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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 sqrt(m), where m is a natural number. (iii) Every real number is an irrational number.
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Step-by-step solution
12 steps1. State whether the following statements are true or false. Justify your answers.
- i) Every irrational number is a real number.
- True. The set of real numbers includes both rational and irrational numbers.
- ii) Every point on the number line is of the form , where is a natural number.
- False.
- Justification 1: Negative numbers exist on the number line, but (where is a natural number) is always non-negative. For example, is on the number line but cannot be written as .
- Justification 2: Numbers like are on the number line, but cannot be expressed as for any natural number .
- False.
- iii) Every real number is an irrational number.
- False.
- Justification: Real numbers include rational numbers as well. For example, 2 is a real number but it is a rational number, not an irrational number.
- False.
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.
No, the square roots of all positive integers are not irrational.
Example:
Consider the positive integer 4.
Its square root is .
Since 2 can be written as , it is a rational number.
Therefore, .
3. Show how can be represented on the number line.
Draw a number line and mark a point O as 0.
From O, mark a point A at 2 units to the right (representing the number 2).
So, units.
At point A, draw a line segment AB perpendicular to OA, with length 1 unit.
Join O to B.
Triangle OAB is a right-angled triangle.
Using the Pythagorean theorem, the length of the hypotenuse OB is
With O as the center and OB as the radius, draw an arc that intersects the number line at a point P.
The point P on the number line represents .
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 OP of unit length. Draw a line segment PP perpendicular to OP of unit length (see Fig. 1.9). Now draw a line segment PP perpendicular to OP. Then draw a line segment PP perpendicular to OP. Continuing in this manner, you can get the line segment PP by drawing a line segment of unit length perpendicular to OP. In this manner, you will have created the points P, P,..., P,..., and joined them to create a beautiful spiral depicting , , , ...
To construct the square root spiral:
Start with a point O on a large sheet of paper.
Draw a line segment OP of 1 unit length.
At P, construct a line segment PP of 1 unit length, perpendicular to OP.
Join O to P. By the Pythagorean theorem, units.
At P, construct a line segment PP of 1 unit length, perpendicular to OP.
Join O to P. By the Pythagorean theorem, units.
At P, construct a line segment PP of 1 unit length, perpendicular to OP.
Join O to P. By the Pythagorean theorem, units.
Continue this process.
For each subsequent step, draw a line segment PP of 1 unit length, perpendicular to the previous hypotenuse OP. Then join O to P. The length of the new hypotenuse will be units.
This sequence of hypotenuses (OP, OP, OP, ...) forms a spiral, with lengths .
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