Class 8

Punjab State Board PSEB 8th Class Maths Book Solutions Chapter 4 Practical Geometry Ex 4.1 Textbook Exercise Questions and Answers.

PSEB Solutions for Class 8 Maths Chapter 4 Practical Geometry Ex 4.1

1. Construct the following quadrilaterals:

Question (i).
Quadrilateral ABCD.
AB = 4.5 cm,
BC = 5.5 cm,
CD = 4 cm,
AD = 6 cm,
AC = 7 cm.
Solution :

Steps of construction:

• Draw a line segment AB = 4.5 cm.
• With A as centre and radius = 7 cm, draw an arc.
• With B as centre and radius = 5.5 cm, draw another arc to intersect previous arc at C.
• With A as centre and radius 6 cm draw an arc.
• With centre at C and radius 4 cm, draw another arc to intersect previous arc at D.
• Draw \(\overline{\mathrm{BC}}, \overline{\mathrm{CD}}, \overline{\mathrm{AD}}\) and \(\overline{\mathrm{AC}}\).

Thus, ABCD is the required quadrilateral.

Question (ii).
Quadrilateral JUMP
JU = 3.5 cm,
UM = 4 cm,
MP = 5 cm,
PJ = 4.5 cm,
PU = 6.5 cm.
Solution:

Steps of construction :

• Draw a line segment JU = 3.5 cm.
• With J as centre and radius = 4.5 cm, draw an arc.
• With U as centre and radius = 6.5 cm, draw another arc to intersect previous arc at P
• With U as centre and radius = 4 cm draw an arc.
• With P as centre and radius 5 cm, draw an arc which intersects previous arc at M.
• Draw \(\overline{\mathrm{JP}}, \overline{\mathrm{UM}}, \overline{\mathrm{MP}}\) and \(\overline{\mathrm{UP}}\).

Thus, JUMP is the required quadrilateral.

Question (iii).
Parallelogram MORE ?
OR = 6 cm,
RE = 4.5 cm,
EO = 7.5 cm.
Solution:

[Note: □ MORE is a parallelogram. So length of opposite sides are equal. ]
∴ RE = MO = 4.5 cm; OR = ME = 6 cm
Steps of construction:

• Draw a line segment MO = 4.5 cm.
• With M as centre and radius = 6 cm, draw an arc.
• With O as centre and radius = 7.5 cm, draw another arc to intersect the previous arc at E.
• With O as centre and radius = 6 cm, draw an arc.
• With E as centre and radius = 4.5 cm, draw another arc to intersect the previous arc at R.
• Draw \(\overline{\mathrm{ME}}, \overline{\mathrm{OR}}, \overline{\mathrm{RE}}\) and \(\overline{\mathrm{OE}}\).

Thus, MORE is the required parallelogram.

Question (iv).
Rhombus BEST
BE = 4.5 cm,
ET = 6 cm.
Solution:

[Note : BEST is a rhombus. So length of all four sides are equal.]
BE = 4.5 cm
∴ ES = ST = TB = 4.5 cm
ET = 6 cm (Given)
Steps of construction:

• Draw a line segment BE = 4.5 cm.
• With B as centre and radius = 4.5 cm, draw an arc.
• With E as centre and radius = 6 cm, draw another arc to intersect the previous arc at T.
• With E as centre and radius = 4.5 cm, draw an arc.
• With T as centre and radius = 4.5 cm, draw another arc to intersect previous arc at S.
• Draw \(\overline{\mathrm{BT}}, \overline{\mathrm{ES}}, \overline{\mathrm{ST}}\) and \(\overline{\mathrm{ET}}\).

Thus, BEST is the required quadrilateral.

Punjab State Board PSEB 8th Class Maths Book Solutions Chapter 15 Introduction to Graphs Ex 15.1 Textbook Exercise Questions and Answers.

PSEB Solutions for Class 8 Maths Chapter 15 Introduction to Graphs Ex 15.1

1. The following graph shows the temperature of a patient in a hospital, recorded every hour:

Question (a)
What was the patient’s temperature at 1 p.m.?
Solution:
The patient’s temperature at 1 p.m. was 36.5 °C.

Question (b)
When was the patient’s temperature 38.5 °C?
Solution:
The patient’s temperature was 38.5 °C at 12 noon.

Question (c)
The patient’s temperature was the same two times during the period given. What were these two times?
Solution:
The patient’s temperature was same (36.5 °C) at 1 p.m. and 2 p.m.

Question (d)
What was the temperature at 1:30 p.m.? How did you arrive at your answer?
Solution:
The patient’s temperature at 1:30 p.m. was 36.5 °C.
(The temperature did not change during interval of 1 p.m. and 2 p.m. So the temperature did not show any change and it was 36.5 °C at 1:30 p.m.)

Question (e)
During which periods did the patients’ temperature showed an upward trend?
Solution:
The patient’s temperature showed an upward trend during the periods 9 a.m. to 10 a.m., 10 a.m. to 11a.m. and 2 p.m. to 3 p.m., because the temperature increased during these intervals.

2. The following line graph shows the yearly sales figures for a manufacturing company:

Question (a)
What were the sales in (i) 2002 (ii) 2006?
Solution:
1. The sales in the year 2002 was ₹ 4 crores.
2. The sales in the year 2006 was ₹ 8 crores.

Question (b)
What were the sales in (i) 2003 (ii) 2005?
Solution:
1. The sales in the year 2003 was ₹ 7 crores.
2. The sales in the year 2005 was ₹ 10 crores.

Question (c)
Compute the difference between the sales in 2002 and 2006.
Solution:
The difference between the sales in 2002 and 2006 = ₹ (8 – 4) crore
= ₹ 4 crores

Question (d)
In which year was there the greatest difference between the sales as compared to its previous year?
Solution:
In year 2005, there was the greatest difference between the sales as compared to its previous year.

3. For an experiment in Botany, two different plants, plant A and plant B were grown under similar laboratory conditions. Their heights were measured at the end of each week for 3 weeks. The results are shown by the following graph:

Question (a)
How high was Plant A after
1. 2 weeks
2. 3 weeks?
Solution:
1. The plant A was 7 cm high after 2 weeks.
2. The plant A was 9 cm high after 3 weeks.

Question (b)
How high was Plant B after
1. 2 weeks
2. 3 weeks?
Solution:
1. The plant B was 7 cm high after 2 weeks.
2. The plant B was 10 cm high after 3 weeks.

Question (c)
How much did Plant A grow during the 3rd week?
Solution:
Plant A grew (9 cm – 7 cm) = 2 cm during 3rd week.

Question (d)
How much did Plant B grow from the end of the 2nd week to the end of the 3rd week?
Solution:
The plant B grew (10cm-7cm) = 3 cm from the end of 2nd week to the end of 3rd week.

Question (e)
During which week did Plant A grow most?
Solution:
The growth of the plant A During the 1st week = 2 cm – 0 cm = 2 cm
During the 2nd week = 7 cm – 2 cm = 5 cm
During the 3rd week = 9 cm – 7 cm = 2 cm
Thus, during the 2nd week, the plant A grew the most.

Question (f)
During which week did Plant B grow least?
Solution:
The growth of the plant B.
During the 1st week = 1cm – 0 cm
= 1 cm
During the 2nd week = 7 cm – 1 cm
= 6 cm
During the 3rd week = 10 cm-7 cm
= 3 cm
Thus, the plant B grew the least in the first week.

Question (g)
Were the two plants of the same height during any week shown here? Specify.
Solution:
At the end of 2nd week, both the plants were of the same height, that is 7 cm.

4. The following graph shows the temperature forecast and the actual temperature for each day of a week.

Question (a)
On which days was the forecast temperature the same as the actual temperature?
Solution:
The forecast temperature was the same as the actual temperature on Tuesday, Friday and Sunday.

Question (b)
What was the maximum forecast temperature during the week?
Solution:
The maximum forecast temperature during the week was 35 °C.

Question (c)
What was the minimum actual temperature during the week?
Solution:
The minimum actual temperature during the week was 15 °C.

Question (d)
On which day did the actual temperature differ the most from the forecast temperature?
Solution:
On Thursday, the actual temperature differed the most from the forecast temperature (7.5 °C).

Difference of temperature:

• Monday : 17.5 °C – 15 °C = 2.5 °C
• Tuesday : 20 °C – 20 °C = o°c
• Wednesday : 30 °C – 25 °C = 5°C
• Thursday : 22.5 °C – 15 °C = 7.5 °C
• Friday : 15 °C – 15 °C = o°c
• Saturday : 30 °C – 25 °C = 5°C
• Sunday : 35 °C – 35 °C = o°c

5. Use the tables below to draw linear graphs:

Question (a)
The number of days a hillside city received snow in different years:

Year	2003	2004	2005	2006
Days	8	10	5	12

Solution:
Linear graph to show snowfall in different years:

Question (b)
Population (in thousands) of men and women in a village in different years:

Year	2003	2004	2005	2006	2007
Number of Men	12	12.5	13	13.2	13.5
Number of Women	11.3	11.9	13	13.6	12.8

Solution:
Draw two perpendicular lines on the graph paper. Take year along X-axis (horizontal line) and population (in thousand) along Y-axis (vertical line).
For men: Mark the points (2003, 12), (2004, 12.5); (2005, 13); (2006, 13.2) and (2007, 13.5) and join them.
For women: Mark the points (2003, 11.3); (2004, 11.9); (2005, 13); (2006, 13.6) and (2007, 12.8) and join them.

6. A courier cycles from a town to a neighboring suburban area to deliver a parcel to a merchant. His distance from the town at different times is shown by the following graph:

Question (a)
What is the scale taken for the time axis?
Solution:
The time is taken along the X-axis. The scale along X-axis is 4 units = 1 hour.

Question (b)
How much time did the person take for the travel?
Solution:
Total travel time taken by a courier : = 8:00 am to 11:30 am = 3\(\frac {1}{2}\) hours

Question (c)
How far is the place of the merchant from the town?
Solution:
Distance of the merchant from the town is 22 km.

Question (d)
Did the person stop on his way? Explain.
Solution:
Yes, the stopage time = 10:00 am to 10:30 am. This is indicated by the horizontal part of the graph.

Question (e)
During which period did he ride fastest?
Solution:
He rode fastest between 8:00 am and 9:00 am.

7. Can there be a time-temperature graph as follows? Justify your answer.

Solution:
In case of (iii), the graph shows different number of temperatures at the same time which is not possible.
∴ Case (iii) does not represent a time-temperature graph.

Punjab State Board PSEB 8th Class Maths Book Solutions Chapter 3 Understanding Quadrilaterals InText Questions and Answers.

PSEB 8th Class Maths Solutions Chapter 3 Understanding Quadrilaterals InText Questions

Try These (Textbook Page No. 43)

Take a regular hexagon Fig 3.10.

Question 1.
What is the sum of the measures of its exterior angles x, y, z, p, q r?
Solution:
∠x + ∠y + ∠z + ∠p + ∠q + ∠r = 360°
(∵ Sum of exterior angles of a polygon = 360°)

Question 2.
Is x = y = z = p = q = r ? Why?
Solution:
Since, all the sides of the polygon are equal, it is a regular hexagon. So its interior angles are equal.
∴ x = (180° – a), y = (180° – a),
z = (180° – a), p = (180° – a),
q = (180° – a), r = (180° – a)
∴ x = y = z = p = q = r

Question 3.
What is the measure of each ?
(i) exterior angle
(ii) interior angle
Solution:
(i) x + y + z + p + q + r = 360°
(∵ Sum of exterior angles = 360°)
All angles are equal.
∴ Measure of each exterior angle = \(\frac{360^{\circ}}{6}\) = 60°

(ii) Exterior angle = 60°
∴ Interior angle = 180° – 60° = 120°.

