Question. Try and find other patterns like this one. For example, you could consider 4 consecutive squares and see if you can find a pattern.
Question Answers
Exploring Algebraic Identities Question Answers
Page 69
Think and Reflect
Question. Try and find other patterns like this one. For example, you could consider 4 consecutive squares and see if you can find a pattern.
Answer— Consider four consecutive numbers . Their squares are:
Add the first and fourth squares, and subtract the second and third squares:
Thus, for any four consecutive square numbers,
For example,
Page 70
Question 1. Think of numbers and where and do not represent lengths of line segments. What if and are negative numbers? Does still work?
Answer— Yes. For example, let and .
Also,
Therefore, the identity is also true for negative values.
Question 2. What is the difference between an equation and an identity?
Answer—
- An equation is true only for one or more particular values of its variables. For example, is true only for or .
- An identity is true for every permissible value of its variables. For example, is true for all values of and .
Page 71
Question 1. By now you must have observed that . But can you find out which one of them will be greater?
Answer—
Therefore:
- if , then ;
- if , then ;
- if , then .
Thus, which expression is greater depends upon the sign of .
Question 2. If and , what are the values of and ?
Answer—
and
Hence,
and .
Question 3. Is true for all numbers and ?
Answer— No. For example, take and .
but
Therefore, in this case.
Think and Reflect
1. What can you say about and if ?
Answer—
Therefore, and have opposite signs.
2. What can you say about and if ?
Answer—
Therefore, and have the same non-zero sign.
3. When will be equal to ?
Answer—
Therefore, equality holds when , , or both are zero.
4. What term will decide which is larger: or ? Use the expansion of to decide.
Answer— Since
the term decides which expression is larger.
Exercise Set 4.1 — Pages 71–72
1. Using the identity , expand the following:
(i)
Answer—
(ii)
Answer—
(iii)
Answer—
(iv)
Answer—
(v)
Answer—
(vi)
Answer—
2. Using the same identity, find the values of the following:
(i)
Answer—
(ii)
Answer—
(iii)
Answer—
Page 72
Question 1. Let us try to factor . What will and be in this case?
Answer— First, take as a common factor:
Now,
and
Therefore, for the expression inside the brackets,
Hence, .
Question 2. Think of a term whose square is .
Answer—
Therefore, one such term is , which is the same as .
Page 73
Question 1. Think of a term whose square is . What about ?
Answer—
Therefore, the required terms are and .
Think and Reflect
Question. What if we replace by in ?
Answer— Replacing by , we get:
Thus,
Exercise Set 4.2 — Pages 74–75
1. Factor completely:
(i)
Answer—
(ii)
Answer—
(iii)
Answer—
(iv)
Answer—
(v)
Answer—
(vi)
Answer—
Hint Question. was taken out as a common factor in Example 7. Is it possible to do something similar in Exercises (v) and (vi) above?
Answer— Yes. In part (v), take as a common factor, and in part (vi), take as a common factor. The remaining expressions become perfect-square trinomials.
2. Find the values of the following using the identity .
(i)
Answer—
(ii)
Answer—
(iii)
Answer—
Page 75
Question 1. What will happen if we want to find the square of the sum of three numbers and , that is, ?
Answer— Put . Then:
Therefore,
Question 2. What if I put ?
Answer— If , then:
Therefore,
Page 76 — Think and Reflect
Question. Label the squares and rectangles in Fig. 4.4 so that it represents the identity .
Answer: The rows and columns have widths . Therefore, label the nine parts as follows:
| Column | Column | Column | |
|---|---|---|---|
| Row | |||
| Row | |||
| Row |
Thus, the total area is
Pages 76–77 — Exercise Set 4.3
1. Find the following squares using one of the above identities. Determine which of these identities will make these calculations easier.
(i)
Using ,
(ii)
(iii)
(iv)
(v)
Using the three-term identity,
(vi)
2. Factor using suitable identities:
(i)
(ii)
(iii)
Here, , , and .
(iv)
(v)
3. Expand the following using the identity :
(i)
(ii)
4. Is this an identity? .
Answer: No, it is not an identity. For ,
Since the equality is not true for all values, it is not an identity.
Page 77 — Prompt Based on Fig. 4.5
Question. Look at the following figure. Justify the identity for yourself.
Answer: A square of side has area . If a square of side is removed, the remaining area is . The remaining pieces can be rearranged into a rectangle of length and breadth . Hence,
Adding to both sides gives
Page 78 — Think and Reflect
1. Try to evaluate the following using a suitable identity: (i) (ii) (iii) (iv) . Do you observe any interesting pattern?
