11 of her answers are correct. What
is her total score?
but only one answer is incorrect.
(ii) One of her friends attempt questions
8
What is her friend's total score?
Marks given for one correct answer =
3
Solution:
=3 x 11 33
So, Marks given for l correct answers
1
Marks given for one incorrect
=
answer -
-1 x9 -9
Marks given for 9 incorrect answers
= =
1
her friend's total score = 21 - 1 = 20
Therefore,
FK Mathematics Class- VIl
EXercisa 1.3
1. Simplify:
) (-7)x(-9) i) (-8) x(11) (ii) (10) x(-12)
(iv) (-8)x (-4) x (-7) () (-12) x(-6)x (14) (vi) (0) x (-14) x (-4)
-S
-6 36
20
0
3. State true (T) or false (F):
) The product oftwo integers with same sign is always positive.
(i) The product of two integers with opposite sign is always negative
(ii) The product of three negative integers is negative.
(iv) The product of odd number of negative integers is negative. 7
13. The product of two jntegers is -120. If one number is - 30, what is the other,
14. Find the product using suitable properties:
-15) x(-37) i) 6x 63 x (- 135)
(ii) 10 x (-35) x (-5)x (-20)
(v)(-31)x202
() 720 x (- 68) +(-720) x 30 vi') 9 (70-3)
15. Fill in the blanks with suitable
integers:
)-3)x (-12)= 6 (i) 7xj= -49
(ii) (-9)x -9= 81 u)-12x(-13) = 156
()-8 x3=-24 (vi) x-7 =49
(vi) 4 =-32
x (vii) -13x-13 = 169
16. In a class test containing 18 questions, 4 marks are awarded for every correct
answer and -1 mark is awarded for every incorrect answer and 0 for questions not
attempted.
() Vishal gets 5 correct and 7 incorrect answers. What is his score?
n) Nidhi gets five corect answers and five incorrect answers, what is her score?
( ) Neeta gets two correct and 7 incorrect answers out of 9 questions she attempts.
What is her score?
17. A certain freezing process requires that room temperature be lowered from 43°C at
the rate of 8C every hour. What will be the room temperature 6 hours after the
process begins?
18. A cement company earns a profit of 1l per bag of white cement sold and a loss of
6 per bag of grey cement sold.
(i) The company sells 4,000 bags of white cement and 8,000 bags of grey cement in
a month. What is its profit or loss?
(i) What isthe number of white cement bags it must sell to have neither profit nor
loss, if the number of grey bags sold is 1,100 bags.
Division of Integers
We know that division is the reverse process of multiplication. For example, to
divide 24 by -8 means to find a number by which -8 should be multiplied such that it
gives the product 24. The answer is - 3.
(12)-8 x 3 = -24 3 - 8
(iv) 7 x 5 = 35 35 =7
(U)-6 x4 =- 24 -24 L=4
(ur) -8x =-48 =-8
It is clear from above that:
or (+)+(+)=+ and
(-) +(-)= +
and (-)+(+) = -
FK Mathematics Class - VII
18
Division by Zero
Just as the multiplication operation is repeated addition, so the division operation is
repeated subtraction. Look at the following examples:
() Let us divide -12 by -3.
- 12
-3) (First time siubtraction of- 3)
-9
--3) (Second time subtraction of-3)
-6
-3) (Third i n e subtraction of - 3)
-3)
Hence. -12+-3 =
4, which is an integer.
(i) Let us divide 13+4.
13
-4 (First tinme subtraction of 4)
9
(Second time subtraction of 4)
In division we keep subtracting till we get zero or a number less than the number being
subtracted repeatedly.
Let us now try to divide à non-zero number by zero.
Let us divide -15 by 0. Now if we repeatedly subtract 0 from a non-zero number, we
keep on getting same non-zero number. We could never get 0 or a number less than the
divisor. For example -13 +0, we could have
-15
-0 (First ime sub1raction of 0)
- 15
-15
Thus, we say -15 -0, is a meaningless operation.
