CUP Mathematics - I Did It - Book 4

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‘I Did It’
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Mathematics
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Revised Edition
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Teacher’s Book
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9781009182928_IDIM Maths_Book 4_FM.indd 1

Copyright Material 12/28/21 5:03 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/9781009182928
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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 978-1-009-18292-8
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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 86
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3. STEAM Evaluation Sheets 185

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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 Number
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System
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Learning Objectives
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To introduce reading and writing of 5- and 6-digit numbers.
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● To be able to write the expanded notation and short form of numbers.
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● To be able to indicate place value and face value of a number.

● To be able to compare and order large numbers.
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● To form smallest and largest number without repetition.

● To round off numbers to the nearest 10’s, 100’s and 1000’s.
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● To represent numbers in the form of Roman numerals.

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Getting Started
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Prior Knowledge
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● Student knows about 4-digit numbers, representing 4-digit numbers

in Thousands, Hundreds, Tens and Ones, their comparison,
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forming the greatest and the smallest numbers with the given
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digits, rounding off numbers to the nearest 10’s and 100’s.

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Warm-up Activity
● Show students some numbers up to 9999 on a board or smart board
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or through chart paper. Ask them to recite these number names.

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Write some 4-digit numbers on the board and write Th, H, T

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and O above the digits to revive the concept of Thousands,

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Hundreds, Tens and Ones used for 4-digit numbers. Tell them to
round off these numbers to the nearest 10’s and 100’s.
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● Write 10000, a 5-digit number, on the board and ask them how
many digits does the number 10000 contain?
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Concept Building
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Start the session by telling the students that they have studied numbers up
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to 4-digits and asking them about the largest 4-digit number.

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●Write this number on the board and ask the students what they will get if
they add 1 to this number, will it be a 5-digit number? The students should
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come up with the answer ‘Yes, it is a 5-digit number’. Ask the students to
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suggest what place value they think should come in the fifth place.
Extend the chart to include 6 places and write ‘Ten Thousand’ in the fifth
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place and ‘Lakh’ in the sixth place. Write some numbers (including 10,000
and 1,00,000) in the place value chart and explain how they are read.
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Terms
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● Ascending and descending order, successor, predecessor, rounding off, Roman numerals
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2
Lesson Plans & Worksheets
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9781009182928_IDIM Maths_Book 4_Ch01.indd 2

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Project Idea
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s ● Divide the class into groups of four. Instruct each group to do

research work on the internet and find images of five 5-digit and
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6-digit numbers. Ask them to take print outs of these numbers and
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paste the 5-digit numbers in increasing/decreasing order and write

7 the number name of each number on a chart paper. Instruct them
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to follow the same steps for the 6-digit numbers. The students can
make their charts as colourful as possible.
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Evidences
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Through Questions
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Plan Which is the greatest/smallest 5-digit number?

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● How many total 4-digit numbers are there?

● Which number is smaller among 687534 and 697637?
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● The number that comes after 950654 will be smaller than or greater
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than this number?

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● Which numbers are obtained after rounding off 854893 to the

nearest 10’s, 100’s and 1000’s?
Is XIL a Roman numeral?
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Challenges
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● The students get confused in writing the place value, face value and
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number name of zero. The teacher should clear the concept that zero
is not included in number names except at the ones place.
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● The students generally round off the number ending with 5 to the
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previous tens.
Remembering the value of each of the distinct Roman numerals
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may pose a challenge for the students. The rules of forming Roman
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numerals must be explained with clarity and it should be emphasised

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that Roman numerals have no place value.

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Facts
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5 Adding 1 to the greatest 4-digit number (9999), the smallest 5-digit number
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(10000) is obtained.
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● Smallest 5-digit number is 10000 and greatest 5-digit number is 99999.

● Adding 1 to the greatest 5-digit number (99999), the smallest 6-digit number
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(100000) is obtained.
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● All the numbers in Roman numerals can be written using the seven English
letters, i.e., I, V, X, L, C, D and M.
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● There is no defined symbol or letter for the number zero in Roman numerals.
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Activities
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Aim: formation of 5-digit numbers
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Material required: number cards from 0 to 9
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Procedure: Introduce the activity with the statement “In this activity we will form
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different numbers using number cards.” Make number cards of digits from 0 to 9. Tell
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students to choose any five cards and arrange them to make a 5-digit number. Ask the
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student to read the number and rearrange the numbers differently to get a new number.
Ask, how many different numbers can be made from one 5-digit number. Students will
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take another five cards for a new number and continue with the activity.
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Questionnaire: What is the greatest number that can be formed using the digits 0, 1,
3, 8 and 7?
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What is the smallest number that can be formed using the digits 9, 3, 4, 0, 2?
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Skills applied: This activity will enhance their counting and representation skills.
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Aim: concept of standard and expanded forms

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Material required: abacus

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Procedure: Simple Abacus – Ask students to insert any number of beads in the
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five rods of abacus. Count the beads in each rod and write the number formed (say
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34245). Also, tell them to write the place value and face value of any digit (say 2) in
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their notebook. Use simple abacus to make students understand the representation of
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numbers in standard and expanded forms.

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Questionnaire: What is the expanded form for the number 78034?

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How is expanded form different from the standard form of a number?

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Aim: comparing and ordering of numbers
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Material required: number cards from 0 to 9, dice
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Procedure: Five Dice Throw – Throw 5 dice together and read the number appearing
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on each dice. Form any four 5-digit numbers with the digits that appear on the five
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dice. For example, the numbers appeared are 1, 7, 6, 5 and 4, then 5-digit numbers
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formed with these digits can be 17654, 41567, 57146, 65714, etc. Now encourage
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the students to compare the numbers and rearrange them in ascending or descending
order.
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The same activity can be done with blocks too. You may also encourage the students
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to work with 6 dice to form, compare and order 6-digit numbers.

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Questionnaire: How can we know if a number is greater than or smaller than a given
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number?
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Do you think that we need to compare and order numbers? Why?

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Skills applied: This activity will enhance their counting, comparison and ordering
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skills.
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Aim: finding predecessor and successor for a number

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Material required: pencils, blank paper cards

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Procedure: Ask students to sit in pairs. Each partner writes any six numbers up to
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6-digits on a card and exchanges it with their partner. The other partner then writes the
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successor and predecessor for all the six numbers. The partner who first completes the
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task wins the challenge.

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Questionnaire: What is a predecessor?

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What is a successor?
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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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Write numbers in the other pan of the balance to make the number smaller,
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greater or equal to the given number according to the following images.
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98711
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56431
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100011
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67543 77777
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Project
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Thermocol Glass – Use thermocol glasses to understand the concept of place value,
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standard form and expanded form. Take 5 glasses (for 5-digit numbers) or 6 glasses
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(for 6-digit numbers) of thermocol and write 0 to 9 numbers on the glass tip. Add as
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many zeroes after the numbers on the glass as the position written on the glass bottom.
Such as, for tens place glass, add one zero after each number, for hundreds place glass,
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add two zeroes after each number on the glass and so on. Play with the finally ready
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glasses to see place value, standard form and expanded form of different numbers.
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Final ready glass project Ten thousands glass Hundreds glass

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All the glasses

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Worksheet
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1. Write the number names or numerals for the following.
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a. 165084 –
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b. – Three lakh four thousand six

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c. 630011 –
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d. – Two lakh twelve

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2. Write the standard/expanded form.
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a. 9,43,289 –
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b. 6,08,815 –
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c. – 4,00,000 + 9,000 + 200 + 80 + 8

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d. – 7,00,000 + 50,000 + 3,000 + 100

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3. Compare the following numbers and put the sign (<, >, =).
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a. 6,71,247 6,83,144 b. 4,69,208 4,99,111

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c. 2,63,938 2,63,398 d. 1,21,119 1,21,119

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4. Arrange the following numbers in ascending order.

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4,38,196 5,46,111 4,20,133 5,43,247

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5. Form the greatest and the smallest 6-digit numbers using the digits 7, 3, 0, 9, 5, 8
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without repeating the digits.

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6. Form the greatest and the smallest 5-digit numbers using the digits 1, 8, 5, 7, 3
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without repeating the digits.

7. Complete the table.
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Number Roman numeral Number name

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78
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XLVI
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Sixty-eight
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8. Complete the table.

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Number Rounded off to Rounded off to Rounded off to

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nearest 10’s nearest 100’s nearest 1000’s

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1,16,591
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4,28,156
6,91,280
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2,00,400
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2 Addition and
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Subtraction
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Learning Objectives
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To add 5- and 6-digit numbers without and with regrouping.
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To subtract with 5- and 6-digit numbers without and with regrouping.
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● To apply the properties of addition and subtraction.

● To estimate sums and difference to the nearest 10’s, 100’s and 1000’s.
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● To check subtraction with addition.

● To be able to add and subtract together.
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Getting Started
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Prior Knowledge
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● Student knows about the addition and subtraction of numbers up to

2 Lesson
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4-digits, basic properties of addition and subtraction, simple word

problems, rounding off numbers to the nearest 10’s and 100’s.
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Warm-up Activity
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● Give addition and subtraction problems of numbers up to 4-digits

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and encourage them to solve the same on board or in their notebook.

● Instruct them to solve problems in the form of statements, such as,
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write the greatest 3-digit number and subtract the smallest 3-digit
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number from it. Add the greatest and the smallest 2-digit numbers.
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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 to look up any online shopping site and find the
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price of any two items, which are in 5- or 6-digit numbers. They may look up
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the cost of televisions, refrigerators, washing machines, scooters or any such

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items.
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●Instruct them to note down the two items and their price in their rough
notebooks. Ask the students to assume that they have bought those two
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items and calculate their total expenditure.

Explain that to add two numbers, we place them one below the other, so that
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the digits of each place are in the same column. Tell them to start adding
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from the ones place and move leftwards; if two digits in a column add up to
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a 2-digit number, write only the ones digit in the answer column and carry
the tens digit to the next column.
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Terms
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● Successor, predecessor, estimation

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Project Idea
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each group to create a crossword puzzle of their own, the
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7 solution of which requires them to add or subtract using

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5- and 6-digit numbers.

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Evidences
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Through Questions
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● In the addition of the numbers 34526 and 837354, what is the digit at
the ones place?
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Plan ● If a digit in the minuend is less than the corresponding digit in the
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subtrahend, what will you do?

● To estimate the sum of two numbers, would you add the numbers and
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then find the estimated sum?

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6 If a problem involves both addition and subtraction, would you

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subtract first or add first to get the correct answer?

Challenges
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● Forming the smallest number, with zero as one of the digits, is a

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challenge for some students.

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● Remembering which number is the ‘Minuend’, the ‘Subtrahend’ and

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which is the ‘Difference’ may pose a challenge. These words must be

used constantly, so that students are comfortable with their usage.
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● Rounding off may create confusion in some that 5 may be rounded off to
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the previous digit.

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● A great challenge occurs in word problems where the students are asked
5 to read carefully to analyse what to do in the problem.
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Facts
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● If the sum of digits is larger than 9, regroup the sum to the

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column on the left.

Arrange the digits one below the other in the correct place while
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adding three or more numbers with different digits.

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● The sum remains the same on reordering of numbers.

● Sum of any number and zero will be number itself.
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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 you get a higher value in the minuend than in subtrahend.
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● Subtracting zero from any number will give the number itself.
● Subtracting a number from itself will give zero.
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Activities
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Aim: addition of 5- or 6-digit numbers
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Material required: deck of cards
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Procedure: Instruct students to form groups of four. Give a pack of cards to each
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group. Before you give the pack, exclude the Ten, Jacks, Queens and Kings from the
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pack. Instruct the students to keep the pack face down and spread the cards, so that
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any card can be picked. Ask a student from each group to pick up six cards at random
and arrange the cards to form a 6-digit number. Now, ask another student of the group
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to pick five other cards at random and arrange the cards to form a 5-digit number.
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Instruct the students to place the 5-digit number such that its digits in each place
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are directly below the corresponding digits of the 6-digit number in the same place.
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Instruct the students to work independently and find the sum of the two numbers, in
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their notebooks. Once they have done this, ask them to tally their answers and ensure
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that each student in the group has the correct answer.

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Questionnaire: What is the sum of the place value of 3 in the number 55432 and
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43761?
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Aim: checking subtraction using addition

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Material required: cards, pencils

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Procedure: Ask students to sit in groups of four. Each group gets ten minutes to create
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as many subtraction statements (correct as well as incorrect) as possible using 5- or

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6-digit numbers and write them on the cards provided. Once all the teams are done, ask
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them to exchange their cards with other teams and check their subtraction statements
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using addition. Encourage the students to find the correct answer for each incorrect
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addition statement. The team who does it first with 100% accuracy wins the game.
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Questionnaire: Can we check an addition statement using subtraction? How?

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Skills applied: This activity will enhance their problem-solving and computing skills.
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Aim: testing properties of addition and subtraction
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Material required: notebooks, pencils, erasers
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Procedure: Addition and Subtraction – Introduce the activity with the statement, “In
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this activity, we will verify the properties of addition and subtraction.” Instruct the
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students to form groups of four. Ask each group to divide themselves further into two
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pairs. Instruct each pair of a group to write a 5- and 6-digit number in their notebooks.
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So, each group has two numbers. Now, each pair of students will add the number of the
other pair to their own number (here, each pair will be adding the numbers in a different
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order). Instruct the pairs of a group to compare their answers. The students should find
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both the answers to be the same. Ask them to check the same property with another set
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of numbers. Instruct the groups to now subtract the two numbers. After the students
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have done the subtraction, emphasise that if they look at the work of the other pair in the
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group, the order of the numbers will be the same. Instruct students to add and subtract
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zero from the numbers and check what the other pair has got too. Instruct the students to
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finally write the properties of addition and subtraction in their notebooks.

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Questionnaire: Is 45306 + 43215 = 43215 + 45306?

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Skills applied: This activity will enhance their comparison and application skills.
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Aim: estimating sums and differences

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Material required: paper slips and dice

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Procedure: Dice and Slips – Encourage the students to write any 5- or 6-digit number
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on a slip of paper. The number should start with the number displayed on first throw
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of dice and end with the number displayed on second throw of dice. Let the students
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compare their number with their seat partners and find who has written the greatest
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number and who has written the smallest number. The student with the greatest
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number will now decide and estimate the sum or difference of the two numbers to the
nearest 10’s or 100’s. If answered correctly, he/she will gain a point. Play at least five
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rounds, the player with maximum score will be the winner.

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Questionnaire: How does rounding off helps us to estimate sums better?

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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 blanks.
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0 + 12,341 = + 0 = 12,000
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1 + 76,452 = + 1 =
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2,51,234 + 1,23,400 = 5,89,000 – 1 =

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0 + 51,234 = 51,432 – 0 =
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+ 1 = 12,107 – 7,84,000 = 0
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– = 0 – = 1
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Project
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Divide the class into groups of four and instruct each group to assume that one
group from them is going on a trip to another city and use the internet to plan out
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the expenditure they will incur to take a flight/train to the place and back, the cost of
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staying in a hotel for two days, food and shopping. Assume that they have an initial
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amount of ninety thousand five hundred sixty-seven rupees for the trip. Then, instruct
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them to estimate the money left at the end of the trip, to the nearest 10’s or 100’s.
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12
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Worksheet
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1. Solve the following.

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a. b.
TTh Th H T O TTh Th H T O
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3 2 3 5 0 2 6 4 8
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+ 2 7 4 8 9 + 8 1 4 7
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c. d.
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6 2 5 1 4 1 2 4 9 3
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+ 1 1 4 7 3 + 4 9 8 0
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7 4 6 3 2 4 2 1 9
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e. f.
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7 8 2 1 6 4 9 5 3 1
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− 3 5 1 4 7 − 2 5 1 7 3
br
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C

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a. 22,456 + 48,947 − 14,326 b. 39,801 + 14,326 − 16,599

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3. By how much is 266,800 greater than 265,500?

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4. There were 14,959 tourists in a hotel. If 1,194 tourists left the hotel, then find the
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number of tourists left in the hotel.

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5. In a fair 7,006 people visited on Tuesday, 6,958 people visited on Wednesday and
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2,480 people visited on Thursday. How many people visited the fair in all?
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6. Fill in the missing numbers.

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a. 21,656 + = 22,000 b. − 71,648 = 2,599

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c. 75,128 + 46,745 = + 75,128 d. 64,156 − 0 =

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e. (26,415 + 32,451) + 14,579 = 26,415 + ( + 14,579)

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7. Estimate the sum and difference by first rounding off the numbers 52,121 and
52,768 to the nearest 10’s and 100’s. Also, find the actual sum and difference.
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3 Multiplication
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id
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Learning Objectives
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1
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● To know multiplication tables from 11 to 15.
To perform multiplication of a 3-digit number by 3-digit number.
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● To perform multiplication of a 4-digit number by a 1- and a 2-digit number.

To perform multiplication of a number by 10, 100, 1000 and its multiples.
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● To estimate products.
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Getting Started
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Prior Knowledge
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● Student knows about tables up to 5, repeated addition concept,

2 Lesson
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skip counting by 2s, 3s and 5s, properties of multiplication,

rounding off in multiplication.
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Warm-up Activity
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● Let the students revise tables up to 5 and simple multiplication sums.

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● Tell them to count the total number of students in a class row

when there are 6 benches of 2 students each. Let them simply
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count to check the result of repeated addition.

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Ask dodging table to revise the concept.

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●
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Concept Building
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●Start the session by asking students the question “What does the
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product of a number multiplied with 10 gives?” Ask them what

3
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they think will be the product of the number multiplied with 100
and 1000. Explain the answers to them, stating that the product of
v
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two numbers will have as many zeros as the total number of zeros in
the two numbers. Show some more examples of multiplying 1-digit,
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2-digit and 3-digit numbers with 10, 100 and 1000.

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●Explain that to multiply a number with multiples of 10, 100 and 1000,
we simply multiply the number with the non-zero part of the number
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and write the same number of zeros after the product. Show examples
4
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of multiplication of numbers like 23 × 20, 23 × 200 and 23 × 2000.

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Then, project some sums for students to solve independently.

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Terms
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● Estimation
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14
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id
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Project Idea
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● Divide the class into groups and instruct the students to assume
that they have to organise a party for the entire class. Ask the
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s students to plan the menu and work out the total estimated cost
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of each item. The students will write down, on a chart paper, the
7 entire menu, with the quantity and estimated cost of each item.
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The students can make their menu as interesting as possible.

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rs
Evidences
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Through Questions
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● Is it true that if we multiply 1 to any number, it gives the number

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itself?
Plan ● Is it true that when any number is multiplied by 10, then we just
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add a 0 before the number?

If we multiply 0 by any number, the answer we get is _____.
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● In the product of the numbers 30 and 830, what are the digits in
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6 the tens and ones place?

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● At least how many zeroes will there be when a number is

multiplied by 1000?
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Challenges
s
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● Multiplication of 3-digit numbers with other 3-digit numbers should

be clearly understood. Students should know why they write zero
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(in the ones place) or two zeros (in the ones and tens places) in the
second and third steps, respectively, of multiplication.
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● Memorising the tables of 13, 14 and 15 can be a major challenge.

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Display the tables on the board in class and ask students to revise
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the tables daily.

Estimating numbers to the nearest 10’s and 100’s may be a bit
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confusing to students. Emphasise the place they need to consider in

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each case, to round off the number.

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5 Facts
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● Multiplication of 2- and 3-digit numbers by a 2-digit number can

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be done with and without regrouping.

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● While solving word problems, analyse the numbers to be

multiplied first and then find the product.
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● When any number is multiplied by 10, 100 and 1000 then, in

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the product we just add one zero, two zeroes and three zeroes,
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respectively, after the number.

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● Estimating product makes the multiplication easy but does not

gives us the actual answer.
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15
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Activities
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Aim: multiplication of numbers 9 3 4 4 12 6 3 9 8 12 3
ni ×4 ×2 ×1 ×9 ×3 ×6 ×12 ×4 ×4 ×2 ×8
Material required: maze board, 6 7 2 9 7 2 1 12 5 9 4
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pencils, colours ×6 ×3 ×3 ×4 ×5 ×6 ×7 ×3 ×0 ×5 ×10
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3 8 5 6 3 7 6 9 4 12 6
Procedure: Maze Activity – Make a ×12 ×8 ×6 ×6 ×3 ×0 ×4 ×4 ×9 ×3 ×6
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4 12 6 4 1 4 5 3 5 8 3
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similar maze as shown in the figure.

×9 ×3 ×6 ×9 ×1 ×8 ×6 ×2 ×4 ×2 ×12
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Tell the students to colour all such facts 9 2 5 4 2 10 5 2 0 7 9

which give 36 as product which in turn ×9 ×7 ×4 ×2 ×8 ×5 ×2 ×6 ×0 ×3 ×4
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s 1 5 3 12 9 3 6 6 4 3 6
will complete the maze.
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×4 ×2 ×12 ×3 ×4 ×5 ×9 ×6 ×9 ×12 ×6
0 7 6 6 4 2 4 9 5 6 0
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Questionnaire: What is 36 × 1 equal

×9 ×2 ×6 ×7 ×9 ×8 ×6 ×4 ×8 ×4 ×2
to?
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4 12 9 4 12 4 6 3 7 4 5
×9 ×3 ×4 ×4 ×3 ×9 ×6 ×12 ×7 ×3 ×5
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Skills applied: This activity will 6 6 9 2 0 12 8 1 2 5 3

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enhance their computing and ×6 ×8 ×6 ×7 ×9 ×5 ×3 ×1 ×6 ×4 ×7

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3 9 4 12 9 6 4 3 9 6 4
problem-solving skills.
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×12 ×4 ×9 ×3 ×4 ×6 ×9 ×12 ×4 ×6 ×9
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id
Aim: multiplication of 3-digit or 4-digit numbers

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Material required: paper, pencils, erasers

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Procedure: Introduce the activity with the statement, “In this activity, we will
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multiply 3-digit numbers with other 3-digit numbers and 4-digit numbers with 1- and
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2-digit numbers.” Instruct the students to form groups of four. Ask each group to
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divide themselves further into two pairs. Instruct each pair of a group to write two
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sums of multiplication of 3-digit numbers with other 3-digit numbers, on a sheet of

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paper. Instruct them to interchange sheets with the other pair and find the solutions.
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Instruct the pairs of students to again interchange the sheets and check the work done
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by the other pair in the group. Repeat the activity for multiplication of 4-digit numbers
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with 1- and 2-digit numbers. You may help students wherever required.
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Questionnaire: Create a story problem for 123 × 23 = 2829.

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16
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Aim: multiplication of numbers 28 27 26 25
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82 × 56
END 123 × 106 113 × 12 219 × 51
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Material required: Slide and ladder
ni 24 23 22 21 20
board (as shown in the figure), die,
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125 × 224 6×6 10 × 100 567 × 21 125 × 100
counters
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19 18 17 16 15
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Procedure: Slide and Ladder – 216 × 10 3×3 1×1 0×0 10 × 10

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Students can play this game of slide

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14 13 12 11 10
and ladder. In this game, students roll 235 × 123 11 × 9 15 × 15 5×5 6 × 456
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a die and move the counter as many
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9 8 7 6 5
places as shown on the die face. The

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249 × 12 10 × 10 12 × 6 4×4 7 × 72
students will then find the product of

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1 2 3 4
the numbers written on the box. If the

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START 126 × 25 12 × 120 129 × 9 721 × 12

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answer is correct, he/she gets to stay

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on that place otherwise move back to

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the original position. The players will climb, if a ladder is reached and come down if a
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slide is reached. The player who will reach the ‘END’ first will be the winner.
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Questionnaire: Multiply 1456 and 23.

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Skills applied: This activity will enhance their computing and problem-solving skills.
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Aim: estimation of products

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Procedure: Estimation while Dodging – Speak out pair of random 2- or 3-digit

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numbers in class and ask what the estimated product will be, after rounding off the
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number to the nearest 10’s. For example, consider 13 × 8. Now, 13 and 8 both are
ni
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rounded off to 10. Thus, 10 × 10 = 100 (is the estimated product). Similarly, take up
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problems for estimation of products to the nearest 100’s.

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Questionnaire: Estimate the product of 237 and 26 to the nearest 10’s.

br
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17
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Fun Activity
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Find the answer of the following multiplication problems.
ni
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× 10,000
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× 88
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×
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× 0
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× 45,600
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× s 75
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×
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×
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× 16,852
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×
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×
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× 52
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id
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Project
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Make a grid of dodging table on a pastel sheet and two spinners with the help of
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paperclips. Spin the two spinners (say the first one stops at 5 and the second one at c)
and find the matching combination (here, 5c) on the grid (here, 10 × 8). Write the correct
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answer on a post-it pad slip and paste it on the corresponding grid box. The student
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with maximum number of correct answer slips pasted on the grid will be the winner.
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6 9×3 8×6 12×5 6×5 9×7 4×9

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5 8×5 2×2 10×8 3×10 5×8 8×10 1

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6 2
5 3
4
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12×6 9×2 8×7 7×4 12×12 4×8 4

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3 4×3 6×6 3×9 8×8 11×11 6×11

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2 7×7 11×5 5×2 11×9 10×5 2×7 a

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f b
1 4×2 7×5 12×9 2×6 6×8 12×10 e c
d
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a b c d e f
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18
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Worksheet
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1. Write the following products.

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a. 7 × 14 = b. 6 × 15 =
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c. 9 × 11 = d. 3 × 12 =
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e. 5 × 15 = f. 7 × 13 =
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g. 4 × 13 = s h. 2 × 11 =
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2. Find the product.
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a. 3 4 3 b. 9 5 3 c. 4 6 8 3
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× 2 1 2 × 2 9 5 × 6 1
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d. 3 8 4 e. 1 2 4 9 f. 3 1 2 5
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× 3 2 9 × 7 4 × 3 4 6
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br
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3. A school is taking class 4 and 5 to a picnic. The joining fee per student is `125.
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There are 174 students who joined the picnic. How much fees was collected by
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the school?
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4. There are 456 stamp slots in a stamp book album. How many stamp slots will be
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there in 12 such albums?

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5. What is the product of 1640 and 25?

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6. Fill in the blanks.

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a. 62 × 1000 = b. × 10 = 2500
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c. 320 × 100 = d. 19 × 100 =

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e. × 1000 = 40000 f. 269 × 10 =

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7. Estimate the product by first rounding off the numbers to the nearest 10’s.
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a. 3445 × 42 b. 1217 × 12 c. 5256 × 23

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8. Estimate the product by first rounding off the numbers to the nearest 100’s.
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a. 468 × 144 b. 311 × 121

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c. 256 × 235 d. 4126 × 19

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4 Division
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Learning Objectives
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s
To divide a 4-digit number by a 1-digit number and a 2-digit number.
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●
● To be able to divide by 10, 100 and 1000.

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● To apply properties of division.

● To understand estimating quotient to the nearest 10’s and 100’s. 1
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Getting Started
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Prior Knowledge
2 Lesson
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● Student knows about the concepts of equal sharing and

equal distribution, repeated subtraction, relation between
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multiplication and division, properties of division.

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Warm-up Activity
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● Let the students revise multiplication tables.

● Let the students revise division using multiplication tables.
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s
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Concept Building
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Repeated subtraction method: Start with the earlier development of the

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concept. Show division of 3- and 2-digit numbers with a 1-digit number 3

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using repeated subtraction.

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●Long division method: Discuss Long division method for dividing a

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4-digit number by a 1-digit number, a 3-digit number by 2-digit number

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and division by multiples of 10.
4
ge
id
br
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Terms
● Estimation, dividend, divisor, quotient, remainder
C
s
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ity
20
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ni

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id
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C
s Project Idea
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● Ask students to list down any ten daily activities where they use
7
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division and estimation of quotients.

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Evidences
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Through Questions
Plan ● Suraj has 225 trees in his garden. If there are 15 trees in each row,
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how many rows of trees are there in his garden?

Is it true or false: 2056 ÷ 1 = 2056?
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Is it true that if we divide any number by 1, it gives the number itself?

br
6 ● When any number is divided by 10, then, we just remove a zero after
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the number?
Challenges
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● While dividing by long division method, students sometimes divide

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by a lesser number which gives a remainder more than the divisor.

They need to be advised that remainder after dividing at each step
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must be less than the divisor.

● The students may get confused while dividing by 10, 100 and 1000
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as to which place is to be taken as quotient and which place as

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remainder.
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5
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ni
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Facts
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● Division can be done through repeated subtraction.

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● Multiplication and division are opposites of each other.

Long division method is used to divide quickly without
br
repeated subtraction.
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● Multiplication is done from right to the left, but division

is done from the left to the right.
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21
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Activities
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Aim: division as repeated subtraction
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Material required: beads, bowl
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Procedure: Beads in the Bowl Activity – Collect 140 beads in the box. Ask ten
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students to pick up one bead at a time. After first round, 130 beads are left. Again,
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the students pick up one bead each, now after 2nd, 3rd, 4th till 14th rounds, no beads
br
are left. Thus, 10 students shared the beads equally among them such that each
am
student gets 14 beads. Sharing equally means division and the symbol for division is
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s
‘÷’. Hence, 140 ÷ 10 = 14. Above activity can explain division as equal sharing and
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repeated subtraction.
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Questionnaire: What do you understand by the term equal sharing? Repeated subtraction?
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What is the difference between the two?

rs
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ni
U
Aim: division of 4-digit numbers

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Material required: index cards (one problem per card), wooden ruler or fly swatter
id
br
Procedure: Write various division problems on index cards (one problem per card).
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Write all the answers to the problem on the board. Mix up the answers and place them
randomly all over the board. Divide the class into two teams and have each team line
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s
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up single file, facing the board. Give the first team member of each team a wooden
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ruler or a fly swatter. Pull an index card and read the division problem aloud. For
example, (a) find the quotient for 2160 ÷ 10; (b) find the quotient and remainder for
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1950 ÷ 20; (c) if two dozen mangoes cost ` 1120 then, what is the cost of one mango?
si
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Instruct the first two students to listen to the problem and run to the board when you
v
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say “Go.” The first student to swat the correct answer on the board wins a point for
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his/her team. The first two students then hand the fly swatter to the next person in line
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before moving to the back of the line.

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Questionnaire: Aarav wants to distribute 525 chocolates equally in a class of 40

br
students. How many chocolates will each student get and how many will remain
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undistributed?
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es
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22
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Aim: division by 10, 100 and 1000
rs
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Material required: division chart template, pencils, erasers, counters
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Procedure: Ask students to sit in pairs and hand over the division chart template to
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each of the students. Encourage the students to write any four 3- or 4-digit numbers
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below the ones already given in the template. Now, ask them to exchange their
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division charts with their partners. The partners will now divide the given numbers by
br
10, 100 and 1000 and record their answers in the division chart. After the students are
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done, they will exchange their charts with their partners to check for the solutions.
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s
Divide by 10 Divide by 100 Divide by 1000
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6000
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6236
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7000
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Questionnaire: Find the quotient for 720 ÷ 10.

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id
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Aim: estimating quotients

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Material required: number cards from 0 to 1

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Procedure: Ask students to sit in pairs and distribute one deck of number cards to
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each of the pairs. Now, students in the pair take turns to draw out cards to form a 3- or
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4-digit dividend and a 1- or 2-digit divisor. After the pairs have obtained their dividend
si
er
and divisor, both the students individually work out to estimate the quotient. Now, ask
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students to find out the actual quotient and find its difference from their respective
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estimated quotients. The partner with a lesser difference wins a point. Repeat the same
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procedure a couple of times. The students with maximum points wins the game.
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Questionnaire: How does rounding off numbers help in estimation of quotients?

id
br
Skills applied: This activity will enhance their estimation, problem-solving and
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computing skills.
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23
rs
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ni

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Pr
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Fun Activity
rs
ve
Fill in the missing numbers.
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U
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id
br
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74 37
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78
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39
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id
2886 78
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Pr
ty
si
v er
Project
ni
U
Divide the class into groups of four and ask them to collect stamps. Now, ask them to
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collect all the stamps of all four students (say, 100 or 179, etc.) of the group. Ask the
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students to divide the stamps into four equal parts and paste stamps on a chart paper
br
and mention the name of each group member below his/her share of stamps. Ask them
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to check if there is any stamp left, write the number of stamps left also.
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Worksheet
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1. Solve the following by repeated subtraction.

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a. 120 ÷ 20 b. 45 ÷ 9 c. 200 ÷ 40
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2. Write the multiplication facts using 10, 110 and 11. Then, write its division facts.
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3. Divide the following by long division method. Write quotient and remainder in
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each case.
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‿ ‿
‿ ‿
‿ ‿
‿ ‿
a. 8 152 b. 6 249 c. 9 369 d. 3 201
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e. 7 2486 f. 8 5498 g. 9 1123 h. 6 4514

ity
rs
4. Three friends are driving a car and each one drives for an equal distance. If the
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journey was for 3684 km, then for how much distance each of the friends drove?
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5. A gardener has 976 plants to be planted in a park. If there are 16 flowerbeds in

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the park, then how many plants can be planted in each flowerbed?
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id
br
a. 249 ÷ 10 gives ___________ as quotient and __________ as remainder.

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b. 4964 ÷ 1000 gives _________ as quotient and __________ as remainder.

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c. _________ ÷ 1 = 213
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d. _________ ÷ 8 = 0
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e. 594 ÷ 9 = 66 means ___________ × __________ = __________

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f. 118 × 4 = 472 means ___________ ÷ __________ = __________ and

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_______ ÷ ________ = __________

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ni
7. Estimate the quotient for 109 ÷ 19.

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8. Estimate the quotient for 7896 ÷ 72.

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9. A car travels 455 km in 5 hours. How much distance will it cover in one hour?
id
br
10. Five friends are measuring a cloth and each one measured for equal length. If the
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total length of the cloth was 5245 m, then how much length of the cloth did each
friend measure?
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11. Four children went to buy a toy from a toy shop. If the toy costs ` 1200, then how
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much money will each child pay?

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5 Multiples
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and Factors
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id
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Learning Objectives
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●
s
To define and find multiples and common multiples.
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● To apply properties of multiples.
To identify prime and composite numbers.
Pr
To be able to define and find factors and common factors.

1
●
To apply properties of factors.

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● To perform prime factorisation.

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● To apply divisibility rules of 2, 3, 4, 5, 9 and 10.

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ni
Getting Started
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Prior Knowledge
2 Lesson
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● Student knows about multiplication tables, division,

increasing and decreasing patterns, skip counting.
id
Warm-up Activity
br
● Let the students revise multiplication tables.

am
C
s
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Concept Building
●For factors, ask 10 students to arrange themselves in a line. Write on
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the board 1 × 10. Now, ask the same number of students to arrange
themselves in 2 rows, i.e., 5 students in each row. Write on the board
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2 × 5. Now, ask them to arrange themselves in other possible ways while

si
standing in a line so that all the lines have equal number of students. Tell
3
er
students that the different numbers of rows and columns represent the
v
factors of 10: 1, 2, 5 and 10. Here, factors of 10 are 1, 2, 5 and 10.

ni
●For multiples, make 6 students stand in a line. Students will start

U
counting numbers one by one and the students at the place of multiple
of 2 will clap and students at the place of multiples of 3 will stomp
4
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their feet. Students are familiar with the tables of 2 and 3, so relate
multiples with tables and help them to grasp the concept.
id
br
am
Terms
● Multiples, factors, prime numbers, composite numbers,
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divisibility tests, common multiples, common factors, prime

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factors, division method

Pr
ity
26
rs
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ni

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Pr
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ni
U
ge
id
br
am
Project Idea
C
s
Give five numbers to each student to find factors. Tell the
es
●
students they are going to build all the possible rectangles

Pr
to show the numbers on graph paper. Combination of row

7 and column represents the factors of the given number. For
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example, factors of 12 can be represented as, one row of

12 blocks, 2 rows of 6 blocks and 3 rows of 4 blocks.
rs
ve
Evidences
ni
U
Through Questions
Plan ● What is the greatest factor of any number?
ge
● Find out a factor of 28 which is also a factor of 49 and 84.

Show the common multiples from the first 7 multiples of 3 and 5.
id
Challenges
br
6 ● Students may not be able to list all factors of a number.

am
The students may miss out when listing the common factors.
This happens because when listing the factors, they sometimes
C
forget to write 1 and the number itself as factors.

s
es
● They often do not write factors in ascending order, so a

common factor is not visible.
Pr
● The students can face difficulty in identifying whether the

given number is a multiple of the specified number or not.
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● The students get confused between a factor of a number and a

si
multiple of a number.
v er
ni
Facts
5
U
● Every number is a multiple of 1 and itself.

● Multiples are countless in number.
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● The smallest factor of every number is 1 and the greatest factor of

every number is the number itself.
id
● The factors of a number are equal to or less than the number itself.
br
● 1 is neither a prime number nor a composite number as it has only

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1 factor, i.e., itself.

