CUP - Mathematics - I Did It Book 5

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‘I Did It’
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Mathematics
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Revised Edition
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5
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Teacher’s Book
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9781009182966_IDIM Maths_Book 5_FM.indd 1

Copyright Material 12/24/21 4:20 PM
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University Printing House, Cambridge CB2 8BS, United Kingdom
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One Liberty Plaza, 20th Floor, New York, NY 10006, USA
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477 Williamstown Road, Port Melbourne, VIC 3207, Australia
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314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
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103 Penang Road, #05–06/07, Visioncrest Commercial, Singapore 238467

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Cambridge University Press is part of the University of Cambridge.

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It furthers the University’s mission by disseminating knowledge in the pursuit of

education, learning and research at the highest international levels of excellence.
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www.cambridge.org
Information on this title: www.cambridge.org/9781009182966
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© Cambridge University Press 2007, 2009, 2013, 2016, 2019, 2022

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This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
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no reproduction of any part may take place without the written

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permission of Cambridge University Press.

First published 2007
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Second edition 2009

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Third edition 2013

Fourth edition 2016
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Fifth edition 2019

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Sixth Edition 2022

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20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
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Printed in India by
ISBN 978-1-009-18296-6
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Cambridge University Press has no responsibility for the persistence or accuracy

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of URLs for external or third-party internet websites referred to in this publication,

and does not guarantee that any content on such websites is, or will remain,
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accurate or appropriate. Information regarding prices, travel timetables, and other

factual information given in this work is correct at the time of first printing but
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Cambridge University Press does not guarantee the accuracy of such information
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thereafter.
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NOTICE TO TEACHERS
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The photocopy masters in this publication may be photocopied or distributed

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[electronically] free of charge for classroom use within the school or institution that
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purchased the publication. Worksheets and copies of them remain in the copyright
of Cambridge University Press, and such copies may not be distributed or used in
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any way outside the purchasing institution.

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Every effort has been made to trace the owners of copyright material included in this
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book. The publishers would be grateful for any omissions brought to their notice for
acknowledgement in future editions of the book.
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ve Introduction
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Mathematics should be taught in a way that enables the students to apply the acquired
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concepts and skills to their day-to-day lives. In addition, teaching should also be oriented
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towards concept learning and should not be limited to computational skill and accuracy only.
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The process of mathematics teaching and learning should encourage active participation of
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the students providing them with plenty of opportunities to utilise their profound cognitive
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agencies. A teacher should provide guidance and encouragement to the students and help
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them understand the interconnection between different topics in mathematics as well as
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with their real-life. Since the students need examples based on which they can develop
abstract thinking, an effort should be made to walk with them rather than tell them the way.
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The learning of mathematics should not be treated merely as the study of a subject, but as
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something that lays the foundation for logical analysis and problem-solving.
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‘I Did It’ Mathematics assists the students to integrate various techniques of mathematics
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learnt into a problem-solving ability by presenting mathematics in a logical, step-by-step

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and comprehensive manner. This book has been prepared in conformity with the latest
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recommendation in the NCERT syllabus and the key principles such as Critical thinking,
Experiential learning and Integrated Pedagogy highlighted in the National Education
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Policy, 2020. In this book, effort has been made to present the content in a lucid and
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coherent manner so that students develop a keen interest in the subject.

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The Teacher’s Book is designed to help teachers make mathematics more meaningful
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and understandable for the students. The principal goal of teaching mathematics is
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the mathematisation of students’ thinking, thereby, enabling them to reach logical

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conclusions independently with a sense of success. A teacher should ensure that his/her
students find the beauty of mathematics and do not fear the subject. It is important for the
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teacher to understand where the student has made an error and how he/she has got there.
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While solving the problems of mathematics, students often make the following mistakes:
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• Conceptual mistake − This happens when a student does not understand the mathematical
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concept clearly and interprets the problem in a wrong way.

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• Computational mistake – The most common error in mathematics is wrong calculation.

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• Negligence − Sometimes, the student does not read the stated problem carefully and thus,
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copies incorrect data or uses a wrong formula while solving the problem.
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If students’ errors are discussed in the classroom, the students will be more careful and are
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more likely to perform better in the classroom as well as in real-life scenarios involving
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mathematics. Treating students’ errors as signs of their active thinking and steps towards
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learning will help the teacher to not only correct students’ misconceptions but also help
them to think logically.
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Contents
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1. Lesson Plans & Worksheets 1

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2. Solution Set 74
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3. STEAM Evaluation Sheets 199

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Hi! I am Hi! I am
Manjit. Hi! I am Azhar. Hi! I am
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Fabian. Revathi.
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Lesson Plans &

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Worksheets
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1 Large
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Numbers
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Learning Objectives
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● To represent 7- and 8-digit numbers.
To be able to write numbers in the Indian and International
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systems of numeration.
To know the place value and face value of a digit in a number.
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● To be able to write numbers in the expanded notation and standard

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form.
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● To be able to compare and arrange numbers in ascending and

descending order.
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● To be able to form the smallest and the largest numbers using given digits.
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● To be able to identify the successor and predecessor of a number.

To round off numbers to the nearest 10’s, 100’s and 1000’s. Lesson
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● To know and compare the Roman numerals.

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● To perform addition and subtraction of Roman numerals.

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Getting Started
Prior Knowledge 2
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Student knows large numbers up to 6-digits, place value, face value of

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numbers, expanded and standard form, how to compare these numbers, ascending
and descending order, how to round off numbers and Roman numbers.
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Warm-up Activity
Let the students revive the concept of greatest and smallest numbers up to
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6 digits.
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● Let the students recap some basic operations on numbers along with other
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concepts such as place value, face value, expanded and standard forms,
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ascending and descending order, rounding off a number, etc.

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Concept Building
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●Instruct the students to form groups of four and then you may distribute a few
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newspapers and four safety scissors to each group. Explain to the class that you
want them to cut out all the numbers, from the newspapers, that have 7 digits or 8 digits. 3
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●Now ask any one student from each of the groups to come in front and write the
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numbers, that they have cut out, on the board.

●Ask the class to recall the Indian place value chart up to 6 places and draw the chart on
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the board. Ask the students to suggest what place value they think should come in the
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seventh place. Now extend the chart up to 9 places to include the ‘Ten Lakhs’, ‘Crore’
and ‘Ten Crores’ places. Write the numbers (written by students) in the place value
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chart and explain how they are read.

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Lesson Plans & Worksheets
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9781009182966_IDIM Maths_Book 5_Ch01.indd 2

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Project Idea
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● Collecting Dates of Birth – Let the students collect 5 dates of

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birth of their friends or family members and represent those in

the form of numbers. Suppose the date of birth is 4 July 2005,
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then it will be represented in number form as 04072005 (dd mm

yyyy). The students have to make a table on A4 sheet to represent
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s these dates of birth in Indian system of numeration, International

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system of numeration and in words.
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Evidences
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Through Questions
Up to which place are both the Indian and International number
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systems same?
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● What is the difference between the place value and face value of a
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digit in a number?
How will you find the successor and predecessor of a number?
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Plan ● In what order will you arrange the digits to form the smallest/
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largest number using the given digits?

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● The use of both the International and Indian place value charts may be
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confusing for some students and would need to be explained with

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plenty of examples.
● Remembering the value of each of the seven distinct Roman
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numerals may pose a challenge for the students.

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The rules of forming Roman numerals must be explained with

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clarity and emphasised with many examples.

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● It should be emphasised that Roman numerals have no place value.

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Facts
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● Smallest 7-digit number (1000000) is obtained by adding 1 to the greatest

6-digit number (999999).
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● Smallest 8-digit number (10000000) is obtained by adding 1 to the greatest

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7-digit number (9999999).

● To form the largest number using the given digits, arrange the digits in descending
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order.
● To form the smallest number using the given digits, arrange the digits in
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ascending order.
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● The alphabets I (for 1), V (for 5), X (for 10), L (for 50), C (for 100), D (for
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500) and M (for 1000) are used to write numbers in Roman Numeral System.
● Number zero cannot be represented using Roman numerals.
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Terms
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● Ascending order, descending order, successor, predecessor, rounding off, Roman numerals
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Activities
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Aim: concept of Indian and International numeration systems
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Material required: coloured pencils, notebook
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Procedure: Name the Comma – Let the students write 1,000 using black pencil in
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their notebooks and make the comma in green. Tell them that the name of the green
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comma is thousand. Now, they can read the number using comma and then say the
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name of the comma. Repeat the process for 1,00,000 and make the comma in red
colour for lakh. For 1,00,00,000, make the comma in blue colour to represent crore.
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Similar process can be used to make the students understand International system of
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numeration. In that case, make the comma green for thousands, red for millions and
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blue for billions, etc.

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Indian System of Numeration International System of Numeration

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1,000 – 1 Thousand 1,000 – 1 Thousand

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87,000 – 87 Thousand 87,000 – 87 Thousand

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1,00,000 – 1 Lakh 187,000 – 1 Hundred 87 Thousand

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32,00,000 – 32 Lakh 1,000,000 – 1 Million

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1,00,00,000 – 1 Crore 23,000,000 – 23 Million

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59,00,00,000 – 59 Crore 723,000,000 – 7 Hundred 23 Million

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Questionnaire: Up till which place is the Indian and the International numeration
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system the same?

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Skills applied: This activity will enhance their counting and representation skills.
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Aim: concept of forming 7- and 8-digit numbers

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Material required: number cards

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Procedure: Place a pack of number cards on your table. Instruct one student to come
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to your desk and pick up any 7 cards at random and form the largest 7-digit number
using the digits. Encourage the student to read out this number aloud. Instruct the
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rest of the class to write down this number in words and then in figures, first in the
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Indian system and then in the International system. Next, ask the students to write
the place value and face value of each digit in the number. Then, ask a second student
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to come forward and pick up another 7 cards and form the smallest 7-digit number.
The rest of the students repeat the same procedure as followed for the first number.
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Now encourage the students to find the difference between the largest and the smallest
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numbers. The activity can be done for 8-digit numbers as well. This way up to six
students may come forward to pick cards.
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Questionnaire: Which number will you get if 1 is added to the largest 7-digit number?
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Aim: concept of rounding off numbers to the nearest 10’s, 100’s and 1000’s
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Material required: pencils, notebooks Rounding’s not that hard to do.
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Let me tell the rules to you.
Procedure: Rounding Poem – Let the students
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For the digits five through nine,

enjoy the poem on rounding off as given alongside.
Round that number up the line.
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Questionnaire: How can rounding off numbers For the digits four and less,
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help us? Round that number down, oh yes!

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Round off the number 8,43,234 to the nearest 1000’s. Round up! Five through nine!
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Round down! Four and less!

Skills applied: This activity will enhance their
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Round up! Five through nine!

estimation and approximation skills.
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Round down! Four and less!

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Aim: concept of Roman numerals

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Material required: set of 21 chits with Roman numerals written on them for each
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group, pencils, notebook

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Procedure: Roman in the Chits – Instruct the students to form groups of four. Give
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each group a set of 21 chits in a bowl; there should be 3 chits for each of the 7 Roman
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numerals; I, V, X, L, C, D, M. Instruct each student of a group to pick up 3 chits from

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the bowl. Ask them to check if one or more Roman numbers can be formed using the
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3 numerals. Ask each group to write down the numerals on the chits picked by each
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person and the number(s) formed using the numerals. Explain to the students that they
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need to keep in mind the rules for forming Roman numerals. Instruct each group to
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write their numbers in increasing order. Ask each group to also find the sum of and the
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difference between their largest and smallest numbers.

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Questionnaire: How zero can be represented in Roman numerals?

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How many times a symbol can be repeated in a Roman numeral?

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Skills applied: This activity will enhance their problem-solving and counting skills.
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Fun Activity
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Fill in the missing Roman numerals in the given series.
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LXXXV
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LXXX
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LXXV
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LXXII
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Project
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Divide the class into groups of four students each. Each group will do research work
on the internet and find out about four millionaires in India. Each student will paste a
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picture of the millionaire on a quarter of a coloured chart paper, write the name of the
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millionaire on top of the chart paper and write a few lines about the millionaire. The
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students will make their charts as colourful as possible. Each group will come to the
front of the class and share their work.
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Worksheet
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1. Fill in the blanks.
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a. Difference between the place values of two 8s in 1,85,896 is .

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b. Product of face value of 3 and 8 in 18,93,246 is .

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c. Sum of the place value of 7 and face value of 9 in 24,356,789 is .

d. 5,80,04,509 is written in words as .
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e. The Roman numeral for 514 is .
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f. 1 lakh is same as thousands.

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g. Reverse of expanded form is called .

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h. value of a digit is the number itself.

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i. are used to separate periods.

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j. Hundred million is same as in Indian numeration system.

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2. Write the following numbers using expanded form.

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a. 8,04,84,203 b. 8,56,13,020
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3. Write the following numbers in words.

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a. 5,85,02,456 b. 81,204,531
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4. Which among the following is smaller?

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a. Largest 7-digit number or smallest 6-digit number

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b. DCCXXX or DCCLXVI
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c. Eight million thirty-seven or twenty-two million thirty-five hundred

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d. Smallest 8-digit number or largest 8-digit number

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e. CDLXVI or CDLIX
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5. Round off the following as directed.

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a. 45,14,254 to the nearest 10’s and 100’s

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b. 24,06,509 to the nearest 100’s and 1000’s

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c. 5,60,07,214 to the nearest 10’s and 1000’s

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d. 5,79,74,707 to the nearest 10’s, 100’s and 1000’s

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6. Insert commas according to both Indian and International system of numeration.

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a. 65678565 b. 25601234
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c. 58943101 d. 80908402
7. Write the following numbers in Roman numerals.
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a. 809 b. 258 c. 666 d. 917

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2 Four
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Operations
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Learning Objectives
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To perform addition and subtraction of 7- and 8-digit
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numbers with and without regrouping.
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● To perform multiplication of 4- and 5-digit numbers.

● To perform multiplication by the multiples of 10.
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● To perform division of 4- and 5-digit numbers.

● To perform division by multiples of 10.
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● To apply properties of four operations.

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● To be able to estimate the result of the four operations

to the nearest 10’s, 100’s and 1000’s.
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● To create and solve word problems.

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Lesson
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Getting Started
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Prior Knowledge
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● Student knows addition and subtraction of numbers up to 4-digits,

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rounding off numbers to nearest 10’s, 100’s and 1000’s, estimation of

sums and differences.
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Warm-up Activity
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● Let the students revive addition and subtraction of numbers up to 4 digits.

● Give addition and subtraction word problems of numbers up to 4 digits
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and encourage them to solve the same on the board or in their notebook.
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Concept Building
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●Instruct the students to form groups of two and allow each group to access
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a computer and the internet.

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●Explain that they should look up the populations of any two towns/cities.
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If the population is a 7-digit or an 8-digit number, they will note the names of the town/
city in their notebook along with its population.
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●Instruct them to then find the total population of the two towns/cities and the difference
between the two populations.
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Encourage students to share their findings and while they do so, ensure that they are
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reading the numbers correctly.

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Terms
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● Operations, regrouping, estimation, repeated

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Project Idea
● Encourage students to work in pairs and find out information
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s from the internet about places where estimation of large

numbers is or is not useful.
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Evidences
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Through Questions
If a digit in the minuend is less than the corresponding digit in
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the subtrahend, what will you do?

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To estimate the difference of two numbers, would you subtract

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the numbers and then round off the difference?

● If a problem involves both addition and subtraction, would you
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subtract first or add first to get the correct answer?

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When multiplying three numbers, will it matter which two

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numbers we multiply first?

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● If you divide a number by itself, what will you get?

If you divide a number by 1, what will you get?
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●
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● If you divide 0 by a number, what will you get?

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● Can you divide a number by 0?

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Challenges
● A great challenge occurs in solving word problems where the
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students are asked to read carefully to analyse what is to be done

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to solve the problem.

Rounding off may create confusion in some, that 5 may be
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rounded off to the previous digit.

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● Estimating numbers to the nearest 10’s, 100’s and 1000’s may

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be a bit confusing to students. Emphasise the place they need to

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consider in each case, so as to round off the number.

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Facts
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● While adding three or more numbers with different digits, arrange

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the digits one below the other in the correct place.

● While subtracting one number from another, at times we need to
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borrow a value from the column on the left and then regroup so that
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you get a higher value in the minuend than in subtrahend.

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● Addition and subtraction are inverse of each other.

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Activities
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Aim: concept of addition of large numbers
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Material required: paper slips, notebook, pencils, dice
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Procedure: Sum of Slips – Encourage the students to write a large number on a slip
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of paper. The number should start with the number displayed on first throw of dice and
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end with the number displayed on second throw of dice. Let the students compare their
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number with seat partners and find who has written the largest number and who has
written the smallest number. Encourage them to find the sum of the two numbers.
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Questionnaire: State true or false: When we add 1 to a number, the sum is the
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predecessor.
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Skills applied: This activity will enhance their computing and representation skills.
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Aim: concept of addition and subtraction of larger numbers

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Material required: pencils, paper

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Procedure: Newspaper Time – Share with students, the circulation figures of some of
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the leading daily newspapers and ask the questions that follow.
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Newspaper Circulation
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Newspaper A 98,00,456
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Newspaper B 56,58,001
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Newspaper C 8,00,543
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Newspaper D 1,28,96,778
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Newspaper E 26,54,090
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a. Arrange the newspapers in ascending order of circulation.

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b. What is the sum of circulation of newspaper C and E?

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c. What is the difference between the newspaper with maximum and minimum
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circulation?
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d. In descending order of circulation, which newspaper has the third rank?

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Questionnaire: Is reading newspaper a good habit or a bad habit?

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Aim: concept of multiplication and division of large numbers
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Material required: deck of cards, pencils, paper
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Procedure: Cards Activity – Introduce the activity with the statement, “In this
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activity, we will practice multiplying and dividing 4- and 5-digit numbers”. Instruct
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students to form groups of four. Give a pack of cards to each group. Before you
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give the pack, exclude the 10s, Jacks, Queens and Kings from the pack. Instruct
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the students to keep the pack face down and spread the cards, so that any card can
be picked. Ask each group to pick up 4 cards at random and arrange the cards to
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form a 4-digit number. Now, ask them to pick 2 cards at random and arrange the
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cards to form a 2-digit number. Instruct the students to work independently and find
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the product of the two numbers, in their notebooks. Once they have done this, ask
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them to tally their answers and ensure that each student in the group has the correct
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answer. Next, ask the students to divide a 5-digit number by a 2-digit number.
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Encourage students to check their answers.

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Questionnaire: Find the product of 43,567 and 1,000.

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Skills applied: This activity will enhance their problem-solving and computing skills.
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Aim: concept of estimation on four operations

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Material required: pencils, notebook

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Procedure: Estimation on Four Operations – Speak out pair of large numbers in class
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and ask students to estimate the product or quotient after rounding off the numbers to
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the nearest 10’s, 100’s or 1000’s.

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Example: 4637 × 835

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4637 will be rounded off to the nearest 100’s as 4600 and 835 as 800.
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4600 × 800 = 46 × 8 × 10000 (estimated product) = 3680000 (estimated product)

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Similarly, speak out addition, subtraction and division problems and ask students to
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estimate the sum, difference and quotient, respectively.

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Questionnaire: Find the estimated product of 52,365 and 244 by rounding off to the
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nearest 100’s.
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Skills applied: This activity will enhance their computing and estimation skills.
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Fun Activity
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Fill in the missing numbers.
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22456 23456
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Project
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Divide the class into groups of four students each and instruct each group to identify 4
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real-life situations where they will use addition, subtraction, division and multiplication
of large numbers, respectively. Allow them some time for discussion. Assign one
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operation to each student and instruct each student in a group to use a quarter of the
chart paper to write a short story (a paragraph) where the operation may be used.
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Encourage the students to be as creative as possible in their story telling.

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Worksheet
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1. Prerna has 23,45,762 rupees in her bank. If she wins a lottery of 14,03,606
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rupees, how much money will she have then?

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2. There are 8,45,639 people in a town, out of which 3,89,542 are females. How
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many males are there in the town?

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3. A factory manufactures 45,876 chocolates in a day. How many chocolates will it

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make in the month of April, assuming that all the days of April are working?
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4. A school trip is organised for students of class 5. There are 195 students in class
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5 and a total of 1,56,000 rupees are collected. How much did each student pay for
the trip?
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5. Estimate the answer in each case.

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a. 467 + 323 to the nearest 10’s

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b. 4526 + 6433 to the nearest 100’s

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c. 6746394 – 453782 to the nearest 1000’s

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d. 456 – 265 to the nearest 10’s

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e. 457 × 362 to the nearest 100’s

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f. 784 ÷ 34 to the nearest 10’s

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a. 4,134 × 10 = b. 9,980 × 100 =

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c. 7,89,760 × =0 d. 126500 ÷ 100 =

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e. 7654 ÷ =1
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7. In the year 2016, the number of people who lighted their houses on new year was
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13,05,206. But in the year 2017, the number of people who lighted their houses
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on new year increased to 13,50,835. In which year did more people lighted their
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houses and by how much?

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8. During winter vacations, 13,73,289 people went to the zoo in a month. If out of
the total visitors, 4,75,200 were adults and the remaining were children, then find
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out how many children visited the zoo during that month by first rounding off the
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numbers to the nearest 1000’s.

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9. An ice cream factory has to deliver 6,04,840 ice creams in 14 months. How many
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ice creams will have to be produced each month to smoothly complete the order?
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How many more will be produced in the last month?

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10. Mr Sarthak earns 67,650 per month as his salary. Find the salary he earns in a
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year by first rounding off the 5-digit number to the nearest 1000’s.
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13
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3 Multiples
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and Factors
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Learning Objectives
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● To apply properties of multiples and factors.
To identify prime and composite numbers.
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● To test the rules of divisibility.

To find common factors and common multiples.
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● To be able to perform prime factorisation using factor tree

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method and long division method.

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● To be able to find LCM using multiples, division and prime

factorisation method.
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● To be able to find HCF using factor tree, division, long division and
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factor method.
To know the applications of LCM and HCF. Lesson
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● To know and apply the relationship between HCF and LCM.

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Getting Started
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Prior Knowledge
Student knows about multiples, factors, prime and composite 2
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●
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numbers, divisibility tests, common multiples, common factors

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and prime factors of a number.

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Warm-up Activity
● Start by revising the tests of divisibility for the numbers 2, 3, 4, 5, 9 and
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10, by writing examples of each on the board. Now, using these examples,
explain which of the numbers are factors and which of the numbers are
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multiples. Emphasise that a number is the smallest multiple of itself and

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also the highest factor of itself.

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Concept Building
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●Introduce the concepts of common multiples and common factors by giving students
two numbers, say 4 and 6, and ask them to find the factors and first 10 multiples of 4
3
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and 6. Now, write these down on the board as the students say the numbers aloud. Circle
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the common factors with a coloured chalk and the common multiples with a chalk of
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another colour.
●With this, explain the terms ‘HCF’ and ‘LCM’ to the class. Instruct the students to now
find the LCM and HCF of two numbers. Allow them to come up with the answers on
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their own.
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14
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Project Idea
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● Encourage students to work in pairs and create factor tree for

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any three numbers such as 16 and 20 on a chart paper. Now,

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encourage them to find the LCM and the HCF of the two
numbers and check their answer. Students can make their
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s charts as decorative and colourful as they like.

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Evidences
Through Questions
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● If a number A divides B, then which is the factor and which is the

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multiple?
If the HCF of two numbers is 1, then what are the two numbers
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known as?
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● Can even numbers be prime numbers?

Can we write a number, say 10, as a product of prime numbers?
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Plan ● A number, say 4, is a factor of 8; will every factor of 4 be a

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factor of 8?
6 Challenges
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The students may confuse between the long division method for
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HCF and the common division method for LCM. The difference
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must be emphasised.
● Students may not be able to list all the factors of a number and
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may miss out on a few. This happens because when listing the
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factors, they sometimes forget to write 1 and the number itself

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as factors.
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● If students do not write factors in ascending order, then, it is

likely that a common factor is not visible.
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5
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Facts
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● Every number is a multiple of 1 and itself.

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● Multiple of any number is greater than or equal to the given number.

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● The smallest factor of every number is 1.

● The greatest factor of every number is the number itself.
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● The numbers in a pair of co-prime numbers need not be prime numbers

individually.
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● Many factor trees can be drawn for the same number but the end prime
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factors will always be the same.

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Terms
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● Multiples, common multiples, factors, common factors, prime numbers,

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composite numbers, twin prime numbers, co-prime numbers, divisibility

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rules, factor tree method, prime factorisation, LCM, HCF

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Activities
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Aim: concept of multiples of a number
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Material required: colourful blocks, markers
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Procedure: Carry coloured blocks to the class and tell students that there are 15 blocks,
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each of which is 6 cm high. Ask the students to use these coloured blocks to create a
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step ladder. Now, ask the students to write the total height on top of each step. Now, this
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figure shows a list of multiples of 6, i.e.

30
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6×1=6 s 24
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6 × 2 = 12 18
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6 × 3 = 18 12
6 × 4 = 24
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6 × 5 = 30
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The important point to emphasise here is that every multiple of 6 is greater than 6 and
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this list of multiples is endless.

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Questionnaire: What is the smallest multiple of the number 17?

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Aim: concept of co-prime numbers

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Material required: paper chits with numbers 1 to 20, bowl

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Procedure: Introduce the activity with the statement, “In this activity, we will check
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if two numbers are co-prime.” Instruct the students that they will be working in groups
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of four for this activity. Give a bowl having folded chits to each group. The chits have
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numbers from 1 to 20 written on them. Instruct one student from each group to pick
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up two chits and read out the numbers. The student will tell his/her group whether the
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two numbers are co-prime or not. The other students in the group will also check to see
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whether the two numbers are co-prime or not. Once the first student tells the answer, the
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others will tell whether the answer is correct or incorrect. If the numbers are co-prime,
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the students will note them down in their notebooks. If the numbers are not co-prime,
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the student will put the numbers back and another student will pick up two chits; and the
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process is repeated. Instruct the students to stop after each student gets two turns to pick
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chits. Ask each group to count the number of co-primes they got. The group(s) with the
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maximum number of co-primes will be declared as winner(s).

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Questionnaire: Are the numbers 17 and 19 co-prime?
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Aim: concept of prime factorisation

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Material required: coloured sheets, pencils, colours

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Procedure: On a sheet of coloured paper, let students draw a tree trunk. On the
trunk, write the number 48. Below the trunk, let students draw roots with all the
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possible factors of 48: 1, 2, 3, 4, 6, 8, 12, 16, 24 and 48. Now ask students to
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complete this activity with other numbers. This is a useful activity for introducing
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prime factorisation by continuing the roots to their prime factors.

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Questionnaire: Find the prime factors for the number 76.

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Aim: concept of LCM and HCF LCM 42

6 and 7 5 and 10
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Material required: activity sheet (as shown in HCF 1

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the figure) LCM 10 LCM 75

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15 and 25
HCF 5 HCF 5
Procedure: Instruct students to work in pairs for LCM 40
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this activity. Give each group a sheet of paper, with 8 and 20 12 and 30
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HCF 4
a table of the type shown alongside. Instruct the LCM 60 LCM 18
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9 and 6
students to cut out the rectangular boxes from the HCF 6 HCF 3
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table and find the matching HCF and LCM for each 10 and 8 LCM 40 14 and 20
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HCF 2
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of the two given numbers in a box. The students may

LCM 140 LCM 90
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use any method they like to find the HCF and LCM 18 and 15
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HCF 2 HCF 3
of the numbers. Instruct them to now paste the two
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matching boxes adjacent to each other, in their notebooks. Ask them to proceed this way
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till all the boxes with numbers have been matched with their corresponding HCF and
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LCM. As the groups complete their work, instruct them to share their answers.
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Questionnaire: What can you say about the relationship between LCM and HCF of
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two numbers?
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Skills applied: This activity will enhance their computing and problem-solving skills.
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17
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Fun Activity
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Find the common multiples for 6 and 8 from the following chart.
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Project
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Ask students to work in groups of four. Encourage the students to create a chart display
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or a scrap file for the divisibility rules of 6, 7, 8 and 11. Students may include as many
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examples to reiterate the divisibility rules as they like.

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18
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Worksheet
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a. Multiples are in number.

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b. numbers have only 1 as a common factor.

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c. of a number divides it completely.

d. 2734 is divisible by 11. This statement is (true or false).
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2. List all the factors for the following.
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a. 63 b. 144
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c. 35 d. 26
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e. 100 f. 29
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3. Find the first two common multiples for the following.

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a. 12 and 18 b. 36 and 15
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c. 60 and 80 d. 32 and 40
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4. Write each of the following numbers as product of its prime factors.

a. 180 b. 1960
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c. 520 d. 265
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e. 2400 f. 712
5. Find the LCM and the HCF of the following numbers using common division
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method.
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a. 22 and 99 b. 42 and 91
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c. 46 and 120 d. 20 and 92

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6. Find the LCM and the HCF of the following numbers.

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a. 75 and 20 b. 108 and 102

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7. Check whether 32 and 33 are co-prime or not? Also, find their LCM.
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8. The product of two numbers is 5,000 and their LCM is 5. What is the HCF of
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these numbers?
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9. HCF of two numbers is 6 and their LCM is 210. If the first number is 42, find the
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second number.
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10. Find the greatest number that divides 84 and 96, leaving no remainder.
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11. Samar has some balloons. When he distributes these balloons to 10 or 12 kids, no
balloon is left. What is the least possible number of balloons he had?
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12. Pallavi wants to distribute 32 balls and 46 chocolates equally among few kids.
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Find the greatest number of kids who will receive both ball and chocolate.
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4 Fractions
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Learning Objectives
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●
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To identify different types of fractions.
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● To be able to find and check equivalent fractions.
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● To be able to reduce fractions to lowest terms.

● To be able to compare like and unlike fractions.
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● To perform addition and subtraction of fractions.

● To perform multiplication and division of fractions.
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● To be able to solve word problems based on fractions.

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Getting Started
Prior Knowledge 2 Lesson
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● Student knows about fractions, numerators and denominators,

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how to build a fraction, different types of fractions—equivalent, like,

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unlike, unit. They can express a fraction into its lowest form, compare
different fractions with same denominator and same numerator, add
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and subtract the like fractions and solve related word problems.
Warm-up Activity
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● Take a straw and cut it into 15 parts with the help of a scissor or a cutter.
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Handover the parts to students in different numbers like 2 to someone, 5 to

someone and 3 to another one and so on. Ask the students to represent the
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number of parts received by them as a fraction of the total parts of the straw.
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Concept Building
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●Begin by revising the concept of ‘like and unlike fractions’. Show them
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a chart, which has sets of like fractions in a single colour and a set of unlike
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fractions, each in a different colour. Explain with the help of examples that to
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compare/add/subtract two like fractions, we simply compare/add/subtract the

numerators of the two fractions, keeping the denominator the same. Now explain
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that to compare/add/subtract two unlike fractions, we need to find the least common
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multiple of the denominators and write the equivalent fractions of each, with the
4
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LCM as the denominator. Emphasise that we cannot compare/add/subtract unlike

fractions directly as they must be converted into like fractions first.
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Terms
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● equivalent fractions, proper fraction, improper fraction, mixed fraction,

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like and unlike fractions, unit fraction, multiplicative inverse

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s Project Idea
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● Encourage students to create their own fraction word
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problem collection having word problems based on all the

7 four operations with the fractions.
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Evidences
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Through Questions
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● What is the difference between equivalent fractions and like fractions?

Plan Can two equivalent fractions be unlike fractions?
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● How can you know when a fraction is in its lowest form?

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● If the denominator of a fraction is greater than the other when their

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numerators are same, which fraction will be smallest?

6 ● What do we call the fractions with different denominators but same
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or different numerators?
● Which fraction is considered greater in case of like fractions?
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Challenges
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● Students may get confused about the fact that fractions only lie
between 0 and 1. This should be clarified.
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● Students may add or subtract in numerators and denominators in

order to find equivalent fractions. The teacher should make the
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concept clear that only multiplication and division is done on both

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numerator and denominator for obtaining equivalent fractions.

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● While reducing the fractions to their lowest terms, students may

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multiply both numerator and denominator with the LCM instead

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of the HCF. The teacher should make it clear that HCF is used
5
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to do so.
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Facts
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● Mixed fractions can be converted into improper fractions and

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vice versa.
● Unlike fractions can be converted into like fractions.
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● Fractions can be compared by making them equivalent.

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● Equivalent fractions are made by either multiplying or dividing

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the numerator and denominator by the same number.

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Activities
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Aim: finding and checking equivalent fractions
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Material required: bowl, lowest form of fractions written on chits of paper
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Procedure: Divide students in groups of four students each. Out of the four students,
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2 students will form Team A and the remaining students will together form Team B.
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Provide a bowl of chits (with fractions in lowest form) to each group. Now instruct the
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groups to pick one chit from the bowl and read the fraction written on it. The students in
both the teams will work to find any five equivalent fractions and check them for their
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correctness. The team to do it first wins a point for itself. Let students repeat the game
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until all the chits in the bowl are finished. The team(s) with maximum points by the end
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of the game will be the winner(s).

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Questionnaire: Find the first five equivalent fractions for 4 .

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Aim: concept of comparing fractions

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Material required: drawing sheets, fraction placards, pencils

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Procedure: Introduce the activity with the statement, “In this activity, we will compare
fractions using the number line”. Instruct the students to work individually for this
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activity. Give each student a drawing sheet and show them a placard with 4 proper
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fractions written on it; of the 4 fractions, two should be equivalent fractions. The
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fractions should be proper fractions that are unlike fractions. Instruct the students to first
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convert the fractions to like fractions and then plot them on the number line and compare
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them. The students should be able to work individually and divide the space between 0
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and 1 into as many equal parts as the denominator of the like fractions. They should be
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able to plot the like fractions on the number line and compare them. Finally, show how
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the fractions are compared using the number line, by putting the solution on the board.
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Clarify any doubts that the students may have. Bring to their attention that equivalent
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fractions are represented by the same point on the number line.

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Questionnaire: How will you compare two unlike fractions?

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Skills applied: This activity will enhance their problem-solving and representation skills.
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22
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Aim: concept of addition and subtraction of mixed numbers
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Material required: circle cutouts, paper, pencils, notebook
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Procedure: Introduce the activity with the statement, “In this activity, we will add
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and subtract mixed numbers and fractions”. Draw 4 circles of radius 4 cm each.
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Colour 2 circles entirely in red. Fold the third circle in half and cut it to get two
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halves. Colour both the halves in yellow. Fold the fourth circle in quarters and cut it
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to get four quarters. Colour all the four quarters in blue. Now, give the students some
simple addition/subtraction questions and instruct them to use the cut outs to find
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the answers. You may ask them to find the sum of 1 1 and 1 . The students should
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4 2
be able to take one red whole part, one blue quarter part and one yellow half part
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and see that it forms 1 3 parts. In the same way, ask them to find the sum of 3 and
4 4
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1 . You may also ask them to subtract 1 from 3 . The students should be able to
2 2 4
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take three blue quarter parts and remove 2 blue parts and see that they are left with
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one quarter part. In the same way, ask them to subtract 1 1 from 2 3 . Instruct the
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2 4
students to make a note of the questions given and the answers (numbers as well as
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diagrams) they get. Demonstrate to the class how all the answers are found. Clarify
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any doubts the students may have.

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Questionnaire: How will you check your answers of subtraction using addition?
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Aim: word problems on fractions

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Material required: blackboard, chalk, pencils, paper

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Procedure: Dumb Charades on Fractions – Encourage the students to play the game
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as Dumb Charades where the class is divided into groups. Each group will send one
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student from them to make a word problem on fractions and enact it. The teammates
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who guesses the problem and answers correctly will get five points.
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Questionnaire: Rajesh had 15 cows at his farm. He gave one-fifth of it to his friend
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Ankush. How many cows is Rajesh left with?

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Skills applied: This activity will enhance their problem posing, computing and
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problem-solving skills.
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Fun Activity
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Add the fractions to find the answer.
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Project
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Divide the class into groups of four students each. Give the following situation to
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the class:
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Six boys are swimming in a race at the swimming pool. Each swimmer has a lane
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marker to lead them to the finish line. After a while the boys had covered the following
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parts of the length:

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Atul = 1 ; Vinay = 1 ; Bobby = 1 ; Rishi = 1 ; Rajesh = 1

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3 2 4 6 8
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Instruct the students to make a drawing of a swimming pool on a chart paper and place
each swimmer on their lane marker (number line) to show where the boys are between
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the start and finish. Allow them to be as creative as possible. Instruct them to represent
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the position of each boy using a paper chit and a marker carrying the name of the boy.
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Each group will come to the front of the class and show their projects. The teacher may
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ask the students questions like “Who is leading in the race” or “Who is coming second/
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last?” etc.
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Worksheet
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1. Convert the following as directed.

a. Mixed fractions into improper fractions.
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i. 9 2 ii. 6 3
7 5
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b. Improper fractions into mixed fractions.

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i. 33 ii. 69
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5 2
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2. Arrange the following in descending order.
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a. 33 , 10 1 , 7 1 b. 3 , 72 , 13 , 95
4 2 5 8 18 50 60
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3. Arrange the following in ascending order.

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a. 12 , 9 , 3 b. 15 , 1 , 16 , 3
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7 5 4 7 2 15 10
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4. Solve the following.

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a. 15 – 6 b. 2 1 + 3 1 c. 1 + 7 d. 5 of 55 km
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7 7 3 3 2 8 11
13 51 97
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5. Given A = ,B= and C = , find:

5 15 20
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a. A – B + C b. A × B c. A ÷ B d. B + C
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6. Simplify the following fractions and write the answer in lowest terms.
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a. 4 – 1 1 b. 43 + 2 5
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4 7
7. Product of two fractions is 12 3 . If one of the fractions is 4 1 , then find the other.
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5 5
8. Mr Ajay bought 1 3 kg apples, 3 1 kg mangoes, 1 kg saffron and some sugar.
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4 2 4
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If he had a total weight of 8 kg. Find the:

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a. total quantity of apples and mangoes

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b. total quantity of apples, saffron and mangoes

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c. total quantity of sugar

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9. Manya and Tanya compared their heights and found that Manya was 5 1 feet tall
4
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and Tanya was 4 1 feet tall. Whose height is more and by how much?
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5
10. Amit has 1 litre of water in the morning and 1 1 litres of water the rest of the
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8 2
day. How much water does Amit have in a day?
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11. Jerry has 6 books in his school bag and each book weighs 3 kilograms. What is
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4
the weight of Jerry’s school bag?
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5 Decimals
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Learning Objectives
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●
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To be able to represent decimals.
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● To covert fractions into decimals and vice versa.
To be able to identify and convert like and unlike decimals.
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To compare and order decimal numbers.

1
●
To perform addition and subtraction of decimals.

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● To perform multiplication and division of decimals.

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● To be able to multiply and divide decimals by 10, 100 and 1000.

To be able to solve word problems based on decimals.
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●
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Lesson
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Getting Started
Prior Knowledge 2
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● Student knows about fractions, addition, subtraction, multiplication

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and division, expanded form and place value of whole numbers.

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Warm-up Activity
● Let the students revive the concept of fractions and division of whole
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numbers.
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● Ask them to write any monetary value that includes rupees and paise.
Discuss with the students how to write this monetary value.
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3
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Concept Building
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●Introduce the concept of converting fractions to decimals with the help of the
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strips. Write two fractions on the board (say 4 and 13 ) and ask them to depict
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10 10
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the fractions on 10 × 1 strips. Now, write the decimal form of the numbers on
the board as 0.4 and 1.3. Then, write the fractions 4 and 13 on the board and ask
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them to depict the fractions on 10 × 10 strips. 100 100

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● Now, write the decimal form of the numbers on the board. Explain the correlation
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between the number of zeroes in the denominator and the number of places the decimal
shifts to the left. Use the same decimals to show how decimals are converted to fractions. 4
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Terms
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● Decimals, like decimals, unlike decimals

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s Project Idea
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● Encourage students to use the internet to find information
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about the inventor of decimal.

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Evidences
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Through Questions
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● In the place value table for decimals, name the three places to
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the right of the decimal point.

Plan ● If a fraction has 100 in the denominator, how many places and to
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which side will the decimal point move in the numerator?

Will a number with more decimal places be larger than a number
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with less decimal places?

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6 ● When a decimal number is divided by 10, 100 and 1000, how

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many places and to which side will the decimal point shift?
Challenges
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The conversion of fractions to decimals and vice versa may seem

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●
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confusing to some students and would need to be explained with

plenty of examples.
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● Students may take some time to understand the place value table
of decimals.
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● Students may confuse division by 10, 100 and 1000 with

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multiplication, as in, which side (left or right) they must shift the
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decimal point.
Division of a decimal by a whole number or another decimal
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5
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may be confusing for students and will require a lots of practice.

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Facts
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● A decimal number is formed by a whole number, decimal point and fractional part.
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● The place value of fractional part is expressed as tenths, hundredths and so on.
● Decimal numbers can be compared by first comparing whole number part and
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then the fractional part.

● Decimal numbers are added and subtracted by first converting them into like decimals.
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A decimal number is multiplied by 10, 100 and 1000 by shifting the decimal
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●
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point to right side as many times as the number of zeroes in the multiplier.
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Activities
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Aim: conversion of fractions into decimals and vice versa
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Material required: paper chits with decimal and fractions written on them, chalk, board
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Procedure: Divide students into four or five teams depending upon the class strength.
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Conduct a quiz session for the class wherein the teacher calls out a student from each
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team one by one and ask the student to pick a chit from the bowl. The student then
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reads aloud the decimal/fraction number written on the chit and then works out
on the blackboard to convert it into a fraction/decimal, respectively. If the student
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converts the number successfully he/she wins a point for his/her team. If the answer is
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incorrect, the next team gets an opportunity to give the correct answer and win a point.
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Continue the game until all the students have got a chance to pick a chit and convert.
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Questionnaire: Convert 13.563 into fraction.

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Aim: concept of comparing and ordering decimals

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Material required: chits of paper with decimal numbers, bowl

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Procedure: Arrange the Likes or the Unlikes – Instruct the students that they will be
working in groups of four for this activity. Give a bowl of folded chits to each group.
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The chits have decimal numbers written on them. There should be a mix of like and
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unlike decimals. Instruct one student from each group to pick up a chit and read out the
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number aloud and place it in the centre. Then, instruct another student in the group to
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pick up another number, read it out aloud and place it next to the first number (place
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it to the right if it is larger than the first number, else to the left); he/she must also
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tell whether the two decimals are like or unlike decimals. If the numbers are unlike
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decimals, they should be converted to like decimals. Then, instruct another student
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in the group to pick up another number and proceed in the same way. Ask them to
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continue this way, till each student has had two chances each. By the end of the activity,
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there should be 8 like decimal numbers arranged in ascending order. If two numbers are
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equivalent they can be placed one on top of the other. Finally, go around the class and
have a look at the number arrangements and check for correctness.
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Questionnaire: Compare the decimals 40.897 and 40.987.

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Skills applied: This activity will enhance their application and problem-solving skills.
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Aim: operations on decimals
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Material required: paper chits with decimal numbers, operation signs, three bowls
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Procedure: Instruct students to work in groups of four for this activity. Give each group
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three bowls of chits. The first bowl will contain ten chits with decimals written on them,
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the second bowl will contain 10 chits with decimals, whole numbers and 10, 100 and 1000
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written on them and the third bowl will contain four chits with the operators +, –, × and
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÷ written on them. Instruct the students to allow one member from each group to pick up
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one chit from each of the three bowls and the group will carry out the operation on the two
numbers. For example, if a student picks a decimal, say 2.8, from the first bowl, a whole
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number, say 5, from the second bowl and the operator ÷ from the third bowl; the group
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will divide 2.8 by 5. Instruct students to write the question and answer so formed in their
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notebooks and solve them individually. Each student in a group should get two chances to
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pick up chits in this manner. So, in all, a total of eight questions will be formed and solved
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by the students. Instruct students in a group to cross check their answers with each other,
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so that everyone has the same answer. Students can clarify each other’s doubts. In case a
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group is unable to solve a problem, they may ask you for help.
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Questionnaire: Multiply 4.68 with 100.

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Aim: word problems on fractions

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Procedure: Dumb Charades on Decimals – Encourage the students to play the game
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Dumb Charades where the class is divided into groups. Each group will send one
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student from them to make a word problem on decimals and enact it. The teammates
who guesses the problem and answers correctly will win a point.
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Questionnaire: Rahul had 15.45 marks in Maths and 10.25 marks in Science. Find
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the total marks obtained by Rahul for both Maths and Science.
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Skills applied: This activity will enhance their problem posing, computing and
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Fun Activity
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Fill in the missing numbers.
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+0.4 –1.2
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0.2 1.4
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+0.1 +0.3 +... –...

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7.2
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+5 +0.48
11.11 1.53
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–... +... +1.25 –0.77

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–3.4 +...
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9.1 1 1.2
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+1 –4.4 +... –2.17

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3.37
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Project
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Divide the class into groups of four students each. Instruct the students to think of four
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real-life situations where they use decimals and form at least ten word problems using
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these real-life situations. They should be able to use all the four operators at least once
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in the four problems. Instruct the students to write the four problems and their solutions
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on a chart paper.
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Worksheet
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a. A fraction whose denominator is 10, 100, 1000, etc., is called as _________.

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b. The decimal equivalent of 1 is ____________.

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10
c. ln the number 87.921, digit 9 is at ____________ place.
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d. In ____________ decimals, the number of digits written after the decimal

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point is same.
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2. Compare the following decimals using the signs > , < , or =.
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a. 0.31 ____________ 0.21 b. 12.137 ____________ 12.137

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c. 9.78 ____________ 9.87 d. 2.05 ____________ 2.15

3. Do as directed in the following.
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a. Write 58.004 and 0.906 in words.

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b. Write (sixty-nine point five seven six) and (point zero zero four) in numerals.
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c. Write the place values of 3 in 62.163 and 9 in 9468.21.

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d. Write 100.004 and 81.81 in expanded form.

e. Write 400 + 9 + 6 + 3 and 2000 + 90 + 2 + 1 + 3 as decimals.
( ) ( )
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10 100 1000 100 1000

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4. Convert the following as directed.

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a. Fractions into decimals

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i. 7 ii. 6
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20 5
b. Decimals into fractions
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i. 45.019 ii. 0.0267

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5. Arrange the following decimals in descending order.

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a. 5.060, 5.600, 5.006, 6.5 b. 7.819, 8.197, 7.918, 9.718

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6. Arrange the following decimals in ascending order.

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a. 0.153, 0.035, 5.013, 3.015 b. 0.4, 2.49, 3.241, 1.429

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7. Solve the following.

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a. 56.14 × 6.1 b. 2.45 + 87.04 – 80.14

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c. 560.005 – 153.849 d. 0.201 × 0.084

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8. Saranya gave ` 36.25 to her daughter and ` 35.75 to her son. How much amount
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is left with her, if she had ` 120 before giving?

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9. Tapan’s father had arranged a birthday party for him. He paid ` 500.75 for the
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cake and `300.75 for decoration items. Find the total amount he paid to the
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shopkeeper?
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6 Geometry
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Learning Objectives s
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● To be able to identify and measure angles.
● To measure reflex angles.
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● To identify different types of angles.

● To be able to draw angles less than 180° and reflex 1
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angles using a protractor.

To be able to identify solid shapes and their nets.
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● To be able to draw different views of solid shapes.

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Getting Started
2 Lesson
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Prior Knowledge
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● Students know about plane and solid shapes, vertical, horizontal

lines, line segment and ray, open and closed curves, polygons and
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parts of a circle.
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Warm-up Activity
● Let the students revise the concepts of lines, line segments and rays.
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Show two intersecting rays on the board and ask the students to identify
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them as lines, line segments or rays.

Let the students revise different polygons.
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Concept Building
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●Tell the students that the gap between the rays can be different in different
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angles. This gap (or angle) is measured in units called as degrees (°). The tool/
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device/instrument used to measure this gap or angle is called protractor.

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●Show a protractor to the students and tell them that it has numbers 0 to 180 marked
on it from both the sides, which helps it to measure angles from both the sides.
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Draw an angle on the board and demonstrate the method of measuring it using a
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board protractor.
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Terms
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● Angle, protractor, degree, nets of solid shapes, top view, front

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view, side view, acute angle, obtuse angle, right angle, straight
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angle, reflex angle, complete angle

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Project Idea
● Tell the students to make drawing of a hut using only
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s straight lines on a chart paper. Ask the students to

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measure all the angles in the drawing and write the degree
7 measure next to each angle.
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Evidences
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Through Questions
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● Is an angle formed using two rays or two lines?

● What is the meeting point of the two rays in an angle called?
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● In how many ways can an angle be named?

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● If two lines are perpendicular, will they meet?

Plan ● Does your friend look the same when you view him/her from the
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front and the side?

What is the shape of the sides of a milk carton?
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●
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Challenges
6 ● The concept of rays and lines must be clearly explained so that
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the student understands that an angle is formed by intersection

of two rays.
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● The two layers of markings on the protractor may confuse the

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students. The students need to be encouraged to practice more to

master their angle measuring skills.
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● The students may confuse between the different types of

angles, especially when presented in different orientations. The
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difference must be emphasised and repeated.

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● The students may get confused in making nets of 3D shapes.

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● Students may find it difficult to visualise a cube (any solid

shape) in its open/unfolded form. To overcome this confusion,
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give them net of a cube (solid shapes) to fold and to make a cube
5 out of the net.
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Facts
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● An angle is always named using capital letters only.

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● Angles are measured in units called degrees (°).

