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Subjects

Mathematics

Square root spiral

वर्गमूल सर्पिल

In this Class 9 Mathematics topic from Number Systems, students explore the square root spiral, a geometric construction that represents √2, √3, √4 and successive square-root lengths. They learn how right triangles and the Pythagorean theorem generate each new radius, connect these constructions with irrational numbers, and locate their values on the number line. The topic strengthens understanding of square roots, geometric representation, measurement, and the relationship between numerical patterns and visual reasoning.

Practice questions

01 If a new hypotenuse is made from √6 in a square root spiral, which hypotenuse is obtained?

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02 In a square root spiral made by constructing successive right triangles with unit-length sides, which of the following lengths can be represented by a line segment?

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03 In constructing a square root spiral, one side of each new right triangle is the previous hypotenuse. What length is taken for the other perpendicular side?

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04 Just before constructing √15 in a square root spiral, which hypotenuse will be present?

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05 Which statement correctly describes the construction of a square root spiral?

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06 To mark (\sqrt{3}) on the number line from a square root spiral, which length should be taken in the compass?

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07 In constructing a square root spiral, which rule is followed to form each new right triangle?

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08 For what can a set square be used in a square root spiral?

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09 In a square root spiral, where is the new line segment of length 1 drawn to form the next triangle?

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10 To construct (\sqrt{80}) in a square root spiral, which previous hypotenuse will be used?

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11 While constructing a square root spiral, each new right triangle is drawn on the hypotenuse of the previous triangle. If at one stage the hypotenuse is \(\sqrt{10}\) and the new perpendicular side is 1 unit, what will be the hypotenuse of the new triangle?

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12 After constructing (\sqrt{2}) in a square root spiral, what construction is done next?

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13 While constructing a square root spiral, a student draws the new side in the same direction from the endpoint of the previous hypotenuse. How should the new unit-length side be drawn to keep the spiral correct?

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14 How is \(\sqrt{2}\) represented in a square root spiral?

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15 While constructing a square root spiral, how is each new right-angled triangle formed using the hypotenuse of the previous triangle?

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16 In a square root spiral, which of the following lengths represents an irrational number?

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17 Why is one side of each new right triangle kept 1 unit long while constructing a square root spiral?

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18 While constructing a square root spiral, a student takes a right triangle with one side of length 1 unit and the other perpendicular side also 1 unit. What is the length of its hypotenuse?

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19 A student says that to represent \(\sqrt{17}\) on a square root spiral, a perpendicular side of length 4 units should be drawn because \(17-1=16\). Why is this statement incorrect?

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20 To construct (\sqrt{57}) in a square root spiral, a (1) unit perpendicular will be drawn on which previous hypotenuse?

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21 In a square root spiral, which hypotenuse will be formed after (\sqrt{43})?

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22 Which tool is useful for measuring the (1) unit distance correctly while making a square root spiral?

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23 Which tool and its use are correctly matched for constructing a square-root spiral?

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24 What is the correct order of hypotenuses for reaching √4 in a square-root spiral?

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25 After constructing √63 in a square-root spiral, what is the next hypotenuse and what whole number does it equal?

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