MATHEMATICS

GRADE- VIII
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 Table of Contents

UNIT-1: Number System​ 6

Task 1.1 Exponents​ 8
Task 1.2 Normal form and Standard form​ 11
Task 1.3 Square numbers and Square roots​ 12
Task 1.4 Cube numbers and Cube roots​ 19
Task 1.5 Real numbers​ 22
Task 1.6 Representation real numbers on Number line​ 26
Extended Learning​ 28
Unit End Assessment​ 29
Unit 2 Application of Numbers​ 30
Task 2.1 Introduction to Compound Interest​ 32
Task 2.2 Simple interest and compound interest​ 33
Task 2.3 Formulations of compound interest formula​ 35
Task 2.4 Mathematical Chat/gossip​ 38
Task 2.5 Profit and Loss : Pair activity​ 38
Task 2.6 Profit and Loss : Complete a story​ 39
Task 2.7 Mathematical Chat​ 40
Task 2.8 Taxes​ 41
Task 2.9 Proportion​ 45
Task 2.10 Direct and Inverse Proportion​ 48
Task 2.11 Scaling up​ 48
Task 2.12 Applying and Synthesising the learning​ 49
Extended Learning​ 52
UNIT-3 Data Analysis of Natural Resources​ 53
Task 3.1 Energizer Smallest Natural number game​ 54
Task 3.2 Readiness-task​ 55
Task 3.3 Organizing data​ 56
Task 3.4 Histogram​ 59
Task 3.5 Construction of pie chart​ 63
Task 3.6 Measures of central tendency​ 66
Task 3.7 Check your understanding​ 67
Task 3.8 Probability​ 68
Task 3.9 Crop production and Management​ 72
Task 3.10 Soil​ 74
Task 3.11 Water​ 76
Task 3.12​ 77
Interdisciplinary learning experiences and summative assessment​ 77

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UNIT-1: Number System
Purpose of unit

Dear Students,

You have already learnt about Numbers, powers and exponents in the MYP 2.
You learnt about different operations on numbers, powers and exponents.

In this unit we will learn more about numbers, powers and exponents. We will
understand how a system forms by observing patterns in powers, exponents
and numbers in various space and time. This will provide opportunities to
understand and form the various expressions of representing the numbers in
various contexts in our surroundings.

KEY WORDS
System -Groups of interrelated elements
Space- The frame of geometrical dimensions describing an entity
Form- the shape and underlying structure of an entity or piece of work,
including its organization, essential nature and external appearance.
Patterns-Sets of numbers or objects that follow a specific order or rule.

Objectives of this unit will be attained by finding answers of following inquiry

questions:

Inquiry questions

Factual Questions:
-​ What are the different subsystems in the number system?
-​ Write examples of exponential growth/decay in any system?

Conceptual Questions:

-​ How patterns help to understand the formation of a system?

-​ Laws of exponents are applicable for negative as well as positive integer

powers. Justify with examples.

6
Debatable Questions:

-​ Does the multiplicative inverse of zero exist or not? Share your view
points.
-​ Which method will you prefer to apply to find the square root and cube
root of a number and why?

Content
Exponent and Power
❖​ Laws of exponents.
❖​ standard form of numbers.
Square and square roots
❖​ Square roots by prime factorisation
❖​ Repeated subtraction
❖​ Long division method
❖​ Triplet
Cube and cube roots
❖​ Cube roots by prime factorisation
Real numbers
❖​ Rational numbers
❖​ Irrational numbers
❖​ properties of rational numbers i.e. closure, commutative &
associative.
❖​ Role of 0 and 1
❖​ additive inverse
❖​ multiplicative inverse
❖​ Distributive property
❖​ representation of rational numbers on the number line.
❖​ Numbers between numbers.

7
Why Number System?

My views….

Before the unit After the Unit

Task 1.1 Exponents

Inquiry questions:

-​ What are you observing in the above table?

-​ How many people got messages at 4th stage?

8
 -​ How many times more people got messages in the 7th round than in the 3rd
round.
-​ Find how many people will get messages at 19th stage.
Exponential growth is responsible for such a higher growth in viraling messages.
4 4
2 = 16 where 2 is the exponential form of 16 and in this exponential form 2 is
called base of exponent while 4 is called exponent.

Now, observe the pattern and find the values of a,b,c & d.

3 3
125 = 5 = 5 × 5 × 5 = 5

2 2
25 = 5 = 5 × 5 = 5

1 1
5 =5 = 5 =5

0 0
1 =5 = 1 =5

1 𝑎 1 1
5
=5 = 5
= 1
5

1 𝑏 1 1
25
=5 = 5×5
= 2
5

1 𝑐 1 1
125
=5 = 5×5×5
= 3
5

9
 1 𝑑 1 1
625
=5 = 5×5×5×5
= 4
5

Laws of exponents we studied so far : For any two non zero integers a and b and
two integers m and n.
𝑚
𝑚 𝑛 (𝑚+𝑛) 𝑥 (𝑚−𝑛)
-​ 𝑥 × 𝑥 = 𝑥 ; 𝑛 =𝑥
𝑥

𝑛
𝑎 𝑚
𝑚
-​ (𝑥𝑚) =𝑥 ;
𝑚𝑛 𝑚
𝑎 × 𝑏 = (𝑎𝑏)
𝑚 𝑚
;
𝑎
𝑚
𝑏
= ( )
𝑏
where b is not

equal to zero.
0 𝑒𝑣𝑒𝑛 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑑𝑑 𝑛𝑢𝑚𝑏𝑒𝑟
-​ 𝑎 = 1 ; (− 1) = 1 and (− 1) =− 1

Inquiry questions:

-​ Express the result of

5 4
-​ (− 3) ×
4
( ) power notation with positive exponent.
3

−1
1 2 2 −2
( )
2
-​ find the value of ( ) ( )
2
× 3
×
2
5

𝑚 2 0
-​ Find value of m if 49 × 7 = 7

Home Task 1.1 Worksheet

1.​ Simplify to express in form of positive exponents

5 −10 5 −6
(i) (− 4) × (− 4) ​ ​ ​ (ii) 2 ÷ 2
2𝑚+1 −2
2.​ Find the value of m if (− 3) × (− 3) =9
9 2 2 2𝑥+3 11 𝑥
3.​ Find the value of x if ( ) + (1 )
11 9
= ( ) 9

4.​ Find the value of

−1 3 2 0
ii) ⎡⎢ 3 + 5 + 3 ⎤⎥
8 ✕5 229 −225 1
i)
2
−4 ​ ​ ​
⎣
( ⎦
)
5.​ Find the value of
−5 −7
3 ×10 ×125
−7 −5
5 ×6

0 −1
6.​ Find the value of 4 + 4 ( ) × 22 .

10
 7.​ Simplify the following expression and express the result in positive power
5 8
notation: (− 4) ÷ (− 4) .
8.​ If a company has produced 4 million items in a year, What will be its
production after 5 years if it increases by the power of 2 in 5 years?

Task 1.2 Normal form and Standard form

The distance from the Earth to the Sun is 149,600,000,000 m.

Diameter of a wire on a computer chip is 0.00000025 m.

Charge on an electron is 0.000,000,000,000,000,000,16 coulomb.

Size of a bacteria is 0.0000005 m

Inquiry questions:

-​ Express
-​ 1256000000000000 in standard form.
-​ Express 0.0000000000000000000000000235 in standard form.
-​ Thickness of a notebook of 172 sheets is 1.2 cm. Find the thickness of one
sheet in meters and write it in standard form.

11
Home Task 1.2 / Worksheet

1.​ 602300000000000000000000 water molecules are present in 18 grams of

water. Find the number of water molecules present in 10 gm water and
write the answer in standard form.
2.​ Dinosaurs were present on earth 230000000 years ago. Write this number in
standard form.
3.​ Diameter of a particular human cell is 0.00000025 meters. Write this
number in standard form and if diameter of the nucleus of same cell is
−6
4.​ 6✕10 𝑚, Find the ratio between both diameters.
5.​ Bacteria have been found on earth 500 million years ago, write this in
standard form.
6.​ A bacterial cell size sometimes is 0.2 micrometre. Write this size in standard
form in metres.

Task 1.3 Square numbers and Square roots

Observe the following squares and fill in the blanks given

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 A B C D E

1 2
1 × 1 =1 = 1 1 1
2 1
1 = 1

4 2
4 × 4 = 4 = 16 16 2
4 2
2 = 4

25 ……………………….. 625 ……… ………..

……… 2
12 × 12 = 12 = 144 …… ……. 2
2 × 3 = 12

……… ………………………………….. 729 ……. ………………….

……… ………………………………….. ……. ……. ……………..=30

-​ Numbers received in column B or C are obtained as a result of multiplying a

number (as in column A) with itself and such numbers are called square
numbers.
-​ In column D number from c has been changed to exponential form
-​ In column E exponents are halved to obtain the same number as is in column
A.
-​ In column E we get the same number from which we got square numbers.
Such numbers are called square roots of square numbers.
-​ All numbers in column c are square numbers and all corresponding numbers
in column A or e are square roots of corresponding
square numbers.

