Mathematics: Excel in

Approved by the Government of Nepal, Ministry of Education, Science and Technology,
Curriculum Development Centre, Sanothimi, Bhaktapur as an Additional Learning Material
vedanta
Excel in
MATHEMATICS
Book 5
Author
Hukum Pd. Dahal
Editor
Tara Bahadur Magar
vedanta
Vedanta Publication (P) Ltd.
j]bfGt klAns];g k|f= ln=
Vanasthali, Kathmandu, Nepal
+977-01-4982404, 01-4962082
info@vedantapublication.com.np
www.vedantapublication.com.np
vedanta
Excel in
Mathematics
Book 5
All rights reserved. No part of this publication may

be reproduced, copied or transmitted in any way,
without the prior written permission of the publisher.
Second Edition: B. S. 2078 (2021 A. D.)
Published by:
Vedanta Publication (P) Ltd.
j]bfGt klAns];g k|f= ln=
Vanasthali, Kathmandu, Nepal
+977-01-4982404, 01-4962082
info@vedantapublication.com.np
www.vedantapublication.com.np
Preface
The series of 'Excel in Mathematics' is completely based on the contemporary pedagogical teaching
learning activities and methodologies extracted from Teachers' training, workshops, seminars, and
symposia. It is an innovative and unique series in the sense that the contents of each textbooks of
the series are written and designed to fulfill the need of integrated teaching learning approaches.
Excel in Mathematics is an absolutely modified and revised edition of my three previous series:
'Elementary mathematics' (B.S. 2053), 'Maths in Action (B. S. 2059)', and 'Speedy Maths' (B. S. 2066).
Excel in Mathematics has incorporated applied constructivism. Every lesson of the whole series
is written and designed in such a manner, that makes the classes automatically constructive and
the learners actively participate in the learning process to construct knowledge themselves, rather
than just receiving ready made information from their instructors. Even the teachers will be able
to get enough opportunities to play the role of facilitators and guides shifting themselves from the
traditional methods of imposing instructions.
Each unit of Excel in Mathematics series is provided with many more worked out examples.
Worked out examples are arranged in the order of the learning objectives and they are reflective to
the corresponding exercises. Therefore, each textbook of the series itself plays the role of a ‘Text
Tutor’. There is a proper balance between the verities of problems and their numbers in each
exercise of the textbooks in the series.
Clear and effective visualization of diagrammatic illustrations in the contents of each and every
unit in grades 1 to 5, and most of the units in the higher grades as per need, will be able to integrate
mathematics lab and activities with the regular processes of teaching learning mathematics
connecting to real life situations.
The learner friendly instructions given in each and every learning content and activity during
regular learning processes will promote collaborative learning and help to develop learner-
centred classroom atmosphere.
In grades 6 to 10, the provision of ‘General section’, ‘Creative section - A’, and ‘Creative section -
B’ fulfill the coverage of overall learning objectives. For example, the problems in ‘General section’
are based on the knowledge, understanding, and skill (as per the need of the respective unit)
whereas the ‘Creative sections’ include the Higher ability problems.
The provision of ‘Classwork’ from grades 1 to 5 promotes learners in constructing knowledge,
understanding and skill themselves with the help of the effective roles of teacher as a facilitator
and a guide. Besides, the teacher will have enough opportunities to judge the learning progress and
learning difficulties of the learners immediately inside the classroom. These classworks prepare
learners to achieve higher abilities in problem solving. Of course, the commencement of every unit
with 'Classwork-Exercise' plays a significant role as a 'Textual-Instructor'.
The 'project works' given at the end of each unit in grades 1 to 5 and most of the units in higher
grades provide some ideas to connect the learning of mathematics to the real life situations.
The provision of ‘Section A’ and ‘Section B’ in grades 4 and 5 provides significant opportunities
to integrate mental maths and manual maths simultaneously. Moreover, the problems in ‘Section
A’ judge the level of achievement of knowledge and understanding, and diagnose the learning
difficulties of the learners.
The provision of ‘Looking back’ at the beginning of each unit in grades 1 to 8 plays an important
role of ‘placement evaluation’ which is in fact used by a teacher to judge the level of prior
knowledge and understanding of every learner to select their teaching learning strategies.
The socially communicative approach by language and literature in every textbook, especially in
primary level of the series, plays a vital role as a ‘textual-parents’ to the young learners and helps
them overcome maths anxiety.
The Excel in Mathematics series is completely based on the latest curriculum of mathematics,
designed and developed by the Curriculum Development Centre (CDC), the Government of Nepal.
I do hope the students, teachers, and even the parents will be highly benefited from the ‘Excel in
Mathematics’ series.
Constructive comments and suggestions for the further improvements of the series from the
concerned are highly appreciated.
Acknowledgments
In making effective modification and revision in the Excel in Mathematics series from my previous
series, I’m highly grateful to the Principals, HODs, Mathematics teachers and experts, PABSON,
NPABSAN, PETSAN, ISAN, EMBOCS, NISAN, and independent clusters of many other Schools
of Nepal, for providing me with opportunities to participate in workshops, Seminars, Teachers’
training, Interaction programme, and symposia as the resource person. Such programmes helped
me a lot to investigate the teaching-learning problems and to research the possible remedies and
reflect to the series.
I’m proud of my wife Rita Rai Dahal who always encourages me to write the texts in a more
effective way so that the texts stand as useful and unique in all respects. I’m equally grateful to
my son Bishwant Dahal and my daughter Sunayana Dahal for their necessary supports during the
preparation of the series.
I’m extremely grateful to Dr. Ruth Green, a retired professor from Leeds University, England who
provided me with very valuable suggestions about the effective methods of teaching-learning
mathematics and many reference materials.
Thanks are due to Mr. Tara Bahadur Magar for his painstakingly editing of the series. I am thankful to
Dr. Komal Phuyal for editing the language of the series.
Moreover, I gratefully acknowledge all Mathematics Teachers throughout the country who
encouraged me and provided me with the necessary feedback during the workshops/interactions
and teachers’ training programmes in order to prepare the series in this shape.
I’m profoundly grateful to the Vedanta Publication (P) Ltd. for publishing this series. I would
like to thank Chairperson Mr. Suresh Kumar Regmi, Managing Director Mr. Jiwan Shrestha, and
Marketing Director Mr. Manoj Kumar Regmi for their invaluable suggestions and support during
the preparation of the series.
Also I’m heartily thankful to Mr. Pradeep Kandel, the Computer and Designing Senior Officer of
the publication house for his skill in designing the series in such an attractive form.
Hukum Pd. Dahal

Contents
Page No.
Unit Number System 5 - 18
1
1.1 Counting and writing numbers- looking back, 1.2 Hindu- Arabic number system ,
1.3 Place, place value and face value, 1.4 Place and place value of numbers upto
arab, 1.5 Nepali and International place name system,1.6 b]jgfu/L ;+Vof, 1.7 Use of
commas in Nepali and International System, 1.8 Expanded forms of numbers,
1.9 The greatest and the least numbers, 1.10 The greatest and the least numbers
formed by any digits, 1.11 Rounding off numbers - Estimation
Unit Fundamental Operations 19 - 38
2
2.1 Addition and substraction - Looking back, 2.2 Multiplication and
division - Looking back, 2.3 Division fact, 2.4 Multiplication and Division of bigger
numbers, 2.5 Multiplication and division of 10, 100, 200, 3000, … and so on,
2.6 Simpli ication - A single answer of a mixed operation, 2.7 Use of brackets in
Simpli ication
Unit Properties of Whole Numbers 39 - 64
3
3.1 Various types of numbers - Looking back, 3.2 Test of divisibility,
3.3 Factors and multiples, 3.4 Prime factors and process of inding prime factors,
3.5 Process of inding multiples, 3.6 Common factors and common multiples,
3.7 Highest Common Factor (H.C.F), 3.8 Lowest Common Multiple (L.C.M.),
3.9 Process of inding H.C.F., 3.10 Process of inding L.C.M., 3. 11 Square and
square root, 3.12 Process of inding square and square root, 3.13 Cube and cube
root, 3.14 Process of inding cube and cube root
Unit Fractions 65 - 89
4
4.1 Equivalent Fractions - Looking back, 4.2 Process of inding equivalent
fractions, 4.3 Reducing fractions to their lowest terms, 4.4 Like and unlike
fractions, 4.5 Conversion of unlike fractions into like fractions, 4.6 Proper and
improper fractions, 4.7 Mixed number, 4.8 Addition and subtraction of like
fractions - Looking back, 4.9 Addition and subtraction of unlike fractions,
4. 10 Multiplication of fractions by whole numbers, 4.11 Multiplication of
fractions by fractions, 4.12 Finding the value of fraction of number in a collection,
4.13 Division of a whole number by a fraction, 4.14 Division of a fraction by a
whole number, 4.15 Division of a fraction by a fraction.
Unit Decimal 90 - 113
5
5.1 Tenths, hundredths and thousandths - looking back, 5.2 Place and place value of
decimal numbers, 5.3 Comparison of decimal numbers, 5.4 Conversion of a decimal
number into a fraction, 5.5 Conversion of a fraction into a decimal, 5.6 Addition
and subtraction of decimal numbers, 5.7 Multiplication of decimal numbers by
whole numbers, 5.8 Multiplication of decimal numbers by 10, 100 and 1000,
5.9 Multiplication of decimal numbers by decimal numbers, 5.10 Division of decimal
numbers by whole numbers, 5.11 Division of decimal numbers by 10, 100 and 1000,
5.12 Division of whole numbers and decimal numbers by decimal numbers,
5.13 Rounding off decimal numbers, 5.14 Use of decimals
Unit Percent 114 - 120
6
6.1 Percent - How many out of 100 ? - Looking back, 6.2 Conversion of percent
into fraction, 6.3 Conversion of fraction into percent, 6.4 Conversion of percent
into decimal and decimal into percent, 6.5 Finding the value of the given percent
of a quantity,
Unit Buying and Selling 121 - 125
7
7.1 Cost price (C. P.) and selling price (S. P.) - Looking back, 7.2 Pro it and
loss - Looking back, 7.3 Pro it percent and loss percent
Page No.
Unit Unitary Method and Simple Interest 126 - 136
8
8.1 Unitary method - Looking back, 8.2 Unit value, 8.3 Rate of cost, 8.4 Simple
Interest - Introduction, 8.5 Rate of interest
Unit Ratio 137 - 141
9
9.1 Ratio-Introduction, 9.2 Ways of writing a ratio, 9.3 Terms of a ratio
Unit Time, Money, Bill and Budget 142 - 160
10
10.1 Telling time - Looking back, 10.2 24 - hour clock system, 10.3 Conversion
of units of time, 10.4 Addition and subtraction of time - Looking back,
10.5 Multiplication and division of time, 10.6 Money - Looking back,
10.7 Conversion of money, 10.8 Addition and subtraction of money,
10.9 Multiplication and division of money, 10.10 Bill, 10.11 Budget
Unit Algebra - Algebraic Expressions 161 - 180
11
11.1 Constant and variable - Looking back, 11.2 Operation on constant and
variable, 11.3 Algebraic term and expression, 11.4 Types of algebraic expressions,
11.5 Evaluation of algebraic expression, 11.6 Coef icient, base, power and exponent
of algebraic term, 11.7 Like and unlike terms, 11.8 Addition and subtraction of
monomial expressions, 11.9 Addition and subtraction of polynomial expressions,
11.10 Multiplication of algebraic expressions, 11.11 Multiplication of binomial
expressions, 11.12 Division of monomial expressions, 11.13 Simpli ication by
removing brackets
Unit Algebra - Equation 181 - 192
12
12.1 Open mathematical sentence (or statement) - review, 12.2 Equation - review,
12.3 Solving equation, 12.4 Use of equation
Unit The Metric Measurement System 193 - 208
13
13.1 Measurement of length and distance - Looking back, 13.2 Conversion of
units of length, 13.3 Addition and subtraction of lengths, 13.4 Multiplication and
division of lengths, 13.5 Measurement of weight, 13.6 Measurement of capacity
Unit Perimeter, area and Volume 209 - 226
14
14.1 Perimeter of plane shapes - Looking back, 14.2 Perimeter of triangle
and quadrilateral, 14.3 Perimeter of rectangle and square, 14.4 Area of plane
shapes - Looking back, 14.5 Area of rectangle and square - Looking back,
14.6 Area of land, 14.7 Volume of solids - space occupied by solids (Review),
14.8 Volume of Cube and Cuboid
Unit Geometry - Line and Angle 227 - 243
15
15.1 Point, Line and line segment - Looking back, 15.2 Perpendicular line segment,
15.3 Parallel line segments, 15.4 Intersecting line segments, 15.5 Angle - Review,
15.6 Measurement of angles, 15.7 Construction of angles, 15.8 Types of angles
by their sizes, 15.9 Types of pairs of angles by their structures and properties.,
15.10 Transversal, 15.11 Pairs of angles made by transversal,
Unit Geometry - Plane Shapes 244 - 254
16
16.1 Plane shapes - Looking back, 16.2 Triangle, 16.3 Types of triangle by
sides, 16.4 Types of triangles by angles, 16.5 Sum of the angles of a triangle,
16.6 Quadrilaterals, 16.7 Sum of the angles of a quadrilateral, 16.8 Circle,
Unit Statics 255-265
17
17.1 Charts-Introduction, 17.2 Bar graph–Review, 17.3 Measurement of
temperature–Review, 17.4 Ordered pairs–Review, 17.5 Coordinates– Introduction,
Unit Set 266 - 271
18
18.1 Set – Looking back, 18.2 Set– A well –de ined collection, 18.3 Membership of
a set, 18.4 Methods of writing members of a set, 18.5 Types of sets
Answers 272 - 285
Evaluation Model 286 - 288
Unit
Number System
1
1.1 Counting and writing numbers- looking back.
Classwork - Exercise
1. Let's count the blocks of thousands, hundreds, tens, and ones. Then, complete
the place value tables. Write the numerals and the number names.
(a)
Th H T O
1001
1 0 0 1
One thousand one
(b) Th H T O
c) Th H T O
Th H T O
d)
e) Th H T O
f) Th H T O
Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

5 vedanta Excel in Mathematics - Book 5
Number System
2. Let's say and write in numerals and in words; how many rupees altogether?
(a) Rs
rupees.
(b) Rs
rupees.
(c) Rs
rupees.
(d) Rs
rupees.
(e) There are 100 number of notes in each bundle of Rs 10, Rs 100, Rs 500,
and Rs 1000 notes. Let's say and write in numerals and in words how
many rupees there are.
1 bundle of Rs 10 =
1 bundle of Rs 100 =
3. Let's read the price of these items. Say and write the price in words.
Rs 18,750.00 Rs 1,05,000.00 Rs 99,999.00 Rs 25,16,400.00
a) Refrigerator :
b) Washing machine :
c) Mobile :
d) Car :
e) Which one is the most expensive and which one is the cheapest item?
vedanta Excel in Mathematics - Book 5 6 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur
Number System
4. Let's read these interesting facts. Rewrite the number names in numerals.
a) The distance of moon from earth is about three lakh eighty-four thousand
four hundred kilometres.
b) The earth moves round the sun at a speed of about one lakh seven
thousand kilometres per hour.
(c) The radius of earth is about sixty-three lakh seventy one thousand
metres.
(d) Russia is the largest country in the world in area. Its area is one crore
seventy-one square kilometres.
1.2 Hindu- Arabic number system

The Hindu- Arabic number system was developed by the Hindus and spread
by the Arabs all over the world. Therefore, it is well known as Hindu-Arabic
number system. In this number system, we use ten symbols: 0, 1, 2, 3, 4, 5, 6, 7,
8, and 9. These symbols are called digits. We use these digits to write numerals
of any number of digits such as 7, 98, 572, 16304, and so on.
Number : A number is a count of objects or quantities. For example,

ive ingers, twenty- ive people, forty kg, and so on.
Numeral : A numeral is a symbol that represents a number. For
example, 5 ingers, 25 people, 40 kg, and so on.
Digit : A digit is a single symbol used to make numerals.
For example, in 307, the digits are 3, 0 and 7.
1.3 Place, place value, and face value

Let's take a numeral 1235.
1235
Ones =5×1 =5
Tens = 3 × 10 = 30
Hundreds = 2 × 100 = 200
1 × 1000 2 × 100 3 × 10 5 × 1 Thousands = 1 × 1000 = 1000
Here, ones, tens, hundreds, and thousands are the places of the digits of the
numeral 1235. A digit itself at any place of the numeral is called the face value.
The product of face value and its place is the place value.
Number System
1.4 Place and place value of numbers upto arab
Let's read these instructions carefully . Investigate the idea about how the
bigger numbers form.
Counting by 1 hundred, what comes after 9 hundred?
It is 10 hundred = 1000 = 1 thousand
Counting by 1 thousand, what comes after 9 thousand?
It is 10 thousand = 10000
Counting by 10 thousand, what comes after 90 thousand ?
It is 100 thousand = 100000 = 1 lakh
Counting by 1 lakh, what comes after 9 lakh ? It is 10 lakh = 1000000
Counting by 10 lakh , what comes after 90 lakh ?
It is 100 lakh = 10000000 = 1 crore
Counting by 1 crore, what comes after 9 crore ?
It is 10 crore = 100000000 = 10 crore 1 lakh = 100 thousand
Counting by 10 crore, what comes after 90 crore ? 1 crore = 100 lakh
It is 100 crore = 1000000000 = 1 arab 1 arab = 100 crore
1 arab = 1000000000 is a 10- digit numeral.
The place value table given below shows 1000000000 (One arab).
Periods Arab Crores Lakhs Thousands Units
Places Arab Ten- Ten- Lakhs Ten- Thousands Hundreds Tens Ones
Crores
Crores Lakhs Thousands
Numeral 1 0 0 0 0 0 0 0 0 0
Now, let's take a 10-digit numeral 2351872496 and ind the place and place value
of each digit.
Numeral Places Face Value Face Value × Place = Place Value
23 5 1 8 7 2 4 9 6
Ones 6 6×1 = 6
Tens 9 9 × 10 = 90
Hundreds 4 4 × 100 = 400
Thousands 2 2 × 1000 = 2000
Ten-thousands 7 7 × 10000 = 70000
Lakhs 8 8 × 100000 = 800000
Ten-lakhs 1 1 × 1000000 = 1000000
Crores 5 5 × 10000000 = 50000000
Ten-crores 3 3 × 100000000 = 300000000
Arabs 2 2 × 1000000000 = 2000000000
Now, the number name of 2351872496 is: Two arab thirty- ive crore eighteen
lakh seventy-two thousand four hundred ninety-six.
Number System
1.5 Nepali and International place name system

Let's compare the places of digits of numerals between Nepali and International
system.
Nepali place International place Place values Number of digits
names names
Ones Ones 1 One
Tens Tens 10 Two
Hundreds Hundreds 100 Three
Thousands Thousands 1000 Four
Ten-thousands Ten-thousands 10000 Five
Lakhs Hundred-thousands 100000 Six
Ten-lakhs Millions 1000000 Seven
Crores Ten-millions 10000000 Eight
Ten-crores Hundred-millions 100000000 Nine
Arabs Billions 1000000000 Ten
The table given above shows that only after ten-thousand the place names of digits
are different in Nepali and International system.
Now, let's compare the places of the digits of a numeral 2530498167 in Nepali and
International systems.
Thousands Thousands
Thousands Thousands
Ten Crores
Ten Lakhs
Hundreds
Crores
Lakhs
Arabs
Ones
Tens
Ten
thousands
Hundreds
Hundred
Hundred
Millions
Millions
Millions
Billions
Ones
Tens
Ten
Ten
2 5 3 0 4 9 8 1 6 7
In Nepali system, the number name is:

Two arab ifty-three crore four lakh ninety-eight thousand one hundred sixty-seven.
In International system, the number name is:
Two billion ive hundred thirty million four hundred ninety-eight thousand one
hundred sixty-seven.
1.6 b]jgfu/L ;+Vof

b]jgfu/L ;+Vof k|0ffnL klg lxGb'–c/ljs ;+Vof k|0ffnLdf g} cfwfl/t 5 . b]jgfu/L
c+sx?nfO{ hgfpg] ;+s]tx? dfq lxGb'–c/las c+s hgfpg] ;+s]tx? eGbf km/s 5g\ .
Number System
lxGb'–c/las 0 1 2 3 4 5 6 7 8 9
c+s Zero One Two Three Four Five Six Seven Eight Nine
b]jgfu/L ) ! @ # $ % ^ & * (
c+s ;'Go Ps b'O{ tLg rf/ kfFr 5 ;ft cf7 gf}+
b]jgfu/L ;+Vof k|0ffnLdf klg ) b]lv ( ;Ddsf c+sx?sf] k|of]u u/L s'g} klg 7"nf] cyjf ;fgf]
;+Vof n]Vg ;lsG5 . h:t} M Ps xhf/ ;ft ;o krf;L – !,&*% (One thousand seven hundred
eighty- ive) k}tfln; xhf/ gf} ;o tL;– $%,(#) (Forty- ive thousand nine hundred thirty)
b]jgfu/L ;+Vof k|0ffnLdf :yfg–dfgsf] gfd lgDg cg';f/ x'G5 .
Arabs Ten- Crores Ten-lakhs Lakhs Ten-thousands Thousands Hundreds Tens Ones
Crore
c/a bz s/f]8 bz nfv nfv bz xhf/ xhf/ ;o bz Ps
s/f]8
@ % # ) $ ( * ! ^ &
o; cg';f/ @%#)$(*!^& ;+Vofsf] gfd b'O{ c/a lqkGg s/f]8 rf/ nfv cG7fgAa]
xhf/ Ps ;o ;t\;¶L x'G5 .
1.7 Use of commas in Nepali and International system
We use commas to separate the periods of digits of numerals. It makes easier
to read and write number names of bigger numbers.
We start to use commas only in 4-digit and greater than 4-digit numerals both
in Nepali and International system.
Let's compare the way of using commas in Nepali and in International system.
In Nepali system International system
72,58,36,194 725,836,194
using comma to separate the

digits at units period using comma to separate
the digits at units period
using comma to separate the
digits at thousands period using comma to separate the
digits at thousands period
using comma to separate
the digits at lakhs period
Number name is: Number name is:

Seventy-two crore ifty-eight lakh thirty-six Seven hundred twenty- ive million
thousand one hundred ninety-four. eight hundred thirty-six thousand
one hundred ninety-four.
In Nepali system, each period of two digits is separated by commas. In

International system, each period of three digits is separated by commas.
Number System
1.8 Expanded forms of numbers
Let's take a number 2314, study the illustrations given below, and how it is
expanded.
2314 =
2 × 1000 3 × 100 1×10 4×1 =2 × 1000 + 3 × 100 + 1 × 10 + 4 ×1
Similarly ,
3005 = 3 × 1000 + 0 × 100 + 0 × 10 + 5 × 1 = 3 × 1000 + 5 × 1
6040 = 6 × 1000 + 0 × 100 + 4 × 10 + 0×1 = 6 × 1000 + 4 × 10
59183 = 5 × 10000 + 9 × 1000 + 1 × 100 + 8 × 10 + 3 × 1
8670504 = 8 × 1000000 + 6 × 100000 + 7 × 10000 + 5 × 100 + 4 × 1
In 2078,
After 2, there are three digits. So, 2 × 1000
After 7, there is one digit. So, 7 × 10
The last digit 8 is at ones place. So, 8 × 1
2078 = 2 × 1000 + 7 × 10 + 8 × 1
Let's Remember!
500103 = 5 × 100000 + 0 × 10000 + 0 × 1000 + 1 × 100 + 0 × 10 + 3 × 1
Here, 0 × 10000 + 0 × 1000 + 0 × 10 = 0 and it is not necessary to write in
the expanded form.
So, 500103 = 5 × 100000 + 1 × 100 + 3 × 1
In this way, we can expand a number as the sum of its digits multiplied by
their places.
1.9 The greatest and the least numbers

Among 0 to 9 , the greatest digit is 9 . So, 9 is the greatest 1 -digit number. 99
is the greatest 2 - digit number, 999 is the greatest 3 - digit number, and so on.
1 is the least counting number. So, 1 is the least 1 -digit number. 10 is the least
2 -digit number, 100 is the least 3 - digit number, and so on.
Number System
1.10 The greatest and the least numbers formed by any digits
Let's take any six digits 7, 3, 0, 9, 2, and 5 .
Arranging the digits in descending order o 975320
It is the greatest 6 -digit number.
Arranging the digits in ascending order o203579
It is the least 6 -digit number.
Remember, 023579 is not a 6 -digit number. 023579 is same as 23579
which is a 5 -digit number.
EXERCISE 1.1
Section A - Classwork
1. Let's say and write the answer in the blank spaces.
a) The digits of the numeral 380642 are

b) How many digits are there in the numeral 40509817 ?
c) What is the face value of 6 in 1632409 ?
d) What is the place value of 9 in 20497350 ?
e) The digit at ten-lakhs place of the numeral 142068537 is
f) The digit at hundred million place of the numeral 501652084 is
2. Let's say and write the correct answer of these questions.
a) How many hundreds make 1 thousand ?
b) How many thousands make 1 lakh ?
c) How many lakhs make 1 crore ?
d) How many crores make 1 arab ?
e) How many lakhs are there in 1 million?
f) How many millions are there in 1 crore?
g) How many crores are there in 100 million?
h) How many billions are there in 1 arab?

Number System
3. Let's rewrite these numerals using commas in Nepali and in

International system.
Use of Commas in Nepali Use of Commas in
Numerals
System International System
192750
4308679
20509180
370084300
1201610240
4. a) Let's write the number name in Nepali system.

(i) 10001
(ii) 1000100
b) Let's write the number name in International system.
(i) 300005
(ii) 300500100
5. a) z"Go b]lv gf} ;Ddsf b]jgfu/L c+sx? n]Vg'xf];\ .
b) krxQ/sf] c+u|]hL ;+Vof gfd s] x'G5 <

c) 49 sf] b]jgfu/L ;+Vof / ;+Vof gfd s] x'G5 <
6. a) The least and the greatest number of 6-digit are ,
b) The least and the greatest number of 9-digit are ,
c) The least number formed by the digits 2, 0, 5, 7, 4 is
d) The greatest number formed by the digits 4, 9, 2, 0, 7, 3, 1 is
7. a) The expanded form of 30402 is
b) The short form of 2 × 1000000 + 6 × 1000 + 1 × 10 is

Number System
Section B
8. Let's write the face value, place name, and place value of the red coloured
digits of the numerals in Nepali and International system.
a) 95731 b) 62915 c) 2753460 d) 5816209
e) 82413596 f) 314702600 g) 770038002 h) 4162030575
9. Let's write the numerals, using commas. Then, write the number names
from the place value tables.
a) Ten-lakhs Lakhs Ten-thousands Thousands Hundreds Tens Ones
1 7 0 5 3 9 4
b) Ten-crores Crores Ten-lakhs Lakhs Ten-thousands Thousands Hundreds Tens Ones

3 6 0 5 1 8 0 5 0
c)
Arabs Ten-crores Crores Ten-lakhs Lakhs Ten-thousands Thousands Hundreds Tens Ones
4 0 7 6 2 3 3 9 1 7
d) Millions Hundred-thousands Ten-thousands Thousands Hundreds Tens Ones

2 1 5 0 7 1 2
e) Ten- Hundred-
Millions Ten-thousands Thousands Hundreds Tens Ones
millions thousands
5 0 9 5 8 2 0 7
10. Let's write these numerals in the expanded forms:

a) 5263487 b) 20470155 c) 640035209 d) 305020700
11. Let's write the numerals in the short forms:
a) 9 × 100000 + 2 × 10000 + 5 × 1000 + 7 × 100 + 4 × 10
b) 6 × 1000000 + 3 × 10000 + 2 × 1000 + 1 × 100 + 8 × 1
c) 2 × 10000000 + 1 × 1000000 + 4 × 10000 + 9 × 1000 + 6 × 100
d) 3 × 100000000 + 3 × 10000000 + 5 × 100000 + 2 × 1000 + 5 × 1
12. Let's ϐind how many millions in -
10 lakh = 1000000 = 1 million
a) 10 lakh b) 30 lakh c) 70 lakh 1 crore = 10000000 = 10 million
d) 1 crore e) 4 crore f) 9 crore
13. Let's ϐind how many lakh or crores in - 1 million = 1000000 = 10 lakh
a) 1 million b) 4 million c) 8 million 10 million = 10000000 = 1 crore
d) 10 million e) 50 million f) 70 million
Number System
14. Let's read the information carefully then rewrite the numerals in number
names in Nepali system.
a) Brunei is the least populated country in Asia. Its population is about
4,39,336 in 2019.
b) The estimated population of Nepal is about 3,02,60,244 in 2077 B.S.
c) China is the country with the largest population in the world. Its population
is about 1,42,45,48,266 in 2020.
d) Australia is the continent with the least population in the world. Its
population is 2,53,98,177 in 2020.
15. Let's write the numerals of the number names using commas in Nepali
system.
a) The area of Nepal is one lakh forty-seven thousand one hundred
eighty-one square kilometres.
b) The cost of a car is thirty-two lakh four thousand nine hundred rupees.
c) 1 lakh U.S. dollar is nearly equal to one crore twelve lakh six thousand
Nepali rupees.
d) The estimated budget of a drinking water supply project is sixteen crore
nine lakh ϐive thousand seven hundred Nepali rupees.
16. Let's write the numerals of the number names. Then rewrite the number
names in Nepali System.
a) The cost of a motorbike in Nepal is two hundred ϐifty-ϐive thousand rupees.
b) The population of a province is three million forty-eight thousand nine
hundred.
c) The speed of light in air is about seventeen million nine hundred
eighty-seven thousand ϐive hundred twenty kilometres in 1 minute.
d) The distance of the sun from the earth is about one hundred forty-nine
million six hundred thousand kilometres.
e) Government of Nepal has allocated a budget of two billion ϐifty million
four hundred thousand rupees to develop a hydropower in far western
region.
17. s_ Ps ;o krf; xhf/nfO{ b]jgfu/L ;+Vofdf n]Vg'xf];\ / g]kfnL k4tLcg';f/ ;+Vofsf] gfd
n]Vg'xf];\ .
v_ 2547698 nfO{ b]jgfu/L ;+Vofdf n]vL g]kfnL k4tL cg';f/ ;+Vofsf] gfd n]Vg'xf];\ .
u_ k}tL; ldlnognfO{ b]jgfu/L ;+Vofdf n]Vg'xf];\ . of] ;+Vofdf slt s/f]8 / nfv x'G5 <
18. a) Find the difference of the greatest and the least numbers of 5 -digits.
b) Find the sum of the greatest and the least numbers of 6- digits.
Number System
c) Find the difference of the greatest and the least numbers of ive digits
formed by 3,7,0,1, and 9.
d) Find the sum of the greatest and the least numbers of seven digits formed
by 8,0,2,4,1,3 and 6.
19. It's your time - Project Work !
a) Let's write a number for each of 7 -digit, 8- digit, 9 - digit and 10 -digit.
(i) Show each numbers in place value table.
(ii) Write the number name of each numeral in Nepali system and International
system.
b) Let's write a 7 -digit number. Increase this number by 10 lakh in each case and
write next three numbers.
c) Let's write a 9 -digit number. Increase this number by 10 crore in each case
and write next three numbers.
20. a) Let's visit to the available website in your school computer or your own
computer or your family member's mobile. Search and write the present
population of Nepal, Bhutan, Bangaladesh and India.
(i) Write the population in words in Nepali and in International systems.
(ii) Compare the population of these countries.
(iii) Can you search the population of your district ? If so, write the present
population of your district.
b) Let's make 10 lash-cards of equal size by cutting a chart paper.
(i) Write the number 0 to 9 in each lash-card and make two sets of number
cards.
0 1 2 3 4 5 6 7 8 9
(ii) Play with a partner to make the greatest and the least numbers of 2 -digit,
3 -digit, .... 9 - digit by drawing the different lash-cards.
1.11 Rounding off numbers - Estimation
Let's investigate the rules for rounding off numbers to the nearest tens,
hundreds, thousands, etc.
a)
300 310 320 330 340 350 360 370 380 390 400
375
Rounding of 330 to the nearest hundreds is 300.
Rounding of 375 to the nearest hundreds is 400.
Number System
b)
2000 2100 2200 2300 2400 2500 2600 2700 2800 2900 3000
2480
Rounding off 2500 to the nearest thousands is 3000.
Rounding off 2480 to the nearest thousands is 2000.
Similarly,
c) Rounding of 674 to the nearest tens is 670 and to the nearest hundreds is
700.
d) Rounding of 1280 to the nearest hundreds is 1300 and to the nearest
thousands is 1000.
EXERCISE 1.2
1. Let's use the given number lines and round off the numbers to the
nearest tens, hundreds, or thousands.
a)
400 410 420 430 440 450 460 470 480 490 500
(i) Rounding off 423 to the nearest tens is

(ii) Rounding off 464 to the nearest hundreds is
b)
900 910 920 930 940 950 960 970 980 990 1000

(ii) Rounding off 972 to the nearest thousands is
c)
1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000

(ii) Rounding off 1236 to the nearest hundreds is
(iii) Rounding off 1236 to the nearest thousands is
d)
30000 31000 32000 33000 34000 35000 36000 37000 38000 39000 40000
(i) Rounding off 37490 to the nearest hundreds is
(ii) Rounding off 37490 to the nearest thousands is
(iii) Rounding off 37490 to the nearest ten-thousands is
Number System
Section B
2. Let's express the numbers to the round ϐigures.
a) There are 482 students in a school. Write the number in round igure to the
nearest (i) tens (ii) hundreds.
b) The distance between Damak to Butwal is 539 km. Write the distance in
round igure to the nearest (i) tens (ii) hundreds.
c) The cost of a mobile is Rs. 1,750. Write the cost in round igure to the nearest
(i) hundreds (ii) thousands.
d) The population of a village is 8,360. Write the population in round igure to
the nearest (i) hundreds (ii) thousands.
e) The monthly income of a family is Rs. 27,820. Write the income in round
igure to the nearest (i) hundreds (ii) thousands (iii) ten-thousands.
f) The price of a motorcycle is Rs. 2,45,250. Write the price in round igure to
the nearest (i) hundreds (ii)thousands (iii)ten-thousands.
3. a) Round off 493 to the nearest tens then to the nearest hundreds.
b) Round off 2,775 to the nearest hundreds then to the nearest thousands.
c) Round off 8,980 to the nearest thousands then to the nearest ten- thousands.
It's your time - Project Work !

4. a) How many students are there in your class? Round off this number to the
nearest tens.
b) How many students are there in your school? Round off this number to the
nearest (i) tens (ii) hundreds (if possible).
5. a) Write a 4-digit number with non-repeated digits. Then, round off your number
to the nearest (i) tens (ii) hundreds (iii) thousands.
b) Write a 6-digit number with non-repeated digits. Then round off your number
to the nearest (i) tens (ii) hundreds (iii) thousands (iv) ten-thousands.
Unit
Fundamental Operations
2
2.1 Addition and substraction - Looking back

1. At first, let's add the numbers that make 10, 20, ...100, ... Then complete
the addition.
3+9+7 = 10 + 9 = 19 65 + 85 + 15 = 100 + 65 = 165
a) 4 + 7 + 6 = b) 8 + 12 + 6 =
c) 5 + 4 + 45 = d) 17 + 60 + 40 =
e) 75 + 25 + 28 = f) 180 + 100 + 20 =
g) 240 + 200 + 60 = h) 350 + 395 + 5 =
2. Let's write the missing numbers then add quickly and find the sums.
13 + 14 = (10 + 10) + (3 + 4) = 20 + 7 = 27
25 + 33 = (20 + 30) + (5 + 3) = 50 + 8 = 58
a) 12 + 16 = (10 + 10) + ( +6) =
b) 23 + 13 = ( + 10) + (3 + ) =
c) 24 + 21 = ( + ) + (4 + 1) =
d) 32 + 31 = ( + ) + (2 + ) =
e) 44 + 35 = ( + 30) + ( + )=
f) 57 + 23 = (50+ 20) + (7+ 3) =
g) 48 + 34 = ( + 30) + (8+ ) =
3. Let's learn the trick and subtract quickly.
27 – 14 = (27 – 10) – 4 = 13 46 – 24 = (46 – 20) – 4 = 22
a) 24–11 = (24–10) – = b) 28 – 13 = (28 – 10) – =

c) 36 –15 = (36 – )–5 = d) 39 – 21 = (39 – )– 1 =
e) 55 –23 = (50 – )–3 = f) 67 – 35 = ( – )– =
g) 74 –42 = ( – )– = h) 90 – 51 = ( – )– =
4. Let's say and write the answer as quickly as possible.
a) 5 + 8 = Then 13 – 5 = and 13 – 8 =
b) 7 + 9 = Then 16 = 9 and –9 = 7
c) 12 + 6 = Then –12 = 6 and 18 – = 12
d) 20 + 30 = Then 50– = 20 and 50 – = 30
e) 25 + 15 = Then 25 = 15 and – 15 = 25
5. Quiz time !
a) The sum of two numbers is 14 and the smaller number is 5. The bigger
number is
b) The difference of two numbers is 7 and the bigger number is 18. The smaller
number is
Sum = 12
c) The sum of two numbers is 15 and the difference difference = 2, let's think ...
is 5. The numbers are and 11 + 1, 11 – 1 10 + 2, 10 – 2
9 + 3, 9 – 3 8 + 4, 8 – 4
d) The sum of two numbers is 24 and the difference 7 + 5, 7 – 5 7 + 5 = 12 and 7–5 = 2!
is 4. The numbers are and
e) If a + b + c = 20 and a + b = 14 , then c =
f) If p + q + r = 27 and q + r = 18, then p =
6. Puzzle time !
a) Let's ill in the missing numbers to complete the sums.
i) ii) iii) – 6 =
+ 13 = 25 – =
+ + + – – – + – +
+ = – 5 = 1 + = 7
= = = = = = = = =
22 + = 40 30 – 11 = – 4 = 16
b) The sum of the numbers in each row, column, and diagonal is the same. Let's
complete the magic squares.
i) ii) iii)
11 13 17 1
14 11 14
7 13 3 10
Sum is 30 Sum is 42 5 9 4
Sum is 34
c) Each hexagon is made by adding up the numbers in the two hexagons
below it. Let's say and write the missing numbers.
a) b)
36
21 24 16
9 12 10 5 13
EXERCISE 2.1
Section A - Class work
a) 75 girls and 50 boys, how many students altogether ?
b) Among 480 people, 230 are women. Number of men are
c) By how much is Rs 5010 more than Rs. 4999 ?
d) By how much is Rs. 9990 less than Rs. 10001 ?
e) What should be added to 7777 to get 9999 ?
f) What should be subtracted from 10000 to get 9999 ?

2. Let's say and write the missing digits in the following sums.
a) 3 6 b) 2 5 c) 9 5 d) 5 2
+ 4 + 6 8 – – 6
7 8 7 5 8 1 4 7
18
3. a) The numbers in the circles have been added in pairs and
25 28
the sum of each pair is in the square between the circles.
Complete these puzzles. 7 17 10
(i) (ii) (iii)

15 36
35 25 48
9 17 30 52
b) Let's add as shown and complete these addition puzzles.
(i) (ii) (iii)

+ 9 3 8 + 5 + 2
6 15 4 12 7 17
4 12 14 13 25
7 10 6 13 11
Section B
4. Let's rewrite these problems and solve them.
a) 694 girls b) 4731 men c) Rs 7350 d) 9420 people
+ 586 boys + 4699 women – Rs 4580 – 5875 women
students people Rs men
e) selling price = Rs 3245 f) buying price = Rs 5710

buying price = Rs 2965 selling price = Rs 5360
Pro it = Rs loss = Rs
5. Let's add or subtract, and check your answer by subtraction or addition.
a) 4658 b) 3895 c) 8012

+2457 –2457 + 5325 –3895 – 4637 + 4637
6. Let's read these problems carefully and solve them.

a) A fruit seller bought some apples for Rs. 3,750 and orange for
Rs 2,875. She sold all fruits for Rs 7,550.
(i) Find the total cost of fruits for the fruit seller.
(ii) How much money did she/he gain or loss ?
Solution
(ii) selling price =
(i) cost of apples =
buying price =
cost of oranges =
gain =
total cost =
b) The male population of a town is twelve thousand six hundred

ϔifty-four and the female population is thirteen thousand seventy.
(i) Find the total population of the town.
(ii) How many more females are there than males ?
Solution
(ii) female population =
(i) male population = 12,654
male population =
female population = 13,070
difference =
total population =
c) A farmer had 1,736 chickens in his poultry farm. 258 of them died during
the epidemic of 'Bird Flu'. How many more chickens does he need to have
2,500 ?
d) Mrs. Pariyar bought a second hand scooty for Rs 95,600 and she spent
Rs 7,850 for its repairment. Then she sold it for Rs 1,10,500.
(i) Find the total cost of the scooty with its repairment.
(ii) How much money did she gain or loss ?

e) Last week, Dakshesh visited a

municipality of ice and study the
population of the municipality in 18450
a bar graph. 17450
Population
16450
(i) Find the total population of the 15450
municipality. 14450
13450
(ii) How many less number of
12450
children are there than the adult
11450
population?
10450
O
It's your time - Project work ! Male Female Children
7. Let's make groups of 5 students each and conduct a survey to ind the number
of girls and boys in your school in primary level. Write the numbers in the
table and answer the questions.
Classes Number of girls Number of boys Total

1
2
3
4
5
Total
a) Find the total number of students in each class.
b) Find the total number of girls in the primary level.
c) Find the total number of boys in the primary level.
d) Find the total number of students in the primary level.
e) Which number is grater in each class, girls or boys and by how many ?
f) How many more girls or boys are there in the primary level of your school?
8. Let's visit the available website in your school computer or in your computer
or in your family member's mobile.
a) Search the live male and female population of Nepal. Write the population
in words and in numerals.
b) Calculate today's total population of Nepal.
2.2 Multiplication and division - Looking back
1. Let's say and write the correct numbers in the blank spaces.
a) + + + + + +
= × = dots
b) + + + + + + + +
= × = dots
c) + + + +
= × = dots
Did you understand the relation between addition and multiplication ?
Multiplication is repeated addition.
2. Let's say and write the products as quickly as possible.
a) 4×1 = , 9×1 = , 10 × 1 = , 15 × 1 =
b) 5 × 0 = , 7×0 = , 12 × 0 = , 18 × 0 =
c) 3 × 7 =7 × 3 = , 5×8=8×5= , 10 × 7 = 7 × 10
Did you understand some interesting facts about multiplication ?

Fact I: The product of any number and 1 is the number itself.
Fact II: The product of any number and 0 is always 0.
Fact III: The product remains the same even if the order of multiplier and
multiplicand is changed.
a) How much is 8 apples shared between 2 pupils ?
Each gets ÷ = apples.

How many twos are there in 8 ?
÷ =

b) How much is 12 marbles shared between 3 girls ?
Each gets ÷ = marbles.
How many threes are there in 12 ?
÷ =
a) 4 × 2 = 8 and 8÷4=2
b) × = and 15 ÷ 5 =
c) × = and ÷ =
d) × = and ÷ =
5. Quiz time !
a) The product of two numbers is 42 and one of them is 7.
The other number is
b) Multiplicand is 9 and the product is 72. Multiplier is
c) Multiplier is 10 and the product is 100. Multiplicand is
d) The quotient of 54 divided by a number is 6. The number is
e) Dividend is 42, divisor is 8, quotient = remainder =
6. Puzzle time !
a) Let's ill in the missing numbers to complete the sums.
× 5 = 20 72 ÷ = 8 ÷ 3 = 0
× × × ÷ ÷ ÷ × × ×
× = ÷ 3 = 2 ÷ = 2
= = = = = = = = =
12 × = 120 ÷ = ÷ 9 = 10
b) Let's multiply as shown and complete these multiplication puzzles .

(i) × 6 4 8 (ii) × 9 (iii) × 5
3 18 5 35 48
7 28 36 60 50
9 72 3 18 7 63
2.3 Division fact
Let's learn the following facts about division.
Fact I : When a number is divided by 1, the quotient is the number itself.
5 ÷ 1 = 5, 8 ÷ 1 =8, 12 ÷ 1 = 12 and so on.
Fact II : When a number is divided by itself, the quotient is always 1 .
4÷4=1, 6 ÷ 6 = 1, 9 ÷ 9 = 1 and so on .
Fact III : When 0 is divided by any nonzero number, the quotient is always 0.
0 ÷ 3 = 0, 0 ÷ 8 = 0, 0 ÷10 = 0 and so on.
Fact IV : When any non-zero number is divided by 0, the quotient is in inite.
2 ÷ 0 = in inite, 7 ÷ 0 = in inite and so on.
Fact V : Dividend = Divisor × Quotient + Remainder.
In 9 ÷ 4 = 2 is the quotient and 1 is remainder.
So, 9 = 4 × 2 + 1 = 8 + 1 = 9 = Divisor × Quotient + Remainder
2.4 Multiplication and division of bigger numbers
Let's study the following examples and learn about the multiplication and
division of bigger numbers.
Example 1 : Multiply: a) 4328 by 27 b) 3615 by 236
Solution
a) 4328 b) 3615
× 2 7 o20 + 7 ×236 o200 + 30 + 6
30296 m7 × 4328 21690 m6 × 3615
+ 86560 m20 × 4328 108450 m30 × 3615
116856 + 723000 m200 × 3615
853140

Example 2 : Divide a) 510 ÷ 36 b) 2880 ÷ 125

Solution
a) 36 ) 510 )14
–36 Here, divisor 36 has two digits. So, at irst try to divide
150 two digits 51 of the dividend 510.
–144 51 ÷ 36 = 1 time and 15 remainder. Then, bring down 0
6 to the remainder and continue the process.
Q = 14 and R = 6
b) 125 ) 2880 )23 Divisor 125 has three digits. So, try to divide three digits
–250 288 of the dividend 2880 .
380 Then continue the process as above
– 375
5
Q = 23 and R = 5
2.5 Multiplication and division of 10, 100, 200, 3000,… and so on

Let's learn some tricky ways about the multiplication and division of 10, 100,
200, 3000, 50000, … and so on.
Example 3 : Multiply a) 600 × 300 b) 320 × 40
Solution
Multiply the non-zero numbers: 6 × 3 = 18. Write as
a) 600 × 300 = 180000 many zeros at the end of the product as the multiplier
and multiplicand have.
b) 320 × 40 = 12800 32 × 4 = 128, then 320 × 40 = 12800
Example 4 : Divide a) 12000 ÷ 400 b) 12500 ÷ 50

Solution
a) 12000 ÷ 400 = 120 ÷ 4
Equal number of zeros from 12000 and
= 30 400 are cancelled. Then 120÷ 4 = 30 !
b) 12500 ÷ 50 = 1250 ÷ 5
It's easy! Equal number of zeros
= 250 from 12500 and 50 are cancelled.
Then 1250 ÷ 5 = 250 !!
EXERCISE 2.2
1. Let's multiply row and column, then ϐind the total number of dots.
a) b) c)
6 × 7 = × = × =
2. Let's divide the total number of dots by the number of rows or columns.
a) b)
÷ = dots in each row ÷ = dots in each column

3. Let's say and write the missing numbers as quickly as possible.
a) 6 × = 30 b) ÷5 =6 c) × 4 = 32
d) 32 ÷ =4 e) ×7 = 63 f) ÷9 =7
g) 10 × = 60 h) 60÷ = 10 i) × 8 = 72
j) ÷8 =9 k) 49 ÷ =7 l) × 7 = 49
4. Let's say and write the products or quotients quickly.
a) 6 × 70 = , 6 × 70 = , 600 × 70 =
b) 400 ÷ 4 = , 400 ÷ 40 = , 4000÷400 =
c) 50 × 90 = , 50 × 900 = , 500 × 900 =
d) 560 ÷ 8 = , 560 ÷ 80 = , 5600 ÷ 80 =
Let's say and write the answer as quickly as possible.

5. a) 80 number of Rs 5 notes = Rs
b) 100 number of Rs 20 notes = Rs
50 number of Rs 50 notes
c) 50 number of Rs 50 notes = Rs = 50 × Rs 50 = Rs 2,500
d) 70 number of Rs 100 notes = Rs

e) 100 number of Rs 500 notes = Rs
f) 100 number of Rs 1000 notes = Rs
6. a) Number of Rs 5 notes in Rs 100 =

Number of Rs 10 notes in
b) Number of Rs 10 notes in Rs 1000 =
Rs 1000 = Rs 1000 ÷ Rs 10
c) Number of Rs 50 notes in Rs 5000 = = 100 notes
d) Number of Rs 500 notes in Rs 35000 =
7. Let's say and write the correct answer as quickly as possible.

a) 1cm = 10 mm, 6 cm =
b) 1 m = 100 cm, 5 m =
c) 1 km = 1000 m, 7 km =
d) 1 kg = 1000 g, 4 kg =
e) 1 l = 1000 ml, 9 l =
f) 1 hour = 60 minutes, 4 hours =
g) 1 minute = 60 seconds, 5 minutes =
h) 1 quintal = 100 kg, 100 quintals =
i) 1 metricton = 1000 kg, 10 metricton =
8. Let's say and write the correct answer as quickly as possible.

a) 10 mm = 1 cm, 50 mm =
b) 100 cm = 1 m, 300 cm =
c) 1000 m = 1 km, 6000 m =
d) 1000 g = 1 kg, 7000 g =
e) 1000 ml = 1 l, 4000 ml =
f) 60 minutes = 1 hour, 180 minutes =
Section B
9. Let's answer the following questions:
a) Is the multiplication of natural numbers a repeated addition? Justify your
answer with two examples.
b) Is the division of whole numbers a repeated subtraction ? Justify your
answer with two examples.
c) What is the difference between the meaning of 2 × 3 = 6 and 3 × 2 = 6 ?
d) Dividend = Divisor × Quotient + Remainder, justify it with two examples.
10. Let's multiply.
a) 85 × 56 b) 398 × 74 c) 5260 × 290 d) 7413 × 325
11. Let's divide.
a) (i) 784 ÷ 7 (ii) 9640 ÷ 7 (iii) 2587 ÷ 8 (iv) 63729 ÷ 9
b) (i) 1625 ÷ 12 (ii) 1280 ÷ 25 (iii) 2856 ÷ 136 (iv) 78760 ÷ 254
12. a) The rate of cost of apples is Rs 135 per kg. Find the cost of 6 kg of apples.
b) The cost of 9 kg of rice is Rs 765, ind the rate of cost of rice.
c) Each of 35 students of class V donated Rs 160 to a charity. How much was
the total amount of donation ?
d) Each of 125 families in a locality donated equal amount of money to make a
fund of Rs 6,37,500 for building a library. How much money did each family
donate ?
e) A packet of 500 ml of milk gives 17 g of protein. How much protein do we
get from 48 packets of milk ?
f) We get roughly 2592 calories from 36 boiled eggs. Estimate the amount of
calories found in 1 boiled egg.
13. a) The distance between place A and place B is 45 km. A local bus
carries passengers from A to B and B to A 6/6 times everyday. How many
kilometres does the bus travel in a day ?
b) In a hall, chairs are arranged in 24 rows with 24 chairs in each row. How
many chairs are there in the hall ?
c) In a school assembly, students are arranged in 18 columns with 27 students
in each column. How many students are there in the assembly ?

14. a) When some sweets are divided between 9 children, each gets 7 sweets, and
2 sweets are left to divide. How many sweets are there altogether ?
b) In a school assembly, students are arranged in 15 rows with 18 students in
each row. If 7 students are left to arrange in this way, how many students
are there in the assembly ?
It's your time - Project work !
15. a) Estimate how many kilometres (or metres) do you travel everyday while
coming to school and going to your home ? Calculate the distance travelled
by you in a week (except weekend).
b) Estimate how many grams (or kilograms)of rice do your family consume in
1 day ? Discuss with your family members and estimate the quantity of rice
consumed in (i) 1 week (ii) 1 month (iii) 1 year.
c) A 8 - 10 year old child needs to drink roughly 1500 ml of water each day.
Now, estimate how many millilitres of water do you drink in (i) 1 day
(ii) 1 week (iii) 1 month (iv) 1 year ?
d) (i) How many class periods do you have in a week ?
(ii) How long is your each class period ?
(iii) How many hours and minutes are there in one week class periods ?
16. a) Let's Write any three 2 -digit numbers. Divide them separately by any three
1 -digit divisor. Then show that :
Dividend = Divisor × Quotient + Remainder
Let's stick your indings on the school's wall - magazine !
b) Let's draw 20 circles in 1 row, 2 rows, 4 rows, 5 rows, 10 rows and 20 rows
with equal number of circles in each row in a chart paper. Find the number
of circles in each row by using division process. Stick your indings on the
school's wall-magazine.
c) Let's draw 30 circles equally in 2, 3, 5, 6, 10 and in 15 rectangular boxes

separately. Then, ind how many twos, threes, ives, sixes, tens and ifteens
are there in 30 by using division process. Stick your indings on the
wall- magazine of your school.
2.6 Simplification - A single answer of a mixed operation

1. Let's perform these operations. Then, say and write the answer.
a) Add 7 and 9 and subtracts 6 .
7 + 9 – 6 = 16 – 6 =
b) Subtract 5 from 18, then add 8 .
– + = + =
c) Subtract 4 from 20, then again subtract 12.
– – = – =
d) Multiply 6 and 8, then add 5.
× + = + =
e) Divide 63 by 7, then subtract 4 .
÷ – = – =
The problems given above have more than one operations. Such problems are
called the mixed operations. In mixed operation, we should perform division,
multiplication, addition and substraction in order and get a single and simple
answer. The process is called Simpliϐication.
Now, let's learn more about the order of operations from the following
examples:
Order of addition and substraction
Example 1 : Simplify a) 17 + 13 – 9 b) 24 – 15 + 10 c) 27 – 12 – 8
Solution
a) 17 + 13 – 9 = 30 – 9 b) 24 – 15 + 10 = 9 + 10 c) 27 – 12 – 8 = 15 – 8
= 21 = 19 =7
Order of multiplication, addition and substraction
Example 2 : Simplify a) 6 × 9 + 7 b) 8 + 5 × 8 c) 36 - 4 × 7
Solution
a) 6 × 9 + 7 = 54 + 7 6 × 9 + 7 = 6 × 16 = 96,
Which is the wrong order !
= 61

b) 8 + 5 × 8 = 8 + 40 8 + 5 × 8 = 13 × 8 = 104,
Which is the wrong order!
= 48
c) 36 - 4 × 7 = 36 - 28 36 - 4 × 7 = 32 × 7 = 224,
= 8
Order of division and multiplication
Example 3 : Simplify a) 30 ÷ 6 × 5 b) 5 × 30 ÷ 6
Solution
a) 30 ÷ 6 × 5 = 5×5 30 ÷ 6 × 5 = 30 ÷ 30 = 1,
= 25
b) 5 × 30 ÷ 6 = 5 × 5 Alternative process
5 × 30 ÷ 6 = 150 ÷ 6
= 25
= 25
Example 4 : Simplify 4 × 15 ÷ 5 + 20 - 14
Solution
Another process Shorter process
4 × 15 ÷ 5 + 20 – 14 4 × 15 ÷ 5 + 20 – 14 4 × 15 ÷ 5 + 20 – 14
= 4 × 3 + 20 – 14 = 60 ÷ 5 + 20 – 14 = 4×3+6
= 12 + 20 – 14 = 12 + 20 – 14 = 12 + 6
= 32 – 14 = 32 – 14 = 18
= 18 = 18
In this way, while simplifying mixed operations, at irst, we should perform

division (D), then multiplication (M), then addition (A), and Subtraction (S)
in order. We can remember this order as DMAS rule.
2.7 Use of brackets in simplification

Let's study the given examples carefully and learn to use brackets in
simpli ications.
Example 5 : Find the product of 4 and the sum of 7 and 8 .
Solution
Here, the mathematical expression is 4 × ( 7 + 8 ) but not 4 × 7 + 8.

