Chapter 1 – Number Systems

Exercise 1.1
1. Is zero a rational number? Can you write it in the form p/q where p and q are integers
and q ≠ 0?

Solution: We know that a number is said to be rational if it can be written in the form p/q , where
p and q are integers and q ≠ 0.

Taking the case of ‘0’,

Zero can be written in the form 0/1, 0/2, 0/3 …

Since it satisfies the necessary condition, we can conclude that 0 can be written in the p/q form,
where p can either be positive or negative number.

Hence, 0 is a rational number.

2. Find six rational numbers between 3 and 4.

Solution:

There are infinite rational numbers between 3 and 4.

As we have to find 6 rational numbers between 3 and 4, we will multiply both the numbers, 3
and 4, with 6+1 = 7 (or any number greater than 6)

i.e., 3 × (7/7) = 21/7

and, 4 × (7/7) = 28/7. The numbers in between 21/7 and 28/7 will be rational and will fall
between 3 and 4.

Hence, 22/7, 23/7, 24/7, 25/7, 26/7, 27/7 are the 6 rational numbers between 3 and 4.

3. Find five rational numbers between 3/5 and 4/5.

Solution:

There are infinite rational numbers between 3/5 and 4/5.

To find out 5 rational numbers between 3/5 and 4/5, we will multiply both the numbers 3/5 and
4/5

with 5+1=6 (or any number greater than 5)

i.e., (3/5) × (6/6) = 18/30

and, (4/5) × (6/6) = 24/30

The numbers in between18/30 and 24/30 will be rational and will fall between 3/5 and 4/5.

Hence,19/30, 20/30, 21/30, 22/30, 23/30 are the 5 rational numbers between 3/5 and 4/5

4. State whether the following statements are true or false. Give reasons for your answers.

(i) Every natural number is a whole number.

Solution:

True

Natural numbers- Numbers starting from 1 to infinity (without fractions or decimals)

i.e., Natural numbers = 1,2,3,4…

Whole numbers – Numbers starting from 0 to infinity (without fractions or decimals)

i.e., Whole numbers = 0,1,2,3…

Or, we can say that whole numbers have all the elements of natural numbers and zero.

Every natural number is a whole number; however, every whole number is not a natural number.

(ii) Every integer is a whole number.

Solution:

False

Integers- Integers are set of numbers that contain positive, negative and 0; excluding fractional
and decimal numbers.

i.e., integers= {…-4,-3,-2,-1,0,1,2,3,4…}

Whole numbers- Numbers starting from 0 to infinity (without fractions or decimals)

i.e., Whole numbers= 0,1,2,3….

Hence, we can say that integers include whole numbers as well as negative numbers.

Every whole number is an integer; however, every integer is not a whole number.
(iii) Every rational number is a whole number.

Solution:

False

Rational numbers- All numbers in the form p/q, where p and q are integers and q≠0.

i.e., Rational numbers = 0, 19/30 , 2, 9/-3, -12/7…

Whole numbers- Numbers starting from 0 to infinity (without fractions or decimals)

i.e., Whole numbers= 0,1,2,3….

Hence, we can say that integers include whole numbers as well as negative numbers.

All whole numbers are rational, however, all rational numbers are not whole numbers.

Exercise 1.2
1. State whether the following statements are true or false. Justify your answers.

(i) Every irrational number is a real number.

Solution:

True

Irrational Numbers – A number is said to be irrational, if it cannot be written in the p/q, where p
and q are integers and q ≠ 0.

i.e., Irrational numbers = π, e, √3, 5+√2, 6.23146…. , 0.101001001000….

Real numbers – The collection of both rational and irrational numbers are known as real numbers.

i.e., Real numbers = √2, √5, , 0.102…

Every irrational number is a real number, however, every real number is not an irrational number.

(ii) Every point on the number line is of the form √m where m is a natural number.