Prime factorisation method to find square root of a number.

For example to find the square root of 225 as given below.

225=3×3×5×5

square root of 225=3×5=15

Or

225 = 3 × 5 = 15

1
Introduce the concept of fractional exponent 2
here.

13
225=3×3×5×5=3×5×3×5=15×15

2
225 = 15

1 1
2
( )
2 2
225 = 15 = 15 𝑤ℎ𝑖𝑐ℎ 𝑚𝑒𝑎𝑛𝑠
1

-​ 225 𝑖𝑠 𝑎𝑐𝑡𝑢𝑎𝑙𝑙𝑦 225 2

𝑎 𝑚 𝑎𝑚
-​ law of exponents (here 𝑥 ( ) = 𝑥 ) is also applicable for fractions.
-​ We can also verify all remaining laws of exponents for fractions also.

Repeated Subtraction method and Long Division method to find square root of a
number.

-​ Since the conceptualization has been done, just share the algorithm and ask
for practice.

Repeated Subtraction Method

Group Activity:
-​ Observe and complete the table.

A B C

1 1 =1
2 1

1+3=4 4 =2
2 2

1+3+5=9 9 =3
2 3

1+3+5+7=16 16 = 4
2 4

12

14

14
 square root of 169

169-1=168, 168-3=165, 165-5=160, 160-7=153, 153-9=144, 144-11=133,

133-13=120, 120-15=105, 105-17=88, 88-19=69, 69-21=48-23=25, 25-25=0

since 0 is the result after 13 steps so the square root of 169 is 13.

Long division method to find square root of a number:

Observe the given solutions of finding the square roots

Identify the steps of working.

For the following steps: try to find Why ?

1.​ pairing of digits from unit place

2.​ dividing the number at the highest place of number
3.​ doubling the quotient for next divisor and taking unit place same as the
quotient
4.​ continue the process till required decimal places
5.​ Take care of putting the zero in pair after decimal

Pythagorean triplet

-​ For every right triangle square of the side opposite to the right angle is
equal to the sum of squares of the other two sides. This was given by
Pythagoras and hence called Pythagoras theorem.

2 2 2
-​ 𝑏𝑎𝑠𝑒 + 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟 = 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 for all right triangles.

15
Inquiry table:

Complete the table and verify your results after construction of the right triangle.

BASE PERPENDICULAR SUM OF SQUARE SQUARE OF HYPOTENUSE

OF BASE & HYPOTENUSE
B P PERPENDICULAR 𝐻
2 H

2 2
𝐵 +𝑃

3 cm 4 cm 2
3 +4
2 25 5 cm

6 cm 8 cm …………… …………. ……...

8 cm 15 cm …………… …………. ……...

10 cm 24 cm …………… ………… ……..

You can use paper pasting to generalize triplet for all right triangles.

●​ Triplets of such three numbers constitute pythagorean triplet or simply

triplet.
●​ For any natural number m > 1, we have
2 2 2 2 2
●​ (2𝑚) + (𝑚 − 1) = (𝑚 + 1) . So we can say that
2 2
2𝑚, 𝑚 − 1 𝑎𝑛𝑑 𝑚 + 1 𝑎𝑟𝑒 𝑡ℎ𝑒 𝑠𝑖𝑑𝑒𝑠 𝑜𝑓 𝑎 𝑟𝑖𝑔ℎ𝑡 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 𝑤ℎ𝑒𝑟𝑒 𝑚 > 1.
●​ It forms a Pythagorean triplet.

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Inquiry questions:

-​ What is a square number ?

-​ What is the square root of a number ?
-​ 9025 plants are to be planted in a garden in such a way that each row
contains as many plants as the number of rows. Find the number of rows
and the number of plants in each row.
-​ Find the square root of 144 by the method of repeated subtraction.
-​ Find the smallest number by which 3645 should be divided so as to get a
perfect square. Also, find the square root of the number so obtained. After
that, find the square root of the new number obtained.
-​ Write a Pythagorean triplet whose smallest member is 8.
-​ Find the smallest square number which is divisible by each of the numbers
6, 9 and 15.

17
Home Task No 1.3 / Worksheet

1.​ Complete the following table.

𝑥 𝑥
2 Unit’s place Observations 𝑥
3 Unit’s Observations
in in terms of place in 𝑥
3 in terms of

𝑥
2 patterns patterns

10

14

18

26

53

2.​ Write a note on the topic “Babylon and the Square Root of 2” in 150 words.
3.​ Find the square root of 16384 and 16.384
4.​ A square wall whose area is 81 square metres is to be decorated. Find its
diagonal.

18
 5.​ Find the least number which when multiplied with 47040 makes it a perfect
square.
6.​ Find the 5 digits smallest number which is a perfect square.
7.​ Write down 5 Pythagorean triplets.
8.​ Find the greatest four digit number which is a perfect square.

Task 1.4 Cube numbers and Cube roots

Observe the following and fill in the blanks

A B C D E

1 3
1 × 1 × 1 =1 = 1 1 1
3 1
1 = 1

4 3
4 × 4 × 4 = 4 = 64 64 2
6 2
2 = 4

25 ……………………… 15625 ……… ………

……… 3
12 × 12 × 12 = 12 = 1728 …… …… 2
2 × 3 = 12

……… ………………………………… 729 …… …………………

……… ………………………………… …… …… …………………… = 30

-​ Numbers received in column B or C are obtained as a result of multiplying a

number (as in column A) twice with itself and such numbers are called cubic
numbers.
-​ In column D the number from C has been changed to exponential form.
1
-​ In column E exponents are reduced to 3
𝑟𝑑 to obtain the same number as is in

column A.
-​ In column E we get the same number from which we got cubic numbers. Such
numbers are called cube roots of cubic numbers.
-​ All numbers in column c are cubic numbers and all corresp[onding numbers in
column A or E are cube roots of corresponding cubic numbers.

19
Prime factorisation method to find the cube root of a number.

How to find the cube root of 216.

216=2×2×2×3×3×3

Cube root of 216=2×3=6

3
Or 216 = 2 × 3 = 6

1
Introduce the concept of fractional exponent 3
here.

216=2×2×2×3×3×3=2×3×2×3×2×3=6×6×6

3
216 = 6

1 1 1
3
( )
3 3
3
216 = 6 = 6 ; 𝑤ℎ𝑖𝑐ℎ 𝑚𝑒𝑎𝑛𝑠 216 𝑖𝑠 𝑎𝑐𝑡𝑢𝑎𝑙𝑙𝑦 216 3

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Inquiry questions

-​ Find the cube of 3.5.

-​ Is 392 a perfect cube? If not, find the smallest natural number by which 392
should be multiplied so that the product is a perfect cube.
-​ Find the smallest number by which 128 must be divided to obtain a perfect
cube.
-​ Find the cube root of 13824 by prime factorisation method.

Home Task No 1.4 / Worksheet

1.​ Find the cube root of 13824.

2.​ Find the smallest number which when divided 1663750 makes it a perfect
cube. Also find the cube root of the new number.
3.​ State true or false.
(i) A Cube of any odd number is even.
(ii) A perfect cube does not end with two zeros.
(iii) If the square of a number ends with 5, then its cube ends with 25.
(iv) There is no perfect cube which ends with 8.
(v) The cube of a two digit number may be a three digit number.
(vi) The cube of a two digit number may have seven or more digits.
(vii) The cube of a single digit number may be a single digit number.

21
 4.​ Find the 4 digit largest cubic number.
5.​ Find the use of cubic numbers and cube roots in history and write a brief
note in 200 words.
6.​ Is 392 a perfect cube? If not, find the smallest natural number by which 392
should be multiplied so that the product is a perfect cube.
7.​ Find the cube root of 35937.

Task 1.5 Real numbers

Observe the following and think

A B C

12 12
12 =
12
1 1

-4.5 −45
=
−9
− 4. 5 =
−9
10 2 2

2 1.414 2 ≈ 1. 414
As 1. 414 × 1. 414 = 1. 999

3 1.732 3 ≈ 1. 732 Why ?

3
2 1.2599 3
2 ≈ 1. 2599 Why ?

2 2 ………….. ………………….

(Symbol ≈ implies Almost equal to)

𝑝
Some numbers can viz 12, -4.5 etc can be written in the form of 𝑞
where p

& q are integers and q is not equal to zero in any case. such numbers are
called rational numbers.
3 𝑝
-​ Some numbers like 2, 3, 2 𝑒𝑡𝑐 can not be written in the form of 𝑞

where p & q are integers and q is not equal to zero in any case. such
numbers are called irrational numbers.
-​ But both types of numbers exist in the real world.
-​ Both rational and irrational numbers existing in the real world are called

22
 real numbers.

Properties of Rational numbers:

Property Type of Addition Subtraction Multiplication Division

number

Closure Property Whole 2+3=5 2-3=-1 2×3=6 2÷3 =

2
3
numbers sum is a whole Difference is Product is
Quotient
number. always not a always a
always not
CLOSED whole whole number.
whole
number. CLOSED
number
NOT CLOSED
NOT CLOSED

Integers ……………. …………. …………. ……………

rational …………… ………….. …………. ……………

numbers

Commutativity Whole 3+4=4+3 4-3≠3-4 ………… …………..

numbers Commutative Not
commutative

Integers ……….. ………….. ………….. ……………

Rational ……….. …………. ………….. …………..

