New NCERT · Ganita Prakash · Chapter 3

A Story of Numbers Class 8 Solutions

Question-by-question solutions with the textbook diagrams, tables, and mathematical context kept alongside each worked answer.

43 solved items23 textbook pagesReviewed for 2026-27
Questions from Class 8 Maths Chapter 3, A Story of Numbers
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Complete worked answers

Textbook page 1

Textbook page 1 · solved item 1

NCERT Class 8 Maths Chapter 3, solved question 1
Question from the current NCERT textbook

Why did early humans count, and how did the modern Hindu number system develop?

Show solution

Early humans counted food, livestock, trade goods, ritual offerings, and passing days. The modern place-value system using the digits 0-9 developed in India, spread to the Arab world by about 800 CE, and later reached Europe and the rest of the world.

Complete worked answers

Textbook page 5

Textbook page 5 · solved item 2

NCERT Class 8 Maths Chapter 3, solved question 2
Question from the current NCERT textbook

Using one stick for each cow, how can you compare two herds and find how many more cows one herd needs?

Show solution

Pair one stick from the first herd with one stick from the second. If one collection has sticks left over, that herd is larger. The unpaired sticks give exactly how many cows the smaller herd needs to become equal.

Complete worked answers

Textbook page 6

Textbook page 6 · solved item 3

NCERT Class 8 Maths Chapter 3, solved question 3
Question from the current NCERT textbook

How many numbers can be represented using the letter sounds of your language in the one-letter method?

Show solution

Exactly as many as there are letters in the chosen ordered alphabet. For English, the one-letter method represents 26 numbers.

Textbook page 6 · solved item 4

NCERT Class 8 Maths Chapter 3, solved question 4
Question from the current NCERT textbook

How can the Roman-symbol sequence shown be extended to represent larger numbers?

Show solution

Introduce symbols for further landmark numbers and combine them by fixed rules. Roman numerals do this with L, C, D, and M for 50, 100, 500, and 1000, though ever-larger values still require more conventions.

Complete worked answers

Textbook page 7

Textbook page 7 · solved item 5

NCERT Class 8 Maths Chapter 3, solved question 5
Question from the current NCERT textbook

Using only collections of sticks, describe addition, subtraction, multiplication, and division.

Show solution

For addition, join the collections. For subtraction, pair and remove sticks. For multiplication, make equal copies of one collection, one for each stick in the other. For division, repeatedly form equal groups of the divisor size; the number of groups is the quotient and any sticks left are the remainder.

Textbook page 7 · solved item 6

NCERT Class 8 Maths Chapter 3, solved question 6
Question from the current NCERT textbook

Extend the ordered-letter system beyond z so that it can represent every positive integer.

Show solution

Use strings as place-value digits, as spreadsheet columns do: a through z, then aa, ab, ..., az, ba, and so on. Every positive integer then receives a finite string.

Textbook page 7 · solved item 7

NCERT Class 8 Maths Chapter 3, solved question 7
Question from the current NCERT textbook

Design a simple number system of your own.

Show solution

One valid design is a base-3 place-value system with digits A, B, C for 0, 1, 2. Read positions from right to left as powers of 3; for example, BCA means 1\times3^2+2\times3+0=15.

Complete worked answers

Textbook page 9

Textbook page 9 · solved item 8

NCERT Class 8 Maths Chapter 3, solved question 8
Question from the current NCERT textbook

Explain how the Gumulgal number names from 1 to 6 are formed.

Show solution

Urapon means 1 and ukasar means 2. Larger names add these units: 3 is 2+1, 4 is 2+2, 5 is 2+2+1, and 6 is 2+2+2.

Complete worked answers

Textbook page 10

Textbook page 10 · solved item 9

NCERT Class 8 Maths Chapter 3, solved question 9
Question from the current NCERT textbook

In the quick-look activity, up to what group size can most people recognise the quantity without counting?

Show solution

People commonly recognise groups up to about 4 immediately. At 5 or more, most people begin counting or mentally grouping the objects.

Complete worked answers

Textbook page 11

Textbook page 11 · solved item 10

NCERT Class 8 Maths Chapter 3, solved question 10
Question from the current NCERT textbook

What is difficult about counting only in groups of 5, and how would 1345 be represented?

Show solution

A single landmark must be repeated too many times as numbers grow. Since 1345=269\times5, a system with only a symbol for a group of 5 would need that symbol 269 times, unless it introduced larger landmarks.