Question 4.
Repeat this activity for the cases of:
(i) a regular octagon
(ii) a regular 20-gon
Solution:
(i) In a regular octagon, number of sides (n) = 8.
∴ Each exterior angle = \(\frac{360^{\circ}}{8}\) = 45°
∴ Each interior angle = 180° – 45° = 135°

(ii) For a regular 20-gon, the number of sides (n) = 20.
∴ Each exterior angle = \(\frac{360^{\circ}}{20}\) = 18°
∴ Each interior angle = 180° – 18° = 162°

Try These (Textbook Page No. 47)

Question 1.
Take two identical set squares with angles 30°-60°-90° and place them adjacently to form a parallelogram as shown in figure. Does this help you to verify the above property ?

Solution:
Yes, the given figure helps us to verify that opposite sides of a parallelogram are equal.

Try These (Textbook Page No. 48)

Question 1.

Solution:
Yes, this figure also helps us to confirm that opposite angles of a parallelogram are equal.

Think, Discuss and Write (Textbook Page No. 50)

Question 1.
After showing m∠R = m∠N = 70°, can you find m∠I and m∠G by any other method ?
Solution:

Yes, without using the property of parallelogram, we can find m∠I and m∠G.
m∠R = m∠N = 70° (Given)
RG || IN, the transversal RI intersecting them,
∴ m∠R + m∠I = 180° (Sum of interior angles is 180°)
∴ 70° + m∠I = 180° (∵ m∠R = m∠N = 70°)
∴ m∠I = 180° – 70°
∴ m∠I = 110°
Similarly, m∠G = 110°

Think, Discuss and Write (Textbook Page No. 56)

Question 1.
A mason has made a concrete slab. He needs it to be rectangular. In what different ways can he make sure that it is rectangular?
Solution :
He can make sure that it is rectangular using the following different ways :

• By making opposite sides of equal length.
• By keeping each angle at the corners as 90°.
• By keeping the diagonals of equal length.
• By making opposite sides parallel.

Question 2.
A square was defined as a rectangle with all sides equal. Can we define it as rhombus with equal angles? Explore this idea.
Solution:
Yes, because a rhombus becomes a square if its all angles are equal.

Question 3.
Can a trapezium have all angles equal ?
Can it have all sides equal ? Explain.
Solution:
Yes, a trapezium can have all angles equal. In this case, it becomes a square or rectangle.
Yes, it can have all sides equal. In this case, it becomes a rhombus or square.

Punjab State Board PSEB 8th Class English Book Solutions Poem 3 We Who Love Books Textbook Exercise Questions and Answers.

PSEB Solutions for Class 8 English Poem 3 We Who Love Books

Learning New Words

Activity 1.

Look up the following words in a dictionary. You should seek the following information about the words and put them in your WORDS notebook.

1. Meaning of the word as used in the poem (adjective/noun/verb. etc.)
2. Pronunciation (The teacher may refer to the dictionary or a mobile phone for correct pronunciation.)
3. Spellings. familiar timeless.

familiar	timeless	refrain
verse	companions	nourish

Activity 2.

Pick up the rhyming words from the poem and make a list.
Answer:
(a) away — stay
(b) down — gone
(c) again — refrain
(d) me — be/free

Activity 3.

Match the words with their correct synonyms.

S.No.	Word	Synonym
1.	moment	nutrition
2.	modern	high
3.	clever	time
4.	upset	intelligent
5.	nourishment	new
6.	wealthy	lift
7.	garbage	big
8.	infant	story
9.	tall	old
10.	large	unhappy
11.	companion	bowl
12.	secure	friend
13.	thief	known
14.	dish	trash
15.	ancient	burglar
16.	timeless	rich
17.	familiar	safe
18.	raise	permanent
19.	tale	baby
20.	joy	happiness

Answer:
1. moment – time
2. modren – new
3. clever – intelligent
4. upset – unhappy
5. nourishment – nutrition
6. wealthy – rich
7. garbage – trash
8. infant – baby
9. tall – high
10. large – big
11. companion – friend
12. secure – safe
13. thief – burglar
14. dish – bowl
15. ancient – old
16. timeless – permanent
17. familiar – known
18. raise – lift
19. tale – story
20. joy – happiness.

Learning to Read and Comprehend

Activity 4.

Read the following stanzas and answer the questions.

A. Some books I’ll never give away.
Though old and worn, their binding torn,
Upon my shelves they’ll always stay,
Alive, still read, still fresh each dawn,
Their magic moments never gone.

(a) Name the poem and the poet.
Answer:
The name of the poem is ‘We Who Love Books and that of the poet is Ruskin Bond.

(b) The poet doesn’t want to part with some books. Where does he keep them?
Answer:
The poet keeps them on his shelves.

(c) What is the condition of the books ?
Answer:
They are old and worn. Their binding is torn.

B. Familiar friends, these timeless tales
Have been with me since I was ten,
And as I turn their pages once again
I feel and love their old refrain.

(a) The poet calls his books ‘familiar friends”. Why does he call them ‘familiar’ ?
Answer:
The poet calls his books ‘familiar friends’ because they have been his friends since he was ten.

(b) What do you understand by the phrase ‘timeless tales’ ?
Answer:
‘Timeless tales’ means untouched by time. They are as fresh today as they  were years ago.

(c) How does the poet feel when he touches and feels the pages of his books ?
Answer:
The poet’s love for their old refrains.

C. Great verse, great thoughts, still stand the test
Of time that’s passing by so fast.
These good companions never fail
To give me joy, to nourish me.
We who love books will always be
The lucky ones’ our minds set free.

(a) According to the poet, what still stand the test of time ?
Answer:
According to the poet great verse and great thoughts still stand the test of time.

(b) What do you think the poet will always get from his good companions ?
Answer:
The poet will always get joy and nourishment from his good friends.

(c) Who according to the poet will always be the lucky ones ?
Answer:
According to the poet, those who love books will always be lucky ones.

Activity 5.
Books have been described using many names and adjectives. In the given table, list all the names and adjectives used by the poet to describe books.
Answer:

Nouns used for books	Adjectives used for describing books
binding	some
friends	old
tales	worn
refrains	torn
verse	fresh, alive, familiar
companions	timeless, great, good

Learning Language

Tenses Tense is the form of a verb used to show the time of an action or a state. The three main tenses are :

• the Present tense
• the Past tense
• the Future tense

Look at the following sentences :

1. I go to school everyday.
2. I went to school yesterday.
3. I shall go to school tomorrow.

• In sentence 1, the verb ‘go’ refers to the present time and is therefore said to be in the present tense.
• In sentence 2, the verb ‘went’ refers to an action that happened in the past time and is therefore said to be in the past tense.
• In sentence 3, the word ‘shall go’ refers to the future time and is therefore said to be in the future tense.

1. Present Tense
Read the following sentences.

• I help my mother every day.
• I am helping my mother.
• I have helped my mother.
• I have been helping my mother since morning.

All the four sentences above refer to the present time and therefore are all in the Present Tense. But there is a distinction in the ways in which the action is taking place.

In Sentence 1, the action is mentioned simply. There is no reference to the completeness or incompleteness of the action. The verb ‘help’ is therefore said to be in the Simple Present Tense or the Present Indefinite Tense.

In Sentence 2, the action mentioned is incomplete. It is still going on. The verb ‘am helping’ is said to be in the Present Continuous Tense.

In Sentence 3, the action is mentioned as finished, complete or perfect. The verb ‘have helped’ is said to be in the Present Perfect Tense.

In Sentence 4, the action is mentioned as having been going on continuously but not completed at the present moment.

The verb ‘have been helping’ is said to be in the Present Perfect Continuous tense. So, the present tense has four forms :

• Simple Present, or Present Indefinite
• Present Continuous or Present Progressive
• Present Perfect
• Present Perfect Continuous

2. Past Tense
Just as the present tense has four forms, the past tense also has the following four forms :

1. I helped my mother yesterday. (Simple Past or Past Indefinite)
2. I was helping my mother. (Past Continuous or Past Progressive)
3. I had helped my mother. (Past Perfect)
4. I had been helping my mother. (Past Perfect Continuous)

3. Future Tense
Similarly, the future tense has the following four forms :

1. I shall call. (Simple Future or Future Indefinite)
2. I shall be calling. (Future Continuous or Future Progressive)
3. I shall have called. (Future Perfect)
4. I shall have been calling. (Future Perfect Continuous)

Look at the following chart for understanding forms of Tenses :

Continuous Present Indefinite (Simple Present)

1. to express what is actually taking place now, for example :

• Here comes the bride.
• There goes the bus.

2. to express a habitual action, for example :

• He gets up early in the morning.
• He takes exercise everyday.
• I go to school by bus.

3. to express some universal truth, for example :

• The earth moves round the sun.
• The sun rises in the east and sets in the west.
• The soul is immortal.

4. to express a situation or a fact that is permanent, for example :

• My house faces the east.
• This road runs from Ludhiana to Delhi.

5. to express a future action, when the futurity is indicated by them, for example :

• The college reopens next week.
• We leave by the 8.30 a.m. train.

Look at the tables below to understand how the present tense works.

Answer:

When we talk about singular subjects, we add-s/es to the verb. For example ‘he’, ‘she’ ‘iť and other singular subjects such as ‘this toy’, ‘the table etc.

Answer:

More examples :
(a) He drives to work.
(b) She works in an office.
(c) The bank opens at 9:00 a.m.
We do not use ‘be’ verb with the main verb in the simple present tense.
For example :
He works at a bank. (Correct)
He is work at a bank. (Incorrect)

Activity 6.

Underline the correct form of the verb to complete each sentence.
1. Priya love/loves her work.
2. He study/studies agriculture.
3. A salesperson sell/sells products for a company.
4. Sunita work/works in a bank.
5. Nurses help/helps people.
6. We write/writes English books.
7. Your office close/closes at 5:00 p.m.
8. She teach/teaches in a school.
9. I walk/walks to work everyday.
10. I start/starts work at 8:00 a.m. every morning.
Answer:
1. loves
2. studies
3. sells
4. works
5. help
6. write
7. closes
8. teaches
9. walk
10. start.

Present Continuous

It is used to express an action going on at the time of speaking. It is often associated with adverbs and adverb phrases, of present time, such as ‘now’, ‘at present, ‘at this moment’, etc.
For example :

• What are you doing now?
• Mohan is singing a song now.

This tense is sometimes used to mark an action that will happen in the future. For example :

• We are leaving for London tomorrow.
• She’s coming to meet me next week.

Activity 7.

Fill in the blanks with the correct form of the verb, Present Continuous or Present Simple.

1. I ……………… (not/belong) to Delhi.
2. Hurry! The bus …………….. (come).
3. Seema is a vegetarian. She ……………. (not/eat) meat
4. I ……………. (look) for a maid.
5. Jayati ……………. (eat) oranges.
6. At the moment, we ……………. (make) a video of the party.
7. I ……………… (know) what Mr Sharma wants to buy.
8. I …………….. (apply) for a job in a school but I don’t know if I will be successful.
9. Vanita ……………. (do) some research in the library.
10. She always ……………… (remember) my birthday.
11. Mr Brown …………… (work) in a supermarket.
12. Look! It ……………. (snow).
13. Do you …………… (know) Helen?
14. Look! That woman ……………. (try) to steal that man’s wallet.
15. The Ganges ……………. (flow) into the Bay of Bengal.
Answer:
1. do not belong
2. is coming
3. does not eat
4. am looking
5. eats
6. are making
7. know
8. am applying
9. is doing
10. remembers
11. works
12. is snowing
13. know
14. is trying
15. flows.