Numbers

Associative Whole 5+(2+6)=(5+2) ……………… …………… …………

numbers +6
Associative

Integers ……….. …………. ………….. …………..

Rational ……….. …………. ………….. …………..

Numbers

23
Inquiry questions:

-​ Which property will you use to solve the following;

1 −3 1 −5
2
+ 4
+ 5
+ 9

-​ Give an example for each of Associativity, commutativity and closure

property use on rational numbers.

Role of 0 and 1:

-​ 0+a=a where a is a number

-​ Zero is called the identity for the addition of rational numbers. It is the
additive identity for integers and whole numbers as well.
-​ 1 is the multiplicative identity for rational numbers.

Negative of a number

-5 is the negative of 5 and vice versa

Reciprocal of a number:

2 3
3
𝑖𝑠 𝑡ℎ𝑒 𝑟𝑒𝑐𝑖𝑝𝑟𝑜𝑐𝑎𝑙 𝑜𝑓 2
𝑎𝑛𝑑 𝑣𝑖𝑐𝑒 𝑣𝑒𝑟𝑠𝑎.

Distributive property:

A B C

5 × (2 + 6) 5 × (8) = 5 × 8 = 40 5 × 2 + 5 × 6 = 10 + 30 = 40

− 6 × (− 2 − 3) ………………………………………… …………………………………………

2
3
× ( −2
5
+
3
25 ) ………………………………………… …………………………………………

𝑎 × (𝑏 + 𝑐) ………………………………………… …………………………………………

24
Inquiry questions:

-​ Using distributivity solve;

{ 6
11
×
−11
13 }+ { −15
13
×
6
11 }
-​ What is the additive inverse of 0.
-​ Write a number whose multiplicative inverse is the same number.
-​ verify -(-x) =x for -23.002 and check if the answer is rational. justify your
answer.

Help Box

https://ntpproductionall.blob.core.windows.net/ntp-content-production/cont
ent/assets/do_312795702227410944111603/ch-1_rational_numbers_155846586
7652.mp4

https://ntpproductionall.blob.core.windows.net/ntp-content-production/cont
ent/assets/do_312795702336208896111604/chapter_1-_rational_numbers_156
1545801439.mp4

Task No 1.5 / Worksheet

1.​ Solve
2 −3 2 1 7 1
5
× 7
+1 5
× 11
− 11
× 5

2.​ Find the additive inverse and multiplicative inverse of the following
numbers:
−3 −2
2 13
, 5. 02 , − 3. 2 , 2

25
 3.​ Check with examples whether associative property and distributive property
are applicable on rational numbers.
4.​ Write a mathematical essay in 150 words on ‘ Ramanujan Numbers’
5.​ ‘Zero is the additive identity of numbers’. Write how Aryabhatt,
Brahmagupta and other mathematicians had worked on it in history.

Task 1.6 Representation real numbers on Number line

Observe the following number lines and find missing points.

We find the following

-​ 𝐴 =− 2, 𝐵 = 0, 𝐶 = 3 & 𝐷 = 4
3 1 1 3
-​ In second number line 𝐸 =− 2
, 𝐹 =− 2
, 𝐺 = 2
& 𝐻 = 2

2 1 1 2 4 5
-​ In third number line 𝐽 =− 3
, 𝐾 =− 3
, 𝐿 = 3
, 𝑀 = 3
, 𝑁 = 3
&𝑃 = 3

-​ In fourth number line

1 2 3 4 5 6 8
𝑄= 7
, 𝑅 = 7
, 𝑆 = 7
, 𝑇 = 7
, 𝑈 = 7
, 𝑉 = 7
&𝑊 = 7

-​ Every line has infinite points and all real numbers can be represented on the
number line.

Numbers between two numbers:

-​ Draw a number line and take only 0 and 1 with maximum distance between
them on your copy.

26
 -​ Show in between numbers on the number line as many as you can.

-​ there are infinite numbers existing between zero and one.

𝑝
-​ Rational numbers in form of 𝑞
with the same denominator can easily be

represented on the number line.

-​ If two numbers are not having the same denominator that can be done by
comparable fraction concept easily.
-​ In between numbers can be determined in more than one way.
Inquiry Questions:

2 4
-​ Find three rational numbers between 5
𝑎𝑛𝑑 15

6 3
-​ Represent − 7
, 7. 5 𝑎𝑛𝑑 2 4
on separate number lines.
1
-​ Represent 5
, 1. 1 𝑎𝑛𝑑 1 on a single number line.

Task No 1.6 / Worksheet

1.​ Represent following numbers on separate number lines.

2 2
3
, − 2 5
𝑎𝑛𝑑 3. 5

2.​ Represent numbers of question 1 on a single number line.

3.​ Write 5 rational number greater than 3 3 .

2

4.​ Write 5 rational numbers between −

1
8
𝑎𝑛𝑑
1
8
.
5.​ Write in ascending order;
2 3 14 5
3
, 4
, 15
, 0, − 1. 2, − 2

6.​ If the area of a square is 65 square cm. Find its side and tell whether it is
rational or irrational.
3
7.​ Represent − 1 8
and 2. 32 on the number line and find 4 rational numbers

between these two numbers.

2 −3
8.​ Solve: ( 4
7
×
−3
8 ) ( +
−4
7
×
−5
16 ) ( )
− 3
+2
−2
×
1
2

27
Extended Learning

1.​ Ask the learners to find mathematical justification for repeated subtraction
and long division method to find square roots.
2.​ Explore the long division method to find cube roots.
3.​ Observe the pattern and give mathematical justification behind this and .
a.​ 5 × 5 = 25
b.​ 15 × 15 = 225
c.​ 25 × 25 = 625
d.​ 35 × 35 = 1225
e.​ 45 × 45 = 2025
4.​ Explore surds.
5.​ Explore more about real numbers.

6.​ 2 ≈ 1. 414 indicates that 2 is between 1 and 2 on the number line. Draw a

line segment of 2 𝑐𝑚 .
7.​ Explore whether all properties of rational numbers are applicable on
irrational numbers.

Practice Work

1.​ Write 17356.0325 in expanded form using exponents.

2.​ Find the value of n if
2
3𝑛+ 3 𝑛 1
3.​ (− 2) × (− 8) = (− 32) .
4.​ Find square root of 23.5698
5.​ If the side of a square is 12 m. Find its diagonal.
6.​ Find cube root of 13.824

28
 Learning at a glance
●​ Exponential form
4 4
𝑓𝑜𝑟, 2 = 16 where 2 is the exponential form of 16 and in this, exponential
form 2 is called base of exponent while 4 is called exponent.
●​ Methods of finding square root of a number - Prime factorisation and long
division
●​ Methods of finding cube root of a number - Prime factorisation

●​ Pythgorean Triplets

For any natural number m > 1, we have

2 2 2 2 2
(2𝑚) + (𝑚 − 1) = (𝑚 + 1) . So we can say that
2 2
2𝑚, 𝑚 − 1 𝑎𝑛𝑑 𝑚 + 1 𝑎𝑟𝑒 𝑡ℎ𝑒 𝑠𝑖𝑑𝑒𝑠 𝑜𝑓 𝑎 𝑟𝑖𝑔ℎ𝑡 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 𝑤ℎ𝑒𝑟𝑒 𝑚 > 1.
It forms a Pythagorean triplet.

●​ Rational and irrational numbers

𝑝
-​ Some numbers can viz 12, -4.5 etc can be written in the form of 𝑞
where p
& q are integers and q is not equal to zero in any case. such numbers are
called rational numbers.
3 𝑝
-​ Some numbers like 2, 3, 2 𝑒𝑡𝑐 can not be written in the form of 𝑞
where p & q are integers and q is not equal to zero in any case. such
numbers are called irrational numbers.
-​ But both types of numbers exist in the real world.
-​ Both rational and irrational numbers existing in the real world are called
real numbers.

●​ Properties of Rational numbers:

-​ 0+a=a where a is a number
-​ Zero is called the identity for the addition of rational numbers. It is the
additive identity for integers and whole numbers as well.
-​ 1 is the multiplicative identity for rational numbers.

Unit End Assessment

Project work (Assessment criterias A , C):

Journey of exponents and real number

29
Unit 2 Application of Numbers
Purpose of unit

Dear learners

In this unit we shall be learning about the relative quantities like Compound
interest, profit and loss, Sale tax/GST/VAT, Direct and inverse proportion.This unit
will help us understand the relationships among quantities and
equivalence.Through equivalence we may find support for conflict resolution at
various occasions in our life.

So go ahead , all the best.🙂

KEY WORDS
Logic- Structures the reasoning process through which knowledge is built and enables
students to assess the truth of conclusions and transfer mathematical learning to
other situations.

Relative Quantities- relation between two quantities like ratio, proportion,

percentage, equality, exponents etc.