Complete worked answers

Textbook page 12

Textbook page 12 · solved item 11

NCERT Class 8 Maths Chapter 3, solved question 11
Question from the current NCERT textbook

Write 1222, 2999, 302, and 715 in Roman numerals.

Show solution

(i) MCCXXII; (ii) MMCMXCIX; (iii) CCCII; (iv) DCCXV.

Complete worked answers

Textbook page 13

Textbook page 13 · solved item 12

NCERT Class 8 Maths Chapter 3, solved question 12
Question from the current NCERT textbook

Add LXXXVII and LXXVIII without first rewriting them as Hindu numerals.

Show solution

Combine like symbols and regroup five Xs as L and two Ls as C. The result is CLXV.

Textbook page 13 · solved item 13

NCERT Class 8 Maths Chapter 3, solved question 13
Question from the current NCERT textbook

Find the Roman-numeral products V x L, L x D, V x D, and VII x IX.

Show solution

The products are CCL, 25 copies of M, MMD, and LXIII respectively. The second result illustrates why multiplication and very large numbers are awkward in this Roman system.

Textbook page 13 · solved item 14

NCERT Class 8 Maths Chapter 3, solved question 14
Question from the current NCERT textbook

Multiply CCXXXI by MDCCCLII using the Roman-system grouping idea.

Show solution

The product is 427812. With only the listed additive Roman landmarks, this would require 427 copies of M followed by DCCCXII, showing why an abacus or an extended overbar convention was needed for such calculations.

Textbook page 13 · solved item 15

NCERT Class 8 Maths Chapter 3, solved question 15
Question from the current NCERT textbook

Why might one community use different number-name sequences for different kinds of objects?

Show solution

Different objects may be counted in customary bundles or with specialised classifiers. Separate sequences can reflect how a community trades, stores, or speaks about those objects.

Textbook page 13 · solved item 16

NCERT Class 8 Maths Chapter 3, solved question 16
Question from the current NCERT textbook

Evaluate the four Gumulgal-system operations shown, using urapon = 1 and ukasar = 2.

Show solution

(i) eight ukasar; (ii) ukasar-urapon; (iii) eighteen ukasar; (iv) four ukasar. These correspond to regrouping entirely in units of 2, with one urapon where needed.

Complete worked answers

Textbook page 14

Textbook page 14 · solved item 17

NCERT Class 8 Maths Chapter 3, solved question 17
Question from the current NCERT textbook

Which features make the Hindu number system more efficient than Roman numerals?

Show solution

It is a place-value system, uses only ten reusable digits including 0, represents arbitrary sizes compactly, and supports standard algorithms for addition, subtraction, multiplication, and division.

Textbook page 14 · solved item 18

NCERT Class 8 Maths Chapter 3, solved question 18
Question from the current NCERT textbook

How could an earlier homemade number system be refined?

Show solution

Give it a fixed base, a digit for zero, one digit for each value from 0 to base-1, and place values that are powers of the base. These rules make representation unambiguous and arithmetic systematic.

Complete worked answers

Textbook page 15

Textbook page 15 · solved item 19

NCERT Class 8 Maths Chapter 3, solved question 19
Question from the current NCERT textbook

Represent 10458, 1023, 2660, 784, 1111, and 70707 in the Egyptian system.

Show solution

Use repeated landmark symbols for these decompositions: 10458=10000+4(100)+5(10)+8; 1023=1000+2(10)+3; 2660=2(1000)+6(100)+6(10); 784=7(100)+8(10)+4; 1111=1000+100+10+1; 70707=7(10000)+7(100)+7.

Textbook page 15 · solved item 20

NCERT Class 8 Maths Chapter 3, solved question 20
Question from the current NCERT textbook

Decode the two Egyptian numerals shown.

Show solution

Counting each landmark symbol gives (i) 276 and (ii) 4322.

Complete worked answers

Textbook page 16

Textbook page 16 · solved item 21

NCERT Class 8 Maths Chapter 3, solved question 21
Question from the current NCERT textbook

Express 143 in the newly created additive base-5 system.

Show solution

Since 143=1(125)+0(25)+3(5)+3(1), use one 5^3 symbol, no 5^2 symbol, three 5^1 symbols, and three unit symbols.

Textbook page 16 · solved item 22

NCERT Class 8 Maths Chapter 3, solved question 22
Question from the current NCERT textbook

Write 15, 50, 137, 293, and 651 using the additive base-5 symbols.

Show solution

Their landmark counts are: 15=3(5); 50=2(25); 137=125+2(5)+2; 293=2(125)+25+3(5)+3; 651=625+25+1. Replace each term by the matching symbol shown in the textbook table.