Solution:

False
The statement is false since as per the rule, a negative number cannot be expressed as square
roots.

E.g., √9 =3 is a natural number.

But √2 = 1.414 is not a natural number.

Similarly, we know that there are negative numbers on the number line, but when we take the
root of a negative number it becomes a complex number and not a natural number.

E.g., √-7 = 7i, where i = √-1

The statement that every point on the number line is of the form √m, where m is a natural
number is false.

(iii) Every real number is an irrational number.

Solution:

False

The statement is false. Real numbers include both irrational and rational numbers. Therefore,
every real number cannot be an irrational number.

Real numbers – The collection of both rational and irrational numbers are known as real numbers.

i.e., Real numbers = √2, √5, , 0.102…

Irrational Numbers – A number is said to be irrational, if it cannot be written in the p/q, where p
and q are integers and q ≠ 0.

i.e., Irrational numbers = π, e, √3, 5+√2, 6.23146…. , 0.101001001000….

Every irrational number is a real number, however, every real number is not irrational.

2. Are the square roots of all positive integers irrational? If not, give an example of the
square root of a number that is a rational number.

Solution:

No, the square roots of all positive integers are not irrational.

For example,
√4 = 2 is rational.

√9 = 3 is rational.

Hence, the square roots of positive integers 4 and 9 are not irrational. ( 2 and 3, respectively).

3. Show how √5 can be represented on the number line.

Solution:

Step 1: Let line AB be of 2 unit on a number line.

Step 2: At B, draw a perpendicular line BC of length 1 unit.

Step 3: Join CA

Step 4: Now, ABC is a right angled triangle. Applying Pythagoras theorem,

AB2+BC2 = CA2

22+12 = CA2 = 5

⇒ CA = √5 . Thus, CA is a line of length √5 unit.

Step 4: Taking CA as a radius and A as a center draw an arc touching

the number line. The point at which number line get intersected by

arc is at √5 distance from 0 because it is a radius of the circle

whose center was A.

Thus, √5 is represented on the number line as shown in the figure.

4. Classroom activity (Constructing the ‘square root spiral’) : Take a large sheet of paper
and construct the ‘square root spiral’ in the following fashion. Start with a point O and
draw a line segment OP1 of unit length. Draw a line segment P1P2 perpendicular to OP1 of
unit length (see Fig. 1.9). Now draw a line segment P2P3 perpendicular to OP2. Then draw a
line segment P3P4 perpendicular to OP3. Continuing in Fig. 1.9 :
Constructing this manner, you can get the line segment Pn-1Pn by square root spiral
drawing a line segment of unit length perpendicular to OPn-1. In this manner, you will have
created the points P2, P3,….,Pn,… ., and joined them to create a beautiful spiral depicting
√2, √3, √4, …

Solution:
Step 1: Mark a point O on the paper. Here, O will be the center of the square root spiral.

Step 2: From O, draw a straight line, OA, of 1cm horizontally.

Step 3: From A, draw a perpendicular line, AB, of 1 cm.

Step 4: Join OB. Here, OB will be of √2

Step 5: Now, from B, draw a perpendicular line of 1 cm and mark the end point C.

Step 6: Join OC. Here, OC will be of √3

Step 7: Repeat the steps to draw √4, √5, √6….

Exercise 1.3
1. Write the following in decimal form and say what kind of decimal expansion each has :
(ii)1/11

Solution:

Solution:

= 4.125 (Terminating)
(iv) 3/13

Solution:

(v) 2/11

Solution:

(vi) 329/400

Solution:
= 0.8225 (Terminating)

2. You know that 1/7 = 0.142857. Can you predict what the decimal expansions of 2/7, 3/7,
4/7, 5/7, 6/7 are, without actually doing the long division? If so, how?

[Hint: Study the remainders while finding the value of 1/7 carefully.]