Also -15 +0 should be the number which when multiplied by 0 gives 15. But there is
no such number. Hence, -15+0 is an undefined operation.
test +4 marks are given for every correct and 2 marks are
Example 1. In answer -
16
Marks obtained for incorrect answers= -
16-20 =-
36
Marks given for one incorrect answer = - 2
=
7 (- 10-90) 100 = -
= -
10000 paise
SO Number of pencils sold =
10000 +
-
50 -
= 200 pencils
Total number of
pencils sold =(-16000) 50 320 pencils
1. Find:
EXNCs 1.4
) 96 +(-12)
(i) (-48) +(-6)
(ii) (-24) +8
(iu) (-2248) +(281)+(-8)
(u) 43960 +(-1)
(vi) 50000 +(2500)
Integers 21
4. Simplify:
) [81+(-9)] +[(-27)+3] i) [-144 +(-14 +2)]+[72 +(4 +8)]
5. Find 3 pairs of integers (a, b), such that a +b = - 2, For example, - 18 +9 = - 2.
6. Write five pairs of integers (a, b), such that a + b = -
2)
because 10 (-2) =
-5.
7. An elevator descends into a mineshaft at the rate of 7m/min. If the descent starts
from 15 m above the ground level, how long will it take to reach 475 m?
8. The temperature at l2 noon was 15°C above zero. If it decreases at the rate of 3C
per hour until midnight, at what time would the temperature be 9°C below zero?
9. In a class test +2 marks are given for every correct answer and - 1 mark is given for
every incorrect answer and 0 for not attempting any question.
() Shruti scored 26 marks. If she has got 14 correct answers, how many questions
has she attempted incorrectly?
(2) Rekha scores - 6 marks in this test, though she has got 8 correct answers. How
many questions has she attempted incomectly?
10. A certain freezing process requires that room temperature be lowered from 40°C at
the rate of 5°C every hour. What will be the room temperature 10 hours after the
process begins?
Use of Brackets
We have learnt the fundamental operations of addition, subtraction, multiplication and
division. In simplifying mathematical expressions, consisting one operation at many
places, we perform one operation at a time, starting from the left, moving towards right.
Example :
Simplify: 36-8 +4 +4x 2
Solution: We have, 36 -8 +4 +4 x2
36 +4 x2
Thus,
A bracket indicates that the operation within it is to be performed before the operation outside
the bracket.
In some complex expressions, it is necessary to have brackets within brackets. For
example, divide 75 by the sum of 10 and the product of 5 and 7.
Clearly here we have to first muliply 5 and 7 and to add 10 to this product. Finally we
have to divide 75 by the above resulting number.
Therefore, there is a need for two or more types of brackets to avoid confusion. We
wrie 75+{(5 x 7) +10}
The most commonly used brackets are
Round brackets or parenthesis
Curly brackets hraces
Square brackets
bar or vinculu
Vinculum or bar is used as the innermost brackets and then (). then { }, and finally [.
Example: In the expression (8 + 2 +2), it means 8 + 4.
out.
(ii) We have.
8 of (8 of 3) 8 of (8
=
x 3)
= 8 of 24
=
8 x 24 =192
(ii) 72 +4 of 6 72+ 4 x 6
BODMAS Rule
In the chain of letters 'BODMAS', B stands for brackets, O for the operation 'Of°
D for division, M for multiplication, A for addition and S for subtraction. It denotes the
order sequence in which combined operations are done in the simplification process.
or
We ftirst remove brackets, next we perform the 'of' operation. It is followed by the division
operation and then the multiplication operation. We then perform addition followed by
the suburaction operation. Having determined the order of various operations, we apply
the rules of these operations to complete the
simplification process.
Example I: Simplify: 40-6 x 3 of 6 + (25 - 5) + 10
Solution: 4 0 - 6 x 3 of 6 + (25- 5) + 10
or 40-6 x 3 of 6 + 20 10 [Removing the brackets]
40 6 x 18 + 20 10
or
[Operation 'of
or 40-6 x 18 2 Operation D]
or 40 108 + 2 [Operation M]
Or 40 106 Operation A]
66 [Operation S]
Example 2: Simplify: 57 -[28 - 16 + (5-3-D}
Solution: 57-[28-{16 +(5 -3 -1)}]
=
57-[28-{16 +(5-2)}] [Removal of bar]
=
57-[28 {16 + 3}] -
Example 3: Simplify:
(0) (-40) of (- 1) +28+ 7 (i) 7- 13-2 (4 of-4)}
(ii) 81 of l59 - {7 x 8 + (13-2 of 5)}.