So, 4 × ( 7 + 8 ) = 4 × 15 But, 4 × 7 + 8 = 28 + 8 = 36 and it is
the wrong answer for the given problem.
= 60
In the above problem, at irst, we need to ind the sum of 7 and 8. Then the
sum is multiplied by 4. So, to ind the sum at irst we enclose 7 + 8 in the
brackets ( ).
Example 6: Find 5 times the difference between 18 and 12 is divided

by 10.
Solution
Here, the mathematical expression is {5 × (18 – 12)} ÷ 10
{ 5 × (18 – 12)} ÷ 10 = {5 × 6} ÷ 10
= 30 ÷ 10 = 3
In this case, we write the difference between 18 and 12 inside the small
brackets ( ). Then we write 5 times the difference between 18 and 12 inside
the middle or curly brackets { }.
Example 7: Simplify 17 + 15 × {(7 – 4) + 5} ÷ 12

Solution
17 + 15 × {(7 – 4) + 5} ÷ 12
= 17 + 15 × {3 + 5} ÷ 12 At first, perform the operation inside ( ).
= 17 + 15 × 8 ÷ 12 Then, perform the operation inside { }.
5 82 Then, perform the division, multiplication, and
= 17 + 15 ×
123 addition in order.
= 17 + 5 × 2 = 17 + 10 = 27
Example 8: On a day, there were 25 students present in class ϔive. 15 of
them were girls and the rest were boys. If only 3 boys were
absent on that day, ϔind the number of boys in class ϔive.
Solution
Here, the mathematical expression is (25 – 15) + 3
(25 – 15) + 3 = 10 + 3
= 13
Hence, there are 13 boys in class ive.

EXERCISE 2.3
1. Let's simplify mentally. Say and write the answer quickly.
a) 5 is subtracted from the sum of 4 and 9.
b) 7 is added to the product of 3 and 6 .
c) The quotient of 20 divided by 5 is subtracted from 16.
d) The product of 9 and 2 is divided by 6 .
e) The product of 10 and the difference of 8 and 5.
2. Let's simplify mentally. Tell and write the answer quickly.
a)12 – 4 + 7 = b) 15 – 5 – 4 =
c) 6 × 8 + 2 = d) 9 + 3 × 7 =
e) 45 ÷ 5 × 4 = f) 8 × 56 ÷ 7 =
g) 10 × (9 – 4) = h) 72 ÷ (5 + 3) =
3. Let's ϐill in the blanks of each crossword puzzle with the correct numbers.
48 ÷ = 6 – 50 = 110
× –
× 2 = 60 + = 90
= =
+ 60 =
4. Let's insert the appropriate sign ( +, – , × or ÷) in the blank spaces to get

the given answer.
a) 7 4 2 = 30 b) 10 5 9 = 18
c) 21 6 4 = 11 d) 8 24 4 = 14
e) 12 40 8 = 7 f) 18 3 5 = 3
5. Let's enclose the operation which is to be performed at ϐirst using small

brackets to get the given answer.
a) 3 × 6 + 2 = 24 b) 17 – 5 ÷ 4 = 3
c) 30 ÷ 3 × 2 = 5 d) 16 – 7 × 5 = 45
Section B
6. Let's simplify these mixed operations.
a) 7 + 9 – 3 × 5 b) 6 × 4 – 4 × 5
c) 15 – 4 + 7 × 18 ÷ 9 d) 32 ÷ 4 × 3 + 10 – 8
e) 24 + 3 × 15 ÷5 × 2 – 10 f) 6 × 27 ÷ 9 – 7 × 2 + 2
g) 20 – (9 + 4) h) (20 – 9) + 4
i) 7 × (5 + 3) j) 30 ÷ (4 × 4 – 6)
k) (6 + 3) × (6 – 3) l) (50 – 5 × 4) ÷ (2 + 36 ÷ 9)
7. Let's simplify these mixed operations.
a) 27 – { 9 + (12 – 5)} ÷ 4 b) 63 ÷ {(5 + 3) × 4 – 23}
c) 5 × {14 – (17 + 7) ÷ 6} d) 8 + 12 × {(9 – 7) + 3} ÷ 15
e) 18 – 10 × {4 + (12 – 7)} ÷ 18 f) 25 – 11 +{18 – (45 ÷ 9 × 2} ÷ 4
g) 24 ÷ 3 × { 6 + 2 × (14 – 4) ÷ 5} – 10
h) (4 × 9) ÷ {10 + 22 ÷ (5 + 2 × 3)} – 3
8. Let's rewrite these operations using ( ) and { } brackets at the appropriate
places. Then simplify and get the given answer.
a) 4 × 8 + 7 ÷ 10 = 6 {4 × (8 + 7) } ÷ 10
b) 5 × 6 + 3 ÷ 5 =9 c) 4 + 12 – 5 × 3 = 25
d) 18 ÷ 2 × 4 + 5 = 1 e) 8 × 27 – 6 ÷ 7 = 24
9. Let's make mathematical expressions and simplify.
a) The product of 5 and the sum of 4 and 6.
b) 6 times the difference of 12 and 5.
c) The product of 9 and 4 is divided by 6 .
d) 3 times the sum of 3 and 5 is divided by 4 .
e) The sum of 4 and 5 is subtracted form one-third of the difference of 40 and 4.
f) The difference of 8 and 3 is multiplied by one-quarter of the sum of 7 and 5.
Let's simplify and solve these problems by making mathematical

expressions.
10. a) Sahayata had 10 colour pencils. She bought a few more colour pencils for
Rs 50 at the rate of Rs 10 each. How many colour pencils does she have
now ? (Hint: 10 + 50 ÷ 10)
b) After buying 6 sweets at Rs 12 each, Dakshesh had Rs 28 left. How much
money did he have at irst ?
c) On Sunday, there were 28 students present in class ive. 18 of them were
boys and the rest were girls. If only 4 girls were absent on that day, ind
the number of girls in class ive.
d) The cost of 1 kg or rice is Rs 90 and 1 kg of sugar is Rs 75. Find the total
cost of 3 kg of rice and 4 kg of sugar.
11. a) A sick person takes 10 ml of medicine three times a day. How much
medicine does he take in a week ?
(Hint : 7 × (10 ml + 10 ml + 10 ml)
b) The distance between Sunayans's house and her school is 6 km. How many
kilometres does she travel in 6 days ?
c) Mr. Lama earns Rs 5,600 in a week. He spends Rs 300 for food and Rs 50
for transportation everyday. How much money does he save in a week ?
d) Teacher divided 60 fruits equally between 16 girls and 14 boys of class
ive. How many fruits does each student get ?

12. a) Let's make any four your own mixed expressions using all four signs
( +, – , ×, ÷ ) in each expression . Simplify them and get the correct answer.
b) Let's rewrite these simpli ications and ind the mistakes. Then, complete
the simpli ication in the correct way. You can display your work on
wall-magazine of your school.
24 – 8 – 7 6+2×7 15 - 4 × 3 48 ÷ 4 × 2
= 24 – 1 = 8×7 = 11 × 3 = 48 ÷ 8
= 23 = 56 = 33 = 6
Unit
Properties of Whole Numbers
3
3.1 Various types of numbers - Looking back

Let's say and write the correct answer of these questions.
1. a) Natural numbers less than 10
b) Whole numbers less than 10
c) Odd numbers less than 10
d) Even numbers less than 10
e) Prime numbers less than 10
f) Composite numbers less than 10
2. a) What is the least natural number ?
b) What is the greatest natural number ?
c) What is the least whole number ?
d) What is the greatest whole number ?
Natural numbers
We count the number of objects by 1, 2, 3, 4, 5,… Therefore, these are the counting
numbers. The counting numbers are also called the natural numbers.
1 is the least natural number and the greatest natural number is in inite.
Whole numbers
Suppose, you have 2 sweets. You eat 1 sweet and you give 1 sweet to your friend.
Now, how many sweets are left with you?
How much is left when 3 is subtracted from 3 ?
The answer of each of these questions is 'None'.
In counting, none means zero (0). Therefore, zero also counts the number of
objects. However, it counts 'there is no any number of object.'
In this way, counting numbers includes zero (0) also. The set of natural numbers
including zero (0) is call the whole numbers. 0, 1, 2, 3, 4, 5,… are the whole
numbers. 0 is the least whole number and the greatest whole number is in inite.

Odd and even numbers

Can you make a pair with 1 pencil ? 1 pencil (unpaired)
Can you make a pair with 2 pencils ? 2 pencils (paired)
1, 3, 5, 7, 9, … are unpaired numbers. They are called Odd numbers.
2,4,6,8,10, … are paired numbers. They are called even numbers.
Again, let's divide some of these odd and even numbers by 2.
2 ÷ 2 = 1 quotient and 0 remainder. 2 is an even number. When an even number
is divided by 2, the
3 ÷ 2 = 1 quotient and 1 remainder. 3 is an odd number. remainder is always 0.
When an odd number
4 ÷ 2 = 2 quotient and 0 remainder. 4 is an even number.
is divided by 2, the
remainder is always 1.
5 ÷ 2 = 2 quotient and 1 remainder. 5 is an odd number.
Can you investigate the idea to identify the given natural number is an odd or an
even number ? Discuss with your friends.
Now, let's take some bigger numbers and see the digits at ones place of these
numbers.
In 81, 93, 125, 4687, …the digits at ones place are odd numbers.
Therefore, 81, 93, 125, 4687, … are odd numbers.
In 90, 132, 576, 3714, … the digits at ones place are zero or even numbers.
Therefore, 90, 132, 576, 3714, … are even numbers.
Prime and composite numbers

Let's study the given illustrations carefully and investigate the idea about prime
and composite numbers.
2÷1=2 2 is exactly divisible by 1 or by the number itself.
2÷2=1 Therefore, 2 is a prime number.
3 ÷ 1 = 3 and 3 ÷ 3 = 1 o 3 is exactly divisible by 1 or by the number itself.

Therefore, 3 is a prime number. Similarly, 5, 7, 11, 13, … are also the prime numbers.
On the other hand,
4 ÷ 1 = 4, 4 ÷ 2 = 2 and 4 ÷ 4 = 1 o4 is exactly divisible by not only 1 and by itself.
It is exactly divisible by 2 also. So, 4 is a composite number.
6 ÷ 1 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2 and 6 ÷ 6 = 1 o6 is exactly divisible by not only

1 and by itself. It is also exactly divisible by 2 and 3. Therefore, 6 is a composite
number.
Similarly, 8, 9, 10, 12, 14, 15 ,… are also the composite numbers.
Remember, 1 is neither a prime number nor a composite number.
EXERCISE 3.1
1. Let's say and write the correct answer in the blank spaces.
a) What are the least natural and whole numbers ?
b) What are the greatest natural and whole numbers ?
c) Are all natural numbers whole numbers ?
d) Are all whole numbers natural numbers ?
e) Is the difference of 7 and 7 a natural number ?
f) Is the difference of 7 and 7 a whole number ?
g) Is 1 a prime, composite, or none of these types of number?
h) Odd numbers between 20 and 30 are
i) Even numbers between 30 and 40 are
j) Prime numbers less than 20 are
k) Composite numbers between 10 and 20 are
Section B
2. Answer the following questions.
a) In what way a set of natural numbers is different from the set of whole
numbers ?
b) Can you make complete pairs of marbles form 15 marbles? What type of
number is 15; an odd, or an even ?
c) Can you make complete pairs of pencils from 18 pencils ? What type of
number is 18; an odd or an even ?
d) How do you say 7 is a prime number ?
e) How do you say 9 is a composite number ?
f) Why is 1 called neither a prime nor a composite number ? Discuss with your
teacher .
3. Let's copy and complete the pattern of odd and even numbers.
a) 151, 153, , , , , 163.
b) 180, , 184 , , , 192
c) 319, , 323, , , , 331
d) 596, , , , , 606
4. It's your investigation !
a) Is the sum of any two whole numbers always a whole number ? Answer it
with at least 3 examples.
b) Is the sum of any two natural numbers always a natural number? Answer it
with at least 3 examples.
c) Is the sum of any two odd numbers always an odd or an even number ?
Justify your answer with at least 5 examples.
d) Is the sum of an even and an odd numbers always an odd or an even number?
Justify your answer with at least 5 examples.
e) Is the product of any two odd numbers always an odd or an even number ?
Justify your answer with 5 examples.
f) Is the product of an even and an odd numbers always an odd or an even
number ? Justify your answer with 5 examples.
5. It's your time - Project work !
a) Let's draw (i) 9 (ii) 11 (iii) 12 (iv) 15, and (v) 20 circles in a chart paper.
Colour each pair of circles and identify odd and even numbers.
b) Let's write the natural numbers 2 3 4 5 6 7 8 9 10
from 2 to 100 as shown in the
11 12 13 14 15 16 17 18 19 20
given table.
21 22 23 24 25 26 27 28 29 30
(i) Circle the number 2 and cross
out all the multiples of 2 . 31 32 33 34 35 36 37 38 39 40
(ii) Circle 3 and cross out all the 41 42 43 44 45 46 47 48 49 50
multiples of 3.
51 52 53 54 55 56 57 58 59 60
(iii) Circle 5, 7 and other remaining
numbers which are not crossed 61 62 63 64 65 66 67 68 69 70
and continue the process. 71 72 73 74 75 76 77 78 79 80
(iv) Now, list the numbers which are
81 82 83 84 85 86 87 88 89 90
circled. What type of numbers
are in the circles? 91 92 93 94 95 96 97 98 99 100
(v) List the numbers which are crossed out. What type of numbers are
crossed out ?
In mathematics, it is a simple ancient rule for inding all prime numbers up
to any given limit. It was invented by a Greek Mathematician 'Eratosthenes'
and it is well known as 'Sieve of Eratosthenes.'
3.2 Test of divisibility
When a dividend is divisible by a divisor with no remainder, the dividend is
called exactly divisible by the divisor. For example,
14÷2 = 7 quotient with 0 remainder. 14 is exactly divisible by 2.
15÷2 = 7 quotient with 1 remainder. 15 is not exactly divisible by 2.
Now, let's learn a few rules about the test of divisibility.
Exactly
Rules of divisibility test
divisible by
The digit at ones place of any number is 0 or even number. 70,
2 152, 690, 834, 1996, 4758, … are exactly divisible by 2.
The sum of the digits of any number is exactly divisible by 3.
3 In 372, 3+7+2 = 12 and 12 is exactly divisible by 3. So, 372 is
exactly divisible by 3.
The number formed by last two digits of any even number
4 is exactly divisible by 4. So, 96, 208, 512, 1372, … are exactly
divisible by 4.
The digit at ones place is 0 or 5. So, 90, 140, 365, 725, 4135,
5 9800, … are exactly divisible by 5.
Any even number exactly divisible by 3 are also exactly divisible
6 by 6. So, 96, 210, 924, 5328, … are exactly divisible by 6.
The number formed by last three digits of any even number is
8 exactly divisible by 8. So, 152, 640, 2344, … are exactly divisible
by 8.
The sum of the digits of any number is exactly divisible by 9.
9 In 594, 5+9+4 = 18 and 18 is exactly divisible by 9. So, 594 is
exactly divisible by 9.
The digit at ones place is 0. So, 80, 430, 1650, 7960, … are
10 exactly divisible by 10.

3.3 Factors and multiples

Let's study the given examples and investigate the ideas of factors and multiples.
In how many ways can you In how many ways can you
make 18 by multiplication ? make 24 by multiplication ?
1 × 18 2×9 1 × 24 2 × 12
18 24
3×6 3×8 4×6
Therefore, 1, 2, 3, 6, 9, and 18 are Therefore, 1, 2, 3, 4, 6, 8, 12, and

the factors of 18. 24 are the factor of 24.
18 is the multiple of 1, 2, 3, 6, 9, 24 is the multiple of 1, 2, 3, 4, 6,
and 18. 8, 12, and 24
The factors of a number can exactly divide the number.
18÷1 = 18, 18÷2 = 9, 18÷3 = 6, 18÷6 = 3, 18÷9 = 2 and 18÷18 = 1
24÷1 = 24, 24÷2 = 12, 24÷3 = 8, 24÷4 = 6, 24÷6 = 4, 24÷8 = 3
24÷12 = 2, and 24÷24 = 1
3.4 Prime factors and process of finding prime factors

Let's take a number 30. All possible factors of 30 are 1, 2, 3, 5, 6, 10, 15, and 30.
Among these factors, 2, 3, and 5 are the prime factors because 2, 3, and 5 are
the prime numbers.
Now, let's investigate the rule of inding prime factors of the given numbers
from the following examples.
24 ÷ 2 = 12, 12 ÷ 2 = 6 and 6 ÷ 2 = 3
Factor Tree
We can show this successive division
in the following way. 24
2 24 2 × 12
2 12 2 × 2 × 6
2 6
2 × 2 × 2 × 3
3
24 = 2 × 2 × 2 × 3
So, 24 = 2 × 2 × 2 × 3
Thus, to ind the prime factors of a given number, we should start to divide
the number by the lowest prime number. We should continue division till the
quotient becomes a prime number.
3.5 Process of finding multiples
1. Let's multiply and write the products in the blank spaces.
a) 3 × 1 = , 3×2= , 3×3=
3, 6, 9, 12, 15 are the
3×4= , 3×5= , ϔirst ϔive multiples of 3.
b) 4 × 1 = , 4× 2= , 4×3= 4, 8, 12, 16, 20, 24 are the

ϔirst six multiples of 4
4×4= , 4×5= , 4×6=
2. a) What are the irst ive multiples of 2 ?
b) What are the irst ive multiples of 5 ?
In this way, to ind the multiples of a given number, we should multiply the
number by any natural number.
EXERCISE 3.2
1. Let's circle the numbers which are exactly divisible by the given numbers.
a) by 2 o 70 94 123 432 900 1755 2316 3978
b) by 3 o 85 90 113 237 801 1680 2003 6516
c) by 4 o 64 94 128 350 716 1538 3940 9100
d) by 5 o 75 57 156 205 670 2700 4508 6015
e) by 6 o 86 90 144 352 594 3036 5600 8100
f) by 8 o 88 98 112 248 348 2400 3124 7640
g) by 9 o 79 99 163 351 693 2990 4950 9990
h) by 10 o 70 95 130 345 900 1050 3005 5100
2. Let's use the rule of divisibility test, then say and write 'True' or 'False'.
a) Is 183 exactly divisible by 3 ? + + = True
b) Is 267 exactly divisible by 9 ? + + =
c) Is 359 exactly divisible by 3 ? + + =
d) Is 684 exactly divisible by 9 ? + + =
3. First ϐind the multiples. Then, say and write the all possible factors of the
multiple. Circle and list the prime factors.
a) 1 × 6 = , 2×3=
All possible factors of 6 are , , , and
The prime factors of 6 are and
b) 1 × 10 = , 2×5=
c) 1 × 12 = , 2×6= , 3×4=
All possible factors of 12 are , , , , , and
d) 1 × 15 = , 3×5=
4 Let's divide the given numbers by the prime numbers till the quotient
becomes a prime number.
a) b) c)
2 20 2 24 2 28
2 2 2
2
20 = × × 24 = × × × 28 = × ×
5 Let's say and write the correct numbers in the empty circles. Then complete
the 'Factor Tree'.
a)) 16 b) 18 c)) 30
2 × 2 × 2 ×
× 2 × × × 3 × 3 ×
× × ×
16 = × × × 18 = × × 30 = × ×
6. Let's say and write these numbers as the product of their prime factors.
a) 4 = × b) 6 = × c) 8 = × ×
d) 9 = × e) 10 = × f) 12 = × ×
Section B
7. Let's write these numbers.
a) Three 3 -digit numbers exactly divisible by 3 and 9.
b) Three 3 -digit numbers exactly divisible by 4.
c) Three 3 -digit numbers exactly divisible by 6.
d) Three 4 -digit numbers exactly divisible by 8.
8. Let's write the answer of the questions.

a) Why is 5 called a factor of 10 ?
b) Is 6 a factor of 20 ? Why ?
c) Why is 12 called a multiple of 4 ?
d) Is 30 a multiple of 8 ? Why ?
e) Why are 2 and 7 called prime factors of 14.
f) Is 9 a prime factor of 18 ? Why ?
9. Let's ϐind the ϐirst 5 multiples of the following numbers.

a) 5 b) 7 c) 8 d) 9 e) 10 f) 12

10. Let's write all possible factors of these numbers. Then list out the prime
factors.
a) 4 b) 6 c) 8 d) 9 e) 10 f) 12
g) 14 h) 15 i) 16 j) 18 k) 20 l) 36
11. Let's ϐind the prime factors of these numbers and write them as the
product of their prime factors.
a) b) 10 c) 12 d) 14 e) 15 f) 16
2 18
g) 20 h) 24 i) 25 j) 27 k) 28
3 9
3 l) 30 m) 32 n) 36 o) 40 p) 42
18 = 2 × 3 × 3 q) 44 r) 45 s) 48 t) 50 u) 54
12. Let's draw 'factor-tree' and show these numbers as the product of their
prime factors.
a) 8 b) 12 c) 16 d) 18 e)20 f) 24
It's your time- Project work !
13. a) Let's write prime numbers less than 10. List all possible factors of each
prime number.
b) Again, write prime numbers between 10 and 20. List all possible factors
of each prime number.
c) What conclusion can you make from the above activities ?
d) Let's write composite numbers less than 10. List all possible factors of
each composite number. What is the minimum number of factors of these
composite numbers.
e) What are the possible factors of 1 ? Discuss, why 1 is neither a prime nor
a composite number.
3.6 Common factors and common multiples

1. Let's say and write the possible factors of each pair of numbers. Then
circle the common factors.
a) Possible factors of 4
Possible factors of 6
b) Possible factors of 6
c) Possible factors of 12
In this way, the possible factors of 12 are 1, 2 , 3, 4 , 6, and 12. The possible
factors of 18 are 1, 2, 3, 6, and 18. Here, 2, 3, and 6 are the common factors of
12 and 18.
2. Let's say and write the ϐirst 10 multiples of each pair of numbers. Then
circle the common multiples.
a) 2 o
3o
b) 4 o
6o
c) 8 o
10 o
Thus, the irst ten multiples of 8 are 8, 16, 24, …, 80. The irst ten
multiples of 10 are 10, 20, 30,…, 100. Here, 40 and 80 are the common
multiples of 8 and 10.
3.7 Highest Common Factor (H.C.F)
1. Let's say and write the answer of these questions.

a) What are the all possible factors of 12 ?
b) What are the all possible factors of 18 ?
c) What are the common factors of 12 and 18 ?
d) Which one is the Highest Common Factor of 12 and 18 ?
Thus, the Highest Common Factor (H.C.F) of 12 and 18 is 6.
2. a) What is the H.C.F. of 2 and 4 ?
b) What is the H.C.F of 3 and 6 ?
c) What is the H.C.F. of 4 and 8 ?

3.8 Lowest Common Multiple (L.C.M.)

1. a) Let's say and write the irst 10 multiples of 2 and 3.

2
3
b) What are the common multiples of 2 and 3 ?
c) Which one is the Lowest Common Multiple of 2 and 3 ?
d) Thus, the Lowest Common Multiple (L.C.M.) of 2 and 3 is 6
2. a) What is the L.C.M. of 2 and 4 ?
b) What is the L.C.M. of 3 and 4 ?
c) What is the L.C.M. of 5 and 10 ?
3.9 Process of finding H.C.F.

Let's study the example and learn the process of inding H.C.F. of the given
numbers.
Example 1: Find the H.C.F. of 18 and 24.
Solution
All possible factors of 18 and 24 are:
2 18 2 24 18 o 1, 2, 3, 6, 9, 18
3 9 2 12 24 o 1, 2, 3, 4, 6, 8, 12, 24
3 2 6 H.C.F. of 18 and 24 = 6
3 And, 6 is the product of common prime factors
18 = 2 × 3 × 3 2 and 3.
24 = 2 × 2 × 2 × 3 So, H.C.F. = product of common prime
factors
? H.C.F. = 2 × 3 = 6
3.10 Process of finding L.C.M.

Now, let's learn the process of inding L.C.M. of the given numbers from the
following example.
Example 2 : Find the L.C.M. of 8 and 10.
Solution
A few multiples of 8 and 10 are :
2 8 2 10 8 o 8, 16, 24, 32, 40, …, 80, …
2 4 5 10 o 10, 20, 30, 40, …, 80, …
2 L.C.M. of 8 and 10 = 40
8 = 2 × 2 × 2 And, 40 is the product of common prime factor
2 and the remaining prime factors 2, 2 and 5.
10 = 2 × 5
?L.C.M. = 2 × 2 × 2 × 5 = 40
Alternative process (Division method)
2 8, 10 8 and 10 are divided by their common factor 2.
4, 5
? L.C.M. = 2 × 4 × 5 = 40
Example 3: Find the greatest number that divides 12 and 20 without

leaving remainder.
Solution
Here, the required greatest number is the H.C.F. of 12 and 20.
2 12 2 20
Only the common factors 2 and 4 of 12 and
2 6 2 10 20 can divide them exactly. Between 2 and
3 5 4, 4 is the Greatest one. So, 4 is the H.C.F. of
12 and 20.
12 = 2 × 2 × 3
20 = 2 × 2 × 5
? H.C.F. = 2 × 2 = 4
Hence, the required greatest number is 4.
Example 4 : Find the smallest number which is exactly divisible by 12 and
16.
Solution
Here, the required smallest number is the L.C.M. of 12 and 16.
2 12, 16
Only the common multiples of 12 and 16
2 6, 8 are exactly divisible by 12 and 16. And, the
smallest multiple is the L.C.M. of 12 and 16.
3, 4
L.C.M. = 2 × 2 × 3 × 4 = 48
Hence, the required smallest number is 48.
EXERCISE 3.3
1. Let's say and write the possible factors of each pair of numbers. Circle the
Highest common factor (H.C.F.).
a) 2 o and 4 o
b) 3 o and 6 o
c) 4 o and 8 o
d) 6 o and 8 o
2. Let's say and write the ϐirst 10 multiples of each pair of numbers. Then,
circle the Lowest Common Multiple (L.C.M.).
a) 2 o
4o
b) 2 o
3o
c) 3 o
6o
d) 4 o
8o
3. Let's investigate the fact from the given illustrations. Then, say and write
the H.C.F. of each pair of numbers.
4 is a factor of 8. So, H.C.F. of 4 and 8 is 4.
5 is a factor of 15. So, H.C.F. of 5 and 15 is 5.
a) H.C.F. of 2 and 4 is b) H.C.F. of 2 and 4 is
c) H.C.F. of 4 and 12 is d) H.C.F. of 6 and 24 is
4. Let's investigate the facts from the given illustrations. Then, say and write
the L.C.M. of each pair of numbers.
(i) 4 is a multiple of 2. So L.C.M. of 2 and 4 is 4.
21 is a multiple of 7. So, L.C.M. of 7 and 21 is 21.
a) L.C.M. of 3 and 6 is b) L.C.M. of 4 and 8 is

c) L.C.M. of 5 and 20 is d) L.C.M. of 6 and 18 is
(ii) 2 and 3 are prime numbers. So, L.C.M. of 2 and 3 = 2 × 3 = 6
a) L.C.M. of 2 and 5 is b) L.C.M. of 3 and 5 is
c) L.C.M. of 2 and 7 is d) L.C.M. of 5 and 7 is
Group B
5. Let's write the possible factors of each pair of numbers. Circle the
common factors and select the H.C.F.
a) 4, 6 b) 6, 9 c) 8, 12 d) 12, 18 e) 15, 20 f) 14, 21
6. Let's write the ϐirst ten multiples of each number of the pairs. Circle the
common multiples and select the L.C.M.
a) 2, 6 b) 4, 6 c) 3, 9 d) 6, 8 e) 5, 10 f) 4, 5
7. Let's ϐind the prime factors of each number of the pairs. Then, ϐind their
H.C.F.
a) 8, 12 b) 6, 12 c) 10, 15 d) 12, 16 e) 10, 20
f) 12, 18 g) 16, 24 h) 18, 27 i) 15, 30 j) 24, 32
8. Let's ϐind the prime factors of each number of the pairs. Then, ϐind their
L.C.M.
a) 4, 6 b) 6, 8 c) 4, 8 d) 6, 9 e) 8, 10
f) 9, 12 g) 10, 15 h) 10, 20 i) 12, 16 j) 18, 24
9. Let's ϐind the L.C.M. of these pairs of numbers by division method.
a) 6, 12 b) 8, 12 c) 4, 10 d) 9, 15 e) 12, 18
f) 14, 21 g) 15, 20 h) 16, 24 i) 18, 27 j) 20, 30
10. a) Find the greatest number that divides 12 and 18 without leaving remainder.
b) Find the greatest number that exactly divide 16 and 24.
c) Find the greatest number that divide 20 and 30 without leaving remainder.
11. a) Find the smallest number which is exactly divisible by 6 and 8.
b) Find the least number that can be divided by 9 and 12 without leaving
remainder.
c) Find the smallest number which is exactly divisible by 10 and 15.
It's your time - Project Work !

12. Let's play a game of ϐinding H.C.F. of any two numbers.
H. C. F. of 4 and 8
4 is less than 8. So, Equal number of
remove 4 circles from 8. circles in both sides.
4 8 4 8
So, H. C. F. is 4.
H. C. F. of 6 and 9
6 is less than 9. So, 3 is less than 6. So, remove Equal number of
remove 6 circles from 9. 3 circles from 6. circles in both sides.
6 9 6 9 6 9
So, H. C. F. is 3.
Now, let's ind the H.C.F. of these numbers by playing the games.
a) 2 and 4 b) 3 and 6 c) 6 and 8 d) 6 and 7 e) 10 and 5
13. Let's play a game of inding L.C.M. of any two numbers from 2 to 10. Make
number cards of the irst ten multiples of the numbers 2 to 10. Arrange the
multiple cards of each number separately in order.
Now, Let's play to ind the L.C.M. of 4 and 6.
4 8
At irst, pull the multiple card of 4 4 then 6 6

8 then 6
12
Again, pull the multiple card of 4

6 12
12
Again, pull the multiple card of 4 now stop !

Here, 12 is the L.C.M. of 4 and 6.
Now, Let's play the game with a friend and ind the L.C.M. of the following
pairs of numbers. Remember, you should pull the multiple cards of the smaller
number at irst.
a) 2 and 3 b) 3 and 4 c) 5 and 6 d) 6 and 8 e) 8 and 10
14. Rolling number cubes (or dice)

You can play this game with a friend. Take turns rolling
two numbered cubes (or two dice). Find the LCM of
22 12
12 33 30
30
the two numbers rolled and circle in the square with
20
30 55 15
15 66
the answer. The irst person to get 4 circles in a row is
the winner ! 30
30 10
10 44 20
20
66 11 99 12
12
3. 11 Square and square root
1 It is a square of 1 by 1 = 1 × 1 = 12 = 1 Square box

1
2 It is a square of 2 by 2 = 2 × 2 = 22 = 4 Square boxes
3 It is a square of 3 by 3 = 3 × 3 = 32 = 9 Square
q boxes
I got it !
3 When a number is multiplied
Similarly, by itself, we get the square
number of the given number !
The square of 4 = 4 × 4 = 42 = 16
The square of 5 = 5 × 5 = 52 = 25
The square of 6 = 6 × 6 = 62 = 36
and so on.
Again, let's study the following illustrations and investigate the idea about
square root of a square number.
1 Square of 1 = 12 = 1 and 1 = 1 is the square root of 1.
1

2
3
Similarly,
Square of 4 = 42 = 16 and 16 = 4 is the square root of 16
Square of 5 = 52 = 25 and 25 = 5 is the square root of 25, and so on .
In this way, when a number is multiplied by itself, the product is called the
square of the number. And, the number itself is the square
q root of the square
q
number.
I got it !
We write square root of 4 as 4 = 2. 9 = 3, 36 = 6
The radical sing ( ) is the sign of square root. 49 = 7, 100 = 10
3.12 Process of finding square and square roott

Let's learn about the process of inding square and square root of a given
number from the following examples.
Example 1: Find the square of a) 24 b) 50
Solution
Square of 24 = 242 = 24 × 24 = 576
52 = 25 Then write two zeros at the
Square of 50 = 502 = 50 × 50 = 2500 end of 25.
Example 2: a) Find the square root of 324

b) Find the prime factors of 8100.
Solution
The same prime factors of 324
a) 2 324 are arranged in pairs.
2 162 324 = 2 × 2 × 3 × 3 × 3 ×3
3 81 From each pair, one factor is

taken as square root and they
3 27 are multiplied.
? 324 = 2 × 3 × 3 = 18
3 9
3
324 = 2 × 2 × 3 ×3 × 3 ×3
324 = 2 × 3 × 3 = 18
b) 3 81
3 27
3 9
3
81 = 3×3×3×3
81 = 3×3=9 We understood!
At ϔirst, we should ϔind the square root of none zero
8100 = 90 number. So, root 81 = 9. Then, we should write half
number of zero at the end of 9. 8100 = 90 !!
Example 3: If 7 students are kept in each row of 7 rows in a school

assembly, how many students are there in the assembly?
Solution
Here, the required number of students is the
square of 7.
72 = 7 × 7
= 49
Hence, there are 49 students in the assembly.
Example 4 : 36 marbles are arranged in the same number of rows and

columns. Find the number of marbles in each row or in
column.
Solution
Here, the required number of marbles is the
square root by 36.
Now, inding the prime factors of 36.
2 36
2 18
3 9
3
36 = 2 × 2 × 3 × 3
∴ 36 = 2 × 3 =6
Hence, there are 6 marbles in each row or in column.

EXERCISE 3.4
1. Let's say and write the square of the given numbers.
a) 12 = b) 22 = c) 32 =
d) 42 = e) 52 = f) 62 =
g) 72 = h) 82 = i) 92 = j) 102 =
2. Let's say and write the square of the given numbers.
a) 102 = b) 202 = c) 302 =
d) 402 = e) 502 = f) 602 =
g) 702 = h) 802 = i) 902 =
3. Let's say and write the square roots of the given numbers.
a) 1 = b) 4 = c) 9 =
d) 16 = e) 25 = f) 36 =
g) 49 = h) 64 = i) 81 = j) 100 =
4. Let's investigate from the given example, how the numbers are written in
the box and in circles. Then complete the remaining sums.
a) b) c) d)
9 16 25 36
3 × 3 4 × × 5 ×
e) f) g) h)
64 100
7 × × × 9 ×
5. Let's write the correct number under the sign of square root ( ).
a) =3 b) =8 c) =5 d) =6
6. Insert the sign of square root ( ) to the appropriate number.
a) 16 = 4 b) 7 = 49 c) 10 = 100 d) 400 = 20
Section B
7. Let's answer the following questions ?
a) What do you mean by the square number of 5 is 25 ?
b) What do you mean by the square root of 81 is 9 ?
c) How do we ind the square number of a given natural number ?
d) What is the least natural square number ?
e) What is the greatest natural square number ?
f) What is a number which is a square and square root itself ?
8. Let's ϐind the square of the following numbers.
a) 11 b) 12 c) 13 d) 14 e) 15 f)16
g) 17 h) 18 i) 19 j) 24 k) 25 l) 36
m) 120 n) 130 o) 140 p) 150 q) 100 r) 200
9. Let's ϐind the prime factors of these square numbers. Then, ϐind their
square roots.
a) 16 b) 25 c) 36 d) 64 e) 81 f) 100
g) 144 h) 196 i) 225 j) 256 k) 324 l) 441
10. a) If 8 students are kept in each row of 8 rows in a school assembly, how many
students are there in the assembly?
b) 9 chairs are arranged in each column of 9 columns in a room. How many
chairs are there in the room ?
c) There are 10 potted lowers in each row of a garden. If there are the same
number of rows and columns, ind the total number of potted lowers in the
garden.
11. a) 64 children are arranged in the same number of rows and columns in the
ground. Find the number of children in each row or in column.
b) Class ive students collected a sum of Rs. 900 to support the 'Poor students
Helping Fund.' If every student donated the equal amount of money as their
number, ind the amount donated by each student.

c) There are 144 unit square rooms in square graph. Find the number of unit
square rooms along the length or breath of the graph.
It's your time- Project work !
12. a) Look at the pattern of square numbers.
1, 1 + 3 = 4, 4 + 5 = 9, 9 + 7 = 16, 16 + 9 = 25,
What types of numbers are 3, 5, 7, 9, ?
Let's follow the pattern and ind the square numbers upto 100.
b) Let's write the square of the numbers from 1 to 10. Investigate the fact
whether the digit at ones place of any of these square number can be 2, 3, 7,
and 8.
c) Let's investigate the interesting facts about square numbers. Then,
complete the pyramid in a chart paper.
12 1 =1
22 1+2+1 =4
32 1+2+3+2+1 =9
42 =
52 =
62 =
72 =
d) Let's observe the patterns of some square numbers. Then, draw circles
(or dots) in a chart paper to show the similar patterns of the following
numbers.
22 = = 4 52 = = 25
(i) 32 (ii) 42 (iii) 62 (iv) 72 (v) 82 (vi) 92 (vii) 102
3.13 Cube and cube root

Let's study the following illustrations and learn about the cube of a given
number.
1 The cube of 1 =13 = 1 × 1 × 1 = 1
1 1
The cube of 2 = 23 = 2 × 2 × 2 = 8 A cube number

2 always represents
a cube shape!
2
2
The cube of 3 = 33 I got it!

3 =3×3×3 When I multiply a number
three times by itself, I get
= 27 a cube number.
3
3
Similarly,
The cube of 4 = 43 = 4 × 4 × 4 = 64
The cube of 5 = 53 = 5 × 5 × 5 = 125 and so on.
Thus, the cube of a number is the product obtained by multiplying the number
three times by itself.
Now, let's learn about cube root of a cube number.
Cube of 1 = 13 = 1 So, 1 is the cube root of 1.
Cube of 2 = 23 = 8 So, 2 is the cube root of 8.
Cube of 3 = 33 = 27 So, 3 is the cube root of 27 and so on.
In this way, we obtain a cube number by multiplying the same three numbers,
and each identical number is the cube root of the cube number.
3.14 Process of finding cube and cube root
Let's learn about the process of inding cube and cube root of a given number
Example 1: Find the cube of a) 12 b) 30
It's easy !
Solution In 303, cube of 3 is 27. Then
I should write three zeros
a) Cube of 12 = 123 = 12 × 12 × 12 = 1728 at the end of 27 !!
b) Cube of 30 = 303 = 30 × 30 × 30
= 900 × 30 = 27000
Example 2: Find the cube root of a) 216 b) 64000
Solution
a) Finding the prime factors of 216,

2 216 The same three prime factors of 216

are grouped.
2 108
216 = 2 × 2 × 2 × 3 × 3 × 3
2 54 From each group , one factor is taken
as cube root and they are multiplied.
3 27 So, cube root of 216 = 2 × 3 = 6
3 9
3
216 = 2 × 2 × 2 × 3 × 3 × 3
? Cube root of 216 = 2 × 3 = 6
b) Finding the prime factors of 64,
2 64
I got it !
2 32 At ϔirst, I should ϔind the cube root
of none zero number. So, cube
2 16 root of 64 is 4. Then I should write
2 8 one-third number of zero at the end
of 4. So, cube root of 64000 = 40 !!
2 4
2
64 = 2 × 2 × 2 × 2 × 2 × 2
Cube root of 64 = 2 × 2 = 4
?Cube root of 64000 = 40
Example 3: The length, breath, and height of a small wooden cubical block
is 3 cm each. Find its volume in cubic centimetres (cm3).
Solution
Length = breath = height of the cubical block = 3 cm
3 cm
Volume of the block = (3 cm)3
m
= 3 cm × 3 cm × 3 cm 3c
3 cm
= 27 cubic centimetres (cm3)
Hence, the volume of the wooden cubical block is 27 cm3.
Example 4 : If the volume of a cubical die is 125 cm3, ϔind the length of the
die.
Solution
The length (or breath or height) of the cubical die is the cube root of 125 cm3.
Finding the prime factors of 125,
5 125 l
5 25 V=125cm3
5 l
l
125 = 5 × 5 × 5
? Cube root of 125 = 5
Hence, the length of the cubical die is 5 cm.
EXERCISE 3.5
1. Let's say and write the square numbers and cube numbers separately.
1 36 25 27 8 Square numbers Cube numbers
16 64 49 9 125
2. Let's say and write the cube of each of these numbers.
a) 13 = b) 23 = c) 33 = d) 43 =
e) 53 = f) 103 = g) 203 = h) 303 =

3. Let's say and write the cube root of each of these cube numbers.
a) cube root of 1 = cube root of 1000 =
b) cube root of 8 = cube root of 8000 =
c) cube root of 27 = cube root of 27000 =
d) cube root of 64 = cube root of 64000 =

4. Each of the following blocks is made up of unit cubical block. Write the
cube number represented by each block.
a) b) c) d)

Section B
5. Let's answer the following questions.
a) What do you mean by the cube of 3 is 27 ?
b) What do you mean by the cube root of 8 is 2 ?
c) How do we find the cube of a given natural number ?
d) What is the least natural cube number ?
e) What is the greatest natural cube number ?
f) What is a number which is a square, square root, cube and cube root itself ?
6. Let's find the cube of each of the following numbers.
a) 5 b) 6 c) 7 d) 8 e) 9 f) 11
g) 12 h) 15 i) 30 j) 40 k) 60 l) 100
7. Let's find the prime factors of these cube numbers. Then, find their cube
roots.
a) 8 b) 27 c) 64 d) 125
e) 216 f) 343 g) 512 h) 729
i) 2744 j) 8000 k) 27000 l) 125000
8. Let's simplify.
a) 2 + 22 + 23 b) 33 – 32 – 3 c) 32 + 22 – 23
d) 42 – 22 + 32 e) 43 – 23 – 33 f) 52 + 23 – 42
g) 33 – 52 + 22 h) 53 – 52 – 102 i) 92 – 43 – 23
9. a) The length, breath and height of a small wooden cubical block is 2 cm each.
Find its volume in cubic centimetres (cm3).
b) A small metallic cubical block is 4 cm long. Find its volume in cubic
centimetres (cm3).
c) A solid block is in the shape of a cube. If it is 10 cm high, find its volume in
cubic centimetres (cm3).
d) The length, breath, and height of the given cube is 4 cm
each. How many cubes of 1 cm length can be made from
this cube ?
10. a) If the volume of a cubical die is 64 cm3, find the length of the die.
b) The volume of a solid wooden block is 216 cm3. Find the height of the block.
c) If the product of three identical numbers is 125, find the number.
Unit
Fraction
4
4.1 Equivalent Fractions - Looking back
Let's fold a rectangular sheet of paper into halves and shade one-half part.
Again fold it into halves two times.
First folding Second folding Third folding
1. Now, let's say and write the answer of the following questions.
a) What is the fraction of the shaded part in the irst folding ?
b) What is the fraction of the shaded part in the second folding ?
c) What is the fraction of the shaded part in the third folding ?
d) Are the shaded parts of the three folding equal ?
1 2 4
Here, , , and are the equivalent fractions.
2 4 8
However, the numerators and denominators of these equivalent fractions are
not equal, the shaded parts of these fractions cover the same region. Therefore,
they are called the equivalent fractions.
2. Let's say and write the fractions of the shaded parts. Are they 'equivalent'
or 'none equivalent' fractions ?
a) b)
and are and are

Fraction
4.2 Process of finding equivalent fractions

3. Let's multiply the numerator and denominator of the fraction by the same
natural number to get equivalent fractions.
a) 1
2
1 1× 2
= =
2 2× 4
1 1× 3
= =
2 2× 6
1 1× 2 1× 3 1 1× 4
b) = = , = , = =
3 3× 6 3× 9 3 3× 12
1 2 3 4
So, , , , , … are equivalent fractions.
3 6 9 12
Let's divide the numerator and denominator of the fraction by the same natural
number to get equivalent fractions.
6 6÷ 3 9 9÷ 3 12 12 ÷ 3
c) = = , = = , = =
8 8÷ 4 12 12 ÷ 4 16 16 ÷ 4
6 9 12 3
So, , , , … are the fractions equivalent to .
8 12 16 4
In this way, when we multiply or divide the numerator and denominator of a
fraction by the same natural number, we get its equivalent fractions.
4.3 Reducing fractions to their lowest terms
Let's study the following examples and learn the process of reducing a fraction
to its lowest terms.
8 15
Example 1: Reduce the fractions a) b) to their lowest terms.
12 20
Solution
In 8 , the H. C. F. of 8 and 12 is 4.
8 82 2 12
a) = = So, 8 ÷ 4 = 2
12 123 3 12 ÷ 4 3
15 153 3 In 15 , the H. C. F. of 15 and 20 is 5.

b) = = 20
20 204 4 So, 15 ÷ 5 = 3
20 ÷ 5 4
Fraction
Example 2: Reduce the fractions a) 60 b) 1400 to their lowest terms.

90 2100
Solution In 6 , the H.C.F. of 6
9
62 and 9 is 3.
a) 60 =
60
= =
2
So, 6 ÷ 3 = 2
90 90 93 3
9÷3 3
In 21 , the H.C.F. of
28
2100 2100 3 21 3 21 and 28 is 7.
b) = = =
2800 2800 28 4 4
So, 21 ÷ 7 = 3
28 ÷ 7 4
EXERCISE 4.1
1. Let's shade the parts of each pair of diagrams to show the equivalent
fractions.
3 2
a) 4 b) 6
6 4
8 12
2. Let's write the fractions of the shaded parts. Then, list the equivalent
fractions separately.
a) , and are equivalent fractions.

b) , and are equivalent fractions.
3. Let's test whether each pair of fractions are equivalent or not.
Multiply the numerator of one fraction by the denominator of
another fraction in each pair of fractions. If the product are equal the fractions
are equivalent.
1 3
1 3 1 × 6 = 2 × 3. So, 2 and 6 are equivalent fractions.
2 6 6=6

Fraction
1 4
a) and are fractions.
2 8
1 4
b) and are fractions.
3 9
2 4
c) and are fractions.
5 10
4. Let's say and write the lowest terms of these fractions.
3 3 2 4
a) = b) = c) = d) =
6 9 8 12
10 20 300 300
e) = f) = g) = h) =
30 50 700 4000
Section B
5. Let's answer these questions.
a) What is a fraction?
b) What does the numerator of a fraction show ?
c) What does the denominator of a fraction show ?
d) A bread is divided into 5 equal slices and you ate 2 slices. How do you express
it in a fraction ?
1 2
e) why are and called equivalent fractions ?
2 4
6. Let's multiply the numerator and denominator of each fraction by 2, 3,
and 4 respectively. Then, ϐind their three equivalent fractions.
1 1 2 2 3
a) b) c) d) e)
2 3 3 5 4
3 4 2 3 5
f) g) h) i) j)
5 5 7 7 6
7. Let's divide the numerator and denominator of each fraction by the same
natural number. Then, ϐind a fraction equivalent to the given fraction.
2 4 3 4 6
a) b) c) d) e)
4 8 9 6 8
8 6 8 10 12
f) g) h) i) j)
10 10 12 15 18
Fraction
8. Let's reduce these fractions to their lowest terms.

4 6 2 6 4
a) b) c) d) e)
6 8 8 9 10
8 9 12 14 16
f) g) h) i) j)
12 12 15 21 24
9. Let's cancel the equal number of zeros from numerator and denominator
of each fraction. Then, reduce them to the lowest terms.
20 30 20 40 80
a) b) c) d) e)
30 40 60 60 100
90 60 100 500 600
f) g) h) i) j)
120 80 120 1000 900
10. a) Let's write any three pairs of equivalent fractions.
Draw three pairs of rectangles of the same size. Divide each pair of rectangles
into as many equal parts as your fractions. Then, shade the parts to show
your each pair of equivalent fractions.
b) Let's take three rectangular sheets of paper. Fold each of them to show an
1 1 1
equivalent fraction of each of , , and .
2 3 4
4.4 Like and unlike fractions
Rectangles A and B are divided into the same (like) number
A
1 2
of equal parts. So, the fractions of the shaded parts and are
B 3 3
like fractions.
1 2 3
Like fractions always have the same denominators. , , are also the like
4 4 4
fractions.
Rectangles P and Q are divided into the different (unlike) P

1
number of parts. So, the fractions of the shaded parts and Q
4
1
are unlike fractions.
5
1 1 2 2
Unlike fractions have different denominators. , , , are also the unlike
2 3 5 7
fractions.

Fraction
4.5 Conversion of unlike fractions into like fractions

1 1
and are unlike fractions. In the
2 3 1 3
o
1 3 1 2 6
diagram is converted into and
2 6 3
2 3 2 1 2
is converted into . Now, and are o
6 6 6 3 6
3 2
like fractions. Here, in and , 6 is the
6 6
lowest common denominator of the like fractions. 6 is also the L.C.M. of the
1 1
denominators 2 and 3 of the unlike fractions and .
2 3
3 2
Example 1 : Convert and into like fractions.
4 5
Solution
L.C.M. of the denominators 4 and 5 = 4 × 5 = 20
Now, 3 = 3 × 5 = 15 and 2 = 2 × 4 = 8
4 4 × 5 20 5 5 × 4 20
So, 15 and 8 are like fractions.

20 20
4.6 Proper and improper fractions
A circle is divided into 2 equal parts and 1 part is shaded. The fraction
of the shaded part is 1 .
2
A circle is divided into 2 equal parts and 2 parts are shaded. The
fraction of the shaded part is 2 = 1 (whole circle)
2
A circle is divided into 2 equal parts and 3 parts are shaded. Is it possible ?
It is possible when 2 parts of one circle and 1 part of
another circle are taken. Now, the fraction of the shaded
parts is 3 . So, the fraction 3 has one whole and one-half. one whole and one-half
2 2
1
Here, is only a fraction and it is called a proper fraction.
2
But, 3 has a whole and a fraction. It is called an improper fraction.
2
Similarly, 1 , 3 , 4 , … are proper fractions and 4 , 5 , 7 , … are improper fractions.
4 5 7 3 2 4
In a proper fraction, numerator is always less than denominator.
In an improper fraction, numerator is always greater than denominator.
Fraction
4.7 Mixed number

Let's study the following illustrations and learn about the mixed numbers.
5 1 1
o o2+ = 2 is a mixed number.
2 2 2
8 2 2
o o2+ = 2 is a mixed number.
3 3 3
Thus, a fraction made up of a whole number and a proper fraction is called a

mixed number ( or mixed fraction). We read 2 1 as 'one whole and half'.
2
In or 5 ÷ 2 , the quotient is 2 and remainder is 1. So, 5 = 2 1
5
2 2 2
In 8 or 8 ÷ 3, the quotient is 2 and remainder is 2. So 8 = 2 2
3 3 3
Thus, improper fraction = quotient remainder
denominator
Again,
1
1 o o 1 time 2 parts o
1×2+1 2+1 3
= =
2 and 1 more part 2 2 2
2
2
o o 2 times 3 parts 2×3+2 6+2 8
3 and 2 more parts o 3
=
3
=
3
whole number × denominator + numerator
Thus, mixed number =
denominator
EXERCISE 4.2
1. Let's say and write the fractions of the shaded parts in each pair of
diagrams are 'like' or 'unlike' fractions.
a) and are fractions.
b) and are fractions.
c) and are fractions.

Fraction
2. Let's list the like and unlike fractions separately.

3 3 5 2 Like fractions Unlike fractions
a) , , ,
8 4 8 5
a)
b) 2 , 2 , 1 , 6 b)
7 3 6 7
3. Let's compare the numerators. Then, compare each pair of like fractions
using the symbol '<' or '>'.
2 4 5 7 5 7 9
a) 3 b) c) 8 8 d)
5 5 6 6 10 10
4. Let's say and write the fractions of the shaded parts are 'proper' or
'improper' fractions.
a) b)
is fractions. is fractions.
c) d)
is fractions. is fractions.
5. Let's say and write the improper fractions and the mixed numbers
represented by these shaded diagrams.
a) b) c)
5 = 11 = =
4 4
Section B
a) Why are 2 and 3 like fractions ?

5 5
1
b) Why are 1 and unlike fractions ?
4 6
2
c) Why is a proper fraction ?
3
Fraction
d) Why is 3 an improper fraction ?