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● Angles are measured using protractor.

● The centre of the protractor shows 90°.
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● Angles can be measured from both the sides in a protractor.

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A plane shape can be converted into a solid shape using nets.

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● A sphere does not have a net.

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Activities
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Aim: measuring angles with a protractor
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Material required: protractor, pencils, paper
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Procedure: Angles with Alphabets – Ask the students to write the alphabets A, K, M,
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N and V in big size on separate sheets of paper. Ask the students to measure the angles
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formed in the alphabets with the help of protractor and write it next to each angle.
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Questionnaire: Which angle can you find in the letter L?

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Skills applied: This activity will enhance their measuring and problem-solving skills.
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Aim: drawing angles with a protractor

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Material required: protractor, pencil, paper, scale

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Procedure: Closed Shape Using Angles – Ask the students to draw a ray in the
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notebook. Now tell them to draw an angle of 120° from it. Repeat making the angle of
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120° on the new ray obtained in a way that the shape becomes a closed figure. Ask the
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students to count the number of sides of the shape formed.

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Questionnaire: Identify the polygon if each of its angles is of the measure 135°.
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Skills applied: This activity will enhance their representation and problem-solving
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skills.
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Aim: drawing net of a cube/cuboid

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Material required: straws, sweet boxes, pencils, scale, isometric paper

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Procedure: Introduce the activity with the statement, “In this activity, we will draw
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a cube/cuboid on paper.” Instruct the students to work in groups of two for this
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activity. Give few straws and a sweet box to each group. Instruct the students to take
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out four straws from the boxes. Instruct the students to use the two sweet boxes and
four straws to make a cuboid. Allow them five minutes to do the activity. Show how
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a cuboid is made, by arranging the two sweet boxes as the front and back faces and
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using the four straws to make the remaining edges. Explain that to draw a cuboid on
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paper, the above simple steps can be followed. Instruct each group to draw a cuboid
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in their rough notebook, using a ruler. Allow them time to discuss with each other.
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Check the work of the students as you walk around the class, guiding them wherever
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necessary. Finally, draw a cuboid on the board by drawing two rectangles for the front
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and back faces and joining the corners of the rectangles. Allow the students to practice
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drawing cubes and cuboids on isometric paper.

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Questionnaire: How many rectangles are there in a cuboid net?

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Skills applied: This activity will enhance their visualisation and representation skills.
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Aim: drawing different views of solids

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Material required: notebook, pencil, scale

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Procedure: Introduce the activity with the statement, “In this activity, we will draw the
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front view, side view and top view of 3D objects.” Instruct students to work in groups
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of two for this activity. Give each group a 3D object, like a geometry box, a chalk, a
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conical cap, a tiffin box, etc. Instruct students to study the object given to them and
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draw the front view, side view and top view of their object, in their notebooks. As the
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groups complete their work, instruct them to share their work with their peers.
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Questionnaire: What plane shape will you see if you see a cuboid from the top?
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Fun Activity
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Find out the cube(s) that can be formed by folding the given net.
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Project
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Divide the class into groups of four students each. Give each group a carton and
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instruct the students to make a house using the carton. Instruct the students to cut out
doors and windows from the carton, keeping the house as realistic as possible. They
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may use wrapping paper, clay and crayons to decorate their houses. Now, instruct each
group to position their house at a place and make the perspective view of their house on
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a chart paper.
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Worksheet
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a. An angle is formed when two ____________ meet at a point.

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b. The point where rays meet to form an angle is called ____________ of the
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angle.
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c. ____________ are measured in units called degrees.

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d. ____________ is a tool used to measure an angle.
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e. Angle whose measure is greater than 0° and less than 90° is called
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____________ angle.
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2. Name all the possible angles in the given figures.

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a. A B b. P
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L C D
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Q U T
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E S
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I F
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H G R
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3. Name the arms and vertices of the following angles.

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a. b.
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A B F
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E
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4. Construct the following angles using a protractor.

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a. 74° b. 90 c. 138°
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5. Sort the given angles as acute or obtuse angle.

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45° 129° 99° 170°

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6. Draw the net of a cuboid.

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7. Draw and name the following angles.

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a. 50° b. Right angle c. An obtuse angle

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7 Patterns and
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Symmetry
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br
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Learning Objectives
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●
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To identify symmetrical and asymmetrical shapes.
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● To understand reflection symmetry.
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● To understand and apply rotation symmetry by half turn,

quarter turn, one-third and one-sixth turns.
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● To be able to create turns and patterns.

● To understand the concept of magic square and hexagon.
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● To be able to identify and extend square and triangular numbers.

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Getting Started 2 Lesson

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Prior Knowledge
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● Student knows about symmetrical figures, line of symmetry, identify

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asymmetrical figures, mirror image or reflection, tessellation or tiling.

Warm-up Activity
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● Ask students to recall the meaning of symmetry. Listen to their answers

and then explain that symmetry means being identical on both sides of a
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line. When a line divides a shape in the middle to get two equal halves, the
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halves are said to be symmetrical.

Use the smart board or simply draw on the board and show a few examples.
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Concept Building
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●Instruct students to form groups of two and give each group two cutouts; the
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cutouts should not be the same as used earlier. Ask students to flip and turn the
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shapes to see how they look, then instruct them to draw the shapes in their
notebooks. Now, ask them to draw how the shapes look when rotated and
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flipped. Instruct them to use a protractor for this purpose.

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Terms
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● Asymmetrical, rotation, magic square, square numbers,

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triangular numbers
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s Project Idea
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● Ask students to find number patterns in a calendar for
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the current month.

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Evidences
Through Questions
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● What is the line that divides a shape/object into two identical

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halves?
Plan
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● Is the letter ‘C’ symmetrical?

● When you look into a mirror, what do you see?
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● When you turn a shape through 180˚, will it be upside down?

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● Do you think that all the polygons are symmetrical?

6
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Challenges
● There can be more than one line of symmetry of some shapes,
while some irregular shapes have no lines of symmetry.
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Students make mistake in drawing line(s) of symmetry. Give

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as many daily life examples to show symmetry around us.

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● The concept of rotating a shape through different angles

may be confusing for some students and would need to be
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explained with lots of examples.

Understanding the difference between symmetry and
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reflection symmetry may be confusing for the students to

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understand.
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Facts
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● The symmetrical figures can have one or more lines of symmetry.

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● Many geometrical figures have rotational symmetry.

The order of symmetry for rotational symmetry of circle is infinite and its
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centre of rotation is centre of the circle.

● Numbers and geometric shapes repeat to form a pattern.
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● Squares numbers are related to geometrical shape of a square.

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● Triangular numbers are related to geometrical shape of a triangle.

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Activities
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Aim: concept of symmetry and asymmetry
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Material required: isometric paper, pencils, colours, scale, bowl, folded paper chits
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Procedure: Ask students to sit in pairs. Give each pair two sheets of isometric paper
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and a bowl of four chits. Make sure that two chits have symmetric written on them and
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the other two chits have asymmetric written on them. Instruct the students to fold the
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sheet into two halves (either horizontally, diagonally or vertically). Tell students that
the fold crease will act as the line of symmetry for their design. Now, instruct the first
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student to draw a design on one half side of the isometric paper. Once done, ask the
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second student to draw one chit out of the bowl and read it aloud. Based upon what is
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written on the chit, the second student will then draw the remaining half to make the
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design either symmetric or asymmetric. Repeat the steps till each student has at least
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two chances to draw.

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This activity can be done for four lines of symmetry as well.

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Questionnaire: How many lines of symmetry does a circle has?

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Skills applied: This activity will enhance their representation, visualisation and
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Aim: concept of reflection symmetry

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Material required: thread, card paper, water colours, paint brushes

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Procedure: Thread painting – Provide a thread, card paper, paint brushes and water
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colours to each student. Ask students to fold the paper into two halves. Now, instruct
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the students to dip the thread in paint and carefully place it on one side of the paper
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to create a design. Now ask the students to fold the other half and press the paper,
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keeping one end of the thread outside the folded card. Now, ask the students to
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carefully pull the string out of the closed card to create a beautiful symmetric design
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on both sides of the paper.

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Questionnaire: How many lines of symmetry are there in this design?

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Aim: concept of reflection symmetry
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Material required: chart paper, mirror, pencils
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Procedure: Instruct students to work in pairs for this activity. Give each pair a mirror
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and half a sheet of white chart paper. Explain the game to the students as to cut out
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square/rectangular pieces of chart paper and write two capital letters of the English
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alphabet and two short words using capital letters, one letter/word on one piece of
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paper. The students should not let their partner see what they have written. Ask any
one student of each pair to stand 3 to 4 feet away from the mirror and hold up his/her
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piece of paper showing a letter. The other student will stand close to the mirror and use
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a chalk to trace out the image he/she sees on the mirror and tell what letter has been
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traced out. Ask them to repeat this with the other letter and two words. Instruct the
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students to then reverse roles and play the game again.

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Questionnaire: Does the letter I has reflection symmetry?

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Skills applied: This activity will enhance their representation and visualisation skills.
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Aim: concept of rotation symmetry

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Material required: cutouts of shapes, thumb pin, pencils, papers, scale

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Procedure: Instruct the students that they will be working individually for this activity.
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Have cutouts of cardboard ready in the shapes of equilateral triangle, square, pentagon,
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hexagon, letters of the English alphabet, etc. Distribute one cutout and a thumb pin to
each student. Instruct the students to use the pin to attach the cutout to a page in their
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scrap notebook. The pin should be at the centre of their cut out. Tell them to trace the
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outline of the cutout and then shift the cutout to another space, turn it by half and trace the
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outline of the cutout. Instruct students to repeat the step for a quarter turn, one-third and
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one-sixth turn. Now, ask students to identify which shapes have rotation symmetry.
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Questionnaire: Can you tell a number which has rotation symmetry?

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Fun Activity
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Fill in the missing numbers so that the sum of each row, column and diagonal is
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the same.
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4 2
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8 1 6 17
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14 18
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15 11
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Project
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Divide the class into groups of two students each. Instruct the students create a
power point presentation and use the ‘Insert shapes’ option to make as many shapes
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as possible. Ask them to shade the shapes with as much colour as they like. Now,
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instruct each group to use these shapes and their copies to make a symmetrical pattern.
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Encourage the students to be as creative as possible and come up with beautiful

symmetrical patterns. Once the students have made their colourful symmetrical
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patterns, ask them to take a printout of the pattern and use a marker pen to draw its
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line of symmetry. Finally, instruct each group to come to the front of the class, one at
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a time and show their creation to the class.

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Worksheet
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1. Complete the shapes, such that they are symmetrical.
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2. Which of the following shapes are symmetrical? Draw the line of symmetry of
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the symmetrical shapes.

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3. Draw the mirror image of the letter ‘B’. Take the grey line to be the mirror.
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4. Rotate the following by one-half turn.

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8 Metric
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Measures
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Learning Objectives
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● To be able to convert bigger and smaller units of measurement.
To be able to add, subtract, multiply and divide units of
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measurement with and without regrouping.

To be able to estimate measures.
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1
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Getting Started
2 Lesson
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Prior Knowledge
Student knows about metric measures, the concepts of length, weight,
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capacity, time and conversion between common units of measurement.

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Warm-up Activity
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● Let the students revive the concept of different units of measurement

that are used for measuring small and big quantities by showing the
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same with the help of smart board or with a chart paper.

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Concept Building
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●To introduce the students to the other units of measure, project a 3

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place value chart of the units.

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●Draw the attention of the students to the fact that each unit to the right
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is 10 times larger than the unit to the left. Instruct and help the students to
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remember the prefixes of the units in decreasing order. Then remove the slide of
the place value table and ask the students to try and make the place value table on
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their own. Allow them to consult each other while making the table and then project
4
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the table again, allowing the students to re-evaluate their work.

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Terms
Length, weight, capacity, conversion
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●
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id
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s Project Idea
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● Ask students to create a chart for conversion of units
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of length, weight and capacity.

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Evidences
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Through Questions
Plan
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● What are the standard units of measurement?

● How many metres are there in a hectometre?
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● How much less/more is a unit compared to the unit to its

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right in the measurement unit chart?

6 ● Can distance be measured in litres?
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● A cup can hold water in ______(ml/l).

Challenges
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● The students get confused with the place value table of the
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units of measurement.
Students forget that before multiplying or dividing a measure
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with different units, the measure must be written as a decimal

in a single unit.
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Students find it difficult to relate to the standard units as used

si
in everyday life.
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5
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Facts
id
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● When a smaller unit is converted into a bigger unit, we use division.

● When a bigger unit is converted into a smaller unit, we use multiplication.
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45
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Activities
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Aim: concept of metric measurement and conversion of units
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Material required: ruler, weighing scale, measuring jar
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Procedure: Unit Conversion – Students will work in pairs. Provide each pair with a
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ruler, a weighing scale and a measuring jar. Instruct students to measure the length of
id
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four random objects, like, their pencil box, lunch box, classroom, blackboard, table,
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etc. Ask them to note these measurements down in their notebooks along with the
units used. Instruct the students to make a table with seven columns, one column for
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each unit of length, on a sheet of paper and write the four measurements in all the
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units in the correct column. Instruct students to measure the weight of any four objects
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like their bag, bottle, books, geometry box, etc. and make a table with seven columns,
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one column for each unit of weight and repeat the above process. Instruct students
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to measure the capacity of water in their water bottle and make a table with seven
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columns, one column for each unit of capacity and repeat the above process. Ask the
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class which unit of measurement is best suited to each object.

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ge
Questionnaire: Which operation will you use to convert a bigger unit into a smaller unit?
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Skills applied: This activity will enhance their application, problem-solving and
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computing skills.
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Aim: conversion of units

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Material required: chalk, board

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Procedure: The teacher can ask the students to play a Relay game. Divide the class
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into teams. Write one problem on the board. Each student comes to the board and
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performs only one step of the calculation at a time. It helps the class to focus on each
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step and point out common errors. Take examples of conversion of both bigger and
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smaller units.
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Questionnaire: Convert 63 cm into hm.

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Skills applied: This activity will enhance their computation, application and
computational skills.
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46
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Aim: concept of operations on metric measures
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Material required: bowls, paper chits with different measures of length, weight
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and capacity
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Procedure: Operations on Metric Measures – Divide the class into two groups. Keep
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four bowls of chits ready. In the first bowl, keep chits with measures of length in
id
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different units, like 2 km, 3 hm, 7 dam, 9 m, etc. In the second bowl, keep chits with
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measures of weight in different units, like 4 kg, 8 hg, 1 dag, 6 cg, etc. In the third
bowl, keep chits with measures of capacity in different units 2 kl, 3 hl, 7 dal, 9 l, etc.
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In the fourth bowl, keep chits with natural numbers. Ask a student to come forward
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and take out 3 or 4 chits from a bowl. Open and show these chits to the class. Instruct
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the students to write these measures as one measurement in the highest unit (using
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decimals). Ask another student to come forward and take out three or four chits from
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the same bowl and repeat the process. Instruct the students to add and subtract the two
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measurements in decimals. Confirm the correct answer. Repeat the above steps for the
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second and third bowls. Then, use one of the first three bowls and the fourth bowl and
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instruct the students to multiply and divide the measurement with the number from the
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fourth bowl.
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Questionnaire: Multiply 23 km 7 hm with 3.

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Aim: concept of estimation of measures

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Material required: paper, pencils

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Procedure: Ask students to sit in pairs. Give each pair two blank sheets and ask each
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partner to list down any ten objects that can be measured in either length, weight or
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capacity. Now, ask the students to exchange their lists with their partners and estimate
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the measurement of the objects written in the list. Once done, ask the students to share
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their estimations with each other and discuss their agreements and disagreements on
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the same.
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Questionnaire: Estimate the length of your pencil.

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Skills applied: This activity will enhance their estimation skills.

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Fun Activity
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Go around your classroom and find objects with estimated measures as written
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on the cards below.
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An object with length An object with weight An object with capacity

equal to 10 cm equal to 3 kg equal to 10 ml
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An object with length An object with weight An object with length
equal to 5 m equal to 50 g equal to 1 mm
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An object with length An object with capacity An object with weight

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equal to 10 dam equal to 500 ml equal to 10 kg

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id
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Project
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si
Divide the class into groups of four students each. Each group will do research work on
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the internet and find out other units of length, weight and capacity, besides the metric
v
units. Find out where and for what purpose these units are used. Instruct the students
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to try and find a correlation between these units and the metric units. Each group will
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write out eight such units on a chart paper, with an explanation of the unit and the
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correlation between the unit and a metric unit. Encourage the students to make their
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chart paper as colourful as possible and gather as much information about the unit as
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possible. Each group will come to the front of the class and explain their projects. The
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teacher may ask the students questions like, “Where in real life can you come across
this unit?”
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Worksheet
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a. is used to measure large weights.

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b. 1 m = cm
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c. 1356 g = kg g
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d. We use multiplication to convert a unit to a unit of length.
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2. Convert the following units of length.

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a. 5 dm into mm b. 781 cm into m and cm

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c. 28 m into dm d. 14,864 m into km and m

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3. Convert the following units of weight.

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a. 37 g into cg b. 9 kg 3 dag into dag

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c. 2,185 g into kg and g d. 30,000 mg into g

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4. Convert the following units of capacity.

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a. 20 l 35 cl into cl b. 15.7 kl into dl

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c. 385 dal into dl and l d. 43,045 ml into l and ml

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5. Lavanya can measure 30 cm with a ruler. If she measures the length of the board
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with the help of a ruler 7 times. What is the total length of the board in metres?
6. If 20 kg 400 g sugar is to be divided equally among 8 containers. Then how much
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sugar (in grams) will be put in each container?

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7. Deepa drinks 350 ml of milk every morning. How many litres of milk does she
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drink in a week? Write the answer in litres.

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8. Sonia goes to the market and buys apples that weigh 1.75 kg, oranges that weigh
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2.94 kg and guavas that weigh 3.06 kg. What is the weight that she carries back
home?
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9. The exact distance around a jogging track is 1 km 4 hm 5 dam 8 cm. Geeta runs
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around the track 3 times. Find the distance she runs?

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10. A drum has 45 kilolitres 459 litres of oil. This oil is divided equally into 9 smaller
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drums. How much oil will there be in each of the smaller drums?
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9 Time and
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Temperature
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Learning Objectives
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● To convert 12-hour clock to 24-hour clock and vice versa.
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● To perform conversion of units of time.

● To be able to calculate the duration of time in hours and in days. 1
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● To understand the concept of temperature.

To be able to convert temperature from Celsius scale to Fahrenheit
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scale and vice versa.

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2 Lesson
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Getting Started
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Prior Knowledge
Student knows about representation of time in 24-hour clock and
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12-hour clock. Student knows about duration of time in hours

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and days.
Warm-up Activity
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● Revive the importance of time with the students.

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● Make them revise about the concepts of 12-hour clock, 24-hour clock
and duration of time in hours and days.
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3
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Concept Building
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ni
●To introduce the topic of temperature, bring some newspapers to class and
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distribute one newspaper to each student. Draw the attention of the students to
the space reserved for the weather forecast. Explain the unit of temperature
4
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used and introduce them to the units of temperature — Celsius and Fahrenheit.
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Terms
● Digital, Celsius, Fahrenheit, conversion
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s Project Idea
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● Ask students to record the temperature in their city for the
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next ten days in degree Celsius and convert it into degree

7 Fahrenheit.
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Plan
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Evidences
Through Questions
id
● How much time is there between now and end of school today?
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6 ● How many days does this month have?

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● How many days are there from today to the last day of the month?
● What is the approximate temperature in our city these days?
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● What is the normal temperature of the human body?

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Challenges
● Conversion from one unit to another needs lot of practice.
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5
v er
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Facts
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● Time can be measured in years, months, weeks, days, hours, minutes and seconds.
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● To convert bigger units into smaller units, we use multiplication.

To convert smaller units into bigger units, we use division.
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● We can calculate the duration of time and duration of days by counting forward
br
or backward.
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● Temperature can be measured in degrees Celsius and degree Fahrenheit.

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Activities
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Aim: conversion of time in 24-hour clock and 12-hour clock
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Material required: blackboard, chalk
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Procedure: Start by calling students, one by one, to the front of the class and ask the
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students to pick a chit from the bowl and read aloud what is written on the chit (say,
id
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convert 20:15 into 12-hour clock). Now, ask the students to perform the conversion
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as directed. In the meanwhile, the rest of the students also solve the same problem.
Once all of them are done, they check for the right answer. You can be creative in what
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is written on the chits. They may include direct conversion problems as well as word
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problems.
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Questionnaire: Convert 11 a.m. into 24-hour clock.

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Aim: duration of days

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Procedure: Ask students to sit in groups of four and create at least two word problems
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based on the concept of duration of days. Once done, ask the students to challenge the
other team to solve the word problems. Once the students have exchanged their word
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problems, they can race to finish solving all the word problems. The team who does it
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first, wins the game.

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Questionnaire: Shweta started creating a sketch on 25th October and finished it on

si
3rd November. How many days did it take her to complete her sketch?
v er
Skills applied: This activity will enhance their problem posing, application and
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computational skills.
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52
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Aim: duration of time
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Material required: pencils, paper, wristwatch or clock
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Procedure: In this activity, students keep track of the amount of time they spend
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studying different subjects such as English, Mathematics, Science, Social Science,
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etc., in a day. Students work to calculate the elapsed time spent on studying different
id
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subjects. For every subject, each student writes his/her start time, end time and
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calculates the duration of time. Once done, students can come and discuss their
findings. Ask students to repeat the same activity to record the duration of their study
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time at home for a week.
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Questionnaire: What time will it be 2 hours from now?

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Aim: temperature in Celsius and Fahrenheit scales

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Material required: thermometer, paper, pencils

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Procedure: Divide the class into groups and distribute a thermometer to each group,
id
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the thermometer should have both the Celsius and Fahrenheit scales. Now, let them
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write any four different temperatures on the Celsius scale and the corresponding
temperatures on the Fahrenheit scale. Demonstrate the conversion of temperatures
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s
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from one unit of measurement to the other. Take up more temperature conversion
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problems and encourage students to solve. After students are done solving, encourage
them to talk about the procedure they followed to convert temperature from one unit
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to the other.
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Questionnaire: Convert 104˚F into its equivalent ˚C.

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Fun Activity
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Find the duration of time as shown in the clocks.
ni
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id
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duration of
s duration of
time time
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duration of duration of
time time
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Project
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Divide the class into groups of four students each. Each group will do research work on
the internet and find out the names of four trains that run between their current city and
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any other city (say, Delhi and Dehradun). Each student in a group will take up one of
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these trains and find out what time the train departs from Delhi and what time it arrives
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in Dehradun. Each student will draw his/her own train on a quarter of a coloured chart
v
ni
paper and write the name of the train on top of the chart paper. Below the train, a
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student will draw a table that has three columns showing the train’s time of departure,
arrival and the duration of travel (the difference between the time of departure and
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time of arrival). The group will then pin their chart papers on a thermocol in increasing
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order of time of travel. So, the train that takes the least time will be pinned at the top of
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the thermocol and the train that takes the most time will be pinned at the bottom of the
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thermocol. You may ask the students questions like “Which train will you travel in, if
you want to travel overnight?’ or “Which train starts early in the morning/evening?”
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or “How do you think this project will help you in real life situations?” etc.
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Worksheet
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ge
1. Given below is a table that shows the time that Manju spends playing tennis each
day. Study the table and answer the questions that follow.
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Day Time spent playing tennis

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Monday 150 minutes

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Tuesday
s 4 hours
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Wednesday 245 minutes
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Thursday 145 minutes

Friday 2.5 hours
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a. On which day does Manju spend the most time playing tennis?
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b. On which day does Manju spend the least time playing tennis?
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c. On which two days does Manju spend the same amount of time playing tennis?
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2. Amit starts from home at 3:45 p.m. and reaches the bus stop at 4:25 p.m. Atul
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starts from home at 8:55 a.m and reaches the bus stop at 9:20 a.m. Who takes
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longer to reach the bus stop and how much longer does he take?
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3. Study the calendar for the month of August 2015 and answer the following questions.
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2015 AUGUST
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Sunday Monday Tuesday Wednesday Thursday Friday Saturday

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1
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2 3 4 5 6 7 8
9 10 11 12 13 14 15
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16 17 18 19 20 21 22
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23 24 25 26 27 28 29
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30 31
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a. How many Sundays does the month have?

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b. How many days are there between the first Monday of the month and the
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third Wednesday of the month?

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c. On which day of the week will the 5th of September fall?

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4. Rohan used a thermometer to measure the temperature in the kitchen of his

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apartment. He found the temperature to be 5 degree Celsius above normal

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room temperature. Find the temperature of Rohan’s kitchen on the Celsius

scale and the Fahrenheit scale.
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10 Mathematics
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in Daily Life
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Learning Objectivess
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● To understand the terms profit, loss, selling price
and cost price.
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● To calculate profit or loss.

● To calculate cost price or selling price. 1
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● To be able to apply unitary method.

To interpret maps — scales, magnification, route maps,
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keys, direction.
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Getting Started
U

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● Student knows about numbers and the four operations.

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Warm-up Activity
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● Make them revise the meaning of the terms selling price, cost price,
profit and loss. Take up few daily life market situations to reiterate
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the concept.
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Concept Building
Introduce the topic of maps by projecting the map of India; show 3
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and explain that a map has four directions — North, South,

East and West. Explain that a map is made with respect to a scale.
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Next, project a map of an area like a society, market, school, etc.

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(the map should have a key) and explain how the map is read using the keys.
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●Tell them that in order to study one aspect of a map, it may be magnified.
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Project magnification of any part of the map. Finally, project a route

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map of say Delhi metro and point out places that the students may be
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familiar with.
4
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id
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Terms
● Cost price, customer, selling
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price, overhead expenses, map

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56
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ge
id
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C
s Project Idea
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● Ask students to create a list of any ten items and
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find out its selling price and the cost price from the
7 shopkeeper and hence find profit or loss.
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Evidences
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Through Questions
ni
● What is the price at which a shopkeeper buys an item

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called?
Plan
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● What is the price at which a shopkeeper sells an item

called?
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● How will you know if a loss is incurred or a profit is made?

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● How will you calculate the profit?

6 How will you calculate the loss?
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● If the total cost of 8 items is `56, what is the cost of

each item?
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● Name the four directions.

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Challenges
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● Students should understand that the selling price for the

shopkeeper is the cost price for the customer.
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● Students may take some time to understand the concept of

the unitary method; it should be clearly stated that to find
si
the cost of x number of items, given the cost of y number

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of items, it is easy to find the cost of one item and use that
5
v
to find the cost of x number of items.

ni
U
ge
Facts
The terms profit and loss are associated with buying and selling.
id
● We get a profit, if an item is sold at a higher price than the cost price.
br
● We get a loss, if an item is sold at a lower price than the cost price.
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● Unitary method can be used to find out the cost of many by finding
the cost of one.
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● A scale helps in drawing a picture either by shrinking or enlarging

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its size.
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Activities
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Aim: concept of cost price and selling price
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Material required: play money, random classroom objects
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Procedure: Instruct the students that they will be working in groups of four for this
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activity. Give an item and fake money to each group. Instruct the students to divide the
id
br
money equally among themselves. Instruct one student from each group to have the
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item in their hand. Ask the student to sell this item to another student in the group, using
fake money. The student will note down his S.P. Then, instruct the second student in the
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group to sell this item to another student in the group at a price different from his cost
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price and note down his C.P. and S.P. Instruct the students to continue this way till the
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item is with the fourth student of the group. The fourth student will then sell the item
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to the first student, who will now have a cost price for the item. Each student will note
rs
down their C.P. and S.P. and calculate their profit/loss. Finally, go around the class and
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have a look at the prices and check for correctness of their calculations.
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U
Questionnaire: If the cost price is higher than the selling price, is it a situation of loss?
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id
br
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Aim: concept of unitary method

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Material required: handouts (as shown below), pencils

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Procedure: Introduce the activity

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Cost of 9 items Cost of 1 item Cost of 5 items

with the statement, “In this activity,
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45.00
we will use the unitary method to
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6.50
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find the price of a given number of

35.50
v
items”. Instruct students to work in

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63.00
groups of two for this activity. Give
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12.00
each group a sheet of paper, with
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55.50
a table of the type shown below.
id
br
Instruct the students to discuss and complete the table, with their partners. Once the
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students have completed their tables, discuss the calculations and write the answers on
the board. Let each group check and correct their work.
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Questionnaire: If the cost of 13 apples is ` 65, then find the cost of 15 apples.
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58
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Aim: concept of unitary method
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ge

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Procedure: Begin the topic of the unitary method by showing them a box of pencils and
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telling them the M.R.P of the box; count the number of pencils in the box and ask them
am
how much each pencil will cost. Students should be able to come up with the answer
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“Divide the M.R.P by the number of pencils” and do the calculation. Encourage students
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to find the price of 12 pencils. Explain that once the price of one pencil is known, the price
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of any number of pencils can be found by multiplying this cost with the number of pencils.
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Similarly, continue the exercise with more such examples. You may also encourage the
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students to create their story problems and challenge their friends to solve them.
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Questionnaire: If the total cost of 7 items is ` 56, what is the cost of each item?
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U
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id
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Aim: creating a school map

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Material required: chart paper, pencils, ruler, colours

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Procedure: Divide the class into groups of four students each. Instruct the students
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to make a map of their school area (area within the school compound), using keys.
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Before they begin, point out the North direction to them and instruct them to make
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show the directions in their map. Instruct the students to go around the school and
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note the locations of important areas like, principal’s office, administration office,
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auditorium, playground, canteen, courts, school gate, etc. They must make a rough
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sketch in their rough notebooks. Instruct them to come back to class, once they have
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the sketches ready and make a neat and detailed map of the school area on a chart
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paper. Encourage the students to be as creative as possible while making the map and
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the keys. Instruct students to share their work with the class.
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Questionnaire: Which direction does the canteen/principal’s office face?

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Is the auditorium closer to the school gate or to the playground?

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Fun Activity
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Magnify and draw the following image on a 2 cm square grid.
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Ask the students to create a map of the area around their house on an A3 paper.
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Encourage them to label the map with the key and directions. Additionally, instruct the
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students to form any five questions based upon the map they draw.
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Worksheet
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a. If the selling price is more than the cost price, there is a .

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b. If the cost price is more than the selling price, there is a .

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c. Profit =
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d. Loss = s
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2. Deepa bought a dress for ` 500 which she sold for ` 648. What is her profit/loss?
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3. Seema made a profit of ` 54 on a toy car. If the cost price of the car was ` 120,
how much did Seema sell the toy car for?
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4. Dheeraj made a loss of ` 200 on a pair of shoes by selling the shoes for ` 650.
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What was the cost price of the shoes?

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5. If the cost of a dozen bananas is ` 30, then, what is the cost of one banana?
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6. Reeta bought 12 packets of biscuits for ` 132. How much will 9 packets of the
biscuits cost?
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7. Study the map of ‘Legend Mall’ and answer the questions given below.
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a. Is the tour bus parking area to the North or the South of the parking garage?
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b. In which blocks are public restrooms located?

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c. Which streets are linked to the parking garage?

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d. Which ATM is closest to the Marina stage?

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and Volume
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Learning Objectives
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● To find the perimeter of rectangle and square.
To find the area of rectangle, square and triangle.
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● To understand the relationship between area and perimeter.

To be able to find the area of an irregular figure.
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● To be able to find the volume of cube and cuboid using formula.

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Getting Started
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Prior Knowledge
2 Lesson
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● Student knows the concepts of area and perimeter, calculation

of area and perimeter of simple and irregular figures, units of
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area and perimeter.

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Warm-up Activity
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● Let the students revive the concepts of area and perimeter.

● Ask the students to trace the boundary of a rectangular pencil box/lunch
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box/notebook on a graph paper and find its area and perimeter by

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counting squares.
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Concept Building
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●Draw the attention of students to the fact that perimeter and area are found
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for 2D objects. Show some cardboard cuboids and cubes to the class and
explain that the space occupied by 3D objects is called their volume.
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Show and explain what the length, breadth and height of a cuboid is and then
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introduce the volume of a cuboid is given by length × breadth × height. Explain that
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since volume is the product of three lengths, its unit is centimetre cubed. Give a
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cube/cuboid to each student and ask them to find its volume in centimetre cubed.
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Terms
● Area, volume, dimension
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Project Idea
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s ● Ask students to find the area of

space occupied by their desk.
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Evidences
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Through Questions
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● Do we use the same units for area and perimeter? Why?

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● What will be the unit of perimeter if the distance of sides is

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given in mm?
Plan ● Can you tell the perimeter of a square with side 1 cm?
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● What will be the perimeter of 5 squares each with side 1 cm and

which are joined side to side?
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● What kind of squares should you ignore while calculating area

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6 of an irregular figure?
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● If the area of a square is 25 sq. cm, what is its perimeter?

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Students find it difficult to find the area of irregular shapes

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as they are not sure what to do about the squares that are not
complete in the shape. This must be clearly explained to them.
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● Students may be confused about the different units for perimeter

and area.
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● Sometimes, students may find it difficult to understand the

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difference and relationship between area and perimeter.

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● Students easily confuse between the formulae for area and

5 perimeter. Encourage them to practice well.
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Facts
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● If dimensions of a shape are in cm/m/km, then area of the

shape will be in square cm/square m/square km, respectively.
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If dimensions of a shape are in cm/m/km, then the perimeter of

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the shape is also in cm/m/km, respectively.

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● Area of square = side × side

● Perimeter of square = 4 × side
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● Area of rectangle = length × breadth

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Perimeter of rectangle = 2 × (length + breadth)

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● Perimeter of triangle = side 1 + side 2 + side 3

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Activities
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Aim: perimeter of a rectangle
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Material required: rectangle cutouts
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Procedure: Divide the class in groups of two. Provide each group with a cutout of
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a rectangle. Instruct students to measure the length and breadth of the rectangle and
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note it down in their notebooks. Ask them to write the formula for the perimeter of a
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rectangle and find the perimeter of the rectangle. Ask the students to also write the unit
of perimeter.
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Questionnaire: Find the perimeter of a rectangle whose length and breadth are 15 cm
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and 5 cm respectively.
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Aim: concept of area of a square

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Material required: square cutouts, safety scissors

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Procedure: Instruct students to join two midpoints of each of the opposite sides of a
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square and cut out the four squares so formed. Instruct students to check if the four
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squares are same in size, by superimposing them on each other. Ask them to now
measure the sides and calculate the area of each square. Make them add the area of all
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the four new squares and verify if the sum of areas of all the new squares is equal to the
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area of the original square. Ask the students to also write the unit of the area.
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Now, encourage the students to also find the perimeter using the formula.
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Questionnaire: What is the area of a square with sides equal to 5 cm?

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Aim: area of irregular figures

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Material required: graph paper, pencils

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Procedure: Introduce the activity with the statement, “In this activity, we will find
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the area of an irregular figure”. Students will work in groups of two. Provide each
group with a cutout of an irregular shape and a graph paper. Instruct students to
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draw the outline of the shape on the graph paper. Ask them to highlight the sides
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of the squares enclosed by the shape. Instruct students to now find the area of the
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shape, by counting the number of squares enclosed by the shape. Explain that they
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will estimate the area by first counting the complete (whole) squares, then counting
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the half-squares and finally estimating the partial squares to calculate the number of
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complete squares that can be made. Then, add all the three to get the sum which is
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the required approximate area. As students complete their activity, ask them to bring
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their work to you, so you can check it. Ensure that all students can cope up with the
activity and provide help and guidance wherever required.
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Questionnaire: What kind of squares should you ignore while calculating area of a
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closed figure?
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Skills applied: This activity will enhance their problem-solving skills.

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Aim: relationship between area and perimeter

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Procedure: Begin this activity by revisiting the relationship between area and
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perimeter. Encourage students to reason out their answers. They should be able
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to come up with an answer like, “If the area of a square is known, we can find its
perimeter and vice versa.” Next, provide a paper with a table (with three columns of
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side, perimeter and area) to the students and ask them to complete the table. Some
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of the rows can be left empty so that students can create their own questions and
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challenge their partners to complete them.

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Questionnaire: Find the area of a rectangle if its length is 6 cm and perimeter is 20 cm.
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Skills applied: This activity will enhance their problem-solving and computation skills.
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Fun Activity
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Draw any regular or irregular shape and find its area.
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Project
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Divide the class into groups of five students each. Ask each group to make three different
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shapes using the unit blocks. Encourage the students to be creative when making their
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shapes. Instruct them to divide the chart paper into three equal parts and make the
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drawings of their shapes, one in each part. The cube figures used must be shown in the
drawing. Instruct the students to write the area and perimeter of each of the shape created.
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Worksheet
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1. Find the perimeter of the following figures. Also write the unit of perimeter in
each case.
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a. 3.1 cm b.
3 cm
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2 cm
5 cm
5 cm
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s 1 cm
3.8 cm
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3.7 cm
2 cm 2 cm
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2. Find the area of the following, assuming each side of a square is 1 cm.
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a. b.
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c. d.
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3. Calculate the area and perimeter of the following rectangles given the length and
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breadth.
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a. l = 15 cm and b = 40 cm b. l = 3 m and b = 75 cm
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4. Calculate the area and perimeter of the squares with the following sides.
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a. s = 23 cm b. s = 10 m
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5. Calculate the perimeter of the triangles with the following sides.

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a. 3 cm, 2 cm, 5 cm b. 2 m, 920 cm, 1.6 m

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6. A two door window is to be painted on one side, the length and width of its single
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door is 51 cm and 36 cm respectively. If the cost of painting is ` 12 per square cm,

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then, how much will it cost to paint the window with equal sided doors.
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12 Data
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Handling
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Learning Objectives
To be able to construct and interpret pie charts.
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To be able to construct and interpret line graphs.

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To be able to use and count tally marks.

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●
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Getting Started
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● Student knows to read and interpret pie charts.

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Warm-up Activity
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● Ask the students to draw a pie chart on the

different kinds of things in their pencil box.
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Concept Building
●Ask any 15 students in the class about their favourite
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flavour of ice cream. As the students tell their favourite

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flavour, keep writing down the name of the flavour on the

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blackboard. Now, ask how they will count the number

of students who like a particular flavour of ice cream
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accurately. Now, write down a flavour on the board and

ask students to count out loud the number of students
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who like it. As they count, keep making tally marks.

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Explain that four lines are used for the first 4 counts and
then a diagonal line is used for the fifth count.
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Terms
● Data, axis, tally, line graph, pie graph
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● Instruct the students to make a pie chart
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depicting the tiffin choices of 22 students in the

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from which the students can pick their favourite

choice of tiffin, then move around the class and
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collect their data.

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Evidences
Plan Through Questions
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● How many vertical lines are used to represent

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the number 8 using tally marks?

In a pie chart, do all the sections meet at the
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6 centre of the circle?

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Challenges
● Students may face difficulty in deciding the scale
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calibration. This must be emphasised through

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various examples.
Students may find a line graph confusing. It should
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be emphasised that to read/plot a line graph, they

need to focus on the plotted points only.
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● Students may forget to add the title of the graph or

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the scale. It should be emphasised that such a graph

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5 is incomplete.
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Facts
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● Graphs make it easy to read, understand

and compare data.
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A line graph helps us to represent

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gradual changes that takes place over a

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period of time.
● Tally marks is a quick way of counting
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numbers in groups of five.

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Activities
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Aim: creating a pie chart
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Material required: protractor, pencils, paper, ruler
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Procedure: Introduce the activity with the statement, “In this activity, we will gather
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data and make a pie graph”. Instruct students to form groups of six and make a
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pie graph to depict the number of members in each student’s family. Instruct them
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to first share information about the number of members in their families and make a
note of this data in their notebooks. Ask them to discuss among their group how they
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will go about making the graph. They should discuss in detail how they will choose
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categories and what title they will use for the graph. Instruct each student to make his/
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her own graph on graph paper and paste it in his/her notebook. After every student in
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the group has completed the graph, instruct them to exchange notebooks within the
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group and review each other’s work.

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Questionnaire: If a pie chart represented the number of cars of each colour and there
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were twice as many red cars as compared to blue cars, would the section representing
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red cars be twice as large as the section representing blue cars?

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Aim: interpreting a line graph

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Material required: pencils, paper, newspaper

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Procedure: Ask students to sit in groups of three. Tell students that this activity will
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be about interpreting line graphs. Tell students that the first student will identify a line
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graph from the internet or newspaper; the second student will create any five questions
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based on that line graph; and the third student will answer the questions created by the
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second student. Instruct students to repeat the activity until all the three students have
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got the chance to identify the line graph, create and answer the questions.
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Questionnaire: What is the scale of this line graph?

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Skills applied: This activity will enhance their problem-solving and representation
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skills.
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Aim: creating a line graph
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Material required: graph paper, ruler, pencils
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Procedure: Introduce the activity with the statement, “In this activity, we will use
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the given information to create a line graph.” Put up a colourful chart on the board,
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showing sale of toys in 6 months.

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Month Number of toys

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January 54
February 56
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March 53
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April 52
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May 54
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June 55
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Ask the students to make a line graph to depict this information. Initiate a discussion
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in the class about how they will calibrate the scale representing number of toys.
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Explain to them that they can opt for a scale starting at 50 and ending at 60 and that it
is not necessary to start at 0. Clarify any doubts the students may have. Instruct them
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to make sure that they have added a title and labelled the scale for the graph.
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Questionnaire: Do you think this information can be represented through any other graph?
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Skills applied: This activity will enhance their application, representation and
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Aim: creating tally marks

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Material required: paper, pencils, ruler

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Procedure: Divide students in groups of three. Ask the groups to go to the school’s
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parking lot and collect information on the colour of any 15 vehicles being parked
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there. Encourage students to organise this information in the form of tally marks.
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Additionally, you may ask students to also collect information such as the types of
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vehicles parked (two-wheelers, four-wheelers, etc.), kinds of tress/plants, etc., and

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then create their respective tally mark tables.

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Questionnaire: How is tally marking different from our number system?

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Skills applied: This activity will enhance their problem-solving, organising and
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representation skills.
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Fun Activity
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Count and write the number of each kind of dogs using tally marks.
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Project
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Ask the students to watch the weather report on television and note down the minimum
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temperature of their city for a period of five days and create a line graph based upon it.
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They can ignore the decimal part of the reading noted.

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Worksheet
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1. Given below is the number of different drinks served at a party. Make tally marks
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for each type of drink in the table below.

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Drink Number Tally marks

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Coke 12
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Fanta 6
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Limca 10
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Juice 14
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Lemon water 13
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2. Given below is a line graph depicting the temperature in Shimla on six different
days. Study the graph and answer the following questions.
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a.
On which day was the temperature highest?
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On which day was the temperature lowest?
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c.
What was the temperature on day 3?
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d.
How much more was the temperature on day 5 compared to the temperature
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on day 1?
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3. Given below is a pie chart depicting the various

pets participating at the forum of World of Pets.
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Study the pie chart and answer the following

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questions.
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a. Which pet participated in maximum number?

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b. Are bird participants less in number than cat

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participants?
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c. Are bird participants more in number than fish participants?

