STUDY PACKAGE

PEARL / OODLES
(Foundation for IIT JEE / AIEEE / AIPMT & Excellence at School)

CLASS IX

MATHEMATICS

NUMBER SYSTEM

A Pre-Foundation Program
by

- : Corporate Office : -
A-10, "GAURAV TOWER", Road No.-1, I.P.I.A., Kota-324005 (Raj.) INDIA
Tel.: 0744-2423738, 2423739, 2421097, 2421097, 2424097 Fax: 0744-2436779
E-mail: admin@bansal.ac.in Website : www.bansal.ac.in
SP/Mathematics/Class-IX CH-1: NUMBER SYSTEM

NUMBER SYSTEM

1.1 INTRODUCTION
1.1 Introduction
In earlier classes, we have learnt about natural numbers, whole
numbers and integers. As we have learnt that the counting numbers
1.2 Number System
1,2,3, ............ etc. are called natural numbers and all the natural
numbers together with zero are called whole numbers. In this
1.3 Rational Number chapter, we shall introduce the system of rational numbers and we
shall also extend out study on real numbers, their decimal
1.4 Irrational Number representation, representation on the number line and operations on
real numbers.
1.5 Radicals
1.2 NUMBER SYSTEM
1.6 Rationalisation of In HinduArabic system we use ten symbols 0,1,2,3,4,5,6,7,8,9 called
Denominator digits to represent any number.Agroup of figures, denoting a number
is called numeral.

1.2.1 Types of Numbers

(1) Natural Number: Counting numbers are called natural numbers.
N = {1,2,3,4,........} is a set of all natural numbers.
(2) Whole Numbers: All counting numbers together with zero form
a set of all whole numbers.
W = {0,1,2,3,4 .......} is a set of all whole numbers.
(3) Integers: All natural numbers, 0 and negative of natural number
form integers.
I = { ........ -4, -3, -2, -1, 0 , 1, 2, 3 ........}
All integers can be represented on the number line.
Number line :-
X Y

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
Positive Integers :-
On the right hand side of 0, the points at distances of 1 unit, 2 units,
3 units etc. from 0 denote respectively the integers 1,2,3 etc.
Negative Integers :- On the left side of 0, the points at distances
of 1 units, 2 units, 3 units etc. from 0 denote respectively the integers
-1, -2, -3 ... etc.
“0” is neither positive, nor negative.

PAGE # 2
A Pre-Foundation Program
CH-1: NUMBER SYSTEM SP/Mathematics/Class-IX

1.3 RATIONAL NUMBERS

A number which can be expressed in the form p/q where p,q are integers, and q  0 is called a rational
number.
Each integer is a rational number, An integer m can be written as m/1 to put in the form p/q where p,q are
integers and q  0 .

1.3.1 Equivalent Rational Numbers

Rational numbers do not have a unique representation. For instance, 2/3 can be :
represented by any of the following :
4 6 10  44
, , , ,......
6 9 15  66
All such numbers are called equivalent rational numbers.

1.3.2 Inserting Rational Number between Two Given Rational Numbers

Between any two distinct rational numbers x and y, there exists infinitly many rational numbers.
(i) First Method: To insert two rational numbers between r and s, we first insert the number ½ (r+s) =
t(say) and then repeat the procedure with r and t or with t and s.
t

r ½(r+s) s

r ½(r+s)=t s
½(r+t)

r ½(r+s)=t ½(r+t) s
We may repeat the process any number of times.
(ii) Second Method: If we wish to write n rational numbers between r and s. We write r and s as
fractions, whose denominators are one more than n, the number of rational numbers to be inserted. That
is, we write:-

r´ s´
r= and s =
n 1 n 1
r´1 r ´ 2 r´ 3 r ´ n
Then the desired n rational numbers are : , , , .......
n 1 n  1 n 1 n 1

Illustration 1
Insert 5 rational numbers between 2 and 3.
Solution
We write 2 and 3 as fractions whose denominator is 6.

PAGE # 3
SP/Mathematics/Class-IX CH-1: NUMBER SYSTEM

2  6 12 3  6 18
2= = 3= 
6 6 6 6

13 14 15 16 17
Then the desired 5 rational numbers are : , , , ,
6 6 6 6 6
Illustration 2
Write 2 equivalent rational numbers of 2/7.
Solution

2 2 2 4
= =
7 7  2 14

2 2 4 8
= =
7 74 28

1.3.3 Decimal Representation of Rational Numbers

(i) Finite or Terminating Decimal: Every fraction p/q can be expressed as a decimal, if the decimal
expression of p/q terminates, i.e. comes to an end, then the decimal so obtained is called a terminating
decimal.