= 7- {13-2 x (- 16)} =
7- {13-(-32)}
7 - { 13 + 32} = 7 -45 = - 38
FK Mathematics Class- VII
24
ExGcisa 1.5
Simplify the following:
) 27-15+{28 (29-7)})
i) 48[18 - {16 -(5 -4 -1)}
(ii) (60 x (-3)} +45 +(-3)
(iv) 39 - [23 - {29 (17-9-3)}]
ImporlantPoints to Remember
All whole numbers and their negatives are jointly called integers
Sum, product and difference oftwo integers is also an integer.
The quotient of two integers is not always an integer.
Integers are commutative and associative for the operations of addition and
multiplication but not for the operations of suburaction and division.
-
FRACTIONS
2
Introduction
In our previous class we have studied about the fractions and their addition and
subtraction. In this chapter, we shall discuss the multiplication and division of fractions.
Let us have a quick recall of what we have already studied.
Fraction
A fraction is a number which can be written in the form, where both a and b are
natural numbers and the number 'a' is called numerator and b' is called the denominator of
a
thefraction b
For example, 0 7 are fractions.
5'3 15
A fraction represents a part of a whole, where the denominator of the fraction represents the
number in which equal parts the whole divided and the numerator shows the number of equal
parts taken.
3
For example, the shaded part of the figure represents the fraction 8
Proper Fraction 8
A proper fraction is a fraction in which the numerator is smaller than the denominator.
2 3 12
For example, etc. are proper fractions.
' 929 a ,
Improper Fraction
An improperfraction is a fraction in which the numerator is greater than the denominator.
29 17
For example, fractions.
17'13., etc. are improper
Like Fractions
The fractions with the same denominator are called like fractions.
11
For example, etc. are like fractions.
12' 12' 19*,
Unlike Fractions
The fractions with different denominators are called unlike fractions.
Mixed Numerals
Mixed numerals are combination ofa whole number and a proper fraction.
For example, fractions 3 , 5 , 8,etc. are mixed numerals or mixed fractions.
Equivalent Fractions
C m xKa then the fractionsandare called equivalent fractions because they
f d mxb b d
and
. ..
99 9 9
Thus, to add like fractions. addthe numerator and to the sum write the same
denominator as that of the given like fractions.
Let us now take up the following figures.
2 is taken
away
Thus,
Thus, to subtract a fraction from another smaller like fraction, we subtract the numerator
and to the difterence we write the same denominator as that of the given like fractions.
Fractions 27
For example, , e
.W we have
etc.
Therefore, 12 12
4 12
To shorten the above process we take the LCM of the denominators of the given
fraction and perform addition and/or subtraction.
2 23
4 x3-2x2-24-8 3 1,3
18 18 18 1,1
Let us solve some more examples.
27x9 +2
9 9
2 65 1 6 5 -3 62
Therefore,7 3 9
Hence, 7--52-68
8x 4 +35x6 +535 35
(i)8-5 6
6 2 2 x3 12
of 4 and
=
= x
Now, LCM
35x3 105and 35 x
352
x2 70
4x3 12 12
28 FK Mathematics Class - VIl
105 70 105-70
So,
4 6 12 12 12
Hence,
2
Example 2: Mukta studies for 2hours at home and watches T.V. foran hour. How
2 3
much time does he spend on studies and watching T.V. ?
Solution. Time spent on studies =2 hours =hours.
2
ExerCise 2.1
1. Write the fraction for each of the following figures:
(i) (i) (ii)
A A
A A A
AAA A
AAA AA
Part
6 (i)Part G)Part
3. Simplify the following:
) 3+ (i) 7+
9 (ii)+ 7 Gi) 5-
n 4-s (ci) 547ovn) 9+8
4. Arrange the following fractions in
ascending order:
() 20
10
5. Use signs >, <, =
in the
following boxes:
6. Arvind wrote 12
pages of his story Saturday and 16pages on
on
7. Nidhi painted of a wall. Ankita painted anotherof it. What fraction of the wall
9 3
was painted by them?
8. Which firaction is
greateror
9. Anup was
given 1 hours to solve a test paper. But he finished the paper inl.
8
15
15
2
15
10 5
10
2
3
10
FK Mathematics Class - VIl
30
Multiplication of Fractions
number by a fraction
(i) Multiplication ofa whole
We know that repeated addition is also expressed as multiplication. So, let us find.
06x-6times- 11,I11-I+|+1+1+1+l-°
2
=3
Or 6x
DO YOURSELF
Find the following products:
6) 8x= D ()12x
ii) 15x= v) 7x
(ii) Fraction as an Operator 'OP
2 So, if the whole is a circle, then itswill be one part from the two equal parts obtained by
drawing a diameter of the circle as shown in figure.
