We Distribute, Yet Things Multiply — NCERT Solutions
CBSE · Class 8 · Mathematics
NCERT Solutions for We Distribute, Yet Things Multiply, CBSE Class 8 Mathematics: 20 textbook questions solved step by step.
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Figure it Out (Multiplication Grid)
1Observe the multiplication grid below. Each number inside the grid is formed by multiplying two numbers. If the middle number of a 3×3 frame is given by the expression pq, write the expressions for the other numbers in the grid.Show solution
Given: The middle number of a 3×3 frame in the multiplication grid is pq, meaning the row header is p and the column header is q.
In the multiplication grid, each entry is the product of its row number and column number. If the centre cell corresponds to row p and column q, then:
- The row above has row number (p−1), and the row below has row number (p+1).
- The column to the left has column number (q−1), and the column to the right has column number (q+1).
Therefore, the nine entries of the 3×3 frame are:
Expanding each:
- Top-left:
- Top-centre:
- Top-right: (wait, let us keep them in factored form as that is cleaner)
The expressions in factored form are:
For example, using the 3×3 frame with centre 4×6 = 24 (p=4, q=6):
- The frame entries are: 3×5=15, 3×6=18, 3×7=21, 4×5=20, 4×6=24, 4×7=28, 5×5=25, 5×6=30, 5×7=35, which matches the grid.
Figure it Out (Expand Products)
2Expand the following products.
(i) (3 + u)(v − 3)
(ii) (2/3)(15 + 6a)
(iii) (10a + b)(10c + d)
(iv) (3 − x)(x − 6)
(v) (−5a + b)(c + d)
(vi) (5 + z)(y + 9)Show solution
Using the distributive property: .
(i)
(ii)
(iii)
(iv)
(v)
(vi)
3Find 3 examples where the product of two numbers remains unchanged when one of them is increased by 2 and the other is decreased by 4.Show solution
We need pairs and such that .
Expanding the right side:
For the products to be equal:
So any pair of the form works.
Example 1: Let , then .
- ✓
Example 2: Let , then .
- ✓
Example 3: Let , then .
- ✓
4Expand (i) (a + ab − 3b²)(4 + b), and (ii) (4y + 7)(y + 11z − 3).Show solution
Using the distributive property, multiply each term of the first expression by each term of the second.
(i)
(ii)
5Expand (i) (a − b)(a + b), (ii) (a − b)(a² + ab + b²) and (iii) (a − b)(a³ + a²b + ab² + b³). Do you see a pattern? What would be the next identity in the pattern that you see? Can you check it by expanding?Show solution
(i)
(ii)
(iii)
Pattern observed:
The next identity in the pattern (n = 5) would be:
Verification:
Figure it Out (Squares and Differences)
1Which is greater: (a − b)² or (b − a)²? Justify your answer.Show solution
Given: and .
Key observation: Note that .
Therefore:
Conclusion: . Neither is greater; they are always equal to each other for all values of and .
2Express 100 as the difference of two squares.Show solution
We use the identity .
We need , i.e., .
Method: Choose and as factor pairs of 100.
Let and .
Adding: , .
Another way: Let , — but this gives non-integers. Let , : (not integer).
A simple integer answer: .
Alternatively, : . ✓
So or .
3Find 406², 72², 145², 1097², and 124² using the identities you have learnt so far.Show solution
We use the identity , choosing to make the multiplication easy, or we use or .
: Use with , .
: Use with , , i.e., .
: Use with , , or use , : .
: Use with , .
: Use with , .
4Do Patterns 1 and 2 hold only for counting numbers? Do they hold for negative integers as well? What about fractions? Justify your answer.Show solution
Pattern 1 refers to and Pattern 2 refers to (the square identities derived from the distributive property).
These identities are derived purely using the distributive property of multiplication over addition, which holds for all real numbers — including negative integers and fractions.
For negative integers: Let , .
For fractions: Let , .
Conclusion: Both patterns hold for all real numbers — counting numbers, negative integers, and fractions — because they are algebraic identities based on the distributive property.
Figure it Out (Using Identities — Products and Expressions)
1Compute these products using the suggested identity.
(i) 46² using Identity 1A for (a + b)²
(ii) 397 × 403 using Identity 1C for (a + b)(a − b)
(iii) 91² using Identity 1B for (a − b)²
(iv) 43 × 45 using Identity 1C for (a + b)(a − b)Show solution
Identity 1A:
Identity 1B:
Identity 1C:
(i) using :
Write , so , .
(ii) using :
Write and , so , .
(iii) using :
Write , so , .
(iv) using :
Write and , so , .
(i) (p − 1)(p + 11)
(ii) (3a − 9b)(3a + 9b)
(iii) −(2y + 5)(3y + 4)
(iv) (6x + 5y)²
(v) (2x − 1/2)²
(vi) (7p) × (3r) × (p + 2)
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(i) Two more than a square number.
Options: 2 + s, (s+2)², s² + 2, s² + 4, 2s², 2²s
(ii) The sum of the squares of two consecutive numbers.
Options: m² + n², (m+n)², m² + 1, m² + (m+1)², m² + (m−1)², (m+(m+1))², (2m)² + (2m+1)²
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(i) (k+1)(k+2) − (k+3) is always 2.
(ii) (2q+1)(2q−3) is a multiple of 4.
(iii) Squares of even numbers are multiples of 4, and squares of odd numbers are 1 more than multiples of 8.
(iv) (6n+2)² − (4n+3)² is 5 less than a square number.
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(i) 14 × 26 or 16 × 24
(ii) 25 × 75 or 26 × 74
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(i) Draw the next figure in the sequence.
(ii) How many basic units are there in Step 10?
(iii) Write an expression to describe the number of basic units in Step y.
(Note: The figure is not visible, but this is a standard pattern question.)
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- NCERT Official — ncert.nic.in
- CBSE Academic — cbseacademic.nic.in
- CBSE Official — cbse.gov.in
- National Education Policy 2020 — education.gov.in
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