2
e) Can we convert a proper fraction into a mixed number ?
1
f) Why is 1 called a mixed number ?
3
g) How can we get ive- quarters pieces of apples from 2 apples ?
h) Mother divided 3 pizzas into 6 equal pieces and she gave you 5 pieces.
Express it in an improper fraction and a mixed number.
7. Let's arrange these fractions in ascending and descending orders.
a) 4 , 2 , 3 , 1 b) 3 , 7 , 5 , 2 c) 7 , 3 , 9 , 6
5 5 5 5 8 8 8 8 10 10 10 10
8. Let's convert these unlike fractions to the like fractions.
a) 1 and 1 b) 1 and 1 c) 3 and 3 d) 1 and 2

2 4 3 6 4 8 2 3
2 1
e) 1 and 3 f) and g) 1 and 1 h) 1 and 2
2 5 3 4 4 6 6 9
9. Let's convert these fractions to the like fractions. Then compare each pair
of fractions using '<' or '>' symbol.
2 2 5 7
a) 1 and b) 1 and c) 3 and d) 3 and
2 3 2 5 4 8 5 10
10. Let's convert these improper fractions to mixed numbers.
7 5 8 9 19
a) 5 b)c) d) e) f) 6
3 3 2 5 4
11. Let's convert these mixed numbers to improper fractions.
1 1 1 2 3 5
a) 1 3 b) 2 4 c) 3 2 d) 2 e) 3 4 f) 2
5 7
12. a) Let's draw each pair of these shaded rectangles in sheets of paper. Then
draw dotted line to convert unlike fractions into the like fractions. The irst
one is done for you.
(i) (ii)
1 4 1 3 1 1
= = = =
3 12 4 12 2 3

Fraction
(iii) (iv)
1 1 1 1
= = = =
2 4 2 5
b) Let's write three improper fractions of your own. Show them by shading the
parts in rectangles. Then, express each fraction in the mixed numbers.
c) Let's draw rectangular or circular diagrams to show any three mixed
numbers that you have written yourself.
4.8 Addition and subtraction of like fractions - Looking back.
1. Let's ϐind the total of the fractions of the green and pink shaded parts.
a) b)
1+2
+ = = + = =
5
total of numerators
In this way, the sum of like fractions =
the same denominator
2. Let's subtract the fraction of the crossed parts from the fraction of the
shaded parts.
a) ××× ××× b) ×× ×× ××
×× ×× ××
××× ×××
××× ××× ×× ×× ××
××× ××× ×× ×× ××
– = 4–2 = – = =
6
difference of numerators
Thus, the difference of like fractions = the same denominator
1 2 3 1
Example 1 : Add or subtract . a) 1 + 2 b) 2 – 1
5 5 4 4
Solution
Another process 1 2
1 2 1 + 2
a) 1 + 2 1 2 5 5
5 5 1 +2
5 5
6 12 1 2 +
= + = (1 + 2) + +
5 5 5 5
6 + 12 1+2
= =3+ 3
5 5 3
3 5
18 3 =3
= =3 5
5 5
Fraction
3
b) 2 – 1 1 Another Process
4 4 23 – 11 = 12 = 11
4 4 4 2
=
11 5
– 23 – 11
4 4 4 4
1
=
11 – 5 = (2 – 1) + 3 – ××
××
××
4 4 4
3–1
6 =1+
= 4
4 2 1
2 1 =1 = 1
=1 =1 4 2
4 2
EXERCISE 4.3
1. Let's say and write the answer of these questions.
a) Mother cut a pizza into 8 equal pieces. She gave 2 pieces to brother and 3
pieces to sister.
(i) What fraction of pizza did brother get ?
(ii) What fraction of pizza did sister get ?
(iii) What fraction of pizza did they get altogether ?
(iv) What fraction of pizza was left with mother ?
b) Father cut a bread into 10 equal slices and he gave you 7 slices.
(i) What fraction of bread did you get ?
(ii) If you gave 3 slices to your friend, what
fraction of bread did your friend get ?
(iii) What fraction of the bread was left with you ?
3
c) What is the numerator of the sum of 2 + ?
7 7
7 5
d) What is the denominator of the difference of – ?
9 9
2. Let's ϐind the total of the fractions of different coloured parts.
a) b)
+ = = + + = =

Fraction
3. Let's subtract the faction of the crossed parts from the fraction of the
shaded parts.
a) b)
– = = – = =
4. Let's say and write the sums or difference of these fractions quickly.
a) 1 + 1 = b) 1 + 2 = c) 3 + 1 = d) 2 + 3 =
3 3 4 4 5 5 6 6
4 8 _ 1
e) 2 _ 1 = f) 4 _ 2 = g) 7 _ = h) =
3 3 7 7 8 8 10 10
5. Let's add or subtract any two like fractions to get the given sums or
differences.
4 5 7
a) + = b) + = c) + =
5 7 9
2 3
d) – =1 e) – = f) – =
3 6 10
Section B
6. Let's write the mixed numbers for the shaded parts, then add.
a) + b) +
7. Let's write the mixed numbers then subtract.

a) b)
8. Let's add or subtract these fractions. Write the answer in the mixed
number or in the lowest terms wherever necessary.
a) 2 + 1 b) 3 + 2 c) 1 1 + 1 1 d) 2 2 + 2 4
5 5 8 8 4 4 9 9
3 2
e) 5 – 3 f) 7 – 4 g) 2 5 – 1 1 h) 4 – 2
7 7 10 10 6 6 5 5
9. Let's simplify. Write the answer in the mixed number or in the lowest
terms wherever necessary.
3 1 2 4 2
a) + – b) – 1 + c) 5 + 1 – 3
5 5 5 7 7 7 8 8 8
Fraction
5 1 1 1 2 3 1 7
d) 3 – 1 – 1 e) 4 4 – 1 – 29 f) 310 – 2 + 110
6 6 6 9 9 10
10. a) Dakshata cut her birthday cake into 9 equal pieces. She gave 3 pieces to her
brother and 2 pieces to her mother. What fraction of the cake did she give
them altogether ?
b) A teacher asked you to fold a rectangular sheet of paper into 8 equal folding.
Then, she asked you to colour 2 parts with red and 3 parts with green.
What fraction of the sheet of paper did you colour ?
2 3
c) A painter mixed litre of blue paint and litre of yellow paint to get a
7 7
green paint. Find the amount of green paint.
11. a) Sunayana cuts a pizza into 6 equal pieces and she gives 2 pieces to Sayad.
What fraction of the pizza is left with her ?
b) Bishwant cut a bread into 10 equal slices and he gave 6 slices to Pratik. If
Pratik ate 2 slices and he gave remaining slices to Debashis, what fraction
of the bread did Debashis get ?
2
c) A pole is 4 m high is standing on the ground. The length of the pole under
5
the ground is 4 m. Find the length of the pole above the ground.
5
12. a) Let's take three rectangular sheets of paper. Fold them separately into
quarters, sixths, and eights. Then, colour the parts to represents the
following sums.
2 2 3 4
(i) 1 + (ii) + (iii) 3 +
4 4 6 6 8 8
b) Let's write three pairs of proper like fractions. Then, ind their sums and
differences.
4.9 Addition and subtraction of unlike fractions
We can add or subtract unlike fractions by converting them to the like fractions.
Let's learn the processes from the following examples.
2 1
Example 1 : Add or subtract a) + b) 2 1 - 1 1
3 4 2 3
Solution
a)L.C.M. of 3 and 4 = 3 × 4 = 12

Fraction
2 8
So, = 2×4 = +
3 3×4 12
2 1
1 3
And, = 1×3 = 3 4
4 4×3 12
8 3 8+3 +
Now, + =
12 12 12 8 3
12 12
11
=
12
Now, we can do this process directly in the following ways .
2 1 4×2+3×1
+ =
3 4 12 L. C. M. of 3 and 4 = 3 × 4 = 12
8+3 12 ÷ 3 = 4 and 4 × 2 = 8
=
12 12 ÷ 4 = 3 and 3 × 1 = 3
= 11 2 1 4 × 2 + 3 × 1 8 + 3 11
12 So, + = = =
3 4 12 12 12
1 1 5 4
b) 2 –1 = –
2 3 2 3
L.C.M. of 2 and 3 = 2 × 3 = 6
So, 5 = 5 × 3 = 15 2 12 = 5
6 2
2 2×3
4 4×2 8
And, = =
3 3×2 6
2 36 = 15
6
Now, 15 – 8 = 15 - 8
6 6 6
7 1
= =1 2 36 – 1 26 = 1 16
6 6
Direct process
Another process
1 1
2 –1 1 1
2 3 2 – 1
2 3
4
= 5– =
1 1
(2 – 1) + ( – )
2 3 2 3
3×5–2×4 3–2
= = 1+( )
6 6
15 – 8 7 1 1 1
= = = 1 = 1+ = 1
6 6 6 6 6
Fraction
EXERCISE 4.4
1. Let's write fractions of the shaded parts. Then add the unlike fractions.
a) b)
+ = + + = +
1 1 2 1 3
+ = + = + = + =
3 6 6 6 6
c) d)
+ = + + = +
+ = + = + = + =
2. Let's shade the parts and add the mixed numbers.
a) b)
+ +
1 1 1 1
1 +1 = 1 +1 =
2 3 2 4
c) d)
+ +
1 1 1 1
1 +1 = 1 +1 =
3 6 3 4
3. Let's convert unlike fractions to like fractions. Then add or subtract.
1 1 1× 1×
a) + = + = + = =
2 3 2×3 3×2
1 1 1× 1
b) + = + = + = =
5 10 5×2 10
1× 1×
c) 1 – 1 = – = – = =
3 4 3×4 4×3
1 1 1× 1×
d) – = – = – = =
4 6 4×3 6×2
4. Let's investigate the quick process. Then tell and write the sums or
differences quickly.
1 3 2+1 3 2 5–3
1+ = m 1– = m
2 2 2 5 5 2

Fraction
1 1 2
a) 1 + = b) 1 + = c) 1 + =
3 4 3
3 2 5
d) 1 + = e) 1 + = f) 1 + =
4 5 6
2 3 3
g) 1 – = h) 1 – = i) 1 – =
3 4 5
5 4 7
j) 1 – = k) 1 – = l) 1 – =
8 9 10
Section B
5. Let's add these fractions and write the answer in the mixed number or in
the lowest terms wherever necessary.
1 3 1 1 2 3
a) 1 + 1 b) + c) + d) +
2 4 2 4 3 4 3 4
1 2 2 3 3 1 5 3
e) + f) + g) + h) +
2 5 3 5 4 6 6 8
1
i) 1 + 1 j) 2 1 + 1 1 k) 2 3 + 2 2 l) 2 5 + 2 4
3 6 4 8 4 3 6 9
6. Let's subtract these fractions and write the answer in the mixed number
or in the lowest terms wherever necessary.
2 1 3 1 1 1
a) 1 – 1 b) – c) – d) –
2 3 3 4 5 2 2 4
3 1 5 2 3 1
e) – f) – g) 5 – h) 3 –
4 2 6 3 6 4 8 6
1 5 2 2 1 2 1
i) 1 – j) 2 – 1 k) 3 – 2 l) 2 1 – 2
2 6 3 9 3 5 4 5
7. Let's simplify and write the answer in the mixed number or in the lowest
terms wherever necessary .
1 1 1 1 3 2 1
a) + + 1 b) + – 1 c) – +
2 3 4 2 3 4 4 3 6
1 1 1 1 1 2 1
d) 1 + 1 – 1 e) 2 1 – 1 – 1 f) 2 2 – 1 – 1
2 3 4 2 4 10 3 5 10
1 3 3 3
g) 1 + 1 – 1 h) 4 – 2 + 1 i) 3 1 – 2 1 – 1
7 14 4 8 6 8
3
8. a) Sayam drank 2 of a cup of milk at breakfast, and of a cup of milk at dinner.
3 4
In total, how many cups of milk did Sayam drink today ?
3
b) Mrs. Pandey has a loriculture farming. She has cultivated 5 of the farm with
3
rose lowers and 10 of the farm with marigold lowers. Find the total fraction
of the farm covered by these two types of lowers.
Fraction
c) A room is 7 1 m long and 5 3 m broad. Find its perimeter.

2 4
4
9. a) The capacity of Diyoshana's water bottle is litre of water and the capacity
5
2
of Aarshiya's water bottle is litre of water. By how much does Diyoshana's
3
water bottle have more capacity than Aarshiya's?
b) You have a block of cheese. If you eat 7 of cheese in 7 days, how much
8
cheese is left with you ?
2
c) of the number of students in a class are boys. What fraction of the number
5
are girls ?
10. a) Let's take a few rectangular sheets of paper. Fold them separately into
1 1 1 1
halves, thirds, quarters and sixths. Then colour , , , and . Draw dotted
2 3 4 6
lines in each sheet of paper to show the following sums.
1 1 1 1 1 1 1 1
(i) + (ii) + (iii) + (iv) +
2 3 2 4 4 6 2 6
b) Let's write three pairs of proper unlike fractions. Then, ind their sums and
differences.
c) Let's draw rectangles in chart papers. Divide each rectangle into equal
parts and colour the parts to show each of the following mixed numbers.
Then draw dotted lines and ind the sums.
1 1 1 1 1 1
(i) 1 + 1 (ii) 1 + 1 (iii) 1 + 1
2 3 2 4 3 6
4. 10 Multiplication of fractions by whole numbers
Let's study the following illustrations. Then, investigate the rule of
multiplication of fractions by whole numbers.
1 + + o = 3
3× o
2 2
1 2
2× o + o =
4 4
Thus, whole number × fraction = whole number × numerator

denominator

Fraction
4.11 Multiplication of fractions by fractions
Half of a half circle o o = 1×1= 1×1 =1

2 2 2×2 4
Two-thirds of a quarter rectangle o o = 2×1= 2×1 = 2

3 4 3 × 4 12
Thus, fraction × fraction = numerator × numerator

denominator × denominator
2 3 14
Example 1 : Multiply a) 12 × b) ×
9 7 15
Solution
2 4 2
a) 12 × = 12 × Numerator 12 and denominator 9 are
9 93 divided by 3 12 ÷ 3 = 4 and 9 ÷ 3 = 3
= 4 × 2 = 8 = 22 Numerator 3 and denominator 15 are
3 3 3
divided by 3 3 ÷ 3 = 1 and 15 ÷ 3 = 5
3 14 31 14 2 Numerator 14 and denominator 7 are
b) × = ×
7 15 7 1 15 5 divided by 7 14 ÷ 7 = 2 and 7 ÷ 7 = 1
= 1 × 2
1×5
=2
5
4.12 Finding the value of fraction of number in a collection.
Let's investigate the rule of inding the value of fraction of a number in a
collection of objects.
Half of 6 pencils Two-third of 6 pencils

1 1 2 of 6 = 2 × 62
= of 6 = × 63 =
2 21 3 31
= 3 pencils = 2 × 2 = 4 pencils
Thus, the value of the given fraction of a number = fraction × number
EXERCISE 4.5
1. Let's complete multiplication from the given shaded diagrams.
2 1
a) + + + = =4× =2
21
Fraction
b) + + + + = = × =
c)
+ + + = = × =
d)
+ + + + = = × =
2. Let's shade the parts of each diagram. Then, complete the multiplication.
a) + + = =3×1=
2
b) + + + = =4×1=
3
c) + + =3×1= =
4
3. Let's complete multiplication from the given shaded diagrams.
a) 1 of 1 = 1 × 1 =
= 2 2 2 2
b) of = × =
=
c)
= of = × =
4. Let's say and write the product as quickly as possible.

1 1 1 1
a) 2 × = b) 2 × = c) 2 ×= d) 3 × =
2 4 6 3
1 1 1 1 1 1 1
e) 3 × = f) × = g) × = h) × =
6 2 2 2 3 3 4
5. Let's draw dotted lines to divide the circles into the given fractions of the
number of circles. Then, ϐind the values of the fractions.

Fraction
1 1
a) of 6 circles = circles b) of 8 circles= circles
3 4
1 1
c) of 12 circles = circles d) of 15 circles= circles
2 5
6. Let's say and write the values as quickly as possible.
1 1
a) of 20 students = students b) of 15 eggs = eggs
2 3
1 1
c) of 12 boys = boys d) of 30 kg = kg
4 5
1 1
e) of 35 l = l f) of 90 km = km
7 10
Section B
Let's multiply and ϐind the products in the lowest terms or in mixed
numbers wherever necessary.
1 1 1 1 1
7. a) 2 × b) 3 × c) 4 × d) 5 × e) 10 ×
2 3 4 5 10
2 3 1 2 5
f) 3 × g) 4 × h) × 8 i) × 15 j) × 21
3 4 2 5 7
1
8. a) × 1 1
b) × 2 2
c) × 3 d) ×2 9 e) 3 × 8
2 3 2 3 3 4 3 10 4 9
f) 3 × 10 g) 9 × 1 2 h) 1 7 × 2 2 i) 1 5 × 1 5 j) 3 3 × 2 1
5 21 16 3 8 5 9 7 5 12
9. Let's ϐind the values:
1 2 1
a) 1 of Rs 24 b) of 18 kg c) of 30 km d) of 28 l
2 3 3 4
2 3 3
e) 3 of Rs 36 f) of 50 girls g) of 75 boys h) of 200 students
4 5 5 10
3
10. a) Mrs. Tharu saves of her income in a month. What fraction of her income
4
does she save in 6 months ?
b) Bamboo is one of the fastest-growing plants in the world. It can grow 9 m

10
in a day. How many metres can it grow in 15 days ?
1 2
c) Teacher asked you to colour 2 of 3 parts of a rectangle. What fraction of the
rectangle did you colour ?
Fraction
1 1
d) If the cost of 1 kg of potatoes is Rs 20 , ind the cost of 2 kg of potatoes.
2 2
e) What is the fraction of a half part of the half of a whole apple ?
f) what is the fraction of two-third part of the half of a whole bread ?
2
11. a) There are 30 students in a class and of them are girls.
3
i) Find the number of girls. ii) Find the number of boys.
3
b) There are 35 teachers in a school and of them are male teachers.
5
(i) Find the number of male teachers (ii) Find the number of female teachers.
c) The capacity of a water bottle is 750 ml and you drank 2 parts of water when
it was full of water. 5
(i) How much water did you drink ?

(ii) How much water was left in the bottle ?
3
d) The capacity of a water tank is 1000 litres. If parts of water is used up,
10
how many litres of water is left in the tank ?
4
e) The road distance between two villages is 56 km. If parts of the road is
7
blacktopped and the rest is gravelled, how many kilometres of the road is
gravelled ?
12. Let's collect 50 marbles or maize grains (or gram, pea, etc.). Arrange equal
1 1 3 2
number of grains in rows or in columns to ind , , , , … of different
2 3 4 5
numbers of grains.
or or 1 1
of 12 = × 12 = 6
2 2
a) Let's draw rectangles of the same size. Divide each rectangle into halves and
colour the parts to show the following fractions.
2 - halves = 1 rectangle, 3 - halves = 1 and a half rectangles, etc.
4 - halves = 2 rectangles, 5 - halves = 2 and a half rectangles, etc.

Fraction
Let's repeat the similar activities with other rectangles dividing and
colouring them into thirds and quarters separately.
1 1
b) Let's show (i) 1 of 1 (ii) 1 of 1 (iii) 1 of 1 (iv) 1 of 1 (v) 3 of 4
2 2 2 3 2 4 3 3
by folding and colouring rectangular sheets of paper separately.
4.13 Division of a whole number by a fraction

1. Let's discuss about these questions and answer them.
a) How many halves are there in 1 rectangle ?

There are halves.
b) How many halves are there in 2 rectangles ?

There are halves.
c) how many thirds are there in 3 rectangles ?

There are thirds.
d) How many quarters are there in 3 rectangles ?
1 2
Thus, number of halves in 1 rectangle = 1 ÷ = 1× = 2 halves
2 1
1 2
Number of halves in 2 rectangles = 2÷ = 2× = 4 halves
2 1
1 3
Number of thirds in 3 rectangles = 3÷ = 3× = 9 thirds
3 1
1 4
Number of quarters in 3 rectangles = 3 ÷ = 3× = 12 quarters
4 1
2
Here, ( or simply 2) is called the reciprocal of 1
1 2
3 (or simply 3) is called the reciprocal of 1 .
1 3
4 ( or 4 ) is called the reciprocal of 1 .
1 4
So, whole number ÷ fraction = whole number × reciprocal of fraction
Fraction
4.14 Division of a fraction by a whole number

Again, let's discuss the answers of these questions.
×× ××
a) Divide a half into 2 equal parts . ×× ××
×× ××
×× ××
= ×× ××
×× ××
1 1 1 1 ×× ××
×× ××
÷2= × = ×× ××
2 2 2 4 × ××
× ××
b) Divide a half into 3 equal parts. =
× ××
× ××
× ××
× ××
× ××
1 1 1 1 × ××
× ××
÷3= × =
2 2 3 6
c) Divide two-thirds into 4 equal parts.
2 2 1 2 1
÷4= × = or = or =
3 3 4 12 6
4.15 Division of a fraction by a fraction.
a) How many quarters are there in a half ? =
1 1 1 4
÷ = × = 2 (quarters) =
2 4 2 1
b) How many halves are there in tow-thirds ? 4 1 half 1
2 1 2 2 4 3 3
÷ = × =
3 2 3 1 3
In this way, in the case of division of fraction, the dividend is multiplied
by the reciprocal of the devisor.
EXERCISE 4.6
a) How many halves are there in 3 circles ?
There are halves in 3 circles.
b) How many thirds are there in 4 circles ?
There are thirds in 4 circles.
c) How many quarters are there in 2 circles ?
There are quarters in 2 circles.
d) How many quarters are there in a half of a circle ?
There are quarters in a half of a circle.
Fraction
e) Divide half of a rectangle in 4 equal parts. ××

××
××
××
××
××
××
Each part is of the rectangle. ××
××
f) Divide a third of a rectangle in 2 equal parts. × ××

× ××
× ××
× ××
× ××
× ××
× ××
Each part is of the rectangle. × ××
× ××
2. Let's say and write the reciprocal of

a) 2 is b) 3 is c) 4 is d) 10 is
e) 1 is f) 1 is g) 2 is h) 3 is
5 6 3 4
1 1 1 1
a) 2 ÷ = b) 3 ÷ = c) 2 ÷ = d) 4 ÷ =
2 2 3 3
1 1 1 1
e) ÷ 2 = f) ÷ 3 = g) ÷ 2 = h) ÷ 4 =
2 2 3 3
1 1 1 1 1 1 1 1
i) ÷ = j) ÷ = k) ÷ = l) ÷ =
2 3 3 2 4 5 5 4
4. Let's say and write the answer quickly.
a) How many half litres are there in 3 litres ?
b) How many one third kilograms are there in 4 kg ?
c) How many quarter metres are there in 5 m ?
d) How many one- ifth rupees are there in Rs 10 ?
Section B
1
a) What do you mean by 2 ÷ ?
2
1
b) What do you mean by ÷ 2 ?
2
1
c) Can we say how many thirds are there in 3 ÷ ?
3
1
d) Can we say how many threes are there in ÷ 3 ?
3
e) What do you mean by the reciprocal of a number or of a fraction ? Write
with any two examples .
Let's divide and ϐind the answers in the lowest terms or in mixed numbers
wherever necessary.
1 1 1 1 1
6. a) 2 ÷ b) 3 ÷ c) 4 ÷ d) 2 ÷ e) 3 ÷
3 2 2 4 5
Fraction
1 2 3 2 10
f) 5 ÷ g) 2 ÷ h) 3 ÷ i) 4 ÷ j) 5 ÷
3 3 4 5 11
1 1 1 1 2
7. a) ÷3 b) ÷ 2 c) ÷ 2 d) ÷ 3 e) ÷ 2
2 3 4 5 3
3 4 2 3 3
f) ÷3 g) ÷ 2 h) ÷ 4 i) ÷ 6 j) ÷ 9
4 5 5 4 5
1 1 1 1 1 2 1 1 1 1
8. a) ÷ b) ÷ c) ÷ d) ÷ e) ÷
2 3 3 2 3 3 4 2 2 4
1 1 3 1 5 5 5 5 8 16
f) ÷ g) ÷ h) ÷ i) ÷ j) ÷
5 10 10 5 6 12 12 6 9 27
9. a) Teacher takes 3 breads and cuts each bread into halves and shares all pieces
between some students equally. How many students will get half piece of
the bread ?
b) The capacity of a vessel is 5 litres. How many half litre jars can ill the vessel
completely ?
c) Mickey Mouse has 2 bars of chocolate. He eats only a quarter piece of
chocolate everyday. In how many days will he inish the two bars of
chocolate?
10. a) Mother cut a half cake into 2 equal pieces and gave to her 2 children. What
fraction of the whole cake did each child get ?
b) Priyasha Shrestha divided a quarter piece of bread into 3 equal parts and
gave her 3 friends. What fraction of the whole bread did each friend get ?
11. a) How many quarter pieces of chocolate can you get from a half piece of the
chocolate bar ?
4
b) A string is m long. How many pieces of string each of 1 m length can be
5 5
cut from the string ?
9
c) The capacity of a vessel is 10 litre. How many jars each of the capacity 3
10
litre are needed to ill the vessel completely ?
12. a) Let's fold different sheets of paper into halves, thirds and quarters. Then,
ind separately the number of halves, thirds, and quarters in 1, 2, 3, 4, and 5
sheets of paper. Also, show these numbers dividing the whole numbers by
fractions.
b) Let's fold a sheet of paper into halves. Then, colour the half of a half folding.
c) Let's fold a sheet of paper into halves. Then, colour the quarter a half folding.
"
Unit
Decimal
5
5.1 Tenths, hundredths, and thousandths - looking back
1. Let's say and write the fractions and decimals of the different coloured
blocks.
Colours Fractions Decimals Colours Fractions Decimals

Red Blue
Green Red
Colours Fractions Decimals
Green
Red
Blue
Colours Fractions Decimals
Green
Red
Blue
2. Let's say and write these fractions in decimals and also write the name of
the decimal numbers.
3
a) =
10
5
b) =
100
64
c) =
100
7
d) = 0.007 Zero point zero zero seven
100
Decimal
36
e) =
1000
479
f) =
1000
3. Let's say and write these decimals in fractions and also write the fractions
in words.
9
a) 0.9 = nine- tenths b) 0.7 =
10
c) 0.03 = d) 0.56 =
e) 0.001 = f) 0.09 =
4. Let's say and write the fractions and decimals.
Fractions Decimals
ive- tenths
ive- hundredths
ive- thousandths
forty-seven-hundredths
forty-seven-thousandths
three hundred twelve- thousandths
5. Let's say and write the mixed numbers shown by the shaded diagrams.
Then express them in decimals.
a) b) c)
1 3 = 1.3 = =
10
5.2 Place and place value of decimal numbers
Let's study the following example and learn about the places and place values
of decimal numbers.

Decimal
5.746 7
whole number tenths = = 0.7
10
4
hundredths = = 0.04
100
6
thousandths = = 0.006
1000
Now, let's learn the places and place values of a few more decimal numbers
from the table given below.
Place and place value
Decimal numbers
Tenths Hundredths Thousandths
0.165 1 6 5
= 0.1 = 0.06 = 0.005
10 100 1000
0.397 3 9 7
= 0.3 = 0.09 = 0.007
10 100 1000
0.824 8 2 4
= 0.8 = 0.02 = 0.004
10 100 1000
5.3 Comparison of decimal numbers

While comparing decimal numbers, we should start to compare the digits at
tenths places, then hundredths and thousandths places.
a) 0. 6 0.08 b) 0.539 0.57 c) 0.495 0.493
> = =
< =
>
So, 0.6 > 0.08 So, 0.539 < 0.57 So, 0.495 > 0.493
If decimal numbers also have whole number parts, we should irst compare
the whole numbers. For example :
2.5 < 3.5, 48.16 > 36.75 , 580.054 < 585.9, and so on.
5.4 Conversion of a decimal number into a fraction
To covert a decimal number into a fraction, we write it in the fraction of tenths,
hundredths or thousandths. Then, the fraction is reduced to the lowest terms
wherever necessary.
Example 1: Convert a) 0.4 b) 2.5 c) 0.75 into fraction.
Solution 0.4
2
a) 0.4 = 4 0.4 is 4 tenths 10 one zero for one digit
of decimal part.
105
1 is written for
2 decimal point.
=
5
Decimal
5
b) 2.5 = 25 Alternative process
102
1 1 1
5 1 2.5 = 2 + 0.5 = 2 + 5 = 2 + = 2
= =2 102 2 2
2 2
15 0.75
c) 0.75 = 75 0.75 is 75 hundredths 100
Two zeros for two
100 20 digits of decimal part.
3 1 is written for
3
= 15 = decimal point.
204 4
5.5 Conversion of a fraction into a decimal
In this case, we should express the given fraction in tenths, hundredths,
thousandths, etc. by making the denominator 10, 100, 1000, …
Alternatively, to convert a fraction into a decimal, we should divided
the numerator by denominator directly. The process is important if the
denominator of a fraction cannot be converted into 10, 100, 1000, etc.
1 2 3
Example 2: Convert a) b) 2 c) into decimals.
2 5 4
Solution
3 3 × 25
1 1×5 5 c) =
a) = = = 0.5 4 4 × 25
2 2×5 10
2 2 2×2 4 75
b) 2 = 2 + = 2 + =2+ = 2 + 0.4 = 2.4 = = 0.75
5 5 5×2 10 100
1 1
Example 3: Convert a) b) 2 into decimals dividing numerator by
2 3
denominator .
Solution is divided by 2.
1
a) =1÷2 2 10 0.5 is divided by 2.
2
–10
= 0.5 0 Each shares 0.5.
1 7
b) 2 = 3 7 2.333
3 3
= 7÷3 –6
10
= 2.333 –9
10
-9
0

Decimal
EXERCISE 5.1
1. Let's say and write these fractions in decimals and decimals in fractions.
a) 8 = b) 0.5 = c) 9 =
10 100
d) 0.07 = e) 7 = f) 0.003 =
1000
g) 66 = i) 69 = h) 0.27 =
100 1000
2. Let's say and write these mixed numbers in decimals and decimals in
mixed numbers.
1 6
a) 1 = b) 1.3 = c) 2 =
10 100
99
d) 3.07 = e) 5 = f) 4.27 =
100
3. A portion of the ruler shows the whole numbers from 0 to 6 and their
tenths in order. Let's write the value of each letter.
0.3 a b c d e f g h
0.5 1.5 2.5 3.5 4.5 5.5 6.5 7.5 8.5 9.5 10.5 11.5 12.5 13.5 14.5
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
a b c d
e f g h
4. Let's say and write the place and place value of the digit in decimal number.
a) In 0.59, the place of 5 is and place value is
b) In 0.07, the place of 7 is and place value is
c) In 0.038, the place of 8 is and place value is
5. Let's write '<' or ' > ' symbol in the blanks and compare the decimal
numbers.
a) 0.5 0.05 b) 0.09 0.1 c) 0.364 0.372
d) 0.007 0.07 e) 0.28 0.275 f) 0.786 0.78
Decimal
Section B
a) De ine the meaning of three-tenths and three- hundredths ? Express them
in fractions and decimals.
b) Which one is greater between ifteen-hundredths and ifteen-thousandths?
Express them in fractions and decimals.
c) A chocolate bar is cut into 10 equal pieces and you take 7 pieces. Express it
in tenths and in decimal.
d) There are 100 centimetres in a metre- rod. Express 45 cm in hundredths
and in decimal.
e) You cut a bread into 10 equal pieces and share between your 5 friends
equally. Express the number of pieces received by each friend in decimal.
7. Let's write the decimal numbers of these number names. Then, express
them in fractions.
a) Zero point one b) Zero point zero zero one
c) Zero point zero zero zero ive d) Zero point three eight
e) Zero point zero seven four f) Zero point four zero nine
8. Let's write the decimal number names of these decimals.
a) 0.5 b) 0.05 c) 0.005 d) 0.72 e) 0.046 f) 0.308
9. Let's write the place and place value of each digit of these decimal numbers
as shown in the example.
0.472 a) 0.36 b) 0.07
tenths = 0.4
hundredths = 0.07 c) 0.195 d) 0.004
thousandths = 0.002 e) 0.281 f) 0.999
10. Let's compare these decimal numbers using '<' or ' > ' symbol.
a) 0.8 and 0.6 b) 0.42 and 0.45 c) 0.7 and 0.68
d) 0.09 and 0.1 e) 0.03 and 0.006 f) 0.296 and 0.33
11. Let's arrange these decimal numbers in ascending and in descending
order.
a) 0.002, 0.2, 0.02, 0.12 b) 0.54, 0.5, 0.054, 0.542
12. Let's convert these decimals into fractions and reduce the fractions to the
lowest terms wherever necessary.
a) 0.1 b) 0.01 c) 0.001 d) 0.2 e) 0.02

Decimal
f) 0.002 g) 0.3 h) 0.04 i) 0.25 j) 0.125

k) 1.5 l) 2.4 m) 4.5 n) 3.1 o) 7.5
13. Let's convert these fractions into decimal by making them tenths,
hundredths or thousandths.
1 1 2 3 4 1
a) b) c) d) e) f) 1
2 5 5 5 5 2
1 2 4 1 3 1
g) 2 h) 1 i) 2 j) k) l) 1
2 5 5 4 4 4
3 1 7 3 1 3
m) 2 n) o) p) q) 1 r) 2
4 20 25 50 25 20
14. Let's convert these fractions into decimals dividing the numerator by
denominator.
1 3 1 4 3 1
a) b) c) d) e) f)
4 4 5 5 8 6
3 5 1 2 1 2
g) h) i) j) k) 1 l) 3
2 2 3 3 3 3
It's your time - Project work
15. a) Let's draw 9 rectangular strips each of 10 cm long in a chart paper. Divide
each strip into 10 equal parts. Colour the parts of each strip separately to
show the decimal numbers from 0.1 to 0.9.
b) Let's cut 10 separate rectangular strips of lengths 1 cm to 10 cm from a
chart paper. Stick the strips in a chart paper with glue to form a stair as
shown. 0.1
0.2
0.3
c) Let's compare the shaded parts of tenths and 0.4
0.5
hundredths. Then discuss with your friends and 0.6
0.7
0.8
answer these questions. 0.9
1
0.1 0.4 0.7
0.10 0.40 0.70
(i) Is 0.1 (one-tenth) same as 0.10 (ten-hundredths)?

(ii) Is 0.4 (four-tenths) same as 0.40 (forty-hundredths)?
(iii) Is 0.7 (seven-tenths) same as 0.70 (seventy-hundredths)?
Decimal
5.6 Addition and subtraction of decimal numbers

Let's study the given illustrations and learn about the process of addition and
subtraction of decimal numbers.
It is a block of 10 small cubes.
0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 1
Each cube is = 0.1 of the block.
10
Now, let's add 0.3 and 0.4
0.3 o 3 cubes of the block of 10 cubes 0.1 0.1 0.1
+ 0.4 o 4 cubes of the block of 10 cubes 0.1 0.1 0.1 0.1
0.7 o 7 cubes of the block of 10 cubes 0.1 0.1 0.1 0.1 0.1 0.1 0.1
Again, let's add 0.6 and 0.7.

6 cubes + 7 cubes
1
= 13 cubes
0.6 0.1 0.1 0.1 0.1 0.1 0.1 = 1 block of 10 cubes
and 3 more cubes
+ 0.7
0.1 0.1 0.1 0.1 0.1 0.1 0.1 = 1.3
1.3
1 0.3
Now, let's subtract 0.3 from 0.8.
from 0.8 take
0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 = 0.1 0.1 0.1 0.1 0.1
away 0.3 0.8 – 0.3
0.8 0.5
0.8 o from 8 cubes of the block of 10 cubes
– 0.3 o take away 3 cubes.
0.5 o 5 cubes are left.
Let's learn more addition and subtraction of decimal numbers from the
following examples.
Example 1: Add or subtract a) 0.5 + 0.27 b) 1.6 – 0.7.

Solution
5 tenths 50 hundredths
a)
0.5 0.50
+ 0.27 + 0.27 27 hundredths 27 hundredths
0.77
Decimal
b) 1.6 1.6 o from 16 cubes

× × × × × × ×
– 0.7 – 0.7 o take away 7 cubes 1 .6
0.9 0.9 o 9 cubes are left.
c) 3.8 o 3.80 I got it!

In 3.8, 8 tenths = 80 hundredths
– 1.95 o – 1.95 So, 3.8 = 3.80!!
1.85
EXERCISE 5.2
1. Each cube represents 0.1. Let's say and write decimal numbers represented
by each pair of cubes. Then, ϐind the sum of the decimal numbers.
a) + b) +
+ = + =
c) + d) +
+ = + =
2. Each cube represents 0.01. Let's say and write decimal numbers
represented by each pair of cubes. Then, ϐind the sum of the decimal
numbers.
a) + b) +
+ = + =
c) + d) +
+ = + =
3. Let's say and write the sums or differences as quickly as possible.

a) 0.2 + 0.3 = b) 0.02 + 0.03 = c) 0.2 + 0.03 =
d) 1.4 + 0.4 = e) 1.04 + 0.4 = f) 1.004 + 0.4 =
g) 0.6 – 0.2 = h) 0.6 – 0.02 = i) 0.09 – 0.03 =
j) 1.5 – 0.5 = k) 1.5 – 0.05 = l) 1.7 – 1.2 =
Decimal
4. Let's say and write the missing decimal numbers quickly.

a) 0.3 + = 0.7 b) 0.4 + = 0.9 c) + 0.2 = 0.8
d) 0.02 + = 0.05 e) 0.05 + = 0.08 f) 0.7 – = 0.3
g) 0.9 – = 0.4 h) 0.06 – = 0.03 i) 0.08 – = 0.02

5. It's your time! Let's add your decimal numbers to get the given sums.
a) + = 0.6 b) + = 0.06
c) + = 0.9 d) + = 0.009
6. Let's complete these triangle patterns where each number is the sum of
the two above it. For example, 0.9 + 0.3 = 1.2
a) 0.9 0.3 0.7 0.8 b) 1.3 1.2 0.6 1.8
1.2
Section B
7. Let's add these decimal numbers.
a) 0.5 + 0.3 b) 0.05 + 0.03 c) 0.005 + 0.003
d) 1.4 + 0.8 e) 1.36 + 0.75 f) 2.9 + 1.6
g) 4.7 + 2.26 h) 3.002 + 1.01 i) 10.369 + 15.85
j) 25.07 + 12.009 k) 18.5 + 17.005 l) 20.42 + 7.963
8. Let's subtract these decimal numbers.
a) 0.8 – 0.5 b) 0.8 – 0.05 c) 0.8 – 0.005
d) 1.7 – 0.9 e) 1.7 – 0.09 f) 1.7 – 0.009
g) 2.45 – 1.6 h) 3.28 – 1.5 i) 12.32 – 6.4
j) 9.003 – 2.07 k) 15.008 – 8.09 l) 27.35 – 13.575
9. Let's simplify.
a) 0.2 + 0.5 – 0.1 b) 0.9 – 0.3 – 0.4 c) 0.08 – 0.05 + 0.06
d) 1.5 – 0.4 – 0.6 e) 2.005 + 0.05 – 0.5 f) 3.6 – 1.08 – 0.9
Decimal
10. a) Mother cut a chocolate bar into 10 equal pieces. She gave 4 pieces to her
daughter and 3 pieces to her son. Express these pieces in decimals and ind
the sum of the decimal numbers.
b) A teacher divided a paper strip into 100 equal parts. He asked you to shade
5 parts with red and 12 parts with green colours. Express these shaded
parts in decimals and ind the sum of the decimal numbers.
11. a) The cost of a book is Rs 280.70 and the cost of a pen is Rs 45.50. Find the
total cost of these two items.
b) Dakshes bought a packet of cookies for Rs 120.75 and an ice-cream for
Rs 65.50.
(i) Find the total cost of these two items.
(ii) If he gave Rs 200 to the shopkeeper, what changes did the shopkeeper
return to him ?
c) Mrs. Khadka went to the grocery store and spent Rs 650.85 on fruits and
vegetables and now she has Rs 349.15 left. How much money did she have
to begin with ?
12. a) 1 US dollar is equal to Rs 112.45 and 1 Australian dollar is equal to Rs 82.68.
By how much is the US dollar more expensive than the Australian dollar ?
b) Bijaya Yadav downloaded two apps which were 720.63 kb total. If one app
was 356.31 kb, how big was the other app ?
c) The price tag of a T-Shirt was Rs 835.25 but you paid only Rs 775.75 after
getting some discount. How much discount did you get ?
13. a) Let's cut a few number of rectangular paper strips each of 10 cm long. Divide
each strip into 10 equal parts. Now, shade the parts with different colours to
show the following operations.
(i) 0.3 + 0.4 (ii) 0.2 + 0.7 (iii) 0.8 + 0.6 (iv) 0.9 + 0.7
b) Let's play the card matching game of sums or difference of decimal numbers.
Each of 2 students in a group should prepare at least 10 rectangular lash
cards of equal size from a chart paper. Each student of the group should write
sums of addition and subtraction of decimal numbers in 5 cards, and the
answer of each sum in other 5 cards as shown below.
0.2+0.6 0.03+0.04 0.5+0.07 0.6–0.4 0.09–0.05 0.3+0.7 0.05+0.02 0.2+0.05 0.8–0.3 0.07– 0.04
0.8 0.07 0.57 0.2 0.04 1.0 0.07 0.25 0.5 0.03
Each student shuf le their cards well and exchange to each other. Now, the
student who match the sums and the answers cards irst, is the winner !
Decimal
5.7 Multiplication of decimal numbers by whole numbers

Let's study the following illustrations and learn about the multiplication of
decimal numbers by whole numbers.
2 times 0.3 = 2 × 0.3 = 0.3 + 0.3 = 0.6
3 times 0.4 = 3 × 0.4 = 0.4 + 0.4 + 0.4 = 1.2
Similarly, 1 0.2
one digit after 1.2 × 9 → means 9 times 1 whole block and 9 times 2 small
1.2 decimal point decimal blocks
× 9 = 9 × 1 + 9 × 2 decimal blocks = 9 + 18 decimal blocks
10 . 8 one digit after = (9 + 1) whole blocks + 8 decimal blocks = 10 + 0.8 = 10.8

decimal point in
the product
1.4 × 8 → means 8 times 1 whole block and 8 times
one digit after 4 decimal blocks
1.4 decimal point
= 8 × 1 + 8 × 4 decimal blocks
× 8
= 8 + 32 decimal blocks
11 . 2 one digit after decimal = (8 + 3) whole blocks + 2 decimal blocks
point in the product
= 11 whole blocks + 2 decimal blocks = 11 + 0.2 = 11.2
Again, let's multiply 2.35 by 7.

two digits after
2 . 35 decimal point I understood!
2.35 has two decimal places.
× 7 So, the product 16.45 also has
16.45 two digits after decimal two decimal places!!
point in the product
5.8 Multiplication of decimal numbers by 10, 100 and 1000

Let's study the following illustrations and learn about the tricky way of
multiplication of decimal numbers by 10, 100, and 1000.
10 × 0.2 o
1 1
10 × 0.2 10 has one zero. So, we shift decimal

point one digit to the right.
= 2.0
Similarly, 10 × 0.05 = 0.5, 10 × 0.48 = 4.8, and so on.

Decimal
Again, let's multiply a) 100 × 0.003 b) 1000 × 0.072

100 has two zeros. So, we shift decimal
a) 100 × 0.003 = 0.3 point two digits to the right.
1000 has three zeros. So, we shift
b) 1000 × 0.072 = 72.0 decimal point three digits to the right.
In this way, when a decimal number is multiplied by 10, 100 or 1000, we should
shift the decimal point as many number of digits to the right as there are zeros
in 10, 100 or 1000.
5.9 Multiplication of decimal numbers by decimal numbers
Let's study the following illustrations and investigate the rule of multiplication
of decimal numbers by decimal numbers.
0.06
a) Let's multiply 0.3 by 0.2.
0.2 × 0.3 means 0.2 of 0.3
And, it is 6- hundredths = 0.06
0.3 There are two digits after decimal 2 3
point altogether in 0.3 and 0.2 0.2 = 10 and 0.3 = 10
×0.2 2 3 6
So, the product 0.06 has two digits 0.2 × 0.3 = 10 × 10 = 100 = 0.06
0 . 06 after decimal point.
0.12
b) Let's multiply 0.4 by 0.3
0.3 × 0.4 means 0.3 of 0.4
And, it is 12- hundredths = 0.12
There are two digits after decimal 3 4
0.4 0.3 = 10 and 0.4 = 10
point altogether in 0.4 and 0.3
×0.3 3 4
0.3 × 0.4 = 10 × 10
So, the product 0.12 has two digits
0 . 12 after decimal point. 12
= 100 = 0.12
c) Let's multiply 12.25 by 1.5

12.25 and 1.5 have three digits
12 . 25 altogether after the decimal point.
1225 15
×1.5 12.25 = 100 and 1.5 = 10
6125 1225 15 18375
100 × 10 = 1000
12250
The product has three digits after the = 18.375
18.375 decimal point.
Decimal
EXERCISE 5.3

1. Each cube represents 0.1. How many times the decimal cubes and how
many altogether ?
a) b)
4 × 0.2 = 0.8 × =
c) d)
× = × =
2. Each cube represents 0.01. How many times the decimal cubes and how
many altogether ?
a) b)
4 × 0.02 = × =
c) d)
× = × =
Let's say and write the products as quickly as possible.

3. a) 2 × 0.2 = b) 2 × 0.02 = c) 2 × 0.002 =
d) 3 × 0.3 = e) 3 × 0.03 = f) 3 × 0.003 =
g) 4 × 0.3 = h) 4 × 0.03 = i) 4 × 0.003 =
4. a) 10 × 0.3 = b) 10 × 0.03 = c) 10 × 0.003 =
d) 10 × 0.25 = e) 10 × 0.025 = f) 100× 0.25 =
g) 100 × 0.025 = h) 1000 × 0.004 = i) 1000 × 0.072 =
5. a) 0.2 × 0.1 = b) 0.2 × 0.2 = c) 0.2 × 0.3 =
d) 0.3 × 0.3 = e) 0.2 × 0.01 = f) 0.3 × 0.02 =
g) 0.4 × 0.3 = h) 0.5 × 0.2 = c) 0.6 × 0.4 =

Decimal
Section B
Let's multiply and ϐind the products.
6. a) 2 × 0.3 b) 3 × 0.2 c) 2 × 0.4 d) 3 × 0.03
e) 4 × 0.002 f) 3 × 0.4 g) 4 × 0.6 h) 5 × 0.05
i) 3 × 1.2 j) 4 × 2.6 k) 6 × 8.15 l) 9 × 14.07
7. a) 10 × 0.24 b) 10 × 0.052 c) 10 × 0.009 d) 100 × 0.6
e) 100 × 0.8 f) 100 × 0.07 g) 100 × 0.005 h) 1000 × 0.3
i) 1000 × 0.5 j) 1000 × 0.04 k) 1000 × 0.002 l) 1000 × 0.296
8. a) 0.2 × 0.4 b) 0.3 × 0.2 c) 0.4 × 0.3 d) 0.3 × 0.6
e) 1.3 × 0.2 f) 2.6 × 0.4 g) 7.2 × 0.5 h) 9.8 × 0.8
i) 10.4 × 1.2 j) 14.7 × 1.5 k) 18.24 × 1.6 l) 25.17 × 2.4
9. Let's convert tenths, hundredths, and thousandths into fractions. Then
multiply and ϐind the products.
4 3 5 15
0.4 × 10 = × 10 = 4 0.3 × 0.05 = × = = 0.015
10 10 100 1000
a) 0.3 × 10 b) 0.03 × 100 c) 0.003 × 1000 d) 0.5 × 10
e) 0.05 × 100 f) 0.005 × 1000 g) 1.6 × 10 h) 2.35 × 100
i) 0.4 × 0.2 j) 0.5 × 0.7 k) 0.2 × 0.07 l) 0.6 × 0.09
10. a) A bottle of cold drink holds 0.5 litre of cold drink. How much cold drink do
3 such bottles hold?
b) A bakery used 0.36 kg of lour to make a cake. How much lour did the bakery
use to make 5 cakes?
c) A 9 years old child needs to drink 1.6 litres of water per day. How much
water does a child drink in 10 days?
d) 1 teaspoon of salt is about 2.4 grams. What is the estimated amount of salt
in 6 teaspoons?
e) A packet of milk contains 0.5 litres of milk. A family consumes 3 packets of
milk everyday. How much milk does the family consume in a week?
f) A cetamol tablet costs Rs 1.15. Find the cost of 100 tables.
11. a) The rectangular surface of a table is 0.6 m long and 0.4 m broad. Find its
area in square metres. (Area of rectangle is length × breadth)
Decimal
b) Find the perimeters of the given plane shapes. [perimeter of equilateral

triangle = 3 × length of a side, perimeter of a square = 4 × length of a side, perimeter
of a rectangle = 2(l + b)]
(i) (ii) 3.6 cm (iii)
2.5 cm 2.5 cm 2.3 cm
3.6 cm 3.6 cm
2.5 cm 4.2 cm
3.6 cm
It's your time - Project work!

12. a) Let's cut a few number of rectangular paper strips each of 10 cm long. Divide
each strip into 10 equal parts. Now, shade the parts with different colours
to show the following multiplications of decimal numbers. Then ind the
products.
(i) 2 × 0.4 (ii) 3 × 0.5 (iii) 4 × 0.6 (iv) 5 × 0.7
b) Let's draw a few number of squares each of 10 cm long and 10 cm broad in a
chart paper. Divide each square vertically and horizontally into 10/10 equal
parts as shown in the following diagram. Now, shade the parts with different
colours to show the following multiplications. Then, ind the products.
(i) 0.3 × 0.2 (ii) 0.2 × 0.4 (iii) 0.3 × 0.5 (iv) 0.4 × 0.6
0.5 × 0.4 = 0.20
5.10 Division of decimal numbers by whole numbers

Let's study the given illustrations and learn about the division of decimal
numbers by whole numbers.
a) Divide 0.2 into 2 equal parts. 0.2 ÷ 2 0.1 0.1
Each part is 0.1 = 0.1 0.2
2 0.2 0. o 2 0.2 0.1

–2
0

Decimal
0.05
b) Divide 0.2 into 4 equal parts. 0.2 ÷ 4
Each of 4 parts are 0.5 = 0.20 ÷ 4
= 0.05
0.2
4 0.2 0. o 4 0.2 0.0 o 4 0.20 0.05
– 20
0
Example 1 : Divide a) 0.6 ÷ 4 b) 2.7 ÷ 3 c) 0.08 ÷ 5
Solution
a) 4 0.6 0.15 b) 3 2.7 0.9 c) 5 0.08 0.016
–4 – 2.7 –5
20 0 30
– 20 – 30
0 0
5.11 Division of decimal numbers by 10, 100, and 1000
Let's study the following illustrations and learn about the tricky way of
division of decimal numbers by 10, 100 and 1000.
a) 2 ÷ 10 2 ÷ 10 b) 0.2 ÷ 10
0.2 ÷ 10
= 2.0 ÷ 10 1 = 0.02 2 1
= 2× = ×
10 10 10
= 0.2 2
= = 0.2 2
10 = = 0.02
100
c) 2 ÷ 100 d) 0.2 ÷ 100
2 ÷ 100 0.2 ÷ 100
= 02.0 ÷ 100
0 1 = 00.2 ÷ 100 2 1
= 2× = ×
100 = 0.002 10 100
= 0.02
2 2
= = 0.02 = = 0.002
100 1000
Example 2: Divide a) 1.5 ÷ 10 b) 32.5÷ 100 c) 12.6 ÷ 1000

Solution
10 has one zero. So, decimal point is
a) 1.5 ÷ 10 = 0.15 shifted one digit to the left.
b) 32.5 ÷ 100 = 0.325 100 has two zeros. So, decimal point
is shifted two digits to the left.
Decimal
c) 12.6 ÷ 1000
1000 has three zeros. So, decimal
= 012.6 ÷ 1000 = 0.0126 point is shifted three digits to the left.
In this way, when a decimal number is divided by 10, 100, or 1000, we should
shift the decimal point as many number of digits to the left as there are zeros
in 10, 100, or 1000.
5.12 Division of whole numbers and decimal numbers by decimal

numbers
Let's study the given illustrations and learn about the division of whole
numbers or decimal numbers by decimal numbers.
2 10
a) 2 ÷ 0.2 = 2 ÷ = 2 × 10 20 20
10 2 2 ÷0.2 = =
= 10 0.2 2
= 10
5 2
b) 3 ÷ 0.5 = 3 ÷ = 3 × 10
10 5 6
= 3×2 30 30
3 ÷0.5 = =
= 6 0.5 5
=6
2
c) 4 ÷ 0.02 = 4 ÷ = 24 × 100 400 400
2
100 2 4 ÷0.02 = =
0.02 2
= 2 × 100
= 200
= 200
4 2 24 10 0.4 42
d) 0.4 ÷ 0.2 = ÷ = × 0.4 ÷0.2 = =
10 10 10 2 0.2 2
=2
= 2
39 100
9 3 0.90 390
e) 0.9 ÷ 0.03 = ÷ = 10 × 3 0.9 ÷0.03 = =
10 100 0.03 3
= 3 × 10 = 30
= 30
3
12 10 1.2 123
12 4 × 1.2 ÷0.4 = =
f) 1.2 ÷ 0.4 = ÷ = 10 4 0.4 4
10 10
=3
= 3
Decimal
Example 3 : Divide a) 15 ÷ 0.5 b) 2.4 ÷ 1.2

Solution
a) 15 ÷ 0.5 = 150
0.5 Divisor 0.5 has one digit after the decimal point.
3
150 So, write one zero at the end of the dividend 15
=
5 and remove the decimal point from the divisor.
= 30
b) 2.4 ÷ 1.2 = 2.4 Dividend 2.4 and divisor 1.2 have the equal
1.2 number of digits after the decimal points. So,
24 2 remove decimal point from the dividend and
=
12 divisor.
=2
EXERCISE 5.4
1. Let's say and write the quotients as quickly as possible.
a) b) c)
0.3 0.4 0.6
0.3 ÷ 3 = 0.4 ÷ 2 = 0.6 ÷ 2 =
d) e) f)
0.3 0.4 0.5

0.3 ÷ 2 = 0.4 ÷ 5 = 0.5 ÷ 2 =
2. Let's say and write the answers as quickly as possible.
0.1
a) How many 0.1s are there in 1 ?
So, 1 ÷ 0.1 =
1
0.1
b) How many 0.1s are there in 2 ?
So, 2 ÷ 0.1 =
2
0.2
c) How many 0.2s are there in 1 ?
So, 1 ÷ 0.2 =
1
Decimal
d) How many 0.5s are there in 1 ? 0.5
So, 1 ÷ 0.5 =
1
0.4
e) How many 0.4s are there in 2 ?
So, 2 ÷ 0.4 =
2
0.5
f) How many 0.5s are there in 2 ?
So, 2 ÷ 0.5 = 2
Let's say and write the quotients as quickly as possible.
3. a) 0.4 ÷ 2 = b) 0.04 ÷ 2 = c) 0.004 ÷ 2 =
d) 0.30 ÷ 3 = e) 0.48 ÷ 4 = f) 0.70 ÷ 2 =
4. a) 3 ÷ 10 = b) 0.3 ÷ 10 = c) 0.03 ÷ 10 =
d) 5 ÷ 100 = e) 0.5 ÷ 100 = f) 2 ÷ 1000 =
g) 20 ÷ 1000 = h) 200 ÷ 1000 = i) 18.9 ÷ 10 =
5. a) 2.0 ÷ 0.4 = 20 ÷ 4 = 5 b) 2.0 ÷ 0.5 = c) 3.0 ÷ 0.2 =
d) 3.0 ÷ 0.3 = e) 4.0 ÷ 0.8 = f) 6.0 ÷ 0.6 =
6. a) 0.2 ÷ 0.2 = b) 0.02 ÷ 0.02 = c) 0.002 ÷ 0.002 =
d) 0.6 ÷ 0.3 = e) 0.06 ÷ 0.03 = f) 0.006 ÷ 0.003 =
g) 1.2 ÷ 0.4 = h) 1.5 ÷ 0.3 = i) 2.4 ÷ 0.6 =
Section B
Let's divide and ϐind the quotients as shown in the examples.
8 4 4
7. 0.8 ÷ 2 = ÷ 2 = 8 × 1= = 0.4
10 10 2 10
a) 0.2 ÷ 2 b) 0.4 ÷ 2 c) 0.3 ÷ 3 d) 0.9 ÷ 3 e) 1.2 ÷ 3
f) 1.5 ÷ 5 g) 1.6 ÷ 4 h) 2.4 ÷ 8 i) 3.6 ÷ 4 j) 4.5 ÷ 9
8. 0.8 ÷ 2 → 2 0.8 0.4 0.32 ÷ 4 → 4 0.32 0.08
–8 –0
0 32
–32
0
a) 0.6 ÷ 2 b) 0.8 ÷ 4 c) 0.12 ÷ 3 d) 0.15 ÷ 5 e) 0.18 ÷ 6
f) 0.24 ÷ 2 g) 0.42 ÷3 h) 0.48 ÷ 4 i) 1.8 ÷ 3 j) 2.5 ÷ 5
k) 4.8 ÷ 6 l) 3.6 ÷ 3 m) 5.2 ÷ 4 n) 7.5 ÷ 5 o) 9.8 ÷ 7

Decimal
3
9. 6 ÷ 0.2 = 6.0 ÷ 0.2 = 60 = 30
2
a) 4 ÷ 0.2 b) 6 ÷ 0.3 c) 5 ÷ 0.5 d) 4 ÷ 0.5 e) 8 ÷ 0.4
f) 1.2 ÷ 0.6 g) 1.4 ÷0.7 h) 2.4 ÷ 0.4 i) 3.5 ÷0.7 j) 5.6 ÷ 0.8
10. Let's divide and ϐind the quotients.

a) 25.6 ÷ 8 b) 32.4 ÷ 6 c) 15.6 ÷ 12 d) 49.65 ÷ 15
e) 16.8 ÷ 1.2 f) 33.6 ÷ 1.6 g) 1.56 ÷1.3 h) 4.32 ÷ 1.8
11. a) The cost of 5 pencils is Rs 37.50. Find the cost of 1 pencil.

b) If the voice-call charge for GSM prepaid is Rs 0.60 per minute, how many
minutes can you talk for Rs 4.20 ?
c) The length of a rope is 30 m. If it is cut into 12 equal pieces, ind the length
of each piece.
d) How many pieces of ribbon each of 6.5 cm long can be cut from a 65 cm
long ribbon ?
12. a) A bread is cut into 10 equal parts. How many children can share all parts
of the bread if each child takes 0.2 parts ?
b) A bread is cut into 10 equal parts. What decimal parts of the bread would
each of 5 children equally get ?
c) 2 pizzas are cut into 20 equal pieces. How many students can share all
slices if each student takes 0.5 parts ?
d) 2 pizzas are cut into 20 equal pieces. What decimal parts of the pizzas
would each of 4 children equally get ?
It's your time - Project work
13. a) Let's cut a few number of rectangular paper strips each of 10 cm long
from a chart paper. Divide each strip into 10 equal parts. Then shade the
parts to show the quotients of the following divisions.
(i) 0.3 ÷ 3 (ii) 0.4 ÷ 2 (iii) 0.6 ÷ 3 (iv) 0.8 ÷ 4
b) Let's do the same activities. Now, shade the parts with different colours to
show the quotients of the following divisions.
(i) 1 ÷ 0.2 (ii) 1 ÷ 0.5 (iii) 2 ÷ 0.4 (iv) 3 ÷ 0.5
5.13 Rounding off decimal numbers

Let's divide Rs 10 between 3 friends equally. Each friend will share
Rs 10 ÷ 3 = Rs 3.33, … We can write it as Rs 3.30 to the nearest tenths or Rs 3.00
to the nearest whole number. It is called rounding off a decimal number.
Decimal
Thus, rounding off a decimal number means to express the decimal number to
the nearest tenths, hundredths, thousandths or to the nearest whole number.
It makes easier to understand the number of quantities.
Now, let's learn the following rules to round off decimal numbers.
Rule 1: If the digit to be rounded off is less than 5, its place is considered as
zero and the digit at the higher place remains unchanged.
Example 1: Round off 25.24 to one decimal place and to the nearest
whole number.
Solution
25.24 25.2 In 25.24, 4 is rounded off to zero.
25 In 25.2, 2 is rounded off to zero.