Present Perfect

This tense is used :

1. to express an action that has just been completed, for example :

• The sun has set.
• We have just arrived.

2. to express a past action the results of which still continue, for example:

• I have lived in Mumbai for ten years. (the speaker is still living in Mumbai)
• We have known each other for the past two years.

3. to express a Future Perfect when such words as ‘when’, ‘before’, ‘as soon as’, ’till, ‘after are used before it, for example :

• I shall go there after I have done my work. (as soon as I finish my work)

Present Perfect Continuous

It shows the action that began in the past and is continuing up to the present time, for example :

• I have been standing here for two hours.
• It has been raining since morning.

Note : In the Present Perfect Continuous tense, ‘since’ and ‘for are used to indicate point of time and period of time respectively, for example :

• We have been living here since 1955.
• Meena has been dancing since morning.
• The girls have been playing for three hours.
• It has been snowing for two hours.

Activity 8.

Fill in the blanks with the Present Perfect or Present Perfect Continuous forms of the verbs given in the brackets.

(a) Someone …………… the window. (break).
(b) Reeta …………….. her pen. (lose)
(c) We ……………. many medals. (win)
(d) I …………… for a house for two months. (search)
(e) The train ………….. just …………… at the platform. (arrive)
(f) ……………. he …………….. a beard ? (grow)
(g) …………….. you …………….. the Gita ? (read)
(h) I …………….. my uncle for months. (not visit)
(i) She …………….. to Paris twice. (be)
(j) We ……………. already …………. Our breakfast. (have)
Answer:
(a) has broken
(b) has lost
(c) have won
(d) have been searching
(e) has arrived
(f) Has, grown
(g) Have, read
(h) have not visited
(i) has been
(j) have, had.

Learning to Listen (Pairwork)

Activity 9.

Your teacher will tell you a story. Listen to it carefully and fill in the blanks with the words from the story. For the last paragraph, you will write all the words. The teacher will read the passage twice and the last part of the story will be read three times. Once upon a time, there was a shepherd who bought a …………. of sheep. He also had ……… who helped him to …………… his sheep. When the sheep grew up a little, the ………4…. realised that these sheep just …………….. not stop bleating. All day long, the sheep bleated-”Baaah baaah.” What a deafening sound they made; and they just ignored the ……………. commands. He used all the ……………. he could to get the sheep to listen to him and to his dog, but the …………….. didn’t care. Finally, seeing as the sheep wouldn’t stop …………….. the shepherd decided to at least have some ……10……. with it. He bought an enormous ear and transported it out to his fields on the ……..11….. of his wagon.
Answer:
1. flock
2. dog
3. control
4. shepherd
5. would
6. shepherd’s
7. means
8. sheep
9. bleating
10. fun
11. back

Learning to Speak (Pairwork)

Activity 10.

Take a currency note of any value. Describe the currency note to your partner. You must talk about various things that are there on the note and their colour, size, number, location
(where on the note) etc.
Answer:
Your partner will write/draw all the items that you describe on the currency note. You will take turns in describing. The teacher will look at the notes made by your partner to check whether the description matches with the drawing/writing.

Currency Note : ₹500

• Issued By : Reserve Bank of India
• Guaranteed by : The Central Government
• Colour : Stone grey
• Number : 3 NC 7…… 7
• Size : 63 mm x 150 mm
• Shape : Rectangular

Special feature (Design Elements)

• Picture of Mahatma Gandhi
• Picture of Red Fort (Historical Building)
• Picture of National Emblem
• Symbol of Swachh Bharat

Learning to write (Pairwork)

Activity 11.

Look at the picture below. The pictures are in a sequence. Work together and write a short story based on the pictures.

It was winter. The days were snowy. There was a thick sheet of snow on the earth. Trees was bare. Birds got no shelter, no food. Little Minni and her father came to their help. They took some cardboard and gum. They made a small hut for the birds. They put some food grains in it also. Now the little birds were happy.

Learning to Use the Language (Pairwork)

Read the following poster very carefully.

Activity 12.

Write the dialogue using the hints given in the poster on page

Partner 1 : Engage in a dialogue with your friend to invite him/her over to your home for dinner.
Partner 2 : Decline the invitation after asking questions about the day, time, occasion, etc.
Partner 1 : Hi Ramesh ! You are back to India. I am going to arrange a dinner party tonight. Would you like to come over for that ?
Partner 2 : What is the time? Where are you going to arrange it ? Is this some special occasion ?
Partner 1 : Tonight at 9 p.m. at hotel Sun. Forgot ! It is my birthday today.
Partner 2 : I’d love to come. But I’m afraid I am busy tonight.

Comprehension Of Stanzas

Read the following stanza (extract) and answer the questions given below each :

1. Some books I’ll never give away,
Though old and worn, their binding torn,
Upon my shelves they’ll always stay,
Alive, still read, still fresh each dawn,
Their magic moments never gone.

1. What shows the poet’s love for books ?
क्या बात पुस्तकों के प्रति कवि के प्रेम को व्यक्त करती है ?

2. What do the words ‘Their magic moments’ suggest ?
“Their Magic Moments” शब्द क्या सुझाव देते है?

3. Write in three or four sentences, the central idea of the poem.
तीन या चार पंक्तियों में कविता का केंद्रीय भाव लिखें।
Answer:
1. Some of the poet’s books are old and torn. Still he enjoys reading them everyday.
He keeps them on his shelves.
2. “Their magic moments’ means time for the poet to read his books. He reads them every morning.
3. Read C- ‘Central Idea of the poem.

नोट : अन्य Comprehension Stanzas के लिए Textual Exercises में दिए गए Comprehension का अध्ययन करें।

Word Meanings

We Who Love Books Poem Summary in English

We Who Love Books Summary in English

Books have timeless value. They never become old. They are as fresh today as they were long ago. They are a big source of joy and information. The poet has great love for books. He loves reading books since he was ten. He keeps them on his shelves. Though the binding of some books is torn yet he never parts with them. He still reads them with the same interest. He calls them familiar and good friends.The poet says that great thoughts and great verse never lose their charm. They always stand the test of time. Lucky are those who love books.

We Who Love Books Summary in Hindi

पुस्तकों के महत्त्व की कोई समय सीमा नहीं होती। वे आज भी उतनी ही ताज़ा लगती हैं, जितनी वे बहुत समय पहले थीं। वे खुशी तथा जानकारी का बहुत बड़ा साधन हैं। कवि को पुस्तकों से बहुत अधिक प्रेम है। उसे दस साल की आयु से पुस्तकें पढ़ने से प्रेम है। वह उन्हें अपनी शेल्वज़ पर रखता है। यद्यपि उनमें से कुछ पुस्तकों की सिलाई खुल चुकी है, तो भी वह उन्हें वहां से कभी नहीं हटाता। वह अब भी उन्हें पूरी रुचि के साथ पढ़ता है। वह उन्हें जाने-पहचाने और अच्छे मित्र कह कर बुलाता है। कवि कहता है कि महान् विचारों तथा महान् काव्यांश का आकर्षण कभी समाप्त नहीं होता। वे समय की कसौटी पर खरे उतरते हैं। वे लोग भाग्यशाली हैं, जिन्हें पुस्तकों से प्रेम है।

Central Idea Of The Poem

The poem brings out the pleasure of reading. Love for books is a great blessing. It is a joy for ever. The books have everlasting value. The great thoughts of books are always fresh and stand the test of time. Therefore lucky are those who love books and enjoy books.

Punjab State Board PSEB 8th Class Maths Book Solutions Chapter 3 Understanding Quadrilaterals Ex 3.4 Textbook Exercise Questions and Answers.

PSEB Solutions for Class 8 Maths Chapter 3 Understanding Quadrilaterals Ex 3.4

Question 1.
State whether True or False:
(a) All rectangles are squares.
(b) All rhombuses are parallelograms.
(c) All squares are rhombuses and also rectangles.
(d) All squares are not parallelograms.
(e) All kites are rhombuses.
(f) All rhombuses are kites.
(g) All parallelograms are trapeziums.
(h) All squares are trapeziums.
Solution :
(a) False
(b) True
(c) True
(d) False
(e) False
(f) False
(g) False
(h) False

Question 2.
Identify all the quadrilaterals that have:
(a) four sides of equal length
(b) four right angles
Solution:
(a) Squares as well as rhombuses have four sides of equal length.
(b) Squares as well as rectangles have four right angles.

Question 3.
Explain how a square is
(i) a quadrilateral
(ii) a parallelogram
(iii) a rhombus
(iv) a rectangle
Solution:
(i) A square is a four sided closed figure, so it is a quadrilateral.
(ii) The opposite sides of a square are equal and parallel, so it is a parallelogram.
(iii) All the sides of a square are equal, so it is a rhombus.
(iv) Each angle of a square is a right angle, so it is a rectangle.

Question 4.
Name the quadrilaterals whose diagonals:
(i) bisect each other
(ii) are perpendicular bisectors of each other
(iii) are equal
Solution:
(i) The diagonals of the following quadrilaterals bisect each other :

• Parallelogram
• Rectangle
• Square
• Rhombus

(ii) The diagonals of the following quadrilaterals are perpendicular bisectors of each other :

• Square
• Rhombus

(iii) The diagonals are equal in following quadrilaterals :

• Square
• Rectangle

Question 5.
Explain why a rectangle is a convex quadrilateral.
Solution:

• All the angles have measure less than 180°.
• Both diagonals lie wholly in the interior of the rectangle.

∴ The rectangle is a convex quadrilateral.

Question 6.
ABC is a right angled triangle and O is the midpoint of the side opposite to the right angle. Explain why O is equidistant from A, B and C. (The dotted lines are drawn additionally to help you).

Solution:
Produce \(\frac {1}{2}\) to D such that BO = OD.
Joining \(\frac {1}{2}\) and \(\frac {1}{2}\), we get a □ ABCD.
AO = OC (Given)
BO = OD (Constration)
∴ The diagonals AC and BD bisect each other.
∴ □ ABCD is a parallelogram.
∠B is a right angle. (Given)
∴ □ ABCD is a rectangle.
∴ BO = OD = AO = OC
∴ Point O is equidistant from points A, B and C.

Punjab State Board PSEB 8th Class English Book Solutions Poem 2 Don’t Quit Textbook Exercise Questions and Answers.

PSEB Solutions for Class 8 English Poem 2 Don’t Quit

Activity 1.

Look up the following words in a dictionary. You should seek the following information about the words and put them in your WORDS notebook.

1. Meaning of the word as used in the poem (adjective/noun/verb. etc.)
2. Pronunciation (The teacher may refer to the dictionary or a mobile phone for correct pronunciation.)
3. Spellings.

trudging	care	queer	twists and turns
stuck out	blow	faint and faltering	victor
golden crown	tint	after	hardest

Activity 2.

Make a list of five pairs of rhyming words in the poem.

1. will — hill
2. bit — quit
3. turns — learns
4. up — cup
5. down — crown

Learning to Read and Comprehend

Activity 3.

Answer the following questions.

Question 1.
What is the poem about?
कविता किसके बारे में है ?
Answer:
The poem is about the importance of determination and tenacity in life.

Question 2.
What is hard about going uphill?
ऊपर पहाड़ी पर जाने में क्या कठिनाई है ?
Answer:
The journey is full of difficulties.

Question 3.
What is meant by ‘funds are low’?
‘funds are low’ का क्या अर्थ है?
Answer:
It means nominal resources.

Question 4.
What does the poet mean by ‘twists and turns’?
‘Twists and turns’ से कवि का क्या अभिप्राय है?
Answer:
‘Twists and turns’ mean ups and downs in life.