Using with :
Pattern: To square a number ending in , multiply the number before by its successor and write at the end. In general,
2. Observe the two rows of figures below. They represent an algebraic identity. Try to identify it.
Answer: The figures in the upper row have areas
The figures in the lower row have areas . Therefore,
Page 79 — Think and Reflect
Question. Suppose is split as ; can a similar rectangular arrangement be formed? Consider other possibilities and check.
Answer: No. Splitting as would give possible side lengths and . The required number of unit tiles would then be , but the expression contains unit tiles. Hence, two unit tiles would be left over.
The non-negative splits of are:
Their products are , respectively. Only (or ) has product . Therefore, only this split forms the required rectangle.
Algebra tiles can be used to represent products and find factors.
1. Figure out the product of and using algebra tiles.
Answer: Arrange one -tile, five -tiles and six unit tiles into a rectangle with sides and . Thus,
2. Lay out algebra tiles for in such a way that you will see its factors.
Answer: Since and , split as . One -tile, eleven -tiles and thirty unit tiles form a rectangle with sides and . Hence,
Page 80 — Think and Reflect
Question. We have seen that . Also . Generalise the pattern to get an expression for .
Answer:
Therefore,
Question. Now consider the case where we have a rectangle of sidelengths and , as shown in Fig. 4.8. What can you say about its area ?
Answer: Fig. 4.8 contains six -tiles, eleven -tiles and three unit tiles. Therefore,
Question. Fill in the blanks with the appropriate expressions to make the equation true. Also, verify your answer using the distributive property.
Answer: The blanks are , , and .
Verification:
Question. But how do we achieve this ‘splitting of the term’ without using tiles?
Answer: Compare with . We need two numbers whose sum is and product is . These numbers are and . Therefore,
Page 81 — Example 11 Check
Question. What if we choose and ? Or and ?
Answer: Neither pair works. Although both pairs have product ,
The correct pair is , because and . Thus,
Pages 81–82 — Exercise Set 4.4
1. Fill in the blanks to complete the following identities:
(i)
(ii)
(iii)
(iv)
2. Select and use the identity that will help you to find the following products without multiplying directly:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
Using ,
(vii)
(viii)
3. Factor the following:
(i)
(ii)
(iii)
Since and ,
(iv)
(v)
Page 82 — Think and Reflect: James and Reshma
Question. James and Reshma were talking about algebraic identities they learnt in school.
James:
Reshma: I have a different idea. . I will find this product to get the answer.
According to you, who is correct and why?
Answer: Both James and Reshma are correct. James first uses the identity for , while Reshma first uses . Both methods give
and
Question. Try to combine more such identities and find new results.
Answer: Some examples are:
and
Page 82 — Section 4.7 Opening Prompts
Question. What do you think will look like?
Answer:
Question. What if we have a cube of edge ? Can we divide a cube of edge into smaller cubes and cuboids and represent this new identity?
Answer: Yes. Divide each edge into lengths and . The cube is divided into:
- one cube of volume ,
- three cuboids of volume each,
- three cuboids of volume each, and
- one cube of volume .
Their total volume is
which represents the new identity geometrically.
Printed Page 83
Activity: We know that the volume of this cube is . Let us split this cube into smaller cubes and cuboids.
Answer:
The cube of side can be divided into:
- one cube of volume ,
- one cube of volume ,
- three cuboids of volume each,
- three cuboids of volume each.
Therefore,
Printed Page 84
1. What happens when we replace with in this new identity?
Answer:
Replace by in
Then,
Therefore,
The positive and negative terms occur alternately.
2. Example 13: What is the side of the cube whose volume is cubic units?
Answer:
Using
Hence, the side of the cube is
3. Example 14: Now consider the expression . If you write it in the form , what will be and ?
Answer:
Therefore,
4. Try to multiply the following using the distributive property.
(i)
Answer:
Thus,
(ii)
Answer:
Thus,
Printed Page 85
1. Verify for yourself by choosing different values of and .
Answer:
Take and .
Thus, LHS RHS.
Again, take and .
Hence, the identity is verified.
2. Predict what will be.
Answer:
Think and Reflect
3. Do you think is also a factor of ? Can you see how is a factor of ?
Answer:
Yes.
Therefore,
4. How about ? Does this also have as a factor?
Answer:
Yes.
Therefore, is also a factor of . In general,
5. Example 15: The sum of three numbers is 10 and their product is 25. The sum of their squares is 38. Try to use the previous identity to find the sum of the cubes of these three numbers.
Answer:
Let the numbers be . Then,
First, using
Therefore,
Now use
Hence,
Printed Page 86
Example 16: Simplify the rational expression , assuming that .
