NCERT Solutions | Class 9 Maths Chapter 1 Number Systems

NCERT Solutions, Class 9 Maths Chapter 1 Number Systems: Exercise 1.2, answered for the NCERT Class 9 textbook.

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Exercise 1.2 Class 9 Maths Chapter 1 Number Systems

1. State whether the following statements are true or false. Justify your answers.
(i) Every irrational number is a real number.
(ii) Every point on the number line is of the form √m, where m is a natural number.
(iii) Every real number is an irrational number.

1. State whether the following statements are true or false. Justify your answers.
(i) Every irrational number is a real number.
(ii) Every point on the number line is of the form √m, where m is a natural number.
(iii) Every real number is an irrational number.

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

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

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

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

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

NCERT Solutions | Class 9 Maths Chapter 1 Number Systems
Classroom activity (Constructing the ‘square root spiral’): Take a large sheet of paper and construct the ‘square root spiral’ in the following fashion. Start with a point O and draw a line segment OP1 of unit length. Draw a line segment P1P2 perpendicular to OP1 of unit length (see Fig. 1.9). Now draw a line segment P2P3 perpendicular to OP2. Then draw a line segment P3P4 perpendicular to OP3. Continuing in this manner, you can get the line segment Pn–1Pn by drawing a line segment of unit length perpendicular to OPn–1. In this manner, you will have created the points P2, P3,…., Pn,… ., and joined them to create a beautiful spiral depicting √2, √3, √4, …
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