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Solutions

Overview

Step-by-step NCERT solutions for A Story of Numbers (Chapter 3, NCERT Class 8 Mathematics) — every question and answer worked out in full, not just the final result. You can also read the A Story of Numbers textbook chapter.

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What these solutions cover

All 21 questions in A Story of Numbers are solved in the PDF. Here's what's inside, exercise by exercise:

The Mechanism of Counting

  1. Suppose you are using the number system that uses sticks to represent numbers, as in Method 1. Without using either the number names or the numerals of the Hindu number system, give a method for adding, subtracting, multiplying and dividing two numbers or two collections of sticks.
  2. One way of extending the number system in Method 2 is by using strings with more than one letter — for example, we could use 'aa' for 27. How can you extend this system to represent all the numbers? There are many ways of doing it!

The Roman Numerals

  1. Represent the following numbers in the Roman system.
    • (i) 1222
    • (ii) 2999
    • (iii) 302
    • (iv) 715

Some Early Number Systems

  1. A group of indigenous people in a Pacific island use different sequences of number names to count different objects. Why do you think they do this?
  2. Consider the extension of the Gumulgal number system beyond 6 in the same way of counting by 2s. Come up with ways of performing the different arithmetic operations (+, –, ×, ÷) for numbers occurring in this system, without using Hindu numerals. Use this to evaluate the following:
    • (i) (ukasar-ukasar-ukasar-ukasar-urapon) + (ukasar-ukasar-ukasar-urapon)
    • (ii) (ukasar-ukasar-ukasar-ukasar-urapon) –…
  3. Identify the features of the Hindu number system that make it efficient when compared to the Roman number system.

The Egyptian Number System

  1. Represent the following numbers in the Egyptian system: 10458, 1023, 2660, 784, 1111, 70707.
  2. What numbers do these numerals stand for?
    • (i) [2 coil-symbols, 7 arch-symbols, 6 stroke-symbols and a few more — see textbook image]
    • (ii) [4 lotus-symbols, 3 coil-symbols, 2 arch-symbols, 2 stroke-symbols — see textbook image]

Variations on the Egyptian System and the Notion of Base

  1. Write the following numbers in the above base-5 system using the symbols in Table 2: 15, 50, 137, 293, 651.
  2. Is there a number that cannot be represented in our base-5 system above? Why or why not?
  3. Compute the landmark numbers of a base-7 system. In general, what are the landmark numbers of a base-n system?

Advantages of a Base-n System

  1. Add the following Egyptian numerals:
    • (i) [two Egyptian numerals shown in the textbook, page 65]
    • (ii) [two more Egyptian numerals shown in the textbook, page 65]
  2. Add the following numerals that are in the base-5 system that we created: [circle + circle + circle + square + triangle + triangle] + [circle + circle + circle + circle + square + square + triangle + triangle] (Remember that in this system, 5 times a landmark number gives the next one!)

Shortcomings of the Egyptian System

  1. Can there be a number whose representation in Egyptian numerals has one of the symbols occurring 10 or more times? Why not?
  2. Create your own number system of base 4, and represent numbers from 1 to 16.
  3. Give a simple rule to multiply a given number by 5 in the base-5 system that we created.

The Mesopotamian Number System

  1. Represent the following numbers in the Mesopotamian system —
    • (i) 63
    • (ii) 132
    • (iii) 200
    • (iv) 60
    • (v) 3605

The Hindu Number System

  1. Why do you think the Chinese alternated between the Zong and Heng symbols? If only the Zong symbols were to be used, how would 41 be represented? Could this numeral be interpreted in any other way if there is no significant space between two successive positions?
  2. Form a base-2 place value system using 'ukasar' and 'urapon' as the digits. Compare this system with that of the Gumulgal's.
  3. Where in your daily lives, and in which professions, do the Hindu numerals, and 0, play an important role? How might our lives have been different if our number system and 0 hadn't been invented or conceived of?
  4. The ancient Indians likely used base 10 for the Hindu number system because humans have 10 fingers, and so we can use our fingers to count. But what if we had only 8 fingers? How would we be writing numbers then? What would the Hindu numerals look like if we were using base 8 instead? Base 5? Try writing the base-10 Hindu numeral 25 as base-8 and base-5 Hindu numerals, respectively. Can you…
Sample

Worked examples

3 questions from A Story of Numbers, solved step by step.

The Mechanism of Counting

One way of extending the number system in Method 2 is by using strings with more than one letter — for example, we could use 'aa' for 27. How can you extend this system to represent all the numbers? There are many ways of doing it!

With single letters a to z, we can represent numbers 1 through 26.

One natural extension uses two-letter strings in alphabetical order: aa, ab, ac, …, az (26 more numbers = 27 to 52), then ba, bb, …, bz (53 to 78), …, zz (representing 26 + 26² = 702).

But this still ends. To represent ALL numbers, we keep increasing the string length:

Length 1: a, b, c, …, z (26 numbers)

Length 2: aa, ab, …, zz (26² = 676 numbers)

Length 3: aaa, aab, …, zzz (26³ numbers)

and so on indefinitely.

At each string length, there are finitely many strings; but since string length is unbounded, we can represent any positive integer. This is analogous to how the Hindu numeral system uses strings of digits 0–9 of increasing length.

Answer: Use strings of letters of increasing length: length 1 (a–z covers 1–26), length 2 (aa–zz covers 27–702), length 3, and so on — every positive integer is eventually covered.

Some Early Number Systems

A group of indigenous people in a Pacific island use different sequences of number names to count different objects. Why do you think they do this?

Different objects may have been counted for different purposes in different cultural contexts — for example, counting fish, yams, people, or ritual objects might each have had its own sequence of names developed independently over time.

Possible reasons include:

1. Cultural or ritual significance: certain objects are sacred and counted differently to honour their special status.

2. Historical development: different communities within the island may have developed separate counting systems for different goods before merging into one group.

3. Grammatical categories: many languages grammatically classify objects (like the way some languages distinguish animate from inanimate), and counting words differ accordingly.

4. Practical grouping: objects that naturally come in pairs, dozens, or other natural groups might be counted with a system better suited to those groupings.

Answer: Different sequences likely arose due to cultural/ritual significance of different objects, separate historical development of counting for different goods, or grammatical classification systems in their language.

The Egyptian Number System

What numbers do these numerals stand for? (i) [2 coil-symbols, 7 arch-symbols, 6 stroke-symbols and a few more — see textbook image] (ii) [4 lotus-symbols, 3 coil-symbols, 2 arch-symbols, 2 stroke-symbols — see textbook image]

(i) Reading from the Egyptian numeral image in the textbook (page 62):

The numeral contains: 2 coil-symbols (100 each) + 7 arch-symbols (10 each) + 6 stroke-symbols (1 each)

= 2 × 100 + 7 × 10 + 6 × 1

= 200 + 70 + 6

= 276

(ii) Reading from the second numeral image:

The numeral contains: 4 lotus-symbols (1000 each) + 3 coil-symbols (100 each) + 2 arch-symbols (10 each) + 2 stroke-symbols (1 each)

= 4 × 1000 + 3 × 100 + 2 × 10 + 2 × 1

= 4000 + 300 + 20 + 2

= 4322

Answer: (i) 276 (ii) 4322

All 21 questions in A Story of Numbers are solved step by step in the Solutions PDF above.

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