3 13
e.g,. 1/4 = 0.25 , 5/8 = 0.625 , 2 = = 2.6
5 5

1 5 3
Thus, each of the numbers , and 2 can be expressed in the form of a terminating decimal.
4 8 5
Important: A fraction p/q is a terminating decimal only, when prime factors of q are 2 and 5 only.

1 3 7 13
e.g. Each one of the fractions , , , is a terminating decimal, since the denominator of
2 4 20 25
each has no prime factor other then 2 and 5.
(ii) Repeating (or Recurring) Decimals: A decimal in which a digit or a set of digits repeats periodically,
is called a repeating or a recurring decimal.
In a recurring decimal, we place a bar over the first block of the repeating part and omit the other
repeating blocks.

2
e.g. (i) = 0.666 .................................. = 0 . 6
3

15
(ii) = 2.142857142857 .................... = 2.142857
7
Special Characteriastics of Rational Numbers :
(i) Every rational number is expressible either as a terminating decimal or as a repeating decimal.
(ii) Every terminating decimal is a rational number.
(iii) Every repeating decimal is a rational number.

PAGE # 4
A Pre-Foundation Program
CH-1: NUMBER SYSTEM SP/Mathematics/Class-IX

Illustration 3
Express 2/11 in decimal form.

Solution
By actual division, we have :
0.1818.....
11 2.0
-0
20
-11
90
-88
20
-11
90
-88
2
2
         0.18
11

Illustration 4
Express 15.75 in the form p/q
Solution
We have,
1575 1575  25 63
15.75 = = =
100 100  25 4

1.3.4 Conversion of Decimal Numbers into Rational Numbers of the form p/q
(i) Procedure for terminating decimal :
Step. 1: Count the number of numerals to the right of the decimal point. Let it be m.
Step. 2: Drop the decimal point and in the denominator write 1 followed by m zeros.
Step. 3: Simplify the fraction.

Illustration 5
Convert 8.675 to the form p/q.
Solution
1. Number of numerals to the right of decimal is 3 i.e. m = 3.
8675
2. Write 8.675 =
1000
347
3. Simplify (divide the numerator and denominator by 25) = 8.675 =
40
(ii) Conversion of Pure Recurring Decimal to the form p/q.
Step.1: Obtain the repeating decimal and put it equal to x.
PAGE # 5
SP/Mathematics/Class-IX CH-1: NUMBER SYSTEM

Step 2: Write the number in decimal form by removing bar from the top of repeating digits and listing
repeating digits at least twice :
e.g. write x = 0.8 as x = 0.888 .........
Step 3: Determine the no. of digits having bar on their heads.
Step 4: If the repeating decimal has 1 place repetition, multiply by 10, a two place repetition, multiply by
100, a three place repetition, multiply by 1000 and so on.
Step 5: Subtract the number in step II from the numbers obtained in step IV.
Step 6 : Divide both sides of the equation by the coefficient of x.
Step 7: Write the rational number in its simplest form.

Illustration 6
Express 0.585 in the form p/q.
Solution
Let x = 0.585
x = 0.585585585 ................. ----- (i)
Here, we have 3 repeating digits after the decimal point. So, we multiply
both sides of (i) by 103=1000 to get
1000 x = 585.585585 .............. ------ (ii)
Subtracting (i) from (ii), we get
1000 x – x = (585.585585 ..........) - (0.585585...)
999 x = 585
585
x=
999
(iii) Conversion of a Mixed Recurring Decimal to the form p/q.
Step 1: Obtain the mixed recurring decimal and write it equal to x.
Step 2: Determine the number of digits after the decimal point which do not have bar on them. Let there
be n digits without bar just after the decimal point.
Step 3: Multiply both sides of x by 10n, so that only the repeating decimal is on the right side of the decimal
point.
Step 4: Use the method of converting pure recurring decimal to the form p/q and obtain the value of x.