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Solution Set
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9781009182966_IDIM Maths_Book 5 Solution Set_Ch01-04.indd 74

Copyright Material 12/25/21 11:03 AM
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Chapter 1 – Large Numbers
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I Look Back
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a. T Th Th H T O b. L T Th Th H T O c. T Th Th H T O
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9 2 0 0 4 9 5 0 0 0 8 3 0 6 0 5
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d. T Th e. f.
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Th H T O L T Th Th H T O L T Th Th H T O
7 0 5 6 0 6 4 3 2 9 0 1 0 6 2 0 3
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My Practice Time 1
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1. Numbers C TL L T Th Th H T O
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8,73,45,678 8 7 3 4 5 6 7 8
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76,58,134 7 6 5 8 1 3 4
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6,44,79,871 6 4 4 7 9 8 7 1
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87,65,101 8 7 6 5 1 0 1
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9,53,21,460 9 5 3 2 1 4 6 0
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2,15,31,167 2 1 5 3 1 1 6 7
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2. a. 1,73,56,780 c. 99,30,567 e. 9,84,316 g. 1,85,65,307

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b. 55,34,567 d. 56,73,071 f. 44,16,786 h. 9,97,84,136

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3. a. Seventy-nine lakh eighty-six thousand five hundred ninety

b. Four crore ninety-seven lakh one thousand sixty-two
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c. Six crore four lakh ninety-eight thousand seven hundred fifty-one

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d. Nine crore fifty-six lakh eighty-five thousand one

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e. Sixty-eight lakh forty-one thousand nine hundred six

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f. Six crore sixty-four lakh forty-one thousand three hundred sixty-two

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g. Seven crore twenty lakh thirty-two thousand six hundred twenty-nine

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h. Ninety-one lakh forty-six thousand three hundred eighty-two

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4. a. 9,36,79,836 b. 85,24,605 c. 5,22,39,852 d. 2,00,00,810 e. 76,41,837

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My Practice Time 2
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1. a. PV = 4000; FV = 4 b. PV = 3000; FV = 3
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c. PV = 200; FV = 2 d. PV = 8,00,000; FV = 8
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e. PV = 60,00,000; FV = 6 f. PV = 8,00,00,000; FV = 8
g. PV = 600; FV = 6 h. PV = 9000; FV = 9
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Solution Set
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2. a. 4,00,00,000 + 10,00,000 + 5,00,000 + 60,000 + 8,000 + 100 + 30
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b. 3,00,00,000 + 70,00,000 + 8,00,000 + 40,000 + 1,000 + 600 + 20 + 9
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c. 90,00,000 + 8,00,000 + 1,000 + 600
d. ni 1,00,00,000 + 70,00,000 + 9,00,000 + 80,000 + 6,000 + 600 + 70 + 8
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e. 8,00,00,000 + 10,000 + 6,000 + 5
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f. 7,00,00,000 + 50,00,000 + 9,00,000 + 80,000 + 3,000 + 400 + 20 + 8

g. 90,00,000 + 8,00,000 + 40,000 + 3,000 + 500 + 60 + 1
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h. 50,00,000 + 8,00,000 + 40,000 + 1,000 + 600 + 40 + 9

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3. a. 96,89,217 b. 2,83,18,760 c. 80,00,517 d. 4,30,00,010 e. 3,51,06,055

4. c.
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5. a.
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6. a. 24,03,118 = Twenty-four lakh three thousand one hundred eighteen
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b. 65,03,810 = Sixty-five lakh three thousand eight hundred ten

c. 6,70,40,311 = Six crore seventy lakh forty thousand three hundred eleven
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d. 97,08,60,301 = Ninety-seven crore eight lakh sixty thousand three hundred one
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My Practice Time 3
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1. a. < b. < c. > d. < e. = f. >

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2. a. 71,46,891 < 89,76,843 < 8,17,68,940 < 9,41,68,432

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b. 4,16,890 < 35,79,840 < 3,49,86,241 < 4,16,84,312

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c. 74,16,840 < 84,00,160 < 94,18,762 < 1,65,42,000

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d. 79,74,231< 5,97,00,024 < 8,46,89,415 < 8,64,11,027

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3. a. 9,87,21,684 > 9,84,16,822 > 5,19,48,316 > 4,95,86,312

b. 9,84,37,416 > 2,41,56,337 > 51,68,432 > 8,56,437
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c. 9,64,87,196 > 8,65,17,890 > 66,41,748 > 20,14,832

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d. 9,41,84,126 > 1,17,68,490 > 89,97,681 > 21,54,076

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My Practice Time 4
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1. a. To form the largest 7-digit number, arrange the given digits in descending order, i.e., 8,7,6,4,3,1,0
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Thus, the largest 7-digit number formed by the given digits = 87,64,310
v
To form the smallest 7-digit number, arrange the digits in ascending order, i.e., 0,1
ni
If we place 0 at ten lakhs place then the given number will become a 6-digit number so we keep it at
U
lakhs place, i.e., after 1

ge
So, the smallest 7-digit number formed by the given digits = 10,34,678
id
Similarly, we can form other numbers as well.

br
b. Largest number: 98,74,310, Smallest number: 10,34,789

am
c. Largest number: 98,43,210, Smallest number: 10,23,489

d. Largest number: 9,65,43,210, Smallest number: 1,02,34,569
C
e. Largest number: 7,65,43,210, Smallest number: 1,02,34,567

es
f. Largest number: 9,76,43,210, Smallest number: 1,02,34,679

Pr
ity
76
Solution Set
rs
ve
ni

s
es
Pr
ity
2. a. Successor of 34,65,102 = 34,65,102 + 1 = 34,65,103
rs
b. Successor of 13,05,897 = 13,05,897 + 1 = 13,05,898
ve
c. Successor of 98,23,654 = 98,23,654 + 1 = 98,23,655
d. niSuccessor of 1,23,89,750 = 1,23,89,750 + 1 = 1,23,89,751
U
e. Successor of 7,80,65,120 = 7,80,65,120 + 1 = 7,80,65,121
ge
f. Successor of 9,73,69,100 = 9,73,69,100 + 1 = 9,73,69,101

3. a. Predecessor of 76,92,103 = 76,92,103 − 1 = 76,92,102
id
br
b. Predecessor of 34,12,000 = 34,12,000 − 1 = 34,11,999

am
c. Predecessor of 27,12,390 = 27,12,390 − 1 = 27,12,389

d. Predecessor of 1,25,69,210 = 1,25,69,210 − 1 = 1,25,69,209
C
e.
s
Predecessor of 6,35,71,200 = 6,35,71,200 − 1 = 6,35,71,199
es
f. Predecessor of 9,00,15,000 = 9,00,15,000 − 1 = 9,00,14,999
Pr
4. a. Smallest 7-digit number =

i. To form smallest 7-digit number, arrange the given digits in ascending order = 0,2,3,4,6
ity
We can’t keep zero at the ten lakhs place to make a 7-digit smallest number. So we keep 2 at the
rs
ten lakhs place and repeat zero to make the required number
ve
So the smallest 7-digit number = 20,00,346

ni
ii. Arrange the digits in ascending order = 1,2,5,7,9

U
Given number of digits = 5

ge
To form the smallest 7-digit number, we need to repeat thrice the smallest number, i.e., 1
So, the smallest 7-digit number = 11,12,579
id
br
b. Largest 8-digit number

am
i. Arrange the digits in descending order = 7,5,2,1,0

Given number of digits = 5
C
To form the largest 8-digit number we need to repeat largest digit, i.e., 7
es
The largest 8-digit number = 7,77,75,210

Pr
ii. The largest 8-digit number = 9,99,96,521

ty
My Practice Time 5
si
1. a. In 41,389, the digit at unit’s place is greater than 5 so add 1 to the number at tens place and put zero
er
at ones place, i.e., 41390

v
ni
Thus, 41,389 rounded off to the nearest 10’s = 41,390

U
To round off 41,389 to the nearest 100’s, check the digit at tens place, i.e., 8 > 5, so we add 1 to the
digit at hundreds place and put zero at tens and ones place.
ge
Thus, the number 41,389 rounded off to the nearest 100’s is 41,400.
id
To round off 41,389 to the nearest 1000’s, check the digit at hundreds place, i.e., 3 < 5. There will
br
be no change in the digit at thousands place and we keep zero at ones, tens and hundreds place.
am
Thus, the number 41,389 rounded off to the nearest 1000’s is 41,000.
C
b. 2,57,486 rounded off to the nearest 10’s is 2,57,490

s
es
2,57,486 rounded off to the nearest 100’s is 2,57,500

Pr
ity
77
Solution Set
rs
ve
ni

s
es
Pr
ity
c. 9,74,171 rounded off to the nearest 10’s is 9,74,170
rs
ve
ni
d. 3,57,886 rounded off to the nearest 10’s is 3,57,890
U
ge
e. 85,19,476 rounded off to the nearest 10’s is 85,19,480

id

br

am
f. 4,67,21,982 rounded off to the nearest 10’s is 4,67,21,980

C
4,67,21,982 rounded off to the nearest 100’s is 4,67,22,000

s
es
4,67,21,982 rounded off to the nearest 1000’s is 4,67,22,000
g. 74,186 rounded off to the nearest 10’s is 74,190
Pr
74,186 rounded off to the nearest 100’s is 74,200

ity
74,186 rounded off to the nearest 1000’s is 74,000

rs
h. 7,81,942 rounded off to the nearest 10’s is 7,81,940

ve

ni

U
2. a. 81,56,743 rounded off to 81,60,000 (digit at 1000’s place is 6 which is greater than 5, 1 is added to
the digit at ten thousand place and put zero at ones, tens, hundreds and thousands place).
ge
b. 49,38,625 rounded off to 49,40,000 f. 8,43,719 rounded off to 8,40,000

id
c. 87,34,116 rounded off to 87,30,000 g. 13,98,471 rounded off to 14,00,000

br
d. 2,51,17,867 rounded off to 2,51,20,000 h. 8,64,37,190 rounded off to 8,64,40,000

am
e. 67,421 rounded off to 70,000

C
3. Cost of car = ` 8,67,596

s
es
The digit at the thousand place is 7 which is greater than 5, so we add 1 to the digit at ten thousand’s
place and put zero at ones, tens, hundreds and thousands places.
Pr
Thus, 8,67,596 is rounded off to 8,70,000

ty
4. a. 3,18,78,917 rounded off to the nearest 100’s is 3,18,78,900

si
b. 3,18,78,917 rounded off to the nearest 1000’s is 3,18,79,000

er
c. 3,18,78,917 rounded off to the nearest 10,000’s 3,18,80,000

v
ni
My Practice Time 6
U
1. a. 5,014,893 – Five million fourteen thousand eight hundred ninety-three

ge
b. 14,002,007 – Fourteen million two thousand seven

id
c. 16,254,893 – Sixteen million two hundred fifty-four thousand eight hundred ninety-three
br
d. 16,532,107 – Sixteen million five hundred thirty-two thousand one hundred seven
am
e. 2,563,217 – Two million five hundred sixty-three thousand two hundred seventeen
f. 58,961,002 – Fifty-eight million nine hundred sixty-one thousand two
C
g. 2,159,682 – Two million one hundred fifty-nine thousand six hundred eighty-two
es
h. 31,125,923 – Thirty-one million one hundred twenty-five thousand nine hundred twenty-three
Pr
ity
78
Solution Set
rs
ve
ni

s
es
Pr
ity
2. a. 40,05,307 = 40,00,000 + 5000 + 300 + 7
rs
b. 7,007,077 = 7,000,000 + 7000 + 70 + 7
ve
c. 6,17,91,017 = 6,00,00,000 + 10,00,000 + 7,00,000 + 90,000 + 1000 + 10 + 7
d. ni 11,001,100 = 10,000,000 + 1,000,000 + 1,000 + 100
U
e. 6,09,00,900 = 6,00,00,000 + 9,00,000 + 900
ge
f. 77,657,017 = 70,000,000 + 7,000,000 + 600,000 + 50,000 + 7000 + 10 + 7

id
My Practice Time 7
br
1. a. 57 = LVII b. 94 = XCIV c. 134 = CXXXIV

am
d. 579 = DLXXIX e. 171 = CLXXI f. 324 = CCCXXIV

C
g. 2012 = MMXII s h. 1170 = MCLXX i. 3521 = MMMDXXI

es
2. a. LVI = 50 + 6 = 56 g. DCCXXIX = 500 + 100 + 100 + 10 + 10 + 9
= 729
Pr
b. LXXXI = 50 + 10 + 10 + 10 + 1 = 81
c. XLIX = (50 –10) + 9 = 49 h. DCCCLIII = 500 + 100 + 100 + 100 + 50 + 3
ity
= 853
d. MDCLI = 1000 + 500 + 100 + 50 + 1 = 1651
rs
i. MDLXII = 1000 + 500 + 50 + 10 + 2 = 1562

e. DCXIV = 500 + 100 + 10 + 4 = 614
ve
f. CXXXIV = 100 + 10 + 10 + 10 + 4 = 134

ni
3. a. CDIII + CMXXIX = 403 + 929 = 1332 = MCCCXXXII

U
b. LXXVI + DL = 76 + 550 = 626 = DCXXVI

ge
c. DCCCXIX + XXXIX = 819 + 39 = 858 = DCCCLVIII

d. LXIX − XVII = 69 − 17 = 52 = LII
id
e. CDI − XCVII = 401 − 97 = 304 = CCCIV

br
f. MXXIV − DCCXXIV = 1024 − 724 = 300 = CCC

am
Try These!
C
s
es
1. d. 2. c. 3. a. 4. b.
Pr
Worksheet
ty
1. a. Indian system: 4,58,06,733 – Four crore fifty-eight lakh six thousand seven hundred thirty-three
si
International system: 45,806,733 – Forty-five million eight hundred six thousand seven hundred
er
thirty-three
v
b. Indian system: 9,64,00,210 – Nine crore sixty-four lakh two hundred ten
ni
International system: 96,400,210 – Ninety-six million four hundred thousand two hundred ten
U
2. a. 45,89,126 = 40,00,000 + 5,00,000 + 80,000 + 9000 + 100 + 20 + 6; place value of 4 = 40,00,000

ge
b. 7,08,96,042 = 7,00,00,000 + 8,00,000 + 90,000 + 6000 + 40 + 2; place value of 6 = 6000

id
c. 1,08,43,657 = 1,00,00,000 + 8,00,000 + 40,000 + 3000 + 600 + 50 + 7; place value of 8 = 8,00,000

br
3. a. 7,30,709 b. 6,03,90,825 c. 44,98,013

am
4. a. Smallest number: 37,41,685; rounded off to the nearest 1000’s is 37,42,000

b. Smallest number: 5,37,91,682; rounded off to the nearest 1000’s is 5,37,92,000
C
c. Smallest number: 7,14,92,761; rounded off to the nearest 1000’s is 7,14,93,000

es
d. Smallest number: 51,64,832; rounded off to the nearest 1000’s is 51,65,000

Pr
ity
79
Solution Set
rs
ve
ni

s
es
Pr
ity
5. a. False b. True c. False d. False
rs
6. a. 3089 = MMMLXXXIX b. 167 = CLXVII c. 734 = DCCXXXIV
ve
7. a. 472 + 341 = 813 = DCCCXIII b. 949 − 763 = 186 = CLXXXVI
ni
U
ge
Chapter 2 – Four Operations

id
br
I Look Back
am
1. a. v. b. iv. c. ii. d. i. e. iii.

C
2. a. Cost of the bike = ` 56,725

s
es
Cost of the dining table = ` 8,800
Pr
Total cost = ` 56,725 + ` 8,800 = ` 65,525

b. Cost of bike (` 56,725) > cost of the dining table (` 8,800), so the bike is costlier.
ity
c. Total money with Somraj = ` 1,78,500 + ` 20,489 = ` 1,98,989

rs
Money spent by Somraj = ` 36725 + ` 8800 + ` 56725 = ` 1,02,250

ve
Money left = Total money − money spent = ` 1,98,989 − ` 1,02,250 = ` 96,739

ni
Thus, Somraj deposited ` 96,739 in his wife’s account.

U
My Practice Time 1
ge
1. a. 8,99,47,494 b. 8,33,09,074 c. 88,36,663 d. 9,34,31,492

id
e. 3,13,58,134 f. 5,41,63,882 g. 3,67,56,964 h. 11,84,859

br
i. 1,19,53,671 j. 69,87,888
am
2. a. 6,54,850 b. 5,12,43,491 c. 8,87,69,802 d. 2,15,28,046

C
e. 1,20,32,223 f. 7,96,61,272 g. 78,57,286 h. 6,21,70,174

es
3. a. 4,56,179 b. 10,04,006 c. 12,00,498 d. 1,56,325 e. 32,159 f. 0

Pr
4. a. b.
0 4 3 9 0 3 4 3 6 4 7 0 5 8 2
ty
si
+ 1 7 8 2 7 2 4 + 5 7 7 5 6 3 7 7
er
2 2 2 1 7 5 8 9 4 2 2 6 9 5 9
v
ni
c. d.
U
1 4 9 8 4 6 7 7 3 9 1 4 6 3
ge
+ 6 9 5 3 4 8 5 + 1 4 4 5 8 7 9
id
8 4 5 1 9 5 2 8 8 3 7 3 4 2
br
am
HOTS
C
My Number
s
es
= 2 = 4 = 1 = 3
Pr
ity
80
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 2
rs
1. a. TL L TTh Th H T O b. TL L TTh Th H T O
ve
ni 8 17 17 8 15
3 9 4 5 9 8 7 5 12
U
− 2 6 3 1 7 9 8 8 7 9 9 6 2 5
ge
1 3 1 4 1 8 9 − 6 4 7 7 7 8 4
id
2 3 2 1 8 4 1
br
am
c. C TL L TTh Th H T O d. TL L TTh Th H T O
C
s 15 10 11 0 9 9 9 9 9 10
es
5 0 1 12 1 0 0 0 0 0 0
Pr
5 8 9 6 1 2 2 3 − 2 3 6 1 5
ity
− 3 0 2 7 5 7 8 1 9 7 6 3 8 5
rs
2 8 6 8 5 4 4 2
ve
ni
e. C TL L TTh Th H T O f. TL L TTh Th H T O
U
10 10 14 11 13 12 10
ge
7 0 0 4 13 5 1 4 3 2 0 17
id
9 8 1 1 5 3 4 1 6 2 5 4 3 1 7
br
− 1 1 2 2 9 7 1 0 − 3 5 2 4 3 1 9
am
8 6 8 8 5 6 3 1 2 7 2 9 9 9 8
C
s
es
2. a. C TL L TTh Th H T O b. C TL L TTh Th H T O
Pr
8 7 9 6 5 8 5 9 5 6 3 3 2 0 6 4
ty
− 2 3 3 1 5 2 3 5
− 2 1 6 8 1 4 4 0
si
6 4 6 5 0 6 2 4
er
3 4 6 5 0 6 2 4
v
ni
U
c. C TL L TTh Th H T O d. C TL L TTh Th H T O
ge
4 3 7 2 6 8 0 5 9 2 5 6 8 6 7 1
id
− 2 6 4 3 4 0 9 6 − 7 1 8 1 8 6 8 0
br
1 7 2 9 2 7 0 9
am
2 0 7 4 9 9 9 1
C
3. a. 2,36,543 b. 1,21,695 c. 1,29,51,311 d. 2,64,132 e. 1 f. 1

es
Pr
ity
81
Solution Set
rs
ve
ni

s
es
Pr
ity
Maths Trick (Page 22)
rs
Adding 4- or 5-digit numbers
ve
a. Add the digits in the Th’s place = 4
ni
Add the digits in the H’s place = 1 1
U
Add the digits in the T’s place = 1 4
ge
Add the digits in the O’s place =+ 1 4

Sum = 5254
id
br
b. Add the digits in the T Th’s place = 8

Add the digits in the Th’s place = 1 0
am

C
Add the digits in the T’s place

s = 0 9
es
Sum = 91302
Pr
c. Add the digits in the T Th’s place = 5

ity

rs

ve

ni
Sum = 58459
U
d. Add the digits in the T Th’s place = 7

ge

id

br

am
Sum = 77454
C
Subtraction using expanded form

es
a. Step 1: 3465 – 2000 = 1465 b. Step 1: 63841 – 20000 = 43841

Pr
Step 2: 1465 – 400 = 1065 Step 2: 43841 – 500 = 43341

Step 3: 1065 – 50 = 1015 Step 3: 43341 – 70 = 43271
ty
Step 4: 1015 – 2 = 1013 Step 4: 43271 – 6 = 43265

si
er
c. Step 1: 54568 – 20000 = 34568 d. Step 1: 40572 – 20000 = 20572

Step 2: 34568 – 5000 = 29568 Step 2: 20572 – 4000 = 16572
v
ni
Step 3: 29568 – 300 = 29268 Step 3: 16572 – 600 = 15972

U
Step 4: 29268 – 80 = 29188 Step 4: 15972 – 80 = 15892

Step 5: 29188 – 3 = 29185 Step 5: 15892 – 1 = 15981
ge
id

br
a. Step 1: 1 × 9 = 9 at ones place.

am
Step 2: 5 × 9 + 1 × 8 = 53, keep 3 at tens place and carry over 5 to hundreds place.
C
Step 3: 3 × 9 + 2 × 1 + 5 × 8 + 5 = 74, keep 4 at hundreds place and carry over 7 to thousands place.
s
es
Step 4: 2 × 9 + 1 × 1 + 3 × 8 + 5 × 2 + 7 = 60, keep 0 at thousands place and carry over 6 to ten

thousands place.
Pr
ity
82
Solution Set
rs
ve
ni

s
es
Pr
ity
Step 5: 2 × 8 + 5 × 1 + 3 × 2 + 6 = 33, keep 3 at ten thousands place and carry over 3 to lakhs place.
rs
Step 6: 2 × 2 + 3 × 1 + 3 = 10, keep 0 at lakhs place and carry over 1 to ten lakhs place.
ve
Step 7: 2 × 1 + 1 = 3 at ten lakhs place.
So, the answer is 30,30,439.
ni
U
b. Step 1: 8 × 5 = 40, keep 0 at ones place and carry over 4 to tens place.
ge
Step 2: 5 × 5 + 2 × 8 + 4 = 45, keep 5 at tens place and carry over 4 to hundreds place.
id

br
thousands place.
am
C
s
Step 7: 4 × 1 + 2 = 6 at ten lakhs place.
es
So, the answer is 63,05,850.
Pr
c. Step 1: 1 × 2 = 2, keep 2 at ones place

ity
Step 2: 1 × 8 + 2 × 6 = 20, keep 0 at tens place and carry over 2 to hundreds place.
rs
ve

thousands place.
ni
U
ge
Step 7: 4 × 3 + 3 = 15, keep 5 at ten lakhs place and 1 at crores place.

id
So, the answer is 1,58,81,402

br
My Practice Time 3
am
1. a. L TTh Th H T O b. L TTh Th H T O
C
4 0 5 6 9 8 9 7 2 1
es
× 2 1 × 3
Pr
4 0 5 6 9 2 6 9 1 6 3
+ 8 1 1 3 8 0
ty
= 8 5 1 9 4 9
si
er
c. C TL L TTh Th H T O d. 9 9 4 4 1
v
ni
6 5 4 7 × 9
U
× 7 4 5 6 8 9 4 9 6 9
3 9 2 8 2
ge
+ 3 2 7 3 5 0
id
+ 2 6 1 8 8 0 0
br
+ 4 5 8 2 9 0 0 0
am
= 4 8 8 1 4 4 3 2
C
s
es
Pr
ity
83
Solution Set
rs
ve
ni

s
es
Pr
ity
e. 5 6 1 2 3 f. 2 6 3 1
rs
× 7 6 × 1 2 2
ve
3 3 6 7 3 8 5 2 6 2
ni + 3 9 2 8 6 1 0 + 5 2 6 2 0
U
4 2 6 5 3 4 8 + 2 6 3 1 0 0
3 2 0 9 8 2
ge
id
g. 3 1 5 6 h. 1 9 6 5 3
br
× 2 1 2 4 × 7
am
1 2 6 2 4 1 3 7 5 7 1
+ 6 3 1 2 0
C
+ 3 1
s5 6 0 0 i. 2 7 6 9 5
es
+ 6 3 1 2 0 0 0 × 2 7
Pr
6 7 0 3 3 4 4 1 9 3 8 6 5
+ 5 5 3 9 0 0
ity
7 4 7 7 6 5
rs
ve
2. a. 9876 b. 1 c. 0 d. 1 e. 1261 f. 0
3. a. 4,13,500 b. 38,600 c. 91,87,000 d. 5,19,410 e. 4,10,000 f. 15,00,000
ni
U
HOTS
ge
Total number of coconuts = 30,000

id
Number of coconuts packed in 100 crates = 125 × 100 = 12,500

br
Number of coconuts packed in 150 crates = 100 × 150 = 15,000

am
So, total number of coconuts packed in crates = 12,500 + 15,000 = 27,500

Thus, number of coconuts left behind = Total number of coconuts − Number of coconuts packed in
C
crates = 30,000 − 27,500 = 2,500

es
Pr

a. 224 = 8 × 4 × 7 b. 336 = 6 × 7 × 8
ty
si
So, 23520 ÷ 8 = 2940 So, 89712 ÷ 6 = 14952

er
14952 ÷ 7 = 2136
2940 ÷ 4 = 735
v
2136 ÷ 8 = 267
ni
735 ÷ 7 = 105
Thus, 89712 ÷ 336 = 267
U
Thus, 23520 ÷ 224 = 105

ge
c. 108 = 12 × 9 d. 216 = 6 × 6 × 6
id
So, 25380 ÷ 12 = 2115 So, 28944 ÷ 6 = 4824

br
2115 ÷ 9 = 235 4824 ÷ 6 = 804

am
Thus, 25380 ÷ 108 = 235 804 ÷ 6 = 134

Thus, 28944 ÷ 216 = 134
C
s
es
Pr
ity
84
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 4
rs
1. a.
ve
0 0 2 7 b. 0 0 2 4
ni 1 2 0 3 2 4 6 1 6 8 4 1 2 6
U
− 0 − 3 3 6
3 2
ge
7 6 6
− 0
id
3 2 4 − 6 7 2
br
− 2 4 0 9 4
8 4 6
am
− 8 4 0 Verification: we know that, Dividend =

6 Divisor × Quotient + Remainder
C
s
Here, divisor = 168, quotient = 24 and
es
Verification: we know that, Dividend =
Divisor × Quotient + Remainder remainder = 94
Pr
Here, divisor = 120, quotient = 27 and ∴ Dividend = 168 × 24 + 94 = 4126

remainder = 6 Hence, our division is correct.
ity
∴ Dividend = 120 × 27 + 6 = 3240 + 6 = 3246

rs
Hence, our division is correct.

ve
ni
c. 0 0 0 1 d. 0 0 0 7
U
1 1 0 0 1 2 6 5 1 3 4 2 9 8 3 6
ge
− 1 1 0 0 − 9 3 9 4
id
1 6 5 4 4 2
br
Verification: we know that, Dividend = Verification: we know that, Dividend =

am
Divisor × Quotient + Remainder Divisor × Quotient + Remainder

C
Here, divisor = 1100, quotient = 1 and Here, divisor = 1342, quotient = 7 and
s
remainder = 165 remainder = 442

es
∴ Dividend = 1100 × 1 + 165 = 1100 + 165 ∴ Dividend = 1342 × 7 + 442 = 9394 + 442
Pr
= 1265 = 9836
ty
Hence, our division is correct. Hence, our division is correct

si
er
e. 7 3 0 2
v
5 3 6 5 1 0
ni
Verification: we know that, Dividend = Divisor ×

U
3 5
Quotient + Remainder
1 5
ge
Here, divisor = 5, quotient = 7302 and remainder = 0

− 1 5
id
∴ Dividend = 7302 × 5 + 0 = 36510

0 1 0
br

am
− 1 0
0
C
s
es
Pr
ity
85
Solution Set
rs
ve
ni

s
es
Pr
ity
f. 0 5 4 0 8 g. 1 4 1 0 5
rs
4 2 1 6 3 4 7 9 8 7 3 6
ve
ni 2 0 7
1 6 2 8
U
− 1 6 − 2 8
ge
0 3 4 0 7
id
− 3 2 − 7
br
2 0 3 6
am
Verification: we know that, Dividend = − 3 5

C
1
s
Divisor × Quotient + Remainder
es
Here, divisor = 4, quotient = 5408 and Verification: we know that, Dividend =
Pr
remainder = 2 Divisor × Quotient + Remainder

∴ Dividend = 5408 × 4 + 2 = 21634 Here, divisor = 7, quotient = 14105 and
ity
Hence, our division is correct. remainder = 1

rs
∴ Dividend = 7 × 14105 + 1 = 98735 + 1

ve
= 98736
ni
U
h. 0 0 0 7 i. 0 0 1 1
ge
1 2 5 3 9 4 1 2 4 0 5 4 5 6 0
id
− 8 7 7 1 − 4 0 5
br
6 4 1 5 1 0
am
− 4 0 5
Divisor × Quotient + Remainder 1 0 5
C
s
es

remainder = 641
Pr
Divisor × Quotient + Remainder

∴ Dividend = 1253 × 7 + 641 = 8771 + 641
= 9412
ty
remainder = 105
si

∴ Dividend = 405 × 11 + 105 = 4455 + 105
er
= 4560
v

ni
U
j. 0 0 9 9 6
ge
6 4 6 3 7 8 1
id
− 5 7 6
br
Here, divisor = 64, quotient = 996 and remainder = 37

6 1 8
am
∴ Dividend = 996 × 64 + 37 = 63744 + 37

− 5 7 6 = 63781
C
4 2 1 Hence, our division is correct.

s
es
− 3 8 4
Pr
3 7
ity
86
Solution Set
rs
ve
ni

s
es
Pr
ity
k. 0 5 5 5 7 l. 0 1 1 0 3
rs
1 7 9 4 4 7 5 4 3 4 7 4 5 8
ve
− 8 5 − 4 3
ni 4 4
9 4
U
− 8 5 − 4 3
ge
9 7 1 5 8
id
− 8 5 − 1 2 9
br
1 2 5 2 9
am
− 1 1 9 Here, divisor = 43, quotient = 1103 and

C
s 6 remainder = 29
es
∴ Dividend = 1103 × 43 + 29 = 47429 + 29
Here, divisor = 17, quotient = 5557 and = 47458
Pr
remainder = 6
∴ Dividend = 5557 × 17 + 6 = 94469 + 6
ity
= 94475
rs

ve
2. a. 32,685 b. 0 c. 1 d. 1 e. 12,173 f. 1 g. 0 h. 1
ni
c.
U
3. a. 0 4 3 b. 0 0 0 6 4 0 0 5 1
ge
1 0 4 3 7 1 0 0 0 6 4 8 7 9 1 0 0 5 1 6 9
id
− 4 0 − 6 0 0 0 − 5 0 0
br
3 7 4 8 7 9 1 6 9
am
− 3 0 − 4 0 0 0 − 1 0 0
7 8 7 9 6 9
C
Q = 43, R = 7
es
Q = 64, R = 879 Q = 51, R = 69

Pr
d. 0 0 0 2 2 e. 0 1 1 5 1
ty
1 0 0 0 2 2 4 5 0 1 0 1 1 5 1 1
si
− 2 0 0 0 − 1 0
er
2 4 5 0 1 5
v
− 1 0
ni
− 2 0 0 0
U
5 1
4 5 0
− 5 0
ge
Q = 22, R = 450 1 1
id
− 1 0
br
1
am
Q = 1151, R = 1
C
s
es
Pr
ity
87
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 5
rs
1. Required number = 67,43,109 – 34,76,415 = 32,66,694
ve
2. Sum of 41,96,230 and 77,41,906 = 41,96,230 + 77,41,906 = 1,19,38,136
ni
Result = 1,19,38,136 + 24,16,038 = 1,43,54,174
U
3. Total number of books printed = 4,56,496
ge
Number of complimentary copies distributed = 8,096

id
Number of copies sold = 2,89,917

br
Number of copies left with publisher = Total number of copies − (Number of complimentary
am
copies + Number of copies sold)

= 4,56,496 − (8096 + 2,89,917)
C
s = 4,56,496 − 2,98,013 = 1,58,483

es
Thus, 1,58,483 copies of books are left with the publisher.
Pr
4. Total number of children going to school = Number of children attending govt. school + Number of
children attending public school + Number of children attending private school
ity
= 2,91,026 + 8,06,157 + 1,03,471

rs
= 12,00,654
ve
Thus, total 12,00,654 students were going to school in the city.

ni
5. Number of raspberries in one basket = 1465 6. Number of toy cars manufactured in a month =
U
Number of basket = 57 15,36,578

ge
Total number of raspberries = 1465 × 57 Number of toy cars sold = 6,98,799

id
Number of toy cars left = 15,36,578 − 6,98,799

TTh Th H T O
br
= 8,37,779
1 4 6 5
am
14 12 15 14 16
× 5 7 0 4 2 5 4 6 18
C
1 0 2 5 5
s
1 5 3 6 5 7 8
es
+ 7 3 2 5 0
− 0 6 9 8 7 9 9
Pr
= 8 3 5 0 5
0 8 3 7 7 7 9
ty
Thus, there will be 83,505 raspberries in 57

Thus, there are 8,37,779 toy cars left in the
si
such baskets.
factory godown.
v er
7. Number of bottles filled per hour = 1,453 1 3 0 7 7

ni
Number of working hours in a day = 9

× 1 2 4
U
So, number of bottles filled in a day = 1,453 × 9

5 2 3 0 8
ge
= 13,077
+ 2 6 1 5 4 0
id
1 4 5 3
+ 1 3 0 7 7 0 0
br
× 9
1 6 2 1 5 4 8
am
1 3 0 7 7
Thus, 16,21,548 bottles will be filled by the
C
∴ Numbers of bottles filled in 124 days factory in 124 days.

s
es
= Number of bottles filled in a day × 124

= 13,077 × 124 = 16,21,548
Pr
ity
88
Solution Set
rs
ve
ni

s
es
Pr
ity
8. Difference in the prices of the two cars = Cost 9. Largest 3-digit number = 999
rs
of car bought by Mr Neeraj − Cost of the car Smallest 5-digit number = 10,000
bought by Ms Manju
ve
∴ Product = 999 × 10,000 = 99,90,000
= ` 8,68,417 – ` 5,74,398 = ` 2,94,019
ni 1 0 0 0 0
U
10
7 16 3 0 17
× 9 9 9
ge
8 6 8 4 1 7 9 0 0 0 0
id
– 5 7 4 3 9 8 + 9 0 0 0 0 0
br
2 9 4 0 1 9 + 9 0 0 0 0 0 0
am
9 9 9 0 0 0 0
So, the difference in the prices is ` 2,94,019
C
s
10. Number of people living in the city = 10,75,350
es
Number of people left the city = 4,16,537
Pr
Number of people came back = 4,46,472

So, number of people in the city now = Number of people living in the city − Number of people left the
ity
city + Number of people came back = 10,75,350 − 4,16,537 + 4,46,472

rs
= 6,58,813 + 4,46,472 = 11,05,285

ve
14
ni
1 1 1 1
U
0 10 6 4 13 4 10 6 5 8 8 1 3
1 0 7 5 3 5 0 + 4 4 6 4 7 2
ge
– 0 4 1 6 5 3 7 1 1 0 5 2 8 5
id
0 6 5 8 8 1 3
br
Thus, there are 11,05,285 people in the city now.

am
11. Money won = ` 1,20,63,890

C
Money spent for renovating house = ` 11,75,637

s
es
Money spent on jewellery = ` 4,73,811

Money spent on car = ` 6,36,790
Pr
So, total money spent = Money spent for renovating house + Money spent on jewellery + Money spent
ty
on car
si
= ` 11,75,637 + ` 4,73,811 + ` 6,36,790 = ` 22,86,238

er
Thus, money left = total money won − money spent

v
= ` 1,20,63,890 − ` 22,86,238 = ` 97,77,652

ni
Thus, ` 97,77,652 were left with Mrs Chawla.

U
12. Saumya’s earning per month = ` 34,890 Saumya’s earning in a year = ` 34,890 × 12
ge
Her brother’s earning per month = Saumya’s = ` 4,18,680

id
earning + ` 14,588 = ` 34,890 + ` 14,588 = ` 49,478 3 4 8 9 0

br
1 1 × 1 2
am
3 4 8 9 0 6 9 7 8 0
+ 3 4 8 9 0 0
C
+ 1 4 5 8 8
s
4 1 8 6 8 0
es
4 9 4 7 8
Pr
ity
89
Solution Set
rs
ve
ni

s
es
Pr
ity
Her brother’s income in a year = ` 49,478 × 12 Difference in the income of both in a year
rs
= ` 5,93,736 = ` 5,93,736 − ` 4, 18, 680 = ` 1,75,056
ve
4 9 4 7 8 8 13 6 13
ni × 1 2 5 9 3 7 3 6
U
9 8 9 5 6 − 4 1 8 6 8 0
ge
+ 4 9 4 7 8 0 1 7 5 0 5 6
id
5 9 3 7 3 6
Thus, Saumaya’s brother earns ` 1,75,056 more
br
in a year.
am
Total earning of Saumaya and her brother in a

year = `5,93,736 + `4,18,680 = `10,12,416
C
s
es
13. a. Number of cornflakes packets packed b. Number of packets packed in a day = 2,54,200
in a day = 1550 × 164 = 254200 So, number of packets packed in a week =
Pr
1 5 5 0 2,54,200 × 7 = 17,79,400
ity
× 1 6 4
rs
6 2 0 0
ve
9 3 0 0 0
ni
+ 1 5 5 0 0 0
U
2 5 4 2 0 0
ge
14. Number of fruits in two baskets = 12,652 15. Number of toys to be produced in each month
id
Number of baskets = 2 = 49,192 ÷ 26 = 1,892

br
∴ Number of fruits in each basket = 12,652 ÷ 2 0 1 8 9 2

am
= 6326 2 6 4 9 1 9 2
C
0 6 3 2 6 – 2 6
s
es
2 1 2 6 5 2 2 3 1
Pr
– 1 2 – 2 0 8
0 6 2 3 9
ty
si
– 6 – 2 3 4
er
0 5 5 2
v
– 4 – 5 2
ni
1 2
U
0
– 1 2
ge
Thus, 1892 toys have to be produced in each month

0
id
to smoothly complete the order.

Thus, there are 6326 fruits in each basket.
br
am
My Practice Time 6
C
1. a. First rounding off the numbers to the nearest 10’s

s
es
2654321 ⇒ 2654320, 1265422 ⇒ 1265420

2654320 + 1265420 = 3919740
Pr
ity
90
Solution Set
rs
ve
ni

s
es
Pr
ity
Rounding off the numbers to the nearest 100’s d. 8943125 − 6954347
rs
2654321 ⇒ 2654300, 1265422 ⇒ 1265400 First rounding off the numbers to the
ve
Adding nearest 10’s
ni2654300 + 1265400 = 3919700 8943125 ⇒ 8943130, 6954347 = 6954350
U
Rounding off the numbers to the 8943130 − 6954350 = 1988780
nearest 1000’s Rounding off the numbers to the nearest 100’s
ge
2654321 ⇒ 2654000, 1265422 ⇒ 1265000 8943125 ⇒ 8943100, 6954347 ⇒ 6954300

id
Adding, 8943100 − 6954300 = 1988800

br
2654000 + 1265000 = 3919000 Rounding off the numbers to the

am
b. 7982531 + 2517769 nearest 1000’s

C
First rounding off the numbers to the

s 8943125 ⇒ 8943000, 6954347 ⇒ 6954000
es
nearest 10’s 8943000 − 6954000 = 1989000
7982531 ⇒ 7982530, 2517769 ⇒ 2517770 e. 26514321 − 1256433
Pr
7982530 + 2517770 = 10500300 First rounding off the numbers to the

ity
Rounding off the numbers to the nearest 100’s nearest 10’s

rs
7982531 ⇒ 7982500, 2517769 ⇒ 2517800 26514321 ⇒ 26514320, 1256433 ⇒

1256430
ve
7982500 + 2517800 = 10500300

26514320 − 1256430 = 25257890
ni
Rounding off the numbers to the

Rounding off the numbers to the nearest 100’s
U
nearest 1000’s
7982531⇒ 7983000, 2517769 ⇒ 2518000 26514321 ⇒ 26514300, 1256433 ⇒
ge
1256400
7983000 + 2518000 = 10501000
id
26514300 − 1256400 = 25257900

c. 63217922 + 24395643
br

am
nearest 1000’s
nearest 10’s
26514321 ⇒ 26514000, 1256433 ⇒
C
63217922 ⇒ 63217920, 24395643 ⇒

s
1256000
24395640
es
26514000 − 1256000 = 25258000

63217920 + 24395640 = 8,76,13,560
Pr
f. 7980356 − 2985063
Rounding off the numbers to the nearest 100’s
ty
63217922 ⇒ 63217900, 24395643 ⇒

nearest 10’s
si
24395600
7980356 ⇒ 7980360, 2985063 ⇒ 2985060
er
63217900 + 24395600 = 87613500

7980360 − 2985060 = 4995300
v

ni
nearest 1000’s Rounding off the numbers to the nearest 100’s

U
63217922 ⇒ 63218000, 24395643 ⇒ 7980356 ⇒ 7980400, 2985063 ⇒ 2985100

ge
24396000 7980400 − 2985100 = 4995300

id
63218000 + 24396000 = 87614000 Rounding off the numbers to the

br
nearest 1000’s
am
7980356 ⇒ 7980000, 2985063 ⇒ 2985000

7980000 − 2985000 = 4995000
C
s
es
Pr
ity
91
Solution Set
rs
ve
ni

s
es
Pr
ity
2. a. 4261 × 123 b. 3245 × 126
rs
First rounding off the numbers to the First rounding off the numbers to the
ve
nearest 10’s nearest 10’s
4261 ⇒ 4260, 123 ⇒ 120
ni 3245 ⇒ 3250, 126 ⇒ 130
U
Then multiply, 4260 × 120 = 511200 Then multiply, 3250 × 130 = 422500
ge
4 2 6 0 3 2 5 0
× 1 2 0 × 1 3 0
id
br
0 0 0 0 0 0 0 0
am
+ 8 5 2 0 0 + 9 7 5 0 0
+ 4 2 6 0 0 0 + 3 2 5 0 0 0
C
5 1 1
s 2 0 0 4 2 2 5 0 0
es
c. 2144 × 3005 d. 3615 × 2312

Pr
ity

rs
2144 ⇒ 2100, 3005 ⇒ 3000 3615 ⇒ 4000, 2312 ⇒ 2000

ve
Then multiply, 2100 × 3000 = 6300000 Then multiply, 4000 × 2000 = 8000000
ni
2 1 0 0 4 0 0 0
U
× 3 0 0 0 × 2 0 0 0
ge
0 0 0 0 0 0 0 0
+ 0 0 0 0 0 + 0 0 0 0 0
id
br
+ 0 0 0 0 0 0 + 0 0 0 0 0 0 0
am
+ 6 3 0 0 0 0 0 + 8 0 0 0 0 0 0
6 3 0 0 0 0 0 8 0 0 0 0 0 0
C
s
es
e. 26157 × 5 f. 56135 × 12
Pr

ty
26157 ⇒ 26160, 5 ⇒ 10 56135 ⇒ 56140, 12 ⇒ 10

si
Thus, 26160 × 10 = 261600 Thus, 56140 × 10 = 561400

v er
3. a. 26525 ÷ 28 0 0 8 8 4
ni
First round off the numbers to the nearest 10’s

3 0 2 6 5 3 0
U
26525 ⇒ 26530, 28 ⇒ 30
− 2 4 0
ge
Thus, Q = 884, R = 10
2 5 3
id
− 2 4 0
br
1 3 0
am
− 1 2 0
C
1 0
es
Pr
ity
92
Solution Set
rs
ve
ni

s
es
Pr
ity
b. 65812 ÷ 175 c. 30769 ÷ 763
rs
First round off the numbers to the First round off the numbers to the
ve
ni65812 ⇒ 65800, 175 ⇒ 200 30769 ⇒ 31000, 763 ⇒ 1000
U
Now divide, 65800 ÷ 200 Now divide, 31000 ÷ 1000 = 31
ge
0 0 3 2 9 0 0 0 3 1
2 0 0 6 5 8 0 0 1 0 0 0 3 1 0 0 0
id
br
− 6 0 0 − 3 0 0 0
am
0 5 8 0 1 0 0 0
− 0 4 0 0 − 1 0 0 0
C
s
1 8 0 0 0
es
− 1 8 0 0
Thus, Q = 31, R = 0
Pr
0
ity
Thus, Q = 329, R = 0
rs
d. 13254 ÷ 33 e. 57697 ÷ 865

ve
First rounding off to nearest 10’s First rounding off the numbers to the
ni
13254 ⇒ 13250, 33 ⇒ 30 nearest 1000’s

U
Then, 13250 ÷ 30 = 57697 ⇒ 58000, 865 ⇒ 1000

ge
0 0 4 4 1 Then divide, 58000 ÷ 1000 = 58

id
3 0 1 3 2 5 0
br
− 1 2 0
am
1 2 5
C
− 1 2 0
s
es
5 0
Pr
− 3 0
2 0
ty
si
Thus, Q = 441, R = 20
v er
Worksheet
ni
U
1. a. TL L TTh Th H T O b. TL L TTh Th H T O
ge
8 9 0 6 2 1 4 0 1 0 4 9 6
id
+ 4 5 8 7 9 0 − 3 8 7 6 4 5 2
br
am
1 3 4 9 4 1 1 0 1 3 4 0 4 4
C
s
es
Pr
ity
93
Solution Set
rs
ve
ni

s
es
Pr
ity
c. C TL L TTh Th H T O d. C TL L TTh Th H T O
rs
9 6 3 2 5 8 7 3 0 7 4 1 2 6 7
ve
ni + 7 8 9 4 1 2 2 − 8 9 7 9 7 9 3
U
1 7 5 2 6 7 0 9 2 1 7 6 1 4 7 4
ge
id
2. a. 45109 × 789 = 35591001 b. 9203 × 105 = 966315

br
4 5 1 0 9 9 2 0 3
am
× 7 8 9 × 1 0 5
C
4
s 0 5 9 8 1 4 6 0 1 5
es
+ 3 6 0 8 7 2 0 + 0 0 0 0 0
Pr
+ 3 1 5 7 6 3 0 0 + 9 2 0 3 0 0
ity
3 5 5 9 1 0 0 1 9 6 6 3 1 5
rs
ve
c. 4796 × 6923 = 33202708 d. 78941 × 235 = 18551135

ni
4 7 9 6 7 8 9 4 1
U
× 6 9 2 3 × 2 3 5
ge
1 4 3 8 8 3 9 4 7 0 5
+ 9 5 9 2 0 + 2 3 6 8 2 3 0
id
br
+ 4 3 1 6 4 0 0 + 1 5 7 8 8 2 0 0
am
+ 2 8 7 7 6 0 0 0 1 8 5 5 1 1 3 5
3 3 2 0 2 7 0 8
C
s
es
3. a. 58126 ÷ 21 b. 4569 ÷ 106

Pr
0 2 7 6 7 0 0 4 3
ty
2 1 5 8 1 2 6 1 0 6 4 5 6 9
si
− 4 2 − 4 2 4
er
1 6 1 3 2 9
v
− 1 4 7 − 3 1 8
ni
1 4 2 1 1
U
− 1 2 6
Thus, Q = 43; R = 11
ge
1 6 6
− 1 4 7
id
br
1 9
am
Thus, Q = 2767; R = 19
C
s
es
Pr
ity
94
Solution Set
rs
ve
ni

s
es
Pr
ity
c. 32,982 ÷ 69 d. 71,254 ÷ 7
rs
0 0 4 7 8 1 0 1 7 9
ve
6 9 3 2 9 8 2 7 7 1 2 5 4
ni − 2 7 6 − 7
U
5 3 8 0 1 2
− 4 8 3 − 7
ge
5 5 2 5 5
id
− 5 5 2 − 4 9
br
0 6 4
am
Thus, Q = 478; R = 0 − 6 3
1
C
s
Thus, Q = 10,179; R = 1
es
Pr
4. a. 8,045 b. 1 c. 0 d. 4,53,654
ity
5. a. 24,31,675 + 21,26,543 b. 1,65,49,215 − 36,51,219

rs
First rounding off to the nearest 10’s First rounding off to the nearest 100’s
ve
24,31,675 ⇒ 24,31,680; 21,26,543 ⇒ 1,65,49,215 ⇒ 1,65,49,200; 36,51,219 ⇒

21,26,540 36,51,200
ni
Now add, Now Subtract,

U
24,31,680 + 21,26,540 = 45,58,220 1,65,49,200 − 36,51,200 = 1,28,98,000

ge
c. 45,341 × 261 d. 26,531÷ 924

id
First we round off the numbers to the Rounding off the numbers to the
br

am
45,341 ⇒ 45,300; 261 ⇒ 300 26,531 ⇒ 27,000; 924 ⇒ 1000

C
Now multiply, 45,300 × 300 = 1,35,90,000 On dividing, 27,000 ÷ 1000 = 27

s
es
4 5 3 0 0 2 7
1 0 0 0 2 7 0 0 0
Pr
× 3 0 0
− 2 0 0 0
0 0 0 0 0 0
ty
7 0 0 0
si
+ 0 0 0 0 0 0 − 7 0 0 0
er
+ 1 3 5 9 0 0 0 0 0
v
1 3 5 9 0 0 0 0
ni
Thus, Q = 27; R = 0
U
6. Number of votes cast by the people of city A = 26,15,732

ge
Number of votes cast by the people of city B = 12,57,921

id
Difference of votes = 26,15,732 − 12,57,921 = 13,57,811

br
Thus, 13,57,811 more people cast votes from city A.

am
Total number of votes cast from both the cities = Number of votes cast by the people of city A +
Number of votes cast by the people of city B = 26,15,732 + 12,57,921
C
= 38,73,653
es
Hence, a total of 38,73,653 votes were cast from both the cities.
Pr
ity
95
Solution Set
rs
ve
ni

s
es
Pr
ity
7. Number of carton in one truck = 2564 8. Number of packet each city gets = 26,388 ÷ 12
rs
Number of trucks = 365 = 2,199
ve
So, total number of cartons in 365 trucks = 2 1 9 9
2564 × 365 = 9,35,860
ni 1 2 2 6 3 8 8
U
2 5 6 4 − 2 4
2 3
ge
× 3 6 5
− 1 2
1 2 8 2 0
id
1 1 8
br
+ 1 5 3 8 4 0 − 1 0 8
am
+ 7 6 9 2 0 0 1 0 8
9 3 5 8 6 0 − 1 0 8
C
s 0
Thus, 9,35,860 cartons can be loaded in 365
es
such trucks. Thus, each city will get 2,199 packets.
Pr
ity
Chapter 3 – Multiples and Factors

rs
ve
I Look Back
ni
U
Across:
1. multiple 4. prime 5. factor 6. coprime 7. composite
ge
Down:
id
2. twin prime 3. perfect

br
Try These! (Page 40)

am
1. No
C
2. 2600 = 2 + 6 + 0 + 0 = 8
es
So, in order to make it divisible by 9, we will add 1

Pr
2600 + 1 = 2601 is divisible by 9.

Thus, the smallest number that should be added is 1.
ty
3. Greatest 4-digit number = 9999

si
If a number divisible by 8, it must be divisible by 2 and 4. So, we will check the divisibility by 8 only.
er
Now, 999 ÷ 8 give Q = 124, R = 7

v
ni
Thus, 9999 – 7 = 9992 is the greatest 4-digit number divisible by 2, 4 and 8.

U
My Practice Time 1
ge
1. a. The factors of 36 are: 1, 2, 3, 4, 6, 9, 12, 2. a. 5, 10, 15, 20, 25, 30, 35, 40, 45, 50
id
18, 36 b. 9, 18, 27, 36, 45, 54, 63, 72, 81, 90

br
b. The factors of 54 are: 1, 2, 3, 6, 9, 18, 27, 54 c. 16, 32, 48, 64, 80, 96, 112, 128, 144, 160
am
c. The factors of 18 are: 1, 2, 3, 6, 9, 18 d. 21, 42, 63, 84, 105, 126, 147, 168, 189, 210
d. The factors of 144 are: 1, 2, 3, 4, 6, 8, 9, 12,
C
e. 30, 60, 90, 120, 150, 180, 210, 240, 270, 300
s
16, 18, 24, 36, 48, 72, 144

es
e. The factors of 324 are: 1, 2, 3, 4, 6, 9, 12,

Pr
18, 27, 36, 54, 81, 108, 162, 324

ity
96
Solution Set
rs
ve
ni

s
es
Pr
ity
3. 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47 are the prime numbers between 1 and 50.
rs
4. a. (ii), (iv), (v); numbers are even and sum of the digits is divisible by 3.
ve
b. (ii), (iv), (v), (vi)
ni
c. (i), (iv), (v); last three digits of these numbers are divisible by 8.
U
d. (ii), (iv), (v)
ge
HOTS (Page 40)

id
a. i. 4976 c. i. 29841
br
Sum of the digits = 4 + 9 + 7 + 6 = 26 divisibility rule for 6 is that the number

am
2+6=8 should be even and sum of the digits

should be divisible by 3
To make 8 divisible by 3, the greatest
C
s
number that can be added is 7. check: 2 + 9 + 8 + 4 + 1 = 24
es
So, the number becomes 49767, which is 2 + 4 = 6, which divisible by 3 and 6
Pr
divisible by 3. both but number is not even so its not

divisible by 6.
ii. 2184; Sum of the digits = 2 + 1 + 8 + 4 =
ity
15 = 1 + 5 = 6, which is divisible by 3. We can add 6 as the last digit, to make

rs
So, 9 should be added to 2184 as last it even as well as divisible by 3. So,

ve
digit to make it divisible by 3. the number becomes 298416 which is

divisible by 6.
ni
So, the number becomes 21849, which is

divisible by 3. ii. 98463
U
iii. 8509 Sum of the digits: 9 + 8 + 4 + 6 + 3 = 30

ge
Sum of the digits = 8 + 5 + 0 + 9 = 22 ⇒ 3 + 0 = 3, divisible by 3 but the

id
number is not even.

2+2=4
br
To make it even, we can add 6 as the

8 should be added to make 85098
am
last digit of the number, i.e., 984636

divisible by 3.
iii. 410082
b. i. 13678
C
4 + 1 + 0 + 0 + 8 + 2 = 15, which is
Last two digits of the given number
es
divisible by 3.
should be divisible by 4.
Pr
So, in order to keep this number divisible

If we add 8 as the last digit, the number by 6, we can add 3 or 6 or 9.
will become 136788 which is divisible
ty
But in order to be divisible by 2 also, we

by 4.
si
will choose 6.
er
ii. 59843 d. i. 234140

v
Last two digits are 43, which is not The divisibility rule of 8 is that the
ni
divisible by 4. last 3 digits of the number should be

U
To make it divisible by 4, we need to divisible by 8.

ge
add 6 as the last digit to make it 598436 If we add 8 as the last digit, the number
which is indeed divisible by 4. becomes 2341408 which indeed is
id
iii. 67210, we can add 8 to make it divisible divisible by 8.

br
by 4. ii. 567020
am
So, the number becomes 672108. 208 is divisible by 8, so we should add 8

as the last digit of the number to make it
C
5670208, which is divisible by 8.

es
Pr
ity
97
Solution Set
rs
ve
ni

s
es
Pr
ity
iii. 900876 iii. 581949
rs
When we add 8 as the last digit, the The divisibility rule of 9 is that the sum
ve
number become 9008768, which indeed of the digits should be divisible by 9
ni is divisible by 8. Sum of the digits: 5 + 8 + 1 + 9 + 4 + 9
e. i. 269143 = 36
U
The divisibility rule of 9 is that the sum 3 + 6 = 9, divisible by 9. Thus, either 0
ge
of the digits should be divisible by 9 or 9 can be added as the last digit of this
id
Sum: 2 + 6 + 9 + 1 + 4 + 3 = 25 number to make it divisible by 9.

br
2 + 5 = 7, 7 is not divisible by 9. To f. i. 23469

make it divisible by 9 we add 2 as the
am
On dividing 23469 by 11, we get

last digit so that the number becomes Q = 2133 and R = 6
2691432 which is divisible by 9.
C
s So, 6 can be added as the last digit which

ii. 408721
es
makes the number as 234696 which is
The divisibility rule of 9 is that the sum indeed divisible by 6.
Pr
of the digits should be divisible by 9. ii. 43129

ity
Sum of the digits = 4 + 0 + 8 + 7 + on dividing 43129 by 11, we get

2 + 1 = 22;
rs
remainder as 9
22 = 2 + 2 = 4, 4 is not divisible by 9. So
ve
so, number to be added = 9, thus, the

to make it divisible by 9, we need to add 5 resultant number (431299) is divisible
ni
as the last digit. by 11.