● 2 is the only even number which is prime.
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● Composite numbers are divisible by a number other than 1 and the

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

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Activities
rs
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Aim: factors and multiples
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Material required: chart paper, colours, pencils, erasers
U
ge
Procedure: Show and Hide – Encourage the students to make a Show and Hide
fun with pastel sheets as shown in the figure. You may also encourage them to find
id
br
multiples and factors of bigger numbers.

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Presenting... Multiples! Presenting... Factors!

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s
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4,8,12,16,20
5,10,15,20,25
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1,2,3,4,6,12
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1,2,3,4,6,8,12,24
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U
ge
Questionnaire: What is the difference between a factor and a multiple of a number?

id
Skills applied: This activity will enhance their application, representational and
br
creative thinking skills.

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s
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Aim: factors and multiples

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Material required: factors and multiples

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task cards, chairs Find the

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factcrs of: Find the

factcrs of:
18
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36 6 8
Procedure: Factors and Multiples Task Cards
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Find the
– Make task cards for factors and multiples as
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factcrs of:
24 10
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shown in the figure. Play the game of musical

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passing the ball. The student (where music

stops) will pick one card and answer the
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question written on the card.

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Questionnaire: Find all the factors for the number 10.

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es
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28
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Pr
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Aim: divisibility rules
rs
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Material required: game board, die,
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20
32
90 6 4
counters 5
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35 180
22 72
15
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11
Procedure: Divisibility Game – 18
24
216
40
id
Encourage the students to play the 9 8

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36 100
16 48
divisibility game. The student whose
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33
25
birthday is nearest will start the game. Start

50 13
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Roll the die and move the counter as 360
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12 21 36
Finish 7
many number of steps as shown on the
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dice. A student can only move when

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the dice face shows a number which can divide

rs
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the number written below his/her counter.

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Questionnaire: Will a number that is divisible by 4 be also divisible by 2?

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Give examples.
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id
br
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Aim: prime factorisation

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s
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Material required: coloured sheets of paper, pencils, makers, colours

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

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Questionnaire: Find all the prime factors for 34 using long division method.
id
br
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Pr
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Fun Activity
rs
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Match the following.
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ge
id
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74 divisible by 3
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s
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17 twin prime
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numbers
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11 and 13 prime number

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2421 is a multiple
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of 2
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1755 divisible by 9
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Pr
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Project
si
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Ask students to draw a map of the area they live in, indicating any ten nearby
v
ni
houses and represent the house numbers using the concepts of prime and composite
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numbers; even and odd numbers; divisibility rules; factors and multiples; and prime
ge
factorisation. For example, if the house number is 32, the students can represent this
number as, ‘It is the 8th multiple of 4’. Additionally, if the house number is 6, the
id
students can represent this number as, ‘it is a perfect number’.

br
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Worksheet
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1. Write first five multiples of the following numbers.

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a. 6 b. 14 c. 8 d. 10
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2. Write all the factors of the following numbers.

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a. 48 b. 76 c. 14 d. 99
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3. Sort the following numbers as prime or composite.

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5 9 11 14 21 25 30 45 49 53 60
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4. Without actual division, check whether the given numbers are divisible by 2, 3, 4,
5, 9 and 10.
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a. 1620 b. 6525 c. 8648

rs
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5. Write the smallest digit that should be added to the ones place of the following
numbers.
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a. 63457 so that it is divisible by 4.

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b. 157894 so that it is divisible by 9.

id
6. Write first five common multiples of the following numbers.

br
a. 8 and 12 b. 6 and 9 c. 12 and 18

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7. Find common factors of the following numbers.

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a. 40 and 60 b. 25 and 35 c. 30 and 45

s
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8. Find prime factors of the following numbers.

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a. 256 b. 420 c. 300

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9. Complete the following factor tree.

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a. 24 b. 40
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5
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id
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2
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31
rs
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6 Fractions
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id
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Learning Objectives s
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● To identify types of fractions – like, unlike, proper, improper,
mixed and equivalent fractions.
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● To convert improper fractions into mixed fractions and vice versa.

● To reduce a fraction to its simplest form.
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● To compare like and unlike fractions.
1
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● To perform addition and subtraction of like fractions.

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Getting Started
Lesson
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Prior Knowledge
● Student knows about basic shapes and their division in halves.
2
id
Warm-up Activity
br
● Tell students that you and a friend want to split the pizza, and you
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want to have equal pieces. Demonstrate how to split the pizza in half.
Then, ask students how they would split the pizza if there were four of
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you or eight of you and each wanted a slice. Use words to discuss the
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fractions in the example above. For example, you might say, “There
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are four of us, so we’ll split the pizza into fourths or quarters.”
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● Ask students to identify various physical representations of one-

quarter, one-third, one-eighth, two-thirds and similar basic fractions.
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3
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Concept Building
v
●The physical representations should extend beyond circles. Ask students to

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fold a rectangular paper into equal sections to represent fractions instead.

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Use discrete models, once students have mastered the continuous models of
paper folding. For example, give students a handful of coloured candies and
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show them how to figure out what fraction each colour is of the whole.
4
id
●With the help of more example such as that of a pizza and a chocolate bar,
explain the students fractions and types of fractions.
br
am
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Terms
s
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● Fraction, numerator, denominator, equivalent fractions,

like fractions, unlike fractions, unit fractions
Pr
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32
rs
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s
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Pr
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ge
id
br
am
C
s Project Idea
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● Create a grid of 10 by 10 of 100 squares on a A4 size sheet of paper.
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Create your own pattern using different colours within the grid.
7 ● After completing the artwork, students will calculate the fraction
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amount that each colour makes up in the grid.

● Further they will reduce this fraction to its simplest form. Similarly,
rs
repeat the exercise for all the colours used.

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Plan Evidences
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Through Questions
id
● What do we call those fractions which have the same denominator?

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● What do we call the fractions with numerator as 1?

6 ● If the denominator of a fraction is larger than the other when their
am
numerators are same, then which fraction will be the smallest?

● Which fraction is considered the largest in case of like fractions?
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● What do we call the ‘number of chosen parts’ in a fraction?

es
Challenges
The students find it difficult to understand that when adding two
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like fractions, they must add only the numerators and not the
denominators.
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The students are often found to be confused about mixed and

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improper fractions. They convert them mechanically from one to

er
another without realising that they are same.

v
5
ni
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ge
Facts
id
● Equivalent fractions are made by either multiplying or dividing the

br
numerator and denominator by the same number.

A fraction can be reduced to its lowest form by writing all the factors of
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the numerator and denominator and then cancel their common factors.
● In like fractions, fraction with the largest numerator is the greatest.
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● Fractions with like numerator are compared through their denominators.

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The fraction with smaller denominator is the larger fraction.

Pr
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Activities
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Aim: types of fractions
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Material required: flash cards
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Procedure: Flash Cards – Let the students enjoy making
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flash cards on their own as shown alongside. Make a group

id
br
of five and give one flash card each to the five students from
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the shown pattern of fractional flowers. This activity will

make them understand the different fraction parts of different
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s
shapes. Encourage students to identify these fractions as
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proper, improper, like, unlike, unit or equivalent fractions.

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Questionnaire: What kind(s) of fraction is 1 ?

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4
rs
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creative-thinking skills.
ni
U
ge
Aim: equivalent fractions

id
Material required: power point slides representing equivalent fractions

br
am
Procedure: Using power point slides or cards, show students four fractions, three of
which are equivalent. Students will select the fraction that is not equivalent, either by
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clicking on it or removing it from the group of four. Each round that they complete
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correctly leads them towards a prize, like candy or an extra credit points. Like the
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others, this game can be made easier by representing the fractions as shaded circles or
ty
rectangles instead of numbers.

si
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Questionnaire: How can you show that the two fractions are equal?
v
ni
Skills applied: This activity will enhance their problem-solving skills.

U
ge
id
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s
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Pr
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34
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Pr
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Aim: equivalent fractions
rs
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Material required: paper strips, markers, colours
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Procedure: Students can make their own fraction 1
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bars using strips of paper. Students will use several 1 1
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strips of paper that are of the same size. Each strip 2 2

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1 1 1
br
represents one whole. Students will divide each

3 3 3
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strip into parts representing different fractions.

One strip remains whole as a reference to show the original size of the strips. Have
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s 1
students cut another strip in half. They should write the fraction on each of the
es
2
two halves. This shows them what one half of the whole strip looks like. They can place
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the two pieces next to the strip representing one whole, to see that the two halves
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equals one whole. Repeat the process by cutting the next strip into three equal parts.
rs
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Write 1 on each of the three sections. Similarly, repeat the exercise for more fractions
3
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like , 1 , 1 and so on. Now encourage students to find equivalent fraction using
1
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4 5 6
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these fraction strips.

id
Questionnaire: Find the next five equivalent fractions for 2 .

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3
am
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s
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Aim: fraction word problems

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Material required: blackboard, chalk

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si
Procedure: Designing the Fraction Problems – Encourage the students to play the
er
game of dumb charades where the class is divided into groups. Each group will
v
send one student from them to make a word problem on fractions and enact it. The
ni
U
teammate who guesses the problem and answers correctly will be given points.
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Questionnaire: Raj and Simran have ribbons of the same length. Raj uses one-fifth of
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his ribbon while Simran uses one-third of her ribbon. Who used more ribbon?
br
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s
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35
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Fun Activity
rs
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Find the right answer.
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ge
id
br
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s
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U
ge
id
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Project
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Fraction Game – Make similar fraction cards and encourage students to play the
es
game as they play the traditional cards game. This will enable them to compare the
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fractions. The player with the largest card will keep the card of the opponent too.
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The player with maximum cards wins.

si
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1 1 1 2 2 3
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2 3 3 5 5
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1 2 3 3 2 3
4 4 4 5 6 6
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1 2 3 4 3 4
id
7 7 7 7 8 8
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5 6 1 2 7 7
7 7 8 8 8 9
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4 5 6 7 4 5
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9 9 9 9 10 10
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Worksheet
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ge
1. Colour the figures according to the given fraction.

id
a. b.
8
( ( 3
( (
br
16 4
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s
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2. Fill in the boxes with a number so that both the fractions become equivalent.
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a. 27 = 3 = 1 b. 12 =
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54 2 32 8
rs
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3. Reduce the following fractions to their lowest form.

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a. 35 b. 21 c. 32 d. 51
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45 49 48 17
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4. Arrange the following fractions in ascending order.

id
br
a. 3 , 1 , 5 , 7 b. 6 , 2 , 19, 8 c. 4 , 1 , 2 , 3 d. 6 , 4 , 2 , 5 e. 5 , 5 , 5 , 5
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8 8 8 8 21 21 21 21 5 5 5 5 7 7 7 7 13 6 8 11
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5. Simplify the following fractions and write the answer in lowest terms.
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a. 7 + 2 b. 4 − 2 + 3 c. 7 − 3 + 1 d. 2 + 7 e. 11 − 3
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11 11 5 5 5 9 9 9 13 13 31 31
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3
si
6. Mr Arora took a loan from the bank to buy a motorcycle. If he paid off of his
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1 7
loan in the first year and of his loan in the subsequent year, then find:
v
7
ni
a. Total fraction of the loan paid off by him.

U
b. What fraction of the loan is still left?

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5
7. Soniya took a water bottle with her when going for a walk. She drank of water
8
id
2
in the park and after coming back home. Find out:
br
8
am
a. The fraction of water drank by her.

b. Is there any water left in the bottle? If yes, what is the fraction of water left in
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the water bottle?

es
8. What fraction of a year do May, June, July and August together make?
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37
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7 Decimals
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ge
id
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s
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Learning Objectives
To identify and represent numbers as decimals.
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To be able to represent decimals in the expanded form.

1
●
Converting fractions to decimals and decimals to fractions.

ity
●
rs
ve
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Getting Started
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Prior Knowledge
● Student knows about the concept of numbers and fractions.
2 Lesson
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Warm-up Activity
id
● Begin by asking students to represent few randomly chosen

fractions in the form of graphical as well as numerical
br
representation. Also, ask them to compare and arrange them in

am
ascending order.
C
s
es
Pr
Concept Building
15 on it by
●Take a 10 × 10 square grid. Now, represent the fraction
100
ty
shading. The 15 small squares that are shaded represent the fraction
si
number 15 . Now, try to represent other fractions with 100 as the 3

er
100
denominator.
v
ni
●Now, introduce the concept of decimals using blocks. Show

students how to write fractional numbers as decimals. Show them
U
15 = 0.15.
4
ge
100
id
br
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Terms
Decimal, one-tenths, one-hundredths, one-thousandths
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●
s
es
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38
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s
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U
ge
id
br
am
C
s
Project Idea
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● Ask students to prepare a chart on rules for conversion of
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decimals into fractions and vice versa and display it in their

7 classrooms.
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Evidences
U
Through Questions
Plan State true or false: Decimal cannot be cut into as many parts as
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we wish.
id
● State true or false: A zero written after the decimal point and to
br
the left of the numbers increases its value by 10 times.

6 Challenges
am
● Students understood the terms like hundreds place, tens place,

etc. so they might find it hard to understand the new concept of
C
tenths, hundredths, etc.

es
● Mastery and non-mastery of decimals will be based on how

well students draw and label their 10 × 10 grids. The concept of
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decimals is new to students so take their feedback and provide

extra time to reinforce the concept.
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si
v er
ni
5
U
ge
Facts
id
A decimal number is represented as a whole number separated

br
from the fractional part with the help of a point.

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● The number written after the decimal point is always less than 1.
● When a decimal number has no whole numbers, we write 0 in
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the ones place.

s
es
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ity
39
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Activities
rs
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Aim: representing decimals
ni
Material required: 10 × 10 grid sheets,
U
crayons or colouring pencils, four decimal
ge
cards with decimal number and name

id
written on them (per group)

br
am
Procedure: Divide students into groups.

Provide them 10 × 10 grid sheets and
C
s
four decimal cards and ask them to colour
es
and show the decimal numbers on the

Pr
grid. Instruct students to use new colours

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for all four decimal numbers. This is a

rs
great activity to incorporate into a Maths

ve
activity class. The group that completes 10 × 10 grid

ni
the task first, wins.

U
ge
Questionnaire: Which decimal is greater 0.15 or 0.10?

id
Skills applied: This activity will enhance their problem-solving and representational
br
skills.
am
C
s
es
Aim: representing decimal numbers

Pr
Material required: grid paper, connecting cubes,

ty
crayons
si
Procedure: In this activity students write

v er
fractions and decimals using connecting cube

ni
models and grid paper. They draw a garden using

U
grid paper and label each section with the correct fraction and decimal to the tenths.
ge
id
Questionnaire: Can we represent the decimal 0.15 in fraction form?

br
am
creative-thinking skills.
C
s
es
Pr
ity
40
rs
ve
ni

s
es
Pr
ity
Aim: converting fractions into decimals
rs
ve
Material required: flash cards, pencils, bowl
ni
Procedure: Divide students into groups of four. Give each group a bowl containing
U
a set of blank flash cards. Ask each student to write down a conversion problem on
ge
the cards and put them back into the bowl. Once all students of the group are done,
encourage them to take turns to pull out a card from the shuffled deck of flash cards
id
and solve the problem written on it. A correct answer wins a point for the player and an
br
incorrect answer wins no point for the player. The player with maximum points wins.
am
Questionnaire: Convert 15 into decimal form.

C
1000
s
es
Skills applied: This activity will enhance their problem posing, computing and
problem-solving skills.
Pr
ity
rs
Aim: expanded form of decimals

ve
Material required: flash cards, pencils, bowl

ni
U
Procedure: Divide students into groups of four. Give each group a bowl containing
ge
a set of forty flash cards. These flash cards should have decimal numbers, or their
expanded form written on them. Now, encourage the students to shuffle the deck of
id
br
cards and distribute five cards to each one of them. Now, each student takes turns
am
to draw out a card from the pile of remaining, undistributed cards and place it on
the table. Now, all the four students identify the card representing the same decimal
C
s
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number from the cards available to them. The student who has the same card gets to
Pr
keep both the cards with himself/herself. The student who has the maximum number
of cards by the end of the game wins.
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si
Questionnaire: Find the expanded form for the decimal 3.24.

v er
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ge
id
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s
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41
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Pr
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Fun Activity
rs
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Using the following digits, create the greatest and the smallest possible decimal
ni
numbers.
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ge
id
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am
C
s
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id
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s
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Project
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si
• Ask students to find examples of real-life objects that demonstrates the

er
relationship between tenths, hundredths and thousandths.

v
ni
• For example, a loaf of bread can be used to represent one whole. A slice of
U
bread equals one-tenth; a breadstick equals a tenth of a slice which represents

one-hundredth of the bread loaf; and a crouton equals a tenth of a breadstick
ge
which represents one-thousandth of the loaf.

id
br
• Students can bring in their objects to demonstrate to the class. If this is not
am
possible, students could bring photos of their objects pasted on chart paper and
describe how it would be partitioned.
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s
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42
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Worksheet
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1. Write the following decimals in words.

id
a. 235.98 b. 0.908 c. 41.36

br
d. 49.007 e. 6.005 f. 62.34

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2. Write the place value of each digit in the decimal 649.501.

C
s
3. Write the expanded form of the following numbers.
es
a. 13.26 b. 12.709 c. 754.12
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d. 42.045 e. 753.148 f. 503.302

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4. Convert the following decimal numbers into fractions.

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a. 3.05 b. 0.45 c. 0.002

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d. 24.75 e. 3.333 f. 8.097

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5. Convert 1 into decimal form.

U
5
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6. Find all the like decimals from the following.

id
2.4, 3.09, 8.5, 0.908, 8.0

br
am
7. Compare the decimals 4.76 and 4.67.

C

s
es
a. 2.38 = ....... ones ........ tenths .......hundredths

Pr
b. 14.35 = ........ tens ....... ones ........ tenths ....... hundredths

c. 21.05 = ........ tens ....... ones ........ tenths ....... hundredths
ty
d. 10.9 = ........ tens ....... ones ........ tenths ....... hundredths

si
er
9. Convert the following fractions into decimal form.

v
ni
a. 4 b. 16 c. 25
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10 100 10
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d. 4 e. 7 8 f. 3 2
1000 1000 100
id
br
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Pr
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8 Geometry
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id
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Learning Objectives
s
es
● To measure and construct line segments.
1
Pr
● To identify closed and open curves.

● To identify different polygons and their types.
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● To be able to identify circle and its parts.

To be able to construct circles of different radii using a compass.
rs
●
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U
Getting Started
Prior Knowledge 2 Lesson
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● Students know about plane and solid shapes, vertical lines,

id
horizontal lines, circle and its related terms.

br
Warm-up Activity
Encourage students to find as many different shapes as they
am
can, in their classroom or around the school by sending them

on a scavenger hunt. You may provide each student or group of
C
students with a list of each type of shape that they should find
es
and ask them to write down the name of each object they find.
Pr
3
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si
Concept Building
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●With the help of a picture, show the students how we come across
v
different types of curves in our day to day life. Explain to the students
ni
the basic difference between open curves and closed curves. Also,
U
explain to them how a polygon is different from a simple closed curve.

4
ge
id
br
Terms
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● Open curve, closed curve, polygons, radius,

chord, diameter, circumference
C
s
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Pr
ity
44
rs
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Pr
ity
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U
ge
id
br
am
C
s Project Idea
es
● Ask students to create an artwork consisting of different
Pr
kinds of polygons and curves.

7
ity
rs
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ni
U
Evidences
Plan
ge
Through Questions
● Show a closed curve using your hands.
id
● How is a polygon different from a closed curve?

br
Trace the shape of the top of your pencil box and eraser. Are
6
●
am
these polygons?
Challenges
C
● The students may get confused in differentiating polygons.

s
They don’t understand that polygons are only formed by

es
straight lines.
Pr
● Students may find it difficult to use a compass to draw a

circle with a fixed centre point and radius.
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si
v er
ni
5
U
ge
Facts
id
● Open and closed curves are the two kinds of curves.

br
● A circle consists of points joined together that are equidistant from

am
the centre.
● Line segment has a fixed length and cannot be extended in both
directions.
C
s
es
Pr
ity
45
rs
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Activities
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Aim: open and closed curves
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Material required: coloured sheets, pens, pencils, sketch pens
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Procedure: Curve Drawings – Ask the students to draw some simple designs with
open and close curves on coloured sheets of paper. By drawing these, students will
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realise that in a simple close curve, starting point meets with the endpoint while in
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an open curve the starting and the endpoint do not meet. Encourage them to explore
more designs to have a better understanding of the concept.
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Questionnaire: Is it possible to convert an open curve into a closed curve? How?
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skills.
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Aim: concept of polygons

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Material required: pencils, colours, ruler, erasers

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Procedure: Ask the students to draw any design or pattern with the help of polygons.
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Ask them to make at least three patterns by using only triangles, only quadrilaterals,
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only pentagons, only hexagons, only heptagons, only octagons, only nonagons, only
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decagon and with a mix of all the polygons.

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Questionnaire: Name the polygon with eight sides.

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Skills applied: This activity will enhance their creative-thinking and problem-solving
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skills.
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Aim: parts of a circle
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Material required: circle cut-outs, pens
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Procedure: Circle Cut-outs – Students will fold the cut outs of a circle in half. The
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crease they get is the diameter of the circle. A line will be drawn with a green pen,
tracing the crease formed after folding the circle into two halves. Now, the circle will
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be folded again into quarters. Introduce the radius of the circle and highlight it with
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an orange pen. Now, ask students to focus at the point where diameter and radius meet
each other. It is also the point where the green and orange lines meet. This point is
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called centre of the circle.
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Questionnaire: Define the circumference of a circle.

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Skills applied: This activity will enhance their application and representational skills.
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Aim: drawing a circle

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Material required: chits of paper, compass, pencil

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Procedure: Ask students to sit in pairs and take turns to draw out chits of paper from
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a bowl. Based upon the radius or diameter length written on the chit, both partners
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will draw a corresponding circle in their notebooks. Encourage the students to label
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the different parts of the circle along with the radius and diameter length. Once all the
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partners are done, they exchange their notebooks with their partners and the partners
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check the length of the radius and the diameter.

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Questionnaire: What is the relationship between the radius and the diameter of a
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circle?
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Fun Activity
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Use the riddles to identify the polygons and create two polygon riddles on your own.
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Project
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Make different animals/objects using tangram pieces. Identify the polygons used in
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each animal.
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Worksheet
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1. Match the following.
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1. Point a.
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2. Line segment b.
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3. Line c.
4. Ray d.
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2. Classify the following as open curve or closed curve.
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3. Identify the polygons and write their names.

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4. Draw line segment for the following measure using a ruler.

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a. 6 cm b. 8 cm c. 3 cm d. 12 cm
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5. Draw three polygons with different number of sides.

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6. Find the diameter for the given radius.

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a. 2 cm b. 4 cm c. 12 cm d. 99 cm
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7. Find the radius for the given diameter.

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a. 30 cm b. 50 cm c. 6 cm d. 150 cm
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8. Draw three circles with radius equal to 3 cm, 7 cm and 4 cm, respectively.
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a. A triangle is a _______ shape.

b. A diameter is ______ the radius.
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c. If a circle has a radius of 3 cm, its diameter will be equal to _____ cm.
d. A diameter is a chord that passes through the _______ of a circle.
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9 Patterns and
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Symmetry
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Learning Objectives s
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● To identify and draw lines of symmetry in different
geometrical shapes.
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● To understand and draw reflections/mirror images.

● To understand mathematical patterns, i.e., number patterns 1
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in addition, subtraction, multiplication and division.

To draw tessellation/tiling patterns.
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●
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Getting Started
2 Lesson
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Prior Knowledge
Student knows about similar objects, patterns and
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tessellation/tiling.
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Warm-up Activity
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● Show students a square origami sheet and tell them to fold

it exactly into half (diagonally or vertically or horizontally).
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Show them that this folded line has divided the origami sheet
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into two equal and identical halves.

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Concept Building
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●Demonstrate symmetry painting by putting a few drops of

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paint on one half of a piece of paper, folding it in half and

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unfolding it. Allow students to experiment with symmetry

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and make their own symmetrical creations. Now, explain to

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students about symmetry and reflection.
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Terms
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● Symmetry, reflection symmetry, tessellation or tiling

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Project Idea
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Ask students to create their own tessellating patterns.
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Compile the work of students into a class tessellation

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file or display on board.

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Evidences
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Through Questions
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● Do you think that all the polygons are symmetrical?

If you fold a cut-out of a square from the middle, will the other
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Plan half cover the first half?

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● Does the reflection of your hand, when placed in front of a mirror,

form a symmetrical figure?
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● Do the circular tiles tessellate?

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6 Is tessellation a kind of pattern?

●
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● Where all do you see tessellations in real life?

Challenges
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● Some shapes can have multiple lines of symmetry, while some

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irregular shapes have no lines of symmetry. Students may make

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mistake in drawing lines of symmetry.

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● The students may find it difficult to choose a tile among a

given number of tiles that can tessellate. Also, they often find
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it difficult to visualise the number of tiles required to cover a

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given portion/area.
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● The students may get confused in judging whether the pattern is

tessellating/tiling or not. The concept can be cleared by referring
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5 to an example where there are no gaps in the tessellation.

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Facts
Symmetrical figures have line(s) of symmetry.
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● The line of symmetry can either be vertical, horizontal or diagonal.

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● Asymmetrical figures have no line of symmetry.

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● In number towers, numbers are arranged in the form of a tower that forms
a pattern.
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● The surface of water or mirror acts as the line of symmetry in reflection

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symmetry.
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● A honeycomb made by honeybees in their hives is an example of tessellation.

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● A tessellation can also be formed using two or more than two different shapes.
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Activities
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Aim: concept of patterns in four operations
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Material required: magazines, newspapers, pair of safety scissors, glue
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Procedure: Divide students into groups of four. Ask your students to look through
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magazines and newspapers to cut out numbers that they think are patterned. Challenge
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them to find unusual ones. Let them tape the pictures up on the white board. When there
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are quite a few pictures on the board, talk about any that may not be in a pattern and ask
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the students to explain why they chose it. This way the concept of number patterns can
be explained well to them. Depending on their grasp of the concept, you can ask the
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students to further extend the number pattern. Provide help wherever required.
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Questionnaire: Describe the pattern you see in the multiplication table of 9.
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Skills applied: This activity will enhance their problem-solving and patterning skills.
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Aim: concept of tessellations

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Material required: paper, pair of safety scissors, glue

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Procedure: Making Tessellations – Demonstrate

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how to create a tessellation tile by making a cut

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at a corner of a shape (see alongside). Slide the

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piece out that you have cut. Do not flip it over or

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rotate it. Move the piece to the opposite side of the

original shape. This is your tile. Remove the part
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you have cut and slide it away without rotating or

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flipping the shapes. Slide the part to the opposite side and secure it there with tape. Be
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careful not to overlap the piece or leave any gaps. It should fit perfectly. This is your
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tessellating tile. Trace it repeatedly without flipping or rotating or leaving any gaps
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or making overlaps. Encourage the students to repeat this procedure until they fill up
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the page. Tell them not to worry about shapes that are cut off by their paper’s edge
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and remember that a tessellation can go on forever on a continuous plane (page). Ask
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students to decorate their paper after they have traced over the lines.
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Questionnaire: Give some examples of tessellations in our daily life.

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Skills applied: This activity will enhance their application, patterning and
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representational skills.
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Aim: concept of symmetrical figures
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Material required: papers, pair of safety scissors, pencil,
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markers, colours
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Procedure: Paper Cutting Chain – Encourage the students
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to fold a paper four to five times and, mark half side of doll
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(as shown in the figure) with a pencil. Ask them to cut along
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the marks to see complete symmetrical figures made from

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a half figure of the doll. Explain to students that similar

symmetrical figures can be made by making different marks.
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Questionnaire: Show the line of symmetry in a flower.
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Skills applied: This activity will enhance their creative-thinking and problem-solving
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skills.
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Aim: reflection symmetry

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Material required: ruler, pencil, shape cut-outs

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Procedure: Ask the students to look for the midpoint in the given shape cut-out and
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use a ruler to draw a straight line from the estimated midpoint of the shape. Ask the
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students to fold the shape in half to see if both sides match. If they do match, they
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have found a line of symmetry. If not, help them in finding the line of symmetry.
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Explain the reason why they could not find it.

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To reinforce the concept, hold a small mirror perpendicular to a possible line of

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symmetry. If the shape in the mirror matches the shape on the paper, tell them you
have found a correct line of symmetry. Also introduce the topic reflection. Show them
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the reflected image and explain.

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Extension: This activity can be executed with other polygons like triangle, rectangle,
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pentagon, etc. Introduce multiple lines of symmetry by folding cut outs of polygons
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from different angles.

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Questionnaire: Give some examples of mirror images in our daily life.

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Skills applied: This activity will enhance their problem-solving and visualisation skills.
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Fun Activity
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Extend the pattern to find what comes next.
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Project
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Divide the class into groups of four and ask them to prepare a project on symmetry.
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Ask the students to collect symmetrical leaves and flowers. Instruct them well to dry
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the collected leaves and flowers and paste them with the help of transparent tape in
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their Maths project file. They can collect a few asymmetrical leaves and flowers too
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and give reason why they are not symmetrical. In the end, discuss all the projects
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with the class and summarise the concept.

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Worksheet
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1. Draw the line of symmetry for the following figures.
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2. Draw the mirror image for the following figures.
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3. Draw line(s) of symmetry for the following.

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A H M U O V
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4. Do you find more than one line of symmetry in English alphabets? Name any two
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such alphabets.
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5. How many lines of symmetry an octagon has? Draw all the possible lines of symmetry.
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6. Try telling the sum for the last two sets of numbers.
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1 + 2 + 3 + 4 + 5 = 15 2 + 3 + 4 + 5 + 6 = 20
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3 + 4 + 5 + 6 + 7 = 25 4 + 5 + 6 + 7 + 8 = 30
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5 + 6 + 7 + 8 + 9 = 35 6 + 7 + 8 + 9 + 10 = 40
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7 + 8 + 9 + 10 + 11 = 8 + 9 + 10 + 11 + 12 =
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7. Can you tell the next number of the last triangle in the following number tower?
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50 70
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20 30 40
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8. Draw a tessellating pattern with the help of a hexagon.

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10 Metric
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Measures
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Learning Objectives
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● To be able to convert larger units into smaller units of measurement.
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● To be able to convert smaller units into larger units of measurement.

● To perform the four operations on measurement of length, weight
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and capacity.
● To create and solve word problems based on measurement of length,
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weight and capacity.

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Getting Started
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Prior Knowledge
2 Lesson
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● Student knows about standard units, different tools for measurement,

difference between length, weight and capacity, relation between
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different units of measurement—length, weight and capacity.

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Warm-up Activity
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● Let the students compare their bag’s weight. Call five students and weigh
their bags. Write the weights on the board. Ask rest of the students to note
down the weights of students’ bags with their names.
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● Now, ask the students to separately arrange the obtained weights in

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ascending or descending order.

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● You may discuss the importance of not carrying a heavy bag every day to
the school.
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Concept Building
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●Examples involving real life should be discussed, like the contents of various
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day-to-day items or instances where capacity is used and the need to measure
them, like capacity of a juice or a cold drink bottle, etc. Show how a measuring
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glass can be used for measuring capacity. As the students are now familiar with
measurement, introduce the standard units for capacity and their relationship.
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Conversion of units, l into ml and ml into l should be practised.

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Terms
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● Conversion of different units of length, weight and

capacity, four operations on measurement, estimation
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s Project Idea
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● Ask the students to create a collage with pictures
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of materials that can be used to take metric units of

7 measurement. Ask the students to explain potential
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applications of each piece of equipment.

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Plan Evidences
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Through Questions
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● Can distance be measured in l?

Can you measure weight in m?
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6 ● Which unit is used for measurement of longer distances?

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● To convert km into m, we multiply by 1000. Is it true?

● What is the standard unit used for measuring liquids?
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Challenges
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● Some students may find it difficult to relate to the standard

units as used in everyday life.
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● They may not use suitable unit of measurement.

● Students often do not arrange the digits in proper columns,
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do not put 0’s in the appropriate place, do not write the

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larger unit first (e.g., writing cm m instead of m cm), do not

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start adding/subtracting from smaller unit, make mistakes in

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carrying/borrowing, do not mention the unit of measurement.

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Facts
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1 m = 100 cm
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● 1 km = 1000 m
● 1 kg = 1000 g
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● 1 l = 1000 ml
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Activities
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Aim: metric measurement of length, weight and capacity
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Material required: daily life objects, measuring tools for length, weight and capacity
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Procedure: Split the class into small groups of four students each. Make sure that each
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group has a set containing the ‘tools of measurement’ for length, weight and capacity. All the
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sets will contain the same items. Next, invite one person from each group (or the entire class,
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if you prefer) to come to a main desk or centrally located table. Simply ask them to measure
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the items on the table. Do not specify whether they should use the non-standard or standard
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units of measurement. Ask the rest of the class to measure various items in the classroom
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(i.e., desks, chairs, etc.) including parts of their own bodies (i.e., head, arms, wrist, etc.).
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Once students are done, discuss the ways students used the tools of measurement and
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how they measured, pointing out the different ways of measuring. For example, a
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marble could be measured in inches, millimetres or weighed in grams. After making

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comparisons of the two systems of measuring, launch into your study of the metric
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system by explaining the prefixes associated with the word ‘metre’ and then let them
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open their bags of small manipulative and begin using the metric system only to
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discover the ease of using this way of measuring.

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Questionnaire: What are the advantages/disadvantages of metric system of

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measurement over the non-standard system?

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Skills applied: This activity will enhance their problem-solving, measurement and
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Aim: conversion of units

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Material required: chalk, board

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Procedure: Ask the students to play a Relay game. Divide the class into teams. Write
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one problem on the board. Each student comes to the board and does only one step at
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a time. The next step is to be solved by the second student and the process is continued
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till the problem is solved. It helps the class to focus on each step and identify common
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errors. Take examples of all units of weight, length and capacity.

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Questionnaire: Convert 34 cm into mm.

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Aim: measurement of weight
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Material required: weighing scale, objects for measurement
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Procedure: Ask the students look at all the items that you plan to weigh. Ask them to
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estimate, on a piece of paper, which item is the heaviest and which item is the lightest
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of them all. Talk about the items they chose. Write on the blackboard, the most
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popular answer for the heaviest and the lightest item. If you want, they can write all
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the items in their notebook from the heaviest to the lightest. Then, start weighing the
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items. Make sure that everyone gets a turn at writing down the weight of the items.
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Alternatively, some of the class could read the scale and some of the students could
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put the weight on the board. Some students could also help put the items on the scale.
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After all the items are weighed, ask the students to look at the weights and put them in
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order from the least to the greatest weight. So, the lightest item would go first and so
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on. Discuss students’ estimation with the actual result of measurement.

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Questionnaire: How many grams does it take to make a kilogram?

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How many milligrams makes a gram?

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

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Material required: pencil, paper

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Procedure: Ask students to sit in groups of four. Ask each student to create a word
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problem related to addition (student 1), subtraction (student 2), multiplication (student 3)
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and division (student 4) of measurement. Now, encourage students to exchange their

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word problems in a clockwise direction and try to solve the word problem. Repeat the
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process, until all students gets a chance to create and solve word problems on all the
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four operations on measurement.

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Questionnaire: What words indicate that it is a subtraction word problem?

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Skills applied: This activity will enhance their problem posing, problem-solving and
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computing skills.
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Fun Activity
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In each case, find the weight measurement on the fourth scale.
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Project
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Make a game on crazy conversions

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as shown in the figure. Roll the dice

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and move the counter forward to the

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correct place. Solve the conversion

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problem written on that place. If the

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answer is correct, keep the counter

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there, else return the counter to the

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original position.
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Worksheet
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1. Convert the following as directed.
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a. 65 l to ml b. 30 kg to g
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c. 10 m to cm d. 74 km to m
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e. 35 km to cm f. 4569 ml into l and ml

g. 1458 g into kg and g h. 1178 cm into m and cm
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i. 1312 m into km and m j. 134 km into m
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2. Add.
a. 3 l 650 ml and 7 l 210 ml b. 5 kg 225 g and 8 kg 175 g
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c. 5 km 250 m, 3 km and 575 m d. 5 m 25 cm and 3 m 35 cm

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3. Subtract.
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a. 5 l 675 ml from 7 l 250 ml b. 3 m 25 cm from 8 m 68 cm

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c. 4 kg 768 g from 6 kg 250 g d. 3 l 45 ml from 12 l 375 ml

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4. Simplify.
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a. 6 m 24 cm × 7 b. 225 l 15 ml ÷ 15
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c. 2 kg 4 g × 200 d. 1 m 25 cm ÷ 5
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5. Sonia walks 700 m every day. How many km does she walk in 13 days?
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6. How much heavier is a box weighing 2 kg 965 g than 4 boxes weighing 725 g
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each?
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7. Rashmi had 5 kg of mangoes. She distributed 2 kg of mangoes amongst her

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neighbours. How many mangoes, in grams, are left with Rashmi now?
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8. Maria had packed clothes and shoes weighing 16 kg 230 g in an empty suitcase.
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Her mother gave her food items weighing 951 g to pack in the bag. How much
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does the bag weigh now? If the bag can carry a load of 22 kg 350 g, then can
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more luggage be packed? If yes, then how much?