Illustration 7
Express 0.123 in the form p/q.
Solution
Let x = 0.123 ---- (i)
The no of digits after the decimal point which do not have bar on them is 2.
 Multiply both sides of x by 102.
100 x = 12.3 ---- (ii)
Here, we have 1 repeating digit after the decimal point. So, multiply both sides of (ii) by 10 to get.
1000 x = 123.33 ............. ---- (iii)

PAGE # 6
A Pre-Foundation Program
CH-1: NUMBER SYSTEM SP/Mathematics/Class-IX

Subtracting (ii) from (iii)

1000 x – 100 x = (123.33 ......) – (12.33 ......)
111
900 x = 111  x=
900

1.4 IRRATIONAL NUMBERS

A number is an irrational number, if it has a non terminating and non-repeating decimal representations. A
number that cannot be put in the form p/q where p, q are integers and q  0 is called irrational number..
e.g. 2, 3 , 11 , 

1.4.1 Real Numbers

The collection of real numbers consists of all the rational and irrational numbers and is denoted by R.
Every real number corresponds to a point on the line and conversely, every point on the number line
represents a real number,
Representing the Square Root of a Positive Number on the Number Line
Let x be a positive real number. We will now locate x on the number line.
Step. 1 : Mark –x on the number line. Let this point be represented by A. Mark 1 unit on the number line.
Let this be represented by B.
Step. 2 : Locate the midpoint M of AB.
Step 3 : With M as the centre and MA or MB as radius draw a semicircle. Since diameter AB= (x+1)
units, MA= MB = ½ (x+1) units.
Step 4 : Draw OD perpendicular to AB meeting the semicircle in D. Join MD. Note the  DMO is a right
triangle with MD = ½ (x+1) units and MO = [½ (x+1)-1) units. = ½ (x-1) units.

Step 5 : Using the Pythagorean theorem, we obtain :

OD2 = MD2 - MO2
= ¼ (x+1)2 – ¼ (x-1)2
= ¼ (4x)
= x
= OD = x
With O as the centre and OD as the radius, draw an arc to meet the number line at C. The point C
represents x.
Illustration 8
Locate 2 on the number line.
Solution
Step 1: Draw the number line with O representing the number 0 and A representing the number 1.

PAGE # 7
SP/Mathematics/Class-IX CH-1: NUMBER SYSTEM

Step 2: Construct a square OABC with each side equal to 1 unit.

By the Pythagorean theorem:

OB2 = OA2 + AB2
= 12 + 12
=1+1 =2
OB = 2

Step 3 : With O as centre and OB as radius, draw an arc to meet the number line at point P.
Since OP = OB = 2 , the point P represents 2 on the number line.

1.4.2 Representing Real Numbers on the Number Line

The decimal representation of a real number is quite useful to find its location on the number line.
Illustration 9
Visualise 2.437 on the number line.
Solution
Observe that 2.437 lies between 2 and 3.
Step. 1: Locate 2 on the number line.
Step 2: Locate 2.4 on the number line as follows.
Divide the segment between 2 and 3 into ten equal parts and mark each point of the division. The first
mark is 2.1, the second 2.2, and so on. The fourth mark represents point 2.4.
Step 3: Locate 2.43 on the number line as follows : Divide the segment 2.4 to 2.5 into 10 equal parts. Mark
the first part 2.41, the next as 2.42 and so on. The third mark represents the number 2.43.
Step 4 : Locate 2.437 on the number line by dividing the segment 2.43 to 2.44 into 10 equal parts. Mark
each part and take the 7th part.

1.4.3 Operations on Real Numbers

(i) The sum, difference, or product of two rational numbers is again a rational number.
(ii) For all rational numbers a and b, the quotient a/b, where b  0, is a rational number..

PAGE # 8
A Pre-Foundation Program
CH-1: NUMBER SYSTEM SP/Mathematics/Class-IX

(iii) The sum or difference of a rational and an irrational number is always an irrational number.
(iv) The product or quotient of a non zero rational number and an irrational number is an irrational number.
(v) The sum, difference, product and quotient of two irrational numbers may be rational or irrational.

Illustration 10
Classify the following numbers as rational or irrational.
(i) 2 7 (ii) ( 3  29  29 ) (iii) (3  5 )(3  5 ) (iv) 3
Solution :
(i) 2 7 is irrational.

Assume on the contrary that 2 7 is a rational number, say, r. Then :

2 7 =r  7 = r/2
As both r and 2 are rational numbers, r/2 is a rational number
= 7 is a rational number, which is a contradition.
Thus, 2 7 must be irrational.

(ii) (3  2 9)  2 9 = 3, which is a rational number..

(iii) (3  5 )(3  5 ) = 32 – ( 5 )2 = 9 – 5 = 4, which is a rational number..

(iv) 3   is an irrational number..

1.5 RADICALS
An expression written under a radical sign is called a radical expression. The radicand is the number
under the radical.
A surd is the simplest type of irrational number, one whose radicand is a rational number.