Remember that we usually use the symbol while rounding off a decimal
number. The symbol tells 'approximately equal'.
Rule 2: If the digit to be rounded off is 5, or greater than 5, it is considered
zero and 1 is added to the digit at the higher place.
Example 2 : Round off 36.748 to two and one decimal places, and to the
nearest whole number.
Solution
36.748 36.75 8 is rounded off to zero and 1 is added to 4.
36.8 5 is rounded off to zero and 1 is added to 7.
37 8 is rounded off to zero and 1 is added to 6.
5.14 Use of decimals

We use decimal numbers in different types of measurements such as the
measurement of money, length, weight, capacity, and so on. We specially use
decimal numbers in the conversion of units of measurements into its higher
or lower units.
Example 3: Convert a) 75 p into rupees (Rs) b) Rs 0.50 into paisa.
Solution It's easy!
75 1 paisa is one-hundredths of Re 1.
a) 75 p = Rs = Rs 0.75 75
100 So, 75 p is
100
of Re 1!!
b) Rs 0.50 = 0.50 × 100 p Re 1 = 100 p. So, Rs 0.50 = 0.50 × 100 p!!

= 50 p
Decimal
Example 4 : Convert a) 6 mm into cm b) 0.48 m into cm.

Solution
I have remembered!
6 1 mm is one-tenth of 1 cm.
a) 6 mm = cm = 0.6 cm
10 6
So, 6 mm is 6-tenths of 1cm = cm !!
10
b) 0.48 m = 0.48 × 100 cm I have also remembered!

= 48 cm 1 m = 100 cm. So, 0.48 m = 0.48 × 100 cm!!
Example 5 : Convert a) 465 g into kg b) 0.75 l into ml

Solution
465 Very simple!
a) 465 g = kg 1 450
1000 1g= kg, so, 465 g = kg!!
1000 1000
= 0.465 kg
b) 0.75 l = 0.75 × 1000 ml I got!

= 750 ml 1 l = 1000 ml. So, 0.75 l = 0.75 l × 1000 ml!!
EXERCISE 5.5
1. Let's round off these decimal numbers to the nearest whole numbers.
a) 3.2 b) 4.7 c) 9.4 d) 15.5
e) 17.3 f) 28.8 g) 56.1 h) 95.6
2. Let's round off these decimal numbers to one decimal place.
a) 5.36 b) 6.43 c) 8.25 d) 10.52
e) 14.74 f) 18.18 g) 45.69 h) 84.81
3. Let's round off these decimal numbers to two decimal places.
a) 2.163 b) 1.476 c) 3.218 d) 7.542
e) 4.827 f) 6.955 g) 8.381 h) 9.654
Decimal
4. Let's say and write the correct values in the blank spaces.
a) Rs 0.01 = p b) 0.1 cm = mm c) 0.01 m = cm
d) 0.001 km = m e) 0.001 kg = g f) 0.001 l = ml
Section B
5. Let's round off these decimal numbers to one decimal place, then to the
nearest whole numbers.
7.46 7.5 and 7.5 8
a) 1.32 b) 4.69 c) 5.83 d) 8.44 e) 10.47
6. Let's round off these decimal numbers to two and one decimal places, then
to the nearest whole numbers.
3.245 3.25, 3.25 3.3 and 3.3 3
a) 2.168 b) 5.475 c) 6.714 d) 9.439 e) 12.647
7. Let's convert the units of measurement to the higher or lower units as
indicated .
a) 65 p (in Rs) b) 50 p (in Rs) c) Rs 0.25 (in paisa) d) 7 mm (in cm)

e) 0.5 cm (in mm) f) 54 cm (in m) g) 0.75 m (in cm) h) 250 m (in km)
i) 0.685 km (in m) j) 415 g (in kg) k) 0.268 kg (in g) l) 750 ml (in l)
m) 0.375 l (in ml) n) 0.5 m (in cm) o) 500 m (in km)

8. Let's visit to the available website such as www.google.com and ind out the
exchange rates of the following currencies with Nepali currency.
a) 1 U.S. dollar ($) b) 1 Indian rupee ( ) c) 1 U.K. Pound ( )
d) 1 Australian dollar ($) e) 1 Chinese Yuan (Y) f) Malaysian Ringgit (RM)
"
Unit
Percent
6
6.1 Percent - How many out of 100 ? - Looking back
1. There are 100 square rooms in each of the following square grids. Let's
say and write the fractions and percents of the different coloured rooms.
a) b)
= =
= =
=
=
2. Let's say and write how many percent.

a) 45 out of 100 students are boys. are boys.
b) 55 out of 100 students are girls. are girls.
c) 10 out of 100 eggs are broken. eggs are broken.
d) 95 marks out of 100 marks. marks.
In this way, percent means 'per hundred' or 'out of hundred'. 40 students
out of 100 students got A+ grade in an exam means 40 percent or 40% students
got A+ grade. We use the symbol '%' for the word 'percent'.
6.2 Conversion of percent into fraction
40
We have already discussed that 40% means 40 out of 100. So, 40% = .
100
25 90
Similarly, 25% = , 90% = and so on. Now, let's investigate and say the
100 100
rule of conversion of percent into fraction from the following examples:
Example: Convert a) 5% b) 40% c) 75% into fraction.
Solution
2 3
a) 5% = 5 b) 40% = 40 c) 75% = 75
1002 1005 100 4
1 2 3
= = =
20 5 4
Thus, to convert a percent into a fraction, we should divide the given percent
by 100. Then, the fraction is reduced to its lowest terms wherever necessary.
Percent
6.3 Conversion of fraction into percent

Study the following examples and investigate the rule of conversion of a
fraction into a percent.
1 4 3
Example 2: Convert a) b) c) into percents.
4 5 10
Solution Another process
1 1 100 25 1 = 1 × 25 = 25 = 25%
a) = × or, 1 × 100 % 4 4 25 100
4 4 100 4
= 25% 4 = 4 × 20 = 80 = 80%
5 5 20 100
4 4 2
b) = × 100 % = 4 × 20%
5 5
= 80% 3 = 3 × 10 = 30 = 30%
10 10 10 100
3
c) = 3 × 100 % = 3 × 10%
10 10
= 30%
So, to convert a fraction into percent, we should multiply the given fraction by
100 %. Then, it is simpli ied to get the percent in the simpler form.
6.4 Conversion of percent into decimal and decimal into percent.

The process of converting a percent into decimal and a decimal into percent is
same as the conversion between percent and fraction. Let's learn the processes
Example 3: Convert a) 4% b) 51% into decimals.
Solution I know the rule!
4 I should divide the given percent by 100!!
a) 4% = = 0.04
100
I also learned the rule!
51 I should divide 51% by 100 and remove % symbol.
b) 51% = = 0.51
100
Example 4 : Convert a) 0.07 b) 0.99 into percents.

Solution
a) 0.07 = 0.07 × 100% = 7%
We got the value!
b) 0.99 = 0.99 × 100% = 99% We should multiply the given decimal by 100%!!

Percent
EXERCISE 6.1
1. Let's say and write the fractions, decimals, and percents of the different
coloured square rooms of the square grid.
a) How many square rooms are there in the square
grid ?
b) Fraction, decimal, and percent of blue rooms are

, and
c) Fraction, decimal, and percent of pink rooms are

, and
d) Fraction, decimal, and percent of green rooms are ,

and
2. Let's say and write the fractions and decimals quickly.
a) 7% = b) 9% =
c) 13% = d) 47% =
e) 63% = f) 99% =
3. Let's say and write the percents quickly.

5 24 53
a) = b) = c) =
100 100 100
77 81 98
d) = e) = f) =
100 100 100
4. Let's say and write the percents as quickly as possible.
a) 0.02 × 100% = b) 0.08 × 100% =
c) 0.25 × 100% = d) 0.36 × 100% =
e) 0.66 × 100% = f) 0.89 × 100% =
Percent
Section B
a) What is a percent ? De ine with examples.
b) Out of 100 students, 65 students are girls. How many percent are girls ?
c) Out of 100 mangoes, 10 are rotten. How many percent are fresh mangoes?
d) Write a rule to convert a percent into a fraction or decimal.
e) Write a rule to convert a fraction or decimal into a percent.
6. Let's convert these percents into fractions of their lowest terms.
a) 2% b) 4% c) 5% d) 10% e) 15% f) 20%
g) 25% h) 30% i) 40% j) 50% k) 60% l) 90%
7. Let's convert these percents into decimals.
a) 3% b) 8% c) 18% d) 29% e) 35% f) 47%
g) 52% h) 66% i) 70% j) 81% k) 90% l) 99%
8. Let's convert these fractions and decimals into percents.
1 1 1 3 4 7
a) b) c) d) e) f)
2 4 5 4 5 10
3
g) h) 4 i) 9 j) 0.01 k) 0.09 l) 0.12
20 25 50
m) 0.27 n) 0.33 o) 0.56 p) 0.75 q) 0.8 r) 0.9
2
9. a) of the number of students of a class are girls.
5
(i) Find the percentage of girls. (ii) Find the percentage of boys.
Solution
2 2
(i) The percentage of girls = × 100 % = 2 × 20% = 40%
5
(ii) The percentage of boys = 100% – 40% = 60%
3
b) of the number of students of a school are boys.
4
(i) How many percentage of the students are boys ?
(ii) How many percentage of the students are girls ?
4
c) Deejina saves of her pocket money everyday.
5
(i) What percentage of her pocket money does she save everyday ?
(ii) What percentage of her pocket money does she spend everyday ?

Percent
10. a) Out of 40 full marks, Shreyasha obtained 30 marks in maths.

Express her marks in percent.
Solution
30
30 marks out of 40 full marks =
40
25
Now, percent of her marks = 30 × 100 % = 3 × 25% = 75%
40
b) Out of 50 full marks, Bishal obtained 45 marks in science. How many
percentage did he obtain in science ?
c) There are 45 students in a class. Among them, 27 are girls.
(i) Find the percentage of girls (ii) Find the percentage of boys.
11. Let's read a monthly progress report
of Pooja Gurung and solve the given Monthly Progress Report
problems. Subject Full Marks
a) Express her marks in each subject in Marks Obtained
percent. English 30 24
b) In which subject did she have better Nepali 20 16
performance ?
Maths 25 25
c) Find the total of full marks and the total
of her obtained marks. Then, express in Science 25 20
percent.
12. a) How many students are there in your class ?
b) How many percent of them are girls ?
c) How many percent of them are boys ?
d) How many teachers are there in your school ?
e) How many percent of them are male teacher ?
f) How many percent of them are female teacher ?
13. a) Draw a rectangle in a chart paper and divide it into 10 equal parts. Colour
10% parts with red, 20% parts with blue and 30% parts with green colours.
b) Draw another rectangle in the same chart paper and divide it into 4 equal
parts. Shade 50% parts with green colour and the rest with red colour.
What percent parts did you colour with red ?
c) Draw another rectangle in the same chart paper and divide it into 5 equal
parts. Shade 40% parts with red and the rest with blue colour. What
percent parts did you shade in blue ?
Percent
6.5 Finding the value of the given percent of a quantity

Let's study the following examples and learn the process of inding the value
of the given percent of a quantity.
Example 1 : Find a) 5% of Rs 80 b) 45% of 200 people We know!
5
5% = !!
Solution 100
5 4 45
a) 5% of Rs 80 = 5% × Rs 80 = × Rs 80 = Rs 4 45% = !!
100
2 100
45
b) 45% of 200 people = 45% × 200 = 100 × 200 = 45 × 2 = 90 people
In this way, to ind the value of the given percentage of a quantity (or a number),
we should multiply the quantity by the given percent. Then we should convert
the percent into fraction and simplify to get the required value.
EXERCISE 6.2
1. Let's say and write the values as quickly as possible.
10
a) 10% of Rs 90 = × Rs 90 = 1 × Rs 9 = Rs 9
100
10
b) 10% of Rs 40 = × Rs 40 = × =
100
10
c) 10% of Rs 150 = × Rs 150 = × =
100
20
d) 20% of 30 students = × 30 = × = students
100
50
e) 50% of 80 people = × 80 = × = people
100
60
f) 60% of 60 km = × 60 = × = km
100
Section B
2. a) There are 480 students in a school and 55% of them are girls.
(i) Find the number of girls. (ii) Find the number of boys
Solution
11 24
(i) Number of girls = 55% of 480 = 55 × Rs 480 = 11 × 24 = 264
100
2
(ii) Number of boys = 480 – 264 = 216
So, there are 264 girls and 216 boys in the school.
b) There are 30 students in a class. 60% of them are boys. Find the following:
(i) the number of boys (ii) the number of girls.
Percent
c) Out of 80 full marks Rekha Bhatta got 90% marks in science. How many
marks did she get in science ?
d) Mr. Yadav is a Mathematics Teacher in a school. His monthly salary is
Rs 30,000. He spends 40% of his salary in a month.
(i) How many rupees does he spend in a month ?
(ii) How many rupees does he save in a month ?
e) There are 25,000 people living in a village. If 48% of them are male, ind
the male and female population of the village.
3. a) In the occasion of a festival, a supermarket gives 10% discount on all of its
items. If the listed price of a pair of shoes is Rs 1,500,
(i) ind the amount of discount.
(ii) ind the cost of the shoes after discount.
b) The listed price of a school bag is Rs 1,200 and the shopkeeper gives 20%
discount. Find the cost of the bag after discount.
4. a) Mother earns Rs 24,000 in a month. She spends 10% of the earning on
your school fee and 45% to run the family.
(i) How much money does she spend on your school fee ?
(ii) How much money does she spend to run the family ?
(iii) How much money does she spend altogether in a month ?
(iv) How much money does she save in a month ?
b) There are 700 students in a school. 20% of them are in secondary l e v e l ,
30% are in Lower Secondary level and the rest are in Primary level.
(i) How many students are there in secondary level ?
(ii) How many students are there in Lower Secondary level ?
(iii) How many students are there altogether in these two levels ?
(iv) How many students are there in Primary level ?
5. Let's read Sunayana's terminal progress
Terminal Progress Report
report and solve the given problems.
a) Find her marks in each subject. Subject Full Marks
b) Find the total of full marks and the total Marks Obtained
of her marks, then express her marks in
English 75 80%
percent.
Nepali 80 75%
Maths 80 90%
Science 65 60%
"
Unit
Buying and Selling
7
7.1 Cost price (C. P.) and selling price (S. P.) - Looking back
1. Let's say and write the answer of these questions quickly.
A stationer buys a book for Rs 250 and she/he sells it for Rs 300.
a) What is the buying price of the book?
b) What is cost price (C. P.) of the book?
c) What is the selling price (S. P.) of the book?
Thus, when we buy something, we should pay money for it. This money is
buying or purchasing price. It is also called the cost price (C. P.).
Similarly, when we sell something, we take money from the buyer. This money
is called selling price (S. P.).
7.2 Profit and loss - Looking back
2. Let's say and write the answer of these questions quickly.

A fruit seller buys some fruits for Rs 120 per kg and sells for Rs 130 per kg.
a) What is the cost price (C. P.) of 1 kg of fruits?
b) What is the selling price (S. P.) o f 1 kg of fruits?
c) Which one is greater, C. P. or S. P.?
d) Is there pro it or loss to the fruit seller?
e) How much is the pro it or loss?
Thus, when we gain money by selling something, it is called pro it.
When selling price (S. P.) is higher than cost price (C. P.), we make pro it.
Pro it = Selling price – Cost price = S. P. – C. P.
On the other hand, when we lose money by selling something, it is called loss.
When selling price (S. P.) is less than cost price (C. P.), we make loss.
Loss = Cost price – Selling price = C. P. – S. P.

Buying and Selling
7.3 Profit percent and loss percent

Let's discuss about the answers of these questions.
a) You buy a pen for Rs 100 and you sell it at a pro it of Rs 10. What is your
pro it in percent?
b) Sita buys a book for Rs 100 and she sells it at a loss of Rs 15. What is her
loss in percent?
Thus, buying a pen for Rs 100 and selling it at a pro it of Rs 10 means
pro it is 10 %.
Also, buying a book for Rs 100 and Selling it at a loss of Re 15 means loss
is 15 %.
In this way, we make pro it and loss always on cost price (C. P.). When we make
a pro it from the C. P. of Rs 100, it is called pro it percent. Similarly, when we
make a loss from the C.P of Rs 100, it is called loss percent.
Remember! We do not calculate pro it percent or loss percent from

the selling price (S. P.). We always calculate it from cost price (C. P.).
Now, let's study the following examples and investigate the rules to ind pro it
or loss percents.
a) When C. P. is Rs 200 and pro it is Rs 10, ind pro it percent.
Here, C. P. is Rs 200, and pro it = Rs 10
C. P. is Re 1, and pro it = Rs 10 By unitary method
200
pro it
C. P. is Rs 100, and pro it = Rs 10 u 100
5 u 100
200 C. P.
1
= Rs 5
Rs 5 is the pro it in the C. P. of Rs 100. So, pro it percent is 5%.
b) When C. P. is Rs 400 and loss is Rs 40, ind loss percent.
Here, C. P. is Rs 400, and loss = Rs 40
C. P. is Re 1, and loss = Rs 40 By unitary method
400
10 loss
C. P. is Rs 100, and pro it = Rs 40 u 100 C. P.
u 100
400
1
= Rs 10
Rs 10 is the loss in the C. P. of Rs 100. So, loss percent is 10%.
vedanta Excel in Mathematics - Book 5

122 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur
Buying and Selling
pro it
Pro it percent = C. P. u 100% and loss percent = loss u 100%
C. P.
Again, let's study the following examples and learn more about pro it, loss,
pro it percent, and loss percent.
Example 1: Mrs. Rana bought a school bag for Rs 720 and sold it for
Rs 900.
a) Find her proϔit or loss b) Find her proϔit or loss percent
Solution:
C.P. of the bag = Rs 720
S.P. of the bag = Rs 900
a) Pro it = S. P. – C. P.
= Rs 900 – Rs 720 = Rs 180
20
b) Now, pro it percent = pro it u 100% = 180 u 100 = 20%
C.P. 900
1
Hence, her pro it is Rs 180 and pro it percent is 20%.
Example 2: A shopkeeper bought a mobile for Rs 2,500 and sold it for

Rs 2,300.
a) Find his proϔit or loss
b) Find his proϔit or loss percent
Solution:
C.P. of the mobile = Rs 2,500
S.P. of the mobile = Rs 2,300
a) Loss = C. P. – S. P.
= Rs 2,500 – Rs 2,300 = Rs 200
4
b) Now, loss percent = loss u 100% = 200 u 100
C.P. 2500
1
= 2 u 4%
= 8%
Hence, his loss is Rs 200 and loss percent is 8%.

Buying and Selling
EXERCISE 7.1
1. Let's say and write the correct answers as quickly as possible.
a) A stationer buys a packet of colour pencils for Rs 120 and sells it for Rs 150.
(i) What is the cost price (C. P.) of pencils?

(ii) What is the selling price (S. P.) of pencils?
(iii) How much is the pro it or loss to the stationer?
b) Bishwant bought a calculator for Rs 900 and he sold it to Pratik for Rs 800.
(i) What was the cost price (C. P.) of the calculator?
(ii) What was the selling price (S. P.) of the calculator?
(iii) How much was the pro it or loss to Bishwant?
2. Let's say and write the pro it or loss in each of the following cases.
a) C. P. = Rs 40, S. P. = Rs 45, then profit = Rs 5

b) C. P. = Rs 60, S. P. = Rs 55, then =
c) C. P. = Rs 100, S. P. = Rs 120, then =
d) C. P. = Rs 250, S. P. = Rs 225, then =
3. Let's say and write the pro it or loss percent quickly.
a) C. P. = Rs 100, pro it is Rs 5, then pro it percent =
b) C. P. = Rs 100, loss is Rs 12, then loss percent =
c) C. P. = Rs 100, pro it is Rs 15, then pro it percent =
d) C. P. = Rs 100, S. P. = Rs 90, then loss percent =
e) C. P. = Rs 100, S. P. = Rs 125, then pro it percent =
Section B
a) Do you make pro it or loss, if the cost price (C. P. ) of an item is higher than
its selling price (S. P.)?
b) Do you make pro it or loss, if the selling price (S. P.) of an item is higher
than its cost price (C. P.)?
Buying and Selling
c) What do you mean by pro it percent and loss percent?

d) Write the rules (formulae) to ind pro it and pro it percent.
e) Write the rules (formulae) to ind loss and loss percent.
5. Let's ind pro it or loss in each of the following cases.
a) C. P. = Rs 180, S. P. = Rs 200 b) C. P. = Rs 200, S. P. = Rs 180
c) C. P. = Rs 320, S. P. = Rs 450 d) C. P. = Rs 990, S. P. = Rs 840
e) C. P. = Rs 1,860, S. P. = Rs 2,150 f) C. P. = Rs 5,470, S. P. = Rs 5,290
6. Let's ind pro it or loss percents.
a) C. P. = Rs 200, S. P. = Rs 220 b) C. P. = Rs 250, S. P. = Rs 200
c) C. P. = Rs 500, S. P. = Rs 560 d) C. P. = Rs 750, S. P. = Rs 840
e) C. P. = Rs 1000, S. P. = Rs 950 f) C. P. = Rs 2500, S. P. = Rs 3,000
7. a) A shopkeeper bought a school bag for Rs 500 and sold it at a pro it of Rs 80.
Find his/her pro it percent.
b) Sahayata bought a video game for Rs 1,200 and sold it to Dakshes at a loss
of Rs 60. Find her loss percent.
8. a) A fruit seller bought some mangoes for Rs 800 and sold them for Rs 880.
(i) Find his pro it or loss (ii) Find his pro it or loss percent
b) Shivani Tharu bought a watch for Rs 1,250 and sold it for Rs 1,200.
(i) Find her pro it or loss (ii) Find her pro it or loss percent
c) Raju Maharjan bought a mobile for Rs 4,000 and sold it to Teriya Magar for
Rs 4,800.
(i) Find his pro it or loss (ii) Find his pro it or loss percent
9. a) The cost price of a fan is Rs 1,700. If it is sold at a pro it of 10%, ind the
pro it amount.
Solution:
Pro it amount = 10% of C.P. = 10 u 1700 = 10 u Rs 17 = Rs 170
100
b) The cost of a T-shirt is Rs 800. If it is sold at a pro it of 20%, ind the pro it
amount.
c) Mr. Anamol Kandel purchased a few packets of crayons for Rs 1500 and
sold them at a loss of 5%. Find his loss amount.
"
Unit
Unitary Method and Simple Interest
8
8.1 Unitary method - Looking back
1. Let's read the price tag of a pen. Then, say and write the price of more
number of pens.
a) What is the price of 1 pen? Rs 20
b) The price of 2 pens = 2 u =

?
c) The price of 3 pens = 3 u =

?
d) The price of 4 pens = =

?
e) The price of 5 pens = =

?
Thus, if we know the value of unit (1) number of quantity, we can ind the
value of more number of quantity by multiplication.
2. Let's read the price tag of the given number of different things. Then, say
and write the price of unit number of thing.
a) What is the price of 2 sweets?
Rs 10
What is the price of 1 sweet? 10 y 2 =
b) What is the price of 3 pencils?
What is the price of 1 pencil? y = Rs 27
c) What is the price of 4 pens?

What is the price of 1 pen? y = Rs 100
Thus, if we know the value of more number of quantity, we can ind the value
of unit (1) number of quantity by division.
In this way, a method of inding more values by multiplication and unit values
by division is known as unitary method.
8.2 Unit value

1 pencil, 1 laptop, 1 kg of rice, 1 litre oil, and so on are unit number of quantities.
The value of a unit number of quantity is called unit value.
If the cost of 2 pen is Rs 50, the cost of 1 pen = Rs 50 y 2 = 50 = Rs 25.
2
Here, 1 pen is the unit number of quantity and Rs 25 is unit value.
Thus, unit value = Value of more number of quantities

Number of quantities
Similarly, if the cost of 1 pen is Rs 25, the cost of 4 pens = 4 u Rs 25 = Rs 100.
Thus, more value = Number of quantities × unit value
8.3 Rate of cost
a) If the cost of 3 kg of rice = Rs 300,
the rate of cost of rice = Rs 300 = Rs 100 per kg
3
b) If the cost of 5 l of milk = Rs 400,
the rate of cost of milk = Rs 400 = Rs 80 per litre

5
Thus, the unit cost is also called the rate of cost.
Now, let's study the following examples and learn to solve the given problems
by using unitary method.
Example 1: If the rate of cost of pencils is Rs 120 per dozen, ϔind the cost
of 6 dozens of pencils.
Solution
Rate of cost of pencils = Rs 120 per dozen
The cost of 6 dozens of pencils = 6 × Rs 120
= Rs 720
Hence, the cost of 6 dozen of pencils is Rs 720.
Example 2: The cost of 4 kg of apples is Rs 600. Find the rate of cost of
apples.
Solution
The cost of 4 kg of apples = Rs 600
The cost of 1 kg of apples = Rs 600 = Rs 150
4
Hence, the rate of cost of apples is Rs 150 per kg.
Example 3: The cost of 8 exercise books is Rs 400.

a) Find the cost of 1 exercise book.
b) Fins the cost of 5 exercise books.
Solution
a) The cost of 8 exercise books = Rs 400
The cost of 1 exercise book = Rs 400
8
= Rs 50
b) The cost of 1 exercise book = Rs 50
The cost of 5 exercise books = 5 × Rs 50
= Rs 250
Hence, the cost of 1 exercise book is Rs 50 and 5 exercise books is Rs 250.
Example 4: Which is the best buy, 5 pens for Rs 90 or 6 pens Rs 120?

Solution
The cost of 5 pens = Rs 90
The rate of cost of 5 pens = Rs 90
5
= Rs 18 per pen
Also, the cost of 6 pens = Rs 120
The rate of cost of 6 pens = Rs 120

6
= Rs 20 per pen
The rate of cost of 5 pens is cheaper than the rate of cost of 6 pens.
Hence, the best buy is 5 pens for Rs 90.
Example 5: A bus can travel 100 km with 10 litres of diesel. Find the
distance travelled by the bus with 25 litres of diesel.
Solution
The bus can travel 100 km with 10 litres of diesel.
So, the mileage of the bus = 100 = 10 km per litre
10
Now, the distance travelled with 1 litre of diesel = 10 km
the distance travelled with 25 litres of diesel = 25 × 10 km = 250 km
Hence, the distance travelled by the bus with 25 l of diesel is 250 km.
EXERCISE 8.1
1. Let's say and write the cost of the given number of items.
Unit cost
Items Numbers Cost
(Rate of cost)
a) Erasers Rs 5 5
b) Pencils Rs 10 6
c) Exercise books Rs 40 10
d) Boxes Rs 100 3
2. Let's say and write the unit cost (rate of cost) quickly.
Number of
Items Cost Unit cost
quantities
a) Vegetables 2 kg Rs 50 per kg
b) Wheat lour 3 kg Rs 150 per kg
c) Milk 4l Rs 320 per l
d) Mustard oil 5l Rs 1000 per l
3. The price list of some items are given below. Let's complete the table.
Items Cost of 1 piece Cost of 2 pieces Cost of 3 pieces
a) Candies Rs 10
b) Biscuits Rs 40
c) Ice-creams Rs 150
d) Chocolates Rs 40
Section B
a) De ine unit quantity and unit value.
b) Write a rule to ind unit value.
c) What do you mean by rate of cost?
d) Write a rule to ind rate of cost.
5. a) If the rate of cost of eraser is Rs 5 per piece, ind the cost of 6 erasers.
b) If the cost of 4 gel pens is Rs 60, ind the rate of cost of the gel pen.
c) The rate of cost of lady inger is Rs 60 per kg. Find the cost of 5 kg of
lady ingers.
d) The cost of 10 kg of sugar is Rs 800. Find the rate of cost of the sugar.
6. a) The cost of a pen is Rs 30, ind the cost of 4 pens.
b) The cost of 5 exercise books is Rs 200, ind the cost of 1 exercise book.
c) Rs 80 is needed to exchange 1 Australian dollar. How many rupees is
needed to exchange 20 Australian dollars?
d) Rs 1,100 is need to exchange 10 US dollars. Find the exchange rate of
US dollar with Nepali rupees.
7. a) The cost of 1 dozen of exercise books is Rs 600.
(i) Find the rate of cost of the exercise books.
(ii) Find the cost of 4 exercise books.
b) The cost of 8 kg of grapes is Rs 960.
(i) Find the rate of cost of the grapes.
(ii) Find the cost of 10 kg of grapes.
c) Mother purchased 3 kg of vegetables for Rs 120.
(i) At what rate of cost did she purchase the vegetables?
(ii) If she had purchased 5 kg of vegetables, how much money would she
have to pay?
d) A bus can travel 150 km with 15 l of diesel.
(i) Find the mileage of the bus.
(ii) How many kilometres does it travel with 30 l of diesel?
e) There are 180 minutes in 3 hours.
(i) How many minutes are there in 1 hour?
(ii) How many minutes are there in 5 hours?
8. a) The cost of 4 kg of fruits is Rs 360. Find the cost of 7 kg of fruits.
b) The cost of 4 kg of fruits is Rs 360. How much fruits can be bought for
Rs 270?
c) The cost of 6 l of petrol is Rs 648. Find the cost of 10 l of petrol.

d) The cost of 6 l of petrol is Rs 648. How much petrol can be bought for
Rs 540?
e) A labourer gets Rs 3500 for 7 days work. How much money does he get for
6 days work?
f) A labourer gets Rs 3500 for 7 days work. How many days should he work
to get Rs 2,000?
g) A motorbike can travel 90 km with 3 l of petrol. How many kilometres does
it travel with 15 l of petrol?
h) A motorbike can travel 90 km with 3 l of petrol. How many litres of petrol
does it need to travel 300 km?
9. Let's ind which one is the best buy.
a) 6 pencils for Rs 48 or 5 pencils for Rs 50.
b) 4 kg of potatoes for Rs 120 or 6 kg of potatoes for Rs 150.
c) 9 sweets for Rs 135 or 10 sweets for Rs 160.
d) 7 kg of grapes for Rs 700 or 8 kg of grapes for Rs 720.
10. a) The cost of 1 kg of wheat ϔlour is Rs 24.
2
(i) Find the cost of 1 kg of ϔlour.
(ii) Find the cost of 1 kg of ϔlour.
3
Solution
(i) The cost of 1 kg of lour = Rs 24
2
The cost of 1 kg of lour = Rs 24 ÷ 1 = Rs 24 × 2 = Rs 48
2 1
So, the cost of 1 kg of lour = Rs 48
(ii) The cost of 1 kg of lour = 1 × Rs 48 = Rs 16
3 3
1
b) The cost of kg of sugar is Rs 40.
2
(i) Find the cost of 1 kg of sugar. (ii) Find the cost of 1 kg of sugar.
4
1
c) The cost of kg of rice is Rs 30.
3
(i) Find the cost of 1 kg of rice. (iii) Find the cost of 1 kg of rice.
2
d) 1 part of the distance between two places is 15 km.
4
(i) Find the whole distance between the places.
(ii) Find 1 part of the distance between two places.
3

11. Let's collect the information about the rate of cost of the following items in
your local markets.
Items Milk Rice Sugar Cooking oil
Rate of cost per l per kg per kg per l
a) Estimate the quantity of each item consumed by your family in 1 month
and in 1 year.
b) Estimate the expenditure on each item in 1 month and in 1 year.
c) How much is the total expenditure on these items in 1 month and in
1 year?
12. a) How much is your monthly school fee? How much do your parents pay
for your school fee in one year?
b) Let's visit to the available website such as www.google.com and ind
today's exchange rates of foreign currencies. Then, calculate how much
Nepali currency is needed to exchange the following foreign currencies?
(i) Indian rupees 100 (ii) Saudi Arabian riyal 100
(iii) Qatari riyal 100 (iv) U. S. Dollar 100
8.4 Simple Interest - Introduction
Mrs. Sharma deposited Rs 10,000 in a bank. After 1 year, when she withdrew
her money, she got Rs 11,000. Here, the deposited sum of money is called
the principal. The additional sum of Rs 1,000 paid by the bank is called the
interest.
Similarly, if you borrow money from a bank, you need to pay interest for the
use of money for the certain duration of time.
Thus, the original sum of money which is deposited or borrowed is the
principal. The additional sum of money which is paid for the use of these
money is the interest.
8.5 Rate of interest
Interest is usually given as the percentage of the principal in 1 year. It is called
rate of interest.
a) 5% per year interest means principal is Rs 100 and interest is Rs 5 in year.
b) 10% per year interest means principal is Rs 100 and interest is Rs 10 in
1 year.

Similarly,
a) When the principal is Rs 100 and interest is Rs 7 in 1 year, the rate of
interest is 7% per year.
b) When the principal is Rs 100 and interest is Rs 12 in 1 year, the rate of
interest is 12% per year.
Now, let's study the following examples and learn to calculate simple interest
of the given sums of money.
Example 1: If the rate of interest is 5% per year, ϔind the interest of the
principal of Rs 1,500 in 1 year.
Solution
At 5% per year interest,
When principal is Rs 100, interest in 1 year = Rs 5
When principal is Re 1, interest in 1 year = Rs 5
100
Rs 5 × 1500
When principal is Rs 1,500, interest in 1 year =
100
= Rs 5 × 15 = Rs 75
Hence, the required interest is Rs 75.
Example 2: Find the interest of a sum of Rs 100 at the rate of 10% per
year in 3 years.
Solution
When principal is Rs 100, interest in 1 year = Rs 10
When principal is Rs 100, interest in 3 years = 3 × Rs 10 = Rs 30
Hence, the required interest is Rs 30.
Example 3: The principal is Rs 1,000 and the rate of interest is 12% per
year.
a) Find the interest in 1 year. b) Find the interest in 5 years.
Solution
a) When principal is Rs 100, interest in 1 year = Rs 12
100

Rs 12 × 1000
When principal is Rs 1000, interest in 1 year =
100
= Rs 12 × 10 = Rs 120
b) Interest in 1 year = Rs 120
Interest in 5 years = 5 × Rs 120 = Rs 600
Hence, the required interest in 1 year is Rs 120 and in 5 years is Rs 600.
Example 4: Mr. Dhurmus deposited Rs 2,000 in a bank at the rate of 7%

per year interest.
a) How much interest did he get in 1 year?
b) How much interest did he get in 4 years?
Solution:
a) When principal is Rs 100, interest in 1 year = Rs 7
100
Rs 7 × 2000
When principal is Rs 2,000, interest in 1 year =
100
= Rs 7 × 20 = Rs 140
b) Interest in 1 year = Rs 140
Interest in 4 years = 4 × Rs 140 = Rs 560
Hence, he got Rs 140 interest in 1 year and Rs 560 in 4 years.
EXERCISE 8.2
1. Let's say and write the rate of interest quickly.
a) Principal = Rs 100, Interest in 1 year = Rs 4, rate of interest =
b) Principal = Rs 100, Interest in 1 year = Rs 6, rate of interest =
c) Principal = Rs 100, Interest in 1 year = Rs 9, rate of interest =
d) Principal = Rs 100, Interest in 1 year = Rs 14, rate of interest =

2. Let's say and write the interest in 1 year quickly.
a) Principal = Rs 100, Rate of interest = 6%, interest in 1 year =
b) Principal = Rs 100, Rate of interest = 8%, interest in 1 year =
c) Principal = Rs 100, Rate of interest = 10%, interest in 1 year =
d) Principal = Rs 100, Rate of interest = 13%, interest in 1 year =
Section B
a) Mrs. Suntali deposited a sum of Rs 5,000 in a bank. After 2 years, she
withdrew Rs 6,200 from the bank.
(i) How much was the principal that Suntali deposited?
(ii) How much interest did Suntali get after 2 years?
b) Write the meaning of the rate of interest is 6% per year.
c) If the principal is Rs 100 and the interest in 1 year is Rs 9, what is the rate
of interest?
4. Let's calculate the interest of the given principal in 1 year.

a) Principal = Rs 200, Rate of interest = 10% per year
b) Principal = Rs 500, Rate of interest = 7% per year
c) Principal = Rs 1,000, Rate of interest = 8% per year
d) Principal = Rs 3,000, Rate of interest = 9% per year
5. Let's calculate the interest of the principal of Rs 100 for the given years.
a) Principal = Rs 100, Rate of interest = 5% per year, Time = 2 years
b) Principal = Rs 100, Rate of interest = 6% per year, Time = 3 years
c) Principal = Rs 100, Rate of interest = 11% per year, Time = 4 years
d) Principal = Rs 100, Rate of interest = 15% per year, Time = 5 years
6. a) Find the interest of a principal of Rs 1,200 at the rate of 9% per year in 1

year.
b) A farmer borrowed Rs 2,500 from a bank at the rate of interest 12% per
year. How much interest did she pay after 1 year?

c) Manoj Limbu deposited Rs 4,000 in a bank. How much interest did he

receive in 1 year at the interest rate of 10% per year?
7. a) Find the interest of a principal of Rs 100 in 3 years at the rate of 8% per
year?
b) Rajani Thakur borrowed Rs 100 from Tashi Lama at the rate of interest
15% per year. How much interest did she pay to him after 5 years?
c) Pratik Kasaju borrowed Rs 100 from Sunayana Dahal at the rate of 14%
per year. How much interest did he pay to her after 4 years?
8. a) The principal is Rs 900 and the rate of interest is 10% per year.
(i) Find the interest in 1 year (ii) Find the interest in 2 years.
b) The principal is Rs 2,000 and the rate of interest is 5% per year.
(i) Find the interest in 1 year (ii) Find the interest in 3 years.
c) Laxmi Rai deposited a sum of Rs 5,000 in a bank at 7% per year.
(i) How much interest did she get in 1 year?
(ii) How much interest did she get in 4 years?
d) Upendra Jha borrowed Rs 7,500 from Jyoti Gurung at 13% per year.
(i) How much interest did he pay to her in 1 year?
(ii) How much interest did he pay to her in 6 years?
9. a) Let's copy the following table in a chart paper. If the principal is Rs 100,
calculate the interest and complete the table.
Principal is Rs 100
Rate of interest (per year)
Time
5% 6% 7% 8% 9% 10%
1 year Rs 5
2 years
3 years
4 years Rs 28
5 years Rs 50
"
Unit
Ratio
9
9.1 Ratio - Introduction

Let's discuss about the answer to these questions.
a) How many more red apples are there than green apples?
b) How many less green apples are there than red apples?
Here, we ind the difference between the numbers of red apples and green
apples to compare their numbers.
c) How many times are the number of red apples more than green apples?
d) How many times are the number of green apples less than red apples?
Here, 6 ÷ 3 = 6 = 2 times the number of red apples are more than green
3
apples.
Also, 3 ÷ 6 = 3 = 1 times the number of green apples are less than red apples.
6 2
Thus, we compare these two numbers dividing one number by another
number. Comparison of two quantities by the process of division is know as
the ratio between two numbers.
A ratio aways compares how many times a number is more or less than
another number.
Remember!
1. A ratio is a number.
2. A ratio compares two quantities of the same unit.
3. A ratio is obtained dividing one quantity by another
quantity of the same kind.
9.2 Ways of writing a ratio

There are 3 ways of making and writing ratios.
1. Ratio of a and b is a to b, ratio of b and a is b to a.
Ratio of x and y is x to y, ratio of y and x is y to x.
Ratio of 3 and 4 is 3 to 4, ratio of 4 and 3 is 4 to 3.

Ratio
2. Ratio of a and b is a : b (read as 'a is to b').

Ratio of b and a is b : a (read as 'b is to a').
Ratio of 4 and 5 is 4 : 5 (read as '4 is to 5').
Ratio of 5 and 4 is 5 : 4 (read as '5 is to 4).
Remember, the colon (:) stands for the words 'is to' in a ratio.
3. Ratio of a and b is a , ratio of b and a is b .
b a
x
Ratio of x and y is , ratio of y and x is .y
y x
1
Ratio of 1 and 2 is , ratio of 2 and 1 is 2 .
2 1
In this way, ratio of p and q = p to q = p : q = p .
q
p tells how many time p is more or less than q and q tells how many times
q p
q is more or less than p.
9.3 Terms of a ratio

Let's take a ratio 2 to 3 = 2 : 3 = 2 .
3
Here, 2 and 3 are called the terms of the ratio 2 : 3.
Similarly 5 and 4 are the terms of 5 : 4, x and y are the terms of x : y, and so on.
In 2 : 3 or 2 , the irst term 2 is called antecedent and the second term 3 is

3
called consequent.
Now, let's study the following examples and learn to ind the ratio of the
quantities or numbers.
Example 1: Find the ratio between 75 cm and 1 m.
Solution:
75 cm : 100 cm
1 m = 1 × 100 cm = 100 cm
75 cm
= 100 cm
Ratio of 75 cm to 100 cm = 75 : 100
75 3 = 75
= 100 4 100
So, a ratio is a number which
= 3=3:4 does not have any unit.
4
Remember! We should express a ratio to its lowest terms wherever necessary.
Hence, 75 : 100 = 3 : 4.

Ratio
Example 2: There are 30 students in a class. Among them 18 are girls.

Find the ratio of the number of girls and boys.
Solution:
Number boys = Total number of students – Number of girls
= 30 – 18 = 12
18 3
Now, the ratio of number of girls to boys = 18 : 12 = 12 2 = 3 = 3 : 2
2
Hence, the ratio of the number of girls and boys is 3 : 2.
EXERCISE 9.1
1. Let's say and write the ratios and also express the ratios in words.
a) Ratio of a to b = a = a : b (a is to b)
b
Ratio of b to a = b = b : a (b is to a)
a
b) Ratio of p to q = = ( )
Ratio of q to p = = ( )
c) Ratio of x to y = = ( )
Ratio of y to x = = ( )
d) Ratio of 2 to 5 = = ( )
Ratio of 5 to 2 = = ( )
2. Let's say and write the ratios of the number of things.
a) b)
Apples to oranges is Dogs to cats is

c) d)
Girls to boys is Rose lowers to marigold lowers is

Ratio
3. Let's say and write the correct answers in the blanks spaces.
a) In m : n, the irst term is and the second term is .
b) In 5 : 4 the antecedent is and consequent is .
c) In 4 : 5, the antecedent is and consequent is .
d) In 3 : 7, the irst term 3 is called
e) In 7 : 3, the second term 3 is called
Section B
a) Write the meaning of a ratio with an example.
b) How do we get a ratio between any two numbers?
c) Can we make a ratio between 2 metres and 3 kilograms? Why?
d) What are antecedent and consequent of a given ratio? Write with an
example.
5. Let's write the ratios of two numbers under the given conditions.
a) x is two times of y o x : y = 2 : 1
y is half times of x o y : x = 1 : 2
b) p is three times of q. c) q is one-third times of p.
d) a is four times of b. e) b is one-quarter times of a.
6. Find the ratios of the following numbers or quantities in their lowest
terms (wherever necessary).
a) 15 girls to 20 boys b) 21 women to 14 men c) Rs 10 to Rs 25
d) 9 kg to 7 kg e) 18 m to 24 m f) 1 m to 50 cm
g) 60 paisa to Re 1 h) 1 l to 500 ml i) 750 m to 1 km
7. a) There are 15 girls and 10 boys in a class. Find the ratio of the number of
girls and boys.
b) A sugar-water solution contains 250 g of sugar and 750 g of water. Find the
ratio of the weights of sugar and water.

Ratio
c) The capacity of a bottle is 2 litres and the capacity of a jug is 4 litres. Find
ratio of the capacities between the bottle and the jug.
d) A table is 2 m long and 80 cm wide. Find the ratio of the length and breadth
of the table.
e) A mobile phone is 180 g and a mini laptop is 1.2 kg. Find the ratio of the
weights of the phone and the laptop.
8. a) There are 32 students in a class and 12 of them are boys.
(i) Find the ratio of the number of students and the number of boys.
(ii) Find the ratio of the number of boys and the number of girls
b) There are 27 teachers in a school and 18 of them are lady teachers. Find
the ratio between the number of gents teacher and lady teachers.
9. a) Let count the number of girls and boys in your class. Then, ind the ratio
between these two numbers.
b) Let's count the number of gents teachers and lady teachers in your school.
Then ind the ratio between these two numbers.
c) Let's conduct a survey inside your classroom. Ask a question to your
friends, which subject do they like the most: Maths, Science or Computer?
Then tabulate the data in the table.
Subjects Maths Science Computer
No. of students
Now, let's ind the ratios between the number of students who like -
(i) Maths : Science (ii) Computer : Maths (iii) Science : Computer
(v) Maths : Computer (vi) Computer : Science (vii) Science : Maths
"
Unit
Time, Money, Bill and Budget
10
10.1 Telling time - Looking back

1. The table given below represents a timetable. Let's say and write your times
using a. m., or p. m. Also, show the times in the given clocks by drawing hour
and minute hand.
Wake up Morning study Morning meal
Time
Daily activities
(00:00 a.m./p.m.)
Wake up
Morning study School time Math period Tif in time
Morning meal
School time
Maths period School time Over Dinner Evening study
Tif in time
School time over
Dinner Bed time
Evening study
Bed time
10.2 24 - hour clock system
We say and write time using a. m. (Ante Meridiem) from

12:01 in the morning to 11:59 in the morning. Then, from
12:01 afternoon to 11:59 at night, we say and write time
using p. m. (Post Meridiem).
In 24-hour clock system, we say and write time in a little
different way. Let's compare the ways of saying and writing
time in 12-hour and 24 hour clock systems.

12-hour clock system 24 - hour clock system

12 : 00 mid night 00:00 or 24 : 00 or 0000 hours
1 : 00 a. m. 01 : 00 or 0100 hours
11 : 59 a. m. 11 : 59 or 1159 hours
12 : 00 noon 12 : 00 or 1200 hours
1 : 00 p. m. (1 + 12 = 13 : 00) 13 : 00 or 1300 hours
4 : 30 p. m. (4 : 30 + 12 = 16 : 30) 16 : 30 or 1630 hours
11 : 59 p. m. (11 : 59 + 12 = 23 : 59) 23 : 59 or 2359 hours
Thus, when we add 12 hours to p. m. time of 12 - hour clock system, we get the
time of 24 - hour clock system.
10.3 Conversion of units of time
Let's recall the following relations between different units of time. These
relations are useful in the conversion of units of time.
1 hour (h) = 60 minutes (min) 1 month = 30 days
1 minute (min) = 60 seconds (s) 1 year = 12 months
1 year = 365 days
1 day = 24 hours (h) 1 leap year = 366 days
1 week = 7 days 1 decade = 10 years
1 century = 100 years
Now, let's study the following examples and learn to convert the units of time.
Example 1: Convert 2 h 15 min into minutes.
Solution It's easier!
1 h = 60 min
2h 15 min = 2 × 60 min + 15 min 2h = 2 × 60 min = 120 min
= 120 min + 15 min
= 135 min
Example 2: Convert 105 minutes into hours and minutes.
105 min = 60 min + 45 min 105 minutes = (105 ÷ 60) h
= 1 h + 45 min 60) 105 )1 hour

–60
= 1 h 45 min 45 minute
? 105 minutes = 1 h 45 min

Example 3: Convert 2 years 6 months into months.

Solution We got it!
1 year = 12 months
2 years 6 months = 2 × 12 months + 6 months 2 years = 2 × 12 months
= 24 months + 6 months
= 30 months
Example 4: Convert 40 months into years and months.
40 months = 3 × 12 months + 4 months 40 months = (40 ÷ 12) years
= 3 years + 4 months 12) 40 )3 year
–36
= 3 years 4 months 4 month
? 40 months = 3 years 4 months
EXERCISE 10.1
1. Let's say and write the time in words monitoring morning, afternoon or
evening.
a) 6 : 50 a. m. It is 10 to 7 in the morning.
b) 7 : 55 a. m.
c) 12 : 15 p. m.
d) 4 : 30 p. m.
2. Let's say and write the p. m. time in 24 - hour clock system.
a) 1 : 15 p. m. = 13 : 15 1 : 15 p. m. = 1 : 15 + 12 = 13.15
b) 1 : 30 p. m. = c) 2 : 45 p. m. =
d) 5 : 10 p. m. = e) 7 : 50 p. m. =
3. Let's say and write the time in 12-hour clock system using a. m. or p. m.
a) 00 : 00 = 12 : 00 mid-night 00 : 00 = 24 – 12 = 12 : 00
b) 0.1 : 25 = c) 07 : 40 =
d) 14 : 05 = e) 16 : 50 =
f) 18 : 00 = g) 22 : 45 =
4. Let's ind how many hours?

a) between 8 : 00 a. m. and 3 : 00 p. m.
Here, 3 : 00 p. m. = 3 : 00 + 12 = 15 : 00. So, 15 : 00 – 8 : 00 = 7 hours
b) between 7 : 00 a. m. and 1 : 00 p. m.
c) between 10 : 00 a. m. and 2 : 00 p. m.
d) between 9 : 00 a. m. and 4 : 00 p. m.
a) 1 hour = minutes b) 1 minute = seconds
c) 1 day = hours d) 1 month = days
e) 1 year = months f) 1 year = days
g) 1 leap year = days h) 1 decade = years
Section B
6. Let's write the time in 24 - hour clock or in 12 - hour clock system.
a) 2 : 10 p. m. b) 13 : 25 c) 3 : 30 p. m. d) 15 : 05
e) 4 : 45 p. m. f) 17 : 50 g) 7 : 20 p. m. h) 20 : 55
7. Let's convert into as indicated:
a) 2 h 10 min (min) b) 1 h 30 min (min) c) 3 h (min)
d) 75 min (h and min) e) 90 min (h and min) f) 105 min (h and min)
g) 1 min 10 s (s) h) 2 min 15 s (s) i) 100 s (min and s)
8. Let's convert into as indicated:
a) 4 weeks 2 days (days) b) 45 days (weeks and days)
c) 1 years 6 months (months) d) 2 years 8 months (months)
e) 20 months (years and months) f) 42 months (years and months)
g) 3 months 10 days (days) h) 75 days (months and days)
i) 3 years (weeks) j) 2 years (days)
9. Let's ind how many hours and minutes are there?
a) between 6 : 00 a. m. and 12 : 00 noon b) between 8 : 00 a. m. and 1 : 00 p. m.
c) between 8 : 15 a. m. and 1 : 30 p. m. d) between 7 : 20 a. m. and 2 : 50 p. m.
e) between 9 : 00 a. m. and 5 : 40 p. m. f) between 10 : 10 a. m. and 8 : 45 p. m.

10. a) A year which is divisible by 4 is a leap year. Which of these are leap years?
(i) 2014 (ii) 2016 (iii) 2019 (iv) 2020 (v) 2022 (vi) 2024
b) If 2020 is a leap year, which one is the next immediate leap year?
11. It's your time - Project work!
a) Let's make your timetable including at least 10 regular tasks such as wake
up time, morning study time, school time, ... and so on.
Compare your timetable with your friends. You can stick your timetable in
your bedroom.
b) Let's make Nepali and English calendars of your birthday month in a chart
paper. On which date and day is your birthday? Circle it.
10.4 Addition and subtraction of time - Looking back
1. Let's add minutes and regroup into hours and minutes.
a) 45 min + 35 min = 80 min = 60 min + 20 min = 1 h 20 min
b) 30 min + 40 min =
c) 50 min + 25 min =
d) 40 min + 50 min =
2. Let's add and ind what time is it now?
a) 8 : 40 a. m. + 35 min = 9 : 15 a. m.
b) 7 : 30 a. m. + 40 min = (40 + 35) min = 75 min
75 min = 60 min + 15 min
c) 9 : 45 a. m. + 45 min = = 1 h 15 min
d) 3 : 15 p. m. + 50 min = (8 + 1) : 15 = 9 : 15 a. m.
3. Let's subtract as shown.

60 min
a) 1 h 15 min – 30 min = (60 + 15) min – 30 min = 75 min – 30 min = 45 min

60 min
b) 1 h 10 min – 20 min =
c) 1 h 20 min – 40 min =
d) 1 h 30 min – 50 min =
4. Let's subtract and ind what time is it now?

a) 8 : 20 a. m. – 40 min = 7 : 80 – 40 min = 7 : 40 a. m.
b) 7 : 20 a. m. – 30 min =
c) 6 : 30 a. m. – 50 min =
d) 11 : 10 p. m. – 40 min =
Now, let's study the following examples and learn more about the addition and
subtraction of time.
Example 1: Add or subtract a) 3 h 40 min + 2 h 50 min

b) 5 h 25 min – 3 h 45 min
Solution
a) 3h 40 min
(40 + 50) min = 90 min = 1 h 30 min
+2h 50 min (1 + 3 + 2) h = 6 h
5h 90 min 3 h 40 min + 2 h 50 min = 6 h 30 min
6h 30 min
b) 1 h = 60 min is borrowed to 25 min.
1 h=60 min
So, (60 + 25) min = 85 min
5h 25 min (85 min – 45 min = 40 min
– 3h 45 min Also, (5 – 1) h – 3 h = 1h
1h 40 min
Example 2: Football match started at 3 : 50 p. m. and it was of 1 hr 30 min.
At what time was it over?
I understood!
Solution 80 min = 60 min + 20 min
3 : 50 p. m. + 1 h 30 min = 1 h 20 min
= (3 + 1) : (50 + 30) = 4 : 80 (4 + 1) : 20 = 5 : 00 p. m.
= 5 : 20 p. m.
Example 3: Santosh Sherchan travelled 3 h 35 min from Kathmandu to
Mugling and 1 h 55 min from Mugling to Pokhara. How long
did he travel from Kathmandu to Pokhara?
Solution
3 h 35 min
I got it!
+1h 55 min 4 h 90 min = 4 h (60 min + 30 min)
= (4 + 1)h 30 min
4h 90 min = 5 h 30 min
5h 30 min
Thus, he travelled 5 h 30 min from Kathmandu to Pokhara.
Example 4: Roshani Karki spent 1 h 20 min to complete her maths

and science homework. If she completed maths homework in
45 min, how long did she take to complete science homework?
Solution
60 min
1 h = 60 min is borrowed to 20 min
1h 20 min 80 min So, (20 + 60) min = 80 min
And (80 – 45) min = 35 min
– 45 min = – 45 min
35 min
Hence, she took 35 min to complete her science homework.
Example 5: A maths class starts at 12:45 p. m. and gets over at 1 : 25 p. m.
How long is the class conducted?
Solution
Here, 1 : 25 p. m. = (1 + 12) : 25 p. m. = 13 : 25 p. m. = 13 h 25 min
13 h 25 min 12 h 85 min
=
– 12 h 45 min – 12 h 45 min
40 min
Hence, the class is conducted for 40 minutes.
Example 6: The school time of a school is of 6 h 30 min everyday. If the
school is over at 4 : 10 p. m., at what time does it start?
Solution
Here, 4 : 10 p. m. = (4 + 12) : 10 p. m. = 16 h 10 min
16 h 10 min 15 h 70 min
=
– 6h 30 min – 6 h 30 min
9 h 40 min
Hence, the school starts at 9 : 40 a.m.
Example 7: Mr. Bishwakarma borrowed a loan from a bank join 17

Mangsir 2076 and paid on 20 Falgun 2077 B. S. How long did
he use the money?
Solution
Y M D Falgun is the 11th month
2077 Falgun 20 = 2077–11–20 and Mangsir is the 8th
– 2076 Mangisr 17 – 2076 – 8–17 month of the year.
1–3–3
Hence, he used the money for 1 year 3 months and 3 days.