Similarly, in case of a
group of 6 things, the of the
group will be another group
containingx6 =3 things.
Fractions 31
So,as a fraction gives a physical sense when the quantify or shape, etc. is attached to it as
2
of
2
acircle,of a square, 2 of 6, etc.
Thus, hereis an operator.
Similarly, all fractions work as an
operator.
When a fraction operates on a
group of objects it means multiplication.
Soof
4 16 x16
4
= =
12.
(Gi)x18 13
DO YOURSELF
Find the following products:
2824-U ()x81
18
= (i)x18
15 =
28
7
Giv)x24-D (v)x
12 48 = (vi)of56-
FK Mathematics Class - Vil
32
24.
(uri)of30 = (vii) Find the product of and
18
15
(ix) Find the product of 16 and >
Let us
find 8x5
= 8x(Converting the mixed fraction into an improper fraction).
Step 4. Comvert the improper fraction (product so obtained) into a mixed nmumeral.
Solution Step 1. 3
Step 2. 6x3=6x=X-42
Step 3. =21;
2
Hence, 6x3 = 21
Solution7of36 -7x36
5136 (Converting the mixed fraction into an improper fraction)
57 x36 (Multiplying numerator by the whole number)
8
57x9
(Writing the fraction into lowest term)
513
(Multiplying 57 by 9)
2
XCl3e 2.2
1. Multiply and write the following in simplest form:
5
)9x Gi) 3x Git) 5x ) 4x ()x6 (ui) 14 x
4 2 2
2. Match the following:
() 3x (a)
2* (6)
(di) 4x
(io) 2x (d)
4. Find:
of 24 ( ) o f 36 =
9
(ii)of
8
96
5. Ankita organised apicnic and invitedof all her classmates. Ifof the classmates
6
invited were girls, find how nmany boys were there
at Ankita's picnic, if there were
8. Afruitsellerbuys 712 fruits, ofwhichare apples. Ofall the apples that he bought,
were found to be rotten. If he sold all the good apples at 7 5^ each. How much
4
money did he receive on selling all the good ples.
(u) Multiplication of a Fraction by a Fraction
Let us lindofor x
3 5 5
To find the above product let us do thhe following activity:
Activity :
Take a rcctangular paper srip of length 10 cm and bread1h 4 cm.
xFold the paper such that it is livided into 5 equal parts (equal to the
denominator of -). Each part represenisof the whole. Now shade one part.
xSince the other fraction isso lolkd the paper along breadth into 3 equal parts
(cqual to denominator of ) . Then shade 2 parts in different way.
Thus to
multiply two fractions,
follow the following steps:
we
Step 1. Multiply the numeralors of fractions. This product is the numerator of the product.
Step 2. Multiply the denominators of the fractions. This product is the denominator of the
product of the fractions.
Step 3. Write the product of fractions in simplest form.
Step 4. fthe product is an improper fraction, convert il into mixed numeral.
Example 1: Find the product of :
()and
11 (ii)by
Solution 5x6 5x3
and
811 8x11 4x 44
(Gi) 5x2 5x1 5
6x3 3x3 9
6 15
Note In Ex. 1. we findx
8 11 44
A l s o 5 x 5 5 6 6x8 48 and 5 15x2 30
8 8 88 11 11x8 88
8x11 44 44x2 88
We find that055 5,5 and 30
44 8 88
Thus, we observe that the product of two proper fractions is less than both the
fractions. Keep in mind that the above result does not hold for natural numbers.
Example 2: Findof
16
Solution: 5
16
of 40-
65 16
5
65 2x13 26
Example 3: Find the product of : and
Solution: 6 22-2x6x22-2*2*2 8
11 32 3x11x32 1x1x32 32 4
DO YOURSELF
Find the following products:
7
u) 982
) 35
45 2291
(w) 99 105
125 729
We have already learnt the muliplication of a fraction and a whole number.
But we also know that each whole number can be expressed as a fraction whose
denominator is I.
So the muliplication ofa fraction and a whole number can be done as we muliply two
fractions. lt is made clear in the following example.
i)and 15
Example 4: Multiply: )8and
Solution: ) 8x16 16
8x42
1x16
Exercisa 2.3
. Simplify the following :
7 34
(uri)o2 (vii)of9
2. Multiply and write the following in simplest form:
66 (v)14
3. Simplify the following
19 o 17 ) 21 )of 13 5
15
(ur)x-=1
2 18
Thus,
5 21 21
Solution: 6x4
3 4 3
25x13322
4x3 12
-27 12
Fractions 37
1.