Textbook page 16 · solved item 23

NCERT Class 8 Maths Chapter 3, solved question 23
Question from the current NCERT textbook

Is any whole number impossible to represent in the additive base-5 system shown?

Show solution

Zero cannot be written because the system has no symbol for it. Every positive integer can be represented by grouping it into powers of 5.

Textbook page 16 · solved item 24

NCERT Class 8 Maths Chapter 3, solved question 24
Question from the current NCERT textbook

Find the landmark numbers of a base-7 system and state the general base-n pattern.

Show solution

Base 7 has landmarks 7^0=1,7^1=7,7^2=49,7^3=343,\ldots. In general, a base-n system has n^0,n^1,n^2,n^3,\ldots.

Complete worked answers

Textbook page 18

Textbook page 18 · solved item 25

NCERT Class 8 Maths Chapter 3, solved question 25
Question from the current NCERT textbook

Add the two pairs of Egyptian numerals shown.

Show solution

For (i), the values are 9608 and 507, so the sum is 10115: one 10000 symbol, one 10 symbol, and five unit strokes. For (ii), the values are 1110 and 46, so the sum is 1156: one 1000 symbol, one 100 symbol, five 10 symbols, and six unit strokes.

Textbook page 18 · solved item 26

NCERT Class 8 Maths Chapter 3, solved question 26
Question from the current NCERT textbook

Add the two additive base-5 numerals shown.

Show solution

The first is 125+2(25)+5+2=182, and the second is 3(125)+25+2(5)+2=412. Their sum is 594, represented by four 5^3 symbols, three 5^2 symbols, three 5^1 symbols, and four unit symbols.

Complete worked answers

Textbook page 19

Textbook page 19 · solved item 27

NCERT Class 8 Maths Chapter 3, solved question 27
Question from the current NCERT textbook

Multiply each shown Egyptian landmark by 10.

Show solution

Multiplication by 10 advances each landmark one place: 10\times10=100, 100\times10=1000, 1000\times10=10000, and 10000\times10=100000.

Textbook page 19 · solved item 28

NCERT Class 8 Maths Chapter 3, solved question 28
Question from the current NCERT textbook

Multiply each shown Egyptian landmark by 100.

Show solution

Multiplication by 10^2 advances two landmarks: 10\times100=1000, 100\times100=10000, 1000\times100=100000, and 10000\times100=1000000.

Complete worked answers

Textbook page 20

Textbook page 20 · solved item 29

NCERT Class 8 Maths Chapter 3, solved question 29
Question from the current NCERT textbook

Find the four landmark products shown and decide whether the property holds in every base system.

Show solution

The products are 10^5,10^5,10^6, and 10^{10}. Yes: in any base b, b^m b^n=b^{m+n}, so the product of two landmarks is another landmark. Multiplying by the base moves every landmark to the next one.

Complete worked answers

Textbook page 21

Textbook page 21 · solved item 30

NCERT Class 8 Maths Chapter 3, solved question 30
Question from the current NCERT textbook

Find the two Egyptian-numeral products shown and give the rule for multiplying by 10.

Show solution

The first number is 522, so its product is 5220; the second is 1010, so its product is 10100. In the additive Egyptian system, replace every symbol by the next higher landmark symbol.

Complete worked answers

Textbook page 22

Textbook page 22 · solved item 31

NCERT Class 8 Maths Chapter 3, solved question 31
Question from the current NCERT textbook

Use the decimal abacus to find 2907 + 43.

Show solution

Bring counters of equal place value together. Ten unit counters exchange for one ten counter; then ten tens exchange for one hundred. The final abacus shows 2950.

Textbook page 22 · solved item 32

NCERT Class 8 Maths Chapter 3, solved question 32
Question from the current NCERT textbook

Can an Egyptian numeral contain the same landmark symbol 10 or more times?

Show solution

No in a regrouped standard representation. Ten copies of any landmark must be exchanged for one copy of the next landmark.

Complete worked answers

Textbook page 23

Textbook page 23 · solved item 33

NCERT Class 8 Maths Chapter 3, solved question 33
Question from the current NCERT textbook

Create an additive base-4 system and represent the numbers 1 through 16.

Show solution

Choose symbols U, F, and S for 1, 4, and 16. Then 1-3 are U, UU, UUU; 4 is F; 5-7 are FU, FUU, FUUU; 8-11 are FF, FFU, FFUU, FFUUU; 12-15 are FFF, FFFU, FFFUU, FFFUUU; and 16 is S.