10.5 Multiplication and division of time

division of units of time.
Example 8: A water pump can ϔill a tank completely in 1 h 20 min. How
long does the pump take to ϔill 4 such tanks?
Solution
1 h 20 min 80 min = 60 min + 20 min
= 1 h 20 min
×4 4 h + 1 h 20 min = 5 h 20 min
4 h 80 min
5 h 20 min
Hence, the pump takes 5 h 20 min to ill 4 such tanks.
Example 9: The total teaching hours in 6 days of a week is 31 h 30 min and
there are equal teaching hours in each day. Find the teaching
hours in each day.
Solution
Here, the teaching hours in each day = 31 h 30 min ÷ 6
6 ) 31 h 30 min ) 5 h 15 min
–30
1 h 30 min
+ 60 min
90 min
– 6 min
30 min
30 min
0
Hence, the teaching hours in each day is 5 h 15 min.
EXERCISE 10.2
1. Let's add and regroup into the higher units.
a) 30 min + 40 min =
b) 40 min + 50 min =
c) 50 s + 30 s =

d) 25 days + 10 days = 35 days = 1 month 5 days

e) 20 days + 20 days =
f) 7 months + 8 months =
g) 9 months + 5 months =
2. Let's convert into the lower units and subtract.
a) 1 h – 10 min = 60 min – 10 min =
b) 1 h – 25 min =
c) 1 m – 20 s =
d) 1 year – 7 months =
e) 1 month – 12 days =
Section B
3. Let's add or subtract.
a) 2 h 30 min + 1 h 35 min b) 3 h 45 min + 2 h 40 min
c) 4 h 20 min – 1 h 30 min d) 6 h 15 min – 3 h 45 min
e) 2 years 7 months + 1 year 6 months
f) 4 years 9 months + 3 years 10 months
g) 5 years 3 months – 2 years 4 months
h) 8 years 6 months – 4 years 9 months
i) 4 months 20 days + 5 months 25 days
j) 11 months 10 days – 6 months 15 days
4. Let's add or subtract and write the time using a. m. or p. m.
a) 7 : 40 a. m. + 1 h 35 min b) 4 : 30 p. m. + 2 h 50 min
c) 9 : 45 a. m. + 3 h 25 min d) 11 : 50 p.m. + 4 h 40 min
e) 8 : 15 a. m. – 2 h 30 min f) 5 : 20 p. m. – 3 h 45 min
g) 1 : 10 p. m. – 4 h 50 min h) 6 : 30 p. m. – 10 h 30 min
5. a) Inter-house basketball match started at 2 : 45 p. m. and it was of 2 h 45 min.
At what time was the match over?
b) Mathematics class started at 11 : 30 a. m. and the class was over after
45 minutes. At what time was the class over?
c) Buses arrive in every 45 minutes at a bus park. The irst bus arrived at
6 : 30 a. m. At what time will the next bus arrive?

d) The duration of a movie show was of 2 h 50 min. If it was over at 1 : 20 p. m.,

at what time was it started?
e) Because of the bad weather a plane was delayed by 1 h 25 min to take off
from Lukla airport. If it took off at 1 : 05 p. m., what was its actual take off
schedule?
6. a) Mrs. Shakya travelled 1 h 20 min by a taxi to reach a bus park. Then she
travelled 3 h 55 min by a bus and arrived her home town. Calculate the time
she spent in travelling.
b) A maths teacher teaches 2 h 15 min before the tif in break and 1 h 30 min
after the tif in break everyday. Find her/his teaching hours in a day.
c) Kamala completed her Maths and Science homework in 1 h 30 min. If she
completed Science homework in 50 minutes, how long did she take to
complete Maths homework?
d) The working hours of a man in a factory is 7 h 30 min everyday in two
shifts, morning and evening. If he works 4 h 45 min in the morning shift,
how long does he work in the evening shift?
7. a) A maths class starts at 12 : 30 p. m. and gets over at 1 : 15 p. m. How long is
the class conducted?
b) A plane takes off at 12 : 50 p. m. from Tribhuvan airport. It is landed at
Dhangadhi airport at 2 : 05 p. m. How long is the light?
c) A T20 cricket match started at 10 : 45 a. m. and it was over at 2 : 15 p. m.
How long was the match played?
d) On July 1st the sun rose at 5 : 15 a. m. and set at 6 : 55 p. m. How long was
the sun above the horizon?
8. a) The departure timetable of the buses from Kathmandu to different places is
given below. Workout the following problems.
Places Bus - A Bus - B Bus - C
Itahari 6 : 15 a. m. 7 : 30 a. m. 8 : 45 a. m.
Pokhara 6 : 10 a. m. 7 : 15 a. m. 8 : 05 a. m.
Nepalganj 1 : 45 p. m. 2 : 30 p. m. 3 : 30 p. m.
a) If the bus - A arrived Itahari at 4 : 10 p. m., how long did it travel?

b) If the bus - B takes 5 h 30 min to arive at Pokhara, at what time does it
arrive?
c) If the bus - C arrived Nepalganj at 6 : 15 a. m. next day, how long did it
travel?

9. a) Mrs. Mahato borrowed a loan from a bank on 15 Kartik 2076 and paid on
25 Chaitra 2077 B. S. How long did she use the money?
b) The construction of a health post building was started on 18 Baisakh 2077
and completed on 27 Chaitra 2077 B. S. How long did it take to complete the
construction?
c) Let's subtract your date of birth from today's date. Then, ind how old you
are today.
10. a) A water pump can ill a tank completely in 1 h 30 min. How long does the
pump take to ill 3 such tanks?
b) Each class period of a school is of 40 minutes long.
(i) Find the duration of 4 periods in hours and minutes.
(ii) If the irst period starts at 9 : 45 a. m., at what time does the fourth
period start?
c) Daily working hours in a noodle factory in Nepal is 8 h 45 min. Find the
working hours of the workers in 6 days.
d) Each terminal session of a school is of 65 days. How many months and days
are there in 3 terminal sessions of the school?
11. a) There are 7 equal durations of class periods in a school each day. If the total
school hours in a day is 5 h 15 min, ind the duration of each period.
(Hint: 5 h 15 min = 5 × 60 min + 15 min) = 315 min and 315 min ÷ 7)
b) The total school hours from Sunday to Thursday in a school is 32 h 30 min.
Find the daily school hours of the school from Sunday to Thursday.
c) How many weeks and days are there in 1 year (365 days)?
d) A school has 210 school days in a year. If these school days are equally
divided into 3 terminal sessions, how many months and days are there in
each terminal session?
12. a) Let's prepare your school routine of your class from Sunday to Friday on a
chart paper.
b) How many school hours does your school have everyday? Also, calculate
the school hours of your school in a week.
c) How much time do you spend while coming to school and going back to
your home. (i) in 1 day? (ii) in 6 days?
d) How much time do you spend on watching TV?
(i) in 1 day? (ii) in 1 week? (iii) in 1 month?

e) Write the date of birth of your any ive friends. Then, ind how old they are
today.
f) Write the date of birth of your parents. Then, ind how old they are today.
10.6 Money - Looking back
a) Re 1 = paisa (p) b) Rs 2 = paisa (p)
c) Rs 2.25 = paisa (p) d) Rs 4.50 = paisa (p)
e) 300 p = rupees (Rs) f) 500 p = rupees (Rs)
g) 175 p = rupees (Rs) h) 74o p = rupees (Rs)
10.7 Conversion of money

In our Nepali currency system, we use rupees (Rs) and
paisa (p). Rupees is higher unit and paisa is lower unit of
money.
Re 1 = 100 p, Rs 2 = 200 p, … and so on.
We use this relation between rupees and paisa to convert rupees to paisa or
paisa to rupees.
× 100
Rupees Paisa
÷ 100
(i) We should multiply rupees by 100 to convert into paisa.

(ii) We should divide paisa by 100 to convert into rupees.
We usually express rupees and paisa in the decimal of rupees.
For example: Rs 7 and 65 p is Rs 7.65.
Now, let's study the given examples and learn more about the conversion of
money.

Example 1: Convert Rs 4 and 50 p a) into paisa b) into rupees

Solution
It's easier!
a) Rs 4 and 50 p = 4 × 100 p + 50 p Re 1 = 100 p
= 400 p + 50 p So, Rs 4 = 4 × 100 p = 400p
= 450 p
50 I got it!
b) Rs 4 and 50 p = Rs 4 + Rs 100 p = Re 1
100
1 p = Rs 1 and
= Rs 4 + Rs 0.50 100
50p = Rs 50 = Rs 0.50
= Rs 4.50 100
10.8 Addition and subtraction of money

Usually, we express rupees and paisa in the decimal of rupees. Then, we use
the general rules of addition and subtraction of decimal numbers.
Example 2: Add Rs 72 and 45 p + Rs 30 and 60 p.
Solution Rs p
72 45
Rs 72 and 45 p = Rs 72.45 + 30 60
Rs 30 and 60 p = + Rs 30.60 102 105
103 05
Rs 103.05 = Rs 103.05
Example 3: Subtract Rs 96 and 15 p – Rs 58 and 50 p.

Solution
Rs p
Rs 96 and 15 p = Rs 96.15 96 15
Rs 58 and 50 p = – Rs 58.50 – 58 50
37 65
Rs 37.65 = Rs 37.65
10.9 Multiplication and division of money

division of money. In this case, we use the general rules of multiplication and
division of decimal of rupees.
Example 4: Mr. Thapa bought 3 kg of vegetables at Rs 50.40 per kg and

2 kg of fruits at Rs 90.75 per kg. How much money did he spend
altogether?
Solution

Cost of 3 kg of vegetables = 3 × Rs 50.40 = Rs 151.20

Cost of 2 kg of fruits = 2 × Rs 90.75 = + Rs 181.50
Rs 332.70
So, he spent Rs 332.70 altogether.
Example 5: A fruit seller bought oranges at Rs 80.50 per kg and sold at
Rs 90.25 per kg. How much proϔit did she make in selling
20 kg of oranges?
Solution
Cost price of 1 kg of oranges = Rs 80.50
Selling price of 1 kg of oranges = Rs 90.25
Pro it in selling 1 kg of oranges = selling price – cost price
= Rs 90.25 – Rs 80.50
= Rs 9.75
Now, pro it in selling 20 kg of oranges = 20 × Rs 9.75 = Rs 195.00
So, she made a pro it of Rs 195 in selling 20 kg of oranges.
Example 6: A stationer makes a proϔit of Rs 51.60 by selling 1 dozen of
exercise books. How much proϔit does he make in 1 exercise
book?
Solution
Pro it of 1 dozen of exercise books = Rs 51.60
Pro it of 12 exercise books = Rs 51.60
Pro it of 1 exercise book = Rs 51.60 ÷ 12 = Rs 4.30
Hence, he makes a pro it of Rs 4.30 in 1 exercise books.
EXERCISE 10.3
1. Let's convert into rupees or paisa as quickly as possible.
a) Re 1 = p b) Rs 3 = p c) Rs 4.25 = p
d) Rs 5 = p e) 400 p = f) 700 p =
g) 150 p = h) 255 p = i) 375 p =

2. Let's say and write in the decimal of rupees.
a) Rs 2 and 15 p = b) Rs 3 and 40 p =
c) Rs 4 and 68 p = d) Rs 7 and 99 p =
Section B
a) Rs 15.20 + Rs 12.90 b) Rs 36.45 + Rs 54.75
c) Rs 48.15 – Rs 18.30 d) Rs 120.35 – Rs 60.50
e) Rs 70 and 80 p + Rs 115 and 60 p f) Rs 295 and 55p + Rs 769 and 85 p
g) Rs 450 and 40 p – Rs 125 and 75 p h) Rs 930 and 5 p – Rs 580 and 10 p
4. Let's multiply or divide.

a) 4 × Rs 5.30 b) 6 × Rs 8.25 c) 5 × Rs 9.40
d) 12 × Rs 10.75 e) 15 × Rs 18.20 f) Rs 60.45 ÷ 3
g) Rs 80.50 ÷ 5 h) Rs 150.75 ÷ 9 i) Rs 240.40 ÷ 8
5. a) You had a plate of Mo:Mo for Rs 110.50 and an ice-cream for Rs 45.75 in a
restaurant.
(i) How much money did you pay to clear the bill?
(ii) If you gave a note of Rs 500 to pay the bill, how many rupees did the
shopkeeper return you?
b) Mother bought 2 kg of vegetables at Rs 45.60 per kg and 3 kg of fruits at

Rs 80.50 per kg.
(i) How much money did she spend altogether?
(ii) If she gave a note of Rs 1000 to the shopkeeper, how much money did the
shopkeeper return her?
c) Mr. Pandey earns Rs 750.50 everyday and he spends Rs 420.80 to run his
family.
(i) How much money does he save in 1 day?
(ii) How much money does he save in 1 week?

6. a) A fruit seller bought apples at Rs 110.60 per kg and sold at Rs 120.40

per kg. How much pro it did she make in selling 15 kg of apples?
b) A grocer purchased eggs at the rate of Rs 250.25 per crate (30 eggs)
and sold at Rs 280.50 per crate, How much pro it did he make in selling
12 crates of eggs?
c) Mrs. Priyar is a stationer. She makes a pro it of Rs 41.40 by selling 1 dozen
of colour pencil. How much pro it does she make in 1 colour pencil?
d) If the cost of 5 l of petrol is Rs 552.50, ind the cost of 1 l of petrol.

7. a) Let's copy the table given below in a chart paper. Write the names of
greater and smaller units of money of these countries. For example, rupees
is greater and paisa is smaller units of money in Nepal. You can visit the
available website such as www.google.com to ind the information.
Countries USA UK India Malaysia Israel Qatar

Greater units
Smaller units
b) Find today's exchange rate of the currencies of these countries with Nepali
currency. Then, calculate the values of the following currencies.
(i) 10 (ii) 10 Ringgit (iii) 10 Rial
(iv) 10 pound (v) 10 Shekel (vi) 10 dollar
10.10 Bill
When we buy things from a shop the shopkeeper
write out the details (name of items, quantities,
rates, amounts, total amount, etc.) on a piece of
paper and gives us for the payment. This piece
of paper is called a bill.
Let's study the given example and learn to
prepare a bill.

Example 1: Father purchased 10 kg of rice at Rs 90.50 per kg, 2 kg of sugar

at Rs 85 per kg, and 3 l, of cooking oil at Rs 180 per litre from
a grocery store. Prepare a bill received by him.
Solution
Maitidevi Grocery Store
Rajabas - Sunsari
Bill No. 0342 Date: 2077/08/17
Customer Name and address: Dhanapati Limbu, Koshi Tappu
S. No. Particulars Quantity Rate (Rs) Amount (Rs)
1 Rice 10 kg Rs 90.50 905.00
2 Sugar 2 kg Rs 85.00 170.00
3 Cooking oil 3l Rs 180.00 540.00
Sold by: Badri Rai Total 1615.00
10.11 Budget
A budget is a description of income of a family or organisation from different
sources and a plan of how it will be spent over a period of time. A budget may
help to balance between income and expenditure and manges saving.
Example 2: The annual earning of a family from different sources and
the planning of expenses on different titles are given below.
Prepare an annual budget of the family.
Sources and income Titles and expenditure
Service Rs 2,50,000 Food and cloths Rs 1,10,000
Business Rs 1,80,000 Education Rs 1,20,000
Farming Rs 90,000 Taxes Rs 25,000
Insurance Rs 50,000
Solution
Income Expenditure)
Sources Amounts (Rs) Titles Amount (Rs)
Services 2,50,000 Food and cloths 1,10,000
Business 1,80,000 Education 1,20,000
Taxes 25,000
Farming 90,000
Insurance 50,000
Total 5,20,000 Total 3,05,000
Saving = Rs 5,20,000 – Rs 3,05,000 = Rs 2,15,000

EXERCISE 10.4
1. Let's read the bill given below. Then, say and write the answer of the
questions.
Janaki Stationery
Ram Chowk, Janakpur
Bill No. 0252 Date: 2077/10/18
Customer Name and address: Rekha Gupta Address: Wakil Tol, Dhanusha
S. No. Particulars Quantity Rate (Rs) Amount (Rs)
1 Exercise books 8 Rs 40.00 320.00
2 Gel pens 3 Rs 25.00 75.00
3 Colour pencils 6 Rs 10.00 60.00
Sold by: Manish Chaudhari Total 455.00
a) What is the name of the shop?
b) Who is the customer?
c) What is the rate of cost of exercise book?
d) How many gel pens did the customer buy?
e) What amount did the customer pay for colour pencils?
f) What is the total amount of the bill?
Section B
2. Let's prepare the bills given by a shopkeeper to customers while
purchasing the following items.
a) b) 12 exercise books at Rs 50 each

5 kg of wheat lour at Rs 56 per kg
3 kg of sugar at Rs 80 per kg 2 paint boxes at Rs 75 each
2 kg of pulses at Rs 120 per kg 3 drawing books at Rs 60 each
2 l mustard oil at Rs 250 per litre 4 pencils at Rs 10 each

c) On your birthday, you and your family had 3 plates Mo:Mo at Rs 115 per
plate, 1 cake for Rs 450, 4 glasses of fresh juice at Rs 75 per glass, and 2 ice-
cream at Rs 60 per piece in a restaurant. Prepare a bill given to you for the
payment.
3. a) Let's copy the annual budget of Mr. Gurung given below. Then answer the
following questions.
Income Expenditure
Sources Amounts (Rs) Titles Amount (Rs)
Vegetable farming 1,05,000 Food and 90,000
cloths
Poultry 1,50,000 Education 1,10,000
Insurance 45,000
Fishery 1,80,000
Miscellaneous 25,000
Total Total
(i) Calculate his total annual income and expenditure.
(ii) How much money is he planning to save?
b) The annual income of Mrs. Sangita Thakuri from different sources and
expenditures on different titles are given below. Prepare her annual budget.
Sources and income Titles and expenditure
Goat farming Rs 1,25,000 Food and cloths Rs 85,000
Dairy Rs 1,10,000 Education Rs 1,20,000
Bee Keeping Rs 75,000 Health Insurance Rs 35,000
Taxes Rs 15,000
How much money is she planning to save in a year?
4. a) Let's make groups of your friends. Visit a few number of shops in your
surroundings and collect the sample of some bills.
b) Let's discuss with your parents about the monthly income and expenditure
of your family. Then, prepare an annual budget of your family. How much
money are you planning to save for your family in a year?
"
Unit
Algebra - Algebraic Expressions
11
11.1 Constant and variable - Looking back

1. Let's say and write the values of letters as quickly as possible.
a) x is the number of students in your class. So, x =
b) x is the number of provinces in Nepal. So, x =
c) x is the number of districts in Nepal. So, x =
d) y is the number of teachers in your school. So, y =
e) y is the number of maths teacher in your school. So, y =
2. Let's say and write whether the letters represent 'constant' or 'variable'.
a) x represents the ages of your friends. x is a
b) x represents the number of sides of a triangle. x is a
c) y represents the natural numbers less than 10. y is a
d) y represents the natural numbers between 8 and 10. y is a

In this way, the number 1, 2, 3, 4, 5, … always represent a ixed number of objects.
For example, 5 always represents ive number of objects, 8 always represents
8 number of objects, and so on. So, the numbers are called constants.
On the other hand, the letters x, y, z, a, b, p, q, … do not represent a ixed or
constant number of objects. We can use these letters to represent any number
of objects. For example, when x represents the number of provinces of Nepal,
its value is 7. But when it represents the number of districts of Nepal, its
value is 77. So, these letters are called variables. The word 'variable' means
something that can vary or change.

11.2 Operation on constant and variable

Let's study the following illustrations and learn about the operations (addition,
subtraction, multiplication, and division) between constant and variables.
How many marbles are there altogether in bags on each skateboard?
3 3 3 x x y y y 5
3+3+3 x+x y+y+y+5

3 is added 3 times x is added 2 times 3 times y and 5 more
3×3=9 2 × x = 2x 3 × y + 5 = 3y + 5
Similarly,
a is added to 1 = a + 1 a and a + 1 are variables and 1 is constant.
4 is subtracted from p = p – 4 p and p – 4 are variables and 4 is constant.

x+3
The sum of x and 3 is divided by 2 = x + 3 x and
2
are variables. 3 and 2
2 are constants.
11.3 Algebraic term and expression
Algebraic terms : x, y, 1, 2, 5, 2x, 3a, 4xy, … are terms. A term can be a number,
a variable, or a number and variable combined by multiplication or division.
3x , 5xy , ab, 2pqr, … are a few more examples of terms.
2 4
Algebraic expressions
5x is a term. But 5 + x , 5 – x, x + 5, or x – 5 are expressions.
Similarly, x + y, x – y, a + b + c, p – q + 3, x + y – 1 , … are a few more examples
2
of algebraic expressions.
In this way, an algebraic expression is a collection of terms separated by
addition or subtraction signs.
11.4 Types of algebraic expressions
Depending on the number of terms of an algebraic expression, it may be
monomial, binomial, trinomial, or polynomial expression.
Monomial expression
x, 3x, 2xy, 4abc, … are monomial expressions. A monomial expression has only
one term.

Binomial expression
x + 2, x – y, 2a + 3b, … are binomial expressions. A binomial expression has
two terms.
Trinomial expression
x + y – 3, a + b + c, 2p – 3q – 1, … are trinomial expressions. A trinomial
expression has three terms.
Polynomial expression
x + y + z – 4, ab + bc – ca + abc – 2, … are polynomial expression. A polynomial
expression has more than three terms.
It's interesting!
5xyz is a monomial, 5 + xyz is a binomial,
5 + x + yz is a trinomial and 5 + x + y + z
is a polynomial expressions!
11.5 Evaluation of algebraic expression

When x = 2, the value of x + 3 = 2 + 3 = 5.
When y = 3, the value of y – 7 = 3 × 3 – 7 = 9 – 7 = 2
When l = 4 and b = 3, the value of l × b = 4 × 3 = 12
Thus, we can ind the value of an algebraic expression by replacing the variables
with number. It is called evaluation of algebraic expression.
EXERCISE 11.1
1. Let's list the constants and variables separately in the table.
x, 2, 2x, 5 Constants
3y, 8, 5p
x , 2,a+b Variables
2 3
2. Let's say and write whether these letters represent constants or variables.
a) x is an odd number less than 5. x is a
b) y is an odd number between 2 and 4. y is a

c) p is the number of students in your class. p is a
d) q is the height of the students in your school. q is a
3. Let's say and write the correct answers in the blank spaces.
a) In 3x, constant is variables are ,
b) In 5y, constant is variables are ,
c) In x + 7, constant is variables are ,
d) In 3y + 2, constants are variables are , ,
4. Let's say and write the correct answers in the blank spaces.
a) Cost of 1 book is Rs x, cost of 3 books is
b) Cost of 1 pencil is Rs 9, cost of y number of pencils is
c) Cost of 2 kg of rice is Rs x, cost of 1 kg of rice is
d) 2 marbles are added to x number of marbles, total marbles are
e) 3 pens are taken away from y number of pens, pens are left.
5. Let's say and write the terms and the types of expressions.
a) 4xy
Terms Types of expressions
b) 4 + xy a)
b)
c) 4 + x + y
c)
d) 4 + x + y + z d)
6. Let's say and write the values of the expressions quickly.
a) If x = 2, then (i) x + 2 = (ii) 2x = (iii) x

2
b) If y = 4, then (i) y – 1 = (ii) 3y = (iii) y
2
c) If x = 2 and y = 1, then (i) x + y = (ii) x – y =
d) If a = 5 and b = 3, then (i) ab = (ii) a =

b
Section B
a) De ine the meaning of constant and variable? Give one example of each.
b) What is a term of an algebraic expression? Give any two examples of terms.
c) What is an algebraic expressions? Give any two examples of algebraic
expressions.
d) What is the meaning of evaluation of an algebraic expression?
e) What type of expression is 6pqr? Let's make a binomial, a trinomial and a
polynomial expression of your own from this expression.
8. Let's use these operations and make algebraic expressions.
a) The sum of x and 2y. b) The difference of 3a and b.
c) The product of 2p and 3q. d) The sum of x and y divided by 2.
e) 2 times the sum of l and b. f) 3 times the difference of m and n.
9. a) Sahayata is x years old now. How old will she be after 5 years?
b) Dakshes is y years old now. How old was he 2 years ago?
c) Sunayana is 7 years younger than Bishwant. If Bishwant is x years old now,
how old is Sunayana?
d) Shreyasha's father is 4 times older than her. If Shreyasha is y years old, how
old is her father?
e) A number is 5 more than another number. If the smaller number is x, what
is the bigger number?
f) A number is 4 less than another number. If the bigger number is p, what is
the smaller number?
g) A number is 2 times and 3 more than another number. If the smaller
number is x, what is the bigger number?
10. Let's evaluate the given algebraic expressions.
a) If x = 3, evaluate (i) 2x + 1 (ii) 3x – 2 (iii) x + 5 (iv) 6 – 1

2 x
3xy
b) If x = 4 and y = 2, evaluate (i) x + 3y (ii) 3x – 2y (iii) x + y (iv)
3 4

c) The area of rectangle = l × b. Find the area of rectangle in sq. cm.

(i) l = 5 cm, b = 2 cm (ii) l = 6 cm, b = 4 cm (iii) l = 10 cm, b = 7 cm
d) The perimeter of a rectangle = 2(l + b). Find the perimeter in cm.
(i) l = 4 cm, b = 3 cm (ii) l = 7.5 cm, b = 5 cm (iii) l = 8.4 cm, b = 4.6 cm
e) The volume of cuboid = l × b × h. Find the volume in cubic cm.
(i) l = 5 cm, b = 4 cm, h = 2 cm (ii) l = 6 cm, b = 5 cm, h = 3 cm
(iii) l = 40 cm, b = 5.4 cm, h = 4 cm
11. a) If x = 2y, express (i) x + 2y (ii) 5y – x in terms of y and ind the values of
these expressions when y = 2.
b) If b = 4a, express (i) 6a – b (ii) a + b in terms of a and evaluate these
expressions when a = 3.
12. Perimeter of each plane shape = total sum of the length of all sides. If
p = 2, ind the perimeters of these shapes.
a) b) 3
c) 2p
p+
3p 2p
p p+1 p+1
p
p 3p p

13. a) Let the number of students in your class is x. Write two algebraic
expressions to represent the number of girls and the number of boys in
your class.
b) Let's count the number of students in your class.
(i) Let the number of boys be x. Write an algebraic expression to represent
the number of girls.
(ii) Let the number of girls be y. Write an algebraic expression to represent
the number of boys.
c) (i) Let's write any two monomial expressions using x and y.
(ii) Let's write any two binomial expressions using x and y.
(iii) Let's write any two trinomial expressions using x and y.
11.6 Coefficient, base, power, and exponent of algebraic term

Coef icient and base
Let's study the following illustrations and learn about the coef icient and base
of algebraic terms.
Let's add a variable x two times.
x is multiplied by 2. So, 2 is the coef icient.
x + x = 2x x is a variable and it is the base.
Let's add a variable term y three times.

y is multiplied by 3. So, 3 is the coef icient.
y + y + y = 3y y is a variable and it is the base.
Similarly,
In a + a + a + a = 4a, coef icient is 4 and base is a.
In p + p + p + p + p = 5p, coef icient is 5 and base is p.
Thus, the constant number which is used to multiply a variable is called a
coef icient and the variable is called the base.
Power and exponent

Now, let's learn about the power and exponent of an algebraic term from the
following illustrations.
exponent We read 22 as
2 × 2 is square of 2 = 22 base
power '2 squared.'
exponent We read x2 as
x × x is square of x = x2 base
power 'x squared.'
exponent We read 53 as
5 × 5 × 5 is cube of 5 = 53 base
power '5 cubed.'
y × y × y is cube of y = y3 exponent We read y3 as

base
power 'y cubed.'
exponent We read a4 as
a×a×a×a = a4 base
power 'a to the power 4.'

Similarly, I got it!

I read x5 as x to the power 5!!
x×x×x×x×x=x 5
I read p6 as p to the power 6!!
p × p × p × p × p × p = p6
In this way, a power is a product of repeated multiplication of the same base.
The exponent of a power is the number of times the base is multiplied.
Remember, power and exponent do not have the same meaning. They are
different. For example, x3 is the power of x and it has two parts: base and
exponent. x is the base and 3 is the exponent of the power x3.
Furthermore,
3y2 is read as '3y squared'. Very simple!
I read 7a7 as
2x3 is read as '2x cubed'. '7a to the power 7'!!
5b4 is read as '5b to the power 4, ... and so on.
11.7 Like and unlike terms
Let's study the following illustrations and investigate the idea about like and
unlike algebraic terms.
2 pencils and 3 pencils are the same (like) things. Let's

replace pencils by x. Then, 2x and 3x are like terms.
2 pencils and 3 rulers are the different (unlike) things. Let's

replace pencils by x and rulers by y. Then, 2x and 3y are unlike
things. So, 2x and 3y are unlike terms.
Again, let's learn more about the like and unlike terms from
the following examples.
3a and 4a are like terms, but 3a and 4b are unlike terms.
x2 and 2x2 are like terms, but x2 and 2y2 are unlike terms.
2a3 and 5a3 are like terms, 2a3 and 5a2 are unlike terms.
4pq and 6pq are like terms, but 4pq and 6qr are unlike terms.
3x2y and x2y are like terms, but 3x2y and xy2 are unlike terms.
Thus, like algebraic terms have the same bases and the equal exponents.
However, unlike algebraic terms have either the different basses or the
different exponents or both.

EXERCISE 11.2
1. Let's tell and write the coef icient, base, power and exponent of each of
the following algebraic terms.
Terms Coef icients Bases Powers Exponents
a) x 1 x x1 1
b) 4y3 4 y y3 3
c) 2x
d) p2
e) x3
f) 3y4
g) 5y5
2. Let's say and write the products in the power forms and express in words.
a) 3 × 3 × 3 × 3 = 34 3 to the power 4.
b) 2 × 2 × 2 =
c) p × p =
d) a × a × a =
e) x × x × x × x =
f) y × y × y × y × y =
3. Let's express these algebraic terms in words.
a) 4x2 is 4x squared b) 2a2 is
c) 5p3 is d) 3y4 is
e) 6m5 is f) 10x3 is

4. Let's list the like and unlike terms separately.
Terms Like terms Unlike terms
a) 4x, 4y, x, z
b) 3a, b, 3c, 5b
c) y2, 2y, 3y2, y3
d) p2, q2, 6p2, q
e) xy, yz, xz, 4xy
f) a2b, ab2, ab, 2a2b
11.8 Addition and subtraction of monomial expressions

Addition and subtraction of unlike terms
Let's add x and y o It is x + y x + y
Let's add 2a and 3b o It is 2a + 3b a a + b b b
Let's subtract 2y from x o It is x – 2y x – y y
Let's subtract b from 2b2 o It is 2b2 – b b2 b2 – b
Thus, we cannot get a single total or a single difference by adding or subtracting

unlike terms. We simply write them in the form of addition or subtraction.
Addition and subtraction of like terms

Let's add x and x o It is x + x = 2x x + x = x x
Let's add y2 and 2y2 o It is y2 + 2y2 = 3y2 y2 + y2 y2 = y2 y2 y2
Let's subtract 2a from 3a o It is 3a – 2a = a a a a = a
Let's subtract x2 from 4x2 o It is 4x2–x2=3x2 x2 x2 x2 x2 = x2 x2 x2
Now, let's investigate the rules of addition and subtraction of like terms.
2x + 3x = (2 + 3)x = 5x x x + x x x = x x x x x

3y + y = (3 + 1)y = 4y y y y + y = y y y y
5a – 2a = (5 – 2)a = 3a a a a a a = a a a
4p2 – 3p2 = (4 – 3)p2 = p2 p2 p2 p2 p2 = p2
Thus, when we add like terms, we simply add the coef icients of the given
bases. When we subtract the like terms, we simply subtract the coef icient
of the given bases.
11.9 Addition and subtraction of polynomial expressions

Let's study the following examples and learn about the addition and subtraction
of polynomial expressions.
Example 1: Add x + 2y + 2 and 2x + 3y + 1

Solution
x + 2y + 2 + 2x + 3y + 1 I understood!
x + 2y + 2 Like terms x and 2x, 2y and 3y, 2
= x + 2x + 2y + 3y + 2 + 1 and 1 are separately added!!
2x + 3y + 1
= 3x + 5y + 3
3x + 5y + 3
Example 2: Subtract 2x2 – y2 from 4x2 – 3y2.

Solution
4x2 – 3y2 – (2x2 – y2) I got it!
4x2 – 3y2
2 2 2 2 The like terms are
= 4x – 3y – 2x + y
± 2x2 y2 separately subtracted!!
2 2
= 4x2 – 2x2 – 3y2 + y2
2x – 2y
Thus, when we add or subtract polynomial expressions, we should arrange the

like terms in the same column. Then, the coef icients of like terms are added or
subtracted.
4x2 – 3y2
Furthermore, in the case of subtraction, + 2x2 – y2
– +
when we subtract (+) term it is changed to
(–) term and (–) term is changed to (+) term.

Example 3: Simplify 9x2 + 4x – 2 – 2x2 – x + 6.

Solution
9x2 + 4x – 2 – 2x2 – x + 6
= 9x2 – 2x2 + 4x – x – 2 + 6
= 7x2 + 3x + 4
Example 4: What should be added to x + 1 to get 3x + 4?
Solution
3x + 4 Let's think, what should be added to 3 to get 7?
± x ±1 It is 4. Because 7 – 3 = 4. Similarly, what should be
added to x + 1 to get 3x + 4 is also 3x + 4 – (x + 1)
2x + 3
EXERCISE 11.3
1. Let's say and write the total number of letters in two bags.
a) x2 + x2 b) x + x c) y y + y y
x2 x yy y
x x
2x2 + x2 = 3x2 + = + =
d) a2 + a2 e) p3p3 + p3 f) x2 + x2x2
a2a2 a2 p3 p3 x 2 x2x2 x2
+ = + = + =
2. Let's subtract the letter-cards which are crossed and taken away.
a) a2 a2 a2 a2 a2 b)) y y y
5a2 – 2a2 = 3a2 – =
c) x x x x d) x2 x2 x2 x2 x2 x2
– = – =
e) y2 y2 y2 y2 y2 f) b3 b3 b3 b3 b3 b3 b3
– = – =

3. Let's say and write the sums or differences quickly.
a) x + 2x = b) x2 + 2x2 = c) 3y + 2y =
d) 3y2 + 2y2 = e) 4x + 2x = f) 4x3 + 2x3 =
g) 2a – a = h) 2a2 – a2 = i) 7p – 3p =
j) 7p2 – 3p2 = k) 8m – 5m = l) 8m3 – 5m3 =
4. Let's add, then say and write the sums quickly.

a) x + 2 and x + 3 = b) x2 + 2 and x2 + 3 =
d) y + 1 and y + 4 =
2 2
c) y + 1 and y + 4 =
f) a + b and a + b =
2 2 2 2
e) a + b and a + b =
5. Let's subtract, then say and write the differences quickly.

a) From 3x + 4 subtract x + 2 = It's easy!
3x – x = 2x
b) From 6x + 5 subtract 2x + 1 = 4–2 =2
c) From 5y + 4 subtract 4y + 3 =
d) From 7y + 6 subtract 5y + 4 =
6. Let's say and write the correct terms in the blank spaces.
a) 2x + = 6x b) + 3y = 5y c) a2 + = 3a2
d) 5x – = 2x e) – 2y = 4y f) 8a2 – = 5a2
7. Let's write your like terms to get the given sums or differences.
a) + = 5x b) + = 7x2 c) + = 8y
d) – = 2a e) – = 3a2 f) – =y
Section B
a) 2x + 3x b) x2 + x2 c) y + 5y d) 2y2 + 2y2
e) ab + ab f) 3xy + 4xy g) p2q2 + p2q2 h) a2b2 + 2a2b2

i) 4x – x j) 3x2 – 2x2 k) 7y – 2y l) 5y2 – 3y2
m) 6xy – 3xy n) 2ab – ab o) 9a2b2 – 2a2b2 p) 8p2q2 – 5p2q2
9. Let's add and ind the sums.
a) x + 3 and x + 2 b) x2 + 1 and x2 + 3
c) 2y + 4 and y + 6 d) 3y2 + 2 and y2 + 1
e) 4a + b and a + 3b f) 2a2 + b2 and 3a2 + 2b2
g) 3p + 9 and 2p + 5 h) 5p2 + 7 and 3p2 + 4
i) 2x + y + 4 and x + 3y + 3 j) 3a + 2b + 5 and 2a + 4b + 2
10. Let's subtract and ind the differences.
a) x + 2 from 3x + 5 b) 2x2 + 1 from 5x2 + 3
c) 3y + 4 from 4y + 7 d) y2 + 3 from 3y2 + 6
e) 2a – 3 from 7a – 9 f) p2 – 2 from 4p2 – 3
g) x + y + 1 from 3x + 2y + 4 h) 2a + 3b + 4 from 4a + 6b + 5
i) p + q + r from 2p + 3q – 2r j) x – y – z from 2x – 2y – 2z
11. Let's simplify.
a) x + 3 + x – 1 b) 2x2 – 4 + x2 + 2 c) 3y + 5 – y – 2
d) 2x + y + 3x + 2y e) a2 – 2b2 + a2 – b2 f) 2x2 + 3y2 – x2 – 4y2
g) 3x2 + 2x + 3 + x2 + x + 1 h) 5a2 – 3a – 2 – 2a2 + a – 5
12. a) What should be added to 3x to get 5x?
b) What should be added to 2a2 to get 6a2?
c) What should be added to p + 1 to get 2p + 2?
d) What should be added to 2x + 3 to get 4x + 5?
e) What should be subtracted from 5a to get 3a?
f) What should be subtracted from 7p2 to get 4p2?
g) What should be subtracted from 3x + 4 to get x + 2?
13. Let's ind the perimeters of the following plane shapes.
(2x + 1) cm 1) cm
a) b) c) (x +
(x
cm
+
2)
4 cm
5 cm
5 cm
(x + 2)
cm
3 cm
(x + 3) cm
(2x + 1) cm 2 cm
If x = 3, ind the perimeters of the above given plane igures.

14. a) Let write any ive pairs of like terms and ind the sum and difference of
each pair.
b) Let's write any ive pairs of unlike terms and ind the sum and difference of
each pair.
11.10 Multiplication of algebraic expressions
Multiplication of monomial expressions
Let's study the following illustrations and investigate the rules of multiplication
of algebraic terms.
1 2 3
22 o 1 2
2 = 4 unit squares
32 o
4 5 6 3
= 9 unit squares
3 4
= 2 1 × 2 1 = 21 + 1 = 2 2 7 8 9 = 3 1 × 3 1 = 31 + 1 = 3 2
2
3
1 2 3 4
42 o
5 6 7 8
4 = 16 unit squares x2 o x = x1 × x1
9 10 11 12
13 14 15 16 = 4 1 × 4 1 = 41 + 1 = 4 2 x = x1 + 1 = x2
4
Similarly, a × a = a1 × a1 = a1 + 1 = a2, y × y = y2, p × p = p2, … and so on.
Again,
23 o 2 = 8 unit cubes 33 o 3 = 27 unit cubes

= 21 × 21 × 21 = 31 × 31 × 31
2
2 3
= 21 + 1 + 1 = 2 3 = 31 + 1 + 1 = 3 3
3
Similarly, x × x × x = x1 × x1 × x1 = x1+1+1 = x3, y × y × y = y1+1+1 = y3,
a × a × a = a1+1+1 = a3, … and so on.
Furthermore, I got it.
Coefϔicients are multiplied
2x × x = 2x × 1x = (2 × 1)x1+1 = 2x2 and the exponents of the
same bases are added.
3y × 4y = (3 × 4)y1+1 = 12y2, … and so on.
Thus, when we multiply monomial algebraic expressions, we should multiply
the coef icients of the bases and the exponents of the same base are added.
Now, let's learn more about the multiplication of monomial expressions from
the following examples.

Example 1: Multiply a) 4a2 × 2a b) 3ab × ab c) 2x × 3y
Solution
4 × 2 = 8 and the exponents of the same
2
a) 4a × 2a = 8a 2+1
= 8a 3
base are added!
3 × 1 = 3 and the exponents of the same

b) 3ab × ab = 3a1+1 b1+1 = 3a2b2 bases a and b are separately added!
2 × 3 = 6, x and y are unlike terms.

c) 2x × 3y = 6xy So, x × y = xy!
11.11 Multiplication of binomial expressions

Let's study the following examples and learn the rules of multiplication of
binomial expressions.
Example 2: Find the product of

a) (x + 2) × (x + 1) b) (a + b) × (a – b) c) (p – q) × (2p – 3q)
Solution
a) (x + 2) × (x + 1)
Each term of x + 1 is multiplied by each
= x(x + 1) + 2(x + 1) term of x + 2.
= x2 + x + 2x + 2
= x2 + 3x + 2
b) (a + b) × (a – b)
Each term of a – b is multiplied by each
= a(a – b) + b(a – b)
term of a + b.
= a2 – ab + ab – b2
= a2 – b2
Sign rules:
c) (p – q) × (2p – 3q) (+) × (+) = +
= p(2p – 3q) – q(2p – 3q) (+) × (–) = –
= 2p2 – 3pq – 2pq + 3q2 (–) × (+) = –
= 2p2 – 5pq + 3q2 (–) × (–) = +

EXERCISE 11.4
x + x = x x
a) x + x = and x + x =
x×x= x2 x
b) y + y = and y+y= x
c) a + a + a = and a + a + a = x + x + x = x x x
x
d) p + p + p = and p + p + p = x×x×x = x3
x x
2. Let's say and write the products as quickly as possible.

bl
a) 2x × x = b) 3y × y = c) 2a × 3a =
d) 4p × 5p = e) 2x2 × x = f) 3y2 × 4y =
g) 4a × 2a2 = h) 5b × 3b2 = i) 2p2 × 5p =
3. Look at these targets. Investigate the ideas and complete the other targets
as quickly as possible.
2x
x a y
2x x a y
x2
a y y x
3y y a 2a a 2a
a2 3a
y a2
3a a
4. Let's say and write the product as quickly as possible.
a) 2(x + 1) = b) –2(x + 1) = c) –2(x – 1) =
d) x(x + 1) = e) –x(x + 1) = f) –x(x – 1) =
g) a(a + 2) = h) –a(a + 2) = i) –a(a – 2) =

Section B
5. Let's ind the area of the squares and volume of the cubes.
a) b) c) d)
x a y 2x
x a y 2x
Area = x × x = x 2
e) x f) p g) 2m h) 3x
x p 2m 3x
x p 2m 3x
Volume = x × x × x = x3
6. Let's multiply and ind the products.

a) 2x × 3x b) 3y × 4y c) 2a × 4a d) (–2) × 3p
e) (–2x) × 5x f) (–x) × (–x) g) (–2y) × (–y) h) (–3a) × 5b
i) 3x × (–3y) j) (–2p) × (–6q) k) 3b × b2 l) 5x2 × (–x)
7. Let's multiply and ind the products.
a) 2(x + 2) b) –2(x + 2) c) –2(x – 2) d) x(x + 3)
e) –x(x + 3) f) –x(x – 3) g) 2a(a + 4) h) –2a(a – 4)
i) 3y(y – 2) j) x(x + y) k) x(x – y) l) –x(x – y)
8. Let's multiply and simplify the products.
a) x(x + 1) + 2(x + 1) b) y(y + 2) + 1(y + 2) c) p(p – 1) + 2(p – 1)
d) a(a + 3) – 1(a + 3) e) x(x – y) – y(x – y) f) a(a + b) – b (a + b)
9. Let's multiply and simplify the products.
a) (x + 1) (x + 2) b) (x + 2) (x + 3) c) (a + 3) (a + 4)
d) (y + 3) (y + 5) e) (a + b) (a + b) f) (a + b) (a – b)
g) (a – b) (a – b) h) (p – 2) (p – 2) i) (x – 3) (2x + 1)
j) (2y – 3) (y – 2) k) (2p – q) (p + q) l) (x – y) (x – 2y)
10. Let's ind the area of the squares and rectangles in cm2.
a) b) c) d)
(a+1)cm
(x+2)cm
3x cm
3x cm
3x cm (a+3)cm
(x+2)cm 2x cm

11. a) A square ground is 5a m long, ind its area in m2.

b) A square garden is (x + 3) m long, ind its area in m2.
c) A rectangular park is 4a m long and 3a m broad, ind its area in m2.
d) A rectangular ield is (x + 5) m long and (x + 3) m broad, ind its area in m2.
e) A cubical block is 4x cm long, ind its volume in cm3.
f) A cubical tank is 5x m high, ind its volume in m3.
12. a) Let's write any ive pairs of monomial expressions and ind the product of
each pair of expressions.
b) Let's write any three pairs of binomial expressions and ind the product of
each pair of expressions.
11.12 Division of monomial expressions
Let's study the following examples and learn the rules of division of monomial
algebraic expressions.
Example 1: Divide a) 6x2 by 3x b) 10a3b3 by 2ab
Solution
b) 10a3b3 ÷ 2ab = 10a b
2 3 3
a) 6x2 ÷ 3x = 6x
3x 2ab
2 5
6×x×x
= = 10 × a × a × a × b × b × b
3×x 2×a×b
= 2x = 5 × a × a × b × b = 5a2b2
11.13 Simplification by removing brackets
Let's study the given examples and learn how to remove the brackets while
simplifying the expressions inside the brackets.
Example 2: Simplify a) 4x + 3(x – 2) b) 5a – 2b –2(a – b)

Solution
I got it!
a) 4x + 3(x – 2) = 4x + 3x – 6 3(x – 2) = 3 × x – 3 × 2
= 7x – 6 = 3x – 6
b) 5a – 2b – 2(a – b) = 5a– 2b – 2a + 2b
It's easier!
= 5a – 2a – 2b + 2b –2(a – b) = –2 × a – 2 × (– b)
= 3a = –2a + 2b

EXERCISE 11.5
1. Let's say and write the quotient as quickly as possible.
a) x ÷ x = b) x2 ÷ x = c) x3 ÷ x =
d) a2 ÷ a2 = e) a3 ÷ a2 = f) 2y ÷ y =
g) 3y2 ÷ y = h) 2p3 ÷ p = i) 3b3 ÷ b2 =
2. Let's say and write the correct answers quickly.
a) x × x = , then x2 ÷ x =
b) 2a × a = , then 2a2 ÷ 2a = and 2a2 ÷ a =
c) y × y2 = , then y3 ÷ y = and y3 ÷ y2 =
d) 3p × p2 = , then 3p3 ÷ 3p = and 3p3 ÷ p2 =
Section B
3. Let's divide and ind the quotients.
a) 4x2 ÷ 2x b) 6y2 ÷ 3y c) 6y2 ÷ 2y d) 8a2 ÷ 4
e) 8a2 ÷ 4a f) 8a2 ÷ 4a2 g) 8a2 ÷ 2a h) 9x2 ÷ 3
i) 9x2 ÷ 3x j) 9x2 ÷ 3x2 k) 12p3 ÷ 3p l) 12p3 ÷ 4p2
m) 12p3 ÷ 6p3 n) 15x2y2 ÷ 5xy o) 15x2y2 ÷ 3xy p) 14a3b3 ÷ 2ab
q) 14a3b3 ÷ 7ab r) 14a3b3 ÷ 2a2b2 s) 14a3b3 ÷ 7a2b2 t) 14a3b3 ÷ 7a3b3
4. Let's remove the brackets and simplify.
a) 2(x + 3) b) 2(x – 3) c) –3(x + 2) d) –3(x – 2)
e) a(a + 5) f) –a(a – 5) g) 2y(2y – 3) h) –3y(3 – 2y)
i) 5x + 2(x + 2) j) 5x – 2(x + 2) k) 5x – 2(x – 2) l) p + 2q + 2(p – q)
m) a + b – (a – b) n) 3x + 3y – 3(x – y) o) 4x + 4y – 3(x + y)
5. a) From the sum of 2x and 3, subtract x + 2.
b) From the difference of 3a and 4, subtract a + 3.
c) From the sum of x and y, subtract the difference of x and y.
d) From the difference of a and b, subtract the sum of a and b.
6. Let's write any ive pairs of monomial expressions with the same bases in each
pair.
a) Find the product of each pair of expressions.
b) Divide the product of each pair of expressions by each term of the expressions.
"
Unit
Algebra - Equation
12
12.1 Open mathematical sentence (or statement) - review

'4 is added to 5 is 9', '3 subtracted from 7 is 4', … are mathematical sentences.
A mathematical sentence contains mathematical operations.
4 is added to 5 is 9 4 + 5= 9, which is true.
3 subtracted from 7 is 4 7 – 3 = 4, which is true.
Such true mathematical sentences are closed sentences (or closed
statements).
On the other hand,
x is added to 5 is 9 x + 5 = 9, we cannot say it is true or false.
y is subtracted from 7 is 4 7 – y = 4, we cannot say it is true or false.
Such mathematical sentences for which we cannot say whether they are true
or false are open mathematical sentences.
We make open mathematical sentences by using variables.
12.2 Equation - review

x + 5 = 9 is an open mathematical sentence. It is an equation.
7 – y = 4 is an open mathematical sentence. It is an equation.
3 × a = 6 is an open mathematical sentence. It is an equation.
x
2=3 is an open mathematical sentence and it is an equation.
Thus, an equation is on open mathematical sentence that has two equal sides
separated by an equal (=) sign.
We write left hand side of an equation as L.H.S. and the right hand side as
R.H.S.
We can compare an equation to a pan balance, where the equal sign works as
the balance point.
5 = 5 7+2 = 9 x+3 = 8 2y = 10

Algebra - Equation
12.3 Solving equation

Let's take an equation x + 2 = 5 and replace the variable x by different values.
When x = 1, then 1 + 2 = 5, it is not true.
When x = 2, then 2 + 2 = 6, it is not true.
When x = 3, then 3 + 2 = 5, it is true.
Thus, the equation x + 2 = 5 is true only for x = 3. Therefore, 3 is solution of
the equation.
Similarly,
If x + 1 = 2, then solution is x = 1. If x – 1 = 3, the solution is x = 4.
If 2 × x = 6, the solution is x = 3, … and so on.
We use the following facts while solving equations.
Fact I
When we add an equal number to both sides of an equation, the sums is equal.
For example, if x = 7, then, x + 3 = 7 + 3.
x = 7 7 x+3 = 7+3
x+3
Fact II
When we subtract an equal number from both sides of an equation, the
differences is equal. For example, if x = 5, then, x – 2 = 5 – 2.
x 5 x–2 x–2 = 5–2
= 5
Fact III
When we multiply both sides of an equation by an equal number, the products
x x
is equal. For example, if = 3, then, × 2 = 3 × 2.
2 2
x x 2 x
2 = 3
2×
3 2 ×2 = 3 × 2
Fact IV
When we divide both sides of an equation by an equal number, the quotient is
2x 6
equal. For example, if 2x = 6, then, =
2 2
2x 2x 6
2x = 6 2 6 2 = 2

Algebra - Algebraic Equation
Now, let's investigate the processes of solving equations from the following
illustrations.
a) Solve: x + 3 = 5
x x x
x+3=5 x+3–3=5–3 x=2

b) Solve: x – 2 = 3
x–2 x–2 x
x–2=3 x–2+2=3+2 x =5
c) Solve: 2x = 6
x
x x x x
2x = 6 2x 6 x=3
=
2 2
x
d) Solve: =3
2
x
x x 2
2 2 x
x x x=6
=3 2× =2×3
2 2
Now, let's use the above rules to solve the equations in the given examples.
x
Example 1: Solve a) x + 4 = 9 b) x – 5 = 2 c) 3x = 15 d) =4
3
Solution:
a) x + 4 = 9 b) x–5=2
or, x + 4 – 4 = 9 – 4 or, x–5+5 =2+5
or, x =5 or, x =7
Transposition method Transposition method
x+4 =9 x–5 =2
or, x =9–4 or, x =2+5
or, x =5 or, x =7
Algebra - Equation
c) 3x = 15 x
d) =4
13x 15 5 3
or, = x
31 31 or, ×3 =4×3
3
or, x =5
or, x = 12
Transposition method
Transposition method
3x = 15 x
=4
15 5 3
or, x=
31 or, x =4×3
or, x =5
or, x = 12
2x
Example 2: Solve a) 3x – 2 = 10 b) +1=3
3
Solution:
a) 3x – 2 = 10 Checking the solution
or, 3x = 10 + 2 –2 is transposed to R. H. S. 3x – 2 = 10
or, 3x = 12 or, 3 × 4 – 2 = 10
12 4 3 is transposed to divide R. H. S.
or, 12 – 2 = 10
or, x =
31 or, 10 = 10
or, x = 4 ? 4 is the correct solution.
2x
b) +1=3
3
2x 1 is transposed to R. H. S.
or, =3–1 Checking the solution
3
2x 2x
or, =2 +1 =3
3 3
3 is transposed to 2×3
or, 2x = 2 × 3 multiply R. H. S. or, +1 =3
3
or, 2x = 6 or, 2+1 =3
63 2 is transposed to or, 3 =3
or, x = divide R. H. S.
21 ? 3 is the correct solution.
or, x =3
3x – 2
Example 3: Solve a) =2 b) 1.5x + 3 = 9
2
Solution: Cross-multiplication
3x – 2 2
3x – 2 =
a) =2 2 1
2 or, 1 × (3x – 2) = 2 × 2
or, 3x – 2 = 2 × 2 Multiplication of numerators and denominator
or, 3x – 2 = 4 of L.H.S. and R.H.S. in the directions of
arrow-heads is cross-multiplication.
or, 3x = 4 + 2
or, 3x = 6
62
or, x =
31
or, x =2
b) 1.5x + 3 = 9
or, 1.5x = 9 – 3 3 is transposed to R. H. S.
Checking the solution
or, 1.5x = 6
315x 1.5x + 3 = 9
15
or, = 6 1.5 = 10
102 or, 1.5 × 4 + 3 = 9
3x or, 6.0 + 3 = 9
or, =6
2
or, 3x = 6 × 2 By cross-multiplication or, 9 =9
or, 3x = 12 ? 4 is the correct solution.
12 4 3 is transposed to
or, x = divide R. H. S.
31
or, x =4
EXERCISE 12.1
1. Let's say and tick the correct answers.
a) The sum of 3 and 5 is 8. It is (closed/open) mathematical sentence.
b) The sum of x and 4 is 7. It is (closed/open) mathematical sentence.
c) The difference of y and 2 is 6. It is (closed/open) mathematical sentence.
d) 5 times 10 is 50. It is (closed/open) mathematical sentence.
e) 5 times x is 20. It is (closed/open) mathematical sentence.
2. Let's list out the equations separately.
Equations are
x – 4, x – 4 = 6,y + 1 = 9,
x x
y + 1, 3a, 3a = 3, , =4
2 2
a) What should be added to 2 to get 5? x + 2 = 5, so, x =
b) From which number is 3 subtracted to get 4? x – 3 = 4, so, x =
c) 2 times of which number is equal to 10? 2 × x = 10, so, x =
x
d) What should be divided by 2 to get 7? = 7, so, x =
2
Algebra - Equation
4. Let's say and write the correct number inside each circle. Then, say and
write the value of letters.
a) +3 =8 o x+3=8 So, x =
b) –4 =6 o y–4=6 So, y =
c) 3 × = 12 o 3a = 12 So, a =
d) =2 o x =2So, x =
4 4
5. Let's say and write the values of letters quickly.
a) x + 1 = 2, x = b) x – 2 = 1, x = c) a + 2 = 4, a =
d) 2x = 12, x = e) 3y = 15, y = f) x = 2 , x =
3
6. The solution of each equation is given. Let's make equations.
Equations Solutions Equations Solutions

e) 2x = 6
a) x + 1 = 3
f) 3x = 5
b) x + 4 = 2
c) a – 2 = 7 g) x = 5
2
d) a – 5 = 9 h) y = 4
3
Section B
Let's solve the equations.
7. a) x + 1 = 5 b) x + 2 = 3 c) y + 3 = 8 d) y + 5 = 8
e) a + 4 = 6 f) 2a + 1 = a + 3 g) 2x + 2 = x + 4 h) 2y + 3 = y + 7
8. a) x – 1 = 2 b) x – 4 = 1 c) p – 3 = 7 d) a – 5 = 4
e) y – 2 = 9 f) 2y – 1 = y + 2 g) 2x – 5 = x + 1 h) 2a – 3 = a + 3
9. a) 2x = 2 b) 3a = 3 c) 2y = 6 d) 4p = 8
e) 2x – 1 = 7 f) 3y + 2 = 8 g) 4a – 3 = 13 h) 5x + 4 = 14

x a y 2x
10. a) =1 b) =2 c) =3 d) =2
2 3 4 3
3a 2y 3x 5x
e) =6 f) =4 g) =9 h) = 10
2 5 4 3
x x y a
11. a) + 1 = 3 b) – 1 = 2 c) + 2 = 4 d) – 3 = 0
2 3 2 3
x 2a 3x 2x
e) – 2 = 0 f) +4=6 g) –1=5 h) +3=7
4 3 2 5
x+1 x–2 y–3 2y – 4
12. a) =1 b) =2 c) =0 d) =0
2 3 2 3
x+2 a–2 y+3 2x + 3
e) + 1= 2 f) –1=1 g) +2=4 h) –2=1
2 3 2 5
13. a) 0.5x = 1 b) 0.5x = 2 c) 1.5x = 3 d) 1.5x = 6
e) 0.5x + 1 = 2 f) 0.5x – 1 = 2 g) 1.5x + 1 = 4 h) 1.5x – 2 = 4
14. Let's solve these equations. Then, check whether the solutions are correct
or not.
a) x + 4 = 10 b) x – 5 = 7 c) 2x + 3 = x + 8 d) 3x – 1 = x + 5
2a 3y 2x – 3
e) 3a + 2 = a + 8 f) –2=4 g) + 1 = 10 h) =3
3 2 3
15. Let's make equations from these balances, then solve them. Also, check
whether the solutions are correct or not.
a) x b) x x c) x x x x
16. The lengths of the straight line segments are given. Let's ind the unknown
part of each line segments by making and solving equations.
a) x cm 4 cm b) x cm 2x cm 2 cm
9 cm 11 cm
17. The perimeters of the plane igures are given. Let's ind the lengths of
unknown sides of the igures.
a) b) c) 3x cm
5
2x cm
cm
2x cm
3 cm
cm
m
5
2x c
x cm
x cm 3x cm
perimeter = 14 cm perimeter = 11 cm perimeter = 20 cm

Algebra - Equation

18. a) Let's make your own ive different equations.
(i) Solve your equations.
(ii) Check whether the solutions of the equations are correct or not.
b) Let's make any three different equations which have the solutions 1, 2 and
3 respectively. Check whether these solution are correct or not for your
equations.
12.4 Use of equation

We can ind unknown numbers or quantities in our real life situations by
making equations and solving them. Let's follow the given steps to ind the
unknown numbers or quantities asked in word problems.
At irst, let's consider the unknown number or quantity as a variable such as
x, y, a, …
Then, translate the word problem into mathematical expression according
to the given condition. It is the required equation.
Now, let's solve the equation and ind the unknown number or quantity.
Now, let's study the following examples and learn the processes of solving
word problems by using equations.
Example 1: The sum of two numbers is 18 and one of the numbers is 11.
Find the other number.
Solution
Let the other number be x. I got it!
The given condition is-
Then, x + 11 = 18 'sum of two numbers is 18'.
?x + 11 = 18!!
or, x = 18 – 11 = 7
Therefore, the required number is 7.
Example 2: The difference between two numbers is 9. If the smaller
number is 15, ϔind the greater number.
Solution
Let the greater number be x. It's very easy!
Difference of x and 15 means
Then, x – 15 = 9 x – 15 and the difference is
or, x = 9 + 15 = 24 9 means x – 15 = 9
Therefore, the required greater number is 24.