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9. Rashmi bought 5 kg 25 g of rice, 12 kg 500 g of wheat and 2 kg 500 g of

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vegetables from a super market. Find the total weight of items that were bought.
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10. There are two drums of water. One having 23 l 458 ml and the other having 34 l
678 ml of water. What is the total amount of water contained in both the drums?
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11. A 12 m 9 cm cloth is cut into 3 pieces of equal lengths. Find the length of each
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piece.
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11 Time
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Learning Objectives
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To be able to tell time to the exact minute.
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● To express time in a.m. and p.m.

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● To be able to convert time in 12-hour clock to 24-hour

clock and vice versa.
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● To express time duration in hours, minutes and days.

● To understand and identify occurrence of leap year.
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● To be able to write dates and work with timeline.

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Getting Started
2 Lesson
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Prior Knowledge
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● Student knows about half past, quarter past, quarter to time,

concept of a.m. and p.m.
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Warm-up Activity
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● Revise the importance of time with the students.

● Make them revise about the concepts of half past, quarter past and
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quarter to, while reading time on the clock.

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Concept Building
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Explain to the students, the concept of minutes and how to read the
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minute markings on a clock. 3

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●Explain to the students that when minute hand is on any number

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other than 12, the number of minutes is calculated by multiplying

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that number by 5.
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●Show the students the number of divisions between any two numbers
on a clock and tell them that each unit indicates 1 minute.
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●Let students count the total number of divisions on the face of a clock.
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Terms
Reading minutes on a clock, expressing time in a.m. and p.m., relation
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●
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between 12-hour and 24-hour time, duration of time and days

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s Project Idea
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● Ask the students to create a list of places where a 24-hour
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and a 12-hour clock is used. Encourage them to share their

7 lists with their classmates.
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Evidences
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Through Questions
Plan ● You get up at 6 o’clock in the morning. Is it a.m. or p.m.?
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● Convert 2 p.m. into a 24-hour clock.

● Midnight 12:00 is represented as _______ in 24-hour clock.
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● Where is the minute hand of the clock at quarter to 7?

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6 You go to sleep at night at 11:00 a.m. or p.m.?

●
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Challenges
● Students may get confused about starting and finishing time
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of a day, when working with 24-hour or a 12-hour clock.

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● Counting is essential for telling time, the more comfortable

the students are with counting and the 5 times table the easier
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telling the time will become.

● The students may interchange hour hand and the minute hand
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while drawing hands on the face of a clock.

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● While doing conversion of days and hours into hours, students

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may completely ignore hours to be added and only convert

days. Similar mistake can be made while converting hours and
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minutes into minutes.

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Facts
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When the minute hand is at any number from 1 to 11, the number
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is multiplied by 5 to find the number of minutes past that hour.

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● The time before 12 noon is a.m. and the time post 12 noon is p.m.
● The post noon time in 12-hour clock is converted to 24-hour clock
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by adding 12 to the number of hours

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● Time is measured in days, hours and minutes.

● 1 day = 24 hours and 1 hour = 60 minutes.
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Activities
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Aim: concept of reading time to 12 1 12 1 12 1 12 1
11 11 11 11
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the exact minute
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9 3 9
10 2
3
10
9
2
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10 2
9 3
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8 4 8 4 8 4 8 4
Material required: activity sheet 7 6 5 7 6 5 7 6 5 7 6 5
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(as shown in the figure) 12 1 12 1 12 1 12 1

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11 11 11 11
10 2 10 2 10 2 10 2
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Procedure: Guess the Time – Ask 9 3 3 9 9 3 9 3

8 4 8 4 8 4 8 4
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the students to look at the clocks 7 6 5 7 6 5 7 6 5 7 6 5
in the activity sheet and write the

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time represented by each clock. Let this be a time-based activity.
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Extend this activity further when all the students finish their task. Ask them to relate
the given time with their daily activities. For example, 7:15 in the morning, when you
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get up, is it a.m. or p.m.? Relate other times shown on the activity sheet with everyday
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tasks and get students to practice the concept of a.m. and p.m.
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Questionnaire: Represent the time 26 minutes to 6 on a clock.

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skills.
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Aim: representing time to the exact minute

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Material required: worksheets with clocks without hands (one for each student),
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markers.
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Procedure: Hand over each student a worksheet having clocks without hands. Ask
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them to mark time down to each minute on clock as per your instruction, such as:
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a. Half past 7, quarter past 7 b. 7 minutes before 5 c. 27 minutes to 5

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d. 17 minutes after 9 e. 12 minutes to 10

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Instruct students to mark hour hand with a red marker and the minute hand with a
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green marker.
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Questionnaire: How many smaller divisions are there between two numbers on
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a clock?
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Aim: concept of timeline
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Material required: pencils, paper
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Procedure: Ask the students to make a timeline in the form of hours and denote time
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duration for each of the following activities in their daily routine.
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a. Getting ready for school b. Going to school c. Class periods

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d. Lunch time e. Doing homework f. Playtime

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g. Studying at home h. Eating dinner

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i. Brushing teeth before going to sleep
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Questionnaire: At what time do you wake up?

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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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on various daily activities. You can provide students with a list of activities or allow
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students to choose items from their daily school routines. Students work to calculate
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the elapsed time spent on different school activities. These might include events such
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as eating, completing various assignments and traveling to or from places on the

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school campus. Each student writes his start time, completes the task, writes the end
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time and calculates the elapsed time.

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Questionnaire: If a train left Delhi station at 15:00 hours on a Saturday and it reached
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Kolkata after 29 hours. At what time did the train reach Kolkata?
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Skills applied: This activity will enhance their problem-solving and computation
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skills.
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Fun Activity
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Find the duration of time elapsed.
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Project
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v er
Divide the students into groups. Ask each group to construct their own clock, making
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sure that the numbers and minute markings are placed at equal distance from each
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other.
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Once the clock is ready, ask the students to display the current time on their clocks,
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show the time for lunch, recess and the end of school on their clock.
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Ask questions like, ‘How many minutes there are until lunch?’; ‘How many hours and
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minutes are there until the end of school?’

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Worksheet
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1. Write the time shown by the clock.

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a. b. c. d.
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2. Express the following in a.m. or p.m.
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a. Doing homework
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b. Sleeping time
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c. Going to school
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d. Having dinner
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3. Complete the table by converting the time.

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S.No. 12-hour clock time 24-hour clock time

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a. 11:38 a.m.
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b. 5:26 p.m.
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c. 10:48 hours
d. 19:36 hours
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4. Convert the following into hours.

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a. 3 days b. 5 days 7 hours

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5. Convert the following into minutes.

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a. 15 hours b. 6 hours 18 minutes

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a. Starting time = 1:32 p.m., Ending time = 4:04 p.m.,

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Time duration = ?
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b. Ending time = 7:51 a.m., Time duration = 3 hours 14 minutes,

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Starting time = ?
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c. Starting date = 26th January, 2000, Time duration = 32 days,

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Ending date = ?
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7. Aman studied from 3:30 p.m. to 5:30 p.m. What is the time duration for which
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he studied?
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12 Money
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id
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Learning Objectives
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● To be able to convert rupees into paise and vice versa.
To perform four operations on money.
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● To be able to solve word problems related to money.

To understand and prepare bill. 1
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●
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Getting Started
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Prior Knowledge
Student knows about different denominations of money. 2 Lesson
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● Student can express money in words and figures.

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Warm-up Activity
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● Display images of money in the classroom and provide students

with ample opportunities to identify the different notes and coins.
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● Discuss how coins differ from one another and what their
associated values are?
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Concept Building 3
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Write an amount of money on the board. Tell students to come up

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with as many ways as possible to make that amount, using the four
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operations, i.e., addition, subtraction, multiplication or division.

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Consider making this activity a contest, wherein students can compete to

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see who can think of the most combinations. Provide play money to help
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them with their combinations. Allow the students to share their different
combinations.
4
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Terms
● Bill, price, quantity, currency
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Project Idea
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Ask students to create a collection file of different kinds
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●
of bills that are available in the market. For example,

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electricity bill, water supply bill, gas bill, petrol bill,

7 grocery store bill, etc.
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Evidences
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Through Questions
Add ` 128.34 and ` 187.50.
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Plan ● Subtract ` 3446.98 from ` 7896.98.

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● Anjali buys a painting for ` 5,500 and Roshan buys a bag for
` 1,100. Who spent more money and by how much?
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● Radha bought a dress for ` 1224.56 and a pair of shoes for

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6 ` 678. Find out how much money did she spend?

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● Cost of a toy car is ` 320. Can you find the cost of two such
toy cars?
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● Cost of 10 chocolates is ` 200. Can you tell the cost of one

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chocolate?
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Challenges
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● Students are not very familiar with the concept of money,

so they tend to make mistakes in terms of writing and
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calculating money. They do not separate the ` and p with the

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decimal and do not write the digits in proper columns. They

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may not put the unit ` or write p at the end and may not use
correct operations. To overcome this problem, use as many
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daily-life examples to relate with money and discuss its

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5 importance.
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Facts
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● Indian currency comprises of rupees and paise.

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● All four operations, i.e., addition, subtraction, multiplication and

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division can be performed with money.

● A bill must have details such as the date, items purchased, name,
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address of the shop, serial number, GST number and the signature
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of the shopkeeper.
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Activities
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Aim: concept of rupees and paise
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Material required: play money (different denominations of coins and notes printed on
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paper)
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Procedure: Write an amount of money on the board. Tell students to come up with as
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many ways to represent that amount, using different combinations of rupee notes and
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coins. Consider making this activity a contest, wherein students can compete together
id
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to come up with the maximum number of combinations. Encourage the students to

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share their money combinations with each other.

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Questionnaire: Represent fifty-seven rupees fifty paise in words.

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Skills applied: This activity will enhance their problem-solving, application and
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Aim: concept of conversion of rupees into paise and vice versa

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Material required: flash cards, bowl

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Procedure: Divide the class in four groups. Ask each team to create any five conversion
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problems (i.e., rupees into paise or paise into rupees) and write them on a flash card. Once
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all the teams are done, ask them to collect all the flash cards into a bowl. The teacher will
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now shuffle the cards and draw out one flash card at a time and announce the conversion
problem. After the conversion problem has been announced, each of the four teams will
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send any one representative from their team to go and solve the problem on the blackboard.
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The representative of whichever team is the first one to solve the problem correctly, will
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win a point for his/her team. Repeat the exercise till all the students have got a chance to
represent their teams. The team with maximum points wins the game.
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Questionnaire: For converting paise into rupees, which operation should we use? Why?
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id
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computing skills.
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Aim: concept of four operations on money
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Material required: grocery store pamphlets/advertisements, pencils, paper

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Procedure: Divide students into groups. Give students advertisements/pamphlets

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from grocery stores. Give each student same amount of money and ask each group
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to list down the cost of any five food items. Now ask the first group to make a bill of
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five items for two people, second group to make a bill of five item for four people and
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so on. In this activity, students should multiply, divide and add money. Also, ask how
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much money is left with them if they had ` 1500 with them.
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Questionnaire: Which operation will you use to find out the bill amount for 6 people
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if the bill amount for 12 people is already known to you?

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Aim: word problems on money

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Material required: chart paper, pencils, colours, erasers

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Procedure: Ask students to sit in pairs. Encourage them to create money-related word
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problems and exchange them with their partners for them to solve the word problems.
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After the partners are done solving the word problem, the students get a chance to
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recheck the solution. The pair who can create and solve maximum number of word
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problems within a given time limit, wins the game.

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Questionnaire: What words will you use in your word problem to indicate a division
word problem?
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Skills applied: This activity will enhance their problem posing and problem-solving skills.
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Fun Activity
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Create your own bill.
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Address:
Ph. No.:
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s Pencil
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Date: Time:
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Project
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Ask students to collect the old coins of Indian currency which are not used nowadays
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like 5 paise coin, 10 paise coin, 25 paise coins, etc. Students can also collect the coins
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which are used presently. Ask them to paste them in the coin collection book and
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encourage them to create questions as well as answer the questions given below.
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• How many coins have you collected?

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• Check how many 10 paise coins make ` 1?

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• How many 25 paise coins make ` 1?

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• How many 50 paise coins make ` 1?

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• Count the total amount of the coins collected.

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Worksheet
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1. Add. 2. Add.
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` 342.67 ` 7654.50
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+ ` 123.09 + ` 231.25
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3. Subtract. 4. Subtract.
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` 8677.75 ` 2867.32
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− ` 1067.25 − ` 1222.15
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5. Multiply ` 456 by 15.

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6. Divide ` 272.88 by 2.
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7. Raaj, Rishabh and Ravi went to a restaurant for lunch. Raaj buys Veg. Pulav for
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` 137.50, Rishabh buys Veg. Noodles for ` 145.75 and Ravi buys a Burger for
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` 250.07. What is the total bill that they have to pay?

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8. Seema had ` 8554.39 in her account. How much should she withdraw so that
there is a balance of ` 2500 in her account?
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9. If 1 kg onions cost ` 80, then find the cost of 13 kg of onions.

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10. If the cost of 9 chocolates is ` 1125, then find the cost of one chocolate.
11. Sanjay bought 3 tables and 11 chairs. He gave ` 8000 to the seller and got back
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` 200. If a table costs ` 1500, what does a chair costs?

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12. Raveena donated a sum of ` 503478 to 9 charitable organisations. Assuming that

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she donated equal amount of money to each organisation, find the amount each
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organisation gets.
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13. Ravi went to ABC store and bought 3 kg potatoes at ` 20 per kg, 5 kg onions
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at ` 23.5 per kg, 2 kg tomatoes at ` 18.75 per kg and 500 g butter at ` 85.50 per
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kg. Prepare a bill and find the total cost. Also, find out the balance if he gives a
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` 2000 note to the shopkeeper.

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13 Perimeter
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and Area
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Learning Objectives
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● Students will be able to find perimeter without using formula.
Students will be able to find area of regular and irregular shapes
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by counting squares.
1
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Getting Started
Prior Knowledge
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● Student knows about different geometrical shapes – plane and

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solid shapes, their sides, vertices, edges, etc. They also know
about the basic properties of the shapes. 2 Lesson
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Warm-up Activity
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● Let the students revise basic geometric shapes.

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● Show them some samples of plane and solid shapes, and ask
them about their properties.
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● Ask the students about the number of sides, vertices and edges
those shapes contain. Emphasise on sphere and circle, and ask
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about the corners and sides they have.

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Concept Building
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Ask every student to measure the length of his/her school diary with
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a cm scale. Students can work in pairs. Demonstrate how to measure 3

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the length of the sides of the school diary. Once they are done, ask
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each group to add lengths of all the four sides. Now, introduce the
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term ‘Perimeter’. Explain, how by doing this activity students have

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taken out the perimeter of the diary. Check if all the pairs have got
same results, if not, then help in measuring the sides.
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Terms
● Perimeter, Area
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Project Idea
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Encourage the students to write the letters of their name on a

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square centimetre graph paper. Ask them to find the area and
perimeter of each letter of their name individually and add
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s those together later on to find the total area and perimeter of

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their whole name. The students can also ask for each other’s
7 help in writing some letters on square units of graph paper.
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Let them compare their areas.

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Evidences
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Through Questions
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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 What will be the perimeter of a square with side 1 cm?
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● What will be the perimeter of 5 squares which are joined side

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to side, each with side 1 cm?

How is area different from perimeter?
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6 ● What kind of squares should you ignore while calculating area

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of a closed figure?
Challenges
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● The students may get confused in identifying area and

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perimeter of figures. The teacher should clear the concept

through relevant activities.
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● While calculating the area, the students may also include less
than half squares of the irregular-shaped figures.
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● Sometimes the students make mistake in counting the squares

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while calculating area. Tell them to count the squares twice

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to confirm.
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5
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Facts
Unit of perimeter of a shape is same as the unit of the sides of a shape.
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● Area is measured in square units, i.e., sq. cm, sq. m and sq. km,
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depending on the size of the object.

Area can be calculated by counting the number of squares (whose side
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is given) occupied by a closed figure.

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● Area of irregular, closed figures can be calculated by adding:

Number of complete squares multiplied by the dimensions of given
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sides of the square.

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Number of squares covering more than half square multiplied by the

dimensions of given sides of the square.
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Ignore the squares covering less than half of a square.

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Activities
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Aim: concept of perimeter of different shapes
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Material required: straws, safety scissors
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Procedure: Straw Shapes – Let the students learn to make shapes of different
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perimeters. Ask them to cut straws of different sizes, like 1 cm, 2 cm, 3 cm, 4 cm
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and 5 cm using a ruler. Tell the students to make shapes of perimeter equal to 11 cm,
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15 cm, etc.
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Questionnaire: What will be the unit of perimeter if the length of sides is given in
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cm, km and mm?
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Aim: concept of area of different shapes

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Material required: geoboards, rubber bands

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Procedure: Geoboards – Let the students enjoy creating shapes on unit square
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geoboards by using rubber bands. Encourage them to find the area of the shapes
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created by them and note it down in their notebook. Also encourage the students to
find the total area of the geoboard. Remind students to only count full and more than
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half squares while calculating the area.

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The activity can be done with thread as well.

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Questionnaire: What is the area of a chessboard?

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Aim: concept of area of regular and irregular shapes
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Material required: building blocks, grid paper, pencil, erasers
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Procedure: Connecting Math Cubes and Building Blocks – Encourage the students
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to make regular shapes using blocks. These square-shaped blocks help the students to
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understand area by counting the number of square units/blocks used in creating the
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shape. Additionally, encourage students to create some irregular shapes on a grid

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paper and find the area of those figures.

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Questionnaire: The amount of surface occupied by a shape is called its area. Say true
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or false.
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Aim: concept of area and perimeter

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Material required: Cheez-It board (as shown in the figure)

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Procedure: Cheez-It Maths – Cheez-It is a small (considered as 1 unit) square shaped

block. They seem to be very helpful in visualising the concept of area and perimeter.
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Give each student 16 Cheez-Its and ask them to make a rectangle with these. Let each
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student draw his/her rectangle and write the number of Cheez-Its involved in doing so
on the board. Now, discuss the area of each rectangle by counting the Cheez-Its and
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discuss the perimeter in each case. Similarly, encourage the students to create more
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shapes using the Cheez-Its and calculate their area and perimeter.
perimeter = 16
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perimeter = 16
area = 16
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area = 9
v er
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perimeter = 10
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area = 4
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Questionnaire: What is the difference between area and perimeter?

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Skills applied: This activity will enhance their application and problem-solving skills.
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Fun Activity
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Find the area of the following pictures and write the answers.
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Project
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For this project, provide different colour papers on which square cm grid
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is printed. Divide students into groups. Ask each group to select four or
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five square grid sheets. Ask students to make a house out of those sheets.
After a bit of modelling, students select four different colours to create
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the house, roof, door and windows of the house. Drawing their polygons,
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cutting and fitting them together into a house shape requires them to
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use substantial problem-solving skills well before they even calculate the area and
perimeter of each. Completed houses can be displayed on a bulletin board along with
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the area, perimeter and a write-up on their favourite part of the project.
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Worksheet
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1. Measure the perimeter of the following figures.

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2 cm 2 cm 2 cm
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2 cm 2 cm 2 cm 2 cm
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2 cm 2 cm 2 cm 2 cm
2 cm
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s 2 cm
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2. Find the perimeter of a square of side 15 cm.
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3. Find the perimeter of the following figure.

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4. Measure the perimeter of the given regular figures. Take each side to be 5 cm in
length.
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5. Find the area of the following shape (take each small square as 1 unit).
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6. Measure the area and perimeter of the following figure and tell which one has a
larger value.
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14 Data
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Handling
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Learning Objectives
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● To be able to construct and interpret bar graph with scale.
To be able to construct and interpret pie charts.
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1
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Getting Started
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Prior Knowledge
● Student knows about grouping of data collected, simple
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pictograph and bar graph.

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Warm-up Activity
2 Lesson
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● Make groups of four students and observe how many of

the following are there in their school bags?
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Books
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Notebooks
Pencils
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Colours
Soap strips
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Concept Building
●Provide an overview for the students before asking them to create their
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own pie chart, by drawing your own pie chart first. Draw a circle on
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the blackboard. Below the circle, write: parents = 2, children = 3

3
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and pets = 1. Add three pie sections to the chart and make them the
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appropriate size for 2, 3 and 1. Label the sections as parents, children

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and pets, respectively. Add the values together for a total.

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●Show students how to calculate the fraction. Explain how this

simplified pie chart shows how many parents, children and pets there
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are in relation to the whole. The numbers represent fraction that must
add up to the whole to fill the chart.
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●Discuss the reason for the labels and numbers to create the pie chart. 4
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The labels are used to identify each area of the pie.

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Terms
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● Pictograph, bar graph

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s Project Idea
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● Students will work in pairs to collect data for the hobbies of
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their classmates and represent the collected data through a

7 bar graph. To show bars, they can use different colour paper
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strips which can then be pasted on the chart paper.

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Evidences
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Through Questions
Plan ● What is a pie graph?
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● What explains the information depicted in a bar graph?

How is a pie chart different from a bar graph?
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Challenges
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6 ● The students may find it difficult to select a scale appropriate

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to the collected data. They may not be clear about the

information to be placed on x-y axis.
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Students make mistake in converting fraction into pie chart

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●
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representation. Advise them to make sure that the circle is

fairly big, especially if there will be quite a few sections
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and use bright colours that distinguish themselves from one

another. Finally, give them enough practice to overcome the
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challenges.
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5
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Facts
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● Title or label explains the information depicted in the pictograph or

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the bar graph.

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● A circle divided into parts is used to represent the data in a pie chart.
● Bars are used to represent the data in a bar graph.
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● Key or scale is used to calculate data represented by symbols and bars.

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Activities
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Aim: creation of a bar graph
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Material required: blackboard, chalk
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Procedure: Smiley Your Favourite – Teacher can make a table on the board and ask
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each student to draw a smiley in front of their favourite fruit. This will help them to
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revise picture graph. Using the information collected, teach students how to create a
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bar graph and ask questions related to the graph so formed. For example, which is the
most favourite fruit of the students in the class? Which is the least favourite fruit of
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the students in the class?
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Questionnaire: Suggest a title for this bar graph.

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representation skills.
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Aim: creation of a bar graph

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Material required: graph paper, pencil, ruler

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Procedure: Ask the students to collect data from his/her class on the day their
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birthday falls in the current year. Ask them to now create a bar graph for the number
of students having their birthday on weekdays and weekends. Remind students that
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the bar graph should be well labelled and should be neatly and accurately done.
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Questionnaire: Give a title to this graph.

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On which day does the maximum birthdays fall?

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On which day does none of the birthdays fall?

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representation skills.
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Aim: creation of a pie chart
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Material required: paper, pencils, compass
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Procedure: Give students a piece of blank paper. Ask students to draw a circle on
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the paper as you draw one on the board. Give each student three groups of objects.
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Ask the students to sort the object and count them. For example, provide 10 marbles,
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15 buttons and 5 crayons. List the items provided on the board, asking each student
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to note down what you write. Tell the students that the item name is the label. Ask the
students how many of each object they were given. Write the total number of items
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next to each label and add them all together. Explain how to calculate the fraction
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of each item by taking the number of each item label divided by the total number of
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items. Write the fraction next to each label. Use the circle you drew on the board and
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show the students how to divide it based on the respective fractions for each item
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label. Show students how to divide it based on the task they just completed with the
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three objects listed on their sheets. Help students divide the sections of their pie chart.
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Questionnaire: How is a bar graph different from a pie chart?

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Skills applied: This activity will enhance their application and representation skills.
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Aim: creation of a pie chart

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Material required: paper, pencils, compass

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Procedure: Ask students to record the number of hours in a day that they spend for
activities such as sleeping, studying at school, playing, doing homework, watching
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television, spending time with parents and eating food. Encourage them to represent
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the data through a pie chart.

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Questionnaire: Which activity do you spend the least time on?

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Which activity do you spend your most time on?

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Skills applied: This activity will enhance their problem-solving and representation
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skills.
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Fun Activity
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Using torn paper craft, create a pie graph that represents the favourite subject of
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any ten of your friends.
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Project
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Make a pictograph on an A3 size sheet representing the information of the most

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favourite sport of your classmates. Also, make a bar graph to depict the same data
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on a separate A4 sheet.
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Worksheet
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1. The graph shows attendance of a class having

35 students, in four consecutive days.
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a. Which day has the highest attendance?

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b. How much more is the attendance for

Wednesday than Thursday?
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c. How many students are there in the class
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on Monday?
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2. The bar graph shows the top 4 gold medal

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winning countries of the Commonwealth

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Games in a year.
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a. Which country won the highest number

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of gold medals and how many?

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b. Which country won the least number of

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gold medals? How many?

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c. What does the vertical axis represent?

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d. How many gold medals did India win?

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3. The following bar graph represents the favourite

sports of children of class IV in a school.
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a. Which sport is liked by the most children?

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b. How many children liked basketball?

c. Which sport is liked by the least children?
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d. Which sport is second favourite of the children?

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4. A pie chart is given below, which shows how Ravi

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spent his pocket money on different things.

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a. What is the total amount of pocket money?

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b. On which thing did he spend his pocket money the

most?
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Stationery
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c. On which thing did he spend his pocket money the

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least?
d. How much money did he spend on clothes?
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85
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Solution Set
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9781009182928_IDIM Maths_Book 4 Solution Set_Ch01-06.indd 86

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Chapter 1 – Number System
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I Look Back
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a. i. 2095 = Two thousand ninety-five ii. 2104 = Two thousand one hundred four
b. i. PV = 2000 FV = 2 ii PV = 90 FV = 9
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c. 2095 = 2000 + 90 + 5
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d. Radhika
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e. Predecessor of 2104 is 2103

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f.
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Rounding off 2095 to nearest 100’s is 2100.
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My Practice Time 1
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1. Number L T Th Th H T O
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25431 2 5 4 3 1
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35201 3 5 2 0 1
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74151 7 4 1 5 1
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321695 3 2 1 6 9 5
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120312 1 2 0 3 1 2
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751999 7 5 1 9 9 9
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2. a. 36,521 = Thirty-six thousand five hundred twenty-one

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b. 25,399 = Twenty-five thousand three hundred ninety-nine

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c. 65,900 = Sixty-five thousand nine hundred

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d. 98,103 = Ninety-eight thousand one hundred three

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e. 1,02,533 = One lakh two thousand five hundred thirty-three

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f. 2,51,000 = Two lakh fifty-one thousand

g. 6,75,473 = Six lakh seventy-five thousand four hundred seventy-three
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h. 9,89,763 = Nine lakh eighty-nine thousand seven hundred sixty-three

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i. 8,60,301 = Eight lakh sixty thousand three hundred one

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3. a. 95,609 b. 71,012 c. 89,925 d. 62,000

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e. 1,03,005 f. 8,62,192 g. 2,73,102 h. 5,95,673

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4. a. PV = 200; FV = 2 b. PV = 20,000; FV = 2 c. PV = 6000; FV = 6

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d. PV = 50; FV = 5 e. PV = 20,000; FV = 2 f. PV = 2,00,000; FV = 2

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g. PV = 80,000; FV = 8 h. PV = 500; FV = 5 i. PV = 4; FV = 4
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My Practice Time 2
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1. a. 58,792 = 50,000 + 8000 + 700 + 90 + 2 c. 20,985 = 20,000 + 900 + 80 + 5

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b. 17,654 = 10,000 + 7000 + 600 + 50 + 4 d. 87,706 = 80,000 + 7000 + 700 + 6

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Pr
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87
Solution Set
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Pr
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e. 8,97,653 = 8,00,000 + 90,000 + 7000 + 600 + 50 + 3
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f. 2,00,670 = 2,00,000 + 600 + 70
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g. 9,08,087 = 9,00,000 + 8000 + 80 + 7
h. ni 1,23,004 = 1,00,000 + 20,000 + 3000 + 4
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i. 5,69,398 = 5,00,000 + 60,000 + 9000 + 300 + 90 + 8
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2. a. 25,695 b. 57,959 c. 10,723 d. 1,60,727 e. 3,12,232 f. 5,20,329

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3. a. 10,000 + 3000 + 10 + 6 d. 8,00,000 + 1000 + 10 + 1

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b. 80,000 + 9000 + 600 + 20 + 1 e. 6,00,000 + 6000 + 30 + 3

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c. 40,000 + 9000 + 100 + 30 + 5
HOTS
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1. a. 54132 b. 35412 c. 45321
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2. 452316
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My Practice Time 3
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1. a. < b. > c. < d. = e. < f. > g. < h. > i. = j. >

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2. a. 24,199; 62,461; 92,489; 2,46,955; 5,42,478 3. a. 29,867; 19,876; 19,786; 8,769; 6,798
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b. 1,013; 3,214; 4,156; 14,321; 21,234 b. 75,588; 34,456; 22,311; 18,832; 15,973
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c. 11,809; 11,980; 18,769; 42,131; 1,97,625 c. 45,900; 45,678; 45,110; 45,089; 45,009
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d. 3,256; 25,243; 36,344; 39,391; 42,135 d. 32,993; 32,576; 32,471; 32,129; 13,219
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e. 14,213; 23,231; 49,931; 1,39,872; 6,64,213 e. 5,64,213; 3,56,199; 1,56,142; 56,375; 56,253
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4. a. 23,046 b. 3,29,668 c. 38,232 d. 74,563 e. 4,32,330 f. 34,701

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5. a. 41,097 b. 9,07,999 c. 1,32,340 d. 6,03,088 e. 54,320 f. 56,677

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6. a. S = 12,356 G = 65,321 c. S = 1,23,467 G = 7,64,321

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b. S = 10,589 G = 98,510 d. S = 1,03,569 G = 9,65,310

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My Practice Time 4
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1. a. 26,570 b. 24,590 c. 23,680 d. 1,45,790 e. 5,35,780 f. 3,65,930

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2. a. 13,500 b. 25,600 c. 18,600 d. 1,23,600 e. 8,92,400 f. 2,69,600

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3. a. 24,000 b. 11,000 c. 28,000 d. 3,45,000 e. 6,24,000 f. 7,95,000

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My Practice Time 5
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1. a. 5 = V b. 7 = 5 + 2 = VII c. 10 = X d. 14 = 10 + (5 – 1) = XIV
e. 19 = 10 + (10 – 1) = XIX f. 11 = 10 + 1 = XI g. 3 = III h. 20 = XX
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i. 13 = 10 + 3 = XIII j. 4 = 5 – 1 = IV k. 8 = 5 + 3 = VIII l. 2 = II
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2. a. VII = 5 + 2 = 7 b. XX = 20 c. XIII = 10 + 3 = 13
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d. VIII = 5 + 3 = 8 e. IV = 5 – 1 = 4 f. V = 5
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3. Sita
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4. a. There are XXX trees in the garden.

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b. Ram scored L points in a video game.

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88
Solution Set
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5. Simran had XL pencils. She shared the pencils equally into V boxes. How many pencils were there in
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each box?
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6. Total number of stationery items = 7 pencils + 4 erasers + 9 sharpeners = 20 items = XX items
7. 20 – 5 = 15 years = XV years
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8. Total visitors to the doctor on both days = 9 + 4 = 13 people = XIII people
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My Fun Time
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ACROSS: 2. 50 3. 16 4. 12 6. 13 8. 19
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DOWN: 1. 15 3. 14 5. 20 6. 17 7. 11
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Worksheet
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1. a. Twenty-six thousand five hundred thirty-five

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b. Twelve thousand nine hundred ninety-nine
c. Two lakh sixty-four thousand three hundred twenty-one
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d. One lakh twenty-seven thousand nine hundred ninety-nine

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2. a. 20,401 b. 65,912
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3. a. 7000, 7 b. 20000, 2 c. 0, 0 d. 500000, 5

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4. a. 30000 + 2000 + 500 + 10 + 3 b. 20000 + 6000 + 100 + 70 + 5

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c. 100000 + 20000 + 1000 + 500 + 20 + 6 d. 200000 + 70000 + 9000 + 300 + 20 + 7

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5. a. > b. > c. < d. <

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6. 1,34,567
7. 37,485
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8. XIX = 10 + (10 − 1) = 10 + 9 = 19 XXIV = 10 + 10 + (5 − 1) = 10 + 10 + 4 = 24

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XXV = 10 + 10 + 5 = 25 XXI = 10 + 10 + 1 = 21
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XVI = 10 + 5 + 1 = 16
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9. 95473
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Chapter 2 – Addition and Subtraction

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I Look Back
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ACROSS:
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2. 3310 4. 5891 6. 4111 8. 6782 10. 2200 11. 2700

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DOWN:
1. 9089 3. 4218 5. 1428 7. 2634 9. 2367 10. 2801
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My Practice Time 1
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1. a. T Th Th H T O b. T Th Th H T O
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3 7 4 2 0 5 8 3 1 4
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+ 3 1 2 5 6 + 1 1 3 4 1
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6 8 6 7 6 6 9 6 5 5
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89
Solution Set
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c. T Th Th H T O d. T Th Th H T O
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7 5 1 2 3 1 2 3 4 5
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+ 1 3 5 6 4 + 8 5 2 4 0
ni 8 8 6 8 7 9 7 5 8 5
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e. L T Th Th H T O f. L T Th Th H T O
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9 3 5 2 1 1 1 7 2 3 1 5
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+ 5 2 0 0 1 + 3 2 4 6 1 2
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9 8 7 2 1 2 4 9 6 9 2 7
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g. L T Th Th H T O h. L T Th Th H T O
3 0 3 0 9 5 1 2 5 6 9 1
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+ 2 6 1 8 0 1 + 3 6 1 2 0 1
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5 6 4 8 9 6 4 8 6 8 9 2
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i. L T Th Th H T O j. L T Th Th H T O
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7 6 5 3 1 0 3 8 1 5 2 3
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+ 1 2 2 2 5 4 + 4 0 6 2 7 4
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8 8 7 5 6 4 7 8 7 7 9 7
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2. a. 1 1 b. 1 1
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T Th Th H T O T Th Th H T O
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2 3 6 5 1 6 1 2 5 9
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+ 1 2 6 3 9 + 3 1 6 8 6
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3 6 2 9 0 9 2 9 4 5
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c. 1 1 1 1 d. 1 1 1 1
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L T Th Th H T O T Th Th H T O
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2 3 6 5 9 2 9 8 1 9
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+ 9 5 3 4 9 + 6 1 2 9 8
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1 1 9 0 0 8 9 1 1 1 7
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e. 1 1 1 f. 1
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L T Th Th H T O L T Th Th H T O
3 6 5 9 1 2 2 3 6 1 3 9
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+ 5 8 3 2 9 1 + 7 5 2 3 1 8
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9 4 9 2 0 3 9 8 8 4 5 7
Pr
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90
Solution Set
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Pr
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g. 1 1 1 h. 1 1
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6 3 2 5 8 3 7 3 6 2 1 9
ni + 2 9 8 2 5 2 + 1 9 1 3 5 8
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9 3 0 8 3 5 9 2 7 5 7 7
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id
i. 1 1 1 1 j. 1 1 1 1
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am
2 9 8 1 2 6 4 6 5 4 3 2
+ 5 7 6 3 7 4 + 4 5 7 3 8 9
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8 7
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4 5 0 0 9 2 2 8 2 1
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3. a. 1 1 b. 1 1 1 1
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3 6 5 1 4 9 6 3
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+ 4 8 3 0 0 + 7 3 0 0 5 9
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+ 9 3 6 8 1 5 + 3 8 9 1 2
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9 8 8 7 6 6 7 7 3 9 3 4
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c. 1 1 1 1 d. 1 1 2 1 1
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4 5 2 7 8 4 9 5 6
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+ 2 4 5 6 7 8 + 2 6 7 5 2
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+ 5 1 0 0 + 5 4 1 9
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2 5 1 2 3 0 8 1 7 1 2 7
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e. 1 1 1 1 f. 1 1 2 1
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8 1 4 5 0 9 2 4 9 0 5 6
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+ 6 5 4 8 1 + 2 9 4 1 1 2
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+ 3 5 2 + 4 5 1
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+ 4 1 + 8 3
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8 8 0 3 8 3 5 4 3 7 0 2
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My Practice Time 2
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1. a. 12,352 b. 7,52,811 c. 1,28,111 d. 2,51,071 e. 32,81,000 f. 0 g. 5,39,611

2. a. 17068 + 4321 + 59632 b. 8521 + 1009 + 322786
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= (17068 + 59632) + 4321 = (8521 + 1009) + 322786

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= 76700 + 4321 = 81021 = 9530 + 322786 = 332316

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91
Solution Set
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ni

