Muft Shiksha™ एक 100% Free Education Portal है 🇮🇳, जिसका उद्देश्य Class 9–12 के हर विद्यार्थी तक High-Quality Education को पूरी तरह मुफ्त पहुँचाना है। 🇮🇳 हम मानते हैं कि अच्छी शिक्षा किसी student की आर्थिक स्थिति पर निर्भर नहीं होनी चाहिए। 🇮🇳 हर विद्यार्थी को वही Quality Study Material, MCQs, Quizzes, Exam Preparation, Concept-Based Learning और Bilingual Support मिलना चाहिए, जो आमतौर पर महंगी Coaching या Premium Platforms में मिलता है। Muft Shiksha™ 🇮🇳 इसी सोच के साथ बनाया गया है
In this Class 10 Mathematics topic, students learn how real numbers—including rational numbers, irrational numbers and square roots—are located and represented accurately on the number line. They explore scale, order, distance and interval placement, and connect numerical values with geometric positions. This understanding supports the Polynomials chapter by helping students interpret and visualise real zeroes as points on the number line.
TOPIC PRACTICE
Quiz this set
Up to 20 questions from this page. Select your focus, then start.
20 questions
Choose questions
Medium · Level 51 · number line,irrational numbers,comparison,estimation,Representing real numbers on the number line,Polynomials,Mathematics,Class 10 MCQView options
(1.6)
(1.8)
(2.1)
(3)
Medium · Level 51 · real numbers, number line, irrational numbers, square roots, mathematics class 10View options
Even though its decimal expansion is non-terminating and non-repeating, it can be represented by a definite point on the number line.
It cannot be represented on the number line because its decimal expansion does not terminate.
It lies at exactly the same point as \(1.4\) on the number line.
It lies to the right of every rational number on the number line.
Medium · Level 51 · number line,square roots,inequalities,real numbers,Representing real numbers on the number line,Polynomials,Mathematics,Class 10 MCQView options
(30)
(35)
(40)
(50)
Medium · Level 51 · number line,decimal to fraction,negative rational numbers,equivalent fractionsView options
\(-\frac{3}{4}\)
\(-\frac{5}{4}\)
\(\frac{5}{4}\)
\(-\frac{7}{4}\)
Medium · Level 51 · number-line,fractions,midpoint,averageView options
(\frac{6}{4})
(\frac{7}{4})
(\frac{8}{4})
(\frac{14}{4})
Medium · Level 51 · number line,real numbers,geometric construction,pythagorean theoremView options
5
6
7
12
Medium · Level 51 · number-line,negative-root,irrational-numbers,intervalView options
(-2) and (-1)
(-3) and (-2)
(-4) and (-3)
(3) and (4)
Medium · Level 51 · number-line,decimals,fractions,equivalentView options
(\frac{1}{4})
(\frac{1}{8})
(\frac{1}{10})
(\frac{1}{12})
Medium · Level 51 · number-line,distance,absolute-value,negative-fractionView options
\(-\frac{7}{3}\)
\(\frac{7}{3}\)
\(\frac{3}{7}\)
\(\frac{10}{3}\)
Medium · Level 51 · number-line,negative-numbers,irrational-numbers,increasing-orderView options
(-1.5,-\sqrt{2},-1.3)
(-\sqrt{2},-1.5,-1.3)
(-1.3,-\sqrt{2},-1.5)
(-1.5,-1.3,-\sqrt{2})
Medium · Level 51 · number line,decimal square root,perfect square,polynomialsView options
0.07
0.7
4.9
7
Medium · Level 51 · number-line,symmetry,opposite-numbers,decimalsView options
(-1.75)
(-0.75)
(0.75)
(1.75)
Medium · Level 51 · number line,midpoint,decimals,averageView options
0.8
1
1.2
2
Medium · Level 51 · number-line,between,fractions,decimalsView options
(0.6)
(0.7)
(0.8)
(1)
Medium · Level 51 · real numbers, number line, irrational numbers, square root construction, geometryView options
\(\sqrt{7}\)
1.4
\(-3\)
\(\frac{5}{8}\)
Medium · Level 51 · number line,square roots,nearest integer,estimation,Representing real numbers on the number line,Polynomials,Mathematics,Class 10 MCQView options
(4)
(5)
(6)
(7)
Medium · Level 51 · number line,distance between points,negative decimals,absolute value,real numbersView options
0.75
1
1.5
3
Medium · Level 51 · number line,irrational numbers,estimation,integersView options
−2 and −1
−1 and 0
0 and 1
1 and 2
Medium · Level 51 · real numbers,number line,irrational numbers,geometric construction,square roots,polynomialsView options
It is a rational number with a terminating decimal expansion.
It is irrational, so it cannot be represented on the number line.
It is an irrational number and can be represented on the number line using a geometric construction.
It is always an integer.
Easy · Level 51 · number line,distance,equal intervals,fractions,Representing real numbers on the number line,Polynomials,Mathematics,Class 10 MCQView options
(\frac{1}{3})
(\frac{1}{2})
(1)
(3)
Question 1MediumLevel 51
Which number lies between (\sqrt{3}) and (2) on the number line?
Correct answer: B
To locate a number between \sqrt{3} and 2, first estimate the irrational endpoint. Since 1.7^2=2.89 and 1.8^2=3.24, \sqrt{3} is approximately 1.732, so the required interval is about (1.732,2). The number 1.8 lies inside this interval, making option B correct. Although 1.6 is less than \sqrt{3}, 2.1 and 3 are both greater than 2. Thus the other options cannot lie strictly between the two endpoints. Comparing squares or using a reliable decimal approximation avoids treating \sqrt{3} as exactly 1.7 or 1.8.