Answer:
For the numerator, the two required numbers are and :
For the denominator, take common:
The restrictions from the original denominator are
Printed Page 87
Think and Reflect: Try to simplify the following rational expression:
Assume that .
Answer:
For the denominator,
Thus, the blanks are
Restrictions:
Exercise Set 4.5
1. Simplify the following rational expressions assuming that the expressions in the denominators are not equal to zero.
(i)
Answer:
and
Hence,
There is no common factor to cancel. Here,
(ii)
Answer:
and
Therefore,
(iii)
Answer:
Taking in the three-cube identity,
Also,
Therefore,
where .
(iv)
Answer:
and
Thus,
where and .
(v)
Answer:
Therefore, the simplified value is , where .
(vi)
Answer:
Therefore,
Example 17: Saira has arranged a square of side units, 8 rectangular strips of sides units and width 1 unit, and 15 squares of side 1 unit to form a bigger rectangle. Find the length and breadth of the rectangle in terms of .
Answer:
The total area is
We need two numbers whose sum is and product is . They are and .
Hence, possible dimensions are
and
Printed Page 88
1. Now draw Saira’s rectangle using these pieces.
Answer:
Draw a rectangle of dimensions and divide each side into and its remaining constant part. The four regions will be:
- an square,
- an region made from three strips,
- a region made from five strips, and
- a region made from fifteen squares.
Thus, all the given pieces form a rectangle of dimensions
2. Example 18: A rectangular pool is such that its breadth is 4 metres less than its length and its area is 96 sq. metres. Find the length and breadth of the pool.
Answer:
Let the length be metres. Then the breadth is metres.
Thus,
Since a physical length cannot be negative, is rejected.
Source correction: The printed statement is incorrect. It should be
End-of-Chapter Exercises
1. Use suitable identities to find the following products.
(i)
Answer:
(ii)
Answer:
(iii)
Answer:
(iv)
Answer:
(v)
Answer:
Using ,
(vi)
Answer:
where .
(vii)
Answer:
(viii)
Answer:
(ix)
Answer:
Printed Page 89
2. Find the values using suitable identities.
(i)
Answer:
(ii)
Answer:
(iii)
Answer:
(iv)
Answer:
(v)
Answer:
(vi)
Answer:
(vii)
Answer:
(viii)
Answer:
3. Factor the following algebraic expressions.
(i)
Answer:
(ii)
Answer:
(iii)
Answer:
where .
(iv)
Answer:
(v)
Answer:
Rearranging the terms,
(vi)
Answer:
(vii)
Answer:
Taking the three terms as ,
(viii)
Answer:
(ix)
Answer:
Therefore,
(x)
Answer:
Source correction: The two printed mixed terms and appear to have been interchanged. As printed, the expression does not factorise through the standard identities taught in the chapter. The intended expression is evidently
which gives
(xi)
Answer:
Rearranging the terms,
4. Simplify the following.
(i)
Answer:
where .
(ii)
Answer:
where .
(iii)
Answer:
and
Therefore,
where .
5. Find possible expressions for the length and breadth of each of the following rectangles whose areas are given by the following expressions in square units.
(i)
Answer:
Thus, possible dimensions are
(ii)
Answer:
Thus, possible dimensions are
6. Find possible expressions for the length, breadth, and heights of each of the following cuboids whose volumes are given by the following expressions in cubic units.
(i)
Answer:
Possible dimensions are
(ii)
Answer:
Possible dimensions are
Printed Page 90
7. The village playground is shaped as a square of side 40 metres. A path of width metres is created around the playground for people to walk. Find an expression for the area of the path in terms of .
Answer:
The outer square has side
Therefore,
Equivalently,
8. If a number plus its reciprocal equals , find the number.
Answer:
Let the number be , where .
Therefore,
9. A rectangular pool has area square hastas. If its width is hastas, find its length. Hasta was a unit used to measure length.
Answer:
Therefore, .
10. If both and are factors of , show that .
Answer:
Since the two factors are and ,
Expanding,
Comparing the coefficient of ,
Comparing the constant terms,
Hence,
11. If and , then prove that .
Answer:
Using
and
Thus, . Hence proved.
12. By factoring the expression, check that is always divisible by 6 for all natural numbers . Give reasons.
Answer:
These are three consecutive natural numbers.
- At least one of three consecutive numbers is divisible by .
- At least one of them is even and therefore divisible by .
Since and are coprime, their product is divisible by . Therefore,
13. Find the value of:
(i) , when
Answer:
Using the three-cube identity,
Since ,
Therefore,
(ii) , when
Answer:
Using the three-cube identity, it contains the factor
Since , the factor . Therefore, .
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