EXercisd 2.4
Find the following products and write each of the following in simplest form:
3
245 () 3x5 .
Ginofs Gi)of12 5
Reciprocal of a Fraction
Let us multiply two numbers such that their product is 1
Can you find such two numbers ? Let us observe.
Also
2 x1
Thus 2xx2=I
2
and is reciprocal of 2.
2
(i)
4
(ii)
From the above we conclude that,
number and a whole number
When the product oftwofractional numbers or a fractional
is 1, then either of them is the multiplicative
inverse (or reciprocal) of the other.
Then, can youfind the reciprocal of 0?
Moreover there exists noo
No, because, division by 0 is a meaningless operation.
zero gives the product
with 1.
fraction whose multiplication
inverse of following numbers :
Example: Write the multiplicative
Denominator of
Solution: i) Multiplicative inverse of
Numerator of.
15
2
() To get the mulüplicative inverse of5, first we have to change the given
3
mixed fraction into an improper fraction.
x3+2
3
So the of
multiplicative inverse of - 17
We have also learnt that 6 +2 means that if 6 objects are equally distributed between 2
boys, then each boy will get 3 objects.
In fractions also, we have the same meaning of division.
We may have many situations where we need to divide a whole number by a fraction
fraction. Two such examples are given below
ora fraction by a
3
)A rope oflengthm is to cut into smaller pieces of lengthm each. Then the
2
number of pieces, we shall have will be.
(i) A paper strip oflength 6 cm is to be cut into pieces ofcm each. How many pieces
2
will be there? Clearly, it is 6
Fractions 39
Solution. We have+8 =x[Changing the +intox and replacing 8by its reciprocal
5
2- 2 -3 3
Third time:
Fourth time: =1
4
Second time subtraction of Fifth time:
3
Third time subtraction of : 1 Sixth time:
2-6
Thus, we can find the quotient of division of a whole number by a fraction through
the repeated subtraction.
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LIVRE SOIXANTE ET UNIÈME.
SECONDE ABDICATION.
Ainsi, sur les frontières et dans l'intérieur, rien n'était définitivement perdu, si
à Paris on savait supporter le grand désastre de Waterloo.
Napoléon avait le sentiment secret qu'il était plus sage de rester à Laon
pour y recueillir les débris de son armée, que d'aller se mettre à Paris dans
les mains d'une assemblée hostile, et il inclinait fortement vers cette
résolution. Mais les avis furent partagés, et généralement contraires parmi
ceux qui l'entouraient. Les uns étaient préoccupés de ce qu'avaient dit
souvent ses ennemis, qu'il ne savait jamais que délaisser son armée en
détresse, et ils craignaient dans les circonstances présentes le
renouvellement de semblables propos. D'autres faisaient valoir un plus grand
intérêt, celui d'aller à Paris remonter les cœurs, contenir les partis, imposer
silence aux dissidences, et réunir tous les bons citoyens dans l'unique pensée
de résister à l'étranger. Ceux que cette grave considération touchait
particulièrement, habitués à subir l'ascendant de leur maître, ne s'apercevant
pas que cet ascendant tout entier encore pour eux, était aux trois quarts
détruit pour les autres, voulaient l'opposer à la mauvaise volonté des partis,
dans la croyance chimérique qu'il serait aussi efficace qu'autrefois. Il est
certain que dans un moment pareil, au milieu de toutes les agitations qu'il
fallait prévoir, une volonté puissante était infiniment désirable à Paris. Mais
cette volonté ne serait-elle pas plus imposante de loin que de près, et du sein
d'une armée toujours fanatique de son chef, que du milieu du palais désert de
l'Élysée? Supposez qu'une assemblée emportée voulût par des décrets
attenter à la prérogative impériale, elle ne pourrait rien contre Napoléon
entouré de ses soldats, tandis que lorsqu'il serait à Paris, seul, sans autre
escorte que sa défaite, elle pourrait bien le violenter, le dépouiller de son
sceptre? Quant à lui il entrevit cet avenir humiliant, sans l'avouer à ceux qui
prenaient part à cette délibération. Presque tous ne virent
Motifs gui
décident que la nécessité d'une main puissante au centre du