Which of the following statements is correct about representing the irrational number \(\sqrt{2}\) on the number line?
Correct answer: A
\(\sqrt{2}\) is irrational, but every real number has a unique point on the number line. Since \(1^2<2<2^2\), it lies between 1 and 2. Option B wrongly treats a non-terminating decimal as unrepresentable; use consecutive squares in exams.
If (\sqrt{n}) lies between (6) and (7) on the number line, which value of (n) is possible?
Correct answer: C
Because the square-root function is increasing for non-negative numbers, 6<\sqrt{n}<7 can be squared without changing the inequality directions. This gives 36<n<49. Test the options against this interval: 30 and 35 are below 36, 50 is above 49, while 40 lies strictly between 36 and 49. Therefore n=40 is possible, so option C is correct. The question asks for a possible value, not necessarily a perfect square; indeed, \sqrt{40} is approximately 6.325 and is genuinely between 6 and 7. Squaring the endpoint bounds is the safest method.
Which fraction represents the same point as (-1.25) on the number line?
Correct answer: B
(-1.25 = -\frac{125}{100} = -\frac{5}{4}), so the correct fraction is (-\frac{5}{4}). Option C, (\frac{5}{4}), is positive and lies to the right of 0, whereas (-1.25) lies to the left. Exam tip: Convert a terminating decimal to a fraction over 10, 100, or 1000, then reduce it to lowest terms.
A right triangle has two perpendicular sides of lengths 3 units and 4 units. Which value equal to the length of its hypotenuse can be constructed on the number line?
Correct answer: A
By the Pythagorean theorem, the hypotenuse is \(c=\sqrt{3^2+4^2}=\sqrt{25}=5\) units. Therefore, the point representing 5 can be constructed on the number line by marking a distance of 5 units from 0. The values 6, 7, and 12 are not the hypotenuse of this triangle. Exam tip: For perpendicular sides \(a\) and \(b\), use \(c=\sqrt{a^2+b^2}\).
At which number on the number line is (\sqrt{0.49}) located?
Correct answer: B
Since (0.7)^2=0.49, we have (\sqrt{0.49})=0.7, so the point lies at 0.7 on the number line. Option A is incorrect because (0.07)^2=0.0049. In an exam, check the number of decimal places when finding the square root of a decimal.
What is the value of the midpoint between 0.6 and 1.4 on the number line?
Correct answer: B
The midpoint is found by taking the average of the two endpoints: \(\frac{0.6+1.4}{2}=\frac{2}{2}=1\). Therefore, the correct answer is 1. The value 0.8 results from adding only 0.2 to 0.6, whereas 1 is 0.4 away from both numbers. Exam tip: use \(\frac{\text{first value}+\text{second value}}{2}\) to find the midpoint.
Which of the following is an irrational number that can be represented on the number line using the square-root construction method?
Correct answer: A
\(\sqrt{7}\) is irrational because 7 is not a perfect square. Since \(2^2<7<3^2\), its point lies between 2 and 3 and can be constructed using a square-root method. Exam tip: first check whether the radicand is a perfect square.
On the number line, (\sqrt{32}) is closest to which integer?
Correct answer: C
The governing concept is nearest-point comparison on the number line. Since 25<32<36, we know that 5<\sqrt{32}<6. More precisely, \sqrt{32}=4\sqrt{2}\approx4(1.414)=5.656. Its distance from 5 is about 0.656, while its distance from 6 is about 0.344, so 6 is nearer. Therefore option C is correct. Option B is the other adjacent integer but is farther away; 4 and 7 are even more distant. Bounding the square root between consecutive integers first makes the nearest-integer decision straightforward and prevents confusing the value with \sqrt{36} or \sqrt{25}.
If points A = −2.25 and B = −0.75 lie on the number line, what is the length of segment AB?
Correct answer: C
The distance between two points on a number line is the absolute value of the difference of their coordinates. Thus, AB = |−0.75 − (−2.25)| = |1.5| = 1.5 units. The value 0.75 is only the distance of B from zero, not the distance between A and B. Exam tip: subtract the smaller coordinate from the larger coordinate to obtain the positive distance.
Between which two consecutive integers does \(1-\sqrt{3}\) lie on the number line?
Correct answer: B
Since \(\sqrt{3}\approx1.732\), we get \(1-\sqrt{3}\approx1-1.732=-0.732\). This number is greater than \(-1\) and less than \(0\), so it lies between \(-1\) and \(0\). For such questions, first estimate the irrational number and then carefully determine the sign after subtraction.
If \(n\) is a positive integer that is not a perfect square, which statement about \(\sqrt{n}\) is correct?
Correct answer: C
When \(n\) is not a perfect square, \(\sqrt{n}\) is irrational. Its length can be obtained through a semicircle construction and marked from 0 on the number line. Exam tip: irrational does not mean unrepresentable.
If the distance from (2) to (5) is divided into (6) equal parts, what is the length of each part?
Correct answer: B
The governing concept is equal partition of a distance on the number line. The total distance between the points 2 and 5 is the absolute difference |5-2|=3 units. Dividing this total length into 6 equal parts gives 3/6=1/2 unit for each part. Hence option B is correct. Option A would result from dividing 3 by 9, option C would incorrectly use a unit length, and option D is the entire distance rather than one of six equal portions. Using the absolute difference is important because distance is always non-negative, regardless of the direction in which the points are named.
Google Analytics helps us understand site usage. Google may send limited cookie-free signals before your choice. The Live Visitors widget operates independently of this analytics choice; see the privacy policy for its provider and fallback details. Essential site features work without analytics cookies. You can change your choice later in Privacy choices. Privacy policy