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Pr
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c. 264789 + 2431 + 111080 d. 213481 + 3102 + 12698
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= (264789 + 2431) + 111080 = 213481 + (3102 + 12698)
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= 267220 + 111080 = 378300 = 213481 + 15800 = 229281
ni
e. 5912 + 326375 + 71125 f. 7496 + 71234 + 5076
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= 5912 + (326375 + 71125) = 7496 + (71234 + 5076)
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= 5912 + 397500 = 403412 = 7496 + 76310 = 83806

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My Practice Time 3
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1. a. T Th Th H T O b. T Th Th H T O
am
7 5 0 3 8 9 8 0 7 6
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− 2 1 0 2 6 − 4 4 0 3 4
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5 4 0 1 2 5 4 0 4 2
Pr
c. T Th Th H T O d. T Th Th H T O
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7 6 5 8 9 5 4 3 6 0
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− 4 2 3 4 5 − 2 1 2 5 0
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3 4 2 4 4 3 3 1 1 0
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e. L T Th Th H T O f. L T Th Th H T O
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7 5 2 1 3 6 6 5 3 9 2 1
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− 2 1 0 0 1 4 − 1 4 3 8 1 0
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5 4 2 1 2 2 5 1 0 1 1 1
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g. L T Th Th H T O h. L T Th Th H T O
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9 9 9 9 9 9 5 4 3 9 2 6
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− 1 0 0 0 0 0 − 1 2 3 8 1 5
Pr
8 9 9 9 9 9 4 2 0 1 1 1
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2. a. b.
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10 9 9 1 12 11
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2 0 10 10 18 T Th Th H T O
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T Th Th H T O 9 2 3 1 6
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3 1 0 0 8 − 1 0 8 7 5
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− 1 2 7 5 9 8 1 4 4 1
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1 8 2 4 9
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br
c. 8 13 d. 9 9 9 9
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T Th Th H T O 8 10 10 10 10 10
9 3 6 5 1 L T Th Th H T O
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− 8 7 5 1 0 9 0 0 0 0 0
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0 6 1 4 1 − 2 7 4 8 9 6
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6 2 5 1 0 4
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92
Solution Set
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Pr
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e. 9 9 9 9 f. 9 9 9 9
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5 10 10 10 10 10 7 10 10 10 10 10
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ni 6 0 0 0 0 0 8 0 0 0 0 0
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− 2 3 4 5 7 2 − 6 9 4 7 6 2
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3 6 5 4 2 8 1 0 5 2 3 8
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g. 9 9 9 9 h. 11 12 14
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4 10 10 10 10 10 8 1 2 4 10
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5 0 0
s 0 0 0 7 9 2 3 5 0
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− 1 2 3 4 5 7 − 1 2 6 4 9 7
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3 7 6 5 4 3 6 6 5 8 5 3
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3. a. T Th Th H T O b. L T Th Th H T O
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ve
5 9 7 8 3 7 9 6 8 9 5
− 3 2 4 1 − 4 8 3 1
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U
5 6 5 4 2 7 9 2 0 6 4
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c. 12 d. 12
id
3 2 16 4 11
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4 2 12
L T Th Th H T O
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L T Th Th H T O
9 4 3 6 5 1 8 9 6 5 3 2
C
− 1 7 9 2 3
s
− 4 0 7 9
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9 2 5 7 2 8 8 9 2 4 5 3
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e. f.
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13 12
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7 3 17 5 2 12
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v
1 8 4 7 5 4 7 8 4 6 3 2
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− 1 5 9 0 3 − 7 2 1 9 5
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1 6 8 8 5 1 7 1 2 4 3 7
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id
g. h. 15
br
3 10 8 10 4 5 12
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C
4 0 9 0 6 0 8 4 7 5 6 2
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es
− 3 5 5 8 0 0 − 1 2 1 4 8 6
0 5 3 2 6 0 7 2 6 0 7 6
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ity
93
Solution Set
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Pr
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i. 3 12 5 17
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L T Th Th H T O
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9 4 2 6 7 8
ni − 3 1 4 3 8 7
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6 2 8 2 9 1
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My Practice Time 4
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a. 51,492 b. 75,321 c. 0 d. 12,106 e. 2,11,119

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f. 3,41,271 g. 2,13,615 h. 71,253 i. 98,965 j. 3,18,432

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HOTS
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1. 7 4 9 2 5 2. 9 8 1 4 2 0
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− 5 1 0 8 4 − 2 4 5 1 9 4
2 3 8 4 1 7 3 6 2 2 6
ity
rs
3. 6 6 4 2 8 7 4. 3 8 6 4 8 9
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− 3 2 5 1 2 4 − 1 3 5 2 2 1
ni
3 3 9 1 6 3 2 5 1 2 6 8
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My Practice Time 5
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1. a. 1 11 Check:
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TTh Th H T O 1
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2 1 4 3 1 TTh Th H T O
− 1 2 0 0 0
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9 4 3 1
s
9 4 3 1
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+ 1 2 0 0 0
2 1 4 3 1
Pr
b. Check:
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2 12
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TTh Th H T O 1
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7 7 6 3 2 TTh Th H T O
v
− 3 2 1 0 5 4 5 5 2 7
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4 5 5 2 7 + 3 2 1 0 5
U
7 7 6 3 2
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c. Check:
id
9 9 9
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7 10 10 10 10 1 1 1 1
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8 0 0 0 0 5 8 5 4 7
C
− 2 1 4 5 3 + 2 1 4 5 3
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5 8 5 4 7 8 0 0 0 0
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94
Solution Set
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Pr
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d. 11 Check:
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0 1 17 1 1
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L TTh Th H T O L TTh Th H T O
ni 1 2 7 9 5 1 4 8 4 3 0
− 7 9 5 2 1
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+ 7 9 5 2 1
4 8 4 3 0
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1 2 7 9 5 1
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e. 8 12 Check:
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L TTh Th H T O 1
am
3 8 7 9 9 2 L TTh Th H T O
− 2 3 1 0 5 9 1 5 6 9 3 3
C
s
1 5 6 9 3 3 + 2 3 1 0 5 9
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3 8 7 9 9 2
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f. 9 9 9 9 Check:
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8 10 10 10 10 10 1 1 1 1 1
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ve
9 0 0 0 0 0 1 0 6 5 4 4
ni
− 7 9 3 4 5 6 + 7 9 3 4 5 6
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1 0 6 5 4 4 9 0 0 0 0 0
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2. a. TTh Th H T O TTh Th H T O
id
7 5 2 3 1 7 3 2 3 1
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− 2 0 0 0 + 5 0 0 0
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7 3 2 3 1 7 8 2 3 1
C
b.
es
Pr
9 7 1 1 2 1 2 8 5 3 3
+ 3 1 4 2 1 − 2 0 0 0 0
ty
1 2 8 5 3 3 1 0 8 5 3 3
si
er
c. 1 1 1
v
ni
U
3 4 5 6 3 2 3 6 7 2 0 1
+ 2 1 5 6 9 − 1 2 0 0 0
ge
3 6 7 2 0 1 3 5 5 2 0 1
id
br
1
am
d. TTh Th H T O TTh Th H T O
C
5 6 7 5 2 4 2 6 2 0
s
es
− 1 4 1 3 2 + 2 1 5 3 1
4 2 6 2 0 6 4 1 5 1
Pr
ity
95
Solution Set
rs
ve
ni

s
es
Pr
ity
e. 1 1
rs
ve
7 3 6 5 2 1 8 6 2 1 7 1
ni + 1 2 5 6 5 0 − 1 0 0 0 0 0
U
8 6 2 1 7 1 7 6 2 1 7 1
ge
f. 4 10 12 1 1
id
br
am
8 5 1 2 6 5 6 3 6 9 4 4
− 2 1 4 3 2 1 + 1 2 6 5 3 2
C
6 3 6
s 9 4 4 7 6 3 4 7 6
es
My Practice Time 6
Pr
1. 1 1 1 1 1 1
ity
TL L TTh Th H T O
rs
Largest 6-digit number = 9 9 9 9 9 9

ve
Smallest 5-digit odd number = + 1 0 0 0 1

ni
Required sum = 1 0 1 0 0 0 0
U
2. 9 14 9
ge
1 10 10 4 10 10
id
L TTh Th H T O
br
Number of visitors on day 1 = 2 0 1 5 0 0

am
Number of visitors on day 2 = − 9 9 9 9 9

Required difference = 1 0 1 5 0 1
C
s
es
3. 1 1 1
L TTh Th H T O
Pr
Number of votes got from village A = 6 7 2 5 0

ty
Number of votes got from village B = + 9 6 0 5 0

si
Total number of votes polled from both the villages = 1 6 3 3 0 0

v er
4. 9 9 9 9
ni
5 10 10 10 10 10
U
L TTh Th H T O
ge
One number = 6 0 0 0 0 0
Value reduced = − 1 4 7 5 5 4
id
Required number = 4 5 2 4 4 6
br
am
C
s
es
Pr
ity
96
Solution Set
rs
ve
ni

s
es
Pr
ity
5. 1
rs
L TTh Th H T O
ve
Number of children = 5 2 8 0 0
Number of men =
ni + 1 5 4 0 0 0
Number of men and children = 2 0 6 8 0 0
U
ge
9
id
6 10 10
br
L TTh Th H T O
am
Total population = 2 7 0 0 0 0
Number of men and children = − 2 0 6 8 0 0
C
Number of women =
s 6 3 2 0 0
es
6.
Pr
9 9 9 9
1 10 10 10 10 10
ity
L TTh Th H T O
rs
Total number of customers = 2 0 0 0 0 0

ve
Number of customers in India = − 1 0 5 9 9 9

ni
Number of customers in rest of the world = 9 4 0 0 1

U
7. L TTh Th H T O
ge
First number = 5 0 0 0 0
id
Second number = + 2 9 5 0 0
br
Sum of two numbers = 7 9 5 0 0

am
7 11
C
L TTh Th H T O
es
Sum of three numbers = 1 8 1 9 9 9

Pr
Sum of two numbers = − 7 9 5 0 0

ty
Third number = 1 0 2 4 9 9
si
8. 9
er
4 15 14 10 10
v
ni
TTh Th H T O
U
Total number of students = 5 6 5 0 0

ge
Number of boys = − 2 9 5 6 5
id
Number of girls = 2 6 9 3 5
br
9. 1 1
am
L TTh Th H T O
C
First number = 4 5 6 5 1
s
es
Second number = + 9 9 1 0 0
Pr
Sum of two numbers = 1 4 4 7 5 1

ity
97
Solution Set
rs
ve
ni

s
es
Pr
ity
9 9 9
rs
4 10 10 10 10
ve
L TTh Th H T O
ni
Given number = 1 5 0 0 0 0
U
Sum of two numbers = − 1 4 4 7 5 1
ge
Required difference = 5 2 4 9
id
br
10. 1 1
am
L TTh Th H T O
Number of females = 1 2 5 0 0 0
C
Number of males =
s + 7 5 0 0 0
es
Number of children = + 1 2 0 0 0
Pr
Total number of visitors = 2 1 2 0 0 0

ity
Maths in My Life
rs
ve
1
ni
L TTh Th H T O
U
Present population = 7 7 0 5 0 0
ge
Number of people who lost their lives = + 1 2 5 1 0

Total population before flood = 7 8 3 0 1 0
id
br
My Practice Time 7
am
1. a. Rounding off the numbers to nearest 10’s, d. Rounding off the numbers to nearest 10’s,
C
we get we get
s
es
41,890 41,890 and 31,512 31,510 5,12,752 5,12,750 and 3,54,253

Now, 41,890 + 31,510 = 73,400 3,54,250
Pr
So, the estimated sum = 73,400 Now, 5,12,750 − 3,54,250 = 1,58,500

ty
b. Rounding off the numbers to nearest 10’s, So, the estimated difference = 1,58,500
si
we get e. Rounding off the numbers to nearest 10’s,

er
27,776 27,780 and 12,524 12,520 we get

v
1,54,956 1,54,960 and 34,629 34,630

ni
Now, 27,780 + 12,520 = 40,300

Now, 1,54,960 + 34,630 = 1,89,590
U
So, the estimated sum = 40,300

c. Rounding off the numbers to nearest 10’s, So, the estimated sum = 1,89,590
ge
we get f. Rounding off the numbers to nearest 10’s,

id
28,665 28,670 and 24,579 24,580 we get

br
Now, 28,670 − 24,580 = 4,090 5,65,999 5,66,000 and 3,42,612

am
3,42,610
So, the estimated difference = 4,090
Now, 5,66,000 − 3,42,610 = 2,23,390
C
So, the estimated difference = 2,23,390

es
Pr
ity
98
Solution Set
rs
ve
ni

s
es
Pr
ity
rs
we get we get
2,33,595 2,33,600 and 1,26,245
ve
23,314 23,300 and 14,428 14,400
1,26,200
Now, 23,300 + 14,400 = 37,700
ni Now, 2,33,600 + 1,26,200 = 3,59,800
So, the estimated sum = 37,700
U
So, the estimated sum = 3,59,800
b. Rounding off the numbers to nearest 100’s, e. Rounding off the numbers to nearest 100’s,
ge
we get we get
id
3,12,364 3,12,400 and 27,856 27,900 2,12,690 2,12,700 and 1,43,565

1,43,600
br
Now, 3,12,400 − 27,900 = 2,84,500

Now, 2,12,700 + 1,43,600 = 3,56,300
am

c. Rounding off the numbers to nearest 100’s, f. Rounding off the numbers to nearest 100’s,
C
we get
s we get
es
1,65,278 1,65,300 and 33,367 33,400 3,98,751 3,98,800 and 2,16,545
2,16,500
Pr
Now, 1,65,300 − 33,400 = 1,31,900

So, the estimated difference = 1,31,900 Now, 3,98,800 − 2,16,500 = 1,82,300
ity
rs
we get we get
ve
2,13,245 2,13,000 and 45,365 45,000 3,67,762 3,68,000 and 14,723 15,000
ni
Now, 2,13,000 − 45,000 = 1,68,000 Now, 3,68,000 + 15,000 = 3,83,000

U
So, the estimated difference = 1,68,000 So, the estimated sum = 3,83,000
e. Rounding off the numbers to nearest 1000’s,
ge
b. Rounding off the numbers to nearest 1000’s,

we get we get
id
1,24,539 1,25,000 and 22,131 22,000

22,873 23,000 and 1,289 1,000
br
Now, 1,25,000 − 22,000 = 1,03,000

Now, 23,000 − 1,000 = 22,000
am

So, the estimated difference = 22,000 f. Rounding off the numbers to nearest 1000’s,
c. Rounding off the numbers to nearest 1000’s,
C
we get
s
we get 2,65,349 2,65,000 and 1,25,692

es
2,13,865 2,14,000 and 81,195 81,000 1,26,000

Pr
Now, 2,14,000 + 81,000 = 2,95,000 Now, 2,65,000 + 1,26,000 = 3,91,000

So, the estimated sum = 2,95,000 So, the estimated sum = 3,91,000
ty
si
4. Price of ring = ` 18,759 5. Cost of tickets sold on day 1 = ` 56,050

er
Price of bracelet = ` 1,25,699 Cost of tickets sold on day 2 = ` 75,935

Rounding the prices to the nearest 10’s, we get
v

ni
Ring ` 18,760 and bracelet ` 1,25,700 Day 1 cost ` 56,050 and Day 2 cost
` 75,940
U
Estimated sum = ` 18,760 + ` 1,25,700 =

Estimated difference = ` 75,940 − ` 56,050 =
ge
1,44,460
` 19,890
Rounding the prices to the nearest 100’s, we get Rounding the prices to the nearest 100’s, we get
id
Ring ` 18,800 and bracelet ` 1,25,700 Day 1 cost ` 56,100 and Day 2 cost
br
Estimated sum = ` 18,800 + ` 1,25,700 = ` 75,900

am
` 1,44,500 Estimated difference = ` 75,900 − ` 56,100 =

Rounding the prices to the nearest 1000’s, we get ` 19,800
C

s
Ring ` 19,000 and bracelet ` 1,26,000

es
Estimated sum = ` 19,000 + ` 1,26,000 = Day 1 cost ` 56,000 and Day 2 cost
` 1,45,000 ` 76,000
Pr
Estimated difference = ` 76,000 − ` 56,000 =

` 20,000
ity
99
Solution Set
rs
ve
ni

s
es
Pr
ity
Worksheet
rs
1. a. 1 b. 1 1 1 1
ve
ni TTh Th H T O TTh Th H T O
5 6 5 3 4 3 1 2 6 5
U
+ 2 1 6 5 4 + 1 9 9 9 9
ge
7 8 1 8 8 5 1 2 6 4
id
br
c. 1 1 d. 1 1 1 1 1
am
3 2 6 1 5 4 1 9 9 9 9 9
C
s
es
+ 1 2 5 3 2 8 + 1 2 6 5 3 9
4 5 1 4 8 2 3 2 6 5 3 8
Pr
ity
2. a. 6 14 8 12 b. 3 12 11 8 15
rs
TTh Th H T O L TTh Th H T O
ve
4 7 4 9 2 4 3 1 6 9 5
ni
− 2 1 6 8 4 − 1 6 8 4 1 7
U
2 5 8 0 8 2 6 3 2 7 8
ge
c. 6 13 d. 3 16 11 8 15
id
br
1 8 4 7 3 6 1 4 7 1 9 5
am
− 2 4 1 6 0 − 3 8 6 1 9
C
1 6 0 5 7 6 1 0 8 5 7 6
s
es
Pr
3. a. TTh Th H T O 4 13
4 1 3 5 4 TTh Th H T O
ty
+ 1 2 0 0 0 5 3 3 5 4
si
er
5 3 3 5 4 − 6 0 0 0
v
4 7 3 5 4
ni
U
b. 1 8 11
ge
id
4 6 5 3 4 7 9 1 8 8
br
+ 3 2 6 5 4 − 1 2 5 0 0
am
7 9 1 8 8 6 6 6 8 8
C
s
es
Pr
ity
100
Solution Set
rs
ve
ni

s
es
Pr
ity
c. 1 1 9
rs
L TTh Th H T O 1 10 11
ve
1 2 6 5 0 0 L TTh Th H T O
ni + 7 5 3 5 4 2 0 1 8 5 4
U
2 0 1 8 5 4 − 1 2 6 5 3
ge
1 8 9 2 0 1
id
d. 5 12 2 14 12 1 1 1
br
am
6 2 4 3 5 2 5 9 2 1 9 9
C
− 3 2
s 1 5 3 + 2 1 2 5 4
es
5 9 2 1 9 9 6 1 3 4 5 3
Pr
4. a. Rounding off the numbers to nearest 1000’s, c. Rounding off the numbers to nearest 1000’s,
we get we get
ity
4,56,232 4,56,000 and 1,96,489 2,50,642 2,51,000 and 5,28,998

rs
1,96,000 5,29,000
ve
Now, 4,56,000 – 1,96,000 = 2,60,000 Now, 2,51,000 + 5,29,000 = 7,80,000

ni
So, the estimated difference = 2,60,000 So, the estimated sum = 7,80,000
U
b. Rounding off the numbers to nearest 1000’s, d. Rounding off the numbers to nearest 1000’s,
ge
we get we get
5,84,126 5,84,000 and 9,14,502 82,347 82,000 and 29,789 30,000
id
9,15,000
br
Now, 82,000 – 30,000 = 52,000

Now, 5,84,000 + 9,15,000 = 14,99,000
am
So, the estimated difference = 52,000

C
s
es
5. 13 9 9 9
Pr
0 3 10 10 10 10
L TTh Th H T O
ty
Total number of seats in a stadium = 1 4 0 0 0 0

si
Number of people visited the stadium = − 9 5 8 6 5

er
Number of vacant seats = 4 4 1 3 5

v
ni
6. 1 1 1
U
L TTh Th H T O
ge
Number of visitors in this year = 3 5 2 9 6 4

id
Number of visitors in last year = + 5 3 7 2 1 9

br
Total number of visitors in both years = 8 9 0 1 8 3

am
7. L TTh Th H T O
C
Total number of DVDs = 4 9 8 7 6 3

es
Number of DVDs sold = − 3 8 7 6 5 1

Pr
Number of DVDs left = 1 1 1 1 1 2

ity
101
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 3 – Multiplication
rs
ve
ni
I Look Back
U
1. a. 60 b. 642 c. 1792
ge
d. 180 e. 630 f. 3852

id
2. a. 860 b. 464 c. 2691 d. 2980 e. 1800

br
My Practice Time 1
am
1. a. 3 × 17 = 51 b. 14 × 5 = 70 c. 17 × 9 = 153 d. 2 × 13 = 26
C
e. 10 × 15 = 150
s f. 8 × 19 = 152 g. 3 × 12 = 36 h. 6 × 15 = 90
es
i. 17 × 10 = 170 j. 20 × 11 = 220 k. 5 × 14 = 70 l. 4 × 19 = 76
Pr
2. 17 table 19 table
ity
1 × 17 = 17 1 × 19 =19
rs
2 × 17 = 34 2 × 19 = 38
ve
3 × 17 = 51 3 × 19 = 57
ni
4 × 17 = 68 4 × 19 = 76
U
5 × 17 = 85 5 × 19 = 95
ge
6 × 17 = 102 6 × 19 = 114
id
7 × 17 = 119 7 × 19 = 133
br
8 × 17 = 136 8 × 19 = 152
am
9 × 17 = 153 9 × 19 = 171
C
10 × 17 = 170 10 × 19 = 190
s
es
Pr
My Practice Time 2
ty
1. a. 1 2 4 b. 4 2 1 3 c. 2 4 6 0
si
× 3 1 3 × 2 × 1 2
er
3 7 2 8 4 2 6 4 9 2 0
v
1 2 4 0 + 2 4 6 0 0
ni
+ 3 7 2 0 0
U
2 9 5 2 0
3 8 8 1 2
ge
id
d. 3 2 6 5 e. 2 2 3 f. 2 6 5 2
br
× 4 × 3 2 1 × 2 5
am
1 3 0 6 0 2 2 3 1 3 2 6 0
4 4 6 0 + 5 3 0 4 0
C
+ 6 6 9 0 0 6 6 3 0 0
es
7 1 5 8 3
Pr
ity
102
Solution Set
rs
ve
ni

s
es
Pr
ity
2. a. 1 2 6 b. 4 2 8 1 c. 1 2 4
rs
× 2 3 1 × 5 × 5 6 1
ve
1 2 6 2 1 4 0 5 1 2 4
ni 3 7 8 0 7 4 4 0
U
+ 2 5 2 0 0 + 6 2 0 0 0
ge
2 9 1 0 6 6 9 5 6 4
id
br
d. 3 4 5 1 e. 1 4 2 1 f. 4 5 2 0
am
× 1 2 × 7 × 1 9
6 9 0 2 9 9 4 7 4 0 6 8 0
C
+ 3 4 5
s
1 0 + 4 5 2 0 0
es
4 1 4 1 2 8 5 8 8 0
Pr
g. 2 6 1 h. 3 4 5 6
ity
× 1 4 7 × 5
rs
1 8 2 7
ve
1 7 2 8 0
1 0 4 4 0
ni
+ 2 6 1 0 0
U
3 8 3 6 7
ge
My Practice Time 3
id
br
a. 2400 b. 10 c. 279 d. 10 e. 1000

am
f. 1000 g. 1290 h. 79000 i. 26000 j. 1230
Maths Trick (pg 41)

C
s
es
a. 39804 b. 53352
Pr
My Practice Time 4
1. Number of balls in one box = 3457 4. Number of stamps collected in 1 week = 425
ty
Number of stamps collected in 9 weeks =

si
Number of balls in 5 boxes = 3457 × 5 = 17285

425 × 9 = 3825
er
2. Number of books in one shelf = 2465

5. Number of items produced in 1 day = 2931
v
Number of books in 12 shelves = 2465 × 12 =

ni
29580 Number of items produced in 25 days = 2931 × 25

U
3. Number of pages in a book = 236 2 9 3 1

ge
Number of pages in 125 books = 236 × 125 × 2 5

id
2 3 6 1 4 6 5 5
br
× 1 2 5 + 5 8 6 2 0
am
1 1 8 0 7 3 2 7 5
4 7 2 0
C
6. Largest 3-digit number = 999

s
+ 2 3 6 0 0
es
Smallest 3-digit number = 100

2 9 5 0 0
Pr
Product = 999 × 100 = 99900

Thus, number of pages in 125 books = 29500
ity
103
Solution Set
rs
ve
ni

s
es
Pr
ity
7. Distance covered in 1 trip = 1493 km
rs
Distance covered in 9 trips = 1493 × 9 = 13437 km
ve
8. Number of pebbles collected in 1 day = 125
ni
Number of days in a leap year = 366
U
Number of pebbles collected in 1 leap year = 125 × 366
ge
1 2 5
id
× 3 6 6
br
7 5 0
am
7 5 0 0
+ 3 7 5 0 0
C
4 5 7
s5 0
es
Thus, the number of pebbles collected in 1 leap year = 45750
Pr
My Practice Time 5
ity
1. a. Rounding of the numbers to nearest 10’s, d. Rounding of the numbers to nearest 10’s,
rs
we get we get
ve
56 60 and 89 90 219 220 and 52 50

ni
So, estimated product = 60 × 90 = 5400 So, estimated product = 220 × 50 = 11000

U
b. Rounding of the numbers to nearest 10’s, e. Rounding of the numbers to nearest 10’s,
ge
we get we get
83 80 and 92 90 314 310 and 115 120
id
br
am
c. Rounding of the numbers to nearest 10’s, f. Rounding of the numbers to nearest 10’s,
we get we get
C
113 110 and 78 80 4126 4130 and 7 10

s
es
Pr
2. a. Rounding of the numbers to nearest 100’s, d. Rounding of the numbers to nearest 100’s,
ty
we get we get
si
115 100 and 96 100 215 200 and 154 200

er
v
ni
b. Rounding of the numbers to nearest 100’s, e. Rounding of the numbers to nearest 100’s,
U
we get we get
ge
82 100 and 56 100 365 400 and 173 200

id
br
c. Rounding of the numbers to nearest 100’s, f. Rounding of the numbers to nearest 100’s,
we get we get
am
123 100 and 106 100 596 600 and 121 100
C
s
es
Pr
ity
104
Solution Set
rs
ve
ni

s
es
Pr
ity
3. Number of candies in one packet = 155 200 (nearest 100’s)
rs
Number of packets = 125 100 (nearest 100’s)
ve
Total number of candies = 200 × 100 = 20000
ni
4. Number of toys made in one month = 1375 1380 (nearest 10’s)
U
Number of months in one year = 12 10 (nearest 10’s)
ge
Total number of toys made = 1380 × 10 = 13800

id
Maths in My Life
br
a. 3257 = 3000 + 200 + 50 + 7

am
3257 × 3 = 3000 × 3 + 200 × 3 + 50 × 3 + 7 × 3 = 9000 + 600 + 150 + 21 = 9771

C
b. 2159 = 2000 + 100 + 50 + 9 s

es
2159 × 9 = 2000 × 9 + 100 × 9 + 50 × 9 + 9 × 9 = 18000 + 900 + 450 + 81 = 19431
Pr
c. 3275 = 3000 + 200 + 70 + 5

3275 × 3 = 3000 × 3 + 200 × 3 + 70 × 3 + 5 × 3 = 9000 + 600 + 210 + 15 = 9825
ity
d. 4283 = 4000 + 200 + 80 + 3

rs
4283 × 6 = 4000 × 6 + 200 × 6 + 80 × 6 + 3 × 6 = 24000 + 1200 + 480 + 18 = 25698

ve
Worksheet
ni
U
1. a. 2 3 4 b. 3 4 5 c. 1 2 5 6
ge
× 1 8 9 × 1 2 0 × 5
id
2 1 0 6 0 0 0 6 2 8 0
br
1 8 7 2 0 6 9 0 0
am
+ 2 3 4 0 0 + 3 4 5 0 0
4 4 2 2 6 4 1 4 0 0
C
s
es
d. 2 2 9 5 e. 5 4 1 5 f. 1 4 8 9
Pr
× 7 × 1 2 × 2 7
ty
1 6 0 6 5 1 0 8 3 0 1 0 4 2 3
si
+ 5 4 1 5 0 + 2 9 7 8 0
er
6 4 9 8 0 4 0 2 0 3
v
ni
U
2. a. 2 3 4 b. 1 2 8 c. 2 3 9
ge
× 1 2 0 × 3 4 5 × 3 2 1
id
0 0 0 6 4 0 2 3 9
br
4 6 8 0 5 1 2 0 4 7 8 0
am
+ 2 3 4 0 0 + 3 8 4 0 0 + 7 1 7 0 0
2 8 0 8 0 4 4 1 6 0 7 6 7 1 9
C
s
es
Pr
ity
105
Solution Set
rs
ve
ni

s
es
Pr
ity
d. 1 2 5 e. 2 2 4 f. 3 3 9
rs
× 4 2 3 × 1 2 5 × 1 6 5
ve
3 7 5 1 1 2 0 1 6 9 5
ni 2 5 0 0 4 4 8 0 2 0 3 4 0
U
+ 5 0 0 0 0 + 2 2 4 0 0 + 3 3 9 0 0
ge
5 2 8 7 5 2 8 0 0 0 5 5 9 3 5
id
3. a. 3290 b. 1260 c. 2700 d. 2400 e. 2900 f. 140

br
am
4. a. Rounding of the numbers to nearest 10’s, c. Rounding of the numbers to nearest 100’s,
we get we get
C
12 10 and 34 30 367 400 and 106 100

s
es
Pr
b. Rounding of the numbers to nearest 100’s, d. Rounding of the numbers to nearest 100’s,
we get we get
ity
234 200 and 89 100 142 100 and 159 200

rs
ve
5. Number of beads in one box = 743 6. Distance covered in one trip = 1902 km
ni
Number of beads in 235 boxes = 743 × 235 Distance covered in 7 trips = 1902 × 7 =
U
7 4 3 13314 km
ge
× 2 3 5
id
3 7 1 5
2 2 2 9 0
br
+ 1 4 8 6 0 0
am
1 7 4 6 0 5
C
Thus, number of beads in 235 boxes = 174605

s
es
Pr
Chapter 4 – Division
ty
si
er
I Look Back
v
ni
1. a. 104 b. 15 c. 253 d. 89
U
4 416 8 120 3 759 5 445

− 40 − 8 − 6 − 40
ge
16 40 15 45
id
− 16 − 40 − 15 − 45
br
0 0 09 0
am
− 9
0
C
s
es
Pr
ity
106
Solution Set
rs
ve
ni

s
es
Pr
ity
2. a. ii. 23 b. iv. 48 c. iv. 38
rs
My Fun Time (Page 48)
ve
DOWN: ni
U
1. Zero 2. Dividend 3. Quotient
ACROSS:
ge
4. Remainder 5. Divisor
id
br
Try These! (pg 49)

am
a. True b. False c. True

d. True e. True f. False
C
s
es
My Practice Time 1
Pr
1. a. 12 b. 23 c. 248
ity
19 228 14 322 5 1240

rs
− 19 − 28 − 10
ve
38 42 24
− 38 − 42 − 20
ni
0 0 40
U
− 40
ge
0
id
br
am
d. 789 e. 356 f. 288

6 4734 12 4272 18 5184
C
− 42 − 36 − 36
s
es
53 67 158
− 48 − 60 − 144
Pr
54 72 144
ty
− 54 − 72 − 144
si
0 0 0
v er
ni
g. 187 h. 123 i. 105

U
33 6171 56 6888 46 4830

ge
− 33 − 56 − 46
287 128 230
id
− 264 − 112 − 230

br
231 168 0
am
− 231 − 168
0 0
C
s
es
Pr
ity
107
Solution Set
rs
ve
ni

s
es
Pr
ity
2. a. 47 b. 19 c. 28
rs
12 567 13 250 34 954
ve
− 48 − 13 − 68
ni 87 120 274
U
− 84 − 117 − 272
3 3 2
ge
id
Check: Check: Check:

br
Divisor × Quotient + remainder Divisor × Quotient + remainder Divisor × Quotient + remainder

am
= 12 × 47 + 3 = 564 + 3 = 567 = 13 × 19 + 3 = 247 + 3 = 250 = 34 × 28 + 2 = 952 + 2 = 954

= Dividend = Dividend = Dividend
C
s
es
d. 1047 e. 197 f. 387
Pr
9 9427 7 1382 6 2326

− 9 − 7 − 18
ity
42 68 52
rs
− 36 − 63 − 48
ve
67 52 46
− 63 − 49 − 42
ni
4 3 4
U
Check:
ge
Check: Check:
Divisor × Quotient + remainder
id
Divisor × Quotient + remainder Divisor × Quotient + remainder

= 9 × 1047 + 4 = 9423 + 4
= 7 × 197 + 3 = 1379 + 3 = 1382 = 6 × 387 + 4 = 2322 + 4 = 2326
br
= 9427 = Dividend
= Dividend = Dividend
am
C
g. 18 h. 149 i. 175
s
es
59 1063 15 2239 29 5080

− 59 − 15 − 29
Pr
473 73 218
ty
− 472 − 60 − 203
si
1 139 150
er
− 135 − 145
Check:
v
4 5
ni
Divisor × Quotient + remainder

U
= 59 × 18 + 1 = 1062 + 1 = 1063 Check: Check:

= Dividend
ge
Divisor × Quotient + remainder Divisor × Quotient + remainder

= 15 × 149 + 4 = 2235 + 4 = 29 × 175 + 5 = 5075 + 5
id
= 2239 = Dividend = 5080 = Dividend

br
am
C
s
es
Pr
ity
108
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 2
rs
1. Total number of candies = 306 4. Total number of items = 650
ve
Number of friends = 17
ni Number of items in each packet = 12
Number of candies shared to each friend Number of packets = 650 ÷ 12
U
= 306 ÷ 17
54
ge
18 12 650
id
17 306 − 60
br
− 17 50
am
136 − 48
− 136 2
C
0
s
So, number of packets are 54 and 2 items are
es
So, number of candies shared to each friend = 18 left unpacked.
Pr
2. Total number of toys = 4068 5. Total number of books = 4520

ity
Number of stores = 9 Number of shelves = 7

Number of books in each shelf = 4520 ÷ 7
rs
Number of toys distributed to each store

= 4068 ÷ 9
ve
645
452
ni
7 4520
9 4068 − 42
U
− 36 32
ge
46 − 28
id
− 45 40
br
18 − 35
− 18
am
5
0
C
So, number of books in each shelf are 645 and

s
So, number of toys distributed to each store = 452 5 books are left over.
es
3. Total number of notebooks sold in 1 year = 4380 6. Total number of coins = 2340
Pr
Number of notebooks sold in 1 month = 4380 ÷ 12 Number of different countries = 15

ty
365 Number of coins of each country = 2340 ÷ 15

si
12 4380 156
er
− 36
15 2340
v
78
ni
− 15
− 72
U
84
60 − 75
ge
− 60
90
id
0 − 90
br
So, number of notebooks sold in a month = 365 0

am
So, number of coins of each country = 156

C
s
es
Pr
ity
109
Solution Set
rs
ve
ni

s
es
Pr
ity
7. Total number of tickets = 2850 g. On rounding off the numbers to nearest 10’s,
rs
Number of counters = 16 we get
ve
Number of tickets sold at each counter 1436 1440 and 12 10
= 2850 ÷ 16
ni So, 1440 ÷ 10 = 144
h. On rounding off the numbers to nearest 10’s,
U
178
we get
16 2850
ge
− 16 729 730 and 6 10

So, 730 ÷ 10 = 73
id
125
br
− 112 i. On rounding off the numbers to nearest 10’s,

we get
am
130
215 220 and 13 10
− 128
C
s So, 220 ÷ 10 = 22
2
es
2. Number of balls in 15 boxes = 223
So, number of tickets sold at each counter On rounding off the numbers to nearest 10’s,
Pr
are 178 and 2 tickets were left unsold. we get

223 220 and 15 20
ity
My Practice Time 3
Number of balls in one box = 220 ÷ 20 = 11
rs
a. Q = 72; R = 0 e. Q = 11; R = 2
3. Number of toys sold in 87 days = 1442
ve
b. Q = 23; R = 42 f. Q = 12; R = 96
c. Q = 2; R = 260 g. Q = 7; R = 21 On rounding off the numbers to nearest 10’s,
ni
we get
d. Q = 26; R = 7 h. Q = 6; R = 236
U
1442 1440 and 87 90

My Practice Time 4 Number of toys old in one day = 1440 ÷ 90 = 16
ge
1. a. On rounding off the numbers to nearest

id
10’s, we get Maths Trick (Pg 52)

br
115 120 and 27 30 a. 2304 = 2000 + 300 + 4

am
So, 120 ÷ 30 = 4 2000

b. On rounding off the numbers to nearest 4 gives Q = 500, R = 0
C
10’s, we get 300

4 gives Q = 75, R = 0
es
321 320 and 83 80

4
4 gives Q = 1, R = 0
Pr
So, 320 ÷ 80 = 4
c. On rounding off the numbers to nearest So, 2304
4 gives Q = 500 + 75 + 1 = 576
ty
10’s, we get
si
227 230 and 8 10 b. 1256 = 1000 + 200 + 50 + 6

er
So, 230 ÷ 10 = 23 1000

v
d. On rounding off the numbers to nearest 6 gives Q = 166, R = 4

ni
10’s, we get 200

U
6 gives Q = 33, R = 2
2436 2440 and 15 20
ge
50
So, 2440 ÷ 20 = 122 6 gives Q = 8, R = 2
id
e. On rounding off the numbers to nearest 6

6 gives Q = 1, R = 0
br
10’s, we get
am
1275 1280 and 35 40 R=4+2+2+0=8

So, 1280 ÷ 40 = 32
And, 86 gives Q = 1, R = 2
C
f. On rounding off the numbers to nearest 10’s,

s
es
we get So, 1256

6 gives Q = 166 + 33 + 8 + 1 + 1 = 209, R = 2.
1752 1750 and 68 70
Pr
So, 1750 ÷ 70 = 25
ity
110
Solution Set
rs
ve
ni

s
es
Pr
ity
Mixed Bag (Page 53)
rs
1. 0 13 16 18 15
ve
ni 3 6 8
TTh Th H T O
U
Number of boys = 1 4 7 9 5
ge
Number of girls = − 9 8 9 9
id
Number of boys more than girls = 4 8 9 6

br
am
2. Number of items sold in one day = 189

Number of items sold in 365 days = 189 × 365
C
s
es
1 8 9
× 3 6 5
Pr
9 4 5
ity
1 1 3 4 0
rs
+ 5 6 7 0 0
ve
6 8 9 8 5
ni
So, number of items sold in a year are 68985.