Relationships- Refers to the connections between quantities, properties or concepts;

these connections may be expressed as models, rules or statements.

Equivalence- The state of being identically equal or interchangeable, applied to

statements,quantities or expressions.

Conflict resolution- Process of resolving disagreement between two or more

individuals

30
Application of numbers

in my views…….

Before learning the unit After learning the unit

Objectives of this unit will be attained by finding answers of following inquiry

questions:

INQUIRY QUESTIONS

Factual Questions:

●​ What are the various relative quantities which support equivalence among
quantities?

Conceptual Questions:

●​ How do various relative quantities support conflict resolution?

●​ How are various relative quantities interrelated?

Debatable Questions:

●​ Does “GST” support conflict resolution between states and the central
Government?

●​ Does equivalence in the system lead to fairness?

31
 S.no. Content

1. Compound Interest -Introduction to Compound Interest & its application

(compounded annually, half-yearly)

2. Profit and loss-CP/SP, Increase or Decrease in percentage, profit & loss(%)

3. Tax(sales tax , GST/VAT)

4. Direct and inverse proportion- Introduction to Direct and Inverse

Proportion, application (Time and work, speed and time)

Task 2.1 Introduction to Compound Interest

Introduction to Compound Interest & its application

(compounded annually, half-yearly)
Mathematical Chat : Share your views by observing the picture
shown here.

●​ How do we compare our benefits while investing or depositing in a bank?

●​ How do we make decisions about taking loans in terms of the interest?

Group/pair activity

Quantities Observations Frame a situation Reflections

Principal=1000

32
 Rate of Interest-10%
Time-2 years
Interest per year-100
Amount- 1200

Principal=1000
Rate of Interest-5%
Time-3 years
Interest per year-45
Amount- 1035

Principal=1000
Rate of Interest-10%
Time-2 years
Interest in 1st
year-100
Interest in 2nd
year-110
Amount- 1210

●​ What is compound interest?

●​ Discuss the need and importance of compound interest.

●​ Compare the simple interest and compound interest.
●​ Discuss the interest charged on credit cards.
●​ Find out the way/s of calculating the EMIs on purchasing any product.

Task 2.2 Simple interest and compound interest

33
 Simple interest Compound interest

My way of calculating simple interest My way of calculating compound

interest

Constructing formulation Constructing formulation

(in case of annual rate of interest) (in case of annual rate of interest)

Duration Principal Rate of Amount Observation

Duration Principal Rate of Amount Observ interest
interest ation
1st year
1st year
2nd year
2nd year
3rd year
3rd year
4th year
4th year
5th year
5th year

Observed pattern:/Generalisation Observed pattern:/Generalisation

Formula deducted: Formula deducted:

(in case of half yearly rate of interest) (in case of half yearly rate of interest)

Duration Principal Rate of Amount Observati Duration Principal Rate of Amount Observation
interest on interest

34
 6 6 months
months
1 year
1 year
1 year 6
1 year 6 months
months
2 year
2 year
2 year 6
2 year 6 months
months

Observed pattern:/Generalisation Observed pattern:/Generalisation

Formula deducted: Formula deducted:

Task 2.3 Formulations of compound interest formula

Principal=P

rate of interest=r% per term

time= t terms.

𝑃𝑟
interest for 1st term= 100

Amount end of 1 term = Principal for 2nd term=𝑃 +

𝑃𝑟
100 (
= 𝑃 1+
𝑟
100 )
Interest for 2nd term=𝑃 1 + ( 𝑟
100 ) 𝑟
100

Amount end of 2 term = Principal for 3rd term= 𝑃 1 + ( 𝑟

100 ) + 𝑃(1 + 𝑟
100 ) 𝑟
100

2
= 𝑃 1+( 𝑟
100 )( 1+
𝑟
100 ) (
= 𝑃 1+
𝑟
100 )
3
Or Amount after 3 terms= 𝑃 1 + ( 𝑟
100 )

35
Upon generalization Similarly we can say

𝑡
Amount after terms= 1 + ( 𝑟
100) and compound interest = Amount-Principal

Worksheet No 2.1
Try to work upon the following table:-

S.No Quantities Observations Frame a Reflections

situation/Question

1. Principal=
Rate of Interest-
Time-
Interest per year-
Amount-

2. Principal=
Rate of Interest-
Time-
Interest per year-
Amount-

3. Principal=
Rate of Interest-
Time-
Interest in 1st year-
Interest in 2nd year-
Amount-

1.​ Soham deposited Rs 56285 for 5 years in the post office and the post office
paid him annual interest @ 5% p.a. Find the total interest he will receive in
5 years.
2.​ Radha deposited an amount of Rs 60288 in a bank which pays interest @
5.5% per annum compounded annually. Find the amount Radha would get

36
 after 5 years provided that bank also deducted fixed 10% of the total
interest as income tax upon maturity of five years.
3.​ Benazir is an electric rickshaw driver who borrowed a capital of Rs 86000
from a cooperative bank. Bank charges a flat 0.45% of borrowed capital per
month interest from her. Find the total amount she will have to pay after 2
years so that there is no outstanding due after repayment.
4.​ Ridhima deposited Rs 120600 in her bank account. Bank pays interest at the
rate of 4% p a. Find the amount she will receive after 2 years if interest is
compounded half yearly.
5.​ Find the compound interest Hanif will get from a cooperative bank after one
year on Rs 56000 if interest rate is 6.25% p a compounded quarterly.
6.​ Find the rate of interest if mohan received interest of Rs 5125 after 2 years
on an investment of Rs 50000 provided interest was compounded annually.
7.​ Find the time after which a finance company will give Rs 46305 as maturity
amount on investment of Rs 40000 at interest rate of 5% per annum
compounded annually.
8.​ Sandy borrowed Rs 40960 from a bank to buy a piece of land. If the Bank
1
charges 12 2
% per annum, compounded half-yearly, what amount will she
1
have to pay after 1 2
years? Also find the interest paid by her.

9.​ The difference between Simple interest and Compound interest for 2 years
at 10% per annum is Rs 15. What is the principal ?
10.​A man deposited Rs 100000 in a bank. In return, he got Rs 133100. Bank
gave interest 10% per annum. How long did he keep the money in the bank
if interest was compounded annually ?

37
 Profit and Loss

Task 2.4 Mathematical Chat/gossip

Share your views on the words shown in the box given :

Earnings more less price

cost price selling price Expenses discount
profit marked price sale loss

Task 2.5 Profit and Loss : Pair activity

Fill in the table ,share with your partner and observe the similarity and
differences.

Name of the cost price selling price profit/loss/

item/s no profit/ no
loss

Writing the observations during working upon the above table.

Observations during working upon the above table.

●​ What is the cost price, selling price, marked price?

●​ What are the similarities in cost price and selling price?

38
 ●​ What are the differences in cost price and selling price?
●​ Tell a situation in which you have seen the use of profit % or loss%.
●​ Discuss the relationship between cost price and marked price.

Task 2.6 Profit and Loss : Complete a story

Complete a story with the given hints -

purchase of a bicycle selling price cost price

discount customer Abhishek Father

10% Sales executive 5%

Profit Loss Profit % Loss %

What does your story tell about profit percent or Loss percent? Show the working
while applying appropriate Mathematical strategies.

Constructing the formulation of profit % and Loss %.

𝑆𝑃−𝐶𝑃
𝑃% = 𝐶𝑃
× 100

𝐶𝑃−𝑆𝑃
𝐿% = 𝐶𝑃
× 100

●​ Why do we take Cost Price as the base value for finding the profit or loss
percentage?
●​ What are the comparing quantities for finding profit or loss?
●​ What is the base value for calculating the profit/ loss percentage while
making any transaction?
●​ What is the base value for calculating the discount percentage while
making any transaction?
●​ Discuss the role of profit and loss percentage in our life.

39
 Tax(sales tax , GST/VAT)

Task 2.7 Mathematical Chat

Observe the bill and reflect upon the bill you have seen.

Observation Your experience Reflections

●​ What is the role of Taxes?

●​ How many types of taxes are there for goods and services?
●​ How do we calculate GST?
●​ How do we calculate VAT?

●​ Discuss the different tax structure under GST which is divided into four
rates for:

1.​ Essential goods, such as food items and life-saving drugs

2.​ Goods such as certain apparel items, packaged food, nuts, medicines, etc.
3.​ Goods such as electronic items, consumer durables, and most services
4.​ Luxury and sin goods such as cars, tobacco, and aerated drinks

40
Task 2.8 Taxes

Discuss with peers and elders

●​ Discuss the implementation of GST in other countries.
●​ “GST unify the nation.”Discuss and Comment mathematically.

Taxes What Why When How Examples/

(meaning/full (need & (Charged (calculation) Bill preparation
form importance) since)
/few lines)

Sale tax

GST

VAT

Let us prepare the bill - one with SGST and One with CGST.

●​ Why does an organisation need to pay GST/VAT?

●​ What are the uses of GST /VAT?