1
e.g. 5 , 3 7 and are surds whereas 3 5  2 and 3 are not surds.
3
The order of a surds is indicated by its index.
The order of a radical is the denominator of its fractional exponent.
Order  n
a = a 1/ n  order
(i) Pure surd: A surd in which the whole of the rational number is under the radical sign. & makes the
radicand, is called pure surd.
for e.g. 8 , 3
15 , 4
1 1 etc.
(ii) Mixed surd: If some part of the quantity under the radical sign is taken out of it then it makes the
surd mixed.
For e.g. 34 2 , 4 2 etc.

PAGE # 9
SP/Mathematics/Class-IX CH-1: NUMBER SYSTEM

1.5.1 Laws of Radicals

If a, b are positive rational numbers and m, n, p are positive integers, then :

(i) (n a ) n  a (ii) n
an  a =  a
n
n
(iii)  a (
n n
b )  n ab
n
a n a
(iv)  (v) m n
a = mn
a = n m
a (vi) n
ap = mn
a pm
n
b b
Illustration 11
Simplify the following :-

125
(i) 4
1875 (ii) (iii) 35 7
63
Solution
(i) We have 1875 = 54 × 3
4
1875 = 4 54  3 = 54 3

125 125 52  5 5 5 7 5
(ii) = = = = 35
63 32  7 2
3 7 3 7  7 21

(iii) 35 7 = 5
35  7 = 5
243  7 = 5 1701

Illustration 12
Simplify the following :-

1
(i) 45 – 3
20 + 4 5 (ii) 252 - 5
6 + 294 - 3
6
6
12
(iii) 3
3× 4
5 (iv)
( 3 )(3 2 )
Solution
(i) We first transform the radicals :

45 = 9  5 = 3 5

20 = 4  5 = 2 5
We have,

45  3 20  4 5  3 5  3(2 5)  4 5

 (3  6  4) 5  5

(ii) 252 = 22  32  7 = 2 × 3 7 = 6 7

294 = 2  3  72 = 7 6

PAGE # 10
A Pre-Foundation Program
CH-1: NUMBER SYSTEM SP/Mathematics/Class-IX

1 6 1
= 2 = 6
6 6 6

1 3
Thus, 252  5 6  294  3 = 6 7 5 6 7 6  6
6 6

 1 3
= 6 7   5  7   6 = 6 7  6
 2 2
(iii) We have LCM of 3 and 4 is 12. Now,
3
3 = 31/ 3 = 34   1 /12
= 12
81

4
5 = 51/ 4 = 5 
3 1 /12 = 12
125

Thus, ( 3 5 ) x ( 4 5 ) = ( 12 81 ) x ( 12 125 ) = 12
81125 = 12
10125

(iv) We first multiply ( 3 ) and ( 3 2 )

The LCM of 2 and 3 is 6 :
3 1/6
Thus , 3 = 31/ 2 = (3 ) = 6
27
2 1/6
and, 3
2 = 21/ 3 = (2 ) = 6
4

 ( 3 ) × (3 2 ) = 6
27 × 6
4 = 6
27  4

34 16
Now, 6
2 4 = 81
3 3 3

1.6 RATIONALISATION OF DENOMINATOR

Sometimes we come across expressions containing square root in their denominators. Addition, subtraction,
multiplication and division of such expressions is convenient if their denominators are free from square
roots. To make the denominators free from square roots, we multiply the numerator and denominator by
an irrational number. Such a number is called rationlisation factor.

Illustration 13
1
Rationalise the denominator of
3 2
Solution
We have,

1 1 3 2 3 2 3 2
= × = =
3 2 3 2 3 2 92 7

PAGE # 11
SP/Mathematics/Class-IX CH-1: NUMBER SYSTEM

Solved Examples
Example 1
Represent the real numbers given by –2 < x < 3 on the number line.
Solution
Since all the real numbers given by –2 < x < 3, i.e. lying between -2 and 3 can be represented on the
number line by the dark portion as follows :

Example 2
Find the value of 4.3 geometrically..
Solution
(i) Draw a line segment AB = 4.3 units and extend it to C. such that BC = 1 unit.
(ii) Find the midpoint O of AC.
(iii) With O as centre and OA as radius, draw a semicircle.
(iv) Now, draw BD  AC, intersecting the semicircle at D.
Then, BD = 4.3 units.
With B as centre and BD as radius, draw an arc, meeting AC produced at E. Then BE = BD = 4.3
units.

Example 3
Express the following in the form p/q
(i) 5.2 (ii) 15 .712
Solution
(i) Let x = 5.2
 x = 5.2222 .... ---- (i)
Multiplying both sides of (i) by 10, we get :
10 x = 52.222 ----- (ii)
Subtracting (i) from (ii), we get :
10 x – x = (52.222 ....) - (5.22 .....)
47
 9x = 47  x=
9
(ii) Let x = 15.712 then,
Multiplying both side by 10.