U
ge
3. 1 1 1
TTh Th H T O
id
Number of English books = 2 6 5 3 7

br
Number of Hindi books = + 1 7 3 9 3

am
Total number of books = 4 3 9 3 0

C
s
es
4. Total number of sweets = 624 24

Number of boxes = 26
Pr
26 624
Number of sweets in each box = 624 ÷ 26 − 52
ty
So, number of sweets in each box = 24 104

si
− 104
er
0
v
ni
5. 5 15
U
TTh Th H T O
ge
Total population of locality = 1 6 5 9 2

id
Number of children = − 2 6 4 2
br
Number of men and women = 1 3 9 5 0

am
C
s
es
Pr
ity
111
Solution Set
rs
ve
ni

s
es
Pr
ity
6. Total number of trees = 2198 157
rs
Number of rows of trees = 14 14 2198
ve
Number of trees in each row = 2198 ÷ 14 − 14
ni 79
− 70
U
98
ge
− 98
id
0
br
So, number of trees in each row is 157.

am
7. 1 1 1
TTh Th H T O
C
s
Number of visitors on day 1 = 1 2 5 7 4
es
Number of visitors on day 2 = + 1 5 9 8 6
Pr
Total number of visitors on both days = 2 8 5 6 0

ity
8. Total number of blankets distributed = 1427 356

rs
Number of old age homes = 4 4 1427

ve
Number of blankets distributed to each old age home = 1427 ÷ 4 − 12

ni
So, number of blankets distributed to each old age home are 356 22
U
− 20
and 3 blankets were left with her.
ge
27
Maths in My Life − 24
id
3
br
Total number of trees planted = 285

am
Number of rows of trees = 19

Number of trees in each row = 285 ÷19
C
15
es
19 285
Pr
− 19
ty
95
si
− 95
er
0
v
So, number of trees planted in each row = 15

ni
U
HOTS
ge
a. 21 b. 381 c. 203
13 277 9 3429 14 2846
id
− 26 − 27 − 28
br
17 72 046
am
− 13 − 72 − 42
C
4 09 − 4
s
− 09
es
Q = 21; R = 4 Q = 203; R = 4
0
Pr
Q = 381; R = 0
ity
112
Solution Set
rs
ve
ni

s
es
Pr
ity
Worksheet
rs
1. a. 15 b. 19 c. 35
ve
16 240 26 498 28 984
ni − 16 − 26 − 84
80 238 144
U
− 80 − 234 − 140
ge
0 4 4
id
Q = 15 and R = 0 Q = 19 and R = 4 Q = 35 and R = 4

br
d. 176 e. 196 f. 178

am
8 1408 9 1770 15 2670

− 8 − 9 − 15
C
60
s 87 117
es
− 56 − 81 − 105
Pr
48 60 120
− 48 − 54 − 120
ity
0 6 0
rs
Q = 176 and R = 0 Q = 196 and R = 6 Q = 178 and R = 0

ve
g. 159 h. 257
ni
14 2230 19 4890
U
− 14 − 38
83 109
ge
− 70 − 95
id
130 140
br
− 126 − 133
4 7
am
Q = 159 and R = 4 Q = 257 and R = 7

C
2. a. On rounding off the numbers to nearest 10’s, b. On rounding off the numbers to nearest 10’s,
es
we get we get
Pr
127 130 and 5 10 321 320 and 36 40

So, 130 ÷ 10 = 13 So, 320 ÷ 40 = 8
ty
c. On rounding off the numbers to nearest 10’s, d. On rounding off the numbers to nearest 10’s,
si
we get we get
er
895 900 and 87 90 1423 1420 and 24 20

v
ni
So, 900 ÷ 90 = 10 So, 1420 ÷ 20 = 71

U
3. Number of juice bottles in 28 cartons = 4312 4. Number of fruits in 34 baskets = 990

ge
Number of juice bottles in each carton = 4312 ÷ 28 Number of fruits in one basket = 990 ÷ 34
154
id
29
28 4312
br
34 990
− 28 − 68
am
151 310
− 140
C
− 306
s
112
es
4
− 112
Pr
0 Number of fruits in one basket are 29

So, number of juice bottles in each carton are 154 and 4 fruits are left unpacked.
ity
113
Solution Set
rs
ve
ni

s
es
Pr
ity
5. Total number of people in the stadium = 56810 8. Number of big cartons = 21
rs
Number of rows = 65 Number of apples in each big carton = 72
ve
Number of people in each row = 56810 ÷ 65 Total number of apples = 21 × 72 = 1512
ni 874 While repacking,
U
65 56810 Number of apples in each small carton = 27
ge
− 520 Number of small cartons used = 1512 ÷ 27

481
id
56
− 455
br
27 1512
260 − 135
am
− 260
162
0
C
s − 162
es
So, number of people in each row = 874 0
Pr
6. Total number of cars manufactured in 30 days Number of small cartons used = 56

= 10830
ity
9. As Dividend = Divisor × Quotient + Remainder

Number of cars manufactured in 1 day = 10830 ÷ 30
In case 1: Dividend = 10 × Quotient + 6
rs
361
ve
In case 2: Dividend = 100 × Quotient + 56

30 10830 Also, dividend is between 300 and 400
ni
− 90
So, dividend = 356
U
183
10. Total number of shoes = 7245
ge
− 180
Number of shoes left to make after a month = 21
30
id
− 30 So, number of shoes made in 4 weeks = 7245 – 21

br
0 = 7224
am
Then, number of shoes made in a day = 7224 ÷ 28

So, number of cars manufactured in one day = 361
C
258
s
7. Number of teachers of the school = 16

es
28 7224
Number of students attended by each teacher − 56
Pr
initially = 33
162
Total number of students initially = 16 × 33 = 528
ty
− 140
si
Number of students left = 128 224

er
Remaining number of students = 528 – 128 = 400 − 224

v
Number of students attended by each teacher 0

ni
finally = 400 ÷ 16 = 25
U
Hence, 258 shoes were made in a day.

25
ge
16 400
id
− 32
br
80
am
− 80
0
C
s
es
Number of students attended by each teacher

finally = 25
Pr
ity
114
Solution Set
rs
ve
ni

s
es
Pr
ity
11. 5C9 Here, 5 times a number = 75 is possible when AB = 15
rs
AB 8241 So, A = 1 and B = 5
ve
− 75 Then, C = 60 ÷ 15 = 4
ni 74 and 15 × 9 = 135 = DE5
U
− 60 i.e., D = 1 and E = 3
ge
141 So, F = 6
− DE5
id
Hence, A = 1; B = 5; C = 4; D = 1; E = 3 and F = 6
F
br
am
C
Chapter 5 – Multiples and Factors

s
es
Pr
My Practice Time 1
ity
1. 4 4 8 12 16 20 24 28 32 36 8 8 16 24 32 40 48 56 64 72
rs
7 7 14 21 28 35 42 49 56 63 6 6 12 18 24 30 36 42 48 54
ve
9 9 18 27 36 45 54 63 72 81 3 3 6 9 12 15 18 21 24 27
ni
U
2. a.
ge
We know that 1 and the number itself are factors of any number.
id
So, 1 and 36 are factors of 36.

br
am
C
s
es
36 is arranged in 2 rows and 18 columns.

Pr
ty
si
v er
ni
U

ge
id
br
am
C
s
es

Pr
ity
115
Solution Set
rs
ve
ni

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am

C
s
Here, the number of rows and columns are factors of 36.
es
So, 1, 2, 3, 4, 6, 9, 12, 18 and 36 are factors of 36
Pr
b.
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
So, 1, 2, 3, 6, 7, 14, 21 and 42 are factors of 42.

Pr
ity
116
Solution Set
rs
ve
ni

s
es
Pr
ity
c.
rs
ve
ni So, 1 and 40 are factors of 40.
U
ge
id

br
am
C
s
es
Pr
ity

rs
ve
ni
U
ge
id
br
am
C

s
es

Pr
d.
ty
si

v er
ni
U

ge
id
br
am
C
s
es
Pr

ity
117
Solution Set
rs
ve
ni

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C
s
es
Pr

ity
e.
rs
ve
ni

U
ge
id
br
am

C
s
es
Pr
ty
si
er

v
ni

U
So, 1, 2, 4, 7, 14 and 28 are factors of 28.

ge
f.
id
br

am
C
s
es

Pr
ity
118
Solution Set
rs
ve
ni

s
es
Pr
ity
rs
ve
ni
U
ge

id
br
am
C
s
es
Pr

ity
rs
ve
ni
U
ge
id
br
am
C

es

Pr
So, 1, 2, 3, 4, 6, 8, 12, 16, 24 and 48 are factors of 48.

ty
g.
si
er

v
ni
U
ge

id
br
am
C
s
es
Pr

ity
119
Solution Set
rs
ve
ni

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am

C
s
es
Pr
h.
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
120
Solution Set
rs
ve
ni

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am

C
s
es
So, 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30 and 60 are factors of 60.

Pr
3. Colour Red: 9, 12, 36, 42, 24, 20, 54, 30, 48

ity
Colour Green: 19, 41, 17, 7, 29, 23

rs
4. b. 31, 37, 41, 43, 47, 53, 59 and 61

ve
c. 59, 61, 67, 71, 73, 79, 83, 89 and 97

ni
d. 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61 and 67
U
e. 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89 and 97
ge
5. b. 37 c. 90
id
We have 1 × 37 = 37 We have 1 × 90 = 90, 2 × 45 = 90, 3 × 30 =

br
Factors of 37 are 1 and 37. So, 37 is prime. 90, 5 × 18 = 90, 6 × 15 = 90, 9 × 10 = 90

am
Factors of 90 are 1, 2, 3, 5, 6, 9, 10, 15, 18,

30, 45 and 90. So, 90 is composite.
C
d. 48 e. 79
es
We have 1 × 48 = 48, 2 × 24 = 48, 3 × 16 We have 1 × 79 = 79

Pr
= 48, 4 × 12 = 48, 6 × 8 = 48 Factors of 79 are 1 and 79 So, 79 is prime.

Factors of 48 are 1, 2, 3, 4, 6, 8, 12, 16, 24
ty
and 48. So, 48 is composite.

si
f. 18 g. 41
er
We have 1 × 18 = 18, 2 × 9 = 18, 3 × 6 = 18 We have 1 × 41 = 41

v
ni
Factors of 18 are 1, 2, 3, 6, 9 and 18. So, 18 Factors of 41 are 1 and 41. So, 41 is prime.
U
is composite.
ge
h. 100
We have 1 × 100 = 100, 2 × 50 = 50, 4 × 25 = 100, 5 × 20 = 100, 10 × 10 = 100
id
Factors of 100 are 1, 2, 4, 5, 10, 20, 25, 50 and 100. So, 100 is composite.
br
am
C
s
es
Pr
ity
121
Solution Set
rs
ve
ni

s
es
Pr
ity
My Fun Time
rs
4, 12, 9, 15, 27, 44, 32, 58, 27, 52, 78, 25, 68, 51, 60
ve
ni
Try These!
U
a. True b. False c. False d. True e. True f. True
ge
My Practice Time 2
id
br
1. a. 166
am
Divisibility by 2: In the number 166, the units digit is 6. Hence, the number is divisible by 2.
Divisibility by 3: The sum of digits in 166 is 1 + 6 + 6 = 13 which is not divisible by 3. Hence, the
C
s
number is not divisible by 3.
es
Divisibility by 4: The number formed using last two digits is 66, which is not divisible by 4. Hence,
Pr
the number is not divisible by 4.

Divisibility by 5: In the number 166, the units digit is 6. Hence, the number is not divisible by 5.
ity
rs

ve
ni
b. 177
U
ge
Divisibility by 3: The sum of digits in 177 is 1 + 7 + 7 = 15 which is divisible by 3. Hence, the

id
number is divisible by 3.
br
Divisibility by 4: The number formed using last two digits is 77, which is not divisible by 4.
am
Hence, the number is not divisible by 4.

C
es

Pr
c. 148
ty
si
er
Divisibility by 3: The sum of digits in 148 is 1 + 4 + 8 = 13, which is not divisible by 3. Hence, the
v

ni
Divisibility by 4: The number formed using last two digits is 48 which is divisible by 4. Hence, the
U
ge
id

br
am
d. 765
C
es

Pr
ity
122
Solution Set
rs
ve
ni

s
es
Pr
ity
Divisibility by 4: The number formed using last two digits is 65 which is not divisible by 4. Hence,
rs
ve
ni Divisibility by 9: The sum of digits in 765 is 7 + 6 + 5 = 18 which is divisible by 9. Hence, the
U
ge
e. 255
id
br

am
C
s
es
Pr
ity

rs
ve
f. 630
ni
U

ge
id

br
am

C
es
2. a. Divisible by 2
Pr
i. In 2341 __ , the smallest digit that can be added at the end to make the number divisible by 2 is 0.
ty
ii. In 4532__ , the smallest digit that can be added at the end to make the number divisible by 2 is 0.
si
iii. In 7863__ , the smallest digit that can be added at the end to make the number divisible by 2 is 0.
er
iv. 7869__ , the smallest digit that can be added at the end to make the number divisible by 2 is 0.
v
ni
b. Divisible by 3
U
i. In 3124__ , the sum of existing digits is 3 + 1 + 2 + 4 = 10. So, on adding 2, the number will be
divisible by 3.
ge
ii. In 4531__ , the sum of existing digits is 4 + 5 + 3 + 1 = 13. So, on adding 2, the number will be
id
divisible by 3.
br
iii. In 4401__ , the sum of existing digits is 4 + 4 + 0 + 1 = 9. So, on adding 0, the number will be
am
divisible by 3.
iv. In 7090__ , the sum of existing digits is 7 + 0 + 9 + 0 = 16. So, on adding 2, the number will be
C
divisible by 3.
es
Pr
ity
123
Solution Set
rs
ve
ni

s
es
Pr
ity
c. Divisible by 4
rs
i. 5677__ , is divisible by 4 only when the number formed by last two digits is divisible by 4 and
ve
hence the smallest digit that can be added will be 2.
niii. 3122__ , is divisible by 4 only when the number formed by last two digits is divisible by 4 and
U
iii. 4531__ , is divisible by 4 only when the number formed by last two digits is divisible by 4 and
ge

id
iv. 9084__ , is divisible by 4 only when the number formed by last two digits is divisible by 4 and
br

am
3. Numbers divisible by both 2 and 3 = 1548, 8460, 4902, 7062

These numbers will be coloured with yellow.
C
s
Numbers divisible by both 2 and 4 = 1548, 8460, 2060, 5512, 5000, 1748
es
These numbers will be coloured with orange.
Pr
Numbers divisible by only 5 = 3445, 1025, 4095, 4995

ity
These numbers will be coloured with blue.

rs
Numbers divisible by only 3 = 7023, 3333, 5001

ve
These numbers will be coloured with green.

ni
Numbers divisible by both 5 and 10 = 8460, 2060, 5000, 1930

U
These numbers will be coloured with red.

ge
Numbers divisible by both 3 and 9 = 1548, 8460, 6183, 7011, 4095, 4995
These numbers will be coloured with pink.
id
Hence,
br
a. Yellow/Pink, e. Green j. Orange o. Pink

am
Orange f. Yellow k. Pink p. Orange

C
b. Yellow, Orange/ g. Orange/Red l. Green q. Green

s
Red, Pink
es
h. Blue m. Yellow r. Red

c. Blue
Pr
i Pink n. Red/Orange
d. Pink
ty
si
HOTS (Page 68)

er
1. 8 2. 1 3. 9 4. 7 5. 5
v
ni
HOTS (Page 69)

U
a. likes; but; not b. likes; but; not c. pup, likes; but; not
ge
id
My Practice Time 3
br
1. a. Factors of 20 are 1, 2, 4, 5, 10 and 20 b. Factors of 16 are 1, 2, 4, 8 and 16

am
Factors of 24 are 1, 2, 3, 4, 6, 8, 12 and 24 Factors of 20 are 1, 2, 4, 5, 10 and 20

Common factors of 20 and 24 are 1, 2 and 4. Common factors of 16 and 20 are 1, 2 and 4
C
s
es
Pr
ity
124
Solution Set
rs
ve
ni

s
es
Pr
ity
c. Factors of 24 are 1, 2, 3, 4, 6, 8, 12 and 24 f. Factors of 20 are 1, 2, 4, 5, 10 and 20
rs
Factors of 30 are 1, 2, 3, 5, 6, 10, 15 and 30 Factors of 25 are 1, 5 and 25
ve
Common factors of 24 and 30 are 1, 2, 3 and 6 Common factors of 20 and 25 are 1 and 5
ni
d. Factors of 30 are 1, 2, 3, 5, 6, 10, 15 and 30 g. Factors of 14 are 1, 2, 7 and 14
U
Factors of 50 are 1, 2, 5, 10, 25 and 50 Factors of 21 are 1, 3, 7 and 21
ge
e. Factors of 12 are 1, 2, 3, 4, 6 and 12 h. Factors of 15 are 1, 3, 5 and 15
id
br
Factors of 18 are 1, 2, 3, 6, 9 and 18 Factors of 12 are 1, 2, 3, 4, 6 and 12

am
C
s
2. a. Multiples of 2 = 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 e. Multiples of 5 = 5, 10, 15, 20, 25, 30, 35, 40,
es
Multiples of 3 are 3, 6, 9, 12, 15, 18, 21, 24, 45, 50
27, 30 Multiples of 10 = 10, 20, 30, 40, 50, 60, 70,
Pr
Common multiples of 2 and 3 are 6, 12 and 18 80, 90, 100

ity
Common multiples of 5 and 10 are 10, 20, 30,

b. Multiples of 3 = 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
40 and 50
rs
Multiples of 5 = 5, 10, 15, 20, 25, 30, 35, 40, f. Multiples of 4 = 4, 8, 12, 16, 20, 24, 28, 32,
ve
45, 50 36, 40
Common multiples of 3 and 5 are 15 and 30
ni
Multiples of 8 = 8, 16, 24, 32, 40, 48, 56, 64,

c. Multiples of 4 = 4, 8, 12, 16, 20, 24, 28, 32, 72, 80
U
36, 40 Common multiples of 4 and 8 are 8, 16, 24,

ge
Multiples of 6 = 6, 12, 18, 24, 30, 36, 42, 48, 32 and 40

id
54, 60 g. Multiples of 8 = 8, 16, 24, 32, 40, 48, 56, 64,

72, 80
br
Common multiples of 4 and 6 are 12, 24 and 36

Multiples of 6 = 6, 12, 18, 24, 30, 36, 42, 48,
am
d. Multiples of 2 = 2, 4, 6, 8, 10, 12, 14, 16, 18, 20

54, 60
Multiples of 8 = 8, 16, 24, 32, 40, 48, 56, 64, Common multiples of 8 and 6 are 24 and 48
C
72, 80
s
h. Multiples of 7 are 7, 14, 21, 28, 35, 42, 49,

es
Common multiples of 2 and 8 are 8 and 16 56, 63, 70

Pr
Multiples of 6 = 6, 12, 18, 24, 30, 36, 42, 48,

54, 60
ty
Common multiple of 7 and 6 is 42

si
er
3. (3, 5); (5, 7); (11, 13); (17, 19); (29, 31); (41, 43); (59, 61); (71, 73)
v
4. (2, 3), (2, 5), (3, 4), (3, 5), (3, 7), (2, 7), …
ni
5. a. iii. b. i. c. iv.
U
ge
My Practice Time 4
id
1. a. 30 b. 45 c. 19
br
am
2 15 3 15 1 19
C
19 = 1 × 19
s
3 5 5 3
es
30 = 2 × 3 × 5 45 = 3 × 3 × 5
Pr
ity
125
Solution Set
rs
ve
ni

s
es
Pr
ity
d. 25 e. 72 f. 42
rs
ve
5 5 2 36 2 21
ni 25 = 5 × 5
U
2 18 3 7
ge
42 = 2 × 3 × 7
2 9
id
br
3 3
am
72 = 2 × 2 × 2 × 3 × 3
C
s
2. a. 2 48 b. 2 56 c. 2 18
es
2 24 2 28 3 9
Pr
2 12 2 14 3 3
ity
2 6 7 7 1
rs
3 3 1
18 = 2 × 3 × 3
ve
1
56 = 2 × 2 × 2 × 7
ni
48 = 2 × 2 × 2 × 2 × 3
U
ge
d. 5 55 e. 2 24 f. 3 63
11 11 2 12 3 21
id
br
1 2 6 7 7
am
3 3 1
55 = 5 × 11
1
63 = 3 × 3 × 7
C
24 = 2 × 2 × 2 × 3
es
Pr
3. a. 72 b. 48
ty
si
2 36 2 24
v er
2 18 2 12
ni
U
2 9 2 6
ge
3 3 2 3
id
br
am
Maths Trick (Pg 72)

a. Factors of 35 are 1, 5, 7 and 35.
C
b. Factors of 48 are 1, 2, 3, 4, 6 ,8, 12, 16, 24 and 48.

es
Pr
ity
126
Solution Set
rs
ve
ni

s
es
Pr
ity
HOTS (Page 73)
rs
1. Between 45 and 50, 48 is the only number with 2 and 6 as factors.
ve
Also, common multiple of 6 and 3 between 45 and 50 is 48.
ni
So, the required number is 48.
U
2. Factors of 84 and common multiples of 3 and 7 as well are 21, 42
Here, sum of digits is 3 only when the required number is 21
ge
3. Required number is prime between 55 and 60, i.e, 59.

id
Its digits are four apart, i.e., 9 − 5 = 4

br
4. Multiples of 2 and 3 between 20 and 50 are 24, 30, 36, 42 and 48.
am
Here, the number whose first digit is double the other is 42.
C
Worksheet
s
es
1. a. First five multiples of 5 are 5, 10, 15, 20 c. First five multiples of 9 are 9, 18, 27, 36
Pr
and 25 and 45
b. First five multiples of 10 are 10, 20, 30, 40 d. First five multiples of 7 are 7, 14, 21, 28
ity
and 50 and 35
rs
2. a. 12 c. 24
ve
We have 1 × 12 = 12, 2 × 6 = 12, 3 × 4 = 12 We have 1 × 24 = 24, 2 × 12 = 24, 3 × 8

ni
So, factors of 12 are 1, 2, 3, 4, 6 and 12. = 24, 4 × 6 = 24

U
b. 72 So, factors of 24 are 1, 2, 3, 4, 6, 8, 12 and 24

ge
We have 1 × 72 = 72, 2 × 36 = 72, 3 × 24 d. 81

= 72, 4 × 18 = 72, 6 × 12 = 72, 8 × 9 = 72
id
We have 1 × 81 = 81, 3 × 27 = 81, 9 × 9 = 81

So, factors of 72 are 1, 2, 3, 4, 6, 8, 9, 12,
br
So, factors of 81 are 1, 3, 9, 27 and 81

18, 24, 36 and 72.
am
3. a. Multiples of 3 = 3, 6, 9, 12, 15, 18, 21, 24, 27, 30…..

C
Multiples of 12 = 12, 24, 36, 48, 60….

es
First two common multiples of 3 and 12 are 12 and 24

Pr
b. Multiples of 4 = 4, 8, 1, 2 16, 20, 24, 28, 32, 36, 40,…

Multiples of 8 = 8, 16, 24, 32, 40, 48, 56, 64, 72, 80,…
ty

si
c. Multiples of 7 = 7, 14, 21, 28, 35, 42, 49, 56, 63, 70,….
er
Multiples of 14 = 14, 28, 42, 56, 70, …

v
ni

U
d. Multiples of 6 = 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, …
ge
Multiples of 9 = 9, 18, 27, 36, 45, 54, …

id
br
4. a. Factors of 14 = 1, 2, 7 and 14 c. Factors of 10 = 1, 2, 5 and 10

am
Factors of 21 = 1, 3, 7 and 21 Factors of 18 = 1, 2, 3, 6, 9 and 18

Common factors of 1 and 7 Common factors of 10 and 18 are 1 and 2
C
b. Factors of 12 = 1, 2, 3, 4, 6 and 12 d. Factors of 15 = 1, 3, 5 and 15

es
Factors of 16 = 1, 2, 4, 8 and 16 Factors of 18 = 1, 2, 3, 6, 9 and 18

Pr
Common factors of 12 and 16 are 1, 2, and 4 Common factors of 15 and 18 are 1 and 3
ity
127
Solution Set
rs
ve
ni

s
es
Pr
ity
5. (11, 13); (17, 19); (29, 31); (41, 43); (59, 61); (71, 73)
rs
6. a. False b. False c. False d. False e. True f. False g. True
ve
7. Factor tree:
a. ni 72 b. 40 c. d. 96
81
U
36 20 48
ge
2 2 3 27 2
id
2 18 2 10 3 9 2 24
br
am
2 9 2 5 3 3 2 12
C
s 40 = 2 × 2 × 2 × 5 81 = 3 × 3 × 3 × 3
3 3 2 6
es
72 = 2 × 2 × 2 × 3 × 3
Pr
2 3
ity
96 = 2 × 2 × 2 × 2 × 2 × 3
rs
Division method:
ve
a. 2 72 b. 2 40 c. 3 81 d. 2 96
ni
2 36 2 20 3 27 2 48
U
2 18 2 10 3 9 2 24
ge
3 9 5 5 3 3 2 12
3 3 1 1 2 6
id
br
1 3 3
40 = 2 × 2 × 2 × 5 81 = 3 × 3 × 3 × 3
am
1
72 = 2 × 2 × 2 × 3 × 3
96 = 2 × 2 × 2 × 2 × 2 × 3
C
s
es
8. Multiple of 7 between 25 and 60 are 28, 35, 42, 29 and 56

Pr
Multiples of 3 between 25 and 60 are 27, 30, 33, 36, 39, 42, 45, 48, 51, 54 and 57
Common multiple of 7 and 3 between 25 and 60 is 42.
ty

si
er
9. 504825 is divisible by 4 when the number formed by the last two digits is divisible by 4.
v
So, on adding 3 to 25 the number becomes 504828 which is divisible by 4.

ni
10. 168
U
ge
2 84
id
br
2 42
am
2 21
C
s
es
3 7
Pr
ity
128
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 6 – Fractions
rs
ve
ni
I Look Back
U
ge
2 3 3 2 1
1. a. b. c. d. 3. a. of stars
8 5 4
id
4 4
br
2. Fraction Numerator Denominator

am
1
1 2
2
C
s
es
1 1
1 3 b. of triangles
3
Pr
5
5
5 6
ity
6
rs
7
7 8
ve
8
ni
My Practice Time 1
U
1. Colour red: 1 , 3 , 7 , 8 , 1 , 5 , 2 , 9 , 8 , 2
ge
2 5 9 11 5 10 3 11 20 4
id
Colour green: 8 , 5 , 6 , 13 , 9 , 15
br
4 4 5 3 7 7
5
am
2. a.
4
C
s
es
5 1
So, =1
Pr
4 4
ty
5
b.
si
3
v er
ni
U
5 2
So, =1
ge
3 3
id
6
br
c.
5
am
C
6 1
s
So, =1
es
5 5
Pr
ity
129
Solution Set
rs
ve
ni

s
es
Pr
ity
7
d.
rs
5
ve
ni 7 2
U
So, =1
5 5
ge
7
e.
id
3
br
am
C
7 1
s
So, =2
es
3 3
Pr
9
f.
4
ity
rs
9 1
ve
So, =2
4 4
ni
U
3 5 9
3. a. b. c.
ge
2 4 6
1 1 1
id
br
2 3 4 5 2 3
am
− 2 − 4 − 2
1 4 1
C
9 3 1
es
3 1 5 1
So, =1 So, =1 So, = =1
2 2 4 4 6 2 2
Pr
ty
4 11 12
si
d. e. f.
er
3 3 5
1
v
3 2
ni
3 4
3 11 5 12
U
− 3
− 9 − 10
ge
1
2 2
id
4 1
So, =1 11 2 12 2
br
3 3 So, =3 So, =2
3 3 5 5
am
C
s
es
Pr
ity
130
Solution Set
rs
ve
ni

s
es
Pr
ity
4. Sample answer:
rs
a. b.
ve
ni
U
ge
1 4 1 2
id
and are equivalent. and are equivalent.

2 8 3 6
br
am
c. d.
C
s
es
Pr
ity
2 1 3 6
rs

4 2 5 10
ve
ni
e.
U
f.
ge
id
br
am
3 6 5 10
6 12 7 14
C
s
es
Pr
8 10 12 14 16 18 20 8 12 16 20 24 28 32 36 40
5. a. = = = = = = c. = = = = = = = =
ty
12 15 18 21 24 27 30 18 27 36 45 54 63 72 81 90
si
2 3 4 5 6 7 8 9 10
er
b. = = = = = = = =
8 12 16 20 24 28 32 36 40
v
ni
6. Sample answers:
U
2 2´2 2´3 2´4 2´5 4 4 ´ 2 4 ´ 5 4 ´ 6 4 ´ 3 4 ´ 10

= = = = = = = = =
ge
a. c.
5 5´ 2 5´ 3 5´ 4 5´ 5 9 9 ´ 2 9 ´ 5 9 ´ 6 9 ´ 3 9 ´ 10
id
2 4 6 8 10 4 8 20 24 12 40
So, = = = = So, = = = = =
br
5 10 15 20 25 9 18 45 54 27 90
am
1 1 ´ 2 1 ´ 5 1 ´ 7 1 ´ 10 1 ´ 6 4 4 ¸ 4 4 ¸ 2 4 ´ 5 4 ´ 10 4 ´ 3
b. = = = = = d. = = = = =
C
4 4 ´ 2 4 ´ 5 4 ´ 7 4 ´ 10 4 ´ 6 8 8 ¸ 4 8 ¸ 2 8 ´ 5 8 ´ 10 8 ´ 3
s
es
1 2 5 7 10 6 4 1 2 20 40 12
So, = = = = = So, = = = = =
Pr
4 8 20 28 40 24 8 2 4 40 80 24
ity
131
Solution Set
rs
ve
ni

s
es
Pr
ity
2 2 ´ 2 2 ´ 5 2 ´ 6 2 ´ 3 2 ´ 10 1 1 ´ 4 1 ´ 2 1 ´ 5 1 ´ 10 1 ´ 6
rs
e. = = = = = g. = = = = =
9 9 ´ 2 9 ´ 5 9 ´ 6 9 ´ 3 9 ´ 10 8 8 ´ 4 8 ´ 2 8 ´ 5 8 ´ 10 8 ´ 6
ve
ni 2 4 10 12 6 20 1 4 2 5 10 6
So, = = = = = So, = = = = =
9 18 45 54 27 90 8 32 16 40 80 48
U
1 1 ´ 5 1 ´ 7 1 ´ 3 1 ´ 8 1 ´ 11 6 6 ´ 4 6 ¸ 2 6 ´ 5 6 ´ 10 6 ´ 3
ge
f. = = = = = h. = = = = =
3 3 ´ 5 3 ´ 7 3 ´ 3 3 ´ 8 3 ´ 11 8 8 ´ 4 8 ¸ 2 8 ´ 5 8 ´ 10 8 ´ 3
id
1 5 7 3 8 11 6 24 3 30 60 18
= = = = =
br
So, So, = = = = =
3 15 21 9 24 33 8 32 4 40 80 24
am
C
1 k s 4 8 1 k
7. a. = b. = c. =
es
10 20 6 k 8 40
Here 20 = 10 × 2 Here 8 = 4 × 2 Here 40 = 8 × 5
Pr
So, k = 1 × 2 = 2 So, k = 6 × 2 = 12 So, k = 1 × 5 = 5

ity
2 k 4 k 4 16
rs
d. = e. = f. =
5 20 9 81 k 24
ve
Here 20 = 5 × 4 Here 81 = 9 × 9 Here 4 = 16 ÷ 4

ni
So, k = 2 × 4 = 8 So, k = 4 × 9 = 36 So, k = 24 ÷ 4 = 6

U
ge
1 3 2 k
g. = h. =
21 k 5 25
id
Here 3 = 1 × 3 Here 25 = 5 × 5
br
So, k = 21 × 3 = 63 So, k = 2 × 5 = 10
am
8. a. Like fractions b. Unlike fractions c. Like fractions

C
d. Like fractions e. Unlike fractions f. Unlike fractions

es
Pr
3 5
9. a. c.
6 15
ty
Here, the smallest common factor of 3 and Here, the smallest common factor of 5 and
si
6 is 3 15 is 5
er
3 3¸3 1 5 5¸5 1
v
So, = = So, = =
6 6 ¸3 2
ni
15 15 ¸ 5 3
U
9 4
b. d.
36 12
ge
id
36 is 9 12 is 4
br
9 9÷9 1 4 4¸4 1
So, = =
am
So, = =
36 36 ÷ 9 4 12 12 ¸ 4 3
C
s
es
Pr
ity
132
Solution Set
rs
ve
ni

s
es
Pr
ity
8 9
e. h.
rs
32 12
ve
ni32 is 8 12 is 3
8 8 ¸8 1 9 9¸3 3
U
So, = = So, = =
32 32 ¸ 8 4 12 12 ¸ 3 4
ge
10 9
f. i.
id
16 27
br
am
16 is 2 27 is 9
10 10 ¸ 2 5 9 9¸9 1
= = So, = =
C
So, s
16 16 ¸ 2 8 27 27 ¸ 9 3
es
20 12
g. j.
Pr
35 15
ity
35 is 5 15 is 3
rs
20 20 ¸ 5 4 12 12 ¸ 3 4
So, = = So, = =
ve
35 35 ¸ 5 7 15 15 ¸ 3 5
ni
My Fun Time
U
ge
ACROSS:
1. Denominator 6. Numerator 8. Like
id
DOWN:
br
2. Equivalent 3. Unlike 4. Improper 5. Proper 7. Mixed

am
My Practice Time 2
C
s
es
1. b.
Pr
1 1
ty
So, <
6 2
si
c.
v er
ni
1 1
U
So, <
7 3
ge
d.
id
br
1 1
So, >
am
9 10
e.
C
s
es
1 1
Pr
So, >
5 8
ity
133
Solution Set
rs
ve
ni

s
es
Pr
ity
f.
rs
ve
1 1
ni So, <
6 4
U
ge
1 1 1
2. a. b. c. 5
2 4
id
1 1 1
br
3 3 2
am
1 1 1
So, is bigger. So, is bigger. So, is bigger.
C
3 2
2
s
es
d. 1 e. 1 f. 1
Pr
4 3 2
ity
1 1 1
rs
2 4 4
ve
1 1 1
So, is bigger. So, is bigger. So, is bigger.
ni
2 3 2
U
ge
1 2 4 1 5 6 3 3
3. a. < b. > c. < d. =
4 4 6 6 7 7 4 4
id
1 2
br
6 6 4 2 1 2
e. < f. = g. > h. <
3 3 7 7 5 5 5 5
am
4.
C
1 1 1 1 1 4 1 7 7 3 2 3 1 2 1 1
s
a. 3 , 5 b. 5 , 6 c. 5 , 5 d. 2 , 2 e. , f. , g. 9 , 9 h. 8 , 3
es
8 8 5 5
Pr
My Practice Time 3
ty
1 1 1+1 2 2 4 2+4 6 6 1 6 +1 7
1. a. + = = b. + = = c. + = =
si
3 3 3 3 7 7 7 7 9 9 9 9
er
2 5 2+5 7 3 1 3 +1 4 2 2 2+2 4
v
d. + = = e. + = = f. + = =
ni
8 8 8 8 5 5 5 5 7 7 7 7
U
1 5 1+ 5 6 1 1 1+1 2 3 4 3+ 4 7
ge
g. + = = h. + = = i. + = =
9 9 9 9 4 4 4 4 10 10 10 10
id
br
4 2 4+2 6 1 3 1+ 3 4 3 5 3+5 8
j. + = = k. + = = l. + = =
11 11 11 11 6 6 6 6 11 11 11 11
am
5 4 5-4 1 8 5 8-5 3 5 2 5-2 3

C
2. a. - = = b. - = = c. - = =
s
8 8 8 8 11 11 11 11 9 9 9 9
es
Pr
ity
134
Solution Set
rs
ve
ni

s
es
Pr
ity
3 2 3-2 1 9 4 9-4 5 6 5 6-5 1
d. - = = e. - = = f. - = =
rs
6 6 6 6 10 10 10 10 8 8 8 8
ve
7 4 7-4 3 5 2 5-2 3 8 3 8-3 5
g.
ni - = = h. - = = i. - = =
9 9 9 9 10 10 10 10 12 12 12 12
U
10 6 10 - 6 4 7 4 7-4 3 7 5 7-5 2
j. - = = k. - = = l. - = =
ge
15 15 15 15 11 11 11 11 14 14 14 14
id
br
My Practice Time 4
am
1. a. ii. b. iii. 6. Total number of book = 15

1
C
2. Part of ribbon used by Rita =

s Number of Hindi books = 6
2
es
6
1 Fraction of Hindi books =
Part of ribbon used by Julie = 15
Pr
3 15 - 6 9
1 1 Number of English books = =
ity
As > 15 15
2 3 9 6
rs
So, Rita used more part than Julie. Required fraction difference = - =
15 15
ve
3 4 9-6 3 1
ni
3. Here = 1 and = 1 - = = =
3 4 15 15 15 5
U
3 4 3
7. Part of coins collected by Rashmi =
ge
So, both and are same.