41
 Worksheet No 2.2
A.​ Pair activity:-

Name of the item/s cost price selling price profit/loss/

no profit/no loss

B.​ Complete a story with the given hints-

purchase of a Book Shelf selling price cost price

discount customer Muskan Father

Aman 10% Sales executive 5%

Profit Loss Profit % Loss %

C.​ What does your story tell about profit percent or Loss percent? Show the working
while applying appropriate Mathematical strategies.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

42
D.​ Try to solve for the given Situations:
1.​ Rinky bought a geometry box for Rs 80 from a shopkeeper. If the shopkeeper
earned a profit of 25%. Find the cost price for the shopkeeper.
2.​ Find the loss % if George bears a loss of Rs 246 on the sale Rs 1722.
3.​ Ramu bought 50 kg bottle gourd from a farm @ Rs 42 per 5 kg. After that He
sold it @ Rs 10 per kg. Find the profit % or loss % in this case.
4.​ Raghraj bought 65 kg tomato @ Rs 40 per kg from a wholesale market. He also
paid Rs 325 as transportation charges to get it transported for sale in the retail
1
market. Find at which rate he should sell tomatoes to earn a profit of 11 9
%.

5.​ If for a shopkeeper the cost price of 12 pens is equal to the selling price of 14
pens of a particular company. Find profit % or loss %.
6.​ Ram babu sold two horses @ Rs 120000 per horse. He got 12% profit on one
horse but 12% loss on another. Find the total profit% or loss % in the deal.

Worksheet No 2.3

1.​ Enrich your learning by completing the given table for the given taxes:

GST
What is it ? Why do we need it?

How to calculate? Examples

43
 VAT

What is it ? Why do we need it?

How to calculate? Examples

SALE TAX
What is it ? Why do we need it?

How to calculate? Examples

2.​ Govt charges 12 % VAT and 33 % cess of VAT on a certain commodity. Find the
amount of VAT and cess on the sale of Rs 633000.
3.​ A VCR and TV were bought for Rs 8000 each. The shopkeeper made a loss of 4% on
the VCR and a profit of 8% on the TV. Find the gain or loss percent on the whole
transaction.

44
4.​ A life insurance company charges Rs 15104 as insurance premium which includes
12% GST. Find the GST paid by a customer during 25 years of the same policy.

5.​ Prepare a list of 10 goods and services purchased by your family members in your
home. Find the percentage of GST on them and calculate monthly and yearly GST
paid by you. Prepare a presentation with the help of your peer group on GST
collection , history of GST and its use by the government.

Direct and inverse proportion

Task 2.9 Proportion

Match the following

column 1 column 2

water bottles number of people

digging earth number of hours

digging earth number of worker

Grocery Expenses

time speed

distance time

filling of bucket number of taps

After making pairs, think upon the relationship between the two quantities and
put an arrow which shows ↑ increasing or ↓ decreasing as per the relationship.

Reflection:

●​ Do we need to put both increasing arrows?Why?

●​ Do we need to put one increasing and one decreasing arrow?Why?

➢​ Observe the situations in the table given below.

45
 Number of Number of Number of hours taken to
workers workstations complete the work

2 6 24

6 18 8

8 24 6

➢​ Express your observation in words or in symbols.

Relation between number of Relation between number of workers

workers and workstations. and hours taken to complete the work.

1.​ Have you observed any difference?

2. What is it? Explain.

Distance Speed of train Time taken to travel the distance

travelled by a
train

46
➢​ Express your observation in words or in symbols.

Relation between the distance and time Relation between time and
speed

2.​ Have you observed any difference?

2. What is it? Explain.

➢​ You can also tabulate such situations from the quantities in the above table.

Quantity 1 Quantity 2 Direct proportion /Inverse

proportion with working

Quantity 1 Quantity 2 Direct proportion /Inverse

proportion
with working

47
 Task 2.10 Direct and Inverse Proportion
Discussion on the following questions :
●​ What is the proportion?
●​ Explain the terms direct proportion and inverse proportion?

●​ What is the relation between two quantities in case of direct proportion?

●​ What is the relation between two quantities in case of inverse proportion?

●​ How can we calculate direct proportion?

●​ How can we calculate inverse proportion?

Task 2.11 Scaling up

Continue with the same pattern, complete the table and observe the proportional
relationship.

Pattern Yellow area Red area Full rectangle

Ratio of dimensions

1 2:2 = 1:1 1:2 3:2

2 4:4 = 1:1 2:4 = 1:2 6:4

48
 3

Annotate the given graphical representation mentioning any two quantities

representing their relationship where ‘k’ is a constant.

It can be concluded as:

●​ Explaining the importance of direct and inverse proportion in day to day

life.
●​ Discussing that the application of numbers leads to equivalence in the
system .
●​ How the application of numbers has the power to develop better
relationships by resolving conflicts.

Task 2.12 Applying and Synthesising the learning

Six children are painting and decorating a wall in 3 days. In how many days 3
children can decorate and paint the same wall working at the same pace ?

100 km distance is travelled by a car in 2 hours. with a constant speed how

many hours are needed to cover a distance of 300 km.

49
 If a person has Rs. 10,000 to arrange a celebration party for 20 guests. Then
how much more money is needed for 35 guests.

Worksheet No 2.4

1.​ Write about the graphical representation of the relationship between two
quantities for representing the relationship :

Figure 1 Figure 2

Try to solve for the given Situations:

1.​ A train is moving at a uniform speed of 100 km/h. How far will it travel in
20 minutes?
2.​ If the cost of 20 books is ₹ 180, how much will 15 books cost?
9
3.​ If 3 kg of sugar contains 2. 9 × 10 crystals. How many sugar crystals are
there in 4.2 kg of sugar?
4.​ In a hostel grocery stock is sufficient for 2625 students for 15 days. If 1050
students left the hostel. Find for how many days stock is sufficient.

50
5.​ A train travels 112 km in 1 hour 30 minutes at a certain speed. How many
kilometres will it travel in 4 hours 45 minutes with the same speed ?

6.​ The volume of a gas V varies inversely as the pressure P for a given mass of
the gas. Fill in the blank spaces in the following table:

7.​ Seven pumps working together empty a tank in 28 minutes.How long will it
take to empty the tank if 4 such pumps are working together?
8.​ Mohit deposited a sum of ₹ 24000 in a Bank at a certain rate of interest for
2 years and earned an interest of ₹ 1800. How much interest would be
earned for a deposit of ₹ 55000 for the same period and at the same rate of
interest?
9.​ Frame 2 problems each of direct and inverse variations other than above
and solve them. Discuss with your peers to check accuracy.
10.​Compounding the interest is a direct or inverse variation ? Discuss.

https://ntpproductionall.blob.core.windows.net/ntp-conten
t-production/content/assets/do_312795702883426304111611
/chapter_8-_comparing_quantities_1561635536155.mp4

https://ntpproductionall.blob.core.windows.net/ntp-conten
t-production/content/assets/do_312795702808494080111610
/ch-8_comparing_quantities_1559139892485.mp4

51
Extended Learning

I.​ Discuss the implementation of GST in other countries.

II.​ “GST unifies the nation.”Discuss and Comment mathematically.

Learning at a Glance
●​ compound interest = Amount-Principal
𝑡
●​ Amount after terms = 1 +( 𝑟
100)
𝑆𝑃−𝐶𝑃
●​ 𝑃𝑟𝑜𝑓𝑖𝑡 𝑝𝑒𝑟𝑐𝑒𝑛𝑡 = 𝑃% = 𝐶𝑃
× 100
𝐶𝑃−𝑆𝑃
●​ 𝐿𝑜𝑠𝑠 𝑝𝑒𝑟𝑐𝑒𝑛𝑡 = 𝐿% = 𝐶𝑃
× 100

●​ GST - Goods and Services Tax is an indirect tax which replaces multiple
indirect taxes on goods and services.
●​ Direct proportion implies 𝑦 = 𝑘𝑥 ; where y and x are two relative quantities
𝑘
●​ Indirect proportion implies 𝑦 = 𝑥
; where y and x are two relative

quantities

Formative assessments

I.​ Pen paper test

II.​ Group Presentations on the real-life contexts as observations from Bank
transactions, Invoices, Managing the things in a particular ratio to attain the
proportion.

Unit end assessment

Case Study

52
UNIT-3 Data Analysis of Natural
Resources
Dear students,

The given unit is an interdisciplinary unit. Interdisciplinary learning supports us to

understand bodies of knowledge from two or more disciplines (subjects) in order to
integrate them and create new understanding.

