Question 16
What could be a general rule to multiply a number by 101 and write the product in one line? Extend this rule for multiplication by 1001, 10001, ...
We can use the distributive property of multiplication to simplify these calculations.
Step 1 — Deriving the Rule for 101
Let be any number we want to multiply.
We want to calculate .
We know that 101 can be written as 100 + 1.
So, becomes .
We use the distributive property. This property lets us multiply a number by a sum.
Multiplying by 100 means placing two zeros after .
For example, .
Multiplying by 1 means the number stays the same.
For example, .
So, the product is the sum of ( with two zeros) and ().
Let's use the example :

Step 2 — General Rule for Multiplication by 101
From the previous step, we can form a general rule.
To multiply any number by 101:
First, write down the original number.
Next, write the same number again.
Shift this second copy two places to the right.
Add the two numbers together.
This method gives the product in one line.
Step 3 — Extending the Rule for 1001, 10001, and so on
Let us extend this idea for other numbers like 1001 or 10001.
For multiplication by 1001:
We can write 1001 as 1000 + 1.
So, .
Using the distributive property, this equals .
means followed by three zeros.
So, we write the number .
Then, we write again, shifted three places to the right.
We add these two numbers.
For multiplication by 10001:
We can write 10001 as 10000 + 1.
So, .
Using the distributive property, this equals .
means followed by four zeros.
So, we write the number .
Then, we write again, shifted four places to the right.
We add these two numbers.
We can observe a clear pattern here.
The number of zeros in the multiplier (like 1001 or 10001) tells us how many places to shift the second copy of the number.
For 101, there are two zeros, so we shift two places.
For 1001, there are three zeros, so we shift three places.
For 10001, there are four zeros, so we shift four places.
Answer
A general rule to multiply any number by 101 is:
• Write the number. • Write the same number again, but shifted two places to the right (like adding two zeros). • Add the two numbers. This gives the product in one line. Example:
This idea can be extended: For :
• Write the number. • Write the same number again, shifted three places to the right. • Add them.
For :
• Write the number. • Write the same number again, shifted four places to the right. • Add them.
So for multiplication by 101, 1001, 10001, … just write the number twice and the second copy is shifted according to the number of zeros.
More questions in IT
Context: Consider the multiplication of two numbers, say, 23 × 27.
Q. By how much does the product increase if the first number (23) is increased by 1?
Context: Consider the multiplication of two numbers, say, 23 × 27.
Q. What if the second number (27) is increased by 1?
Context: Consider the multiplication of two numbers, say, 23 × 27.
Q. How about when both numbers are increased by 1?
Context: Consider the multiplication of two numbers, say, 23 × 27.
Q. Do you see a pattern that could help generalise our observations to the product of any two numbers?
What would we get if we had expanded by first taking as a single term? Try it!
Will the product always increase? Find 3 examples where the product decreases.
What happens when and are negative integers?
Check by substituting different values for and in each of the above cases. For example, ; etc.
Use Identity 1 to find how the product changes when
(i) one number is decreased by 2 and the other increased by 3;
(ii) both numbers are decreased, one by 3 and the other by 4.
Verify the answers by finding the products without converting the subtractions to additions.
Expand (i) , (ii) .
Use the following multiplications to find the product of a number with 11 in a single step.
(a) (b)
Describe a general rule to multiply a number (of any number of digits) by 11 and write the product in one line.
Evaluate: (i) (ii) (iii) (iv)
Can we come up with a similar rule for multiplying a number by 101?
Multiply 3874 by 101.
Use this to multiply in one line.
What could be a general rule to multiply a number by 101 and write the product in one line? Extend this rule for multiplication by 1001, 10001, ...
Use this to find (i) , (ii) , (iii) , (iv) , (v) and (vi) .
The area of a square of sidelength 60 units is 3600 sq. units () and that of a square of sidelength 5 units is 25 sq. units (). Can we use this to find the area of a square of sidelength 65 units?
What if we write as or ? Draw the figures and check the area that you get.
If and are any two integers, is always greater than ? If not, when is it greater?
Use Identity 1A to find the values of , . (Hint: Decompose 104 and 37 into sums or differences of numbers whose squares are easy to compute.)
Use Identity 1A to write the expressions for the following.
(i)
(ii)
Expand using both the identity and by applying the distributive property.
Find the general expansion of using geometry, as we did for .
Use the identity to find the values of (a) and (b) .
Expand the following using both Identity 1B and by applying the distributive property
(i) (ii) (iii)
Take a pair of natural numbers. Calculate the sum of their squares. Can you write twice this sum as a sum of two squares?
Try this with other pairs of numbers. Have you figured out a pattern?
Notice that .
Do the identities below help in explaining the observed pattern?
Adding the like terms , and , we get
Pattern 2
Here is a related pattern. Try to describe the pattern using algebra to determine if the pattern always holds.
Use Identity 1C to calculate , and .
Show that geometrically.
Context: Sridharacharya (750 CE) gave an interesting method to quickly compute the squares of numbers using Identity 1C! Consider the following modified form of this identity —
Q. Why is this identity true?
6.3 Mind the Mistake, Mend the Mistake
We have expanded and simplified some algebraic expressions below to their simplest forms.
(i) Check each of the simplifications and see if there is a mistake. (ii) If there is a mistake, try to explain what could have gone wrong. (iii) Then write the correct expression.
6.4 This Way or That Way, All Ways Lead to the Bay
Observe the pattern in the figure below. Draw the next figure in the sequence. How many circles does it have? How many total circles are there in Step 10? Write an expression for the number of circles in Step k.
Context: The expression gives the number of circles at Step of a pattern.
Q. Use this formula to find the number of circles in Step 15.
Consider the pattern made of square tiles in the picture below.
(i) How many square tiles are there in each figure? (ii) How many are there in Step 4 of the sequence? What about Step 10? (iii) Write an algebraic expression for the number of tiles in Step . Share your methods with the class. Can you find more than one method to arrive at the answer?
Context: Consider the pattern made of square tiles in the picture below.
Q. How many square tiles are there in each figure?
Context: Consider the pattern made of square tiles in the picture below.
Q. How many are there in Step 4 of the sequence? What about Step 10?
Context: Consider the pattern made of square tiles in the picture below.
Q. Write an algebraic expression for the number of tiles in Step . Share your methods with the class. Can you find more than one method to arrive at the answer?
By expanding both expressions, check that .
By expanding the expressions, verify that all three expressions are equivalent. If and , find the area of the shaded region.
Write an expression for the area of the dashed region in the figure below. Use more than one method to arrive at the answer. Substitute , , and , and calculate the area.