PAGE # 12
A Pre-Foundation Program
CH-1: NUMBER SYSTEM SP/Mathematics/Class-IX

 10x = 157.12
 157.121212 .......... ------ (i)
Multiplying both sides of (i) by 100, we get :
 1000 x = 15712.1212 ...... ------ (ii)
Subtracting (i) from (ii) , we get
1000 x – 10 x = 15712.1212 ...... –157.121212
990 x = 15555
15555 5185
x=  x=
990 330
Example 4
Express 3
4 as a surd of order 12.
Solution
Now, 3
4 = 3 4
44 [ We are to convert order 3 into 12]

= 12 4444  3 x 4 = 12

= 12
256
Example 5
Show that :
1 1 1
ba ca + a b c b + b c =1
1 x x 1 x x 1 x  x a c
Solution
We have,
1 1 1
= ba ca + a b c b + b c
1 x x 1 x x 1 x  x a c

xa xb xc
= + +
x a  x ba  a  x c a  a x b  x a b  b  x c b  b x c  x b c  c  x a  c  c
[ Multiplying Nr and Dr of three terms by xa, xb and xc respectively]

xa xb xc
= a + b + c
x  xb  x c x  xa  xc x  xb  x a

x a  xb  x c
= =1
x a  xb  x c
Example 6
Simplify by rationalising the denominator.

2 3 5
2 2 3 3
Solution
Multiplying and dividing by the rationalising factor of the denominator, we have

PAGE # 13
SP/Mathematics/Class-IX CH-1: NUMBER SYSTEM

2 3 5 2 3  5 2 2 3 3
= 
2 2 3 3 2 2 3 3 2 2 3 3

(2 3  5) (2 2  3 3)

(2 2  3 3)(2 2  3 3)

2 32 2  2 33 3  5 2 2 3 5 3
=
 2 2   3 3 
2 2

4 3 2  6 3 3  2 5  2  3 5  3
=
4 2  93

4 6  6  3  2 10  3 15
=
8  27

4 6  18  2 10  3 15
=
 19

18  2 10  4 6  3 15
=
19
Example 7

3 2 4 3 2 3
Simplify : – +
6 3 6 2 62
Solution

3 2 4 3 2 3
 
6 3 6 2 6 2
= T1 – T2 + T3 (say)

3 2 6 3 3 2 ( 6  3)
T1 = × =
6 3 6 3 63

= 2 ( 6  3)

= 2 3 6

4 3 6 2 4 18  4 6
T2 = × =
6 2 6 2 62

4(3 2  6 )
= = 3 2 6
4
2 3 6 2 2 6 ( 6  2)
T3 = × = = 3 2 2 3
62 6 2 62

 Given expression = T1 – T2 + T3
= 2 3 + 6 – 3 2 – 6 + 3 2– 2 3 = 0

PAGE # 14
A Pre-Foundation Program
CH-1: NUMBER SYSTEM SP/Mathematics/Class-IX

Example 8
Solve the equation : 22x+2 = 23x-1
Solution
22x+2 = 23x -1
Equating the powers, as the bases are same,
 2x + 2 = 3x–1
 2x – 3x = –1–2  –x = –3
or x = 3

Example 9

a  2b  a  2b
If , then show that bx2 – ax + b = 0
a  2b  a  2b
Solution

a  2b  a  2b a  2b  a  2b
x= x
a  2b  a  2b a  2b  a  2b

=
 a  2b  a  2b 
2

=
a  2b  a  2b  2 ( a  2b)(a  2b)
(a  2b)  (a  2b) 4b

2( a  (a 2  4b 2 )
x=
2  2b

2 bx = a + (a 2  4b 2 )  2bx – a = (a 2  4b 2 )
On squaring both sides, we get :
 4b2x2 + a2 – 4abx = a2 – 4b2
or 4b2x2 – 4abx + 4b2 = 0
Dividing by 4b , we get, bx2 – ax + b = 0
Hence the result.

******

PAGE # 15
SP/Mathematics/Class-IX CH-1: NUMBER SYSTEM

EXERCISE-I
1. Find 4 rational numbers between 1/8 & 1/6.

6. Express in the form a/b. (i) 2. 4178 (ii) 2.4178 (iii) 2.4178
3. Prove that following numbers are irrational. (i) 3 + 2 (ii) 52 (iii) 3/6
4. Represent following on number line. (i) 3.25 (ii) 2.9
5. Add 2 2  5 3 & 2 2  8 3 .