Question 5.
Do you think sudden ‘twists and turns in life can be beneficial to us ?
क्या आपके विचार में हमारे जीवन में अचानक आने वाले उतार-चढ़ाव हमारे लिए किस तरह लाभदायक हैं ?
Answer:
Yes, sudden twists and turns in life can be beneficial to us. as failure has the seed of success in life.

Question 6.
Why does the poet say ‘you have to sigh’?
कवि क्यों करता है ‘you have to sigh’?
Answer:
The poet says so because one sometimes faces failure when one is very close to success.

Question 7.
What does another blow’ mean?
another blow’ का क्या अर्थ है ?
Answer:
Another blow means very next effort that bring success.

Question 8.
How long do you try to do something before you turn to do something else ?
कोई और काम करने से पहले आप अपने काम को पूरा करने के लिए कब तक प्रयास करते हैं ?
Answer:
I never quit and go on making endless efforts for success.

Activity 4.

Read the stanzas and answer the questions that follow.

1. Life is queer with its twists and turns,
As everyone of us sometimes learns,

And many a failure turns about,
When he might have won had he stuck it out.

(a) What is life full of ?
जीवन किस चीज़ से भरा है ?
Answer:
Life is full of twists and turns.

(b) What does everyone of us sometimes learn?
हममें से प्रत्येक जीवन में कभी न कभी कुछ सीखता क्या है ?
Answer:
It is that failure changes its direction all at once and there is success.

(c) Find the synonym of ‘strange from the stanza.
Stanza में ‘Strange’ का समानार्थक बताएं।
Answer:
Queer.

2. And you never can tell just how close you are,
It may be near when it seems afar;
So stick to the fight when you’re hardest hit
It’s when things seem worst that you must not quit.

(a) Name the poem and the poet.
कविता तथा कवि का नाम बताओ |
Answer:
The name of the poem is ‘Don’t Quit’ and that of the poet is Edgar A. Guest.

(b) What do you understand by ‘sticking to the fight when hardest hit ?
‘Sticking ……… hardest hit’ से क्या अभिप्राय है
Answer:
We must stick to the fight when everything seems to be going wrong.

(c) What should not be done when things seem worst ?
जब सब कुछ खराब होता दिखाई दे तो हमें क्या नहीं करना चाहिए ?
Answer:
We must not quit our fight or stop fighting.

Learning Language

Formation of Comparative and Superlative Degrees.

An adjective is a word which qualifies a noun or a pronoun. In other words, an adjective adds something to the meaning of a noun or a pronoun.
Examples :
किसी Noun या Pronoun की विशेषता या उसके बारे में कुछ बताने वाला शब्द Adjective कहलाता है।

(a) a black horse
(b) some money
(c) thirty books
(d) this noble man
(e) a clever boy

Formation of Degrees of Adjectives

Rules

I. Most adjectives generally form the comparative degree by adding suffix ‘-er’ and the superlative degree by adding the suffix ‘-est’ to the possitive degree of Adjective.

Positive	Comparative	Superlative
noble	nobler	noblest
near	nearer	nearest
able	abler	ablest
sane	saner	sanest
clean	cleaner	cleanest
dear	dearer	dearest
bright	brighter	brightest
bold	bolder	boldest
clever	cleverer	cleverest
short	shorter	shortest
deep                ‘	deeper	deepest
tall	taller	tallest
few	fewer	fewest
fast	faster	fastest
great	greater	greatest
hard	harder	hardest
high	higher	highest
keen	keener	keenest
kind	kinder	kindest
light	lighter	lightest
strong	stronger	strongest
weak	weaker	weakest
poor	poorer	poorest
rare	rarer	rarest
pure	purer	purest
rich	richer	richest
safe	safer	safest
sweet	sweeter	sweetest

II. In the case of longer adjectives of three or more syllables, comparative and superlative degrees are formed by adding the word ‘more and most’ before the positive degree.

Positive	Comparative	Superlative
beautiful	more beautiful	most beautiful
courageous	more courageous	most courageous
brilliant	more brilliant	most brilliant
capable	more capable	most capable
difficult	more difficult	most difficult
wonderful	more wonderful	most wonderful
interesting	more interesting	most interesting
ignorant	more ignorant	most ignorant
diligent	more diligent	most diligent

III. Adjectives of two syllables follow one or the other of the above rules. Those ending in ‘-ful’, ‘-er’ ‘-ve’ usually take ‘more’ and ‘most’.

Positive	Comparative	Superlative
active	more active	most active
doubtful	more doubtful	most doubtful
careful	more careful	most careful
harmful	more harmful	most harmful
proper	more proper	most proper
obscure	more obscure	most obscure
secure	more secure	most secure

IV. Those ending in ‘-y or ‘-ly add ‘-ier’ and ‘-est’ after the removal of ‘-y’.

Positive	Comparative	Superlative
pretty	prettier	prettiest
happy	happier	happiest
heavy	heavier	heaviest
easy	easier	easiest
jolly	jollier	jolliest
busy	busier	busiest
holy	holier	holiest

V. When a consonant comes after a short vowel sound, it doubles itself and adds ‘-er’ and ‘-est’ in comparative and superlative forms.

Positive	Comparative	Superlative
big	bigger	biggest
hot	hotter	hottest
fat	fatter	fattest
sad	sadder	saddest
wet	wetter	wettest
thin	thinner	thinnest
red	redder	reddest
mad	madder	maddest

VI. Miscellaneous Adjectives

Positive	Comparative	Superlative
bad	worse	worst
far	farther	farthest
good	better	best
late	latter/later	last/latest
little	less	least
low	lower	lowest
much	more	most
old	older/elder	oldest/eldest
up	upper	uppermost/upmost

1. He is a ………………….. student. (tall)
2. The Taj is a ………………….. building. (beautiful)
3. My table is the …………………….. of all. (big)
4. Her sweatshirt is ……………………… than her jeans. (soft)
5. Teena’s hair is ………………….. than Leena’s hair. (long)
6. Saumya is ………………. than Vijaya. (funny)
7. Haridwar is one of the …………………….. places for the Hindus. (holy)
8. Gold is .. ………………. than silver. (expensive)
9. Ravinder is ………………….. than Parul. (smart)
10. This is the ……………………… book I have ever read. (good)
Answer:
1. tall
2. beautiful
3. biggest
4. softer
5. longer
6. funnier
7. holiest
8. more expensive
9. smarter
10. best.

Make comparative forms of the word given in the brackets by adding ‘-er’ or ‘more” to it.

1. Cats are ……………………. (affectionate) than goats.
2. Sheena is …………………… (old) than Gagan.
3. China is ……………………… (large) than Poland.
4. My Hindi class is … …… (boring) than my Maths class.
5. In the UK, the streets are generally ……. …….. …… (narrow) than in the USA.
6. Delhi is ……………………… (busy) than Chandigarh.
7. Jyoti is …………………….. (quiet) than her sistęs.
8. Kiran is ………………….. (ambitious) than her brother.
9. My garden is a lot ……………………… (colourful) than this park:
10. My house is a bit . ………………….. (comfortable) than a hotel.
Answer:
1. more affectionate
2. older
3. larger
4. more boring
5. narrower
6. busier
7. quiter
8. more ambitious
9. more colourful
10. more comfortable.

Learning to Listen

Activity 6.

Listen carefully to your teacher telling you about an unsinkable ship and fill in the gaps provided.

The Titanic was a British passenger ship that sank to the bottom of the ……….1…….. during its first voyage. The ship was constructed during the 1900s by a transportation ………….2…………. known as White Star. With this they wanted to introduce a new set of luxury passenger …………3………….. that would transport wealthy people across the …….4……. Ocean. White Star finished building the Titanic in …………5………….. . At that time, it was the ……….6…………… ship that had ever been ………….7……….. The Titanic was designed with ……….8………….. compartments that could fill up with …….9……. if any issues occurred. For this reason, many people …………10………… that the Titanic was unsinkable. In April………11 ……., the Titanic began its first voyage from England to the ………..12…………. , carrying over 2,000 passengers. While at sea, the ship collided with an ……….13…………… and began to overflow. The passengers and the ……….14………….. evacuated the ship, but there were not enough ……….15………… to save everyone. Out of 2,000 passengers, only 705 ……16…… The sinking of the Titanic is one of the ………17………….. tragedies of the 20th century.
Answer.
1. ocean
2. company
3. ships
4. Atlantic
5. 1911
6. biggest
7. built
8. safety
9. water
10. believed
11. 1912
12. United States
13. iceberg
14. crew
15. boats
16. survived
17. greatest

Learning to Speak (Groupwork)

Activity 7.

One student from each group will be given a picture. The student will see it carefully and place it face down so that the rest of the students cannot see the picture card. Describe the picture for other students to draw. The student will speak for two minutes using adjectives. (The teacher will get some pictures for students so that pictures are unseen for them.)
Answer:
विधार्थी स्वयं करें

Learning to Write

Activity 8.

Write a story using the following hints. Also give a heading to the story.

a stage …………….. drinking water ………………. saw the reflection ……………… beautiful horns . ……………….. felt proud ……………. saw reflection of his legs ………………. felt ashamed …………….. heard the barking …………… hunter’s dog ……………. started running ……………… his horns ……………… entangled in a bush ……………… tried his best to untangle horns ……………….. succeeded with great difficulty ……………… dogs reached …….. used thin legs to escape ………………… understood importance of ugly looking legs.
Answer.
‌Once‌ ‌there‌ ‌was‌ ‌a‌ ‌stage.‌ ‌One‌ ‌day‌ ‌he‌ ‌was‌ ‌very‌ ‌thirsty.‌ ‌He‌ ‌went‌ ‌to‌ ‌a‌ ‌pool.‌ ‌He‌ ‌was‌ ‌drinking‌ ‌water.‌ ‌The‌ ‌water‌ ‌was‌ ‌very‌ ‌clear.‌ ‌He‌ ‌saw‌ ‌his‌ ‌own‌ ‌reflection‌ ‌in‌ ‌the‌ ‌water.‌ ‌He‌ ‌saw‌ ‌his‌ ‌horns.‌ ‌They‌ ‌were‌ ‌very‌ ‌beautiful.‌ ‌He‌ ‌feels‌ ‌proud‌ ‌for‌ ‌them.‌ ‌Then‌ ‌he‌ ‌saw‌ ‌his‌ ‌legs.‌ ‌They‌ ‌were‌ ‌thin‌ ‌and‌ ‌ugly.‌ ‌He‌ ‌felt‌ ‌ashamed‌ ‌to‌ ‌see‌ ‌them.‌ ‌Soon‌ ‌he‌ ‌saw‌ ‌a‌ ‌hunter.‌ ‌He‌ ‌had‌ ‌hounds‌ ‌with‌ ‌him.‌ ‌The‌ ‌stage‌ ‌was‌ ‌in‌ ‌danger.‌ ‌He‌ ‌ran‌ ‌very‌ ‌fast.‌ ‌His‌ ‌legs‌ ‌helped‌ ‌him.‌ ‌He‌ ‌passed‌ ‌by‌ ‌the‌ ‌bushes.‌ ‌His‌ ‌beautiful‌ ‌horns‌ ‌were‌ ‌caught‌ ‌in‌ ‌a‌ ‌bush.‌ ‌He‌ ‌tried‌ ‌his‌ ‌best‌ ‌to‌ ‌free‌ ‌himself.‌ ‌He‌ ‌freed‌ ‌his‌ ‌horns‌ ‌with‌ ‌great‌ ‌difficulty.‌ ‌Soon‌ ‌the‌ ‌hounds‌ ‌reached‌ ‌there.‌ ‌His‌ ‌ugly‌ ‌legs‌ ‌helped‌ ‌to‌ ‌save‌ ‌him.‌ ‌He‌ ‌understood‌ ‌the‌ ‌importance‌ ‌of‌ ‌ugly‌ ‌looking‌ ‌legs.‌ ‌
Moral.‌ ‌All‌ ‌that‌ ‌glitters‌ ‌is‌ ‌not‌ ‌gold.‌ ‌

Learning‌ ‌to‌ ‌Use‌ ‌the‌ ‌Language‌ ‌(Pairwork)‌ ‌

Activity‌ ‌9‌ .
‌
Write‌ ‌short‌ ‌notes‌ ‌on‌ ‌your‌ ‌positive‌ ‌self‌ ‌talking‌ ‌information‌ ‌from‌ ‌the‌ ‌picture‌ ‌given‌ ‌below.‌ ‌
After‌ ‌you‌ ‌have‌ ‌made‌ ‌your‌ ‌notes,‌ ‌talk‌ ‌to‌ ‌your‌ ‌partner‌ ‌(one‌ ‌minute)‌ ‌about‌ ‌yourself.‌

My Positive Self-Talk I am proud of what I am. I believe in myself and my abilities. I am bold enough to face any difficulty and any situation I am put in. Today is going to be an awesome day. I am going to play the role of the leader of my class. I am confident of my success. I am happy too. But I can successfully control my happiness while playing my role.