Real world issue we are trying to address through this Interdisciplinary unit: The
purpose of integration among various subjects is to provide learners a holistic
picture and relevance of learning in day to day life. It is the best platform for
learners to explore content from the perspective of various subjects and
appreciate the relevance of integration in learning of the concept. It also provides
learning opportunities to learners in which they can explore the content in depth
through contextualization. They will raise or sensitize with the problems related to
land, soil and water management and use data handling skills to understand the
depth of the problem or issue.
Disciplinary contributions to the integrated purpose:
➢​ In (Mathematics) students will explore the ways of dealing and representing
data that can be used to understand the relationship between variables
related to time, space and place for the wise use of natural resources.
Students will analyze the information revealed by the data sets and consider
the implication of generalization.
➢​ In (Science) students will explore Management and Intervention in terms of
time, place and space with respect to availability of resources (crop
production).
➢​ In (Individuals and Societies) students will explore the causality in terms of
time, place and space with respect to availability of resources.
Synthesis:
➢​ During the interdisciplinary learning process students will visualize a
complete picture of resources available and appreciate the need of
management. They will be sensitized towards judicious use of resources. He
will also find the relationship between the subjects. Students will explore

53
 various representations of data and its use in various spheres of life.
Simultaneously in ‘Science’ and ‘Individuals and Society’, they will analyse
various representations, hypothesize and draw conclusions on the basis of
which they reflect on various ways of managing resources.
Objectives of this unit will be attained by finding answers of following inquiry
questions:

Inquiry questions

Factual Questions:
➢​ What are the resources we get from nature for our sustainment?
➢​ What are the various ways of managing natural resources for balanced
global sustainability with respect to time and place?
Conceptual Questions:
➢​ How natural resources are managed for balanced global sustainability with
respect to time and place?
Debatable Questions:
➢​ Is development acceptable at the cost of the degradation of the natural
environment?

Syllabus: frequency distribution table, organization of raw data, grouped

frequency distribution table, Interpretation and drawing of histogram, circle graph
or Pie chart, Measures of central tendencies (ungrouped data), Chance, equally
likely outcomes, event and introducing formula.

Task 3.1 Energizer Smallest Natural number game

Instructions:

- Each student will write a Natural number on a slip. Students will also mention
their name on the slip.

- The teacher will collect all the number slips from the students and disclose each
student’s number.

- The student whose number is unique and smallest will be the winner of the
game.

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Extension of the activity:
The students have to keep record of the natural numbers of the class and
organize the data in such a way that he/she can easily answer the questions given
below.
The students have to inquiry about the following questions: (class discussion)
I.​ Which natural number is written by the most of the students? What was the
thinking behind writing that number?
II.​ How many students write Prime numbers and composite numbers?
III.​ Which type of number is written by most of the students? What was the
thinking behind writing that number?
IV.​ Which number is greatest among all the numbers? Who wrote that number
and what was the thinking behind writing that number?
V.​ On the basis of the record of the natural number, construct a frequency
distribution table. Also find the mean, median, mode and range of the data.

Task 3.2 Readiness-task

A survey was conducted in a district to gather information about the crops being
grown in the fields of 30 farmers:
Wheat, Mustard, Barley, Wheat, Barley, Oat, Mustard, Gram, Wheat, Oat,
Mustard, Sunflower, Mustard, Barley, Wheat, Wheat, Sunflower, Gram,
Sunflower, Mustard, Oat, Oat, Wheat, Gram, Mustard, Mustard, Gram,
Wheat, Mustard, Wheat.

Organize the given data in the form of a frequency distribution table and
represent it graphically.
Answer the following questions:
(i)​ What will be the purpose behind the collection of above given data?
(ii)​ What do you infer from the above data?
(iii)​ Which crop is grown by most of the farmers?
(iv)​ Which crop is grown by the least number of farmers?
(v)​ What will be the need to represent data graphically?

55
 Task 3.3 Organizing data

(Group frequency distribution table)

Sometimes we have to deal with large data in which repetition of entries is also
very less.
For example:- The number of seed balls taken by 70 students of class VIII students
for plantation in school and their neighbouring area is given below:
50, 49, 36, 21, 10, 15, 30, 22, 33, 5, 37, 39,12, 25, 42, 15, 39, 26, 32, 18, 27, 28,
19, 29, 35, 31, 24, 36, 18, 20, 38, 22, 44, 16, 24, 10, 27, 39, 28, 49, 29, 32, 23, 31,
21, 34, 22, 23, 36, 24, 9, 1, 36, 33, 47, 48, 50, 39, 20, 10, 7, 16, 36, 45, 47, 30,
22, 17, 21, 40
Answer the following questions:
I.​ Find the number of students who planted more than 30 seed balls?
II.​ How many students planted 30 to 40 (30-40) seed balls?
III.​ How many students planted less than 40 seed balls?
What challenges do you face while answering the given questions?
What will be the possible solutions to overcome the above challenges?
Now, try to organize the data in the given table
Number of seeds Tally marks Number of students

Observe, think and share

Q. What type of difficulty do you face in the organization of above data?
Q. Kindly suggest the technique or approach which is more convenient in the
organization of data.
Share your response, questions or doubts and reflections in the groups.
Then the frequency distribution table for the above data is:

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 Groups Tally Marks Number of students
(class intervals) (frequency)
0-10 |||| 04
10-20 || 12
20-30 || 22
30-40 | 21
40-50 | 11
Total 70

Data presented in this manner is said to be grouped and the distribution obtained
is called group frequency distribution.

My Questions: Is the size of class intervals the same in the intervals discussed
above?
Share your questions or doubts related to frequency distribution tables.
My Reflections: - What new is added in your learning?

Share and discuss with your friends and teacher:

Q. Why does the teacher take group size 10 in the above frequency distribution
table?
My response:
_____________________________________________________________________
_____________________________________________________________________
Q. Suggest any other group size that also can be used in the formation of group
frequency distribution tables.
My response: -
______________________________________________________________________
______________________________________________________________________
Q. 10, 20, 30, 40 and 50 occur in two classes. For example, 10 occurs in 0-10 as
well as 10-20.
To avoid repetition, what method is adopted in the above group frequency
distribution table?
My response:
______________________________________________________________________
______________________________________________________________________

57
Q. What meaningful inferences you draw from the group distribution table.
My response:
______________________________________________________________________
______________________________________________________________________
Fill the blanks:
1)​ Most of the students took seed balls between ___ and ____.
2)​ Eight students have taken more than ____ seed balls.
3)​ ____ Students have taken less than ___ seed balls.

Q. Try to construct a grouped frequency distribution table (previous seed balls

data) of group size 5 i.e., 0-5, 10-15… so on.
Group Tally marks Frequency

0-5

5-10
10-15

15-20

20-25

25-30

30-35
35-40
40-45
45-50
Total

Q. Try to draw meaningful inferences from the above table.

Your response:
______________________________________________________________________
______________________________________________________________________
Q. Compare the results and process of constructing a frequency distribution table
of size 10 with size 5.

Group discussion and presentation:

58
- Share the algorithm for creating a grouped frequency distribution table.
- What is the difference between a grouped or ungrouped frequency distribution
table?

Check your understanding

1.Construct a grouped frequency distribution table for the data on weights (in kg)
of 30 students of VIII class and draw the meaningful inferences for the data.
34, 41, 39, 46, 52, 44, 47, 39, 31, 41, 53, 40, 50, 48,
31, 38, 36, 41, 51, 46, 34, 45, 49, 42, 39, 37, 48, 55
2.The daily wages (in Rupees) of 40 workers in a factory are:
800, 890, 900, 850, 960, 1000, 1250, 1100, 1050, 1020, 820, 930, 1250, 1200,
1130, 890, 980, 1050, 1150, 1300,1200, 950, 1000, 1100, 1300, 1280, 1140,
1290, 1500, 1450, 880, 800, 960, 1020, 1120, 1270, 1290, 1300, 1350, 1400
Construct a grouped frequency distribution table and draw the meaningful
inferences for the data.

Task 3.4 Histogram

Histogram
Let’s consider the grouped frequency distribution of time spent (in minutes) by 60
students in Eco club activities is given below:
Time spent Tally marks Number of students
(in minutes) (frequency)

0-10 ||| 03

10-20 ||| 13
20-30 |||| 19
30-40 20
40-50 05
Total 60

Try to present the above given data graphically.

59
Share your work with your pair and give feedback to each other.
The above data is displayed graphically in the given picture below: -

Observe the graph and share your observations within your group. Every group will
present their understanding in the large group.
Think, share and discuss
Q. Is this graph different from the bar graphs which you studied in the 7th grade?
How?
Share your response, questions or doubts and reflections in the groups.
Now, study the given histogram:

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Answer the following questions
Q. What information is being given by this histogram?
Ans.___________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Q. Which plant size (class interval) contains maximum plants?
Ans.___________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Q. How many have height more than 70 cm?
Ans.___________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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The number of kids of various ages who play in public parks is counted in a random
survey, and the results are tabulated in the table below: -
Age (in years) Frequency
0-3 8
3-6 10
6-9 15
9-12 20
12-15 22
15-18 5
Total 80

Draw a histogram representing the data and try to draw meaningful inferences.

Reflection: - What new is added in your learning?

Think, share, discuss and explore with your friends.
Check your understanding:

Q.1 Observe the histogram and

answer the questions given below:

(i)​ How many employees have salaries of at least 40,000 rupees per month?
(ii)​ How many employees have salaries less than 30,000 rupees per month?
(iii)​ How many employees have salaries between 20,000 to 40,000 rupees in a
month?
(iv)​ What inferences do you draw from the given histogram?