U
Thus, the number becomes 4087215,

ge
which is divisible by 9.
id
My Practice Time 2
br
1. a. To find the common multiples of 12 and 15, we create and compare the list of multiples of 12 with
am
the list of multiples of 15 to see what they have in common.

List of multiples of 12 are:
C
12 × 1 = 12 12 × 6 = 72 12 × 11 = 132
es
12 × 2 = 24 12 × 7 = 84 12 × 12 = 144
Pr
12 × 3 = 36 12 × 8 = 96 12 ×13 = 156
ty
12 × 4 = 48 12 × 9 = 108 12 × 14 = 168
si
12 × 5 = 60 12 × 10 = 120 12 × 15 = 180
er
Similarly, we create a list of multiples of 15,

v
ni
15 × 1 = 15 15 × 6 = 90 15 × 11 = 165
U
15 × 2 = 30 15 × 7 = 105 15 × 12 = 180
ge
15 × 3 = 45 15 × 8 = 120 15 × 13 = 195
15 × 4 = 60 15 × 9 = 135
id
br
15 × 5 = 75 15 × 10 = 150
When we compare the two lists to see what they have in common, we get 60, 120, 180 as the first
am
three common multiples.

C
b. List of multiples of 5: 5, 10, 15, 20, 25, 30, 35…

s
es
List of multiples of 10: 10, 20, 30, 40, 50, 60…

First three common multiples of 5 and 10 = 10, 20, 30
Pr
ity
98
Solution Set
rs
ve
ni

s
es
Pr
ity
c. Multiples of 4 = 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48…
rs
Multiples of 6 = 6, 12, 18, 24, 30, 36, 42, 48…
ve
d. Multiples of 8 = 8, 16, 24, 32, 40, 48, 56, 64, 72, 80, 88…
ni
Multiples of 12 = 12, 24, 36, 48, 60, 72, 84, 96, 108…
U
First three common multiples of 8 and 12 = 24, 48 and 72
ge
e. Multiples of 7 = 7, 14, 21, 28, 35, 42, 49, 56, 63, 70…
id
Multiples of 14 = 14, 28, 42, 56…

br
First three common multiples of 7 and 14 = 14, 28 and 42

am
f. Multiples of 24: 24, 48, 72, 96, 120, 144, 168, 192, 216, 240, 264, 288, 312, 336, 360, 384, 408…
Multiples of 32 : 32, 64, 96, 128, 160, 192, 224, 256, 288, 320, 352, 384, 416, 448…
C

s
es
2. a. The factors of 25 = 1, 5, 25 d. The factors of 15 = 1, 3, 5, 15
Pr
The factors of 35 = 1, 5, 7, 35 The factors of 20 = 1, 2, 4, 5, 10, 20

The common factors = 1, 5 The common factors = 1, 5
ity
b. The factors of 18 = 1, 2, 3, 6, 9, 18 e. The factors of 11 = 1, 11

rs
The factors of 21 = 1, 3, 7, 21 The factors of 12 = 1, 2, 3, 4, 6, 12

ve
The common factors = 1, 3 The common factors = 1

ni
c. The factors of 25 = 1, 5, 25 f. The factors of 30 = 1, 2, 3, 5, 6, 10, 15, 30

U
The factors of 42 = 1, 2, 3, 6, 7, 14, 21, 42 The factors of 45 = 1, 3, 5, 9, 15, 45

ge
The common factor = 1 The common factors = 1, 3, 5, 15

id
3. a. Prime Factors Tree b. Prime Factors Tree c. Prime Factors Tree

br
48 72 196
am
2 24 2 36
C
2 98
s
es
2 12 2 18 2 49
Pr
2 6 2 9
ty
7 7
si
2 3 3 3 196 = 2 × 2 × 7 × 7
v er
48 = 2 × 2 × 2 × 2 × 3 72 = 2 × 2 × 2 × 3 × 3
ni
U
d. Prime Factors Tree e. Prime Factors Tree

ge
625 100
id
5 125 2 50
br
am
5 25 2 25
C
5 5 5 5
es
625 = 5 × 5 × 5 × 5
Pr
100 = 2 × 2 × 5 × 5
ity
99
Solution Set
rs
ve
ni

s
es
Pr
ity
4. a. 2 56 b. 2 84 c. 2 360 d. 2 882 e. 2 1430
rs
2 28 2 42 2 180 3 441 5 715
ve
2 14 3 21 2 90 3 147 11 143
ni 7 7 7 7 3 45 7 49 13 13
U
1 1 3 15 7 7 1
ge
5 5 1
1
id
br

am
Number Multiples Common Multiples LCM

C
s
a. 6 6, 12, 18, 24, 30, 36, 42
es
42, 84, 126, 168… 42
14 14, 28, 42, 56
Pr
b. 3 3, 6, 9, 12, 15, 18, 21, 24

24, 48, 72… 24
ity
8 8, 16, 24, 32, 40, 48, 56

rs
c. 25 25, 50, 75, 100, 125, 150, 175, 200, 225

225, 450, 675, 900… 225
ve
45 45, 90, 135, 180, 225, 270, 315, 360

d. 10 10, 20, 30, 40, 50, 60, 70
ni
30, 60, 90, 120… 30

15 15, 30, 45, 60, 75, 90
U
e. 12 12, 24, 36, 48, 60, 72, 84, 96, 108, 120
ge
36, 72, 108, 144… 36

18 18, 36, 54, 72, 90, 108, 126, 144, 162, 180
id
br
My Practice Time 3
am
1. a. Multiples of 12 = 12, 24, 36, 48, 60, 72, 84, 96, 108, 120…
C
Multiples of 15 = 15, 30, 45, 60, 75, 90, 105, 120, 135, 150…
s
es
60 is the first common multiple of 12 and 15

Pr
Hence, the LCM of 12 and 15 = 60

b. Multiples of 30 = 30, 60, 90, 120, 150, 180, 210…
ty
Multiples of 45 = 45, 90, 135, 180, 225…

si
90 is the first common multiple of 30 and 45

er
Hence, the LCM of 30 and 45 = 90

v
ni
c. Multiples of 12 = 12, 24, 36, 48, 60, 72, 84, 96, 108, 120, 132, 144, 156, 168, 180, 192…
U
Multiples of 15 = 15, 30, 45, 60, 75, 90, 105, 120, 135, 150, 165, 180, 195…
ge
Multiples of 18 = 18, 36, 54, 72, 90, 108, 126, 144, 162, 180, 198, 216…
180 is the first common multiple of 12, 15 and 18.
id
Hence, the LCM of 12,15 and 18 = 180

br
d. Multiples of 20 = 20, 40, 60, 80, 100, 120, 140, 160, 180, 200, 220, 240, 260, 280, 300, 320…
am
Multiples of 50 = 50, 100, 150, 200, 250, 300, 350…

C
Multiples of 75 = 75, 150, 225, 300, 375…

s
es
300 is the first common multiple of 20, 50 and 75

Hence, the LCM of 20,50 and 75 = 300
Pr
ity
100
Solution Set
rs
ve
ni

s
es
Pr
ity
2. a. 13 39, 91 b. 2 96, 66 c. 2 120, 108
rs
3 3, 7 2 48, 33 2 60, 54
ve
7 1, 7 2 24, 33 2 30, 27
ni 1, 1 2 12, 33 3 15, 27
2 6, 33
U
3 5, 9
So, LCM of 39, 91 3 3, 33 3 5, 3
ge
= 13 × 3 × 7 = 273 11 1, 11 5 5, 1
id
1, 1 1, 1
br
LCM of 96, 66 = 2 × 2 × 2 × LCM of 120,108 = 2 × 2 × 2 ×

am
2 × 2 × 3 × 11 = 1056 3 × 3 × 3 × 5 = 1080
C
d. 5 25, 40, 60
s e. 11 33, 44, 55 f. 2 32, 72
es
5 5, 8, 12 2 3, 4, 5 2 16, 36
Pr
2 1, 8, 12 2 3, 2, 5 2 8, 18
2 1, 4, 6 3 3, 1, 5 2 4, 9
ity
2 1, 2, 3 5 1, 1, 5 2 2, 9
rs
3 1, 1, 3 1, 1, 1 3 1, 9
ve
1, 1, 1 3 1, 3
ni
LCM of 33, 44 and 55 = 1, 1

LCM of 25, 40 and 60 = 11 × 2 × 2 × 3 × 5 = 660
U
5 × 5 × 2 × 2 × 2 × 3 = 600 LCM of 32, 72 = 288

ge
g. 3 87, 129 h. 2 88, 40 i. 2 93, 62, 120

id
29 29, 43 2 44, 20 2 93, 31, 60

br
43 1, 43 2 22, 10 2 93, 31, 30

am
1, 1 5 11, 5 3 93, 31, 15

C
11 11, 1 31 31, 31, 5

s
LCM of 87 and 129 =

es
1, 1 5 1, 1, 5
3 × 29 × 43 = 3741
Pr
1, 1, 1
LCM of 88 and 40 =
2 × 2 × 2 × 5 × 11 = 440
ty
LCM of 93, 62 and 120 =

2 × 2 × 2 × 3 × 31 × 5 = 3720
si
er
j. 2 11, 22, 55 k. 2 15, 20, 18 l. 3 39, 45, 66

v
ni
11 11, 11, 55 2 15, 10, 9 3 13, 15, 22

U
5 1, 1, 5 5 15, 5, 9 5 13, 5, 22
ge
1, 1, 1 3 3, 1, 9 2 13, 1, 22
3 1, 1, 3 11 13, 1, 11
id
LCM of 11, 22 and 55 = 110

13 13, 1, 1
br
1, 1, 1
1, 1, 1
am
LCM of 15, 20 and 18 =

2 × 2 × 3 × 3 × 5 = 180 LCM of 39, 66 and 45 = 2 ×
C
3 × 3 × 5 × 11 × 13 = 12870
es
Pr
ity
101
Solution Set
rs
ve
ni

s
es
Pr
ity
3. a. Prime factors of 28 = 2 × 2 × 7 b. Prime factorisation of 12 = 2 × 2 × 3
rs
Prime factorisation of 48 = 2 × 2 × 2 × 2 × 3 Prime factorisation of 16 = 2 × 2 × 2 × 2
ve
Here, 4 is the common factor. The Here, 2, 2 are the common factors and the
ni
uncommon factors are 7, 2, 2, 3 uncommon factors are 3, 2, 2.
U
So, LCM = 2 × 2 × 7 × 2 × 2 × 3 = 336 So 2 × 2 × 3 × 2 × 2 = 48
ge
Thus, LCM of 12 and 16 is 48

id
c. Prime factorisation of 22 = 2 × 11 d. Prime factorisation of 75 = 3 × 5 × 5

br
Prime factorisation of 66 = 2 × 3 × 11 Prime factorisation of 100 = 2 × 2 × 5 × 5

am
Here, 2 and 11 are the common factors and The common factors are 5, 5 and uncommon
uncommon factor is 3. factors are 2, 2, 3
C
So, 2 × 11 × 3 = 66
s So, 5 × 5 × 2 × 2 × 3 = 300
es
LCM of 22 and 66 = 66 LCM of 75 and 100 = 300
Pr
e. Prime factorisation of 48 = 2 × 2 × 2 × 2 × 3 f. Prime factorisation of 76 = 2 × 2 × 19

ity
Prime factorisation of 72 = 2 × 2 × 2 × 3 × 3 Prime factorisation of 57 = 3 × 19

So, 2 × 2 × 2 × 3 × 2 × 3 = 144 So, 2 × 2 × 3 × 19 = 228
rs
ve
Thus LCM of 48 and 72 = 144 Thus, LCM of 76 and 57 = 228

ni
g. Prime factorisation of 50 = 2 × 5 × 5 h. Prime factorisation of 30 = 2 × 3 × 5

U
Prime factorisation of 80 = 2 × 2 × 2 × 2 × 5 Prime factorisation of 70 = 2 × 5 × 7

ge
So, 2 × 5 × 5 × 2 × 2 × 2 = 400 So, 2 × 5 × 3 × 7 = 210

Thus, LCM of 50 and 80 = 400 LCM of 30 and 70 = 210
id
br
i. Prime factorisation of 32 = 2 × 2 × 2 × 2 × 2 j. Prime factorisation of 27 = 3 × 3 × 3

am
Prime factorisation of 48 = 2 × 2 × 2 × 2 × 3 Prime factorisation of 18 = 2 × 3 × 3

So, 2 × 2 × 2 × 2 × 2 × 3 = 96 So, 3 × 3 × 3 × 2 = 54
C
Thus, LCM of 32 and 48 = 96 Thus, LCM of 27 and 18 = 54

es
k. Prime factorisation of 30 = 2 × 3 × 5 l. Prime factorisation of 18 = 2 × 3 × 3

Pr
Prime factorisation of 48 = 2 × 2 × 2 × 2 × 3 Prime factorisation of 24 = 2 × 2 × 2 × 3

ty
So, 2 × 3 × 5 × 2 × 2 × 2 = 240 So, 2 × 3 × 3 × 2 × 2 = 72

si
LCM of 30 and 48 = 240 Thus, LCM of 18 and 24 = 72

er
m. Prime factorisation of 51 = 3 × 17 n. Prime factorisation of 9 = 3 × 3

v
ni
Prime factorisation of 48 = Prime factorisation of 12 = 3 × 2 × 2

U
2×2×2×2×3 Prime factorisation of 15 = 3 × 5

ge
So, 2 × 2 × 2 × 2 × 3 × 17 = 816 So, 3 × 3 × 2 × 2 × 5 = 180

id
Thus, LCM of 51 and 48 = 816 Thus, LCM of 9, 12 and 15 = 180

br
o. Prime factorisation of 22 = 2 × 11 p. Prime factorisation of 24 = 2 × 2 × 2 × 3

am
Prime factorisation of 36 = 2 × 2 × 3 × 3 Prime factorisation of 42 = 2 × 3 × 7

Prime factorisation of 48 = 2 × 2 × 2 × 2 × 3 Prime factorisation of 64 = 2 × 2 × 2 × 2 × 2 × 2
C
So, 2 × 2 × 2 × 2 × 3 × 3 × 11 = 1584 So, 3 × 7 × 2 × 2 × 2 × 2 × 2 × 2 = 1344

es
Thus, LCM of 22, 36 and 48 = 1584 Thus, LCM of 24, 42 and 64 = 1344
Pr
ity
102
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 4
rs
1. Number of sweets Shantanu must have is the Therefore,
ve
LCM of given numbers. Distance between the starting and the finishing
ni2 10, 12, 15 points = 180 m
U
Number of Hurdles Suraj has to cross = 180 ÷
2 5, 6, 15
15 = 12
ge
5 5, 3, 15 Number of hurdles Rohit has to cross = 180 ÷

3 1, 3, 3
id
12 = 15
br
1, 1, 1 Number of hurdles Montu has to cross =180 ÷

18 = 10
am
LCM of 10, 12 and 15 = 2 × 2 × 3 × 5 = 60

Since he wants to keep 10 sweets for himself 4. We need to find the LCM of the given numbers.
C
So, 60 + 10 = 70
s 2 8, 6, 12
es
Thus, 70 sweets he must have. 2 4, 3, 6
Pr
2. To find the answer, first we need to find out the 2 2, 3, 3

LCM of 4, 6 and 8. 3 1, 3, 3
ity
2 4, 6, 8 1, 1, 1
rs
2 2, 3, 4
LCM of 8, 6 and 12 = 2 × 2 × 2 × 3 = 24
ve
2 1, 3, 2 Thus, John will do all the activities again after

ni
3 1, 3, 1 24 days.
U
1, 1, 1 5. To get the least number of packages, we need to

ge
LCM of 4, 6 and 8 = 2 × 2 × 2 × 3 = 24 find out the LCM.

id
Number of packs of apples = 24 ÷ 4 = 6 2 8, 10

br
Number of packs of mangoes = 24 ÷ 6 = 4 2 4, 5

Number of packs of oranges = 24 ÷ 8 = 3
am
2 2, 5
3. To find the answer, we need to find out LCM 5 1, 5
C
Find the prime factorisation of all the numbers

s
1, 1
es
Prime factorisation of 12 = 2 × 2 × 3
Prime factorisation of 15 = 3 × 5 LCM of 8 and 10 = 2 × 2 × 2 × 5 = 40
Pr
Prime factorisation of 18 = 2 × 3 × 3 ∴ Number of packages of cups = 40 ÷ 8 = 5

Number of packages of plates = 40 ÷ 10 = 4
ty
LCM of 15, 12 and 18 = 2 × 2 × 3 × 3 × 5 = 180

si

v er
Number Factors Common Factors HCF

ni
a. 6 1, 2, 3, 6
U
1, 3 3
9 1, 3, 9
ge
b. 12 1, 2, 3, 4, 6, 12
1, 3 3
id
15 1, 3, 5, 15
br
c. 14 1, 2, 7, 14
1, 7 7
am
35 1, 5, 7, 35
d. 21 1, 3, 7, 21
C
1, 3 3
s
39 1, 3, 13, 39
es
e. 54 1, 2, 3, 6, 9, 18, 27, 54
1, 2, 3, 6 6
Pr
96 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96

ity
103
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 5
rs
1. a. Divide the two numbers by a common g. 2 40, 64
ve
factor, which should be a prime number. 2 20, 32
ni
Here, 2 divides 24 and 76, and we get 12 and 2 10, 16
U
38 respectively. Again, we divide numbers
by 2, we get 6 and 19 respectively. Now no 5, 8
ge
prime number can divide both the numbers. ∴ HCF of 40 and 64 = 2 × 2 × 2 = 8

id
So,we stop dividing and multiply the two h. 2 112, 1176, 408
br
divisors to get the HCF, i.e., 2 × 2 = 4

2 56, 588, 204
am
2 24, 76 2 28, 294, 102

2 12, 38
C
s 14, 147, 51
6, 19
es
∴ HCF of 112, 1176 and 408 = 2 × 2 × 2 = 8
Thus, HCF of 24 and 76 = 2 × 2 = 4
Pr
i. 5 40, 50, 75
b. 5 45, 75
8, 10, 15
ity
3 9, 15
∴ HCF of 40, 50 and 75 = 5
rs
3, 5
j.
ve
5 1000, 625, 375

Since 3 and 5 cannot be further divided
5 200, 125, 75
ni
by a prime number, so, HCF of 45 and 75 =

5 40, 25, 15
U
3 × 5 = 15
8, 5, 3
ge
c. 2 34, 78
17, 39 ∴ HCF of 1000, 625 and 375 =
id
5 × 5 × 5 = 125
br
Since 17 and 39 cannot be further divided by

a prime number, so, HCF of 34 and 78 = 2 k. 2 256, 182, 100
am
d. 2 98, 120 128, 91, 50

C
49, 60 ∴ HCF of 256, 182 and 100 = 2

es
Since 49 and 60 cannot be further divided by l. 2 132, 220, 726

Pr
a prime number, so, HCF of 98 and 120 = 2 11 66, 110, 363

e. 131 and 231 are prime numbers, so they do
ty
6, 10, 33
not have any common factors except 1. So,
si
the HCF of 131 and 231 = 1 ∴ HCF of 132, 220 and 726 = 2 × 11 = 22
er
f. 2 280, 476
v
ni
2 140, 238
U
7 70, 119
ge
10, 17
id
Since, 10 and 17 cannot be further divided by

a prime number, so, HCF of 280 and 476 =
br
2 × 2 × 7 = 28
am
C
s
es
Pr
ity
104
Solution Set
rs
ve
ni

s
es
Pr
ity
2. a. HCF of 92 and 64 = 4 b. HCF of 90 and 110 = 10
rs
1 1
ve
64 92 90 110
ni 64 90
U
28 64 2
56 20 90 4
ge
8 28 3 80
id
24 2
10 20
br
4 8 2
20
am
8
0 0
C
c. HCF of 216 and 124 = 4.

s d. HCF of 124 and 224 = 4.
es
1 1
Pr
124 216 124 224

ity
124 124
92 124 1
rs
100 124 1
92
ve
32 92 2 100
ni
64 24 100 4
U
28 32 1
96
28
ge
4 28 7 4 24 6
id
28 24
br
0 0
am
e. HCF of 150 and 225 = 75 f. HCF of 75 and 250 = 25

C
1 3
s
es
150 225 75 250

150 225
Pr
75 150 2 25 75 3
ty
150 75
si
0 0
er
g. HCF of 60 and 84 = 12 h. HCF of 51 and 93 = 3

v
ni
1 1
U
60 84 51 93
ge
60 51
id
24 60 2 42 51 1
br
48 42
4
am
12 24 2 9 42
36
24
C
6 9 1
0
es
6
Pr
3 6 2
6
ity
0 105
Solution Set
rs
ve
ni

s
es
Pr
ity
i. HCF of 104 and 240 = 8 j. HCF of 228 and 180 = 12
rs
1
2
ve
180 228
ni 104 240
180
208
U
48 180 3
32 104 3
144
ge
96
4 36 48 1
id
8 32
32 36
br
0 12 36 3
am
36
C
s 0
k. HCF of 119 and 136 = 17 l. HCF of 256 and 78 = 2
es
1 3
Pr
119 136 78 256

ity
119 234
7
rs
17 119 22 78 3
119 66
ve
0 12 22 1
ni
12
U
10 12 1
ge
10
id
2 10 5
br
10
am
0
My Practice Time 6
C
1. To find the largest number of boxes in which 3. We need to find HCF to get the answer.
es
rasgullas and barfis can be packed equally, we The factors of 54 are: 1, 2, 3, 6, 9, 18, 27, 54
need to find the HCF of the given numbers.
Pr
The factors of 66 are: 1, 2, 3, 6, 11, 22, 33, 66

2 32, 48 The factors of 72 are: 1, 2, 3, 4, 6, 8, 9, 12, 18,
ty
2 16, 24 24, 36, 72

si
2 8, 12 The factors of 84 are: 1, 2, 3, 4, 6, 7, 12, 14, 21,

er
28, 42, 84
2 4, 6
v
Here, the greatest common factor is 6.

ni
2, 3
So, HCF of 54, 66, 72 and 84 is 6.
U
Therefore, the HCF = 2 × 2 × 2 × 2 = 16

Thus, 6 litres is the capacity of the largest can.
ge
Thus, rasgullas and barfis can be packed

together equally in 16 boxes. 4. We can find the maximum number of children
id
by finding HCF.
2. To get the greatest possible length of wire,
br
The factors of 15 are: 1, 3, 5, 15

we need to find HCF.
am
The factors of 18 are: 1, 2, 3, 6, 9, 18

2 56, 42, 70
The factors of 21 are: 1, 3, 7, 21
C
7 28, 21, 35
s
Here, the greatest common factor is 3.

es
4, 3, 5 So, HCF of 18, 15 and 21 is 3.

Pr
So, HCF of 56, 42 and 70 is 14. Thus, chocolates can be distributed among
Thus, the greatest possible length of wire is 14 m. 3 children equally.
ity
106
Solution Set
rs
ve
ni

s
es
Pr
ity
5. We need to find HCF to get the answer.
rs
The factors of 48 are: 1, 2, 3, 4, 6, 8, 12, 16,
ve
24, 48
ni
U
Here, the greatest common factor is 6. So, HCF of 48, 54 and 66 is 6.
ge
Thus, 6 plants can be put in a row

id
HOTS (Page 51)

br
a. To find the answer we need to calculate the HCF. b. Total number of veg rolls = 15
am
5 10, 15, 25 Number of people at the picnic = 5

C
Number of veg rolls each person got = Total

2, 3, 5
s
es
number of veg rolls ÷ Number of people =
So, HCF of 10, 15 and 25 is 5. 15 ÷ 5 = 3
Pr
Thus, there were 5 people in the picnic. Thus, each person got 3 veg rolls.
ity
Maths in My Life
rs
a. To find the answer we need to find the HCF. b. Number of sandesh in each pack = 100 ÷ 25
ve
=4
ni
5 100, 125, 75
Number of kaju barfi in each pack = 125 ÷ 25
U
5 20, 25, 15
=5
4, 5, 3
ge
Number of coconut laddoos in each pack =

The HCF of 100, 125 and 75 is 5 × 5 = 25. 75 ÷ 25 = 3
id
br
Thus, 25 packets can be made. Thus, total number of sweets in each pack =
4 + 5 + 3 = 12
am
My Practice Time 7
C
Product of two numbers

s
Product of two numbers

1. a. We know, LCM = c. We know, LCM =
es
HCF HCF
Given, the product of two numbers = 192,
Pr
Given, the product of two numbers = 300,

HCF = 5 HCF = 4
ty
300 192
So, LCM = = 60 So, LCM = = 48
si
5 4
er
Product of two numbers Product of two numbers

b. We know, LCM = d. We know, LCM =
v
HCF HCF
ni
Given, the product of two numbers = 150, Given, the product of two numbers = 600,
U
HCF = 5 HCF =10

ge
150 600
So, LCM = = 30 So, LCM = = 60
5 10
id
br
The product of two numbers The product of two numbers

2. a. We know, HCF = b. We know, HCF =
am
LCM LCM
Given, the product of the two numbers = 375, Given, the product of the two numbers = 240,
C
LCM = 75 LCM = 60
es
375 240
So, HCF = =5 So, HCF = =4
Pr
75 60
Thus, HCF = 5 Thus, HCF = 4
ity
107
Solution Set
rs
ve
ni

s
es
Pr
ity
The product of two numbers The product of two numbers
c. We know, HCF = d. We know, HCF =
rs
LCM LCM
ve
Given, the product of the two numbers = 3456, Given, the product of the two numbers = 1792,
ni LCM = 144 LCM = 224
3456 1792
U
So, HCF = = 24 So, HCF = =8
144 224
ge
Thus, HCF = 24
id
3. Given, the HCF = 2, LCM = 234, 4. Given HCF = 12, LCM = 1080, first number =
br
First number = 26, second number = ? 120, second number = ?

am
We know, first number × second number LCM × HCF

We know, second number =
= HCF × LCM First Number
C
s
HCF × LCM Putting the values in the formula
es
So, second number =
First Number 12
We get, second number = 1080 × = 108
Pr
234 × 2 120
= = 18
Thus, the second number is 108.
ity
26
Thus, the second number is 18.
rs
ve
5. a. To get the largest number of pencils we need c. The factors of 105 are: 1, 3, 5, 7, 15, 21, 35, 105
to find out the HCF.
ni
The factors of 126 are: 1, 2, 3, 6, 7, 9, 14,

The factors of 20 are: 1, 2, 4, 5, 10, 20 18, 21, 42, 63, 126
U
The factors of 24 are: 1, 2, 3, 4, 6, 8, 12, 24 The factors of 213 are: 1, 3, 71, 213
ge
Then, the greatest common factor is 4. Then, the greatest common factor is 3.
id
So, the HCF of 20 and 24 is 4. So, the HCF of 105, 126 and 213 is 3.
br
Therefore, Thus, the largest group of 3 mangoes can be

am
Number of red pencils in each box = 20 ÷ 4 = 5 split equally.

d. Given that the three bells are ringing
C
Number of green pencils in each box

s
= 24 ÷ 4 = 6 simultaneously at intervals of 48 min, 60

es
min and 84 min respectively.

Total number of pencils in each box = 5 + 6 = 11
Pr
The LCM of these will give the time they

b. We need to find HCF to get the answer.
will ring together.
ty

si
2 48, 60, 84
The factors of 120 are: 1, 2, 3, 4, 5, 6, 8, 10,
er
12, 15, 20, 24, 30, 40, 60, 120 2 24, 30, 42
v
The factors of 125 are: 1, 5, 25, 125 2 12, 15, 21

ni
The factors of 140 are: 1, 2, 4, 5, 7, 10, 14, 20, 2 6, 15, 21

U
28, 35, 70, 140 3 3, 15, 21

ge
Then, the greatest common factor is 5. 5 1, 5, 7

id
So, the HCF of 105, 120, 125 and 140 is 5. 7 1, 1, 7

br
Thus, poles have to be cut of 5 cm in length. 1, 1, 1

am
LCM of 48, 60, 84 = 2 × 2 × 2 × 2 × 3 ×

5 × 7 = 1680 min = 28 hrs
C
All the three bells ring at (1 a.m. today + 28 hrs)

es
= 1 a.m. tomorrow + 4 hrs = 5 a.m. tomorrow.

Pr
ity
108
Solution Set
rs
ve
ni

s
es
Pr
ity
e. The capacity of the smallest drum can be f. We need to find the LCM.
rs
found by LCM. 2 5, 6, 7
ve
2 75, 200, 140 3 5, 3, 7
ni 2 75, 100, 70 5 5, 1, 7
U
2 75, 50, 35 7 1, 1, 7
ge
5 75, 25, 35 1, 1, 1
3 15, 5, 7
id
LCM of 5, 6 and 7 = 2 × 3 × 5 × 7 = 210 feet

5 5, 5, 7
br
Thus, after 210 feet all three of the rabbits

7 1, 1, 7
am
will touch the same feet line next time.

1, 1, 1
C
s
So the LCM of 75, 200 and 140 = 2 × 2 × 2
es
× 3 × 5 × 5 × 7 = 4200 ml
Pr
Thus, the capacity of the smallest drum is

4200 ml.
ity
Worksheet
rs
1. a. False c. True e. False 5. To get the answer, we need to find the HCF.
ve
b. True d. False The factors of 12 = 1, 2, 3, 4, 6, 12

The factors of 15 = 1, 3, 5, 15
ni
2. a. 5, 6, 10, 15, 30 b. 114 c. 36 d. 48

The factors of 18 = 1, 2, 3, 6, 9, 18
U
3. Numbers HCF LCM Then, the greatest common factor is 3. So, the
ge
17 HCF of 12, 15 and 18 is 3.

1 425
id
25 Thus, the blocks can be divided among 3 people.

br
25 6. LCM of 12, 15 and 20 = 2 × 2 × 3 × 5 = 60

45 5 900
am
2 12, 15, 20
60
2 6, 15, 10
C
15
s
3 60 3 3, 15, 5
es
12
5 1, 5, 5
Pr
4. 32, 33, 34, 35, 36, 38, 39, 40, 42, 44, 45, 46, 1, 1, 1
48, 49
ty
Thus, the smallest number that when divided

si
by 12, 15 and 20 is 60 + 11 = 71
v er
Chapter 4 – Fractions
ni
U
I Look Back
ge
1 1 1 1 1 1
id
a. b. c. d. e. f.
7 30 12 100 10 52
br
g. 1 millennium = 1000 years h. 1 day = 24 hrs

am
hundred years 100 1 one hour 1

∴ = = So, =
a millennium 1000 10 hours in day 24
C
s
es
i. 1 hour = 60 min j. One dozen = 12

one min 1 one 1
Pr
= =
mins in one hour 60 one dozen 12
ity
109
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 1
rs
1 2 3 1 4 3
1. Like fractions: , , ; Unlike fractions: , ,
ve
5 5 5 3 7 8
ni
2. Proper fractions:
2 2 7 7 3 3
, ; Improper fractions: , ; Mixed fractions: 1 , 4
U
3 5 5 6 5 7
ge
38 92 33 27 147 36
3. a. b. c. d. e. f.
3 5 8 4 12 11
id
br
2 1 1 10 1 5
4. a. 4 b. 4 c. 6 d. 10 e. 11 f. 8
3 7 8 11 2 6
am
3 × 2 6 3 × 3 9 3 × 4 12 8 × 2 16 8 × 3 24 8 × 4 32
5. a. = , = , = b. = , = , =
C
s
4 × 2 8 4 × 3 12 4 × 4 16 11 × 2 22 11 × 3 33 11 × 4 44
es
13 × 2 26 13 × 3 39 13 × 4 52 9 ÷ 9 1 9 × 2 18 9 × 3 27
Pr
c. = , = , = d. = , = , =
18 × 2 36 18 × 3 54 18 × 4 72 18 ÷ 9 2 18 × 2 36 18 × 3 54
ity
2×2 4 2×3 6 2×4 8 1×2 2 1×3 3 1×4 4

e. = , = , = f. = , = , =
rs
3 × 2 6 3 × 3 9 3 × 4 12 5 × 2 10 5 × 3 15 5 × 4 20
ve
6 × 2 12 6 × 3 18 6 × 4 24 1×2 2 1×3 3 1×4 4

g. = , = , = h. = , = , =
ni
7 × 2 14 7 × 3 21 7 × 4 28 9 × 2 18 9 × 3 27 9 × 4 36
U
18 33 8
ge
3 15 45 1 4 3 7
6. a. = = = = b. = = = =
7 35 42 105 77 2 8 16 6 14
id
br
16 ÷ 8 2 13 1 120 12 ÷ 2 6
7. a. = b. = c. = =
am
24 ÷ 8 3 39 3 100 10 ÷ 2 5
C
44 44 ÷ 11 4 100 10 ÷ 5 2 99 99 ÷ 3 33 33 ÷ 3 11
s
d. = = e. = = f. = = = =
143 143 ÷ 11 13 250 25 ÷ 5 5 171 171 ÷ 3 57 57 ÷ 3 19
es
Pr

ty
si
a. 5 × 2 < 3 × 4 i.e., 10 < 12 b. 5 × 1 < 7 × 2

er
2 4 1 2
So, < So, <
v
3 5 7 5
ni
U
c. 9 × 3 < 8 × 4 d. 9 × 1 < 6 × 2
ge
3 4 1 2
So, < So, <
8 9 6 9
id
br
e. 5 × 4 > 9 × 1
am
4 1
So, >
9 5
C
s
es
Pr
ity
110
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 2
rs
4 11 5 4 2 6
1. a. Fractions are and 2. a. , , ,
ve
7 8 7 7 7 7
niThe denominators are 7 and 8 so LCM is: 56. Since the denominators are same. We will
Rewriting as equivalent fractions with the compare numerators
U
32 77 2<4<5<6
LCM: ,
ge
56 56 2
So, is the smallest fraction.
7
id
Ordering these fractions by the numerator in

32 77 4 3 2 1
br
order from least to greatest: < b. Fractions: , , ,

56 56 11 8 6 9
am
4 11 The least common denominator (LCM)

Therefore, <
7 8 is: 792.
C
9
s21 Rewriting as equivalent fractions with
b. Fraction are and
es
15 10 the LCM:
The denominators are 10 and 15 so the
Pr
LCM is 30. 288 297 264 88

, , ,
792 792 792 792
ity
Rewriting as equivalent fractions with

18 63
rs
the LCM: , order from least to greatest:

30 30
ve
Ordering these fractions by the numerator in 88 264 288 297

< < <
792 792 792 792
ni
18 63
order from least to greatest: <
U
30 30 1
9 21 Therefore, is the smallest fraction.
9
ge
Therefore, <
15 10 6 3 2
c. , ,
id
35 8 15 12 24
c. Fractions are and
br
19 20 Denominators of the fractions are 15, 12 and

Denominators are 19 and 20 so the LCM 24. The LCM is 120.
am
is 380. Rewriting as equivalent fractions with

C
Rewriting as equivalent fractions with the LCM:

s
es
700 152 48 30 10
the LCM: , , ,
380 380 120 120 120
Pr
700 152 Ordering these fractions by the numerator in

So, >
380 380 order from least to greatest:
ty
35 8 10 30 48
si
Therefore, > < <

120 120 120
er
19 20
20 40 2
v
d. Fractions are and Therefore, is the smallest fraction.

ni
31 62 24
U
The denominators are 31 and 62, so the 6 5 7 13

LCM = 62 d. , , ,
ge
18 18 18 18
Rewriting as equivalent fractions with Since the denominators are same. We will
id
40 40 compare numerators
the LCM: ,
br
62 62
5 < 6 < 7 < 13
am

40 40 So, 5 is the smallest number.
order from least to greatest: = 5
C
62 62 is the smallest fraction.

s
20 40 18
es
Therefore, =
31 62
Pr
ity
111
Solution Set
rs
ve
ni

s
es
Pr
ity
25 18 9 5 57 5 11 21
3. a. , , , , e. , ,
rs
37 37 37 37 37 16 8 32
ve
All the denominators are same, so we The LCM of denominators is: 32.
nicompare numerators Rewriting as equivalent fractions with
5 < 7 < 9 < 18 < 25 < 57 10 44 21
U
the LCM: , ,
5 9 18 25 20 32 32 32
Thus, < < < <1
ge
37 37 37 37 37 Ordering these fractions by the numerator in

10 21 44
id
5 7 3 8 11 order from least to greatest: < <

b. , , , , 32 32 32
br
13 13 13 13 13
5 21 11 3
( )
am
All the denominators are so we will arrange Therefore, < < 1

numerators in ascending order 16 32 8 8
9 9 9 9
C
3 < 5 < 7 < 8 < 11 f. , , ,

s
17 43 5 26
es
3 5 7 8 11
Thus, < < < < In the fractions having the same numerator,
Pr
13 13 13 13 13
that fraction is greater which has the smaller
1 5 8 7 12 denominator.
ity
c. , , , ,
10 20 10 10 10
Therefore,
9
<
9
<
9 9 4
< ( )
1
rs
The LCM of denominators is: 20. 43 26 17 5 5

ve
Rewriting as equivalent fractions with 9 3 39 10 18

the LCM: 4. a. , , , ,
ni
17 17 17 17 17
2 5 16 14 24
U
, , , , Denominators are same so, ordering these

20 20 20 20 20 fractions by the numerator in order from
ge
Ordering these fractions by the numerator in greatest to least:

id
order from least to greatest: 5 1 10 9 3

2 >1 > > >
br
2 5 14 16 24 17 17 17 17 17
< < < <
20 20 20 20 20
am
6 8 4 13 11
Therefore, in order from least to greatest is: b. , , , ,
15 15 15 15 15
C
1 5 7 8 12
s
< < < < Denominators are same, so ordering these

es
10 20 10 10 10 fractions by the numerator in order from

greatest to least:
Pr
1 4 3 9
d. , , ,
7 14 35 10 13 11 8 6 4
> > > >
ty
The LCM of denominator is: 70. 15 15 15 15 15

si
Rewriting as equivalent fractions with 2 5 6 9 15

c. , , , ,
er
the LCM: 17 34 17 34 34
v
10 20 6 63 The LCM of denominators is: 34.

ni
, , ,
70 70 70 70 Rewriting as equivalent fractions with the LCM:
U
Ordering these fractions by the numerator in 4 5 12 9 15

ge
order from least to greatest: , , , ,

34 34 34 34 34
id
6 10 20 63 Ordering these fractions by the numerator in

< < <
br
70 70 70 70 order from greatest to least:

am
3 1 4 9 15 6 9 5 2
Therefore, < < < > > > >
35 7 14 10 34 17 34 34 17
C
s
es
Pr
ity
112
Solution Set
rs
ve
ni

s
es
Pr
ity
12 1 3 1 Ordering these fractions by the numerator in
d. 1 ,3 ,4 ,2
rs
19 10 7 15 order from greatest to least:
90 84 81 64
ve
Converting mixed fractions into improper > > >
nifractions 144 144 144 144
12 19 + 12 31 Therefore, the order from greatest to least is:
U
1 = =
19 19 19 5 7 9 4
> > >
ge
1 30 + 1 31 8 12 16 9
Similarly, 3 = =
id
10 10 10 29 3 11 7
f. , , ,
3 28 + 3 31
br
4 = = 30 5 15 10
7 7 7
am
The least common denominator

1 15 × 2 + 1 31 (LCD) is: 30.
2 = =
C
15 15 15
s Rewriting as equivalent fractions with
es
Now, the fractions can be arranged. 29 18 22 21
the LCD: , , ,
Therefore, the order from greatest to least is: 30 30 30 30
Pr
31 31 31 31 3 1 1 12 Ordering these fractions by the numerator in

> > > or 4 > 3 > 2 > 1
ity
7 10 15 19 7 10 15 19 order from greatest to least:

7 5 9 4
rs
e. , , , 29 22 21 18
> > >
12 8 16 9
ve
30 30 30 30
The least common denominator Therefore, the order from greatest to least is:
ni
(LCD) is: 144. 29 11 7 3

U
Rewriting as equivalent fractions with > > >

30 15 10 5
ge
84 90 81 64
the LCD: , , ,
144 144 144 144
id
br
My Practice Time 3
am
5 5
1. a. + Multiplying numerators and denominators to
12 12 get the LCM in all fraction denominators
C
With like denominators, we can operate on

2 × 10 1 × 9 20 9 29
es
just the numerators = + = + =

9 × 10 10 × 9 90 90 90
Pr
5 + 5 10 5
So, = = 1 5
12 12 6 e. +
ty
3 4 7 24
b. +
si
5 5 With unlike denominators, find the LCM

er
With like denominators, we can operate on LCM = 168

v
just the numerators Multiplying numerators and denominators to

ni

U
⇒ =1
5 5 1 × 24 5 × 7 24 35
= + = +
ge
5 1 6 7 × 24 24 × 7 168 168
c. + =
7 7 7
id
With like denominators, we can operate on

br
2 1 just the numerators

d. +
am
9 10 24 + 35 59
= =
With unlike denominators, find the LCM 168 168
C
LCM = 90
s
es
Pr
ity
113
Solution Set
rs
ve
ni

s
es
Pr
ity
7 5 4 3
f. + j. +
rs
9 6 7 4
ve
With unlike denominators, find the LCM With unlike denominators, find the LCM
niLCM = 18 LCM = 28
U
Multiplying numerators and denominators to Multiplying numerators and denominators to
get the LCM in all fraction denominators get the LCD in all fraction denominators
ge
7 × 2 5 × 3 14 15 29 11 4 × 4 3 × 7 16 21 16 + 21
= + = + = =1 = + = + =
id
9 × 2 6 × 3 18 18 18 18 7 × 4 4 × 7 28 28 28
br
4 1 37 9
g. + = =1
am
9 3 28 28
With unlike denominators, find the LCM 2 1
C
s k. +
LCM = 9 9 6
es
Multiplying numerators and denominators to With unlike denominators, find the LCM
Pr
get the LCM in all fraction denominators LCM = 18

4 1×3 4 3 7 Multiplying numerators and denominators to
= + = + =
ity
9 3×3 9 9 9 get the LCM in all fraction denominators

rs
5 1
h. + 2×2 1×3 4 3 4+3 7
ve
8 4 = + = + = =
9 × 2 6 × 3 18 18 18 18
With unlike denominators, find the LCM
ni
3 1
LCM = 8 l. +
U
5 4
Multiplying numerators and denominators to
ge
get the LCM in all fraction denominators With unlike denominators, find the LCM
id
5 1×2 5 2 5+2 7 LCM = 20

= + = + = =
br
8 4×2 8 8 8 8 Multiplying numerators and denominators to

am

i. +
3 6 3 × 4 1 × 5 12 5 12 + 5 17
= + = + = =
C
With unlike denominators, find the LCM 5 × 4 4 × 5 20 20 20 20

s
es
LCM = 6
Pr

get the LCM in all fraction denominators
ty
2×2 5 4 5 4+5 9 3 1
si
= + = + = = = =1
3×2 6 6 6 6 6 2 2
v er
My Practice Time 4
ni
1 1 iii. Step 3: Add the first and second answers

U
1. a. 2 +3
3 6 together.
ge
i. Step 1: add the whole numbers first. 3 3 1

5+ =5 =5
id
2 + 3 = 5 This is the first answer. 6 6 2

br
ii. Step 2: Add the fractions after finding the

am
LCM of denominators and changing them

to like fractions.
C
LCM = 6
es
1×2 1 2 1 3
So, + = + =
Pr
2×3 6 6 6 6
This is the second answer.
ity
114
Solution Set
rs
ve
ni

s
es
Pr
ity
b. 5
1 1
+2 =5+2+
1 1
+ =7+( ) ( ) ( )
8+9
=7+
17
=7
17
rs
9 8 9 8 72 72 72
ve
c. 5
ni
1
6
+3
2
8
=5+3+
1 2
+
6 8
=8+( ) ( ) ( ) ( )
4+2×3
24
=8+
4+6
24
=8+
10
24
=8
5
12
( ) ( ) ( )
U
4 1 4 1 8+5 13 3 3
d. 2 +2 =2+2+ + =4+ =4+ =4+1+ =5
5 2 5 2 10 10 10 10
ge
e. 3
1 1
+4 =3+4+
1 1
+ =7+( ) ( ) ( )
4+3
=7+
7
=7
7
id
3 4 3 4 12 12 12
br
f. 7
1 1
+9 =7+9+
1 1
+ ( ) ( )
= 16 +
2+1
= 16
3
am
2 4 2 4 4 4
1 2
( ) ()
1 2 3
C
g. 6 +5 =6+5+ s + = 11 + = 11 + 1 = 12
3 3 3 3 3
es
h. 4
1 4
+8 =4+8+ ( ) (
1 4
+ ) ( ) ( )
= 12 +
9+4×4
= 12 +
9 + 16
= 12 +
25
= 12
25
Pr
4 9 4 9 36 36 36 36
ity
2 1 1 4
2. a. 1 +6 b. 3 +1
rs
3 2 3 5
Step 1: Change both mixed numbers to 1 3 × 3 + 1 10 4 5 × 1 + 4 9
ve
3 = = ,1 = =
improper fractions. 3 3 3 5 5 5
ni
2 3×1+2 5 1 6 × 2 + 1 13 10 9
1 = = ,6 = = Fractions are ,
U
3 3 3 2 2 2 3 5
ge
Step 2: Add fractions after finding the LCM of LCM of denominators = 15

the denominators and changing them to like 10 9 10 × 5 9 × 3 50 27
id
fractions. So, + = + = +
3 5 3×5 5×3 15 15
br
5 13
Fractions are , 2
=5
am
3 2
LCM = 6 15
1 2
C
5 13 5 × 2 13 × 3 c. 9 + 3
s
Then, + = + 3 4
es
3 2 3×2 2×3
Then, rewriting the equation with the 1 3 × 9 + 1 28 2 3 × 4 + 2 14
9 = = ,3 = =
Pr
equivalent fractions 3 3 3 4 4 4
10 39 28 14
ty
= + Fractions are , , LCM of denominators = 12

6 6 3 4
si
With like denominators, we can operate on 28 14 28 × 4 14 × 3

er
+ = +
just the numerators 3 4 3×4 4×3
v
10 + 39 49
ni
= = 112 42 154 77 5
= + = = = 12
6 6
U
12 12 12 6 6
Step 3: If the final answer is an improper 1 2
ge
fraction, change it to a mixed number, by d. 1 + 2

4 3
dividing the numerator by the denominator
id
1 1×4+1 5 2 2×3+2 8
to find the number of wholes and parts in the 1 = = ,2 = =
br
improper fractions. 4 4 4 3 3 3
am
5 8
49 1 Fractions are , , LCM = 12
= =8 4 3
C
6 6
s
5 8 5×3 8×4
es
1 Now adding, + = +
Thus, 8 is the answer. 4 3 4×3 3×4
6
Pr
15 32 15 + 32 47 11
= + = = =3
12 12 12 12 12
ity
115
Solution Set
rs
ve
ni

s
es
Pr
ity
1 1 1 1
e. 2 +1 i. 2 +5
7 6 5 4
rs
1 2 × 7 + 1 15 1 1 × 6 + 1 7 1 2 × 5 + 1 11 1 5 × 4 + 1 21
ve
2 = = ,1 = = 2 = = ,5 = =
7 7 7 6 6 6 5 5 5 4 4 4
niFractions are ,
15 7 LCM of the denominators = 20
U
7 6
Now adding fractions,
LCM = 42
ge
Multiplying numerators and denominators to 11 21 11 × 4 21 × 5

+ = +
id
get the LCD in all fraction denominators and 5 4 5×4 4×5

br
adding 44 105 44 + 105 149 9

= + = = =7
am
15 × 6 7 × 7 90 49 139 13 20 20 20 20 20
= + = + = =3
7 × 6 6 × 7 42 42 42 42 1 1
j. 4 + 3
C
1 1
s 6 2
f. 2 + 7
es
7 2 1 4 × 6 + 1 25 1 3 × 2 + 1 7
4 = = ,3 = =
Pr
1 2 × 7 + 1 15 1 2 × 7 + 1 15 6 6 6 2 2 2
2 = = ,7 = =
7 7 7 2 2 2 LCM of the denominators = 6
ity
15 15 Now adding fractions,

LCM = 14, Fractions are ,
rs
7 2 25 7 25 21
ve
15 15 15 × 2 15 × 7 + = +
On adding, + = + 6 2 6 6
7 2 7×2 2×7
ni
25 + 21 46 23 2
= = = =7
U
30 105 30 + 105 135 9 6 6 3 3

= + = = =9
14 14 14 14 14
ge
1 2
1 1 k. 3 +2
g. 4 + 4 4 3
id
5 3
br
1 3 × 4 + 1 13 2 2 × 3 + 2 8
1 4 × 5 + 1 21 1 4 × 3 +1 13 3 = = ,2 = =
4 = = ,4 = = 4 4 4 3 3 3
am
5 5 5 3 3 3
LCM of the denominators = 12
21 13
C
Fractions are , Now adding fractions,

s
5 3
es
LCM of denominators = 15 13 8 13 × 3 8×4

+ = +
Pr
21 13 13 × 5 21 × 3 4 3 4×3 3×4
On adding, + = +
5 3 3×5 5×3 39 32 39 + 32 71 11
ty
= + = = =5
Then, rewriting the equation with the 12 12 12 12 12
si
equivalent fractions 1 2
er
l. 1 +4
65 63 65 + 63 128 8 7 3
v
= + = = =8
15 15 15 15 15
ni
1 1 × 7 + 1 8 2 4 × 3 + 2 14
1 = = ,4 = =
U
1 1 7 7 7 3 3 3
h. 4 +2
6 4
ge
LCM of the denominators = 21

1 4 × 6 + 1 25 1 2 × 4 + 1 9 Now adding fractions,
id
4 = = ,2 = =
6 6 6 4 4 4 8 14 8×3 14 × 7
br
+ = +
LCM of the denominators = 12 7 3 7×3 3×7
am
Now adding fractions, 24 98 24 + 98 122 17

= + = = =5
25 9 25 × 2 9 × 3 21 21 21 21 21
C
+ = +
s
6 4 6×2 4×3
es
50 27 50 + 27 77 5
= + = = =6
Pr
12 12 12 12 12
ity
116
Solution Set
rs
ve
ni

s
es
Pr
ity
HOTS (Page 70)
rs
1
The first of ‘war’ = w
ve
3
ni 1
The second of ‘bell’ = e
4
U
2
The last of ‘tall’ = ll
ge
4
id
WORD is “WELL”
br
D+O+N+E = DONE
am
Hence, well done for yourself.