3 4 11
id
Hence, Shyam is correct. 4

Part of coins collected by her friend =
br
4. Total number of stamps = 24 11

am
Number of stamps used = 4 Part of coins collected by both together

4
Fraction of stamps used = 3 4 3+ 4 7
C
= + =
s
24 =
11 11 11 11
es
24 − 4 20 5 7
Fraction of stamps still left = = =
Pr
24 24 6 8. Part of distance walked =

13
1 3
ty
5. Time spent studying chemistry = hr

4 Part of distance jogged =
si
13
3
er
Time spent studying biology = hr

4 Part of distance covered by both means
v
7 3 7 + 3 10
ni
Time spent for studying both the subjects = + = =

13 13 13 13
U
1 3 4
= + = = 1 hr
4 4 4
ge
id
Worksheet
br
2 1 5 2 5 8 9
1. Proper fractions = , , , Improper fractions = , ,
am
3 7 8 5 3 5 7
1 2 1
C
Mixed fractions = 1 , 3 , 3
s
8 3 7
es
Pr
ity
135
Solution Set
rs
ve
ni

s
es
Pr
ity
1 1× 2 1× 3 1× 4 1× 5 1× 6 2 2 ´ 5 2 ´ 7 2 ´ 3 2 ´ 8 2 ´ 11
2. a. = = = = = c. = = = = =
rs
5 5× 2 5× 3 5× 4 5× 5 5× 6 3 3 ´ 5 3 ´ 7 3 ´ 3 3 ´ 8 3 ´ 11
ve
1 2 3 4 5 6 2 10 14 6 16 22
ni So, = = = = = So, = = = = =
5 10 15 20 25 30 3 15 21 9 24 33
U
1 1 ´ 2 1 ´ 5 1 ´ 7 1 ´ 10 1 ´ 6 3 3 ´ 2 3 ´ 5 3 ´ 7 3 ´ 10 3 ´ 12
b. = = = = = d. = = = = =
ge
4 4 ´ 2 4 ´ 5 4 ´ 7 4 ´ 10 4 ´ 6 4 4 ´ 2 4 ´ 5 4 ´ 7 4 ´ 10 4 ´ 12
id
1 2 5 7 10 6 3 6 15 21 30 36
So, = = = = = So, = = = = =
br
4 8 20 28 40 24 4 8 20 28 40 48
am
1 4 7 3 3 1 1 1 2 4 3 6
C
3. a. , b. , s c. , d. , e. , f. ,
3 3 5 5 4 4 5 7 5 5 9 9
es
4. a. We know that when the denominators of fractions are same, the fraction with greater numerator
Pr
is bigger.
1 3 4 7 8
ity
So, < < < <

5 5 5 5 5
rs
b. We know that when the numerators of fractions are same, the fraction with greater denominator
ve
is smaller.
ni
1 1 1 1 1
So, < < < <
U
7 6 5 4 3
ge
1 5 1+ 5 6 3 1 3 2 3+2 5
5. a. + = = = =1 b. + = =
id
4 4 4 4 2 2 6 6 6 6
br
2 5 2+5 7 7 8 7 + 8 15 5 2
c. + = = d. + = = = =1
am
8 8 8 8 9 9 9 9 3 3
4 2 4-2 2 5 3 5-3 2 4 1 4 -1 3 8 5 8-5 3 1
C
6. a. - = = b. - = = c. - = = d. - = = =
s
3 3 3 3 7 7 7 7 5 5 5 5 9 9 9 9 3
es
Pr
9 1 1
7. Sum of two like fractions = 8. Part of day studied by Akash = = ´ 24 = 8 hr
11 3 3
ty
1 3 3
si
Difference of two like fractions = Part of day studied by Farhan = = ´ 24 = 9 hr

11 8 8
er
So, sum of numerators = 9 and difference of So, Farhan studied for more time than Akash
v
ni
numerators = 1
U
Then, numerators are 5 and 4

5 4
ge
Hence, the two fractions are and

11 11
id
br
9 5
9. Part of tank full initially = Part of tank filled on day 2 =
am
16 16
3 9 3 5 9 − 3 + 5 11
C
Part of tank leaked on day 1 = Part of tank filled finally = − + = =

s
16 16 16 16 16 16
es
Pr
ity
136
Solution Set
rs
ve
ni

s
es
Pr
ity
3
10. Part of distance travelled by car =
rs
4
ve
4 4¸4 1
Part of distance travelled by cycle =
ni = =
16 16 ¸ 4 4
U
3 1 3 -1 2 1
Required difference in distance travelled by both means = - = = =
ge
4 4 4 4 2
id
br
Chapter 7 – Decimals
am
C
s
es
My Fun Time
Pr
ity
3 Three point zero six 0.08

rs
2+ 3.06
10
ve
s
dredth 2.3
ni
e hun edths
int nin
U
dr
Seven
po 8 hun
ge
7 4
id
4+ +
4.74 10 100
br
7.09
am
C
My Practice Time 1
es
1. a. 0.33 b. 1.0 c. 0.61

Pr
2. a. b.
ty
si
v er
ni
U
ge
id
br
0.73 0.5
am
C
s
es
Pr
ity
137
Solution Set
rs
ve
ni

s
es
Pr
ity
c. d.
rs
ve
ni
U
ge
id
br
am
0.11 0.25
C
e.
s
es
Pr
ity
rs
1.36
ve
ni
U
ge
f.
id
br
am
C
1.9
es
Pr
ty
si
er
3. a. Nine point six four f. Zero point zero zero four

v
b. One point five eight g. Zero point nine

ni
U
c. Seventy-six point one h. Zero point one one

d. Six point four three nine i. Three hundred eighty-one point one eight nine
ge
e. Nineteen point one two three j. Six point four four four
id
br
4. a. 2.3 b. 5.34 c. 0.006 d. 5.69 e. 1.63 f. 45.35

am
5. a. 0; 5; 8 b. 0; 6; 7; 1 c. 0; 3 d. 3; 1; 8 e. 3; 6; 2; 8; 5
C
3 9 9 6
s
6. a. 10 + 7 + + b. 40 + 9 + +
es
10 100 100 1000

Pr
ity
138
Solution Set
rs
ve
ni

s
es
Pr
ity
1 5 1 3 4 5
c. 500 + 90 + 2 + + d. 40 + 9 + + + +
rs
100 1000 10 100 1000 10000
ve
1 4 3
e. 9 + f. 60 + 2 + +
ni 1000 10 100
1 6 9 8 1 9 3
U
g. 10 + 2 + + h. 60 + 4 + + + i. 8 + +
10 1000 10 100 1000 10 100
ge
7. a. 4.7 b. 5.03 c. 6.005 d. 16.1 e. 42.04 f. 56.07

id
g. 77.07 h. 53.6 i. 48.24 j. 913.7 k. 766.038 l. 7090.69

br
am
Maths in My Life
a. 0.8, 1.0, 1.2 b. 2.9, 3.4, 3.9
C
s
es
My Practice Time 2
Pr
87 776 5 9
ity
1. a. b. c. d.
100 1000 1000 100
rs
9 109 89 289 7 34007 1 99001

ve
e. 1 = f. 2 = g. 34 = h. 99 =
100 100 100 100 1000 1000 1000 1000
ni
807 567807 5 21005 601 2601 7 80007

U
i. 567 = j. 21 = k. 2 = l. 80 =
1000 1000 1000 1000 1000 1000 1000 1000
ge
2. a. 0.6 b. 0.9 c. 0.83 d. 0.06 e. 0.05 f. 0.08

id
g. 0.779 h. 0.003 i. 3.2 j. 7.804 k. 3.04 l. 2.9

br
am
HOTS
C
0.50 0.25 0.40 0.75 0.66 0.08

es
2 3 1 33 1 2
Pr
25 4 2 50 4 5
ty
si
Worksheet
er
2 2 ´ 20 40 3 3 ´ 20 60
v
1. a. = = = 0.4 b. = = = 0.6
ni
5 5 ´ 20 100 5 5 ´ 20 100
U
2. a. 12.06 b. 0.006 c. 4.05 d. 9.46 e. 56.3

ge
3. a. Zero point two four b. One point five six c. Two point nine
d. Three point zero four e. Twelve point six seven
id
br
8 7 6 7 9 7
4. a. + + b. 80 + 9 + c. 8 + +
am
10 100 1000 100 100 1000

9 3 8 7 4 5 1
+ + + +
C
d. 8 + e. 400 + 50 + f.
s
10 100 10 1000 10 100 1000

es
5. a. 676.093 b. 27.009 c. 6066.52 d. 766.038 e. 506.438 f. 7070.69

Pr
ity
139
Solution Set
rs
ve
ni

s
es
Pr
ity
6. a. 0.3 b. 0.02 c. 0.012 d. 1.234 e. 6.74
rs
2 5 6 3 35
7. a. 3 b. 1 e. 5
ve
c. d.
10 100 100 10 100
ni
U
Story Time 1 (Edwin Nursery and Primary School)

ge
id
br
School and Students

am
1. Number of teachers = 65 = LXV

C
2. Number of students in the school = 1440

s
es
25 times the number of students of the school = 1440 × 25 = 36000
Pr
Thirty-six thousand
3. 10’s 100’s 1000’s
ity
Number of students = 1440 1440 1400 1000

rs
Number of teachers = 65 70 100

ve
Total number of students and teachers 1510 1500 2000

ni
4. Number of sections per class = 5 = V

U
Number of students in each section = 35

ge
Total number of students per class = 35 × 5 = 175 = CLXXV

id
5. Total number of students of class 1 = 35 × 5 = 175

br
Amount contributed by each student = ` 150

Total amount contributed = 175 × 150 = ` 26250
am
6. Total number of students = 1440

C
s
es
Divisibility by 3: The sum of digits in 1440 is 1 + 4 + 4 + 0 = 9 which is divisible by 3. Hence,

the number is divisible by 3.
Pr
Divisibility by 4: The number formed using the last two digits is 40 which is divisible by 4. Hence,
ty

si
er
Divisibility by 6: The number is divisible by 2 as well as by 3. Hence, the number is divisible by 6.

v
Divisibility by 8: The number formed using last three digits is 440 which is divisible by 8. Hence,
ni

U
Divisibility by 9: The sum of digits in 1440 is 1 + 4 + 4 + 0 = 9 which is divisible by 9. Hence,

ge

id
7. Number of girls = 900

br
Total number of students = 1440

am
900 5 10 15 20 90
Fraction of girls = = = = = =
C
1440 8 16 24 32 144
s
es
8. Number of sections = 5
Pr
First five multiples of 5 = 5, 10, 15, 20, 25

ity
140
Solution Set
rs
ve
ni

s
es
Pr
ity
Number of grades = 8
rs
First five multiples of 8 = 8, 16, 24, 32, 40
ve
9. Number of teachers who come by their own transport = 30
ni
Prime factors of 30 = 2 × 3 × 5
U
10. a. Total number of teacher = 65
ge
Number of male teachers = 13

13 13 1
Then, number of male teachers to female teachers = = =
id
65 - 13 52 4
br
1 1 ´ 25 25
b. = = = 0.25
am
4 4 ´ 25 100
Games and Fun

C
s
es
1. Games Number of Players 2. Class 3: Number of students playing outdoor games = 20
Pr
Basketball 5=V 20
Fraction =
ity
65
Football 11 = XI
Class 4: Number of students playing outdoor games = 32
rs
Kho-Kho 9 = IX
32
ve
Kabaddi 7 = VII Fraction =

65
ni
Throw ball 7 = VII or 9 = IX 32 − 20 12

Then, = fraction of students play more games.
U
Badminton 2 = II or 4 = IV 65 65
ge
3. Total number of teachers visiting the 4. Number of visitor to museum from school
id
museum = 65 – 5 = 60 = 1440 + 60 = 1500

br
1440 Total visitor capacity of museum = 20,500

am
Number of students per teacher =

60 Then number of other visitors = 20500 – 1500 =
= 24
C
19,000
s
es
Travel to School
Pr
1. Total number of students in the school = 1440 1440 (rounding off to 10’s)
ty
Number of teachers using bus service = 35 40 (rounding off to 10’s)

si
Capacity of each bus = 35 40 (rounding off to 10’s)

er
1440 + 40 1480
Number of buses needed = = = 37
v
40 40
ni
2. a. Number of senior secondary schools = 2

U
Number of classes in each school = 14

ge
Number of sections per class = 10

id
Number of students in each section = 45

br
Total number of students in each of two schools = 10 × 14 × 45 = 6300

am
Total strength of all three schools = 1440 + 6300 + 6300 = 14,040

b. 14,040 = Fourteen thousand forty
C
s
es
c. 14,040 = 10,000 + 4,000 + 40

Pr
ity
141
Solution Set
rs
ve
ni

s
es
Pr
ity
d. Digits Place value Face value
rs
1 10,000 1
ve
4 4000 4
ni 14,040
0 0 0
U
4 40 4
ge
0 0 0
id
br
am
Computational Club 2
C
s
es
Thinking Zone
Fraction of friends not wearing red colour clothes = 18 = 3
Pr
24 4
3 is a Proper Fraction.
4
ity
Calculation Zone
rs
Total pieces of cake Rohan and Siya got = 1 1 + 1 1

2 3
ve
= 3 + 4
2 3
ni
= 3×3 + 4×2
U
2×3 3×2
= 9 + 8
ge
6 6
= 17 = 2 5
id
6 6
br
Evaluation Zone
am
(Whole part X Denominator) + Numerator = Product

Improper Fraction = Product/Denominator
C
s
es
Writing Zone
3 = 6 = 9
Pr
4 8 12
Friends that left the party on time = 2 of 24 = 16
3
ty
So, 24 – 16 = 8 friends stayed back.

si
v er
Unit Test Paper 1

ni
U
1. 99,00,999
ge
2. 528.71
id
3. a. 7,54,032 b. 80,432 c. 6,05,432

br
4. a. 9,00,000 + 90,000 + 900 + 90 + 9

am
b. 9,00,000 + 90,000 + 9000 + 900

c. 90,000 + 9000 + 900 + 90 + 9
C
5. a. Six lakh one hundred twenty-five

es
b. Three lakh ninety thousand eight hundred two

Pr
ity
142
Solution Set
rs
ve
ni

s
es
Pr
ity
6. a. 14 = 10 + 4 = XIV b. 50 = L c. 20 = 10 + 10 = XX d. 12 = 10 + 2 = XII
rs
7. Rounding off 5,67,486 to the nearest 100’s gives us 5,67,500.
ve
8. a. XXV = 10 + 10 + 5 = 25 b. XXXII = 10 + 10 + 10 + 1 + 1 = 32
c. LX = 50 + 10 = 60
ni d. XXVI = 20 + 5 + 1 = 26
U
9. 345639 + 469017 – 278653 = 536003
1 1 1 7 10 14
ge
id
3 4 5 6 3 9 8 1 4 6 5 6
br
+ 4 6 9 0 1 7 – 2 7 8 6 5 3
am
8 1 4 6 5 6 5 3 6 0 0 3
C
10. Actual product:

s Estimated product:
es
5 8 6 5 9 0
Pr
× 4 0 8 × 4 1 0
4 6 8 8 0 0 0
ity
0 0 0 0 5 9 0 0
rs
+ 2 3 4 4 0 0 + 2 3 6 0 0 0
ve
2 3 9 0 8 8 2 4 1 9 0 0
ni
On rounding off to nearest 10’s, we get

U
586 590 and 408 410

ge
11. 85 12. Successor of 57,892 = 57,893

id
26 2210
br
− 208
am
130
−130
C
0
es
So, Quotient = 85
Pr
13. 7,062
ty
si
Divisibility by 3: The sum of digits in 7062 is 7 + 0 + 6 + 2 = 15 which is divisible by 3. Hence, the

er
v
Divisibility by 4: The number formed using the last two digits is 02 which is not divisible by 4. Hence,
ni

U
ge
14. 7,06,230
id
Divisibility by 2: In the number 706230, the ones digit is 0. Hence, the number is divisible by 2.
br
Divisibility by 3: The sum of digits in 706230 is 7 + 0 + 6 + 2 + 3 + 0 = 18 which is divisible by 3.

Hence, the number is divisible by 3.
am
15. Multiples of 75 = 75, 150, 225, 300, 375, 450, …

C
Multiples of 30 = 30, 60, 90, 120, 150, 180, 210, 240, 270, 300, …
s
es
First two common multiples of 75 and 30 are 150 and 300.

25
Pr
16. = 0.25
100
ity
143
Solution Set
rs
ve
ni

s
es
Pr
ity
17. a. 5,36,300
rs
ve
Divisibility by 3: The sum of digits in 536300 is 5 + 3 + 6 + 3 + 0 + 0 = 17 which is not divisible by
3. Hence, the number is not divisible by 3.
ni
Divisibility by 6: The number is divisible by 2 but not by 3. Hence, the number is not divisible by 6.
U
Divisibility by 8: The number formed using last three digits is 300 which is not divisible by 8.
ge

id
b. 5,36,030
br
am

C
s
es
Pr

ity
c. 5,30,630
rs
ve

ni
U
ge

id
br
d. 5,36,003
am
Divisibility by 3: The sum of digits in 536003 is 5 + 3 + 6 + 0 + 0 + 3 = 17 which is not divisible by 3.
C

s
es
Divisibility by 6: The number is not divisible by both 2 and 3. Hence, the number is not divisible by 6.
Pr

ty
si
18. a. 36
er
We have 1 × 36 = 36, 2 × 18 = 36, 3 × 12 = 36, 4 × 9 = 36 and 6 × 6 = 36

v
Factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18 and 36

ni
b. 40
U
We have 1 × 40 = 40, 2 × 20 = 40, 4 × 10 = 40, 5 × 8 = 40

ge
Factors of 40 are 1, 2, 4, 5, 8, 10, 20 and 40

c. 45
id
We have 1 × 45 = 45, 3 × 15 = 45 and 5 × 9 = 45

br
Factors of 45 are 1, 3, 5, 9, 15 and 45

am
d. 400
C
We have 1 × 400 = 400, 2 × 200 = 400, 4 × 100 = 400, 5 × 80 = 400, 8 × 50 = 400, 10 × 40 = 400,
s
16 × 25 = 400 and 20 × 20 = 400

es
Factors of 400 are 1, 2, 4, 5, 8, 10, 16, 20, 25, 40, 50, 80, 100, 200 and 400
Pr
ity
144
Solution Set
rs
ve
ni

s
es
Pr
ity
19. Number 10 100 1000
rs
a. 48,110 Q = 4811 and R = 0 Q = 481 and R =10 Q = 48 and R = 110
ve
b. 40,810 Q = 4081 and R = 0 Q = 408 and R = 10 Q = 40 and R = 810
ni
c. 48,100 Q = 4810 and R = 0 Q = 481 and R = 0 Q = 48 and R = 100
U
d. 48,010 Q = 4801 and R = 0 Q = 480 and R = 10 Q = 48 and R = 10
ge
7 1 95 95 ¸ 5 19
id
20. a. 528.701 = 500 + 20 + 8 + + 21. a. 0.95 = = =

10 1000 100 100 ¸ 5 20
br
8 7 1 95 95 ¸ 5 19
am
b. 52.871 = 50 + 2 + + + b. 0.095 = = =
10 100 1000 1000 1000 ¸ 5 200
7 1 905 905 ¸ 5 181
C
+
s
c. 528.071 = 500 + 20 + 8 + c. 0.905 = = =
100 1000 1000 1000 ¸ 5 200
es
7 1 95 95 ¸ 5 19
+
Pr
d. 528.71 = 500 + 20 + 8 + d. 0.950 = 0.95 = = =

10 100 100 100 ¸ 5 20
ity
22. a. Factors of 30 are 1, 2, 3, 5, 6, 10, 15 and 30 23. a. Factors of 36 are 1, 2, ,3, 4, 6, 9, 12, 18 and 36
rs
Factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18 and 36 So, 36 is a composite number.

ve
Common factors of 30 and 36 are 1, 2, 3 and 6 b. Factors of 17 are 1 and 17

ni
b. Factors of 55 are 1, 5, 11 and 55 So, 17 is a prime number.

U
Factors of 70 are 1, 2, 5, 7, 10, 14, 35 and 70 c. Factors of 29 are 1 and 29

ge
Common factors of 55 and 70 are 1 and 5 So, 29 is a prime number.

id
5 5 ´ 2 10 2 2´2 4 8 8 ´ 3 24
br
24. a. = = b. = = c. = =
6 6 ´ 2 12 3 3´ 2 6 9 9 ´ 3 27
am
7 8 14 1 3 8
C
25. , , 26. a. b. c.
s
51 51 51 3 4 15
es
Here 7 < 8 < 51

Pr
7 8 14
So, < <
51 51 51
ty
si
4 ( 5 ´ 9 ) + 4 49 2 (17 ´ 5 ) + 2 87
er
27. a. 5 = = b. 17 = =
9 9 9 5 5 5
v
ni
81 13
U
28. a. b.
4 6
ge
20 2
id
4 81 6 13
br
− 8 − 12
am
01 1
C
81 1 13 1
s
So, = 20 So, =2
es
4 4 6 6
Pr
ity
145
Solution Set
rs
ve
ni

s
es
Pr
ity
29. a. 124 × 14 = b. 83 × 89 × 2 = 83 × (89 × 2) = 83 × 178
rs
1 2 4 1 7 8
ve
× 1 4 × 8 3
ni 4 9 6 5 3 4
U
+ 1 2 4 0 + 1 4 2 4 0
ge
1 7 3 6 1 4 7 7 4
id
c. 12,971 + 456 – 72 = 13,355

br
1 1 3 12
am
1 2 9 7 1 1 3 4 2 7
C
s
es
+ 4 5 6 − 7 2
1 3 4 2 7 1 3 3 5 5
Pr
d. 442 ÷ 100
ity
Q = 4 and R = 42
rs
1 1 1 1
ve
30.
TTh Th H T O
ni
Number of people in the stadium = 5 7 8 9 6

U
Number of people joined = + 3 4 5 0 7

ge
Total number of people in the stadium = 9 2 4 0 3

id
31. Number of students in each section = 457

br
237
Number of worksheets given to each student = 27
am
52 12339
Total number of worksheets = 457 × 27 = 12339 − 104
C
Number of teachers = 52 193

es
Number of worksheets checked by each teacher = 12339 ÷ 52 − 156

Pr
So, number of worksheets checked by each teacher = 237 379

Number of worksheets checked by principal = 15 − 364
ty
15
si
v er
ni
Chapter 8 – Geometry
U
ge
I Look Back
id
1. a. Line segment b. Line c. Point d. Ray

br
am
2. Name of solids Faces Edges Vertices

Cube 6 12 8
C
Cone 2 1 1
es
Cuboid 6 12 8
Pr
Sphere 1 0 0
ity
146
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 2
rs
1. Open curve – a, d, f, h Closed curve – b, c, e, g
ve
2. a, c, f
ni
3. a. Hexagon b. Pentagon c. Octagon d. Square e. Triangle
U
My Practice Time 3
ge
1. S.No. Radius/Radii Diameter Chord

id
a. OP, OQ, OR PQ ST, PQ

br
b. OA, OB, OC, OD AB AB

am
c. OM, ON, OP MP MP, QR

C
d. OQ, OW, OV VW VW
s
es
3. a. Centre b. Diameter c. Radius d. Chord e. Radius
Pr
4. a. A b. AB, AD, AG, AH c. GH d. CF, CB, GH, ED

ity
5. a. True b. False c. False d. True e. True

f. True g. False
rs
ve
HOTS
ni
1. a. r = 2 cm b. a. r = 4 cm
U
Then, d = 2r = 2 × 2 = 4 cm Then, d = 2r = 2 × 4 = 8 cm
ge
c. a. r = 3 cm d. a. r = 11 cm
id
Then, d = 2r = 2 × 3 = 6 cm Then, d = 2r = 2 × 11 = 22 cm
br
Worksheet
am
3. Open curves – b and d Closed curves – a, c

C
4. Polygons – a and c
s
es
5. a. plane b. infinite c. sides d. half e. chord

Pr
ty
si
Chapter 9 – Patterns and Symmetry

v er
ni
I Look Back
U
1.
ge
id
br
am
C
s
es
Pr
ity
147
Solution Set
rs
ve
ni

s
es
Pr
ity
2.
rs
ve
ni
U
3. a. 32, 64, 128 d. 70, 65, 60
ge
b. 21, 28, 36 e. 320, 318, 316

id
c. 36, 42, 48 f. 666, 777, 888

br
Try These! (pg 126)

am
× 10 100 1000 10000

C
s
3 30 300 3000 30000
es
12 120 1200 12000 120000
Pr
25 250 2500 25000 250000

ity
37 370 3700 37000 370000

rs
68 680 6800 68000 680000

ve
My Practice Time 1
ni
1. a. 13, 16, 19 b. 81, 243, 729 c. 100, 50, 25 d. 104, 99, 94

U
e. 234, 245, 256 f. 550, 650, 750 g. 390, 475, 560 h. 81, 27, 9
ge
2. a. 240 b. 25
id
20 12 12 13
br
5 4 3 7 5 8
am
C
c. d.
s
59 32
es
27 32 17 15
Pr
15 12 20 9 8 7
ty
10 5 7 13 6 3 5 2
si
3. a. 7; 9; 11 b. 700; 600; 500 c. 700; 7000 d. 134431; 1344431

er
e. 148; 147 f. 604; 805

v
ni
HOTS
U
a. b.
7 12 1 14 5 70 75 20
ge
2 13 8 11 60 35 30 45
id
16 3 10 5 40 55 50 25
br
9 6 15 4 65 10 15 80
am
My Practice Time 2
C
1. b and d
es
Pr
ity
148
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 3
rs
1. a. b. c.
ve
ni
U
ge
id
d. e. f.
br
am
C
s
es
2. a. b. c.
Pr
ity
rs
ve
d. e. f.
ni
U
ge
id
g. h. i.
br
am
C
s
es
3. a. b. c.
Pr
ty
si
v er
ni
U
d. e. f.
ge
id
br
am
C
s
es
Pr
4. a. first and third b. first and fourth c. first and fourth

ity
149
Solution Set
rs
ve
ni

s
es
Pr
ity
HOTS
rs
1. A, H, I, M, O, T, U, V, W, X, Y 2. Sample answer: B, C, D
ve ECNALUBMA
3.
ni
SYMMETRY YRTEMMYS 4.
U
Worksheet
ge
1. a. 319, 314, 309 b. 124, 121, 115 c. 25, 19, 17 d. 240, 180, 160
id
e. 197, 199
br
am
2. b. c. d. e.
C
s
es
Pr
3. a. b. c. d.
ity
99 55
rs
ve
ni
U
4. Number of cows in I year = 5

ge
Number of cows in II year = 15 = 3 × 5

Number of cows in III year = 45 = 3 × 15
id
Number of cows in IV year = 3 × 45 = 135

br
Number of cows in V year = 3 × 135 = 405

am
C
Chapter 10 – Metric Measures

es
Pr
I Look Back
ty
1. a. iv. b. iii. c. ii. d. i. e. iii.

si
2. a. cm b. kg c. km d. ml e. m
v er
My Practice Time 1
ni
1. a. 2 m 16 cm = 2 × 100 cm + 16 cm = 216 cm
U
b. 1 m 91 cm = 1 × 100 cm + 91 cm = 191 cm
ge
c. 5 m = 5 × 100 cm = 500 cm
id
d. 4 m 22 cm = 4 × 100 cm + 22 cm = 422 cm
br
e. 3 m 7 cm = 3 × 100 cm + 7 cm = 307 cm
am
f. 6 m 12 cm = 6 × 100 cm + 12 cm = 612 cm
C
600
s
2. a. 623 cm = 600 cm + 23 cm = m + 23 cm = 6 m 23 cm
es
100
800
Pr
b. 801 cm = 800 cm + 1 cm = m + 1 cm = 8 m 1 cm
100
ity
150
Solution Set
rs
ve
ni

s
es
Pr
ity
200
c. 219 cm = 200 cm + 19 cm = m + 19 cm = 2 m 19 cm
100
rs
600
ve
d. 618 cm = 600 cm + 18 cm = m + 18 cm = 6 m 18 cm
ni 100
500
e. 506 cm = 500 cm + 6 cm = m + 6 cm = 5 m 6 cm
U
100
ge
300
f. 316 cm = 300 cm + 16 cm = m + 16 cm = 3 m 16 cm
100
id
3. a. 6 m 24 mm = 6 × 1000 mm + 24 mm = 6024 mm
br
b. 7 m 218 mm = 7 × 1000 mm + 218 mm = 7218 mm

am
c. 5 m 318 mm = 5 × 1000 mm + 318 mm = 5318 mm

C
d. 3 m 532 mm = 3 × 1000 mm + 532 mm = 3532 mm

s
es
e. 6 m 9 mm = 6 × 1000 mm + 9 mm = 6009 mm
Pr
f. 2 m 86 mm = 2 × 1000 mm + 86 mm = 2086 mm
60
4. a. 66 mm = 60 mm + 6 mm = cm + 6 mm = 6 cm 6 mm
ity
10
rs
20
b. 23 mm = 20 mm + 3 mm = cm + 3 mm = 2 cm 3 mm
ve
10
60
ni
c. 61 mm = 60 mm + 1 mm = cm + 1 mm = 6 cm 1 mm
10
U
40
d. 43 mm = 40 mm + 3 mm = cm + 3 mm = 4 cm 3 mm
ge
10
60
id
e. 64 mm = 60 mm + 4 mm = cm + 4 mm = 6 cm 4 mm
br
10
10
am
f. 11 mm = 10 mm + 1 mm = cm + 1 mm = 1 cm 1 mm
10
C
5. a. 5 km 218 m = 5 × 1000 m + 218 m = 5218 m

s
es
b. 6 km 323 m = 6 × 1000 m + 323 m = 6323 m

c. 1 km 65 m = 1 × 1000 m + 65 m = 1065 m
Pr
d. 2 km 212 m = 2 × 1000 m + 212 m = 2212 m

ty
e. 6 km 31 m = 6 × 1000 m + 31 m = 6031 m
si
f. 9 km 45 m = 9 × 1000 m + 45 m = 9045 m
v er
2000
6. a. 2089 m = 2000 m + 89 m = km + 89 m = 2 km 89 m
ni
1000
U
4000
b. 4365 m = 4000 m + 365 m = km + 365 m = 4 km 365 m
ge
1000
7000
id
c. 7193 m = 7000 m + 193 m = km + 193 m = 7 km 193 m

1000
br
8000
am
d. 8625 m = 8000 m + 625 m = km + 625 m = 8 km 625 m

1000
7000
C
e. 7323 m = 7000 m + 323 m = km + 323 m = 7 km 323 m

s
1000
es
6000
f. 6215 m = 6000 m + 215 m = km + 215 m = 6 km 215 m
Pr
1000
ity
151
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 2
rs
1. a. 4 kg 652 g = 4 × 1000 g + 652 g = 4652 g
ve
b. 5 kg 30 g = 5 × 1000 g + 30 g = 5030 g
c.
ni 2 kg 6 g = 2 × 1000 g + 6 g = 2006 g
U
d. 3 kg 825 g = 3 × 1000 g + 825 g = 3825 g
ge
e. 2 kg 968 g = 2 × 1000 g + 968 g = 2968 g

id
f. 8 kg 156 g = 8 × 1000 g + 156 g = 8156 g

br
6000
2. a. 6821 g = 6000 g + 821 g = kg + 821 g = 6 kg 821 g
am
1000
6000
C
b. 6211 g = 6000 g + 211 g =

s kg + 211 g = 6 kg 211 g
1000
es
4000
c. 4166 g = 6000 g + 166 g = kg + 166 g = 4 kg 166 g
Pr
1000
1000
ity
d. 1201 g = 1000 g + 201 g = kg + 201 g = 1 kg 201 g

1000
rs
1000
e. 1166 g = 1000 g + 166 g = kg + 166 g = 1 kg 166 g
ve
1000
ni
6000
f. 6313 g = 6000 g + 313 g = kg + 313 g = 6 kg 313 g
U
1000
6000
ge
3. a. 6128 mg = 6000 mg + 128 mg = g + 128 mg = 6 g 128 mg

1000
id
2000
b. 2323 mg = 2000 mg + 323 mg = g + 323 mg = 2 g 323 mg
br
1000
am
1000
c. 1506 mg = 1000 mg + 506 mg = g + 506 mg = 1 g 506 mg
1000
C
9000
es
d. 9899 mg = 9000 mg + 899 mg = g + 899 mg = 9 g 899 mg

1000
Pr
9000
e. 9016 mg = 9000 mg + 16 mg = g + 16 mg = 9 g 16 mg
1000
ty
9000
si
f. 9111 mg = 9000 mg + 111 mg = g + 111 mg = 9 g 111 mg

1000
v er
4. a. 6 g 215 mg = 6 × 1000 mg + 215 mg = 6215 mg

ni
b. 5 g 143 mg = 5 × 1000 mg + 143 mg = 5143 mg

U
c. 8 g 103 mg = 8 × 1000 mg + 103 mg = 8103 mg

ge
d. 2 g 320 mg = 2 × 1000 mg + 320 mg = 2320 mg

id
e. 7 g 140 mg = 7 × 1000 mg + 140 mg = 7140 mg

br
f. 9 g 182 mg = 9 × 1000 mg + 182 mg = 9182 mg

am
My Practice Time 3
C
1. a. 6 l 75 ml = 6 × 1000 ml + 75 ml = 6075 ml
es
b. 3 l 105 ml = 3 × 1000 ml + 105 ml = 3105 ml

Pr
ity
152
Solution Set
rs
ve
ni

s
es
Pr
ity
c. 9 l 23 ml = 9 × 1000 ml + 23 ml = 9023 ml
rs
d. 2 l 120 ml = 2 × 1000 ml + 120 ml = 2120 ml
ve
e. 6 l 532 ml = 6 × 1000 ml + 532 ml = 6532 ml
ni
f. 4 l 50 ml = 4 × 1000 ml + 50 ml = 4050 ml
U
2000
2. a. 2133 ml = 2000 ml + 133 ml = l + 133 ml = 2 l 133 ml
ge
1000
6000
id
b. 6215 ml = 6000 ml + 215 ml = l + 215 ml = 6 l 215 ml

1000
br
8000
c. 8811 ml = 8000 ml + 811 ml = l + 811 ml = 8 l 811 ml
am
1000
9000
C
d. 9112 ml = 9000 ml + 112 ml =

s l + 112 ml = 9 l 112 ml
1000
es
6000
e. 6655 ml = 6000 ml + 655 ml = l + 655 ml = 6 l 655 ml
Pr
1000
8000
ity
f. 8338 ml = 8000 ml + 338 ml = l + 338 ml = 8 l 338 ml