Example 3: The area of a rectangular ϔloor is 63 m2 and it is 9 m long. Find

its breadth.
Solution
Let the breadth of the rectangle be x m. I recall!
Area of rectangle = l × b
Now, length × breadth = area of the loor
Then, 9 × x = 63
63 7
or, x = =7m
91
Therefore, the breadth of the loor is 7 m.
Example 4: There are 30 students in a class and the number of girls are 4
more than the number of boys. Find the number of girls and
boys.
Solution
Let the number of boys be x.
Then, the number of girls = x + 4
I got it!
Now, x + (x + 4) = 30 4 more than x is x + 4.
or, 2x + 4 = 30 The total of x and x + 4 is
x + (x + 4) which is 30!
or, 2x = 30 – 4 ?x + (x + 4) = 30
or, 2x = 26
26 13
or, x = = 13
21
Therefore, number of boys = 13.
The number of girls = x + 4 = 13 + 4 = 17.
Example 5: The number of marbles with Daffy Duck is double than the
number of marbles with Donald Duck. If they have 45 marbles
in total, how many marbles does each have?
Solution
Let the number of marbles with Donald Duck is x.
Then, the number of marbles with Daffy Duck = 2x
Now, x + 2x = 45
or, 3x = 45
45 15
or, x = = 15
31
Therefore, the number of marbles with Donald Duck = x = 15 marbles.
The number of marbles with Daffy Duck = 2x = 2 × 15 = 30 marbles.
1
Example 6: If part of the distance between Kathmandu and Pokhara is
4
50 km, ϔind the distance between these two places?
Algebra - Equation
Solution
Let the distance between Kathmandu and Pokhara be x km.
1
Then, of x = 50
4
or, 1 × x = 50
4
x
or, = 50
4
or, x = 50 × 4 = 200
Therefore, the distance between these two places is 200 km.
EXERCISE 12.2
1. Let's say and write the values of letters as quickly as possible.
a) The sum of x and 4 is 9. x=
b) The difference of y and 3 is 5. y=
c) The product of 4 and a is 28, a=
d) The quotient of p divided by 3 is 10. p =
e) One-quarter of x is 6. x=
2. Let's make equations. Then, say and write the values of variables.
a) The sum of a and 5 is 12. a + 5 = 12 a=
b) The sum of x and 6 is 10.
c) The difference of y and 2 is 7.
d) 3 times p is 15.
e) The quotient of x divided by 2 is 6.
Section B
3. a) The sum of x and 7 is 18, ind x. b) The difference of y and 5 is 15, ind y.
c) The product of 6 and a is 54, ind a. d) The quotient of p divided by 4 is 6, ind p.
e) The double of x is 14, ind x. f) One-third of y is 9, ind y.
g) x increased by 4 is 16, ind x. h) y decreased by 8 is 10, ind y.
i) p is more than 15 by 3, ind p. j) 7 is less than x by 5, ind x.

Let's solve these word problems by making algebraic equations.

4. a) The sum of two numbers is 27 and one of them is 15. Find the other number.
b) The difference of two numbers is 9 and the smaller number is 18. Find the
bigger number.
c) The product of two numbers is 72 and one of them is 8. Find the other
number.
d) When a number is divided by 5, the quotient is 10, ind the number.
1
e) If of a number is 12, ind the number.
2
f) If one-quarter of a number is 7, ind the number.
5. a) There are 35 students in a class and 17 of them are boys. Find the number
of girls.
b) Mrs. Upadhyaya earns Rs 25,000 in a month. She earns Rs 9,500 from
vegetable farming and the rest from poultry farming. How much does she
earn from poultry farming?
6. a) There are 18 girls in a class which is 4 more than the number of boys. Find
the number of boys.
b) Anjolina has Rs 9 less than Anamol. If Anjolina has Rs 25, how much money
does Anamol have?
c) Sita is 3 years older than Geeta. If Sita is 17 years old, how old is Geeta?
d) When 5 more new students joined the class, there were 38 students in the
class. How many students were there at the beginning?
e) Bishwant had some money. When he spent Rs 150, he had Rs 125 left. How
much money did he have at the beginning?
7. a) The area of a rectangle is 24 cm2 and its length is 6 cm. Find its breadth.
b) A rectangular loor of a room is 8 m wide and the area of the loor is 80 m2.
Find the length of the room.
c) The perimeter of a square garden is 100 m. Find the length of the garden.
d) The perimeter of a rectangular compound is 110 m and it is 30 m long. Find
the breadth of the compound.
8. a) The number of sweets with Mickey Mouse is twice as much as that of Bugs
Bunny. If they have 36 sweets altogether, how many sweets does each have?

Algebra - Equation
b) The number of girls in a school is double than that of boys. If there are 360
students in total, ind the number of boys and girls.
c) Age of father is 2 times and 10 years more than the of his daughter. If the
father is 40 years old now, how old is the daughter?
d) Pradeep has 3 times and Rs 50 more money than that of Santosh. If Pradeep
has Rs 230, how much money does Santosh have?
1
9. a) If of the distance between Bharatpur and Hetauda is 38 km, ind the
2
distance between these two places.
b) One-third of the distance between Kohalpur and Attariya is 55 km. Find the
distance between these two places.
1
c) part of the capacity of a water tank is 500 litres. Find the full capacity of
4
the tank.
d) Mother spends Rs 6,000 every month for her children's education, which is
1
part of her monthly income. Find her monthly income.
5
10. a) Let's measure the length and breadth of your mathematics book using a
30-cm ruler. By how many centimetres is the length longer than the
breadth? Let's use the answer and do the following problems.
(i) Let the length of the book be x cm. Now, make an equation and ind the
value of x. (Hint: x – … = breadth)
(ii) Let the breadth of the book be x cm. Now, make an equation and ind the
value of x. (Hint: x + … = length)
b) There are x number of students in your class who like pizza and the rest
like Mo:Mo. Let's count the number of students who like Mo:Mo and the
total number of students. Then make an equation and ind x.
c) There are y number of lady teachers in your school. Let's count the number
of gents teachers and the total number of teachers. Then make an equation
and ind the value of y.
"
Unit
The Metric Measurement System
13
13.1 Measurement of length and distance - Looking back

a) 1 cm = mm, 2 cm = mm, 4.5 cm = mm
b) 1 m = cm, 3m = cm, 2.5 m = cm
c) 1 km = m, 4 km = m, 3.2 km = m
d) 1 mm = 0.1 cm, 2 mm = cm, 46 mm = cm
e) 1 cm = 0.01 m, 3 cm = m, 65 cm = m
f) 1 m = 0.001 km, 5m = km, 500 m = km
We use rulers, measuring tapes, milometers,

etc. to measure lengths and distances.
These instruments are called the standard
instruments. Millimetre (mm), centimetre
(cm), meter (m), kilometre (km) are the
standard units of measurement of lengths and
distances in Metric Measurement System.
13.2 Conversion of units of length

Let's review the relationship between the units of measurement of length. It is
useful to convert higher to lower units or lower to higher units of lengths.
1 cm = 10 mm cm × 10 m
mm and mm ÷ 10 cm
1m = 100 cm m × 100 cm and cm ÷ 100 m
1 km = 1000 m km × 1000 m and m ÷ 1000 km
Now, let's study the following examples and learn about the conversion of
different units of lengths.

Example 1: Convert a) 4 cm 6 mm into mm b) 7 cm 5 mm into cm

Solution
a) 4 cm 6 mm b) 7 cm 5 mm
5
= 4 × 10 mm + 6 mm 1 cm = 10 mm = 7 cm + cm 1 mm = 1 cm
10 5 mm = 5 cm
4 cm = 4 × 10 mm 10
= 40 mm + 6 mm = 40 mm = 7 cm + 0.5 cm
= 0.5 cm
= 46 mm = 7.5 cm
Example 2: Convert a) 2 m 75 cm into cm b) 5 m 60 cm into m.
Solution
a) 2 m 75 cm b)) 5 m 60 cm
100 cm = 1 m
= 2 × 100 cm + 75 cm
1m = 100 cm
=5m+
60
m 60 cm = 60 cm
2m = 2 × 100 cm 100 100
= 200 cm = 0.60 cm
= 200 cm + 75 cm = 5 m + 0.60 cm
m = 0.6 m
= 275 cm = 5.6 m
Example 3: Convert a) 3 km 250 m into m b) 6 km 400 m into km.
Solution
a) 3 km 250 m b) 6 km 400 m
1000 m = 1 km
1 km = 1000 m 400
= 3 × 1000 m + 250 m = 6 km + km 400 m = 400 km
3 km = 3 × 1000m 1000 1000
= 3000 m = 0.400 km
= 3000 m + 250 m = 6 km + 0.400 km
= 0.4 km
= 3250 m = 6.4 km
EXERCISE 13.1
1. Let's convert higher to lower or lower to higher units.
a) 1 cm = mm, 6 cm = mm, 7.2 cm = mm
b) 1 m = cm, 4m = cm, 3.8 m = cm
c) 1 km = m, 3 km = m, 1.25 km = m
d) 1 mm = cm, 5 mm = cm, 74 mm = cm

e) 1 cm = m, 6 cm = m, 48 cm = m
f) 1 m = km, 32 m = km, 672 m = km
2. Let's say and write the measurements pointed by arrows.
cm
a) How many cm and mm are in 45 mm? cm mm
b) How many m and cm are in 320 cm? m cm
c) How many km and m are in 2250 m? km m
d) How many cm and mm are in 5.8 cm? cm mm
e) How many m and cm are in 1.6 m? m cm
f) How many km and m are in 3.5 km? km m
Section B
4. Let's convert the units of length as indicated:
a) 3 cm 4 mm (into mm) b) 8 cm 5 mm (into mm)
c) 5 cm 7 mm (into cm) d) 9 cm 3 mm (into cm)
e) 1 m 50 cm (into cm) f) 3 m 25 cm (into cm)
g) 2m 18 cm (into m) h) 4 m 70 cm (into m)
i) 1 km 350 m (into m) j) 2 km 200m (into m)
k) 4 km 675 m (into km) l) 7 km 800 m (into km)
5. Let's convert the following units into the decimal of higher units.
a) 1 mm, 4 mm, 25 mm, 60 mm, 136 mm (into cm)
b) 1 cm, 5 cm, 48 cm, 80 cm, 264 cm (into m)
c) 1 m, 3 m, 58 m, 70 m, 645 m (into km)
6. Let's convert the following units into the lower units.

a) 0.2 cm, 0.5 cm, 3.8 cm, 4.0 cm, 12.2 cm (into mm)
b) 0.01 m, 0.07 m, 0.25 m, 0.7 m, 3.5 m (into cm)
c) 0.001 km, 0.009 km, 0.036 km, 0.06 km, 0.8 km (into m)
7. Let's use a 15 cm - ruler and ind:
a) thickness of your math book in cm and mm.
b) length of your middle inger in cm and mm.
8. Let's use a measuring tape and ind:
a) your waist in cm and in mm
b) length and breadth of your classroom in metres (m)
9. Ask your parents or teachers and estimate:
a) distance between your house and school in km,
b) a place which is about 5 km away from your school,
c) distance between your house and the nearest hospital or health post.
10. Let's cut two paper strips from a chart paper; one for a 15 cm and the other for
a 30 - cm paper rulers. Then make these two paper rulers.
13.3 Addition and subtraction of lengths

While adding or subtracting lengths, we should add or subtract the units
separately. Alternatively, we write the given lengths in the decimal of higher
units. Then, we perform the addition or subtraction of decimals.
Let's study the following examples and learn about the processes of addition
and subtraction of lengths.
Example 1: A rubber is 15 cm 6 mm long and it is stretched by
4 cm 8 mm. Find the length of the stretched rubber.
Solution
Here, the length of the stretched rubber = 15 cm 6 mm + 4 cm 8 mm
15 cm 6 mm Another process
+ 4 cm 8 mm 15 cm 6 mm = 15 . 6 cm
19 cm 14 mm
4 cm 8 mm = + 4 . 8 cm
= 20 cm 4 mm
20 . 4 cm
Therefore, the length of the stretched rubber is 20 cm 4 mm or 20.4 cm.

Example 2: The total length of an electric pole is 15 m 20 cm. If the

underground part of the pole is 1 m 25 cm long, ϔind the
height of the pole above the ground.
Solution
Here, the height of the pole above the ground = 15 m 20 cm – 1 m 25 cm
15 m 20 cm Another process
– 1m 25 cm 15 m 20 cm = 15 . 20 m
13 m 95 cm 1 m 25 cm = – 1 . 25 cm
13 . 95 cm
Therefore, the height of the pole above the ground is 13 m 95 cm or 13.95 m.
13.4 Multiplication and division of lengths
Now, let's study the following examples and learn about the processes of
multiplication and division of lengths.
Example 3: A book is 1 cm 8 mm thick. Find the height made by 9 such
books placed one above another.
Solution
Here, the required height = 9 × 1 cm 8 mm Another process
1 cm 8 mm 1 cm 8 mm = 1.8 cm
× 9 4 cm 8 mm = ×9
9 cm 72 mm 16.2 cm
16 cm 2 mm
Hence, the required height is 16 cm, 2 mm or 16.2 cm.
Example 4: A local bus travels 44 km 700 m in its 6 trips between two
villages. How much distance does it travel in 1 trip?
Solution
Here, the distance travelled in 1 trip = 44 km 700 m ÷ 6
6 44 km 700 m 7 km 450 Another process
44 km 700 m = 44.7 km
– 42
6 44.7 km 7.45 km
2 km 700 m
– 42
2700 m
27
– 24 – 24
300 30
– 300 – 30
0 0
Hence, the distance travelled by the bus in 1 trip is 7 km 450 m or 7.45 km.
EXERCISE 13.2
a) 4 mm + 6 mm = mm = cm
b) 7 mm + 8 mm = mm = cm mm
c) 30 cm + 70 cm = cm = m
d) 60 cm + 80 cm = cm = m cm
e) 200 m + 800 m = m = km
f) 500 m + 900 m = m = km m
a) 1 cm – 6 mm = mm – 6 mm = mm
b) 1 m – 70 cm = cm – 70 cm = cm
c) 1 km – 500 m = m – 500 m = m
3. Let's multiply. Say and write the products in the decimal of higher units.
a) 4 × 6 mm = mm = cm
b) 3 × 50 cm = cm = m
c) 5 × 700 m = m = km
4. Let's convert into lower units and divide.
a) 1 cm ÷ 5 = mm ÷ 5 = mm
b) 2 cm ÷ 4 = mm ÷ 4 = mm
c) 1 m ÷ 10 = cm ÷ 10 = cm
d) 3 m ÷ 6 = cm ÷ 6 = cm
e) 1 km ÷ 5 = m÷5 = m
Section B
a) 18 cm 9 mm + 12 cm 6 mm b) 15 m 40 cm + 10 m 80 cm
c) 9 km 550 m + 5 km 875 m d) 25 cm 5 mm – 13 cm 8 mm
e) 30 m 25 cm – 16 m 60 cm f) 10 km 250 m – 4 km 500 m
6. Let's convert into the decimal of higher units. Then add or subtract.
a) 7 cm 6 mm + 9 cm 8 mm b) 5 m 65 cm + 6 m 86 cm
c) 4 km 730 m + 8 km 690 m d) 14 cm 3 mm – 6 cm 7 mm
e) 45 m 36 cm – 27 m 52 cm f) 20 km 340 m – 8 km 650 m
7. Let's multiply or divide.
a) 3 × (4 cm 3 mm) b) 5 × (3 m 60 cm) c) 4 × (2 km 700 m)
d) (6 cm 4 mm) ÷ 4 e) (7 m 20 cm) ÷ 6 f) (25 km 480 m) ÷ 8
8. Let's convert into the decimal of higher units. Then multiply or divide.
a) 4 × (5 cm 6 mm) b) 3 × (4 m 75 cm ) c) 5 × (3 km 450 m)
d) (7 cm 2 mm) ÷ 6 e) (9 m 64 cm) ÷ 4 f) (2 km 340 m) ÷ 3
9. a) A rubber is 12 cm 8 mm long and it is stretched by 5 cm 7 mm. Find the
length of the stretched rubber.
b) A building has two storeys. The height of the irst storey is 4 m 30 cm and
the height of the second storey is 5 m 75 cm. Find the total height of the
building in decimal of metres.
c) The height of an electric pole is 13 m 50 cm. If it is 11 m 90 cm high above
the ground, ind the length of it's underground part.
d) When Bhurashi eats a certain part of a 8 cm 5 mm long chocolate bar,
4 cm 7 mm long part is remained. Find the length of the part eaten by her.
e) The road distance between
D
the places is given in the igure
alongside. Answer the following
questions.
(i) How far is the place C from A? A
5 km 750 m B 6 km 875 m C
(ii) By how much is the place B nearer
3 km 500 m
to A than to C? E
(iii) If you travel 8 km 100 m from D to E via B, ind the distance between
B and D.
10. a) A story book is 1 cm 4 mm thick. Find the height made by 8 story books
placed one above another.
b) Bamboo is known as one of the fastest growing plants. It can grow 85 cm in
one day. How much does it grow in a week?
c) Sound travels 343 m in one second. Calculate the distance travelled by

sound in one minute. Express your answer in decimal of kilometres.
d) The distance between two towns is 7.6 km. If a local bus makes 7 trips
between these towns everyday, ind the distance travelled by the bus in one
day.
11. a) The height of 6 books placed one above another is 10 cm 2 mm and the
thickness of each book is equal. Find the thickness of each book.
b) The length of the given wooden block is 1.5 m
and it is cut into 10 small blocks with equal
thickness. Find the thickness of each small block. 1.5 m
(Hint: convert 1.5 m into cm)
c) The height of each smaller cement block is
4.5 m
15 cm
15 cm. How many blocks are needed to build a
4.5 m tall wall?
d) A local bus travels 42 km 500 m in its 5 trips between two villages. How
much distance does it travel in 1 trip?
e) A car can travel 123.2 km with 8 l of petrol. How many kilometres does it
travel with 1 l of petrol?
12. a) Let's measure the length and breadth of your mathematics book.
(i) Find the perimeter of the surface of the book.
(ii) Find the difference of the length and breadth of the book.
b) Let's measure the thickness of your mathematics and science books.
(i) Which one is the thicker book and by how much?
(ii) Place one book above the other and ind the total thickness of two books.
c) Let's measure the length and breadth of your classroom by using a
measuring tape.
(i) Find the perimeter of the room.
(ii) Find the difference of the length and breadth of the room.

13.5 Measurement of weight

The heaviness of an object is called its weight.
We use different weights and balances to
measure the weight of objects. Pan balance, dial
balance, spring balance, etc. are some of the
common balances.
Milligram (mg), gram (g), and kilogram (kg) are
some of the standard units of measurement of weights in Metric Measurement
System.
Let's review the relationship between the units of weight.
1g = 1000 mg g × 1000 mg and mg ÷ 1000 g
1 kg = 1000 g
kg × 1000 g and g ÷ 1000 kg
Now, let's study the following examples and learn about the conversion,
addition, subtraction, multiplication, and division of the units of weights.
Example 1: Convert a) 3 kg 375 g b) 1250 g into kg
Solution
375
a) 3 kg 375 g = 3 kg + kg b) 1250 g = 1000 g + 250 g
1000
= 3 kg + 0.375 kg 250
= 1 kg + kg
1000
= 3.375 kg = 1 kg + 0.250 kg
= 1.25 kg
Example 2: A fruit seller sold 9 kg 850 g of lichees and 15 kg 350 g of
mangoes on a day.
(i) How much fruits did he sell altogether?
(ii) By how much did he sell more mangoes than lichees?
Solution
(i) Weight of lichees = 9 kg 850 g 9 kg 850 g = 9.85 kg
Weight of mangoes = + 15 kg 350 g 15 kg 350 g = + 15.35 kg
Total weight = 25 kg 200 g 25.20 kg
Therefore, he sold 25 kg 200 g or 25.2 kg of fruits altogether.

(ii) Weight of mangoes = 15 kg 350 g 15 kg 350 g = 15.35 kg

Weight of lichees = – 9 kg 850 g 9 kg 850 g = – 9.85 kg
Total weight = 5 kg 500 g 5.50 kg
Therefore, he sold 5 kg 500 g or 5.5 kg more mangoes than
th lichees.
li h
Example 3: The weight of a box ϔilled with 20 packets of potato chips is

1 kg 950 g and the weight of each packet of chips is 85 g.
(i) Find the weight of chips.
(ii) Find the weight of the empty box.
Solution
(i) Weight of 1 packet of chips = 85 g
? Weight of 20 packets of chips = 20 × 85 g = 1700 g = 1 kg 700 g
(ii) Weight of box with chips = 1 kg 950 g
Weight of chips = 1 kg 700 g
? Weight of the empty box = 1 kg 950 – 1 kg 700 g = 250 g
Therefore, the weight of the empty box is 250 g.
Example 4: The weight of a cake is 1 kg 200 g. If it is cut into 8 equal
pieces, ϔind the weight of each piece.
Solution
Here, the weight of each piece = 1 kg 200 g ÷ 8
= 1200 g ÷ 8
= 150 g
Therefore, the weight of each piece is 150 g.
EXERCISE 13.3
1. Let's convert the lower units of weights.
a) 1 g = mg, 2g = mg, 5g = mg
b) 1.2 g = 1200 mg, 1.5 g = mg, 2.6 g = mg
c) 1 kg = g, 3 kg = g, 6 kg = g
d) 1.4 kg = 1400 g, 1.7 kg = g, 3.5 kg = g


a) How many g and mg are in 1300 mg? g mg
b) How many g and mg are in 2800 mg? g mg
c) How many kg and g are in 1500 g? kg g
d) How many kg and g are in 3200 g? kg g
e) How many g and mg are in 5.6 g? m mg
f) How many kg and g are in 4.3 kg? m mg
a) 300 mg + 700 mg = mg = g
b) 500 mg + 800 mg = mg = g mg
c) 600 g + 400 g = g = kg
d) 900 g + 6000 g = g = kg g
a) 1 g – 200 mg = mg – 200 mg = mg
b) 1 g – 600 mg = mg – 600 mg = mg
c) 1 kg – 300 g = g – 300 g = g
d) 1 kg – 950 g = g – 950 g = g
Section B
5. Let's convert the units of weight as indicated:
a) 1 g 250 mg (into mg) b) 3 g 425 mg (into mg)
c) 1 kg 375 g (into g) d) 2 kg 560 g (into g)
e) 2 g 115 mg (into g) f) 7 g 780 mg (into g)
g) 3 kg 420 g (into kg) h) 5 kg 900 g (into kg)
6. Let's add, subtract, multiply, or divide.
a) 8 kg 675 g + 6 kg 525 g b) 12 kg 870 + 20 kg 890 g
c) 10 kg 300 g – 4 kg 700 g d) 15 kg 240 g – 7 kg 550 g

e) 5 × (3 kg 300 g) f) 8 × (4 kg 700 g)
g) (5 kg 480 g ) ÷ 4 h) (12 kg 600 g) ÷ 9
7. a) Father bought 4 kg 500 g of potatoes and 1 kg 750 g of tomatoes.
(i) Find the total weight of vegetables he bought.
(ii) How much more potatoes than tomatoes did he buy?
b) A fruit seller sold 15 kg 780 g of oranges and 18 kg 250 g of apples on a day.
(i) How much fruits did she sell altogether?
(ii) How much more apples than oranges did she sell?
c) A kangaroo and her joey together have a weight of 84 kg 350 g. The mother
kangaroo has weight of 75 kg 500 g.
(i) Find the weight of the joey
(ii) How much more weight does the mother kangaroo have than joey?
d) The total weight of a school bag and some books inside it is 2 kg 150 g. If the
weight of the empty bag is 360 g, ind the weight of the books.
8. a) A family consumes 1 kg 350 g of rice everyday. How much rice does the
family consume in a week?
b) An empty box is 550 g and it contains 12 packets of milk powder each of 450 g.
(i) Calculate the weight of the milk powder.
(ii) Find the weight of the box with milk powder.
c) The weight of box illed with 30 packets of noodles is 2 kg 925 g and the
weight of each packet of noodles is 90 g.
(i) Find the weight of noodles. (ii) Find the weight of the empty box.
9. a) 5 boiled eggs provide us about 66 g 500 mg of protein. How much protein
does 1 boiled egg provide?
b) The weight of a large sized bread is 1 kg 140 g. If it is cut into 6 equal slices,
ind the weight of each slice.
c) A bag contains 17 kg 600 g of sugar. If it is divided equally and put into 8
packets, how much sugar is there in each packet?
10. a) Let's make a group of 5 friends of your class. Measure your weights using a
dial balance or a digital balance. Find the difference of your weight with the
weights of your 4 other friends.

b) Let's measure the weight of your school bags with books, exercise books,
box, water bottle, etc.
(i) How much weight do you carry everyday while coming to school?
(ii) Compare this weight with the weights of school bags carried by your any
other 5 friends.
c) Let's discuss with your parents about the estimated quantity of consumption
of rice by your family (i) on 1 day (ii) in 1 week (iii) in 1 month
d) Do you know a cup of white rice contains about 53.5 g of carbohydrates?
Let's estimate, how much carbohydrate you consume:
(i) on 1 day (ii) in 1 month (iii) in 1 year?
13.6 Measurement of capacity
The amount of liquid that a vessel can hold into it
is the capacity of the vessel.
We use jars and cylinders of different capacities
to measure the quantity of liquids.
Millilitre (ml) and litre (l) are some of the
standard units of measurement of capacities in Metric Measurement System.
Let's review the relationship between millilitre (ml) and litre (l).
1l = 1000 ml l × 1000 ml and mll ÷ 1000 l
Now, let's study the following examples and learn about the conversion,
addition, subtraction, multiplication, and division of the units of capacities.
Example 1: Convert a) 4 l 750 ml b) 1500 ml into l.
Solution
1500
a) 4 l 750 ml = 4 l +
750
l b) 1500 ml = l
1000 1000
15
= 4 l + 0.750 l = l
10
= 4.75 l = 1.5 l
Example 2: A tea-stall owner uses 12 l 600 ml of milk and 6 l 700 ml of

water to make tea everyday. What amount of tea does
she make each day?


Amount of milk in tea = 12 l 600 ml 12 l 600 ml = 12.6 l
Amount of water in tea = + 6 l 700 ml 6 l 700 ml = + 6.7 l
Amount of tea = 19 l 300 ml 19.3 l
Therefore, she makes 19 l 300 ml or 19.3 l of tea each day.
Example 3: A glass can hold 175 ml of water. If 10 glasses of water can ϔill
a jug, ϔind the capacity of the jug.
Solution
Amount of water in 1 glass = 175 ml
Amount of water in 10 glasses = 10 × 175 ml = 1750 ml = 1 l 750 ml
Capacity of the jug = 10 glasses of water
= 1 l 750 ml = 1.75 l
Therefore, the capacity of the jug is 1 l 750 ml or 1.75 l.
Example 4: The capacity of a bucket is 7 l 200 ml and 6 jugs of water can
ϔill it completely. Find the capacity of the jug.
Solution
6 7 l 200 ml 1l 200 ml
Here, the capacity of the jug = 7 l 200 ml ÷ 6 –6
= 1 l 200 ml 1 l 200
1200 ml
= 1.2 l
– 1200 ml
0
EXERCISE 13.4
1. Let's convert higher to lower or lower to higher units of capacity.
a) 1 l = ml, 3l = ml, 6l = ml
b) 1.2 l = ml, 2.5 l = ml, 4.8 l = ml
c) 2000 ml = l, 4000 ml = l, 7000 ml = l
d) 1300 ml = 1.3 l, 2400 ml = l, 3500 ml = l

2. Let's add, subtract, or multiply as quickly as possible.
a) 400 ml + 600 ml = ml = l
b) 800 ml + 700 ml = ml = l ml
c) 1 l – 300 ml = ml – 300 ml = ml
d) 1 l – 600 ml = ml – 600 ml = ml
e) 4 × 300 ml = ml = l ml
f) 7 × 400 ml = ml = l ml
Section B
3. Let's convert the units of capacity as indicated.
a) 1 l 125 ml (into ml) b) 2 l 250 ml (into ml)
c) 1 l 475 ml (into l) d) 3 l 500 ml (into l)
e) 0.345 l (into ml) f) 1.7 l (into ml)
g) 1300 ml (into l) h) 2800 ml (into l)
4. Let's add, subtract, multiply, or divide.
a) 7 l 550 ml + 5 l 750 ml b) 14 l 480 ml + 10 l 840 ml
c) 9 l 200 ml – 4 l 300 ml d) 20 l 500 ml – 8 l 750 ml
e) 6 × (2 l 400 ml) f) 9 × (3 l 500 ml)
g) (4 l 200 ml) ÷ 3 h) (10 l 400 ml) ÷ 8
5. a) In an average, a cow gives 7 l 450 ml of milk in the morning and 6 l 650 ml
of milk in the evening.
(i) How much milk does the cow give on a day?
(ii) How much more milk does the cow give in the morning?
b) A painter mixed 3 l 750 ml of red and 2 l 500 ml of blue paint to make purple
paint.
(i) How many litres of purple paint did he make?
(ii) How much more red paint did he used?
c) After travelling a certain distance a motorbike has 9 l 750 ml of petrol left
in its tank. When 5 l 750 ml of petrol was illed, the tank became full. Find
the capacity of the motorbike tank.

6. a) A glass can hold 150 ml of water. If 10 glasses of water can ill a jug, ind the
capacity of the jug.
b) A doctor prescribed 20 ml of medicine three times a day for a month to a
patient. How much medicine did he take in 30 days.
c) A family consumes 3 packets of milk everyday. If a packet contains 500 ml
of milk, how much milk does the family consume in a week?
d) A girl drinks 8 glasses of water everyday. If the capacity of each glass is
275 ml, how much water does she drink in a day?
7. a) The capacity of a jug is 1 l 800 ml and 5 glasses of water can ill it completely.
Find the capacity of the glass.
b) A vessel can hold 10 l 500 ml of milk. How many jars each of 1 l 500 ml
capacity are needed to ill the vessel completely?
c) A dairy ills milk in plastic packets each of capacity 500 ml. How many
packets are required to ill 100 l of milk?
d) A sick woman bought a 180 ml bottle of medicine with it a 5 ml spoon. The
label says 'one spoonful three times a day'. How long will the bottle last?
e) A tea-stall owner uses 10 l 650 ml of milk and 4 l 750 ml of water to make
tea everyday.
(i) What amount of tea does she make each day?
(ii) If the capacity of her each serving cup is 110 ml, how may cups of tea
does she make each day?
8. a) Let's take a water bottle of 1 l capacity.
(i) Gently pour as many glasses of water into the bottle as to ill it completely
and estimate the capacity of the glass.
(ii) Gently pour as many cups of water into the bottle as to ill it completely
and estimate the capacity of the cup.
b) Boys and girls of ages 8 to 12 years need 2.2 l of water everyday. Estimate,
how much water do you drink
(i) on 1 day (ii) in 1 week (iii) in 1 month (iv) in 1 year?
c) Do you know 100 ml of milk provides about 130 mg of calcium? Our body
needs calcium to build and maintain strong bones. Estimate how much
milk you consume (i) on 1 day (ii) in 1 week (iii) in 1 month. Then
calculate the amount of calcium you are getting on 1 day, in 1 week and in
1 month.
"
Unit
Perimeter, Area, and Volume
14
14.1 Perimeter of plane shapes - Looking back

1. Each room of the graphs represents 1 cm length. Let's say and write how
far Mickey Mouse has to walk to get round each igure.
cm
cm cm
cm
cm
cm cm
2. Let's say and write the perimeter of these plane igures.

3 cm 5 cm
a) b) c)
6c
m
4c
2 cm 2 cm
m
3 cm 3 cm
4 cm
3 cm 5 cm
Perimeter of triangle Perimeter of square Perimeter of rectangle
= = =
Thus, the perimeter of a plane igure is the distance (or length) all the way
round the igure.
Therefore, perimeter of a triangle = total of lengths of it's 3 sides
Perimeter of a quadrilateral = total lengths of it's 4 sides
In this way, to ind perimeter of a plane igure, we should ind the total length of
the boundary of the igure.

Perimeter, Area and Volume
14.2 Perimeter of triangle and quadrilateral

C R
S
A B P Q
Perimeter of triangle ABC Perimeter of quadrilateral PQRS

= AB + BC + CA = PQ + QR + RS + SP
14.3 Perimeter of rectangle and square

The lengths of a rectangle All four sides of a square
are equal and its breadths are equal.
are also equal.
D l C H G
b b
A l B E F
Perimeter of rectangle ABCD Perimeter of square EFGH

= AB + BC + CD + DA = EF + FG + GH + HE
=l+b+l+b =l+l+l+l
= 2l + 2b = 4l
= 2(l + b)
In this way, perimeter of a rectangle = 2(l + b)
And, perimeter of a square =4×l
Example 1: On sports day in school, Anita Tamang completed 5 rounds

around a rectangular ground of length 50 m and breadth
40 m. Find the distance she covered.
Solution
Here, length of the ground (l) = 50 m
40 m
Breadth of the ground (b) = 40 m
Perimeter of the ground = 2(l + b) 50 m

= 2(50 + 40)
= 2 × 90
= 180 m
The distance covered by her in 1 round = 180 m
? The distance covered by her in 5 rounds = 5 × 180 m = 900 m
Example 2: If the perimeter of a square garden is 140 m, ind the length
of the garden.
l
Solution
Perimeter of the square garden = 140
l 4l = 140 m l
or, 4 × l = 140
140
or, l =
4 l
or, l = 35 m.
Hence, the length of the garden is 35 m.
Example 3: The length of a rectangle is 6 cm and it's perimeter is 20 cm.
Find it's breadth.
Solution
The length of the rectangle (l) = 6 cm
The perimeter of the rectangle = 20 cm
Shorter process
or, 2(l + b) = 20 2(l + b) = 20
or, 2(6 + b) = 20 20
or, (6 + b) =
or, 12 + 2b = 20 2
or, 6 + b = 10
or, 2b = 20 – 12 = 8 or, b = 10 – 6
8 = 4 cm
or, b = =4
2
Therefore, the breadth of the rectangle is 4 cm.
EXERCISE 14.1
a) If the length of sides of a triangle are a cm, b cm, and c cm respectively, the
perimeter of the triangle =

b) If the sides of a triangle are 2 cm, 3 cm, and 4 cm, perimeter =

c) If the length of sides of a quadrilateral are w cm, x cm, y cm and z cm
respectively, its perimeter =
d) If the sides of a quadrilateral are 3 cm, 4 cm, 5 cm, and 6 cm respectively, its
perimeter =
e) If l = 4 cm and b = 3 cm, perimeter of rectangle =
f) If l = 5 cm, perimeter of a square =
Section B
2. Let's ind the perimeter of the following plane shapes.
a) b) c) 2 cm 2 cm
4 cm
m
1cm
1cm
4c
3c
2 cm
4 cm
3 cm
3 cm
m
2.5 c
5 cm
3 cm
6 cm
3. Let's identify whether these igures are rectangle or square then ind
their perimeters by using formulae.
3 cm 2 cm 2c
a) 4 cm b) c) d) m
m
2c
3 cm
3 cm
3.5 cm
3.5 cm
3 cm
3 cm
m
2c
2c
3 cm m
4 cm
2 cm
4. Let's ind the perimeters of these plane shapes of the given sides.
a) Triangles : (i) 5 cm, 7 cm, 9 cm (ii) 4.5 cm, 6.5 cm, 7 cm
b) Quadrilaterals: (i) 3 cm, 4 cm, 5 cm, 6 cm (ii) 4.6 cm, 5.8 cm, 7.6 cm, 10 cm
c) Rectangles: (i) l = 8.7 cm, b = 5.3 cm (ii) l = 10.4 cm, b = 7 cm
5. a) A garden is in the shape of a triangle. The length of its sides are 20 m,
25.5 cm and 35.5 m.
(i) Find the perimeter of the garden.
(ii) Find the length of wires required to fence around it with 3 rounds.
b) A piece of land is in the shape of a quadrilateral. The length of its sides are
40 m, 50 m, 36 m, and 64 m.
(i) Find the perimeter of the land.
(ii) Find the length of wires required to fence around it with 2 rounds.

6. a) A rectangular swimming pool is 45 m long and 25 m wide. Find the following:

(i) The perimeter of the pool.
(ii) If a boy swims along its edges with 4 rounds, ind the distance covered
by the boy.
b) A rectangular garden is 60 m long and 40 m broad.
(i) Calculate the perimeter of the garden.
(ii) Find the length of fencing wires required to fence around it with 5 rounds.
c) A square ground is 40 m long. (i) Find its perimeter (ii) If a girl runs
around it and makes 3 rounds, ind the distance covered by her.
7. a) The perimeter of a square park is 200 m. Find the length of the park.
b) When Ramesh completes one round around a square ield he covered 180 m.
(i) What is the perimeter of the ield? (ii) Find the length of the ield.
c) Length of a rectangle is 8 cm and it's perimeter is 26 m. Find the breadth of
the rectangle.
d) A rectangular ground is 70 m wide and its perimeter is 300 m. Find the
length of the ground.
8. a) A rectangle is x cm wide and 2x cm long. Its perimeter is 24 cm.
(i) Make an equation and solve it to ind the value of x.
(ii) Find the length and breadth of the rectangle.
b) A rectangular pond is x m broad and 3x m long. If its perimeter is 160 m,
ind its length and breadth.
c) The length of a rectangular surface is two times its breadth and its perimeter
is 30 cm. Find its length and breadth.
d) A rectangle is three times longer than its breadth and its perimeter is
32 cm. Find its length and breadth.
9. a) Let's measure the length and breadth of the following objects. Then, ind the
perimeter of the surface of each object.
(i) Surface of your math book (ii) Surface of your exercise book
(iii) Surface of your desk (or chair)
(iv) Surface of white (or black) board of your class.
b) Let's draw a pair of triangles and a pair of quadrilaterals by using a ruler.
Measure the length of sides of each triangle and quadrilateral. Then, ind
the perimeter of each igure. Let's compare the perimeters of your igures
to the perimeters of your friends' igures.

14.4 Area of plane shapes - Looking back

1. The area of each square room of the graphs represents 1 cm2
(1 square cm). Let's say and write the area of each plane igure.
Area =
Area =
Area =
Area = Area = Area =

Thus, the area of a plane shape is the space (or region) covered by the surface of
the shape. We usually measure area in square centimetre (cm2) or in square
meter (m2).
14.5 Area of rectangle and square - Looking back
1. The area of each square room is

1 cm2. Let's read the instructions and
complete the following table.
A
a) Count the number of square rooms
enclosed by each rectangle and C
square.
b) Write the area of each rectangle and B
square
c) Measure the length and breadth of
each rectangle and square.

d) Investigate the formula to ind the area of rectangle and square.

Rectangle/ No. of
Length Breadth Area of
Square rooms Area l×b
(l) (b) rectangle
enclosed
A
2. The area of each square room is represented by 1 cm2. Let's write the
answer in the blank spaces.
a) D C Area of the rectangle ABCD =
b No. of rooms along length (l) =

A l B No of rooms along breadth (b) =
l×b= is the area of square.
b) S R Area of the rectangle PQRS =
b No. of rooms along length (l) =
P Q No. of rooms along breadth (b) =

l
l×b= is the area of rectangle.
Thus, area of rectangle = length × breadth = l × b
In the case of a square, its length and breadth are equal.

l2 l
∴ Area of square = length × breadth
= length × length = l2 l
Now, let's study the following examples and learn to solve problems related to
area of rectangles and squares.

Example 1: A rectangular ground is 35 m long and 28 m broad. Find its area.

Solution
Length of the ground (l) = 35 m
Breadth of ground (b) = 28 m
Area of the ground (A) = l × b = 35 m × 28 m
= 980 m2
Therefore, area of the ground is 980 m2.
Example 2: A square room is 9 m long. Find the area of its ϔloor. Also, ϔind the
area of carpet required to cover the ϔloor.
Solution
Length of the square room (l) = 9m
Area of the loor of the room = l2
= (9m)2 = 81 m2
Therefore, area of the loor of the room is 81 m2.
Also, the area of carpet = the area of the loor = 81 m2.
Example 3: A rectangle is 6 cm long and it's area is 24 cm2. Find its breadth.
Solution
Length of the rectangle (l) = 6 cm
Area of the rectangle = 24 cm2
l × b = 24 24 cm2 b
or, 6 × b = 24
24 6 cm
or, b = = 4 cm
6
Therefore, the breadth of the rectangle is 4 cm.
Example 4: If the perimeter of a square is 28 cm, ϔind its area.
Solution
Perimeter of the square = 28 cm
4 × l = 28 cm
28 28 cm
or, l = = 7 cm
4
Now, area of the square = l = (7cm)2 = 49 cm2
2
l
Therefore, area of the square is 49 cm2.
Example 5 : In the given ϔigure, ϔind the areas of bigger and smaller rectangles.
Then, ϔind the area of the shaded region.
Solution
6 cm
2cm
Length of bigger rectangle (l) = 8 cm and the breadth (b) = 6 cm 4 cm
Area of bigger rectangle = l × b = 8 cm × 6 cm = 48 cm2 8 cm
Length of smaller rectangle (l) = 4 cm and the breadth (b) = 2 cm
Area of smaller rectangle = l × b = 4 cm × 2 cm = 8 cm2
Now, area of the shaded region
= Area of bigger rectangle - Area of smaller rectangle
= 48 cm2 - 8 cm2 = 40 cm2
Therefore, the area of the shaded region is 40 cm2
EXERCISE 14.2
1. The area of each square room is 1 cm2 and each half of the square room is
1
cm2. Let's say and write the area of each plane shape.
2

2. Let's say and write the area of these rectangles or squares as quickly as
possible.
a) b) c)
2 cm
3 cm 3 cm
6 cm
4 cm 3 cm
Area = Area = Area =

3. Let's say and write the area of rectangles and squares as quickly as
possible.
a) l = 4 cm, b = 2 cm, area = b) l = 5 cm, area =
c) l = 7 cm, b = 5 cm, area = d) l = 7 cm, area =
Section B
a) De ine perimeter of a plane shape.
b) Write the formula to ind the perimeter of rectangle and square.
c) De ine area of a plane shape ? In what way perimeter is different from area?
d) Write the formula to ind the area of rectangle and square.
5. Let's ind the area of these rectangular or square surface of objects.
cm
a) b) 6 c) d)
50
18 cm
cm 6 cm 70 cm
15
cm
m
20 c 18 cm
6. Let's ind the area of rectangles and squares.

a) l = 6 cm, b = 4.5 cm b) l = 8 cm c) l = 7.4 cm, b = 5 cm
d) l = 10 cm, b = 8.2 cm e) l = 12 m f) l = 15.6 m, b = 12 m
7. Let's ind the unknown length of side of these rectangles and squares.
a) b) c)
Area = 30 cm2 Area = 63 cm2 b=7cm
b=? Area=16cm2 l = ?
l = 6 cm
l=? l=?

8. a) A rectangular garden is 40 m long and 27 m wide. Find its area.

b) The length and breadth of a rectangular table is 2 m and 1.5 m respectively.
Find the area of its surface.
c) A rectangular room is 8 m long and 6 m broad. Find the area of its l o o r.
Also ind the area of carpet required to cover the loor.
d) A square park is 75 m long. Find the area of the park.
e) The length of a square banquet hall is 30 m and 1 of its area is occupied by
4
a banquet stage. Find the area of the stage.
9. a) A rectangle is 10 cm long and its area is 70 cm2. Find its breadth.
b) A rectangular ield is 25 m broad and its area is 1000 m2. What is the length
of the ield ?
c) If the area of a square is 81 cm2, ind its length.
d) Find the width of square loor of a room which has the area of 64 sq. m.
10. a) The perimeter of a square is 28 cm. (i) its length (ii) Find its area.
b) A square garden has perimeter of 80 m, ind its area.
c) The length of a rectangle is 9 cm and its perimeter is 30 cm.
(i) Find its breadth. (ii) Find its area.
d) The perimeter of a table tennis board is 9 m and it is 1.5 m broad.
(i) Find its length. (ii) Find its area.
11. Let's ind the area of the shaded regions. (Hint : Find the area of bigger
and smaller rectangles. Then subtract smaller area from bigger one.)
a) b) c)
4cm 8 cm
6 cm 6m 8m 7 cm 9cm
6m
10 cm 3 cm
8m
5 cm
12. a) Let's measure the length and breadth of the given objects using a
30 cm- ruler. Then ind the area of the surface of each object.
Objects Length (l) Breadth (b) Area
Maths book
Exercise book

b) Let's measure the length and breadth of the surface of the following objects
using a measuring tape. Then, ind the area of the surfaces.
Objects Length (l) Breadth (b) Area
Desk / Table
White / Black Board
Classroom
14.6 Area of land

We usually measure area of land in our local Nepali system. We use the units
of Bigha (la3f) in the Terai region and Ropani (/f]kgL) in the Hilly region.
Let's study and learn about the relationship between different local units of
measurement of area of land.
Measurement of area of land in Bigha System:
1 bigha (la3f) = 20 khattha (s¶f) and 1 bigha = 6772.63m2 = 72900 Sq. ft
1 kattha (s¶f) = 20 dhur (w'/) and 1 katta = 338.63 m2 = 3645 Sq. ft
1 dhur (w'/) = 16.93 m2 = 182.25 Sq. ft
Measurement of area of land in Ropani System:
1 ropani (/f]kgL) = 16 aana (cfgf) and 1 ropani = 508.72 m2 = 5476 Sq.ft
1 aana (cfgf) = 4 paisa (k};f) and 1 aana = 31.80 m2 = 342.25 Sq.ft
1 paisa (k};f) = 4 daam (bfd) and 1 paisa = 7.95 m2 = 85.56 Sq. ft
1 daam (bfd) = 1.99 m2 = 21.39 Sq. ft
Do you know?
1 bigha of land = 13.31 ropani
Now, let's study the examples and learn about conversion, addition, and
substraction of units of area of land.
Example 1 : Convert a) 1 bigha 10 kattha into khattha
b) 2 ropani 6 aana into aana.
Solution
a) 1 bigha 10 kattha = 20 kattha + 10 kattha = 30 kattha
b) 2 ropani 6 aana = 2 × 16 aana + 6 aana = (32 + 6) aana = 38 aana

Example 2 : Add a) 15 kattha + 12 kattha
b) 12 aana + 8 aana and express into higher units.
Solution
a) 15 kattha + 12 kattha = 27 kattha = 20 kattha + 7 kattha
= 1 bigha 7 kattha
b) 12 aana + 8 aana = 20 aana = 16 aana + 4 aana = 1 ropani 4 aana
Example 3 : Subtract a) 1 bigha - 6 kattha b) 1 ropani – 10 aana

Solution
I got it!
a) 1 bigha - 6 kattha = 20 kattha - 6 kattha 1 bigha = 20 kattha
= 14 kattha and
1 ropani = 16 anna!!
b) 1 ropani - 10 aana = 16 aana - 10 aana
= 6 aana
Example 4 : If the cost of 1 bigha land is Rs 5,90,000 ϔind the cost of
a) 1 kattha b) 8 kattha of land.
Solution
Cost of 1 bigha land = Rs 5,90,000
Cost of 20 kattha land = Rs 5,90,000
a) Cost of 1 kattha land = Rs 5,90,000 = Rs 29,500
20
b) Cost of 8 kattha land = 8 × Rs 29,500 = Rs 2,36,000
Therefore, the cost of 1 kattha of land is Rs 29,500 and 8 kattha is Rs 2,36,000.
EXERCISE 14.3
a) 1 bigha = kattha b) 1 kattha = dhur

c) 1 ropani = aana d) 1 aana = paisa
e) 1 bigha = m2 = Sq. feet
f) 1 kattha = m2 = Sq. feet
g) 1 ropani = m2 = Sq. feet
h) 1 aana = m2 = Sq. feet

Section B
2. Let's convert into as indicated.
a) 1 bigha 6 kattha (into kattha) b) 2 bigha 12 kattha (into kattha)
c) 1 kattha 8 dhur (into dhur) d) 3 kattha 10 dhur (into dhur)
e) 1 ropani 9 aana (into aana) f) 2 ropani 4 aana (into aana)
g) 25 kattha (into bigha and kattha) h) 55 kattha (into bigha and kattha)
i) 20 aana (into ropani and aana) j) 42 aana (into ropani and aana)
3. a) If the cost of 1 bigha of land is Rs 4,50,000, ind the cost of
(i) 1 kattha (ii) 6 kattha of the land
b) If the cost of 1 ropani of land is Rs 3,20,000 , ind the cost of
(i) 1 aana (ii) 8 aana of the land
c) If the cost of 1 kattha of a land is Rs 25,000, ind the cost of
(i) 1 bigha (ii) 3 bigha of land
d) If the cost of 1 aana of a land is Rs 30,000, ind the cost of
(i) 1 ropani (ii) 4 ropani of the land
4. a) What type of system of measurement of area of land is in your locality?
b) In how much area is your school situated ? Discuss with your teacher and
answer it.
c) In how much area is your house situated ? Discuss with your parents and
answer it.
d) Name the ministry of the Government of Nepal which is responsible in
land management.
14.7 Volume of solids - space occupied by solids (Review)
Let's take a full glass of water. Immerse a stone into the water and observe
what happens. Now, let's discuss the answers of these questions.
a) What happened when the stone is immersed into the water?
b) What caused the water to over low ?
c) Why did the water over low ?
A stone is a solid object. When it is immersed
into water, it occupies some space in the water.
The space is provided by the over lowing water.
The space occupied by a solid object is the volume of the object.
We measure volume of solids in cubic centimetre (cm3) or in cubic meter (m3).
Volume of liquid is measured in millilitre (ml) or in litre (l).
14.8 Volume of Cube and Cuboid

The length, breadth and height of the given cube is 1 cm each.
? Its volume = 1 cu. cm (cm3)
h =1cm
= 1 cm × 1 cm × 1 cm
= length × breadth × height l= m
1cm
= 1c
= l×l×l= l3 b
In this way, we ind the volume of a cube by using the formula l .
3
h=1cm
Again, the given cuboid is made up of 6 cubes.
Each cube has volume of 1 cm3.
m
? Volume of the cuboid = 6 cm3 1c
cm 2 mc
1 cm 1 cm 1 cm 1 b =
= 3 cm × 2 cm × 1 cm l = 3 cm
= length × breadth × height = l × b × h
Thus, we ind the volume of a cuboid by using the formula l × b × h.
A cuboid is also called a rectangular solid.
Now, let's study the following examples and learn more about the volume of
solids.
Example 1: A cubical block is 5 cm long, ϔind its volume.
How much space does it occupy ? 5 cm
Solution
Length of the cubical block (l) = 5 cm m
5c
5 cm
Volume of the block = l3
= (5cm)3 = 5 cm × 5cm × 5 cm = 125 cm3
Therefore, volume of the cubical block is 125 cm3 and it occupies a space of
125 cm3.
Example 2: A rectangular wooden block is 5 cm long, 3 cm broad and
2 cm high. Find its volume. How much water does it displace
when it is immersed into water ?
Solution
Length of the block (l) = 5 cm, breadth (b) = 3 cm and height (h) = 2cm
Volume of the block = l × b × h
2 cm
= 5 cm × 3 cm × 2 cm
= 30 cm3. m
3c
? Volume of the wooden block is 30 cm3. 5 cm
Also, volume of water = Volume of the block = 30 cm3.
Therefore, it displaces 30 cm3 of water.

Example 3 : If the volume of a cube is 64 cm3, ϔind its length.

