Mathematics is like music – Enjoy it!!!
Question 1: Classify the following numbers as rational or irrational: (i) 2− √5 (ii)(3+ √(23))− √(23) (iii) (2 √7) / (7 √7) (iv) 1/ √2 (v) 2π Ex: 1.4 | Question 1 & 2 Question 2
Read MoreQuestion 1: Visualise 3.765 on the number line, using successive magnification. Question 2: Visualise 4.26 on the number line, up to 4 decimal places. Ex: 1.3 | Question 9 Ex: 1.5 | Question 1
Read MoreExample 9: Classify the following numbers as rational or irrational : (i) √(23) (ii) √(225) (iii) 0.3796 (iv) 7.478478… (v) 1.101001000100001… Question 7 & 8 Ex: 1.4 | Question 1 & 2
Read MoreExample 7: Write three numbers whose decimal expansions are non-terminating non-recurring. Example 8: Find three different irrational numbers between the rational numbers 5/7 and 9/11. Question 6 Question 9
Read MoreExample 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…
Read MoreExample 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. Question 4 Question 6
Read MoreExample 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. Question 3 Question 5
Read MoreExample 3: Express the following in the form p/q , where p and q are integers and q ≠ 0. (i) 0.666… (ii) 0.4777… (iii) 0.001001001… Question 2 Question 4
Read MoreExample 2: You know that 17 = 0.142857142857… 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? Question 1 Question 3
Read MoreExample 3: Show how √5 can be represented on the number line. Example 4: Classroom activity (Constructing the ‘square root spiral’) Question 2 Ex: 1.3 | Question 1
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