Napoléon à se gouvernement pour y contenir les mauvais vouloirs, et
rendre à Paris. croyant à la puissance de cette main dont tous les jours ils
sentaient encore la force, ils conjurèrent Napoléon de se
rendre sur-le-champ à Paris. Cependant il persistait dans une espèce de
résistance silencieuse, lorsque deux raisons le décidèrent en sens contraire
de son penchant secret. D'une part il reçut une lettre de M. le comte
Lanjuinais, président de la Chambre des représentants, écrite, il est vrai,
après Ligny et avant Waterloo, mais empreinte de sentiments si affectueux
qu'il y avait lieu de bien augurer des dispositions de l'assemblée. D'autre part
en regardant ce qu'on avait autour de soi, à Laon, on ne devait guère être
tenté de s'y arrêter. Si Napoléon avait eu sous la main cinquante ou soixante
mille hommes pour opérer entre Paris et la frontière, rien ne l'aurait décidé à
les abandonner, car avec son art de manœuvrer il aurait pu encore ralentir les
généraux vainqueurs, donner le temps aux esprits de se remettre, aux gardes
nationales mobilisées d'accourir, et contenir par sa fière attitude ses ennemis
du dedans et du dehors. Mais on avait rencontré tout au plus trois mille
fuyards entre Philippeville et Laon, portés sur les ailes de la déroute, et il
fallait bien huit ou dix jours pour réunir vingt mille hommes ayant figure de
troupes organisées.—Ah! lui disait-on, si Grouchy était un vrai général, si on
avait quelque raison d'espérer qu'il eût sauvé les trente-cinq mille hommes
placés sous son commandement, on aurait bientôt rallié derrière cet appui
vingt-cinq mille autres soldats toujours dévoués à l'Empire, et avec soixante
mille combattants résolus on pourrait encore se jeter sur l'ennemi en faute,
gagner sur lui une bataille, arrêter sa marche, et relever la fortune
chancelante de la France. Mais Grouchy devait être actuellement prisonnier
des Prussiens et des Anglais; il n'y avait donc pas un seul corps entier.
Napoléon serait à Laon occupé à attendre pendant dix ou douze jours qu'on
eût rassemblé quinze ou vingt mille hommes. Il emploierait son temps à
ramasser les hommes un à un, à les rallier au drapeau. Il valait certes bien
mieux que ce temps fût employé à rallier les pouvoirs publics en se rendant
pour quelques jours à Paris, sauf à revenir tout de suite après se replacer à la
tête de l'armée que le major général aurait réunie et réorganisée.—Ces
raisons étaient spécieuses, elles déterminèrent Napoléon, car il ne pouvait se
résigner à passer son temps à Laon à courir après des fuyards, tandis qu'à
Paris il pourrait s'appliquer à contenir les partis, à ranimer l'administration, à
créer de nouvelles ressources. S'il avait su Grouchy sain et sauf, il serait
resté. Ayant toute raison de le croire perdu, il aima mieux se rendre à Paris.
Ainsi, on peut dire que Grouchy le perdit deux fois: en agissant mal une
première fois, et en faisant craindre la seconde qu'il n'eût mal agi, ce qui
n'était pas, car en ce moment il parvenait à sauver miraculeusement son
corps d'armée.
Dans une certaine mesure Sieyès avait raison. Si on voulait faire triompher
la liberté par les mains des nouveaux libéraux et des anciens révolutionnaires
(de ceux, bien entendu, qu'aucun excès ne souillait), tous sincèrement
attachés à cette noble cause, et méritant bien qu'elle triomphât par leurs
mains, si on voulait garantir la France de l'humiliation de subir un
gouvernement imposé par l'étranger, si on voulait préserver son sol, sa
grandeur des violences d'un ennemi victorieux, il n'y avait qu'une ressource,
c'était l'union entre soi d'abord, et avec Napoléon ensuite. Lui seul en effet
pouvait obtenir de l'armée et de la partie énergique de la nation les derniers
efforts du patriotisme, lui seul enfin était capable de rendre ces efforts
efficaces. Croire qu'avec une assemblée constituée révolutionnairement, on
renouvellerait les prodiges d'énergie de la Convention nationale, était un rêve
de maniaques incorrigibles, comme il y en a dans tous les temps, et comme il
y en avait beaucoup alors dans le parti révolutionnaire.