1000
rs
3. a. 12 kl 14 l = 12 × 1000 l + 14 l = 12014 l
ve
b. 1 kl 289 l = 1 × 1000 l + 289 l = 1289 l

ni
c. 2 kl 159 l = 2 × 1000 l + 159 l = 2159 l

U
d. 6 kl 5 l = 6 × 1000 l + 5 l = 6005 l
ge
e. 2 kl 75 l = 2 × 1000 l + 75 l = 2075 l
id
f. 3 kl 2 l = 3 × 1000 l + 2 l = 3002 l
br
My Practice Time 4
am
1. a. b.
m cm g mg
C
2 24 6 614
es
+ 3 91 + 5 420
Pr
5 115 = 100 + 15 11 1034 = 1000 + 34

ty
5+1=6 15 11 + 1 = 12 34
si
er
c. d.
l ml m cm
v
ni
6 141 3 24
U
+ 9 935 + 3 08
ge
15 1076 = 1000 + 76 6 32
id
15 + 1 = 16 76
br
am
C
s
es
Pr
ity
153
Solution Set
rs
ve
ni

s
es
Pr
ity
e. f.
g mg cm mm
rs
4 226 16 1
ve
ni + 3 128 + 22 9
38 10
U
7 354
38 + 1 = 39 0
ge
id
br
g. h.
kg g km m
am
2 916 8 869
C
+ 2 s 189 + 1 218
es
4 1105 = 1000 + 105 9 1087 = 1000 + 87
Pr
4+1=5 105 9 + 1 = 10 87
ity
rs
i. j.
kg g l ml
ve
7 369 1 147
ni
+ 6 789 + 6 953
U
13 1158 = 1000 + 158 7 1100 = 1000 + 100

ge
13 + 1 = 14 158 7+1=8 100

id
br
k. l.
km m cm mm
am
7 546 16 3
C
+ 2 353 + 13 7
s
es
9 899 29 10
Pr
29 + 1 = 30 0
ty
si
2. a. b. c.
m cm km m cm mm
er
8 85 6 1638 4 15
v
ni
− 2 25 7 638 5 5
U
6 60 − 2 786 − 3 9
ge
4 852 1 6
id
br
e. e. f.
km m g mg g mg
am
4 1195 4 1742 7 214

5 195 5 742 − 4 19
C
− 3 220 − 1 816
es
3 195
1 975 3 926
Pr
ity
154
Solution Set
rs
ve
ni

s
es
Pr
ity
g. h. i.
kg g l ml l ml
rs
5 1692 5 1162 4 1129
ve
ni 6 692 6 162 5 129
− 2 963 − 1 825 − 2 314
U
3 729 4 337 2 815
ge
3.
id
km m
br
Distance ran on day 1 = 23 345

am
Distance ran on day 2 = + 19 378

Total distance ran = 42 723
C
s
es
4. m cm
Pr
Total length of the rope = 19 100

20 0
ity
Length of rope cut-off = − 12 34

rs
Length of remaining rope = 7 66

ve
5. Capacity of one juice can = 500 ml

ni
Capacity of 2 such cans = 500 × 2 = 1000 ml = 1l

U
6. kg g
ge
Weight of apples = 5 275

id
Weight of oranges = + 2 975

br
Total weight of fruits = 7 1250 = 1000 + 250

am
7+1 = 8 250
C
s
es
7. ml 8. l
Pr
Total quantity of water = 1000 Total quantity of petrol = 5650

Quantity of water left = − 650 Quantity of petrol left = − 2109
ty
Quantity of water used = 350 Quantity of petrol sold = 3541

si
er
9. Quantity of orange juice = 250 ml

v
ni
Quantity of grape juice = 350 ml

U
Quantity of pineapple juice = 200 ml

ge
Quantity of ginger juice = 20 ml

Total quantity of cocktail = 350 + 200 + 350 + 20 = 820 ml
id
10. Quantity of chips in packet = 500 g

br
Number of plates = 5
am
Quantity of chips in each plate = 500 ÷ 5 = 100 g

C
11. Quantity of oil in one packet = 750 ml

s
es
Quantity of oil in 5 packets = 750 × 5 = 3750 ml = 3000 ml + 750 ml = 3 l 750 ml

Pr
ity
155
Solution Set
rs
ve
ni

s
es
Pr
ity
12. Total quantity of sweets = 650 g
rs
Number of students = 5
ve
Quantity of sweets given to each student = 650 ÷ 5 = 130 g
HOTS
ni
U
1. Total distance = 2180 m
ge
Distance covered = 1 km = 1000 m

id
Distance yet to cover = 2180 – 1000 = 1180 m

br
2. Total quantity of milk = 5 l = 5000 ml

am
Quantity of milk given to first house = 1 l 300 ml = 1300 ml

Quantity of milk given to second house = 1 l 250 ml = 1250 ml
C
s
Quantity of milk given to third house = 750 ml
es
Quantity of milk left = 5000 – 1300 – 1250 – 750 = 1700 ml = 1 l 700 ml
Pr
Maths in My Life
ity
Quantity of water = 1 l 750 ml

rs
Quantity of curd = 1 l 120 ml

ve
Total quantity of buttermilk = 1 l 750 ml + 1 l 120 ml = 2 l 870 ml

ni
Worksheet
U
1. a. 2 km 375 m = 2 × 1000 m + 375 m = 2375 m

ge
b. 34 cm 5 mm = 34 × 10 mm + 5 mm = 345 mm
id
c. 5 kg 933 g = 5 × 1000 g + 933 g = 5933 g

br
d. 3 g 197 mg = 3 × 1000 mg + 197 mg = 3197 mg

am
e. 5 l 100 ml = 5 × 1000 ml + 100 ml = 5100 ml

f. 6 l 999 ml = 6 × 1000 ml + 999 ml = 6999 ml
C
s
es
3000
2. a. 3921 m = 3000 m + 921 m = km + 921 m = 3 km 921 m
1000
Pr
210
b. 216 mm = 210 mm + 6 mm = cm + 6 mm = 21 cm 6 mm
ty
10
si
19000
c. 19144 g = 19000 g + 144 g = kg + 144 g = 19 kg 144 g
er
1000
v
2000
d. 2004 mg = 2000 mg + 4 mg = g + 4 mg = 2 g 4 mg
ni
1000
U
5000
e. 5144 ml = 5000 ml + 144 ml = l + 144 ml = 5 l 144 ml
ge
1000
9000
id
f. 9260 ml = 9000 ml + 260 ml = l + 260 ml = 9 l 260 ml

1000
br
am
3. a. m cm b. km m
6 50 1 300
C
+ 9 75 + 9 900
es
15 125 = 100 + 25 10 1200 = 1000 + 200

Pr
15 + 1 = 16 25 10 + 1 = 11 200
ity
156
Solution Set
rs
ve
ni

s
es
Pr
ity
c. cm mm
rs
20 9
ve
ni + 15 5
35 14 = 10 + 4
U
35 + 1 = 36 4
ge
id
4. a. b. c.
m cm km m cm mm
br
1 130 7 951 29 15
am
2 30 − 2 061 30 5
− 1 50 − 25 9
C
5 890
s
es
0 80 4 6
Pr
5. Height climbed on Tuesday = 10 m 33 cm

ity
Height climbed on Monday = 10 m 33 cm + 6 m 42 cm = 16 m 75 cm

Height climbed on Wednesday = 16 m 75 cm – 3 m 20 cm = 13 m 55 cm
rs
ve
6. Total weight of rice = 7140 kg

Weight of rice unloaded = 1545 kg
ni
Weight of rice left in the truck = 7140 – 1545 = 5595 kg

U
Weight of each bag of rice = 15 kg

ge
Number of bags of rice in the truck = 5595 ÷ 15 = 373

id
7. Total quantity of juice needed = 3 l 400 ml = 3400 ml

br
Capacity of each carton = 160 ml

am
Quantity of juice bought in 14 cartons = 160 × 14 = 2240 ml

C
Quantity of juice left to buy = 3400 – 2240 = 1160 ml = 1 l 160 ml

s
es
8. Total quantity of milk = 13000 l

Quantity of milk loaded in first vending machine = 3350 l
Pr
Quantity of milk loaded in second vending machine = 4200 l

ty
Quantity of milk loaded in third vending machine = 13000 − 3350 − 4200 = 5450 l
si
9. Weight of one bag = 575 g

er
Weight of 6 bags = 575 × 6 = 3450 g = 3 kg 450 g

v
ni
10. Total quantity of juice = 500 ml

U
Number of friends = 2
ge
Quantity of juice shared by each friend = 500 ÷ 2 = 250 ml

id
br
Chapter 11 – Time
am
C
I Look Back
es
1. Quarter past 3 Half past 4 Quarter to 8 Quarter past 5

Pr
ity
157
Solution Set
rs
ve
ni

s
es
Pr
ity
2. a. b. c. d.
rs
ve
ni
U
ge
Quarter 10 minutes 20 minutes 15 minutes

past 5 to 6 to 3 past 5
id
br
My Practice Time 1
am
1. b. 1:03; 3 minutes past 1 c. 2:36; 24 minutes to 3 d. 9:47; 13 minutes to 10

C
e. 7:17; 17 minutes past 7

s f. 10:53; 7 minutes to 11 g. 12:59; 1 minute to 1
es
h. 3:28; 28 minutes past 3
Pr
2. a. b. c.
ity
rs
ve
ni
3 minutes to 6 23 minutes past 4 6 minutes to 12

U
ge
d. e. f.
id
br
am
C
17 minutes past 1 43 minutes past 9 8 minutes to 11

es
My Practice Time 2
Pr
a. a.m. b. p.m. c. a.m. d. p.m. e. a.m. f. p.m. g. a.m.

ty
h. p.m. i. a.m. j. p.m.

si
My Practice Time 3
v er
1. 1:00 a.m. = 01:00 hours 2. 17:40 hours = 17:40 – 12 = 5:40 p.m.

ni
7:00 a.m. = 07:00 hours 08:10 hours = 8:10 a.m.

U
2:00 p.m. = 2 + 12 = 14:00 hours 21:30 hours = 21:30 – 12 = 9:30 p.m.

ge
4:00 p.m. = 4 + 12 = 16:00 hours 10:14 hours = 10:14 a.m.

id
10:00 p.m. = 10 + 12 = 22:00 hours 23:20 hours = 23:20 – 12 = 11:20 p.m.

br
am
C
s
es
Pr
ity
158
Solution Set
rs
ve
ni

s
es
Pr
ity
HOTS
rs
ve
ni
U
ge
id
br
am
C
s
es
Leela did 1 hour extra work in the garden than her mother.
Pr
My Practice Time 4
ity
1. a. Start time = 7 a.m. = 7:00 hours

rs
End time = 11:45 a.m. = 11:45 hours

ve
Duration = 11:45 – 7:00 = 4:45 hours = 4 hours 45 minutes

ni
b. Start time = 10:30 a.m. = 10:30 hours

U
End time = 7:30 p.m. = 12 + 7:30 = 19:30 hours

Duration = 19:30 – 10:30 = 9 hours
ge
c. Start time = 12 noon = 12:00 hours

id
End time = 11:30 p.m. = 12 + 11:30 = 23:30 hours

br
Duration = 23:30 – 12 = 11:30 hours = 11 hours 30 minutes

am
d. Start time = 9:30 p.m. = 12 + 9:30 = 21:30 hours

End time = 10:45 p.m. = 12 + 10:45 = 22:45 hours
C
Duration = 22:45 – 21:30 = 1:15 hours = 1 hour 15 minutes

es
2. Start time of the train = 16:30 hours on Sunday

Pr
Duration of travel = 28 hours

ty
End time = 16:30 + 28 = (16:30 + 24) + 4 = 16:30 on Monday + 4 hours = 20:30 hours on Monday
si
3. Wake up time = 5:00 a.m. = 5 hours

er
Duration of jogging = 1 hour

v
Duration of yoga = 45 minutes

ni
U
Duration of homework = 1 hour 10 minutes

Time of leaving to school = 5 + 1 + 0:45 + 1:10 = 7:55 = 7:55 a.m.
ge
4. Start time = 7:00 a.m. = 7:00 hours

id
Duration of travel = 11 hours 15 minutes

br
End time = 7:00 + 11:15 = 18:15 = 6:15 p.m. on Monday

am
5. Start time = 7:30 a.m. = 7:30 hours

C
Travel time = 1 hour

s
es
Work time in office = 8 hours 30 minutes

End time of leaving from office = 7:30 + 1 + 8:30 = 17 hours = 5 p.m.
Pr
ity
159
Solution Set
rs
ve
ni

s
es
Pr
ity
6. Start time = 8:30 a.m. Monday = 8:30 Monday
rs
End time = 5:00 p.m. Tuesday = 17:00 Tuesday
ve
Duration = 15:30 hr on Monday + 17:00 on Tuesday = 32 hours 30 minutes
ni
My Practice Time 5
U
1. Start date of trip = 14 September
ge
End date of trip = 21 September

id
Duration of trip = 14 September to 21 September = 8 days

br
2. Start date of exams = 26 February

am
End date of exams = 28 March

Duration of exams = 26 February to 28 March
C
s
= 3 days of February (since non-leap year) + 28 days of March = 31 days
es
3. Start date of practice session = 3 October
Pr
End date of practice session = 5 January

ity
Duration of practice session = 3 October to 5 January = 29 days of October + 30 days of November +

31 days of December + 5 days of January = 95 days
rs
4. Start date of course = 2 June

ve
End date of course = 30 November

ni
Duration of course = 2 June to 30 November

U
= 29 days of June + 31 days of July + 31 days of August + 30 days of September + 31 days of October +
ge
30 days of November = 182 days

id
5. Start date of classes = 3 Aug

br
Duration of classes = 64 days = 29 days of Aug + 30 days of Sep + 5 days of Oct

am
So, end date of classes = 5 October

6. Leap years = 1948; 1600; 1800; 2024; 1956; 1976; 3200
C
7. a. 14.08.2014 b. 12.11.2000 c. 09.09.2006 d. 26.07.2020

es
Try These!
Pr
a. 366 b. 29; February c. four d. 28

ty
Worksheet
si
er
1. a. b. c. d.
v
ni
U
ge
id
br
2 hours after 3:16 5 hours after 5:29 3 hours before 7:52 4 hours before 11:47
am
2.
2 hours after 1 hour before 3 hours before 1 hour after 2 hours after
C
21:20 hours 19:20 hours 04:05 hours 1:35 hours 10:30 hours
es
1:05 a.m. 12:30 p.m. 11:20 p.m. 6:20 p.m. 2:35 a.m.
Pr
ity
160
Solution Set
rs
ve
ni

s
es
Pr
ity
3. a. a.m. b. a.m. c. p.m. d. p.m. e. a.m.
rs
4. End time = 2:35 p.m. = 14:35
ve
Duration = 3 hr 25 min
Start time = 14:35 – 3:25 = 11:10 hours = 11:10 a.m.
ni
5. Start time = 7:05 p.m. = 19:05 hours
U
Duration of project work = 2:25 hours
ge
End time of project and dinner = 9:55 p.m. = 21:55 hours

id
Duration of dinner = 21:55 – 19:05 – 2:25 = 25 minutes

br
6. Start time of visiting of first group = 12:35 p.m.

am
Duration of visit of each group = 40 minutes

Duration of visit of three groups = 3 × 40 minutes = 120 min = 2 hours
C
s
End time of visit of third group = 12:35 + 2 = 14:35 hours = 2:35 p.m.
es
7. Anahita’s birthday = 27 Jan 2003
Pr
Difference between age of Anahita and Jessica = 33 days

= 4 days of Jan + 29 days of Feb (since 2004 is leap year) + 1 day of March
ity
Jessica’s birthday = 1 March 2003

rs
ve
ni
U
ge
Writing Zone
The shape of a beehive is Hexagon.
id
It has 6 sides and 6 corners.

br
Yes, it is symmetrical.
am
Calculation Zone
Time taken by bee to create a beehive = 16:30 hours – 7 hours
C
= 9 hours 30 minutes
es
Time needed to create 3 such beehives = 9 hours 30 minutes × 3

Pr
28 hours 30 minutes.
ty
Evaluation Zone
Lines required to create 24 hives = 6 × 24 =144
si
v er
ni
Chapter 12 – Money
U
ge
I Look Back
id
br
1. a. False b. False c. True d. False e. False f. True

am
2. a. Cost of diary = ` 8.25

Cost of dictionary = ` 35.50
C
Cost of a bookmark = ` 0.50

es
Total money spent = 8.25 + 35.50 + 0.50 = ` 44.25

Pr
ity
161
Solution Set
rs
ve
ni

s
es
Pr
ity
b. Amount with Sarayu = ` 350
rs
Cost of saree = ` 415.50
ve
Extra money needed to buy the saree = 415.50 – 350 = ` 65.50
ni
c. Cost of chocolate bar = ` 15
U
Cost of biscuit packet = ` 18.50
Total amount paid = ` 50
ge
Remaining amount = 50 – 15 – 18.50 = ` 16.50

id
br
Page 164
am
United States of America = Dollar

United Kingdom = Pound
C
s
Bangladesh = Bangladeshi Taka
es
United Arab Emirates = United Arab Emirates Dirham
Pr
Japan = Japanese Yen

ity
China = Renminbi
rs
My Practice Time 1
ve
1. a. ` 8.50 = ` 8 + 50 p = 8 × 100 p + 50 p = 850 p

ni
b. ` 5.45 = ` 5 + 45 p = 5 × 100 p + 45 p = 545 p

U
c. ` 6.45 = ` 6 + 45 p = 6 × 100 p + 45 p = 645 p

ge
d. ` 2.10 = ` 2 + 10 p = 2 × 100 p + 10 p = 210 p

id
e. ` 2.15 = ` 2 + 15 p = 2 × 100 p + 15 p = 215 p

br
f. ` 9.10 = ` 9 + 10 p = 9 × 100 p + 10 p = 910 p

` 8.80 = ` 8 + 80 p = 8 × 100 p + 80 p = 880 p
am
g.
h. ` 3.25 = ` 3 + 25 p = 3 × 100 p + 25 p = 325 p
C
335 410
es
2. a. 335 p = 
` = ` 3.35 e. 410 p = 
` = ` 4.10
100 100
Pr
725 115
b. 725 p = 
` = ` 7.25 f. 115 p = 
` = ` 1.15
100 100
ty
645 720
c. 645 p = 
` = ` 6.45 g. 720 p = 
si
100 ` = ` 7.20
100
er
365 510
d. 365 p = 
` = ` 3.65 h. 510 p = 
v
100 ` = ` 5.10
100
ni
U
Maths in My Life (Page 166)

ge
a. ` 500 f. Governor
id
b. By the number on it and the lines at the edges g. To pay the bearer a sum of rupees five hundred
br
c. Mahatma Gandhi h. RBI

am
d. Father of the nation i. 17 languages

e. 0AA 000000
C
s
es
Pr
ity
162
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 2
rs
1. a. ` 3 1 0 . 5 0 b. 1 1
ve
ni + ` 6 4 0 . 0 0 ` 9 7 6 . 0 0
` 9 5 0 . 5 0 + ` 3 1 4 . 5 0
U
` 1 2 9 0 . 5 0
ge
id
c. 1 1 d. ` 3 1 2 . 0 0
br
` 8 0 . 5 0 + ` 7 6 5 6 . 0 0
am
+ ` 8 6 5 . 5 0 ` 7 9 6 8 . 0 0
C
` 9 4 s6 . 0 0
es
e. f.
` 2 3 1 2 . 0 0 1
Pr
+ ` 6 5 6 . 0 0 ` 4 5 1 0 . 5 0
ity
` 2 9 6 8 . 0 0 + ` 4 1 4 0 . 5 0
rs
` 8 6 5 1 . 0 0
ve
g. h.
ni
1 ` 1 2 3 0 . 5 0
U
` 2 0 0 6 . 0 0 + ` 1 2 3 4 . 0 0
ge
+ ` 2 7 8 9 . 5 0 ` 2 4 6 4 . 5 0
id
` 4 7 9 5 . 5 0
br
i. j.
am
1 ` 2 2 2 3 . 5 0
` 1 0 8 0 . 0 0 + ` 4 1 2 3 . 0 0
C
+ ` 5 6 4 5 . 0 0 ` 6 3 4 6 . 5 0
es
` 6 7 2 5 . 0 0
Pr
2. a. b.
ty
` 7 6 5 . 5 0 ` 8 7 6 . 5 0
si
− ` 1 4 0 . 0 0 − ` 2 1 4 . 0 0
er
` 6 2 5 . 5 0 ` 6 6 2 . 5 0
v
ni
U
c. d.
ge
` 6 7 8 . 5 0 7 12 10 12
8 3 1 2 . 0 0
id
− ` 2 3 4 . 5 0 `
br
` 4 4 4 . 0 0 − ` 6 5 6 . 0 0
am
` 7 6 5 6 . 0 0
C
s
es
Pr
ity
163
Solution Set
rs
ve
ni

s
es
Pr
ity
e. f.
` 9 9 9 9 . 5 0 5 9 10
rs
− ` 4 5 1 . 0 0 ` 5 7 6 0 . 0 0
ve
ni ` 9 5 4 8 . 5 0 − ` 3 1 2 3 . 5 0
` 2 6 3 6 . 5 0
U
ge
g. 8 7 6 8 . 5 0 h. 3 15 7 10
`
id
− ` 1 2 3 5 . 0 0 ` 4 5 8 0 . 0 0
br
` 7 5 3 3 . 5 0 − ` 2 7 1 1 . 0 0
am
` 1 8 6 9 . 0 0
C
i.
s j.
es
` 7 5 4 6 . 5 0 ` 5 6 6 7 . 5 0
− ` 1 1 2 2 . 5 0 − ` 2 0 0 1 . 0 0
Pr
` 6 4 2 4 . 0 0 ` 3 6 6 6 . 5 0
ity
Word Problems (Page 168-169)

rs
ve
2. Cost of dictionary = ` 325.25

Cost of copy = ` 55.25
ni
Cot of pen = ` 115.50

U
Total cost = 325.25 + 55.25 + 115.50 = ` 496

ge
Amount available for purchase = ` 700

id
Amount left after purchase = 700 – 496 = ` 204

br
3. Cost of drawing book set = ` 325.50

am
Cost of crayons and water colors = ` 117.50 + ` 225.50 = ` 343

Total cost = 325.50 + 343 = ` 668.50
C
Amount available for purchase = ` 1000

es
Amount left after purchase = 1000 – 668.50 = ` 331.50

Pr
4. a. Cost of pen = ` 115.50

b. Cost of bag = ` 1100.25
ty
si
c. Cost of encyclopaedia = ` 600.50

er
d. Cost of ruler = ` 25
v
e. Total cost of all the items = 1100.25 + 115.50 + 25 + 600.50 = ` 1841.25

ni
So, ` 1500 is insufficient and hence will come back for 1841.25 – 1500 = ` 341.25
U
HOTS (Page 170)

ge
Problem 1 Problem 2
id
Cost of 2 balls = ` 700 Cost of 2 jackets = ` 900

br
700 900
am
Then cost of 1 ball = = ` 350 Cost of 1 jacket = = ` 450

2 2
Cost of pairs of stumps and bat = ` 880 Cost of a coat and jeans = ` 680
C
s
es
Cost of all the given = ` 1720 Total cost of all = ` 1320

Cost of pair of pads = 1720 – 880 – 350 = ` 490 Cost of T-shirt = 1320 − 680 – 450 = ` 190
Pr
ity
164
Solution Set
rs
ve
ni

s
es
Pr
ity
My Practice Time 3
rs
1. a. ` 7 5 9 . 5 0 b. ` 4 3 2 . 5 0
ve
ni × 1 2 × 3 2
9 1 1 4 . 0 0 1 3 8 4 0 . 0 0
U
ge
c. ` 8 6 5 . 3 5 d. ` 1 0 2 3 . 9 0
id
× 1 2 × 5 3
br
1 0 3 8 4 . 2 0 5 4 2 6 6 . 7 0
am
e. ` 4 5 6 7 . 2 0 f. ` 8 0 0 0 . 5 0
C
s
× 5 6 × 2 7
es
2 5 5 7 6 3 . 2 0 2 1 6 0 1 3 . 5 0
Pr
ity
g. ` 6 2 2 4 . 4 5 h. ` 7 7 4 1 . 1 5
rs
× 3 6 × 1 8
ve
2 2 4 0 8 0 . 2 0 1 3 9 3 4 0 . 7 0
ni
U
2. a. ` 226.82 b. ` 1108.50 c. ` 762.00

ge
25 ` 5670.50 9 ` 9976.50 8 ` 6096.00

id
− 50 − 9 − 56
br
67 9 49
am
− 50 − 9 − 48
170 76 16
C
− 150 − 72 − 16
s
es
205 45 0
− 200 − 45
Pr
50 0
ty
− 50
si
0
v er
ni
d. ` 533.00 e. ` 258.30 f. ` 583.50

U
11 ` 5863.00 15 ` 3874.50 19 ` 11086.50

ge
− 55 − 30 − 95
id
36 87 158
br
− 33 − 75 − 152
am
33 124 66
− 33 − 120 − 57
C
0 45 95
s
es
− 45 − 95
0 0
Pr
ity
165
Solution Set
rs
ve
ni

s
es
Pr
ity
Word Problems (Page 172)
rs
1. Prize money = ` 4872
ve
Bonus amount = ` 2400
ni
Total amount received = 4872 + 2400 = `7272
U
Number of recipients = 16
ge
Share of each recipient = ` 7272 ÷ 16 = ` 454.50

id
2. Amount got on old refrigerator = ` 6797

br
Number of grandchildren = 14
am
Share of each grandchild = 6797 ÷ 14 = ` 485.50

3. Amount earned on I week = ` 567
C
s
Amount earned on II week = ` 498
es
Amount earned on III week = ` 735
Pr
Amount earned on IV week = ` 375

ity
Total amount earned in a month = 567 + 498 + 735 + 375 = ` 2175

Amount earned in a year = 2175 × 12 = ` 26100
rs
ve
4. Cost of 1 toaster = ` 750

Loss on 13 faulty toasters = 13 × 750 = ` 9750
ni
5. Total amount = ` 7880

U
Amount kept for self = ` 5600

ge
Remaining amount for three sons = 7880 – 5600 = ` 2280

id
Share of each son = ` 2880 ÷ 3 = ` 760

br
6. Amount donated to each charitable organisations = ` 8765

am
Number of organisations = 13
Total amount of donation = 8765 × 13 = ` 113945
C
s
es
7. Total amount = ` 7440

Number of major teams = 4
Pr
Share of each major team = ` 7440 ÷ 4 = ` 1860

ty
Number of sub-teams = 6
si
Share of each sub-team = ` 1860 ÷ 6 = ` 310

v er
Maths in My Life (Page 173)

ni
Type 1: Cost of 1 litre of petrol = ` 65.50

U
Cost of 12 litres of petrol = 65.50 × 12 = ` 786

ge
Type 2: Cost of 1 litre petrol = ` 70

id
Cost of 17 litres of petrol = 70 × 17 = ` 1190

br
Total amount spent on petrol = 786 + 1190 = `1976

am
Amount kept for petrol = ` 3000

C
As, 1976 < 3000

s
es
So, Mr. Prabu is within his budget.

Pr
ity
166
Solution Set
rs
ve
ni

s
es
Pr
ity
HOTS (Page 173)
rs
1. Cost of each chair = ` 735.50
ve
Cost of two chairs = 2 × 735.50 = ` 1471
ni
Cost of each table = ` 516
U
Cost of two corner tables = 2 × 516 = ` 1032
ge
Total cost of all = ` 1471 + ` 1032 = ` 2503

Amount with Tobby = ` 3455
id
Remaining amount after purchase = ` 3455 – ` 2503 = ` 952

br
2. Cost of 1 purple bead = ` 15

am
Cos of 1 yellow bead = ` 12.50

C
Cost of 1 red bead = ` 17.50s

es
Total cost of 1 set of all the three colour beads = 15 + 12.5 + 17.5 = ` 45
Total amount = ` 3600
Pr
Number of sets of three coloured beads bought = 3600 ÷ 45 = 80 sets

ity
So, 80 sets of beads of each colour were bought

rs
Thus, total number of beads bought = 80 + 80 + 80 = 240

ve
3. Cost of each ticket = ` 12.50

Cost of 567 tickets = 567 × 12.50 = ` 7087.50
ni
1
U
Amount keep for charity = × 7087.50 = ` 3543.75

2
ge
So, amount kept for school = 7087.50 – 3543.75 = ` 3543.75

If the cost of each ticket = ` 15
id
Cost of 567 tickets = 15 × 567 = ` 8505

br
8505 7087.50
Then, the increased amount for charity will be – = ` 708.75
am
2 2
4. First group: Cost of 18 tickets = ` 5490
C
Cost of each ticket = 5490 ÷ 18 = ` 305

s
es
Second group: Cost of 12 tickets = ` 4920

Cost of each ticket = 4920 ÷ 12 = ` 410
Pr
Extra amount paid by second group per ticket = 410 – 305 = ` 105
ty
My Practice Time 4
si
er
1. Rajaram Provision Store

v
Items Quantity (in kg)

ni
Rate per unit (in `) Amount (in `)

U
Tuar dal 2 83.50 167

ge
Moong dal 3.5 71.70 250.95

Rice 5 52 260
id
Mustard 100 g or 0.1 kg 85 8.5

br
Jeera 250 g or 0.25 kg 200 50

am
Total 736.45
C
Amount given to shopkeeper = ` 1000

es
Balance amount = ` 1000 – ` 736.45 = ` 263.55

Pr
ity
167
Solution Set
rs
ve
ni

s
es
Pr
ity
2. Items Quantity (in m) Rate per unit (in `) Amount (in `)
rs
Trouser cloth 4 215 860
ve
Shirt material 5.2 310 1612
ni Silk saree 1 (in quantity) 7150 7150
U
Synthetic sarees 2 (in quantity) 495 990
ge
Total 10612
id
br
3. Items Quantity Rate per unit (in `) Amount (in `)

am
Apples 6 22 132
Oranges 4 6 24
C
s
1
es
Grapes kg 82 41
2
Pr
Bananas 1 48 24
dozen
ity
2
Total 221
rs
ve
Worksheet
ni
1. Cost of a bag, pen and a box = ` 663 4. Nidhi: Cost of 1 kg apples = ` 75.50
U
Cost of a bag and a box = ` 615 Cost of 4 kg apples for Nidhi = 75.50 × 4 = ` 302
ge
1
Then, cost of a pen = 663 – 615 = ` 48 Mahima: Quantity of apples = ( )
× 4 – 1 = 1 kg
id
Cost of three pens = 48 × 3 = ` 144 2

Cost for Mahima = ` 75.50
br
Cost of three pen and a book = ` 360

Difference in amount spent = 302 – 75.50 =
am
So, cost of 1 book = 360 – 144 = ` 216 ` 226.50

2. Cost of the cake = ` 325.25
C
5. Cost of each lamp = ` 9.50

s
Cost of ice creams = ` 245.25

es
Cost of 2 dozen lamps = 9.5 × 24 = ` 228

Cost of soft drinks = ` 227.50
Cost of 1 kg flowers = ` 44
Pr
Total cost of all the items = 325.25 + 245.25 +

227.50 = ` 798 Cost of 3 kg flowers = 44 × 3 = ` 132
ty
Number of children = 3 Cost of lamps and flowers = 228 + 132 = ` 360

si
Cost per child = 798 ÷ 3 = ` 266 Total amount = ` 500

er
3. Cost of one wheel = ` 265.50 Balance amount = ` 75

v
ni
Cost of two wheels = 2 × 265.50 = ` 531 Then, amount spent = 500 – 75 = ` 425
U
Total amount = ` 3000 Cost of candle packets = 425 – 360 = ` 65

ge
Balance amount = ` 450 Cost of each packet of candles = ` 13

Number of packets of candles bought =
id
Cost of three bikes and two wheels = 3000 – 450

65 ÷ 13 = 5
br
= ` 2550
am
Cost of three bikes = 2550 – 531 = ` 2019

Cost of each bike = 2019 ÷ 3 = ` 673
C
s
es
Pr
ity
168
Solution Set
rs
ve
ni

s
es
Pr
ity
6. XYZ Store
rs
Items Quantity (in kg) Rate per unit (in `) Amount (in `)
ve
Potatoes 1 20 20
ni Rice 3 53.50 160.50
U
1
Mustard or 0.5 75.50 37.75
ge
2
1
id
Butter or 0.5 85.50 42.75

2
br
Total 261
am
Amount given to shop keeper = ` 500

C
s
Balance amount = 500 − 261 = ` 239
es
Pr
Chapter 13 – Perimeter and Area

ity
rs
ve
My Practice Time 1
ni
1. a. Perimeter of the figure = 6 + 6 + 6 + 6 = 24 cm

U
b. Perimeter of the figure = 6 + 6 + 9 = 21 cm

ge
c. Perimeter of the figure = 20 + 40 + 20 + 40 = 120 cm

id
d. Perimeter of the figure = 22 + 12 + 9 + 18 + 10 = 71 cm

br
e. Perimeter of the figure = 20 + 20 + 20 +20 = 80 cm

am
f. Perimeter of the figure = 45 + 20 + 45 + 20 = 130 cm

2. a. Perimeter of the figure = 8 + 3 + 8 + 3 = 22 cm
C
b. Perimeter of the figure = 5 + 5 + 5 + 5 = 20 cm

es
c. Perimeter of the figure = 3 + 2 + 5 + 3 + 8 + 5 = 26 cm

Pr
d. Perimeter of the figure = 5 + 8 +7 = 20 cm

ty
e. Perimeter of the figure = 3 + 3 + 3 + 3 + 3 + 3 = 18 cm

si
f. Perimeter of the figure = 3 + 4 + 8 + 4 = 19 cm

er
3. a. Perimeter = 10 cm b. Perimeter = 12 cm c. Perimeter = 18 cm

v
ni
4. Perimeter of the garden = 9 + 9 + 9 + 9 = 36 m

U
So, 36 m of fencing is needed.

ge
5. Perimeter of the park = 15 + 8 + 15 + 8 = 46 m

Distance ran by Rahul around the park = 5 times the perimeter = 5 × 46 = 230 m = 23000 cm
id
6. Perimeter of photo frame = 26 + 26 + 26 + 26 = 104 cm = 1 m 4 cm

br
As Radhika has 1m coloured tape, then, 4 cm more of the tape is needed to decorate the frame with the tape.
am
7. a. Perimeter of the figure 1 = 4 + 4 + 5 + 3 + 5 = 21 cm

C
Perimeter of the figure 2 = 5 + 4 + 7 + 4 = 20 cm

s
es
So, figure 1 has greater perimeter.