Solution
Volume of the cube = 64 cm3
4 64
or, l3 = (4cm)3 4 16
or, l × l × l = 4 cm × 4 cm × 4 cm 4
or, length (l) = 4 cm 64 = 4 × 4 × 4
Therefore, length of the cube is 4 cm.
Example 4: A cuboid is 8 cm long, 5 cm broad and its volume is
160 cm3. Find it's height.
Solution
Length of the cuboid (l) =
8 cm and breadth (b) = 5 cm
Volume of the cuboid 160 cm3
=
h
l×b×h =
160
or, 8×5×h =
160 m
5c
or, 40 h =
160 8 cm
or, h = 160 = 16 = 4 cm
40 4
Therefore, the height of the cuboid is 4 cm.
EXERCISE 14.4
1. Volume of each cube is 1 cm3. Let's say and write the volume of the solids.
2. Let's say and write the volume of cubes and cuboid quickly.
a) l = 2 cm b) l = 3 cm, b = 2 cm, h = 1 cm
Volume of cube = Volume of cuboid =
c) l = 4 cm, b = 3 cm, h = 1 cm d) l = 3 cm
Volume of cuboid = Volume of cube =

a) If a piece of stone displaces 10 cm3 of water, its volume = , it
occupies a space of .
b) If a cube has volume of 8 cm3, it displaces water of volume , it
occupies a space of .
c) A brick occupies a space of 1000 cm3. Its volume = . It displaces
water of volume .
Section B
a) De ine volume of a solid.
b) How is volume different from area ?
c) Write the formula to ind volume of a cube.
d) Write the formula to ind volume of a cuboid.
5. Let's ind the volume of the following solids.
a) b) c)
6. Let's calculate the volume of the following cubes and cuboids.
a) b) c) d)
3 cm 3 cm 4 cm 4 cm
m
m 2c
m 4c
cm
3c 6.5 cm 4 cm
3 cm
5
3 cm
2.
7. Let's ind the volume of these solid objects.
a) b) c)
40 cm
15cm
10cm cm
.5
80
15 m 10cm
cm 15c
75 cm cm
12

8. Let's ind the volume of each of these cubes.

a) l = 3 cm b) l = 4 cm c) l = 5 cm d) l = 6 cm
e) l = 8 cm f) l = 10 cm g) l = 12 cm h) l = 20 cm
9. Let's ind the volume of each of these cuboids.
a) l = 5 cm, b = 3 cm, h = 2 cm b) l = 4 cm, b = 3 cm, h = 6.5 cm
c) l = 7.5 cm, b = 4 cm, h = 5 cm d) l = 10 cm, b = 4.5 cm, h = 2 cm
e) l = 8 cm, b = 6 cm, h = 3.5 cm f) l = 2 m, b = 1.5 m, h = 1 m
g) l = 3.2 m, b = 2 m, h=5m h) l = 2 m, b = 0.5 m, h = 2 m
10. a) A cubical block is 9 cm long, ind its volume. How much space does it
occupy ?
b) A cubical metallic block is 8 cm high, ind its volume. How much water
does it displace when it is immersed into water ?
c) A juice box is 8 cm long, 5 cm wide and 15 cm tall, ind the volume of the
box. How much juice does it hold ?
d) A dictionary is 24 cm long, 18 cm broad and 5 cm thick. Find its volume.
11. a) If the volume of a cube is 216 cm3, ind its length.
b) The volume of a cube shaped candy is 27 cm3. Find its height.
c) A cuboid is 10 cm long, 8 cm broad and its volume is 480 cm3. Find its
height.
d) A chocolate bar is 15 cm long and 5 cm wide. If its volume is 150 cm3, how
much thick is the bar ?

12. Let's measure the length, breadth and height (or thickness) of the following
objects. Then, ind their volumes.
a) Your maths book b) Geometry box c) Toothpaste box
"
Unit
Geometry - Line and Angle
15
15.1 Point, Line, and line segment - Looking back

a) Which one is the curved line in the igure ?

A B
b) Which one is the line segment in the igure ? P Q
c) Which one is the straight line in the igure ? P Q
d) Name the points in the line segment PQ. and
2. Let's name the vertical, horizontal, and slanting line segments.

C B A
a) is a vertical line segment.
b) is a horizontal line segment.

C
c) is a slanting line segment. A B
3. Let's measure the length of these line segments as shown. Say and write
the length quickly.
a) A B b)
P Q
AB =
AB =
c) d)
X Y M N
XY = MN =
15.2 Perpendicular line segment A
In the given igure, line segment AB stands on another

line segment CD and makes an angle of 900. Therefore, AB
is perpendicular to CD at B. We write AB perpendicular
to CD as AB A CD. C
B
D

15.3 Parallel line segments

In the given igure, the perpendicular distance between every point of
line segments PQ and RS is equal. Therefore, line segments PQ and RS are
parallel line segments. P Q
We write PQ parallel to RS as PQ // RS. Parallel
line segments are shown as .
2 cm 2 cm 2 cm
Parallel line segments never meet each other
when they are extended in either directions. R S
15.4 Intersecting line segments
A C
In the given igure, line segments AB and CD are crossing
each other at the point O. Therefore, AB and CD are the O
intersecting line segments. Here, O is called the point of B
D
intersection.
15.5 Angle - Review
In the given igure, straight line segments AB and BC are C
making a corner at B. This corner is angle ABC or angle
CBA. We write angle ABC as ABC or angle CBA as CBA.
We can also write ABC as B. The point B, at which the
angle is made, is the vertex of ABC. The line segments B A
AB and BC are the arms of ABC.
15.6 Measurement of angles
outside
The given igure is a protractor. We scale inside
use protractor to measure angles. It is scale
also used to draw angles.
Degree is the unit of measurement
of angles and it is represented by the
symbol ( ° ). We write 60 degree as
60°, 90 degree as 90°, and so on.
Now, let's study the following illustrations and learn to measure angles by
using a protractor.
B
D
A C
O O
In this case, we use outside scale. In this case, we use inside scale.
? AOB = 75°. ? COD = 60°.

15.7 Construction of angles

Let's learn to construct angles by using a protractor.
Construct ABC = 45°.
(i) Let's draw an arm AB and place C
protractor on it as shown in
igure.
(ii) Count round the edge from 0° to
45° and mark C.
A
(iii) Remove the protractor and join B
BC. Now, we constructed ABC = 45°.
15.8 Types of angles by their sizes.
According to the sizes of angles, they are categorised into the following
different types.
C C
C
A A A
B B B
ABC is an acute angle. ABC is a right angle. ABC is an obtuse angle.
It is less than 90°. It is 90°. It is greater than 90°.
A
B A B C
C B A C
ABC is a straight angle. ABC is a re lex angle. ABC is a complete turn
It is 180°. It is greater than 180°. angle. It is 360°.
Let's remember the types of angles at a glance.

Types of angles Size Examples
1 Acute angle Between 0° and 90° 10°, 25°, 30°, 75°, 89°, …
2 Right angle Exactly 90° 90°
3 Obtuse angle Between 90° and 180° 91°, 105°, 120°, 150°, 179°, …
4 Straight angle Exactly 180° 180°
5 Re lex angle Between 180° and 360° 181°, 200°, 210°, 290°, 350°, …
6 Complete turn Exactly 360° 360°

EXERCISE 15.1
1. Let's say and write the pair of perpendicular and parallel line segments.
L N E
R
a) A B b) c) d)
H G
C D K M F
P Q
S
2. Let's say and write the types of angles as quickly as possible.
a) b) c)
d) e) f)
3. Let's say and write the type of angle as quickly as possible.
a) An angle which is greater than 90° but less than 180° is
b) An angle which is exactly 360° is
c) An angle which is less than 90° is
d) An angle which is exactly 180° is
e) An angle which is greater than 180° but less than 360° is
f) An angle which is exactly 90° is

4. Let's list these angles separately in appropriate types.

105°, 80°, 360°, Acute Right Obtuse Straight Re lex Complete
300°, 150°, 90°, angle angle angle angle angle turn
60°, 180°, 270°
5. Let's say and write the size of each angle. Also, write the type of angle.
a) B b) D
A O C
O
AOB = =
It is an angle. It is an angle.
c) d) Z
R P X
Q Y
= =
It is a angle. It is a angle.
e) f)
B E
A O D O
= =
It is an angle. It is an angle.

6. Let's measure and write the size of each angle using protractor.
C Z
R
a) b) c)
B A P
Q Y X
ABC = = =
E O N F
d) F e) f)
D
O E
M
= = =
7. Let's compare the size of each pair of angles by using '<' or ' >' symbols.
a) b)
E
C
R
D C Z Y X
B A Q
P
ABC PQR
c) d) R
F
F E A
B C
a)
P D
Q E
G
Section B
a) What does CD A EF mean?
b) What does PQ // RS mean?
c) What is an angle ? De ine vertex and arms of an angle? What are the vertex
and arms of XYZ ?

d) What are acute, obtuse, and re lex angle ? Write any three examples of
these angles.
e) What is the measurement of each of these angles ?
(i) right angle (ii) Straight angle (iii) Complete turn
f) Write a pair of angles whose sum is a right angle.
g) Write a pair of angles whose sum is a straight angle.
h) The sum of x° and 35° is a right angle. Make an equation, solve it, and ind
the value of x°.
i) The sum of y° and 110° is two right angles. Make an equation, solve it, and
ind the value of y°.
j) The sum of p° and 75° is a straight angle. Make an equation, solve it, and
ind the value of p°.
9. Let's construct the following angles by using protractor.
a) 20° b) 30° c) 40° d) 45° e) 50° f) 60°
g) 75° h) 90° i) 105° j) 120° k) 150° l) 180°
m) 210° (180° + 30°) n) 270° (180° + 90°) o) 300° (180 +120°)
10. a) Let's draw AB = 4.5 cm, and draw CD A AB at D using a protractor.

b) Let's draw PQ = 5 cm, and draw RS A PQ at S using a protractor.
c) Let's draw XY = 5.4 cm, and draw PO A XY at O using a protractor.
11. Let's measure the distance between each pair of points of the following pairs
of line segments. Make tables as shown and write the measurements in the
tables. State whether the pairs of line segments are parallel.
C E G I D M O Q Z
Y
A W N P
F H J B R X
EF GH IJ MN OP QR


12. a) Let's search, ind and write :
(i) three pairs of things which are perpendicular to each other.
(Eg. length and breadth of a book)
(ii) three pairs of things which are parallel to each other.
(iii) three pairs of things which are intersecting each other.
b) Let's make a paper-clock. Rotate the hour-hand and
minute-hand. Find out what types of angles are formed at
(i) 1 : 00 (ii) 3 : 00 (iii) 6 : 00 (iv) 8 : 00 (v) 12 : 00
c) Let's cut 5 pairs of paper strips of equal size. Stick each
pair of strips using glue and make acute, right, obtuse,
straight and re lex angles.
15.9 Types of pairs of angles by their structures and properties.
According to the structures and properties, there are 4 types of pairs of
angles.
(i) Adjacent angles (ii) Vertically opposite angles
(iii) Complementary angles (iv) Supplementary angles
C
(i) Adjacent angles
B
In the given igure, AOB and BOC have the
common vertex O and a common arm OB. AOB and
BOC are a pair of adjacent angles. O A
R
In this igure, PQR and SQR are also a pair of
adjacent angles. Here, PQR + SQR = a straight
angle = 180°
S Q P
In this case, PQR and SQR are linear pair. Therefore, if the sum of a pair
of adjacent angles is 180°, the angles are called linear pair.
(ii) Vertically opposite angles
In the given igure, straight line segments AB and CD are D B
intersecting at a point O. AOC and BOD are on opposite
sides of the vertex O. The pair of angles AOC and BOD O
are vertically opposite angles. AOD and COB is
another pair of vertically opposite angles. A C

Vertically opposite angles have a common vertex but no arm is common.

Each pair of vertically opposite angles are always equal.
? AOC = BOD and AOD = COB
(iii) Complementary angles R

Q
If the sum of a pair of angles is a right angle ( 90° ), the
angles are called complementary angles. In the given
igure, POQ + QOR = 90°. Therefore, POQ and QOR
are complementary angles. O P
Here, POQ is the complement of QOR and QOR is the complement of

POQ.
Similarly, the complement of 60° = 90° – 60° = 30° and the complement of
30° = 90° – 30° = 60°. B
(iv) Supplementary angles

If the sum of a pair of angles is a straight angle (180°),
C A
the angles are called supplementary angles. In the O
given igure, AOB + BOC = 180°
Therefore, AOB and BOC are supplementary angles.
Here, AOB is the supplement of BOC and BOC is the supplement of
AOB.
Similarly, the supplement of 105° = 180° – 105° = 75° and the supplement of
75° = 180° – 75° = 105°.
EXERCISE 15.2
1. Let's ill in the blanks with the correct answers.
a) A pair of angles have a common vertex and a common arm.
b) A pair of angles have a common vertex but they don't have
common arm.
c) The sum of a pair of complementary angles is
d) The sum of a pair of supplementary angles is
e) If the sum of a pair of adjacent angles is 180°, they are called


a) If x° and y° are linear pair of angles, then x° + y° =
b) If a° + b° = 90°, the pair of angles a° and b° are =
c) If p° and 100° are supplementary angles, p° =
d) If x° and 60° are vertically opposite angles, x° =
3. Let's identify and write the names of the given pairs of angles.
D Y
a) b)
Z
C
O
B A
X
and are adjacent angles and are linear pair
S Q
c) and are vertically opposite angles.
O and are vertically opposite angles.
P R
Section B
a) Name the type of pair of angles which have a common vertex and a
common arm.
b) Name the type of pair of angles which have a common vertex but they do
not have common arm.
c) What are adjacent angles ? write with an example.
d) What are vertically opposite angles ? Write with an example.
e) What are linear pairs ? Write with an example.
f) What are complementary and supplementary angles ? Write with
examples.
5. Let's copy the given igure and table. Then, write the names of different
types of pairs of angles.
A D
Pairs of Adjacent angles Pairs of Vertically opposite angles
B
E C

6. a) Let's ind the complements of (i) 40° (ii) 55° (iii) 30° (iv) 75°
b) Let's ind the supplements of (i) 50° (ii) 90° (iii) 110° (iv) 150°
c) Let's ind the angles which make linear pairs with the following angles.
(i) 60° (ii) 80° (iii) 105° (iv) 135°
7. Let's make equations and solve them to ind unknown angles.
a) x° and 50° are a pair of complementary angles. Find x°.
b) y° and 30° are a pair of supplementary angles. Find y°.
c) z° and 140° are a linear pair of angles. Find z°.
Let's ind the size of unknown angles marked with letters.
8. a) b) c)
x° 45° x°
x° 65°
40° 25°
d) e) y° f)
60°
40°
x°
50° y°
20°
y°
9. a) b) c)
120°
p° x°
70° 75°
d) x° e) f)
40° 110°
50° 40° y° x°
30° 20°
g) h) i)
x° x°
y° 45° 50° y° 2x° x°
10. a) 80° b) p°
c)
a° 45°
x° z° q°
y° 105° b° c°
r°

d) e) f)
70° a° z°
x° 50°
b° x°
60° y° 150° y°

11. a) Let's write the following pairs of angles and follow the instructions.
(i) Any 3 pairs of linear pair angles and show that each pair makes linear
pair.
(ii) Any 3 pairs of complementary angles and show that each pair is
complementary angles.
(iii) Any 3 pairs of supplementary angles and show that each pair is
supplementary angles.
b) Let's draw a pair of intersecting line segments. Measure each pair of
vertically opposite angles and show that each pair of vertically opposite
angles are equal.
15.10 Transversal
Let's study the following illustrations and learn about a transversal line
segment.
P B Q S A
E X
W O
A Y N
X
C F
D P
M Y Z
Q
R
P B
PQ is a transversal MN is a transversal AB is a transversal
In this way, a transversal is a

P P
line segment that intersects A A B
E
E
two line segments at two B
D F
F C D
distinct points. In the given
C Q Q
igure, a transversal PQ
intersects AB and CD at the points E and F.

15.11 Pairs of angles made by a transversal

In the given igure, transversal EF intersects line segments AB and CD at the
points G and H. The transversal makes the following E
pairs of angles with the line segments AB and CD. B
G
4 3
(i) Interior and co-interior angles A
In the igure, 3, 4, 5 and 6 are interior angles. C 5 6

They are made inside the line segments AB and CD. H D
F
Here, 3 and 6 are a pair of co-interior angles. 4
and 5 are also co-interior angles.
Co-interior angles means consecutive interior angles.
E
If the line segments AB and CD are parallel to G
each other, the sum of each pair of co-interior A a b B
angles is 180°. In the igure, AB // CD,
c d
? a + c = 180° and b + d = 180° C D
H
F
E
(ii) Alternate angles B
G
4 3
In the igure, 3 and 5 are a pair of alternate angles. A
4 and 6 are also a pair of alternate angles. A pair of
C
alternate angles lie on the opposite side of transversal 56
H
without a common vertex. D
F
G
If the line segments AB and CD are parallel A a b B
to each other, each pair of alternate angles
are equal. In the igure, AB // CD,
c d
C D
? a = d and b = c. H
(iii) Corresponding angles

1 2 B
4 3
In the igure, 1 and 5, 2, and 6 are two pairs of A
corresponding angles. 3 and 7, 4, and 8 are also
C
other two pairs of corresponding angles. 56
87
D

If the line segments AB and CD are parallel to

a b
each other, each pair of alternate angles are A d c B
equal.
In the igure, AB // CD, e f
C h g D
∴ a = e, b = f, c = g and d = h
Pairs of angles at a glance!
Pairs of angles Diagrams and examples
Co-interior a a a b a b
angles b
b a b a b
a + b = 180°
a a
Alternate a b
Angles b a
b b
a = b
a a
Corresponding a a
angles b b
b b a b a b
a = b
EXERCISE 15.3
1. Let's study the given igure. Tell and write the correct answers in the
blank spaces.
a) 4 and are co-interior angles.
b) 3 and are alternative angles. 1 2
4 3
c) 1 and are corresponding angles.
d) 3 and 6 are angles. 5 6
e) 4 and 6 are angles. 8 7
f) 2 and 6 are angles.

a) If x° and y° are co-interior angles between two parallel lines,

x° + y° =
b) If a° and 55° are alternate angles between two parallel lines,
a° =
c) If p° and 70° are corresponding angles between two parallel lines,
p° =
Section B
a) If a and b are a pair of co-interior angles between parallel lines, write
the relation between a and b.
b) If x and y are a pair of alternate angles between parallel lines, write the
relation between x and y.
c) If p and q are a pair of corresponding angles between parallel lines,
write the relation between p and q.
d) Is the sum of co-interior angles between non-parallel lines 180° ?
e) Are the alternate angles between non-parallel lines equal ? Are
corresponding angles equal ?
4. Let's copy the igures. Name the pairs of co-interior, alternate and
corresponding angles.
B A P Q N M D C
O P
C D
R S Q A E
B
5. a) If x° and 110° are a pair of co-interior angles between parallel lines, ind
x°.
b) If a° and 2a° are a pair of co-interior angles between parallel lines, ind a°
and 2a°.
c) If 2y° and 80° are a pair of alternate angles between parallel lines, ind the
value of y.

d) If 3x° and 60° are a pair of corresponding angles between parallel lines,
ind the value of x.
e) For what value of a are (a + 10)° and 75° are a pair of alternate angles
between parallel lines ?
Let's ind the size of unknown angles marked with letters.
6. a) b) x° c) y° z°
y°
70°
x° 60° x° 45°
Hint: x° + 70° = 180° Hint: y° = 60° and Hint: x° = 45°, z = 45° and
x° + 60° or x° + y° = 180° x° + y ° = 180°
d) e) f)
75° y°
40°
x° a° 60°
g) h) 35° i) x°
x° 115°
y°
120° p°
j) a°
k) l)
125°
110° x°
p° 80°
y° q°
7. a) b) c)
y° b°
c°
65°
x° d°
a° 40° a°
b° 60°
d) e) f)
130° b°
y°
w° a°
x° z°
85°
x° c°
z° y° d° 70° w°

8. a) b) c)
b° c° 75° z°
d° 110° e° b°
a°
a° 60° x° y° c°
9. Let's use the relationships between different pairs of angles and prove
the following relations.
a) y b) z
c) y
z b
x x z
c a
Prove that x + z = 180° Prove that b = c Prove that y = z

Hint: x = y
y + z = 180°

10. a) Let's write bigger size of capital letters of English alphabets from A
to Z on a chart paper. Then, underline those letters in which you ind
co-interior, alternate, and corresponding angles. Also, mark these angles
in the letters. For example :
corresponding angles co-interior angles

b) Let's cut a few number of paper strips. Stick the strips to form
shapes using glue. Then, mark co-interior, alternate, and corresponding

angles separately.
"
Unit
Geometry - Plane Shapes
16
16.1 Plane shapes - Looking back

a) What is the shape of a clothes hanger ?
b) What is the shape of set-squares ?
c) What is the shape of the surface of maths book ?
d) What is the shape of the surface of a die ?
e) What is the shape of the surface of a coin ?
Thus, triangle, rectangle, square, circle are plane shapes. They are also
called plane igures. A triangle has triangular surface; a rectangle has
rectangular; a square has square; and a circle has circular surfaces.
A plane igure is a 2-dimensional (2-D) shape because it has two

dimensions: length and breadth.
16.2 Triangle A
We write the given triangle ABC as ∆ABC. We use the symbol

'∆' for the world 'triangle'. AB, BC, and CA are 3 sides of
∆ABC. A, B, and C are 3 angles of ∆ABC. A, B, and C are
B C
3 vertices of ∆ABC.
16.3 Types of triangle by sides
Let's take three sets of pencils (or toothpicks or straws, etc.) of the following
lengths:
set 1 set 2 set 3

All of equal length Two of equal length None of equal length

Now, let's arrange each set of these pencils ot make three different shapes of
triangles.
Triangle formed from set 3

Triangle formed from set 1 Triangle formed from set 2 Triangle with none of the
Triangle with all sides equal Triangle with two sides equal sides equal
p p p
Equilateral triangle Isosceles triangle Scalene triangle
In this way, there are three types of triangles according to the length of sides
of triangles.
(i) Equilateral triangle (ii) Isosceles triangle and (iii) Scalene triangle
(i) Equilateral triangle C
All three sides of an equilateral triangle are equal. 60°

Each angle of an equilateral triangle is 60°. In the
given equilateral triangle ABC,
AB = BC = CA and A = B = C = 60°.
60° 60°
A B
(ii) Isosceles triangle
Any two sides of an isosceles triangle are equal. In the given R
isosceles triangle PQR, PR = QR. Here, the remaining side
(unequal side) PQ is called the base of the isosceles triangle
PQR. PQR and QPR are called the base angles of ∆PQR.
P Q
The base angles of an isosceles triangle are always equal.
? PQR = QPR
(iii) Scalene triangle
F
None of the sides of a scalene triangle are equal. In the
given scalene triangle DEF, the sides DE, EF and FD are
not equal to each other. Similarly, all three angles of a
scalene triangle are not equal to each other. Therefore,
D E
D , E, and F are not equal to each other.

16.4 Types of triangles by angles
According to the size of angles, there are three types of triangles.
(i) Acute angled (ii) Obtuse angled (iii) Right angled

triangle triangle triangle
A X
P
B C Y Z
Q R
All three angles are One angle (Q) is One angle (Y) is
acute. 'ABC is an obtuse. 'PQR is an right angle. 'XYZ is a
acute angled triangle. obtuse angled triangle. right angled triangle.
The given triangles are right angled triangles. In a right x
angled triangle, one angle is right angle (90°) and two
90
90°– x
°–
x
remaining angles are acute angles.
If one of the acute angles is x°, the other will be 90°–x. x
16.5 Sum of the angles of a triangle

Let's measure the size of each angle of these triangles. Then study the
following table and investigate the fact about the sum of angles of triangles.
C C
C
A B A B B
Fig (i) Fig (ii) A Fig (iii)
Fig. Angles Sum of 3 angles

A B C A + B + C
(i) 90° 60° 30° 90° + 60° + 30° = 180°
(ii) 40° 110° 30° 40° + 110° + 30° = 180°
(iii) 45° 55° 80° 45° + 55° + 80° = 180°
In this way, the sum of all three angles of a triangle is always 180°.

EXERCISE 16.1
Let's say and write the correct answers in the blank spaces.
1. a) If two sides of a triangle are equal, it is triangle.
b) If none of the sides of a triangle are equal, it is triangle.
c) If all three sides of a triangle are equal, it is triangle.
d) Each angle of an equilateral triangle is .
e) The unequal side of an isosceles triangle is called
f) If one of the base angles of an isosceles triangle is 40°, another base angle
is
2. a) If one of the angles of a triangle is 90°, it is triangle.

b) If all three angles of a triangle are acute angles, it is triangle.
c) If one of the angles of a triangle is 105°, it is triangle.
d) If one of the acute angles of a right angled triangle is 40°, another acute
angle is
e) The sum of three angles of a triangle is
3. Let's read the given length of sides and size of angles of the following
triangles. Then, write the type of triangle below each triangle:
3.5 cm
a) b) c) 5.7
3.8
cm
cm
cm
cm
3.5
cm
4
4.2
cm
3.5
4.5 cm 4.2 cm
d) e) f)
80°
45°
55°
120°

4. Let's write the sum of the angles of these triangles.

a) b) c) q°
z° c° r°
p°
x° y° a° b°
x° + y° + z° = a° + b° + x° = p° + q° + r =
Section B
a) What are the types of triangles according to the length of sides of triangles?
b) What are the types of triangles according to the size of angles of triangles?
c) What are the following triangles ? De ine them.
(i) Isosceles triangle (ii) Equilateral triangle (iii) Right-angled triangle
d) Can any triangle have two right angles ?
e) Can any triangle have two obtuse angles ?
f) If an acute angle of a right-angled triangle is a°, what is another acute
angle?
g) If the sum of any two angles of a triangle is 110°, what is the size of the
remaining angle?
Let's ind the unknown angles marked with letters.
6. a) b) c) y°
x° 60°
55°
40° a°
(Hint: x° = 90° – 40°)
7. a) b) 40° a°
c)
70°
50° x° p°
8. a) b) c) 30°
65°
x° 85°
y°
105° 40° 55° a°
(Hint: x° + 105° + 40° = 180°

d) e) 55° b° f) 84°
x°
a° y°
50° y° x°
(Hint: y° = 50° and
x° + y° + 50° = 180°
g) h) i) x°
y° 3x°
2a°
2x°
x° a°
9. a) b) c)
45° 60° z°
y° x° 105° b° a° 100° y° x° 120°

(Hint: x° + 105° = 180° and
x° + y° + 45° = 180°
d) e) 80° f)
q°
c° x°
130° a° b° p°
y° z°
40°
10. a) z° b) a° c) x°
50°
55°
70°
y° z°
x° y° b° c°
(Hint: x° = 50° and x° = y°, (Hint: x° = 70° and y° = z°
then x° + y° + z° = 180° then x° + y° +z° = 180°)
d) e) f) 65°
x°
a° c°
30°
60°
b° c° y° 110° a° b°
(Hint: a° = 65° and a° = b°

then a° + b° +c° = 180°)
g) 70° h) i)
z° 50° 60° 45°
105°
c° z°
a° x° a° b° x° y°


11. a) Let's draw two triangles ∆ ABC and ∆PQR of different sizes just by using
a ruler. Measure the angles of each triangle and ind the sum of angles of
∆ ABC and ∆PQR.
A B C A + B + C P Q R P + Q + R
b) Let's draw two isosceles triangles ∆ ABC and ∆PQR of different sizes just
by using a ruler. Measure the base angles of each triangle and writer your
remarks.
Remarks Remarks
c) Let's take a few number of toothpicks (or straw, or paper strips) of the
same length.
(i) Use 6 toothpicks and make an equilateral triangle.
(ii) Use 5 toothpicks and make an isosceles triangle.
(iii) Use 9 toothpicks and make a scalene triangle.
(iv) Use 12 toothpicks and make a right-angled triangle.
You can stick toothpicks using glue on a chart paper and make these
triangles.
(v) Can you make a triangle by using 4 toothpicks?
C
16.6 Quadrilaterals
D
The given igure is a quadrilateral ABCD. It is a plane shape
bounded by 4 straight line segments, which are called the
sides of quadrilateral. AB, BC, CD, and DA are 4 sides of A B
the quadrilateral ABCD. Similarly, A, B, C, and D are
4 angles of the quadrilateral ABCD. Rectangle, square and parallelogram are
special types of quadrilaterals.
Rectangle
D C
The length and breadth of a rectangle are equal.
AB = CD and BC = DA. Each angle of rectangle is 90°.
90°
A = B = C = D = 90° A B

Square S R
All sides of a square are equal and each angle is 90°.

PQ = QR = RS = SP and P = Q = R =S = 90°.
P Q
Parallelogram
In the given igure, EFGH is a parallelogram. H
Its opposite sides are equal and parallel. G
EF = GH, FG = HE, EF // GH and FG // HE.

Its opposite angles are equal.
E F
E = G and F = H.
16.7 Sum of the angles of a quadrilateral
Let's measure the size of each angle of these quadrilaterals. Then, study the
given table and investigate the fact about the sum of angles of quadrilaterals.
C
D C D C
D
A B A B A B
Fig (i) Fig (ii) Fig (iii)
Fig Angles Sum of 4 angles

A B C D A + B + C + D
(i) 90° 90° 90° 90° 90° + 90° + 90° +90° = 360°
(ii) 60° 120° 60° 120° 60° + 120° + 60° +120° = 360°
(iii) 100° 110° 45° 105° 100° + 110° + 45° +105° = 360°
Thus, sum of the angles of a triangle = 180°
180°
Sum of the angles of a quadrilateral = 360°
= 2 × 180° 180°
= 2 × Sum of the angles of a triangle

16.8 Circle A
Circumference
Diameter
The given igure is a circle. It is a rounded plane
Centre
shape. O is the centre, AB is a diameter, and OC O
Radius
is a radius of the given circle. OA and OB are also C
B
the radii (plural of radius) of the circle. The rounded boundary line is the
circumference of the circle.
(i) Radii of the same circle are always equal. So, OC = OA = OB.
(ii) Length of a diameter of a circle is always two times the length of it's
radius.
Therefore, AB = 2 × OC or 2 × OA or 2 × OB
1
Similarly, OC = OA = OB = AB
2
EXERCISE 16.2
Let's say and write the unknown length of sides and unknown angles of
the given rectangle, square, and parallelogram.
1. a) D C b) S R c) Z Y
3 cm 3.4 cm 3.2 cm
Q W 2.8 cm X
A 5.5 cm B P 3.4 cm
CD = , DA = RS = , SP = YZ= , ZW=
d) D e) H G f) P O
C
140° 110° 120° 60°
40° 70°
A B
E F M N
³C = , ³B = ³H = ,³E = ³M= , ³N=
2. a) If a°, b°, c°, and d° are the angles of a quadrilateral,

a° + b° + c° + d° =
b) If the sum of three angles of a quadrilateral is 300°, the size of remaining
angle is
c) If x° is an angle of a rectangle, the size of x° =
d) If y° is an angle of a square, the size of y° =
e) If an angle of a parallelogram is 45°, the size of its opposite
angle is
3. In the given circle,

Q
a) is the centre of the circle.
P
b) is the diameter of the circle.
S
R
c) , and are the radii of the circle.
d) If PS = 2 cm, the length of QR =
Section B
a) Write any two properties of a rectangle.
b) Write any two properties of a parallelogram.
c) How many centre can a circle have?
d) How many diameters can a circle have?
e) Write the relation between a diameter and a radius of a circle.
Let's ind the unknown angles marked with letters.
5. a) x°
b) c) y°
40°
30° y° x°
d) e) f)
z° x° b° a° y° 55°
60° y° 110° c° x° z°
6. a) x° b) 80° c) y°
100° a°
150°
110° 90° 90° y° 110°

80°
(Hint: x°+90°+110°+100°=360°)
d) e) 3a° f) 3x°
50°
x° a°
4x°
2x° x°
100° 2a° 2x°

7. a) w°, x°, y°, and z° are the sizes of four angles of a quadrilateral. If w° = 110°,
x° = 120°, and y° = 80°, ind the size of z°.
b) If x°, 2x°, 2x°, and 4x° are the angles of a quadrilateral, ind the value of x
and calculate the actual sizes of the angles.

8. a) Let's write any four angles of each of a quadrilateral and a parallelogram
of your own.
b) Let's draw two quadrilaterals ABCD and PQRS of different sizes just by
using a ruler. Measure the angles of each quadrilateral and show that the
sum of angles of each quadrilateral is 360°.
A B C D A + B + C + D
P Q R S P + Q + R + S
A
c) Let's draw two circles of different sizes using a pencil
compass. Mark the centre of each circle by O and P. Draw D
2 diameters in each circle and measure the lengths of the C O
diameters and any two radii.
B
Now, discover the relationship between :
Q S
(i) Diameters of each circle
(ii) Radii of each circle P
T R
(iii) Diameter and radius of each circle.
Length of Length of Length of Length of

diameter radius diameter radius
AB CD OB OC QR ST PQ PS
"
Unit
Statistics
17
17.1 Charts - Introduction

Let's discuss about the answer of the following questions.
a) What types of information do you get from your monthly progress
report?
b) What types of information do we get from a restaurant menu?
c) What types of information do you get from your school's annual calendar?
d) What types of information do you get from the bar diagrams of the
number of students of your school?
A monthly progress report, a restaurant menu, a school's annual calendar, a
bar diagram (or bar graph), etc. are the examples of charts.
A chart is a sheet of information in the form of a table, graph or diagram.
It shows the information of different events (or things) numerically in the
form of table, graph, or picture. We can get various information at a glance
when they are presented in a chart.
EXERCISE 17.1
1. The given chart shows the rate of cost of vegetables in a shop. Let's say
and write the answers of the questions.
Vegetables Rate of cost
a) The cheapest vegetable is (per kg)
Green beans Rs 60
and its cost is Potatoes Rs 35
b) The most expensive vegetable is Broccoli Rs 75
Tomatoes Rs 40
and its cost is
c) By how much is the rate of cost of broccoli more expensive than green
beans?
d) How much money do you need to pay to buy 3 kg of tomatoes?

Statistics
2. Let's study the given symbols of weather forecast of Kathmandu Valley

from the 1st Shrawan to the 7th shrawan, 2078 B.S. Then, say and write
the answer of these questions.
1st 2nd 3rd 4th 5th 6th 7th
a) For how many days would there be heavy rainfall?

b) How many days would be cloudy?
c) Which would be the partly cloudy day?
d) On which day may your school arrange the Inter-House Cricket Tournament
comfortably?
Section B
3. The chart given below shows the departure time schedule of a bus service
from Kathmandu to different places. Answer the following questions.
Destination Types of service Departure time

Dharan Day 5 : 30 a.m.
Rajbiraj Day 6 : 45 a.m.
Surkhet Night 4 : 15 p.m.
Dhangadhi Night 3 : 10 p.m.
a) How many buses are there for day and night services?
b) What is the departure time of a bus for Rajbiraj?
c) If the departure time of the bus for Surkhet is postponed by 45 minutes,
at what time does it leave Kathmandu?
d) Usually it takes 15 h 45 min to a bus to arrive at Dhangadhi. At what time
does the bus arrive at Dhangadhi the next day?
e) If the bus for Dharan arrived at its destination at 6 : 15 p.m., how long
was its journey?

Statistics
4. a) Let's make a chart of a progress report of a terminal examination using

the information given below.
Full marks of each subject is 100, pass mark is 40, and marks obtained in
different subjects are :
English – 80, Nepali – 75, Maths – 95, Science – 85, Social Studies – 70
b) On the annual school Day of a school, the number of boys and girls
participating in different events are given below.
Sports – 75 boys, 40 girls Music – 20 boys, 35 girls

Quiz contest – 12 boys, 16 girls Debate – 10 boys, 6 girls
Let's show the information by making a chart.
17.2 Bar graph – Review Career choices

13
12
The graph given alongside is a bar graph
11
(or a bar diagram). We can also show the 10
information numerically in a bar graphs. We 9
Number of students
usually draw the bar diagrams in a squared 8

7
graph paper.
6
A bar graph has four main parts : a title, 5
labels, a scale, and bars. 4
3
(i) In the given bar graph, 'Career Choices' 2
is the title. 1
0
(ii) Below the graph is the label, 'Types of Doctor Teacher Pilot
Types of Careers
careers'. Just below the bars, the types
of careers are written as 'Doctor', 'Teacher' and 'Pilot'.
(iii) The Scale is the set of numbers along the left side of the graph. It
shows the information in numbers.
(iv) Bars are the rectangular vertical or horizontal boxes drawn to represent
the given information. The bars should be of the same width and each
bar should have the equal gap between them.

Statistics
EXERCISE 17.2
1. Let's study this vertical bar graph and answer the questions.
Favourite Fruits
12
a) What is the title of the given bar graph?
11
10
9
b) What is the label of the bar graph?
Number of students
8
7
6
c) How many students like orange? 5
4
3
2
d) How many more students like mango
1
than apple?
0
Apple Mango Orange
Types of Fruits
e) Which is the most popular fruit?
f) How many students took part in the survey?
2. Let's study this horizontal bar graph and answer the questions.
Annual result of class 5
a) What is the title of the bar graph?
'A'
Grade
b) What is the label of the bar graph?
'B'
Grade
Result
c) Let's write the number of students

in the table who got different grades. 'C'
Grade
Grades 'A' 'B' 'C' 'D'
No of students 'D'
Grade
0 1 2 3 4 5 6 7 8 9 10
d) In which grade did the highest number of students pass?
e) How many students appeared the annual exam of class 5?

Statistics
3. Let's draw bar graphs using the information given in the tables.
a) b)
Favourite English Maths Science Events Sports Music Quiz Debate
Subjects
No. of 10 12 8 No. of 55 20 30 10
students participants
Favourite Subject Inter-house Events

12 60
11 55
10 50
9 45
Number of students
Number of students
8 40
7 35
6 30
5 25
4 20
3 15
2 10
1 5
0 0
English Maths Science Sports Music Quiz Debate
Subjects Events
Section B
4. a) Class 5 students conducted a survey about which game they like the
most. The table given below shows their responses.
Games Football Cricket Basketball Volleyball
No. of students 15 12 10 6
Let's draw a bar graph to show the above information.
b) The average monthly attendance of class 5 in the irst 4 months of a
new academic session is given in the table.
Months Baishakh Jestha Asar Shrawan
Attendance 15 25 30 28
(i) Let's draw a bar graph of the given data.
(ii) In which month the average attendance was minimum or
maximum?
(iii) In which month the average attendance was less than 25?

Statistics
c) The table given below shows the number of votes received by 4

candidates of School prefect in a school.
Candidates A B C D
No. of votes 40 75 90 45
(i) Let's draw a bar graph of the data given.
(ii) Who won the election and how many votes did she/he receive?
(iii) Who is the nearest competitor in the election. By how many votes
was she/he defeated?
5. It's your time – Project work!
a) Let's conduct a survey inside your classroom and ind the number of
students who secured the grades A, B, C, and D while promoting from
class 4 to class 5. Write the numbers in a table and draw a bar graph to
show the information.
b) Working on your own, or with a partner, or in a group, investigate the
following for the pupils in your class. Collect the statistics in a table and
then illustrate them in bar graphs.
(i) Their favourite vegetables (ii) Their career choices
(iii) How do they usually come to school, by walking, by school bus, by
public vehicles, or by own vehicles?
17.3 Measurement of temperature – Review

Temperature shows the hotness or coldness of
objects. Thermometer is an instrument which is
used to measure the temperature.
Degree Celsius (°C) and Degree Fahrenheit
(°F) are two common units of temperature that
we use in our daily life.
Water boils at 100°C or 212°F and freezes at
0°C or 32°F.
Mercury is used in thermometers. Mercury is a liquid metal. Its level rises
inside a tiny tube in thermometer with the rise of temperature. Its level falls
when the temperature decreases.
Do you know?
The average normal body temperature of human is 98.6°F which is 37°C.
Statistics
EXERCISE 17.3
1. Let's say and write the temperature shown by these thermometers.
a)
b)
c)
d)
2. Let's say and write our body temperature in °F shown by these digital
thermometers.
a) 98.6°F b) 97.8°F c) 102°F
Section B
3. a) De ine temperature. What is the instrument used to measure
temperature ? Write the common units of temperature.
b) How many degree Fahrenheit (°F) are there in 0°C ?
c) How many degree Celsius (°C) are there in 212°F ?
d) What is the average normal body temperature of human in °F and in °C ?
4. a) In a winter morning, the temperature of air is measured to be 12.5°C. At
the noon, it is 28.7°C. In the evening, it is 21°C. Calculate the rise and fall
of temperature.
b) The room temperature of water is 20.5°C. When it is heated for
2 minutes in an electric kettle, its temperature rises by 25.8°C. Find the
temperature of hot water.
c) The room temperature of water in a beaker is 21.7°C. By how much
should the temperature be increased to boil it?
d) The temperature of water in an ice-tray is 18.6°C. By how much should
it be cooled down to convert into ice-cubes?
e) Sarada is being suffered from fever. When her mother measures her
body temperature she inds it to be 101.5°F. By how much does her body
temperature increase from the normal temperature?

Statistics
It's your time – Project work!

5. a) Let's visit to the available website such as www.google.com and search
the current temperatures of the following places.
(i) Muktinath (ii) Biratnagar (iii) Birganj (iv) Nepalganj
Show these temperature by drawing a bar graph.
b) Can you ind the current temperature of your place by searching from
the website ? Let's try it.
c) Let's take a digital or clinical thermometer, and measure your and family
members' body temperature. Does everybody has normal temperature?
17.4 Ordered pairs – Review

Let's study the capitals of a few given countries.
Nepal – Kathmandu We can write these countries and their

India – New Delhi capitals in pairs. For example,
China – Beijing (Nepal, Kathmandu), (India, New Delhi),
Bhutan – Thimpu (China, Beijing) and (Bhutan, Thimpu).
In each of these pairs, the irst member is always a country and the second
member is it's capital. Therefore, the countries and capitals are in the ixed
order. Such pairs are called ordered pairs.
The members of an ordered pair are enclosed in a small brackets and they
are separated by comma.
17.5 Coordinates – Introduction

Let's ind the position of each of
the following students by making R Sita Ram Laxmi
1
ordered pairs in terms of Rows and
Columns (R,C).
Sita → (R1 , C1) → (1, 1)
Ram → (R1 , C2) → (1, 2) R2 Hari Geeta Gopal
Laxmi → (R1 , C3) → (1, 3)

Hari → (R2 , C1) → (2, 1)
R3 Shova Bhola Rita
Rita → (R3 , C3) → (3, 3)
and so on. C1 C2 C3

Statistics
In the given graph, a horizontal lin OX and a Y

10
vertical line OY are intersecting at O. Here, 9
OX is called X-axis and OY is called Y-axis. 8
The point of intersection O is called origin. 7
From origin (O), the number of squared 6
Y-axis
rooms along X-axis and Y-axis are 1, 2, 5
3, 4, … respectively. 4
3
Now, let's find the positions of some points 2
in terms of their ordered pairs. 1
a) When we run 3 rooms along OX and X
O 1 2 3 4 5 6 7 8
jump 4 rooms along OY, we reach to the Origin X-axis
point P.
?Coordinates of P is (3, 4)
Similarly,
b) Coordinates of Q is (7, 8) Y
10
c) Coordinates of R is (8, 2) 9
8 Q(7, 8)
Jump along OYo
In this way, the ordered pair of numbers 7

that shows the position of a point in a 6
5
graph is called the coordinates of the P(3, 4)
4
point. The number of rooms counted
3
along X-axis is X-coordinate. The Jump
R(8, 2)
2
number of rooms counted along Y-axis is 1 Run
Y-coordinate. Therefore, coordinates of
a point are (x-coordinate, y-coordinate). O 1 2 3 4 5 6 7 8 9 10 X
Run along OX o
EXERCISE 17.4
1. Let's say and write the ordered pairs of these animals and their babies.
a) Cow – Calf b) Bat–Pup
c) Bear – Cub d) Deer–Fawn
e) Dog – Pup f) Cat – Kitten

Statistics
2. Let's say and write the position of children in the ordered pairs of
(Row, Column) i.e. (R, C).
Mira → (R2 , C3)
a) Tashi → R1 Tashi Maya Shiva
b) Abdul →
c) Maya → R2 Durga Abdul Mira
d) Dolma →
e) Shiva →
R3 Aaron Dolma Alima
f) Aaron → C1 C2 C3
3. Let's say and write the positions of fruits in Y
8
terms of ordered pairs of numbers.
7
6
a) Apple → 5
4
b) Guava → 3
2
c) Orange → 1
X
O 1 2 3 4 5 6 7 8 9 10
d) Mango →
4. Let's study the given graph, then tell Y
and write the answers in the blank spaces. 10
9
8
a) The horizontal line OX is called
7
b) The vertical line OY is called 6
Q
c) The point of intersection O is called 5
4
P
d) The coordinate of the point P is 3
e) The x-coordinate of the point P is 2 R
1
f) The y-coordinate of the point P is
O 1 2 3 4 5 6 7 8 9 10 X
g) The coordinates of the points
Y
(i) Q is (ii) R is 5
4
5. Let's plot the following points in the given 3
graph. 2
a) A (2, 4) b) B (4, 2) 1
c) C(6, 3) d) D (9, 1) O 1 2 3 4 5 6 7 8 9 10 X

Statistics
Section B
6. Let's write any 5 ordered pairs for each of the following cases.
a) The irst member is an animal and the second is its home.
b) The irst member is an even number and the second is its double.
c) The irst member is a square number and the second is its square root.
d) The irst member is an odd number and the second is 2 more than the odd
number.
7. Let's copy the following points with their coordinates. Then, write the
x-coordinate and y-coordinate separately.
a) P(3, 5) b) Q (7, 2) c) R(4, 6) d) M(2, 1)
e) N(1, 2) f) A (8, 9) g) B(9, 8) h) C(6, 4)
8. Let's write the coordinates of the vertices of each igure given in the
following graphs.
a) Y b) Y
L
R C
H
P A
D B
I G
Q
P N E
A E F
X X
O O
9. Let's plot the coordinates of the following points in squared graphs. Join
the points in order and name the igures so formed.
a) A(1, 1), B(4, 1), C(1,5) b) D(5, 2), E(9, 4), F(6, 7)
c) P(2, 2), Q(5,2), R(5, 5), S(2, 5) d) K(1, 3), L(6, 3), M(6, 7), N(1, 7)
e) N(1, 2), E(4, 2), P(2, 4), A(4, 4), L(1, 7)
10. a) Let's arrange your 9 friends in 3 rows and 3 columns. Write the position of
each friend in the ordered pairs of (Row, column).
b) Let's write the position of your 10 friends in the ordered pairs of (Row,
column) inside your classroom. What is the ordered pair of your position?
c) Let's draw a triangle, a rectangle and a square in graphs by using ruler.
Write the coordinates of the vertices of each igure.
"
Unit
Set
18
18.1 Set – Looking back
1. Let's list the members of these sets in curly brackets.
a) n b)
e a 1 3
5
p l 7 9
A= B=
2. Let's say and write any three members of the following sets inside curly
brackets.
a) A set of National Symbols of Nepal.
N=
b) A set of prime numbers less than 11. P =
c) A set of factors of 12. F =
18.2 Set– A well –defined collection

In the given collection of stationery items, pen is shorter than pencil but it
is longer than eraser. Once it belongs to the collection of 'long stationery
items', but again it does not belong to the collection of 'long stationery
items'. Thus, the collection of long stationery items is not well - de ined
and it is not called a set. However, it can be a set of stationery items.
Similarly, the collection of tall children in your class, the collection of delicious
food items, etc. are not well de ined collections. Therefore, these collections
are not sets.
On the other hand, in the given collection of
even numbers less than 10, it de initely includes 2
the members 2, 4, 6 and 8. Therefore, it is a
4 6
well-de ined collection and it is called a set. 8
In this way, a set is a collection of well-de ined
objects.

Set
18.3 Membership of a set

Let's take a set of natural numbers less 6.
N = {1, 2, 3, 4, 5}
Here, 1, 2, 3, 4, and 5 are the members (or elements) of the set N. Each
member of this set belongs to the set N.
1 belongs to the set N and we write it as 1 1
belongs to the set N and we write it as 2 1and so on.
We use a symbol '' to show the membership of members of a set.
18.4 Methods of writing members of a set
Let's study the following illustrations and learn about four main methods
of writing the members of a given set.
(i) Diagrammatic method
2
In this method, we write the members of a set
3 5
inside a circular or oval diagram. 7
(ii) Descriptive method
In this method, we describe the common property (or properties) of
the members of given sets. For example:
The set of prime numbers less than 11.
The set of vowels in English alphabets, and so on.
(iii) Listing method
In this method, we list the member of sets inside the curly brackets { }.
The members are separated by commas (,) and we can name the set by
a capital letter. For example:
The set of prime number less than 11 → A = {2, 3, 5, 7}
Set of vowels in English alphabets →% â, e, i, o, u}
(iv) Set-builder or Rule method
In this method, we represent the members of a set by a variable
(x, y, z, p, …) Then, the common property (or properties) of the members
are described by the variable inside curly brackets.
For example:
A = {2, 3, 5, 7} → A = {x : x is a prime number less than 11}
We read it as 'A is a set of all values of x such that x is a prime number
less than 11.'
Set
B = {a, e, i, o, u} → B = {p : p is a vowel in English alphabets}

We read it as 'B is a set of all values of p such that p is a vowel in
English alphabets.'
EXERCISE 18.1
1. Let's tick (√ ) to the well-de ined collections.

a) A collection of intelligent students in your class.
b) A collection of intelligent students who got A+ grade in your class.
c) A collection of high mountains of Nepal.
d) A collection of mountains of Nepal higher than 8000 m.
e) A collection of some food items.
f) A collection of some delicious food items.
2. A = {2, 4, 6, 8} is a set of even numbers less than 10. Let's insert the
appropriate symbol '' or '' in the blanks.
a) 6 A b) 9 A c) 2 A
d) 10 A e) 8 A f) 5 A
Section B
a) What is a set?
b) Can we call a collection of sweet fruits a set? Express this collection as a
set.
c) Write four methods of writing members of a set.
d) How do we write the members of a set in listing method?
4. Let's write the members of the following sets in diagrammatic method.
a) A set of 3 gases in air
b) A set of the irst four letters in Nepali Barnamala.
c) A set of natural numbers less than 5.
d) A set of square numbers less than 20.