5 1
6. Simplify : (i) 7 2  5 8 (ii) 15 6  216 (iii) 3 48  4 3
2 3
(iv) 8 45  8 20  245  3 125

7. Multiply : (i) 37 by 45 (ii) 5 3

2 by 7 3
4

8. Divide : (i) 8 11 by 12 11 (ii) 4 28 by 3 7

1/ 2 1/ 2
1 1
9. Which is greater or .
2 3
10. Arrange 3 , 3 4 , 4 5 in ascending order..
11. Find the rationalising factor of (i) 3
40 (ii) 3 200

1 1 2 3 4 3 5 2 1
12. Rationalise : (i) (ii) (iii) (iv) (v)
5 2 42 3 2 3 4 3 3 2 1– 2 – 3

1
13. Find the value of if 2 = 1.414.
2 1

2 7
14. If 5 = 2.236 & 3 = 1.732, find the value of  .
5 3 5 3

6 6 4 3
15. Simplify :   .
2 3 6 3 2 6 2
16. Find the values of x in each of the following :
(i) 25x  2x = 5
2 20 (ii) 5 x–23 2x–3 = 135 (iii) 2 x–5. 5 x – 4 = 5

EXERCISE-II
1. Assuming that x, y, z are positive real numbers, simplify each of the following:
5/ 4 5
 x –4   2   6 2
(i) 5
243x10 y 5 z10 (ii)  –10  (iii)   

2   3  7
PAGE # 16
A Pre-Foundation Program
CH-1: NUMBER SYSTEM SP/Mathematics/Class-IX

2. Simplify :

–3
(25)3 / 2  (243)3 / 5
(i) (16 )
–1/5 5/2
(ii) 5
(32) (iii) (0.001) 1/3
(iv)
(16)5 / 4  (8) 4 / 3
8 13 7/2 –5 / 2
 2  2  5 –1  7 2   5 –2  7 3 
(v)    
  5  (vi)  2 
–4 
  3 – 5 
 5    5 7   5 7 
3. Prove that:
–2 –1 / 2
3 1  9 16
(i) 3  5–3  3 3–1 5  6 3  54  (ii)   – 3  82/3  40 +   
5 4  16  3

1 3  64 
–2 / 3
1  25  65
(iii) + (0.01)–1/2 – (27)2/3 = (iv)   + +  3  =
 16
4 2  125   256 
1/ 4
 64 
 
 625 
3– 3  6 2  98 (0.6) 0 – (0.1) –1 3
(v) 2 3 = 28 2 (vi) =–
5  1 / 25  (15) – 4 / 3  31 / 3 –1
 3  3  1
3 –1
2
    – 
 8  2  3

1
4. If x = 6 – 35 , find the value of x2 + .
x2

5 3 1
5. If x = , find the value of x2 + 2 .
5– 3 x
6. Simplify the following questions:

2  7 2 – 7 
(i)
3  5 3 – 5  (ii) (2– 7 ) + (3 + 5)

(iii) 252 – 5 6 + 294 – 3 1 / 6

EXERCISE-III
SECTION-A
 Multiple choice question with one correct answers
1. The value of 1.34 + 4.12 is

133 371 5169 541

(A) (B) (C) (D)
99 90 990 99

0
2. The rational number
7
(A) has a positive numerator.
(B) has a negative numerator.

PAGE # 17
SP/Mathematics/Class-IX CH-1: NUMBER SYSTEM

(C) has either a positive numerator or a negative numerator.

(D) has neither a positive numerator nor a negative numerator.
3. The vaule of x if l3x+2l = 8
10  10
(A) 2 (B) –2 (C) , –2 (D) ,2
3 3

4. The number  x y  
x  y where x, y > 0 is :
(A) rational (B) irrational (C) both (D) none
5. The rationalising factor of 5
a 2 b 3 c 4 is :

(A) 5
a 3b 2 c (B) 4
a 3b 2 c (C) 3
a 3b 2 c (D) a 3b 2 c
6. Which of the following is a pure surd?
3
(A) 4 3 (B) 3 3
5 (C) 12 (D) 8
4