Solution:

3. Express the following in the form p/q, where p and q are integers and q 0.

(i)

Solution

Let x = 0.666…

Then, 10x = 6.666…

10x = 6 + x
9x = 6

x = 2/3

(ii) 0.4777777……. DO YOURSELF

DO YOURSELF

4. Express 0.99999…. in the form p/q . Are you surprised by your answer? With your
teacher and classmates discuss why the answer makes sense.

Solution:

Assume that x = 0.9999…..Eq (a)

Multiplying both sides by 10,

10x = 9.9999…. Eq. (b)

Eq.(b) – Eq.(a), we get

10x = 9.9999

–x = -0.9999…

_____________

9x = 9

x=1

The difference between 1 and 0.999999 is 0.000001 which is negligible.

Hence, we can conclude that, 0.999 is too much near 1, therefore, 1 as the answer can be justified.

5. What can the maximum number of digits be in the repeating block of digits in the
decimal expansion of 1/17 ? Perform the division to check your answer.

Solution:

1/17

Dividing 1 by 17:
There are 16 digits in the repeating block of the decimal expansion of 1/17.

6. Look at several examples of rational numbers in the form p/q (q ≠ 0), where p and q are
integers with no common factors other than 1 and having terminating decimal
representations (expansions). Can you guess what property q must satisfy?

Solution:

We observe that when q is 2, 4, 5, 8, 10… Then the decimal expansion is terminating. For
example:
1/2 = 0. 5, denominator q = 21

7/8 = 0. 875, denominator q =23

4/5 = 0. 8, denominator q = 51

We can observe that the terminating decimal may be obtained in the situation where prime
factorization of the denominator of the given fractions has the power of only 2 or only 5 or both.

7. Write three numbers whose decimal expansions are non-terminating non-recurring.

Solution:

We know that all irrational numbers are non-terminating non-recurring. three numbers with
decimal expansions that are non-terminating non-recurring are:

1. √3 = 1.732050807568
2. √26 =5.099019513592
3. √101 = 10.04987562112

8. Find three different irrational numbers between the rational numbers 5/7 and 9/11.

Solution:

Three different irrational numbers are:

1. 0.73073007300073000073…
2. 0.75075007300075000075…
3. 0.76076007600076000076…

9. Classify the following numbers as rational or irrational according to their type:

(i)√23

Solution:

√23 = 4.79583152331…

Since the number is non-terminating and non-recurring therefore, it is an irrational number.

(ii)√225

Solution:

√225 = 15 = 15/1

Since the number can be represented in p/q form, it is a rational number.

(iii) 0.3796

Solution:

Since the number,0.3796, is terminating, it is a rational number.

(iv) 7.478478

Solution:

The number,7.478478, is non-terminating but recurring, it is a rational number.

(v) 1.101001000100001…

Solution:

Since the number,1.101001000100001…, is non-terminating non-repeating (non-recurring), it is

an irrational number.

Exercise 1.5
1. Classify the following numbers as rational or irrational:

(i) 2 –√5

Solution:

We know that, √5 = 2.2360679…

Here, 2.2360679…is non-terminating and non-recurring.

Now, substituting the value of √5 in 2 –√5, we get,

2-√5 = 2-2.2360679… = -0.2360679

Since the number, – 0.2360679…, is non-terminating non-recurring, 2 –√5 is an irrational

number.
(ii) (3 +√23)- √23

Solution:

(3 +√23) –√23 = 3+√23–√23

=3

= 3/1

Since the number 3/1 is in p/q form, (3 +√23)- √23 is rational.

(iii) 2√7/7√7

Solution:

2√7/7√7 = ( 2/7)× (√7/√7)

We know that (√7/√7) = 1

Hence, ( 2/7)× (√7/√7) = (2/7)×1 = 2/7

Since the number, 2/7 is in p/q form, 2√7/7√7 is rational.