C
s
My Practice Time 5
es
5 1 4 2 4 2 2 2 1 1 4 1 3
Pr
a. − = = b. − = c. − = d. − =
6 6 6 3 7 7 7 3 3 3 5 5 5
ity
9 2 5 1
e. − h. −
rs
12 4 7 4
ve
With unlike denominators, find the LCM of With unlike denominators, find the LCM of
denominators denominators
ni
LCM = 12 LCM = 28
U

ge
get the LCD in all fraction denominators get the LCD in all fraction denominators
id
9 2×3 9 6 3 1 5 1 5 × 4 1 × 7 20 7 13
– = – = = − = − = − =
br
12 4 × 3 12 12 12 4 7 4 7 × 4 4 × 7 28 28 28
am
3 1 8 1
f. − i. −
7 4 9 6
C
es
Pr
LCM = 28 LCM = 18
ty
get the LCD in all fraction denominators get the LCM in all fraction denominators
si
3 1 3 × 4 1 × 7 12 7 5 8 × 2 1 × 3 16 3 16 − 3 13
er
− = − = − = = − = − = =
7 4 7 × 4 4 × 7 28 28 28 9 × 2 6 × 3 18 18 18 18
v
ni
2 3 3 3
g. − j. −
U
3 7 4 5
ge
id
LCM = 21 LCM = 20
br

am
get the LCD in all fraction denominators get the LCM in all fraction denominators
2 3 2 × 7 3 × 3 14 9 5 3×5 3×4
C
− = − = − = = −
s
3 7 3 × 7 7 × 3 21 21 21 4×5 5×4
es
15 12 15 − 12 3
Pr
= − = =
20 20 20 20
ity
117
Solution Set
rs
ve
ni

s
es
Pr
ity
4 3 7 3
k. − n. −
rs
7 6 8 5
ve
ni denominators denominators
LCM = 42 LCM = 40
U
ge
get the LCM in all fraction denominators get the LCD in all fraction denominators
id
4 × 6 3 × 7 24 21 24 − 21 7 × 5 3 × 8 35 24 35 − 24 11
= − = − = = − = − = =
br
7 × 6 6 × 7 42 42 42 8 × 5 5 × 8 40 40 40 40
am
3 1 6 2
= = o. −
42 14 7 5
C
s
With unlike denominators, find the LCM of
es
3 2
l. − denominators
6 7
Pr
LCM = 35
ity
denominators
LCM = 42
rs
6×5 2×7 30 14 30 − 14 16
ve
Multiplying numerators and denominators to = − = − = =

get the LCM in all fraction denominators 7×5 5×7 35 35 35 35
ni
2 3
3 × 7 2 × 6 21 12 21 − 12 p. −
U
= − = − = 5 8
6 × 7 7 × 6 42 42 42
ge

9 3 denominators
= =
id
42 14
LCM = 40
br
1 1
m. − Multiplying numerators and denominators to
am
2 3
C
2 × 8 3 × 5 16 15 16 − 15 1
s
denominators = − = − = =
es
5 × 8 8 × 5 40 40 40 40
LCM = 6
Pr

get the LCD in all fraction denominators
ty
1×3 1×2 3 2 3−2 1

si
= − = − = =
2×3 3×2 6 6 6 6
v er
ni
U
ge
id
br
am
C
s
es
Pr
ity
118
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 6
rs
1 3 Now, on subtracting,
a. 3 −1
ve
2 4 41 17 41 × 7 17 × 8 287 − 136
ni Converting mixed fractions into improper – = − =
8 7 8×7 7×8 56
fractions:
U
151 39
1 3×2+1 7 3 1×4+3 7 = =2
3 = = ,1 = = 56 56
ge
2 2 2 4 4 4 1 3
d. 6 − 4
id
Solving by taking LCM of the 2 4

br
denominators = 4 Converting mixed fractions to improper

am
Now on subtracting, fractions:

7 7 7×2 7 1 2 × 6 + 1 13 3 4 × 4 + 3 19
− = − 6 = = ;4 = =
C
2 4 2×2 4 2 2 2 4 4 4
s
es
Then, rewriting the equation with the Solving by taking LCM of the denominators,
equivalent fractions LCM = 4
Pr
14 7 Now, on subtracting,
= −
ity
4 4 13 19 13 × 2 19 26 − 19 7 3
− = − = = =1
2 4 2×2 4 4 4 4
rs
With like denominators we can operate on

just the numerators 1 4
ve
e. 10 − 7
14 − 7 7 3 6
ni
= =
4 4 Converting mixed fractions to improper
U
Simplifying the answer, fractions:

ge
7 3 1 10 × 3 + 1 31 4 7 × 6 + 4
=1 10 = = ;7 =
3 3 3 6 6
id
4 4
46
br
2 1 =
b. 9 − 3 6
am
6 4
Solving by taking LCM of the denominators,
Converting mixed fractions to improper
LCM = 6
C
fractions:
es
Now, on subtracting,
2 9 × 6 + 2 56 1 3 × 4 + 1 13
9 = = ;3 = = 31 46 31 × 2 46 62 46 16
Pr
6 6 6 4 4 4 − = − = − =
3 6 3×2 6 6 6 6
Solving by taking LCM of the denominators 8 2
ty
i.e., 12 = =2
3 3
si
Now, on subtracting, 2 1
er
f. 7 − 5
56 13 56 × 2 13 × 3 112 39 8 2
v
− = − = −
ni
6 4 6×2 4×3 12 12 Converting mixed fractions to improper

U
112 − 39 73 1 fractions:
= = =6
12 12 12 2 8 × 7 + 2 58
ge
7 = =
8 8 8
1 3
id
c. 5 −2 1 5 × 2 + 1 11
8 7 5 = =
br
Converting mixed fractions into improper 2 2 2

am
fractions: Solving by taking LCM of the denominators,

1 5 × 8 + 1 41 3 2 × 7 + 3 17 LCM = 8
C
5 = = ;2 = =
s
8 8 8 7 7 7 Now, on subtracting,
es
Solving by taking LCM of the denominators, 58 11 58 11 × 4 58 44 14

− = − = − =
Pr
LCM = 56 8 2 8 2×4 8 8 8
7 3
ity
= =1
4 4 119
Solution Set
rs
ve
ni

s
es
Pr
ity
1 3 2 7
g. 8 −1 k. 9 −3
rs
4 12 9 8
ve
Converting mixed fractions to improper Converting mixed fractions to improper
ni fractions: fractions:
1 4 × 8 + 1 33 3 12 × 1 + 3 15 2 9 × 9 + 2 83 7 8 × 3 + 7 31
U
8 = = ;1 = = 9 = = ;3 = =
4 4 4 12 12 12 9 9 9 8 8 8
ge
Solving by taking LCM of the denominators, Solving by taking LCM of the denominators,
id
LCM= 12 LCM = 72
br
Now, on subtracting, Now, on subtracting,

am
33 15 33 × 3 15 99 15 83 31 83 × 8 31 × 9 664 279
− = − = − − = − = −
4 12 4 × 3 12 12 12 9 8 9×8 8×9 72 72
C
99 − 15 84 7
s
664 − 279 385 25
es
= = = =7 = = =5
12 12 1 72 72 72
Pr
6 1 5×9+6 2×3+1 5 2
h. 5 −2 = − l. 6 − 5
9 3 9 3
ity
8 4
10
51 7 × 3 51 − 21 30 10 1 Converting mixed fractions to improper
rs
= − = = = =3
9 9 9 93 3 3 fractions:
ve
1 3 5 8 × 6 + 5 53 2 5 × 4 + 2 22
i. 9 −8 6 = = ;5 = =
ni
2 5 8 8 8 4 4 4
U
Converting mixed fractions to improper Solving by taking LCM of the denominators,

ge
fractions: LCM = 8
1 9 × 2 + 1 19 3 5 × 8 + 3 43
id
9 = = ;8 = = Now, on subtracting,
2 2 2 5 5 5
br
53 22 53 22 × 2 53 44
Solving by taking LCM of the denominators, − = − = −
am
8 4 8 4×2 8 8
LCM = 10
53 − 44 9 1
C
Now, on subtracting, = = =1
s
8 8 8
es
19 43 19 × 5 43 × 2 95 86
− = − = −
2 5 2×5 5 × 2 10 10 3 3
Pr
m. 7 −4
95 − 86 9 7 5
= =
ty
10 10 Converting mixed fractions to improper

fractions:
si
2 3
j. 5 −3
er
7 6 3 7 × 7 + 3 52 3 4 × 5 + 3 23
7 = = ;4 = =
v
7 7 7 5 5 5
Converting mixed fractions to improper
ni
fractions: Solving by taking LCM of the denomina-

U
2 5 × 7 + 2 37 3 3 × 6 + 3 21 tors, LCM = 35
ge
5 = = ;3 = =
7 7 7 6 6 6 Now, on subtracting,
id
Solving by taking LCM of the denominators, 52 23 52 × 5 23 × 7 260 161

− = − = −
br
LCM = 42 7 5 7×5 5×7 35 35

am
Now, on subtracting, 260 − 161 99 29

= = =2
37 21 37 × 6 21 × 7 222 147 35 35 35
C
− = − = −
s
7 6 7×6 6×7 42 42
es
222 − 147 75 25 11
= = = =1
Pr
42 42 14 14
ity
120
Solution Set
rs
ve
ni

s
es
Pr
ity
3 2 1 2
n. 7 −5 o. 6 −3
rs
9 3 2 5
ve
Converting mixed fractions to improper Converting mixed fractions to improper
ni fractions: fractions:
1 6 × 2 + 1 13 2 3 × 5 + 2 17
U
3 7 × 9 + 3 66 2 3 × 5 + 2 17 6 = = ;3 = =
7 = = ;5 = =
9 9 9 3 3 3 2 2 2 5 5 5
ge

id
LCM = 10
LCM = 9
br
am
13 17 13 × 5 17 × 2 65 34
66 17 66 17 × 3 66 51 66 − 51 − = − = −
− = − = − = 2 5 2×5 5 × 2 10 10
C
9 3 9 3×3 9 s9 9
65 − 34 31 1
es
15 5 2 = = =3
= = =1 10 10 10
9 3 3
Pr
HOTS (Page 72)

ity
Capacity of water tank = 102 l With like denominators we can operate on just the
rs
numerators
ve
1 3
Water used = 52 1 + 16 l
3 8 1256 + 393 1649
= = l
ni
24 24
[ 52 ×33 + 1 + 16 ×88 + 3] l
U
= Now, water left in the tank = Total capacity of water

ge
tank – Water consumed

=( ) l = 1573 ××88 + 1318 ××33
157 131
+ 1649 2448 − 1649
id
3 8 = 102 − l= l
24 24
br
Then, rewriting the equation with the equivalent

799 7
am
fractions = = 33 l
24 24
1256 393
= + 7
C
Thus, 33 l water is left in the water tank.

s
24 24
24
es
My Practice Time 7
Pr
1 1 1
a. × =
ty
3 2 6
si
Step 1: Draw 3 rows and colour 1 row with yellow colour.

er
Step 2: Draw 2 columns and colour 1 column with green.

v
ni
Step 3: Shaded row and column meet at one box, which represents the numerator. Total number of boxes
U
is 6, which represent the denominator.

ge
1
=
id
6
br
Step 1 Step 2 Step 3

am
1 1 1
b. × =
C
5 2 10
s
es

Pr

ity
121
Solution Set
rs
ve
ni

s
es
Pr
ity
Step 3: Shaded row and column meet at one box, which represents the numerator. Total number of
rs
boxes is 10, which represent the denominator.
ve
ni 1
=
U
10
ge
id

br
1 1 1
c. × =
am
4 6 24
C
s
es
Pr

ity
1
rs
=
24
ve
ni

U
1 1 1
d. × =
ge
3 3 9
id

br

am
C
s
es
1
=
9
Pr

ty
si
1 1 1
e. × =
er
5 4 20
v

ni

U
ge

id
br
1
am
=
20
C
s
es

Pr
ity
122
Solution Set
rs
ve
ni

s
es
Pr
ity
1 1 1
f. × =
rs
4 7 28
ve
ni
U
ge
id
br
1
=
am
28
C
s
es
Pr
My Practice Time 8
ity
2 1 2×1 2 1 5 1 5×1 5
rs
a. × = = = b. × = =
3 4 3 × 4 12 6 6 2 2 × 6 12
ve
3 1 3 1 2 2 2×2 4
ni
c. × = = d. × = =
4 3 12 4 5 7 5 × 7 35
U
ge
4 2 4×2 8 4 14 4 × 2 8 2
e. × = = f. × = = =2
5 3 5 × 3 15 7 3 3 3 3
id
br
3 1 1 1 1 2 3 2 1 2
g. × = × = h. × = × =
am
6 7 2 7 14 9 5 3 5 15
C
3 5 3 × 5 15 3 1 3 9 3 × 9 27
s
i. × = = j. ×1 = × = =
4 8 4 × 8 32 8 8 8 8 8 × 8 64
es
6 3 6 × 3 18 9 1 2 2
Pr
k. × = = = l. × =
7 8 7 × 8 56 28 9 7 63
ty
4 1 4
( 56 ) × 3 = 52 = 2 12
si
m. × = n.
er
7 3 21
v
ni
5 1 5 28 5 × 7 35 17 5 5 15 3
o. ×3 = × = = =1 p. ×6= ×3= =3
U
8 9 8 9 2 × 9 18 18 8 4 4 4
ge
3 2 3 7 7 × 3 21 3 6
q. ×1 = × = = r. ×2=
id
5 5 5 5 5 × 5 25 7 7
br
am
My Practice Time 9
3 7 5 12 7
C
a. b. c. d. e.
s
2 6 3 9 4
es
Pr
ity
123
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 10
rs
1 1
a. 3 ÷ c. 5 ÷
ve
2 2
ni
U
ge
The squares representing 3. The squares representing 5.

id
br
am
It is divided into 2 parts. This is divided into 2 parts.

C
s So, there are total 10 parts.

es
So, there are total 6 parts in all.
1 2
1 2 Thus, 5 ÷ =5× = 10
Pr
Thus, 3 ÷ =3× =6 2 1
2 1 1
1 d. 2 ÷
ity
b. 4 ÷ 4
3
rs
ve
The squares
ni
The squares representing 4. representing 2.

U
ge
id
br
This is divided into 3 parts. This is divided

am
So, there are total 12 parts in all. into 4 parts.

So, there are total 8 parts.
C
1 3
s
Thus, 4 ÷ =4× = 12 1 4
Thus, 2 ÷ =2× =8
es
3 1
4 1
Pr
1 5×7
1 4×4 b. 5 ÷ = = 35
3. a. 4 ÷ = = 16 7 1
4 1
ty
1 3 2 5
si
c. 9 ÷ =9× = 27 d. 4 ÷ =4× = 2 × 5 =10

3 1 5 2
er
5 6 × 6 36 1 3 7 × 4 28 1
v
e. 6 ÷ = = =7 f. 7 ÷ = = =9
6 5 5 5 4 3 3 3
ni
U
2 5 × 5 25 1 2 3
g. 5 ÷ = = = 12 h. 6 ÷ =6× =3×3=9
5 2 2 2 3 2
ge
2 3 15 1 3 6×4
i. 5 ÷ =5× = =7 j. 6 ÷ = =2×4=8
id
3 2 2 2 4 3
br
5 9 × 8 72 2 2 7 × 9 63 1
k. 9 ÷ = = = 14 l. 7 ÷ = = = 31
am
8 5 5 5 9 2 2 2
C
s
es
Pr
ity
124
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 11
rs
1
1. a. ÷5
ve
3
ni Step 1: Divide the whole part into 3 equal parts.
1
Step 2: Divide of the 3 parts into 5 equal parts.
U
3
Step 3: shade 1 part out of the 5 parts. There are 5 parts in each of the other 2 parts also.
ge
1 1
so, the answer is =
id
3 × 5 15
br
am
1
C
3
s 1
es
15
1 1 1 1
b. ÷4= × =
Pr
5 5 4 20
ity
1 1 1 1 1 1 1 1
c. ÷2= × = d. ÷3= × =
rs
7 7 2 14 4 4 3 12
ve
1 1 1 1 1 1 1 1
e. ÷3= × = f. ÷5= × =
6 6 3 18 9 9 5 45
ni
1 1 1 1 1 1 1 1
U
g. ÷4= × = h. ÷6= × =
8 8 4 32 2 2 6 12
ge
1 1 1 1 1 1 1 1 1 1
2. a. ÷6= × = = b. ÷5= × = =
id
2 2 6 2 × 6 12 3 3 5 3 × 5 15
br
2 2 1 2 2 3 3 1 3 3
c. ÷3= × = = d. ÷2= × = =
am
5 5 3 5 × 3 15 4 4 2 4×2 8
3 3 1 3 3 1 2 2 1 2 2 1
C
e. ÷2= × = = = f. ÷5= × = = =
s
6 6 2 6 × 2 12 4 4 4 5 4 × 5 20 10
es
4 4 1 4 5 5 1 5
g. ÷3= × = h. ÷4= × =
Pr
5 5 3 15 7 7 4 28
2 2 1 2 1 1 1 1 1 1 1
ty
i. ÷8= × = = = j. ÷4= × = =
7 7 8 7 × 8 7 × 4 28 9 9 4 9 × 4 36
si
2 2 1 2 2 4 4 1 2 1 2
er
k. ÷5= × = = l. ÷3= × = × =
3 3 5 3 × 5 15 6 6 3 3 3 9
v
ni
3 3 1 3 3 2 2 1 1
m. ÷4= × = = n. ÷2= × =
U
7 7 4 7 × 4 28 8 8 2 8
ge
1 1 1×5 5 1 1 1 1×6 6 1
3. a. ÷ = = =1 b. ÷ = = =1
4 5 4 4 4 5 6 5 5 5
id
1 1 1×2 1 3 1 3 × 4 12 2
br
c. ÷ = = d. ÷ = = =2
4 2 42 2 5 4 5 5 5
am
1 2 1 5 5 5 1 3 1 4 4 4
4. a. ÷ = × = = b. ÷ = × = =
C
3 5 3 2 3×2 6 5 4 5 3 5 × 3 15
es
2 4 2 6 2 × 6 12
c. ÷ = × = = =1
Pr
3 6 3 4 3 × 4 12
ity
125
Solution Set
rs
ve
ni

s
es
Pr
ity
2 1 2 3 2×3 3 1 4 1 5 5 5
d. ÷ = × = = e. ÷ = × = =
rs
8 3 8 1 8 4 2 5 2 4 2×4 8
ve
3 2 3 7 3 × 7 21 1 2 2 2 3 2×3 1
f. ÷ = × = = =2 g. ÷ = × = =
ni 5 7 5 2 5 × 2 10 10 6 3 6 2 6×2 2
U
5 4 5 6 5 × 3 15 3 2 3 9 27 3
h. ÷ = × = = i. ÷ = × = =3
8 6 8 4 4 × 4 16 4 9 4 2 8 8
ge
2 1 2 4 1 1 1 2 2
j. ÷ = × =2 k. ÷ = × =
id
4 4 4 1 5 2 5 1 5
br
1 1 1 5 5 1 1 1 5 5 2
l. ÷ = × = m. ÷ = × = =1
am
7 5 7 1 7 3 5 3 1 3 3
2 1 2 5 10 3
C
n. ÷ = × s = =1
7 5 7 1 7 7
es
Pr
My Practice Time 12
1
ity
1. Book read on Monday: 2. Let the oil can capacity be 1 unit.

5
So, oil part that can be used in the month
rs
2
Book read on Tuesday:
1 3
ve
7 =1− −
1 2 5 20
∴ Total part of book read: +
ni
5 7 1 × 20 1×4 3
U
1×7 2×5 = − −
= + 1 × 20 5 × 4 20
ge
5×7 7×5
20 4 3
7 10 = – –
= +
id
20 20 20
35 35
br
13
=
7 + 10 = 20 – 4 – 3 =
20
am
35 20
13
17 Thus, part of oil that can be used is .
= 20
C
35
s
17
es
Thus, Amrit completed reading of the book.

35
Pr
2
(
9×4+2 38
)
ty
3. Weight of potatoes = 4 kg = = kg
9 9 9
si
2
(
3×9+2 29
)
er
Weight of onions = 3 kg = kg = kg
9 9 9
v
ni
Weight of cauliflower = 5
1
kg =
6×5+1
(kg =
31
kg )
U
6 6 6
ge
38 29 31
Therefore, total weight of vegetables =
+ +
9 9 6
id
br
38 × 2 29 × 2 31 × 3 76 58 93 58 + 93 + 76 227 11
= + + = + + = = = 12 kg
9×2 9×2 6×3 18 18 18 18 18 18
am
11
Thus, the total weight of vegetables is 12 kg.
C
18
s
es
Pr
ity
126
Solution Set
rs
ve
ni

s
es
Pr
ity
1
4. Time spent on studying English = hr
rs
2
ve
3
Time spent on studying Maths = hr
ni 4
1 3
U
Total time spent on studying = hr + hr
2 4
ge
1×2 3 2 3 5 1
= + = + = = 1 hr
2×2 4 4 4 4 4
id
br
1
5. Milk consumption in a day = 3 litres
2
am
=
2×3+1
( litres = )
7
litres
C
s 2 2
es
7
∴ Consumption of milk in 45 days = 45 × litres
2
Pr
315 1
= litres = 157 litres
ity
2 2
1
Thus, 157 litres of milk is consumed in 45 days.
rs
2
ve
3
6. Cloth used for a dress = 11 m
ni
4
U
=
4
(
11 × 4 + 3
m=
47
4
)
m
ge
47 1457
So, cloth used for 31 such dresses = × 31 = m
id
4 4
br
1
= 364 m
4
am
1
Thus, 364 m cloth was used for 31 such dresses.
4
C
s
es
4
7. Weight of a rice bag = 13 kg
7
Pr
= (13 ×77 + 4) kg = 957 kg

ty
95
si
So, weight of 53 such bags = 53 × kg

7
er
5035 2
v
= kg = 719 kg
7 7
ni
2
U
Thus, weight of 53 rice bags is 719 kg.

7
ge
8. Total number of students in a class = 35

id
3
br
Number of students who prefer basketball = × 35 = 3 × 7 = 21 students

5
am
So, number of students who like cricket = Total number of students – Number of students who like
basketball
C
s
es
= 35 – 21 = 14
Thus, 14 students like cricket.
Pr
ity
127
Solution Set
rs
ve
ni

s
es
Pr
ity
9. Weight of 13 boxes of apples = 11
9
kg = (
11 × 8 + 9
kg = )
97
kg
rs
8 8 8
ve
97 97
So, weight of each box of apples = ÷ 13 = kg
ni 8 104
U
97
Thus, weight of an apple box is kg.
104
ge
7
( )
698 × 11 + 7 7685
id
10. Total weight of rice sold = 698 kg = kg = kg

11 11 11
br
Number of carts = 5
am
7685 8
So, weight of rice to be loaded on each cart = ÷ 5 = 139 kg
C
s 11 11
8
es
Thus, 139 kg rice will be loaded in each cart.
11
Pr
My Learning Beyond
ity
1. Total number of stones = 100

rs
1
a. Number of stones given to sister = 100 × = 25
ve
4
Thus, sister gets 25 stones.
ni
b. Number of remaining stones after giving to sister = 100 – 25 = 75

U
1
So, number of stones Priyam gets = 75 × = 25
ge
3
Thus, Priyam gets 25 stones.
id
c. Number of remaining stones after giving to Priyam = 75 − 25 = 50

br
1
Number of stones Vijay gets = Half of the remaining stones = 50 × = 25
am
2
Thus, Vijay gets, 25 stones.
C
d. John kept 25 stones for himself.

s
es
2. Total number of apples = 600

1
Pr
Number of ripe apples = × 600 = 300

2 1
ty
Number of apples shopkeeper took = × 300 = 75

4
si
Number of apples left after being taken by the shopkeeper = 300 − 75 = 225
er
1
Number of apples spoiled = × 225 = 45
v
5
ni
Number of fresh apples left = 225 − 45 = 180

U
Thus, he was able to sell 180 apples in the market.

ge
3. Total number of students = 168

2
id
Number of boys = × 168 = 112

3
br
Number of girls = Total number of students – Number of boys

am
= 168 − 112 = 56
1
Number of girls living in the hostel = × 56 = 28
C
2 2
es
Number of hostel girls who went home for Dussehra holidays = × 28 = 2 × 4 = 8

7
Now, remaining girls in Hostel = 28 − 8 = 20
Pr
ity
128
Solution Set
rs
ve
ni

s
es
Pr
ity
1
Number of girls who took permission to stay with their friends or guardians = × 20 = 5
rs
4
So, total number of girls who stayed back in the hostel = 20 − 5 = 15
ve
4. Distance between Chennai and Bengaluru = 320 km
ni 1
U
Distance covered by car = × 320 = 160 km
2
ge
Distance remaining = (320 − 160) km = 160 km

id
1
Distance covered by bus = × 160 km = 40 km
br
4
Distance remaining = 160 − 40 km = 120 km
am
3
Distance covered by motorcycle = × 120 km = 90 km
C
s 4
es
Distance left to cover in order to reach the destination = 120 − 90 km = 30 km
Pr
My Fun Time
3 1 3 1×2 3 2 3+2 5 1
ity
1. + = + = + = = = 1 (M)
4 2 4 2×2 4 4 4 4 4
rs
3 2 3 190 × 3 + 2
( 3 572
)
ve
2. × 190 = × = × = 143 (O)

4 3 4 3 4 3
ni
U
1 3 1 3
3. 4 +3 4. 12 −8
ge
5 10 2 8
id
= ( 4 × 55 + 1 ) + (3 × 1010 + 3) = ( 12 × 2 + 1
) ( –
8×8+3
)
br
2 8
25 67
am
21 33 = −
= + 2 8
5 10
C
25 × 4 67
s
21 × 2 33 = –
= +
es
2×4 8
5 × 2 10
100 − 67
Pr
42 33 =
= + 8
10 10 33 1
ty
42 + 33 = =4 (K)
8 8
si
=
10 2 1
er
75 5. 10 ×5
= 3 4
v
10
ni
5 1 = ( ) (
10 × 3 + 2
×
4×5+1
)
U
=7 = 7 (L) 3 4
10 2
32 21
ge
= × = 7 × 8 = 56 (T)
3 4
id
15 1
6. = 7 (L)
br
2 2
am
C
s
es
Pr
ity
129
Solution Set
rs
ve
ni

s
es
Pr
ity
2 2 135 27 27 ÷ 3 9 3
7. 15 ×9 8. = = = = (F)
rs
5 7 225 45 45 ÷ 3 15 5
ve
3 2 3 × 7 2 × 8 21 16 5
U =ni ( 15 ×55 + 2 ) × ( 9 × 77 + 2 ) 9.
8
– = – = – =
7 8 × 7 7 × 8 56 56 56
(S)
77 65 32 15
= × = 143 (O) 10. 192 ÷ = 192 × = 6 × 15 = 90 (I)
5 7 15 32
ge
Riddle answer: Lots of milk

id
br
Maths in My Life
am
1. Total number of labourers = 22,000

5
C
Number of labourers involved in construction =

s × 22,000 = 2,500
44
es
Thus, 2,500 labourers built the tomb.
17 25 − 17 8
2. Construction made in the rest of the years = 1 − = = part
Pr
25 25 25
3. Total cost = ` 32 millions = ` 32,000,000
ity
3
So, amount used for painting and calligraphy = ` 32,000,000 × = ` 9,600,000
10
rs
Worksheet
ve
1. a. 8, 80, 4
ni
b. 4,10, 27
U
2. a. Find the HCF if it exists, and reduce the 28

c.
fraction by dividing both numerator and
ge
49
denominator by it. HCF = 7
id
Here, HCF = 6 28 28 ÷ 7 4
br
So, = =
54 54 ÷ 6 9 49 49 ÷ 7 7
So, = =
am
96 96 ÷ 6 16
12 36
b. d.
C
64
s
56
es
HCF = 4 HCF = 4
Pr
12 12 ÷ 4 3 36 36 ÷ 4 9
So, = = So, = =
64 64 ÷ 4 16 56 56 ÷ 4 14
ty
3 5 11 17
si
3. a. 2 , , ,1
19 19 19 19
er
Converting mixed fractions into improper fractions

v
ni
41 5 11 36
, , ,
U
19 19 19 19
ge
Since all the denominators are same, so we can operate on numerators only
5 < 11 < 36 < 41
id
5 11 36 41 5 11 17 3
br
Thus, < < < OR < <1 <2

19 19 19 19 19 19 19 19
am
C
s
es
Pr
ity
130
Solution Set
rs
ve
ni

s
es
Pr
ity
5 5 5 5 5
b. , , , ,
rs
41 53 4 101 2
ve
Since the numerators are same, therefore on comparing the denominators we get
ni 2 < 4 < 41 < 53 < 101
5 5 5 5 5
U
Thus, < < < <
101 53 41 4 2
ge
5 5 5 1 1
or < < <1 <2
id
101 53 41 4 2
br
9 11 13 17
c. , , ,
am
25 30 10 20
The LCM is 300.
C
s
Rewriting as equivalent fractions with the LCM:
es
108 110 390 255
, , ,
Pr
300 300 300 300

Ordering these fractions by the numerator in order from least to greatest:
ity
108 110 255 390

rs
< < <

300 300 300 300
ve
Therefore, order from least to greatest is:

ni
9 11 17 3
< < <1
U
25 30 20 10
ge
5 9 5×2 9 10 9 19 75 96 288 144 46

4. a. + = + = + = 6. a. × = = =2
id
17 34 17 × 2 34 34 34 34 98 25 98 49 49
br
2 3 23 31 23 × 4 31 81 35 81 35 81 ÷ 9 35 ÷ 5
b. 3 +1 = + = + b. × = × = ×
am
7 28 7 28 7 × 4 28 5 144 144 5 144 ÷ 9 5÷5

9 7 63 15
92 31 92 + 31 123 11 = × = =3
C
= + = = =4
s
16 1 16 16
28 28 28 28 28
es
15 7 7 15 1 15 15
1 1 25 25 25 × 2 25 × 3 c. × = × = × =
Pr
c. 4 +6 = + = + 49 8 49 8 7 8 56
6 4 6 4 6×2 4×3
6 1 4
ty
7. a. b. c. d. 1
50 75 50 + 75 125 5 5 19 79
si
= + = = = 10
12 12 12 12 12
er
27 81 27 77 27 × 77 77
8. a. ÷ = × = =
35 77 35 81 35 × 81 35 × 3
v
23 37 46 37 46 − 37 9
5. a. – = − = =
ni
41 82 82 82 82 82 11 11
= =
U
1 6 21 105 21 × 11 105 × 2 5 × 3 15
ge
b. 10 −9 = − = −
2 11 2 11 2 × 11 11 × 2 5 9
b. 35 ÷ = 35 × = 7 × 9 = 63
id
9 5
231 210 231 − 210 21
br
= − = = 48
22 22 22 22 c. ÷ 144
am
91
18 1 18 1 × 13 18 13
c. – = – = – 48 1
= ×
C
65 5 65 5 × 13 65 65
s
91 144
es
= (1865– 13 ) = 655 = 131 =

48 × 1
=
1
=
1
Pr
91 × 144 91 × 3 273
ity
131
Solution Set
rs
ve
ni

s
es
Pr
ity
17
9. Time taken by Subodh = hr
rs
24
ve
15
Time taken by Rahim = hr
ni 17
We need to find difference in distances. So, we take LCM of denominators 17 and 24
U
LCM = 408
ge
Therefore,
17 × 17 289
id
Time taken by Subodh = hr = hr

24 × 17 408
br
15 × 24 360
am
Time taken by Rahim = hr = hr

17 × 24 408
360 289
C
Clearly we can see that, Rahim drove more as hr > hr

s
408 408
es
( 360 289
) 71
Pr
Now, the difference = – hr = hr

408 408 408
ity
71
Thus, rahim drove the car for more hours.
408
rs
5 75
ve
10. Weight of onions = 10 kg = kg

7 7
ni
3 27
Weight of spinach = 6 kg = kg
U
4 4
ge
5 85
Weight of potatoes = 10 kg = kg
8 8
id
75 27 85
br
So, total weight = + +

7 4 8
am
75 × 8 27 × 14 85 × 7
= + +
7×8 4 × 14 8×7
C
600 378 595

es
= + +
56 56 56
Pr
600 + 378 + 595 1573

= =
56 56
ty
5
= 28 kg
si
56
er
5
Thus, he sold 28 kg of total vegetables.
v
56
ni
U
ge
id
br
am
C
s
es
Pr
ity
132
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 5 – Decimals
rs
ve
ni
I Look Back
U
1. a. 3.5 b. 0.9
ge
id
br
am
2. a. Three point zero six b. Two point five seven three

C
c. Fifteen point nine zero

s d. Two hundred fifteen point three seven
es
5 7
3. a. 2.05 = 2 × 1 + b. 3.7 = 3 × 1 +
Pr
100 10
7 3 7 5
ity
c. 12.73 = 1 × 10 + 2 × 1 + + d. 185.705 = 1 × 100 + 8 × 10 + 5 × 1 + +

10 100 10 1000
rs
My Practice Time 1
ve
ni
1. a. Five point three b. Two point six five

U
c. One point zero three five d. Twenty-one point five three four
ge
e. Seven point eight five f. Twelve point five zero

g. Two point zero six h. Seven point nine four two
id
2. a. 0.6 b. 3.104 c. 205.26 d. 102.3

br
am
6 7 8 9 8
3. a. 3 × 10 + 4 × 1+ + + b. 5 × 1 + +
10 100 1000 10 1000
C
1 2 6 7 8 6
s
c. 2 × 10 + 3 × 1 + + + d. 6 × 100 + 7 × 10 + 8 × 1 + + +
es
10 100 1000 10 100 1000

Pr
6 8
e. 5 × 1 + f. 3 × 10 + 4 × 1 +
1000 1000
ty
4. a. 257.652 b. 1638.401 c. 6070.438

si
d. 235.12 e. 745.605 f. 2100.572

er
4.89 100 489 4.809 1000 4809

v
5. a. 4.89 = × = b. 4.809 = × =
ni
1 100 100 1 1000 1000

U
6.008 1000 6008 8 1

c. 6.008 = × = =6 =6
ge
1 1000 1000 1000 125

89.098 1000 89098 89098 ÷ 2 44549 49
id
d. 89.098 = × = = = = 89
1 1000 1000 1000 ÷ 2 500 500
br
2.555 1000 2555 2555 ÷ 5 511 111

am
e. 2.555 = × = = = =2
1 1000 1000 1000 ÷ 5 200 200
8.12 100 812 812 ÷ 4 203 3
C
f. 8.12 = × = = = =8
s
1 100 100 100 ÷ 4 25 25

es
Pr
ity
133
Solution Set
rs
ve
ni

s
es
Pr
ity
3
6. a. = 0.3 b. 0.24 c. 79.6 d. 0.009 e. 0.454
rs
10
3 3 × 25 75 24 24 × 4 96
ve
f. = = = 0.75 g. = = = 0.96
ni4 4 × 25 100 25 25 × 5 100
65 65 × 125 8125 8 8×4 32
h. = = = 8.125 i. = = = 0.32
U
8 8 × 125 1000 25 25 × 4 100
ge
17 17 × 5 85
j. = = = 0.85
20 20 × 5 100
id
br
My Practice Time 2
am
1. a. The numbers 34.678 and 1.111 have the d. 4.69, 1.0008, 1.9, 4
highest number of digits after the decimal
C
s Highest number of digits after the decimal

point, i.e., 3. point is 4, so we make rest of the numbers
es
Now, add as many zeroes a required to make equal.
Pr
each of the other numbers to have 3 places 4.69 = 4.6900; 1.0008 = 1.0008;
after the decimal point. 1.9 = 1.9000; 4 = 4.0000
ity
2.89 = 2.890, 34.678, 1.111, 7.8 = 7.800 Thus, 4.6900, 1.0008, 1.9000 and 4.0000 are
rs
Now, 2.890, 34.678, 1.111 and 7.800 are like like decimals.
ve
decimals. e. 6.79, 6.453, 1.6, 4.63

ni
b. 2.45, 56.89, 2.1 Highest number of digits after the decimal

U
Highest number of digits after the decimal point is 3, so we make rest of the numbers
ge
point is 2 equal.
So, we make 2.1 = 2.10 6.79 = 6.790; 6.453 = 6.453; 1.6 = 1.600;
id
Thus, 2.45, 56.89 and 2.10 are like decimal 4.63 = 4.630
br
numbers. Thus, 6.790, 6.453, 1.600 and 4.630 are like

am
c. 4.78, 9.9, 12.1 decimals.

C
Highest number of digits after the decimal

s
point is 2.
es
So, 9.9 = 9.90

Pr
12.1 = 12.10
ty
Thus, 4.78, 9.90 and 12.10 are like decimals.

si
er
2. a. > b. < c. > d. = e. > f. < g. > h. > i. <

v
3. a. 22.41 < 23.86 < 38.97 < 43.92 < 46.528 c. 4.1008 < 41.008 < 410.08 < 4100.8
ni
b. 8.002 < 8.864 < 9.64 < 9.644 < 9.842 d. 1.72 < 2.5 < 2.85 < 3.56
U
4. a. 6.06 > 6.006 > 4.06 > 1.6 > 0.6 c. 0.431 > 0.341 > 0.314 > 0.143 > 0.134
ge
b. 7.220 > 7.21 > 7.201 > 7.021 > 7.002 d. 0.53 > 0.36 > 0.25 > 0.156
id
br
My Practice Time 3
am
a. 1 b. 8 . 0 0 c. 4 . 0
0 . 3 + 0 . 9 8 + 0 . 5
C
+ 0 . 6 8 . 9 8 4 . 5
es
0 . 9
Pr
ity
134
Solution Set
rs
ve
ni

s
es
Pr
ity
d. 1 e. 0 . 2 0 f. 1
rs
0 . 4 8 + 0 . 4 4 0 . 1 9
ve
+ 0 . 0 9 0 . 6 4 + 0 . 9 0
ni 0 . 5 7 1 . 0 9
U
g. h. i.
ge
1 1 1 1 1
0 . 4 1 0 . 2 0 . 7 0
id
0 . 4 9 0 . 3 0 . 3 7
br
+ 0 . 6 1 + 0 . 9 + 0 . 0 9
am
1 . 5 1 1 . 4 1 . 1 6
C
s
j. k. l.
es
1 1 1 1 1
1 . 5 3 9 . 1 0 0 0 . 4 8 5
Pr
1 . 2 5 1 1 . 1 1 0 0 . 6 2 3
ity
+ 1 . 0 6 + 7 7 7 . 7 7 7 + 0 . 1 8 4
rs
3 . 8 4 7 9 7 . 9 8 7 1 . 2 9 2
ve
My Fun Time
ni
U
0.006 + 1.098 + 2 = 3.104; 23.09 + 1.003 + 456.9 = 480.993; 17.091 = 6.09 + 4 + 7.001; 2.22 + 5.008 + 9 =
ge
16.228; 45.909 + 0.33 + 5.678 = 51.917

id
My Practice Time 4
br
1. a. 0 . 8 b. 2 10 c. 7 10
am
− 0 . 1 2 . 3 0 0 . 8 0
C
0 . 7 − 0 . 0 5 − 0 . 4 5
s
es
2 . 2 5 0 . 3 5
Pr
d. 1 17 e. 3 . 18 f. 5 10
ty
4 . 2 7 4 . 8 1 0 . 6 0
si
− 2 . 0 9 − 1 . 9 − 0 0 . 1 2
er
2 . 1 8 2 . 9 1 0 . 4 8
v
ni
g. 8 10 h. 3 10 i. 3 15
U
0 . 9 0 2 0 . 4 0 0 . 4 5
ge
− 0 . 7 5 − 1 0 . 3 9 − 0 . 0 8
id
0 . 1 5 1 0 . 0 1 0 . 3 7
br
j. 10 9
am
7 0 . 10 10
C
1 8 1 . 0 0 7
s
es
− 0 1 6 . 3 4 6
1 6 4 . 6 6 1
Pr
ity
135
Solution Set
rs
ve
ni

s
es
Pr
ity
2. a. 4 . 5 9 b. 4 . 5 6 c. 2 . 5 4
rs
− 2 . 1 5 − 2 . 1 1 − 1 . 1 0
ve
2 . 4 4 2 . 4 5 1 . 4 4
ni
U
d. 3 10 e. 9 9 f. 11
ge
4 0 . 2 5 4 10 . 10 10 5 1 . 11
5 0 . 0 0 8 5 6 2 . 1 5
id
− 2 3 . 2 0
br
1 7 . 0 5 − 2 1 . 6 2 − 1 1 2 3 . 5 1
am
2 8 . 3 8 7 4 3 8 . 6 4
My Practice Time 5
C
s
es
1. a. 0.8 × 0.2 b. 0.7 × 0.4
Pr
8 7
× 2 × 4
ity
1 6 2 8
rs
There is one digit after the decimal point There is one digit after the decimal point
ve
in the two numbers. So, in total there are in the two numbers. So, in total there are
ni
2 digits after the decimal points. Hence, put 2 digits after the decimal points. Hence, put
U
the point after two places, starting from the the point after two places, starting from the
right. Thus, 0.16 is the answer. right. Thus, 0.28 is the answer.
ge
c. 1.5 × 0.6 d. 14.8 × 0.2

id
br
1 5 1 4 8
am
× 6 × 2
9 0 2 9 6
C
es
Pr
ty
si
e. 19.3 × 0.8 f. 36.6 × 0.4

er
1 9 3 3 6 6
v
ni
× 8 × 4
U
1 5 4 4 1 4 6 4
ge
id
br
am
C
s
es
Pr
ity
136
Solution Set
rs
ve
ni

s
es
Pr
ity
g. 1.51 × 4.2 h. 3.16 × 2.31
rs
1 5 1 3 1 6
ve
× 4 2 × 2 3 1
ni 3 0 2 3 1 6
U
+ 6 0 4 0 9 4 8 0
ge
6 3 4 2 + 6 3 2 0 0
id
There are 2 digits after the decimal point 7 2 9 9 6

in the multiplicand and one digit in the
br
multiplier. So, in total there are 3 digits after Thus, 7.2996 is the answer.
am
the decimal points. Hence, put the point

after three places, starting from the right.
C
s
Thus, 6.342 is the answer.
es
i. 0.83 × 5.55 j. 7.5 × 3.56

Pr
8 3 7 5
ity
× 5 5 5 × 3 5 6
rs
4 1 5 4 5 0
ve
+ 4 1 5 0 + 3 7 5 0
+ 4 1 5 0 0 + 2 2 5 0 0
ni
4 6 0 6 5 2 6 7 0 0
U
There are 2 digits after the decimal point There is 1 digit after the decimal point in the
ge
in the two numbers. So, in total there are multiplicand and 2 digits in the multiplier.
id
4 digits after the decimal points. Hence, put So, in total there are 3 digits after the
br
the point after four places, starting from the decimal points. Hence, put the point after
am
right. Thus, 4.6065 is the answer. 3 places, starting from the right. Thus,
26.700 is the answer.
C
2. a. 3.098 × 23.89 b. 123.09 × 23.9876

es
There are 3 digits after the decimal point There are 2 digits after the decimal point
Pr
in the multiplicand and 2 digits in the in the multiplicand and 4 digits in the
multiplier. So, in total there are 5 digits after multiplier. So, in total there are 6 digits after
ty
the decimal points. Hence put the point after the decimal points. Hence put the point after
si
5 places, starting from the right. 6 places, starting from the right.
er
c. 2.9 × 1.2 d. 23.111 × 2.23

v
ni
There is 1 digit after the decimal point in the There are 3 digits after the decimal point
U
multiplicand and 1 digit in the multiplier. So, in the multiplicand and 2 digits in the
ge
in total there are 2 digits after the decimal multiplier. So, in total there are 5 digits after
points. Hence put the point after 2 places, the decimal points. Hence put the point after
id
starting from the right. 5 places, starting from the right.

br
15 3 15 × 3 45
am
3. a. 1.5 × 0.003 = × = = = 0.0045

10 1000 10000 10000
C
Thus, 1.5 × 0.003 = 0.0045

s
es
555 55 30525
b. 0.555 × 5.5 = × = = 3.0525
1000 10 10000
Pr
Thus, 0.555 × 5.5 = 3.0525

ity
137
Solution Set
rs
ve
ni

s
es
Pr
ity
1304 1941 1304 × 1941 2531064
c. 13.04 × 19.41 = × = = = 253.1064
rs
100 100 10000 10000
ve
Thus, 13.04 × 19.41 = 253.1064
ni 1404 124 1404 × 124 174096
d. 14.04 × 12.4 = × = = = 174.096
U
100 10 100 × 10 1000
Thus, 14.04 × 12.4 = 174.096
ge
828 1623 828 × 1623 1343844

id
e. 82.8 × 1.623 = × = = = 134.3844

10 1000 10 × 1000 10000
br
Thus, 82.8 × 1.623 = 134.3844

am
634 53 33602
f. 63.4 × 0.00053 = × = = 0.033602
10 100000 1000000
C
s
Thus, 63.4 × 0.00053 = 0.033602
es
158 668 158 × 668 105544
Pr
g. 15.8 × 66.8 = × = = = 1055.44

10 10 10 × 10 100
ity
Thus, 15.8 × 66.8 = 1055.44

999 11 10989
rs
h. 99.9 × 0.00011 = × = = 0.010989

ve
10 100000 1000000
Thus, 99.9 × 0.00011 = 0.010989
ni
541 632 541 × 632 341912

U
i. 54.1 × 63.2 = × = = = 3419.12

10 10 100 100
ge
Thus, 54.1 × 63.2 = 3419.12

id
My Practice Time 6
br
am
a. 0.6 × 10 b. 0.56 × 10
To multiply a decimal by 10, move the decimal To multiply a decimal by 10, move the decimal
C
point one place to the right. point one place to the right.
es
0.6 × 10 = 6.0 = 6 0.56 × 10 = 5.60

Pr
c. 0.889 × 10 d. 3.36 × 10
To multiply a decimal by 10, move the decimal To multiply a decimal by 10, move the decimal
ty
point one place to the right. point one place to the right.
si
0.889 × 10 = 8.890 3.36 × 10 = 33.60 = 33.6

er
e. 0.58 × 100 f. 0.9 × 100

v
ni
To multiply a decimal by 100, move the To multiply a decimal by 100, move the
U
decimal point 2 places to the right. decimal point 2 places to the right.
ge
0.58 × 100 = 58.00 = 58 0.9 × 100 = 90

g. 0.866 × 100 h. 25.896 × 100
id
br
decimal point two places to the right. decimal point two places to the right.
am
0.866 × 100 = 86.600 = 86.6 25.896 × 100 = 2589.600 = 2589.6

