We Distribute, Yet Things Multiply
CBSE · Class 8 · Mathematics
NCERT Solutions for We Distribute, Yet Things Multiply — CBSE Class 8 Mathematics.
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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
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
(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
Expanding the right side:
For the products to be equal:
So any pair of the form works.
Example 1: Let , then .
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- ✓
Example 2: Let , then .
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- ✓
Example 3: Let , then .
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- ✓
4Expand (i) (a + ab − 3b²)(4 + b), and (ii) (4y + 7)(y + 11z − 3).Show solution
(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
(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
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 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
: 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
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 1B:
Identity 1C:
(i) using :
Write , so , .
(ii) using :
Write and , so , .
(iii) using :
Write , so , .
(iv) using :
Write and , so , .
2Use either a suitable identity or the distributive property to find each of the following products.
(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)Show solution
Using distributive property:
(ii)
Using Identity 1C: with , :
(iii)
First expand :
Now multiply by :
(iv)
Using Identity 1A: with , :
(v)
Using Identity 1B: with , :
(vi)
First multiply the constants and variables:
Now:
3For each statement identify the appropriate algebraic expression(s).
(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)²Show solution
'A square number' means (the square of some number ). 'Two more than' means we add 2.
So the expression is .
Also, is not a square number plus 2 (it's just plus 2). means the square of , not a square plus 2. would be four more than a square. is twice a square. is not a square plus 2.
(ii) The sum of the squares of two consecutive numbers:
Two consecutive numbers can be written as and . Their squares are and . The sum is:
Also, represents the sum of squares of and , which are also consecutive numbers. So this is also valid.
And represents consecutive numbers and (consecutive even and odd), so this is also a valid specific case.
Note: is the sum of squares of any two numbers, not necessarily consecutive. in general. is only valid if the consecutive number is 1, which is too restrictive.
4Consider any 2×2 square of numbers in a calendar. Find products of numbers lying along each diagonal — 4×12 = 48, 5×11 = 55. Do this for the other 2×2 squares. What do you observe about the diagonal products? Explain why this happens.Show solution
Explanation using algebra:
Label the top-left number of any 2×2 square as . Since calendar dates in the same row differ by 1, and dates in the next row differ by 7:
Diagonal 1 (top-left × bottom-right):
Diagonal 2 (top-right × bottom-left):
Difference:
Conclusion: The product of the top-right and bottom-left numbers is always 7 more than the product of the top-left and bottom-right numbers. This is because consecutive dates differ by 1 (horizontally) and 7 (vertically), and the algebraic identity shows the difference is always exactly 7, regardless of which 2×2 square is chosen.
5Verify which of the following statements are true.
(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.Show solution
Expand:
For : . For : .
This statement is FALSE. , which is not always 2.
---
(ii) is a multiple of 4.
Expand:
is a multiple of 4, but subtracting 3 gives a number that is (since ).
For : , not a multiple of 4.
This statement is FALSE.
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(iii) Squares of even numbers are multiples of 4; squares of odd numbers are 1 more than multiples of 8.
Even numbers: Let .
This is always a multiple of 4. ✓
Odd numbers: Let .
Now, is the product of two consecutive integers, so it is always even. Let .
This is always 1 more than a multiple of 8. ✓
This statement is TRUE.
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(iv) is 5 less than a square number.
Using identity with , :
Expand:
Now check if this is 5 less than a square:
Is a perfect square? . This is a perfect square only when is a perfect square, which it is not (in general).
For : . Is a perfect square? No.
This statement is FALSE.
6A number leaves a remainder of 3 when divided by 7, and another number leaves a remainder of 5 when divided by 7. What is the remainder when their sum, difference, and product are divided by 7?Show solution
Let the first number be for some integer .
Let the second number be for some integer .
Sum:
Remainder when sum is divided by 7 = .
Difference:
Remainder when difference is divided by 7 = .
(Note: If b > a, then , giving remainder 2.)
Product:
Remainder when product is divided by 7 = .
(Since , the remainder is 1.)
7Choose three consecutive numbers, square the middle one, and subtract the product of the other two. Repeat the same with other sets of numbers. What pattern do you notice? How do we write this as an algebraic equation? Expand both sides of the equation to check that it is a true identity.Show solution
- Consecutive numbers 4, 5, 6:
- Consecutive numbers 7, 8, 9:
- Consecutive numbers 10, 11, 12:
Pattern: The result is always 1.
Algebraic equation:
Let the three consecutive numbers be , , .
Verification by expansion:
Left side:
Right side: .
LHS = RHS = 1. ✓
This is a true identity: for all values of .
8What is the algebraic expression describing the following steps — add any two numbers. Multiply this by half of the sum of the two numbers? Prove that this result will be half of the square of the sum of the two numbers.Show solution
Step 1: Add the two numbers: .
Step 2: Half of the sum of the two numbers: .
Step 3: Multiply: .
Algebraic expression:
Proof:
We need to show that .
This is exactly half of the square of the sum of the two numbers .
Hence proved. The result of multiplying the sum of two numbers by half their sum equals half the square of their sum.
9Which is larger? Find out without fully computing the product.
(i) 14 × 26 or 16 × 24
(ii) 25 × 75 or 26 × 74Show solution
(i) or :
Note that and . Both pairs have the same sum.
Write each as :
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Since 16 < 36, we have 400 - 16 > 400 - 36.
\boxed{16 \times 24 > 14 \times 26}
(ii) or :
Note that and . Both pairs have the same sum.
Write each as :
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Since 576 < 625, we have 2500 - 576 > 2500 - 625.
\boxed{26 \times 74 > 25 \times 75}
10A tiny park is coming up in Dhauli. The plan is shown in the figure. The two square plots, each of area g² sq. ft., will have a green cover. All the remaining area is a walking path w ft. wide that needs to be tiled. Write an expression for the area that needs to be tiled.Show solution
Assumption (standard version of this problem): The overall park is a rectangle. The two green square plots each have side ft. (area sq. ft. each). The walking path of width ft. surrounds the green plots.
If the two green squares are placed side by side, the total green area = sq. ft.
The overall dimensions of the park (including the path) would be:
- Length: (path on both ends and between the squares)
- Width: (path on top and bottom)
Total area of park:
Area to be tiled (walking path) = Total area − Green area:
(The exact expression depends on the figure; the method above illustrates the approach.)
11For each pattern shown below,
(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.)Show solution
- Step 1 has 1 unit
- Step 2 has 3 units (or follows a specific rule)
For a common pattern where each step adds a row/column:
Pattern A (L-shaped or cross pattern): Step has units or units.
For the most common version where Step has basic units:
(i) The next figure (Step 4) would be a arrangement = 16 units.
(ii) Step 10 would have basic units.
(iii) Expression for Step : basic units.
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For a pattern where Step has units (another common type):
(i) Draw the next figure by adding 2 more units.
(ii) Step 10: basic units.
(iii) Expression for Step : basic units.
*Please refer to the actual figure in the textbook to determine the exact pattern and apply the method above accordingly.*
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