 1 2 1 2 
7.    simplifies to
 5 3 5  3 

(A) 5 6 (B) 2 5  6 (C) 5 6 (D) 2 5  3 6

8.  3 2. 2 2. 3 3. 2 3  is equal to
 
(A) 65 (B) 65/6 (C) 6 (D) None of these

(6.25)1 / 2  (0.0144)1/ 2  1
9. Simplify:
(0.027)1/ 2  (81)1 / 4

(A) 0.14 (B) 1.4 (C) 1 (D) 1.4

3.9n 1  9.32n 1
10. The value of is
9.32n  6.9n 1

2
(A) 33/5 (B) 3 (C) 3n+1 (D) 3n–1
5

SECTION-B
 Assertion & Reason
Instructions: In the following questions a Assertion (A) is given followed by a Reason (R). Mark your
responses from the following options.
(A) Both Assertion and Reason are true and Reason is the correct explanation of ‘Assertion’
(B) Both Assertion and Reason are true and Reason is not the correct explanation of ‘Assertion’
(C) Assertion is true but Reason is false
(D) Assertion is false but Reason is true
1. 7/20 is a rational number.
Assertion: All non terminating decimals are rational number.
Reason: All terminating and recurring decimals are rational numbers.

PAGE # 18
A Pre-Foundation Program
CH-1: NUMBER SYSTEM SP/Mathematics/Class-IX

2. 2  3 is a surd.
Assertion: A irrational number whose radicand is a rational number is a surd.
Reason: If the radicand is irrational, it is not a surd.

SECTION-C
 Match the following (one to one)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II. Only one entries of column-I may have the matching with the same entries of
column-II.

1. Column I Column II

2n  2n 1
(A) n 1 (P) 1
2  2n
c
x a (b c )  xb 
(B) b( a c ) ÷  a  (Q) 15
x x 
1/2
3/2 01 3375
(C) 9 – 3x5 –   (R)
 81  512

 25   (243)3/5
3/ 2

(D) (S) 3/2

16 5/ 4  (8) 4 /3
2. It is given that x= 2, y= –2 Match the following
Column I Column II
x-y
(A) (x–y ) (P) 256
y-x
(B) (x–y) (Q) 1/256
x+y
(C) (y–x ) (R) –14
-(y-x)
(D) (y–x) (S) –3

EXERCISE-IV
SECTION-A
 Multiple choice question with one correct answers

1. Which one of the following is a rational number?

2
(A) ( 2 )2 (B) 2 2 (C) (2+ 2 )2 (D)
2
2. Which of the following statements is true?
2 4 5 7 7 5 4 2
(A) – < < < (B) < < <
3 9 12  18  18 12  9 3

PAGE # 19
SP/Mathematics/Class-IX CH-1: NUMBER SYSTEM

4 7 5 2 5 2 4 7
(C) < < < (D) < < <
9  18 12 3 12 3 9  18
3.  is -
(A) rational (B) irrational (C) imaginary (D) an integer
a
4. The additive inverse of is :
b

b b a a
(A) (B) (C) (D)
a a b b
5. The value of :
5
4
1
1
1
3 is
1
2
4
40 4 1 31
(A) (B) (C) (D)
31 9 8 40

6. The value of 5 5 5 5........ is

(A) 0 (B) 5 (C) Cannot be determined (D) none

7. Multiplicative inverse of ‘0’ is :

1
(A) (B) 0 (C) does not exist (D) none of these
0
8. The value of :

a  a 2  b2 a 2  b2  b

a 2  b2  b a  a 2  b2

a2 b2 a
(A) (B) (C) (D) none
b2 a2 b
9. (16)0.16 × (16)0.04 × (2)0.2 is equal to
(A) 1 (B) 2 (C) 4 (D) 16
3.5 5
10. 4 : 2 is the same as
(A) 4 : 1 (B) 2 : 1 (C) 7 : 5 (D) 7 : 10
11. The square root of (272 –1282) is
2

(A) 256 (B) 200 (C) 240 (D) 144

3 3
8 100 125
12.   is equal to
16 49 49

3 7 4
(A) 7 (B) 1 (C) (D)
4 100 7

PAGE # 20
A Pre-Foundation Program
CH-1: NUMBER SYSTEM SP/Mathematics/Class-IX

13. By how much does 5 7  2 5 exceed 3 7  4 5

(A) 5  7 5  (B) 7 5 (C) 2  7 5  (D) 7  2 5 

SECTION-B
 Multiple choice question with one or more than one correct answers
1. Simplify

 21/2  31/3  41/4 34/3  57/5 

 1/5 3/5
 3/5 
 10  5 4 6 

1 1
2 1
(A) 12 (B) 10 (C)   (D)  
5  10 
2. The value of 4 × 81-½ × (811/2 + 813/2) is :