(iv) 1/√2

Solution:

Multiplying and dividing numerator and denominator by √2 we get,

(1/√2) ×(√2/√2)= √2/2 ( since √2×√2 = 2)

We know that, √2 = 1.4142…

Then, √2/2 = 1.4142/2 = 0.7071..

Since the number , 0.7071..is non-terminating non-recurring, 1/√2 is an irrational number.

(v) 2 π

Solution:

We know that, the value of = 3.1415

Hence, 2 = 2×3.1415.. = 6.2830…

Since the number, 6.2830…, is non-terminating non-recurring, 2 is an irrational number.

2. Simplify each of the following expressions:

(i) (3+√3)(2+√2)

Solution:

(3+√3)(2+√2 )

Opening the brackets, we get, (3×2)+(3×√2)+(√3×2)+(√3×√2)

= 6+3√2+2√3+√6

(ii) (3+√3)(3-√3 )

Solution:

(3+√3)(3-√3 ) = 32-(√3)2 = 9-3

=6

(iii) (√5+√2)2

Solution:

(√5+√2)2 = √52+(2×√5×√2)+ √22

= 5+2×√10+2 = 7+2√10

(iv) (√5-√2)(√5+√2)

Solution:

(√5-√2)(√5+√2) = (√52-√22) = 5-2 = 3

3. Recall, π is defined as the ratio of the circumference (say c) of a circle to its diameter,
(say d). That is, π =c/d. This seems to contradict the fact that π is irrational. How will you
resolve this contradiction?

Solution:There is no contradiction. When we measure a value with a scale, we only obtain

an approximate value. We never obtain an exact value. Therefore, we may not realize whether c
or d is irrational. The value of π is almost equal to 22/7 or 3.142857…

4. Represent (√9.3) on the number line.

Solution:

Step 1: Draw a 9.3 units long line segment, AB. Extend AB to C such that BC=1 unit.

Step 2: Now, AC = 10.3 units. Let the centre of AC be O.

Step 3: Draw a semi-circle of radius OC with centre O.

Step 4: Draw a BD perpendicular to AC at point B intersecting the semicircle at D. Join OD.

Step 5: OBD, obtained, is a right angled triangle.

Here, OD 10.3/2 (radius of semi-circle), OC = 10.3/2 , BC = 1

OB = OC – BC

⟹ (10.3/2)-1 = 8.3/2

Using Pythagoras theorem,

We get,

OD2=BD2+OB2

⟹ (10.3/2)2 = BD2+(8.3/2)2

⟹ BD2 = (10.3/2)2-(8.3/2)2

⟹ (BD)2 = (10.3/2)-(8.3/2)(10.3/2)+(8.3/2)

⟹ BD2 = 9.3

⟹ BD = √9.3

Thus, the length of BD is √9.3.

Step 6: Taking BD as radius and B as centre draw an arc which touches the line segment. The
point where it touches the line segment is at a distance of √9.3 from O as shown in the figure.
5. Rationalize the denominators of the following:

(i) 1/√7

Solution:

Multiply and divide 1/√7 by √7

(1×√7)/(√7×√7) = √7/7

(ii) 1/(√7-√6)

Solution:

Multiply and divide 1/(√7-√6) by (√7+√6)

[1/(√7-√6)]×(√7+√6)/(√7+√6) = (√7+√6)/(√7-√6)(√7+√6)

= (√7+√6)/√72-√62 [denominator is obtained by the property, (a+b)(a-b) = a2-b2]

= (√7+√6)/(7-6)

= (√7+√6)/1

= √7+√6

(iii) 1/(√5+√2)

Solution:

Multiply and divide 1/(√5+√2) by (√5-√2)

[1/(√5+√2)]×(√5-√2)/(√5-√2) = (√5-√2)/(√5+√2)(√5-√2)

= (√5-√2)/(√52-√22) [denominator is obtained by the property, (a+b)(a-b) = a2-b2]

= (√5-√2)/(5-2)

= (√5-√2)/3

(iv) 1/(√7-2)