C
i. 62.1 × 1000 j. 38.66 × 1000

s
es
decimal point three places to the right. decimal point three places to the right.
Pr
62.1 × 1000 = 62100.0 = 62100 38.66 × 1000 = 38660.00 = 38660

ity
138
Solution Set
rs
ve
ni

s
es
Pr
ity
k. 9.1235 × 1000 l. 0.21 × 1000
rs
ve
decimal point three places to the right. decimal point three places to the right.
9.1235 × 1000 = 9123.5000 = 9123.5
ni 0.21 × 1000 = 210.00 = 210
U
My Practice Time 7
ge
a. 0.8 ÷ 4 b. 0.75 ÷ 5 c. 12.6 ÷ 9

id
0.2 0 . 1 5 0 1 . 4 0
br
4 0.8 5 0 . 7 5 9 1 2 . 6 0
am
− 0 − 0 − 0
C
0 8 − 0 7
s 1 2
es
− 8 5 − 9
Pr
0 2 5 3 6
− 2 5
ity
− 3 6
0
0 0
rs
ve
− 0
0
ni
U
Thus, 0.8 ÷ 4 = 0.2 Thus, 0.75 ÷ 5 = 0.15 Thus, 12.6 ÷ 9 = 1.40

ge
d. 0.36 ÷ 2 e. 2.965 ÷ 5 f. 0.0021 ÷ 7

id
0 . 1 8 0 . 5 9 3 0. 0 0 0 3
br
2 0 . 3 6 5 2 . 9 6 5 7 0. 0 0 2 1
am
− 0 − 0 − 0
C
0 3 2 9
s
0 0
es
− 2 − 2 5 − 0
Pr
1 6 4 6 0 0
− 1 6 − 4 5
ty
− 0
si
0 1 5 0 2
er
− 1 5 − 0
v
0 2 1
ni
U
− 2 1
ge
0
id
Thus, 0.36 ÷ 2 = 0.18 Thus, 2.965 ÷ 5 = 0.593 Thus, 0.0021 ÷ 7 = 0.0003

br
am
C
s
es
Pr
ity
139
Solution Set
rs
ve
ni

s
es
Pr
ity
g. 0.072 ÷ 8 h. 43.65 ÷ 50 i. 18.675 ÷ 15
rs
0 . 0 0 9 0 0 0 . 8 7 3 0 0 1 . 2 4 5
ve
8 0 . 0 7 2 0 5 0 4 3. 6 5 0 0 1 5 1 8 . 6 7 5
ni
− 0 − 0 − 0
U
0 0 4 3 1 8
ge
− 0 − 0 − 1 5
id
0 7 4 3 6 3 6
br
− 0 − 4 0 0 − 3 0
am
7 2 3 6 5 6 7
C
− 7 2 s − 3 5 0 − 6 0
es
0 0 1 5 0 7 5
Pr
− 0 − 1 5 0 − 7 5
0 0 0 0
ity
− 0
rs
0
ve
ni
Thus, 0.072 ÷ 8 = 0.009 Thus, 43.65 ÷ 50 = 0.873 Thus, 18.675 ÷ 15 = 1.245

U
ge
Try These!
1 1 26 75
id
0.25 = ; = 0.1; = 0.5; = 0.75

br
4 10 52 100
am
My Practice Time 8
C
a. 2.12 ÷ 5.3 b. 0.004 ÷ 0.2

s
es
Change the divisor 5.3 to a whole number by Change the divisor 0.2 to a whole number by
moving the decimal point 1 places to the right. moving the decimal point 1 places to the right.
Pr
Then move the decimal point in the dividend Then move the decimal point in the dividend
ty
the same, 1 places to the right. the same, 1 places to the right.
si
Then, 21.2 ÷ 53 So, 0.004 ÷ 0.2 = 4 ÷ 200

er
0 0.4 0 0 .0 2
v
5 3 2 1 . 2 2 0 0 .0 4
ni
− 0
U
− 0
0 0
ge
2 1 − 0
− 0 0 0
id
− 0
br
2 1 2
0 4
am
− 2 1 2 − 4
0 0
C
Thus, 2.12 ÷ 5.3 = 0.4 Thus, 0.004 ÷ 0.2 = 0.02

es
Pr
ity
140
Solution Set
rs
ve
ni

s
es
Pr
ity
c. 0.52 ÷ 0.013 d. 18.675 ÷ 1.5 e. 0.435 ÷ 0.5
rs
0 4 0 .0 0 0 1 2.4 5 0 .8 7
ve
1 3 5 2 0 .0 0 1 5 1 8 6.7 5 5 4 .3 5
ni − 0 − 0 − 0
U
5 2 1 8
4 3
− 5 2 − 1 5
ge
0 0 3 6 − 4 0
id
− 0 − 3 0 3 5
br
0 0 6 7 − 3 5
am
− 0 − 6 0
0
0 0 7 5
C
− 0
s − 7 5
es
0 0
Pr
Thus, 0.52 ÷ 0.013 = 40 Thus, 18.675 ÷ 1.5 = 12.45 Thus, 0.435 ÷ 0.5 = 0.87
ity
f. 0.0552 ÷ 0.6 g. 35.052 ÷ 2.3

0 0 . 0 9 2
rs
0 1 5 .2 4 0
6 0 0 . 5 5 2
ve
2 3 3 5 0 .5 2 0
− 0
− 0
ni
0 0
3 5
U
− 0
− 2 3
0 5
ge
− 0 1 2 0
1 5
id
5 5 − 1
5 5
br
− 5 4
1 2 − 4 6
am
− 1 2 9 2
0 − 9 2
C
0 0
es
− 0
Pr
0
ty
Thus, 0.0552 ÷ 0.6 = 0.092 Thus, 35.052 ÷ 2.3 = 15.240 = 15.24

si
h. 0.81 ÷ 0.9 i. 0.3874 ÷ 0.2

v er
0 . 9 1 . 9 3 7
ni
9 8 . 1 2 3 . 8 7 4
U
− 2
− 0
ge
1 8
8 1 − 1 8
id
0 7
br
− 8 1 − 6
am
0 1 4
− 1 4
C
0
s
es
Thus, 0.81 ÷ 0.9 = 0.9 Thus, 0.3874 ÷ 0.2 = 1.937

Pr
ity
141
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 9
rs
a. 601.43 ÷ 10 b. 52.56 ÷ 10 c. 6.899 ÷ 10
ve
To divide by 10, move the To divide by 10, move the To divide by 10, move the
ni
decimal point one place to decimal point one place to decimal point one place to
U
the left in the answer. the left in the answer. the left in the answer.
ge
So, 601.43 ÷ 10 = 60.143 52.56 ÷ 10 = 5.256 So, 6.899 ÷ 10 = 0.6899

d. 16.111 ÷ 100 e. 222.56 ÷ 100 f. 1.4236 ÷ 100
id
br
decimal point two places to decimal point two places to decimal point two places to
am
C
16.111 ÷ 100 = 0.16111 s 222.56 ÷ 100 = 2.2256 1.4236 ÷ 100 = 0.014236

es
g. 256.5 ÷ 1000 h. 565.65 ÷ 1000 i. 0.3331 ÷ 1000
Pr
decimal point three places to decimal point three places to decimal point three places to
ity
rs
256.5 ÷ 1000 = 0.2565 565.65 ÷ 1000 = 0.56565 0.3331 ÷ 1000 = 0.0003331

ve
HOTS
ni
a. The number 0.99999 when multiplied by: b. The number 1.358 when divided by:
U
1 = 0.99999 1 = 1.358
ge
10 = 9.9999 10 = 0.1358
id
100 = 99.999 100 = 0.01358

br
1000 = 999.99 1000 = 0.001358

am
10000 = 9999.9 10000 = 0.0001358

100000 = 99999 100000 = 0.00001358
C
My Practice Time 10
es
Pr
1. Points scored by team Lotus = 90.2 2. Distance covered in first hour = 68.75 km
Points scored less by marigold = 17.4 Distance covered in the second hour = 80.63 km
ty
So, score of team Marigold = 90.2 − 17.4 Distance covered in the third hour = 53.952 km
si
Total distance covered = (68.75 + 80.63 +

er
9
53.952) km
v
8 10 12
ni
9 0 . 2 2 1 2 1
U
− 1 7 . 4 6 8 . 7 5 0
ge
7 2 . 8 8 0 . 6 3 0
id
+ 5 3 . 9 5 2
Thus, team marigold scored 72.8 points.
br
2 0 3 . 3 3 2
am
Thus, 203.332 km distance was covered in

three hours.
C
s
es
Pr
ity
142
Solution Set
rs
ve
ni

s
es
Pr
ity
3. Weight of roasted chana = 250.785 g 6. Weight of a peanut packet = 375.20 g
rs
Weight of roasted moong = 225.802 g Weight of four peanut packets = 375.20 g × 4
ve
Weight of roasted peanuts = 300.005 g = 1500.8 g
ni Weight of a jaggery packet = 200.80 g
So, total weight of all ingredients = (250.785 +
Weight of two jaggery packets = 200.80 g × 2
U
225.802 + 300.005) g = 776.592 g
= 401.6 g
1 1
ge
So, total weight of peanuts and jaggery =

2 5 0 . 7 8 5
id
1500.8 g + 401.6 g = 1902.4 g

2 2 5 . 8 0 2
br
Thus, Mrs Singh bought a total of 1902.4 g

+ 3 0 0 . 0 0 5 peanuts and jaggery.
am
7 7 6 . 5 9 2 7. Length of the wire = 119.37 m

C
So, weight of roasted cornflakes to be added

s Number of pieces = 15
es
= 1 kg – 776.592 g So, length of each piece = 119.37 m ÷ 15 =
7.958 m
Pr
= 1000 g – 776.592 g (1 kg = 1000 g)

0 0 7.9 5 8
= 223.408 g
ity
1 5 1 1 9.3 7 0
Thus, 223.408 g roasted cornflakes should be
− 0
rs
added to make the mixture equal to 1 kg.

1 1
ve
4. Total length of cloth piece = 3.855 m − 0

ni
Length of cloth piece for shirt = 1.05 m 1 1 9

U
So, length left with the tailor = 3.855 m – 1.05 m − 1 0 5

ge
= 2.805 m 1 4 3
3 . 8 5 5 − 1 3 5
id
− 1 . 0 5 0 8 7
br
2 . 8 0 5 − 7 5
am
1 2 0
Thus, 2.805 m piece of cloth is left with the − 1 2 0
C
tailor.
s
0
es
5. We know, cost of 26 eggs = ` 81.90 Thus, length of each piece of wire = 7.958 m
Pr
So, cost of 1 egg = ` 81.90 ÷ 26 = ` 3.15 8. Total quantity of apple jam = 230.51 kg
0 3.1 5 0 Number of bottles = 89
ty
2 6 8 1.9 0 0 So, quantity of jam packed in each bottle =

si
230.51 kg ÷ 89 = 2.59 kg
er
− 0
8 1 0 0 2 .5 9
v
ni
− 7 8 8 9 2 3 0 .5 1
U
3 9 − 0
− 2 6 2 3
ge
1 3 0 − 0
id
− 1 3 0 2 3 0
br
0 0 − 1 7 8
am
0 5 2 5
0 − 4 4 5
C
8 0 1
s
Thus, the cost of one egg is ` 3.15.

es
− 8 0 1
0
Pr
Thus, 2.59 kg jam will be packed in each bottle.

ity
143
Solution Set
rs
ve
ni

s
es
Pr
ity
9. Distance covered in a day by van = 34.25 km 10. Number of pair of jeans = 356
rs
Number of days = 66 Length of cloth required for a pair of jeans =
ve
Total distance covered in 66 days = 34.25 km × 2.856 m
66 = 2260.50 km
ni So, cloth required to complete the order =
2.856 m × 356 = 1016.736 m
U
Thus, van will cover 2260.50 km in 66 days.
Thus, 1016.736 m cloth is required to complete
ge
the order.
id
Worksheet
br
2 5 4
1. a 1.254 = 1 × 1 + + +
am
10 100 1000
1
C
b. 325.01= 3 × 100 + 2 × 10 + 5 × 1 +
s
100
es
8 9 1
Pr
c. 17.8091 = 1 × 10 + 7 × 1 + + +
10 1000 10000
6
ity
d. 45.006 = 4 × 10 + 5 × 1 +
1000
rs
ve
154.12 15412 0.0025 0.0025 0.0025 10000 25

2. a. 154.12 = = d. 0.0025 = = = × =
ni
1 100 1 1 1 10000 10000

U
78.01 78.01 100 7801 0.0001 0.0001 10000 1

b. 78.01 = = × = e. 0.0001= = × =
ge
1 1 100 100 1 1 10000 10000

4.605 4.605 1000 4605
id
c. 4.605 = = × =
br
1 1 1000 1000
am
16 16 × 4 64 3 3 × 25 75 175
3. a. = = = 0.64 b. = = = 0.75 c. = 0.175
25 25 × 4 100 4 4 × 25 100 1000
C
1763 56
es
d. = 176.3 e. = 0.0056
10 10000
Pr
4. a. 0.456 > 0.14 > 0.12 > 0.025 b. 19.75 > 4.5801 > 3.014 > 2.0564
ty
5. a. 1.2 + 8.09 = 9.29 b. 0.5 + 7.81 = 8.31 c. 4.51 + 1.71 + 0.6 = 6.82
si
1
er
1 4 . 5 1
v
1 . 2 0 0 . 5 0 1 . 7 1
ni
+ 8 . 0 9 + 7 . 8 1 + 0 . 6 0
U
9 . 2 9 8 . 3 1 6 . 8 2
ge
d. 5.14 + 7.8 + 0.05 + 0.003 = 12.993 e. 23.79 + 12.54 + 9.14 = 45.47

id
1
br
5 . 1 4 0 1 1 1
am
7 . 8 0 0 2 3 . 7 9
C
0 . 0 5 0 1 2 . 5 4
s
es
+ 0 . 0 0 3 + 9 . 1 4
1 2 . 9 9 3 4 5 . 4 7
Pr
ity
144
Solution Set
rs
ve
ni

s
es
Pr
ity
6. a. 1.58 − 0.06 = 1.52 b. 7.52 – 0.064 = 7.456 c. 3.25 – 0.09 = 3.16
rs
11
ve
4 1 10 1 15
ni 1 . 5 8 7 . 5 2 0 3 . 2 5
U
− 0 . 0 6 − 0 . 0 6 4 − 0 . 0 9
1 . 5 2 7 . 4 5 6 3 . 1 6
ge
id
d. 1056.47 − 849.72 = 206.75 e. 12.112 – 2.2201 = 9.8919

br
15 11 10
am
0 10 4 5 14 1 0 11 1 10
1 0 5 6 . 4 7 1 2 . 1 1 2 0
C
− 0 8
s
4 9 . 7 2 − 0 2 . 2 2 0 1
es
0 2 0 6 . 7 5 0 9 . 8 9 1 9
Pr
7. a. 2.3 × 0.5 = b. 5.6 × 10000 = 56000.0 = 56000

ity
To multiply decimals, remove decimals c. 4.607 × 8.12

rs
multiply as usual. 4 6 0 7
ve
2 3 × 8 1 2
ni
× 5 9 2 1 4
U
1 1 5 + 4 6 0 7 0
ge
Count the number of places after decimal, + 3 6 8 5 6 0 0

and put decimal in the product. 3 7 4 0 8 8 4
id
Thus, 2.3 × 0.5 = 1.15

br
Now, put decimals after 5 places in the

am
product. Thus, 4.607 × 8.12 = 37.40884

d. 1.006 × 00 = 100.600 = 100.6
C
e. 0.0005 × 0.102
es
5
Pr
× 1 0 2
ty
1 0
si
+ 0 0
er
+ 5 0 0
v
5 1 0
ni
U
After putting decimal in the product we get, 0.0005 × 0.102 = 0.000051

ge
8. a. 15.05 × 0.12 b. 3.48 × 9.6 c. 0.15 × 0.5

1505 12 348 96 15 5
id
= × = × = ×
br
100 100 100 10 100 10

1505 × 12 348 × 96 15 × 5
am
= = =
10000 1000 100 × 10
C
18060 33408 75
s
= = =
es
10000 1000 1000

= 1.806 = 33.408 = 0.075
Pr
ity
145
Solution Set
rs
ve
ni

s
es
Pr
ity
9. a. 10.265 ÷ 5 = 2.053 b. 14.721 ÷ 70 = 0.2103 c. 0.1024 ÷ 16 = 0.0064
rs
0 2.0 5 3 0 0.2 1 0 3 0.0 0 6 4
ve
5 1 0.2 6 5 7 0 1 4.7 2 1 0 1 6 0.1 0 2 4
ni − 0 − 0 − 0
U
1 0 1 4 0 1
− 1 0 − 0 − 0
ge
0 2 1 4 7 1 0
id
− 0 − 1 4 0 − 0
br
2 6 7 2 1 0 2
am
− 2 5 − 7 0 − 9 6
1 5 2 1 0 6 4
C
− 1 5 s − 2 1 0 − 6 4
0 0
es
0
Pr
d. 1.331 ÷ 0.11 e. 14.196 ÷ 0.028

Change the divisor 0.11 to a whole number Change the divisor 0.028 to a whole number
ity
by moving the decimal point 2 places to the by moving the decimal point 3 places to the
rs
right. Then move the decimal point in the right. Then move the decimal point in the
ve
dividend the same, 2 places to the right. dividend the same, 3 places to the right.
ni
0 1 2 .1 0 0 0 5 0 7
U
1 1 1 3 3 .1 0 2 8 1 4 1 9 6
ge
− 0 − 0
1 3 1 4
id
− 1 1 − 0
br
2 3 1 4 1
am
− 2 2 − 1 4 0
1 1 1 9
C
− 1 1 − 0
es
0 0 1 9 6
− 0 − 1 9 6
Pr
0 0
ty
f. 105.26 ÷ 100 = 1.0526

si
10. To get the answer, we need to subtract 0.08 12. Quantity of milk in 28 days
er
from 0.56. = 2.75 litres × 28

v
ni
So, 0.56 – 0.08 = 0.48 = 77.00 litres

U
4 16 Thus, Kamla buys 77 litres of milk in 28 days.

0 . 5 6
ge
13. Weight of one carton = 11.094 kg

− 0 . 0 8
id
0 . 4 8 Weight of 264 cartons = 11.094 × 264

br
Thus, 0.48 must be subtracted. = 2928.816 kg

am
11. 19.091 – 11.01 = 8.081 Thus, the total weight of 264 cartons is
2928.816 kg in the truck.
1 9 . 0 9 1
C
− 1 1 . 0 1 0
es
0 8 . 0 8 1
Pr
Thus, 8.081 must be added.

ity
146
Solution Set
rs
ve
ni

s
es
Pr
ity
Story Time 1 (Sale at Jacksons)
rs
ve
ni
1. Cost of jeans after discount = `1200 5. 10,04,481 = 10,00,000 + 4,000 + 400 + 80 + 1;
U
Cost of two T-shirts after discount = 2 × `700 = PV = 80; FV = 8
6. Votes gained by the first candidate = 24,48,404
ge
`1400
Cost of two shorts after discount = 2 × `1000 = Votes gained by the second candidate =
id
`2000 13,01,779
br
Total cost of items bought = `1200 + `1400 + Difference in votes secured by the first and the
am
`2000 = `4600 second candidates = 24,48,404 − 13,01,779 =

2. Total amount carried = `5000 11,46,625
C
s 7. Votes secured by the runner up = 13,01,779

Amount spent on clothes = `4600
es
Total money spent as a fraction of the amount Largest Number: 97,73,110
Pr
4600 23 Smallest Number: 10,13,779

carried = ` =
ity
5000 25 8. The number 24,48,404 is divisible by 2 and 4

Total money spent as a decimal of the amount only.
rs
23 9. Product of the cost of a jeans and a T-shirt =

ve
carried = = 0.92
25 8,40,000
ni
3. Votes gained by the leading candidate = HCF = 100

U
24,48,404 We know that, LCM × HCF = Product of the

ge
Votes gained by the runner-up candidate = two numbers

13,01,779 Then, LCM = 8,40,000 ÷ 100 = 8,400
id
Votes gained by the candidate who came third =

br
10. Amount gained on selling shares = 240 ×

10,04,481 `770.55 = `1,84,932
am
Total votes gained by all the candidates = Thus, Samantha got `1,84,932 on selling the
24,48,404 + 13,01,779 + 10,04,481 = 47,54,664
C
shares of Best Bank.

s
es
4754664 can be represented: 11. Amount of money reinvested in KAIL shares =

• in Indian System as Forty-seven lakh fifty- `1,84,800
Pr
four thousand six hundred sixty-four Cost of each share = `56

ty
• in International System as Four million Number of KAIL shares bought = `1,84,800 ÷

si
seven hundred fifty-four thousand six `56 = 3,300

er
hundred sixty-four
12. Amount of Best Bank shares sold = `1,84,932
v
4. Votes gained by the leading candidate =

Amount reinvested in KAIL shares = `1,84,800
ni
24,48,404
Amount left with Samantha = `1,84,932 −
U
Votes gained by the runner-up and the third

`1,84,800 = `132
ge
candidate together = 13,01,779 + 10,04,481 =

23,06,260 Thus, Samantha is left with `132 after selling
id
Best Bank shares and buying KAIL shares.

Clearly, 24,48,404 > 23,06,260
br
Thus, the second and third candidates together got

am
less votes than the first candidate with a difference

of (24,48,404 − 23,06,260) 1,42,144 votes.
C
s
es
Pr
ity
147
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 6 – Geometry
rs
ve
ni
I Look Back
U
a. Line segment b. Hexagon c. Radius d. Diameter
ge
e. Ray f. Centre g. Octagon

id
My Practice Time 1
br
1. a. ∠AEB, ∠BEC, ∠CED, ∠AEC, ∠AED, ∠BED

am
b. ∠TOR, ∠ROP, ∠POQ, ∠QOS, ∠SOU, ∠UOT, ∠TOP, ∠ROQ, ∠POS, ∠QOU, ∠SOT, ∠UOR,
∠TOQ, ∠ROS, ∠POU
C
s
c. ∠NMO, ∠OMP, ∠PMQ, ∠NMP, ∠OMQ, ∠NMQ
es
2. Hint: Draw a book, pencil box, mobile phone, window, etc.
Pr
3. a. ∠LOP, ∠PON, ∠NOM, ∠LON, ∠POM, ∠LOM

b. ∠PQR, ∠QRS, ∠RST
ity
c. ∠IOP, ∠IOH, ∠MPO, ∠LPO, ∠HOP, ∠MPL

rs
Try These!
ve
ni
An angle more
An angle more than
U
than 180° and

90° but less than 180°
ge
less than 360°

id
br
An angle equal An angle less

An angle equal to 90°
to 180° than 90°
am
C
My Practice Time 3
es
a. acute angle b. acute angle c. acute angle d. acute angle e. right angle
Pr
f. obtuse angle g. straight angle h. reflex angle i. reflex angle j. obtuse angle
k. acute angle l. acute angle m. obtuse angle n. reflex angle o. reflex angle
ty
p. obtuse angle q. obtuse angle r. Reflex angle s. reflex angle t. reflex angle
si
er
My Fun Time (Page 121)

v
a. An acute and an obtuse angle b. Two acute angles

ni
U
c. An acute and an obtuse angle. d. A right angle and an obtuse angle.

ge

id
Except b & g, all will form a cube.

br
My Practice Time 4
am
2. a. Cube e. Cylinder
C
b. Cuboid f. Square Pyramid

s
es
c. Cube g. Triangular Pyramid

Pr
d. Cone h. Cube
ity
148
Solution Set
rs
ve
ni

s
es
Pr
ity
Worksheet 4. Acute = 45°, 10°
rs
1. a. True b. True c. False d. False Right = 90°
ve
2. a. (iii) b. (i) c. (iv) d. (ii) Obtuse = 120°, 170°
ni
3. For students Straight = 180°
U
Reflex = 250°, 190°
ge
id
Unit Test Paper 1

br
am
1. a. 3,47,92,686 = Three crore forty-seven lakh ninety-two thousand six hundred eighty-six
3,47,92,686 = 3,00,00,000 + 40,00,000 + 7,00,000 + 90,000 + 2,000 + 600 + 80 + 6
C
s
es
b. 6,52,87,903 = Six crore fifty-two lakh eighty-seven thousand nine hundred three
6,52,87,903 = 6,00,00,000 + 50,00,000 + 2,00,000 + 80,000 + 7,000 + 900 + 3
Pr
2. a. largest 8-digit number: 9,87,65,431; smallest 8-digit number: 1,34,56,789

ity
b. largest 8-digit number: 9,86,53,210; smallest 8-digit number: 1,02,35,689

rs
3. a. 704 = DCCIV b. 1528 = MDXXVIII c. 1119 = MCXIX d. 993 = CMXCIII

ve
4. a. (ii) b. (iii) c. (i) d. (iv)

ni
5. a. 1,88,37,474 b. 68,09,207 c. 8,32,82,641 d. 11,52,889

U
e. 31,91,472 f. 67,65,864 g. Q = 515, R = 4 h. Q = 404, R = 31

ge
6. a. 90 72
54
id
br
2 27 2 45 2 36
am
3 9 3 15 2 18
C
s
es
3 3 3 5 2 9
Pr
3 3
ty
Prime factorisation of 90 = 2 × 3 × 3 × 5
si
er
Prime factorisation of 54 = 2 × 3 × 3 × 3
v
Prime factorisation of 72 = 2 × 2 × 2 × 3 × 3
ni
The highest common factor (HCF) = 2 × 3 × 3 = 18.

U
The least common multiple (LCM) = 2 × 2 × 2 × 3 × 3 × 3 × 5 = 1080

ge
b. 25 50 75
id
br
5 5 2 25 3 25
am
5 5 5 5
C
s
es
Prime factorisation of 25 = 5 × 5
Pr
ity
149
Solution Set
rs
ve
ni

s
es
Pr
ity
rs
The highest common factor (HCF) of 25, 50 and 75 = 5 × 5 = 25
ve
The least common multiple (LCM) of 25, 50, 75 = 2 × 3 × 5 × 5 = 150
7. a.
ni b. 175 195 1
36 42 1
U
− 36 − 175
ge
6 36 6 20 175 8
id
36 160
br
0 15 20 1
am
Thus, HCF of 36 and 42 = 6 15

5 15 3
C
s
15
es
0
Pr
Thus, HCF of 195 and 175 = 5

ity
8. a. LCM of 8, 12 = 2 × 2 × 2 × 3 = 24 b. LCM of 15, 20 and 18 = 3 × 3 × 2 × 2 × 5 =

rs
2 8, 12 180
ve
2 4, 6 3 15, 20, 18
ni
2 2, 3 3 5, 20, 6
U
3 1, 3 2 5, 20, 2
ge
1, 1 2 5, 10, 1
id
5 5, 5, 1
br
1, 1, 1
am
9. We know that, product of two numbers = LCM × HCF

C
Given, product of two numbers = 180, HCF = 3 and LCM = ?

es
product of two numbers 180

∴ LCM = = = 60
Pr
HCF 3
3 1 7 41 51 13
ty
10. a. 1 +5 = + b. +
4 8 4 8 4 9
si
Here, LCM of denominators = 8 Here, LCM = 36

er

v

ni
get the LCM in fraction denominator

51 × 9 13 × 4 459 52 459 + 52
U
7 × 2 41 14 41 55 7 = + = + =
+ = + = =6 4×9 9×4 36 36 36
4×2 8 8 8 8 8
ge
511 7
= = 14
id
36 36
br
c. 23.56 + 12.98 = 36.54 d. 142.57 + 150.94 = 293.51

am
3 2 66 86
11. a. 9 −4 = –
7 21 7 21
C
LCM of denominators = 21
es
Multiplying numerator and denominator to get the same denominator.

66 × 3 86 198 86 198 − 86 112 16 1
Pr
➯ − = − = = = =5
7×3 21 21 21 21 21 3 3
ity
150
Solution Set
rs
ve
ni

s
es
Pr
ity
2 1 26 10 16 1
b. 8 −3 = − = =5
rs
3 3 3 3 3 3
ve
c. 27.05 − 12.99 = 14.06 d. 159.25 − 123.94 = 35.31
12. a.
ni 1 1
of 90 = × 90 = 30
1 1
b. of 100 = × 100 = 25
U
3 3 4 4
1 1 1 1
ge
c. of 25 = × 25 = 5 d. of 48 = × 48 = 8
5 5 6 6
id
2 3 1 4 2 4×2 8
br
13. a. × = b. × = = c. 1 2.5 d. 5. 2 4
3 42 2 5 3 5 × 3 15
am
× 3.4 × 1.5
5 0 0 2 6 2 0
C
s + 3 7 5 0 + 5 2 4 0
es
4 2.5 0 7.8 6 0
Pr
3 19 19 1 19 3 3 7 3 2 3
14. a. 4 ÷2= ÷2= × = =2 b. ÷ = × =
ity
4 4 4 2 8 8 4 2 4 7 14
rs
c. 0 2.5 d. 0 0 6 .4 5
ve
5 1 2.5 3 3 2 1 2 .8 5
ni
− 0 − 0
2 1
U
1 2
− 1 0 − 0
ge
2 5 2 1 2
id
− 2 5 − 1 9 8
br
0 1 4 8
− 1 3 2
am
12.5 ÷ 5 = 2.5 1 6 5
− 1 6 5
C
0
es
Thus, 21.285 ÷ 3.3 = 6.45

Pr
17. a. Votes of candidate A = 45,67,321 18. Number of centres = 7,243

ty
Votes of candidate B = 11,23,098 Number of people in each centre = 2,064

si
Clearly we see that,votes of candidate A > So, total number of people appearing for exam
er
votes of candidate B = 7243 × 2064

v
ni
45,67,321 > 11,23,098 7243

U
Difference = 4567321 − 1123098 = 34,44,223 × 2064

ge
b. Total number of votes scored by both the 28972

candidates = 4567321 + 1123098 = 56,90,419 434580
id
+ 14486000
br
14949552
am
Thus, 1,49,49,552 people are appearing for

C
the exam.
s
es
Pr
ity
151
Solution Set
rs
ve
ni

s
es
Pr
ity
19. Total distance to cover = 3226 km 20. Length of each wire = 937.5 m ÷ 25 = 37.5 m
rs
2 0 3 7.5
Distance covered by flight = × 3226
ve
5 2 5 9 3 7.5
ni = 1290.4 km − 0
Distance left to cover = Total distance – 9 3
U
Distance covered by flight − 7 5
ge
= (3226 – 1290.4) km 1 8 7
= 1935.6 km − 1 7 5
id
Thus, 1935.6 km is left to be covered. 1 2 5

br
− 1 2 5
am
0
C
s 21. HCF of 380, 560 and 600 is 20. Hence, 20 cm

es
of rod can measure the three pieces in the exact
number of times.
Pr
ity
rs
ve
Chapter 7 – Patterns and Symmetry

ni
U
I Look Back
ge
2.
id
br
am
C
s
es
Pr
ty
3. a. 2, 4, 6, 8, 10 , 12 , 14 , 16
si
3, 6, 9, 12, 15 , 18 , 21 , 24 , 27
er
b.
15, 13, 11, 9, 7 , 5 , 3 , 1
v
c.
ni
d. 55, 50, 45, 40, 35 , 30 , 25 , 20

U
e. 1, 2, 4, 8, 16 , 32 , 64 , 128
ge
My Fun Time
id
br
Leopard, Zebra, Tiger, Peacock

am
C
s
es
Pr
ity
152
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 1
rs
1. (a) and (d)
ve
2. a. c. e. f. g.
ni
U
ge
id
br
3. a. b. c.
am
C
s
es
4. a. b. c.
Pr
ity
rs
5. a. b.
ve
ni
U
1 1
anticlockwise anticlockwise
ge
3 6 1 1
id
3 6
c.
br
am
C
s
es
1 1
Pr
3 6
ty
6. a. b. c. d.
si
v er
ni
U
ge
id
e. f. g.
br
am
C
s
es
Pr
ity
153
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 2
rs
a. b. c.
ve
ni
U
d. e.
ge
id
br
Worksheet
am
1. a. 4 b. 2 c. 0 d. 6 e. Infinite f. 2
C
s
es
2. a. d. e. g.
Pr
3. a. b.
ity
rs
ve
4. a. b. c. d.
ni
U
ge
id
5.
br
am
C
1 1 1 1
es
th turn th turn th turn th turn

4 2 4 2
Pr
6. 1 1
turn: turn:
ty
3 6
si
v er
7. 10th square number = 10 × 10 = 100

ni
15th square number = 15 × 15 = 225

U
8. 9th triangular number = 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 = 45

ge
11th triangular number = 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 + 11 = 66

id
br
am
C
s
es
Pr
ity
154
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 8 – Metric Measures
rs
ve
ni
I Look Back
U
1. a. Yes b. No c. No d. Yes e. Yes f. Yes
ge
2. a. iv b. iii c. i d. ii
id
My Practice Time 1
br
am
1. a. 26 b. 35200 c. 5.268 d. 22.7 e. 4.97 f. 59.83 g. 110.9 h. 2.65

2. a. F b. T c. T d. T
C
s
es
3. a. 2625 cg into dag and cg g. 2.6 kl into dl
1 We know, 1 kl = 10000 dl
Pr
We know, 1 cg = dag = 0.001 dag

1000 2.6 kl = 2.6 × 10000 dl = 26000 dl
So, 2625 cg = 2625 × 0.001 dag = 2.625 dag
ity
h. 1536 dm into hm and dm

Or 2 dag 625 cg
rs
1
b. 2 kg 15 dag into dag We know, 1 dm = hm = 0.001 hm
ve
1000
We know, 1 kg = 100 dag 1536 dm = 1536 × 0.001 hm = 1.536 hm
ni
2 kg 15 dag = 2 kg + 15 dag 1.536 hm = 1 hm 536 dm

U
= 2 × 100 dag + 15 dag i. 2136 g into mg

ge
= 200 dag + 15 dag = 215 dag We know, 1 g = 1000 mg

id
c. 4.2 hm into m 2136 g = 2136 × 1000 mg = 2136000 mg

br
We know, 1 hm = 100 m j. 21.6 g into kg

1
am
4.2 hm = 4.2 × 100 m = 420 m We know, 1 g = kg = 0.001 kg

1000
d. 6.3 km into dam 1
C
21.6 g = 21.6 × kg = 21.6 × 0.001 kg

s
We know, 1 km = 100 dam 1000 = 0.0216 kg

es
6.3 km = 6.3 × 100 dam = 630 dam k. 25 ml into cl and ml

Pr
1
e. 2 hg 15 dg into dg We know, 1 ml = cl = 0.1 cl
10
ty
We know, 1 hg = 1000 dg so, 25 ml = 25 × 0.1 cl = 2.5 cl or 2 cl 5 ml

si
2 hg 15 dg = 2 hg + 15 dg l. 345 dm into hm
er
1
= 2 × 1000 dg + 15 dg We know, 1 dm = hm = 0.001 hm
v
1000
ni
= 2000 dg + 15 dg 345 dm = 345 × 0.001 hm = 0.345 hm

U
= 2015 dg m. 356 dg into g and dg

1
ge
f. 2 l 36 cl into cl We know, 1 dg = g = 0.1 g

We know, 1 l = 100 cl 10
id
1
2 l 36 cl = 2 l + 36 cl 356 dg = 356 × g = 35.6 g or 35 g 6 dg
br
10
= 2 × 100 cl + 36 cl n. 4120 cl into dal and cl
am
= 200 cl + 36 cl = 236 cl 1
1 cl = dal = 0.001 dal
1000
C
4120 cl = 4120 × 0.001 dal = 4.120 dal

es
Or 4 dal 120 cl
Pr
ity
155
Solution Set
rs
ve
ni

s
es
Pr
ity
HOTS
rs
a. 8 l 28 cl + 5 l 19 cl = 8 l + 5 l + 28 cl + 19 cl = 13 l + 47 cl = 13 l 47 cl
ve
b. 7 dam – 3 m = (7 × 10) m – 3 m = 67 m
c.
ni
23 km 7 hm ÷ 3 = (230 hm + 7 hm) ÷ 3 = 237 hm ÷ 3 = 79 hm
U
d. 48 km 16 dam ÷ 2 = (48 × 100 dam + 16 dam) ÷ 2 = (4800 + 16) ÷ 2 = 4816 dam ÷ 2 = 2408 dam
ge
My Practice Time 2 2. a. 241 l 516 ml from 406 l 356 ml

id
1. a. 125 m 20 cm, 46 m 96 cm litre ml

br
3 10 5 13
am
m cm
4 0 6 3 5 6
1 1
C
s − 2 4 1 5 1 6
1 2 5 2 0
es
1 6 4 8 4 0
+ 4 6 9 6
Pr
1 7 2 1 6 Thus, 406 l 356 ml – 241 l 516 ml =

164 l 840 ml
ity
Thus, 125 m 20 cm + 46 m 96 cm =
b. 54 km 300 m from 76 km 741 m
rs
172 m 16 cm
km m
ve
b. 156 l 319 ml, 417 l 830 ml

7 6 7 4 1
ni
litre ml
− 5 4 3 0 0
U
1 1
2 2 4 4 1
ge
1 5 6 3 1 9
Thus, 76 km 741 m – 54 km 300 m =
id
+ 4 1 7 8 3 0
22 km 441 m
br
5 7 4 1 4 9
c. 35 kg 240 g from 72 kg 200 g
am
Thus, 156 l 319 ml + 417 l 830 ml =

kg g
574 l 149 ml
C
11 11
c. 381 dam 22 m, 29 dam 34 m
es
6 1 1 10
Pr
dam m 7 2 2 0 0
1 1 − 3 5 2 4 0
ty
3 8 1 2 2
si
3 6 9 6 0
+ 2 9 3 4
er
Thus, 72 kg 200 g – 35 kg 240 g =

v
4 1 0 5 6 36 kg 960 g
ni
Thus, 381 dam 22 m + 29 dam 34 m = d. 96 g 350 mg from 113 g 600 mg

U
410 dam 56 m = 415 dam 6 m

g mg
ge
d. 34 kg 890 g, 53 kg 475 g
10
id
kg g 0 0 13 5 10
br
1 1 1 1 3 6 0 0
am
3 4 8 9 0 − 0 9 6 3 5 0
C
+ 5 3 4 7 5 0 1 7 2 5 0
s
es
8 8 3 6 5
Thus, 113 g 600 mg − 96 g 350 mg =
Pr
Thus, 34 kg 890 g + 53 kg 475 g = 88 kg 365 g 17 g 250 mg

ity
156
Solution Set
rs
ve
ni

s
es
Pr
ity
3. a. Multiply 24 km 300 m by 7 b. 3950 kl 592 l by 32
rs
On converting 24 km 300 m into km, Converting kl to l, we have 3950 kl + 592 l =
ve
we have 24.300 km 3950000 l + 592 l = 3950592 l
ni 24 . 300 So, 3950592 l ÷ 32 = 123456 l = 123 kl 456 l
U
×7 0 1 2 3 4 5 6
3 2 3 9 5 0 5 9 2
ge
170 . 100
− 0
id
b. 33 kg 520 g by 3
3 9
br
Convert g into kg
− 3 2
am
33 kg 520 g = 33 kg + 520 g
= 33 kg + 0.520 kg = 33.520 kg 7 5
C
1 1 − 6 4
s
es
3 3 . 5 2 0 1 1 0
Pr
× 3 − 9 6
1 0 0 . 5 6 0 1 4 5
ity
Thus, 33.520 kg × 3 = 100.56 kg or − 1 2 8

rs
100 kg 560 g 1 7 9
ve
c. 45 l 600 ml by 9 − 1 6 0
ni
On converting 45 l 600 ml into ml, we have 1 9 2

U
45600 ml
− 1 9 2
So, 45600 × 9 = 410400 ml
ge
0
or 410 l 400 ml
id
d. 66 m 35 cm by 6 c. 48 km 400 m by 4
br
Converting into m, we have 66.35 m Converting km into m, we have 48000 m +

am
On multiplying, 66.35 m × 6 = 398.10 m 400 m = 48400 m

or 398 m 10 cm On dividing, 48400 m ÷ 4 = 12100 m or
C
12 km 100 m
4. a. 91 kg 749 g by 7
es
Converting into kg, we have 91.749 kg d. 39 kg 336 g by 3

Pr
So, 91.749 kg ÷ 7 = 13.107 kg = 13 kg 107 g Converting g into kg, we have 39.336 kg

On dividing, 39.336 kg ÷ 3 = 13.112 kg or
ty
1 3 .1 0 7
13 kg 112 g
si
7 9 1 .7 4 9
er
1 3 .1 1 2
− 7
v
3 3 9 .3 3 6
2 1
ni
− 3
U
− 2 1
0 9
0 7
ge
− 9
− 7
id
0 3
0 4
br
− 3
− 0
am
0 3
4 9
− 3
C
− 4 9
s
0 6
es
0
− 6
Pr
0
ity
157
Solution Set
rs
ve
ni

s
es
Pr
ity
5. Quantity of orange juice = 6 l 475 ml 8. Weight of 8 watermelons = 27 kg 800 g
rs
Quantity of mango juice = 7 l 750 ml Weight of 1 watermelon = 27.800 kg ÷ 8
ve
Total quantity of juice = 6 l 475 ml + 7 l 750 ml = 3.475 kg
= 14 l 225 ml
ni 0 3 . 4 7 5
U
l ml 8 2 7 . 8 0 0
ge
1 1 − 0
6 4 7 5 2 7
id
+ 7 7 5 0 − 2 4
br
1 4 2 2 5 3 8
am
Thus, Rahul bought 14 l 225 ml of juice. − 3 2

C
6 0
s
6. Weight of box A = 36 kg 246 g
es
Weight of box B = 52 kg 531 g − 5 6
Pr
Clearly, we can see weight of box B > weight 4 0

of box A − 4 0
ity
Difference = weight of box B – weight 0

rs
of box A = 52 kg 531 g – 36 kg 246 g

Thus, weight of one watermelon is 3.475 kg or
ve
= 16 kg 285 g
3 kg 475 g.
ni
Thus, weight of box B is more by 16 kg 285 g.

9. Total length of rope = 54 m 72 cm = 54.72 m
U
7. Distance covered in a day = 2 km 630 m So, length of one piece = 54.72 ÷ 12 = 4.56 m
ge
= 2.630 km
0 4 . 5 6
Number of days in the month of September = 30
id
1 2 5 4 . 7 2
Total distance covered = 2.630 km × 30
br
= 78.900 km = 78 km 900 m − 0
am
Thus, Fabian covered 78 km 900 m in the 5 4

month of September. − 4 8
C
6 7
es
− 6 0
Pr
7 2
ty
− 7 2
si
0
er
Thus, the length of each piece of rope is 4.56 m

v
ni
or 4 m 56 cm.
U
10. Shivam’s height = 1 m 35 cm

ge
Reecha’s height = 1 m 35 cm – 0 m 7 cm = 1 m 28 cm
id
We know, 1 m = 1000 mm, 1 cm = 10 mm

br
1 m 28 cm = 1 × 1000 mm + 28 × 10 mm = 1000 mm + 280 mm = 1280 mm

am
My Practice Time 3
C
s
es
a. 50 m b. 500 ml c. 10 kg d. 2 m e. 50 g
Pr
ity
158
Solution Set
rs
ve
ni

s
es
Pr
ity
Maths in My Life
rs
a. We know, 1 kg = 2.2 pounds c. We know, 1 m = 3.3 feet
ve
So, 110 kg = 110 × 2.2 pounds = 242 pounds 1 m 80 cm = 1.8 × 3.3
ni
b. We know, 1 mile = 1.61 km = 5.94 feet
U
So, 419 mile = 419 × 1.61 km = 674.59 km d. We know, 1 l = 0.264 gallon
ge
13 l = 13 × 0.264 gallon = 3.432 gallon

id
Worksheet
br
am
1. a. We know, 1 kl = 1000000 ml h. We know, 1 m = 100 cm

So, 13 kl = 13 × 1000000 ml = 13000000 ml 860 m = 860 × 100 cm = 86000 cm
C
b. We know, 1 hg = 100 g
s i. We know 1 l = 10 dl, 1 ml = 0.01 dl
es
So, 104 hg = 104 × 100 g = 10400 g 2 l 435 ml = 2 × 10 dl + 435 × 0.01 dl
Pr
c. We know, 1 g = 0.001 kg = 20 dl + 4.35 dl

4652 g = 4652 × 0.001 kg = 4.652 kg = 24.35 dl
ity
d. We know, 1 m = 0.001 km j. We know, 1 cm = 0.01 m

rs
13560 m = 13560 × 0.001 km = 13.560 km 4375 cm = 4375 × 0.01 m = 43.75 m

ve
e. We know, 1 ml = 0.001 l k. We know, 1 km = 1000 m, 1 m = 100 cm

ni
500680 ml = 500680 × 0.001 l = 500.680 l 8 km + 160 m + 15 cm = 8 × 100000 cm + 160

U
or 500 l 680 ml × 100 cm + 15 cm

ge
= 800000 + 16000 +
f. We know, 1 kg = 10000 dg
15 cm = 816015 cm
id
6914 kg = 6914 × 10000 dg = 69140000 dg

l. We know, 1 cg = 0.01 g
br
g. We know, 1 dg = 100 mg
15630 cg = 15630 × 0.01 g = 156.3 g
am
35 dg = 35 × 100 mg = 3500 mg
2. a. 1 kg 436 gm b. 2 km 694 m c. 26 l 473 ml d. 53290 g
C
s
es
3. a. 2 km 675 m + 5 km 375 m c. 5 l 375 ml × 6

converting ml into l
Pr
km m
1 1 1 5 l 375 ml = 5.375 l
ty
2 6 7 5 5.375 l × 6 = 32.250 l or 32 l 250 ml

si
+ 5 3 7 5 d. 23 m 13 cm ÷ 9
er
8 0 5 0 23.13 m ÷ 9 = 2.57 m = 2 m 57 cm
v
ni
Ans: 8 km 50 m e. 4000 l × 13 = 52000 l

U
b. 10 kg 200 g – 7 kg 365 g f. 4 km 600 m – 976 m = 3 km 624 m

ge
kg g km m
id
9 15 9
br
9 11 10 10 3 5 10 10
am
10 2 0 0 4 6 0 0
− 7 3 6 5 − 0 9 7 6
C
2 8 3 5 3 6 2 4
es
Ans: 2 kg 835 g
Pr
ity
159
Solution Set
rs
ve
ni

s
es
Pr
ity
g. 55 l 694 ml + 46 l 897 ml = 102 l 591 ml 6. Cloth needed for one dress = 5 m 75 cm
rs
l ml Cloth needed for 3 dresses = 5 m 75 cm × 3
ve
1 1 1 1 = 17 m 25 cm
ni 5 5 6 9 4 Thus, 17 m 25 cm cloth is required for 3 such
dresses.
U
+ 4 6 8 9 7
7. Quantity of sweets = 2 kg 340 g
ge
1 0 2 5 9 1
Converting g into kg, we have 2.340 kg
id
h. 13 kg 150 g × 4 = 52 kg 600 g
Quantity of sweets each person gets =
br
4. Weight of sugar = 3 kg 500 g 2.340 kg ÷ 9 = 0.26 kg = 260 g

am
Weight of wheat flour = 5 kg 300 g 0 . 2 6

Weight of rice = 16 kg 125 g 9 2 . 3 4
C
s
Total weight = 3 kg 500 g + 5 kg 300 g + 16 kg − 0
es
125 g = 24 kg 925 g
2 3
Pr
Thus, total weight of items is 24 kg 925 g.

− 1 8
5. Total quantity of petrol in the car = 12 l 350 ml
ity
5 4
Petrol used = 5 l 700 ml
rs
− 5 4
Quantity left = 12 l 350 ml – 5 l 700 ml
ve
= 6 l 650 ml 0
ni
Thus, 6 l 650 ml petrol left in Mr Khan’s car. Thus, each person gets 260 g of sweets.
U
ge
Chapter 9 – Time and Temperature

id
br
I Look Back
am
1. a.m. 2. p.m. 3. a.m. 4. p.m. 5. p.m.