 2 
 81 x 4 
(A) 4 (1+92) (B) 4 × 81° (1+81) (C)  3  (D) 4 × 92 (1+93/2)
 81 2 

x1 / 2 1
4 3
3. Solve :- 3
x y × × 4
y x7

3/ 2
 1 8 
 1   1  3   
(A)  1/ 2 
x 
(B)  2 
x 
(C)   x  
   
 
(D) x  2
1/ 2

4. Which of the following statement is/are correct :-

(A) Every integer is a rational number. (B) Every natural number is an integer.
(C) Every natural number is a real number. (D) Every real number is a rational number.
5. Which of the following statements is/are true?
(A) The sum or difference of a rational and an irrational number is always an irrational number.
(B) The sum or difference of two irrational number is always an irrational number.
(C) The product of two irrational number can be rational or irrational
(D) The product of two rational number is always a rational number

2 3 2 3 3 1
6.   simplifies to
2 3 2 3 3 1

1 253
(A) 2  3 (B) (C) 16  3 (D)
16  3 16  3

 
7. The simplified form of  7  4 3  3  is
 

(A) 2 (B) 1 (C) 41/2 × 33/2 × 9–3/4 (D) 4  33  9 3/ 2

PAGE # 21
SP/Mathematics/Class-IX CH-1: NUMBER SYSTEM

8. The value of  
72  18  12 is equal to

6
(A) Rational number (B) 6 (C) Irrational number (D)
2

SECTION-C
 Comprehension

5 1 5 1
If a  and b  , then
5 1 5 1
1. Find the value of a + b
(A) 1 (B) 3 (C) 6 (D) 2
2. Find the value of (a +b) – (ab)3
3

(A) 8 (B) 24 (C) 26 (D) 9

a 2  ab  b2
3. Find the value of
a 2  ab  b 2
(A) 4/3 (B) 9/3 (C) 10/4 (D) 6/5

SECTION-D
 Match the following (one to many)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II. One or more than one entries of column-I may have the matching with the same entries
of column-II and one entry of column-II may have one or more than one matching with entries of column-I
1. Column I Column II

4 5 4 5
(A)  (P) 42/11
4 5 4 5

(B)  8 2  8 2  (Q) Rational

4
243  16
(C) 4 (R) 6
3

2 
2
(D) 5 3 2 (S) Irrational

2. Column I Column II


(A) 5  10 5  10   (P) Rational

1
(B) (Q) 15
7 2

(C) 225 (R) Irrational

  7 2
2
(D) 3 7 (S)
3
PAGE # 22
A Pre-Foundation Program
CH-1: NUMBER SYSTEM SP/Mathematics/Class-IX

ANSWERS
EXERCISE-I
2 14 3 19 24176 12077 23937
1. , , , 2. (i) (ii) (iii) 5. 42 – 33
15 120 20 120 9999 4995 9900
91
6. (i) 172(ii) 96 (iii) 3 (iv) 0 7. (i) 12 35 (ii) 70 8. (i) 2/3 (ii) 8/3
6
9. (1/2)1/2 10. 4 5, 3 4 , 3 11. (i) 52/3 (ii) 51/3

5 2 42 3 39  16 6 1
12. (i) (ii) (iii)  5  2 6 (iv) (v) (2 – 6 – 2)
3 4 15 4
13. 0.414 14. 14.392 15. 0 16. (i) 1 (ii) 3 (iii) 5

EXERCISE-II
1/ 2
2 25 / 2  512 
1. (i) 3x yz 2 2
(ii) (iii)  
x5  7203 
1 1 3375 3125
2. (i) (ii) (iii) 0.1 (iv) (v) (vi) 175
4 8 512 4 2
–3 3
4. 142 5. 62 6. (i) (ii) 5 – 7 + 5 (iii) 6 7 + 6
4 2

EXERCISE-III
Section-A
1. (D) 2. (D) 3. (D) 4. (A) 5. (A)
6. (C) 7. (C) 8. (B) 9. (D) 10. (A)
Section-B
1. (D) 2. (B)
Section-C
1. (A)-(S), (B)-(P), (C)-Q), (D)-(R) 2. (A)-(R), (B)-(Q), (C)-(S), (D)-(P)

EXERCISE-IV
Section-A
1. (A) 2. (A) 3. (B) 4. (C) 5. (C)
6. (B) 7. (C) 8. (B) 9. (B) 10. (A)
11. (C) 12. (B) 13. (C)

Section-B
1. (B,D) 2. (A,B) 3. (A) 4. (A,B,C)5. (A,C,D)
6. (C,D) 7. (A,C,D) 8. (C,D)

Section-C
1. (B) 2. (C)
(A) 3.
Section-D
1. (A)-(P,Q), (B)-(Q,R), (C)-(R,Q), (D)-(S)
2. (A)-(P,Q), (B)-(S,R), (C)-(Q,P), (D)-(R)

PAGE # 23