Comprehension of Stanzas

Read the following stanzas (extracts) and answer the questions given below each :

(1) When things go wrong as they sometimes will,
When the road you’re trudging seems all up hill,
When the funds are low and the debts are high.
And you want to smile, but you have to sigh,
When care is pressing you down a bit.
Rest, if you must, but don’t you quit.

1. Mention two odd situations you are faced with in life?
जीवन में अपने सामने आने वाली दो विषम स्थितियों का वर्णन करें।

2. What should one do in such situation ?
ऐसी स्थिति में आदमी को क्या करना चाहिए ?

3. Name the poem and its poet.
कविता और इसके कवि का नाम लिखें।
Answer:
1.
(a) The road we are walking on seems to be very long.
(b) The funds are low, but the debts are high.
Or
You want to smile, but you have to sigh.
2. One should rest for some time. We must not quit.
3. The name of the poem is ‘Don’t Quit’ and that of the poet is Edgar A. Guest.

(2) Often the goal is nearer than,
It seems to a faint and faltering man;
Often the struggler has given up
When he might have captured the victor’s cup;
And he learned too late when the night came down,
How close he was to the golden crown,
Success is failure turned inside out.

1. When does a struggler often give up ?.
संघर्ष करने वाला व्यक्ति प्रायः कब आत्म समर्पण कर देता है ?

2. What is success in reality?
सफलता वास्तव में क्या है

3. Name the poem and its poet.
कविता और इसके कवि का नाम लिखें।
Answer:
1. A struggler often gives up when he is about to win or succeed.
2. Success in reality is failure in disguise. It is failure turned inside out.
3. The name of the poem is ‘Don’t Quit. Its poet is Edgar A. Guest.

Word Meanings

Don’t Quit Poem Summary in English

Don’t Quit Summary in English

This is an inspirational poem. It demands us to be firm in our efforts. We should never lose heart and quit. The struggle must go on. Sometimes in life, we are faced with odd situations. Our job seems to us an uphill task. We wish to smile, but we have to sigh. Our cares press us down. We look for good days but bad luck surrounds us. There are so many other such situations like this too.Man often quits in hard times. He leaves his efforts when

Don’t Quit Summary in Hindi

यह एक प्रेरणादायक कविता है । यह हमसे चाहती है कि हम अपने प्रयासों में स्थिर रहें। हमें कभी धैर्य छोड़ कर पीछे नहीं हटना चाहिए। संघर्ष जारी रहना चाहिए। .. हमें जीवन में कभी-कभी विषम परिस्थितियों का सामना करना पड़ता है। हमें अपना कार्य बहुत ही मुश्किल लगता है। हम मुस्कुराना चाहते हैं, परन्तु हम निराशाभरी गहरी सांस लेकर रह जाते हैं। हमारी चिन्ताएं हमें दबा लेती हैं। हम अच्छे दिन खोजते हैं, परन्तु हम बुरे भाग्य से घिर जाते हैं। ऐसी कई अन्य परिस्थितियां भी आती हैं। आदमी मुश्किल वक्त में प्रायः हार मान लेता है।

वह उस समय अपने प्रयास बन्द कर देता है, जब सफलता उसके दरवाज़े पर खड़ी होती है। वह केवल एक ही और प्रयास से सफल हो सकता है। उसे याद रखना चाहिए कि जब सफलता दूर लगती है, यह नज़दीक हो सकती है। सफलता वास्तव में उलटा दी गई असफलता ही होती है। इसलिए हमें उस समय अपने संघर्ष पर अटल रहना चाहिए जब हम बुरी तरह मुसीबत में घिर जाएं। इस समय परिस्थिति बहुत ही खराब लगती है परन्तु यही वह समय होता है, जब हमें पीछे नहीं हटना चाहिए।

Central Idea Of The Poem

This poem is based on the idea that life is not all success. It is mostly failure. But we must not quit if we fail in our efforts. Failure has the seeds of success in it. Success, infact is failure turned inside out. Struggle must go on. Our very next blow may shower flowers of success on us.

Punjab State Board PSEB 8th Class Maths Book Solutions Chapter 16 Playing with Numbers InText Questions and Answers.

PSEB 8th Class Maths Solutions Chapter 16 Playing with Numbers InText Questions

Try These : [Textbook Page No. 250]

1. Write the following numbers in generalised form:

Question (i)

1. 25
2. 73
3. 129
4. 302

Solution:

1. 25 = 10 × 2 + 5 [ ∵ ab = 10a + b]
2. 73 = 10 × 7 + 3 [ ∵ ab = 10a + b]
3. 129 = 100 × 1 + 10 × 2 + 9 [ ∵ abc = 100a + 10b + c]
4. 302 = 100 × 3 + 10 × 0 + 2 [ ∵ abc = 100a + 10b + c]

Question (ii)
Write the following in the usual form:

1. 10 × 5 + 6
2. 100 × 7 + 10 × 1 + 8
3. 100 × a + 10 × c + b

Solution:

1. 10 × 5 + 6 = 50 + 6 = 56
2. 100 × 7 + 10 × 1 + 8
   = 700 + 10 + 8 = 718
3. 100 × a + 10 × c + b
   = 100a + 10c + b = acb

Try These : [Textbook Page No. 251 ]

1. Check what the result would have been if Sundaram had chosen the numbers shown below:

Question (i)
1. 27
Solution:
Let Sundaram choose the number = 27
Then reversed number = 72
∴ Sum of these two numbers
= 27 + 72 = 99
Now, 99 = 11 (9) = 11 (2 + 7)
= 11 (Sum of the digits of the chosen number)

Question (ii)
2. 39
Solution:
Let Sundaram choose the number = 39
Then reversed number = 93
∴ Sum of these two numbers
= 39 + 93 = 132
Now, 132 = 11 (12) = 11 (3 + 9)
= 11 (Sum of the digits of the chosen number)

Question (iii)
3. 64
Solution:
Let Sundaram choose the number = 64
Then reversed number = 46
∴ Sum of these two numbers
= 64 + 46 = 110
Now, 110= 11 (10) = 11 (6+ 4)
= 11 (Sum of the digits of the chosen number)

Question (iv)
4. 17
Solution:
Let Sundaram choose the number =17
Then reversed number = 71
∴ Sum of these two numbers
= 17 + 71 = 88
Now, 88 = 11 (8) = 11 (1 + 7)
= 11 (Sum of the digits of the chosen number)
[Note: From above results, it is clear that sum of 2-digit number and number obtained by interchanging its digit is multiple of 11, i.e., is divisible by 11, leaving remainder 0.]

Try These [Textbook Page No. 251]

Check what the result would have been if Sundaram had chosen the numbers shown below:

Question (i)
1. 17
Solution:
Let Sundaram choose the number =17
Then reversed number = 71
∴ Difference of these numbers
= 71 – 17 = 54
Now, 54 = 9(6) = 9(7- 1)
= 9 (Difference of the digits of the chosen number)

Question (ii)
2. 21
Solution:
Let Sundaram choose the number = 21
Then reversed number =12
∴ Difference of these numbers
= 21 – 12 = 9
Now, 9 = 9(1) = 9(2 – 1)
= 9 (Difference of the digits of the chosen number)

Question (iii)
3. 96
Solution:
Let Sundaram choose the number = 96
Then reversed number = 69
∴ Difference of these numbers = 96 – 69 = 27
Now, 27 = 9 (3) = 9 (9-6)
= 9 (Difference of the digits of the chosen number)

Question (iv)
4. 37
Solution:
Let Sundaram choose the number = 37
Then reversed number = 73
∴ Difference of these numbers = 73 – 37 = 36
Now, 36 = 9(4) = 9(7 – 3)
= 9 (Difference of the digits of the chosen number)
[Note: From above results, it is clear that difference of 2-digit number and number obtained by interchanging its digit is a multiple of 9, i.e., is divisible by 9, leaving remainder 0.]

Try These: [Textbook Page No. 252]

Check what the result would have been if Minakshi had chosen the numbers shown below. In each case keep a record of the quotient obtained at the end:

Question (i)
1. 132
Solution:
Let Minakshi choose the number =132
Then reversed number = 231
∴ Difference of these numbers = 231 – 132 = 99
Now, 99 ÷ 99 = 1, so remainder = 0

Question (ii)
2. 469
Solution:
Let Minakshi choose the number = 469
Then reversed number = 964
∴ Difference of these numbers = 964 – 469 = 495
Now, 495 ÷ 99 = 5, so remainder = 0

Question (iii)
3. 737
Solution:
Let Minakshi choose the number = 737
Then reversed number = 737
∴ Difference of these numbers = 737 – 737 = 0
Now, 0 ÷ 99 = 0, so remainder = 0

Question (iv)
4. 901
Solution:
Let Minakshi choose the number = 901
Then reversed number =109
∴ Difference of these numbers = 901 – 109 = 792
Now, 792 ÷ 99 = 8, so remainder = 0

[Note: From above results, it is clear s that difference of 3-digit number and number obtained by reversing | its digits (Interchanging unit and ; hundred’s place) is multiple of 99, i.e., is divisible by 99, leaving ’ remainder 0.]

Try These : [Textbook Page No. 253]

Check what the result would have been if Sundaram had chosen the numbers shown below:

Question (i)
1. 417
Solution:
Let Sundaram choose the number = 417
By interchanging the digits, we get two ) numbers, which are 741 and 147.
∴ Sum of these three numbers = 417 + 741 + 174 = 1332
Now, dividing the sum by 37,
1332 ÷ 37 = 36, so remainder = 0

Question (ii)
2. 632
Solution:
Let Sundaram choose the number = 632
By interchanging digits, we get two numbers, which are 263 and 326.
∴ Sum of these three numbers = 632 + 263 + 326 = 1221
Now, dividing the sum by 37,
1221 ÷ 37 = 33, so remainder = 0

Question (iii)
3. 117
Solution:
Let Sundaram choose the number =117 By interchanging digits, we get two numbers, which are 711 and 171.
∴ Sum of these three numbers = 117 + 171 + 711 = 999
Now, dividing the sum by 37,
999 ÷ 37 = 27, so remainder = 0

Question (iv)
4. 937
Solution:
Let Sundaram choose the number = 937
By interchanging digits, we get two numbers, which are 379 and 793.
∴ Sum of these three numbers = 937 + 379 + 793 = 2109
Now, dividing the sum by 37,
2109 ÷ 37 = 57, so remainder = 0
[Note: Sum of 3-digit number and numbers formed by interchanging their digit is divisible by 37, leaving no remainder. ]

Try These : [Textbook Page No. 257]

Question (i)
If the division N ÷ 5 leaves a remainder of 3, what might be the ones digit of N? (The ones digit, when divided by 5, must leave a remainder of 3. So the ones digit must be either 3 or 8.)
Solution:
The ones digit, when divided by 5 leaves a remainder of 3. So the ones digit must be either 3 or 8.
(Given in textbook, but let us make it simple by solving numerically.)