C
My Practice Time 1
es
1. a. To convert 4 p.m. into 24-hour clock, d. 6:00 a.m. = 06:00 hours

Pr
we need to add 12 e. 12 midnight = 00:00 hours

ty
4:00 + 12:00 = 16:00 hours f. 7:30 a.m. = 07:30 hours

si
b. 2:00 a.m. in 24-hour clock is 02:00 hours g. 12:00 noon = 12:00 hours
er
c. 9:30 p.m. = 9:30 + 12:00 = 21:30 hours

v
2. a. 14:00 hours = 2:00 p.m. d. 08:00 hours = 8:00 a.m.

ni
U
b. 19:00 hours = 7:00 p.m. e. 00:00 hours = 12 midnight

c. 16:00 hours = 4:00 p.m. f. 22:50 hours = 10:50 p.m.
ge
Maths in my Life (Page 162)

id
br
2. 11:05 a.m.
am
My Practice Time 2
1. a. incorrect b. incorrect c. incorrect d. correct e. correct
C
2. a. 3 years and 40 days = 3 × 365 days + 40 days (1 year = 365 days)

es
= 1095 days + 40 days

Pr
= 1135 days
ity
160
Solution Set
rs
ve
ni

s
es
Pr
ity
b. 660 seconds = 660 ÷ 60 minutes b. 6 months 22 days
rs
= 11 minutes (1 min = 60 seconds) We know, 1 month = 30 days
ve
c. 546 days = 546 ÷ 30 So, 6 months 22 days = 30 × 6 days +
ni 0 1 8 22 days
U
3 0 5 4 6 = 180 days + 22 days
= 202 days
ge
− 0
5 4 c. 3 months 3 days
id
− 3 0 We know, 1 month = 30 days

br
2 4 6 So, 3 months 3 days = 30 × 3 days + 3 days

am
− 2 4 0 = 90 days + 3 days
C
6
s = 93 days
es
5. a. 143 hours
Here, Q = 18 and remainder = 6
Pr
We know, 1 hour = 60 min and 1 hour =

Thus, 546 days = 18 months 6 days
3600 seconds
ity
d. 7 years = 7 × 52 weeks = 364 weeks

So, 143 hours = 143 × 60 min
(1 year = 52 weeks)
rs
= 8580 min
3. a. 14 years 46 days
ve
143 hours = 143 × 3600 seconds =

We know, 1 year = 365 days
514800 seconds
ni
So, 14 years 46 days = 14 years + 46 days

U
b. 649 hours
= 365 × 14 days
We know, 1 hour = 60 min
ge
+ 46 days
So, 649 hours = 649 × 60 = 38940 minutes
id
= 5110 days + 46 days

1 hour = 3600 seconds
br
= 5156 days
So, 649 hours = 649 × 3600 seconds
am
b. 21 years 57 days
= 2336400 seconds
C
c. 707 hours
s
So, 21 years 57 days = 21 years + 57 days

es
We know, 1 hour = 60 min

= 365 × 21 days
Pr
+ 57 days 707 hours = 707 × 60 minutes

= 7665 days + 57 days = 42420 minutes
ty
= 7722 days 1 hour = 3600 seconds

si
So, 707 hours = 707 × 3600 seconds =

er
c. 27 years 29 days
2545200 seconds
v

ni
6. a. 110 min
So, 27 years 29 days = 365 × 27 days
U
+ 29 days We know, 1 min = 60 seconds

ge
= 9855 days + 29 days So, 110 min = 6600 seconds

b. 403 minutes
id
= 9884 days
br
4. a. 8 months 17 days We know, 1 min = 60 seconds

am
We know, 1 month = 30 days So, 403 min = 403 × 60 seconds =

24180 seconds
So, 8 months 17 days = 30 × 8 days +
C
c. 652 minutes
s
17 days
es
= 240 days + 17 days We know, 1 min = 60 seconds

Pr
= 257 days So, 652 min = 652 × 60 seconds =

39120 seconds
ity
161
Solution Set
rs
ve
ni

s
es
Pr
ity
7. a. 360 seconds into minutes g. 780 days into months
rs
1 We know, 1 month = 30 days,
We know, 1 second = min
1
ve
60
1 ∴ 1 day = month
So, 360 seconds = 360 ÷
ni = 6 min 30
60 So, 780 days = 780 ÷ 30 months =
U
b. 1020 seconds = 1020 ÷ 60 min = 17 min 26 months
h. 1062 days into months and days
ge
c. 1380 min into hours

1 We know, 1 month = 30 days,
We know, 1 min = hour
id
60 1
∴ 1 day = month
br
So, 1380 min = 1380 ÷ 60 hour = 23 hour 30

am
d. 1753 minutes into hours and minutes So, 1062 days = 1062 ÷ 30
1 0 0 3 5
We know, 1 min = hours
C
60
s 3 0 1 0 6 2
es
0 0 2 9
− 0
Pr
6 0 1 7 5 3
1 0
− 0
− 0
ity
1 7
1 0 6
rs
− 0
− 9 0
ve
1 7 5
1 6 2
ni
− 1 2 0
− 1 5 0
U
5 5 3
1 2
ge
− 5 4 0
Here, Q = 35 and R = 12
id
1 3
Thus, 1062 days = 35 months 12 days
br
Here, Q = 29, R = 13, Q is hour and R is min.

i. 648 months into years
am
So, 1753 minutes = 29 hours 13 min

We know, 1 year = 12 months
e. 288 hours into days
C
So, 648 months = 648 ÷ 12 years = 54 years

s
We know, 1 day = 24 hours,

es
1 j. 869 months into years and months

1 hour = days
Pr
24 So, 869 months = 869 ÷ 12

288 hours = 288 ÷ 24 days = 12 days
ty
0 7 2
f. 876 hours into days and hours
si
1 2 8 6 9
We know, 1 day = 24 hours,
er
1 − 0
1 hour = days
v
24 8 6
ni
0 3 6 − 8 4
U
2 4 8 7 6 2 9
ge
− 0 − 2 4
id
8 7 5
br
− 7 2
Thus, 869 months = 72 years 5 months
am
1 5 6
− 1 4 4
C
1 2
es
Thus, 876 hours = 36 days 12 hours

Pr
ity
162
Solution Set
rs
ve
ni

s
es
Pr
ity
8. 1 hour 15 minutes 9. 2 hours 14 minutes
rs
We know, 1 hour = 3600 seconds and We know, 1 hour = 60 min
ve
1 min = 60 seconds So, 2 hour 14 min = 60 × 2 min + 14 min
So, 1 hour 15 min = 1 × 3600 seconds + 15 ×
ni = 120 min + 14 min
60 seconds
U
= 134 min
= 3600 seconds + 900 Thus, Azhar will take 134 minutes to reach
ge
seconds = 4500 seconds his grandparents.

id
Thus, Rahul spends 4500 seconds to reach 10. 15 min = 15 × 60 seconds (1 min = 60 seconds)
br
the office. = 900 seconds

am
Thus, Fabian spends 900 seconds everyday

in walking.
C
s
My Practice Time 3
es
1. 6. Reaching time = 9:20 a.m., duration = 9 hours

Pr
Hour Min
37 min
ity
Converting reaching into 24-hour clock, we get

5 00 9:20 a.m. = 09:20 hours = 9 hours 20 min
rs
+ 1 30 So, the time her train started = 9 hours 20 min –

ve
9 hours 37 min
6 30
ni
Since, duration is greater than (9 hours 37 min)

U
Thus, time will be 6:30. the reaching time (9 hours 20 min)

ge
2. Hour Min We need to borrow 1 hour from previous day.

So, 9 hours 20 min + 1 hour = 10 hours 20 min
id
2 60
= >10 hours 20 min – 9 hours 37 min
br
3 00
Hour Min
am
− 1 15
9 80
1 45
C
10 20
s
Thus, the time was 1:45.

es
3. Quarter to 2 = 1:45 − 9 37
Pr
Converting the given time into 24-hour clock, 0 43

1:45 = 01:45 hours = 1 hour 45 min Thus, train started at 11:43 p.m. on the
ty
After 2 hours time will be 1:45 + 2:00 = 3:45 previous day.

si
er
4. Half past 5 = 5:30 7. Practicing time on Monday = 1 hour 37 min

v
Converting the given time into 24-hour clock, Practicing time on Tuesday = 1 hour 16 min
ni
we have 5:30 = 05:30 hours or 5 hours 30 min So, total time = 1 hour 37 min + 1 hour 16 min
U
To find time 2 hours before, we need to subtract. = 2 hours 53 min

ge
So, 5 hours 30 min – 2 hours 00 min = 3:30 Thus, Azhar practices for 2 hours 53 mins in all.
Thus, time will be 3:30 8. Time taken by Fabian = 2 hours 26 min
id
5. Starting time = 7:15 a.m. Time taken by Manjit = 2 hours 49 min

br
Duration = 35 min We can see that Manjit has taken more time to
am
Converting the given time into 24-hour clock, we complete the project, i.e.,
2 hours 49 min > 2 hours 26 min
C
get 7:15 a.m. = 07:15 hours or 7 hours 15 min

s
Difference = 2 hours 49 min – 2 hours 26 min =

es
So, time to reach = 7 hours 15 min + 35 min

= 7:50 a.m. 0 hours 23 min
Pr
Thus, manjit has taken 23 minutes more to

complete the task.
ity
163
Solution Set
rs
ve
ni

s
es
Pr
ity
9. Starting time = 9:30 a.m. 10. a. iv
rs
Finishing time = 5:35 p.m. Hour Min
ve
Converting both the time to 24-hour clock time.
ni
So, starting time = 9:30 a.m. = 09:30 hours or 7 15
U
9 hours 30 min − 4 10
Finishing time = 5:35 p.m. = 17:35 hours or
ge
3 05
17 hours 35 min
id
Time duration = Finishing time – Starting time b. School’s ending time = 3:00 p.m.
br
= 17 hours 35 min – 9 hours Duration = 7 hours 30 min

am
30 min Converting school’s time into 24-hour clock

= 8 hours 05 min time = 3:00 p.m. + 12 hours = 15 hours
C
s Difference: 15:00 hours – 7 hours 30 min

Thus, total time duration of the match is 8 hours
es
5 min. = 7 hours 30 min
Pr
Thus, 7:30 a.m. (i)

ity
My Practice Time 4
rs
1. i. From and including: 12 July we, have 8 days till 20 july, rest 6 days will be completed till 26th july
ve
ii. Starting day 24 Feb, there will be 4 days, if we consider feb of 28 days, rest 27 days will be
ni
till 27th march

U
iii. 24 October to 31st October, there are 7 days. 16 days of November, thus, total days = 7 + 16 = 23 days
ge
iv. Count backward from 3 December to 3 November, 3 November to 3 October, 3 October to

3 September, 3 September to 3 August, 3 August to 3 July and 3 July to 3 June
id
These are 6 months back, so, we reached 3 June.

br
v. From 27 may to 31 may, there are 4 days. Rest 2 days of next month, i.e., 21 June
am
Today Days/weeks/months that pass by What will it be?

C
12 July 2 weeks 26 July

es
24 February 31 days 27 March

Pr
24 October 23 days 16 November

3 June 6 months 3 December
ty
si
27 May 25 days 21 June

er
2. Start date of the competition = 13 October 4. Age of Nisha = 15 years

v
ni
Duration = 7 days Her sister is 4 years and 6 months younger to her.

U
So, the date of prize distribution = 19 October Difference of age = 15 years – 4 years 6 months
ge
Thus, prize were distributed on 19th October. = 10 years 6 months

Years Months
id
3. Last day of festival = 13 April

br
Duration = 17 days 14 12
am
13th April to 1st April, we have 13 days. Now 15 00

left 4 days count backward, i.e., 31 March,
− 4 06
C
30 March, 29 march, 28 march

s
10 06
es
Thus, festival started on 28th March.

Pr
Thus, Nisha’s sister is of age 10 years 6 months.

ity
164
Solution Set
rs
ve
ni

s
es
Pr
ity
5. Finish date = 6 February Number of days in October = 26
rs
Duration of classes = 4 weeks = 4 × 7 days So, total number of days = 17 + 31 + 31 +
ve
= 28 days 30 + 26 = 135
We have 6 days from Feb 1 to Feb 6, rest of
ni Thus, after 135 days is Siddhartha’s birthday.
days are 22. We need to count backward from
U
9. Starting time = 19 November
31st January. We reach 10th January.
Duration to complete the sweater = 45 days
ge
Thus, Jatin started classes on 10th January.

Let’s start counting, we have 12 days from 19th
id
6. Starting date = 17 September November to 30th November

br
Finishing date = 4 November Now, remaining days = 45 − 12 = 33

am
Number of days from 17 September to Number of days in the month of December = 31

30 September = 14
C
s Now, two days are left, that will take us to

Number of days in the month of October = 31 2nd January.
es
Number of days given in the month of Thus, Azhar’s mother is supposed to finish
Pr
November = 4 knitting on 2nd Jan.

So, total number of days = 14 + 31 + 4 = 49 days
ity
10. Starting date = 13 April 2015

Thus, Sarita took 49 days to complete the project. Completion date = 29 September 2015
rs
7. Deepak finished holiday trip on 19 June Number of days in the month of April from
ve
Duration of the trip = 27 days 13 = 18

ni
We have 19 days of June. Now left days are Number of days in the month of May = 31
U
27 − 19 = 8 days. We can count backward from Number of days in the month of June = 30
ge
31st day of May to reach 24th May.

Number of days in the month of July = 31
Thus, Deepak started his trip on 23rd May.
id
Number of days in the month of August = 31

br
8. Reena’s birthday = 13 June

Number of days in the month of September till
am
Siddhartha’s birthday = 27 October 29 = 29

Number of days in June = 17 So, total number of days = 18 + 31 + 30 + 31 +
C
Number of days in July = 31 31 + 29 = 170

es
Number of days in August = 31 Thus, the builder took 170 days to complete the
Pr
Number of days in September = 30 construction work.

ty
My Practice Time 5
si
er
1. a. 90°C b. 35°C
To convert Celsius scale temperature into
v

ni
9 9
Fahrenheit, multiply the temperature by Fahrenheit, multiply the temperature by
U
5 5
and then add 32 to it. and then add 32 to it.
ge
So, 90°C = 90 × 1
9
2
+ 32 = 162 + 32 = 194°F 1
35°C = 35 ×
9
2
+ 32 = 63 + 32 = 95°F
id
5 5
br
c. 10°C 2. a. (i)
am
To convert Celsius scale temperature into b. (i)

9 c. (iv)
Fahrenheit, multiply the temperature by
C
5
s
and then add 32 to it.

es
19
2
Pr
10°C = 10 × + 32 = 18 + 32 = 50°F
5
ity
165
Solution Set
rs
ve
ni

s
es
Pr
ity
3. a. 35°C b. 212°F
rs
To convert Celsius scale temperature into To convert Fahrenheit scale temperature into
ve
9 Celsius scale temperature, subtract 32 from
ni 5 the given temperature and then multiply it
and then add 32 to it. 5
U
by .
35°C = 35 × 1 9
2
+ 32 = 63 + 32 = 95°F 9
ge
5 5
212°F = 212 − 32 = 180 × = 20 × 5 = 100°C
b. 400°C 9
id
c. 248°F
br
9 To convert Fahrenheit scale temperature into

am
5 Celsius scale temperature, subtract 32 from

and then add 32 to it. the given temperature and then multiply it
C
19
2 5
400°C = 400 ×
s
+ 32 = (80 × 9) + 32 by .
es
5 9
= 720 + 32 = 752°F 5
248°F = 248 − 32 = 216 × = 24 × 5 = 120°C
Pr
9
c. 80°C
5. Temperature in degree centigrade = 47°C
ity
To convert Celsius scale temperature into To convert Celsius scale temperature into
9
rs
Fahrenheit, multiply the temperature by Fahrenheit, multiply the temperature by

5 9
ve
and then add 32 to it. and then add 32 to it.

5
1 9
2
ni
80°C = 80 ×
5
+ 32 = (16 × 9) + 32
1
47°C = 47 ×
9
2 + 32 = 84.6 + 32 = 116.6° F
U
5
= 144 + 32 = 176°F Thus, temperature in Fahrenheit scale is 116.6° F.
ge
4. a. 158°F 6. Temperature in degree Fahrenheit = 59° F

id
To convert Fahrenheit scale temperature into To convert Fahrenheit scale temperature into
br
Celsius scale temperature, subtract 32 from Celsius scale temperature, subtract 32 from the
the given temperature and then multiply it 5
am
given temperature and then multiply it by .

5 9
by . 5
C
9 59°F = 59 − 32 = 27 × = 15°C
s
5 9
es
158°F = (158 − 32) = 126 × = 70°C

9 Thus, 59° F is equal to 15°C
Pr
HOTS
ty
1. Time taken by Revathi = 1 hr 32 min Now distance to swim = 1500 m, we need to

find time taken by both.
si
Converting this time into min = 1 × 60 + 32 min

er
= 92 min distance 1500

So, time taken by Dheeraj = =
Time taken by Fabian = 95 min
v
speed 2
ni
3300 = 750 seconds

Time taken by Manjit = 3300 sec = min
U
60
= 55 min distance 20
Time taken by Manish = = 1500 ÷
ge
We can see that 55 min is less time than others. speed 13

id
So, Manjit reached there first, i.e., in 3300 sec (b) 13

= 1500 × = 975 sec
br
Distance covered 20
2. Speed of Dheeraj =
am
Time Difference of time = 975 – 750 = 225 seconds

100 = 3.75 min = 3 min 45 seconds
= m/sec = 2 m/sec
C
50 Thus, Manish has taken 3 min 45 seconds more

s
es
Distance 100 than Dheeraj.

Speed of Manish = = m/sec
Time 65
Pr
20
= m/sec
ity
13
166
Solution Set
rs
ve
ni

s
es
Pr
ity
Word Problems
rs
1. Time for leaving Mumbai = 20:30 hours 2. Starting time = 16:00 hours
ve
Duration of travel = 25 hours 40 min
ni Reaching time = 09:30 hours
We need to find time to reach Delhi. For this we First we will count hours of the same, when
U
will break duration time into part (i.e., from journey started, i.e., 16:00 hours to 24:00 hours
ge
25 hours 40 min to 24 hours + 1 hour 40 min) which is total 8 hours.

Starting time of journey (20:30 hours) + 24 hours Train reaches Hyderabad next morning at 09:30
id
= 20:30 hours of next day hours, means train has taken another 9 hours 30
br
Now, we will add the remaining time to min to reach its destination.
am
20:30 of the next day So, we will add

i.e., 20:30 hours + 1 hour 40 min = 22:10 hours 8 hours 00 min + 9 hours 30 min = 17 hours
C
s
Thus, the train will reach Delhi at 22:10 hours 30 min
es
next day. Thus, total time taken by train is 17 hours 30 min.
Pr
3. Total duration of journey including halt = 7 hours 20 min + 20 min + 2 hours 30 min
ity
= 9 hours 70 min
rs
= 9 hours + 60 min + 10 min

ve
= 9 hours + 1 hour + 10 min

ni
= 10 hours 10 min (60 min = 1 hour)

U
Time for leaving Mysore = 11:00 hours = 11 hours 00 min

ge
So, time to reach Mysore = Time for leaving Mysore + total duration of journey
= 11 hours 00 min + 10 hours 10 min
id
= 21 hours 10 min = 21:10 hours

br
Thus, train will reach Mysore at 21:10 hours.

am
4. Number of halts = 10
C
Duration of 5 halts = 5 × 20 min = 100 min

s
es
Duration of another 5 halts = 5 × 40 min = 200 min

Pr
Total duration of halts = 100 min + 200 min = 300 min

= 300 ÷ 60 = 5 hours
ty
Total duration of the journey including halts = 24 hours + 5 hours = 29 hours

si
5. Time for leaving station = 23:10 hours

er
Duration of travel = 26 hours 40 min

v
Duration of delay = 1 hour 20 min

ni
U
Total duration of journey = 26 hours 40 min + 1 hour 20 min

= 27 hours 60 min
ge
= 28 hours
id
To find the time to reach Chennai, we need to add duration.

br
For this, we rewrite 28 hours = 24 hours + 4 hours

am
So, 23:10 hours + 24:00 hours = 23:10 hours next day on 7 November 2014
C
Now add remaining 4 hours, so train will reach at 3:10 hours on 8 November.
s
es
Thus, train reaches at 03:10 hours on 8 November.

Pr
ity
167
Solution Set
rs
ve
ni

s
es
Pr
ity
6. Completion of project = March 2014 Start counting from 25th August. There are
rs
Duration of project = 15 years 7 days till 31st August. Remaining days are 20,
that will lead us to 20th September.
ve
So, starting time of the project = 2014 – 15
ni Thus, the replacement of the track will be
= 1999 completed on 20th September.
U
Thus, project started in March 1999. 8. Duration of manufacturing = 18 days (including
ge
7. Starting date of replacement = 25 August the starting date)

id
Duration of replacement = 27 days Starting date = 6th February

br
To find date of completion, we need to count Completion date = 6 + 17 = 23

am
forward. Thus, manufacturing will be completed

on 23rd February.
C
s
es
Worksheet
Pr
1. a. True b. True c. False d. True

ity
2. a. 4 years 20 days = 365 × 4 days + 20 days b. 100 c. 13:00 hours

rs
= 1460 days + 20 days

ve
= 1480 days
ni
3. a. 4 hr 20 min after 11:45 a.m. b. 9 hr 13 min after 5:40 p.m.

U
Hour Min Converting the given time into 24-hour

ge
clock, we have
5:40 p.m. = 17:40 hours or 17 hours 40 min
id
11 45
br
+ 4 20 Adding the given time,

am
15 65 17 hours 40 min + 9 hours 13 min

= 26 hours 53 min
C
15 hours 65 min = 15 hours + 1 hour + 5 min

s
Rewriting, 26 hours 53 min

es
= 16 hours 5 min = 4:05 p.m.

= 24 hours + 2 hours 53 min
Pr
= 02:53 min next day = 2:53 a.m.

ty
c. 2 hours 30 min after 11:55 p.m. d. 6 hr 1 min after 1:29 p.m.

si
Converting the given time into 24-hour Converting the given time into 24-hour clock
er
clock, we have 1:29 p.m. = 13:29 hours

v
11:55 p.m. = 23:55 hours or 23 hours 55 min

ni
Adding the given time, we have

Adding the given hours,
U
13 hours 29 min + 6 hours 1 min

23 hours 55 min + 2 hours 30 min = 19 hours 30 min
ge
= 25 hours 85 min Converting 19 hours 30 min into 12-hour

id
clock, we have
= 25 hours + 60 min + 25 min
br
19 hours 30 min = 7:30 p.m.

= 26 hours 25 min
am
= 24 hours 2 hours 25 min

C
= 00 hours 2 hours 25 min

es
= 2:25 a.m.
Pr
ity
168
Solution Set
rs
ve
ni

s
es
Pr
ity
4. a. 14:25 hours = 14 hours 25 min c. 1108 minutes
rs
Converting the given time to 12-hour clock, To convert the given min into hour and min
ve
we have we need to divide by 60 min
14 hours 25 min – 12 hours 00 min = 2:25 p.m.
ni So, 1108 ÷ 60 = 18 hours 28 min
b. 17:49 hours
U
0 0 1 8
Converting the given time to 12-hour clock,
ge
6 0 1 1 0 8
we have
− 0
id
17 hours 49 min – 12 hours 00 min = 5:49 p.m.

1 1
br
c. 23:18 hours
− 0
am

we have 1 1 0
C
23:18 hours or 23 hours 18 min = 23 hours − 6 0

s
es
18 min – 12 hours 00 min = 11:18 p.m. 5 0 8
d. 20:16 hours
Pr
− 4 8 0
2 8
ity
we have
20:16 hours = 20 hours 16 min − 12 hours d. 999 minutes
rs
00 min = 8:16 p.m.

ve
To convert the given min into hour and min

5. a. 185 min we need to divide by 60 min, we have
ni
To convert the given min into hour and min 999 min ÷ 60 = 16 hours 39 min
U
we need to divide by 60 min

0 1 6
ge
So, 185 ÷ 60 = 3 hours 5 minutes

6 0 9 9 9
id
0 0 3
− 0
br
6 0 1 8 5
9 9
am
− 0
− 6 0
1 8
C
3 9 9
s
− 0
es
− 3 6 0
1 8 5
3 9
Pr
− 1 8 0
6. a. 413 seconds
ty
5
To convert the given seconds into min and
si
b. 543 min seconds divide by 60 seconds.

er
To convert the given min into hour and min i.e., 413 ÷ 60 = 6 minutes 53 seconds
v
we need to divide by 60 min

ni
0 0 6
So, 543 ÷ 60 = 9 hours 3 min
U
6 0 4 1 3
0 0 9
ge
− 0
6 0 5 4 3
id
4 1
− 0
br
− 0
5 4
am
4 1 3
− 0
− 3 6 0
C
5 4 3
s
5 3
es
− 5 4 0
Pr
3
ity
169
Solution Set
rs
ve
ni

s
es
Pr
ity
b. 118 seconds 7. a. 420°C
rs
To convert the given seconds into min and Multiply given temperature by 9 and divide
ve
seconds divide by 60 seconds. by 5. Add 32 to the result.
nii.e., 118 ÷ 60 = 1 min 58 seconds 9
420°C = 420 × = 756 + 32 = 788°F
5
U
0 0 1
b. 78°C
ge
6 0 1 1 8
Multiply given temperature by 9 and divide
− 0 by 5. Add 32 to the result.
id
1 1 9
br
78°C = 78 × = 140.4 + 32 = 172.4°F

− 0 5
am
c. 910°C
1 1 8
Multiply given temperature by 9 and divide
C
− 6 0
s
by 5. Add 32 to the result.
es
5 8 9
910°C = 910 × = 1638 + 32 = 1670°F
Pr
c. 262 seconds 5
d. 37° C
ity
To convert the given seconds into min and

seconds divide by 60 seconds. Multiply given temperature by 9 and divide
rs
262 ÷ 60 = 4 min 22 seconds by 5. Add 32 to the result.

ve
9
0 0 4 37°C = 37 × + 32 = 66.6 + 32 = 98.6°F
ni
5
6 0 2 6 2
U
8. a. 113°F
− 0
ge
To convert temperature in Fahrenheit scale

2 6 to degree Celsius, subtract 32 and multiply
id
− 0 5
by .
br
2 6 2 9
5
am
− 2 4 0 113°F = 113 − 32 = 81 × = 9 × 5 = 45°C

9
b. 117°F
C
2 2
s
To convert temperature in Fahrenheit scale

es
d. 1400 seconds to degree Celsius, subtract 32 and multiply

Pr
To convert the given seconds into min and 5

by .
seconds divide by 60 seconds. 9
ty
5
1400 ÷ 60 = 23 min 20 seconds 117°F = 117 − 32 = 85 × = 47.22°C
si
9
0 0 2 3 c. 104°F
er
6 0 1 4 0 0 To convert temperature in Fahrenheit scale

v
ni
to degree Celsius, subtract 32 and multiply

− 0
U
5
1 4 by .
9
ge
− 0 5
104°F = 104 − 32 = 72 × = 8 × 5 = 40°C
9
id
1 4 0 d. 193°F
br
− 1 2 0 To convert temperature in Fahrenheit scale

am
2 0 0 to degree Celsius, subtract 32 and multiply

− 1 8 0 5
C
by .
s
2 0 9
es
5
193°F = 193 − 32 = 161 × = 89.4°C
9
Pr
ity
170
Solution Set
rs
ve
ni

s
es
Pr
ity
9. Starting time = 6:30 p.m.
rs
Converting starting time into 24-hour clock, we have
ve
6:30 p.m. = 6:30 + 12 hours = 18:30 hours = 18 hours 30 min
ni
Duration = 2 hours 47 min
U
Adding duration to the given time
ge
18 hours 30 min + 2 hours 47 min = 20 hours 77 min

= 20 hours + 1 hour + 17 min (60 min = 1 hour)
id
br
= 21 hour 17 min
am
Converting 21 hour 17 min into 12-hour clock, we have 9:17 p.m.

Thus, Azhar completed his drawing at 9:17 p.m.
C
s
10. Duration of the classes = 3 weeks
es
Converting weeks into days = 3 × 7 = 21 days
Pr
Finishing date = 16 June

So, we have 16 days of June. remaining days = 21−16 = 5 days
ity
We start counting backward from 31st May, we get 5th day on 27th May.
rs
Thus, we can say Manoj joined swimming classes on 27th May.

ve
ni
U
Computational Club 3
ge
id
Question Zone
br
9 9
1. (°C × ) + 32 = °F or (°F – 32 ) × = °C
am
5 5
2. Difference in high and low temperature in Amritsar = 30°C = 15°C = 15°C
C
Difference in high and low temperature in Srinagar = 20°C – 7°C = 13°C

s
es
3. Data table to depict the high and low temperature for the month of May for the given states in degree
Celsius.
Pr
Place State High (°C) Low (°C)

ty
Agra Uttar Pradesh 37 23

si
Allahabad Uttar Pradesh 36 23

er
Amritsar Punjab 34 19
v
Bhopal Madhya Pradesh 36 23

ni
Chandigarh Madhya Pradesh 34 21

U
Dehradun Uttarakhand 32 19
ge
Indore Madhya Pradesh 36 22

Lucknow Uttar Pradesh 36 22
id
Ludhiana Punjab 34 21
br
Mukteshwar Uttarakhand 23 12
am
New Delhi Delhi 35 23

Patna Bihar 35 24
C
Shimla Himachal Pradesh 21 14

es
Srinagar Jammu and Kashmir 24 11

Pr
Varanasi Uttar Pradesh 36 23

ity
171
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 10 – Mathematics in Daily Life
rs
Try These!
ve
ni
U
a. CP = ` 855, SP = ` 955 e. CP = ` 9,850; SP = ` 6,745
There is a profit because SP > CP CP > SP so it’s a loss.
ge
Thus, profit = SP – CP Loss = CP – SP = ` 9,850 – ` 6,745

id
= ` 955 – ` 855 = ` 100 = ` 3,105

br
b. CP = ` 95,000; SP = ` 1,20,000 f. CP = ` 1,24,500, SP = ` 1,49,320

am
There is a profit because SP > CP SP > CP, it’s a profit.

So, Profit = SP – CP = ` 1,20,000 – ` 95,000 Profit = ` 1,49,320 – ` 1,24,500
C
= ` 25,000 = ` 24,820
s
es
c. CP = ` 3,450; SP = ` 2,250 g. CP = ` 455, SP = ` 300
CP > SP, there is a loss. CP > SP, so it’s a loss.
Pr
Loss = CP – SP = ` 3,450 – ` 2,250 = ` 1,200 Loss = CP – SP = ` 455 – ` 300 = ` 155

ity
d. CP = ` 17,850; SP = ` 25,105 h. CP = ` 588, SP = ` 410

SP > CP, there is a Profit. CP > SP, so it’s a loss.
rs
Profit = SP – CP Loss = CP – SP
ve
= ` 25,105 – ` 17,850 = ` 588 – ` 410

ni
= ` 7,255 = ` 178
U
My Practice Time 1
ge
1.
Cost price Selling price Profit
id
a. ` 659.00 ` 734.50 ` 75.50

br
b. ` 325.50 ` 567.50 ` 242

am
c. ` 412.25 ` 552.50 ` 140.25

C
d. ` 123.50 ` 432.50 ` 309

s
e. ` 45.50 ` 56.50 ` 11
es
f. ` 1134.00 ` 1314.75 ` 180.75

Pr
g. ` 2654.00 ` 2673.50 ` 19.5

ty
2. Cost price Selling price Loss

si
a. ` 56.50 ` 45.50 ` 11
er
b. ` 342.50 ` 234.50 ` 108

v
ni
c. ` 432.00 ` 420.50 ` 11.50

U
d. ` 1200.00 ` 1050.50 ` 149.50

e. ` 3500.00 ` 2850.00 ` 650
ge
f. ` 1350.50 ` 1289.00 ` 61.50

id
g. ` 2450.75 ` 2319.25 ` 131.50

br
3.
am
Items Cost Price (CP) Selling Price (SP) Profit/Loss Amount of Profit and Loss
Mixer grinder ` 5,000 ` 6,000 Profit ` 1,000
C
Oven ` 7,500 ` 5,200 Loss ` 2,300

s
es
Music system ` 3,000 ` 2,550 Loss ` 450

Television ` 12,000 ` 15,000 Profit ` 3,000
Pr
Electric heater ` 6,150 ` 7,820 Profit ` 1,670

ity
172
Solution Set
rs
ve
ni

s
es
Pr
ity
4. Cost of a dozen pens (CP) = ` 130 6. CP of a computer = ` 25,725
rs
SP of a pen = ` 20 SP of computer = ` 21,570
ve
SP of a dozen pens at the rate of ` 20 per pen = Since CP > SP, so it’s a loss.
` 20 × 12 = ` 240
ni Loss = CP – SP = ` 25,725 – ` 21,570
SP > CP, so its a profit. = ` 4,155
U
Profit = ` 240 – ` 130 = ` 110 Thus, the loss is ` 4155.
ge
Thus, the profit was ` 110. 7. CP of TV = ` 22,780

5. Cost profit (CP) = ` 67,500 SP of TV = ` 21,954
id
Selling price (SP) = ` 40,000 Since CP > SP, so its a loss.

br
CP > SP, so it’s a loss. Loss = CP – SP

am
Loss = ` 67,500 − ` 40,000 = ` 27,500 = ` 22,780 – ` 21,954

Thus, the loss incurred by James is ` 27,500.
C
s = ` 826
Thus, the loss is ` 826.
es
My Practice Time 2
Pr
1. a. 4. Selling price = ` 1,51,685

Selling price Profit Cost price
ity
Loss = ` 66,184
i. ` 762.50 ` 80.75 ` 681.75
So, cost price(CP) = Selling price (SP) + Loss
rs
ii. ` 679.25 ` 69.50 ` 609.75

= ` 1,51,685 + ` 66,184
ve
b. = ` 2,17,869
ni
Selling price Loss Cost price

Thus, the cost price of the car is ` 2,17,869.
U
i. ` 489.75 ` 78.50 ` 568.25

5. Selling price = ` 1,80,000
ge
ii. ` 365.50 ` 29.25 ` 394.75 Loss = ` 1800

id
2. a. ` 508 c. ` 57,335 So, cost price = SP + Loss

br
= ` 1,80,000 + ` 1800
b. ` 2,747 d. ` 30,393
am
= ` 1,81,800
3. Selling price of the camera = ` 6,870
Thus, the cost price of the truck = ` 1,81,800
Loss = ` 590
C
6. Selling price (SP) = ` 88

So, cost price of the camera = ` 6,870 + ` 590
es
Profit (gain) = ` 25.75

= ` 7,460
Pr
Cost price = Selling price (SP) – Gain

= ` 88 – ` 25.75 = ` 62.25
ty
My Practice Time 3
si
1. a. CP = ` 1236; P = ` 440 d. CP = ` 77,534; P = ` 8,000; SP = ?

er
SP = CP + P = ` 1236 + ` 440 SP = CP + P
v
∴SP = ` 1,676 = ` 77,534 + ` 8,000

ni
b. CP = ` 16,440; L = ` 1,890; SP = ? = ` 85,534

U
SP = CP – Loss e. CP = ` 1230; P = ` 895; SP = ?

ge
= ` 16440 – ` 1,890 SP = CP + P = ` 1230 + ` 895

id
∴SP = ` 14,550 = ` 2125

br
c. CP = ` 55,630; L = ` 13,000; SP = ? 2. a. SP = CP + P = ` 1145 + ` 250 = ` 1395 (i)

am
SP = CP – L b. CP of 15 pens = ` 270; Loss = ` 22,

= ` 55,630 – ` 13,000 SP = CP – Loss = ` 270 – ` 22 = ` 248 (iv)
C
c. CP = ` 690; Profit = ` 66
s
= ` 42,630
es
∴SP = ` 42,630 SP = CP + P = ` 690 + ` 66 = ` 756 (ii)

Pr
d. CP = ` 1640; Loss = ` 199,

SP = CP – Loss = ` 1640 – ` 199 = ` 1441 (iii)
ity
173
Solution Set
rs
ve
ni

s
es
Pr
ity
3. CP of the guitar = ` 2,980 5. CP of television set = ` 15,796
rs
Profit = ` 1,300 Loss = ` 2,250
ve
Selling price = CP + Profit Therefore, Selling price = CP – Loss
ni = ` 2,980 + ` 1,300 = ` 15,796 – ` 2,250
U
= ` 4,280 = ` 13,546
ge
Thus, the selling price of the guitar is ` 4,280. Thus, Raman sold the television set for ` 13,546.
4. CP of microwave = ` 6,999 6. CP of television = ` 18,850
id
Loss = ` 1,250 Loss = ` 5,780

br
Therefore, Selling price = CP – Loss Therefore, Selling price = CP – Loss =

am
= ` 6,999 – ` 1,250 ` 18,850 – ` 5,780 = ` 13,070

C
= ` 5,749
s Thus, the selling price of television is ` 13,070.
es
Thus, the selling price of the oven if ` 5,749.
Pr
7. Items Cost price (CP) Selling price (SP) Profit/Loss Amount of profit and loss
ity
Water bottle ` 85 ` 100 Profit ` 15

rs
School bag ` 350 ` 500 Profit ` 150

ve
Tiffin carrier ` 285 ` 225 Loss ` 60

ni
Air conditioner ` 32,000 ` 42,000 Profit ` 10,000

U
Stroller bag ` 3,200 ` 4,200 Profit ` 1,000

ge
My Practice Time 4
id
1. The cost of 6 mugs = ` 90 6. Earning of 17 days = ` 3,060

br
∴ Cost of 1 mug = ` 90 ÷ 6 = ` 15 Earning of one day = ` 3,060 ÷ 17 = ` 180

am
So, cost of 11 such mugs = ` 15 × 11 = ` 165 So, earning in 29 days = ` 180 × 29 = ` 5,220
Thus, the cost of 11 such mugs is ` 165. Thus, man’s earning in 29 days is ` 5,220.
C
2. Capacity of 5 buckets = 145 litres 7. Cost of 36 eggs = ` 216

es
Capacity of one bucket = 145 ÷ 5 = 29 litres Cost of an egg = ` 216 ÷ 36 = ` 6

Pr
Capacity of 18 such buckets = 29 litres × 18 So, cost of 14 such eggs = ` 6 × 14 = ` 84

= 522 litres
ty
Thus, the cost of 14 eggs is ` 84.

Thus, 18 buckets can hold 522 litres of water.
si
8. Earning of 5 days = ` 1,245

er
3. Cost of 12 litres of milk = ` 420 Earning of a day = ` 1,245 ÷ 5 = ` 249

Cost of one litre of milk = ` 420 ÷ 12 = ` 35
v
So, earning of 11 days = ` 249 × 11 = ` 2,739

ni
Cost of 15 litres of milk = ` 35 × 15 = ` 525

Thus, earning of 11 days is ` 2,739.
U
Thus, the cost of 15 litres of milk is ` 525.

9. The cost of a dozen brown eggs = ` 96
ge
4. Quantity of milk in 13 days = 143 litres

So, cost of a brown egg = ` 96 ÷ 12 = ` 8
Quantity of milk in one day = 143 litres ÷ 13
id
= 11 litres Cost 19 brown eggs = ` 8 × 19 = ` 152

br
Quantity of milk in 5 days = 11 litres × 5 Thus, the cost of 19 brown eggs is ` 152.
am
= 55 litres 10. Cost of 13 kg of rice = ` 292.50

Thus, cow gives 55 litres of milk in 5 days. Cost of 1 kg of rice = ` 292.50 ÷ 13 = ` 22.5
C
5. Cost of 4 baskets = ` 2,484 So, quantity of rice can be bought for

es
Cost of one basket = ` 2,484 ÷ 4 = ` 621 ` 382.50 is ` 382.5 ÷ 22.5 = 17 kg

Pr
So, cost of 7 such baskets = ` 621 × 7 = ` 4,347 Thus, 17 kg rice can be bought for ` 382.50.
Thus, the cost of 7 such baskets is ` 4,347.
ity
174
Solution Set
rs
ve
ni

s
es
Pr
ity
11. Number of pages read in 4 hours = 240 12. Savings in 2 months = ` 540
rs
Number of pages read in 1 hour = 240 ÷ 4 = 60 Savings in one month = ` 540 ÷ 2 = ` 270
ve
So, number of hours to read 540 such pages So, savings in 5 months = ` 270 × 5 = ` 1350
ni Total number of pages Thus, David will save ` 1350 in 5 months.
=
U
Number of pages read in an hour
540
ge
= = 9 hours
60
id
Thus, 540 such pages can be read in 9 hours.

br
Pages 191–192 2. ESI hospital

am
3. Fortune Pandiyan, Heritage Madurai, Star

1. Fatima College
Residency
C
Jayland
s
4. Christian Mission Hospital, Balarengapuram
es
Govt. Hospital
Pr
5. Fenner India Limited

6. Thanga Regal Theatre
ity
rs
RTO Office
ve
Manjit’s School (Page 194)

ni
1. West 2. North 3. East 4. South

U
My Practice Time 5
ge
1. a. right; left b. Gandhi; right; left; Gokul

id
2. a. Road 5 b. 2 and 4 c. South d. West e. Left f. 4 km

br
HOTS
am
1. Cost of 40 kg sugar = ` 1,720

C
Cost of 1 kg sugar = ` 1,720 ÷ 40 = ` 43

es
So CP of 1 kg sugar = ` 43
SP of 1 kg sugar = ` 40
Pr
CP > SP, so, it’s a loss

ty
Selling price of 40 kg sugar at the rate ` 40 per kg = ` 40 × 40 = ` 1,600

si
Loss = CP – SP = ` 1,720 – ` 1,600 = ` 120

er
In second case when he sold the sugar for ` 430 for 10 kg.
v
i.e., cost of 10 kg sugar = ` 430

ni
Cost of 1 kg sugar = ` 430 ÷ 10 = ` 43

U
So, cost of 40 kg sugar = ` 43 × 40 = ` 1,720

ge
Since, CP of 40 kg sugar = SP of 40 kg sugar, so there is no loss or profit.

2. In Azhar’s case
id
Cost of 2 dozen bananas = ` 56

br
Cost of a banana = ` 56 ÷ 24 = ` 2.33

am
Cost of 42 such bananas = ` 2.33 × 42 = ` 97.86

In Fabian’s case
C
Cost of 13 bananas = ` 39
es
Cost of a banana = ` 39 ÷ 13 = ` 3
Pr
CP of a banana bought by Fabian > CP of a banana bought by Azhar

Thus, Azhar got a better deal.
ity
175
Solution Set
rs
ve
ni

s
es
Pr
ity
Worksheet
rs
1.
ve
Object CP SP Profit Loss
Notebook
ni ` 40 ` 42 `2 -
Lunch box ` 260 ` 240 - ` 20
U
Bat ` 450 ` 510 ` 60 -
ge
Sunglasses ` 850 ` 660 - ` 190

id
2. a. (iv) b. (iii) c. (i) d. (ii)

br
3. a. Profit = SP – CP = ` 45 – ` 40 = ` 5
am
b. Cost of 16 apples = ` 320

C
Cost of an apple = ` 320 ÷ 16 = ` 20

s
es
So, cost of 4 apples = ` 20 × 4 = ` 80
Pr
4. Loss = ` 200
CP = ` 2,650
ity
So, SP = CP – Loss = ` 2,650 – ` 200 = ` 2,450

rs
Thus, the selling price of Kelan’s watch is ` 2,450.

ve
5. CP of the car = ` 2,40,000

ni
Profit = ` 22,000
U
So, SP = CP + P = ` 2,40,000 + ` 22,000 = ` 2,62,000

ge
Thus, Abhishek should sell his car for ` 2,62,000.

6. Cost of 120 oranges = ` 480
id
br
Cost of an orange = ` 480 ÷ 120 = ` 4

am
Cost of one dozen orange = ` 4 × 12 = ` 48

Thus, the cost of one dozen oranges is ` 48.
C
7. CP of a van = ` 3,24,910
es
SP of a van = ` 2,92,419
Pr
CP > SP so it’s a loss.

Loss = CP – SP = ` 3,24,910 – ` 2,92,419 = ` 32,491
ty
si
Thus, the loss of the van owner = ` 32,491

er
8. CP of the house = ` 10,00,000

v
Money spent on woodwork and decoration = ` 2,00,000

ni
So, total CP of the house = ` 10,00,000 + ` 2,00,000 = ` 12,00,000

U
SP of the house ` 18,00,000

ge
So, the profit = SP – CP = ` 18,00,000 – ` 12,00,000 = ` 6,00,000

id
Thus, the profit of Raju is ` 6,00,000.

br
9. CP of the camera = ` 85,500

am
Gain = ` 5,000
So, selling price (SP) = CP + G = ` 85,500 + ` 5,000 = ` 90,500
C
Thus, the selling price of the camera is ` 90,500.

es
Pr
ity
176
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 11 – Perimeter, Area and Volume
rs
ve
ni
I Look Back
U
1. 16 cm, 8 cm, 12 cm
ge
2. 2 sq. cm
id
br
4 sq. cm
am
C
8 sq. cm s
es
10 sq. cm 6 sq. cm
Pr
My Practice Time 1
ity
1. a. l = 6 cm, b = 2 cm
rs
Perimeter of a rectangle = 2(l + b)

ve
= 2 × (6 + 2) cm = 2 × 8 cm = 16 cm
ni
b. l = 4 cm, b = 3 cm
U
Perimeter of a rectangle = 2(l + b) = 2(4 + 3) cm = 2 × 7 cm = 14 cm

ge
c. l = 7 cm, b = 3 cm
id

br
d. l = 9 cm, b = 4 cm
am

e. Side = 2 cm
C
Perimeter of a square = 4 × side = 4 × 2 cm = 8 cm

es
f. Side = 3 cm
Pr

ty
2. a. Side = 3 cm
si

er
b. Side = 5 cm
v

ni
c. Side = 4.5 cm
U
Perimeter of a square = 4 × side = 4 × 4.5 cm = 18 cm

ge
d. Side = 6.3 cm
id
Perimeter of a square = 4 × side = 4 × 6.3 cm = 25.2 cm

br
e. Side = 7.9 cm
am
Perimeter of a square = 4 × side = 4× 7.9 cm = 31.6 cm

C
f. Side = 11.5 cm
s
es
Perimeter of a square = 4 × side = 4 × 11.5 cm = 46 cm

Pr
ity
177
Solution Set
rs
ve
ni

s
es
Pr
ity
g. Side = 14 cm
rs
ve
h. Side = 8.8 cm
ni
Perimeter of a square = 4 × side = 4 × 8.8 cm = 35.2 cm
U
3. a. l = 24 cm, b = 12 cm
ge
Perimeter of a rectangle = 2 × (l + b) = 2 × (24 + 12) cm = 2 × 36 cm = 72 cm

b. l = 30 cm, b = 15 cm
id
br
Perimeter of a rectangle = 2 × (l + b) = 2 × (30 +15) cm = 2 × 45 cm = 90 cm

am
c. l = 15 cm, b = 12 cm
Perimeter of a rectangle = 2 × (l + b) = 2 × (15 +12) cm = 2 × 27 cm = 54 cm
C
d. l = 40 cm, b = 25 cm
s
es
Pr
e. l = 35 cm, b = 24 cm
ity
f. l = 60 cm, b = 43 cm
rs

ve
4. a. Perimeter = 64 cm
ni
Perimeter of square = 4 × side

U
perimeter of square 64
Thus, side = = = 16 cm
ge
4 4
id
b. Perimeter = 120 cm
br
perimeter of square 120

Thus, side = = = 30 cm
am
4 4
c. Perimeter = 88.8 cm
C
perimeter of square 88.8

s
Thus, side = = cm = 22.2 cm

es
4 4
d. Perimeter = 29.2 cm
Pr
perimeter of square 29.2

Thus, side = = cm = 7.3 cm
ty
4 4
si
My Practice Time 2
v er
1. a. l = 7 cm, b = 3 cm
ni
Area of a rectangle = l × b = 7 cm × 3 cm = 21 sq. cm

U
b. Side of the square = 3 cm

ge
Area of the square = side × side = 3 cm × 3 cm = 9 sq. cm

id
c. l = 5 cm, b = 2 cm
br

am
d. Side of the square = 2 cm

C
Area of a square = side × side = 2 cm × 2 cm = 4 sq. cm

s
es
Pr
ity
178
Solution Set
rs
ve
ni

s
es
Pr
ity
e. l = 7 cm, b = 1 cm
rs
ve
f. Side = 1.5 cm
ni
Area of a square = side × side = 1.5 cm × 1.5 cm = 2.25 sq. cm
U
g. l = 8 cm, b = 5 cm
ge

h. l = 3.5 cm, b = 2.4 cm
id
br
Area of a rectangle = l × b = 3.5 cm × 2.4 cm = 8.4 sq. cm

am
2. a. l = 12 cm, b = 5 cm
C
b. l = 18 cm, b = 13 cm
s
es
Area of rectangle = l × b = 18 cm × 13 cm = 234 sq. cm
Pr
c. l = 16 cm, b = 2.5 cm
Area of rectangle = l × b = 16 cm × 2.5 cm = 40.0 sq. cm
ity
d. l = 24 cm, b = 11 cm
rs
Area of rectangle = l × b = 24 × 11 sq. cm = 264 sq. cm

ve
e. l = 17.5 cm, b = 12.5 cm

ni
Area of rectangle = l × b = 17.5 cm × 12.5 cm = 218.75 sq. cm

U
f. l = 16 cm, b = 4 cm
ge
Area of rectangle = l × b = 16 cm × 4 cm = 64 sq. cm

id
3. a. Side = 4.5 cm
br

am
b. Side = 6.7 cm
Area of a square = side × side = 6.7 × 6.7 sq. cm = 44.89 sq. cm
C
c. Side = 7.9 cm
es

Pr
d. Side = 8 cm
ty

si
e. Side = 12 cm
er
Area of a square = side × side = 12 × 12 sq. cm = 144 sq. cm

v
ni
f. Side = 23 cm
U

g. Side = 22.5 cm
ge

id
h. Side = 32 cm
br

am
i. Side = 5 cm
C

s
es
Pr
ity
179
Solution Set
rs
ve
ni

s
es
Pr
ity
j. Side = 20 km
rs
Area of a square = side × side = 20 km × 20 km = 400 sq. km
ve
k. Side = 15.5 cm
niArea of a square = side × side = 15.5 cm × 15.5 cm = 240.25 sq. cm
l. Side 10 m
U
Area of a square = side × side = 10 m × 10 m = 100 sq. m
ge
Word Problems (Page 207)

id
1. Length of wall = 15 m
br
Breadth of wall = 13 m
am
Area of the wall = 15 m × 13 m = 195 sq. m

Cost of paper = ` 105 per square meter
C
s
So, cost to paper the wall = area of wall × cost of paper per sq. m
es
= 195 × 105 = ` 20,475
Pr
Thus, the cost of paper to cover the wall is ` 20,475.

2. Length of the painting = 1.25 m
ity
Cost of the mesh = ` 25 per sq. m

Breadth of painting = 0.25 m Charges of carpenter = ` 5 per sq. m
rs
Perimeter of painting = 2 × (1.25 + 0.25) Total charges = ` 25 + ` 5 = ` 30 per sq. m

ve
= 2 × 1.5 = 3.0 m Total cost to fix mesh in all four windows

ni
So, 3 m ribbon is required to paste on its edges. = 16 × 30 = ` 480

U
Cost of ribbon = 3 × ` 25 = ` 75 Thus, ` 480 will be the cost of fixing mesh.