Solution:

Multiply and divide 1/(√7-2) by (√7+2)

1/(√7-2)×(√7+2)/(√7+2) = (√7+2)/(√7-2)(√7+2)

= (√7+2)/(√72-22) [denominator is obtained by the property, (a+b)(a-b) = a2-b2]

= (√7+2)/(7-4)

= (√7+2)/3

Exercise 1.6
1. Find:

(i)641/2

Solution:

641/2 = (8×8)1/2

= (82)½

= 81 [⸪2×1/2 = 2/2 =1]

=8

(ii)321/5

Solution:

321/5 = (25)1/5

= (25)⅕

= 21 [⸪5×1/5 = 1]

=2
(iii)1251/3

Solution:

(125)1/3 = (5×5×5)1/3

= (53)⅓

= 51 (3×1/3 = 3/3 = 1)

=5

2. Find:

(i) 93/2

Solution:

93/2 = (3×3)3/2

= (32)3/2

= 33 [⸪2×3/2 = 3]

=27

(ii) 322/5

Solution:

322/5 = (2×2×2×2×2)2/5

= (25)2⁄5

= 22 [⸪5×2/5= 2]

=4

(iii)163/4

Solution:

163/4 = (2×2×2×2)3/4

= (24)3⁄4
= 23 [⸪4×3/4 = 3]

=8

(iv) 125-1/3

125-1/3 = (5×5×5)-1/3

= (53)-1⁄3

= 5-1 [⸪3×-1/3 = -1]

= 1/5

3. Simplify:

(i) 22/3×21/5

Solution:

22/3×21/5 = 2(2/3)+(1/5) [⸪Since, am×an=am+n____ Laws of exponents]

= 213/15 [⸪2/3 + 1/5 = (2×5+3×1)/(3×5) = 13/15]

(ii) (1/33)7

Solution:

(1/33)7 = (3-3)7 [⸪Since,(am)n = am x n____ Laws of exponents]

= 3-21

(iii) 111/2/111/4

Solution:

111/2/111/4 = 11(1/2)-(1/4)

= 111/4 [⸪(1/2) – (1/4) = (1×4-2×1)/(2×4) = 4-2)/8 = 2/8 = ¼ ]

(iv) 71/2×81/2

Solution:

71/2×81/2 = (7×8)1/2 [⸪Since, (am×bm = (a×b)m ____ Laws of exponents]

= 561/2

Chapter 3 – Linear Equations in Two Variables

Exercise 3.1
1. The cost of a notebook is twice the cost of a pen. Write a linear equation in two
variables to represent this statement.

(Take the cost of a notebook to be ₹ x and that of a pen to be ₹ y)

Solution:

Let the cost of a notebook be = ₹ x

Let the cost of a pen be = ₹ y

According to the question,

The cost of a notebook is twice the cost of a pen.

i.e., cost of a notebook = 2×cost of a pen

x = 2×y

x = 2y

x-2y = 0

x-2y = 0 is the linear equation in two variables to represent the statement, ‘The cost of a
notebook is twice the cost of a pen.’

2. Express the following linear equations in the form ax + by + c = 0 and indicate

the values of a, b and c in each case.
(ii) x –(y/5)–10 = 0

Solution:

The equation x –(y/5)-10 = 0 can be written as,

1x+(-1/5)y +(–10) = 0

Now comparing x+(-1/5)y+(–10) = 0 with ax+by+c = 0

We get,

a=1

b = -(1/5)

c = -10

(iii) –2x+3y = 6

Solution:

–2x+3y = 6

Re-arranging the equation, we get,

–2x+3y–6 = 0
The equation –2x+3y–6 = 0 can be written as,

(–2)x+3y+(– 6) = 0

Now, comparing (–2)x+3y+(–6) = 0 with ax+by+c = 0

We get, a = –2

b=3

c =-6

(iv) x = 3y

Solution:

x = 3y

Re-arranging the equation, we get,

x-3y = 0

The equation x-3y=0 can be written as,

1x+(-3)y+(0)c = 0

Now comparing 1x+(-3)y+(0)c = 0 with ax+by+c = 0

We get a = 1

b = -3

c =0

(v) 2x = –5y

Solution:

2x = –5y

Re-arranging the equation, we get,

2x+5y = 0
The equation 2x+5y = 0 can be written as,

2x+5y+0 = 0

Now, comparing 2x+5y+0= 0 with ax+by+c = 0

We get a = 2

b=5

c=0

(vi) 3x+2 = 0

Solution:

3x+2 = 0

The equation 3x+2 = 0 can be written as,

3x+0y+2 = 0

Now comparing 3x+0+2= 0 with ax+by+c = 0

We get a = 3

b=0

c=2

(vii) y–2 = 0

Solution:

y–2 = 0

The equation y–2 = 0 can be written as,

0x+1y+(–2) = 0

Now comparing 0x+1y+(–2) = 0with ax+by+c = 0

We get a = 0
b=1

c = –2

(viii) 5 = 2x

Solution:

5 = 2x

Re-arranging the equation, we get,

2x = 5

i.e., 2x–5 = 0

The equation 2x–5 = 0 can be written as,

2x+0y–5 = 0

Now comparing 2x+0y–5 = 0 with ax+by+c = 0

We get a = 2

b=0

c = -5

Exercise 3.2
1. Which one of the following options is true, and why?

y = 3x+5 has

1. A unique solution
2. Only two solutions
3. Infinitely many solutions
Solution:

Let us substitute different values for x in the linear equation y = 3x+5

x 0 1 2 …. 100

y, where y=3x+5 5 8 11 …. 305

From the table, it is clear that x can have infinite values, and for all the infinite values of
x, there are infinite values of y as well.

Hence, (iii) infinitely many solutions is the only option true.

2. Write four solutions for each of the following equations:

(i) 2x+y = 7

Solution:

To find the four solutions of 2x+y =7, we substitute different values for x and y.

Let x = 0

Then,

2x+y = 7

(2×0)+y = 7

y=7

(0,7)

Let x = 1

Then,

2x+y = 7

(2×1)+y = 7

2+y = 7

y = 7-2
y=5

(1,5)

Let y = 1

Then,

2x+y = 7

(2x)+1 = 7

2x = 7-1

2x = 6

x = 6/2

x=3

(3,1)

Let x = 2

Then,

2x+y = 7

(2×2)+y = 7

4+y = 7

y =7-4

y=3

(2,3)

The solutions are (0, 7), (1,5), (3,1), (2,3)

(ii) πx+y = 9

Solution:
To find the four solutions of πx+y = 9, we substitute different values for x and y.

Let x = 0

Then,

πx+y = 9

(π×0)+y = 9

y=9

(0,9)

Let x = 1

Then,

πx +y = 9

(π×1)+y = 9

π+y = 9

y = 9-π

(1, 9-π)

Let y = 0

Then,

πx+y = 9

πx+0 = 9

πx = 9

x = 9/π

(9/π,0)

Let x = -1
Then,

πx + y = 9

(π×-1) + y = 9

-π+y = 9

y = 9+π

(-1,9+π)

The solutions are (0,9), (1,9-π), (9/π,0), (-1,9+π)

(iii) x = 4y

Solution:

To find the four solutions of x = 4y, we substitute different values for x and y.