Question (ii)
If the division N ÷ 5 leaves a remainder of 1, what might be the ones digit of N?
Solution:
The ones digit, when divided by 5 leaves a remainder of 1. So the ones digit must be either 1 or 6.

Question (iii)
If the division N ÷ 5 leaves a remainder of 4, what might be the ones digit of N?
Solution:
The ones digit, when divided by 5 leaves a remainder of 4. So the ones digit must be either 4 or 9.

Try These : [Textbook Page No. 257 – 258]

Question (i)
If the division N ÷ 2 leaves a remainder of 1, what might be the ones digit of N? (N is odd; so its ones digit is odd. Therefore, the ones digit must be 1, 3, 5, 7 or 9.)
Solution:
N is odd, so its ones digit is odd. Therefore, the ones digit must be 1, 3, 5, 7 or 9.
(Given in textbook, but let us make it simple by solving numerically.)

Question (ii)
If the division N ÷ 2 leaves no remainder (i.e., zero remainder), what might be the one’s digit of N?
Solution:
Here, the remainder = 0. So N is an even number, i.e., its ones digit is even. Therefore, the one’s digit must be 0, 2, 4, 6 or 8.

Question (iii)
Suppose that the division N ÷ 5 leaves a remainder of 4 and the division N ÷ 2 leaves a remainder of 1. What must be the ones digit of N?
Solution:
Here, the remainder is 4. So ones digit of N should be 4 or 9. Again, N ÷ 2 leaves a remainder 1.
So ones digit of N is odd, i.e., ones digit is one of these 1, 3, 5, 7 or 9.
∴ 9 is a common ones digit in both the cases.
Therefore, ones digit of N must be 9.

Try These : [Textbook Page No. 259]

Check the divisibility of the following numbers by 9:

Question (i)
1. 108
Solution:
Sum of digits of 108 = 1 + 0 + 8 = 9
Now, 9 ÷ 9 = 1 and remainder = 0
Thus, 108 is divisible by 9.

Question (ii)
2.616
Solution:
Sum of digits of 616 = 6 +1 + 6 = 13
Now, 13 ÷ 9 = 1 and remainder = 4
Thus, 616 is not divisible by 9.

Question (iii)
3. 294
Solution:
Sum of digits of 294 = 2 + 9 + 4 = 15
Now, 15 ÷ 9 = 1 and remainder = 6
Thus, 294 is not divisible by 9.

Question (iv)
4. 432
Solution:
Sum of digits of 432 = 4 + 3 + 2 = 9
Now, 9 ÷ 9 = 1 and remainder = 0
Thus, 432 is divisible by 9.

Question (v)
5. 927
Solution:
Sum of digits of 927 = 9 + 2 + 7 = 18
Now, 18 ÷ 9 = 2 and remainder = 0
Thus, 927 is divisible by 9.

Think, Discuss and Write: [Textbook Page No. 259]

1. You have seen that a number 450 is divisible by 10. It is also divisible by 2 and 5 which are factors of 10. Similarly, a number 135 is divisible 9. It is also divisible by 3 which is a factor of 9. Can you say that if a number is divisible by any number m, then it will also be divisible by each of the factors of m?
Solution:
Yes, if a number is divisible by any number m, then it will also be divisible by each of the factors of m. e.g. 12 is divisible by 6.
Factors of 6 are 2 and 3.
∴ 12 is also divisible by 2 and 3.

2.

Question (i)
Write a 3-digit number abc as 100a + 10b + c
= 99a + 11b + (a – b + c)
= 11 (9a + b) + (a – b + c)
If the number abc is divisible by 11, then what can you say about (a – b + c) ? Is it necessary that (a + c – b) should be divisible by 11?
Solution:
If the number abc is divisible by 11, then (a-b + c) is either 0 or a multiple of 11. Yes, it is necessary that (a + c-b) should be divisible by 11.

Question (ii)
Write a 4-digit number abed as 1000a + 100b + 10c + d = (1001a + 99b + 11c) – (a – b + c – d) = 11 (91a + 9b + c) + [(b + d) – (a + c)] If the number abed is divisible by 11, then what can you say about ((b + d) – (a + c)]?
Solution:
If the number abcd is divisible by 11, then [(b + d) – (a + c)] must be divisible by 11, i.e., [(b + d) – (a + c)] must be 0 or a multiple of 11.

Question (iii)
From (i) and (ii) above, can you say that a number will be divisible by 11 if the difference between the sum of digits at its odd places and that of digits at the even places is divisible by 11?
Solution:
Yes, we can say that a number will be divisible by 11, if the difference between the sum of digits at its odd places and that of digits at the even places is divisible by 11.

Try These : [Textbook Page No. 260]

Check the divisibility of the following numbers by 3:

Question (i)
1. 108
Solution:
Sum of digits of 108 = 1 + 0 + 8 = 9
Now, 9 is divisible by 3.
(∵ 9 ÷ 3 = 3, remainder = 0)
∴ 108 is divisible by 3.

Question (ii)
2. 616
Solution:
Sum of digits of 616 = 6 + 1 + 6 = 13
Now, 13 is not divisible by 3 leaving remainder 0.
(∵ 13 ÷ 3 = 4, remainder = 1)
∴ 616 is not divisible by 3.

Question (iii)
3. 294
Solution:
Sum of digits of 294 = 2 + 9 + 4 = 15
Now, 15 is divisible by 3.
(∵ 15 ÷ 3 = 5, remainder = 0)
∴ 294 is divisible by 3.

Question (iv)
4. 432
Solution:
Sum of digits of 432 = 4 + 3 + 2 = 9
Now, 9 is divisible by 3.
(∵ 9 ÷ 3 = 3, remainder = 0)
∴ 432 is divisible by 3.

Question (v)
5. 927
Solution:
Sum of digits of 927 = 9 + 2 + 7= 18
Now, 18 is divisible by 3.
(∵ 18 ÷ 3 = 6, remainder = 0)
∴ 927 is divisible by 3.

Punjab State Board PSEB 8th Class Maths Book Solutions Chapter 3 Understanding Quadrilaterals Ex 3.3 Textbook Exercise Questions and Answers.

PSEB Solutions for Class 8 Maths Chapter 3 Understanding Quadrilaterals Ex 3.3

Question 1.
Given a parallelogram ABCD. Complete each statement along with the definition or property used:

(i) AD = ……………
(ii) ∠DCB = ……………
(iii) OC = ……………
(iv) m∠DAB + m∠CDA = ……………
Solution:
(i) AD = BC
(∵ Opposite sides are equal)

(ii) ∠DCB = ∠DAB
(∵ Opposite angles are equal)

(iii) OC = OA
(∵ Diagonals bisect each other)

(iv) m∠DAB + m∠CDA = 180°
(∵ Adjacent angles are supplementary)

Question 2.
Consider the following parallelograms. Find the values of the unknowns x, y, z.
(i)

Solution:
□ ABCD is a parallelogram.
∴ ZB = ZD
∴ y = 100°
(∵ Opposite angles)
Now, y + z = 180° (∵ Adjacent singles are supplementary)
∴ 100° + z = 180°
∴ z = 180° – 100°
∴ z = 80°
Now, x = z (∵ Opposite angles)
∴ x = 80°
Thus, x = 80°, y = 100° and z = 80°.

(ii)

Solution:
It is a parallelogram.

∴ m∠P + m∠S = 180°
(∵ Adjacent angles are supplementary)
∴ x + 50° = 180°
∴ x = 180° – 50°
∴ x = 130°
x = y (∵ Opposite angles)
∴ y = 130°
Now, m∠Q = 50° (∵ ∠S and ∠Q are opposite angles)
m∠Q + z = 180° (∵ Linear pair of angles)
∴ 50° + z = 180°
∴ z = 180° – 50°
∴ z = 130°
Thus, x = 130°, y = 130° and z = 130°.

(iii)

Solution:
Vertically opposite angles are equal.

∴ m∠AMD = m∠BMC = 90°
∴ x = 90°
In ΔBMC
y + 90° + 30° = 180°
(Angle sum property of a triangle)
∴ y + 120° = 180°
∴ y = 180° – 120° = 60°
Here, ABCD is a parallelogram
∴ \(\overline{\mathrm{AD}} \| \overline{\mathrm{BC}}, \overline{\mathrm{BD}}\) is a transversal.
∴ y = z (∵ Alternate angles)
∴ z = 60° (∵ y = 60°)
Thus, x = 90°, y = 60° and z = 60°

(iv)

Solution:
□ ABCD is a Dparallelogram.

∠D = ∠B (∵ Opposite angles)
∴ y = 80°
m∠A + m∠D = 180° (∵ Adjacent angles are supplementary.)
∴ x + y = 180°
∴ x + 80° = 180°
∴ x = 180° – 80°
∴ x = 100°
m∠A = m∠BCD (∵ Opposite angles are equal)
∴ 100° = m∠BCD
Now, z + m∠BCD = 180° (∵ Linear pair of angles)
∴ z + 100° = 180°
∴ z = 180° – 100°
∴ z = 80°
Thus, x = 100°, y = 80° and z = 80°

(v)

Solution:
□ ABCD is a parallelogram.

∴ m∠B = m∠D (∵ Opposite angles)
∴ y = 112°
m∠A + m∠B = 180°
(∵ Adjacent angles are supplementary)
∴ (40° + z) + 112° = 180°
∴ 40° + z + 112° = 180°
∴ z + 152° = 180°
∴ z = 180° – 152°
∴ z = 28°
Now, \(\overline{\mathrm{DC}} \| \overline{\mathrm{AB}}\), \(\overleftrightarrow{\mathrm{AC}}\) is their transversal.
∴ z = x
∴ x = 28° (∵ z = 28°)
Thus, x = 28°, y = 112° and z = 28°

Question 3.
Can a quadrilateral ABCD be a parallelogram if
(i) ∠D + ∠B = 180°?
Solution:
In a quadrilateral ABCD,
∠D + ∠B = 180° (Given)
In parallelogram, the sum of measures of adjacent angles is 180°.
But here, the sum of measures of opposite angles is 180°.
∴ The quadrilateral may be a parallelogram.

(ii) AB = DC = 8 cm, AD = 4 cm and BC = 4.4 cm?
Solution:
In a quadrilateral ABDC,
AB = DC = 8 cm
AD = 4 cm
BC = 4.4 cm
∵ Opposite sides AD and BC are not equal.
∴ It cannot be a parallelogram.

(iii) ∠A = 70° and ∠C = 65° ?
Solution:
In a quadrilateral ABCD, m∠A = 70° and m∠C = 65°
Opposite angles ∠A ≠ ∠C
∴ It cannot be a parallelogram.

Question 4.
Draw a rough figure of a quadrilateral that is not a parallelogram but has exactly two opposite angles of equal measure.
Solution:

Here, ∠B = ∠D (see figure)
Yet, it is not a parallelogram.

Question 5.
The measures of two adjacent angles of a parallelogram are in the ratio 3 : 2. Find the measure of each of the angles of the parallelogram.
Solution:
Let ABCD be a parallelogram in which adjacent angles ∠A and ∠B are 3x and 2x respectively.