Thus, ` 75 is the cost of 3 m ribbon.
ge
5. Length of the room = 6 m

3. Length of the table = 1.5 m Breadth of the room = 5 m
id
Breadth of the table = 1.1 m Area of room = 6 × 5 sq. m = 30 sq. m

br
Area of the table = 1.5 × 1.1 sq. m = 1.65 sq. m Side of square tile = 50 cm = 0.50 m
am
Cost of painting = 1.65 × ` 500 = ` 825 Area of square tile = 0.5 × 0.5 = 0.25 sq. m
Thus, ` 825 should be paid to get the table
area of room 30
C
painted. Number of tiles = = = 120

area of tile 0.25
es
4. Side of the square window = 2 m

Cost of a tile = ` 75
Pr
Area of a window = 2 × 2 sq. m = 4 sq. m

Cost of 120 tiles = 120 × ` 75 = ` 9000
Area of 4 square windows = 4 × 4 sq. m
Thus, ` 9000 will be spent in buying them for
ty
= 16 sq. m
the rooms.
si
So, 16 sq. m mesh is required to cover 4 square

er
windows.
v
ni
HOTS (Page 208)

U
a. Area of the field = 9 sq. m, Perimeter = 12 m c. Perimeter = 14 m, Area = 10 sq. m

ge
Side of the field = 3 m The sides can be 5 m and 2 m

id
Scale, 1 m = 1 cm d. Area of Square = Perimeter of square is only

br
b. Perimeter = 20 m possible when side is 4 units.

am
Area = 25 sq. m e. With Area = 24 sq. m , different

Area = side × side = 5 × 5 combinations are possible namely sides
C
∴ side = 5 m 1 m × 24 m; 2 m × 12 m; 3 m × 8 m;
s
es
We will add 3 m to each side of the square 4 m × 6 m; 6 m × 4 m; 8 m × 3 m;

in order to make the field bigger. 12 m × 2 m; 24 m × 1 m
Pr
ity
180
Solution Set
rs
ve
ni

s
es
Pr
ity
My Learning Beyond (Page 208-209)
rs
a. 5 cm
ve
ni
II 2 cm
U
ge
5 cm I
3 cm
id
br
3 cm
am
C
2 cm
s
es
Area of Rectangle I = 5 cm × 2 cm = 10 sq. cm
Pr
Area of Rectangle II = 2 cm × 3 cm = 6 sq.cm

Area of the figure = 10 + 6 = 16 sq.cm.
ity
b. 5 cm
rs
ve
I 2 cm
ni
2 cm
U
II 1 cm
ge
id
3 cm
2 cm
br
III
am
Area of Rectangle I = 5 cm × 2 cm = 10 sq. cm

C
Area of Rectangle II = 2 cm × 1 cm = 2 sq. cm

es
Area of Rectangle III = 5 cm × 2 cm = 10 sq. cm

Pr
Area of the figure = 10 + 2 + 10 = 22 sq. cm

c.
ty
1 cm
si
1 cm
v er
2 cm
ni
U
ge
6 cm 5 cm
id
br
3 cm
am
Area of Square = 1 cm × 1 cm = 1 sq. cm

C
Area of Rectangle = 5 cm × 3 cm = 15 sq. cm

es
Area of the figure = 1 + 15 = 16 sq. cm

Pr
ity
181
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 3
rs
1. a. Number of full squares = 9 c. Number of full squares = 19
ve
Number of half squares = 2, two half squares Number of half squares = 4, which will be
will be counted as one full square.
ni counted as 2 full squares
Total number of squares = 9 + 1
U
So, total number of squares = 19 + 2 = 21
So, area = 10 sq. units
ge
Thus, area = 21 sq. units or 22 sq. units

b. Number of squares = 12 (approx.)
id
so, area = 12 sq. units

br

am
We can find the volume for b, f, h, j & l.

C
s
Volume of a Cuboid (Page 212)
es
b. i. 2 ii. 6 iii. 3 iv. 36 cubic units

Pr
c. i. 2 ii. 3 iii. 4 iv. 24 cubic units

ity
My Practice Time 4
rs
1. Find the volume d. Side = 10 cm

ve
a. Number of rows = 3 Volume of the cube = side × side × side

ni
Number of cubes in each row = 3 = 10 × 10 × 10 cu. cm

U
Number of layers = 3 = 1000 cu. cm

ge
So, volume = 27 cubic units e. Side = 11.4 cm

id
b. Number of rows = 2 Volume of the cube = side × side × side

br
= 11.4 × 11.4 × 11.4 cu. cm

Number of cubes in each row = 2
am
= 1481.544 cu. cm
Number of layers = 2
3. a. l = 15 cm, b = 11 cm, h = 52 cm
So, volume = 8 cubic units
C
Volume of cuboid = l × b × h
c. Number of rows = 5
es
= 15 × 11 × 52
Number of cubes in each row = 5
Pr
= 8580 cu. cm
b. l = 7 cm, b = 12 cm, h = 24 cm
ty
So, volume = 125 cubic units Volume of cuboid = 7 × 12 × 24 cu. cm

si
2. a. Volume of cube = a × a × a = 2016 cu. cm

er
Here, side = 23 cm 4.
v
Volume of Length Breadth Height

ni
So, Volume = 23 × 23 × 23 cu. cm

Cuboid
U
= 12167 cu. cm
31500 cu. cm 45 cm 2 cm 350 cm
ge
b. Side 12 cm
7360 cu. cm 11.5 cm 10 m 64 m
Volume of cube = side × side × side
id
6360 cu. cm 53 cm 12 cm 10 cm
= 12 × 12 × 12 cu. cm
br
14300 cu. mm 10 mm 26 mm 55 mm
= 1728 cu. cm
am
5. a. l = 8 cm, b = 3 cm, h = 4 cm
c. Side = 8.5 cm
Volume of cuboid = l × b × h = 8 × 3 × 4 cu. cm
C
Volume of the cube = side × side × side

s
= 96 cu. cm
es
= 8.5 × 8.5 × 8.5 cu. cm b. Side of the cube = 7 cm

Pr
= 614.125 cu. cm Volume of cube = side × side × side

= 7 × 7 × 7 = 343 cu. cm
ity
182
Solution Set
rs
ve
ni

s
es
Pr
ity
c. l = 8 cm, b = 2 cm, h = 5 cm For carton, length = 50 cm, breadth = 30 cm,
rs
Volume of cuboid = l × b × h height = 20 cm
ve
= 8 × 2 × 5 cu. cm = 80 cu. cm Volume of the carton = 50 × 30 × 20 cu. cm =
6. l = b = h = 28 cm
ni 30,000 cu. cm
Volume of carton
U
So, volume of box = 28 × 28 × 28 cu. cm Number of biscuit packets =
= 21952 cu. cm Volume of packet
ge
Thus, volume of the box is 21952 cu. cm. 30,000

= = 150
id
7. Volume of the cube = 125 cu. cm 200

br
Thus,150 packets of biscuits can be packed.

We know, volume of cube = side × side × side
am
12. Given measurement of box, l = 70 cm,

125 cu. cm = 5 cm × 5 cm × 5 cm
b = 55 cm, h = 39 cm
C
So, side = 5 cm
For, room, l = 8.4 m, b = 3.3 m, h = 3.9 m
s
es
8. Given, length = 18 cm, breadth = 3 cm,
We need to convert units into same units either
height = 5 cm
Pr
m to cm or cm to m
Volume of the packet = l × b × h
So, l = 8.4 m = 840 cm, b = 3.3 m = 330 cm,
ity
= 18 × 3 × 5 cu. cm = 270 cu. cm

h = 3.9 m = 390 cm
Thus, volume of a packet of a biscuit is 270 cu. cm.
rs
Volume of the room

9. Given, length = 8.5 m, breadth = 5.2 m, Number of boxes =
ve
Volume of a box
height = 3.4 m
ni
840 × 330 × 390

Volume of cargo crate = 8.5 × 5.2 × 3.4 cu. m = = 720
U
= 150.28 cu. m 70 × 55 × 39
ge
10. Length of carton = 40 cm Thus, 720 boxes can be stored in the room.
id
Breadth of carton = 30 cm HOTS (Page 216)

br
Height of carton = 25 cm
Number of cubes = 77
am
Volume of carton = 40 × 30 × 25 cu. cm

= 30,000 cu. cm Volume of 1 small cube = 1 cu. unit
C
volume of the cube = 77 cu. unit

s
Length of container = 6 m
es
Breadth of container = 3 m Worksheet

Pr
Height of container = 3 m
1. a. 1 cu. cm = 1000 mm so
Unit of carton and container are different.
ty
Cube of volume = side × side × side

we need to make them same so here we are
si
= 10 × 10 × 10 = 1000 mm = 1 cu. cm (iii)

converting m into cm, i.e., l = 600 cm,
er
b = 300 cm, h = 300 cm b. l = 7 cm, b = 1 cm, h = 1 cm

v
So, volume = 7 × 1 × 1 cu. cm = 7 cu. cm (iii)

ni
So, volume of container = 600 × 300 ×

300 cu. cm = 5,40,00,000 cu. cm c. The perimeter of a square = 4 × side (iv)
U
Volume of container d. The area of a rectangle = l × b (iii)

ge
Now, number of cartons =

Volume of carton 2. a. Volume of cuboid = 5 × 4 × 2 cu. m = 40 cu. m
id
= 5,40,00,000 ÷ 30,000 = 1800 b. Area of rectangle = 9 × 7 sq. cm = 63 sq. cm

br
Thus, 1800 cartons can be packed in a container truck. c. Perimeter of the rectangle = 2(8.8 + 4.5) cm
am
11. Given for packet, length = 10 cm, = 26.6 cm

breadth = 5 cm, height = 4 cm d. Volume of the cuboid = 5 × 5 × 5 cu. cm
C
Volume of biscuit packet = 10 × 5 × 4 = 200 cu. cm = 125 cu. cm

es
Pr
ity
183
Solution Set
rs
ve
ni

s
es
Pr
ity
3. Given, length = 40 cm, breadth = 25 cm, b. s = 8 cm
rs
height = 50 cm Volume of a cube = side × side × side
ve
Volume of container = l × b × h = 8 × 8 × 8 cu. cm = 512 cu. cm
= 40 × 25 × 50 cu. cm
ni c. l = 12 m, b = 9 m, h = 6 m
= 50,000 cu. cm
U
Volume of cuboid = l × b × h = 12 × 9 × 6
Thus, volume of water in the container is = 648 cu. m
ge
50,000 cu. cm d. s = 13 cm
id
4. Number of cuboidal boxes Volume of cube = side × side × side

br
Volume of rectangular box 10 × 5 × 2 = 13 × 13 × 13 = 2197 cu. cm

= = =4
am
Volume of cuboidal box 2 × 5 × 2.5 7. Given, l = 17 m, b = 15.5 m

Thus, 4 cuboidal blocks can be arranged in a Area = l × b = 17 × 15.5 = 263.5 sq. m
C
rectangular boxes.
s
To find the cost of fencing the wire, we need
es
5. a. Length of cube = 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4 to find the length of the wire by finding the
Pr
= 32 cm, breadth = 4 cm, height = 4 cm perimeter of the field.

Perimeter = 2(l + b)
ity
32 cm
= 2(17 + 15.5) = 2 × 32.5 = 65 m
rs
4 cm So, the cost of fencing = 65 × ` 75 = ` 4,875

ve
4 cm
8. Area of square = 225 sq. cm
b. Length of cube = 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4
ni
= 32 cm, breadth = 4 cm, height = 4 cm We know, area of square = side × side

U
Volume of new shape = Volume of cuboid Or side × side = area of square

ge
= 32 × 4 × 4 = 512 cu. cm 15 × 15 = 225

id
6. a. l = 7 cm, b = 4 cm, h = 3 cm Thus, side of square = 15 cm

br
Volume of cuboid = l × b × h = 7 × 4 × 3
am
= 84 cu. cm
C
Chapter 12 – Data Handling

es
Pr
I Look back
ty
si
1. a. Revathi
er
b. Total number of pages read by Azhar and Revathi = 30 + 40 = 70

v
c. Rahul read 15 pages.

ni
2.
U
Tickets sold in a school play

ge
80
Scale: 1 unit = 10 tickets
Number of tickets sold
70
id
60
br
50
am
40
C
30
s
es
20
10
Pr
0
Class 1 Class 2 Class 3 Class 4 Class 5
ity
184 Classes Solution Set

rs
ve
ni

s
es
Pr
ity
My Practice Time 1
rs
1. a. Mr Ahuja spent the maximum amount on food.
ve
b. Total amount spent on clothing and transportation = ` 2000 + ` 3500 = ` 5500
c.
niMr Ahuja spent minimum amount on clothing.
U
d. Mr Ahuja spent more on food.
ge
2. a. School bus
id
b. Difference = Number of students coming by bus – Number of students coming by own transport
br
= 480 – 230 = 250

am
c. On foot
d. Difference in the number of students coming by bicycle and on foot = 325 – 115 = 210
C
s
My Practice Time 2
es
Pr
1. a. Sunday
b. Quantity of milk sold on Monday = 20 litres
ity
Quantity of milk sold on Tuesday = 30 litres

rs
Difference = 30 – 20 = 10 litres
ve
Thus, 10 litres more milk was sold on Tuesday.

ni
c. 15 litres
U
2. a. The graph is about the distance travelled in different hours from Chennai to Krishnagiri.
b. Horizontal axis will represent the number of hours, i.e., Time.
ge
c. The vertical axis will represent distance in km.

id
d. Scale: 1 unit = 5 km
br
3. a. In the month of April the sales were minimum.

am
b. Sale in the month of July = 28 kg

Sale in the month of August = 30 kg
C
Sum = 30 + 28 = 58 kg
es
Thus, the total sale of ice cream in the month of July and August = 58 kg
Pr
c. In the month of June the sales were maximum.

ty
d. Sale in the month of May = 32 kg

si
Sale in the month of July = 28 kg

er
Difference = 32 − 28 = 4 kg
v
Thus, the difference in the sale of ice cream in the months of May and July is 4 kg.
ni
4. Weight of boy from birth

U
till 5 years of age

25
ge
Scale: 1 unit = 5 kg
Weight (in kg)
20
id
br
15
am
10
5
C
s
es
0
1 th
3 rs
4 rs
5 rs
s
2 ar
ar
Pr
a
a
a
ir
ye
ye
ye
ye
ye
tb
A
Age
ity
185
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 3
rs
1.
ve
Fruits Number Tally Marks
ni Pineapple 7
U
Apple 8
ge
Strawberry 6
id
Orange 8
br
Mango 11
am
2. Items Number Tally Marks

C
s
es
Gift pack 7
Candy 8
Pr
Ice cream 10
ity
Flowers 5
rs
ve
3. a. Chocolate
ni
b. Number of people who like ice cream = 17

U
Number of people who like chocolate = 19

ge
Difference = 19 − 17 = 2
id
c. Burger
br
d. Total number of people = 15 + 10 + 8 + 17 + 19 = 69

am
e. No. They are junk food items.

4. a. Blue d. Total number of children = 8 + 7 + 5 + 10 + 5
C
b. Pink and black = 35

es
c. Pink and black

Pr
Worksheet
ty
1. a. 6 hours b. 2 hours c. Homework d. Others

si
er
e. She spent the least amount of time in playing.

v
2. Students attending art class

ni
Crayons
U
Pencils
ge
sketching
Clay work
id
Painting
br
am
C
s
es
Pr
ity
186
Solution Set
rs
ve
ni

s
es
Pr
ity
3. Rainfall in Agra in
rs
the last 5 years
Average Rainfall (In cm)
25
ve
ni 20
U
15
ge
10
id
5
br
0
am
10
11
13
14
12
20
20
20
20
20
C
Years
s
es
4. Number Tally Marks
Pr
21
ity
25
rs
17
ve
15
ni
10
U
ge
id
br
Story Time 2 (Sheetal and her Friends’ Visit to the Beach)

am
C
s
es
1. Cost of a dozen banana = ` 48

Pr
Cost of a banana = ` 48 ÷12 = ` 4

So, cost of 5 bananas = ` 4 × 5 = ` 20
ty
2. Cost of 8 orange juice bottle = ` 240

si
Cost of a bottle of orange juice = ` 240 ÷ 8 = ` 30

er
So, cost of 3 bottles of orange juice = ` 30 × 3 = ` 90

v
ni
3. Cost of one kg of carrots = ` 48

U
So, cost of 250 g of carrots = 48 ÷ 4 = ` 12

ge
4. Given cost of 1 packet of biscuit = ` 50

id
Cost price of 15 packets of biscuit = ` 50 × 15 = ` 750

br
If the packets were sold at ` 700,

am
then, sheetal and friends would get a profit of ` 50

5. Given, l = 40 cm, b = 30 cm, h = 45 cm
C
Volume of the box = l × b × h = 40 × 30 × 45 cu. cm = 54000 cu. cm

es
Pr
ity
187
Solution Set
rs
ve
ni

s
es
Pr
ity
6. Given dimensions of the pitch: 18 m × 9 m
rs
Perimeter of the pitch = 2 × (18 + 9) = 54 m
ve
Area of the pitch = 18 × 9 sq. m = 162 sq. m
ni
Thus perimeter and area of the volleyball pitch are 54 m and 162 sq. m respectively.
U
8. Weight of bananas = 1 kg 250 g
ge
Weight of biscuits = 775 g

Total weight = 1kg 250 g + 775 g = 1 kg 1025 g = 2kg 25 g
id
br
9. They spend more time in playing.

40
am
10. Length of the box = 40 cm = = 0.004 hm

10000
C
s 30
Breadth of the box = 30 cm = = 0.03 dam
es
1000
11. Time taken to reach Meera’s house from the beach = 1 hour 30 min = 60 min + 30 min = 90 min
Pr
12. Capacity of 1 juice bottle = 1 l 350 ml

ity
Number of bottles in one crate = 8

rs
Capacity of the bottles in one crate = 1 l 350 ml × 8 = 8 l 2800 ml = 10 l 800 ml

ve
13. Temperature = 25°C

ni
9 9
Converting to °F = °C × + 32 = 25 × + 32 = 45 + 32 = 77°F
U
5 5
14. a. 4:45 p.m. in 24-hour clock is written as 16:45 hours
ge
b. 17:30 hours in 12-hour clock is written as 5:30 p.m.

id
15. Reflex angle

br
16. To draw
am
17. Acute angle

C
20.
s
es
Pr
;
ty
;
si
er
Shells collected by Sheetal and her friends

v
ni
Nita
U
ge
id
Sheetal
br
am
C
Feroz
s
es
Pr
ity
188
Solution Set
rs
ve
ni

s
es
Pr
ity
Unit Test Paper 2
rs
ve
ni 9 9
U
1. a. (iv) Converting to °F = °C × + 32 = 25 × + 32 = 45 + 32 = 77°F
5 5
ge
b. (iii) No profit, no loss

id
c. l = 10 cm, b = 4.5 cm
br
Perimeter = 2(l + b) = 2 (10 + 4.5) = 29 cm (iv)

am
d. (iv) 7.9452 hl
2. Quarter turn: Half turn:
C
s
es
Pr
ity
,
3. a. 15, 21, 28 b. 28, 35, 42 c.
rs
ve
ni
, ,
U
4. a. Ending time = 6:45 p.m., duration = 3 hours 20 min

ge
Converting ending time into 24-hours clock, we have 6:45 + 12 hours = 18:45 hours
Starting time = 18 hours 45 min − 3 hours 20 min = 15 hours 25 min
id
br
Or 3:25 p.m.
am
b. Starting date = 12 August, Ending date = 29 September

For time duration, we need to calculate days of the month of August from 12 to 31, we have 20 days
C
and 29 days of the month of September (including 29th September)

s
es
i.e., 20 days + 29 days = 49 days

Pr
Thus, time duration = 49 days

c. Starting date = 19 August, Time duration = 57 days, Ending date = ?
ty
Number of days from 19th August to 31st August = 13

si
Number of day in the month of September = 30

er
Number of days in the month of October = 14

v
ni
Ending date = 14th October

U
5. a. We know, 1 l = 1000 ml
ge
So, 46155.75 l = 46155.75 × 1000 = 46155750 ml

b. We know, 1 day = 24 hours
id
So, 1950 ÷ 24 = 81 days 6 hours

br
c. We know, 1 hour = 60 min

am
19 hours 55 min = 19 hours + 55 min = 19 × 60 min + 55 min = 1140 min + 55 min = 1195 min
1
C
d. We know, 1 mm = m or = 0.001 m
es
1000
71.718 mm = 71.718 × 0.001 m = 0.071718 m
Pr
ity
189
Solution Set
rs
ve
ni

s
es
Pr
ity
e. We know, 1 cg = 0.0001
rs
9064.55 cg = 9064.55 × 0.0001 = 0.906455 hg
ve
6. a. 5.70 m = 5.70 × 100 cm = 570 cm
ni
3 m = 3 × 100 cm = 300 cm
U
6.12 m = 6.12 × 100 cm = 612 cm
Now adding, 570 cm + 300 cm + 612 cm + 7 cm = 1489 cm
ge
b. 8.7 m = 8.7 × 100 cm = 870 cm

id
2.94 m = 2.94 × 100 cm = 294 cm

br
1.65 m = 1.65 × 100 cm = 165 cm

am
On adding the given numbers, we have

C
83 cm + 870 cm + 294 cm + 165 cm = 1412 cm

s
es
c. 4.17 m = 4.17 × 100 cm = 417 cm
5.6 m = 5.6 × 100 cm = 560 cm
Pr
2.78 m = 2.78 × 100 cm = 278 cm

ity
On adding we have,
rs
417 cm + 191 cm + 560 cm + 278 cm = 1446 cm

ve
7. a. Total number of balls sold in the week = 60 + 50 + 90 + 60 + 80 + 110 = 450

ni
b. Monday and Thursday

U
c. Number of balls sold on Tuesday = 50

Number of balls sold on Wednesday = 90
ge
Difference = 90 – 50 = 40
id
Thus, 40 more balls were sold on Wednesday.

br
d.
am
8. Since SP > CP, so, it’s a profit.

C
Profit = ` 50,096 – ` 45,126 = ` 4,970

s
es
b. CP > SP, it’s a loss.

Pr
Loss = CP – SP = ` 5,90,863 – ` 4,13,528 = ` 1,77,335

9. a. Perimeter = 4 m + 3 m + 4 m + 3 m + 7 m + 6 m = 27 m
ty
b. Perimeter = 1 cm + 1 cm + 1 cm + 3.5 cm + 3 cm + 8 cm + 3 cm + 3.5 cm = 24 cm

si
er
10. a. Area = 4 cm × 4 cm = 16 sq. cm

b. Area = 4.5 cm × 2.4 cm = 10.8 sq. cm
v
ni
c. Area = 0.5 cm × 2 cm = 1 sq. cm

U
11. Dimension of room = 9.6 m × 7.8 m × 9.10 m = 960 cm × 780 cm × 910 cm

ge
Dimension of a packs = 80 cm × 30 cm × 70 cm
960 × 780 × 910
Number of packs = volume of the room ÷ volume of the pack = = 4056
id
80 × 30 × 70
br
Thus, 4056 packs can be kept in the room.

am
12. Given, l = 105 m, b = 90 m

Area of the field = 105 × 90 sq. m = 9450 sq. m
C
Length of fence = 2 (l + b) = 2 × (105 + 90) = 2 × 195 m = 390 m

es
Thus, 390 m long fence is required to put around the field. Area of the field is 9450 sq. m.
Pr
ity
190
Solution Set
rs
ve
ni

s
es
Pr
ity
13. Cost of 4,250 mangoes = ` 36,125
rs
Cost of a mango = ` 36,125 ÷ 4,250 = ` 8.5
ve
Cost of 24 such mangoes = ` 8.5 × 24 = ` 204
Thus, the cost of 24 such mangoes is ` 204.
ni
U
14. Given, 8:50 a.m. to 11:25 a.m., convert the given time into 24-hour clock
ge
We have, 8:50 a.m. = 08:50 hours or 8 hours 50 min

11:25 a.m. = 11:25 hours or 11 hours 25 min
id
First Time duration: 11 hours 25 min – 08 hours 50 min = 2 hours 35 min

br
Second time duration: 15 hours 15 min – 11 hours 55 min = 3 hours 20 min

am
Third time duration from 3:45 p.m. to 18:00 hours

C
We convert 3:45 p.m. into 24-hour clock, we have 15:45 hours or 15 hours 45 min
s
es
So, third time duration: 18:00 hours – 15 hours 45 min = 2 hours 15 min
Pr
Total time duration = 2 hours 35 min + 3 hours 20 min + 2 hours 15 min

= 7 hours 70 min = 8 hours 10 min
ity
Thus, 8 hours 10 min were taken for all three sessions together.
rs
15. Weight of the two rice bags = 58 kg 195 g + 62 kg 780 g = 120 kg 975 g
ve
Weight of the three wheat bags = 45 kg 678 g + 33 kg + 60 kg 500 g = 139 kg 178 g

ni
We can see weight of wheat bags is more.

U
Difference = 139 kg 178 g – 120 kg 975 g = 18 kg 203 g

ge
Thus, weight of wheat bags is more by 18 kg and 203 g.

id
16. Number of days from 17th February to 28 February = 12

br
Number of days in the month of March till 12th March = 11

am
Total number of days = 11 + 12 = 23 days

Thus, letter took 23 days to reach Ravi’s house.
C
17. Time of sunrise = 5:47 a.m.

es
Converting time of sunrise to 24-hour clock, we have 05:47 hours or 05 hours 47 min
Pr
Time of sunset = 18:27 hours or 18 hours 27 min

ty
So, the length of daytime = 18 hours 27 min − 05 hours 47 min = 12 hours 40 min
si
Thus, the length of day time is 12 hours 40 minutes.

v er
ni
Mental Maths
U
ge
id
Chapter 1
br
am
1.1. a. Seven crore seventy lakh fifty-six thousand four hundred thirty-two.
b. Five crore sixty-three lakh forty thousand two hundred one.
C
c. Five crore ten.

es
1.2. 87,43,10,123; 9,74,35,805

Pr
ity
191
Solution Set
rs
ve
ni

s
es
Pr
ity
1.3. Even Digits = 0, 2, 4, 6, 8
rs
• The digit in the hundreds place is 6 less than the digit in the ones place.
ve
Possible hundreds place = 0, 2
ni
Possible ones place = 6, 8 according to hundreds place.
U
• The digit in the tens place is the first composite number = 4
ge
• The digits in the hundreds and tens place read together are half of the digits in the tens and ones
place read together.
id
And, 24 = 1 of 48
br
2
So, Digit at hundreds place = 2
am
And Digit at ones place = 8

C
• The digit in the thousands place is the same as the digit in the ones place = 8
s
es
• The digit in the ten thousands place is the double as the digit in the tens place 2 × 4 = 8
Pr
• The digit in the lakhs place is twice as the digit in the hundreds place 2 × 2 = 4
Thus, the number = 488248
ity
1.4. XLIX = (50 – 10) + (10 – 1) = 40 + 9 = 49

rs
Chapter 2
ve
ni
2.1. Greatest number = 87654310

U
Smallest number = 10345678

ge
Sum – 87654310 + 10345678 = 97999988

Difference – 87654310 – 10345678 = 77308632
id
2.2. Across:
br
2. Monthly wages of a worker = ` 4712

am
Number of Workers = 1624

C
Total amount that the factory pays every month 4712 × 1624 = ` 7652288
s
es
4. Number of passengers a train can carry in a trip = 4422

Pr
Number of trips in a year = 653

Total Number of passengers a train can carry in a year = 4422 × 653 = 2887566
ty
Down:
si
er
1. Number of notebooks in each school = 8561

v
Number of Schools = 562

ni
Total number of books needed by NGO = 8561 × 562 = 4811282 books.

U
3. Amount awarded to each student = ` 1111

ge
Number of students = 222

id
Total amount that was awarded = 1111 × 222 = ` 246642

br
2.3. Number of Akshauhini in the battle = 18

am
Each Akshauhini contains 21,870 chariots

Total chariots = 21,870 × 18 = 393660
C
2.4. a. (1234 × 2) × 100 = 2468 × 100 = 246800

es
b. (1248 × 3) × 100 = 3744 × 100 = 374400

Pr
ity
192
Solution Set
rs
ve
ni

s
es
Pr
ity
2.5. Number of flowers in a row = 61270
rs
Number of rows on each side = 6
ve
Total flowers on each of the four side = 61270 × 6 = 367620
Total flowers on all of the four side = 367620 × 4 = 1470480
ni
U
Chapter 3
ge
3.1. Smallest number divisible by 4 and 5 = LCM of 4 and 5 = 20, which is divisible by 2.
id
Thus, number = 20
br
3.2. Cross out statements are:

am
Multiples
Every number is a multiple of zero.
C
Zero is the multiple of every number.

s
es
Factors
Pr
Every number is a factor of 1.

Zero is the factor of every number.
ity
3.3. a. 1 b. 2 c. prime d. composite

rs
3.4. Smallest number with all factors as prime numbers = 2 × 3 × 5 × 7 = 210, also a 3-digit number.
ve
Thus, 210 is the number.

ni
3.5. b. The greater of the two numbers.

U
3.6. ‘a’ is true

ge
Chapter 4
id
4.1. Fraction of pizza does her mother get = 1

7
br
1 is a proper fraction.
7
am
4.2. Improper fraction

4.3. 3 = 3 × 2 = 6
C
10 10 × 2 20
es
3 = 3×3 = 9
Pr
10 10 × 3 30
4.4. 1 + 1 = 1, Smita has 1 cake

ty
2 2
si
13 + 2 = 15 = 5, Flowers cost ` 5 each

er
3 3 3
v
3 + 1 = 4 = 2, Rocky has 2 pairs of shoes.

ni
2 2 2
U
4.5. a. 3 – 2 = 1
8 8 8
ge
b. 2 – 1
id
3 2
br
LCM of 2 and 3 is 6
am
2 = 2×2 = 4; 1 = 1×3 = 3
3 3×2 6 2 2×3 6
C
4 – 3 = 1
s
6 6 6
es
4.6. Fraction of orange part in the bucket = 2 = 1

Pr
4 2
ity
193
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 5
rs
5.1. Dots = 3 = 0.3; Stripes = 2 = 0.2; Checks = 5 = 0.5
ve
10 10 10
ni
5.2. a. iv b. i c. ii d. iii
U
5.3. 8.3 = 83
10
ge
15.64 = 1564 = 391

100 25
id
5.4. 11.3 > 9.8 > 4.5 > 1.67 > 0.2 > 0.01 > 0.005
br
The word is DECIMAL.

am
5.5. b.
C
5.6. Cost of 1 Kg of Grapes = ` 56.35

s
es
1 Kg = 1000g
Pr
Cost of 5 Kg 300 g (5.3 kg) of Grapes = 56.35 × 5.3 = ` 298.655 = ` 298.66 (rounded upto 2 decimal
places.)
ity
5.7. Length of each part of ribbon = 20.67 = 6.89 m

3
rs
Chapter 6
ve
6.1. a. Letter L
ni
U
b. Letter V
c. Letter I
ge
6.2.
Name Degree Drawing
id
br
Reflex angle > 180º but < 360º

am
Complete angle 360º

C
s
es
Obtuse angle > 90º but < 180º

Pr
Zero angle 0º
ty
si
Straight angle 180º

v er
Acute angle < 90º

ni
U
Right angle 90º

ge
6.3. a. Cube b. Cylinder c. Cone

id
br
am
C
s
es
Pr
ity
194
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 7
rs
7.1.
ve
ni
U
ge
id
br
7.3. 81, 196

am
7.4. 78, 120

C
7.5. s
es
Pr
ity
Chapter 8
rs
8.1. a. True b. False c. False d. True e. True f. False

ve
8.2. a. iii b. iv c. ii d. i
ni
8.3. Weight of vegetables left in the bag = 2 kg 795g + 3 kg 390g – 1 kg 290g

U
= 2 kg + 3 kg – 1 kg + 795g + 390g – 290g

ge
= 4 kg 895 g
id
8.4. Total weight of all three items = 5.65 kg + 3.25 kg + 2.36 kg

br
= 11.26 kg
am
8.5. Total capacity of Jugs = 750 ml

Water that has already been poured with tumbler = 25 ml × 27 = 675 ml
C
Remaining capacity = 750 ml – 675 ml = 75 ml

es
Number of tumblers more required = 75 = 3 tumblers.

25
Pr
8.6. Measure of water in each tumbler = 0.45l = 0.45 × 1000 ml

5 5
ty
450
=
si
5
er
= 90 ml
8.7. Measure of water in each tumbler = 2l 200 ml = 2200 ml = 200ml
v
11 11
ni
8.8. Distance covered in 12 rounds = 3.57 m × 12

U
= 42.84 m = 42.84
1000 Km
ge
= 0.04284 km
id
Chapter 9
br
9.1. a. Introduction = 15:15 hours – 15:00 hours = 15 minutes

am
b. Acrobatics = 15:22 hours – 15:15 hours = 7 minutes

c. Dance = 15:29 hours – 15:22 hours = 7 minutes
C
d. Play = 16:15 hours – 15:29 hours = 46 minutes

es
e. Singing = 16:30 hours – 16:15 hours = 15 minutes

Pr
f. Farewell = 16:40 hours – 16:30 hours = 10 minutes

ity
195
Solution Set
rs
ve
ni

s
es
Pr
ity
9.2. a. 16:00 hr b. 07:30 hr c. 21:30 hr d. 18:30 hr e. 06:00 hr
rs
9.3. Total time taken by the train for the journey
ve
= Time taken from 16:00 hours to 00:00 hours + Time taken from 00:00 to 09:30 hours
ni
= 8 hours + 9 hours 30 minutes
U
= 17 hours 30 minutes.
ge
9.4. Days from 15th June to 12th October = 16 + 31 + 31 + 30 + 11 = 119 days

9.5. Soup is hotter in Bowl A by 45°C
id
9.6. 35°C = 35 × 9 + 32 = 63 + 32 = 95°F

br
5
am
Chapter 10
10.1. a. S.P = C.P + Profit or C.P – Loss
C
s
es
795 = 29 + 766; Green
b. 1002 – 12 = 990 ≠ 980; Red
Pr
c. 875 + 105 = 980 ≠ 970; Red

ity
d. 750.25 – 15.25 = 735; Green

rs
10.2. S.P of TV = C.P – Loss = 18,350 – 2,780 = ` 15,570

ve
10.3. C.P of a dozen pens = ` 220

ni
Profit = ` 2 per pen

U
S. P of pens = 220 + 2 × 12 = 220 + 24 = ` 244

ge
10.4. Total C. P of bicycle = ` 500 + ` 80 + ` 175 = ` 755

Loss incurred = ` 95
id
S.P of bicycle = ` 755 – ` 95 = ` 660

br
10.5. David bought 2 dozen pencils and 6 pencils broke.

am
S. P of 18 pencils = ` 63
C
S.P of 1 pencil = ` 63 = 3.50

s
es
18
10.6. C. P of 7 watches = ` 4,200
Pr
C. P of 1 watch = ` 4200 = ` 600

7
ty
C. P of 4 watches = ` 600 × 4 = ` 2400

si
er
10.7. C.P of 9 eggs = ` 45

v
C.P of 1 egg = ` 45 = ` 5
ni
9
U
C.P of 2 dozen = 24 eggs = ` 5 × 24 = ` 120

ge
10.8. School fees for 4 months = ` 2,080

School fee for 1 month = ` 2080 = ` 520
id
4
br
School fees for whole year = ` 520 × 12 = ` 6240

am
10.9. Juice bought in a week = 17.5 litres

17.5
C
Juice bought in 1 day = 7 = 2.5 litres

s
es
Juice bought in 15 days = 2.5 × 15 = 37.5 litres

Pr
ity
196
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 11
rs
24
11.1. Length of one side = 4 = 6 m
ve
11.2. Perimeter of rectangular frame = 2 × (7.5 + 4.5) = 2 × 12 = 24 cm
ni
11.3. Distance covered in 6 rounds = 6 km
U
Distance covered in 1 round = 1 Km
ge
So, Perimeter of the park = 1 Km

id
11.4. Area of rectangle = 7 cm × 9 cm = 63 sq. cm

br
Perimeter = 2 × (7 + 9) = 2 × 16 = 32 cm
44
am
11.5. Each side of a square frame = 4 = 11 m

Area = 11 × 11 = 121 sq. m
C
s
Area 250
es
11.6. Length = Breadth = 12.5 = 20 m
Pr
11.7. Length = 12 m + 3 m = 15 m
Area = 12 m × 15 m = 180 sq. m
ity
11.8. Perimeter of rectangular orchid = 8 km

rs
One side = 3 Km
ve
Sum of other two sides = 8 km – 3 km – 3 km = 2 km

ni
2
U
Other side = 2 = 1 km
ge
Area = 1 × 3 = 3 sq. km
11.9. To decorate the border, we have covered perimeter = 36 cm
id
Each side of square handkerchief = 36 = 9 cm

br
4
To cover with decorative net, we’ll calculate its area = 9 cm × 9 cm = 81 sq. cm
am
11.10. Area of square = 10 cm × 10 cm = 100 sq. cm

C
Area of rectangle = 5 cm × 3 cm = 15 sq. cm

s
es
Thus, area of Square is more.

Pr
11.11. a. Number of rows = 5

Number of tiles in each row = 4
ty
si
er
Volume = 5 × 4 × 3 = 60 cubic units.

v
b. Number of rows = 2
ni

U
ge
Volume = 2 × 7 × 1 = 14 cu. units

id
c. Number of rows = 4
br

am
Volume = 4 × 4 × 4 = 64 cu. units
C
11.12. Volume of a Cuboid = 15 cm × 10 cm × 7 cm = 1050 cu. cm

es
Pr
ity
197
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 12
rs
12.1. a. Pizza
ve
1
b. 2 of 240 children = 120 children
ni
3
U
c. 4 of 240 children = 180 children
ge
1
d. 3 of 60 children = 20 children
id
e. Children in total like Dosa and Upma = 60 + 20 = 80 children

br
12.2. a. No, as the number of glasses of water drank on Wednesday is less than 50.
am
b. Glasses of water drank through the week = 66 + 59 + 48 + 51 + 62 = 286 glasses

C
c. 286 > 270 s

es
Yes, they reached the goal.
Pr
d. Sum of glasses of water for 2 days when they drank the most = 66 + 62 = 128 glasses
ity
rs
ve
ni
U
ge
id
br
am
C
s
es
Pr
ty
si
v er
ni
U
ge
id
br
am
C
s
es
Pr
ity
198
Solution Set
rs
ve
ni

s
es
Pr
ity
Evaluation Sheet 1
rs
ve
TASK: Group assessment
ni
U
SKILLS: Initiative, Problem-solving, Analysis, Creativity, Self-direction, Planning, Oral and
ge
written communication, Scientific method Assessment should be based on

id
the following:
2 marks for collecting materials
br
OBJECTIVE: To enable the students for the art.

am
• to make the flash cards 4 marks for building the model

and testing the hypothesis.
• to broaden observation skills 1 mark for writing the correct
C
s
• to collect, organise, and display the information steps to create the art.
es
1 mark for correct interpretation.
• to enhance knowledge through extended learning 1 mark for neatness.
Pr
1 mark for timely submission

• to develop information collection skills Total marks: 10
ity
WHAT TO DO:
rs
• Students should write the algorithm for creating the flash cards and build them.
ve
• Students should able to make the required numbers using flash cards and answer the
ni
questions that follow.

U
ge
REMEDIAL MEASURES:
id
• Students may need help in cutting the papers into rectangular sheets.
br
• Students may need help in making the numbers.

am
ANSWER KEY:
C
s
es
SCHEME FOR DOING:

Pr
Ideate: Students will collect playing cards, white papers, bold marker, glue, tape, a pair of
scissors, etc.
ty
si
Sketch: Every student may draw the flash cards here.

v er
PROJECT EXTENSION/CASE STUDY:

ni
Plan: Steps to make the flash cards and the numbers:

U
1. Take any 1 playing card and note its measurement.

ge
2. Now, with the samde measurement, cut white sheet of papers to make 10 such
id
rectangles.
br
3. Write numbers from 0 to 9 on all the rectangles using marker.

am
4. Paste these squares on one side of your playing card to make the flash cards.
C
5. Now, pick the flash cards for your friend to make the required numbers as listed in the
s
es
worksheet.
Pr
6. Make sure that 0 is not in the beginning of any number.

ity
199
rs
ve
ni

s
es
Pr
ity
rs
ve
ni
U
Create: Students can now create their flash cards to do the activity.
ge
Test: Both the students can now answer the questions and declare the winner.
id
br
Improve: Here, student will then get their answers checked and take help from each other
am
if found incorrect.
C
s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C
s
es
Pr
ty
si
v er
ni
U
ge
id
br
am
C
s
es
Pr
ity
200
rs
ve
ni

s
es
Pr
ity
Evaluation Sheet 2
1
rs
ve
TASK: Individual assessment
ni
U
SKILLS: Problem-solving, Analysis, Creativity, Self-direction, Planning, Oral and written
ge
communication, Scientific method

Assessment should be based on
id
OBJECTIVE: To enable the students the following:

br
2 marks for collecting materials

• to build 2 special dice to do the activity for the dice.
am
• to broaden observation skills 3 marks for building the model

• to collect, organise, and display the information
C
s 2 marks for writing the correct

• to enhance knowledge through extended learning steps to create the dice.
es
• to develop information collection skills 1 mark for neatness.
Pr

WHAT TO DO: Total marks: 10
ity
• Students should make the special dice to do the activity.

rs
• Students should write the algorithm for creating the special dice and build them.
ve
REMEDIAL MEASURES:
ni
• Students may need help in finding the square object.

U
• Students may need help in cutting the squares from paper and pasting them onto the
ge
square object.
id
br
ANSWER KEY:
am
SCHEME FOR DOING:

Ideate: Students will collect any 2 square objects, white or any other coloured paper,
C
coloured marker, scissors, glue, tape, etc.

es
Pr
Sketch: Every student may draw their special dice here depending upon their wish.
ty
si
Plan: Steps to make the special dice:

er
1. Take a small square object and measure the length and breadth of any one side of it.
v
2. Now, take a white sheet of paper and cut 6 squares from it of the same measurement of
ni
the dice.
U
3. Write numbers 1 to 6 on each of the square cuttings.

ge
4. Paste these squares on the sides of a dice.

id
5. Similarly, make another dice.

br
Create: Students can now create their dice. Then, they can roll the 2 dice together 8 times
am
and make 8 fraction numbers from it.

C
Test: Students here will answer the questions as asked in the worksheet.
es
Improve: Here, student can either answer it as yes or no. If the answer is no, then one must
Pr
take help from an adult to find the answers.

ity
201
rs
ve
ni

s
es
Pr
ity
Evaluation Sheet 3
1
rs
ve
ni
U
SKILLS: Problem-solving, Imagination, Innovation, Initiative, Artistry, Creativity, Self-direction,
ge
Planning, Scientific method

id
the following:
br
OBJECTIVE: To enable the students 2 marks for collecting materials

for the design.
am
• to build recreate a symmetrical geometrical design using 3 marks for building the model
modelling clay and testing the hypothesis.
C
s 2 marks for writing the correct

• to broaden observation skills steps to recreate the design.
es
• to collect, organise, and display the information 1 mark for neatness.
Pr
• to enhance knowledge through extended learning 1 mark for timely submission

Total marks: 10
ity
• to develop information collection skills

rs
WHAT TO DO:
ve
• Students should recreate the geometrical design using clay.

ni
• Students would collect all the materials required to do the activity.

U
• Students should write the algorithm for recreating the design and build it.
ge
id
REMEDIAL MEASURES:
br
• Students may need help in molding the clay into the required shape.
am
• Students may need help in setting the clay as per the required geometrical design.
C
ANSWER KEY:
es
SCHEME FOR DOING:

Pr
Ideate: Students will name the colours based on the geometrical design they get from an
ty
adult.
si
er
Sketch: Every student may draw the geometrical design here and colour it.
v

ni
U
Plan: Steps to recreate the symmetrical geometrical design:

ge
1. Observe the geometrical design you get from an adult.

2. Note down the shapes and patterns you need to recreate.
id
br
3. Build every shape/pattern one by one using the clay.

am
4. Now, join them together to get your design ready.

Create: Students can now recreate their design and take help from an adult, if required.
C
s
es
Test: Students will fill in the details as required in the worksheet.

Pr
Improve: Here, student can answer the question and take help from an adult, if required.
ity
202
rs
ve
ni

s
es
Pr
ity
Evaluation Sheet 4
1
rs
ve
ni
U
SKILLS: Critical thinking, Problem-solving, Adaptability, Initiative, Analysis, Creativity,
ge
Self-direction, Planning, Oral and written communication, Scientific method

id

br
OBJECTIVE: To enable the students the following:

2 marks for writing the type/
am
• to build a 3-D pie chart subject and number of books.

• to broaden observation skills 3 marks for building the model
C

s
• to collect, organise, and display the information 2 marks for writing the correct
es
• to enhance knowledge through extended learning steps to create the pie chart.
Pr

• to develop information collection skills 1 mark for neatness.
ity
Total marks: 10
WHAT TO DO:
rs
• Students would note down the subject/type and number of each book here.
ve
• Students should write the algorithm for creating the 3-D pie chart and build it.
ni
U
REMEDIAL MEASURES:
ge
• Students may need help in cutting the coloured sheets in the triangles based on the data.
id
• Students may need help in placing all the triangular sheets over the cardboard using thumb
br
pins to give it a 3-D look.

am
C
ANSWER KEY:
es
SCHEME FOR DOING:

Pr
Ideate: Students will observe the books their adult gives them and note the type and
number of subject/type of each book in the tabular format.
ty
si
Sketch: Every student may draw their favourite piece of clothing here and colour it
er
depending upon their wish.

v
ni
U

Plan: Steps to make the 3-D pie chart:
ge
1. Ask an adult to pick any 20 clothing items from your almirah and place them over the bed.
id
2. Note the type and number of each type of clothing.

br
3. Now, calculate the percentage of each type of clothing with the help of an adult.
am
4. After this, cut a circular sheet from a cardboard. You can take help from an adult for
C
doing this.
s
es
5. Then, make angles on the cardboard using a protractor to show the percentage of each
Pr
type of clothing.
ity
203
rs
ve
ni

s
es
Pr
ity
rs
ve
ni
U
6. Note the measurement of each shape on the cardboard and cut out similar shapes from
ge
the coloured sheets.

id
7. Now, paste the coloured sheets over the cardboard using thumb pins.
br
8. Label your pie chart to show your result.

am
Create: Students can now create their pie chart from the steps they’ve written.
C
s
Test: Students will answer the questions as required in the worksheet.
es
Pr
Improve: Here, student will write what was most difficult for them and how they complete it.
ity
rs
ve
ni
U
ge
id
br
am
C
s
es
Pr
ty
si
v er
ni
U
ge
id
br
am
C
s
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204
rs
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ni


CUP - Mathematics - I Did It Book 5

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9781009182966_IDIM Maths_Book 5_FM.indd 1

103 Penang Road, #05–06/07, Visioncrest Commercial, Singapore 238467

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of

© Cambridge University Press 2007, 2009, 2013, 2016, 2019, 2022

This publication is in copyright. Subject to statutory exception

no reproduction of any part may take place without the written

permission of Cambridge University Press.

Second edition 2009

Third edition 2013

Fifth edition 2019

Sixth Edition 2022

Cambridge University Press has no responsibility for the persistence or accuracy

of URLs for external or third-party internet websites referred to in this publication,

accurate or appropriate. Information regarding prices, travel timetables, and other

The photocopy masters in this publication may be photocopied or distributed

any way outside the purchasing institution.

9781009182966_IDIM Maths_Book 5_FM.indd 2

learnt into a problem-solving ability by presenting mathematics in a logical, step-by-step

coherent manner so that students develop a keen interest in the subject.

the mathematisation of students’ thinking, thereby, enabling them to reach logical

concept clearly and interprets the problem in a wrong way.

• Computational mistake – The most common error in mathematics is wrong calculation.

9781009182966_IDIM Maths_Book 5_FM.indd 3

1. Lesson Plans & Worksheets 1

3. STEAM Evaluation Sheets 199

9781009182966_IDIM Maths_Book 5_FM.indd 4

Lesson Plans &

9781009182966_IDIM Maths_Book 5_FM.indd 1

● To be able to write numbers in the expanded notation and standard

● To be able to compare and arrange numbers in ascending and

● To be able to identify the successor and predecessor of a number.

● To know and compare the Roman numerals.

● To perform addition and subtraction of Roman numerals.

Student knows large numbers up to 6-digits, place value, face value of

ascending and descending order, rounding off a number, etc.

numbers, that they have cut out, on the board.

chart and explain how they are read.

9781009182966_IDIM Maths_Book 5_Ch01.indd 2

● Collecting Dates of Birth – Let the students collect 5 dates of

birth of their friends or family members and represent those in

then it will be represented in number form as 04072005 (dd mm

s these dates of birth in Indian system of numeration, International

largest number using the given digits?

confusing for some students and would need to be explained with

numerals may pose a challenge for the students.

The rules of forming Roman numerals must be explained with

clarity and emphasised with many examples.

● It should be emphasised that Roman numerals have no place value.

● Smallest 7-digit number (1000000) is obtained by adding 1 to the greatest

● Smallest 8-digit number (10000000) is obtained by adding 1 to the greatest

7-digit number (9999999).

9781009182966_IDIM Maths_Book 5_Ch01.indd 3

blue for billions, etc.

Indian System of Numeration International System of Numeration

1,000 – 1 Thousand 1,000 – 1 Thousand

87,000 – 87 Thousand 87,000 – 87 Thousand

1,00,000 – 1 Lakh 187,000 – 1 Hundred 87 Thousand

32,00,000 – 32 Lakh 1,000,000 – 1 Million

1,00,00,000 – 1 Crore 23,000,000 – 23 Million

59,00,00,000 – 59 Crore 723,000,000 – 7 Hundred 23 Million

system the same?