Pr
ity
169
Solution Set
rs
ve
ni

s
es
Pr
ity
b. Perimeter of the figure 1 = 10 + 3 + 4 + 2 + 2 + 2 + 4 + 3 = 30 cm
rs
Perimeter of the figure 2 = 8 + 5 + 2 + 4 + 6 = 25 cm
ve
So, figure 1 has greater perimeter.
ni
HOTS (Page 183)
U
a. Perimeter = 30 cm c. Perimeter = 29 cm
ge
So, 7 + 10 + 8 + k = 30 So, 5 + 6 + 7 + 3 + 2 + k = 29
id
Then, k = 30 – 15 = 5 cm Then, k = 29 – 23 = 6 cm
br
b. Perimeter = 12 cm d. Perimeter = 40 cm
am
So, 5 + 4 + k = 12 So, 1 + 5 + 7 + 12 + 4 + k = 40
Then, k = 12 – 9 = 3 cm Then, k = 40 – 29 = 11 cm
C
s
es
My Practice Time 2
Pr
1. a. Area of the figure = 16 sq. cm e. Number of full squares = 13

ity
b. Area of the figure = 15 sq. cm Number of half squares = 6

1
rs
c. Area of the figure = 5 sq. cm Area of the figure = 13 + × 6 = 13 + 3 =

2
ve
d. Area of the figure = 16 sq. cm 16 sq. cm

e. Area of the figure = 20 sq. cm
ni
f. Number of full squares = 2

f. Area of the figure = 12 sq. cm
U
Number of half squares = 4

2. a. Number of full squares = 4 1
ge
Area of the figure = 2 + ×4=2+2=

Number of half squares = 4 2
4 sq. cm
id
1
Area of the figure = 4 + ×4=4+2= 3. a. Number of full squares = 2
br
2
6 sq. cm Number of more than half squares = 8
am
b. Number of full squares = 6 Area of the figure = 2 + 8 = 10 sq. cm

Number of half squares = 2
C
b. Number of full squares = 9

s
1
es
Area of the figure = 6 + ×2=6+1= Number of more than half squares = 8

2
7 sq. cm Area of the figure = 9 + 8 = 17 sq. cm
Pr
c. Number of full squares = 8 c. Number of full squares = 21

ty
Number of half squares = 4 Number of more than half squares = 16

si
1 Area of the figure = 21 + 16 = 37 sq. cm

Area of the figure = 8 + ×4=8+2=
er
2
10 sq. cm d. Number of full squares = 8
v
ni
d. Number of full squares = 6 Number of more than half squares = 9

U
Number of half squares = 2 Area of the figure = 8 + 9 = 17 sq. cm

1
ge
Area of the figure = 6 + ×2=6+1= e. Number of full squares = 3

2
7 sq. cm Number of more than half squares = 15
id
Area of the figure = 3 + 15 = 18 sq. cm

br
am
C
s
es
Pr
ity
170
Solution Set
rs
ve
ni

s
es
Pr
ity
HOTS (Page 187)
rs
1. Area of the letter A = 12 + 2 = 14 sq. cm
ve
1
Area of the letter N = 8 +
ni × 6 = 8 + 3 = 11 sq. cm
2
Area of the letter U = 11 sq. cm
U
Area of the letter P = 10 sq. cm
ge
Area of the total name = 14 + 11 + 11 + 10 = 46 sq. cm

id
Worksheet
br
1. a. Perimeter of the figure = 6 + 4 + 8 + 3 = 21 cm 3. a. Number of full squares = 2

am
b. Perimeter of the figure = 1 + 2 + 1 + 1 + 4 + 2 Number of more than half squares = 5

+ 6 + 5 = 22 cm Area of the figure = 2 + 5 = 7 sq. cm
C
s
2. a. Perimeter of the figure = 14 cm b. Number of full squares = 1
es
b. Perimeter of the figure = 16 cm Number of more than half squares = 4
Pr
c. Perimeter of the figure = 14 cm Area of the figure = 1 + 4 = 5 sq. cm

c. Number of full squares = 1
ity
Number of more than half squares = 5

rs
Area of the figure = 1 + 5 = 6 sq. cm

ve
4. Perimeter of the park = 130 m 6. Perimeter = 27 cm

ni
U
So, 14 + 31 + 35 + 21 + k = 130 So, 4 + 7 + 6 + 5 + k = 27

Then, k = 130 – 101 = 29 m Then, k = 27 – 22 = 5 cm
ge
5. Perimeter of the cake = 25 + 13 + 25 + 13 =

id
76 cm
br
Total length of ribbon = 1 m = 100 cm

am
Length of ribbon used = perimeter = 76 cm

Length of ribbon left = 100 – 76 = 24 cm
C
s
es
Chapter 14 – Data Handling

Pr
ty
si
My Practice Time 1
er
1. a. 28 students b. Drawing
v
ni
c. Number of students who like playing = 24

U
Number of students who like drawing = 8

ge
Required difference = 24 – 8 = 16
id
d. Number of students who like listening to music = 12

br
Number of students who like watching TV = 12

am
Required total = 12 + 12 = 24
2. a. Classes b. Number of students c. Class 1 and Class 2
C
d. Class 4 e. Classes 1 and 2

es
f. Total number of students in the school = 80 + 80 + 60 + 20 + 40 = 280

Pr
ity
171
Solution Set
rs
ve
ni

s
es
Pr
ity
3. a.
Favourite Colour of Class IV students
rs
Scale: 1 unit = 5 students
Number of Students
ve
30
ni
20
U
ge
10
0
id
Favourite Colours
br
b.
am
Favourite Fruit of Class IV Students

Scale: 1 unit = 4 students
Number of Students
C
40
s
es
30
Pr
20
10
ity
0
rs
Favourite Fruit
ve
c. Marks out of 50 in 5 tests

ni
Scale: 1 unit = 5 marks

50
U
ge
40
Marks Scored
id
30
br
20
am
10
C
0
es
Test
Pr
My Practice Time 2
ty
1
1. a. Roller Coaster Ride b. Fraction of train ride tickets sold out of the total sold tickets =
si
8
er
c. Total number of tickets = 720

æ1 1ö 3
v
Total number of tickets sold for train and water rides = ç + ÷ of 720 = ´× 720== 270
ni
è4 8ø 8
U
1
2. a. Dancing b. Playing c.
12
ge
d. Total number of students = 240

1
id
Number of students who like playing = of 240 = 60

4
br
e. True
am
3. a. Total number of students = 20 + 20 + 40 = 80

Thus, the complete circle represents 80 students.
C
20 1
es
Out of 80 students, 20 students like orange colour = = = (one-fourth of circle)

80 4
Pr
ity
172
Solution Set
rs
ve
ni

s
es
Pr
ity
20 1
rs
Out of 80 students, 20 students like red colour = = = (one-fourth of circle)
80 4
ve
40 1
ni Out of 80 students, 40 students like green colour = = = (half of circle)
80 2
U
ge
Red
id
Green
br
am
Orange
C
s
es
b. Total number of toys sold = 15 + 60 + 30 + 15 = 120
Pr
Thus, the complete circle represents 120 toys sold.

15 1
ity
Out of 120 toys, 15 toys were sold out in September = = = (one-eighth of circle)
120 8
rs
60 1
Out of 120 toys, 60 toys were sold out in October = = = (half of circle)
ve
120 2
30 1
ni
Out of 120 toys, 30 toys were sold out in November = = = (one-fourth of circle)
U
120 4
15 1
ge
Out of 120 toys, 15 toys were sold out in December = = = (one-eighth of circle)
120 8
September
id
December
br
am
C
November
es
October
Pr
ty
si
c. Total number of students participating = 9 + 18 + 9 + 36 = 72

er
Thus, the complete circle represents 72 students.

v
ni
9 1
Out of 72 students, 9 students participated in painting = = = (one-eighth of circle)
U
72 8
18 1
ge
Out of 72 students, 18 students participated in dancing = = = (one-fourth of circle)

72 4
id
9 1
Out of 72 students, 9 students participated in essay writing = = = (one-eighth of circle)
br
72 8
am
36 1
Out of 72 students, 36 students participated in quiz = = = (half of circle)
72 2
C
s
es
Pr
ity
173
Solution Set
rs
ve
ni

s
es
Pr
ity
Glasses of water drank
Number of glasses of water

rs
Scale: 1 unit = 2 glasses
ve
Dancing 18
ni 16
14
U
12
Quiz 10
ge
Painting 8
6
id
4
Essay
br
2
0
writing
am
Friends
C
HOTS
s
es
Number of glasses of water drank by Andrew = 16 glasses
Pr
Number of glasses of water drank by John = 16 – 6 = 10 glasses

Number of glasses of water drank by Suresh = 10 + 2 = 12 glasses
ity
Number of glasses of water drank by Mukund = 16 – 2 = 14 glasses

rs
Number of glasses of water drank by Dheeraj = 16 – 2 = 14 glasses

ve
Worksheet
ni
1. a. In March, Dinesh purchased 30 kg of wheat

U
b. Total quantity of wheat bought in the first three months = 26 + 12 + 30 = 68 kg

ge
Costs of wheat per kilogram = ` 23

Total cost of purchase = 23 × 68 = ` 1564
id
br
2. Number of people boarding bus on Sundays

am
ni Number of people on the bus
Scale: 1 unit = 5 people

50
C
45
es
40
35
Pr
30
25
ity
20
rs
15
10
ve
5
0
Bus Time
U
3. Total books = 6 + 12 + 3 + 3 = 24
ge
Thus, the complete circle represents 24 books.

id
6 1 Others
Out of 24 books, 6 are of English = = (one-fourth of circle)
br
24 4 English
Tamil
am
12 1
Out of 24 books, 12 are of Hindi = = (half of circle)
24 2
C
3 1
s
Out of 24 books, 3 are of Tamil = = (one-eighth of circle) Hindi

es
24 8
3 1
Pr
Out of 24 books, 3 are of other languages = = (one-eighth of circle)

24 8
ity
174
Solution Set
rs
ve
ni

s
es
Pr
ity
4. a. Vanilla and butterscotch
rs
b. Total number of ice creams sold = 120
1
ve
Number of chocolate ice creams sold = × 120 = 60
ni 2
U
ge
Story Time 2 (Shopping Spree)

id
br
am
Distance and Time

1. 2 km 350 m = 2000 m + 350 m = 2350 m
C
s
2. Starting time = 5:30 p.m.
es
Ending time = 8:45 p.m.
Pr
Duration of shopping = 5:30 to 8:45 = 3 hr 15 min

ity
3. Time of returning home = 8:45 p.m.

rs
Time of leaving home the next day = 7:20 a.m.

ve
Duration = 8:45 p.m. to 7: 20 a.m. the next day = 3 hr 15 min (till 12 midnight) + 7 hr 20 min = 10 hr 35 min
ni
Shopping Time
U
1. Quantity of cashew nuts in 1 packet = 100g

ge
1 500
Number of packets of cashew nuts in kg = = 5 packets
id
2 100
br
2. Cost of 500 ml of coconut oil = ` 132

am
132
Cost of 250 ml of coconut oil = = ` 66
2
C
3. Cost of 1 kg Moong dal = ` 126

s
es
1 3
Cost of 1 kg Moong dal = ´ 126 = ` 189
2 2
Pr
ty
4.
Quantity
si
Scale: 1 unit = 500 gm

v er
3500
ni Quantity purchaed
3000
U
2500
ge
2000
id
1500
br
1000
am
500
0
C
Grocery
s
es
Pr
ity
175
Solution Set
rs
ve
ni

s
es
Pr
ity
5. Length of pant cloth = 1 m 85 cm = 100 cm + 85 cm = 185 cm
rs
Length of shirt piece = 1 m 80 cm = 100 cm + 80 cm = 180 cm
ve
Total length of cloth brought = 185 + 180 = 365 cm
ni
6. Length of the box = 14 cm
U
Breadth of the box = 10 cm
Perimeter of the top of the box = 2(14 + 10) = 48 cm
ge
Area of the top of the box = 14 × 10 = 140 sq. cm

id
7. Length of 1 pant piece = 1 m 85 cm = 185 cm

br
Length of 3 pant pieces = 3 × 185 = 555 cm = 500 cm + 55 cm = 5 m 55 cm

am
9. a. 3 sides b. 5 sides c. 6 sides

C
10. a. 3 s b. infinite c. 6
es
Refreshing Juice
Pr
1. a. Total Quantity of juice bought = 300 ml + 150 ml = 450 ml = 0.450 l

ity
b. Required difference = 1 l – 450 ml = 1000 ml – 450 ml = 550 ml

rs
ve
ni
U
Thinking Zone
ge
300
id
br
250
am
200
C
s
es
150
Pr
100
ty
si
50
v er
0
ni
May June July August

U
Writing Zone
ge
Highest amount is spent in August and the lowest amount in May and July.
Difference = 250 – 125 = ` 125
id
Amount saved in May = 200 – 125

br
= ` 75
am
Amount saved in June = 200 – 175

= ` 25
C
Amount saved in July = 200 – 125

es
= ` 75
Pr
Total saved after 3 months = 75 + 25 + 75 = ` 175

ity
176
Solution Set
rs
ve
ni

s
es
Pr
ity
Evaluation Zone
rs
May: Spent = ` 125
ve
Saved = ` 75
ni
June: Spent = ` 175
U
Saved = ` 25
July: Spent = ` 125
ge
Saved = ` 75
id
August: Spend = ` 250

br
Saved = NIL
am
Savings till August = ` 175 – ` 50

= ` 125
C
s
More money needed to buy rakhi gift = 500 – 125
es
= ` 375
Pr
Calculation Zone
ity
Sammy can spend in June = 200 + 150

= ` 350
rs
ve
ni
Unit Test Paper 2

U
ge
1. a. 4 kg 501 g = 4000 g + 501 g = 4501 g

id
b. 12 kg 16 g = 12000 g + 16 g = 12016 g
br
2. a. 8049 mm = 8000 mm + 49 mm = 8 m 49 mm
am
b. 5967 mm = 5000 mm + 967 mm = 5 m 967 mm

C
3. a. 4 m 36 cm = 400 cm + 36 cm = 436 cm
s
es
b. 8 m 71 cm = 800 cm + 71 cm = 871 cm
4. 23:15 hr = 12:00 hours + 11:15 hours = 11:15 p.m.
Pr
5. Total amount distributed as salary = ` 4,80,000

ty
Number of workers = 15
si
480000
Salary of each worker = = ` 32,000
er
15
v
6. Total number of taxis = 4

ni
Number of passengers in each taxi per day = 45

U
Number of passengers in 4 taxis per day = 45 × 4 = 180

ge
Number of passengers in 4 taxis in a week = 180 × 7 = 1260

Amount paid by each passenger = ` 270
id
br
Amount earned in one week = 270 × 1260 = ` 3,40,200

am
7. Cost of 1 m cloth = ` 4,256

Length of cloth bought by Pinky = 25 m
C
Length of cloth bought by Avanti = 18 m

s
es
Total length of cloth = 25 + 18 = 43 m

Pr
Total cost of cloth = 43 × 4256 = `1,83,008

ity
177
Solution Set
rs
ve
ni

s
es
Pr
ity
8. Perimeter of shape 1= 5 + 2 + 5 + 2 = 14 cm
rs
Perimeter of shape 2 = 2 + 1 + 6 + 3 + 8 + 4 = 24 cm
ve
Perimeter of shape 3 = 5 + 7 + 9 = 21 cm
1
ni
10. a.
4
U
b. Total number of students = 100
ge
1 1 1
Number of students who like idli more than fruits =
2
–
4 (
× 100 =
4 )
× 100 = 25
id
14.
br
am
C
s
15. a. Start time = 8 a.m.
es
End time = 10:25 a.m.
Pr
Duration = 10:25 – 8 = 2 hours 25 minutes

ity
b. Start time = 7:30 a.m. = 07:30 hours

End time = 7: 30 p.m. = 19:30 hours
rs
Duration = 19:30 – 7:30 = 12 hours

ve
c. Start date = 12 September

ni
End date = 11 November

U
Duration = 19 days of September + 31 days of October + 11 days of November = 61 days

ge
d. Start date = 7 Jan

id
End date = 15 Feb

br
Duration = 25 days of Jan + 15 days of Feb = 40 days

am
C
MENTAL MATHS
es
Pr
ty
Chapter 1
si
1.1. a. 126493 b. 334671 c. 789123 d. 425425 e. 567812

er
i. 126493 ii. 789123 iii. 567812

v
ni
1.2. a. Seven lakh sixty three thousand two hundred fifteen = 7,63,215
U
b. One lakh forty thousand three hundred sixty two = 1,40,362

ge
c. Six lakh sixty seven thousand four hundred fifty five = 6,67,455
1.3. 700, 7 hundred (****Check question once as placing the number 2 before 3 doesn’t seem to make
id
any change)
br
1.4. a. Largest Number: 86,534; Smallest Number: 45,638

am
b. Largest Number: 6,53,721; Smallest Number: 1,23,756

C
c. Largest Number: 65,421; Smallest Number: 15,246

s
es
1.5. 12,568; 12,569

Pr
ity
178
Solution Set
rs
ve
ni

s
es
Pr
ity
1.6. Total spectators = 6,657
rs
6,657 rounded off to nearest 1000’s is 7000
ve
Fans of Team A = 3,398
ni
U
Fans of Team B = 2,550
ge
Estimated number of spectators who were not fans of either team = 7000 – 3000 – 3000
id
= 1000 spectators
br
Chapter 2
am
2.1. Amount collected = ` 42,495 + ` 32,453 + ` 87,300 + ` 98,935

C
= ` 2,61,183
s
es
2,61,183 < 3,00,000
No, total amount is not enough for his expenses.
Pr
2.2. a. ii b. I c. iv d. iii
ity
2.3. 800 + 900 = 900 + 800

rs
2.4. Offer 1: ` 6,35,923 + ` 2,29,111 = ` 8,65,034

ve
Offer 2: ` 7,25,782 + ` 1,40,111 = ` 8,65,893

= ` 8,65,034 < ` 8,65,893
ni
U
So, Offer 1 is better.

Difference = ` 865893 – ` 865034 = ` 859.
ge
2.5. Total cost of renovation = ` 8,50,000

id
Amount already collected = 8200 × 100 = ` 8,20,000

br
Amount that still has to be raised from the school fund = ` 8,50,000 – ` 8,20,000
am
= ` 30,000
C
2.6. Cost of land = ` 2,25,400 rounded off to ` 2,25,000

s
es
Cost of construction = ` 8,65,900 rounded off to ` 8,66,000

Cost of furniture = ` 12,35,700 rounded off to ` 12,36,000
Pr
Total expense = 225000 + 866000 + 1236000 = ` 23,27,000

ty
Total budget = ` 25,00,000

si
Savings = ` 25,00,000 – ` 23,27,000

er
= ` 1,73,000.
v
ni
Chapter 3
U
3.1. a. 12 × 12 = ` 144 b. 9 × 13 = ` 117 c. Cost of 5 chikoos = ` 11

ge
11
Cost of 1 chikoo = ` 5
id
11
Cost of 15 chikoos = ` ( 5 × 15) = ` 33
br
am
d. 8 × 15 = ` 120 e. 6 × 14 = ` 84
Total cost = 144 + 117 + 33 + 120 + 84 = ` 498
C
3.2. Steps climbed by me = 13 × 11 = 143 steps

es
Steps climbed by my friend = 12 × 12 = 144 steps

Pr
My friend has to climb more steps.

ity
179
Solution Set
rs
ve
ni

s
es
Pr
ity
3.3. a. 1 b. 2403 c. 0 d. 0 e. 12
rs
3.4. Cost of fixing a tile = ` 160 + ` 35 = ` 195
ve
Cost of fixing 260 tiles = 260 × 195 = ` 50,700
ni
3.5. Total collection = 850 × 105 = ` 89,250
U
3.6. Amount spent on Sewing machines = ` 5760 × 8 = ` 46,080
ge
Amount spent on Smart phones = ` 3000 × 10 = ` 30,000

Amount spent on utensil sets = ` 2257 × 7 = ` 15,799
id
Amount spent on Diwali gifting that year = 46080 + 30000 + 15799 = ` 91,879
br
3.7. Amount donated = ` 6543 × 47 = ` 3,07,521

am
Chapter 4
C
s
es
4.1. a.
z b.
d.
Pr
r e m a i n d e r c.
r i q
ity
o v u
rs
e.
d i v i s o r
ve
d t
ni
e i
U
n e
d n
ge
t
id
br
4.2. Amount paid per sheet by me = ` 110

1000
am
Amount paid per sheet by sister = ` 110

1000
C
No, as 1000 ÷ 110 ≠ 110 ÷ 1000

s
es
4.3. Number of protecting walls = 896

16
Pr
= 56 protecting walls
ty
4.4. Total rings = 996

si
er
Rings needed by door garlands = 25 × 24 = 600

v
Remaining rings left for windows = 996 – 600 = 396

ni
Number of rings for each window = 396

U
36
= 11 rings
ge
4.5. Number of students in each row = 1440 = 144

id
10
br
And, students are divided in remaining rows = 30 = 3.3 = 3 approx

9
am
After removing 30 students, students in each row from 2 to 9 = 144 + 3

= 147 students approx.
C
s
es
Pr
ity
180
Solution Set
rs
ve
ni

s
es
Pr
ity
4.6. Number of boxes required = 365
25
rs
Gives Q = 14, R = 15
ve
So, 14 boxes will be needed to completely fill the books and 15 books will be left out.
ni
Chapter 5
U
ge
5.1. a. True b. False c. True d. True

5.2. a. 1 b. itself c. equal, smaller d. limited
id
5.3. Boxes with candies 6, 28, 16, 38, 44, 4 can be equally distributed among 2 children.
br
Such numbers are called even numbers.

am
5.4. Steps of Friend’s building – 11, 22, 33, 44, 55, 66, 77, 88, 99, 110, 121, 132
C
s
Steps of Your building – 14, 28, 42, 56, 70, 84, 98, 112, 126, 140
es
Pattern: Multiples of number
Pr
5.5. 2 3 5 9 10
ity
1245, 54660,
54660, 65348, 1245, 54660,
rs
5769, 8181, 5769, 8181, 54660, 34100,

34100, 65472, 34100, 65490,
ve
65472, 65490, 1035, 54900 65490, 54900

65490, 54900 1035, 54900
1035, 54900
ni
U
Chapter 6
ge
6.1. a. 12 = 1 b. 12 = 2 2 c. 12 = 3 = 1 1 d. 12 = 1
24 2 5 5 8 2 2 36 3
id
Proper Fraction (a) and (d)

br
Improper fraction, mixed fraction (b) and (c)

am
Like fractions: (a) and (c)

C
Unit fractions: (a) and (d)

s
es
Unlike fractions: (b) and (c)

6.2. 8 1 cm < 9 3 cm < 10 1 cm < 11 1 cm
Pr
2 4 4 2
4 + 2 = 6 = 1
ty
6.3. Fraction of red apples =

8 + 10 18 3
si
6.4. I drank = 4 =3 19 and Friend drank = 5 1 = 16

er
4 4 3 3
v
6.5. fraction of the sold peach lemonade = 16 = 2

ni
24 3
U
6.6. Capacity = 1 + 3 + 3 + 1 = 8
4 4 4 4 4
ge
= 2 total filled capacity

id
6.7. Juice left with Somi = 5 1 – 1 1 – 2 3

br
4 4 4
= (5 – 1 – 2) + ( 1 – 1 – 3 )
am
4 4 4
=2– 3
C
4
s
es
= 1 1 bottle
4
Pr
ity
181
Solution Set
rs
ve
ni

s
es
Pr
ity
Chapter 7
rs
7.1. a. False b. True c. True d. True e. True
ve
7.2. Whole number Decimal part
ni
a. 35, 32 20, 5
U
b. 26 83
ge
c. 65 75
id
7.3. Like Fractions: 43.000, 23.050, 41.100, 34.225, 67.010

br
7.4. a. 4.01 b. 85.005 c. 100.06 d. 69.575 e. 0.004 f. 1.006

am
7.5.
41 4 3 4 73 43 4 7
C
2 s 10 100 4 100
es
Pr
ity
rs
4.07 4.73 4.5 4.3 4.75

ve
Chapters 8 & 9
ni
U
8.1. a. ii b. iv
ge
8.2. a. Diameter b. 9 c. No
8.3. a, b & c
id
9.1. For Students

br
9.2. To be drawn by the students

am
Chapter 10
C
10.1. a. 3025 b. 800025 c. 2225 d. 6030 e. 23045

es
10.2. Length of cloth = 3 m 50 cm = 3 × 100 + 50 = 350 cm

Pr
Number of pieces = 350 = 7 pieces

50
ty
10.3. Consumption of milk everyday = 2 l 500 ml = 2 × 1000 + 500 = 2500 ml

si
Quantity of each glass = 2500 = 625 ml

er
4
10.4. Daily walk = 2 km 450 m = 2 × 1000 + 450 = 2450 m
v
ni
10.5. Weight of vegetables = 1 kg = 1000 g = 1000 × 1000 mg = 1000000 mg

U
Weight of paneer = 400 g = 400 × 1000 mg = 400000 mg

ge
Weight of masala = 25 mg
Total weight = 1000000 + 400000 + 25 = 1400025 mg
id
10.6. a. Strawberry Ice cream

br
1,00,000 + 5,600 = 1,05,600 ml = 1,05,600 = 105 l 600 ml

am
1000
b. Chocolate ice cream
C
1,00,000 + 3060 = 1,03,060 ml = 1,03,600 = 103 l 60 ml

es
1000
c. Vanilla ice cream
Pr
ity
182
Solution Set
rs
ve
ni

s
es
Pr
ity
1,00,000 + 100 = 1,00,100 ml = 1,00,100 = 100 l 10 ml
1000
rs
d. Mint and Chocolate ice cream
ve
ni 1,00,000 + 100 + 560 = 1,00,660 ml = 1,00,660 = 100 l 660 ml
1000
U
10.7. Distance travelled from home to farm house = 500 m + 2 km + 50 km 750 m + travelled by horse cart
ge
So, distance travelled by horse cart = 75 km – 500 m – 2 km – 50 km 750 m

= (75 – 2 – 50) km – (500 + 750) m
id
= 23 km – 1250 m
br
= 22 km + 1 km – 1 km 250 m
am
= 21 km 750 m
C
Chapter 11
s
es
11.1. a. a.m. b. p.m.
Pr
11.2. a. Total duration of time out of house = 7:30 p.m. – 2:15 p.m.
ity
b. Duration of time at the movie theatre = 6:15 p.m. – 3:30 p.m.

rs
ve
c. Total hours of commuting = (3:30 p.m. – 2:15 p.m.) + (7:30 p.m. – 6:15 p.m.)
ni
= 1 hour 15 minutes + 1 hour 15 minutes

U
11.3. 6:30 in the evening = 18:30 hours

ge
6:30 p.m.
id
11.4. Number of days = 6 days of February (Leap Year) + 13 days of March

br
= 19 days
am
11.5. a. Duration of his stay at his grandparents’ place = 2 days of April + 15 days of May
= 17 days
C
b. Total duration of his vacation = 7 days of April + 27 days of May

es
= 34 days
Pr
Chapter 12
ty
12.1. 500 paise = 500 = ` 5

si
100
12.2. Rohit: ` 5 = 5 ×100p = 500p
er
Mohit: 450p
v
ni
Rohit has more money than Mohit

U
12.3. Total expenses = ` 5000 + ` 3575.50 + ` 350.50 + ` 175.45 + ` 126.24

ge
= ` 9,227.69
a. Money saved in a month = ` 10,000 – ` 9,227.69 = ` 772.31
id
br
Money saved in a year = 772.31 × 12 = ` 9267.72

am
b. Money saved in a month (` 772.31) > Additional monthly mobile bill (` 500)
Yes, he can afford to pay the bill.
C
s
es
Pr
ity
183
Solution Set
rs
ve
ni

s
es
Pr
ity
12.4. a. Money spent on items purchased = ` 100.50 + ` 50.75 + ` 20.25 × 3 + ` 95.67 = ` 307.67
rs
Yes, he had enough money with him for purchases.
ve
b. ` 500 > ` 307.67
niYes, he saved ` 500 – ` 307.67 = ` 192.33
U
12.5. 1. a. Total expense = 2 × ` 112.50 + 4 × ` 15.60 + ` 250 + ` 100
= ` 637.40
ge
b. Amount collected = ` 150 + ` 125 + ` 175 + ` 150 + ` 150 = ` 750

id
br
Balance amount = ` 750 – ` 637.40 = ` 112.60

am
Each will get = ` 112.60 = ` 22.52

5
C
Chapter 13 s
es
13.1. a. Perimeter of rectangle = 7 cm + 4 cm + 7 cm + 4 cm = 22 cm
Pr
b. Perimeter of square = 10 cm +10 cm + 10 cm + 10 cm = 40 cm

c. Perimeter of triangle = 8 cm + 6 cm + 6 cm = 20 cm
ity
d. Perimeter of regular hexagon = 5 cm + 5 cm + 5 cm + 5 cm + 5 cm + 5 cm = 30 cm

rs
ve
13.2. a. Number of full squares = 7 c. Number of full squares = 6

ni
Number of half squares = 2 Number of half squares = 4

U
Area = 7 + 1 = 8 sq. cm Area = 6 + 2 = 8 sq. cm

ge
b. Number of full squares = 11 d. Number of full squares = 6

Number of more than half squares = 7 Number of half squares = 2
id
Area = 11 + 7 = 18 sq. cm Number of more than half squares = 2

br
Area = 6 + 1 + 2 = 9 sq. cm
am
13.3. Perimeter of park = 7 km + 1 km + 5 km + 2 km + 3 km + 1 km + 2 km + 5 km

C
= 26 km
es
Pr
Chapter 14
14.1. a. 8 students b. Orange c. Kiwi d. Banana and Grapes
ty
si
14.2. a. School is going to spend the most on Entertainment, show, costumes, rehearsals
er
b. Entertainment = ` 8,85,654 > Food = ` 5,45,654

v
So, school spends more on entertainment.

ni
c. Combined expenditure on awards and security = ` 1,56,750 + ` 1,34,560 = ` 2,91,310

U
Expenditure on Decoration = ` 4,35,600

ge
` 4,35,600 > ` 2,91,310

id
No, the combined expenditure on awards and security is not more than decoration.
br
am
C
s
es
Pr
ity
184
Solution Set
rs
ve
ni

s
es
Pr
ity
Evaluation Sheet 1
rs
ve
TASK: Individual assessment
ni
U
Assessment should be based on
SKILLS: Problem-solving, Analysis, Creativity, Self-direction, Planning, the following:
ge
Oral and written communication, Scientific method 2 marks for collecting materials
for the art.
id
OBJECTIVE: To enable the students 4 marks for building the model

and testing the hypothesis.
br
• to build a special dice to do the activity 1 mark for writing the correct
• to broaden observation skills
am
steps to create the art.

1 mark for correct interpretation.
• to collect, organise, and display the information 1 mark for neatness.
C
• to enhance knowledge through extended learning 1 mark for timely submission

s
Total marks: 10
es
• to develop information collection skills
Pr
WHAT TO DO:
• Students should make the customised die to do the activity.
ity
• Students would note down the four digits they get by rolling the two dice together 2 times
rs
and make four 4-digit numbers from them.

ve
• Students should write the algorithm for creating the dice and build it.
ni
REMEDIAL MEASURES:
U
• Students may need help in cutting the squares from a sheet of paper.
ge
• Students may need help in making four 4-digit numbers from the digits they get by rolling
2 dice.
id
br
ANSWER KEY:
am
SCHEME FOR DOING: (TINKERER; Skills Used: Brainstorming, Communicating)

C
Ideate: Students will collect a sheet of paper, marker, a pair of scissors, tape, glue, 2 dice,
es
scale, etc.
Pr
Sketch: Every student may draw the customised dice here depending upon their wish.
PROJECT EXTENSION/CASE STUDY: (MAKER; Skills Used: Building, Iterating)
ty
Plan: Steps to make the special dice:

si
er
1. Take a dice 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 0, 7, 8 and 9 on four small squares using marker leaving two squares blank.
ge
4. Paste these squares on the sides of a dice such that the blank sides are on opposite faces.
id
5. Now, roll the 2 dice (one original and other special) together 2 times and note the four
br
digits you get.

am
6. Then, make four 4-digit numbers using those numbers ensuring that 0 is not in the
beginning of any number.
C
Create: Students can now create their dice and take help from an adult, if required.
es
Test: Students will fill in the details as required in the worksheet.

Pr
Improve: Here, student will show their results to an adult and take their help in finding the
correct answers if they are incorrect.
ity
185
rs
ve
ni

s
es
Pr
ity
Evaluation Sheet 2
1
rs
ve
ni
TASK: Group assessment
U
ge
2 marks for collecting materials

Oral and written communication, Scientific method for the design.
id
4 marks for building the model

OBJECTIVE: To enable the students and testing the hypothesis.
br
1 mark for writing the correct

• to create a design steps to create the design.
am
• to broaden observation skills 1 mark for correct interpretation.

1 mark for neatness.
• to collect, organise, and display the information
C
s 1 mark for timely submission

Total marks: 10
es
• to enhance knowledge through extended learning
Pr
WHAT TO DO:
ity
• Students should collect different coloured papers.

rs
• Students would decide the shape they wish to have in their design.
ve
• Students should write the algorithm for creating the design and build it.
ni
U
REMEDIAL MEASURES:
• Students may need help in cutting the coloured sheets in shapes.
ge
• Students may need help while drawing a rough sketch and building it.
id
br
ANSWER KEY:
am

C
Ideate: Every student may select the shape they wish to have in the design such as triangle,
es
rectangle, square, etc. Then, will decide and write the total number of shapes they will paste
Pr
in their design.
ty
Sketch: Every student may draw different drawing depending upon their wish.
si

er
Plan: Students will first cut out the shapes from the coloured paper depending upon their
v
ni
fraction to be used for the design.

U
Steps to create the design:

ge
1. Draw an outline of any design you wish to create.

2. Draw outline of the shapes you wish to have in the design.
id
3. Now, take different coloured papers and draw the shape you have decided.
br
4. With the same measurement, cut similar shapes from both the coloured papers.
am
5. Paste the coloured paper shapes onto the design one by one according to their fraction.
C
Create: Every student will now create their design based upon the sketch they drew.
es

Pr
Improve: Here, students may look at their design and try to correct it, if not.
ity
186
rs
ve
ni

s
es
Pr
ity
Evaluation Sheet 3
1
rs
ve
ni
TASK: Group assessment
U
the following:
SKILLS: Problem-solving, Analysis, Creativity, Self-direction, Planning,
ge
2 marks for collecting materials

Oral and written communication, Scientific method for the art.
id

and testing the hypothesis.
br
OBJECTIVE: To enable the students 1 mark for writing the correct

steps to create the art.
am
• to build an art 1 mark for correct interpretation.

• to broaden observation skills 1 mark for neatness.
C

• to collect, organise, and display the information Total marks: 10
es
Pr

ity
WHAT TO DO:
rs
• Students should list out the various shapes used for creating the art.
ve
• Students would note down the pattern they wish to make in them.
ni
• Students should write the algorithm for creating the art and build it.
U
ge
REMEDIAL MEASURES:
id
• Students may need help in understanding more about art.

br
• Students may need help while drawing a rough sketch and building it.
am
ANSWER KEY:
C

es
Ideate: Students will collect different coloured sheets they want to use to do the activity.
Pr
They will also write the name of shapes they will use such as triangles, squares, rectangles,
ty
etc. Then, they will measure take their measurement and note it down.
si
v er

ni
Plan: Steps to create an art:

U
1. Take different coloured papers and draw different shapes on it.

ge
2. With the same measurement, cut similar shapes from the coloured papers.
id
3. Now, draw the outline of the art on a white chart paper.

br
4. Paste the coloured cuttings onto the art one by one in a symmetrical manner.
am
Create: 2 students can compete with each other in creating this art.
C
Test: Students will fill in the details as required in the worksheet and declare the winner.
es
Improve: Here, a student can either write yes or no. If the answer is no, then he/she can
Pr
write the challenges they face while doing this activity.

ity
187
rs
ve
ni

s
es
Pr
ity
Evaluation Sheet 4
1
rs
ve
ni
TASK: Individual assessment
U
ge
2 marks for listing correct

Oral and written communication, Scientific method materials for building the doll
id
house.
OBJECTIVE: To enable the students 2 marks for drawing the sketch.
br

• to build a doll house and testing the hypothesis.
am
1 mark for correct interpretation.

• to broaden observation skills 1 mark for neatness.
C
• to collect, organise, and display the information

Total marks: 10
es
Pr
WHAT TO DO:
ity
• Students should list out the things they will need to make the doll house.
rs
• Students should try to collect different materials from their Home so that they have to spent
ve
least in making the doll house.

ni
• Students should write the algorithm for creating the mandala art and build it.
U
REMEDIAL MEASURES:
ge
• Students may need help in collecting the materials for the doll house.
id
• Students may need help in drawing a rough sketch and building it.
br
am
ANSWER KEY:
C

s
es
Ideate: Students will collect cartons, markers, scissors, glue, tape, coloured pens, metre
Pr
stick, notebook, dolls, etc.

ty
si

er
Plan: Steps to build a doll house:

v
ni
1. Take cartons and with the help of your parent, cut them in the different sizes depending
U
upon your need.

ge
2. Now, join these parts using glue or tape or any other adhesive.
3. Paste white sheets on the cartons and colour them beautifully to make it look attractive.
id
4. Now, place the dolls that you have and other things you wish like to place in your doll
br
house.
am
Create: Students will build there doll house and take help from their parents, if required.
C

es
Improve: Here, a student can either write yes or no. If the answer is no, then he/she can
Pr
write the challenges they face while doing this activity.

ity
188
rs
ve
ni


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The photocopy masters in this publication may be photocopied or distributed

any way outside the purchasing institution.

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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.

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1. Lesson Plans & Worksheets 1

3. STEAM Evaluation Sheets 185

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Lesson Plans &

9781009182928_IDIM Maths_Book 4_FM.indd 1

● To be able to indicate place value and face value of a number.

● To form smallest and largest number without repetition.

● To represent numbers in the form of Roman numerals.

● Student knows about 4-digit numbers, representing 4-digit numbers

digits, rounding off numbers to the nearest 10’s and 100’s.

or through chart paper. Ask them to recite these number names.

Write some 4-digit numbers on the board and write Th, H, T

and O above the digits to revive the concept of Thousands,

to 4-digits and asking them about the largest 4-digit number.

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s ● Divide the class into groups of four. Instruct each group to do

paste the 5-digit numbers in increasing/decreasing order and write

Plan Which is the greatest/smallest 5-digit number?

● How many total 4-digit numbers are there?

than this number?

● Which numbers are obtained after rounding off 854893 to the

numerals must be explained with clarity and it should be emphasised

that Roman numerals have no place value.

● Smallest 5-digit number is 10000 and greatest 5-digit number is 99999.

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Aim: concept of standard and expanded forms

Material required: abacus

numbers in standard and expanded forms.

Questionnaire: What is the expanded form for the number 78034?

How is expanded form different from the standard form of a number?

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to work with 6 dice to form, compare and order 6-digit numbers.

Do you think that we need to compare and order numbers? Why?

Aim: finding predecessor and successor for a number

Material required: pencils, blank paper cards

task wins the challenge.

Questionnaire: What is a predecessor?

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