Adjacent angles are supplementary.
∴ m∠A + m∠B = 180°
∴ 3x + 2x – 180°
∴ 5x = 180°
∴ \(\frac{180^{\circ}}{5}\)
∴ m∠A = 3x = 3 × 36° = 108°
m∠B = 2x = 2 × 36° = 72°
Now, m∠A = m∠C and m∠B = m∠D (∵ Opposite angles)
∴ m∠C = 108° and m∠D = 72°
Thus, ∠A = 108°, ∠B = 72°, ∠C = 108° and ∠D = 72°.

Question 6.
Two adjacent angles of a parallelogram have equal measure. Find the measure of each of the angles of the parallelogram.
Solution:
Let ABCD be a parallelogram such that adjacent angles ∠A = ∠B.

∴ m∠A + m∠B = 180°
(∵ Adjacent angles are supplementary)
∴ m∠A + m∠A = 180° (m∠B = m∠A)
∴ 2m∠A = 180°
∴ m∠A = \(\frac{180^{\circ}}{2}\) = 90°
∴ m∠B = 90°
Now, m∠A = m∠C and m∠B = m∠D (∵ Opposite angles)
∴ m∠C = 90° and m∠D = 90°
Thus, ∠A = 90°, ∠B = 90°, ∠C = 90° and ∠D = 90°.

Question 7.
The adjacent figure HOPE is a parallelogram. Find the angle measures x, y and z. State the properties you use to find them.

Solution:
∠POA is the exterior angle of ΔHOE
∴ y + z = 70° (Exterior)
∴ m∠HOP = 180° – 70° = 110°
∠HEP = ∠HOP = 110° (Opposite angles of a parallelogram)
∴ x = 110°
∵ \(\overline{\mathrm{EH}} \| \overline{\mathrm{PO}}\), \(\overleftrightarrow{\mathrm{PH}}\) is a transversal.
∴ y = 40° (∵ Alternate angles are equal)
Now, y + z = 70°
∴ 40° + z = 70°
∴ z = 70° – 40° = 30°
Thus, x = 110°, y = 40° and z = 30°

Question 8.
The following figures GUNS and RUNS are parallelograms. Find x and y. (Lengths are in cm)
(i)

Solution :
□ GUNS is a parallelogram.
∴ GS = NU and SN = GU (Y Opposite sides)
∴ 3x = 18 and 26 = 3y – 1
∴ x = \(\frac {18}{3}\)
∴ x = 6

∴ 3y – 1 = 26
∴ 3y = 26 + 1
∴ 3y = 27
∴ y = \(\frac {27}{3}\) = 9
Thus, x = 6 cm and y = 9 cm

(ii)

Solution:
□ RUNS is a parallelogram.
∴ Its diagonals bisect each other.
x + y = 16 ……(1)
and y + 7 = 20
y = 20 – 7 = 13 …..(2)
Substituting value of y in (1)
x + y = 16
x + 13 = 16
∴ x = 16 – 13
= 3
Thus, x = 3 cm and y = 13 cm

Question 9.

In the above figure both RISK and CLUE are parallelograms. Find the value of x.
Solution:
□ RISK is a parallelogram.
∴ m∠R + m∠K = 180°
(∵ Adjacent angles are supplementary)
∴ m∠R + 120° = 180°
∴ m∠R = 180° – 120°
∴ m∠R = 60°
∠R and ∠S are opposite angles of parallelogram.
∴ m∠S = 60°
□ CLUE is a parallelogram.
∴ m∠E = m∠L = 70° (∵ Opposite angles)
In ΔESQ
∴ m∠E + m∠S + x = 180° (∵ Angle sum property of triangle)
∴ 70° + 60° + x = 180°
∴ 130° + x = 180°
∴ x = 180° – 130°
∴ x = 50°
Thus, x = 50°

Question 10.
Explain how this figure is a trapezium. Which of its two sides are parallel ? (Fig3.32)

Solution:
Since, 100° + 80° = 180°
i. e., ∠M and ∠L are supplementary.
∴ \(\overline{\mathrm{NM}} \| \overline{\mathrm{KL}}\)
(∵ Interior angles along on the same side of the transversal are supplementary)
One pair of opposite side of □ LMNK is parallel.
∴ □ LMNK is a trapezium.

Question 11.
Find m∠C in figure 3.33 if \(\overline{\mathbf{A B}} \| \overline{\mathbf{D C}}\).

Solution:
In □ ABCD, \(\overline{\mathrm{AB}} \| \overline{\mathrm{DC}}\) and BC is their transversal,
∴ m∠B + m∠C = 180°
(∵ Interior angles on the same side of transversal are supplementary)
∴ 120° + m∠C = 180°
∴ m∠C = 180° – 120° = 60°
Thus, m∠C = 60°

Question 12.
Find the measure of ∠P and ∠S if \(\overline{\mathrm{SP}} \| \overline{\mathrm{RQ}}\) in figure 3.34. (If you find m∠R, is there more than one method to find m∠P ?)

Solution:
In □ PQRS \(\overline{\mathrm{SP}} \| \overline{\mathrm{RQ}}\)
∴ □ PQRS is a trapezium.
\(\overleftrightarrow{\mathrm{PQ}}\) is a transversal of \(\overline{\mathrm{SP}} \| \overline{\mathrm{RQ}}\)
m∠P + m∠Q = 180°
(∵ Interior angles on the same side of transversal are supplementary)
∴ mZP + 130° = 180°
∴ mZP = 180° – 130°
∴ mZP = 50°
In □ PQRS, ∠R = 90°
\(\overline{\mathrm{SP}} \| \overline{\mathrm{RQ}}\), \(\overleftrightarrow{\mathrm{RS}}\) is their transversal.
∴ m∠S + m∠R = 180°
∴ m∠S + 90° = 180°
∴ m∠S= 180°-90°
∴ m∠S = 90°
Yes, the sum of the measures of all angles of quadrilateral is 360°. ∠P and ∠R can be found.
m∠P + m∠Q + m∠R + m∠S = 360°
∴ m∠P + 130° + 90° + 90° = 360°
∴ m∠P + 310° = 360°
∴ m∠P = 360° – 310°
∴ m∠P = 50°

Punjab State Board PSEB 8th Class English Book Solutions Poem 1 The Earth Needs You Textbook Exercise Questions and Answers.

PSEB Solutions for Class 8 English Poem 1 The Earth Needs You

Activity – 1

Look up the following words in a dictionary. You should seek the following information about the words and put them- in your WORDS notebook.
1. Meaning of the word as used in the poem (adjective/noun/verb, etc.)
2. Pronunciation (The teacher may refer to the dictionary or a mobile phone for correct pronunciation.)
3. Spellings.

single-use	lasts	forever
oceans	tangles	travel

Vocabulary Expansion

Activity 2.

Given below is a table in which you will find one word for a statement or group of words/phrases. We substitute a group of words with only one word and that is why it is called one-word substitution.

S.No.	Group of words/phrases	Word
1.	a disease that affects a large number of people in an area at the same time	epidemic
2.	a body of persons appointed to hear evidence or judge and give their verdict (decision)	jury
3.	a game in which no one wins	draw
4.	a list of books available in a library	catalogue
5.	a man who does not know how to read or write	illiterate
6.	an authors handwritten or typed text that has not yet been published	manuscript
7.	something is written by an unknown person	anonymous
8.	a person who can speak many languages	polyglot
9.	a person who does not take alcoholic drinks	teetotaller
10.	a person interested in reading books and doing nothing else	bookworm
11.	a person who pays a visit to sacred place	pilgrim
12.	a woman whose husband is dead	widow
13.	a thing likely to be broken easily	brittle
14.	one who practises one of the fine arts	artist
15.	a person who eats too much	glutton
16.	a place where clothes are kept	wardrobe
17.	one who loves or supports one’s country deeply	patriot
18.	one who is unable to pay one’s debt	bankrupt
19.	something that can be heard	audible
20.	the art of beautiful handwriting	calligraphy

Activity 3.

Choose any ten words from the table above and write their meaningful sentences in your notebook. Sentences

1. Covid-19 is a dangerous epidemic.
2. The jury has given its decision.
3. The match ended in a draw.
4. I want to borrow a book. Please show me catalogue.
5. He is an illiterate. He can’t even write his name.
6. There are many mistakes in the manuscript.
7. The writer of this story is anonymous.
8. My brother is a polyglot. He can speak five languages.
9. A teetotaller does drink alcohol.
10. His younger brother is a book-worm. He is always reading something.
11. Many pilgrims are going to Haridwar.
12. A widow feels lonely after her husband’s death.
13. Glass is brittle.
14. My brother is a fine artist. He prints beautifully.
15. He eats like a glutton.
16. Please remove your clothes from my wardrobe.
17. Gandhiji was a great patriot.
18. He was declared a bankrupt after he suffered a big loss.
19. Your voice is not audible.
20. He is a master of calligraphy. He write very beautifully.

Learning to Read and Comprehend

Activity 4.

Read the poem carefully and answer the following questions.

Question 1.
Who is ‘you’ in the first line?
Answer:
It is the reader.

Question 2.
What does the Earth want from human beings?
पृथ्वी मानव से क्या चाहती है ?
Answer:
The earth wants from human beings to change their ways, and thus, change the face of the earth.

Question 3.
What difference can you and I make to save the Earth?
आप और मैं धरती को बचाने के लिए क्या अंतर ला सकते हैं ?
Answer:
We can check pollution and change ways causing pollution.

Question 4.
What are some single-use plastic things that we buy and use ?
हम ‘single-use plastic’ की कौन – कौन सी चीजें खरीदते हैं और प्रयोग में लाते है
Answer:
Bags boxes, plate, spoons and many other things are made of single-use plastic.

Question 5.
But it’s not very clever’. What according to the poet is not very clever ?
‘But it is not very clever’. कवि के अनुसार क्या clever नहीं है ?
Answer:
Using single-use plastic is not very clever. It may be cheap and may last almost forever.

Question 6.
What happens to the single-use plastic after it is thrown ? When does it end up ?
फेंकने के बाद ‘single – use plastic’ का क्या होता है? यह कहां समाप्त होती है?
Answer:
It flows to oceans, rivers and seas and becomes a part of their water. Sometimes it is caught in trees.

Question 7.
What harm does it do to the oceans, rivers and trees ?
यह महासागरों, नदियों तथा वृक्षों को क्या हानि पहुंचाती है ?
Answer:
It poisons their act in the water and hinders the flow of wind.

Question 8.
Does it stay where you throw it? Why?
क्या यह वहीं ठहरी रहती है, जहां इसे फैंका जाता है ? क्यों ?
Answer:
No, it does not. It travels around with the wind.

Question 9.
What does the poet want you to cut down?
कवि हमें किस चीज़ को कम करने के लिए कहता है ?
Answer:
The poet wants us to cut down the use of such things (single-use plastic) as are harmful for our Earth.

Activity 5

Think together and make a list of things that ‘you’ and ‘I can do to make a difference to save the Earth in the space given below. You must write complete sentences.

S.No.	Things we must do every day to make a change to save the Earth
1.	We must save water. We must not waste it.
2.	We must not cut down trees unwisely.
3.	We should plant new trees.
4.	We should check soil pollution.
5.	We should say ‘No’ to poly-bags.
6.	We should use paper bags.

Learning Language

Revision of Parts of Speech

Let we revise parts of speech in this chapter. Look at the following table wherein you will find eight parts of speech with their functions and examples. Read and understand them carefully.