Set
5. Let's write the members of these sets in listing method.
a) A set of four plants closer to the sun in solar system.
b) A set of the last four letters in Nepali Barnamala.
c) A set of whole numbers less than 5.
d) A set of cube numbers less than 100.
6. Let's express the following sets in descriptive method.
a) A = {a, b, c, d, e} b) B = {1, 3, 5, 7, 9}
c) C = {4, 8, 12, 16, 20} d) D = {1, 2, 5, 10}
7. Let's write the members of the following sets in listing method.

a) A = {x : x is a natural number less than 10}
b) B = {y : y is an even number less than 10}
c) C = {p : p is a square number less than 50}
d) D = {x : x is a factor of 12}
8. Let's express the following sets in set-builder form.

a) P = {0, 1, 2, 3, 4} b) Q = {1, 2, 3, 4}
c) R = {3, 6, 9, 12, 15} d) S = {1, 2, 3, 6, 9, 18}

9. a) Let's observe around your class room and select any four objects as
the members of a set. Then express the sets in four different methods:
(i)diagrammatic (ii) listing
(iii) descriptive (iv) set-builder.
b) Let's write whole numbers from 0 to 20. Select the appropriate numbers to
form the following sets in listing and set-builder forms.
(i) Set of multiples of 5 (ii) Set of factors of 20
(iii) Set of prime numbers (iv) Set of composite numbers
(v) Set of square numbers (vi) Set of cube numbers

Set
18.5 Types of sets
Depending on the numbers of members of sets, there are three types of sets.
(i) Empty set ( or null set)

An empty set does not contain any member (or element). It is also called a
null set. For example:
The set of rectangles with 5 sides. A={}
The set of odd numbers between 3 and 5. B={}
The set of even numbers between 2 and 3. C={}
The set of natural numbers less than 1 and so on. D = { }
We write an empty or null set by using a symbol { }.
(ii) Unit set

A unit set contains exactly one member (or element). For example:
The set of the highest peak of the world. A = {Mount Everest}
The set of star in Solar System. B = {Sun}
The set of the square number between 5 and 10. C = {9}
The set of factor of 1, and so on. D = {1}
A unit set is also called a singleton set.
(iii) Finite set

A inite set contains a certain number of members that can be counted. For
example:
The set of Mathematics teachers in a school.
The set of whole numbers between 0 and 100. W = {0, 1, 2, 3,..., 100}
The set of odd numbers less than 50. A = {1, 3, 5, …, 49}
The set of prime numbers between 1 and 100, and so on. B = {2, 3, 5, …, 97}
(iv) In inite set
An in inite set contains uncountable number of members. The counting of
members of an in inite set is never-ending. For example:
The set of natural numbers more than 10. N = {10, 11, 12, …}
The set of even numbers more than 1, and so on. E = {2, 4, 6, …}

Set
EXERCISE 18.2
1. Let's say and write whether these sets are empty, unit, inite or in inite
sets.
a) A set of multiples of 5 less than 30.
b) A set of prime numbers between 6 and 10.
c) A set of odd numbers between 3 and 5.
d) A set of multiples of 2.
2. Let's say and write whether the following sets are empty, unit, inite or
in inite sets.
a) A={7} b) B = { }
c) C = { 1, 2, 3, …} d) D = { 1, 2, 3}
Section B
a) What type of set is P = { } ? Why?
b) What type of set is Q = { 9 }? Why?
c) What type of set is N = {1, 2, 3, 4, 5}? Why?
d) What type of set is M = {1, 2, 3, 4, 5, …}? Why?
4. Let's list the members (elements) of these sets. Then, state whether they
are empty, unit, or inite sets.
a) The set of even numbers between 2 and 4.
b) The set of square numbers less than 3.
c) The set of English months starting with 'J' letter.
d) The set of multiples of 7 between 10 and 20.
e) The set of prime factors of 10.
f) The set of cube numbers between 30 and 40
5. Let's write the following types of sets of your own in descriptive method.
(i) Two empty sets (ii) Two unit sets
(iii) Two inite sets (iv) Two in inite sets
"
Answers
1. Number System
Exercise - 1.1
Section B
8.
Numerals Face value Place name Place value
a) 95731 5 Thousands 5,000
b) 62915 6 Ten-thousands 60,000
Lakhs 7,00,000
c) 2753460 7
Hundreds-thousands 700,000
Ten - lakhs 50,00,000
d) 5816209 5
Millions 5,000,000
Crores 8,00,00,000
e) 82413596 8
Ten-millions 80,000,000
Ten-crores 30,00,00,000
f) 314702600 3
Hundred-millions 300,000,000
Crores 7,00,00,000
g) 770038002 7
Ten-millions 70,000,000
Arabs 4,00,00,00,000
h) 4162030575 4
Billions 4,000,000,000
9. a) 17,05,394 Seventeen lakh five thousand three hundred ninety-four.

b) 36,05,18,050 Thirty-six crore five lakh eighteen thousand fifty.
c) 4,07,62,33,917 Four arab seven crore sixty-two lakh thirty-three thousand nine hundred seventeen.
d) 2,150,712 Two million one hundred fifty thousand seven hundred twelve.
e) 50,958,207 Fifty million nine hundred fifty-eight thousand two hundred seven.
10. a) 5 × 1000000 + 2 × 100000 + 6 × 10000 + 3 × 1000 + 4 × 100 + 8 × 10 + 7 × 1
b) 2 × 10000000 + 4 × 100000 + 7 × 10000 + 1 × 100 + 5 × 10 + 5 × 1
c) 6 × 100000000 + 4 × 10000000 + 3 × 10000 + 5 × 1000 + 2 × 100 + 9 × 1
d) 3 × 100000000 + 5 × 1000000 + 2 × 10000 + 7 × 100
11. a) 925740 b) 6032108 c) 21049600 d) 330502005
12. a) 1 million b) 3 million c) 7 million d) 10 million e) 40 million f) 90 million
13. a) 10 lakh b) 40 lakh c) 80 lakh d) 1 crore e) 5 crore f) 7 crore
14. a) Four lakh thirty-nine thousand three hundred thirty-six.
b) Three crore two lakh sixty thousand two hundred forty-four.
c) One arab forty-two crore forty-five lakh forty-eight thousand two hundred sixty-six.
d) Two crore fifty-three lakh ninety-eight thousand one hundred seventy-seven.
15. a) 1,47,181 sq. km. b) Rs 32,04,900 c) Rs 1,12,06,000 d) Rs 16,09,05,700
16. a) Rs 2,50,000 Two lakh fifty thousand rupees
b) 30,48,900 Thirty lakh forty-eight thousand nine hundred
c) 1,79,87,520 km One crore seventy-nine lakh eighty-seven thousand five hundred twenty kilometre

Answers
d) 14,96,00,000 km Fourteen crore ninety-six lakh km
e) Rs 2,05,04,00,000 Two arab five crore four lakh rupees
17. s_ !%),))) Ps nfv krf; xhf/ v_ @%$&^(* kRrL; nfv ;t\rfnL; xhf/ 5 ;o cG7fgAa]
u_ #%)))))) tLg s/f]8 krf; nfv
18. a) 89999 b) 1099999 c) 86931 d) 9666678
19. and 20. Please complete your project works and compare with your friends. Then discuss in your class.
Exercise - 1.2
Section B
2. a) (i) 480 (ii) 500 b) (i) 540 km (ii) 500 km
c) (i) Rs 1,800 (ii) Rs 2,000 d) (i) 8,400 (ii) 8,000
e) (i) Rs 27,800 (ii) Rs 28,000 (iii) Rs 30,000
f) (i) Rs 2,45,300 (ii) Rs 2,45,000 (iii) Rs 2,50,000
3. a) 490, 500 b) 2,800, 3,000 c) 9,000, 10,000
4. and 5. Please complete your project works and compare with your friends. Then discuss in your class.
2. Fundamental Operations
Exercise - 2.1
Section B
4. a) 1,280 students b) 9,430 people c) Rs 2,770 d) 3,545 men e) Rs 280 f) Rs 350
5. a) 7115, 4658 b) 9220, 5325 c) 3375, 8012
6. a) (i) Rs 6,625 (ii) Rs 925 b) (i) 25,724 (ii) 416 c) 1,022
d) (i) Rs 1,03,450 (ii) Rs 7,050 gain e) (i) 45,350 (ii) 22,450
7. and 8. Please complete your project work individually or in groups. Then discuss in your class.
Exercise - 2.2
Section B
9. Compare your answers with your friends. Then discuss in the class and show to your teacher.
10. a) 4,760 b) 29,452 c) 15,25,400 d) 24,09,225 11. a) (i) 112 (ii) Q = 1,377, R = 1
(iii) Q = 323, R = 3 (iv) 7,081 b) (i) Q = 135, R = 5 (ii) Q = 51, R = 5 (iii) 21 (iv) Q = 310, R = 20
12. a) Rs 810 b) Rs 85 per kg c) Rs 5,600 d) Rs 5,100 e) 816 g f) 72 calories
13. a) 540 km b) 576 c) 486 14. a) 65 b) 277
15. and 16. Please complete your project work. Compare your outcomes with your friends and discuss in the
class. Then show to your teacher.
Exercise - 2.3
Section B
6. a) 1 b) 4 c) 25 d) 26 e) 32 f) 6 g) 7 h) 15 i) 56 j) 3
k) 27 l) 5 7. a) 23 b) 7 c) 50 d) 12 e) 13 f) 16 g) 70 h) 0
8. b) {5 × (6 + 3)} ÷ 5 c) 4 + {(12 – 5) × 3} d) 18 ÷ {2 × (4 + 5)} e) 8 × {(27 – 6) ÷ 7}
9. a) 50 b) 42 c) 6 d) 6 e) 3 f) 15
10. a) 15 b) Rs 100 c) 14 d) Rs 570 11. a) 210 ml b) 72 km c) Rs 3,150 d) 2
12. Please complete your project works and compare your outcomes with your friends. Then show to your
teacher.
3. Properties of Whole Numbers
Exercise - 3.1
Section B
2. Answer the questions yourself. Discuss your answers with friends. Then show to your teacher.
3. a) …, 155, 157, 159, 161, … b) …, 182, … 186, 188, 190, …
c) …, 321, …, 325, 327, 329, … d) …, 598, 600, 602, 604, …

Answers
4. a) Answer the questions yourself. Discuss your findings with friends and teacher in the class.
5. Please complete your project works. Compare your outcomes with your friends.
Exercise - 3.2
Section B
7. Answer the questions yourself and show to your teacher.
8. Answer the questions yourself. Discuss about yours and others answer in the class. Then show to your
teacher.
9. a) 5, 10, 15, 20, 25 b) 7, 14, 21, 28, 35 c) 8, 16, 24, 32, 40 d) 9, 18, 27, 36, 45
e) 10, 20, 30, 40, 50 f) 12, 24, 36, 48, 60 10. a) 1, 2, 4, and 2 b) 1, 2, 3, 6 and 2, 3
c) 1, 2, 4, 8 and 2 d) 1, 3, 9 and 3 e) 1, 2, 5, 10 and 2, 5 f) 1, 2, 3, 4, 6, 12 and 2, 3
g) 1, 2, 7, 14 and 2, 7 h) 1, 3, 5, 15 and 3, 5 i) 1, 2, 4, 8, 16 and 2 j) 1, 2, 3, 6, 9, 18 and 2, 3
k) 1, 2, 4, 5, 10, 20 and 2, 5 l) 1, 2, 3, 4, 6, 9, 12, 18, 36 and 2, 3
11. a) 2 × 3 × 3 b) 2 × 5 c) 2 × 2 × 3 d) 2 × 7 e) 3 × 5
f) 2 × 2 × 2 × 2 g) 2 × 2 × 5 h) 2 × 2 × 2 × 3 i) 5 × 5 j) 3 × 3 × 3
k) 2 × 2 × 7 l) 2 × 3 × 5 m) 2 × 2 × 2 × 2 × 2 n) 2 × 2 × 3 × 3 o) 2 × 2 × 2 × 5
p) 2 × 3 × 7 q) 2 × 2 × 11 r) 3 × 3 × 5 s) 2 × 2 × 2 × 2 × 3 t) 2 × 5 × 5 u) 2 × 3 × 3 × 3
12. a) 8 b) 12 c) 16
2 × 4 2 × 6 2 × 8
2 × 2 × 2 2 × 2 × 3 2 × 2 × 4
2 × 2 × 2 × 2
d) 18 e) 20 f) 24
2 × 9 2 × 10 2 × 12
2 × 3 × 3 2 × 2 × 5 2 × 2 × 6
2 × 2 × 2 × 3
13. a) Please complete your project works. Compare your outcomes with your friends and discuss in the
class. Then show to your teacher.
Exercise - 3.3
Section B
5. a) 2 b) 3 c) 4 d) 6 e) 5 f) 7 6. a) 6 b) 12 c) 9 d) 24 e ) 1 0
f) 20 7. a) 4 b) 6 c) 5 d) 4 e) 10 f) 6 g) 8 h) 9 i) 15 j) 8
8. a) 12 b) 24 c) 8 d) 18 e) 40 f) 36 g) 30 h) 20 i) 48 j) 72
9. a) 12 b) 24 c) 20 d) 45 e) 36 f) 42 g) 60 h) 48 i) 54 j) 60
10. a) 6 b) 8 c) 10 11. a) 24 b) 36 c) 30
12. and 13 Please play the H.C.F. and L.C.M. games with partners and learn more about H.C.F. and L.C.M.
Exercise - 3.4
Section B
7. Answer the questions yourself and compare your answers with friends. Then show to your teacher.
8. a) 121 b) 144 c) 169 d) 196 e) 225 f) 256 g) 289 h) 324 i) 361
j) 576 k) 625 l) 1296 m) 14400 n) 16900 o) 19600 p) 22500 q) 10000 r) 40000
9. a) 4 b) 5 c) 6 d) 8 e) 9 f) 10 g) 12 h) 14 i) 15
j) 16 k) 18 l) 21 10. a) 64 b) 81 c) 100 11. a) 8 b) Rs 30 c) 12
12. Please complete your project works and compare your outcomes with your friends. Then show to your
teacher.
Exercise - 3.5
Section B
5. Answer the questions yourself and discuss in the class. Then show to your teacher.
6. a) 125 b) 216 c) 343 d) 512 e) 729 f) 1331 g) 1728 h) 3375 i) 27000
j) 64000 k) 216000 l) 1000000

Answers
7. a) 2 b) 3 c) 4 d) 5 e) 6 f) 7 g) 8 h) 9 i) 14
j) 20 k) 30 l) 50 8. a) 14 b) 15 c) 5 d) 21 e) 29 f) 17
g) 6 h) 0 i) 9 9. a) 8 cm3 b) 64 cm3 c) 1000 cm3 d) 64 10. a) 4 cm b) 6 cm c) 5
4. Fraction
Exercise - 4.1
Section B
6. a) 2 , 3 , 4 b) 2 , 3 , 4 c) 4 , 6 , 8 d) 4 , 6 , 8 e) 6 , 9 , 12
4 6 8 6 9 12 6 9 12 10 15 20 8 12 10
f) 6 , 9 , 12 g) 8 , 12 , 16 h) 4 , 6 , 8 i) 6 , 9 , 12 j) 10 , 15 , 20
10 15 20 10 15 20 14 21 28 14 21 28 12 18 24
7. a) 1 2
b) or 1 c) 1 d) 2 e) 3 f) 4 g) 3 4
h) or 2 i) 2 j) 6 or 2
2 4 2 3 3 4 5 5 6 3 3 9 3
8. a) 2 b) 3 c) 1 d) 2 e) 2 f) 2 g) 3 h) 4 i) 2 j) 2
3 4 4 3 5 3 4 5 3 3
9. a) 2 b) 3 c) 1 d) 2 e) 4 f) 3 g) 3 h) 5 i) 1 j) 2
3 4 3 3 5 4 4 6 2 3
10. Please complete your project works. Compare your outcomes with your friends and discuss in the class.
Then show to your teacher.
Exercise - 4.2
Section B
7.
Ascending order Descending order
a) 1 , 2 , 3 , 4 4,3,2,1
5 5 5 5 5 5 5 5
b) 2 , 3 , 5 , 7 7,5,3,2
8 8 8 8 8 8 8 8
c) 3 , 6 , 7 , 9 9 , 7 , 6 , 3
10 10 10 10 10 10 10 10
8. a) 2 , 1 b) 2 , 1 c) 6 , 3 d) 3 , 4 e) 5 , 6 f) 8 , 3 g) 3 , 2 h) 3 , 4
4 4 6 6 8 8 6 6 10 10 12 12 12 12 18 18
9. 3
a) < 4 b) 5 > 4 6
c) > 5 d) 6 < 7
6 6 10 10 8 8 10 10
10. a) 12 b) 21 c) 21 d) 13 e) 21 f) 31 11. a) 4 b) 9 c) 7 d) 12 e) 15 f) 19
3 3 2 5 4 6 3 4 2 5 4 7
12. Please complete your project works. Compare your works with your friends. Then show to your teacher.
Exercise - 4.3
Section B
6. a) 22 b) 35 7. a) 11 b) 11 8. a) 3 b) 5 c) 21 d) 42 e) 2
3 6 3 5 5 8 2 3 7
f) 3 g) 1 2 h) 2 1 9. a) 2 b) 5 c) 3 d) 1 1 e) 1 1 f) 2 9
10 3 5 5 7 8 2 9 10
10. a) 5 b) 5 5
c) litre 11. a) 4 b) 4 3
c) 3 m
9 8 7 6 6 5
12. Please complete your project works and compare with your friends. Then show to your teacher.
Exercise - 4.4
Section B
5. a) 3 b) 11 c) 7 d) 1 5 e) 9 f) 1 4 g) 11 h) 1 5 i) 11
4 4 12 12 10 15 12 24 2

Answers
j) 33 k) 5 5 l) 5 5 6. a) 1 b) 5 c) 1 d) 1 e) 1 f) 1 g) 1 h) 5 i) 2
8 12 18 6 12 10 4 4 6 12 24 3
j) 1 4 k) 14 l) 1 1
7. a) 1 b) 7 c) 1 d) 1 7 e) 3 f) 1 g) 13 h) 2 i) 1
5
9 15 20 12 12 4 12 20 6 14 8 24
8. a) 1 5 cups b) 9 c) 261 m 9. a) 2 litre b) 1 c) 3
12 10 2 15 8 5
Exercise - 4.5
Section B
7. a) 1 b) 1 c) 1 d) 1 e) 1 f) 2 g) 3 h) 4 i) 6 j) 15
8. a) 1 b) 1 c) 1 d) 3 e) 2 f) 2 g) 15 h) 41 i) 22 j) 71
6 3 2 5 3 7 16 2 3 2
9. a) Rs 12 b) 6 kg c) 20 km d) 7 l e) Rs 27 f) 20 girls g) 45 boys h) 60 students
10. a) 41 b) 131 m c) 1 d) Rs 511 e) 1 f) 1

2 2 3 4 4 3
11. a) (i) 20 (ii) 10 b) (i) 21 (ii) 14 c) (i) 300 ml (ii) 450 ml d) 700 l e) 24 km
Exercise - 4.6
Section B
6. a) 6 b) 6 c) 8 d) 8 e) 15 f) 15 g) 3 h) 4 i) 10 j) 51
2
7. a) 1 b) 1 c) 1 d) 1 e) 1 f) 1 g) 2 h) 1 i) 1 j) 1
6 6 8 15 3 4 5 10 8 15
8. a) 11 b) 2 c) 1 d) 1 e) 2 f) 2 g) 11 h) 2 i) 1 j) 11
2 3 2 2 2 2 2
9. a) 6 b) 10 10. a) 1 b) 1
c) 8 days 11. a) 2 b) 4 c) 3
4 12
12. Please complete your project works and compares with your friends. Then show to your teacher.
5. Decimal
Exercise - 5.1
Section B
1 1 5 38 74 409
7. a) 0.1 = 10 b) 0.001 = 1000 c) 0.0005 = 10000 d) 0.38 = 100 e) 0.074 = 1000 f) 0.409 = 1000
8. a) zero point five b) zero point zero five or decimal zero five c) zero point zero zero five
d) zero point seven two or decimal seven two e) zero point zero four six f) zero point three zero eight
9. a) 0.3 6 b) 0.0 7
tenths = 0.3 tenths = 0.0
hundredths = 0.06 hundredths = 0.07
c) 0.195 d) 0.004
thousandths= 0.005 thousandths= 0.004

Answers
e) 0.281 f) 0.999
thousandths= 0.001 thousandths= 0.009
10. a) 0.8 > 0.6 b) 0.42 < 0.45 c) 0.7 > 0.68 d) 0.09 < 0.1 e) 0.03 > 0.006 f) 0.296 < 0.33
11 .
Ascending order Descending order
a) 0.002, 0.02, 0.12, 0.2 0.2, 0.12, 0.02, 0.002
b) 0.054, 0.5, 0.54, 0.542 0.542, 0.54, 0.5, 0.054
12. a) 1 b) 1 c) 1 d) 1 e) 1 f) 1 g) 3 h) 1 i) 1 j) 1
10 100 1000 5 50 500 10 25 4 8
k) 1 1 l) 2 2 m) 4 1 n) 3 1 o) 7 1 13. a) 0.5 b) 0.2 c) 0.4 d) 0.6
2 5 2 10 2
e) 0.8 f) 1.5 g) 2.5 h) 1.4 i) 2.8 j) 0.25 k) 0.75 l) 1.25 m) 2.75 n) 0.05
o) 0.28 p) 0.06 q) 1.04 r) 2.15 14. a) 0.25 b) 0.75 c) 0.2 d) 0.8 e) 0.375
f) 0.166 g) 1.5 h) 2.5 i) 0.333 j) 0.666 k) 1.333 l) 3.666
15. Please complete your project works and compare with your friends' work. Then show to your teacher.
Exercise - 5.2
Section B
7. a) 0.8 b) 0.08 c) 0.008 d) 2.2 e) 2.11 f) 4.5 g) 6.96 h) 4.012
i) 26.219 j) 37.079 k) 35.505 l) 28.383 8. a) 0.3 b) 0.75 c) 0.795 d) 0.8
e) 1.61 f) 1.691 g) 0.85 h) 1.78 i) 5.92 j) 6.933 k) 6.918 l) 13.775
9. a) 0.6 b) 0.2 c) 0.09 d) 0.5 e) 1.555 f) 1.62 10. a) 0.7 b) 0.17
11. a) Rs 326.20 b) (i) Rs 186.25 (ii) Rs 13.75 c) Rs 1,000 12. a) Rs 29.77 b) 364.32 kb c) Rs 59.50
13. a) Please complete your project works and compare with your friends' work. Then show to your teacher.
b) Play decimal cards matching with partners and learn more about addition and subtraction of decimal
numbers.
Exercise - 5.3
Section B
6. a) 0.6 b) 0.6 c) 0.8 d) 0.09 e) 0.008 f) 1.2 g) 2.4 h) 0.25 i) 3.6
j) 10.4 k) 48.9 l) 126.63 7. a) 2.4 b) 0.52 c) 0.09 d) 60 e) 80 f) 7
g) 0.5 h) 300 i) 500 j) 40 k) 2 l) 296 8. a) 0.08 b) 0.06 c) 0.12
d) 0.18 e) 0.26 f) 1.04 g) 3.6 h) 7.84 i) 12.48 j) 22.05 k) 29.184 l) 60.408
9. a) 3 b) 3 c) 3 d) 5 e) 5 f) 5 g) 16 h) 235 i) 0.08
j) 0.35 k) 0.014 l) 0.054 10. 1.5 l b) 1.8 kg c) 16 l d) 14.4 g e) 10.5 l f) Rs 115
11. a) 0.24 sq. m. b) (i) 7.5 cm (ii) 14.4 cm (iii) 13 cm
12. Please complete your project works and compare with your friends' work. Then discuss in the class and
show to your teacher.
Exercise - 5.4
Section B
7. a) 0.1 b) 0.2 c) 0.1 d) 0.3 e) 0.4 f) 0.3 g) 0.4 h) 0.3 i) 0.9 j) 0.5
8. a) 0.3 b) 0.2 c) 0.04 d) 0.03 e) 0.03 f) 0.12 g) 0.14 h) 0.12 i) 0.6
j) 0.5 k) 0.8 l) 1.2 m) 1.3 n) 1.5 o) 1.4 9. a) 20 b) 20 c) 10
d) 8 e) 20 f) 2 g) 2 h) 6 i) 5 j) 7 10. a) 3.2 b) 5.4 c) 1.3
d) 3.31 e) 14 f) 21 g) 1.2 h) 2.4
11. a) Rs 7.50 b) 7 minutes c) 2.5 m d) 10 12. a) 5 b) 0.2 c) 4 d) 0.5
13. Please complete your project works and compare with your friends' works .Then show to your teacher.

Answers
Exercise - 5.5
Section B
5. a) 1.3 b) 4.7 c) 5.8 d) 8.4 e) 10.5
6. a) 2.17, 2.2, 2 b) 5.48, 5.5, 6 c) 6.71, 6.7, 7 d) 9.44, 9.4, 9 e) 12.65, 12.7, 13
7. a) Rs 0.65 b) Rs 0.50 c) 25 p d) 0.7 cm e) 5 mm f) 0.54 m g) 75 cm h) 0.25 km
i) 685 m j) 0.415 kg k) 268 g l) 0.75 l m) 375 ml n) 50 cm o) 0.5 km
8. Please complete your project works. Are the exchange rate of the given currencies similar among all the
students?
6. Percent
Exercise - 6.1
Section B
6. a) 1 b) 1 c) 1 d) 1 e) 3 f) 1 g) 1 h) 3 i) 2 j) 1 k) 3 l) 9
50 25 20 10 20 5 4 10 5 2 5 10
7. a) 0.03 b) 0.08 c) 0.18 d) 0.29 e) 0.35 f) 0.47 g) 0.52 h) 0.66 i) 0.7
j) 0.81 k) 0.9 l) 0.99 8. a) 50% b) 25% c) 20% d) 75% e) 80% f) 70%
g) 15% h) 16% i) 18% j) 1% k) 9% l) 12% m) 27% n) 33% o) 56%
p) 75% q) 80% r) 90% 9. b) (i) 75% (ii) 25% c) (i) 80% (ii) 20% 10. b) 90% c) (i) 60%
(ii) 40% 11. a) English - 80%, Nepali - 80%, Maths - 100%, Science - 80% b) Maths c) 85%
12. and 13 Please complete your project works and discuss about the outcomes in the class. Then show to your
teacher.
Exercise - 6.2
Section B
2. b) (i) 18 (ii) 12 c) 72 d) (i) Rs 12,000 (ii) Rs 18,000 e) 12,000, 13,000
3. a) (i) Rs 150 (ii) Rs 1,350 b) Rs 960 4. a) (i) Rs 2,400 (ii) Rs 10,800
(iii) Rs 13,200 (iv) Rs 10,800 b) (i) 140 (ii) 210 (iii) 350 (iv) 350
5. a) English - 60, Nepali - 60, Maths - 72, Science - 39 b) 77%
7. Buying and Selling
Exercise - 7.1
Section B
4. Answer the questions yourself. Discuss about your answer in the class. Then show to your teacher.
5. a) profit Rs 20 b) loss Rs 20 c) profit Rs 130 d) loss Rs 150 e) profit Rs 290 f) loss Rs 180
6. a) profit 10% b) loss 20% c) profit 12% d) profit 12% e) loss 5% f) profit 20%
7. a) 16% b) 5% 8. a) (i) profit Rs 80 (ii) 10% b) (i) loss Rs 50 (ii) 4%
c) (i) profit Rs 800 (ii) 20% 9. b) Rs 160 c) Rs 75
8. Unitary Method, Simple Interest
Exercise - 8.1
Section B
4. Answer the questions yourself. Discuss about your answer in the class, then show to your teacher.
5. a) Rs 30 b) Rs 15 c) Rs 300 d) Rs 80 6. a) Rs 120 b) Rs 40 c) Rs 1,600 d) 1 US dollar = Rs 110
7. a) (i) Rs 50 (ii) Rs 200 b) (i) Rs 120 per kg (ii) Rs 1,200 c) (i) Rs 40 per kg
(ii) Rs 200 d) (i) 10 l per km (ii) 300 km e) (i) 60 minutes (ii) 300 minutes
8. a) Rs 630 b) 3 kg c) Rs 1,080 d) 5 l e) Rs 3,000 f) 4 days g) 450 km h) 10 l

Answers
9. a) 6 pencils for Rs 48 b) 6 kg of potatoes for Rs 150 c) 9 sweets for Rs 135 d) 8 kg of grapes for Rs 720
10. b) (i) Rs 80 (ii) Rs 20 c) (i) Rs 90 (ii) Rs 45 d) (i) 60 km (ii) 20 km
11. and 12. Please complete your project works and compare your outcomes with the outcomes of your
friends. Then show to your teacher.
Exercise - 8.2
Section B
3. Answer the questions yourself and discuss about your answer in the class. Then show to your teacher.
4. a) Rs 20 b) Rs 35 c) Rs 80 d) Rs 270 5. a) Rs 10 b) Rs 18 c) Rs 44 d) Rs 75
6. a) Rs 108 b) Rs 300 c) Rs 400 7. a) Rs 24 b) Rs 75 c) Rs 56
8. a) (i) Rs 90 (ii) Rs 180 b) (i) Rs 100 (ii) Rs 300 c) (i) Rs 350 (ii) Rs 1,400 d) (i) Rs 975 (ii) Rs 5,850
9. Please complete your project works and compare your outcomes with the outcomes of your friends.
9. Ratio
Exercise - 9.1
Section B
4. Answer the questions yourself. Discuss about your answer in the class and show to your teacher.
5. b) p : q = 3 : 1 c) q : p = 1 : 3 d) a : b = 4 : 1 e) b : a = 1 : 4
6. a) 3 : 4 b) 3 : 2 c) 2 : 5 d) 9 : 7 e) 3 : 4 f) 1 : 2 g) 3 : 5 h) 1 : 2 i) 3 : 4
7. a) 3 : 2 b) 1 : 3 c) 1 : 2 d) 5 : 2 e) 3 : 20 8. a) (i) 8 : 3 (ii) 3 : 5 b) 1 : 2
9. Please complete your project works. Compare your outcomes with the outcomes of your friends, then
10. Time, Money, Bill and Budget
Exercise - 10.1
Section B
6. a) 14 : 10 b) 1 : 25 p. m. c) 15 : 30 d) 3 : 05 p. m. e) 16 : 45 f) 5 : 50 p. m.
g) 19 : 20 h) 8 : 55 p. m. 7. a) 130 min b) 90 min c) 180 min d) 1 h 15 min
e) 1 h 30 min f) 1 h 45 m g) 70 s h) 135 s i) 1 min 40 s
8. a) 30 days b) 6 weeks 3 days c) 18 months d) 32 months e) 1 year 8 months f) 3 years 6 months
g) 100 days h) 2 months 15 days i) 156 weeks j) 730 days
9. a) 6 h b) 5 h c) 5 h 15 min d) 7 h 30 min e) 8 h 40 min f) 10 h 35 min
10. a) (ii) 2016 (iv) 2020 (vi) 2024 b) 2024
Exercise - 10.2
Section B
3. a) 4 h 5 min b) 6 h 25 min c) 2 h 50 min d) 2 h 30 min e) 4 years 1 months f) 8 years 7 months
g) 2 years 11 months h) 3 years 7 months i) 10 months 15 days j) 4 months 25 days
4. a) 9 : 15 a. m. b) 7 : 20 p. m. c) 1 : 10 p. m. d) 4 : 30 p. m. e) 5 : 45 a. m. f) 1 : 35 p. m.
g) 8 : 20 a. m. h) 8 : 00 a. m. 5. a) 5 : 30 p. m. b) 12 : 15 p. m. c) 7 : 15 a. m. d) 10 : 30 a. m.
e) 11 : 40 a. m. 6. a) 5 h 15 min b) 3 h 45 min c) 40 min d) 2 h 45 min
7. a) 45 min b) 1 h 15 min c) 3 h 30 min d) 13 h 40 min 8. a) 9 h 55 min b) 12 : 45 p. m. c) 14 h 45 min
9. a) 1 year 5 months 10 days b) 11 months 9 days c) Please find how old are you today?
10. a) 4 h 30 min b) (i) 2 h 40 min (ii) 11 : 45 a. m. c) 52 h 30 min d) 6 month 15 days
11. a) 45 min b) 6 h 30 min c) 52 weeks 1 day d) 2 months 10 days

Answers
Exercise - 10.3
Section B
3. a) Rs 28.10 b) Rs 91.20 c) Rs 29.85 d) Rs 59.85 e) Rs 186 and 40 p or Rs 186.40
f) Rs 1,065 and 40 p or Rs 1,065.40 g) Rs 324 and 65 p or Rs 324.65 h) Rs 349 and 95 or Rs 349.95
4. a) Rs 21.20 b) Rs 49.50 c) Rs 47.00 d) Rs 129.00 e) Rs 273.00 f) Rs 20.15
g) Rs 16.10 h) Rs 16.75 i) Rs 30.05 5. a) (i) Rs 156.25 (ii) Rs 343.75 b) (i) Rs 332.70
(ii) Rs 667.30 c) (i) Rs 329.70 (ii) Rs 2,307.90 6. a) Rs 147 b) Rs 363 c) Rs 3.45 d) Rs 110.50
7. Please complete your project works. Compare your findings with the findings of your friends. Then show
to your teacher.
Exercise - 10.4
Section B
2. Prepare the bills yourself and compare with the bills prepared by your friends. Then show to your
teacher.
3. a) Answer the questions yourself and show to your teacher.
b) Prepare the budget yourself and compare with the budgets of your friends. Then show to your teacher.
4. Please complete your project works and discuss about your outcomes in the class. Then show to your
teacher.
11. Algebra - Algebraic Expressions
Exercise - 11.1
Section B
8. a) x + 2y b) 3a – b c) 6pq d) x + y e) 2 × (l + b) f) 3 × (m – n)
2
9. a) (x + 5) years b) (y – 2) years c) (x – 7) years d) 4y years e) x + 5 f) p – 4 g) 2x + 3
10. a) (i) 7 (ii) 7 (iii) 4 (iv) 1 b) (i) 10 (ii) 8 (iii) 2 (iv) 6
c) (i) 10 sq. cm (ii) 24 sq. cm (iii) 70 sq. cm d) (i) 14 cm (ii) 25 cm (iii) 26 cm
e) (i) 40 cu. cm (ii) 90 cu. cm (iii) 864 cu. cm
11. a) (i) 4y, 8 (ii) 3y, 6 b) (i) 2a, 6 (ii) 5a, 15 12. a) 10 units b) 17 units c) 12 units
13. Please complete your project works and compare with the project works of your friends. Then show to
your teacher.
Exercise - 11.2
Please actively take part in the classwork and show the best performance.
Exercise - 11.3
Section B
8. a) 5x b) 2x2 c) 6y d) 4y2 e) 2ab f) 7xy g) 2p2q2 h) 3a 2 b 2
i) 3x j) x2
k) 5y l) 2y2
m) 3xy n) ab o) 7a b
2 2
p) 3p2q2
9. a) 2x + 5 b) 2x + 4
2
c) 3y + 10 d) 4y + 3
2
e) 5a + 4b
f) 5a2 + 3b2 g) 5p + 14 h) 8p2 + 11 i) 3x + 4y + 7 j) 5a + 6b + 7
10. a) 2x + 3 b) 3x2 + 2 c) y + 3 d) 2y2 + 3 e) 5a – 6
f) 3p – 1
2
g) 2x + y + 3 h) 2a + 3b + 1 i) p + 2q – 3r j) x – y – z
11. a) 2x + 2 b) 3x2 – 2 c) 2y + 3 d) 5x + 3y e) 2a2 – 3b2 f) x2 – y2 g) 4x2 + 3x + 4 h) 3a2 – 2a – 7
12. a) 2x b) 4a2 c) p + 1 d) 2x + 2 e) 2a f) 3p2 g) 2x + 2
13. a) (2x + 9) cm, 15 cm b) (4x + 12) cm, 24 cm c) (2x + 8) cm, 14 cm
14. Please completer your project works and compare with the project works of your friends .Then show to
your teacher.

Answers
Exercise - 11.4
Section B
5. a) x2 b) a2 c) y2 d) 4x2 e) x3 f) p3 g) 8m3 h) 27x3
6. a) 6x 2
b) 12y 2
c) 8a 2
d) –6p e) –10x f) x 2 2
g) 2y 2
h) –15ab
i) –9xy j) 12pq k) 3b 3
l) –5x 3
7. a) 2x + 4 b) –2x – 4 c) –2x + 4 d) x2 + 3x
e) –x2 – 3x f) –x2 + 3x g) 2a2 + 8a h) –2a2 + 8a i) 3y2 – 6y j) x2 + xy k) x2 – xy l) –x2 + xy
8. a) x2 + 3x + 2 b) y2 + 3y + 2 c) p2 + p – 2 d) a2 + 2a – 3 e) x2 – 2xy + y2 f) a2 – b2
9. a) x + 3x + 2
2
b) x + 5x + 6
2
c) a + 7a + 12 d) y + 8y + 15 e) a + 2ab + b
2 2 2 2
f) a 2 – b 2
g) a – 2ab + b
2 2
h) p – 4p + 4
2
i) 2x – 5x – 3
2
j) 2y – 7y + 6 k) 2p + pq – q l) x – 3xy + 2y2
2 2 2 2
10. a) (9x2) cm2 b) (x2 + 4x + 4) cm2 c) (6x2) cm2 d) (a2 + 4a + 3) cm2

11. a) (25a2) m2 b) (x2 + 6x + 9) m2 c) (12a2) m2 d) (x2 + 8x + 15) m2 e) (64 x3) cm3 f) (125 x3) m3
your teacher.
Exercise - 11.5
Section B
3. a) 2x b) 2y c) 3y d) 2a2 e) 2a f) 2 g) 4a h) 3x2 i) 3x
j) 3 k) 4p 2
l) 3p m) 2 n) 3xy o) 5xy p) 7a b 2 2
q) 2a2b2 r) 7ab
s) 2ab t) 2 4. a) 2x + 6 b) 2x – 6 c) –3x – 6 d) –3x + 6 e) a + 5a
2
f) –a + 5a
2
g) 4y – 6y h) –9y + 6y i) 7x + 4
2 2
j) 3x – 4 k) 3x + 4 l) 3p
m) 2b n) 6y o) x + y 5. a) x + 1 b) 2a – 7 c) 2y d) –2b
your teacher.
12. Algebra- Equation
Exercise - 12.1
Section B
7. a) x = 4 b) x = 1 c) y = 5 d) y = 3 e) a = 2 f) a = 2 g) x = 2 h) y = 4
8. a) x = 3 b) x = 5 c) p = 10 d) a = 9 e) y = 11 f) y = 3 g) x = 6 h) a = 6
9. a) x = 1 b) a = 1 c) y = 3 d) p = 2 e) x = 4 f) y = 2 g) a = 4 h) x = 2
10. a) x = 2 b) a = 6 c) y = 12 d) x = 3 e) a = 4 f) y = 10 g) x = 12 h) x = 6
11. a) x = 4 b) x = 9 c) y = 4 d) a = 9 e) x = 8 f) a = 3 g) x = 4 h) x = 10
12. a) x = 1 b) x = 8 c) y = 3 d) y = 2 e) x = 0 f) a = 8 g) y = 1 h ) x = 6
13. a) x = 2 b) x = 4 c) x = 2 d) x = 4 e) x = 2 f) x = 6 g) x = 2 h) 4
14. a) x = 6 b) x = 12 c) x = 5 d) x = 3 e) a = 3 f) a = 9 g) y = 6 h) x = 6
15. a) x = 2 b) x = 2 c) x = 2 16. a) x = 5 cm b) x = 3 cm, 2x = 6 cm
17. a) x = 6 cm b) x = 2 cm, 2x = 4 cm c) 2x = 4 cm, 3x = 6 cm
your teacher.
Exercise - 12.2
Section B
3. a) x = 11 b) y = 20 c) a = 9 d) p = 24 e) x = 7 f) y = 27 g) x = 12 h) y = 18 i) p = 18 j) x = 12
4. a) 12 b) 27 c) 9 d) 50 e) 24 f) 28
5. a) 18 b) Rs 15,500 6. a) 14 b) Rs 34 c) 14 years d) 33 e) Rs 275
7. a) 4 cm b) 10 m c) 25 m d) 25 m 8. a) 12, 24 b) 120, 240 c) 15 years d) Rs 60
9. a) 76 km b) 165 km c) 2,000 l d) Rs 30,000
your teacher.

Answers
13. The metric Measurement System

Exercise - 13.1
Section B
4. a) 34 mm b) 85 mm c) 5.7 cm d) 9.3 cm e) 150 cm f) 325 cm g) 2.18 m h) 4.7 m i) 1350 m
j) 2200 m k) 4.675 km l) 7.8 km
5. a) 0.1 cm, 0.4 cm, 2.5 cm, 6 cm, 13.6 cm b) 0.01 m, 0.05 m, 0.48 m, 0.8 m, 2.64 m
c) 0.001 km, 0.003 km, 0.058 km, 0.07 km, 0.645 km
6. a) 2 mm, 5 mm, 38 mm, 40 mm, 122 mm b) 1 cm, 7 cm, 25 cm, 70 cm, 350 cm
c) 1 m, 9 m, 36 m, 60 m, 800 m
7, 8, 9 and 10 Please complete your project works and compare with the project works of your friends. Then
Exercise - 13.2
Section B
5. a) 31 cm 5 mm or 31.5 cm b) 26 m 20 cm or 26.2 m c) 15 km 425 m or 15.425 km
d) 11 cm 7 mm or 11.7 cm e) 13 m 65 cm or 13.65 m f) 5 km 750 m or 5.75 km
6. a) 17.4 cm b) 12.51 m c) 13.42 km d) 7.6 cm e) 17.84 m f) 11.69 km
7. a) 12 cm 9 mm or 12.9 cm b) 18 m c) 10 km 800 m or 10.8 km d) 1 cm 6 mm or 1.6 cm
e) 1 m 20 cm or 1.2 m f) 3 km 185 m or 3.185 km
8. a) 22.4 cm b) 14.25 m c) 17.25 km d) 1.2 cm e) 2.41 m f) 780 m
9. a) 18 cm 5 mm (18.5 cm) b) 10.05 m c) 1 m 60 cm (1.6 m) d) 3 cm 8 mm (3.8 cm)
e) (i) 12 km 625 m (12.625 km) (ii) 1 km 125 m (1.125 km) (iii) 4 km 600 m (4.6 km)
10. a) 11 cm 2 mm (11.2 cm) b) 5.95 m c) 20.58 km d) 53.2 km
11. a) 1 cm 7 mm (1.7 cm) b) 15 cm c) 30 d) 8 km 500 m (8.5 km) e) 15.4 km
your teacher.
Exercise - 13.3
Section B
5. a) 1250 mg b) 3425 mg c) 1375 g d) 2560 g e) 2.115 g f) 7.78 g g) 3.42 kg h) 5.9 kg
6. a) 15 kg 200 g (15.2 kg) b) 33 kg 760 g (33.76 kg) c) 5 kg 600 g (5.6 kg) d) 7 kg 690 g (7.69 kg)
e) 16 kg 500 g (16.5 kg) f) 37 kg 600 g (37.6 kg) g) 1 kg 370 g (1.37 kg) h) 1 kg 400 g (1.4 kg)
7. a) (i) 6 kg 250 g (6.25 kg) (ii) 2 kg 750 g (2.75 kg) b) (i) 34 kg 30 g (34.03 kg)
(ii) 2 kg 470 g (2.47 kg) c) (i) 8 kg 850 g (8.85 kg) (ii) 66 kg 650 g (66.65 kg) d) 1 kg 790 g (1.79 kg)
8. a) 9 kg 450 g (9.45 kg) b) (i) 5.4 kg (ii) 5.95 kg c) (i) 2.7 kg (ii) 225 g
9. a) 13 g 300 mg (13.3 g) b) 190 g c) 2 kg 200 g (2.2 kg)
your teacher.
Exercise - 13.4
Section B
3. a) 1125 ml b) 2250 ml c) 1.475 l d) 3.5 l e) 345 ml f) 1700 ml g) 1.3 l h) 2.8 l
4. a) 13 l 300 ml (13.3 l) b) 25 l 320 ml (25.32 l) c) 4 l 900 ml (4.9 l) d) 11 l 750 ml (11.75 l)
e) 14 l 400 ml (14.4 l) f) 31 l 500 ml (31.5 l) g) 1 l 400 ml (1.4 l) h) 1 l 300 ml (1.3 l)
5. a) (i) 14 l 100 ml (14.1 l) (ii) 800 ml b) (i) 6 l 250 ml (6.25 l) (ii) 1 l 250 ml (1.25 l)
c) 15 l 500 ml (15.5 l)
6. a) 1 l 500 ml (1.5 l) b) 1 l 800 ml (1.8 l) c) 10 l 500 ml (10.5 l) d) 2 l 200 ml (2.2 l)
7. a) 360 ml b) 7 jars c) 200 packets d) 12 days e) (i) 15 l 400 ml (15.4 l) (ii) 140 cups
your teacher.

Answers
14. Perimeter, Area and Volume
Exercise - 14.1
Section B
2. a) 12 cm b) 13.5 cm c) 20 cm 3. a) 14 cm b) 12 cm c) 11 cm d) 8 cm
4. a) (i) 21 cm (ii) 18 cm b) (i) 18 cm (ii) 28 cm c) (i) 28 cm (ii) 34.8 cm
5. a) (i) 81 m (ii) 243 m b) (i) 190 m (ii) 380 m 6. a) (i) 140 m (ii) 560 m b) (i) 200 m
(ii) 1000 m c) (i) 160 m (ii) 480 m 7. a) 50 m b) (i) 180 m (ii) 45 m c) 5 cm d) 80 m
8. a) (i) 4 (ii) 4 m, 8 m b) 20 m, 60 m c) 10 m, 5 m d) 12 cm, 4 cm
your teacher.
Exercise - 14.2
Section B
5. a) 300 cm2 b) 36 cm2 c) 3500 cm2 d) 324 cm2 6. a) 27 cm2 b) 64 cm2 c) 37 cm2
d) 82 cm 2
e) 144 m 2
f) 187.2 m 2
7. a) b = 5 cm b) l = 4 cm c) l = 9 cm
8. a) 1080 m2 b) 3 m2 c) 48 m2, 48 m2 d) 5625 m2 e) 225 m2 9. a) 7 cm b) 40 m c) 9cm d) 8 m
10. a) (i) 7 cm (ii) 49 cm2 b) 400 m2 c) (i) 6 cm (ii) 54 cm2 d) (i) 3 m (ii) 4.5 m2
11. a) 56 cm b) 28 m c) 24 cm
2 2 2
your teacher.
Exercise - 14.3
Section B
2. a) 26 kattha b) 52 kattha c) 28 dhur d) 70 dhur e) 25 aana f) 36 aana
g) 1 bigha 5 kattha h) 2 bigha 15 kattha i) 1 ropani 4 aana j) 2 ropani 10 aana
3. a) (i) Rs 22,500 (ii) Rs 1,35,000 b) (i) Rs 20,000 (ii) Rs 1,60,000
c) (i) Rs 5,00,000 (ii) Rs 15,00,000 d) (i) Rs 4,80,000 (ii) Rs 19,20,000
your teacher.
Exercise - 14.4
Section B
5. 21 cm3 b) 27 cm3 c) 27 cm3 6. a) 27 cm3 b) 39 cm3 c) 64 cm3 d) 30 cm3
7. a) 3,375 cm b) 8,050 cm
3 3
c) 36,000 cm 3
8. a) 27 cm 3
b) 64 cm 3
c) 125 cm3
d) 216 cm 3
e) 512 cm 3
f) 1,000 cm g) 1,728 cm h) 8,000 cm 9. a) 30 cm
3 3 3 3
b) 78 cm3
c) 150 cm 3
d) 90 cm 3
e) 168 cm 3
f) 3 m g) 32 cm h) 2 m 10. a) 729 cm , 729 cm3
3 3 3 3
b) 512 cm , 512 cm c) 600 cm , 600 cm

3 3 3 3
d) 2,160 cm3 11. a) 6 cm b) 3 cm c) 6 cm d) 2 cm
12. Please complete your project works and compare with the project works of your friends. Discuss in the
class and show to your teacher.
15. Geometry - Line and Angle
Exercise - 15.1
Section B
h) x° = 55° i) y° = 70° j) p° = 105°
9. Construct the given angles and show to your teacher. 10. Follow the instructions and complete the
constructions. Then show to your teacher. 11. Show to your teacher.
12. Please complete your project works and demonstrate in your class. Then show to your teacher.
Exercise - 15.2
Section B
4. Answer the questions and discuss in the class. Then show to your teacher.
6. a) (i) 50° (ii) 35° (iii) 60° (iv) 15° b) (i) 130° (ii) 90° (iii) 70° (iv) 30°

Answers
c) (i) 120° (ii) 100° (iii) 75° (iv) 45° 7. a) x° = 40° b) y° = 150° c) z° = 40°
8. a) x° = 50° b) x° = 20° c) x° = 115° d) x° = 30° e) y° = 50° f) y° = 20°
9. a) p° = 110° b) x° = 105° c) y° = 60° d) x° = 90° e) y° = 110° f) x° = 50°
g) x° = 90°, y° = 45° h) x° = 90°, y° = 40° i) x° = 30°, 2x° = 60°
10. a) x° = z° = 100°, y° = 80° b) p° = r° = 75°, q° = 105° c) a° = c° = 135°, b° = 45°
d) x° = 90°, y° = 120° e) a° = 110°, b° = 30° f) x° = 40°, y° = 140°, z° = 130°
11. Please complete your project works and compare with the project works of your friends. Discuss in the
class and show to your teacher.
Exercise - 15.3
Section B
4. Answer the questions and compare with the answers of your friends. Then show to your teacher.
5. a) x° = 70° b) a° = 60°, 2a° = 120° c) y = 40° d) x = 20° e) a = 65°
6. a) x° = 110° b) y° = 60°, x° = 120° c) x° = 45°, z° = 45°, y° = 135° d) x° = 140°
e) a° = 75° f) y° = 60° g) x° = 60°, y° = 60° h) p° = 35°
i) x° = 65° j) a° = 110° k) x° = 125°, y° = 55° l) p° = 100°, q° = 80°
7. a) a° = b° = 65° b) x° = y° = 120° c) a° = b° = 40°, c° = d° = 140°
d) w° = x° = y° = 130°, z° = 50° e) a° = b° = c° = 70°, d° = 110° f) x° = y° = w° = 85°, z° = 95°
8. a) a° = c° = 60°, b° = 120° b) x° = y° = z° = 105° c) a° = b° = c° = 110°, d° = e° = 70°
9. Prove the relations yourself and compare with the works of your friends. Then show to your teacher.
10. Please complete your project works and demonstrate in the class. Then show to your teacher.
16. Geometry - Plane Shapes
Exercise - 16.1
Section B
6. a) x° = 50° b) a° = 30° c) y° = 35° 7. a) x° = 50° b) a° = 40° c) p° = 70°
8. a) x° = 35° b) a° = 40° c) y° = 85° d) y° = 50°, x° = 80° e) a° = 55°, b° = 70° f) x° = y° = 48°
g) x° = y° = 45° h) a° = 30°, 2a = 60° i) x° = 30°, 2x° = 60°, 3x° = 90° 9. a) x° = 75°, y ° = 60°
b) a° = 80°, b° = 40° c) x° = y° = 60°, z° = 60° d) a° = b° = 50°, c° = 80° e) x° = 80°, y° = z° = 50°
f) p° = 40°, q° = 50° 10. a) x° = y° = 50°, z° = 80° b) a° = b° = 55°, c° = 70° c) x° = 70°, y° = z° = 55°
d) a° = 60°, b° = c° = 60° e) x° = 30°, y° = 40° f) a° = b° = 65°, c° = 50° g) x° = a° = 70°, z° = 40°
h) a° = 50°, b° = 60°, c° = 70° i) x° = 105°, y° = 45°, z° = 30°
your teacher.
Exercise - 16.2
Section B
5. a) x° = 60° b) y° = 50° c) x° = y° = 45° d) x° = 60°, y° = z° = 120°
e) a° = 110°, b° = c° = 70° f) x° = 55°, y° = z° = 125° 6. a) x° = 60° b) a° = 110° c) y° = 50°
d) x° = 70°, 2x° = 140° e) a° = 45°, 2a° = 90°, 3a° = 135° f) x° = 36°, 2x° = 72°, 3x° = 108°, 4x° = 144°
7. a) z° = 50° b) 40°, 80°, 80°, 160° 8. Please complete your project works and compare with the
project works of your friends. Discuss in the class and show to your teacher.
17. Statistics
Exercise - 17.1
Section B
c) 5 : 00 p. m. d) 6 : 55 a. m. e) 12 h 45 min
4. Complete your works. Discuss in the class and show to your teacher.

Answers
Exercise - 17.2
Section B
4. Answer the questions and compare with the answers of your friends. Discuss in the class and show to
your teacher.
5. Please complete your project works individually or in a group. Discuss the outcomes in the class and
Exercise - 17.3
Section B
4. a) rises by 16.2° C and falls by 7.7° C b) 46.3° C c) 78.3° C d) cooled down by 18.6° C
e) 2.9° F
5. Please complete your project works and compare with the project works of your friends. Then discuss in
the class and show to your teacher.
Exercise - 17.4
Section B
7. Answer the questions and show to your teacher.
8. a) P (1, 3), Q (4, 4), R (2, 8), A (8, 2), B (9, 5), C (6, 8), D (5, 5)
b) E (3, 2), F (5, 2), G (6, 4), H (4, 6), I (2, 4), N(7, 3), E(10, 3), P(8, 6), A(10, 6), L(7, 9)
9. Plot the points in the squared graphs. Then get the following shapes.
a) Right-angled triangle ABC b) Triangle DEF c) Square PQRS d) Rectangle KLMN
e) NEPAL, shape of national flag of Nepal.
10. a) Please perform the given activities in the class and discuss about the outcomes.
18. Set
Exercise - 18.1
Section B
4. Show the members of the given sets in diagrams and compare with the answer of your friends. Then
5. a) P = {Mercury, Venus, Earth, Mars} b) A = {x, If, q, 1} c) W = {0, 1, 2, 3, 4} d) C = {1, 8, 27, 64}
6. a) A = {the first five letters of English Alphabets} b) B = {odd numbers less than 10}
c) C = {the first five multiples of 4} d) D = {factors of 10}
7. a) A = {1, 2, 3, 4, 5, 6, 7, 8, 9} b) B = {2, 4, 6, 8}
c) C = {1, 4, 9, 16, 25, 36, 49} d) D = {1, 2, 3, 4, 6, 12}
8. a) P = {x : x is a whole number less than 5} b) Q = {x : x is a natural number less than 5}
c) R = {x : x is a multiple of 3 less than 16} d) S = {x : x is a factor of 18}
9. Please complete your project works and discuss in the class. Then show to your teacher.
Exercise - 18.2
Section B
4. a) A = { }, empty or null set b) B = {1}, unit or singleton set
c) C = {January, June, July}, finite set d) D = {14}, unit or singleton set
e) E = {2, 5}, finite set f) F = { }, empty set
5. Please complete your project works and compare with the project works of your friends. Then discuss in
the class and show to your teacher.
"
Evaluation Model
Group A (10 × 1 mark = 10 marks)

1. Tick the correct answers.
a) How many billions are there in 2 arab?
(i) 20 billion (ii) 2 billion (iii) 200 billion
b) Which one is the prime number in the following numbers?
(i) 91 (ii) 95 (iii) 97
c) What is the quotient of 72000 ÷ 900?
(i) 80 (ii) 800 (iii) 8
d) What is the lowest common multiple of 15 and 20?
(i) 5 (ii) 60 (iii) 120
e) Which one is the improper fraction equal to the mixed number 5 35 ?
(i) 13
5
(ii) 75
5
(iii) 28
5
f) What is the difference of 0.5 – 0.05?
(i) 0.45 (ii) 0.55 (iii) 0
g) What is the value of 20% of Rs 20?
(i) Rs 2 (ii) Rs 4 (iii) Rs 40
h) What is the product of 2x × x?
(i) 3x (ii) 3x2 (iii) 2x2
i) What is the sum of 4 cm 5 mm and 5 mm?
(i) 5.0 cm (ii) 9.5 cm (iii) 4.5 cm
j) What is the complement of 36°?
(i) 90° (ii) 54° (iii) 180°
Group B (25 × 2 marks = 50 marks)
2. a) The population of a country is three crore 7 lakh ten thousand seven hundred
eighty-six.
(i) Re-write the population in numeral

(ii) Round off the population to the nearest thousand.
b) Write the numeral 70020531 in the expanded form.

Evaluation Model
3. a) Write the correct number in the blank spaces and find the product or quotient.
(i) ........... times ........... dots = ........... × ........... = ...........
(ii) ....... dots are shared in ....... groups = ....... ÷ ....... = .......
b) Find the square root of 324 by factorisation method.

c) Find the L.C.M. of 24 and 36 by division method.
4. Simplify:
a) 29 + 49 – 19 b) 35 ÷ 10
9
5. a) Find the product of 3.2 × 8 b) Find the quotient of 1.5 ÷ 0.3

6. a) Convert 7 kg 300 g into the decimal of kilograms. b) Add: 45 m 75 cm + 20 m 55 cm
c) Express:
(i) 6 : 45 p. m. in 24 hour-clock system. (ii) 22 : 30 hour in 12 hour-clock system.
7. a) Add: (3x + 2y) + (x + y) b) Subtract: 2a – 3 from 5a – 7.
8. Solve:
a) 3x – 5 = 4 b) 2x 3+ 2 +1 = 3.
9. a) Find the perimeter of a square which is 9 cm long.
b) Find the area of a rectangle which is 12 cm long and 8 cm broad.
c) Find the ratio of 2 m to 75 cm.
10. a) Find the volume of the given solids.
(i) (ii)
b) A solid box is 15 cm long, 6 cm wide and 2 cm high. How much water does it
displace when it is immersed into water?
11. Construct the angles a) 75° b)120° by using a protractor.
12. Find the unknown angles represented by the letters.
a) b)
x° a° 65°
30°

Evaluation Model
Group C (10 × 4 marks = 40 marks)

13. Simplify:
(i) 18 – 10 × {4 + (12 – 7)} ÷ 18 (ii) 4 – 2 34 + 1 38
14. a) Rewrite the following sets in listing method.
(i) A set of prime numbers less than 10. (ii) F = {x : is a factor of 18}.
Y
10
b) Write the coordinates of the vertices of the shape given 9
8 D
in the squared graph. 7
6
C
5
4 B
3
2 A
1
O 1 2 3 4 5 6 7 8 9 10 X
15. Draw a bar graph to show the information given in the table.
Class I II III IV V
No. of Students 30 25 35 20 15
16. If the cost of 5 kg of rice is Rs 525, find the rate of cost of rice. Find the cost of 9 kg
of rice.
17. A stationer buys a story book for Rs 250 and sells it for Rs 300. Find his profit and
profit percent.
18. The perimeter of a rectangular garden of length 60 m is 200 m. Find the area of the
garden.
19. Find the greatest number that divides 16 and 24 without leaving a remainder.
20. There are 450 students in a school and 60% of them are girls. Find the number of
boys.
21. The cost of a mobile is 2 times and Rs 500 more than the cost of a watch. If the cost
of the mobile is Rs 4,500, find the cost of the watch by making an algebraic equation.
x°
22. Find the unknown angles represented by the letters.
80°
50° y°
"

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Approved by the Government of Nepal, Ministry of Education, Science and Technology,

Curriculum Development Centre, Sanothimi, Bhaktapur as an Additional Learning Material

All rights reserved. No part of this publication may

Second Edition: B. S. 2078 (2021 A. D.)

Hukum Pd. Dahal

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Rs 18,750.00 Rs 1,05,000.00 Rs 99,999.00 Rs 25,16,400.00

1.2 Hindu- Arabic number system

Number : A number is a count of objects or quantities. For example,

1.3 Place, place value, and face value

1.5 Nepali and International place name system

In Nepali system, the number name is:

1.6 b]jgfu/L ;+Vof

using comma to separate the

Number name is: Number name is:

In Nepali system, each period of two digits is separated by commas. In

1.9 The greatest and the least numbers

a) The digits of the numeral 380642 are

a) How many hundreds make 1 thousand ?

b) How many thousands make 1 lakh ?

c) How many lakhs make 1 crore ?

d) How many crores make 1 arab ?

e) How many lakhs are there in 1 million?

f) How many millions are there in 1 crore?

g) How many crores are there in 100 million?

h) How many billions are there in 1 arab?

3. Let's rewrite these numerals using commas in Nepali and in

4. a) Let's write the number name in Nepali system.

5. a) z"Go b]lv gf} ;Ddsf b]jgfu/L c+sx? n]Vg'xf];\ .

b) krxQ/sf] c+u|]hL ;+Vof gfd s] x'G5 <

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b) Ten-crores Crores Ten-lakhs Lakhs Ten-thousands Thousands Hundreds Tens Ones

d) Millions Hundred-thousands Ten-thousands Thousands Hundreds Tens Ones

10. Let's write these numerals in the expanded forms:

(i) Rounding off 423 to the nearest tens is

(i) Rounding off 955 to the nearest tens is

(i) Rounding off 1236 to the nearest tens is

It's your time - Project Work !

2.1 Addition and substraction - Looking back

g) 240 + 200 + 60 = h) 350 + 395 + 5 =

a) 12 + 16 = (10 + 10) + ( +6) =

f) 57 + 23 = (50+ 20) + (7+ 3) =

3. Let's learn the trick and subtract quickly.

27 – 14 = (27 – 10) – 4 = 13 46 – 24 = (46 – 20) – 4 = 22

a) 24–11 = (24–10) – = b) 28 – 13 = (28 – 10) – =

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c) 36 –15 = (36 – )–5 = d) 39 – 21 = (39 – )– 1 =

e) 55 –23 = (50 – )–3 = f) 67 – 35 = ( – )– =

4. Let's say and write the answer as quickly as possible.

c) 12 + 6 = Then –12 = 6 and 18 – = 12

d) 20 + 30 = Then 50– = 20 and 50 – = 30

1. Let's say and write the answer as quickly as possible.

a) 75 girls and 50 boys, how many students altogether ?

b) Among 480 people, 230 are women. Number of men are

c) By how much is Rs 5010 more than Rs. 4999 ?

d) By how much is Rs. 9990 less than Rs. 10001 ?

e) What should be added to 7777 to get 9999 ?

f) What should be subtracted from 10000 to get 9999 ?

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(i) (ii) (iii)

b) Let's add as shown and complete these addition puzzles.

(i) (ii) (iii)

e) selling price = Rs 3245 f) buying price = Rs 5710