62
Q.2 The restaurant manager keeps track of how many customers visit at various
periods during the day. These are his records:

Timings (in pm) Number of customers

1-3 10
3-5 11
5-7 4
7-9 20
9-11 35
Total 80

Draw a histogram representing the data and try to draw meaningful inferences.
Q.3 The list is showing the number of Assembly Constituencies in the states:
175, 60, 126, 243, 90, 70, 40, 182, 90, 68, 81, 224,140, 230, 289, 60, 60,
40, 60,147, 117, 200, 32, 234, 119, 60, 403, 294
(i)​ Construct a frequency distribution table for the data using intervals
30-80, 80-130, and so on.
(ii)​ Draw a histogram representing the data and try to frame some question
related to the given data.

Task 3.5 Construction of pie chart

Construction of pie chart

Readiness-assessment
1.​ The following pie chart depicts the expenditure of a state government
under different heads.

Answer the following questions:

If the total amount spent by the government in a year was Rs.100 billion.

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 I.​ How much money was spent on education?
II.​ How many times is the amount of money spent on health as
compared to the amount spent on roads?
III.​ What fraction of the total expenditure was spent on Health?

What is your opinion about the working of the state government after observing
expenditure?
2.​ Observe the given pie chart.

A.​ Select the correct option after study of given pie chart:
2
1.​ 3
Earth’s surface is Ocean.
2
2.​ 3
Earth’s surface is land.
1
3.​ 3
Earth’s surface is Ocean.
1
4.​ 3
Earth’s surface is land.

B.​ Only 2.7 % of the world's water resources is freshwater, of which 70% exists
as ice-sheets and glaciers and is not available for use. Find the percentage
of freshwater available for use with respect to total water resources of the
world?
Group discussion:
My Question: In the bar graph, the height of the bar represents frequency, what
do you think, how is the frequency represented in Pie chart?

Construction of Pie chart

1.​ A survey is conducted in class VIII of the school related to how much water
the student drinks in a day. The data is given in the table below.

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 Quantity of Water Less than 1 Between 1 More than 3 litres
drink (in litres) litre litres to 3
litres
Number of students 10 20 10

Answer the following questions:

(i)​ What do you infer from the above data?
(ii)​ What are the health benefits of water?
(iii)​How much water do you drink in a day?
(iv)​How much water do we need for drinking according to the climate of
Delhi?

Present the data in the form of a Pie chart.

Group discussion and presentation:

Discuss the steps of construction of the Pie chart and present your findings in the
large group.
Share your observations, reflections, questions and conclusions in your group.
Observe the given example:
The following data shows the class wise strength of a school.
Class VI VII VIII IX X Total
Number of students 60 90 75 90 45 360
Present the information in the form of a Pie chart.
Share your observations, reflections, questions and conclusions in your group.
Now, try to complete the Pie chart of the data related to the number of school
hours, spent by a school on different activities in a working day.

Practice questions

1.​ The following table shows the number of hours spent by a child on different
events on a working day.

Activity School Sleep games Study entertainment others

Number of hours 6 8 1 4 2 3

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 Represent the above data by a pie chart.
2.​ The following table shows the percentage of buyers of four different brands
of cars.

Brand A B C others

% of buyers 50% 25% 12.5% 12.5%

Represent the above data by a pie chart.

Task 3.6 Measures of central tendency

Visit to orange farm:

45 students of grade VI to X visited an orange farm. The owner of the orange
farm offered them oranges but they have to pick the oranges from the tree. Take
away is not allowed, so they have to pick oranges as per their need.
The number of oranges picked by 45 students is given below:

2, 1, 3, 5, 0, 1, 2, 5, 7, 2, 3, 1, 7, 5, 4, 6, 3, 2, 1, 0, 4, 6, 7, 2, 1, 8, 2, 5, 4,
0, 3, 2, 4, 7, 5, 1, 5, 5, 7, 6, 3, 2, 0, 6, 5

Answer the following questions:

(i)​ What will be the possible reasons behind the variation in the data?
(ii)​ What is the range of oranges picked?
(iii)​ How many students get more than 3 oranges?
(iv)​ How many students get less than 5 oranges?
(v)​ How many students get oranges between 3 to 5?
Try to organize the data in such a way that we can easily answer all the above
questions.

The teacher of the school observed that few students do not get any orange and
few other students get 7-8 oranges. To ensure equality they decided to distribute
oranges equally in the class.
Find the number of oranges received by every student.
Group work:

66
Every member of the group will share their work in the group and learn and
reflect from each other’s work.
Present the best method with respect of time and accuracy.
Elaborative questions:
i) What value do we get after multiplying observation (xi) with frequency (fi) ?
ii) What is the total of (xi) (fi) stands for?
ii)To find the Mean, what do we have to do? Why?

Class discussion:
Here, the problem raised is how do we distribute 3.5 oranges equally to students?
Suggest some other ways.
What is your opinion about distribution of oranges equally among students to
satisfy criteria of equality?
Answer the following questions:
(i)​ Find the number of oranges that are picked by students most frequently?
How do you find it?
(ii)​ Find the value from which half of the data points are smaller and other
half of the data points are larger than that value? How do you find it?

Task 3.7 Check your understanding

1.​ Discuss following questions in your group:

(i)​ What is the central tendency?
(ii)​ What is mean, median, mode and range?
(iii)​ In which situations can we use the mean as a good estimate?
(iv)​ In which situations can we use the median as a good estimate?
(v)​ In which situations can we use the mode as a good estimate?
(vi)​ The given data shows the runs scored by a cricket player in 10 innings.
50, 35, 10, 15, 100, 25, 50, 75, 50, 20
Find the mean, median, mode and range of the given data.
2.​ The crop produced (in quintals) by 50 farmers in their field is given below:

4, 6, 10, 8, 15, 6, 5, 9, 5, 6, 4, 8, 9, 7, 9, 4, 5, 8, 9, 4, 6, 4, 3, 9, 7, 6, 5,
6, 8, 3, 3, 6, 9, 5, 4, 3, 2, 9, 6, 12, 15, 8, 9, 3, 6, 6, 5, 4, 3, 8, 9

67
Answer the following questions:
(i)​ What will be the possible reasons behind variation in crop production?
(ii)​ Find the range production?
(iii)​Organize the data in the frequency distribution table .
(iv)​ Find mean, median and mode of the data and share which is the best
representation of data and why?
3.​ The given table shows the result when 3 coins were tossed simultaneously
20 times. The number of heads appearing was recorded.

Number of heads 0 1 2 3
Number of times occurred 3 6 9 2

Calculate the mean, median and mode.

4.​ The given data shows the marks scored by class VIII students in Maths test
(out of 10)

Marks 0 1 2 3 4 5 6 7 8 9 10
Number of 1 1 3 2 5 8 6 5 4 3 2
students scored

Calculate the mean, median and mode and share which is the best representation
of data and why?

Task 3.8 Probability

Threshold concepts: Fractions and percentage

Energizer: Game- Stone, paper and scissor
Play the stone, paper and scissor with three players and one observer. All the
players make a fist and on the count of start, each player shows either:
Stone (by showing one finger)
Paper (by showing two fingers)
Scissor (by showing three fingers)

68
Name each player as Player A, Player B and Player C and play 25 times with these
rules.
Player A gets a point if all players show the same sign.
Player B gets a point if only two players show the same sign.
Player C gets a point if all players show different signs.
Record the winning points using tally marks:

Player Tally marks Total

Is this game fair? Which player would you prefer to be and why? What changes
could you make to the game to make it more fair?Weather forecast
A tourist wants to visit Delhi. He checked the weather forecast for the visiting
period.
Observe the given weather forecast and share which date is best for Delhi
sightseeing? ​
One-week extended forecast in New Delhi

Think, pair and share:

I.​ Share what do you understand from the above table?
II.​ What do you understand by the data given in the chance column? Think, share
and reflect.
III.​ Share and discuss with your group when we use the term chance in our daily
life.

69
IV.​ When the weather forecast says the chance of rain is 50%. What does that
actually mean?

Drawing a ball:
A ball is randomly drawn from the given balls.
●​ Is the chance of drawing every ball equally
likely? How?
●​ What will be the probability or chance of
getting a red ball? Justify your answer.
●​ What will be the chance of drawing white ball?
Justify your answer.

Drawing a flower:
A flower is randomly drawn from the given bunch
of flowers.
●​ Is the chance of drawing every flower equally
likely? How?
●​ What will be the probability or chance of
drawing a red flower? Justify your answer.

Drawing a pen:
A pen is randomly drawn from the given pack of
pens.
●​ Is the chance of drawing every pen equally
likely? How?
●​ What will be the probability or chance of
drawing black pen? Justify your answer.

Group discussion:
Discuss the following questions in groups and share your learning in the class.
I.​ What is an experiment or trial? Give examples.
II.​ What is the outcome? Give examples.
III.​ What is a random experiment? Give examples.
IV.​ What is an Event? Give examples.

70
 V.​ What is sample space? Give examples.
Think, pair and share
I.​ What is meant by certain events, likely event, unlikely event and
impossible event with examples?
II.​ What is probability?
III.​ How likely is it that any event will occur is indicated by probability?
Think, pair and share
What is the probability of an impossible event? Justify.
What is the probability of a certain event? Justify.
What is the range of probability of an event? Justify.