Let x = 0

Then,

x = 4y

0 = 4y

4y= 0

y = 0/4

y=0

(0,0)

Let x = 1

Then,

x = 4y

1 = 4y
4y = 1

y = 1/4

(1,1/4)

Let y = 4

Then,

x = 4y

x= 4×4

x = 16

(16,4)

Let y = 1

Then,

x = 4y

x = 4×1

x=4

(4,1)

The solutions are (0,0), (1,1/4), (16,4), (4,1)

3. Check which of the following are solutions of the equation x–2y = 4 and which
are not:

(i) (0, 2)

(ii) (2, 0)

(iii) (4, 0)

(iv) (√2, 4√2)

(v) (1, 1)

Solutions:

(i) (0, 2)

(x,y) = (0,2)

Here, x=0 and y=2

Substituting the values of x and y in the equation x–2y = 4, we get,

x–2y = 4

⟹ 0 – (2×2) = 4

But, -4 ≠ 4

(0, 2) is not a solution of the equation x–2y = 4

(ii) (2, 0)

(x,y) = (2, 0)

Here, x = 2 and y = 0

Substituting the values of x and y in the equation x -2y = 4, we get,

x -2y = 4

⟹ 2-(2×0) = 4

⟹ 2 -0 = 4

But, 2 ≠ 4

(2, 0) is not a solution of the equation x-2y = 4

(iii) (4, 0)

Solution:

(x,y) = (4, 0)
Here, x= 4 and y=0

Substituting the values of x and y in the equation x -2y = 4, we get,

x–2y = 4

⟹ 4 – 2×0 = 4

⟹ 4-0 = 4

⟹4=4

(4, 0) is a solution of the equation x–2y = 4

(iv) (√2,4√2)

Solution:

(x,y) = (√2,4√2)

Here, x = √2 and y = 4√2

Substituting the values of x and y in the equation x–2y = 4, we get,

x –2y = 4

⟹ √2-(2×4√2) = 4

√2-8√2 = 4

But, -7√2 ≠ 4

(√2,4√2) is not a solution of the equation x–2y = 4

(v) (1, 1)

Solution:

(x,y) = (1, 1)

Here, x= 1 and y= 1

Substituting the values of x and y in the equation x–2y = 4, we get,

x –2y = 4

⟹ 1 -(2×1) = 4

⟹ 1-2 = 4

But, -1 ≠ 4

(1, 1) is not a solution of the equation x–2y = 4

4. Find the value of k, if x = 2, y = 1 is a solution of the equation 2x+3y = k.

Solution:

The given equation is

2x+3y = k

According to the question, x = 2 and y = 1

Now, substituting the values of x and y in the equation2x+3y = k,

We get,

(2×2)+(3×1) = k

⟹ 4+3 = k

⟹7=k

k=7

The value of k, if x = 2, y = 1 is a solution of the equation 2x+3y = k, is 7.

Exercise 3.3
2. Give the equations of two lines passing through (2, 14). How many more such
lines are there, and why?

Solution:

We know that an infinite number of lines pass through a point.

The equation of 2 lines passing through (2,14) should be in such a way that it satisfies
the point.

Let the equation be 7x = y

7x–y = 0

When x = 2 and y = 14

(7×2)-14 = 0

14–14 = 0

0=0

L.H.S. = R.H.S.

Let another equation be 4x = y-6

4x-y+6 = 0

When x = 2 and y = 14

(4×2–14+6 = 0

8–14+6 = 0

0=0

L.H.S. = R.H.S.

Since both the equations satisfy the point (2,14), then we can say that the equations of
two lines passing through (2, 14) are 7x = y and 4x = y-6

We know that an infinite number of line passes through one specific point. Since there is
only one point (2,14) here, there can be infinite lines that pass through the point.

3. If the point (3, 4) lies on the graph of the equation 3y = ax+7, find the value of a.

Solution:

The given equation is

3y = ax+7

According to the question, x = 3 and y = 4

Now, substituting the values of x and y in the equation 3y = ax+7,

We get,

(3×4) = (a×3)+7

⟹ 12 = 3a+7

⟹ 3a = 12–7

⟹ 3a = 5

⟹ a = 5/3

The value of a, if the point (3,4) lies on the graph of the equation 3y = ax+7 is 5/3.