Parts of Speech
Parts of Speech	Functions	Sentences
Nouns	name people, place, things, and ideas/concepts	Meena loves flowers. The girl decided to buy a car. I believe in democracy.
Pronouns	substitute/replace nouns	Why are you pushing me? I gave her a book. Get me a glass of water.
Adjectives	describe nouns and pronouns	I saw an excellent film. The girl in the red frock is happy. I plan to go on a long holiday.
Verbs	express a physical action or a state	I play basketball. I am a girl. Do your homework.
Adverbs	modify verbs, adjectives and adverbs	She walked slowly. They are extremely rich. I ran fast.
Prepositions	show relationships of words and phrases	The book is on the table. The stone sank in the lake. I jumped into the water.
Conjunctions	join words, phrases and clauses	She is tall and slim. I will wait untill she arrives. Jim is sick so he can’t come.
Interjections or Exclamations	show strong feelings such as surprise or happiness	Wow ! that’s beautiful. Ouch ! that hurts. Oh ! That’s wonderful.

Activity 6.

Given below are some words. Categorize them as nouns, pronouns, adjective, verbs, adverbs, preposition, conjunction or exclamations

Answer:

Nouns	Pronouns	Adjectives	Verbs
pen dog music teacher John town London	you she your we some I, they	big red good well interesting	work have to be to like sing can must
Adverbs	Preposition	Conjections	Interjection/ Exclamation
badly quckly silently very really	to at after on before around over, of, in, for, with, from, beneath	throughout and, but, although when or however nevertheless therefore, yet, so	ouch hi oh wow

Activity 7.

Given below is a chart. Write three sentences for each part of speech in the given space. You must also underline the word that represents its category.

Answer:

Learning to Listen (Pairwork)

Activity 8

You will listen to your teacher. She will speak some words. You will write the words in the circles on the side. Spell the words correctly. Once you have written all the words, think about the word that should go in the middle cirele, read the followers. nurse, doctor, operation, medicine, X-ray, rooms, wards hospital Here the word ‘hospital will go in the middle and other words in the side circles because hospitals have nurses, doctors, operations, medicines, X-ray rooms and wards. You may say that ‘hospital is the head word.

Answer:

Learning to Speak (Groupwork)

Activity 9

You are a group of news reporters and you have to speak about people who have lost their homes due to an earthquake in a village where government help has not yet reached.

Work in groups for five minutes and make notes on what you would want to speak. All members of your group will speak at least one sentence on the topic. You may talk about their problems such as

• no help has yet. reached from the government.
• non-availability of hospitals for the injured.
• no money in their pockets.
• no place to sleep in winters.
• nothing much to eat.
• help available from gurudwaras and temples.
• some people whose houses were not destroyed by the quake are providing food.

Note :

• The earthquake has made them homeless.
• The nights are very cold. People have no place to pass the chilly nights.
• They have lost almost their everything. They have no food to eat.
• Their pockets are empty, not a single penny in their pockets.
• Only some gurudwaras and temples have come to their help. They are running ‘langars for the hungry people.

Learning to Write

Letter Writing

Write a letter to your friend informing him about your brother’s marriage and inviting him.
Answer:
F2401 Bollywood
Greens Sector 113
SAS Nagar
May 1, 20 — —
Dear Sunil
I am extremely happy to inform you that my brother is getting married on May 10, 20……… . The functions will start from May 8, 20……… . I am inviting you to all the functions with your parents and sister. You all must come. My father is booking rooms for all the guests. I have asked him to book two rooms for you. I will be there at the station to receive you. I will send you the card soon.
Waiting to see you on May 8, 2020.
Yours sincerely
Sahil

Activity 10.

Write a letter to your friend telling him why it is important to stop using single-use plastic.

B2555 Indian Blues.
Sector 25
Chandigarh
April 13, 2020.
Dear Manmeet
I am going to tell you about a national rather international problem. It is world-wide use of single-use plastic. It is increasing day by day, A large quantity of single-use plastic is thrown out everyday. It chokes our drainage system. As it is not bio-degradable, it keeps lying in heaps here and there. Stray animals eat it up and die. It emits poisonous gases that pollute the air, water and soil. If we have to save our earth, we must stop the use of this plastic without delay. The government should ban its production immediately. I hope you fully agree with me.
Yours sincerely
Gurdeep.

Comprehension Of Stanzas

Read the following stanzas (extracts) and answer the questions given below each :

(1) The Earth needs you
To change your ways,
Month by month
And day by day

The changes are easy
Just look and you’ll see
The differences that can be made
By you and by me.

1. Why does the Earth need us?
धरती को हमारी ज़रूरत क्यों है ?

2. What should we think of ?
हमें क्या बात सोचनी चाहिए?

3. Name the poem and its poet.
कविता और इसके कवि का नाम लिखें।
Answer:
1. The Earth needs us to changes our ways regularly to save our earth.
2. We should think of differences that can be made.
3. The name of the poem is ‘The Earth Needs You’. Its poet is anonymous.

(2) Single-use plastic
Lasts almost forever.
It might be cheap
But it’s not very clever.

It can end up in oceans, rivers and seas.
The wind sometimes carries it.
And it tangles in trees.

1. Why do most people use single-use plastic ?
अधिकतर लोग Single -Use plastic का प्रयोग क्यों करते हैं?

2. How is it harmful ? Mention only two points ?
यह किस प्रकार हानिकारक है ? कोई दो बिन्दु लिखिए।

3. Name the poem and its poet.
कविता और इसके कवि का नाम लिखें।
Answer:
1. Most people use single-use plastic because it is cheap and lasts long.
2. It does not break down and stays where it is. It chokes the flow of waters in rivers, seas and oceans.
3. The name of the poem is ‘The Earth Needs You’. It is written by some anonymous poet.

(3) When people drop it on the ground,
This is not where it stays,
It travels around.

If people used less,
The better place the world would be,
The future is in your hands :
Cut down and you’ll see.

1. What is it’ in the first stanza ? How does it spread ?
पहले stanza में it क्या है ? यह कैसी फैलती है ?

2. What can make the world better place ?
संसार को बेहतर स्थान क्या बात बना सकती है ?
3. Give the central idea of that poem.
कविता का मूल भाव लिखिए। .
Answer:
1. It’ in the first stanza is single-use plastic. It spreads as it does not stay at one place. It travels around.
2. Less use of single use plastic can make the world a better place.
3. इसके लिए कृप्या Topic-C Central Idea of the Poem पढ़ें।

Word Meanings

The Earth Needs You Poem Summary in English

The Earth Needs You Summary in English

The single-use plastic is a demon. Its increasing use can gulp down our earth any time. It may be cheap. But it does not decay easily. It travels from place to place and flows down to the seas, oceans and rivers. If gets tangled in trees. Thus marine life and the life on earth gets choked. It we want to save our Earth, we must lower the use of single-use plastic, otherwise, we will be heading toward a dark future.

The Earth Needs You Summary in Hindi

Single-use plastic एक राक्षस है। इसका बढ़ता हुआ प्रयोग हमारी धरती को किसी भी समय निगल सकता है। यह सस्ती हो सकती है, परन्तु यह आसानी से समाप्त नहीं होती। यह जगह-जगह जाती रहती है और समुद्रों, महासागरों तथा नदियों में पहुंच जाती है। यह वृक्षों में जाकर फंस जाती है। इस प्रकार जल-जीवन के साथ-साथ पृथ्वी का गला भी घुट जाता है अर्थात् सांस नहीं ले पाता। यदि हमें अपनी पृथ्वी को बचाना है तो हमें Single-use plastic का प्रयोग कम करना होगा। वरना हम अन्धकारमय भविष्य की ओर बढ़ते रहेंगे।

Central idea of the poem

Our Earth is facing the danger of losing life on it. It is due to pollution mainly through the use of single-use plastic. Though cheap, it has choked the flow of life on Earth. The Earth is looking towards us for her survival. The earlier we stop the use of this plastic, the better it will be.

Punjab State Board PSEB 8th Class Maths Book Solutions Chapter 16 Playing with Numbers Ex 16.2 Textbook Exercise Questions and Answers.

PSEB Solutions for Class 8 Maths Chapter 16 Playing with Numbers Ex 16.2

1. If 21y5 is a multiple of 9, where y is a digit, what is the value of y?
Solution:
21y5 is a multiple of 9 (given)
∴ Sum of digits of 21y5 = 2 + 1 + y + 5
= 8 + y
Therefore, (8 + y) should be 0, 9, 18, …, etc.
8 + y = 0 is not possible ∴ 8 + y = 9
∴ y = 9 – 8 = 1
Thus, the value of y is 1.

Verification:
21y5 = 2115 (∵ y = 1)
∴ Sum of digits of 2115 = 2 + 1 + 1 + 5 = 9 (9 ÷ 9 = 1, remainder = 0)
∴ 2115 is divisible by 9.
(Note: Here, verification is given to explain you.]

2. If 31z5 is a multiple of 9, where z is a digit, what is the value of z? You will find that there are two answers for the last problem. Why is this so?
Solution:
31z5 is a multiple of 9. (given)
∴ Sum of digits of 31z5 = 3 + 1 + z + 5
= z + 9
Therefore, (z + 9) should be 0, 9, 18, …, etc.
Since, z is a digit, it should be either 0 or 9.
Hence, z = 0 or 9.

Verification:
31z5 = 3105 (∵ z = 0)
∴ Sum of digits of 3105
= 3 + 1 + 0 + 5 = 9
(9 ÷ 9 = 1, remainder = 0)
∴ 3105 is divisible by 9.
31z5 = 3195 (∵ z = 9)
∴ Sum of digits of 3195
= 3 + 1 + 9 + 5 = 18
(18 ÷ 9 = 2, remainder = 0)
∴ 3195 is divisible by 9.

3. If 24x is a multiple of 3, where x is a digit, what is the value of x? (Since 24x is a multiple of 3, its sum of digits 6 + x is a multiple of 3; so 6 + x is one of these numbers: 0, 3, 6, 9, 12, 15, 18 …………. But since x is a digit, it can only be that 6 + x = 6 or 9 or 12 or 15. Therefore, x = 0 or 3 or 6 or 9. Thus, x can have any of four different values.)
Solution:
24x is a multiple of 3. (given)
∴ Sum of digits of 24x = 2 + 4 + x = 6 + x
Therefore, 6 + x should be 0, 3, 6, 9, 12, …, etc.
Since, 6 + x is a multiple of 3.
∴ 6 + x = 0, 6 + x = 3, 6 + x = 6, 6 + x = 9, 6 + x = 12, 6 + x = 15, 6 + x = 18, ……….
∴ x = -6, x = -3, x = 0, x = 3, x = 6, x = 9, x = 12, ……………..
Here, x = 0, 3, 6, 9 are possible.
Thus, the value of x can be 0 or 3 or 6 or 9.

4. If 31z5 is a multiple of 3, where z is a digit, what might be the values of z?
Solution:
31z5 is a multiple of 3. (given)
∴ 31z5 is divisible by 3.
Sum of digits of 31z5 = 3 + 1 + z + 5
= 9 + z
∴ 9 + z is divisible by 3.
∴ Value of 9 + z should be 0, 3, 6, 9, 12, 15 or 18.
Since, z is a multiple of 3.
If 9 + z = 0,
∴ z = – 9 which is impossible.
9 + z = 3,
∴ z = – 6 which is impossible.
9 + z = 6,
∴ z = – 3 which is impossible.
9 + z = 9,
∴ z = 0 which is possible.
9 + z = 12,
∴ z = 3 which is possible.
9 + z = 15,
∴ z = 6 which is possible.
9 + z = 18,
∴ z = 9 which is possible.
9 + z = 21,
∴ z = 12 which is impossible.
Thus, the value of z can be 0 or 3 or 6 or 9.