CBSE • Class 9Mathematics • Chapter 1 (Number Systems) • Exercise 1.3

Exercise 1.3: Number Systems — NCERT Solutions

Real numbers — operations and representability; approximating irrational numbers.

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What this exercise covers

Operations on realsApproximationNumber line

Step-by-step solutions — Exercise 1.3

3 solved questions • Each solution includes a Socratic hint, full working and a common-mistake callout • Last reviewed 2026-09-03

Exercise 1.3 Q1 • 4 marks

Classify the following as rational or irrational, giving reasons: (i) 25\sqrt{25} (ii) 7\sqrt{7} (iii) 0.37960.3796 (iv) 7.4784787.478478\dots
Hint (Socratic — try this first)
For each number, ask: does its decimal expansion terminate or repeat, and is any surd actually a perfect square?
Step-by-step solution

(i) 25=5\sqrt{25} = 5, a whole number. Rational.

(ii) 77 is not a perfect square, so 7\sqrt{7} has a non-terminating, non-recurring decimal expansion. Irrational.

(iii) 0.37960.3796 terminates. Rational.

(iv) 7.478478=7.4787.478478\dots = 7.\overline{478} is non-terminating but recurring. Rational.

Conclusion: Only 7\sqrt{7} is irrational; the rest are rational.

Common mistake:
Students wrongly call every number with a square root sign irrational, forgetting that 25=5\sqrt{25}=5 is a perfect square and hence rational.
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Exercise 1.3 Q2 • 4 marks

Simplify and state whether the result is rational or irrational: (i) (3+3)(33)(3 + \sqrt{3})(3 - \sqrt{3}) (ii) (5+2)2(\sqrt{5} + \sqrt{2})^2.
Hint (Socratic — try this first)
Which algebraic identity turns a product of a sum and difference into a difference of squares?
Step-by-step solution

(i) Use (a+b)(ab)=a2b2(a+b)(a-b) = a^2 - b^2: (3+3)(33)=32(3)2=93=6(3+\sqrt{3})(3-\sqrt{3}) = 3^2 - (\sqrt{3})^2 = 9 - 3 = 6 This is a whole number — rational.

(ii) Use (a+b)2=a2+2ab+b2(a+b)^2 = a^2 + 2ab + b^2: (5+2)2=(5)2+252+(2)2(\sqrt{5}+\sqrt{2})^2 = (\sqrt{5})^2 + 2\sqrt{5}\sqrt{2} + (\sqrt{2})^2 =5+210+2=7+210= 5 + 2\sqrt{10} + 2 = 7 + 2\sqrt{10} Since 10\sqrt{10} is irrational, 7+2107 + 2\sqrt{10} is irrational.

Conclusion: (i) is rational (66); (ii) is irrational (7+2107 + 2\sqrt{10}).

Common mistake:
In (ii) students write (5+2)2=5+2=7(\sqrt5+\sqrt2)^2 = 5 + 2 = 7, forgetting the middle term 2102\sqrt{10}.
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Exercise 1.3 Q3 • 4 marks

Find three irrational numbers between the rational numbers 57\frac{5}{7} and 911\frac{9}{11}.
Hint (Socratic — try this first)
What do the decimal expansions of these fractions look like, and how can you build a non-repeating decimal that fits in between?
Step-by-step solution

Convert to decimals: 57=0.714285,911=0.8181\frac{5}{7} = 0.714285\dots, \qquad \frac{9}{11} = 0.8181\dots

So we need irrational numbers between about 0.71420.7142\dots and 0.81810.8181\dots. Construct decimals that are non-terminating and non-recurring (no repeating block):

0.74010010001000010.7401001000100001\dots 0.75020020002000020.7502002000200002\dots 0.80800800080.8080080008\dots

Each lies between the two given numbers and has a non-repeating pattern, so each is irrational.

Conclusion: Three such irrational numbers are given above (many other answers possible).

Common mistake:
Students give decimals with an obvious repeating block (like 0.7530.75\overline{3}), which are actually rational, not irrational.
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How to approach Exercise 1.3

  1. Re-read the chapter summary first. Open Number Systems and refresh the key concepts: Rational numbers, Irrational numbers, Decimal expansions, Laws of exponents.
  2. Try each problem yourself before opening the solution. Ten focused minutes per problem usually beats reading two finished solutions.
  3. Use Guru AI for the questions you get stuck on. The Socratic AI tutor walks you through it with hints instead of dictating the answer.
  4. Mark the questions you got wrong and revisit them after 24 hours — the spacing is what locks the method into long-term memory.

All exercises in Number Systems

  1. Exercise 1.1Rational vs irrational numbers — closure, density on the line, and locating simple surds.
  2. Exercise 1.2Decimal expansions of rationals — terminating and non-terminating recurring forms.
  3. Exercise 1.3Real numbers — operations and representability; approximating irrational numbers.
  4. Exercise 1.4Laws of exponents extended to rational and real bases and exponents.
  5. Exercise 1.5Rationalising denominators with surds and revisiting identities with roots.
  6. Exercise 1.6Representing irrational numbers like √x on the number line using constructions.

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