Textbook page 23 · solved item 34

NCERT Class 8 Maths Chapter 3, solved question 34
Question from the current NCERT textbook

Give a simple rule for multiplying a number by 5 in the additive base-5 system.

Show solution

Replace every landmark symbol by the next higher landmark symbol, because 5\times5^k=5^{k+1}. Regroup if five identical symbols arise.

Complete worked answers

Textbook page 26

Textbook page 26 · solved item 35

NCERT Class 8 Maths Chapter 3, solved question 35
Question from the current NCERT textbook

Represent 63, 132, 200, 60, and 3605 in the Mesopotamian base-60 system.

Show solution

Using place-value groups: 63=(1,3)_{60}, 132=(2,12)_{60}, 200=(3,20)_{60}, 60=(1,0)_{60}, and 3605=(1,0,5)_{60}. Draw each group with the textbook's symbols for 1 and 10.

Textbook page 26 · solved item 36

NCERT Class 8 Maths Chapter 3, solved question 36
Question from the current NCERT textbook

Why could the same Mesopotamian numeral be read as 60 or 3600? How was the blank-place problem addressed?

Show solution

Both may appear as a single unit symbol when trailing empty positions are not marked. Later Mesopotamians introduced a placeholder inside numerals, but because it was not consistently written at the end, some ambiguity remained.

Complete worked answers

Textbook page 29

Textbook page 29 · solved item 37

NCERT Class 8 Maths Chapter 3, solved question 37
Question from the current NCERT textbook

Represent 77, 100, 361, and 721 in the Mayan system.

Show solution

From bottom upward, use the 1, 20, and 360 places: 77=(3,17); 100=(5,0); 361=(1,0,1); and 721=(2,0,1). In each place, dots mean 1, bars mean 5, and the shell is the zero placeholder.

Complete worked answers

Textbook page 30

Textbook page 30 · solved item 38

NCERT Class 8 Maths Chapter 3, solved question 38
Question from the current NCERT textbook

Read the Chinese rod numeral shown using its alternating Heng and Zong positions.

Show solution

The groups are 2 thousands, 6 hundreds, 3 tens, and 4 ones, so the numeral is 2\times10^3+6\times10^2+3\times10+4=2634.

Complete worked answers

Textbook page 31

Textbook page 31 · solved item 39

NCERT Class 8 Maths Chapter 3, solved question 39
Question from the current NCERT textbook

What are the landmark numbers of the Hindu system, and is it a place-value system?

Show solution

Its landmarks are powers of 10: 1,10,100,1000,\ldots. Yes. A digit's position determines which power of 10 it multiplies, and 0 marks an empty position.

Complete worked answers

Textbook page 33

Textbook page 33 · solved item 40

NCERT Class 8 Maths Chapter 3, solved question 40
Question from the current NCERT textbook

Why did Chinese rod numerals alternate Zong and Heng forms? What ambiguity would arise for 41 using only Zong symbols?

Show solution

Alternating vertical and horizontal forms separates adjacent place values. With only Zong strokes, 41 could merge visually and be misread as another grouping, such as 23, 32, or 122, if spacing is unclear.

Textbook page 33 · solved item 41

NCERT Class 8 Maths Chapter 3, solved question 41
Question from the current NCERT textbook

Build a base-2 place-value system using ukasar and urapon and compare it with the Gumulgal system.

Show solution

Let urapon be 0 and ukasar be 1. Then 1, 2, 3, 4, ... are ukasar; ukasar-urapon; ukasar-ukasar; ukasar-urapon-urapon; and so on. Unlike the additive Gumulgal names, position now gives powers of 2, making the system compact and unlimited.

Textbook page 33 · solved item 42

NCERT Class 8 Maths Chapter 3, solved question 42
Question from the current NCERT textbook

Where do Hindu numerals and zero matter in daily life, and what would be difficult without them?

Show solution

They are essential in money, time, measurement, addresses, phones, computing, science, engineering, medicine, accounting, and trade. Without compact place value and zero, calculation, record keeping, digital technology, and scientific work would be far slower and more error-prone.

Textbook page 33 · solved item 43

NCERT Class 8 Maths Chapter 3, solved question 43
Question from the current NCERT textbook

Write decimal 25 in base 8, base 5, and base 2.

Show solution

25=3\times8+1, so it is 31_8. Also 25=1\times5^2, so it is 100_5. Finally, 25=16+8+1, so it is 11001_2.

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