Tossing a coin and throwing a dice

A.​ The team captains from Australia and India are prepared for the toss. The
Indian captain calls "tail" after the umpire tosses the coin. Does the Indian
captain have a better chance of getting the tail? Why or why not?
B.​ Two players A and B are playing Ludo. They throw the dice one by one. The
player who gets six will begin the game. Who has greater chances of getting
6? Why or why not?
Equally likely outcome means each of the outcomes has the same chance of
occurring.
Answer the following questions:
I.​ If you toss a coin, what are the number of possible outcomes? Are all the
outcomes equally likely? Justify.
II.​ If you toss a dice, what are the number of possible outcomes when the dice
was not manipulated? Are all the outcomes equally likely? Justify.

Check your understanding:

1.​ (i) When you spin a wheel what are the possible outcomes?
(ii) Find the probability of getting 3?
(iii) Find the probability of getting an even number?

2.​ When a dice is thrown.

71
 I.​ Write all possible outcomes of I.​Write all possible
throwing a dice? outcomes.
II.​ Find the outcomes of an event of II.​What is the probability of
getting a prime number. getting number 5?
III.​ Find the probability of getting a III.​What is the probability of
number greater than 2. getting a number less
IV.​ Find the probability of getting an odd than 3?
number.

3. Numbers 1 to 5 are written on five separate slips (one number on one slip), kept
in a box and mixed well. One slip is chosen from the box without looking into it.

Time, place : Management and Intervention

Task 3.9 Crop production and Management

India is a land of agriculture.

-Identify at least five crops grown in your city or state. Fill the name of the crops
and related information in the given table.

1.​ What is crop? Can we grow any crop at any point of time of the year?
2.​ Can you think of the process involved in crop production? Now let’s find out
how well we guessed.
Let’s watch this video. (https://youtu.be/TAkDSIHzEHU)

72
Crop production and Management
Arrange the given agricultural practices in order:
(i) Irrigation (ii) Storage (iii) Adding manure and fertilisers (iv) Preparation of soil
(v) Harvesting (vi) Protecting from weeds (vii) Sowing

Group work and Presentation:

Investigate the innovative irrigation methods developed in India. Give a detailed
presentation on one of the techniques that most inspires you.

The Pie chart shows the annual agricultural production of a country. If the total
production of all the commodities is 72000 tonnes. Find the production (in tonnes)
of every commodity.

Land, Soil, Water, Natural Vegetation and Wildlife Resources

1.​ Land is an important natural resource. This resource is used for various
purposes like building, agriculture, industry, forest, mining etc. The use of
land is determined by the physical factors such as topography, soil, climate,
minerals and availability of water.
2.​ Observe the map carefully and explore the land resource throughout India.
Reflect in 10 lines what you conclude from your observation.

73
Image Source: https://pcsstudies.com/soils-formation-classification/
My Reflection:

Q. Is the land resource throughout India of the same type. Explore the reasons for
your answer?

Task 3.10 Soil

Go to the ground of the school and observe the soil under a tree or plant.
List your observation as follows:
Colour of soil is ________________
Organism under tree ______________
What else do you find in the soil?
Can you think of how this soil is formed?
Now if possible, dig a small pit. While digging what do you observe?

74
 My Reflection

Now let students discuss their observations in groups and conclude certain points.
Then these points will be presented by each group.
Watch this video and know more about soil.

https://youtu.be/og9A_Apr534

3. The given data is showing human activities causing soil degradation.

Human activities Overgrazing Deforestatio Agriculture Fuel wood gathering

n
Percentage of 35% 30% 28% 7%
share

Present the information in the form of Pie chart or circle graph and try to draw

meaningful inferences.

Answer the following questions:

(i)​ What is soil degradation?
(ii)​ What are the factors affecting soil degradation in India?
(iii)​ Suggest some methods for soil conservation?
(iv)​ In the context of Delhi, How many dumping grounds do we have? What
percentage of the area is being used as a dumping ground?

75
Task 3.11 Water

Water is another important natural resource

for mankind.
Let’s mind map for water. You are free to
take any criterion of your choice in preparing
a mind map.

(a)​ Let’s observe the given data about per capita water availability in India
Year Population Per capita water availability m3 per year
(million)
1951 361 5177
1955 395 4732
1991 846 2209
2001 1027 1820
2025 1394 1341
2050 1640 1140
(Sources: govt. of India, Ministry of water resources (2009))

Interpret the above data and write a report/article reflecting on this.

Now we have one more data which reflects on the use of water in a day.

76
Task 3.12 Interdisciplinary learning experiences and summative
assessment

The given bar graph shows the freshwater resources per person (cubic meters per
year) in different countries of the world. Observe the bar graph.

Answer the following questions:

(i)​ Which country has lowest fresh water available per person in a year?
(ii)​ Which country has the highest fresh water available per person in a
year?
(iii)​How much freshwater is available in Canada in comparison with India?
(iv)​Suggest the ways to deal with water crises in India.

Check your understanding:

1.​ The following data represented the approximate percentage of water in

various oceans. Prepare a pie chart for the given data.
Pacific- 40% Atlantic- 30% Indian- 20% and others- 10%
2.​ The given data is showing the composition of soil.

Soil Composition Air Water Minerals Organic matter

Percentage of share 25% 25% 45% 5%

77
Present the information in the form of a Pie chart.

Answer the following questions:

(i)​ What is Soil?
(ii)​ What is the main component of Soil?
(iii)​ To represent this data in a pie chart in how many parts we need to divide
a circle?
(iv)​ In the pie chart which component will occupy less space?
(v)​ Can you suggest some ways to enrich the quality of soil?
(vi)​ How can you contribute to enriching the quality of soil in nearby
community parks?
3. A survey was conducted in class VIII related to their favourite vegetable.

Vegetables Potato Cabbage Ladyfinger Carrot Cauliflower

Boys 12 8 10 14 4
Girls 6 16 12 8 10

The data given below shows the choices made by girls and boys in the class.

Draw a double bar graph using an appropriate scale to show the above data.
Answer the following questions:
(i)​ How many students are in class VIII?
(ii)​ Which is the most preferred vegetable of Boys?
(iii)​ Which is the least preferred vegetable of Girls?
(iv)​ Which is the most preferred vegetable of class VIII?
(v)​ If you have a choice, which vegetable would you like to eat? Why?
(vi)​ Find under which type of farming vegetable are grown?
(vii)​ Why are we advised to have a variety of vegetables in our meal?
(viii)​ Share and discuss good eating habits in the class.

4. A survey was conducted in a district to gather information about the crops being
grown in the fields of 30 farmers:
Wheat, Mustard, Barley, Wheat, Barley, Oat, Mustard, Gram, Wheat, Oat,
Mustard, Sunflower, Mustard, Barley, Wheat, Wheat, Sunflower, Gram,

78
Sunflower, Mustard, Oat, Oat, Wheat, Gram, Mustard, Mustard, Gram,
Wheat, Mustard, Wheat.

(i)​ What was the expected time or month of the survey?

(ii)​ What type of crops are grown by the farmers?
(iii)​ What kind of weather do Rabi and Kharif crops require?
(iv)​ Why do farmers prefer to grow some crops more than other crops?

Learning at a glance

1.​ A group frequency distribution table is a way of organizing a large

set of data into groups or class intervals.
2.​ Each of the groups 0-10, 10-20, 20-30 …etc. is called Class Interval
(or a class).
3.​ Every class interval has a lower class limit and upper-class limit.
4.​ The difference between upper class limit and lower-class limit is
called the width or size of the class interval. In 30-40, the size of
class interval is 40-30 = 10

5.​ A histogram is a graphical representation of a grouped frequency

distribution with continuous class intervals.
6.​ A pie chart is a pictorial representation of data in the form of a
circle chart or pie where the slices or sectors of the pie show the
size of the data.
𝑆𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑜𝑏𝑠𝑒𝑟𝑣𝑎𝑡𝑖𝑜𝑛𝑠
7.​ Mean = 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑏𝑠𝑒𝑟𝑣𝑎𝑡𝑖𝑜𝑛𝑠

8.​ An activity that produces a result or an outcome is called an

experiment or trial.
9.​ Random experiments are the experiments that can be repeated
several times under identical conditions.
10.​A possible result of a random experiment is called its outcome.
11.​Event can be defined as a set of outcomes of a random
experiment.
12.​The set or collection of all possible outcomes of a random

79
 experiment is called the sample space.
13.​How likely it is that an event will occur is indicated by probability.
14.​How likely it is that an event will occur is indicated by probability.
15.​Probability allows us to quantify the likelihood an event will occur.
16.​probability such as “certain”- events will happen without any
doubt, “likely”, “unlikely”, “impossible”- not happen under any
circumstance, and so on. Probability of these extreme probabilities
are expressed as 0 (impossible) and 1 (certain).
17.​This means a probability is always a number from 0 to 1.
Probabilities can also be written as percentage.
18.​The higher the probability number or percentage of an event, the
more likely it is that the event will occur.

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